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Web Standards: The What, The Why, And The How

Amy Dickens

2019-01-14T14:00:17+01:002019-01-14T13:12:53+00:00

The World Wide Web is an interesting place.

As the Internet has grown and become more common place, it has become a gigantic instrument of change in terms of the way in which we interact with the world and each other.

Like many people, my intro to web development at school was kind of bleak. Our school ICT (Information Computing Technology) lessons taught us very little, using Dreamweaver (back when it was a Macromedia product) as a platform to visually edit a personal website with the biggest lesson being “what is a hyperlink”. We didn’t even view the HTML source of our own websites!

So my education around HTML and CSS came largely from messing around with the “view source” option in websites. I learned through copy-pasting bits and pieces together to create my own websites and downloading templates for bootstrap, before I knew what bootstrap actually was.

Why Am I Telling You This?

Having recently surveyed my Twitter followers (it’s an exact science 😜), I discovered that a large chunk of people (43% of the people who voted), knew little to nothing about Web Standards and only 5% of those who voted were active contributors.

[poll] Are you a web developer or tinkerer? Have you built anything for the web before? Whether you're a total beginner or full-time web dev, please answer this question > What do you know about Web Standards? RT for reach ✨👩‍💻

— Amy-ing for a PhD👩🏻‍💻✨ (@RedRoxProjects) 16. November 2018

When you look at the ways in which people learn to do web development, it is totally understandable that this might be the case. The volume of online tutorials, boot-camps and online resources for learning how to build websites has lead to an increasing amount of self-taught web developers (like me) building stuff for the web.

This is one of the great successes of the Internet; anyone can learn almost anything — and there being more and more resources for learning outside of academia is really positive in terms of lowering barriers to access web development as a career.

Even with free resources online there are still a number of barriers in learning how to be a web developer. I’m not saying these don’t exist — they really do — and we should be doing more as a community to tackle these.

But with the diversification of learning processes comes several challenges, including information overwhelm and knowledge gaps.

When learning how to build web-flavored things, it is very easy to get wrapped up in “how do I build the thing?” This can result in not equally considering the “why should I build it this way?” or “what are all the options for building the thing?”

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Consequently, it is equally as easy to become overwhelmed with the many number of ways to solve your web related problem. This can result in picking the first solution from the results of an internet search, without considering whether it is the better (in terms of most robust, accessible and secure) of the options available.

Web Standards and the documentation to support Web Standards, provide a lot of insight about ‘the why’ and ‘the what’ of the world wide web. They are a fantastic resource for any web developer and help you to build things for the web that are functional, accessible and cross-compatible.

This post is designed to help anyone with an interest in the web who wants to get to know more about web standards. We will cover:

An introduction to web standards (what are they, why do they exist and who makes them);

How to navigate and make use of standards in your work;

Ways you can get involved in contributing to new and existing standards.

Let’s begin our introduction to web standards by asking, “Why do we need standards for the web?”

The World Wide Web Before Standards

We can think of the world wide web as an information ecosystem. People create content that is fed into the web. This content is then passed through a browser to allow people to access that information.

(Large preview)

Before Web Standards, there weren’t many fixed rules for any part of this system; no formal rules as to how the content should be created, nor any requirements in terms of how a browser should serve up that information to the people that are requesting it.

So, in a way, the web operated a bit like that children’s toy where you have to sort the different shaped blocks into the correct holes. In this analogy, the different types of browsers are the different shaped holes and the content or websites, are the brightly colored blocks.

The sorting shape toy and its colorful blocks (Large preview)

In the past, as a content creator you would make a website to fit the browser it would be intended for. For example, you would create an IE-shaped block to be able to pass this through the Internet Explorer hole.

This meant that this website block you had created would only fit through that one hole and you would need to rebuild your content into other shapes for it to be viewed using any of the other browsers.

Fitting an IE-sized block into an IE-sized hole (Large preview)

Developers in the 90s would often have to make three or four versions of every website they built, so that it would be compatible with each of the browsers available at the time. And what is more, browser makers in attempts to better their competition would introduce “features” that diversified their approach from their competitors.

In the beginning, it was probably fairer to say our Internet browser to content-matching toy looked more like this:

A sorting toy with three round holes and one square hole (Large preview)

This was because browsers were built to handle pretty much the same stuff, which was largely text-based content. So, for the most part, a website block would fit through the majority of the holes, with the exception of maybe one where it might fit — but not perfectly.

As the browsers developed, they begin to add features (e.g. by changing their shape) and it became more and more difficult to make a block that would pass through each of the browser holes. This even meant that a block that could once fit through one particular hole, didn’t fit through that hole any longer; adding these features into the browser would often result in poor reverse compatibility.

A hole that changes over time means all blocks will not always fit through. (Large preview)

This was really damaging for some developers. It created a system in which compatibility was limited to the content creators that could afford to continuously update and refactor their websites for each of the available browsers. For everyone else, every time a new feature or version was released, there was a chance your website would no longer work with that browser.

Web standards were introduced to protect the web ecosystem, to keep it open, free and accessible to all. Putting the web in a protective bubble and disbanding with the idea of having to build websites to suit specific browsers.

(Large preview)

When standards were introduced, browser makers were encouraged to adhere to a standardized way of doing things — resulting in cross-compatibility becoming easier for content makers and there no longer being the need to build multiple versions of the same website.

Note: There are still a number of nuances about cross-compatibility amongst browsers. Even today, over 20 years since standards were introduced, we aren’t quite at “one-size fits all” just yet.

Here’s a quick look at some of the key moments in the history of web browser development:

Year Key moments 1990 Sir Tim Berners Lee releases the WorldWideWeb, the first way in which to browse the web. 1992 MidasWWW was developed as another WWW browser, which included a source code viewer. 1992 Also in 1992 Lynx was released, which was a text-based web browser, it could not display images or any other graphic content. 1993 NCSA Mosaic was released, this is the browser that is credit for being the first to popularize web browsing as it allowed the display of image embedded within text. 1995 Microsoft released Internet Explorer, previously Cello or Mosaic browsers were used on Windows products. 1996 Opera was released publicly, it was previously a research project for a Norwegian telecoms company Telnor. 2003 Safari was released by Apple, previously Macintosh computers shipped with Netscape Navigator or Cyberdog. 2004 In the wake of Netscape Navigator’s demise, Firefox was launched as a free, open-source browser. 2008 Chrome was launched by Google and within six years grew to encompass the majority of the browser market. 2015 Microsoft released Edge, the new browser for Microsoft, replacing Internet Explorer from Windows 10 onwards.

Source: “Web Browsers: A Brief History” by Rhiannon Williams

Why We Need Standards

Knowing a bit about the history of standards and why they were introduced, we can start to see the benefits of having standards for the World Wide Web. But why is it important that we continue to contribute to Web Standards? Here are just a few reasons:

Keeping The Web Free And Accessible To All

Without the Web Standards community, browser makers would be the ones making decisions on what should and shouldn’t be features of the world wide web. This could lead to the web becoming a monopolized commodity, where only the largest players would have a say in what the future holds.

