... this is it!

> If you want to make an html link (for example, in a Google Map) the code is as follows:



Replace url with the url you want to link to. Replace link with whatever you want - it's the text that will be clickable, blue, and underlined. All the others aspects of the code must remain the same (spacing, quotes, etc.). Also, don't forget that if you're putting this into a Google Map placemark you need to do it under the Edit HTML tab.

> Final trailer.

> I'll email you about the collaborative essay

> Present Creative Galleries.

> Complete ESEI evaluations.

The end is near....

> Collaborative Trailer. What do you think?

> Work on collaborative essay.

> Present Creative Galleries.

> Complete ESEI evaluations.

Thursday time

Trailer! Check it out.

> Collaborative trailer. Goal: to make a single video trailer about the whole course and the topic "What is a multimedia author?" Possible soundtrack for trailer.

> Goal: to make a single essay about the course and topic. Work on collaborative essay.

> Work on creative galleries.

Tuesday April 20

> We will make a collaborative trailer for the entire class. It will include "snippets" from everyone's project. These might be a few images, some text, some sound, .... etc. The trailer and the collaborative document are a statement on the class as a whole (along with your individual projects). What should we include in the trailer? Write a blog post on what we should include from your project - the post may be text or may be an image or a link or some combination. The goal is to create a post with your thoughts on your content for the trailer. We will return to this and assemble the trailer on Thursday.

> Find a partner and work on the collaborative document. Read it through. We want it to read as an essay on the class, gathering together the various ideas and debates. What do we need to do? Where do we need to edit it? Edit it for transitions, arguments, style...

> Work on creative galleries.

> Questions?

Tuesday April 13

YouTube Downloader

Cool joke song

Remember: for Thursday's class (4/15) we meet in Colson 130 to hear the presentation by digital poet and critic Loss Glazier. I will take attendance: find me and let me know that you're there, and I'll mark you present.

> Audacity is a free, flexible sound editor. It is more powerful than the free editors included with most computers. (I would say it is on a par with or slightly better than Garage Band.) Download. Be sure to also download and install the LAME mp3 encoder in order to make mp3s. Some important tips:

• Each "track" is a clip of music. You can work with multiple tracks. When you save the file to a .wav or .mp3 or other format, the tracks are mixed down to a single track.
• The record button (red) creates a new track every time it is pushed.
• You can select, delete, copy, split, and paste whole tracks or sections of a track. You can apply filters and other transformations to whole tracks or sections of a track. You can drag whole tracks or sections of a track to different times in the timeline.
• There are excellent Audacity tutorials here. Also remember Creative Commons Search, try Freesound and Open Music Archive.
• Download some clips and make a piece of audio with at least three tracks. Upload it to your Google account and link it to your blog (click on the uploaded file and go the Share options).
  

Time for Thursday the 8th of April

http://www.as.wvu.edu/english/mapping_home.html


> Return to the collaborative document. Work in partners: one person writes, the other helps. Continue to edit and add to the document, but also do the following: choose a paragraph and work on the "writing style." Try to retain the interest of the individual writer's style and argument, but also edit the paragraph to be less of an individual statement and more of a paragraph in an essay. In short, normalize the paragraph style so that it is part of the larger, emerging essay. For example, shift from "My project is concentrating on Facebook" to "Facebook is" followed by a claim about Facebook. Once you and your partner complete editing that paragraph, move to another.

> Sound. Look at Murmur. For finding free audio tracks, along with Creative Commons Search, try Freesound and Open Music Archive.

> Using QuickTime. You can do most audio recording/editing using QuickTime. It's easy. Select File > New Audio Recording. Once the recording is made, adjust audio settings using Window > Show Movie Properties > Audio Properties. You can export the audio using File > Export and you can set the exports options by clicking the Options button.

• Tip: if you want to make a recording for an iPod, go to Edit > Preferences > Player Preferences > Audio Recording and set format to AAC (.m4a). You can set other recording preferences here as well. Why not make a podcast and publish it on iTunes!

