Evaluations can be criticism, such as with a movie or new album release. It is giving your opinion about the movie or album, for example, evaluating it and determining if you think it is worth seeing or listening to. An evaluation, is your judgement on something.
From How to Write Anything, pages 102-118, part of the latest reading in class, I have learned that the easiest way to judge something is to create and define a criteria, which "are standards by which objects are measured: A good furnace should heat a home quickly and efficently" (104). With this cirteria, you can either defend your dissions or explain and discuss them in more detail, depending on the reader's reaction to your criteria. So, now using your criteria, you write your opinion on say, the movie or album, using facts, examples, statistics, testimony and just good reasoing as evidence and support for what you are saying. Also, advice is helpful to include for the reader, because sometimes, people are reading your review because they cannot decide for themself between two options, or just want to hear someone's opinion, and so, help them out with their choice. Tell the reader what you think, what you would do, any regrets afterward, and just weigh the positives and negatives for them. However, something important I learned while reading about this is that you should always stand by your values and write on something you know well, you do not want to confuse your reader and give them mixed signals. Also, be sure to keep an open mind, because this is your opinion, doesn't make it the right one. People are entitled to their own opinion, and if they want to disagree with you, they can, but don't get upset over it, because that is just their opinion, and it happens to be different than yours. So what? Maybe, with different opinions and views on something, together, a deeper understanding od say, the movie or album, could develope. I mean, two heads are better than one. Just don't expect everyone to instantly agree with your opinion on something. Plus, follow the criteria, and be fair. Don't put a personal view on something that goes away from the criteria you had already set out.
Moreover, keep the audience in mind. Who are you writing this evalution for? If it is for a general auidence, you have to explain more, defining key terms, than if it was an expert on the subject because they are considered knowledgeable readers.
Lastly, pay attention to developing materials (the criteria), and then creating the structure, such as "a basic review might announce a subject and make a claim, list critera of evlauation, present evidence to show whether the subject meets those standards, and draw conclusions" (113). It may also be helpful for the structure to have a focal point, or to do a compare and contrast to show strengths and weaknesses.
The final touch to this whole review, and final step, is to choose a style and design, including visuals that will enhance and show what the review is about.
Hopefully this helps, if anyone out there wants to write a review on something.
Sunday, November 28, 2010
Friday, November 12, 2010
Parts of an Essay
Alright, so for my classmates today, I plan to keep this short and sweet. I know you look at what I write and such, but don't repsond because it's so long. I agree with you. I wouldn't even read my own work. So, today, I'm going to try to not write a lot...
One of the readings for class, that we even talked about, was about parts of an essay. These parts include the title, thesis, intro, transitions, and the conclusion. From these readings, I learned that the title should help the writer stay on topic, be related to the topic the writer is writing about, tell the reader something the paper is going to be about, grab attention of a possible reader, be specific, and be aware of tone, audience, and style. P ersonally, I have the most trouble being creative for a title that will grab someone's attention and also tell what the paper will be on. For me, you can't have it both ways...
Next up is the most difficult part of the essay, and most important. It is the thesis. The thesis is the main argument that is often in the introduction, but does not have to be. It can be in the second paragraph, or even the last one. It must be a complete, detailed and specific sentence that is an opinion, something arguable and debateable, not a fact.
One of the readings for class, that we even talked about, was about parts of an essay. These parts include the title, thesis, intro, transitions, and the conclusion. From these readings, I learned that the title should help the writer stay on topic, be related to the topic the writer is writing about, tell the reader something the paper is going to be about, grab attention of a possible reader, be specific, and be aware of tone, audience, and style. P ersonally, I have the most trouble being creative for a title that will grab someone's attention and also tell what the paper will be on. For me, you can't have it both ways...
Next up is the most difficult part of the essay, and most important. It is the thesis. The thesis is the main argument that is often in the introduction, but does not have to be. It can be in the second paragraph, or even the last one. It must be a complete, detailed and specific sentence that is an opinion, something arguable and debateable, not a fact.
The first paragraph is called the introduction. This serves to formally introduce the argument, usually containing the thesis. This paragraph sets tone for rest of paper, and provides background information. Some possible ways to start this paragraph is with an anecdote, quote, data, or a question. It is important that it grabs the reader's attention, because the reader can choose to stop reading at any point. It can be multiple paragraphs long. To be honest, I have the most trouble starting the intro and incorporating my thesis in it. I usually go with a quote.
