infographic materials for...

InfographicMaterialsforWorkshop–StephanieMiller([email protected])

InfographicMaterialsforWorkshopThispacketcontains:Exampleunitschedule 1-2Examplelessonplan1:introducinginfographics 3Examplelessonplans2and3:analyzingandevaluatinginfographics 4Sourceevaluationspreadsheethomework 5Topicproposalhomework 6Handoutforreversetriangulationactivity 7Exampleassignmentsheet 8-9Examplegradingrubric 10-12

ExampleInfographicUnitSchedule-StephanieM

iller(stephanie.j.miller@

okstate.edu)

Wk.Day,

Date

Thisco

lumnshowsw

hatyo

uneed

to

readan

d/ordobefo

reclass.!

Thisco

lumnindicatesw

hatw

ewillb

edoingin

class.!

Rem

inders!

7Feb.27

--EA:“StartingYourResearch:JoiningtheConversation”(445-454)--IR&A:“TopicGeneration”(52-57)

--Startingyourresearch--Choosingatopic

OnlineGrammarQuizm

ustbecom

pletedby11:59p.m.

Mar.1

--Completetopicselection

worksheet

--EA:“FindingSources”(455-475)--EA:“EvaluatingSources”(491-499)--IR&A:“W

orkingwithSources”

(112-119)

--Topicsworkshop

--Scholarlyresearchbeyondthearchive--Library/researchskills

--Topicselectionworksheet

requiredinclass(papercopy)--Fin

alversionofP

1A2(Analysis

andEvalu

ationofan

Arch

ive)due

inP1A2drop

boxb

y11:59p.m.

8Mar.6

--FirmupyourProject2topic

choice--Bringyoursourceforthesum

maryassignm

enttoclass--“ReadingStrategies”(onD2L)

--Howtow

riteasummary

--ReadingstrategiesSourceforsum

maryassignm

entrequiredinclass(papercopy)

Mar.8

--Extendyourresearchbeyondasinglesource.--EA:“KeepingTrack”(485-490)--EA:“SynthesizingIdeas”(505-511)--AdditionalreadingsTBA

--Synthesizingideasacrosssources--Keepingtrackofyoursources

9Mar.13

--Findandprintthefivescholarlysourcesyoutentativelyplantouseforyourinfographicandfinalessay--IR&A:“M

akingResearchConnections”(99-108)--IR&A:“ReverseTriangulation:AnExercise”(109-111)

--Identifyinggapsinyourresearch--Groupingyoursourcesbysubtopic,dateofpublication,etc.--Topicrefining

--Single-sourcesummary

assignmentdueindesignated

dropboxby11:59p.m.

--Fivescholarlysourcesrequiredinclass(papercopies)

Mar.15

IR&A:“ABriefRhetoricofInfographicDesign”(61-73)

--“Grouping”cont’d.--Visualizingyourtopic--Analyzingvisualstrategies

Topicproposalandsourceevaluationspreadsheetrequiredindesignateddropboxby11:59p.m

.

1

ExampleInfographicUnitSchedule-StephanieMiller([email protected])

10

Mar.20

SPRINGBREAK

SPRINGBREAK

SPRINGBREAK

Mar.22

SPRINGBREAK

SPRINGBREAK

SPRINGBREAK

11

Mar.27

--“TheDosandDon’tsofInfographic

Design”

--Findaninfographicthatfeatures

designelementsyouwouldliketo

emulateinyourowninfographic;

comepreparedtotalkaboutit!(It

shouldnotbeaboutyouractual

topic—thefocushereisonstyle,not

content.)

Evaluatinginfographics

--Infographicofinterestrequiredin

class(formatTBD)

--Attendanceofofficehoursto

discussresearchprogressHIGHLY

ENCOURAGEDthisweek

Mar.29

Prepareahand-drawnroughdraft

ofyourinfographic.

--Hand-drawnroughdraftpeer

review

--IntroductiontoPiktochart

--Conferencingsign-up

Hand-drawnroughdraftof

infographicrequiredinclassand

in

designateddropbox(papercopies

inclass,scans/photostodropbox)

12

Apr.3

--Watchafewpiktocharttutorials

--Createapiktochartaccount

--Startanewproject

--Createablockwithonetextual

elementandonevisualelement

--Bringalaptoportablettoclass

--Digitizing

--Conferencingsign-up(cont’d.)

