Time permitting, review the SAMPLE REFLECTIVE ESSAY and then freewrite in response to the following prompts to develop Reflective Essay for your Portfolio:
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?
1. INDEPENDENT CONFERENCES CANCELLED. I apologize for the inconvenience, but I have had to cancel the Independent Conferences because I am having bandwidth issues in my neighborhood and cannot reliably host video conferences for as many hours as needed. Instead of face to face conferences, I will hold drop in hours in Canvas Web Conferences. You will receive an email that lets you know when the drop-in hours begin.
2. Watch the video below
3. Upload/embed your PD5: Advertising Your Future (Brochure or Flyer advertising your future world) to your Google doc, which is linked to your name in the table below. Please have your PD5 completed by Wednesday, April 15th at 11:59.
4. Don’t hesitate to email me with any questions
Class Plan Video
The video covers the following topics:
1. Overview of More’s Utopia, Book II
2. Overview of Brochure/Flyer Models
2. Overview of Brochure/Flyer composition tools & PD5
Visualizing Your Future
From its very first publication in 1516, More’s Utopia, was typically published with a “garland of humanist testimonials” (Robert Adams 112), and visual images. Shakespeare’s Tempest echoes these “testimonials” in Gonzalo’s speech, the twin rebellion plots, and Prospero’s plans. Taken together these textual moments provide an antecedent for a a kind-of “advertising” that figures the possibility of reaching the future in the present. To help focus your New Future drafts and to explore the elements of the genre, we are going to first review the verbal and visual rhetorical elements in Utopia, Book II, review a few examples of contemporary advertising, and then design our own brochures to advertise our future world.
2. What sorts of assumptions do the advertisements make about their audiences?
3. What sorts of visual and verbal rhetoric do the advertisements promise to persuade their audiences?
Atlanta Quarry Yard Redevelopment Project
Flyer Design W/S
We’ll complete the following to draft our own flyer:
1. What is the purpose of your flyer and who is the audience? Do you want people to come to your imagined future? Do you want share its solutions with others? Do you want to gloss over its dangers?
2. Spend some time searching for images online that you think best represent your future world
3. Spend a few minutes thinking about what, if any, language you want to include on the flyer in addition to the title.
4. Draw or draft the flyer in a tool as Adobe Spark OR Canva. So take 10 or so minutes to explore those tools and remember for full credit on PD5, you need the name of your future world and at least two images.
PLEASE NOTE: YOU ARE NOT REQUIRED TO CONVERT YOUR PRESENTATION INTO A VIDEO. JUST SUBMIT THE VIDEO OF THE PRESENTATION FROM CLASS & YOUR SLIDES. BOTH GROUP MEMBERS MUST SUBMIT BOTH DOCUMENTS TO CANVAS FOR FULL CREDIT.
1. Watch the video lecture below
2. Complete the Portfolio drafting activity.
Part II. Class Plan Video
The video covers the following topics:
1. Housekeeping:Instructions for submitting the Group Presentations
2. Brief overview of the Portfolio freewrite and Artifact 3 Page composition
3. Overview of what to expect for Thursday, April 2
Part III. Reflection Freewrite
Please complete the following:
1. Freewrite: write for 5-8 minutes without stopping in response to the following: What is the story of how your presentation evolved from invention to final draft? What was the best part of working with a partner? If/when you have to work with a partner in the future, what might you do the same/different?
2. Artifact 3 Page: take 10-15 minutes and build out your Artifact 3 page. For this page you should have an 100-150 word introduction (that can be developed out of the freewrite above), the in-class video, your slides, and PD3: Group Presentation Topic Proposal. The videos and help docs below, will guide you through any technical questions you might have when building this page
Close Analysis. bell hooks, Belonging: A Culture of Place
Please complete the following for the passage assigned to your group:
1. Illustrate the passage assigned to your group on the board.
2. List one major rhetorical feature in the passage you chose, and explain how it helps to convey the theme of the passage
3. How does hooks use the past to envision sustainable futures?
Passage 1: “All my childhood and into my first year of being grown up and living away from family, Baba lived secure in a two-story wood frame house that was her sanctuary on this earth, her homeplace. She did not drive. No need to drive if you want your place on earth to be a world you can encompass walking. There were other folks like her in the world of my growing up, folks who preferred their feet waking solidly on the earth to being behind the wheel of an automobile. In childhood we were fascinated by the walkers, by the swinging arms and wide strides they made to swiftly move forward, covering miles in a day but always walking a known terrain, leaving, always coming back to the known reality, walking with clear intent—the will to remain rooted to familiar ground and the certainty of knowing one’s place” (2).
Passage 2: “This is the way I imagine ‘the end’: I close my eyes and see hands holding a Chinese red lacquer bowl, walking to the top of the Kentucky hill I call my own, scattering my remains as though they are seeds and not ash, a burnt offering on solid ground vulnerable to the wind and rain—all that is left of my body gone, being shifted, passed away, moving forward on and into eternity. I imagine this farewell scene and it solaces me; Kentucky hills were where my life began. They represent the place of promise and possibility and the location of all my terrors, the monsters that follow me and haunt my dreams” (6).
Passage 3: “In our home we were surrounded by hills. Only the front windows of our house looked out on the solitary road constructed for the men seeking to find oil, all other windows faced hills. In our childhood, the rarely traveled road held no interest. The hills in the back of our house were the place of magic and possibility, a lush green frontier, where nothing man made could run us down, where we could freely seek adventure” (7).
Keep the following in mind as we watch the two example student slideshows:
1. How do the student projects show their audience what life is like now that the goal or project they drew from “H.Res.109,” has been reached/implemented ten years in the future?
2. How do the student projects describe the aims or scope of the goal/project they chose and the problems that the implementation of that goal/project solved?
3. How do the student projects list the steps taken to complete the project and/or reach the aims of the goal they chose?
4. How do the student projects analyze the potential that their goal/project has for development/revision going forward?
5. How do the student projects integreat class texts and outside sources?
Student Presentation Model 1
Student Presentation Model 2
Get in your presentation pairs, and take 10-15 minutes to work through the following:
1. If you haven’t already, draft your presentation as a two-column script. Remember, in a double column scripting the image goes on the left and the copy goes on the right as in this example script
2. As you compile the script, think about how the images and copy fit together to communicate your claim or goal. That is, what sort of structure best fits the story you want to tell in your presentation? What sorts of opening and closing images best grab audiences attention? When moving from slide to slide, also consider how you might use contrast and echoes to help audiences better understand the goal of your presentation.