English 654: Digital Publishing

Instructor: Dr. Santosh Khadka

Email: santosh.khadka@csun.edu

Office: Sierra 834

Office hours: Tuesday 9:30-10:30AM

Course Description

This course focuses on the production process for publishing various digital projects, such as magazines, monographs, journals, or open/non-linear projects like digital archives. While the course specifically deals with digital publishing project management and workflows with some current platforms and tools, such as ANVC Scalar, InDesign, and WordPress, it also covers other critical aspects of digital publishing, such as intellectual property issues, project sustainability, and crafting funding proposals for non-traditional publishing projects.

Assignments
1. Podcast Assignment (15%)
2. Video Narrative Assignment (15%)
3. Magazine Design and Production Assignment (30%)
4. Digital Archive Assignment (20%)
5. Digital Portfolio Assignment (10%)
6. Blogging (10%)

Required Texts : Available for Purchase at Matador Bookstore, CSUN
1. Johnson, Sammye, & Patricia Prijatel.  The Magazine from Cover to Cover: Oxford University Press, 2012. Third Edition <Direct Link here>

2. Ryan, Heather, & Walker Sampson, Barry. No-Nonsense Guide to Born-Digital Content.  Facet Publishing, UK , 2017. <Direct Link Here>

Journal articles and other texts will be made available via Canvas.

Course Calendar

Participant Digital Portfolios

Alden Robison: https://asr654.wordpress.com/

Munina Lam: https://muninalam.wordpress.com/

Golan Levy: https://glevy654.wordpress.com/

Richard Rosales: https://rrosales120403494.wordpress.com/

Wesley Beard: https://wesleybeard.wordpress.com/

Hannah Kiernan: https://hannahkiernan.wordpress.com/

Celia Velazquiz: https://celiavelazquez207665927.wordpress.com/blog-responses/

Brandon Gauthier: https://bpgauthier.wordpress.com/

Sabina Erickson: https://sabinaerickson.com/

Lorena Ramirez: https://lorenaswriterspot.wordpress.com/

COURSE POLICIES

Attendance

Attendance will be recorded at the start of each class. Missing more than 2 class meetings will result in you failing the class–regardless of the reason. I do not respond to emails asking what you missed in class; it is your responsibility to find out from a fellow classmate.

Classroom Conduct

Each student is expected to conduct themselves in a respectful manner. If you are disruptive or inconsiderate in any way (talking, texting, doing work for another class, etc.) you will be asked to leave. Dismissal from the class will count as one absence.

Submitting Assignments

Post (or embed) all your home works and projects to your site. A section on your site should serve as your final portfolio. We will discuss how you can create final portfolio in your site.

Office Hour Policy

Although I have a set time for office hours, I can also arrange appointments. If you need to visit me at a time that is not within my scheduled office hours, please email me or talk to me after class.

Plagiarism

Simply put—don’t do it! Plagiarism is the act of “intentionally or knowingly representing the words, ideas, or works of another as one’s own in any academic exercise” (CSUN catalog 553). Specific forms of plagiarism include:

Turning in material that was written for any other class (high school included). Offering a restructured, reworded, version of someone else’s text as your original work. Downloading essays from the Internet, or purchasing papers, and offering them as your own work. Practicing any variation of not turning in original work for grades.

If you do plagiarize it will result in a failing grade on the plagiarized assignment and is grounds for disciplinary action by the university. Any instance of plagiarism will be reported to the Assistant Vice President for Student Life. If you are unsure how to avoid plagiarism when incorporating other sources into your writing, please meet with me. We will spend time in class reviewing how to properly cite sources. Remember, when in doubt, don’t do it! You cannot become a better writer if you don’t do the writing yourself. Furthermore, I check for inconsistencies and if I feel that your paper may be plagiarized I may ask you to submit your work electronically tohttp://www.turnitin.com (a website that checks for plagiarized material).

CV-19 is a pandemic.