> Using Audacity. Audacity is a much more full-featured audio editor, available for free download. Be sure to also download and install the LAME mp3 encoder in order to make mp3s. The encoder is available here. Additional Audacity plugins are here. Use Audacity for multi-track recording and editing, adding filters, and so on. There are also good Garage Band tutorials here, if you want you to work with it.

> Hear about the status of a few creative projects. Questions in general?

Tuesday April 6.

> Hear about the status of a few creative projects. Questions in general?

> Topic: Images and video for collaborative gallery. I will talk about images and videos a bit, and then you can work on your projects. If there's time we'll work on the collaborative document, otherwise we'll do that on Thursday.

> For images, Photoshop is the best, but for images that will go on the web, there are free alternatives that work just as well. Try pixlr. Play with it!

• Two tips: 1) Use Layers. 2) Save as a .jpg (photographic images) or .png (good format for all types of images).

> One way to edit movies is Windows Moviemaker. Moviemaker is free and installed on Windows machines, but is limited in functionality compared to QuickTime or iMovie.

• Important tip: you must publish the movie as .wmv or .avi before uploading!

> Remember, get your images and movie clips from all over. Use Creative Commons search to find usable, open copyright movie clips. Or make your own (use your cellphone)!

> Lots of examples of video art out there. We've already looked at some, but jhave Johnston's site is good for creative use of video.

> Multiple embedded YouTube example, using a Google Docs presentations. Functions like inBFlat. Offers a quick way to make a "mixable" page of videos.



> Return to the collaborative document. Work in partners: one person writes, the other helps. Choose a single paragraph and work on the "writing style." Try to retain the interest of the individual writer's style but also edit the paragraph to shift the style away from an individual statement to a paragraph in a larger work. For example, shift from "My project is concentrating on Facebook" to "Facebook is" followed by a claim about Facebook. In short, begin to normalize the paragraph style so that it is part of the larger, emerging essay. If you and your partner complete editing that paragraph, move to another.

Almost spring break, on Thursday the 25th

> How to make a blog narrative. Try one out!



> How to make a Google Maps narrative. Try one out!



> Hear about some projects (if there's time). Don't forget the revised essay is due after Spring Break.

Tuesday 3/23

> Please learn to post links in your blogs and not long urls as text!

> Research topic: Twitter. Social networking tool or new form of communication? Affordances and biases?

• Basic question: what are you doing?
• Micro-blog with 140 character limit per post.
• Reverse chronological, like blogs.
• Even more immediate and ephemeral than blogs.
• Important characters: # to tag and @ in reply to.
• Business model: paid tweets.

> You will make a creative gallery linked to your blog, where you extend your topic through something (or several things) you make. What can you make? Whatever you want! You might: make an iPod-ready soundtrack for your project, using audio that you find or create; make a hyperlinked story presented on a blog; make several YouTube videos; make a presentation with images and animation; make an online game; make a remix of the project, mashing up text images…; what else? All of the above and more...

Over the next several classes we will cover tools and techniques for text production, audio, and video. By mid-April, you should have a good plan for and drafts of one or more creations for your gallery. The remaining classes after that will be devoted to working on your gallery and showing it off.



> Look at examples. Revise your blog post: what are your thoughts right now about the creative gallery? Share some blog posts with the whole class.

Sunshine and Thursday March 18

> Talk about Creative Gallery

> Blogs




> Work on the collaborative text. General question: What are the shared claims? What is the logic of the claims? Goal: re-organize the document to follow some sort of organization/logic.

First, return to your writing in the collaborative text, and see if you want to revise. Add and expand as you see fit.

Then work on re-organizing. Rearrange sentences, paragraphs, and ideas to make the collaborative document stronger. Follow your sense of how the pieces fit together. Write linking sentences or phrases to connect the paragraphs.

Note: You will work on the collaborative document in groups. If you are not working on it, revise your essay on Google Docs.

Group 1. Alderman, Burkarth, Duverger, Hasbani, Houck, Lucas, Roberts, Rosenthal, Vanorsdale, Whiteford

Group 2. Burdette, Donato, Harris, Hewett, Koonse, Osborne, Rogers, Toler, Weese.

> Discuss projects. Hear about some.

