ENG 490/590: Advanced Topics in Rhetoric and Composition

Spring 2019, TTh 4:40-6:30pm, CH 449

Professor Kate Comer, ​kcomer@pdx.edu
Office hours (Stratford 201): Tuesdays 2:00-4:00 pm & by appointment

Digital Rhetoric
This course explores digital rhetoric—the arts of communication in multiple media and across
platforms—in theory and practice. We will begin with an introduction to rhetorical theory,
connecting long-standing conversations about persuasion in public discourse to increasingly
complex questions of design, delivery, and circulation.

With these concepts in mind, we will turn toward practical application through a variety of
exercises, including creating digital materials with and for local community partners.
Throughout this process of research, analysis, design, feedback, revision, and reflection, you
will hone your critical perspective as a producer and consumer of digital rhetoric while
developing your own digital literacies.

Learning Outcomes
If you participate actively, this course will enable you to:
● Apply rhetorical theory to contemporary contexts
● Engage in critical conversations regarding persuasion, power, and public discourse
● Analyze rhetorical strategies across media and platforms
● Compose rhetorical designs across media and platforms
● Develop digital literacy skills for personal, community, and professional purposes

Course Philosophy
Rhetoric is power. Literacy is potential.

This course provides opportunities to develop practical skills in dialogue with critical theory. It
can make you smarter, stronger, and better at life. Your progress will depend on your response
to that offer.

Literacy development, like any learning process, demands practice, persistence, and
problem-solving​—​and this is especially true for the ever-shifting tools and tactics of digital
rhetoric. It’s about learning to “play” with language and ideas​—​the same way that musicians
play music, and athletes play sports. Be prepared to practice, make mistakes, learn, and teach.
 Course Expectations
Workload
College coursework occurs primarily outside of class time. Conventional wisdom has it that for
every 1 credit hour, students should spend 2-3 hours outside of class working/studying. ​So a
4-credit course means 8-12 hours of work per week i​ n addition to class hours​. ​Your success in
this class depends on your work ethic as well as effective time management. I love talking
planning and productivity, so don’t hesitate to ask for help.

Contract Grading
This course employs “contract grading,” in which students and professor agree on criteria for
final course grades; there are no grades for individual assignments. In theory, this approach
puts grades where they belong—on the side—and puts genuine learning front and center. As a
result, you should feel more comfortable taking risks, and I will serve as your coach more than
your evaluator. In practice, this means you will receive feedback and support throughout the
term, with your final grade determined by the criteria provided on the course grading contract.

Major Projects
Social Media + Self Representation (SM+SR)
● Participation in online platform (profile, content, engagement) for 3 weeks (April 9-26)
● Analysis of 2 sample accounts (one individual, one collective) on same platform
● Reflective blog posts
Research + Remediation (R+R)
● Educational slideshow on selected concept
● Remediation via preferred technology
● Reflective blog posts
Community + Collaboration (C+C)
● Needs assessment and audience research
● Recommendations and sample content
● Delivery and discussion
Professional Portfolio (required for 590 only)
● Website​ design and content
Intellectual Property & Plagiarism
Intellectual property is a central concern of digital rhetoric, and we will cover appropriate
methods for using others’ work. If plagiarism arises, you will attend a mandatory conference,
then revise and resubmit the work, along with a brief report, by an agreed-upon deadline. A
second offense will result in an F on the assignment, and I may submit a report of ​academic
misconduct ​to the ​Dean of Student Life’s Conduct Office​. Further offenses would constitute
automatic failure of the course.
 Course Policies
Student-Teacher Communication
This is a course in effective communication; we will all strive for that. To the best of my ability, I
will provide you with clear instruction, constructive feedback, and custom support. In exchange,
I expect you to listen and question, but also to demonstrate self-efficacy.

I am available during my office hours (Tuesdays from 2:00-4:00 pm in Stratford 201) and by
appointment​,​ as well as via email. Emails should follow conventions of professional
communication. Due to the volume of emails I receive daily, I cannot guarantee an immediate
response and will likely not respond to messages that do not require it.

Conduct
Literacy development is challenging for everyone, and the only way to improve is to take
chances. For that reason, a safe and supportive environment is essential. You will be working
together regularly, in class discussions and workshops, both online and in person. This is how
composition in the real world works; collaboration and negotiation are essential skills.

If you have concerns or complaints, or if there is a reason that hinders your ability to participate
in class, please speak with me and we will work together to resolve the situation.

For university expectations, please view ​PSU’s Conduct Resources for Students​.

Attendance & Punctuality

Attendance is essential to the success of this class and to your own literacy development.
Excused absences, such as those for documented illness, family tragedy, religious observance,
or travel for athletics, will not affect your grade as long as you provide documentation.

Whether you are excused or not, if you miss a class you are expected to make up the work. This
does not mean asking me if you’ve “missed anything important”! It’s all important. Check the
syllabus and D2L, ask fellow students for notes, etc.

Being late is disruptive and appears disrespectful. Do what you can to be here on time. You will
be marked as tardy after 10 minutes into class.​ Three tardies constitute an absence.

