ENG 329 15.W: Animated Graphs/Tables in Adobe Premiere

Today’s Plan:

  • Refresh
  • Designing an Animated Graph/Table in Adobe Premiere
  • Homework

Designing an Animated Graph/Table in Adobe Premiere

Last class I went over the list of expectations for the final project. I want to add one more element to that list: that your video visual some data collected during your Just One Thing project. You can make a bar, line, or pie chart.

I examined a few different ways to accomplish a visualization. Many of them involved templates/instructions for working in Adobe After Effects, a program for motion graphics and animation. But the computers in the library don’t have After Effects, and I was skeptical that the computers in our lab wouldn’t have it either. So we need a work-around. (Here’s one that show you how to animate a two line bar-graph in Adobe Premiere).

I came across a tutorial that offers a nice, simple hack for animating a pie chart. It can easily be adapted to a bar graph or a line graph. The tutorial is kind of strange, with no dialogue, and, um, interesting background music. But it will work.

The hack here is executed by drawing a pie chart with different layered sections in Photoshop. You then import that image into Premiere, using a special menu option to import while maintaining the original layers of the .psd file.

To get started, we need to make a chart that we want to animate. There’s a lot of ways to do this. To save time, I’ve put together a sample data set in Google Sheets. Let’s work with that. Go ahead and make a copy of that document.

Once you make a copy, we are going to want to make a chart (insert > chart). If you are working on this later, here’s a handy dandy tutorial for making a chart in Google Sheets. When we are done, we’ll want to download our image as a .png.

Time to open that .png file in Photoshop! We are going to do two big things here–erase the background and then cut our chart up into different layers.

  • First, we want to select and erase the white background so we have a transparent image. Make sure you are working in layer one (rather than a locked background) and select the Quick Selection Tool. Select the eraser. Erase. Deselect all.
  • Crop the image
  • Select the Quick Selection tool. Select the largest part of your pie chart. If there’s some text in there that didn’t select, you the lasso tool (while holding shift) to select that text too. Make sure you have also selected the shadow area. When you’ve got it all, right-click and select “new layer via cut”
  • Make sure you manually select layer 1 from the layer menu. Repeat the previous step for each other section of your chart.
  • We want to save this file as a .psd file. I’m going to save mine as “condiment sales layers.”

Now we are ready to open and edit this file in Premiere.

  • After starting a new project in Premiere, we’ll want to select and import our .psd file. Because it is a .psd file, Premiere will give us a special option menu. By default it is set to “Merge Layers.” We need to change this to “Individual Layers.”
  • Once we have imported the .psd, we should have a folder in our library. Open the folder. Select all the contents. Drag it to our timeline.
  • By now I am sensing that you guess how this works. We now have a sequence that moves around a pie chart, with all the pie pieces on one video track. Let’s move them all to their own track. Let’s extend them all so that they are on screen for 25 seconds (or so).
  • Now we have a pie chart that looks like it came out of a Sierra video game in the 1990s. Stiff. Let’s smooth it out.
  • Switch to the Effects workspace. Find Video Transitions > Wipe > Clock Wipe. Apply the transition to every layer.
  • You can click on a layer to adjust a transition

Homework

Remember that your pitch presentations are on Friday! Big, graphic presentation slides!

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ENG 201 15.W: Web Presence / Online Portfolio

Today’s Plan:

  • What/Why a Web Presence?
  • How to Build One
  • Homework

What/Why a Web Presence?

For the final component of our Job Materials project, I want you to develop both an online web presence and a portfolio. What do I mean by web presence? What belongs in a portfolio?

No doubt many of you have encountered job advertisements that request writing samples. Those samples can serve a number of purposes: they can demonstrate your awareness/facility with professional genres, your ability to write concise, engaging, and grammatically correct prose, and/or your ability to design clean and contemporary documents. Between now and the time you graduate, you’ll want to assemble a portfolio of works (both print and multimedia/digital) that speak to the range of your talents.

