25 Feb. hooks & Presentation W/S
Hornback, Todd. Aerial photo of flooding at Smithland, KY.
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).
Rhetorical Analysis
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
Presentation Drafting
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.
