Electronic Writing & Publishing

  Course: Instructor: Websites:



English 3120 / Section 005 / Mon. & Wed. 12:00 – 1:15 p.m. / CLSO 303 Dr. Ashley J. Holmes / GCB 915 / aholmes@gsu.edu / 404-413-5831 http://3120fall2013.wordpress.com (schedule, blogs, announcements) http://d2l.gsu.edu (additional readings, grades) Mon. & Wed. 1:30 – 2:30 & by appointment I am available in my office (GCB 915), by phone, or email during office hours. Otherwise, you can reach me via email. English 1102 or English 1103 with grade of C or higher.

Office Hours: Availability: Non-Major Prerequisite:

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 contexts through the use of new media, web 2.0, and mobile technologies. Students will learn foundational concepts of new media theory and will explore critical questions about the ways in which technologies impact how we write, publish, and interact with others. Course assignments prompt students to analyze the rhetorical complexities of digital writing and publishing and to apply their knowledge of new media theory to specific contexts. The course readings, discussions, experiences, and assignments will provide students with the tools to do the following: • Analyze social, political, cultural, and historical aspects of electronic writing and publishing. • Develop a rhetorical sense of audience, purpose, context, and genre for a range of electronic 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 multimedia projects. • 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 with public issues and interact with local community groups. This course prompts you to actively engage your role as an academic citizen, and we will discuss what it means to apply your college-based learning to public contexts. Moreover, you will have the opportunity to experience being an academic citizen by engaging in a service-learning project. Service learning is a type of teaching that partners teachers and students with community groups; students often provide their services through volunteering and/or producing materials for an organization, and, in doing so, students have the benefits of a realistic context in which to apply their learning, the opportunity to collaborate with and learn from professionals, and the prospect of positively contributing to the local community. In short, knowledge is much more Fall 2013 / Page 1  

Electronic Writing & Publishing



  powerful when connected with experience, and the service-learning component of this course will enable you to develop and apply your writing within a broader community context than simply your college class or university campus. In terms of your work for and experiences in the course, the service-learning component means that 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; in other 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 be many unknowns. I will not be able to tell you exactly how your experiences and assignments will unfold because they will develop through your experiences with our community partners. The unknowns of the process can be disconcerting for some students, but, as long as you keep an open line of communication with me and your community partner, we will be able to work through things so that you can succeed in the course assignments. The content of this course and what you can expect to learn are no different than a traditional classroom-based version of this course. However, by participating in service learning, you will have a realistic context and occasion 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, but other class sessions are completed through online and field-based assignments that do not require you to meet in our classroom. I have designed our course to be hybrid for two main reasons: 1) to help facilitate the logistics of your community collaborations for the service learning project, and 2) because the project-based nature of the assignments is complemented by 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 and designing digital texts. On the days when we do not meet face-to-face for class, you will complete assignments such as writing on your blog, posting to D2L, meeting and collaborating with your peers and community partner, or visiting your service organization to complete course assignments. It is your responsibility to keep up with when we are meeting face-to-face and when, 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, and this is not a computer science or computer technology class. One of the challenges of this course is that though we will not study the technical skills of web development, many of these skills will be necessary to successfully complete course assignments. You do not need to have any previous experience or technical skills in electronic writing and publishing. However, you may not be happy in this course if you do not have basic computer knowledge and if you are not willing to spend some of your time online and take the initiative to experiment with and learn programs 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, Fall 2013 / Page 2  

Electronic Writing & Publishing
  • •



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 is available 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 by the second week of class. Please let me know if you have trouble obtaining a copy by that time. Course Assignments

You will receive detailed assignment sheets with explanations and due dates for each of the following assignments. Atlanta Public Issue Blog Digital Writing & Publishing Portfolio Collaborative Community Service Learning Project Mid-Term Exam Public Presentation & Reflection (Exam Day) Participation (Homework, Peer Review, Reading Quizzes, etc.) 25% 25% 25% 15% 5% 5%

