Complicating “We the Media”: interrogating self and societypersonal.kent.edu/~pphilli1/Syllabus_fall-2007_11011-081-Phillips-X.p… · research methodology, as well as applied

Complicating “We the Media”: interrogating self and society Required texts:

• A Guide to College Writing. Writing Program, KSU. Hayden-McNeil, 2007. • Packet #83: Available at Wordsmiths: 402 E. Main Street, (330) 673-2125.

Other requirements:

• USB jump drive to save projects (2GB recommended) • CD-R to record larger projects for final portfolio • Check email daily • A single-subject college-ruled spiral notebook for an in-class reading/writing

journal • Copy paper (white, 8 ½” x 11”) • Cheap headphones (for use on audio projects) • Stapler • A free gmail email account

Recommended reference works:

• Lunsford, Andrea A. The Everyday Writer. 3rd ed. Boston/New York: Bedford/St. Martin’s, 2005.

• Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. New York: MLA, 2003.

• College-level dictionary and thesaurus.

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Complicating “We the Media”: interrogating self and society: We construct our lives in an increasingly complex informational matrix, our perceptions and understandings ‘mediated’ directly through our physical and intellectual senses or indirectly through the technologies that act as a go-between for our communication and reception of information, technologies often referred to as the ‘media.’ Books, TV, computers, video games, instant messaging, films, news, cyberspace, zines, listservs, virtual realities, simulations: what are your experiences? This course is an opportunity to learn about our ‘mediated’ selves, to discover how we construct concepts of self and others through a variety of discourses and discursive media. By researching media to better understand society and ourselves, we will explore not only the constructions of ‘media’ from the perspective of various authors, but also sift through our own intersecting interests and experiences to find a focal point for multimedia projects that press arguments on issues of concern to us. This course will introduce you to the skills necessary to produce multimedia projects based on texts that go through multiple revisions in varying formats. You will also gain experience in writing, design, basic research methodology, as well as applied audio, visual, and web editing. Class location varies: We meet in Satterfield Hall (SFH) in room 121 on Mondays and room 212 (a computer classroom) on Wednesdays. On Fridays, we will meet in SFH 121 during the odd weeks of the semester, and on the even weeks we will be in SFH 212. Bring your Packets on Mondays and on the Fridays when we meet in SFH 121. Course objectives:

• Gain facility with various multimedia modes of communication; • Develop effective research skills including use of the library and the Internet as

well as the evaluation of sources • Practice writing-process skills including planning revision, editing, and working

with others • Recognize and use prose that satisfies academic norms • Give and receive written and oral feedback with your peers in organized response

groups • Gain familiarity with multimodal genres and rhetorical strategies used for varying

goals and audiences • Develop critical awareness of varying identities and discourses available to those

skilled in different modes of mediated communication and their affordances • Assemble a portfolio of work to demonstrate your competence as a writer and

multimedia composer Syllabus adjustments: The syllabus weekly schedule is tentative and subject to change on short notice. It is your responsibility to stay informed of any changes if you are late or miss class. I may make changes via email and it is important to check your email daily. I will post the syllabus and update it as necessary: http://www.personal.kent.edu/~pphilli1 Email: You must have an active email account and check it daily; I may use email to notify you of changes to the syllabus, assignments, or class activities. You can also use

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email to ask me questions and get clarifications about this course or your assignments. We may also make use of a listserv. Cell phones, pagers: All cell phones, pagers, and other electronic devices should be turned off before you enter the classroom. If your phone, or other electronic device goes off in class, it will count against you the same as tardiness, one-third of an absence, because it is equally disruptive. Special needs: University policy 3342-3-18 requires that students with disabilities be provided reasonable accommodations to ensure their equal access to course content. If you have a documented disability and require accommodations, please contact me at the beginning of the semester to arrange for necessary classroom adjustments. Please note, you must first verify your eligibility through Student Disability Services (330-672-3391). Forgiveness policy: Be aware that the university has instituted a policy that permits a student with 30 or fewer hours attempted to repeat any course for which the student received a D or worse; only the second grade would count toward the cumulative GPA. Arrangements must be made through the appropriate Dean’s Office. Last day to withdraw from any class without a “W” on your transcript: September 9. Library and basic research methods: To get credit, you must obtain a voucher for attending at least one library seminar related to research or ‘finding 3 articles’; these seminars will introduce you to the library and essential research methods. Registration is required the day of the seminar at the entrance to the instruction room. There are many possible days and times to attend beginning September 10, but ending mid-November: http://seminars.lms.kent.edu/seminar.asp?i=638&m=fall&d=lms&y=2007 Computer Labs: You will find computers located in most dorms, the library, the student center, and various academic buildings. Many labs are open late at night. Help desk: Knowledge staff can help you with all printing, network, email, and other computer-related questions. Phone (330) 672-4357 (Help) Days/Hours Monday - Friday 7am - 11:30pm Saturday 9am - 5pm Sunday Noon - 8pm E-mail [email protected] Web: http://helpdesk.kent.edu/contact/ The Writing Center: Located in Satterfield 318 and open from 10 a.m. to 6 p.m. Mondays and Tuesdays, the Writing Center is an important resource for writers, a place to get reliable, professional help with your writing. You are expected to go there to get feedback on drafts during the semester. Call 330-672-1787 to schedule an appointment. See: http://dept.kent.edu/english/WritingCent/

