Throughout The Quarter, You Will Be Tasked With Exploring Cu

Throughout The Quarter You Will Be Tasked With Exploring Current Event

Throughout the quarter you will be tasked with exploring current events, media, social media, and other forms of pop culture to analyze and document in your pop culture journal (you will be posting your journal entry to your peer discussion group on Canvas each week it is due, but it may be helpful to keep this is a running document in your own files to add to each week, then copy and paste from your journal onto Canvas). This will give you an opportunity to make connections between what we are learning about in class related to rhetorical/critical frameworks of inquiry and what you are seeing in the world around you, as well as empowering you to explore topics that particularly interest you.

Each week that you are assigned a public life journal entry (see course schedule), you should: (1) describe the context of your example (important parts like what this means relative to the historical context and social world, who, what, when, where, why, how etc.)-you may post a picture or a link if that would be helpful (2) clearly connect it to a particular concept, idea, term, theory, method, etc. we are learning about that week (your book can be a helpful guide here)-be sure to label the concept clearly, describe it, and apply it to your chosen example and (3) include and cite at least one reference for your example below your post/entry. DISCUSSING | 10 Points You should respond to at least two of your peers' posts.

Paper For Above instruction

The assignment requires students to engage in a weekly exploration of current events, media, and pop culture phenomena through journaling activities. The primary aim is to analyze these contemporary examples by contextualizing them within their broader historical and social frameworks, then connecting them to specific rhetorical or critical concepts covered in the course. Each weekly journal entry must include a detailed description of the example’s context—covering aspects such as who is involved, what is happening, when and where it occurs, why it is significant, and how it unfolds. Students are encouraged to enhance their entries with visual materials like pictures or links when appropriate. Following this, students must explicitly relate the example to a course-related concept, term, theory, or analytical method, providing a clear explanation and demonstrating how the idea applies. Additionally, each entry requires at least one scholarly or credible reference citation to support the analysis. Peer discussion is also a component, with students expected to respond thoughtfully to at least two classmates’ posts, fostering engagement and deeper understanding of the material. This activity is designed to develop critical thinking skills, reinforce understanding of rhetorical frameworks, and encourage meaningful connections between classroom learning and real-world phenomena.

Conclusion

This ongoing journal activity encourages students to develop a nuanced understanding of current cultural dynamics through analytical inquiry, linking theory to practice. By regularly observing, describing, and critically engaging with media and social events, students hone their ability to interpret the social significance of contemporary issues and rhetorical strategies. The peer discussion component promotes collaborative learning and reflective dialogue, enhancing comprehension and critical awareness within the context of pop culture analysis.

References

  • Benkler, Y., Faris, R., & Roberts, H. (2018). network propaganda: Manipulation, disinformation, and radicalization in American politics. Oxford University Press.
  • Jenkins, H. (2006). Convergence culture: Where old and new media collide. NYU Press.
  • McLuhan, M. (1964). Understanding media: The extensions of man. McGraw-Hill.
  • Chilton, P., & Schäffner, C. (1997). Discourse and politics. Discourse & Society, 8(2), 169-189.
  • Fairclough, N. (2010). Critical discourse analysis: The critical study of language. Routledge.
  • Hall, S. (1980). Encoding/decoding. In S. Hall, D. Morley, & K. tools (Eds.), Culture, media, and language (pp. 128-138). Routledge.
  • Carey, J. (1989). Communication as culture: Essays on media and society. Routledge.
  • Foucault, M. (1972). The archaeology of knowledge. Pantheon Books.
  • Baudrillard, J. (1981). Simulacra and simulation. Semiotext(e).
  • Gerbner, G. (1998). Cultivation analysis: An overview. Mass Communication & Society, 1(3-4), 175-194.

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