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<!--Title: Cover Essay-->
<p>This English 1102 course asked students to consider how health functions
as a social ideal and regulates our actions based on the norms,
attitudes, and ideas that prevail in our culture.
In addition to this course-specific theme, there is a <a href="https://
sites.gatech.edu/wcppolicies/engl-1101-and-1102-common -policies-fall
-2020/">set of common objectives</a> that this course was designed to
teach, developing a Writing Process with revision, synthesis, and
drafting and rhetorically effective presentation for distinct audiences
and contexts.
Revision and research play a large role in developing ideas and
arguments and making the arguments robust.
While this recursive, iterative process played a role in every
assignment, the digital reading journal is the primary source of process
documents.</p>
<iframe src="https://classblogs20.iac.gatech.edu/holdenr/" width=800
height=400 frameborder=0></iframe>
<p>Assigned prompts in the reading journal correspond to class readings
and ask students to develop arguments and ideas based on course
material.
Sourcing and eventual finetuning of these ideas both play a role in the
journal: in most entries, we were asked to use quotes and references
from both class material and pop culture or general research.
This is especially visible in the final post ("Medical Devices, the
DMCA, and the corporate profit motive"), where I used links to other
websites to make it a better document to refer back to later.
Images and analysis also emphasized the role of the digital reading
journal as a process document for my analysis of specific works or
the overall health theme.
But each entry also marks my progress in the general skills of analysis
and rhetoric, especially.
The electronic form factor has unique norms and options to elaborate,
like a less formalistic style and heavy image presence, and these can
change the rhetorical strategy I use when sectioning and emphasis are
much more fluent than an essay.
</p>
<p>
The use of images actually enhances my analysis, too, because I'm
responding to the ideas that another work provides, and if I can
directly include that work, it becomes much easier to speak about since
the audience is meant to refer back to it and familiarize themselves.
When the audience is me, this anchors my ideas to a specific factual
reference, like the timeline in "HeLa and Henrietta."
</p>
<iframe src="https://classblogs20.iac.gatech.edu/holdenr/2020/10/23/
hela-and-henrietta/" width=800 height=400 frameborder=0></iframe>
<p>
Quotes and the use of photos to highlight what's important is particular
to the electronic medium, and it's particularly valuable when creating a
personal reference piece.
This is one example of shifting language and presentation towards the
desired audience and situation, which is one of the major points of the
<a href="https://sites.gatech.edu/wcppolicies/engl-1101-and-1102-common
-policies-fall-2020">Rhetoric Learning Outcome.</a>
</p>
<table>
<thead><tr>
<td width=158><p><strong>Category</strong></p>
<td width=158><p><strong>Outcomes by the USG Board of Regents</strong></p>
<td width=158><p><strong>Outcomes by the Council of Writing Program
Administrators</strong></p>
<td width=158><p><strong>Additional Expectations of the GTWCP
</strong></p>
</tr></thead>
<tbody><tr>
<td width="158" valign="top">
<p style="text-align: left;"><strong>Rhetoric</strong></p>
<p style="text-align: left;">Rhetoric focuses on available means of
persuasion, considering the synergy of factors such as context,
audience, purpose, role, argument, organization, design, visuals, and
conventions of language.</p>
</td>
<td width="158" valign="top">
<ul>
<li style="text-align: left;">Adapt communication to circumstances and
audience.</li>
<li style="text-align: left;">Produce communication that is
stylistically appropriate and mature.</li>
<li style="text-align: left;">Communicate in standard English for
academic and professional contexts.</li>
<li style="text-align: left;">Sustain a consistent purpose and point of
view.</li>
</ul>
</td>
<td style="text-align: left;" width="158" valign="top">
<ul>
<li>Use a variety of technologies to address a range of
audiences.</li>
<li>Learn common formats for different kinds of texts.</li>
<li>Develop knowledge of genre conventions ranging from structure
and paragraphing to tone and mechanics.</li>
<li>Control such surface features as syntax, grammar, punctuation,
and spelling.</li>
</ul>
</td>
<td width="158" valign="top">
<ul>
<li style="text-align: left;">Create artifacts that demonstrate the
synergy of rhetorical elements.</li>
<li style="text-align: left; background-color: yellow">Demonstrate
adaptation of register, language, and conventions for specific contexts
and audiences.</li>
<li style="text-align: left;">Apply strategies for communication in and
across both academic disciplines and cultural contexts in the community
and the workplace.</li>
</ul>
</td>
</tr>
</tbody>
</table>
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