Major Assignments (Projects)
Final Exam
This essay = 80% of your grade for the Final Exam
Attendance during our final meeting time = 20% of your grade for the Final Exam
Final Exam Time (scheduled by NMSU) is from 10:30-12:30 on Tuesday, 12/9
**In a minimum of 5 pages, double-spaced, with appropriate MLA or APA heading and TITLE and page numbers, address each question in all of the prompts below, in one essay. This essay will be graded using the same rubric as Project #1, available at http://eng211.weebly.com/readings-pdfslinks.html The goal of this essay is to reflect on your own work and experiences in class this semester, as they relate to course objectives and materials.
Feel free to include images, screenshots, photographs of opening night, etc. to support your essay. The photos do not affect the page-length requirement.
1. Visit these pages in our course website:
http://eng211.weebly.com/major-assignments-projects.html
http://eng211.weebly.com/readings-pdfslinks.html
http://eng211.weebly.com/calendar.html
http://eng211.weebly.com/weekly-prompts.html
Revisit and read through the pages to get a sense of time, of how we moved through the semester and the work we’ve accomplished (remember “time” was one of the major organization principles we talked about early in the semester). Re-read the Weekly prompts and major assignments. Do not skip this step, and take your time revisiting our material—it’s easy to forget how much traditional reading and writing we did this semester in addition to other activities.
1a. Next, using titles/descriptions of specific weeklies, readings, and/or Projects, discuss the most interesting connections you found in your own work and how your critical, or creative-critical thinking developed over the course of the semester.
1b. Then, revisit your essay for Project #1, the Journey Map. Having completed our 211 class this semester, do you situate yourself any differently along the spectrum of problem-solver/composer/writer/designer/artist than you did in that essay? Discuss in detail and make connections to specific course material and discussions.
2. The theme of our course is “Circulation, Innovation, and Audience Interaction.” Using your experience at opening night at WeAD, how do you see writing/composing circulating among these themes? In what ways did we circulate ideas inside and outside of the classroom, in class and outside the university? In what ways did the final show contribute to the circulation of writing that’s been happening in our course all semester?
Does anything surprise you about the connections we made to writing this semester? Did it change your concepts about what constitutes writing? Explain.
Conclude with any final connections, thoughts, or constructive criticism.
Project #1 Problem Solver, Composer, Writer, Designer, Artist: Situating Yourself in Narrative
Due: Thursday, Sept. 18th by 11:59 pm. in Canvas “Assignments”
Visit/re-visit the material we’ve covered so far:
“Before I Die Wall” public art project website
Journey Map in-class activity and Bootcamp Bootleg .pdf
They Say I Say, “What’s Motivating this Writer?” chapter
They Say I Say, Gerald Graff “Hidden Intellectualism” essay
Artist Carlos-Cruz-Diez website
They Say I Say, “Entering the Conversation,” chapter
In Canvas, upload one Word document labeled with your last name and Project 1 (example); Goldstein_Project1.docx
It should contain:
1. 5-7 pages of double-spaced text that expands your data points from into a more complete narrative.
For Project #1, think of Graff’s essay as a model. His more narrative composition style includes many story-like elements, but it is intended for both an academic and non-academic audience. You may use direct quotes/summary/ideas from any of our material in class so far to weave into your project—this is a perfect opportunity to use They Say I Say for "Entering the Conversation templates.
You, like Graff, Burke, and Vonnegut, are writing and composing from within a larger conversation. You should be creating a narrative based on the themes and data/story points from the Journey Map we worked on in class. As a class-wide larger theme, remember that the over n the spectrum of problem-solver/composer/writer/designer/artist.
2. Since we discussed and practiced meme-composing in class, I’ll offer 5 points extra credit for either creating a meme based on your project (like we did in groups for Graff’s ideas) using memegenerator.net, or creating another type of remediated image based on your project.
