Overview

You are creating a digital “Users Manual to Argument”. You’ll create a podcast. Your source for definitions and content will be a GroundsforArgument.org, an online argument textbook. Your source for examples you’ll use to illustrate and explain the concepts will be the problems and issues you’ve been researching.

Your audience is college students who need to write argument papers.  They will have been introduced to the “What is an Argument” from Grounds and Argument. Your podcast will accompany the Claims, Reasons, Evidence and Acknowledgement and Response sections from Grounds for Argument. They are a supplement, an accompanying explanation. Students have been chose to do this, as opposed to faculty members, because the publisher thinks smart students can relate to the question their classmates might have about making arguments and may be able to make explanations more accessible.

Instructions:

You’re going to create a five minute scripted podcast with an infographic. The infographic will summarizes the contents of the podcast– or the other way around. You may see the infographic as summarizing the concepts and podcasts as an explanation of what is found in the infographic. Your subject is one part of the “Five Parts of An Argument. You’ve been assigned a group above.

Your Podcast/Infographic teaches college students basic concepts that will help them understand analyze arguments and create them for their classes. You’ll need to quote, summarize and paragraph the source material– GroundsforArgument. Your own class projects will be your source for examples and illustrations because learners need examples and illustrations.

Claims

• Caleb Gantz
• Joyce Gallo
• Sarah Foran
• Devin McEvily

Evidence

• Daeyoun Jo
• Ryan Madigan
• Jermani Faulk
• Steven Le

Reasons

• Mohamed Diabate
• Hailey Houde
• Juliette
• Joe Omeste

Acknowledgement and Response

• Sankung
• Jessa
• Peter Veltri
• Marcus Hunter

Requirements

• The podcast, in total, will be five minutes long, or approximately 500 hundred words.
• Your podcast can have parts of it that are dialogue between people, as well as sections that are a single person speaking.
• The podcast needs to be scripted– it can’t be an outline that you refer to. Word for word, scripted.
• Each participant needs to have a speaking role, although the length of the role may vary.

The podcast should have the following general form

• An introduction that engages the listeners, identifies the subject of the podcast, and explains what the listener will be hearing or learning.
• A section that defines the concept for the listener
• A section that explains how this concept fits into the “five parts of an argument”
• A section which explains how knowing this will help the listern understand and make arguments
• A conclusion that reiterates the definition and once again, affirms the value of the concept for making good arguments
• Through, quote, summary and paraphrase. We will talk about how you introduce such things to listeners while you are speaking
• A works cited page that will be posted with it

Infographic

• The infographic should use a combination of symbols and text
• A reader should be able to use it separately from the podcast or grounds for argument reading to remember or use the concept
• It can be designed as the group sees fit: it can divide the concept and its use into parts, it can explain the concept or use of it as a story or process, it can apply the concept as a tool or a lens and show its effect on understanding something. It can be connected to one specific part of the podcast– it doesn’t have to summarize the whole concept.
• The infographic should be designed for easy navigation (ease of finding your way around on it)  and readability: don’t cram it with text, create space around symbols and text.
• It should include citations.

• You will post this on Atavist on a page you’ll create. We will review this in class.
• You will submit a group project folder that documents your process and participation
• You’ll submit a group evaluation that assesses your classmates participation