Sample Blog Post Assignment #2

Important Update 7/26/18: The Medieval Institute recently merged the Medieval Undergraduate Research website with this one. All posts from the old site have been transferred here, and the  undergraduate content can now be found under the "Undergrad Wednesdays" category. The rest of the information in this post remains accurate and up-to-date.

The assignment below supports our ongoing efforts to promote instructors’ use of the Medieval Institute’s sites for pedagogical purposes. Maj-Britt Frenze graciously shared this sample from her course on Tolkien’s Mythologies and Monsters. The first sample assignment can be found here, and the original discussion of the Medieval Undergraduate Research page can be found here.

Extra Credit Blog Instructions:

For up to 5 points added to their final grade, students may compose a blog (c. 500 words) based on content from the course. Students may adapt an existing project from the course into blog formatting or compose entirely new material.

Students will receive 2 points on their final grade merely for completing the assignment, and up to 5 points for truly excellent work which can be published on the Notre Dame medievalist website for undergraduate research.

Blog content may be based solely on one or more medieval texts, may compare a medieval text with the works of J.R.R. Tolkien (or another fantasy author, if the student prefers), or may compare a medieval text with a modern film. [Potential questions to answer in your blog: How is this medieval text reimagined in a modern context? Why might any alterations have been made to the original story? What aspects of medieval works are still familiar and present in modern literature and film? Why are medieval themes so popular in story-telling today?]

The Blog posts will be graded on:

  1. Originality of Content: Did the student compose something new and exciting that delves deeply into a text/material?
  2. Careful and thorough use of source(s): Does the student incorporate a few short quotations from a medieval text? Does the student refer to movie scenes, etc, clearly so the audience can follow the student’s argument?
  3. Style: Does the student write in a clear manner? Has the student carefully proofread the piece?

Aesthetics: Did the student incorporate appropriate images and conform to any copyright restrictions? Does the design of the blog look appealing?

Maj-Britt Frenze
Ph.D. Candidate

Karrie Fuller, Ph.D.
University of Notre Dame/St. Mary’s College

Sample Blog Post Assignment #1

Important Update 7/26/18: The Medieval Institute recently merged the Medieval Undergraduate Research website with this one. All posts from the old site have been transferred here, and the  undergraduate content can now be found under the "Undergrad Wednesdays" category. The rest of the information in this post remains accurate and up-to-date.

In light of my recent introduction to the Medieval Undergraduate Research site as a useful pedagogical tool here, I thought it might be helpful for some instructors to see a few additional sample assignments in current use. Pasted below is the prompt I am testing out this semester in my upper division Canterbury Tales course, which, based on the drafts I’ve seen so far, is likely to produce successful results. A second sample written by Maj-Britt Frenze and designed as an extra credit project will follow soon.

I intentionally wrote the assignment below to be easily adapted for many kinds of courses. Please feel free to borrow and/or modify it for your own use. This assignment could also work for graduate courses (see my rationale on how important it is for grad students to build online, public profiles here).

Blog Post Assignment

[Note: This assignment has two due dates, one for a draft, and another for a revised version. Because students’ work will be available online for anyone to see, I want them put out their best, carefully revised work.]

