Purpose: This “major” project combines all your learning in the multimodal composition class into a set of scholarly multimedia texts for potential submission (and publication) to a digital media journal. Its function is as a “capstone” of your learning this semester.
- to bring together learning outcomes from the sequence of assignments completed in class so far (literacy narrative, values/genre analysis, blog posts about peer-review, tech review, pitch) into one project
- to practice applying your analytical skills to technical and rhetorical production of a multimodal text
- to produce texts in response to a particular rhetorical situation that reaches a specific audience using multiple modes, media, and technologies
- to understand how multiple texts create a “set” that often work together
- to apply the assessment criteria we built as a class when making rhetorical choices that suit your scholarly multimedia text
- to practice collaboration skills necessary for producing scholarly multimedia
- to “complete” a piece of scholarly multimedia ready for possible submission/review (and to understand the rhetorical contingency of “complete-ness”)
- to come to a more thorough understanding of audience and trajectory of your writings
- to theorize how you would transfer the above practices to other writing situations
- October 20 (group proposal due by start of class)
- November 17 (peer-review draft ready by start of class)
- December 15 (by end of day; complete/revised version ready in final form uploaded to sandbox & submittal email — see class blog for details)
Description: You will work in groups of 3 or 4 to complete a submittable draft of a scholarly multimedia text for one of three journals we have reviewed as part of class (Kairos, C&C Online, or TheJUMP). A scholarly multimedia text–as we have discussed at length in class through your rhetorical, genre, and venue analyses–should use multimedia components to convey a scholarly argument. Groups will be chosen by the class based on the pitch presentations, and students will choose groups based on those projects we vote to proceed. (See Pitch Assignment.) Each group will be responsible for writing a more detailed proposal that contains the specifics of the project. (See Proposal Assignment.) Although our aim for this project is to have it reach the level of being submittable to a journal editor for potential/actual publication, you are NOT required to actually submit the project to the journal. You are, however, highly encouraged to do so, if you want. The journal editors would love that.
Accessibility & Archival Instructions: As much as is feasible given the kind of project you make, your scholarly multimedia text will need to be accessible for neuro- and ability-diverse readers, as we have discussed in class. In addition, the project needs to be archivable in an offline format that retains the meaning of the text as much as possible (see below).
Turn-In Instructions: At the end of the semester, your group project needs to stand on its own enough (e.g., work or function well enough) for readers to read it independently and for me to assess it using the in-class-created criteria. Every webtext needs to be on an HTML of similar page. This means that, when you “turn in” the complete/revised version, your group should provide me with three things:
- Put the URL on your blog
- Email me a submittal letter (see blog post for full instructions) with your URL.
- NEW: Upload peer-reviewed version AND all final components (mov, mp3, images, etc.) to the student sandbox under your group’s name.
- a URL where I can access/read the text and which includes any accessible versions of multimedia elements/documents you need to create. (You should put the URL on your individual blog/portfolio where I can access it.)
- a CD-ROM (or DVD) with a complete version of your accessible text. (This may take *many* forms, so each group will need to discuss how to incorporate all the elements into your CD, especially if your project uses database-driven/social-networking sites to function.)