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Electronic Writing and Publishing Syllabus Holmes Fall 2013

Electronic Writing and Publishing Syllabus Holmes Fall 2013

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Published by Ashley Holmes
This is the syllabus for English 3120: Electronic Writing and Publishing as taught by Dr. Ashley J. Holmes in Fall 2013. This is an undergraduate course in rhetoric and composition at Georgia State University.
This is the syllabus for English 3120: Electronic Writing and Publishing as taught by Dr. Ashley J. Holmes in Fall 2013. This is an undergraduate course in rhetoric and composition at Georgia State University.

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Published by: Ashley Holmes on Aug 25, 2013
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Electronic Writing & Publishing
Holmes
Fall 2013 / Page 1
Course:
English 3120 / Section 005 / Mon. & Wed. 12:00 – 1:15 p.m. / CLSO 303
Instructor:
Dr. Ashley J. Holmes / GCB 915 / aholmes@gsu.edu / 404-413-5831
Websites:
http://3120fall2013.wordpress.com (schedule, blogs, announcements)http://d2l.gsu.edu (additional readings, grades)
Office Hours:
Mon. & Wed. 1:30 – 2:30 & by appointment
Availability:
I am available in my office (GCB 915), by phone, or email during officehours. Otherwise, you can reach me via email.
Non-MajorPrerequisite:
English 1102 or English 1103 with grade of C or higher.The course syllabus provides a general plan for the course; deviations may be necessary.
Course Description & Objectives
This course involves the study and practice of writing and publishing in electronic contextsthrough the use of new media, web 2.0, and mobile technologies. Students will learnfoundational concepts of new media theory and will explore critical questions about the ways inwhich technologies impact how we write, publish, and interact with others. Course assignmentsprompt students to analyze the rhetorical complexities of digital writing and publishing and toapply their knowledge of new media theory to specific contexts. The course readings,discussions, experiences, and assignments will provide students with the tools to do thefollowing:
 
Analyze social, political, cultural, and historical aspects of electronic writing andpublishing.
 
Develop a rhetorical sense of audience, purpose, context, and genre for a range ofelectronic writing and publishing situations.
 
Develop skills to write and publish using a range of technologies, such as wikis, blogs,social networking sites, and websites.
 
Apply principles of style and design within electronic writing contexts.
 
Work individually and collaboratively to conduct research and to compose multimediaprojects.
 
Actively engage one’s role as academic citizen within local and/or global public spheres.
Service Learning and Public Pedagogy Course Components
My approach to teaching values the kind of learning that happens when students engage withpublic issues and interact with local community groups. This course prompts you to activelyengage your role as an academic citizen, and we will discuss what it means to apply yourcollege-based learning to public contexts. Moreover, you will have the opportunity to experiencebeing an academic citizen by engaging in a service-learning project.Service learning is a type of teaching that partners teachers and students with communitygroups; students often provide their services through volunteering and/or producing materials foran organization, and, in doing so, students have the benefits of a realistic context in which toapply their learning, the opportunity to collaborate with and learn from professionals, and theprospect of positively contributing to the local community. In short, knowledge is much more
 
Electronic Writing & Publishing
Holmes
Fall 2013 / Page 2
powerful when connected with experience, and the service-learning component of this coursewill enable you to develop and apply your writing within a broader community context thansimply your college class or university campus.In terms of your work for and experiences in the course, the service-learning component meansthat you will likely spend a portion of your time visiting and/or working with a local organization.The work that you do for the organization will connect with the assignments for the course; inother words, this is not simply a “tacked on” component that will result in extra work.Finally, having taught service-learning classes in the past, I can assure you that there will bemany unknowns. I will not be able to tell you exactly how your experiences and assignments willunfold because they will develop through your experiences with our community partners. Theunknowns of the process can be disconcerting for some students, but, as long as you keep anopen line of communication with me and your community partner, we will be able to workthrough things so that you can succeed in the course assignments. The content of this courseand what you can expect to learn are no different than a traditional classroom-based version ofthis course. However, by participating in service learning, you will have a realistic context andoccasion for your writing and, I expect, a more meaningful academic experience.
Hybrid Course Design
Hybrid courses devote some class sessions to typical face-to-face classroom experiences, butother class sessions are completed through online and field-based assignments that do notrequire you to meet in our classroom. I have designed our course to be hybrid for two mainreasons: 1) to help facilitate the logistics of your community collaborations for the servicelearning project, and 2) because the project-based nature of the assignments is complementedby allotting time for independent and collaborative research, writing, and technology practice.This is not a lecture-based course, and much of your time in class will be spent composing anddesigning digital texts. On the days when we do not meet face-to-face for class, you willcomplete assignments such as writing on your blog, posting to D2L, meeting and collaboratingwith your peers and community partner, or visiting your service organization to complete courseassignments. It is your responsibility to keep up with when we are meeting face-to-face andwhen, instead, you have online or community-based assignments to complete.
Disclaimers
This is not a “how-to” class for building a website or learning a particular software program, andthis is not a computer science or computer technology class. One of the challenges of thiscourse is that though we will not study the technical skills of web development, many of theseskills will be necessary to successfully complete course assignments. You do not need to haveany previous experience or technical skills in electronic writing and publishing. However, youmay not be happy in this course if you do not have basic computer knowledge and if you are notwilling to spend some of your time online and take the initiative to experiment with and learnprograms that are new to you.
Required Texts, Materials, and Access
You will need the following to complete various assignments for this course:
 
consistent access to a computer with an Internet connection and printer,
 
a GSU email account that you check often,
 
access to GSU’s Desire 2 Learn (D2L) for additional readings,
 
Electronic Writing & Publishing
Holmes
Fall 2013 / Page 3
 
Adobe reader, which you can download for free here:http://get.adobe.com/reader/ , and
 
additional funds for printing costs (projects, presentations, and/or readings).You are also required to purchase the following textbook, which isavailable at GSU’s bookstore or online.Carroll, Brian.
Writing for Digital Media 
. New York: Routledge, 2010.Print.Note: It is my expectation that you will have a copy of this textbook bythe second week of class. Please let me know if you have troubleobtaining a copy by that time.
Course Assignments
You will receive detailed assignment sheets with explanations and due dates for each of thefollowing assignments.Atlanta Public Issue Blog 25%Digital Writing & Publishing Portfolio 25%Collaborative Community Service Learning Project 25%
 
Mid-Term Exam 15%Public Presentation & Reflection (Exam Day) 5%Participation (Homework, Peer Review, Reading Quizzes, etc.) 5%
Course PoliciesGrading Policy
You will receive a plus/minus grade on each of your writing projects. I will do my best to keepyour grades updated on D2L; however, it is ultimately your responsibility to keep up with yourgrades, averages, absence penalties, etc. Feel free to inquire at any time.
Plus/Minus Grading Scale
 
Explanation
A+ 97—100%A 93—96%A- 90—92%
 
Excellent and profesional quality work. Content and designare appropriate for the audience, purpose, and context. Maycontain only minor flaws.B+ 87—89%B 83—86%B- 80—82%Good and professional quality work. Your project is of highquality in most of the major areas. Content and design areappropriate for the audience, purpose, and context. Maycontain a few errors.C+ 77—79%C 73—76%C- 70—72%Average and marginal professional quality. Content anddesign consider audience, purpose, and context, but needadjustments to be clear, appropriate, well
developed.Contains a single major deficiency or many minor errors.D+ 67—69%D 63—66%D- 60—62%Below average and poor professional quality. Content anddesign barely consider audience, purpose, and context.Contains some major deficiencies and/or many minor errors.Unacceptable quality that ignores the standards of

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