Week 11: Drafting & Building Project 3: The Multimodal project
Class Info
- Dates: Wednesday, 4/10 and Monday, 4/15
- Meeting Info: 11:30am-12:45pm in room N602A
Objectives
- To submit Projects 1& 2 if you haven’t already
- To learn from mentor multimodal texts
- To begin drafting Project 3
For Wednesday, 4/10
Reading
- Film: Passing (2021), directed by Rebecca Hall
- Movie trailer: Passing
- Conversation/analysis: “Passing: Scene at the Academy“
- Interview: Passing actors and director
- Podcast: “On Passing” (both audio and written transcript available)
- Graphic Memoir: “A Father, and a Childhood, Cloaked in Secrets” by Sophia Glock
- Interactive Essay: “How the Legend of Zelda Changed the Game” by Zachary Small and Rumsey Taylor,
- Interactive Article: “Inside the Deadly Maui Inferno, Hour by Hour” by Mike Baker, Malika Khurana, K.K. Rebecca Lai, Riley Mellen, Natalie Reneau, Bedel Saget, Elena Shao, Anjali Singhvi and Charlie Smart
- Listicle: “Earth Day: 10 Tips for Living more Sustainably at University” by Clare at STEM Newcastle
- Multiple examples: “Innovative Storytelling from 2023”
- Multiple examples: “2023: The Year in Visual Stories and Graphics“
- Video interview: Akwaeke Emezi – “You Made a Fool of Death With Your Beauty” on The Daily Show
- Graphic essay: “College Students and Social Media” by Chelsea Harrison.
- Photo interview, “Nontsikelelo Mutiti on Interrogating the Euro-centric Design Canon” by Ksenya Samarskaya
- Photo essay: “Love and Black Lives, in Pictures Found on a Brooklyn Street” by Annie Correal.
- Infographic: “Mental Health and Wellbeing” by The Centre for Innovation in Campus Mental Health
- Infographics: “100 New Yorkers” by Mona Chalabi.
- Photo essay: “2020 Can Go to Hell” by Jack Healy.
- Multimodal compilation: 1619 Project (NYT Magazine).
Writing
- Finish Project 2 if you haven’t already
- Finish your cover letter for Project 2 if you haven’t already
- Begin brainstorming about Project 3.
In Class Wednesday, 4/10
- Discussing Project 3:
- what’s the same and what’s different from Project 2?
- what audiences might benefit from your opinion and research? make a list of 5 possible audiences. how does your purpose change for each audience?
- Discussing Multimodal Examples
- review the examples listed above in groups. What are their features? What audiences do they reach?
- What are 5 groups you think need to know what you wrote about in your opinion essay? For example: incoming students, high GPA students, low income students, arts majors, club presidents, SGA leadership, students about to graduate
- How might you reach one of these groups? QR code to content posted on the OpenLab or elsewhere
- For Monday: find a mentor text of your own and explain to the class why you think this is a useful model for your work.
For Monday, 4/15
Reading
- Project 3 mentor texts
Writing
- brainstorming for Project 3
In-Class Tuesday, 4/25
- Multimodal Brainstorming and Reflection Worksheet (4 questions)
- Using your Op-Ed and related research, answer the following questions:
- Write down your research topic and your overall argument/stance/point on this topic from Project 2.
- Who do you think needs to hear about this information and argument? Write down a specific group, discourse community, or person. It should not be everyone. Your audience will affect the multimodal genre you choose to compose in for Project 3.
- Explain in detail why you chose this audience—to do so, think about the following: How does this topic and argument relate to your chosen audience? Why do you think this information is useful for this particular audience?
- What is your specific purpose for sharing your research and argument with your chosen audience? In other words, what do you want your audience to walk away knowing and believing?
- What multimodal genre do you think would be best for communicating with your audience?
- Why would this be your choice of genre for this group and for your purpose? Explain your choice in as much detail as possible.
- What will you need to do to get that multimodal text (and your opinion) seen/heard/read by your chosen audience?
- Think about your chosen audience. Are you a member of that discourse community? How does being inside or outside that discourse community matter when drafting your creation for Project 3?
- Remember our work on ethos, logos, and pathos, as ways to appeal to our audience? How will you incorporate these appeals into your work? Here are the videos from our work earlier this semester:
- Reading/Writing resource video: “Ethos, Pathos & Logos” (Texas A&M University Writing Center).
- Reading/Writing resource TedEd video: “How to use rhetoric to get what you want” by Camille A. Langston
- Reading/Writing resource TedEd video: “What Aristotle and Joshua Bell can teach us about persuasion” by Conor Neill
- What advice have we shared with our partners?
Image Credit: “Miss A Writes a Song” by Denise Krebs via Flickr under the license CC BY 2.0
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