[{"id":1076,"date":"2020-06-29T17:21:02","date_gmt":"2020-06-29T21:21:02","guid":{"rendered":"http:\/\/edspace.american.edu\/hoskins\/?page_id=1076"},"modified":"2020-06-29T17:21:44","modified_gmt":"2020-06-29T21:21:44","slug":"1076-2","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/hoskins\/1076-2\/","title":{"rendered":"Splash, WRIT 015 Summer 2020"},"content":{"rendered":"<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div class='clear'><\/div><div id='sub_menu1' class='av-submenu-container main_color  av-sticky-submenu container_wrap fullsize'   style='z-index:301'><div class='container av-menu-mobile-active '><a href='#' class='mobile_menu_toggle' aria-hidden='true' data-av_icon='\ue8a5' data-av_iconfont='entypo-fontello'><span class='av-current-placeholder'>Menu<\/span><\/a><ul id=\"menu-course_wrtg101s17\" class=\"av-subnav-menu av-submenu-pos-center\"><li id=\"menu-item-272\" class=\"menu-item menu-item-type-custom 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href=\"http:\/\/edspace.american.edu\/hoskins\/wrtg-101-spring-2017\/#coursecalendar\" itemprop=\"url\"><span class=\"avia-bullet\"><\/span><span class=\"avia-menu-text\">Weekly Overview<\/span><\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul><\/div><\/div><div class='sticky_placeholder'><\/div>\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='av_section_1' class='avia-section header_color avia-section-default avia-no-shadow avia-bg-style-scroll  container_wrap fullsize'   ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1076'><div class='entry-content-wrapper clearfix'>\n<div style='height:50px' class='hr hr-invisible '><span class='hr-inner ' ><span class='hr-inner-style'><\/span><\/span><\/div>\n<div style='padding-bottom:10px;' class='av-special-heading av-special-heading-h1  blockquote modern-quote modern-centered '><h1 class='av-special-heading-tag'  itemprop=\"headline\"  >WRIT 015-20 Summer 2020<\/h1><div class ='av-subheading av-subheading_below ' style='font-size:15px;'><p>Prof. Hunter Hoskins | Summer 2020 | Office Hours by appointment<\/p>\n<\/div><div class='special-heading-border'><div class='special-heading-inner-border' ><\/div><\/div><\/div>\n<div class='avia-button-wrap avia-button-center '><a href='https:\/\/edspace.american.edu\/hoskins\/courses\/wrtg101spring2017\/wrtg-101-spring-2017\/' class='avia-button  avia-icon_select-yes-left-icon avia-color-theme-color-subtle avia-size-medium avia-position-center '  target=\"_blank\"   ><span class='avia_button_icon avia_button_icon_left ' aria-hidden='true' data-av_icon='\ue843' data-av_iconfont='entypo-fontello'><\/span><span class='avia_iconbox_title' >Course Syllabus<\/span><\/a><\/div>\n\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1111,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"coauthors":[4],"class_list":["post-1076","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/1076","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/users\/1111"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/comments?post=1076"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/1076\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/media?parent=1076"}],"wp:term":[{"taxonomy":"author","embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/coauthors?post=1076"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":1047,"date":"2018-04-03T17:45:59","date_gmt":"2018-04-03T21:45:59","guid":{"rendered":"http:\/\/edspace.american.edu\/hoskins\/?page_id=1047"},"modified":"2018-04-04T04:39:59","modified_gmt":"2018-04-04T08:39:59","slug":"how-i-approach-the-teaching-of-rhetorical-grammar","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/hoskins\/how-i-approach-the-teaching-of-rhetorical-grammar\/","title":{"rendered":"How I Approach the Teaching of Rhetorical Grammar (2014)"},"content":{"rendered":"<p><strong>Representative Concepts<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>In the CWP, we often liken writing to \u201cjoining a conversation.\u201d However, we can\u2019t have a productive conversation, if we misunderstand each other. Therefore, I began thinking about the skills necessary to read and to write well, so I began thinking in terms of forms and syntax: you can\u2019t read well, if you don\u2019t understand how writing is constructed and if you can\u2019t understand the writing at the sentence level.<\/p>\n<p>&nbsp;<\/p>\n<p>Yes, the reading analysis templates below helped focus the students\u2019 reading, but that development only got students so far. For example, many still weren\u2019t succeeding at commenting well on quotes; thus, they would \u201cquote and run,\u201d hoping they fulfilled the requirement to use textual evidence but escaping any actual analysis. Therefore, as the examples show below, I developed a system where they first practice unpacking the sentence\u2019s construction, and then they practice incorporating that close reading skill in commenting on the textual evidence they\u2019ve incorporated into their essay.<\/p>\n<p>&nbsp;<\/p>\n<p>Beginning my course with the study of syntax, then, allows them to study meaning production\u2014the logical relationships that makes sentences, paragraphs, and essays\u2014and thereby gain access to more complex content. After all, even the most complex sentences follow the same root grammatical forms as the simplest ones. As Fish writes, \u201cif one understands that a sentence is a structure of logical relationships and that the number of relationships involved is finite, one understands too that there is only one error to worry about, the error of being illogical, and only one rule to follow: make sure that every component of your sentences is related to the other components in a way that is clear and unambiguous (unless ambiguity is what you are aiming at).\u201d By understanding the concepts below, then, they can access that complex content.<\/p>\n<p>&nbsp;<\/p>\n<p>The \u201cJabborwocky exercise\u201d below, for example, reappears when we read difficult, jargon-laden essays. We remind ourselves that we have no idea what \u201cslithy toves\u201d are, but we know what they\u2019re doing in the sentence. They then know that with a bit of work, they can access any text if they can unpack its internal logic, if they can see how the writer constructed it. In the end, we study syntax not as an end but as a necessary beginning to becoming strong writers. Below, I\u2019ve provided some exercises I use in class to develop these skills.<\/p>\n<p>&nbsp;<\/p>\n<p>I also aim for the exercises below to lead to the logical thinking and problem solving skills that Google\u2019s Laszlo Bock seeks. During the first few class days, I introduce parts of speech because almost everything we do in the class follows from Fish\u2019s definitions of a sentence: A sentence is \u201can organization of items in the world\u201d and \u201ca structure of logical relationships.\u201d Therefore, sentences make meaning by putting words in a grammatically functional relationship.<\/p>\n<p>&nbsp;<\/p>\n<p>In order to understand these relationships, the class needs to develop a common vocabulary to discuss the concepts: the parts of speech. Indeed, a student can\u2019t use Lanham\u2019s Paramedic Method if she does not know the different roles linking and action verbs play in a sentence, and a student can\u2019t understand the politics of language if they cannot see how power gets embedded into language choice and grammatical constructions. In sum, then, my class studies syntax, not to memorize a bunch of rules in order to \u201cdrill and kill\u201d; rather, we study them in order to understand the logic of constructed meaning and to challenge the authority that creates those rules.<\/p>\n<p>By understanding the relationship between the three following lists, I have found that students feel empowered to read, write, and edit and, thus, think more critically about the world they inhabit:<\/p>\n<ol>\n<li>comma patterns<\/li>\n<li>four ways to connect Independent Clauses {ICs}, and<\/li>\n<li>(the major errors),<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p>I\u2019ve broken the study of syntax into clear concepts that students find easy to learn so they can improve their editing, writing, and reading skills. In fact, those three lists begin my course. I argue if students know these three lists, they can read and edit any English language text, and their feedback to me reinforces the lists\u2019 benefits.<\/p>\n<p>&nbsp;<\/p>\n<p>Though not exhaustive, the exercises that follow represent the kind work my students do to prepare them for their major essay assignments. The following examples should aim to explain how we build from the study of syntax to develop close reading skills. I use \u201cJabborwocky\u201d to introduce parts of speech.<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Jabborwocky <\/strong>(an exercise from Fish)<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<ol>\n<li><strong>A)<\/strong> Replace the words you don&#8217;t know in Carrol&#8217;s &#8220;Jabborwocky&#8221; with common everyday words. Use your imagination.\u00a0 Don&#8217;t over think this.\u00a0 It should take you no more than one minute to replace the words.`Twas <em>brillig<\/em>, and the <em>slithy toves<\/em><br \/>\nDid <em>gyre<\/em> and <em>gimble<\/em> in the <em>wabe<\/em>:<br \/>\nAll <em>mimsy<\/em> were the <em>borogoves<\/em>,<br \/>\nAnd the <em>mome raths outgrabe<\/em>.<strong>B)<\/strong> After replacing the words, please explain how you knew which word &#8220;would or would not go into the slot formerly occupied by the nonsense word.&#8221; Hint: think Madlibs.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p>&#8212;&#8212;&gt; the word\u2019s relationship to each other tells me the job each word has.<\/p>\n<p><strong>C)<\/strong> Explain the concept that &#8220;form generates content,&#8221; and relate it to Thursday&#8217;s discussion.<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Introduce Comma Patterns (How Commas Relate Clauses)<\/strong><\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p>This exercise forms the basis on how I teach editing. I begin by asking the students to discover the role of the \u201c, and\u201d in \u201cJabborwocky.\u201d Once they answer that, we discuss that \u201c, conjunction\u201d joins two \u201cindependent clauses\u201d or ICs, as we call them in my class.\u00a0 Once we know what an IC is and does, we discuss what Dependent Clauses (DCs) consist of.\u00a0 The Journal for that night then asks the students to do two tasks:<\/p>\n<p>&nbsp;<\/p>\n<ol>\n<li>Scan as many articles as it takes to discover three other ways to connect two ICs.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p>Answer:<\/p>\n<ol>\n<li>IC. (I like apples. You like pears.)<\/li>\n<\/ol>\n<p>IC; IC. (I like apples; you like pears.<\/p>\n<p>IC, fanboys IC. (I like apples, and you like pears.)<\/p>\n<p>IC subordinate IC. (I like apples because you like pears.)<\/p>\n<p>&nbsp;<\/p>\n<p>Students discuss why we have four different ways to make the same move. They discover that each slightly changes the relationship between the ICs. In other words, they discover that each form changes the relationship between the clauses, which modifies the meaning.\u00a0 It fascinates them that the forms above have meaning, even emptied of content. Once they see this, they have serious understanding of how punctuation affects meaning.<\/p>\n<p>&nbsp;<\/p>\n<ol>\n<li>Peruse several articles to find other ways writers use commas. In the ensuing class, students then compare work and find familiar patterns. Eventually, we distill them to the most common patterns (while noting that others do exist and other style guides exist):<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p>Answer:<\/p>\n<ul>\n<li>DC, IC or IC, DC.<\/li>\n<\/ul>\n<p>Exp: Walking down the street, I fell down.<\/p>\n<p>I love computers, which make me happy.<\/p>\n<ul>\n<li>IC, fanboys, IC.<\/li>\n<\/ul>\n<p>Exp: I like this, but you like that.<\/p>\n<ul>\n<li>Subj, . . ., verb<\/li>\n<\/ul>\n<p>Exp: Jane, who is my best friend, loves cake.<\/p>\n<ul>\n<li>x, y, and z<\/li>\n<\/ul>\n<p>Exp: I like oranges, books, and lamps.<\/p>\n<ul>\n<li>Intro element, IC (or embedded)<\/li>\n<\/ul>\n<p>Exp: However, I still like you.<\/p>\n<p>I, however, still like you.<\/p>\n<p>&nbsp;<\/p>\n<p>Once we have these patterns (and we make clear that this list is not exhaustive), I make the argument to the students that we can read and edit anything because these patterns give us a \u201ctoe hold\u201d on the sentence to help us get to the subject \/ verb \/ obj (or whatever) structure. The above lists manifests themselves in my class in three ways:<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Editing \/ Logical Thinking Test<\/strong> on the \u201cmajor errors\u201d (I add to this list in WRTG 101). We do this to give them practice so that the skill transfers to the essays and because it gives them practice in thinking logically. In fact, the test as shown elsewhere in this portfolio, consists of fifty sentences in which each sentence is either \u201ccorrect\u201d or has one major error. Not only does this test give the students practice in close reading and editing, it also gives excellent training in logical thinking.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Major Error List<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>Fragment (missing either s\/v\/or concept)<\/li>\n<li>Comma Splice (IC, IC).<\/li>\n<li>Fused Sentence (ICIC)<\/li>\n<li>Subject \/ Verb Agreement<\/li>\n<li>Pronoun Agreement<\/li>\n<li>Dangling Modifier<\/li>\n<li>Apostrophe<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>Following the steps below forces students to look for \u201cerrors\u201d systematically, which reduces careless mistakes substantially. I encourage students to follow the steps below when editing. They can use this skill for the rest of their lives.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>Find the comma pattern: in doing so, the student essentially edits for the first four errors. If those check out, then move to step 2.<\/li>\n<li>Check for S\/V AGR<\/li>\n<li>Check for PN AGR by reading the sentence back to front looking only for pronouns and their antecedents. If bad, then fix. If good, then move to the next.<\/li>\n<li>Check for DMs (occurring when the DC doesn\u2019t properly describe the IC\u2019s subject).<\/li>\n<li>Check for Apostrophes. If bad, then fix. If good, then mark the sentence correct.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Example Sentence<\/strong>: Having been drunk for three days, the chickens escaped.<\/p>\n<ul>\n<li>DC, IC (I can eliminate the following errors (Frag, CS, FS)<\/li>\n<li>Check for S\/V AGR (\u201cchickens escaped\u201d works).<\/li>\n<li>Check for PN AGR\/PN REF by reading back to front (No pronouns).<\/li>\n<li>Check for DM (the DC does not, in fact, describe the subject\u2019s IC, so we have a DM).<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Editing Essays<\/strong> (to give us practice)<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Students mark the comma patterns in their essays to check for major errors.<\/p>\n<p>&nbsp;<\/p>\n<p>In the following example from a student draft, the peer reviewer found some comma splices by studying the comma patterns:<\/p>\n<p>&nbsp;<\/p>\n<p>\u201cIn school, [5] I <u>was<\/u> handed worksheets upon worksheets about what it means to be a good Christian. Basically, [5] they <u>were<\/u> coloring pages on how to get to heaven. Do this, [CS?] don\u2019t do that. Say this, [CS?] don\u2019t say that. They <u>sickened<\/u> me, [1] these contingencies of life that everyone else so willingly believed would occur. Sure, [5] it <u>was<\/u> easy enough to follow these rules (or commandments) because most of them were just outlining what it means to be a decent human being. The principle, however, [5] <u>got<\/u> me. I <u>questioned<\/u> everything: why is it necessary to go to church, [CS?] how do we know God exists if we can\u2019t see him, [4?] etc.\u201d<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Close Reading<\/strong> (if they can understand structure, they can access any content in any genre).<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>See \u201cClose Reading\u201d exercises below. In sum, I argue that knowing and understanding the comma patterns and the four ways to connect ICs and the major errors, students can read and edit any content they confront.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Putting Those Concepts to Use<\/strong>:<\/p>\n<p>&nbsp;<\/p>\n<p>With Rebecca Moore Howard\u2019s study that suggests that much plagiarism occurs because we don\u2019t teach students the proper skills to avoid it, we use templates to help develop our critical reading skills.\u00a0 By teaching students to adequately summarize sources and close read sentences, I can put my students at a competitive advantage. The examples below represent how I approach these skills:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Reading Analysis<\/strong> (or Single Author) Template (Adapted from Graff &amp; Birkenstein)<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong><em>Goal<\/em><\/strong>: To practice accurately writing from sources, students complete this template for every assigned essay. When first assigned, students reflect on how this template changes the way they approach texts. They also adapt this template to fit their Annotated Bibliography. The students usually do this for every reading we do. While we may not discuss all of these in every class, I expect every student to have thought about these concepts during their reading and their Journals usually compromise some or all of these components for each reading.