WRITING FOR NEW MEDIA WRIT FALL 2015

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1 WRITING FOR NEW MEDIA WRIT FALL 2015 Literature Review (Graduate Students Only) Due Dates Proposal: Sept. 14, 10:00 PM Progress Report #1: Oct. 8, 10:00 PM Progress Report #2: Nov. 23, 10:00 PM Literature Review: Dec. 7, 10:00 PM Assignment Graduate students are required to engage in a semester-long literature review project that will lead to a critical book review and either an annotated bibliography of 20 items or a literature review of items. The purpose of this assignment is to help ensure that graduate students in the course engage with progressively more advanced content than the undergraduates and have contact with the literature of the discipline than do the undergraduates in the course. The Critical Book Review The critical book review of a book published within the last 15 years provides an opportunity to examine, contextualize, and evaluate long-form scholarship. In addition to widening your knowledge of the field, in this context the purpose of the book reviews is to acquaint you with the genre of the critical book review (which is both a useful research tool and a valuable form of service to the scholarly community), and gain experience in the critical examination and assessment of longform scholarly arguments. As part of this process you will want to find at least 3-6 published reviews of your book (if possible) and read them after you have read the book. By examining these published reviews, you will both gain a better sense of how the genre of the critical book review works, and you will gain a better sense of how to evaluate the book. While there is no one way to write a critical book review, there are standard conventions. In addition to looking to published book reviews as models, the following four critical book review assignments should be of use: The Annotated Bibliography An annotated bibliography of 20 items provides you with an opportunity to engage in a broad broad review of the scholarly literature. In this context, the purpose of the annotated bibliography is to give you an overview of the kinds of issues examined by scholars of new media, digital rhetoric, and computers and writing. At least three (3) items should be monographs, one of which can be used for your book review. Your annotated bibliography should include the following: An Introduction: Your annotated bibliography should be prefaced by an introduction that situates the bibliography within the course and your program of study and should WRIT Fall 2015 Literature Review Guidelines 1

2 explain any research questions or guiding principles you used to select your readings. (If your annotated bibliography has a theme or focused topic, explain what it is and why; likewise, if your choice of readings was guided by a desire to explore widely, explain that.) The Entries: Please follow MLA format for annotated bibliographies. First, cite the article. Then, after skipping a space, compose a paragraph (approximately words), single-spaced that both summarizes the article and evaluates it. Evaluation might involve o explaining why you would or would not recommend the article to other students in the course or other graduate students in the program; and/or o comparing the article to other readings (for the bibliography, the course, your other classes), explaining how the article expands, supplements, differs, complicates, supports, etc. You may find it worthwhile to cluster your entries into groups which you indicate through the use of headers, or you might simply organize the entries alphabetically as you would any works cited page. The Conclusion: The conclusion of your annotated bibliography should discuss what you got out of compiling the bibliography. For example, have your readings helped you identify future research questions or subjects you'd like to explore more thoroughly? Have your readings sparked ideas for future teaching or projects? Have they changed your understanding of English studies or possibilities in teaching? The Literature Review A literature review of articles represents a focused investigation and overview of a particular issue within an area of new media, digital rhetoric, and computers and writing such as digital literacy/multiliteracies; game studies; multimodal composition; copyright, intellectual property, and remix culture; digital rhetoric; social media; media ecology; user-experience; visual literacy/visual rhetoric; sound studies; and electronic literature. The purpose of a literature review is to help you identify and define arguments and trends in existing scholarship for the purpose of identifying what is missing what hasn t been done by previous scholarship. In this way literature reviews serve to justify a current research project by explaining why the project is needed. Literature reviews are a common genre within scholarly writing, often serving as an early section in an article or as an early chapter in a thesis, dissertation, or monograph. For more information on writing a literature review, please see Annette Markham s Creating Lit Reviews as Arguments : Proposal: Sept. 8, 10:00 PM 1. Choose your option: First, you will want to identify the book you would like to review and which option you would like to pursue. 2. Write a proposal: Once you have decided on the book you would like to review and which of the two options you wish to pursue, please submit a proposal in the form of a memo in which you let me know what you plan to do for this assignment. Your proposal should: WRIT Fall 2015 Literature Review Guidelines 2

