Welcome to your Fall 2014 English 101 Course: Representation, Rhetoric & the Writing (The Three Rs)!
In 1903, W.E.B. Dubois, the critical scholar and activist regarded today as the founder of sociology and social science, argued that “the problem of the 20th century is the problem of the color line.” In this case, he was referencing racial segregation/ oppression and, arguably, foreshadowed the most protracted battles for freedom of the 20th century in the United States, namely the Civil Rights Movement. Now, here we are in the 21st century, at a college focused on justice, meeting one another in an honors program that charges us with acting on and achieving social justice for a greater good. Imagine yourself then as a 21st century W.E.B. DuBois. Can you take what you are learning, what you are thinking about and witnessing, what you are examining and define what you see as “the problem of the 21st century”? What will you prophesize, if you will, and what is the course of theory and action that will guide your work and ideas?
Like all first year writing courses across the country, this course immerses you in the intellectual work that writing for college and the world requires. However, this course also asks you to engage the kind of thinking and writing that work toward a larger, public good. You will have multiple opportunities to compose texts that have the potential to reach 21st century audiences through digital means. You will offer your audiences original research and perspectives related to issues of justice in New York City as well as the issues you believe are most pressing for the 21st century.
Welcome to your Fall 2014 English 101 Course: Representation, Rhetoric & the Writing (The Three Rs)!
In 1903, W.E.B. Dubois, the critical scholar and activist regarded today as the founder of sociology and social science, argued that “the problem of the 20th century is the problem of the color line.” In this case, he was referencing racial segregation/ oppression and, arguably, foreshadowed the most protracted battles for freedom of the 20th century in the United States, namely the Civil Rights Movement. Now, here we are in the 21st century, at a college focused on justice, meeting one another in an honors program that charges us with acting on and achieving social justice for a greater good. Imagine yourself then as a 21st century W.E.B. DuBois. Can you take what you are learning, what you are thinking about and witnessing, what you are examining and define what you see as “the problem of the 21st century”? What will you prophesize, if you will, and what is the course of theory and action that will guide your work and ideas?
Like all first year writing courses across the country, this course immerses you in the intellectual work that writing for college and the world requires. However, this course also asks you to engage the kind of thinking and writing that work toward a larger, public good. You will have multiple opportunities to compose texts that have the potential to reach 21st century audiences through digital means. You will offer your audiences original research and perspectives related to issues of justice in New York City as well as the issues you believe are most pressing for the 21st century.
Welcome to your Fall 2014 English 101 Course: Representation, Rhetoric & the Writing (The Three Rs)!
In 1903, W.E.B. Dubois, the critical scholar and activist regarded today as the founder of sociology and social science, argued that “the problem of the 20th century is the problem of the color line.” In this case, he was referencing racial segregation/ oppression and, arguably, foreshadowed the most protracted battles for freedom of the 20th century in the United States, namely the Civil Rights Movement. Now, here we are in the 21st century, at a college focused on justice, meeting one another in an honors program that charges us with acting on and achieving social justice for a greater good. Imagine yourself then as a 21st century W.E.B. DuBois. Can you take what you are learning, what you are thinking about and witnessing, what you are examining and define what you see as “the problem of the 21st century”? What will you prophesize, if you will, and what is the course of theory and action that will guide your work and ideas?
Like all first year writing courses across the country, this course immerses you in the intellectual work that writing for college and the world requires. However, this course also asks you to engage the kind of thinking and writing that work toward a larger, public good. You will have multiple opportunities to compose texts that have the potential to reach 21st century audiences through digital means. You will offer your audiences original research and perspectives related to issues of justice in New York City as well as the issues you believe are most pressing for the 21st century.
Representation, Rhetoric & the Writing (The Three Rs) In 1903, W.E.B. Dubois, the critical scholar and activist regarded today as the founder of sociology and social science, argued that the problem of the 20th century is the problem of the color line. In this case, he was referencing racial segregation/ oppression and, arguably, foreshadowed the most protracted battles for freedom of the 20th century in the United States, namely the Civil Rights Movement. Now, here we are in the 21 st century, at a college focused on justice, meeting one another in an honors program that charges us with acting on and achieving social justice for a greater good. Imagine yourself then as a 21 st century W.E.B. DuBois. Can you take what you are learning, what you are thinking about and witnessing, what you are examining and define what you see as the problem of the 21 st century? What will you prophesize, if you will, and what is the course of theory and action that will guide your work and ideas?
Like all first year writing courses across the country, this course immerses you in the intellectual work that writing for college and the world requires. However, this course also asks you to engage the kind of thinking and writing that work toward a larger, public good. You will have multiple opportunities to compose texts that have the potential to reach 21 st century audiences through digital means. You will offer your audiences original research and perspectives related to issues of justice in New York City as well as the issues you believe are most pressing for the 21 st century.
This course is a composition course: a writing course. We do not study literature, the content that you are probably most familiar with when a course is titled ENGLISH. In writing classes, however, we study rhetoric. This means that we study how texts are created, why, for whom, when, and under what social circumstances. When we look closely at and talk about how other people write, we do so with two purposes in mind: 1) to better understand how social systems work, especially how to change them with literacies, and; 2) to write our own texts. This is a class that asks you to write yourself into existence. Textual analysis (analyzing essays, etc) will be important Representation, Rhetoric & Writing for the Public Good http://bit.ly/honorswriting ENGLISH 101 Honors Seminar in Writing & Rhetoric Section H01/Class #67673 Room 1.90NB (F 10:50am-1:30pm)
Questions We Need to Keep Asking Ourselves: What can writing do in a Digital & Multimedia Age? How do we engage writing for a positive, social impact? What social and cultural issues inspire and/or impact me as a writer?
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 2 in this class; however, the end goal will be an examination of our own rhetorical choices and designs. The onus/own-ness is on you as a writer now.
As a college student, you will be engaging what is often called academic writing which, in the 21 st century, is as publicly shared, open, and accessible as facebook. If its not something that you wouldnt want to go viral (and this includes emails), then do NOT hit send, submit, or upload. There is never any writing that you do for a course blackboard, email, or ePortfolio that is private. This does not mean that you have to hide who you are because writing is public. It just means that you need to be CLEAR on who you are. That is what this class is about. You are each public academics/public intellectuals in this class working towards the common good. We will explore what writing like THAT kind of academic and intellectual can mean and do. You will be encouraged to be witty, interesting, visual, sonic, and creative. Last, but certainly not least, you will always be encouraged to interrogate how your own experiences, social position, and languages inform your perspectives. In other words, we will make sure that we know the difference between a politicized, creative storyteller from a superficial performer for reality TV offering too much information with no insights (T.M.I. w/ N.I.).
