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Viewing: DST 3880W nfpth5 : Writing and Theory for Digital Media

Last approved: Mon, 27 Feb 2017 18:21:52 GMT

Last edit: Mon, 27 Feb 2017 18:21:48 GMT

Proposal Type

Writing Intensive

Contact Information

ciscojo
Jonathan
Cisco
CiscoJo@missouri.edu
573/884-6221
Campus Writing Program
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
nfpth5
Nick
Potter
nfpth5@mail.missouri.edu
573/882-4676
English
Subject Area’s Department Chair/Director:
hearnej
Joanna
Hearne
hearnej@missouri.edu
573/882-2293
English

Term for Proposal

 
Summer 2017

Course Catalog Information

A&S
Digital Storytelling (DST)
Digital Storytelling
3880
3
 
30
Writing and Theory for Digital Media
Writing and Theory for Digital Media teaches the skills, methods and theoretical frameworks needed to write for new media. Students will study and practice writing for web-based and digital media platforms, including short-form modes such as Twitter and various social media sites; longer-form modes such as blogs, vlogs and podcasts; and the emerging possibilities of locative and interactive media. Assignments emphasize the professional and creative possibilities of new media production. In addition to the hands-on creation for audio, screen-based, networked, and hybrid forms of digital media, students will also read, discuss, and write about work by new media theorists. Graded on A-F basis only.
Humanities
Lecture/Standard
A-F Only
 
 
 
Sophomore standing or above; ENGLSH 1000 and DST 1880.
ENGLSH 3880 - Writing and Theory for Digital Media

Instructor Information

nfpth5
Nick
Potter
nfpth5@mail.missouri.edu
573/882-4676
English
(numbers only)
Adjunct Instructor
 
Yes, in the last five years
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply
Adjunct Faculty
Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

This course will look at the mutations the ancient craft of writing undergoes as it moves into digital spaces. What techniques and theories of story do a Greek tragedy, a Hollywood screenplay, and a 3-minute viral video share? Why should novelists learn code? Do eBooks mark an innovative new chapter of literary history, or are they just novels you can check your email on? We will cover readings on these and related questions, but the chief aim of the course is to engage the primary works themselves: digital interventions into the narrative arts - cinema, audio, theater, art, and literature. Students will produce work in these fields during their coursework, writing both critical and creative pieces for the class.
see changes by assignments
Face-to-face
Self paced?

30
30
Should this course be considered for funding?
Yes
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
Adaptation Assignment
For the adaptation assignment, students will be asked first to write and revise a story in prose. Thereafter, students will take the prose of the story from the first assignment and adapt it into another digital medium. Choices include a podcast, a short digital video, a hypertext story (using a tool like Twine, telescoping text or simple HTML), a social media narrative, etc.

The goal of this assignment is for students to experience the way that the demands of narrative change across different mediums/platforms. How does your story in prose change when you want to tell it in sound? How does the language, the structures, the style, the voice change? What happens if you want to make it interactive? When it’s on a social network and friends (and strangers) begin interacting with it?

Over the course of the semester they will adapt their initial story twice, each time submitting the story for peer review before revision for instructor response.
Length of assignment:
3
Peer + Instructor
6
Peer + Instructor
9

Response Papers
Students will write two short (two pages) response papers to any of the critical readings assigned during the course of the semester. These responses will specifically respond to critical essays and articles read in class--not films we watch, games we play, etc. Posted to a class blog, students will also be required to write three short (one paragraph) responses to the response papers posted by their peers.

The point of writing these response papers is to encourage students to engage with the ideas—historical, critical, theoretical, and practical—proposed by the readings throughout the semester. It will lay the groundwork for the final research paper by encouraging students to begin thinking more deeply about a particular issue raised in class that they’re especially interested in. Also, because our blog is another platform among the many we’ll be studying this semester, it’s another opportunity to think about how the medium (or…Medium.com) shapes each student's message. A good response paper will briefly summarize and explain the texts argument before it goes on to evaluate it, respond to it, and connect or apply it to another material (e.g. examples of digital media we’ll be exploring in and out of class, other readings, students' personal experiences, etc.) It should be written in clear and engaging English. It doesn’t have to have any academic bells and whistles.
Length of assignment:
5
Instructor
 
