Week 1

Aug 21: Introduction to the Course

On your own . . .

• Complete Getting Started 1: Registering on the Site
• Review carefully the Course Description, paying particular attention to all requirements.
• Read Learning to Navigate the Site. Then explore the class website. Make sure that you login; some class website features are not available to guests. It'll be easier as we move forward if you take the time now to explore. Get familiar with where things are located, which links take you further into the class website and which take you outside to other resources.

Aug 23: Special Guests

On your own

• Complete Getting Started 2: Logging in for the First Time and Getting Started 3: Editing Your Account for the First Time
• Review How to Post to Your Individual Weblog and then "How to Post Comments and Replies"
• The instructor will create a post on the course home page inviting everyone to introduce themselves. Post a comment to that post in which you

  describe where you are from
  give your course of study and year
  talk about your academic and professional goals
  describe what you would like to get out of this course
  share at least one thing personal about yourself (a hobby, your favorite sport, a favorite activity, etc.

Week 2

Aug 29: The Elements of Dramatism (1-47)

Weekly Reading Response 1: Respond to either questions 2 or 4 on pages 44-45. They're reproduced here for easy reference (and citation). Use this tag (and any others that are relevant) in the categories field: Dramatism.

2. Burke chooses drama as a metaphor for analyzing human behavior, which allows him to approach questions of motives through a lens that emphasizes people as actors using symbols to influence each other and their scenes. A metaphor is a way of seeing one thing in terms of something else. What happens when you think of human behavior not as dramatic, but in terms of chemical reactions or cause and effect, as in psychology? What is involved, for instance, when we say that addictive behavior is the result of chemical imbalances? Or what if we think of behavior in terms of money, as in economics? What is involved, for instance, when we say that people are commodities, human “resources”? Think of some other metaphors that describe human behavior in terms of something else and consider the consequences of such symbolic representations. What difference does it make if you think of a person as a commodity, a consumer, a “change-agent,” a cyborg, a rat, a god, a carbon-based unit, or “describable by the enemy as vermin”? (See Chapter 2 for more on that last one.)

4. In popular usage, rhetoric is often thought of as an act that involves embellishing the truth with fancy language, distorting or over-stating a case, or attacking an opponent. From a dramatistic perspective, however, rhetoric comes into play in every situation that involves people acting on each other through symbols to achieve identification. In what ways can a poem be considered rhetorical? An email message to a parent or a friend? An essay written in a history class? This book?

Aug 31: The Elements of Dramatism (49-95)

Post some follow-up comments to the reading responses of your peers.

Film (on your own): The Usual Suspects

Week 3

Sept 4: The Elements of Dramatism (93-194)

Weekly Reading Response 2: Respond to one of the questions below. They're reproduced here for easy reference (and citation) from The Elements of Dramatism . Use this tag (and any others that are relevant) in the categories field: Dramatism2.

(pp. 93-94). One of the rhetorical devices that Burke describes is Hitler’s use of the scapegoat mechanism. Burke calls it an error of interpretation because, in Hitler’s case, he offers a non-economic interpretation of economic ills. Hitler attributed the serious economic problems in Europe (and Austria especially) to the influence of a race of people, the Jews, whom he made international scapegoats for widespread poverty. Anti-Semitism had unfortunately been a common form of racism in Europe and even in the United States (to a lesser degree) for a long time, but Hitler channeled it for his even more sinister purposes.

A scapegoat is a person or group of people who bears the blame for others. In tragic drama, such as Sophocles’s Oedipus Rex, the hero often acts as a symbolic scapegoat for the audience, who can suffer with the hero and yet not really experience any consequences. (The term tragedy comes from the Greek words for “goat song.”) Psychologically speaking, the scapegoat mechanism can be an effective rhetorical device because it is a form of catharsis, the act of relieving or purging anxiety, unfulfilled desire, fear, pity, or other unsettling emotions. Initially, the scapegoat is identified (named) and identified with, but then we experience a rupture, a division, whereby the scapegoat is left bearing the blame.

Describe a modern-day example of the scapegoat mechanism exemplified as an effective, albeit erroneous, appeal. (Think, for instance, about stereotypical “villains” in popular film.) As Burke notes, the mechanism can also be turned inward as a kind of persecution mania. Would you consider someone like Eminem a scapegoat in this sense? Indiana University basketball coach Bobby Knight? Former President Bill Clinton? One of his accusers, Linda Tripp or Paula Jones?