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The Academic Success Center: In addition to the assistance provided by the Kent State University Writing Center, the Academic Success Center offers tutoring for students who want to improve their writing abilities by meeting regularly with a writing tutor. The reading/writing specialist coordinates a team of tutors who meet weekly with students. To access this service, students should schedule an initial interview in 207 Michael Schwartz Center between the hours of 9 a.m. and 5 p.m., Monday through Friday. Call 330-672-3190 for an appointment. Web link: http://explore.kent.edu/asc/writing/index.html The Student Multimedia Studio (SMS): This is the place to go for help editing audio, video, Powerpoint, or other multimedia presentations. The multimedia lab is on the first floor of the library. They are busiest from 5-9 PM with only one consultant during those hours. Call 330-672-0221 to make an appointment. Email contact is available through the web site listed below. Hours of operation:

• Monday through Thursday 9:00 am to 9:00 pm • Friday 9:00 am to 5:00 pm • Saturday Noon to 5:00 pm • Sunday Noon to 9:00 pm • Closed holidays

Services provided include the following:

• Borrow a digital video camcorder or still camera. Contact AVS (672-3456) to check one out. SMS can help transfer images to your blank CD-R.

• Create PowerPoint Presentations, from traditional slides with images to "multimedia enhanced" presentations with animated effects, music, narration and video. Then, burn it to a CD-R, record it onto videotape or upload it to the web.

• Create a Website using MS Word, Publisher, Frontpage, Dreamweaver, or Image Ready software, then publish it to your own space on the Kent Personal Server.

• Capture and edit Video for use in Powerpoint presentations, stream on the web, or to burn to a VCD or DVD.

• Record your Voice or create original Music for performances or to add to a video or Powerpoint presentation.

• Scan and Edit documents, photographs, slides or film. • Create PDF documents from scanned documents or files. • Create Graphics or Animations using Photoshop, Image Ready, Flash, Illustrator

or 3DS Max. • "Basic Help" is available on a 1st come - 1st serve basis from one of our

Multimedia Consultants. Consultants can provide you with printed tutorials to help guide you through just about any multimedia, web or video project. They can also demonstrate the proper use of SMS equipment and answer any questions or help solve any problems you might be having with the tutorials.

• "Advanced Help" is also available by making an appointment with the manager or assistant manager. For more information visit the Student Support page.

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• Step-by-Step Tutorials are also available On-line. Check out the Tutorials on the SMS website. They may save you a trip to the SMS.

