reminder: notes for doc submission

doc prep notes

Common Pointers for Revision (Doc Projects)

image by Allie Brosh (Hyperbole and a Half)

1. Be sure to use the documentary conventions discussed in class this week. That is, set up information shared from your film's chronology (timeline) with references to WHAT THE FILM DOES. More specifically, you might intro paragraphs with phrases such as "The next scene features" ... or "Animated recreation footage next reveals how Andy was 'jumped' while riding his bike across a steel bridge." Were you to use that last example, you might then go on to fill in details using present tense verbs to simply describe what the characters are doing in that scene. So, " ... across a steel bridge. Five young men appear to struggle to go through Andy's wallet, pull off his backpack, and generally rough him up." Or, "The next scene features voiceover describing Spurlock's interview with a school's cafeteria staff. Through voiceover accompanying footage from the cafeteria filled with students, Spurlock reports that many kids bring lunches but end up ordering fries."
2. Most drafts need MLA formatting attention. See the "MLA Map" and the "Purdue OWL on MLA" links for this template-driven information. You might also appreciate the "MLA Walk Thru" link, which literally walks you through setting up and formatting your MLA style paper.
3.  Avoid review/opinion and references to "we" or "viewers." Turn that into sentences that describe WHAT THE FILM DOES. The film's action (or rhetoric) is what your summary is chronicling.
4. Take your time to draft and revise ... take breathers. Give yourself space to get it right.
5. For your blog posts, be sure to focus simply on what this documentary work is teaching you and specifically what you have learned about summary writing. Refer to the "blog post" and "blog comments" guidelines infographics, linked just above the syllabus, @ right. (note, the author is Dr. Nathaniel Rivers of St. Louis University, and he has graciously allowed us to use his lovely images -- though take note that at least one colorful term appears).
6. You got this! 

let's think about this plan ...

posting a video

i am writing this text in the "Compose" field. i am setting up to tell you how to post a video. So, here goes:

1.) Find the video you want to share,
2.) Select the "share" option (often represented with this symbol "<").
3.) Copy the "Embed" code.
4.) Come to your post space, and switch to"HTML" field,'
5.) Paste in the code,
6.) Switch back to Compose mode to make changes to the layout (unless you are a code ninja, in which case, go for it).
7.). Publish!

Here is an example, offered lovingly by Alex:

The code looks like this: <iframe width="420" height="315" src="https://www.youtube.com/embed/Cft0pr7lIWA" frameborder="0" allowfullscreen></iframe> ...

BUT WAIT. YOU ARE STILL IN THE COMPOSE FIELD. Go paste that text (code) into the HTML field, then pop back over to Compose to see how it looks and address layout. YOU CAN DO IT, and if you, we'll all be blessed (again, thank you, Alex!) with this:


Have fun. Write thoughtfully ... and consider adding an image or video to your post (see the BLOG ideas post, below).

i'll just leave this here ... have a good weekend!

image source

this is a test. a boring test. i am going to put an image here because this is so so boring without it.

Let's start simple ...

1.) Come to class.
2.) Write early; revise often.
3.) Don't cheat.
4.) Make something cool.

Sounds easy, right? We can make it work, but you must make that choice. I provide detailed information on how to make that choice via our schedule, our sequence of assignments, helpful resources, course documents, and ongoing activities. 

You should follow up reading this post by reading "the legal" (aka "syllabus"), @ right. Pay special attention to course policies. Read carefully, and if you think you can work within the structure of my course policies, stay. Alternatively, you might consider another section. If you decide to stay, begin to get familiar with how it works, mostly via this blog and through Blackboard (Bb) announcements.

What's This?

This is the course blog, a portal for assignments, tips, encouragement, community-building, and generally helpful resources. Because I can link everything here, you will not need to purchase a textbook for this course (you're welcome!). I will also use Bb only to coordinate class information (@announcements), but for the most part, this is the place. 

Your work will be featured at this blog. You will post reflective writing and drafts at a blog you will create that will be linked at a blogroll, @ right. We will create blogs in class, and you will be using your design skills and emerging design sensitivities as we compose. The idea is that we are sharing our thoughts and bringing them to a community for consideration. Most writers share in this way. Most knowledge evolves in this way, and it's not always pretty, so make an effort to be polite and respectful of your peers, supporting one another as you grow more skilled and confident. Write with care, in all venues. All writing is a kind of performance, public writing, especially so. With this in mind, I'd like to encourage you to avoid rants or attacks. Most of all, I want to use the course blog and your individual blogs to help each and every student to feel a part of our writing community.

Essential Concepts

The work of this course should be relatively easy for you because you already know a lot of what I am going to teach you. You know it from your life experience and immersion in literate culture(s), and this could mean that this knowledge is very general and maybe something you don't think about very conscientiously. We're going to bring it into the light for contemplation and practice. Essentially, I am going to reanimate three key concepts, about which you may already have some deep knowledge. They are:

1. Claims require evidence.
2. Meaning has context.
3. Writing is revision.

With the evolving skills you develop, you will develop productively flexible strategies for making wise rhetorical choices in staging and performing well. This class focuses particularly upon a range of skills routinely used by academic writers, but these skills apply in any rhetorical situation.

You need to be diligent about keeping up, do thoughtful work, and not allow yourself to be lazy about your writing. We will work in class, but you should count on doing at least 3 hours of writing outside of class, each week. The Lewis University Catalog suggests that "You are expected to do at least 2 hours outside of class for every hour in class," so as you can see, asking for 3 is generous and perhaps more realistic. Time it out carefully; break it up over time, always do thoughtful work. No problem.

Course Requirements
(w/ policies)

1. Attendance = mandatory. 5 absences allowed (for contingencies, not "freebies" + no explanation is required/desired; simply rejoin when you're ready, but keep up as best you can). 
2. If you miss class, contact a peer, check @announcements, or the calendar.
3. Attention (ideally, cell phones off).
4. Preparation (all homework, revised drafts ready @ start of each class period, readings completed, blog entries made, and so on).
5. Respectful participation (a general willingness to be present with the class, with your peers; demonstrate a clear understanding of the course structure and content).
6. Completion of each major Writing Project and homework assignment.
7. Passing grade of C- or better on each major Writing Project.
8. Observation of all course policies.

(image: http://www.learningtoloveyoumore.com/reports/63/rim_jieun.php)