Bolter, Jay David. Writing Space: Computers, Hypertext, and the Remediation of Print. 2nd ed. Mahwah, NJ: Lawrence Erlbaum, 2001.

Lynch, Patrick J. and Sarah Horton. Web Style Guide: Basic Design Principles for Creating Web Sites. 2nd ed. New Haven, CT: Yale UP, 2001. (Also available online: http://www.webstyleguide.com/)

Betsy, Bruce. Sams Teach Yourself Macromedia Dreamweaver MX 2004 in 24 hours. Indianapolis, IN: Sams Publishing, 2004.

Suggested:

Gurak, Laura, and John Lannon. A Concise Guide to Technical Communication. 2nd ed. New York: Pearson/Longman, 2004.

Morville, Peter. Ambient Findability. Sebastopol, CA: O'Reilly, 2005.

Recommended:

Castro, Elizabeth. HTML for the WWW. 5th ed. Peachpit Press, 2003.

Towers, J. Tarin. Macromedia Dreamweaver MX 2004 for Windows and Macintosh: Visual QuickStart Guide. Peachpit Press, 2004.

Siegel, Kevin A., and Khaled A. Essentials of Dreamweaver MX 2004 (Spiral-bound). Riva, MD: IconLogic Inc., 2004.

Weinmann, Elaine and Peter Lourekas. Photoshop 7 for Windows and Macintosh: Visual QuickStart Guide. Peachpit Press, 2002.

Course Description:

This course discusses the theory and practice of using computer programs to produce web-based publications. Theoretically, the course addresses the nature of the Internet and hypertext as the context for electronic publication, along with the basic principles of web page design, information architecture, and usability testing. In a workshop environment, students will be introduced to basic html, NVU, Dreamweaver, and Photoshop. Students will then be expected to work with these technologies outside of class, on their own and in workshops and labs provided by GMU. Course work includes reading, responding to reading in writing, doing rhetorical analyses of web sites, writing proposals and tutorials, producing a personal web portfolio, developing a creative or informational web site, and conducting a usability study.

Course Goals:

Students should expect to:

• Understand the issues, technologies, culture, and problems of writing in the digital age.
• Learn to evaluate and apply effective principles of document design to electronic texts.
• Learn technological skills for facilitating such designs/compositions.

The goal of the course is to provide a foundation for each student's future electronic publishing efforts, whatever they may be. This foundation will be different for each student, who will enter the course with widely divergent experiences with technology. Consequently, the workload in this class will vary with prior knowledge. In a workshop environment, students with more skills will be asked to help advance the foundation for students with less experience. No one will come out of the class an expert, but it is important that each person leaves with a higher level of knowledge and skill. Much of this will depend on individual student effort.

Technology Responsibilities:

Because the exchange of information and materials in this class will be almost entirely electronic, familiarity with certain technologies is crucial for participation and success in the course.

In order to participate fully in the course, you should already be able to use the technology platform/s and applications listed below:

Since so much of the coursework will depend upon your ability to use various software, we will spend some class time introducing HTML, NVU, Dreamweaver, and Photoshop through short assignments. None of these specific programs are required for class, but introductions to them will help you decide what technologies you want to pursue and to what levels of skill. The coursework can be completed using HTML only. Or, you can use NVU or any other free html editing program (see resources for links to other editors). Or you can buy Dreamweaver for use at home, which is available at the computer store in JC along with Photoshop Elements (a scaled-down, cheaper version of Photoshop). I encourage students to pursue the approach that best serves them and their projects.

If you do not have Dreamweaver or a graphics program at home and don't wish to purchase them, you can work on design, layout, structure, and rhetorical issues at home as well as do some straight html (or NVU) and use in-class lab time for programs such as Dreamweaver and Photoshop. (Planning your work at home also helps maximize in class lab time. You should come to class knowing what you need to work on that day.) You can also visit the lab in Innovation Hall 301, the Star Lab in JC 229, or the English Lab in Robinson A411. The English Lab is equipped with Dreamweaver, Fireworks, Photoshop, a scanner (with OCR software), and video programs. The technology needs will differ with each student's project and prior experience. Consequently, it will be your responsibility to decide what you need to learn to advance your knowledge and pursue technologies not covered in class.

Workshops:

Since this course is a 3 hour course, only a limited amount of time can be spent in class on technical skills. Depending on your level of technical knowledge entering the class, you may need to spend as much as 5-10 hours per week outside of class learning technologies in addition to reading and writing assignments. In order to develop new skills or enhance the ones you have, you should take advantage of the workshops and labs available on campus. You should attend at least two workshops and/or visit a lab for additional help in order to extend whatever knowledge level you already posses. Topics, dates, and times for these sessions can be found from the workshop schedules below. Some programs/skills have classes scheduled already, some do not. Check now because some are only offered early in the semester. Registration is required to attend most of these workshops. Most workshops are scheduled during daytime hours. If this is a problem due to work, just visit the labs for further assistance. The Star Labs have many of the software programs you'll want to work with but also have walk-in peer tutoring. Bring in your materials and they can help you with your projects, questions, or problems.

• Star Workshop Schedule
• IT Training Workshops (list of all IT workshops, including Star)
• IRC Workshops
• Star Lab JC 229 (student mentors help walk-in students)
• Star*T Lab JC 344 (open lab if no workshops are being held)
• Web Star Lab JC 311 (also has peer mentors who will help with web development)

Attendance:

Each week we will discuss the readings, give presentations, do short assignments, and have lab time to work on projects or technologies. Consequently, attendance is extremely important and will count towards participation grades. It is also vital that lab time in class be utilized. Others around you can help with your efforts. If you stop coming to class, it will be your responsibility to drop. Failure to do so will result in an 'F'.

Office Hours:

I will have office hours M from 4:30 to 7:10 in RobA 405D. If you need to speak to me and cannot make this time, then ask me to schedule a time that is convenient for both of us. I often spend time in the JC reading or grading. If desperate, check the bay windows on the second floor. I check my e-mail several times daily, so this will be the best way to contact me in a hurry if you have a question or problem, especially about what is due that week. The only other option is to call and leave a phone message, but I will not receive it immediately.

Grades:

Students in English 505 receive a final grade of A+ (4.0), A (4.0), A- (3.67), B+ (3.33), B (3.0), B- (2.67), C+ (2.33), C (2.0), C- (1.67), D (1.0), or F (0.0).

Late Policy:

Responses to readings and analyses of web sites will need to be posted to the class blog or your web portfolio before each class. I will read them the next day and mark them in my book. Each larger assignment or project will have a specific due date and should be posted to the web on that day. I will review the projects over the following two days. Anything that misses my attempt to view it will be considered late. If nothing is posted by the due date, then the grade will be zero. However, much of the web work will be in continual development. If you would like me to revisit a project after the due date, I will if a decent draft was posted by the due date. Such reconsideration may or may not result in a higher grade.