Remember we discussed in class the notions of “Cronos” time (literal time: Sept. 11, 2014) or “Kairos” time: fitting opportunity or time; a time when conditions are right for the accomplishment of a crucial action; a time of possibility which is rarely ‘neutral”; moments that define our individual lives.
Your final document should be in APA, MLA, or Chicago formatting style. Refer to Writing Matters textbook and/or the Purdue Online Writing Lab (OWL) https://owl.english.purdue.edu/owl/ for style and formatting information.
Specifications:
· .doc or .docx file formats
· 12-pt. standard font
· 1” or 1.25” margins (these are the two default margin sizes in word processing software—if your margins are larger than 1.25” your grade will be affected)
· 5-7 pages of text double-spaced (less than 5 pages of text will affect your grade)
Remember to visit me during my office hours: T/Th 1:15-2:30 or email (Canvas email or [email protected]) if you have questions or would like feedback. Also, you can make a half-hour appointment with a consultant in the Writing Center during any stage of the process—from generating writing ideas from the prompt to help with revising for the final draft.
To book an appointment at the Writing Center, go to https://nmsu.mywconline.com/
Project #2 Writing and Scent: Prototyping the Memory Jar Public Writing Project
Due Tuesday, October 28th at 11:59pm in Canvas “Assignments”
*completed in conjunction with Photoshop tutorials
*These class periods will be held in the Design Center, (Basement of Milton Hall)
Groups of 3 students will receive small vials of Demeter brand fragrances (some on the available list include Funeral Home, Lightning, Poison Ivy, Firefly, Stable, Paperback, Clean Windows, Sunshine, Lobster, Spicy Pineapple Salsa).
Demeter Fragrance website: http://www.demeterfragrance.com/
· Work in a group of up to 3 people, or on your own.
· We will choose and order scents in-class, early in the semester on Aug. 28th
· Use our Public Domain list to mine images, colors, and concepts
Prompt
Based on your experience with image-editing software, pick one of the following options:
If you are comfortable with image-editing apps, Photoshop/Pixlr, or other similar programs you may want to try Option A:
· Develop a conceptual image to introduce the visitor to the memory jar exhibit. The image will be used to “show” them the project. The Santa-Cruz Memory Jar Exhibit used a conceptual drawing by a local artist, which did not contain text. This can lean from infographic to art and anywhere in-between. However, keep in mind the purpose of the image is to engage and inform the audience. The way you do that is up to you. Later in the semester, we can draw from these images as possibilities for inclusion in the interactive writing exhibit.
Remember this will be a rather large piece, so adjust your canvas size accordingly in Photoshop or Pixlr when you set up your document.
If you are less comfortable with image-editing apps, Photoshop/Pixlr, and other similar programs, you may want to try Option B:
· Translate your scent into a conceptual image. After making notes on your Demeter scent, create a layered image in the program of your choice. The image should be 8.5”x 11” or 11”x 17”, so define your canvas accordingly. This image has the potential to generate ideas later in the semester, in regard to possibly using images/scents (perhaps some of these) in the Memory Jar exhibit.
Specifications:
· Define correct canvas size
· Define correct DPI: 300 DPI (dots per inch), NOT 75 dpi, which is only for online documents
· Image must have at least 2 layers
· Include a 2-3 page, double-spaced written account of your process as you created the image. Think back to your for Project #1 (your narrative). Address the following questions while writing about your process:
Does working with image-editing software change how you situate yourself as a problem-solver/composer/writer/designer/artist? Explain.
What was the toughest challenge with the software program? How did you remedy the situation in order to complete the project? Can you see using image-editing skills in your field of interest or in other personal or professional settings? Explain.
· submit all relevant documents via Canvas “assignments” by Tuesday, October 28th at 11:59pm.
PROJECT #2, PART 2: NOVEMBER UPDATE
In the first part of Project #2, you worked on your own or with a partner to create an image based around the scent exercise and final gallery exhibit. Then you wrote a memo that outlined your process behind creating the image.
