5 Dec. Final Portfolio W/S 3

Featured Image: The archive of the Danish Broadcasting Corporation

Thank you all for a wonderful first semester at GATech! You all produced well crafted and thoughtful projects that were a pleasure to read, and your contributions to class discussion were consistently insightful and thought provoking. Thank you so much for taking up and working through the ideas I presented this semester. We went a long way in thinking through how people can live in a world after nature. I wish you the best in throughout your time at Tech and on into your what will no doubt be your wonderful future careers!

Class Plan Video

The video covers the following topics:
  • 1. Housekeeping: Course Instructor Opinion Surveys and optional meeting times for Wednesday, Dec 6 and Thurs, Dec 7
  • 2. Final Review of Portfolio Requirements
  • 3. How to Create a Collection and Submit Portfolio to T-Square

Housekeeping

  • 1. CIOS – The Course Instructor Opinion Survey
  • 2. I am free to meet via Skype tomorrow morning 9-12 and 11-2 in person in Stephen C. Hall #9 Thursday 11-2. Please email me for a 20 minute time slot.
  • 3. Podcasts are due to T-Square by 5:00 PM tonight, please email me with any questions. The submission requirements are available on the Podcast Assignment

Final Review of Portfolio Requirements

After you have finished your portfolio drafts, keep the following in mind as you review your work:
  • 1. Does your portfolio include a Reflective Introduction: Is the intro. published to its own, separate page 1200-1800 words and introduce your portfolio? Does it respond to the assignment prompt? Does the Reflective Introduction page strategically employ multimodal elements such as images, videos, audio files, and/or links in addition to the text?   
  • 2.Does your portfolio include an Artifact 0: Does the Artifact page include the Common First Week Video, any process documents, an introductory paragraph, and “Artifact Reflections” a-e? Can users play the video? 
  • 3. Does your portfolio include, Artifacts 1-3 (Visual Rendering, Literary Analysis, and Podcast): Do the Artifact pages 1-3 include the final draft of the Artifact, all process documents, the introductory paragraph, and “Artifact Reflections” a-e? 
  • 4. Does every page of the portfolio “efficiently use the affordances of the medium”? In other words, does the design and layout of your portfolio take audience into account?


30 Nov. Final Portfolio W/S 2

Part I: Assessing Artifact Reflection

CommonFeedbackChart

WCP Programmatic Rubric with Added Process

Part II: Drafting Artifact Reflection

  • 1. Choose one of the artifacts and process documents you “brought” with you to class today
  • 2. “Articulate your process in composing” the artifact, and answer: “How does your writing process effect your intellectual process?
  • 3. Be prepared to work through prompt a-e as a class

28 Nov. Portfolio Workshop 1

Finding Common Errors

Housekeeping

  • 1. Nice work on the Literary Analysis Essays. If you have questions about your final grades or my feedback, read the comments in T-Square and then email me.
  • 2. Do you have any questions about the Podcast?
  • 3. If you need to meet with me, I will be available by appointment on Dec 7. Email me with a time that works, and I’ll put you down for a meeting.

Final Portfolio 

Reflective Introduction

The following is the checklist of requirements you need to fulfill for full credit on the Reflective Introduction Essay to be included in the Final Portfolio. Take a minute or Two and read through the checklist.

For full credit on the Final Portfolio, you need to compose a reflective, introductory essay of 1200-1800 words in which you draw out an argument from the projects you completed this semester, i.e. the artifacts you curated into your portfolio. A successful Reflective Introduction Essay will accomplish the following:
  • 1. Develop an argument about your intellectual growth as a communicator through the close analysis of artifacts in the portfolio. Make sure your Reflective Introduction is an essay and not a list in paragraph format.
  • 2. Show and tell readers how you met or attempted to meet the course outcomes/instructor’s goals as articulated on the syllabus and throughout the course.
  • 3. Reflect on your strength and weaknesses relative to the course goals/outcomes
  • 4. Describe the methods and modes that were the focus of your communicative work this semester.
  • 5. Articulate areas and strategies you would like to focus on for continued improvement.

