Game/ARG Pitch

Up to 50

This assignment is designed as the first step for the Game/ARG (level 6) assignment. It is designed to help students identify a key issue for rhetoric and/or games, to do some exploratory research to see if that topic is a viable path for engagement in a game orientation, and to present a focus statement that will guide the larger project in Level 6.

– Must have completed Level 4 What Makes a Good Game/ARG
– Must have completed Level 3 Reskinning with Rhetorical Intent
– Must have completed Level 2 Expositing Play Strategies
– Must have completed all Level 1 Assignments

To complete this assignment, students (in groups of two to three) need to collaboratively write a proposal that identifies a key issue in relation to rhetoric and games, do some preliminary research on that topic/issue, and then draft a proposal that explains the value of the topic, how they will approach it as a game/ARG, the target audience (i.e., the would-be players), and the potential impact/contribution of the project. Papers should include the following sections: Focus Statement, Situating the Issue, Related Research, Game/ARG Approach, Target Audience, and Impact/Contribution

Diamond Reward
Students who successfully complete this assignment will receive +1 diamond.

Assignment Description
Most critical lines of inquiry begin in preliminary thought and research where writers, scholars, and thinkers notice an argument, a moment of stasis, or identify a central issue at stake in a particular content area or line of thought. Then they do some exploratory research to see what else is available on that topic: who has said what, when, and where, and why do those things matter. Those preliminary inquiries help writers establish a basis from which to begin more critical engagements. As such, this assignment is designed to help students build a case for the game/ARG they want to create for the L6 Game/ARG assignment. For this pitch (which is a condensed proposal), students will locate a key issue they would like to explore in relation to rhetoric and games, do some preliminary research, and draft a pitch that makes the case for game-based engagement they want to create.

These proposals should include the following areas or sections:

  • Focus Statement: These can be traditional thesis type statement (usually a sentence or two) or they can be a bit more extended and provide a more developed representation of what is at stake in the line of research students hope to pursue.
  • Situating the Issue: In this section, students should attempt to situate their issue into a particular conversation or line of research. Students should indicate a few sources in which the issue is prevalent and explain where those sources are taking the issue (i.e., what is its history, in limited fashion, and where are scholars/writers attempting to push the argument?). Here it is important to make connections and to situate the focus of this work in a kind of conversation.
  • Related Research: Students should identify 5 additional sources that may contribute to their argument/project (these can be done in bibliographic form). Note: only 3 of these 5 can come from course texts.
  • Game/ARG Approach: Students should identify how they plan to approach their topic as a game or alternate reality game. This includes potential game elements, play spaces, basic gestures toward game play, design, etc.
  • Target Audience: Students should indicate the target audiences for this project—both in terms of players and in terms of larger audience that may consider the value of this work.
  • Impact/Contribution: Students should also offer a statement in which they indicate the potential value or contribution of their project to a particular audience.

An Additional Guide
These proposals can take up no more space than what is available to you on an 8.5” x 11” sheet of paper (note: you can use front and back).

Proposals will be graded on their overall written quality (Is the prose readable? Is it relatively free from grammatical and punctuation issues? Does it offer a sense of clarity of thought? Is it concise? etc.), the depth of the preliminary research and how well it supports/warrants further inquiry, the articulation of the projected game design, the quality of the document design and format, and the ability to stay within the guidelines of the assignment.

The goal of this assignment is to help students identify and begin the early stages of development of the L6 Game/ARG project.

Instant Assignment Completion
No IAC for this assignment.