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PD 5: World Building W/S

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Directions

Download the Worksheet below, and upload your completed Worksheet to Canvas:

World Building Worksheet, Summer 2020, Master

Sample Worksheet

World Building Worksheet, Summer 2020, Master

Assessment

As long as you post your response to Canvas on or before the due date, you will earn full points per document. Remember these activities are process documents that develop skills we will use in class and in the final paper. The documents also provide an opportunity for invention and revision.

PD 6: Pecha Kutcha Video Script

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Prompt

How do visions for the future of Atlanta’s people, neighborhoods, ecosystems, and/OR social/cultural networks shape the choices made by community partners at a redevelopment site of your choice, i.e. the Beltline, Mad Houser’s, Transportation Alliance, and/or WAWA?

  • 1. For full credit respond to the prompt in a double column script & upload that script as a .docx or .pdf to Canvas
  • 2. Script can be a table in word or Google Doc OR a screenshot of slides and text in a PowerPoint or Google Slides draft
  • 3. Remember, during the presentation you only get 20 seconds per slide, which is about 30 words per slide. 

Sample Script in .docx

UndeadEcologyScript.docx-1

Assessment

As long as you post your response to Canvas on or before the due date, you will earn full points per document. Remember these activities are process documents that develop skills we will use in class and in the final paper. The documents also provide an opportunity for invention and revision.

PD7: Reflective Essay Draft

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Reflective Essay Draft

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?

Assessment

As long as you post your response to Canvas on or before the due date, you will earn full points per document. Remember these activities are process documents that develop skills we will use in class and in the final paper. The documents also provide an opportunity for invention and revision.

21 April. Final Portfolio W/S

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Remote Class Plan

  • 1. I will accept the New Future Project until 3:00PM on Friday, April 24.
  • 2. Watch the video below
  • 3. Complete the ePortfolio and share the link in Canvas on or before April 30
  • 4. Don’t hesitate to email me with any questions

Class Plan Video

The video covers the following topics:
  • 1. Portfolio Artifact 3: New Futures page freewrite
  • 2. Portfolio Artifact 3: New Futures page page composition
  • 3. Portfolio Reflective Essay freewrite & Composition Strategies
  • 4. Sharing Canvas Portfolio

Portfolio W/S 1: New Futures Reflection

Time permitting, take 6-7 minutes and respond to the following prompts. You can you use the material generated here for the introduction to the Artifact 3: New Futures page of your Portfolio.
  • 1. Explain one way your New Futures met one Course Goal/Concept.
  • 2. How do the elements in your future world relate to one another. For example, if you have society where cars have been outlawed, for example, how would interpersonal relationships change?
  • 3. Given that the drafting process took place in the Google Doc and remotely, in what ways did the project invite you think differently about your writing process?

Portfolio W/S 2: Building Pages & Embedding .PDFs

Please follow along as a I take you through how to build the Artifact 3: New Futures page in your Canvas Portfolio:
  • 1. Open up your Canvas portfolio and, if applicable, add all your final artifacts and process documents to the New Futures page
  • 2. Overview of page building/adding documents in Canvas. 1.Embedding .pdfs and 2. Embedding Google Docs

Reflective Essay Freewrite

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?

Sharing Canvas Portfolio

9 April. Utopia, Book II.

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Featured Image: Guillaume Le Testu, Le Havre. – Cosmographie universelle’, 1556. Manuscript: Vincennes, Service historique de la Défense, Bibliothèque, D.1.Z.14, f. 28v.

Remote Class Instructions

  • 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.

Part I. Elements of Utopia

How, according to Raphael Hythloday, Utopia transformed the element of society assigned you to solve some of the problems plaguing 16th c. England?
  • 1. Geography, city and/or neighborhood planning
  • 2. Interpersonal and social relationships
  • 3. Labor Practices and/or slavery
  • 4. Economic Practices
  • 5. Religion and moral philosophy
  • 6. Travel, transportation, and/or trade
  • 7. Education
  • 8. Law/Government
  • 9. Health Care/Mental Health
  • 10. Natural world/environment 

Part II. Advertisement Models

I am going to briefly review analyze the following, which I invite you to use as models. Please also see these student composed brochure/flyers

  • 1. What do the advertisements promise?
  • 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?

