SYLLABUS: THE RHETORIC OF MEMES
Simone Sessolo, University of Michigan
INTRODUCTORY ESSAY
“The Rhetoric of Memes” is an undergraduate upper-level course that examines what memes say and how they say it, analyzing them from the perspective of visual and argumentative rhetoric. Students write analyses that convey their own views of contemporary memes, create their own memes related to their discourse communities, and write wiki entries to summarize and become more familiar with key texts and issues in the field. The course is taught in a wired classroom (or lab), allowing students constant Internet access. Students are invited to bring their own laptops or tablets to class. The course is not lecture-based; classes are divided between discussions of the readings, student presentations, workshops, and peer-reviews.
Internet memes not only entertain, they also make claims about our world and how it does, could, and should work. They are a form of communication that is becoming more and more important in the new media world, and they have an unrealized potential for teaching. The combination of the visual and the verbal in memes (e.g., in image-macros consisting of a captioned image), and their ability to build up separate elements into a connected whole (e.g., in gifs superimposing a celebrity over several backgrounds), can offer insights about how ideas replicate, mutate, and develop. The course provides an occasion to practice multimodal writing, and it offers a plan to capitalize pedagogically on the viral ways in which memes spread, reproduce, and change in culture. Because of their intrinsic aim of spreading information, memes have pedagogical purposes that range from aiding memorization of particular concepts, to showing understanding of complex concepts, to sharing information in a vibrant and accessible way. Most importantly, memes are starting to become part of the writing classroom, and this course offers instructors strategies to use them in their courses.
meme-analyses and meme-compositions, and wiki pages that explain rhetorical concepts and uses to a lay audience.
The multimodal projects follow a sequencing structure: from analysis, to composition, to reflection. These projects are collaborative, and they invite students to participate in the social construction of knowledge. Furthermore, the assignments for the first unit, “Theory,” follow a scaffolding structure to help students to transition from prior experience to emerging knowledge: from oral presentation, to peer review, to essay writing. The class offers many occasions for independent thinking and collaborative practice. The sequence, as can be seen in the syllabus below, is as follows: the first unit “Theory” will be followed by three “Composition” units. At the end of the first three units the instructor can set up student conferences (group or one-to-one meetings between students and the instructor), or writing workshops in a flipped classroom mode. While conferences allow for a more personalized instruction, the writing workshops would stress even more the collaborative aspect of multimodal writing, and they would encourage active learning.
Even though the course is in new media, steeped in multimodality, its sequence is strongly based on the five canons of classical rhetoric as Quintilian describes them in the Institutio Oratoria: invention, arrangement, style, memory, and delivery. While Composition 1 and 2 deal specifically with invention, arrangement, and style of meme-writing, contributing to the DRC Wiki (Composition 3) seems the best opportunity to focus specifically on memory and delivery—two canons that are often associated with speech, rather than writing, and so they might not find the appropriate space in the writing classroom. That is, writing wiki entries would help students “memorize” the work they had been doing in the analysis and composition of memes, and as a consequence the DRC Wiki would “deliver” that work to a wider community of people interested in digital rhetoric.
SYLLABUS
THE RHETORIC OF MEMES
INTRODUCTION TO THE COURSE:
Memes not only entertain, they also make claims about our world and how it does, could, and should work. In this course we will examine what memes say and how they say it, analyzing them from the perspective of visual and argumentative rhetoric. The work you will do in this class will culminate in the creation of three Meme Projects, multimodal collaborative texts, at the end of each composition unit. This is a course in writing and rhetoric, not in contemporary culture, so we will pay particular attention to strategies for effectively conveying your arguments to your audiences of choice.