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><em>The Reading Analysis Template (from Graff and Birkenstein): <\/em><\/strong><\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p>In her\/his essay\/work\/article, \u201c_________________,\u201d X argues that______________________. More specifically, X argues that ______. She\/He writes, \u201c ______________.\u201d In this passage, X is suggesting that_________________________. In conclusion, X believes______________.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><em>Rhetorical Stance: <\/em><\/strong>Students also explain each essay\u2019s rhetorical stance by breaking it down in the following way. We call it CATPA:<\/p>\n<p>Context<br \/>\nAudience<br \/>\nTopic<br \/>\nPurpose<br \/>\nAuthor<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Reading for They Say \/ I Say: <\/strong>Students mark the following in the text for every reading. I do this show that most writing using the TSIS structure (so they should as well).<\/p>\n<p>&nbsp;<\/p>\n<p>1) Find the They Say \/ I Say.<br \/>\n2) Note whether the author responds to a single author, an \u201con-going debate,\u201d or a \u201cstandard view\u201d (Graff and Birkenstein\u2019s terms.)<br \/>\n3) Note how the author situates his or her argument in terms of Joseph Harris\u2019s BEAM<a href=\"#_ftn1\" name=\"_ftnref1\">[1]<\/a>: Is the They say an Argument source? And Exhibit source? A Method source?<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Close Reading Exercise \/ Rhetorical Grammar<\/strong>: Inspired by Stanley Fish\u2019s <em>How to Write a Sentence<\/em>.<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Goal: <\/strong>To practice \u201cwriting from sentences\u201d and \u201cclose reading\u201d<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Exercise<\/strong>: 1) \u201cDeconstruct\u201d the following sentence to its Subject \/ Verb \/ Object structure: (Jane {doer} likes {doing}cake {done to}.<\/p>\n<p>2) Think about what the base sentence tells us about why Melville writes such a long, complicated sentence? Does he write it just to say \u201clook, ma, no hands!!\u201d?<\/p>\n<ol>\n<li>A) \u201cTherefore, the tormented spirit that glared out of bodily eyes, when what seemed Ahab rushed from his room, was for the time but a vacated thing, a formless somnambulistic being, a ray of living light, to be sure, but without an object to colour, and therefore a blankness in itself.\u201d<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p><strong>Answer<\/strong>:<\/p>\n<p>&nbsp;<\/p>\n<p>&#8212;&#8212;&gt;Root sentence: The spirit was a thing, a being, a ray, and a blankness.<\/p>\n<p>&#8212;&#8212;&gt;He would write a simple sentence if he could; he can\u2019t tell us directly what \u201cspirit\u201d is or he would tell us.<\/p>\n<p>&nbsp;<\/p>\n<p>1) Break down the following sentences to their Subject \/ Verb \/ Object structure: (Jane {doer} likes {doing} cake {done to}.\u00a0 After you complete the first task, then explain how all the other words and phrases relate to the s\/v\/o. Without changing any words, make your own version of the sentence.<\/p>\n<p>A) &#8220;His soul swooned slowly as he heard the snow falling faintly through the universe and faintly falling, like the descent of their last end, upon all the living and the dead.&#8221;<\/p>\n<p><strong>Answers:<\/strong><\/p>\n<p>&#8212;&#8212;&gt; His soul swooned as he heard the snow.<\/p>\n<p>&nbsp;<\/p>\n<p>&#8212;&#8212;&gt; <strong>Exp<\/strong>: His food festered furiously as he watched the vegetables rotting rapidly in his cupboard and rapidly rotting, like the love of his final relationship, inside every kitchen and home.<\/p>\n<p>&nbsp;<\/p>\n<p>&#8212;&#8212;&gt;<\/p>\n<p><em>B) &#8220;<\/em>[W]ords slide into the slots ordained by syntax and glitter as with atmospheric dust with those impurities which we call meaning.&#8221;<\/p>\n<p>&#8212;&#8212;&gt; Words slide and glitter.<\/p>\n<p>&nbsp;<\/p>\n<ol>\n<li>The following sentence comes from a referendum on the Georgia state ballot. Break the sentence to its base form. What tense is it in? Why? What does the syntax tell us about its rhetorical purpose?<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p>\u201cShall property owned by the University System of Georgia and utilized by providers of college and university student housing and other facilities continue to be exempt from taxation to keep costs affordable?\u201d<\/p>\n<p><strong>Answer<\/strong>s:<\/p>\n<p>&#8212;&#8212;&gt; Shall property owned and utilized be exempt?<\/p>\n<p>&#8212;&#8212;&gt; Owned by whom? Utilized by whom? Exempt from what? Why?<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Framing Quotations: Contextualizing Close Reading<\/strong><\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p>In this exercise, students extend the practice from above by analyzing them as they would in an academic essay. With such exercises, I introduce the \u201cquote sandwich.\u201d<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<ol>\n<li>In his <em>Enderby Outside<\/em>, Anthony Burgess writes that &#8220;words slide into the slots ordained by syntax, and glitter as with atmospheric dust with those impurities which we call meaning.&#8221; What Burgess means here is that _______________________________. His argument, furthermore, relates to the Jabborwocky exercise by ______________________________.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p>I often break students into groups of three and pick representative quotations from a reading and have students do this exercise. Each group then leads class discussion on that particular sentence, and how it helps us understand the work as a whole. After all, that\u2019s the move we make when we \u201csandwich\u201d a quote. Here\u2019s an example from WRTG 101:<\/p>\n<p>&nbsp;<\/p>\n<ol>\n<li>Put each of these quotes in the template like the one we used for Burgess. However, I then want you connect how each statement helps us better understand Emerson&#8217;s larger point in \u201cSelf Reliance.\u201d \u00a0In class, we&#8217;ll get into groups; each group will be responsible for discussing a particular passage.<\/li>\n<\/ol>\n<p>Modify this template to your needs: In \u201cSelf Reliance,\u201d Emerson writes \u201c_______\u201d ().\u00a0 In other words,\u00a0 __________.\u00a0 This concept helps us better understand \u201cSelf-Reliance\u201d because _____________________________.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Example Passages for Class Discussion<\/strong><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>&#8220;To believe what your own thought, to believe that what is true for you in your private heart is true for all men,&#8211;that is genius. Speak your latent conviction, and it shall be the universal sense;&#8221;&#8212;Jackson, Quincy, Dias<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>&#8220;I am ashamed to think how easily we capitualate to badges and names, to large societies and dead institutions.&#8221;&#8212;&#8211;Zuliana, Daniel, Michelle<\/li>\n<li>&#8220;If I know your sect, I anticipate your argument.&#8221;&#8212;-Margo, Manna<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>&#8220;Life only avails, not the having lived. Power ceases in the instant of repose; it resides in the moment of transition from a past to a new state, in the shooting of the gulf, in the darting to an aim.&#8221;&#8212;-Shawnee, Samantha, Jiachen<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>&#8220;But the man in the street, finding no worth in himself which corresponds to the force which built a tower or sculptured a marble god, feels poor when he looks on these.&#8221;&#8212;Vashti, Asem, Jeff<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>&#8220;As men&#8217;s prayers are a disease of the will, so are their creeds a disease of the intellect.&#8221;&#8212;-Jonah, Gabriella<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"#_ftnref1\" name=\"_ftn1\">[1]<\/a> B = Background, E = Exhibit, A = Argument, M = Method.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Representative Concepts \u00a0 In the CWP, we often liken writing to \u201cjoining a conversation.\u201d However, we can\u2019t have a productive conversation, if we misunderstand each other. Therefore, I began thinking about the skills necessary to read and to write well, so I began thinking in terms of forms and syntax: you can\u2019t read well, if [&hellip;]<\/p>\n","protected":false},"author":1111,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"coauthors":[4],"class_list":["post-1047","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/1047","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/users\/1111"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/comments?post=1047"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/1047\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/media?parent=1047"}],"wp:term":[{"taxonomy":"author","embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/coauthors?post=1047"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":1026,"date":"2018-01-18T09:22:04","date_gmt":"2018-01-18T13:22:04","guid":{"rendered":"http:\/\/edspace.american.edu\/hoskins\/?page_id=1026"},"modified":"2018-01-18T09:22:04","modified_gmt":"2018-01-18T13:22:04","slug":"hypothes-is-example","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/hoskins\/hypothes-is-example\/","title":{"rendered":"Hypothes.is Example"},"content":{"rendered":"<p><a href=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Screen-Shot-2018-01-18-at-08.19.03.png\"><img fetchpriority=\"high\" decoding=\"async\" class=\"alignnone wp-image-1027 size-full\" src=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Screen-Shot-2018-01-18-at-08.19.03.png\" alt=\"\" width=\"2526\" height=\"1452\" srcset=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Screen-Shot-2018-01-18-at-08.19.03.png 2526w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Screen-Shot-2018-01-18-at-08.19.03-300x172.png 300w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Screen-Shot-2018-01-18-at-08.19.03-768x441.png 768w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Screen-Shot-2018-01-18-at-08.19.03-1030x592.png 1030w, 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https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/S17_101_12_Course-300x121.png 300w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/S17_101_12_Course-768x309.png 768w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/S17_101_12_Course-1030x415.png 1030w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/S17_101_12_Course-705x284.png 705w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/S17_101_12_Course-450x181.png 450w\" sizes=\"(max-width: 1450px) 100vw, 1450px\" \/><\/a><p id=\"caption-attachment-1009\" class=\"wp-caption-text\">S17_101_012<\/p><\/div>\n<div id=\"attachment_1010\" style=\"width: 1438px\" class=\"wp-caption alignleft\"><a href=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/S17_101_12_Prof.png\"><img loading=\"lazy\" decoding=\"async\" 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srcset=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/S17_101_44_Prof.png 1486w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/S17_101_44_Prof-300x64.png 300w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/S17_101_44_Prof-768x164.png 768w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/S17_101_44_Prof-1030x220.png 1030w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/S17_101_44_Prof-705x151.png 705w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/S17_101_44_Prof-450x96.png 450w\" sizes=\"(max-width: 1486px) 100vw, 1486px\" \/><\/a><p id=\"caption-attachment-1012\" class=\"wp-caption-text\">S17_101_044<\/p><\/div>\n<div id=\"attachment_1006\" style=\"width: 1566px\" class=\"wp-caption alignright\"><a href=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Prof.png\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-1006\" class=\"wp-image-1006 size-full\" src=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Prof.png\" alt=\"\" width=\"1556\" height=\"906\" srcset=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Prof.png 1556w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Prof-300x175.png 300w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Prof-768x447.png 768w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Prof-1030x600.png 1030w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Prof-1500x873.png 1500w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Prof-705x410.png 705w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Prof-450x262.png 450w\" sizes=\"(max-width: 1556px) 100vw, 1556px\" \/><\/a><p id=\"caption-attachment-1006\" class=\"wp-caption-text\">F16.100.016<\/p><\/div>\n<div id=\"attachment_1008\" style=\"width: 1490px\" class=\"wp-caption alignleft\"><a href=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.32_Prof.png\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-1008\" class=\"wp-image-1008 size-full\" src=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.32_Prof.png\" alt=\"\" width=\"1480\" height=\"864\" srcset=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.32_Prof.png 1480w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.32_Prof-300x175.png 300w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.32_Prof-768x448.png 768w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.32_Prof-1030x601.png 1030w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.32_Prof-705x412.png 705w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.32_Prof-450x263.png 450w\" sizes=\"(max-width: 1480px) 100vw, 1480px\" \/><\/a><p id=\"caption-attachment-1008\" class=\"wp-caption-text\">F16.100.032<\/p><\/div>\n<div id=\"attachment_1005\" style=\"width: 1440px\" class=\"wp-caption alignright\"><a href=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Course.png\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-1005\" class=\"wp-image-1005 size-full\" src=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Course.png\" alt=\"\" width=\"1430\" height=\"650\" srcset=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Course.png 1430w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Course-300x136.png 300w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Course-768x349.png 768w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Course-1030x468.png 1030w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Course-705x320.png 705w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.100.16_Course-450x205.png 450w\" sizes=\"(max-width: 1430px) 100vw, 1430px\" \/><\/a><p id=\"caption-attachment-1005\" class=\"wp-caption-text\">F16.100.016<\/p><\/div>\n<div id=\"attachment_1021\" style=\"width: 1664px\" class=\"wp-caption alignright\"><a href=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.9_Prof-1.png\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-1021\" class=\"wp-image-1021 size-full\" src=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.9_Prof-1.png\" alt=\"\" width=\"1654\" height=\"896\" srcset=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.9_Prof-1.png 1654w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.9_Prof-1-300x163.png 300w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.9_Prof-1-768x416.png 768w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.9_Prof-1-1030x558.png 1030w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.9_Prof-1-1500x813.png 1500w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.9_Prof-1-705x382.png 705w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/F16.9_Prof-1-450x244.png 450w\" sizes=\"(max-width: 1654px) 100vw, 1654px\" \/><\/a><p id=\"caption-attachment-1021\" class=\"wp-caption-text\">F16.106.009<\/p><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1111,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"coauthors":[4],"class_list":["post-1017","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/1017","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/users\/1111"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/comments?post=1017"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/1017\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/media?parent=1017"}],"wp:term":[{"taxonomy":"author","embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/coauthors?post=1017"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":995,"date":"2018-01-18T05:21:53","date_gmt":"2018-01-18T09:21:53","guid":{"rendered":"http:\/\/edspace.american.edu\/hoskins\/?page_id=995"},"modified":"2018-01-18T05:22:31","modified_gmt":"2018-01-18T09:22:31","slug":"changing-priorities-in-employer-demands","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/hoskins\/changing-priorities-in-employer-demands\/","title":{"rendered":"Changing Priorities in Employer Demands"},"content":{"rendered":"<p><a href=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/WhatEmployersWant_Changing-Priorities_Page_1.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-998\" src=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/WhatEmployersWant_Changing-Priorities_Page_1-225x300.jpg\" alt=\"\" width=\"225\" height=\"300\" srcset=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/WhatEmployersWant_Changing-Priorities_Page_1-225x300.jpg 225w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/WhatEmployersWant_Changing-Priorities_Page_1-768x1024.jpg 768w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/WhatEmployersWant_Changing-Priorities_Page_1-773x1030.jpg 773w, 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\/><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1111,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"coauthors":[4],"class_list":["post-995","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/995","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/users\/1111"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/comments?post=995"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/995\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/media?parent=995"}],"wp:term":[{"taxonomy":"author","embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/coauthors?post=995"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":990,"date":"2018-01-18T05:08:02","date_gmt":"2018-01-18T09:08:02","guid":{"rendered":"http:\/\/edspace.american.edu\/hoskins\/?page_id=990"},"modified":"2018-01-18T05:08:02","modified_gmt":"2018-01-18T09:08:02","slug":"school-problems-vs-real-world-problems","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/hoskins\/school-problems-vs-real-world-problems\/","title":{"rendered":"School Problems vs Real World Problems"},"content":{"rendered":"<p><a href=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Pages-from-WhatEmployersWant.