To wrap up Project #2, here's what to do:
Each individual student will create another image using Photoshop, Pixlr, or an app, but the image must be LAYERED, not just COLLAGED. You can collage, but your images must be cut, layered, ("remediated") before you collage them. You can use any topic or subject for your second image.
--This second image you create should be one of the following: a poster (8.5x11" or 11x17"), an album cover for a real or imagined band--covers are usually 4.75x4.75" for cd covers, but because most albums are also digital, you can make the image bigger, a book cover for an actual book (you can redesign a cover) or an imagined book (perhaps your future memoir!--book cover sizes vary, so the size is up to you), or a two-sided business card you could actually use for yourself--business cards are usually 3.5x2". If you have another idea for your purposeful image, please email and we'll talk about it.
--For the written part, you will create another 2pg, single-spaced memo in which you discuss how your process changed or stayed the same from the first image to the second, provide detailed notes of how you came up with your new idea, what program or app you used to build the image, and what tools/effects you used in the project or app. If you worked with a partner before, how does your process differ as you work on your own? Also discuss any new realizations or challenges you faced while working on this second piece. The more detailed you can be, the better.
Project #2 is worth 100 points--you must have all of the following pieces to be eligible for full credit: your first image and first memo, your second image and second memo. You can create one document with all of these items if it is easier for you to upload into Canvas.
The new deadline is Sunday, November 16th at 5pm in Canvas
Project #3: Memory Jars, “Before I Die,” and Interactive Public Writing at West End Art Depot
For the final project, we as a class will design a display that engages a community audience, and encourages them to interact and write within your public writing exhibit. This circulation of ideas and visual compositions is in the spirit of experimental composition—opening the space for creative-critical thought to take place. There will be an opening night (will trade one of our last class sessions for your participation in the opening night). The exhibit will be open in the WeAd gallery for the whole month of December.
Look back at our shared sources this semester, including the “Before I Die Wall” http://beforeidie.cc/site/about/, Greco’s thesis, as well as read more about the Memory Jar Project (Simon) at http://www.santacruzmah.org/2012/making-museums-matter-nina-simons-tedxsantacruz-talk/ For this project, you and your team will plan the details of the interactive writing exhibit at West End Art Depot. This may include work on the Memory Jar Project, in which exhibit visitors are encouraged to fill a mason jar with items we as a class will provide (puzzle pieces, thrift store finds, buttons and pins, etc, and other donated items) and write a memory on the jar’s hang tag label, and the “Before I Die” chalkboard wall where visitors write her/his responses to the fill-in-the-blank prompt “Before I Die.” You will receive both a group grade and an individual grade for Project #3.
Though you will work in steps on this project throughout the semester, there are activities that pertain specifically to your grade for Project #3:
· attend the gallery opening night or complete equivalent assignment that will be offered if you cannot attend (extenuating circumstances only)
· work within your team to participate in organizational tasks and planning, such as collecting material for the memory jars (this does not have to cost you money—collect the items using all available means! Attics, garages, etc.), setting up the exhibit during the final week of class, painting/stenciling the “Before I Die Wall” (the wall will be created from 4x8 boards and then mounted, so we can work on them on campus). We will work as a class to delegate tasks.
· create your own memory jar to be displayed in our public writing exhibit
--You will be evaluated based on the detailed meeting minutes which outline your specific contribution to your group, and the execution of you/your groups' tasks.
FINISHING PROJECT #3
DUE SUNDAY, DECEMBER 7th at 5pm in Canvas
To finish and turn in project #3, please do the following:
50 points--participation
One group member compiles and types the meeting minutes from all classes, including 12/1-12/4 (set-up week).
Submit typed minutes to Canvas, and email copies to all group members.
50 points--attendance at opening night
--The second part of your grade for Project #3 will be your attendance on Friday, December 5th during our opening night. All class members are required to attend the event for one hour (sometime between 5pm and 9pm). Be sure to sign in and out on the attendance sheet at the event.
On Monday, after I've received minutes and after we've had our opening night, I'll promptly record grades for Project #3.