Length: 750-1000 words

  1. For this assignment, you will be writing in a digital genre for a real audience of academic and public readers. Your work will be published online at the Medieval Institute’s Medieval Undergraduate Research site (http://sites.nd.edu/medievalundergrads/).
  2. Your topic should introduce and interpret a text (or, alternatively, a manuscript of the text) from the course calendar. Choose one that you have not yet written about and that you do not plan to write about for your final essay. This is a short piece, you want your topic to be specific, i.e.—one character in a tale, a particular setting, theme, image, etc.
  3. The point of this assignment is to learn what can be accomplished in a particular digital genre as opposed to a traditional academic essay. The following requirements are intended to get you thinking about how to present your work effectively using a technological platform, or, rather, how to craft your ideas with a slightly different set of tools. Your blog post must, therefore: 
  • Make a connection between the medieval text and the modern world in a way that demonstrates its relevance to the modern reader (connections to pop culture, tv, film, books, social media, news, etc., all work well). Why should your readers care about what they might see as an old, dusty, out-of-touch narrative?
  • Use multimedia intentionally and thoughtfully. Don’t just plop some pictures in and move on. Any pictures, videos, memes, etc., need to be on topic, integrated into the post, and add real value to the point you are making. If you use manuscript images, be sure the images are not copyrighted, or else let me know so that we can request permissions to publish them. Include photo captions when necessary to identify subject matter and/or cite the source/owner of the image.
  • Close read and interpret carefully chosen passages from the text.
  • Address a wide audience that includes your colleagues and professors, but also your family, friends, and future employees (who will care about your ability to write well!). In other words, don’t assume that your audience has previous knowledge about the text, or that they know the specialized jargon of your discipline. Do write professionally, but accessibly.
  • Include a Works Cited in MLA format at the end and, if relevant, consider linking to online resources in the body of the post. One advantage of digital genres is that you can insert links to other online academic resources anywhere in your post. Be sure to carefully vet those sources for quality and relevance. Libraries and museums (e.g.––The British Library, The Getty Museum) often have excellent catalogs, blogs, online galleries, and more. Many academics and universities also work on fantastic projects: online editions, facsimiles and images of manuscripts, mapping projects, blogs, etc.
  • Include a list of 5 tags (keywords about your posts). Blog sites are organized by categories and tags. Your post will be categorized under our course title “Canterbury Tales,” but you will decide the tags for your post. Tags are keywords that identify the subject matter of your work, such as authors, themes, time periods, etc. A user might, for instance, want to click on the “Chaucer” tag to see a listing of all the posts about Chaucer on the site.
  • Interlink with one or two of your classmate’s posts (in your final draft). Interlinking between posts on a blog site is one way to increase traffic and to highlight the connections between the site’s various entries. These links constitute a form of citation that is not possible in print essays, and they allow you to explore how to use this digital citation method. Thus, when you turn in your first draft, we will workshop the blog posts, and you will be required to make a connection between your work and someone else’s with a link to their post. You can simply write in brackets and bold text [link to X’s post here]. Integrate this connection as smoothly as possible into your text. It should sound like it belongs there, not like you added it because your teacher made you do it.                                                         

Some Sample Student Posts from Spring 2018

Astin Ballard, “Emily’s Modes of Expression in the ‘Knight’s Tale’-A Precursor to the #MeToo Movement

Karrie Fuller, Ph.D.
University of Notre Dame/St. Mary’s College

Blog Posts in the Graduate Classroom: Part 2, Pragmatic Considerations

Part 1 of this blog entry presented the rationale behind using the Medieval Studies Research Blog (MSRB) as a pedagogical tool. Part 2 dives into the practical side of graduate-level blog post assignments specifically tailored to the MSRB’s interdisciplinary mission.

Precedent has already been set for bringing the MSRB into the graduate classroom. In fact, the MSRB originally emerged out of Kathryn Kerby-Fulton’s manuscript studies course, and her students continue to contribute exceptional work. During the fall 2017 semester, for instance, Kerby-Fulton’s class, “Introduction to Medieval English Manuscript Studies,” worked on the following assignment, for which I recently gave a guest lecture on “How to Write a Successful Blog Post:”

Workshop Assignment: The Workshop Assignment will be the creation of a blog post of about 500 words. Dr. Karrie Fuller (Medieval Institute’s Medieval Studies Research Blog webmaster and Lecturer, St. Mary’s College) will explain the format for this, and both she and I will be happy to help as well to advise on content. It should be delivered on the workshop day; note that your oral presentation of your post should not exceed 5 - 10 minutes, not counting questions afterwards). This assignment is an excellent preparation for conference roundtables and panels.