• SMS web site: http://www.library.kent.edu/page/10016

Attendance: Because we will be using peer response groups, an absence might mean you fail to receive feedback on a paper. Five or more unexcused absences will result in a failing grade for attendance, five percent of your grade. Seven or more unexcused absences may result in a failing grade for the course. You should always notify me in advance of any planned absence, excused or not. You will need written documentation from the university or an outside authority (e.g., a doctor) for an excused absence. If you cannot make it to class, for any reason, make arrangements to turn in any homework when it is due to avoid compounding the problem by turning in work late. Tardiness or unexcused early departures: I will take roll at the beginning of class; lateness or an unexcused departure counts as one-third of an absence. Our time in this class is important and interruptions affect all of us. Nevertheless, it is certainly in your interest to come to class even if you are late or must leave early. Late Work: I expect you to turn in all drafts and complete other assignments on time. Not completing a rough draft on time is a missed opportunity to get critical feedback. For every day a final draft is late, it will drop one full point or grade. In other words, an "A" or 4.0 project would be a "B" or 3.0 if late one day or if the rough draft is late. Late work creates problems for all parties involved; avoid the hassles and always turn in work on time. Any attempt to skip the revision process will bring down your final grade on that project and, more importantly, you will not get the feedback you need to improve. Plagiarism: Failing to give credit for ideas, statements of facts, or conclusions derived by another author is one type of plagiarism. Plagiarism is also submitting a paper purchased from a “research” or term paper service. A third type of plagiarism is retyping a friend's paper and handing it in as one's own. Any such offense risks failure for the course. Plagiarism can result in dismissal from the University. The University Policy on Plagiarism is published in the Kent State University Phonebook under “Student Cheating and Plagiarism.” You are responsible for knowing and abiding by this policy. Peer group and collaboration ethics: When commenting on other students’ work, focus on helping with logic, organization, and design. Always be respectful. When working in groups, please be mindful of whoever is speaking. Collaboration is difficult and requires patience and tactfulness. Read all course materials and handouts on peer response carefully several times. Learning Journal: You will use a single-subject college-ruled spiral notebook primarily for in-class freewriting exercises. Always bring this journal to class regardless of where we meet.

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Responding to readings: Short, reflective typewritten or online responses to readings will give you a chance to sort out your thoughts and reactions. A short paragraph or two on readings, as indicated in the weekly schedule, is all that is required to get an ‘A’ on this portion of the course. You will not be graded on content unless it is clear from your response that you did not do the reading. Failing to turn in a response will receive an ‘F’ on that response, so it is in your interest to be consistent and always turn in something. If turned in as hardcopy, put an MLA-style heading on it so I know to whom it belongs when I collect it at the end of class. Sometimes, there will be specific prompts to direct your responses. This is only 10 percent of your grade, but the readings will be important to the larger projects, so do the reading and spend a few minutes responding thoughtfully. Written assignments and drafts of projects: You should format any formal writing assignments according to the MLA style guide; papers should be double-spaced and include the following: a heading, a title, a header, page numbers, correct margins, and, if appropriate, a ‘works cited’ page. As for fonts, please use 12-point Times New Roman. All papers go through a drafting process that will involve peer feedback. I expect you to have all assignments at the beginning of class on the date due. However, if you cannot make it to class for any reason, send any homework or draft via email to avoid an additional penalty for late work. When drafts for peer review are due and we are scheduled to be in SFH 121, you must bring three copies: one for the instructor, two for your peers. The consequences for a late draft—in any stage—is very serious: it will bring down the final grade on that paper up to one full point or grade. ‘Crummy’ first drafts are common, if not expected, but quality is not being judged—only your ability to deliver a draft, however rough, on time. Backing up your work on your jump drive: All work done in the computer classroom, must be backed up to your jump drive. No work can be saved on the computers and will be immediately erased when we leave the classroom. Portfolio: Through processes of peer feedback, tutoring, consultation, revision, and editing, your drafts will go through major changes. The portfolio is 70% of your final grade. You will be responsible to schedule individual conferences with me to discuss how to improve your drafts before they become part of your final portfolio. Your portfolio is expected to exceed 4500 words. Self-evaluation essay: The portfolio will also contain an in-class self-evaluation of your progress as a writer and may draw on drafts, notes, feedback, etc. produced during the semester for evidence. It will be worth ten percent of your grade. Grading Evaluation: Attendance, in-class participation ...................................................10% Homework (marked HW†).............................................................10% Assignment #1A OR #1B (your choice)..........................................10% Assignment #2, FD (Portfolio draft) ...............................................10%

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Assignment #3, FD (Portfolio draft) ...............................................20% Assignment #4 FD (Portfolio draft) ................................................15% Assignment #4 FD (Reflections: PowerPoint).................................15% In-class self-evaluation of your progress & portfolio.......................10% Grading Criteria:

An "A" project • Goes beyond the obvious commonplaces of our culture • Demonstrates thinking that is more complex than a simple problem-solution

statement • Avoids premature answers in favor of nuanced insights • Goes beyond a simple mechanical solutions to complex problems • Displays well-reasoned, well-supported, and coherently-organized arguments • Avoids technical errors • Exhibits precise diction, a coherent vision, and a creative sense of design. A "B" project

