Expanding Literacy Studies: An International, Interdisciplinary, Conference for Graduate Students
Todd D. Snyder (Ohio University)
Abstract (100-150 words):
Digital Culture: Unlocking Hip-Hop Literacy’s Potential in the Composition Classroom
In this presentation, I will discuss how bringing cultural literacies, such as hip-hop music, into the composition classroom can help students become better reflective and reflexive writers. Using examples from online discussions, essays, and debates, I will demonstrate how these emerging technologies offer students new ways of understanding rhetorical concepts such as audience, rhetorical intent, text, and textuality.
Proposal (approximately 500 words):
In an attempt to demonstrate how student writers bring their own unique cultural backgrounds to texts, I designed an introductory composition course which asks students to both examine and interrogate hip-hop music’s influence on American culture. During the course of the semester our class focused its attention on some the distinct literacies found in hip-hop music, movies, and fashion. In doing so, we were forced to ask ourselves several important questions. What types of arguments do hip-hop artists make? How are these arguments constructed? What are the cultural implications of these arguments? How do factors such as race, gender, class, and socioeconomic status complicate our understanding of these arguments? In this panel presentation, I will discuss how bringing cultural literacies, such as hip-hop music, into the composition classroom can help students become better reflective and reflexive writers. Using examples from online discussions, essays, and debates, I will demonstrate how these emerging technologies offer students new ways of understanding rhetorical concepts such as audience, rhetorical intent, text, and textuality.
4 comments:
Hi Todd,
So I'm happy to see that you're going to discuss your own classroom experiences/wisdom. I enjoy those kinds of presentations and I think that is a great strategy. Also, I think your small abstract does a great job outlining exactly what your presentation will be doing. Your longer proposal also does a great job situating your particular context for the presentation, and then goes on to ask really interesting questions, mimicking the questions your class asked.
Some say back:Very clearly, you will discuss (pop) cultural literacies in the composition classroom, and argue that using emerging technologies offers students new ways into their familiar (pop) cultural texts through rhetorical concepts.
Your assertion is clear and focused, as is the map of how you will demonstrate it. Nice job.
So what needs to be added? I do think it is too short. You might as well make use of the number of words you are allowed in order to convince the conference officianados that you will have a lot to discuss in your presentation. Can you attempt to answer preliminarily some of the questions you raise?Maybe even quote from students some of the ways they answered? You could also include some outside sources corraborating or arguing with your assertion.
I was not confused. this seemed very clearly written.
I wonder if you could conduct a workshop at all with some of the materials you used in your class? Just a thought. I think its exciting that we have so many options for ways to present at this conference (not that I'm taking advantage of them).
I agree it is very clear. The idea is hip and relevant to teaching today. But I see one problem, no vision. Where are you going? What are you looking at?
What I'm saying (err...writing) is that it seems like this is all locked up. More like you are only reporting what is already done--NOT that you are open to discussion and ideas.
I would drop the use of "I" here, it sounds a little (and I do mean only a little) arrogant (I will, I designed, I will, I will).
This proposal is well constructed and provides clarity to what you have done. (note the past tense)
My only real suggestion is to be a bit more playful and questioning. Remember hip-hop is not an old fuddy duddy with patches on the elbows.
However, I think you could really just add some length and be good.
Todd,
Keep in mind the conference is not in an English dept. so situate composition course within English.
To expand, you might want to offer some links to readings that theorize an approach other than rhetorical and cultural competency and currency. So, e.g., Sirc is obviously relevant. Note how he offers specific motives for using hip-hop and specific goals for the arcades project and his course. Speak to your own through that?
Also, I strongly suggest that you include something about what you told us in class vis your white students' reactions to hip-hop. This specificity is needed in your proposal, which lacks context. Focus on your struggles of getting white students to go beyond their (racial?) orientation toward the genre. Discuss what that means for, might be a useful lesson in, literacy studies.
You might want to include in the mix that you are a white, working class guy etc. and what your interest in hip-hop consists of (fan, and/or think it's a great genre for writing about).
Issues of hip-hop's sampling and re-purposing of older music?
How did your class approach the musical elements? Without that, studying music without analyzing musical elements (and signage--the booming bass, e.g.) is like analyzing film without talking about shots, angles, mis-en-scene etc.
After revising, your abstract will need to reflect the changes.
Lydia, Craig, & Dr. Rouzie,
Thank you so much for all of your comments. Each of you has helped me focus on how I can make this proposal more specific and clear for readers. Thanks again,
Todd
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