1920s World's Fair
http://www.examiner.com/article/website-a-true-time-machine-to-roaring-20-s-of-new-york
Script and Podcast or Video
Proposal: Students will write a proposal of at least 250 words that uses at least one of the templates from They Say/I Say to assert a preliminary thesis for their project, state key questions it will address, discuss why these questions are important, and the materials you will analyze, including quotations from the texts you consider. You should also address the software you will use to make your podcast or video, its setting, any other actors you will include, and examples of documentaries, podcasts, or interviews you have investigated.
Annotated bibliography: Students will focus their research topic to a working thesis and include an annotated bibliography of at least five sources. State your thesis at the top of the annotated bibliography. While this project incorporates research, your focus should be on the text or texts you analyze from the course. One source must be a peer reviewed journal article addressing one of the texts you address, which you can find using databases from our library's website. Another source must be a primary source you have located, which could be a print article, a historical photograph that you will examine, or a newspaper or magazine article from the time period. Your remaining sources can also include existing documentaries, podcasts, and interviews that you use to investigate the genre. Use proper MLA format for annotated bibliography. See the online sample annotated biography here. You can search the NYIT library's website and their databases for journal articles. You can also join and search the databases at the New York Public Library.
Additional online resources: National Emergency Library, Project Muse, JSTOR, Public Books Database, The Andy Warhol Museum
Project instructions: In your final project this term, you will write a script for an educational podcast or video that you will record or film, which asserts an argument analyzing at least one text by a writer we read during the second half of the term and what it teaches us about New York. Your audience is college students, high school students, or interested readers whom you feel would benefit from learning more about how your text works and its relationship to New York's literary history.
Script: Your written script must be at least 1250 words. You will need to select a narrow focus so that you can present a compelling argument in a short span of time which you will support with careful analysis of quotations from at least one text we read and quotations or points from five primary or secondary sources you have located. Your focus should be on at least one text we read, but you are encouraged to also investigate other works by the same author. You must use parenthetical citations in your essay to acknowledge ideas from sources as you refer to them. Use the templates for incorporating and analyzing quotations in They Say/I Say.
Your script will address one of the following questions:
1.) How is at least one of the texts we read during the second half of the term relevant in today's world? What in them should readers know about? What in the text allows us to better understand our world and what light does our world shed on that of the text?
2.) What is the role of power in at least one text we have read? How is it similar to or differ from the ways we have seen power function in at least one other text we have read this term? Why is this similarity or difference significant?
3.) How does at least one text allow us to better understand New York? What does the text teach us?
As you respond to your research, you must acknowledge the kinds of materials you are using. A newspaper editorial differs from an article in an academic journal. An authority on a particular topic can lend perspective that others can not. Similarly, essays by and interviews with authors can provide information that sheds light on their work. Make it clear that you know the difference between different kinds of sources and why you are using them.
Podcast or Video. Select a format for your video or podcast that best communicates the argument you would like to make. Some examples include a documentary, interview, commentary, or discussion, or a combination of these formats. Interviews are often popular because they provide an opportunity to have an imagined conversation with a character or an author, and the ability to discuss texts from different perspectives, asking authors why they made various creative decisions and crafting their responses. Make sure that your script and podcast or video includes your own analysis of the texts. You can quote texts or include images, segments of recordings, or videos, but you must acknowledge all sources that you did not create.
You should investigate existing documentaries or videos to approach the genre and subject in a new way. For sample podcasts, see The History Chicks.
After writing your script, you will create a podcast or video version of your interview. You can ask a friend to perform part in your video or podcast, but each student will only receive a grade for his or her own project. You could, for instance, create a conversation with the author or a character, or dramatize a scene and discuss it with classmates.
Practice your video or podcast before recording it. You may want to record several versions or edit the final product.
Remember to give your script and video or podcast a title. It will help to frame and focus your project.
You are required to include a list of works cited in MLA format at the end of your script acknowledging all sources you have consulted, including webpages, interviews, and audiovisual materials. You must use your own words and cite all sources appropriately. Using others’ words or ideas without acknowledging them is plagiarism.
You will lose points for incorrect citation format and lack of proofreading. You can consult MLA guidelines here :https://owl.english.purdue.edu/owl/resource/747/01/
Submit your rough draft and final drafts on Blackboard at least thirty minutes before class on the dates indicated above. You can use Google Drive to share audiovisual material with the instructor. Do not make your videos available for the public online. Make sure to save your files in a format that can be viewed by both Mac and Windows users.
