SGarza.GreenAdam History

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June 27, 2007, at 02:02 AM CST by 152.163.100.74 -
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'''Primary research vr''']]

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[[Attach:coloniasaaag.doc | '''Colonias: An interpretation''']]

[['''what to look for''']]

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June 27, 2007, at 01:57 AM CST by 152.163.100.74 -
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June 25, 2007, at 02:32 AM CST by 64.12.116.207 -
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June 17, 2007, at 03:38 PM CST by 165.95.11.210 -
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June 16, 2007, at 10:42 AM CST by 64.12.116.207 -
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[[Attach:colonias.doc | '''Colonias: An interpretation''']]

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June 04, 2007, at 09:41 AM CST by 165.95.12.233 -
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[['''readings 1''']]

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[['''beginnings''']]
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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).

I plan to focus my research on the two recent editions of
''Everything's An Argument''.

Methodology
*Observation
*Survey
*Questionnaire

Background research

Things I plan to look at with these two editions:
*How do students interpret these two texts?
*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 text within the composition classroom help the students define their writing or academic writing?

Just basic questions for now...

Assumptions:
*Students are fed a pre-constructed identity of what an academic writer is and what academic writing is.
*By using a text(s) like this within the composition classroom, students are given the perception of what an academic writer is or should be within a certain context defined/reinforced by the pedagogy/ perspective.
*By using a text like this, 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 text(s)?

Sources:
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['''beginnings''']]
[[
'''definitions''']]
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*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 text(s)?
to:
*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 text(s)?

Sources:
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Visual rhetoric is the cognitive and social processes of using and analyzing an optical or other sensory perceived image within a certain contextualized setting.
to:
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.
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For the most part, I think that the main concern should not fall on "teaching" 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 not solely focused as an activity or an assignment.
to:
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.
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"The 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 other" (Hill, 2003, p. 109).

I plan to focus my research on the two recent editions of Lunsford's ''Everything's An Argument''.
to:
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).

I plan to focus my research on the two recent editions of ''Everything's An Argument''.

Methodology
*Observation
*Survey
*Questionnaire

Background research
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*How students interpret these two texts?
to:
*How do students interpret these two texts?
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*How does using this text within the compostion classroom help the students define their writing or academic writing?

Just basic questions for now ...
to:
*How does using this text within the composition classroom help the students define their writing or academic writing?

Just basic questions for now...
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*By using a text(s) like this within the composition classroom, the student's perception of what an academic writer within a certain context is prematurely defined by the pedagogy/teacher's perspective.
to:
*By using a text(s) like this within the composition classroom, students are given the perception of what an academic writer is or should be within a certain context defined/reinforced by the pedagogy/ perspective.
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*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 Lunsford's text(s)?
to:
*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 text(s)?
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I am currently looking at Hill's assertation right now:
to:
I am currently looking at Hill's assertion right now:
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*By using a text(s) like this within the composition classroom, the student's perception of what an academic writer within a certain context.
to:
*By using a text(s) like this within the composition classroom, the student's perception of what an academic writer within a certain context is prematurely defined by the pedagogy/teacher's perspective.
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** (2003) a pedagogy of visual (p.111
to:
** (2003) a pedagogy of visual (p.111).
Changed line 25 from:
*By using a text(s) like this within the composition classroom, the student's perception of what an academic writer within a certain
to:
*By using a text(s) like this within the composition classroom, the student's perception of what an academic writer within a certain context.
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*Students are fed a pre-constructed identity of what an academic writer is and what academic writing is?
to:
*Students are fed a pre-constructed identity of what an academic writer is and what academic writing is.
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*Composition instructors should provide an atmosphere where students are allowed the opportunity to fully explore and develop their identity within a new discourse community.
to:
*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 Lunsford's text(s)?
Changed line 29 from:
to:
*Composition instructors should provide an atmosphere where students are allowed the opportunity to fully explore and develop their identity within a new discourse community.
Changed lines 25-26 from:
*By using a text(s) like this within the composition classroom, the student's perception of what an academic writer within a certain *By using a text like this, the lines between various styles/conventions of writing become complicated.
to:
*By using a text(s) like this within the composition classroom, the student's perception of what an academic writer within a certain
*By using a text like this, the lines between various styles/conventions of writing become complicated.
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Just basic questions for now ...
to:
Just basic questions for now ...

Assumptions:
*Students are fed a pre-constructed identity of what an academic writer is and what academic writing is?
*By using a text(s) like this within the composition classroom, the student's perception of what an academic writer within a certain *By using a text like this, the lines between various styles/conventions of writing become complicated.

Axiom:
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I plan to focus my research on Lunsford's ''Everything's An Argument''.

Things I plan to look at with
two editions:
to:
I plan to focus my research on the two recent editions of Lunsford's ''Everything's An Argument''.

Things I plan to look at with these
two editions:
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I plan to focus my research on Lunsford's Everything's An Argument.
to:
I plan to focus my research on Lunsford's ''Everything's An Argument''.
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*How stduents interpret these two texts?
to:
*How students interpret these two texts?
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Just basic questions for now ...
to:
*Is the student's position or identity pre-constructed within this type of text?
*How does using this text within the compostion classroom help the students define their writing or academic writing?

Just basic questions for now
...
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*
to:
*How stduents interpret these two texts?
*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?

Just basic questions for now ...
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For the most part, I think that the main concern should not fall on "teaching" 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 not solely focused as an activity or an assignment.

I am currently looking at Hill's assertation right now:
"The 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 other" (Hill, 2003, p. 109).

I plan to focus my research on Lunsford's Everything's An Argument.

Things I plan to look at with two editions:
*
Added lines 1-5:
Visual rhetoric is the cognitive and social processes of using and analyzing an optical or other sensory perceived image within a certain contextualized setting.
*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