The five major concepts of this course have been analyzing text, designing texts, editing them, circulation of texts and the production of these texts. These five areas have all been examined the most in the class and have each had an impact on the creation of the projects that were produced in class.
The analyzation of the texts has led to a better understanding of what the authors have to say in their work. The text we analyzed all have had a significant idea about texts and how they work and how others get a hold of them. The analyzation of these texts also looks at some of the concepts that are already described as the five major concepts, specifically design and edit of the texts.
The second concept that was important in class was the design of the texts. This goes into the formatting of the texts and how they look to the reader. This helps to give the reader a better understanding of what they are reading and a separation of the ideas that the author could be explaining throughout his work.
The third concept examined in class was the editing of the texts. This helps to take out some of the extra information or other problems in the initial draft of your work. This also helps to make the paper more clear and easier to understand to the readers.
The fourth concept that the class analyzed was the circulation of texts. This concept helps to reach all of the readers so they can see the work that the author has created. The concept also works for digital and physical copies and can help the author reach a wider audience for his work.
The last concept that the class worked on in the production of these texts. This concept can also slightly relate to circulation as well because the production of the texts can also be psychical and digital.
Monday, April 11, 2016
Five Major Concepts
When thinking about this question, I was scared it was going to be difficult to narrow down what we have learned into five different concepts. After thinking about it and looking back on our work throughout this semester, I have focused on five different concepts, those being:
1) Reading
2) Analyzing
3) Circulation
4) Design
5) Assessment
Reading has been the foundation for almost everything that we have done thus far in class. Most of our assignments involve reading. Through our readings we have learned the differences between print and digital texts, how texts are formed and created, and how they work with one another. The texts in this course have also given us many different perspectives on terms. For example when learning about rhetorical situation, we read both Bitzer and Edbauer for different perspectives and knowledge.
Analyzing is a huge concept in this course because we really do that every day in class and out of class. Usually our in class assignments consist of analyzing texts and what they mean and how they work together with others we have read. Our projects are also very analytical. We are analyzing established texts or texts of our own and really digging for the deeper meaning in the texts.
Circulation comes into play every time we talk about readings. It is also very present when we look at social media. Whenever we are speaking about social media, we use the term circulation because things circulate very rapidly through different social media platforms. But also with print text, things are circulated and read by many, just through a different medium than digital texts.
Design comes in play when thinking about our projects. For project 2 and 3 we have had to design our own texts and analyze them. I think this has given us more freedom and opinion, which makes for more unique and personalized projects.
Lastly, we have assessment. This is present when we have to critique our own projects before we turn them in, or give comments to our peers on their work. We always turn in drafts as well, which gives us time to assess our previous work before we submit a final copy.
Journal #6
The five
major concepts of this course are the analyzing texts, producing texts,
designing texts, assessing texts, and editing texts. Project one was a concept
trace. The purpose of that project was to apply our knowledge of a term to
three different texts of our choosing. In doing so we used out knowledge to
analyze and assess texts. By learning how to do this we were then set up for
project two which was about using our assessment and analysis to edit, design,
and produce our own texts. By the end of project two we have covered all of the
major concepts that of the course. Project three is an expansion of all of the
concepts we have learned thus far.
These five
main concepts are very important and are concepts as an English major that I
will continuously use throughout college and later on in life. These concepts
correlate with one another and play important roles in life in general. People
read everyday and it is important to analyze what we read. The readings in this
course have offered a new perspective on the role media has and how it spreads.
I had never put much thought into how different texts circulate and how some
forms of media are more effective in trying to circulate certain ideas. I was
also never really big with social media but this class has shown me that it
does have some benefits in terms of spreadability and circulation of an
exigence to a certain audience. Certain kinds of media are also directed at
particular audiences. It is interesting to see how media spreads.