• Demonstrates good mastery and some critical awareness of the commonplaces

of our culture • Shows thinking in terms more sophisticated, in some way, than a problem-

solution format • Argues with some nuances, awareness of contradictions and other subtleties • Demonstrates some form of critical analysis in a clear and forceful fashion • Employs evidence that supports coherent, if not always strongly-articulated

arguments • Contains minor mechanical errors which do not affect the project’s overall

intelligibility • Displays accurate diction, vision, and design A "C" project • Allows obvious or uncritical use of the commonplaces of our culture • Demonstrates thinking strictly in terms of a simple problem-solution format • Provides predictable answers to complex questions • Uses over-generalized principles as a substitute for critical analysis • Employs only weak support and/or reasoning for arguments • Shows lack of organization, paragraph development, and transitions • May contain monotonous, clumsy, or unemphatic sentence structure • Displays vague, often uninspired diction • Contains isolated-but-serious mechanical flaws in grammar and syntax • Lacks coherent theme or vision, little unity of design of visual elements

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A "D" project • Shows general confusion of everyday discourse with academic prose • Falls into reductive thinking and analysis that oversimplifies complex

phenomena • Uses argumentation that lacks any subtlety or sufficient and appropriate

evidence • Often displays weak and incoherent organization, paragraph development, and

transitions • Contains incoherent sentence structure or inexact diction • Allows serious errors in grammar and syntax Characteristics of an "F" project may contain any or all of the following: • Falls into repeating safe or trite commonplace ideas • Shows confusion and lack of direction • Ducks responsibility with a premature closure of analysis • Misunderstands academic norms and consistent voice • Lacks organization, development, and transitions • Fails to address the assignment or grossly misunderstands the assignment • Involves blatantly plagiarized sources with no due credit or change.

Conversion of letter grades to grade points Percent Earned: Letter Grade: Grade Points: 93% or above 90-92%

A A-

4.0 3.7

87-89% 83-86% 80-82%

B+ B B-

3.3 3.0 2.7

77-79% 73-76% 70-72%

C+ C C-

2.3 2.0 1.7

67-69% 60-66%

D+ D

1.3 1.0

59% or below F 0.0

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Weekly Schedule Overview: This schedule is subject to change. Check http://www.personal.kent.edu/~pphilli1 for updates. Possible Abbreviations: HW = Homework Alert HW† = Graded Homework hardcopy (Complete = ‘A’; Incomplete = ‘F’) Guide = Guide to College Writing I & II P = Packet #83 from Wordsmiths FW = Freewrite RD = Rough draft: typed if we meet in SFH 121 or on USB jump drive if in SFH 212 FD = Final draft for portfolio DL = Download from web image/page “Links” = Web site course links and other links/resources available through the Internet Date: Be prepared with: Class activities: Week 1 Monday 8/27 SFH 121

Check your email after class! You should have an invite to create a gmail account and a blog based on your gmail account.

Introductions, review of the syllabus, short in-class writing *Handout #1: prompts for literacy autobiography

Wednesday 8/29 SFH 212

* Read Guide pp. iii-37. Bring Guide to class.

Create accounts, blogs, freewrite on the reading & break into groups to discuss the Guide.

Friday 8/31 SFH 121

*Read Guide pp. 39-93. Bring Guide to class.

Write diagnostic essay in class. Sign p. 5, Guide. Review Guide. HW†-1: Questions for ‘media autobiography’ handout, RD due next Friday. HW†-2: Count off for reading assignment, due next Wednesday.

Date: Be prepared with: Class activities: Week 2 Monday 9/3 No class Labor Day

No class No class


*P :Read Turkle’s “Who Am We?” pp. 7-17 Or “Epistemological Pluralism…” pp. 18-43. HW†-2 – 1¶ summary, hardcopy, your name at top. Bring JUMP DRIVE with your homework on it!

Create accounts, blogs, FW on the reading after discussion/split into groups; Save key links to a jump drive. If you succeed in creating your blog, upload your summary of the article you read (with link) to your blog as one entry, and write a separate entry reflecting on the article if you have time.

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Friday 9/7 SFH 212

*Come to class with 800 word+ literacy autobiography based on prompts given last Friday; bring it on your Jump drive

With your rough draft of ‘media autobiography’ Continue writing: add an anecdote(s), refine texts. One-on-one assistance. HW: revise it from cues.