 
5

Formal Analysis
A short formal/critical analysis of a digital narrative. This work will be chosen by students with instructor pre-approval. These writings will also be posted on our class blog for review and comment by peers, similar to student response papers. The purpose of this assignment is to discuss a digital medium of a student's choosing in formal terms, making an effort to incorporate both descriptive and interpretive claims about their chosen mediums narrative capacity.
Length of assignment:
3
Instructor
 
 
3

Project Proposal
This proposal is the culmination of the creative work in the course, and consists of a proposal for a larger creative project. Because of the oft-collaborative nature of the field, and the impossibility of engaging in the production of projects, this proposal serves as an in-depth imagining of a possible project in a specific digital medium. The proposal will contain (as listed on my assignment sheet):

(a) a section outlining the formal and technological context for the project, describing similar projects and an artistic, scholarly, and intellectual lineage that you see your work descending from

(b) a section describing the contours of the project: the user’s experience, the themes and issues the project will address, and the primary challenges and problems it will face, including those of cost and implementation

(c) a persuasive argument for why the project will succeed practically, artistically, and intellectually. (And, why not, commercially. If you care about that sort of thing. But whether or not you care about the commercial viability of your thing, your proposal still needs to answer the question: who cares?)
Length of assignment:
3
Instructor + Peer
 
 
3

Research Paper
This is a research paper on a subject of the student's choosing, one that proposes a question (vetted by the instructor) that can only be answered through research in both critical literature (either drawn from the readings in the course or the student's own research) AND analysis of a digital media project. This will be revised once after receiving feedback from the instructor.
Length of assignment:
6
Instructor
6
Instructor
12

Total pages for all assignments:
First drafts:
20.00
Revisions:
12.00
32.00
From instructor on Summer 2017:

Adaptation Assignment reduced page count as follows:
1st draft: 2 pgs
revision pages: 4
Reduction of Response Paper assignment from 5 pages to 3.
Reduction of final Research Paper from 6 pages to 5.

Final tally:
1st drafts: 16
Revision: 9
Total pages for all assignments: 25

Writing Intensive Teaching

Instructor provided feedback
Oral presentation by student, followed by feedback
Peer review
 
 
All four of the critical writing assignments for the course have more than one acceptable interpretation, explanation, analysis, or evaluation. Because of the formally diverse nature of the course, I anticipate some students will want to focus on video, whereas others will be eager to immerse themselves in interactive media. The diversity of assignments will encourage the students to both broaden their approach to the study of new media (because they’ll need to find different theoretical and practical approaches and sources for each individual assignment) and will encourage them formulate their own questions about their chosen focus, and draw connections between media theory and digital media practice. For the analysis of a work of digital media, students will need to learn to read video, audio, or interactive media as a text, deciding what formal elements make meaning in the work. The response papers encourage the students to dissent or dissect the arguments of new media scholars, making their own interpretations of both these texts and the new media works they theorize. The digital media project is an opportunity for students to enrich the basic formula of the grant application or pitch with rich scholarly background and analysis. And the research paper is itself predicated on the idea that the student will select an area of interest and then explore their individual critical interpretation, explanation, analysis, and evaluation of that field.
Writing will be distributed as evenly as possible, to prevent fatigue or burnout: the critical analysis of a work will come very close to the beginning of the course, as a way to set the stage for the conversations and analysis to come; the response papers will be self-directed (e.g. students can schedule them on their own); the proposal and its revision will be the second major assignment, setting the stage for the production section of the class; and the course will culminate in the research project and its revision as the synthesis and apotheosis of all the work that preceded it, informed by the readings and writings conducted throughout the semester.
90
%
 
0
 

Course Syllabus

Upload Course Syllabus

Administrative Information

Humanities and Arts
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

Instructor is requesting approval for Fall 2017 and Summer 2017. Changes from Fall 2017 to Summer 2017 are as follows:
Adaptation Assignment reduced page count as follows:
1st draft: 2 pgs
revision pages: 4
Reduction of Response Paper assignment from 5 pages to 3.
Reduction of final Research Paper from 6 pages to 5.

Final tally:
1st drafts: 16
Revision: 9
Total pages for all assignments: 25
 
Key: 571