2 (p. 130). In an interesting application of dramatism (and terms from dramatic literature), Burke notes in Attitudes Toward History (1937) that people generally take either a tragic or a comic perspective on human motivation. The tragic view holds that people are vicious or evil. The comic view, however, holds that people are mistaken, necessarily mistaken, that “all people are exposed to situations in which they must act as fools, that every insight contains its own special kind of blindness . . . “ (p. 41). Burke preferred to take a comic rather than a tragic perspective on life.

Write an account of a recent situation in which you made an interpretation (of a text, film, event, etc.) that turned out to be totally wrong. What happened? How did you discover that you had been mistaken? What in your training led to the mistake? What role did language play in the situation?

3 (p. ). Popularized by comedian Rich Hall, sniglets are words that should be in the dictionary, but aren't. When a sniglet catches on, it is called a neologism (“new word”). The sniglet bovilexia, for example, refers to the uncontrollable urge to lean out the car window and yell “Moo!” whenever you pass a cow. Sniglets are excellent examples of things as signs of words. The trick is to identify recurrent situations that seem to have no name, then to coin a neologism that would both stand in for it and convey its meaning by using key root terms. Bovilexia, for instance, is the combination of bovine (“cow”) + lexia (“talk”), i.e., “cow talk.” See if you can identify some situations that should be the sign of a word and create some sniglets. Once you have done that, explain in what ways you think writing a poem, a short story, or a novel is like coining a sniglet. Can you explain the relationship?

Film (on your own): Toy Story 2

Sept 6: Counter-Statement (vii – 62)

Week 4

Sept 11: Counter-Statement (63-122)
Suggested Prompt and Tag: In the Preface to the first edition of Counter-Statement, Burke discusses two general types of writing or rhetorical approach (or even criticism): pamphleteering and inquiry. What's the difference between the two? How might each relate to notions of rhetoric as the study of the use of persuasive resources (rhetorica docens) and the use of persuasive resources (rhetorica utens)? Which way do you think Burke leans, and why? Tag: Pamphlinquiry.

Sept 13: Counter-Statement (123-225)
Note that the readings on Revolutionary Symbolism have been set back to Week 6.

Week 5

Sept 18: Permanence and Change (Introduction, Prologue, and Parts I and II, i-163). The prompt below was posted late (Monday) so just try to respond by Thursday if you can.--DB
Suggested Prompt and Tag: In Part II, Ch. 3 in the section "Planned Incongruity in Bergson" Burke examines an important function of language that helps establish precedent for a philosophy or art of perspective by incongruity, one he will develop more fully in A Grammar of Motives and the "Four Master Tropes" essay in its appendix. In PC, Burke looks to Bergson (and his commentator, Karin Stephen) for help. What implications for rhetoric, language, or science do you glean from this paragraph? Tag: perspective by incongruity

The events of actual life are continuous, any isolated aspect of reality really merging into all the rest. As a practical convenenience, we do make distinctions between various parts of reality, and by such processes of abstraction, we can even treat certain events as though they recurred, simply because there are other events more or less like them. Each temporal event is new, and cannot recur. We find our way through this everchanging universe by certain blunt schemes of generalization, conceptualization, or verbalization--but words have a limited validity. Their very purpose being to effect practical simplifications of reality, we should consider them inadequate for the description of reality as it actually is." (92)

Burke (via Bergson) uses the example of planetary motion, which is articulated as conflicting centripetal and tangential forces even though the motion simply is what it is (continuous, observable, temporal).

Sept 20: Permanence and Change (Part III, 167-272, Appendix, and Afterword)

Film (in-class): “A Conversation with Kenneth Burke”

Week 6

Sept 25: Film: The Burke Interviews

Digital Packet: “Revolutionary Symbolism in America” and responses by Gold, Freeman, et al.. The PDF file with these readings is listed below.
Online at KB Journal: “‘We Write for the Workers’”: Authorship and Communism in Kenneth Burke and Richard Wright” by John Logie.

Suggested Prompt and Tag (pick one question or write your own): 1) How would you explain the reception of Burke's speech? How might his use and understanding of rhetoric (somewhat against the grain, as it is) cultivated that response? or 2) What, from a Burkeian perspective, is the rhetoric of myth? How might this understanding contribute to an understanding of rhetoric more generally as social and symbolic action? Identification? Tag: Revolutionary Symbolism.

Sept 27: Film: The Burke Interviews

Week 7

Oct 2: Attitudes Toward History (Parts I and II, Intro - 175)
Suggested Prompt and Tag: Burke describes the tragic and comic frames throughout ATH. What are they, and what's the difference between them? What frame do you think Burke adocates for and why? Tag: tragicomedy

Oct 4: Attitudes Toward History (Part III, 179 - 434)

Week 8

Oct 9: October Break.

