When we were told we would be creating a video, I automatically knew it would take more time and thought than just writing down my thoughts. I had to reflect on what is a part of my life that I would like to share with others.
Each classmate’s topic may have been selected because the student came across the idea, felt it was what the assignment required or was an idea they could relate to. By having a connection to the piece, it will most likely be a stronger final product. The personal element was shown in Elyssa and Isabella’s videos because they shared something they enjoy. This can’t always be shown through text because the viewer can’t visualize the emotions that the author is feeling.
With these emotions, comes tone. The tone of a piece can create a humorous video like Will’s or more serious like Jessica’s. Their ideas were both able to be conveyed to the viewer but with images and video the tone couldn’t be interpreted differently by various audiences. If these pieces were only written the message of humor is more easily lost. Seriousness can be conveyed through text but with the help of the images, the point was stronger.
In these pieces, still and moving images were typically accompanied by an audio file. This audio is the written text and description of the topic. These videos and other videos don’t typically have the script also written on the screen. With the combination of words and images, it may be hard to separate the two. If the text was presented on the screen like Peter’s was vs. how many of the others were, it is hard to focus on both elements at one time. The audio may distract from the video or the images become attached to the audio. I find myself associating the images with the audio and not being able to isolate them.
Each video has its affordances and constraints, but finding the right medium to use digitally to portray the desired message is the skill we are trying to acquire.
Wed, 3/01, class: Read boyd to p. 99. Be ready to take us to a passage in the first half of It’s Complicated that you feel can advance the conversation we’ve been having about digital rhetorics and culture.
Thurs, 3/02, 10:00 am: Post your first response to boyd.
Fri, 3/03, class: Read and post comments on the pieces written by yur group members. Please also read Chapter 2, pp. 11–25, of Fenton and Lee.
Your second writing assignment is in many ways the same as the first: Write a post of about 400 words or so in which you use your reading of Carr’s The Shallows as a springboard for your own thoughts on our digital culture.
There are, however, a few ways in which I’d like you to take on some new challenges in this piece.
Finish Carr. Convince me that you’ve done so by responding to a passage in the second half of his book.
Try to move past saying, I feel the same way. We all do—and it’s perfectly reasonable that confessing to a Carr-like mood of impatience and distractedness was the principle theme of many first responses to his work. But if that’s all we can come up with, we will soon run the risk of boring one another. So what else might there be to say about living and working in the sort of culture Carr describes?
Embed an image in your response. See if you can use an image in your writing that does not simply illustrate but somehow adds to what you have to say.
A few more rules about images. If you use an image that has been created by someone else, you must:
Give credit to the maker of the image. (Use the caption function in WordPress to do so.)
Crop or alter the image in some way.
Or you can simply use an image you have made yourself.
Once again I will also ask you to read and comment on the responses posted by your group members. The deadline for your post is 10:00 AM on Thurs, 2/23. The deadline for your comments is the start of class on Fri, 2/24.