28 Nov. Portfolio Workshop 1

Finding Common Errors

Housekeeping

  • 1. Nice work on the Literary Analysis Essays. If you have questions about your final grades or my feedback, read the comments in T-Square and then email me.
  • 2. Do you have any questions about the Podcast?
  • 3. If you need to meet with me, I will be available by appointment on Dec 7. Email me with a time that works, and I’ll put you down for a meeting.

Final Portfolio 

Reflective Introduction

The following is the checklist of requirements you need to fulfill for full credit on the Reflective Introduction Essay to be included in the Final Portfolio. Take a minute or Two and read through the checklist.

For full credit on the Final Portfolio, you need to compose a reflective, introductory essay of 1200-1800 words in which you draw out an argument from the projects you completed this semester, i.e. the artifacts you curated into your portfolio. A successful Reflective Introduction Essay will accomplish the following:
  • 1. Develop an argument about your intellectual growth as a communicator through the close analysis of artifacts in the portfolio. Make sure your Reflective Introduction is an essay and not a list in paragraph format.
  • 2. Show and tell readers how you met or attempted to meet the course outcomes/instructor’s goals as articulated on the syllabus and throughout the course.
  • 3. Reflect on your strength and weaknesses relative to the course goals/outcomes
  • 4. Describe the methods and modes that were the focus of your communicative work this semester.
  • 5. Articulate areas and strategies you would like to focus on for continued improvement.

Group Analysis: Reflective Introduction

Take 5-8 minutes and read the Reflective Introduction in Kim H.’s Portfolio. Afterward be prepared to discuss the following:
  • 1. Group One: What is the topic or unifying idea of the Introduction? What claims or sets of claims does the author make about that topic/unifying idea? What are some rhetorical gestures employed by the author?
  • 2. Group Two: Describe how the author has organized her paragraphs. Are some parts of the essay more successful than others, why or why not?
  • 3. Group Three: Describe the evidence and analysis in the essay. Does the evidence and analysis fully support and develop the claim, why or why not?
  • 4. Group Four: Describe the design/layout of the first page of this Portfolio. Does the author make efficient or innovative use of the affordances of the genre/tool. What’s your assessment of the page layout? For instance, what’s your assessment of the relationship between the written and visual text? What’s your assessment of paragraph structure?

Reflective Essay Freewrite

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, how 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?

For Thursday, Nov 30

Please be sure you can access the following materials for Thursday’s class:

 

28 Sept. Eclipses.

Part I: Review

  • Why does Lear divide the kingdom?

    Lear divides the kingdom b/c he is old and wants to “shake all cares and business off our state” (1.38); he has no male heir and is in a bind; maybe, he’s a really forward thinker, who proposes a radical solution to a complicated problem; OR he never really intended to divide the kingdom, but is only moved by the flattery Gonoril and Regan express.

  • Was the kingdom already divided before the scene began?

    YES:Lear’s judgement strains old fault lines (1.258-60) to the breaking point, so in a way the kingdoms are already divided. Kent and Gloucester gossip about how Lear plans to divide the kingdoms between his daughters’ husbands, Cornwall & Albany. The love game is a mere formality that takes an unexpected turn b/c of how Lear reacts to Cordelia.

    No: the shocking results of the game result in Lear’s decision to divide the kingdom, which also causes a variety of reversals: “The barbarous Sycthian,/Or he that makes his generation/Messes to gorge his appetite,/Shall be well neighbored, pitied, and relieved/As thou, my sometime daughter” (1.108-12); Lear curses where he should bless (1.100-112); plainness confused for pride; “Friendship is hence and banishment is here” (1.170); and ladies in charge of the kingdom; merit is rewarded over blood.

  • What key terms, plot points, images engage with eco/environmental ideas?

    1.The division of the kingdoms (ex:Of all these bounds even from this line to this,/With shady forests and wide-skirted meads” (1.57-8))Lear dividing his kingdom in his throne room is an image of ways humans assume mastery over nature. Here nature is stuff outside of the courtroom; sets up a potentially in or dangerous nature/culture opposition.

