Homework for Friday, 1/29, and Tuesday, 2/2

• Part I of Core I due on your blog by 5:00 pm Friday.
• Part II of Core I due on your blog by the start of class on Tuesday, February 2, 2010.
• Read DeVoss (on blog). In class, we will be analyzing DeVoss for rhetorical structure and appeals.

By the way, here is a copy of the Core I assignment just in case you didn't get it or lost it.

Because I've had some questions about how Part I and Part II are different, I added some clarification to the assignment:

In Part I, you are using mostly just your own observations about yourself to reflect on your experiences with technology and where you think you are strongest and where you need to improve. In Part II, you need to actually do some research (whether that is web, talking to someone in your field, or other???) to find out what kind of technology your future career or college major will require. Then in Part II you will reflect on what you will need to do to prepare for this. It takes the more mechanical part that you talk about in I and directs it towards a specific audience (your future employers and professors).

I speculated that in Part I, you would focus more on fun technologies, so Part II is an attempt to aim you more towards the work-oriented technologies that you will be using in class and business.

Homework for Thursday, January 28

Read Selber (in the Outside Reading section). I gave you some hints, but this is a very important article for understanding digital literacy, so read the whole article carefully - you will probably want to take notes.

Read Lunsford Chapter 5, paying particular attention to examples of ethos, pathos, and logos. What are they?

On Thursday we will be completing Part I of the Assignment in class. Instead of doing the survey, we will instead be talking about how technologically savvy you THINK you are :). For now, since we don't have the technology quiz you are developing done, we'll have to go on our instincts.

/JM

Homework for Tuesday

1. Set up your blog in Blogger, and send me the URL. I will create a post with each classes' blogs so that we can see what we're doing :).
2. Do the assignment below and post it to your blog.
3. Read Chapter 6 in Lunsford (Everything's an Argument), and read the excerpt from Johnson's Interface Culture that's posted below (in Outside Readings).

Assignment to be posted on your blog:

Using the article that you found in Google Scholar, write a one to two paragraph analysis of the text, exploring the rhetorical context of the article. Don't just tell me whether the intent of the article is to inform, to convince, to explore, to help, etc., tell me something about the article, about the author's main argument, and about the rhetorical context of the article. Use specific examples from Chapter 1 in Lunsford to support your reflection, and make sure to cover the questions "Who is arguing? What purpose is the writer trying to achieve? To whom are they directing their argument?"

This assignment will be worth 20 points, and will be due Tuesday before the start of class.

Your first Assignment (I talked about this in Class on 1/14)

Find an article related to literacy or digital literacy that interests you using a Google search. You can use the first prompt under the Diigo blog post as a guide.

Create a Diigo account and post this article to Diigo so that you have a trail of your research, and bring a copy of the article with you to class on Tuesday.

Also read the second article on the blog, Brandt's Sponsors of Literacy, and bring a copy of it with you on Tuesday. I'll see you then!

JM

Oh, and if you have any questions about the assignments, you can post them as comments under here, and that way your classmates can benefit from my answers as well :).

Link to syllabus

Rather than print out the syllabus, I'm uploading it here:

ENC 1102 Syllabus

Create your own Reading List on Diigo

http://www.diigo.com

As a supplement to the scholarly articles, Diigo is an online research engine where students can search for texts that interest them about each unit's objective. These additional readings should spawn further debate or provide clarification of concepts that we cover in the unit. The following are steps to get you started using Diigo:

1. First, do a general web search for texts that focus on some of the concepts in the chapter. Choose the one that is most interesting to you. Post the article to Diigo with a short summary and evaluation. This text may be a video, cartoon, newspaper article, book, etc.

2. Now search Google Scholar (available through the drop down box in the Google Search Engine) or texts that focus on some of the concepts in the Chapter. Choose one that is most interesting to you. Post it to Diigo with a short summary and evaluation.

3. Finally, go the UCF library website and find a database that you think relates to the topics discussed in this unit. Chose an article that is most interesting to you (students who have had me before, you can NOT use CQ Researcher!). Post this article with a short summary and evaluation. Also write a brief comparison between the kinds of sources you found in a general web search, the kinds of sources you found with the Google Scholar search, and the kinds of sources you found using the library database.

Outside Readings for ENC 1102

Wysocki and Johnson-Eilola, from Passions, Pedagogies, and 21st Century Technologies.

DeVoss reading. This is Chapter 7 from the book "Literate Lives in the Information Age," which is available as an e-book from the UCF library. You will need to login to the library, then do a search on the front page catalog for the title. You will see the title, then an e-book link that says "click here for full text from NetLibrary." Click on the e-book link, then click on chapter 7 and read that.

I also scanned it here: Devoss.

Selber, Chapter 1 from Multiliteracies for a Digital Age. Pay particular attention to the sections on "A Portrait of the Ideal Multiliterate Student" and the table and description of the conceptual landscape of the computer multiliteracies program.


Johnson, Steven, from Interface Culture. There are two files - the first one is the whole of Chapter 1 - Bitmapping. The second file is just pages 28 and 29, because they didn't scan correctly the first time.


Bolter, Jay David. Introduction from Writing Space.


Malcom X. Learning to Read. From Autobiography of Malcom X. 1966.

Brandt, Deborah. Sponsors of Literacy. College Composition and Communication. 49.2 (1998): 165-185.


Lutz. William. Weasel Words.