Course Policies Grading Policy You will receive a plus/minus grade on each of your writing projects. I will do my best to keep your grades updated on D2L; however, it is ultimately your responsibility to keep up with your grades, averages, absence penalties, etc. Feel free to inquire at any time. Plus/Minus Grading Scale A+ A AB+ B BC+ C CD+ D D97—100% 93—96% 90—92% 87—89% 83—86% 80—82% 77—79% 73—76% 70—72% 67—69% 63—66% 60—62% Explanation Excellent and profesional quality work. Content and design are appropriate for the audience, purpose, and context. May contain only minor flaws. Good and professional quality work. Your project is of high quality in most of the major areas. Content and design are appropriate for the audience, purpose, and context. May contain a few errors. Average and marginal professional quality. Content and design consider audience, purpose, and context, but need adjustments to be clear, appropriate, well‐developed. Contains a single major deficiency or many minor errors. Below average and poor professional quality. Content and design barely consider audience, purpose, and context. Contains some major deficiencies and/or many minor errors. Unacceptable quality that ignores the standards of Fall 2013 / Page 3  

Electronic Writing & Publishing
  F 59%




professional quality. Content and design lack consideration of audience, purpose, and context. Contains many major deficiencies. No Submission

Attendance Policy & Expectations for Participation Because we will not meet face-to-face for every class session, your attendance and participation are particularly important on the days that we do meet together in our classroom. On those days, I expect you to arrive on time and be prepared by having completed assigned readings and writing. For all face-to-face class sessions, I will take attendance and will apply the following policy to absences: You will be allowed THREE absences, excused or unexcused, for the entire semester. These absences can be used in the case of sickness, family events, school related functions, workrelated issues, or unexpected circumstances. Your final grade will be lowered by one third of a letter grade for each day missed over three. In other words, if you earn an A- in the course but have four absences, your final grade would be a B+. You are responsible for any material you missed during class. For scheduled hybrid days, we will not meet face-to-face, and I will not take attendance. Rather, you will be responsible for completing all online and field-based assignments by the day and time specified. The midpoint for the semester is October 15th. Students wishing to withdraw should do so before this date in order to receive a grade of W for the course. Late Work and Extensions Projects are due at the specified time on the date stated on the schedule (see the course website for the most up-to-date schedule). If you foresee not being able to submit an assignment on time, please talk to me in advance to inquire about an extension. If you submit late, without an approved extension, your grade will be deducted one third of a letter grade per calendar day, which includes days that we do not meet for class. In other words a B would fall to a B- if late one calendar day. I would much rather you submit an assignment late than not at all, so please contact me if you are having a difficult time submitting an assignment; we can typically work out an arrangement so that you do not receive a zero for the assignment. Submission Policies You will be asked to submit your work in various forms (e.g., print copy, email, blog, D2L, using forms of social media). Please follow all stated instructions for how, when, and where to submit your assignments for this course. Make-Up Examination Policy Students are required to attend the university-scheduled exam period for this course. I will allow make-up examinations only for students who have more than two university-scheduled exams within a 24-hour period. If this applies to you, you need to let me know as soon as possible, and no later than one week prior to the final examination date, so that we can make the necessary arrangements.

Fall 2013 / Page 4  

Electronic Writing & Publishing



  Academic Honesty As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The university assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. According to GSU’s handbook, dishonorable conduct includes plagiarism, cheating, unauthorized collaboration, falsification, and multiple submissions of your academic work. For specific examples and definitions of each of these forms of conduct, please see the Policy on Academic Honesty, section 409 in the Faculty Handbook: http://www2.gsu.edu/~wwwfhb/fhb.html. In our course, you should be particularly mindful of issues related to plagiarism. GSU defines plagiarism as follows: “Plagiarism is presenting another person's work as one's own. Plagiarism includes any paraphrasing or summarizing of the works of another person without acknowledgment, including the submitting of another student's work as one's own.” GSU also specifies this policy in relation to computer-based resources, explaining that “Any work, in whole or in part, taken from the Internet or other computer-based resource without properly referencing the source (for example, the URL) is considered plagiarism. A complete reference is required in order that all parties may locate and view the original source.” Composing multimedia texts often involves splicing pieces of content created by others. However, absolutely anything in your work that is not created by you must be cited and must follow copyright and fair use policies. This includes any text, images, music, logos, templates, videos, etc. that were not created by you. If you have questions about how to properly cite these materials, please let me know and I will be happy to help. Course Assessment Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation. Accommodations Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services. Students may only be accommodated upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought. English Major Senior Portfolios The English department at GSU requires an exit portfolio of all students graduating with a degree in English. Ideally, students should work on this every semester, selecting 1-2 papers from each course and revising them, with direction from faculty members. The portfolio includes revised work and a reflective essay about what you’ve learned. Each concentration (literature, creative writing, rhetoric/composition, and secondary education) within the major may have specific items to place in the portfolio, so be sure to check booklet located next to door of the front office of the English Department. Senior Portfolio due dates are published in the booklets or you may contact an advisor or Dr. Dobranski, Director of Undergraduate Studies. See the English office for additional information. Campus Resources for Writing and Technology Fall 2013 / Page 5  

