Blog #16

The wide variety of university majors, colleges and their offered fields of study are typically considered relatively concrete, leaving little room for speculation with regard to content and educational strategy. However, there is evidently much controversy surrounding the flexibilities and defining characteristics of English/Writing majors at many universities. Specifically, “The Undergraduate Writing Major” has been interpreted with much hesitation and indecision – hence the remainder of the article’s title – “What Is it? What Should It Be?” It is considered to be in a state of constant defining and redefining, and is effectually growing and gaining recognition as an actual first-class major. The article discusses specifically the two types of writing majors that seem to be apparent – creative writing and compositional writing, both embodied within the larger English literature scope. There appears to be little consensus for what the writing major should look like, but a few questions have been raised to take into consideration for further defining and clarification. In particular, what gateway course, what capstone course, and what is to be included with regard to history, theory, and research must be called into question. The end of the article concludes with markedly inconclusive insight – yet where do we go from here and what is the purpose/vision seems to be the consensus thus far. This article really reiterates the fluidity and seemingly ineffable nature of the English major with regard to purpose, consistency, and structure. In some ways, this is disconcerting and worrisome as an English major, but it seems to also suggest that the skills and education gained is widely applicable to any future career choice or path. The changing nature of print, writing, and English also factors into this period of redefinition, and thus the article “Writing in the Late Age of Print” seems quite apropos. The incorporation of visual, electronic, and digital medias into the literate world has propelled society into a more computer literate state. One specific point in the article was a comment made by novelist E. Annie Proulx with regard to the impossibility of anyone wanting to read off of a “twitchy little screen,” – ironic, because the emergence of the Kindle is now upon us. The redefining of digital writing, the voice of text, and writing space is providing an unstable environment that allows for something like the redefining of English/Writing majors to take place. The conclusion of the latter article is that writing space is in fact a metaphor for the human mind and social interaction. Communication, interpersonal exchange, and entirely new modes of discourse are all subject to change and grow in this constant state of technological change within society.

Blog #15

In the “Copy, Paste, Remix” article, the author describes the growing trend of Myspace profiles and the users’ incorporation of various codes and modes of media to portray a sense of individuality or expression. The profiles include images, photographs, music, games, and text and achieve the portrayal of these through the utilization of copy and paste formatting codes. It is thought to be a “collective, social process” even though the individual is essentially in control only in tension with the efforts of others. Therefore, the entire Myspace phenomenon is perpetuated by a web of intermingling users who are generally inexperienced with the entire process. The article also references bandwidth stealing - the using of different media without permission that in turn costs the provider. Through the use of a few images, the article demonstrates a before and after of this example (however the picture of the “cat poop” was a little unnecessary...). Remix culture and appropriation are also noted within the article. I thought this article was pretty informative, though I’m not sure it really drove the point home...the conclusion was a bit fuzzy. However, as a short lived Myspace user in the past, it is funny to note the evidence of this misuse and confusion of codes, etc. within the community. The Basic Design Principles article and the Bad Design article both provide basic techniques and ideas with regard to creating a website - tips towards a professional looking website. Alignment, proximity, repetition and contrast are all considerations necessary to be taken when creating a website. Additionally, elements of bad design include all caps text, break lines, faulty links, etc. I do not feel too strongly about either one of these articles because they read like manuals or how-to books. Overall, both articles are applicable to the EWM major and post-graduate because of the advancements in technology within the publishing and editing industry.

Blog #14

The introduction to the “New Media Design” article enumerates a variety of facts and beliefs about the realm of graphic designs, as well as some of the misconceptions and uses of the field. Graphic design refers to the textual and visual information as it is arranged, formed, and communicated within a variety of mediums. Different types of graphic design include typeface, editorial, environmental signage, posters, corporate identity, packaging, general information, and media related graphics. When the different types were being described, it made me really examine the plethora of multifarious graphics that surround us to the point that sometimes it is difficult to remember that every graphic, construction, and image we see has been created by someone with a very specific purpose. Additionally, the differences between old and new media demonstrate the huge impact that the creation of graphics have on specific audiences. The incorporation of interactivity and the ability to enable audiences to act is significant difference between old and new media. The use of the computer makes the characteristics and functions of the new media possible. The possibilities for the future of graphic design and new media has led some to believe that even new modes of communication are being formed that will need to be defined. This article provides a basic background of the field of graphic design but also emphasizes its role and importance within everyday life - a form of communication that yields meaning and understanding for its various audiences.

