Syllabus--Intermediate Composition | Hashtag | Twitter


English 2230: Intermediate Composition
Course Theme: Writing for an Online Audience

Instructor: Dr. Michael Rifenburg
Office: 206C Dunlap Hall
Office Hours: Before and after class.
Required Materials
 Lynda Felder’s Writing for the Web. 2012
 Additional readings provided by the instructor
 Twitter account
 Blogging platform

General Information:
In 2006, Time bestowed their annual Person of the Year award on You. Through this
award, Time signaled attention to vast numbers of users who contribute digital content
to a vast number of platforms (e.g., Youtube, Tumblr, Wikipedia, twitter, Reddit). Since
2006, only more digital platforms are available for use (e.g., Whisper, Snapchat,

In this class, we are going to learn how our writing migrates onto and into these many
digital platforms. I invite you to engage specifically with collaborative digital document
platforms (e.g., Google docs and Quip), twitter, blogspot or wordpress, and Wikipedia to
tailor your writing to the unique rhetorical situations embedded in each of these

As you are learning how to tailor your writing to these shifting rhetorical situations, I,
too, will be engaging with a technology that offers new insight into responding to
student writing: Jing, a screencasting computer program. In other words, we will be
learning together and discussing the strengths and affordances of composing with

In an attempt to think through these important and challenging concepts, I invite you to
compose two 1800-2400 word essays, collaborate on a Wikipedia project, and present
your work via Skype.

I have constructed this course with three objectives. Students will be able to:


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 Engage orally and in writing with foundational works on the intersection of
computers and composition.
 Understand the constraints and affordances of various digital platforms and
adjust one’s argument accordingly.
 Develop and sustain a written argument informed by foundation works on the
intersection of computers and composition.

Assignments and Grading
I calculate final grades according to the percentages below. Notice that equal weight is
not given to each paper.

Literacy Task #1: 20% of final grade
Literacy Task #2: 25% of final grade
Wikipedia Project: 25% of final grade
Homework: 15% of final grade
Skype Presentation: 15% of final grade

In order for you to absorb my comments, I will not discuss grades until 24 hours after
the grade is given.

Definition of Letter Grades for Final Semester Grade:
A 89.5- 100
B 79.5- 89.4
C 69.5- 79.4
D 59.5- 69.4
F 0- 59.4

Submission of Work
Unless specified, I ask that your three literacy tasks be typed and submitted to the D2L
dropbox. The campus maintains many computer labs if access to a computer is an issue.
Please follow the MLA format guidelines below:
 Times New Roman or Arial 12 point font (not bolded or italicized)
 Double-spaced
 No extra spaces between paragraphs
 1‖ standard margins all around
 Your last name and page number on each page after the first—upper right
hand corner
 No title pages
 Titles should be centered. No need to bold, underline, or italicize them
 On the first page in the upper left have:
 Your name
 My name
 Course

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 Date

Finally, I will not accept literacy tasks via email or on disk, unless I have
given permission.

Unless specified, I ask that you submit your two literacy tasks to the appropriate D2L
dropbox. When submitting your paper, be sure to save your paper as one of the
following: .DOC, .DOCX, or .RTF.

For most of the reading assigned for our class, I will ask students to perform a reading
response. The reading responses will be turned in as a hard copy at the beginning of
class on the day that the reading is due, will be graded, and then returned. Reading
responses will receive a grade of 0 (not acceptable), 1 (somewhat acceptable), or 2
(acceptable). Unless specifically assigned, these responses are not a summary, but an
informed response. We will be using these responses to help springboard class
discussions. Additionally, students may choose to use one of our readings in one of the
major papers, so thinking about the readings ahead of time may be helpful!

Keep in mind that I will not accept late homework without a legitimate excuse,
nor will I accept responses over e-mail unless prior arrangements have
been made.

