People asked for examples of a project site from  other classes.  Unfortunately I’ve never given this exact assignment before.  Still I have assigned several final group final projects that involved making a blog.  So here’s three examples from two different assignments.  There are others I would show but  unfortunately when folks make the project on tumblr or squarespace sometimes  they expire, and I know longer have access to them.   I hope these examples help.

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Assignment 1#

In the Children’s Literature class, students had to come up with an alternative fantastical world that allowed them to explore some particular binary relation in our society from a different perspective.  The assignment takes its cue from Alice in Wonderland and the idea go going through a looking glass or into hole to an inside up and outside down world.  Like your assignment I did not dictate the topic or the layout.  I did however give a long list of guidelines and things that needed to be included (more than you have for your class).   Some of the things each project had to include:  a timeline that explored the evolution of their binary issue in our “real” world (and possibly also their alternative world); historical documents for their alternative worlds (these are documents they made either by reframing documents from our actual world or creating mock documents); references to Alice in Wonderland;  and creative documents.    Here is an example of a group  that had a stellar idea and did a great job with the creative part and coming up with documents.  The actual presentation of their site isn’t bad, but you’ll see they labeled their pages more so  by the assignment requirements rather than what made the site itself work best.   (eg. They call the timeline page “timeline,” but they could have integrated it into the site by calling  the timeline page something like:  “The Great Lost Book”; they could have framed it as a history of the other side of the wall that somehow made it to the protagonist’s side. )

Class and Society:  https://classaiw.wordpress.com/

Assignment #2

For this assignment in my Young Adult literature class, groups had to put together an online magazine that addressed some aspect of our discussion about the relationship between adolescence and monstrosity.  They had to include revisions of two people’s papers, visuals, two creative projects, related primary text + analysis, and work cited.  Here are two examples:  One is very straight  forward; like the example above it organizes itself more by way of the project guideline which isn’t horrible necessarily, but also isn’t necessarily what makes the strongest and cogent site.   The second example while it might seem a little quirky actually tries to organize itself according to its own principles.

First example:

Introduction

Second example:

Innocence:  https://whatisinnocence.wordpress.com/

Below is a description of the final group project requirements.  As discussed in class, I modified some of the assignments in an effort to both 1) allow room  for  us to reflect on the post election climate 2) to reflect the change in the syllabus re the second paper and 3) to stream line project requirements.  These changes have also been made on the “assignments” page.

PROJECT [30 %]

The final project will bring together the three primary learning objective areas:  analysis, argument, and research.   Still an underlying critical thinking/life objectives for this course has been for students to think about the way language structures our idea of freedom, people, and democracy.   I want students to understand writing as a dynamic part of world making as being both a matter of communicating (articulating and listening), but also as a way of thinking, exploring, and experimenting.   The final project will be a group project that ask students to bring their work into an online and public format.  Given the intense climate of this election season and the post election results, I am asking that each group make an argument about some issue they view as important in this post election/transition season.  Groups may use their initial group themes to make that argument or they may decide to alter their focus some what or greatly.  What’s important is that the final project and its components work as one coherent site, with a coherent aim, and an articulate argument.

Drawing from our three primary learning objectives as a writing course (analysis, argument, research), each final project must includes:

1. a full annotated bibliography with introduction.  This annotated bibliography will constitute the bulk of the research your group has done in regards to the argument you’re making.   While I will not dictate how group’s divide the labor, there should be five accurate and correctly formatted bibliographic entries with annotations PER PERSON in  your group (i.e. 20 entries for a group of four and 15 for a group of three).   It is possible that a group might use the annotations individuals used for their social media election guide annotated bibliography.  Just remember that your annotations here will be more thorough, that the sources should all work together to support your project’s argument, and that you need to have 2-3 paragraph introduction to the annotated bibliography.
2. a visual analysis of a campaign ad (note: you may request approval to do an analysis on some other relevant visual media).  Again if one of your group members’  visual analysis post fits well with your project then you might decide to work with that post.  Please note that it will not be enough to cut and paste the visual analysis without any revision or edits.  You should make sure that the analysis clearly introduces the ad, what it’s about, when/where it circulated, its main objectives and main strategies.   Then you should identify three or four specific aspects of the ad to analyze. You should discuss how these elements work individually and together.  You should discuss how they work to/for the main objectives and strategies, but you should also discuss what in excess of the main objectives and strategies they communicate.  You should point out assumptions they make about the viewer, the viewer’s values, and/or the concept or figures presented in the ad (what a leader is?  what freedom is; what a working class victory is? etc.)  I will grade this analysis with more rigor than I assessed the post.  You should make sure the analysis is well organized and thorough and that the grammar is accurate and the language coherent and clear.
3. a group authored “about” section in which you one describe the design and aims of the site.   This “about” section should be the equivalent of 3-5 pages  in a Word document (if it were double spaced with 1 inch margins 12 point Times New Romans font).  In this “about” I am looking for the following:
   1. a clear and logically sound argument about some issue your group finds important for us to think about in this post election/transition moment.
   2. a clear and logically sound articulation of why the issue is important and why your group is taking the particular stance that they are taking
   3. a discussion of one or two relevant examples that help the reader to see/consider your argument and how you’re putting it together.  Note: It’s not a traditional paper because you don’t have to  make all of your  case in this prose.  The whole site will make your  point. The annotated bibliography and its introduction will be a rather explicit place to support your argument with research, but you will also be able to make your argument with your analysis, with the type of media you collect, and how you present that media (i.e. how you juxtapose images or the captions you ad to links to news articles)
   4. a clear articulation of the aims of the web/blog site.  What do you want visitors/readers to do or think when they interact with your site.
   5. a brief discussion of how the visual and navigation layout of the site work to support your argument and the aims you have for those visiting your site.
4. 6-8 relevant pieces of media (at least two pieces of media per person in your group, not including campaign a the visual analysis).  Note for the project it’s only required that you include the media and that it is accurately titled and cited with working links.  However note that offering captions or annotations or drawing arrows or juxtaposing an  image with another image that zooms in  one part of the original might help you to make your point more clearly and for the site to work more cogently as its own thing.  The decision about how to frame, present, and/or analyze these pieces of relevant media is up to your group.
5. a piece of relevant creative work.  “Creative” is a very open category.  It just has to be a creative work authored by at least one person  in your group.   It can be a poem, a visual, a song, a collage, a mock advertisement, etc.

Assessment:

There will be only one grade for the project, but people may receive different grades based on their individual contribution to the project.   Individual grades will be calculated as follows:

• 40% Group Project Grade (will be the same for everyone in the group).
  • 50% completeness (satisfies above requirements)
  • 30% mechanics (clear and accurately cited, thoroughly reviewed for language/grammar).
  • 20% overall quality (works on its own and not just as a project in this class).

• 30% Individual Project Evaluation Grade
  • 50% self-evaluation
  • 50% group evaluation form

• 30% Individual Project Participation
  • 25% timely and thorough completion of all pre-project assignments and check-ins
  • 25% active, reliable, and relevant contribution to all in-class discussion
  • 25% reasonable and respectful out-of-class communication with group*
  • 25% thoughtful and substantive revision/translation of any individually authored piece of academic or creative work you contribute to the project

Annotated Bibliography (Final Project):

As part of your final project, your group will create an annotated bibliography.  Annotated bibliographies are a list of quality sources around a particular research theme/question.  The list includes full and accurate bibliographic entries + a brief description (annotation) about each text and its relevance.

For your project, your bibliography will be organized around your group’s research topic/questions.  You will follow MLA guidelines for formatting the bibliography entries, and your annotations will be 3-5 sentence paragraph (for each text).  Your annotation will describe: what kind of text this source is; what its main goal is; who its audience is; and how it might be particularly useful to the topic and question your group is focusing on. [note: If you review the UNC handout on Annotated Bibliographies, you should think of your annotations  as “combination” annotations with a strong emphasis on the “summary” and “informative” aspect of the annotation.]

In your final project, your group annotated bibliography will have at least 20 solid entries, and it will include a 2-4 paragraph  introduction describing how these texts work together.    While the annotated bibliography is not a research paper, it is a kind of writing that has a purpose and even an angle.  Your introduction will make a case for how your 20 sources work together.  Some questions you might address are:  what kind of research questions do these sources help answer?  What kind of arguments might they help construct?   What kind of debates do they make clear or challenge?   You should have a kind of thesis statement.  You are not writing the research paper, but you should have a proposed thesis statement and research questions in this introduction, and you should tell us generally speaking how the 20 sources will help support that paper.  The individual annotation paragraphs will speak more specifically as to how that particular source might potentially support the paper.

