Podcast

Description

The Podcast is worth 20% of your total grade: 
Completed separately or in groups, in this project you will create a podcast that investigates ways that visions for the future of Atlanta’s people, neighborhoods, ecosystems, and social/cultural networks shape the choices made by community partners, such as Quest Community Development, West Atlanta Watershed Alliance, the ATL Beltline, or an (on campus) partner of your choice.

All disciplines and professions have to be mindful of ways the choices we make now will affect the generations that come after us. Similarly, practitioners in all professions imagine an ideal future and then make decisions based on what they think is the best way to achieve that future. While you have composed analytical and creative projects so far this semester, in this project you will create a podcast about ways real-world projects in Atlanta come to be through a blend of visionary planning and practical action.

Goals

Upon completion of their project, students should be able to
  • 1. Identify relationships among ecological, social, and economic systems
  • 2. Demonstrate skills needed to work effectively in different types of communities
  • 3. Evaluate how decisions impact the sustainability of communities
  • 4. Collaborate with peers and community partners to investigate ways we can protect the future without destroying the present

Podcast Requirements

For full credit, please complete the follow:
  • 1.Depending on group size, produce a podcast that is at least minutes long 7, but no longer than 15 minutes, in response to the following: How do visions for the future of Atlanta’s people, neighborhoods, ecosystems, and social/cultural networks shape the choices made by community partners such as the Beltline, Quest Community Centers, or the West Atlanta Watershed Association?
  • 2. Respond to the prompt above and also provide detailed examination of one aspect of the area/partner/development project you chose, describe its problems, and then investigate how those problems are being addressed
  • 3. Include at least one interview and at least two citations from authoritative source material
  • 4. Employ sound queues and musical tracks as needed to direct audience attention
  • 5. Be sure that all group members speak on the podcast for at least 2 minutes each
  • 6. Finally, each member of the group must submit a 500 word description of your composition process and an annotated bibliography with a minimum of four sources, two of which must be scholarly.
For your final Podcast, please complete an Annotated Bibliography with at least 4 sources. What is an annotation? What is its purpose? What are its parts?

An annotation is a short statement in which you summarize and assess the validity of a secondary, scholarly source you plan to use in your research. To write an annotation, complete the following:

  • 1. Cite the source in MLA
  • 2. Write 2-3 sentences that give a broad overview of the argument, aims, and/or scope of the article or chapter: what are the main claims/goals, what are the key terms, what’s the context?
  • 3. Write 2-3 sentences explain the main mode of inquiry and/or evidence the author uses to achieve her main claim/goal. 
  • 4. Write 1-2 assess the validity of the source. Did the author accomplish the goal he set out for himself? You’ve already stated the main claim/goal and the evidence/methods the author uses to achieve that goal, so now assess the article’s success. 
  • 5. Write 1-2 How will you use this article/chapter in your own Podcast?

Assessment

The Podcast is worth 20% of your total grade and will be assessed in context of the feedback chart and as follows:
  • 1. Rhetorical Awareness: Does the Podcast Individual Introduction and Annotated Bibliography address the situation (and assignment) completely and/or with unexpected insight? Does the project make a claim about how visions for the future of Atlanta’s people, neighborhoods, ecosystems, and social/cultural networks shape the choices made by community partners such as the Beltline, Quest Community Centers, or the West Atlanta Watershed Association?  (20%)
  • 2. Stance: Does the Podcast articulate a unifying argument/sophisticated position by examining a local area/partner/development project, describing its problems, and investigating how those problems are being addressed? (20%)
  • 3. Development of Ideas: Do the Podcasters develop their claim through fully analyzed evidence that supports all related claims? Do the podcasters include at least one interview and at least two citations from authoritative source material? Do the podcasters signal to listeners how their evidence supports/develops their claim/sustains topic? (20%)
  • 4. Organization: Does the Podcast sustain the claim throughout?  Do the Podcasters announce transitions from segment to segment, from one speaker to the next, and/or from one piece of evidence/analysis to the next? Have the Podcasters adapted typical organizational patterns of podcasts? Is there a conclusion? (20%)
  • 5. Process: Does the final draft demonstrate planning, revision, and collaboration? Did all group members contribute equally to the invention documents and the final draft of the podcast (10%)
  • 6. Conventions/Design for Medium: Do the individual introductions meet grammar, mechanics style, and syntax conventions with few or no errors? Does the Podcast persuade with seamless integration of features and content and with innovative use of affordances? (10%)

ENGL 1102.F3


Group Number Group Members
G1 Sidd, Ashley, Le, Anna, and Matthew S.
G2 Matthew A., Audrey, Roni, Tori, and Jackson
G3 Anish, Thiago, George, Omar, Jeanette
G4 Nicolas, Gabriel, Thomas, Luke, and Darren
G5 Valeriia and Dalila
G6 Isabelle, Catherine, and Morgan

ENGL 1102.HP3


Group Number Group Members
G7 Michael W., Craig, Mael-Sahn, Alhana
G8 Asha, Nicholas, and Mohan
G9 Azhar, Nikolay, and Jeffrey
G10 Josh, Matt M., Hasha, and Andrew T.
G11 Danielle, Ricky, Andrew B., Felipe

ENGL 1102.D3


Group Number Group Members
G12 Dylan
G13 Parth, Justin, Anu, Achal
G14 Uti, Lama, Ali
G15 Jami, Morgan, Kelsey, Kyle, and Lilly
G16 Jessica, Jennifer, Sachi, Kia, and Brian
G17 Marc, Nikhil, Andrew, and Cory
G18 Michael, Sidd, and Damian