Helping Make Source Code Simpler; Reducing Development And Maintenance Time

As more browsers appeared and browser makers began to diversify in their approach, it became more and more difficult to create content that would be served in the same way across multiple browsers. This increased the amount of work required to make a fully compatible website, including bloating the source code for a web page. As developers today we still have to do the odd include [X script] so this works on [X web browser], but without Web Standards, this would be much worse.

Making The Web A More Accessible Place

Web standards help to standardize the way in which a website can interact with assistive technologies. Meaning that browser makers and web developers can incorporate instructions into their pages which can be interpreted by assistive technologies to maintain a common (or sometimes better) end-user experience.

Allowing For Backward Compatibility And Validation

Web standards have created a foundation which allows for new websites, that comply with standards, to work with older browser versions. This idea of backward compatibility is super important for keeping the web accessible. It doesn’t guarantee older browsers will show your content exactly as you expect, but it will ensure that the structure of the web document is understood and displayed accordingly.

Helping Maintain Better SEO (Search Engine Optimization)

Another of the major hidden benefits (at the time that Web Standards was first introduced) was that a Web Standards compliant website was more discover-able by search engines. This became more evident when the Google search became the major player in the search engine world in the early 2000s.

Creating A Pool Of Common Knowledge

A world with web standards creates a place in which a set of rules exists, rules that every developer can follow, understand and become familiar with. In theory, this means that one developer could build a website that complies with standards and another developer could pick up where the former left off without much trouble. In reality, standards provide the foundation for this; but the idea relies heavily on developers writing well-documented code.

Who Decides On What Becomes A Web Standard?

Standards are created by people. In the web and Internet space, there is a strong culture of consensus — which means a lot of talking and a lot of discussions.

The groups through which standards are developed are sometimes referred to as “Standards Development Organisations” or SDOs. Key SDOs in the web space include the Internet Engineering Task Force (IETF), the World Wide Web Consortium (W3C), the WHATWG, and ECMA TC39. Historically there were also groups like the Web Standards Project (WaSP), that advocated for Web Standards to be adopted by organizations.

The groups that work on the Internet and Web Standards generally operate under a royalty-free regime. That means when you make use of a web standard you don’t have to pay anyone — like someone who might hold a relevant patent. Whilst the idea that you might have to pay royalties to someone to build a web browser or website might seem absurd right now, it wasn’t too long ago that organizations like BT were trying to assert ownership of the concept of the hyperlink. Standards organizations like the ones listed below help keep the web free (or free from licensing fees at least).

What Is IETF?

The IETF is the grandparent of Internet standards organizations. It’s where underlying Internet technologies like TCP/IP (Transmission Control Protocol/Internet Protocol) and DNS (Domain Name System) are standardized. Another key technology developed in IETF is something called Hyper-Text Transport Protocol (HTTP) which you may have heard of.

If you’ve been paying attention to the rise of HTTP2 and the subsequent development of (UDP-based) HTTP3, this is where that work happens. Most of the work in IETF is focused on the lower levels of the Open Systems Interconnection model.

What Is W3C?

The World Wide Web Consortium (W3C) is an international community where member organizations, a full-time staff, invited experts and the public work together to develop Web Standards. Led by Web inventor and Director Tim Berners-Lee and CEO Jeffrey Jaffe, W3C’s mission is to lead the Web to its full potential.

The community was founded in 1994 at MIT (Massachusetts Institute of Technology) in collaboration with CERN. At the time of this post, W3C has 475 member companies and organizations and exists as a consortium between 4 academic institutions: MIT (USA), ERCIM (France), KEIO University (Japan) and Beihang University (China).

Work in W3C happens in working groups and community groups. Community groups are where a lot of initial innovation happens around new web technologies. New web standards can be produced by community groups but they are officially seen as “pre-standard.” Community groups are open for anyone to participate, whether or not the organization you work for or are affiliated with is a W3C member.

W3C working groups are where new web standards are officially minted. Working groups usually start with a submission of a standard, often something that is already shipping in some browsers. However, technical work on refining these standards happens within these groups before the standard goes for final approval as a “W3C Recommendation.” By the time something reaches “recommendation” phase in W3C, it’s most often implemented and in wide use across the web.

Working groups are more difficult for people who are not affiliated with a member organization to become a part of. However, you may become an invited expert to a group. One reason why working groups are a little more difficult to join and operate with more process is that they also act as an intellectual property holder — through joining a W3C working group organizations and companies agree to the royalty-free licensing laid out in W3C’s patent policy.

W3C Advisory Board member Natasha Rooney has put together a great document, W3C Process Document for Busy People, that explains a lot of the ins and outs of working in W3C.

What Is The WHATWG?

The WHATWG was originally a splinter group from the W3C. It was formed in 2007 because some browser vendors didn’t agree with the direction in which the W3C was pushing HTML. WHATWG continues to be the place where HTML is developed and evolved. However, the community of participation in the HTML specification still includes many people from the W3C community, and many WHATWG-affiliated people participate in W3C working groups.

At the time of this post, the relationship between the W3C and the WHATWG remains in flux. From a developer perspective, this doesn’t matter too much because developers can rely on resources like MDN to reflect the “truth” of which web technologies can be used in specific browsers. However, it has led to a lack of clarity, in terms of where to participate in the development of certain standards. WHATWG also has its own royalty-free license agreement — the WHATWG participation agreement.

What Is The “Why CG”?

The Web Incubator Community Group (WICG, pronounced Why-CG) is a special community group, within W3C, where some new and emerging web technologies are discussed and developed.

If you have a great idea for a new standard, a new feature for an existing standard or a new technology you think ought to be incorporated into the web, it’s worth checking here first to see if something like it is already being discussed. If it is, great! Jump into these discussions and lend your support. If not, then suggest it! That’s what this group is for.

What Is The ECMA TC39?

Ecma is a standards organization for information and communication systems, which was founded in 1961 to standardize computer systems in Europe. Its name comes from being previously known as the “European Computer Manufacturers Association” but it is now referred to as “Ecma International — European association for standardizing information and communication systems” since the organization went global in 1994.

The ECMA-262 standard outlines the ECMAScript Language Specification, which is the standardized specification of the scripting language known as JavaScript. There are ten editions of ECMA-262 that have been published (the tenth edition was published in June 2018).

TC39 (Technical Committee 39) is the committee that evolves JavaScript. Like the other groups listed here, its members are companies which include most of the major browser makers. The committee has regular meetings which are attended by delegates sent from the member organizations and also by invited experts. The TC39 operates on achieving consensus, as with many of the other groups, and the agreements made often lead to obligations for its members (in terms of future features that member organizations will need to implement). The TC39 process includes accelerating proposals through a set of stages, the progression of a proposal from one stage to the next must be approved by the committee.

What Was The Web Standards Project?

The Web Standards Project was formed in 1998 as a resistance to the feature face-off happening between browsers in the 90s; with a primary goal of getting browser makers to comply with the standards set forth by the W3C.