Date: Be prepared with: Class activities: Week 3 Monday 9/10 SFH 121

*Read Packet (P), pp. 43-53. Questioning media & news Handout: 1B

Questioning the media; break into groups and relate your readings to your first impressions of news media you described in your responses to the 1st handout, Part 2


Bring your jump drive with your re-written responses to Part 2 of the 1st handout.

1. Assignment 1B: ‘blogging on’; we will copy & paste our re-written responses as an entry in our blogs. 2. Look at neglected news stories. HW: Review ‘Censored’ links, pick one and write a one-paragraph summary or reflection on it: due 9/19.

Friday 9/14 SFH 121

[Instructor: Media Cart, demonstrate Windows Movie Maker]

We will invite an expert to showcase Windows Movie Maker capabilities and give us a brief tutorial and/or look at sample presentations.


*Read Packet (P), pp. 69-79 The basics of argumentation

*Break into groups: define claim, reasons, and evidence. What are four types of evidence? *Handout: Assignment #2


*Return to ‘Censored’ links again. (See instructor resource web page). *HW†: You reviewed ‘Censored’ links, picked one article; now turn in your one-paragraph summary or reflection for credit (see 9/12).

* Having chosen an article, or gotten instructor approval for a similar one… * Start gathering related articles, photos, and sounds.

Friday 9/21 SFH 212

BRING JUMP DRIVE with quotes, summaries of key points, photos, & sounds! *Bring headphones if using sound.

Putting together article quotes, photos, and sounds in Windows Movie Maker files. Assemble RD1.

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*Packet (P): Read 82-99 (Argument: sample paper & template for conveying arguments from sources; also ‘analyzing visual arguments’) *Bring packet to class!

*Discuss Packet; MLA format, p. 103-104. *HW: Develop, over the weekend, quotes or paraphrasing from your article(s). (800-word minimum). Use the Birkenstein-Graff template.


Saunter into class with your JUMP DRIVE & your best quotes and summaries of key points of your article. Plus photos & sounds! Consider a TITLE! *Bring headphones if using sound. *Response form (from instructor)

RD2: Work on Project 2. Weave your quotes, images, and sounds into a discernable order! Do peer response in pairs: Response form 2. HW: Take an hour or two to revise it over the next week.

Friday 9/28 SFH 121

REVIEW ARGUMENT: [Instructor: Media Cart Holy Grail exercise]

Do in-class exercises about the elements of argument based on the short film excerpt. Handout: Assignment #3: Op-ed.


*Review Packet (P), pp. 69-79 The basics of argumentation BRING PACKET!

Break into groups: (re)define claim, reasons, and evidence. What are four types of evidence?


Look at online links on Argumentation *Read link “one argument…” Download the article and put it onto your jump drive.

HW†: Turn in one paragraph reflection on Jones’ article: we will use the article to discuss types of evidence. Turn in hardcopy for credit 10/8

Friday 10/5 SFH 212

Look at online links on Argumentation *Read link “one argument…”

HW†: Write one paragraph about the different types of evidence in Jones’ article: Find at least two specific examples, quotes, and explain what type of evidence they represent. Turn in hardcopy for credit on 10/8


*Turn in HW from last week: two paragraphs: 1) reflection on the article; 2) Two types of evidence. *Op-Ed project reminder: Bring rough draft tomorrow. [Instructor: Media Cart]

Final discussion of evidence: focus on visual arguments--Links to videos examined.

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Date: Be prepared with: Class activities: Wednesday 10/10 SFH 212

RD1: Bring your rough draft of your Op-Ed piece on a Jump drive either as a Word doc., web site or pamphlet. (Assignment #3 given 9/28)

*Dedicated class time to work on this project. Instructor feedback; 1-1 Send a copy of your draft to me as an email attachment using your Google account.

Friday 10/12 SFH 121

RD2: Bring REVISED hardcopy (3 copies) of your Op-ed article for peer-response feedback in-class.

[Mid-term grades on work to date] We will review your progress, 1-on-1; Bring any late work!


HW†: Packet: Read 105-115, Do exercises, p 116. Bring hardcopy to turn in for credit, MLA heading. BRING PACKET!

GO OVER: 20 common errors. HW†: Packet: pp. 105-115, Do exercises, p 116. Turn in hardcopy.


RD3: Bring your Op-Ed piece on a Jump drive either as a Word doc., web site or pamphlet.

*Dedicated class time to workshop this project. Instructor feedback; 1-1


RD3-cont.: Bring your Op-Ed piece on a Jump drive either as a Word doc., web site or pamphlet.

