The really interesting part comes from a description of a remediation assignment, designed to make each student a historian of the class and collect data to later present to the class body. Muffie, the subject of this case study chooses to remediate a previous remediation that focuses on Body Language, something that interests her as a dance student. She takes her anxiety with writing and frames that against the anxiety other students feel toward dance, and through this process seems to come to a better understanding of the ways in which writing works. The assignment challenges her to create a very detailed and complex representation of the class and the nature of embodiment. Going beyond that sort of stretches my own limits of understanding and research, but I must say that I am really impressed by the assignment. Especially since the collection and performance were only separated by a week! And I worry about giving my students adequate amounts of time? Jeez!

So she created a dance that represented the class. Simple, right? Nope. She needed to undertake a very complex task of analysis and communication in order to bring together this collaborative effort among her and her fellow dance cohorts. in the end, when the "how does this relate to writing" question surfaces, i think Shipka does a great job in explaining that all too often we focus on writing-as-the-end-in-itself, rather than focusing on the way in which writing operates as a strategy for reaching other ends. By looking at the ways in which writing (even non-standard typically invisible, unrecognized writing) played a role in the creation of this assignment, she further shows that we do need to pay attention to this type of composing, because while it might not appear to be a "writing-intensive" assignment, it certainly points toward the ways in which various literacies inform us and how writing plays an important role even beyond the scope of pure FYC writing courses. All in all, I need to go back and re-read this after I finish the book. Feel like there's a lot to be said through this example. Also...the research methods are interesting.

She moves into discussion of James Wertsch's mediated action. So, what's my understanding of mediated action? Well, instead of looking at individuals or at culture as the agent behind anything, we need a spot in the middle, examining action as mediated by technology, which involves both technology as technical object and as a knowledge technology, such as signs and language. Vygotsky focused a great deal on psychological tools, but he didn't go far enough in considering their similarities to technical tools.

Instead of viewing texts as the result of a single motive, we need to increasingly look at the various motives that go into a text, including conscious goals, subconscious motivations? Well, maybe not subconscious per se, but...non-academic? A researcher publishes not only because she needs to publish to achieve tenure, but also due to the fact that she's interested. Also she cares about the consideration of her peers. He might need to fight the feeling that he is a failure. (Side note: switching gendered pronouns is interesting. I like using 'she' but then I worry "What if I say something unconsciously that sounds sexist even though I'm simply trying to be even about my usage...hmmm)

The agency of mediational means... I think what this is getting at is that we are at the "mercy" of our tools in some regards, not realizing that those tools necessarily set limits. And we might be resistant to change int he thought that a certain tool is the best for the job, yet unaware of those self-imposed limits. So we need to be aware of the dominant or privileged ideology that could limit our perceptions of what is "best" for that job. Hence, some may argue that the essay is the best kind of examination for the humanities, but then that is a perspective privileged and informed by a dominant discourse ideology (perhaps I should have used paper instead of essay).

We also need to be aware of a historical context, in that the technologies we use and that are invisible have very real political, economic, historical circumstances that led to its invention. Buying a diamond might mean one thing, but the history of harsh work conditions and "blood diamonds" still places us within that historical context of oppression. Along with that, I liked the comparison to the academic lecture hall, noting that it was already designed previously in preparation for a certain kind of envisioned teaching structure. And so we don't notice it, but we are operating within something that was constructed with a specific idea/audience in mind.

New mediational means changes more than just the way we do things. It changes us physiologically and physically (brain plasticity, etc). The way we handle a process influences the strategies that become dominant and more "strengthened"? Or, as Shipka puts it, it creates amplifications and reductions. How difficult is it to write with a pen now that our muscles aren't accustomed to the act of prolonged, sustained writing that doesn't take place on a keyboard? How does that figure into our finger dexterity?

