This document is a course syllabus for COMM 335: Writing Across Platforms taught by Matthew J. Kushin at Shepherd University during the Spring 2016 semester. The course will focus on writing effectively for various digital platforms and emphasizes clear communication, professional standards, and tailoring messages for different audiences and mediums. Students will complete writing assignments across multiple genres including news releases, blog posts, and social media content. They will also participate in writing challenges during class and complete quizzes on AP style. The syllabus outlines major assignments, grading criteria, a tentative schedule, and additional course resources.
This is my syllabus for my Writing Across Platforms class. This class is aimed at undergraduate students studying communication, particularly those interested in careers in public relations, social media, strategic communication, and related fields. It teaches students to construct a variety of promotional writing pieces.
Read more about this and other classes at: https://mattkushin.com
My Fall 2018 COMM 322 Social Media class syllabus for undergraduate students at Shepherd University. A version of this syllabus is discussed in detail in my book Teach Social Media: A Plan for Creating a Course Your Students Will Love available on Amazon.com.
Learn more about this class at: https://Mattkushin.com
My social media syllabus for fall 2017. Class is taught in the Department of Communication at Shepherd University. This semester, we will include Hootsuite Academy, Meltwater, and much more. Students can complete a Facebook Blueprint assignment for extra credit. This syllabus is discussed in depth on my blog: http://mattkushin.com
Syllabus for my Fall 2016 social media class. Learn more about my class at mattkushin.com. A blog post on this class is here: http://mattkushin.com/2016/08/24/social-media-class-overview-fall-2016/
An introductory communication department syllabus for an Online Asynchronous (OLA) university course. The course is titled Communication & New Media. Learn more at: mattkushin.com
My Fall 2019 COMM 322 Social Media class syllabus for undergraduate students at Shepherd University. A version of this syllabus is discussed in detail in my book Teach Social Media: A Plan for Creating a Course Your Students Will Love available on Amazon.com.
Learn more about this class and read about assignments at: https://Mattkushin.com
This is my syllabus for my Writing Across Platforms class. This class is aimed at undergraduate students studying communication, particularly those interested in careers in public relations, social media, strategic communication, and related fields. It teaches students to construct a variety of promotional writing pieces.
Read more about this and other classes at: https://mattkushin.com
My Fall 2018 COMM 322 Social Media class syllabus for undergraduate students at Shepherd University. A version of this syllabus is discussed in detail in my book Teach Social Media: A Plan for Creating a Course Your Students Will Love available on Amazon.com.
Learn more about this class at: https://Mattkushin.com
My social media syllabus for fall 2017. Class is taught in the Department of Communication at Shepherd University. This semester, we will include Hootsuite Academy, Meltwater, and much more. Students can complete a Facebook Blueprint assignment for extra credit. This syllabus is discussed in depth on my blog: http://mattkushin.com
Syllabus for my Fall 2016 social media class. Learn more about my class at mattkushin.com. A blog post on this class is here: http://mattkushin.com/2016/08/24/social-media-class-overview-fall-2016/
An introductory communication department syllabus for an Online Asynchronous (OLA) university course. The course is titled Communication & New Media. Learn more at: mattkushin.com
My Fall 2019 COMM 322 Social Media class syllabus for undergraduate students at Shepherd University. A version of this syllabus is discussed in detail in my book Teach Social Media: A Plan for Creating a Course Your Students Will Love available on Amazon.com.
Learn more about this class and read about assignments at: https://Mattkushin.com
Syllabus for my Strategic Campaigns class in the department of communication at Shepherd University.
Read more about it and my other classes at: mattkushin.com
These slides were created for the course:
Comm 350R Social Media
Dr. Matthew J. Kushin
Department of Communication
Utah Valley University
For more on the course see:
http://profkushinsocial.wordpress.com
For more about the professor, see:
http://profkushin.wordpress.com
or @mjkushin on Twitter
This is a syllabus for my persuasion and message design course. It looks at theories, concepts and tactics for persuasion.
To learn more about this class and others, go to: mattkushin.com
This is an assignment for my Comm 322 Social Media Class for Fall 2014. It is a way for students to learn about content planning related to goals, objectives, key messages, and social media channel purpose goals. Thus, students get to think strategically about the type of content that they can create that would align with those goals. I've blogged about this assignment at mattkushin.com where you can find more context and explanation.
Opportunity Knocks on the Student Life CycleSalesforce.org
Presentation from Salesforce.org Higher Ed Summit 2018 by: Nadia Kaminski, Manager of Academic Success Coaches, and Laura Kite, Assistant Dean for Student Affairs, University of Wisconsin-Extension.