It's Tuesday March 16 and time for ENGL 303

> Workshop essay. Due: Blog post with draft of essay. Remember, the final draft is due April 6.

> Take a moment to make sure your essay is in Google Docs and linked to your blog. Write a short note in the blog post where you reflect on the essay: What do you like about it? What needs the most work? Also, use the sharing button to make your essay editable by anyone: select Sharing > Get the Link to Share > and select the boxes to allow others to view and edit. The link should be the one you posted in your blog!

> As a large group, take a look at an essay.

> Then work in small groups. Choose a person to go first in the group. Everyone focus on that person's essay, making comments as noted below. Be sure work on one essay at a time, as a group, so that any questions can be cleared up in discussion with the author. Then move to the next essay. Make all comments directly in the Google Docs essay using a highlight and/or colored text. At the end of class, be sure to change the sharing on your own document back to allow only you to edit (so that no one else comes in and makes changes).

Group 1: Toler, Roberts, Lucas, Hewett, Duverger.

Group 2: Rogers, Osborne, Houck, Harris, Burkarth.

Group 3: Vanorsdale, Whiteford, Weese, Burdette, Rosenthal.

Group 4: Koonse, Hasbani, Donato, Alderman.

> First reading: Read the essay once for an initial response. Write a note at the end of the document about the following:

• Your overall impression
• What did you like? What didn't you like?

> Second Reading: Read the essay a second time for an in-depth response. Write about the following:

• What is the main idea / claim expressed in the essay? What are the sub-ideas or claims? Are the claims related to the main idea? Write directly into the essay where you see the main and sub- idea/claims. These will probably be expressed a number of different places in the essay. In your comments, suggest how the writer could improve and tightly connect these ideas/claims.
  
• Is there evidence supporting the ideas/claims? Write directly into the essay where you see the author discussing evidence for the ideas/claims. In your comments, suggest how the author could use more evidence or make better use of the evidence, and how.
• Does the writer use ideas and sources from the directed lectures/theories presented in class (theories of authorship, narratology, remix culture, social media, gaming, etc.)? Write directly into the essay where you see this material, or where you think this material could be incorporated. In your comments, discuss how the author could enrich and extend their use of this material.
  
• Are the parts of the essay connected in a logical, convincing manner, with supporting evidence? Write directly into the essay where you see transitions from one part to another, and where you think there should be a transition. In your comments, discuss how the transitions can be made more logical and persuasive.
  
• Where is the language of the essay confusing or unclear? Write directly into the essay where you find confusing and unclear language. Comment on how this could be improved.
  
• Finally, what should the writer focus on to improve the essay? What should she do next? Add to your end note suggesting the most important action item(s).
  

Activities for Thursday March 11

> Remember for Tuesday: draft of essay (the final essay is 2000 word minimum, not including Works Cited; the draft should be as substantial as you can make it), for review in class. The draft should be posted or written in Google Docs and linked onto your blog.


The very first YouTube video, from April 23rd, 2005.


Noah's YouTube Portrait over 2356 days.

> YouTube is the 4th most visited site on the net, after Google, Yahoo!, and Facebook. Write a blog post on how the "author" is constructed on YouTube. You don't need to discuss Facebook, but keep in mind the comparison to last class' discussion, where we decided that Facebook focuses on the author as 1) a dense network of relations and 2) as a bundle of attributes. How is YouTube different? Why is it called YouTube? How does the site work? (For example, how does it make money?) How does the medium (YouTube) structure the message? Write your blog post exploring how YouTube constructs authorship.

> The language of your essay.

• Focus on links and connections at the paragraph level. Every paragraph ends with an idea that links to the next paragraph. Every paragraph begins with an idea that carries from the previous paragraph. Follow the MEAL plan: Main idea, Evidence, Analysis, Link (to next paragraph). The MEAL doesn't necessarily have to be in that order but should include those in every paragraph.
  
• Focus on incorporating your materials, including the annotated bibliography and the ideas from the trail. Work on summarizing each primary material/source, then describing ideas emerging from this, then making links.

