[ WRITING TECHNOLOGIES + ACTIVITY THEORY ]

ENG 690002 | Spring 2012 W 6:309:15 | RB 114

Dr. Brian J. McNely | RB 2111 765.285.8682 bjmcnely@bsu.edu Office Hours: T/TH 10:4512:00 | W 6:006:30

[ ABOUT ]
Telling stories is essentially a meaning-making process. When people tell stories, they select details of their experience from their stream of consciousness. Every word that people use in telling their stories is a microcosm of their consciousness. Seidman, 2006 In activity theory, people act with technology; technologies are both designed and used in the context of people with intentions and desires. People act as subjects in the world, constructing and instantiating their intentions and desires as objects. Activity theory casts the relationship between people and tools as one of mediation; tools mediate between people and the world. Kaptelinin & Nardi, 2006 Learning is a process that takes place in a participation framework, not in an individual mind. This means, among other things, that it is mediated by the differences of perspective among coparticipants. Learning is, as it were, distributed among coparticipants, not a one-person act. Hanks, 1991 Embodied interaction places particular emphasis on interaction as activity in the world. Phenomenology argues that action and meaning are inherently inseparable. There is no way to talk about action independently of meaning. Dourish, 2001 Activity theory focuses on practice, which obviates the need to distinguish 'applied' from 'pure' science understanding everyday practice in the real world is the very objective of scientific practice. The object of activity theory is to understand the unity of consciousness and activity. Nardi, 1996 People can learn about themselves through the things they make. Sennett, 2009 Consciousness is located in everyday practice: you are what you do, suggests Nardi (1996). What we do, more than ever, is write. We write to remember, to reflect, to itemize, and to internalize. We write with pens, pencils, laptops, tablets, and mobile phones. We write for ourselves, and we write for and with others in a complex social matrix that is in turn mediated by our writing work. Activity theory, as Nardi (1996) notes, proposes a strong notion of mediationall human experience is shaped by the tools and sign systems we use. Mediators connect us organically and intimately to the world; they are not merely filters or channels through which experience is carried. Activity theory offers researchers of writing and communication a set of tools for exploring and theorizing everyday practicethe embodied, often mundane activity of being-in-the-world as one who writes. ENG 690 explores contemporary writing technologies as complex forms of mediation; in particular, we'll explore how writing mediates social practice. The course will introduce you to key sources in activity theory from a variety of interrelated disciplinesRhetoric and Composition, Human-Computer Interaction, and Computer-Supported Cooperative Workgiving you the tools to apply theories of human activity to your own studies of writing as complex mediation.

[ OBJECTIVES ]
Students will Explore theories and practices of contemporary writing work: Recognize and categorize important genres and styles of written communication Consider the prevalence of writing work in everyday experience Critically engage perspectives on activity theory Analyze written artifacts and practices: Critically interact with writing in everyday experience Explain rhetorical choices (metacognition) made as a result of both individual and collaborative work Analyze specific artifacts and/or organizations to better understand rhetorical, social, cultural, and political implications of writing work in everyday experience Research practices that impact professional writing scenarios: Plan and implement complex research on written communication as human activity Recognize appropriateness of different methods for producing and researching practices and contexts Explore and practice writing as a way of thinking, knowing, and being Produce professional, scholarly artifacts: Apply rhetorical and design principles to producing professional, scholarly artifacts Apply principles of fair use, copyright and documentation conventions for print and digital media Recognize rhetorical possibilities of different modes (alphabetic text, images, graphics, video, audio, etc.) and make sound rhetorical choices when combining modes

[ KEYWORDS ]

[ SOURCES ]
Selected academic journal articles sourced via Blackboard Selected blog posts, articles, images, and videos sourced via Twitter Vygotsky, L. (1986). Thought and Language. Vygotsky, L. (1978). Mind in Society. Lave, J., & Wenger, E. (1991). Situated Learning. Nardi, B. (1996). Context and Consciousness: Activity Theory and Human-Computer Interaction. Engestrm, Y., Miettinen, R., & Punamki, R. (1999). Perspectives on Activity Theory. Bazerman, C., & Russell, D. (2002). Writing Selves, Writing Societies. Sannino, A., Daniels, H., & Gutirrez, K. (2009). Learning and Expanding with Activity Theory. Engestrm, Y. (2010). From Teams to Knots: Activity-Theoretical Studies of Collaboration and Learning at Work.

