There are four major projects (listed at Project 1-4 below). Along with these assignments, 15% of your final grade is based on participation. Participation includes completing twitter assignments, attendence, in-class participation and attentiveness, turning assignments in on time (this includes twitter and blogging), avoiding extracurricular in-class technology use, and staying on top of readings.

Quick Links:

participation + twitter (#dtcp355)

WORTH: 15% DUE: see schedule

As part of English/DTC 355 you are required to use Twitter. The prompts for your tweets are listed on the schedule. Tweets are due by classtime and late tweets will be penalized. You are also encouraged to respond to your peers' tweets (the more engaged you are, the higher your grade). Remember to always use the hashtag #dtcp355.


project 1: blog + comments

WORTH: 15% see schedule for due dates

As part of English/DTC 355 you are required to keep a reading blog. The prompts are listed on the schedule. Blogs are due by classtime and late blogs will be penalized. You are also required to comment meaningfully on your peers' posts. A meaningful comment means adding to the blogger's post in a way whereby you don't simply agree or disagree, but instead offer ideas, thoughts, and ways of thinking further about the topic at hand. You can view the blogroll here.Posts are worth 10 points, and each response is worth 2.5.


project 2: multimodal analysis webtext

WORTH: 20% DUE DATES: 9/27 (draft), 10/4 (final)

This project requires you to create a webtext (using the tools of your choice) that examines five multimodal texts from a specific genre in order to explain how certain strategies are used to what ends. You will use the terminology from the Making Multimodal Projects and IX: Visualizing Composition texts in order to perform your analysis.

First, choose a topic. If you want to keep the class somewhat thematic, I suggest looking ahead to Project 3 and choosing a topic related to what you imagine your literacy narrative will focus on (egs: knitting, gaming, welding, fishing, designing, drawing, painting, making music, etc). We will discuss ways of narrowing your focus in class, but consider the need to not only choose something like "welding" but instead choose something like "tips for welding garden art." The more specific you are, the easier the analysis will likely be.

Second, find five multimodal texts that discuss this topic and compare/contrast the strategies each text used in order to respond to the rhetorical situation. The grid in Chapter 3 (reading from 9/13) provides a model for this type of work.

Third, compose a multimodal analysis webtext that summarizes your key findings. The overall goal of your webtext is to answer the following question: what strategies do different authors use to address a similar topic and why do you think they use these strategies?  In answering this question, you need to make sure to use the terminology from the readings thus far. Specifically:

  1. The Modes: Visual, Aural, Linguistic, Spatial, Gestural.
  2. The Rhetorical Situation: Author, Audience, Purpose, Text, Genre
  3. The IX Terms: Color, Emphasis, Contrast, Framing, Sequence, Organization, Alignment, Proximity

You will be graded on 1) how well you integrate the terms into your analysis, 2) how well you describe the rhetorical situation and link the strategies to the rhetorical situation (eg: in this case, color is likely used [in this way] because the audience [is something/wants something/needs to be persuaded of something/]), 3) the effort and creativity put into the web text itself (paying attention to issues of usability).

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project 3: literacy narrative

WORTH: 40% FINAL DRAFT due: 11/17 by 5pm

This project requires you to create a 2-3 minute video literacy narrative that explores how you learned what qualifies as a good/effective text. Think about a particular type of text you have worked with at some point in your life (poems, songs, beadwork,computer programming, cupcakes, etc.) and think about how you learned what makes a good text as opposed to a bad text. You can share a particular instance and how it has impacted your sense of good/bad today, you can provide an overview of your learning process, or you can create a type of video collage that illustrates your literacy past. The only requirements are that 1) you compose a 2-3 minute video essay, and 2) that your essay describes to us how you learned what differentiates a good text from a bad text.

All of the following MUST BE LINKED to your web portal (consider making a Project 3 page that includes each component):

Project Component 1: Storyboard (5%) [first draft due 10/20 in class]

With your final project, you must include a storyboard (scan it and/or take a photo to include on your web portal). LIkely, it will be the one you had peer reviewed in class on 10/20 BUT if you update it after that, this is ok. The storyboard does not need to exactly match your final product, it just needs to show how you were originally planning the project. Along with the storyboard, you must write a short (1 paragraph) description that explains: 1) To what degree your final product follows the plans the storyboard laid out, and 2) What value you see in storyboarding and why.

Project Component 2: Multimodal Resources List (5%) [first draft due 10/25, second draft 11/3]

With your final project, you must turn in a multimodal resources list. Much of this list will likely be included in your Works Cited/Credits of the video itself, but I also want a print version of the list. The list must include 1) Every resource you used in the film, 2) Where the resource came from, and 3) A short description of why you chose this resource. For example:

      1. Photo of porcupine,
      2. Photo from 5353268629/ (Porcupine; Roosevelt Co.; March 2010. Author: Mark L. Watson; Creative Commons Attribution, Non-Commericial, No-Derivative Works License)
      3. I needed a photo of a porcupine to illustrate where the quills for quill earrings come from. I chose this photo because it includes a close up of what a porcupine's quills look like, and also because it is in color and matches the overall aesthetic of my video.
Project Component 3: First Draft (5%) [due 11/1 in class]

This first draft will likely be messy and somewhat incomplete, and that's completely ok. But, I do ask you to export it and post it on YouTube or Vimeo (or your webspace directly if it's not too large). I want to be able to see where you started and where you ended up.

