ENG 375, Fall 2017

hand-sandPhoto:  Catherine Keefe

…all life in rhythmic fragments moves within me.

They say to me in their awakening, “You and the world you live in are but a grain of sand upon the infinite shore of an infinite sea.”
And in my dream I say to them, “I am the infinite sea, and all worlds are but grains of sand upon my shore.”

from “Sand and Foam” by Kahlil Gibran

(Subject to revision with advance notice to students.)

All assignments are due by class time on the date they’re listed. For example Blog Post #1 Rough Draft, dated Wed. Aug. 30 is due before you arrive in class on Wed. August 30.

Once the week is over, you can find past reading and writing assignments by scrolling to the bottom of this page.

Your gracious writing peer, Candace, rounded up a variety of guest speakers who will be coming to Chapman. You’ll find everything from poetry, to a panel discussion on war and sexuality, to a lecture from a renowned evolutionary and sociobiologist. If you attend a lecture, and write it up in any multimodal form you see rhetorically fit for aligning the event with your digital space persona, you can earn up to 20 points. 
Find the schedule on Candace’s blog here: Special Events & Guest Speaker

Bridge over Chicago River                                                                         Photo: Catherine Keefe

Week 15: Old rhetoric meets new media.
Mon. December 4
READ: ENG 375 Guidelines for New Website Project Class Presentation
WRITE: Your New Website Project rough draft needs to be ready to show, via a hyperlink on your blog, before you present your project to the class for feedback. Publish this as New Website Rough Draft before presentation date.
CLASS: Course Evaluations on Blackboard. Please bring a device that you can use to access your Blackboard account. New Website Project Rough Draft Presentations and peer workshops: Anna, Sam, James, Jasmine, Natasha.
NOTES: ENG 375 Week 15-1

Wed.  December 6
READ: ENG 375 Guidelines for New Website Project Class Presentation
WRITE: Your New Website Project rough draft needs to be ready to show, via a hyperlink on your blog, before you present your project to the class for feedback. Publish this as New Website Rough Draft before presentation date.
CLASS: New Website Project Rough Draft Presentations and peer workshops: Tasha (follow-up questions), Kyle, India, Jen, Sarah, Maithu.

Fri.  December 8
NOTE THE ROOM CHANGE!! We meet today in Doti Hall #101.
READ: ENG 375 Guidelines for New Website Project Class Presentation
WRITE: Your New Website Project rough draft needs to be ready to show, via a hyperlink on your blog, before you present your project to the class for feedback. Publish this as New Website Rough Draft before presentation date.
CLASS: New Website Project Rough Draft Presentations and peer workshops: Candace, Margot, Andrew, Derek.

ENG 375 Final Exam Period. Meet in Baldwin Pavillion #1106, our regular classroom. 
Tuesday, December 12: 9 am – 10:30 am
Be prepared to answer a short prompt which you will publish on your blog.
WRITING DUE: Completed New Website Project and Completed Final Portfolio due, published on your blog by midnight, Dec. 12.


Catherine Keefe keefe@chapman.edu
Office Hours on M / W by Appointment

For at least half a century now, English as an academic discipline has been at the forefront of scholarly work and pedagogy in feminist theory, critical race studies, ecocriticism, queer theory, disability studies, working-class studies, postcolonial theory, multiculturalism, linguistic diversity, and student agency. The English Department at Chapman University works in all these areas and endorses Chapman’s commitment to diversity and inclusion. We pledge to vigorously support all our students; to welcome all students into our classrooms irrespective of immigration status; to contest racism, sexism, classism, ableism, homophobia, transphobia, Islamophobia, xenophobia, imperialism, anti-Semitism, and anti-environmentalism; and to resist deportations.

COURSE DESCRIPTION: ENG 375 Composing New Media
This course studies how and why we compose in new media. Students will explore the move from print to online publishing; the rhetorical effects, complexities, and problems of this online setting; and the rhetorical choices they must make in their own online texts. Students will study and compose in different new media platforms, which may include blogs and other hypertexts. They will also investigate how the rhetoric of these venues creates new situations and opportunities for academic, journalistic, and political writing in the evolving public sphere. (3 credits.)

This is a hybrid course. We will split our time between meeting in the physical classroom on Mondays, Wednesdays and some Fridays for discussion, lecture, workshop. On the remaining Fridays students will participate in online learning activities and research, rather than meeting in the physical classroom.

  • In-person instruction and classroom activities: 2 hours per week, 30 credit hours.
  • Asynchronous learning activities: 1 hour per week, 15 credit hours.
  • Expected reading/study/writing time outside of class: 6-9 hours per week.
  • Asynchronous activities will be accessible after 8 pm Wednesday and will include viewing of video materials, virtual group note taking/discussion/comments, and/or one-on-one conferences.

Hybrid/blended courses: From Chapman’s Academic Council Policy guide:
Blended courses are courses with both face-to-face contact in a classroom setting and web-mediated contact between a faculty member and a student. Web-mediated contact can be either synchronous (e.g., chat or virtual classroom) or asynchronous (e.g., a discussion board). 

