ENG 351: Media Writing

Assignments

unit 1

reading quiz #1

Due: The quiz is open from 5pm Tuesday 1/11 through 10am Tuesday 1/18

Instructions:

Access Reading Quiz #1 online through the Quizzes tool in Canvas. This is an untimed quiz. It is recommended that only a wired internet connection or reliable WiFi connection be used.

Reading Quiz #1 covers Writing and Editing for Digital Media (WEDM): Chapter 1. The quiz includes multiple choice, true/false, and short answer questions.

This quiz is OPEN book and notes, but CLOSED internet. You may retake the quiz one time if desired. The highest score of the two attempts will be recorded. Note: this quiz is created from a pool of questions, so a second attempt will have a different set of questions than the first.

in-class exercise #1: analyzing writing and revising

Part 1: Writing Practice

In this exercise, we'll practice writing vivid descriptions.

  1. Go to GIPHY and find an animated .gif you would like to describe. use the link icon to copy the .gif address. Paste it here:
  2. Write a 1 sentence description of the .gif using this formula: The [noun descriptor] [present tense action verb] like a [vivid comparison].
  3. Write a 3-5 sentence more elaborate description that situates the image in some kind of context (be creative!).

Be prepared to share with the class.

Part 2: Analysis

Open your digital writing sample and then follow the instructions below.

Note: if you're pasting from Word or Google Docs, you may end up with some strange line breaks that will cause the analyzers to misunderstand where sentences and paragraphs end. It's a good idea to paste your sample into Notepad (PC) or Save As/Export as "Text Only" before you paste into the analyzers.

  1. Open the data*yze Readability Analyzer. Paste your sample into the box on the left and hit the Analyze button.
  1. Note the number of sentences:
  2. Note the words per sentence:
  3. Note the characters per word:
  4. Note the percentage of difficult words:
  1. Look at the info boxes for the various readability scales on the right, and based on the information and corresponding statistics, explain the reading level of your writing sample:
  2. Open the data*yze Passive Voice Detector. Paste your sample into the box on the left and hit the Re-Analyze button. (You can use the "Zombies" feature to double check the results).
  1. Write your passive sentences here. Indicate after each if there is a reason for the use of passive in this case. If there is no specific reason, write "no reason":
    *Note: we'll re-write these a little later, so don't take the time to re-write them now.
  1. Open the data*yze Difficult & Extraneous Word Finder. Paste in your sample and click the Analyze button.
  2. When the results appear, use the Sort by: drop-down list on the right to change the order to Rare Scale
  1. Note any words that score 70% or greater on the rare scale (the higher the percentage, the rarer the word). Note the % to the right of the word:
    *Note: we'll re-write a little later, so don't take the time to re-write now.
  1. Click on the Long Words tab.
  2. Use the Sort by: drop down list and change it to Number of syllables.
  1. Note any words that are 5 syllables or longer:
  1. Open your sample in a word processor.
  2. Identify any sentences that have a form of "to be" (e.g. is, was, were, are, am) as the main verb. List them here:
  3. Identify any sentences that have a subject or object that is a pronoun--in particular: it, this, that, but also keep an eye out for which (if this is your subject, you probably have found a sentence fragment) and they, them.

Part 3: Revision

Use your analysis to guide your revisions as indicated below.

  1. Take a look at the passive sentences identified in 3a. above. Rewrite as active any that have no reason to be passive.
  2. Evaluate the rare words identified in 5a. above. If necessary, replace these words with more common words.
  3. Evaluate the long words identified in 7a. above. If necessary, replace with simpler words.
  4. Look at your sentences that have a form of to be as the main verb identified in 9. above. Can you use a stronger verb of action or being here instead? If so, rewrite.
  5. Look at your sentences that have pronouns as subjects or objects identified in 10. above.
  1. If your sentence starts with a pronoun and then immediately has a verb (e.g. This demonstrates...) then rewrite to replace the pronoun with a precise noun phrase or add a clarifying noun phrase after the pronoun (e.g. This lack of resources demonstrates...).
  2. If your sentence uses "which" as a subject (e.g. "Which is the best movie.") re-write so that it has a subject and a verb: "which" cannot be used as the subject of an independent clause.
  3. If your pronoun functions as an object of any kind (e.g. direct object, object of a preposition), then check to see if the antecedant is clear. If not, rewrite to clarify.

