jlehn enc 3416 sp18 revised

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1 ENC 3416 Writing and Editing in Print and Online (WEPO) Spring 2018 ● Monday/Wednesday / Friday – 11:15-12:05pm ● Classroom: Williams 317 ● Instructor: Jeanette Lehn ● Office: WMS 217A ● Office Hours: Monday 9 – 11am ● Email: jll14f@my.fsu.edu Our course will be guided by James’s Porter’s conception of “techne.” Porter defines the term as follows:
  ENC 3416 Writing and Editing in Print and Online WEPO) Spring 2018   1 ●   Monday/Wednesday / Friday  –   11:15-12:05pm ●   Classroom: Williams 317 ●   Instructor: Jeanette Lehn ●   Office: WMS 217A ●   Office Hours: Monday 9  –   11am ●   Email: jll14f@my.fsu.edu  Our course will be guided by  James’s Porter’s conception of “techne.” Porter defines the term as follows: I have attempted to demonstrate that technical knowledge is integral to digital rhetoric —  and that such knowledge is not merely mechanical, technical, routinized procedure. Yes, it can certainly be reduced to that (and often is), but when practiced as art ( techne ) technical knowledge intersects with rhetorical and critical questions in order to assist discursive production and action. The techne of digital rhetoric required here must be of two types: (1) Productive how-to knowledge —  i.e., the art of knowing various technological options, and knowing how to use them to achieve various rhetorical effects. (2) Practical  judgment, ethical phronesis —  i.e., the ability to ask and answer critical questions about one’s choices: e.g., what serves the common good, what are the human implications of various options, who is included/excluded, who is helped/hurt, who is empowered/disempowered by various technology designs? Productive knowledge about making and practical knowledge about doing (and the ethics of doing) should work in conjunction to guide writing/communication practice. (23). --James Porter, Recovering Delivery for Digital Rhetoric and Human-Computer Interaction (2008) COURSE DESCRIPTION ENG 3416 (WEPO) is one of three core courses for EWM, and as such, it helps provide a foundation for the major. As part of this foundation, this course introduces you to the principles of composing and editing across different media environments, paying special attention to the constraints of each environment and the changes (challenges) that occur as you work in and across each type. This course attempts to help you (1) understand principles of composing and rhetoric, especially the ways they function across different composing spaces; (2)  ENC 3416 Writing and Editing in Print and Online WEPO) Spring 2018   2 compose for multiple digital and non-digital spaces  —  print, screen, and network; (3) edit and revise appropriately in each space; and (4) understand the ways technologies build upon their predecessors as well as inform the composing and circulation of texts. To accomplish these goals, we'll engage with multiple kinds of texts: we’ll read some, write some, talk about some, and create remediated/remixed forms of some. Throughout, we’ll be developing a language and a vocabulary that we can use to describe those texts and interactions and to describe  what happens to them and to us when we do this work. Our goal here is to help you create and read texts differently, to help you become much more informed about how others will interact with your texts, and that you bring a new theory and intentionality to your composing and editing. You should finish this semester with a more robust understanding of technology and media  —  old, new, and the connections between  —  and of the ways they affect the textual process and contribute to our human experience. COURSE GOALS My goals in assigning the readings and projects I assign this semester are as follows: 1.    To increase your awareness during the act of composing and designing texts across different media. 2.    To encourage you to develop editorial proficiency across media. 3.    To increase your awareness and knowledge of rhetorical principles in print and digital contexts. 4.    To consider the ethical and rhetorical implications inherent in composing.  To achieve these goals, you will work individually and   collaborate with others to create works in a variety of print, screen, and network media, and you will learn how to edit those works appropriately per the media in which they appear. COURSE OBJECTIVES In short, during this course, you’ll:   ●   Explore and learn about theories of composing and rhetorical principles that guide the composing and designing of texts with different writing technologies; ●   Employ these theories and principles to create works appropriate to various genres and media, including handwriting, type, screen, and network, and understand how these texts can be remediated/remixed for new environments; ●    Write with and against styles conventionalized within different genres; ●   Examine and apply the art and techniques of editing; ●   Explore technologies and media  —  old and new   —  and the connections between, and the ways they inform  what, why, where, and how we compose; ●   Develop a theory of composing and; ●   Create a professional digital portfolio that you can in turn use to market yourself for future professional endeavors. KEY QUESTIONS  ENC 3416 Writing and Editing in Print and Online WEPO) Spring 2018   3  We will explore these questions through class discussions, and