Wikipedia Class Project Update 3 (February 2015)

Dear All,

See the growing "talk" page on your article draft for a message from the reviewing editor with suggestions about a new introduction. The suggestion to re-frame the entry by indicating that public-sphere discourse has become read-write, rather than read-only, resonates with much of what you realized over the course of last semester.

-Prof. G

Wikipedia Class Project Update 2 (January 2015)

Dear All,

Yesterday I received a message from the Wikipedia editor who reviewed our article, with a rejection, explaining that s/he hadn't seen the term circulating, and therefore our article was original research.

This surprised me because the Wikipedia editors I spoke with before we pitched our terms in October had been familiar with the Wiki book on Rhetoric and Writing in the Public Sphere, had seen the term circulating in practice, and had thought the term could be viable for Wikipedia. It's also possible that this editor/reviewer isn't familiar with the growing number of courses or syllabi in public sphere writing (at Duke, JMU, St. Francis College, etc.).

So, it may be that another lead or a different introduction can help to better contextualize the term  as the trend it is actually becoming. As with most Wikipedia projects, the draft page can still be updated, edited, and reviewed. It can also be submitted again for review. And of course, you may download it to keep it intact, if you wish.

-Prof. Graban

Wikipedia Class Project Update (January 2015)

Dear All:

If you have been checking this space for an update on our class project from last term, I can finally report that it is one of 631 articles flagged for review. To access the review draft, you can find our article on "Public Sphere Writing" in the left-hand column (halfway down) of this page. I will post again once it has been approved. In the meantime, I'd like to say this article is something you can and should be proud of.

Happy New Year,
-Prof. G

Final Preparation for 12/4: Wikipedia Project Home Stretch

Dear All,

As a courtesy reminder, you are -- in teams and/or individually -- finishing up your revision, editing, and polishing tasks on our Wikipedia article by the beginning of class time on Thursday. (I know that in some cases, late inspiration will hit and some of you will want to contribute new content, including examples and relevant case studies. That's perfectly fine. We have 48 hours to make this article really ours and really matter!) We'll have one final phase to navigate together in the first few moments of Thursday's class, but by and large, I am giving us all permission to take collective ownership of the piece as it is shaping up nicely. I realize this involves a bit of creative chaos, and that's why we'll have a few final moments together on Thursday to settle any disputes (should any arise) about formatting. (As I mentioned in my last post, collectively smoothing over with a group of writers as large as our class is challenging, but it can be done.) I am on hand between now and then, and I'm quite excited to see us work toward a finish.

You are also (per the Wikipedia assignment sheet) composing your Analytic Reflection for the Wikipedia Assignment. It's no secret that one of my desires is for you to master the art of critical reflection, and so think of this as a penultimate opportunity to reflect with some depth on your experiences and also teach us critical concepts in the process.

And finally, please do bring a shorter (less formal) reflection to class for my eyes only, letting me know how the Wikipedia project has gone for you.

See you on Thursday,

-Prof. Graban

Preparation for 12/2: Final Wikipedia Peer Review

Dear All:

Our Wikipedia (sandbox) space is up, and you can access it via Bb in the left-hand toolbar. Follow the link, log in with your Wikipedia credentials, and click the "Edit" tab at the top of the page to see the whole article as well as my introductory note to how we will work in that space.

(Be sure to log in, and be sure to click "edit" at the top of the page; if you don't log in, I cannot trace your work, and if you only "edit" a section, you will be limited in terms of what you can view in your sandbox.)

Section business ...

Section 1, I am asking you to also compose the Lead section to our article, since I think that will allow you to contribute more content. The Wikipedia <"Manual of Style"> has a section on authoring Leads that we looked briefly at earlier in the semester.

Sections 4 and 5, you are now the newly combined section 4. I did my best with copying content over from the Wikipedia team spaces; forgive me in advance if I mis-copied or overlooked something, and feel free to make changes as needed.

All sections, forgive me in advance if I mis-copied or overlooked something when it moved over from our G-Drive drafting space. Change as needed.

To get ready for peer review ...