Blog #13

I thoroughly enjoyed reading Lynne Truss’ introduction called “The Seventh Sense” from the book “Eats, Shoots, and Leaves.” Not only was it a worthwhile read based on its content, but her stylistic approach made me literally laugh out loud several times - something that has rarely, if ever, occurred within my academic career thus far. This in itself made me appreciate her stance on the importance of both punctuation and its potential to get lost within the haze of mistakes and lax writing rules as society advances (or in the case of punctuation, digresses). Truss suggests that punctuation is clearly the driving force of writing and provides examples of misplaced or absent punctuation that completely changes the intent of a sentence or paragraph...and in some cases, an entire work. Her description of the lack of emphasis on punctuation and grammar within schools made me realize the prevalence of common mistakes within many different forms of communication. However, after reading Jack Lynch’s, “Grammar, and Nonsense, and Learning: We Look to the Future,” I began to realize that being a “stickler” may not, in fact, be the best course of action if maintaining some semblance of “order” within the English language is of primary concern. His emphasis on appropriateness when employing language is particularly insightful, as well as his argument that for the past century (at least), the efforts made to maintain grammar and punctuation have proven to be futile. Additionally, the use of language as a socializing mechanism and a means of categorically structuring people based on level and choice of language is also extremely eye-opening. I truly enjoyed both of these articles and they have made me that much more of a proponent for this area of expertise.

Blog #12

In Sullivan & Eggleston’s article, “Before You Begin,” the editing process is described and presented as a checklist in order to demonstrate the varying levels of commitment and requirements that are involved within the field. When reading the article, it felt like I was reading a “how-to” guide or “editing for dummies” manual, but regardless the material is concise and useful, pertinent not only to the EWM major but post-graduation as well. The authors enumerate different levels of editing including standard proofreading, editorial proofreading, copy editing, and substantive editing, therefore displaying an increasing level of detail and work attributed to each possible type. The questions of what level of work, who is the audience, when is it due, which format will be used, which references will be utilized, and who will answer questions regarding all information, all arise within the article as key components that are a necessary part of the checklist (provided at the end) to go through each time a piece is edited or editing work is done. I found the article to be helpful and will likely use it as a resource in the future within this class and beyond.

Blog #11

In Kristie Fleckenstein’s article, “Appetite for Coherence,” she describes the necessary role of peer evaluation and reader/writer role acknowledgment for the development of coherence within composition. Coherence is created by the reader, thus the writer must take into consideration both the writer’s perspective but also the reader’s as well. “To be good writers, they must be good readers as well.” The claim that coherence is necessary within a composition refers to the relationships built between ideas that allow for furthered understanding and grasping of the points that the author addresses. Fleckenstein provides a variety of classroom based examples in order to support her claim that not only teachers, but students should be actively involved in the composition and revision process. I personally was a bit confused by the examples as it seemed to disjoint the flow of the article, but I can understand the necessary application and incorporation of them within the article. She proposes that fostering reliance on one’s own judgment rather than the professor’s or thought audience’s will in effect promote coherence within a piece. I appreciate the transitional and linguistic cues that are addressed within the article, but I’m not sure that the actual application of this strategy would be effective without having any personal experience with the process. I do think it is a creative approach for instilling editing/revising skills within inexperienced writers. However, it is evident that ideas and coherence is a necessary and huge component of the composition process.

