Project 4 Examples

This is the post for the Wednesday, October 28, 2015 class meeting.

Black kitten with bat wings, captioned I am the night. Fear me.Important Dates

  • Mon, Nov 2: Project 3 grace period ends at 11:59 PM
  • During Nov: In-class work on pitches, timelines, storyboards, mockups, and so forth
  • Tue, Nov 17: Peer Review Draft due by 11:59 PM
  • Wed, Nov 18: Peer Review Feedback due by 11:59 PM (no class meeting)
  • Fri, Nov 20: Revision Plan due by 11:59 (no class meeting)
  • Thanksgiving Break: Nov 21 to Nov 29
  • Mon, Nov 30: Project due by 11:59 PM
  • Wed, Dec 2 through Wed, Dec 9: In-class Presentations
  • Wed, Dec 9: Project Grace Period ends at 11:59 PM
  • Final Exam (officially):
    • 10:10 course: Due by 9:45 AM on Wed, Dec 16
    • 11:15 course: Due by 5:25 PM on Mon, Dec 14


All the Student Examples Possible!

As you look through the examples, keep this information in mind:

  • Grades for these examples range. FERPA regulations prevent me from telling you specific grades.
  • Taking risks works into the grade, so you cannot see everything that went into the grades.
  • Be respectful as you discuss the work of other students.
  • Please do not leave comments/questions on any of these student sites.
  • The situation matters for how many projects were created, so ask me if you want more info.
Title with Link Format
Alexander and the Terrible, Horrible, No Good, Very Bad Day Prezi
Anthony Blankenship (ant) and Gregory Porter (grasshopper) Facebook
Around the World in 80 Days Prezi
Beauty and the Beast on Facebook Facebook
Beauty and the Beast Newspapers Prezi
Beauty and the Beast Remix video
Belle Magazine magazine
Boston Tea Party video
Attack of the Deranged Mutant Monster Killer Snow Goons Remix video
Cat in the Hat Goes College Instagram
Cat Identity (Winnie the Pooh) video
Chamber of PostSecrets PostSecret
Daisy Buchanan Pinterest
Don Quixote and the Giants video
Ethereal Ariel blog
Frozen: Blacksburg Edition webpage
Game of Thrones Red Wedding chatroom
Game of Thrones Memes meme photos
Green Eggs And Ham Remix: A Story video
Guess How Much I Love You, Celebrity Edition slideshow
Harry Potter Timeline infographic
Harry Potter Title Sequence (was to be an animation) storyboard
Keeping Up with the Hokies (Princess and the Pea) Twitter
Legend of Sleepy Hollow flipbook
Marching Through Manhattan (Little Women) blog
Midsummer Night’s Dream Twitter
Most Dangerous Game comic
Mount Vernon Christmas Pinterest
Music Man Remix Facebook
Peter Pan Enters the Job Force infographic
Postcards from Captain Nemo slideshow
Pride and Prejudice on Page Six newspaper
Princess and the Pea magazine
Princess and the Pea video
Rapunzel video
Rose-Red and the Bear video
Same Love by Macklemore as told through The Gay Rights Movement video
Scooby-Doo & Mystery, Inc.: What’s The Gang Up To During Retirement? Buzzfeed
Scout’s Instagram Account Instagram
Snow White and the Huntsman Instagram
Spider-Hokie Swings into Blacksburg video
The Borrowers text messages
The Folly of Hades (Hercules Myth) Twitter
The Hunger Games, Time Magazine Edition magazine
The Little Mermaid Facebook / Prezi
The Nutcracker Toy Catalog flipbook
The Once Upon a Times newspaper
The Three Little Scholars Broadcast video
Very Hungry Hokie Instagram / Prezi
A Week in the Woods (Hansel and Gretel) Prezi
What Happened to Little Red Riding Hood? Prezi
Who Is The Fairest of Them All? website



For Friday, do the following before class:

  • Finish reading Chapter 3 of Writer/Designer, from p. 45 to the end.
  • Spend time exploring the pertinent examples from the list above so that you have narrowed down your choice of tools.

For Monday, do the following before class:

  • Read Chapter 5 of Writer/Designer.
  • Be prepared to write a pitch in a quiz, following the questions on p. 56 of Writer/Designer.


Web Essay Work Day 1

This is the post for the Monday, October 12, 2015 class meeting.

Panda on a rocking horse, with the caption: Some of us are trying to workImportant Dates

  • October 16: Fall Break (no class meeting)
  • October 21: Project 3 Peer Review
  • October 26: Project 3: Interrogate a Story Source due by 11:59 PM

A Simple Way to Think of P3

The reading for today (pp. 40–45 of Writer/Designer) talks about the what and the how:

  • the what is the content of your text
  • the how is the form your text takes

If you read the text closely, you will see that they also discuss why (the reasons that the text takes the form it does).

Project 3 asks you to look at these same ideas. You will write about how the text is constructed and then consider why the text has been constructed that way. We looked at Web Design for Babies, as an example.

  • For the What
    We discussed that the book was meant for web designer family members to share their work with their children. While the book outlines some facts about web design, we discussed that the baby readers would be unlikely to learn the information from the book.
  • For the How
    We talked about how it was made as a board book with bright colors and simple drawings.
  • For the Why
    We talked about how the book’s audience was babies, who would do less damage to the thick, cardboard pages and would have an easier time turning the pages. Further, we talked about how babies would be attracted to the bright colors and simple cartoon characters.

Your analysis will be more complex, as you need to cover the rhetorical situation, the design choices, the modes of communication, and the affordances and constraints.

A Possible Process to Follow

  1. Begin by familiarizing yourself with the source, if you haven’t looked at it in while. You might want to reread it or at least skim through the text.
  2. Use the Writer/Designer Analysis Questions worksheet to gather information on how your story source works. Aim for good, strong details about your text.
  3. Review your information and think about why the text has been made the way it has been.
    • Why the particular design choices?
    • Why the particular modes of communication?
    • How do affordances and constraints figure into the reasons why?
  4. Write your web essay based on all the information you have gathered.
  5. Add navigational structures to help a reader move through your essay.
  6. Add documentation to the web essay by citing your story source (and any other resources you quoted from). These tools can help:


Here are examples of web essays written for a similar assignment. Rather than analyzing how a story source works, students were analyzing how an online tool works:

  1. WhenInTime
  2. TimelineJS
  3. Text 2 Mind Map
  4. Inklewriter
  5. Thinklink
  6. MindMup

As you look at the examples, notice how they created navigation among the pages and how they incorporate examples from the sites they were analyzing. All the web essays are comprised of multiple pages, but you may have to look around to find the additional pages. Think about which are the most effective as you make decisions for your own web essay.

In-Class Writing

You will work on your project in class, but you do not need to complete any quiz or post.


For Wednesday’s session (10/12), do the following before class:

  • Watch the video "Stock images are a waste of space" (3m 15s). Be ready to brainstorm about how you can use images in your web essay in class. We’ll spend 10 to 15 minutes on discussion.
  • Bring whatever you need with you to work in class. You will have the remaining 35 to 40 minutes to work in class while I check on everyone’s progress.

For Friday, have a nice day off. Enjoy your break weekend.

For Monday’s session (10/19), do the following before class:

  • Review the examples posted above, and be ready to discuss how their navigation works in class.
  • Bring whatever you need with you to work in class.