Next up are transitions. These make the writing flow smoothly, and are kept clear and concise. They guide the readers and connect words or phrases in a sentence. A few of my favorite transition are: Moreover, furthermore, nevertheless, on the contrary....Actually, I just love them all. I know, I'm weird for saying that, but transitions are probably the most fun things to use in the essay and write. Plus, they make you sound like an expert, and smarter than you are. I like sounding scholarly.
Lastly, there is the conclusion. This paragraph is the final one. It serves to wrap up the essay, but not in a way that it repeats the introduction. It acts as a summary, and influences the reader in some way, making an impression on them to act on an issue or change their thoughts or writing style, for example. My old English teacher told me once, that the final sentence of your essay, needs to be a call to action, something short and sweet (unlike how this blog has become).
Well, that's what I've learned this week, and hopefully you did too. Guess I didn't stay true to my word on keeping it short. Sorry guys! But hey, it was informative.
Check out somet of these links for my help and info on writing an essay:
There are so many sites out there for your help!
Friday, November 5, 2010
How To Write Anything: Rhetorical Analysis
So, today I am doing some reading on Rhetorical Analysis. It was a lot of reading, and it made a lot more sense than my AP English teacher had Junior year. She never gave a straight up answer about what rhetoric is, and how to use it. She was very confusing, and my papers suffered because of it. She kept saying how broad it was and that there is no real definition, if that is so, then why were my paperes not as good? Anyway, so as I am reading, it all started to make sense, and I seriously thought/considered to copy these pages of the book and give them to that teacher I had, or at least to her class...But, as I was saying before, it was a lot of reading, so I am only going to tell you about one section of it: Finding and Developing Materials.
So, now that we know what we want to write about, we have to actually develope the idea and make it useable- that is where this section comes in handy. This section talks about considering the subject matter (does the piece make a point? Is it a novel?), the audience (Is it for a professor? A child?), its author, language, occation, context, and use of rhetorical appeals. Considering these is very important because they all corespond to each other. To make a piece effective to say, your professor, about saving the rainforest, you don't want to write it using childish language, with slang, in a poster format, and neglect to mentions the benfits if we do, and organizations that help protect it. But, most importantly, the main thing about rhetorical analysis is its appeals. This is the part my teacher never really explained to us, and tried to have us figure it out on our own (which failed miserably).
These appeals are categorized into three types: pathos, ethos, and logos. Pathos is where the writer "generates emotion in order to move the audiences." Ethos is where "a text may establish the character and credibility of its author." Lastly, logos is where the writers uses "evidence and logic to make its case."
For a persuasive argument, this is great to know. Everyone feeds off of emotions and are motive-drive beings, as my Sociology teacher says. Pathos, forming emotions in the reader, will make the reader more towards your side of the argument. They will feel for your side, root for the underdog, and feel compelled to act. For example, when writing about the need to help the poor, pathos would be telling a story of a weak, baby, who was brown with dirt and lost its baby pink glow, and its family troubles. Seeing how this family is, being poor, plays on our emotions. We want to help this family out. Ethos is good to use because its deals with credibility. The reader is going to believe and act more if the author seems credible- reliable, and with authoity, and clearly knows what they are talking about. As it says inthe reading, audiences are more swayed "by writers or speakers who present themselves as knowledgeable, honest, fair-minded, and even likeable." Moreover, with logos, using evidence only enforces the idea and persuades the reader that they are right and to side with them. If a claim is supported by facts, statistics, quotes, and such, it is mmore believeable and we instantly think that position is right. We are also all logic beings - thinking beings (Homo Sapiens). We find an argument valid, if its facts are true and there is eveidence, since nowadays, seeing is believing. If you can prove it, and show that what you saying is true, then who can disagree with you?
So, basically, that is the most important thing I learned from the reading, which was way more helpful than my high school English teacher. So thank you, reading...
So, now that we know what we want to write about, we have to actually develope the idea and make it useable- that is where this section comes in handy. This section talks about considering the subject matter (does the piece make a point? Is it a novel?), the audience (Is it for a professor? A child?), its author, language, occation, context, and use of rhetorical appeals. Considering these is very important because they all corespond to each other. To make a piece effective to say, your professor, about saving the rainforest, you don't want to write it using childish language, with slang, in a poster format, and neglect to mentions the benfits if we do, and organizations that help protect it. But, most importantly, the main thing about rhetorical analysis is its appeals. This is the part my teacher never really explained to us, and tried to have us figure it out on our own (which failed miserably).
