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- Major Area, Hypertext Theory (Porush)
- Define "hypertext" concretely. What are the differences between
hypertextual and conventional communication/knowledge-building? Use
examples to illustrate those differences.
- Based on (I.), suggest and defend principles for designing a
writing course to take maximum advantage of hypertext, while fulfilling
the goals of a college composition course. How would this course be an
improvement over conventional composition courses? What might its
pitfalls be? Be careful to illustrate or support your claims with
specific examples.
- Minor Area, Communications Technologies (Zappen & Deery)
Describe and characterize the principal intellectual positions on
electronic discourse (including specific bodies of theory and methods
of analysis), as represented by (and with reference to) the works of
the major figures on your reading list. Briefly explain where you
situate yourself conceptually within this literature.
- Minor Area, Rhetorical Invention & Audience (LeFevre)
Logistics:
For this area (for which Mick has written one prior Q/A), he will have
with him:
- this question sheet
- his bibliographic reading lists for his exams; and
- Attached [are] 3 different sample documents for
analysis to which he may refer in writing his answer.
CONTEXT and QUESTION
Rapid growth in teh use of electronic media in the humanities and arts has
raised questions about whether and/or how such work is to be valued in
academia. Professors, their decision-making bodies, professional
organizations, and administrators are being pressed to articulate the
significant questions, to develop evaluation standards, and to formulate
policy statements and guidelines to assist in resolving these matters.
Please reflect on and critique the preliminary efforts toward resolving the
above dilemma. Why does it matter that this issue be addressed -- what is
its significance, for whom, and for what purposes? Do you suggest any
possible modifications or alternative approaches that might help people to
analyze and resolve these issues? (Feel free to refer briefly to the 3 sample
documents/cases you've brought to the exam.)
Your answers should in some way address the following sub-topics:
- Define "rhetorical invention" and explain whether the dilemma introduced
above does or does not qualify as an "inventional" challenge or problem.
- In Audience and Rhetoric, James E. Porter has defined a method he
calls a "forum analysis" (drawn in part from Foucalt) taht may be employed
as "a type of audience analysis, but different from the conventional real-reader
heuristics" (1992, p. 137). How does Porter define "forum analysis"? How
does it resemble and yet differentiate itself from more traditional ways of
analyzing audience -- expecially if it is to be used in reference to the computer technology contribution issue sketched above?
- To explore the issue of computer-related work in the humanities, do you
think it is or is not appropriate to incorporate classical and/or traditional
rhetorical concepts concerning rhetorical invention within a contemporary
methodological framework such as a forum analysis? For instance, Porter
refers to ethos, topoi, imitation, and sophistic rhetoric -- as well as to
intertextuality and Foucalt's "archaelogical" methof of analysis. Is this an
incompatible mixing of apples and oranges, or do you find some helpful
coherence in such an approach? (Explain your rationale.)
Reading Lists Answer Deery/Zappen | Answer LeFevre | Answer Porush Introduction
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