Let’s comb through some relevant readings and carve out answers:

I’m saving this stuff on Linkedin for next week’s lesson:

My expectations for your web presence project:

  • An “About Me” or personal description
  • A resume
  • A portfolio of at least four works with some level of textual splash/blurb/description and a relevant image
  • Contact information, including links to professional social media
  • Something else?

A Linkedin account that contains (we will work with Linkedin next Wednesday):

  • Education
  • Skills section
  • Location
  • Summary Statement / Elevator Pitch (40-50 words)

What Do I Mean by Graphic

I don’t want to take all day on this, but I could. Let’s look here.

  • A bold image
  • High level of contrast
  • Balance/consideration of thick hyper-legible type with thin body type

We want an image that is striking, arresting, that captures/focuses attention. Powerful, but not busy.

Google Sites

Given that we have a short amount of time to assemble your portfolios, I am going to recommend using Google Sites. Google Sites is a free CMS/website development program. It is quite easy to use.

Homework

This week:

  • Complete the ARC Postmortem form
  • Revise your resume
  • Work on this website. Take/locate copyleft images
  • Select/copyedit portfolio pieces
  • Remember to upload a draft of your cover letter to Canvas by Sunday at midnight

Class on Friday will be cancelled. I will have office hours from 9:00am to 1:00pm if you want me to examine a draft of your cover letter, look at a revision or your resume, or need help with your website. 1180D.

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ENG 329 15.M: Review, Storyboards for Final Project

Today’s Plan:

  • LAF Thanks
  • Review
  • Pitch Presentation
  • Creative Brainstorming Session with Storyboards

Review

As I mentioned last class, the final Just One Thing videos are intended to be an opportunity for you to demonstrate/incorporate all the elements of video production we’ve worked on this year. Those include:

  • USING A TRIPOD
  • Basic shots (wide/establishing, mid, close-up)
  • Basic sequences (including rotating the camera 15-20 degrees as you zoom in shots and executing an in-and-out)
  • Paying attention to shot-length (3-5 seconds)
  • Lining up shots with head room
  • Lining up shots according to the Rule of Thirds
  • Paying attention to leading lines and backgrounds
  • Arranging a montage
  • Using B-Roll to execute an L or J cut
  • Attention to lighting (keeping the brightest light behind you as you shoot)
  • Avoiding hot spots (excessively intense lighting)
  • Recording clean audio with a Lavalier mic
  • Recording “wild effects”
  • Inserting / fading / balancing background music
  • Editing audio
  • Animating Intro credits
  • Incorporating text
  • Color grading and correction (modifying brightness, hue, saturation)

When I assess your final videos, I’ll be looking to see how well you execute/consider/incorporate all of elements.

Pitch Presentations

As I mentioned last Friday, this Friday will be dedicated to your pitch presentations. I want you to have experience preparing and presenting a potential creative project. Let’s take a quick look at what I’m talking about.

Highlights:

  • A strong creative pitch both details creative choices (what to shoot, what content to include, choice of music) and provides justifications for those choices (why shoot, include, choose that?). It offers an overall rhetorical foundation for a project.
  • Pitch Deck (industry lingo for presentation): hero/villain/how
  • Developing the feel of a presentation: how images create a mood (a mood board) and having specific references to help identify the tone/feel of your work
  • Present a storyboard (snapshots that show the planned sequences for your work)

Storyboarding

I’d like to conclude today with a storyboarding exercise–one that should help you identify what you can do for homework to start preparing the Pitch Presentation for Friday.

We are working on an obviously tight production schedule. You have a week to plan these videos, and then a week to revise and shoot them. I’ve cancelled class next Monday so you have time to shoot as much as possible. Wednesday is a work day in the lab.

In terms of creating your pitch presentation, I recommend starting with a google slide template from slide carnival, one that has a slide that will work well for storyboard shots (a Big Image slide). Alternative Journaling template. Potential meditation template.

How can you frame your pitch using the hero/villain/how structure?

What is your tone going to be? Can you compare it to an existing advertisement campaign, television show/film, or social media presence? What do you want it to feel like?

