Below is information regarding course policies – including required texts, grade distribution, and course requirements.

Course Goals

In accordance with the English Department content and skill goals for undergraduate students, students will

  1. Demonstrate knowledge of various forms of written texts, including fiction, non-fiction, poetry, drama, essay, and other literary genres (Department of English Goal 1.1)
  2. Demonstrate knowledge of standard reference tools, methods, and forms of documentation used in scholarly research (Department of English Goal 1.7)
  3. Understand that composing is a practice that covers a wide range of processes, functions, purposes, rhetorical situations and strategies, and categories of discourse (Department of English Goal 3.1)
  4. Display a broad view of what constitutes texts, including both print and non-print media, and demonstrate an understanding that technological advancements can change both what is considered text and how text is prepared (Department of English Goal 3.2)
  5. Recognize such characteristics of good writing as substantial and relevant content, organization, clarity, appropriateness of tone, and correctness in mechanics and usage (Department of English Goal 3.3)
  6. Demonstrate a basic understanding of the processes appropriate to composing in a variety of forms and for a variety of audiences and purposes (Department of English Goal 3.5)
  7. Construct persuasive arguments based on careful analysis and deliberation and using a voice and format suitable for the intended audience (Department of English Goal 3.5)
  8. Write research papers on appropriate topics, demonstrating correct use of standard reference tools, methods, and technology and of primary and secondary sources and providing proper documentation of sources (Department of English Goal 3.6)
  9. Demonstrate average mastery of these characteristics and processes as measured by the English Department’s Rubric for Writing/English Courses (Department of English Goal 3.7)
  10. Demonstrate the ability to speak clearly, confidently, and in conformity with current standards of usage (Department of English Goal 3.8)

In accordance with the English Department core goals for technological skills (Goal 5), students will be able to

  1. use technology to prepare documents (advanced word processing)
  2. use technology to learn content (researching online, critically evaluating materials found on the Internet and in other electronic media, documenting material correctly)
  3. use technology to collaborate with other writers (e.g., cooperative editing if appropriate)
  4. use technology to communicate effectively with audiences (using such vehicles as web pages, e-mail, and/or discussion lists)
  5. use technology to deliver information (using such vehicles as presentations, page design, and/or desktop publishing) in a rhetorically effective manner

At the 500- and 600-level, students should be able to meet the five basic undergraduate goals and also be able to

  1. exploit existing technologies for literary study (e.g. making best use of online reference works, online text collections and archival materials)
  2. incorporate technology into classroom presentations
  3. consider alternative electronic means of presenting critical and creative viewpoints
  4. understand the technological implications for publishing and presenting a scholarly paper

Learning Outcomes

  1. Students will analyze and evaluate print and electronic communications, both for their ideas and their rhetorical choices through the use of critical reading strategies.
  2. Students will discuss the rhetorical, contextual, legal, and ethical issues involved in global communication by familiarizing themselves with theories and works in the field.
  3. Students will create electronic texts and multimedia projects, both individually and in groups, based on principles of good design and visual rhetoric.
  4. Students will plan, organize, and develop persuasive, logical, and well-supported arguments by using strategies such as introspection, general observation, and deliberation of source material.
  5. Students will apply feedback from the instructor, peers, and self-analysis to improve their writing.
  6. Students will evaluate, document, and incorporate source material accurately and appropriately according to “The Correct Use of Borrowed Information” and MLA documentation style.


The required textbook is the second edition of Global Communication. We will use it to provide background on the issue of global communication, and I plan to supplement the chapters with electronic resources.

Grade Distribution

  • Online Writing Activities (30%)
  • Shorter Assignments (30%)
  • Word Origins, DALN Analysis, Track and Weigh In, and Online Community Analysis
  • Multimedia Project with Metanarrative (30%)
  • Class Participation in Peer Review (10%)

This class will use the plus/minus grading system. In this class, the following numerical equivalents for grades are used: A 94-100; A- 91-93; B+ 88-90; B 84-87; B- 81-83; C+ 78-80; C 74-77; C- 70-73; D+ 68-69; D 64-67; D- 60-63; F 0-59.


This is a 500-level, writing-intensive course. As a result, I expect you to turn in assignments on time, show up to class, treat everyone with respect, and submit original work.

Office Hours

MW 3:30-5, TR 4-5, and by appointment

See my faculty webpage for a complete copy of the syllabus.