Blog #10

In Nancy Sommers article, “Revision Strategies of Student Writers and Experienced Adult Writers,” she enumerates a variety of differences between the revision processes as approached by student writers in comparison to more experienced writers. The composition process and the incorporation of the act of revising are largely contingent upon the linear models established for writing – conception, incubation, and production being the three main components. However, because of the reliance on linear models of writing based on traditional models of rhetoric (speech), the presence of revision as a core component is diminished. Yet the possibility of revision is what may be considered the distinguishing factor of text from speech. Revision’s role within composition is seemingly deemphasized, but the author claims that its role is vital to the overall purpose of the composition.
After reading the article, it really made me evaluate my own writing process and specifically my attention to revising, or lack thereof. Based on the author’s evaluation of students’ responses to the revision process, it is evident that much emphasis is placed on word choice and sentence structure without much attention to the overall intent of the composition. However, I personally do not consult a thesaurus for word choice changes, etc., yet it seems to be quite prevalent especially in lower level writing. The oversight for revision, however, may be attributed to the styles of writing taught throughout elementary, middle, and high schools, especially the five-point paper, thesis first, etc. It all seems to be very formulaic. I also think this may be attributed to the emphasis placed on standardized testing and therefore writing for the sole purpose of covering all grammatical bases and rules as determined by the audience. The issue is that the audience is in effect responsible for the writer’s grade, acceptance, etc. and so the idea of the writing being a process of discovery is lost in the shuffle. The basis by which we are taught to write needs to be reevaluated if the incorporation of revision and the idea that “good writing disturbs” is of significance to the quality and future of composition.

Blog #9

The article by Sturken and Cartwright contains a variety of descriptions and enumerations regarding the realm of media and the role different mediums play in the formation of ideas and communication of thoughts from the creator to the receptor. The first section, Media Forms, explains the plurality of different mediums and the way they may in fact be homogenous in their effect though a culmination of a variety of different technologies. Media is the plural form of medium, and no message can exist without being in relation to the medium. Therefore, a distortion or addition to the message is inevitable. Meanings and conventions may be infiltrated within the message even without intent, but the result is not the beginning intent of the message. Additionally, different experiences occur through different modes of media. I think that this is evident within a variety of facets of society, especially through film. Because the medium controls the message that is conveyed, the audience is informed, either implicitly or explicitly, on how to perceive the message and how to feel as a result. Additionally, credibility and presentation are also factors taken into account when regarding a message. The convergence of media also perpetuates the incorporation of external factors with regard to the overall message. In the Broadcast, Narrowcast and Webcast Media section, the differences between the three are reflected upon, therefore revealing the different ways in which media can select a target audience or intent to include all possible viewers/receivers. The expansion of the cable network and therefore of the community base in which the production is centered upon definitely affects the content and intent of what types of messages are being produced. The ability to select specific types of media through specific mediums allows for shaping and molding of different preconceived ideas of the audience. The proliferation of different cable companies seems to imply that there is diversity within the networking, however the abundance is still controlled and censored to what types of messages or ideas are conveyed, typically based on how to best serve the producer’s agenda. I think this is extremely evident with a variety of television shows and networks, including MTV, BET and the like. I was not aware that Disney owned a variety of network channels, but this explains the specific messages that are rendered through programming and shows, aiding in the socialization of viewers. Webcasting allows for a broader span of freedom and personal expression, but legal action has introduced copyright laws, etc. into the spectrum of expression. The section of Media and Democratic Potential proposes that the promotion of open an open flow of communication and expression will in effect promote democracy and democratic principles within society. The example of Paper Tiger Television introduces the counter-cultural initiative that is able to flourish within the different mediums. I agree that this is a possibility, but I think that the distribution and reception of lesser held views and beliefs may continue to be suppressed even while seemingly utilizing freedom of expression. Media and the Public Sphere is concerned with the general embodiment of the public via different mediums. The public sphere is “ideally a space - a physical place, social setting, or media arena - in which citizens come together to debate and discuss the pressing issues of their society.” However, critics of this have considered the persons with potential for discussion as a private sphere discussing public affairs, perpetuating exclusion etc. Therefore, many counterpublics may be considered to be established in that they are subordinate to the majority/dominant public but all have self-serving interests and ideas. I personally think this idea of public space for discourse is evident in the “comments” sections of newspapers/magazines/etc. online, as there are, without fail, endless debates that arise over something as simple as a local “filler” news story. The section National and Global Media Events describes the way in which media/different mediums may act as a unifying force for a sense of collective purpose or community, particularly in relation to major news and current events. Television is a primary medium for this type of instantaneous news release and account of a variety of audiences worldwide. In any major recent event, for instance 9/11 or the earthquake in Haiti, different modes of media - but primarily television, have effected change because of the simultaneous ability to reach such wide audiences.
I think that the presence of media within society is often taken as reality and there is not sufficient questioning of media and its source within society. The perpetuation of stereotypes, social roles, and social expectations is a result of different mediums portraying instances of “reality” when in fact it is ultimately distorted and catering to a given agenda. It is critical to understand where messages are coming from and what purpose they are serving. However, the role of media will remain all encompassing within society so it is up to the new generations to identify possible issues within the different mediums in order to maintain both equality and freedom of expression simultaneously.