Demoblockwithonetextual

elementandonevisualelement

requiredinclass(laptop)

Apr.5

Prepareadigitaldraftofyour

infographictoclassforpeer

feedback.

Digitalpeerreview

Digitalroughdraftofinfographic

requiredinclass(laptop)

13

Apr.10

N/A(noclass)

Classescan

celledinligh

tofP2A1

compulsorycon

ferences

Digitalinfographicdraftrequiredat

conference(laptop)

Apr.12

--EA

:“ArguingaPosition”(116-137)

--EA

:“WaysofStructuring

Arguments”(406-416)

--EA

:“WritingProcesses,”

“ManagingtheWritingProcess,”“A

ROADMAP”(75-89

--Arguing;introtoP2A2

--Approachingthefinalessay;thesis

statementsandoutlines

Finalversion

ofP2A1(D

igitalInfograp

hic)d

uein

design

ated

drop

box

2

ThreeInfographicLessonPlanswithGatewayActivities-StephanieMiller([email protected])

Mar.13–DayOne:IntroductiontoInfographics(via“Triangulation”)Beforeclass,studentsshould

• Findandprintthefivescholarlysourcestheytentativelyplantousefortheirinfographicandfinalessay• ReadIR&A:“MakingResearchConnections”(99-108)• ReadIR&A:“ReverseTriangulation:AnExercise”(109-111)

Afterclass,studentswillbeableto

• Articulateandapplythemainideasfrom“MakingResearchConnections”• CompleteasourceevaluationspreadsheetinExcelthatidentifiesrelevantbibliographicinformation,describes

andevaluatesthecontentofpossiblesources• SortsourcesinExcelbyvariousattributes(e.g.author,date,etc.)• Groupsourcesbyperspective• Composeatopicproposalthatdescribessourcegroupings• Defineaninfographicandexplainitsrelevancetotheresearchprocess• Identifyandvisually“triangulate”theperspectivesrepresentedonaninfographicfromtheweb:“Reverse

Triangulation”activity• Practicethinkingvisually(“triangularly”)abouttheirtopic• Reflectontheirresearchprogressandstrategizefutureresearch

Lessonplan:

1. Reviewkeypointsfrom“MakingResearchConnections”reading2. Introducethesourceevaluationandtopicproposalhomeworkassignments3. Explainthebenefitofthesourceevaluationspreadsheetintermsofsorting(andofferothertipsfor“Tracking

DownaDebate”—demotheseinclass)4. Assessstudents’preparation:askstudentstotakeouttheirfivesources.5. Useonestudent’sselectionofsourcesasanexampletocreateamockspreadsheetinclass.(Modelhowto

identifysourcetype,checkscholarlinessofjournalusingUlrich’sweb,etc.Discusssignificanceofpublicationdatewithrespecttodifferentkindsoftopics.)Discusshowspreadsheetmightinformatopicproposal.

6. Remindstudentstokeeplookingforsources:emphasizeprocess7. Reiteratethepurposeofthetopicproposal8. Defineinfographic9. Relatetotriangulation10. Talkthroughexamplefromtheweb,identifyingtypicalfeaturesofthegenresuchassectionheadings,atopor

centralvisualhook,etc.11. Showexampletriangulationdiagramfromtextbook12. Havestudentsextrapolateatriangulationdiagramfrom“StressedoutStudents”infographic(either

independentlyorinsmallgroups);shareanddiscussresults13. Havestudentsdoareallybasictriangulationdiagramfortheirtopic;shareresults14. Allowstudentstimetodigestandpre-draft

3

ThreeInfographicLessonPlanswithGatewayActivities-StephanieMiller([email protected])

March15–DayTwo:AnalyzingInfographicsBeforeclass,studentsshould

• ReadIR&A:“ABriefRhetoricofInfographicDesign”(61-73)Afterclass,studentwillbeableto

• Describetherhetoricalpropertiesofaninfographic• Usethevocabularyofvisualrhetoricintroducedin“BriefRhetoric”todescribeandanalyzethefeaturesofan

infographic• Analyzeablockinrelationtothewhole• Collaboratewithclassmatestopresentresults• Begintoconceptualizetherhetoricalpurposeoftheirowninfographics

Lessonplan:

1. Reviewkeyconceptsfromthereading—talkthroughexamplesfrom“BriefRhetoric”withreferencetocontrast,repetition,alignmentandproximity;identifythedifferenttypesofinfographicandtheirtypicalpurposes

