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authorHolden Rohrer <hr@hrhr.dev>2020-12-02 12:52:56 -0500
committerHolden Rohrer <hr@hrhr.dev>2020-12-02 12:52:56 -0500
commit5f4e8d7262a3e0d3c78471a5fa110492d1c2dede (patch)
treedd19a709d2edde1f375a13e28f947d2fccec88cd /markley/portfolio
parent8d656a7f5be4f549b0a1b1f91f0e0d957c609126 (diff)
wrote versions of everything
cover essay is very partial (needs 1200 words) and the reading response essays are limited in the analysis
Diffstat (limited to 'markley/portfolio')
-rw-r--r--markley/portfolio/01_cover_essay.html113
-rw-r--r--markley/portfolio/02_first_week_video.html (renamed from markley/portfolio/01_first_week_video.html)34
-rw-r--r--markley/portfolio/03_digital_reading_journal.html136
-rw-r--r--markley/portfolio/04_reading_response.html145
-rw-r--r--markley/portfolio/05_medical_object_video.html158
5 files changed, 571 insertions, 15 deletions
diff --git a/markley/portfolio/01_cover_essay.html b/markley/portfolio/01_cover_essay.html
new file mode 100644
index 0000000..f27a370
--- /dev/null
+++ b/markley/portfolio/01_cover_essay.html
@@ -0,0 +1,113 @@
+<!--Title: Cover Essay-->
+<p>This English 1102 course asked students to consider how health functions
+as a social ideal and regulates our actions based on the norms,
+attitudes, and ideas that prevail in our culture.
+In addition to this course-specific theme, there is a <a href="https://
+sites.gatech.edu/wcppolicies/engl-1101-and-1102-common -policies-fall
+-2020/">set of common objectives</a> that this course was designed to
+teach, developing a Writing Process with revision, synthesis, and
+drafting and rhetorically effective presentation for distinct audiences
+and contexts.
+Revision and research play a large role in developing ideas and
+arguments and making the arguments robust.
+While this recursive, iterative process played a role in every
+assignment, the digital reading journal is the primary source of process
+documents.</p>
+<iframe src="https://classblogs20.iac.gatech.edu/holdenr/" width=800
+height=400 frameborder=0></iframe>
+<p>Assigned prompts in the reading journal correspond to class readings
+and ask students to develop arguments and ideas based on course
+material.
+Sourcing and eventual finetuning of these ideas both play a role in the
+journal: in most entries, we were asked to use quotes and references
+from both class material and pop culture or general research.
+This is especially visible in the final post ("Medical Devices, the
+DMCA, and the corporate profit motive"), where I used links to other
+websites to make it a better document to refer back to later.
+Images and analysis also emphasized the role of the digital reading
+journal as a process document for my analysis of specific works or
+the overall health theme.
+But each entry also marks my progress in the general skills of analysis
+and rhetoric, especially.
+The electronic form factor has unique norms and options to elaborate,
+like a less formalistic style and heavy image presence, and these can
+change the rhetorical strategy I use when sectioning and emphasis are
+much more fluent than an essay.
+</p>
+<p>
+The use of images actually enhances my analysis, too, because I'm
+responding to the ideas that another work provides, and if I can
+directly include that work, it becomes much easier to speak about since
+the audience is meant to refer back to it and familiarize themselves.
+When the audience is me, this anchors my ideas to a specific factual
+reference, like the timeline in "HeLa and Henrietta."
+</p>
+<iframe src="https://classblogs20.iac.gatech.edu/holdenr/2020/10/23/
+hela-and-henrietta/" width=800 height=400 frameborder=0></iframe>
+<p>
+Quotes and the use of photos to highlight what's important is particular
+to the electronic medium, and it's particularly valuable when creating a
+personal reference piece.
