agendas

 

Tasks

Task 1: Course Evaluation

  • The course evaluation is available online. I will check to make sure everyone can access the evaluation before I leave the room. Please do not begin the evaluation until I have exited.
  • I have added three questions to the evaluation form; however, my second question does not display in full. It should read: "Evaluate the course's support of group projects. Which aspects of the course design (video proposing site to revise, group contract, in-class work time, conference with the instructor, self and group assessment) helped your group effectively work together? Which aspects did not contribute to your group's success?"

Task 2: Workshop Revised PSA Campaign Content or Showcase

Partner with 2-3 others who would like to workshop the same assignment as you. Go to Canvas to access your peers' content. Authors can decide whether they want oral comments, written comments, or a combination of both. Options for commenting include:

  • Each author expressing his or her questions/concerns, directing reviewers to specific content, and leading a discussion of the work.
  • Using the PSA Campaign grading criteria or Showcase grading criteria as a rubric to assess work-in-progress.
  • Using questions from Writer/Designer to guide commentary on discrete aspects of the PSA Campaign or Showcase. For example, "Preparing for Rough Draft Feedback" questions (111-112) can be modified for either project. Selected questions in "Reporting on Your Final Project" (132-135) can be applied to the PSA Campaign's "About this Campaign" statement or the optional revision plans for the Showcase. The web site design questions in "Analyzing Multimodal Projects" (37) can help you assess design effectiveness, and you may use the text's rhetorical analysis questions (23-25, 27) to assess the PSA Campaign's attention to rhetorical situation.

Task 3: Work Period

Once you've received feedback on revised PSA Campaign content or Showcase work-in-progress, you may use the remainder of the period to draft revision plans and begin revising your work.

Reminders

 

Tasks

Optional Conference Sign-Up

Note that MW appointments will be held in my Padelford office, A-305. TTHF appointments will be held in Mary Gates 088. You may sign up for more than one 30-minute slot--you or your group may want to conference at several points in the composition process. If you're co-authoring your project, please attend the conference with all teammates.

Homework

  • Read Writer/Designer, “Reporting on Your Final Project” (132-135)
  • Post revised draft of PSA Campaign or ideas-in-progress for showcase; post to Canvas before class meets on Thursday

 

Goals

  • To review PSA Campaign assignment and brainstorm strategies for producing the PSA
  • To develop criteria for assessing the PSA Campaign
  • To review the Showcase assignment
  • To work on PSA Campaign site draft

Tasks

Task 1: Review Showcase Assignment

Task 2: Review PSA Campaign assignment and Guidelines

1. What questions do you have about the assignment?

2. Sketch a mock-up for your PSA Campaign site. Include navigation tabs, basic layout, and a list of possible site colors.

Task 3: Develop PSA Campaign Evaluation Criteria

Write-pair-share: We have already developed criteria for discussing the visual and video PSAs. What additional criteria should be used to evaluate the PSA Campaign as a whole? Note that if we do not have time for writing and discussion, we may use a Canvas discussion area alternative.

Task 4: Work on Site Draft

The first draft of your PSA Campaign is due Tuesday. You may use the remainder of the period to work on your draft, drawing on the mock-up you produced earlier. If you wish to work on the visual or video PSA, the computers in Odegaard 102 have iMovie and Photoshop. Windows Movie Maker users may download and install the program, using instructions Robyn shared during the workshop.

Homework

First draft of PSA Campaign due Tuesday, 12/8. Submit URL and password (if applicable) to Canvas discussion area before class begins.

 

Goals

  • To develop criteria for assessing the video PSA
  • To provide and receive feedback on video PSA rough cuts
  • To discuss strategies for effectively incorporating source material into the PSA campaign
  • To plan next steps for your video PSA and PSA Campaign web site

Tasks

Task 1: Develop Video PSA Evaluation Criteria

Write-pair-share: Taking into account the genre conventions and rhetorical situation of public service announcments, propose 3-4 criteria for assessing video PSAs.

