Revision history for CompTheoryStatementFall2015
Additions:
- to be a become a more informed, nuanced, and critical reader of writing in progress, etc.
-
-
Additions:
- locate, summarize, take notes on, and distribute other scholarly materials in the field
- to become adept at writing and reading 300 - 500 word academic summaries.
- to become adept at writing and reading 300 - 500 word academic summaries.
Deletions:
Additions:
Each week locate, read, and compose a critical summary (300 - 500 words) on one scholarly article related to the material we’re reading in common that week. Look at Selected Readings in the text; follow endnote trails on articles, refer to my notes for the week, or do a search. Google Scholar. BSU Library. Bring copies of your summary to the seminar table each week, or distribute it to everyone by email. We will take the first 15 - 20 mins of class to read these summaries with an eye to defining some of the issues in the field. //I may not assign this every week, but expect it when it happens.//
Deletions:
Additions:
Course url: http://biro.erhetoric.org/wikka.php?wakka=CompTheoryFall2015
Deletions:
Additions:
Each week //expect to// locate, read, and compose a critical summary (300 - 500 words) on one scholarly article related to the material we’re reading in common that week. Look at Selected Readings in the text; follow endnote trails on articles, refer to my notes for the week, or do a search. Google Scholar. BSU Library. Bring copies of your summary to the seminar table each week, or distribute it to everyone by email. We will take the first 15 - 20 mins of class to read these summaries with an eye to defining some of the issues in the field. //I may not assign this every week, but expect it when it happens.//
These outside readings will create an extensive set of materials we can all draw from during the course and afterward. Plan for your academic future. If something captures your interest, read extensively. It might become your final project for this course or a master's thesis.
These outside readings will create an extensive set of materials we can all draw from during the course and afterward. Plan for your academic future. If something captures your interest, read extensively. It might become your final project for this course or a master's thesis.
Deletions:
Additions:
Attend.
Read, make notes on, develop materials for discussion, and discuss, each week, with scholarly curiosity and creativity, the readings selected;
Locate other authoritative readings or materials connected to the week’s readings, and bring at least one additional scholarly source related to the assigned readings to the seminar table each week;
Engage, with the same scholarly sense and sensibility (balcony view; analytical consideration and critical interpretation rather than gut reaction and instant evaluation), the written or multimodal projects put in front of you;
As a final, develop and engage, with the same scholarly sense and sensibility, a project of your own, based on and furthering what we have read and discussed, of which more later in the semester.
Read, make notes on, develop materials for discussion, and discuss, each week, with scholarly curiosity and creativity, the readings selected;
Locate other authoritative readings or materials connected to the week’s readings, and bring at least one additional scholarly source related to the assigned readings to the seminar table each week;
Engage, with the same scholarly sense and sensibility (balcony view; analytical consideration and critical interpretation rather than gut reaction and instant evaluation), the written or multimodal projects put in front of you;
As a final, develop and engage, with the same scholarly sense and sensibility, a project of your own, based on and furthering what we have read and discussed, of which more later in the semester.
Deletions:
read, make notes on, develop materials for discussion, and discuss, each week, with scholarly curiosity and creativity, the readings selected;
locate other authoritative readings or materials connected to the week’s readings, and bring at least one additional scholarly source related to the assigned readings to the seminar table each week;
engage, with the same scholarly sense and sensibility (balcony view; analytical consideration and critical interpretation rather than gut reaction and instant evaluation), the written or multimodal projects put in front of you;
as a final, develop and engage, with the same scholarly sense and sensibility, a project of your own, based on and furthering what we have read and discussed, of which more later in the semester.
Additions:
Take about 4 hours for a first-pass reading of the assigned materials for the week. Don't linger on any one of them too long. Read them all, and expect to return to them later.
Go looking for scholarly materials related to those assigned for the week (library texts and journals; ILL; //CCC// through library online; Google Scholar).
Return to the assigned readings, and this time focus on an area or point of interest. Spend 6 intense hours (best might be 4 contiguous and 2 to revisit) analyzing and developing materials for discussion for the week.
Go looking for scholarly materials related to those assigned for the week (library texts and journals; ILL; //CCC// through library online; Google Scholar).
Return to the assigned readings, and this time focus on an area or point of interest. Spend 6 intense hours (best might be 4 contiguous and 2 to revisit) analyzing and developing materials for discussion for the week.