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-991\" src=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Pages-from-WhatEmployersWant-223x300.jpg\" alt=\"\" width=\"223\" height=\"300\" srcset=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Pages-from-WhatEmployersWant-223x300.jpg 223w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Pages-from-WhatEmployersWant-768x1034.jpg 768w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Pages-from-WhatEmployersWant-765x1030.jpg 765w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Pages-from-WhatEmployersWant-1114x1500.jpg 1114w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Pages-from-WhatEmployersWant-524x705.jpg 524w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Pages-from-WhatEmployersWant-450x606.jpg 450w\" sizes=\"(max-width: 223px) 100vw, 223px\" \/><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1111,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"coauthors":[4],"class_list":["post-990","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/990","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/users\/1111"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/comments?post=990"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/990\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/media?parent=990"}],"wp:term":[{"taxonomy":"author","embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/coauthors?post=990"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":985,"date":"2018-01-18T04:47:45","date_gmt":"2018-01-18T08:47:45","guid":{"rendered":"http:\/\/edspace.american.edu\/hoskins\/?page_id=985"},"modified":"2018-01-18T04:47:45","modified_gmt":"2018-01-18T08:47:45","slug":"screen-shot-of-hypothes-is-data","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/hoskins\/screen-shot-of-hypothes-is-data\/","title":{"rendered":"Screen Shot of Hypothes.is Data"},"content":{"rendered":"<p><a href=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Screen-Shot-2018-01-18-at-03.41.29.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-986\" src=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Screen-Shot-2018-01-18-at-03.41.29-130x300.png\" alt=\"\" width=\"130\" height=\"300\" srcset=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Screen-Shot-2018-01-18-at-03.41.29-130x300.png 130w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Screen-Shot-2018-01-18-at-03.41.29-445x1030.png 445w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Screen-Shot-2018-01-18-at-03.41.29-648x1500.png 648w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Screen-Shot-2018-01-18-at-03.41.29-304x705.png 304w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Screen-Shot-2018-01-18-at-03.41.29-431x999.png 431w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2018\/01\/Screen-Shot-2018-01-18-at-03.41.29.png 666w\" sizes=\"(max-width: 130px) 100vw, 130px\" 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style='padding-bottom:10px;' class='av-special-heading av-special-heading-h1  blockquote modern-quote modern-centered  '><h1 class='av-special-heading-tag'  itemprop=\"headline\"  >Stuck?<\/h1><div class ='av-subheading av-subheading_below ' style='font-size:15px;'><p>Follow the logos to find help and more information about the technology platforms we use in our course.<\/p>\n<\/div><div class='special-heading-border'><div class='special-heading-inner-border' ><\/div><\/div><\/div>\n<div class=\"flex_column av_two_fifth  flex_column_div av-zero-column-padding first  \" style='border-radius:0px; '><div class='avia-image-container  av-styling-   avia-align-center '  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><img class='avia_image ' src='https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Help-Meow.png' alt='' title='Help Meow!'   itemprop=\"thumbnailUrl\"  \/><\/div><\/div><\/div>\n<div class=\"flex_column av_three_fifth  flex_column_div av-zero-column-padding   \" style='border-radius:0px; '><div id='av-masonry-1' class='av-masonry noHover av-flex-size av-large-gap av-hover-overlay-active av-masonry-col-flexible av-caption-always av-caption-style- '  ><div class='av-masonry-container isotope av-js-disabled ' ><div class='av-masonry-entry isotope-item av-masonry-item-no-image '><\/div><a href=\"https:\/\/edspace.american.edu\/hoskins\/portfolio-item\/gradecraft\/\" id='av-masonry-1-item-772' data-av-masonry-item='772' class='av-masonry-entry isotope-item post-772 portfolio type-portfolio status-publish has-post-thumbnail hentry portfolio_entries-help  av-masonry-item-with-image' title=\"GradeCraft\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='av-inner-masonry-sizer'><\/div><figure class='av-inner-masonry main_color'><div class=\"av-masonry-outerimage-container\"><div class=\"av-masonry-image-container\" style=\"background-image: url(https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/02\/gradecraft_logo-705x140.png);\"><img decoding=\"async\" src=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/02\/gradecraft_logo-705x140.png\" title=\"gradecraft_logo\" alt=\"\" \/><\/div><\/div><\/figure><\/a><!--end av-masonry entry--><a href=\"https:\/\/edspace.american.edu\/hoskins\/portfolio-item\/hypothes-is\/\" id='av-masonry-1-item-775' data-av-masonry-item='775' class='av-masonry-entry isotope-item post-775 portfolio type-portfolio status-publish has-post-thumbnail hentry portfolio_entries-help  av-masonry-item-with-image' title=\"Hypothes.is\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='av-inner-masonry-sizer'><\/div><figure class='av-inner-masonry main_color'><div class=\"av-masonry-outerimage-container\"><div class=\"av-masonry-image-container\" style=\"background-image: url(https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/02\/gmONjp1ObCn6cDmEa3x2Gg-h_icon.png);\"><img decoding=\"async\" src=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/02\/gmONjp1ObCn6cDmEa3x2Gg-h_icon.png\" title=\"Hypothesis-h_icon\" alt=\"\" \/><\/div><\/div><\/figure><\/a><!--end av-masonry entry--><a href=\"https:\/\/edspace.american.edu\/hoskins\/portfolio-item\/slack\/\" id='av-masonry-1-item-763' data-av-masonry-item='763' class='av-masonry-entry isotope-item post-763 portfolio type-portfolio status-publish has-post-thumbnail hentry portfolio_entries-help  av-masonry-item-with-image' title=\"Slack\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='av-inner-masonry-sizer'><\/div><figure class='av-inner-masonry main_color'><div class=\"av-masonry-outerimage-container\"><div class=\"av-masonry-image-container\" style=\"background-image: 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url(https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/02\/wordpress-logo-hoz-rgb.png);\"><img decoding=\"async\" src=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/02\/wordpress-logo-hoz-rgb.png\" title=\"wordpress-logo-hoz-rgb\" alt=\"\" \/><\/div><\/div><\/figure><\/a><!--end av-masonry entry--><a href=\"https:\/\/edspace.american.edu\/hoskins\/portfolio-item\/zotero\/\" id='av-masonry-1-item-759' data-av-masonry-item='759' class='av-masonry-entry isotope-item post-759 portfolio type-portfolio status-publish has-post-thumbnail hentry portfolio_entries-help  av-masonry-item-with-image' title=\"Zotero\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='av-inner-masonry-sizer'><\/div><figure class='av-inner-masonry main_color'><div class=\"av-masonry-outerimage-container\"><div class=\"av-masonry-image-container\" style=\"background-image: url(https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/02\/zotero.png);\"><img decoding=\"async\" src=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/02\/zotero.png\" title=\"zotero\" alt=\"\" \/><\/div><\/div><\/figure><\/a><!--end av-masonry entry--><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":409,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"coauthors":[11],"class_list":["post-201","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/201","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/users\/409"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/comments?post=201"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/201\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/media?parent=201"}],"wp:term":[{"taxonomy":"author","embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/coauthors?post=201"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":628,"date":"2017-01-17T15:02:06","date_gmt":"2017-01-17T19:02:06","guid":{"rendered":"http:\/\/edspace.american.edu\/hoskins\/?page_id=628"},"modified":"2020-06-18T11:47:46","modified_gmt":"2020-06-18T15:47:46","slug":"wrtg-101-spring-2017","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/hoskins\/courses\/wrtg101spring2017\/wrtg-101-spring-2017\/","title":{"rendered":"WRTG 101 Spring 2017"},"content":{"rendered":"<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div class='clear'><\/div><div id='sub_menu2' class='av-submenu-container alternate_color  av-sticky-submenu container_wrap fullsize'   style='z-index:302'><div class='container av-menu-mobile-disabled '><ul id=\"menu-course_wrtg101s17-1\" class=\"av-subnav-menu av-submenu-pos-center\"><li id=\"menu-item-272\" class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-top-level menu-item-top-level-1\"><a href=\"https:\/\/edspace.american.edu\/hoskins\/courses\/wrtg101spring2017\/wrtg-101-spring-2017\/\" itemprop=\"url\"><span class=\"avia-bullet\"><\/span><span class=\"avia-menu-text\">Syllabus &amp; Course Info<\/span><span class=\"avia-menu-fx\"><span class=\"avia-arrow-wrap\"><span class=\"avia-arrow\"><\/span><\/span><\/span><\/a>\n\n\n<ul class=\"sub-menu\">\n\t<li id=\"menu-item-273\" class=\"menu-item menu-item-type-custom 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href=\"http:\/\/edspace.american.edu\/hoskins\/wrtg-101-spring-2017\/#grading\" itemprop=\"url\"><span class=\"avia-bullet\"><\/span><span class=\"avia-menu-text\">Grades<\/span><\/a><\/li>\n\t<li id=\"menu-item-283\" class=\"menu-item menu-item-type-custom menu-item-object-custom\"><a href=\"http:\/\/edspace.american.edu\/hoskins\/wrtg-101-spring-2017\/#participation\" itemprop=\"url\"><span class=\"avia-bullet\"><\/span><span class=\"avia-menu-text\">Participation<\/span><\/a><\/li>\n<\/ul>\n<\/li>\n<li id=\"menu-item-668\" class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-top-level menu-item-top-level-4\"><a href=\"https:\/\/edspace.american.edu\/hoskins\/wrtg-101-spring-2017\/#integrity\" itemprop=\"url\"><span class=\"avia-bullet\"><\/span><span class=\"avia-menu-text\">Academic Integrity Policy<\/span><span class=\"avia-menu-fx\"><span class=\"avia-arrow-wrap\"><span class=\"avia-arrow\"><\/span><\/span><\/span><\/a><\/li>\n<li id=\"menu-item-284\" class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-top-level menu-item-top-level-5\"><a href=\"http:\/\/edspace.american.edu\/hoskins\/wrtg-101-spring-2017\/#coursecalendar\" itemprop=\"url\"><span class=\"avia-bullet\"><\/span><span class=\"avia-menu-text\">Calendar<\/span><span class=\"avia-menu-fx\"><span class=\"avia-arrow-wrap\"><span class=\"avia-arrow\"><\/span><\/span><\/span><\/a>\n\n\n<ul class=\"sub-menu\">\n\t<li id=\"menu-item-285\" class=\"menu-item menu-item-type-custom menu-item-object-custom\"><a href=\"http:\/\/edspace.american.edu\/hoskins\/wrtg-101-spring-2017\/#coursecalendar\" itemprop=\"url\"><span class=\"avia-bullet\"><\/span><span class=\"avia-menu-text\">Weekly Overview<\/span><\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul><\/div><\/div><div class='sticky_placeholder'><\/div>\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='av_section_2' class='avia-section socket_color avia-section-default avia-no-shadow avia-bg-style-scroll  container_wrap fullsize'   ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1076'><div class='entry-content-wrapper clearfix'>\n<div style='padding-bottom:10px;font-size:70px;' class='av-special-heading av-special-heading-h1  blockquote modern-quote modern-centered   av-inherit-size'><h1 class='av-special-heading-tag'  itemprop=\"headline\"  >WRTG 101<\/h1><div class ='av-subheading av-subheading_below ' style='font-size:15px;'><p>The Rhetoric of Space &amp; Place in Washington, DC<\/p>\n<\/div><div class='special-heading-border'><div class='special-heading-inner-border' ><\/div><\/div><\/div>\n<div class=\"flex_column av_one_half  flex_column_div av-zero-column-padding first  \" style='border-radius:0px; '><p><div style='height:50px' class='hr hr-invisible '><span class='hr-inner ' ><span class='hr-inner-style'><\/span><\/span><\/div><br \/>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><div id=\"attachment_738\" style=\"width: 1040px\" class=\"wp-caption aligncenter\"><a href=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Lenfant-Map.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-738\" class=\"aligncenter wp-image-738 size-large\" src=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Lenfant-Map-1030x855.jpg\" alt=\"Historic map shows original plans of District of Columbia.\" width=\"1030\" height=\"855\" srcset=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Lenfant-Map-1030x855.jpg 1030w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Lenfant-Map-300x249.jpg 300w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Lenfant-Map-768x637.jpg 768w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Lenfant-Map-1500x1245.jpg 1500w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Lenfant-Map-705x585.jpg 705w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Lenfant-Map-450x373.jpg 450w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Lenfant-Map.jpg 1515w\" sizes=\"(max-width: 1030px) 100vw, 1030px\" \/><\/a><p id=\"caption-attachment-738\" class=\"wp-caption-text\">Early map of planned Washington, DC. | Image Source:\u00a0<a href=\"https:\/\/www.loc.gov\/resource\/g3850.ct000299\" target=\"_blank\" rel=\"noopener noreferrer\">Library of Congress<\/a><\/p><\/div>\n<\/div><\/section><\/p><\/div><div class=\"flex_column av_one_half  flex_column_div av-zero-column-padding   \" style='border-radius:0px; '><p><div style='height:50px' class='hr hr-invisible '><span class='hr-inner ' ><span class='hr-inner-style'><\/span><\/span><\/div><br \/>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><div id=\"attachment_739\" style=\"width: 1040px\" class=\"wp-caption aligncenter\"><a href=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Boschke-map.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-739\" class=\"size-large wp-image-739\" src=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Boschke-map-1030x932.jpg\" alt=\"Historic map of Washington, DC and surrounding area including waterways.\" width=\"1030\" height=\"932\" srcset=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Boschke-map-1030x932.jpg 1030w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Boschke-map-300x271.jpg 300w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Boschke-map-768x695.jpg 768w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Boschke-map-705x638.jpg 705w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Boschke-map-450x407.jpg 450w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/Boschke-map.jpg 1092w\" sizes=\"(max-width: 1030px) 100vw, 1030px\" \/><\/a><p id=\"caption-attachment-739\" class=\"wp-caption-text\">Map of Washington, DC c. 1865. The <a href=\"https:\/\/parkviewdc.com\/2011\/09\/08\/hidden-washington-tiber-creek\/\" target=\"_blank\" rel=\"noopener noreferrer\">now underground Tiber Creek<\/a> can be seen as it once was. | Image Credit: <a href=\"https:\/\/www.loc.gov\/resource\/g3851s.cw0676000\/\" target=\"_blank\" rel=\"noopener noreferrer\">Library of Congress<\/a><\/p><\/div>\n<\/div><\/section><\/p><\/div>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='av_section_3' class='avia-section main_color avia-section-default avia-no-shadow av-section-color-overlay-active avia-bg-style-scroll  av-minimum-height av-minimum-height-custom container_wrap fullsize'   ><div class='av-section-color-overlay-wrap'><div class='av-section-color-overlay' style='opacity: 0.5; '><\/div><div class='container' style='height:500px'><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1076'><div class='entry-content-wrapper clearfix'>\n<div  data-autoplay='true'  data-interval='15'  data-animation='fade'  data-show_slide_delay='30'  class='avia-content-slider-element-container avia-content-slider-element-slider avia-content-slider avia-smallarrow-slider avia-content-slider-active avia-content-slider1 avia-content-slider-odd ' ><div class='avia-smallarrow-slider-heading  no-content-slider-heading '><div class='new-special-heading'>&nbsp;<\/div><div class='avia-slideshow-arrows avia-slideshow-controls'><a href='#prev' class='prev-slide' aria-hidden='true' data-av_icon='\ue87c' data-av_iconfont='entypo-fontello'>Previous<\/a><a href='#next' class='next-slide' aria-hidden='true' data-av_icon='\ue87d' data-av_iconfont='entypo-fontello'>Next<\/a><\/div><\/div><div class='avia-content-slider-inner'><div class='slide-entry-wrap'><section class='slide-entry flex_column post-entry slide-entry-overview slide-loop-1 slide-parity-odd  av_fullwidth first'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><h3 class='slide-entry-title entry-title'  itemprop=\"headline\" ><a href='https:\/\/wrd.as.uky.edu\/users\/jhri223'  target=\"_blank\"  title='Jenny Rice'>Jenny Rice<\/a><\/h3><div class='slide-entry-excerpt entry-content'  itemprop=\"text\" ><blockquote>\n<p>&#8220;This pedagogy of inquiry asks students to develop a different kind of relation to place, crisis, and discourse. Inquiry becomes a habit, not a precursor to anything else. It does not matter whether one feels injured by the changes or has authentic memory or feelings about the changes, or whether the changes have some kind of decidable value. In fact, it does not matter whether one cares or does not care about the issue at hand. What matters is the challenge of inquiry itself&#8221;<\/p>\n<\/blockquote>\n<p>From\u00a0<em>Distant Publics:\u00a0Development Rhetoric and the Subject of Crisis<\/em><\/p>\n<\/div><\/section><\/div><div class='slide-entry-wrap'><section class='slide-entry flex_column post-entry slide-entry-overview slide-loop-2 slide-parity-odd  av_fullwidth first'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><h3 class='slide-entry-title entry-title'  itemprop=\"headline\" >Matthew Pavesich<\/h3><div class='slide-entry-excerpt entry-content'  itemprop=\"text\" ><blockquote>\n<p>\u201cIn order to get at the taste of any place, its local flavor, I argue that the subject and the approach constitute each other\u037e the study of the local needs ecological methods, that is, and ecological methods need the local.