Advanced Composition 11.2: Research Tools

Today’s Plan:

  • Review Proposal Assignment
  • Proposal Conference Sign Up
  • Research Tools
  • Canvas Assignment
  • Homework

Proposal Revisited

Your paper proposals are due next Tuesday, March 29th. The proposals should look like this:

  • A 2 page (double-spaced) introduction that lays out the problem and summarizes how you plan to approach it. This summary will vary based on the type of research you plan to do. It can include initial research and reading or it can talk about developing a research protocol or experiment.
  • Rough idea (and these change depending on the exact nature of your problem/argument/method/evidence/etc): The paper should detail 1) a problem that people are discussing and/or not discussing it (that is, who is discussing the problem? who is ignoring it?–how to respond to these questions depends on the problem). The paper should probably address other proposed solutions to the problem. The paper should address what you (hope) to bring to the discussion.
  • Your paper should address how you will meet my constraints: that your paper address at least one reading from the beginning of our course and one reading from the middle of our course. These former texts should help you articulate a definition of education (and thus contribute to the warrant for your argument), the latter texts should help you articulate the problem your research addresses–though you don’t need to use them this way. Also, you might use several of the latter texts to discuss a problem, since many of them address similar issues.
  • A detailed timeline, including reading. I will be asking you to read approximately 75 pages a week and blogging summaries of your research. Blogging will get you writing about and thus processing your research material ahead of time. The schedule should map out readings by week for weeks 12, 13, and 14. Note that I want at least four sources for the paper (so if you plan on reading a longer book, make sure you incorporate some other materials into your schedule).
  • Note too that I will ask for complete drafts of the papers on Tuesday, April 26th. I will also ask you to have a working draft of the paper (at least 8 pages with an introduction) available for peer review by Tuesday, April 19th.

Given some of the conversations after Tuesday’s class, it might be useful to talk about proposed projects a bit.

Proposal Conference Sign Up

I have to leave class a bit early today and will miss my afternoon office hours, but I know many of you would like to talk about your proposals before they are due. I will be available tomorrow from 9:20 – 11:00 and from 2:00 – 4:00 to conference. You can (and should) bring some writing for me to look at, but I am also willing to brainstorm and/or help chase down sources.

Research Tools

I want everyone to leave class today with 3-4 texts that they can begin reading over the weekend to help them shape their proposals. To do this, we are going to use a few specific tools recommended by the library. As we work, I will ask you to post your findings to Canvas.

I want to begin with Google Scholar. There are a few ways to use this tool–you can use it like any other search engine to do a topic search. Or you can begin by putting in a specific work and using the “cited by” and date tools to return recent texts that reference that work. This is a good way to begin finding texts in conversation with one another.

Next, I want to make sure everyone is familiar enough with the library website to find copies of the sources you locate via Google Scholar.

Finally, the library recommends searching with Subject Databases to get the best results. Let’s try that.

Homework

Read one of the articles you found today and complete your proposal. It is probably easiest for you to upload a copy of your proposal as a .docx to Canvas.

Bring a copy of a reading you are working with to class on Tuesday. We will be working with They Say, I Say on contextualizing and responding to sources.

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Visual Rhetoric 11.2: Infographic Project

Today’s Plan:

  • Finish Book Production Presentations
  • Introduce Infographic Project
  • Introduce (Briefly) the Final Project
  • Homework

Infographic Project

For our third project, we will be creating infographics. In preparation for today’s class, I had you read two short articles, “What is an Infographic?” and “11 Best Infographic Designs of 2015.” Tips to go Viral.

My original plan was to ask you to create an infographic that visualizes some kind of argument using data from the us.gov database. The database has statistics on a wide range of topics, and is pretty easy to navigate. These infographics would suit technical communicators, since you would be taking rather opaque data and visualizing in such a way as to make an argument.

