English/IMS 224 for January 17th, 2013
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This document outlines the agenda for a class on rhetoric, including: an icebreaker where students share a guilty pleasure, checking for any questions, reviewing definitions of rhetoric from readings, doing a group activity to determine definitions of rhetoric from authors, analyzing artifacts using rhetorical skills, and assigning homework on further readings and a Tumblr post.
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Passing the Board Exam is a free eBook by Malditang Librarian, Available on the Malditang Librarian blog.
индивидуальные стратегии обучения
The document discusses different learning styles and strategies. It provides a self-assessment test to determine if a person is more of an A-type or B-type in several categories: extravert/introvert, sensor/intuitive, thinker/feeler, judger/perceiver, and worker/player. It then provides descriptions and recommendations for each type to help individuals understand their natural strengths and weaknesses when it comes to taking in and processing information. The overall message is that understanding one's own learning style can help maximize learning and academic success.
Similar to English/IMS 224 for January 17th, 2013 (20)
Fun task ahead 13 hacks to make essay writing a pure pleasure (2)
Fun task ahead 13 hacks to make essay writing a pure pleasure (2)
Understanding your users OR what the @*%$ do they really want?
Understanding your users OR what the @*%$ do they really want?
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At nasty
The document discusses redesigning a poorly designed party flyer to make it better. It begins by introducing the task of analyzing the flyer and identifying ways it could be improved. It then examines the flyer's elements, such as what the event is about, important brand information, and graphic elements. The document concludes by instructing the reader to redesign the flyer using design software and share the improved version.
Crap
Robin Williams wrote a popular design handbook for non-designers. The document then discusses C.R.A.P., a foundational design principle consisting of contrast, repetition, alignment, and proximity. It defines each concept, with contrast involving differences between elements, repetition as repeating colors or styles, alignment as positioning elements in relation to each other, and proximity as grouping similar elements together. Examples are provided to illustrate each C.R.A.P. principle.
Rhetanal
This document provides an overview of rhetorical analysis and its key components. It defines rhetorical analysis as reading a text with an understanding of its context and means of persuasion. It then lists elements to critically observe, including ethos, pathos, logos, kairos, style, audience, purpose, context, metaphor, story, delivery, and culture. The document encourages using concepts from prior readings as guides for analysis.
Visual Rhetoric 4
This document provides instructions for a student assignment to design a new logo and uniforms for the Cleveland Browns. It includes details like delivering final assets like the logo in black and white and color versions, an image of a helmet with the logo, uniform sheets in the chosen colors, and short write ups. It also discusses reviewing logo design rules and tips, with an example of 10 rules like making the logo identifiable and question-posing. The document teaches techniques for replicating a poster design and assigns related theoretical readings to review for the next class.
Visual Rhetoric 3
1) The document provides a brief overview of some design concepts including CRAP (Contrast, Repetition, Alignment, Proximity), color theory basics for different colors, and rhetorical analysis.
2) It discusses the CRAP principles of design - contrast, repetition, alignment, and proximity. Color theory basics are also summarized for colors like red, blue, yellow, green, orange, purple, pink, white, black, silver, and gold.
3) Rhetorical analysis is introduced as observing the means of persuasion in a "text" including ethos, pathos, logos, kairos, style, audience, purpose, context, metaphor, story, delivery, and culture. The
Capstone Day 3
This document provides guidance for students filming a video project interviewing partners. It outlines five criteria that will be graded: rule of thirds composition, lighting, sound, steady camerawork, and backdrop. It explains the rule of thirds grid and provides examples of strong and weak composition. It emphasizes the importance of lighting to make subjects visible without over or underexposure. Good sound is also stressed, as is using a tripod or stabilization techniques. Students are instructed to consider what is visible in the background as well. The next class will involve practicing filming techniques and students are assigned preparatory reading.
Capstone Day 4
This document discusses analyzing videos and preparing for a video project about the Butler County Special Olympics. It includes:
1) An introduction to analyzing videos rhetorically and being socially aware for the client.
2) A warning that some of the example videos may be offensive and checking if anyone is uncomfortable watching them.
3) Instructions to think about how the videos depict people with disabilities, what society finds acceptable, and how to know where to draw the line and be respectful for their own video project.
