Closing Event for Sustainable Communities Track

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!


Nicole Moore

Director of Education, National Center for Civil and Human Rights

Odetta MacLeish-White

Managing Director of the TransFormation Alliance

Carol Hunter

Executive Director of Truly Living Well Center for Natural Urban Agriculture

7 July. Black Panther & “Why Ta-Nehisi Coats is Hopeful”

Header Image:The cover to Ta-Nehisi Coates’s Black Panther (Marvel) Marvel comics

For Your Consideration:

There’s no video today, but you may want to consider the following as you draft your New Future & complete the World Building Worksheet:
  • 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)

PD7: Reflective Essay Draft

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?


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.

Independent Conference Time Preference Form

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 

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

Presentation Dates/Times

ENGL 1102.F3

Group Number Presentation Date Presenter Names
1 Feb, 27 Marcus & Tres
2 March, 5 Ethan & Emily
3 Feb, 27 Alexia & Ashley
4 March, 5 Sai & Ashish
5 March, 5 Rubin & Austin
6 March, 10 Taylor & Michael
7 March, 10 Raffa & Jordan
8 March, 10 McKenzie & Lydia
9 March, 12 Ananth & Shivam
10 March, 12 Janhvi & Shivani

ENGL 1102.N7

Group Number Presentation Date Presenter Names
1 Feb, 27 Yuma & Kojo
2 March, 12 Mir & Riely
3 Feb, 27 Maria & Jocelyn
4 March, 5 Ruitao & Daniel
5 March, 5 Avi & Kevin
6 March, 10 Alex & Ishan
7 March, 12 Lucas & Rebecca
8 March, 10 Stephanie & Andrew
9 March, 12 Caitlin & Kimmi
10 March, 12 Andrew & Ethan

4 & 6 Feb. Poster Sessions.


ENGL 1102. F3

Please come with your poster printed and prepared to pitch on the date listed below. During the session in which you do not present, please come prepared to interact with others as an audience member.

Session Date Presenter Names
T Feb 4 Sai, Alexia, Austin, Janhvi, Taylor, Tres, Rubin, Raffa, Shivam, Ashley
R, Feb 6 McKenzie, Ashish, Jordan, Ananth, Shivani, Emily, Marcus, Ethan, Lydia, and Michael

ENGL 1102. N7

Please come with your poster printed and prepared to pitch on the date listed below. During the session in which you do not present, please come prepared to interact with others as an audience member.

Session Date Presenter Names
T, Feb 4 Daniel, Ishan, Ethan, Jocelyn, Stephanie, Sarah, Andrew, Maria
R, Feb 6 Kojo, Avirath, Caitlin, Riley, Ruitao, Rebecca, Lucas, Yuma, Kimberly, Kevin, and Alex


Set up by taping your posters to the white boards around the room.


As the presenters set up, we’ll go over a few ‘best practices’ for responding to presentations.

Audience Best Practices


Try to keep the following in mind as you listen to the presenters’ pitches:
  • 1. What sort of development project does the speaker present?
  • 2. According to the presenter, what makes the project sustainable?


Keep the following in mind as you look at the presenters’s posters:
  • 1.How the poster respond to the rhetorical situation, i.e. illustrate an issues related to sustainability trough a local/national development project?
  • 2. How does the poster catch and sustain your attention via design choices: alignment, proximity, contrast, chunking, etc.?


Synthesize your looking and listening into a question that helps the presenter make connections and/or advances their project or your understanding:
  • 1.Key terms: I like that you drew our attention to ________ project. I wonder if you could say more about how Caradonna, Morton, or Clark’s terms describe the project you illustrate.
  • 2. Imagery/Design: You do a really nice job illustrating ___________ in___________ portion of your poster. What guided your design decisions?
  • 3. Scaling up: I love that you chose to illustrate _______ as an example of ________. What does the development project you chose say about the context in which it was created? Does the issue you chose challenge assumptions about the defintion of sustainability?   

Presentation Schedule

ENGL 1102.F2

Share Google Slide Presentations with me here in this folder ENGL 1102.F2

T, Nov 19 R, Nov 21 T, Nov 26 T, Dec 3
Isabella Felice Thomas Robert
Carter Justin Erica Selene
Courtney Jameson Katherine Angela
Cole Maripaz Madison Shishir
Maximus Sarang Joanna
Sidney Kristina Arjun
Benjamin Aniketh

ENGL 1102.D4

Share Google Slide Presentations with me here in this folder ENGL 1102.D4

T, Nov 19 R, Nov 21 T, Nov 26 T, Dec 3
Rachel John C. Tan Abigail
Ethan Scott Bahjat Sacha
Joshua Martha William Katherine
Chris Lila Emily Sofiya
Vishva Hayden Rohit
John M. Shelly Hamza
Dimitrios Christopher

RQ: More, Utopia


Keep the following questions in mind as you read Thomas More’s Utopia, Books I & II. Please note that the page numbers below correspond to the Norton print edition of Utopia. 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.