Student Information Systems (SIS) have been available for a number of years and have been deployed by colleges and universities as a means of managing the student lifecycle as defined by traditional higher education - essentially time-based activities (application, admission, registration, semester-based enrollment, graduation) based on an academic calendar. However, these SIS' tend not to work for a new model of higher education - Competency-Based Education (CBE) - where the student lifecycle is led by the student themselves. THE CBE model lends itself to a new way of thinking about SIS functionality - where subscription periods can be treated as sales opportunities - where the student advisor's task is to help the student purchase the best options that meet the expectations of the student’s academic path. With this new mindset the University of Wisconsin-Extension undertook a software implementation (the Student Engagement System - SES) that reconsidered the student lifecycle as a series of sales opportunities - and then established these opportunities into Salesforce - a Customer Relationship Management (CRM) enterprise platform. We believe that, while extending the Salesforce platform to achieve this mindset is not alone innovative, the re-engineering of business processes in the student life cycle as sales opportunities certainly is.
Watch a recording of this presentation: https://youtu.be/1fNiyYxKg3U
This is the syllabus for my (applied) communication research class for spring 2019. The class is taught to undergraduate communication students at Shepherd University. The class is geared towards students interested in working in public relations, social media and related fields. Learn more about this class and others I teach at: https://mattkushin.com.
This project was assigned to students in my communication research class. It combines several techniques to offer students a chance to learn a variety of different ways of doing social media analytics, social listening and some basic social network analysis.
You can learn more at: MattKushin.com
These slides were created for the course:
Comm 350R Social Media
Dr. Matthew J. Kushin
Department of Communication
Utah Valley University
For more on the course see:
http://profkushinsocial.wordpress.com
For more about the professor, see:
http://profkushin.wordpress.com
or @mjkushin on Twitter
This is the full slide deck for my presentation at the 2016 PRSA Educator's Academy Super Saturday in Indianapolis. The presentation looks at how you can use the Slack app to foster class teams on group projects.
You can learn more at Mattkushin.com
17 Tips for Teaching Social Media MarketingStukent Inc.
This presentation gives tips on how to teach a social media marketing course. The slides are loaded with resources for instructors and students.
Learn more about Stukent and digital marketing education here:
www.stukent.com
https://stukent.com/expert-session-sp...
https://www.facebook.com/stukentapp/
https://twitter.com/StukentApp
This is an updated version of my social media audit assignment for my university-level social media class. This assignment relies on the use of Keyhole.co social media analytics software. Learn more at: mattkushin.com.
These slides are a summary of a previous lecture that discusses in depth the concepts of social capital, social objects, strength of weak ties, and seeks to show students things to consider when applying these concepts in their use of social media. They are used in my Social Media course in the Dept of Communication at Utah Valley University: profkushinsocial.wordpress.com
A beginner’s guide from a social network analysis fan with much to learn.
This handout accompanies slides and a video conference call I participated in about Netlytic and social network analysis basics.
Syllabus Spring '14: Social Media in Public RelationsVinita Agarwal
CMAT 490—Social Media in PR will involve the study of strategic communication principles guiding social media planning and integration using tools such as blogging, podcasting, YouTube, Facebook, RSS, Pinterest, and Twitter to identify and engage key influencers. Students gain knowledge and experience in strategic implementation of social media initiatives in PR contexts such as social media crises, corporate communications, issues management, and reputation management. CMAT 490 is an enhanced course, requiring intensive study in any one area of speech or communication studies, ideally in the student’s track. Substantial research paper/academic project and class presentation are required.
BuzzFeed Valentine - Case Study in Digital Marketing EducationScott Cowley
BuzzFeed Valentine is a project piloted at Arizona State University. Marketing students work with BuzzFeed in a way that combines elements of marketing strategy, consumer behavior, digital industry tools, and public outreach.
Presentation given on 9/16/2015 at the MMA Fall Educators Conference in San Juan, Puerto Rico, as part of the AxcessCapon Teaching Innovation Competition finals.
My 2015 Communication Research syllabus for Shepherd University.
This is an applied research class.
Learn more about the class and assignments at: MattKushin.com
Syllabus for my Strategic Campaigns class in the department of communication at Shepherd University.
Read more about it and my other classes at: mattkushin.com
These slides were created for the course:
Comm 350R Social Media
Dr. Matthew J. Kushin
Department of Communication
Utah Valley University
For more on the course see:
http://profkushinsocial.wordpress.com
For more about the professor, see:
http://profkushin.wordpress.com
or @mjkushin on Twitter
This is a syllabus for my persuasion and message design course. It looks at theories, concepts and tactics for persuasion.
To learn more about this class and others, go to: mattkushin.com
This is an assignment for my Comm 322 Social Media Class for Fall 2014. It is a way for students to learn about content planning related to goals, objectives, key messages, and social media channel purpose goals. Thus, students get to think strategically about the type of content that they can create that would align with those goals. I've blogged about this assignment at mattkushin.com where you can find more context and explanation.
