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| -rw-r--r-- | markley/portfolio/01_cover_essay.html | 113 | ||||
| -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.html | 136 | ||||
| -rw-r--r-- | markley/portfolio/04_reading_response.html | 145 | ||||
| -rw-r--r-- | markley/portfolio/05_medical_object_video.html | 158 |
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> |