Tag: WOVEN

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

12 Feb. Reflection & Utopia.

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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

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.

 

10 Jan. Our Futures.

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Featured Image: Blade Runner 2049

Housekeeping

  • 1. Any problems accessing any of the class sites?
  • 2. Any newly admitted students with questions?

First Week Video W/S, Part I

A. Sample First Week Video

B. Sample First Week Video

After we review the First Week Video Assignment and watch a couple of sample videos, we are going to respond to the following as a class:
  • 1. What portion of the student’s verbal argument was most successful and why?
  • 2. What portion of the student’s visual/electronic argument was most successful and why?
  • 3. Given what you learned from your experience last semester, what do you want to do differently in your video this semester OR for those of you who have made one video already, what advice would you give to students who have not made one yet?

First Week Video Workshop, Part II

Get out the draft of your video script, read over it, and take 6-7 minutes to answer the following:
  • 1. What mode/assignment do you anticipate proving most challenging?
  • 2. WHY, i.e. what example from your past supports the expectations you articulate above?
  • 3. How do you plan to overcome the challenge you anticipate facing?

First Week Video Workshop, Part III

Get into groups based on the mode you plan to discuss in your video and discuss your response to the following:
  • How will you use the affordances of video as a mode (i.e., foreground/background, framing subjects, shot size/location, alignment, lighting, sound, animation, titles, etc.) to reinforce the goals of the argument?

Why Do All Our Futures, Have No Future?

Let’s just chat about these questions as a group:

  • 1. How does Lapore define Utopia and Dystopia? How do these genres/practices of conceptualization conceive of the past, present, and future?
  • 2. According to Lapore how does dystopian fiction respond to the present conditions in which is written? More specifically, to what “present-day dilemma[s]” does Lapore argue newly published dystopian novels respond (5)?
  • 2. Near the end of her essay, Lapore argues, “This move [i.e., turning dreams to nightmares] isn’t new or  daring; it is, instead, very old. The question is whether it is all used up” (6). What are some examples of old utopias/dystopias? 
  • 3.Given that these forms of conceptualizing the world are really old, do you agree that they are “all used up” (6)? If yes, should we abandon them? If not, why not?
  • 4.What are some examples of your favorite recently released movies, TV shows, or games set in the future? Does Lapore’s account describe the text you cite?

8 Jan. Welcome!

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Introductions

Welcome to ENGL 1102, Back to the Future. Before we discuss the class, let’s chat about these questions: When you think of “the future” what do you imagine? How does out idea of the future shape the choices we make now?

Course Overview

Follow along as I review the following information all contained on the course site. After the review has concluded you will have time to complete the Student Instructor Agreement Form.

Class Activity: Shared Futures

Please complete the following & be prepared to share with the class:
  • 1. Freewrite: take five minutes and respond to the following without stopping:

    What is your major and/or the volunteer or extra curricular work to which you contribute a good portion of your time?

    How does your discipline (i.e. major field) and/or extra curricular work shape the way you think about the future in both the short and long term?

    What ideas of the future does your discipline hold and how does that idea of the future shape the do the choices you make in your present?

  • 2. Once you have written completed your freewrite, find a partner, WHO YOU DO NOT KNOW, introduce yourselves, and discuss your responses to the questions.  Where your answers overlap? Where do they differ?
  • 3. Once you have finished working in your pairs, please find another pair to work with. Once in your bigger groups, please introduce yourselves, and compare your answers. Once you have finished comparing, write your favorite answers to the questions above on the board

First Week Video

A. Sample First Week Video

B. Sample First Week Video

After we review the First Week Video Assignment and watch a couple of sample videos, we are going to respond to the following as a class:
  • 1. What portion of the student’s verbal argument was most successful and why?
  • 2. What visual of the student’s visual/electronic argument was most successful and why?
  • 3. Given what you learned from your experience last semester, what do you want to do differently in your video this semester OR for those of you who have made one video already, what advice would you give to students who have not made one yet?

Scene Analysis

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Prompt

How does a scene from a movie, TV show, or video game of your choice illustrate or exemplify what one, or more, of the authors we have read so far this semester, says about the future? In other words, how does the concept of the future in the text you plan to examine for the final draft of the Video Essay affect society, ecology, or technology? 

  • 1. For full credit your response to the prompt above can be either 500 words long OR 1-2 minutes of a draft from your Video Essay in which you respond to the question in narrative over the scene you plan to analyze.
  • 2. Regardless of mode, remember to briefly cite the idea from our reading you plan to illustrate. Also, remember to describe the formal details of your scene, i.e. description of light, shade, camera angle, alignment, proximity, sound/silence, foreground/background, etc., as you work through your analysis.
  • 3. All Blog Posts must be in MLA format when applicable and also include a featured image. The image you choose can illustrate claims made in the post, or you may want to pull a still image from the contemporary movie, TV show, or video game you plan to analyze for the Video Essay.

Citing Images From a Database in MLA

Citing Movies, TV Shows, and Games in MLA