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Social Media and the Rhetorical Situation: Finding Common Ground Between Students' Lives and Writing Courses

Social Media and the Rhetorical Situation: Finding Common Ground Between Students' Lives and Writing Courses

Katherine Fredlund
Copyright: © 2017 |Pages: 20
ISBN13: 9781522505624|ISBN10: 1522505628|EISBN13: 9781522505631
DOI: 10.4018/978-1-5225-0562-4.ch006
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MLA

Fredlund, Katherine. "Social Media and the Rhetorical Situation: Finding Common Ground Between Students' Lives and Writing Courses." Engaging 21st Century Writers with Social Media, edited by Kendra N. Bryant, IGI Global, 2017, pp. 96-115. https://doi.org/10.4018/978-1-5225-0562-4.ch006

APA

Fredlund, K. (2017). Social Media and the Rhetorical Situation: Finding Common Ground Between Students' Lives and Writing Courses. In K. Bryant (Ed.), Engaging 21st Century Writers with Social Media (pp. 96-115). IGI Global. https://doi.org/10.4018/978-1-5225-0562-4.ch006

Chicago

Fredlund, Katherine. "Social Media and the Rhetorical Situation: Finding Common Ground Between Students' Lives and Writing Courses." In Engaging 21st Century Writers with Social Media, edited by Kendra N. Bryant, 96-115. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0562-4.ch006

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Abstract

Recognizing that students develop rhetorical skills on social media, this chapter presents a number of writing assignments that ask students to engage with social media and complete a variety of tasks online. These tasks range from taking and posting a photograph, to revising social media posts for honesty, to creating memes. Each assignment then requires students to reflect on these experiences in formal written assignments. This reflective component encourages students to consider writing conventions, processes, and genres in order to develop “high road” and meta-cognitive transfer skills. These assignments have three primary goals: (1) they help students engage with course content, (2) they build student confidence, and (3) they ask students to practice transfer.

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