Blog #8

In the article “Material Literacy and Visual Design” by Lester Faigley, the conceptions of literacy and the differentiation between oral and literate cultures is expounded upon. Culture baggage is attached to the conception of literacy and how it is regarded by society either positively or negatively. However, the visual component of imagery within literacy is typically negatively associated with “ignorance, illiteracy, and deceit” in a way that depicts even popular image technology as a perpetuation of “dumb Art.” The author proposes that the argument that literacy has always been inclusive of varying media, but only now that computer capabilities and technologies are discovered are they able to be apparent within society. The author describes the “grand narrative of alphabetic literacy” and the supposed significance from the shift of the oral to literate culture. Faigley suggests that cultures freely borrow and adapt systems for information and storage when the need arises, thereby negating previously established theories. The utilization of the Internet may be “self referential” but has “material consequences,” given the example of the Zapatista struggle. I thoroughly enjoyed reading the various articles within the website and it definitely makes clear the misperceptions and negative connotations associated with varying forms of media other than the written word. This is critical particularly for the EWM major because the entire basis of our major is constituted by the varying modes of discourse and forms of media that can utilize writing and composition.

Blog #7

I was pleasantly surprised by the content and overall message of Sondra Perl’s “Understanding Composing.” In the article, she explains that after observing a variety of writers, a certain thought process became evident that is continually present within composition. It is necessary to consider the idea that writing is not a specific, formulaic process - such as plan/write/revise - in order to comprehend the proposed processes that simultaneously exist while writing. Writing exhibits the inclusion of all extraneous thoughts and ideas, making it nearly impossible to totally isolate thoughts pertaining to the writing topic. Recursiveness within the composition process is exhibited by consistent revision of discourse, recollection of intent for further explication, and through what is called the “felt sense.” The chosen topic may evoke a sense and elicit a response from within the body, therefore creating a step toward gaining momentum and propelling writing. It informs the writer of “where one is and what one needs to do” by a recollection of “images, words, and concepts and careful attention to inner reflections and bodily sensations.” Paying attention is therefore critical to the process of “retrospective structuring” or recalling the felt sense. “Projective structuring” considers the intelligible formation and construction of the composition for the reader/audience. However, some focus solely on this process which in turn excludes the felt sense because of intentional writing or composing on behalf of the expectations of others. Perl suggests that the process of composing incorporates both of these forms of structuring and is specific to the individual writer. This article was extremely interesting and thought provoking, particularly with regard to the psychological elements of writing and reasons why the creative process exhibits fluidity. I connected the ideas within the article to the process of writing this blog, and also considered previous writing experiences. Being aware of these processes undoubtedly furthers understanding and fosters development of writing for the future.