Think about what scenes you want to shoot and mix. Do you need shots of folks meditating? What kinds of meditation? From what angles?

Note: by the end of class today you should have a Google Slides presentation that you can share with everyone in the group.

Homework

Get to work on your pitch presentations. My hope is that you can each focus on developing a particular part of the pitch, including taking some photographs to include in the presentation.

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ENG 201 15.M: Cover Letters

Today’s Plan:

  • Cover Letters
  • Homework

Cover Letters

The ABO entry for “Application Cover Letters” identifies 3-4 purposes for your cover letter:

  • Introduce you as a candidate with the skills that can contribute to the particular organization
  • Explain what particular job interests you (or why you are interested in the advertised position
  • Highlight for the reader specific qualifications in your resume that match the position
  • Signify your desire/availability for an interview (this is a phatic closing gesture)

I wouldn’t necessarily recommend doing things in that order. But you might. It is tricky–you are playing a kind of meta-game with a reader (since the rhetorical purpose of your document is super obvious). The game concerns how skillfully/subtly you can perform within this charged situation. You want to consider tone–how do you come off as someone who is hard-working and professional while also not sounding too formal and/or stiff? (Unless the job advertisement and your online research suggests that they are a formal environment). Essentially, how good are you at reading the room?

Here’s where I really differ from the ABO advice: I want your cover letter to, at some point, tell me a story filled with concrete details. Tell me about a time you used writing/design/media skills to accomplish something meaningful. Take a bullet or two from your resume and bring it to life.

Know your audience! For comparison this letter and this letter.

Here’s what the cover letter shouldn’t do: it shouldn’t just summarize your resume. It should select one or two skills from the resume and flush them out, providing context and details. Don’t tell me you have experience researching grants, tell me how you partnered with the ARC of Weld County to identify and research, using both the State of Colorado and the Foundation Center databases, 13 specific grants for non-profit organizations focused on children and adults with intellectual and developmental disabilities. Or how you worked with a team of designers to produce flyers for both print and digital distribution for 8 upcoming events. Whatever. The cover letter is your opportunity to tell a story about the best work you’ve done. It is an opportunity to show us something (the resume is your opportunity to tell us something). What you did, who you did it with, what it produced, why it matters.

As the previous paragraph indicates: you should absolutely write about your experience with our non-profit partners this semester. For many of you, this is your first and–thus far–only opportunity to practice professional writing. Below I link to some sample letters–look at the way the third letter talks about the person’s experience in 301.

Also, as you read these letters, think about what you want to be able to write about when you graduate. All 4 of those letters are written by people who have pretty incredible experience. But they got that experience through dramatically different ways. For instance, the second letter talks about serving as the social media manager for a small game company. They got that job by emailing the game company and saying “hey, I love your stuff. Would you mind if I created a Twitter account for your company?” My point here is that graduating with a degree isn’t likely enough to get you a job. You also have to do stuff. Participate in meaningful extra-curricular activities. Volunteer for non-profit organizations. Develop your own Twitter account where you rate new Netflix shows. Whatever. Just do stuff. Thousands of students graduate every year with a 3.4 GPA. What can you offer them that those other 999 people can’t?

The three examples in the ABO book aren’t bad. But I feel like they could be better. They could provide more details about what someone has done (in some places they feel a bit too much like someone is narrating a resume). Let me share a few examples from past semesters.
Let’s look at a few sample letters.

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ENG 329 14.F: Just One More Thing

Today’s Plan:

  • Bywater-Reyes edit
  • Rest of Year Calendar and Deliverables
  • Just One Thing Final Video
  • Just One Thing Data Memo
  • Homework

Rest of Year Calendar and Deliverables

Let’s review the calendar I sent out on Wednesday:

Friday, April 12th: Just One Thing user feedback memo. I’ll give you time in class on Friday to examine your Just One Thing final surveys. You’ll draw conclusions. You’ll send me a memo at the end of class on Friday. Homework: Take some photographs of locations/angles to include in your Pitch Presentation.