From the definition page of the guide: “…in hybrid classes, students spend a bulk of their time working either independently or collaboratively to analyze texts, conduct research, and write; as a result, less time is spent receiving information directly from the instructor (Kibby 87). This helps to support student-centered learning and de-emphasizes the “banking model” of instruction. In a student-centered environment, learning does not happen through passive note-taking, but by students actively exploring resources and making decisions. Overall, this leads to students being more accountable for their education (Kibby 89).”

This course fulfills the learning outcome of the Written Inquiry component of the General Education program (GE 7WI).
Supported Written Inquiry learning outcome (GE 7WI)
· Students will compose texts that show attention to the rhetorical elements of author, audience, and purpose.
Supported BA in English learning outcomes
Students will …
· Develop their skill in crafting a compelling thesis-driven essay, with substantiating evidence.
· Develop their skill in finding, analyzing, and utilizing secondary sources (including appropriate methods of citation).
· Develop their skill in writing grammatically, coherently, and persuasively.
· Develop their ability to identify and compare key literary movements and genres.
· Develop their ability to explain and apply significant theoretical and critical approaches in the field of English studies.

Students will…
· Study different theories about new media composition.
· Develop multimodal compositions for the context of their chosen audience(s) which show understanding, inquiry, and testing of theory.

Deep Work: Rules for Focused Success In a Distracted World by Cal Newport.
· All other texts are available online, hyperlinked in the Course Schedule here. You’ll find a comprehensive list of all readings, plus additional resources which inform the content of this course on the
 Bibliography: Composing New Media link.

· Regular access to a computer and the internet. All class announcements are made via Blackboard.
· A WordPress.com free account. (We’ll set up in class.)
· A Facebook account.
· An Instagram account.
· A Twitter account.
· A LinkedIn account.
· A free Later App account.
· A free Opinion Podcast App
· A free Vimeo and/or YouTube account.

· A Wix.com free account. (We’ll set up in class.)

Attendance and Late Work: 
I want you to do well in school and in life. I deeply respect your complex life and competing time tugs. There’s school, work, extracurricular activities, health – both mental and physical, family ties and tangled knots, matters of the heart, matters of the law, civic engagement, religious observations, travel, play, and a deep need for self-care and preservation. I share your challenge to balance it all. It is with utmost respect that I’ve designed the syllabus to challenge you, to offer opportunity to community-build with your fellow scholars and to be your guide in a meaningful way toward a deeper understanding of the rhetorical possibilities when composing new media. I ask that you too show respect for your fellow scholars’ time, and mine, by maintaining, as best you can on any given day, your commitment to this course.

In my years of teaching experience I’ve learned if you’re frequently absent, you’ll not likely pass because you’ll miss important concepts. If you get too far behind, trying to catch up negatively impacts the currently due work.

In the spirit of respect and compassion, these are my guidelines for late work and missed classes.

·  If you miss six classes, I’m sorry but you’ll likely fail. Maybe you can take this class another time.

·  Work turned in more than 5 days after due date loses a grade. Ouch, I know. But once I’ve set aside time to grade, I rarely have time in my schedule to return to grading past projects.

·  Work turned in more than 10 days late earns -0-. Double ouch. Why? We’ll have moved on and you should be moving along with us or you’ll be forever eating catch-up dust. Looking backward while trying to move forward is a practice that jeopardizes your ability to do well in the present.

If you are absent, or not turning in your work for extended periods of time, I’ll reach out to check up on how you’re doing. There are many resources here on campus and in the surrounding communities for any challenges you may face.  You’re never penalized for needing accommodation. 

If you don’t understand the material, or if you need personal guidance on a project, please set up an appointment to meet with me. I offer regular, written and in-class, feedback on your work. Grades are regularly posted on Blackboard. If you need more help, I’m happy to discuss your writing in person rather than commenting on drafts via e -mail.

If you don’t know where to find an assignment, if you’re not sure when an assignment is due, or if you have any other type of question that’s on the schedule, explore this blog, or communicate with our community of writers before you contact me.

Tardy or Absent Instructor:
I drive about one hour to Chapman and occasionally there are unforeseen traffic delays. If I  don’t arrive at the scheduled start time for class, please wait fifteen minutes (unless otherwise notified by the division.) If you don’t receive notification to wait longer, after fifteen minutes students may leave with no penalty for absence or assigned work due for that class meeting.

Straight point system.                                            900 points total.
Grades are regularly updated on Blackboard.
Grading rubrics are provided with detailed Project Guidelines for each formal writing project.
Point distribution:

            6 Blog Posts x 25 points each:                  150  points
            Formal Writing Projects:                            600 points

                        Project #1 Manifesto (100 points)
                        Project #2 LinkedIn Profile (50 points)
                        Project #3 Photo Essay (100 points)
                        Project #4 Remediation Project (100 points)
                        Project #5 Website Construction Project (150 points)
                        Final Portfolio & Presentation (100 points)
            Process & Participation:                             150 points
            Participation in Virtual Classroom activities is weighted more heavily than in-class activities.
A 93 – 100
A- 90-92
B+ 87-89
B 83-86
B- 80-82
C+ 76-79
C 73-75
C- 70-72
D 67-69
D- 65-66
FAIL 64 and below

Chapman University is a community of scholars that emphasizes the mutual responsibility of all members to seek knowledge honestly and in good faith. Students are responsible for doing their own work and academic dishonesty of any kind will be subject to sanction by the instructor/administrator and referral to the university Academic Integrity Committee, which may impose additional sanctions including expulsion. Please see the full description of Chapman University’s policy on Academic Integrity here.