This essay = 80% of your grade for the Final Exam
Attendance during our final meeting time = 20% of your grade for the Final Exam
Final Exam Time (scheduled by NMSU) is from 10:30-12:30 on Tuesday, 12/9
**In a minimum of 5 pages, double-spaced, with appropriate MLA or APA heading and TITLE and page numbers, address each question in all of the prompts below, in one essay. This essay will be graded using the same rubric as Project #1, available at http://eng211.weebly.com/readings-pdfslinks.html The goal of this essay is to reflect on your own work and experiences in class this semester, as they relate to course objectives and materials.
Feel free to include images, screenshots, photographs of opening night, etc. to support your essay. The photos do not affect the page-length requirement.
1. Visit these pages in our course website:
http://eng211.weebly.com/major-assignments-projects.html
http://eng211.weebly.com/readings-pdfslinks.html
http://eng211.weebly.com/calendar.html
http://eng211.weebly.com/weekly-prompts.html
Revisit and read through the pages to get a sense of time, of how we moved through the semester and the work we’ve accomplished (remember “time” was one of the major organization principles we talked about early in the semester). Re-read the Weekly prompts and major assignments. Do not skip this step, and take your time revisiting our material—it’s easy to forget how much traditional reading and writing we did this semester in addition to other activities.
1a. Next, using titles/descriptions of specific weeklies, readings, and/or Projects, discuss the most interesting connections you found in your own work and how your critical, or creative-critical thinking developed over the course of the semester.
1b. Then, revisit your essay for Project #1, the Journey Map. Having completed our 211 class this semester, do you situate yourself any differently along the spectrum of problem-solver/composer/writer/designer/artist than you did in that essay? Discuss in detail and make connections to specific course material and discussions.
2. The theme of our course is “Circulation, Innovation, and Audience Interaction.” Using your experience at opening night at WeAD, how do you see writing/composing circulating among these themes? In what ways did we circulate ideas inside and outside of the classroom, in class and outside the university? In what ways did the final show contribute to the circulation of writing that’s been happening in our course all semester?
Does anything surprise you about the connections we made to writing this semester? Did it change your concepts about what constitutes writing? Explain.
Conclude with any final connections, thoughts, or constructive criticism.
Project #1 Problem Solver, Composer, Writer, Designer, Artist: Situating Yourself in Narrative
Due: Thursday, Sept. 18th by 11:59 pm. in Canvas “Assignments”
Visit/re-visit the material we’ve covered so far:
“Before I Die Wall” public art project website
Journey Map in-class activity and Bootcamp Bootleg .pdf
They Say I Say, “What’s Motivating this Writer?” chapter
They Say I Say, Gerald Graff “Hidden Intellectualism” essay
Artist Carlos-Cruz-Diez website
They Say I Say, “Entering the Conversation,” chapter
In Canvas, upload one Word document labeled with your last name and Project 1 (example); Goldstein_Project1.docx
It should contain:
1. 5-7 pages of double-spaced text that expands your data points from into a more complete narrative.
For Project #1, think of Graff’s essay as a model. His more narrative composition style includes many story-like elements, but it is intended for both an academic and non-academic audience. You may use direct quotes/summary/ideas from any of our material in class so far to weave into your project—this is a perfect opportunity to use They Say I Say for "Entering the Conversation templates.
You, like Graff, Burke, and Vonnegut, are writing and composing from within a larger conversation. You should be creating a narrative based on the themes and data/story points from the Journey Map we worked on in class. As a class-wide larger theme, remember that the over n the spectrum of problem-solver/composer/writer/designer/artist.
2. Since we discussed and practiced meme-composing in class, I’ll offer 5 points extra credit for either creating a meme based on your project (like we did in groups for Graff’s ideas) using memegenerator.net, or creating another type of remediated image based on your project.