Group Analysis: Reflective Introduction

Take 5-8 minutes and read the Reflective Introduction in Kim H.’s Portfolio. Afterward be prepared to discuss the following:
  • 1. Group One: What is the topic or unifying idea of the Introduction? What claims or sets of claims does the author make about that topic/unifying idea? What are some rhetorical gestures employed by the author?
  • 2. Group Two: Describe how the author has organized her paragraphs. Are some parts of the essay more successful than others, why or why not?
  • 3. Group Three: Describe the evidence and analysis in the essay. Does the evidence and analysis fully support and develop the claim, why or why not?
  • 4. Group Four: Describe the design/layout of the first page of this Portfolio. Does the author make efficient or innovative use of the affordances of the genre/tool. What’s your assessment of the page layout? For instance, what’s your assessment of the relationship between the written and visual text? What’s your assessment of paragraph structure?

Reflective Essay Freewrite

Freewrite for 5-8 minutes in response to each of the following prompts. Be prepared to discuss your response with the class after each:
  • 1. Rhetorical Awareness/Stance: From the beginning of the semester to this moment, how have you “grown as a communicator”?

    Your response to the question will form the topic and generate the claim of your reflection. To answer this question, think about the five major communicative modes in WOVEN–have you developed in any one of those areas more than others? Also, think about the artifacts you have produced this semester, what assignments or specific modes within assignments can you point to to show “development” over time? You may also want to frame your claim and subsequent essay in terms of one or more areas featured on the Common Feedback Chart.

  • 2. Draft an outline of the 4-6 paragraphs you imagine will follow from the claim you just generated.

    Organization: While the artifacts in the portfolio serve as evidence, remember, just like in the Literary Analysis Essay, you never want to lead with the evidence. Instead, you want to lead with claim and move from paragraph to paragraph in service of that claim.

  • 3. What artifacts do you plan to analyze to develop & support the claim you generated? (i.e. what final assignments best show your growth as a communicator?)

    Development of Ideas: How can you describe and analyze your own work the way we have described and analyzed images, poetry, essays, and film this semester? What key terms can you borrow from our analysis of design, rhetoric, fiction, and/or film to apply to your own artifacts?

For Thursday, Nov 30

Please be sure you can access the following materials for Thursday’s class:

14 & 16 Nov. Team Meetings

Featured Image: Dana Locatell

Audio Equipment at GATech Library

Revised Team Meeting Schedule

Due to the power outage on campus today, all meeting will be held on Nov 16 and the new times are posted below. All group meetings will be 10 minutes long and will be held in your classroom. Please make sure the rough draft of your podcast script is available in your Team Google Doc by 8:00 AM on the day your meeting is scheduled.

ENGL.F2 (Clough 131)


Date Time Team
Tues, Nov 14 9:30 Team One: Briana, Josh, Ashna, Katherine, & Samantha
Tues, Nov 14 9:55 Team Two: Kusona, Cami, David, Yotam, Morgan
Thursday, Nov 16 10:25 Team Three: Sahil, Jacob, Ben, Felipe, and Bianca
Thurs, Nov 16 9:30 Team Four: Shruthi, Sara, Kendall, Elena, Megan
Thurs, Nov 16 10:00 Team Five: AJ, Kristen, Zoe, Liya, Bruce

ENGL.N1 (Hall 106)


Date Time Team
Thurs, Nov 16 12:00-12:10 Team Six: Prashikh, Faith, Malek, Giba, & Miguel
Thurs, Nov 16 12:15-12:25 Team Seven: Ian, Michael, Patrick, Shiva, & Branden
Thurs, Nov 16 12:30-12:40 Team Eight: Noah, Peter, Seenam, Joseph, & Marisa
Thurs, Nov 16 12:45-12:55 Team Nine: Heather, Samwel, Saige, Robert, Kristen
Thurs, Nov 16 1:05:1:10 Team Ten: Gabriella, Joshua, Kaitlyn, Lewey, Anastacia