In compliance with ADA guidelines, students who have any condition, either permanent or temporary, that might affect their ability to perform in this class are encouraged to contact the Disability Services Office. If you will need to utilize your approved accommodations in this class, please follow the proper notification procedure for informing your professor(s). This notification process must occur more than a week before any accommodation can be utilized. Please contact Disability Services at (714) 516–4520 or visit Chapman University Disability Services if you have questions regarding this procedure or for information or to make an appointment to discuss and/or request potential accommodations based on documentation of your disability. Once formal approval of your need for an accommodation has been granted, you are encouraged to talk with your professor(s) about your accommodation options. The granting of any accommodation will not be retroactive and cannot jeopardize the academic standards or integrity of the course.

Chapman University is committed to ensuring equality and valuing diversity. Students and professors are reminded to show respect at all times as outlined in Chapman’s Harassment and Discrimination Policy. Please see the full description of this policy here. Any violations of this policy should be discussed with the professor, the dean of students and/or otherwise reported in accordance with this policy.

Take note of the safety features in and around the classroom. Also, please study the posted evacuation routes. The most direct rout of egress may not be the safest. Running out of the building during earthquakes may be dangerous. During strong earthquakes, it is recommended to duck, cover, and hold until the quaking stops. Follow the guidance of your instructor. Your cooperation during emergencies can minimize the possibility of injury to yourself and others.

Where We’ve Been…As weeks progress, you’ll find all past readings and assignments here:

UNIT 1: That Connected Lifestyle
Week 1: Welcome. Community of writers.
“Should I stay or should I go?” What’s New Media?
Mon. Aug. 28

CLASS: Welcome. Meet your classmates. Explain hybrid class. Meet Summits Guide / WordPress.
CLASS NOTES: ENG 375 Week 1-1

Wed. Aug. 30
Bring a computer, tablet or smart phone to class so we can set up our blogs.
READ: ENG 375 Syllabus. Link here: ENG 375 Syllabus
WRITE: Blog Post #1, Rough Draft. Prompt here: ENG 375 Blog Post #1
Blog permissions. How to set up a blog. How to title Blog Posts. How to upload text and image files on WordPress. How to save and credit images. Unsplash ; StockSnap.io; Creative Commons. YouTube Audio Library. (Subscribe) Send an e-mail to keefe@chapman.edu with your blog link. Put your name and class number in the subject line, please. For example: Keefe, ENG 375.
CLASS NOTES: ENG 375 Week 1-2

Fri. Sept. 1
We do meet today, but please note the room change: Argyros 205.
Bring your computer, tablet, or smart phone to class so we can solve any WordPress glitches.
 Deep Work by Cal Newport, pgs. 1-48.
WRITE: Blog Post #1, Final Draft. (Prompt above on Wed. Aug. 30.)
AND Deep Work Notes. 
Create and publish a post titled Deep Work Notes. Jot quotes from the book that resonate with you. Ask questions. Argue with Cal Newport by using other case studies, including your own experience or other research. You’ll build on this post as you read the book. We’ll look at these posts collectively as a class.
CLASS: Creative work attributions. Unsplash ;  StockSnap.io; Creative CommonsYouTube Audio Library. (Subscribe) / Deep Work as manifesto. Manifesto definition. Class discussion on key points of book.
Notes: ENG 375 Week 1-3

Week 2: Do I Use New Media In a Self-Protective Way?
Mon. Sept. 4
University Holiday. Virtual classroom.
Deep Work by Cal Newport, pgs. 49 – 71 AND read “Which job skills make the most money?” Infographics by PayScale.
WRITE: Add to your Deep Work Notes blog post and update. (See Fri. Sept. 1 WRITING DUE.) Include numbers for your own Metric Black Hole of #s of texts, Snapchats, e-mails, IG comments or tweets. How many do you send / receive in a week? Do any of these skills translate as assets to employment according to PayScale?


Wed. Sept. 6
Deep Work
Deep Work by Cal Newport, pgs. 72 – 92 AND Manifesto Project Guidelines: ENG 375 Manifesto Project
WRITE: Add to your Deep Work Notes blog post and update. (See Fri. Sept. 1 WRITING DUE.)
CLASS: Blog permissions. Manifesto Project Guidelines. Class discussion. Point out all future deadlines. Think: Photo Essay. Think: Remediation Project. Think: Website. What are your priorities?
NOTES: ENG 375 Week 2-2

Fri. Sept. 8
We do meet today, but please note the room change: Argyros 205.