> Hear about some projects, starting with "punch lines" (which is also the hook, the deep point being made)

> Work on collaborative document (if there's time)

Get it together for Tuesday the 9th

> Attendance and getting grades back

> Hear about some projects, starting with "punch lines" (which is also the hook, the deep point being made)

> Question: how does Facebook construct the author? The point of the question is concrete description of a medium (as you will need to do in your project). Assume "the medium is the message," i.e. the medium determines the message we get. What can we say about Facebook? How do we "know someone" through Facebook? What kind of self does it present? What structures or patterns? Look at specific details ... e.g. Barack Obama Facebook

> Logical mapping. Your essay must have structure. Remember: 2000 word minimum, not including Works Cited (about 8 pages). You must think through the order of the parts. Here's one approach to brainstorming structure for your essay.

1. Create a Google Docs document and create a diagram
2. Write your single sentence research topic in the center of the diagram
   
3. Write your content areas each in separate boxes (what do you need to talk about to make the explore the research topic? what websites etc. but also what texts, essays, etc.)
4. Write your assertions/claims coming out of the topic each in separate boxes
5. Write your evidence/annotated bibliography texts each in separate boxes
6. Order and organize everything
7. Save the diagram and link it to blog post for today
   

> Work in pairs. Present today's blog post and the logical map to a partner. Discuss the structure of your essay. What parts does it include? What does it need? What part should you write first?

Here's a link to my excellent diagram

It's here! March 4

> Diigo bookmarks

> Working on the essay (draft due 3/16). Over the last three weeks, you heard mini-lectures summarizing and organizing arguments in relation to the class, on the follow topics:

1. What is an author?
2. Narrativity
3. Remix Culture
4. Social Media (Here Comes Everybody)
5. and Gaming

In writing your essay, you must make use of at least one of these areas (make use of = quote the work, engage with the arguments, and make it part of your thinking). Write a new blog post about which of these you will use. (You can use more than one.) Think over the lectures - you may want to look at the Google Doc presentations as reference - and consider which ones makes the most sense for you. Think of it as a theory for your essay. Then consider how you will use this theory. In particular, how does it let you specify the two guiding questions of the course - 1) what is a multimedia author? and 2) how does multimedia writing enable new forms of creativity? - in terms of your topic? What arguments and/or evidence will you adapt?

Before you finish the blog post, do the following. Based on your thinking so far, including your annotated bibliography and your trailer, what are the broad themes and arguments of your project? Remember: an argument involves a thesis, a position that you are taking and arguing for, and that someone could potentially argue against. Then, write a single sentence that sums up your project. It could be in question form or statement form, it could be causal (that was then, this is now, etc.), it could be funny or serious, but either way: make it provocative, the punch line, the slogan for your work.

Post it to your blog!

> Hear as many of these as possible.

> Google Docs intro. Remember, you will write your essay on Google Docs. 2000 word minimum, not including Works Cited. Here's a link to Google Docs.

March March March 2

> Due: Two resources to Diigo + annotated bibliography with at least ten sources, of which at least two must be from Project Muse and/or JSTOR, revised for grading. Note: if you're having trouble with formatting the annotated bibliography om your blog, you could try putting it in Google Docs and linking it to your blog. (You'll write your essay in Google Docs.)

> Diigo bookmarks

> Research topic: gaming

• Who plays games? What games do you play?
• Do games supplant narratives/writing as privileged cultural forms? (over 72% of all people in the US played video games last year, whereas more than 25% read no books in the last year)
• How is "playing" like "reading"?
• Is a game a narrative? Is it a kind of writing? Or are games a fundamentally different type of thing? (e.g. difference in types of events, difference in speakers, difference in temporality)
  
• Are things that we agree are games (chess? football?) also narratives? How about Tetris? Is it a narrative? Why or why not?
  
• OK, then is Zork a game? How so?
  
• Look at Nelson's Evidence. What is it? (game? narrative?) How about September 12 (which declares "This is not a game.")?
• What is the role of narrative/writing within games? How do games contain stories or comes within a story? We may narrate a game after the fact, but is this part of the game? (How?) Look at Dead-in-Iraq.
• What about hybrids? e.g. modding communities such as Sims3 modding, or PacManhattan, or Machinima ("Who's the tank?"), movies and books based on games (Resident Evil, Doom, etc.)
  

