wrt homework spring 2008

About Homework Assignments

The assignments that are listed on this page are to be completed before class starts the day they are due. Because we meet once a week some of the assignments might be due several days prior to when class meets. This will allow the instructor and the rest of the students to see the work and, if part of the assignment, respond to it.

For Wednesday, April 16

Please read in Tufte, “Words, Numbers, Images,” and bring to class at least one document/object/thing that you think successfully intergrates words, numbers, and images. The document can be print or electronic. Be prepared to discuss why you think it is successful. If it is electronic, please email me a copy of it or the URL no later than 2 hours prior to class.

Please read “Fighting to Live as the Towers Died” (see Readings page), look at the Interactives and article as it appeared in the newspaper, and decide in which format you are going to compose Essay 3. Explore Voicethread so you can get a feel for what it is like to work with. We’ll talk more about each format in class.

For Wednesday, April 9

Please read in Tufte’s Beautiful Evidence, "Corruption in Evidence Presentations: Effects without Causes, Cherry-Picking, Overreaching, Chartjunk, and the Rage to Conclude" (pages 140-155) and "The Cognitive Style of PowerPoint: Pitching Out Currupts Within" (pages 156-185). We are skipping around so don’t worry that you haven’t read the chapters before these. Please also post a response to the following on the Tufte, Writing Spaces, and Remediation discussion topic on WebCT:

Many of you in your responses to the first Tutfe reading made wonderful connections between Tufte’s discussion of evidence and Bolter’s and Sante’s texts. Others asks wonderfully speculative questions in try to tie the three texts together. For this posting I would like you discuss these connections. In particular, please consider the following questions: How does Tufte’s discussion of mapping and beautiful evidence challenge, change, or have little effect on your understanding of Bolter’s writing spaces and Sante’s evidence? Are the mappings an example of remediation? Be sure to define the terms in your response so you can be specific as possible. As with all our discussions, please pose a question to your classmates and respond to them in turn. Starting the conversation outside of class, as you have seen, helps bring the in-class discussion to new, exciting levels.

Please post your response by 5:00pm on Mon., April 7, and complete any responses by classtime.

Please draft your response using Microsoft Word (or other word processor), check it for spelling, and then paste it the response field. Your initial response should be at least 1/2 page, single space, using Times New Roman font size 12, on a page with 1" margins. Your second response can be half that size.

As a way of getting an idea of all the varieties of mapping and mappings that are currently happening online, you might want to check out the mapping category on my blog. Web 2.0 technologies inherently invite mappings due to their interconnected nature.

For Wednesday, April 2

Please read in Tufte’s Beautiful Evidence, the Intro, Ch1, and Ch2, and post a response to the "Tufte 1" discussion forum on Blackboard:

This posting is going to be similar to the first Sante posting. Tufte throws quite a bit of information at the reader in the form of beautiful images and beautiful prose. The combination of the two, however, can be quite overwhelming to the point of intimidation. As a result, I would like you locate a section of the text that you found particularly insightful and thought-provoking, particularly confusing, or that you are skeptical of (avoid discussions along the lines of "The images are so beautiful.").

Type the passage into your response–include page numbers–and discuss your response or responses to the passage in terms of one of the images he references. At the end of your discussion, pose a question to your readers (avoid questions like, "So, what do you think?"). Then, on the forum posting of the classmate with whom you were paired for moderations, post a response to their question in the form of a comment.

Please post your response by 5:00pm Monday, March 31, and your comment in response by classtime on April 2.

Please draft your response using Microsoft Word (or other word processor), check it for spelling, and then paste it into the form field. Your initial response should be at least 1/2 page, single space, using Times New Roman font size 12, on a page with 1" margins. Your second response can be half that size.

For Wednesday, Mar 5

In class we had the opportunity to watch Jonathan Harris’ TED talk and to play with his projects “We Feel Fine” and “Universe.” Though the structures of the projects do encourage playing and browsing, as Harris intimates in his talk, there is much more going on here in terms of the relationship among text, image, and information. In the Blackboard in the "Harris Projects" discussion forum heading, I would like to you to complete the following:

  1. Choose either “We Feel Fine” or “Universe”
  2. Discuss the relationship among symbol, image, text, and information. What do you see going on in this space?
  3. Much of what we see on the screen, though in an ecology of floating and moving symbols, is, once we click on something, removed from its original context. What is the affect of this removal? What is the impact of when it appears in its original context (for example, when you click on the phrase in “We Feel Fine” and are taken to the blog, or you click on an image in “Universe” and are taken to its original publication)?
  4. How do these projects further or challenge the ideas at work in Bolter and Sante on the nature of text, image, and evidence?

Please draft your response using Microsoft Word (or other word processor), check it for spelling, and then paste it the response field. Have your response be at least 1/2 page, single space, using Times New Roman font size 12, on a page with 1" margins. Your response is due by noon on Wed, Mar 5.

For Wednesday, Feb 27

Please read the Essay 1 Rough Draft General Comments (.pdf) that I have prepared and complete and hand in your final draft as described in the Essay 1 assignment.

