In-class blog work (for after debriefs)

Edit: this is the Fast-pitch event I just mentioned in class: http://www.svppittsburgh.org/events/fast-pitch/

(1) Be in a group of at least 3-4. Ideally, these won’t just be the people you always work with. Move around. Each group will compose one response to this blog post before leaving class (create a new post, not just a comment; include links and, if apt, images).

(2) Select a Pittsburgh area non-profit (or similar) organization with a web presence to profile on our class blog. Your writing-oriented profile should address the following: 

[a] What is this organization all about? How long did it take you to get a sense of their message/purpose/goals? What kinds of language do they use? Are there ke

 

phrases that show up again and again across their materials?

[b] Make a list of all the types of writing/media compositions that they’ve authored that you can find. What values/tactics do you see in these different forms?

[b.i] Do they have a social media presence? Which platforms do they use? Are they using these platforms well? Do they post different kinds of things in different places? Use different language on different platforms? Use different kinds of language on social media sites than they do in their other direct messaging?

[b.ii] Are there forms of writing that you imagine this organization uses in-house that are important to their operations? What kinds of documents might they spend a lot of time producing that you can’t see here? Why might they not want and/or not need for you (as a member of a public) to see this stuff?

[c] Be ready to pitch your organization to the class. Give a brief overview and share one coolest thing they do.

 

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One thought on “In-class blog work (for after debriefs)

  1. Taia, Bridget, Sophia

    [a] The Sarah Heinz House is an after-school program that is a member of the Boys and Girls Club of America. They promote a healthy lifestyle for minors through the use of recreational activities, community service projects, and the availability of “role models and safe places”. Just by checking the “About Us” page on their website, we gained a general knowledge of their goals and what they’re trying to accomplish. The website itself is highly user-friendly and lends itself to making it easy for people to understand what exactly the Sarah Heinz House is within a few clicks of the mouse. Some of the most frequent phrases seen on the website are “role models,” “safe,” “leadership,” and “youth”.

    [b] Types of media:
    • Twitter
    • Facebook page
    • Online newsletter
    • Publication of an annual report
    • Posted events onto Pinterest (through other groups)
    • The Heinz Street Journal (written by the kids/teens)
    All of the forms are aimed to inform the audience and show through pictures and online media what the house does. Additionally they like to show their presence within the Pittsburgh community by interacting with other Pittsburgh-based companies and teams on social media. The SHH seems very up-to-date within especially its’ Facebook page and Twitter profile, further showing that they are involved and current.
    [b.i]
    They do have a large social media presence, most prominently on Facebook and Twitter. They utilize things like hashtags and rating scales to show the public that they are interactive as well as modern. They began in July 2009 with their Twitter account, which features a multitude of pictures and retweets of Pittsburgh activities that they participate in. Their language varies from aspects of social media than they would in things like The Heinz Street Journal (due to the fact that it is written by contributions by 15-year olds) as opposed to tweets from their Twitter account which are obviously shorter in length and just are meant to update the public.

    [b.ii]

    At the Sarah Heinz House, they most likely communicate with things like memos, schedules, e-mails, and other writing that serves an organizational purpose. The SHH probably spends good chunk of time generating documents towards the parents/caregivers of the children that frequent the House, so as to inform them about the daily intricacies of the activities. The producers of said documents may not need the general public to see these because they will not have an interest in the specifics because their children are not personally affected.

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