ENG 5992: New Media and the Futures of Writing

Professor: Jim Brown
Class Meeting Place: 335 State Hall
Class Time: T 6-9pm
Office: 5057 Woodward Avenue, 10-410.2
Office Hours: T/Th 3pm-5pm (or by appointment)
Email: jimbrown [at] wayne [dot] edu
Website: http://courses.jamesjbrownjr.net/5992_winter2011

Required Texts
These texts are available at Marwil Bookstore and online:

• Bizzell and Herzberg, ed. The Rhetorical Tradition, Second Edition.
• Joyce, Michael. Afternoon: a story. (CD-ROM)
• Rushkoff, Douglas. Program or be Programmed.

I will provide copies of (or links to) these texts:

• Bogost, Ian. “The Rhetoric of Video Games" inThe Ecology of Games: Connecting Youth, Games, and Learning. Edited by Katie Salen.
• Chun, Wendy. "Did Somebody Say New Media?" in New Media, Old Media: A History and Theory Reader
• Manovich, Lev. "New Media from Borges to HTML," in The New Media Reader
• Mateas, M. 2005. Procedural Literacy: Educating the New Media Practitioner. On The Horizon. Special Issue. Future of Games, Simulations and Interactive Media in Learning Contexts, v13, n2 2005.
• Murray, Janet. Hamlet on the Holodeck (excerpt).
• --- "Inventing the Medium," in The New Media Reader

Permits and Prerequisites, General Education Credits:
Advance approval is required from Royanne Smith, the English Department Academic Advisor. Email her at ad2073@wayne.edu. Then, follow her instructions for procedure and forms.

ENG 5992 is typically the course in which English majors complete the General Education Writing Intensive (WI) Requirement with co-registration in 5993. Open only to undergraduate English majors; taken in the last year of course work; requires 12 credits in English above the 1000-level.

ENG 5993 co-registration for WI requirement. Also satisfies Computer Proficiency Level 2 requirement with web-based and new media assignments, training in information technologies, use of online tools, and ongoing evaluation of the impact of new technologies.

This course also meets with the ENG 4991 Honors Seminar.

Course Goals

• To develop theories and practices for emerging digital environments
• To develop a working knowledge of various theories in the fields of New Media Studies and Rhetorical Theory
• To collaborate with classmates on various new media projects and paper assignments
• To develop a sustainable writing process

Course Work and Grades
We will complete a number of writing assignments and new media projects. The grade breakdown is as follows:

10% 2 short response papers (500 words each)
25% 1 Procedural authorship project (Game + 1000 word paper)
25% 5 Short Ancient+Modern Papers: (750 words each)
25% Expansion of one Ancient+Modern paper (Mashup + 1500 word paper)
15% In-class participation (discussion, new media lab work)

Attendance and Lateness
The English Department requires every student to attend at least one of the first two class sessions in order to maintain his or her place in the class. If you do not attend either of these sessions, you may be asked to drop the class. If this happens, you will be responsible for dropping the class.

Success in this class will require regular attendance. I will take attendance at each class meeting. Your Learning Record will include a discussion of attendance. You are required to attend class daily, arrive on time, do assigned reading and writing, and participate in all in-class work. Please save absences for when you are sick or have a personal emergency. If you find that an unavoidable problem prevents you from attending class or from arriving on time, please discuss the problem with me.

If you are more than 5 minutes late for class, you will be considered absent. If there is something keeping you from getting to class on time (i.e., you have a long trek across campus right before our class), please let me know during the first week of class.

Late Assignments
Due dates for assignments are posted on the course schedule. I do not accept late work.

Intellectual Property
Much of what we'll be working on this semester involves the appropriation of existing texts. This is no different than any other type of writing - all writing involves appropriation. The key will be to make new meaning with the texts that you appropriate. Copying and pasting existing texts without attribution does not make new meaning. Some of your work will make use of different materials (text, video, audio, image), and you will have to be mindful of intellectual property issues as you create texts for this class. If you have questions about Wayne State's Academic Integrity policy, please see the Dean of Students website.

Technology Policy
We will use technology frequently in this class. Although I am assuming that you have some basic knowledge of computers, such as how to use a keyboard and mouse, and how to use the Web and check e-mail, most things will be explained in class. If you don’t understand what we are doing, please ask for help. If you are familiar with the technology we are using please lend a helping hand to your classmates.

Course Website and Email
You should check your email daily. Class announcements and assignments may be distributed through email. The course website will also have important information about assignments and policies. Pay close attention to the course calendar as we move through the semester. I reserve the right to move things around if necessary.

Emails to me must come from your Wayne State email address. They must include a title explaining the email, a salutation (for example, "Dear Jim"), a clear explanation of your reason for emailing, and a signature.

Cell Phones
Please silence and put away cell phones during class.

Writing Center
The Writing Center (2nd floor, UGL) provides individual tutoring consultations free of charge for students at Wayne State University. Undergraduate students in General Education courses, including composition courses, receive priority for tutoring appointments. The Writing Center serves as a resource for writers, providing tutoring sessions on the range of activities in the writing process – considering the audience, analyzing the assignment or genre, brainstorming, researching, writing drafts, revising, editing, and preparing documentation. The Writing Center is not an editing or proofreading service; rather, students are guided as they engage collaboratively in the process of academic writing, from developing an idea to editing for grammar and mechanics. To make an appointment, consult the Writing Center website: http://www.clas.wayne.edu/writing/

To submit material for online tutoring, consult the Writing Center HOOT website (Hypertext One-on-One Tutoring): http://www.clas.wayne.edu/unit-inner.asp?WebPageID=1330

Student Disabilities Services
If you feel that you may need an accommodation based on the impact of a disability, please feel free to contact me privately to discuss your specific needs. Additionally, the Student Disabilities Services Office coordinates reasonable accommodations for students with documented disabilities. The Office is located in 1600 David Adamany Undergraduate Library, phone: 313-577-1851/577-3365 (TTY). http://studentdisability.wayne.edu