Please read in Sante, "Contents of the Packets," and "Corpus Delicti" and complete the below posting on the "Images and Evidence" forum by noon on Wednesday, Feb 27 (this should give us all time to read the responses before class; if you feel like commenting on them, please do):

In "Archive" Sante writes that he is presenting the images "because of their terrible eloquence and their nagging silence" and that he "offers [the] work as a memorial to these dead, named and anonymous" (p. xii). In "Documentary" Sante observes that "Photography is a medium; that is, an intermediate agency between the scene or object depicted and the eyes of the viewer" (p. 61). Later, in "Evidence," he suggests that "Somehow these photographs were supposed to represent the truth, some of the truth, some kind of truth. They gave witness to something that happened, in a room or a field, that a person or persons had existed. . . . Their function, therefore, must have been literally as sourvenirs, memory aids, records for records sake. They probably served as markers for reference, tools for training novice homicide deterctives. . ." (p. 97). Toward the end of his discussion he argues that the "pictures are are evidence of an end we are afraid to recognize" (p. 99).

In these passages, then, Sante describes the images as "terrible," "eloquent," "memorial[s]," "truth" (in varying degrees), "witnesses," "souvenirs," "memory aids," "records," "references," "tools," and "evidence." That is quite a list—and, yet, the photographs are most likely much more than he describes.

For this posting, then, I would like you to consider the following for one of the below images as well as one of the images that Sante presents. Though it might not seem like it on first viewing the images and Sante’s images have something in commen: they were kept hidden. Sante’s images were hidden on accident (and some of you have suggested that it would have been better if they had not been found and published); the ones below were kept hidden for a reason. They were snuck out, leaked to media, copied from archives, released after decades, and so forth.

  1. What are these images? I’m not asking this is the literal sense, "What is it a picture of?" Rather, consider what is the purpose of these images? Why are they presented? Are they, for example, to show "truth," to serve as "memorial," to pay respect? Note that each image is evidence of or doing more than just one thing. How do those multiple evidences/purposes work together or against each other?
  2. Thinking back to Bolter’s discussion of writing spaces, how are these imagine extending or redefining the idea of a "writing space"? In other words, can these photographs be "read" as one would read a text? If so, how does that change the nature of what is and what is not a "text"?
  3. I’d like you to think about these images, as well, in terms of access and the role that technology is/is not playing in providing access to events, histories, cultures, etc. Think about this in terms of what the effect might have been had such photos had not been made public.

At the end of your discussion, pose a question to your classmates (avoid questions like, "So, what do you think?"). Links will open in new window:

These are fairly complex and difficult questions. As a result, this posting will be longer than others. Please draft your response using Microsoft Word, check it for spelling, and then paste it the response field. Your initial response should be at least 1 page, single spaced, using Times New Roman font size 12, on a page with 1" margins. We will consider your questions in class on Wednesday.

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For Wednesday, Feb 20

Please read in Sante, "Archive," the images, "Documentary," "Police Aesthetics," and "Evidence," and post a response to the following prompt in the Blackboard discussion forum entitled "Sante 1":

Sante’s three essays are filled with an amazing amount of dense prose and fascinating insights into the nature of photography, its impact on the viewer, and what it is evidence to. For this posting, I would like to select a passage from either "Documentary" or "Evidence" (not "Police Aesthetics") that you found particularly insightful and thought-provoking, particularly confusing, or that you are skeptical of. Type the passage into your response–include page numbers–and discuss your response or responses to the passage in terms of one of the crime scene photos. At the end of your discussion, pose a question to your classmates (avoid questions like, "So, what do you think?"). Each person will post a response. This posting is due by Sunday, Feb 17 at 5:00pm.

Please post a response to the same person whose essay 1 rough draft you read in class on Wednesday. In your response to your peer, please address the question they raised. These responses are due by noon on Wednesday, Feb 20.

Please draft your response using Microsoft Word (or other word processor), check it for spelling, and then paste it the response field. Your initial response should be at least 1/2 page, single space, using Times New Roman font size 12, on a page with 1" margins. Your second response can be half that size.

Please also start working on your personal homepage by completing the following:

  • download and install HTML-kit (if you are using a PC) and Taco (if you are using a Mac)
  • a paragraph about yourself that represents you professionally—that is, filled with text that you would be able to show a future employer; the paragraph should be between 5 – 8 sentences
  • under the heading "other links" add 5 links to web pages that you often go to
  • if you did not do so in class, add an image of yourself

To complete these tasks you will need to connect to your Home Directory, as described below. Good luck!

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For Wednesday, Feb 6

Part 1 of Assignment
Please download a copy of the learning record template and associated folders (.zip) to your computer, flash drive, or other location where you know you can find it again in the near future. This will create a file structure on your own computer (or flash drive) that mirrors what we have on the school server. After extracting the file to your computer, rename the Word document file as "wrt-s08-yourlastname-lr.doc" by right clicking (or on a Mac, CTRL+click) on the above link, and selecting "Save Link As." Please make sure you have created a file name exactly as written above. Please make sure you have an electronic version of the file available to you in class on Wednesday.

