RQ: WD, Eps. 3 & 4

Directions

Keep the following questions in mind as you watch The Walking Dead, Ep. 3, “Tell it to the Frogs” & Ep. 4, “Vatos.” 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.

Walking Dead, Ep. 3, “Tell it to the Frogs”

Why does “Tell it to the Frogs” open with Merle on the rooftop? What accounts for his turn from delirious chattering to savage act of will (sawing off his own arm)?

What do you make of the scene in which Lori, Carl, and Rick are reunited? Why do you think the show runners (or the comic creators, for that matter) chose to put the family drama at the center of the show?

Why do you think the gender politics are so explicit? Do you think the divisions and inequities around which Andrea and Ed fall out existed before the fall of civilization OR does the fall of civilization produce gender inequity? Does the show suggest that gender equality, such as it is, is a luxury that the survivors cannot afford?

When the men in the camp find the zombie eating the dead deer they beat the zombie to death. How does Darryl react to the way the men kill the zombie? How do Andrea and her sister react? Why do you think the men kill the zombie so savagely?

How does the sound editing add to the mood of episode throughout?

Why does Rick volunteer to go back into the city to rescue Merle? What do the rescuers find when they return to the rooftop where Merle was handcuffed?

Walking Dead, Ep. 4, “Vatos”

What did Andrea and Amy’s father teach them that they translate into survival skills?

Why or for whom is Jim digging graves at the beginning of the episode and how do the other survivors respond?

Why is it ironic that Shane tells Jim no one will hurt him as he puts him in arm lock and then ties him to a tree?

Who kidnaps Glen and how do Rick and the gang plan to get Glen back?

What secret are Guillermo and Felipe hiding? What is your assessment of Guillermo and Felipe’s ruse and how do the group of survivors in ATL compare to the group of survivors at the quarry?

Do the survivors navigate a changed urban landscape in a sustainable way? OR what are some benefits of the zombie apocalypse to both the environment and society? How could we produce the benefits to the environment and society portrayed (in part) in “Vatos,” but without the total collapse of civilization?

 

24 Oct. Scene Analysis.

Part I. Remote Classroom Instructions

For full attendance and participation for 24 October 2017, please complete the following
  • 1. Watch Walking Dead, Ep. 1
  • 2. Watch the video lecture below
  • 3. Complete your assigned portion of the Group Sequence Analysis worksheet in your team Google Doc

Part II. Class Plan Video

The video covers the following topics:
  • 1. Housekeeping: Title your papers
  • 2. Model “Sequence Analysis” of Walking Dead, Ep. 1 cold open. A Sequence Analysis is a technique used to close read film/TV for theme and form (i.e.Composition, Sound, Photography, Editing, Audience Address, Acting Style, and/or Costumes)
  • 3. Final project teams and how to access/complete the Google Doc activity: collaborative Sequence Analysis.
  • 4. Overview Podcast assignment and what to expect from class, which is FACE TO FACE on Thursday, Oct 26

 

Part III: Collaborative Sequence Analysis

Your final project teams are listed below. For this assignment, click on your name/team link, which directed you to a Google Doc. Please note that the scene you have been assigned is listed at the top of the Doc. As specified in the Doc, only complete the portion of the Sequence Analysis assigned to you.


ENGL.F2 ENGL.N1 ENGL.D2
1. Briana, Josh, Ashna, Katherine, & Samantha 6. Prashikh, Faith, Malek, Giba, & Miguel 11. Chaudhary, Jack, Alex, Ethan, Seth
2. Kusona, Cami, David, Yotam, Morgan 7. Ian, Michael, Patrick, Shiva, & Branden 12. Quentin, Ashley, Patrick, Dzmitry, Michelle
3. Sahil, Jacob, Ben, Felipe, and Bianca 8. Noah, Peter, Seenam, Joseph, & Marisa 13. Emma, Ryan, William, Camille, Zack
4. Shruthi, Sara, Kendall, Elena, Megan 9. Heather, Samwel, Saige, Robert, Kristen 14. Nicole, Gabby, David Saiontz, Pavan, Nish
5. AJ, Kristen, Zoe, Liya, Bruce 10. Gabriella, Joshua, Kaitlyn, Lewey, Anastacia 15. David Huberty, Davis, Jacob, Benjamin, Rohan

14 Sept. Ecological Thought.

Featured Image

Part I: Tools

  • How are the Renderings coming?

    If anyone is struggling with the design tools, may want to check out this helpful video series in on Canva in Lynda. 

    How to export your draft from the tool to WP

  • How to publish your Rendering drafts to the course blog

    1. click on your class section in the top menu of the course site; 2. go up to “+New” in the menu and then down to “Post”; 3. Once in the Post, add a title, cut and paste your text in the text box, and paste the HTML code, generated by the graphic tool you used, into the post’s “text” view; 4. Make sure you choose your course section and the name of the post from the “Categories” list on the right.

Part II: Morton Discussion

Organize yourselves into groups according to the first few letters of your last name, and answer the question below that corresponds with your group number:


ENGL.F2 ENGL.N1 ENGL.D2
1. A-Fol 1. A-Be 1. A-Ho
2. For-Kel 2. Bo-F 2. Hu-M
3. K1-Mo 3. H-Mc 3. O-Q
4. Mu-Pl 4. Mi-S 4. R-Se
5. Po-W 5. T-W 5. Sm-Z

Take 10-15 minutes to discuss your answer in your group & be prepared to cite evidence when you respond to your question.
  • Group One: What are some ways Morton defines the ecological thought? Are you ever satisfied with his definition? Is he?