Electronic Writing & Publishing



  The Writing Studio GCB 976, Phone # 404-413-5840, http://www.writingstudio.gsu.edu/ The purpose of the Writing Studio is to enhance the writing instruction that happens in academic classrooms, by providing undergraduate and graduate students with an experienced reader who engages them in conversation about their writing assignments and ideas, and familiarizes them with audience expectations and academic genre conventions. We focus on the rhetorical aspects of texts, and provide one-on-one, student-centered teaching that corresponds to each writer’s composing process, especially invention and revising. We do not provide editing or proofreading services. We aim to create better writers, not “perfect papers,” so we address “works-in-progress” in tutorials, and not finished texts. The Digital Aquarium Student Center 390, Phone 404-413-4730, http://www.gsu.edu/aquarium/ The Digital Aquarium is an open-access multimedia computer lab, providing high-end workstations for all Georgia State University students, regardless of their academic major. Our workstations are equipped with the multimedia production tools needed to support current and future academic programs. Resources include 3D, video, audio, graphic design and animation tools that allow students to develop music, movies, interactive media, web sites and virtual worlds and to replace traditional Word documents and PowerPoint presentations with interactive websites, DVD videos, audio CDs, and podcasts. Instructional Technology Center College of Education Building, 2nd floor, http://itc.gsu.edu/index.htm The Instructional Technology Center (ITC) is designed for faculty, students, and Pre-K-12 educators to encourage and support technology confidence and expertise in the areas of teaching, collaboration, and consultation. Open to all GSU students: Monday – Thursday – 8:00 AM – 9:45:00 PM, Friday – 8:00 AM – 4:45 PM, Saturday – 9:00 AM – 2:00 PM. Arts & Humanities Computer Lab Arts and Humanities Building, 2nd Floor, Room 200, Downtown Campus, Phone 404-413-4339 http://www.gsu.edu/ist/classrooms-and-labs/arts-and-humanities-lab.html Hours: Mon – Fri: 9 a.m. to 5 p.m. Computer Labs on GSU’s Campus http://www.gsu.edu/ist/classrooms-and-labs/computer-labs.html The Exchange Technology Training Workshops Phone # 404-413-4700, http://technology.gsu.edu/technology-services/it-services/training-andlearning-resources/technology-training-workshops/ Students aren’t permitted to use the computers in the Exchange, but they can attend the workshops offered in the Classroom South building. See their website for details. GSU Help Center http://www.gsu.edu/help/ The IS&T Help Center provides Georgia State University faculty and staff with support for software, hardware, telecommunications and network issues. If we cannot resolve your issue, we will assign it to the appropriate IS&T department.

