Clicking

What I am beginning to like about this comps. reading process is how it is all starting to run together. That actually sounds bad, but what I mean is that a lot of what I read is referring to other readings I have done. It makes the whole process seem a little more applicable.

Update

I have received feedback from my committee members and it is productive. I wish they would've just said I was brilliant, but I knew they wouldn't, so I go back to revise them this weekend.

Still plugging away at reading. I never think I read enough and sometimes I think I am reading way too much. Is there ever any real balance?

I have decided I never feel truly comfortable in this process. I am always in a state of worry. I am anxious. Some moments are better than others, and I would like to think I will feel better come April, after I am done with the comps, but I am sure I will feel like a fraud at some point for the rest of my life. Oh well, I can deal.

I actually cleaned some of my house today, which felt good. I am not going to campus tomorrow and that makes me happy (even if I'll just be working from home).

But for tonight, I am going to relax and watch Modern Family.

More Reading

"Cyberliteracy Toward a New Rhetorical Consciousness" - Laura J. Gurak

Discussion of various literacies involved when communicating online. Gurak believes that it has taken people back to a more oral discourse, and that combined with reading and writing, has completely changed how we communicate. Gurak also discusses these changes to our society and our new instincts in how we communicate and how most of us aren't able to be critical when thinking about our online and communication behavior.

"Keeping Users at the Center: Developing a Multimedia Interface for Informed Consent" - Loel Kim, Amanda J. Young, Robert A. Neimeyer, et. al.

A case study of how technical communicators, working on an application for a mobile device for people to learn more about diseases their children (involved in pediatric research trials) and their rhetorical process in creating the tool. It had to be able to explain complex information, but also be usable. They also mentioned, and this surprised me, that the people using this tool actually preferred that method of receiving information. After some explanation it made more sense - these users sit around hospitals without access to computers, so being able to do this research on their phone is important.

"Music, Trasntextuality, and the World Wide Web" - Anne R. Richards

Richards argues that more attention should be paid to music as a mode when technical communicators work with websites. She offers examples of when it would be appropriate to use in business situations and describes possible audiences that would enjoy it.

Been Doing Some Reading

"The AIDS Memorial Quilt and the Contemporary Culture of Commemoration" - Carole Blair and Neil Michel

Explores the issue of public vs. private commemoration (especially in terms of government sanctioned and grass-roots supported memorials). The most interesting and most important for me in this article is Blair and Michel's discussion of how the AIDS quilt and the VVM are multimodal memorials that invite audiences (users) to interact with the memorial itself. The AIDS quilt has panels that are made with various materials and often not made by family members or those one would think would be responsible for doing the memorial. The VVM, although linear and simply lists names, visitors often leave momentos behind that are for commemoration. This allows those if grief more agency in commemorating those they have lost.

"Transcendance at Yellowstone Educating a Public in an Uninhabitable Place" - Gregory Clark

Clark discusses the educational possibilities of a "public experience," much like visiting a national park. What makes this interesting is the discussion of a collective public experience. People from all over the world, with varying backgrounds and experience come together to experience the same thing, but obviously in different ways. Coming together actually allows people to move past their differences.

Movement

My comps questions went out to my committee today. This is like, a whole 2-3 weeks ahead of my timeline, which feels really good. I guess now, I just await the comments and requested revisions. Ever since I've sent them out, anytime an email pops up, I keep hoping it is one of them with comments. I guess maybe this is the hard part - waiting.

It still feels like a weight off for right now.

The final questions that went to the committee are as follows:

Composition Core
Since the advent of the computer in the classroom, the impact of technology on student learning has been widely discussed in the field of computers and writing. In her text, (Selfe, 1999) notes the importance of educators “paying attention” in order to integrate computer technology in the classroom in socially viable and critically engaged ways. In your response, consider the issues of access and power relations evident in using technology in the writing classroom. Then, take this issues under consideration, as well as the work of prominent scholars in the field (Gee, Hawisher, Yancey) to create a teaching philosophy specific to using computers in the classroom.