However, after those readings, I am a bit more interested in seeing what else you might want to visualize. I want to leave room for you to be creative. So, with that in mind, the third assignment looks something like this:

I would like you to make an infographic that visualizes a problem. The infographic should make some kind of argument as to how we should address or solve the problem.

The infographic needs to include at least one chart (pie, bar, line, other) that you make in another program.

The infographic should be longer than a standard printable paper. We are designing these for the web, with hopes of viral circulation on social media.

Your infographic should include some kind of research; that is, it must visualize research. It should include sources to increase credibility. Note: there are a few creative projects that might not require research, but you must run your idea by me before I grant this exemption.

The design of your infographic should reflect the principles we have been working on all semester–addressing layout, color, contrast, typography, etc.

These infographics will be due in class on April 19th. We will view them in class.

My initial plan was to create these infographics in InDesign, but I have decided to try out a new (and much more user friendly tool), so we will be using Piktochart.com, a freemium tool that gives us access to templates and graphing tools. NOTE: I am using a WYSIWYG, user-friendly tool because I expect these infographics to be content-rich (in other words, I want substance–your final project should be much longer than the default 3 blocks). In a few cases, people might elect to make a series of shorter infographics rather than one extra-long one. NOTE: those with familiarity or working on a more detailed image are free to use InDesign or Illustrator for this project. Pikochart will not work for all designs/ideas.

We will do this introduction to Pikochart in Thursday’s class.

Final Project

For the final project, I am going to ask you to redesign a document or visual that exists in the real world. Over the next few weeks, I want you to try and find a document or visual that needs to be redesigned. This could be a flyer, a menu, a sign, a handout, or just about anything else.

Homework

For homework, read The Best 100 Infographics for inspiration and more genre familiarity.

For homework, I want you to identify the topic that you would like to visualize and begin collecting some data to transform into a chart or graph.

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Advanced Composition 11.1: Working with Booth

Today’s plan:

  • Working with Booth
  • Developing a paper proposal

Working with Booth

Over the break I asked you to read an excerpt from Wayne Booth’s The Craft of Research. The purpose of the excerpt was to help us begin to generate research topics for your final paper. Today we will work with Booth a bit to help you narrow down your interest so that it can be adequately handled in a paper of 12-15 pages.

Pages 20-22, your relationship to your reader

Page 30, dealing with inexperience (Burke’s Parlor)

Pages 14-15, finding a topic in four parts

Page 41, 3.1, from an interest to a topic

Page 43, 3.2, from a broad topic to a focused one with four key terms: conflict, description, contribution, development

  • How does X’s description of Y differ from A, B, and C?
  • How could X contribute to our understanding of Y?
  • How has understanding of X developed over time?
  • How does X’s understanding of Y differ from Z’s understanding?
  • What are 3 different ways of fixing X problem?

Page 45, Page 49: make sure you ask a question worth answering

Page 52, one sentence, three blanks:

  • I am studying…
  • Because I want to find out…
  • in order to help my reader better understand…

Paper Proposal

Your paper proposals are due next Tuesday, March 29th. The proposals should look like this:

  • A 2 page introduction that lays out the problem and summarizes how you plan to approach it. This summary will vary based on the type of research you plan to do. It can include initial research and reading or it can talk about developing a research protocol or experiment.
  • Your paper should address how you will meet my constraints: that your paper address at least one reading from the beginning of our course and one reading from the middle of our course. These former texts should help you articulate a definition of education (and thus contribute to the warrant for your argument), the latter texts should help you articulate the problem your research addresses–though you don’t need to use them this way. Also, you might use several of the latter texts to discuss a problem, since many of them address similar issues.
  • A detailed timeline, including reading. I will be asking you to read approximately 75 pages a week and blogging summaries of your research. Blogging will get you writing about and thus processing your research material ahead of time. The schedule should map out readings by week for weeks 12, 13, and 14. Note that I want at least four sources for the paper (so if you plan on reading a longer book, make sure you incorporate some other materials into your schedule). Note too that I will ask for complete drafts of the papers on Tuesday, April 26th. I will also ask you to have a working draft of the paper (at least 8 pages with an introduction) available for peer review by Tuesday, April 19th.