In the early days of the semester, we will read and write about a variety of research that contextualizes digital cultures today. Because you will be working towards the creation of your own public website (via an ePortfolio platform), we start by tracing the new affordances and limitations of multimedia literate environments. From there, we will look closely at a variety of public, digital projects that center on New York City. We will ask ourselves: what difference does this text make? We will also craft our own digital texts that we think offer a critical perspective on New York City as a 21 st century global metropolis. As we move into the second half of the semester, we will begin research projects of our own design, research that will be shared and presented via your websites. All along that path, we will constantly talk about the public nature of writing.
There are no books to purchase for this class as everything will be made available to you online. Please note that you will need internet access and continual access to a computer to do the work of the class. If you do not have broadband at home, plan to work on campus computers very often (labs are even open 24 hours during finals). You will be able to do many things from your handheld in this class, but there are times when you will need a computer with good internet speed so plan accordingly. Set up a Google Drive if you havent already and keep everything there. You wont need technological expertise for the class, just a willingness to play around with sounds, images, and words and make things.
If any of this sounds a little scary (or crazy), dont let it be. You made it through these classroom doors with the dreams of countless family members and friends who are counting on you. Now is your time. Your colleagues and teacher in this class are here to make it happen!
What You Need to Know about Attendance in this Course Your PUNCTUAL attendance is mandatory. Attendance is taken each class and lateness is marked after five minutes. Almost each class will begin with a writing prompt or demonstration. If you miss something, it will not be repeated for you. Each class agenda is available to you online so if you miss a class, find the date of the class on the course website and look to see what you missed. This is your own responsibility. Please do not email me and ask what you missed. Look at the days agenda.
Attendance counts for ten points of your final grade (see below for the full point-spread for the semester). You will find these attendance guidelines on the course website but they are also described here for emphasis. Carmens Contact Information Office Room 7.65.27NB 524 West 59 th Street New York, NY 10019 Office Hours Tuesdays, 3-4 pm Fridays, 2-3pm Email ckynard@jjay.cuny.edu Phone "#"$%"#$&#'(
"The problem of the twentieth century is the problem of the color- linethe relation of the darker to the lighter races of men in Asia and Africa, in America and the islands of the sea. W.E.B. Du Bois, The Souls of Black Folk (New York: New American Library, 1903)
Now it is your turn "The problem of the twenty-first century is the problem of __________ Your Name Here (John Jay College Honors Program)
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 3
Assessment Philosophy & Grades The central projects of this course are common to all sections of English 101. Though we are following a common, standard curriculum, our task is to give our work its own signature, pursue our own interests and passions, and develop a digital-political identity with all of the attending multimedia connections that we will be making.
Assessment in this class is based on an overall 200-point spread for all projects in the course. Each project in this course weighs in and gets counted towards the overall 200 points. You will receive details for each project that are designed to ensure rigor and quality in your work, especially since much of your work could generate multiple public audiences in digital spaces. The point-spread for each project also intends to communicate as clearly as possible what is expected of you.
For some of you, the point-spread may feel very new and different. 18-20 year old young adults today are often described in terms of the web 2.0 technologies that have saturated their childhood and early adulthood. However, there might be a better way to historicize young people in this age range: the group who has witnessed and been subjected to the most rubrics, norming standards, high-stakes tests, etc than any other group of K-12 students in the history of education in the United States. In this COLLEGE class, we will not be replicating the kinds of assessment strategies that you experienced in K-12 standardization regimes.
Be prepared to comment on and think critically about the point-spread that you are given for each project. These point-spreads are designed rhetorically: to make you a stronger writer and to give you a more persuasive digital presence. Think of writing and designing in this class as giving you more than just an A at the end of the course. Understand yourself as establishing a digital/critical ethos.
Here are the main projects of the semester along with a general grading overview (there will be detailed score sheets for each item distributed in class).
1) Dialogue Essay (fulfills Scripted Interview requirement of the program) In this project, you and peers will take the scholars and reporters who we read in the early part of the semester and bring those writers into dialogue about issues of digital literacies and digital cultures in the 21 st
century. (8 points) F i r s t
W e e k s
2) Digital New York Stories (fulfills Creative Non-Fiction requirement of the program) In this project, you will be creating a digital project. We will use Justice Sonia Sotomayor as our inspiration, taking off from the NPR interviews and interactive movie that was created in relation to her memoir. (7 points)
How Attendance Works in this Class For each point-spread in the class, you will receive a table that looks very much like this one to describe how you acquire points for a project or assignment. 10 points I attended every class and arrived on time for each class (because so many students in ENG 101 and 201 have never missed a day of class or ever been late, they alone get rewarded with the full ten points here). I attended every class and arrived late once. 8 points (one lateness is the max for these 8 points) I missed one class AND was once late. 6 points I was late twice. I missed two classes. 4 points I was late three times. I missed three classes. 2 points I was late four times. I missed four or more classes. 0 points I was late five or more times. Please Note: If you receive an email about your misuse/over-use of your handheld device, that will be counted as an absence from class.
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3) Midterm ePortfolio
This will be the first major deadline for the ePortfolio. At this point, your overall design and frameworks must be established alongside the choices you make about the very first writings of the semester (the Digital NYC project must be included). (50 points)
4) Research Proposal This is the first stage of your research project. You will write a very formal research proposal based on a set of pre-determined subsections. Please remember to update and revise your proposal as you pursue your study. We will spend time in class carefully choosing topics based on the semesters learnings. (10 points)
5) Digital Annotated Bibliography (DAB) Before you begin to collect any data for your study or write up your study, you need to immerse yourself in the extant literature about your topic. Just know that before you write, you need to make sure you know what you TALKIN bout first! Your DAB will be a public text so think about how to make it sizzzzzzzle! (30 points)
6) Re-Mix Project (lit review) In this project, you will use all of the digital tools at your disposal via your ePortfolio to create a statement about the materials that you have read for your topic. (20 points)
7) Research Study (Intro, Methods, Findings, and Data Transparency) In this class, we will refer to this project as a research study rather than a research paper. All of the components of the project will be introduced in the second half of the semester: Introduction (5 points) Methods (5 points) Findings (15 points) Data Organization (5 points) F i n a l
e P o r t f o l i o
8) Final ePortfolio These are the final requirements for your 101 semesters ePortfolio. (10 points) 9) 6 Reading Responses + Name Game (Low-Stakes Assignments) Throughout the semester, you will be asked to respond to readings. These are worth four points each. See the website under Semester Projects about these points. (24 points). The name game is worth 1 point. G e n e r a l
10) Attendance & Presence Come to each class on time. More information about attendance is available at the website and on the previous page. (10 points)
Overall Grading
197-200 points: A+
186-196 points: A
180-185 points: A-
172-179 points: B+
164-171 points: B
159-163 points: B-
153-158 points: C+
145-152 points: C
139-144 points: C-
138 points and below is failing so you will need to take ENG 101 again!