Cultural/Critical Studies Core

The concept of culture and cultural differences is popularly used in modern scholarship in a variety of disciplines, including rhetoric and professional communication. To understand the undeniable influence of critical/cultural studies in our and other fields, it is useful to first clarify the troubled and troubling term “culture.” Citing theorists and critics in the field, offer your own definition of culture. In crafting this definition also consider competing voices in this debate. What resistance might one find to labeling certain people or traditions as one culture or another?

Technical/Professional Communication Core

New technologies for writing and communication have radically changed the ways in which professional communicators interact and the ways in which work is composed. A number of scholars (e.g. The New London Group, iText Working Group, Cargile Cook, Wysocki, Yancey) argue that being literate in today’s society requires and ability to read and compose in a multitude of forms and media. This is particularly true of those responsible for developing texts on complex subject matter that are aimed at large and diverse audiences. Drawing on the relevant literatures, your coursework, and your own experience, address the various ways multimodal communication affect traditional notions of texts, literacy and communication and what are the most significant implications for technical and professional communication?

Specialized

Many scholars (Ochs, Trimbur) argue that rituals of consolation should be viewed as inherently rhetorical due to the various concerns of both the commemorative speaker and the audiences. More recently, Carole Blair has looked at the different modes audiences use to commemorate at both the Vietnam Veterans Memorial and the AIDS Quilt. Considering this shift to multimodality in memorials, how are these different rhetorical approaches influencing memorials as they move to online spaces and how are people utilizing multiple modes to commemorate those they have lost?

...

Yes, I did just spend time putting together my own banner for this site. Yes, it was time that could've been spent reading.

Whatever.

Had A Week...

I have not forgotten about this place. It's just that this last week didn't have a lot to report on. I did a lot of work, but the reading wasn't as intense as it had been. I've also been keeping annotated bibliographies in several different places and I don't know where to keep everything. Basically, the last week was about getting organized. I shifted focus to my culture question and spent time looking through my textbook from my Cultural Studies class and it was such an amazing text, I've managed to get about 12 sources from it, as well as a great list of sources from those readings to go after. This is the question that I think will be hardest because it will involve some really dense theory, but I can do it. It may need a little more time that the others, but it will get done.

At this point, I have about a quarter of my sources for each of my questions.

Speaking of the questions. I think I am getting a lot closer with my specialized question. I don't have a lot of patience, so I wish it could just be approved, but I realize that each revision is better than the next. It's weird to think I worry about writing a question. Anyhoo, here is the most current revision:

Many scholars (Ochs, Trimbur) argue that rituals of consolation should be viewed as inherently rhetorical due the various concerns of both the commemorative speaker and the audiences. More recently, Carole Blair has looked at the different rhetorical modes audiences use to commemorate at both the Vietnam Veterans Memorial and the AIDS Quilt. Considering this shift to multimodality in memorials, how are these different rhetorical modes influencing memorials as they move to online spaces and how are people utilizing multiple modes to commemorate those they have lost?

I have a whole list of sources that I will take with me to the library tomorrow. And then I will kick it back into high gear. I fear that my problem, while not really a problem yet, is that I easily burn out with reading. So while I kicked ass reading for about a month, last week was tough to get through. I ultimately took a whole day off from work yesterday. I think it gave me some fresh perspective though.

Wow, I think I might be sounding pretty self-indulgent on this blog, justifying my every move in this process.

Oh well.

Specialized Comp Question 4.0

Many scholars (Ochs, Trimbur) argue that rituals of consolation should be viewed as inherently rhetorical due the various concerns of both the commemorative speaker and the audiences. More recently, Carole Blair has looked at the different rhetorical modes audiences use to commemorate, both in terms of government sanctioned and grassroot supported memorials. Considering this work and the fact that multimodality is changing how people communicate, how do these different rhetorical approaches shape how people commemorate those they have lost?

