slide seven

Before having students compose, it could be fun and informative to have the class perform a count that tallies the most popular pictures used in the static document, the dynamic document, and the most popular picture overall. This count is evidence that reveals class trends and ideologies about representing a place as well as different perspectives on that place. For example, Paul’s students represented their school in dramatically different ways encouraging particularly amusing comments about their feelings toward education—see the "Exit" sign. The count can begin discussion about the products they've generated. Moreover, this is another database and opportunity to discuss how "Collection is a social and political act"—how collection is a rhetorical act.

Have students write an essay or create a multimedia text in which they analyze their rhetorical choices (e.g. Why did they choose the images they did? Why did they put them in that order?) by comparing the visual imagery used in the static billboard/website/digital pamphlet to the visual imagery used in the dynamic billboard/website/digital pamphlet. The text could describe how their pictorial choices reveal and conceal information about the area to different audiences like tourists and locals. The text could analyze and describe the benefits and drawbacks to using static and/or dynamic technologies when representing a place.

Again, the outcomes for the activities are multi-dimensional and are reflected in the student products. In one dimension students learn digital mechanics. They create a database and a slideshow. In the other dimensions, students learn about multimodal rhetorical choices (i.e. that choosing presentation technologies, selecting pictures, and verbal text are rhetorical choices). Students demonstrate this knowledge in the composition justifying their rhetorical decisions.