I think your script is well written, but I did not understand the second sentence where you
discussed [your topic]. Perhaps if you provided a definition of the term you used, viewers would
have a better idea of the point you are trying to make.”
"Maybe it's because I'm a former high school language teacher, but I found it distracting that you
went back in forth from past tense to present tense in your writing. I think it would be better for
you to choose one tense or the other, and stick to that. Using both tenses mixed together does not
work for me, and I suspect that others may find this distracting also."
“I like the topic you selected but your script sounds a little too personal. I know that we were told
that we should add our own opinions to our scripts, but when I read your story, I felt like I was
eavesdropping and learning too many details about your private life. I think it would be better for
you to try to think more globally about your topic and write the script in a way that will connect
with the viewer, without making the story just about yourself. Also, perhaps you could add
something humorous at the end. Laughter, especially when we direct it at ourselves, can be a good
way to put people at ease when they deal with serious topics such as this.”
These example comments demonstrate how students can provide useful yet supportive feedback to
others. Students need to remember that if they don't understand something that's in a script, they
should politely ask the writer to explain it better. If they have a question or concern about the
script, then it's almost certain that other viewers will too. Time spent on revising and improving the
script is always well spent.
Like Story Circles used during the design process, Story Screenings allow students to share their
digital story while it is still being developed. Stories can be shared in the same or different groups
that were used in Story Circles. Peer questions should focus on the combination of the script with
the media used – video, audio, background music, and images – and how these elements
contribute to the goal and tone of the digital story. Students may even make small changes in the
product as the screening is occurring; for example, they may decrease the background music or
change the pan and zoom effect on an image, then replay the story from that point.