WSU Resources for Students

• Adamany Undergraduate Library http://www.lib.wayne.edu/info/maps/ugl.php
• Academic Success Center http://www.success.wayne.edu/
• Counseling and Psychological Services (CAPS) http://www.caps.wayne.edu

Part I - Writing Procedures

January 11
Introductions, Syllabus, Discuss Rushkoff

January 18
Read: Rushkoff, Chun; Murray and Manovich
Write: Short Response Paper #1 (posted to blog by 1/16 at midnight)
In class: Discuss Rushkoff, Chun, Murray, Manovich

January 25
Reading: Murray; Mateas and Stern; Bogost
Write: Short Response Paper #2 (posted to blog by 1/23 at midnight)
In class: Discuss readings, introduce Inform7

February 1
Snow Day

February 8
Read: Joyce, Aarseth
Write: Blog post (posted by 1/30 at midnight); comment on two other posts by Tuesday at 3:00pm
In class: Inform7 Workshop

February 15
No Class

Write: Inform7 Project 1.0 and 1-2 page (250-500 words) paper proposal uploaded to Dropbox by February 16 (midnight)
**Students can schedule a meeting with me (virtually or in person)

February 22
Write: Inform7 Project 2.0; Paper draft (saved to Dropbox prior to class)
In class: Inform7 Workshop (Game 2.0 user tests), Writing Workshop

Supplemental Readings: Hayles; Walker

March 1
Write: Inform7 Project 3.0 and Paper Due (saved to Dropbox prior to class)
In Class: Screening of RIP: A Remix Manifesto, Ancient + Modern Mashup example (Jim) [Longinus+Booth]

Part II - Rhetoric: Ancient + Modern = ?

March 8
Read: Isocrates, Antidosis + Richards, The Philosophy of Rhetoric
Write: Mashup Paper 1 (posted to blog by 3/7 at midnight)
In class: Discuss readings, YouTube editor workshop

March 22
Read: Gorgias, Encomium of Helen + Derrida, Signature Event Context
Write: Mashup Paper 2 (posted to blog by 3/21 at midnight)
In class: Discuss readings, Myna workshop

March 29
Read: Aristotle, from Rhetoric + Burke, from A Rhetoric of Motives
Write: Mashup Paper 3 (posted to blog by 3/28 at midnight)
In class: Discuss readings, Jing workshop

April 5
Read: Erasmus, from Copia + Gates, from The Signifying Monkey
Write: Mashup Paper 5 (posted to blog by 4/4 at midnight)
In class: Discuss readings, open lab

April 12
Writing: Expanded Mashup Paper, Mashup (uploaded to Dropbox prior to class)
In class: Writing workshop, open lab

April 19
Final Paper and Mashup Due (uploaded to Dropbox prior to class)
Course evals, course wrap-up

The pages below describe the course assignments in detail.

ENG 3010: Anthologics

Professor: Jim Brown
Class Meeting Place: 116 Main
Class Time: T/Th 1:25-2:50
Office: 5057 Woodward Avenue, 10-410.2
Office Hours: T/Th 3pm-5pm (or by appointment)
Email: jimbrown [at] wayne [dot] edu
Website: http://courses.jamesjbrownjr.net/3010_winter2011

Required Text:
Ancient Rhetorics for Contemporary Students, Crowley and Hawhee

Prerequisite for ENG 3010
To enroll in ENG 3010, students must have completed their WSU Basic Composition (BC) requirement (ENG 1020 or equiv.) with a grade of C or better.

General Education IC Requirement and Prerequisite for WI
With a grade of C or better, ENG 3010 fulfills the General Education IC (Intermediate Composition) graduation requirement. Successful completion of an IC course with a grade of C or better is a prerequisite to enrolling in courses that fulfill the General Education WI graduation requirement (Writing Intensive Course in the Major).

Course Goals
In this course, you will learn to:

Identify and Evaluate Arguments
We will learn to identify and evaluate the structure of arguments from a variety of disciplinary and (inter)disciplinary perspectives, including authors’ claims, evidence, appeals, organization, style, and effect. As you read arguments and create your own, you should be considering how an argument is put together.

Analyze the rhetorical situation
We will analyze the rhetorical situation for writing in various disciplines. We will account for audience, purpose, disciplinary context, and medium. As we read scholars in various fields, it will be your task to study and understand how scholars in different fields work within differing rhetorical situations.

Conduct research
You will conduct research using various resources in our academic library and on the Web. You will evaluate and cite existing research.

Develop a writing process
We will learn to develop a flexible writing process that includes generating ideas, writing, revising, providing/responding to feedback in multiple drafts, and editing texts for correct grammar, mechanics, and style. Each writer's process is different, and you'll be developing your own process and reflecting on that process.

Work with various technologies
You will learn to make productive use of a varied set of technologies for research and writing. We'll use various technologies in this class with the goal of helping you make use of these technologies in other classes and in various writing situations. You are not expected to become an expert in these technologies, but you are expected to take the time to learn how they work.

Course Work
The main project for this course will be to compile an anthology. Most of our assignments will build toward this final project. Coursework will include:

Reading Quizzes
Class discussion
Four Summary-Analysis papers (500 words)
Anthology Preface (2000-2500 words, 2 submissions)
Video Mashup

All assignments will be submitted via Dropbox. There will be a detailed assignment sheet for each assignment for this class. This sheet will provide you with essential information about the assignment. It will provide due dates, specifics of the assignment, and my commenting criteria. Please read these sheets carefully and refer to them as you complete each assignment.

Learning Record Online
Grades in this class will be determined by the Learning Record Online (LRO). The LRO will require you to observe your own learning and construct an argument for your grade based on evidence that you accumulate throughout the semester. You will record weekly observations and you will synthesize your work into an argument for your grade. You will construct this argument twice - once at the midterm and once at the end of the course. We will be discussing the LRO at length during the first week of class. See below for more details.

Attendance
The English Department requires every student to attend at least one of the first two class sessions in order to maintain his or her place in the class. If you do not attend either of these sessions, you may be asked to drop the class. If this happens, you will be responsible for dropping the class.