Here it is: Thursday the 25th

> Diigo bookmarks

> Research topic: Here Comes Everybody, through end. Look at this silly but fun video about social networks, resonating with many of Shirky's points:

Some other points Shirky raises:

• Our social networks are typically small and densely interconnected because of "homophily" i.e. that we tend to be connected to others with similar interests...
• .. and therefore those people connected to us are more likely to be densely connected to us in other ways, and are likely to be connected to others with similar interests
• Such "small world networks" link to other densely-connected networks to form large social networks: Dense local connections + sparse global connections = global network
• Our new web-based tools support and extend these patterns
• A key point for Shirky is the tremendous growth of potential collectives. Most are purely localized and specific. But they interconnect and this forms larger potential effects.
  

> Workshop Annotated Bibliography. You will be assigned to groups of 3-4. Some of your commenting will be online, but it is important to meet face to face, so please get together as a group. Look over the guidelines below and choose someone to go first. Read and comment on the annotated bibliography on their blog. Then discuss (as noted below), then move to the next person.

• Along with a correctly formatted citation, the annotations should be 1) about 100-300 words in length; 2) use short, complete sentences, that summarize but do not quote; 3) are indicative and informative of the contents and parts, arguments and claims, and major evidence and conclusions of the resource; 3) are evaluative of the importance, limitations, reliability, biases, clarity, and audiences of the resource; and 4) are reflective and selective of the specific uses - i.e. what you will use - of the resource for your particular project, including how it might function as evidence in your argument and how it might impact your thinking.

• As you respond to your group members, write comments on their blog noting where they can revise and improve. Remember, the annotations are a time to begin thinking critically about your resources. Be as specific as possible in your comments - try to refer to specific issues in specific annotations. After writing comments, talk as a group about the individual's annotations. What do you notice on the large scale? What ideas or arguments can they draw from these annotations towards writing their essay? Once you complete discussion of one group member's work, go to the next.

> Due Tuesday: Two resources to Diigo + annotated bibliography with at least ten sources, and at least two from Project Muse and/or JSTOR, revised for grading.

Tuesday the 23th is here

> Diigo bookmarks

> Research topic: Here Comes Everybody, chap. 6-8.



> Last names A-K go to the shared document (email link was sent last week) and respond to at least two other students' writings by discussing similarities/relations to your topic. The connection might be in content or in argument or otherwise. Where is their project like yours? Where does it differ? Obviously, choose to respond to a project that you see in some sort of relation to yours. Discuss similarities and suggest examples that you are working with that relate to their work. Add your writing directly after the other person's text - enter into a dialogue with their writing and their ideas.

> At the same time, last names L-Z read blog posts for today (reflecting on the topic so far) and respond to at least two. Try to provide constructive feedback on how they can refine and focus their topic, and on what evidence they might draw on. Focus on helping them with their topic.

> After a bit, the groups will switch... Then open discussion. Questions on project so far?

> Don't forget for Thursday: a revised and expanded annotated bibliography (correct format and 10 entries!) for workshopping in class + read Here Comes Everybody to the end.

Welcome to Alaska? Um, no Thursday the 18th

> Diigo bookmarks

> Returning grades

> Research topic: Here Comes Everybody, chap. 4-5.

> Work on shared document. In a new blog post, write a brief summary of your project so far. The summary should contain three parts, with each at least a sentence in length; it can be broken into three parts or formed into a single paragraph.

1. The first should state the topic you are working on (fan fiction, music remixing, etc.). State it as specifically as you can.
2. The second should state what is at stake in the topic. What are the debates and why? Why is this topic important? Is it a matter of free expression? Of community? What is it?
3. The third should state your position. What is your assertion about the topic? Where do you stand on the debates?

Think of this brief summary as a thesis paragraph. Add your name at the end of the writing. Then cut and paste it into the shared Google Docs document (you should have received an email with instructions). Note: only 10 can edit the shared document at a time. Cut and paste and exit quickly so that others can add theirs.

> Work on annotated bibliographies. What is the argument? What are the assertions? What is the evidence?

