C o u r s e  A s s i g n m e n t s

class blog | short papers | final portfolio | participation | percentages



Class Weblog:

Before class starts I will set up a single weblog for the course. Everyone will post to the main blog. The first day of class I'll give a quick tutorial and we'll make initial posts. Students will then be expected to post regularly in response to readings (at least 2 solid paragraphs, 400-500 words). There is a particular question or prompt to discuss listed for each week in the syllabus. I encourage students to look ahead in the syllabus for the topics and think about them as they read. Students should take notes for ideas or gather up material before class. In class, I will post further prompts based on the reading for that week to the blog. The prompts should be seen as conceptual starting places, not rigid guidelines to follow. In general, posts will be open to any topics related to the readings and work being done in class. If another idea seems important or another prompt from the book generates interest, then explore that line of thought. It is important to take advantage of the class time to write and post, but entries can be finished and posted after class. It will then be vital to comment on other posts. This work is time consuming but the interaction with others and their workplace experiences will be central to the development of the class. Blog posts tend to be more formal; comments more informal. Blog posts and comments will count toward participation grades. Don't get seduced into the idea that this doesn't count.

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Short Papers:

Approximately every three weeks (week 4, week 7, week 11, week 14) students will write short papers (1.5 to 2 pages single-spaced, 1000-1250 words) that either directly apply concepts and genre under discussion or that summarize some of the readings from the previous two weeks and then apply that theory to an object in the field (a web site, a technical document, a workspace or workplace, etc.). I will typically give two or three options in the daily syllabus (generally straight out of Peeples). These options are meant as conceptual starting places for invention, not as mandates. Students should feel free to pursue other prompts out of Peeples or contact me if they are unsure whether an ulterior paper idea meets the goals for that section. After writing the paper, students will then bring in enough print copies for their peer review group and will deliver the paper orally to the entire class. We will spend the class period listening to the papers and commenting on them orally. Students from the reading group will take home the paper copies and comment on them in more detail. I will also comment on them, grade them, and ultimately average those for the short paper grade. Students will need to take the commentary given orally in class, by the peer review group, and by me and revise the papers for their final portfolios.

In week 11, I will ask everyone to incorporate technology into their presentation of the short paper for that week. This could include a web page, a PowerPoint presentation, a brochure, or some other document that requires extra technical skill and preparation. Students will have an extra week of class to work on the specific tech skills develop the presentation. If no other technology or genre applies to the paper's topic, students should create a PowerPoint version of their paper. The PowerPoint should function both as an aid for oral delivery and as a visual representation of the argument. In other words, the headlines and bullets should go beyond topic and subtopic to claim and support. Make sure the conceptual connections are made explicit in the visuals. This may create slightly more text but should generate more comprehension. Students may read their papers and click through the presentation but it will be more appropriate, and hopefully affective, to talk through the presentation. Presentations will get up to 5 participation points instead of the typical 1. Short papers will be graded as always.

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Final Portfolio:

Each student will compile a portfolio (paper or virtual) of past and current writing projects related to professional, technical, or editorial work set against the backdrop of course readings and discussions. The portfolio should include revised short papers from the semester along with solid examples of your best technical writing, writing for magazines or newspapers, creative nonfiction, or web writing. The portfolio should also contain an end-of-semester reflective essay (1250-1500 words) that examines the work included in the portfolio in the light of the class readings and rhetorical theories discussed over the semester. While the bulk of material is important, a strong cover essay that makes connections between the work in the portfolio and the issues and concepts discussed over the semester is critical. Portfolios will receive a letter grade. For more see the full assignment.

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Participation:

Participation will consist of weekly blog posts, blog comments, class attendance, presentations, peer reviews, any attendance at technology workshops or labs, and any other minor exercises that require non-trivial effort. These will be tallied and averaged. Again, don't be lulled into thinking this work doesn't count. (See percentages below.)

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Percentages:

The following is a breakdown of percentages.

    Blog/Participation20 %
    Short Papers40 %
    Portfolio40 %
    -------
    100 %

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