A culminating multimedia project based on work in literature circles.

1. Zine Assignment
The final product of your Spring literature circle work

3. What is a ”zine”?
• ’Zine’ comes
from ’magazine’
• A self-published
special-interest
magazine
• Variety of
visual, audio
and written
texts

4. Zines and Literature circles
1. Lit circles meet 5-6 times in the term
2. Each week, each member writes a short text based on their lit circle
role. Upload to group portfolio on Dropbox.
3. By week 6: group portfolio of 25-30 texts.

5. Portfolio Zine
1. Look through your
group’s portfolio.
2. Which pieces were
you most interested
in writing?
3. Which represent
your best work?
4. Choose at least 2 to
refine, extend and
edit for your group’s
zine.

6. Zine Step One:
• Choose a site to host your group’s zine
• The site MUST be an English platform (no Swedish-English hybrid
zines, please!)
• Recommended:

7. Zine Step Two
• Select and compile texts for your site from your group’s
porfolio
• The site must contain a MINIMUM of 10-15 audio, visual and
written texts.
• This means each person must submit at least 2 texts
(individually) and make a contribution to a group text
(film/podcast) as well

8. Zine Step Three
• Some class time will be
given to work together
on your group zine (see
the class schedule)
• Zine launch parties are
scheduled for classes at
the end of term (see
schedule).
• At the zine launch, you
and your group will tour
us around your texts,
preview any film or
audio, and celebrate
your publication

9. Examples of Zine texts
• Audio texts (interviews, music, podcasts, spoken word)
• Image texts (your own artwork, other artwork, photographs
etc.) with good, detailed, explanatory captions and analysis.
• Video texts (film clips with explanations and analysis, your
OWN films, such as short documentaries, film reviews, a scene
from the novel you act out etc.)
• Written texts (poetry, interviews, reviews, critical analysis,
short essays, creative responses, journal entries, newspaper
reports)

10. Suggested Zine pieces
• poem composed of several of your best wordsmith words
• illustrated map of the novel’s setting.
• song you composed and recorded
• film of a scene from the novel you act out
• interview with one of the characters (filmed, recorded or
written)
• analysis of an event
• recipe from the novel (and why it’s important)
• crime scene investigation report

11. ”Carte Blanche” ”Tap on the shoulder”
• This means you have • This means you need to
full creative choice over show specific skill(s) in
any texts/films/audio your final zine hand-in.
you would like to
produce • I will assign you to write
• Your work this term has or produce more formal
been strong so far. You and extended
have been meeting the written/audio production
course goals effectively, in order to meet our
and I can assess course requirements.
whatever you produce
with confidence.

12. VRG Zine examples
To Kill a Mockingbird The Picture of Dorian
Gray
Example 1 Example 1
Example 2 Example 2

13. Zine Assessment
1. Submissions
How many pieces have you submitted to your group’s zine? Are
they varied enough? Do they represent a sufficient breadth of
skills (written and oral) and knowledge (of your novel, of the
English language)?
2. Content Knowledge: Novel
How well do you show that you know your novel? Do you
demonstrate your understanding of plot, setting, character and
theme?

14. Assessment continued
3. Content Knowledge: Working with sources
If your zine includes texts dealing with other sources addressing
issues in your novel, how do you quote from and critique your
sources?
4. Use of Visuals: Images and video texts
Were images carefully selected and placed for maximum
meaning and effect? Are they justified and explained with clear,
well organized texts?

15. Assessment continued
5. Research & Computer Skills
Research from reliable sources, and online zine-making resources
used (wiki, blog, glog or website).
6. Oral and Written skills Is the oral/written English presented in
your contributions clear, coherent, well- structured and accurate?
7. Originality and Creativity how have you used multiple
literacies to create visual/oral/written texts that connect on a
personal, creative and critical level with the novel?