Elijah Harkless: https://elijahharkless334.wixsite.com/mysite

Christopher Lubreski: https://christopherlubresk.wixsite.com/website

Christina Sarkissian: https://christinasarkissia.wixsite.com/website

Alvin Singh: https://alvinsingh8.wordpress.com/

Elizabeth Gomez: https://elizabethgomez930.wixsite.com/blog

Caitlin Cadena: https://caitlincadena265.wixsite.com/mysite

Tabitha Hakimi: https://tabtabhakimi.wordpress.com/

Suzanne Diaz: https://suzannediaz905.wixsite.com/mysite-1

Joshua Rivera: https://joshuamrivera.wordpress.com/

Tori Bowler: https://toribowler.weebly.com/blog-discussion-posts.html

Laisha Martinez: https://laishaknowsbesthomes.home.blog/page/2/

Joshua Chung: https://joshuachungportfolio.school.blog/

Sharene Nance: https://sharenenance909.wixsite.com/portfolio-315

Roy Chun: https://lethaldeadlywaffle.wixsite.com/mysite

Laura Perez: https://laurahperez98.wixsite.com/portfolio/blog

Liam Cetti: https://liamcetti.weebly.com/

Sally Carrillo: https://sallyanncarrillo77.wixsite.com/website

Tamara Williams: https://tamarawilliamswrites.wordpress.com/

Tori Bowler: https://toribowler.weebly.com/blog-discussion-posts.html

Cristo Arrelano: https://djcriemlein.wixsite.com/mysite-3/blog

[scribd id=289137400 key=key-TL1VPRiwJ8LKrCsWzrMv mode=scroll]

Santosh Khadka Curriculum V… by Santosh Khadka on Scribd

CFP Special Issue by Santosh Khadka on Scribd

Daniel Bullecer: https://dmbullecer.wordpress.com/

Alan Cabral: https://swaveys.home.blog/

Dayana Ciani: https://dayanaciani.wordpress.com/

Ricardo Covarrubias:

Gabriala Gonzalez: https://gabrielagonzalez.home.blog/

Brandon Kauffman: https://brandonkauffman.home.blog/

David Lau: https://davidlaum.wordpress.com/

Jessica Luna:

Vianey Martinez Lopez: https://innersociety.wordpress.com/

Eric Martinez: https://ericblogs.home.blog/

Kevin Mohammed: https://cloutgurb.home.blog/

Karola Molina: https://karolamolina.wordpress.com/

Samuel Nseka: https://drsamuelnseka.wordpress.com/

Jessica Perez: https://ajessica.car.blog/

Keyly Sandoval: https://keylysandoval.home.blog/

Jose Santillan: https://josesantillan.video.blog/

Bryan Solorio Lopez: https://bryansolorio.home.blog/

Blas Zamora: https://blaszamora.home.blog/

Shehbaz Siddiqi: https://shehbazzia.wixsite.com/website

Kaitlyn Arriola: https://engl315digitalwriting.wordpress.com/2019/09/05/digital-literacy-narrative/

Kevin Villalta: https://kelvinvillaltafree.home.blog/

Ryan Austin: https://ryanthony955331615.wordpress.com/2019/08/29/blog-post-1/

Calvin Sam: https://heyitscalvin.tumblr.com/

Sarah Cesta: https://sarahcesta.wordpress.com/

Nick Bonhomme: https://nickbonhomme497840021.wordpress.com/2019/08/29/digital-writing-article-response/

Sammy Fernandes: https://nickbonhomme497840021.wordpress.com/2019/08/29/digital-writing-article-response/

Kelly Salvador: https://ksalvador.home.blog/

Kristi Larsen: https://kristilarsen122.wixsite.com/kalartsstudios

Antonio Martinez: https://anthonymartinez.video.blog/

Madeleine Chiu: https://madeleinechiu.home.blog/

Alma Barrera: https://almaabarrera.wordpress.com/

Kimberly Anderson: https://kimberlymanderson.wordpress.com/

Xochitl Hernandez: https://xochitlhernandez.home.blog/2019/08/29/eng315-blog-response-1/

Johnny Escobedo: https://english315johnnyloeza.wordpress.com/

Benjamin Lutzker: https://benjaminutzker.wordpress.com/2019/08/29/assignment-1-blog-post/

Mark Barajas: https://markenglish315.home.blog/2019/09/05/digital-literacy-narrative/

Lexie Mendoza: https://lexieswebsite.home.blog/blog/digital-literacy-narrative/

Alana Portillo: https://alanaportillo.home.blog/2019/09/04/digital-literacy-narrative/

7-8 pages of argument essay on American Dream. More specifically, in this unit, you will investigate an issue, debate, problem, controversy or a question pertaining to the notion of American Dream. You are required to use primary and secondary, scholarly and popular, and print and digital (online) sources in your essay. You are also expected to treat your research participants and sources ethically. When you research and develop your argument, you do a number of things simultaneously: extend a conversation, historicize, make a new claim, complicate an existing claim or established fact, find a gap in the studies done and propose a solution or offer an alternative perspective. As a college-level student writer, you also make moves that academics make in their argument essays: state your thesis at some points in the essay, make general or specific claims, furnish evidences for the claims made, respond to the counterargument, and reinforce your thesis in the conclusion. I am aware that it is almost impossible to come up with some grand universal claims or some irrefutable thesis  in a paper of this length, but you can and have to attempt to present a tentative claim or set of claims in this paper corroborated by the data or sources you retrieve through different research methods.