Opportunity Knocks on the Student Life CycleSalesforce.org
Presentation from Salesforce.org Higher Ed Summit 2018 by: Nadia Kaminski, Manager of Academic Success Coaches, and Laura Kite, Assistant Dean for Student Affairs, University of Wisconsin-Extension.
Student Information Systems (SIS) have been available for a number of years and have been deployed by colleges and universities as a means of managing the student lifecycle as defined by traditional higher education - essentially time-based activities (application, admission, registration, semester-based enrollment, graduation) based on an academic calendar. However, these SIS' tend not to work for a new model of higher education - Competency-Based Education (CBE) - where the student lifecycle is led by the student themselves. THE CBE model lends itself to a new way of thinking about SIS functionality - where subscription periods can be treated as sales opportunities - where the student advisor's task is to help the student purchase the best options that meet the expectations of the student’s academic path. With this new mindset the University of Wisconsin-Extension undertook a software implementation (the Student Engagement System - SES) that reconsidered the student lifecycle as a series of sales opportunities - and then established these opportunities into Salesforce - a Customer Relationship Management (CRM) enterprise platform. We believe that, while extending the Salesforce platform to achieve this mindset is not alone innovative, the re-engineering of business processes in the student life cycle as sales opportunities certainly is.
Watch a recording of this presentation: https://youtu.be/1fNiyYxKg3U
This is the syllabus for my (applied) communication research class for spring 2019. The class is taught to undergraduate communication students at Shepherd University. The class is geared towards students interested in working in public relations, social media and related fields. Learn more about this class and others I teach at: https://mattkushin.com.
This project was assigned to students in my communication research class. It combines several techniques to offer students a chance to learn a variety of different ways of doing social media analytics, social listening and some basic social network analysis.
You can learn more at: MattKushin.com
These slides were created for the course:
Comm 350R Social Media
Dr. Matthew J. Kushin
Department of Communication
Utah Valley University
For more on the course see:
http://profkushinsocial.wordpress.com
For more about the professor, see:
http://profkushin.wordpress.com
or @mjkushin on Twitter
This is the full slide deck for my presentation at the 2016 PRSA Educator's Academy Super Saturday in Indianapolis. The presentation looks at how you can use the Slack app to foster class teams on group projects.
You can learn more at Mattkushin.com
17 Tips for Teaching Social Media MarketingStukent Inc.
This presentation gives tips on how to teach a social media marketing course. The slides are loaded with resources for instructors and students.
Learn more about Stukent and digital marketing education here:
www.stukent.com
https://stukent.com/expert-session-sp...
https://www.facebook.com/stukentapp/
https://twitter.com/StukentApp
This is an updated version of my social media audit assignment for my university-level social media class. This assignment relies on the use of Keyhole.co social media analytics software. Learn more at: mattkushin.com.
These slides are a summary of a previous lecture that discusses in depth the concepts of social capital, social objects, strength of weak ties, and seeks to show students things to consider when applying these concepts in their use of social media. They are used in my Social Media course in the Dept of Communication at Utah Valley University: profkushinsocial.wordpress.com
A beginner’s guide from a social network analysis fan with much to learn.
This handout accompanies slides and a video conference call I participated in about Netlytic and social network analysis basics.
Syllabus Spring '14: Social Media in Public RelationsVinita Agarwal
CMAT 490—Social Media in PR will involve the study of strategic communication principles guiding social media planning and integration using tools such as blogging, podcasting, YouTube, Facebook, RSS, Pinterest, and Twitter to identify and engage key influencers. Students gain knowledge and experience in strategic implementation of social media initiatives in PR contexts such as social media crises, corporate communications, issues management, and reputation management. CMAT 490 is an enhanced course, requiring intensive study in any one area of speech or communication studies, ideally in the student’s track. Substantial research paper/academic project and class presentation are required.
BuzzFeed Valentine - Case Study in Digital Marketing EducationScott Cowley
BuzzFeed Valentine is a project piloted at Arizona State University. Marketing students work with BuzzFeed in a way that combines elements of marketing strategy, consumer behavior, digital industry tools, and public outreach.
Presentation given on 9/16/2015 at the MMA Fall Educators Conference in San Juan, Puerto Rico, as part of the AxcessCapon Teaching Innovation Competition finals.
My 2015 Communication Research syllabus for Shepherd University.
This is an applied research class.