As the organization grew and the browser wars ended, the project began to shift focus. The group began working with browser makers on improving their standards support, consulting software makers that created tooling for website creation and educating web designers and developers on the importance of web standards. The last of these points, resulted in the creation of the InterAct web curriculum framework which is now maintained by W3C.

The Web Standards Project ceased to be active in 2013. A final blog post was created on March 1st that gives thanks to the hard work of the members and supporters of the project. In the closing remarks of this post, readers are reminded that the job of the Web Standards Project is not entirely over, and that the responsibility now lies with thousands of developers who continue to care about ensuring the web remains a free, open, inter-operable and accessible resource.

How Does Something Become A Web Standard?

So, how are standards made? The short answer is through LOTS of discussions.

Proposals for new standards usually start as a discussion within a community group (this is especially the case in W3C) or through issues raised on the relevant GitHub repository.

Across the different SDOs, there seems to then be a common theme of ascension; after the discussion has begun, it then moves up within the organization, and at each level, a deciding committee needs to reach a consensus to approve the elevation of that discussion. This is repeated until the discussion becomes a proposal, then that proposal becomes a draft and the draft goes on to become an official standard.

(Large preview)

Now as previously mentioned, when something isn’t an official standard, this does not necessarily mean that it is not in use within some browsers. In fact, by the time something becomes a standard, it is likely to already have widespread use across many of the available browsers. In this instance, the role of the standard is part of the normalizing and adoption process for new features; it sets out the expected use for something and then outlines how browser makers and developers can conform to this expectation.

What Is TPAC?

Every year, W3C holds one massive event, a week-long multi-group meeting punctuated by a one-day unconference on the Wednesday (the Technical Plenary) combined with a meeting of its Advisory Committee (a group consisting of one person for every organization or company that is a W3C member). Put Technical Plenary and Advisory Committee together, and you get TPAC (often pronounced tee-pac). Although it’s a W3C-run event, you will often find people “from” WHATWG, IETF or TC39 here as well.

This past year, Samsung Internet people came together to participate in TPAC. We also sponsored diversity scholarships which are intended to bring people from under-represented groups to TPAC and to the Web Standards community.

My First TPAC

When I first heard the team talking about TPAC, I had no idea what to expect. After reading up about the event on the TPAC website, I signed myself up and booked my travel. Soon enough, I was on a train from London to Lyon with the team.

The banner at the front entrance of the TPAC venue (Large preview)

On arrival, I was given my Lanyard and a map of the various rooms where all the action was happening. My goal, for the three days I was attending, was to join in with as much accessibility type things as I could. Having arrived shortly after things had begun on my first day, I stood staring at a closed door for the Accessibility Guidelines working group that I wanted to sit in on. Lots of things went through my mind at that moment; “Perhaps I should wait until the break?” “No, don’t be silly, that’s still an hour away.” “Maybe I should knock?” “But wouldn’t that be more interruptive than just going in?” “Maybe I shouldn’t go in at all…” But after a few minutes, I worked up the courage to walk into the room. There was a round table set up (which is typical of a lot of these sessions) with folks sitting at the tables with laptops; along with a number of seats arranged around the edge of the room for people to join in a more observational role. Each group also had a chat room on IRC, which anyone from the W3C membership could join (whether attending TPAC in person or not). I sat at the end of one of the tables; though I’m still not sure whether that was the proper thing to do in terms of etiquette.

The gigantic bear statue outside of the Cité Centre de Congrès de Lyon, which was the venue for TPAC 2018. (Large preview)

Initially, I was worried that my presence stuck out as much as the gigantic bear statue outside the venue; but no-one in the room paid any mind to my arrival and so the discussion continued. The group was about to move onto receiving an update on the work being done by the Silver Task Force; a community group that is trying to make the accessibility standards themselves more accessible.

It was really interesting to sit at the table for these discussions. Whilst as a first-time attendee, some of the language took some getting used to (terms like ‘conformance’ and ‘normative’); it was super nice to be inside of a room full of people who cared so much about accessibility. Many of the attendees of this working group spoke from a position of lived experience in terms of using the web with an accessibility requirement. Having spent my last three years researching accessibility requirements in digital music technology, I felt quite at home following along with the questions raised by the members of this group.

The work showcased by the Silver Task Force in this first discussion really sparked an interest for me. It felt like quite a refreshing viewpoint of how to make standards, in general, more accessible and frame them in such a way that makes for easier navigation and more tailored advice and guidance. For the following few days, I joined this (much smaller) group and had the chance to input into the conversations — which was really positive. Since TPAC, I have joined the community group for the Silver Task Force and have plans to join the weekly meetings in the new year.

Our Samsung group out to dinner during the week TPAC. (Large preview)

One of the nice things about TPAC (for those not chairing a working group or in some sort of leading role) was the ability to dip in and out of sessions. In amongst the things I attended over the few days I was at TPAC, there was a session from the Web Incubator community group (WICG), a developer meet-up with talks from prominent community members and demonstrations of new web technologies, and a Diversity and Inclusion for W3C meeting. An extra added bonus of going to TPAC with the Samsung Internet team was that we got to meet up with people from our team based in Korea, as well as other Samsung team members from the USA.

How To Use Web Standards In Your Work

So, now that you know the why and wherefore of Web Standards, how do you go about using web standards in your work?

Mozilla Developer Network Web Docs (MDN Web Docs)

We (the Samsung Internet team) recommend that if you’re interested in learning more about a particular web standard or technology, you start with the MDN (Mozilla Developer Network) Web Docs. Whilst MDN WebDocs started as Mozilla Project, more recently it has become the place web developers go for cross-browser documentation on web platform technologies.

The MDN Web Docs homepage (Large preview)

Last year, Samsung joined Bocoup, Google and Microsoft and W3C to form the MDN WebDocs Product Advisory Board to help ensure that MDN maintains this position.

When you search a technology in MDN, you will see a browser compatibility matrix letting you know what the browser support is. You will also find a link to the most relevant and up to date version of the standard. When you follow a link to a standard, you will be directed to the relevant web page outlining that standard and its technical specifications. These pages can be a little overwhelming at first, as they are somewhat ‘academic’ in structure.

To give you some tips on navigating the documentation, let’s take a look at a standard I’m most familiar with: the W3C Web Content Accessibility Guidelines (2.1).

The WCAG 2.1 web standard home page (Large preview)

This is the format of a W3C web standard. It features a table of contents on the left-hand side of the page while the content is organized into very structured headers — starting with the version, reports and editors details. These headers in standards are often used to quote the relevant parts of a standard “Oh, but WCAG 2.1 1.2.2 says”; but for those without the alphanumeric memory of a hard-disk, do not fear, it is not a requirement that you have to know these things by heart.

My first piece of advice about navigating web standards is to try not to be overwhelmed by these. If you’ve come from the non-academic route into web development like me, the structure of these documents can at first seem quite formal, and the language can feel this way, too. Don’t let this be a reason to navigate away from using this as a source of information — as quite frankly it is the best source of information available for finding out how and why web things work in the way that they do.

