syllabus

3. Evaluation:

Grades are based on a writing assignments, an individual project, a group project, and class participation. Unless otherwise indicated, assignments are to be composed for web viewing (HTML).

A. Writing Assignments, 35%

1. Blog
Class members will keep a blog this quarter -- posting to their blog at least 2x per week from 30 March to 18 May (7 weeks = 14 posts minimum). Blogger is the tool of choice (because it's free) for students who do not already have a blog; lab time in Week 1 is devoted to getting accounts established.

The reasons for the blog are many. First, writing regularly improves critical thought and the resultant prose. Second, reading (other blogs, articles, whatever you're talking about in your blog) regularly indirectly improves your writing if you are active (analyzing) while reading. Third, this is a growing web medium and this process should familiarize you with its pros and cons as a communication tool.

We will review blogging software the first night of class. You should provide the URL to your blog to the class via eSubmit by Friday 2 April. You will "blog" through 18 May.

2. Other writing assignments
In addition, there will be at least three other writing assignments. All assignments must be turned in as a live web page; your account on Homer is the logical place to house these.

Possible writing assignments include creating a "how-to" document; editing/repurposing existing print content for on-screen display; writing an effective promotional e-mail; writing a news story; or responding to a weblog entry.

Writing Assignment Details

B. Individual Project, 25%
You have several choices for the term project: a position paper, a case study, a book critique or an entrepreneurial project. The project must be deployed in web form : html (with images) or flash; PDF does not qualify.

• You may read a book that relates to the topic of this course and create a multi-page web document that is an in-depth critique.
• You may use a topic from work or personal life as an entrepreneurial project. Creating a web site falls in this category, but the site would need to be more than a prototype --this class is about content.
• A case study can explore an industry, product or technology; a critical analysis (such as a content analysis or readability study) of an existing web site falls in this category. The analysis would be deployed as a multi-page document.
• A position paper means that you will take an issue (or theory) and present various points of view before taking a stand on the issue. Examining how print or electronic media current practices (or theory) apply (or not) to electronic media is an example. The paper would be deployed as a multi-page web document.

C. Group Project, 25%
Students will form content development teams of 3-4 persons each. We will discuss team formation the first night of class.

The teams are charged with developing content to support the three sites from Winter 2004. Students are not required to work on the site that they worked on during Winter quarter. A "story" is more than a one-page document or a single issue paper; it is a communication package. Stories should be multi-media -- text and still images are the minimum. Moving images and audio are bonuses.

Each student should select three roles:

1. Copy Editor
   At least one per team.
   Edits submittals from team members and ensures that text has one voice and is grammatically correct.
2. Photographer
   At least one per team.
   Works with web designer and writer/storyteller to design parts of stories using still photos.
3. Project Manager
   One per team.
   This is the person who organizes the group, ensures that members meet tasks. Leads the development of team learning, shared vision, etc.
4. Researcher
   At least one per team.
   Does background research to develop stories.
5. Video editor
   One per team.
   Works with writer/storyteller and camera person to edit video pictures.
6. Web Designer
   At least one per team.
   Designs and builds the sectional site, conforming with Winter preliminary designs (if you want to alter the design -- appeal to me).
7. Writer/Storyteller
   At least one per team.
   Leads storytelling - helps develop concept, focus and treatment. Writes copy and/or scripts. Works with researcher, copy editor, photographer, camera person. Decides on interviews.

Deliverables
Each content development team will develop two stories. The stories must be uploaded to a designated web site (to be created on Homer once the teams are formed).

Story content creation:

• Process
  1. Concept/focus
  2. Data gathering
  3. Story creation (text/script)
  4. Web production
• Two stories
  • Judged on breadth and depth
  • Must consist of text, links, still photos
  • May contain moving images (video, flash) and sound
• Post the following to eSubmit (assignment 3) in a document:
  • Title
  • Audience
  • Purpose - your purpose developing this story and how it ties into the web site goals
  • URL
  • Description of process and who played what roles on each story
  • Team members will evaluate member performance and discuss their roles/learnings via a WebQ survey per Winter quarter
  • Project deliverables document with sign-off sheet available for download as Word Doc and PDF

Due date: presented in class on 1 June 2004 - final deliverables due on 8 June.
Preferred digital formats: web (with files on CD-ROM)

D. Class Participation, 15%
These points will be based both on participation in the classroom and through e-mail. Occasionally, the instructor may pose a question or problem to the class and offer participation points for e-mail responses and discussion. Students may also suggest questions for class discussion and receive participation credit. There may be discussion leaders selected for in-class reading discussion.

Students are to write a short (two-four paragraph) review of assigned readings or response to questions about the readings. Post those comments to the class ePost board; students are required to respond to at least one other student comment each week. The reading assignment reviews begin with the readings assigned Week 1 for Week 2 and are due Monday evening; they end at Week 8. You are allowed to "miss" one week's postings - either summary or comments - without penalty.

There will be no midterm or final exams.