READ: Deep Work by Cal Newport, pgs. 95 – 180.
WRITE: Add to your Deep Work Notes blog post and update. (See Fri. Sept. 1 WRITING DUE.)
CLASS: Class discussion. Manifesto examples. (11 Manifestos) Writing exercises for creating your own manifesto. (Drawn from book notes.)
NOTES: ENG 375 Week 2-3

UNIT 1: That Connected Lifestyle (Continued)
Week 3: How Can I Be the Most Effective Version of Myself?
Mon. Sept. 11
Deep Work by Cal Newport, pgs. 181 – 263.  (From pg. 232-end is pointedly work-related. Feel free to skim if you’re short of time.)
WRITE: Add to your Deep Work Notes blog post and update. (See Fri. Sept. 1 WRITING DUE.) AND create and publish a Manifesto Rough Draft blog post.
CLASS: Class discussion. Manifesto examples. Writing exercises / peer share for creating your own manifesto.
NOTES: ENG 375 Week 3-1

Wed. Sept. 13
Your cereal box, if you like, but there’s no class reading due.
WRITE: Publish a fully complete Manifesto Rough Draft. Due published on your blog before class time.
CLASS: Class discussion. Manifesto workshops. Workshop guidelines.
NOTES: ENG 375 Week 3-2

Fri. Sept. 15
Virtual classroom. There’s work due by noon and midnight. After reading everyone’s rough draft, I’ve created these pairings for today’s work:
James – Jasmine
Derek – Kyle – Sarah
Candace – Andrew – India
Jen – Tasha
Sam – Anna
Margot – Maithu 
Watch “Producing Great Work: DEEP WORK by Cal Newport | Core Message” by Productivity Game (7:30 min.) AND watch “Quit Social Media | Dr. Cal Newport” | TEDxTysons (13:50 min.)
WRITE: Publish your most recent Manifesto Project Rough Draft on your blog by noon.
I’ve created these pairings for today’s work:
James – Jasmine
Derek – Kyle – Sarah
Candace – Andrew – India
Jen – Tasha
Sam – Anna
Margot – Maithu
Read your project partner(s)’ Manifesto Project Rough Draft after 12 pm. Using the comment section of their blog, ask at least three pertinent workshop guideline questions:Manifesto Project Workshop Guidelines of your partner(s). You’ll engage your partner in constructing at least 3 written back and forth dialogues posted as comments on their blog post titled “Manifesto Rough Draft.”
Finish this by midnight.
Using your project partner’s comments, revise your project. Publish finished draft by class time on Mon. Sept. 18.

UNIT 2: Integrating Your Digital Self
Week 4: What’s the Rhetorical Theory Behind Digital Communication?
Mon. Sept. 18
Michele's Picture
Photo Credit:   Michele Greeene

READ: The faces of strangers for a glimpse of humanity, if you like, but there’s no reading assigned for this class.
WRITE: Manifesto Project Final Draft Due by class time.
Manifesto mea culpas and jubilations. Small group presentations of Manifesto Projects. You may revise your finished draft until 11:59 on Mon. Sept. 18.
Notes: ENG 375 Week 4-1

Wed. Sept. 20
Selections from Rhetoric by Aristotle” (trans. W. Rhys Roberts).
Read Part 1; Part 2; Part 3.
WRITE: Create and publish a post titled Rhetoric Notes. Jot quotes from the reading that resonate with you. Ask questions. Define enthymeme, syllogism, and dialectic. Be prepared to lead a discussion of Aristotle’s work.
Blog Post #2.
– Create a list of all your digital presences, including text messaging. (You did this in Reading Reaction, 9/4. Feel free to copy and paste again here.)
– Order by frequency of use.
– Include the “about” information you currently have in the profile of each digital presence. For example, my Facebook page has an incomplete profile of work and education and no life motto or quote; my IG profile mimics my writing blog’s tagline, “saving ordinary moments from the brink of oblivion.” My LinkedIn profile says: “Writer. Writing Instructor. Creative Nonfiction, Journalism, Poetry, Book Reviews.” Publish as Blog Post #2 by class time.
CLASS: Student led explanations of Aristotle’s Rhetoric. Pros, cons, and usage patterns  of various personal digital media. If you haven’t already, create a Twitter account. Public Figures: Bryan Stevenson, Joy Harjo, Solmaz Sharif. Integrated selves. FINSTA / RINSTA. Point out all future deadlines. Think: Photo Essay. Think: Remediation Project. Think: Website.
Notes: ENG 375 Week 4-2

Fri. Sept. 22
Virtual classroom. There’s work due by noon and midnight, Saturday.
GROUP DISCUSSION BOARD: Log in available from noon Thursday – midnight, Saturday
VIEW: Watch “What Aristotle and Joshua Bell can teach us about persuasion” (4:40 min.) by Conor Neill AND Gee: What is Discourse? (4:42 min.) by John Scott AND read pages 1-10 from Introduction of James Paul Gee’s An Introduction to Discourse Analysis. Discourse Analysis by James Paul Gee
WRITE: Blog Post #3
– Create one new 25-word, or less, tagline for one of your most frequently-used public digital presences.
Examples from our class discussion: 
– Bryan Stevenson on Twitter: @eji_org. “Equal Justice Initiative, Director Bryan Stevenson, Montgomery, Alabama.”
– Joy Harjo on Instagram: (nothing, yet she has 987 followers and is following 1,289)
– Solmaz Sharif on Tumblr: ABOUT LOOK on looking, writing, and war. “A collection of words, images, videos, obsessions, thoughts, griefs, sounds that have gone into the writing of LOOK. Maintained haphazardly by Solmaz Sharif.”
AND at the end of your tagline, write a 150 – 250 word explanation of how you decided upon this tagline for that particular platform. What are you arguing for? Incorporate principles from Aristotle, Gee, and our classroom discussions to help explain your rationale for engaging with the discourse community of your chosen digital platform. Quote these sources directly. Publish Blog Post #3 by noon.
– You’ll find your discussion group members through our ENG 375 Blackboard Page under the “Groups” tab. You’ll be working with your same group from Wednesday.
– Read your small group members’ Blog Post #2 on their blog.
– Return to your Blackboard Discussion Prompt for group dialogue. You’ll find the prompt when you’re on the “Groups” page; click on “Group Discussion Board.”
Complete this activity by midnight Saturday.

