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LLC 641 Community
and Literacy in Computer-assisted Writing Environments
LLC 641 investigates the impact of technology rich writing spaces on communication, community, and literacy—textual and visual. We will meet in class one time each week; the writers will share and analyze their experiences of literacy development and community within the physical and virtual writing spaces they populate. As they hone and reflect upon their own changing writing process, participants in this decentralized, student-centered, interactive, composition classroom will study computer-assisted writing theory and practice as social constructs. How are electronic writing spaces enabling new kinds of communities? What are the literacy expectations of new media?
Designed for students in all disciplines, LLC 641 is open to LLC students and graduate students by permission only. The course fulfills an LLC technology track requirement. We will meet Tuesdays in FA001.
Required Texts for all students [may change each semester]:
Note: I will provide supplemental readings also.
Independent presentation texts for graduate students; [note: graduate students are required to present a 30-45 minute lecture/presentation on ONE of the texts below]:
Policies: Attendance in class and at conference is mandatory, as this is a participatory rather than passive learning experience. Plagiarism will not be tolerated. When you write or speak, present your own work and not the effort of another writer. Plagiarism is easily avoided by using quotation marks when you quote directly, by citing the author whose ideas you are using when you paraphrase, and by never taking credit for writing or for ideas which are not your own. Students who plagiarize will automatically fail the course. Students are required to complete all assignments.
Papers are due on assigned dates. Late papers will not be accepted. All papers must be word-processed and must demonstrate a mastery of page design and audience awareness. All papers will be submitted in a labeled folder with all prewriting, an outline, a rough draft and a final, camera ready draft. For all papers use APA citation form. Revisions will be accepted no later than one week following the return of the initial graded paper. When revisions are exceptional, the grade may be raised by as much as one letter grade.
Everyone needs an email account right away; everyone needs to see me during the first class to discuss your computer-assisted writing background. This upper level undergraduate/ graduate seminar is a decentralized, student-centered class meeting only one time each week; it is designed to be highly participative, intense, and great fun.
Plan to attend all classes; come prepared for class. We will write each week, both in and out of class. My grading system follows: A=4, A-=3.8, B+=3.5, B=3, B-=2.8, C+=2.5, C=2, C-=1.8, D+=1.5, D=1, D-=.8 Remember: revision grades are averaged with all prior grades per paper to determine that paper's final grade.
Assignments:
Online portfolios, a three step process. Weekly journal prompts will be posted to the classlist on Tuesdays. 1. Student journal entries answering the questions posed in the prompt are due to list by Friday evening. Entries are typically 1-2 pages in length. 2. After reading entries, students select one classmate's entry and respond/react; those responses to one classmate are due to list by Sunday noon ; ie, student portfolios consist of weekly entry plus weekly responses to a classmate. Responses are typically 1 page in length. 3. Bring hardcopy of your journal entry and of your response to your classmate to class at the next meeting; archive in the folders kept in the classroom. [We will also keep hardcopy portfolios as well as online portfolios.] The final in-class essay will be a reflective essay using your portfolios as the text. Note: If, as a result of our classlist activity, your email account is exceeding your limit, you may delete the list responses every third week.
Class exercises to include written and oral work, discussions of readings, online discussions, and group work.
Collaborative Presentations All students will deliver two presentations-- one collaborative, one individual. The purpose of this exercise is to provide an in-depth study of the text your group has selected. Group members may divide tasks as they wish, re composition and delivery roles. A general timeline that will work well is to have everyone read the text immediately, assign individual tasks, exchange emails and phone numbers, meet to prepare the assignment, and then plan to meet several times prior to the presentation to practice the delivery. Consider, as you prepare, the best way to present an informative lesson within an electronic classroom. Where to stand? How much to deliver as a lecture? How much participative work? How to integrate the technology? How to store, or make available, the materials? How to satisfy the needs and expectations of the audience and engage them for the entire 45 minutes allotted.
Delivery: Use excellent presentation delivery skills: good eye contact; useful, well-prepared audio visual support; print supplements; careful, clear diction; appropriate volume and pace Class work and discussion: Class participation and discussion are key to success in our course. The course material will engender lively discussions, thoughtful reactions, and detailed, critical analyses. 2 position papers
Students will write two 6-8 page arguments with supporting research. In addition to the primary text, each essay/argument requires a minimum of 10 supporting sources, 5 of which must be print. Use APA citation form.
Final essay Students will write a final essay [with a thesis statement] on the topic of their choice: technological literacy, visual literacy, on-line community, OR technology and social responsibility. The requirement is a minimum of 15 pages in length with a minimum of 20 supporting sources [ half must be print]. Use APA citation form.
one reflective, in-class essay the last night of class [ based on portfolio] |