Before this
course I had never really created my own texts with the purpose of seeing how
they would circulate. Editing, designing and producing my own texts based off
of my analysis and assessment of other texts was very interesting. It gave me a
new appreciation of texts themselves and how they circulate information in the
media. Throughout the course my favorite
terms have been circulation and audience. I enjoy seeing how certain texts
circulate to certain audiences based on what kind of text is used.
What are the five major concepts of the class?
I think that there are many concepts a student must grasp to
excel in this course. Understanding circulation, utilizing genre and exigency
to create a work, the process of analyzing digital and print media thoroughly,
knowing how writing has transformed over time and across different outlets, and
how to create/spread texts and ideas to maximize a writer’s audience
effectively. I chose these five tasks, if you will, rather than terms because I
saw them in every article we read and I saw myself doing them in every project
I wrote and discussion in class that was had. I think that if you know how to
do each of these objectives then you have, in one way or another, pondered on
works from Jenkins (Why Media Spreads), Bitzer (Rhetorical Situation), Arola
(Design), Selber and Eiola (Assemblage) and the other writers we have studied
day after day. Through the writing of our projects, we have had to create
circulate, analyze, and reflect on texts with a specific exigency. In doing
this, we are constantly and consistently doing all five of the concepts listed
above. I think that it is important to know each of these concepts in and out
individually, and know how they work together. Without one, the others may be
hindered. If you do not understand the important of circulation, you may not
use the proper media outlet to distribute your text efficiently. Likewise, if
you do not understand the principal of exigency, you may create a text that is
fragmented and all over the place, having no congruent substance of purpose. Each
of these five main concepts are everything I expected to research, read about,
and learn how to use in a Writing and Editing in Print and Online course at
Florida State University. I think it is a core course were students are encouraged
to seek out their creative side while also utilizing skills that they can take
into any work place, whether that be in a newspaper office or an advertising rig,
or even a company that is solely business. I will take these excerpts and proficiencies,
and five main concepts with me to my future occupation.
Five Concepts of this Class
At first, the idea of answering this question seemed a bit daunting to me. We have covered so much in this class that narrowing it into five categories felt almost unfair. However, after thinking about it for a little while, I came up with five that I think sum up this class fairly well.
The first category/concept is reading. We have done a lot of reading in this class to help foster our understanding of how texts are formed, how they interplay with other texts and the environment around them, the differences between print and digital texts, and so on and so forth. By reading so many articles by so many different authors, we were able to view different perspectives on similar topics; it helped foster a wider understanding of the ideas we were reading about. We also made our own reading materials in that we created texts (and wrote essays explaining those texts), learning first hand what it takes to make something readable and easy to understand for the audience you're attempting to reach.
The second category/concept is analysis. I would say most of this class is about analysis. We are constantly looking at and discussing different texts, and viewpoints on texts. Learning to analyze what text would be best suited for an exigence, where to put that text, and what to put on that text are all major steps in the world of WEPO. Without analysis, we wouldn't understand the point anyone was trying to make with the texts they present to the world.
A third category/concept is design. Like any kind of artists, we writers definitely need a design phase to work out our ideas and notions, iron them out, and actually make them production ready. We learned about the various designs you can use when creating a text-- videos, social media posts, chalking, buttons, stickers, and even (but probably not) posters. Each one of those designs has various pros and cons to it, and by knowing those you can choose accordingly and make your text the best it can be.
The fourth category/concept is assessment. Once the text is created, it's a good idea to look it over and really make sure it's the best it can be. That's why we did drafts in this class-- by providing a first wave effort and then getting feedback from others, we were able to take a second look into our projects and maybe see some points (both good and bad) that we didn't before.
And, finally, the last category/concept is editing. A first draft is never usually a perfect draft, so after the assessment phase it's important to go back and fix any tweaks that you or your peers found.
