WRA 415: Digital Rhetoric
Dr. Alexandra Hidalgo, Associate Professor
Department of Writing, Rhetoric, and American Cultures
hidalgo5@msu.edu
alexandrahidalgo.com
Department of Writing, Rhetoric, and American Cultures
hidalgo5@msu.edu
alexandrahidalgo.com
Course Description
The class will introduce you to analyzing digital spaces from a rhetorical standpoint in order to deepen your understanding of the kinds of messages and persuasive moves that are made explicitly and implicitly online across different media.
Course Goals
The goals of the class are to provide a space in which you can:
- Learn how to analyze the ways in which information and misinformation are shared and disseminated in digital spaces.
- Examine your own use of digital spaces as a consumer and participant around personal and public expression.
- Analyze how identity (gender, race, sexuality, ability, social class, age, etc.) is utilized (and sometimes weaponized) in online spaces.
- Work with your classmates to generate an examination of the ways in which opposing sides of a particular issue are presented in digital spaces.
Office Hours
I will hold office hours every Wednesday from 4:30-5:30 pm over Zoom. Contact me if you would like to attend and I’ll set up a meeting for us. At any time during the semester, you can request a zoom appointment with me, and we’ll find a time that works for us to meet. I’m also fast at replying to emails, so that’s another good way to reach me.
Course Materials
Most of our readings are available online. You can access them through our course calendar. You will find our other readings in our course Google Drive folder, which I will share with you.
Course Projects and Grading
There are three projects for the course. Please read the assignment descriptions for an in-depth discussion of what they entail:
Project 1: Analyzing Single Entities Presentation (10 points)
In an 8-10-minute presentation, you will introduce the class to the digital presence of one entity (a person, company, organization, etc.) and analyze the ways in which they use digital spaces in order to brand their identity and participate in public discourse.
Due:
You will sign up to present on a particular day.
Project 2: Analyzing Your Own Participation in Digital Spaces Essay (30 points)
In a 1,500-1,800-word essay you will analyze your own participation in personal and professional discourses through digital spaces by drawing from four emblematic examples that give us a sense of your production of your own content and your engagement with others’ content.
Due:
9/29: “Project 2: Analyzing Your Own Participation in Digital Spaces” Draft for Peer Review.
10/06 by class time: “Project 2: Analyzing Your Own Participation in Digital Spaces” Final Draft.
Project 3: Analyzing Multiple Sides Presentation and Report
(50 points)
In groups of 4-5 students, you will explore an issue that is debated in digital spaces. You will use at least five outside sources and three sources from our class readings (in MLA format) to research the issue’s history and the main points made on either side. You’ll then look at the strategies two members of each opposing side use as they make their arguments. Lastly, you will theorize what you’ve learned about how oppositional discourse plays out in digital spaces. You will deliver a 12-15 minute presentation to the class and submit a 2,100-2,400-word essay that reports your findings.
Due:
10/18: Initial Thoughts on Project 3 Presentation.
11/3: Revised Thoughts on Project 3 Presentation.
11/15 and 11/17: Project 3 Analyzing Multiple Sides Draft Presentation.
12/6 and 12/8: Project 3 Analyzing Multiple Sides Final Presentation.
12/10 by 11:59pm: Analyzing Multiple Sides Report due.
Project 1: Analyzing Single Entities Presentation (10 points)
In an 8-10-minute presentation, you will introduce the class to the digital presence of one entity (a person, company, organization, etc.) and analyze the ways in which they use digital spaces in order to brand their identity and participate in public discourse.
Due:
You will sign up to present on a particular day.
Project 2: Analyzing Your Own Participation in Digital Spaces Essay (30 points)
In a 1,500-1,800-word essay you will analyze your own participation in personal and professional discourses through digital spaces by drawing from four emblematic examples that give us a sense of your production of your own content and your engagement with others’ content.
Due:
9/29: “Project 2: Analyzing Your Own Participation in Digital Spaces” Draft for Peer Review.
10/06 by class time: “Project 2: Analyzing Your Own Participation in Digital Spaces” Final Draft.
Project 3: Analyzing Multiple Sides Presentation and Report
(50 points)
In groups of 4-5 students, you will explore an issue that is debated in digital spaces. You will use at least five outside sources and three sources from our class readings (in MLA format) to research the issue’s history and the main points made on either side. You’ll then look at the strategies two members of each opposing side use as they make their arguments. Lastly, you will theorize what you’ve learned about how oppositional discourse plays out in digital spaces. You will deliver a 12-15 minute presentation to the class and submit a 2,100-2,400-word essay that reports your findings.