  • Group Two: Describe the rhetorical strategy of this chapter. List some of Morton’s rhetorical choices an compare them to Nixon and Clark’s chapters? Is one author more successful than the others, why/why not?

  • Group Three: What does the term “Nature” describe according to Morton? Why do we have to let go of “Nature” to have ecology? Do you agree, why/why not?

  • Group Four: What happens to the concept of person-hood or human when it expands under the ecological thought? For instance, what do you think Morton means when he says that “The ecological thought fans out into questions concerning cyborgs, artificial intelligence, and the irreducible uncertainty over what counts as a person” (8)?Do you agree, why/why not? 

  • Group Five: What sorts of artworks best demonstrate the ecological thought? To respond to this question, examine at least one movie, book, etc. that he talks about as an example of the ecological thought. Can you think of your own example(s)? Do you agree with his assessment, why/why not?

 

Part III: Quiz

Please clear your desk and then complete the following:
I’ll pass around the quizzes and then you will have the remainder of the class to complete them. All the questions are short answer. Your answers do not need to be in complete sentences, and you do not need to include direct citations from the text for full credit. Bring your completed quiz up to me when you are finished, and then you may leave.

7 Sept. Nature, Post Nature

Featured Image: Thomas Cole (1801–1848), The Oxbow, View from Mount Holyoke, Northampton, Massachusetts, after a Thunderstorm (1836), The Metropolitan Museum of Art

Part I: Key Terms

  • 1. What is a key term? How do readers recognize them? Why are key terms important for readers and writers?

 

Part II: Freewrite

Freewrite: Write a response to the following question for 7-10 minutes without stopping, and be prepared to share your answer with the class:

What does Nature mean to you?

Respond in your own words and from your own point of view. Feel free include anecdotal evidence or allude to texts that shape your personal understanding of the term/place.

 

Part III: Discussion of “Nature, Post-Nature”

Get out the Clark essay and be prepared to discuss the following:
  • 1. What does Clark mean when he says that the language we have inherited to describe the current environmental crisis is “fragile” (75)?
  • 2. What are the three basic meanings of ‘nature’ according to Clark (75-6)?
  • 3. According to Clark, how and/or why does the distinction between culture and Nature break down? Which of the examples he provides do you find most convincing?
  • 4. What is the Anthropocene? What are some characteristics of the Anthropocene that Clark finds ironic?
  • 5. What sorts of literary genres does Clark think work to best represent the Anthropocene?
  • 6. What “scenarios” does Clark propose would “avoid the disasters of the Anthropocene” (84) if implemented? What keeps these sorts of proposals from being implemented?
  • 7. Why/how do critics”evade the question of human nature” (85)? Why is this evasion a problem?

 

Part IV: Application

Watch the clip below and then be prepared to respond to the following:
  • 1. Describe key action sequences and/or visual images
  • 2. How do those sequences and/or images illustrate a key term or concept found in Clark’s essay?

 

RQ: Clark, “Nature, Post Nature,” (75-89)

Featured Image: Albert BierstadtAmong the Sierra Nevada Mountains, California, 1868, Smithsonian American Art Museum, Washington, DC.

Directions

Keep the following questions in mind as you read Timothy Clark’s “Nature, Post Nature,” 75-89. 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.

1.What does Clark mean when he says that the language we have inherited to describe the current environmental crisis is “fragile” (75)? How do the words “nature” and “natural” get “pulled in opposite directions at once” (75)?

2. What are the three basic meanings of ‘nature’ according to Clark (75-6)?

3. How does nature function as a condition “prior to politics” (76)? What examples does Clark provide of this assumption? How is the concept of nature, when imagined by governments or philosophers, as a condition prior to politics, ironically, a political concept itself?

4. What does Clark mean when he calls the “’state of nature’” (76) (on which Rousseau and Hobbes base their concept of the social) “tendentious postulates serving to underwrite a particular view of the political” (76)?

5. What’s the trouble with using a concept of nature to underwrite politics—even if the concept of nature is more “ecological” or modern?

6. Are some genres of writing or some sets of terms/metaphors better suited to representing nature than others, why or why not? How would Clark respond to this question? Why is this a problem?

7. What is the Anthropocene? What’s the irony of the Anthropocene?

8.Why is the nature/culture dichotomy “too crude a tool” for thinking the Anthropocene (80)?

9. OR…are the following problems cultural or natural: “eating Danish pork sausages in Dublin” (80)? “A new car in San Fransciso or Shanghi must also be considered, however minutely, as a threat to the snow line in Nepal or Spitsbergen” (80)?

10. How do these sorts of environmental issues mess with the basic distinctions between “science and politics, nature and culture, fact and value” (80)?

11. What does Clark mean by the term “holism” as applied to humans and the natural world?

12. Are we ready to give up the notion that “some forms of writing are more natural than others” (81)?

13. What does it mean to be suspicious of “any traditionally realist aesthetic” (81)? What sorts of literary genres does Clark think work to represent the Anthropocene?

14. What are some benefits to what Clark calls the “end of externality” (82)? How does the series of literary examples he works through portrait the “end of externality (81)?

15. What “scenarios” does Clark propose would “avoid the disasters of the Anthropocene” (84) if implemented? What keeps his proposals from being implemented?

16. Why/how do critics”evade the question of human nature” (85)? Why is this evasion a problem? How does Clark propose we redress this evasion?