John Okada, No No Boy



ENGLISH 449, Spring 2002, version 2

_________________

ASIAN AMERICAN LITERATURE: Professor Viet Nguyen

This course poses a single question: “how do we tell stories about America?” In the case of Asian Americans, we find that in many cases American stories—fictional and historical—exclude Asian Americans. Asian American literature exists to a great extent because writers wanted to fill in the gaps of “the” American story. In this course, students will not only read and write about Asian American literature but also attempt to answer the question of “how do we tell stories about America?” for themselves through multimedia projects that center on the literature and experiences of Asian Americans. They will be trained in multimedia technology and will integrate their classroom learning and/or personal experiences into these projects that will tell their own American stories. Training will occur in a separate lab section with a series of rotating teaching assistants.

COURSE WEBSITE

Can be found at . Assignments, useful links, and past student projects are available there.

GRADING AND ASSIGNMENTS

Participation & Attendance 10% details below

Unannounced Quizzes 10%

Lab 10%

Midterm Paper 20% a 5-7 page paper

Midterm Multimedia Project 10% multimedia version of midterm paper

Final Paper/ Project 20% 5-7 page paper or multimedia project

Team Multimedia Project 20% to be determined by team

Attendance in both class and lab is mandatory. Only excused absences are allowed. Participation is both verbal and written; besides classroom participation, students are also expected to post weekly on TOTALE, an electronic resource for the course, at . You can sign on with your USC userid and password. Post a comment or a response to the “Discussion Board” of no less than 100 words once a week, directed to the readings or discussion.

Unannounced quizzes will cover only factual questions that are related to the reading. The reading will be paced proportionally by the number of allotted days.

Papers and projects will be described in separate handouts.

REQUIRED TEXTS

Theresa Cha, Dictee

David Henry Hwang, M. Butterfly

Maxine Hong Kingston, The Woman Warrior

Bharati Mukherjee, Jasmine

Derek Nguyen, Monster [field trip]

John Okada, No-No Boy

Lois-Ann Yamanaka, Blu’s Hanging

REQUIRED TEXTS from non-multimedia English 449

Carlos Bulosan, America Is In the Heart

Theresa Cha, Dictee

Jessica Hagedorn, Dogeaters

Le Ly Hayslip, When Heaven and Earth Changed Places

David Henry Hwang, M. Butterfly

Maxine Hong Kingston, The Woman Warrior

Li-Young Lee, The City In Which I Love You

Bharati Mukherjee, Jasmine

Course reader with essays, poems, short stories

SCHEDULE

|Date |Class |Lab |

| | | |

| |Claiming America | |

| | |Project Development: Research & Citation |

|WK 1 Jan 8 Tuesday |Introduction: What is an Asian American? | |

| | |Software: Macintosh OS, FTP program |

| |John Okada, No-No Boy |Hardware: Zip drives and Zip disks |

|WK 1 Jan 10 Thursday | | |

| | |Homework: Review a web site critically |

| | |Tasks: Hand out Multimedia Survey |

| | | |

| | |Readings: Josh Beggs and Dylan Thede, Designing Web Audio |

| | |(excerpts); How to perform an oral history interview (handout) |

| | | |

|WK 2 Jan 15 Tuesday |John Okada, No-No Boy |Interviewing Your Subjects |

| | | |

|WK 2 Jan 17 Thursday |John Okada, No-No Boy and September 11 |Software: ProTools |

| | |Hardware: Digital Audio Recorders, Digital Still Camera |

| | | |

| | |Homework: conduct an interview using digital audio and cut the |

| | |interview in ProTools |

| | | |

| | |Readings: McCloud’s Understanding Comics (excerpts); Berger’s Ways |

| | |of Seeing (excerpts); Domenic Stansberry, “Multimedia: Notes Toward|

| | |an Aesthetic” |

| | | |

|WK 3 Jan 22 Tuesday |John Okada, No-No Boy and September 11 |Thinking Visually: 2D Media Acquisition, & Design |

| | | |

| |Bharati Mukherjee, Jasmine |Software: Fireworks |

|WK 3 Jan 24 Thursday | |Hardware: Scanner, Digital Camera |

| |The Third Annual Student Screening of the | |

|WK 3 Jan 24 Thursday |Multimedia Literacy Project (SGM 124, 5-6:30, |Homework: Create a layered document, and change the meaning of a |