Part 4. Evaluation

Switch with a partner. Evaluate your partner's revisions: note any areas that can be further strengthened, clarified, simplified, or corrected. Suggest revisions:

reading quiz #2

Due: The quiz is open from 5pm Tuesday 1/18 through 10am Tuesday 1/25

Instructions:

Access Reading Quiz #2 online through the Quizzes tool in Canvas. This is an untimed quiz. It is recommended that only a wired internet connection or reliable WiFi connection be used.

Reading Quiz #2 covers WEDM: Chapter 3 and excerpts from Chapters 2 and 4:

The quiz includes multiple choice, true/false, and short answer questions.

This quiz is OPEN book and notes, but CLOSED internet. You may retake the quiz one time if desired. The highest score of the two attempts will be recorded. Note: this quiz is created from a pool of questions, so a second attempt will have a different set of questions than the first.

in-class exercise #2: purpose, framing, and audience

Read Kate Chopin's "Story of an Hour", and then work with your group to re-write the story as indicated.

Part 1: Content Creation

Group A:

Re-write the story as a news story of approximately 300 words.

Be sure to keep in mind your audience as you work.

Write your story in a Google Doc and then post the share link on the In-Class #2 Discussion Board when you are finished.

Group B:

Re-write the story as a breezy/gossipy entertainment blog post of approximately 300 words:

Be sure to keep in mind your audience as you work.

Write your story in a Google Doc and then post the share link on the In-Class #2 Discussion Board when you are finished.

Part 2. Interactor Testing

Evaluate the other group's story:

  1. What did you notice first when you opened the link? Did you want to read more based on this initial impression?
  2. Was the headline clear and effective? Explain.
  3. Was the most important information listed first? What was it:
  4. Was your interest maintained throughout the reading? Explain.
  5. What would be at least 2 editing suggestions you would give this group--suggestions can be broad, e.g. restructure content so that... or more narrow, e.g. change sentence 2 from passive to active:

Part 3. Analysis

  1. How did your ideas about the content of the story change once you started viewing it with a new purpose in mind (i.e., reporting it as a news story or entertainment piece)?
  2. How did you decide what would be the most important elements to include in the headline and first paragraph--the framing of the story: what were your priorities?
  3. Why do you think your presentation of the story would be effective for your audience--expalin.

reading quiz #3

Due: The quiz is open from 5pm Tuesday 1/25 through 10am Tuesday 2/1

Instructions:

Access Reading Quiz #3 online through the Quizzes tool in Canvas. This is an untimed quiz. It is recommended that only a wired internet connection or reliable WiFi connection be used.

Reading Quiz #3 covers WEDM: Chapter 6 and Chapter 9. The quiz includes multiple choice, true/false, and short answer questions.

This quiz is OPEN book and notes, but CLOSED internet. You may retake the quiz one time if desired. The highest score of the two attempts will be recorded. Note: this quiz is created from a pool of questions, so a second attempt will have a different set of questions than the first.

in-class exercise #3: research

Part 1. Research Tools

Work with your group to choose the appropriate tool to find the answer to the questions below. Be sure to explain how you found your answer.

Tools
Research Questions

Answer as many questions as you can by the end of this portion of the exercise.

  1. How many vehicles were in use in Ohio in 2009?
  2. As of 2020, how many American men 18-24 vs. women 18-24 have Bachelor-level college degrees? (provide the number in thousands of each)
  3. Where on the internet, besides lourdes.edu and other official LU sites, has the Lourdes University Logo been used? Give at least 5 non-Lourdes locations.
  4. Who is the Congressperson who represents the Ohio district where Lourdes University is located? Who were the last three candidates to run against this person?
  5. When was the last time a bill specifically about video games was introduced in Congress? -- give its offical number and title. Who sponsored it? What were the basic provisions? What happened to it?

Part 2. Evaluating Sources (adapted from WEDM Ch 9, Exercise 1)

Visit the news site The Maple. Determine whether this site is a credible source for news and information using Chapter 9's checklist (see page 300) and questions to inform your judgements.