The first category/concept is reading. We have done a lot of reading in this class to help foster our understanding of how texts are formed, how they interplay with other texts and the environment around them, the differences between print and digital texts, and so on and so forth. By reading so many articles by so many different authors, we were able to view different perspectives on similar topics; it helped foster a wider understanding of the ideas we were reading about. We also made our own reading materials in that we created texts (and wrote essays explaining those texts), learning first hand what it takes to make something readable and easy to understand for the audience you're attempting to reach.
The second category/concept is analysis. I would say most of this class is about analysis. We are constantly looking at and discussing different texts, and viewpoints on texts. Learning to analyze what text would be best suited for an exigence, where to put that text, and what to put on that text are all major steps in the world of WEPO. Without analysis, we wouldn't understand the point anyone was trying to make with the texts they present to the world.
A third category/concept is design. Like any kind of artists, we writers definitely need a design phase to work out our ideas and notions, iron them out, and actually make them production ready. We learned about the various designs you can use when creating a text-- videos, social media posts, chalking, buttons, stickers, and even (but probably not) posters. Each one of those designs has various pros and cons to it, and by knowing those you can choose accordingly and make your text the best it can be.
The fourth category/concept is assessment. Once the text is created, it's a good idea to look it over and really make sure it's the best it can be. That's why we did drafts in this class-- by providing a first wave effort and then getting feedback from others, we were able to take a second look into our projects and maybe see some points (both good and bad) that we didn't before.
And, finally, the last category/concept is editing. A first draft is never usually a perfect draft, so after the assessment phase it's important to go back and fix any tweaks that you or your peers found.
Good Question
When I first read this journal's question, I have to admit that I was a little confused. Not because I didn't understand the meaning of the question, but because this journal was different from the one's that we've done before. In the previous responses, Joe asked us about particular concepts in readings we had done that week. For those responses, we needed to essentially read and remix the assigned article that week. However, this response required the exact opposite - it asked us a question that we couldn't find the answer for in an already published text. And scrolling through the responses, it seems that everyone has a different answer entirely.
In my opinion, the five core concepts of this class are composition, design, circulation, mobility, and assessment. Because this class is called "Editing & Media for Print & Online," I think Joe structured the class around the actual process of composing discourse in the 21st century. Composition comes first in the process, and I particularly enjoyed how Joe incorporated 'remix' and 'assemblage' into this section. By doing this, we were introduced to new and more effective methods of composition. Design is next - when even mentioning composition in today's society, a good rhetor must have a well-designed text to even be noticed. Circulation is another concept that's absolutely crucial for the class. By requiring us to read Spreadable Media, Joe reinforced the concept of creating the type of discourse that's most likely to rapidly circulate. Mobility is a concept that I think would have been recently added to the curriculum of this course, because of its more recent rise to importance. Still, in today's world, we must talk about the concept of mobility in discourse if we're learning to compose. The last concept is assessment. I thought it was a very good addition to introduce modern (and even new) ways of assessment, because sometimes people forget that editing and assessing their work may be the most important part of the process.
Overall, the explanation of the entire writing process in this class has been one of the best out of all the english classes I've taken. Personally, I feel like many writing professors at FSU still have an old-school look on the process, so it was very refreshing to see it taught this way.
In my opinion, the five core concepts of this class are composition, design, circulation, mobility, and assessment. Because this class is called "Editing & Media for Print & Online," I think Joe structured the class around the actual process of composing discourse in the 21st century. Composition comes first in the process, and I particularly enjoyed how Joe incorporated 'remix' and 'assemblage' into this section. By doing this, we were introduced to new and more effective methods of composition. Design is next - when even mentioning composition in today's society, a good rhetor must have a well-designed text to even be noticed. Circulation is another concept that's absolutely crucial for the class. By requiring us to read Spreadable Media, Joe reinforced the concept of creating the type of discourse that's most likely to rapidly circulate. Mobility is a concept that I think would have been recently added to the curriculum of this course, because of its more recent rise to importance. Still, in today's world, we must talk about the concept of mobility in discourse if we're learning to compose. The last concept is assessment. I thought it was a very good addition to introduce modern (and even new) ways of assessment, because sometimes people forget that editing and assessing their work may be the most important part of the process.