Success in this class will require regular attendance. I will take attendance at each class meeting, and your Learning Record will include a discussion of attendance. You are required to attend class daily, arrive on time, do assigned reading and writing, and participate in all in-class work. Please save absences for when you are sick or have a personal emergency. If you find that an unavoidable problem prevents you from attending class or from arriving on time, please discuss the problem with me.

Lateness
If you are more than 5 minutes late for class, you will be considered absent. If there is something keeping you from getting to class on time (i.e., you have a long trek across campus right before our class), please let me know during the first week of class.

Computers and Cell Phones
Please feel free to use your computer during class, provided that your use of it is related to what we are working on in class. Please silence and put away cell phones during class.

Grades
Grades in this course will be determined by use of the Learning Record, a system which requires students to compile a portfolio of work at the midterm and at the end of the semester. These portfolios present a selection of your work, both formal and informal, plus ongoing observations about your learning, plus an analysis of your work in terms of the five dimensions of learning and the goals for this course. You will evaluate your work in terms of the grade criteria posted on the LRO site, and you will provide a grade estimate at the midterm and final.

The dimensions of learning have been developed by teachers and researchers, and they represent what learners experience in any learning situation:

1) Confidence and independence
2) Knowledge and understanding
3) Skills and strategies
4) Use of prior and emerging experience
5) Reflectiveness

In addition to analyzing your work in terms of these dimensions of learning, your argument will also consider the specific goals for this course. These goals are called Course Strands (these are also listed above in the "Course Goals" section):

(1) Identify and evaluate arguments
(2) Analyze rhetorical situations
(3) Conduct research using various resources in an academic library and on the Web.
(4) Develop a flexible writing process
(5) Make productive use of a varied set of technologies for research and writing

The LRO website provides detailed descriptions of the Course Strands and the Dimensions of Learning.

Your work in class (and in other classes during this semester) along with the observations you record throughout the semester will help you build an argument in terms of the dimensions of learning and the course strands. We will discuss the LRO in detail at the beginning of the semester, and we will have various conversations about compiling the LRO as the semester progresses.

Late Assignments
Due dates for assignments are posted on the course schedule. While I will not be grading your assignments, I will be providing comments and feedback. I will not provide feedback on late assignments. Also, late assignments will be factored into your argument in the LR (see the grade criteria for more details).

Intellectual Property
Much of what we'll be working on this semester involves the appropriation of existing texts. This is no different than any other type of writing - all writing involves appropriation. The key will be to make new meaning with the texts that you appropriate. Copying and pasting existing texts without attribution does not make new meaning. Some of your work will make use of different materials (text, video, audio, image), and you will have to be mindful of intellectual property issues as you create texts for this class. If you have questions about Wayne State's Academic Integrity policy, please see the Dean of Students website.

Technology Policy
We will use technology frequently in this class. Although I am assuming that you have some basic knowledge of computers, such as how to use a keyboard and mouse, and how to use the Web and check e-mail, most things will be explained in class. If you don’t understand what we are doing, please ask for help. If you are familiar with the technology we are using please lend a helping hand to your classmates.

Course Website and Email
You should check your email daily. Class announcements and assignments may be distributed through email. The course website will also have important information about assignments and policies. Pay close attention to the course calendar as we move through the semester. I reserve the right to move things around if necessary.

Emails to me must come from your Wayne State email address. They must include a title explaining the email, a salutation (for example, "Dear Jim"), a clear explanation of what the email is about, and a signature.

Writing Center
The Writing Center (2nd floor, UGL) provides individual tutoring consultations free of charge for students at Wayne State University. Undergraduate students in General Education courses, including composition courses, receive priority for tutoring appointments. The Writing Center serves as a resource for writers, providing tutoring sessions on the range of activities in the writing process – considering the audience, analyzing the assignment or genre, brainstorming, researching, writing drafts, revising, editing, and preparing documentation. The Writing Center is not an editing or proofreading service; rather, students are guided as they engage collaboratively in the process of academic writing, from developing an idea to editing for grammar and mechanics. To make an appointment, consult the Writing Center website: http://www.clas.wayne.edu/writing/

To submit material for online tutoring, consult the Writing Center HOOT website (Hypertext One-on-One Tutoring): http://www.clas.wayne.edu/unit-inner.asp?WebPageID=1330

Student Disabilities Services
If you feel that you may need an accommodation based on the impact of a disability, please feel free to contact me privately to discuss your specific needs. Additionally, the Student Disabilities Services Office coordinates reasonable accommodations for students with documented disabilities. The Office is located in 1600 David Adamany Undergraduate Library, phone: 313-577-1851/577-3365 (TTY). http://studentdisability.wayne.edu

WSU Resources for Students

• Adamany Undergraduate Library http://www.lib.wayne.edu/info/maps/ugl.php
• Academic Success Center http://www.success.wayne.edu/
• Counseling and Psychological Services (CAPS) http://www.caps.wayne.edu

This schedule is subject to change
[Updated: March 20, 2011]

1/11
Syllabus, Introductions

1/13
Reading: LRO Website, Crowley and Hawhee (xi-xvii; 1-15)
Writing: Reading notes
In class: LRO, quiz, Discuss Ancient Rhetorics

1/18
Reading: Ancient Rhetorics/Kairos (16-53)
Writing: Reading notes
In class: Discuss LRO, quiz, Discuss Ancient Rhetorics/Kairos

1/20
Reading: Kairos (53-63)
Writing: Reading notes
In class: Discuss Kairos, quiz

1/25
Reading: Herron
Writing: Reading notes
In class: Discuss Herron

1/27
No class

1/28
LRO Part A Due (noon)

2/1
Writing: SA 1 (Herron)
In class: SA 1 (Herron) Due, Discuss Stasis

2/3
Reading: Topics and Commonplaces (117-128)
Writing: Reading notes
In class: Discuss Topics and Commonplaces, quiz

2/8
Reading: Topics and Commonplaces (128-152); Sugrue
Writing: Reading notes
In class: Discuss Topics and Commonplaces, quiz

2/10
Writing: SA 2 (Sugrue)
In class: SA 2 (Sugrue) Due, Discuss Pathos

2/15
Reading: Extrinsic proofs (267-282)
Writing: Reading notes
In class: Discuss Extrinsic proofs, quiz