| |Attendance MANDATORY) |scanned image |

| | | |

| | |Readings: Sturken and Cartwright, Practices of Looking (excerpts); |

| | |The Design of Everyday Things (excerpts); John Hart, The Art of the|

| | |Storyboard (excerpts); Twentieth Century Type; Roger Pring, |

| | |type; Handouts on color |

| | | |

|WK 4 Jan 29 Tuesday |Bharati Mukherjee, Jasmine |Thinking Visually Part II |

| | | |

|WK 4 Jan 31 Thursday |Bharati Mukherjee, Jasmine |Software: Fireworks continued, beginning Dreamweaver |

| | | |

| | |Homework: Complete Project on No-No Boy |

| | | |

| | |Readings: Another excerpt from McCloud; Peter Lunenfeld, |

| | |“Hypertext: The Alphanumeric Phoenix”; Jeff Carlson, “Navigation |

| | |Now” |

| | | |

|WK 5 Feb 5 Tuesday |Postnational Identities |Hypertext-Linear Vs. Non-Linear Narrative Navigation, Linking, |

| |Maxine Hong Kingston, The Woman Warrior |Storyboarding |

| | | |

|WK 5 Feb 7 Thursday |Maxine Hong Kingston, The Woman Warrior |Software: Fireworks and Dreamweaver continued |

| | |Hardware: NONE |

| | | |

| | |FIRST PROJECT DUE on No-No Boy |

| | |Readings: TBA |

| | | |

|WK 6 Feb 12 Tuesday |Maxine Hong Kingston, The Woman Warrior |Review |

| | | |

| |Maxine Hong Kingston, The Woman Warrior |Review No No Boy Projects in Class and Previous Midterm Projects |

|WK 6 Feb 14 Thursday | | |

| |MIDTERM PAPER DUE ONLINE on February 15 by 5PM |Homework: for next week, bring in assets (ideas, images, research, |

| | |links) for midterm project translation of midterm paper |

| | | |

|WK 7 Feb 19 Tuesday |PAPER RETURNED |Workshop |

| |Theresa Cha, Dictee | |

| | |Workshop ideas for midterm project, work on midterm project |

|WK 7 Feb 21 Thursday |Theresa Cha, Dictee | |

| | |Software: Fireworks and Dreamweaver |

| | | |

| | |Homework: Storyboard for Midterm Project |

| | |Readings: TBA |

| | | |

|WK 8 Feb 26 Tuesday |Theresa Cha, Dictee |Putting It All Together: Project Troubleshooting |

| | | |

|WK 8 Feb 28 Thursday |Theresa Cha, Dictee |Students pitch storyboards |

| | |Software: Fireworks and Dreamweaver |

| | | |

| | |Homework: turn your 5-7 page paper into a Flash project |

| | |Readings: TBA |

| | | |

|WK 9 Mar 5 Tuesday |David Henry Hwang, M. Butterfly |Project Troubleshooting |

| | | |

|WK 9 Mar 7 Thursday |David Henry Hwang, M. Butterfly |Software: Fireworks and Dreamweaver |

| | |Hardware: None |

| |MIDTERM MULTIMEDIA PROJECTS DUE on March 8 by 5 PM | |

| | | |

| |New and Non-Asian Americans | |

| | |Thinking Contextually: Knowing Your Audience |

|WK 10 Mar 19 Tuesday |Midterm Multimedia Project Presentations |Archiving/organizing student projects |

| | | |

| |Edward Said, from Orientalism (handout) |Software: Final Cut Pro |

|WK 10 Mar 21 Thursday | |Hardware: Still Cam and Digital Video |

| | | |

| | |Homework: Brainstorm Group Projects |

| | |Readings: TBA |

| | | |

|WK 11 Mar 26 Tuesday |Theresa Cha, Dictee |Final Cut Pro, continued |

| | | |

|WK 11 Mar 28 Thursday |Theresa Cha, Dictee |Final groups are formed |

| | | |

|WK 12 Apr 2 Tuesday |Theresa Cha, Dictee |Final Cut Pro, continued |

| | | |

|WK 12 Apr 4 Thursday |Lois Ann Yamanaka, Blu’s Hanging |Group ideas submitted and approved |

| | | |

|WK 13 Apr 9 Tuesday |Lois Ann Yamanaka, Blu’s Hanging |Working on final projects in lab |

| | | |

|WK 13 Apr 11 Thursday |Lois Ann Yamanaka, Blu’s Hanging | |

| | | |

|WK 14 Apr 16 Tuesday |Derek Nguyen, Monster (play) |Pitching final projects in lab |

