Engl 306 final examination

English 306, Fall 2015, Bradley Dilger

You have two options for the final examination. Please review the exam itself (below) and select the option which makes the most sense for you. I am happy to consult with you if you aren't sure.

  1. Skip it. I will factor your grade based on 900 points. This means that all of the percentages for each assignment are slightly higher than listed in the syllabus. However, the point values themselves would not change.
  2. Do it. Select one of the questions (below) and write a memo which answers it. I will calculate your grade with and without the final and award you the higher of the two.

Pick an option by December 15

On or before the due date, Dec 15, please send me an email with the subject line “ENGL 306 Final” and one of the following:

  1. You elect to skip the final exam.
  2. You choose to complete the final exam. If this is your choice, add the exam content to the top of the midterm Google Doc you created earlier this semester, change “Midterm” in the name to “Exams,” and cut and paste that address into your email.

Final examination

Complete one of the questions (below) and write a detailed memorandum which answers the question with care, calling upon our readings and your coursework with care. Do not repeat a question you selected for your midterm (and note that I edited the two questions included here based on your responses). I expect more depth and length than in a standard memorandum.

  1. Our course focused on rhetoric, networks, ethics, situated learning, user-centered design, and genre. Given your experiences these past 15 weeks, including your time conducting primary research, which of these six concepts promises the most to you going forward? That is, which most deserves and demands your continued attention? Why?
  2. Select one of the broad techniques which Redish offers for writing user-centered web content (e.g. developing content strategy; writing effective headings and subheads). Describe the connections to one or more the social functions of rhetoric as described by Herrick.
  3. Power emerges as an important part of rhetoric, actor-network theory, and ethics, crossing many of the texts we've read. What trends in thinking about power do you see? How did power shape the writing of your research participant(s)?
  4. Many of our texts explore the value of conversations. What is the consensus definition of effective conversation? What methods for encouraging conversation emerge as the most important? In what ways did conversation shape your research project?
  5. Describe the most productive attitude writing researchers should have when considering discontinuities: both those in the writing lives of their participants, and those in the trajectories of their research itself.

As before, if you choose to complete the final: I strongly suggest you plan carefully before diving in to write. Let me know how I can help.

English 306, Fall 2015, Bradley Dilger