Finding Your Voice

Due Thursday: Artist Statement for Unit 3

Hi everyone– please post your Unit 3 Artist Statement by Thursday. Remember that I need this to give you a grade on your Unit 3 Project. It’s a big part of your grade! The artist statement tells your audience about your process of making your project and the decisions you made along the way (as well as what you would’ve done differently, if you’d had the time, money and resources)

It may help to look at this Artist Statement Worksheet which we filled out in class.

Here are some examples of Artist’s Statements:

This should be about 2 pages, double-spaced.



Homework for Tuesday, Nov 29

  1. Have a Happy Thanksgiving
  2. Keep working on Unit 3.  Remember, Rough drafts will be due on Dec 1 (you’ll need to decide what your RD will look like, but you’ll need to have SOMETHING to show, not just a paragraph or a plan). Final drafts due Dec 6.


Homework for Tuesday

Hi everyone! For Tuesday, please:

  1. Post the schedules you wrote in class for Unit 3 (that is, what is your plan, class by class, to have a RD for Unit 3 by Dec 1 and a Final Draft by Dec 6?)
  2. Do what you gave yourself as homework for this weekend!
  3. Write 2-3 sentences explaining what you did and how it went.


For those of you who missed class, please write yourself a plan for Unit 3. These are the remaining homework days (including today) that we have until it is due: 

  • Nov 17 (today– you have a weekend to work) 
  • Nov 22 (then you have thanksgiving break– a week until the next class)
  • Nov 29 (your Rough Draft is due on the next class. What do you want your RD to look like? You’ll need to bring something in to share and workshop)
  • Dec 1 (Rough draft– you will have the weekend to finish your project)
  • Dec 6 (Unit 3 is due!) 


Homework for Thursday

READ (and comment): Read at least two of your colleagues’ Unit 3 proposals, and comment on them. Comments should be at least 150 words. Please do not simply say “sounds great!” because that is not helpful! Think about the kind of things that might be helpful to you as you embark on this project. Here are some ideas: 

  • A specific publication or website you think the author could write for
  • A question or comment to help narrow down the audience: “You say you want young people to watch this video essay, but there’s no publication that all young people watch. Are you actually trying to reach New Yorkers?”
  • A question or comment to help narrow down the genre: “There are a lot of different kinds of articles in the world. You could be writing for a newspaper like the New York Times or a website like Buzzfeed, and the writing is totally different for both. Can you be more specific?”
  • You can also just talk about things in the proposal you would like to see in the project.  “I think that’s great that you’re writing a comic book about the history of streetwear. I’d definitely like to see a page about Dapper Dan, he’s my hero!”

START: Start working on Unit Three! You’ve already thought about what your first steps should be– now get started on them.  We only have 4 more classes until this project is due on Dec 6th! (Nov 17, 22, 29 and Dec 1– when rough drafts are due)

Homework for Thursday– Unit 3 Proposal


WRITE:  You will need to write a proposal of at least 200 words outlining what you plan to do for Unit 3. Post to website. This proposal should tell us: 

  • A 1-2 sentence statement of what you want to teach your audience (the most important thing you learned in Unit 2) 
  • The audience you are trying to reach
  • The genre you are planning to write in and why you chose it
  • A plan — how do you intend to get started?
  • Anything you might be worried about.  What are your concerns about finishing this project?

Homework for Thursday

Happy Homer meme

If you came to class, the homework is: no homework!

If you did not, please answer the following questions in a blog post:

  1. What will you do differently in your future writing projects AND/OR what did you learn about yourself as a writer that you will take with you in future writing projects? (5 mins or so)
  2. In your conclusion, you wrote about what the most important thing you learned in this project is, and who you think needs to know about that and why– please repeat that here: (3 mins or so)
  3. What genre (youtube video, TED Talk, City Council Speech, NYT Article, etc, series of TikToks, etc…) do you think would be the best way to reach that audience– and why? (5 mins or so– please use the back!)

Category: Unit 3

Unit Two Due Tuesday (8 am)

I Too Like To Live Dangerously Meme - Imgflip

Hi Everyone– Unit Two will be due on Tuesday at 8 am. If you are struggling to finish, I strongly suggest you talk to someone in the Writing Center. They are familiar with the assignment and can help you with every part of the process, from getting started, to finding sources, to rhetorical analysis. They are great.

