Course calendar can be found above and HERE.

G+ Community

We’ll use a G+ Community to share our artifacts and ideas. Link here



Last workshops! May 10 or 11

In our last workshops, we’ll be creating reflective essays using Adobe Spark. Note: You must be in the workshop to receive credit for this assignment (20 points).

Here is what you need to do before for the workshop. You’ll probably need to do about 30 minutes of prep before your workshop time:

  • Create an account on Adobe Spark by clicking on the “Get Started Now” button. You will be creating an Adobe Page.
  • Go through everything you’ve created and written for our class. Read through your papers and your G+ posts and makes. Collect some examples of things you are proud of: sentences, paragraphs, makes, whole papers, discussions posts…collect things that demonstrate work you like and things you have learned.
  • You might come with some notes…ideas you might want to include in this final assignment.
  • Come with some images or links to videos that you can use on your Adobe Spark page…pictures of your freshman year perhaps.

Reflection Assignment–Read through your work and respond to these questions:

  • What have you learned? What have you learned to do?
  • Explain what you consider to be your “best” writing of the semester  (Be sure to define your criteria for “best” and to cite specific parts of your texts).
  • What do you wish you had learned? What can you do with what you have learned?
  • How have you contributed to our class? What role do you play in here? Are you pleased with your membership role/participation in the class?
  • If you want, you might reflect on your first year in college: what did you learn overall about yourself, about college, about ideas? What advice would you give to yourself if you could go back to last May when you were in highschool?
  • Be specific. Quote yourself or link to your work where helpful.
  • Share the link to your Adobe Spark page to G+ before leaving workshop. MENTORS: make sure the link works before people leave. AND, make sure you’ve selected a project you want to feature at the final!

Our final exam time is Monday, May 14, 2:00-3:50. Please bring your multimodal projects for sharing.

It has been a pleasure working with y’all this semester. I look forward to reading and viewing these final projects.

Week 13: April 26 or 27

This week’s workshop is about supporting revision and editing. You can check out suggestions for how to approach your revision and editing work here.

Here is what you can do to prepare for the workshop:

  • Look over the feedback from your peers and your mentor. Perhaps create a short list of their suggestions and what you plan to do with your draft based on those suggestions.
  • Come with any questions you have for your mentor to clarify about their feedback. Or questions you have about revising.
  • Read over your draft: check for typos and word choice.
  • Look over the suggestions for revision and editing; what might you want to try out? Add image(s)? Epigraph? Work with your sources? Revise your title?
  • Look over the paper guidelines and questions (below under Week 11): is there anything you might want to add based on those questions/ideas?

If you finish your revision work, you might start to look over the resources for the multimodal assignment. This work will be our focus next week.

Your final draft is due by the time you come to class on Monday, April 30. This is a firm deadline as we will quickly move on to the multimodal projects. You can use the same google doc as your first draft. If you choose to make a new google doc, please make sure it is shared with your mentor and me.

*Important: Please include a memo that tells the mentor and I what you revised/edited and why you made those changes. If you chose to ignore some feedback, say why you decided not to include those ideas in your revision.

Week 12: April 19 & 20

This week in workshop, you’ll be giving feedback to your peer’s drafts. I’m hoping you can give feedback to two peers during workshop (*Note: you need to be in workshop to receive credit for this work). The mentors will be showing you an example of some end comments and asking you to revise the memo at the top of your essays. You can see an example memo and an example of end comments here:

Example here (You can see Zach’s memo at the top and my feedback (in blue) at the bottom of the draft)

When you write your peer response (to two peer’s papers):

  • You should look over the memo that the writer shared first to see what support the writer is requesting.
  • Then, read the draft and give some marginal comments as you go.
  • Then, write a paragraph at the end with some overall feedback: give them perhaps TWO suggestions for what they might do next in the revision. (See the example above at the end of the draft). You can tell the writer what you like too.
  • Once you have feedback on your own draft from two people and you’ve given feedback, write a new note about what you are going to do next with the draft. How are you planning to incorporate the feedback and what are your plans for revision? The mentors will refer to this when giving their own feedback to your draft.
  • We are also offering 5 points extra credit or one absence from workshop removed for working in ESL Resource Center for 45 minutes with a writing tutor. You do not have to be a second-language learner to take advantage of this.