UNIT 2: Integrating Your Digital Self (Continued)
Week 5: How Do I Get the Right Kind of Attention?
Mon. Sept. 25
If you’re not already a user, sign up for LinkedIn. Find peers either by searching for Chapman students and/or recent alums, or people you know from work, or high school etc. Peruse 5 – 6 profiles and make notes.
WRITE: Blog Post #3 due published on your blog by class time. (See Fri. Sept. 22 for full prompt.) AND 
Create a post titled LinkedIn Analysis. Jot notes, in a very casual format, of things your peers are doing right on LinkedIn. Check out photos. Mission statements. Inclusion / exclusion of work experience. Background. Make a note of why you think particular aspects of a profile are effective or ineffective at garnering the kind of attention to get a job. Be specific.
CLASS: ENG 375 Project #2-LinkedIn Project 5 student presenters sign-up. The discourse community of LinkedIn. Josh Bell and his experiment with discourse community. What would Gee say about LinkedIn? Language of peers. LinkedIn heroes. Create a catchphrase. “LinkedIn Has a New App For Job Hunters” by Kathleen Chaykowski.
NOTES: ENG 375 Week 5-1

Wed. Sept. 27
READ: ENG 375 Project #2-LinkedIn Project  AND Stop Using These 10 Buzzwords on LinkedIn” by Jen Hubley Luckwaldt
WRITE: LinkedIn Profile Draft. Due published on your blog by class time. Include a profile image.
CLASS: Workshop profiles. Point out all future deadlines. Think: Photo Essay. Think: Manifesto Remediation. Think: Website.
NOTES: ENG 375 Week 5-2

Fri. Sept. 29
Virtual classroom. I’ve sent you each a group e-mail with the prompt as we’re moving our Friday conversations off Blackboard and onto e-mail threads.
Watch “How to Make a Great LinkedIn Profile: 6 LinkedIn Profile Tips” (6:35 min.) by Linda Raynier AND (Sorry about the ad) “10 Ways to Improve your LinkedIn Profile in Under 5 Minutes” (1:10 min.) AND read the accompanying article AND Read “How To Get Your LinkedIn Profile Job Search Ready in 30 Minutes”  by Jenny Boss.
WRITE: Edit your LinkedIn Profile according to what you’ve learned. Publish your profile on LinkedIn AND create a hyperlink to your LinkedIn profile on your blog in a post titled LinkedIn Project by noon today. You should also have at least a rough draft of the Analysis portion of the project on the post with your LinkedIn hyperlink. In case you’re unclear what that is, this comes from the Project Guidelines:
Analysis – You will also post a 300-word analysis of the rhetorical decisions you made to present this version of yourself on LinkedIn. This analysis will show evidence of engagement with the concepts of theorists we read in class and your personal experiences with LinkedIn.  You’re free to present this analysis in any genre you like. It may be in the form of a letter to a future LinkedIn profile writer, in the form of an open letter to a future employer, in the form of a How-To, in academic discourse language, in a video, podcast, comic, or anything you can think of to explore.
AFTER 12:00 PM – Respond to group e-mail. You’ll find your group members there. Respond to the prompt.

UNIT 2: Integrating Your Digital Self (Continued)
Week 6: How do I use my platform to explore meaning?
Mon. Oct. 2
The signs of fall in the air, if you’re so inclined. There’s no class reading due. Oh, unless you want to reread the project guidelines to make sure you’ve got all the points covered: ENG 375 Project #2-LinkedIn Project
WRITE: LinkedIn Profile Project due published on your blog by class time. Your complete LinkedIn Profile Project should include:
– a hyperlink to your LinkedIn Profile
– a 300 word analysis of how you made your writing / editing / image decisions. Whose advice carried the most weight for you? Why?  What concepts from our readings and class discussions did you carry into your project? Quote directly.
CLASS: Class presentations of LinkedIn Profiles: Derek, Sam, Sarah, James, Kyle.  ENG 375 Guidelines for Class Presentation.
You may revise your “final” draft until 11:59 pm. on Mon. Oct. 2.
NOTES: ENG 375 Week 6-1

Wed. Oct. 4
READ: ENG 375 Photo Essay Project 
WRITE: Blog Post
– You will create a new “Page” for your WordPress blog. It will be an “About Me” page. On it, you will compose a profile that adapts your persona to the discourse community of WordPress.
– Keep in mind that you’ve already established a persona in your Manifesto Project and your LinkedIn Profile Project. Consistently carry this persona to your WordPress blog “About Me” page.  On this “About Me” page, include links to your Twitter account, plus two other platforms of your choosing. These may be LinkedIn, Facebook, Instagram, Tumblr, YouTube, Deviant Art, or something else you like to use.
– The basic message should remain consistent, but the length and word choice will change to match the discourse communities.
– For one example of how this works, check out each profile or “about” blurb for:
Manoush Zomorodi.
LinkedIn: https://www.linkedin.com/in/manoush-zomorodi-33904bb/
Website: http://www.manoushz.com/bio/
Twitter: @manoushz
Instagram: @manoushz
Note to Self (Manoush Zomorodi’s podcast): Note to Self
Publish as “Blog Post #4 by class time. 
CLASS: Transmedia. Rhetoric of image. What’s a photo essay? What’s in the public consciousness? Where will you spend your time and focus? Are your actions aligned with your manifesto? Samples: “Foot Soldiers” by Christopher Griffith and Ariel Kaminer;  and “Geography of Poverty” by Matt Black.
NOTES: ENG 375 Week 6-2

