Weekly Assignments

For Thursday, April 12

Tuftean screen shot analysis for essay 3 is due by noon in the "essay-3-screen-shot" folder in the open area. Prior to composing your screen shot analysis, please read the Tuften Screen Shot Description samples. Determine which of the four samples you think is the most successful, and come up with a list of 5 characteristics/techniques seen in the samples that contribute to a successful Tuftean description. These characteristics can come from any of the 4 samples, as there are successful qualities to each. Bring the samples document and the list with you to class. Use the samples as a guide when composing your own. Please also bring a printed version of "Fighting to Live as the Towers Died."

For Tuesday, April 10

Please compose a paragraph about yourself that you will appear on your web page. The paragraph should present yourself professionally-that is, imagine that you are going to show this document to a future employer. Along with that, bring a list of web sites that you visit often (no more than five). Please have these both in electronic form.

For Thursday, April 5

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 prior to class.

For Tuesday, April 3

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:

For this posting I would like you to 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.

At the end of your discussion, pose a question to your classmates (avoid questions like, "So, what do you think?"). Though students are not required to post a response, I encourage you to do so. 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 noon on Tues., April 3.

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.

I'd also like you to consider continuing the discussion raised by your questions in your first Tufte posting. Many of the questions deserve in-depth exploration that we will most likely not have time to consider in class. Please try to take the time to respond to many of the questions that were raised, as we may be able to cover them all in class.

For Thursday, March 29

Please read in Tuftes Beautiful Evidence, the Intro, Ch1, and Ch2, and post a response to the following on the Tufte 1 discussion topic on WebCT:

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 classmates (avoid questions like, "So, what do you think?"). Though students are not required to post a response, I encourage you to do so. 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 4:00pm Thursday, Mar 29.

For Tuesday, Mar 27

In class on Tuesday we will be starting work on your web pages. In order to get a brief refresher of web pages and HTML, please read the following:

Getting Started with HTML by Dave Raggett
More Advanced Features by Dave Raggett

I will have copies of the hand out from earlier in the semester, so don't worry if you have misplaced it. Please also make sure that you have an electronic version of the photograph that you want to use on the web page.

As I mentioned in class on Tuesday, I would like you to consider the amount of technology that you would like to work on for the remainder of the semester. I am perfectly happy working on different types of writing spaces--blogs, wikis, etc.--rather than all of the readings and essays that we have planned. However, that change will impact the amount that we use Tufte's text--a text that is quite expensive. I don't want you to feel as if you wasted money on an expensive text. We will read parts of it, still, but not as much as is now scheduled. So, please come to class with a decision on whether we should proceed as planned, or play with more technologies. I'm happy doing either.

For Thursday, Feb 22

Please read in Sante, "Archive," "Contents of the Packets," and "Corpus Delicti" and complete the below posting on the "Images and Evidence" forum by 4:00pm on Thursday, Feb 22:

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" (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" (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. . ." (97). Toward the end of his discussion he argues that the "pictures are are evidence of an end we are afraid to recognize" (99).

In these passages, then, Sante desicribes the images as "terrible," "eloquent," "memorial[s]," "truth" (in varying degrees), "witnesses," "souvenirs," "memory aids," "records," "references," "tools," and "evidence." That is quite a bit--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:

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?
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"?
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. In class you will be paired with someone. We will consider your questions in class on Thursday.

For Monday, Oct 16 by 5:00pm

Please complete the final version of the hypertext and write your one page discussion as outline in the Project 1 assignment.

For Tuesday Feb 13, and Thursday Feb 15

Please bring to class on Tuesday, Feb 13 an electronic version of a photograph of yourself that you would be comfortable using as the image on your course web site. We will be working with HTML in class on the 13th.

Please read in Sante, the images, "Documentary," "Police Aesthetics," and "Evidence," and post a response to the following prompt in the WebCT discussion forum entitled "Sante 1" by noon, Feb 13:

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.

Please post a response to the same person whose essay 1 rough draft you read in class on Thursday. In your response to your peer, please address the question they raised. These responses are due by noon on Thursday, Feb 15.

Essay 2 final drafts are due Thursday, Feb 15.

For Tuesday, Jan 30

Please connect to the Rowan network from home. See Rowan Network Resources and follow the instructions. I strongly suggest that you attempt to connect from home by Thursday so you can get tech help if needed. You will need to download the VPN and follow the instructions. It is not easy at first, but once you get the hang of it you won't forget.

Please read in Bolter, chapters 3 and 4, and respond to the below prompt on the "Hypertext Fiction" discussion forum posting on the course WebCT 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 20 minutes on each story that you try.

253, by Geoff Ryman
The Unknown Hypertext by Dirk Stratton, Scott Rettberg, and William Gillespie
Charmin' Clearly by Edward Falco
Lies by Richard Pryll
In the Changing Room, by Jackie Craven

The hypertexts you have read use linking in a variety of different ways. Some have links at the bottom, others link through the text, and still others make whole paragraphs the links. Thinking of one of the two stories you read, please discuss how both the linking structure and the names of the links effected 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 breif 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 Monday, Jan 29.

For Thursday, Jan 25

Please download a copy of the learning record template (Word doc) to your computer, flash drive, or other location where you know you can find it again in the near future. Save the file as "wrt-s07-yourlastname-lr.doc" by right clicking (or on a Mac, CTRL+click) on the above link, and selecting "Save Link As." When directed to, find the location where you wish to save it. After saving the file, open it, complete the Student Profile section, and save it again. 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 Thursday.

LR Parts A1 and A2, 2 Observations, and 1 Work Sample due at start of class on Tuesday, Jan 30, 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 respresents 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.

If you have yet to complete any of the below assignments, please do by class time on Thursday.

For Thursday, Jan 18 and Tuesday, Jan 23

For Thursday, Jan 18 by 5:00pm

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 Tuesday, Jan 23

Read through the Learning Record information web site, especially the pages for students and other left links (you can ignore the right column links). Then come up with 5 written questions you have about the Learning Record process. Post your questions to the course WebCT 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 Tuesday. Your questions are due by noon on Monday, Jan 22.

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 course discussion forum, located on the course WebCT 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).

course and university

applications

design