In the unlikely event of class cancellation, I will contact you via email and D2L with instructions.
Access & Abilities
I will do everything in my power to help each student achieve your full potential, but I need
your help to create a learning environment that is equitable, useable, inclusive, and welcoming.
If any aspects of instruction or course design get in your way, please tell me.

If you have, or think you may have, a disability that may affect your work in this class and feel
you need accommodations, contact the ​Disability Resource Center​ (116 Smith Memorial
Student Union, 503-725-4150, ​drc@pdx.edu​) to start that conversation.

Language & Cultural Difference

The ability to communicate in multiple languages, including varieties of English, is a valuable
asset, and you are encouraged to use these linguistic and cultural resources rhetorically. For
instance, if your audience does not speak Spanish, you might want to include a translation or
captions; if an image has certain connotations in your culture, you should provide adequate
information so that your message effectively reaches the target.

For further support, please see PSU’s ​Diversity and Multicultural Student Services​.

Health & Safety

College can be hard on your body and brain. Science proves we work best with 8+ hours of
sleep, regular exercise, and solid nutrition. Try to take care of yourself; you’ll learn and perform
better. Take advantage of campus resources to keep you sane and strong:

● Students have access to all kinds of free and confidential services via ​Student Health and
Counseling Center (SHAC)​ in University Center Building (UCB) 200.
● If you see a peer in distress, ​PSU’s C.A.R.E. program​ can help you help them.

One of my responsibilities is to help create a safe learning environment for my students and for
the campus as a whole. Please be aware that as a faculty member, I have the responsibility to
report any instances of sexual harassment, sexual violence and/or other forms of prohibited
discrimination. If you would rather share information about sexual harassment, sexual violence
or discrimination to a confidential employee who does not have this reporting responsibility,
you can find​ ​a list​ ​of those individuals or contact a confidential advocate at 503-725-5672 or
psuwrc.youcanbook.me​. For more information about Title IX please complete the required
student module​ ​Creating a Safe Campus​ ​in your D2L.
 Course Schedule (likely to change!)

Session Preparation and Deadlines

Defining & Designing Digital Rhetoric

Week 1a Introductions and definitions

April 2

Week 1b Read
April 4 ● Covino & Jolliffe, "What is Rhetoric?" (1995)
● Boyle, Brown, & Ceraso, “The Digital: Rhetoric Behind and Beyond the Screen”
(2018)

Week 2a Do
April 9 ● Explore platforms and select preferred option for SM+SR
Read
● Grant-Davie, "Rhetorical Situations and Their Constituents" (1997)
● Edbauer, “Rhetorical Ecologies” (2009)
590/Supplementary
● Bitzer, “The Rhetorical Situation” (1968)
● Vatz, “The Myth of the Rhetorical Situation” (1973)

Week 2b Do
April 11 ● Play with Google Slides and another presentation tool
Read
● Kress, Gunther. "Reading Images: Multimodality, Representation and New
Media" (2004)
● WC, ​A/V Presentations
● WC, ​Effective Use of Powerpoint

Week 3a Read
April 16 ● Burke, The Rhetoric of Hitler’s Battle (1957)
● McCorkle, The Annotated Obama Poster (2009)
Watch
● Rip! Remix Manifesto​ (2008)
590/Supplementary
● McLuhan, “The Medium is the Message” (1964)

Week 3b Do
April 18 ● Draft of R+R slideshow for workshop
Read
● WC, ​Remediation
 ● WC, ​Using Creative Commons to Make Stuff​ [podcast]

Week 4a Read
April 23 ● WC, “​Public Writing and Social Identities​”
● Warner, “Publics and Counterpublics” (2002)
590/Supplementary
● TBD

Week 4b Do
April 25 ● Revised R+R slideshow for workshop
● Explore options for R+R remediation
Read
● WC, ​Infographics
● TBD

Performing & Proposing Digital Rhetoric

Week 5a Do
April 30 ● Research on community partners
Read
● TBD

Week 5b Do
May 2 ● Draft of R+R remediation for workshop
Read
● TBD

Week 6a Do
May 7 ● Research on social media platform-specific conventions
● Research on target audiences
Read
● WC, ​Consider Your Audience
● WC, ​Consider Your Purpose

Week 6b Do
May 9 ● Evaluation of community partners’ social media strategies
● Revised R+R remediation for workshop
Read
● TBD

Week 7a Read
May 14 ● Porter,​ ​“Recovering Delivery for Digital Rhetoric​” ​(2011)
● Ridolfo & DeVoss, “​Composing for Recomposition: Rhetorical Velocity and
Delivery​” (2009)
Week 7b Do
May 16 ● Draft of recommendations for workshop
Read
● TBD

Week 8a Do
May 21 ● R+R presentations

Week 8b Do
May 23 ● Draft of sample content for workshop
Read
● TBD

Week 9a Do
May 28 ● Draft of presentation for workshop
Read
● TBD

Week 9b Do
May 30 ● Revision of recommendations (with sample content) for workshop
Read
● TBD

Week 10a Do
June 4 ● Full materials for community partners
Read
● TBD

Week 10b Do
June 6 ● Full materials for community partners
Read
● TBD

FINALS Any/all revisions due by June 13 at midnight

WEEK