31 Oct. Zombie Oriented Ontology.

Happy Halloween!!

Part I. Remote Classroom Instructions

For full attendance and participation for 31 October 2017, please complete the following
  • 1. Read Jeffrey Cohen’s “Undead (A Zombie Oriented Ontology) and watch Walking Dead, Ep. 2
  • 2. Watch the video lecture below
  • 3. Complete your assigned portion of the Collaborative Invention Exercise in your team Google Doc

Part II. Class Plan Video

The video covers the following topics:
  • 1. Housekeeping:Submission Stuff
  • 2. Overview/explanation of Cohen’s Essay
  • 3. Brief application of Cohen’s ideas to Walking Dead
  • 4. Overview of what to expect for Thursday, Nov 2

Zombie Oriented Ontology and The Walking Dead

I review the answers to the following questions during the video overview of Cohen’s essay:
  • 1. What does Cohen say he thinks the ghost he saw in his dream wanted from him? OR, what is the “source of her wrath” (397)? What is your assessment of the “personal narrative” as an opening rhetorical gesture?
  • 2. What is speculative realism, also called object oriented philosophy? How are zombies, and not ghosts or vampires, ideal expressions of this sort of philosophy?
  • 3. What are some reasons Cohen gives for the zombie’s “recent ubiquity” (402-404)?
  • 4. How do zombies function as allegories for both “the dehumanized who return,” as well as the “dominating ethos” (405), which produces and profits from dehumanization? How do zombies perform, in Cohen’s formulation, “every signification of the word ‘consumer'” (405)?
  • 5. How do zombies challenge the idea that human bodies are subordinate to an idea of personhood or subjectivity? Or how does a show such as The Walking Dead, illustrate “the inhuman agency that resides in the pieces and substances that we totalize for a while into a body we call ours” (407)?
  • Application: So what? How/why do Cohen’s ideas help us to read the Walking Dead in general and in terms of our course theme?

Part III: Collaborative Invention Exercise

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 you have each been assigned a specific freewrite question that asks you to apply Cohen’s terms/insights to Ep. 2 of the Walking Dead.


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

19 Sept. Visual Rendering W/S.

Citing Images from a Database

Part I: W/S Prewrite

Working on your own take five minutes and write down your response to the following:
  • 1.What is the overall goal or idea you are trying to convey to your audience?
  • 2.What is the most successful illustration in your graphic and why?
  • 3.How do you plan to develop the draft further?

Part II: Peer Feedback Session

Please organize yourselves into the following groups and then complete the activity below:


Number 1101.F2 1101.N1 1101.D2
One Liya, Shruthi, Kendall Michael, Branden, PJ
Quentin, Gabriella, Davis 
Two Kusona, Jacob, Benjamin
Noah, Malek, Giba
Patrick, Nicole, Alex, Benjamin
Three Megan, Yotam, Morgan, Samantha
Gabriella, Miguel, Lewey
Nishant, Chaudhary, Ashley
Four Bianca, Felipe, David
Prashikh, Peter, Kaitlyn
Ryan, Emma, David
Five Briana, Joshua, Bruce
Ian, Saige, Shiva
Jacob, John, Zachary
Six Kristen, Ashna, AJ
Heather, Anastacia, Joseph
Michelle, David, Dzmitry
Seven Sara, Katherine, Elena
Kristen, Samwel, Robert
Ethan, William, Rohan
Eight Cami, Zoe, Sahil
Josh, Marisa, Seenam, Faith
Camille, Pavan, Seth
Once you are settled into your groups, introduce yourselves, “exchange drafts,” and respond to the following questions, in writing, for each draft you read.

Once completed, email or hand your responses to your peer members:

  • 1. Describe the main purpose or claim that author makes. How does the purpose/argument fulfill the assignment goals? If purpose/argument is unclear, suggest ways author can strengthen it.
  • 2. Describe the key feature or image around which the author organizes her/his Visual Rendering? If the key feature or image is missing or unclear, suggest ways author could incorporate one.
  • 3. Describe how the author has organized his/her rendering. Why do you think the “blocks” (i.e. slides) progress as they do? If organizational strategy is unclear, suggest ways the author could strengthen his/her claim support or transitions.  
  • 4. Describe the ratio of text to image. How do the images reinforce the author’s goal? If the graphic is too text heavy or the images do not work to support the overall claim, suggest ways the author can better communicate his/her claim to the audience.

Peer Review Worksheet

Part III: Group Discussion

In the time remaining, be prepared to discuss the following with the whole class:
Will a few of you be willing to share your Rendering drafts? May I put them on the overhead and discuss the strengths?

ENGL 1101.D2

Follow the instructions in this post:

 

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.