Oct 11: Digital Packet: Readings from The Philosophy of Literary Form. There are two readings listed below ("Freud--and the Analysis of Poetry") and ("parlorprassages") with material from this book. Try to read the Freud essay by October 16. We'll discuss the "parlor" passages in class together as time allows.
Digital Packet: Blakesley, "Kenneth Burke's Pragmatism--Old and New" (for next Tuesday) and readings from Burke's essays in Direction.

Thought for the day . . .

"[a] rhetorician, I take it, is like one voice in a dialogue. Put several such voices together, with each voicing its own special assertion, let them act upon one another in cooperative competition, and you get a dialectic that, properly developed, can led to views transcending the limitations of each" (Kenneth Burke, "Rhetoric--Old and New" 63).

Week 9

Oct 16: Readings from The Philosophy of Literary Form. There are two readings listed on the calendar for October 11 ("Freud--and the Analysis of Poetry") and ("parlorprassages") with material from this book.
Digital Packet: Blakesley, "Kenneth Burke's Pragmatism--Old and New" and readings from Burke's essays in Direction.
Discussion of "The Rhetoric of Hitler's 'Battle.'"

Prompt for Reading Response: A) What insights does Burke draw from Freud that might help us understand rhetoric better? or B) What's the significance of "purposive forgetting" or C) Burke calls Freud a master dialectician. Using a definition of pragmatism presented in the Blakesley reading, consider why describes Freud in that way. What's dialectical about Freud's methodology or process? Suggested tag: Freudian

Oct 18: Midterm essay due. Reading catch-up day.

Week 10

Oct 23: A Grammar of Motives (Introduction and 1-124)

Suggested Reading Response Prompt: Burke describes his method in the introduction with the analogy regarding the "molten mass." How might that method reflect his understanding of rhetorical inquiry (or invention)? Tag: molten mass

Oct 25: A Grammar of Motives (Part II: Focus on 127-51, 171-75, 185-201, 209-14, 223-26; 227-74 on “Act”; 275-91)

Week 11

Oct 30: A Grammar of Motives (311-20; 323-43; 402-46, “Dialectic in General”; Appendices: “Symbolic Action in a Poem by Keats” and “Four Master Tropes”)

Suggested Reading Response Prompt: In "Four Master Tropes,” Burke explains the function of each. Choose one of the tropes, and explain how his distinctions help you understand it better or might help us understand rhetoric better. Tag: tropes

Nov 1: A Rhetoric of Motives (Introduction thru Part 1)

Week 12

Nov 6: A Rhetoric of Motives (Part II: Traditional Principles of Rhetoric)

Suggested Reading Response Prompt: In the early pages of RM, Burke says that rhetoric muse lead us through “the Scramble, the Wrangle of the Market Place, the flurries and flare-ups of the Human Barnyard, the Give and Take, the wavering line of pressure and counterpressure, the Logomachy, the onus of ownership, the Wars of Nerves, the War” (A Rhetoric of Motives 23). What do you make of this unusual passage? Are there any puns or etymologies that might help you explain what Burke has in mind for rhetoric? Tag: barnyard

Nov 8: A Rhetoric of Motives (Part III)

Week 13

Nov 13: Language as Symbolic Action (Preface thru Part, i - 97)

Suggested Reading Response Prompt: In "Definition of Man," Burke describes the characteristics of the symbol-using, misusing animal. Choose one of the qualities or features, and explicate it. Or, what might Burke leave out? Tag: Definition of Human

Nov 15: Language as Symbolic Action (Read Chapter 6 and then one other essay; recommended "Shakespearean Persuasion")

Week 14

Nov 20: Language as Symbolic Action (Part III, 294-507); Digital Packet: “Towards Helhaven” (attachment listed below for logged in users)

Suggested Reading Response Prompt: What is Burke's attitude toward "Technologism"? Do you think any of his "predictions" have come to pass? Why or why not? Tag: Helhaven

Nov 22: Thanksgiving Holiday

Week 15

Nov 27

Catch-Up Reading: Language as Symbolic Action (Part III, 294-507); Digital Packet: “Towards Helhaven” (attachment listed below for logged in users)

Nov 29

Essays Toward a Symbolic of Motives (Preface thru Part 1, ix - 73). The PDF ebook is password protected, so ask about that in class.

Suggested Reading Response Prompt: What new issues does ETSM raise that you think should be investigated further? Why? Tag: Symbolic of Motives

Week 16

Dec 4

Read the three essays (Blakesley, short; Thames, long; Wess, medium) at KB Journal on this book.

Suggested Reading Response Prompt: Burke adds a fourth "office" to the Ciceronian "teach, delight, and persuade" in ETSM. The fourth purpose is "to portray." What do you think he has in mind? What implications do you see for ethics, identification, and/or visual rhetoric? Why? Tag: Portray

Dec 6: Catch-Up with all the course readings by today

Final Projects due by Thursday, December 13 at 4 p.m.