Task 2: Rough Cut Peer Review

1. For today's peer review, we will use a workshop method in which groups discuss specific questions posed by the video creator(s). Keeping in mind the assessment criteria we've developed as well as your own concerns about your work-in-progress, write 4-5 questions for your peer reviewers. You may do so on paper, leaving space for notes, or you may compose in Word.

2. Before splitting into groups, we will first practice video critique as a class; I'll need an individual volunteer or group willing to share work.

3. Locate your assigned peers' rough cuts on Canvas. Groups will discuss three videos for fifteen minutes each. To workshop rough cuts:

  • The video creator(s) can indicate what peers should focus on as they watch the rough cut, or peers may do a "cold viewing."
  • Reviewers should watch each video twice.
  • The video author(s) should facilitate discussion of the work, posing questions and taking notes on feedback. During the discussion, one member of the group should keep time, and another should make sure each reviewer has an opportunity to speak.
  • Authors should conclude the discussion by asking reviewers to identify the top issue for revision.

4. After discussing each rough cut, take a few minutes to sketch out a revision plan. What content do you want to retain? What do you want to add or change? What questions to you have about how to make those changes?

Task 3: Incorporating Sources into the PSA Campaign

Task 4: Review PSA Campaign Assignment

Homework

  • Read Writer/Designer, “Preparing for the Multimodal Afterlife” (122-126), “Preserving Projects through Metadata” (126-128), and “Documenting Your Design Process for Future Users” (128-131)
  • Class meets in Odegaard 102 on Thursday

 

Goals

  • To provide feedback on peers' storyboards and to use the process of examining peers' work to critically reflect upon your own project
  • To plan for video PSA rough cut

Tasks

Task 1: Storyboard Peer Review

1. Open a Word document and note your concerns and questions about your storyboard. Be thorough and specific so that peers may target their feedback. Potential areas for feedback are clarity, visual impact, organization, and persuasiveness. Remember to save your document to your desktop.

2. Look at your assigned peers' storyboards. Without asking for any clarification, answer the following questions in a reply to each peer or peer group's discussion posting:

  • What is your peer's public service issue?
  • Who is the audience for the proposed video PSA?
  • What is the proposed video PSA's message?
  • What action does the storyboarded video want viewers to take?
  • Summarize the proposed story in 1-3 sentences.

3. Discuss your peers' initial responses to your storyboard. How does their vision of your issue, story, audience, message, and action parallel or differ from your own? What aspects of the storyboard should you retain in your rough cut? What changes can you make to communicate your vision in a way peers understand?

4. At this point, peer groups may decide how they want to proceed. Do you want additional written feedback on unanswered questions or concerns? Would you like to orally present and discuss your questions and concerns? A combination of written feedback and oral discussion? If you would like written comments, you can edit or reply to your storyboard posting, copying and pasting your questions from your Word document.

5. On a piece of paper, provide quick, anonymous feedback for Kimberlee:

  • What was the most useful aspect of today's peer review?
  • What was the least useful aspect of today's peer review?
  • What suggestions do you have for improving our peer review process?

6. If you have time, you may edit or reply to your storyboard posting to add additional or alternative storyboard panels and to make notes about potential revisions. Kimberlee will post a short video response to each storyboard by Thursday morning.

Task 2: Mini-Lecture: Video PSA, From Storyboard to Rough Cut

Compose your assets chart. What are your needs as you move from storyboard to rough cut? What are potential solutions? What help do you need?

Task 3: Schedule an Optional Conference

Note that MW appointments will be held in my Padelford office, A-305. TTHF appointments will be held in Mary Gates 088. You may sign up for more than one 30-minute slot--you or your group may want to conference at several points in the composition process. If you're co-authoring your project, please attend the conference with all teammates.

Homework

Short Assignment 8: Rough cut of video PSA; upload your video file to Canvas before class begins on Tuesday, December 1. Remember that digital video cameras and lighting equipment are available for free at a Student Technology Fee office.