For the final draft, please make sure you have (all in one document) :

  • An intro (approx 300 words)
  • Source Entry One (approx 400 words)
    • Bibliographic Entry
    • Summary
    • Rhetorical Analysis
    • Key quotes (doesn’t count toward word count)
  • Source Entry Two (same ingredients as Source Entry One)
  • Source Entry Three (same same)
  • Conclusion (approx 400 words)

For details, see the RAB road map 

Remember, for extra credit you can use canva.com You don’t have to though!

Category: Unit Two Final Draft 


For Thursday

I can haz annotated bibliography? - Confession Cat | Make a Meme

Please post a rough draft of your RAB (Unit 2) on the Open Lab by Thursday at 8 AM.  Please use category: Unit 2 Rough Draft

Your RAB should include:

  • Introduction
  • 3 Source Entries
  • Conclusion

If you have questions, please see the RAB assignment sheet and the RAB road map.  Of course, you can also contact me.  Please post BY 8AM so I can print these out– and also note that doing a rough draft is worth 10% of your Unit 2 grade.

For your final draft, you’ll want to think about presentation. Imagine you are presenting your findings to a group of like-minded researchers– how do you want to present the info? Simply and clearly (as an Open Lab blog post?) Or with graphics?  In class, I discussed the option of using Canva report templates for extra credit.  I’ll show you a little bit more on Thursday about how to enter your info into a Canva template so you can see how it works.

Final Drafts of Unit 2 (RAB) due Nov 8.

For Tuesday, Nov 1

First of all, I forgot to say…..

Halloween Ducks GIF - Halloween Ducks Huey GIFs

I hope you all have a great weekend!!

Second of all, for Tuesday, please post your conclusion for your RAB. This is, very simply, what you conclude from all your research (description below)

A note! Don’t skip to this part if you haven’t done all your source entries yet. It just really won’t make any sense.

Conclusion Guidelines:

  • At least 400 words
  • Write in paragraph form (not just a bullet-point list answering the following questions)
  • Summarize what you found in your research
  • Tell readers what surprised you, or how your understanding of your question deepened or changed. (Spoiler: if the answer is “not at all”, you did not do enough research.)
  • Explain why what you learned is important
  • Explain who you think needs to know about it and why (Another spoiler: be specific!  The answer can not be “everyone.”  That is too big of an audience.  Narrow it down to who needs to hear about it first!) 

Homework for Thursday, Oct 27th

Brace yourself It's time for the Rhetorical Analysis - Brace ...

First, here’s the link for the writing center. The tutors can help you with just about anything!

HW: Post your third (and final!) source entry.

Remember that the final drafts of Unit Two will be due on Nov 3rd– rough drafts due Nov 1!!

The final draft will include

  • Intro
  • 3 source entries (400 words each)
  • Conclusion

We’ll talk about the conclusion on Thursday!

In class today, we talked about summaries and rhetorical analyses.  We watched a video that gave you a few steps for writing a rhetorical analysis, if you feel lost.  Here they are:

  1. Describe the “rhetorical situation” (when was this written or made? For what purpose? For what audience?)
  2. What choices did the author and editors make? (What language did they choose? What fonts? What images? What tones of voice? Are they trying to appeal to the reader’s logic? Or their emotions? Or their sense of cool?)
  3. What effect do those choices have on you and why? What effect might they have on other people in the audience (and… why?) 
  4. What concrete examples (quotes, descriptions of images, etc) can you use to prove the points you make in questions 1,2,3?

Obviously you have to put your answers all together in paragraph form, but once you do, you’ll have a… rhetorical analysis!! (I know you’re double-exclamation point excited about that too)

Homework for Tuesday

Hi everyone!  For Tuesday, please post your second source entry (take a look at last week’s homework for more tips on writing a source entry!)

There’s only one addition.  This time, please make sure you include at least one “quote sandwich,” using a quote from your source. This is what we worked on in Thursday’s class.

Category: Unit 2

Homework for Thursday– First Source Entry

For Thursday, please post your first “source entry” for your reflective annotated bibliography.  As I said in class, it’s very important that you do this!  I’ll be commenting on all of these individually. This will help you make sure you’re on the right track for the rest of Unit 2.  Even if — especially if– you feel lost, do the best you can!!!

For more info on source entries, see the annotated bibliography road map

The source entry (400 words) contains:

  • the bibliographic entry (see easy bib)
  • 1-2 paragraph summary
  • 1-2 paragraph rhetorical analysis
  • optional 1 paragraph response: how did you feel about this source? Did you agree or disagree?
  • Key quotes: a few quotes that stand out to you.  These do not count toward the word count. 