Monday, April 15th: I’ll give you time in class to work with your partner(s) to storyboard the Just One Thing reshoot. The storyboard will indicate location, camera angles, and action. The storyboards will be the foundation of the Just One Thing Pitch Presentations. We’ll talk about creative pitches on Monday; professional writers are often tasked with two things I am asking you to do on this project: to collect, synthesize, and concisely/cogently/accessibly present data and to develop and present a creative strategy (that is, learning to present a creative/content idea *before* you’ve developed it so that you can get the contract/resources/approval you need to develop it). We’ll start by selecting a template for a Google Slides presentation and talk about ways to develop a visually-striking presentation (using full screen images)

Wednesday, April 17th: Creating Graphs in Adobe After Effects to Use in Adobe Premiere

Friday, April 19th: Just One Thing Reshoot Pitch Presentations. Course Reflection Day. Homework: Just One Thing Script

Monday, April 22nd: Workday. Shooting your video and editing film.

Wednesday, April 24th: Workday. Shooting your video and editing film.

Friday, April 26th: Watch them final Just One Thing videos.

Altogether, there’s three deliverables between now and the end of the year:

  • Just One Thing Memo (due at the end of class today)
  • Just One Thing Pitch Presentation (next Friday)
  • Just One Thing Scripts (due Monday, April 22nd)
  • Just One Thing Final Video (due in class on Friday, April 26th)

Just One Thing Final Video

One inspiration about for the Just One Thing project concerns how we, as professional communicators, can use video to communicate scientific/academic research to wider publics. This has been a question scientists have been asking themselves for awhile now–the NSF used to host an annual video competition (a remediation of the academic poster board). Another inspiration is the facebook series 60 Second Documentaries. Scientific American has its own short video series. I would like your Just One Thing videos to draw upon these examples: for you to produce a short video that both communicates your research and advocates for a lifestyle change (or, perhaps more precisely, one that uses the former to persuade for the latter).

These final videos are meant to serve as a demonstration of everything we have covered thus far this year. On Monday I will provide a concrete list of criteria that will include camera angles, lighting, shot length, audio, and graphics. I want you to show me, and yourself, how much better you’ve got at shooting video over the course of the past few months. Videos should be between 1:30 and 2:00. They should summarize your research and/as a way to advocate for a life change. They should include at least one graph or table (and I’ll have a workshop on including a graph or table in Premiere next Wednesday).

Task for Today: Email Memo

Today I would like you to send me a memo that details your findings from the research. Indicate how many users participated and your synthesis of their final survey responses. Check your findings against your initial hypotheses (did anything unexpected happen). Identify what persuasive research conclusions you can draw, and whether/how the feedback and results you collected will reshape your project. Knowing what you know now, how might you do things differently?

I believe class time today should be sufficient for you to get this done (if it isn’t, then get it to me by midnight Sunday so I can review it before our next class).

The format for the memo should look something like this:

  • Summary/intro paragraph
  • Survey Results
  • Reflecting on Hypotheses
  • Key Conclusions
  • Thinking Ahead to the Video

You don’t necessarily have to include all of these–they might not all be relevant. And feel free to invent a new subheading as needed.

Homework

Monday’s class will be dedicated to developing a pitch proposal for your final video. There’s a few things you can do, beyond the memo, to prepare:

  • Take some pictures. You’ll want to have location and angle images to include in the presentation.
  • Really think about what you want this video to do. Start forming a plan.
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ENG 201 14.F: Professional Presence Project

Today’s Plan:

  • Professional Presence Project
  • Resume Review
  • Reading a Job Advertisement
  • Homework

Professional Presence Project

For the rest of the semester we will be working on what I term a professional presence project, which collects all the materials you will need to conduct a successful job search as a professional writer. There’s four deliverables for this project:

  • A resume
  • A cover letter
  • A website portfolio [Google Sites]
  • A linkedin account

Of course, we’ve already started working on these materials and will continue to develop them over the last two weeks of class. Over the weekend I’ll ask you to read about cover letters. A draft of your cover letter will be due Saturday, April 20th at midnight. We will peer review letters in class on Monday the 22nd. On Wednesday, April 17th, we will work with Google Sites. I will show examples of portfolios. We’ll put together linkedin accounts on Wednesday April 24th. My expectation is that you should have all four of these deliverables finished before the start of exam week.