Blog #6

In Peter Vandenberg’s “Keywords in Composition Studies,” a variety of elements are discussed that may be applied and utilized when considering texts and various modes of communication. Audience, coherence, collaboration, form/structure, freshman English, process, revision, rhetoric and style are all critical components of composition studies. The utilization of all of these elements aid in the productive and effective formation of composing publications, texts, modes of communication, etc. in that they account for possibilities of reception. The terminology and enumerations of the definitions no doubt benefit the reader as well as the composer, and they allow for a necessary consideration of these functions in order to produce a work that encompasses all foundational building blocks of writing. Though this piece may be helpful and accessible to the EWM student or writer, it is indistinct in quality due to its glossary-like presentation. However, because it is presented by way of name/definition, it becomes accessible to the person utilizing these functions.

Blog #5

In William Covino and David Joliffe’s “What is Rhetoric,” various definitions of rhetoric are provided in order to shape and enumerate the various stances rhetoric has been interpreted as in its function and utilization. It may be considered a culmination of effects that the reader experience as an active or inactive participant, as well as the multifarious factors that are presented when addressing a rhetorical situation or discourse. There are various elements of rhetoric that may be applied to a variety of modes of communication, discourse and writing. The rhetorical situation, audience, proofs, and the five canons of rhetoric (invention, arrangement, style, memory, and delivery) all compose the basic elements of rhetoric. Emphasis is placed on the intention of the author and how the author relates the material to the overall message. Incorporating all techniques and functions within rhetoric aid in the process of deduction and categorizing in order to ensure all characteristics are accounted for. I enjoyed reading the article and it allowed me to have a greater grasp of the rhetorical creation process and therefore reveals the necessary components that will be utilized within the EWM major.

Blog #4

In the article, “Writing in the 21st Century” by Katherine Blake Yancey, she explores the growing and rapidly changing realm of technology and composition that is encompassing all facets of society. She expounds upon the historical significance of writing, in addition to its gradual movement from being negligible to significant. Writing has long been perpetuated as less than and undesirable, specifically in comparison to reading. This is largely due in part to the societal control enacted that creates a systematic way of reading and censoring. Therefore, lack of availability and access as well as the labor pains associated with writing long portrayed writing in a negative light. The distinction from handwriting was also blurred, making the art of writing appear to be a rudimentary skill. However, the growth of technology has allowed for “self-sponsored writing,” that is, the appropriation of assertiveness and initiative within communities and societies unlike ever before. The desire to write has grown as a result, especially due to the user-friendly and all-encompassing way that technology and the internet has allowed for. Yancey proposes that the “role of writing for the public,” “new curriculum for K-graduate school,” and “new models of teaching,” all be implemented in order to accommodate and keep pace with the technologically changing societal view of composition and writing.
This article was by far the most impressive out of all of the articles and drove the point home with regard to the importance and significance of writing in all societal realms. The prevalence of writing and composition cannot be denied, and the redefining nature that technology has boosted is certainly significant to the field of Editing, Writing and Media. Specifically, the asides at the end of the paragraphs throughout the article, “And still…people wrote,” definitely contributed to the effectiveness of the argument within the article and allowed for contextual understanding of the significance and deeply rooted nature of writing within society. If I could speak with the author, I would express excitement and heightened interest that resulted after reading the article.

Blog #3

Wayne Booth’s article, “The Rhetorical Stance,” outlines a proposed and necessary balance for a writer to seek in order to maintain equilibrium in the realm of rhetorical writing. He explains that the best writing alternates between utter disregard for the audience and one that is overbearing – a dichotomy of “pedants” versus “advertisers.” Ideally, the half-way mark is what should be attained in order to secure a voice and maintain rhetorical stance and persuasion, therefore embodying the art of persuasion that has been otherwise overlooked or undiscovered due to lack of education in the area. He refers to the stance as containing “the available arguments about the subject itself, the interests and peculiarities of the audiences, and the voice, the implied character, of the speaker” (Booth 172). Additionally, within writing courses, it is necessary for students to regard the prompt or purpose of a composition as being led to see a question that is worth answering. Therefore, the audience is not necessarily the professor or worse, no one at all. Booth emphasizes that even perfect grammar, punctuation and sentence structure does not make up for a writing that has no purpose or audience. It is necessary to teach within rhetoric courses and writing courses the art of persuasion so that writers have an audience and purpose worthy of exposing. This article was the first to spark the most interest because of the style of writing that was conveyed, in addition to the point that was being addressed. I am interested in the incorporation of these ideas within different English courses, specifically courses related to the EWM major, because of the applicable nature of the content. This is particularly relevant to our course because we are utilizing techniques and writing strategies that should effectually convey and persuade with rhetorical style. The different ways of prompting and practicing in order to discover and maintain a specific rhetorical stance is therefore intriguing and something I hope to attain throughout the remainder of the course.