Consider also:

Additional Resources

Part 3. Researching a Story

Work with your team to write a story about the first video game. Sounds simple, but make sure you...

Once you've assembled your research, practice writing a solid opening paragraoh that uses the inverted pyramid structure. Then provide an outline of what would come next.

homework #1:creating a multimedia story

Due by midnight Tuesday 2/8

Instructions:

Create an interactive map that shows the locations of some kind of resource that people would want to find--for example: locations with free wi-fi, electric car charging stations, air pumping stations, grocery stores with coffee shops inside, etc. in our local area (you can include nearby Michigan as well as Ohio). You should include at lesat 5 data points on your map.

Research each of your locations so that you can provide descriptive information and important details (for example, if you're showing locations of tire air pumps, do they cost money? If so, how much? are they accessible 24 hours, or only when an attendant is present? etc.). Be sure to collect all the same types of details about each location.

1. Identify your target audience:

2. Create your map:

3. Write your description:

DMS Students who have completed DMS 380

Create an HTML page that includes your headline, map, deckhead, and description. Be sure to

Evaluation Criteria:

Additional criteria for DMS students

unit 2

reading quiz #4

Due: The quiz is open from 5pm Tuesday 2/1 through 10am Tuesday 2/8

Instructions:

Access Reading Quiz #4 online through the Quizzes tool in Canvas. This is an untimed quiz. It is recommended that only a wired internet connection or reliable WiFi connection be used.

Reading Quiz #4 covers WEDM: Chapter 5. The quiz includes multiple choice, true/false, and short answer questions.

This quiz is OPEN book and notes, but CLOSED internet. You may retake the quiz one time if desired. The highest score of the two attempts will be recorded. Note: this quiz is created from a pool of questions, so a second attempt will have a different set of questions than the first.

workshop #1: introduction to production

Location: meet at Lourdes--MAH 208

Description:

In this workshop, you will be introduced to the basics of production through a presentation at WGTE. Topics will include:

in-class exercise #4: topic development

In this exercise, we will work on developing the topic/theme for our show. Work with the class/your group as indicated to answer the questions below.

Part 1. Audience Analysis

Participate in the discussion with the class and WGTE staff:

  1. What are audience characteristics of the typical WGTE viewing public?
  2. What are typical needs of this audience?
  3. Are there any audience segments where WGTE would like to expand its viewership?

Part 2. Topic Development

  1. Brainstorm some general topics; keep in mind your own interest as well as the interests/needs of the target audience.
  2. Discuss the topics with your group and choose 2 to develop further.
  3. Use the news values on pp. 148-149 to "localize" and focus your two topics.
  4. Impact
  5. Conflict
  6. Proximity
  7. Timeliness
  8. Prominence
  9. Novelty
  10. Human Interest
  11. Visual Interest

Write a sentence or two (each) describing your refined version of your topic:

After a class discussion, we will choose our theme/topic.

reading quiz #5

Due: The quiz is open from 5pm Tuesday 2/8 through 10am Tuesday 2/15

Instructions:

Access Reading Quiz #5 online through the Quizzes tool in Canvas. This is an untimed quiz. It is recommended that only a wired internet connection or reliable WiFi connection be used.

Reading Quiz #5 covers WEDM: Chapter 8. The quiz includes multiple choice, true/false, and short answer questions.

This quiz is OPEN book and notes, but CLOSED internet. You may retake the quiz one time if desired. The highest score of the two attempts will be recorded. Note: this quiz is created from a pool of questions, so a second attempt will have a different set of questions than the first.

in-class exercise #5: visual design and story planning

Part 1. Logo Design

Work with your group to answer the questions below:

  1. What is our brand identity? Consider:
  2. Values
  3. Services/skills
  4. Specialties
  1. What words and/or symbols best encapsulate our brand?
  2. What colors are most appropriate (it would probably be best to choose something that intersects with the University brand in this case)

After our class discussion, start drafting some logo ideas. You can create freehand logo drafts on paper, or you can use a digital logo-maker tool. Some options are included below.

