Explaining how a communicative context shapes identities

Learning Goal: I’m working on a writing question and need guidance to help me learn.On this page, you will submit the final draft of Writing Project #2, the Context Analysis. Please follow all the steps to ensure you submit, assess, and receive credit for your work.First, you will find a copy of the assignment below. You may also download the assignment. Please be sure to read all the requirements one last time before you submit your writing project.
Second, be sure that you have added your final draft to your ePortfolio and published it to the web.
Third, copy the public Web Address (URL) that links to your writing project in your e-portfolio, and paste it in the box provided below. (Remember: if you see the word, “editor” in your URL, you probably have the wrong link. See the video, “Submitting the Correct URL for Assignments” if you have any questions on how to select the correct URL when submitting assignments.)
Fourth, submit your URL.
Fifth, complete the self-assessment immediately after you submit your project.
*If you do not complete steps four and five, you will not receive credit for this assignment.Writing Project 2: The Context Analysis
Background
The Context Analysis assignment is the second major writing project in ENG101. This
assignment is the first writing project in a series that builds up to the Rhetorical Analysis writing
project in the final modules of the course. This project also gives you experience thinking about
the complexities of context and practice making visible what can often be invisible in
communication interfaces and rhetorical situations.
Purpose
In this assignment, you will analyze a context within which you communicate; specifically, you
will explore how a medium of communication or a communication interface that you use both
creates opportunities and limits them. Some examples of potential media to examine include:
● an e-mail provider or app
● Twitter
● Facebook
● conventional voice telephones
● video conferencing services or apps
Do not feel limited by the above examples (they are only suggestions), but be sure that you are
examining a tool, technology, or interface that facilitates communication with other people.
The purpose of this assignment is not just to tell what a technology does; instead, you will seek
to understand how the ways in which a context is organized shapes how you can communicate
within that context. Such understanding allows you to better recognize possible ways to
connect with others in different contexts and to – eventually – shape your messages in
contextually-appropriate ways.
Skills and Outcomes
● Recognizing and summarizing how aspects of a technology shape a communicative
context for oneself and an audience (Rhetorical Knowledge; Critical Thinking, Reading,
and Composing)
● Explaining how a communicative context shapes identities (Rhetorical Knowledge;
Critical Thinking, Reading, and Composing; Knowledge of Conventions)
● Differentiating and participating in different steps in the writing process to maximize its
efficiency and efficacy in producing a polished project (Processes; Knowledge of
Conventions)
● Critiquing one’s work relative to the assignment rubric during review (Critical Thinking,
Reading, and Composing; Processes; Knowledge of Conventions)
● Generating a meaningfully-multimodal text (Rhetorical Knowledge; Critical Thinking,
Reading, and Composing; Processes; Knowledge of Conventions)
Tasks
● Your context analysis should explain – in detail – at least 5 ways the technology you have
chosen to analyze shapes instances of communication.
● Your context analysis describe how the technology creates or implies the identities of its
users by who it includes and who it excludes. Is the technology expensive and, so,
unavailable to all but a few people? Is the technology inaccessible for certain disabled
people?
● Your project should include a primary insight that makes a judgment about the overall
utility or value of the technology based on how it shapes communications and identities.
● Your project is written for an audience and should be written with an audience in mind:
it should be organized in such a way that readers can follow your thinking from
paragraph to paragraph and within each paragraph. This organization should lead your
reader to your primary insight in a clear manner; in other words, your primary insight
should help structure your project.
● Since you are writing for a website (your ePortfolio site), you should include and
integrate at least one multimodal element. You could include pictures, sounds, or even
hyperlinks to other websites; but you must make sure that your reader understands why
you are including these elements. Consider what media might reinforce your primary
insight, capture the communication technology, and/or appeal to your readers in
another way. Just do not forget to explicitly refer to that element and explain it to your
readers.
● Your project should be approximately 500-1000 words in length.
Criteria for Success
In the following pages, you will find the criteria for success for this project’s tasks. You will use
this rubric when you evaluate your final draft, but you should also think of it as a guide to use
throughout the writing process.
Context Analysis Rubric
1 = needs significant work, 2 = needs some work, 3 = satisfactory, 4 = excellent
Criteria 1 2 3 4
Task: Explains at least 5 ways the technology analyzed shapes instances of
communication.
Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and
Composing
☐ ☐ ☐ ☐
Task: Describes how the technology chosen creates or implies the
identities of its users by who it includes and who it excludes.
Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and
Composing
☐ ☐ ☐ ☐
Task: Includes a primary insight that makes a judgment about the overall
utility or value of the technology based on how it shapes communications
and identities.
☐ ☐ ☐ ☐
Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and
Composing; Knowledge of Conventions
Task: Organizes the project with the reader in mind by using structured
paragraphs that build to a primary insight or ultimate point.
Outcomes: Knowledge of Conventions
☐ ☐ ☐ ☐
Task: Meaningfully incorporates at least one multimodal element.
Outcomes: Rhetorical Knowledge; Processes; Knowledge of Conventions
☐ ☐ ☐ ☐
Individual Criterion Levels
Task: Explains at least 5 ways the
technology analyzed shapes instances of
communication.
Outcomes: Rhetorical Knowledge; Critical
Thinking, Reading, and Composing
Levels of Achievement
4: Excellent ● Explains at least 5 ways the technology
analyzed shapes instances of
communication in a manner easily
understandable by readers
3: Satisfactory ● Explains at least 5 ways the technology
analyzed shapes instances of
communication in a manner generally
understandable by readers
2: Needs Some Work ● Explains at least 5 ways the technology
analyzed shapes instances of
communication in a manner somewhat
understandable by readers
1: Needs Significant Work ● Does not explain at least 5 ways the
technology analyzed shapes instances of
communication; Or
● Explains at least 5 ways the technology
analyzed shapes instances of
communication in a manner not
understandable by readers
Task: Describes how the technology chosen
creates or implies the identities of its users
by who it includes and who it excludes.
Outcomes: Rhetorical Knowledge; Critical
Thinking, Reading, and Composing
Levels of Achievement
4: Excellent ● Describes how the technology chosen
creates or implies the identities of its users
in a manner easily understandable by
readers
3: Satisfactory ● Describes how the technology chosen
creates or implies the identities of its users
in a manner generally understandable by
readers
2: Needs Some Work ● Describes how the technology chosen
creates or implies the identities of its users
in a manner somewhat understandable by
readers
1: Needs Significant Work ● Describes how the technology chosen
creates or implies the identities of its users
in a manner not understandable by readers
Task: Includes a primary insight that
makes a judgment about the overall utility
or value of the technology based on how it
shapes communications and identities.
Outcomes: Rhetorical Knowledge; Critical
Thinking, Reading, and Composing;
Knowledge of Conventions
Levels of Achievement
4: Excellent ● Includes a primary insight that makes a
clear judgment about the overall utility
or value of the technology based on how
it shapes communications and identities
3: Satisfactory ● Includes a primary insight that makes a
mostly clear judgment about the overall
utility or value of the technology based
on how it shapes communications and
identities
2: Needs Some Work ● Includes a primary insight that makes an
ambiguous judgment about the overall
utility or value of the technology based
on how it shapes communications and
identities
1: Needs Significant Work ● Does not include a primary insight that
makes a judgment about the overall
utility or value of the technology based
on how it shapes communications and
identities
Task: Organizes the project with the reader
in mind by using structured paragraphs that
build to a primary insight or ultimate point.
Outcomes: Knowledge of Conventions
Levels of Achievement
4: Excellent ● Articulates a primary insight that the
project builds to in a clear manner
● Paragraphs always stay on topic and never
change main ideas
● The audience can follow the project’s
organization with no difficulty
3: Satisfactory ● Articulates a primary insight that the
project builds to in a generally clear
manner
● Paragraphs generally stay on topic and
rarely change main ideas
● The audience can follow the project’s
organization with almost no difficulty
2: Needs Some Work ● Articulates a primary insight that the
project builds to in an ambiguous manner
● Paragraphs sometimes stay on topic and
sometimes change main ideas
● The audience can follow the project’s
organization with some difficulty
1: Needs Significant Work ● Does not articulates a primary insight or
the project does not build to a primary
insight
● Paragraphs rarely stay on topic and often
change main ideas
● The audience cannot follow the project’s
organization
Task: Meaningfully incorporates at least
one multimodal element.
Outcomes: Rhetorical Knowledge;
Processes; Knowledge of Conventions
Levels of Achievement
4: Excellent ● Incorporates at least one multimodal
element
● The multimodal element clearly enriches
the project
3: Satisfactory ● Incorporates at least one multimodal
element
● The multimodal element generally enriches
the project
2: Needs Some Work
● Incorporates at least one multimodal
element
● The multimodal element somewhat
enriches the project
1: Needs Significant Work
● Does not include a multimodal element
that enriches the project
Requirements: 1000 words   |   .doc file

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