2. Display“GamingisGoodforYou”infographic–discussrhetoricalpurposeasaclass3. Dividestudentsintogroups,andgiveeachgroupablocktoanalyze.(Allowatleast10minutes.)Shareresults,

groupbygroup,scrollingthroughinfographiconprojectorscreen4. Askstudentstothinkabouttheirowntopicinrelationtotheconceptofrhetoricalpurpose5. Allowtimetodigestandapply

March27–DayThree:EvaluatingInfographicsBeforeclassstudentsshould

• Submittheirsourceevaluationsandtopicproposals• Read“TheDosandDon’tsofInfographicDesign”• Findaninfographicthatfeaturesdesignelementsyouwouldliketoemulateintheirowninfographics;come

preparedtotalkaboutit!(Itshouldnotbeabouttheiractualtopics—thefocushereisonstyle,notcontent.)Afterclass,studentswillbeableto

• Articulatetherhetoricalpurposeofaninfographic• Evaluateaninfographic’suseofvisualstrategiestoadvancethatrhetoricalpurpose• Developanaestheticsensibilitywithrespecttotheinfographicgenre

Lessonplan:

1. Reviewkeyconceptsfromthereading:whatworks,whatdoesn’t?(Highlightinconsistenciestoshowthateffectivenessofvisualstrategiesdependsonrhetoricalpurpose)

2. Sitina“U”sostudentscanseeoneanotherandtheprojectorscreen.Askstudentstopresenttheinfographicstheyfound,oneatatime.Asaclass,discussrhetoricalpurpose,successesandfailuresofvisualstrategies.Createacollaborativeclasslistof“Dos”and“Don’ts”usingatableinMSWord(sharetod2Lafterclass)

3. Sharehand-drawnroughdraftexamples4. Askstudentstostarthand-draftingtheirowninfographics

4

SOURCE

Author(Lastname,firstnam

e)Title(e.g.chapterorarticletitle)

Container(bookorjournaltitle)YearPublished SourceType(peer-

reviewedjournalarticle,

bookchapter,etc.)Database

Discipline(s)Perspectiveand/orplanneduse

1W

ooden, Sharron R., and Ken Gillam

"Post-Princess M

odels of Gender"Journal of Popular Film

and Television2008

Peer-reviewed journal

articleAcadem

ic Search Prem

ier

Gender, Cultural Studies, Film

and Television

Studies

WoodenandGillam

discussthenewform

ofmasculinityprom

otedbyCars,ToyStoryandTheIncredibles.Thisarticleisusefulinthatitshow

sthereisscholarlyprecedentfortheconsiderationofm

asculinityinDisneymovies,andforshow

ingthatfilmsduringthisparticularperiodseem

tocelebratea"new

man"lessstereotypicallym

asculinethanhisantecdentsintheDisneyfilm

sofyore.Icanusethissourcetoprovidecontextformy

analysisofgenderrolesinRatatouille.

2Jeffords, Susan

"The Curse of M

asculnity"

From Mouse to

Mermaid: The

Politics of Film,

Gender, and Culture

1995Book Chapter

JSTOR

Gender, Cultural Studies, Film

and Television

Studies

JeffordsanalyzesDisney'sBeautyandtheBeastinrelationtoearlierversionsofthefairytaleandotherfilm

sfromthe80sand90s,w

ithparticularfocusonKindergartenCopandotheractionm

ovies.SheprovideshistoricalcontextforBeautyandtheBeast'srepresentationsofmasculinity,positingthem

asmanifestationsofabroaderculturaltrend

derivingitsimpetusfrom

the"familyvalues"Republicanpoliticsthatw

ereontheriseduringthisperiod.Thishistoricalcontextw

illbeusefulforcontextualizingm

yownargum

ent,andforitssuggestionthataphenom

enonobservableinchildren'sfilmscanbeareflectionofbroader

culturaltrends.

3W

ohlwend, Karen E

"‘Are You Guys Girls?’: Boys, Identity

Texts, and Disney Princess Play"

Journal of Early Childhood Literacy

2012Peer-review

ed journal article

Sage Premier

Literacy, Education, Child Developm

ent, Gender

Thisarticlelookedathow"DisneyPrincessPlay"am

ongmaleandfem

alechildrencanserveasaw

ayofexploringgenderrolesamonggroupsof

fiveandsix-year-olds.Thiswillbehelpfulforshow

ingthatDisneycharacterscanreallyhaveaneffectonhow

childrenthinkabouttheirow

ngender.Thiswillhelpm

edemonstratethesignificanceandrelevance

ofmyargum

enttoreallife--thistopicreallymatters!Itw

ouldbegoodtofindm

oresourcesofthisnature.