2/17
Reading: Style (327-364); Zenk
Writing: Reading notes
In class: Discuss Style, quiz

2/22 ***[Class Meets in SEL 156]***
Writing: SA 3 (Zenk)
In class: SA 3 (Zenk) Due, research workshop in computer lab (SEL 156)

2/24
Reading: All of your work to this point in the semester
Writing: Draft Midterm LRO
In class: Discuss LRO, Discuss Logos

2/27
Midterm LRO Due (by 10pm)

3/1
Reading: Memory (374-388)
Writing: Reading notes
In class: Memory, Research for SA 4, quiz

3/3 ***[Class Meets in SEL 156]***
Reading: Research for SA 4
In class: Research for SA 4

3/8
Writing: SA 4
In class: SA 4 Due, Editors meeting

3/10
In class: Editors Meeting, continued

3/15-3/17 Spring Break

3/22
Reading: Arrangement (292-306)
Writing: Reading notes
In class: Discuss arrangement, discuss final paper, quiz

3/24
Reading: Arrangement (306-318)
Writing: Reading notes
In class: Discuss arrangement, quiz

3/29
Writing: Draft of Preface (bring to class)
In class: Writing Workshop

3/31
Writing: Preface-First Submission
In class: Preface-First Submission Due

4/5
Reading: Delivery (405-416)
Writing: Reading notes
In class: Discuss Delivery, quiz

4/7
Reading: Delivery (416-426)
Writing: Reading notes
In class: Discuss Delivery, quiz

4/12
Writing: Revise Preface (bring revision to class)
In class: Writing Workshop

4/14 ***[Class Meets in SEL 156]***
In class: Preface - Second Submission Due, Mashup Workshop

4/19 ***[Class Meets in SEL 156]***
In class: Mashup Workshop

4/21
In class: Mashup Presentations

4/25 Final LRO Due by 5:00pm

All assignments for this course build toward the final paper in which students compose a preface to their own anthology.

ENG 3010: New Media Across the Disciplines

Instructor: Jim Brown
Office: 5057 Woodward Avenue, 10-410.2
Office Hours: T/Th 3pm-5pm (or by appointment)
Class Meeting Place: 327 State Hall
Class Time: T/Th 1:25-2:50
Email: jimbrown [at] wayne [dot] edu

Website:
http://courses.jamesjbrownjr.net/3010_fall2010

Required Texts:
The Academic Writer, A Brief Guide by Lisa Ede
The New Media Reader, Edited by Noah Wardrip-Fruin and Nick Montfort

Prerequisite for ENG 3010
To enroll in ENG 3010, students must have completed their WSU Basic Composition (BC) requirement (ENG 1020 or equiv.) with a grade of C or better.

General Education IC Requirement and Prerequisite for WI
With a grade of C or better, ENG 3010 fulfills the General Education IC (Intermediate Composition) graduation requirement. Successful completion of an IC course with a grade of C or better is a prerequisite to enrolling in courses that fulfill the General Education WI graduation requirement (Writing Intensive Course in the Major).

Course Goals
In this course, you will learn to:

Identify and Evaluate Arguments

We will learn to identify and evaluate the structure of analysis and argument from a variety of disciplinary and (inter)disciplinary perspectives, including authors’ claims, evidence, appeals, organization, style, and effect. As you read arguments and create your own, you should be considering how an argument is put together, and you should be able to identify and evaluate your own arguments and those of others.

Analyze the Rhetorical Situation

We will analyze the rhetorical situation for writing in various disciplines, including audience, purpose, disciplinary context, and medium. As we read scholars in various fields, it will be your task to study and understand how scholars in different fields work within differing rhetorical situations.

Research

You will conduct research using various resources in our academic library and on the Web. As you study new media technologies and the authors who write about them, you will evaluate and cite existing research. When conducting this research, you should be considering the source and its credibility.

Writing Process

We will learn to develop a flexible writing process that includes generating ideas, writing, revising, providing/responding to feedback in multiple drafts, and editing texts for correct grammar, mechanics, and style. Each writer's process is different, and you'll be developing your own process and reflecting on that process.

Technology

You will learn to make productive use of a varied set of technologies for research and writing. We'll use various technologies in this class with the goal of helping you make use of these technologies in other classes and in various writing situations. You are not expected to become an expert in these technologies, but you are expected to take the time to learn how they work.

Course Work

Short Writing Assignments
You will be completing a number of short writing assignments as you read The Academic Writer and The New Media Reader. These assignments will be shared with the instructor via Dropbox and must be submitted by midnight the night before class meets.

Comparative Rhetorical Analysis Paper (6 page maximum)
You will write a paper that compares two of our readings from the NMR. Using the skills of critical reading and rhetorical analysis presented in Lisa Ede's textbook, you will compare how two scholars in the NMR construct their arguments.

New Media Reader Chapter (5 page maximum)
You will design a chapter in the NMR. Each chapter in the book is a contribution from a new media scholar. These chapters are accompanied by an introductory essay that explains the scholar's significance and explains why this particular piece of writing fits with the anthology. These introductions also have "links" to other portions of the book (in the form of numbered tabs in the margins), text boxes, suggestions for further reading, and lists of references. Your chapter will incorporate all of these features. You will be both writing and designing this chapter.

Video Mashup
Using one of the videos included on the NMR's CD-ROM, you will create a video mashup. You will combine the footage contained on the CD-ROM with footage that you find online or with footage that you shoot yourself.

Learning Record Online
Grades in this class will be determined by the Learning Record Online (LRO). The LRO will require you to observe your own learning and construct an argument for your grade based on evidence that you accumulate throughout the semester. You will record weekly observations and you will synthesize your work into an argument for your grade. You will construct this argument twice - once at the midterm and once at the end of the course. We will be discussing the LRO at length during the first week of class. See below for more details.

Attendance
Success in this class will require regular attendance. I will take attendance at each class meeting. Your Learning Record will include a discussion of attendance.

Computers and Cell Phones
Please feel free to use your computer during class, provided that your use of it is related to what we are class. Please silence and put away cell phones during class. Text messaging during class is distracting to me and those around you.