+This is one example of shifting language and presentation towards the
+desired audience and situation, which is one of the major points of the
+<a href="https://sites.gatech.edu/wcppolicies/engl-1101-and-1102-common
+-policies-fall-2020">Rhetoric Learning Outcome.</a>
+</p>
+<table>
+<thead><tr>
+ <td width=158><p><strong>Category</strong></p>
+ <td width=158><p><strong>Outcomes by the USG Board of Regents</strong></p>
+ <td width=158><p><strong>Outcomes by the Council of Writing Program
+ Administrators</strong></p>
+ <td width=158><p><strong>Additional Expectations of the GTWCP
+ </strong></p>
+</tr></thead>
+<tbody><tr>
+<td width="158" valign="top">
+<p style="text-align: left;"><strong>Rhetoric</strong></p>
+<p style="text-align: left;">Rhetoric focuses on available means of
+persuasion, considering the synergy of factors such as context,
+audience, purpose, role, argument, organization, design, visuals, and
+conventions of language.</p>
+</td>
+<td width="158" valign="top">
+<ul>
+<li style="text-align: left;">Adapt communication to circumstances and
+audience.</li>
+<li style="text-align: left;">Produce communication that is
+stylistically appropriate and mature.</li>
+<li style="text-align: left;">Communicate in standard English for
+academic and professional contexts.</li>
+<li style="text-align: left;">Sustain a consistent purpose and point of
+view.</li>
+</ul>
+</td>
+<td style="text-align: left;" width="158" valign="top">
+<ul>
+ <li>Use a variety of technologies to address a range of
+ audiences.</li>
+ <li>Learn common formats for different kinds of texts.</li>
+ <li>Develop knowledge of genre conventions ranging from structure
+ and paragraphing to tone and mechanics.</li>
+ <li>Control such surface features as syntax, grammar, punctuation,
+ and spelling.</li>
+</ul>
+</td>
+<td width="158" valign="top">
+<ul>
+
+<li style="text-align: left;">Create artifacts that demonstrate the
+synergy of rhetorical elements.</li>
+<li style="text-align: left; background-color: yellow">Demonstrate
+adaptation of register, language, and conventions for specific contexts
+and audiences.</li>
+<li style="text-align: left;">Apply strategies for communication in and
+across both academic disciplines and cultural contexts in the community
+and the workplace.</li>
+</ul>
+</td>
+</tr>
+</tbody>
+</table>
+
+
diff --git a/markley/portfolio/01_first_week_video.html b/markley/portfolio/02_first_week_video.html
index 33b3c9c..b2dec99 100644
--- a/markley/portfolio/01_first_week_video.html
+++ b/markley/portfolio/02_first_week_video.html
@@ -10,9 +10,13 @@ modality (I plan to focus on design and aesthetics of presentation).</p>
<h3>First-Week Video</h3>
<iframe src="https://player.vimeo.com/video/450699415"
allowfullscreen="" width="640" height="360" frameborder="0"></iframe>
+<h3>First-Week Video Script</h3>
+<iframe width=600 height=400
+src="https://git.hrhr.dev/school20/plain/markley/03_first_week_video">
+</iframe>
<dl>
- <dd>Goals</dd>
- <dt>Through this assignment, I familiarized myself with the
+ <dt>Goals</dt>
+ <dd>Through this assignment, I familiarized myself with the
WOVEN elements and set a goal for self-improvement throughout
the course.
I also worked on video production and presentation, to practice
@@ -26,9 +30,9 @@ allowfullscreen="" width="640" height="360" frameborder="0"></iframe>
project) because I will probably want to put extra effort into
using the visual and design aspect of my content effectively.
The reading journal, especially, will benefit from extra design
- work.</dt>
- <dd>Purpose/Prompt</dd>
- <dt>This video includes a short introduction to me, including my
+ work.</dd>
+ <dt>Purpose/Prompt</dt>
+ <dd>This video includes a short introduction to me, including my
name, "major," and hometown and the theme of this course (health
as a social construct) and the teacher (Dr. Markley).