Resume Review

I think one of the hardest things about teaching resumes is that everyone believes they know how to make one–that resumes are easy. I want to begin by suggesting that resumes aren’t easy–and that making a quality resume is quite hard. It is hard for a number of reasons, chief of which is that you cannot know, with any degree of certainty, who or what might read your resume. Rhetoric is the art of adapting a message to a particular audience, of recognizing the affordances and advantages of a particular situation. It always involves elements of risk and chance. I believe job searches are particularly arbitrary–there is no system or pattern to what employers look for because every employer, every human resource director, is different, and brings to the process her own preferences, methods, and attitudes. The best we can do is to learn to analyze, listen, and think through possibilities–to be aware of the potential choices we have and to make precise calculations for every position to which we apply. While we can’t be certain, we can do our best to know our audience(s).

What does this mean in practice?First, the resume has to survive the six second scan. Second, the resume has to be designed for both human and machine processing. Third, the resume has to be tailored to a specific job, it has to foster identification between yourself and the organization/company to which you are applying. You have limited space, every word on a resume has to have a rationale for being there. Today, we’ll use keyword searching and some rhetorical analysis to discover some important words to include.

Further complicating the process–the more instructive materials you read on resumes, the more you are likely to encounter contradicting advice.

Let’s start with the six second scan. Research shows that the average HR director isn’t going to spend 5 minutes combing over your resume. A preliminary scan is likely to be 10 seconds or less. A stack of 100 resumes might need to be reviewed in order to produce a list of 6 candidates for phone interviews. No one has 500 minutes to dedicate to that stack.

According to the Time article above, TheLadders has 6 principles for maximizing your chances of surviving the six second scan:

  • Don’t be creative. “So make sure these six items are easily digestible: your name, your current title and company, your previous title and company, your previous position start and end dates, your current position start and end dates, and education.”
  • Put Your Expertise and Skills at the Top. “These are the things that you’ll ultimately be bringing to any new employer, so make sure they’re near the top where a recruiter can easily see them. Use action verbs when describing your accomplishments and back it up with quantitative data when you can. For example, say that you increased sales by 30%, or that decisions you made led to a 150% decrease in operational costs. This is the area where you should feel free to go in depth.”
  • Don’t Make it Too Long. Some say you don’t want to go past one page, but there’s no real harm in going to two pages – especially if you’re older and have much more experience than a kid just coming out of college. Include as much as you can without making your resume appear cluttered.
  • Ditch the Photos. “If you only have six seconds, you don’t want them distracted,” Evans says. So get rid of any photos you may have attached to your resume, and don’t try any video gimmicks. It’ll come off as, well, a gimmick. “You don’t want people focused on your face and not your skills,” he says.
  • Don’t Focus on Your Personal Achievements. It’s great that you’ve played the tuba since high school and that you ran a 10K last fall. But don’t spend too much time playing up your more personal info. That sort of light-hearted information is likely to come up in face-to-face interviews anyways.
  • Have it Professionally Made. You might be able to skip the first five steps if you follow this one. “I believe there are three things you don’t want to do on your own,” says Evans. “Don’t do your own taxes, don’t write your own will, and don’t do your own resume.” You may want to write the first draft, but consider taking it to a professional for the final touches. While (not surprisingly) TheLadders has resume writing services, there are many others, including Resumes Planet and Your Resume Partners. These services start as low as around $50 and can go as high as a couple hundred. But for around $100 you can generally get a quality edit and even an entire resume written up for you.