| | | |

|WK 14 Apr 18 Thursday |Derek Nguyen, Monster |Task: Handout Multimedia Survey |

| | |Cover how to archive student projects |

| | |Student lab reflections |

| | | |

|WK 15 Apr 23 Tuesday |Evaluations |Working on final projects in lab |

| | | |

|WK 16 Apr 29 Monday |GROUP MULTIMEDIA PROJECT DUE by 5PM | |

| | | |

| |FINAL PAPER OR PROJECT DUE by 5PM | |

|WK 16 May 6 Monday | | |

| |MULTIMEDIA PROJECT SCREENING 11-1 PM @ LEAVEY | |

| |AUDITORIUM, ATTENDANCE MANDATORY | |

|WK 17 May 7 Tuesday | | |

MIDTERM MULTIMEDIA PROJECT

Your midterm multimedia project will be due on Friday March 8 by 5pm, the last day before spring break. This is a deadline for your benefit, but if you wish to turn it in a day or two late, that’s fine.

The multimedia project will be a translation of your midterm paper into an internet document. This means that you do not simply take the text of your paper and paste it into a web page. You must translate a linear 5-7 page paper into a visual document and take into account the new medium with its different end user. For the purposes of the midterm project, you should worry mostly about integrating text with photos, still images, animation, rollovers, hypertext links, and sound.

Such a translation can involve various things. You can: have a visual interface as an introduction to your paper; break up your 5-7 paper into different sections; put hyperlinks into your text that will lead to more information; integrate visual images, either as illustrations of your argument or as components of a visual argument in and of itself; streamline your text by having core ideas and peripheral ideas, so that the user can pick and choose his/her way through the paper; and you must edit your text into fewer words and more condensed ideas to make it more user friendly.

One of the most important decisions you must make, of course, is whether you will use a linear or non-linear structure, or some mix of the two.

The other key decision you must make is to answer the following question: how will I pitch my project to a general audience? The project must speak to a general audience, not to the class, and therefore you must figure out how to balance the specific types of analyses you do in the paper with the “hook” for the general audience. For the most part, all of you have an important topic that speaks to a larger audience—e.g., immigration changes gender roles—and that can be foregrounded in the title/topic page, and used to structure your project (see below).

REQUIREMENTS

All requirements listed are the minimum for the project; you can, of course, do more.

The midterm project must have at least 8 pages, including:

• A title, topic, and author page. This page can have no more than 100 words of text, and preferably less, the fewer the better. It will serve as your hook for a general audience, foregrounding your topic (and not necessarily your issue or argument). Make it sexy! Remember that you only have a moment to catch the attention of a typical web surfer. Also, include your name and how to contact you. A biography and photo are not required, but you certainly can include them. If necessary, you can have the author page separate.

• Works cited and sources page. This page is the same as your bibliography, but must also include all the information in terms of where you found your additional assets (images, pictures, sound files) for the multimedia project.

• Explanation page. This page is your rationale for why you designed your project the way you did.

• Body pages. There must be at least 5 of these, where you adapt your paper. Remember, fewer words are better. You certainly cannot use the entire text of your paper.

There must be:

• at least one image per page, including title page, but excluding works cited and explanation page

• at least one hypertext link per page (leading to some location other than your own project), but excluding title page and explanation page (you’ll probably find links useful on the works cited page)

• at least one sound file for the entire project

• at least one instance of animation

• at least one instance of a rollover

• a navigation bar of some type

In terms of revisions from the paper, you must also correct all grammatical and stylistic problems, and address all citation errors. When possible, you must also address lapses in argument and evidence that I point out.

Final Paper or Project

You will have the option of doing either a final paper or project.

Final Paper

The final paper will be 5-7 pages in length and will be due Monday, May 6, by 5PM. You can email the papers to me as an attachment, using either a Microsoft Word format or rich text format.

Unlike the midterm paper, the final paper does not have to be a research paper. It should deal with at least one book from the course, or the play Monster, and cannot deal with a book you discuss in your midterm paper. The final paper can also deal with a book you use in your group project, BUT ONLY if the nature of the discussion is substantively different.

Following are some topics. Remember that you must narrow the topic down to something more specific, what Chris Gilman calls an issue. If these topics are not satisfactory, you are free to come up with one of your own. The topics have multiple questions. Not all the questions need to be answered. If the questions for each of the topics are not sufficient, you can use others.

Topics

1. The “nation” is a category we often take for granted as we imagine ourselves in relationship to the world. Events like war obviously make national identity much more visible to us. Answer some of the following questions: what does national identity enable and/or limit in terms of political and personal action? Are there other ways of imagining collective political or cultural identity that are more useful than the nation, and in what contexts? Is the nation still relevant in the age of global capitalism, and if so, how?

