|A||100 – 94 percent|
|A-||93 – 90 percent|
|B+||89 – 87 percent|
|B||86 – 83 percent|
|B-||82 – 80 percent|
|C+||79 – 77 percent|
|C||76 – 73 percent|
|C-||72 – 70 percent|
|D+||69 – 67 percent|
|D||66 – 63 percent|
|D-||62 – 60 percent|
|F||59 and below|
Participation and Attendance (100 points total)
To really understand and contribute to conversations about writing, one has to be social and participate. In an effort to encourage people to participate in course discussions both online and off I will be marking participation exclusively through three data vectors.
- twitter account use
- class discussion
That means you need to make a twitter.com account and link to relevant content throughout the course. Make sure your account is set to “public” and that you use the hashtag for the course, #enc3417, in the tweet.
Participation will be measured in your ability to link to interesting content outside of our course through twitter, your ability to make meaningful connections to those links during class discussions, and whether you have the course material in class ready to go.
If you are absent, you miss valuable class time with your peers and will have difficulty keeping up with the pace of the class. If you miss class, you are still responsible for obtaining class notes and completing work you missed.
Small Group Course Leadership (100 points total)
The goal of this assignment is for you to work through and present a class lecture and to lead a discussion on a given topic. Your rhetorical goal is to help facilitate the learning of the class toward your particular week’s subject not to display mastery of the material. To simply present the material is not enough. You must expand the class and add value to the conversations of the class. Value comes in terms of showing new content, asking new questions, making new connections, engaging the class in new activities.
Reading Responses (5 points per.)
You will read a series of selections in this class. Some will be difficult because of new terms and concepts, and some may be challenging in other ways—thinking from new perspectives, or topics or idea to help you read, think, and recall. The reading response will allow you to record your responses to readings assigned in class. It will also give you practice in condensing and remembering information you have read as you begin to build a synthesis of ideas about writing.
Project 1: Digital Literacy Biography (150 points)
The primary goals for Project 1 is for you to arrange your literacy experience in relation to a larger body of work, i.e. articles about literacy and digital literacy we are reading. Your work should talk back to either your peers beyond the class or scholars in the field of literacy in some way by making an argument from a personal experience thereby improving knowledge about literacy in general. This assignment is designed as a chance for you to personalize and prove that you have understood the broad concepts of literacy and/or technology we have discussed so far in the class by drawing on your own experiences with technologies and people.
Project 2: Transliteracy Website Node (200 points)
Project 2 is an individual project. Texts and literacies undergo significant changes when they shift technologies. The point of this assignment is to allow you to show off the work you think you learned the most from in the class in a creative project by moving your project one across technological literacies.
Course Reflection Composition (100 points)
For this final reflective project, you will work individually to prepare a brief reflective piece, in which you critically approach and consider the work we’ve done this semester. Like all finals, this work should draw cumulatively from readings, experiences, and work over the course of the semester.