ENGL.D2 (Clough 127)


Date Time Team
Thurs, Nov 16 1:30-1:40 Team Eleven: Chaudhary, Jack, Alex, Ethan, Seth
Thurs, Nov 16 1:45-1:55 Team Twelve: Quentin, Ashley, Patrick, Dzmitry, Michelle
Thurs, Nov 16 2:00-2:10 Team Thirteen: Emma, Ryan, William, Camille, Zack
Thurs, Nov 16 2:15-2:25 Team Fourteen: Nicole, Gabby, David Saiontz, Pavan, Nish
Thurs, Nov 16 2:30-2:40 Team Fifteen: David Huberty, Davis, Jacob, Benjamin, Rohan
We will accomplish the following during the Team Meetings:
  • 1. Exchange contact information/set-up best way to communicate
  • 2. Decide on a topic
  • 3. Decide on a format, i.e. number and types of segments
  • 4. Assign roles, i.e. hosts, guests, script author, sound production, etc.
  • 5. Draft a completion schedule

Team Google Docs


ENGL.F2 ENGL.N1 ENGL.D2
1. Briana, Josh, Ashna, Katherine, & Samantha 6. Prashikh, Faith, Malek, Giba, & Miguel 11. Chaudhary, Jack, Alex, Ethan, Seth
2. Kusona, Cami, David, Yotam, Morgan 7. Ian, Michael, Patrick, Shiva, & Branden 12. Quentin, Ashley, Patrick, Dzmitry, Michelle
3. Sahil, Jacob, Ben, Felipe, and Bianca 8. Noah, Peter, Seenam, Joseph, & Marisa 13. Emma, Ryan, William, Camille, Zack
4. Shruthi, Sara, Kendall, Elena, Megan 9. Heather, Samwel, Saige, Robert, Kristen 14. Nicole, Gabby, David Saiontz, Pavan, Nish
5. AJ, Kristen, Zoe, Liya, Bruce 10. Gabriella, Joshua, Kaitlyn, Lewey, Anastacia 15. David Huberty, Davis, Jacob, Benjamin, Rohan

9 Nov. Podcast Scripts.

Part I. Remote Classroom Instructions

For full attendance and participation for 9 Nov 2017, please complete the following
  • 1. Watch Walking Dead, Ep. 5 & 6
  • 2. Watch the How-To write your Collaborative Script Draft Video below
  • 3. Complete your assigned portion of the Collaborative Script Draft generator in the Google Doc attached to your name below

Part II. Class Plan Video

The video covers the following topics:
  • 1. Housekeeping
  • 2. How-To write a podcast script or storyboard
  • 3. How-To access the Google Doc to write your Collaborative Script Draft
  • 4. Overview of what to expect during Team Meetings and for the remainder of the unit/semester

Housekeeping

Please be aware of the following assignment and due date changes:

Script/Storyboard Overview

  • The following is a model storyboard that I put together. Your script should be more detailed. For instance, name the sound cues; include some description/analysis of the scenes you discuss; include questions for “guests” and even guest ‘bio’s’; and any other segment/analysis outline or details you’ll need when you record.
  • Remember it takes approx. 1 minute to say/read 130 words
  • Also the format below is just a model. You’ll need to decide, as a group, what sort of organization works best for your topic and format.


Segment Content
Introduction Opening sound cue/audio; title; introduce hosts; and let audience know what to expect in terms of content and format. Can use the introduction to introduce your main claim(s) and how you plan to develop them in the introduction. May want to designate two or three group members as hosts and other members as guests. Example Topic: Walking Dead, Season One and Ideal Eats!
Segment One Example Segment: Top Five ‘Best Eats!!’. [signal with sound cue–some gross zombie eating guts noises, perhaps] At its heart Walking Dead is a show about eating–who eats and who gets eaten. In today’s top five best eats, and really throughout the podcast, we’ll show how life after nature is possible in the Walking Dead because it is a world filled with ideal consumers. Top five list: Dinner with Dwaine, Morgan, and Rick, ATL zombies eat Ricks horse, foraging for mushrooms with Lori, zombies eat Daryl’s deer, and fishing with Andrea and her sister. 
Analysis Transition [Signal with sound cue] What do you all think of this week’s rankings? Discussion of each scene in comparison to the others and the defintion of our podcast topic/key term–(Ideal Eats) Really use sequence analysis terms here. May also want to discuss what scenes didn’t make the cut. Ex: Why not include getting drunk at the CDC?
Segment Two [Signal with sound cue] now I am going to interview one or two expert ‘guests.’ Determine what specialties your team members have and how you can those specialities may make them good podcasts guests. For instance, knowledge of the show or of, in the case of this podcast, sustainable agriculture & raw food diets
Analysis/Transition [Signal with a sound cue] Now all five of us will tie the first two segments back into the overall goal of the podcast–Ideal Eating and life after nature. Then transition into the last segment.
Segment Three [Signal with sound cue] Our final segment is a recipes of the week! This week’s recipe is Macaroni Milanese: bring pot of salted water to a boil, cook 1 lb. macaroni according to package, in a separate pan fry tongue, set aside and add lemon juice and white wine, reduce, add cream (3-4 mins), add truffles or mushrooms, add butter until sauce thickens, salt and pepper to taste. Remove from heat and add gruyere. Pour sauce over cooked pasted in 9′ x 11′ baking dish. Bake 35 mins at 350.   
Analysis/Transition [Signal with sound cue] tie recpie into overall goal of the show and then transition into conclusion
Conclusion [Signal with sound cue] thank guests and provide an overview if you think audiences need one.

Collaborative Script Generator

In order to draft your script, I assigned you all the same five questions. Answer all five quests assigned to you. Then during your assigned Team Meetings, we will look for common ideas and compose a draft of the script you will use to record the final draft of your podcast.


ENGL.F2 ENGL.N1 ENGL.D2
1. Briana, Josh, Ashna, Katherine, & Samantha 6. Prashikh, Faith, Malek, Giba, & Miguel 11. Chaudhary, Jack, Alex, Ethan, Seth
2. Kusona, Cami, David, Yotam, Morgan 7. Ian, Michael, Patrick, Shiva, & Branden 12. Quentin, Ashley, Patrick, Dzmitry, Michelle
3. Sahil, Jacob, Ben, Felipe, and Bianca 8. Noah, Peter, Seenam, Joseph, & Marisa 13. Emma, Ryan, William, Camille, Zack
4. Shruthi, Sara, Kendall, Elena, Megan 9. Heather, Samwel, Saige, Robert, Kristen 14. Nicole, Gabby, David Saiontz, Pavan, Nish
5. AJ, Kristen, Zoe, Liya, Bruce 10. Gabriella, Joshua, Kaitlyn, Lewey, Anastacia 15. David Huberty, Davis, Jacob, Benjamin, Rohan

7 Nov. WD Quiz & Team Meeting Schedule

Housekeeping

  • 1. Team meetings will be held face to face and in your classrooms at the time/dates assigned below.
  • 2. The Scene Analysis blog post that was due on Thursday, Nov 9 has been cancelled
  • 3. You are now required to write the rough draft of your podcast script into your Team Google Doc

Walking Dead Quiz

Please respond to the quiz below:

Revised Team Meeting Schedule

Due to the power outage on campus today, all meeting will be held on Nov 16 and the new times are posted below. All group meetings will be 10 minutes long and will be held in your classroom. Please make sure the rough draft of your podcast script is available in your Team Google Doc by 8:00 AM on the day your meeting is scheduled.

ENGL.F2 (Clough 131)


Date Time Team
Tues, Nov 14 9:30 Team One: Briana, Josh, Ashna, Katherine, & Samantha
Tues, Nov 14 9:55 Team Two: Kusona, Cami, David, Yotam, Morgan
Thursday, Nov 16 10:25 Team Three: Sahil, Jacob, Ben, Felipe, and Bianca
Thurs, Nov 16 9:30 Team Four: Shruthi, Sara, Kendall, Elena, Megan
Thurs, Nov 16 10:00 Team Five: AJ, Kristen, Zoe, Liya, Bruce

ENGL.N1 (Hall 106)


Date Time Team
Thurs, Nov 16 12:00-12:10 Team Six: Prashikh, Faith, Malek, Giba, & Miguel
Thurs, Nov 16 12:15-12:25 Team Seven: Ian, Michael, Patrick, Shiva, & Branden
Thurs, Nov 16 12:30-12:40 Team Eight: Noah, Peter, Seenam, Joseph, & Marisa
Thurs, Nov 16 12:45-12:55 Team Nine: Heather, Samwel, Saige, Robert, Kristen
Thurs, Nov 16 1:05:1:10 Team Ten: Gabriella, Joshua, Kaitlyn, Lewey, Anastacia

ENGL.D2 (Clough 127)


Date Time Team
Thurs, Nov 16 1:30-1:40 Team Eleven: Chaudhary, Jack, Alex, Ethan, Seth
Thurs, Nov 16 1:45-1:55 Team Twelve: Quentin, Ashley, Patrick, Dzmitry, Michelle
Thurs, Nov 16 2:00-2:10 Team Thirteen: Emma, Ryan, William, Camille, Zack
Thurs, Nov 16 2:15-2:25 Team Fourteen: Nicole, Gabby, David Saiontz, Pavan, Nish
Thurs, Nov 16 2:30-2:40 Team Fifteen: David Huberty, Davis, Jacob, Benjamin, Rohan

2 Nov. Podcast Rhetoric.

Part I. Remote Classroom Instructions

For full attendance and participation for 2 Nov 2017, please complete the following
  • 1. Watch Walking Dead, Ep. 3 “Tell it to the Frogs”
  • 2. Listen to a podcast of your choice: any podcast, any genre.
  • 3. Complete a rhetorical analysis of one element assigned to you of the podcast of your choice in your Team Google Doc.

Part II. Class Plan Video

The video covers the following topics:

Podcast Analysis

In today’s video I assess the podcast Radio Lab, ep.8 (Aug, 3 2017) according to the following:
  • 1. Audience: Why does the podcast hold my attention and keep me listening? Does the podcast cover a topic I am especially interested in and in a way that other news outlets or sources do not or cannot? Is the podcast something that my friends and I listen to? Does the podcast you chose provide a model for how to appeal to an audience?
  • 2. Structure: What is the overall structure of the podcast. What sorts of segments make up the overall podcast? How are those segments arranged? Do the hosts announce the transition from one segment to the next? Why is the overall structure effective? Does the podcast provide a structural model?
  • 3. Segments: What sorts of segments are used? Does the podcast provide a model for segment order?
  • 4. Audio: what audio cues are used in the podcast? Are the cues consistent throughout? Is the volume consistent across the whole podcast? Does the podcast provide a model for the types of audio cues? 
  • 5. Conclusion: How does the podcast concludes? Do hosts announce what to expect on the podcast to follow? Is there outgoing audio cues or music? Does the podcast provide a model for how to conclude? 

Part III: Rhetorical Analysis of Podcast

Your final project teams are listed below. For this assignment, click on your name/team link, which directed you to a Google Doc. Each of you need to analyze a podcast of your choice according to the prompts in the Doc.


ENGL.F2 ENGL.N1 ENGL.D2
1. Briana, Josh, Ashna, Katherine, & Samantha 6. Prashikh, Faith, Malek, Giba, & Miguel 11. Chaudhary, Jack, Alex, Ethan, Seth
2. Kusona, Cami, David, Yotam, Morgan 7. Ian, Michael, Patrick, Shiva, & Branden 12. Quentin, Ashley, Patrick, Dzmitry, Michelle
3. Sahil, Jacob, Ben, Felipe, and Bianca 8. Noah, Peter, Seenam, Joseph, & Marisa 13. Emma, Ryan, William, Camille, Zack
4. Shruthi, Sara, Kendall, Elena, Megan 9. Heather, Samwel, Saige, Robert, Kristen 14. Nicole, Gabby, David Saiontz, Pavan, Nish
5. AJ, Kristen, Zoe, Liya, Bruce 10. Gabriella, Joshua, Kaitlyn, Lewey, Anastacia 15. David Huberty, Davis, Jacob, Benjamin, Rohan

31 Oct. Zombie Oriented Ontology.

Happy Halloween!!

Part I. Remote Classroom Instructions

For full attendance and participation for 31 October 2017, please complete the following
  • 1. Read Jeffrey Cohen’s “Undead (A Zombie Oriented Ontology) and watch Walking Dead, Ep. 2
  • 2. Watch the video lecture below
  • 3. Complete your assigned portion of the Collaborative Invention Exercise in your team Google Doc

Part II. Class Plan Video

The video covers the following topics:
  • 1. Housekeeping:Submission Stuff
  • 2. Overview/explanation of Cohen’s Essay
  • 3. Brief application of Cohen’s ideas to Walking Dead
  • 4. Overview of what to expect for Thursday, Nov 2

Zombie Oriented Ontology and The Walking Dead

I review the answers to the following questions during the video overview of Cohen’s essay:
  • 1. What does Cohen say he thinks the ghost he saw in his dream wanted from him? OR, what is the “source of her wrath” (397)? What is your assessment of the “personal narrative” as an opening rhetorical gesture?
  • 2. What is speculative realism, also called object oriented philosophy? How are zombies, and not ghosts or vampires, ideal expressions of this sort of philosophy?
  • 3. What are some reasons Cohen gives for the zombie’s “recent ubiquity” (402-404)?
  • 4. How do zombies function as allegories for both “the dehumanized who return,” as well as the “dominating ethos” (405), which produces and profits from dehumanization? How do zombies perform, in Cohen’s formulation, “every signification of the word ‘consumer'” (405)?
  • 5. How do zombies challenge the idea that human bodies are subordinate to an idea of personhood or subjectivity? Or how does a show such as The Walking Dead, illustrate “the inhuman agency that resides in the pieces and substances that we totalize for a while into a body we call ours” (407)?
  • Application: So what? How/why do Cohen’s ideas help us to read the Walking Dead in general and in terms of our course theme?

Part III: Collaborative Invention Exercise

Your final project teams are listed below. For this assignment, click on your name/team link, which directed you to a Google Doc. Please note you have each been assigned a specific freewrite question that asks you to apply Cohen’s terms/insights to Ep. 2 of the Walking Dead.


ENGL.F2 ENGL.N1 ENGL.D2
1. Briana, Josh, Ashna, Katherine, & Samantha 6. Prashikh, Faith, Malek, Giba, & Miguel 11. Chaudhary, Jack, Alex, Ethan, Seth
2. Kusona, Cami, David, Yotam, Morgan 7. Ian, Michael, Patrick, Shiva, & Branden 12. Quentin, Ashley, Patrick, Dzmitry, Michelle
3. Sahil, Jacob, Ben, Felipe, and Bianca 8. Noah, Peter, Seenam, Joseph, & Marisa 13. Emma, Ryan, William, Camille, Zack
4. Shruthi, Sara, Kendall, Elena, Megan 9. Heather, Samwel, Saige, Robert, Kristen 14. Nicole, Gabby, David Saiontz, Pavan, Nish
5. AJ, Kristen, Zoe, Liya, Bruce 10. Gabriella, Joshua, Kaitlyn, Lewey, Anastacia 15. David Huberty, Davis, Jacob, Benjamin, Rohan

26 Oct. Podcast Rhetoric.

Part I. Remote Classroom Instructions

For full attendance and participation for 24 October 2017, please complete the following
  • 1. Upload Literary Analysis Essay to T-Square as .pdf or Word file by 5:00. Be sure to include a title.
  • 2. Spent 5-10 minutes today or in the next few days responding to the Reflection on Literary Analysis Essay prompts below
  • 3. During class today, pay close attention to Mr. Bennett’s talk. You will demonstrate the skills he shares with you in class, in process documents, and in the final podcast assignment.