Here are some quick tips for working with web standards:

The TL;DR version Firstly, it’s important to understand that there isn’t a TL;DR for web standards. The reason they are these long and comprehensive documents is because they have to be. There can’t be any stone unturned when it comes to exacting the structure and expected us of web development things. However (a pro tip, and a way to avoid information overwhelm), is to start with the abstract of the standard and follow any links to introductory documents. In my example, the WCAG 2.1 standard document leads us to another linked page for the Web Content Accessibility Guidelines Overview. Which provides a range of useful documentation including a quick reference guide on how to meet WCAG 2.

The homepage for the WCAG Overview (Large preview)

Make use the glossary of terms This just helps to understand the exact meaning of words and phrases in the context of the web standard . Let’s face it; there are so many terms out there with multiple meanings. Checking out the glossary also helps navigate some of the more academic terms.

The WCAG 2.1 Glossary section, which provides contextual definitions of words and phrases used within the standard. (Large preview)

‘Find in page’ is your friend Once you have familiarized yourself with an overview and got an idea about the terms used within a web standard, you can start to search through the documentation for the information you require. The web standards are designed in such a way that you can consume them in a number of ways. If you seek to gain a comprehensive understanding then reading from start to finish is advised; however, you can also drop in and out of the sections as you require them. The good folks creating web standards have made efforts to ensure that referential content is linked to the source and any helpful resources are also included, which helps support the kind of “on demand” usage that is common. Take this example from WCAG 2.1:

WCAG 2.1 Guideline on Text Alternatives, in amongst the text are links to success criterions and other useful guidelines. (Large preview)

If you’re not sure — ask! This community is put together from a bunch of people who care and have an investment in the future of web technologies. If you want to make sure you are adhering to Web Standards but maybe have got caught up in a language barrier, and you’re struggling to interpret what is meant by a phrase within a web standard, there are many folks out there that can help. You can raise issues through the W3C GitHub repositories for the W3C Web Standards or join the conversations about Web Standards through the suggested resources on the participate section of the W3C website.

How Do I Get Involved?

So, now that you know how to read up on your standards, what about getting involved?

Well, here are a few places to start:

GitHub repositories for standards The WC3, TC39, WhatWG and WICG all have organizations on GitHub that contain repositories for the work they are doing. Be sure to check in on the READme, contribution guidelines and code of conduct (if there is one) before you begin. Use the issues of a repository to look at what is currently being discussed in terms of future developments for the standard it relates to.

The W3C website Here you can look at all the working groups, community groups, and forums. It is a great place to start; if you join the organization and become a member of a community group or working group you’ll be invited to the ongoing discussions, meetings, and events for that group.

The WhatWG website For all things WhatWG. Here there are guides on how to participate, FAQs, links to the GitHub repositories and a blog that is maintained by members of the WhatWG.

The WICG website Whilst the Web Incubator Community Group can be found from the W3C website, they are worth a separate shout-out here as they have their own web community page and Discourse instance. (For those of you not familiar with Discourse, it allows communities to create and maintain forums for discussion.)

The TC39 standard This is pretty comprehensive and includes links to the ways in which you can to contribute to the standard.

Speak to Developer Advocates Many Web Developer Advocates are members of an SDO or known to be working on standards; teams like ours (the Samsung Internet Developer Advocates) are often involved in the work of Web Standards and happy to talk to developers that are interested in them. After all, standards have a huge impact on the future of the web and in turn the work that we do. So, depending on the web standard that interests you, you’ll be able to find folks like us (who are part of the work for those standards) through social media spaces like Twitter or Mastodon.

Thanks for reading! Remember that web standards impact everyone that builds or consumes websites, so the work of Web Standards is something we should all care about.

If you want to chat more about web standards, accessibility on the web, web audio or open-source adventures — you can find me on Twitter and I’m also on Mastodon. ✨

A huge thanks to Daniel Appelquist, who helped bring this article together.

(ra, il)

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fbbcfranchise · 6 years ago

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auburnfamilynews · 6 years ago

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Anthony Schwartz lit the fuse! (John Glaser-USA TODAY Sports)

War Eagle everybody! It’s time now for the Acid Reign Report on Auburn’s SEC road opening 28–20 win over number-17-ranked Texas A&M in College Station, Texas. This game almost got away late, as the Aggies rolled over the Tiger defense in the 4th quarter to the tune of 17 points. Auburn had to recover an onside kick and run out the clock with a first down late.

Quite frankly, I was worried about how Auburn was going to manage to move the ball against a very stingy defense. The first drive featured an ineligible receiver downfield penalty, and bell-cow running back JaTarvious Whitlow was nowhere to be seen. I don’t think the Aggies were really prepared for the quicker Shaun Shivers. Nor were they prepared to see Bo Nix keep the ball on the zone read. A few plays later, Auburn caught the Aggies with a reverse to Anthony Schwartz, and the speedy wide receiver was off to the races for a lead that would have been good all the way into the 4th quarter.

In Auburn’s third series, Bo Nix threw just enough to keep the Aggie defense honest, and Auburn methodically moved the ball down to the 6-yard line. From there, Joey Gatewood came in at quarterback and surprised everyone in the stadium when he threw the ball to John Samuel Schenker, who was wide open in the end zone for the score.

Trailing 14–3 at the half, the Aggies fumbled on the first play from scrimmage in the second half, and Auburn was in business at the Aggie 38. Bo Nix completed passes to Jay Jay Wilson, Anthony Schwartz on a pop pass, and a slant and crash to Seth Williams for the touchdown. The Aggies were in trouble from that point on, trailing 21–3.

Texas A&M would cut the Auburn lead to 21–10 early in the 4th quarter, but Auburn went 69 yards in 12 plays, mostly on the ground, with a well-rested JaTarvious Whitlow leaning on a tired Aggie defense. The Aggies would add a field goal drive and a late touchdown drive against a pretty soft Auburn prevent defense to account for the final margin.

The Auburn defense played lights out for 3 quarters and largely stoned the Aggie rushing attack. Unfortunately in the 4th quarter, Auburn had no answer for quick passes from Aggie quarterback Kellen Mond and surrendered a ton of yardage. Other teams have also exploited that against Auburn this season. I’d expect Mississippi State to go right to that strategy next Saturday evening against the Tigers.

Auburn had the best special teams day of the year, allowing 7 total punt return yards on 3 returns. Arryn Siposs flipped the field on punts. Anders Carlson was again successful on every kick, and Auburn sported dangerous return units. About the only quibble I can come up with here is one second-half punt fielded at the 4-yard line.

Unit grades after the jump!

Defensive Line: A. I counted off mostly for several offsides penalties. Other than the flags, Auburn had a dominant day against the Aggie offensive line. Derrick Brown in particular was nigh unblockable, and caused havoc in the middle even when he was double-teamed. The line contributed only 11 total tackles but made it easy for the back end of the defense to clean up runners and knocked the Aggie quarterback down more than a dozen times. The Aggie statistician only recorded 6 quarterback hurries in this one. I don’t know what game that guy was watching.

