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English 2 Week 5: Responding and Revising

1. Discussion: opportunity regarding hypertext essay #2 (timeliness, research bibliography/review of the literature, additional pages and words).

2. Discussion: responding to student writing, UW and Portland State checklists, plus special considerations in hypertext: reading behavior (Liu homework) navigation (dang homework) document design (The Web Style Guide ) question: does "good writing" become less important? do the criteria for "good writing" change? if so, how much and in what ways?

Discussion of various views on "good writing" and hypertext:
Owen Strain's How to Make A Final Project Randy Brooks' Old-Fashioned Writing on the Computer: Resisting the Modular Nature of Writing in the Info-Age James Griffith, Introduction to Hypertext Papers and Web Authoring

3. Exercise: in-class responses to student hypertext in progress. Presentation of personal websites

4. Accept invitations to become Equality Monitor team members; publish 200-word descriptions of project (same description as on Angel) to EM.

5. Workshop on research: annotated bibliographies

6. Workshop on individual hypertexts.Make links to new pages (feels like prewriting, brainstorming), based on areas in your proposal you want to explore. Sketch ideas on these pages, including references to existing or expected research.

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Homework for Week 6 Electronic Literature (three parts):

1. For in class discussion and inspiration in your own projects: read Kate Pullinger's new-media fiction, Inanimate Alice and Martha Deed's new-media documentary, Aftershocks, together with Edward Picot's review of them.

2. For discussion on Angel: Visit the directory of the Electronic Literature Organization. Browse the Hypertext Nonfiction section, keeping a diary of sites you visit (view at least 30). Choose 3 sites that you think are especially noteworthy, perhaps those inspiring you in some way in relation to your own hypertext. Post to the class Google group with a 300 word discussion of why you think other people will find the sites noteworthy. Visit at least three of the sites recommended by others and compare them to the sites you viewed.

3. Read everyone else's site and write substantial peer responses (250 words each) to four of them on the Equality Monitor before Saturday at midnight. (Spread the responses around equally--if one person's site has eight responses and another person has none, don't respond to the one who already has lots of feedback.) Be sure to use the ideas about good writing and designing for hypertext we discussed today, as well as the UW peer response guidelines and Portland State worksheet When giving suggestions for improvement, be sure to point to good examples by other students in this class and to ideas for composition from last week's reading (Liu, Dang, etc) and the Hypertext Nonfiction index.

4. Before class, publish a detailed plan for revising your own website.

 

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