Upcoming Courses Seminar Papers Explained How to Use the MATRF Survey Results MAPC Flag Football Team Course Descriptions
Upcoming Courses
These are tentative course offerings, which are subject to change. Spring (January 7-May 6) ENGL 692: Modern Rhetoric, Dr.Martin Jacobi ENGL 695: Advanced Technical Editing, Dr. Morgan Gresham ENGL 831: Special Topics, Dr. Kathleen Yancey ENGL 838: Global Professional Communication, Dr. Deborah Morton ENGL 839: Grant Proposal and Writing, Dr. Tharon Howard English 885: Teaching Composition, Dr. Michael Neal ENGL 850: Research., Dr. Teddi Fishman and Dr. Summer Taylor ENGL 853: Visual Communication, Dr. Susan Hilligoss ENGL 856: Workplace Communication, Dr. Sean Williams
October 2003 http://www.clemson.edu/caah/engl/mapc/index.htm
What is a Seminar Paper?
For many of our classes, we are required to write seminar papers. Seminar papers are very different from undergraduate research or thesis papers we may have experience writing. I asked various faculty members for their definitions of a seminar paper, in order to compile some general guidelines. A seminar paper is usually between 20 and 25 pages with a minimum of 10 sources. It must be considered within its own unique context, purpose and audience. Dr. Williams suggests that an ideal paper would be of publishable quality and should contribute something new to the field. Grammar, mechanics and style must be perfect. Dr. Howard and Dr. Young both agree that audience is the main concern. “The biggest problem is to consider the audience; it is not like an undergraduate research paper. The expectation is that you would write with the same voice as people would for the journal in field,” Dr. Howard said. Dr. Howard also suggests reading various journals in order to get a sense of their expectations. Maymester (May 10-25) Dr. Young adds that it is important to keep the class interested as well as ENGL 694: Writing about direct the writing to a specific scholarly audience. “If the legitimacy in Science, Dr. Barbara Heifferon seminar is to write for publication or a conference, you should still keep the First Summer (May 18-June 22) class interested, while putting the writing in a discourse or frame for whatever journal you are submitting to,” he said. Two purposes Dr. Young valENGL 832: Special Topics, Dr. ues are that the writer learns more about the subject area and communicates Deborah Morton what is learned effectively to others. Unless prohibited by assignment guidelines, it is helpful to let someone Second Summer (June 28-Aug. 6) read your paper to get feedback before you submit it. Also, be careful to use ENGL 678: Digital Literacy (dis- the proper documentation. Modern Language Association (MLA) format tance education), Dr. Susan and American Psychological Association (APA) format are both acceptable, Hilligoss but different journals or different professors may require a specific style.
Multimedia Authoring, Teaching and Resear ch Facility Featur es
Deadlines for Pr ospective Graduates
December 2003 graduates must have completed orals, defended thesis or presented project portfolio by November 18. May 2004 graduates must file GS2 before December 18 and the GS4 by January 28. Direct questions and concerns to Dr. Howard at tharon@clemson.edu
The MATRF, located at 409 Daniel Hall consists of four groups of four computers each up to date with the latest desktop publishing, image editing, multimedia, office, and web design programs. Programs such as QUARK, DREAMWEAVER, PAGEMAKER, PHOTOSHOP and FIREWORKS are among the most popular, but ADOBE ILLUSTRATOR, MICROSOFT OFFICE, SOUND FORGE XP, ADOBE ACROBAT, and ACROBAT DISTILLER are also included among others. These programs are helpful for page layout, word processing, presentations, web design, video/music streaming, and image editing and creating. Other peripherals of the MATRF include different types of scanners, slide scanners and sound and video editing equipment. Camcorders, digital cameras and projectors can be checked out for 24 hours for any MAPC students’ use. In order to check out the equipment, you must give a lab assistant your student number and fill out a short information sheet. You can put equipment on reserve to be checked out a later date or you can walk in and check it out if it is not in use. Manuals on how to use various programs and equipment written by previous MAPC students are available for reference, but lab assistants on duty are always willing to help users. Not only are the programs and equipment a draw to utilizing the MATRF, but also the ambience and atmosphere are conducive to a pleasant working experience. The newly renovated room features plush black chairs, bold walls, a large conference table, and mood lightning that is the perfect environment for a study meeting. It is convenient to work in the MATRF with fellow MAPC students who are in the lab because discussions can be forged about class readings, projects and social activities, which helps to form an MAPC community. The MATRF, the center of this community offers along with the technical equipment, a place for the MAPC faculty and staff to develop camaraderie. The lab hours are posted on the door and on the MATRF website. http://www.clemson.edu/caah/matrf/hours.htm.