2. Consider the role of violence in our texts. We have seen various depictions of anti-Asian violence and intra-Asian violence (by “Asian,” I mean both Asian and Asian American and any combination of anti- and intra- involving those identities). We have also seen intra-generational and intra-familial violence. Here are some questions: how are ethnic and national violence related to individual violence? How does violence define and complicate the coalition politics of Asian Americans? How does international violence (war, imperialism, colonialism) shape Asian Americans? How does individual or personal violence function in the texts?

3. Each of the major characters struggles with their gender roles. Consider some of the following questions. According to the texts, and maybe according to texts outside of the course, how is gender (masculinity and/or femininity) constructed? How does it relate to other identities, such as sexuality, race, class, or nationality? Is gender enabling and/or limiting? How do same-sex gender relationships become significant (father/son, mother/daughter, male/male, female/female) in the literature, and in what ways? Is gender necessarily tied to sexuality?

4. “Monstrousness” is a major theme in Monster and also, arguably, in Blu’s Hanging as well. Discuss one or both texts and demonstrate the function of monstrosity in them—in relation to race, gender, nation, sexuality, class, or the inexplicable.

5. Religion plays a major role in at least Jasmine, Dictee and No No Boy. What are the uses of religion in these texts? Is religion employed differently by people of different generations, or by immigrants versus American-born people? Is religion a site of cultural unification or a site of cultural conflict? Can religion be a tool of political organization or social movement in a secular society?

6. Language is obviously important to literature, but some of our texts foreground language in particular ways. In some cases, language is treated experimentally (Dictee); in other cases, language is used to exclude or include, depending on the reader/viewer (Blu’s Hanging, Monster); and in still other cases, language is rendered visible through a heightened sense of style (The Woman Warrior). Discuss the role of language in one or more of these texts, and in particular the aesthetic and/or political uses of language.

7. Asian America is composed of both immigrants and American-born people. Are the experiences of immigrants substantially different than American-born Asians? Is immigration the site of assimilation into American society or the site of contradiction between the promise of democracy and the actual experiences of racism, capitalism, sexism, etc.? Does the model of immigration fit all Asian Americans, or are there competing models that might work better for some—“exile,” “diaspora,” “sojourner,” etc.?

8. Consider the importance of form to content, as in how a story is told versus what the story is about. The formal strategies of No No Boy are obviously quite distinct from Jasmine, and both are distinct from those of The Woman Warrior. How does form influence content? How can content help dictate form? What kinds of literary genres or styles are being referenced by these and other texts in the course, such as Dictee, and experimented with?

Grading

Papers will be graded using the following four criteria: originality, argument, evidence, and style. Originality means that the ideas are your own. That does not mean no one else in the world has to have thought of them. It only means that in the context of the class, you have come up with these ideas by yourself, and that they are not recycled from the class. One way to be original, for example, is to discuss two texts rather than just one, allowing you to come up with new combinations and contrasts not possible with just one text. If you simply repeat issues dealt with in class, you cannot expect more than a B. The argument is both the thesis of your paper and how it is presented structurally. Is the paper logical? Does one idea lead to the next? Are there contradictions? Do you account for possible objections? The evidence is the quality and quantity of support you pull together to support your argument, and comes from both the text in question and, possibly, the context (for example, historical evidence). Style is hard to define but easy to recognize. It includes your grasp of the basic mechanics of grammar and syntax, but also your ability to write well-constructed, fluid sentences.

Final Project Option

You can choose to create a multimedia project in place of a final paper.

You will have until midnight MAY 10 to turn in the project, instead of May 7 for the paper.

The project should address one of the topics above. Plus, the project must be text-centered (must deal substantively with at least one book from the course, and of course that book must not be something you have dealt with before).

The final multimedia project is different, however, than the midterm multimedia project. That midterm project was a translation of a pre-existing paper, and was graded as such (i.e., the fact that many midterm projects were close to being illustrated papers was overlooked by me). The final project must be designed as a multimedia project from the beginning, which means that it must do something that a paper cannot do (i.e., multimedia, in the form of pictures, sounds, or video, cannot simply be tacked on—the project must be structurally/conceptually multimedia, which means it must exhibit one or some or all of the following: interactivity, nonlinearity, hypertextuality, visuality). Any questions, please be sure to see me.

