Writing Project 3: Writing that Matters
Remediating Arguments and Reaching Communities
Peer Review draft: April 23
Final Project: May 9 (Presentations 4/28-5/7)
For your third and final writing project, you will provide a solution to the problem you identified in sequence 2 by creating a multimodal composition intended for a specific community audience. In other words, how can you take the research you identified in sequence 2 and remediate it to reach a particular audience that should hear your ideas. Sequence 2 charted out the problems of your topic; in sequence 3, you will attempt to provide *a* solution with a specific community in mind. You will have to make rhetorical choices regarding form, shape, mode, medium, genre, etc. in order to successfully address the community that you believe would benefit from your research. The only stipulation is that this project needs to matter to someone outside of this class—it needs to DO something besides being practice for future classes.
Because you are required to continue the work done in sequence 2, you will have to consider what multimodal form will help bring to fruition your argument rooted in the audience you’re speaking to. In other words, your final project extends your sequence 2 research to reach a specific audience through a genre or mode that will effectively communicate your solution to that audience.
Weaved in our readings for sequence 3 will be a number of models or examples for different options you yourself can choose, but consider all the multimodal forms we’ve been working with all semester. Here are some examples to generate your own brainstorming; however, you are by no means limited to this list:
- Build a website that provides information your topic directed towards a specific audience. Outline how your research calls for new or modified approaches to your issue at hand. You may use sites like WordPress, Weebly, Tumblr, etc.
- Design a series of advertisements that address the crux of your argument and visually distribute that argument to a community that needs to hear your research.
- Create a video compilation that mashes up that content of your research.
- Record a podcast, audio essay, or public service announcement that narrates the contents of your argument and rethinks the necessary audience(s) for your research.
- Construct a game (whether interactive, card, board, or video) that forces players to consider communication in a procedural fashion.
- Execute a series of social media blasts/blog posts that address an amalgamated audience with the intention of gathering voices for a cause.
As you can see, the type of research done, the approach to writing process, the format and genre of the product, and the audience are different for each of these. Also, you can see that you have many, many options for this project. You have invested much time and energy to your research, and now you have the opportunity to reach the communities that matter for that research. I want you to choose something that you can use for more purposes than just this class. Take risks! Allow yourself the freedom to glitch!
Your final portfolio will include:
- A proposal outlining your plans for the project.
- A 4-5 page Statement of Goals and Choices (SOGC) that explains to your instructor and anyone else examining your project your intentions for the project and the specific choices that you have made to best reach your audience and achieve your goals. This justification of your work ensures that you are able to thoughtfully defend the rhetorical choices you make and show how those choices are aligned with your purpose and audience.
- A 5-6 minute presentation of your project.
- All drafting materials, plans, and revisions (including peer review comments).
- The final “draft” of your project.
Grading (I will look at your work as a process deeply involved in design and grade you on the following aspects, in no particular order):
- Are all parts of the portfolio present?
- Does this project matter for a particular community? Does it DO something?
- Is the writer effective in using rhetorical resources, format, mode, genre, etc. to reach her/his audience?
- Did the writer remediate the research done in sequence 2 into a new genre or mode?
- Is the work polished? Are there many errors or problems?
- Does the writer reflect on glitches that arose while writing, why they arose, and what revisions the writer made to modify those glitches?
- Is it clear that the writer was deeply invested in planning, researching, writing, and revising the project?
- Was the presentation interesting, professional, and effective?
During our last few meetings, you’ll each have a chance to present your final project to the class. The goals for the presentation are so you can 1) share your work with your peers in order to learn about each other’s work; 2) practice your classroom presentation skills; and 3) show off all of your work.
Your presentation must be 5-6 minutes long. You must practice it and time yourself to ensure that your presentation is no shorter than 5 minutes but no longer than 6 minutes. After you present, we will have 3-5 minutes to ask and answer questions. During your presentation, please address the following (in the most logical order for your purposes):
- What was your research question/argument?
- How does your project address or enact this question/argument?
- What community does your project reach?
- What rhetorical choices did you make when designing and creating?
- What did you enjoy most about this project?
- What challenges did you encounter during the process?
- What does this project accomplish for you and for others?
We will be doing these presentations in our usual classroom which has multimedia capabilities. Make use of the material and technological affordances of the space. If you did a podcast or a website, you’ll certainly want to show this off. You could also bring pictures of the process, a handout with the main points, a powerpoint presentation, a prop, or any other visual tool to display your work. Be creative!