5 Sept. Visual Renderings.

Recap/Overview: Will you email me the list of “solutions” you generated in your groups last Thursday? mckenna.rose@lmc.gatech.edu

Part I: Ideal of Data Visualization

Please keep the following in mind as we watch the video, and be prepared to discuss your answers once the video has finished:
  • 1. Author: According to the designers in the video, how should the purpose of your visual communication or rendering inform your design choices?
  • 2. Audience: According to the designers in the video, what effect should visualizations have on audiences?
  • 3. Content: According to the designers in the video, what is the ideal relationship between content and design?

Eric, Brown. “The Art of Data Visualization.” Off Book. PBS. 8 May 2013.

Part II: Describing Design

Organize yourselves into groups according to the first few letters of your last name, and then groups 1 & 2 can meet in the front corners, group 3 in the middle, and groups 4 & 5 in the back two corners:


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

Once in your groups, introduce yourselves to one another, share the images you brought to class, choose the two you find most engaging, and then respond to the following questions drawing on the key terms from WOVENText (Emphasis, Contrast, Organization, Alignment, and Proximity):

Be prepared to discuss your findings. 

  • 1. Notice the organization of elements on the page. What comes first? What comes last?Why do you think the designer(s) chose this order?
  • 2. How is contrast used on the page? Does the use of contrast help to emphasize certain elements? Does the use of contrast provoke an emotional response in the audience? (Maybe consider how color affects emotion)
  • 3. What elements are aligned on the page? Does this alignment help you make connections between the data represented? Does it cause your eye to travel in a certain direction on the page? Why do you think the designer made the choices she did?
  • 4. How are elements positioned in relation to one another? Why do you think designers of the image put certain elements in proximity to one another and other farther apart?

Part III: Tool Workshop

Please complete the following on your own:
  • 1. Read through the Visual Rendering Assignment
  • 2. Navigate to and sign up for one of the recommended graphic tools. Test the graphic tool you chose for the remainder of class. I’ll walk around to answer any questions.

 

 

31 Aug. Solutions.

Featured Image: Oil from the Deepwater Horizon oil spill approaches the coast of Mobile, Ala., May 6, 2010

Freewrite:

Take 2-3 minutes and respond to the following:

  • Of all of the disasters disasters Nixon discusses throughout his final chapter, which is most arresting?

    To answer this question, zero in on a specific paragraph in which Nixon explains the disaster you chose.

    Think about the way the paragraph is composed–does the topic sentence announce the information to follow, does are there citations included from other authors, does he use any key terms, how does the paragraph you chose help the overall goal of the chapter to progress?

  • Discussion

    • 1. Nixon compares the flag planted behind the men in the underwater cabinet meeting to a flag that Russia planted in the North Pole Seabed in 2007. What do these two symbols, flags planted beneath the ocean, suggest about Earth’s future (267)?
    • 2. Who’s responsible for environmental devastation? How can those responsible be held accountable? Who has the moral authority to hold responsible parties accountable? Why is it so hard for transnational corporations to be called to account for their misdeeds?
    • 3. What’s the danger of bracketing foreign disasters as “foreign”? How is the concept of “foreign” faulty as it pertains to environmental issues?
    • 4. If we remembered spills like the 1979 Ixtoc oil explosion, would the Even Horizon spill have been avoided? According to Nixon what keeps us from holding these disasters in our memories? What can we do to remember?
    • 5. Consider this question that Nixon asks toward the end of his book: “How will writers, photographers, video artists, podcasters, and blogger navigate the possibilities–and possible perils–opened up by a new media culture characterized both by intensive, instant connectivity and by impatient, distractive staccato rhythms?” (276).

    Group Activity

    In response to Nixon’s conclusion, ort yourselves into groups of four or five and complete the following:
    • 1. Imagine that your group is humanity’s last, best hope to save the planet from final environmental devastation. You have been given unlimited resources and the full support US government to solve Climate Change and its subsidiary effects. Take ten minutes and solve Climate Change. 
    • 2. After you draft a list of solutions (approx. 8-10), elect a person from your group to write your solutions on the white board.
    • 3. After you write your solutions on the board, discuss with your group which solutions overlap with the other groups and which solutions are unique.
    • 4. Finally, be prepared to discuss the following: do the solutions you listed, and the potential overlap, suggest we already know how to solve the climate crisis? If yes, what’s stopping us?

    Synthesis

    • How do Nixon’s criticisms, solutions, suggests square with yours?

    Oil containment boom used in an attempt to protect barrier islands

    For Next Tuesday

    Please do the following for Tuesday, Sept
    Do a quick internet search and locate 2-3 sustainability graphics or visual renderings of environment devastation. Be prepared to talk abou the images you pulled with the class.

