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Students will create an audio podcast using the expository and technological skills they have learned in this course. These podcasts will allow student authors to engage in audio production in rhetorical ways, but also to critically consider the relationship between exposition, oration, and audience.
– Complete all L1 assignments
– Complete L2 Joining the Vlogosphere
– Complete L3 Leading Reading Discussion or Vlogosphere #2
– Complete L5 What Makes a Good Podcast
To complete this assignment, students must produce audio podcast that offers a significant engagement on an issue related to rhetoric and games (an issue identified, preliminarily explored, and situated in relation to a particular approach or perspective as part of their Podcast Pitch). This podcast must include intro/outro elements as well as at least 12 minutes of production.
[Note: Podcasts may not exceed 25 minutes]
Students who successfully complete this assignment will earn +4 course diamonds.
Students must create an audio podcast that offers both a significant engagement and a kind of critical commentary on an issue related to rhetoric and games (approved as part of the Podcast Pitch). To do so, students will employ various audio elements/features to create an engaging audio experience (that brings together the practices of exposition and the affordances of audio-base media).
The challenge for students, then, is to craft a genuinely engaging audio experience. These should include key elements that make podcasts successful (see What Makes a Good Podcast assignment) but also offer significant engagement with course texts, course themes, and/or course conversations. Essentially, this is an opportunity for students to both synthesize course content and extend its major conversations through creative application. As such, these podcasts should lead to a deeper engagement with the topical focus identified in the Podcast Pitch and should explore the ways in which this course offers connections to other conversations.
While it is difficult to predict “how much” of any media a student will need in this project, the key in the context of this course is that each student offer a significant undertaking in which the majority of ideas, text, commentary, media, and the like is of their own creation. Medial elements borrowed from other locations to aid in the production/delivery/content of this podcast should include referential or citation information (which can be included in a variety of ways).
These projects will be evaluated in two phases. First, they will be considered in direct relation to the criteria outlined by the student authors in the What Makes a Good Podcast assignment. Second, they will be evaluated in relation to the depth of their engagement, the sophistication of their production, the quality of the content/conversation, and the overall performance of the assignment.
The goal of this assignment is to allow students an opportunity to think about expository practices in ways that move beyond the bounds of text—i.e., How might new forms of media and user engagement change the way we think about expositions? Through this assignment, students will demonstrate their ability to sustain a more complex type of engagement and learn to utilize non-textual principles as part of their expository techniques.
Instant Assignment Completion
No Instant Assignment Completion for this assignment.