Part 2. Story Planning

Now that we've identified our theme, we need to plan individual story segments.

  1. Work with your group to develop a specific angle on the theme that you will develop into a your story segment. Refer to the questions on pp. 150-151 to help you. Describe your idea here:
  2. Identify the story type your angle belongs to (see pp. 151-152).

After receiving feedback from the instructor and the class, edit/refine your idea. Write your final description here:

in-class exercise #6: background research

In this exercise, we will continue working on the information needed to contextualize and support our stories and begin the research process. Work with your group to answer the questions below.

Part 1. Background

Work from your preliminary notes from last time, but today you will start accessing and reviewing sources and taking notes on relevant information. Be as comprehensive as possible--it's better to have too much information than too little.
  1. Where can you find this information--list specific sources (title and URL if applicable)?
  2. On your list, note primary sources. Note sources that will need to be corroborated.
  3. For any sources that need corroboration, find at least 2 additional credible sources (list these below).
  4. Start researching and make some notes about what you find. Be sure to source/cite each fact/claim.

Part 2. Main Story

  1. Identify witnesses/experts you will interview for your main story. List their contact information--email and phone if possible.
  2. Identify which group member will be responsible for contacting each source to set up an interview time and the deadline by which this contact will me made. Remember, we will be interviewing 1 source next Tuesday.
  3. What information will you need to research before talking to your source? After listing it, indicate where you will find it. Remember--you want to come into the interview with knowledge of the topic so that you can understand responses and ask strong follow-up questions.
  4. Write a preliminary list of questions for each source.

Part 3. Accountability

Write a list of responsibilities for each student. All of the tasks indicated in Part 1. and Part 2. above should be assigned to a group member. Each group member should have an equal share of the work.

Part 4. Research

Start researching. You do not need to turn anything in for the in-class exercise for this part, but try to get a good start on your research in class and ask questions as needed. You will report on your research in Homework #2.

homework #2: research summary and draft interview questions

Due by midnight Friday 2/25

Instructions:

This assignment will be submitted as a group, but each group member should contribute the content appropriate for their research responsibilities outlined in In-Class #6 Part 3.

Part 1. Facts and Sources

For each of your sources, list title, author, publication information and/or URL (if applicable). Then write a paragraph identifying the relevant information that you discovered in this source. Explain whether the source needs corroboration or not--if not, why not? If so, identify the corroborating sources and confirm that you were able to verify the information.

Part 2. Interview Subjects

List the full name, complete job title, and employer for each of your interview sources. List the date when the source was contacted and if they have agreed to an interview, schedule the interview for one of your subjects for our 3/1 class (other interviews will take place 3/15). If you have not heard back from a source, indicate that and explain your plan, with specific dates and times, for a follow-up contact.

For each subject, provide a preliminary list of questions and potential follow-up questions. See the tips on p. 179-180 to help you.

Part 3. Next Steps

If any of your research work is incomplete--for example, additional sources need to be located, follow-up with subjects needs to be completed--explain your plan with group member responsibilities and a timeline for completing this work. You will be expected to submit a written follow up report when these tasks are completed by Friday 3/4 at the latest.

Evaluation Criteria:

Note: If follow-up steps need to be completed, the maximum grade that this submission can receive is 75%. The score for the assignment will be recalculated after the follow-up work has been completed.

unit 3

workshop #2: technical training and video production

Location: meet at Lourdes by the Planetarium

Time:

Description:

In this workshop, there will be a demonstration of the equipment we will use:

For the second half of the workshop, we will record person-on-the-street interviews with students. You should have 2-3 clear, direct, opinion/attitude/personal experience questions for your participants. You can plan ahead which students you want to interview or find subjects from whoever is around in the cafeteria area during class.

workshop #3: video production

Location: meet at Lourdes location TBA

Description:

In this workshop we will record the remaining interviews. Students will...

in-class exercise #7: post-production tasks

Part 1. Review Raw Footage

Work with your group to review raw footage for your story and identify clips that you would like to include in the final cut.