4Astrom

, Berit

"Postfeminist

Fatherhood in the Anim

ated Feature Film

s Chicken Little and Cloudy w

ith a Chance of M

eatballs"

Journal of Children and Media

2015Peer-review

ed journal article

Taylor and Francis Online

Child Developm

ent, M

edia Studies, Gender

Thisarticleismostrelevanttom

ypaperbecauseitlooksatfilmsfrom

aroundthesam

etime.LikeGillam

andWooden'sarticle,itshow

show

Disneyfilmsareprom

otingnewm

odelsofmasculinity--here,inthe

contextoffatherhood,specifically.

5Cheu, Johnson

N/A

Diversity in Disney Film

s: Critical Essays on Race, Ethnicity, Gender, Sexuality,

and Disability

2013E-Book

ProQuest Ebrary

Diversity, Race, Gender,

Ethnicity, Disability

Studies, Cultural Studies, Am

erican Culture

Thisbookoffersseveralchaptersthathelpdemonstratethevalidityof

Disneygender-roleanalysisasascholarlyenterprise;italsoshowsthat

genderisjustoneofmanysocialfactorsw

orthdiscussingwhenitcom

estoDisney.Thisisusefulforplacingm

yargumentinabroadercultural

studiescontext.

6Davis, Am

yN/A

Handsome Heroes

and Vile Villains: Men in Disney's Feature

Animation

2013Book

(N/A: Interlibrary

Loan)

Film, Anim

ation, Gender, Disney

Thisbookisreallyhelpfulbecauseitfocusesspecificallyonmale

charactersinDisneyfilms,offeringaw

iderangeofperspectives.

5

TopicProposalHomeworkExplainhowthesixsourceslistedonyour“SourceEvaluationSpreadsheet”reflectascholarlydebateaboutyourtopic.Inwhatsensedotheyapproachthesameideafromdifferentpointsofview?Highlightconnectionsandpointsofdissentamongsources,groupingthembasedontheperspectivetheyrepresent.Makesuretomentionallsixsources.Myprojectwillcontributetoanongoingdebateaboutmasculinityincontemporaryanimatedchildren’sfilms.Specifically,IamgoingtoexploreconceptsofmasculinityinthemovieRatatouille.Rightnow,Iamresearchingtheextenttowhichtheseare(1)inkeepingwithotherDisneyproductionsand(2)progressive.WoodenandGillam,Astrom,andJeffordsallconsidertheformsofmasculinityexploredinspecificDisneyfilms.BothWoodenandGillamandAstromlookathowrecentanimatedDisneyfilmsoffernewwaysofthinkingaboutmanhood.WoodenandGillamfocusonCars,ToyStoryandtheIncredibles,observingthatmalefriendshipsbecomecrucialtoself-understandingandahealthyabandonmentofthe“alphamale”stereotype.AstromshowsthatasimilartrendisreflectedinChickenLittleandCloudywithaChanceofMeatballs,notingthatthesefilmsshowthatcontemporaryfathersmustlearntochangeinordertosupporttheirsons.Althoughtheyfocusondifferentfilms,WoodenandGillamandAstromexploreasimilaridea:newmasculinitiesinDisney.BothWoodenandGillam’sargumentsaboutmalefriendshipsandAstrom’sargumentaboutfatherhoodrelatetomyanalysisofRatatouille,whichexaminesthefilm’scentralrelationshipasbothhomosocialandpaternalistic.JeffordstakesabroaderapproachthanWoodenandGillamorAstrom,focusingonDisneymasculinityasaproductofitshistoricalcircumstances.ThisisusefulforcontextualizingmyinterpretationofRatatouillebecauseIwillbeexploringhowcontemporaryculturalvaluesinfluenceitscharacterizationofthetitularrat.Jeffordsalsolooksatanolderfilm,BeautyandtheBeast,whichwillenablemetoconsiderhowDisney’sapproachtogendermayhavechangedovertime.DavisandCheutakeabroaderapproachstill,withDaviscollectingessaysonmasculinityasreflectedinawiderangeofDisneycharacters,andCheulookingatgenderamongothersocialfactors—race,ethnicity,sexualityanddisability.Thesesourceswillhelpmeillustratethewiderrelevanceofmytopic,whichhasimplicationsforstudiesofmasculinityinDisneyfilmingeneralaswellasfordiversitystudiesofDisneymorebroadly.Unlikethescholarsdiscussedabove,whooffertextualanalyses,Wohlwendlooksatthe“reallife”implicationsofDisneygenderingbyinterpretingastudyoffive-andsix-year-oldchildren.Thiswillhelpmepositionmyargumentastimelyandurgent,withpressingimplicationsoftheyouthoftoday.Iwouldliketofindanothersourceadoptinga“reception”-sideapproach,sothatIcaneffectivelyshowthatchildrenreallydorespondtotherepresentationsofgenderinDisneyfilms.