Thank you in advance everyone for giving thoughtful feedback to your peer’s drafts.

Week 11: April 12 & 13

Thank you all for the input yesterday: you all had similar ideas about guidelines for the paper.Plan to come to workshop ready to write your paper (due Monday in class). Bring headphones if you need to block out noise. Happy writing! You got this.

Paper Guidelines

You should expect that the paper will do the following:

  • You should argue for a specific approach or point of view, even if it is tentative. (i.e. at this point in time, given the research I have read/conducted, I argue that  . ..) OR provide information and analysis of an idea (i.e provide analysis of how women are represented in the media or how car culture is created in online communities…)
  • Minimum 3 sources represented in your paper. Select the most relevant research for discussion/support of your ideas. Use in-text citations to support your ideas (this is a fancy way of saying use quotes from your sources to support what you say).
  • Your paper should be carefully documented including MLA or APA in-text citation and Works Cited (MLA)/References Page (APA)
  • 3-6 pages

You will be evaluated based on the complexity of your claims, your use of support/outside sources, and you attention to editing and citation format guidelines.

Guiding questions that might help you with what to say:

Ideas for your introduction:

  • why are you interested in this? Why should others be interested? You might be able to revise the intro from your Curated Resource.
  • Tell a story about your experience with the thing you are researching. If you’re a gamer, talk about that and describe what it’s like to play. Tell your immigration story or a story from your family. Talk about how you’ve experienced the media: are you represented in current popular media? Tell a story about being part of car culture or another issue you are a part of…
  • Summarize one of your sources as a way to start the paper, then explain how you became interested in the next paragraph.
  • Tell us what others or the public think about this issue and then go on to explain why the public is confused or has a limited view of the issue
  • Describe a case or someone’s story that lead to this research.
  • Explain why this issue is important to think about at this moment in time.

Ideas for the body of the paper:

  • If you’ve used a film, book, video or TV series: you could summarize or describe it and then go on to do your analysis of the text.
  • You could summarize your sources and tie them to your claims and ideas.
  • You can connect a story you told in the introduction to the sources you are reading. How do the sources connect to your experience with the issue?
  • Go back and look at Monica’s paper and think about how she uses each paragraph to move through her argument about civic engagement in college. You might also look at how your sources use their body paragraphs to move through the ideas.

Ideas for your conclusion:

  • So what? So why should people care about this? What do you want people to leave with after they read the paper?
  • Is there anything people can do? Awareness, places to search for more information or to volunteer?
  • You could address what you think should happen next: what questions are you left with? What would you research next? What should others work on?
  • You could go back to your story if you had one in your intro and add to it. In fact, you could not tell the ending to your story in the intro and then use the conclusion to say what happened.

If you get stuck: read your sources or look for other sources (as models or as more information).

Week 10: April 5 or 6

Our plan is to use the workshop time this week to write the introduction/context for your sources. You’ll look over the scoring sheet together and make a plan for work. We’ll end workshops by giving some feedback on what you have so far. The completed assignment is due Sunday (April 8) in the SAME document you’ve been working with already. PLEASE BRING YOUR COMPLETED DRAFT TO CLASS on Monday as either a hard copy OR on your laptop. 

What you can do to prep for the workshop:

  • Look over Curated Resource assignment here.  Also pasted below.
  • Look over scoring rubric: link here.
  • Make sure you have 6 sources with summaries and they are in MLA or APA format with links. Be ready to work on intro/context part.

