You Ought to Know Project

Three Parts: Web page, Google slide presentation, and Screencast video

This project fulfills the presentation requirement for the class.

Part 1: The Web page

Have you ever been confused about an important course concept? Maybe it was something that you knew would come up on the test, but you didn’t really understand it after reading the material and listening to the professor’s lecture? Perhaps you wished there was a peer that could explain the information to you in a clear, concise way that would include visuals and links that you could refer back to at a later time.

On the other hand, maybe you are a student who gets asked by others to explain material the professor has covered. Instead of only talking it through with someone, you would like to have a space where all the information was collected together, so your friends could review it whenever they wanted.

This project provides you with an opportunity to create just such a webpage. But even more important is that many of you have never had an opportunity to create a web page before. Creating a web page is certainly a skill many employers are looking for, and even if your job does not require you to do so being able to create one for your own purposes is an important 21st Century skill.


  • Your work must be presented on a web based page, such as Populr (This is what I use for my syllabus. It’s free to signup and use.) 
  • You must post the link to your project on the CIDocs document “Web Page Links” found in the You Ought to Know folder.
  • You must create the page for a lesson from a specific college or university level class that you have completed already. It does not matter where you have completed this course. Identify the specific course and instructor when you create the page.
  • The web page must include a minimum of 3 outside sources cited in the text in MLA format and a works cited section at the bottom of the page, which is also in MLA format. Sources may include information from textbooks, professor’s notes, and personal research. If you cannot find sources, change topics

Additional Information

  • Choose a lesson or a topic from the class. Do not try to cover the entire class.
  • Your audience will be the students and the professor associated with the course.
  • Your page content should offer supplemental information that reinforces what the professor presented in class. 
  • Scenario: Imagine that a student is struggling to understand the course material and when the student goes to the professor for assistance, the professor recommends your web page. Create a page that is valuable to both the professor and students.
  • Content is your decision and depends on your topic, but some suggestions are: Background or history of the issue/topic; discussion of how the professor presented the issue in class; differing viewpoints on the issue or theory presented; real life examples to help explain the issue or theory; related visuals; links to additional information.
  • The web page should be graphically interesting for your audience. If copyrighted images are used, create an images cited section in addition to a works cited. Image citations do not fulfill source requirements. Canva can be useful for generating interesting graphics to insert into the web page.
  • New to Populr? You might find this video helpful.


Nielson, Jakob and John Morkes. “Applying Writing Guidelines to Web Pages.” 6 Jan. 1998. Web. This source discusses how we read web documents. It may be useful as you think about how to organize your page.

Kleiver, Janie. “12 Crucial Things Designers Consider to Create Beautiful Visual Content.” 15 May 2015. Web. Suggestions as to how to make the page more readable and appealing when dealing with content.

Part 2: Google Slides

For this presentation, you will take something that you have already created, your web page, and re-purpose it for an online oral presentation using Google slides and screencasting software. One purpose of this assignment is to increase your experience working with open source technologies that provide new ways of communicating information.

Additionally, the assignment asks you to analyze the web page you created, so a second purpose is to further develop your analytical skills. How effective is your web page? You will research and develop your own theory of what an effective web page looks like, then you will use that theory to analyze what you created. Your slides will help you argue for the effectiveness of your web page.


  • You will create an individual Google slides presentation in the CI Docs folder You Ought to Know slides.
  • Your slides and your speech should answer the question: “How well does your web page fulfill the Top Ten list in your web writing guide (log #7)?” Please, do not make a presentation about your web page content. If you do, your grade will suffer.

Suggestions for slides

  • You should use the web writing guide (log #7) you created to help you organize the presentation and argue for your web page’s effectiveness. The grade you earn will in large part be based on how convincing you are in relating your web page examples to your Top 10 list.
  • You should use images from your web page in your slide presentation. Take screenshots of sections of your web page that illustrate the points you want to make. Upload the images on to your slide by using the Insert drop-down menu.
  • You should prioritize readability in selecting text and images.
  • You may use animation, but it is not a requirement.
  • You will be screencasting the slides, which means you will be speaking while viewers are looking at your slides. The content on the slide and the content you speak should not be the same. Do not read the slide to me. Consider and make decisions about what you will say and what you will show.

Part 3: Screencasting

Screencasting allows you to record whatever is on your computer screen, a very handy tool for explaining ideas or concepts to others. More and more, the ability to screencast a presentation effectively is seen as an important skill, thus this activity provides you with valuable practice with this dynamic technology. 


  • Your slides and your speech should answer the question: “How well does your web page fulfill the Top Ten list in your web writing guide (log #7)?” Please, do not make a presentation about your web page content. If you do, your grade will suffer.
  • You will screencast your Google slides.
  • Your video must be uploaded to You Tube, and you must post the URL address to “Screencast Presentation Links” in CIDocs>You Ought to Know.
  • Your screencast presentation should be at least 4 minutes and no longer than 7 minutes and is directed towards your instructor.

Suggestions for Screencasting

  • You may use any screencast recording software. Screencast-o-matic is free and relatively easy to use, as is Jing. Mac users also have QuickTime built in to their devices, which allows you to record your computer screen.
  • You should try to use a microphone for better sound quality. Even microphones on ear buds are an improvement over your computer’s microphone.
  • You want to record your screencast in a quiet place.
  • Your personal gmail account is the same user name and password for your You Tube account.
  • You want to write out a script or detailed outline of what you want to say before recording the screencast. Doing so saves time   and makes for a smoother presentation with less “ohhs” and “humms”.
  • Your screencast presentation should show and discuss specific examples from your web page to support your claims about how you tailored the document to address the criteria laid out in your Top 10 list.
To receive feedback on any of part of this project from the professor, please share drafts by Week 9.

All Three Parts of the Project are due Friday, April 17 @ 9 AM


The most important factors in assessing this project are:

  • Meeting the deadline,
  • Following instructions as detailed on this page,
  • Completing all 3 parts of the assignment. 

Project assessed by the professor. It is worth 25% of your final grade.

  • A = Exemplary work, meets all deadlines, shows a high level of engagement in all aspects of the assignment.
  • B = Complete, deadlines met, all instructions followed.
  • C = May have missed deadlines or not have followed instructions completely (missing content).
  • D or F = Missed deadlines and missing elements clearly indicating that instructions were not followed.