Media is always changing, even as it draws upon media that preceded it.

For this project, you will choose an offline medium and use it to help the class compose in an online medium (or the other way around). Think of it as filling in this sentence: “Composing in X medium helps us pay attention to ____ in Y medium, and that matters because…” You will select a reading for everyone to read before class that day, lead us through composing in that medium, and close by discussing the rhetorical possibilities in that medium.

Your Composing with Media project will be followed up by an individually-composed rationale that discusses the choices you and your group made and how they advanced your goals. Reflect on how the class time went – did people take up the medium in expected ways? What ways do you think about composing in that medium differently now? This rationale should be at least 1000 words.

Your project, like all others, should:

1. Be well suited to the audience. Think about what people might already have experience with (Facebook), think about what might be too complicated for half an hour (creating letterpress Wanted posters). What would be fun for us to play with and think about for an hour? Based on our conversations so far, what would challenge our thinking about composing?
2. Be soundly engineered. Teaching draws upon our previous projects: it is intentionally designed with visual, audio, and spatial features, and it happens over time.  What media are you using, in what ways with your audience experience it, and how do you sequence/pace your time? How can we start well, play and work in the middle, and end well? Your half hour with us should ‘hang together’ with all of its constituent parts.
3. Be specific and achievable. What would you like us to accomplish, think about, challenge, and/or reflect on? How will you help us do that? You have insights and interesting questions to think about – the ways you ask us to interact should align with your argument.
4. Make an argument. In light of all of the above, what is your point, your thesis, your ‘so what’? This class is meant to push you to consider the many ways in which we make arguments by assembling and deploying available resources –> how are you doing so through your project?

Things to think about:

  • We’ve all taught people something, and we’ve all learned in a variety of classroom situations. What kinds of activity make sense for the ‘hard work’ of your argument?
  • The reading you pick doesn’t have to be a journal article – but it should reflect intellectual rigor, help us consider the medium we play with, and be generally thoughtful and worth the time to read. If it is a longer piece, ask us to read an excerpt.

YOUR FINAL RATIONALE is composed of three parts. You will submit it via Compass 2g.

Your final project:

  • What were you trying to accomplish?
  • What specific rhetorical, technological, and material choices did you make in service of accomplishing the goal(s) articulated above?
  • Why did you end up pursuing this plan as opposed to others you may have thought of?
  • who and/or what helped you accomplish your goals?

Another group’s final project:

  • What were they trying to accomplish?
  • What choices helped accomplish this goal? What (if any) didn’t?
  • How does this group’s project leverage, argue with and/or challenge the Key Words we started this semester with?

This class:

  • How does a soundly engineered argument take place at the intersections of visual, spatial, and audio representations over time?

Grading: presentation (60%) + rationale (40%)

Presentation Argument

Presentation Sequence


Rationale Sophistication