Because the point-spread communicates all expectations, you will be able to track your grade in the class as we go along. Once grades are officially submitted, there will be NO grade reviews (only in cases of clerical error will a FINAL grade be re-submitted/re-calculated.)
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Welcome to the world of ePortfolios: professional websites that are used to archive achievements and showcase potential and skill. Above you will see twenty different ePortfolios that were created last year. Notice that each is different, communicates a different message and purpose, and uses the full resources of a multimedia platform to communicate. Start imagining the design and message of your ePortfolio now (go to the Designing YOUR ePortfolio page on the course website to see these ePortfolios better).
Our course website is hosted by digication, an ePortfolio platform. The course website, thus, allows you to experience the very same platform that you will use to build your own website this semester. Some sections of the course website are fully formed, others are still in the beginning stages. Your ePortfolio will also undergo this same kind of process and grow as we move through the course. As you experience the site, use it as a space to reflect on what you want your own site to do. Remember that building an extensive website with deeply layered subpages, images, words, weblinks, video, etc takes quite a bit of time, a clear vision and purpose, and a willingness to keep returning back to a project.
Please email Professor Carmen (you can use the contact form at the website if you want) when you see a typo. There is a bit more patience with typos in web spaces, since the work is so easily and quickly editable; however, the patience is contingent upon constant editing. This will also be part of your task for your own site.
All of the course policies, assignments, and readings are located at the course website (the URL is listed on the first page). This paper document, a requirement of the English department, will serve as your calendar for the course. More details about your readings, assignment guidelines, and details of course policies are at the website. Please note that all of the images and sounds on the website were obtained from online sources; source information is always provided (a practice you will be expected to follow in your own work). More about the Course Website
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Unit One Digital Cultures & Digital Literacies Weeks One, Two & Three August 29, September 5 & September 12
Welcome to the first day of the Honors Seminar in Writing and Rhetoric and to your first week at John Jay College!
We will spend time in our first class getting to know one another and reviewing the reading and writing that is expected for the next class. Please note that this syllabus offers you detailed information about the reading and writing that you need to do for THAT day of class. All of the materials that you need will be on the website (you can download a copy of this syllabus at the website on the main page called About the Course & Website; the downward-facing arrow allows you to download this syllabus). All of the writing assignments described here on this syllabus are DUE in class on that day.
Before you leave today, make sure that you: 1) know EVERYONES name (this counts as ONE point for the semesters reading responses); 2) understand the homework for the next class (you will need to use the website for the next class).
Class will start with a Q&A session about the website. Make sure you read each of these sections listed below in preparation for the Q&A (go to the page called About the Course & Website): Attendance, Participation, Supplies, Food, Accommodations, Plagiarism, Offensive Language, WC, Conferences Course Objectives Why a Multimedia Website for this Class? Please read this calendar closely. Some of the assignments described here might not make sense right now because we have not reached that part of the semester. Trust that this will all make sense when we get there. We will not stray much from this calendar so please get in the HABITof following and doing what is asked of you here. A course syllabus/calendar is like a trust between you and the professor. This is what spells out how to succeed--- the work and the policies. There will be no surprises and everything in the course will be as transparent as possible.
You have approximately 30 pages of reading to do for next class as well as a 600-word essay. Pace yourself accordingly. Your assignment is as follows: Week 2 Reading Assignment Week 2 Writing Assignment PART ONE: Reading Read "Thinking about Multimodality" by Pamela Takayoshi and Cynthia Selfe (go to the main page at the course website called Digital Cultures/Digital PART ONE: Writing Come to class with three interview questions: 2 questions should represent a point of agreement or disagreement with your chosen article; 1 question Week
Week
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 7 Literacies). The main page gives you a link to the reading.
This piece has been written for college teachers, not really for students. We are reading it as a subtext and context for thinking about digital texts in the 21 st
century. The end project of this course will be an ePortfolio (you will have the opportunity to create a website using the same platform as the one used for this course website.) Your website, at the end of the semester, will be go public to either just John Jay College or to the world (it is your choice the course website, for instance, is open to the whole world. I believe in openly sharing pedagogical ideas. The work of designing the course website was also very intense and time-consuming; doing THAT much work and leaving it private is just not my cup o tea).
should represent a point of agreement or disagreement with Takayoshi&Selfes article that we are all reading. These three questions are going to frame the Dialogue Essay (8 points) that will be due soon. Part of the work of this dialogue essay will involve interviewing your peers in class as part of a focus group. The focus groups will be coordinated for you in class so you wont have to worry about finding a group. If you are absent (or late) on this day, you will miss the interviewing/focus-group process. No accommodations will be made for you. You will have to find and form your own focus group outside of class and complete the project that way. This project is worth 8 points. On the Fall Semester Projects tab, you will see a description of the project along with a scoring sheet that offers details for how you can fully claim each of the 8 points with your writing. (THERE IS A SAMPLE BELOW of an interview question.)
PART TWO: Reading You will notice many different subpages under Digital Cultures/Digital Literacies. Each subpage has a description of many different articles for you to read. The description includes the abstract of the articles and a weblink to retrieve the article. CHOOSE ANY ONE ARTICLE TO READ. There are over 40 articles available for you at this main page so choose the piece that you are most compelled to read. Each subpage also has a video embedded that relates to the topic of the subpage that is optional viewing. Please note that very few, if any, of your colleagues are reading the same piece so be ready to really share what you have learned. Many of these essays represent peer-reviewed research by experts in the area and closely approximate the kind of writing that is expected of research communities. Put more plainly: some of these articles might be difficult to read. Push yourself and get through it. You are not being quizzed here; you are not expected to memorize every word. Just read and soak in the main arguments and new ideas. Think about what impacts you: in what is being said and in HOW it is being said.