1.) While a text may appear monomodal, we cannot really know what kinds of multimodal action went into its creation before/during the act of putting ideas down on paper, per se. 2.) mediation means allows us to take a broader look at the toolbox of strategies we bring to the act of composing. 3.) Through this frame, we are forced to look at all the contexts that shape such action, stemming from bodies, minds, institutions, organizations...etc We can also get out of the limits of defining a text as academic or personal by looking at how these texts are shaped and for what institutions/cultures they are intended. 4.) we can also investigate how it comes to be that certain mediated actions are privileged over others. Why certain forms of tools/technologies become endorsed by an institution or body of individuals and understand why we do what we do and what that means for the texts we create.

Dissapearance effect essentially relates to the way technology becomes invisible after becoming common. We don't think about old technologies as new. We take them for granted. Yet electricity still plays an enormous role in our lives that we don't miss until it isn't working. We need to place more emphasis on understanding even these disappeared technologies so that we don't simply take for granted one aspect of our mediated action. We can do this through asking students to focus specifically on those technologies.

So...I need to go back and really figure out a cohesive description of all this content, but it's interesting and provides a frame that really is "in the middle."

Good book so far. Onto the next chapter.

I need to write more. Read yourself full and write yourself empty is what they say. Well, I'm nowhere near full, but I feel like I need to empty out and focus on what exactly it is that I'm doing. So, onto research interests.

I want to explore the way in which digital literacies provide students with strategies to draw upon after leaving the composition classroom. Exactly how does this knowledge transfer? Well, first I need to define knowledge transfer, which I believe is generally the process by which knowledge is taken from one context and used within another. Essentially it means making use of what you learn in the composition classroom. Now, I've heard that the transfer "rate" isn't necessarily all that great when you don't focus on rhetorical purposes within writing. So I imagine that probably stays the same with digital technology. Although, I can't be sure, simply because providing an outlet for students in terms of digital skills might involve teaching them things that they'd be more inclined to use in a non-academic setting. For example, if I give them an assignment asking them to take on the responsibilities of putting together a publication through InDesign, would they be better prepared, more willing to undertake such a task for an organization to which they belong? Or if they learn digital video production, would they be more inclined to post something to YouTube. Now, I'm not trying to argue there's a benefit in them doing so either way, but simply if the nature of our reliance upon digital technology might make some of these skills inherently more "transferrable."

And hey, I fully recognize that I could just be spouting off nonsense that has no real application. I could be wrong. But that's what I want to explore. Now, how do I do that within the boundaries of this program? How can I tell what might be transferring among students? I think it would necessarily have to be a case study-based study. We're lucky enough to have an entire course, WEPO, devoted to many of these concepts, such as developing multimodal texts. If I could just somehow find a way to study that, then I would be in business. I also wonder about the ways in which students express themselves through these texts. Are they more personal than standard assignments? I mean, that could vary depending upon the instructor and the purpose, but does it really provide access to other voices? I'm a little scared of this topic due to my pending conference presentation at Computers and Writing. However, whatever happens in the end, I'll come out of it. Either having won (read: not making an ass of myself) or having learned valuable lessons for the future. Simply stated, the process of IRB review prohibits some of my more ambitious ideas. Although, perhaps I should talk to a current WEPO-instructor and see what I might be able to observe from them.

Anyway, this is supposed to be more about a possible dissertation topic than anything else. Do we tend to think through our words better than otherwise? This is basically going to be all fastwriting in some regards as I try to focus on what it is I hope to absorb. Fastwriting. Freewriting. I wonder why they switched up that terminology in the Curious Researcher book. In any case, I want to research knowledge transfer of digital literacies. So I need to find some case studies who are going to be taking WEPO. At the same time, I will need to conduct interviews and observations. Interviews to determine what they actually perceive that they are learning, along with collecting their assignments from the course. If I do that, then I can see what they'v eproduced, and look over their process memos. I assume they would need to complete process memos. Should I observe a class other than the one I'm teaching? Multiple classes? Or is that too much background? That might be more a comparative study. Beyond that, I need to see how they apply those skills in their courses post-WEPO. For example, the EWM major, students need to likely take a course such as Viz Rhet or convergence. Thus, if I could look ahead in the course schedule and investigate those courses and that sequence, I could observe them in a following semester. Or concurrent? Would that work? What about the other courses they take part in? And their personal experiences? Do I want to measure how much they use these skills beyond the walls of academia itself, or just how they transfer between different "spheres"? Whatever the case, those are some of the important questions, and I'm not really sure where to begin. Regardless, I need to write and reflect a great deal more on every one of my classes at this point.

