REQUIRED READINGS
There’s no hardcopy book required for this course. All reading materials required for this course are available through GSU Library’s online portal or through public domains on the Internet. See Schedule page for details.

CODING TUTORIALS
1. W3School HTML tutorials: http://www.w3schools.com/html/ 
2. WordPress: https://codex.wordpress.org/WordPress_Quick_Start_Guide
3. Comprehensive and official HTML5 guide: https://www.w3.org/TR/html5/
4. HTML5 and CSS3 tutorials: http://www.html5andcss3.org/

COURSE GOALS
In this course, we will examine from theoretical as well as practical perspectives the various issues concerning the “new” medium of electronic writing and publishing. The main objective of the course is to help you become theoretically well versed with the various theories about and rhetorical principles underlying electronic writing and electronic technologies and practically adept at using the new technologies and this new medium. During the course of the semester, therefore, we will cover such topics as online publishing, the differences between print and online documentation, the features and characteristics of electronic and online writing, different genres of online documentation, etc. We will cover the various aspects of electronic and online writing: the rhetorical context, technical resources, content design and organization, navigational structures, format and visual design (including graphics, layout, and typography), usability testing, oral presentation, etc.

Collaboratively, you will work on your development as a professional communicator specialized in digital writing and publishing. By sharing your perspectives on the readings and by working in small groups in the research, planning, designing, and revising of a client web site aimed at resolving a real-world communications problem, you will gain knowledge of professional writing practice, especially in electronic writing and publishing, as well as competence in making professional writing decisions informed by recent theoretical and empirical discoveries and trends.

Individually, you will develop your own credentials as a professional communicator by increasing your knowledge about the field, your ability to participate in current conversations in various areas within electronic communications, and your ability to produce effective electronic communications products informed by your knowledge of the principles of electronic writing and publishing.

ATTENDANCE AND PARTICIPATION
Class participation is mandatory. A big part of your learning will come from class discussions and group work. In addition, much work, especially group work, will be done in class. If you’re not there, you’re not contributing. Generally, I’ll leave you alone if you have two or fewer excused absences. Anything beyond that might affect your grade (at instructor’s discretion). As a courtesy, anytime you miss a class, please inform me at your earliest convenience in writing (email will do). Of course, I expect your message to be thoroughly persuasive and convincing 🙂

WEARING FACE MASKS
You are encouraged to wear a face covering in all class meetings. I know that face masks may make some aspects of class more difficult. It will be harder for us all to project our voices and read each other’s facial expressions. However, I am willing to sacrifice these elements since wearing a mask is one thing I can control to support the health and safety of our community. Be aware that wearing face mask is not required by GSU, so there is no penalty if you choose to not wear a mask. Our university community has a strong tradition of upholding the value of mutual respect, we therefore ask students to not engage in behavior that would be disruptive if your fellow students make a different choice about wearing masks. If you have concerns, please discuss them with me, and I will work to the best of my ability to provide a comfortable environment conducive to student learning.

SHARING INSTRUCTOR-GENERATED MATERIALS
The selling, sharing, publishing, presenting, or distributing of instructor-prepared course lecture notes, videos, audio recordings, or any other instructor-produced materials from any course for any commercial purpose is strictly prohibited unless explicit written permission is granted in advance by the course instructor. This includes posting any materials on websites such as Chegg, Course Hero, OneClass, Stuvia, StuDocu and other similar sites. Unauthorized sale or commercial distribution of such material is a violation of the instructor’s intellectual property and the privacy rights of students attending the class and is prohibited.

DIVERSITY, INCLUSIVITY, AND RESPECT
In this class, we commit to supporting diversity and inclusion. We strive to construct a safe and inclusive environment by respecting each other’s dignity and privacy. We honor each class member’s experiences, beliefs, perspectives, and backgrounds, regardless of race, religion, language, immigration status, sexual orientation, gender identification, ability status, socio-economic status, national identity, or any other identity markers.

Our class meetings and on-line discussions are meant to provide safe spaces for free inquiry and open exchange of ideas. Difficult issues may be confronted, and controversial ideas exchanged. While at times it is appropriate to share our beliefs and opinions, we are committed to basing those beliefs on evidence-based thinking. We agree to act and communicate respectfully toward one another, both directly and indirectly, both inside and outside the boundaries of the class. All members of the class contribute to a caring, inclusive learning environment that promotes empathetic listening, encourages productive participation and sharing, and engenders growth among us all. As a classroom community, we share those values.

If you ever have any concerns about the (virtual) classroom climate, please let me know. Your suggestions about how to reinforce the values of diversity and inclusion are encouraged and appreciated. I hope that we will continuously reflect upon our class processes so that we can build an inclusive intellectual community where all feel valued and supported in our learning.

COURSE ASSIGNMENTS             
Course assignments consist of several different aspects: reading responses, reading presentations, and projects.  

Getting a Web Host (Not graded)
Option 1: Use GSUCREATE
Go to create.gsu.edu and sign in with your campus id and password.

Option 2: Obtain a domain name and hosting account
There’re many web hosts out there. You might want to do some comparison shopping. One I’d recommend is bluehost.

Reading Discussion and Participation (100 Points)
For each week’s reading (which may consist of more than one book chapter or article), we’ll have some brief discussions in class. Please make sure to come to class prepared and be ready to share your insights and contribute to our in-class discussions. 

Reading Presentation (100 Points)
Each of you will be responsible for 1-2 readings during the course of the semester by (1) presenting a summary of the reading to the class and (2) by acting as discussion leader of the day. Your presentation should be somewhere around 7-8 minutes.

Website Analysis (200 points)
For this assignment, you’ll pick a website of your choice and analyze its design. Your focus will be on how the design utilizes (or fails to utilize) effective rhetorical principles in accomplish its intended purposes. 

Research Paper (300 Points)
For this project, you will write a research article intended for publication in an academic journal. You can pick any topic related to digital rhetoric.

Final Project–Client Website or Online Portfolio  (300 Points)
For this project, you have two options:

1. Online Portfolio
For this option, you will create an online portfolio that will effectively market you for your career goals. The content of the portfolio will depend on what you want to do after you graduate from the current program. If you’re a Master’s student, for example, you may pursue further study at the PhD level, or apply for a teaching position in the academia, or seek a position in the industry such as technical writer, newspaper reporter, or journal editor. If you’re a PhD student, most likely you will be seeking teaching positions.

2. Client Website
For this option, you’ll be designing or redesigning a website for somebody other than yourself. You can choose any client: a friend, a small business, a non-profit organization, a student organization, a church, etc.

Grade Conversion