English 106: Digital Rhetorics

Instructor: Cody Reimer

Office: HEAV 220
Office Hours: M-F 9:30 a.m. 10:20 a.m.
Email: reimerc@purdue.edu
8:30 a.m. 9:20 a.m.
Discussion: MW, HEAV 104
Computer Lab: F, BRNG B275
Conferences: TH, HEAV 225

Description
The Digital Rhetorics syllabus approach aims to situate students within digital discourses while they
investigate the applications of digital spaces in their classes, their work, and their lives. If we see and
understand these digital spaces and the information, connections, and productions contained within
as inexorable from the real world, then students must become literate within these spaces or risk
lacking the tools to work and compose effectively. These concerns will shape the entirety of the
course, while also directing the students writing, reading, and projects. While the course is grounded
within textual composition, writing concerns, and rhetorical appeals, students will also focus on
questions of access, literacy, play/invention, genre/medium, and fair use/ownership. These
questions will apply both to the students themselves and their audiences as they work with digital
rhetorics on and offline, with new technology, and with digital spaces such as sites, forums, wikis,
blogs, and YouTube.

During the course, we establish digital rhetorics as an umbrella term for the way in which we interact
with information today. This course does not aim to study digital rhetorics as a type of cultural
studies separate from ourselves, but instead as the very grounding of our ability to find, interpret,
and use information in the digital age. With more and more information being stored and created
digitally, students need to develop a research literacy that will help them not only understand these
issues, but overcome and utilize them as well. This does not mean simply covering these concepts
during class lectures, but rather putting these ideas into practice.

Goals
By the end of this class, you should be able to
Demonstrate familiarity with concepts used to describe writing processes (planning, drafting,
revising, editing, and proofreading) and effectively use variation of these processes in their
writing
o Use appropriate and effective planning and organizing strategies
o Evaluate others commentary on early drafts and incorporate useful suggestions into
subsequent drafts
o Edit and proofread their papers to maximize their credibility and authority
Identify and state the purpose of a writing task they have completed
Adapt their writing in ways appropriate for different audiences
Explain why a piece of writing is or is not effective and suggest strategies for improvement
o Effectively evaluate others writing and provide useful commentary and suggestions
for revision where appropriate
Distinguish among conventions for citing and documenting sources in various genres and
various media for various audiences
Make stylistic changes to improve the effectiveness of their writing
Demonstrate an understanding of the basic elements of visual rhetoric
o Know how to use commonplace software to create visuals that effectively make or
support arguments
o Distinguish between information that is best communicated in visual format and
information best communicated in text and make transitions and connections
between visual and textual elements
o Be able to critique visual designs and formats

Required
Good and reliable internet connection
Palmquist, Mike. Joining the Conversation. Bedford/St. Martins, 2010. (ISBN-10: 0-312-41215-0)
IC@Ps Composing Yourself: A Student Guide to Introductory Composition at Purdue, 2012.
A few articles/videos/podcasts Ill post on our class Blackboard site
A willingness to try new technologies by pushing buttons to see what happens
A willingness to try out and think about new ideas

Conferences
Half of you are scheduled to meet with me on Tuesdays and the other half on Thursdays. Both days
meet in HEAV 225. During the first week, we will acclimate ourselves to the rooms and cover my
conferencing guidelines. Youll sign up in pairs to meet with me for ten minutes every week for the
rest of the semester. This is your time to discuss with me a question or concern you have about your
writing and/or reading for the class. For each conference, you will need to either
Bring a passage from your writing you would like us to discuss and ~150 words in which you
explain what youre trying to do in that passage, how it fits into the rest of the piece of
writing, and what questions or concerns you have about it, or
Bring a passage from the class readings you would like to discuss and ~150 words in which
you explain your question(s) about the passage and what you think the passage is saying
The length of the passage is up to you, but keep in mind that we only have ten minutes shared
between you and your conference-mate. The purpose of the pre-conference writing is to get you to
work through some specific ideas, issues, or insights beforehand so that we can best use our
conference time, and do so in a manner tailored to your specific needs. If you do not bring your
passage and writing, or youre late to your appointment time, I reserve the right to count you absent.

Attendance
I expect you to attend all classes. Much of what we will learn this semester will happen in class, so
its vital you be present. However, I also understand that things happen, so I allow three grace
absences. After three absences, excused or unexcused, your grade will begin to suffer. For each
absence beyond three, you will lose 1% of your overall grade for the course.

Tardiness
Some of you may have classes across campus prior to our meetings, and having only ten minutes to
get between classes can be difficult, especially if your previous class runs late. If you find yourself in
such a position, please come see me. If you are habitually or extremely late, I reserve the right to
count you absent.

The majority of missed class assignments cannot be made up. If a serious and unavoidable problem
arises, however, you should contact me prior to the deadline to determine whether or not an
extension for the work will or will not be granted. Problems can arise, but the key to their successful
resolution is communication. Keep me informed; avoid simply not showing up.

Collaboration
Teamwork is a required component of the course. I know its hard, but being good at it matters.
You and your project team members are responsible for updating one another and m about
assignment development and progress. In addition, you also are responsible for negotiating together
all aspects of your work, including planning, drafting, revising, file managing, and scheduling of
assignments. When a collaborative project is assigned, you will receive explicit guidelines for
successful collaboration. For more information about good principles of collaboration, see the
textbooks sections on collaborative writing.