Blog #2

In Douglas Park’s “The Meaning of Audience,” he explores the elusiveness of the word audience that is evident within written discourse. He notes that because of its ambiguous nature in relation to construction and creation of a work, the presence of a rhetorical situation or lack thereof often shapes in the clarification of an audience. It is possible that an audience may be readily identifiable; however, it is all contingent upon the author’s intent, content/subject matter and overall purpose of the work. Park references Baxter’s article and emphasizes that the more structured a rhetorical situation is (with reference to the example of Reagan), the more specific the features of the audience can be determined. Therefore, a context must be constructed for the creation of the audience. Park determines that it’s possible for an external audience to be readily identifiable, but also an implicit audience that is constructed within the discourse itself.
In responding to the author’s article, I was initially even more confused with regard to the differing possibilities of audience and the implicit/explicit qualities that are associated as a result. However, throughout the article, the primary message of the work began to become clear; specifically, the relation of the ambiguous audience to composition in the classroom and the possibility of oversight or misunderstanding due to the unaddressed nature of audience. This particularly applies to this course in relation to editing and composing in print and online, since it is not extremely apparent who/what the audience may be in any form of composition, let alone the blogs we are required to maintain. It is therefore necessary to consider differences in context and reception of an audience, and to regard the audience not necessarily as a singular entity, but one that may encompass a wide variety of assumptions and beliefs.

Blog #1

In Lloyd Bitzer’s article “The Rhetorical Situation,” he seeks to define and construct a rhetorical situation and in turn its relevance to rhetorical discourse and context. The author maintains as his main argument that a rhetorical discourse is the result of a rhetorical situation, though a rhetorical discourse cannot exist without a rhetorical situation already in place. However, a rhetorical situation may exist without discourse. A situation, therefore, calls discourse into existence. Additionally, a rhetorical situation and discourse is purposeful and “always persuasive” as a result (Bitzer 4). The verbal responses to a rhetorical situation, if it fulfills the situational requirements (i.e. exhibits an exigence, audience, and constraints), are bound to be fitting.
My reactions to the article were initially confusion and frustration, specifically due to the influx of new vocabulary and structure. However, the description regarding the necessity of a rhetorical situation to inspire a rhetorical discourse became clear. Also, the different requirements for a situation/discourse to be rhetorical was at first unclear, but after re-visiting the article a second time it is beginning to make more sense. Understanding the meaning and specifics of rhetoric also became apparent when the author referenced specific rhetorical discourses such as the Gettysburg Address and overall response to the JFK assassination – both easier to relate because of their context within society. The author’s point regarding the recurrence of situations and therefore the long-lasting significance of specific rhetorical discourses is evident. If I were to discuss with the author his proposed ideas, I would suggest introducing the different elements perhaps in a more concise, less repetitious order for a more comprehensive understanding of the content.

Introduction

The purpose of this blog is to convey my responses and thoughts to various articles concerned with rhetoric, editing, writing and media. The rhetorical situation, therefore, is the position of potential influence and discernment of the realm of rhetoric while in this class. I intend to maintain a balanced rhetorical stance, keeping in mind the intent of my postings in addition to the discourse that will arise as a result. The 21^st century audience may include various students of rhetoric, English, journalism and composition in addition to interested parties, since the availability and visibility of the blog is quite versatile.