transcript of audio
00:00 You are essentially redesigning Project 1 or 3. Those are your choices. So, uhm, you can only work individually. This cannot be a group or a partner project.
00:09 Because, again, it’s coming out of Project 1 or 3. I realize some of you worked on Project 3 together. But this will be you separating from the group and doing something with it on your own.
00:19 If that’s what you choose. The final project or artifact is a culmination of the ideas and concepts explored in the first three project units.
00:29 This artifact will show how you redesign, redesign a purposeful, multi-modal artifact in a public space. Meaning it’s reaching beyond the classroom and your peers.
00:41 A lot of times we need our peers, our audience, especially in project one. I said, hey if you’re making a presentation or you’re doing Google slides, just pretend you’re showing them to the rest of the class.
00:49 Not this time. This time it’s going out to a broader public audience outside the university, um, to a different demographic, a different community, a different group of people.
00:59 And we’re going to talk more about that in a moment. Okay? The two things I’m grading you on, this is essentially your rubric to keep in mind.
01:06 I’m looking at flexibility and I’m looking at revision. These are learning outcomes stated on your syllabus. So this isn’t anything new, you just might not have looked at it for a really long time.
01:15 But flexibility means, can you tailor a project, specific, I’m looking at, for the task. So you’re gonna determine a purpose, you’re gonna determine an audience, and can you kind of put elements together that make sense for that.
01:29 That’s number one. Number two, can you adapt genre conventions and linguistic choices to fit that situation. So we talked a lot about like, um, you know, what things look like in different spaces.
01:44 You know, you, remember we spent that day where we talked about like, um, if, uh, like let’s say, uh, Trump said something on Twitter, right, you’re reading it on Twitter and it’s coming directly from that person, but if somebody’s talking about it or poking fun at it on late night TV, it changes the
02:00 way you think it’s perceived or the way it’s put out there. You know, that’s like, just a random example. Like, changing space changes the way you talk about things or the way you perceive things.
02:11 So that’s going to be another consideration. Another thing is, um, design, like have you changed the mode and are you showing me how you take this conversation that you already did in one way and you’re making it new in this way.
02:24 The rhetorical revision, um, you’re revising your artifact to the conventions of the genre you’ve picked or the mode you’ve picked now.
02:31 So maybe it used to be slides, now you’re writing, um, a movie, I don’t know. Maybe you did a TikTok, now you are creating a PSA.
02:40 Or you’re writing a, you know, maybe you did a, um, video collage or a montage before and this time you’re doing an infographic.
02:50 Like, you have to change the way you’re manipulating material because the mode is completely different. So are you evidencing that?
02:56 Um, same thing on the next two. Is it appropriate for the audience and is it appropriate in that context? Okay?
03:03 So those are the things I’m going to be thinking about as I look at your project. Okay? The next thing, I’ve wrote a really, really lengthy process because I basically take your hand and I move you through everything you should be doing in the next couple days to figure out what your project should look
03:17 So first, think about the content or subject matter that you addressed in P1 or P3. back to your first project and think back to what you’re working on right now.
03:27 Did you find one more engaging or more fun than the other one? Did one have greater relevance for the public?
03:35 In other words, is one of those projects more reflective of a larger conversation? Like do you see it popping up in pop culture or in the media, online?
03:44 So, that should help you decide between P1 or P3. You know, those are just questions you can ask yourself. Now choose one of them.
03:52 Pick which one you think is better to work with again. Um, you will reflect on the modality you chose. Like at first, if it was a PowerPoint, a podcast, or an essay, in this fourth project, the new target audience is a broader public, but is logical and purposeful to target an audience of which you can
04:10 make an impact or lasting effect. So, that should dictate your mode. If you want to impact people, how do you get that information to them this time?
04:19 Maybe a TikTok doesn’t work. Maybe a PowerPoint doesn’t work. What mode would that be? In P1, you were speaking to the peers in class.
04:29 I said this already. Many chose to simply inform others about a topic or discuss an issue. Well, in P3, which is the one you’re working on right now, you had a broader audience because you illustrated perspective and evidence.
04:42 Here in P4, you need to think about how change occurs, how people are inspired to move, and if and how they are compelled to take a position on an issue.
04:51 So this time, you’re really trying to forward the conversation by making a lasting impact on people. How can you affect change with what you put out there?
04:59 I haven’t really asked you to do that yet. This time you are. So like I kind of said, you know, explore.
05:04 Explore this topic. Tell me about it. Um, you know, let’s analyze how other people have put their messages out there.