 

Goals

  • To finalize optional groups for the PSA Campaign Project
  • To review storyboarding guidelines and video PSA story structure
  • To learn how to edit video with iMovie

Tasks

Task 1: Mini-Lecture on Storyboarding Video PSAs

Task 2: Form PSA Campaign Groups

Lessons from Project 1 Self and Group Assessments

  1. Communicate progress as well as timeline for completing items on your “to do” list. If the group’s planned communication method (platform, time to respond) doesn’t work, change it as soon as possible.
  2. Develop a shared vision for the project and plan for executing that vision as well as a contract that outlines work process, timeline, and group expectations.
  3. Assign specific tasks when group members produce individual work. Agree upon exact dimensions, message, goals, etc.
  4. If your selected collaborative strategy or contract element isn’t working, agree upon and implement changes as soon as possible. Consider adding a “what we’ll do when our approach or contract isn’t working” section to the contract itself.
  5. Ask group members for input or help in a timely manner before making changes or giving up.

Task 3: Begin work on PSA video stories (if time)

Task 4: Workshop: Editing Video with iMovie

Guest Presenter: Robyn Foshee, UW-IT Learning Technologies (rfoshee[at]uw[dot]edu)

Homework

Short Assignment 7: Video PSA Storyboard; submit scanned images to Canvas discussion board before class begins on Tuesday, 11/24

 

Due to multiple family member’s illnesses, I need to cancel today’s class. One of today’s tasks was for students who want to work in teams on the public service campaign to form groups. I’ve set up a Canvas discussion board for students to announce their preference to work in a group and describe their public service issue. Please feel free to come to our classroom today to make your discussion posting or video if you want to work with others.

See the Schedule page for the revised course schedule.

On Thursday, we will meet in Odegaard 102.

 

Goals

  • To give and receive feedback on Visual Factsheet draft
  • To develop a revision plan based on feedback
  • To determine citation method appropriate for your factsheet

Tasks

Task 1: Peer Review Workshop

1. Edit or reply to your own Visual Factsheet posting to note your concerns and questions about your draft.

2. For today's peer review, we will use a workshop method in which authors orally present drafts and multiple reviewers provide feedback. We will first model the workshop method as a class; I'll need a volunteer willing to share his or her work. Students will then split into assigned groups to workshop each other's drafts.

3. To workshop drafts:

  • The writer reports his/her concerns and reads the factsheet aloud while reviewers listen and make quick notes to guide their feedback (5 minutes)
  • Reviewers study the visual PSA, adding to their notes.(5 minutes)
  • Reviewers share feedback with the writer while he or she takes notes. While the writer can ask for clarification, he or she should not interupt reviewers otherwise.(10 minutes)
    • One reviewer should facilitate feedback, one should keep time, and the writer should make sure all reviewers speak
    • The facilitator first asks for feedback on what works effectively and why. He or she then shifts to elements that don't work effectively, focusing on areas of concern for the writer, but expanding into areas reviewers noticed that the writer didn't mention
  • Reviewers and writers should collaboratively compare compare the factsheet with listed sources for similarity of language and order of information (5 minutes)

Task 2: Revision Plan

Take a few minutes to sketch out a revision plan for your next draft. What do you want to change? What questions to you have about how to make those changes?

Task 3: Citation Conventions

Homework

  • Final draft of Visual Factsheet due
  • Read Writer/Designer, “Storyboards” (96-99), “Planning Your Rough Cut” (107-109), and “Moving from Rough Cut to Rough Draft” (109-110) for Tuesday
  • Consider whether you want to work in a group or individually on the rest of the PSA Campaign (video and website)

Goals

  • To learn strategies for researching public service issues and evaluating sources
  • To identify your PSA audience
  • To draft a message and action for your PSA
  • To develop criteria for assessing the visual factsheet

Tasks

Task 1: Develop Visual Factsheet Assessment Criteria

Use the discussion board on Canvas to note 2-3 criteria for assessing the visual factsheet.