Fri. Oct. 6
Virtual classroom. There’s work due by noon and 2 pm. Prompt is now complete.
Watch “10 Year Photo Essay” by John Free (51:08). Take notes of inspiration quotes, tips, or things you question. Finish viewing by noon today AND
WRITE: Photo Essay Brainstorm. Publish on your blog by 2 pm Friday so your peers have a chance to read and respond to you.
Begin to think in ink. Use our free-writing prompt from Wednesday and any quotes from John Free as inspiration. Can you think in the form of questions? What are you curious about? What have you always wondered? What do want to explore? Why? What cliches would you like to unravel? (Remember “Ridiculously Long Men’s Room Lines at Tech Conferences”  by Megan Garber?) How might you design a visual play on words? How can this project align with your manifesto, your listed priorities from Wed. Sept. 6, your LinkedIn profile? Write 250 words or so.
GROUP DISCUSSION via comments on student blogs.

  • You’ll participate in a blog comment dialogue with two students.
  • You’ll work with the two students whose name is below yours on the class blog roll page. For example, Derek will respond to Sam and Sarah. Sam will respond to Sarah and James, etc. Those at the end of the class blog roll will begin at the top of the list. For example, Anna will respond to Andrew and Derek. Andrew will respond to Derek and Sam.
  • Read your peers’ Photo Essay Brainstorm. Tell your peers what ideas / lines of inquiry sound most interesting to you. Share resources of photographers you admire, or other photo essays you’ve stumbled upon. Make links to current events, much like the flow of our classroom discussions.
  • In general, be a generous listener, advice-giver, resource-sharing type of writing peer. If you have questions, respond back in the comments section.

UNIT 3: Praxis
Week 7: Is a picture really worth 1,000 words?
Mon. Oct. 9







Panzani Advertisement
READ:    “Rhetoric of the Image”  by Roland Barthes.
WRITE: Add on to your Photo Essay Brainstorm piece by including main concepts of Barthes’ essay. Use direct quotes. Publish complete Photo Essay Brainstorm by class time.
CLASS: Photo Essay project. 5 student presenters sign up. Roland Barthes’ concepts in theory. IG tropes. Deconstruction Gallery by Media Literacy Project. “Nurse Midwife” by W. Eugene Smith, reprint in Time AND  “Nurse Midwife” by W. Eugene Smith, in situ. Share brainstorms.
NOTES: ENG 375 Week 7-1

Wed. Oct. 11
“5 Types of Photos that Make for Strong Photo Essays” by Keith Jenkins AND “Revealing the Trauma of War” by Caroline Alexander and Lynn Johnson AND “Ridiculously Long Men’s Room Lines at Tech Conferences”  by Megan Garber.
WRITE: Create a blog post titled Photo Essay Rough Draft. Develop a shot list that you want to aim for, and create a list of 2-3 questions that will guide your project inquiry.If you already have sources for research, hyperlink them. Do use only primary research for this project.
CLASS: “How To Create a Photo Essay” Collective Lens. “5 Photo Essay Tips” by Christina N. Dickson. A look at Media Literacy Project Deconstruction Gallery. Other resources:
5 Elements of Composition in Photography;
NOTES: ENG 375 Week 7-2

Fri. Oct. 13
Virtual classroom. There’s work due by Mon. Oct. 16.
VIEW: “How to Shoot a Photo Essay | Demonstration” (5:49 min.) by Creative Live AND READ “The Most Important Skill for a Photojournalist” by Chicago Tribune.
DO IT: In keeping with the Chapman Academic Policy Guide regarding hybrid courses, today you will “spend a bulk of time working either independently or collaboratively to…conduct research, and write.”  Today’s research is exploring the praxis of rhetoric of the image.
Get out in the field and begin photographing.
Begin with an inquiry. See if you can photograph the questions rather than decide upon the answers. You should plan to take 5-7 times more photos than you’ll use for the project, probably even more than that. Take notes of names or anything pertinent that you think will help with your captions, especially locations, names, dates, times, etc.  Create a desktop folder with up to 25 of the best images. Upload the entire folder to your blog, and put them in some sort of rough order as an add-on to your Photo Essay Rough Draft post. Publish by class time Mon. Oct. 16.