Got a, "the revision is much better," from a colleague today. Dare I say I am moving in the right direction.

Awesome reading summaries to come.

Specialized Question

I haven't technically been given the go-ahead for three of my four questions (the ones from a large list of questions we have to choose from and revise accordingly), but they appear to be heading in the right direction. My fourth, specialized question was given the very polite comment of,

"There's a lot going on in here."

(Between the lines, I heard, "Wow, uh...wow!")

So, after some discussion with my chair and the fact that I told my comps class I would come with a question to workshop this Wednesday, I went back to the drawing board, figured out what I actually want to say in my response and crafted another question. Here is what I came up with:

Donavon J. Ochs argues, “Rituals of consolation, filled as they are with symbols, used rhetorically, need to be viewed as attempts to persuade. The incredibly heterogeneous nature of those who attend and participate in funeral rituals require more than a eulogy can be expected, realistically, to provide in addressing their individual and collective emotional and cognitive concerns (13).” Considering this argument and the work of others (Blair, Trimbur) in regards to the rhetoric of commemoration and memorial, how are these rhetorical approaches shifting as multimodality is changing the shape of how people commemorate those they have lost?

I don't know why I get so nervous at the thought of sharing this with my peers. But I am. I always, always always feel (and may never quite get over it) that people are like, "How did she get in here." Even now, starting my third year, I get those jitters.

And yet, I am sharing it here for the whole world to see. Weird.

If anyone out there comes upon this and would like to offer up some suggestions - and you can be honest, nice but honest, if I am totally fully of shit.

(I may change the name of this blog to, "Tell Me if I Am Full of Shit: The Life of a Grad Student in Flux During Comprehensive Exams."

Getting Some Reading Done (like always)

I am also trying to get organized. I have citations and notes going everywhere and I feel as though I need to get one organized, official-like document going. Ahhhh.

Ok, it's all good.

"The Impact of the Internet and Digital Technologies on Teaching and Research in Technical Communication." - Laura J. Gurak and Ann Hill Duin

This article really focuses on what many say, while technology and it's capabilities rapidly increase, how to use them in the classroom and professionally, as well as in research are always far behind. Gurak and Duin discuss challenges and benefits of trying to stay well versed as technology changes and how important both can be to students.

"Visual Communication in the Workplace: A Survey of Practice" - Eva Brumberger

Really great article about research done to examine how much visual communication is done in the workforce. Not surprisingly, a lot is done. Technical communicators are now very much responsible for visuals, as well as text. What is surprising is that many technical communicators don't realize the shift or emphasis there is in visual communication in their job. Brumberger takes this information and encourages educators to account for this information when planning what to teach in tech. comm. classes.

"The Politics of the Interface" - Cynthia and Richard Selfe

Slightly dated, but really useful article about the power relations with students and technology and how as instructors we must account for what student experiences are brought in and how knowing this or at least being aware, can level out the playing field.

Questions

My questions so far...

• Since the advent of the computer in the classroom, the impact of technology on student learning has been widely discussed in the field of computers and writing. In her text, (Selfe, 1999) notes the importance of educators “paying attention” in order to integrate computer technology in the classroom in socially viable and critically engaged ways. In your response, consider the issues of access and power relations evident in using technology in the writing classroom. Then, take this issues under consideration, as well as the work of prominent scholars in the field (Gee, Hawisher, Yancey) to create a teaching philosophy specific to using computers in the classroom.

• The concept of culture and cultural differences is popularly used in modern scholarship in a variety of disciplines, including rhetoric and professional communication. To understand the undeniable influence of critical/cultural studies in our and other fields, it is useful to first clarify the troubled and troubling term “culture.” Citing theorists and critics in the field, offer your own definition of culture. How do you consider the stakeholders in setting this definition? In crafting this definition also consider competing voices in this debate. What resistance might one find to labeling certain people or traditions as one culture or another? Finally, in your response consider the way this definition of culture will influence your future scholarly/teaching, etc. work.

