"It becomes far too important to overlook...the role of other texts, talk, people, perceptions, semiotic activities, motives, activities, institutions, and so on play in the production, reception, circulation, and valuation of those "finished" texts, artifacts, or events" (74).
If we ignore these factors of compsing, then we limit ourselves to how a text is formed and all the factors that come into play when considering the discourse community that impacts the composing process.
Example: a student's use of notes, diagrams, outlines, to-do lists, etc.
Maybe touch on Downs's ecology and how limiting ourselves could cause us to leave out important factors that come into play when trying to compose something for our audience. Perhaps use this as a framework to work off of (works very nicely after this Shipka quote that advocates for the inclusion of all these factors and how leaving out anything limits our understanding of the discourse community.
"We make symbols of clothing, jewelry, objects like cars and homes, animals (mascots), and human behavior from wink to jumps (Downs 461).
"Making one object or concept stand for some otherwise unrelated concept or object is one of our most basic human ways of making meaning" (Downs 461).
Big quote. Explain why this idea is important because we can't just go through the motions of using multimodal just to be multimodal, but we have the know why we are making these things represent each other.
-
The Elements of Rhetoric
Motivation - the overall purpose of thing you are using to communicate your message. May have multiple motivations.
-
ESL group had conversations with me, followed directions of assignment, etc.
- Advocating for a specific group.
One member liked the non-immersion approach better. Caveat that you should approach a research project with the mindset that you are seeking the truth and not arguing a point irregardless of the facts.
Ecology - "it invokes a sense of a place defined by a network of myriad interconnecting and almost inseparable elements that all shape the rhetorical interaction and meaning that emerges from them" (Downs 466).
-
Intended audience.
ESL group - hands-on learners and gamification of their concepts meant for a group that isn't academic. Maybe parents, ESL learners, undergraduates that are interested in teaching (since they knew they for sure would be demonstrating it to their peers in class).
While we hope you construct things in our classes so that they have a wider impact than your immediate peers that semester, it still is a good idea, especially during a presentation, to think about the personal learning-styles that you think would positively a pluraity of your peers.
"machine as rhetors"
The materials used to create your modes. Maybe you had a big idea for one project, but access to funds impacted the materials you used. This is part of your ecology.
-
exigence
-
-
MAGA, how undocumented folks are treated, and access to basic literacy skills to become dreamers and, eventually, citizens.
-
Identification - trying to get [readers] to see, feel, believe, and think what the writers themselves do.
-