Transcript of audio

00:00 Let’s go to project 1, okay. You’re making a thing. Here you go. And this is what’s catching people to the 1500 words.

00:13 So I said in the little disclaimer in italics there. Okay, those of you who decide to choose something or do something that’s image driven or like a tangible object of some kind, um, you’re going to get your words, um, by annotating your project.

00:32 Meaning give me notes on it then. Like if somebody decides to, like I have a musician in the other class and he’s composing a completely musical piece, I want him to write up notes about different points in the, in the audio, like when I listen to the composition.

00:48 Tell me about what’s happening or why you chose to do this this way. So it’d be the same for anything.

00:52 Like if somebody created a sculpture, like okay give me an artist statement or something that describes this to me or tells me what you were thinking or some of the choices you made or some of the problems you were having, that’s what I mean by getting your words.

01:05 You’re still gonna have to write something, it just doesn’t have to be a formal essay with it. It can just be annotations or little notes or little chunks of information on post-its or, or a paper or however we want to do it.

01:15 Like let’s say you do a PowerPoint, you know how you can create a set of notes under each slide? Maybe that’s what you do.

01:20 Give me some notes under the slide. We’ll talk more about that in the next phase, which is like next week.

01:27 We’ll talk more about how that looks. Does that make sense for why the word count is up there? Yeah, okay.

01:33 For those of us who are writing the most, then you’re fine, you’re gonna get your words, okay? Um, those of us who are delivering audiovisually, meaning you’re recording, you’re speaking out your words, your words are there. 01:44 You’re gonna get your count by just speaking. Um, podcasts, all that kind of stuff, okay? So you’re delivering words just in a different mode, but I’m still hearing your words, so you don’t have to write anything down additionally.

01:55 Like if you had a transcript, that would suffice, but I’m not even gonna require it. Does that answer some of the word count? 02:03 Yeah, okay. Um, so let’s talk about the description. It’s a deep dive into the rhetorical situation with a focus on designing.

02:11 What’s a designer? Yeah, they create something. Um, okay. So, give me examples of designers. Interior designers, what do they do?

02:31 So, they’re putting different elements together to make an aesthetic. Okay, but do they have to think of function? 100%. They have to think of functionality.

02:41 How do those pieces act? How does in a room and how does a person engage with them? Okay, what’s another kind Okay, fashion, we’ll go graphic in Fashion They make clothes.

02:54 Again, aesthetically pleasing, hopefully. But, does there have to be functionality? Couture is not functional. Uhm, but yeah, like there’s something about something being operational, meaning it can operate or function or perform something.

03:18 Okay? So, go graphic designer. What is a graphic designer? Yeah, creates images, uhm, what Yeah, putting elements that are visual together. 03:34 Again, there’s a function though. What’s the function? Yeah, it’s aesthetically pleasing. We have this like theme, I get it. But there’s something else a graphic designer can have.

03:43 What’s the function? I need to think of something. Messaging behind it? Informing? Informing, yeah, it depends on what the job description is or what the client wants.

03:55 There’s always a client involved. Are you meeting the client’s needs? What are they asking for? So, when you create this, uhm, you’re going to be meaning you’re producing something that has a function, so what are you providing to the class?

04:14 Does that help? Or is everyone like, yes, no? Uhm, you’re, you know, you just have to align designing to processes.

04:25 Writing is a process just like designing. You have a set of things that you’re putting together for a function or a purpose.

04:32 You decide what your things are though because I didn’t say it all had to be words this time. So you have to consider your pool of elements and what tool you’re going to use to put in the gasser.

04:42 Okay. So, okay. Who wants to share out what their topic is and what they’re thinking of doing? Yes. Sorry. Okay.

04:51 And I went the most honest opinion. Yeah. Totally. Okay. So I, mine is a more argument and mine is more informative.

04:58 Okay. So I said I wanted to do the mortality rates on minority women. Minority, well mine weren’t minority maternal. Yeah.

05:08 No, that’s what I’m never talking about. How they’ve risen? Yes. Okay. And like the statistics and comparing them against other races. 05:14 Well, mainly white. My daughter will go colors first. Okay. Okay. Do you know the contacts mean white is driving that rate?