Linebackers: B. This unit contributed 15 tackles on a day when the Aggies only had 21 rushing attempts. The Aggies were able to pass the ball to the running backs a bit, but Auburn really gave up nothing down the field on that. Texas A&M did try to get their guys loose on the wheel route, and Auburn’s linebackers were not buying that.

Secondary: B. This was a sure-tackling unit but had a tough time stopping big Aggie receivers from catching the ball. Javaris Davis had 2 pass breakups but was picked on some as well. Jhamon Ausbon was a particular problem, contributing 8 catches for the Aggies and moving the chains in the 4th quarter repeatedly. Auburn secondary members contributed 34 tackles.

Punting: A-. I counted off for an early punt that went out of bounds and traveled for only 32 yards, but the rest of the 8 punts by Arryn Siposs had good hang time, and he averaged 43.8 yards with 2 killed inside the Aggie 20-yard line. Coverage was much better than in the first couple of games, with 3 punts returned for only a total of 7 yards.

Punt Returns: A-. Christian Tutt did field one punt at the 4 yard line, but he got it all the way out to the 26, so it was still a successful play. On the day, Tutt had 2 returns for 52 yards. Facing monster Aggie punter Braden Mann, that’s a good day.

Kick Returns: A. The Aggies booted 3 touchbacks on 4 kickoffs. Noah Igbinoghene brought one kickoff out of the end zone and got it to the Auburn 31-yard line. He was a step from breaking it for a score.

Place Kicking: B. Anders Carlson hit all 4 extra-point attempts and nailed 3 touchbacks on 5 kickoffs. Unfortunately, one kickoff went out of bounds. The Aggies returned 1 kickoff, and the runner was spilled at the 20-yard line.

Offensive Line: A-. Auburn did very well up front, allowing only 1 sack and a few tackles for loss. Generally speaking, those losses were because Texas A&M had more men in the box than 5 linemen can block. The Auburn line did this while having no holding penalties, 1 false start and 1 ineligible-receiver-downfield call. I think on the downfield flag, the play call was a run, and Nix was improvising when he threw the ball. I really liked how the Auburn front imposed its will on the drive early in the 4th quarter when the game was salted away.

Running Backs: B. There was not much room to run against a good Aggie front seven, but Auburn’s backs largely did a good job of taking what was there. There were no fumbles this week, and pass blocking was good as well.

Receivers: B+. These guys did OK blocking and caught what was thrown to them. Anthony Schwartz tallied 87 yards on 3 touches. Seth Williams caught the ball in traffic. I enjoyed seeing the Auburn tight ends targeted this week, too. They have been running around wide open for years.

Quarterback: B. Nix had a chance to make an A this game, but missed too many throws down the field that could have been touchdowns. I believe that issue is mainly because of receivers being injured in fall camp, and the chemistry is not quite there. Nix again took care of the football, made 60 percent of his passes, and ran the ball in a timely fashion to move the chains. His awareness is awesome for a true freshman. When Nix pulled the ball and ran for a game-clinching first down, he had the presence of mind to slide down and not go out of bounds.

It is great to go into that magnificent stadium and come out with a win. I feel that one must savor any SEC West road win. And the good news is that I believe that Texas A&M is a better team than Auburn’s next couple of opponents. That bodes well for the continued development of the Auburn team.

Next week, Auburn hosts Mississippi State at 6:00 PM followed by a visit to the Swamp to play Florida the next week. Mississippi State has moved the ball well this year, but it has not played a defense like Auburn’s. On the other side of the ball, Mississippi State has allowed 88 total points playing ULL, Southern Miss, Kansas State and Kentucky.

The post Tigers Take Texas A&M! (Grading Auburn’s 28–20 win over the Aggies) appeared first on Track 'Em Tigers, Auburn's oldest and most read independent blog.

from Track 'Em Tigers, Auburn's oldest and most read independent blog http://trackemtigers.com/tigers-take-texas-am-grading-auburns-28-20-win-over-the-aggies/

#IFTTT #Blogger #auburn #auburn fast #wareagle #AuburnFamilyNews #war eagle #sec #football news #aubu

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free-courses-blog · 6 years ago

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myfreecourses · 6 years ago

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xiaoyuzhanglove-blog · 6 years ago

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AX3002: Work situation of April

01/04-05/04

In April, my main task was to start making my three-minute animation and to write a report on five animation lectures. Here are five lectures that I will review. They are Jean-Denis Haas, Mariel Cartwright, Hjalti Hjalmarsson, Kevin Spruce and David M Pickett from the University of Chicago.

1.0 Making Fluid and Powerful Animations For Skullgirls --- 26th January 2016

<https://www.youtube.com/watch?v=Mw0h9WmBlsw>

2.0 Kevin Spruce --- 14th March 2019

3.0 The Illusion of Animation --- Hjalti Hjalmarsson 2018

<https://mixed.parts/post/the-illusion-of-animation-lecture/>

4.0 Spider-Verse --- Jean-Denis Haas 2019

<https://www.cartoonbrew.com/educational/an-animation-analysis-of-spider-verse-by-animator-jean-denis-haas-170700.html>

5.0 Cuphead's Animation Process and Philosophy --- Jake Clark 2017

<https://www.youtube.com/watch?v=RmGb-jU3uVQ>

These are the five lectures I'm going to use to write my report.

08/04-12/04

AE and PS is the software that most use of my animation production needs. Before I started making, I searched for some tutorial on how to make animation with AE on the internet.

https://www.youtube.com/watch?v=X3i3MtdmoEI

https://www.youtube.com/watch?v=QQgmXARn8aA

The main dynamic scenes in my animation are snail crawling and eagle flying. The crawling of snails is easier to make than the flying of eagles. I searched some videos about how eagles fly on the internet.

https://www.youtube.com/watch?v=Qc-qxvPJLxE

15/04-19/04

This week I officially started my three-minute animation. In the process of making animation with AE, it is difficult for me to make the characters move coherently. So I watched some tutorial on how to use AE to make coherent animation on YouTube.

https://lesterbanks.com/2016/04/dynamic-lens-animation-after-effects/

This is a video that teaches people how to use AE to make dynamic shots. And It is very helpful for me to make my three-minutes animation.

Some of my work are as follows：

22/04-26/04

The main task of this week is to complete the report of these five lectures.

Essay:

1.0 Introduction

During the study of this year, I watched a number of lectures related to animation on the Internet, as well as lectures from other creative professions in the industry, such as 3D animation production, animation illusion and the graphic style of movies. These lectures include lectures by famous university professors and speeches by animation producers. Speakers talked about how they got into the industry, their professional experience in the industry and they also gave some suggestions for us. Finally, they also told us how to get into the better industry of animation and what we could expect from ourselves in the future.

In this essay, I have selected five speakers and I think their speeches has a great connection with my learning practice and also influence of my practice. My main design work is two-dimensional animation, and I am currently creating a three-minute animation for my third year project. Some of the speakers I selected for the lecture were engaged in stop motion and 3D animation. Although the theme of some lectures was not two-dimensional animation, I also think that their knowledge and experience could be linked with my practice and have an impact on my practice. The five speakers that I chose were Jean-Denis Haas, Mariel Cartwright, Hjalti Hjalmarsson, Kevin Spruce and David M Pickett from the University of Chicago.

