Media Composing
“Television and
the Rise of Digital
Media”
WF (2:20-3:40pm), DH 312
Instructor: Jacinta Yanders
Office: DH 569
Office Hours: Mondays,
2pm-5pm & by appointment
Email: yanders.1@osu.edu
Course Description
What do we make of TV in the digital age? Does Throughout the semester, we will carefully
the fact that a viewer can livetweet an episode consider the ways in which these digital media
of Scandal, interact with the show’s cast and productions are both reflective of contemporary
creator digitally during the show, create any culture as well as responsible for shaping that
number of memes, gifs, artworks, and very same culture. Though we will take up
fanfictions immediately following the show, and television as our primary area of inquiry, our
immediately share those creations with millions ultimate goals in this course are to build an
of others via social media fundamentally change understanding of the mechanisms of various
the televisual viewing experience? digital media forms and to further develop your
digital communication capabilities.
In this course, we will utilize digital media
resources to both analyze how these
innovations have changed television, especially
with regards to production, distribution, and
audience engagement, and to create digital
compositions that will challenge you to reflect
on and expand upon your initial analyses.
Objectives
To explore the critical strategies that can be employed to analyze the aesthetic, cultural and
industrial relationships between television and digital media
To understand how digital media makes arguments by combining multiple modes of
communication, including text, speech, visual, and auditory
To understand how digital media changes the nature of speaker, audience, and message in
digital communication
To understand ethical responsibilities of digital composing
GE Fulfillment
English 2269 fulfills the following GEC requirement:
Goals: Students evaluate significant works of art in order to develop capacities for aesthetic and historical
response and judgment; interpretation and evaluation; critical listening, reading, seeing, thinking, and
writing; and experiencing the arts and reflecting on that experience.
Course Requirements
Access to a Netflix account. Rather than purchasing a textbook, you will need to maintain access
to Netflix for the duration of this course. We will use the service for viewings.
Course Readings via Carmen
Headphones
AA batteries
Strongly recommended: Portable Hard Drive (formatted for Macs or partitioned for use on PCs
and Macs)
Grading Scale
Digital
Transmedia Blog
Extension 20%
Project
25%
Twitter/Storify
Project
15%
Podcast
25%
Personal Digital Composing History: You will discuss your experience with composing in digital
contexts and consider how digital media functions in your daily life, how comfortable you are with both
writing and utilizing various forms of technology, and what you’re expecting to get from this class.
Blog: You will each contribute posts to the course blog that allow you to engage with the numerous
readings, viewings, and forms of digital media that we will be encountering. The blog will also provide
you with space to document your own research and work progress.
Twitter & Storify Project: You will use this assignment to not only engage in the process of
livetweeting, but to also think critically about it with the assistance of Storify.
Podcast: You will create a television show podcast based on a show of your choosing.
Digital Transmedia Extension Project: You will build on everything we explore in class and everything
you’ve composed in order to create a transmedia extension for a contemporary television show.
Participation Logs: Participation takes shape in a variety of ways, including but not limited to, posing
and/or answering questions, making connections between class discussions and readings/viewings,
drawing in relevant outside examples, staying on task and producing quality work during group activities,
willingness to provide assistance to each other, etc. You will be required to submit a participation log
every four weeks (the template can be found on Carmen). These logs, in combination with my
observations of your participation, will be used to assess your final participation grade.
Course Policies
Classroom Community and Inclusivity: The classroom is comprised of people with a rich variety of
backgrounds and perspectives. We should all be committed to building an atmosphere for learning that
respects and appreciates a range of perspectives and identities. While working together to build this
classroom atmosphere, we are all tasked with:
Sharing unique experiences, values and beliefs
Being open to the views of others
Honoring the uniqueness of others
Appreciating the opportunity that we have to learn from each other
Valuing each other’s opinions and communicating in a respectful manner
Keeping confidential discussions that the community has of a personal (or professional) nature
Using this opportunity together to discuss ways in which we can create an inclusive environment
beyond the classroom
P.S. The devil does not need an advocate.
Inclusive Language: Everyone should be referred to by their preferred name, the correct pronunciation
of their name, and their preferred pronouns (such as she, ze, he, or they). Please be respectful.
Content Warning: It’s possible that students may find some element of the course material traumatic for
a variety of reasons. The classroom is a space in which each person should be challenged. However, the
aim of this course is not to do harm. So that each person can take whatever steps necessary to prepare to
productively engage with the material, I will do my best to provide content warnings when I know
material contains some of the more common concerns. When presenting and/or sharing work and/or
examples, students are expected to take the same precautions.
