Writing and Editing

in Print and Online

SYLLABUS, COURSE WEBSITE, & ASSIGNMENT DESIGN

Writing and Editing in Print and Online (WEPO) is an upper-level writing course in the Editing, Writing, and Media major. It draws students from majors across the university, including many in English, Communications, Criminology, and Pre-Law. The leading concepts of the course are designed around writing and rhetorical key terms, such as genre, rhetoric, audience, and design. Students learn about their future discourse communities, and they produce projects that aim to help them succeed in their discourse communities upon graduation. 

Syllabus

   

I've taught this course over three semesters, and though I have altered my course schedule, the syllabus has largely stayed the same. What is different about this syllabus from the other composition courses I've taught is the use of revision-based labor contract grading, which can be found in the appendix of the syllabus.

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Understand the principles of composing and rhetoric;

Courses in Writing and Editing in Print and Online

Writing and Editing in Print and Online (WEPO) is an upper-level writing course in the Editing, Writing, and Media major. It draws students from majors across the university, including many in English, Communications, Criminology, and Pre-Law. The leading concepts of the course are designed around writing and rhetorical key terms, such as genre, rhetoric, audience, and design. Students learn about their future discourse communities, and they produce projects that aim to help them succeed in their discourse communities upon graduation. 

Syllabus

   

Students learn about writing and editing in their future professional contexts and their communities. Students analyze and produce real-world genres. In doing this, students develop knowledge of writing and editing while practicing how this knowledge takes shape across genres.

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Course Schedule

   

 

The course schedule is unique in regards to my focus on access and accessibility. I have provided not only a summary of each day's activity and homework, but students can access detailed breakdowns of each class period.

"I really liked how she involved everyone in the class. I definitely feel like she did a great job creating discussions in the class. She made everyone interested in the course by giving different projects and assignments in different subject areas that others would enjoy. For example, for a genre project, she allowed students to either do a legal motion, editing a script, creating a website, making a business plan."

"Ms. Stark provided consistent quality feedback whenever desired and often accompanied criticism with suggestions on how to address and fix the problems outlined. She always engaged with students and alongside the small size of the class, it felt like personal attention to work was never out of reach. Using projects instead of exams to structure the demonstration of course concepts felt much more appropriate to the subject matter and allowed me to delve into different aspects of what an EWM career would be like. I now know, for instance, that I do not enjoy PR work, but I do enjoy copyediting."

"She constantly encouraged us to look deeper than the surface and to always find a way to portray your message, no matter the circumstances. Many of the activities she planned were great and very helpful to learning the course material. I feel I learned the most from this class out of all of my classes this semester and I've learned relevant skills that I will be able to apply later on in my career."

Course Design

This upper-level writing course has a professional writing focus. Students learn about rhetoric, composing, genre, circulation, and discourse communities through the lens of their future professional communities. All of my courses have a focus on transfer (i.e., how students are able to draw upon, use, and repurpose their knowledge for new contexts; see Yancey et al., 2014, Writing Across Contexts). Therefore, in order to achieve the learning outcomes, I ground the course content through key terms: rhetoric, genre, audience, purpose, remediation, network, and composer. 

This course attempts to help students:

Understand the principles of composing and rhetoric;

Compose for multiple spaces—print (including posters, flyers, newsletters, pamphlets, and booklets), digital (screen), and network (internet) using different technologies and design strategies;

Understand the relationships that exist across and between texts, technologies, and materials; and

Edit and revise appropriately the texts created in each space.

Assignment Sheet Samples

Professional Representation

The components of this project include constructing a resume, cover letter, and remediated blog. However, this is not merely meant to help students secure a job after this course—though it has. This project allows students to learn about rhetoric, audience, and discourse communities by understanding first who they are as professional rhetors and second how to speak to members of different discourse and professional communities. These three different genres also demonstrate to students how purpose and audience affect how they compose within certain genres. 

Service Learning Project

In small groups, students reach out and collaborate with a local organization. They learn about audience, purpose, circulation, and genres through real-world professional experiences. With the organization, they identify a need the organization has and then students will fulfill that need within the confines of the project. These are live texts with real audiences, and many are still in circulation today.

Professional Genres Project

I have students from a range of majors; however, it was important to me that students can learn about genre as a concept in an applicable way. Therefore, I designed five different projects students can choose from. These include the following: fiction line edits, fiction assessment, legal motion, website redesign, or business proposal. I have done extensive work to provide examples and guidance so that students can successfully complete their chosen genre, but more importantly, students learn about genre, conventions, constraints, and affordances in an explicit way. Included with this project is a genre proposal; this is where students do their own research on the conventions of their chosen genre to demonstrate their conceptual knowledge as well as their readiness to compose within this genre.

Key Term Maps

Students develop conceptual Key Term Maps at three different intervals during the semester (at the beginning, during mid-term, and at the end). These concept maps require that students define key terms of the course and draw—literally—connections they see between the terms while also explaining those connections. By returning to this cognitive exercise at key moments of the course, students recognize their own knowledge development and can articulate their learning. This, in theory, fosters students’ ability to transfer this knowledge to new contexts.

Professional ePortfolio

As an emerging professional, students need a polished representation of their professional identity. This might help them engage with potential internships as part of the Editing, Writing, and Media capstone course, or they might use this to enter the professional market upon graduation. In this ePortfolio, students will curate 7 artifacts (five must include artifacts they produced in this class and two from outside this class) that illustrate their expertise, introduce themselves as a professional to this community via their remediated vlog, and then house important professional documents like their resume. With each artifact they include, students provide written context as a way to guide their audience.

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AWARDS

Outstanding Teaching Assistant Award Nominee & Finalist

FLORIDA STATE UNIVERSITY | 2018-2019

© 2020 Katelyn Stark

kastark@fsu.edu  |  919.623.2557

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