2.0 Five Lectures

2.1 Making Fluid and Powerful Animations For Skullgirls --- 26th January 2016

Skullgirls (See Figure 1) is a 2D fighting game developed by Reverge Labs and published by Marvelous and Autumn Games (FADOM, 2019). Mariel Cartwright is one of the artist of the Skullgirls. She grew up surrounded by animation and games, and she felt that it was a natural inclination for herself. From 2005 to 2009, she studied character animation at the California Institute of the Arts and earned a Bachelor of Arts degree. Mariel Cartwright has gave a speech at GDC Animation Boot-camp and explained how Skullgirls was made. This speech also covered the importance of strong key frames and expectations.

First of all, she talked about some animation principles which included silhouette, anticipation, follow-through and smears. In her talk, animators who have clear silhouette in their keys is the basis of making strong animation. Anticipation was also incredible important, animators need to give the move contrast to characters to make it looks more powerful. Furthermore, use follow-through effectively could help us fill in the gaps where we may not have time for inbetweens. The last important principle was to use smears. Smears also could help us to fill in the gaps when we need to have a huge motion. Through her speech I learned that I need to know clearly that what I am making, which means I need to find the starting point of my work, and I also need to communicate with people who work with me to get some ideas of what they needs. In addition, I also learned that I need to focus on my keys and use the principles, such as follow-through to fill the gaps of my animation.

2.2 Kevin Spruce --- 14th March 2019

Kevin Spruce (See Figure 2) is known for his work on Guardians of the Galaxy (2014), Doom (2005) and Lost in Space (1998). Kevin Spruce has won three nominations, and two of them were the Guardians of the Galaxy. Guardians of the Galaxy is a 2014 American superhero film based on the Marvel Comics superhero team of the same name, produced by Marvel Studios and distributed by Walt Disney Studios Motion Pictures. It is the tenth film in the Marvel Cinematic Universe (IMDB, 2017). And Kevin Spruce mainly works in animation department and visual effects group.

In his speech, he mainly told us about the animation work of the Guardians of the Galaxy and showed us many interesting works that he did in the Guardians of the Galaxy, especially the work of make the role of the Rocket Raccoon. The design of the rocket raccoon is inspired by the real raccoon on the earth, and in the movie, the rocket raccoon needs to stand and walk like a human and perform something that a real raccoon could not do. Therefore, Kevin Spruce said they really designed some different styles for this animal. "We need to find inspiration from our real life and use it to learn how to make your animation (Spruce,2019) ." Kevin Spruce said in his speech. I was quite agree with him because no matter how amazing or unrealistic creatures that we created, it is all based on some real creatures on the earth.

In addition, Kevin Spruce also showed us their original test video about how to make these animal characters walk more naturally. Because there has a scene of snail crawling in my three-minute animation, it reminded me that I need to have a video test of this scene of my animation. Furthermore, I learned that I need to be more realistic about the role design of the eagle for my three-minute animation. For example, the design of the eagle as a particularly cute cartoon image is not suitable for my animation, because in real life the eagle is a very powerful creature, so I need to design it more powerful and stronger in my animation.

2.3 The Illusion of Animation --- Hjalti Hjalmarsson 2018

Hjalti Hjalmarsson (See Figure 3) is known for his work on Agent 327: Operation Barbershop (2017), The Daily Dweebs (2017) and Caminandes: Llamigos (2016). He also has loads of industry experience working on numerous TV commercials in Iceland. The main theme of his speech was animation illusion, and he has showed some of his amazing works in his speech, such as adding faces to things without faces. He also talked about some principles of animation illusion. The first principle of animation illusion is squash and stretch. Hjalti Hjalmarsson has mentioned that the purpose of squash and stretch is to give a sense of weight and flexibility to drawn objects. In my three-minute animation, the role of the eagle needs to apply this principle, because the eagle will show different perspectives in the process of flying. The second principle that he has mentioned was staging. This principle is similar to stage performance in theatre and movies. The purpose is to guide the attention of audience and make it clear what is most important in a scene. This principle is a very helpful part for my animation, which could help me to deal with the relationship between my animated characters and animated scenes. And he also explained the painting style from realism to abstract. I founded that my animation style is more realistic, because the content of my animation is very concise and easy to understand, and the characters in my animation could also be clearly to identify.

2.4 Spider-Verse --- Jean-Denis Haas 2019

Jean-Denis Haas, a senior lead animator at Industrial Light & Magic as well as an instructor at Animation Mentor (IMBD, 2018). The main areas of his speech are the interaction of the characters with props and clothing and the framing action of Spider-Verse (See Figure 5), which was a 2018 American computer-animated superhero film based on the Marvel Comics character Miles Morales / Spider-Man, produced by Columbia Pictures and Sony Pictures Animation in association with Marvel, and distributed by Sony Pictures Releasing. Haas has mentioned that props and clothing were not just cg elements placed into scenes and onto characters, but they also play a role in the storytelling in Spider-Verse. And one of the scenario is how Miles take off his backpack or puts his hands on his hoodie is a concrete creative decision that adds a layer of complexity and nuance to his performance and helps create a sense of life in the world. In my animation design, there were also has some details that need to be connected through the whole animation, such as the change of seasons. Another area that Haas has mentioned was the framing action of Spider-Verse. "One of the old-fashioned holdovers from the classic days of animation is that all acting needs to be clearly staged and visible to the audience. But that is not how the real world works though and it is not how acting works." Haas said. The Spider-Verse filmmakers understood this and attempted to create a more cinematic approach to framing and staging where not every gesture and movement is played to the audience. This could help me realize that I did not need to give too much detail in my animation to explain how snails crawl from one place to another.

2.5 Cuphead's Animation Process and Philosophy --- Jake Clark 2017

Cuphead (See Figure 6) is a run and gun indie video game developed and published by Studio MDHR. Jake Clark is the animator, designer and concept artist of Cuphead and he attended to the 2017 GDC bootcamp to give a speech. Jake Clark has explained his design and animation processes for the game Cuphead, and shares practical ideas and tips for 2D animation in the speech. First of all, the style of Cuphead looks like a 1930s cartoon, because of the people who grew up playing those kind of games and watch those kind of cartoon in their childhood. Jake Clark has animated the Cuphead and link it on paper traditionally and the backgrounds are traditional watercolour paintings. From this I have learned that before I make an animation in the future, I need to have a deep understanding of the characters or backgrounds of these characters, which was also a part of my lack of my learning practice. Additionally, he also shared some of his experiences in creating these roles in Cuphead. For example, referencing all the different shapes that others used to use in the their characters such as the different way they drew hands, the different way that drew eyes. During my three-minute animation process, I referenced some of the online resources to help me completed my role design, and I also think referencing is a good way to help us make 2D animation.

