Project Instructions: Your final project this term is a script for an episode of our fictional New York Tech Writes New York podcast, which you will record. Your script must assert a well-supported argument that conveys diverse viewpoints. In doing so, you will focus on 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 and interested readers who would benefit from learning more about how your text works and its relationship to New York's literary history.
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 they will analyze, including quotations from the texts they consider.
Annotated Bibliography: Students will focus their research topic to a working thesis and include an annotated bibliography of at least five sources.
- Use MLA format for annotated bibliography. See this online guide and sample annotated bibliography for further information.
- Three sources must be peer-reviewed journal articles, which students can locate using the New York Tech library's website and databases for journal articles. Students can also join and search the databases at the New York Public Library. Students are also welcome to use the articles in the Research Resources Module on Canvas.
- Additional sources can include documentaries, podcasts, and interviews. Additional online resources: Google Scholar, National Emergency Library, Public Books Database, The Andy Warhol Museum
Script: Each student will compose a written script of at least 1250 words. The script will assert a thesis supported with well-developed paragraphs, including careful analysis of quotations from at least one text in the course and research with five sources, including three peer-reviewed journal articles. The script must demonstrate the ability to distinguish facts from opinions. Its focus should be on at least one text we read, but students are also encouraged to investigate other works by the same author. Students must use parenthetical citations to acknowledge ideas from sources as they refer to them.
Each 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 today? What in the text allows us to understand our world better, 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 different from how 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 understand New York better? What does the text teach us?
- Investigate existing podcasts. For sample podcast episodes, see The History ChicksLinks to an external site.
- Practice the podcast before recording it or edit the final product.
- Remember to give the podcast episode a title. It will help to frame and focus the project.
- Students can reuse content from their postings but should revise it for the new context.
- Include transitions between ideas and paragraphs.
- Students must include a list of works cited in MLA format at the end of the script acknowledging all sources consulted, including webpages, interviews, and audiovisual materials. Students must use their own words and cite all sources appropriately. Using others’ words or ideas without acknowledging them is plagiarism.
- Students will lose points for incorrect citation format and lack of proofreading. MLA guidelines are available here.
- Do not make podcasts available for the public online.
Exceptional.
Script
- A thought-provoking script that is clearly written, demonstrating creativity and thorough engagement with texts.
- Supports a focused thesis, considering its implications.
- Asserts a well-developed argument that supports diverse viewpoints.
- Reflects careful research with at least five sources, acknowledging the kinds of sources they are (primary [poems, photographs, stories, interviews] and secondary [journal articles]).
- Quotations are analyzed and incorporated effectively, functioning as parts of sentences.
- Sentences demonstrate clear, engaging use of language.
- Distinguishes facts from opinions.
- The conclusion draws the argument to a close, makes a connection to a new context, and suggests directions for further research.
- Includes correct grammar, punctuation, and MLA style for in-text citations and list of works cited.
- Illustrates creativity in its approach to the assignment.
- Clearly presents content.
- Sources are acknowledged.
- Demonstrates creativity.
- Engages its audience.
Script
- Contains a thesis supported by an analysis of quotations and examples.
- The implications of the thesis could be considered further.
- Research could reflect more careful research with credible sources, acknowledging the kinds of sources they are (primary and secondary).
- Quotations could be incorporated and analyzed further.
- The organization of ideas could be stronger.
- The conclusion could consider further future directions for research.
- The script could demonstrate further revision and proofreading, including the demonstration of MLA style for in-text citations and list of works cited.
Satisfactory. The project is reasonably focused, and explanations or analyses 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 project reflects moderate engagement with the topic. It contains errors in grammar, punctuation, or MLA style (and the list of works cited).
Underdeveloped. The project contains mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The project reflects passing engagement with the topic. It contains many errors in the use of grammar, punctuation, or MLA style.
Limited. The project is unfocused.
No Credit. The project is missing, or the script consists of disconnected sentences. The project 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