• New technologies for writing and communication have radically changed the ways in which professional communicators interact and the ways in which work is composed. A number of scholars (e.g. The New London Group, iText Working Group, Cargile Cook, Wysocki, Yancey) argue that being literate in today’s society requires and ability to read and compose in a multitude of forms and media. This is particularly true of those responsible for developing texts on complex subject matter that are aimed at large and diverse audiences. Drawing on the relevant literatures, your coursework, and your own experience, address the various ways multimodal communication affect traditional notions of texts, literacy and communication and what are the most significant implications for technical and professional communication?

And my last question, my specific questions - well, I'm having some issues here. I think I know what I want to say, but can't figure out a way to say it. I think maybe I am putting too much pressure on myself, but it also needs to get done. So, what I have so far isn't even a question. Bah...

• Memory and commemoration have been important issues in rhetoric as many scholars have used commemoration speeches and memorials as artifacts of rhetorical criticism. Many scholars, through, ancient, contemporary and post-modern eras, have addressed the rhetoric of memorial.

Still Catching Up on Last Week's Readings

It's been a nice holiday weekend. Although I had hoped to get ahead, like most weekends, I am barely up to date, but it all seems to work out. I had lunch with my pregnant friend and she was having contractions. I always forget that there is more to life than getting a PhD. I am going to try to keep this in mind for a little while longer. At least until tomorrow before I start freaking out all over again.

Now, back to the reading.

On Rhetoric - Aristotle (translation by George Kennedy)

I have something to admit - I didn't read the whole thing. Maybe someday I will, maybe someday soon. But I really wanted to wrap my head around epeidictic rhetoric. Speech of praise or of a blame, but mostly praise is addressed. Present time is most important, because the speaker incites past moments AND looks towards the future. I enjoyed the list of terms an epeidictic speaker might employ to cover negative aspects, such as calling someone actually rash, "courageous." I do this even when I am not praising or blaming. I do this when I am trying to diplomatically describe someone. But I suppose this is what people do when someone dies or becomes involved in tragedy. Those who speak about them knew them best, but want to remember them in the best light.

Composition Studies in the New Millennium - Lynn Z. Bloom, Donald A. Daiker, Edward M. White (eds)

"Under the Radar of Composition Programs: Glimpsing the Future Through Case Studies of Literacy in Electronic Texts" - Danielle Nicole DeVoss, Joseph Johansen, Cynthia Selfe, John C. Williams

This chapter uses case studies, much like the Selfe piece I wrote about from yesterday. In this case there are three (all of which are cited as authors, which I find interesting research-wise, but that's another thought for another day). By looking at a young women raised in an upper-middle class environment, one young man raised religiously and one older man, also religious and their introductions and explorations with technology, the authors (or Selfe perhaps) convey that aspects of the composition process and varying literacies were at play for these participants. DeVoss, by playing games online began composing scenarios between characters and gained analytical skills by mapping out the spaces of the game and knowing where to go. Johnson, by showing an early interest in graphic design, experimented in what messages could convey visually. By bringing multiple visual elements together, he was composing an argument. Williams, as an older man without formal education began putting together a text on God. He learned how to use computers (word documents and emails) at the university where he was a maintenance man. He learned by observing and playing and getting to know the software himself - just as we (or some people) advocate - don't be afraid of the fear and the mess.

Ultimately, the author(s) thinks these three case studies teach educators three lessons - literacies are constantly shifting depending on time and context and educators need to be aware and prepared for this. Educators must also be willing to address the wide variety of literacies that come with time and context and with what students may bring into the classroom. Finally, educators have to acknowledge different literacies and work with them because that is what students know. By trying to stick with one (traditional text writing) we are not empowering students to learn.

