English Literature on Why and how Tarot works in Psychology

EXPOSITION #3: DIGITAL (INTERACTIVE) EXPOSITION
An expository essay integrating research with the affordances of digital writing.
ASSIGNMENT DESCRIPTION:
For the third assignment in our course sequence, students should bring together
different source materials and media artifacts to create a multimodal (and/or
interactive) digital exposition. These expositions are meant to draw upon the
previous assignments in the course while adding a notable dimension of
information/research work: i.e., bringing together different resources to add depth
and granularity to how we understand or are oriented toward the grounding
artifact. As the grounding artifacts can be persons, places, things, activities, ideas,
feelings, and the like, how students approach this assignment (i.e., what orientation)
and the kind of resources they draw from will be as much dependent on the artifacts
as on the students. The goal, however, is for each student to bring 10 or more
meaningful resources together to add critical depth to their understandings of their
grounding artifacts. But also to do so while integrating a mix of mediating practices
(as well as leveraging, as relay, the works from earlier iterations). Thus, we might
think of this essay not as a replication of the ideas and content of earlier works, but
rather as the result of a relay: i.e., as being inspired by those previous works. Rather
than asking how the previous efforts fit together, the question might better be
situates as, “What do these previous essays and the affordances of this interactive
web space now allow me to say?”
That said, crafting a digital exposition involves more complexity than merely tossing
different media into an online space. Like all rhetorical practices, there is an art to
multimodal communication: one must think about the relationships of all the
elements, their layout, and interconnectivity; one must think of the relationships of
image to sound to text to motion/action. The reality is that digital compositionists
must consider far more than just content; they have to critically think about
mediated representation and the viewer/reader experience (as just two among
many considerations).
In terms of platform and technologies, students must work with wix.com, as it will
allow for fairly dynamic webtext creations. I would also encourage you to begin
from scratch in this system. Feel free to look at templates and examples, but if you
start with a template your primary architecture is set and you will spend most of
your time hacking/modifying the template.
NOTE: This assignment is designed, in general, as an attempt to bring together
photoshop creations (buttons/images/sprites) with text and image and video to
create a rich, interactive, mediated experience.
Fall 2018 ENG-W350 Justin Hodgson
GUIDELINES:
As these projects can and will take on a variety of forms, it is difficult to pin down
the guidelines. A “one-size-fits-all” approach simply won’t work. But, as a core set of
guides:
– Students must include 10 or more resources to help add nuance to their
grounding artifact.
o At least 4 must be print resources.
o At least 2 must be academic (i.e,. non-trade) resources
o Students will need to submit a copy of their Research Notes (10/23)
– Must integrate multiple media (or multiple modes [sound, image, text, etc.])
– Must be deliverable (and only viewable) via digital, computational platforms
(i.e., if these can be printed out and function the same, they fail to meet the
requirements of the assignment)
– Must involve a significant effort/notable undertaking (in both research and
design)
– Must include in-text citations as well as a full Work cited page (following
MLA or APA citation style guides)
– Each student should be able to share a working version of this assignment
with 5 classmates on 10/25/18.
– Each student should be able to share a complete version on 11/1/18
– Final Drafts will be due on 11/8/18:
o Final Drafts will be delivered via Canvas
o Peer-Reviews should be handed in during class (in print) on 11/8/18.
o Project Self-Evaluation (see below) should be handed in with the Peer
Reviews on 11/8/18.
GRADING EVALUATION:
In addition to my own general evaluation in terms of quality, coherence, aesthetics,
engagement, and checking to see if the work meets the assignment guidelines, I will
also consider these works in relation to the following criteria (to be discussed in
class): conceptual core, research component, form and content, creative realization,
audience, and timeliness. NOTE: Students will use these criteria to do a selfassessment
of the project.
IMPORTANT DATES:
10/23 – Research Notes Due
10/25 – DRAFT 1 Due
10/30 – Peer Review 1 Due
11/1 – Draft 2 Due
11/6 – Peer Review 2 Due
11/8 – Revision (FINAL DRAFT) Due
11/8 – Self-Assessment Due