Book I

What’s the basic plot on Book 1?

Who does More meet in Flanders?

How does More describe Hythloday before speaking with him?

Why does Giles suggest More would like to meet Hythloday?

How is Hythloday characterized by Giles? What do his characteristics qualify him for?

What happens to Hythloday and his men when they are left behind by Vespucci?

What invention does Raphael share with the indigenous “seamen”?

The major question raised in Book I begins in the middle of page seven. If the goal of Humanists is learning as much as possible in math, science, languages, philosophy and the arts how should a Humanist employ his knowledge?

What reasons does Giles give to compel Raphael to serve a Prince? How does Raphael respond?

According to More, how or why would Raphael’s influence or advice to a Prince influence an entire city/nation?

How does Raphael refute More’s suggestion?

What types of men are best suited to carry on business according to More? Is More supposed to provide an example of appropriate public service? (9)

What’s the main issue of the dialogue? Or what issue opens the conversation?

How does Raphael respond when the lawyer says, “‘…by which men may make a living unless they choose deliberately to be rogues'” (10)?

How does England produce thieves?

How are sheep killing Englishmen?

What other problems does the wool trade cause?

How does Raphael initially propose to solve thieves from hanging?

How or why should life be valued?

Just before Raphael launches into his discussion of how to deal with thieves, he based his authority on his travels to a place that doesn’t exist. What are we as readers supposed to make of his authority?

What does Raphael’s solution to thievery consist of?But then this seemingly nice solution gets a little scary…What are the offenses in Raphael’s system that can be punished by death?

Then how can we take him seriously when he says, “It is clear how mild and practical they are for the aim of the punishment is to destroy vices and save men” (17). What do you think, which system is preferable Raphael’s or capital punishment for thieves?

What does Raphael explain guarantee’s the success of his penal system? How does the lawyer react? How does the Cardinal react?

How does More respond to Raphael’s example/dialogue?

On what does More blame the lack of present happiness?

Where is the council of philosophers found, according to Raphael?

More and Raphael now enter into a debate on the same question that Giles and he debated earlier. What is Raphael’s main reason for not entering the service of a king?

Obviously More is criticizing or satirizing problems he dealt with as an advisor to King Henry VIII. What problems does Raphael show face the King of France’s ambitions and how would he respond as a councilor?

Why is the Kingdom of the Achorians thrown into disaster? How do they solve their problems?

What other problems does constant war mongering and territory shifting back and forth between kings cause?

What relationship does Raphael suggest a King have with his people?

What are some of the schemes for raising money proposed by the other councilors?

According to Raphael, why is it the King’s duty to take more care of his people?

According to Raphael, why doesn’t forcing people to live in poverty safeguard the public peace? (24)

According to Raphael, how should a king live? (24-5) These seem like the real solutions, just as in the last section the ideas Raphael presents before his scheme for punishing thieves through slavery is introduced. This is in large part a method of satire. Two polar extremes, the grossly corrupt councilors on one side and then Raphael’s discussion of rules in “Macarian” on the other.

What do the “Macarians” do to limit the injustices faced in England? Should the English learn from their examples? (People who live close to Utopia 25).

Why does More disagree with Raphael? More says: “Stone deaf, indeed, there’s no doubt about it…and no wonder! To tell you the truth, I don’t think you should offer advice or thrust on people ideas of this sort that you know will not be listened to” (25).

Who agrees with More? Why? What does More suggest Raphael do instead?

How does Raphael reply to More’s “realistic” suggestions?

What institution in Utopia would be unacceptable to England?

What, according to Raphael, constitutes ‘madness’ in government?

What metaphor does Raphael use to show that wise men are right in keeping clear of politics?

What two elements of English society keep the people from being happy and ruled justly?

Keep the following quote in mind: “So I reflect on the wonderfully wise and sacred institutions of the Utopians who are so well governed with so few laws” (28). Does Utopia really have “few laws”?

What does private property produce?

Instead of the total restructuring of English society by the elimination of property, what are Raphael’s more modest suggestions? (28-9)

“How can there be plenty of commodities where every man stops working?” (29)

How long did Raphael live in Utopia and why did he leave?