PART TWO: Writing You are going to create an opinion piece: 1) use a personal example (that affirms the authors claims or refutes them) as an opening; 2) creatively explain the authors arguments IN YOUR OWN WORDS; 3) offer your own intriguing ideas, questions, or concerns based on your reading.
This writing must be at least 600 words. Please print it out and bring it to class with you, ready to share with others. DO NOT REPEAT THE QUESTIONS OF THIS PROMPT! You should write this piece as if you are writing for a public audience who is not familiar with the article that you have read. You need to explain things clearly and have a unique viewpoint at the same time (you might choose to later include this essay in your ePortfolio, so ACT AS IF you are a public writer now).
This is reading response #1 (4 points). Please go to Fall Semester Projects at the course website, find the subpage called Reading Responses, and look at how reading responses are graded.
INTERVIEW QUESTION SAMPLE (If you try and steal Carmens question, you must share your findings!) In Thinking about Multimodality, Takayoshi and Selfe (2007) bring up interesting historical moments that seem to be re- occurring today. They argue: In the Phaedrus, for example, Plato has Socrates express the concern that writing weakens the memory and can neither defend itself nor represent truth to others (p. 1) In the 16th century, the Church thought the printing press was dangerous because the masses suddenly had to access to information and could use the form to make sound like them. It is hard to even imagine today that people once thought the new technology of writing and books was the work of the devil. The history that Takayoshi and Selfe offer are very common to our current moment. Do you think folk will look back at us 400 years from now and laugh and/or think we were a bunch of precocious fools? Why or why not?
It also strikes me that the resistance to new technologies from the elite and/or educated classes is an issue of power and social stratification. What do you think of that? Am I missing something here?
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In our last class, we conducted focus groups based on our interview questions. There were many goals for this work: 1) practice one of the methods of qualitative inquiry; 2) engage intellectual conversations and collaborations in the classroom, and; 3) lay a foundation for an engagement of digital cultures given all of the digital, public work we will be doing and looking at throughout the semester.
Today, your dialogue essay capturing all three of these goals is due in class (8 points). Please bring a paper copy. Anything submitted after class or emailed will be considered LATE! This should be written like a (qualitative) research report.
As a reading assignment today, please read any one of the sample focus group essays at the website (go to Qualitative Research: Local Contexts at the website). Each one of these essays offers you a sample of a qualitative research project using one or many focus groups. You obviously will not be able to write an extensive study like these researchers have. Their studies lasted for much longer and may have even been funded. The point of looking at one of these models is to see how scholars incorporate a discussion of an issue, their own politics, and new data they have collected. When we engage such research studies in this class, we are not simply focusing on WHAT researchers say but also HOW they say it. Notice all of the following: How does the researcher set up her argument? Where does she start and where does she take you in the end? Why do you think she does it this way? Remember: researchers think critically about what comes first, second, third and so forth in order to take their readers somewhere. What is the researchers data or artifact? What is he SPECIFICALLY looking at? Remember: researchers are looking at SOMETHING, not just summarizing the studies that have already been done or the histories that have already been recorded. What makes this research different or unique? Remember: researchers are trying to add a new voice to the horizon. Here are suggestions for how you might write your piece: 1) Write an opening that showcases what you see at stake here. This opening could be formal and short; or long and narratively-constructed. Or, it could be a personal story. Or, you could talk about a pertinent, current event. The closing statements of your opening have to wrap up by saying what your study is about. 2) Make titled subsections. Discuss the issues from your reading and then discuss your methodology (we work on this in class). 3) Discuss the major themes of your findings and support that with your notes/data. 4) Conclude with suggestions for change and/or action. 5) Congratulations, you get the basic gist of human-subjects-based research in the academy!
September 17 Extra Credit Opportunity
Wednesday, September 17 (community hour)
EXTRA CREDIT
Due in Class on Thursday, September 23 The Honorable Sonia Sotomayor, Associate Justice, Supreme Court of the United States, will be this years featured speaker at the New Student Convocation. Please do your best to attend. Sonia Sotomayor, Associate Justice of the United States Supreme Court, was born in Bronx, New York, on June 25, 1954. She earned a B.A. in 1976 from Princeton University, graduating summa cum laude and receiving the universitys highest academic honor. In 1979, she earned a J.D. from Yale Law School where she served as an editor of the Yale Law Journal. She served as Assistant District Attorney in the New York County District Attorneys Office from 1979-1984. She then litigated international commercial matters in New York City at Pavia & Harcourt, where she served as an associate and then partner from 1984-1992. In 1991, President George H.W. Bush nominated her to the U.S. District Court, Southern District of New York, and she served in that role from 1992-1998. She served as a judge on the United States Court of Appeals for the Second Circuit from 1998-2009. President Barack Obama nominated her as an Associate Justice of the Supreme Court on May 26, 2009, and she assumed this role on August 8, 2009. For more about convocation, go here: http://www.jjay.cuny.edu/6666.php. If you attend, you can write a 600-word response for 4 EXTRA CREDIT POINTS (this will be treated as a reading response and is OPTIONAL). Your assignment is simple: what impacted you most about the speech and/or convocation and why? Be creative with this piece. Take your place as one of John Jays shining stars.
Week
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 9
Unit Two Beloved World: Digital New York Weeks Four, Five & Six September 19, September 23 & October 10
In this unit, we focus on three, specific projects that complicate stories and histories of New York City by the very nature of who and what is included. Each of these three NYC projects also incorporates digital tools to relay a message. For today, you have three tasks: 1) a general reading/viewing task; 2) a specific viewing/reading task, and; 3) a writing task (this writing will be a draft only).
Part One For your reading task, start by reading/viewing everything at the main page, Our Beloved World: Digital New York City. There are three interactive studies there for you to engage. Watch/view all three.
Part Two In keeping with the Jigsaw Method that we will use in this class, you need to choose ONE of these three interactive studies to read/see more about. Choose the one that MATCHES BEST WITH THE KIND OF PROJECT YOU WOULD LIKE TO CREATE. You have three subpages at Our Beloved World: Digital New York City. Choose one (they are each labeled Reading Assignment.) After all of the reading and listening that you have done to acquaint yourself with this interactive study of New York City, it is time to write down your reactions. In writing, discuss all of the following: What is politically at stake with this project? Lets think about our theme and goal in the honors program around the Common Good and constantly ask ourselves: what difference, if any, does this text make? Why are these authors/designers so compelled to show us this story and these images about New York? What stereotypes and/or injustices are they challenging? Why? Find any two points or images and explain why/how they impact you (positively or negatively). When you discuss your ideas, make sure you discuss its source. This writing should be at least 600 words. Please print it out and bring it to class with you, ready to share with others. DO NOT REPEAT THE QUESTIONS OF THE PROMPT! You should write this piece as if you are writing for a public audience who is not familiar with what you have read/viewed. You need to explain things clearly and have a unique viewpoint at the same time (you might choose to later include this essay in your ePortfolio, so ACT AS IF you are a public writer now). This is reading response #2 (4 points).