As the last paragraph stresses, TheLadders is attempting to promote a service–and I have some questions about their research. But, in general, these are all fine principles for crafting a resume. But the tricky part is that, depending on the specific job advertisement you have, I can think of occasions when I would recommend breaking all of them. The crafting of a resume is intimately tied to the analysis of a specific job ad–and buttressed by research into the company and or person who might be hiring you. What kind of company is this? Who are they looking to hire? These questions concern identification: understanding the identity of your audience and recognizing how you can mark yourself explicitly (content) and implicitly (form, design) as one of them.

Here’s a second reading on surviving the six second scan.

Let’s move on to the second difficulty I outline above: preparing your resume for machine reading, or the ATS (applicant tracking system software, see ABO 500-01). Top Resume offers some nuts and bolts:

  • Stick with .doc or .docx files when uploading a resume rather than a .pdf (and, if it is a .pdf, make sure it is accessible).
  • Don’t use document headers or footers for personal information (including contact information)
  • Simple bullets only
  • Minimalist design with strong visual hierarchy (contrast)
  • Focus on keywords
  • Repeat key words

I want to focus on the final bullets here–keywords–because that crosses us over into analyzing a job ad. First, while I’ve already talked about the importance of concision, I also want to stress the importance of repeating keywords–they might appear in your Objectives section and then again in your Work Experience and then again in your Skills section. Even if you are designing for a human, it is ok to be repetitive with keywords and skills. Redundancy is strategic given the rhetorical situation.

I want to look at this article to talk about format, identifying skills, and quantification.

Thinking about the ABO reading:

.

  • Be truthful
  • GPA
  • Academic clubs-affiliations (494)

Potential section headings:

  • Heading (name and contact information)
  • Objective Statement (See 496-497)
  • Qualifications Summary (Professional Profile, Key Attributes)
  • Education (Academic Background, Certifications)
  • Employment Experience (Internships, see 498)
  • Related Knowledge / Relevant Skills
  • Honors and Activities (Professional Affiliations, Volunteer Work, Networking Assets, Awards, Recognitions, Notable Contributions, Publications)
  • References (?) Portfolios (We will do this online)

Identifying Keywords, Analyzing Websites, Identifying an Audience

How can we identify keywords? Let’s turn to SquawkFox.

Homework

Conduct a rhetorical analysis of a website for your job ad (assuming one is available). If possible, visit the place to do some on-site scouting. How are people dressed? What kinds of posters are on the wall? See if there’s any social media presence (are they on facebook, twitter, linkedin?)

Read ABO on cover letters, 36-41.

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ENG 201 14.W: ARC Final Materials Review

Today’s Plan:

  • Task Assignments
  • Homework

Task Assignments

Today we need to review our completed work before turning it over to Amelia.

Those in the promotional materials group: we need to figure out how to deliver your flyers. Obviously we can’t turn over .pdfs. Let’s meet and talk.

If you received a ticket that says “social media images,” then I want you to work in this document. Your task is pretty simple. For every post that doesn’t have an existing media link (either to an image or a youtube video or reference to a flyer), I want you to go through these folders and find one that can work. Make a link to that image.

For those of you that got a ticket that says “Editor: X,” your task today is to proofread one of our documents:

Homework

Two (or three things):

  • If you haven’t submitted a resume, then do it
  • Read ABO on resumes 484-501. Revise your resume accordingly.
  • Locate a job to which you might want to apply. Don’t worry if you can’t apply now. You may use a job from Project One, or find a more recent and relevant ad using mediabistro.com, monster.com, ziprecruiter.com or any other job site. Print and bring a copy of the job advertisement to class on Frdiay (said in the voice of someone still filled with murderous rage because 8 people submitted a resume for Monday’s class)
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ENG 225 14.W: Sharing Research

Today’s Plan:

  • Extra Credit
  • Conference Sign Ups
  • Sharing Research via Blogger
  • Homework

Conference Sign Ups

I have put together a sign-up sheet for conferences.

Sharing Research

Today we will be sharing your research via the Blogger site we set up last class.

Let’s look at a sample post.

Key points:

  • Title
  • Citation (APA)
  • 2 or 3 paragraphs
  • Keywords
  • Links

Homework

Last class I introduced the sentence outline assignment. I’ve put the assignment into Canvas–it is worth 20 points (Sentence Outline / Conference Materials) and is due on Monday.