Getting Started 1: Registering on the Site

To get started with ENGL 680B, you'll need to complete a few steps, which include

• Registering for the course website (here).
• Logging in for the first time.
• Editing your account for the first time.

Registering for the course website

1. Go to the course website.
2. Click on "create new account" under "User Login" in the navigation menu on the left.

   

3. Create a username that will identify you in the system and that you will use for logging in. Because this site is public on the Internet, your username should not include your last name. You are welcome to use any username (e.g., your IM screenname) that would not be offensive to others or otherwise inappropriate for a course website. Capitalize your username as you intend to use it; usernames are case sensitive.

   

4. Enter your email address. You may use your Purdue email address. If you have an alternate one, use the one that you check most regularly.
5. Provide your real name and home page URL (web address, if you have one). Note that your real name will not be visible publicly but only to students registered at the site.
6. Click on "Create new account." Registration information will be sent to the email address you listed, so check your email soon after you register. You will need the password that it sends you.

Getting Started 2: Logging in for the First Time

To get started with ENGL 680B, you'll also need to complete this second step:

Logging in for the first time

1. You should have received an email from the system that includes your new password. With that email handy, return to the course website.
2. Enter your username and password in the "User login" box. Your initial password can be retyped or cut-and-pasted into the password box. If you cut-and-paste it, make sure you don't include any extra spaces before or after the password characters. The password and user name are case sensitive.

   

3. Click on Log in. When you've successfully logged in, you will see a block of links in the left sidebar with your username above it as a title. This is a navigation menu that provides you with links to many services and content on the site. If you are unable to log in successfully, try re-entering your password. Remember that usernames and passwords are case-sensitve, so make sure you don't have Caps Lock turned on by accident and that (if pasting in your password) that you don't include extra spaces. You may also request a new password if you ever forget yours.

Getting Started 3: Editing Your Account for the First Time

To get started with ENGL 680B, you'll also need to complete this third step, which will take a bit more time than the previous two.

Editing your account for the first time

Once you've logged in successfully, you need to edit your account and provide some additional information about yourself.

1. Click on my account link in the navigation menu on the left.

   

2. On the next screen, click on the edit tab.

   

3. On the account settings screen, scroll to the Account information area.
   
4. Change your password by entering a new one into the password boxes. Choose a password that you can remember but that is secure. Remember that passwords are case sensitive.
5. Scroll to the Picture area.
   
6. Upload a picture of yourself or avatar (an image that represents you well) that you would use in a public context. You may have to find one and edit in an image editor, so you just try to have this step completed by the end of Week 2. If you need help editing an image, send a copy to your instructor for help. See Creating Avatars and Images for Your Profile for more information.
7. Next, scroll to the Theme configuration.
   
   
   
8. The default selection will be checked. You can select any theme you like and all pages will show up with that theme. The default theme has been specially designed and will probably offer the most consistent display of all site content. The instructor uses that theme as the default and so designs pages with it in mind.
9. Scroll to Contact settings.
   
10. Check the Personal contact form box.
11. When you have made your changes, click on the Submit button at the bottom of the page.

The following steps ask you to complete information for your profile. This will enable the instructor and fellow students to learn a little more about you and help the instructor tailor this class to your background and goals, as well as arrange collaborative projects, if any.

1. Click on the edit tab again, then on the Personal Information link at the top of the next page.
   
2. Enter the required information in the boxes. If you don't have a home page, leave that box blank.
3. Click on Submit to save.

That's it! You have completed all the steps of the Getting Started process. If you ever need to change any of the information, you can always edit these pages again.

If you have any trouble along the way, please be sure to let your instructor know.

Creating Avatars and Images for Your Profile

Some of you may be in search of an avatar or image to use in the profile that you created for yourself when you registered. If so, here are some suggestions:

An avatar is just an image that "stands-in" for your picture and can be an object, artwork, a photo, or something else that might convey some aspect of your identity, personality, or interests. So, for example, someone interested in biking might use an image of a bike as an avatar rather than a personal picture. The image works best if it's in jpg, gif, or png format, and the dimensions should be (about) 85x85 so that it displays correctly (and doesn't get squished when displayed, for example).

To find an existing avatar to use for free, you could look at a site like these. If you have a Yahoo! ID (free to get, if not), you can get some nice ones:

http://avatars.yahoo.com/

or try

http://www.avatarity.com/

You could also take an existing image of yourself and then create a picture by cropping out the part you don't want. If you haven't used an image editing program before, that can be a bit tricky. But if you have, just use the crop tool to draw a box around the part of the image you want to use, crop it, and then resize it so that it's about 85x85 pixels.

