1. Public Rhetoric and Practical Communication Why Should Students Care? Lecture 1: CAT 125 Elizabeth Losh http://losh.ucsd.edu

2. Who Will You Be in Two Years? A graduate student? A corporate intern? A school teacher? A medical school student? A fledgling engineer? A nursing school student? A media producer? An artist or musician? A human rights activist?

3. You Might Already Have Had Multiple Careers “As a graduate student, I've had to compile, compose, and organize content for a web design project (one of which was focused on web typography, but we were expected to write and present our content for our intended audiences as well as part of the assignment), class or project blogs, project wikis, and other collaborative platforms (usually writing with other students). I'm also expected to be able to communicate with students and professors through e-mail and instant messaging. When I was interning at a game company, though, I communicated both within the office and with the home office in Europe through e- mail and instant messaging on official (and less official) matters. There were other internal web-based resources, but since I was an intern, I only read them.”

4. You Might Already Need Multiple Literacies by Then “Multi-modal literacy is increasingly valued in the workplace, and as a teacher, my students are encouraged to create meaning away from the traditional paper-and-pen methods. Technical instruction in the shooting and editing of video would be helpful”

5. “I think some basic training about professionalism in e-mails would be useful. Many people I've worked with, especially much older people, treat e-mails like a game, with tons of colored fonts, fancy signatures, colloquial writing in formal situations, etc.” Less is More: Learning about Design

6. What to Do and What Not to Do

7. Preparation is Essential: Learning about Staging Projects “I've seen enough atrocious Powerpoint presentations in my life to consider this, and the ability to present effectively with slides, to be an extremely useful skill; if people can't or don't pay attention to what you're saying, you might as well not being saying it at all for all of the repeating you'll have to do after when people ask for clarification.”

8. Organizing Authorship

9. Decorum Matters: Learning about Rhetoric “Nowadays it is common practice for employers to check social network pages. I'd advise students to keep their craziness to a minimum if they want to keep their job. One of my coworkers checked her Myspace page all the time, and once she forgot to close the browser and left it open. Her supervisor walked by and saw her personal photo gallery of all her tattoos. It was not a happy experience for her.”

10. Rhetoric, That’s Bad, Right? “political games and ‘who’s up’, ‘who’s down’ rhetoric” “the rhetoric emanating from Tehran” “underscored the need for actions that match the rhetoric”

11. Negative Attitudes about Rhetoric and New Media: The Platonic Legacy

12. Plato vs. Aristotle on Rhetoric and New Media

13. Plato in the Phaedrus: How can authorship be verified? ‘

14. Plato in the Phaedrus: An aid to forgetting ‘

15. Plato in the Gorgias: Rhetoric vs. Philosophy ‘ cosmetics vs. gymnastics

16. Plato in the Gorgias: Rhetoric vs. Philosophy ‘ pastries vs. medicine

17. Plato in the Republic: The Allegory of the Cave

18. Plato in the Republic: The Theory of Mimesis

19. The argument for banishing poets Plato in the Republic: Theatre and Imitation

20. The argument for an education that includes being exposed to the arts and new media He also thought a good education should include rhetorical training. Aristotle in the Poetics: Theatre and Catharsis

21. Aristotle’s Means of Persuasion Ethos – a speaker’s authority, credibility, and perceived expertise Logos – a speaker’s logic, organization, and mastery of language Pathos – a speaker’s ability to move an audience emotionally

22. Kenneth Burke’s Pentad Act – What Agent – Who Agency – How Purpose – Why Scene – Where and When

23. Jauss’s Horizon of Expectations Thinking about audiences What if your audience was a group of investment bankers who were considering hiring you for a starting position?

24. Alexsay Vayner Impossible is Nothing http://www.youtube.com/watch?v=sPGoS1D3Sb0&f

25. Michael Cera Impossible is the Opposite of Possible http://www.youtube.com/watch?v=nAV0sxwx9rY

26. Vayner’s Digital Rhetoric Presents the wrong genre Addresses his audience inappropriately Invites challenges to his credibility from Internet spoilers because of his video editing techniques Demonstrates obliviousness to the fact that his social networks have been compromised

27. James Kotecki http://losh.ucsd.edu/courses/kotecki.html

28. Kotecki’s Digital Rhetoric Demonstrates an awareness of the conventions of specific genres in computer- mediated communication Addresses multiple audiences expertly and simultaneously Enhances his credibility by using the rhetorical scene to his advantage Capitalizes on social network sites and on online video response structures

29. Which One Do You Want to Be? James Kotecki or Alexsay Vayner?

30. The University as a Rhetorical Space Trying out new identities and creating theater The UNC Pit Break-Up http://www.youtube.com/watch?v=colIeH2snmI

31. Your Role in This Class You are not to be passive spectators But our “interaction” won’t be done with clickers

32. Michael Wesch A Vision of Students Today (2007) http://www.youtube.com/watch?v=dGCJ46vyR9o

33. I will read 8 books this year 2300 web pages & 1281 FaceBook Profiles I WILL WRITE 42 PAGES FOR CLASS THIS SEMESTER AND OVER 500 PAGES OF E-MAIL I FACEBOOK THROUGH MOST OF MY CLASSES I bring my laptop to class, but I’m not working on class stuff

34. What Argument is Wesch Making?

35. His Students’ Google Doc

36. Mark Marino (Re)Visions of Students Today (2008) http://www.youtube.com/watch?v=Ln6WUy29fAA &

37. Improvisation and the Cutting Room Floor

38. Ethnographies of YouTube

39. Cutting as Subject Matter: More Work from Wesch’s Students

40. Final Project: Your YouTube Video Essay Demonstrating organizational and editing strategies more vividly Generating highly engaged – and even embodied – forms of rhetoric Making manifest the dialogic and networked character of the writing situation Fostering practices aimed at public writing and thus encouraging sensitivity to new questions about authorship and audience Addressing campus objectives in incorporating visual, multi-modal, or digital rhetorics and literacies and preparing students for public speaking or presentation situations Connecting everyday vernacular discourse to formalized academic scholarship and the culture of knowledge to the culture of information

41. Next Time We’ll think about professors on the Internet rather than students and greet Provost Naomi Oreskes What advice would you give Professor Oreskes, based on watching her YouTube lecture, about how to reach audiences on the Internet? What do you think of the comments that her video received?