Project Component 4: Final Draft (15%) [due for presentation + 11/17 by 5pm]

See the video grading criteria below. This final draft must be uploaded either to YouTube, Vimeo, or your own web space (IF you have room for it). Embed the link onto your Project 3 page.

Video Grading Criteria (for final draft):

Part 1, Content:

  • Clearly addresses the prompt by telling a story of how you learned what qualifies as a good/effective text.
  • 2-3 minutes
  • Engages audience (goes beyond drab/boring storytelling)

Part 2, Form:

Relevant choices are made in order to support the content. If you include any of the following, they should be mindful choices:

  • voiceover
  • music
  • still images
  • words on screen (as captions or titles)
  • transitions
  • video quality (each shot is thoughtfully composed and included)

Project Component 5: Presentation (10%) [11/8, 11/15, 11/17)

On 11/8, 15, or 17 you will present your video to the class. You have 5-7 minutes to present, and this includes showing the video. Your presentation needs to set up the project in some way (i.e. don't just say "here's my video.") Describe to us what strategies you used and why. At least 30 minutes prior to classtime on the day you present, you MUST either email me your video link OR have it available on your web portal. Failure to do so will result in a loss of points.

Presentation Grading Criteria:

Part 1, Content:

  • Effectively pitches the video. Essentially, your job here is to showcase how awesome your video is and to explain why we should all love it. :)
  • Explains how this video meets the goals of the assignment (ie: "how I learned what qualifies as a good/effective text).
  • Describes why you took the approach you did with the video, including any relevant information about voiceovers, music, images, words, or transitions that you used.

Part 2, Form:
A good presentation doesn't just happen. You must plan for it. Remember to tell us what you're going to tell us, tell us, then tell us what you told us. Be organized, prepared, and professional. The presentation must:

  • be 5-7 minutes in length
  • have an effective introduction and conclusion
  • be cohesively organized.

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project 3: Revision statement [optional]

WORTH: a revaluation of your project 3 grade

If you are unhappy with your grade on Project 3, you can write a 2-3 paged, double-spaced (reasonable font size, margins, etc.), statement that explains IF you had the time, what you would revise and why. The description should be very specific and detailed. You must use terminology from our readings (rhetorical situation, ix terms, modes) to explain to me where you went wrong, and how the revision would fix the problem. The statement does not need to be focused solely on the terms, and in fact might include a description of how/why your project didn't fully meet the assignment prompt. Still, terms are required. I need to be able to see that you understand where you went wrong, that you have a clear vision for a revision, and that you're able to rely on the rhetorical situation and design choice terminology in order to talk about your project.

IF you forgot to do the storyboard, the storyboard paragraphs, or the rough draft of Project 3, you need to explain this in your statement AND you need to update it on your Project 3 site.


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project 4: revised web portal/portfolio

WORTH: 10% DUE DATES: 12/6 (usability testing), 12/8 (draft good enough to showcase), and 12/11 final by midnight.

This project involves a return to your web portal AND/OR a new site geared towards long-term portfolio use. These might be one in the same. What I'm looking for is that you end up with a well-crafted web site either for this class or for your own long-term use as a portfolio of work.

This website must function effectively as a portfolio, and to these ends must include a thoughtful layout, link structure, and overall visual aesthetic. It must be usable and navigable.


IF you are already making a portfolio for FA332 (or another course)

[note: if you have an alternate idea plese consult me]. If you are already in the process of making a web portfolio for another course, I will still ask you to participate in usability testing and the 2 Minute Pitch! (see below), BUT so as to compensate for the work you won't have to do in order to create the final product, you will instead turn in a 2-3 page (double spaced, reasonable margins and font size) justification statement for your web portfolio (.pdf linked to your web portal). This justficication must refer to two specific areas:

  • First: You must use the terms from the class so far (rhetorical situation, design terms from ix, the modes) in order to explain to me why you made the design choices that you did.
  • Second: Read the Table of Contents for the Web Style Guide. Choose a few chapters to read that you feel are relevant for your portfolio design. Refer to these chapters/terms/ideas in your justification. If interface design was important to you, then choose some ideas from this chapter. If page design or page structure was important for you, choose ideas from these chapters. Make sure to properly CITE the information.


2 Minute Pitch!

On Thursday, 12/8 you will have 2 minutes to give a quick pitch of why your portfolio is effective given the rhetorical situation. You need to describe what you did, why you did it, and wow us with your rhetorical savvy. The ability to use the terms from class (rhetorical situation, modes, IX design terms) will be crucial.

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