&#8221;<\/p>\n<\/blockquote>\n<p>From <a href=\"http:\/\/www.dcadapters.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">DC\/Adaptors<\/a><\/p>\n<\/div><\/section><\/div><div class='slide-entry-wrap'><section class='slide-entry flex_column post-entry slide-entry-overview slide-loop-3 slide-parity-odd  av_fullwidth first'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><h3 class='slide-entry-title entry-title'  itemprop=\"headline\" ><a href='http:\/\/www.digitalpedagogylab.com\/hybridped\/author\/sean-michael-morris\/'  title='Sean Michael Morris and Jesse Stommel'>Sean Michael Morris and Jesse Stommel<\/a><\/h3><div class='slide-entry-excerpt entry-content'  itemprop=\"text\" ><blockquote>\n<p>\u201cIt is not enough to write monographs. It is not enough to publish. Today, scholars must understand what happens when our research is distributed, and we must write, not for rarified audiences, but for unexpected ones. New-form scholarly publishing requires new-form scholarly (digital) writing. Digital academic publishing may on the surface appear as a lateral move from print to screen, but in fact it brings with it new questions about <a href=\"http:\/\/www.hybridpedagogy.com\/journal\/icebergs-ownership-common-sense-approach-intellectual-property\/\">copyright<\/a>, data analysis, multimodality, curation, archiving, and how scholarly work finds an audience. The promise of digital publishing is one that begins with the entrance of the written, and one that concludes with distribution, reuse, revision, remixing \u2014 and finally, <i>re<\/i>distribution.\u201d<\/p>\n<\/blockquote>\n<p>From &#8220;<a href=\"http:\/\/www.digitalpedagogylab.com\/hybridped\/hybrid-pedagogy-digital-humanities-future-academic-publishing\/\" target=\"_blank\" rel=\"noopener noreferrer\">Hybrid Pedagogy, Digital Humanities, and the Future of Academic Publishing<\/a>&#8221;<\/p>\n<h1 class=\"gdlr-blog-title\">HYBRID PEDAGOGY, DIGITAL HUMANITIES, AND THE FUTURE OF ACADEMIC PUBLISHING<\/h1>\n<\/div><\/section><\/div><div class='slide-entry-wrap'><section class='slide-entry flex_column post-entry slide-entry-overview slide-loop-4 slide-parity-odd  av_fullwidth first'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><h3 class='slide-entry-title entry-title'  itemprop=\"headline\" ><a href='https:\/\/wrd.as.uky.edu\/users\/jhri223'  target=\"_blank\"  title='Jenny Rice'>Jenny Rice<\/a><\/h3><div class='slide-entry-excerpt entry-content'  itemprop=\"text\" ><blockquote>\n<p>&#8220;Networks are not about fixed indexes of meaning but about relations among elements [. . .] Moreover, the telos of network tracing and rhetorical inquiry is located within the process itself. Inquiry is the rhetorical goal.&#8221;<\/p>\n<\/blockquote>\n<p>From\u00a0<em>Distant Publics:\u00a0Development Rhetoric and the Subject of Crisis<\/em><\/p>\n<\/div><\/section><\/div><div class='slide-entry-wrap'><section class='slide-entry flex_column post-entry slide-entry-overview slide-loop-5 slide-parity-odd  post-entry-last  av_fullwidth first'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><h3 class='slide-entry-title entry-title'  itemprop=\"headline\" >Matthew Pavesich<\/h3><div class='slide-entry-excerpt entry-content'  itemprop=\"text\" ><blockquote>\n<p>\u201cI\u2019m trying to be both open and systematic in tracking down relations between artifacts and places, as well as coding them for analysis. This balance, between openness and systematicity, indicates the limitations of the latter\u037e systematic, in ecological fieldwork, amounts to something like &#8216;oriented to the system,&#8217; rather than perfectly pinned down and annotated. I would argue that the need to adapt one\u2019s analytical framework for new findings and to allow for a new disposition as a researcher is always in play no matter what sort of work is pursued.\u201d<\/p>\n<\/blockquote>\n<p>From <a href=\"http:\/\/www.dcadapters.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">DC\/Adapters<\/a><\/p>\n<\/div><\/section><\/div><\/div><\/div>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><\/div><div id='overview' class='avia-section header_color avia-section-default avia-no-shadow avia-bg-style-scroll  container_wrap fullsize'   ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1076'><div class='entry-content-wrapper clearfix'>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><h2>What Is This Course About?<\/h2>\n<p>In her recent book, <a href=\"http:\/\/www.cathydavidson.com\/books\/now-you-see-it\/\"><em>Now You See It<\/em><\/a>,\u00a0Cathy N. Davidson reminds us that\u00a0twenty-first century skills in a complex global network include learning\u00a0how to &#8220;make connections, synthesize, collaborate, network, manage projects, solve problems, and respond to constantly changing technologies.&#8221; In other words, Davidson suggests that to thrive in our networked world, we all must\u00a0learn to adapt to\u00a0ever-evolving technologies, make connections between the seemingly unconnected, and collaborate\u00a0with others who can help us achieve our goals. I&#8217;ve designed this course, therefore, to give you opportunities to develop the skills to navigate the complex network we inhabit by creating occasions for you to think rhetorically.<\/p>\n<p>This course aims for three main goals: 1) To give you practice in the technical skills described below in the &#8220;Course Objectives,&#8221; 2) to further your rhetorical information literacy skills, and\u00a03) to develop in you the importance of the relationship between\u00a0Rhetoric and Citizenship, which we call &#8220;public discourse.&#8221; And since that public discourse occurs in what is call the &#8220;built environment,&#8221; I have designed this course for you to examine the rhetoric of DC&#8217;s built environment in order to enter its public discourse. Lastly, this course strives to develop in you a passion for inquiry itself.<\/p>\n<p>To develop these skills, you will use our Writer-as-Witness text, Ruben Castaneda\u2019s <i>S Street Rising<\/i>, to launch a\u00a0rhetorical\u00a0inquiry into DC&#8217;s &#8220;built environment.&#8221; In various\u00a0multi-modal writing projects, you will begin this inquiry by rhetorically analyzing a single point in your built environment\u00a0with the goal of ultimately situating that point into\u00a0DC\u2019s broader network. Through this process, you will explore the complex relationship between DC&#8217;s built environment and the life that inhabits it to help us better understand how they influence each other.\u00a0We will begin by collaborating on creating an annotated map of DC,\u00a0arising\u00a0from our\u00a0own respective inquiry. As you inquiry into your built environment develops and your project emerges, you will add that information to our collaborative map and write\u00a0a series of essays you will publish to the web which will add to the public discourse.<\/p>\n<p>The various writing assignments you will do in this course aim\u00a0to inculcate this\u00a0passion for inquiry, for\u00a0the unplanned turn, the found object, the mistake, the emergent questions we discover along the way, the complex. This process of inquiry will help you\u00a0develop the multi-modal research and writing skills\u00a0that Davidson explains we need. By course&#8217;s end, you will not only have been introduced to and extensively practiced the reading, writing, research, and\u00a0editing skills necessary for academic success, but you will also have worked extensively in\u00a0multi-modal\u00a0technologies to write\u00a0yourself into the global network.<\/p>\n<p>You should see your project as <a href=\"https:\/\/www.youtube.com\/watch?v=XTsaZWzVJ4c\">ontological<\/a>. What you end up writing about will depend upon your inquiry as it emerges.<\/p>\n<p>Ultimately, this class seeks to help you develop the critical thinking\u00a0skills necessary for you to think through any rhetorical situation.\u00a0Furthermore, you will leave the class with your own webspace and portfolio to show off to family, friends, and, yes, even future employers.<\/p>\n<p>I can not wait to see what you discover and what I can learn from each of you. And while I expect you to develop your own autonomy and self-reliance during the term, I will be there with you every step along the way. I look forward to it.<\/p>\n<p><strong>N.B<\/strong>. I am heavily indebted to Prof. <a href=\"http:\/\/robinwharton.com\/\">Robin Wharton<\/a> and Prof. <a href=\"http:\/\/explore.georgetown.edu\/people\/mpp44\/\">Matthew Pavesich<\/a>, from whom I have borrowed heavily, both conceptually and materially, in terms of Web design (Wharton) and assignments (Wharton, Pavesich). I thank them both for being so generous with their time and with their materials.<\/p>\n<\/div><\/section>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='av_section_5' class='avia-section footer_color avia-section-default avia-no-shadow avia-bg-style-scroll  container_wrap fullsize'   ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1076'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_three_fourth  flex_column_div av-zero-column-padding first  \" style='border-radius:0px; '><section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><h2>What Do Complexity and Emergence Have to Do With Writing?<\/h2>\n<p>Many people see writing as a static, stable process, just like when we drive from point A to point B. We generally think of a few known possible routes and we might flex arrival \/ departure times based on perceived traffic patterns. In short, many liken &#8220;writing&#8221; to the old <a href=\"http:\/\/pearlsoftravelwisdom.boardingarea.com\/2014\/01\/remember-triptix\/\" target=\"_blank\" rel=\"noopener noreferrer\">AAA Trip Tiks<\/a>. These old maps, though useful, provided static information based on known circumstances at the time you received it. While these maps certainly could advise you where known construction sites were and perhaps even alert you to a known speed trap,\u00a0these maps\u00a0produced\u00a0a simple, reductive world of static information. Today, of course, such maps seem absurdly unhelpful when compared to navigation apps, such as Waze. These new navigation apps constantly adapt to emergent conditions. If an obstruction happens ahead of us, the app will divert us to a route\u00a0we may not have ever been aware of. Such apps show us how we are influenced and in turn influence the traffic environment. In short, we see that we are part of the network, of the complex system.<\/p>\n<\/div><\/section><\/div><div class=\"flex_column av_one_fourth  flex_column_div av-zero-column-padding   \" style='border-radius:0px; '><section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><div id=\"attachment_743\" style=\"width: 206px\" class=\"wp-caption aligncenter\"><a href=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/4620451167_b23c9f22d3_o-1.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-743\" class=\" wp-image-743\" src=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/4620451167_b23c9f22d3_o-1-556x1030.jpg\" alt=\"Image of vintage AAA triptik from Providence, Rhode Island to Portland, Oregon. Dated December 27, 1944.\" width=\"196\" height=\"363\" srcset=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/4620451167_b23c9f22d3_o-1-556x1030.jpg 556w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/4620451167_b23c9f22d3_o-1-162x300.jpg 162w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/4620451167_b23c9f22d3_o-1-768x1422.jpg 768w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/4620451167_b23c9f22d3_o-1-810x1500.jpg 810w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/4620451167_b23c9f22d3_o-1-381x705.jpg 381w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/4620451167_b23c9f22d3_o-1-450x833.jpg 450w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2017\/01\/4620451167_b23c9f22d3_o-1.jpg 988w\" sizes=\"(max-width: 196px) 100vw, 196px\" \/><\/a><p id=\"caption-attachment-743\" class=\"wp-caption-text\">AAA Triptik for Kimber family relocation trip from Providence, RI to White Salmon, WA. | Image credit: <a href=\"https:\/\/www.flickr.com\/photos\/woods-kimber\/\" target=\"_blank\" rel=\"noopener noreferrer\">Eliot Kimber<\/a>, photo used under <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/2.0\/\" target=\"_blank\" rel=\"noopener noreferrer\">CC BY-NC license<\/a>.<\/p><\/div>\n<\/div><\/section><\/div><div class=\"flex_column av_one_half  flex_column_div av-zero-column-padding first  \" style='border-radius:0px; '><div  class='avia-video avia-video-16-9  '  itemprop=\"video\" itemtype=\"https:\/\/schema.org\/VideoObject\" ><div class='avia-iframe-wrap'><iframe width=\"1500\" height=\"844\" src=\"https:\/\/www.youtube.com\/embed\/4NxmTVicWTc?feature=oembed\" frameborder=\"0\" allowfullscreen><\/iframe><\/div><\/div><\/div><div class=\"flex_column av_one_half  flex_column_div av-zero-column-padding   \" style='border-radius:0px; '><section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><p>This course, then, seeks to provide you with the tools better navigate this ever adapting complex network. As a part of the undergraduate community, you will be faced with writing in myriad situations. Some of these situations will feel quite familiar to you; others might be present you with new ways of presenting information.\u00a0You will certainly write static, traditional essays (See &#8220;Rhetorical Analyses&#8221;) where your professor will be your primary audience and your primary goal will be to show the professor you understand the particular concepts you have covered. Other assignments, however, will challenge you to discover your own topic on your own for your own purposes. This class will empower you to enter those situations with confidence.<\/p>\n<\/div><\/section><\/div>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='projects' class='avia-section main_color avia-section-default avia-no-shadow avia-bg-style-scroll  container_wrap fullsize'   ><div class='av-section-color-overlay-wrap'><a href='#next-section' title='' class='scroll-down-link' aria-hidden='true' data-av_icon='\ue877' data-av_iconfont='entypo-fontello'><\/a><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1076'><div class='entry-content-wrapper clearfix'>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><h3>Projects<\/h3>\n<p>These projects\u00a0encourage you to work in a variety of complex rhetorical situations, which emerge from your own inquiry into your CLS. The\u00a0projects start with more familiar rhetorical tasks and move into rhetorical complexity as you move through the semester. Note that the projects accrue. That is, your first major assignment builds towards your final project.\u00a0<span style=\"font-weight: 400\">A<\/span><i><span style=\"font-weight: 400\">ll major projects may be revised for a retroactively-assigned new grade in the final portfolio<\/span><\/i><span style=\"font-weight: 400\">.<\/span><\/p>\n<p><span style=\"font-weight: 400\">I hope you\u2019ll find our readings and assignments engaging, provocative, and helpful. I mean it when I say I am with you. I am new to much of this technology, and I very much look forward to learning from the expertise you bring to this class. These projects should allow us all to share our strengths with each other, so we can all benefit. Because our contemporary world forces us to grapple with\u00a0myriad, simultaneous stimuli every second of our lives, learning to collaborate matters more than ever. After all, the more we can harness each other&#8217;s talents, the better we can all navigate this complexity. The following assignment give you practice in these 21st century skills.\u00a0<\/span><\/p>\n<\/div><\/section>\n<div class='flex_column_table av-equal-height-column-flextable' ><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  \" style='border-width:1px; border-style:solid; border-radius:1px; '><div class=\"tabcontainer  top_tab  \">\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-1\" class=\"tab active_tab\"  itemprop=\"headline\" ><span class='tab_icon' aria-hidden='true' data-av_icon='\ue83a' data-av_iconfont='entypo-fontello'><\/span>Project Overview<\/div>\n    <div id=\"tab-id-1-container\" class=\"tab_content active_tab_content\">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-2\" class=\"tab \"  itemprop=\"headline\" ><span class='tab_icon' aria-hidden='true' data-av_icon='\ue8af' data-av_iconfont='entypo-fontello'><\/span>Due Dates<\/div>\n    <div id=\"tab-id-2-container\" class=\"tab_content \">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<p>You may submit these after any assigned reading and class discussion.