Wk 11.1 – (e)portfolio

  • Your (e)portfolio is due tonight, M 3/16 at 11:59pm. You’ll submit it as a link in an MS word doc in Canvas.
  • I’ll be available for consultations in my office today from 11am-1pm. Feel free to call my office phone: 303-871-7608.

Wk 10.2 – (e)portfolios

Wk 8.2 – Standing Rock Sioux and #NoDAPL, Infographics

Wk 7.2 – Luntz and Climate Change

  1. Quiz
  2. Op-ed submission in Canvas with completed self-evaluation
  3. Case Study Presentation: Frank Luntz, Global Warming, and Climate Change (reading: Global Warming vs. Climate Change)
  4. The Home Stretch: Schedule for Weeks 8-11
  5. Assign: Green Campaign Part 2, Infographic
  6. Some Week 7 inspiration: Chris Jordan: Turning powerful stats into art (TED talk)
  7. HW: read TBA for Standing Rock Case Study Presentation; read: links on Infographic assignment

Wk 6.2 – Abbey, Earth First!, Glen Canyon – and NEPA op-ed

  1. Quiz on Abbey’s “Remarks” and Tafoya’s op-ed
  2. Case Study: Earth First! and Glen Canyon Dam. Reading: Abbey – Spring Equinox 1981 (Glen Canyon)
  3. Op-ed: Tafoya – Trumps Attack
  4. New op-ed (read in class): Thompson’s Trump targets a bedrock environmental law (High Country News)
  5. Not an Op-ed but good background on NEPA: Showdown Over Trump’s plan to overhaul NEPA
  6. Case Study Conference: Standing Rock Sioux and #NoDAPL
  7. HW: Draft #1 of op-ed for green campaign due in Canvas before class on M 2/17

Wk 6.1 – Rachel Carson, op-eds

 

Wk 4.2

Wk 2.1 – Bird, Muir, Powell

Nature Memoir Conferences in AAC 380K: Brainstorming and Intros

M 1/13

  • 1:05 Max
  • 1:20 Callie 
  • 1:35 Mia

W 1/15

  • 12:50 Laura
  • 1:05 Connor L
  • 1:20 Connor R
  • 1:35 Katy

W 1/22

  • 12:50 Kassidy 
  • 1:05 Nate
  • 1:20 Caroline 
  • 1:35 Breann

 

Green Campaign, Part 3: Social Media

Green Campaign, Part 3: Social Media (30 points)

For Part 3 of their green campaign, students will create a series of (five or more) posts on a social media platform of their choosing. One of your posts can include your infographic (or parts of it), but the others should be new content, designed and written with social media in mind. There’s some flexibility here, but you will create the content (e.g. create your own meme, don’t share one created by someone else). The posts can be a series of separate if related posts or something like this Instagram from Divest DU. For the draft deadline, you’ll want to create 3 posts, and submit them on an MS word document, or in Mac Pages, or on a google doc (i.e. you don’t need to post them on  social media yet). Your social media posts will also be published on your (E)Portfolio.

Green Campaign, Part 3: Social Media Posts: Scoring Guide

(10%) Writing Process: Peer review submission and participation; self-evaluation

(40%) Content of Social Media Posts:

  • Clear purpose with a cohesive message and narrative or informational arc for the posts
  • Reliable information
    • Conveyed by text and visuals (photos, tables, figures)
    • Derived from credible sources
  • Mix of new content and existing content (like your infographic) in five or more posts
  • Consistent voice in posts (e.g. humorous, urgent, informational)

(30%) Genre and Audience Awareness

  • Appropriate to the selected social media platform (e.g. Facebook vs. Instagram vs. Twitter)
  • Posts designed to connect with target audience
  • Meets constraints of social media platform
  • Takes advantage of online, social media platform’s capabilities

(20%) Delivery

  • Edited and polished
  • Legible and readable information
  • Balances visuals and text, leaning more heavily on visuals and being concise in prose

Self-Evaluation

  1. Why did you choose the social media platform you’re using?
  2. How did you adjust the content of your posts to align with that social media platform?
  3. How would you characterize the purpose of your posts?
  4. What did you enjoy about creating the posts? What was challenging?
  5. What are the strengths of using social media to disseminate your green campaign?
  6. What could be improved in your posts?
  7. ___Name of colleague_____ gave me my best feedback. As a result, when I revised, I changed ____________ and ______________.

 

Green Campaign Part 2: Infographic

Green Campaign Part 2: Infographic (40 points)

“Graphical excellence is that which gives to the viewer the greatest number of ideas in the shortest time with the least ink in the smallest space… And graphical excellence requires telling the truth about the data.”  –Edward Tufte

Students will create an infographic as Part 2 of their green campaign. The infographic will build on and connect to your op-ed research and argument, particularly the audience, but the purpose may vary. So begin by identifying your infographic’s purpose: to inform, to persuade, to change behavior, to join in a movement, or to do something else. Once you know the purpose, then collect your data (design tip: try not to cover too much – lest your infographic be really long). And then write the copy for your infographic (design tip: less text, more images). Then use one of the many free infographic platforms available online to create your infographic. Before settling on a final design, I recommend sketching out a design and layout and considering multiple infographic templates. Don’t settle on the first one. Be deliberate. Ultimately, your infographic will be disseminated in two ways: 1) disseminated online as part of your green campaign social media posts, and 2) online as part of your final (e)portfolio.

Links:

Ultimate Infographic Design Guide

Greener Ideal’s List of Best Environmental Infographics

Climate Reality Project’s Eight Great Infographics on Climate Change

Piktochart (free, but you have to register – like most of them)

Green Campaign: Infographics Scoring Guide (40 points)

(10%) Writing Process: Peer review submission and participation; self-evaluation

(40%) Content of Infographic:

  • Clear purpose with an overall message
  • Reliable information
    • Conveyed by text and visuals (photos, tables, figures)
    • Derived from credible sources
  • Audience awareness by designer

(40%) Layout and Design

  • Legible and readable information via font color and size, contrast with background, spacing (i.e. not cluttered)
  • Organization
    • Facilitates understanding of content
    • Considers visual hierarchy of information
    • Balances visuals and text
  • Aesthetically appealing, pleasing to the eye

(10%) Delivery

  • Edited and polished
  • Shareable online via (e)portfolio, social

Self-Evaluation

  1. How would you characterize the purpose of your infographic?
  2. What did you enjoy about creating the infographic? What was challenging?
  3. What are the strengths of infographics as a genre and what are the strengths of your infographic in particular?
  4. What could be improved in your infographic?
  5. ___Name of colleague_____ gave me my best feedback. As a result, when I revised, I changed ____________ and ______________.