3.0 Conclusion

In conclusion, I have learned some important principles and methods that affect my work, as well as the way of thinking when I work in these lectures. I think the most important thing I learned from these lectures is that before I making the animation, I need to seriously think about what kind of characters I need to create, and carefully analyze the relationship between each character and each scene. And in the process of the role design, I need to investigate some material related to the roles and use it as a reference. In addition, I also need to consider whether the animation I make is realistic and whether it will be loved by the audience. Therefore, I define the theme of my animation as “dream”, because in the real life everyone will keep working for achieve their dreams. Although there will have some difficulties in the pursuit of dreams, as long as we persist, everyone could realize their dreams in the future. I really enjoyed the lectures that I attended in the university and the lectures on the Internet. I learned a lot from those animated speakers. I will continue to apply these knowledge and methods to my future creation, and will continue to absorb new knowledge to help me develop better in the future.

4.0 Bibliography

Lectures:

14th March 2019

Kevin, S (2019). Uclan Lecture.

Videos:

Hjalti, H. 2018, The Illusion of Animation, Accessed 4 April 2019,

Available at: <https://mixed.parts/post/the-illusion-of-animation-lecture/>

Jake, C. 2017, Cuphead's Animation Process and Philosophy, Accessed 4 April 2019,

Available at: <https://www.youtube.com/watch?v=RmGb-jU3uVQ>

Jean-Denis, H. 2019, An Animation Analysis Of ‘Spider-Verse’, Accessed 5 April 2019, Available at:

<https://www.cartoonbrew.com/educational/an-animation-analysis-of-spider-verse-by-animator-jean-denis-haas-170700.html>

Mariel, C. 2014, Making Fluid and Powerful Animations For Skullgirls, Accessed 5 April 2019,

Available at: <https://www.youtube.com/watch?v=Mw0h9WmBlsw>

Images:

Figure 1: FANDOM, Skullgirls Wiki,

Available at: <https://skullgirls.fandom.com/wiki/Skullgirls_Wiki>

Figure 2: Kevin, S. 2019, Uclan Lecture

Figure 3: Hjalti, H. 2018, The Illusion of Animation,

Available at: <https://mixed.parts/post/the-illusion-of-animation-lecture/>

Figure 4: Jean-Denis, H. 2019, An Animation Analysis Of ‘Spider-Verse’,

Available at:

<https://www.cartoonbrew.com/educational/an-animation-analysis-of-spider-verse-by-animator-jean-denis-haas-170700.html>

Figure 5: BBC, 2019, Spider-Man: What fans want to see in Marvel's eight-year plan,

Available at: <https://www.bbc.co.uk/news/newsbeat-47555036>

Figure 6: Jake, C. 2017, Cuphead's Animation Process and Philosophy,

Available at: <https://www.youtube.com/watch?v=RmGb-jU3uVQ>

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djangogirls · 7 years ago

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DJANGO GIRLS VISITS THE MOUNTAINOUS CITY OF KWAHU - ABETIFI

This blog post was written by Hope Adoli. Thank you, Hope :)

Django Girls Kwahu was one of the first coding boot camps that took place in the area referred to as the highest habitable point of Ghana; Kwahu - Abetifi.

Kwahu or Kwawu people are hardworking and famous business-oriented Kwa-speaking people that form a subset of the larger Akan ethnic group living in south – central Ghana, on the west shore of Lake Volta. Kwahu people speak a dialect of Akan language called Twi and live specifically in the mountainous Eastern Region of Ghana in the towns such as Abene, Abetifi, Pepease, Atibie, Nkwatia, Obo, Bepong, Tafo, Akwasiho, Obomeng, Twenedurase, Nteso, Mpraeso, Asakraka, Aduamoa, Pitiko, Sadan, Burukuwa, Nkantanane, Ahinasie and Donkorkrom. Read more here

The workshop took place at the Abetifi campus of Presbyterian University College, from the 14th to the 15th of September, 2018. The main aim of this session was to involve these determined young ladies who did not have any prior coding experience to gain insight into what Python programming coding entails and equip themselves with basic coding skills. The activities for the two-day workshop was scheduled as follows:

Day 1

This started at approximately 4:00pm on Friday, 14th of September, 2018. We had introductions to get familiar with the girls and allowed them to network with their new friends they made there. The participants were showed how to correctly install all the software needed for the workshop. The installed setups include:

Git

Python

Sublime Text 3

These were made available for both 32-bit and 64-bit machines.

After installation, the participants then went on to set up their Virtual Environments. Also, the Django Web Framework was installed using the PIP command. After successfully installing the various software needed, we spent the subsequent 1 hour discussing how the internet works and went on to get ourselves introduced to the command prompt. At about 6pm, the workshop ended.

Day 2

Day 2 (workshop day) was full of activities. By 8 am, the majority of the participants were already present and had settled down for the day’s activities to commence. After having our breakfast, the organizing team gave a welcome note and made a few introductions, and the workshop started. Some of the major items on our schedule were Introduction to Python, going for a cupcake break 😊, building our first Django project, learning how to deploy using PythonAnywhere and GitHub, and learning the basics of HTML and CSS, and most importantly, have fun. During our lunch break, the Dean Of Students for the Presbyterian University College visited us and had a 5-minute chat with the participants.

The girls were taken through the tutorial by their respective coaches. The workshop ended at around 4 pm, with the participants being awarded certificates for participating. Here is what one of the participants had to say after the workshop: youtu.be/T_ndC8261r8

Training Outcomes and the Way Forward

More than half of the participants successfully hosted their personal blogs and the few who could not are yet to finish up.

Key Takeaways

Programming requires discipline and consistency.

Teamwork is a great thing because it enlightens understanding.

With the right tools and environment, girls can code too.

Sponsors and Partners

The Django Girls Kwahu team is so grateful and honoured to have been sponsored and partnered by some institutions to make this workshop a success.

Our main Sponsor was the Python Software Foundation. We had sponsorship from the GitHub Community and GitLab Diversity Fund too.

The following organizations also helped us a lot. The 2018/2019 SRC of Presbyterian University College - Abetifi campus, Khophi Photography for our beautiful photos and Loudr Social for our designs and publications.

Their financial and other forms of support really helped us and we are grateful.

Photos from the event can be viewed here.

This blog post was put up by Abigail and Hope.

Django Girls is a non-profit that teaches programming to women all around the world. Want to help us? Support us!

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fbbcfranchise · 6 years ago

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fbbcfranchise · 6 years ago

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fbbcfranchise · 6 years ago

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fbbcfranchise · 6 years ago

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fbbcfranchise · 6 years ago

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— Gym Franchise News (@gymbootcampnews) December 5, 2019

from Twitter http://twitter.com/gymbootcampnews/status/1202687634012852224 via http://twitter.com/gymbootcampnews/status/1202687634012852224 Visit the official website at Fit Body Boot Camp for more information about our workouts, or visit us at Fit Body Boot Camp Gym Franchise Opportunities to learn about gym franchise opportunities and available territories.

