The application presentation is designed to help you begin to understand--and be able to teach effectively--one particular software application for communicating within electronic media.You will learn a specific application by researching it (either through online tutorials, help manuals, "for dummies" books, or other print/electronic manuals), and then you will teach/present it to the rest of the class. This will help you become flexible and adaptive users of technology, as well as able communicators through and about technology.  Finally, the purpose of this assignment is to help you further develop your understanding of technology within the framework of rhetoric and technology.

Task

In groups of two or three, you will present to the class an application or a site for producing rhetoric in the digital age; in doing so, you will provide (1) a conceptual overview in which you explain the application and the rhetorical work it facilitates; (2) a demonstration in which you exemplify the overview effectively; (3) a hands-on experience for everyone; and (4) a followup discussion, which you will lead, that bridges classical rhetorical theory and this application/site.

Finally, you will assign to the class their homework, which will be to utilize the site/application you just taught them and produce a mini digital composition within it.

Procedure

You have 2.5 hours to use.  In my experience running technology and writing workshops at the introductory level, what often works fairly well is some version of the following breakdown:

• Introduction and conceptual/contextual/practical Overview, followed by clarification questions--15 minutes
• Demonstration on overhead, followed by or broken by clarification questions--15-20 minutes
• Hands-on exercise(s) for whole group, led through and punctuated by steps, stages, and questions---45-60 minutes (this might be broken up into segments, punctuated by you showing the group additional features)
• A break--15 minutes
• Followup Discussion led by you via commentary and questions--45 minutes

You can certainly deviate from the above breakdown, but if you do, please confirm with me first.

Some Useful Tips

• Research your application, and practice using it several times, troubleshooting problems and trying to answer potential audience questions as you go.  In short, become familiar with it at more than an introductory level.  
• Create an outline and a timeline for your presentation.
• Make sure you teach the class enough so that they can go away with a solid conceptual understanding, as well as an introductory understanding of how to begin using the software to create and communicate.  They should come away able to work on their own with the application, not at any super-proficient level, but at a level in which they can effectively get in, "play around," and not need help just getting started.
• Practice your presentation, at least once.  
• Break up the hands-on exercise into chunks of increasing sophistication, if possible. Consider also breaking up the presentation into chunks of demonstration, questions, commentary, more demonstration, more questions, etc. 

Evaluation Criteria

I will assess your presentation according to its rhetorical and pedagogical effectiveness. Specifically, I will look at the following:

• Assignment Criteria. Have you met the assignment's necessary fundamentals: does your presentation do everything laid out in the "task" and "procedure" sections above?
• Clarity. Does your presentation enable the students to come away with a better understanding of this particular software and the ways it can facilitate rhetorical productions in new media? Have you made good use of the "tips" section?
• Depth. Have you moved beyond demonstration and "how-to" to being both practical and theoretical? Do you engage us with the rhetorical nature and uses of the application?  Are you able to help others work through their own questions and concerns?

Due Date

The date for your presentation will vary depending on what group you are in. See the schedule for specifics.

page last updated Fall 2009