So What?

Sometimes ENG 201 felt like this. [Gif of Matt Smith in the movie Womb, repeatedly asking "so?"]
Today I'm going to ask it one last time.

Throughout this semester, we have repeatedly learned the importance of asking, “so what?”  You develop a topic then ask, “so what?” to identify its significance.  You provide evidence such as a quote or fact and then ask, “so what?” to show readers how it furthers your argument.  Well, after asking "so what" in six blog posts, five essays, one multimedia project, and one presentation, I think it’s time to ask the question one last time.  I finished ENG 201H, so what?

Well, there are a lot of answers to that question, such as, “so now I understand that there’s a lot more to research than I ever knew before.”  I learned that research varies across disciplines, so different researchers collect different kinds of data.  This varies based on the field’s epistemology, or what it considers as knowledge.  In scientific fields, there is more emphasis on experiments and quantitative data, whereas humanities tend to emphasize surveys and interviews with qualitative data.  Moreover, even different topics and purposes require different methods of research.  My informational paper on queerplatonic relationships required me to look at blogs and wikis, which are not typically viewed as credible sources, because that is where the term originated.  My evaluative essay required personal experience as research, in the form of pictures and observations from my visit to The Dreamer.  My writing to convince project relied much more heavily on quantitative data, in the form of statistics gathered from credible studies.  This class opened my eyes to many methods of gathering research that I had not previously considered.

Another answer to this “so what” question is that this class provided me with many opportunities to experience the life of an academic.  In addition to our many discussions on “academic writing,” we were able to visit SCREE in order to see how research was presented to other academics.  From interacting with presenters there, I was able to see just how diverse research actually is.  I talked to one student who was researching the question of why witches were female by examining historical documents and contemporary writings on the Salem Witch trials.  In his research, he found a question that not only had not been answered, but also had not been asked: why were witches always portrayed as women?  His research primarily came from the writings of others, but other researchers relied on surveys, interviews, and observations to collect their data.  One group of students I talked to were researching what makes someone a quality sex educator, so they relied on interviews of students and both of their parents to provide a comprehensive picture.  Another researcher relied on a combination of personal experience and analysis of others’ writings to examine the lack of female musical conductors.  It was very interesting to hear how she approached the topic from a music perspective rather than a gender studies perspective, which was my original thought from looking at her title.  But common to all of their stories was finding their passion, searching for a gap in existing research about that topic, and deciding how they could best fill that gap in knowledge.  And this is truly what the life of an academic entails – a constant quest for greater knowledge.

I would also like to expand on this “so what” question that we have used so frequently, and add a technique that I learned from Leadership Safari training: after you ask “so what,” ask “now what.”  That is, after you establish the significance of something, consider what this means for you in the future.   All that I have learned in ENG 201 has not only made me a better writer, but it has given me tools to ensure that I keep developing throughout my college career.  I will keep practicing the habits of mind that we discussed, keep implementing templates from They Say/I Say into my writing, keep carefully considering the needs of my audience, and keep practicing the research and revision techniques in The Craft of Research.  I will continue practicing these skills throughout my college career, especially in creating my capstone project. 

These are all good answers to the question “I finished ENG 201H, so what?” But I think an even more important answer is that it gave me passion for the life of an academic.  Certainly it provided me with many important skills, many new perspectives, and many wonderful opportunities, but I am most grateful for the fact that it also taught me to desire these things.  It showed me just how incredible the pursuit of knowledge is and sparked a new excitement in me that will carry me through my years in college and beyond.  And I think that settles the question of “so what” better than anything.

Matt [in Doctor Who] celebrating because we finally got our question answered! (And it's almost summer!)

My First Video! :D

I've recently become a bit obsessed with a couple of beautiful videos from some creative, hilarious minds on the internet.  The first, a Sherlock Crack!Vid that I have watched roughly eight times (now make that nine), and the second, a Doctor Who Disney Musical, which has moved me almost to tears on multiple occasions.  So when we were told to make a "multimedia presentation" using Popcorn, I instead heard "Cali's turn to try her hand at a video like this."  So I picked from one of my other fandoms, and created the following:

Harry Potter and the Sorcerer's Stone -- As told by Disney music

Unfortunately, after spending a few hours creating this video, I realized something similar (and somewhat more extensive) already existed.  But even so, I learned a lot from my experience.

Considering the Habits of Mind that we have discussed since the beginning of the semester, this exercise particularly helped me develop creativity, flexibility, and persistence.  This project both demanded and developed a great sense of creativity, not least of all since I had never created anything similar before this.  In all seriousness, the videos I referenced in the introduction required a great deal of creativity to make, and I aspired to make something equally as creative.  This required many artistic decisions of which songs to match up with which scenes in order to construct a meaning true to the original film from outside songs.

This project also demanded much flexibility.  In working with a new medium, I had some difficulty determining what I could and could not do, which influenced the future direction of my project.  This required me to change my approach as I continued working on it.  This was most apparent in the lengths of each song segment.  I began with very long, largely uncut scenes which quickly became rather boring.  As I learned more about the technology I was using, I realized it was necessary to cut and splice together many shorter sections to convey the same ideas in a more interesting, engaging way.

The last habit, persistence, was probably not necessary in this project, but I insisted on making it as close to perfect as I could.  This translated into several additional hours adjusting clips to be in precisely the right location (which meant I had five tracks playing together by the time I finished).  While it did take more time than was absolutely necessary, this resulted in a project that I was actually quite proud of and it taught me the rewards of persistence.

This project revealed some important benefits and drawbacks of using multimedia presentations.  One clear benefit is that, if executed properly, it can provide a concise, engaging presentation related to the topic. A one-minute video can be much more compelling than a page of text presenting the same information.  It also allows the author to be more creative in how they present their message, which can draw a wider audience.  As with any media, however, there are some limitations.  The biggest problem, in my presentation, was due to technological issues.  As I mentioned, I had five tracks that were all timed precisely to fit with one another.  Several times I tried to play them back and one would glitch and become out-of-sync with the others, which in some cases, even somewhat changed the message I was trying to get across (some of you may also have had this problem if you tried watching my video).

For my multimedia project later this semester, I will probably develop some sort of PSA that combines statistics with a limited amount of story telling.  This may be in the form of a video or an interactive infographic.  My topic does not particularly lend itself well to another, more visual medium like what I created here;  it is a very serious topic and such a vivid presentation of it would likely be triggering for some.

So, while I can't create something like this for my actual multimedia presentation, I did learn a lot from this project and I greatly enjoyed my creation.  If you also enjoyed my project, as well as the other links I provided, you may also like this link, which I stumbled upon in collecting the others.

P.S.  Thanks for sticking with me through all of the fandoms in this post (extra thank you if you clicked any of the links!)