The First-Week Video asks about a potential struggle with WOVEN
@@ -43,9 +47,9 @@ allowfullscreen="" width="640" height="360" frameborder="0"></iframe>
I could have talked about better, simpler presentations I've
made on topics I've known more about, where I can tell most of
the story and the graphics were improved through a couple of
- rounds of revision, based on the content.</dt>
- <dd>Audience</dd>
- <dt>The audience is faculty members and other first-year
+ rounds of revision, based on the content.</dd>
+ <dt>Audience</dt>
+ <dd>The audience is faculty members and other first-year
students who are familiar with WOVEN, this assignment, and the
objectives of the course in general, like rhetoric.
Because of this familiarity with the objective, I explicitly
@@ -61,9 +65,9 @@ allowfullscreen="" width="640" height="360" frameborder="0"></iframe>
could have talked about a revision or the impact of a poor
design and better shown my point about brevity and still had
time to talk about the digital reading journal.
- </dt>
- <dd>Design for Medium</dd>
- <dt>Because this is a video, I focused on engagement.
+ </dd>
+ <dt>Design for Medium</dt>
+ <dd>Because this is a video, I focused on engagement.
For content, I wrote out a script that I would read, rehearse,
and edit down into.
I used a high-jumpcut vlog style to make the video seem more
@@ -77,9 +81,9 @@ allowfullscreen="" width="640" height="360" frameborder="0"></iframe>
because I think that it better covers up breaks in talking and
maintains a central element throughout the video.
I did try to keep it quiet relative to me talking because the
- music itself is unimportant.</dt>
- <dd>Revision</dd><!--The most important question-->
- <dt>Another type of video may have fit my argument better, but
+ music itself is unimportant.</dd>
+ <dt>Revision</dt><!--The most important question-->
+ <dd>Another type of video may have fit my argument better, but
given the style I chose, the video could have been improved on
the script and on the presentation.
The script could have been much more personal by extending the
@@ -94,5 +98,5 @@ allowfullscreen="" width="640" height="360" frameborder="0"></iframe>
If I had mostly memorized the script and propped up the camera
to get a single shot between cuts and to stabilize it, the video
would probably feel higher quality.
- </dt>
+ </dd>
</dl>
diff --git a/markley/portfolio/03_digital_reading_journal.html b/markley/portfolio/03_digital_reading_journal.html
new file mode 100644
index 0000000..0dfb832
--- /dev/null
+++ b/markley/portfolio/03_digital_reading_journal.html
@@ -0,0 +1,136 @@
+<!--Title: Digital Reading Journal-->
+<h2>Introduction</h2>
+<p>The Digital Reading Journal focuses on the <a href="https://sites.
+gatech.edu/wcppolicies/engl-1101-and-1102-common-policies-fall-2020">
+Process Outcome</a> of the ENGL 1101/1102 program.
+During the semester, I responded to various prompts connecting course
+material to contemporary issues and other media.
+Through these posts, I learned that I can tell that I need to understand
+the material better if my sentences become long and unwieldy.
+This journal helped me improve my writing process because transcribing
+my thoughts on course content required me to sufficiently support those
+ideas, and when my support was thin, I stretched out the ideas.
+This was exacerbated by several rounds of information-adding revisions.
+I am including an early post that shows my least developed writing and a
+later post with my best writing.
+These two posts are my "process documents" for this assignment because
+they show how, as I understood the material better, I was better able to
+avoid rambling sentences devoid of content.
+The supplemental imagery also changed between these two posts.
+In the first, it is pretty generic and reiterates the more vague points
+I'm making, but in the second, my images are in fact directly relevant
+to the content and increase the value of the article more than just
+visually.
+</p>
+<h3>Digital Reading Journal</h3>
+<iframe src="https://classblogs20.iac.gatech.edu/holdenr/" style="width:
+100%; height: 60vh" ></iframe>
+<dl>
+ <dt>Goals</dt>
+ <dd>This assignment has two goals: the first is to assess and
+ improve understanding of course material, and the second is to
+ develop a writing process and reflection skills.
