Video Narrative Assignment

For this project, you will produce a 5-mins video narrative explaining an aspect, issue or question related to the course topic–Digital Publishing. Your video should incorporate a good amount and variety of sources—alphabetic texts (articles, newspaper editorials etc.), audios, videos, still images, interviews, animations and visual resources, among others- and be organically composed. It should also demonstrate your knowledge or learning of a number of techniques such as handling video camera, still camera, interviewing people, incorporating voice over into the film and/or editing skills. The juxtaposition of different texts and narrative voice and their organic unity will be the key evaluation criteria for your project. Your project should also reflect your understanding of audience, textual cohesion, and ethical treatment of sources etc.

You need to write a script for the video narrative before putting everything together in I-Movie or other movie making programs. And, you must secure permissions for all materials used in your project. You must give credit for all materials used in your project.

You will demonstrate skills in audio and video recording and editing to create a rhetorically effective text.

You will talk in a generally knowledgeable way about video texts, how to compose them, and how they are structured in terms of compositional elements.

You will demonstrate a consideration of purpose, information, audience, and other rhetorical considerations, as it they relate to your documentary topic.

Video Narrative is due for presentation and in canvas on March 8.

Podcast Assignment

Podcast Assignment

For this project, you will compose a short (5 minutes) podcast on any aspect, issue or question related to digital publishing using GarageBand or Audacity in the style of radio programs in NPR. In the podcast, you will make creative use of sound effects, music, silence, and any other audio tools at your disposal to communicate your ideas.

Your podcast should be relevant to an educated audience beyond campus. It needs to be written in a style that will translate well into speech, a written piece adjusted into something more “talky” — a vocal performance. It should also display originality and technical execution, and should mix together at least three audio tracks (background music, your voice over/narrative, any other audio files or data sources, such as interviews or radio programs).

In the composing part, you should make sure that your tracks are precisely edited and transition between tracks is natural and smooth. The principles of coherence, unity, organicity, and consideration of audience and media all come into play in this medium. Therefore, your podcast script should be written with much care, and plan for the composition should be done intricately before recording and editing the tracks. Unless you have an effective delivery (output), all your behind the scene diligence hardly makes any sense in this media. Your final product should be exported in mp3 format, uploaded on your website or in third party hosts like Soundcloud and published in Apple Podcast, Google Podcast and Amazon Music.  The podcast, eventually, becomes a part of your digital portfolio that you exhibit towards the end of the semester. You will also present your review  in the class.

Podcast Presentation is due on : February  22

Submit your Podcast to Canvas by February 22.


English 654: Digital Publishing

English 654: Digital Publishing

Instructor: Dr. Santosh Khadka


Office: Sierra 834

Office hours: MW 11:00-12:30

Course Description

This course focuses on the production process for publishing various digital projects, such as magazines, monographs, journals, or open/non-linear projects like digital archives. While the course specifically deals with digital publishing project management and workflows with some current platforms and tools, such as ANVC Scalar, InDesign, and WordPress, it also covers other critical aspects of digital publishing, such as intellectual property issues, project sustainability, and crafting funding proposals for non-traditional publishing projects.

1. Podcast Assignment (15%)
2. Video Narrative Assignment (15%)
3. Magazine Design (30%)
4. Digital Archive (20%)
5. Digital Portfolio Assignment (10%)
6. Blogging (10%)

Required Texts
Guerin, Wilfred L, et al. A Handbook of Critical Approaches to Literature. New York: Oxford
University Press, 2011.(selections PDF available in Moodle)
Hempe, Barry. Making Documentary Films and Videos: A Practical Guide to Planning,
Filming, and Editing Documentaries
. New York: Macmillan, 2007.
Kress, Gunther. Literacy in the New Media Age. New York: Routledge, 2003.
Naipaul, V.S. Half A Life. New York: Vintage International, 2001.
O’Neal-McElrath, Tori and Mim Carlson. Winning Grants Step by Step: The Complete
Workbook for Planning, Developing, and Writing Successful Proposals.
Fourth Edition. San Francisco: Jossey- Bass, 2013.

Journal articles and other texts will be made available via Moodle.

Service Learning Component

This course is designated as a service learning course, which means it is connected with programs and projects of two outside community organizations–Central American Resource Center <> and We LIFT LA <>, both located in Los Angeles. We will collaborate with them to write some grant proposals for their proposed projects.