You may also want to look at these student examples:

  1. This one is excellent— so excellent, in fact, that it was published in the City Tech Writer. In it, the writer researches how Native American children were taken from their families and kept in white-run schools for decades at a time, not allowed to speak their own language or visit home.
  2. This one is very good — we looked at it in class.  The writer explores how black holes are formed.


category: Unit 2

Homework for Tuesday

  1. Please listen to/ watch my comments on your Unit 1 Essay and write a blog post:
    • summarize, in your own words, what I said
    • how will you use these suggestions to help you revise the Unit 1 essay for the final portfolio? (Everyone must revise)
    • how will you use these suggestions to help you in Unit 2? (the unit we’re working on now) 
    • ask me any questions you have
  2.  In class on Oct 13, we found a second source for the RAB. Please fill out a Rhetorical Analysis worksheet for this source.  (I passed these out in Thursday’s class but if you missed class, you can cut and paste the questions below:)


    • Who’s the author? What do we know about this person? This  organization? How do we know that (figure it out from  the language they use, from the creator of the  website, from research and information from somewhere else)? What is their attitude toward the subject or the  world in general? How do we figure that out? What is their authority for writing this?
    • Who’s their audience? Who is the primary audience? What other audience besides a primary one might there be? What makes you say that? What audiences do you think the author is ignoring?
    • What’s the occasion? Why did the author create this text at this particular moment? What is the context? Where was it shown/published?
    • What’s the purpose?  What was the author trying to accomplish?
    • What’s the genre? Why use it? What made this genre the best one to address their audience? What are the conventions of this genre – the things everybody expects to find? How does this  author change some of those conventions? Why did they change them?
    • What is the tone? How can you tell the creator’s feelings by the words and phrases, or the visuals and audio, that were  chosen
    • Relevance: Does it help you answer your question?
    • Accuracy: Can you verify this information anywhere else? Is there evidence to support their position? Have they cited other authorities/experts?

Category: Unit 2

Thursday– Important! We will meet in front of the LIBRARY at 10!

Hello everyone! First of all, for Thursday’s class, we’ll meet in front of the library at 10.

Second of all, I’ve posted comments on everyone’s Unit 2 proposals. Please read these ASAP. In a lot of instances, I’ve suggested slight tweaks to your topic. You don’t want to use a topic that I think isn’t going to work!! If you have not posted your proposal, you need to do this as soon as possible. This is our biggest unit of the semester and you really don’t want to fall behind.

And, for homework, you should

1.Find your first source for your RAB. Remember– you can find this anywhere– but it should be something useful to you! If you’re writing about the importance of music to human evolution, you might look for a TED Talk or an interview with a musician. You could use an article

2. start to work on your first source entry using the source you’ve found.  To do this, first write a summary of your source. It should be one (substantial) paragraph long.  Here is a resource on how to write a summary. 

3. answer the questions below (from the rhetorical analysis worksheet).  You’ll use these for your rhetorical analysis paragraph! (You can copy and paste the questions into your blog post)

  • Who’s the author? What do we know about this person? This  organization? How do we know that (figure it out from  the language they use, from the creator of the  website, from research and information from somewhere else)? What is their attitude toward the subject or the  world in general? How do we figure that out? What is their authority for writing this?
  • Who’s their audience? Who is the primary audience? What other audience besides a primary one might there be? What makes you say that? What audiences do you think the author is ignoring?
  • What’s the occasion? Why did the author create this text at this particular moment? What is the context? Where was it shown/published?
  • What’s the purpose?  What was the author trying to accomplish?
  • What’s the genre? Why use it? What made this genre the best one to address their audience? What are the conventions of this genre – the things everybody expects to find? How does this  author change some of those conventions? Why did they change them?
  • What is the tone? How can you tell the creator’s feelings by the words and phrases, or the visuals and audio, that were  chosen
  • Relevance: Does it help you answer your question?
  • Accuracy: Can you verify this information anywhere else? Is there evidence to support their position? Have they cited other authorities/experts?

Homework for Tuesday

Unit 2 Topic Proposal (this will also serve as the RD of your introduction for Unit 2–so I would not skip this assignment!)