Fyre Festival

Disney Cruise

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. 

How to Embed Images in Google Docs

ENGL 1102.F3 World Building Worksheet
Sai Aruru Alexia Cainion McKenzie Campbell
Austin Carroll Ashish D’souza Janhvi Dubey
Taylor Filicette Tres Gonzalez Jordan Kalatchev
Ananth Kumar Shivani Kundalia Emily Lau
Rub?n Gonzalez Rafa de Oliveira Marcus McDaniel
Ethan Ng Shivam Patel Ashley Smith
Lydia Troupe Michael Wechsler World Building W/S Master

ENGL 1102.N7: PD4: World Building Worksheet
Daniel Basman Kojo Bekoe-Sakyi Ishan Chadha
Avi Dodabele Ethan Guglielmo Jocelyn Hahn
Stephanie He Caitlin Hitchcock Riley Hultquist
Ruitao Jiang Andrew Kell Mir Jeffres
Andrew Kim Rebecca Lieber Maria Malloch
Alex Park Lucas Rary Yuma Tanaka
Kimberly Wennerholm Kevin Zou World Building W/S Master

7 April. Utopia, Book I.

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Remote Class Instructions

  • 1. Watch the Video below
  • 2. Find you name in the table below, click on it, and answer the questions posed to your draft in the Google Doc by no later than Friday, April 10 by 11:59 PM
  • 3. Don’t hesitate to email me with any questions

Utopia, Book I: Problem/Solutions

The video covers the following;
  • 1. What’s the plot of Book I, where does the action take place, who are the characters and what do you think each of the characters stands for?
  • 2.  Why do you think real world author, Thomas More, communicated his critique of England’s social and economic problems through an imaginary dialogue?
  • 3. According to Book I of Utopia, what are the major problems facing England, i.e. How are sheep killing Englishmen? What sorts of problems does monarchy produce?

ENGL 1102.F3 World Building Worksheet
Sai Aruru Alexia Cainion McKenzie Campbell
Austin Carroll Ashish D’souza Janhvi Dubey
Taylor Filicette Tres Gonzalez Jordan Kalatchev
Ananth Kumar Shivani Kundalia Emily Lau
Rub?n Gonzalez Rafa de Oliveira Marcus McDaniel
Ethan Ng Shivam Patel Ashley Smith
Lydia Troupe Michael Wechsler World Building W/S Master

ENGL 1102.N7: PD4: World Building Worksheet
Daniel Basman Kojo Bekoe-Sakyi Ishan Chadha
Avi Dodabele Ethan Guglielmo Jocelyn Hahn
Stephanie He Caitlin Hitchcock Riley Hultquist
Ruitao Jiang Andrew Kell Mir Jeffres
Andrew Kim Rebecca Lieber Maria Malloch
Alex Park Lucas Rary Yuma Tanaka
Kimberly Wennerholm Kevin Zou World Building W/S Master

2 April. World Building, Remote Class 2

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Remote Class Instructions

  • 1. Click on your name in the table below, which will direct you to a Google Doc
  • 2. Once inside the Google Doc, follow the instructions on the worksheet. Completing the worksheet should take about as long as face to face class
  • 3. Please complete the worksheet by April 2 (email me if you need more time) 
  • 4. Don’t hesitate to email me with any questions

Class Plan Video

The video covers the following topics:
  • 1. Brief overview of the New Futures Assignment requirements
  • 2. Brief overview of the World Building Worksheet

ENGL 1102.F3: PD4: World Building Worksheet
Sai Aruru Alexia Cainion McKenzie Campbell
Austin Carroll Ashish D’souza Janhvi Dubey
Taylor Filicette Tres Gonzalez Jordan Kalatchev
Ananth Kumar Shivani Kundalia Emily Lau
Rub?n Gonzalez Rafa de Oliveira Marcus McDaniel
Ethan Ng Shivam Patel Ashley Smith
Lydia Troupe Michael Wechsler World Building W/S Master