05:10 Think back to when we looked at the “This is America” video. We rhetorically analyzed all the elements. You know, Donald Glover or Childish Gambino, how he dressed, or how he didn’t dress, or how he gestured, or how he danced.
05:21 How did he get his message out? We looked at that. Then, in this next last time, we looked at some other debates, and then we performed a debate.
05:27 Now, I want you, based on everything that you’ve done, and everything you’ve seen, and everything you’ve tried to put together, how can you, how can you affect other people with what you’ve put out there?
05:38 Okay? This is your task. How, or show the connection between your topic, your perspective, and most importantly, how it has relevance to other people.
05:49 So, this redesign will require finding a new audience and identifying a new purpose, but using the same content that you’ve already done.
06:01 So you don’t need to go out and research. to go out there and read anything new. You’re using everything you’ve already collected in your first or third project and you’re re-manipulating it, redesigning it, and like throwing it up in the air and figuring out how to put it all back together some way.
06:17 Does that make sense? Yes. So are we writing about how we would change it or are we actually? This is all, this is all new.
06:25 This is right now. Everything that I’m walking you through in terms of process is how can I like figure all this out right now.
06:30 Even if I write myself some notes, it’s all process based. This is all how do I figure out what to do for my project.
06:37 You will actually create a project but you’re just re-manipulating, you’re manipulating the same elements you had before. You’re just putting them together in a different way.
06:44 So it’s a redesign. Do you see, do you get it? You’ll produce the final thing. That I’ll get there in one But you just don’t have to do anything new.
06:58 And like if you use slides, can you figure out like how to use those slides maybe in the background of a video that you talk through.
07:04 Do you see what I’m doing? Don’t reinvent the wheel, but you kind of are in a way. It’s like, it’s like somewhere in between, it’s a little gray.
07:12 It’s like you can use everything you have, but you just need to figure out a new way to communicate it for a different purpose.
07:17 Okay? It’s like repurposing stuff. Um, in P4 for example- your new purpose, the new purpose you design, is to encourage action.
07:29 You should imagine an audience that’s familiar with your topic, but you are forwarding the conversation by becoming more assertive and deliberate in your rhetoric.
07:37 So it’s like, um, you know, like, uh, you guys are working on, you know, performing a conversation among professional people that are concerned about, um, child protective services, right?
07:53 Okay. That’s just a debate among the people, okay? But what if they wanted to use that same topic, and all that evidence that they’ve researched and all the things they’ve found about it, to effect change?
08:07 What kind of change do we need to make on the child protective services? What do we need to change about the system?
08:12 What do we need? We need what? Honestly, they need more of like, um, people observing the workers. Like, yes, the workers are observing the children in the household.
08:27 But who else is observing them and how they work? So basically coming up with a resolution? You know? Yeah. It’s like, okay, we’ve talked about a lot of things, we’ve read a lot of things, you know, you’ve talked amongst yourselves a lot, a lot of different ways, you’re having fun with stuff, but now
09:18 it’s like, okay, now how do we make it matter? How do you make it matter? How do you communicate it out to other people to get them to do something about it?
09:24 Cause you can’t, not one person can make the change, it’s gotta be more. Right? That’s what you need to be thinking about.
09:32 So I’ll go through a sample in a minute, just hang, hang with me. I do have a full sample that we’ll talk through.
09:36 Um, furthermore, the genre you choose will influence what audiences have access to your information. So think about that, and I’m going to use the example I went back to in the last class.
09:53 I was watching the news this morning, and I got really annoyed. Because on the news, they actually had like a two-minute segment talking about where all the warming centers are going to be for the homeless.
10:02 Why do you think I would get pissed? On the news, a segment about where all the warming centers are going to be for the homeless.
10:11 Straight up. Like, okay. I’m like, okay. So I’ll pass the information along, I suppose. Like, if I’m somebody who’s invested in that, and goes out and is concerned, of course, yeah, I can go out into the community and reach out and find things to people and say, hey, let me get you to where you need
10:30 to be, or hey, did you know, right? But it’s like, the biggest way to reach that audience is to talk to that audience.
10:39 Well, talking about it on the news isn’t helpful. Okay? That’s what I mean in your project. So like, if you want to affect change, make sure you’re talking to the right person in the right way.
10:52 Don’t, don’t create a TikTok for 80 year olds. Right? You don’t even know what it is. This is what I mean.
11:00 We’ve had these conversations about genre and modes and modal aptness. Does the mode fit? Does it make the most sense to do it this way?