+ The assignment has asked me to relate the course material to
+ other things I read, watch on television, or see on the
+ Internet, in various weekly prompts.
+ These prompts ask me to develop a relationship with medicine and
+ the normative idea of health, so that I can develop ideas about
+ this social construction outside of course material in popular
+ culture.
+ Developing a writing process is a major goal of the program, and
+ this reading journal represents a more sustainable writing
+ process.
+ I can transfer the practice to other projects, writing out my
+ ideas semi-formally before I create the final work.
+ I will use this strategy when I'm working on larger
+ communication projects to think out the connections with
+ other cultural or analytic ideas. </dd>
+ <dt>Purpose</dt>
+ <dd>The reading journal is a blog organized into weekly prompts
+ about class readings and the course theme of health.
+ The prompts are open-ended questions about course material like
+ "...explain how <em>The Strange Case of Dr. Jekyll and Mr.
+ Hyde</em> represents the moral dimensions of health..." that
+ require critical thinking and assess understanding of the
+ material (as a replacement this year for in-class discussions).
+ This writing process also creates value as a reference: in my
+ essays and in the final video, I reused ideas, quotes, themes,
+ and concepts that I've developed in my journal entries.
+ These ideas are particularly focused on popular culture and
+ modern issues because "health" is a general lens for social
+ issues and language.
+ <!-- 50 more -->
+ </dd>
+ <dt>Audience</dt>
+ <dd>
+ This is a personal journal, so I am the main target for my
+ writing.
+ Formal writing is, however, still required because writing out
+ ideas where they make a cohesive argument or at least are
+ individually valid.
+ Proper argumentation or presentation enhances its value as a
+ reference because I can directly reuse the analysis I've already
+ done.
+ Because of the fact that strong rhetoric can make it easier to
+ develop strong rhetoric in the future, I have written in this
+ journal to an imagined academic audience familiar with the
+ course material.
+ I also see value in practicing argument, particularly with
+ health and the standard course material being reused in the
+ Reading Response Essay artifact and the theme in the Medical
+ Object Video.
+ That's why I try to develop a convincing case in each post
+ rather than rattle off a list of ideas for future use (which
+ would make for less interesting posts).
+ </dd>
+ <dt>Design for Medium</dt>
+ <dd> There are three ways in which this medium is distinct from
+ other written media, like an essay or an article.
+ Firstly, I control the surrounding design and theming: Wordpress
+ is a great tool for background visual design.
+ I chose to go with black-on-white text and a pretty standard
+ theme because I don't want the colors to get in the way.
+ I also didn't use anything other than the plain blog as the main
+ page because the project is for personal use.
+ Secondly, the blogposts are much more visual than a standard
+ essay.
+ I reused (with proper credit, of course) Creative Commons
+ licensed photos from Flickr and Wikimedia to enhance my writing
+ and interject other points or have a visual reference for the
+ entry.
+ Lastly, the web gives different techniques for a website to be
+ passable, like alt text for accessibility and the ability to
+ link out to sources (a boon to the quality of each entry). </dd>
+ <dt>Revision</dt>
+ <dd>
+ Each post is a process document, so they are meant to have
+ developing ideas, but there are still improvements I could make
+ to the posts and the design.
+ Firstly, I think I underused the electronic medium.
+ While I included some photos in each post, they didn't always
+ develop my ideas further, and I could have looked further than
+ just highlighting the points I had already made.
+ Three other electronic-specific tools I underused were links to
+ other sources and bold and italics.
+ Both of these would increase my rhetorical strength by
+ highlighting a central theme.
+ For an academic reader of the arguments I'm putting forth,
+ emphasizing the thesis or key terms might give them a clearer
+ understanding of what I'm presenting, and a better resource to
+ review for myself.