Fall 2013 / Page 6  

Electronic Writing & Publishing



  Online Training & Lynda http://www.gsu.edu/ist/training/index.html Online tutorial videos on various software programs; free to GSU students. When off-campus, you will need to connect via the Virtual Private Network (VPN)—see below. GSU VPN http://www.gsu.edu/help/25697.html Use the Virtual Private Network (VPN) to connect to the university network from off campus and access resources only available from within the network, including library applications such as GALILEO and technical resources such as Georgia State accounts for lynda.com. Free Online Programs You will be required to use some of the following programs to complete course assignments, whereas others on the list, though not required, may be useful in your collaborations with peers in this class or in your future work at the university and beyond. • • • Google/Gmail Account: You can access a number of services, including Google Drive (online file storage/creation/sharing/collaboration), email, mapping, website creation, etc. Dropbox: Online file storage. (www.dropbox.com) Evernote : Note taking and archiving software that allows for archiving of text, websites, and photographs (among others); content is accessible from your desktop, mobile device, or online. (www.evernote.com) Audacity: Audio tool for editing MP3 files. Can provide soundtracks for video and movies. (www.audacity.sourceforge.net) WordPress: Software for creating blogs or websites. We’ll be using this for your class blogs. (www.wordpress.org) Prezi: Zoom-style presentation tool. (www.prezi.com) Voicethread: Web-based tool for uploading multimedia projects and for others to upload comments via video, image, or text. (www.voicethread.com) Blogger: Blogging software, connected to Google/Gmail account. (www.blogger.com) Tumblr: Microblogging and social networking website that archives images, links, and text. (www.tumblr.com) Pinterest: Pinboard-style website for collecting or “pinning” websites and photos. (www.pinterest.com) Piktochart: Online software for creating infographics. (www.piktochart.com) Wikispaces: Wiki generator. (www.wikispaces.com) Weebly: Template-based website creation. (www.weebly.com) Wix: Template-based website creation. (www.wix.com) Flickr: Photo-sharing (www.flickr.com) Photobucket: Photo-sharing (www.photobucket.com) Wordle : Generates “word clouds” from text that you enter. (www.wordle.com) MemeGenerator: Generates memes by placing top and bottom text on an image. (http://memegenerator.net/) PodBean: Podcast hosting (www.podbean.com) Tindeck: MP3 upload / audio sharing (www.tindeck.com)

• • • • • • • • • • • • • • • • •

Fall 2013 / Page 7  

Electronic Writing & Publishing
  Course Schedule



This course schedule is subject to changes. Please check the schedule on the course website for the most up-to-date version of the schedule of readings, assignments, and due dates. Monday l August 26th Course Introductions (CLSO 303) • Syllabus • What is writing? How is it changing in electronic contexts? • Technology experience / comfort questionnaire • Reflection on your goals and expectations for the course Homework: Check the “Assignments Due” for next class (see below).

Wednesday l August 28th Foundational Skills: Understanding the Craft of Digital Writing (CLSO 303) • Rhetorical Situation & MMAPS: Mode, Media, Audience, Purpose, Situation • Genre analysis • Wordle Assignments due at the start of class: • Read: Chapter 1: “On Writing Well,” pages 1-22 (Carroll) • Write: Complete chapter assignment # 1 on page 20. As the prompt says, you can choose any topic you want, but my additional requirement is that your topic somehow related to Atlanta / the local area. Type and print out your response. Due as a hard copy at the start of class.

Monday l September 2nd Labor Day, no class meeting

Wednesday l September 4th Foundational Skills: Differences in Print-Based and Digital Writing (CLSO 303) • Scan-ability, readability, credibility, interactivity, XHTML Assignments due at the start of class. • Read: Writing for Digital Media, Chapter 2: “Digital Media Versus Analog Media,” pages 23-54 • Write: Complete chapter assignment # 2 on page 50. Bring a revision of your homework writing from the previous class session. Type and print your revision and also bring the original writing. Both items (original and revision) due as hard copies at the start of class. • Note: There will be a reading quiz in class, so come prepared and arrive on time.

Monday l September 9th Fall 2013 / Page 8  

Electronic Writing & Publishing
  Blogs (CLSO 303) • Blogging history, software, basics, and ethics • Create WordPress blogs • Brainstorm your Atlanta niche • Begin WordPress scavenger hunt (if time)



Assignment due at the start of class: • Read: Writing for Digital Media, Chapter 7: “Blogito, Ergo Sum,” pages 137-167

Wednesday l September 11th Blogs continued (hybrid day, online assignments) • Live blogging • Carving your niche Assignments due by midnight, Friday, September 13th: • Complete all components of the WordPress scavenger hunt. Consult the D2L discussion board “WordPress Scavenger Hunt” for questions, help, and tips if you get stuck on one of the components. I will check your blog to give you credit for this assignment. • Read: Peruse the about sections and a few of the most recent entries for the following Atlanta-based food blogs: Eat It, Atlanta (http://www.eatitatlanta.com/), Eat Buford Highway (http://eatbufordhighway.com/), and Foodie Buddha (http://www.foodiebuddha.com/). • Write: Begin composing your online, blog persona by creating an “About” page or entry that describes the focus of your blog and tells a little about you. • Write: Complete the Chapter 7 assignment (p. 164-165). This requires you to live blog something. You should plan to live blog something related to your blog’s niche.