[ ASSESSMENT ]
Deliverables Practica (2) Autoethnography of Activity Discussion Lead Research Brief Collaborative Meta-Analysis Research Project 200 150 100 100 200 250 Course Total: 1,000 Grading Scale A AB+ B BC+ C C9501,000 900949 860899 830859 800829 760799 730759 700729

[ DETAILS ]
Grading Policy Deliverables are assessed according to criteria distributed through Blackboard. Storage and Backup This course will require the consistent use of one or more of the following methods of digital storage and backup: BSU iLocker :: Dropbox :: Google Docs

Plagiarism and Academic Dishonesty Proper citation is a hallmark of good scholarship. Crediting someone else's workwhatever form that work takesis a nice thing to do. It's nice to be nice to people. Don't use someone else's work without giving them credit. Don't submit work for this class that you did for another class. Don't falsify data. If in doubt, see BSU's statement on academic integrity. But mostly? Be nice to people and give credit where it's due. Attendance, Withdrawals, and Incompletes Come to classit's fun! Don't be lateyou'll miss important stuff! If you miss more than 3 classesfor any reasonyour final grade will be lowered by one step for each missed class beyond the limit (for example, 4 absences will result in a reduction from a B+ to a B). Let me know early in the semester if you will miss class for university business or religious holidays. Please see the University Catalog for more information on withdrawals and incompletes. Students Needing Accommodations If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. My office location and hours are listed on the first page of this document. For additional information, please contact Larry Markle, Director of the Office of Disabled Student Development, at lmarkle@bsu.edu or 285-5293; TTY 285-2206. The DSD office is located at Student Center 116. Writing Center The Writing Center offers free one-to-one assistance on all of your writing projects for all of your classes. Also? The Writing Center is full of awesome people. They are located in RB 291, and are open 10 am to 8 pm, MondayThursday, and 10 am to 2 pm on Friday.

[ CALENDAR + SCHEDULE ]
Important Dates Autoethnography Research Brief Collaborative Meta-Analysis Research Project 3.14 4.4 4.18 5.2

[ Complete the readings before the class for which they are assigned, and prepare to interact in class. ] Week 1

1.11

Activity Theory Overview Kain, D., & Wardle, E. Activity theory: An introduction for the writing classroom. Genre Ecology Models Vygotsky Thought and Language Vygotsky Mind in Society Practicum Due Lave & Wenger Situated Learning Duncan, M. (2004). Autoethnography: Critical appreciation of an emerging art. Wall, S. (2006). An autoethnography on learning about autoethnography. Discussion Lead Laura Nardi, pp. 3174 Spinuzzi: How Not to Write Fiction Practicum Due Nardi, pp. 175379 Discussion Lead Nicki Engestrm, Miettinen, & Punamki, pp. 1227 Discussion Lead Elmar Engestrm, Miettinen, & Punamki, pp. 231443 Discussion Lead Sarah Spring Break :: No Class! Wiles, R., Crow, G., & Pain, H. (2011). Innovation in qualitative research methods: A narrative review. [ BB ] Faber, B. (2002). Professional identities: What is professional about professional communication? [ BB ]

Week 2 Week 3

1.18 1.25

Week 4

2.1

Week 5

2.8

Week 6

2.15

Week 7

2.22

Week 8

2.29

Week 9 3.7

Week 10

3.14

Bazerman & Russell, Introduction through Chronotopic Lamination Autoethnography Due Bazerman & Russell, Intercultural Knowledge through Dissertation Writers Discussion Lead Jenn Sannino, Daniels, & Gutirrez Ch. 110 Discussion Lead Elizabeth Sannino, Daniels, & Gutirrez Ch. 1119 Research Brief Due Engestrm Ch. 15 Collaborative Meta-Analysis Due Engestrm Ch. 69 7:009:00 Research Project Due

Week 11

3.21

Week 12

3.28

Week 13

4.4

Week 14 Week 15

4.11 4.18

Week 16 Final

4.25 5.2