<\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-3\" class=\"tab \"  itemprop=\"headline\" ><span class='tab_icon' aria-hidden='true' data-av_icon='\ue83a' data-av_iconfont='entypo-fontello'><\/span>Instructions<\/div>\n    <div id=\"tab-id-3-container\" class=\"tab_content \">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<p class=\"p1\">Each of you has been assigned a section of <i>S Street Rising<\/i>. You should drop pins on any spot the text references and annotate that pin with pertinent textual information. You should add page numbers for every textual mention and use quotation marks and other citations where necessary.<\/p>\n<p class=\"p1\">Some of these references will require research. For example, \u00a0maybe Castaneda references a place, like the night club, Is This It?, without giving a full address. Such cases require research to find the exact address.<\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<\/div><\/div><div class='av-flex-placeholder'><\/div><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding   \" style='border-width:1px; border-style:solid; background-color:#7bb0e7; border-radius:0px; '><div class=\"tabcontainer  top_tab  \">\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-4\" class=\"tab active_tab\"  itemprop=\"headline\" >Overview<\/div>\n    <div id=\"tab-id-4-container\" class=\"tab_content active_tab_content\">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<h4>Reading Analysis (300-600 Points)<\/h4>\n<div class='avia-iframe-wrap'><iframe title=\"Karate Kid - Wax on Wax off\" width=\"1333\" height=\"1000\" src=\"https:\/\/www.youtube.com\/embed\/fULNUr0rvEc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/div>\n<p><span style=\"font-weight: 400\">Like the \u201cwax on; wax off\u201d move accomplished for the Karate Kid, this exercise will help develop your summary analysis skills. This assignment does not aim for you to write a complete essay; rather, it asks you to compose in rigorous academic dialect a page\u2014double-spaced, MLA 8\u2014in which you accurately and usefully summarize various academic scholarship. This will help your reading skills, as well. In fact, you\u2019ll soon see how reading and writing are really are two sides of the same coin.<\/span><\/p>\n<p><span style=\"font-weight: 400\">In academic writing and in most other sincere, serious work, writers are constantly engaging a conversation other writers have begun or standard views that a culture holds. In their own writing, then, these writers must accurately reflect those texts and ideas. The trouble is, however, <\/span><a href=\"https:\/\/american.summon.serialssolutions.com\/#!\/search?bookMark=ePnHCXMw42JgAfZbU1lA-xBNzUCbeiw5kPc5AutfTgadcNCJPXnpCqA9FArB4GHqYh0FVFHQmZSgpcTcDFZuriHOHrqphaWZefkV8QWQcxjiQScjl5eXx0PFge6PB8ZSPDTI483MjUBrmynQDABvBUUf\"><span style=\"font-weight: 400\">scholarship<\/span><\/a><span style=\"font-weight: 400\"> has shown that many college students are not developing these important skills. This assignment aims to help you do just that.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Every genre, indeed every rhetorical situation, has its own form. This assignment gives you practice writing in the academic genre. While these analytical principle cross genres, academic discourse demands a specific set of forms. Of course, an understanding of the form guides you to the content and shapes it for you. For example, think of how a structure, such as \u201cIn her <\/span><i><span style=\"font-weight: 400\">Now You See It<\/span><\/i><span style=\"font-weight: 400\">, Cathy N. Davidson explains ______________,\u201d shapes how you approach the text. Rather than regurgitating the text linearly\u2013first she says this, and then she says this, and so forth\u2013you now must read Davidson\u2019s text holistically, as part of a larger conversation, in order to make your own \u201creading\u201d of what you consider to be her main argument. When writing your own original argument, you would then use your reading \/ analysis to suit your own purpose.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Since this assignment develops your analytical reading skills, you do not need to make an original argument or <\/span><i><span style=\"font-weight: 400\">do something<\/span><\/i><span style=\"font-weight: 400\"> with the text you are explicating. Rather, you should focus on the academic forms this genre demands and using those forms to make defendable analysis of the text.<\/span><\/p>\n<p><span style=\"font-weight: 400\">During the semester, you should compose no fewer than six reading analyses, each worth up to 100 points. In order to successfully complete this assignment, you should earn no fewer than 300 points.<\/span><\/p>\n<p><strong>I won&#8217;t score or annotate these in great detail. I&#8217;ll basically mark them as done well or not. We&#8217;ll have office hours to discuss your work in detail.<\/strong><\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-5\" class=\"tab \"  itemprop=\"headline\" >Due Dates \/ Rubric<\/div>\n    <div id=\"tab-id-5-container\" class=\"tab_content \">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<p>You can find the due dates\u00a0on the <a href=\"https:\/\/docs.google.com\/document\/d\/1c9_CYFDxDqv7kQOor9eblnsa2AgJ410SaDnDnljMwSI\/edit#\">Course Schedule<\/a>, and the rubric<a href=\"https:\/\/docs.google.com\/document\/d\/1ot6rts7liOsP-yWyVMN4e5Bv4GPE8VRfZjnJC_ocK-w\/edit\"> here<\/a>.<\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-6\" class=\"tab \"  itemprop=\"headline\" >Directions<\/div>\n    <div id=\"tab-id-6-container\" class=\"tab_content \">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<p><b>How to compose a summary analysis<\/b>:<\/p>\n<p>For the first two analyses, you should take <strong>one section<\/strong> of a text we\u2019ve read this semester:\u00a0Fleming\u2019s\u00a0<em>City of Rhetoric<\/em>, Schindler\u2019s, \u201cArchitectural <span class=\"s1\">Exclusion: <\/span>Discrimination <span class=\"s1\">and\u00a0<\/span><span class=\"s1\">S<\/span><span class=\"s2\">e<\/span><span class=\"s1\">gre<\/span><span class=\"s2\">g<\/span>ation <span class=\"s1\">Through <\/span>Physical De<span class=\"s2\">s<\/span>ign of the Built\u00a0En<span class=\"s2\">v<\/span>ironm<span class=\"s2\">e<\/span>nt,\u201d or Rice\u2019s \u201cInquiry as Social Action.\u201d In other words, you might choose \u201cPart I\u201d in Schindler or \u201cPart 2\u201d in Fleming.<\/p>\n<p><strong>Project Purpose and Goals<\/strong>: This exercise gives you practice\u00a0analyzing complex academic essays.\u00a0Accomplishing this task requires several moves. First, we must comprehend the text we are analyzing in order to locate\u00a0its main argument, which will become our claim. Then we must support this claim with textual evidence. And, finally, put the claim in context by explaining the broader conversion in which the text arises. A reading analysis differs from a \u201cplot summary\u201d because we do not chronologically repeat the author\u2019s text in our words; rather, we distill what we think the text\u2019s main argument is for our own purposes.<\/p>\n<p>This analysis should mostly be in your own words, but\u00a0you might want to quote a few key words and phrases that you think particularly articulate the author\u2019s main argument.<\/p>\n<p>You may want read the text or particular sections of the text multiple times before beginning your analysis. I encourage you to first compose your analysis in your own words without looking at the text before returning to it to add some key words and phrases to bolster your claims or help your audience better understand your claim.<\/p>\n<p>In your conclusion, you should discuss the \u201cso what?\u201d Why does this argument matter? How might it be useful to someone doing the kind of research you are doing in this class? What\u2019s at stake?<\/p>\n<p>In short, a reading analysis creates what Graff and Birkenstein call a \u201cThey Say.\u201d<\/p>\n<p><i>This project is designed as an opportunity to practice gathering, summarizing, synthesizing, and explaining information from various sources.<\/i><\/p>\n<p><b>Instructional Readings for writing summaries:<\/b><\/p>\n<p>See Graff, Ch 1-3.<\/p>\n<p><b>Guidelines<\/b><\/p>\n<p>*Use the literary present tense, i. e. \u201cThomas Jefferson argues . . .\u201d<\/p>\n<p>*Cite paraphrased details and quotations (see <em>EasyWriter<\/em>\u00a0for in-text citation)<\/p>\n<p>*Limit quotations (1-3, brief, and only if the original language is very important)<\/p>\n<p>*Include the bibliographic information (see <em>EasyWriter<\/em>\u00a0MLA guide for end citation)<\/p>\n<p>*Consider multi-modes when composing in the blog post: spatial, visual, linguistic<\/p>\n<p>Click <a href=\"https:\/\/docs.google.com\/document\/d\/1ot6rts7liOsP-yWyVMN4e5Bv4GPE8VRfZjnJC_ocK-w\/edit#\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a> to see\u00a0a copy of the evaluation rubric.<\/p>\n<p><em><strong>On Form<\/strong>:<\/em><\/p>\n<p>While your reading analyses\u2019 content certainly matters, you should also pay particular attention their form. Since you are composing using academic conventions, you should use one of the three openings Graff describes in <em>TS\/IS.\u00a0<\/em>You should also focus on \u201cconnecting the parts\u201d (107), on using \u201csignal verbs that fit the action (38), on \u201cframing every quotation\u201d (44), by using signal phrases (46) and commenting on the quote (47) to reveal the connection between claim and evidence.<\/p>\n<p><strong>Category:\u00a0<\/strong>\u201creadings\u201d and \u201cwrtg100f16\u201d<\/p>\n<p><strong>Tags:\u00a0<\/strong>\u201cAuthor\u201d and \u201creadings\u201d and others of your choosing. Think about why we use tags and why they are helpful and tag accordingly.<\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<\/div><\/div><\/div><!--close column table wrapper. Autoclose:  --><div class=\"flex_column av_one_half  flex_column_div av-zero-column-padding first  \" style='border-radius:0px; '><div class=\"tabcontainer  top_tab  \">\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-7\" class=\"tab active_tab\"  itemprop=\"headline\" ><span class='tab_icon' aria-hidden='true' data-av_icon='\ue85e' data-av_iconfont='entypo-fontello'><\/span>Class Participation<\/div>\n    <div id=\"tab-id-7-container\" class=\"tab_content active_tab_content\">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<p>I strive to &#8220;decenter&#8221; my classes as much as possible. That is, I want you to do most of the work in class, while I act as facilitator. In other words, each of you will be responsible at some point during the semester in leading class discussion on one of the readings I&#8217;ve assigned.\u00a0You will also do a lot of peer review of each other&#8217;s writing during this term. In short, a big part of this class requires your participation. In return, you&#8217;ll earn credit for your work.<\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-8\" class=\"tab \"  itemprop=\"headline\" >Due Dates<\/div>\n    <div id=\"tab-id-8-container\" class=\"tab_content \">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<p>Tab Content goes here<\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-9\" class=\"tab \"  itemprop=\"headline\" >Instructions<\/div>\n    <div id=\"tab-id-9-container\" class=\"tab_content \">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<\/div><\/div><div class=\"flex_column av_one_half  flex_column_div av-zero-column-padding   \" style='border-radius:0px; '><div class=\"tabcontainer  top_tab  \">\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-10\" class=\"tab active_tab\"  itemprop=\"headline\" ><span class='tab_icon' aria-hidden='true' data-av_icon='\ue836' data-av_iconfont='entypo-fontello'><\/span>The Common Place Book<\/div>\n    <div id=\"tab-id-10-container\" class=\"tab_content active_tab_content\">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<p><a href=\"http:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2016\/06\/IMG_8511.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-medium wp-image-241\" src=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2016\/06\/IMG_8511-300x225.jpg\" alt=\"IMG_8511\" width=\"300\" height=\"225\" srcset=\"https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2016\/06\/IMG_8511-300x225.jpg 300w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2016\/06\/IMG_8511-768x576.jpg 768w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2016\/06\/IMG_8511-1030x773.jpg 1030w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2016\/06\/IMG_8511-1500x1125.jpg 1500w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2016\/06\/IMG_8511-705x529.jpg 705w, https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2016\/06\/IMG_8511-450x338.jpg 450w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/a>Sharon Crowley, in <em>Ancient Rhetoric for Contemporary Students<\/em>, informs us that &#8220;[i]n pre-modern times, most rhetors kept written collections of copied passages; these were called florilegia (flowers of reading) in medieval times, and commonplace books during the Renaissance and into the eighteenth century\u201d (250; emphasis in original; qtd in Micciche). Furthering the point, in her &#8220;Making a Case for Rhetorical Grammar,&#8221; Laura Micciche explains that &#8220;Commonplace books encourage students to read and analyze texts as skillfully crafted documents that convey and perform different kinds of meanings\u2014among them, aesthetic, rhetorical, and political&#8221; (724).<\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-11\" class=\"tab \"  itemprop=\"headline\" >Due Dates<\/div>\n    <div id=\"tab-id-11-container\" class=\"tab_content \">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<p>Your commonplace book entry should be posted and tagged appropriately by class time every Thursday, unless otherwise noted.<\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-12\" class=\"tab \"  itemprop=\"headline\" >Instructions<\/div>\n    <div id=\"tab-id-12-container\" class=\"tab_content \">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<p>In that spirit, then, once a week, you should post\u00a0a sentence or sentences<strong> from anywhere you may encounter it<\/strong>&#8211;a novel you&#8217;re reading or from a song you love or from a paper you are working on in another class or even from a syllabus. It could even be an image or video (depending on the specific week&#8217;s instructions. Ultimately, you should use this space to\u00a0explore meaning production through\u00a0syntax, grammar, and forms. You should explain why your exhibit\u00a0works or why it doesn&#8217;t. In short, this assignment asks you to think closely about the relationship between form and content and the rhetoric that dialectic produces. <strong>You should have fun with this and feel free to experiment and take chances and play around.<\/strong><\/p>\n<h2>POST CATEGORIES: (USE BOTH)<\/h2>\n<p>See the <strong><a href=\"https:\/\/docs.google.com\/document\/d\/1YSFte0WS3NhjquHBEbFSdc-RmE7In9JCvtJk_3ZBfpY\/edit\">FAQ<\/a>:\u00a0<\/strong>&#8220;Creating Posts &amp; Adding Categories&#8221;<\/p>\n<p>&#8220;Commonplace&#8221;<\/p>\n<p>&#8220;WRTG101S2017&#8221;<\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<\/div><\/div><div class=\"flex_column av_one_half  flex_column_div av-zero-column-padding first  \" style='border-radius:0px; '><div class=\"tabcontainer  top_tab  \">\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-13\" class=\"tab active_tab\"  itemprop=\"headline\" ><span class='tab_icon' aria-hidden='true' data-av_icon='\ue803' data-av_iconfont='entypo-fontello'><\/span>Built Environment Descriptions<\/div>\n    <div id=\"tab-id-13-container\" class=\"tab_content active_tab_content\">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<h2>The Digital Archives<\/h2>\n<p><strong>Required<\/strong> (3\u00a0x 5 records):<\/p>\n<p>An Archive of <strong>Images<\/strong> &amp; <strong>Sound<\/strong> &amp; <strong>Video<\/strong> &amp; <strong>Signage\u00a0<\/strong>showing cultural, historical, and political influences that have shaped your Built Environment.<\/p>\n<p><strong>Optional<\/strong><\/p>\n<p>Built Environment Descriptions<\/p>\n<p><b>Detailed built environment\u00a0descriptions <\/b>(50 points each\/apprx 500 words):<\/p>\n<ul>\n<li>Description of an <b>exterior<\/b> site<\/li>\n<li>Description of an <b>interior\u00a0<\/b>site<\/li>\n<li>Description of a <strong>textual<\/strong>\u00a0<strong>document<\/strong>\u00a0about your site<\/li>\n<li>Description of your site&#8217;s <strong>cultural\u00a0influences<\/strong><\/li>\n<li>Description of your site&#8217;s <strong>political\u00a0forces<\/strong> that have shaped your site<\/li>\n<li>Description of <em>features and characteristics<\/em> relevant to the site\u2019s <strong>history<\/strong><\/li>\n<\/ul>\n<p>Compose more descriptions\u00a0for more points:<\/p>\n<p>Your site descriptions will be created as blog posts on your WordPress site, in the category \u201cBuilt Environment\u00a0Descriptions,\u201d and tagged appropriately (\u201cExterior\u201d and \u201c[Site Name]\u201d).<\/p>\n<p>Submit links in the appropriate place in Gradecraft.<\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-14\" class=\"tab \"  itemprop=\"headline\" ><span class='tab_icon' aria-hidden='true' data-av_icon='\ue83f' data-av_iconfont='entypo-fontello'><\/span>Due Dates &amp; Rubrics<\/div>\n    <div id=\"tab-id-14-container\" class=\"tab_content \">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<p>Here&#8217;s your <a href=\"https:\/\/docs.google.com\/document\/d\/1baqaC6jNiTBxbZ8DI-8_L7tWNU5frUdVs7JiC9EKMnQ\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener noreferrer\">rubric<\/a>. For due dates, see <a href=\"https:\/\/docs.google.com\/document\/d\/1c9_CYFDxDqv7kQOor9eblnsa2AgJ410SaDnDnljMwSI\/edit?usp=sharing\">Course Schedule<\/a>.