Deletions:
Go looking for scholarly materials related to those assigned for the week (library texts and journals; ILL; //CCC// through library online; Google Scholar).
Return to the assigned readings, and this time focus on an area or point of interest. Spend 6 intense hours (best might be 4 contiguous and 2 to revisit) analyzing and developing materials for discussion for the week.
Additions:
Attend;
Moderate. Supplement where there are gaps. Advise when asked. Ask questions about practice, significance, implications, and knowledge. Define the scholarly realm and practices. Critique. Demonstrate. Evaluate.
Each week, locate, read, and compose a critical summary (300 - 500 words) on one scholarly article related to the material or topic we’re addressing that week. Look at Selected Readings in the text; follow endnote trails on articles, refer to my notes for the week, or do a search. Google Scholar. BSU Library. Bring copies of your summary to the seminar table each week, or distribute it to everyone by email. We will take the first 15 - 20 mins of class to read these summaries with an eye to defining some of the issues in the field. These outside readings will create an extensive set of materials we can all draw from during the course and afterward. Plan for your academic future. If something captures your interest, read extensively. It might become your final project for this course or a master's thesis.
After the second week, two of you will run the class discussion. Work together or independently to develop a discussion that will engage us for two hours. Focus us on the assigned readings, draw on other material you have read that week, but also bring something more to the table for us to consider: a problem, an issue, an exercise, a reading, a presentation, a debate, a way of proceeding. Set things up to create discussion and generate questions. Anticipate discussion and questions.
Negotiate among yourselves who will present each week. Up to you. You get points each time you present, so it’s in your best interest to present regularly.
If you have any materials for us to consider for the Monday session, distribute them by email in advance (Friday, Saturday, Sunday).
You get points for presenting. You get points for putting your ideas forward. You get points for responding and helping to develop what is put forward. Points = grades.
Moderate. Supplement where there are gaps. Advise when asked. Ask questions about practice, significance, implications, and knowledge. Define the scholarly realm and practices. Critique. Demonstrate. Evaluate.
Each week, locate, read, and compose a critical summary (300 - 500 words) on one scholarly article related to the material or topic we’re addressing that week. Look at Selected Readings in the text; follow endnote trails on articles, refer to my notes for the week, or do a search. Google Scholar. BSU Library. Bring copies of your summary to the seminar table each week, or distribute it to everyone by email. We will take the first 15 - 20 mins of class to read these summaries with an eye to defining some of the issues in the field. These outside readings will create an extensive set of materials we can all draw from during the course and afterward. Plan for your academic future. If something captures your interest, read extensively. It might become your final project for this course or a master's thesis.
After the second week, two of you will run the class discussion. Work together or independently to develop a discussion that will engage us for two hours. Focus us on the assigned readings, draw on other material you have read that week, but also bring something more to the table for us to consider: a problem, an issue, an exercise, a reading, a presentation, a debate, a way of proceeding. Set things up to create discussion and generate questions. Anticipate discussion and questions.
Negotiate among yourselves who will present each week. Up to you. You get points each time you present, so it’s in your best interest to present regularly.
If you have any materials for us to consider for the Monday session, distribute them by email in advance (Friday, Saturday, Sunday).
You get points for presenting. You get points for putting your ideas forward. You get points for responding and helping to develop what is put forward. Points = grades.
Deletions:
Moderate. Supplement where there are gaps. Advise when asked. Ask questions about practice, significance, implications, and knowledge. Define the scholarly realm and practices. Critique. Demonstrate. Evaluate.
Each week, locate, read, and compose a critical summary (300 - 500 words. No slither.) on at least one scholarly article related to the material or topic we’re addressing that week. Look at Selected Readings in the text; follow endnote trails on articles, refer to my notes for the week, or do a search. Google Scholar. BSU Library. Bring copies of your crit to the seminar table each week, or distribute it to everyone by email. This will create a pretty extensive set of materials we can all draw from during the course and afterward. You're planning for the future now. If something captures your interest, read extensively. It might become your final project for this course or a master's thesis.
Each week, two of you will run the discussion. Work together or independently to develop a discussion of two hours. Focus us on the assigned readings, draw on other material you have read that week, but also bring something more to the table for us to consider: a problem, an issue, an exercise, a reading, a presentation, a debate, a way of proceeding. Set things up to create discussion and generate questions. Anticipate discussion and questions.