Homework

Get started working on your proposals.

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Visual Rhetoric Week 9 (Friday): Book Production Presentation

Today’s Plan

:

  • Book Cover and Jacket
  • Book Production Presentation
  • Book Production Project Rubric
  • Garr Reynolds and Presentation Zen Design
  • Canvas assignment: Make a Zen Presentation
  • Hand back posters
  • Work Time
  • Homework

Book Cover and Jacket

Today I wanted to revisit the book cover portion of the project. You will notice that I am asking for a book cover with a jacket, the flaps that keep a cover on a hard cover book. There’s a number of tutorials for how to do these, but I found this one to be the most useful: Design Like a Pro’s youtube tutorial on book jackets. Design Like a Pro has another tutorial that shows how they design a 9×6 book cover from scratch.

Note that she use a whole inch for the spine. This likely would be too thick for books of poetry, which tend to be smaller. My guess is 1/2 to a 3/4 inch would be sufficient for the spine (and I would have a design that could accommodate different widths.

So, just remember that your book cover needs to have:

  • Front cover
  • Back cover
  • Spine
  • Front flap
  • Back flap

Get your hands on some hardcovers with jackets to get a sense of what appears inside.

Book Production Presentation

The final component of our second project is to develop a presentation that “pitches” your book design. The hypothetical scenario here is that you are making a submission for a publishing firm to redesign an existing cover and book. Your presentation should not only focus on what you have designed, but should situate that design within both past book covers *and* popular contemporary covers and design trends.

The article linked above indicates that good pitches concisely tell a story, addressing three “why’s”:

  • Why here?
  • Why now?
  • Why you?

These questions are aimed at authors pitching their written work to specific outlets, but we can adapt them to fit our hypothetical situation:

  • What is out there?
  • What did you do?
  • What should we see?
  • What makes this work special?

Your presentation should use language and terms from our reading and class discussions. Your presentation should be about technical process (what you did, how you did it) and design rationale (why you did it).

The central focus of the presentation should be on showing us your book. Obviously, you should use images.

Also, you PowerPoint should itself be visually appealing and reflect the design considerations we have discussed this semester, including layout, typography, contrast, and color. Last night’s reading in Presentation Zen should have given some nuts and bolts advice on developing visually beautiful PowerPoints.

I expect each presentation will be five minutes long. You should time and practice your presentation before class. It is quite likely that your career path as a professional writer will involve some measure of public speaking before audiences, so take this as an opportunity to practice.

Book Production Project Rubric

Here it is:

  • Book Cover:
    • Layout in accordance with White Space, rule of thirds, and/or golden section
    • Color and Contrast help determine focal point, which should *probably* be on the title
    • Typographically appropriate
    • Proper spacing and typography on the back cover and jacket flaps
    • Proper sizing
  • Front Matter:
    • Has title page, table of contents, copyright page w/ proper numbering (including section reset)
    • Typographic design reflects published work
  • Poems:
  • Presentation:
    • Visual design reflects Presentation Zen, including typography and layout
    • Presentation shows adequate market/genre research
    • Presentation is articulate and insightful
    • Presentation is longer than 4 minutes but shorter than 6 minutes

Presentation Zen

Today I’m working from Garr Reynold’s summation of his design principles in the form of a plain .pdf. I want to spend some time talking about these principles, examining them in action, and then asking you to put them into practice.

First, let’s look at a brief description of Reynold’s about putting these design principles into action.

Next, let’s look at a collection of before and after slides. As we work, I want you to write down a list of what you see happening in the before and after.

Finally, I want you to create a short PowerPoint (say 6 slides) that puts Reynolds’ theory into practice. Please turn any section of his .pdf linked above into a PowerPoint.