Task 2: Research Workshop

Guest Presenter
Amanda Hornby, UW Libraries

  • Write, Pair Share: Download, save, and use the Research Workshop worksheet to respond to questions about your PSA topic and audience. Be prepared to share your responses with a classmate.
  • Discussion and mini-lecture
    Researching on the open vs. closed web
    Credibility of sources / where do different sources fall on the credibility scale?
  • Source overview

Task 3: Hands-On Research Period

Use the source Amanda reviewed to conduct research on your PSA issue. Record source information using guidelines on pages 62-63 of Writer/Designer. Your goal is to note information that will help you develop your PSA message and action, expand your awareness of your audience, and provide further resources to that audience.

Task 4: Drafting PSA Content

Draft a PSA message and action for your audience.

Homework

Draft of PSA visual factsheet; submit to Canvas before class begins on Thursday

 

Goals

  • To provide feedback on rhetorical/mode analysis of selected public service announcements
  • To expand upon our understanding of PSA genre conventions
  • To learn how to edit video with iMovie or Windows Movie Maker
  • To review visual factsheet assignment and select public service issue

Schedule

To accommodate both PC and Mac users, guest presenter Robyn Foshee (rfoshee[at]uw[dot]edu) will offer two workshops during our class period. PC users will attend one; Mac users will attend the other. Kimberlee will work with each group while the other attends the workshop. The schedule of activities and rooms is as follows:

10:30-11:20: Windows Movie Maker workshop for PC users with Robyn Foshee in Odegaard 102/Class for Mac users with Kimberlee in Mary Gates 082
11:20-11:30: Groups switch classrooms
11:30-12:20: iMovie workshop for Mac users with Robyn Foshee in Odegaard 102/Class for PC users with Kimberlee in Mary Gates 082

Tasks

Task 1: Discuss Rhetorical/Design Analyses

  • Go to the Short Assignment 6 discussion area on Canvas and locate your PSA analysis
  • Students will have a maximum of five minutes each to display their selected PSAs and present their analysis.
  • After each person speaks, take five to seven minutes to discuss the following questions:
    • Are there aspects of the rhetorical situation or use of appeals your peer overlooked or did not fully explicate?
    • What aspects of your peer's analysis helped you to understand how PSAs employ selected modes to make appeals?
    • How do design elements contribute to the PSA's message, tone, and appeals?
  • After you discuss both PSAs, note similarities in rhetorical situation and design elements. You'll report your findings to the class.

Task 2: Assignment Prompt Review and Questions

Homework

 

Goals

  • To identify genre conventions of the public service announcement
  • To analyze how public service announcements use modes to make appeals
  • To review Project 2 assignment and guidelines
  • To shoot video for Thursday's technical workshop

Tasks

Task One: PSA Analysis

Example for the whole class: Bullying prevention print ad. (Source: PSA Central)

  • Rhetorical situation (audience, purpose, author, context)?
  • Modes used (linguistic, visual, spatial, aural, gestural)?
  • Design elements (emphasis, contrast, organization, proximity, alignment)?
  • Appeals (logos, ethos, pathos)?
  • Potential genre conventions?

Analyze and report on an assigned video or digitized print PSA from the following list:

Task Two: Review Project 2 assignment and guidelines

Task Three: Video Shoot

Working in pair or threes, use group members' cell phones to capture the following four short video shots. Email the videos to all group members when you have finished.

  • Shot 1 (5 seconds, long shot): Person or people looking at a book
  • Shot 2 (5 seconds, close-up): The book
  • Shot 3 (3 seconds, medium close-up): Person looking confused
  • Shot 4 (3 seconds, medium shot or close-up): Another person looking exasperated over his/her friend's confusion or a page of strange symbols

Homework

  • Short Assignment 6: Public Service Announcement Analysis
  • Make sure your videos are uploaded to your Canvas personal files space, Google Drive, Dropbox, or other online file archive for Thursday's workshop

 

Tasks

Homework

 

Tasks

  • Review, revise, save, and post questions for peers--10:40-11:00 a.m.
  • Comment on peer draft or complete usability test--11:00-11:50 a.m.
  • Review feedback and ask for clarification/expansion if needed--11:50 a.m.-12:00 p.m.
  • Meet with group to identify revision priorities and tasks for Thursday--12:00-12:20 p.m.

