Group 1:
Bettuchi, Deorsey, Pellegrini
Build a website which responds to the Lunsford et al web in Kairos
This means you should react to content, presentation, argument, accessibility,
etc. You may assume that your audience is another group of college students
who have read the Lunsford Web (though occasional stabs at summary would not
hurt!) - either another section of this class next semester or another
similar class on line right now. You may also assume that the co-authors
of "What Matters?" will see your response to it!
What Matters Who Responds?
A critique of "What Matters Who Writes? What Matters Who
Responds? Issues of Ownership in the Writing Classroom"
Group 2:
Brennan, Finan, Malloy
Build a web regarding the various issues surrounding the use of graphics and
other multimedia in Webspace. This should not be a "how-to" page, but a
"why?" and "should?" page. Can we separate the terms "graphics" and "text,"
and if so, when is it (in)appropriate to do so? What decisions do webwriters face when incorporating multimedia? How should they go about making them?
What are good/bad examples? Define your own audience, but make the definition as specific as you can.
Graphics for Your Homepage: A Guide For College Students
Group 3:
Burdick, Jablonski, Wade
Build a website which responds to the Kaplan web. This means you should
react to content, presentation, argument, accessibility, etc. You may assume that your audience is another group of college students who have read the
Kaplan Web - either another section of this class next semester or another similar class on line right now. Kaplan makes a great many arguments of
different kinds - what is the focus of your response? You may also assume
that Kaplan will see your response to it!
3 Student's Critique of:
Nancy Kaplan's E-Literacies
Group 4:
Crewell, Draper, Mitchell
Explain the concepts of ethos, pathos and logos; what do they mean? What
are some examples? Why should webreaders and webwriters bother with terms
like these? How do these terms relate to the concept of "credibility" on the
WWW? You may assume that your audience is another group of college students
who are learning these terms, either another section of this class next
semester or another simiilar class on line right now.
The Art of Rhetoric
Group 5:
Kotmel, Morales
Address the issue of copyright as it relates to writing to the WWW, both
as a larger issue and as it relates specifically to students in classes
like ours. Are the issues different? Be sure to define your terms carefully
and to give explicit examples. Feel free to offer predictions if they seem
warranted. You may assume that your audience is another group of college students who are addressing these issues, either another section of this
class next semester or another simiilar class on line right now.
Cyberspace Copyright
Group 6:
Herr, Phoenix, Weidt
Respond to Dr. Bush's article "As We May Think." Critique it from an
historical, philosophical and technological perspective. ALSO, comment
on the place of this article on the web - is the website where it sits
really "hypertextual"? Would Bush think so? What about this whole issue of taking linear print texts and "hypertexting them"? Should "hypertext" be a
verb like that? You may assume that your audience is another group of
college students who are addressing these issues, either another section of
this class next semester or another simiilar class on line right now.
As We Are Thinking:
A commentary on Vannevar Bush's As We May Think
Group 7:
Lavertue, Mardirosian, Rooney
Build a web reviewing Allan Liu's "Voice of the Shuttle." (This is linked
to our syllaweb calendar.) What is Liu's audience? How do you know? How
well does his site serve that audience? After you have identified and
specifically described that audience, you may assume that it is also the
audience for your webbed review.
Are you a part of the audience which Allan Liu is addressing in
the Voice of the Shuttle?
Group 8:
Westmorland (No man is an island, but Chris Westmorland is his own
group in this case!!!)
We are all now well-versed in the meanings of "relevance, usability and
control." Build a web discussing these concepts, with positive and negative examples of the various axes and how they intersect. Why should we use language like this? Your audience: a group of advanced high school students
(juniors and seniors) interested in learning about building websites.
Control, Usability, and Relevance
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Course Objectives |
Class Roster |
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Calendar | Front of Syllaweb |