Beren Attoe Journalism

Year 2 – Unit 12 – Introduction (WIP)

[ I know that two weeks is a lot of time to finish up a post like this which should’ve been done earlier, but understand that I’ve been working at my own pace and also facing several personal issues – not to mention, my own mental health hasn’t been that good as of late. It’s interfered with a lot of my writing, not just college. 

I’ve cleaned up a lot of my notes and got most of this post done. I just need to give it a nice sparkly finish and it’ll be done, to which I can then do all my research in my free time and get that down into an academic format.

This is the start, where I plan to look and my ‘battle plan’.
The next post will be all my research, mostly condensed.
The final post will be the essay itself and condensing all that research. ]

In these two weeks we were introduced to Unit 12.

Unit 12 is the preliminary unit to Unit 13, which is the Final Major Project for this year. The learning objectives of Unit 12 are to research and critically examine the influence of historical and contemporary contexts on their own practice. It is an academic compilation of research, defined as ‘an opportunity for students to take greater control of their own learning by independently researching and presenting an investigation into an area of personal interest within creative media production and technology’.

It is intended to influence and inform direction and decision making for the final project’s proposal and execution. To that end, I will be going over initial writing advice I have sought out and my aims for the research. Who will I study? What mediums will I examine? How will I go about this?

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Year 2 – Unit 9 – Projects & Evaluation

In this post I will be completing Unit 9 with an evaluation of my work, coupled with bits and excerpts of both forms that I had explored; those being interactive stories and poems. I will be calling back on the mediums’ characteristics and its influences to support my evaluation, as well as understanding the difficulties I faced.

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Year 2 – Week 7 – Greg

[ may be slightly unfinished, will add more at the end later ]

This week we identified the characteristics of a radio news feature and radio drama, all while comparing the differences and similarities. The result was two minute scripts for both mediums, which we used for comparison and contrasting purposes. We had to first ask the basic questions that applied to both.

  • What is the present situation?
  • How has it come about?
  • What will happen if it isn’t remedied?
  • What steps are being takedn?
  • Who is taken them?
  • When can we see a change?
  • What is that change likely to be?
  • In short the old ‘who, what, when, where’ questions…

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Year 2 – Evaluation / End – Celia

Over the Christmas holidays and the beginning of January, we were given extra time to complete our project. The new deadline was set to be January 10th. During this time, I was able to complete the project – but not completely as intended due to technical and personal difficulties. Below is a full outline of what the final result would’ve been, the problems I faced, the solutions to those problems and my evaluation of the work.

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Year 2 – Week 11 – Celia

This week we learned how to make use of and exploit the Rotate tool in order to duplicate shapes and create a flower. Afterward, we were made aware of the Symbol Spray Tool, allowing us to spray a variety of symbols and patterns onto our page. Finally, there is an outline of my storyboard and what this Twine layout means.

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Three pictures overall.

  1. The first is of the Rotate tool. We started with a single circle and an oval petal-like shape. Using the center of the circle as the anchor and selecting the petal, we used the Rotate tool and input ‘360/24’. This duplicated the petal 24 times in a spread while rotating it 360 degrees – around the entire circle.
  2. Using the spray tool. Selecting a symbol from an expansive library, we simply sprayed to our hearts content. I chose some from the ‘mad science’ category, and the above is the result. This can be used to add in symbols such as arrows and small pictures that drawing may not be able to replicate.
  3. My storyboard. Twine allows for the easy creation of a flowchart and interactive fiction. The picture is an example of this, and the first few ‘parts’ of my project. The top, marked with a green rocket, is the starting point. From then on, it goes downward, branching off into two small sections before joining up once more. Using Twine, I can join these sections up into one path, or ‘route’ as it’s commonly referred to. If I so wish, I may add videos and images in these slides, add in input fields that lead to different results based on if it’s right or wrong, and remember certain details (if a choice is made at the very beginning that affects the ending, I can tell it to remember that and alter text based on that variable).

Year 2 – Week 10 – Celia

As I was not present for Week 9, that blog post is pending.

This week, we learnt about how to use gradients and the perspective grid tool. How to apply these into our work using basic shapes as examples, and various tweaks to the system we can make.

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Year 2 – Unit 9 / Research – Greg

This post is a collection of my research for Unit 9. This will go into the Cyberpunk genre, common themes and tropes associated with it, biblical undertones, moral ambiguity in fiction and how Cyberpunk classics are ‘disturbingly relevant’ to today’s age. These themes are bolstered by an analysis of several philosophical scenes from both ‘Deus Ex’ and ‘Ghost in the Shell’. The research will be finished with my examination of the characteristics of interactive fiction and how it differs from ordinary literature. As a conclusion, I will detail how all of this plays into the project.

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Year 2 – Unit 9 / Planning – Greg

Which skills (at least three) do you think have helped your writing the most over the last year? Why and how?

Dialogue, Subtext and Show, Don’t Tell have been the skills I learnt the most over the last year. While I already had an innate understanding of dialogue through experience, casual eavesdropping and reading character-driven material, the lessons have helped me identify the characteristics that I previously knew – in particular, giving characters a ‘verbal quirk’ to distinguish them. Subtext and Show, Don’t Tell are hand-in-hand as skills pertaining to implicit meanings. This, in short, is to not explicitly tell someone parts of the story and instead use symbolism, body language and action-through-inaction to show the progression of the story and development of characters.

Dialogue, I learnt through Week 4’s exploration into theatre and scriptwriting which makes heavy use of dialogue. Show, Don’t Tell was explored in Week 3 with silent films. Subtext is an overall skill that was seen in both weeks, perhaps moreso 3 than 4. We learnt through industry examples (Cargo & Black Hole for silent films, short interview videos on YouTube for scriptwriting) and practical exercises, which helped greatly as it allowed me to practice these skills hands-on.

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Year 2 – Week 5 – Greg

This week, we learnt about the foundation of documentary and how they differ from literary mediums. These building blocks were made of basic pointers, structure and key questions to ask yourself when writing documentaries. We finished the week with an exercise in turning a short informational piece into a documentary.

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