In making this presentation, you should use copyright-free (or copyleft) images. These are images that are in the public domain. There is a number of resources to help find images in public domain:

Upload these presentations to Canvas.

Handing Back Posters

While you are working on your presentations, I want to hand back posters and check to see if any grades are missing. After that, you have the rest of class time to work on your projects.

Homework

Complete Project Two.

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Visual Rhetoric 9.2: Book Production Presentation

Today’s plan:

  • Book Production Presentation Details
  • Presentation Zen Guidelines

Book Production Presentation

As I mentioned last class, the final component of our second project is to develop a presentation that “pitches” your book design. The hypothetical scenario here is that you are making a submission for a publishing firm to redesign an existing cover and book. Your presentation should not only focus on what you have designed, but should situate that design within both past book covers *and* popular contemporary covers and design trends.

The article linked above indicates that good pitches concisely tell a story, addressing three “why’s”:

  • Why here?
  • Why now?
  • Why you?

These questions are aimed at authors pitching their written work to specific outlets, but we can adapt them to fit our hypothetical situation:

  • What is out there?
  • What did you do?
  • What should we see?
  • What makes this work special?

Your presentation should use language and terms from our reading and class discussions. Your presentation should be about technical process (what you did, how you did it) and design rationale (why you did it).

Also, you PowerPoint should itself be visually appealing and reflect the design considerations we have discussed this semester, including layout, typography, contrast, and color. Last night’s reading in Presentation Zen should have given some nuts and bolts advice on developing visually beautiful PowerPoints.

I expect each presentation will be five minutes long. You should time and practice your presentation before class. It is quite likely that your career path as a professional writer will involve some measure of public speaking before audiences, so take this as an opportunity to practice.

So, the grading rubric for Project 2 looks something like this:

  • Book Cover:
    • Layout in accordance with White Space, rule of thirds, and/or golden section
    • Color and Contrast help determine focal point, which should *probably* be on the title
    • Typographically appropriate
    • Proper spacing and typography on the back cover and jacket flaps
    • Proper sizing
  • Front Matter:
    • Has title page, table of contents, copyright page w/ proper numbering (including section reset)
    • Typographic design reflects published work
  • Poems:
  • Presentation:
    • Visual design reflects Presentation Zen, including typography and layout
    • Presentation shows adequate market/genre research
    • Presentation is articulate and insightful
    • Presentation is longer than 4 minutes but shorter than 6 minutes

Presentation Zen

For today’s class, I had you read Garr Reynold’s summation of his design principles in the form of a plain .pdf. Today, I want to spend some time talking about these principles, examining them in action, and then asking you to put them into practice.

First, let’s look at a brief description of Reynold’s about putting these design principles into action.

Next, let’s look at a collection of before and after slides. As we work, I want you to write down a list of what you see happening in the before and after.

Finally, I want you to create a short PowerPoint (say 6 slides) that puts Reynolds’ theory into practice. Please turn any section of his .pdf linked above into a PowerPoint.

In making this presentation, you should use copyright-free (or copyleft) images. These are images that are in the public domain. There is a number of resources to help find images in public domain:

Upload these presentations to Canvas.

Homework

Complete Project Two.

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Advanced Composition 9.1: Giroux

Today’s Plan:

  • What did you make of Giroux?
  • Toward a Problem
  • Homework

Giroux

I am interesting in hearing about what passages you focused on in your blogs, and what you had to say.

Toward a Problem

I have put the following prompt into a discussion forum on Canvas:

We are almost done with the second section of this course–reading four works that deal with contemporary problems. Once we get back from break, I will be working with all of you to generate your own reading lists for the final weeks of the course (at least four different sources, approximately 75 pages of reading per week).

We will spend time in class talking about how to develop a research question, what kind of research you want to do, and where, or to whom, you want to deliver that research. In other words, developing a purpose, making a claim, collecting evidence, and targeting an audience.