For more on annotated bibliographies, consult the handouts posted on the tool box page.

Due:  Tues., October 25th by 12 noon.

1-Each group member should on their own find one reputable source for each of the four “B.E.A.M.” categories that librarian Stephen Francoeur discussed in his presentation.  This means each group member will present four sources to the group.  Remember “B.E.A.M.”= Background, Exhibits, Arguments, & Method sources.

2-Then as a group, discuss all of your sources.  You  should discuss:  the type, content, and purpose of the source and how strong of a source it is.  You should try to assess how strong of a source it is based on the thoroughness and strength of its citations; author’s acknowledged expertise in regards to the content of the source; reputation of the publishing, reviewing, &/or credentialing institution how you might use it; and (where relevant) how contemporary the source is).

3-Identify which sources seem to be in conversation with each other.  (There are many ways to be in conversation; the sources might complement each other, reinforce each other, or maybe they totally challenge each other, etc.).

4-Pick six sources from your group that you believe are strong and speak together.

5-Based on your understanding of what each of these sources do and how you might use them, write a two paragraph proposal for a research paper.   There is no room for fluff in this proposal, so get straight to the point and strive to be clear.

5a- In the first paragraph, you should immediately introduced the focus topic and the tentative thesis.  The tentative thesis is based on the information you currently have about the topic.  (You might think of it as a hypothesis).

5b-The second paragraph should do two things.  It should first explain how the sources you currently have support the tentative thesis (which shouldn’t be hard since your thesis should be based on your understanding of those sources).  Then identify the two primary goals for further research.   In order to identify what’s most important, you have to think about the particularities of your proposed argument.  If you had to write the paper now, where might the paper be weakest?  What are the logical gaps?  Do you have one piece of evidence but need more of the same kind of evidence?  Do you have enough evidence for one side of the argument but need to find a source that will address the contemporary angle or a British angle etc.?

Due:  Tues., October 25th by 12 noon.

6a-Post Online: The two paragraph proposal + MLA formatted bibliographical entries for the six strongest sources.  (remember to check the appropriate category box).

6b-Email Me:  The two paragraph proposal + MLA-formatted bibliographical entries for the six strongest sources + the four B.E.A.M. sources each individual member found. (Please divide the entries by group members’ names).

Due:  Tues., October 25th by 12 noon.

The Goal of this assignment is to prepare you to maximize your time with the librarian and with the computers by having solid research questions and a clear understanding of the assignment you are about to undertake.

The Objectives:  

1- Revise your research questions or topics based on the feedback you receive from me.

2- Familiarize yourself with the annotated bibliography assignments (which includes understanding what an an annotated bibliography is).

3- Practice generating an annotated bibliography for different audiences.

Assignment Directions:

Part 1:

Part 1 is fairly straight forward.  I should give you some feedback by the end of the week (10/14/16).  Address my feedback either by email or updating your post or both depending on what I specify in my feedback.   Due:  Monday, October 17th at 8:00 am.

Part 2: 

1. Read (YES AGAIN) the assignment description for the annotated bibliography
2. Read the two handouts on Annotated Bibliographies (listed  on the “tool box page”)
3. As a group identify and read a popular or news media source related to one of your narrowed themes and research questions.
4. Generate an annotated bibliography for this source.
   • Your bibliographic entry should be formatted according to MLA guidelines.
   • Your annotation should be a 3-5 sentence paragraph.
   • You annotation should meet the guidelines for annotations in the final project.
   • Note: While you are not having to pick a scholarly source here, your source should still be a reputable source.  Meaning it should not be not be a random person’s blog or a gossip column with no sources.  You should also avoid straight anonymously authored reference sites like Wikipedia or Dictionary.Com.
5. As a group convert the above annotation into a form that might be suitable for a social media outlet of y our choosing.
6. Repeat step four for a different social media outlet.
7. Post all three citations on your project site by Monday, October 17th at 8:00 am.
8. Make sure that a link for your project site has been emailed to me and is available on our class site for others by 10/17/16 at 8 am.