11:08 Is it wrong? Reaching the right audiences. We’ve also talked about circulation. How people have access to things and how they stumble on things.
11:15 You know, we talked a lot about that with Vulture and pitching our projects and finding the right space for those.
11:22 You’re thinking about all these things at one time now. Like okay, how do I like really show what I know?
11:28 I’m You don’t have a restriction in what you can do. It just can’t be the same thing as the first time.
11:34 So if you choose your project one to redo and it was a PowerPoint, you cannot do a PowerPoint again. You have to figure out a new purpose for it in a new mode.
11:42 Does that make sense? Yeah. So you’re redesigning it. You’re redoing it in a new way. So if you did a podcast the first time, maybe you want to create a visual collage this time.
11:58 If the first time you did a YouTube video, maybe you just want to make an infographic. If you did an essay last time, maybe you want to do a podcast this time.
12:11 Do you see what I’m saying? Like you have to shift what you did. Not any one of these has to be an essay.
12:17 You know, or maybe maybe you write parts of an essay. Like maybe you have a page but then you show some pictures or maybe you know like figure out how you want to do it and you can put these different things together too.
12:29 You don’t just have to stick it to one, but it has to make sense for who it’s for. So like again, if you choose an essay, well who’s reading it and where’s it at?
12:38 Like how many people have access to essays or who’s out there looking for them to read? Not many. So the aim for the audience is not to just like, It’s just to give people information.
12:51 It’s like to figure out how to make an impact on them. So like… I’ve got to figure out who it is by looking at Maybe that’s my challenge.
13:03 In your grade, like looking at projects and being like, oh I totally see this for this. Maybe that’s what I’ll say in the video.
13:09 I’ve done that before. I do that a lot last semester in 3010. Or I’m like, I totally see this. Good job.
13:17 Yeah? Okay, for the modes, so like if I did a slideshow with narration, could I do a podcast? Yes. Yes.
13:26 So you could use some of the points that you used before. You could use some of the clips. Not that I want you to recycle clips, but you could use some of that language and some of the things you’ve said before, again in a new format or way.
13:36 Yes, that’s fine. Yeah. And again, like, okay, going back to your, going back to your PowerPoint with the voiceover, like let’s say I decided to make a live video of me talking through, could I use some of the same slides?
13:50 The slides in the background or on the screen? Yes. You can. You can use parts of the original project, you just can’t give me the same thing over again.
13:58 You’ll be like, well I changed the slide. Like, not, not really. It’s not a revision, it’s a redesign, meaning you have to find a new purpose and a new place for it.
14:12 Yeah. So, let me, okay, what other examples can I use? Something popped into my head a second ago and I forgot.
14:19 Can we do something that isn’t on the list? Yeah. Oh yeah. I try to make this as like expansive as possible, but I miss stuff.
14:27 Okay. Yeah, for sure. So, like, I had a student. I’m trying to think, is there any student examples you can think of that you think would be solid, that would explain this?
14:44 Ah, okay, I have, I miss, I miss. I have decent example. I had a student that was in, um, pharmacology, and, um, was looking to become a pharmacist, okay?
15:04 So, she did a lot of research about interactions, remember? Oh, lots of, lots of. She did a lot of research about interactions between patients picking up prescriptions and the pharmacist working behind the counter, and if gender impacted those interactions.
15:23 So, male pharmacist versus female pharmacist and the way they interact with the patients, okay? So, she’s finding all this research and talking about it in her paper, and you know, whatever.
15:34 Then it comes down to this other project where I’m like, well now you can do whatever you want with it, but you gotta make it matter to the general public who gives a shit about it?
15:44 And I wasn’t meaning it in a mean way, I mean, you kinda have to say it, like, who cares? Like, so now what?
15:48 Like, so now you have all this information basically saying that male pharmacists have less patience and get more irritated and more disenchanted with their job than female pharmacists because of their interactions with patients, okay?
16:03 How do you tell that to someone? How does that matter? To just anybody? Outside your field. And it took her a while, and she figured out, she said, I don’t care.
16:13 I’m going to make a visual, like an infographic of sorts, to go behind the counter when people are picking up their prescriptions.
16:23 It talks about the ways that you should be more mindful about how you speak to one another, how you interact with one another.
16:29 So it’s kind of like informative, but it’s kind of like a mini guide. Like, hey, be nice, remember this. You know what I mean, like one of those things, but it made total sense where it was, it impacted the people that it matters to, and it consolidated her research into something that made sense and 16:46 was purposeful. Does that help highlight what I’m trying to get across here? Yeah. Yeah. Yeah.