What is important here– and I can’t stress this enough– is that you research something you want to know more about, not something you think you already know the answer to.  You may be curious to know why there are so few African American ballerinas in major companies, or you may want to know how much “housing projects” have changed in New York since James Baldwin wrote “A Talk to Teachers” in 1963, or you may want to know what we really learn from playing computer games.  Just be curious. All topics must be approved by me.

Write your topic at the beginning of the post (in question form.  Please  no y/n questions)
Then, answer the following as a paragraph.  You
must cover all of the questions in bold:

  • Why are you interested in this question?  (Feel free to talk about your own personal experience with the topic, or to tell an anecdote about your experience with this subject matter) 
  • What do you expect to find in your research? (Why do you expect to find this?)
  • What will you do if you find information that goes completely against what you had expected to find? (Will you throw it out? Will you write about it anyway? Will you challenge your own assumptions?) 

Category: Unit Two.

Remember, if you didn’t do the homework for Oct 6, you can do that for Tues as well (without a late penalty).

Also, here is the schedule for Office Hours:

Tuesday, Oct 11 (in my office, Namm 511):

  • 12:00 Danya
  • 12:30 Osman
  • 1:30 Nicholas

Weds, Oct 12 (Zoom– I’ll email you the link)

  • 12:00 Chris
  • 12:30 Marly

Thurs, Oct 13

  • 12:00 Keon


For… October 6th (see you soon!)


READ: For our October 6 class, please read “A Talk to Teachers” by James Baldwin.

WRITE:  Blog Post (at least 300 words) In “A Talk to Teachers,” James Baldwin writes:  

I would try to make [the student] know that just as American history is longer, larger, more various, more beautiful and more terrible than anything anyone has ever said about it, so is the world larger, more daring, more beautiful and more terrible, but principally larger – and that it belongs to him. I would teach him that he doesn’t have to be bound by the expediencies of any given administration, any given policy, any given morality; that he has the right and the necessity to examine everything. 

First of all, what do you think of what James Baldwin was saying in his speech? What stood out the most to you? 

Secondly, what do you think you have the “necessity” to examine, or the obligation to learn more about? To put it another way: what do you wish had been taught to you in school that wasn’t? Why do you want to know about these topics? 

Update:  In class, we’ll start thinking about Unit 2, so please have an idea (or possible ideas) for general topics you might want to research for your Unit 2 Project!  Also, all papers will be graded by the end of Weds. Please make sure to listen to my comments (click the link in your comments on Essay One)!

Category: Unit 2! 


I will grade your essays within the next week.  I will post your grades and comments privately in the comments on your essay post.  I will send an email to the class when all essays are graded. 

For Tuesday

First draft meme

Hi everyone!

First of all, if you weren’t able to upload or email your vocab videos to me, please do so (either use Open Lab or my email: chall@citytech.cuny.edu).  These are AMAZING, by the way. (if you post to OL use category: Unit One)

Second of all, rough drafts of Unit One are due on Tuesday by 8 AM.  Please post to Open Lab.  If you write yours by hand, please bring it to class! Remember, the most important thing about a rough draft is getting anything down on the page, good or bad. These should be at least 800 words (final draft 1000).

Email me (chall@citytech.cuny.edu) with any questions.

Category: Unit 1 Rough Draft

In-class info for Thursday:

Teaching yourself (and other people) vocab!

Goals: 1, To learn how to learn vocabulary on your own. 2. To start thinking about the best ways of teaching lessons to others (you’ll have to do this all throughout this class/ college/ work/ life)

Here is the link to a New York Times article on learning vocabulary.  Many helpful tips!

The most useful way to learn vocabulary is unequivocally by reading– as much as you can (and things you want to read!) These things should be published– not just some rando’s blog on the internet, but they can be song lyrics, magazine articles, whatever.  The more you read, the more vocabulary you’ll learn.

Hip hop is a genre of music that just has a LOT of vocabulary. It’s part of the genre to play with words.  This chart shows you which lyricists have the biggest vocabularies, often inventing their own words.  But hip hop, of course, isn’t the only genre of music you can learn vocab from.  Find the songs you love, whatever genre it’s in, and pick a word you want to know more about.

In-class exercise:

Another good way to learn something is by explaining it to someone else.

(adjectives starting at 1:40) https://www.youtube.com/watch?v=tzThOYEk76k

Make a video like the ones above defining a word. It does not need to be in “standard written English” (it can be slang.) In fact, it doesn’t need to be in English at all.

