Why Should Students Care Lecture 1 CAT 125 Elizabeth Losh httploshucsdedu Who Will You Be in Two Years A graduate student A corporate intern A school teacher A medical school student ID: 430974
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Public Rhetoric and Practical CommunicationWhy Should Students Care?
Lecture 1: CAT 125Elizabeth Loshhttp://losh.ucsd.edu Slide2
Who Will You Be in Two Years?
A graduate student? A corporate intern?A school teacher?A medical school student?A fledgling engineer?A nursing school student?A media producer?An artist or musician?
A human rights activist?Slide3
You Might Already Have Had Multiple Careers
“As a graduate student, I've had to compile, compose, and organize content for a web design project (one of which was focused on web typography, but we were expected to write and present our content for our intended audiences as well as part of the assignment), class or project blogs, project wikis, and other collaborative platforms (usually writing with other students). I'm also expected to be able to communicate with students and professors through e-mail and instant messaging.
When I was interning at a game company, though, I communicated both within the office and with the home office in Europe through e-mail and instant messaging on official (and less official) matters.
There
were other internal web-based resources, but since I was an intern, I only read
them.” Slide4
You Might Already Need Multiple Literaciesby Then
“Multi-modal literacy is increasingly valued in the workplace, and as a teacher, my students are encouraged to create meaning away from the traditional paper-and-pen methods.
Technical instruction in the shooting and editing of video would be
helpful”Slide5
“I think some basic training about professionalism in e-mails would be useful.
Many people I've worked with, especially much older people, treat e-mails like a game, with tons of colored fonts, fancy signatures, colloquial writing in formal situations, etc.”
Less is More:
Learning about DesignSlide6
What to Do and What Not to DoSlide7
Preparation is Essential: Learning about Staging Projects
“I've seen enough atrocious Powerpoint presentations in my life to consider this, and the ability to present effectively with slides, to be an extremely useful skill; if people can't or don't pay attention to what you're saying, you might as well not being saying it at all for all of the repeating you'll have to do after when people ask for clarification
.” Slide8
Organizing Authorship Slide9
Decorum Matters:Learning about Rhetoric
“Nowadays it is common practice for employers to check social network pages. I'd advise students to keep their craziness to a minimum if they want to keep their job. One of my coworkers checked her Myspace page all the time, and once she forgot to close the browser and left it open. Her supervisor walked by and saw her personal photo gallery of all her tattoos. It was not a happy experience for her
.” Slide10
Rhetoric, That’s Bad, Right?“political games and ‘who’s up’, ‘who’s down’
rhetoric”“the rhetoric emanating from Tehran”“underscored the need for actions that match the rhetoric
”Slide11
Negative Attitudes about Rhetoric and New Media: The Platonic Legacy
Slide12
Plato vs. Aristotleon Rhetoric and New Media
Slide13
Plato in the Phaedrus: How can authorship be verified?
‘ Slide14
Plato in the Phaedrus: A
n aid to forgetting ‘
Slide15
Plato in the Gorgias: R
hetoric vs. Philosophy ‘
cosmetic
s
vs.
gymnastics
Slide16
Plato in the Gorgias: R
hetoric vs. Philosophy ‘
pastries
vs.
medicine
Slide17
Plato in the
Republic
:
The Allegory of the Cave
Slide18
Plato in the
Republic
:
The Theory of
Mimesis
Slide19
The argument for banishing poets
Plato in the
Republic
:
Theatre and Imitation
Slide20
The argument for an education that includes being exposed to the arts and new media
He also thought a good education should include rhetorical training.
Aristotle
in the
Poetics
:
Theatre and Catharsis
Slide21
Aristotle’s Means of PersuasionEthos – a speaker’s authority, credibility, and perceived expertise
Logos – a speaker’s logic, organization, and mastery of languagePathos – a speaker’s ability to move an audience emotionallySlide22
Kenneth Burke’s PentadAct – What Agent – Who
Agency – How Purpose – Why Scene – Where and WhenSlide23
Jauss’s Horizon of ExpectationsT
hinking about audiencesWhat if your audiencewas a group of investmentbankers who were consideringhiring you for a starting position? Slide24
Alexsay Vayner Impossible is Nothing
http://www.youtube.com/watch?v=sPGoS1D3Sb0&f
Slide25
Michael CeraImpossible is the Opposite of Possible
http://www.youtube.com/watch?v=nAV0sxwx9rY Slide26
Vayner’s Digital RhetoricPresents the wrong genre
Addresses his audience inappropriatelyInvites challenges to his credibility from Internet spoilers because of his video editing techniquesDemonstrates obliviousness to the fact that his social networks have been compromisedSlide27
James Kotecki
http://losh.ucsd.edu/courses/kotecki.html
Slide28
Kotecki’s Digital RhetoricDemonstrates an awareness of the conventions of specific genres in computer-mediated communication
Addresses multiple audiences expertly and simultaneouslyEnhances his credibility by using the rhetorical scene to his advantageCapitalizes on social network sites and on online video response structuresSlide29
Which One Do You Want to Be?James Kotecki
or Alexsay Vayner?Slide30
The University as a Rhetorical SpaceTrying out new identities and creating theater
The UNC Pit Break-Uphttp://www.youtube.com/watch?v=colIeH2snmI Slide31
Your Role in This ClassYou are not to be passive spectators
But our “interaction” won’t be done with clickersSlide32
Michael WeschA Vision of Students Today (2007)
http://www.youtube.com/watch?v=dGCJ46vyR9o
Slide33
I will read 8 books this year 2300 web pages & 1281
FaceBook ProfilesI WILL WRITE 42 PAGES FOR CLASS THIS SEMESTER AND OVER 500 PAGES OF E-MAILI FACEBOOK THROUGH MOST OF MY CLASSES
I bring my laptop to class, but I’m not working on class stuff Slide34
What Argument is Wesch Making?
Slide35
His Students’ Google Doc Slide36
Mark Marino(Re)Visions of Students Today (2008)
http://www.youtube.com/watch?v=Ln6WUy29fAA&
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Improvisation and the Cutting Room Floor
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Ethnographies of YouTube Slide39
Cutting as Subject Matter:More Work from Wesch’s Students
Slide40
Final Project: Your YouTube Video Essay
Demonstrating organizational and editing strategies more vividlyGenerating highly engaged – and even embodied – forms of rhetoric
Making manifest the dialogic and networked character of the writing situation
Fostering practices aimed at public writing and thus encouraging sensitivity to new questions about authorship and audience
Addressing campus objectives in incorporating visual, multi-modal, or digital
rhetorics
and
literacies
and preparing students for public speaking or presentation situations
Connecting everyday vernacular discourse to formalized academic scholarship and the culture of knowledge to the culture of information
Slide41
Next TimeWe’ll think about professors on the Internet rather than students and greet Provost Naomi
OreskesWhat advice would you give Professor Oreskes, based on watching her YouTube lecture, about how to reach audiences on the Internet?
What do you think of the comments that her video received?