- Video One: Reflection on Pecha Kutcha Video & How to build your Artifact 3, Pecha Kutcha Video Final Portfolio Page.
- Video Two: Final Portfolio Workshop: Composing the Reflective Essay (optional) exercise…Also find a slideshow that walks you through how to Share Your Canvas Portfolio
How to build your Artifact 3 Portfolio Page
Embedding Video in Canvas Portfolios
Embedding Slides in Canvas Portfolio
How to Compose the Reflective Essay
Reflective Essay Freewrite
- 1. Rhetorical Awareness/Stance: From the beginning of the semester to this moment, why have you “grown as a communicator”?
Your response to the question will form the topic and generate the claim of your reflection. To answer this question, think about the five major communicative modes in WOVEN–have you developed in any one of those areas more than others? Also, think about the artifacts you have produced this semester, what assignments or specific modes within assignments can you point to to show “development” over time? You may also want to frame your claim and subsequent essay in terms of one or more areas featured on the Common Feedback Chart.
- 2. Draft an outline of the 4-6 paragraphs you imagine will follow from the claim you just generated.
Organization: While the artifacts in the portfolio serve as evidence, remember, just like in the Literary Analysis Essay, you never want to lead with the evidence. Instead, you want to lead with claim and move from paragraph to paragraph in service of that claim.
- 3. What artifacts do you plan to analyze to develop & support the claim you generated? (i.e. what final assignments best show your growth as a communicator?)
Development of Ideas: How can you describe and analyze your own work the way we have described and analyzed images, poetry, essays, and film this semester? What key terms can you borrow from our analysis of design, rhetoric, fiction, and/or film to apply to your own artifacts?
Sharing Canvas Portfolio
MLA Works Cited Examples
Please also note: You are welcome to include your Works Cited for Pecha Kutcha as a 20th or 21st slide OR upload it to Canvas as a separate .pdf or docx file.CitingParnterDocsMLA
Digital Citizenship (Review)
Converting a Narrated PowerPoint to Video
Building Pecha Kucha in PowerPoint
Pecha Kutcha Design Suggestions
The Future of ATL
Overview of Final Unit
Overview of Pecha Kutcha Video
Intro to Pecha Kutcha
- 1. What are the elements of a good/great presentation?
- 2. According to Eddie Selover’s, what is a Pecha Kutcha? What do Pecha Kutcha presentations do that other presentation styles cannot? Are Pecha Kutcha presentations more or less successful than other presentation styles?
How PechaKucha Changed My Life: Eddie Selover at TEDxOrlando
Centering Racial Equity in Equitable and Sustainable Development
This event is not until next Monday, the 20th, but we are so excited about it that we wanted to be sure you get it on your calendars early! In this moment, many of us are seeking to learn more about the roots of racial inequity, in Atlanta and beyond. This panel discussion on July 20 at 5:00pm will explore the many intersections between racial equity and equitable and sustainable development here in Atlanta and globally. Three dynamic professionals will discuss how and why racial equity is central to the mission of their work and how their organizations are responding to the growing movement for racial justice in the U.S. They will help participants understand why advancing racial equity is central to advancing equitable and sustainable development.
Here is the BlueJeans link!
Director of Education, National Center for Civil and Human Rights
Managing Director of the TransFormation Alliance
Executive Director of Truly Living Well Center for Natural Urban Agriculture
Discussion 7 Prompt
What are the defining features of the genre you used in this project, and how did you make use of those features? You may also want to consider, who is the intended audience for your New Futures project, and how did you use the generic features of the project to engage your audience?
Building Artifact 2 Final Portfolio Page
- 1. Navigate to Canvas and then click on account and then choose ePortfolio from the right hand menu.
- 2. Next, Click on the Portfolio Link you created last week
- 3. Now, choose the page you created called “Artifact 2: New Futures”
- 4. Once inside that page, click the button “Edit this page”
- 5. Finally, add one text box for you introduction, a HTML/Embedded Content box, where you will paste the embed code for the .pdf of your New Project from Google Drive, and two more HTML/Embedded Content box, where you will embed the two Process Documents for this unit, PD4: Greatest Threat and PD5: World Building Worksheet, finally create one final Rich Text Content box for the Artifact Reflection Checklist
Note: You are welcome to hand in your New Futures Project on Friday, July 10 by 11:59 without penalty.
