TCR Grad Courses, Summer 2011
Local Courses , First Summer Session
|ENGL 5377: Theoretical Approaches: Re:Mediated Theatre: From Page to Stage to Image||Rice||M-F 6:7:30||001||20808|
Distance Courses ~June 1 - ~August 6 (6:00 - 7:30 p.m.)
|ENGL 5060 History and Theory of Composition||Kemp||Mon||D21
|ENGL 5376 Online Publication||Baehr||Wed||D21
|ENGL 5365: Special Topics:
Writing Program Administration
|ENGL 5377: Theoretical Approaches:
|ENGL 5377: Theoretical Approaches:
Feminist Rhetorics and Theories
May Workshop Distance Courses (daily 5/16 - 5/28, 1:30 - 5:30)
officially as summer courses, but available only to students attending the 2-week May workshop
|ENGL 5375 Document Design||Kimball||1:30-5:30 Daily||D21: 23257
|ENGL 5388 Usability Testing||Carter||1:30-5:30 Daily||D21: 23304
this course will take place during the May workshop and is available for local students by permission.
|ENGL 5365 Studies in Composition: New Media Rhetoric||Rice||1:30-5:30 Daily||D22: 20230
Note: All online students register for section D21 or D22 except non-Texas-resident online doctoral students, who register for section x21 or x22.
English 5060: History and Theory of College Composition
English 5060 is a 3 credit workshop-style course which provides an introduction to the history and contemporary theories of composition and rhetoric studies. We begin from the premise that good teachers are reflective teachers, and good teachers of writing are reflective teachers of writing. We will examine and reflect on the development of the field of composition over the last 50 years, focusing on seminal articles that represent the discipline. That is, we'll study readings about teaching basic writing, service-learning, online writing, revision, research writing, proofreading and editing, portfolios, and assessment rubrics within the context of composition. And just as the field of composition integrates new media tools in its construction, presentation, and assessment, so too will we.
ENGL 5365: New Media Rhetoric
Technical communicators often see problems in their communities that require sophisticated plans to resolve. Such problems might include using multiple media types to explain material, to instruct, or to design feasibility analysis reports. English 5365: Media/Rhetoric is designed to introduce students to theoretical and practical complexities and practicalities of working with new media. We will discuss different formulations of what "new media" might mean while reading a variety of important and mind-opening works about media, and while putting our new knowledge into practice with group projects.
ENGL 5365: Writing Program AdministrationWhile the phrase “writing program administration” is most often associated with first-year writing programs, this course will look at program administration in a wider sense and include examination and discussion of program administration in composition, technical communication, and WAC/WID programs. Readings will cover the theoretical and practical, historical and contemporary aspects of administering programs, and topics for class discussion will include curriculum and pedagogical design, staffing and staff development, assessment and accountability, and the relationships of writing programs to departments and institutions.
AssignmentsStudents will complete weekly reading responses, interview (synchronously or asynchronously) a program administrator of their choice), construct a proposal for and complete a final project that engages a substantial theoretical or empirical issue in program administration, and present the results of their work to their colleagues in a class meeting. Active and engaged participation in class each week is expected.
McLeod, Susan. Writing Program Administration
Selections from The Writing Program Administrator's Resource
Selected articles from WPA, TCQ, Technical Communication, The WAC Journal, and others
Selected articles from The Chronicle of Higher Education and InsideHigherEd.com
Writing Program Websites from various institutions
ENGL 5375 Document Design.
This course will focus on the visual and physical aspects of documents, grounding practical document design skills in theories of visual perception, visual culture, and visual rhetoric. The primary goals of the course are to broaden your awareness of the theoretical constructs we can use to develop successful document designs and to give you further practice in document design.
Because this is a graduate course, the work required will be both theoretical and practical. On the theoretical side, you will read and discuss a variety of theoretical discussions about document design and related areas of study, such as visual rhetoric, visual literacy, cognitive psychology, color theory, visual ethics, and information graphic design. You will also write an essay analyzing the design of one or more documents. On the practical side, you will complete a series of exercises and a document design project for a real client during the two-week May Workshop.
Students should be able to fulfill the following outcomes through taking this course:
- Analyze document designs and their contexts through a variety of theoretical and practical viewpoints. Methods of assessment: Analytical essays, project situational analysis report.
