Writing Project 3: Judgment and Solution—Writing in Public
First Draft Due: April 21
Final Draft Due: May 7
Workshop Days: April 14
Peer Review: April 23
For your third and final sequence, you will build upon the research you completed during the second sequence by providing a solution to the issue/debate you and your group members researched. You will work individually for this project by posing a solution for a specific community that helps resolve the problem you highlighted. Keep in mind, you don’t need to solve the problem; rather, you need to find a solution that helps chip away at that problem. You will have to make rhetorical choices regarding form, shape, mode, medium, genre, etc., in order to successfully address the community that you believe will benefit from your research. Thus, your project will be multimodal in nature. 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 coursework or work beyond this class.
Because you are required to continue the work done in the second sequence, you will have to consider what multimodal form will help circulate your argument while providing a proposed, manageable solution. In other words, your final project is intrinsically linked to your sequence 2 research, the process you took to argue your points, the genre or conversation you interrogated, and finally, your potential audience.
During our final sequence, we will unpack the risks and capacities we have to respond in public. As we discussed during the first week of class, entering a public is intimidating, engaging a public feels unstable. Executing the proper voice catered towards a public is always temporary and can even be volatile. However, our voices—our abilities to respond are often our most viable tools for such engagement. Participating in the civic and public dimensions of writing invokes the conversations of responsibility we have been grappling with all semester.
Here are some examples to engender your own brainstorming:
- 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.
- Craft an infographic that illustrates the history and data behind your problem.
- Create a video compilation that mashes up that content of your research.
- Record a podcast or audio essay that narrates the contents of your argument and rethinks the necessary audience(s) for your research
- Write a letter to a politician or academic administrator that proposes a solution.
- 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 that address an amalgamated audience with the intention of gathering voices for a cause.
Public writing implies an element of judgment while recognizing the audience at hand. As you can see, you have many options for this project; however, you have to decide the type of solution you want to offer, as well as the medium and audience through which you will describe that solution. 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! All yourself the freedom to glitch!
Your final portfolio will include:
- A proposal outlining your plans for the project.
- A journal that documents your successes and failures in composing.
- 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 make and 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 rhetoric, format, mode, genre, etc. to reach her/his audience?
- Did the writer connect the research done in sequence 2 to a particular genre or mode?
- Is the work polished? Are there many errors or problems?
- 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 others’ 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 3-4 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!