Narrowing Your Topic and Developing Research Questions Assignment

Overview:  Your groups have broad topics right now. The purpose of this project is to begin to focus your topic in order to facilitate your research and make coherent final projects.   Note: Focusing your topic, generating pointed questions, and even making hypothesis are not the same as making a thesis statement before you’ve done any research.

Main Goals:

• Start focusing more intentionally on the final project which will begin to pick up speed as we move into the second half of the semester.
• Prepare for library presentation so you can maximize the resources of the librarian and the lab.
• Understand what a research question is and how to go about making one.
• Practice generating research questions that will guide you for the next assignments.

Primary Objectives:

• Identify three more specific areas of focus within your current group themes.
• Generate two or three research questions for each area of focus.

General Directions:

1. Follow ALL  the “Specific Steps” listed below.
2. Complete the two related worksheets.
3. Post the required update on your project site (see #8 below) by Monday, October, 10th at 8:00 am.
4. Email me the completed worksheets by Monday, October 10^th at 8:00 am.

Specific Steps: 

1. Read annotated bibliography assignment (so that you have a clearer sense of the assignment coming up) [located at the end of the “assignments” page]. Read handouts on focusing research topics and drafting research questions [located on the “tool box” page].
2. Meet as a group (in person, on the phone, via chat, skype; on a Google Doc, etc.).
3. Discuss everyone’s individual research/writing/intellectual/etc priorities for the project.*
4. Complete the individual group members interest form.
5. As a group decide on 3 more focused areas of research.
6. As a group come up with 2-3 solid research questions for each of these topics.
7. Complete the group priorities form.
8. Post a 3 -4 sentence paragraph description of how your group understands your general topic (with its focused areas for research) and a list of your research questions on your project site.
9. Email the Individual and Group priorities form to me.
10. Email me a link to your project site.

* Some potential questions you might discuss as a group:  How does each group member interpret what the group topic means?  What does each member find most compelling, resonant, interesting, and or urgent about this topic? How does each member currently envision the end project website working?  How would you like to present/explore/challenge/etc. this topic in a wider public space (i.e. beyond Professor Curseen reading your paper to see if you have an arguable thesis)? What are everyone’s top three areas of interest related to your group topic?  What would each person most want to spend time researching, thinking, writing about, etc.

These directions and the Individual and Group Research Priorities Worksheets can be accessed by clicking the below link:

research-question-assignment

By the end of today, I should have received everyone’s paper.  Now we need to start focusing on the final projects and researching for the annotated bibliography assignments.  Between today and when we see each other on Tuesday, October 18th (in  the computer lab  in VC 6-155), your group should complete two assignments.

1. Narrowing Your Focus and Developing Research Questions Assignment  [turn in by Monday, October 10th at 8:00 am]
2. Preparing for Library Presentation Assignment [turn  in by Monday, October 17th at 8:00 am]

The assignments directions and related worksheets are available on the two following posts.

Final Project Group Assignments:  These groups are key.  You should reach out to the members in your group immediately. I’ve tried to list Baruch email addresses here. If I don’t have one for you, or the email I’ve listed for you is incorrect, please post the correct address to the site and/or email me.  By next class, exchange contact information with your group members and share potential ideas for class project.]

Group 1 : Gender Equality

Akshay [[email protected]]

Anthony [[email protected]]

Abby [[email protected]]

Judith [[email protected]]

Group 2: Immigration

Danay [[email protected]]

Aidan [[email protected]]

CJ [[email protected]]

David [[email protected]]

Group 3: Political Correctness  (Neoliberal Views of Tolerance & Diversity)
Ilias [[email protected]]

Katrina [[email protected]]

Vanessa [[email protected]]

Taseer [[email protected]]

Group 4: Campaign Rhetoric

Moctar [[email protected]]

Jordan [[email protected]]

Kelsey [[email protected]]

Shin [[email protected]]

Group 5: Election Corruption

Daisy [[email protected]]

Samie [[email protected]]

Emir [[email protected]]

Kayla [[email protected]]

Group 6: Police Violence

Amson [[email protected]]

Sherpa [[email protected]]

Franklin [[email protected]]

Kwame [[email protected]]