+ </dd>
+</dl>
+<h2>Process documents</h2>
+<h3>Earlier Post</h3>
+<p>This earlier post shows how I used very long sentences to deflect the
+need for clear, substantive arguments and used similarly insubstantive
+image supplements.</p>
+<iframe src="https://classblogs20.iac.gatech.edu/holdenr/2020/08/21/
+hello-world/" style="width: 100%; height: 60vh"></iframe>
+<h3>Later Post</h3>
+<p>In this later post, my writing has grown and the text and images are
+coherent and build on a single argument, and because of that, my
+sentences are shorter and more focused.</p>
+<iframe src="https://classblogs20.iac.gatech.edu/holdenr/2020/10/23/
+hela-and-henrietta/" style="width: 100%; height: 60vh" >
+</iframe>
diff --git a/markley/portfolio/04_reading_response.html b/markley/portfolio/04_reading_response.html
new file mode 100644
index 0000000..dcf79ee
--- /dev/null
+++ b/markley/portfolio/04_reading_response.html
@@ -0,0 +1,145 @@
+<!--Title: Reading Response Essays and Revision Activities-->
+<h2>Introduction</h2>
+<p>This artifact includes three reading response essays and revision
+activities corresponding to each one on different structural strategies.
+The Reading Response Essays assess critical thinking and rhetoric by
+asking questions about "health" through the books we read in class.
+Health is a set of social ideals generally designed as "preventive
+medicine" but deeply influenced by the culture that created them.
+The reading response essays (without revision activity updates) are
+listed below along with the corresponding revision activities
+</p>
+
+<h3>Reading Response Essay One</h3>
+<p><strong>Prompt:</strong> <em>The Strange Case of Dr. Jekyll and Mr.
+Hyde</em>, as the title indicates, refers to Dr. Jekyll’s experiments,
+behavior, and transformation as "strange." Likewise, The Sign of Four
+ends with a chapter entitled "The Strange Story of Jonathan Small."
+Explain what "strange" means in these two texts, using direct quotations
+from both texts, references to historical context, and ideas we have
+discussed about "health" to support your argument.</p>
+<object type="application/pdf" style="width: 100%; height: 60vh;
+border-width: 0;" data="https://hrhr.dev/markley/essayone"></object>
+<h3>Uneven-U</h3>
+<p>The Uneven U asks me to choose two paragraphs and look at each
+sentence to see how "abstracted" it is from a direct quote up to a
+general statement about health.
+I commented on each sentence and then rewrote both of the paragraphs I
+chose to get a desired "somewhat abstract to most concrete to very
+abstract" curve.</p>
+<iframe style="width: 100%; height: 60vh; border-width: 0;"
+src="https://git.hrhr.dev/school20/plain/markley/12_revision">
+</iframe>
+<h3>Reading Response Essay Two</h3>
+<p><strong>Prompt:</strong> Claude Bernard defines the experiment as "an
+observation induced with an object of control." Discuss how
+experimentation relates to the social ideal of health. Use direct
+evidence from The Island of Dr. Moreau and Medical Apartheid, historical
+context, and ideas about health to support your argument. You may
+include examples from other texts we have read, but your primary focus
+should be the readings from the past two weeks.</p>
+<object type="application/pdf" style="width: 100%; height: 60vh;
+border-width: 0;" data="https://hrhr.dev/markley/essaytwo"></object>
+<h3>Reverse Outline</h3>
+<p>This is about creating an outline from what I've already written that
+tells the main argument: the main idea and how a given paragraph
+advances the central argument is enough to tell when a paragraph's
+message is muddled, which is the point of this argument.
+I have continued to focus on this cohesiveness within a paragraph in my
+writing because of this activity.</p>
+<iframe style="width: 100%; height: 60vh; border-width: 0;"
+src="https://git.hrhr.dev/school20/plain/markley/15_reverse_outline">
+</iframe>
+
+<h3>Reading Response Essay Three</h3>
+<p><strong>Prompt:</strong> In the first lecture on health, I discussed
+how new technologies that help to measure and perceive the the "health"
+of the human body create new rules, regulations, and norms that govern
+"health." Using either "The Yellow Wallpaper" or <em>The Immortal Life
+of Henrietta Lacks</em> explain how new technologies, treatments, or
+ideas for measuring "health" lead to new rules, regulations, and norms.