Remember we discussed in class the notions of “Cronos” time (literal time: Sept. 11, 2014) or “Kairos” time: fitting opportunity or time; a time when conditions are right for the accomplishment of a crucial action; a time of possibility which is rarely ‘neutral”; moments that define our individual lives.
Your final document should be in APA, MLA, or Chicago formatting style. Refer to Writing Matters textbook and/or the Purdue Online Writing Lab (OWL) https://owl.english.purdue.edu/owl/ for style and formatting information.
Specifications:
· .doc or .docx file formats
· 12-pt. standard font
· 1” or 1.25” margins (these are the two default margin sizes in word processing software—if your margins are larger than 1.25” your grade will be affected)
· 5-7 pages of text double-spaced (less than 5 pages of text will affect your grade)
Remember to visit me during my office hours: T/Th 1:15-2:30 or email (Canvas email or [email protected]) if you have questions or would like feedback. Also, you can make a half-hour appointment with a consultant in the Writing Center during any stage of the process—from generating writing ideas from the prompt to help with revising for the final draft.
To book an appointment at the Writing Center, go to https://nmsu.mywconline.com/
Project #2 Writing and Scent: Prototyping the Memory Jar Public Writing Project
Due Tuesday, October 28th at 11:59pm in Canvas “Assignments”
*completed in conjunction with Photoshop tutorials
*These class periods will be held in the Design Center, (Basement of Milton Hall)
Groups of 3 students will receive small vials of Demeter brand fragrances (some on the available list include Funeral Home, Lightning, Poison Ivy, Firefly, Stable, Paperback, Clean Windows, Sunshine, Lobster, Spicy Pineapple Salsa).
Demeter Fragrance website: http://www.demeterfragrance.com/
· Work in a group of up to 3 people, or on your own.
· We will choose and order scents in-class, early in the semester on Aug. 28th
· Use our Public Domain list to mine images, colors, and concepts
Prompt
Based on your experience with image-editing software, pick one of the following options:
If you are comfortable with image-editing apps, Photoshop/Pixlr, or other similar programs you may want to try Option A:
· Develop a conceptual image to introduce the visitor to the memory jar exhibit. The image will be used to “show” them the project. The Santa-Cruz Memory Jar Exhibit used a conceptual drawing by a local artist, which did not contain text. This can lean from infographic to art and anywhere in-between. However, keep in mind the purpose of the image is to engage and inform the audience. The way you do that is up to you. Later in the semester, we can draw from these images as possibilities for inclusion in the interactive writing exhibit.
Remember this will be a rather large piece, so adjust your canvas size accordingly in Photoshop or Pixlr when you set up your document.
If you are less comfortable with image-editing apps, Photoshop/Pixlr, and other similar programs, you may want to try Option B:
· Translate your scent into a conceptual image. After making notes on your Demeter scent, create a layered image in the program of your choice. The image should be 8.5”x 11” or 11”x 17”, so define your canvas accordingly. This image has the potential to generate ideas later in the semester, in regard to possibly using images/scents (perhaps some of these) in the Memory Jar exhibit.
Specifications:
· Define correct canvas size
· Define correct DPI: 300 DPI (dots per inch), NOT 75 dpi, which is only for online documents
· Image must have at least 2 layers
· Include a 2-3 page, double-spaced written account of your process as you created the image. Think back to your for Project #1 (your narrative). Address the following questions while writing about your process:
Does working with image-editing software change how you situate yourself as a problem-solver/composer/writer/designer/artist? Explain.
What was the toughest challenge with the software program? How did you remedy the situation in order to complete the project? Can you see using image-editing skills in your field of interest or in other personal or professional settings? Explain.
· submit all relevant documents via Canvas “assignments” by Tuesday, October 28th at 11:59pm.
PROJECT #2, PART 2: NOVEMBER UPDATE
In the first part of Project #2, you worked on your own or with a partner to create an image based around the scent exercise and final gallery exhibit. Then you wrote a memo that outlined your process behind creating the image.