> For Tuesday: Two Diigo bookmarks + blog entry reflecting on your topic so far + read Here Comes Everybody Chaps. 6-8. Where are you in your thinking? What do you still need to do?

Warm up for Tuesday the 16th

> Diigo bookmarks

> The Power of Organizing Without Organizations




> Annotated Bibliographies. Let's look at some! What is the argument? What is the claim?

> Windows MovieMaker... at some point...

Here we are on Thursday the 11th

> Preview/trailer revised for grading is due today.

> Diigo bookmarks.

> Annotated bibliographies. Due 3/2, with at least 10 entries, including two from Project Muse/JSTOR.

• An annotated bibliography is an alphabetical list of resources for your project. Use it as an intermediate stage between your research and writing your essay. Entries in the annotated bibliography are crucial resources for your thinking. The annotations can develop directly into text for your essay.

• The first part of the annotated bibliography is correct and complete citation information for the resource. MLA 2009 citation guide here.

• The second part is the annotation itself. The annotation consists of three parts, each of which is at least a sentence in length, but is probably - most likely! - longer:

1. a summary of the resource (what is it about? what are the parts? etc.);
2. an evaluation of the resource (what are its limitations? why is it important? what is the audience? etc.);
3. a statement of use indicating how the resource is useful for your project (how is it useful for your specific project? what aspect/parts are you using?).

> Research topic: narratology, or telling the story.

> For Tuesday, read Chaps. 1-3 of Here Comes Everybody + 2 Diigo links + a blog post with an annotated bibliography of at least three selected links/resources. We'll look at annotated bibliography entries and we'll talk about developing arguments and assertions about your project.

Welcome to Tuesday, 2/9

> Diigo bookmarks

> Remix Culture.

Remixs: Hitler Downfall parodies, Barack rolled, Tiger Woods voicemail, Buffy vs. Edward

> Read and comment on at least two blog posts

> Look at trailers/previews

Don't forget that trailers/previews are due Thursday! We'll also discuss annotated bibliographies on Thursday.

Thursday's here, what to do?

> Diigo bookmarks

> Research topic: What is/was an author? (First mini-lecture to accompany your research). Michel Foucault “What is an Author?" ( for the essay: click on the link above, click on "Here is the link" and then on the download link).



> Work on trailers.

> For Tuesday, don't forget to read the intro and first chapter to Lessig's Remix (link on syllabus) and write a blog post (prompt on syllabus) + two Diigo bookmarks

Yes, Tuesday the 2nd is here!

> Due: Two bookmarks to Diigo + blog post with link to draft preview/trailer.

> Discuss and workshop previews/trailers. Look at the blog list. Look at / read the preview/trailer post of the blog above yours. Write them a brief response. Give your reactions - love it, hate it? - and suggestions for improvement. Once you finish your response, go to the next one up - if you get to the top, go to the bottom of the list - and respond to at least two blogs in total.

> Work on previews/trailers.

> Consider the text in your preview/trailer as "taglines" (like on a movie poster: slogans and memorable phrases, capturing the tone and concept of your project). For each tag line, think of viewpoints for and against. Develop tag lines into assertions, arguments, claims...

> Next, what evidence do you need to explore thse viewpoints? What is the "theory" of your project? i.e. What are the arguments that organize the evidence and that represent your point of view? The next step is creating an annotated bibliography that contains your evidence.

> Remember Thursday's homework: read Foucault, "What is an Author?" (link on syllabus)

What to do on Thursday January 28

> Remember: for Tuesday, create a draft of a video (draft = as much as you can get done, a useful start...), upload it to your blog or to YouTube. We'll work on it in class. Plus two more Diigo bookmarks.

> Look at one set of Diigo bookmarks.

> QuickTime or ... ? There is a useful help page for QT (access the help menu on the player). You can use other tools instead of QT, but talk to me about it first. Where to get materials? Take them with your camera, make them with your tools (Paint, Photoshop, etc.), find them online (Creative Commons search, etc.) ...

> Look at the example below. It includes still image, text (for this see presentation in blog post from last Thursday), video, sound, etc. Here is is put together ...
YouTube

Blog Upload

... and now I'll talk about taking it apart. (Tip: if you encounter problems uploading to YouTube, try to export into .mp4 format.)