Homework

Complete assigned revision tasks. Groups will have almost the entire period on Thursday to work on their revisions.

 

Tasks

Task 1: Pitches, Peer Feedback, and Clarification of Feedback

I've made some changes to the pitch/mock-up feedback questions and process based on a conversation with a Tuesday presentation group.

  • Log on to the Site Redesign Pitch and Mock-Up Peer Review area on Canvas.
  • After each presentation and Q&A, you will have five minutes to respond to your assigned feedback question.
  • After all pitch groups have presented, groups will have a chance to review their feedback and ask for clarification or expansion.

Task 2: Develop Criteria for Assessing Website Revision

Write on Canvas: Taking into account the assignment prompt and mix of collaborative and individual elements, identify 3-4 criteria for assessing the group web site revision. Kimberlee will compile your ideas and (with luck) report back at the end of class.

Task 3: Group Work Period

  • If your group has still not scheduled a conference, check the calendar for open slots and talk to Kimberlee.
  • Write and submit a sentence to guide Kimberlee's assessment of your pitch: "All group members fulfilled/did not fulfill contract obligations on the pitch presentation." If a group member's contribution wasn't "strong" or "good" under contract terms, explain.

Homework

  • Complete the Revision Plan document and bring it to your conference with Kimberlee.
  • First draft of Site Revision, with all redesigned site pages and "About this Revision" page complete, due Tuesday, October 27; submit URL to Canvas before class begins

 

Tasks

Task 1: Pitches and Peer Feedback

Download the Site Redesign Pitch Feedback Sheet and save two copies to to the desktop. Name one "Trails Group Feedback" and the other "Hotel Group Feedback."

Task 2: Workshop

Creating and Editing Images with Adobe Photoshop

Guest Presenter: Priscila Ordonez, UW-IT Learning Technologies (priscila_ordonez[at]hotmail[dot]com and help[at]uw[dot]edu)

Homework

  • Download the Revision Plan document once you have delivered your pitch and assessed the feedback you received. Groups should bring the completed document to their conference with Kimberlee.
  • If you have not signed up for a group conference, please do so.

 

Goals

  • To propose and agree upon criteria for assessing site revision pitches
  • To prepare for pitches by identifying aspects of effective short pitch videos
  • To analyze a sample site revision
  • To continue work on web site revision and pitch

Tasks

Task 1: Develop Pitch Assessment Criteria

But first: What is the rhetorical situation for the pitch?

Write-pair-share: Taking the assignment prompt and rhetorical situation into account, describe 3-4 criteria for assessing site redesign pitches and mock-ups.

Task 2: Video Review, or Elements of Effective Pitches

Kyle Mitchell's video

Task 3: Web Site Revision Review

San Francisco Travel in 2014 and 2015

Washington State University in 2012 and 2015

Question: How does the revised site's information and design address the rhetorical situation more effectively than the old site?

Task 4: Group Work Period

Homework

Prepare pitch and mock-up for next week

Read Writer/Designer: “Preparing for Rough Draft Feedback” (110-112), “Providing Feedback as a Stakeholder” (112-115), “Using Feedback to Revise” (115-116), and “Creating a Revision Plan” (116-118) for Tuesday

 

Goals

  • To form groups and begin work on Website Redesign Project
  • To write a group contract
  • To assign tasks for Thursday's class meeting
  • To review the Site Redesign Pitch assignment

Tasks

Task 1: Form Groups

  1. People who received the highest response rates to their videos stand in assigned spots.
  2. Interested potential team members ask final questions. When 3-4 people have agreed to work on a specific site, the group should sit together at a pod.