UNIT 3: Praxis (continued)
Week 8: So you really, really want an audience?
Mon. Oct. 16
Confessions of an Instagram Influencer” by Max Chafkin AND
WATCH: “How to Become an Instagram Star” (4:23 min.) by Max Chafkin.
WRITE: Add on to your Photo Essay Rough Draft post. Be sure your 25 best photos are uploaded to this draft AND write a short paragraph about your ideal audience. Who are you trying to engage? Why? What tropes are you playing with? Challenging? What’s your purpose for telling this photo story? To provoke? To reinforce? To illuminate? Publish by class time Mon. Oct. 16.
Audience expectation and unintended consequence. (And then there are the pet stars of IG.) Photo editing techniques. Photo ordering to create narrative. Later App? Unum App?
NOTES:ENG 375 Week 8-1

Wed. Oct. 18
Your images. And reread some of our sample photo essays.
WRITE: Begin your photo captions. You should have at least 3 captions finished by class time. Publish these on your already started post called Photo Essay Rough Draft.
Class workshop.
NOTES: ENG 375 Week 8-2

Fri. Oct. 20
Virtual classroom. There’s work due by Mon. Oct. 23
READ: Reread the project guidelines: ENG 375 Photo Essay Project 
and if you want examples, read some of the Artist’s Statements on Klaus Pichler’s “Projects” page and also on Gregg Segal’s “Projects” page.
DO IT: In keeping with the Chapman Academic Policy Guide regarding hybrid courses, today you will “spend a bulk of time working either independently or collaboratively to…conduct research, and write.”  Today’s research is continuing your creative work on the Photo Essay Project, due Mon. Oct. 23.

UNIT 3: Praxis (continued)
Week 9: Let’s make some noise
Mon. Oct. 23
READ: Nothing due.
WRITE: Photo Essay Project due published on your blog by class time.
ENG 375 Guidelines for Photo Essay Class Presentation  Five students present Photo Essays: India, Tasha, Maithu, Jasmine, Andrew.
NOTES: ENG 375 Week 9-1

Wed. Oct. 25
Emoji Poem #4              Source: Paris Review
READ: ENG 375 Remediated Manifesto Project Guidelines AND “Writing as Technology”, pgs. 14 – 26, Writing Space: Computers, Hypertext, and the Remediation of Print, 2nd Ed. by Jay David Bolter: bolter_writing-as-technology
WRITING DUE:  Blog Post #5. Pull out 3 quotes from the Bolter reading to engage with our community of writers in a class discussion. Translate each quote into an emoji sentence. If you don’t have emoji keys on your computer, upload phone screenshots. Keep the direct quotes in a separate space from this blog post. You’ll go back later and add them in. Publish as Blog Post #5 before class.
Emoji translation exercise. Remediation Project discussion. What is remediation? Remediation from Media Theory for the Average Penguin.
NOTES: ENG 375 Week 9-2

Fri. Oct. 27
Virtual classroom. There’s work due by midnight Saturday.
In keeping with the Chapman Academic Policy Guide regarding hybrid courses, today you will “spend a bulk of time working either independently or collaboratively to…conduct research, and write.”  Today’s research / writing is to begin to seek a medium to remediate your Manifesto Project.

Consider Bolter’s assertions:
“Literacy is, among other things, the realization that language can have a visual as well as an aural dimension, that one’s words can be recorded and shown to others who are not present, perhaps not even alive, at the time of the recording. (16)
“Remediation involves both homage and rivalry, for the new medium imitates some features of the older medium, but also makes an implicit or explicit claim to improve on the older one….Remediation is a process of cultural competition between or among technologies.” (23).

Create a Blog Post Titled: Remediated Manifesto Brainstorm
Research the medium you’re most interested in: Film. Podcast. Photography. Poetry. Written word. Music. Video games.

Find 2-3 examples of what you would consider “successful” examples of remediation in that medium, both created by the same entity. For example, the literary journal Paris Review is debuting a new podcast. (You can hear the introduction to the series by clicking on the “Coming Soon: Paris Review Podcast button on the homepage.) These archives have always existed in print form, but now the podcast will resurrect the voices behind the printed page. Hyperlink your examples.

For purposes of our project, define what you mean by “successful.” For purposes of finding models for your upcoming project, analyze how the remediation enhances the original medium.

Assess what you want to achieve with your remediation. Do you want to engage a new and different audience? Do you want to enhance what you’ve already done by adding new techne to your original project? Do you want to create a new sensory experience for your audience, say going from silent words to spoken words?
Publish as Remediated Manifesto Brainstorm by midnight Saturday.

UNIT 3: Praxis (continued)
Week 10: Tinkering with techne
Mon. Oct. 30
“Still I Rise” by Maya Angelou AND WATCH: “And Still I Rise” by Maya Angelou.
LISTEN: “Deep Laughter in the Place of the Deepest Pain” 13-minute conversation between Rabbi Amichai Lau-Lavie and Lily Percy (click on the Play Episode link on far right of web page) and READ the transcript of the podcast and READ the Manifesto Project of the peer writer above your name on the blog roll.   For example, Andrew will read Anna’s; Anna will read India’s, etc. Derek, you will read Andrew’s. And READ your peer’s Remediated Manifesto Brainstorm. Can you offer helpful feedback in the form of a comment?
CLASS: Why remediate? What’s lost and what’s gained? Bolter’s “Writing as Technology” highlights.
NOTES: ENG 375 Week 10-1

Wed. Nov. 1
READ: Nothing due.
WRITE: Begin your Remediation Project Rough Draft. Publish a link on your blog before class. At the very least you should decide which modality you’ll use and create a working file.
CLASS: Technical considerations. Key elements. Writing exercises.
NOTES: ENG 375 Week 10-2

Fri. Nov. 3
Virtual classroom. There’s work due by 5 pm. Sunday.
Be inspired.
“Why” by Richard Siken. This text began its life “as an essay in an anthology on teaching.”
In your own post titled “Why” tell your reader why you create, why you care about the subject in your manifesto, why you’ll remediate on the platform you’re choosing. Publish on your blog as “Why” by 5 pm Sunday.

