Tag: Workshop

16 April. Podcast & Portfolio W/S.

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Housekeeping:

Podcast Groups:

  • Before we get started, get into your podcast groups and chat about any last minute plans for the final week of composition.

Panel Presentation: Podcast Drafts

If you are scheduled to present on today, please share the following with the class:
  • 1. Share 30-60 seconds of audio recording and/or one or two annotations or resources you are using to support your final project. If you are presenting, please share any files you would like me to project/play
  • 2. Narrate your Podcast composition process

Reflective Essay Freewrite

On your own, freewrite for 5-8 minutes in response to each of the following prompts. Be prepared to discuss your response with the class after each:
  • 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?

14 March. New Futures Workshop.

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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:

  • I had an argument with the referee

    I 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

19 Feb. World Building

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Housekeeping

  • Posts 4 & 5 have been pushed forward one class period
  • Please welcome LMC Subject Librarian, Karen Viars

World Building Exercise, Part I

What would the following look like in a world where the threat you diagnosed did not exist or had been eliminated? Take 10-12 minutes, choose 2-3 items from the list below, and respond to the prompt. Be prepared to share your answer with the class.
  • 1. Nations, government, laws 
  • 2. Geography, cities, infrastructure?
  • 3. Interpersonal relationships
  • 4. Religion, education, moral philosophy
  • 5. Technology
  • 6. Economic, labor

World Building Exercise, Part II

  • Draw a map of your world on the board

5 Feb. Video Essay Workshop

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Featured Image: Museum Workshop

Housekeeping

  • 1. Remember we are meeting at the Invention Studio on Thursday
  • 2. “Class Leads” starts on Feb 12, when we begin Utopia. The first class leads are F3:Luke, Morgan & Thomas; HP3:Andrew B & Azar; and D3: Anu, Marc, & Jessica. You all need to give us an overview of the Invention Studio tour (5 mins max) and each ask one discussion question to get us going on More’s Utopia. What constitutes successful discussion questions?

Part I: Video Essay Panel Presentations


Class Section Presenters
1102.F3 Matthew A., Ashley, Valeriia, Audrey, Gabriel, Dalila, Isabelle, & Victoria
1102.HP3 Craig, Andrew, Jeffrey, Mael-Sanh, Andrew, & Michael
1102.D3 Kelsey, Uti, Damian, Morgan, Justin, Parth

Guidelines

Presenters, please be prepared to discuss the following for no longer than 5 minutes.
  • 1. Briefly explain the argument you make in your Video Essay
  • 2. Briefly explain how you analyze a scene from the film, show, or game you chose to support your claim.
  • 3. Briefly describe the part of your Video Essay that you think is most successful and why.
  • 4. If you want to show a clip of your video, paste a link to it in the comments section below

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 discuss the following:
  • 1.Briefly explain the argument you make in your Video Essay
  • 2.Briefly explain how you analyze a scene from the film, show, or game you chose to support your claim
  • 3. Briefly describe the part of your Video Essay that you think is most successful and why.