These appeals are categorized into three types: pathos, ethos, and logos. Pathos is where the writer "generates emotion in order to move the audiences." Ethos is where "a text may establish the character and credibility of its author." Lastly, logos is where the writers uses "evidence and logic to make its case."
For a persuasive argument, this is great to know. Everyone feeds off of emotions and are motive-drive beings, as my Sociology teacher says. Pathos, forming emotions in the reader, will make the reader more towards your side of the argument. They will feel for your side, root for the underdog, and feel compelled to act. For example, when writing about the need to help the poor, pathos would be telling a story of a weak, baby, who was brown with dirt and lost its baby pink glow, and its family troubles. Seeing how this family is, being poor, plays on our emotions. We want to help this family out. Ethos is good to use because its deals with credibility. The reader is going to believe and act more if the author seems credible- reliable, and with authoity, and clearly knows what they are talking about. As it says inthe reading, audiences are more swayed "by writers or speakers who present themselves as knowledgeable, honest, fair-minded, and even likeable." Moreover, with logos, using evidence only enforces the idea and persuades the reader that they are right and to side with them. If a claim is supported by facts, statistics, quotes, and such, it is mmore believeable and we instantly think that position is right. We are also all logic beings - thinking beings (Homo Sapiens). We find an argument valid, if its facts are true and there is eveidence, since nowadays, seeing is believing. If you can prove it, and show that what you saying is true, then who can disagree with you?
So, basically, that is the most important thing I learned from the reading, which was way more helpful than my high school English teacher. So thank you, reading...
Monday, November 1, 2010
Midterm Portfolio
Well, here is the site to my website for my mid-term portfolio. Enjoy!
http://samanthasportfolio.weebly.com/
http://samanthasportfolio.weebly.com/
Thursday, October 14, 2010
Revision...A Thing I Often Fail At...
As I read pages 54-59 in Embracing Writing, specifically "Playing with Revision" by Michelle Cox and Katherine E. Tirabassi, I learned so much about revision that I did not before. When I write, my weakest spot is revising it all. I often write too much, getting yelled at for going over the page limits, and because of so many pages that I wrote, I just become lazy that I don't really want to read and revise it all. Moreover, I think that everything I write fits well in the essay, and if I were to delete a sentence or change a line, the essay would be incomplete. I find it easy to edit others' work, but impossible to edit my own, even when I KNOW it could be a lot better. I have a tendency to be repeteative, and overwrite...which I think I already said...See? Repetative! Anyway, I think I overwrite so often because my thesis is never narrowed down enough; I want to get ALL the points across instead of just elaborating on a few because I thought it almost impossible to elaborate so much on just one point. But, after reading these pages, I know now that there is so much one can talk about!
These pages about revising talk about writing multiple drafts, trying to find the meaning and lines that really stick out to you, as well as how to "Cut, Cut, Cut" (and, unfortunately, "Add, Add, Add"). Though, I do find the "Cut, cut, cut" section to be the most helpful in my case because it tells me to "Cut extra words that don't add meaning, such as 'really,'very,' 'basically,' 'thing,' 'it,' 'it was,' 'it is,' 'there were,' 'there is,' 'this is,' and 'that'" (56). This section also talks about trying to cut at least 15 words per page. I think this is an excellent idea- to have a goal like this. If I have a goal to cut a certain number of words ot lines each page, then perhaps revising and cutting down on pages will be easier for me. I learned about style and using active verbs to add more voice to the paper, varying my sentence structure so that information can be better emphasized, and to focus more on pronouns so that my writing can be more specific. Something that I have noticed in my own writing is that I tend to use a lot of general statements, and don't really have specific sentences. Next time, I will definitly "Comb through your draft and circle all instances of 'it' [because]...overuse waters down this emphasis...[or] make writing sound vague. 'There' at the beginning of the sentence can have the same effect...Now circle all uses of the words 'this' and 'these'...'he,' 'she,' 'you,' 'we,' 'they,' etc." (57).