If you have a larger photo and would like help to make it into an avatar, send it to your instructor as an email attachment. Your instructor can help you from there.

Creating Hyperlinks

For this class, you'll have to learn at least one HTML tag, the one for making hyperlinks.

It's easy to learn. Check it out:

1. Make sure that your rich-text editor is enabled. Click on enable rich-text below the Body box.
2. Highlight the text you want to turn into a link.
3. In the buttons below the Body box, click on the chain link button.
4. This box should appear.
   
5. In the Link URL box, cut and paste your full URL there. Then click on insert.

Your link will now show up in your test.

Here is how you make links in traditional HTML coding. Still easy, but it doesn't show up with our rich-text settings and input format.

<a href=""></a>

is the tag itself without any information in it. Within the quotes, you'll put the url, or web address, for the site which you want to link to. In between the ><, you'll put the text you want displayed on the screen.

For example, the url for slashdot is http://slashdot.org/. And if you want to make the word Slashdot a link in a sentence to the website in a blog post, type in,

<a href="http://slashdot.org/">Slashdot</a> is a well known community blog site.

To get

Slashdot is a well known community blog site.

HTML is picky and it's easy to make a careless mistake. Don't include any extra spaces in the HTML tag. Make sure that you include "http://" as a part of your web address. In fact, one of the easiest ways to make sure that you get the URL correct is to copy and paste it from the address bar of a browser window currently displaying the page.

See? Not too difficult. But there's one more thing . . . .

Avoid merely posting the URL as a link:

http://slashdot.org

Notice how this doesn't convey much information. Better to have put the page title (often found either on the page or in the window bar at the top) or link to part of your text (think of the examples in this site). At the same time, really long URL's won't word wrap at the end of a line. They may cause problems with the way that text is displayed on web pages.

For review, check out Chapter 30 in The Thomson Handbook, "The Basics of HTML Coding" (p. 664).

Creating PDF Files

Portable Document Format (PDF) is a file format created by Adobe Acrobat and useful for sharing printer ready versions of documents. Unlike when files are shared between different productivity applications (i.e., word processing, spreadsheet) or different versions of the same productivity software, the same layout and typographic styles are maintained regardless of the computer environment. What the author sees when creating a PDF is exactly what the receiver of the file sees and can print out on their computer. Consequently, PDFs are particularly useful for sending resumes, cover letters, and other business documents where layout and presentation is critica. Writers want all of the effort they put into formatting professional-looking documents to be maintained.

PDFs are typically viewed using Adobe Reader (which is free to download). However, Adobe Reader will not produce PDFs. As you will soon be submitting drafts of cover letters, resumes, and other documents in PDF format, make sure that you can successfully generate a PDF using one of the following means:

• Adobe Acrobat Professional, Standard, or Elements are three versions of Adobe's productivity program for producing PDF files. These programs are not free and do not generally come installed when purchasing a computer. However, some public computer labs (i.e., most of Purdue University's main campus labs) may have Acrobat Professional installed. When Acrobat Professional is available, from your word processor or browser (or any screen that can be printed), select File -> Print. On a PC, you will be able to select, under Printer Name, "Adobe PDF" instead of sending your file to a printer. (See the figure below.) On a Mac, you will see a button "Save as PDF" on the print dialog box. In both cases, you will be asked where you want the created PDF to be stored.

  

• Adobe offers a free PDF trial service online. However, you may need to produce PDF's more than allowed by the free trial.
• CutePDF is a free application which you can download and install on your home computer.
• Google Docs: You can use these free applications (word processor, spreadsheet, and more) for collaboration and, conveniently, to export a document file to PDF format. (Upload your Word document, for example, then export it as PDF later.)
• OpenOffice is a free, full-featured, open source office productivity suite comparable to Microsoft Office that has PDF generation built in. From within OpenOffice, choose File->Export as pdf

Eliciting Good Response

Imagine the following scenario:

You have a great idea for a project for your department at work. Because it will require significant resources and funding, the senior manager in your department has asked you to prepare a ten-page proposal.

After working on the proposal for a while, the senior manager sends you an email requesting to see your draft in progress. The proposal is far from complete, but you fire off a reply saying "Here is my working draft," and attach it. The next day, you receive another email from the senior manager full of feedback which you are obligated to take. However, the feedback asks you to revise your proposal in new directions, quite contrary to what you had planned, effectively taking over the direction of the proposal. You now have to discard many good ideas you had for development. Those sections where you knew you needed the most help--they were not addressed at all.

