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2.  Units 2-7 contain tech labs with links to tutorials on various technologies.  Your unit 7 multimedia presentation will be revised and included in the Final Portfolio in Unit 9. 2

3. How can you BROADCAST your message?  Blogs  Podcasts  Facebook and other online communities  PowerPoint Presentations  Animoto  Prezi  Newsletter, brochure, flyer Questions to consider: Who would be your audience and what would your purpose be? What strategy or outlet would you use to broadcast your message? 3

4.  Overall message is clear and effective  Minimally, five research-based facts, arguments, and/or insights are presented  Audience is considered in technology choice and design  Research sources are cited in APA format (put in separate Word document if desired)  Presentation is an original creation (except for cited material) 4

5.  Choose technology wisely—what can you reasonably learn how to do or what do you already know how to do?  Use your strengths (and know your weaknesses!)  Plan your message before creating your presentation  Keep it simple  Design for your audience  Motivate your audience—what do you want them to do/believe after seeing the presentation? 5

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7.  30-second video presentation based on user's uploaded photos, text, and videos;  Background music can be selected from the website http://animoto.com/play/abJ1DQ2GhdRdE XmNWZ10Eg 7

8.  Can you offer some tips for designing PowerPoint presentations? 8

9.  Have an audience in mind (Where would you see yourself presenting this and to whom?).  Utilize Bullets (Remember that the slides do not present every word of your speech; they merely highlight key points).  Include clear titles on each slide.  Less is more (Don’t get too flashy with backgrounds, etc.).  Be consistent with the design.  Make sure background, images, and font are appropriate for the topic, purpose, audience. 9

10.  50% of school children bullied (AACAP, 2008) ---10% regularly bullied (2008) ---1 in 3 children cyberbullied(Lenhart, 2007) ---78% of gay or perceived to gay 12 –17 year olds are bullied (HRSA, n.d.)  “Bullies and their victims are both much more likely to carry weapons and get into fights” (Johnston, 2003) 10

11.  Starting a campaign ---Educating parents ---Supporting teachers ---Reaching out to students  Preventing bullying ---Creating policies ---Enforcing policies ---Monitoring students 11

12.  You do not have to (and probably will not!) cover every idea in your essay draft in the tech presentation.  You may choose to focus upon one supporting point in the essay  You might do a presentation that is supplemental to your essay, such as an advertisement or public service announcement about this problem. 12

13.  When you make a bulleted list, as you might in a Power Point slide, you want the structure of that list to be parallel, also. So, if your first item in the list is a noun phrase, make all items in the list a noun phrase.  You can read more about parallelism in The Kaplan Guide to Successful Writing on pp. 260- 261. 13

14. Can you make these bulleted items parallel? My classes last semester were difficult for the following reasons:  Lengthy reading assignments  Numerous unannounced quizzes  Taking difficult final exams 14

15. To solve the problem of obesity, schools must do the following:  Revise lunch menus  No candy sales  Offer nutritional vending machine items 15

16. 1. What does this font make you think of? 2. In what kind of writing might you use me? 3. How about me? What do I remind you of? 4. In what kind of writing might you use me? 16

17. What is revision and how does it differ from editing? 17

18.  Re-read your draft.  Number each paragraph in your draft.  On a separate sheet of paper, write a corresponding number (1, 2, 3, 4…).  Read the first paragraph again and next to the corresponding number, summarize that entire paragraph in one sentence.  Continue to do this for each paragraph in your draft.  Use your outline to help you objectively analyze your draft and locate areas that need revision. 18

19.  Why create a post-draft outline? What can it help you see? 19

20.  Can you follow the logic of your paper from beginning to end?  Do you see places where the connection between paragraphs seems hard to follow or hard to state?  Might you need to move a paragraph elsewhere in the paper?  Can you find places where you need to create a bridge between paragraphs or major ideas in your paper?  Are there places where you feel more needs to be said?  Are there paragraphs or passages that seem to repeat what has already been established earlier in the paper?  Was there a paragraph that was particularly difficult to summarize and might need to be divided in two? 20

21.  Remember that sources help YOU to defend YOUR ideas.  That means you should first begin with YOUR ideas. Consider drafting without any sources and then adding sources to help defend, develop and explore your ideas.  Avoid simply cutting and pasting information from sources.  Above all, do not use a series of paraphrases and quotations as your whole paragraph. This is a compilation of sources; we are writing original work, not repeating our sources’ ideas only.  Do not fill your papers with source information for the sake of filling up space. Use information that is directly relevant to your argument. If it is not relevant, do not use it.  Interact with and analyze source information 21

22. There are many positive impacts that structured and unstructured afterschool programs can have on the children that attend them. A study in New York City by the Boys and Girls Clubs showed a significant drop in crime after the implementation of a club. Specifically, there was a decrease of drug activity by 22%, arrests by 13% and vandalism in the area by 12.5 %. (Making the Case, 2006). It has also been shown that grades are positively affected by children attending an afterschool program. In fact, researchers have found that these programs are connected with higher grades and test scores (Cosden, Morrison, Gutierrez, & Brown, 2004). These programs allow children to have social and educational interactions as well which help them to reach their full potential. As Vinluan (2005) reports, afterschool programs assist students with homework, take children on cultural trips, and give them social activities and outlets. Such positive impacts of an afterschool program not only help to improve the children’s lives but also the communities where they live. 22