1. Rhetorical Blog for Composition Classes By Hem Raj Kafle Assistant Professor Kathmandu University, Nepal 9 January 2010 9-1-20101

2. Overview Introduction Weblogs and writing Rhetoric: definition and canons Blogging and rhetoric Invention, arrangement, style, memory and delivery in a blog Some fundamentals References 9-1-20102

3. Introduction Two problems: lack of motivation in students ( Kajder and Bull); and plagiarism due to abundance of sources (Yusof) Academic merits of blogs and their integration in writing courses (Campbell, Johnson, Weiler). Purpose: an extension of the usage of blogs; designing a blog using rhetorical canons 9-1-20103

4. Blogging Writing on a website “without the need of any programming experience or knowledge” (Johnson). Dominated by the audience (Briggs): a public resource A platform for “talented people who would write more if they had a forum” (Stone). “The easiest way to bring yourself to the Web and make your voice heard” (Leona). 9-1-20104

5. Rhetoric “the faculty of observing in any given case the available means of persuasion” (Aristotle) “to teach and to delight” (Cicero, in Bramer) Craft of communicating: “informing, entertaining, attacking, or reassuring” (Price) Attempt to influence others through language (Selzer) 9-1-20105

6. Classical vs. Modern Rhetoric 1.Influence by argument 2.Invention of the speaker 3.Historical /biographical study of speakers and speeches 4.Explication of a single text 5.Conception of rhetoric as orally delivered speeches [Campell, Karlyn Kohr. “Modern Rhetoric.” 1.Influence by language 2.Interpretation of reader 3.Close readings of texts (literature, journalism etc.) 4.Critiques of bodies of texts 5.Re-conception of rhetoric as symbolic action through which as humans we construct the worlds in which we live 9-1-20106

7. Five rhetorical canons Inventio (invention): coming up with materials; ethos, pathos and logos Dispositio (arrangement): organizing the materials; topics, action/effect and formal features; rhetorical strategies Elocutio (style): specific use of language; rhetorical figures Memoria (memory): remembering ideas; meomorizing arguments, facts as well as etiquettes Actio (delivery): presenting the ideas; tone, voice and other aspects of presentation 9-1-20107

8. Blogging and rhetoric Blogs as rhetorical space: free space, immediacy of publication, audience involvement “As means of representing and expressing the self, forming identity, facilitating student-centered learning, building and disseminating information” (Gurak et al.). Constructing a blog with five rhetorical canons: application of the classical mode of communication into the modern means; application beyond modern composition studies that takes up the first three canons – invention, arrangement and style -- only 9-1-20108

9. Invention Continuous process of managing texts, multimedia, links, instructions Level 1: authentic posts of the teacher Level 2: students’ contributions Level 3: subjects, themes, arguments, of the individual posts Means of motivation and challenge for writing 9-1-20109

10. Arrangement Sequencing of posts in the front page Organization of the widgets like pages, categories, links, and lists of posts Internal organization of individual publications. Modes of organization in individual texts: i) division and sequence of topics; ii) sequence of acts and effects; iii) placement and sequencing of formal features ( Enos and Fahnestock ). Teaching rhetorical strategies 9-1-201010

11. Style Linguistic features: rhetorical figures in the language of form (pages and categories, for example) and that of content (individual posts) Extra-linguistic features: graphics and images, layout colours, font and size of the texts Requirement for a class blog: use of limited but crucial widgets; checking swift navigation beyond the blog 9-1-201011

12. Memory Merit of technology: no need to remember everything; need of managing information sources Memory: archiving contents to ensure repeated use Making the features of the blog easy to remember Not forgetting the blog having been carried away through a labyrinth of links Maintaining a sufficient storage of resources 9-1-201012

13. Delivery Continuous activity coming from and leading to multiple directions Updating contents regularly Modifying the designs frequently Adding useful links Maintaining interactivity among users Monitoring user participation in the writing process Learning new skills when circumstances demand variety and additional facility 9-1-201013

14. Some fundamentals Helping it sound like a human being Knowledge of some technical skills Making blog part of a syllabus Supplying adequate resources and guidelines Teacher as a participant Allowing personalized contributions Linking to student activities/blogs Supplement to classroom teaching, not substitute 9-1-201014

15. References Aristotle. Rhetoric. Bramer, George R. “Truth and Harmony as Rhetorical Goals.” Briggs, Mark. Journalism 2.0: How to Survive and Thrive. Campbell, Aaron Patric. “Weblogs for Use with ESL Classes.” Enos, Richard Leo, and Jeanne Fahnestock. “Arrangement.” Gurak, Laura, et al. “Introduction: Weblogs, Rhetoric, Community and Culture.” 9-1-201015

16. References Kajder, Sara and Glen Bull. “Scaffolding for Struggling Students: Reading and Writing with Blogs.” Leona, L. Blogging Tips, Tricks and Techniques Revealed. Johnson, Andrew. “Creating a Writing Course Utilizing Class and Student Blogs.” Lundholm, Margareta. “Web Evaluation Framework within a Rhetorical Perspective.” 9-1-201016

17. References Selzer, Jack. “Rhetorical Analysis: Understanding How Texts Persuade Readers.” Stone, Biz. Blogging: Genius Strategies for Instant Web Content. Weiler, Greg. “Using Weblogs in the Classroom.” Yusof, Dahlia Syahrani Md. “A Different Perspective on Plagiarism.” [ Note: Please refer to my full paper for the complete references.] 9-1-201017

18. Thanks 9-1-201018