Learn more about the class and assignments at: MattKushin.com
Building Online Community, Interaction, Collaboration, and Engagement through...maritezita
Maritez Apigo's presentation at the Strengthening Student Success Conference on October 8, 2015 at Oakland Marriott City Center
Eliminate the isolation barriers of technology and instead, integrate it to support student success. The presenter will showcase three technology tools and strategies for building community, increasing active participation, supporting social interaction, facilitating collaborative activities, and fostering engagement among students. The presenter will also demonstrate a simplified process for creating your own instructional videos by using free tools such as Screencast-O-Matic and YouTube. VoiceThread allows for asynchronous discussions about media through text, audio and video comments. Popular social media like Facebook extends community and engagement. The techniques modeled and examples shared are applicable to face-to-face, online, or hybrid courses. Tips and tricks for success with these technologies will be shared, and helpful resources for getting started and troubleshooting will be provided. Please bring your iPad or laptop to be able to fully participate in this session.
http://maritez.populr.me/sssc
Writing Across Platforms university communication writing course.
Teaches students keyword research for SEO, including what it is, what link building is, and why it matters. This lecture relates to two other lectures and with in class activities for students. See lecture "Writing for Search Engines: SEO, Google Trends, Adwords Keywords Tool" and "What is Keyword Research and SEO and why does it matter?" under my profile.
More on my blog: www.mattkushin.com
Writing Across Platforms university communication writing course. Teaches students keyword research for SEO, including Google Trends and Google Adwords Keywords Tool. Contains in-class activities for these tools, and practice writing assignments.
Please see other lectures for this class to see other discussions of SEO, keyword research, and writing for search engines.
Goes along with blog posts on: In-class activity explained in blog post: http://mattkushin.com/2013/04/10/seo-keyword-research-with-google-trends-class-activity-students/
This is an example of a template that educator's can use to organize their classes, both in k-12 and college.
I blog about this topic at: http://mattkushin.com
Better User Experience through Personalisation in DrupalDavid Peterson
Personalisation means better communication to your site visitors. We all know that one size doesn't fit all and this is very true for content. A message that is important to me might be of no consequence to you.
Many competing CMS systems have built-in Personalisation. These are powerful, but often complex beasts; yet many clients want this power. How can this be achieved in Drupal? How can Drupal do it better than the other big, expensive, proprietary systems?
I will present the latest techniques in the Personalisation space and how they can be deeply integrated into your Drupal website.
Topics Covered:
- Explicit Personalisation (logged in users)
- Implicit Personalisation (anonymous users)
- Presenting content to users based on:
geo-location
user device
time-of-day
time-of-week
browsing patterns
and more...
- Keeping Drupal fast
Media for Social Responsibility: Portrayals of Disability and Chronic Illness...Anthony Adornato
Seminar focusing on media portrayals of people with disability and chronic illness. For presentations of other speakers, visit: Great line-up of experts for my course on portrayals of disability and chronic illness in the media. Access the presentations here: http://bit.ly/2cGHT1f
This form is used in team projects in my classes. You can learn more about how I use this assignment via a blog series I wrote at MattKushin.com titled "A Guide To Setting Up Classroom Groups for Success." It is discussed in post #3 of that series.
Ears to hear with: The instructed writing centerLawrie Hunter
Presented at Writing Centers Association of Japan annual conference, Oberlin Univ., Machida, Tokyo.
Emphasizing the difference between humanities/social science writing centers and sci-tech writing centers. A world of difference.
Fayetteville Technical Community CollegeSYLLABUSSummer 2020Cou.docxmglenn3
Fayetteville Technical Community CollegeSYLLABUS
Summer 2020Course:
Course Title: Writing and Inquiry
Prefix and Section Number: ENG 011.1D04 and ENG 111.1D04
Day(s) and Time(s): MTWTF
Delivery Method: Online
Class Begins: May 26, 2020 Class Ends: July 21, 2020
Class Hours: 4 Lab Hours: 1 Clinic Hours: 0 Credit Hours: 5To Contact the Instructor:
Instructor: Debra Chapa
Office Location: CUH 378H
Office Hours: Monday, Tuesday, and Wednesday 10:00 to 11:00
Thursday 10:00-12:00
Phone: 910-678-9764
Email: [email protected]Course Description:
ENG 011 This course is designed to support students in the development of skills necessary for success in ENG 111 by complementing, supporting, and reinforcing ENG 111 Student Learning Outcomes. Emphasis is placed on developing a growth mindset, expanding skills for use in active reading and writing processes, recognizing organizational relationships within texts from a variety of genres and formats, and employing appropriate technology when reading and composing texts. Upon completion, students should be able to apply active reading strategies to college-level texts and produce unified, well-developed writing using standard written English.
ENG 111 This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English.
This course has been approved for transfer under the CAA as a general education course in English Composition. This course has been approved for transfer under the ICAA as a general education course in English Composition. This is a Universal General Education Transfer Component (UGETC) course.