Like the midterm project, however, the project must speak to a general audience, not to the class, and therefore you must figure out how to balance the specific types of analyses you do in the project with the “hook” for the general audience.

Requirements

All requirements listed are the minimum for the project; you can, of course, do more.

The final project must have at least 8 pages, including:

• A title, topic, and author page. This page can have no more than 100 words of text, and preferably less, the fewer the better. It will serve as your hook for a general audience, foregrounding your topic (and not necessarily your issue or argument). Remember that you only have a moment to catch the attention of a typical web surfer. Also, include your name and how to contact you. A biography and photo are not required, but you certainly can include them. If necessary, you can have the author page separate.

• Works cited and sources page. This page is the same as your bibliography, but must also include all the information in terms of where you found your additional assets (images, pictures, sound files) for the multimedia project.

• Explanation page. This page is your rationale for why you designed your project the way you did.

• Body pages. There must be at least 5 of these, where you adapt your paper. Remember, fewer words are better. You certainly cannot use the entire text of your paper.

There must be:

• at least one image per page, including title page, but excluding works cited and explanation page

• at least one hypertext link per page (leading to some location other than your own project), but excluding title page and explanation page (you’ll probably find links useful on the works cited page)

• at least one sound file for the entire project

• at least one instance of animation

• at least one instance of a rollover

• a navigation bar of some type

Grading

Grading will be carried out according to the criteria used in the website project evaluation you filled out earlier in the semester—these cover technical proficiency and design. In addition, content will also be graded, using basically the same criteria as for a paper: originality, argument, and evidence. Style will be less of an issue—technical proficiency and design replace style.

***

FINAL PROJECT

Group Multimedia Projects and Presentations

It’s time to start thinking about your final projects and presentations, which will be group-based tasks. The relevant dates you have to keep in mind are:

Week 12 April 2-4 Group project abstracts due in lab

Week 14 April 16-18 Groups pitch projects in lab

Week 16 April 19 Monday Group projects due—no extensions

Week 17 May 7 Tuesday Group projects screened at Leavey Auditorium (during

your final exam period), attendance mandatory

Multimedia

The projects have to be multimedia-based. For the purposes of this course, multimedia is broadly defined to include computer-based projects (websites and CD-Roms), real-time (theater, performance and installation art), or video (films and animation). If you can think of anything else, please feel free to suggest it. You are constrained only by time and expertise (very important considerations—balance ambition and vision with practicality). If you choose to use media that are not immediately web-accessible, you must also figure out how to document the project so that results can be posted on the web (for example, if you construct installation art, you may make a video documentary on the evolution of the project and how people react to it, and then make that video available on the web). All projects will be posted on the Multimedia Literacy Project’s website and on our course website where they will be part of an ongoing archive of projects that come out of this and future classes on Asian American literature. You should review other final projects from the previous version of this class to get a sense of what worked and what didn’t.

The Projects

The projects will explore the basic theme of the course: the way storytelling shapes (Asian) American culture. There are also two sub-themes in the course that should become important: the relationship between text and context, and the relationship between literature and history.

You should regard your project itself as an act of storytelling. Now that you have read these stories about America, what story do you want to tell about (Asian) America? The projects will be centered on one or more book-length texts from the course. You will situate the text(s) in a context(s) of your choice. Inevitably, by bringing in the context, you will also be forced to deal with the history of that context. Finally, you will use your story about America to frame your choices of text and context, literature and history.

Example: a hypothetical group can take Jasmine and situate it in relationship to the experiences of actual Indian immigrants to the United States. The group can conduct research on the various experiences of these immigrants, depending on who they are, when they came, what American locale they arrived, etc. The group can also conduct interviews with emigrants on audio and/or video, and introduce other video materials, such as excerpts from films, documentaries or television shows, that deal with the Indian immigrant experience.

The stories you can tell are endless. I leave them up to your imagination. The contexts are also endless, but I will suggest a few possibilities:

• Genres or literary traditions: novels, plays or autobiographies have particular features these texts adapt and alter; the texts also respond to literary traditions such as American literature, postcolonial literature, women’s literature, regional literature, proletarian literature.

• Communities: these texts are all produced from and read by particular groupings of people, whether those be families, ethnic minorities, nationalities, genders, classes, or others.

• Places: foreign nations, American regions, the big city, the countryside, the midwest, small towns, houses.

• Historical moments, incidents or sets of incidents: the Depression, World War II, the Cold War, the Viet Nam War, the Korean War, the Reagan era

• Political ideologies or political formations: marxism, conservatism, liberalism, nationalism, colonialism, imperialism, feminism, sexism, racism (and of coruse, all of these involve particular incidents you can focus on)

• Projects about the internment are discouraged unless your group thinks it has a particularly powerful story to tell, or a powerful method of telling that story.