Our course calendar will have some deadlines for paperwork for service learning-related activities.

What is “Service Learning”? Service Learning is a teaching and learning strategy that integrates meaningful civic engagement activities with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.

Through service learning, young people—from kindergarteners to college students—use what they learn in the classroom to solve real-life problems. They not only learn the practical applications of their studies, they become actively contributing citizens and community members through the service they perform.

Service learning can be applied in a wide variety of settings, including schools, universities, community-based and faith-based organizations. It can involve a group of students, a classroom or an entire school. Students build character and become active participants as they work with others in their school and community to create service projects in areas such as education, public safety, and the environment.

For resources and information on the Community Engagement Program at CSUN, including the Handbook, go to:


Participant Digital Portfolios

1. Jordan Puga:
2. Jesse Gray:
3. Duke Marine:
4. Megan Tierney:
5. Christopher Rosas:
6. Fowza Sharmeen:



Attendance will be recorded at the start of each class. Missing more than 2 class meetings will result in you failing the class–regardless of the reason. I do not respond to emails asking what you missed in class; it is your responsibility to find out from a fellow classmate.

Classroom Conduct

Each student is expected to conduct themselves in a respectful manner. If you are disruptive or inconsiderate in any way (talking, texting, doing work for another class, etc.) you will be asked to leave. Dismissal from the class will count as one absence.

Submitting Assignments

Post (or embed) all your home works and projects to your site. A section on your site should serve as your final portfolio. We will discuss how you can create final portfolio in your site.

Office Hour Policy

Although I have a set time for office hours, I can also arrange appointments. If you need to visit me at a time that is not within my scheduled office hours, please email me or talk to me after class.


Simply put—don’t do it! Plagiarism is the act of “intentionally or knowingly representing the words, ideas, or works of another as one’s own in any academic exercise” (CSUN catalog 553). Specific forms of plagiarism include:

Turning in material that was written for any other class (high school included). Offering a restructured, reworded, version of someone else’s text as your original work. Downloading essays from the Internet, or purchasing papers, and offering them as your own work. Practicing any variation of not turning in original work for grades.

If you do plagiarize it will result in a failing grade on the plagiarized assignment and is grounds for disciplinary action by the university. Any instance of plagiarism will be reported to the Assistant Vice President for Student Life. If you are unsure how to avoid plagiarism when incorporating other sources into your writing, please meet with me. We will spend time in class reviewing how to properly cite sources. Remember, when in doubt, don’t do it! You cannot become a better writer if you don’t do the writing yourself. Furthermore, I check for inconsistencies and if I feel that your paper may be plagiarized I may ask you to submit your work electronically to (a website that checks for plagiarized material).

Student Digital Portfolio, Spring 2020

Tabitha Hakimi:

Suzanne Diaz:

Joshua Rivera:

Tori Bowler:

Laisha Martinez:

Joshua Chung:

Sharene Nance:

Roy Chun:

Laura Perez:

Liam Cetti:

Sally Carrillo:

Tamara Williams:

Tori Bowler:

Cristo Arrelano:

113B Student Digital Portfolios, Fall 2019

Daniel Bullecer:

Alan Cabral:

Dayana Ciani:

Ricardo Covarrubias:

Gabriala Gonzalez:

Brandon Kauffman:

David Lau:

Jessica Luna:

Vianey Martinez Lopez:

Eric Martinez:

Kevin Mohammed:

Karola Molina:

Samuel Nseka:

Jessica Perez:

Keyly Sandoval:

Jose Santillan:

Bryan Solorio Lopez:

Blas Zamora:

Digital Portfolio, Fall 2019

Shehbaz Siddiqi:

Kaitlyn Arriola:

Kevin Villalta:

Ryan Austin:

Calvin Sam:

Sarah Cesta:

Nick Bonhomme:

Sammy Fernandes:

Kelly Salvador:

Kristi Larsen:

Antonio Martinez:

Madeleine Chiu:

Alma Barrera:

Kimberly Anderson:

Xochitl Hernandez:

Johnny Escobedo:

Benjamin Lutzker:

Mark Barajas:

Lexie Mendoza:

Alana Portillo: