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The timeline must trace the object’s development to the present, include relevant cultural and historical context, and connect ideas through images, hyperlinks, and embedded videos or podcasts. Group research follows ethical source use, consistent organization of key development stages (logos), and engaging design for a specific audience and purpose (pathos).","ENG 170 Writing & Rhetoric  \nAssignment I: Visual Timeline  \nRevolutionary Objects  \nLearning Outcomes  \n• Fostering curiosity about a topic (research as journey)  \n• Introduction to basic research methods  \n• Understanding the importance of collaboration  \n• Introduction to using sources ethically  \n• Designing for a specific audience & specific purpose  \n• Creating effective presentations for sharing purposes  \nDeliverables  \n| Genre | Description | Due Date | Weighting |\n| --- | --- | --- | --- |\n| Visual Timeline\u003Cbr>Genre: Mini-Tutorial using Google Slide or PowerPoint *Small group project\u003Cbr>Note: Include enough information, hyperlinks and connections so that your peers understand the content without you thereto present it | Choose one revolutionary commercially produced object from the 18th, 19th or early 20th century. For example: bicycle, camera, soap, steam engine, telegraph, the zipper, thermometer etc. Create a visual timeline of the object’s development from when it was originally invented to the present day. Include relevant context about the way this object impacted our culture | Sunday 18 February by 11:59 pm in Brightspace | 10% |\n\nIntroduction  \nThe big assignment Major Project 1: Cultural Analysis (researched argument essay) planned for later on in the semester will explore, in depth, the impact of a revolutionary object on a particular culture at a specific and significant point in time: for example, the dropping of the atomic bomb on Hiroshima, Japan 6 August 1945. Rather than launch  \nyou straight into a major project of this kind, we will build up to it through several smaller assignments.  \nThe first step in the process is to find a fascinating object to explore—one that opens up the possibility of some interesting research, and also one that has not been written about 10 million times (yawn, yawn!) . In other words, we are going to avoid at all costs,“cookie-cutter” or “canned” topics. And yes—the impact of the atomic bomb on Hiroshima 6 August 1945 is indeed a “canned” topic. However, by researching the bomb’s development in more depth, we will eventually find a fascination angle.  \nFinding a unique angle on a topic takes a lot of time and research. Sometimes this research is too overwhelming to conduct on our own. Therefore we will work in small groups to research and present a smorgasbord of interesting possibilities and then share that information with the whole class in the form of a self-contained “MiniTutorial”(complete with, videos, images and hyperlinks to information) created in Google Slides or PowerPoint. We will share these mini-tutorials with the whole class. Out of that big pool of possibilities, you are then free to choose a topic to explore in more depth on your own for the Major Project later in the semester.  \nDescription  \nAssignment I: Visual Timeline. This is not an essay!  \nRather, it is an exercise in sharing information mainly in the form of images, and including hyperlinks to further reading and embedded videos or podcasts.  \nThe timeline is an organized collection of resources (images, hyperlinks to more information and just enough text for the connections to make sense), which traces the development of a revolutionary object through time. In tracing this development, you will also note, where appropriate, the following:  \n• Different iterations/versions of the design/construction  \n• Other inventions that paved the way for the development of this object  \n• Other objects this invention triggered  \n• Significant people involved in the development of the object  \n• Significant events that that inspired or created the need for the object  \n• Significant people impacted by the object  \n• Significant situations altered by this object  \nThis research will essentially result in a “web” of information. One that any of us could enter at any point in the development process to find an area of personal interest: this is the ultimate goal of the project—to inspire your fellow colleagues ","cbCaisCTLuvj8uo9","https://ap.wps.com/l/cbCaisCTLuvj8uo9","pdf",2174004,10,7,"English","en",105,"# Learning Outcomes\n# Deliverables\n# Introduction\n# Description\n# The Process\n## Task 1: Research\n## Task 2: Organization\n## Task 3: Design the Mini-Tutorial","[{\"question\":\"What is the main deliverable for Assignment I: Visual Timeline?\",\"answer\":\"A self-contained mini-tutorial created in Google Slides or PowerPoint that presents a visual timeline of one chosen revolutionary object’s development and impact.\"},{\"question\":\"How should the timeline content be organized?\",\"answer\":\"Organize information using a logical unfolding structure by selecting key development points and creating consistent subheadings and connections for each point.\"},{\"question\":\"What must be included besides the timeline itself?\",\"answer\":\"Use images, hyperlinks for further reading, and embedded videos or podcasts, along with enough text to help peers navigate the topic without the presenter’s presence.\"}]","Assignment 1 - Visual Timeline - Revolutionary Objects - Mini-Tutorial | PDF",1789217316,3,{"code":4,"msg":77,"data":78},"ok",{"site_id":70,"language":69,"slug":79,"title":59,"keywords":80,"description":60,"schema_data":81,"social_meta":136,"head_meta":138,"extra_data":140,"updated_unix":141},"assignment-1-visual-timeline-revolutionary-objects-mini-tutorial","",{"@graph":82,"@context":135},[83,98,118],{"@type":84,"itemListElement":85},"BreadcrumbList",[86,90,93,95],{"item":87,"name":88,"@type":89,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":91,"name":10,"@type":89,"position":92},"https://docshare.wps.com/template/",2,{"item":94,"name":11,"@type":89,"position":75},"https://docshare.wps.com/template/presentations/",{"item":96,"name":59,"@type":89,"position":97},"https://docshare.wps.com/template/assignment-1-visual-timeline-revolutionary-objects-mini-tutorial/244442/",4,{"url":96,"name":59,"@type":99,"image":100,"author":105,"headline":59,"publisher":107,"fileFormat":110,"inLanguage":69,"description":60,"dateModified":111,"datePublished":112,"encodingFormat":110,"isAccessibleForFree":113,"interactionStatistic":114},"DigitalDocument",{"url":101,"@type":102,"width":103,"height":104},"https://docshare.wps.com/thumbnails/assignment-1-visual-timeline-revolutionary-objects-mini-tutorial/244442.png","ImageObject",442,249,{"name":57,"@type":106},"Person",{"url":87,"name":108,"@type":109},"DocShare","Organization","application/pdf","2026-10-19","2026-09-12",true,{"@type":115,"interactionType":116,"userInteractionCount":66},"InteractionCounter",{"@type":117},"ViewAction",{"@type":119,"mainEntity":120},"FAQPage",[121,127,131],{"name":122,"@type":123,"acceptedAnswer":124},"What is the main deliverable for Assignment I: Visual Timeline?","Question",{"text":125,"@type":126},"A self-contained mini-tutorial created in Google Slides or PowerPoint that presents a visual timeline of one chosen revolutionary object’s development and impact.","Answer",{"name":128,"@type":123,"acceptedAnswer":129},"How should the timeline content be organized?",{"text":130,"@type":126},"Organize information using a logical unfolding structure by selecting key development points and creating consistent subheadings and connections for each point.",{"name":132,"@type":123,"acceptedAnswer":133},"What must be included besides the timeline itself?",{"text":134,"@type":126},"Use images, hyperlinks for further reading, and embedded videos or podcasts, along with enough text to help peers navigate the topic without the presenter’s presence.","https://schema.org",{"og:url":96,"og:type":137,"og:title":59,"og:site_name":108,"og:description":60},"article",{"robots":139,"canonical":96},"index,follow",{"doc_id":55,"site_id":70},1791741397]