     

    RQ: Nixon, 273-80

    Directions

    Keep the following questions in mind as you read Rob Nixon’s “Scenes from the Seabed: The Future of Dissent,” 273-280. 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.Nixon concludes the section of the reading for last week by claiming, that developed nations “sewsaw” between two risky options: domestic drilling and dependance on foreign oil. What “third option” does he suggest? Do you agree?

    2. Who’s responsible for environmental devastation? How can those responsible be held accountable? Who has the moral authority to hold responsible parties accountable? Why is it so hard for transnational corporations to be called to account for their misdeeds?

    3. What’s the danger of bracketing foreign disasters as “foreign”? How is the concept of “foreign” faulty as it pertains to environmental issues?

    4. If we remembered spills like the 1979 Ixtoc oil explosion, would the Even Horizon spill have been avoided? According to Nixon what keeps us from holding these disasters in our memories? What can we do to remember?

    5. Nixon’s book came out in 2011, which means he probably finished writing it in 2010. How does the Gross Negligence ruling and subsequent claims settlement fit into with Nixon’s assessment of power of legislation?

    6. What’s lost in these disasters? What’s gained from not taking preventative measures until after the disaster have occurred? The terror of unlearned lessons…

    7. What’s “Corexit” (272) and why is it so scary?

    8. If, in the first half of his Epilogue, Nixon focuses on the difficulty of rendering “slow violence,” why does he turn to the impossibility of rendering “unseen violence” (273) or the terrible effects of ecological disaster that culpable parties attempt erase?

    9. What accounts for the discrepancy in responses between the Event Horizon spill and the “546 million gallons of oil spilled in the Niger Delta” (274)?

    10. Consider this question that Nixon asks toward the end of his book, “How will writers, photographers, video artists, podcasters, and blogger navigate the possibilities–and possible perils–opened up by a new media culture characterized both by intensive, instant connectivity and by impatient, distractive staccato rhythms?” (276).

    29 Sept. Reflection.

    Housekeeping:

    • Any questions about the Video composition or submission?
    • Any questions about completing the Student Instructor Agreement Form?

    Part I: Course Blog Sign-Up

    • From any page of the course website, click on the course title and number of the section in which you are enrolled (ENGL F2, D1, N2), and then follow the prompts to login/register as a course blog Author.

      Each time you have a post due, you will click on the link to your section, create a new post, and publish to the GATech hosted domain, which is totally anonymous to any user outside of GATech.  

    Course Blog Privacy Settings

    Part II: Final Portfolio

    • Take a few minutes and read through the Final Portfolio Assignment.
    • Please note a more detailed description of the Purpose/Goals and How-To publish in Mahara can be found in WOVENText (151-58)

    Reflection Discussion

    • What is the best part about your video, and what portion of the assignment gave you the most trouble?

    Reflection Freewrite/Draft

    Take ten minutes and freewrite in response to at least four of the following prompts:
    • 1.What is your argument or purpose, and how did you make the argument or purpose visible in your artifact?
    • 2. Who is the intended audience for your artifact, and why? How is your choice of audience reflected in your artifact?
    • 3. What are the defining features of the genre or media that you are using in this project, and how do you make use of these features?
    • 4.What are the defining features of the genre or media that you are using in this project, and how do you make use of these features?
    • 5. If you had more time for revision, what would you change and why?
    • Consider for the final draft: What choices will you make to revise this list into a 1-2 paragraphs for the final draft of the portfolio?

    Tool W/S: Mahara How-To

    We are going to work through the following as a class. Be sure to ask ANY questions as we move through the How-To:
    • 1. Go to Mahara (mahara.gatech.edu and NOT mahra.org) and login with your GaTech Id/PW
    • 2. Click on “Create a Page” upper right hand corner
    • Once inside “Create a Page,” “Edit title and description” to read “Artifact 0: First Week Video
    • 3. Edit Content, Text: click on “text” and then “Add” in the pop up window. You’ll be able to reconfigure the position later, so don’t worry about layout till the content has been added.
    • 4. Edit Content, Media: Once the text has been added and published, click on “Media” and then “Embed Media” from the dropdown menu or you can paste a URL from YouTube.

    Part II: Environmental Rhetoric

    Organize yourselves into groups of three, and respond to the following:

    • 1. Spend a minute looking at the photo below, and describe what you see, i.e. what is being depicted? 
    • 2. According to Nixon what is happening in the scene below and why is it important (264)?
    • 3. In the discourse surrounding the environmental crisis, is visual rhetoric more effective than verbal, why/why not?

     

    Nixon, “Scenes from the Seabed”

    • 1. According to Nixon what how are problems facing the environment typically represented? What are some examples he gives of typical representation? 
    • 2. What does Nixon mean by “slow violence”? Why is slow violence difficult to represent? 
    • 3. What are some examples of representations of slow violence?
    • 4. How do the representations of slow violence Nixon highlights offer an alternative to traditional representations/narratives of environmental disaster?