Attendance and Punctuality: Being present in each class is a necessity with the exception of a few
particular excused possibilities (subject to my discretion). Accruing more than two unexcused absences
will result in the loss of a 1/3 of a letter grade for each subsequent unexcused absence. I will take
attendance at the beginning of each class. If you are not present when your name is called, you will be
marked absent. If you come to class late, it is your responsibility to check in with me at the end of class. If
you choose not to do so, the absence will remain on the record and will not be removed later.
Student Work: All assignments should be posted to Carmen by 11:59pm on the assigned due date
(unless otherwise instructed). Late work will result in a drop of one letter grade (for example, from B to
C) for each day late. Unexcused absences or technological misfortunes are not acceptable excuses for
failing to meet a deadline. You should back up all work, save often, and keep at least 2 electronic copies
of your work (on your hard drive and on a computer, for example). In particular, make sure to keep a
backup of any work that you complete in this classroom because it may not always remain on the
computer (these computers are public and shared between several classes). I strongly encourage you to
save ongoing drafts of your work so that you may have an opportunity to go back to an earlier version if
you’re not satisfied with changes you’ve made. All written work should be submitted in MLA format (12
pt. font, double spaced, Times New Roman, 1 inch margins, header, heading, etc.) and as .doc or .docx
files.
Plagiarism: Plagiarism is the unauthorized use of the words or ideas of another person. It is a serious
academic offense that can result in referral to the Committee on Academic Misconduct and failure for the
course. Faculty Rule 3335-5-487 states, “It is the responsibility of the Committee on Academic
Misconduct to investigate or establish procedures for the investigation of all reported cases of student
academic misconduct. The term ‘academic misconduct’ includes all forms of student academic
misconduct wherever committed; illustrated by, but not limited to, cases of plagiarism and dishonest
practices in connection with examinations. Instructors shall report all instances of alleged academic
misconduct to the committee.” In addition, it is a violation of the student code of conduct to submit
without the permission of the instructors work for one course that has also been submitted in fulfillment
of the requirements of another course. For additional information, see the Code of Student Conduct
(http://studentaffairs.osu.edu/resources/).
Class Cancellation Policy: In the unlikely event of class cancellation due to emergency, I will contact
you via email and request that a note be placed on the door of our classroom announcing the cancellation.
The Digital Media Project (DMP) is the division of the English department that provides equipment and
technical support to students enrolled in English classes. The DMP general office is located in Denney
324, and offers equipment borrowing and support from friendly, expert staff. For more information,
including borrowing policies and requirements, see https://dmp.osu.edu/.
The Ombud of the Writing Programs, Debra Lowry, mediates conflicts between instructors and
students in Writing Programs courses. Her Autumn 2016 office hours in Denney Hall 441 are Mondays 1-
3, Thursdays 9-11, and by appointment. Email lowry.40@osu.edu. All conversations with the
Ombudsman are confidential.
Students with documented disabilities who have registered with the Office of Student Life Disability
Services will be appropriately accommodated and should inform the instructor as soon as possible of their
needs. SLDS is located in 098 Baker Hall, 113 W. 12th Ave; Tel.: 614-292-3307; VRS: 614-429-1334;
Email:slds@osu.edu; Web: slds.osu.edu
Counseling and Consultation Services provides a wide range of resources for undergraduate students.
For more information, call 292-5766.
Student Advocacy Center (as they note in their mission statement) is committed to assisting students in
cutting through campus bureaucracy. Its purpose is to empower students to overcome obstacles to their
growth both inside and outside the classroom, and to help them maximize their educational experience
while pursuing their degrees at The Ohio State University. The SAC is open Monday-Friday from 8:00
AM – 5:00 PM. You can visit them in person at 001 Drackett Tower, call at (614) 292-1111, email
advocacy@osu.edu, or visit their website: http://studentlife.osu.edu/advocacy/
Course Schedule
August 24th
Introductions, Syllabus, Getting Started
Due: Sign up for Twitter, Wordpress, & Storify
August 26th
