infographic materials for...
TRANSCRIPT
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
.
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
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
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
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.
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.
v
Toviewtheinfographiconyourphoneorlaptop,gotoimages.google.comandtype“stressedoutstudentsinfographic.”Itshouldbeamongthefirsthits.1. Examinethe“StressedOutStudents”infographicblockbyblock.
2. Createatriangulationdiagramrepresentingthedifferenttopicsandviewpointswithwhichtheinfographicengages.
3.Howmightsuchadiagraminformanoutlineforanessayonthistopic?
ReverseTriangulation:AnExercise
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.
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
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.
Textandvisualelements
areincorporatedinappropriateproportions,andvisualelem
entsarerelevant,varied,clearandconcise.
Textandvisualelements
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.
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
errorsofstyle,grammaror
editorialcare.
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.
Quotes,paraphrasesandsum
mariesarecitedinthe
textandonanMLAw
orkscitedpage,buttherem
aybeseveralm
inorerrors(6-10total).
Quotes,paraphrasesandsum
mariesarecited
correctlyinthetextandonanM
LAworkscited
page,withthreetofive
minorerrors.
Quotes,paraphrasesandsum
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
errorsofstyle,grammaror
editorialcare(includingpageform
atting,typographicalaccuracy,etc.),butnonethatim
pedeclarity.
Yes,therearefewifany
errorsofstyle,grammaror
editorialcare(includingpageform
atting,typographicalaccuracy,etc.).
InfographicPortfolioGradeInfographic
Info.latepenalty
Adj.InfographicTot.(90%
)
Summary
Sum
.latepenalty
Adj.SummaryTot.(10%
)
OVERALLPO
RTFOLIO
GRAD
E: