Post 5: Podcast Group Script

Post as a .docx file to the course site a draft of your group script by 12:00 PM Monday, Nov 14. For full credit the script should contain the following:
  • 1. Script Tips
  • 2. 150 words: Introduction: speakers, guests, topic, purpose, and possibly ‘what to expect from the episode.’
  • 3. 500-1000 words: Description of evidence you plan to use, interview questions (if applicable), and draft of analysis/discussion in which the evidence will be embedded.  
  • 4. 150 words: conclusion. Does your podcast meet the goals you established for it.
  • 5. Include sound queues and changes, as well as draft of sources cited in style of your choice. May also want to include notes on what/how you plan to edit.
  • 6. Optional: Notes or questions on what/how you plan to for time and/or legibility.

Post 2: King Lear Article Annotations

Please publish an annotation of an article on King Lear and Nature as a post by 5:00PM Monday, October 3.
For full credit, please complete the following:

  • 1. Using the MLA database, please search for an find one peer reviewed article or book chapter on King Lear and Nature (ecology, anthropocene, posthumanism, ecocriticism, storm, wind, etc). printed after 2000.
  • 2. Read the article
  • 3. Write a 300-500 word annotation, with MLA citation, of the article you chose. For more on how to write an academic annotation see below and for further reading see Perdue OWL: Annotated Bibliography.

 ‘How To’ Annotate a Scholarly Article 

For Post #2, you need to find a critical article on Lear & Nature (ecology, anthropocene, posthumanism, ecocriticism, wind, storm, etc.); read the article; and then write an annotation. What is an annotation? What is its purpose? What are its parts?
An annotation is a short statement in which you summarize and assess the validity of a secondary, scholarly source you plan to use in your research. To write an annotation, complete the following:

  • 1. Cite the source in MLA
  • 2. Write 2-3 sentences that give a broad overview of the argument, aims, and/or scope of the article or chapter: what are the main claims/goals, what are the key terms, what’s the context?
  • 3. Write 2-3 sentences explain the main mode of inquiry and/or evidence the author uses to achieve her main claim/goal. Literary scholars main mode of inquiry is close reading, so you then have to point what portions of King Lear are being read, and according to what line of inquiry. 
  • 4. Write 1-2 assess the validity of the source. Did the author accomplish the goal he set out for himself? You’ve already stated the main claim/goal and the evidence/methods the author uses to achieve that goal, so now assess the article’s success. 
  • 5. Write 1-2 How will you use this article/chapter in your own work? Authors use secondary literature in a variety of ways: define and/or complicate key terms/ideas; provide social or historical context; build on and add to ideas that have already been published–“joining the conversation.” 

Example Annotation

Ball, Cheryl. Ball, Cheryl E. “Assessing scholarly multimedia: A rhetorical genre studies approach.” Technical Communication Quarterly 21.1 (2012): 61-77.

Ball opens by defining a webtexts as, “Scholarly multimedia…article- or book length, digital pieces of scholarship designed using multimodal elements to enact authors’ arguments. They incorporate interactivity, digital media, and different  argumentation strategies…” (62).  A webtext cannot be translated to a hard copy without significant meaning loss. In her courses Ball asks students to compose texts that aim to be “scholarly web texts.” To support the students in their composition, Ball asks them to articulate the criteria they use in assessing digital texts. To her students’ criteria she adds “Warners’ (2007) criteria for evaluating webtexts;” The criteria by Kairos editors to review submissions; and criteria developed by Kuhn et. al. in “The Components of Scholarly multimedia” and “Speaking with Students: Profiles in Digital Pedagogy.” Kuhn evaluates her students (and her own assessment via conceptual core, research component, form and content, and creative realization). Ball’s students synthesize the criteria available and add their own. Ball guides students through the criteria generating process each time she requires a webtext. She has published a sample student-generated assessment criteria to model the process of criteria generation–not the product. Like White et. al., Ball strongly cautions against borrowing rubric or criteria and applying to a writing situation, and argues instead,  “…each piece must be evaluated on its own terms in relation to that moment and to technology and media and genre, in time” (68). Her article is successful b/c she shows how criteria works best when “created fresh” in collaboration with students at the local level to fit the specifics of the writing task. I will use this article in my presentation to show how to crowdsource assessment criteria.  

Post 1: Visual Rendering Draft

Blog Prompt 1: Complete the following tasks and post your draft to your blogs before class on Thursday, September 14 for a workshop that day.
  • Step One
    Respond to the following prompts in at least 200 words: Choose a key term from either Nixon, Clark, or Morton and briefly describe or make note of the passage in which you found it. What does the term mean in the context of the article and/or in general? What sorts of assumptions does the term challenge?
  • Step Two
    Using an infographic tool (Piktochart, Canva, or Visme) illustrate your term in 2-3 panels. Keep the following in mind as you draft: How can you illustrate the term you chose? What sorts of images provided in the graphic maker or photographic images help you to convey your idea to the audience? What affect do you want the illustration of your term to have on your audience? What’s the goal of your graphic? What should a reader do after she reads it?
  • Step Three
    To Post your work: Click on the share button in the graphic maker you’re working in and paste the HTML code into the “text” window of the WordPRess post. OR, you may have to download your Infographic as a .jpeg or .png and then upload it using the WP Media Manager.