Now that we have moved this into our shared space, individuals--as well as teams--should feel free to contribute, revise, and edit. We still have a lot of work to do to finish content, recombine the elements in the newly combined section, "clean" all our content, and ensure there are cohesion markers that help all subsections make sense in each section, and each section make sense to the whole article. 

Also, as readers of other teams' work, you as individuals can determine whether some examples and explanations are relevant to a particular section after all. Some may not make sense to you and may need revision, editing, rethinking, or eliminating. We now publicly own this space so it's up to everyone to make this make sense, not just the teams who drafted.

By Tuesday's class, our article needs to be finished so that during class we can start our fine-level proofreading, stylistic editing, and formatting, and I'll actually assign teams to different tasks as a way of dividing up labor. Folks, I won't lie--smoothing is one of the most difficult things to do for a Wikipedia project among a group this large. You're all writers; you all have opinions. For us, this means taking to heart coherence, cohesion, and moves of authorization, as well as being very careful with our claims and very purposeful with our examples. So, please keep in mind three things:

1. item 4. from Exercise 1 of today's workshop (handout in Bb)
2. the "avoidances or cautions" from Exercise 2 of today's workshop (handout in Bb)
3. Wikipedia's <Neutral Point of View> techniques and <Featured Article Criteria>

Have a great break,
-Prof. G

Preparation for Merged Style Workshop and Peer Review on 11/25

Dear All:

Our GDrive workspace won't be sufficient for us to do the kind of real-time workshop we need to do today with optional participation, so I will plan to merge today's workshop with next week's peer review into a single class session. Some of you are nervous about our timeline, but you need not be.

Please just bring Style and Working with Words to class on Tuesday (11/25) since you will be working individually and in groups out of both texts. I'll devote the first 30 minutes of Tuesday's class to our workshop on making authoritative claims that don't overstep Wikipedia's neutral-point-of-view policy (i.e., emphasis, rhythm and grace), and then I'll devote the latter 45 minutes of Tuesday's class to a peer review of our Wikipedia article in progress, which will by then be uploaded into a Wiki "sandbox" space. At that time, we'll also divvy up editing and formatting responsibilities so that each group has a task going into the final week.

What this means for today: If you can (given the circumstances), please make use of the time to finish up your respective sections of the article. All teams please note that I have inserted a note to you inside your GDrive working space, mainly suggesting global coherence statements, since I now have an idea of how all your pieces are coming together. It's coming along fine, believe it or not, but some teams are much further along than others; soon, we all need to catch up to each other, and I believe Teams 4 and 5 still have some merging of sections to work out.

Later today or tonight, I plan to move all of your completed sections outside of GDrive and into a Wiki sandbox space, so it's important that you have a full draft completed, and that your endnotes and sources are there. Moving it into the Wiki sandbox doesn't mean we can't continue to work on it; it just means that it's time for us to merge all sections together and start treating it as a whole, so please use today's time well if you can.

And as always, I'm here and in my office if you need me and I'm always available online for questions.

Many thanks, and have a good day today and a good weekend. Be safe and well, and see you Tuesday,

-Prof. Graban

Preparation for 11/20: Workshop on Rhythm, Grace (and Authoritative "Moves")

Dear All:

For Thursday, we're following the syllabus. However, in deference to some of the questions that came up during last week's Wikipedia workshop -- especially about reconciling a seemingly broad topic with seemingly specific claims from the sources you are reading -- I'd like to refocus the workshop on authoritative "moves," i.e., giving sentences and phrases the weight and transparency and clarity they need in order to be received as informative, viable claims.

That said, in addition to working through <SA #6> (which will allow you to get your feet wet editing in Wikipedia's sandbox environment), I'm asking you to read the following:

• the lesson on "Emphasis" in Style
• Working with Words pp. 94-95 (making sentences parallel), pp. 111-115 (getting words in the right order), and pp. 183-194 (quoting, semi/colons, hyphens and dashes).

As you're reading through WW, you'll likely alternate between useful discovery and pointless redundancy, but stick with it. Some of the conventions they point to will be useful for some of the sentences you have already composed in your Wikipedia space.

Finally, again, our emphasis will be on applying the editing workshop to our Wikipedia article in progress. So, please ensure that your group's writing space has a polished enough draft that we can actually get into it and do something useful.