Although the section about playing with time by using flashbacks, time stretches, and time summary is also important for me to know, I think the most interesting part of the whole reading were the last two pages, on the topic of details. I did not know that I could add details about so many things like people, places, objects, or memories. I didn't know or think to unbury a story that could be mentioned in a line, which could totally add to my story, or just add the slightest details to the simplest things, such as instead of saying car, I could, or rather should, say the specific type or name of the car.
Overall, I truly believe this will help my writing and influence it in a positive way. If I follow these guidelines, I know that I can sound less repetative, less wordy, and definitly less vague and general, and more specific. As you can see, from what I have just written in this blog, revising is a MUST learn in my book...
Here are a few sites that talk about how to revise an essay:
http://www.fas.harvard.edu/~wricntr/documents/Revising.html (It's Harvard...It's gotta be a good resource)
http://owl.english.purdue.edu/ (this site I had been to in High School and let me tell you, it is like the Bible of English writing, I highly sugest visitng this site)
http://owl.english.purdue.edu/owl/resource/677/1/ (writing)
http://owl.english.purdue.edu/owl/resource/561/05/ (revising)
These pages about revising talk about writing multiple drafts, trying to find the meaning and lines that really stick out to you, as well as how to "Cut, Cut, Cut" (and, unfortunately, "Add, Add, Add"). Though, I do find the "Cut, cut, cut" section to be the most helpful in my case because it tells me to "Cut extra words that don't add meaning, such as 'really,'very,' 'basically,' 'thing,' 'it,' 'it was,' 'it is,' 'there were,' 'there is,' 'this is,' and 'that'" (56). This section also talks about trying to cut at least 15 words per page. I think this is an excellent idea- to have a goal like this. If I have a goal to cut a certain number of words ot lines each page, then perhaps revising and cutting down on pages will be easier for me. I learned about style and using active verbs to add more voice to the paper, varying my sentence structure so that information can be better emphasized, and to focus more on pronouns so that my writing can be more specific. Something that I have noticed in my own writing is that I tend to use a lot of general statements, and don't really have specific sentences. Next time, I will definitly "Comb through your draft and circle all instances of 'it' [because]...overuse waters down this emphasis...[or] make writing sound vague. 'There' at the beginning of the sentence can have the same effect...Now circle all uses of the words 'this' and 'these'...'he,' 'she,' 'you,' 'we,' 'they,' etc." (57).
Although the section about playing with time by using flashbacks, time stretches, and time summary is also important for me to know, I think the most interesting part of the whole reading were the last two pages, on the topic of details. I did not know that I could add details about so many things like people, places, objects, or memories. I didn't know or think to unbury a story that could be mentioned in a line, which could totally add to my story, or just add the slightest details to the simplest things, such as instead of saying car, I could, or rather should, say the specific type or name of the car.
Overall, I truly believe this will help my writing and influence it in a positive way. If I follow these guidelines, I know that I can sound less repetative, less wordy, and definitly less vague and general, and more specific. As you can see, from what I have just written in this blog, revising is a MUST learn in my book...
Here are a few sites that talk about how to revise an essay:
http://www.fas.harvard.edu/~wricntr/documents/Revising.html (It's Harvard...It's gotta be a good resource)
http://owl.english.purdue.edu/ (this site I had been to in High School and let me tell you, it is like the Bible of English writing, I highly sugest visitng this site)
http://owl.english.purdue.edu/owl/resource/677/1/ (writing)
http://owl.english.purdue.edu/owl/resource/561/05/ (revising)
Thursday, October 7, 2010
Response to "A Twisted World"
So, tonight I was having trouble sleeping, and when this happens, I just lay in bed, thinking about the week, the day's events, and tomorrow. I usually think about school work, any homework or tests that will be coming up soon, and this only makes me stressed out, anxious, and everything that is the opposite if what I want when I go to bed. So, I was in bed, thinking about school (please don't think of me as a nerd...), when I remembered something we read in English class. This very short story, "A Twisted World" by James McMorrow Jr., wouldn't get out of my head. I decided to get out of bed and re-read it.