My attendance policy differs from the standard one adopted by the University; however,
as stipulated on the Academic Affairs website, this difference is acceptable:

―Individual instructors or departments may have attendance policies stricter than that
of the university, as long as the policies are stated in the class syllabus.‖

For our course, students are allowed three (3) unexcused absences per semester in a
course that meets three times a week, or two (2) in a course that meets twice a week. The
penalties for missing more than that are:
Penalties for Unexcused Absences
2x/week Course 3x/week Course Penalty
3 4 1 letter grade
5 7 2 letter grades
7 10 Automatic F

Student-athletes and others engaged in Provost-approved activities must notify the

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instructor of the reason for the absence ahead of time, and arrange to complete all
coursework in a timely fashion.

Make-up Work
Students are held responsible for all material covered during any absence. I accept late
major papers, but they will be penalized. Late literacy tasks will lose a full letter
grade for each day the paper is late. A literacy task turned in one day late
will be marked down one letter grade. A literacy task turned in two days late
will be marked down two letter grades. After two days a literacy task will
not be accepted and will receive an automatic F. Please note: one day means
one day, NOT one class day. I have attached a schedule to this syllabus informing you of
the due dates for all major papers; therefore, plan ahead if necessary. I am more lenient
on reading responses. If your absence is excused, any work from the missed class will be
due the first day you return to class. If the absence is unexcused, work must be turned in
the day it’s due.

Papers are never finished; we just run out of time. With this in mind, the option of
revising one of the three literacy tasks is available. Note that this is optional and
not required. Also, to be able to revise a paper, you have to turn one in originally. In
other words, please don’t think that if you forget to turn a paper in, you can revise it

If you decide to revise one of your writing projects for a higher grade, you should read
the assessment comments and rethink your approach to the assignment. Think of
revising as rewriting. We are going for fundamental changes to paper and not simply
moving commas around.

Your revision grade will replace the original grade.

In order to be eligible for revision, complete these three steps:
 Meet with me to talk about my comments and for assistance in improving the
original draft.
 Compose a revision memo where you outline the changes you made.
 On the day of our final exam, turn in a hard copy of: the original draft with my
comments, your revision plan, and the revised draft.

Revised drafts are due as hard copies by the day of the final exam. Check the Academic
Calendar for the specific date and time.

Additional Information


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UNG has implemented an Academic Success Plan Program to identify and provide
assistance to at-risk undergraduate students. Refer you to your campus Academic
Advising Center for the development of strategies that will enhance your academic
success. You will be expected to take advantage of advising and other campus resources
to achieve your academic goals.


University of North Georgia is committed to equal access to its programs, services, and
activities, and welcomes otherwise qualified students with disabilities. Students who
require accommodations and services must register with Disability Services and submit
supporting documentation. Disability Services provides accommodation memos for
eligible students to give to their instructors. Students are responsible for making
arrangements with instructors, and must give reasonable prior notice of the need for

Contact Information for Disability Services:
§ Gainesville Campus: Carolyn Swindle, Assistant Director,, Dunlap-Mathis Building, Room 107, 678-717-3855
§ Dahlonega Campus: Thomas McCoy, Assistant Director,, Stewart Student Success Center, Room 313, 706-867-
§ Oconee Campus: Erin Williams, Assistant Director,,
Administration Building, Room 112, 706-310-6202
§ Cumming Instructional Site: Nicola Dovey, Director
or Beth Bellamy, Test Facilitator, 678-717-3855. (For
on-site assistance, contact Rebecca Rose, Head Librarian,, Library University Center 400, 470239-3119.

Student Code of Conduct: Please review the Student Code of Conduct located on
the Dean of Students website.

Plagiarism and Students agree that by taking this course all required
papers may be subject to submission for textual similarity review to for the
detection of plagiarism. All submitted papers will be included as source documents in
the reference database solely for the purpose of detecting plagiarism of
such papers. Use of the service is subject to the Terms and Conditions of
Use posted on the site.

Copyright: Both Federal and State laws forbid the unlawful duplication of copyrighted
computer software or other reproductions of copyrighted material. In accordance with
these policies, University of North Georgia expressly forbids the copying of such
materials supplied by or used in the College. Unlawful duplication of copyrighted
materials by a user may result in disciplinary action by the College under the Student

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Code of Conduct (Non-Academic Infractions--Prohibitions, Theft), and/or possible
criminal action by the owner of the copyright.