When constructing a blog assignment for this site, the only restrictions are that the subject matter should somehow relate to the medieval period, and contributions should be written in a style appropriate to the academic blog. Otherwise, the possibilities remain wide open. As in the example just provided, many traditional forms of academic writing and oral presentation can be adapted to fit the blog format, whether as one component of a larger project, or on its own. There is also plenty of room for experimentation with multimedia, tone, creative responses to or reflection on course content. Furthermore, because the site’s interdisciplinary coverage reflects the full range of scholarly activity performed at Notre Dame, instructors from all disciplines should feel welcome to participate.

For additional support with these assignments, the Medieval Institute has recently approved a new classroom visit program. These visits are by no means required for instructors assigning blog posts for this site, but are available for anyone wanting a little extra help preparing students for the task. Visits consist of a twenty-minute guest lecture about how to put together a successful blog post and set it up on WordPress. The graduate students in attendance for my first class visit earlier this semester responded positively to the experience, and will know exactly what to expect when it comes time to prepare their work for publication. Anyone interested in scheduling a class visit can contact me directly (email address listed below).

Moreover, helping graduate students at an early stage of their training to see the benefits of contributing posts will, ideally, encourage them to continue submitting their work as they advance beyond coursework. Becoming a regular, or even an occasional contributor will be even more effective than publishing a single entry as it will demonstrate a more sustained involvement with a large-scale digital project. Because curating an online presence is now a necessity for scholars, this form of professionalization can help graduate students manage their online profiles, making them more memorable, as Battershill suggests, “It is a good idea, in other words, for each grad student to take the time to craft an online presence that is what they want it to be—that is, intentional, professional, and memorable. Students should know what comes up when search committees or journal editors Google their names, and ideally they should try to make sure that the search results on the first few pages include some indication of their academic work.”[1] This site’s university affiliation means that it will show up first in Google searches, and its short article format means that it will add new content to the CVs and publication lists already present on their academia.edu and LinkedIn pages. Contributions are also circulated via Twitter and Facebook to expand their online visibility.

Ultimately, using this site as the basis for course assignments benefits everybody involved. Students and instructors gain DH experience, the Medieval Institute continues to build a strong online research profile, and audiences outside the academy gain greater access to knowledge they would otherwise never receive.

For questions, posting schedules, or class visit sign-ups, feel free to contact me at kfuller2@alumni.nd.edu.

Karrie Fuller, Ph.D.
University of Notre Dame/St. Mary’s College

Update 5/4/18: Here is sample assignment that could be adapted easily for graduate students.

Select Bibliography of Introductions to DH and DH Pedagogy

Battershill, Claire and Shawna Ross. Using Digital Humanities in the Classroom: A Practical Introduction for Teachers, Lecturers, and Students. London: Bloomsbury Publishing, 2017.

Burdick, Anne, Johanna Drucker, Peter Lunenfeld, Todd Presner, and Jeffrey Schnapp. Digital_Humanities. Cambridge, MA: MIT Press, 2012.

Gardner, Eileen and Ronald G. Musto. The Digital Humanities: A Primer for Students and Scholars. Cambridge: Cambridge University Press, 2015.

Gold, Matt K., and Lauren Klein, eds. Debates in Digital Humanities 2016. Minneapolis: University of Minnesota Press, 2016.

Hirsch, Brett D., ed. Digital Humanities Pedagogy: Practices, Principles and Politics. Cambridge: Open Book Publishers, 2012.

Schreibman, Susan, Ray Siemans, and John Unsworth, eds. A New Companion to Digital Humanities. Blackwell Companions to Literature and Culture. Chicester: Wiley Blackwell, 2016.

 

[1] Claire Battershill and Shawna Ross, Using Digital Humanities in the Classroom: A Practical Introduction for Teachers, Lecturers, and Students (London: Bloomsbury Publishing, 2017): 158-159.