+I strongly encourage you to refer back to the first lecture to help you
+consider this relationship between technology and health.</p>
+<object type="application/pdf" style="width: 100%; height: 60vh;
+border-width: 0;" data="https://hrhr.dev/markley/essaythree"></object>
+<h3>Active Voice Revision Activity</h3>
+<p>This revision activity asks students to review their third essay for
+sentences written in passive voice and change them to active voice.
+This makes the writing more clear and correct.
+This one is pretty simple, so I want to keep up avoiding passive voice
+in my future writing.</p>
+<iframe style="width: 100%; height: 60vh; border-width: 0;"
+src="https://git.hrhr.dev/school20/plain/markley/22_active_voice">
+</iframe>
+<dl>
+<dt>Goals</dt><!--Learning Outcomes: Rhetoric, Critical
+Thinking, and Process (reuse language from common policies page)-->
+ <dd>These assignments ask students to develop a strong academic
+ argument about how health and other social constructions like
+ experiments or technology relate.
+ Developing these ideas is part of the
+ <a href="https://sites.gatech.edu/wcppolicies/engl-1101-and-1102-common-policies-fall-2020/">
+ Critical Thinking learning outcome,</a> in the sense that they
+ require analysis of the indirect statements literature makes, like
+ Jonathan Small's "strangeness" referring to his nonconformance with
+ social norms.
+ </dd>
+<dt>Purpose</dt>
+ <dd>This assignment asks students to write a formal essay about
+ health and readings related to ideas about health.
+ </dd>
+<dt>Audience</dt>
+ <dd>The audience for these is a general academic audience, who is
+ very familiar with the course material, including the variety of
+ concepts of health.
+ Because the audience should already understand the basics I don't
+ include explanations of health and try to avoid book summaries.
+ However, niche terms with potentially multiple meanings are defined
+ if used, like "scientific racism" or "evolutionary Darwinism."
+
+ </dd>
+ <dd>Dr. Markley or a general academic reader. more formal than blog
+ posts. designed to be practice with argumentative writing.</dd>
+<dt>Design for Medium</dt>
+ <dd>The essay isn't very "multimodal," squarely occupying the
+ "Writing" communication mode, and it's formal writing at that.
+ This requires a fairly consistent structure, in the MLA format and
+ in the organization.
+ The MLA format is the 12pt, double-spaced Times New Roman required
+ of most standard essays, and there is the single MLA8 citation
+ standard.
+ This is because the essays lean heavily on direct quotes from the
+ pieces we're analyzing, so the regimented page number references are
+ useful to an academic reader wanting more context.
+ Structurally, these essays fit a pretty standard academic essay---an
+ introduction, conclusion, and body paragraphs divided up by their
+ topic.
+ As the revision activities show, this structure is somewhat flexible
+ (i.e. can be done poorly), but the organization matters, and I can
+ improve it by paying attention to whether each paragraph makes a
+ convincing point towards the central argument.
+ I usually don't do outlining when I'm writing, but I think I am
+ going to use the reverse outline to compensate for my rambling
+ tendencies.
+ </dd>
+<dt>Revision</dt>
+ <dd>Particularly in the first reading response essay, I struggled
+ with organizing my ideas.
+ Despite a coherent thesis that I still believe, I tried to
+ incorporate different information that did not correspond with my
+ argument (or at least I didn't develop how it did).
+ My mention of Holmes's cocaine addiction is not well-addressed or
+ contextualized in terms of Jonathan Smalls, but it seems to relate
+ to the idea of health, so I decided to include it.
+ Ideas like that could probably be trimmed down and replaced.
+ My paragraphs in the first reading response essay also don't follow
+ Uneven-U very well.