"The Challenge of the Multimedia Essay" - Lester Faigley

By opening his article on the stories of a few teenage boys who were able to make money and little chaos by hacking into computer systems, Faigley makes the case that by avoiding the incorporation of multiliteracies and multimedia, we are not empowering students to become active citizens. They won't be able to see writing past the classroom. If we avoid this, we are avoiding all the shifts in the workplace that are happening around these multiliteracies and multimedia. It is a shift that must happen.

"Narratives in the Database: Memorializing September 11th Online" - Joyce Walker (Computers and Composition 24(2007))

Walker looks at the various multimodal elements that go into online memorials and how it closes the gap between public and private mourning. Her argument is that being online, with different elements change the emphasis of the rhetorical goal and interaction with the audience. For example, she compares the online databases of victims of the 9/11 attacks (the smiling pictures, the warm anecdotes of their likes and hobbies) and the perpetrators of the attacks (the Al Queda suicide bombers). She feels these juxtapositions help to create identities as mourners and cements them as cyborg citizens.

I'm Back in the Home Computing Business

My computer is feeling better. Although, I will admit, it was nice not being a slave to the computer when I was at home. I didn't feel the need to compulsively check my online class. Yesterday morning, I actually didn't turn on my computer first thing, choosing to read a little bit instead.

Speaking of reading, I've done a lot of it in the past week.

First up:

Writing New Media Theory and Applications for Expanding the Teaching of Composition - Anne Frances Wysocki, Johndan Johnson-Eilola, Cynthia Selfe, Geoffrey Sirc

I did read the whole book, which has a intro justification by Wysocki and various chapters by the other authors. Some of the chapters were more helpful than others. And that is what I will discuss here. The previously mentioned justification, "Opening New Media to Writing" how the incorporation of new media fits in with and expands thoughts on composition pedagogy. She outlines how technology has has changed how we communicate and has opened more literacies that educators must address. It discuss how the writing process gives more agency and power to the author (in new media settings) and how as writing teachers, we can help them learn about making choices that fit what the students want to say.

"Students Who Teach Us: A Case Study of a New Media Text Designer" by Selfe tells the story of a student who was born into low socioeconomic conditions, but always saw his mother reading. When he got to college (on a football scholarship) he become interested in graphic and web design. While he suffered at writing traditional papers, he excelled at making rhetorical choices visually. Selfe uses this case study to argue for multiliteracies. She also uses this as an argument that with these multiliteracies in the classroom, the boundary between teacher and student can be broken down and that it can become a more cyclical relationship where they are learning from each other and that instructors shouldn't be afraid of this shift.

"The Sticky Embrace of Beauty:On Some Formal Problems in Teaching About the Visual Aspects of Texts," by Wysocki challenges the cut and dry principles laid out by Robin Williams in The Non-Designers Design Book and turns towards Kant's critique of judgement so that designers can consider the context of the audience by thinking about emotions that are brought up through visual elements. This article was less helpful, but interesting nonetheless, especially as someone who has lived and died by Williams' book.

I also read, Computers and the Teaching of Writing in American High Education, 1979-1994: A History by Gail E. Hawisher, Paul LeBlanc, Charles Moran, Cynthia Selfe

A really interesting read about the early use of technology, not just in the classroom, but in scholarship and the workforce and of the technology itself. The shift in the kinds of technology and how it can be applied to writing (networks and Internets as collaborative writing) is pretty fascinating and the challenges that these early adapters faced are still fairly relevant issues today. It has really pushed me towards looking at access and power in the use of computers and technology. Some students don't have a lot of access or limited access prior to getting to school and when instructors expect students to have this knowledge, they aren't empowering students to learn.

I feel as though, in terms of Computers and Writing, I am reading the same things over and over again. This does get a little frustrating, but I feel as though I am heading in a direction of focusing my question so that I can branch out a little more. More on my questions later...

I've read a few other things that I will return to later. I am hungry right now. Greek pasta salad is calling my name!