But really, what comes next after I've attained this so called Master's degree? What is it that I really want? Well, in the past few months I've really started connecting to the academic literature in a way that I haven't really experienced in the past. While I wouldn't say I know everything, I'm starting to feel like I know at least a little more than average about what I'm doing.

Yet, what this rant really boils down to is that I think I need to start focusing on what it is I'll be devoting myself to for the next stage of my life. And words are a large part of that. Writing. Language. Rhetoric. Even now I'm trapped consciously thinking about how my words will reach their audience. What kind of ethos am I constructing? The wise student, expanding knowledge? A diligent scribe of information and important viewpoints? A pompous, vain asshole, thinking my words might have significance?

For this finals week, I have so many diverging desires that keep pushing and pulling me in so many directions. For one thing, I want to develop my writing, develop an eye, but at the same time, I'm limited by this introspective perspective that constantly sees me reflecting back on issues of "what am I going to do next?" Maybe that's where I fail in non-fiction writing. Maybe I stray too far toward the big picture that the little details, the moments that are most important, vanish entirely.

This weekend I had the chance to go on a trip to the Natural Bridge near Lexington, VA. It wasn't exactly a last minute trip -- more like a last hour event that came about one night after Nicole expressing how she's wanted to visit there for nearly six years. I'd driven by the signs for the exit numerous times, but I'd assumed it was some kind of "World's Largest Rubber Band Ball" attraction. Oh, and passing "Foamhenge," a styrofoam recreation of stonehenge (more on that later) didn't really get rid of that feeling.

But, this random bit of advice has stuck with me now for months, that whenever you have the choice on spending time or money on an object, or on a trip, choose the trip, because those are what stick with you for the rest of your life. As it turns out, the Natural Bridge was quite an incredible sight. Recently I had the chance to attend a conference in Atlanta, and we stayed at the Downtown Marriott Marquis. Whenever you walked into the lobby, you could look up and see up the inside of 47 stories. It made my stomach lurch every time.

Looking at the Natural Bridge was the same feeling. Except now I could stand back and see how tiny people were in comparison to it. It's one of those things that pictures don't do justice. We were also lucky to visit on a beautiful day -- sunny, but not too hot. Right now I'm trying to think how Nicole described it, but I guess I can only point you to her blog, Words That Changed Me, where you can get her view of the "WRTC grads take on the Natural Bridge."

After we hiked a nature trail and visited a replication of a Monocan Native American village, we saw a toy museum, a wax museum, and the Natural Bridge Caverns. The toy museum was interesting for me because it had a huge selection of toys that I'd owned. I don't know what I'd expected, but I think it was more along the lines of antique tin toys (I think there's a display in Disney to that effect). Instead, an entire wall was devoted to Star Trek action figures and toys. I'm pretty sure some of those same things are lurking in my basement presently.

The wax museum was creepy, but that probably means that they'd done a good job. I feel like wax museums are meant to be creepy. What struck me again were the differences in perception of the Civil War. The heroes and villains, I guess you could say.

And now, for the caverns. I haven't read what Nicole said in depth yet, but I feel like I might be putting forth the most griping account of the caverns experience. When we first got there, we could see a bus unloading a huge tour group into the area. People in red shirts were milling around everywhere, and I was suddenly thankful that I'd never been in a group that required such uniformity in appearance. But, because of that, we had to wait a cycle to get into one of the tours, since there's only a limited amount of space. I don't think any of us were too disappointed about that, though.