Lateness
If you are more than 5 minutes late for class, you will be considered absent. If there is something keeping you from getting to class on time (i.e., you have a long trek across campus right before our class), please let me know during the first week of class.

Grades
Grades in this course will be determined by use of the Learning Record, a system which requires students to compile a portfolio of work at the midterm and at the end of the semester. These portfolios present a selection of your work, both formal and informal, plus ongoing observations about your learning, plus an analysis of your work in terms of the five dimensions of learning and the goals for this course. You will evaluate your work in terms of the grade criteria posted on the LRO site, and you will provide a grade estimate at the midterm and final.

The dimensions of learning have been developed by teachers and researchers, and they represent what learners experience in any learning situation:

1) Confidence and independence
2) Knowledge and understanding
3) Skills and strategies
4) Use of prior and emerging experience
5) Reflectiveness

In addition to analyzing your work in terms of these dimensions of learning, your argument will also consider the specific goals for this course. These goals are called Course Strands (these are also listed above in the "Course Goals" section):

(1) Identify and evaluate the structure of analysis and argument in writing from a variety of disciplinary and (inter)disciplinary perspectives, including authors’ claims, evidence, appeals, organization, style, and effect.

(2) Analyze the rhetorical situation for writing in various disciplines, including audience, purpose, disciplinary context, and medium.

(3) Conduct research using various resources in an academic library and on the Web.

(4) Develop a flexible writing process that includes generating ideas, writing, revising, providing/responding to feedback in multiple drafts, and editing texts for correct grammar, mechanics, and style.

(5) Make productive use of a varied set of technologies for research and writing

The LRO website provides detailed descriptions of the Course Strands and the Dimensions of Learning.

Your work in class (and in other classes during this semester) along with the observations you record throughout the semester will help you build an argument in terms of the dimensions of learning and the course strands. We will discuss the LRO in detail at the beginning of the semester, and we will have various conversations about compiling the LRO as the semester progresses.

Late Assignments
Due dates for assignments are posted on the course schedule. While I will not be grading your assignments, I will be providing comments and feedback. I will not provide feedback on late assignments. Also, late assignments will be factored into your argument in the LR (see the grade criteria for more details).

Intellectual Property
Much of what we'll be working on this semester involves the appropriation of existing texts. This is no different than any other type of writing - all writing involves appropriation. The key will be to make new meaning with the texts that you appropriate. Copying and pasting existing texts without attribution does not make new meaning. Some of your work will make use of different materials (text, video, audio, image), and you will have to be mindful of intellectual property issues as you create texts for this class.

Technology Policy
We will use technology frequently in this class. Although I am assuming that you have some basic knowledge of computers, such as how to use a keyboard and mouse, and how to use the Web and check e-mail, most things will be explained in class. If you don’t understand what we are doing, please ask for help. If you are familiar with the technology we are using please lend a helping hand to your classmates.

Course Website and Email
You should check your email daily. Class announcements and assignments may be distributed through email. The course website will also have important information about assignments and policies. Pay close attention to the course calendar as we move through the semester. I reserve the right to move things around if necessary.

Writing Center
The Writing Center (2nd floor, UGL) provides individual tutoring consultations free of charge for students at Wayne State University. Undergraduate students in General Education courses, including composition courses, receive priority for tutoring appointments. The Writing Center serves as a resource for writers, providing tutoring sessions on the range of activities in the writing process – considering the audience, analyzing the assignment or genre, brainstorming, researching, writing drafts, revising, editing, and preparing documentation. The Writing Center is not an editing or proofreading service; rather, students are guided as they engage collaboratively in the process of academic writing, from developing an idea to editing for grammar and mechanics. To make an appointment, consult the Writing Center website: http://www.clas.wayne.edu/writing/

To submit material for online tutoring, consult the Writing Center HOOT website (Hypertext One-on-One Tutoring): http://www.clas.wayne.edu/unit-inner.asp?WebPageID=1330

Student Disabilities Services
If you feel that you may need an accommodation based on the impact of a disability, please feel free to contact me privately to discuss your specific needs. Additionally, the Student Disabilities Services Office coordinates reasonable accommodations for students with documented disabilities. The Office is located in 1600 David Adamany Undergraduate Library, phone: 313-577-1851/577-3365 (TTY). http://studentdisability.wayne.edu

WSU Resources for Students

• Adamany Undergraduate Library http://www.lib.wayne.edu/info/maps/ugl.php
• Academic Success Center http://www.success.wayne.edu/
• Counseling and Psychological Services (CAPS) http://www.caps.wayne.edu

*This schedule is subject to change

Ede = Lisa Ede's The Academic Writer
NMR = The New Media Reader

Talking Points and Book Excercise Assignments must be uploaded to Dropbox by midnight the evening before class meets.

Due dates are in bold. Assignments may be due on days that class does not meet.

9/2
Syllabus and Introductions

9/7
Reading: Chapter 1 of Ede, Introduction to the Learning Record
Writing: Questions about the Learning Record (bring to class for discussion), respond to drop box email
In Class: Book Exercise, discuss reading, discuss Learning Record

9/9
Reading: NMR Introductions (Murray and Manovich)
Writing: Talking Points, set up LRO accounts and post an observation
In Class: Discuss reading, discuss Learning Record

9/14
Reading: Chapter 3 of Ede
Writing: Book Exercise, write observation
In Class: Discuss reading, discuss Learning Record

9/16
Reading: NMR - Bush and Borges
Writing: Talking Points
In Class: Discuss reading, discuss Learning Record

[9/17 - LR Part A Due by Noon]

9/21
Reading: Chapter 4 of Ede, Kaprow in the NMR (pp83-88)
Writing: Book Exercise, p96 (Analyze Kaprow instead of the essay mentioned in the textbook), no talking points due
In Class: Discuss reading, discuss Comparative Rhetorical Analysis Paper

9/23
Reading: NMR - Boal (339-352), re-read pp98-100 of Ede
Writing: Talking Points
In Class: Discuss reading