Part II. Reflection Freewrite/Draft (Complete on your Own)

Take ten minutes and freewrite in response to at least four of the following prompts:
  • 1.What is your argument or purpose, and how did you make the argument or purpose visible in your Literary Analysis Essay?
  • 2. Who is the intended audience for your artifact, and why? How is your choice of audience reflected in your Literary Analysis Essay?
  • 3. What are the defining features of the genre or media that you are using in this project, and how do you make use of these features?
  • 4. If you had more time for revision, what would you change and why?
  • 5. Consider for the final draft: What choices will you make to revise this list into a 1-2 paragraphs for the final draft of the portfolio?

Part III. The Rhetoric of Podcasting

Please give Mr. Bennett your complete attention:
  • 1. Mr. Bennett is the Undergraduate Programming & Engagement Librarian and he hosts the podcast Lost in the Stacks
  • 2. Mr. Bennett will discuss with you topics such as structure, format, aesthetics, and a sound-editing demo to demonstrate “nonverbal” communication in podcasts
  • 3. As we move further along with the project, please remember that the GATech Comm Center will be happy to meet with you individually or in teams to discuss your Podcast drafts

24 Oct. Scene Analysis.

Part I. Remote Classroom Instructions

For full attendance and participation for 24 October 2017, please complete the following
  • 1. Watch Walking Dead, Ep. 1
  • 2. Watch the video lecture below
  • 3. Complete your assigned portion of the Group Sequence Analysis worksheet in your team Google Doc

Part II. Class Plan Video

The video covers the following topics:
  • 1. Housekeeping: Title your papers
  • 2. Model “Sequence Analysis” of Walking Dead, Ep. 1 cold open. A Sequence Analysis is a technique used to close read film/TV for theme and form (i.e.Composition, Sound, Photography, Editing, Audience Address, Acting Style, and/or Costumes)
  • 3. Final project teams and how to access/complete the Google Doc activity: collaborative Sequence Analysis.
  • 4. Overview Podcast assignment and what to expect from class, which is FACE TO FACE on Thursday, Oct 26

 

Part III: Collaborative Sequence Analysis

Your final project teams are listed below. For this assignment, click on your name/team link, which directed you to a Google Doc. Please note that the scene you have been assigned is listed at the top of the Doc. As specified in the Doc, only complete the portion of the Sequence Analysis assigned to you.


ENGL.F2 ENGL.N1 ENGL.D2
1. Briana, Josh, Ashna, Katherine, & Samantha 6. Prashikh, Faith, Malek, Giba, & Miguel 11. Chaudhary, Jack, Alex, Ethan, Seth
2. Kusona, Cami, David, Yotam, Morgan 7. Ian, Michael, Patrick, Shiva, & Branden 12. Quentin, Ashley, Patrick, Dzmitry, Michelle
3. Sahil, Jacob, Ben, Felipe, and Bianca 8. Noah, Peter, Seenam, Joseph, & Marisa 13. Emma, Ryan, William, Camille, Zack
4. Shruthi, Sara, Kendall, Elena, Megan 9. Heather, Samwel, Saige, Robert, Kristen 14. Nicole, Gabby, David Saiontz, Pavan, Nish
5. AJ, Kristen, Zoe, Liya, Bruce 10. Gabriella, Joshua, Kaitlyn, Lewey, Anastacia 15. David Huberty, Davis, Jacob, Benjamin, Rohan

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