See you Thursday,
-Prof. G

Preparation for 11/18: Portfolio Workshop

Hi All:

In advance of Tuesday's workshop on the final portfolio, please do the following:

• Review the assignment sheet so that you can ask -- and get answered -- any questions you have about scope, content, or organization.
• Decide on an organizational plan, i.e., chronological, topical/thematic, or some other organization, and either storyboard or make a list of all its linked components, i.e., all the components you're hoping to include in your portfolio from major assignments to individual blog posts. I'm primarily asking you to do this because questions will arise as you begin to envision what it's like to have to accommodate certain items or links, and I'd like you to have a concrete sense of how much effort it will take to put your particular portfolio together. As well, your organization will help to determine the nature of reflection and the amount of explanation you'll need to provide to help an unfamiliar reader navigate the portfolio and understand the significance of all its components. Please bring that organizational scheme to Tuesday's workshop, in some form.
• Decide on a design theme, and this can be fairly simple (especially if you are using blogger's skins), but I'll ask you to give it some thought ahead of time so that you can -- again -- consider any complexities of organizing information in advance. This might be a good time to review Barton/Kalmbach/Lowe <“Rhetorics of Web Pages”>.
• Begin drafting the longer, critical analytical reflection. This piece will naturally take some time and some thought, since it is more than an off-the-cuff reflection. It is somewhat formal, but moreover, it needs to be the centerpiece that helps a reader understand your intellectual pathway through the course. As always, it asks you to synthesize some of our critical texts from the semester to help genuinely convey your own understanding of what you have gained, if you feel you have gained, and how your writing, editing, or understanding of discourse has changed. Please bring whatever you have drafted to Tuesday's workshop, in some form.
• One final thing: if you are going to be featuring some of your weekly blog posts and/or blog responses from throughout the semester, I'll ask you to quickly edit them for clarity and accuracy. There are only 6 of them, and yet for some of you, these reflected some very significant moments throughout the course, and some very good writing, so you'll want to take the time to correct typos, insert missing words, fix misdirected or broken hyperlinks, clean up the textual formatting and spacing, and generally do what you can to improve the look and readability of the posts. This will probably be the quickest revision task of the whole portfolio, so I'd rather you get it done earlier than later.

See you next week,
-Prof. Graban

Preparation for 11/13: Wikipedia Project, Article Plan II

Hello, Everyone:

As you are working in your Google Drive spaces with your writing teams, please do keep in mind that -- in some cases -- the best sources you could be drawing from are the sources you have already read and mastered for the class. In other words, take this is an opportunity to look again at those sources that already reflect what you think to be true about public-sphere writing, since our main prerogative as Wikipedia editors is to construct an article that is as informative as possible. We do not need to convince anyone of the existence of the topic; rather, we are pointing to the topic's presence and usage (already) in what we have been studying. (And this would be true no matter what our chosen topic.)  

By the beginning of class time on Thursday, your group will need have a full and completed draft of your section in the group's wikipedia workspace. After spending some time considering the fallibility of some of Wikipedia's existing articles, we'll be examining our article -- section by section -- for fallibility and neutral-point-of-view. Most significantly, we'll spend time considering whether there is too much overlap between sections and/or too little coherence and cohesion throughout the whole piece. 

Our goal by the end of the class will be to have made final content decisions about what stays in what section, what needs to be moved around, and what might go altogether. In other words, this is the time when our individual group ethos will need to fold more broadly into a whole class ethos. That said, each group should expect to have some part of their section challenged, rethought, reorganized, and even renegotiated.

If we can do that successfully, then we have one more week to complete the next step, which is for each group to get their section completely finalized according to a set of shared editing criteria. In the last few days of class, we will then work on smoothing over the whole (but more on that, later, since that involves a couple of steps I'll be completing on our behalf).

Please bring to class -- or otherwise have access to in class -- the sources you have used to compose your section of the article. We have a lot to get accomplished in our 75 minutes. Please also bring your assignment sheet (just for reference).