Negotiate among yourselves who will present each week. Up to you. Not my job. Yours. You get points each time you present, so it’s in your best interest to present regularly.
If you have any materials for us to consider for the Monday session, distribute them by email in advance (Friday, Saturday, Sunday).
You get points for presenting. You get points for putting your ideas forward. You get points for responding and helping to develop what is put forward. Points = grades.
Additions:
Villanueva and Arola, eds. //Cross-Talk in Comp Theory: A Reader//; 3rd Edition. NCTE, 2012. ISBN/ISSN: 9780814109779
Lutkewitte, Claire. //Multimodal Composition: A Critical Sourcebook//. MacMillan, 2014. ISBN-10: 1-4576-1549-5. ISBN-13: 978-1-4576-1549-8
End of lecture.
Lutkewitte, Claire. //Multimodal Composition: A Critical Sourcebook//. MacMillan, 2014. ISBN-10: 1-4576-1549-5. ISBN-13: 978-1-4576-1549-8
End of lecture.
Deletions:
Lutkewitte, Claire. Multimodal Composition: A Critical Sourcebook. MacMillan, 2014. ISBN-10: 1-4576-1549-5. ISBN-13: 978-1-4576-1549-8
Amen.
Additions:
=== SLOs ===
tl;dr?
- to make grounded and informed choices about teaching and writing
tl;dr?
- to make grounded and informed choices about teaching and writing
Deletions:
tl;dr
Additions:
drawing on empirical study (some of it poorly done), cognitive science, social cognition, social science, classical and epistemic rhetoric, structural and transformational linguistics, anthropology, and (it’s sort of buried, but we can see it in retrospect) semiotics;
rejecting Piagtian developmental psychology, behaviorism, mechanical models of the mind, and more accepting of Vygotsky's inner dialogue as a model of language development
apprehensive about formalism, expressionism, journalistic models, and Strunk and White prescriptivism;
that seems to have lost its momentum with the rise of postmo0dernism and deconstruction - although whether that’s a matter of graduate students and post-grads moving away from the subject, or just inertia, I don’t know;
that never quite got enough steam or energy behind it to grow into a proper revolution or even trigger a Copernican paradigm shift (in spite of some assertions), much less a quantum shift;
but that might now (in 2015) be seeing a revitalization, maybe even a sea-change (something rare and strange) (but still no revolution) with the rise of architectonic invention, semiotics, and multimodal composition;
said multimodal composition: a re-consideration of composing that is currently developing in the US, UK, and Oz, mainly in circles of technical, e-rhetorical, and digital poetic boffins;
in which our study moves away from (natural) language (as we know it: spoken and written) as the sole media of articulation and creation of meaning to involve image, gesture, placement in space and time, et al;
finally, hopefully finally, leaving prescriptivism to the Miss Fiddiches, Lynn Trusses, NPRs, and Sarah Palins of the world;
Go looking for scholarly materials related to those assigned for the week (library texts and journals; ILL; //CCC// through library online; Google Scholar).
Join Verb_L, and the BSU English Group and Page on Facebook.
tl;dr
Student learning objectives designed into the course
=== This course provides you with the opportunity ===
- to become familiar with the literature of the field
- to start to develop teaching practices grounded in substantive theory
- take part in the scholarly discussions we hold in class
- read, comment on, and present on the assigned readings
- locate, take notes on, and distribute other scholarly materials in the field
- demonstrate by the means above that you understand the concepts developed and
- that you can apply them in our discussions
=== At the end of this course ===
You will not be an expert on the material but you will be familiar with the field, which puts you in a position
- to locate and vet other material that will let you develop your ideas further, and that will continue the conversation and development of the field
- to teach writing with a pedagogy informed by study in the field
rejecting Piagtian developmental psychology, behaviorism, mechanical models of the mind, and more accepting of Vygotsky's inner dialogue as a model of language development
apprehensive about formalism, expressionism, journalistic models, and Strunk and White prescriptivism;
that seems to have lost its momentum with the rise of postmo0dernism and deconstruction - although whether that’s a matter of graduate students and post-grads moving away from the subject, or just inertia, I don’t know;
that never quite got enough steam or energy behind it to grow into a proper revolution or even trigger a Copernican paradigm shift (in spite of some assertions), much less a quantum shift;
but that might now (in 2015) be seeing a revitalization, maybe even a sea-change (something rare and strange) (but still no revolution) with the rise of architectonic invention, semiotics, and multimodal composition;
said multimodal composition: a re-consideration of composing that is currently developing in the US, UK, and Oz, mainly in circles of technical, e-rhetorical, and digital poetic boffins;
in which our study moves away from (natural) language (as we know it: spoken and written) as the sole media of articulation and creation of meaning to involve image, gesture, placement in space and time, et al;
finally, hopefully finally, leaving prescriptivism to the Miss Fiddiches, Lynn Trusses, NPRs, and Sarah Palins of the world;
Go looking for scholarly materials related to those assigned for the week (library texts and journals; ILL; //CCC// through library online; Google Scholar).