    2. Nature is a term with contrary definitions: source from which power is derives that enforces divisions. This shows up when Lear curses his daughters for showing any opposition to him by calling them unnatural: “avert your liking to a more worthier way/Than on a wretch whom nature is ashamed/Almost to acknowledge hers” (1.200-203). By speaking plainly and challenging the values of the all the people in the court, Lear reckons that Cordelia is acting in opposition to her essential identity and/or nature.

    3.Nature as the “tendentious postulates serving to underwrite a particular view of the political” (Clark 76) shows up in Lear’s curse: “By all the operation of the orbs,/From whom we do exist and cease to be” (1.103-104).

Part II: Reading Nature

Keep the following in mind as we watch the Lawrence Olivier (1983) version of King Lear:
Do humans control nature or does nature control humans? Be prepared to support your response with evidence from Scene 2.

Part III: Discussion, Scenes 3-6 & Woven

  • 1. What’s your estimation of how Gonoril treats Lear? At the close of Scene 1, Cordelia warns her sisters, “Time shall unfold what pleated cunning hides” (270). Has time revealed Gonoril’s scheme or is her treatment of her father justified?
  • 2. Compare the scheme that Edmund runs on his brother and father to the scheme that Kent runs on Lear and his court. Do the means shape the ends? Does Kent serve Lear as honestly as before he “razed [his] likeness” (4.4)?
  • 3. What idea of “nature” does Lear invoke at the end of Scene 4 when he curses Gonoril (264-280)?
  • 4. What sorts of imagery does the Fool draw from the natural world to tease Lear?
  • 5. What evidence does Edmund offer Gloucester to support his claim that Edgar attempted to “Persuade me to the murder of your lordship” (6.44)?
  • 6. According to WOVENText, what’s the purpose of an argument and how do you craft a successful one?

Part IV: Elements of Argumentation

Drawing on the Freewrite from Tuesday and the short response you wrote to Scene 2 for today, along with what we’ve read so far, complete the following:
  • 1. Make an arguable claim about the relationship between King Lear and Nature.
  • 2. List one chunk of text you might use to develop that claim.
  • 3. Be prepared to share your claim and point to your evidence.

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:

 

24 Aug. Video W/S, Policies, Resources

Recap:

  • Give me the highlights of what we covered from last class. Please ask any questions left over from last class.

W/S: Common First Week Video

Organize yourselves into pairs and then take turns reading and/or describing to one another your script and/or plan for the First Week Video. Once you give each other an overview, discuss the following and make suggestions:
  • 1. Does the author address the situation (and assignment) completely? Does the author address the assignment/situation with unexpected insight?
  • 2. Does the author clearly articulate a unifying argument/goal? Does the author explore one implication of the argument in depth? Remember, the assignment asks you to “Articulate a challenge relating to one of the modes—written, oral, visual, electronic, or nonverbal communication—that you’ll be engaging with in class projects this semester.”
  • 3.What sorts of evidence does the author plan on using to develop his/her claim? Remember the prompt asks your to “use specific examples from your personal experience.”
  • 4. Does the author sustain the claim throughout?  For instance, are transitions from one piece of evidence to another clear and logical?  
  • 5. Does the author use the affordances of video to enhance the goal/content? For instance, how does s/he express him/herself both visually and orally?
  • 6.How will the final version of the video demonstrate the author’s planning and rehearsal? How will the author insure that the final version of the video incorporates, for example, peer feedback?

‘How To’: Submit Video to T-Square

Upload it to T-Square or, if the video is too large, upload it to YouTube or Vimeo (as indicated by your instructor) and submit the link to T-Square. How to upload and share video to YouTube.

Discussion: Critical Communication

  • 1. Take a minute and list all the characteristics that you think define a “good” college writer. Next, make a list of all the qualities you expect your professor expects makes a “good” college writer (or the program expects). Where do the lists overlap? Where do they diverge? What accounts for the similarities and differences? (13)
  • 2.What is “Code Switching”, and what are common modes of address? How do these terms effect how you write an email (21)? What are their larger, socio-political implications?
  • What is the Comm Center? (11 & 25-28)
  • 4.What are the three “critical concepts of communication”? 
For Tuesday, August 29…
  • 1. Completed Instructor Student Agreement Form
  • 2. We’ll go over Mahara, reflection essays, and any lingering how to post the First Week Video
  • 3. Skim the WOVEN Pages and read the first half of the Nixon article carefully