Timeline

Week 11 Groups are formed; groups are based in labs, so there’s not

too much flexibility here. I’ve composed groups to produce new relationships, which hopefully will lead to different kinds of ideas

Week 12 April 2-4 Group project ideas due in lab. Each group must turn in either a list of ideas from which I will choose one that the group will work on, or one idea everyone has agreed on. In the former case, the ideas must be fairly detailed (see example above). In the latter case, the group must present a much more detailed proposal: an abstract of 300-600 words explaining their idea (the content) and their presentation of that idea (the form). The abstract should also list the types of media that will be used, and the responsibilities of each group member. This is a tentative plan, subject to revision. I just want you to start thinking in concrete ways about what you are going to do.

Week 14 April 16-18 Groups pitch projects in lab. As with the previous pitches, you will receive feedback from myself and your peers. The pitch must be VISUAL, and detailed. No 8.5x11 papers and no drawing on the blackboard.

Week 16 April 29 Monday Group projects due—no extensions. Yes, these must be due

on this day. As we have all seen, every project has glitches. You will have over a week to tinker with the project for the screening.

Week 17 May 7 Tuesday Group projects screened at Leavey Auditorium (during

your final exam period), attendance mandatory. You will have the chance, for about ten-fifteen minutes, to showcase your project and lead the audience through it. Students, staff, faculty, and administrators will be present.

Grading

Projects will be graded on technical proficiency, design and content. Technical proficiency and design will be assessed using the web evaluation form (see attached). Content is everything else that goes into the project. If you are using media that is not computer-based, that is the content that you will record and then transfer to the web. Regardless of the media, what is absolutely important to note about content is that it will be evaluated with the following subcriteria: originality, argument, and evidence—the same criteria used to evaluate your papers. This means that glitz and flash are not the things you should worry about, but substance. Does the project do something that other multimedia sites do not (originality)? Does the project have some point it’s trying to make, and does it do so logically and consistently, within the confines of its media (argument)? Does the project convince us about its point with an assortment of evidence?

Two questions that bridge content and design are the following: Are there elements of the project that cannot be accomplished with a text-based paper? Is the end user clearly identified? This issue of the end user is an implicit question; you do not have to state who the end user is, but in your own mind as you design the project, you should know your audience, whose expectations shall shape the form and content of your project.

Finally, group work is very important. You are graded as a group, and while you are not graded on group work per se, whether or not your group works well together or not will affect everything else. That is why I ask you to define each person’s responsibilities in the abstract. Spell them out clearly so everyone knows what they have to do. If there are revisions to these responsibilities, update us. If someone is not pulling their weight, sit down and talk with them first, and if that does not work, inform us immediately. The mantra for group work is communicate, communicate, communicate.

Requirements

All requirements listed are the minimum for the project; you can, of course, do more.

The group project must have at least 18 pages, including:

• A title, topic, and authors page. This page can have no more than 100 words of text, and preferably less, the fewer the better. It will serve as your hook for a general audience, foregrounding your topic (and not necessarily your issue or argument). Make it sexy! Remember that you only have a moment to catch the attention of a typical web surfer. Also, include your names and how to contact you. Biographies and photos are not required, but you certainly can include them. If necessary, you can have the authors page separate.

• Works cited and sources page. This page is the same as your bibliography, but must also include all the information in terms of where you found your additional assets (images, pictures, sound files) for the multimedia project.

• Explanation page. This page is your rationale for why you designed your project the way you did.

• Body pages. There must be at least 15 of these.

There must be:

• at least one image per page, including title page, but excluding works cited and explanation page

• at least one hypertext link per page (leading to some location other than your own project), but excluding title page and explanation page (you’ll probably find links useful on the works cited page)

• at least one sound file for the entire project

• at least one video file for the entire project

• at least three instances of animation

• at least three instances of a rollover

• a navigation bar of some type

• consistency of visual design—even though there are three people working on the project, it should not look like it was designed by three people!

• Research requirements: the project shall use at least six sources that are not from the internet and that are not newspapers or magazine articles. They must be sources that are academic in nature, e.g., scholarly books or essays. All research cited must address the argument and content of the project. If, for example, you use a research source only to mention the author’s birthdate and birthplace, and that information does not have a direct bearing on your argument, that does not constitute a legitimate use of a research source.

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