Course Syllabus

In this course, students will:

  • Identify and evaluate rhetorical strategies in multimedia forms.
  • Identify and fairly summarize the purpose of a variety of positions/arguments.
  • Conduct research using UT library resources and online search engines.
  • Identify, evaluate, and critically analyze the use of rhetorical terms and appeals in a range of multimedia texts.
  • Organize and construct coherent and effective arguments in a written composition.
  • Revise compositions, incorporating peer and instructor feedback.
  • Effectively assess their own work by situation their performance within the course goals.

Grades

In this course, I am employing the Learning Record. The following are the standard Learning Record expectations and grade breakdowns.

  • A—Represents outstanding participation in all course activities; all assigned work completed, with very high quality in all work produced for the course. Evidence of significant development across the six dimensions of learning. The Learning Record at this level demonstrates activity that goes significantly beyond the required course work in one or more course strands.
  • B—Represents excellent participation in all course activities; all assigned work completed, with consistently high quality in course work. Evidence of marked development across the six dimensions of learning.
  • C—Represents good participation in all course activities; all assigned work completed, with generally good quality overall in course work. Evidence of some development across the six dimensions of learning.
  • D—Represents uneven participation in course activities; some gaps in assigned work completed, with inconsistent quality in course work. Evidence of development across the six dimensions of learning is partial or unclear.
  • F—Represents minimal participation in course activities; serious gaps in assigned work completed, or very low quality in course work. Evidence of development is not available.

We will assess across six dimensions of learning:

  1. Confidence and independence
  2. Skills and strategies
  3. Knowledge and understanding
  4. Use of prior and emerging experience
  5. Reflection
  6. Collaboration

    Major Assignments

You will write three essays ranging from 4-7 pages each, and as a final project either a five-minute critical review via Youtube, or a five-minute podcast of a short horror story that you have written. You will also be asked to revise two of their essays based on my feedback. In addition, you will compose five short writing assignments.

In order to receive a passing mark for the course, regardless of their performance on other assignments, all major assignments must be completed to the satisfaction of the prompt given.

Participation

Class participation will be decided on attendance, reading quizzes, homework completion, and active engagement both in class and on our course website. Active engagement in class includes completely the daily free write and turning it in at the end of course. These assignments will be “graded” on a credit/no credit basis, and your overall participation grade will be quantifiably assigned based on number of assignments completed over assignments assigned. Keep in mind that professional classroom behavior includes being present. ‘Being present’ does not just mean sitting in the chair for 75 minutes, but rather, includes participating in the daily free writes, as well as actively working in group-work assigned throughout the hour.

Helpful Resources

The following websites will be helpful this semester:

Class policies

Accessibility

Your success in this class is important to me. If there are aspects of this course that prevent you from learning or exclude you, please let me know as soon as possible. Together we’ll develop strategies to meet both your needs and course requirements.

I am committed to making all course materials as accessible as possible, and to working with students if any of these materials are inaccessible. We will all need some accommodations in this class, because we all learn differently. If you need specific accommodations, let me know. Any conversations we have about accommodations are confidential. I am happy to take extra steps to ensure accessibility for all students.

Safe Space Policy

This class will always strive to be a safe space for learning and development; that is, a space where we can develop and refine the knowledge and skills necessary for culturally competent practice. Though you the material might challenge you, feeling safe is a prerequisite for a good learning environment. As we all bring diverse experiences to our shared classroom, here are some general guidelines to help create the environment we want. It is never okay to laugh at, belittle, or harass a colleague because of their opinion or point of view. Always think about how your comments will support our learning as a group. But safe doesn’t mean operating in an environment where beliefs and ideas go unchallenged. Challenging colleagues to explain their arguments in a thoughtful manner is key to creating an engaging learning community.

Behavior

There is zero tolerance for slurs or derogatory language. In general, don’t discriminate based on race, gender presentation, marital status, religion, disability, age, or sexual orientation.

Everyone in our class has the right to be addressed in accordance with their personal identity. The university provides me with a class roster containing each student’s legal name and sex marker. I will gladly address you by the name and gender pronoun with which you identify. Please let me know your preferred name and pronouns early in the semester, so your peers and I can address you appropriately.

Late Work

Any assignment submitted late will be held to a higher standard because the student has had the unfair advantage over the rest of the class of more time to prepare. It will be marked more severely as a result. Late assignments will only be accepted until the following class. For example, if the assignment is due at the start of lecture on Monday, all late assignments must be received by start of lecture on Wednesday. Late work is not accepted after the end of the next class period, and you will receive a zero for the late assignment. All work submitted for the course must be the student’s own and all outside sources must be noted appropriately according to MLA guidelines. The written assignments will be graded for form and style as well as for content. They should, therefore, be written in proper English, typed in standard compact 12-point font (like Times), and double-spaced with appropriate one-inch margins.

Tardiness

Every three tardies equals one full absence (if you’re fifteen minutes late, you’re considered absent for the day). Part of learning how to be a respectful student is learning how to be on time, so make it a priority to be in your classroom by the start of the course.

DWRL Student Media Lab

We are working in a computer classroom where we have access to specialized software to create multimedia assignments. So that you can work on these kinds of projects outside of class time, the DWRL has a Student Media Lab in PAR 102 that is open 9am to 5pm, Monday to Thursday. Students in DWRL classrooms can check out equipment for their digital projects from the office in FAC 8. For more information, visit the Digital Writing & Research Lab website at http://www.dwrl.utexas.edu

Technology Policy

As you are working in a DWRL lab, you will have equipment available to you to use. Your personal laptop, tablet, and cell phone should be put away and on silent.

Snacks and Drinks

No food or drinks are permitted on the computer tables around the outside of the room. Please keep your drinks in a container with a secure lid.

Email Etiquette

Any email you send to me should not read as a chat over Facebook: use a salutation, full sentences, and remain formal throughout the message. And note that I’ll respond to your email within twenty-four hours of receiving it, so you may not receive a reply straight away (especially if the message is sent at three a.m.).