See you on Thursday, if not before,
-Prof. Graban

Preparation for 11/6: Case Study #4 (Copyrights and Wrongs)

Folks, we're following the syllabus, which means we'll examine our final case study on Thursday, on "Copyrights and Wrongs." We're <blogging> as usual on Ridolfo/Rife, Wiebe, and Liu. If respondents want to get started early, they can feel free to respond to some of last week's posts (on Zittrain, Hood, and Gates), so long as they find a way to bring them into conversation with this week's readings. In truth, there is much to discuss between and among these two case studies, and we will likely find ourselves returning to ethics and fallibility at some point during Thursday's discussion.

Also, group spaces have been constructed for Wikipedia working teams; you'll find them linked from our Wikipedia work space in Bb.

Finally, if you have not yet done so, please sign up for a <Policy Argument Feedback Conference>.

Onward, and see you on Thursday,
-Prof. Graban

Preparation for 11/4: Wikipedia Project Article Plan I

Dear All:

We finished class today with a serious charge -- we need to better understand what Wikipedia is going to require of us in terms of ethical behavior, fallibility, reciprocity, and rhetorical velocity. Our participating in that environment does mean that we are agreeing to a set of shared guidelines and guiding principles, so we are not jumping in cold. However, even with those guidelines in place, there is still room for us to misunderstand some Wikipedia principles and there is plenty of room for error and harm. Misunderstanding and error and harm are what we want to avoid!

I read your group blog comments after class today, and I think a few groups have come up with excellent definitions of "ethics" or "fallibility" that are specific to writing and editing in that medium. I also think a few groups made some excellent connections among today's readings so as to justify those new definitions for that medium. When we convene on Tuesday, I'll go over the definitions I think are most useful to guide us. There are four things I'll need you to do in advance of Tuesday's class.

Individual: Review

Review Zittrain's chapter and Hood's web-based case study if you hadn't read them that closely for today, mainly because each of them does discuss particular aspects of the Wikipedia community that we'll need to keep in mind.

Team: Fleshing of Outline

Visit our Wikipedia Work Space (via Bb) and see that I integrated your outlines into a single draft outline for our article. Several teams put in a tremendous amount of work on their outlines which made my task easier because I understood why you outlined what you did. By class time on Tuesday, I am asking all teams to begin to flesh it out. Instructions are included directly in the Wikipedia Work Space, and at this early stage, don't worry too much about overlap. It is common in Wikipedia articles for some sections to echo each other, since all subtopics work together to create the same intertext. Please do as well as you can and as much as you can; the more your team contributes to our shared outline before Tuesday, the further along we will be as a class. I will ask only that each team color-code their contributions, so that I can keep track of who does what.

Individual: Creation of Wikipedia Account

Create a Wikipedia account and establish a username. Go to <http://en.wikipedia.org/wiki/Wikipedia:Username_policy> and think about how anonymous you’d like to be on the internet. Then, go to <Wikipedia English> and from the "Main Page, click "Create Account" (in the top right tab) to register for an editorial account on Wikipedia. Please just keep track of your username so that next week I can collect them all. If you get stuck, <this video> will give you step-by-step instructions for registering an account, once you have chosen a username.

Individual/Team: Come Prepared

Please bring your laptops and/or production devices to class on Tuesday so that you can be ready to work. Please also bring -- in print, digital, or electronic (linked) form -- all of the sources that your team has decided would make good contributions for writing our article. Hint: There should be many of them, given the level of detail that our outline contains so far. Remember all of the places you have to draw from in order to gather sources. It wouldn't surprise me if we started with 2 dozen sources and added or subtracted from there. You all did a lot of good brainstorming this week.

See you on Tuesday and I'm very much looking forward to it,
-Prof. Graban

Case Study Group Preparation: Ethics and Fallibility

Working Backwards from Gates

• Part I. Pick one or two of Gates's most provocative claims (about integrating the American mind). What can you find in Hood's essay or Zittrain's chapter that might challenge, disrupt, or possibly move the claims further? Compose your response as a "comment" below.
• Part II. Then, look over Best's article called "Damned Lies and Mutant Statistics" in Bb Genre Samples, Case Study #1. We'll talk about it together during our class discussion.