Course Prerequisites:
Credit for DRE 096 and DRE 097 or for RED/ENG 070 and RED/ENG 080 or Unweighted High School GPA of 2.2+ or Rise Placement Score of 75Course Co-requisites:
ENG 011 is a co-requisite for ENG 111. Course Objectives:
At the completion of this course, the student will have:
ENG 011:
Demonstrated the growth mindset by using academic habits and learning strategies that will enhance success in ENG 111 coursework.
Practiced and reflected on reading and writing as recursive processes.
Demonstrated active reading strategies.
Recognized the organizational relationships within texts from a variety of genres and formats.
Created unified, well-developed texts.
Applied conventions of standard written English.
Employed appropriate technology when reading and composing texts.
ENG 111: at the end of the course the student will be able to:
1. Demonstrate writing as a recursive process.
2. Demonstrate writing and inquiry in context using different rhetorical strategies to reflect, analyze, explain, and persuade in a variety of genres and formats.
3. Stude.
Communication through Digital Media & Networks syllabusHanson Hosein
Foundational course taught by Hanson Hosein, Brent Friedman and Adriana Gil Miner taught in the Communication Leadership graduate program at the University of Washington, fall 2013. Our 76 students are pursuing Master of Communication degrees in Digital Media, and in Communities & Networks. www.commlead.uw.edu
This course syllabus is for a university-level class on happiness and media use (aka, subjective well-being and communication). This class is titled Happiness: Media versus Reality because it compares portrayals of happiness in the media, media effects on happiness, and social scientific research on happiness. This is a special topics class. The class is taught at Shepherd University.
Learn more at https://mattkushin.com.
This is a public relations syllabus for the Principles of COMM 321: Public Relations course at Shepherd University. You can learn more about the class at mattkushin.com.
This assignment is for students to learn paid social media and influencer marketing using the Stukent Mimic Social simulator. This is for a social media public relations or social media marketing class. Learn more about this assignment by seraching "stukent mimic social" at Mattkushin.com
COVID-19 (Coronavirus) Brand Crisis Response Activity: Brands Doing Good in a...Matthew J. Kushin, Ph.D.
An informal group Zoom presentation activity for online students in a Public Relations Principles course. The activity asks students to explore and conduct a compare and contrast how brands are responding during the COVID-19 (coronavirus) crisis.
This is a writing exercise used in my Writing Across Platforms class which teaches communication students to write a range of promotional content for print and the web. This assignment helps them work on writing leads by asking them to take an existing news story and re-write the headline and lead to focus on the most interesting part.
This assignment was used in my Writing Across Platforms class. It is for the Mimic Intro Simulator, which is by Stukent.com. I am not affiliated with Stukent. But I did use their product in my class.
The simulator teaches student how to write PPC ads for search engine marketing.
You can read more about this and other assignments on my blog, MattKushin.com.
A beginner’s guide to social network analysis for social media and strat comm professors.
From a social network analysis fan with much to learn!
http://Netlytic.org
Overview of how to use the network visualization tool https://netlytic.org/home/?page_id=2
Tutorial for using Netlytic: https://youtu.be/F6scVtMGKFE
Additional Resources
♣ Basics of social network analysis slides
♣ Blog post “A Quick, Interactive Activity for Introducing the Concept of Digital Influencers”: http://mattkushin.com/2018/03/19/digital-influencers-easy-classroom-activity/
♣ Blog post detailing the below assignment: http://mattkushin.com/2017/04/24/teaching-basic-social-network-analysis-of-instagram-and-twitter-data-using-netlytic-org-post-4-of-4/
My online personal branding assignment used in my Public Relations Principles class. This assignment is adapted from adapted from A Roadmap for Teaching Social Media by Dr. Karen Freberg.
Read more at: MattKushin.com
This is an assignment for my PR Principles class at Shepherd University. Students participate in the Ketchum Mindfire Challenges. Learn more about the post at http://mattkushin.com. Search: Ketchum Mindfire.
This is a copy of the social media audit assignment I have my students complete. The class is a university level strategic social media class. The students use Meltwater and other software to conduct the assignment.
You can read more about this assignment on my blog, MattKushin.com. Search: "Using Meltwater for a Social Media Audit Assignment in Social Media Class."
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Matthew J. Kushin, PhD
Shepherd University Course Syllabus .:. 1
COMM 335: Writing Across Platforms
Spring 2016 | 3 Credit Hours
Lecture: 01: Location: L10G Time: T/R 1:50-3:05pm
Text: · Content Rules: How to create killer blogs, podcasts, videos,
ebooks, webinars and more that engage customers and
ignite your business by Ann Handley & CC Chapman (ISBN:
978-1-118-23260-6)
The Shepherd bookstore online tool for finding best price on new, used, rentals: http://shepherd.verbacompare.com/
Strongly recommended: AP Stylebook.