Part Three For class today, you must also write at least ONE of your three, required vignettes from the project guidelines. Bring that vignette to class with you as a hardcopy. Be prepared to share it with classmates and read aloud. You will submit the draft of this vignette with reading response #2 in class! Please look at the subpage called Writing/Designing Project for details on what to write. We will review the final stages of the next project in class.
We will be doing an editing workshop today with a focus on sentence-level issues.* Read the subpages under Skillz Modules for 1) sentence-level issues, 2) commas, and 3) clauses BEFORE you come to class. *This is a departmental requirement. Week
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 10
Doesnt it seem like we just met? We did. Today is Tuesday but go to your Friday classes. What this means in concrete terms is that we have a rather tight-around for this project. The sooner that you know exactly what you want to do, the easier this will be. After today, we dont see each for another week and a half! Yes, you will be missed! Plan your week accordingly. Plan to finish this project and begin our next readings.
Today is a LAB DAY. Today, we are working on your video. You need to come to class with everything prepared to create your video today. Bring your music and pictures with you in a way where it will be easy to retrieve. You will waste valuable time if you need to email music and images to yourself OR search for images DURING LAB/DEMO TIME! The project is due at midnight on Friday, September 26 (7 points).
Come to class with all of the following, as explained on your project guidelines: 1. Your three 600-word vignettes 2. Your 4-Part Storyboard Worksheet (everything must be completed on these worksheetsdo NOT worry about them being neat. The messier, the better!) 3. All music (mp3 format), images (jpeg format), and titles! Come ready to work! The process is simple if Carmen can do it, YOU can do it 10X better!
Please email your youtube link AND your three written vignettes to Professor Carmen: professorkynard@gmail.com BY MIDNIGHT ON FRIDAY! This project is worth 7 points. Please note that your final writing and video will be embedded to your ePortfolio. Keep the photos in a folder because you will need them again for the ePortfolio.
Today is like an Old Skool Roberta Flack and Donny Hathaway song: You, you and I, I, I back together again/ Got the world in a spin (if you dont know the song, youtube it! Its a classic 1970s soul-infused masterpiece that you just gotta hear).
Part One We are now going to be working with the Century Dilemmas. Click on the button that says Century Dilemmas at the top of the website to see an overview. Read EACH of the 7 introductions to the 7 topics in The Century Dilemmas: 1) "Watch Me Crank It": Digital Empire; 2) "I Will Not Let an Exam Result Decide My Fate": Hyper-Standardization of Schools & Minds; 3) "C.R.E.A.M.": Neoliberalism & Globalization; 4) "Backwater Blues": Racism 101- -- The Post-Katrina Era; 5) We Who Believe in Freedom: Patriarchy & Heterosexism; 6) Noh Likkle Twang: Monolingual Dominance; 7) Media-Entertainment Industrial Complex.
Today, you will choose your own assignment from The Century Dilemmas (one of the top tabs on the course website). These choices include both webtexts and videos. If you have chosen a webtext, read all of it. If you have chosen a lecture/video, you can watch the entire playlist or you can choose one video. Do all of the following in your writing today: 1) Tell a story of how and why you relate to what you watched/read/heard. Maybe it is something that has happened to you or someone you know. Maybe it is something that you have seen or witnessed. Give the details. Tell your story in an interesting way and show why this issue is relevant to the 21 st century. 2) Give an overview of what you watched or read (make it interesting). You should write this piece as if you are writing for a public audience who is not familiar with what you have chosen. You need to explain things clearly and have a unique viewpoint at the same time (you might choose to later include this essay in your ePortfolio, so ACT AS IF you are a public writer now). Week
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Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 11 3) Choose any 2 quotes/sentences that you like best and include it. Really work with these two quotes. Of everything said in this video/article, why these words? What is so provocative about them? Please also go to the Skillz Modules and read the subpages there on using quotations. As you work with your quotes in this assignment, pay close attention to the formatting quidelines. 4) In the Souls of Black Folk, W.E.B. DuBois (1903), often considered the founder of modern-day sociology/social science, ominously stated: "The problem of the twentieth century is the problem of the color-linethe relation of the darker to the lighter races of men in Asia and Africa, in America and the islands of the sea. Follow his lead here and finish this sentence: "The problem of the twenty-first century is the problem of the ____. Explain your choice. Please do not make this an Oprah Winfrey-Hallmark moment about everyone holding hands and loving one another. Stake out the social issue that you see as a central, 21 st century dilemma (the webpages that you looked at are, arguably, Carmens frameworkcreate your own now.)
This is reading response #3 (4 points). The purpose here for looking at the Century Dilemmas is to start formulating your own research interests. Your research will be a qualitative, public study. You will be trying to find out something, NOT going in with a solution or an answer already.
Part Two Please come to class today WITH A PASSING score on your human subjects certification test. Directions and readings for that can be found at the course website under the main page: Qualitative Research: Local Contexts. Please do not leave this test for the last minute as it will take a few hours to complete. It is an online learning module with tests after each module. After you complete the test, you are given a certificate. Here is what such a certificate looks like:
You need to print out the actual certificate and come to class with it.
Hold on to this certificate. It is good for three years. You can use it again later when you work as a research assistant with another faculty member here at John Jay. This actual certificate submitted on this day of class will count as reading response #4 (4 points).
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Unit Three OUR Public Writing & the Public Good Weeks Seven and Eight October 17 & October 24
Today, we are going to have a demo on ePortfolios. After you get comfortable with this platform, you can expect to have deadlines throughout the semester for uploading. If you are not comfortable with technology, thats not a problem because we can work on that. Let your motto be this: if Carmen can do it, so can I! (Carmen is NO techie but can hold her own in the 21 st century the way any contemporary scholar can. Aint NObody leavin her behind always in it to win it! You can do this too!) By the end of the day, you need to have an ePortfolio set up that is private to YOU and CARMEN ONLY so make sure you understand the demo.
