Schedule

Spring 2011

 * **Date** || **Class Topic** || **Readings Due** ||
 * January 25 || Good Ideas || Newkirk (all) ||
 * February 1 || Background Concepts || Johnson Chapter 1 ||
 * February 8 || The Writing Process I: || Johnson Chapter 2 Selections TBA ||
 * February 15 || The Writing Process II: Computers || Johnson Chapter 2 Selections TBA ||
 * February 22 || Responding/Evaluating || Johnson Chapter 3 ||
 * March 1 || Collaboration/Post-Process || TBA ||
 * March 8 || Mid Term Projects Due || None ||
 * March 15 || Spring Break || Spring Break ||
 * March 22 ||  || Yancey (handout); DeVoss et al. pp. 1-88 ||
 * March 29 ||  || DeVoss et al. pp. 89-150 ||
 * April 5 || Paper 1 Due || Hicks ||
 * April 12 ||  || Hicks ||
 * April 17 ||  || Dixon ad lib. ||
 * April 22 ||  ||   ||
 * April 29 || Digital Workshop ||  ||
 * May 3 || Final Presentations ||  ||

Mid-term Project
Describe and analyze your current writing program (your class, your school, your district: your choice). Develop a modest proposal that will make at least a small but valuable change in the writing curriculum and methodology. Bear in mind the conflicting pressures: testing vs. teaching, individual attention vs. large class sizes, collaborating vs. individual writing, etc. Resolve these as realistically as possible. 2000 words MLA formatted, done in GoogleDocs and shared with ebranscomb@gmail.com and the class

Paper 1: Creating a Digital Ecology
What are the impediments to teaching digital writing? Make real-world suggestions for overcoming them. 1500 words, MLA formatted, done in GoogleDocs and shared with ebranscomb@gmail.com and the class.

Final Presentation
Done collaboratively. A 10-minute digital writing project: may be either a standalone video, vodcast, or podcast, or a Powerpoint/Keynote presentation. Either way, it will be played/presented before the class. Topic: Teaching print and digital writing in the age of collaboration, Facebook, visual communication, and the NCLB/RTT’s war on education/educators.