- Design effective and creative visual designs in response to communication situations. Methods of assessment: Collaborative design project.
- Articulate reasons behind design decisions. Methods of assessment: Reflective report on design project.
- Manage design projects. Methods of assessment: Progress reports.
ENGL 5377: Re:Mediated Theatre: From Page to Stage to Image
Taking its cue from theatre practitioners' ambivalence toward media outlets and technologies, in part through investigating new media rhetorical theory, this course introduces ways in which the two can productively intersect. Questions addressed: can dramatists afford to be suspicious of media technology today when theatre seems over-reliant on state and private patronage? What are ways in which dramatists incorporate media in stage performances to heighten the impact and reach of their work? For more information see http://richrice.com/5377.
ENGL 5377: Sonic Literacies
listening, hearing, noise, music, silence, unsound, deafness, sonic literacy, aurality, orality, auditory culture, audiology, technology, cochlear implants, sonic warfare
This special topic course offers graduate students an opportunity to immerse themselves in the rhetorical study of sound. Scholarly studies of sound, noise, listening, soundscapes, hearing, deafness, acoustics, and sound media have proliferated in recent years. Students will consider key intellectual questions about sound and situate its rhetorical dimensions within the larger digital landscape of writing and video.
Think of this course as a companion to our field's courses in Visual Rhetoric. Whereas courses in visual rhetoric and document design are typical in technical communication and rhetoric programs, courses in the rhetoric of sound, or “sonic studies,” are uncommon. The study of the visual in the humanities, according to some, has eclipsed the study of hearing and other senses, resulting in occularcentrism. “The reduction of knowledge to the visual,” Bull and Back (2003: 2) argue in the introduction to The Auditory Culture Reader, “has placed serious limitations on our ability to grasp the meanings attached to much social behaviour.” In composition studies, “many…have begun questioning the field's” focus on written language and “ its exclusion of the wide variety of sign systems and technologies students routinely engage,” not least of which involves sound and audio technologies (Shipka 2005: 278).
Think of this course also as a spin-off from Web Accessibility & Disability Studies, a course I've taught four times. Deaf studies scholars have as much to teach us about hearing as about deafness. Any course in “sound studies” must confront the values and assumptions that underpin “hearing culture.” Deaf studies will help us do this.
ENGL 5377: Feminist Rhetorics and Theories
Is feminism dead? Is Sarah Palin a feminist? Should we care?
Feminist rhetorics offer means for (re)theorizing and disrupting traditional systems of discourse and power. However, theories based on sex/gender run the risk of reinscribing other problematic and exclusionary systems. What, then, are the benefits (and possible dangers) of rhetorics shaped by gender-specific politics and theories?
This class will consider the relationships of feminist and gender theories and rhetorics and examine specifically how these are applied/enacted in contemporary discourse. We will explore the histories of feminism as well as different perspectives of feminist/gender theory to create a foundation from which to understand the goals and ideals of these concepts. We'll then move to specific theories of women's writing and rhetoric, particularly considering their positioning against traditional writing/rhetorical theory. Finally, we'll use these frames to analyze contemporary texts in areas including advertising, activism, transnationalism, health, and politics.
Buchanan, Lindal and Kathleen Ryan, eds. Walking and Talking Feminist Rhetorics: Landmark Essays and Controversies. (http://rsa.cwrl.utexas.edu/node/3454)
Butler, Judith. Gender Trouble.
Foss, Karen A., Sonja K. Foss, Cindy L. Griffin, eds. Feminist Rhetorical Theories.
Irigaray, Luce. This Sex Which is Not One.
ENGL 5388 Usability Testing.
This course attempts to balance the theory of usability testing with the practice of actually conducting usability tests. It aims for two distinct modes. The first involves the concepts of usability testing, and will require that you do the assigned readings and participate fully in class discussion. I will expect you to ask questions, to connect ideas from various readings, and to connect these theories to our activities in the actual usability lab. The second mode of this course involves spending time in the usability lab, plugging in wires, rolling tape, positioning microphones and cameras, digitizing and editing video, and generally becoming very familiar with the workings of gathering data.
The lab experiences will take place during the May seminar for online doctoral students. Any work will be completed in class or no later than June 1.