Making Use of the Medium: Ways of Doing Digital Writing and Reading

I mentioned in the first class that we would be focusing in the course on ways that we could develop and strengthen our writing by paying more attention to, and making better use of, the medium and multiple media of writing–getting behind the curtain. The blog postings you are doing in response to reading and discussion (and on your way to the larger writing projects) are a good example of how to pay rhetorical attention to our ideas, the texts we read, the texts we write. So here are some tips, offered in response to your initial posts, for ways to develop a stronger response and to experiment with future postings. These include examples from previous classes you could consider for some models.

  • Provide a  focus for your response–both in terms of summary (what the reading says) and analysis (what you say, your critical thinking in response to the reading). Some simple ways to develop focus:
    • title: at the end, or while writing the blog (I suggest you save or publish the blog before finishing, and then update it once or twice while writing), use this to ask yourself: what am I getting at.
      • at the very least, don’t title it “blog #1”; start experimenting with some creative thinking–will need a good title for your essays.
    • summary (what you hear the reading say): think 2-4 sentences, an initial paragraph that summarizes in a way that will allow you to later dig in to a key point and elaborate further.
        • Here is a good example of the way a simple blog title can focus the reader’s attention onto the argument, even before it begins (just like Graff does with his title, or Berry)–and then in the opening section, moves into effective summary.
    • elaboration (what you notice; what you want to say about the reading): dig in by providing a  quotation; use the quotation tool (in toolbar) to highlight this. This quotation can be a full sentence or passage that you then discuss; it can also be keywords and phrases that you pull into your conversation and use to elaborate your response to the argument. This is what Joseph Harris will call “forwarding.”
    • basic paragraphing: though the posting need not be fully edited or as formally organized as an essay, consider some basic paragraph breaks to move from summary to analysis, to distinguish different main points; this will also allow you to do some practice with transitions.
    • tags: after finishing the draft, the tag function invites some reflection on what the focus has been, what some key ideas and keywords are; tags can also be effective later when working on an essay and looking for material–to remember or be surprised by some associations (two different posts that turn out to be related by a tag); tags can sometimes lead to interesting associations to other blogs. Some of the WordPress formats will actually suggest automatically other blogs out there that might relate to your post. For example, this artificial intelligence (AI) feature suggested a link in Tim’s blog (about ‘Hidden Intellectualism’) to another that also discussed Gerald Graff. Thus are associations made in the digital world.
  • Advance your focus by making a link
    • the basic links we will use (and mainly use in writing) are quotations and citations.
    • consider digital quotation: a link to a site that offers definition or explanation or example for your focus.
      • use the link function in the toolbar
    • consider linking/inserting an image or other media, if relevant and effective for your focus
    • think of this as a digital means of forwarding and countering (two key elements of academic writing we focus on in the course)
      • Isabella provides a good example of the ways making a link can serve more than a source of information, it can enhance the rhetorical effect that your writing is in conversation with the texts and a larger audience.
  • Look ahead: to discussion in class, to the next section of the reading, to your next posting, to the next writing project where you could delve deeper into the ideas.
    • one way to conclude effectively (wrap up, but not entirely–since a blog by definition is not a finished product, should have more to say): ask a question. A good example of that–note the concluding section of this blog, that opens larger questions that could lead to further writing (perhaps material for another blog, or the writing project).
  • Do some practice revision and editing. You will be doing quite a bit of revision and editing for your writing projects. I don’t expect that level of revision here. However, this is a good place to practice. I suggest after an initial drafting of your blog response, turn back to it with a good revision question: What else might I say (further elaboration, connections, counter-positions)? What else should I say (have I responded thoroughly to the texts)? And then do at least one reading where you edit for sentence clarity, starting to work on some things that are on your grammatical to-do list.

