Access Blog 4 file here.
THE DEATH OF THE AUTHOR
|Medium||Blog Post on your own WordPress Blog|
|Elements||At least 1 direct quote from Barthes’s article
At least 2 examples from Sequence 1 course readings
Makes an argument
Bibliography for all works used
|Length||Approx. 500 words (or 2 pages double-spaced)|
|Due||February 22, before class begins|
Roland Barthes’s essay “The Death of the Author” complicates how we think of an author by suggesting that s/he is a socially and historically-constructed subject who exists within language and writing that language. The author is imitative and because of this cannot claim authority over her text. Rather, readers make the meaning of the text. Barthes writes that:
To give a text an Author is to impose a limit on that text, to furnish it with a final signified, to close the writing […] [However] by refusing to assign a “secret,” an ultimate meaning, to the text (and the world as text), liberates what may be called an anti-theological activity, an activity that is truly revolutionary since to refuse to fix meaning is, in the end, to refuse God and his hypostases–reason, science, law.
In many ways hypertext can be interpreted as a realization of Barthes’s vision of a text liberated from an author. For example, readers can alter and experience digital texts on their own terms.
For this blog make an argument about whether a more traditional author (pre-Barthes) has a place in 21st-century American society or whether the ideal Barthes-author has more potential for citizens. Be sure to outline your reasons (tip: use plenty of pathos!). Support your argument by bringing in at least 2 Sequence 1 course texts to counter or forward your observations.
|Comprehension||Meets all criteria of the prompt, exceeding expectations (5)||Meets all criteria of the prompt (4)||Meets most criteria of the prompt (3)||Does not meet most criteria of the prompt (0-2)||5|
|Timeliness & Executive Function||Blog is submitted on time and displays that student has met self-identified goals (5)||Blog is submitted on time and displays that student has met some self-identified goals (4)||Blog is not submitted on time but student made arrangements to submit late; may display some self-identified goals (3)||Blog is late and student did not make adequate arrangements; does not display satisfactory movement toward self-identified goals (0-2)||5|
|Genre & Discourse Community||Expresses the unique attributes of blog-writing well; but it also asks us to reconsider the genre and push the boundaries of how we define it (18-20)||Expresses many attributes of the blog genre, such as language and style, but may miss some elements (16-17)||Expresses a few attributes of the blog genre, but misses most elements (13-15)||Does not express enough attributes of the blog genre (0-12)||20|
|Rhetorical Strategies||Displays exceptional awareness of rhetorical strategies; these inform every move to display advanced critical thinking (18-20)||Displays some awareness of rhetorical strategies; these play a role at some key moments, showing some critical thinking (16-17)||Sometimes rhetorical moves are made but more attention needs to be paid to displaying rhetorical awareness (13-15)||Few or no rhetorical strategies are apparent, suggesting that not enough critical thinking drives the line of inquiry (0-12)||20|
|Source Work: Close-Reading, Summary, Quoting, Multimedia, Synthesis||Texts, links, images, and multimedia are integrated smoothly and accurately with attention to countering, forwarding, and sandwiching; usage enhances line of inquiry clearly (18-20)||Most source work is integrated smoothly and/or accurately with some attention to countering, forwarding, and/or sandwiching (16-17)||Some source work is integrated smoothly and/or accurately; however, sources could often be countered, forwarded, and/or sandwiched more clearly (13-15)||Few or no texts are integrated well enough to provide a sense of usage to the line of inquiry (0-12)||20|
|Argumentation||A series of arguments build upon each other to drive inquiry; includes judgment, counter-argument, and a number of stakes (18-20)||At least one clear argument is made that includes judgment, counterargument, and stakes (16-17)||An argument could emerge but not enough judgment is apparent; the “thesis” is a smart observation with potential to grow (13-15)||Observations are mostly without ethical value; no argument is clearly expressed (0-12)||20|
|Mechanics||Uses appropriate and correct language, organization, clarity, grammar, punctuation, MLA formatting, etc. to express ideas creatively in the blog genre (10)||Often uses appropriate and/or correct language, organization, clarity, grammar, punctuation, spacing, MLA formatting, etc. to express ideas in the blog genre (8-9)||Mostly uses appropriate and/or correct mechanics (7)||Does not use appropriate and/or correct mechanics and this affects the readability of the work (0-6)||10|