Access the Essay 3 Overviewfile here.
Collaboration is at the forefront in the Digital Humanities today. The Collaborative Project consists of small steps to move groups toward creating a digital text centered on some aspect of Learning Difference (LD). Using the digital texts and the novel House of Leaves that we’ve read in class as examples, students will work together to create an engaging, critical document with a clear scope and function: to educate and persuade readers about some aspect of LD that the group feels is most important today.
Groups will complete a contract, abstract, bibliography, rough draft, and final draft. Individuals will also write a reflective letter.
- Review each sequence from our course and think about topics that intrigue you, and why.
- Select particular readings and contexts that seem relevant to a discussion about LD.
- Narrow this LD topic down with your group members until you have a really special, unique context. Not sure about what I mean by context? You can access my video here: https://youtu.be/LLUHre7Ub9s
- Once you land on an LD context, you must then problematize a number of issues within this context. Formulate a list of problems that your group will address in this project.
- Next, make arguments about these problems by (1) making judgments and taking a stance on the issues; (2) acknowledging the counterargument(s) for these judgments; and (3) noting the stakes of your arguments.
- With your arguments driving your line of inquiry, construct a critical digital text in which you hit every step along the line of inquiry, which includes:
- Close/Active Reading and Analysis
- Know discourse community and genre
- Rhetorical sensibility
- Argumentation (counterargument and stakes)
- Dialogic (research, conversation, quotes, evidence)
- Composition Elements (topic sentences, paragraph development, exposition, movement)
- Mechanics (grammar, formatting)
- Editing, Revising, Reimagining
- Bring in outside research by including at least 3 peer-reviewed sources, and any number of other sources. The sky’s the limit.
Check out these two helpful links designed to help students make digital texts:
|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 digital 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 digital genre, such as language and style, but may miss some elements (16-17)||Expresses a few attributes of the digital genre, but misses most elements (13-15)||Does not express enough attributes of the digital 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|