Overall, the explanation of the entire writing process in this class has been one of the best out of all the english classes I've taken. Personally, I feel like many writing professors at FSU still have an old-school look on the process, so it was very refreshing to see it taught this way.
Five Major Concepts
The five major concepts that we have covered in this class have been:
1. Circulation
2. Composition
3. Collaboration
4. Design
5. Revision
Writing for the digital world relies heavily on circulation. The internet allows for texts to be circulated through several different means than print media can travel. Platforms such as Twitter, Facebook, Pinterest, and Reddit allow for texts to become viral media, and reach several different audiences simultaneously. When we read Penny and Dadas, we learned about how Twitter helped to facilitate the Occupy Wall Street movement. When circulated correctly, online texts can create communities and facilitate real life change.
Digital writing requires a different attention to composition. Dr. Yancey talked to our class about the function of the page in text versus print and the differences needed. She said that she doesn't believe that MLA is necessary for all types of writing. She also talked to us about the uses of margins and how different texts require different uses of the page. Blog posts are going to be formatted differently than research papers, and Instagram posts use different means of composition than an online newspaper would. Online writing opens up endless possibilities for writers to format their texts.
A large portion of the work we have done in class has been collaborative work, from our classroom google docs to our QQCs to creating this blog. Community writing is something that has flourished in the digital age, so it is only appropriate that our class is structured around it. Writing collaboratively keeps authors accountable and accurate.
Design is crucial to online texts, not only for aesthetic purposes but for functionality. The way in which a text is designed can attract or lose an audience. It can affect whether the text is circulated or not. Also if the text is designed poorly--in a functionality sense--it can prevent readers from interacting with the text.
Finally, revision. Revision is essential to online writing. Online texts are under much more scrutiny than written texts are because they are more accessible. Therefore, the need to be easily revised is key. Online platforms make revision easy, so that if a text is published with false information, incorrect grammar, or punctuation errors, the author can easily revise. Also, online accessibility allows for communities to contact the authors and help the revision process, reinforcing the idea that online writing is collaborative.
1. Circulation
2. Composition
3. Collaboration
4. Design
5. Revision
Writing for the digital world relies heavily on circulation. The internet allows for texts to be circulated through several different means than print media can travel. Platforms such as Twitter, Facebook, Pinterest, and Reddit allow for texts to become viral media, and reach several different audiences simultaneously. When we read Penny and Dadas, we learned about how Twitter helped to facilitate the Occupy Wall Street movement. When circulated correctly, online texts can create communities and facilitate real life change.
Digital writing requires a different attention to composition. Dr. Yancey talked to our class about the function of the page in text versus print and the differences needed. She said that she doesn't believe that MLA is necessary for all types of writing. She also talked to us about the uses of margins and how different texts require different uses of the page. Blog posts are going to be formatted differently than research papers, and Instagram posts use different means of composition than an online newspaper would. Online writing opens up endless possibilities for writers to format their texts.
A large portion of the work we have done in class has been collaborative work, from our classroom google docs to our QQCs to creating this blog. Community writing is something that has flourished in the digital age, so it is only appropriate that our class is structured around it. Writing collaboratively keeps authors accountable and accurate.
Design is crucial to online texts, not only for aesthetic purposes but for functionality. The way in which a text is designed can attract or lose an audience. It can affect whether the text is circulated or not. Also if the text is designed poorly--in a functionality sense--it can prevent readers from interacting with the text.
Finally, revision. Revision is essential to online writing. Online texts are under much more scrutiny than written texts are because they are more accessible. Therefore, the need to be easily revised is key. Online platforms make revision easy, so that if a text is published with false information, incorrect grammar, or punctuation errors, the author can easily revise. Also, online accessibility allows for communities to contact the authors and help the revision process, reinforcing the idea that online writing is collaborative.
Subscribe to:
Posts (Atom)