Script and Podcast or Video

RESEARCH PROJECT: SCRIPT AND PODCAST OR VIDEO
Project: For your research project this term, you will write a script for an educational podcast or video that you will record or film. Your script can take any format (such as an interview, conversation, documentary, or talk show), but it must assert an argument analyzing at least one of the texts we read or viewed during the second half of the term (by Kazuo Ishiguro, Tracy K. Smith, Natalie Diaz, or Sumita Chakraborty) in depth to support and develop your argument.

Select one of the following questions:

1.) After reading Catherine D'Ignazio and Lauren F. Klein's essay "Data Feminism for AI," consider what changes you would make to the world of Never Let Me Go or at least one of the poems we read this semester. How could AI be used to change the power dynamics or improve lives? What recommendations would you make so that AI is used fairly and ethically? Analyze at least one quotation from Ignazio and Klein's essay and others from the texts you analyze as you develop and support your argument.

2.) How would at least one text we read make meaning differently if it were adapted for a different medium (i.e., poem to novel, novel to movie, poem to painting, novel to graphic novel, essay to video game)? Describe and discuss what the new text would include and what we would learn from it in this new format. If it is a poem to a novel or novel to poem, write out a portion of it in the new form and analyze it. You are also welcome to create comic book versions, visual adaptations, or use applications to do so, and analyze the new artifact in relation to the original. As you discuss the new format, analyze primary and secondary sources that discuss ideas in the text or texts you are discussing, or works by the authors we have read.

3.) How would you interpret the role of gender in at least one text we read in light of Legacy Russell's Glitch Feminism? What are the glitches, if any, and why are they significant?

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 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. Primary sources include poems, stories, photographs, or interviews. Secondary sources include newspaper or journal articles. At least two of your sources must be peer-reviewed journal articles. Your focus should be on at least one text we read, but you are encouraged to 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 templates to incorporate and analyze quotations in They Say/I Say. You can search the New York Tech Library's website to an external site.and their databasesLinks to an external site. for journal articles. You can also join and search the databases at the New York Public Library.Links to an external site.

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 cannot. 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 various types of sources and why you are using them.

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, 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 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 a sample podcast, check out The History ChicksLinks to an external site..

Remember to give your script and video or podcast a title. It will help to frame and focus your project.

You should also practice your video or podcast before recording it. You may want to record several versions or edit the final product. Your podcast or video can depart from your script slightly to best suit the medium, but it should stay close to your plan.

Submit your script as a Word document and your podcast or video as an audio or video file on Canvas. Do not make your videos available to the public online. Make sure to save your files in a format Mac and Windows users can view.

You must include a list of works cited 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.

If you use a Kindle version of a novel, cite the location or page number. You can find this by cutting and pasting a passage from the Kindle application you can download for your computer.

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/Links to an external site.

You will also lose points for not demonstrating correct integration of quotations. Remember that you need to analyze the quotations that you include. Select quotations in which the language is necessary. If you can put a quotation in your own words, you don't need to quote it, and you can summarize its contents and cite the page number in parentheses.

You can submit audio or video materials on Canvas or share them with the instructor using Google Drive.

Assessment Rubric (See Rubrics in Final Draft Assignments)
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 compelling thesis. The argument is thoughtful, original, and insightful. It effectively puts at least one course text and research in conversation to make a larger claim. The script presents logical claims based on evidence from primary and secondary sources.
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]). Quotations are introduced, analyzed, and incorporated effectively, functioning as parts of sentences.
The project's title draws in readers, introducing them to its argument.
Sentences throughout demonstrate clear, engaging use of language.
The script demonstrates smooth transitions between ideas, sentences, and paragraphs.
The script demonstrates correct grammar, punctuation, and MLA style for in-text citations and a list of works cited.

Podcast or Video

Podcast or video presents viewers with a clear and specific thesis. The podcast or video builds an effective argument through audio (for podcast) and visuals (for video).
Podcast or video makes effective use of pacing, pauses, and volume. Voice narration is dynamic and takes on a tone appropriate for the subject matter but feels conversational, and the creator’s personality comes through. Music and other sound effects are incorporated. Does not use AI-generated narration.
Podcast or video provides specific and relevant evidence from both primary and secondary sources. Evidence is always clearly introduced, explained, and directly linked to the thesis statement. Images (when relevant) are effectively incorporated, interpreted, and cited.

Strong
Script

The script contains a thesis supported by an 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).
Quotations could be incorporated and analyzed further.
The organization of ideas could be stronger.
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 script could demonstrate further revision and proofreading, including demonstration of MLA style for in-text citations and a list of works cited.

Podcast or Video

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 analyses are mainly 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 grammar, punctuation, or MLA style (and a list of works cited).

Underdeveloped. The script and podcast or video contain mainly descriptions or summaries without considering 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 the 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 any evidence of student engagement with the topic.

No Credit. The project is missing, or the script 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