Monday l September 16th Copyright and Intellectual Property (location TBA) • Defining terms: copyright laws, fair use, creative commons Assignments due by the start of class: • Read: Carroll pages 278-290 • Read and respond (in approximately 100 words each) to at least 3 of your peers’ blog entries.

Wednesday l September 18th New Media Theories and Concepts (CLSO 303) • Supersaturation, data smog, and convergence Assignments due by the start of class: • Read: “Supersaturation, or The Media Torrent and Disposable Feeling,” by Gitlin (D2L0 • Read: “The First Law of Data Smog,” by Shenk • Read: “Convergence and Its Consequences,” by Pavlik and McIntosh Fall 2013 / Page 9  

Electronic Writing & Publishing



Note: There will be a reading quiz in class, so come prepared and arrive on time.

Assignment due by midnight, Friday, Sept. 20th: • Weekly blog post

Monday l September 23rd (CLSO 303) Writing in Digital Contexts: Style and Techniques • Visual components, simplicity, clarity, and usability Assignments due by the start of class: • Read: Writing for Digital Media, Chapter 3: “Screen Writing,” pages 57-72

Wednesday l September 25th Preparing for Community Partnerships (hybrid day, online assignments) Assignments due by midnight, Friday, September 27th: • Service Learning / Public Site Visits • Post service learning reflections • Revise blog posts using digital style and techniques • Weekly blog post

Monday l September 30th Preparing Texts for the Web (CLSO 303) • Headings, hypertext, chunking, and whitespace Assignments due by the start of class: • Read: Writing for Digital Media, Chapter 4: “Headlines and Hypertext, pages 73-96

Wednesday l October 2nd Midterm Review Day (hybrid day, group study) Assignment due by midnight Wednesday, October 2nd: • Questions, quotes, and key terms posting due to D2L Assignments due by midnight Friday, October 4th: • Weekly blog post

Monday l October 7th Midterm Exam (CLSO 303)

Wednesday l October 9th Fall 2013 / Page 10  

Electronic Writing & Publishing
  Preparing for Web Design & Service Learning Projects (CLSO 303) • Website genre analysis • Discuss and make plans for collaborative service learning projects • Post reflections Assignments due by midnight, Friday, October 11th: • Weekly blog post



Monday l October 14th Designing Online Spaces (CLSO 303) • Page planning and layout, understanding audience, style guides Assignments due for class: • Read: Writing for Digital Media, Chapter 5: “Designing Places and Spaces,” pages 97118 • Please note that midpoint is October 15th. Students wishing to withdraw should do so before this date in order to receive a grade of W for the course.

Wednesday l October 16th Photoshop Mock-Up (hybrid day, online assignments) Assignments due by midnight, Friday, October 18th: • Meet with your service-learning collaborative groups. • Prepare a proposal for your organization’s website and/or online presence. Submit through D2L dropbox. • Storyboard the basic layout of your home page. Submit through D2L dropbox. • Watch Lynda videos on creating a mock-up in Photoshop. Note: your group’s mock-up of your homepage is due at the start of class, Monday, October 21st. • Weekly blog post

Monday l October 21st Web Development: Dreamweaver Basics (CLSO 303) • Creating a page • Using a template • Creating hyperlinks Assignments due by the start of class: • Read: excerpts from Producing for Web 2.0 • Electronic copy of your group’s Photoshop mock-up (potential portfolio item)

Wednesday l October 23rd Dreamweaver continued (hybrid day, online assignments / optional CLSO 303) • In-class practice with Dreamweaver. Fall 2013 / Page 11  

Electronic Writing & Publishing
  • Create basic homepage template for organization using Dreamweaver.



