English 182 Fall 2023

Major Project One: Slide Deck

Instructor: Sarah Moore, srmoore2@uw.edu

Due: Submit on Friday 4/21 by 11:59pm via Canvas

You can download a copy of the prompt here Download here.

Overview

For this first major project, you will be creating a slide deck on your monster topic for the PressBook. At this point, you have given an elevator pitch on your topic, researched several sources, and outlined your argument in an infographic. Now you will be able to bring all that together in a short slide deckto inform and persuade your readers why your monster matters, and how you see it in both media and a modern context. This slide deck has the potential to be a centerpiece of your Pressbook chapter.

Attention to detail is critical in this assignment—every slide you make should be connected to your topic through examples from your modern monster, specific evidence from your research, and/or thoughtful analysis.

You will also be giving a brief 5-7 minute presentation to accompany your slide show. This will be where you can further contextualize and connect the information you include on your slide deck.

Process

First, review your elevator pitch and infographic.

• What about this topic still interests you?
• What areas do you want to explore more?
• What further research needs to be done?

Review the Big 5. You can reference the slide deck in the Week 3 Module

• Central Claim: Your central claim should engage with your idea for a modern monster and connect it to Cohen’s “Monster Theses.”
• Counter argument/ Concession: You should acknowledge points where others could disagree with your argument.
• Evidence: For this Slide Deck, I ask that you include at least 5-7 examples of evidence from your research. This can include a wide variety or reliable sources, including scholarly articles, journals, books, news outlets, interviews, reliable websites, and social media outlets. What sources you use will vary greatly depending on your topic and audience. Whatever source you use, be prepared to demonstrate why you chose it and its reliability.
• Stakes: You slide deck should explain why the topic matters, or, how thinking about this topic as a monster helps us understand it better.
• Road Map: Your road map will likely be implicit in how your organize your slide deck (headings, subheadings, etc)

Last, create the Slide Deck!

• As you create your slide deck, take notes on what you will say for your presentation during each slide.
• Remember to utilize visuals such as themes, charts, pictures, and empty space in your slides. A slide with just a bunch of words is not effective!

Requirements

Presentation: Your presentation should be 5-7 minutes long and include all five aspects of the Big 5.

Number of slides: this will vary by project, but I anticipate about 10 slides on the low end and 20 slides on the very high end. This is not a hard rule! Create the number of slides that best supports your topic and presentation.

Number of Sources: You should reference 5-7 different sources through the evidence you include on your slide. This can take the form of data, charts, quotes, pictures, video clips, etc.

Works Cited: Your final slide should be a list of works cited in your Slide Deck. Use MLA formatting.

Outcomes for Expository Writing Program Courses

Outcome 1

To compose strategically for a variety of audiences and contexts, both within and outside the university, by

• recognizing how different elements of a rhetorical situation matter for the task at hand and affect the options for composing and distributing texts;
• coordinating, negotiating, and experimenting with various aspects of composing—such as genre, content, conventions, style, language, organization, appeals, media, timing, and design—for diverse rhetorical effects tailored to the given audience, purpose, and situation; and
• assessing and articulating the rationale for and effects of composing choices.

Outcome 2

To work strategically with complex information in order to generate and support inquiry by

• reading, analyzing, and synthesizing a diverse range of texts and understanding the situations in which those texts are participating;
• using reading and writing strategies to craft research questions that explore and respond to complex ideas and situations;
• gathering, evaluating, and making purposeful use of primary and secondary materials appropriate for the writing goals, audience, genre, and context;
• creating a ‘conversation’—identifying and engaging with meaningful patterns across ideas, texts, experiences, and situations; and
• using citation styles appropriate for the genre and context.

Outcome 3

To craft persuasive, complex, inquiry-driven arguments that matter by

• considering, incorporating, and responding to different points of view while developing one’s own position;
• engaging in analysis—the close scrutiny and examination of evidence, claims, and assumptions— to explore and support a line of inquiry;
• understanding and accounting for the stakes and consequences of various arguments for diverse audiences and within ongoing conversations and contexts; and
• designing/organizing with respect to the demands of the genre, situation, audience, and purpose.

Outcome 4

To practice composing as a recursive, collaborative process and to develop flexible strategies for revising throughout the composition process by

• engaging in a variety of (re)visioning techniques, including (re)brainstorming, (re)drafting, (re)reading, (re)writing, (re)thinking, and editing;
• giving, receiving, interpreting, and incorporating constructive feedback; and
• refining and nuancing composition choices for delivery to intended audiences in a manner consonant with the genre, situation, and desired rhetorical effects and meanings.