Decorum
Be respectful, tactful, and considerate of others in class. Cell phones are to be turned off or set to
mute. Sleeping is not allowed. If I notice you sleeping or texting (or off-task on lab days), I reserve
the right to count you absent without warning or notice. If you are expecting an emergency phone
call, please notify me prior to the start of class and sit near the exit so you can quickly and quietly
leave class to take your call.

Integrity
Purdue students and their instructors are expected to adhere to guidelines set forth by the Dean of
Students in "Academic Integrity: A Guide for Students," which students are encouraged to read
here: http://www.purdue.edu/ODOS/osrr/integrity.htm

The preamble of this guide states the following: "Purdue University values intellectual integrity and
the highest standards of academic conduct. To be prepared to meet societal needs as leaders and
role models, students must be educated in an ethical learning environment that promotes a high
standard of honor in scholastic work. Academic dishonesty undermines institutional integrity and
threatens the academic fabric of Purdue University. Dishonesty is not an acceptable avenue to
success. It diminishes the quality of a Purdue education, which is valued because of Purdue's high
academic standards."

Academic dishonesty is defined as follows: "Purdue prohibits "dishonesty in connection with any
University activity. Cheating, plagiarism, or knowingly furnishing false information to the University
are examples of dishonesty." [University Regulations, Part V, Section III, B, 2, a] Furthermore, the
University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of
their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs,
plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover,
knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself
dishonest." [University Senate Document 72-18, December 15, 1972]"
If you have any questions about this policy, please ask.

Tech-Requirements
In order to participate fully in the course, you should already be able to use or willing to learn to use
the technology platform and applications listed below.
Mac OS X or Windows XP or Vista
Microsoft Office for the PC or Mac (Word, PowerPoint, Excel) or Apple counterparts
(Pages, Keynote, Numbers)
Web Browser (e.g., Firefox, Safari, or Internet Explorer)
Email Program (e.g., Purdue Webmail, Outlook, Thunderbird, Gmail, etc.)
Adobe Acrobat and Reader (for PDF documents, collaborative review)
Start to get familiar with InDesign and Photoshop. You do not need to be experts on these
programs. I only want you to get a feel for how they look and what they do before we move
forward in the class.

Tech-Responsibilities
Familiarity with certain technologies is crucial for participation and success in the course. If you
need any assistance now or at any point during the semester, please do not hesitate to ask.
During the semester, you will need regular access to the Internet and email. Because the course
home page is the main locus of the class community, you are responsible for reading and keeping
current with all content posted there, including what has been submitted by both the instructor and
your fellow students. You will be responsible for configuring your system to access course materials,
to read course email and participate in online discussions, and to submit your work.

Very early in the semester, you will be asked to demonstrate that you can meet these responsibilities:
Read the course description and calendar, then ask questions when you are uncertain about
requirements or activities
Set up your @purdue.edu email or an alternative that you can access regularly and reliably.
Become proficient sending and receiving email attachments, resolving file compatibility
issues, and following email decorum
Check the course calendar before each class meeting
Become proficient participating in the class online discussion space (Blackboard).
Become more proficient with unfamiliar computer technologies and applications, including
Web editing software, document cycling systems, desktop publishing applications, and
graphics programs
Maintain back-up copies of all assignments via your home directory, disks, USB drives, or
CDs

Disabilities
Students with disabilities must be registered with Adaptive Programs in the Office of the Dean of
Students before classroom accommodations can be provided. If you are eligible for academic
accommodations because you have a documented disability that will impact your work in this class,
please schedule an appointment with me as soon as possible to discuss your needs.

Emergencies
In the event of a major campus emergency, course requirements, deadlines and grading percentages
are subject to changes that may be necessitated by a revised semester calendar or other
circumstances beyond the instructors control. I will e-mail you about any changes in the course due
to these kinds of emergency situations.

Assignments
Participation (conferences, discussion, etc.) 20%
Project 1 (parallels essay) 20%
Project 2 (rhetorical analysis) 20%
Project 3 (online instructions) 20%
Project 4 (proposal+PSA) 20%

Grading
100-90 (A)You did what the assignment asked at a high quality level, and your work shows originality
and creativity. Work in this range shows all the qualities listed above for a B; but it also demonstrates
that you took extra steps to be original or creative in developing content, solving a problem, or
developing a verbal or visual style.
89-80 (B)You did what the assignment asked of you at a high quality level. Work in this range
needs little revision, is complete in content, is organized well, and shows special attention to style
and visual design.
79-70 (C)You did what the assignment asked of you. Work in this range tends to need some
revision, but it is complete in content and the organization is logical. The style, verbal and visual, is
straightforward but unremarkable.
69-60 (D)You did what the assignment asked at a low level of quality. Work in this range tends to
need significant revision. The content is often incomplete and the organization is hard to discern.
Verbal and visual style is often non-existent or chaotic.
60-0 (F)Dont go here. I usually reserve the F for people who dont show up or dont do the
work. If you give an assignment an honest try, I doubt you would receive an F. If you feel you put in
your best effort and still received an F, you might consider dropping from the class.

*Note on grammar and spelling: English 106 is not a grammar course. By this time in your academic
career, you should have a fairly strong grasp on the mechanics of writing. Grammar and spelling
mistakes will be counted against your grade. A portion of the writing process is revision, so do not
overlook this. If you find that you are having problems with grammar, please feel free to ask me for
help and I can provide additional materials or direct you to a good writing manual.