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ASSIGNMENT 5: (B)(V)logging the Urban

During the second half of the semester, students will blog* on two occasions, and comment on others blogs on three occasions. Students will self-select specific topics for each from a list provided by Professor Hackett. We will use our QC Gdrives to coordinate sign-up (similar to the process outlined for the glossary).

*Students have the option of vlogging instead of blogging – which means you could use video instead of text and images for this assignment. Regardless of medium, the suggestions for approaches to blogging (below) remain.

Interest in this method will be assessed during the 1st half of the semester, and tools and tech will be put in place to support students if there is interest.

PART 1: (B)(V)LOGGING

Blogging is an public-facing form of writing wherein the author(s) discuss and dissect a particular topic, and generally reveal their own perspectives on the issue. In many cases, bloggers use images, or reflect on case studies (whether current or historical) to elaborate and illustrate their point. They may also critically analyze a news analysis from a recent newspaper article that deepens and/or expands our understanding of the issue.

Each student must write/video one b(v)log of this nature.

The other blog the student is responsible for may be of a similar nature, or may take a more creative form. It could be a photo essay, a poem, an image of a piece of art (self-made or not), etc (COME TALK TO ME WITH IDEAS!). Each of these must be accompanied by explanatory and analytic text that explains your motives and intentions for sharing ‘this’ and ties it to course material.

Though each (b)(v)log entry will correspond to a specific weekly topic, they should include course material from other weeks when necessary. For example, the bulk of historical context is discussed in the first half of the semester, however, it is critical to our understanding of current forms of inequality discussed in the second half of the semester.

DELIVERABLE:

Students will post a 250-500 blog or 5-10 minute vlog by 11:59pm on the Friday of the week that corresponds with the topic. Each post should be formatted in accordance with the formatting below.

FORMAT:

  • Unique Title
  • 250-500 words
  • Properly cite articles or other resources you discuss or refer to in your posts (and hyperlink when possible).
  • Include one properly-cited image
  • Hyperlink when possible
  • Categorize your post as: “Blogging the Urban” and your topic name.
  • Include at least 3 tags that describe your post.

DUE DATES:

  • Persisting Segregations & Gentrification, DUE 11:59pm Friday 3/24/17
  • Unpacking the ‘Housing Issue’, DUE 11:59pm Friday 3/31/17
  • Whose Public Space?, DUE 11:59pm Friday 4/7/17
  • Criminal Injustice, DUE 11:59pm, Sunday 4/28/17
  • Immigration Policy, DUE 11:59pm, Friday 5/5/17
  • Urban Futures, DUE 11:59pm, Friday 5/12/17

LEARNING OUTCOMES:

  • Online public writing & writing for an audience
  • Online public discussion
  • WordPress skill/familiarity development

GRADING:

Points of Assessment Points Earned Comments
Unique Title (1)

250-500 words (1)

Citations (1)

Properly-cited image (1)

Content of Post (3)

Hyperlink (1)

Categorize correctly (1)

3 tags (1)

OVERALL

 

 

PART 2: COMMENTING

In addition to writing two blogs, students will be expected to comment during three of the weeks. Comments should be substantive, thoughtful and analytical.  Students will not receive credit for responses such as, “This is great!” or “Totally agree”. Similar to commenting during the Crowdsource, students should engage one another’s comments.

Comments are due by the Sunday after the (b)(v)log’s are posted unless otherwise noted.

DUE DATES:

  • Persisting Segregations, DUE 12n Sunday 3/26/17
  • Unpacking the ‘Housing Issue’, DUE 12n Sunday 4/2/17
  • Whose Public Space?, DUE 12n, Sunday 4/9/17
  • Criminal Injustice, DUE 12n, Sunday 4/30/17
  • Immigration Policy, DUE 12n, Sunday 5/7/17
  • Urban Futures, DUE 12n, Sunday 5/14/17

GRADING:

Points of Assessment Points Earned Comments
2- A student’s comment demonstrates thoughtful engagement with the (b)(v)log.

1- Student submits a comment, but one or more of the following are true of the entry: 1) the comment is submitted late (up to 1 day late will be accepted), 2) the student’s comment is sufficient, but does not demonstrate thoughtful engagement with the (b)(v)log.

0- Students fails to comment on time or within 1-day-late window.

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