Due:
10/18: Initial Thoughts on Project 3 Presentation.
11/3: Revised Thoughts on Project 3 Presentation.
11/15 and 11/17: Project 3 Analyzing Multiple Sides Draft Presentation.
12/6 and 12/8: Project 3 Analyzing Multiple Sides Final Presentation.
12/10 by 11:59pm: Analyzing Multiple Sides Report due.
Reading and Listening Assignments
For almost every class period I will assign readings and/or videos. You will not succeed in this course if you don’t keep up with the readings we’ll be discussing in class.
Reading and Listening Quizzes (10%)
Quizzes will take place through email at the beginning of each class for which readings and videos have been assigned. The questions will be easy to answer if you read/view the assignment and pay attention. Quizzes will be worth one point each. You will start the semester with 10 points. If you don’t miss any quizzes, you will have 10 points at the end. If you miss half a quiz, you’ll have 9.5 points, if you miss a whole quiz, you will have 9 points, and so on. The quizzes’ role is to give you an incentive to engage with the texts we discuss in class, since without understanding the assigned texts, you will not profit from this course.
Reading and Listening Quizzes (10%)
Quizzes will take place through email at the beginning of each class for which readings and videos have been assigned. The questions will be easy to answer if you read/view the assignment and pay attention. Quizzes will be worth one point each. You will start the semester with 10 points. If you don’t miss any quizzes, you will have 10 points at the end. If you miss half a quiz, you’ll have 9.5 points, if you miss a whole quiz, you will have 9 points, and so on. The quizzes’ role is to give you an incentive to engage with the texts we discuss in class, since without understanding the assigned texts, you will not profit from this course.
Attendance
We will be engaging in activities during every class meeting that cannot be replicated outside the classroom, and as a result I would like you to be there for every session. I’ll do my best to make you want to come to class and make class worth your while. In exchange, I expect you to come to class prepared and to contribute to our activities and discussions.
I realize that during a pandemic situations arise up that prevent you from attending that don’t usually come up during a regular semester. Issues with your physical and mental health, as well as looking after children, relatives, and/or partners at home play a much larger role in our lives in times like the one we’re undergoing right now.
Traditionally for my undergraduate courses, students may miss three classes without penalty. After that, two percentage points are deducted for every unexcused absence. If you miss more than six classes, whether your absences are excused or not, you receive a failing grade. Given the way COVID is affecting our lives, however, I’m trying to make room for some situations that prevent you from attending without affecting your grade. Ideally you will let me know in advance if you’re missing class, but if you can’t, please contact me as soon as possible so we can figure out a way to make up for what you missed.
If you regularly miss class, however, it will be hard for you to pass this course. This is a class that relies on conversations and group work. It will be hard to replicate that experience if you miss our time together with regularity. I’ll do my best to help you make up for lost experiences but please do your best to come to class when we meet.
Tardiness disrupts the class and everyone’s learning experience, so every tardy equals half an absence. The same applies for anyone who leaves class early.
Bonus points will be awarded to students who miss fewer than their allotted three absences and who participate responsibly in class. You will receive an extra credit percentage point per each class you attend beyond your allotted three absences, i.e. if you miss no classes and have no tardies, you will earn three percentage points of extra credit.
I realize that during a pandemic situations arise up that prevent you from attending that don’t usually come up during a regular semester. Issues with your physical and mental health, as well as looking after children, relatives, and/or partners at home play a much larger role in our lives in times like the one we’re undergoing right now.
Traditionally for my undergraduate courses, students may miss three classes without penalty. After that, two percentage points are deducted for every unexcused absence. If you miss more than six classes, whether your absences are excused or not, you receive a failing grade. Given the way COVID is affecting our lives, however, I’m trying to make room for some situations that prevent you from attending without affecting your grade. Ideally you will let me know in advance if you’re missing class, but if you can’t, please contact me as soon as possible so we can figure out a way to make up for what you missed.
If you regularly miss class, however, it will be hard for you to pass this course. This is a class that relies on conversations and group work. It will be hard to replicate that experience if you miss our time together with regularity. I’ll do my best to help you make up for lost experiences but please do your best to come to class when we meet.