Meme Projects for Composition Units
1. The Meme project for this unit will consist of a website that houses analyses of popular memes (their most popular form is the image-macro: captioned images consisting of a picture and a catchphrase). As an example, consider this project, which was ultimately published by The Journal for Undergraduate Multimedia Projects (you can access that project here:
2. The Meme project for this unit will consist of a website that offers original memes (image-macros or other) about students’ discourse communities. In order to complete this digital writing task, students do not need to have previous knowledge of coding. Instructors can suggest a proprietary platform (such as Wordpress or Wix) that students are likely to use in other courses requiring the creation of an e-portfolio. In this case, choosing the appropriate platform and layout can serve as an exercise in visual rhetoric. An example of such project can be found here: https://uofmemes201.wordpress.com/
3. The Meme project for this unit will consist of creating wiki entries with active links for the Digital Rhetoric Collaborative Wiki.* An alternative can be significantly contributing to existing entries. Wikis are becoming increasingly important collaborative spaces and they facilitate group projects by allowing students to share knowledge and responsibility. A link to the DRC Wiki can be found here:
http://webservices.itcs.umich.edu/mediawiki/DigitalRhetoricCollaborative/index.php/Main_Pag e
COURSE GOALS:
1. To refine the understanding of what defines a communication act
2. To demonstrate the ability to rhetorically analyze memes, using new media vocabulary 3. To demonstrate collaborative skills through class projects and presentations
4. To demonstrate multimodal writing skills in composing memes
5. To practice composition and revision strategies targeted to specific discourse communities
READINGS:
Arola, KristinL., Jennifer Sheppard, Cheryl E. Ball. Writer/Designer. Boston: Bedford/St. Martin, 2014. Print. Bakhtin, Mikhail. “Discourse in the Novel” and “Rabelais and His World.” Ed. Julie Rivkin and Michael Ryan.
Literary Theory: An Anthology. Malden: Blackwell, 1998. 32-51. Print.
Dawkins, Richard. “Memes: The New Replicators.” The Selfish Gene. 2nd Ed. Oxford: Oxford UP, 1990. 189-201. Print.
* When this course was first offered at the University of Michigan, students contributed three entries to the DRC
Deuze, Mark. “Media Life.” Media Perspectives for the 21st Century. Ed. Stylianos Papathanassopoulos.
London: Routledge, 2011. 137-48. Print.
Foss, Sonja. “Theory of Visual Rhetoric.” Handbook of Visual Communication: Theory, Methods, and Media. Eds. Ken Smith, Sandra Moriarty, Gretchen Barbatsis, and Keith Kenney. Mahwah: Lawrence Erlbaum, 2005. 141-52. Print.
Gleick, James. “What Defines a Meme?” Smithsonian.com. The Smithsonian Institution, May 2011. Web. 21 Oct. 2013
Mattingly, Carol. “Telling Evidence: Rethinking What Counts in Rhetoric.” Rhetoric Society Quarterly 32:1 (2002). 99-108. Print.
Vieregge, Quentin. “Getting Started Writing on a Wiki.” Writing Commons. Writing Commons, 2016. Web. 9 May 2016.
Zappavigna, Michele. “Internet Memes.” Discourse of Twitter and Social Media. New York: Continuum, 2012. 100-26. Print.
The instructor can select additional readings. Also, the instructor can guide students to find additional sources using databases. Since the class topic is very current, it would be useful to periodically check how memes are discussed in the national media, and to consider which memes are most popular at the time. To minimize student expenses, all texts with the exception of Writer/Designer can be translated into digital copies and circulated by the instructor using a Learning Management System, like Blackboard, Canvas, or CTools.
ASSIGNMENTS:
• Paper #1 (1000-1500 words; see Daily Schedule for prompt): 15% of final grade. • Paper #2 (1000-1500 words; see Daily Schedule for prompt): 15% of final grade.
• Participation to class discussions and activities (see Requirements for explanation): 10% of final grade.
• Contributions to the Meme projects (see Course Assignments for explanation): 60% of final grade (20% for each contribution).
***
DAILY SCHEDULE:
This schedule is not set in stone. It may be necessary for the instructor to make some changes. In case of an absence, it is the student’s responsibility to check with the instructor to see if the schedule has been amended.
Always bring the assigned reading materials to class with you!
FIRST DAY OF CLASS:
Getting to know each other.
Write-to-learn exercise: “In your own words, answer these two questions: What are memes? What is rhetoric?”
Application: rhetorical analysis of a current meme (for example the “classic” crying Michael Jordan) creating connections between the meme, the 5 canons of rhetoric, and the students’ answers to the write-to-learn exercise. The purpose of the write-write-to-learn exercise and the application is to show how even memes can be seen as communication acts following rhetorical strategies.
UNIT 1: THEORY [COURSE GOALS 1 AND 2]
WEEK 1: DISCOVERING OUR MEMETIC LANDSCAPES Day 1
READINGS: James Gleick, “What Defines a Meme?”; Richard Dawkins, “Memes: The New Replicators.” IN CLASS:Discussion on the readings. Revising the write-to-learn exercise done the 1st day.