Curated Resource Assignment

Write an introduction to the Curated Resource. Think of this as an overall summary of your research process: how you searched, what you learned, what was challenging…along with some synthesis of the sources. Basically, you’ll provide some context for your Curated Resource. This will be close to 2 pages. Here are the guiding questions (you could think of each of these questions as a paragraph or two each):

  1. Why are you interested in this research? Is there something that made you want to know more?
  2. How have you found sources so far? What has been your process for looking for sources? What have you found?
  3. What have you learned so far from your research?
  4. What do you need to do next for your research? And, what kind of paper can you imagine writing from what you have so far? What might go into the paper?\
  5. Then a summary of at least 6 sources (and most likely more links below your summaries). This is the annotated bibliography part, which should already be completed: it was due Monday, April 2.

Here is the example from Stormie.


Week 8: No workshops on March 15 or 16. Using our whole class time on MW for research. We will offer a make up workshop for anyone interested on Thursday, March 15th, 3:00-5:00 in ARTS 227 (the large, open collaborative space on the 2nd floor of the ARTS building)

Spring Break March 19-23

Week 9: No workshops on March 29 or 30 (honoring Cesar Chavez)

Week 10: Workshops return April 5/6

Week 7 Workshop: March 8 or 9

Look over Make Cycle 4 & 5, especially the Curated Resource assignment.

You’ll spend a lot of the time in the workshop finding sources, reading those sources, and writing short summaries. Your goal: learn about something you are interested in researching. Read and think about your area of interest. Hope you leave workshop with at least two sources with some summary of those sources. Share Google Doc with mentor and Kim:

Week 6 Workshop: Feb 28 or March 1

Look over Make Cycle 3

Our goal for this workshop: create Make 3 Make

Make 3 Make due By Sunday, March 4: Make 3 due in G+ community

I can imagine a lot of ideas for this make:

  • You might try to represent one of the terms in a visual form (like hack or disrupt or open access or…)
  • Perhaps your workshop group can create one or two Makes together? A film that is modeled after the Words video we watched in class. How might you represent the ideas from the last two weeks in a series of images?
  • If you’re inspired by Swartz, Al Shafei, Garza, and Vargas, how might you create something that represents their ideas?

I’m hoping that perhaps your group will make something together in the workshop and share together in G+ community.

What you can do to prep for the workshop:

  • Come to your workshop with an idea for Make 3.
  • Be prepared to share your idea with the group and decide together if one of the ideas can be created collaboratively.
  • The Words video could be inspiration for your Make this week as a group

Week 5 Workshop: Feb 22 or 23

Look over Make Cycle 3

Our goal for this workshop: watch a portion of The Internet’s Own Boy and write an extended summary (discussion post). See options below.

By Friday, Feb 23: discussion post due in G+ team. Here are some options for this post:

  • Write a summary of the article(s) or TED talk your group was assigned. What is the article or TED talk about and what did you learn by watching or reading this text?
  • Tell us about a keyterm(s) you might have looked up as context for our work. What did you learn about EFF or Reddit or Hacking or Creative Commons or another term you followed up on? Provide some links too to any resources you found or looked into. You might want to work with more than one term so you have enough to say here.
  • Write about the film: what have you learned about Aaron Swartz’ case? What is interesting or puzzling? What kind of research might you look into after learning about this case from the film?
  • Some combination of those options is great too.

No matter which of these options you choose, I would expect these to be about 3 paragraphs that include some summary work, some ideas about what you learned/what you think about the ideas.

What you can do to prep for the workshop:

  • Bring headphones in case your group decides to watch portions of the film on laptops.
  • Look at Make Cycle 3
  • Have an idea about which option you want to write about for your post from the list of options above.

Masquerade by Ashley Penning-Jeffries

Week 4 Workshops: Feb 15 or 16

Our goal for this workshop: brainstorm ideas, try out some data collection, and prep for the Makes that are due Sunday by midnight. You are taking control and representing your own data/analytics through an artifact you make. 

What you can do to prepare for the workshop:

Look at Make Cycle 2: MAKE ideas

You need to do two things to get ready for this Make: 1) gather some data from the sites you frequent–look for the things the sites collect about you; and 2) think about how you might represent this data differently? You could gather everything Chico State knows about you from your portal, for example, and then think how you would want to represent that data. What would you add? Or, gather your Snapchat data and think about how you would represent that data if you have control over how your data was shared or viewed.