Students who exhibit behaviors that are considered to obstruct or disrupt the class or its
learning activities are subject to sanctions under the Board of Regents Policy on
Disruptive Behavior. Behaviors which may be considered inappropriate in the classroom
includes, but is not limited to, sleeping, coming in late, talking out of turn, inappropriate
use of laptops or mobile devices, verbal behavior that is disrespectful of other students
or the faculty member, or other behaviors that may be disruptive. Students who exhibit
such behavior may be temporarily dismissed from the class by the instructor and will be
subject to disciplinary procedures outlined in the Student Handbook.


Class evaluations at UNG are conducted online. Evaluation of the class is considered a
component of the course and students will not be permitted to access their course grade
until the evaluation has been completed. The evaluations will be accessible beginning
one week prior to Final Exam week.


Universities welcome diversity, free speech, and the free exchange of ideas. Discussion
should be held in an environment characterized by openness, tolerance of differences,
and civility. The values of an intellectual community are trust, honesty, free inquiry,
open debate, respect for diversity, and respect for others’ convictions. Further, the
intellectual community always seeks to foster the virtues and characteristics of
intelligence, curiosity, discipline, creativity, integrity, clear expression, and the desire to
learn from others. It is these that must guide our work and exchanges in this class.
These principles are delineated further in the ACE Statement on Academic Rights and

If these values and principles are breached, students have the right and responsibility to
discuss their concerns with the course instructor and, as needed, the department head.
Usually, the concerns are addressed at this level, but sometimes the department head
may refer students to another resource. In the event that either the student or the
instructor is not satisfied after discussion with each other, he/she may take his/her
concerns in writing to the Associate Provost for Academic Administration.


TV and radio stations will announce if the college is closed. Information on closing will
also be available on our website Students, faculty and staff who
have registered under Blackboard Connect Emergency Notification System will receive

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information not only about college and individual campus closures but also about the
status of college and campus hours, including late openings.

Blackboard Connect Emergency Notification System

Emergency situations - from natural disasters to health scares to the threats of violence -
require that our campus community be fully prepared and informed. Accordingly,
University of North Georgia has implemented the Blackboard Connect service to
enhance university communication and emergency preparedness. The Blackboard
Connect system is a communication service that enables key administrators and Public
Safety personnel to quickly provide all students, faculty, and staff with personalized
voice and text messages.

All UNG emails are added into the system automatically. In addition, you may enter a
phone number so that emergency announcements can be sent to you via voice and text
message. To do this, go to our Banner self-service environment; click on the tab labeled
"Personal Information"; then, click on the tab named "Enter Emergency Contacts for
Blackboard Connect." Here you can update your information for the Blackboard system.
If you have questions, please contact Public Safety at 706-864-1500 or send an e-mail to


Grades: A, B, C, D, F, W, WF, MW
Incomplete grades (I) - This grade indicates that a student was doing satisfactory work
but, for non-academic reasons beyond her/his control, was unable to meet the full
requirements of the course. For undergraduate programs, if an I is not satisfactorily
removed after one semester (excluding summer), the symbol of I will be changed to the
grade of F by the appropriate official. For graduate programs, if an I is not satisfactorily
removed after two semesters (excluding summer), the symbol of I will be changed to the
grade of F by the appropriate official. Under special circumstances, this period of time
can be increased with the approval of the department head and the dean.
IP (In Progress) - This grade is appropriate for thesis hours, project courses, Learning
Support (LS) and English as a Second Language (ESL) courses. It is not appropriate for
traditional credit courses. If an IP grade isn't satisfactorily removed after 3 semesters,
the symbol of IP will be changed to the grade of F by the appropriate official. Under
special circumstances, this period of time can be increased with the approval of the
dean. However, students who receive a grade of IP in a LS course or an ESL will retain
this grade due to the nature of the course.
K - This symbol indicates that a student was given credit for the course via a credit by
examination program.
MW – Withdrawal for military exigencies
CR – Credit (for Military experience)
NR - This symbol indicates that the grade was not reported by the instructor.
S- This symbol indicates that a student completed the course with satisfactory work.