Day 2
ASSIGNMENTS: Find 4 examples of memes in the categories of ideas, tunes, catchphrases, and images, following the way Gleick describes them in his article. The memes you find should have a special relevance to you. They should, in a way, provide a map for your cultural and affective contexts. That is to say, your choice of memes says something about who you are as a person: this choice is, as well, a rhetorical act. For example, for “tunes” you might decide to choose the ESPN’s Sports Center jingle, thus revealing yourself as someone who considers sports important; or you might choose the “happy birthday” tune, thus showing that, maybe, you have pleasant memories about your childhood. An affective context is a network of objects linked to emotions that are important to you; and a memetic map is the rhetorical act of showing these objects together to give a sense of who you are as a person.
Come to class ready to present and discuss your choices. Your presentation should not last more than 5 minutes, so make sure to be concise but thorough in sharing your findings with the rest of the class.
IN CLASS: Presentations of memetic maps.
Week 2: MEMETIC FORMALISMS Day 1
READINGS: Mikhail Bakhtin, “Discourse in the Novel” and “Rabelais and His World”; Carol Mattingly, “Telling Evidence: Rethinking What Counts in Rhetoric.”
IN CLASS: Discussion on the readings.
Introduction to class presentations for next class: students can start researching meme sequences. The teacher walks around and helps students with their research.
Day 2
IN CLASS: Presentations.
To create a more targeted feedback experience, presentations will be among groups of 4 students. This will allow a short Q&A after each presentation. The teacher walks around, interacting with students when clarification is necessary.
To end the class: Introduction to PAPER #1, DUE BY THE END OF THE WEEK.
Prompt: Paper #1 is simply a written version of your presentation. The purpose is to make you aware of the scaffolding structure in your writing process: from brainstorming, to presenting, to drafting. Delivering your presentation and listening to your classmates’ responses will have likely given you good feedback in terms of how you applied the Bakhtinian concepts to your meme sequence of choice. Now, I ask you to turn your Bakhtinian analysis into writing. As such, your paper should have a clear thesis and an argumentative structure. Refer to Essay Tips for guidance on how to compose your paper.
WEEK 3: HUMOR IN MEMETIC LANGUAGE Day 1
READINGS: Michele Zappavigna, “Internet Memes”; Mark Deuze, “Media Life.” IN CLASS:Discussion on the readings.
Introduction to class presentations for next class: students can start researching meme sequences. The teacher walks around and helps students with their research.
Day 2
ASSIGNMENTS: Find an Internet meme sequence (replications and mutations of memes) that you find humorous. Think about what makes it funny for you. Can you find appropriations of that meme that do not make it funny? For example, the politicized Willy Wonka meme sequence: do you find it funny when it proposes liberal issues as well as conservative ones? Analyze your meme’s humor following some of the concepts that Zappavigna talks about in her article. In short, I am asking you to analyze what makes the language of your meme sequence funny or humorous. Come to class ready to present a short overview of your analysis. Your presentation should not take more than 8 minutes, so you need to carefully choose your examples.
IN CLASS: Presentations.
To create a more targeted feedback experience, presentations will be among groups of 4 students. This will allow a short Q&A after each presentation. The teacher walks around, interacting with students when clarification is necessary. To end the class: Introduction to PAPER #2, DUE BY THE END OF THE WEEK. Prompt: Paper #2 is simply a written version of your presentation. The purpose is to solidify your awareness of the scaffolding structure in your writing process, building upon your experience in writing Paper #1: from brainstorming, to presenting, to drafting. Delivering your presentation and listening to your classmates’ responses will have likely given you good feedback in terms of how you applied Zappavigna’s concepts to your meme sequence of choice. Now, I ask you to turn your analysis of memetic humor into writing. As such, your paper should have a clear thesis and an argumentative structure. Refer to Essay Tips for guidance on how to compose your paper.
During this week the instructor will meet individually with students in one-to-one conferences. The instructor will have a chance to discuss any lingering concern students might have about the readings and to give personalized feedback on papers #1 and #2. These conferences offer students an opportunity to engage in revision. The date for students to bring to class revised versions of papers #1 and #2 is Week 7 Day 2.