Assignments due by midnight, Friday, October 25th • Dreamweaver homepage (potential portfolio item) • Weekly blog post

Monday l October 28th Maps (CLSO 303) • Google mapping, privacy, and local spaces • Begin creating a Google map on your public issue. (potential portfolio item) Assignments due by the start of class: • Read: “Geoweb” (D2L)

Wednesday l October 30th Social Media (hybrid day, online assignments) • Facebook, Twitter, and other Social Media • Discussion / creation of social media resources for community groups (potential portfolio item) Assignments due by midnight, Friday, November 1st: • Read: excerpts from The Social Media Reader • 24 hours of Twitter / Facebook activity • Post your response to the D2L discussion board. • Weekly blog post

Monday l November 4th Memes & Infographics (CLSO 303) • Begin creating a meme or infographic in class (potential portfolio item) Assignments due before the start of class: • Read: “It’s All About Meme” (D2L) • Read: “The Participatory Meme Chronotype” (D2L)

Wednesday l November 6th Wikis (hybrid day, online assignments) Assignments due by midnight, Friday, Nov. 8th: • Read: “Wikipedia as Participatory Journalism” (D2L) • Contribute to / create a wiki: (1) post a page on Wikipedia, or (2) create a wikispaces wiki. (potential portfolio item) • On the D2L discussion board, describe your wiki experience and answer the reflective questions. Fall 2013 / Page 12  

Electronic Writing & Publishing
  • Weekly blog post



Monday l November 11th Audio: Audacity & Podcasting (CLSO 303) • Recording and editing basics. • 30-second spot recording activity (potential portfolio item) Assignments due before the start of class: • Explore audacity. • Listen to a brief portion of 3 podcasts. • Bring in a clip from your favorite podcast.

Wednesday l November 13th Digital Storytelling: Windows MovieMaker (hybrid day, online assignments) Assignments due by midnight: Friday, November 15th • Read “Using Multimedia,” by Whittaker (D2L) • Pre-writing and preparation for digital story; post update and plans to D2L. • Weekly blog post

Monday l November 18th Digital Storytelling & Preparing for the Portfolio (CLSO 303) • In-class work on digital stories using MovieMaker. Have electronic access to all files needed to work on your story. • Preview of VoiceThread technology and peer review groups. • Discussion of options for compiling your portfolio. Reminder of required components and due dates. Assignments due before the start of class: • Post 1 draft of a potential portfolio item to VoiceThread for peer review.

Wednesday l November 20th Your Digital Portfolio: Compiling, Choosing, Revising, and Reflecting (hybrid day) Assignment due by midnight Wednesday, November 20th: • Final draft of your digital story. • Post your peer reviews of potential portfolio item to VoiceThread. Assignment due by midnight Friday, November 22nd • Read/listen/view your peer reviews on VoiceThread. • Complete digital portfolio: Introduction, reflection, finalized drafts. • No weekly blog post due this week. Happy Thanksgiving!

Fall 2013 / Page 13  

Electronic Writing & Publishing
  Monday & Wednesday l November 25th & 27th Thanksgiving break: No class meeting



Monday l December 2nd Service Projects (CLSO 303) • Updates on service projects

Wednesday l December 4th Prezis and Presentations (CLSO 303) • Navigating Prezi and breaking out of the linearity model • In-class work on presentations for final exam Assignment due at the start of class: • Read: “If You Put it That Way,” http://prezi.com/xe5thxwgcxz1/if-you-put-it-that-way/ Assignment due by Friday, December 6th: • Signing off / next phase: Final blog posting

Monday l December 9th Preparing for Public Presentations (hybrid day, online assignments) • Meet with your peers to finalize your service project. • Put the finishing touches on your presentation. • Post your service project reflection to D2L.

Wednesday l December 11th l 10:45 a.m. – 1:15 p.m. (CLSO 303) Exam • Public presentations of service project • Final draft of collaborative service project due • Attendance required, unless you have contacted me in advance because you have another exam.

Fall 2013 / Page 14  

Sign up to vote on this title
UsefulNot useful

Master Your Semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master Your Semester with a Special Offer from Scribd & The New York Times

Cancel anytime.