3 Take the form of a properly formatted memo. For information on memos, including the parts of a memo and how to format one properly, see the Purdue OWL s guide to memos: Explain which book you would like to review. Explain of the two options you wish to undertake. For literature reviews: Please identify the topic you wish to focus on and offer a brief explanation of why you wish to focus on that topic. Read, take notes, read some more, and take more notes. The bulk of this assignment will involve regular reading and note taking. Note connections or disagreements among your texts. Do both. As you read and take notes, pay attention to sources. Progress Reports As with the proposal, your progress reports should take the form of a properly formatted memo. In the memo, you should include the following sections: Work Accomplished to Date Summarize the work accomplished to date. Looking back over the technical and management sections of your Project Proposal and work schedule should help you organize this section. Plans for Next Reporting Period The technical and management sections of your Project Proposal and work schedule should help you organize this section. For Progress Report #1 summarize the work you still need to do for the Major Project assignment sequence between submitting this progress report and April 13, which is the deadline for Progress Report #2. For Progress Report #2 summarize the work you still need to do to complete assignment. Problems Encountered Briefly describe any problems that you have encountered, their effects, and what you have done to work around them. Appraisal of Progress to Date Briefly describe the status of your project in light of your intended work schedule and where you are in the process. In doing so, you might consider the following questions and provide short responses in which you provide the rationale for your answer. Do you believe that you are on track? Do you believe that you are behind? Do you believe that you will meet your upcoming deadlines? Recommendations If you have any concerns or problems with your project or the time frame in which the work is to be done, briefly describe some recommendations for moving forward. WRIT Fall 2015 Literature Review Guidelines 3

4 List of Books for the Critical Book Review Alexander, Bryan. The New Digital Storytelling: Creating Narratives with New Media. Santa Barbara, CA: Praeger, Alexander, Jonathan, and Jacqueline Rhodes. On Multimodality: New Media in Composition Studies. Urbana, IL: NCTE, Arroyo, Sarah J. Participatory Composition: Video Culture, Writing, and Electracy. Carbondale: Southern Illinois UP, Banks, Adam. Digital Griots: African American Rhetoric in a Multimedia Age. Carbondale, IL: Southern Illinois U P, Race, Rhetoric, and Technology: Searching for Higher Ground. Mahwah, NJ: Lawrence Erlbaum, Bogost, Ian. Persuasive Games. Cambridge, MA: The MIT Press, Borgman, Christine L. Scholarship in the Digital Age: Information, Infrastructure, and the Internet. Cambridge, MA: The MIT Press, Brooke, Collin G. Lingua Fracta: Toward a Rhetoric of New Media. Cresskill, NJ: Hampton Press, Chun, Wendy Hui Kyong. Programmed Visions: Software and Memory. Cambridge, MA: The MIT Press, Cranny-Francis, Anne. Multimedia: Texts and Contexts. London: Sage, Dean, Jodi. Blog Theory: Feedback and Capture in the Circuits of the Drive. Cambridge: Polity, Dunn, Patricia. Talking, Sketching, Moving: Multiple Literacies in the Teaching of Writing. Portsmouth, NH: Boynton/Cook, Fitzpatrick, Kathleen. Planned Obsolescence: Publishing, Technology, and the Future of the Academy. New York: New York UP, Foley, John Miles. Oral Tradition and the Internet: Pathways of the Mind. Urbana, IL: U of Illinois P, Frazel, Midge. Digital Storytelling Guide for Educators. Eugene, OR: International Society for Technology in Education, Fuchs, Christian. Social Media: A Critical Introduction. Los Angles, Sage, WRIT Fall 2015 Literature Review Guidelines 4