<\/p>\n<p><a href=\"http:\/\/s2.quickmeme.com\/img\/43\/4354cf7a71444f74f77c46f1d6e7a9481b85df2b24cecc680d3ee3aabbce9eb8.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium\" src=\"http:\/\/s2.quickmeme.com\/img\/43\/4354cf7a71444f74f77c46f1d6e7a9481b85df2b24cecc680d3ee3aabbce9eb8.jpg\" alt=\"\" width=\"300\" height=\"218\" \/><\/a><\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-15\" class=\"tab \"  itemprop=\"headline\" ><span class='tab_icon' aria-hidden='true' data-av_icon='\ue80f' data-av_iconfont='entypo-fontello'><\/span>Instructions<\/div>\n    <div id=\"tab-id-15-container\" class=\"tab_content \">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<p><strong>How to compose a built environment description:<\/strong><\/p>\n<p>Project Purpose and Goals: This course explores\u00a0how we can do close, analytical \u201creading\u201d\u2014which we can phrase alternately as the reading of visual rhetoric and the reading of the rhetoric of artifacts\u2014of the environments and landscapes around us. In order to do this kind of close reading of the built environment, we need to train ourselves to see, and document or describe the details that provide the evidence for our analysis or interpretation of a given site.<\/p>\n<p><i>This project is designed to help you develop your faculties of observation and multimodal description.<\/i><\/p>\n<p><strong>Instructional readings and models of built environment description:<\/strong><\/p>\n<p><strong>Guidelines:<\/strong><\/p>\n<p>Choosing, observing, and documenting a site<\/p>\n<p>You are required to spend at least <b>one hour<\/b> observing each of the three spaces you\u2019re writing about for this project. If you choose a private site (i.e. a business) for the interior or exterior site description, you should get permission from the owner or manager to conduct your observation. You should explain the purpose of the project, and that it is a class project.<\/p>\n<p>You will choose your site from the class google map of <em>S Street<\/em>.<\/p>\n<p>In an ideal world, you would make many trips to your site. For this project, you are only required to make one trip to your site, spending one hour taking photos or video, and writing or recording notes.<\/p>\n<p>During your visit, you are required to <strong>document the site<\/strong> in two ways:<\/p>\n<ul>\n<li>Create at least\u00a0<strong>five digital records<em>\u00a0<\/em><\/strong>to document the location you\u2019ve chosen. Post these digital records to your blog\u2013each as a separate blog post\u2013with a brief (50-100 words) description of what they are. You can take pictures, create video, make sound recordings, scan brochures\/menus\/flyers<\/li>\n<li>Take <b>written or recorded voice notes<\/b> in which you create an inventory or catalog of everything that you see, hear, smell, touch, or taste at the site<\/li>\n<\/ul>\n<p><strong>Use these questions<\/strong> to guide your process of documenting the site:<\/p>\n<ul>\n<li>What artifacts or things are present at the site?<\/li>\n<li>How are these artifacts or things arranged\/located\/stored?<\/li>\n<li>What is the layout of your site?<\/li>\n<li>Is it open and easy to navigate? Or is it closed, crowded with obstacles, etc.?<\/li>\n<li>What colors are present in the space?<\/li>\n<li>How does the site make you feel and why?<\/li>\n<li>How is the site used? Who uses it?<\/li>\n<li>How does the site advertise its uses? How does the site target or signal its intended users?<\/li>\n<\/ul>\n<p><b>Other Characteristics to Note<\/b><\/p>\n<table>\n<tbody>\n<tr>\n<td><b>Characteristics to Note<\/b><\/p>\n<table>\n<tbody>\n<tr>\n<td>Style<\/td>\n<td>Aural<\/td>\n<td>Structure<\/td>\n<\/tr>\n<tr>\n<td>Tone<\/td>\n<td>Visual<\/td>\n<td>Organization<\/td>\n<\/tr>\n<tr>\n<td>Mood<\/td>\n<td>Oral<\/td>\n<td>Graphics<\/td>\n<\/tr>\n<tr>\n<td>Diction<\/td>\n<td>Repetition<\/td>\n<td>Colors<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>You will archive each of your <b>digital records<\/b>\u00a0as posts on your WordPress site, in the appropriate category (\u201cImages,\u201d \u201cSounds,\u201d \u00a0\u201cArtifacts &amp; Signage\u201d) tagging them appropriately (\u201cInterior,\u201d \u201cExterior,\u201d or \u201cDigital,\u201d and \u201c[Site Name]\u201d).<\/p>\n<p>You do not need to archive your <b>notes<\/b>, but if you do, you can earn points for good notes by creating a blog post of them in the category \u201cField Notes\u201d and tagging it appropriately (\u201cInterior,\u201d \u201cExterior,\u201d or \u201cDigital,\u201d and \u201c[Site Name]\u201d). You can also get extra credit for archiving extra digital records (10 per record)\u00a0from your chosen locations. You submit extra credit posts using the form on your WordPress site. To receive credit, submissions must be properly tagged.<\/p>\n<p>Composing your site description<\/p>\n<p><strong>Optional<\/strong>: After you have observed and documented each site, you will create a blog post on your WordPress site in which you compose a 250-500 word description of your site that answers the following questions:<\/p>\n<ul>\n<li>What site are you describing?<\/li>\n<li>Where is it located?<\/li>\n<li>When was it created\/built?<\/li>\n<li>What artifacts or things are present at the site?<\/li>\n<li>How are these artifacts or things arranged\/located\/stored?<\/li>\n<li>What is the layout of your site?<\/li>\n<li>Is it open and easy to navigate? Or is it closed, crowded with obstacles, etc.?<\/li>\n<li>What colors are present in the space?<\/li>\n<li>How does the site make you feel and why?<\/li>\n<li>How is the site used? Who uses it?<\/li>\n<li>How does the site advertise its uses? How does the site target or signal its intended users?<\/li>\n<\/ul>\n<p>Rather than answering these questions in order, your site description should be in the form of a narrative that provides this information to interested readers of the general public. The description should integrate your\u00a0digital records\u00a0associated with the site.<\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<\/div><\/div><div class=\"flex_column av_one_half  flex_column_div av-zero-column-padding   \" style='border-radius:0px; '><div class=\"tabcontainer  top_tab  \">\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-16\" class=\"tab active_tab\"  itemprop=\"headline\" ><span class='tab_icon' aria-hidden='true' data-av_icon='\ue811' data-av_iconfont='entypo-fontello'><\/span>Annotated Bibliography<\/div>\n    <div id=\"tab-id-16-container\" class=\"tab_content active_tab_content\">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<h2>Annotated Bibliography (250-500 Points)<\/h2>\n<p>Annotated bibliographies can serve several purposes, such as explaining how your sources inform your work or making sure you fully understand your sources and how to properly cite them. Some professors may ask you to submit one with your final research project. Others may ask you to create one before you begin writing.<\/p>\n<p>This assignment will blend both approaches. That is, you will submit bibliographic entries throughout the term, three (or four)\u00a0at a time. In the end, you will have annotated ten sources\u00a0and detailed\u00a0how you have used each source in accordance with Bizup&#8217;s B. E. A. M. Each annotation should be brief, about 150-200 words.<\/p>\n<p>You should also compile all your sources and reading notes in Zotero.<\/p>\n<p>.<\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-17\" class=\"tab \"  itemprop=\"headline\" ><span class='tab_icon' aria-hidden='true' data-av_icon='\ue850' data-av_iconfont='entypo-fontello'><\/span>Due Dates &amp; Rubric<\/div>\n    <div id=\"tab-id-17-container\" class=\"tab_content \">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<p>See the <a href=\"https:\/\/docs.google.com\/document\/d\/1c9_CYFDxDqv7kQOor9eblnsa2AgJ410SaDnDnljMwSI\/edit?usp=sharing\">Course Schedule <\/a>for due dates. Here&#8217;s the <a href=\"https:\/\/docs.google.com\/document\/d\/1-UxqGurWRFmoHje1NLWWpIeWBLF1h4i1wHsvk1GkbkI\/edit?usp=sharing\">Rubric<\/a>.<\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-18\" class=\"tab \"  itemprop=\"headline\" >Instructions<\/div>\n    <div id=\"tab-id-18-container\" class=\"tab_content \">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<p><span style=\"font-weight: 400\"><strong>Purpose \/ Goals<\/strong>: The Annotated Bibliography gives you the opportunity to explain how your research informs your project, in this case, your final Built Environment Analysis. It also encourages you to demonstrate to\u00a0us how you are\u00a0<em>using\u00a0<\/em>them. This assignment, furthermore, gives you further practice in the academic\u00a0forms\u00a0of summary analysis. Rather than thinking of sources\u00a0as things to check off (must have 3 scholarly sources and 2 popular sources), this assignment asks you to\u00a0<em>do something<\/em> with them in accordance with BEAM, which reminds us that no source is inherently good or bad.<\/span><\/p>\n<p>Use MLA 8.<\/p>\n<p><span style=\"font-weight: 400\"><strong>Background<\/strong>: \u201cmaterials a writer relies on for general information or for factual evidence.\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400\"><strong>Exhibit<\/strong>: \u201cmaterials a writer analyzes or interprets.\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400\"><strong>Argument<\/strong>: \u201cmaterials whose claims a writer engages.\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400\"><strong>Method<\/strong>: \u201cmaterials from which a writer takes a governing concept or derives a manner of working.\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400\"><strong>How<\/strong>: <\/span><span style=\"font-weight: 400\">The annotations are approximately two paragraph summaries of each of the ten\u00a0articles (i.e., per work). \u00a0<\/span><b>Use the Single Author Templates to do this<\/b><span style=\"font-weight: 400\">. We will work on how to annotate in class, and I will provide more detailed examples.<\/span><\/p>\n<p><span style=\"font-weight: 400\">I will assess these according to the rubric found here.<\/span><\/p>\n<p><b>Example structure<\/b><span style=\"font-weight: 400\">:<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Exhibit:<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400\">Curzan, Ann. &#8220;Teaching the Politics of Standard English.&#8221; <\/span><i><span style=\"font-weight: 400\">Journal of English\u00a0<\/span><\/i><i><span style=\"font-weight: 400\">Linguistics<\/span><\/i><span style=\"font-weight: 400\"> 30.4 (2002): 339-52. Print.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Paragraph 1: Summary \/ Analysis using the single author template (what you used for the Reading Analysis).<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Paragraph 2: How you plan to use it and put it in conversation with the other sources.<\/span><\/li>\n<\/ul>\n<ol>\n<li><span style=\"font-weight: 400\">Background:<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400\">Jones, Paul. &#8220;Why I read Books.&#8221; <\/span><i><span style=\"font-weight: 400\">Journal of Reading and Writing<\/span><\/i><span style=\"font-weight: 400\">\u00a032.4 (2004): 339-52. Print.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Paragraph 1: Summary \/ Analysis using the single author template.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Paragraph 2: How you plan to use it and put it in conversation with the other sources.<\/span><\/li>\n<\/ul>\n<p>Here are some further resources for you:\u00a0<a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/614\/01\/\"><span style=\"font-weight: 400\">here<\/span><\/a><span style=\"font-weight: 400\"> and <\/span><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/614\/02\/\"><span style=\"font-weight: 400\">here<\/span><\/a><span style=\"font-weight: 400\">.<\/span><\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<\/div><\/div><div class=\"flex_column av_one_half  flex_column_div av-zero-column-padding first  \" style='border-radius:0px; '><div class=\"tabcontainer  top_tab  \">\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-19\" class=\"tab active_tab\"  itemprop=\"headline\" ><span class='tab_icon' aria-hidden='true' data-av_icon='\ue849' data-av_iconfont='entypo-fontello'><\/span>Description<\/div>\n    <div id=\"tab-id-19-container\" class=\"tab_content active_tab_content\">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<p><b>Essay 1: Rhetorical Analysis of a Document (300-600 pts)<\/b><\/p>\n<p>5 pages, not including Works Cited pages and multi-media.<\/p>\n<p>Academic \/ Scholarly<\/p>\n<p>This essay marks the first step in your semester-long project which culminates in your final essay. <span style=\"font-weight: 400\">As our readings thus far have argued, all objects are rhetorical. In other words, everything makes an argument. For this assignment, you will be working with a text connected in some way to your Built Environment.<\/span><\/p>\n<p><span style=\"font-weight: 400\">This essay\u00a0asks you to find a document that circulates through your CLS in order\u00a0to uncover its \u201cnetwork.\u201d <strong>\u00a0You may have to do some digging around to find a text to work with<\/strong>. That&#8217;s ok. The discovery process will serve you well as your project develops. While you\u2019re not looking to \u201cprove\u201d anything, you will need to think about your audiences that might come across your research. What would be useful for them? What do you find most interesting or ripe for further explanation? (think along those lines).\u00a0<\/span>You should probably think about the<a href=\"https:\/\/louisville.edu\/writingcenter\/for-students-1\/handouts-and-resources\/handouts-1\/logos-ethos-pathos-kairos\"> classical examples of rhetorical situation,<\/a>\u00a0including &#8220;<a href=\"https:\/\/writingcommons.org\/open-text\/information-literacy\/rhetorical-analysis\/rhetorical-appeals\/595-kairos\">kairos<\/a>&#8221; and <a href=\"https:\/\/www.slideshare.net\/heatherdwayne\/kantz-8460894\">Kantz<\/a>&#8216;s schema or CATPA (Context\/Audience\/Topic\/Purpose\/Audience.\u00a0You could also discuss its form (paper? Blog? twitter?).<\/p>\n<p>In other words, use a combination of rhetorical concepts, including but not limited to those listed above, to help your readers better understand your Built Environment.<\/p>\n<p><i><strong>To Consider<\/strong>:<\/i><\/p>\n<p>When choosing a document for analysis, make sure you choose one that seems important to your CLS, that offers enough to analyze for <strong>five pages<\/strong>. Consider documents such as mission statements, open letters, websites, and advertising campaigns.<\/p>\n<p>Strive for an argument more sophisticated than simply: \u201cit\u2019s rhetorical.\u201d Instead, choose what aspects of the document to analyze that help you to make an overall claim. Your thesis-driven, central argument should say something about <i>how<\/i> the document functions. For example, you might argue that the rhetor really leans on X device because she wants to achieve Y from Z audience in particular. Or, the rhetorical situation limited the options of rhetor, and she fails for Y reasons. Or, X organization arranges their About Us page on their website to convey Y ethos because they hope to achieve Z.<\/p>\n<p>Remember, this is about <i>function<\/i> &#8212; how, you should ask yourself, does this rhetor attempt to achieve something?<\/p>\n<p><i><strong>On Form<\/strong>:<\/i><\/p>\n<p>You should present this information in the best way to serve your various audience\u2019s needs. What\u2019s the conversation you want to have? You should include images and video. If you\u2019d like to incorporate sound, please do so, but no one is required to use sound in this project. What might matter to the public? Ask yourself: what do I need to address if I want to argue X? Work backwards as we practiced in class.<\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<\/div><\/div><div class=\"flex_column av_one_half  flex_column_div av-zero-column-padding   \" style='border-radius:0px; '><div class=\"tabcontainer  top_tab  \">\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-20\" class=\"tab active_tab\"  itemprop=\"headline\" ><span class='tab_icon' aria-hidden='true' data-av_icon='\ue841' data-av_iconfont='entypo-fontello'><\/span>Mapping Commonplaces<\/div>\n    <div id=\"tab-id-20-container\" class=\"tab_content active_tab_content\">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<h2><a name=\"mappingcommonplaces\"><\/a>Mapping Commonplaces<\/h2>\n<p>Using Jenny Rice\u2019s \u201cKeep Austin Weird\u201d example, this project asks you to \u201cmap\u201d with a multi-media tool one commonplace within your CLS. \u00a0You will practice research as a visibly networked activity, analyze, and use digital tools to represent the movement of your commonplace across a minimum of four separate rhetors and adaptations, and in so doing examine its significance. \u00a0The point is to observe rhetors\u2019 agile uses of rhetorical resources and system-level dynamics in order to inform your own rhetorical production. Your map should be able to stand on its own as a text that includes a claim (what we\u2019ll call a \u201cspirit thesis\u201d) and plenty of examples of adaptations of the one commonplace. Furthermore, you will write a three page analysis of rhetors\u2019 choices and, as you see them, the effects of their efforts.