+ If I repair the sentence order to fully develop the central argument
+ about contradiction, they will probably come off as more insightful
+ than they are now, with a quote (the lowest level of abstraction)
+ as the second-to-last sentence.
+ The revision activities helped me to see what exactly "poorly
+ organized" refers to and how paragraphs can be deliberately
+ constructed rather than accumulate ideas based on topic.
+ </dd>
+</dl>
diff --git a/markley/portfolio/05_medical_object_video.html b/markley/portfolio/05_medical_object_video.html
new file mode 100644
index 0000000..94734d1
--- /dev/null
+++ b/markley/portfolio/05_medical_object_video.html
@@ -0,0 +1,158 @@
+<!--Title: Medical Object Video-->
+<h1>Introduction</h1>
+<p>
+The Final Video Project for this English 1102 course was about a
+"Medical Object."
+In each of the texts we studied this semester, there were several
+examples of medical objects that either had big impacts or were shaped
+by their cultural and historical contexts, and therefore are a lens into
+a larger social issue (similar to the concept of health).
+This video was about finding a medical object and digging into its
+historical context within the framework of health and social ideals.
+I chose to talk about healthcare and how politics has interacted with it
+by investigating a specific drug called insulin glargine/Lantus.
+</p><p>
+This assignment was structured as the final medical object video
+artifact and three preceding process documents.
+The process documents are a proposal, an annotated bibliography, and a
+script.
+</p>
+
+<h2>The Medical Object Video</h2>
+<iframe src="https://player.vimeo.com/video/483001196" width="640"
+height="360" frameborder="0" allow="autoplay; fullscreen"
+allowfullscreen></iframe>
+<h3>The Project Proposal</h3>
+<p>The Project Proposal </p>
+<iframe src="https://hrhr.dev/markley/proposal" style="width: 60%;
+height: 60vh; min-width: 600px; min-height: 400px;"></iframe>
+<h3>The Annotated Bibliography</h3>
+<p>This document came after the project proposal sequentially.
+It is a small subset of the citations I could have used from my
+research, and it includes some analysis of each source that was useful
+in developing my script.</p>
+<iframe src="https://hrhr.dev/markley/biblio" style="width: 60%;
+height: 60vh; min-width: 600px; min-height: 400px;"></iframe>
+<h3>The Medical Object Video Script</h3>
+<p>This supports the medical object video, and I read off of this for
+part of the video, but I changed some words slightly version because I
+didn't like how part of the script ended up sounding.</p>
+<iframe src="https://git.hrhr.dev/school20/plain/markley/21_script"
+width=600 height=400></iframe>
+
+<dl>
+ <dt>Goals</dt>
+ <dd>Recursive writing was a big part of creating this artifact;
+ the four layers in the process documents achieves the
+ <a
+ href="https://sites.gatech.edu/wcppolicies/engl-1101-and-1102-common-policies-fall-2020">Process
+ Outcome</a> with repeated editing of similar ideas and an
+ incorporation of research into the process rather than something
+ occurring before the formal process.
+ The Project Proposal includes a segment about what research
+ needs to be done for the annotated bibliography and the script,
+ which is putting in writing the process of discovery and of
+ analysis.
+ The assignment asks us to write out this proposal and then the
+ annotated bibliography because it requires us to focus on
+ research and a filming/design plan.
+ This focus means that the final product will probably have
+ better-filmed and -researched content.
+ <!--Often, without a process in place to develop these specific
+ pieces, I end up with less developed versions because I'm
+ focused on writing the script and then looking for articles or
+ research to support my ideas, which is a poor investigative
+ method. -->
+ This is a synthesis piece, and the research is meant to be very
+ broad, so I observed several different disciplines and genres,
+ and the medical studies varied significantly from summary
+ histories and newspaper articles.
+ I was able to use these different accounts, which were all
+ biased towards reporting different parts (medical histories
+ preferred medical breakthroughs, newspaper articles preferred
+ sensational statistics) to build a cohesive narrative around
+ insulin glargine.