5 Fuller, Matthew. Media Ecologies: Materialist Energies in Art and Technoculture. Cambridge, MA: The MIT Press, Gee, James Paul. What Video Games Have to Teach Us about Learning and Literacy. Cordonsville, VA: Palgrave Macmillan, Golumbia, David. The Cultural Logic of Computation. Cambridge, MA: Harvard UP, Halbritter, Bump. Mics, Cameras, Symbolic Action: Audio-visual Rhetoric for Writing Teachers. Anderson, S.C. Parlor Press, Hansen, Mark B. N. New Philosophy for New Media. Cambridge, MA: The MIT Press, Hayles, N. Katherine. Electronic Literature: New Horizons for the Literary. Notre Dame, IN: University of Notre Dame, Hayles, N. Katherine. How We Think: Digital Media and Technogenesis. Chicago: U of Chicago P, Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. 2 nd ed. New York: New York UP, Jenkins, Henry. Spreadable Media: Creating Value and Meaning in a Networked Culture. New York: New York UP, Kirschenbaum, Matthew. Mechanisms: New Media and the Forensic Imagination. Cambridge, MA: The MIT Press, Kress, Gunther. Literacy in the New Media Age. London: Routledge, Kress, Gunther, and Theo van Leeuwen. Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Oxford UP, Lessig, Lawrence. Remix: Making Art and Commerce Thrive in the Hybrid Economy. New York: Penguin Press, Marwick, Alice E. Status Update: Celebrity, Publicity, and Branding in the Social Media Age. New Haven: Yale UP, McGonigal, Jane. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. New York: Penguin Press, Miller, Carolyn Handler. Digital Storytelling: A Creator's Guide to Interactive Entertainment. 3rd ed. New York: Focal Press, WRIT Fall 2015 Literature Review Guidelines 5

6 Murray, Joddy. Non-Discursive Rhetoric: Image and Affect in Multimodal Composition. Albany: State University of New York, O Gorman, Marcel. E-Crit: Digital Media, Critical Theory, and the Humanities. Toronto: U of Toronto P, 2006 Ohler, Jason. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity. 2nd ed. Thousand Oaks, CA: Corwin, Palmari, Jason. Remixing Composition: A History of Multimodal Writing Pedagogy. Carbondale, IL: Southern Illinois UP, Phillips, Andrea. A Creator's Guide to Transmedia Storytelling: How to Captivate and Engage Audiences Across Multiple Platforms. New York: McGraw-Hill, Potts, Liza. Social media in Disaster Response. How Experience Architecture can Build for Participation. New York: Routledge, Raley, Rita. Tactile Media. Minneapolis: U of Minnesota P, Reid, Alex. The Two Virtuals: New Media and Composition. West Lafayette, IN: Parlor Press, Reyman, Jessica. The Rhetoric of Intellectual Property: Copyright Law and the Regulation of Digital Culture. New York: Routledge, Rice, Jeff. The Rhetoric of Cool: Composition Studies and New Media. Carbondale: Southern Illinois UP, Rickert, Thomas. Ambient Rhetoric: The Attunements of Rhetorical Being. Pittsburgh: U of Pittsburgh P, Rife, Martine Courant. Invention, Copyright, and Digital Writing. Carbondale: Southern Illinois University Press, Selber, Stuart. Multiliteracies for a Digital Age. Carbondale: Southern UP, Selfe, Cynthia, and Gail Hawisher, eds. Literate Lives in the Information Age: Narratives of Literacy from the United States. Mahwah, NJ: Lawrence Erlbaum, Senft, Theresa. Camgirls: Celebrity and Community in the Age of Social Networks. New York: Lang, Shipka, Jody. Toward a Composition Made Whole. Pittsburgh, PA: Pittsburgh UP, WRIT Fall 2015 Literature Review Guidelines 6

7 Terranova, Tiziana. Network Culture: Politics For the Information Age. London: Pluto Press, Ulmer, Gregory. Internet Invention: From Literacy to Electracy. New York: Longman, van Dijck, Jose. The Culture of Connectivity: A Critical History of Social Media. Oxford: Oxford UP, Wardip-Fruin, Noah. Expressive Processing: Digital Fictions, Computer Games, and Software Studies. Cambridge, MA: The MIT Press, Warnick, Barbara. Rhetoric Online: Persuasion and Politics on the World Wide Web. New York: Peter Lang, Zeiser, Anne. Transmedia Marketing: From Film and TV to Games and Digital Media. Burlington, MA : Focal Press, WRIT Fall 2015 Literature Review Guidelines 7