What about new ways and means of reading texts in the electronic age? As I also mentioned, when you are assigned a text that is on the web or a pdf, I still want you to do the sort of active reading that you do with a print text. I don’t want you to come into class on those days empty-handed. The question is, what are better ways of doing that. I experimented with Scrible  for our first two texts, a tool for making annotations on web texts. See what you think:

Graff, “Hidden Intellectualism”

Berry, “In Defense of Literacy”

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making use of the medium: some ways to develop a blog posting

I mentioned in class Wednesday that we would be focusing in the course on ways that we could develop and strengthen our writing by being more aware and making better use of the medium (and in some cases, multi-media) of writing. The blog postings you are doing in response to reading and discussion (and on your way to the larger writing projects) are a good example. So here are some tips, offered in response to your initial posts, for ways to develop a stronger response and to experiment with future postings.

  • Provide a  focus for your response–both in terms of summary (what the reading says) and analysis (what you say, your critical thinking in response to the reading). Some simple ways to develop focus:
    • title: at the end, or while writing the blog (I suggest you save or publish the blog before finishing, and then update it once or twice while writing), use this to ask yourself: what am I getting at.
      • at the very least, don’t title it “blog #1”; start experimenting with some creative thinking–will need a good title for your essays.
    • summary (what you hear the reading say): think 2-4 sentences, an initial paragraph that summarizes in a way that will allow you to later dig in to a key point and elaborate further.
    • elaboration (what you notice; what you want to say about the reading): dig in by providing a  quotation; use the quotation tool (in toolbar) to highlight this.
    • basic paragraphing: though the posting need not be fully edited or as formally organized as an essay, consider some basic paragraph breaks to move from summary to analysis, to distinguish different main points; this will also allow you to do some practice with transitions.
    • tags: after finishing the draft, the tag function invites some reflection on what the focus has been, what some key ideas and keywords are; tags can also be effective later when working on an essay and looking for material–to remember or be surprised by some associations (two different posts that turn out to be related by a tag); tags can sometimes lead to interesting associations to other blogs.
  • Advance your focus by making a link
    • the basic links we will use (and mainly use in writing) are quotations and citations.
    • consider digital quotation: a link to a site that offers definition or explanation or example for your focus.
      • use the link function in the toolbar
    • consider linking/inserting an image or other media, if relevant and effective for your focus
  • Look ahead: to discussion in class, to the next section of the reading, to your next posting.
    • one way to conclude effectively (wrap up, but not entirely–since a blog by definition is not a finished product, should have more to say): ask a question.

Editing: stitching a more fluid essay

In addition to being a poor reader, Victor Frankenstein (Shelley’s stand-in for the creative artist, the writer, the one who toils in the workshop of filthy creation) appears to be a bad editor. Think of it: if he had taken a bit more time to consider the presentation of his creation, the work that he had stitched together from parts (as any creative work is), might he have saved himself some heartache?

This editing workshop focuses on how we control and create the fluidity (often called ‘flow’ by you) of an essay that is not naturally or originally there. It is made, not born. And one key place we control and create this fluidity is through control of our sentences. 

  • Sentence Variation: 
  1.  
    1. look at your sentence length: hit return at the end of each sentence in one or more paragraphs: turn your prose into poetry; the point is to bring out the buried voiced (the origins of poetry, of writing) of your sentences.
    2. we are after variation: not all long/complex; not all short and sharp–a fluid movement between the two.
  • Close-Up
    • Experiment with using the power of shifting to a short, sharply focused sentence as a way to highlight your thesis statement. It is like moving in for a dramatic close-up on your critical vision
  • Transitions
    • between sentences within a paragraph (the point from above), and between paragraphs. Look at the transition sentence (the first sentence of the next paragraph). Work on weaving the reader’s path (or the thread of your thesis) into the next paragraph.
      • use transition signals (think of the way we need to do this with a speech or public presentation): “Yet another example of this irony of dark creation is evident in the creation scene.”  Or by contrast: “Unlike the darkness of creation we see with Victor, the creature presents a vision of light…”
  • Weave your quotation into the paragraph: quotations need to be effective, not just accurate. 
    • consult the close-reading template (don’t throw quotations at the reader)
    • leave the page number for the parenthetical citation; don’t introduce the quotation with the page number.
  • Meta-Commentary.
    • We will be returning to this in later workshops. For now, think about places where you can add in a sentence that will help clarify things for your reader by letting the reader know what you are thinking.
      • “in other words”; “By irony of dark creation I mean…”; “Let me repeat my thesis:….”; “What do I mean by …?”