*You can also purchase online access (temporary) or get ebook versions.
Optional: Public Relations Writing: Form & Style (10
th
edition) by Newsom & Haynes
Course Documents & Assignments accessible on Sakai: courses.shepherd.edu
Course Overview
Students learn to write effectively across various platforms in today’s computer-mediated world. Emphasis is given to clear and effective
communication and professional standards as well as the need to tailor the message to the audience and the platform through which it is
communicated.
LEAP Goals & ISOs:
#1: Knowledge of Human Cultures and the Physical & Natural World
§ Acquire knowledge in humanities and arts through progressively more
challenging problems, projects, and standards of performance.
#2: Intellectual & Practical Skills throughout the Curriculum
§ Inquiry & analysis
§ Creative and creative thinking
§ Effectively communicate, in both oral & written English
Competencies
Inquiry & Analysis ▪ Critical Thinking ▪ Oral & Written Communication ▪ Information Literacy ▪ Collaborative Work ▪ Lifelong Learning
Objectives:
This course
§ Teaches written persuasion across print and computer-mediated communication.
§ Emphasizes research, planning, and audience analysis in the writing process.
§ Encourages voice, creativity, and experimentation in writing.
§ Explores search engine optimization (SEO) strategies for reaching target audiences.
§ Examines key differences and considerations when writing for different platforms.
§ Emphasizes written forms of content marketing as part of an organization’s social media strategy.
Assessment based on ability to:
Meeting criteria of Written Communication for class assignments as described below
Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many
genres and styles. It can involve working with many different writing technologies and mixing texts, data and images. Written communication
abilities develop through iterative experiences across the curriculum.
Context of and Purpose for Writing:
§ Demonstrates a thorough understanding of context, audience and purpose that is responsive to the assigned task(s) and focuses all
elements of the work.
Content Development:
§ Uses appropriate, relevant and compelling content to illustrate mastery of the subject, conveying the writer’s understanding and shaping
the whole work.
Genre and Disciplinary Conventions:
§ Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or
writing task(s) including organization, content, presentations, formatting and stylistic choices.
Sources and Evidence:
§ Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of
the writing.
Control of Syntax and Mechanics:
Uses graceful language and skillfully communicates meaning to readers with clarity and fluency and is virtually error-free.
Tentative Schedule
Note: Readings are to be completed by the date listed. Schedule is subject to change.
Professor: Matthew J. Kushin, PhD
email: mkushin@shepherd.edu
Phone: 304-876-5361
Office hours: L10K
MW: 11-2pm, or by appointment
2. Matthew J. Kushin, PhD
Shepherd University Course Syllabus .:. 2
Final Exam Date & Time: See Catalog
[Week#]
Week of
Day Topic
Assignments in italics are assigned that day. In bold are due that day. Italics & bold
indicates assigned & completed same day in class.
Reading Due
[1] 1/11 Tues Intro to Class; Situating Writing in a Convergent World
Set up Writing Challenge Blog by next class
Thurs Legal Considerations; Audience Analysis
Poynter’s AP online lesson
Newsome & Haynes - Chapter 1, 2, 6
http://bit.ly/WAP_whyjohnnycantwrite
[2] 1/18 Tues AP; Earned, Owned, & Paid Media
Poynter’s AP online lesson
Newsome & Haynes - Chapter 3
Complete and bring a print out of your
completed quiz:
https://www.newsu.org/courses/cleani
ng-your-copy-grammar-style-more
Thurs Elements of The News Release
AP Quiz 1: Numbers, Titles, Addresses, and Capitalizations Quiz (in class)
Writing Challenge #1: Inverted Pyramid (in class)
Newsome & Haynes - Chapter 7;
Chapter 10 (188-201)
[3] 1/25 Tues Leads
Writing Challenge #2: Leads (in class)
Non-profit News Release
Poynter’s Lead Lab
http://bit.ly/WAP_notdead
http://buff.ly/VL5srx
Newsome & Haynes - Chapter 10 finish
Thurs More Practice with News Releases; News Release Lab Time
During Lab time – about 30 mins - we will work on your news release in class)
[4] 2/1 Tues Search Engine Optimization & Keywords
AP Quiz 2: Possessive, Apostrophe and Commas (in class)
Poynter’s Lead Lab
http://bit.ly/WAP_WhatisSEOvideo
Read through. Click “you be the
reporter” and complete the writing a
lead task. Print & bring today to class
http://www.newsu.org/courses/lead-
lab
Thurs Formal Critique Day: Bring 1) 1 hard copy to turn in 2) a soft copy
draft uploaded to “resources” on Sakai
Formal Critique of Partner (in class)
Must be present. If can’t be present,
must arrange a partner beforehand to
get credit for critique portion of
assignment.