MATRF Fall Schedule
Mondays
9am-4:30pm 7pm-10pm
Tuesday
10:15am-9:15pm 6:15pm-10pm
Wednesday
9am-4pm 6:30pm-11pm
Thursday
10:15am-12:15pm
3:15pm-6:15pm
Friday Saturday Sunday
9am-5pm 12pm-5pm
2pm-10pm
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Survey Results
The MAPC program conducted a survey to discover how students find out about the program in order to improve recruiting skills in the future. First and second year MAPC students answered the survey and the results were compiled from the 20 respondents by Jessica Turner, MAPC graduate student. This is a brief summary of the responses. 1. How did you discover the Clemson University MAPC program? Brochure, book, Internet, people, graduate announcements, other. 2. Did someone from your undergraduate program suggest the MAPC program? Eight respondents said Clemson faculty members suggested the program to them. 3. If you consulted a printed guide, please name the guide. Petersons Graduate Programs in Humanities Petersons
4. Did you consult graduate guides in which the MAPC program did not appear? Some thought the description of the MAPC program should be more specific in the graduate guides. 6. If you used the Internet, which sites did you use to find a program? Princeton Review, checked out individual websites, Clemson.edu (4), gradschools.com(6), Petersons.com. 7. Were there websites you searched where the MAPC program did not appear? None of the websites I looked at listed MAPC 8. What other schools did you apply to? Many applied to the University of South Carolina, while others ranged from schools in California to New York. 9. What attracted you to their programs? Students were attracted by the flexibility, ranking, creativity, practicality, writing, theory, faculty, technology, location, and distance education. 10. Why did you choose this particular program? cost, like to write, job placement, flexibility, faculty,
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Flag Football
football team began their season two weeks ago. The team formed in the beginning of October when Jessica Turner, captain of the team, sent an email to the MAPC listserv in order to recruit players. Those who responded became “Rhetoric’s Revenge,” the MAPC flag football team. The team is open to all MAPC graduate students and friends. So far, the rhetoricians-in-training have given three opposing teams lessons in rhetoric. While the scoreboards have not been as high as the team hoped, they are looking at this as a training year. “Because we’re a new team, we’re learning to play together and learning all new plays. We may not make it to the playoffs, but we play with heart,” Jessica Turner said, “We’ve got a lot of raw talent, we just need to hone our skills. Most of us have never played before, so we are learning as we go.” One of the highlights of being a part of the MAPC team is that there are no skill requirements.
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Rhetoric's Revenge players battle for some positive yardage
Competitors in 2003 flag football need to start brushing up on their rhetoric. The MAPC flag
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Course Descriptions
I talked with a few professors to and they gave me descriptions of their courses. English 839, Grant and Proposal Writing taught by Dr. Howard, will be a hands-on experience in grant and proposal writing working with not-for-profit organizations and/or faculty with the university to develop real proposals for real needs. The class will take the project all the way from coming up with the concept, to finding a potential funder, to designing the proposal and hopefully, delivering it. Dr. Hilligoss’ Digital Literacy class will be conducted as a distance-learning course. Students in the course will read print and online documents on the history of (print) literacy, theories of digital literacy, and the impact of digital on notions of print and literacy. The class will explore the meanings of digital literacy through a variety of electronic media, including discussion boards, chat, instant messaging (IM), Web logs, presentation software, digital typography, and digital images. Major products will include digital responses to the traditional academic genres of the essay and research paper. Undergraduates, current teachers of writing in secondary schools and graduate students in MAPC or literature programs can enroll. Dr. Gresham’s Advanced Technical Editing will emphasize several essential components of writing: analysis of rhetorical situation including audience, purpose, visual rhetoric, and structure; critique of content; and review and rhetorical context of language correctness. Students in this class will participate in collaborative and individual editing projects that will include “real world” editing experience. Documents in this course will include both papers and electronic texts. Dr. Neal’s composition theory course is required for MAPC students interested in teaching freshmen composition. Students will write short papers throughout the semester and will receive feedback. The cumulative project synthesizes the theory and practical work and allows students to make connections that can be broad or more centralized.
Christy Mroczek, Editor
defense preparing to stop the run ...football continued from page 3
The good-natured graduate students just want to have a good time. “At the end of the game, it’s not the score that matters, but how much fun we had while playing,” Turner said. However, that is not to say they are not enthusiastic and intense when game time comes. Brian Verhoeven, second year MAPC student, crafted some very ingenious plays for his teammates to run. “Speech is a powerful lord, and we talk more game than the scoreboard shows,” he said. If you missed sign-ups and want to be a part of “Rhetoric’s Revenge” the team plays on Wednesdays at various times on the intramural fields across from Fike Recreation Center.
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combination of theory and technology, financial aid. 11. After discovering the MAPC program, did you request additional information about the program? How did you do this? Emailed or called program director, met with student representatives, met with other faculty member. 12. What would you change about the CD/brochure? What would you keep the same? Some students suggested to keeping all the same. Others wanted more information about required classes, more pictures, better design, emphasis on the reading/research aspect along with the practical aspects of degree. 13. Did you visit the website? Do you have any revision suggestions? Better organized, didn’t like the girl, check the links, create PDF of reading list, more information on cognates, keep updated. 4