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FrankenTheory: Cypher, Network, and the Research Process

Introduction Rooted in African tradition of communicating and sharing spirit and knowledge in a circle, the cypher is a circle of MCs, B-boys/B-girls, beatboxers, djs etc who freestyle and/or battle one after the other without interruption, exchanging rhymes and flows back, forth, and around. The cypher (also spelled cipher) is where training takes place and […]

The OoS Matrix: FrankenTheorizing Composition MOOCs

Composition MOOCs: Theorizing Pedagogy, Space, and Learning. Why Here? Why Now? As argued in earlier case studies, the Composition MOOC is one of many different types of course offerings in an emerging trend (some would call it a fad) of … Continue reading

Scaffolding Synthesis: The Cypher as Network

Scaffolding Synthesis: The Cypher as Network Rhetorical Situation Theory, Genre Theory, and CHAT Theories Which 2 – 4 theories are you choosing and why? For the Synthesis project, my object of study is the hip hop cypher. This project will address the question “Why is studying my OoS useful to English Studies?” To do this, […]

Case Study 3.5: Scaffolding Synthesis Project

Subject: Composition MOOCs: Theorizing Pedagogy, Space, and Learning. The Composition MOOC is one of many different types of course offerings in an emerging trend (some would call it a fad) of online higher education. This is a site of considerable … Continue reading

Synthesis…I hope

Theories Which 2 – 4 theories are you choosing and why? Rhetorical Situation Theory: Bitzer, Vatz, and Biesecker provided different approaches to the rhetorical situation, which allow me to consider exigence (problem that invites a response), the rhetor, and the site of communication, respectively. If I utilize my re-proposed Oos, in which I expanded the […]

Case Study #3: Snapchat and Theory of Affordances

Introduction Snapchat’s impact on social media networks has been a hot topic for several months now.  It and other ephemeral data applications are being championed as the next wave in communication. The application’s creators have positioned Snapchat in opposition to traditional social media applications, such as MySpace and Facebook, which focus on creating a profile […]

Case Study 3 — MOOCs and Student Learning: Under the Microscope

The rhetorical nature of classroom spaces has certainly influenced our field’s scholarship when exploring digitally mediated writing classrooms. Terms such as constructed, architecture, location, ecology, environment, and space appear regularly in our field’s discussions of where and how writing takes … Continue reading

Case Study #2: SnapCHAT and ANT

Literature Review Snapchat  is a photo messaging application that is often discussed as a social network. Many of the conversations about Snapchat are taking place on blogs, news organizations, magazines, and other mainstream/popular media outlets. However, there is little scholarship about Snapchat. As much has not been written, this review will examine emerging scholarship on […]

Re-proposing my Oos

 In my original proposal on Snapchat. I stated that I was interested in  Snapchat because it “encourages users to connect between 1 and 10 seconds at a time” instead of creating profiles akin to Facebook, Twitter, and Instagram. I wanted to explore: What impact does this have on the concept of social networking? What does […]

Case Study 2: AT + GT + MOOCs = Alphabet Soup

Introduction: In my first case study, I examined the Composition MOOC from the lens of structural theory, which provided a foundation upon which to build this second layer of analysis. There are a number of scholarly discussions concerning the technological … Continue reading

Responses: Outlines for Case Study #2

In my excitement about Spring Break, I forgot about this assignment. I responded/replied to Daniel’s Case Study using CHAT and ANT and Leslie’s Case Study using Genre Tracing and CHAT. Daniel’s outline for case study #2 was organized utilizing the questions. It made the outline very easy to follow. It also emphasized the comparative nature […]

What is Snapchat?

What is Snapchat? Snapchat is a photo messaging application that can be downloaded on to a smartphone in order to share photos and recorded videos. The users can add text and/or drawings to photos and videos before sending them to friends. The user has the ability to set a time limit (ranging from 1 to […]

Theory Application Rubrics: This Is Only A Test

This week, we were asked to create a “theory assessment” rubric as a means of deepening our understanding of how we might apply theory to objects of study (at least, I think that’s the reasoning!). Given my sense that I’m … Continue reading

Peer Reviews for Case Study #1

For the first Case Study peer review, I responded to Summer’s case study on World of Warcraft (WoW) and Suzanne’s case study on Underground Press Syndicate (UPS). Summer’s case study used Bazerman’s theory of speech acts and human activity to examine the Massively Multiplayer Online (MMO) game World of Wordcraft (WoW). Summer’s study was interesting […]

Case Study #1 Peer Reviews

For this assignment, I responded to case studies written by Daniel and Amy.

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Daniel’s post applying Foucault’s discursive formation to Google Analytics was enlightening on several levels. Firstly, I wasn’t really aware of how Google Analytics work, so I now have a better understanding of how it works. Also, reading the way in which Daniel applied the theory to Google Analytic helped me gain a deeper understanding of Foucault’s theory. I used Foucault in my own case study, but reading Daniels analysis revealed some of the ways in which I could more effectively apply the theory. For instance, I could have focused on describing how the network of La Leche League is constantly in flux, and I could have explained that my map of the network was by no means an attempt to capture the constant state of the network. I did pose a few questions to Daniel seeking clarification on concepts he described. For example, it seemed to me that there is a possibility that the object of the discursive formation might change once the user of Google Analytics begins to examine the data. Perhaps the object is still the page, or is it the data? Another question I had was whether the archived data actually is not part of the flow. It seems to me that once the user begins to examine the data, the data might become part of the flow. One of the most fascinating things that Daniel discussed is the difference between the networked archive and the archived network. I found this a fascinating contrast. It seems, from what I understand, that the networked archive can be an active part of the network, while the archived network may not be, unless the archived network is networked.

I really enjoyed reading Amy’s discussion of MOOCs and the application of computer network theory to MOOCs in part because I have recently been attempting to make my in-person class more student-centered, and I read Friere’s discussion of the banking concept. I wasn’t that familiar with MOOCs, so this discussion was very enlightening in that regard. Amy discussed the flow of information in the course in terms of buses, and I found this very helpful for envisioning the way in which Friere’s analysis of traditional education (the banking theory) is similar to a “serial” bus, and the more student-centered approach is like a parallel bus. I did have a few questions for Amy, particularly about the issue of agency. I would like to have seen more discussion of the relationship between students and how information flows between students as nodes. Also, I was curious about how the flow back of information from student might impact the entirety of the network.