[5] 2/8 Tues Keyword Research: Google Trends and Google Keyword Estimator
AP Quiz 3: Quotes
Due: Non-profit News Release
http://spinsucks.com/communication/c
ontent-for-humans-and-bots/
http://bit.ly/WAP_SEOforPR
http://bit.ly/WAP_KeywordResearch
Thurs Writing Effective Headlines
News Release Optimized for the Web (aka, Online News Release)
http://bit.ly/WAP_Headlines
[6] 2/15 Tues Work on “Finding Most Interesting Angle of a News Story”
Dr. Kushin in Budapest.
Thurs Work on “Finding Most Interesting Angle of a News Story”
/ Work on News Release
Dr. Kushin in Budapest.
Work on “Finding Most Interesting Angle of a News Story”
[7] 2/22 Tues Search Engine Result Titles, Descriptions; Content Body
Writing Challenge: SEO Title, Description, and a lead paragraph
http://bit.ly/WAP_socialrelease
Thurs Optimizing Online News Release: Links and Shareable; Lab Time to
work on papers in class
3. Matthew J. Kushin, PhD
Shepherd University Course Syllabus .:. 3
[8] 2/29 Tues Owned Content: Content Marketing & the Web
Participation: Writer’s Voice
News Release Optimized for the Web (aka, Online News Release)
Content Rules – Chapter 1-2
http://bit.ly/WAP_InsidePRpodcast1
(Podcast - listen)
Thurs Voice & Style: Yours & Your Brand’s
Participation: Writer’s Voice
Writing Challenge: Film Festival (in class)
Content Rules – Chapters 3-4
http://bit.ly/WAP_whatisCM
http://bit.ly/WAP_JPulizzi_video
(I strongly encourage you to listen to
this interview with Content Marketing
Institute founder)
[9] 3/7 Tues Writing and: Information-Gaps, Hypertargeting, & Consumer
identity
Participation: BF Analysis
http://bit.ly/1riEDu7
http://bit.ly/1ZeEG7E
Thurs Hypertargeting Assignment: Overview, Promotion; Lab Time to work
on assignment
Hypertargeted Writing Assignment
Participation: BF Analysis
[10] 3/14 Tues Spring Break – no class
Thurs Spring Break – no class
[11] 3/21 Tues Content Hub: Blogging; Lab Day for Working on Web Publication
Writing Assignment
Hypertargeted Writing Assignment – Promotion Plan
WeHeartWV Blog Post Writing Assignment
Brand’s Voice Worksheet
(Hypertarget assignment goes live)
Thurs Guest lecture from Andrew Springer, owner of WeHeartWV.com;
Lab Time for Working on Blog Assignment
(Hypertarged assignment still live)
Content Rules - Chapter 11, 19-22
http://bit.ly/WAP_CMandPR
[12] 3/28 Tues Field Day – Work on Blog Post Content for WeHeartWV
Lab open – I will come in to help anyone who wants it.
Hypertargeted Writing Assignment – Results Report (even though
we’re not required to meet, it must be turned in by end of class on
Sakai)
Content Rules – Chapters 23-28
Thurs Planning Social Posts: Editorial Calendar
Brand’s Voice Worksheet
Writing Challenge: Brand’s Voice (in class)
Brand’s Noteworthy event/activity
Content Rules - Chapter 5-7
http://bit.ly/WAP_excalendar
http://bit.ly/WAP_SEOelsewhere
[13] 4/4 Tues Writing for Social Media: Twitter
Social Media Writing (Social Media Calendar) Assignment
Brand’s Noteworthy event/activity
WeHeartWV Blog Post Writing Assignment
http://bit.ly/WAP_MSchaefer_video
(I strongly encourage you to listen to
this great interview w/ Tao of Twitter
author Mark Schaefer)
Thurs Writing for Social Media: Facebook
Content Rules – Chapter 18
http://bit.ly/335_FacebookChanges
http://bit.ly/WAP_FBwinners
http://bit.ly/WAP_FBwritingtips
http://bit.ly/WAP_FBWallPostStats
4. Matthew J. Kushin, PhD
Shepherd University Course Syllabus .:. 4
Assignments:
AP styles 9% (3% each)
Quizzes (3)
News U Online Lectures 6% (3% each)
AP
Lead Lab
Notebook & Challenges (WC’s), Citizenship, Participation Challenges 10%
Formal Critiques of Classmate 8% (4% each)
Professional Writing Assignments 67%
Non-profit news release 9%
News Release Optimized for Web 13%
Hypertargeted Writing Assignment 13%
Blogging Writing Assignment 10%
Social Media Writing Assignment 4% P/I/F
White Paper / Backgrounder 18%
Final Grades: Final grades will be determined with the following scale. There is no rounding:
A = 100-90% B = 89.9-80% C= 79.9-70% D= 69.9-60% F =0-59.9%
All assignments due by the start of class on the due date unless specified otherwise.