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U- This symbol indicates that a student did not complete the course with satisfactory
V - This symbol indicates that a student was given permission to audit the course.
Students may not transfer from audit to credit status or vice versa. If an audit student
withdraws from a course prior to the end of the term, a grade of W will be assigned as
the course grade rather than a grade of V. Any audit student who is dropped by the
instructor for excessive absences will be assigned a grade of W.
W or WF – A W grade indicates that a student was permitted to withdraw from the
course without academic penalty. Students may withdraw from courses prior to the
midterm and receive a grade of W. Withdrawals without penalty will not be permitted
after the midpoint of the total grading period except, in cases of hardship as determined
by the appropriate official. If a student withdraws before the deadline, the grade of W
will be given. The grade of WF is for students who withdraw after the deadline for the
term or commit academic integrity violations.

Release Statement
The policy statement and syllabus are open to change upon the instructor’s discretion.
Finally, continued enrollment in this class signals agreement to the policy statement.


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Literacy Task due dates
All literacy tasks due in the appropriate D2L dropbox by 11:59pm that day.
 Literacy Task 1: Issues within technology and writing June 8
 Literacy Task 2: Reflecting on the role of Wikipedia June 22
Week by week plan
Week 1 (Issues within technology and writing)
May 27
Introduction to course
Develop blogging platform and twitter handle
Post to dropbox
Assign Selfe PDF. Write 300 word blog response to:
 What are some of ―perils of not paying attention‖?
 Why the focus on politic, particularly on page 104?
 What are the downsides of considering an article written in
Tweet out blog entry. Use class hashtag (to be determined)

May 28
Comment (25 words) on 2 blogs found via the twitter hashtag
Discuss Selfe
Assign McGee and Ericsson PDF. Write 300 word blog response to:
 How has MSGC helped or hindered your writing?
 How have you manipulated MSGC to work for you?
 Should teachers require MSGC for all writing at the
elementary level?
Tweet out blog entry. Use class hashtag (to be determined)

May 29
Comment (25 words) on 2 blogs found via the twitter hashtag
Discuss McGee and Ericsson
Assign Buck. Write 300 word blog response to:
 How do you relate (or not) to Ronnie?
 Look at Buck’s last sentence on the last full paragraph on
page 35 (―Writing researchers need to…‖). After rereading
that sentence, get in Buck’s head and tell me why.
Tweet out blog entry. Use class hashtag (to be determined)
Week 2
June 2

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Begin formulating ideas for literacy task 1
Comment (25 words) on 2 blogs found via the twitter hashtag
Discuss Buck
Assign Banks PDF. Write 300 word blog response to:
Tweet out blog entry. Use class hashtag (to be determined)

June 3
Comment (25 words) on 2 blogs found via the twitter hashtag
Discuss Banks
Post potential topic, audience, and stance for LT 1 to blog
Assign Alexander PDF. Write 300 word blog response to:
 Why should teachers and students of writing consider
sexuality in a networked classroom?
 Alexander does not provide an in-depth study like Buck does.
How could his piece have benefited from a structure like
Tweet out blog entry. Use class hashtag (to be determined)

June 4
Comment (25 words) on 2 blogs found via the twitter hashtag
Discuss Alexander
Discussion linking readings together
In-class drafting

June 5
In-class drafting
Due at end of class: 600 words.
Week 3
June 8
LT 1 due

June 9
Felder chapter 13
Upload LT 1 to Google docs or Quip
Review and respond to a colleague’s LT
Compose 200 word blog entry about what you learned. Hyperlink to
colleague’s blog

June 10
Introduce to Wikipedia Unit
Felder chapter 2
Assign groups and topics


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June 11
Felder chapter 3
Wikipedia project

June 12
Felder chapter 7
Wikipedia project
Week 4
June 16
Felder chapter 8
Wikipedia project

June 17
Felder chapter 10
Wikipedia project

June 18
Begin drafting LT 2

June 19
In-class drafting
Due at end of class: 600 words
Week 5
June 22
LT 2 due

June 23
Upload LT 1 to Google docs or Quip
Review and respond to a colleague’s LT
Compose 200 word blog entry about what you learned. Hyperlink to
colleague’s blog

June 24
Presentation prep

June 25

June 26

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