Even though it is an academic essay and you might have been schooled to avoid personal in your academic essays, I am open to you implicating yourself in the essay i.e. using “I” or bringing in relevant personal narratives or experiences from your life. In other words, your essay should ideally be a combination of personal and academic, experiential and empirical, and facts and narratives. Rather than a prose in a mechanical form, it should be a record of lively and deep dialogue between yourself, your personal location, carefully chosen sources, and the ongoing conversations in the area or topic of your research. So, make your essay an exploration or journey into an unknown and try to make it known to an academic audience using the strategies and techniques (such as narrowing the focus, evaluating print or online sources, or dialoguing with sources) you learn in this progression.

Source Requirements

A. 2 Primary research data (gathered through interviews, field visit, questionnaires, survey or observation)

B. 4-5 scholarly sources (peer-reviewed books, journal articles, book chapters etc.)

C. 2-3 relevant still images

D. 2-3 popular sources (videos, blogs, songs, cartoons, documentaries, websites, magazine articles or recorded TV or radio programs/talk shows)

The sources should be carefully chosen. I will provide you with some guidelines/criteria (such as relevance, currency, authority, credibility etc.) to evaluate both the online and print sources. I want you to follow them strictly as you decide on the sources for this assignment.

Your essay should be carefully edited; it should include accurate and consistent MLA citation, and it should reflect your perspective, viewpoint or position, your voice, your active presence, and deep and genuine engagement with your chosen topic.

 

Rhetorical Analysis of a Media Artifact Assignment (200 Points)

This assignment asks you to compose a 4-5 page of rhetorical analysis of a media artifact (a music video, video advertisement, movie or animation clip etc.) of your choosing. The text for analysis should be carefully chosen, and should not be necessarily related to the inquiry for progression 2. The artifact should be rich in textual, audio, visual, graphic or spatial resources, and good enough for rhetorical analysis.

I encourage you to borrow critical and rhetorical tools and terms from our textbooks, Media Analysis Techniques, Everyone’s An Author and the documentary, Miss Representation, 2011.,“Semiotic Analysis,” and “Discourse Analysis” chapters from Media Analysis Techniques, and  “Writing Analytically/A Roadmap” (pp. 229-251); and “Analyzing and Constructing Arguments” (pp. 411-437) from Everyone’s An Author could be very useful for your own analysis of the chosen artifact.

Similarly, the following articles have a lot of good discussions on popular culture (the inquiry for this progression), and they can be equally useful for analysis, particularly if your artifact is from popular culture:

Sika A. Dagbovie-Mullins’ “Pigtails, Ponytails, and Getting Tail: The Infantilization and Hyper-Sexualization of African American Females in Popular Culture” (PDf in Canvas).

While analyzing the chosen media artifact, you have to use at least 4 shared sources (from the class) and/or other productive insights from rhetoric, such as rhetorical appeals (ethos, logos, pathos), and elements of rhetorical situation: 1. A text (i.e., an actual instance or piece of communication); 2. An author (i.e., someone who uses communication); 3. An audience (i.e., a recipient of communication); 4. Purposes (i.e., the varied reasons both authors and audiences communicate); and 5. A setting (i.e., the time, place, and environment surrounding a moment of communication).

Similarly, the idea of stereotypes, status quo, gender or racial discrimination and/or normalcy can come handy while critically examining your artifact. We will do some sample rhetorical analyses in the class too, so I want you to keep note of critical and rhetorical terms and concepts discussed in the class and use them in your analysis.

Structurally, your analysis should have at least two parts. The first part should describe the text/artifact in specific detail. The description should be vivid and minute to the point of replicating the artifact in words. The second part is the key to the assignment: analysis of the artifact. You might want to pick on symbol, sound, shape, color, images or any other properties of the text and begin the analysis from there. Once you are done with the analysis part, you also should make an overall claim about the artifact.