9/28 [Class meets in State Hall, Room 337]
Reading: Ede (pp216-223, 226-230); NMR - Englebart (93-108)
Writing: Talking Points
In Class: Discuss Reading

9/30
Reading: NMR - Weiner (73-82)
Writing: Talking Points
In Class: Discuss reading

10/5
Reading: Review all readings
Writing: Rough draft of your paper (bring a copy to class and also upload to Dropbox prior to class)
In Class: Writing workshop

10/7
Reading: No reading assignment
Writing: Comparative Rhetorical Analysis Due - First Submission [uploaded to Dropbox before you come to class]
In Class: Review: The tools of rhetorical analysis

10/12
Reading: Chapter 2 of Ede
Writing: Book Exercise, "For Exploration" page 26
In Class: Discuss writing process

10/14
Reading: All of your work to date
Writing: You should be working on Parts B and C of the Midterm LRO
In Class: Discuss Midterm LRO, NMR Chapter Assignment, and research methods

10/19 [Class meets in State Hall, Room 337]
Reading: No reading assignment
Writing: Midterm LR Due (parts B and C)
In Class: Discuss second submission of paper, research group meeting

10/21
Reading: No reading assignment
Writing: Work on Second Submission (Bring current draft to class)
In Class: Peer Review Workshop

10/22
Comparative Rhetorical Analysis Due - Second Submission [due by 6:00pm]

10/26
Reading: Introductions to Turkle (499) and Raymond Williams (289-291)
Writing: Talking Points, bring sources to class for research group meeting
In Class: Discuss reading, research group meetings

10/28 [Class meets in State Hall, Room 337]
Reading: Chapter 11 of Ede
Writing: Book Exercise
In Class: CSS Workshop Part 1, research group meetings

11/2
Reading: Research for Paper 2
Writing: Find at least two sources for paper 2, post to research wiki
In Class: Research group meetings, discuss paper 2

11/4
Reading: Chapter 10 of Ede
Writing: Book Exercise, page 252
In Class: Discuss reading, discuss paper 2

11/9 [Class meets in State Hall, Room 337]
Reading: No reading assignment
Writing: Draft of NMR Chapter Assignment (bring to class)
In Class: CSS Workshop Part 2

11/11
Reading: No reading assignment
Writing: NMR Chapter Due - First Submission
In Class: Discuss mashup assignment

11/16
Reading: Chapter 12 of Ede
Writing: Book Exercise
In Class: Discuss reading

11/18
Reading: No reading assignment
Writing: Revision of NMR Chapter
In Class: Peer review workshop

11/23
Reading: No reading assignment
Writing: NMR Chapter Due - Second Submission
In Class: Discuss mashup assignment

11/25
THANKSGIVING

11/30 [Class meets in State Hall, Room 337]
Reading: No reading assignment
Writing: No Writing
In Class: Mashup workshop Part 1

12/2 [Class meets in State Hall, Room 337]
Reading: Chapter 9 of Ede
Writing: You should be working on your mashup
In Class: Discuss strategies for invention, mashup workshop Part 2

12/7
Reading: No reading assignment
Writing: You should be working on your mashup and final LRO
In Class: Discuss final LRO, discuss mashups, course evaluations

12/9
Reading: No reading assignment
Writing: Mashups Due
In Class: Mashup presentations

12/13
Final LR Due (parts B and C)

The links below provide information about the assignments for this course. This page will be updated throughout the semester with links to all major assignments.

Jim Brown
Office: 5057 Woodward, 10-410.2
Office Hours: T/Th, 3pm-5pm (or by appointment)
Class Location: State Hall, Room 337
Class Time: Tuesday, 6-9pm

Course Goals

Develop skills to analyze and synthesize scholarly arguments

Understand the theoretical underpinnings of contemporary debates in rhetorical theory and composition studies

Complete a draft of a publication or conference presentation

Experiment with a pedagogical approach for new media writing

Required Texts:
Acts of Enjoyment, Thomas Rickert
Rhetoric, Poetics, Cultures, Jim Berlin
The Future of Invention, John Muckelbauer
Heuretics, Greg Ulmer
Internet Invention, Greg Ulmer
Phaedrus, Plato (If you don't already own a copy, consider the Nehemas and Woodruff translation)

Course Work
You will be evaluated on the following work:

1) You will lead a forum discussion once during this semester. This will involve writing an initial post, posing questions to the group, facilitating discussion, and beginning that week's class with a one-page recap of the discussion. Your one-page recap will be distributed to the class.

2) One of two options:

• Academic Conference Paper: You will write a conference paper (no more than 2,000 words, double-spaced) with a particular conference in mind.
  
  
• Online Syllabus: Develop a course that you would teach online. You'll develop course materials that take into account the unique rhetorical situation of an online course, and you'll explain how your course addresses that situation. The format will follow that of the "Course Designs" section of the journal Composition Studies. (Also see Jenny Edbauer's CWRL Whitepaper about annotated syllabi).

3) Wide Site: While reading Gregory Ulmer’s Internet Invention (and related texts) during the final portion of the class, you will create what Ulmer calls a “wide site”—a website that attempts to document your own learning, reading, writing, and thinking styles. During this project, you will be asked to tinker with at least one new media technology with which you have no experience.

4) Class Participation

Each day you will prepare and hand in "talking points" (no more than 1 page) for the day's readings, and you will be expected to participate in class discussions.