  1. Access the class clip spreadsheet
  2. Make sure you are on the correct worksheet for your group: see the tabs at the bottom.
  3. For each clip:
  4. Enter the name of the raw file you are reviewing
  5. Enter the starting timecode and the first few words of audio
  6. Enter the ending timecode and the last few words of audio
  7. Calculate the duration of the clip and enter the duration (remember, when working with time, the max is 60 not 100).

Part 2. Planning for next class

Work with your group to do the following:

  1. Identify additional B-roll needed
  2. Identify additional graphics needed
  3. Identify any resources that still need to be cited or credited
  4. Write a description or create an outline for the intro script for each story

homework #3: B-roll and planning

Due by midnight Friday 3/25

Instructions:

This assignment will be submitted as a group. You may assign different tasks to each group member based on the strengths/affinities of your team, but everyone should contribute an approximately equal amount of work to the assignment.

Tasks to complete:
  1. Shoot B-roll/select copyright free B-roll
  2. Shoot additional interviews
What to submit:

Resources: places to find copyright-free/cc images and video

Evaluation Criteria:

in-class exercise #8: paper edits and voice over scripts

Part 1. Review new B-roll and graphics

As a group, review the B-roll and graphics that have been collected since last time

  1. Access the class clip spreadsheet
  2. Enter any new clips on the clip spreadsheet
  3. Add the new clips to the cliporder worksheet for your group in the correct order
  4. Add the b-roll
  5. Remember to include the duration, and that the total final duration needs to be around 6 minutes.

Part 2. Writing Voice Over Scripts

Work collaboratively to write voice over scripts. These scripts should provide context and connective logic within your story, and you should have b-roll for visuals while this text is being read. Refer to WEDM pp. 258-264 for tips to help you.

create scratch tracks of your voice over scripts. This is a placeholder for timing purposes. We will re-record these tracks at the studio to ensure appropriate quality.

If you do not have time to finish the scripts and scratch tracks completely, list your plan for continuing to collaborate and complete the work. Your finished scripts will be part of your submission for Homework #4, due by midnight Tuesday 3/29.

Recommended Audio Apps

iOS (Apple)
Andriod

Part 3. Brainstorm your promo

Begin thinking about your promo and select some audio and visual clips you might want to include. The finished promo will be 30 seconds long, and you will work on editing together your promo in the editing workshop at WGTE.

homework #4: post-production

Due by midnight Tuesday 3/29

Instructions:

This is a group submission of all of the completed tasks identified in IC07 and continued in IC08.

What to submit, depending on your assigned tasks:

Resources: places to find copyright-free/cc images and video

Evaluation Criteria:

unit 4

in-class exercise #9: promoting the show

Part 1. Designing a Promo

Work with your group to storyboard a promo for our show. Keep in mind what you learned from the reaidng in WEDM Chapter 8 about combining visual, voice, and graphics to tell a story, and consider what you learned in WEDM chapter 7 about how to promote a product (e.g. our video). Use the questions below (adapted from pp. 202-203) to guide you.

  1. What is the purpose of the promo?
  2. Who is the audience?
  3. Why should they care--what's the most important thing(s) about the show: think from an audience-centered perspective?
  4. What are the key points you want to communicate?
  5. What audio and video can most effectively communicate these points? -- list specific timecodes and supply script lines as needed.

Part 2. Planning

Participate in the class discusison to determine the following:

workshop #4: video editing

Location: meet at WGTE

Description:

In this workshop, you'll learn the basics of video editing and work with Adobe Premiere.

homework #5: intro/outro (link) scripts and promo script

Due by in class Tuesday 4/19

Instructions:

Evaluation Criteria:

show rehearsal

For this assignment, we will practice the intro/outro (link scripts) and make any final edits.

workshop #5: recording the studio segments

Location: meet at WGTE

Description:

In this workshop we will learn about the basics of the studio and record our segment links.

homework #6: evaluating the experience

Due by midnight Thursday 4/28

Instructions:

Write an editorial about your experience working with WGTE on this project. Write it to a hypothetical group of students who are considering taking this class in the future. An editorial will include your personal perspective (so "I" is ok), as well as facts and analysis of your experience. Consider issues such as these:

Include an effective headline and deckhead, and include a byline.

Use a word limit of 500-700 words.

Evaluation Criteria: