CTIN 599 Special Topics
Units: 2.0
Fall 2015—Fridays—12:00-13:00
Location: IMGD Office (SCI 201)

Instructor: Kiki Benzon
Office: TBD
Office Hours: Wednesdays 14:00-15:00
Contact Info: k.benzon@gmail.com

Course Description

This course provides a context for students to hone their academic writing skills and develop a research prospectus. Students will encounter a set of writing challenges that will help them to research effectively, structure arguments, and improve the clarity and precision of their prose. The class will be both a seminar space and a workshop: students will first learn the elements of academic written expression, then work collaboratively to critique, edit, and revise each other’s writing. As much as possible, learning materials will stress issues related to games and interactive media, but we will also branch out to examine research strategies and writing protocols across a range of disciplines. The focal project for the course is a research project prospectus, or thesis proposal, which will not only synthesize the research and writing skills developed during the term, but also provide a basis for the written components of the MFA thesis project or other major research undertakings.

Learning Objectives

• refine the mechanical and stylistic aspects of writing
• improve clarity and precision in writing through peer editing
• increase familiarity with a range of ways to describe and critique games and interactive media
• learn strategies for writing successful grant applications
• effectively use library and online resources to research a subject
• develop a research project prospectus or thesis proposal that can be used toward the MFAthesis or a future research project
• be prepared to deliver an oral presentation on a research proposalRequired Readings and Supplementary Materials

  Creswell, J.W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: Sage Publications. Available on Amazon.com.

Description and Assessment of Assignments

Assignments for this course fall into two categories: written work and peer assessments of written work. While the research project prospectus constitutes the most weighty assignment for the term, several shorter assignments and in-class exercises will build into the student’s preparation for the research project prospectus. We will, for example, read a set of critical and journalistic articles on games and interactive media, and students will write a game review (10%); students will also be given a choice to write one of three options: a short critical essay on a topic of their choosing, a game design document for a game that he or she has made, or an analysis of a completed thesis in the field (25%). These assignments will be shared, discussed in class, and used to isolate particular writing challenges that require attention. Several classes will be devoted to usage and grammar, but we will also confront these topics throughout the course with an eye to maximally improvingstudents’ writing skills. Theere will also be occasion for students to bring in writings from other courses in order to garner feedback from our group.

Thee research project prospectus (40%) may take various forms, depending on what year each student is in. Students preparing theses will be advised to use this assignment to construct a thesis proposal. Students at earlier stages in their MFA will be asked to develop a prospectus for a research project on a subject of interest to them. The prospectus will be the major output of the course and will emerge over a period of 4-5 weeks, during which we will address its components: introduction, literature review, design, and methodology. Students will read each other’s prospectuses and provide feedback. On the penultimate day of class, students will deliver a slide presentation (10%) of their research project prospectus.

Participation (15%) is an important component of this course, as students will rely on one another to provide feedback, critique, and grammatical assistance on written assignments. Discussion on matters of clarity, argumentation, and style benefits all parties involved. Students are thus expected to not only read and remark upon each other’s writing with care and precision, but also engage in class discussions on the day’s topic.

Written assignments should be submitted on time through Blackboard.

Missing an Assignment Deadline, Incompletes:

Thee only acceptable excuses for missing an assignment deadline or taking an incomplete in the course are personal illness or a family emergency. Students must inform the instructorbefore the assignment due date and present verifiable evidence in order for a deadline extension to be granted. Students who wish to take incompletes must also present documentation of the problem to the instructor or student assistant before final grades are due.

For assignments turned in after the assignment deadline without prior permission from the instructor, a penalty will be imposed equal to 10% of the total available points for the assignment, for each day or part of a day that the assignment is late, up to a maximum of seven days.

Attendance Policy:

Punctual attendance at all classes is mandatory. Students arriving more than five minutes late to three classes, more than ten minutes late to a single class, or leaving early, will be marked as having an unexcused absence from class, unless prior permission has been obtained from the instructor. e following guidelines are from the Interactive Media & Games Division handbook regarding absences and grading and apply to all students.

Guidelines for absences affecting grading

• Two unexcused absences: lowers grade one full grade point (for example, from A to B)
• Three unexcused absences: lowers grade two full grade points
• Four or more unexcused absences: request to withdraw from course (instructor’s discretion)Excused absences are:

• Illness (with a doctor’s verification)
• Family or personal emergency (with verification)Social media, including text messaging and internet messaging, are excluded from class unless explicitly permitted by the instructor. A 0.5% grade reduction will result from each occurrence of a student being found using them.

Additional Policies

Add any additional policies that students should be aware of: late assignments, missed classes, attendance expectations, use of technology in the classroom, etc.

Course Schedule: A Weekly Breakdown

Syllabus for CTIN-599, Page 3 of 5

Academic Conduct

Statement on Academic Conduct and Support Systems

Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Section 11, Behavior Violating University Standardshttps:// scampus.usc.edu/1100-behavior-violating-university-standards-and-appropriate-sanctions/. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, http://policy.usc.edu/scientific-misconduct/.

Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to report any incidents to the Office of Equity and Diversity http://equity.usc.edu/ or to the Department of Public Safety http://capsnet.usc.edu/department/department-public-safety/ online-forms/contact-us. This is important for the safety whole USC community. Another member of the university community – such as a friend, classmate, advisor, or faculty member – can help initiate the report, or can initiate the report on behalf of another person. The Center for Women and Men http://www.usc.edu/student-affairs/cwm/ provides 24/7 confidential support, and the sexual assault resource center webpage sarc@usc.edu describes reporting options and other resources.

Support Systems

A number of USC’s schools provide support for students who need help with scholarly writing. Check with your advisor or program staff to find out more. Students whose primary language is not English should check with the American Language Institute http://dornsife.usc.edu/ali, which sponsors courses and workshops specifically for international graduate students. e Office of Disability Services and Programs http://sait.usc.edu/academicsupport/centerprograms/dsp/ home_index.htmlprovides certification for students with disabilities and helps arrange the relevant accommodations. If an officially declared emergency makes travel to campus infeasible, USC Emergency Information http://emergency.usc.edu/will provide safety and other updates, including ways in which instruction will be continued by means of blackboard, teleconferencing, and other technology.

Disruptive Student Behavior:
Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. Such behavior inhibits other students’ ability to learn and an instructor’s ability to teach. A student responsible for disruptive behavior may be required to leave class pending discussion and resolution of the problem and may be reported to the Office of Student Judicial Affairs for disciplinary action.

Syllabus Updates:
Thiis syllabus is liable to change up to the beginning of class and possibly over the semester. Please check the posted syllabus regularly, and note all changes that are shared by the instructor in class.