This happens all the time in getting response to our writing. We get proofreading corrections when we need ideas; we get heavy revision suggestions when the draft needs to be proofread to meet a deadline.

To elicit useful and focused responses from readers (during peer review, for example), we must solicit good response. In the above scenario, if the writer had explained to the senior manager where she needed help in the draft and what her plans were for further development, it's quite possible that the feedback would have been more focused and helpful. So when asking for feedback on a document, explain to the responder

• your concerns about the current state of the draft (i.e., where, specifically, you need help)
• where you are in the process of drafting (i.e., ready to polish to meet a deadline, planning to do more revision)
• your target audience
• any plans you might have for further development of the text

Once you've defined your needs, your reviewer is more likely to shape their feedback effectively for you. As a reviewer, it's much easier to address the writer's concerns than to try to guess what might or might not be useful to the writer.

Five Steps of Storyboarding

1. Find or create a storyboard template that you can use to draft your outline, like the one attached to this post..
2. Each frame of your storyboard should represent a unique page, a step in a sequence, or some other individual component of your work (such as a PowerPoint or Keynote slide, a keyframe in Flash, or a Web page).
3. In each frame, identify your content. Use shorthand to describe the content (including images and audio) that you want to include and approximately where it should be placed, as in the example below.
4. Add notes to each frame in your storyboard on design, source files, material, and anything else that will help you remember what each frame should contain and how it should be presented.
5. When you have completed a rough draft of your storyboard, read back through it to see whether it has an order that makes sense and includes the multimedia you want to use. Move frames around as necessary.

How to Post Comments and Replies

Posting comments, as you will soon see, is easier than creating and sending an email.

1. You must be logged in to the site in order to post comments.
2. While you can click on the add new comment link on any post from the course home page, instead, first click on the title to access the full post and all comments. Always make sure you view the full post first. There may already be a comment conversation thread begun about what you are interested in discussing. Rather than starting a new thread, join in the existing one.
3. Choose add new comment to reply directly to the main blog post and start a new thread or reply to respond to an individual comment.

   If you don't see an add new comment link, you are most likely not logged in.

4. Enter a title for your post in the Subject field. Your title should describe the content of your post. If you do not enter a title, the system will automatically use the first few words of your comment post.
5. Enter the text of your comment in the Comment field. You may use plain text or some HTML. Some people may have the "enable rich text" link visible. If you use that feature, Drupal will give you a set of buttons much like a word processor's to help you input your message. Be careful to review your input, however, since this feature will do some strange things with your text on occasion.
6. Click on "input format" to learn about your formatting options. Drupal will use a filter to convert line breaks and URLs when you select "Filtered HTML." If you want to format your posts nicely, include images, or insert more sophisticated HTML, then choose "Full HTML." Generally speaking, leave the Input format on Filtered HTML unless you have used HTML tags other than those allowed.
7. Select Preview comment at the bottom of the page.
8. Always review what you have written in preview mode. You will not be able to edit your comment once you have posted it.
9. If you are ready to submit your comment, select Post comment at the bottom of the page. Don't forget this step! The most common way people lose posts is by forgetting to submit after previewing their comments or blog entries. If you have made changes to a post, preview it again.
10. Verify that your comment has been posted. It should be visible on the page. If something went wrong, try using your back button to get to the input screen. Review and resubmit if it's still there.

Note: You can use the Comment viewing options to change the way that comments are displayed on the page. Experiment with this feature and see which configuration works best for you.

How to Post to Your Individual Weblog

Posting to your individual weblog is a little more complex than posting a comment, but after a couple of times, you'll find it as easy as email.

1. You must be logged in to post to your weblog.
2. From any page on the site, choose the create content link in the main navigation block on the left hand side. That will bring you to the create content page. [You can also click on the blogs link and then the "my blog" sublink.

   

3. The first time you visit the create content page, read the descriptions under personal blog entry and story.
4. To post to your individual weblog, choose blog entry. This will bring you to the Submit blog entry page.

   

5. Enter a good Title for your post.
6. Choose a Category tag for your post or make up one that is descriptive. You can use a standard one (like "Reading Response" or create one suggested in the prompt or that suits your content. You may use multiple tags.
7. Enter the text of your post in the Body field. You may use plain text or some combination of HTML in creating this post.
8. Leave the Input format on Filtered HTML unless you have used HTML tags other than those allowed.
9. Under URL path settings, you can give your post a short and unique URL alias. For example, you might want to use "team3projectlog" to identify your team's project log. If you use that URL, the full path would be something like http://digitalparlor.org/up07/420Y/team3projectlog.
10. Optional: If you need to attach a file,
    • Click on the File attachments link.
    • Use the Browse button to locate the file on your hard drive.
    • One you have located the file, click the Attach button.
    • A bar will show the progress of the upload . You should then see your attachment listed.
11. Choose Preview.
12. Review your post. If you make any changes, preview it again.
13. When ready, select Submit to post.