Assessment Rubric
Your project will be assessed using the following criteria:
Exceptional.
Script
Strong
Script
Satisfactory. The script and podcast or video are reasonably focused, and explanations or analysis are mostly based on examples or other evidence. Fewer connections are made between ideas, and though new insights are offered, they are not fully developed. The script and podcast or video reflect moderate engagement with the topic. It contains errors in use of grammar, punctuation, or MLA style (and list of works cited).
Underdeveloped. The script and podcast or video contain mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The script and podcast or video reflect passing engagement with the topic. It contains many errors in use of grammar, punctuation, or MLA style.
Limited. The script and podcast or video are unfocused, or simply rehash previous comments, and neither portion of the project displays no evidence of student engagement with the topic.
No Credit. The project is missing or the rationale consists of disconnected sentences. The script, podcast, or video demonstrates plagiarism: presenting others' ideas as your own, pasting content from sources (including websites), or drawing on such content without citing it.
Adapted from https://www.chronicle.com/blogs/profhacker/a-rubric-for-evaluating-student-blogs/27196
Proposal: Students will write a proposal of at least 250 words that uses at least one of the templates from They Say/I Say to assert a preliminary thesis for their project, state key questions it will address, discuss why these questions are important, and the materials you will analyze, including quotations from the texts you consider. You should also address the software you will use to make your podcast or video, its setting, any other actors you will include, and examples of documentaries, podcasts, or interviews you have investigated.
Annotated bibliography: Students will focus their research topic to a working thesis and include an annotated bibliography of at least five sources. State your thesis at the top of the annotated bibliography. While this project incorporates research, your focus should be on the text or texts you analyze from the course. One source must be a peer reviewed journal article addressing one of the texts you address, which you can find using databases from our library's website. Another source must be a primary source you have located, which could be a print article, a historical photograph that you will examine, or a newspaper or magazine article from the time period. Your remaining sources can also include existing documentaries, podcasts, and interviews that you use to investigate the genre. Use proper MLA format for annotated bibliography. See the online sample annotated biography here. You can search the NYIT library's website and their databases for journal articles. You can also join and search the databases at the New York Public Library.
Additional online resources: National Emergency Library, Project Muse, JSTOR, Public Books Database, The Andy Warhol Museum
Project instructions: In your final project this term, you will write a script for an educational podcast or video that you will record or film, which asserts an argument analyzing at least one text by a writer we read during the second half of the term and what it teaches us about New York. Your audience is college students, high school students, or interested readers whom you feel would benefit from learning more about how your text works and its relationship to New York's literary history.
Script: Your written script must be at least 1250 words. You will need to select a narrow focus so that you can present a compelling argument in a short span of time which you will support with careful analysis of quotations from at least one text we read and quotations or points from five primary or secondary sources you have located. Your focus should be on at least one text we read, but you are encouraged to also investigate other works by the same author. You must use parenthetical citations in your essay to acknowledge ideas from sources as you refer to them. Use the templates for incorporating and analyzing quotations in They Say/I Say.
Your script will address one of the following questions:
1.) How is at least one of the texts we read during the second half of the term relevant in today's world? What in them should readers know about? What in the text allows us to better understand our world and what light does our world shed on that of the text?
2.) What is the role of power in at least one text we have read? How is it similar to or differ from the ways we have seen power function in at least one other text we have read this term? Why is this similarity or difference significant?
3.) How does at least one text allow us to better understand New York? What does the text teach us?
As you respond to your research, you must acknowledge the kinds of materials you are using. A newspaper editorial differs from an article in an academic journal. An authority on a particular topic can lend perspective that others can not. Similarly, essays by and interviews with authors can provide information that sheds light on their work. Make it clear that you know the difference between different kinds of sources and why you are using them.
Podcast or Video. Select a format for your video or podcast that best communicates the argument you would like to make. Some examples include a documentary, interview, commentary, or discussion, or a combination of these formats. Interviews are often popular because they provide an opportunity to have an imagined conversation with a character or an author, and the ability to discuss texts from different perspectives, asking authors why they made various creative decisions and crafting their responses. Make sure that your script and podcast or video includes your own analysis of the texts. You can quote texts or include images, segments of recordings, or videos, but you must acknowledge all sources that you did not create.