Join Verb_L, and the BSU English Group and Page on Facebook.
tl;dr
Student learning objectives designed into the course
=== This course provides you with the opportunity ===
- to become familiar with the literature of the field
- to start to develop teaching practices grounded in substantive theory
- take part in the scholarly discussions we hold in class
- read, comment on, and present on the assigned readings
- locate, take notes on, and distribute other scholarly materials in the field
- demonstrate by the means above that you understand the concepts developed and
- that you can apply them in our discussions
=== At the end of this course ===
You will not be an expert on the material but you will be familiar with the field, which puts you in a position
- to locate and vet other material that will let you develop your ideas further, and that will continue the conversation and development of the field
- to teach writing with a pedagogy informed by study in the field
Deletions:
rejecting Piagtian developmental psychology, behaviorism, mechanical models of the mind, and apprehensive about formalism, expressionism, journalistic models, and Strunk and White prescriptivism;
that seems to have lost its momentum with the rise of post-structuralism and deconstruction - although whether that’s a matter of grads and post-grads moving away from the subject or just inertia, I don’t know;
that never quite got enough steam or energy behind it to grow into a proper revolution or even trigger a Copernican paradigm shift (in spite of some timid assertions) much less a quantum shift;
but that might now (2015) is seeing a revitalization, maybe even a sea-change (something rare and strange) but still no revolution in a new sense of architectonic invention, semiotics, and multimodal composition;
multimodal composition: a re-consideration of composing that is currently developing in the US, UK, and Oz, mainly in circles of technical, e-rhetorical, and digital poetic boffins;
in which we move away from (natural) language (as we know it: spoken and written) as the sole means modes of articulation and creation of meaning to involve image, gesture, placement in space and time, et al;
finally hopefully finally leaving prescriptivism to the Miss Fiddiches, Lynn Trusses, NPRs, and Sarah Palins of the world;
Go looking for scholarly materials related to those assigned for the week (library texts and journals; ILL; //CCC// through library online).
Join Verb-L, and the BSU English Group and Page on Facebook.
tl;dr?
Student learning objectives are not so much teacher's to assign but yours to define for yourself. Here is a too brief list of what to expect in the class.
=== This course will give you the opportunity ===
- to become familiar with the literature of the field
- Take part in the scholarly discussions we hold in class
- Read, comment on, and present on the assigned readings
- Locate, take notes on, and distribute scholarly materials in the field
- ...
-
=== At the end of this course you might be able ===
- to read and understand materials in the course
- to locate and vet other material
- You will not be an expert on the material but you should be familiar with the field.
All at the appropriate level of rigor and expertise.
Additions:
===== Verb_L =====
Join Verb-L, and the BSU English Group and Page on Facebook.
revisions and notes
==== SLOs ====
tl;dr?
Student learning objectives are not so much teacher's to assign but yours to define for yourself. Here is a too brief list of what to expect in the class.
=== This course will give you the opportunity ===
- to practice graduate level discussion on scholarly matters of interest
- to become familiar with the literature of the field
- to become familiar with the history of the field
- to practice the scholarly methods of study in the field
- to start to think about your own teaching practices and to develop a pedagogy appropriate to the field
=== To successfully pass this course, you must ===
- Take part in the scholarly discussions we hold in class
- Read, comment on, and present on the assigned readings
- Locate, take notes on, and distribute scholarly materials in the field
- ...
-
=== At the end of this course you might be able ===
- to read and understand materials in the course
- to locate and vet other material
- You will not be an expert on the material but you should be familiar with the field.
All at the appropriate level of rigor and expertise.
Join Verb-L, and the BSU English Group and Page on Facebook.
revisions and notes
==== SLOs ====
tl;dr?
Student learning objectives are not so much teacher's to assign but yours to define for yourself. Here is a too brief list of what to expect in the class.