This story gives a hypothetical situation: What would happen if celebrities ran the country? McMorrow replaces our government heads with celebrities, and explains how things would be different. For example, he says, "Presidential debates would occur in front of the American Idol judges. I can just picture Simon Cowell telling a candidate how pathetic his healthcare plan is." This story is filled with humor like that, and that is why I love it so much- that is why is made such an impact on me. He uses celebrity names and gives examples of how they would change the system if they were in charge. With these examples, though extremely humours, they hold an underlying truth behind the words that hits the reader. It holds a realization of the fact that things could always be worse, and to stop looking at the negatives, and start seeing the positive side of things. We as humans, have a common flaw: pessimism and being judgemental. We are so concerned on political party and judge someone based upon their mistakes that we instantly close down on that person and can't see all the good they have actually done for the country and just in general. For example, away from politics so not to upset anyone, but General Custer. He will forever be remembered for his mistake at the Battle of Little Bighorn, and judged. In fact, if ever you mention his name, people only know him and associate him with Custer's Last Stand. People have forgotten all his acheivements. Granted, I am not saying his defeat was bad, I am all for civil rights and equality, it was just an example of how one mistake can overshadow so many accomplishments of a person. And why is this? Why is it that we, as humans, focus on the bad more than the good? Why is it that once one person does something wrong (such as a friend lying to a friend) we instantly see that person as forever bad? Why are we so judgy? Don't we all make mistakes? Can't we all relate? I mean, who hasn't done something they are not proud of in their life? Don't we want forgiveness? So, why is it so hard to give other people second chances, when if we were in that position, we'd beg for one saying that we'd never make the same mistake again? Perhaps McMorrow is right when he says at the end of his humours story, "As citizens we are a bit too quick to judge how our political representatives have done their jobs...Clearly, things could be worse." Now, I don't mean to support our current political situation, or not support it, but in general, we are judgy people, and McMorrow made an excelent point in showing that with his humor filled with underlying truths.
Anyway, back to the humor. In school, especially creative writing and free style writing, I always wrote funny stories with a moral at the end. This paper reminded me of those times. This story had the overall argument that we should not judge our current leaders and government officials because it could be worse; we could be run by celebrites, which as he proved is a lot worse. Arguing and using humor to portray your meaning, to me, is so effective, and I love it. I wish in classes we could do more papers that involve humor and getting a point across in effective ways. It is more fun than the typical essays with the boring facts and quotes put in, and the same old intro and conclusion. I love writing humor, and this story by McMorrow reminded me of all that fun it can be.
With that happy though of his story, and the memories of the ones I have written, in my head, I began to smile. I went back to bed and fell asleep. I guess what I am also saying, is that we all need to relax once in awhile and have fun in classes, and one way to do that would be by writing a fun, humorous argument instead of the same old, same old, essays.
Here is a link if you want to learn more about General Custer (because to be honest, I don't know much about him myself, except for Custer's Last Stand):
http://www.sonofthesouth.net/union-generals/custer/george-custer.htm
http://en.wikipedia.org/wiki/George_Armstrong_Custer
This story gives a hypothetical situation: What would happen if celebrities ran the country? McMorrow replaces our government heads with celebrities, and explains how things would be different. For example, he says, "Presidential debates would occur in front of the American Idol judges. I can just picture Simon Cowell telling a candidate how pathetic his healthcare plan is." This story is filled with humor like that, and that is why I love it so much- that is why is made such an impact on me. He uses celebrity names and gives examples of how they would change the system if they were in charge. With these examples, though extremely humours, they hold an underlying truth behind the words that hits the reader. It holds a realization of the fact that things could always be worse, and to stop looking at the negatives, and start seeing the positive side of things. We as humans, have a common flaw: pessimism and being judgemental. We are so concerned on political party and judge someone based upon their mistakes that we instantly close down on that person and can't see all the good they have actually done for the country and just in general. For example, away from politics so not to upset anyone, but General Custer. He will forever be remembered for his mistake at the Battle of Little Bighorn, and judged. In fact, if ever you mention his name, people only know him and associate him with Custer's Last Stand. People have forgotten all his acheivements. Granted, I am not saying his defeat was bad, I am all for civil rights and equality, it was just an example of how one mistake can overshadow so many accomplishments of a person. And why is this? Why is it that we, as humans, focus on the bad more than the good? Why is it that once one person does something wrong (such as a friend lying to a friend) we instantly see that person as forever bad? Why are we so judgy? Don't we all make mistakes? Can't we all relate? I mean, who hasn't done something they are not proud of in their life? Don't we want forgiveness? So, why is it so hard to give other people second chances, when if we were in that position, we'd beg for one saying that we'd never make the same mistake again? Perhaps McMorrow is right when he says at the end of his humours story, "As citizens we are a bit too quick to judge how our political representatives have done their jobs...Clearly, things could be worse." Now, I don't mean to support our current political situation, or not support it, but in general, we are judgy people, and McMorrow made an excelent point in showing that with his humor filled with underlying truths.