Part I. Your New Futures: Layout & Sentence Level
- 1. Audience: Who is your audience and how does that determine word choice, explanation, detail, or tone? Let’s take a look at More’s letter to Peter Giles for ways an author’s sense of his audience helps him determine which rhetorical choices to make.
- 2. Layout: If you are incorporating images, consider the following: What’s the relationship between text and image in Utopia or “The Evaluators,”? Also, feel free to use a template, like this one I’ll show you in Google Docs.
- 3. Transitions: how do you move from section to section? Do you use headings? What sort of work do your opening and closing sentences need to do to set up transitions? How do you move from sentence to sentence?
Part II. Known-New Contract (Tips for Sentence Cohesion)
Take a look at the following sentence:
(a) Some astonishing questions about the nature of the universe have been raised by scientists exploring the nature of black holes in space.
Which of the sentences below should follow the one above?
(b) The collapse of a dead star into a point perhaps no larger than a marble creates a black hole.
(c) A black hole is created by the collapse of a dead star into a point perhaps no larger than a marble.
- Sentence (c) begins where sentence (a) left off: with black holes. While reading, often we feel that sentences are more cohesive if they begin with what is known to the reader (e.g., “black holes” from the previous sentence) and end with what is new (e.g., “the collapse of a dead star”). This “known-new” contract gives us a sense of flow in our writing.
- Draft: Write one declarative sentence that responds to the project prompt, i.e “how has the future you imagine solved the most pressing threat to life on Earth?” THEN…draft 1-2 developmental sentences using the known-new contract.
Part III. Verb Revision
Revise: State-of-being verbs (to be)/Passive Voice
- A state of being verb identifies who or what a noun is, was, or will be. Passive voice (grammatical subject expressed the theme of the main verb – that is, the person or thing that undergoes the action or has its state changed).
Replace the state-of-being verb/passive voice in the sentences below with a strong verb (i.e.a verb that shows instead of tells)
- The tiger was upset when the antelope ran away.
The man was walking on the platform.
There are three things that make me feel excited for spring break.
Revise: Verbs that rely on adverbs
- Powerful verbs are strong enough to stand alone. They don’t need an adverb to qualify them.
Replace the following verb/adverb phrases with powerful verbs:
- The fox ran quickly through the forest.
She looked menacingly at her rival.
He secretly listened while they discussed their plans.
Revise: Have/has/had combined with a noun
- While auxiliary verbs help express times and mood (and conjugate past and future perfect tenses), they are less likely to engage audiences in simple conjugations and/or when used in excess.
Replace the following verb phrases with a single, powerful verb:
- I had an argument with the referee
I had dinner with the sheriff.
I have discussed the situation with your father.
Revising Your Verbs:
- Time permitting, you may want to take a few minutes and to identify all the verbs in a paragraph from your draft. Once you have identified them, make passive verbs active, and replace verbs that rely auxiliary constructions and/or adverbs with “strong verbs.”
List of Strong VerbsLIST-OF-STRONG-VERBS
For Your Consideration:
- 1. Wakanda is a utopia that solves for the problem of white supremacy and colonialism that has posed a threat to the continued existence of BIPOC since at least the 15th century. What elements of Wakandan society change/flourish in the absence of white supremacy?
- 2.How does vibranium solve the problems of lack of sustainable energy production in Wakanda and how does that solution ripple out to effect social relations, government policy, technology, etc.? Put another way, how might their art and architecture also depend on energy solutions?
- 3.Who gets to live in Wakanda? Who does not get to live in Wakanda? Who decides? How does this question motivate the plot and is it ultimately resolved?
- 4. As you work to redress threats to life in your New Futures, consider the way the BLM protests that are responding to the death of Black Americans such as Georgie Floyd, show, as Coates explains, “to a majority of black people in this country, the police are illegitimate. They’re not seen as a force that necessarily causes violent crime to decline” (par. 10). In addition to laws and law enforcement, how does your New Future draw on education, social relations, or identity to ensure your vision can be implemented?
- 5. Finally, you might want to consider the concept of the “neighbor mindset” for you Future. As Ezra Klein explains of GA police officer Patrick Skinner, “He calls everybody he’s dealing with neighbors. So I asked him in this interview: What do you mean by that? What is a neighbor mindset? And he says, ‘The neighbor mindset sounds so cheesy, but it’s so powerful: We all matter or none of us do. I live here. I can’t know everybody in Savannah. But I call everyone my neighbor because they literally are. And I can’t put my knee on the neck of my neighbor'” (par. 80)