Before you come to the demo session today, you need to take a look at what we will now call multimedia essays. We are not doing any design work today (that will be for next week). We will just be uploading your Digital NYC video that you made and the three vignettes that you wrote. Come to class with or having done ALL of the following: 1. Remember your youtube link to your video 2. Bring your Digital New York City Project worksheet back with you (you need the URLs) 3. Have your three vignettes ready and nearby (email them to yourself, use a USB drive, put them on google drive) 4. Go to the course website and click the top tab called Designing YOUR ePortfolio. Take a look at the subpage called Back to the Basics: A Print Essay vs. a Digital Essay. This subpage will show you the basic expectations for a multimedia essay on your ePortfolio. 5. Now look at a more sophisticated multimedia essay. You can look at the subpage called All Grown Up. Or, to see that same essay on a different platform, look at Yodalin Peraltas webpage at the JJay journal, Digital Spectrum. Here is the short link to that page: http://bit.ly/yodalin. Play with Yodalins prezi, notice its interactive ability. Read her essay and notice how the images and embedded videos go with her argument. Click on some of the weblinks so that you can see the kind of intellectual spaces that inform Yodalins ideas. This is a digital essay for the 21 st century! Make sure that you understand what it looks like and does. 6. Complete the activities on the Design Worksheet. 7. Look at sample ePortfolios to see what is possible and what your predecessors have done. To see these ePortfolios up close, just click on the top tab, Designing YOUR ePortfolio. You can also go directly to youtube: https://www.youtube.com/watch?v=_CuokbiPkdg (20 WAYS OF LOOKING AT AN E- PORTFOLIO) 8. Decide what you want for your header, background image, and icon. Bring a jpeg of all of those images to class (on USB, google drive, email). Please NOTE: the header image must be long, narrow, and rectangular (we will size it to 799X200px in the lab together). You will waste valuable time if you need to email music and images to yourself OR search for images DURING LAB/DEMO TIME! 9. Today, we will also start work on your ABOUT ME page. Start writing that for yourself as a WORD document (you can do it right on the ePortfolio if you are comfortable with that). Bring this writing to class with you. For a good example of an ABOUT ME page, see Luc Pitres page, one of the editors of Digital Spectrum. Here is the short link: http://bit.ly/l_pitre (the long link is: https://johnjay.digication.com/digital_spectrum/Luc_Pitre) Week
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We will also review the midterm guidelines (go to the Fall Projects & Assessment tab on the course website. You will see your midterm guidelines there.) Do not worry: your website will not be public yet. Our JJay ePortfolio platform allows you to make your website private to you, open to JJay College only, OR open to the whole world. You will decide when you think you are ready to go public. For now, everyones settings MUST be private. We cannot and will not showcase empty ePortfolios.
Today is our day of code. To prepare, go to the website called: Carmens Guide to Your ePortfolios CSS (it is on the homepage of your digication account). This gives you an idea of what is coming ahead. You will definitely need your design worksheet today because now we are immersing ourselves in web language. Make sure that you have chosen your color scheme. Today, we focus on borders, backgrounds, and HTML color. Come to class with a sense of your color scheme. You cannot use the white background unless white is in your color scheme and is repeated in strategic places across the ePortfolio. Sitting back and opting to not learn code is not an option. You need to be intentional about every design choice that you make. Your design statement will illuminate exactly how and why you did what you did.
If you have looked closely at your midterm guidelines, you will see that your Digital New York project is required for your second tab. You will notice that you also need to design one more webpage based on any other two writings of your choice from the class so far. You should start working on that now if you havent already. Your midterm/ePortfolio deadline is next Friday, October 31 at midnight. Pace yourself. We wont be working in the lab anymore after today.
For your ePortfolio, really think about who your audience is and why. While many students often want to create an ePortfolio that is for everyone, that is not a sophisticated understanding of rhetoric and audience. For starters, if you are writing ONLY in English, this ePortfolio obviously isnt for everyone since not everyone speaks English! This would be a good time for you to look at the two most popular/most visited ePortfolios from 2014: Uncovering the Truth by Yodalin Peralta (https://johnjay.digication.com/yodalinperalta) Pretty for a Black Girl by Andrene Wright (https://johnjay.digication.com/andrene.wright) Both women created VERY SPECIFIC ePortfolios, targeting VERY SPECIFIC AUDIENCES AND ISSUES. Nothing here is generic. To give you a sense of their impact, Andrenes ePortfolio had more traffic in 6 months than the demo ePort Professor Carmen created (private to just JJay students). That means the 54 regular users represent the same kind of traffic that Andrene saw at her site. Yodalin only opened her ePortfolio to public access intermittently and in a year, she had the same kind of traffic. No other students at John Jay last year came close to drawing the traffic these two students did. You wont be graded on whether or not you can match Andrenes professional success (she also used her ePort as her digital footprint for internships, etc) or Yodalins traffic bursts, but, as should be obvious, these writers/designers achieved something beyond simply just getting an A in a college class. They entered the public arena and sent a message!
Your Midterm/ePortfolio is due Friday, October 31 at midnight! Submit your ePortfolio through the Digication system (you must use the formal SUBMIT button in the SETTINGS section of your ePortfolio). Before the weekend is over, comment to at least one of your colleagues ePortfolios.
Please remember that every main page on your ePortfolio needs to show a GALLERY or SCRIBD PDF of your drafts. The writing program requires that you show all drafts so remember to do this with each main page from now on. If you use the gallery function, you will need to take photos with your phone and upload the photos to your ePortfolio. If you use SCRIBD, you will need to scan hardcopies to a PDF and then upload to SCRIBD and then upload to your ePortfolio.
We are no longer in the lab and we are no longer working on ePortfolios. You have a few more days to finish the ePortfolio but, REMEMBER, there is also a new assignment for you to do next week. Week
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Unit Four Qualitative Research: Local Contexts Weeks Nine through Fourteen October 31, November 7, 14, 21, December 5 & 12
The rest of the semester will focus on your final research project. Think back on the topics you have read, the discussions/issues that have come up in class, OR things you have written about. What would you be most interested in pursuing on your own?