Follow Fit Body Boot Camp's Franchise Opportunities and News on Social Media

https://www.facebook.com/fitbodybootcampofficial

https://twitter.com/FBBCOfficial

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Additional News from Fit Body Boot Camp

https://www.livetradingnews.com/fit-body-boot-camp-massive-franchise-success-140524.html#.XRESrI97lPY

https://www.clubindustry.com/news-central/fit-body-boot-camp-surpasses-700-franchises-through-social-media-storytelling

https://www.franchising.com/news/20190618_fit_body_boot_camp_surpasses_700_franchises_throug.html

#fit body boot camp #fitness franchise opportunities #best franchise #gym franchise opportunities

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auburnfamilynews · 6 years ago

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Anthony Schwartz lit the fuse on this day! (John Glaser-USA TODAY Sports.)

War Eagle everybody! It’s time now for the Acid Reign Report on Auburn’s SEC road opening 28-20 win over number 17-ranked Texas A&M in College Station, Texas. This game almost got away late, as The Aggies rolled over the Tiger defense in the 4th quarter to the tune of 17 points. Auburn had to recover an onside kick, and run out the clock with a first down late.

Quite frankly, I was worried about how Auburn was going to manage to move the ball against a very stingy defense. The first drive featured an ineligible downfield penalty, and bell-cow running back JaTarvious Whitlow was nowhere to be seen. I don’t think the Aggies were really prepared for the quicker Shaun Shivers. Nor were they prepared to see Bo Nix keep the ball on the zone read. A few plays later, Auburn caught the Aggies with a reverse to Anthony Schwartz, and the speedy wide receiver was off to the races, for a lead that would have been good all the way into the 4th quarter.

In Auburn’s third series, Bo Nix threw just enough to keep the Aggie defense honest, and Auburn methodically moved the ball down to the 6 yard line. From there, Joey Gatewood came in at quarterback, and surprised everyone in the stadium when he threw the ball to John Samuel Schenker, who was wide open in the end zone for the score.

Trailing 14-3 at the half, the Aggies fumble on the first play from scrimmage in the second half, and Auburn was in business at the Aggie 38. Bo Nix completed passes to Jay Jay Wilson, Anthony Schwartz on a pop pass, and a slant and crash to Seth Williams for the touchdown. The Aggies were in trouble from that point on, trailing 21-3.

Texas A&M would cut the Auburn lead to 21-10 early in the 4th quarter, but Auburn went 69 yards in 12 plays, mostly on the ground with a well-rested JaTarvious Whitlow leaning on a tired Aggie defense. The Aggies would add a field goal drive and a late touchdown drive against a pretty soft Auburn prevent defense, to account for the final margin.

The Auburn defense played lights out for 3 quarters, and largely stoned the Aggie rushing attack. Unfortunately in the 4th quarter, Auburn had no answer for quick passes from Aggie quarterback Kellen Mond, and surrendered a ton of yardage. Other teams have exploited that against Auburn this season, as well. I’d expect Mississippi State to go right to that strategy, next Saturday evening against the Tigers.

Unit grades after the jump!

Defensive Line: A. I counted off mostly for several offsides penalties. Other than the flags, Auburn had a dominant day against the Aggie offensive line. Derrick Brown in particular was nigh unblockable, and caused havoc in the middle even when he was double-teamed. The line contributed only 11 total tackles, but they made it easy for the back end of the defense to clean up runners, and knocked the Aggie quarterback down more than a dozen times. The Aggie statistician only recorded 6 quarterback hurries in this one. I don’t know what game that guy was watching.

Linebackers: B. This unit contributed 15 tackles, on a day when the Aggies only had 21 rushing attempts. The Aggies were able to pass the ball to the running backs a bit, but Auburn gave up nothing really down the field on that. Texas A&M did try to get their guys loose on the wheel route, and Auburn’s linebackers were not buying that.

Secondary: B. This was a sure tackling unit, but had a tough time stopping big Aggie receivers from catching the ball. Javaris Davis had 2 pass breakups, but was picked on some was well. Jhamon Ausbon was a particular problem, contributing 8 catches for the Aggies, and moving the chains in the 4th quarter repeatedly. Auburn secondary members contributed 34 tackles.

Punting: A-. I counted off for an early punt that went out of bounds and traveled for only 32 yards, but the rest of the 8 punts by Arryn Siposs had good hang time, and he averaged 43.8 yards with 2 killed inside the Aggie 20 yard line. Coverage was much better than in the first couple of games, with 3 punts returned for only a total of 7 yards.

Kick Returns: A. The Aggies booted 3 touchbacks on 4 kickoffs. Noah Igbinoghene brought one kickoff out of the end zone, and got it out to the Auburn 31 yard line. He was a step from breaking it for a score.

Place Kicking: B. Anders Carlson hit all 4 extra point attempts, and nailed 3 touchbacks on 5 kickoffs. Unfortunately, one kickoff went out of bounds. The Aggies did return 1 kickoff, and were spilled at the 20 yard line.

Offensive Line: A-. Auburn did very well up front in this game, allowing only 1 sack and a few tackles for loss. Generally speaking, those losses were because Texas A&M had more men in the box than 5 linemen can block. The Auburn line did this while having no holding penalties, 1 false start and 1 ineligible downfield call. I think on the downfield flag, the play call was a run, and Nix was improvising when he threw the ball. I really liked how the Auburn front imposed their will on the drive early in the 4th where the game was salted away.

Receivers: B+. These guys did ok blocking, and caught what was thrown to them. Anthony Schwartz tallied 87 yards on 3 touches. Seth Williams caught the ball in traffic. I enjoyed seeing the Auburn tight ends targeted this week, too. They have been running around wide open for years.

Quarterback: B. Nix had a chance to make an A this game, but missed too many throws down the field that could have been touchdowns. I believe that issue is mainly because of receivers being injured in fall camp, and the chemistry is not quite there, yet. Nix again took care of the football, made 60 percent of his passes, and ran the ball in a timely fashion to move the chains. His awareness is awesome for a true freshman, as well. When Nix pulled the ball and ran for a game-clinching first down, he had the presence of mind to slide down, and not go out of bounds.

It is great to go into that magnificent stadium and come out with a win. I feel like one must savor any SEC West road win. And the good news is that I believe that Texas A&M is a better team than Auburn’s next couple of opponents. That bodes well for the continued development of this Auburn team.

Next week, Auburn hosts Mississippi State at 6:00 PM, followed by a visit to the Swamp to play Florida the next week. Mississippi State has moved the ball well this year, but they have not played a defense like Auburn has. On the other side of the ball, Mississippi State has allowed 88 total points, playing ULL, Southern Miss, Kansas State and Kentucky.

The post Tigers Take Texas A&M! (Grading Auburn’s 28-20 win over the Aggies.) appeared first on Track 'Em Tigers, Auburn's oldest and most read independent blog.

from Track 'Em Tigers, Auburn's oldest and most read independent blog https://dns.createrelativechanging.com/pub/zls.js?foup/tigers-take-texas-am-grading-auburns-28-20-win-over-the-aggies/

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