Tardiness disrupts the class and everyone’s learning experience, so every tardy equals half an absence. The same applies for anyone who leaves class early.
Bonus points will be awarded to students who miss fewer than their allotted three absences and who participate responsibly in class. You will receive an extra credit percentage point per each class you attend beyond your allotted three absences, i.e. if you miss no classes and have no tardies, you will earn three percentage points of extra credit.
Late Work
An assignment received after the due date is considered late (unless prior arrangements have been made). Late work is penalized 20% for each day it is late. After five days, including weekends, late projects receive a 0. As with my attendance policy, I am open to discussing options if you don’t have things done on time due to our current global pandemic.
Grading
Your final grade is made up of 100 points. Here is the breakdown:
Reading and Listening Quizzes (10%)
Project 1: Analyzing Single Entities Presentation (10 points)
Project 2: Analyzing Your Own Participation in Digital Spaces Essay (30 points)
Project 3: Analyzing Multiple Sides Presentation and Report
(50 points)
I will use the following scale to determine your grades:
94-100 = 4.0
87-93 = 3.5
80-86 = 3.0
75-79 = 2.5
70-74 = 2.0
65-69 = 1.5
60-64 = 1.0
< 59 = 0
Reading and Listening Quizzes (10%)
Project 1: Analyzing Single Entities Presentation (10 points)
Project 2: Analyzing Your Own Participation in Digital Spaces Essay (30 points)
Project 3: Analyzing Multiple Sides Presentation and Report
(50 points)
I will use the following scale to determine your grades:
94-100 = 4.0
87-93 = 3.5
80-86 = 3.0
75-79 = 2.5
70-74 = 2.0
65-69 = 1.5
60-64 = 1.0
< 59 = 0
Student Health and Wellnes
Masks are required in all indoor spaces on campus, including our classroom. Per MSU’s “Together We Will” guidelines (https://msu.edu/together-we-will/faqs/), “a student who refuses to wear a mask even after being asked is considered a disruptive student and should be asked to leave the classroom. The conduct process for a student who disrupts the class by refusing to wear a mask is the same process that is used for any other disruptive student.”
If you test positive for COVID-19, are not feeling well, or if you have been exposed to COVID, please stay home and contact MSU’s COVID-19 hotline at 855-958-2678. If you have questions about how MSU is responding to COVID-19, please refer to https://msu.edu/together-we-will/faqs/
If you will miss class, please alert me immediately. I will keep you up-to-date regarding missed assignments and/or help you to catch up once you are well, have had the requisite number of negative COVID tests, and/or have quarantined for the CDC-required minimum number of days. I am also willing to schedule a catch-up meeting with you online or by phone, when and as you are able.
If you test positive for COVID-19, are not feeling well, or if you have been exposed to COVID, please stay home and contact MSU’s COVID-19 hotline at 855-958-2678. If you have questions about how MSU is responding to COVID-19, please refer to https://msu.edu/together-we-will/faqs/
If you will miss class, please alert me immediately. I will keep you up-to-date regarding missed assignments and/or help you to catch up once you are well, have had the requisite number of negative COVID tests, and/or have quarantined for the CDC-required minimum number of days. I am also willing to schedule a catch-up meeting with you online or by phone, when and as you are able.
Services and Resources
MSU Writing Center: http://writing.msu.edu. 432-3610. 300 Bessey Hall. The MSU Writing Center is the primary writing resource on campus. You’ll also find satellite centers in several campus locations including the main library.
MSU ESL Lab: http://www.elc.msu.edu. 353-0800. 714 Wells Hall. The ESL Lab assists international students with writing in a second language.
MSU Learning Resource Center: http://lrc.msu.edu. 202 Bessey Hall. This center offers individualized assistance to help students develop successful learning strategies and study habits.
MSU Libraries: http://www.lib.msu.edu.
Purdue OWL: http://owl.english.purdue.edu/owl. Purdue’s Online Writing Lab provides information about writing, such as how to use MLA and how to plan and structure your texts.
MSU ESL Lab: http://www.elc.msu.edu. 353-0800. 714 Wells Hall. The ESL Lab assists international students with writing in a second language.
MSU Learning Resource Center: http://lrc.msu.edu. 202 Bessey Hall. This center offers individualized assistance to help students develop successful learning strategies and study habits.
MSU Libraries: http://www.lib.msu.edu.