ENGL 1102.N7: PD4: World Building Worksheet
Daniel Basman Kojo Bekoe-Sakyi Ishan Chadha
Avi Dodabele Ethan Guglielmo Jocelyn Hahn
Stephanie He Caitlin Hitchcock Riley Hultquist
Ruitao Jiang Andrew Kell Mir Jeffres
Andrew Kim Rebecca Lieber Maria Malloch
Alex Park Lucas Rary Yuma Tanaka
Kimberly Wennerholm Kevin Zou World Building W/S Master

31 March. Portfolio Workshop & Group Presentation Submission

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Part I. Instructions

Please complete the following:
  • 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

Video

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

Embedding Video in Canvas Portfolios

Embedding Slides in Canvas Portfolio

Independent Conference Time Preference Form

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Featured Image: Fritz Lang, Metropolis (1927)

Conference Times

Please see your conference times listed below; email me if you are unable to meet at the scheduled time. Note the fields marked “Value” are open.


Time T April, 14 W, April 15 R, April 16
10:00-10:15 Janhvi Dubey Ruitao Jiang Taylor Filicette
10:20-10:35 Shivani Kundalia Value-3 Value-4
10:40-10:55 Ananth Kumar Emily Lau Value-4
11:00-11:15 Tres Gonzalez Value-3 Value-4
11:20-11:35 Caitlin Hitchcock Value-3 Value-4
11:40-11:55 Andrew Kim Value-3 Value-4
12:00-12:15 Rebecca Lieber Value-3 Yuma Tanaka
12:20-12:35 Jocelyn Hahn Value-3 Andrew Kell
12:40-12:55 Mir Jeffres Value-3 Value-4
1:00-1:15 Riley Hultquist Lucas Rary Value-4
1:20-1:35 McKenzie Campbell Alex Park Value-4
1:40-1:55 Ethan Guglielmo Value-3 Value-4
2:00-2:15 Shivam Patel Kevin Zou Value-4
2:20-2:35 Value-2 Value-3 Sai Aruru
2:40-2:55 Ethan Ng Value-3 Kojo Bekoe-Sakyi

Please respond form below:

or you can access the form here https://forms.gle/JzWfNnP7D4cJrV9m6 

Please note the form has been updated to reflect already scheduled times.

RQ: The Tempest, Act 4 & 5

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Directions

Keep the following questions in mind as you read The Tempest, Act 4.& 5 The questions are designed to guide your reading practices and our class discussions. You are not required to provide formal answers in class or online.

What’s the relationship between the disappearing banquet in 3.3 and the nuptial masque in 4.1?

In his aside at the end of act 3, Prospero says, “My high charms work” (3.3.88). What does he mean? Should we credit Prospero with saving Alonso or stirring up trouble between Trinculo and Stephano? Then compare Prospero’s previous claims to “art” with the play-in-the-play that he calls, “Some vanity of mine art” (4.1.41) he puts on for Miranda and Ferdinand.

What sorts of stipulations does Prospero attach to the the “gift” he gives to Ferdinand? What sorts of things will befall the couple if they do not follow Prospero’s instructions?

Compare Iris’ opening intonation to Ceres in the masque to Gonzalo’s utopian vision of the island? What rhetorical features do they share?

Does the weird pagan celebration at the heart of this play seem pagan and/or potentially sacrilegious? Is this the blessing that Prospero warned the couple to wait for?

Why can’t Venus come to the wedding celebration?

What sorts of blessings do the goddesses wish on the couple?

What does Ferdinand mean when he says: “Let me live here ever;/So rare a wondered father and a wise/Makes this place a paradise” (4.1.123-5)?

How & why does the masque end?

How does Prospero comfort Miranda and Ferdinand? Is he successful?

How does Prospero snare the conspirators?

Where does Prospero’s magic (or technical knowledge) come from?

Why does Prospero want to toss out his magic book and staff? Is he successful?

What is Prospero wearing when he reveals himself as “sometime Milan”?

Does Prospero get his revenge on Alonso? On Antonio?

How have the characters transformed over the course of the play? Is it possible for them to ever change back to what they were before the island?

Do the Europeans ever leave?

How does The Tempest end & why?

What’s “Original Pronunciation”? How does it compare to the pronunciation we’ve heard so far?

Why does The Tempest feel so contemporary? To what uses can put it in our world?

 

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