Today you will come to class with SOLID research concepts. This is reading response #5 (4 points). You should write this piece as if you are writing for a public audience who is not familiar with the articles that you have read. You need to explain things clearly and have a unique viewpoint at the same time (you might choose to later include this essay in your ePortfolio, so ACT AS IF you are a public writer now). Your goal is to generate as many ideas as you possibly can. Write as much as you possibly can about all of the questions below: 1. Think back on what you looked at and wrote about for the Century Dilemmas. What is most interesting to you now about that and why? What could you research there? What would you do to make your work interesting and original? Who could you interview (either as focus group, individual interviews, or case study) and what would this data add to your study? 2. Think back to the conversations that we had at the very beginning of the semester about digital cultures and digital literacies. What is most interesting to you now about that and why? What could you research there? What would you do to make your work interesting and original? Who could you interview (either as focus group, individual interviews, or case study) and what would this data add to your study? 3. Think about an issue or discussion that has come up in this class this semester--- maybe it was a disagreement in class or a personal story someone shared. What is most interesting to you now about that and why? What could you research there? What would you do to make your work interesting and original? Who could you interview (either as focus group, individual interviews, or case study) and what would this data add to your study? 4. Think about your own personal narratives that you have written this semester. Is there a social issue that you could examine more there? Or, is there an oral history (for instance, a family oral history) that you could excavate there? What is most interesting to you now about that personal narrative and why? What could you research there? What would you do to make your work interesting and original? Who could you interview (either as focus group, individual interviews, or case study) and what would this data add to your study? 5. Think about an issue or topic that has come up in another class but seems related to what we have done or discussed here. What is most interesting to you now about that and why? What could you research there? What would you do to make your work interesting and original? Who could you interview (either as focus group, individual interviews, or case study) and what would this data add to your study?
In class, we will work together on finalizing research topics and the set-up of a research proposal. For any of these five concepts above that you have written about, you will need primary sources. Go here to read about the differences between primary, secondary, and tertiary sources: http://www.lib.umd.edu/ues/guides/primary-sources.
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Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 15 We will spend our class time learning how to use the library databases. You will need to leave class today with AT LEAST four articles. Make sure you have a general topic to start reading about today.
Please also make sure that you understand the assignment guidelines for the Annotated Bibliography so that you can ask pertinent questions in class. Look over the guidelines for this project on the course website before class. You can find these guidelines in the Fall Projects & Assessment tab of the course website.
Before class, make a final decision on a research topic. You can still change your topic but the sooner you settle on your topic choice, the better. We will be working on the annotated bibliography now. You wont want to do the work of an annotated bibliography on one topic and then switch focus and move to something completely different and start all over again with the bibliography.
Come to class with a solid draft of your research proposal. Submit a hard copy in class today! Go to the Fall Projects & Assessment tab. There, you will see a description of the assignment. Follow the directions there and come to class with the proposal. You will be updating and amending this proposal throughout this project. Your methods might change as we move forward but the general framework of this proposal should be done and submitted today.
You will receive feedback and guidance on your proposal which will be due on the ePortfolio next week. Here is a sample research proposal that might be helpful to you: for Aroojs research proposal, use this short link: http://bit.ly/arooj_research
You should have four library articles now (restricted access). This means that NOW YOU NEED TO READ YOUR ARTICLES. You have two tasks for today, two things to bring to class: 1) Annotate your four articles (300 words minimum) and post it to your ePortfolio. Print out the annotation by printing out the webpage directly from the website. Submit that in class so that you can get feedback. 2) Submit a list of webarticles, websites, and videos that you might use. You do not need to annotate these things yet, but do submit your list.
The challenge here will be to summarize, reflect on, and assess your readings in an interesting and engaging way for public audiences. Make sure that you understand the assignment guidelines for the Annotated Bibliography so that you can ask pertinent questions in class. Look over the guidelines for this project on the course website before class (see DAB under Fall Projects & Assessment).
In todays class, we will be working on the Re-Mix Project. At its core, the Re-Mix Project will work like the traditional Literature Review of a research study. However, because your annotated bibliography has taken a digital form, we will think of this ePage as a Re-Mix. In class, you are going to start piecing together the texts, images, sounds, and ideas that you have collected so far in your study and create a new research ePage.
Your formal research proposal (10 points) and DAB (30 points) must be uploaded to your ePortfolio today by midnight. Good work! Your digital scholarship is well underway now. Seriously! Stop, take a moment for yourself, and be proud. You have made serious progress in this course. You also have a serious website that examines issues important to you!
There is no class today! Carmen is attending NWSA (National Womens Studies Association) in Puerto Rico. You will receive detailed Week
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Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 16 information about what to do online for this day of class. See you online!
Your Re-Mix Project (20 points) is due today! Please make sure that it is uploaded to your ePortfolio by the time you come to class today. Please print out the webpage and submit this print-out during class. Anything not submitted in class will be counted late.
Today in class, we will be working on your formal, methods section for your research study. When you come to class, be sure that you are clear in your head about the primary data you will use for this study.
Like every other day in class, the activities that we do in class will NOT be repeated for you individually if you are absent. In order to understand how to write up methods for a research study, you need to be here. It is also VERY critical that you keep up with the deadlines. Every student in ENG 101 does a research study AND portfolio. There is simply NO way around that!
Today, we are going to spend class time discussing more about methodology. Read the article from Ronald Jackson, Darlene K. Drummond, & Sakile Camara called "What Is Qualitative Research?" (you can find this in the readings section of the course website). In your own words, explain what qualitative research is and what you value most about it. Use at least one quote from the authors. This writing need not be long, but you must come to class with it.
The Methods ePage will be your next deadline next week along with data collection. Please read the Research Design pages that are on the website so that you are clear on these next steps. We will be doing a PILOT study today in class. If you are absent this day of class, you will have to conduct the pilot study on your own time.
Today your Methods ePage (5 points) and Data ePage (5 points) are due on your ePortfolio. You do not need to print this out and bring it to class but you do need to have everything uploaded before class starts. Remember that the Methods ePage should be written as a narrative, not a numbered or bulleted list. All of your data collection tools must be described. You must also reference some aspect of the research on methodology that we have looked at as well as your in-class pilot study. Everything that we covered in class about methodology should be clearly articulated on this ePage now.
Your Data Page is also Due today on your ePortfolio. Scan in ALL of your notes and, if applicable, any sound files. You need to show the data that you have collected. Come to class with all of this uploaded to your ePortfolio.
From this point forward, we are working towards writing up the data and finalizing the research project. Please bring raw data/notes to class today. You can bring in the data in hardcopy format or you can bring in any device that lets you go to your ePortfolio and look at your data page. This means that you need to have all of your data collected by this day of class.
Extra Credit
Read one of the research studies under the Research Models tab of the website. Read the one that is most similar to your own studys methodology. Remember, you are looking at style similarities, not content similarities. In order to truly understand and do your research methodology, you have to be able to notice how people write up interviews, focus groups, surveys, etc. In writing, take notes on all of the following: 1) describe what your study is about in 150 words; Week
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Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 17 Extra Credit Opportunity (9 points)
Due: December 12
2) describe the methodology of this study that you chose and its similarities to yours; 3) find one aspect of this researchers style and explain how and why you might mimic this approach.