Student Disabilities Services
If you feel that you may need an accommodation based on the impact of a disability, please feel free to contact me privately to discuss your specific needs. Additionally, the Student Disabilities Services Office coordinates reasonable accommodations for students with documented disabilities. The Office is located in 1600 David Adamany Undergraduate Library, phone: 313-577-1851/577-3365 (TTY). http://studentdisability.wayne.edu

Ideology Critique

9/7

• Acts of Enjoyment, Thomas Rickert

9/14

• Rhetoric, Poetics, and Cultures, Jim Berlin
• "Three Countertheses; A Critical In(ter)vention into Composition Theories and Pedagogies," Victor Vitanza

9/21

• The Sublime Object of Ideology, Slavoj Zizek (excerpt)
• Negotiations, Gilles Deleuze (excerpt)

Hermeneutics and Post-hermeneutics

9/28

• Mailloux, Steve. “Making Comparisons: First Contact, Ethnocentrism, and Cross-Cultural Communication.” In Post-Nationalist American Studies.
• Davis, Diane. "Addressing Alterity: Rhetoric, Hermeneutics, and the Nonappropriative Relation.". Philosophy and Rhetoric 38.3 (2005): 191-212.
• Muckelbauer, John. "Rhetoric, Asignification, and the Other: A Response to Diane Davis." Philosophy and Rhetoric 40.2 (2007): 238-247.
• Davis, Diane. "The Fifth Risk: A Response to John Muckelbauer's Response." Philosophy and Rhetoric 40.2 (2007): 248-256.
• "Darmok" Stark Trek: The Next Generation

10/5

• "The Trace of the Other," Emmanuel Levinas
• "Rhetoric and Hermeneutics," Hans-Georg Gadamer

10/12

• Premises, Hamacher (excerpt)
• "Cosmopolitanism without emancipation: A response to Jean Francois Lyotard," Richard Rorty

The Future of Invention

10/19

• The Future of Invention, John Muckelbauer

10/26

• Heuretics, Greg Ulmer

11/2

• Writing Workshop
• Draft of Conference Paper/Annotated Syllabus Due

After Critique: A Pedagogy

11/9

• Internet Invention, Preface, Introduction, Part 1
• Career Discourse Page, 2 exercises
• Phaedrus, Plato

11/16

• Internet Invention, Part 2
• Family Discourse Page, 5 exercises
• The Political Unconscious, Frederic Jameson (excerpt)

11/23

• Internet Invention, Part 3
• Entertainment Discourse Page, 2 exercises
• The Logic of Sense, Deleuze (Preface, 7th Series, and 11th Series)

11/30

• Internet Invention, Part 4
• Community Discourse Page, 3 exercises
• The Coming Community, Georgio Agamben (excerpt)

12/7

• Internet Invention, Part 5 and Conclusion
• Wide Emblem, 4 exercises

12/11
Second Submission of Conference Paper or Annotated Syllabus Due

You will be graded on the following work:

Précis Assignments
You will write 13 of these. All will be posted to the wiki, but only 7 will be submitted for grades. For more information, see What is a Precis?

Follow-a-Footnote Assignments
You will write 3 of these. The format will be the same as the book precis mention above. However, these assignments will focus on a source that is either:

1) cited and/or discussed in one of the books we're reading
2) cites and/or discusses the book we are reading

As you're reading, be on the lookout for a footnote that interests you. Three times during the semester, you'll post to the wiki (and present to the class) a precis of a source cited by one of the authors we're reading. We'll share these in class by giving a brief (5 minutes) explanation of the source and how the argument works. Our goal will be to have one "follow-a-footnote" presentation each class (if the scheduling works out).

Synthesis of Class minutes
During each class, we'll all be taking notes collaboratively by using Google Wave. Before each class, we'll start a "wave" and everyone will jot notes in it during class. After class, one person will be responsible for synthesizing these notes into a coherent document (each person will do this at least once). That document will be posted to the wiki, and we'll review it prior to class the following week.

Final Project
You will have the option of working on our collaborative article or of proposing your own project. Final projects can be a seminar paper, an annotated bibliography, or some other proposed project that will help students with their research agenda. You must have your final project approved by 4/5.

The following texts are required:

Software Takes Command, Lev Manovich (Introduction, pp1-33) (available online: http://lab.softwarestudies.com/2008/11/softbook.html)

Two Bits: The Cultural Significance of Free Software (pp.1-63), Christopher Kelty (available online: http://twobits.net)

The Language of New Media, Lev Manovich

My Mother Was a Computer, N. Katherine Hayles

Remediation, Bolter and Grusin

Media Ecologies, Matthew Fuller

The ÜberReader: Selected Works of Avital Ronell, ed. Diane Davis (Part I: “The Call of Technology,” pp.1-96)

Gramophone, Film, Typewriter, Friedrich Kittler

Ex-Foliations, Terry Harpold

Mechanisms, Matt Kirschenbaum

Persuasive Games, Ian Bogost

Expressive Processing, Noah Wardrip-Fruin

The Laws of Cool, Alan Liu

Lingua Fracta, Collin Brooke

Computers & Composition, special issue: "A Thousand Pictures: Interfaces and Composition" (26.3)

For the purposes of this class, a précis is a tight, carefully crafted explanation of how an argument works. See the template below for an explanation of what this document looks like.

-------
MLA Citation: Provide a properly formatted citation of the work.

Focus: What is the focus of the argument? This is a one sentence statement of the author's focus, and it should be an attempt to encapsulate the argument in the broadest terms possible.

Logic: How does the argument work? This section will include a one sentence statement of the argument's logic and a demonstration of that logic. It may be helpful to use a table to show how the argument works: its claims, its evidence, how those claims and evidence work.

Example might be:

Logic statement: Smith argues that existing methods fail to address the awesomeness of technology and thus proposes a new method that does addres awesomeness.

Existing Scholarly Method	Limits of that method	New Method Proposed by Author and how it addresses thos limits
[example]	[example]	[example]
[example]	[example]	[example]

Or:

Logic statement: Jones divides all technologies into "artistic technologies" and "rhetorical technologies" in order to explain their differing affordances.

Technology	Type (artistic or rhetorical)	Affordances
[example]	[example]	[example]
[example]	[example]	[example]

Implications: What are the implications of this work? These implications might be phrased in terms of the author's own scholarly conversation or they can be phrased in terms of your own scholarly conversation. What is novel about this argument? How does it extend the scholarly conversation? How can it be applied to your own scholarly interests? You may also explain the implications of this argument for the central text of our class, Google Wave (e.g. Smith's argument allows us to apply a new method in order to examine Google Wave's awesomeness).