Unpacking Zittrain

• Part I. If we had to pick the principal (or most significant) parallal that Zittrain draws between road safety and how he presumes Wikipedia can work (in an ideal world), what would that be? What can you find in Gates's essay or Hood's essay that necessarily underscore this or support it? Compose your response as a "comment" below.
• Part II. Then, look over Best's article called "Damned Lies and Mutant Statistics" in Bb Genre Samples, Case Study #1. We'll talk about it together during our class discussion.

Working Forward from Hood

• Part I. What claims about the pedagogical value of Wikipedia (according to Hood) do we also see reflected in Zittrain's "Rise of Wikipedia," "Price of Success," or "Value of Netizenship" sections? Should we be challenging them? Compose your response as a "comment" below.
• Part II. Then, look over Best's article called "Damned Lies and Mutant Statistics" in Bb Genre Samples, Case Study #1. We'll talk about it together during our class discussion.

Preparation for 10/30: Wikipedia Group Outline and Case Study #3 (Ethics and Fallibility)

Dear All,

There are two main happenings on Thursday:

Reading and Blogging for Case Study #3 ("Ethics and Fallibility")
We're following the syllabus, so there are no surprises here. This week's case study will be based on our critical readings by Gates, Hood, and Zittrain. I think you'll enjoy them. Remember that several of you are on the <blogging schedule> to initiate posts, while the rest of you are on the schedule to respond. It's late in the game this semester, and I have given you lots of attentive feedback on your blogging, so please impress me (and each other).

Group Outline for Wikipedia Article (due by 2:00 p.m. on 10/30 in our Wikipedia space)
Before Thursday's class, you will need to be in touch with all members of Wikipedia working team and start generating the following in our Google Drive workspace :
 

1. A potential outline for our shared topic ("Public Sphere Writing"). If it were up to your group, what structure would our article follow? Please be as detailed as you would like, outlining not only a possible top structure for the article, but possible subtopics as well. If you are uncertain of how detailed the organization can be, please review Wikipedia pages on similar or related topics, as well as the project pages from <SA #4>. (See also Wikipedia project pages on <Article Development>, <Article Creation>, and <Featured Articles>.) You'll notice that every Wikipedia page has to contain certain elements.
2. A brief reading list or list of sources that represent not only what you have read and what you think will feasibly contribute to our topic, but also sources you may have come across from other classes, from the bibliographies of what we have already read, or new sources you have discovered on your own. This means start gathering relevant sources from “Critical Texts,” “For Further Reading,” and “Case Studies & Genres” (if relevant). 

Immediately after Thursday's class, I will compile all outlines and bibliographies into one, and then I will send out the next set of instructions to all Wikipedia teams to complete before class next Tuesday (11/4).
 
This is part of your process work for the Wikipedia project, and the onus is on all of us to do it well. All phases of the project should involve source gathering and exploration, so that we make the best writing and editing decisions. Work hard, but have fun with it! The more efficiently you work together, the better able I am to work with your team.
 
Looking forward to it,
-Prof. Graban

Policy Argument Feedback Conferences

Hello All:

As we did for the Sci/Tech Blog Assignment, we'll discuss your Policy Argument Assignment via face-to-face (f2f) conferences, during which we can talk about how your delivered genre did or did not meet the assignment objectives, how well it informed or where you struggled to inform through it, what you think went well about it, and how you might improve on or revise it for your portfolio. We'll talk a lot, of course, but you'll take notes so that you can get the satisfaction of fairly immediate and thorough feedback on the second major assignment of the semester, and on your other short assignments thus far. These conferences are required, so please don't delay in claiming a spot on our <schedule>.

-Prof. Graban

Preparation for 10/23: Meaning/Form Workshop and Policy Argument Peer Review

Folks, for Thursday you'll see we'll begin class with a workshop looking at Meaning-Form relationships. Then, we'll peer review your Policy Arguments, and I'll have a worksheet to guide you.