This assignment counts as EXTRA CREDIT ONLY, based on whether or not you need the extra points for your studys completion. Post this writing (at least 600 words) with at least two weblinks, 2 images/videos, AND at least one webtool as a new subpage under your research project and you will receive 8 extra credit points (the equivalent of two reading responses).
Please send an email to professorkynard@gmail.com letting me know that you have done this work by December 2 and the points will be credited to your reading responses.
Print out the excerpt from Mitchell Duneiers Slims Table (you can find this in the readings section of the course website). OR, have a digital version with you that you can easily access on your phone, laptop, or notebook. You do not need to read the piece before class, just bring the piece to class with you. We will use Duneier in class to see how you WRITE-UP data! We are looking at the way Duneier writes here. Duneiers study is an ethnography and is more involved than what we can do in one semester but notice how Duneier uses his data to really craft a story! Pay close attention to this. Students in ENG 101 often assume they can simply transcribe their interviews and upload that to the ePortfolio. You will certainly include your data/transcriptions, but your Findings ePage must tell a story, not show a typed-up Q&A. A typed up Q&A list with no story and analyses will be an automatic zero for this section of the ePortfolio. So lets use Duneier as inspiration to see how to move from data to essay!
A draft of your Findings ePage is due in class today. Be prepared to workshop this draft with peers in small research groups. Bring this draft with you (bring a WORD document, a print-out of your ePage, or a device that you will pass around the table to peers). If you share an electronic version and not paper, you must email that draft or weblink to Carmen BEFORE CLASS.
If you come to class without a draft, you will be OFFICIALLY marked as absent for this class. Or, alternatively, if you come so late to class that you cannot fully participate in a group, you will also be marked absent for the day. The work of todays class relies on you being here WITH YOUR WORK READY. Research is a very serious endeavor and so you need to take the deadlines and tasks seriously also. You should be diligently completing your research study now. Your Findings ePage along with all final ePortfolio requirements are due next class. Keep working day by day. You are in the home-stretch now. Keep moving forward.
Please note: you will receive a zero if consent slips are not submitted by this time! Today in class, we will talk about your Conclusions ePage, Introduction, and TOC (table of e-contents). We will start discussing final reflective essays, part of the requirement for ENG 101 (your 201 professor may ask for this). All ENG 101 students are required to do reflective writing in the portfolio. We will also begin discussing the final presentations of your final ePortfolios.
All around us are the consequences of the most significant technological, and hence cultural, revolution in generations. ~Lawrence Lessig
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The Final Findings & Final ePortfolio Friday, December 19 (Exam Day)
Your entire research should be done today: the introduction, table of e- contents, and conclusion (5 points) AND your findings page (15 points).
Come to class with a flyer showcasing your ePortfolio. The flyer should: Highlight images and the logo from your ePortfolio Announce your ePortfolios title and your name (include a photo of yourself if you like) Discuss in bullet points the main findings of your research Share any other things you find most interesting and unique about your ePortfolio Excite your audiences about a new digital space that offers creative ways of thinking and contextualizing what you see as todays most pressing issues
Your poster must AT LEAST be an 8 " X 11 flyer. You can, of course, do something bigger than that. The poster must be print-based but you could create it using a digital tool like: infrogr.am or PosterMyWall.com. This is reading response #6 (4 points). Before class is over, take a photo of this poster with your phone and upload it to your landing Page on your ePortfolio.
If you come to class without a flyer, you will be OFFICIALLY marked as absent for this class. Or, alternatively, if you come so late to class that you cannot fully participate, you will also be marked absent for the day. Todays showcase relies on you being here READY.
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Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 19 Policies You Should Know Learning Objectives for all ENG 101 Courses Accommodations All special learning needs will be accommodated in this class by both teacher AND peers. Please see Carmen.
Plagiarism Plagiarism will be an issue that we talk about here in the course because you need some awareness of what those conversations sound like at your college. Please go here to see John Jays policies: http://www.jjay.cuny.edu/762.php For the purposes of this class (and, if you so choose, for your identity as a writer), a Yoruba proverb will be our guide: We stand on the shoulders of those who have gone before us. Standing on the shoulders of your elders, ancestors, and community/communities means that you acknowledge them. When you are inspired by someones wisdom and vision in your writing, when you are conscious of their imprint, you say that... you release that acknowledgement into the universe. Please take seriously the philosophy guiding this Yoruba proverb and the practices just described: you always stop, take notice, and make mention of where you come from and who got you here. Let that guide you as a writing practice. Make the ways of citing and siting your sources of wisdom a deeper practice than just summarizing, paraphrasing, and memorizing the rules of APA or MLA style so no one can accuse you of plagiarism. Pay homage to the shoulders you are standing on. It makes a difference.
Offensive Language Racist, homophobic, sexist language is generally inappropriate for any classroom but moreso here, given what we are studying. Such issues will be addressed seriously so dont go there.
Invention and Inquiry: Students learn to explore and develop their ideas and the ideas of others in a thorough, meaningful, complex and logical way.
Awareness and Reflection: Students learn to identify concepts and issues in their own writing and analytically talk and write about them.
Writing Process: Students learn methods of composing, drafting, revising, editing and proofreading.
Rhetoric and Style: Students learn rhetorical and stylistic choices that are appropriate and advantageous to a variety of genres, audiences and contexts.
Claims and Evidence: Students learn to develop logical and substantial claims, provide valid and coherent evidence for their claims and show why and how their evidence supports their claims.
Research: Students learn to conduct research (primary and secondary), evaluate research sources, integrate research to support their ideas, and cite sources appropriately.
Sentence Fluency: Students learn to write clear, complete and correct sentences and use a variety of complex and compound sentence types.
Conventions: Students learn to control language, linguistic structures, and punctuation necessary for diverse literary and academic writing contexts.
I want to live the rest of my life, however long or short, with as much sweetness as I can decently manage, loving all the people I love, and doing as much as I can of the work I still have to do. I am going to write fire until it comes out of my ears, my eyes, my noseholes--everywhere. Until it's every breath I breathe. I'm going to go out like a f**king meteor! ~Audre Lorde
We wont spend time in class learning how to create digital art because there isnt enough time in the semester. This piece, Digital, was created online is now available under Carmens Creative Commons License for anyone to use in any way. Consider Creative Commons licenses for your own works as well!