14 March. New Futures Workshop.

Announcements

  • 1. Remember to bring your New Futures “object” to class on March 26
  • 2. If you are a panel presenter today and have not already done so, please email your draft or share a Google Doc with me.

Part I: Video Essay Panel Presentations


Class Section Presenters
1102.F3 Luke, Le, Anna, Nicolas, Morgan, Thomas, Catherine, Gabriel
1102.HP3 Nicholas, Mohan, Joshua, Azhar, & Richard
1102.D3 Anu, Nikhil, Lily, Andrew, Brian, Jennifer, Shachi, Siddartha

Guidelines

Presenters, please be prepared to discuss the following for no longer than 5 minutes.
  • 1. How does your future world solve for the problem you think poses the greatest threat to continued existence to life on earth?
  • 2. What are the five, or so, elements of your future you describe in your project, and how are those social elements interrelated?
  • 3. Briefly take us through your writing process. For example, what is one sentence level choice you have made to better engage audiences, develop transitions from idea to idea, or flush out detail?

Part II: Peer Response Groups

In the time remaining, please form small peer response groups with each presenter (approx. 1 presenter and 2 students). Then take turns discussing the following:
  • 1.How does your future world solve for the problem you think poses the greatest threat to continued existence to life on earth?
  • 2.What are the five, or so, elements of your future you describe in your project, and how are those social elements interrelated?
  • 3.Briefly take us through your writing process. For example, what is one sentence level choice you have made to better engage audiences, develop transitions from idea to idea, or flush out detail?

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 the 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:

  • had an argument with the referee

    had dinner with the sheriff.

    I have discussed the situation with your father.

Revising Your Verbs:

  • Take five minutes to identify all the verbs in one paragraph of your draft, and replace verbs that rely auxiliary constructions and/or adverbs with “strong verbs.”

List of Strong Verbs

LIST-OF-STRONG-VERBS

6 March. Blazing World & Layout/Sentence Level

Part I. Your New Futures: Layout & Sentence Level

Take five or so minutes and freewrite in response to the following:
  • 1. Audience: Who is your audience and how does that determine word choice, explanation, detail, or tone?
  • 2. Layout: Remember to incorporate both your brochure/Advertisement, as well as the “blueprint.” What’s the relationship between text and image in your story? What’s the relationship between text and image in Utopia? In Blazing World?
  • 3. Transitions: how do you move from section to section? Do you use headings? What sort of work do you topic sentences need to do? How do you move from sentence to sentence?

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.

Class Leads

  • Give us a quick overview of the main highlights from our final discussion of the first part of Cavendish’s The Blazing World and then write your discussion questions on the board

Class Section Students
1102.F3 Thiago, Le Thein, & Baijing
1102.HP2 Mael-Sanh & Felipe 
1102.D3 Dylan, Uti, & Justin

Part II. Blazing World Discussion

Let’s chat about the following:
  • 1.What are some experiments performed at the Empress’s schools and “several Societies” (26), and what sorts of knowledge do they produce?
  • 2.Why do the telescopes cause differences and divisions among the Bear-men? How does the Empress resolve the disputes?
  • 3.What prompts the Empress to stop listening to the Animal-men and speak about natural philosophy? Does she know the answers to the questions she asks all along, and if yes, why does she task the Animal-men with answering her questions?
  • 4.How does the Empress convert the whole of the Blazing World to her religion without causing all sorts of discord and destruction?

Part III. Panel 2 Presenters


Class Section Presentors
1102.F3 Luke, Le Thien, Anna, Nicolas, Siddarth, Morgan, Thomas, Catherine, Gabriel
1102.HP2 Nicholas, Mohan, Joshua, Azhar, Hyungjun, & Alahna
1102.D3 Anu, Dylan, Nikhil, Lilyanne, Andrew, Brian, Jennifer, Shachi, Siddartha

Presentation II. Discussion

If you are scheduled to present at next Tuesday’s workshop, please stick around for a discussion of the following questions. Please note I will update the Presentation Perimeters on the Presentation Assignment page following our discussion today:
  • 1. Does anyone have any lingering questions (or suggestions) about the requirements for the final version of the assignment?
  • 2.How far along are each of you in your drafting process? If you were in the audience, what sorts of examples or advice would be most helpful for you?
  • 3.Does the New Futures Project address the situation (and assignment) completely? Does it diagnose a contemporary threat to continued existence of life on earth and then invent a future that solves for that problem? Does the New Futures Project include a short introduction that sets up the future world and how it responds to the contemporary problem?
  • 4.Does the New Futures Project describe at least five least five topics/elements of the future world? Does the Project explain how those elements are intertwined or related to one another?

