Course Assignment & Description – Le Processus D’ecriture (8.2)

ENG/IMS 224: Digital Writing and Rhetoric

Major Assignment: The Video Project

Across this semester we have talked quite a bit about writers and process, and you’ve followed a process in your own work—moving through early stages of invention into a number of drafts, peer reviews, and revisions. But you’ve also made that process your own—choosing your writing environments, practices, and mediating technologies. For this assignment, you will produce a three to five minute video that demonstrates your composing processes. Your goal here is to help us and see and experience your process—where you write, how you write with technologies, and how you move from an idea to a draft.

(You are welcome to complete this project individually or in a group.)

We will work through a production process, and your final video must include the following:

  • Process/Workflow Narrative: Your video should show us how & where you write, the technologies you use to do so, and help us understand how you’ve moved from idea to final project this semester;
  • Video variety: at least five different shots or cuts (meaning your video shouldn’t be one interrupted take) with some of that including screen captures of your preferred writing technologies & process;
  • Video text: title cards where needed (at the start, at the end, between sections, or as a crawl or overlay at the bottom of the screen);
  • Audio: narration throughout the video, and sounds where helpful; and
  • Length: aim for three to five minutes.

You are free to use the video production software of your choice. Personally, I prefer Adobe Premiere, but you should use the software you’re most comfortable with (or have access to). You may capture video in any way you choose: your phone, screen recording software, a professional camera, and so on; however, ensure that your shots are of reasonable quality (and sufficient lighting!). You can check out materials from King if you need additional access to cameras & microphones.

Keep in mind that video files can be large and consume considerable resources. Additionally, working with video can be challenging. Allow yourself plenty of time to complete the task!

As you begin this project, I would recommend that you consider the following sooner than later:

  • Think about the technologies you’ll need and when you will have access to them (cameras, external hard drives, microphones, software, headphones, etc);
  • Think about when you might need to check out technology from the library; and
  • Gain familiarity with your video editing software. Watch online tutorials (Atomic Learning might be helpful here, and there are many on YouTube). Gain comfort with the software by capturing test video & editing it. Add a title card to it. Think about transitions.
  • Finally, we’ll use parts of The Digital Filmmaking Handbook in class, and you might want to refer to it as necessary.


You will turn in

  • a video in mp4 format (upload to Canvas)
  • a reflection document (at least 450 words) that introduces your video, explaining: 1) the documents rhetorical moves you made (how, specifically, does the video attempt to inform or persuade an audience?), 2) your process, and 3) a description of at least one challenge you encountered and how you overcame that challenge.

Our timeline:

  • Apr 19: Video project introduced
  • Apr 24: Storyboard workshop in class
  • Apr 26: Proposal Due / Video pitches & peer review in class
  • May 1: In class production workshop
  • May 3: Production day
  • May 8 & 10: Class film festival (show your rough cut!)
  • May 14: Final video due