6

v

Toviewtheinfographiconyourphoneorlaptop,gotoimages.google.comandtype“stressedoutstudentsinfographic.”Itshouldbeamongthefirsthits.1. Examinethe“StressedOutStudents”infographicblockbyblock.

2. Createatriangulationdiagramrepresentingthedifferenttopicsandviewpointswithwhichtheinfographicengages.

3.Howmightsuchadiagraminformanoutlineforanessayonthistopic?

ReverseTriangulation:AnExercise

7

Assignment1:InfographicPortfolio(20%ofoverallgradeintheclass)SummaryofaScholarlySource(500words:10%ofportfoliograde=2%ofoverallgradeintheclass)

Onceyouhavechosenatopic,youwillbeginyourresearchbyfindingandreadingbooksandarticles.Forthisfirst

assignment,chooseapeer-reviewedjournalarticlethatrelatescloselytoyourintendedresearchpath.Thearticlemust

besubstantial(atleasteightpageslong)andcurrent(lastthreeyears—ornewer,dependingonyourtopic).Itshould

speaktoabroaderscholarlyconversationaboutyourchosenresearchtopic.Writeatraditionalsummaryofthisarticle,

inwhichyouidentifythemainideaandmostimportantsupportingideas.Thisassignmentwillfamiliarizeyouwithakey

sourceaboutyourtopicthatyoucanusefortheinfographicandfinalpaper.

Avoidanalyzingorevaluatingyoursource—justcapturewhatitsaysaboutitssubject.Avoidthefirstperson;thetoneofyoursummaryshouldbescholarly,thelanguageformalandappropriatetothediscipline.Theideasshouldbepresented

clearlyandinalogicalorder.Effectivesummariesoftenmakeuseofquotesandparaphrases.Placeanywordsnotyour

owninquotationmarks,andfolloweachquoteorparaphrasewithaparentheticalcitationindicatingthespecificpagefromwhichitwastaken.Remembertofolloweachquoteyouincludewithaone-totwo-sentenceexplanationinyour

ownwords.Toensureyouarequoting,paraphrasingandsummarizingappropriately,reviewthe“Quoting,Paraphrasing

andSummarizing”chapterinEveryone’sanAuthor(512-526).FormatyourassignmentaccordingtoMLAstyle(8th

edition).IncludeMLA-stylein-textcitationsandanMLA-style“WorksCited”page.Throughout,yourassignmentshould

demonstrateclear,well-editedwritingthatisfreeofproofreadingerrorsanderrorsofgrammar,mechanics,andsyntax.

Infographic(90%oftheportfoliograde=18%ofoverallgradeintheclass)

OverviewAninfographicisavisualrepresentationofinformation.Itorganizesfactsandideasintoareadilyconsumableformatfor

anon-specialistaudience.Theinfographicsyouprepareforthisclasswillhelpyouvisualizethescholarlydebateyouwill

bewritingaboutinyourresearchpaperbygroupingyoursourcesbasedontheperspectivestheyrepresentand,

accordingly,howyouwilldeploythemargumentativelyinthefinalessay.

DetailsTheinfographicportfoliorequiresahand-drawnfirstdraftaswellasadigitalfinaldraft.Youwillnotbegradedonthequalityofthehand-drawndraft,butyourprogressfromfirsttofinaldraftwillbeevaluatedaspartofyourgrade.You

mustalsosubmitanMLA-styleWorksCitedlist.

First,youwillhand-draftaninfographicthatvisuallyrepresentsascholarlydebateasreflectedinsixormoresources.

(Youwillscanorphotographthisdrafttosubmittotheportfolio.)Then,usingfeedbackfromyourclassmatesandme,

youwillreviseyourhand-drawninfographicasyoubringittolifeinadigitalmedium.Tocreateyourdigitalinfographic,

youwillusePiktochart—afree,onlinetool.Theinfographicshouldhelpyouanticipatehowyouwillgroupanddeploy

yoursourcesargumentativelyinyourfinalessay,whichwillmakeuseofthesamesources(andmore,ifnecessary).

Thecontentofyourinfographicshouldbeengagingandwidelyaccessible,withminimaljargon.Itshouldbesufficiently

detailedtofulfillitsrhetoricalpurpose,anditshouldmakeeffectiveuseofvisualstrategiesinformedbyestablished

designprinciples,suchascontrast,repetition,alignment,andproximity,inadvancingthatpurpose.Youwilldrawupon

andciteaminimumofsixsourcesforthisassignment,andtheseshouldrepresentarangeofperspectivesonthetopic.

Youwillrepresentthesedifferentperspectivesusingicons,images,chartsand/orgraphs,aswellasstrategically

developed,concisetextualelements.Youwillciteyoursourcesusingtraditionalin-textparentheticalcitationsonthe

actualinfographic(author-pageformat,asinpreviousassignments),andyouwillincludefullbibliographicdetailsona

separate,MLA-styleworkscitedpage.TheworkscitedshouldadheretoMLAformattingguidelinesandbesubmittedas

a.docor.docxfile.Yourfinaldigitaldraftshouldreflectsubstantialrevisiononyourhand-drawnroughdraft.Alltextual

elementsoftheinfographicshouldincludeclear,well-editedwritingthatisfreeofproofreadingerrorsanderrorsof

grammar,mechanics,andsyntax.

8

SourcesThesixormoresourcesyouuseforthisassignmentshouldbereputableandsubstantial.Mostshouldbearticlesfrompeer-reviewedjournalsorchaptersfrombookspublishedbyacademicpresses.Certaintopicsmayrequiretheuseofadditionalsources,suchasgovernmentdocuments,tradepublications,newspaperarticles,etc.,butconsidertheuseofsuchsourceswithcare,andalwaysseekmyadviceindeterminingthesuitabilityofnon-academicsourcesforthisassignment.OutcomesBytheendofthisunit,youwillbeableto

• findsourcesandevaluatetheirauthorityandworthintheresearchprocess• recognizemeaningfulpatternsintheresearch• bringsixormoresubstantial,reputable,appropriatesourcestobearuponyourselectedtopicofinquiry• describe,summarize,andvisuallyrepresentarangeofperspectivesonyourtopic• identify,analyze,anddescribetherhetoricalpurposeofvarioustypesofinfographics• draftanInfographicbyhandandthenusethatdrafttodesignadigitalversionusingthePIktochartsoftware

9

ExampleInfographicPortfolioGradingRubric-StephanieMiller([email protected])

Infographicportfoliofeedbackfor________________________________________Infographic1. Isyourinfographicappropriatelydetailedtothoroughlyfulfillitsrhetoricalpurpose?

Littletonodetailthatservestherhetoricalpurpose

Minim

aldetailthatservestherhetoricalpurpose;mayfeatureexcessive,

extraneousordistractingdetail

Somew

hatlackingdetailthatservestherhetoricalpurpose;m

ayfeatureexcessive,extraneousordistractingdetail

Generallyappropriate

degreeofdetailwith

respecttorhetoricalpurpose(few

exceptions)

Appropriatelydetailedwith

respecttorhetoricalpurpose

2. Isitgearedeffectivelytowarda

generalacademicaudience?

Infographicshowsno

senseofaudienceInfographicshow

sminim

alsenseofaudience

Infographicaccommodates

audiencetosomeextent,

butattimesitm

ayoversim

plifyideasorrelytooheavilyonspecialistlanguage

Infographicgenerallyaccom

modatesaudience

effectively,rarelyoversim

plifyingideasorrelyingtooheavilyonspecialistlanguage

Infographicaccommodates

audienceeffectivelythroughout,avoidingoversim

plificationoroverrelianceonspecialistlanguage

3. Doesitm

akeeffectiveuseofvisualstrategiesinform

edbyestablisheddesignprinciples,suchascontrast,repetition,alignm

ent,andproximity,in

advancingitsrhetoricalpurpose?