To get started, I wanted you to do a bit of free-writing on the reading thus far. I will ask that your final project pick up a question/concern/claim made by either Nathan, Arum & Roksa, Giroux, or Nussbaum (who we will be reading for Thursday and over break). So take 10-15 minutes and try to figure out which problem/author you see as a starting point. (Note: many of them comment on the same problem(s), so there is no need to solely focus on one if you see crossover).

I will also be asking you to connect this contemporary problem to an ancient problem with / idea of education. Furthermore, I will be asking you to show how this problem “shows up” in contemporary discussions of education (hence the Chronicle and Inside Higher Ed).

Homework

For homework, I will ask you to read Nussbaum, chapter 1 & 2 (pages 1-27).

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Visual Rhetoric 9.1: Book Cover and Jacket

Today’s Plan:

  • Book cover and jacket
  • Hand back posters

Book Cover and Jacket

Today I wanted to revisit the book cover portion of the project. You will notice that I am asking for a book cover with a jacket, the flaps that keep a cover on a hard cover book. There’s a number of tutorials for how to do these, but I found this one to be the most useful: Design Like a Pro’s youtube tutorial on book jackets. Design Like a Pro has another tutorial that shows how they design a 9×6 book cover from scratch.

Note that she use a whole inch for the spine. This likely would be too thick for books of poetry, which tend to be smaller. My guess is 1/2 to a 3/4 inch would be sufficient for the spine (and I would have a design that could accommodate different widths.

So, just remember that your book cover needs to have:

  • Front cover
  • Back cover
  • Spine
  • Front flap
  • Back flap

Get your hands on some hardcovers with jackets to get a sense of what appears inside.

Handing Back Posters

I want to hand back posters and check to see if any grades are missing.

Work Time

My plan for the rest of class was to give you time to work on your book while I come around and check in on people’s progress.

Homework

Keep working on your books.

Read Garret, Presentation Zen.

In Thursday’s class, I will go over the final component of the project–a powerpoint presentation that shows us your book and takes us through the design process (including showing some research). We will treat these like a pitch. You will give these presentations in class on Tuesday, March 22nd when we get back from class. Again, I will give more explicit criteria for the presentations and some advice for making dynamic, visual presentations in Thursday’s class. The Reynolds reading gets us started, and I will share some advice from his textbook.

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Visual Rhetoric 8 (Friday): Creating a Master Page

Today’s plan:

  • Review Golden Section and a few tools
  • Review Typography calculator
  • One last wrinkle
  • Creating a Master Page in InDesign

Review of Production Concepts: Basic Book Design

We’ve spent the last few weeks working on InDesign and the technologies we need to produce a book. Now we need to think a bit more about the conceptual elements of a book, down to the nuts and bolts. Before we can design our pages, we need a better sense of what has to be designed! So I turn to a wikibook on Basic Book Design.

This book contains short chapters on:

  • Characters per line, suggests 65-70
  • Leading: space between lines of text, spacing, line-height (note that leading is usually more than font size)
  • Justification
  • Page Size
  • Margins

I will ask you to consider all of these things as you design the master page in InDesign for your poems.

Golden Section for Layout

Last class I introduced the Golden Section for helping to layout pages and thinking about spacing. Today I want to go over that one more time, and introduce a few other resources for designing your books of poetry.

Up first, a short video on using the Golden Section and Rule of Thirds to design a birthday invitation. We can apply the principles here to your cover designs (and back cover designs).

Up next, a short tutorial on how to set up a grid in InDesign. Our Abode tutorials have all involved working from templates, so I wanted to talk about creating a document guide from scratch and setting up a new document. Let’s walk through that together.

I found another source to help us understand the conventions of a typical book of poetry. a href=”http://www.artbookbindery.com/self-publishing-a-poetry-book.php”> It recommends a page size of 5.5 x 8.5.. Previously, we read a recommendation of 6 x 9. Remember that we are publishing a hardcover book (and will eventually create a cover for the book that includes a front, spine, back, and inner flaps). It also details margin size and bleeds based on book size. Finally, it offers advice for top of page headers (and, if you look, most books have these!).

