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*Do students distinguish between the image and the text?
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*Do students distinguish between the image and the text within this medium?
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With the help of Vickie Machen (a first-year composition instructor here at Texas A&M U-CC), I will be looking at the use of myspace.com within the freshmen composition classroom and how do students view that type of writing and communication compared to the type that is expected of them within the academic discourse community.
to:
With the help of Vickie Machen (a first-year composition instructor here at Texas A&M U-CC), I will be looking at the use of myspace.com within the freshmen composition classroom and how do students view that type of writing and communication compared to the type that is expected of them within the academic discourse community.

I plan to visit her 1301 freshmen composition 10:00-12:00 class on June 13, 2007 and observe how the students respond/interact/use the myspace.com prompt that Vickie has created for them as an activity. I will also have students answer a survey/questionnaire at the end of the class
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%green%My definition is pretty much staying the same for visual rhetoric, however, my research focus has shifted a little bit.

What I plan to do now:

With the help of Vickie Machen (a first-year composition instructor here at Texas A&M U-CC), I will be looking at the use of myspace.com within the freshmen composition classroom and how do students view that type of writing and communication compared to the type that is expected of them within the academic discourse community.

Some areas/questions:
*How does the composition instructor interpret myspace.com or use it within the classroom?
*What type of writing activities do students do with this program?
*How do the students view the use of myspace.com within the composition classroom?
*How does it contribute to their overall role for developing their identity as a student within a certain discourse community?
*How does the inclusion of myspace.com contribute/hamper multiple-literacies within the composition classroom?

Visual rhetoric involves the cognitive and social processes of using, understanding, and analyzing an optically, or other sensory perceived, image (i.e. writing, drawing etc.) within a certain contextualized theoretical framework.
*From a pedagogical standpoint:
** (2003) dealing with various forms of texts within a genre (p. 53).
** (2004) are in dealing with the changing of writing and teaching writing within the classroom (p. 71).
** (2003) a pedagogy of visual (p.111).

For the most part, I think that the main concern should not fall on visual rhetoric. Understanding the pedagogical models should be the main concern for any teacher to begin with and nor end there. Using visuals within the classroom should be part of the teaching arsenal but not simply as an activity or assignment.

I am currently looking at Hill's assertion right now:
most basic, and perhaps the most misguided, of these assumptions is that we could ever draw a distinct line between the visual and the verbal, or the concentrating on one can or should require the (Hill, 2003, p. 109).

%green%the set-up

'''Introduction'''

'''Theory'''
*(Pedagogy, literacy, making meaning, identity, social constructivism, activity theory, social-cognitivsim, cognitivism)
*Background research

'''Methodology'''
*(how I'm going to do what I'm going to do)
**Subject(s)
**Data
***Observation
***Survey
***Questionnaire

'''Data Analysis'''

'''Discussion'''

'''Recommendations/Conclusions'''

Things I plan to look at with these two editions:
*How do students interpret these two writing mediums (i.e. the traditional text and writing on myspace.com?
*What role do the images and texts play in students putting together their own understanding of making meaning?
*Do students distinguish between the image and the text?
*Is the student's position or identity pre-constructed within this type of text?
*How does using this medium within the composition classroom help the students define their writing or academic writing?

Assumptions:
*Students are fed a pre-constructed identity of what an academic writer is and what academic writing is.
*By using a medium like myspace.com within the composition classroom, students are given the opportunity to interpret what an academic writer is or should be within a certain context defined/reinforced by the pedagogy/ perspective.
*By using a medium like myspace.com, the lines between various styles/conventions of writing become complicated.

Axiom:
*Composition instructors should provide an atmosphere where students are allowed the opportunity to fully explore and develop their identity within a new discourse community.

*How does visual rhetoric and/or the incorporation of visual rhetoric within the classroom affect the student's identity or position within the classroom using myspace.com?

Sources: