How have humans created and refined technologies to meet communicative needs?
How do technological affordances shape the form, content, and distribution of human writing?
Can technologies (particularly communicative technologies) demonstrate rhetorical
agency?
How have we rhetorically constructed narratives of our complex interactions with
communicative technologies?
Texts
Many readings will be available in PDF on Blackboard. The following books are also required: (Prices listed are for new books via Amazon.)
Brooke, C.G. (2009). Lingua fracta: Toward a rhetoric of new media. Cresskill,
N.J.: Hampton Press. $23.70.
Gitelman, L. (2000). Scripts, grooves, and writing machines. Stanford: Stanford
University Press. $26.41.
Grabill, J.T. (2007). Writing Community Change: Designing Technologies for Citizen Action. Cresskill, NJ: Hampton Press. $17.05
Potts, Liza. (2014). Social Media in Disaster Response. New York: Routledge.
$40.27.
Rettberg, Jill Walker. (2014). Seeing Ourselves Through Technology: How We Use
Selfies, Blogs, and Wearable Devices to See and Shape Ourselves. New York: Palgrave. $27.93 ***Open access edition here: http://www.palgraveconnect.com/pc/
doifinder/10.1057/9781137476661)
Schmandt-Besserat, D. (1996). How writing came about. Austin, University of
Texas Press. $20.94 ***Note that this is the first abridged edition: ISBN
0292777043.***
Recommended:
Anderson, B. (2006). Imagined communities: Reflections on the origin and spread
of nationalism. Verso.
Baron, D. (2009). A better pencil: Readers, writers, and the digital revolution. New
York: Oxford University Press.
Duncombe, S. (2008). Notes from the underground: Zines and the politics of alternative culture. Microcosm Publishing.
Eisenstein, E. (1979). The printing press as an agent of change. Cambridge: Cambridge University Press.
Lanham, Richard. (1995). The Electronic Word: Democracy, Technology, and the
Arts. Chicago: University of Chicago Press.
McMillian, J. (2011). Smoking typewriters: The sixties underground press and the
rise of alternative media in America. New York: Oxford University Press.
Smith, M.R. & Marx, L. (Ed.), (1994). Does technology drive history? Cambridge:
MIT Press.
Rickert, Thomas. (2013). Ambient Rhetoric: The Attunements of Rhetorical Being.
Pittsburgh: University of Pittsburgh Press.
Major Assignments
Blogging (15%): You will consider and discuss the weekly topics on our course blog.
This is an open-ended assignment: you may focus on any aspect of the weeks readings
that interests you, bores you, disturbs you, or sends you looking for more stuff. It
should conclude with at least three potential questions for discussion. There are many
ways to succeed in this assignment, but your response should comprise more than just
notes. In the best of all worlds, these responses will result in both digital and classroom
CCR 633: Rhetoric, Writing, & Technologies
conversations. Blog posts are due each week by midnight on Monday or Wednesday, depending on which day you are assigned to.
Class Facilitation (15%): You will facilitate our opening discussion twice during the
semester by providing an overview of 1-2 of the texts assigned for that week. If you
choose a debate between scholars, youll be responsible for facilitating the entire exchange. If you choose a book-length work, then youll be expected to handle the book as
a whole. Your facilitation, which should be 10-15 minutes, should provide us with:
You should prepare some form of visual aid for your discussion; this might be a handout, a blog post, or some form of text that we can view in projection.
Dead Technology Project (30%): You will develop and provide connective commentary for a curated collection on a dead technology of your choice. Your focus should be
historical and/or critical in nature. The collection may include written text, audio, or
visual materials, and should be the equivalent of a 2,000 word paper. (We can confer
over exactly what that means, depending on your individual project designs.)
Alternative Technological Narrative (40%): Over the course of the term, you will
develop an extended research project focused on less-commonly-discussed technological narratives. For example, you might choose to focus on cultural issues, overlooked
technologies, or a particular technological moment. You will develop a multimodal exploration of your topic in just about any way that you choose - a database; an interactive
timeline and meta-commentary; a media-rich syllabus and course site; or some other
web-based scholarly resource. I am open to the use of a wide range of technologies to
create this end product and am happy to discuss possibilities with you.
Expectations
As with all graduate-level courses, youre expected to show up, be collegial, and contribute consistently in an engaged and original fashion. Youre also expected to meet
deadlines unless an emergency arises. These simple tenets will take you a long way in
the field.
Im happy to meet with you, whether before or after class, during office hours, by appointment, or online. If I dont hear from you, then I will assume that youre doing just
fine.
If you need accommodation because of any sort of documented disability, make an appointment to discuss it with me right away. As someone who needs accommodation myself, Im happy to work with you. The information you share with me will remain confi-
dential. You should also contact the Office of Disability Services for information and/or
assistance: http://disabilityservices.syr.edu/.
Schedule of Events
Module 1: Recent Conversations on Agency and Technology
Jan. 13: Technology and Writing
Introductions
Syllabus Review
Weekly Responsibilities Sign-Up
Baron, D. (2009). Writing it down. In A better pencil: Readers, writers, and the
digital revolution. New York: Oxford UP. 3-18.
Kline, S.J. (1985). What is technology? In Philosophy of technology: The technological condition. Eds. Scharff, R.C. & Dusek, V. Malden, MA: Blackwell. 210-212.
Module 4: Digitalities
March 24: Dreams of a New Machine
Chambers, E. (1734). Considerations preparatory to a new edition, available to the
publick.
Wells, H.G. (1938). Contribution to the new Encyclopdie Franaise, August, 1937.
In The World Brain. Garden City: Doubleday, Doran & Co., Inc. 39-80.
Bush, V. (1945). As we may think. The Atlantic. Retrieved Jan. 7, 2010 from http://
www.theatlantic.com/doc/194507/bush .
Licklider, J.C.R & Taylor, R.W. (1968). The computer as a communication device.
Science and Technology (September), 20-41.
March 26: Early Computing and Gender
ENIAC. In Wikipedia. http://en.wikipedia.org/wiki/ENIAC
Light, J.S. (1999). When computers were women. Technology and culture (July),
40.3. 455-477.
View Top Secret Rosies: The Female Computers of World War II. (60 minutes long.)
Available via Amazon Instant Video: http://www.amazon.com/Top-Secret-RosiesFemale-Computers/dp/B00N516G0Y/