Remember that Friday is a work day. I’ll be in our regular classroom if you want to show me your work in progress.

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ENG 329 14.M: Finishing Up the LAF Videos

Today’s Plan:

  • Final LAF Videos
  • LAF Snapchat Videos
  • Just One Thing Research

Final LAF Videos

I’d like to turn over as much material to the Liberal Arts Foundation as I can. Here’s what’s currently in the folder:

  • Byron Shaw: Two full-length videos and 5(!) Snapchat videos (Brenna– finished, except maybe the intro to the snapchat vids)
  • Mike Kimball: One full-length video (Seth–get me two Snapchat videos by the end of class)
  • Bywater-Reyes: Nothing in the folder (Trent–is there an update over the youtube upload? The current upload doesn’t have background music. I need two Snapchat videos)
  • Luke: I’m waiting on a video highlighting the Soliya Program. Unlike the other videos, I could see you using a mix of the interview and some voice over (if you need to describe the program or where someone might apply for it).
  • Jared: By Wednesday I need your full-length video and one Snapchat video

Snapchat Videos

The criteria for the snapchat videos is pretty simple: 10 second maximum. Some kind of introduction.

I have uploaded a template introduction that you can use in the beginning of your video.

Just One Thing Research

Starting Wednesday we’ll begin working on the final project this semester–revisiting the Just One Thing project and shooting a new documentary-style video. I see this project as a way of thinking about how we can use video to communicate research/science via social media. You’ve done some research–now it is time to synthesize your findings. We’ll watch a few sample videos Wednesday to get a sense for what these final videos might look like. Then you’ll have a few weeks to storyboard, present, and shoot your videos. I’ll emphasize storyboarding and presenting for this final project so that you know how to pitch a project like a professional (often it is as important to know how to frame and sell your work as it is to produce the work itself).

Homework

It is time to finish the LAF videos. Whatever I have before class on Wednesday is what gets graded.

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ENG 225 14.M: Outlining Your Paper

Today’s Plan:

  • Extra Credit Final Surveys
  • Reviewing the Calendar
  • From Research to Outlining
  • Homework

Reviewing the Calendar

Here is the post-break calendar. We are still on track. Our focus this week will be on outlining your research paper. Remember that there is no class next week–in place of class I will be meeting with you one-on-one to discuss your paper draft. Ergo, you need to have a draft of the paper done by the time we meet next week.

From Research to Outlining

I think one of the hardest parts of writing a paper is knowing where to begin. What you should write first. It helps me to know where I want to end up–to have a kind of blueprint of the paper. That’s how I think of outlining, and I approach it in two ways: from a bird’s eye view and a kind of walking tour of a construction site.

From a bird’s eye view, I want to know the genre of paper I am constructing. What are the major sections? A research paper is often a narrative, a kind of play. For instance:

  • Act One: there is a problem
  • Act Two: other people who have tried to solve the problem
  • Act Three: a brand new approach to solving the problem

Or:

  • Act One: there is a problem
  • Act Two: the is a mystery about what is causing the problem
  • Act Three: One potential cause (and some folks who think this cause is wrong)
  • Act Four: A second potential cause (and some folks who think this cause is wrong)
  • Act Five: A third potential cause (and why I think this cause is right)

Or:

  • Act One: scientists agree that there is a problem
  • Act Two: but the public doesn’t seem to know about this problem
  • Act Three: here’s where scientists have tried and failed to communicate the problem
  • Act Four: wherein I, the writer, attempt to communicate the problem to some people and solicit their reactions
  • Act Five: wherein I, the writer, make recommendations, based on Act four, for how we might better communicate the problem

Or:

  • Act One: there is a problem
  • Act Two: scientists have offered various suggestions for how to fix the problem
  • Act Three: I, the writer, interview people and see if they know about / what they think about / why they (dis)like the potential solution
  • Act Four: based on my research, I, the writer, suggest which of the suggestions reviewed in Act two are most likely to work

Or:

Ok, let me be clear about this: the list of outlines above is not exhaustive. You might end up writing a paper that looks different. But I hope this list helps you reflect, as you are researching, on how the material you are working with could be arranged. Invention and arrangement go hand in hand.