UNIT 3: Praxis (continued)
Week 11: How is your message delivered?
Mon. Nov. 6
Accessibility | New Media Studios AND 508 Accessible Videos-Why (and How) to Make Them.
WRITE:  Add on to your Remediation Project Rough Draft post. Do you want to challenge yourself to make your project accessible to all? Why / why not? Your project should be significantly finished by now.
CLASS: Remediation Project workshops. Accessibility. Delivery hardware considerations.
NOTES: ENG 375 Week 11-1

Wed. Nov. 8
READ: Website Project Guidelines ENG 375 New Website Project
WRITE: Blog Post #6: Final Project Proposal. Due published on blog by class time Mon. Nov. 13. 200 – 250 words. Select a topic that you want to build a website around. Brainstorm 2-3 options that will be meaningful to your target audience. Include some hyperlinks to sample websites you admire. Publish as Blog Post #6 before class on Mon., Nov. 13
Discuss Website Project and Final Portfolio Project. ENG 375 Final Portfolio Project   Differences between blog and website.  Student samples. Use all free options when you sign up at Wix.com
NOTES: ENG 375 Week 11-2

Fri. Nov. 10
Virtual classroom.
READ: ENG 375 Final Portfolio Project
WRITE: Continue creative work on Manifesto Remediation Project. It’s due posted on your blog by class time, Mon. Nov. 13.
AND Blog Post #6:
(200 – 250 words). Select a topic that you want to build a website around. Brainstorm 2-3 options that will be meaningful to your target audience. Include some hyperlinks to sample websites you admire. Publish as Blog Post #6 before class on Mon., Nov. 13.

UNIT 3: Praxis (continued)
WEEK 12: What is Transmedia?
Mon. Nov. 13
 If you’re presenting today, read:ENG 375 Guidelines for Manifesto Remediation Project Class Presentation
WRITE:  Manifesto Remediation Project due posted on your blog by class time AND Blog Post #6. (See prompt on Wed. Nov. 8.)
Conference sign-ups.  Student presentations of Remediation Projects: Candace, Margot, Anna. (If there’s extra time: Jen, Kyle.)
NOTES: ENG 375Week 12-1

Wed. Nov. 15
Nothing due.
WRITE: Blog Post #6: Final Project Proposal. Due published on blog by class time Wed. Nov. 15. 200 – 250 words. Select a topic that you want to build a website around. Brainstorm 2-3 options that will be meaningful to your target audience. Include some hyperlinks to sample websites you admire. Publish as Blog Post #6 before class on Wed. Nov. 15.
CLASS: Conference sign-ups. Website topic speed dating. Decision-making.
NOTES: ENG 375 Week 12-2

Fri. Nov. 17
Virtual Classroom. There’s work due by 5 pm Friday.
 If you’re unsure if WIX is the best website platform for you, that is if you might someday want to offer e-commerce, host your own domain name, or develop customization beyond the template of WIX, read this “How to Choose the Best Website Builder for You with 9 Simple Questions” and then decide.
EVERYONE READ:  “What Kind of Website is Right for You?”  AND “Step-by-Step Guide: How to Create the Ultimate Professional Website.”   (This advice applies regardless of platform.)
RESPONSE:  Website Project Draft: Using our class discussions about the differences between a blog and a website, and our class evaluation of student-selected websites, create an “About” page for your website. Find three sample websites that you admire. Analyze what elements of the sample websites you’ll emulate and which elements seem unnecessary to you. For example, if want to create an emerging author website, find and hyperlink three samples of emerging authors who have created websites. Include in this “Beginning Draft” points about the idea of transmedia projects that might relate to your website project. Could your website conceivably be one of many interconnected media developed about your topic? You don’t need to develop multi- platforms, but it’s a good intellectual exercise to think about.Publish on your blog as Beginning Website Draft by 5 pm. today.

Week 13: University Thanksgiving Break
No classes meet.

Week 14: Conference Week
Mon. – Fri. Nov. 27 – Dec. 1
We won’t meet in the classroom this week, rather we’ll meet one-on-one some time during regularly scheduled class hours and other select times.

Please check our class blog page for your self-selected appointment time.
How to prepare for your conference:
READ: ENG 375 Final Portfolio Project
1 – Update / edit your blog “About” page with a bio of your self, AND create / edit your new website “About” page with information relevant to your ideal audience. For ideas and samples, read “Create compelling About page content with these tips” and “6 tips from top bloggers for writing a great About page.”  Be sure your “About” pages are active before you arrive at your conference.
2 – Self-Evaluation of Remediation Project. Use the same format I use, which is a grading scale calculated after answering all the questions on the Assessment Guidelines, plus a few words of feedback. Be prepared to share this with me either as a print-out or sharable document.
1 – Prepare for the conference as detailed above.
2- Continue working on your New Website Project.
3 – Prepare specific questions related to New Website Project and / or the Final Portfolio Project.

I owe much gratitude to Morgan Read-Davidson for helping shape this course.