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431-001 Spring 2011

431-001 Spring 2011

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Published by Brian J. McNely
Syllabus for ENG 431 :: Rhetoric, Writing, and Emerging Media :: Ball State University, Spring 2011.
Syllabus for ENG 431 :: Rhetoric, Writing, and Emerging Media :: Ball State University, Spring 2011.

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Published by: Brian J. McNely on Jan 12, 2011
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[
431
]
[
 
R
HETORIC
, W
RITING
,
AND
E
MERGING
M
EDIA
 
]
ENG 431–001 :: Spring 2011T/TH 2:00–3:15 :: RB 105
Dr. Brian J. McNelyRB 2111285-8682bjmcnely@bsu.eduOfce Hours :: T/TH 3:15–4:30 and by appointment
 
[
A
BOUT
 
]
One conrmed generalization that distinguishes proessional writing rom general writing is thatproessionals in the workplace respond to particular audiences as opposed to general audiences.Barbara Couture, 1992Introducing a new perspective on proessional writing, Sullivan and Porter argued that proessional writershave the unique responsibility to advocate on behalotheir readers, to be 'audience advocates, in otherwords, who write or the betterment opeople.' They claimed that the role othe proessional whocommunicates … 'is not to better represent the company to the public but, rather, to help the companybetter understand the needs and interests o the public.Brenton Faber, 2002I you didn't blog it, it didn't happen.Anil Dash,2011HTML, CSS, Javascript, Ajax, Processing, et al.: these markup and programming languages drive and supportmuch othe content we see on a daily basis, shaping our interactions with emerging media applications and,much more importantly, each other. At a undamental level, emerging media applications rely on
writing
 
work
that is careully and strategicallydesigned or specic audiences to produce a range ospecic human activities. This course will demystiymany othose strategies and much othis writing work, taking a critical perspective on
 people
acting
with
technology (Kaptelinin and Nardi, 2006).Proessional writers are
makers
. They do things with emerging media or specic contexts and purposes.431 explores and then puts into practice critical theories and approaches to networked writing activityinherent in emerging media platorms and applications.This course has an applied ocus: you will produce proessional and public content or the web, sometimesin collaboration with others. 431 extends ideas and practices introduced in ENG 213 and ENG 231, and servesas the capstone course or the Minor in Proessional Writing.The course culminates in a series orelated, proessional deliverables:[ research brie + IRB protocol + inographic + qualitative study ]
[
O
BJECTIVES
 
]
Students will
Think
Recognize and categorize important genres and styles oproessional communication
Consider the prevalence o proessional writing in everyday experience
Practice using common tools and technologies o proessional writing production with prociency andresourceulness
 
Critically examine the logic and inrastructure othose technologies, and their impact on humankind
Make
Plan and implement
in situ
qualitative research on practices and activities that impact proessionalwriting contexts and specic audiences
Recognize appropriateness o dierent methods or producing and researching practices and contexts
 Apply rhetorical and design principles to producing proessional artiacts
 Apply principles oair use, copyright and documentation conventions or print and digital media
Recognize rhetorical possibilities odierent modes (alphabetic text, images, graphics, video, audio, etc.)and make sound rhetorical choices when combining modes
Interact
Explore and practice networked, proessional writing as a way othinking, knowing, and being
Critically interact with proessional writing in everyday experience—rom organizational communicationto the impact obranding and visual rhetorics
Explain rhetorical choices (metacognition) made as a result oboth individual and collaborative work
Engage in public conversations about and or one's work
[
K
EYWORDS
 
][ S
OURCES
 
]
Selected academic journal articles sourced via BlackboardSelected blog posts, articles, images, and videos sourced via Twitter [ #4E1 ] Shirky, C. (2010).
.

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