Viewings: “The New Housekeeper”(S1), The Andy Griffith Show; “Give Me a Ring
Sometime”(S1), Cheers; “The Pilot”(S1), Friends
Readings: Spiegel, “Installing the Television Set”; Sepinwall, “From Must-See TV to Peak TV:
20 Years of Covering Television”; Jenkins, “Introduction: ‘Worship at the Altar of
Convergence’”
Due: Personal Digital Composing History
Week 2: The Second Screen
August 31st
Viewings: “Sweet Baby” (S1), Scandal; Scandal 2x08 Promo “Happy Birthday, Mr. President”
(linked in “Week 2” module on Carmen)
Readings: Kapko, “How Live Tweeting is Changing Broadcast Media”; Byrd, “Twitter: The New
Way to Watch Television”; Steinhauer, “Shondaland's #TGIT: Promoting Live-Viewing & Flow
Through Block Programming”
September 2nd
Readings: Essenmacher, “#HashtagKiller”; Lahey, “Data Collection, Television, and Twitter”;
Schirra, Sun, and Bentley, “Together Alone: Motivations for Live-Tweeting a Television Series”
September 7th
Introduction of Twitter/Storify Project
In-class Livetweeting
September 9th
In-class Storify
Readings: Carlson, “Step Away From the Keyboard: How Live-Tweeting TV Shows Ruins
Everything”; Bailey, “How Not to Live-Tweet Your Favorite Television Show”
September 14th
Readings: Sinwell, “The Netflix Experience: Immediate and Unlimited Television Viewing as
User Fantasy”; Schatz, “HBO and Netflix-Getting Back to the Future”
September 16th
Viewings: “Massimo Bottura”(S1), Chef’s Table; “Bojack Horseman: The Bojack Horseman
Story, Chapter One” (S1); Bojack Horseman
Readings: Wu, “Netflix’s War on Mass Culture”; Leonard, “How Netflix is Turning Viewers into
Puppets”
Due: Participation Log #1
September 21st
Viewing: “The Murder of Sherlock Holmes” (S1), Murder, She Wrote
Readings: Williams, “Programming as Sequence or Flow”; Newman, “From Beats to Arcs:
Toward a Poetics of Television Narrative”; French, “Serial Narratives”; Bordwell, “New Media
and Old Storytelling”
September 23rd
No Class
Due: Twitter/Storify Project
Week 6: Binge Watching and Narrative (cont.)
September 28th
Viewing: “One Moore Episode” (S2), Portlandia; Idea Channel, “How is Technology Changing
TV Narrative?” (linked in Week 6 module on Carmen)
Readings: VanDerWerff, “Netflix, Amazon, and Hulu get one basic thing about TV very wrong”;
Poniewozik, “Streaming TV isn’t Just a New Way to Watch. It’s a New Genre”; Pagels, “Stop
Binge-Watching TV”; Poniewozik, “Go Ahead, Binge-Watch That TV Show”
September 30th
Copyright and Fair Use
Blog Review #1
Viewing: “A Fair(y) Use Tale” (linked in Week 6 module on Carmen)
October 5th
Introduction of Podcast Project
Viewing: “Serenity” (S1), Firefly; Coppa, “Things We Don't Have in the Future...and How Fan
Arts Can Help” (linked in Week 7 module on Carmen)
Readings: Bury, Deller, Greenwood, and Jones, “From Usenet to Tumblr: The Changing Role of
Social Media”; Christian, “Fandom as Industrial Response: Producing Identity in an Independent
Web Series”
October 7th
Audacity and Recording Devices Tutorial
October 12th
Reading: Weiner, “The Voices: Toward a Critical Theory of Podcasting”; Menjivar, “Using
Music: Jonathan Menjivar For This American Life”; Lewis, “10 Production Mistakes Podcasters
Make”
Viewing: “Pilot” (S1), Gilmore Girls
Listening: “101-Pilot”, Gilmore Guys podcast
October 14th
Fall Break: No Class
Due: Podcast Proposal
October 19th
Podcast Workshop Day
Due: Participation Log #2
October 21st
Podcast Workshop Day
Due: Podcast Draft
October 26th
Podcast Conferences
October 28th
Viewing: “Pilot: Part 1” & “Pilot: Part 2” (S1), Lost
Readings: Jenkins, “Transmedia Storytelling 101” & “Transmedia Storytelling 202”
Due: Podcast
November 2nd
Introduction of Digital Transmedia Extension Project
Viewings: The Lizzie Bennet Diaries (Episodes 1-10), available via Youtube
November 4th
iMovie and Cameras Tutorial
November 9th
Viewing: “Buffy the Vampire Slayer 1992 Trailer” (linked in Week 12 module on Carmen);
“Welcome to the Hellmouth” (S1), Buffy the Vampire Slayer
Listening: Buffering the Vampire Slayer, “Episode 1.01: Welcome to the Hellmouth”
Reading: Beddows, “Buffy the Transmedia Hero”
Due: Digital Transmedia Extension Project Proposal
November 11th
Veterans Day: No Class
November 16th
Blog Review #2
Readings: Smith, “Lost Transmedia Lessons: 5 Takeaway Techniques”; Kopp, “The 15 Things
I’ve Learned about Transmedia Storytelling”
November 18th
Digital Transmedia Extension Project Workshop Day
November 23rd
Thanksgiving Break: No Class
November 25th
Thanksgiving Break: No Class
November 30th
Digital Transmedia Extension Project Workshop Day
Due: Digital Transmedia Extension Project Draft
December 2nd
Digital Transmedia Extension Project Conferences
Due: Participation Log #3
Week 16:
December 7th
Presentations, Evaluations
Due: Digital Transmedia Extension Project