Resources
Department Social Media @shepcomm instagram.com/sucomm shepcommblog.wordpress.com
Dr. Kushin @mjkushin
If you are intent on studying strategic comm, you need to 1) read, and 2) be professionally active on social media. I post and share content
related to school, social media, and PR.
o Lists I cultivate:
§ https://twitter.com/mjkushin/social-media - General Social Media News
§ https://twitter.com/mjkushin/shep - Shepherd and local – play your cards right and you might end up on this list!
§ https://twitter.com/mjkushin/strategic - PR, marketing, etc., w/ a bend toward new media.
Accounts Needed
If you do not have an account with the below services, set one up immediately.
Free: Poynter News University @ newsu.org
FAQ
What will we be writing for?
Print, Web (Social media pitch using upgraded PitchEngine.com account), Blogs, Social Media (e.g., Twitter,
Facebook), White Paper (Mac Pages - as desktop publishing)
[14] 4/11 Tues Formal Critique Day: Calendar
1) Bring 1 hard copy of writing assignment to be turned in to
Dr. K; 2) Upload soft copy to Resources on Sakai
Social Media Writing (Social Media Calendar) Assignment
(uploaded to resources on Sakai)
Editorial Calendar Critique (in class)
Must be present. If can’t be present,
must arrange a partner beforehand to
get credit for critique portion of
assignment.
Thurs Spring Recess – no class
[15] 4/18 Tues White Papers: Position papers & backgrounders; High 5 Awards
White Paper Assignment
Content Rules – Ch 13
Newsome & Haynes – Ch 4
Thurs White Paper Lab Day; 1-on-1 meetings
Topic; 5 sources; Stance on issue (hard copy in class or via email)
6. Matthew J. Kushin, PhD
Shepherd University Course Syllabus .:. 6
full credit. If you are having email/internet issues, you can fax it to the communication department or slide it
under Dr. K’s office door. There will be no exceptions to the late assignment policy.
Email & Electronic Communication Policy: I will prioritize & make every effort to respond to communications sent
during virtual office hours ASAP. However, for electronic communication occurring outside of established Office
Hours:
v Students can expect to get a response to an email from me within 48 hours of sending it, often much
sooner. If you don’t hear from me within 48 hours, send a polite reminder.
v If you send me an email or any other electronic communication and I do not respond to it, then I did not
receive it. You will always get a response from me if I received something.
v Students should not expect responses on weekends or after 6pm.
v Email subject lines should include: Class Title & Your name. e.g., “Comm 203 – Jane Doe”
v In case of real emergency needing response ASAP, add “[emergency]” to subject line. Don’t abuse this!
Academic Dishonesty. Each student in this course is expected to abide by the Shepherd University Academic
Integrity Procedures found in the Shepherd University Student Handbook
(http://www.shepherd.edu/students/studenthandbook.pdf).
By submitting academic work, students warrant that the work is their own and that unauthorized materials or
resources were not used. Plagiarism, fraud, unauthorized use of resources–cheating in all its forms is not
tolerated. All members of the Shepherd community are responsible for maintaining their own academic integrity
and for reporting suspected academic dishonesty.
Plagiarism is the act of stealing and using, as one’s own, the ideas of another or the written expression of the ideas
of another. Students guilty of academic dishonesty in any course will receive sanction from the course instructor
and may face sanctions by the University, particularly if there is a second reported offense. Sanctions may include
dismissal from the University. In this course you will fail any assignment you plagiarize on. Additional sanctions
may be taken at the discretion of the instructor including but not limited to reporting the incident to the proper
university authorities.
Publication: The department of communication has the right to record, file, broadcast, webcast and publish,
through any means necessary, any or all other means of distributing student production work in perpetuity.
COMM maintains an archive of material that we may webcast, broadcast, show in theaters and use for the
promotion of the department and its students. Any monetary gain made by the department will be used only for
the development of the program, and student wellbeing. The students who produce the work also maintain the
rights to use their work as they see fit, and are liable for that usage.
Disability Support Services: Disability Support Services (DSS) at Shepherd University facilitates equitable access for
every student who self-identifies as having one or more disabilities. Students requesting any disability related
accommodation should contact the Director of Disability Support Services in Student Center room 124 or at 304-
876-5689. This includes students with disabilities who require academic accommodations, students requesting
specific housing accommodations for health-related reasons, and all other disability accommodations.
Accommodations must be documented, and accommodation letters from the DSS office must be provided to
instructors. For additional information please see http://www.shepherd.edu/mcssweb/dss/default.html .