There are 5 major assignments in the course. Longer descriptions will become available as the assignment approaches.

Tweeting: 10%

if you don't already have one, you will have to create a Twitter account. You will be asked to tweet periodically throughout the class. I encourage you to follow each other AND other scholars you find engaging. You are also welcome to tweet things you come across that are useful for the class. Consider it our email listserv. When tweeting something relevant to class, always use #twt597 ((NOTE: depending how much we end up using twitter, 5% may be shifted over to the blog or final project))


Blogging Reading Responses & Peer Responses: 20%

For this ongoing assignment, you will rotate between writing a reading response and responding to two of your peers (in a way that illustrates that you, also, did the reading). I will assign you either Group A or Group B, and each blog assignment (listed on the schedule) will ask you to either write a response to the reading OR respond to your peers.

  • Reading responses should critically, thoughtfully, and thoroughly answer the writing prompt AND should use quotes from, or direct references to, the readings for that day.
  • Peer responses should critically and thoughtfully engage with your peer's ideas in a way that extends the conversation. This extension might happen through agreement, disagreement, ideas for further thought, connections the author perhaps didn't think of, etc. Similar to the reading response, peer responses should use quotes from, or direct references to, the readings for that day.


Teaching with Technology Presentations: 20%

In a group of 2-3, you will be responsible for one week of class. During this week, your group must introduce the class to a classroom technology. The following is the list we will cover:

  1. Week 7: Online Learning/Distance Ed (primarily course management tools--Blackboard, WebCT, Moodle, WritingSpace, etc.): Malcolm & Anna
  2. Week 8: Synchronous (IM, GChat, etc.) and Asynchronous (message boards, emails) Discussion: Professor Arola
  3. Week 10: Gaming (vague on purpose): Jacob, Tim, Scott
  4. Week 11: Social Networking (Twitter, Facebook, so on...): Anwr, Rachel, Jill, and Maggie
  5. Week 13: Wikis and Blogs: Matt, Jessica, Deome

These presentations must include 1) readings (I will suggest some) that will help us theoretically and pedagogically engage with the technology, 2) a hands-on activity, and 3) a clear description of pedagogical possibilities. You DO NOT need to be familiar with this technology to do the assignment. The idea is that you will learn about it and then share it with us. Given that you have 2 days, you might consider one day a hands-on activity and the other day a discussion of readings in light of the activity--but this structure is entirely up to you.


Book Review: 10% presentation on 11/9, review due 11/18

Each course participant will compose a book review and briefly (5 minutes) present the review in class. I will provide a list of suggested titles, but students may select a different book with prior approval.

In order to practice digital composing, the book review should be modeled on published book reviews in online journals such as Kairos and Computers and Composition Online. The review should give the book's main points, situate the book in the context of other relevant scholarship, and explain the book's original contribution. If you are new to online publishing, consider this an opportunity to stretch yourself. Get creative! It can take the form of a website, prezi, video, (fill in blank).... If you want a quick web design workshop, I will offer one.

All students will present the book review on November 9th. The presentation should include the book's main points, the book's relation to other relevant scholarship, and the book's original contribution. It should also include a brief glimpse at the digital review you are composing.

Final Project: 30% || project due 12/14 by noon to Avery 309

Your final project must be modeled off of the articles in the Writing New Media book. That is, you will compose a scholarly paper on a topic of your choosing (related to the class in some way) AND you will provide a handful of sample lesson plans. This text can be print or digital.

Paper Requirements:

  • The "paper" must be the equivalent of roughly 15-25pp double spaced. If you go digital, just consider the amount of work you'd normally put into this type of paper, and exert roughly that amount of effort.
  • The "paper" must work to find current scholarly conversations about your topic, and then insert your voice into that topic. If there isn't a specific conversation about your exact topic, then what conversations can you pull from in order to make your case?
  • The lesson plans must be written in a fashion similar to that in Writing New Media. Include 2-4 plans.

Presentation Requirements:

  • Please plan for a 10 minute presentation. You will have a total of 15 minutes, but the final 5 minutes will preferably be left for Q&A.
  • Describe the project's main argument, making sure to address how the project engages with current scholarly discussions.
  • Describe the lesson plans.

Participation: 10%

Participation includes your regular attendence and your engagement in class as a whole. You are not expected to speak all of the time, but you must make an effort to engage in the community of the classroom