*We will workshop this project in class, in pairs; instructor feedback. PEER RESPONSE FEEDBACK.


HW†: Packet: Read 118-119, Do exercises, p 120. Logical fallacies. Bring hardcopy to turn in for credit, MLA heading. BRING PACKET!

GO OVER: Packet: Read 118-119, Do exercises, p 120. Analyzing visual arguments: p. 98


Final draft (FD) due on Assignment #3, Op Ed essay, as a Word doc., web site or pamphlet

Volunteer sample presentations. Dave Carson on design.


[Instructor: media cart] *DL: Read from graphic novel V and watch V for Vendetta if possible. [Assignment Handout]

‘Affordances’: Comparing transduction of one scene of a graphic novel to its complement in the film. HW†: Assignment #4: PowerPoint Project


[Instructor: Media Cart, demonstrate Powerpoint]

We will invite an expert to showcase PowerPoint capabilities and give us a brief tutorial and/or look at sample presentations.


Assignment #4: RD1: Morph your Op-ed piece into a PowerPoint presentation BRING YOUR JUMP DRIVE!

*Dedicated class time for working on this project!

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Friday 11/2 SFH 212

RD2: Continued: Morph your Op-ed piece into a PowerPoint presentation BRING YOUR JUMP DRIVE! *Bring headphones if using sound.

*Dedicated class time for working on this project!


[Instructor: media cart] *DL: Read from graphic novel V and watch V for Vendetta.

‘Affordances’: Comparing a transduction of one or two scenes of a graphic novel to the complements in the film.


Assignment #4: RD3: Continue working on your PowerPoint presentation BRING YOUR JUMP DRIVE!

*We will workshop this project in class, in pairs; instructor feedback. *Go over online links.

Friday 11/9 SFH 121

[Instructor: media cart] *DL: Read from graphic novel V and watch V for Vendetta if possible.

Discussion of themes: fiction and irony, dystopia/utopia; look at online links if we can!


Open workshop: Bring 3 copies of any project you want get help with;

*We will work in groups of 3. *Time for rewriting if we finish early.


This day is a chance to bring your projects and work on them while you get a chance to ask an expert about technical problems you’ve encountered on your projects.

Catch-up day Review Technical assistance: SMS VISIT?


RD4: Bring either project 3 or 4 to get help on final revisions. *Bring headphones if using sound.

*Dedicated class time to work on one of these projects. Work alone.


[Instructor: media cart]

We will take a look at links online that may be useful: from research tips to design examples, misc. etc.

Wednesday 11/21 TG--option

Direct 1-on-1 instructor feedback on any project of your choice; Bring Projects on Jump Drive

This is a chance to get special help; many students may be absent to meet family obligations.

Friday 11/23 TG/No class

NO CLASS NO CLASS

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[Instructor: Media Cart, class presentations] Bring Jump Drive or CD-R with your final projects

We will review final projects of your choice—your favorites from your portfolio.


RD5: Bring either project 3 or 4 to get help on final revisions

*We will continue to dedicate class time to working on these projects.


RD5: Bring either project 3 or 4 to get help on final revisions

*We will workshop these projects in class, in pairs; instructor feedback.


[Instructor: Media Cart, class presentations] Bring Jump Drive or CD-R with your final projects

We will review final projects of your choice—your favorites from your portfolio. * Review Handout: “Portfolio guidelines…”


Bring Jump Drive or CD-R with your final projects

FD-ALL. Turn in your e-portfolio as CD-R(s). We will review final projects of your choice—your favorites from your portfolio.

Course evaluations (today or Friday)

Friday 12/7 SFH 121

Bring following: 1) A printout of the text of your blog, cut & pasted to a MS Word document in MLA format; 2) All peer response forms you got during the semester. 3) Your portfolio on CD-R if you did not already turn it in on Wednesday. 4) A manila folder with your name on it.

Write in-class reflection on your portfolio based on a printout of the text of your blog, cut & pasted to a MS Word document in MLA format, and on your learning experiences of producing your e-portfolio, your assessment of your portfolio, etc.; see separate assignment handout.

Portfolios due with in-class self-evaluations

Week 16 Finals week No Class

No Class No Class

Documents

Complicating “We the Media”: interrogating self and societypersonal.kent.edu/~pphilli1/Syllabus_fall-2007_11011-081-Phillips-X.p… · research methodology, as well as applied