Composition Project #3.2

Project Overview

As we’ve discussed in class, transformative works are “are creative works about characters or settings created by fans of the original work, rather than by the original creators. Transformative works include but are not limited to fanfiction, real person fiction, fan vids, and graphics” (Organization for Transformative Works). Henry Jenkins in Convergence Culture describes this as a component of “participatory culture,” or the active participation of consumers in the meaning-making and creation of media. Fan-produced transformative work is another way of interpreting the course material and interacting with that material. This can take a variety of forms depending on the aims of the transformative work produced, the rhetorical situation, and the source material.

In our final major project, and second part of the “transformative works project,” you will host a fan creation exhibit. This adds a new layer to the idea of participatory culture.

You will be working individually to create an exhibit featuring your transformative work. In doing this, you will create a engaging way to exhibit your work, an exhibit summary, and an short presentation (elevator presentation) of your exhibit.


  • Craft and deliver an effective presentation (elevator presentation)
  • Engage in productive processes for planning, drafting, designing, and revising
  • Produce work that is rhetorically engaging to audiences familiar with and unfamiliar with source content


The part of the project has three major components– (1) Exhibit Summary, (2) The Creation Exhibit, and (3) Short Presentation

Exhibit Summary (30 points)

Often, at museum exhibits, you will see placards that accompany exhibit pieces. These placards– small summaries with descriptive details– describe the piece by which they are situated. They provide information regarding the piece’s title, origin, artist or creator, and materials. Often, they will also include a short description of the piece’s origin or thematic connection to the overall exhibit. Here are three examples:

Notice how the genre follows specific conventions. The artist or creator name is bolded, some biographical information is included, the work is usually given a title and a year of creation, then composition (materials) are listed. Then, a short summary is provided.

In this part of the project, you will write a short exhibit summary with the following structure. Each element of the listed structure should be adhered to exactly. You will graded for accuracy.

The document should be in Franklin Gothic Book font, 14 point.

It should follow the format provided below:

ENGL 1101, (your discipline [for example, Engineering])
Title, 2017

[Short and engaging summary (150-200 words) describing your fan creation. This may note unique elements, how the work is transformative, its relationship to the source material, or include a personal story regarding its creation. Note: no first person (use of I, me, my).]

[Connection to Convergence Culture in two sentences.]


This portion of the project emphasizes concise delivery and exact execution of specified directions. You absolutely must follow this format in order to receive full credit. (As you progress further in your studies, adhering to format requirements will become more and more crucial.)

Your summary should be engaging. Audiences will use this as another means of interpreting and interacting with your work. Provide them enough to give them context and to keep them interested enough to hear your elevator speech.

The exhibit summary should be submitted by midnight November 26. It should be submitted in .doc, .docx, or .pdf formats.

The Creation Exhibit (60 points)

You have largely already created your fan media and submitted that transformative work. Now, consider how that work can be made engaging for a passing audience in a physical space. Some of you took this into consideration when planning and executing the creation from Composition Project #2.1.

Some will be making changes in the presentation of your fan work for the exhibit (such as printing and distressing pages, placing work into physical items, and setting the “scene” for documents). Some of you have created websites and made videos. This is often referenced in class as the “door” (a la the oft-discussed Titanic example). How you situate your work during the class exhibit is incredibly rhetorical and affects the way that your work is read and engaged.

You will also need to think in terms of accessibility. Will a passing audience be able to readily engage with your work? Is the text readable or does the audience need to lean in and squint to make out what has been written? Can the audience hear and see your fan film or fan video? Is there a method of interaction present for the audience? Do they have to physically do something in order to “get” your piece?

For this part of the project, create a way for your work to be engaging in a physical or material way. For those who wrote fanfics, think beyond just pulling your fic up on your laptop and sitting it out for people to read. Will you provide images alongside your writing? Will readers have to physically affect the paper in order to read your work?

For fan films and other purely digital works, consider how you may make this accessible to a passing audience. Will it play on your laptop as people pass by? Will you provide a way for audiences to watch with their smartphones? Will you provide earphones?

Whereas in Composition Project #3.1, the emphasis lingered on transformation. Now, the emphasis is on the audience and audience engagement.

Evaluation will be based on how effective your exhibition of your transformative work is in creating an engaging audience experience:

  1. Attention paid to and effective use of the materiality or physicality of the exhibition
  2. Attention paid to and effective use of audience-accessible media, content, and mechanics
  3. Attention paid to and effective use of audience engagement (such as physical affect, dialogue, or stage-setting [i.e., the door])

The exhibit will take place on Tuesday, November 27 in our classroom. It will be open to the public and a tour recorded for future reference.

Short Presentation (60 points)

As the audience moves through our exhibit, they will want to hear about your work. They may even want to hear about how that work fits in with the topics discussed in class. You have familiarity with the “pitch” genre now, but now comes the “elevator speech.” That is, you have incredible familiarity with the work you have done and the things you have accomplished. Now, you need to make that work interesting and impactful for a general audience.

For this part of the assignment, you will need to do the following:

  1. Prepare a speech that seems practiced yet relaxed. In this, the speech should not seem so rehearsed that it is stiff and unfeeling.
  2. It should contain your inspiration for the project, your transformation of the source content, and how you see your work in relation to that source content. Likewise, you should connect this to the overall theme of the course.
  3. The speech can include gestures to specific elements of the project, its creation, or its media.
  4. The speech should be 30-60 seconds and no more.

The speech will be due the same day as the exhibit. Dr. Murdock will come by your particular exhibit with an evaluation sheet similar to the one for the “pitch” assignment. Be mindful of the feedback you received regarding that assignment.

You got this!

Bob Ross gif: "We don't make mistakes-- just just have happen accidents."