4) Directing students to partner up and practice with their phones for the first video project, and announcing there is no class on Monday.
Capstone Day 2
This document provides an overview of professional writing and discusses considerations for a capstone client project. It begins with icebreaker questions and a definition of professional writing as writing designed to do work. Various professional writing roles are listed such as copywriting, documentation, editing, content generation, design, social media, and PR. Flexibility in professional writing is noted but students are encouraged to consider their career goals. The document concludes by asking students to find a short YouTube video representing an idea and bring the link to the next class.
Capstone Day 1
The document discusses an icebreaker activity called "Two Lies and the Truth" where students write down their name and three statements about themselves, one of which is true. They hand their card to the person next to them who tries to guess which statement is accurate. It also mentions reviewing class policies and doing a skills assessment exercise where students email the instructor about their writing, editing, design, and video skills. Students are asked to come to the next class ready to ask a question about professional writing.
Visual Rhetoric 2
The professor begins class with an icebreaker question about favorite childhood toys. They then discuss briefly analyzing movie posters using Aristotle's rhetorical triangle of ethos, pathos and logos as well as Gunther Kress' approach of what the visual shows. The class is assigned a design task of picking a movie poster, taking a photo of their face, and compositing themselves into the poster. They are given examples and instructions on how to complete the task digitally. Students are also assigned reading for the next class and the first design task is due.
Visual Rhetoric 1
This document provides an overview of an upcoming class that will include introductions where students share two truths and a lie about themselves, a discussion of visual rhetoric, and an introduction to the technology and software that will be used in the class. The class will also include reading assignments and an introductory design task in Photoshop where students will bring and work with a photo of their own face.
Dr philleval211
The document contains questions from an instructor asking students to reflect on their online summer class experience, including their favorite and least favorite parts, whether they got enough interaction, if they liked major assignments due at the end rather than throughout, what they wish they covered more, how they would describe the class in gaming terms such as a game or quest, and what advice they would give to an adventurer going on a quest from the instructor.
211 finalreview
The document provides a review for a final exam in an IMS 211 course. It lists several topics students should focus on studying, including key concepts and theories from readings, examples used in assignments, and games played in class. Students are advised to thoroughly review the material posted by Dr. Phill online as well as questions of the day. The exam will likely include questions testing knowledge of readings, concepts learned through games, and cases requiring critical thinking. Tips are provided on focusing study time, using resources during the exam, avoiding overthinking questions, and being specific in essay answers.
Week 2
This document provides an overview of rhetorical analysis and key concepts related to analyzing any text. It discusses Aristotle's definition of rhetoric as observing means of persuasion. Rhetorical analysis involves reading and critiquing a text while understanding its context and persuasive techniques. Key aspects that should be analyzed include ethos, pathos, logos, kairos, style, audience, purpose, context, metaphor, story, delivery, and culture. Examples are provided of analyzing a movie poster to demonstrate these concepts. Basic principles of design such as contrast, repetition, alignment, and proximity are also explained. Readers are then asked to redesign a poorly designed event flyer using these analytical and design skills.
Brief Video Game History
The first video game was created in 1958 and was called Tennis for Two. In the 1970s, Atari created early arcade games like Computer Space and Pong, popularizing the video game industry. In the 1980s, Nintendo launched the NES console and games like Super Mario Bros, The Legend of Zelda, and Metroid, starting the console wars between Nintendo, Sega, and others. World of Warcraft's success in 2004 demonstrated the popularity of online and PC gaming. The mobile gaming industry also grew significantly in the late 2000s with the rise of smartphones.
Dungeons & Dragons history
Dungeons & Dragons, conceived by Gary Gygax as an extension of his wargaming hobby to include fantasy elements, became one of the first role-playing games and an inspiration for many video games. Starting as a supplement for his wargames called Chainmail, Gygax added magical elements to engage players. With friend Dave Arneson, they expanded on this, forming the company Tactical Studies Rules to publish the seminal title Dungeons & Dragons in 1974. D&D went on to huge commercial success but also moral panics over its occult themes before being acquired by Wizards of the Coast and then Hasbro, who continue publishing new editions today.