We're reading out of Style and reading an online excerpt on "rhetorics of web pages" in Barton, Kalmback, and Lowe's open-access book called The Writing Spaces Web Style Guide. Even if you are not constructing a web-based policy argument, this will still be relevant to our discussions about hypermediated forms of policy arguments. To be fully ready for Thursday's peer review, please bring Style and Working with Words, as well as your laptop with a downloaded or readily available copy of your completed draft of the Policy Argument. Or if your Policy Argument form is going to be paper-based and/or circulating in print hard copy, then please bring 1 good copy of it to share. Your argument should be complete and in as finalized a form as you can get it, though I did mention today that I understand some delivery forms shift and change as a result of peer review, and that may be the case with yours.

If you're still stuck, still wondering, still wanting to tie together loose pieces of knowledge-making as we near the end of this sphere, let me just remind you of the good work and thinking you have already done that is documented in our Bb class notes. Now is a good time to look over the swath of notes we have generated together since Sep. 25, because it's likely that one of those documents -- whether it is the list of key terms we defined to help us get in the mindset of policy arguments, or the gridding that we did during Case Study #2, or the way we discussed "hypermediation" or "citizen criticism" -- that may make something make concrete sense for you.

Finally, and I apologize for letting this preparation post go on so long, I'll document here that in today's class, by a vote of 13 - 8 - 3, you selected "remediation" as the topic of our Wikipedia article. (The other terms that garnered votes were "citizen journalism" and "collaborative journalism.") Please take 48 hours to let that notion settle and I'll check in on Thursday for "buyer's remorse." I offer you this settling period because it's clear to me that you -- as a class -- are immensely talented and have a real and critical understanding of what could be accomplished through a Wikipedia article, so I want to ensure that the topic is something we can all do together (given our shared expertise) but also is interesting and viable enough that you would want to do it together.

See you on Thursday,
-Prof. Graban

Preparation for 10/21: (More on Activist Genres and) Wikipedia Project Introduction

Dear All:

For Tuesday, we're following the syllabus, giving you an opportunity to draft your <Policy Argument> and/or review our Bb notes for this sphere so far and/or submit the second <Analytical Essay>.

However, in addition, please remember to come to class with two (2) viable topics for our class Wikipedia project. I'll ask you to weigh several factors as you choose topics, and to prioritize them this way:

• what you think we can claim as our shared expertise (in this class)
• what you think is neglected or under-represented in Wikipedia
• and this could include a <stub> or an article that Wikipedia has been identified for <expansion> or an existing article that needs significant rewriting.

We'll spend the first half of class considering the various forms and embodiments of activist genres, and the second half of class discussing the Wikipedia project and selecting our shared topic.

Many thanks and see you on Tuesday,
-Prof. Graban

Preparation for 10/16: Appealing to Empathy and Reason PLUS Citizen Investigation, Manifestos, Activist Genres (Combined)

Dear All, as promised we'll be combining both days' discussion into one on Thursday (10/16), so I appreciate the mini-discussions that surfaced on your blogs today. (I'm trying to work some of them into Thursday's lesson plan).

That said, the only change to the syllabus is that I need you to please bring Tuesday's readings (and any notes) so you have them ready to access for Thursday's discussion. As well, <SA #4> is due (per syllabus).

On the syllabus, you'll see that we had originally planned to discuss "Wikipedia article pitches"; in light of our schedule change this week, we will discuss them together, but nothing is due in advance.

See you very soon,
-Prof. Graban

10/14 Class on Blog Today

Folks, in the event that classes are cancelled today due to the weather advisory, I'm going to proactively ask you to conduct a discussion on the blog in place of today's class. On Thursday, I will be combining both discussions ("Appealing to Empathy and Reason" AND "Citizen Investigation, Manifestos, and Activist Genres"), so please come prepared and with readings. However, so as not to completely lose one class day, I am going to ask you to simulate part of today's discussion right here on the course blog by responding to two (2) prompts below. Please note I am asking for this activity to be done during class time, 2:00-3:15 p.m. today. That will be your attendance and participation for the day.

First and foremost, select a genre as a "case" on/through which you will respond to your prompts. For your genre/case, I'll ask you to select one of the "Resolutions" from our Bb folder (in "Cases and Genres"), or Nakasa's "Writing in South Africa," or Alexander's "The New Jim Crow," or Bouie's "Criminal Justice Racism," or Jason Parham's "It's Time We Treat Police Brutality ..." (identified as "gawker blog" in Bb "Case Study #2").