<\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-21\" class=\"tab \"  itemprop=\"headline\" ><span class='tab_icon' aria-hidden='true' data-av_icon='\ue83f' data-av_iconfont='entypo-fontello'><\/span>Due Dates<\/div>\n    <div id=\"tab-id-21-container\" class=\"tab_content \">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<p>See <a href=\"https:\/\/docs.google.com\/document\/d\/1c9_CYFDxDqv7kQOor9eblnsa2AgJ410SaDnDnljMwSI\/edit?usp=sharing\">Course Schedule<\/a>.<\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<section class=\"av_tab_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" >    <div data-fake-id=\"#tab-id-22\" class=\"tab \"  itemprop=\"headline\" ><span class='tab_icon' aria-hidden='true' data-av_icon='\ue843' data-av_iconfont='entypo-fontello'><\/span>Instructions<\/div>\n    <div id=\"tab-id-22-container\" class=\"tab_content \">\n        <div class=\"tab_inner_content invers-color\"  itemprop=\"text\" >\n<p><i><span style=\"font-weight: 400\">To Consider<\/span><\/i><span style=\"font-weight: 400\">:<\/span><\/p>\n<p><span style=\"font-weight: 400\">This project asks of you a different kind of research than what you\u2019re likely accustomed to. You can\u2019t choose a commonplace first and then pursue its iterations. Instead, you must immerse yourself even further in your CLS than you already have &#8212; and pursue more open and associative kinds of research. Though very different from typical academic research methods, what we\u2019re doing is closer to how you come to coordinate with new spaces of discourses&#8211;this is how you come to be a better writer in other, later environments (bio class, your workplace, etc.): immersion and pattern recognition. Doing so prepares you for the later steps of pattern imitation and pattern adaptation.<\/span><\/p>\n<p><i><span style=\"font-weight: 400\">On Form<\/span><\/i><span style=\"font-weight: 400\">:<\/span><\/p>\n<p><span style=\"font-weight: 400\">How should you choose a form for your map? And what are your options? Though by no means the only approaches available to you, the most common approaches students take include a geo-spatial map, a narrative map, or a timeline. Each of these suggests a different digital format you can choose. For example, if you pursue a geo-spatial map, you might go with a custom Google Map or Prezi. If you decide your commonplace is best expressed in story form, you might choose to make a short documentary in iMovie; if a timeline, then perhaps Piktochart.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The most important question about the form of this project you can ask yourself, though, is which of these approaches can best allow me to convey the dynamics of commonplace adaptation and circulation in my CLS? One way to realize your account of these dynamics is to grid your findings, like this my example from Rice\u2019s \u201cKeep Austin Weird\u201d findings:<\/span><\/p>\n<table>\n<tbody>\n<tr>\n<td><span style=\"font-weight: 400\">Topos:\u201cKeep Austin Weird\u201d<\/span><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Rhetor<\/span><\/td>\n<td><span style=\"font-weight: 400\">Local business owners<\/span><\/td>\n<td><span style=\"font-weight: 400\">Austin city officials<\/span><\/td>\n<td><span style=\"font-weight: 400\">UT-Austin Lib Arts College fac and admin<\/span><\/td>\n<td><span style=\"font-weight: 400\">Cingular Wireless<\/span><\/td>\n<td><span style=\"font-weight: 400\">Local graffiti artists<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Purpose<\/span><\/td>\n<td><span style=\"font-weight: 400\">keep business in face of big-box incursion<\/span><\/td>\n<td><span style=\"font-weight: 400\">Generate excitement around urban planning entertainment initiatives<\/span><\/td>\n<td><span style=\"font-weight: 400\">Maintain and create support for college, build community within college<\/span><\/td>\n<td><span style=\"font-weight: 400\">Sell product through identifying with local residents<\/span><\/td>\n<td><span style=\"font-weight: 400\">Make fun of enthusiasm and popularity of topos<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Audience<\/span><\/td>\n<td><span style=\"font-weight: 400\">Local shoppers<\/span><\/td>\n<td><span style=\"font-weight: 400\">Developers and voters<\/span><\/td>\n<td><span style=\"font-weight: 400\">Students, current and prospective<\/span><\/td>\n<td><span style=\"font-weight: 400\">Local shoppers<\/span><\/td>\n<td><span style=\"font-weight: 400\">Street traffic and pedestrians<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Genre<\/span><\/td>\n<td><span style=\"font-weight: 400\">bumper stickers<\/span><\/td>\n<td><span style=\"font-weight: 400\">Development proposal<\/span><\/td>\n<td><span style=\"font-weight: 400\">T-shirts<\/span><\/td>\n<td><span style=\"font-weight: 400\">Billboard<\/span><\/td>\n<td><span style=\"font-weight: 400\">Painting and stickers<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Adaptation<\/span><\/td>\n<td><span style=\"font-weight: 400\">Keep Austin Weird<\/span><\/td>\n<td><span style=\"font-weight: 400\">\u2026in order to keep Austin unique and weird\u2026<\/span><\/td>\n<td><span style=\"font-weight: 400\">Keep Austin Liberal Arts<\/span><\/td>\n<td><span style=\"font-weight: 400\">Keepin\u2019 Austin Weird<\/span><\/td>\n<td><span style=\"font-weight: 400\">Keep Austin Normal. \u00a0Conform.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"font-weight: 400\">It can help to look at a similarly simplified representative of your research for you to get a handle on how you want to characterize all this action. From there, it\u2019s time to choose the digital format that allows you to best write these dynamics for others to see.<\/span><\/p>\n<p><span style=\"font-weight: 400\">I know this project can sound a little mystifying at first, but I have a bunch of examples to show you of prior students\u2019 work &#8212; and take a look ahead on the calendar to see all the lab time we have for this project. We\u2019ll do this together.<\/span><\/p>\n\n        <\/div>\n    <\/div>\n<\/section>\n\n<\/div><\/div><\/div><\/div><\/div><!-- close content main div --><\/div><\/div><\/div><div id='coursecalendar' class='avia-section header_color avia-section-default avia-no-shadow av-section-color-overlay-active avia-bg-style-scroll  container_wrap fullsize'   ><div class='av-section-color-overlay-wrap'><div class='av-section-color-overlay' style='opacity: 0.5; '><\/div><a href='#next-section' title='' class='scroll-down-link' aria-hidden='true' data-av_icon='\ue877' data-av_iconfont='entypo-fontello'><\/a><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1076'><div class='entry-content-wrapper clearfix'>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><h2>Course Calendar<\/h2>\n<p>Our <a href=\"https:\/\/docs.google.com\/document\/d\/1c9_CYFDxDqv7kQOor9eblnsa2AgJ410SaDnDnljMwSI\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener noreferrer\">full weekly calendar is a google doc<\/a> that\u00a0will be updated and amended throughout the semester. It is not, as they say, etched in stone.<\/p>\n<\/div><\/section>\n<section class=\"avia_codeblock_section avia_code_block_0\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_codeblock '  itemprop=\"text\" > [avia_codeblock_placeholder uid=\"0\"] <\/div><\/section>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><\/div><div id='submittingwork' class='avia-section socket_color avia-section-default avia-no-shadow avia-bg-style-scroll  container_wrap fullsize'   ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1076'><div class='entry-content-wrapper clearfix'>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><h2>How to Submit your Work?<\/h2>\n<p>You will, from start to finish (including all revisions), compose every assignment in a google doc, which you will share with me. To be considered complete, the assignment will use the following naming convention: [LastnameGivenNameInitial_AssignmentName]. For example, I would title my first Reading Analysis thusly: HoskinsH_RA1<\/p>\n<p>You will also copy &amp; paste the text to your WordPress Site, tagging and categorizing it according to the assignment directions.<\/p>\n<p>You will also submit a link to your Web post in the appropriate place in Gradecraft.<\/p>\n<p>In the interest of fairness to all students and to me (I can&#8217;t spend hours looking for your files), I will not\u00a0assess any assignment not submitted according to the assignment&#8217;s specifications.<\/p>\n<\/div><\/section>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='coursematerials' class='avia-section main_color avia-section-default avia-no-shadow avia-bg-style-scroll  container_wrap fullsize'   ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1076'><div class='entry-content-wrapper clearfix'>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><h2>Course Materials<\/h2>\n<p>Required Texts:<\/p>\n<p>David Fleming,\u00a0<a href=\"https:\/\/www.amazon.com\/gp\/offer-listing\/0791476502\/ref=sr_1_1_olp?s=books&amp;ie=UTF8&amp;qid=1472160877&amp;sr=1-1&amp;keywords=city+of+rhetoric\"><em>City of Rhetoric: Revitalizing the Public Sphere in Metropolitan America<\/em><\/a><\/p>\n<p>Graff and Birkenstein,\u00a0<a href=\"https:\/\/www.amazon.com\/gp\/offer-listing\/039393361X\/ref=dp_olp_used?ie=UTF8&amp;condition=used\"><em>They Say, I Say: The Moves That Matter in Academic Writing\u00a0<\/em><\/a><\/p>\n<p>Various essays we can get from the <a href=\"https:\/\/www.american.edu\/library\/research\/\">library<\/a> in .pdf form.<\/p>\n<p>American University,\u00a0<em>EasyWriter<\/em><\/p>\n<p>A Computer (you can borrow one from the library at anytime).<\/p>\n<p>You American University GDrive.<\/p>\n<p><a href=\"https:\/\/www.slack.com\" target=\"_blank\" rel=\"noopener noreferrer\">Slack<\/a> \/ <a href=\"https:\/\/www.zotero.org\/groups\/hoskins_wrtgs17\" target=\"_blank\" rel=\"noopener noreferrer\">Zotero<\/a> \/ <a href=\"https:\/\/www.hypothes.is.org\">Hypothes.is<\/a> \/ <a href=\"https:\/\/beta.gradecraft.com\">Gradecraft<\/a><\/p>\n<p>Helpful Texts:<\/p>\n<p>Ruben Castaneda, <a href=\"https:\/\/www.amazon.com\/Street-Rising-Crack-Murder-Redemption\/dp\/1620400049\"><em><span id=\"productTitle\" class=\"a-size-large\">S Street Rising: Crack, Murder, and Redemption in D.C.<\/span><\/em><\/a><\/p>\n<\/div><\/section>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='grading' class='avia-section footer_color avia-section-default avia-no-shadow avia-bg-style-scroll  container_wrap fullsize'   ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1076'><div class='entry-content-wrapper clearfix'>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><h2>Assessment<\/h2>\n<p>American University uses a four-point grading scale (A = 4.0, A- = 3.67, B+ = 3.33, B = 3.0, B- = 2.67, C+ = 2.33, C = 2.0, C- = 1.67, D = 1.0, F = 0.0). To convert this into a one-hundred-point scale, many professors simply divide each letter grade into thirds. \u00a0A \u201cB-,\u201d then, is 80-83.33, a \u201cB\u201d 83.3 \u2013 86.66, and so forth.<\/p>\n<p>In this course, we are going to use an additive grading system. Rather than take points away from you, you will earn points for everything you in the class. You can find all the point-earning opportunities in our <a href=\"http:\/\/beta.gradecraft.com\" target=\"_blank\" rel=\"noopener noreferrer\">beta.gradecraft.com<\/a>\u00a0space or in this google doc. Please be aware that we, as a class, may adjust this scale as we add or subtract point-earning opportunities.<\/p>\n<\/div><\/section>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><h2>Late Work<\/h2>\n<p>In consideration of those who sacrificed to submit their work on time, the class voted\u00a0to penalize late class work penalizing that work by 50%. This penalty does not apply, however,\u00a0to the Major Essays, each draft of which loses a letter grade for each class period it is submitted late.<\/p>\n<h2>Course Completion<\/h2>\n<p><strong>\u00a0<\/strong>You must submit all major writing assignments in order to pass this course.<\/p>\n<h2>E-Mail and Social Media<\/h2>\n<p>Feel free to email me whenever you need to. I usually answer email pretty quickly, but if you don&#8217;t hear from me in over twenty-four hours, please feel free to gently remind me.\u00a0For more general questions about the course or assignments, you should first go to Slack for answers since you&#8217;ll probably get a quicker response.<\/p>\n<\/div><\/section>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><h2>Final Grade Requirement for College Writing<\/h2>\n<p><strong>\u00a0<\/strong>You must receive a grade of C or better to satisfy AU\u2019s requirement for College Writing.<\/p>\n<h2>Extra Credit<\/h2>\n<p>Extra credit opportunities for all class members may or may not be provided over the course of the term at my\u00a0sole discretion. No individualized opportunities for extra credit will be offered.<\/p>\n<h2>Essay Revisions<\/h2>\n<p>You will have opportunities to revise as a matter of course. See each individual assignment for the proper protocol. The class will decide how the revisions will work.<\/p>\n<h2>Extensions<\/h2>\n<p>I don&#8217;t normally allow for extensions unless you have a serious emergency. If you think you might qualify for an extension due to a major life event, please let me know as soon as possible.<\/p>\n<\/div><\/section>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><h2>Incomplete Grades<\/h2>\n<p>An \u201cI\u201d is a temporary final course grade assigned in response to an extenuating, documented situation. In order to receive this grade, you must qualify and you must complete a contract with your professor. This contract outlines the work to be done, the completion date, and the default grade should the work go unfinished. <strong>I only reserve this for the most serious situations, like family or personal life emergencies.\u00a0<\/strong><\/p>\n<\/div><\/section>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='whatelse' class='avia-section alternate_color avia-section-small avia-no-border-styling avia-bg-style-scroll  container_wrap fullsize'   ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1076'><div class='entry-content-wrapper clearfix'>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  av_inherit_color'   itemprop=\"text\" ><h2><strong>Learning Outcomes<\/strong><\/h2>\n<p>College Writing courses offer a core set of skills and experiences, emphasizing both continual practice and increasing complexity of reading and writing assignments. \u00a0All College Writing students should achieve the following objectives, which arise out of programmatic goals and evaluative criteria:<\/p>\n<ul>\n<li>Based on the idea that writing is a recursive series of choices, students will learn to <strong>make sophisticated choices<\/strong> in their own writing.<\/li>\n<li>Students will <strong>practice giving critical feedback to their peers\u2019 writing<\/strong> as well as <strong>applying critical feedback on their writing<\/strong>.<\/li>\n<li>Students will learn to <strong>formulate original, increasingly complex theses<\/strong> in their writing projects and develop those theses into well-supported arguments.<\/li>\n<li>Students <strong>will learn a range of research methods<\/strong>, and they will use these varied methods and incorporate source material into their writing so that it develops and supports their ideas.<\/li>\n<li>Students <strong>will learn to develop effective and appropriate organizational strategies<\/strong> for their writing.<\/li>\n<li>Students <strong>will practice critical thinking and reading skills<\/strong>, so that they can <strong>devise original ideas<\/strong>, rather than simply echo the ideas of others.<\/li>\n<li>Students <strong>will learn to evaluate the credibility of sources<\/strong>, use academic\/scholarly resources, and incorporate sources effectively and ethically.<\/li>\n<\/ul>\n<p><a name=\"courseobjectives\"><\/a><\/p>\n<\/div><\/section>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><div class='av-extra-border-element border-extra-arrow-down'><div class='av-extra-border-outer'><div class='av-extra-border-inner'  style='background-color:#ffffff;' ><\/div><\/div><\/div><\/div><div id='integrity' class='avia-section socket_color avia-section-default avia-no-shadow avia-bg-style-scroll  container_wrap fullsize'   ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1076'><div class='entry-content-wrapper clearfix'>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  av_inherit_color'  style='color:#ffffff; '  itemprop=\"text\" ><h3><\/h3>\n<h2>Academic Integrity Code Violations<\/h2>\n<p>American University takes academic dishonesty very seriously; as such, all College Writing Program faculty members are required to report cases to the Dean of the College of Arts and Sciences. Please read the AU\u2019s Academic Integrity Code closely, and be sure to ask your professor if you have any questions. The code is available online\u00a0<a href=\"http:\/\/www.american.edu\/academics\/integrity\/index.htm.\">here<\/a>.<\/p>\n<p>In writing papers, you must properly cite all sources (1) directly quoted, (2) paraphrased, or (3) consulted in any fashion. Sources include all printed material, any ideas or words you gather from interview or survey subjects, and any ideas or words you acquire from the Internet. Proper citation for this class means using MLA style.<\/p>\n<p>Please note that it is considered plagiarism to submit informal assignments such as drafts and response papers without properly citing sources and acknowledging intellectual debts. And you may not submit one paper for assignments in two different classes without formal permission from both instructors.<\/p>\n<p>The Dean\u2019s standard policy for responding to academic dishonesty is failure of the course.