Rhetoric of Advertising
Advertisements use visual rhetoric to convey messages and influence consumers. Imagery, color, layout, and other design elements all work together to appeal to audiences on an emotional level and shape perceptions. How an ad presents itself visually impacts what impressions it makes and what actions it inspires in viewers.
Logos
The document discusses logos and their purpose from a rhetorical perspective. It emphasizes that logos must represent an organization or person completely and that decisions about logos must be precise and grounded rhetorically. It then lists 10 rules for effective logos, such as answering who, what and why, identifying rather than explaining, and designing for longevity and a variety of media. The document notes that personal logos can be challenging but that the key is understanding the occasion rhetorically and infusing unique personality elements. It stresses the importance of evoking feeling with a personal logo.
411 Personal Logo PowerPoint
This document contains notes from a class discussing logo design. It includes:
1) An assignment for students to email the instructor about their recent group project, describing what tasks each member completed, how well they worked as a group and individually, and how they managed their time.
2) A reminder that tags for another assignment are due on Thursday and should include a photo of the tag and where it was distributed.
3) A discussion of logo design principles, including the "10 logo rules" and considerations for personal logos like representing one's personality and audience.
4) An upcoming in-class activity where students will use Photoshop to mock up web pages based on sites they like.
Wireframing
1) The document provides answers to students' questions about remaining coursework, projects, and grades. It also addresses concerns about the upcoming web design project.
2) The professor discusses various options for creating wireframes and mockups to plan out website designs, including using pencil and paper, cut-and-paste methods, Photoshop, and online wireframing tools.
3) Examples of good and bad website designs are presented to illustrate principles of simplicity, functionality, and form following function in interface design. The next class will focus on creating logos to brand themselves for the web project.
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English/IMS 224 for January 17th, 2013
- 2. TODAY 1. Icebreaker: your guilty pleasure 2. Checking in– any questions? 3. Readings and definitions: where are we vis-a-rhetoric? 4. Rhetorical analysis, was it? 5. Activity–a little low stakes rhetorical analysis 6. Homework
- 3. Icebreaker So my question for all of you today is pretty easy to answer, and I hope easy to share: I want you to tell everyone your name and share a “guilty pleasure,” which, of course, is something you enjoy that you’re a bit embarrassed by or that you’re afraid your friends wouldn’t think so highly of.
- 5. So, questions? For today, you should have read over the syllabus, and you’ve also had a couple of days to digest all the info from our first class meeting. Before we start the day’s activities, are there any questions or concerns about class policies?
- 6. To the readings Today is going to be all about what we can do in trios. So form a group of three. If we have an off number, there can be a group of four, or a group of two, but if everyone is here, threes should work. Once you’re in your group, I will be giving you a task.
- 7. Your task I’m going to give you about seven-to-ten minutes in your group to determine a specific person’s definition of rhetoric based on our readings. In some cases, you might also need to consult an external source, but in those cases I chose people from the Wikipedia article that shouldn’t be tough for you to find. Write down your definition, then some brave soul gets to add it to a slide on the PPT.
- 8. Rhetoric according to: Starting at the group closest to me and moving clockwise around the room: 1. Jack Selzer 2. Isocrates 3. Cicero 4. Quintilian 5. St. Augustine 6. Booth (be careful) 7. Burke 8. Derrida
- 9. Selzer: …
- 11. Cicero: …
- 12. Quintilian: …
- 13. St. Augustine: …
- 14. Booth: …
- 15. Derrida: …
- 16. Excellent! Since we’re doing so well in our trios, I’d like you to now use what we’ve learned defining and reading to do take our first crack at rhetorical analysis. There are, on my Tumblr, posts with “artifacts” numbered 1-8. So go to my Tumblr and look at your number. Bear in mind that you can use all the rhetorical skills you’ve learned, but certain approaches will lend themselves to certain interpretations more than others.
- 17. And now we share. And I will display things as you discuss them. Alt-tab time.
- 18. For Next Time For Tuesday: Booth, “Judging Rhetoric,” Bolin Carrol “Backpacks/Briefcases” and Chapters 2-4 of Everything’s An Argument. All are on Niihka. Finish: “About Me” Tumblr post (due Monday)