Noevidenceofdesign

choicesthatservetherhetoricalpurpose;show

snounderstandingofvisualstrategies

Minim

alevidenceofdesignchoicesthatservetherhetoricalpurpose;show

sminim

alunderstandingofvisualstrategies

Someevidenceofdesign

choicesthatservetherhetoricalpurpose,butrelevanceofdesignchoicestorhetoricalpurposem

aybeunclearattim

es;shows

someunderstandingof

visualstrategies

Designchoicesserverhetoricalpurposethroughout(few

exceptions);show

sverygoodunderstandingofvisualstrategies

Designchoicesserverhetoricalpurposeclearlyandconsistentlythroughout;show

sexcellentunderstandingofvisualstrategies

4. Doesitm

akeeffectiveuseoficons,im

ages,chartsand/orgraphs,asw

ellasstrategicallydeveloped,concisetextualelem

ents?

Textand/orvisualelem

entsfailtoserverhetoricalpurpose.

Sometextand/orvisual

elementsm

ayfailtoserverhetoricalpurpose;infographicm

aybesignificantlyoverlyreliantupontextoroverlyreliantuponim

ages.Variety,clarityand/orconcisenessmaybelacking.

Textandvisualelements

areincorporatedinappropriateproportionsbutm

aylackrelevance,variety,clarityand/orconcisenessinsom

ecases.Alternatively,theinfographicm

ightbetextheavyorim

ageheavyattim

es.


areincorporatedinappropriateproportions,andvisualelem

entsarerelevant,varied,clearandconcise.


areincorporatedinappropriateproportions,andvisualelem

entsarerelevant,varied,clear,conciseandexceptionallycreative.

5. Doesitrepresentarangeof

perspectivesonthetopic?Norange–allsources

supportthesameview

Minim

alrange—alm

ostallsourcessupportthesam

eview

Somerangeofview

pointsrepresented,butcertainperspectivesm

aybeoversim

plifiedorunder-exploredattim

es.Thedebatem

ayalsoberepresentedasdualisticratherthanm

ulti-faceted.

Substantialrangeofview

pointsrepresented,withrareinstancesof

oversimplificationor

under-explorationofideas.Infographicpresentsamulti-faceteddebate.

Substantialrangeofview

pointsrepresented.Infographicpresentsamulti-faceteddebate.

10

ExampleInfographicPortfolioGradingRubric-StephanieMiller([email protected])

6. Doesthedigitalinfographic

reflectclear,substantialrevisionuponthehand-draw

nroughdraft?

Noevidenceofrevision

(failuretosubmithand-

drawndrafttodropbox)

Minim

alevidenceofrevision

Evidenceofsomerevision,

butprogressbetween

hand-drawnroughdraft

anddigitalversionmaybe

somew

hatunclear,orrevisionm

aybelimitedin

somerespects

Evidenceofsubstantialrevisioninm

ostaspects;progressbetw

eenhand-draw

ndraftanddigitalversiongenerallyclear(w

ithfewexceptions)

Evidenceofclear,substantialrevisionbetw

eenhand-drawn

roughdraftanddigitalversion;progressbetw

eendraftsisclearandcom

pelling

7. Doesitdraw

clearly,explicitlyandproductivelyuponsixorm

oresubstantial,reputable,optim

allyappropriatesourcesregardingthetopic?

No/few

erthansixsourcesThreeorm

oresourcesaredisreputable,lacksubstanceorareotherw

iseinappropriate.Infographicmaynotdraw

clearlyuponitssources.

Sourcesaregenerallysubstantial,reputableandoptim

allyappropriate,with

perhapsoneortwo

exceptions.Infographicdraw

sclearlyanddirectlyuponitssources,thoughattim

estheengagement

withsourcescouldbe

clearerormoredirect.

Yes!Allsixsourcesaresubstantial,reputableandoptim

allyappropriate;Infographicdraw

sclearlyanddirectlyuponitssources,w

ithfew

exceptions.

Yes!Allsixsourcesaresubstantial,reputableandoptim

allyappropriate;infographicdraw

sclearlyanddirectlyuponitssources.

8. Doyouusein-textcitations

correctlyonyourinfographic?(ParentheticalcitationsadheringtoM

LA8styleshouldbeincludedontheactualinfographic,incloseproxim

itytothetext/imagesto

whichtheyrefer.)

Theinfographicdoesnotincludein-textcitations.

Severalin-textcitationsareincorrectorinappropriatelyplaced(ormissing)

In-textcitationsare,forthemostpart,form

attedcorrectlyandinsertedappropriately,butafew

maybeincorrect,

misplacedorm

issing.

