Owning the Intangible: Possession, Theft, and (Mis)Appropriation of Ideas

Miscellaneous Assignment 9: Discussion Diagram

Summary: In this assignment, you will draw visual representations of class discussions.

Learning Goals:

Due: 8:00 a.m., Thursday, 14 October 2010


Observe a class discussion and prepare a diagram that represents the first forty utterences from your assigned class discussion (see below for assignments of students to discussions). The diagram should represent the flow and relationship of ideas in the discussion.

Your diagram should have the following characteristics:


On your assigned day, you will act as an observer, rather than as a participant, in discussion. Your goals as observer will be to listen carefully to the discussion, to record the key points of the discussion, and to gather any other information you need to draw the diagram described above.

Turning It In:

Please turn in your diagram on the class day that immediately follows the discussion.


Each student should draw his or her own diagram. You may not consult with your colleagues about the content of the discussion or about design decisions in the diagram.


In class on Tuesday, 26 October 2010, we will post the diagrams on the wall, examine them, and discuss any implications we see in them.





Early June 2005 [Samuel A. Rebelsky]

Thursday, 18 August 2005 [Samuel A. Rebelsky]

Tuesday, 4 October 2005 [Samuel A. Rebelsky]

Thursday, 16 August 2007 [Samuel A. Rebelsky]

Saturday, 13 October 2007 [Samuel A. Rebelsky]

Monday, 24 May 2010 [Samuel A. Rebelsky]

Tuesday, 10 August 2010 [Samuel A. Rebelsky]

Wednesday, 22 September 2010 [Samuel A. Rebelsky]

Tuesday, 28 December 2010 [Samuel A. Rebelsky]


Disclaimer: I usually create these pages on the fly, which means that I rarely proofread them and they may contain bad grammar and incorrect details. It also means that I tend to update them regularly (see the history for more details). Feel free to contact me with any suggestions for changes.

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Samuel A. Rebelsky, rebelsky@grinnell.edu