Once this semester, you will be responsible for giving a five minute “provocation presentation” to your classmates.

Presentation Content:

Each student will be assigned a particular week's reading & lecture to address in tutorial. Your responsibility will be to put together a short in-class presentation designed to

• teach your peers one concept or argument of your choosing from that week's reading/lecture;
• illustrate the the concept or argument for your peers, by applying it to a media-related case of your choosing
• introduce a media-related case that in some way complicates the concept or argument
• craft a question related to this complication designed to provoke class conversation

Presentation Format:

• Presentations are timed, and strictly limited to 5 minutes maximum (excluding class conversation.)
• Students should include 8-10 slides in their presentations.
• After their presentation, students are expected to use the Presentation Submission Template to submit a PDF of their slides and speaking notes (bullet points are fine) using Turnitin.
• There will usually be 4 student presentations per day. Tutors will decide whether class conversation happens after each presentation, or after all presentations have been delivered for the day.

Grading Criteria You are graded in class, on a series of criteria including:

• understanding of concepts
• application of concepts to examples
• quality of discussion question(s)
• overall class  presentation skills
• originality

Each of these will be marked on a scale of 1-6, for a total of 30 points.

Presentation Dates & Guidelines

• Presentation dates will be assigned by your tutor and cannot be rescheduled without Special Consideration approval.
• Although students won't be penalized for overlapping choices with regard to concepts or examples , it stands to reason that that four people handling the same material on the same day are often marked in descending order of quality. To avoid too much duplicating material, each class will receive a list of who is presenting when, and students presenting on the same day will be encouraged to touch base with one another in advance of presentation day.
• Additional  guidelines for delivering presentations and grading rubric will be given out the first week of classes.

For this assessment, you are going to develop a clear, exciting and creative response to one of the most commonly asked questions in employment and postgraduate interviews: “So, tell me about yourself.”  In keeping with the class theme of ethics, your goal is to truthfully communicate your interests and values as student in such a way that your reader/viewer is inspired to begin thinking about you as  a future professional.

Response Content: At minimum, your submission needs to address the following questions, designed to give a sense of who you are as a student:

• Short description of your major. This should be your future ten-second response to the question "So, what's an X major, anyway?"
• Short explanation for why you chose your major. This should include a quick story, image, memory, or allusion to the outside world that tells others something about you as a person, and hints at your values (i.e. not just, "Not sure why I chose this major," or "I chose it because I want a job...")
• Examples of at least two significant classes or assigned texts that shaped your educational experience, and a quick discussion of how and why they did.
• Discussion of any significant media production-related skills you acquired (or built on) while at university, showing an example from the work where possible.
• Discussion of any significant outside internships /volunteering/travel/extracurricular activities that you undertook to gain skills beyond the classroom.
• Discussion of at least two industry sectors that excite you as possible  avenues for employment after university, with reasons provided for why you find them interesting.  
• Discussion of at least one media leader that inspires you as media consumer, producer, or critic, ideally with an example of the work you find inspiring. The media leader you chose can an individual, a company, or even an activist movement--established or on the rise, national or internationally based.

Response Format: As media students, it is hoped you will take the opportunity to go beyond the standard essay format in a way that both tells and SHOWS who you are as a media creator. As long as you address the questions, you are encouraged to produce this assessment as piece of creative writing; using one of the following formats:

• creative essay format (screenplay treatment; letter; lab report, etc.) 
• graphical format (menu, architectural plan, map, weather report, etc.)
• a curated piece of social media (web site, Tumblr, Instagram feed that links photos and text in some way, etc.)
• short video (speaking to camera and/or narrating animated slides);
• as a song, a piece of sound art, podcast, or radio broadcast, etc.  

Guidelines for length:

• Creative writing submissions (600-1200 words max)
• Graphical presentations (1-3 pages max)
• Video, audio or other time-related presentations (1-3 min max)

Grading Criteria: Student Autobiography Projects will be marked on a series of criteria, including:

• Comprehensiveness ( a project that addresses all the required elements)
• Clarity and cohesion (a narrative that makes sense, has no large gaps, doesn't stray)
• Contextualization of identity  (understandable explanations for material and professionals that inspire you )
• Creativity (an overall delivery that feels fresh, told in a compelling manner)

Each of these criteria will be marked on a scale of 1-5, for a total possible score of 20 points.

Further guidelines, sample student work and a grading rubric will be provided the first week of class.

 Content For this assessment, you will produce a short  “close reading”  educational video that

• zeroes in on a specific section of ethics-related material from class reading (e.g. a pull quote, an argument, a concept);
• teaches that material by applying it contemporary media examples of your choosing;
• makes a clear and identifiable argument about the reading material that the viewer can understand.

Your video must be accompanied by a short text called a “process document” that provides clear written rationalizations for creative choices made in video production.

• Please note that your video must NOT cover the same week covered by your in-class presentation.

Close Reading & Process Doc: Format

• Video length should be no longer than five minutes.
• Process document should be between 500-750 words

Overall Marking Criteria

• Please note that the video and process document will be equally weighted in this exercise.

Marking Criteria for Video

The video will be evaluated on its capacity to effectively teach, not its production value. Effective teaching will be measured on a scale of 1-50, with each of the following weighted at 10 points.

• understanding of concepts
• application of concepts to examples
• use of image and sound and text to enhance learning experience
• articulation and execution of argument
• freshness and originality of observations

Marking Criteria for Process Document

The process document will be evaluated as a piece of university-level writing evaluated along five criteria, weighted 1-5, for a total of 50 points:

• Clear and persuasive explanation for why the student chose the specific section of ethics-related material from class reading for their video, as well as the contemporary media examples they did (with a brief discussion of choices considered and discarded);
• Clear and cogent discussion of how the student came to arrive at the argument they did;
• Clear and illustrative discussion of the images and sounds the student chose to include in their video (with a brief discussion of choices considered and discarded);
• Clear and convincing self-analysis of the video's potential effectiveness as a teaching tool
• Clear and convincing discussion of the video's potential effectiveness after a user testing (ideally by showing it to another student for feedback comments)

Further guidelines, sample student work and a grading rubric will be provided the fourth week of class.