Course Policies

CATALOG DESCRIPTION

A discussion of and hands-on workshop in writing for electronic publication, including the rhetorical, contextual, legal and ethical issues involved in creating such publications; the criteria for evaluating such publications; and the skills needed to create such publications. Students will create original materials for various kinds of media [not limited to web pages, blogs, videos, podcasts, and tweets] and participate individually and collectively in producing electronic publications and projects using industry-standard tools and work environments. This course meets the GNED technology requirement for ENGL majors and minors.

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

UNIVERSITY-LEVEL COMPETENCIES

This course meets the four learning outcomes as identified by the university:

Competency 1: Winthrop graduates think critically and solve problems.

Winthrop University graduates reason logically, evaluate and use evidence, and solve problems.  They seek out and assess relevant information from multiple viewpoints to form well-reasoned conclusions.  Winthrop graduates consider the full context and consequences of their decisions and continually reexamine their own critical thinking process, including the strengths and weaknesses of their arguments.

Competency 2: Winthrop graduates are personally and socially responsible.

Winthrop University graduates value integrity, perceive moral dimensions, and achieve excellence.  They take seriously the perspectives of others, practice ethical reasoning, and reflect on experiences.  Winthrop graduates have a sense of responsibility to the broader community and contribute to the greater good.

Competency 3: Winthrop graduates understand the interconnected nature of the world and the time in which they live.

Winthrop University graduates comprehend the historical, social, and global contexts of their disciplines and their lives. They also recognize how their chosen area of study is inextricably linked to other fields.  Winthrop graduates collaborate with members of diverse academic, professional, and cultural communities as informed and engaged citizens.

Competency 4: Winthrop graduates communicate effectively.

Winthrop University graduates communicate in a manner appropriate to the subject, occasion, and audience. They create texts – including but not limited to written, oral, and visual presentations – that convey content effectively. Mindful of their voice and the impact of their communication, Winthrop graduates successfully express and exchange ideas.

http://www.winthrop.edu/academic-affairs/secondary.aspx?id=15731

LEARNING OBJECTIVES (TECHNOLOGY component)

This course counts in the technology category of the Touchstone program:

Information Platforms: understand how computers work; know how to perform basic computer operations

Communication: understand the function of a network; know how, when, and why to use e-mail and the Internet

Presenting Verbal and Visual Information: use technology to produce documents; use technology to create and deliver presentations

Data manipulation: work with programs to enter, manipulate, and query data

Researching: apply research techniques and the Internet; evaluate information obtained by computer; know how to use Dacus library computer resources

Foundations of Technology: know major events, standards, and terminology that have affected the integration of computers into our world and culture; understand (at least in broad terms) how computing has changed and that it will change in the future

Impact of Technology on our Lives, Society, and Culture: understand how computers will affect the ways individuals interact with their world; understand ethics issues involving computing; understand issues concerning the interpenetration of computers into all phases of our lives; understand the roles of citizens in an electronic democracy.

STUDENT LEARNING OUTCOMES

Based on the above ULCs and Technology Learning objectives, this course has the following learning outcomes:

  1. Students will analyze and evaluate print and electronic texts 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 creating electronic publications by familiarizing themselves with seminal works and authors in the field.
  3. Students will create electronic publications and projects, both individually and in groups, based on principles of good design.
  4. Students will plan, organize, and develop persuasive, logical, and well-supported essays 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.

WRITING-INTENSIVE COURSE

This is a 500-level, writing-intensive course, which means undergraduate students will write approximately 4,000 words by the end of the semester/graduate students write 6,000 and complete one additional assignment. Peer review and revision are vital parts of class, and students are expected to participate in these workshops (as both an author and reviewer). Also, due to the advanced nature of the course, I do not accept late assignments.

Class Behavior: I expect you to turn in assignments on time, show up to class, participate in discussion, treat everyone with respect, and submit original work. If you do not do these things, I reserve the right to ask you to leave the classroom for any reason or at any time.

Office Hours: My office hours this semester are  T 9:30-11 AM, TR 5-6 PM, and WF 11-12 (and by appointment).

Attendance: Students can have four unexcused absences. If a student’s absences in a course total 5, the student will receive a grade of N if the student withdraws from the course before the withdrawal deadline; after that date, unless warranted by documented extenuating circumstances as described in the previous section, a grade of F or U shall be assigned.

Grades: 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.

A more complete copy of the syllabus was emailed at the beginning of the semester. Please let me know if you misplace this copy.

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