I hope that you all had a good weekend. I spent a pleasant very early morning this morning responding to your Analytic Memo drafts for Module 1. If you participated in this process, you’ll find my comments on the assignment link in your Assignments dropbox.
Advice based on drafts I reviewed
Some general advice based on the drafts that I looked at.
- You need to work hard to make connections between what you read in the assigned readings and what you did in your documents. Be specific; don’t just reference “the textbook” or the “readings.” I’m looking for clear ability to discuss what you did in the language of the text. Don’t just throw in language from the text without demonstrating you understand it. A discussion of “Context” should in some way demonstrate that you read something about “context” or “writing situation,” that you understand that principle, and that you applied your understanding strategically. Ditto, for “ethos,” for example
- Be specific in supporting your claims. If you say you were trying to create a “professional ethos” you need to make clear your understanding of “ethos,” and then you need to give me examples of what that looks like in your document in terms of both language and visuals. It’s okay – necessary even – to quote yourself.
- Watch the verbal super-structure. You need clear introductions for every section and transitions that move the reader from one section to the next. If you eliminate all headings, the document should remain coherent and connected. Verbal markers to signal organization (first, second,; Next,) are never a bad idea.
- You are writing to me directly about work that you did. Use first-person. Get rid of as much passive voice as humanly possible. Do not refer to “Dr. Staggers” anywhere.
- Most openings are doing a pretty good job of identifying purpose of the memo and forecasting content and a terrible job of establishing context. The situation that is causing you to write should be immediately clear to the reader (i.e., you’re providing analysis I asked you for as part of an assignment)
- A more detailed subject line is more helpful than a less detailed subject line. (Imagine a reader looking for something in a crowded inbox where every document has the subject line “Analytic Memo.”)
- White space in between a subheading and the text that follows it serves to set your Level 1 heading (major section heading) apart from the section and helps the reader’s eye. Conversely, eliminating the blank line of space between a level 2 heading and the text that follows it helps the reader see clusters of information as distinct sub-topics
- Using a contrasting (sans serif typeface)for subheadings will also dramatically enhance skimmability. Do not use underlines on headings. Do not use end punctuation on headings.
- You can’t go from heading to heading without text in between. After a major section heading in most documents, you need at least a line or two of text that sets up your section. Opening paragraphs have the same function within this document as the introductory paragraph. You need to make purpose/function and content of this section clear. “Next, I’ll discuss the documents I produced:”
- Be careful not to conflate “context” and “purpose.” To fully explore “context” you need to consider not just purpose but the entire writing situation.
- Bulleted lists count as paragraphs. If your format is using spaces between paragraphs, include an empty line before your first bullet and after your last…
A reminder about how the instructor review works
As I mentioned on several occasions during the past two weeks, in order to receive feedback from me during the optional instructor review, you must participate in peer review (both giving and receiving in a timely fashion), revise your documents following peer review, and submit both your original and revised drafts on time.
A number of people who posted their drafts early missed the reminder about submitting both original and revised documents. That wasn’t a big deal this time around; I simply used the MS-Word compare documents function to compare the content of the draft you initially posted for peer review with the draft you submitted to me. (If those versions were identical, I returned your draft without any comments.) In the future, for the instructor reviews, please make sure you include both your original and revised documents; every minute I don’t have to spend rooting through the Discussion board for your original is a minute I can spend looking at your revision. Please don’t waste time submitting an unrevised draft for instructor review. I don’t have time to look at first drafts, ever. Period.
On tap for this week
You should be finishing up any lingering work for Module 2. As I said, this is a quick trip in and out, focusing primarily on the reading. You should have also started Module 3, which will put you halfway through the book. This module concludes with an exam. I’ll post it early and provide you with a space to share your answers. Use it as you wish. For me, the exams offer an opportunity to show what you know, but they also offer all of us an opportunity for sharing what we know and helping each other understand the concepts in more complex ways.
Here's what's due:
Read
- Designing Visual Langauge, Chapter 5
- Non-Designer's Design Book, Chapters 9-11
- Module 1 Analytic Memo and Reflections for final evaluation
- Quiz 6
- Exercise 3
About Chapters 3-4
I want to conclude with a few comments on Chapters 3 and 4 as a recap to last week.
There is always a fine line between analysis and design. Both work hand-in-hand as we both construct and (de)construct what we read and create. And as you have read, Kostelnick and Roberts offer a taxonomy that helps you cross back and forth over that line seamlessly. As I’ve stated before, familiarize yourself with the language, but more important familiarize yourself with the way that these concepts can help both your reading and writing processes. The book will continue to build on itself, and it’s up to you to apply these ideas to your own writerly repertoires.
If you have any questions, please let me know.
Have a great day!
Julie
No comments:
Post a Comment