Anyway, back to the humor. In school, especially creative writing and free style writing, I always wrote funny stories with a moral at the end. This paper reminded me of those times. This story had the overall argument that we should not judge our current leaders and government officials because it could be worse; we could be run by celebrites, which as he proved is a lot worse. Arguing and using humor to portray your meaning, to me, is so effective, and I love it. I wish in classes we could do more papers that involve humor and getting a point across in effective ways. It is more fun than the typical essays with the boring facts and quotes put in, and the same old intro and conclusion. I love writing humor, and this story by McMorrow reminded me of all that fun it can be.
With that happy though of his story, and the memories of the ones I have written, in my head, I began to smile. I went back to bed and fell asleep. I guess what I am also saying, is that we all need to relax once in awhile and have fun in classes, and one way to do that would be by writing a fun, humorous argument instead of the same old, same old, essays.
Here is a link if you want to learn more about General Custer (because to be honest, I don't know much about him myself, except for Custer's Last Stand):
http://www.sonofthesouth.net/union-generals/custer/george-custer.htm
http://en.wikipedia.org/wiki/George_Armstrong_Custer
Thursday, September 23, 2010
Student Examples Response
So, when first assigned this Visual Literacy Narrative project, I had no idea how to present my idea and topic in a visual format or even fully understand the assignment. There were so many different ways I could do it, but I wasn't sure what the most effective one was for my topic. However, after looking at all the student examples, I realized something very important: I am awful with making videos. I am what can be considered "Technologically Challenged"...Inputting muisic, uploading pictures or videos....Not my thing. But then I saw the collage.
The last student example I saw had a collage by Jordie Newton about her passion for music through the violin. It was a simple collage, not a typical, picture crazed one that one usually things of. It had about 5 pictures on a large sheet of paper, with a certificates, sheet music, and a few other related things attached to it as well. I like it. It was simple, yet told so much. It wasn't cluttered with unnecessary photos of the same thing, but rather, a few photos representing many things. She truly showed the meaning to the phrase "Less is more". We all know that "A picture is worth a thousand words", but, it's hard to really realize that when there are hundreds of pictures expressing everything you want to say... Also, her color choice and layout is simple, and not so complex with random bunches of color everyone. it is also not overloaded with words, which I tend to do...It's enough to make the viewer attracted to the collage, but not too much that it will distract the viewer from the main topic and overall point Jordie wanted them to get. I love how she uses two words: Practice and Success. It tells it all. So simple, yet so powerful...
This whole time I've been thinking that this project had to be elaborate and complex. But from her example, I realized that it can be quite simple, and still have an effect on a viewer- still get one's point across. Simplicity can still be quality. It can still tell my story, and even enhance it. So i don't have to do a movie or something that deals with technology. I can just do a collage, or a children's story book. I can just have simple pages and pictures that tell my story, like Jordie did.
Here is her collage:
The last student example I saw had a collage by Jordie Newton about her passion for music through the violin. It was a simple collage, not a typical, picture crazed one that one usually things of. It had about 5 pictures on a large sheet of paper, with a certificates, sheet music, and a few other related things attached to it as well. I like it. It was simple, yet told so much. It wasn't cluttered with unnecessary photos of the same thing, but rather, a few photos representing many things. She truly showed the meaning to the phrase "Less is more". We all know that "A picture is worth a thousand words", but, it's hard to really realize that when there are hundreds of pictures expressing everything you want to say... Also, her color choice and layout is simple, and not so complex with random bunches of color everyone. it is also not overloaded with words, which I tend to do...It's enough to make the viewer attracted to the collage, but not too much that it will distract the viewer from the main topic and overall point Jordie wanted them to get. I love how she uses two words: Practice and Success. It tells it all. So simple, yet so powerful...
This whole time I've been thinking that this project had to be elaborate and complex. But from her example, I realized that it can be quite simple, and still have an effect on a viewer- still get one's point across. Simplicity can still be quality. It can still tell my story, and even enhance it. So i don't have to do a movie or something that deals with technology. I can just do a collage, or a children's story book. I can just have simple pages and pictures that tell my story, like Jordie did.
Here is her collage:
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