An alternative can be offering writing workshops in a flipped classroom mode during class time. UNIT 2: COMPOSITION 1 [COURSE GOALS 2 AND 3]
WEEK 5: MULTIMODALITY Day 1
READINGS: Writer/Designer chapters 1 “What are Multimodal Projects” and 2 “Analyzing Multimodal Projects.”
IN CLASS: Discussion on the readings.
The instructor can choose among several tutorials offered in the ix: visualizing composition tutorials available at www.bedfordstmartins.com/writerdesigner. These tutorials can be done collectively in class to further students’ understanding of the readings.
Introduction to Meme project 1 (see Course Assignments). Day 2
READINGS: Analyses of common image-macro memes: http://jump.dwrl.utexas.edu/node/261/layout This is a big webtext. I’m not asking you to read all of it. Instead, experience/explore it and focus on reading attentively a couple of meme sequences.
IN CLASS: Discussion on the analyses following the concepts introduced in Writer/Designer. The purpose of this class is to allow students to see models for their own analyses, which they can use in their revision of papers #1 and #2.
WEEK 6: MULTIMODAL WRITING Day 1
IN CLASS: Writing workshop to prepare and revise analyses (which can be developed out of Papers #1 and #2) for publication.
Day 2
IN CLASS:Peer reviews of analyses (see Peer Response).
WEEK 7: SHOWCASING MULTIMODAL AWARENESS Day 1
IN CLASS: Creation of the platform that will house meme analyses (Meme project 1) Collaborative Tasks:
• Choose a platform: Wordpress, Wix, Blogspot, etc. • Choose a layout/template
• Choose what goes in the menu and widgets • Consider extra info: about page, bios, etc.
Day 2
ASSIGNMENTS: come to class with electronic copies of final versions for your analyses.
IN CLASS: Final workshop on the Meme project 1. Uploading final versions of analyses on the platform.
WEEK 8: STUDENT CONFERENCES
During this week the instructor will meet individually with students in one-to-one conferences. The instructor will have a chance to discuss students’ performances and contributions to the Meme Project 1 and to give personalized feedback on their multimodal compositions (platform and analyses). These conferences offer students an opportunity to engage in reflection about their multimodal writing.
An alternative can be offering writing workshops in a flipped classroom mode during class time. UNIT 3: COMPOSITION 2 [COURSE GOALS 3, 4, AND 5]
WEEK 9: MEMETICS Day 1
READINGS: Writer/Designer chapters 4 “Working with Multimodal Sources” and 6 “Designing Your Project”; Sonja Foss, “Theory of Visual Rhetoric.”
IN CLASS:Discussion on the readings.
The instructor can choose among several tutorials offered in the ix: visualizing composition tutorials available at www.bedfordstmartins.com/writerdesigner. These tutorials can be done collectively in class to further students’ understanding of the readings.
Introduction to Meme project 2 (see Course Assignments). Day 2
READINGS: Original student image-macro memes directed to specific discourse communities: https://uofmemes201.wordpress.com/
This is a big webtext. I’m not asking you to read all of it. Instead, experience/explore it and focus on reading attentively a couple of meme sequences.
IN CLASS: Discussion on the memes following the concepts introduced in Writer/Designer. The purpose of this class is to allow students to see models for their own meme writing.
WEEK 10: MEMETIC WRITING Day 1
IN CLASS: Writing workshop to brainstorm and create student memes about their discourse community of choice.
Day 2
WEEK 11: SHOWCASING MEMETIC AWARENESS Day 1
IN CLASS:Creation of the platform that will house student memes (Meme project 2) Collaborative Tasks:
• Choose a platform: Wordpress, Wix, Blogspot, etc. • Choose a layout/template
• Choose a title for the project
• Choose what goes in the menu and widgets • Consider extra info: about page, bios, etc.
Day 2
ASSIGNMENTS: Come to class with electronic copies of final versions of your memes. IN CLASS: Final workshop on Meme project 2. Uploading the memes on the platform.
WEEK 12: STUDENT CONFERENCES
During this week the instructor will meet individually with students in one-to-one conferences. The instructor will have a chance to discuss students’ performances and contributions to the Meme Project 2 and to give personalized feedback on their multimodal compositions (platform and memes). These conferences offer students an opportunity to engage in reflection about their multimodal writing.
An alternative can be offering writing workshops in a flipped classroom mode during class time.