We’re going to do this in class. You can work with one other person if you want. This doesn’t have to be fancy, of course.  I just want you to think about some interesting way to explain the word!  You don’t need to show your face if you prefer not to.  These should be short. 20 seconds, tops!

You can either:

  • define a word that is new to you (some places to look below) or:
  • define a word that you know that you think other people don’t know (but they need to).

Don’t define a word that everybody already knows. What’s the point in that, right?

So where do I look for a word I don’t know? 

And yes, you CAN use the dictionary!

When you are done, post them on the Open Lab.  If you’re having a hard time posting them, you can email them to me at: chall@citytech.edu.  You just have today’s class period to finish!


For Thursday

Long time writing an email feels like this - meme

Hello everyone!  Your homework for Thursday is simply to write me an email (chall@citytech.cuny.edu).  You can make it about anything– but if you have any actual questions for me, now is a good time to ask them. Please use the “formula” for a formal email we talked about in class.  Please don’t worry if you’ve sent me an email before this that didn’t follow this formula.  You didn’t know!

Category: Unit One

Remember that your rough drafts for Unit One are due on Tuesday, Sept 20 and your final drafts are due on Sept 22. Make sure to familiarize yourself with the Unit One assignment. If you have questions, feel free to email me about them 🙂

Here is a book of education narratives from one of my past classes (reprinted with permission). Take a look!  And here is an education narrative that was published in our school literary journal, the City Tech Reader.

For Tuesday

THINK: Think of one specific incident that changed your views on education. Picture the scene 

REVIEW : Please review the slideshow we watched in class about what paragraphs are. You can find it HERE.

WRITE: a blog post of 2-3 distinct paragraphs describing one specific incident that changed your views on education using Concrete, Significant detail. The incident you described in class will be a great place to start. You can change your topic if you like!!

To clarify: You’re basically polishing up what we did in class, but two things are different:

  1. Make sure there are 2-3 distinct paragraphs (not just one big long blurb.)
  2. You can change the topic if you don’t like what you wrote in class!

Note: you do not necessarily need to use PIE paragraphs here, but each paragraph needs a point (and PIE is a good guideline if you’re feeling lost!) Here’s a good guideline: if you’re trying to describe a scene (“this is what happened on September 11 in my grade school”), you don’t need PIE. If you’re trying to make a claim (“I was terrible at school”) you do. That said, each paragraph still makes a particular point. 

Pro tip: if you’re feeling lost, think about your audience and purpose. Who are you trying to reach and what are you trying to get them to do? Are you trying to support students in a rut? Are you trying to sing your own  praises for a job application? Are you trying to get educators or politicians to change educational policy? 

Category: Unit One


Due Thursday by 8 am!

READ AND ANNOTATE : “Maybe I Could Save Myself by Writing” 

READ AND ANNOTATE: “The Fourth of July” by Audre Lorde 

WRITE: (250 Words)  So far in this unit, we have read (and heard) three examples from the genre of the “education narrative.”  Your first essay assignment in this class will be to write in this genre yourself.  So in this discussion forum, I’d like us to have a conversation about what the features of this genre are. Please discuss some of the following:

  • What, from what you’ve seen so far, are the “ingredients” (also known as “conventions”) of the education narrative genre?
  • What do you think might be a place to get started with your own education narrative?
  • What are your questions or concerns about writing an education narrative of your own?
  • If you like, you can also feel free to share an educational experience you had and ask for feedback from your colleagues (and me) to see if we think that might be a solid place to begin writing.

Category: Unit One! 

I will also be collecting your readings– we’re going to look at annotation more 

Homework for Tuesday, Sept 6 (8 AM)

READ and ANNOTATE: “How to Read Like a Writer” by Mike Bunn. Remember the annotation skills we discussed in class (we watched the video).

WRITE:  On the website, write a post of at least 300 words discussing the following questions: 

  • In his article, Mike Bunn writes “You are already an author.” He’s talking to you.  What do you think he means by this? What are some of the things you write already?  (Hint: “Nothing” is not an acceptable answer.) Think of all of the ways you already use words in your everyday life. That’s authorship! How will that existing expertise help you in your college reading and writing career?
  • Was there anything you noticed in Bunn’s article that you would like to try to do in your own writing? What, in particular? Please be specific!

Category: Intro

Homework for Thursday

In class we watched Un/Learning my Name by Mohammad Hassan and you talked a little bit about your name with your colleagues.