Notes:

• The system will not offer you a Submit button if you do not give your post a title.
• Choose story on the create content page to post to the course home page. The rest of the procedure is the same as for creating a personal blog entry.

Learning to Navigate the Site

For the first day of class, you'll want to explore some of the features of the site. This document gives an overview of a few features you might want to take a look at that will help you to navigate the site.

Navigation

In the header visible at the top of every page, you'll find one row of links:

• The first five take you to important sections of the course guide.
• The others take you to useful resource sites at Purdue.

Once you've logged in to the site, directly beneath the header on the left, you'll find the main navigation block, accessible from every page:

The navigation block is your gateway to many areas of the site useful for creating and viewing content and managing your work. For example,

• blogs
  Lists all the blogs on the site and includes a direct link to your blog in its submenu.
• create content
  From here you can post to your individual weblog or the front page (see How to Post to Your Individual Weblog).
• image galleries
  These are useful for uploading screenshots and other images that groups need to review and discuss.
• members
  Need to find out someone's email address? Use the members list. You can also click on any username to access the personal account page. Only registered users have access to the private portion of account pages.
• my subscriptions
  Our site allows you to "subscribe" to blog posts and other content so that you can keep tabs on follow-up responses. You can set your default subscription settings in my account > edit.
• recent posts
  This display allows you to access all of the recent content posted by everyone. Note how it provides red asterisks to denote pages you have yet to read and notices of new unread comments.
• search
  Search the content of blog posts, stories, book pages, and galleries; also search for users by name or username
• my account
  Links to your profile information, site settings, and more. Adjust your account profile here.
• categories
  This function allows us to categorize all of our posts. By the end of the semester, there will be literally thousands of posts, and these allow some degree of organization. Later in the semester, we will use this same function to organize group spaces for Project 2 and 3.
• log out
  Use this to log out of the website, which is recommended after each session.

Book Navigation

All of our course materials on the site are integrated into the course guide:

The course guide is a hypertext with many levels of pages.

• You can use the book navigation links that show previous and next pages below the main text or use the breadcrumb navigation at the top.
• Use the printer-friendly version link beneath any page to get a text-only version of that page and all of its subpages collated into one. For example, if you go to the top page of the guide and click on printer-friendly version, you will see the entire course guide, including the calendar, on one screen (a very long one).

Principles for Comments and Replies

Posting comments and replies to the reading responses and drafts of others will be a primary means of class interaction and discussion. Instructors may promote blog posts to the front page of the course website. There, everyone will respond to and discuss the readings, drafts, or other work posted to our course website. The course description explains the purpose of this coursework:

All comments and replies to another's blog post should follow effective rhetorical strategies for networking with others on the Web. (Readings from the course text provide guidelines to follow.)

• Keep threads alive and relevant.
• Follow-up comments with further discussion.
• Think of your comments and replies as part of a lively class discussion in which everyone participates.

When commenting and replying to blog posts on the course's front page, you are required to

• Read through the posts on the course home page referred to by the assignment.
• Before using the comment and reply features for the first time, you might want to consider reviewing How to Post Comments and Replies .
• Strive to be thoughtful and analytical in your comments.
• Try to find something new to say instead of saying what has already been said in the original post and in other comments already posted.
• Feel free to share personal experiences which shape your views on the topic discussed.

You should also

• Provide links to additional resources on the web which would better inform the discussion. You should always link to any other texts on the Web you mention, even those on the course website.
• Contend with and/or support the original blog post. If you are criticizing what the blogger has said, remember to do so respectfully, which encourages further dialogue. "This sucks" would not be an appropriate response. Neither would "That's great!" if you don't explain what you mean.
• Direct attention to related and relevant issues. You may find that none of the posts on the class website about a particular set of readings confront what you feel is an important issue on the assigned texts. As long as it is related to the general topic of the readings or the topic of this class, feel free to post a comment which turns the conversation in a new direction (use the subject line to clearly specify this new direction).
• Occasionally post to blog posts not on our front page. If you like, you may choose to post three of your comments or replies to any other recently submitted blog posting on the class site from the instructors and/or other students, whether or not those posts focus on the topic up for discussion.
• Use emoticons and acronyms to convey additional information (such as tone and intonation).

For those of you wishing to do more than the minimum requirements of the course, you might visit the class website additional times per week and post new comments and/or replies to any of the blog posts.