In-textcitationsare,forthemostpart,form

attedcorrectlyandinsertedappropriatelythroughout(1-2exceptions)

Yes!In-textcitationsareform

attedcorrectlyandinsertedappropriatelythroughout.

9. Doyouincludefullbibliographic

detailsofallyoursources(includinganynon-Piktochartim

ages)onaseparate,MLA8-

styleworkscitedpage?

Theinfographicwasnot

accompaniedbyaseparate

MLA-stylew

orkscitedpage.

Mostcitationscontain

multipleorseriouserrors,

and/orsomearem

issing.(M

orethan10errorstotal.)

Somesourcesarecited

correctlyinadherencewith

MLAstyle,butm

orethanafew

containerrors(6-10errorstotal).

Yes,myw

orkscitedpagelistsallofm

ysourceswith

fullbibliographicdetailsaccordingtoM

LAstyle,with3-5m

inorerrors.

Yes,myw

orkscitedpagelistsallofm

ysourceswith

fullbibliographicdetailsaccordingtoM

LAstyle,withfew

ornoerrors.

10. Istheinfographicw

ell-edited,freeofproofreading/presentationerrorsanderrorspertainingtogram

mar,m

echanics,andsyntax?

Theinfographicisgenerallyconfusingduetofrequenterrorsofstyle,gram

mar

andeditorialcare.

Therearenumerouserrors

ofstyle,grammarand

editorialcare,severalofwhichim

pedeclarity.

Thereareseveralerrorsofstyle,gram

maroreditorial

care,butonlyafewthat

impedeclarity.

Theremaybefourorfive

errorsofstyle,grammaror

editorialcare,butnonethatim

pedeclarity.

Yes,therearefewifany


editorialcare.

11

ExampleInfographicPortfolioGradingRubric-StephanieM

iller(stephanie.j.miller@

okstate.edu)

Sourcesummary

1. Mainidea

Themainideaofthe

articleisnotidentified.Them

ainideaisidentified,butdiscussionofthem

ainideamaybe

seriouslyconfusing,wordyand/orinaccurate.

Themainideais

identified,butdiscussionofthem

ainideamaybe

somewhatconfusing,

wordyand/orinaccurate.

Themainideaisidentified

clearly,conciselyandaccurately.

Themainideaisidentified

withexceptionalclarity,

concisenessandaccuracy.

2. SupportingideasSupportingideasarenotdiscussed.Essaym

ayfailtom

eettheminim

um

wordcount.

Discussionofsupportingideasisconfusing,w

ordyand/orinaccurate.Essaymayfailtom

eettheminim

umwordcount.

Discussionofsupportingideasisgenerallyclear,conciseandaccurate—withsom

eexceptions.

Thesupportingideasareclearly,conciselyandaccuratelyconveyed.

Thesupportingideasareconveyedw

ithexceptionalclarity,concisenessandaccuracy.

3. Docum

entationDocum

entationisseriouslyflaw

edornon-existent.

Quotes,paraphrasesandsum

mariesarecitedinthe

textandonanMLA-style

workscitedpage,but

theremaybefrequent

and/orsignificanterrors.


mariesarecitedinthe

textandonanMLAw

orkscitedpage,buttherem

aybeseveralm

inorerrors(6-10total).


mariesarecited

correctlyinthetextandonanM

LAworkscited

page,withthreetofive

minorerrors.


mariesarecited

correctlyinthetextandonanM

LAworkscited

page,withfew

tonoerrors.

4. Style,grammarand

editorialcareTheessayisseverelylackingw

ithrespecttostyle,gram

marand

editorialcare.

Therearenumerousor

seriouserrorsofstyle,gram

mar,oreditorialcare

(includingpageform

atting,typographicalaccuracy,etc.).

Thereareseveralerrorsofstyle,gram

mar,or

editorialcare(includingpageform

atting,typographicalaccuracy,etc.),butonlyafew

thatimpedeclarity.

Theremaybefourorfive



atting,typographicalaccuracy,etc.),butnonethatim

pedeclarity.

Yes,therearefewifany



atting,typographicalaccuracy,etc.).

InfographicPortfolioGradeInfographic

Info.latepenalty

Adj.InfographicTot.(90%

)

Summary

Sum

.latepenalty

Adj.SummaryTot.(10%

)

OVERALLPO

RTFOLIO

GRAD

E:

12

infographic materials for...

Documents