  1. In the workshop, to try to find your own data, you can try out the Data Detox site and/or the Wayback machine (maybe try to check out Chico State’s homepage from the 1990’s or an old MySpace page? Once you put in a site, you can scroll through the timeline). Figure out how to check your own Google Analytics. Do you have Twitter, Snapchat or Instagram analytics? 
  2. Then, think about what you might make. You can look at the suggestions in Make Cycle 2 or come up with your own idea. Or, here are some digital platforms that could be interesting to use for your Make:

Keep in mind that with any of these digital platforms you can always google “how do I use Storify,” for example. You can find lots of tutorials that walk you though how to make things on most platforms.

With our makes, you have control over the Product, the Process, the Materials, and the Distribution of the things you make. –>Remember to tell us about your process when you post to G+! What did you do and why? What was challenging? What worked? What do you hope people get from seeing your make? 


Week 3 Workshops: Feb 8 or 9

Look over Make Cycle 2

Our goal for this workshop:

Write extended summary (discussion post) on “The Weaponization of Education Data” by Audrey Watters. Here is the prompt:

  1. What is she arguing; what is the article about? Walk the reader through the ideas in the article: she starts by…, then she.., next, she…then she ends with…Use a quote or two from her article to support your summary of her ideas.
  2. Follow one of the links from her text and provide a summary of that article too. What is one of the articles she links to about? How does this article support Watters argument?
  3. Finally, what do you think about her ideas? What is interesting or puzzling? What questions are you left with?
  4. End by citing the article using whatever citation form you prefer (MLA, APA, other?).
  5. Due in your G+ team page by Friday night, Feb 9

I would expect this post to be 3-4 paragraphs that include a quote or two from the article(s). This will be a substantive response.

Here are a couple of example summaries you might reference: Why are these good examples?

Example summary

Another example

What you can do to prepare for the workshop:

  • Read carefully (with notes) Audrey Watters’ article. Bring notes and article to workshop.
  • Follow one of the links and have some notes so you can write a summary of that too.


Week 2 Workshops: Feb 1 or 2

The goal this week is create artifacts that represent the ideas from our first Make Cycle. How might you create something that shares with others the ideas we’ve worked with related to our quantified selves, self, selfies? You might create art, films, songs, infographics, etc. Your workshop group may also spend about 30 minutes revising your Quantified Self essays if the mentor has had time to give feedback. Otherwise, you’ll revise that essay next week during workshop.

What you can do to be prepared for the workshop:

  • Look over the Make assignment (see below or on Make Cycle 1 Page)
  • Have an idea about what you might want to create
  • Bring any materials you might need to workshop. Think of the workshop this week as a studio space with composers, makers, writers, artists working alongside each other. (Maybe it’s time to make a Spotify/Pandora playlist and rotate some DJ responsibilities? Or everyone contribute 3 songs to a playlist?)

Assignment description:

  • Compose Make Cycle 1 artifacts. Due in G+ Community (Make Cycle 1: Makes) by Sunday, Feb 4.
    • You could create an infographic with your stats like the Quantify Yourself chart in the article. Piktochart could be a great resource for this.
    • You could create  a short film: alternating some day-in-the-life style video perhaps with some narrative and images from you. I would keep this under 2-3 minutes. And I would compose a film, not simply talk to a webcam.
    • You could create a collage of yourself, using pop culture, the things you read, watch, listen to, make, etc How is your identity represented by the artifacts and texts you’re surrounded by?
    • Try using art or drawing to represent the ideas we’ve worked with about self/selfies (digital art or actual painting/drawing). What would it look like to string a bunch of your selfies together? What gets left out of the selfie series? What is still hidden and how might you represent that in art forms?
    • Lots of ideas for sharing stories about yourself here too.
    • Other idea? Just run it past your mentor and Dr. Jaxon…
  • **Important: Once you share your Make in G+ (upload photo, link, etc), then tell us about your process of making: what were you going for with your make? what worked out? what was challenging? What do you hope people take away from viewing, reading, hearing your make?