05:23 Do you know what it is? Is there one thing or are there multiple things? That’s right. There’s multiple things that I did put in my journal that I was gonna include like hospital experience, uh communication like with the doctors and the staff and stuff and include things like that.

05:38 Okay. Okay. What are you thinking? Okay. So we definitely have a topic. We definitely have. It’s more important. You have taken a position on it yet.

05:46 Umm, but I’m hearing a lot of things going on in terms of there’s gonna be things you can put in words, things you can say statistics, you can provide infographics that you can potentially do.

05:57 So having said that, why do you want to share that out with this class? What do you think the relevance or importance of that is?

06:04 Why is that? And what I’m talking about, and I don’t know if you’ve heard the term, is exegence. Exegence means why is this important right now at this time?

06:13 Why would you need to share something? Well, it’s a topic that was passionate to me and I feel like that’s something that you should know, but I feel like also us going into even we don’t all go into nerves. 06:25 . I think we’re all probably have some type of interest and some type of medical. It’s important to really relax what’s going on around you and not just what you hear dated but actually experience and hear and see what’s really going on when I go into it.

06:37 So validating the experience of a certain group or a minority community that is experiencing some of the other people might.

06:48 . Right? Or just choose to do more. Right? Yeah. Okay, hold on, get a sign in. Okay, so with that one final sign.

06:57 Okay, I think you’ve told me why that’s important or why it’s important to you. How would you deliver this to the class then?

07:04 I mean, you can say- They’re gonna talk to me about it. But I mean, look at who you’re with. Think about what you decided in terms of I think it’s important for some of us because of this reason.

07:15 How would you want to structure your information to share it out to make it appealing or engaging or um, capturing the attention of everybody in the class?

07:24 Well, I probably would- just do like a simple essay because when you’re just getting talked information, you’re not really grasping at a really understanding it.

07:32 Especially if we listen to everyone present, you’re not gonna care about what I’m saying. So I probably would do it some type of presentation for me because the foundation of mine is facts.

07:40 I want to put a lot of statistics and actual visuals that you can really- like it’s real clean cut and you can really understand.

07:45 I just didn’t. So like like a series of infographic sheets or PowerPoint slides or something like that. What are we thinking?

07:55 We think that’s fair. You think that’s good? I know. I think that’s a really- A logical way to organize your information and present it to others based on what you’re telling me. 08:11 That works. Sure. Um, if you now let me throw this in. If you were taking a position or you were taking a more argumentative tone in what you were saying, um, that would shift.

08:26 I don’t- I don’t know that the PowerPoint or a series of infographics would do the job. I think you would have to do something more like a PSA.

08:35 You know, where it’s out to the public, it’s a video people to watch, they get that information, bless you. It’s just been different.

08:41 You see what I’m doing? Like, think about your- your purpose. Your purpose right now is just to sh- fair. But if the purpose is to hey umm something needs to change in the system or you need to understand what I’m trying to tell you your presentation will change.

08:59 Because it wouldn’t fit the purpose anymore. I think I don’t want to go through- are you committed to it anymore?

09:04 Because my- I already did my research. It’s like very- like it’s true. So I don’t think it has to be asked are- are you meant to- and I wanted to- I want to make sure that I do it in a more informational sense so you don’t feel like you’re gonna talk that or like it’s like oh you know cuz it lets just-

09:19 it’s not only color people here. So it’s like I don’t care. You’re not gonna say that my birth is an asset.

09:24 Or I just want to educate the information that brings you. Mhm. Mm hmm. No that’s smart. That’s smart. And that’s you know that’s something that we call like reading the room or- or being umm being honest and open about the fact that you’re one perspective and it’s one position on the matter and you

09:46 do need to get- the people that may not be on board with you, on board with you, and taking that aggressive tone may not always work.

09:55 Yeah. So it does in some cases, it needs to happen in some cases, but I do think there’s a strategy for that.

10:00 Like hey, if we understand that we’re all from different spaces and we all have different experiences, let’s just listen to one another and I think that’s fair.