|ENGL4832W||HARDING, LINDSEY||TR||2 :00 PM||0149|
In Writing for the Web, students will study writing tasks and forms specifically geared for online spaces and publication. Throughout the course, we’ll investigate theories and practices related to the ambivalence of the internet, algorithms and big data, digital rhetoric and design, and amplification and social media. At the same time, students will engage in a number of individual and collaborative writing studios. Students’ work throughout the semester will be curated for a final ePortfolio. Students in this course will learn and interact with a number of digital tools designed to support online writing, project management, and collaboration. As well, students will develop the rhetorical flexibility they need to communicate effectively in networked writing spaces.
These assignments will give you the opportunity to explore course concepts and themes deeply and extensively. You’ll have the chance to engage with course readings, with public conversations on Twitter, with specific examples of digital culture, and each other. You’ll work independently and collaboratively, online and offline, to build your understanding of the issues we’ll tackle this semester regarding technology and literacy. These activities will address the following learning objectives for the course:
- Identify and explain key terms and tools related to technology and literacy.
- Contribute to online and offline discussions on course content.
- Analyze rhetorical contexts of artifacts produced and shared in digital environments.
These low-stakes, regular assignments will help you engage with assigned readings, make connections to your own digital behavior and the world around you, and think critically. Each report will include the following components:
- Case study related to reading’s topic/theme
- Contributions to class glossary (identify key terms from reading, add to glossary, and define)
- Question(s) for discussion
- Personal Connection
- Close read excerpt (zoom in)
- Consider larger meaning/implications (zoom out)
- Concise summary (tweet-length, or a couple sentences)
This low-stakes assignment will ask you to practice using twitter to connect with larger conversations about technology and literacy. Each week of the semester, you should plan to tweet at least ten times related to course content and use the hashtag #digiwrites19. Some ways you can contribute are included below. This assignment will be graded based on an audit every five weeks (50 tweets = check-plus; 30-49 tweets = check; 10-29 = check-minus; 0-9 = 0).
- Sign up to live-tweet a class discussion.
- Tweet about course readings or activities.
- Retweet other resources/readings related to course content.
- Engage with classmates and instructor on Twitter to continue class conversations.
Throughout the semester, you will be expected to contribute to this ongoing collaborative project. As a class, we’ll identify and define key terms and concepts, explore digital writing tools and websites, and ultimately build a durable source of course-related knowledge via crowd-sourcing. Here’s a link to the document. Each week, you should plan to make five contributions to this document. A contribution can consist of the following:
- Add - a term and definition / a link and description / etc
- Develop - add more to definitions, descriptions, etc.
- Revise - make substantive changes to entries.
- Organize - categorize entries and add subheadings
Case Study Analysis
This assignment will take you through a methodology for case study analysis to deepen your critical thinking skills when it comes to instances/artifacts of digital culture. For each case study analysis, you will work your way through the following steps:
- State and explain the digital culture/rhetoric/literacy issue related to this case.
- Identify and describe the audience and stakeholders for this case.
- Curate and evaluate facts and information related to this case.
- Outline the case’s history, evolution, and impact on various audiences.
- Point out and explain general literacy / technological concerns related to this case.
- Compose metadata to provide context and interpretation for the case in light of the issue and concerns it addresses.
These projects are a chance for you to apply what we are discussing, what you are learning to the creation of digital texts, from websites to data visualizations. These activities will address the following learning objectives for the course:
- Apply course concepts, themes, and methodologies to the production of digital texts.
- Compose digital texts to address different rhetorical situations.
- Use digital tools to author works in online authoring environments.
- Reflect on the process and product.
For each studio, students will also be asked to complete a brief reflection: What (did you accomplish)? So what (did you learn / does it mean?) Now what (will you do in the future)?
Sample Studio: Create a Digital Identity
This studio asks you to create a personal/professional website using ReClaim Hosting and Wordpress once you learn the basics of HTML and CSS. Your website should include the following features:
- Home page.
- Biography/About page.
- Blog to curate/share internet phenomenon (more on this in class).
- At least two other pages.
- At least one navigation.
- Links to social media accounts.
- Portfolio section to feature final work from this class.
The Ambivalent Internet (link here)
Student account with Reclaim Hosting