My work this semester, and especially in the final two projects, has forced me to embrace revision and see the projects as processes. Much of this comes from the format and genre of the projects.
In my first project on women in science, math, technology and engineering fields, my work also evolved as the project wore on. But I still had a rather linear view of where my project would go. I would start with different corporations and media outlets to cover women in their careers, move to schools to focus on women in their educations, and finally talk about why I thought it was important. I was happy with this work, and felt I was reaching an audience of women and girls for whom it would be relevant, but after a few drafts of my initial topic, I followed one general plan without much deviation. My process was fairly linear.
In my video and my second hyperessay, I noticed I had more composing-to-learn processes: I knew the general topics I wanted to cover, but did not really have a plan of how the final projects would turn out, or what—if any—final arguments I would produce. I found that when I took advantage of the genres of the projects, this non-linear process worked.
In my video, I found myself cutting interviews and moving clips in orders I did not anticipate. Because I had the liberty of splicing and re-ordering, I let the answers of my interview subjects guide where the project went, instead of feeling limited to the order in which I had initially asked the questions. In my second hyperessay, I challenged myself to create 10 independent pages and not order them or section them at all (as I often find myself doing because it makes the Weebly template work better). When I was not constrained by a template, I found that my project was able to have a non-linear quality that I desired, and that I could include a larger range of topics. Freeing myself from a linear mode also allowed me to revise my second hyperessay more based on feedback I received from my classmates in workshop time, which I think made my overall project better.
In all my projects I was able to use ideas and snippets from my blog posts to help provide literature to support my projects. I found it incredibly helpful to have these written documentations of the readings we had done so that I could “recycle” some of my old thoughts and refurbish them into a new project or genre to help me communicate my ideas better. I am overall proud of the work I produced this semester.
Thank you for another great semester, Professor Julien! Your classes are so relevant and I really enjoy the assignments we do. Have a wonderful break!
In my first project on women in science, math, technology and engineering fields, my work also evolved as the project wore on. But I still had a rather linear view of where my project would go. I would start with different corporations and media outlets to cover women in their careers, move to schools to focus on women in their educations, and finally talk about why I thought it was important. I was happy with this work, and felt I was reaching an audience of women and girls for whom it would be relevant, but after a few drafts of my initial topic, I followed one general plan without much deviation. My process was fairly linear.
In my video and my second hyperessay, I noticed I had more composing-to-learn processes: I knew the general topics I wanted to cover, but did not really have a plan of how the final projects would turn out, or what—if any—final arguments I would produce. I found that when I took advantage of the genres of the projects, this non-linear process worked.
In my video, I found myself cutting interviews and moving clips in orders I did not anticipate. Because I had the liberty of splicing and re-ordering, I let the answers of my interview subjects guide where the project went, instead of feeling limited to the order in which I had initially asked the questions. In my second hyperessay, I challenged myself to create 10 independent pages and not order them or section them at all (as I often find myself doing because it makes the Weebly template work better). When I was not constrained by a template, I found that my project was able to have a non-linear quality that I desired, and that I could include a larger range of topics. Freeing myself from a linear mode also allowed me to revise my second hyperessay more based on feedback I received from my classmates in workshop time, which I think made my overall project better.
In all my projects I was able to use ideas and snippets from my blog posts to help provide literature to support my projects. I found it incredibly helpful to have these written documentations of the readings we had done so that I could “recycle” some of my old thoughts and refurbish them into a new project or genre to help me communicate my ideas better. I am overall proud of the work I produced this semester.
Thank you for another great semester, Professor Julien! Your classes are so relevant and I really enjoy the assignments we do. Have a wonderful break!