Office Location: #10501, 5057 Woodward
Office Hours: T/Th 10:30-11:30am and 2:00-3:00pm, or by appointment
Website: http://eng3010fall09.pbworks.com

Course Ref. No: 13749
Time: T/Th 11:45-1:10
Location: State Hall 0211

Course Ref. No: 13753
Time: T/Th 3:00-4:20
Location: State Hall 0327

Course Objectives
This course will provide you with strategies for entering various ongoing academic discussions. You will learn to read, summarize, and analyze arguments, and you will learn how to engage with those arguments by writing your own.

Required text (available at Barnes and Noble):
Having Your Say - Charney, Neuwirth, Kaufer, Geisler

Coursework
The main project for this course will be to compile an anthology. Most of our assignments will build toward this final project. Coursework will include:

Readings, forum postings, and class discussion
Collaborative Research Presentation
Four Summary-Analysis papers (500 words)
Book Proposal (1000 words)
Anthology Preface (2000-2500 words, 2 submissions)
Video Mashup

Unless otherwise stated, all assignments will be submitted electronically. There will be a detailed assignment sheet for each assignment for this class. This sheet will provide you with essential information about the assignment. It will provide due dates, specifics of the assignment, and grading criteria. Please read these sheets carefully and refer to them as you complete an assignment.

Attendance
The English Department requires every student to attend at least one of the first two class sessions in order to maintain his or her place in the class. If you do not attend either of these sessions, you may be asked to drop the class. If this happens, you will be responsible for dropping the class. Attendance accounts for 10% of your grade in this class. You are required to attend class daily, arrive on time, do assigned reading and writing, and participate in all in-class work. Four absences will result in failure of the course. Arriving late to class will count as .5 absences. A student is considered late when arriving after I have taken attendance. Please save absences for when you are sick or have a personal emergency. If you find that an unavoidable problem prevents you from attending class or from arriving on time, please discuss the problem with me.

Grades
The grade breakdown for this class is as follows:

Attendance: 10%
Forum Posts: 10%
Collaborative Research Presentation: 5%
Four short Summary-Analysis papers: 20%
Book Proposal: 15%
Anthology Preface (2 submissions): 25%
Video Mashup: 15%

A note about multiple submissions:
Certain assignments in class will be submitted twice. If you earn an 'A' on the first submission, you do not have to turn in a second submission. Any grade other than an 'A' will require a second submission. The purpose of multiple submissions is to offer you an opportunity to work on revision skills. For this reason, any second submission must include significant revision. This means that if you have not significantly revised the assignment, the grade on your second submission can be lower than the grade on your first submission.

Forum Discussions
Each reading assignment will be coupled with a Blackboard forum discussion. This will give everyone a chance to organize their own thoughts and to see what others are thinking prior to class discussions. Forum posts are due by 10:00pm the evening before class meets. You must meet this deadline in order to receive credit. If you see something interesting, you may also want to respond to one another's comments. Responses to classmate posts are not subject to the 10:00pm deadline.

Readings
We will have two types of readings in this course: our textbook (Having Your Say) and articles/essays about Detroit. At the beginning of the course, I will provide articles about Detroit that we will read and analyze. However, you will notice that beginning on October 1, the readings are listed as TBA (To Be Announced). This is because readings will be assigned from what you find in your own research. The articles and essays that you find will be put into a database, and this is the database we will use in our attempt to build anthologies about Detroit. We will talk more about this database (what I am calling the "Detroit Anthologics" database) as the semester progresses.

Late Assignments and Drafts
I do not accept late work. All assignments, including drafts, must be turned in on the due date at the beginning of the class period. You are responsible for turning in assignments regardless of whether you attend class on the due date.

Technology Policy
We will use some technology in this class that may be new to you. Although I am assuming that you have some basic knowledge of computers (such as how to use the keyboard and mouse, and how to use the web and check e-mail), we will have time in class to go over how to complete all assignments. If you don’t understand what we are doing, please ask for help. If you are familiar with the technology we are using, please be patient and lend a helping hand to your classmates.

Cell Phones
Please turn off cell phones during class.

Laptops
You are welcome to use Laptops during class to take notes or research topics pertinent to class discussion.

Course Website and Email
You should check your email daily. Class announcements and assignments may be distributed through email. The course website will also have important information about assignments and policies, please visit this site regularly. The course site should be a helpful tool for you, so feel free to make suggestions about anything you feel should be included.

Writing Center
The Writing Center (2nd floor, UGL) provides individual tutoring consultations free of charge for students at Wayne State University. Undergraduate students in General Education courses, including composition courses, receive priority for tutoring appointments. The Writing Center serves as a resource for writers, providing tutoring sessions on the range of activities in the writing process – considering the audience, analyzing the assignment or genre, brainstorming, researching, writing drafts, revising, editing, and preparing documentation. The Writing Center is not an editing or proofreading service; rather, students are guided as they engage collaboratively in the process of academic writing, from developing an idea to correctly citing sources. To make an appointment, consult the Writing Center website: http://www.clas.wayne.edu/writing/.To submit material for online tutoring, consult the Writing Center HOOT website (Hypertext One-on-One Tutoring: http://www.clas.wayne.edu/unit-inner.asp?WebPageID=1330

Scholastic Honesty
In this class, we will learn how to make sense of the work of others, map out connections between various pieces of writing, and eventually produce work that contributes to the conversations we're reading about. This kind of work will mean that we are always building upon the work of others. We will also be collaborating with others in the class during the research and writing process. While taking someone else's work and presenting it as your own is dishonest, there is often a fine line between collaboration and "dishonesty" or "plagiarism." If at any point during the class you are unsure about this distinction, please come talk to me. You may also want to refer to Wayne State's Academic Integrity policy, but it is my sincere hope that we can deal with such questions one-on-one during office hours or another scheduled appointment.

Education Accessibility Service
If you have a physical or mental condition that may interfere with your ability to complete sucessfully the requirements of this course, please contact EAS at (313) 577-1851 to discuss appropriate accomodations on a confidential basis. The office is located in Room 1600 of the David Adamany Undergraduate Library.

All assignments for this course build toward the final paper in which students compose a preface to their own anthology.

Research in this class is collaborative. To view the results of our research, visit the Detroit Anthologics wiki. This site documents the various articles we found that took up various scholarly questions about Detroit.