<\/p>\n<\/div><\/section>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='resources' class='avia-section footer_color avia-section-default avia-no-shadow avia-bg-style-scroll  container_wrap fullsize'   ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1076'><div class='entry-content-wrapper clearfix'>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  av_inherit_color'  style='color:#ffffff; '  itemprop=\"text\" ><h2><strong>Campus Resources<\/strong><\/h2>\n<p>If you experience any difficulties in this course, please consult your professor. Information about additional resources that you can take advantage of is provided below.<\/p>\n<p>The Counseling Center\u00a0is located in Mary Graydon Center 214 and offers confidential assistance and referrals with regard to personal matters ranging from suicidal thoughts to roommate troubles. For more information, call 202-885-3500.<\/p>\n<p><em>All students may take advantage of the <\/em>Academic Support and Access Center\u00a0<em>(<\/em>Mary Graydon Center 243) <em>for individual academic counseling, skills workshops, tutor referrals, supplemental instruction, and writing appointments.<\/em> For more information, call 202-885-3360.<\/p>\n<p>The Writer Center is located on the first floor of the library and offers free, confidential consultations to assist you at any stage of the writing process. Call for an appointment: 202-885-2991.<\/p>\n<p>Research librarians can\u00a0help you to find, evaluate, and cite research materials of all shapes and sizes. [Insert information here about the research librarian that you and your students will be working with over the course of the term. Contact the Director of the College Writing Program, John Hyman, for more information about CWP instructor\/AU librarian pairings.]<\/p>\n<p>The College Writing Program\u2019s International Student Coordinator, Angela Dadak, works one-on-one with non-native speakers of English. Whether you are an international student or not, you can meet with Professor Dadak in her office (Battelle 255) about many things related to our class, from writing papers to participating in class discussions. You can contact Professor Dadak as follows: adadak@american.edu\u00a0or 202-885-2915.<\/p>\n<\/div><\/section>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><div id=\"accomodations\"><\/div>\n<h2><strong><span class=\"annotator-hl\">Students with Disabilities and\/or Special Needs<\/span><\/strong><\/h2>\n<p><em><span class=\"annotator-hl\">If you wish to receive accommodations for a disability, please notify all of your course professors with letters from the\u00a0Academic Support and Access Center (<\/span><\/em><em><span class=\"annotator-hl\">Mary Graydon Center 243). <b>As accommodations are not retroactive<\/b>, timely notification at the beginning of the semester, if possible, is requested.<\/span><\/em><\/p>\n<p>Please note that students with formal athletic obligations are considered students with special needs and should be in contact with all of their professors at the start of every term to discuss scheduling and related matters.<\/p>\n<\/div><\/section>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><h2><strong><span class=\"annotator-hl\">Sharing of Course Conten<\/span>t<\/strong><\/h2>\n<p>Students are not permitted to make visual or audio recordings, including live streaming, of classroom lectures or any class related content, using any type of recording devices (e.g., smart phone, computer, digital recorder, etc.) unless prior permission from the instructor is obtained , and there are no objections from any of the students in the class. If permission is granted, personal use and sharing of recordings and any electronic copies of course materials (e.g., PowerPoints, formulas, lecture notes and any classroom discussions online or otherwise) is limited to the personal use of students registered in the course and for educational purposes only, even after the end of the course.<\/p>\n<p>Exceptions will be made for students who present a signed Letter of Accommodation from the Academic Support and Access Center. See: How Do I Request Accommodations?<\/p>\n<p><a href=\"http:\/\/www.american.edu\/ocl\/asac\/Accommodations.cfm\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.american.edu\/ocl\/asac\/Accommodations.cfm<\/a><\/p>\n<p>To supplement the classroom experience, lectures may be audio or video recorded by faculty and made available to students registered for this class. Faculty may record classroom lectures or discussions for pedagogical use, future student reference, or to meet the accommodation needs of students with a documented disability. These recordings are limited to personal use and may not be distributed (fileshare), sold, or posted on social media outlets without the written permission of faculty.<\/p>\n<p>Unauthorized downloading, file sharing, distribution of any part of a recorded lecture or course materials, or using information for purposes other than the student\u2019s own learning may be deemed a violation of\u00a0<strong><em>American University\u2019s Student Conduct Code <\/em><\/strong>and subject to disciplinary action (see Student Conduct Code VI. Prohibited Conduct).<\/p>\n<\/div><\/section>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  av_inherit_color'  style='color:#ffffff; '  itemprop=\"text\" ><h2><b>Harassment<\/b><\/h2>\n<p>American University expressly prohibits any form of discriminatory harassment including sexual harassment, dating and domestic violence, sexual assault, and stalking. The university is an equal opportunity, affirmative action institution that operates in compliance with applicable laws and regulations, and does not discriminate on the basis of race, color, national origin, religion, sex (including pregnancy), age, sexual orientation, disability, marital status, personal appearance, gender identity and expression, family responsibilities, political affiliation, source of income, veteran status, an individual\u2019s genetic information or any other bases under federal or local laws in its programs and activities.<\/p>\n<p>If you experience any of the above, you have the option of filing a report with the AU Department of Public Safety (202-885-2527) or the Office of the Dean of Students (<a href=\"mailto:dos@american.edu\">dos@american.edu<\/a> or 202-885-3300). Please keep in mind that all faculty and staff \u2013 with the exception of counselors in the Counseling Center, victim advocates in the Wellness Center, medical providers in the Student Health Center, and ordained clergy in the Kay Spiritual Life Center \u2013 who are aware of or witness this conduct are required to report this information to the university, regardless of the location of the incident. For more information, including a list of supportive resources on and off-campus, contact OASIS: The Office of Advocacy Services for Interpersonal and Sexual Violence (<a href=\"http:\/\/www.american.edu\/sexualassault\">www.american.edu\/sexualassault<\/a>, <a href=\"mailto:oasis@american.edu\">oasis@american.edu<\/a> or 202-885-7070), or the Office of the Dean of Student (<a href=\"http:\/\/www.american.edu\/ocl\/dos\">www.american.edu\/ocl\/dos<\/a>).<\/p>\n<\/div><\/section>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='requirements' class='avia-section alternate_color avia-section-default avia-no-shadow avia-bg-style-scroll  container_wrap fullsize'   ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1076'><div class='entry-content-wrapper clearfix'>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><h2>Major Course Requirements<\/h2>\n<p>The information provided in this syllabus section is meant only to provide an overview; much more information about each major course assignment will be provided and also discussed in class.<\/p>\n<h2>Attendance Policy<\/h2>\n<p>The College Writing Program has a policy by which more than <strong>three unexcused absences<\/strong> may lead to failure of this course. Excused absences include but are not limited to\u00a0major religious holidays, a medical reason, athletic participation on an AU team, off-campus activities that are required and related to another class, or a family emergency.<\/p>\n<p>Often time we do not feel well. We then have to make decisions based on myriad factors. All decisions necessarily have consequences. We all must weigh those factors if we have a choice in missing class (or work), including thinking about those who may be relying on us (peers or family). We recommend saving those three absences for when you really need them. You needn&#8217;t explain non-excused absences. They&#8217;re yours to decide what to do with. However, remember\u00a0more than\u00a0<strong>three unexcused absences\u00a0<\/strong>may lead to failure of this course.<\/p>\n<p>For most absences, being a good colleague requires us to lesson the burden on others as much as possible. Therefore, you should check the class notes or have a someone take notes for you. Make a deal with someone in class (or work). Help each other out. Of course, you may always stop by office hours.<\/p>\n<p>Your professors will appreciate it if you let them know in advance if at all possible when you will miss a class.<\/p>\n<\/div><\/section>\n\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1111,"featured_media":0,"parent":617,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"coauthors":[4],"class_list":["post-628","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/628","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/users\/1111"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/comments?post=628"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/628\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/617"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/media?parent=628"}],"wp:term":[{"taxonomy":"author","embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/coauthors?post=628"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":623,"date":"2017-01-16T20:52:37","date_gmt":"2017-01-17T00:52:37","guid":{"rendered":"http:\/\/edspace.american.edu\/hoskins\/?page_id=623"},"modified":"2017-01-26T02:23:57","modified_gmt":"2017-01-26T06:23:57","slug":"syllabus101spring17","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/hoskins\/courses\/wrtg101spring2017\/syllabus101spring17\/","title":{"rendered":"Syllabus Page, WRTG 101, Spring 2017"},"content":{"rendered":"<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='av_section_15' class='avia-section header_color avia-section-large avia-shadow av-section-color-overlay-active avia-bg-style-scroll  av-minimum-height av-minimum-height-25 container_wrap fullsize' style = 'background-color: #14a5ff; '  ><div class='av-section-color-overlay-wrap'><div class='av-section-color-overlay' style='opacity: 0.9; background-color: #14a5ff; background-image: url(https:\/\/edspace.american.edu\/hoskins\/wp-content\/themes\/enfold\/images\/background-images\/linen-for-light-background.png); background-repeat: repeat;'><\/div><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1076'><div class='entry-content-wrapper clearfix'>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><h1 style=\"text-align: center\"><span style=\"color: #ffffff\">WRTG \u00a0106: Rhetorical Ecologies in Washington<\/span><\/h1>\n<h3 style=\"text-align: center\"><span style=\"color: #ffffff\">Prof. Hunter Hoskins | Fall 2016 | Office Hours MTh 2:30-4:30, and by appointment<\/span><\/h3>\n<\/div><\/section>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock '   itemprop=\"text\" ><\/div><\/section>\n<div class='avia-button-wrap avia-button-center '><a href='https:\/\/edspace.american.edu\/hoskins\/courses\/wrtg-106-fall2016\/course-page-106-fall-2016\/' class='avia-button  avia-icon_select-yes-left-icon avia-color-light avia-size-x-large avia-position-center '  target=\"_blank\"   ><span class='avia_button_icon avia_button_icon_left ' aria-hidden='true' data-av_icon='\ue8b1' data-av_iconfont='entypo-fontello'><\/span><span class='avia_iconbox_title' >Syllabus &amp; Course Info<\/span><\/a><\/div>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><div class='av-extra-border-element border-extra-arrow-down'><div class='av-extra-border-outer'><div class='av-extra-border-inner'  style='background-color:#14a5ff;' ><\/div><\/div><\/div><\/div><\/div><div id='av_section_16' class='avia-section main_color avia-section-default avia-no-shadow av-section-color-overlay-active avia-bg-style-scroll  av-minimum-height av-minimum-height-50 container_wrap fullsize' style = 'background-color: #35c922; '  ><div class='av-section-color-overlay-wrap'><div class='av-section-color-overlay' style='opacity: 0.5; background-color: #64b7a4; '><\/div><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1076'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_third  av-animated-generic left-to-right  flex_column_div av-zero-column-padding first  \" style='border-radius:0px; '><span class=\"av_font_icon avia_animate_when_visible av-icon-style-border  avia-icon-pos-center \" style=\"color:#2080e8; border-color:#2080e8;\"><a href='https:\/\/edspace.american.edu\/hoskins\/readings'  target=\"_blank\"   class='av-icon-char' style='font-size:40px;line-height:40px;width:40px;' aria-hidden='true' data-av_icon='\ue84f' data-av_iconfont='entypo-fontello' ><\/a><span class='av_icon_caption av-special-font'>Reading Analysis<\/span><\/span><\/div><div class=\"flex_column av_one_third  flex_column_div av-zero-column-padding   \" style='border-radius:0px; '><p><div class='avia-image-container  av-styling-   avia-align-center '  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><a href='https:\/\/edspace.american.edu\/tags\/category\/images' class='avia_image'  ><img class='avia_image ' src='https:\/\/edspace.american.edu\/hoskins\/wp-content\/uploads\/sites\/569\/2016\/09\/lenfentarchitecture-1790s5-300x227.jpg' alt='' title='lenfentarchitecture-1790s5'  itemprop=\"thumbnailUrl\"  \/><\/a><\/div><\/div><br \/>\n<div class='avia-button-wrap avia-button-center '><a href='https:\/\/edspace.american.edu\/tags\/category\/images' class='avia-button  avia-icon_select-yes-left-icon avia-color-theme-color avia-size-small avia-position-center '  target=\"_blank\"   ><span class='avia_button_icon avia_button_icon_left ' aria-hidden='true' data-av_icon='\ue800' data-av_iconfont='entypo-fontello'><\/span><span class='avia_iconbox_title' >DC Images<\/span><\/a><\/div><\/p><\/div><div class=\"flex_column av_one_third  flex_column_div av-zero-column-padding   \" style='border-radius:0px; '><span class=\"av_font_icon avia_animate_when_visible av-icon-style-border  avia-icon-pos-center \" style=\"color:#2080e8; border-color:#2080e8;\"><a href='https:\/\/edspace.american.edu\/hoskins\/commonplace'  target=\"_blank\"   class='av-icon-char' style='font-size:40px;line-height:40px;width:40px;' aria-hidden='true' data-av_icon='\ue84e' data-av_iconfont='entypo-fontello' ><\/a><span class='av_icon_caption av-special-font'>Commonplace Book<\/span><\/span><\/div><div class=\"flex_column av_one_third  flex_column_div av-zero-column-padding first  \" style='border-radius:0px; '><span class=\"av_font_icon avia_animate_when_visible av-icon-style-border  avia-icon-pos-center \" style=\"color:#097ec6; border-color:#097ec6;\"><a href='https:\/\/edspace.american.edu\/hoskins\/archives\/'  target=\"_blank\"   class='av-icon-char' style='font-size:40px;line-height:40px;width:40px;' aria-hidden='true' data-av_icon='\ue850' data-av_iconfont='entypo-fontello' ><\/a><span class='av_icon_caption av-special-font'>The Archives<\/span><\/span><\/div><div class=\"flex_column av_one_third  flex_column_div av-zero-column-padding   \" style='border-radius:0px; '><span class=\"av_font_icon avia_animate_when_visible av-icon-style-border  av-no-color avia-icon-pos-center \" style=\"\"><a href='https:\/\/edspace.american.edu\/hoskins\/commonplace-book-entries\/'  target=\"_blank\"   class='av-icon-char' style='font-size:40px;line-height:40px;width:40px;' aria-hidden='true' data-av_icon='\ue836' data-av_iconfont='entypo-fontello' ><\/a><span class='av_icon_caption av-special-font'>Sound<\/span><\/span><\/div><div class=\"flex_column av_one_third  flex_column_div av-zero-column-padding   \" style='border-radius:0px; '><span class=\"av_font_icon avia_animate_when_visible av-icon-style-border  av-no-color avia-icon-pos-center \" style=\"\"><a href='https:\/\/edspace.american.edu\/tags\/category\/artifacts &amp; signage'  target=\"_blank\"   class='av-icon-char' style='font-size:40px;line-height:40px;width:40px;' aria-hidden='true' data-av_icon='\ue833' data-av_iconfont='entypo-fontello' ><\/a><span class='av_icon_caption av-special-font'>DC Artifacts &amp; Signage<\/span><\/span><\/div><div class=\"flex_column av_one_third  flex_column_div av-zero-column-padding first  \" style='border-radius:0px; '><span class=\"av_font_icon avia_animate_when_visible av-icon-style-border  av-no-color avia-icon-pos-center \" style=\"\"><a href='edspace.american.edu\/hoskins\/extrastuff'  target=\"_blank\"   class='av-icon-char' style='font-size:40px;line-height:40px;width:40px;' aria-hidden='true' data-av_icon='\ue864' data-av_iconfont='entypo-fontello' ><\/a><span class='av_icon_caption av-special-font'>Extra Points<\/span><\/span><\/div>\n\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1111,"featured_media":0,"parent":617,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"footnotes":""},"coauthors":[4],"class_list":["post-623","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/623","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/users\/1111"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/comments?post=623"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/623\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/pages\/617"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/media?parent=623"}],"wp:term":[{"taxonomy":"author","embeddable":true,"href":"https:\/\/edspace.american.edu\/hoskins\/wp-json\/wp\/v2\/coauthors?post=623"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}]