FYW courses help students develop habits and skills related to writing, but they also allow students to understand how writing circulates actively in the world. An important part of circulating is understanding audiences who will read the writing and also the media the writing uses. An assignment that asks students to practice circulating creates situations where students have readers and uses for their work beyond their instructor. Circulating assignments especially focus on the relationship between audience, genre and media, and purpose by asking students to take a new and specific audience into account in their writing.
Circulating Learning Objectives
- Trace how and where work accrues new meanings as it circulates
- Develop a digital identity in response to an audience or audiences
- Examine how digital tools affect the construction of authority
- Analyze the components of a digital identity, from the accumulation of metadata to data you intentionally share on social media, etc.
- Create effective tags and key terms for work
- Demonstrate best practices in ethical information sharing and archiving
- Experiment with different platforms to determine how audiences might interact with your text on those platforms
- Evaluate/gauge how audiences interact with your text and the platform it is hosted on
- Use the affordances and limitations of composing tools or technologies to shape the project, mode, and genre
- Test the effects of static or dynamic information in compositions
- Design texts to be accessible for a wide variety of users
- Recognize that audiences are embodied and that audiences interact directly with texts as users
- Identify ways to increase or improve user interaction based on user feedback
- Negotiate feedback productively through the processes of revision and collaboration.
Information Literacy Threshold Concepts
- Information has value
- Information creation as a process
Habits of Mind
|Assignment||Writing Goals||Circulation work|
|Website/Online forum post||Identify as a writer whose work has real impact - develop and manage a digital identity||Publish in accessible formats and make use of site infrastructure|
|Peer review letter||Circulate ideas and writing in order to contribute to potential new conversations||Read each other’s work as critical texts and adapt to feedback from others|
|Service learning project||Identify as a writer whose work has real impact||Create a text that will be used by an organization|
|Group report||Circulate ideas and writing in order to contribute to potential new conversations||Collaboratively author a text|
|Remix||Identify as a writer whose work has real impact - circulate ideas||Remediate an academic essay for digital/public shareability|
Cushman, Ellen. “The Rhetorician as an Agent of Social Change.” College Composition and Communication, vol. 47, no. 1, 1996, pp. 7–28.
Dush, Lisa. “When Writing Becomes Content.” College Composition and Communication, vol. 67, no. 2, 2015, pp. 173-196.
Ridolfo, Jim, and Dànielle Nicole Devoss. “Composing for Recomposition: Rhetorical Velocity and Delivery.” Kairos, vol. 13, no. 2.
Trimbur, John. “Composition and the Circulation of Writing.” College Composition and Communication, vol. 52, no. 2, 2000, pp. 188–219.