you will answer them in the two primary composing spaces  —  journals and projects: ●    What’s rhetoric, and what’s a rhetorical situation? ●    What does it mean to compose? ●    What are the ethics of composing? ●   How does audience play into the act of composing? ●    What is an ecology and how does composing in an ecology function? ●   How do texts circulate? What is the difference between circulation and distribution? ●    What is remediation and remix, and how, if at all, are the two acts similar yet different? ●    What’s the role of genre in communication? ●    What’s the role of multimodality in communication? ●   How do we assess our own work? ●   How can we help others improve upon their work? ●    What role does copyright and fair use play in the creation of (digital) texts? ●    What is your theory of composing? REQUIRED TEXTS ●    Various PDFs and online readings available via the course website! ●    Your own texts and compositions!  ASSESSMENT BREAKDOWN ●   Project #1: Delivery Analysis 25% ●   Project #2: Remix/Remediation Project 25% ●   Project #3: Writing for the Web 15% ●   Project #4: Professional Portfolio 15% ●    Journal Posts: 10% ●   Participation and Professionalism: 5% ●   Reading Quizzes (5): 5%  ASSESSMENT PROCEDURE Our first project will seem a little more like a traditional academic assignment: you will create a single text with the given instructions in the prompt. The following three projects will use a different model, wherein you create a “text” relating to the theme for that unit and you will also create a document called a “Rhetorical Rationale” in  which you will defend your rhetorical decisions with various writing technologies. I will use these rationales to assess your arrangement, style, delivery, audience-awareness, genre-awareness, and rhetorical strategies for your final grade. These rationales, which I rely on to assess your background composing processes, provide you the opportunity to articulate your composing process and to clarify and elaborate on specific portions of your text, and  ENC 3416 Writing and Editing in Print and Online WEPO) Spring 2018   4 these rationales are a space for you to defend and justify your rhetorical strategies and approach, to explain why you created the t ext you did and how it’s rhetorically appropriate considering your rhetorical situation.   MAJOR ASSIGNMENT DESCRIPTIONS: 1: Delivery Analysis (1750-2500 words): Recognizing Rhetoric, Delivery, and “Techne”  Within Discourse  For this assignment, you will select a “text” for analysis  (What you choose to analyze is 100% up to you). After giving me a thorough description of that which you are analyzing, you will analyze that text in multiple ways. First, you will assess the text in terms of the rhetorical principles that we will discuss early on. Do you see this text functioning as a rhetorical situation or does the text function within a rhetorical ecology? I will expect you to apply the concepts you read about, in regard to rhetoric, to your chosen text. Assessing the text in terms of rhetoric will be just one part of your task. The second part of your task will be to assess the text in terms of “Delivery” and “Techne”. We will read James Porter’s text on “Digital Delivery” and I challenge you to apply his c oncepts to the text you are analyzing. How does “delivery” function in your chosen text? How do we see aspects of “techne” present in your chosen text? 2. Remix/Remediation (The Remixed/Remediated Text AND The Rhetorical Rationale (1250-2250  words)): Understanding Intertextuality, Mediums and Multi-modality For this assignment, you will choose a source text, and in response you will create a “remixed” or “remediated” text that speaks in some way to the source text. This project is based largely around Bolter and Grusin’s Remediation   and around Lessig’s concept of “remix”. For this project, you will have a chance to work in any   chosen medium (print, analog, screen or digital). Your choice of medium will likely be dictated by your exigency. The second part of your task will be to compose the “rhetorical rationale” in which you will explain why you did what you did to achieve your goals, and you will have the opportunity to connect your work to the theoretical concepts we discuss in class. 3.  Writing for the Web (The Web Text AND The Rhetorical Rationale (1000-2000 words)): Understanding Public Writing in Circulation For this assignment, you will create a text online for a public audience. Your web text should challenge you in its creation and what web space you choose to work in is up to you. I suggest thinking past social media and blogs (although I’m open to sophist icated proposals) to how you can create a text that functions in a public way. You may  want to start thinking about what you could write about early on in the semester. Some possible options are to create a Wikipedia entry, to contribute to an existing entry, or to create an exhibit for the FSU Postcard Archive.  The second part of your task will be to reflect on your web text in a rhetorical rationale. What worked, what didn’t  work? How was writing in a public context such as the one you chose different than other contexts? What techne  was involved? 4:  A Professional Portfolio (The Portfolio AND The Rhetorical Rationale (1000-1500 words)): Understanding Public Subjectivity
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