You should investigate existing documentaries or videos to approach the genre and subject in a new way. For sample podcasts, see The History Chicks.
After writing your script, you will create a podcast or video version of your interview. You can ask a friend to perform part in your video or podcast, but each student will only receive a grade for his or her own project. You could, for instance, create a conversation with the author or a character, or dramatize a scene and discuss it with classmates.
Practice your video or podcast before recording it. You may want to record several versions or edit the final product.
Remember to give your script and video or podcast a title. It will help to frame and focus your project.
You are required to include a list of works cited in MLA format at the end of your script acknowledging all sources you have consulted, including webpages, interviews, and audiovisual materials. You must use your own words and cite all sources appropriately. Using others’ words or ideas without acknowledging them is plagiarism.
You will lose points for incorrect citation format and lack of proofreading. You can consult MLA guidelines here :https://owl.english.purdue.edu/owl/resource/747/01/
Submit your rough draft and final drafts on Blackboard at least thirty minutes before class on the dates indicated above. You can use Google Drive to share audiovisual material with the instructor. Do not make your videos available for the public online. Make sure to save your files in a format that can be viewed by both Mac and Windows users.
Assessment Rubric
Your project will be assessed using the following criteria:
Exceptional.
Script
- A thought-provoking script that is clearly written, demonstrating creativity and thorough engagement with texts.
- The script develops a focused thesis, considering its implications.
- Quotations are analyzed and incorporated effectively, functioning as parts of sentences.
- The script reflects careful research with at least five sources, acknowledging the kinds of sources they are (primary [poems, photographs, stories, interviews] and secondary [journal articles]).
- The project includes careful consideration of not just the texts we read in class, but others by at least one author we read.
- The project's title draws in readers, introducing them to its argument.
- Sentences throughout demonstrate skillful, engaging use of language.
- The conclusion of the script draws the argument to a close, makes a connection to a new context, and suggesting directions for future research.
- The script demonstrates awareness of its own limitations or implications, and it considers multiple perspectives when appropriate.
- The script demonstrates correct use of grammar, punctuation, and MLA style (including a list of works cited).
- The project engages the audience.
- Sources are acknowledged in conversation in podcasts or in text (as appropriate) in the case of a video.
- The project is innovative and its design works well with its content.
- The podcast or video is clearly designed, legible, and accessible to users.
- Images (when relevant) are effectively incorporated, interpreted, and cited.
Strong
Script
- The script contains a thesis, supported by analysis of quotations and examples.
- The implications of the script could be considered further.
- Research could reflect more careful research with credible sources, acknowledging the kinds of sources they are (primary and secondary).
- The organization of ideas could be stronger.
- Quotations could be more incorporated and analyzed further.
- The conclusion could consider further future directions for research.
- The project's title could be stronger, drawing in readers, and introducing them to its argument.
- The rationale could demonstrate further revision and proofreading, including demonstration of MLA style (and list of works cited).
- The design and content work less effectively to make a compelling argument.
- The podcast or video is less clearly designed or difficult to understand.
- Images (when relevant) could be more effectively incorporated, interpreted, and cited.
Satisfactory. The script and podcast or video are reasonably focused, and explanations or analysis are mostly based on examples or other evidence. Fewer connections are made between ideas, and though new insights are offered, they are not fully developed. The script and podcast or video reflect moderate engagement with the topic. It contains errors in use of grammar, punctuation, or MLA style (and list of works cited).
Underdeveloped. The script and podcast or video contain mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The script and podcast or video reflect passing engagement with the topic. It contains many errors in use of grammar, punctuation, or MLA style.
Limited. The script and podcast or video are unfocused, or simply rehash previous comments, and neither portion of the project displays no evidence of student engagement with the topic.
No Credit. The project is missing or the rationale consists of disconnected sentences. The script, podcast, or video demonstrates plagiarism: presenting others' ideas as your own, pasting content from sources (including websites), or drawing on such content without citing it.
Adapted from https://www.chronicle.com/blogs/profhacker/a-rubric-for-evaluating-student-blogs/27196
Examples of student projects analyzing Mulk Raj Anand's novel Untouchable and James Joyce's A Portrait of the Artist as a Young Man.
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