ENGW3304 Northeastern University Medium Composition Proposal Due Tuesday, August 13, by 11:59pm:
Medium Composition Proposal: Following the guidelines for your scholarly abstract/conference proposal, write a 250-word proposal for a Mediumproject. Connect discourse community and community of practice values and Mediumcomposition genre characteristics to your inquiry topic and previous work and cast your completed work in terms of Medium. Be sure to explain your rhetorical strategy (how you’ll appeal to a public audience) and account for the selectiondecisions going into your composition. Some questions you might address, in this document:
What expert knowledge and arguments and values will you bring to the Medium composition?
What expertise will you omit?
What do you see as the public valueor stake in your inquiry topic?
Why should a public reader care about your expertise or interest?
How will you convey the importance of your inquiry without “teaching” your reader?
Medium exhibit collection:Create your Medium page and post a link on the appropriate Discussion Board thread. Populate your Medium composition with at least 10 artifacts. You don’t need to include all of these artifacts in your final draft (removing irrelevant or redundant material is part of the revision process), but use this initial population as an occasion for writing. Draft short transition paragraphs announcing your narrative and connecting the artifacts. You might consider this your commentary on what you’re including and why you’re including it; why might a public reader be interested in each artifact, and how will you orient your reader to each artifact? What’s the story of your data/artifacts?
At this stage of the project, it will be most helpful to use the space to figure out how the pieces fit together and what conversation you’re trying to show.
Read the Module 3 peer review guidelines and post any questions to the Course Q+A thread. 1
ENGW3304
Dr. White
Medium Essay Assignment
Length: 1500 words (approx.)
Online artifacts to mention: 10-15
Purpose
This assignment positions you to explore the relationship between public discourse and
technological mediums. Considering conversations across mediums and platforms, you will
investigate online conversations related to your inquiry question. You will learn to read the
visual rhetoric of online content and to relate social media conversations to more “serious”
discourse community and/or community of practice conversations. You will also learn to apply
academic research skills to non-academic sources. Finally, you will adapt your academic work
for a public audience.
Assignment
First, surf the internet and identify an ongoing conversation of some public importance as
evidenced through widespread public engagement. This conversation should be related to your
inquiry question, and, ideally, closely related to your conference paper. Conduct close readings
and rhetorical analyses of social media posts. Investigate user bios and backgrounds.
Next, use your findings to compose a project for www.medium.com. Medium is a self-described
“platform [and community] built for people.” According to Medium’s “About Us,” “Medium
taps into the brains of the world’s most insightful writers, thinkers, and storytellers to bring you
the smartest takes on topics that matter. So whatever your interest, you can always find fresh
thinking and unique perspectives.” While you are free to choose your own storytelling approach
and topic, your investigation should explore the ways in which your inquiry question, research
findings, and research methods might contribute to public discourse.
Notes
Hitherto, you have been writing (primarily) for an academic audience. For the most part,
academic genre traits are determined by what we might call the academic rhetorical situation.
Academic writers write for many purposes, but classroom academic writing serves, primarily, to
facilitate (teachers) and demonstrate (students) learning. The kinds of documents that define
academic writing (syllabi, assignments, writing projects, exercises) are held together by a sense
of institutional obligation. Readers encounter academic documents in a context where most of
what they read is processed through the needs of the classroom and the educational institution.
Hence, academic documents are designed to meet typical academic values (like assessment and
skill/concept mastery).
Public audiences do not encounter texts with this same sense of institutional obligation. They
read, listen, and watch because they want to read, listen, and watch, not because they have to.
Public audiences may experience texts for pleasure or because something catches their interest or
attention. Public writing is writing that we read on our own time, as individuals. We’re not paid
to do this reading, and, in a sense, the time and energy we spend reading, as public readers, is an
opportunity cost that could be spent elsewhere. Ergo, public genre traits are determined by many
2
different rhetorical situations, and public writing needs to be carefully situated, rhetorically, in
order to accomplish its purpose.
Finally, a note on etiquette: it’s very easy to find horrible, mean, and otherwise nasty
conversations, online. This assignment isn’t meant to consider the internet’s darkest corners. It’s
meant to help you learn to distinguish reliable from unreliable sources, informed analysis from
antagonistic propaganda, and to effectively participate in online conversations about current
events and important issues. Please do not include explicit (judge profanity on a case-by-case
basis) or vulgar material in this project. As a general rule, if a moderator or automated filter has
censored content, don’t look into it any further.
Purchase answer to see full
attachment