The material above was written for my ENG 123 class, in which we focus on scientific problems and research. But it shouldn’t be too hard to adapt these suggestions for a game. To return to my “how do I begin” question: you begin to write a 15 page paper by thinking about it as a series of 3 or 4 page papers–each of which has its own clear purpose. How can you “chunk” your project?

As I get more involved in my project, I’ll start to think in smaller chunks. I’m looking to generate a floor plan–an attempt to walk myself through my argument(s) step-by-step. This is called a sentence outline. Here’s where I try to order all of the topic sentences for my paper. This gives me the steps in the argument. Then it is a matter of going back to fill in the evidence I need for each claim.

Here’s a sample sentence outline for an article I co-wrote. Notice how it is written in complete sentences. After each sentence there’s some description of what that paragraph needs to do.

My paper has the following section headings:

  • Introduction
    • This section lays out our problem: that many writing courses eschew “creativity” because they either think teaching creativity is impossible or simply too difficult. We acknowledge that teaching creativity is painful, but necessary
  • Section 1: Postpedagogy, Creativity, and/as Disequilibrium
    • These sections provide more theoretical background–what is postpedagogy? in what ways is it a creative practice? in what ways does it “hurt” (via disequilibrium, confusion, stress) students? why is disequilibrium essential to learning?
  • Section 2: Ambiguous Constraints: Moving Towards a Postpedagogical Creative Practice
    • This section is almost like a pre-methodology section, since it describes where we did our experiment and gives an overview of our experiment
  • Section 3: Methods
    • Notice that it takes us 3 paragraphs to explain that we did a survey. And, truth be told, we could have done a better job, since we do not address the rationale behind the survey questions
  • Section 4: Findings
    • Here’s where we synthesize what we learned from our student surveys
  • Section 5: Discussion / Toward a Productive Anxiety
    • In this section we discuss how we integrate what we learned in the surveys into our ideas on creativity etc
  • Section 6: Creativity, Disequilibrium, and Assessment
    • During our review process, we were instructed to address how we grade creative projects. It was a useful request! But this section didn’t appear in our first, second, or third draft. It came later
  • Conclusion

Note, too, that it is 8 pages and 1800 words. The final version of the paper is 32 pages and 9000 words. Your sentence outline should probably be about 1/4 to 1/5 of your final paper. Let’s review my stipulations for the paper:

Your final paper should be 1800-2500 words (roughly 7-10 pages double-spaced). The final paper must contain at least 8 sources. 5 of these sources need to be academic, peer-reviewed journal articles. The final paper must be written in a format suitable to your major.

Following my recommendations, your sentence outline should be around 600 words and around 2 and 1/2 pages double-spaced (but I imagine it might be even longer than this. I’ve set up a template to get you started.

I am not expecting your paper will have the exact same layout as mine. But I do expect that your paper can be divided into sections that roughly follow the typical expectations for a research paper:

  • Intro
  • Section 1: Background lit
  • Section 2: Methods
  • Section 3: Findings
  • Section 4: Discussion
  • Conclusion

Or a scholarly analysis paper:

  • Intro
  • Analytical Approach / Theoretical Lens
  • Analysis Point 1
  • Analysis Point 2
  • Analysis Point 3
  • Analysis Point 4
  • Conclusion

Homework

On Wednesday we will import the rest of your research annotations onto the Blogger site we began last week. The idea is to turn that into a resource as you draft your papers. Friday we be a work in class day (I tried to sign out the computer lab, but it was already reserved). I’ll be moving around to check on sentence outlines.

There’s two things:

  • Make sure you have completed your research annotations. Same deal as last time: 2 for a C, 3 for a B, 4 for an A.
  • Begin working on your sentence outline. These will be due in Canvas next Monday.
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