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A case (or Not) for AI

9/24/2025

3 Comments

 
For this ICRN, you will write a group ICRN. You'll be paired up or in a group of three at random. You'll have some time to discuss and then write.  Each group will be assigned one of the three readings that we had for tonight: the scholarly article on prompt creation, the podcast on the use of AI in text production, the corporate deck on using AI to produce content for businesses. 

DISCUSS: In your group, discuss the ARGUMENT that your text is making in relationship to AI. I'm not just asking you to identify the thesis (though you should). I'm asking you to identify the underlying beliefs, values, judgements about AI technology and usage that inform the thesis. Is something pro AI? Against? Both? Neutral? 

Consider also, the other sides of the rhetorical triangle: Who is/are the author(s)? Who is the Audience? What is the context in which this text is situated? You might also consider Kairos--occasion. You should also probably consider the historical moment that the text you are looking at is situated in. For instance, the Freakonomics podcast came in 2023, when AI was really just making a huge splash. And it was also airing during a writer's strike in Hollywood. That historical moment informs that podcast.

POST: Once you've thought through and discussed these issues in some detail, compose your 300 or longer post as a group that summarizes those discussions. Be ready to come back to class to compare and contrast what you said about your piece versus what other groups said about theirs. As a class, lets discuss how the exercise you participated in with our guest impacted how you felt about the readings--did if change your approach? Your attitude toward? Your understanding of? 
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Post your reflection on Revise/rethink

9/17/2025

8 Comments

 
We will talk about this in class: but please post the reflection on the state of your revise/rethink piece to this space. 
8 Comments

What do you  Know about Tech Writing?

9/17/2025

10 Comments

 
For this week's ICRN: I'd like for you to think about what you think you know about technical writing--what does that mean? who does that kind of a job? Etc. And, also, to think about what in your college writing career has prepared you to do this kind of writing--and what in your college writing career has not prepared you to do it? 
10 Comments

Introduction to the Course

9/3/2025

9 Comments

 
Welcome to 489 and to our first Discussion Board. You opted to be a part of the Writing Concentration for a reason. Maybe you've got a clear plan; maybe not so much. But here you are. In this space, tell me (and each other) about the writer you are, the writer you want to be, and what you hope to have accomplished by the end of this class. Be aware that at least some of your colleagues will read what you post. 

HOW TO POST
Click on the "comment" button located at either the top right or bottom left of this post. Fill in the form as required and post your 100-200 words in the dialogue box. You might want to compose in another program so nothing gets lost. Once you've finished, click submit. 

NOTE: Occasionally, weebly asks you to identify a series of images in order to submit your post. Sometimes a glitch makes it impossible to see the "submit" button. If this happens, let me know. You can email me your post and I will post it on your behalf. When this happens, I contact weebly and they typically fix the problem. ​
9 Comments

    Torda and the 489s

    We'll use this space for synchronous and asynchronous work this semester. Q&A discussion board is housed in February archives of this blog. I check it weekly.

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  • Home
  • ENGL 489 Advanced Portfolio
    • ENGL 489 SYLLABUS >
      • GUIDELINES FOR BEING PRESENT ONLINE
    • ENGL 489 AUTHOR BIOS >
      • Class Profile fill-in-the-blank
    • ENGL 489 CLASS DISCUSSION BOARD
    • ENGL 489 PORTFOLIOS
    • ENGL 489 WRITER'S NOTEBOOK (ASSIGNMENTS)
    • ENGL 489 ICRN (ASSIGNMENTS)
    • ENGL 489 RETHINK/REVISE (ASSIGNMENTS)
    • ENGL 489 Interview with An Author (ASSIGNMENTS)
    • ENGL 489 MENTOR TEXT MEMOIR (ASSIGNMENTS)
    • ENGL 489 FINAL PROJECT (ASSIGNMENTS)
    • ENGL 489 Professionalization Presentations (ASSIGNMENTS)
  • Previously Taught Classes
    • POLICIES ENGL 511 SPECIAL TOPICS: YA LIT >
      • CLASS PROFILES YA LIT
      • LT UPDATES ENGL 511 YA LIT
      • Discussion Board YA Lit
      • SYLLABUS ENGL 511 YA LIT
      • ENGL 511 profile instructions
      • ENGL 511 YA LIT Mentor Text Memoir
      • ENGL 511 YA LIT Reader's Notes
      • ENGL 511 YA LIT pecha kucha final project
      • ENGL 511 Write Your Own YA
      • ENGL 511 FINAL PROJECT (individual)
    • ENGL406 RESEARCH IN WRITING STUDIES
    • ENGL344 YA LIT
    • ENGL101 policies
    • ENGL 226 policies >
      • ENGL 226 Writing Studies Timeline Project
    • ENGL 303 policies
    • ENGL 301
    • ENGL102
    • ENGL 202 BIZ Com
    • ENGL 227 INTRO TO CNF WORKSHOP
    • ENGL 298 Second Year Seminar: This Bridgewater Life
    • ENGL 493 THE PERSONAL ESSAY
    • ENGL 493 Seminar in Writing & Writing Studies: The History of First Year Composition
    • ENGL 511 Reading & Writing Memoir
    • ENGL 513 >
      • ENGL 513 MONDAY UPDATE
      • ENGL 513 DISCUSSION BOARD
      • CLASS PROFILE ENGL 513 COMP T&P
      • SYLLABUS ENGL 513 COMP T&P
      • PORTFOLIOS ENGL 513 COMP THEORY & PEDAGOGY
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: READING RESPONSES
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Literacy History
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Pedagogy Presentations
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Reverse Annotated Bibliography
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: ETHNOGRAPHY/CASE STUDY
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: final project
    • DURFEE Engl101
  • BSU Homepage
  • Blog