Next, write in response to two (2) of the prompts below, by composing a post to your own blog that responds to them, weaving them together if you so desire. Then, please respond to two (2) of your classmates' posts (which you'll find on their blogs).

• Of all the terms that Lazere introduces and illustrates, which 3 or 4 most closely align with Corbett and Eberly's discussion of citizen criticism, and then, how do you see them at work in your selected genre/case? Note that I'm not only asking you to explain and unpack the connections, but to infer them somewhat, since they may not be explicit.

• According to Corbett and Eberly, what could spectator culture (or consumer culture) have to do with our ability to argue well in the public sphere when those arguments are partially mediated as/through blogs? What are the most compelling reasons that Corbett and Eberly give for why this is important, why it might succeed, and how it could fail -- and how do those reasons align with Rettberg's discussion? Note that your best way through this may be to focus your response on one of Rettberg's key arguments about "blog/ging," "community," "networks," "engagement,"and even "citizen bloggers" (if you want to revisit what we read previously from her book). In other words, you're extending Corbett/Eberly's theory towards blogging in particular based on the alignments and disalignments you see between their arguments and Rettberg's.

• Obviously, today's readings are setting us up to think more about citizen criticism. Do the two authors you read for today in any way take up, build on, forward, complicate, or disrupt anyone's notion of citizen criticism from earlier in the semester? (I'm thinking specifically about Miller/Shepherd, Kaufer, McDonald, or Jones, but you are welcome to consider other authors we have read). As you think about how to create your intertext between today's authors and other authors we have read, you might think about how to use your selected genre/case in order to demonstrate what can go right or wrong in citizen criticism.

-Prof. Graban

Preparation for 10/14: Appealing to Empathy and Reason

Folks, we're following the syllabus and reading as usual -- another excerpt from Rettberg's Blogging, as well as shorter essays by Donald Lazere and Ed Corbett and Rosa Eberly. However, for anyone who might like a sneak preview of some (more) hypermediated arguments we will be discussing and/or to review the ones we discussed last class, here are relevant links:

• RSA's Animation of Evgeny Morozov's <"The Internet in Society"> (this is also inside our folder marked "Photo Essays" in Bb "Cases and Genres") 
• Various "Resolutions" in our Bb "Cases and Genres"
• Jason Parham's <"It's Time We Treat Police Brutality as a National Crisis"> on gawker.com (this is also inside our folder marked "Case Study #2" in Bb "Cases and Genres")
• Sharon Daniel's <"Public Secrets">
• Paul Shoebridge and Michael Simon's <"Pinepoint Revisited">

See you next class,

-Prof. Graban

Policy Argument Proposal Deadline -- Extended

Dear All:

I have extended the deadline for the Policy Argument Project Plan until 5:00 p.m. on Friday, 10/10.

You're welcome, and this is probably one of the last extensions I'm going to make, given that you're all very bright. Remember that you have had this assignment sheet in hand since September 30 -- and it was loaded onto Bb earlier than that, and a brief description of the assignment with posted deadlines has been up on our blog since the beginning of the term. In other words -- the information is available to you, so I'm always holding you accountable for it.

Remember, too, that this is not a formal proposal, but rather a planning proposal. It will enable a dialogue between you and me. It will represent the beginning of that dialogue so that I can respond to your project idea.

You should not expect to know every detail about your Policy Argument yet because we are still working through the sphere; however, that doesn't mean you shouldn't start grappling with the assignment, and yes -- you know by now -- every assignment I give you will be one that requires you to grapple. Please get used to that; you came through the Sci/Tech Blog just fine.

In preparing your projecct plan, please read through the Policy Argument assignment sheet carefully. You might also review your class notes and/or check out our notes in Bb, as I upload the notes almost as soon as we generate them. Figuring out this assignment requires a kind of synthesis of knowledge that I'm holding you to because I can hold you to it. (Shall I say it again? You came through the Sci/Tech Blog just fine.)

Have a good and productive weekend,
-Prof. Graban