Why are European minds and government’s superior to the new world governments?

In what do Utopians surpass Europeans?

What does More want to know about Utopia? What type of audience is More for the discussion of Utopia?

Book II

What does Utopia look like?

Where did Utopia get its name? What does this story of origin tell us about Utopia? How is the settling of the once uncouth Utopians a mythological story of origin? What does it say about how the Utopians think about liberty or race?

How does the balance between the central government and the rural areas and cities work?

Are there really very few laws?

What occupation does everyone have to learn?

What are the clothes like?

Why aren’t commodities scarce due to the short workday?

What do the Utopians do to devalue gold, silver and precious metals?

Describe the way population is shifted through households…

What rules govern traveling? Why do you think the utopians have such high anxiety over travel inside the boundaries of the nation?

How does education impact/influence behavior in Utopia? What do the Utopians study and in what language?

Who can become a slave in Utopia? What jobs to slaves do?

How are the sick cared for? How are dying people cared for? Do any details in the care of the sick and dying surprise you?

How does the following fit into the debate about the duty of serving the state: “Since the welfare or ruin of a commonwealth depends wholly on the character of the official, where could thy make a more prudent choice than among Utopians, who cannot be tempted by money?”

Is it a paradox that a society which professes to disdain glory in war “…carries on vigorous military training, so they will be fit to fight should the need arise”?

What do some of the people in Utopia worship?

What do the wisest people worship? What are some characteristics of this entity?

Even though the sects differ, in what do they all believe?

What is the only religious position Utopians do not allow or respect? What is the danger of such beliefs? How are atheists treated?

What do people who “…err in the opposite direction…” believe and how are they treated?

What are some Utopian burial practices?

What are some of their religious practices or rights?

According to Utopians, what happens to people after they die? “…and thus they believe the dead come frequently among the living, to observe their words and actions”

How does More respond to Raphael’s dialogue? Is he convinced that Utopia is the greatest country in the world? Doe he think Utopian practices could be applied in England?


27 Aug. Sustainability and Its Discontents

Featured Image: Blade Runner 2049

Part I. Poster Assignment Overview

In order to get started creating our poster, lets work on the following:
  • 1. Reread the Poster Assignment page
  • 2. Take 5 minutes and make a short list of movies, tv shows, or video games you think show ways ideas about the future shape social interaction, technological development, and/or environmental relationships.
  • 3. Take 5 minutes and choose movie, show, or video game from the list you generated and then think how the future in the text you choose confirms or contradicts what Cohen says in his essay.

Part II. Reflection on First Week Video

Take 6-7 minutes and respond to the prompts below in a Word or Google Doc. Since you will be required to include reflections in your Final Portfolio, please file this reflection with your other process documents.
  • 1. Explain one way your First Week Video met one Course Goal/Concept.
  • 2. Given the opportunity to revise, what is one thing you would change in the Video and why?
  • 3. In what ways would you like to improve your video editing skills?

Part III. Canvas Portfolio Basics

Follow along in Canvas as I walk you through the following:
  • 1. Creating and naming your Canvas Portfolio
  • 2. Creating and managing pages
  • 3. Configuring pages: rich text, embedding, etc.
  • 4. Uploading .pdf files and embedding video

Part IV. Sustaining the Future?

Let’s get into groups and answer the following questions about Scott Davies, “Sustainable Nostalgia.” Be prepared to cite and interpret textual evidence in response to your question during class discussion.
  • 1: What does “sustainability” mean according to Davies? What are some of its complexities, or rather what accounts for the term’s “political attractiveness” (262)?
  • 2: How does the Brundtland report (i.e. Our Common Future) define sustainability? Why do you think that definition has been so influential (263)?
  • 3: According to Davies, why have some members of the environmental movement called for the term “sustainability” to be recalled or replaced? Why does Davies disagree with such a call (264)?
  • 4: What does Davies mean when he says that the dream of sustainability is synonymous with a nostalgia for the future (264)? Does this weird idea fix some of the problems with sustainability as a concept/practice?



Summer Teaching Reflection

Because human use and misuse of natural resources threatens the continued existence of life on earth, modeling sustainable futures is a main concern for researchers across academic disciplines, elected officials, community organizers, nonprofit organizations, and industry professionals. In my class I ask students to consider the rhetorical figures and written modes stake holders use to imagine the world to come.


Given the future’s radical discontinuity with the present, students and I are always surprised to learn that the future is often rendered through certain generic templates.




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