Graduate – Page 16

February 11, 2014 depaulwrd

Q: What would your dream WRD or NMS course look like?

Did you know Rutgers University offers students a class on Queen Bey? “Politicizing Beyonce” explores the boundaries / non-boundaries between American race, gender and sexual politics, but if this class wouldn’t do it for you, what would your dream course look like? Do you want to learn more on corporate Digital Asset Management (DAM)? Or how about spending 10 weeks exploring rhetoric, sports, and gender? As always, leave your answers in the comments or on FB and we’ll post them next week.

February 6, 2014 depaulwrd

A: Why did you choose to study WRD or NMS at DePaul?

“I decided to enroll in the WRD program because I wanted to study the complexities, both practical and theoretical, surrounding the use of writing. I particularly wanted to develop my skills as a writer and improve my practice as a writing teacher by using theory as a tool to analyze my own habits and dispositions.

February 4, 2014 depaulwrd

Narratives, Netflix, and Newsweek

Two of our articles this week focus on teaching writing. In different ways, the pieces advocate for more complex and challenging goals as a teacher — problematizing the role of a writing teacher and refusing to settle for simple solutions. We’ve also found a lighter read: The Atlantic’s roundup of new apps that hope to become the “Netflix of reading”. Enjoy!

January 31, 2014 depaulwrd

Q: Why did you choose to study WRD or NMS at DePaul?

Leave us an answer in the comments and you’ll find yourself featured in next Thursday’s answer post!

January 28, 2014 depaulwrd

Good Things from Chicago Public Schools, The Worst in Professional Writing, and Obama’s Rhetoric of Education

This week’s roundup of articles collectively considers the question ‘How can we do well in writing, rhetoric, and discourse?’ The New York Times article shares a tutoring success story in Chicago, while Stephen Lurie’s piece in The Atlantic argues that Obama’s vision of education reform has proven to be empty rhetoric thus far. Each piece asks its readers to consider the efficacy of words, rhetoric, and discourse. On a lighter note, we found a list of the worst examples of professional writing in 2013 — read at your own risk!

January 24, 2014 depaulwrd

Intern Beat: Hilary Conlisk, MA in NMS

We spoke with Hilary Conlisk, MA in NMS 2014, about her recent experience as an intern at Neiger Design Inc. Conlisk interned for both work experience and course credit through WRD’s Professional Internship program. Take a look at why this internship was Hilary’s favorite to date!

January 23, 2014 depaulwrd

A: Which scholar or text has most influenced your WRD studies?

Earlier this week we asked you, “Which scholar or text has most influenced your WRD studies?” Here’s what you had to say: “The scholar who most influenced me while I was a student in NMS was Dr. Karl Stolley (now an Associate Professor at Illinois Institute of Technology). He was the first person to introduce me to CSS and the concept of web standards.

January 21, 2014 depaulwrd

The Ivory Tower, WAC, the “Masses”, and Money

Welcome to a new feature of the WRD blog! Each week, we’ll highlight a few articles that piqued our interest — notes from the fields of Writing, Rhetoric, and Discourse, if you will. Leave a comment to discuss or let us know what we’ve missed!

January 16, 2014 depaulwrd

Q: Which text or scholar has most influenced your WRD studies?

We’re starting a new feature that asks WRD students about their academic experiences. Check out our first prompt below and leave us an answer in the comments! Which text or scholar has most influenced your WRD studies?

November 19, 2013 depaulwrd

Grant Writing Class Aids Nonprofits

Students from the WQ2013 course WRD 560: Grant Writing wrote grant proposals that resulted in three local non-profit organizations receiving $33,500 in awards. WRD 560, taught by Antonio Ceraso, Assistant Professor in WRD and Director of the MA in New Media Studies, focuses on the genre of the grant proposal—both the written documents themselves, and the genre as a particular response to the emergence of broader social forms of giving or contribution. As part of their coursework, students partner with local organizations to apply their grant writing skills and, ideally, to help these organizations to secure grants.