> Return to blog posts about "previews/trailers"from Tuesday. Talk in groups about blog posts. Think of previews/trailers for a movie: they are typically 30 seconds to two minutes, and contain selections that tease and interest the viewer. They may be the most exciting, funny, dramatic, etc. selections. They are the headlines or "bullet points." Here is one preview/trailer site. Your preview/trailer must provide a thoughtful and interesting introduction to your topic.

Tuesday time

> Diigo bookmarks

> Continue with QuickTime tutorial. Finish with QT presentation/tutorial from last class. Upload video to YouTube and/or blog.

> Where to get source materials for your preview/trailer? Creative Commons Search is a good place to start, but you can find other links on the syllabus.

> How to put an image in your blog and how to make links in your blog ...

> Look and hear some blog posts about "previews/trailers." Keep in mind that a preview/trailer for a movie contains selections that tease and interest the viewer. They may be the most exciting, funny, dramatic, etc. selections. They are the headlines or "bullet points." Here is one trailer site. Trailers are between 30 seconds and two minutes. Your must provide a thoughtful and interesting introduction to your topic.

> Thursday: In-class working on QuickTime. Be sure to bring your QT Pro code to class.

Thursday calling

Diigo links

Groups > brainstorm topics... what is your topic?

Big group > Talk about topics...

Preview/Trailer > A thoughtful and interesting intro to your topic, at least 30 seconds of video / music / text (you figure out the combination!) uploaded to YouTube / embedded in your blog. Think of movie trailers: snippets, highlights, headlines, bullet points... Get materials from YouTube, Google Images, from your own camera, from the resources listed on the syllabus... (you figure out the sources!). What to use?



For Tuesday > Blog post talking about your idea for a topic and what you might feature in your preview/trailer. Don't forget to bookmark at least two other resources on Diigo.

It's Tuesday!

Blogs > Note: Make sure your blog posts have titles! That way they're linkable on the blog stream... Second, make sure comments are enabled on your blog (you should see a comments field at the end of your post; otherwise, go to Dashboard > Settings > Comments). Today: we'll read blog posts about Tenner/Lethem and comment on at least two other student's blog posts. Start down the list with the first blog after yours... As you respond, consider the following:

• What do the readings say about authorship, voice, originality, creativity? In particular, what do they say about multimedia authorship?
• Tenner speaks of the plagiosphere and its dangers. What does he mean by this? What are the dangers? Is he right, in your opinion?
• Lethem speaks of "open source" culture; he also writes of "second use," "active reading," and the "already read." What does he mean by these things, do you think? What is he arguing for? Is his argument right, in your opinion, and why? Also, what views are being challenged here? What arguments about authorship etc. are Lethem in dialogue with?
• Is it possible to remix something so that it becomes "you" and "yours"? Why or why not? Where does the author come in?
  

Diigo bookmarks > What is Diigo? Hear about two sets of bookmarks. What sites did you bookmark? How is the site useful to the course? (Notes here at the brainstorming doc.)

What is the first project? > A preview of your work... Also, a quick look at QuickTime.

So, what do you want to focus on? What is your topic? Start a blog post!

Thursday 1/14

1) The internet and the World Wide Web: what's the difference?

• View source and HTML: a basic page.

2) Blogs: Publishing online made easy..

• Make your Google Doc account and your blog (put your name in the blog title!)
• "Hello world": your first blog post!
• Then: write a brief posting in your blog in response to the prompt here.

3) What is QuickTime?

4) Brainstorming topics... and looking ahead.

• Don't forget the Diigo bookmarks for Tuesday: you must sign-up for Diigo and install the toolbar in order to bookmark
  
• Don't forget the reading and blog post for Tuesday!

Welcome to Multimedia Writing!

This is the blog for the spring 2010 Multimedia Writing (ENGL 303) course at West Virginia University, taught by Sandy Baldwin. The class meets Tuesday and Thursday from 1600-1715 in Colson G18. Check here for class announcements, activities, and resources. The class syllabus and policies are available as a Google Doc and are also linked on the list at left.