However, when we finally did get moving, we were still with a fairly large group. Now, this was my first caverns experience, and I hear it's vastly different (and better) at places like the Lurray Caverns, but I would have thought that the maximum number of people allowed on a group would have been the, well...maximum comfortable number of people. Instead, I found that we were crammed into tight cavern spaces with no regard to comfort. The entire time, two tour guides (one of whom was in training) shouted at us to "squish together" or "make friends with our neighbors." Now, alone that isn't all that bad, but the tone they used was awful! It felt like we were constantly being berated by our betters on this tour, and each time the guide in training spoke, it felt like she hated life and would rather be anywhere else in the world.

Now, I can understand that, because I wouldn't want to spend hours of the day locked away over 300 feet below ground, but come on. You're tour guides! I didn't see any of those tip donation jars around, but even if I had, these two would have made a few cents, or MAYBE a dollar for that tour from nearly thirty people. The entire thing felt rushed, forced, and uncomfortable, as though the fact we got behind schedule was our fault, and not the result of poor logistics and planning.

This is turning into a monster post, so I'll come back later to talk a little bit about the mystical Foamhenge.

For one of the first times in my life, I'm securely ahead of the game. I've got my upcoming assignments mostly fleshed out, and I'm making good progress on this thesis. Right now I'm still in the research mode, but the blogs I'm creating are helping to solidify my thoughts on everything. I feel like it'll be a lot easier to write a lit review after summarizing the main resources I've encountered. And I'll be able to find what I'm looking for more easily. Yet, I still have this low level stress simmering in the background. This weekend I will be traveling to the University of Rhode Island for the Northern Precinct Meeting. That's going to be a long drive that I'm not really thrilled about, but it also essentially takes away my weekend. Now, typically my weekends wouldn't be that productive, but like I said, I've been getting stuff done early, and I still feel like I'm not quite far enough ahead.

The volunteer portion of my one course is beginning soon, and I've chosen to hopefully volunteer at the Lifelong Learning Institute. Overall, looking back at my experience, I suddenly feel pretty confident. Even if I don't get accepted into a PhD program, I have marketable skills. I can design and implement documentation and create content like no one's business. I find myself in an increasingly creative mood as I think about all the ways of utilizing multimedia suites to create projects for school and just for kicks. But really, all I can think about right now is my thesis, and how much I love the topic. I love it. It's amazing, and I wish I'd had exposure to the sorts of projects I've been reading about. Now I'm just trying to sponge up all this research. I've gotten through a LOT of articles so far, but I have a huge stack still in waiting, but I guess that's how it goes.

Also, and I"m stoked about this, I've still been cooking like crazy, and in terms of my social life, I'm happier than I've been for a long time. Now, I know it's kind of annoying to hear someone gush about good fortune, so I'll keep it to a minimum, but honestly, I'm so lucky in so many ways to have the family and friends that I do. And you know for me, a natural little pessimist, that's saying something. I want to start creating images to go along with this blog, doing something artistic a la my Flipperwick project that's fallen on hard times. I might try my hand at vlogs sometime soon, partially for fun, but mainly because I'm going to be working with those kind of technologies (and cooler stuff) for the digital portion of my thesis.

Oh yeah, my thesis is part print document and part online website, so you'll be able to see it eventually. The online portion is going to be amazing, I hope, and something I can build upon even after it's done. In my life, I feel like I have a few goals I want to achieve.

• Write a novel (already almost complete twice...)
• Write a piece of multimodal fiction
• Develop an expertise in composition pedagogy
• Improve my digital painting skills
• Build a computer

That's not really a totally comprehensive list, but it's something. I will get published. So many stories are crashing around in my mind right now, and I'm starting to feel like I have something worth saying about the human condition. However, rest assured, I'll continue my genre roots of sci-fi and fantasy. But, to put it simply: I'm excited. And scared. But mostly excited. I'm going to be stressed out for the rest of this semester, but whatever happens, it's going to end well.

Sooo, I'll try to report what happens this weekend in Rhode Island, but we'll see how much time I have to really reflect on any of that.