UNIT4:COMPOSITION3[COURSE GOALS 5]
WEEK 13: WIKIS Day 1
READINGS:Writer/Designer chapter 8 “Putting Your Project to Work”; Quentin Vieregge “Getting Started Working on a Wiki.”
IN CLASS:Discussion on the readings.
The instructor can choose among several tutorials offered in the ix: visualizing composition tutorials available at www.bedfordstmartins.com/writerdesigner. These tutorials can be done collectively in class to further students’ understanding of the readings.
Introduction to Meme project 3 (see Course Assignments). Day 2
READINGS:A selection of existing wiki entries from the DRC Wiki:
http://webservices.itcs.umich.edu/mediawiki/DigitalRhetoricCollaborative/index.php/Main_Page
IN CLASS: Analysis of wiki entries following the concepts introduced in Writer/Designer and Vieregge. Discussion on possible wiki entries to write/revise for Meme project 3.
WEEK 14: WIKI WRITING Day 1
IN CLASS: Writing workshop to work on your collaborative contributions to the DRC Wiki. Instructors can set up groups of 4 students. Each group will work on a wiki entry.
Day 2
IN CLASS:Peer reviews of wiki entries.
This will be a group peer review, in which one group will review and revise another group’s entry.
WEEK 15: CONTRIBUTING TO THE DRC WIKI Final Day of Semester
ASSIGNMENTS: Come to class with electronic copies of your final drafts for your contributions to the DRC Wiki.
IN CLASS: uploading the entries to the DRC Wiki. Final considerations. Class evaluations. ***
REQUIREMENTS:
COME TO CLASS REGULARLY.
You are required to attend every class. If unavoidable commitments or emergencies interfere with your ability to attend any class, please consult with me as soon as you can. You are responsible for catching up on what you may miss due to any absence. If you miss more than [teacher’s discretion] class sessions, you will not receive credit for this course. Be sure to obtain another student’s email address so that you have someone to contact about what you missed in the event of an absence. If you are absent from class, you are still required to be prepared for next class.
GET TO CLASS SESSIONS ON TIME.
Every two times you are late to class, it will count as ONE absence. If you know ahead of time that you will have difficulty making it to class on time, please consult with me.
DO ALL THE COURSE READINGS ON TIME.
I encourage you to read with a pencil in hand and take notes as you read. Readings are to be read before the date on which I list them on the syllabus. The date a given reading is listed is the date on which we will discuss that reading.
PARTICIPATION TO CLASS DISCUSSIONS AND ACTIVITIES.
COMPLETE ALL ASSIGNMENTS WITH CARE AND ON TIME.
To receive credit for this course, you must complete all assignments on time. If you know ahead of time that you will be unable to make a deadline, talk to me about it, and we’ll see if
alternative arrangements can be made.
READ YOUR FELLOW STUDENTS’ WORK WITH CARE, AND PROVIDE CONSTRUCTIVE FEEDBACK. This exchange of constructive criticism is called “peer review,” and we’ll do a lot of it in class. Peer reviews provide you with useful feedback on your work, and they help you practice reading with a critical eye.
PARTICIPATE IN THE MEME PROJECTS.
The Meme projects offer you an opportunity to engage in digital composition. They allow you to transition from memetic theory to practice, and they provide a way for you to reflect on the analysis and composition of Internet memes. To receive credit for the course, you must submit complete and thoughtful contributions to the three Meme projects. You will have plenty of help along the way.
COURSE ASSIGNMENTS
PAPERS #1
AND#2
:The prompts for Papers #1 and #2 can be found in the daily schedule. Here, I provide a supplement that works well in peer-reviewing oral presentations. It can also be used to peer review drafts for the contributions to the Meme projects. The document Essay Tips can guide students to write effective papers. The document Feedback Form provide guidelines that teachers can use for feedback. These documents have been developed as teaching resources by faculty at the Sweetland Center for Writing, the University of Michigan.
DOCUMENT 1: PEER RESPONSE
Step 1. Affirmation or “Statement of Meaning”
During this step, the responders share what was “meaningful, evocative, interesting, exciting, striking” in the work they just experienced. Other adjectives that might be useful: compelling, engaging, convincing, moving. To avoid overly general comments, responders should be specific in their affirmation and provide reasons for their response. For example, “I found your presentation to be interesting,” is too general. A better comment might be “I found the way you included multimodality in your presentation to be accurate because it made me understand [your point].”