Task 2: Write Group Contract

  1. Open Word and individually compose a "Dos and Don'ts" list for effectively working in groups.
  2. Using the guidelines in Writer/Designer (86) and group members' individual lists, collaboratively compose a team contract. Take time to review the site and discuss the site recommender's analysis before defining project goals. As our textbook authors note, you may want to add other items to the contract. For example, do you want to specify your collaborative composing strategy? Do you want to outline what you will do if actual workload exceeds expectations? If the group has conflicts?
  3. Share the contract with each group member. You may do so via email, or you may set up online file sharing.

Question: What do groups expect from Kimberlee?
Answers:
1. Availability to meet with groups to assist with conflict,
2. Technical exertise/help with technical questions,
3. Thorough review/clarification of assignment prompts,
4. Examples of effective web site revisions, and
5. In-class time to meet with group (20 minutes per period at least).

Task 3: Plan Next Steps

Short Assignment 4 requires you to identify revision tasks to be completed by Thursday. Collaboratively compose a description of tasks and group members responsible for those tasks. Post your description and a copy of your group contract to the assignment space. Please post the contract as an attachment.

Task 4: Review Pitch Assignment

Homework

Complete assigned task and post to the Short Assignment 4 discussion space before class meets on Thursday.

 

Goals

  • To provide feedback on rhetorical/design analyses
  • To expand upon categories for design analysis
  • To learn to create a web site with Wix

Tasks

Task 1: Assignment Prompt Review and Questions

Task 2: Discuss Rhetorical/Design Analyses

  • Access and open your Short Assignment 2 file in Word. Save it to your desktop (File-->Save as-->Desktop)
  • Students will have a maximum of five minutes each to display their multimodal texts and present their analysis.
  • After each person speaks, take five to seven minutes to discuss the following questions:
    • What aspects of your peer's analysis helped you to understand how design choices function in his or her selected text? 
    • Are there aspects of the rhetorical situation or design choices your peer overlooked or did not fully explicate?
  • Discussing another person's work frequently leads to critical reflection on your own. Take a few minutes to add a note to the top of your own document, explaining what you would revise if you had time.
  • Save and submit the new version of your assignment. If you have already uploaded your work, you can select "Resubmit."
  • Questions: What design categories did you add to those listed in Writer/Designer? What questions do you now have about rhetorical situation and design analysis?

Task 3: Wix Workshop

Guest presenter
Robyn Foshee, Instructional Technologist
UW-IT Learning Technologies
rfoshee[at]uw[dot]edu

Homework

 

Goals

  • To gain facility with terminology for describing modes, rhetorical situation, appeals and design
  • To analyze the rhetorical situation and design choices of a selected web site
  • To introduce Project 1: Web Site Revision

Tasks

Task 1: Identifying Modes

  • What questions do you have about Chapter 1 of Writer/Designer?
  • In your pods, share information about the multimodal texts you collected for Short Assignment 1. Do you agree with your peers' description of the modes present in each text? Are there additional modes your peer didn't consider?
  • As you discuss your text collection, look for patterns. Do certain genres privilege particular modes (see Writer/Designer, 26-27 for a definition of genre)? If so, why? If not, how do different genres use the same mode in similar or different ways? Make sure someone in the group takes notes on this discussion; you'll report your findings to the class.

Task 2: Mini-lecture: Expanding on Rhetorical Analysis: Appeals

Task 3: Rhetorical/Design Analysis

  • What questions do you have about Chapter 2 of Writer/Designer?
  • As a class, we will analyze the rhetorical situation, appeals and design of the University of Washington home page, focusing on the following categories and selected questions from Writer/Designer:
    • Audience
    • Purpose
    • Context
    • Author
    • Appeals (logos, ethos, pathos)
    • Emphasis
    • Contrast
    • Organization
    • Alignment
    • Proximity
  • In your pods, follow the link to the landing page for your assigned audience and discuss the following questions. Make sure someone in the group takes notes on this discussion; you'll report your findings to the class.
    • What are the purposes of your page? How do you know?
    • How does your page use design elements to convey these purposes to its intended audience?

Task 4: Review Project 1 assignment

Homework

Short Assignment 2 due Thursday, October 8, at the beginning of class; bring in print and electronic formats