Here is a very short tutorial that suggests you center a poem on the page based on its longest line. I would say that I don’t recommend putting more than one poem on a page unless they are very short. Note that this is something you will have to do for every page–it is not something that you can do in advance. But it only takes about 20 seconds to do, and will improve the balance and feel of your pages.

At some point, we might want to convert inches into points (pt). Though if you put inches into an InDesign box, it will by default convert it into points.

Golden Section and Typography

I wanted to review how the Golden Section can help with typography. I found a very nice modular calculator that allows you to select your scale and input different measurements. This site allows you to put in a base font size, and get a range of other sizes for headings, subheading, or smaller text (such as headers, page numbers, introductions, or notes).

To make the most of this calculator, we can check back in with the Art Bookbindery site to learn about advised font size. I think 10pt is going to look *really* small, but it might be suitable if you are working with epic poetry. Things to consider–does your work include footnotes? If so, you can use Phi to divide the page, making a space up top for poetry and a space down below for notes (see the link re: headers above). It also gives advice regarding font choice.

Regarding font choice, you should probably have different fonts for the headings and the body text. You can find SO MANY sites that offer interesting font combinations (and, if you know your text font, try a google search like “complimentary font for [font name].”

We’ve also got to adjust the leading, the line height (the box under text size in InDesign).

One Last Constraint: Typographic or Layout Experimentation

p>I have one final wrinkle for your book design–and that is that you do something interesting typographically. Interesting is intentionally ambiguous here; as I say in my writing classes, anytime someone uses the word interesting, they aren’t done thinking yet–or they could use more precise words that explain *why* something is interesting.

I’m leaving that up to you. But I wanted to share some “interesting” ideas.

First, to the poet E.E. Cummings (1894-1964). Cummings was a modernist poet who took interest in the typographical dimensions of his poems. Let’s read the introduction to one of his masterworks, “Is 5.Let’s look at some of his poems.

Of course, Cummings was in some part limited by the technologies of his day (the typewriter). What other experiments or elements could he play with today?

Davis’ Breaking Up [at] Totality.

a href=”https://www.google.com/search?q=Interesting+book+typography&espv=2&biw=1276&bih=682&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjz-ZL94p_LAhVFJR4KHS6lA2sQ_AUIBigB&dpr=1″>To Google for typography.

To Google for layout.

I ask that your book establish a pattern that plays with typography, layout, etc. in a way that distinguishes it from other books and helps it stand out among the crowd.

Today’s Task: Setting Up a Master Page for your Poems

Using these tools, your research into book design (measurements), our Adobe Classroom in a Book, and other resources you might search on the Internet, I want you to spend today’s class creating a master page for your poem layout. Your master page should have a design grid. You should calculate the size of your textbox, the page margins, etc. Fill your master with some dummy text (think about Poem Title vs. body text). Remember that if you are doing a long poem, then you will have to put in line numbers!

Here is a very short tutorial that suggests you center a poem on the page based on its longest line. I would say that I don’t recommend putting more than one poem on a page unless they are very short.

Here is Adobe’s tutorial for getting started with Master pages.

Homework

Focus on formatting your book–complete your master page, get some poems in there, consult the Adobe InDesign textbook for help with page numbers or tables of content, etc.

Next week we will talk about covers in class, and I will talk about the PowerPoint presentations that will detail your design choices and show the class your finished product. NO: you will not have to print out copies of your book. YES: you should design the book as if it were going to be printed, rather than as an eBook.

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Visual Rhetoric 8.2: Generating a Layout Grid (in InDesign)

Today’s Plan:

  • watch a few tutorials
  • do some math
  • create a master page in InDesign for your poetry

Continue reading

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Advanced Composition 8.1: Academically Adrift (2)

Today’s plan:

  • Reading Questions
  • Discussion

Continue reading

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