To wrap up Project #2, here's what to do:
Each individual student will create another image using Photoshop, Pixlr, or an app, but the image must be LAYERED, not just COLLAGED. You can collage, but your images must be cut, layered, ("remediated") before you collage them. You can use any topic or subject for your second image.
--This second image you create should be one of the following: a poster (8.5x11" or 11x17"), an album cover for a real or imagined band--covers are usually 4.75x4.75" for cd covers, but because most albums are also digital, you can make the image bigger, a book cover for an actual book (you can redesign a cover) or an imagined book (perhaps your future memoir!--book cover sizes vary, so the size is up to you), or a two-sided business card you could actually use for yourself--business cards are usually 3.5x2". If you have another idea for your purposeful image, please email and we'll talk about it.
--For the written part, you will create another 2pg, single-spaced memo in which you discuss how your process changed or stayed the same from the first image to the second, provide detailed notes of how you came up with your new idea, what program or app you used to build the image, and what tools/effects you used in the project or app. If you worked with a partner before, how does your process differ as you work on your own? Also discuss any new realizations or challenges you faced while working on this second piece. The more detailed you can be, the better.
Project #2 is worth 100 points--you must have all of the following pieces to be eligible for full credit: your first image and first memo, your second image and second memo. You can create one document with all of these items if it is easier for you to upload into Canvas.
The new deadline is Sunday, November 16th at 5pm in Canvas
Project #3: Memory Jars, “Before I Die,” and Interactive Public Writing at West End Art Depot
For the final project, we as a class will design a display that engages a community audience, and encourages them to interact and write within your public writing exhibit. This circulation of ideas and visual compositions is in the spirit of experimental composition—opening the space for creative-critical thought to take place. There will be an opening night (will trade one of our last class sessions for your participation in the opening night). The exhibit will be open in the WeAd gallery for the whole month of December.
Look back at our shared sources this semester, including the “Before I Die Wall” http://beforeidie.cc/site/about/, Greco’s thesis, as well as read more about the Memory Jar Project (Simon) at http://www.santacruzmah.org/2012/making-museums-matter-nina-simons-tedxsantacruz-talk/ For this project, you and your team will plan the details of the interactive writing exhibit at West End Art Depot. This may include work on the Memory Jar Project, in which exhibit visitors are encouraged to fill a mason jar with items we as a class will provide (puzzle pieces, thrift store finds, buttons and pins, etc, and other donated items) and write a memory on the jar’s hang tag label, and the “Before I Die” chalkboard wall where visitors write her/his responses to the fill-in-the-blank prompt “Before I Die.” You will receive both a group grade and an individual grade for Project #3.
Though you will work in steps on this project throughout the semester, there are activities that pertain specifically to your grade for Project #3:
· attend the gallery opening night or complete equivalent assignment that will be offered if you cannot attend (extenuating circumstances only)
· work within your team to participate in organizational tasks and planning, such as collecting material for the memory jars (this does not have to cost you money—collect the items using all available means! Attics, garages, etc.), setting up the exhibit during the final week of class, painting/stenciling the “Before I Die Wall” (the wall will be created from 4x8 boards and then mounted, so we can work on them on campus). We will work as a class to delegate tasks.
· create your own memory jar to be displayed in our public writing exhibit
--You will be evaluated based on the detailed meeting minutes which outline your specific contribution to your group, and the execution of you/your groups' tasks.
FINISHING PROJECT #3
DUE SUNDAY, DECEMBER 7th at 5pm in Canvas
To finish and turn in project #3, please do the following:
50 points--participation
One group member compiles and types the meeting minutes from all classes, including 12/1-12/4 (set-up week).
Submit typed minutes to Canvas, and email copies to all group members.
50 points--attendance at opening night
--The second part of your grade for Project #3 will be your attendance on Friday, December 5th during our opening night. All class members are required to attend the event for one hour (sometime between 5pm and 9pm). Be sure to sign in and out on the attendance sheet at the event.
On Monday, after I've received minutes and after we've had our opening night, I'll promptly record grades for Project #3.