WRITE:  write a new post responding to this video. You can do it in whatever way you want! You can talk about how your name or your language makes you who you are, or gives people “permission” to treat you a certain way even though that’s so wrong! 

You can also think through how a group has helped define you. As part of it, you can add images or links to videos… whatever you think will help us get to know you and your experiences better. You can even add a link to a video. Or record an audio file and link to it. Or draw something and upload the image. Whatever you want. Remember: we’re all about composing in the 21st century, so feel free to do what you think would be interesting for us to see/hear/learn about. The idea is to get you thinking about how those issues affect you. How they’ve helped shape who you are and who you’re becoming.

At least 200 words. Use category: Intro.

Welcome, Students!

Our class, English 1101-D171 meets in Namm 517, Tuesdays and Thursdays from 10-11:40 AM. The first day of class is Thurs Aug 25!

Please sign up for this site. Instructions below

Please take some time to explore this OpenLab course site. Use the top menu bar to explore the course information, activities, and help. Scroll through the sidebar to find additional information about the materials shared here. As the course progresses, you will be adding your own work to the student work section.

Join this Course

If you don’t have a City Tech Email Click this link

Login to your OpenLab account and follow these instructions to join this course.

If you’re new to the OpenLab, follow these instructions to create an account and then join the course.

Here is some info on how to post a blog on Open Lab! 


If you have any questions, reach out via email or in Office Hours. If you need help on the OpenLab, you can consult OpenLab Help or contact the OpenLab Community Team.

Hi! And welcome to our first day of class!

Homework! (Due by 8 am Tuesday, Aug 30.)

Note: HW is due by 8 so I have time to review it before class! 



Being a student can be intimidating, confusing, and just plain difficult!

So for these first few days, you get to vent about it! No kidding. Share your concerns with each other. Maybe give each other some advice or just a good old bit of support. Believe me — instructors have many of the same worries you do, even if we’ve been teaching for a while. I also promise not to hijack the conversations, either! 

Here’s what you’ll do:

  1. PLAY with the website. You can’t break it. Honestly. I’ve tried. Click around on all the tabs. See what’s there! We’ll be doing a great deal of work here this semester, so make yourself familiar with the room. 
  2. READ/ WATCH: these two short “Tips” pieces
  1. WRITE: a new post: Start with one word that describes how you’re feeling about this course as we get started. No need to explain, but you can if you want to. 
  • Talk about your worries, concerns, reactions to the readings and/ or to being a new student… whatever you want to. (At least 100 words) 


  • Add a picture that means something to you, and explain why you chose it — why does it mean something to you?
  • Check back in and comment on your peers’ work!

Use Category: Intro

Here is some info on how to post a blog on Open Lab! 

Artist Statement

Baseball is a big part of my life, since I can remember I always wanted to be a baseball player.  There are a lot of things about baseball that I don’t know and want to know, so what better than doing the research my self. The purpose of this project is to tell people a little more about the history of baseball here in the United State and In other countries like Venezuela and the Dominican Republic where baseball is the main sport. My main audience is young/new baseball fans that want to learn more about the game of baseball and any person who wants to learn a bit more about baseball and the impact that it has in other countries.

I chose this genre( a video) because I as a baseball fan enjoy watching baseball videos and also a lot of my friends who are baseball fans like to watch videos about baseball as well. Also, I think is not boring.  What made me think that this is the best genre for my audience is when I talked to my classmates about it they agree with it and one student told me that he likes to watch videos like this but about basketball. I think that a video is the best genre for almost all topics because you can watch a video at any time, for example, me I’m cooking or doing the dishes I always have a video playing in the background, and most of the time is a baseball video talking about a baseball player story.

Doing the video was really fun because I had an idea of what I was going to do. So I just needed to write what I was going to say.  The hard part of doing the video was putting the most important formation because there was so many go information that I didn’t know what to put. My original idea was to make a TikTok where I was not going to talk but because I had a lot of information the video was going to be too long so I choose to talk in the video.

Now that is done I think that it came out how I wanted not a long video but with the right information. Something that I will change if I did it again is how fluently I talk and I will say talk slower. Doing this project was not hard because I had the idea in my mind it was just a matter of putting it together. Something that works well is adding pictures in the background because it makes the video not boring. Also having my coach’s opinion was good because he talks about his experience with baseball. After doing it I feel proud and happy because I got to talk about something that I enjoyed talking about.  I can see myself using this in the future for example in like a different class.



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