+ </dd>
+ <dt>Audience</dt>
+ <dd>The audience is the general public, including my peers at
+ Georgia Tech.
+ This means that I'm not talking to an expert audience and can
+ assume very little knowledge about my topic like I would on an
+ essay about a book, so I need to explain a lot of the topic.
+ Most of the video is just this, me explaining the eventual
+ development that led up to genetically modified human insulin,
+ but I do have a "take."
+ This bias is deliberately embedded into the storytelling and
+ it's why I talk about patents so much even when I'm mostly
+ describing the technology's development.
+ Furthermore, this means that the product should be engaging.
+ A general audience isn't going to sit through a boring technical
+ summary like a niche audience might (although it should still be
+ avoided), and I tried to achieve this with my nonverbal tone and
+ body language.
+ Editing made sure that my speaking was decent and that picture
+ asides broke up more monotonous bits.</dd>
+ <dt>Purpose/Prompt</dt>
+ <dd>The final project asks students to create a 5-minute video
+ (I created a 7-minute video with a 1 minute end card) that
+ explains a medical object we haven't discussed in class.
+ "Object" is a really broad category, including procedures,
+ techniques, devices, medicines, models, or breakthroughs as long
+ as they are medical.
+ Originally, I was going to talk about some medical device
+ because there is a lot of injustice perpetrated by companies on
+ medical devices and information security, but I learned that the
+ FDA has allowed researchers to test implants with DRM for
+ security, which weakened my case.
+ However, I still wanted to talk about exploitation, which
+ brought me to insulin, "the poster child for [over-priced
+ healthcare]."
+ I chose to work on this project alone, and created a product
+ that explains what insulin glargine is (I used historical
+ context to do this), how it works, how it is used, when and how
+ it was invented, and the significant contexts that led to its
+ development and its current form (in insulin's case, patents and
+ massive conglomerate mergers).</dd>
+ <dt>Design for Medium</dt>
+ <dd>I used the video medium as an extension of a presentation
+ where things can be performed multiple times and modified after
+ their performance.
+ I "performed" the script in more of a news-show style than the
+ video-essay type I was looking for, but this is still a common
+ trope within the medium, so audiences are comfortable with this
+ sort of presentation.
+ I also used a couple of video essay tropes like section breaks
+ and overlain photos because I want there to be a sense of
+ consistent chronology even if I jump around some due to some
+ changes happening around the same time or being larger trends of
+ years or decades.
+ I don't have any self-made visual content, so the principles of
+ design (the symmetry, alignment kinds) are less applicable, but
+ I did choose my background to be mostly symmetric and well-lit
+ and I chose the titles based on the repetition principle.
+ I reused the wall color and the door color (lightened and
+ darkened, respectively, for readability) in the title to keep
+ color consistency.
+ </dd>
+ <dt>Revision</dt>
+ <dd>On this video, the supporting documents were fairly
+ complete, so the content and citations (when used) were relevant
+ and fairly high-quality.
+ One thing I would have prefered to do with the script or the
+ annotated bibliography is to integrate health more explicitly.
+ I believe that, implicitly, medicine, underuse, and social
+ conditions have a lot to do fundamentally with health, but I
+ believe I didn't sufficiently explore how the norms we have
+ interact with social ideals and society (like the poor).
+ For the video, I didn't leave myself as much time as I would
+ have liked to edit it, and I don't think that it is as appealing
+ as it could be.
+ The solid-color titles are somewhat bland, and even though
+ they're sufficient, a redesign could be nicer looking.
+ Images were also somewhat hastened.
+ I didn't exactly establish a style for image placement, which
+ could have hurt their inclusion, and the images that I included
+ weren't particularly deliberate; most were to break up the
+ monotony of me talking, which is valuable, but I feel that had I
+ searched harder, I may have found a more valuable image set.</dd>
+</dl>