Step 2. The Presenter as Questioner
During this step, the presenter asks questions to the peer group based on her concerns about the work. For example, “What argument did you think I was making by the end?” or “Do you think I engage enough in multimodality?” Responders should answer the presenter’s questions and help the presenter come up with a plan to translate her oral presentation into an essay.
Step 3. The Peer Group as Questioner
Step 4. Opinion Time
During this step, the peer group offers opinions about the presenter’s work. This step works as a peer discussion to create knowledge.
A PDF copy of a model version for this document can be found here:
http://www.lsa.umich.edu/UMICH/sweetland/Home/Downloads/Supplement8_GuidelinesfortheProces sforCriticalResponse.pdf
DOCUMENT 2: ESSAY TIPS Organization
TITLE, INTRO, CONCLUSION: Title includes both subject and a hint about the thesis or point of view; engaging intro that prepares the reader accurately for the body paragraphs; thought-provoking or interesting conclusion that ties everything back together and takes the thesis further.
THESIS/FOCUS: Essay responds to the assignment with a clear argumentative thesis in the first paragraph that continues to be the focus of the paper.
ORGANIZATION: One main idea per paragraph, good use of transitions, clear topic sentences, smooth connections between paragraphs; if an order is set in the intro, it is followed.
Development
SUPPORT: Uses specific, concrete, relevant details, examples, evidence and numerous references to source materials to substantiate and explain thesis.
ANALYSIS: Explains the connections between evidence and main ideas thoughtfully and thoroughly; makes connections explicit, discusses implications, relevance or significance.
Mechanics
SENTENCE CRAFT & STYLE: Demonstrates excellent use of language, precisely chosen words, complex and varied sentence structure, appropriate tone and style.
GRAMMAR AND SPELLING: Is almost entirely free of spelling, punctuation and grammatical errors (one or less per page).
A PDF copy of a model rubric for this document can be found here:
http://www.lsa.umich.edu/UMICH/sweetland/Home/Downloads/Sample_EssayGradingRubric.pdf
DOCUMENT 3: FEEDBACK FORM What you’re doing well in this essay:
Global Writing Issues (argument, structure, focus, logic, analysis, evidence, thesis, topic, etc.):
Local Writing Issues (sentences, paragraph coherence, clarity, grammar, transitions, word choice, specificity, punctuation, etc.):
Prioritizing what to work on for revision and future essays:
A PDF copy for this feedback form can be found here:
http://www.lsa.umich.edu/UMICH/sweetland/Home/Downloads/Supplement2_FeedbackForm.pdf MEME PROJECT 1
For this project, you will create a webtext housing your analyses of memes (Your analyses can be developed out of your papers #1 and #2). This is a collaborative effort, and in order to create the webtext you will have to complete several tasks as a group. You will have to choose a platform (Wordpress, Wix, Blogspot, etc.); choose a layout (there are many free templates that you can choose from); choose a title for the project; choose what goes in the menu and widgets; and consider what extra info you want to include (an “about” page, bios, etc.). Collaborative projects are not easy, because you will have to compromise with your classmates’ choices. However, they can be a lot of fun. Besides, this is your chance to engage in multimedia production and to create something that you might be able to circulate.
MEME PROJECT 2
choose a platform (Wordpress, Wix, Blogspot, etc.); choose a layout (there are many free templates that you can choose from); choose a title for the project; choose what goes in the menu and widgets; and consider what extra info you want to include (an “about” page, bios, etc.). You can rely on your experience creating the Meme project 1 to guide you through this collaborative effort.
MEME PROJECT 3
For this project, you will work in a 4 person group. As a group, you will write a wiki entry to be uploaded in the DRC Wiki, or you will significantly contribute to an existing one. As a group, you will choose what your entry will be: you might decide to write an entry about a particular meme sequence (examples are “the doge,” or “crying Michael Jordan,” or the very recent “Damn Daniel” meme), or you might decide to write an entry about a particular use of technology (something about digital rhetoric that you’ve learned in class and that it’s not covered in the DRC Wiki, like “gif”), or you might decide to expand on and revise an existing entry, based on the knowledge you acquired in the class. As you can see, the possibilities are endless! This is your chance to use your “memory” of the work you’ve been doing through this semester and to “deliver” your expertise to a wider community of people interested in digital rhetoric.
