Introduction
As a community, academics are increasingly accepting the use of public, online, journal style writings known as weblogs (blogs) as a valid pedagogy for the classroom. The attraction of using blogs within a classroom setting stems mainly from the discursive possibilities that the new technology offers: namely, that blogs allow for a discussion of nearly any topic in a socially moderated medium that encourages participants to compare, expand upon, and modify their understanding of that topic in relation to the ideas of their peers. While these discourses may serve any variety of purposes, one growing use of the medium is as a format for reading responses—a somewhat traditional pedagogical approach within Composition Studies, but now modified by this new digital medium to allow for a discussion of course readings, rather than an isolated and individual response. In other words, the genre of the reading response blog allows the discussions of course texts, which traditionally take place in the classroom after the students have written a response to the text, to be initiated or conducted entirely within a social and public space.
In this particular analysis, I will analyze examples of this genre from a graduate seminar, where students are responding not only to the texts but to the ideas and reflections of their peers as well. These examples are all drawn from public blog postings from a single week’s readings, early in the semester, in order to examine the moves made by these students and how, within the framework of a course assignment, they form a discourse community. It should be noted, of course, that one of the samples is my own blog, and that I will therefore be approaching this genre as both a participant a...
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discussed the rhetorical skills in the writing styles and analysis. The main components of this learning was to be able to differentiate and understand the ethos, logos, and pathos appeals associated with the particular feeling and help develop understanding. Using the ethos, logos, and pathos appeals the writers and speakers can convince their readers to some image or understanding regarding the group or association. Every one of us is associated with different discourse communities that have different specialties and meaning. Everyone must have to learn the ways the communities interact with their members and how the communities understand a person from outside the community. Being outside from the community there is need to learn regarding
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Ideology is “a system of meaning that helps define and explain the world and that makes value judgments about that world.” (Croteau & Hoynes, 2014). According to Sturken (2001), the system of meaning is based on the use of language and images or representation. Therefore, media texts come along and select what is “normal” and what is “deviant” to the extent that this hegemony of constructed meanings in the viewer’s head becomes “common-sense” (Gramsci in Croteau & Hoynes, 2014). From this standpoint, what America claims to be pop culture which is omnipresent in media internationally, is a representation, through “politics of signification” of what is right or wrong (Kooijman, 2008). An example of America’s cultural ‘manifestation’ is Mean Girls,
Rideout, Victoria and Hamel, Elizabeth. (2006). “The Media Family: Electronic Media in the Lives of
Joining a discourse community is when you all share a common like or belief. Joining a discourse community can sometimes be a challenge. Rather you’re new at it or been participating in something for a very long time. Every discourse community is different and can be operated differently and by different type of people. They say drill team and dancing is easy and doesn’t take a lot of hard work like in other sports so in this paper I will be sharing with you all my journey of joining drill team/dance team and appealing ethos, logos and pathos.
The Influencing Machine by Brooke Gladstone and Josh Neufeld is an original work, a highly researched yet highly accessible survey of all things media from the history of media/journalism beginning in ancient Rome through the Mayan scribes to the First Amendment press freedoms of the U.S. Constitution and beyond and how the media 's mission and its means have advanced through history. At the same time, Gladstone debunks claims of the media 's nefarious influence on people from mind control and presumed biases to "moral panics," recurring historical charges of cognitive distraction, intellectual diminishment, and social alienation, now lodged against the likes of Google, video games, and the virtual world in general as digital culture stakes
According to Dr. Bean’s class syllabus, the primary goal for this course is to, “help you develop the literacy skills you’ll need during your academic career”. In other words, this class was designed to teach students to write like professionals in an academic discourse community. Through several writing and research assignments, we acted as researchers on a quest to examine “how discourse—written, spoken, and digital—is shaped by social practice”. Although I felt I was a decent enough writer, I had doubts that I could accomplish such a tall order of directives. In the end, I found that I could do it, and I did it rather well, thus giving me the boost I needed to continue to move forward on my dream of obtaining a college degree.
When joining a discourse community, it is important that one learns how those in the group use effective ways of communicating. In most discourse communities, they share a distinct genre or way of writing. Members are usually held to certain standards regarding their contribution to the group. Those in the community provide vital feedback and information that is ultimately responsible for the growth of the group. In the following paper, I will discuss the discourse community of “UTEP Blast.”
“Culture” is a term that over the years, has taken many forms, served many purposes and has been defined in a variety of contexts. At the rise of the industrial era, inhabitants of rural areas began to migrate to cities, thus starting urbanization. As this new era began to unfold, urbanization, mass production, and modernization became key ingredients in the transformation of culture. As more people became literate and the production of mass media such as magazines, pamphlets, newspapers etc. increased, many had the option and desire to identify collectively – popular culture began to rise. Popular or “mass” culture can be described as a “dynamic, revolutionary force, breaking down the old barriers of class, tradition, taste, and dissolving
Although Carr’s sources may be highly praised in their field or study, they are not experts in the effects the Internet has on our minds. Bloggers are often very opinionated and do not pose as reliable sources for information. The fact tha...
...o shape interpretations through presentation of meaning and experience, it must be accepted that popular culture artifacts have agency ranging from the individual level to the level of international politics.
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Strinati, Dominic (2003), ‘Structuralism, semiology and popular culture’ (extract), in his An Introduction to Theories of Popular Culture: 2nd Ed., London, Routledge, pp. 82-85.
Popular Culture. Ed. John Woodward, Farmington Hills, MI: Thompson Gale, 2005. 138-140.
The purpose of this essay is to firstly explain what John Fiske means by ‘popular culture lies not in the production of commodities so much as the productive use of industrial commodities’ (Fiske, J. 1990 p.28). Secondly this essay will go on to compare Fiske’s interpretation of popular culture to MacDonald’s theory of mass culture.