Principles for Posting to Your Weblog

You'll do a lot of the writing for this class in your individual weblog space on the course website. You can access your weblog via your my account page.

One way to think of a weblog or blog is as a journal. However, unlike a journal that you might keep at home (as well as most if not all of the writing you have done in school before), your blog space is public. Your fellow class members will be invited to read your blog. Classmates will respond to your posts with comments and replies. Group members will review notes you take when doing research. And, of course, since it's on the Internet, other Web readers may encounter your writing and take a look at what you have to say.

There are many uses for weblogs, but we'll only use them for a few things here. During this class, you'll be asked to use your course weblog to

• share drafts of your work-in-progress for peer review
• keep a project log
• post research notes

In addition to the individual weblog space that everyone has, the home page of our course website is a community blog space where anyone can post. While most of your blog writing will be posted to your individual weblog, we'll use the home page as a place to promote discussion among all class members. For example,

• When there is a reading response assignment, your instructors may promote someone's post to the front page for community discussion.
• Groups may be asked to lead discussion by posting their reading responses or blog posts to the course home page instead of to their individual weblogs.
• Groups may be asked to share proposals and progress reports with the entire class.

Good Blogging Practices

• Titles for blog posts should reflect the context of what you have written, not merely restate the name of the title of the assignment or reading. Interesting and informative titles draw more interesting responses from others.
• Blogs should demonstrate the principles of writing for the Web as they are covered in this course.
• Bloggers link. Use hyperlinks when referring to another post on the public Internet and follow good attribution practices. Hyperlinks mean converting text to a link, not merely cutting and pasting in an URL. To do so, you'll have to know a little HTML for creating hyperlinks.
• People visiting the course website from the Internet won't know what you mean if you just mention "the reading assignment for today." Since PW Online is password protected, others on the Internet cannot access it. Treat it like a printed text. At minimum, you should mention the name of the text and the title of the chapter or section you are referencing.
• Good bloggers always keep in mind that they are writing for a public audience.

To Learn More

• To receive credit for your work, be sure to follow the course requirements for reading responses and project logs.
• Optional: Read Meg Hourihan's What We're Doing When We Blog for a brief description of weblogs. For further reading on weblogs, take a look at The Weblog Webliography on Kairosnews.

Principles of Reading Responses

Each week, you will be responsible for creating a reading response. Selected reading responses will also be promoted to the front page for more lively community discussion.

In composing your reading response you should:

• Be sure to focus your response on the subject of the prompt.
• Link your response to recent class discussions online, your current project work, something you might have read elsewhere, and/or previous professional, academic, or personal experience writing and communicating in other contexts.
• Discuss how the reading contributes to your understanding of the current project, expands your understanding of recent discussions, or suggests ideas for your work in the class.
• Be sure to properly cite the original reading and any other sources you might mention. Good citation practice is critical in all writing and especially so on the Web.
• You can apply the rhetorical considerations discussed in Principles for Posting to Your Weblog to your reading responses.

Project Log Guidelines

Purpose

Because you will have a weekly record at the end of the project, your project log will help you to complete the Peer Collaboration Evaluation Form due at the end of each project. Project logs also provide evidence of each group member's contribution to the project. And detailed project logs lend more credibility to your evaluation of others in your Peer Collaboration Evaluation Form.

After college, you may find keeping a project log useful in your professional career:

• In the busy life of a professional, it can often be difficult to remember all aspects of a project when compiling monthly or quarterly progress reports.
• Consultants can use project logs to provide supporting evidence of work done on a project in preparing invoices or in case a client questions billable hours.
• Once a project is completed, a project log can be useful as a record for planning similar, future projects that will be completed by others.

Requirements

At least once a week, post a short report to your weblog covering all of the following:

• Use informative titles (e.g., Project Log for Week 5: Project 2 Takes Shape)
• Tag your post with "Project Log"
• Report on the status of the project: Is it in early drafting? Is it production ready? Is your group conducting research? Etc.
• Record your contributions to the project that week.
• Record the contributions of others in your group.
• Record the time and date of group meetings and communication and describe briefly what was accomplished. Did the group have a large email discussion? Did you IM with another group member? Etc.
• Report on any scheduled plans for completing specific tasks in the project. What group members have taken on which specific tasks? What are the prospective deadlines?
• Plan out ideas for completing the project, including ways to collaborate and communicate more effectively with your group.
• Reflect on any lessons you have learned about collaboration and electronic communication.

Remember. Your project logs are public and can be read by other group members. Be diplomatic. Do not write about what other group members failed to do or negatively evaluate their participation. Simply record what others have agreed to do and the tasks which they have completed. You will have ample opportunity to assess the work of others at the end of the project.

You can of course post more than once a week.