=== This course will give you the opportunity ===
- to practice graduate level discussion on scholarly matters of interest
- to become familiar with the literature of the field
- to become familiar with the history of the field
- to practice the scholarly methods of study in the field
- to start to think about your own teaching practices and to develop a pedagogy appropriate to the field
=== To successfully pass this course, you must ===
- Take part in the scholarly discussions we hold in class
- Read, comment on, and present on the assigned readings
- Locate, take notes on, and distribute scholarly materials in the field
- ...
-
=== At the end of this course you might be able ===
- to read and understand materials in the course
- to locate and vet other material
- You will not be an expert on the material but you should be familiar with the field.
All at the appropriate level of rigor and expertise.
Deletions:
Additions:
read, make notes on, develop materials for discussion, and discuss, each week, with scholarly curiosity and creativity, the readings selected;
locate other authoritative readings or materials connected to the week’s readings, and bring at least one additional scholarly source related to the assigned readings to the seminar table each week;
engage, with the same scholarly sense and sensibility (balcony view; analytical consideration and critical interpretation rather than gut reaction and instant evaluation), the written or multimodal projects put in front of you;
Each week, two of you will run the discussion. Work together or independently to develop a discussion of two hours. Focus us on the assigned readings, draw on other material you have read that week, but also bring something more to the table for us to consider: a problem, an issue, an exercise, a reading, a presentation, a debate, a way of proceeding. Set things up to create discussion and generate questions. Anticipate discussion and questions.
Take about 4 hours for a first-pass reading of the assigned materials for the week. Don't linger on any one of them too long. Read them all, and expect to return to them later.
Go looking for scholarly materials related to those assigned for the week (library texts and journals; ILL; //CCC// through library online).
locate other authoritative readings or materials connected to the week’s readings, and bring at least one additional scholarly source related to the assigned readings to the seminar table each week;
engage, with the same scholarly sense and sensibility (balcony view; analytical consideration and critical interpretation rather than gut reaction and instant evaluation), the written or multimodal projects put in front of you;
Each week, two of you will run the discussion. Work together or independently to develop a discussion of two hours. Focus us on the assigned readings, draw on other material you have read that week, but also bring something more to the table for us to consider: a problem, an issue, an exercise, a reading, a presentation, a debate, a way of proceeding. Set things up to create discussion and generate questions. Anticipate discussion and questions.
Take about 4 hours for a first-pass reading of the assigned materials for the week. Don't linger on any one of them too long. Read them all, and expect to return to them later.
Go looking for scholarly materials related to those assigned for the week (library texts and journals; ILL; //CCC// through library online).
Deletions:
====10 Jul 2015 ====
read, make notes on, develop materials for a discussion, and discuss, each week, with scholarly curiosity and creativity, the readings selected;
engage, with the same scholarly sense and sensibility (balcony view; analytical consideration and critical interpretation rather than gut reaction and instant evaluation), any written or multimodal projects put in front of you;
find other authoritative readings or materials connected to the week’s readings, and bring at least one additional scholarly source related to the assigned readings to the seminar table each week;
Each week, two of you will run the discussion. Work together or independently to cover two hours. Focus us on the assigned readings, draw on other material you have read that week, but also bring something more to the table for us to consider: a problem, an issue, an exercise, a reading, a presentation, a debate, a way of proceeding. Set things up to create discussion and generate questions. Anticipate discussion and questions.
Take about 4 hours for a first-pass reading of the assigned materials for the week. Don't linger on any one of them too long. Read them all, and expect to return to them.
Go looking for scholarly readings related to those assigned for the week (library texts and journals; ILL; //CCC// through library online).