 

 

 

Feb 14. Threats to the Future & Utopia, Book II

Housekeeping

  • If you did not complete a panel presentation or class lead that you were scheduled for, please email me for a make-up date by Monday, Feb 18. If you do not email me for a make-up date, you will earn a zero for the assignment.
  • We have a guest speaker on Tuesday, February 19, so Class Leads for Thursday, February 21 please come prepared with an overview highlights from today’s discussion of Utopia Book II and the guest speaker as well. Class Lead discussion questions for 2/21 should cover the first act of Shakespeare’s The Tempest. You can read The Tempest in hard copy or online.

Freewrite

Take 5-8 minutes and respond to the following prompt without stopping:
What do you think poses the single greatest threat to the future of life on earth? Why?

Class Leads

  • Recap main points from Tuesday’s discussion of Utopia, book I and then write your favorite discussion question from Utopia, Book II on the board. Everyone else, take a couple of minutes to think through the questions, and we will chat about them.

Class Section Students
1102. F3 Nicholas, Audrey & Jackson
1102.HP2 Nicholas & Andrew T.
1102.D3. Nikhil, Kelsey, & Sahchi

Elements of Utopia

Take 2 minutes and think through the following: according to Raphael, how has the elimination of private property transformed the following elements of Utopian society.

(Time permitting: when you are ready, explain how at least two elements have transformed under the topic heading on the board.)

  • Geography/city and neighborhood planning
  • Interpersonal and social relationships
  • Labor Practices and slavery
  • Economic Practices
  • Religion and moral philosophy
  • Travel and trade
  • Education
  • Law
  • Government

 

12 Feb. Reflection & Utopia.

Video Essay, Reflection

Please take 5-8 minutes and respond to one or more of the following prompts. Be prepared to share your answers:
  • 1.Narrate your process in composing the Video Essay. Where did your ideas come from and how did they evolve. Describe your composition process how did the project evolve though stages such as invention, prewriting, outlining, drafting peer review, revising, editing?. 
  • 2.What is your argument or purpose in the Video Essay, and how did you make your argument or purpose visible and persuasive in your artifact?
  • 3.What are the defining features of the genre or media that you used in the Video Essay, and how did you make use of those features?

New Futures Invention Project Overview

Thomas More, B/G

Discussion: Utopia Book I

  • Class leaders: spend 5 or so minutes giving an overview of the main features of the Invention Studio and then write your best discussion question for Thomas More’s Utopia, Book I on the board. 


Class Section Students
1102. F3 Luke, Morgan & Thomas
1102.HP2 Andrew B. & Azhar
1102.D3. Anu, Marc, & Jessica

Part II. Problem/Solutions

Let’s chat about the following:
  • 1. What are the major problems facing England?
  • 2. What are some proposed solutions?
  • 3. Why do you think Thomas More, the author, communicated his critique of England’s social and economic problems through an imaginary dialogue?

Freewrite

Respond to the following prompt without stopping:
What do you think poses the single greatest threat to the future of life on earth? Why?

 

Universalis Cosmographia, the Waldseemüller wall map dated 1507, Amerigo Vespucci

Advertise Your Future

For full credit, please complete the following:
  • 1. In Adobe Spark, Canva, or a design medium of your choice create a pamphlet or flyer advertising the future you imagine to an audience in the present. Pamphlet or flyer must have at least 4 images, the tittle of your future world, and give audiences some sense of what to sort of future world they could expect if they visited of moved there. Beyond the baseline criteria, layout and design are up to you. 
  • 2. Please also include a 200-300 word general description of your future world, i.e. what a visitor could expect to see if s/he traveled there OR sell readers on the world’s features.
  • 3. Works cited in MLA format

Citing Images from a Database 

“Object” Blue Print

For full credit, please complete the following:
  • 1. In CAD Software or another design medium of your choice (including hand drawing and then scanning your drawing) create a “blueprint” or visual draft of the 3D object that you plan to create to represent your world. Your “blue print” should give the reader some sense of what to expect in the final version of the object, i.e. dimensions, material, and scale.

    Remember the object you make should be a model of a technological invention in your future world or an “artifact/curiosity” that represents some element of the society you have invented. The object should be small enough to fit inside a shoebox, approx. 4-6″ x 4-6″ 

  • 2. Please also include a 150-300 word general description of your object, i.e. if you are rendering technology from your future world, what does that tech do/what problems does it solve? If you are rendering a curiosity, what portion of your world does that object represent? If you are rendering an artifact, what purpose does that artifact serve?.
  • 3. MLA format if necessary

Citing Images from a Database