Purdue OWL: http://owl.english.purdue.edu/owl. Purdue’s Online Writing Lab provides information about writing, such as how to use MLA and how to plan and structure your texts.
Americans with Disabilities Act
In order to receive any accommodation for any disability, students must first register with the Resource Center for Persons with Disabilities (RCPD). The RCPD will request appropriate documentation and make a determination regarding the nature of the accommodation to which a students is entitled. The RCPD will then give the student a “visa” that specifies the kind of accommodation that may be provided. It is then the responsibility of the student seeking accommodation to present the visa to his/her instructor.
Title IX Mandatory Reporting
Michigan State University is committed to fostering a culture of caring and respect that is free of relationship violence and sexual misconduct, and to ensuring that all affected individuals have access to services. For information on reporting options, confidential advocacy and support resources, university policies and procedures, or how to make a difference on campus, visit the Title IX website. As the instructor, I must report the following information to other university offices (including the Department of Police and Public Safety) if you share it with me verbally, in writing, in conversation during or outside class, and/or as part of your course assignments:
http://titleix.msu.edu/make-a-report/index.html
- Suspected child abuse/neglect, even if this maltreatment happened in the past;
- Allegations of sexual assault, relationship violence, stalking, or sexual harassment; and
- Credible threats of harm to oneself or to others.
http://titleix.msu.edu/make-a-report/index.html
Basic Needs Support
Any student in this class who experiences difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in our course, is urged to contact Casey McArdle (cmcardle@msu.edu), the associate chair of undergraduate studies in WRAC. You may also contact the MSU Food Bank (http://foodbank.msu.edu) for help getting access to healthy foods.
In addition to the above steps, the Graduate School at MSU offers a range of resources for graduate students, including support groups for work-life balance, health care, and support for mental health counseling. For more information, please visit: https://grad.msu.edu/partners-in-wellness. If you are caring for children, and need support finding and paying for care, you may seek support from the Student-Parent Resource Center (http://studentparents.msu.edu).
Furthermore, if you are experiencing any other challenges with basic needs, you may also notify me, and I will work to connect you with any resources that I may have access to.
In addition to the above steps, the Graduate School at MSU offers a range of resources for graduate students, including support groups for work-life balance, health care, and support for mental health counseling. For more information, please visit: https://grad.msu.edu/partners-in-wellness. If you are caring for children, and need support finding and paying for care, you may seek support from the Student-Parent Resource Center (http://studentparents.msu.edu).
Furthermore, if you are experiencing any other challenges with basic needs, you may also notify me, and I will work to connect you with any resources that I may have access to.
Ethics and Academic Integrity
In order to learn what this course is trying to teach you, you are expected to develop original work for this course. Therefore, you may not submit coursework you completed for another course to satisfy the requirements for this course.
Article 2.3.3 of the Academic Freedom Report states that “The student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards.” In addition, we will adhere to the policies on academic honesty as specified in General Student Regulations 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship and Grades; and Ordinance 17.00, Examinations. (See Spartan Life: Student Handbook and Resource Guide and/or the MSU website.) Students who violate MSU academic integrity rules may receive a penalty grade, including a failing grade on the assignment or in the course. Make an appointment to speak with me if you are unsure about the appropriateness of your coursework.
Article 2.3.3 of the Academic Freedom Report states that “The student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards.” In addition, we will adhere to the policies on academic honesty as specified in General Student Regulations 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship and Grades; and Ordinance 17.00, Examinations. (See Spartan Life: Student Handbook and Resource Guide and/or the MSU website.) Students who violate MSU academic integrity rules may receive a penalty grade, including a failing grade on the assignment or in the course. Make an appointment to speak with me if you are unsure about the appropriateness of your coursework.
Disruptive Behavior
Article 2.3.5 of the Academic Freedom Report (AFR) for students at Michigan State University states: “The student's behavior in the classroom shall be conducive to the teaching and learning process for all concerned.” Article 2.3.10 of the AFR states that “[t]he student has a right to scholarly relationships with faculty based on mutual trust and civility.” General Student Regulation 5.02 states: “No student shall . . . interfere with the functions and services of the University (for example, but not limited to, classes . . .) such that the function or service is obstructed or disrupted.” Students whose conduct adversely affects the learning environment in this classroom may be subject to disciplinary action through the Student Faculty Judiciary process.
Questions?
If you have questions about the class, feel free to email me, come to my office hours, or make an appointment.