Additions:
Course url: http://biro.erhetoric.org/CompTheoryFall2015
Deletions:
Additions:
Course url: http://biro.erhetoric.org/
Deletions:
Additions:
=== Required texts ===
Villanueva and Arola, eds. Cross-Talk in Comp Theory: A Reader; 3rd Edition. NCTE, 2012. ISBN/ISSN: 9780814109779
Lutkewitte, Claire. Multimodal Composition: A Critical Sourcebook. MacMillan, 2014. ISBN-10: 1-4576-1549-5. ISBN-13: 978-1-4576-1549-8
Villanueva and Arola, eds. Cross-Talk in Comp Theory: A Reader; 3rd Edition. NCTE, 2012. ISBN/ISSN: 9780814109779
Lutkewitte, Claire. Multimodal Composition: A Critical Sourcebook. MacMillan, 2014. ISBN-10: 1-4576-1549-5. ISBN-13: 978-1-4576-1549-8
Deletions:
Villanueva and Arola, eds. Cross-Talk in Comp Theory: A Reader; 3rd Edition. NCTE, 2012. ISBN/ISSN: 9780814109779
Lutkewitte, Claire. Multimodal Composition: A Critical Sourcebook. MacMillan, 2014. ISBN-10: 1-4576-1549-5. ISBN-13: 978-1-4576-1549-8
Additions:
==== Required texts ====
Villanueva and Arola, eds. Cross-Talk in Comp Theory: A Reader; 3rd Edition. NCTE, 2012. ISBN/ISSN: 9780814109779
Lutkewitte, Claire. Multimodal Composition: A Critical Sourcebook. MacMillan, 2014. ISBN-10: 1-4576-1549-5. ISBN-13: 978-1-4576-1549-8
drawing on empirical study (much of it poorly done), cognitive science, social cognition, social science, classical and epistemic rhetoric, structural and transformational linguistics, anthropology, and (it’s sort of buried, but we can see it in retrospect) semiotics;
but that might now (2015) is seeing a revitalization, maybe even a sea-change (something rare and strange) but still no revolution in a new sense of architectonic invention, semiotics, and multimodal composition;
multimodal composition: a re-consideration of composing that is currently developing in the US, UK, and Oz, mainly in circles of technical, e-rhetorical, and digital poetic boffins;
engage, with the same scholarly sense and sensibility (balcony view; analytical consideration and critical interpretation rather than gut reaction and instant evaluation), any written or multimodal projects put in front of you;
You get points for presenting. You get points for putting your ideas forward. You get points for responding and helping to develop what is put forward. Points = grades.
Villanueva and Arola, eds. Cross-Talk in Comp Theory: A Reader; 3rd Edition. NCTE, 2012. ISBN/ISSN: 9780814109779
Lutkewitte, Claire. Multimodal Composition: A Critical Sourcebook. MacMillan, 2014. ISBN-10: 1-4576-1549-5. ISBN-13: 978-1-4576-1549-8
drawing on empirical study (much of it poorly done), cognitive science, social cognition, social science, classical and epistemic rhetoric, structural and transformational linguistics, anthropology, and (it’s sort of buried, but we can see it in retrospect) semiotics;
but that might now (2015) is seeing a revitalization, maybe even a sea-change (something rare and strange) but still no revolution in a new sense of architectonic invention, semiotics, and multimodal composition;
multimodal composition: a re-consideration of composing that is currently developing in the US, UK, and Oz, mainly in circles of technical, e-rhetorical, and digital poetic boffins;
engage, with the same scholarly sense and sensibility (balcony view; analytical consideration and critical interpretation rather than gut reaction and instant evaluation), any written or multimodal projects put in front of you;
You get points for presenting. You get points for putting your ideas forward. You get points for responding and helping to develop what is put forward. Points = grades.
Deletions:
V. Villanueva, ed.// Cross-Talk in Comp Theory//, 2nd ed. NCTE, 2003.
drawing on empirical study (some much of it poorly done), cognitive science, social cognition, social science, classical and epistemic rhetoric, structural and transformational linguistics, anthropology, and (it’s sort of buried, but we can see it in retrospect) semiotics;
but that might now (2011) be seeing a revitalization, maybe even a sea-change (still no revolution) in a new sense of architectonic invention, semiotics, and multi-modal composition;
composing in new media: a re-consideration of composing that is currently developing in the US, UK, and Oz, mainly in circles of technical, e-rhetorical, and digital poetic boffins;
engage, with the same scholarly sense and sensibility (balcony view; analytical consideration and critical interpretation rather than gut reaction and evaluation), any written or multimodal projects put in front of you;
You get points for presenting. You get points for putting your ideas forward. You get points for responding and helping to develop what is put forward. Points = grades.
Additions:
Fall 2015
Course url: http://biro.erhetoric.org/CompositionTheoryFall2015
Course url: http://biro.erhetoric.org/CompositionTheoryFall2015
Deletions:
Course url: http://biro.erhetoric.org/CompositionTheoryFall2011
A. F. Wysocki, et al. //Writing in New Media//. Utah State UP, 2004.