LR Parts A1 and A2, 2 Observations, and 1 Work Sample are due at start of class on Wednesday, Jan 6. so you may want to get started on them. For your work sample, I would like you to choose as essay that you have written from a prior course that you think best represents your writing skills. It does not have to be your best essay. An electronic version is preferred, but if you don’t have one that is okay, too.

Part 2 of Assignment
Please connect to the your Home Directory (also known as HDrive) on the Rowan servers from your residence—either off campus or on campus. Do not wait until the last minute to try and connect as it will most likely be a frustrating experience the first few times you try . If you have trouble, contact the Help Desk at 856.256.4400 (if you have Windows Vista on your computer, contact the Help Desk immediately). If they cannot help you (and have told you as such), email me exactly what the problem is (Example of what not to email me: "I can’t connect! Please help!"), at what stage you are getting the problem, and what you have done up to that point. Tell me also if you are using a wireless computer. I cannot gaurantee that I will be able to fix your problems, but I will try.

Here is what you need to do to connect:

You will need to know your Home Directory address, which will look something like, nwuser#.rowan.edu, where # is replaced by a your own number. Go to http://www.rowan.edu/myhome/, enter your username (the one you use for your Rowan email), click the button, and look for the address next to "Your Home Server." This is your Home Directory address.

If you live off campus you first must download and install a software application called a VPN. The VPN creates a secure connection between your individual computer and the Rowan computer network. The VPN is a computer program similar to any other computer program you use on your home computer (Word, Acrobat, etc.)—first you need to download and install it. Then, every time you want to do something that requires the program (such as, create a Word doc), you need to run it. Just like those other programs, you only need to download and install the VPN once. However, also like those other programs, you need to use and run the VPN every time you wish to access your Home Directory. Simply click on the icon that is on your desktop or in your Start menu and follow the instructions. After you have connected using the VPN then you connect to your Home Directory on the Rowan servers as explained at http://www.rowan.edu/toolbox/network/off_campus/#homedir.

If you live on campus you do not need to use the VPN to connect. Follow the instructions listed at: http://www.rowan.edu/toolbox/network/on_campus/#home_stu.

I also suggest you look at the instructional videos detailing how to 1) download, install, and connect via the VPN, and 2) connecting to your Home Directory. You can also follow the instructions provided by Rowan IT.

I want to reiterate that this process can be frustrating at first (especially if you live off campus), so if you don’t get it right away do not get frustrated. Take a few minutes and try again. Once you get the hang of it, however, it will become second nature. Good luck!

Part 3 of Assignment
Please read in Bolter, chapters 3 and 4, and respond to the below prompt on the "Hypertext Fiction" discussion forum posting on the course Blackboard site:

Please read two of the following hypertext fiction stories. Many are quite circular and difficult to figure out, so just follow your instincts. Try to spend at least 30 minutes on each story that you try.

The hypertexts you have read use linking, text, and narrative in a variety of different ways. Thinking of one of the two stories you read, please discuss how both the linking structure and the names of the links affected your reading of the story, and how you chose to navigate through it. In your discussion, be sure to refer to the story directly and make a brief comparison to the other story you read.

Please draft your response using Microsoft Word (or other word processor), check it for spelling, and then paste it the response field. Have your response be at least 1/2 page, single space, using Times New Roman font size 12, on a page with 1" margins. Your response is due by 5:00pm on Tuesday, Feb 5.

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For Sunday, Jan 27 and Wednesday, Jan 30

Please make sure you have all the required materials listed on the syllabus. If you do not know your Rowan email address or how to access it, please see go to Rowan Network Account Activation and follow the instructions. I will be sending email to your Rowan address, so if you do not consider it your primary email address please make a habit of checking it on a regular basis.

For Sunday, Jan 27 by 5:00pm

A copy of "Strategies for Reading Critically" has been emailed to your Rowan email account. Print it out and read it prior to reading Bolter (below). When reading Bolter, use the annotating techniques discussed in "Strategies." Be sure to bring both "Strategies" and Bolter to class next week, as I will be checking to see that you have annotating the text.

Please read chapters 1 and 2 in Bolter and post a response to the following prompt on the "Bolter Response 1: Writing Spaces and Remediation" discussion forum, located on the course Blackboard site:

In Chapters 1 and 2 of Writing Space Bolter introduces two of the key terms we will be discussing this semester: writing spaces and remediation. For this post, please identify three of the writing spaces you use most frequently, discuss their characteristics, and what makes them unique. Then, choose two of those spaces, and using Bolter’s definition of remediation, discuss how one remediates the other (or how they remediate themselves).

Please draft your response using Microsoft Word (or other word processor), check it for spelling, and then paste it the response field. Have your response be at least 1/2 page, single space, using Times New Roman font size 12, on a page with 1" margins.

For Wednesday, Jan 30 by 12:00 noon

Read through the Learning Record information web site, especially the pages for students. Then come up with 5 written questions you have about the Learning Record process. Post your questions to the course Blackboard Learning Record Discussion Topic (there is a forum on the Learning Record site; please do not use that one). We will be using your questions to frame our discussion of the Learning Record on Wednesday.

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