Weeklies are due in canvas "assignments" by 5pm on sundays
NO WEEKLY DUE SUNDAY, 11/16 (in place of a Weekly, you will be turning in Project #2 ((both images and both memos)) by 5pm on 11/16)
Weekly #9
Due Sunday, 11/9 at 5pm in Canvas This week, you will write a memo--see Weekly #6 for memo format examples-- (2-pg single-spaced minimum, but it can be longer) in which you discuss the relationship between what you wrote in Weekly #8 about the Maker Movement, and any connections you see between that and our bookbinding classes, and perhaps even other aspects of our course this semester. Remember our course is titled English 211: Circulation, Innovation, and Audience Interaction, and is also under the title "Writing in the Social Sciences and Humanities." What feedback can you offer about Chris Bardey's visits and the workshop? In addition, discuss how composing with tangible mediums (paint, paper, scissors, glue, thread) was both similar and different to how you thought about design while you composed your Photoshop images. What in your composing or creation or problem-solving process seemed similar and what seemed different? Then, discuss how these processes are similar or different to your thought process as you compose a more traditional written text (such as the work you did in Weekly #8). Inlcude any other comments or thoughts that you might want to share that I didn't include here in the prompt. |
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NO WEEKLY DUE SUNDAY, 11/2
Weekly #8
Due Sunday, 10/26 at 5pm in Canvas
Read Chapter Four in They Say I Say, pp. 55-64, as well as 3 of the the following 4 articles:
1. "With TechShop, the Maker Movement Begins Its Rise in Washington" from The Washington Post:
http://www.washingtonpost.com/news/capital-business/wp/2014/04/06/maker-movement-begins-rise-washington/
Due Sunday, 10/26 at 5pm in Canvas
Read Chapter Four in They Say I Say, pp. 55-64, as well as 3 of the the following 4 articles:
1. "With TechShop, the Maker Movement Begins Its Rise in Washington" from The Washington Post:
http://www.washingtonpost.com/news/capital-business/wp/2014/04/06/maker-movement-begins-rise-washington/
2. "MakeHERSpaces: STEM, Girls, and the Maker Movement" (This Short Subject was requested by the California Commission on the Status of Women and Girls in
support of the 2014 California Department of Education Second Annual STEM Symposium):
makersmovement.pdf | |
File Size: | 2118 kb |
File Type: |
3. "Maker Movement Reinvents Education" from Newsweek:
4. Dale Dougherty, "The Maker Movement" from the journal Innovations: Technology, Governance, Globalization, Volume 7, Issue 3, MIT Press, 2012
dougherty_mitpress.pdf | |
File Size: | 85 kb |
File Type: |
Remember that you read and annotated Dougherty's piece in class on Thursday, so you have something to start with. After reading 3 of the 4 articles, use the templates in Chapter 4 of They Say I Say to write an essay responding in some way to the main ideas in the 3 essays. You'll want to summarize and/or quote some of the authors' ideas and make clear whether you are agreeing, disagreeing, or both agreeing and disagreeing with what she or he says. Use the templates from They Say I Say to structure your response, and HIGHLIGHT THE TEMPLATES YOU USE IN GREEN so they are visible. You may use personal experience to relate to the Maker Movement and to add depth to the discussion in your essay.
The essay should include direct quotes or summary from 3 of the 4 essays posted above. It should be no less than 4 pages, double-spaced. Include a heading, title, page numbers, and works cited page. Contact me by email as early as possible with any questions.
The essay should include direct quotes or summary from 3 of the 4 essays posted above. It should be no less than 4 pages, double-spaced. Include a heading, title, page numbers, and works cited page. Contact me by email as early as possible with any questions.
Weekly #7
Due Sunday, 10/12 at 11:59 pm in Canvas
This week, post your reviews and feedback from Thursday in a Word document. It should be no less than 2 pages. Refer to Photoshop projects by title (as per class on Thursday). This exercise is meant to be of some value for producing your final image for Project #2, and also allow you to see how your colleagues in class are thinking and writing about the work you've done. You can (and I encourage you to) expand what you wrote on Thursday into a more complete review. You may also address how the images are working together (design principle of proximity) as we saw them arranged together.
I will compile your feedback and post it in the discussion board.
If your Weekly does not include a heading (your name, English 211, Weekly #7, date) and page numbers formatted with last name (for example: Goldstein 2), I will not count the Weekly for credit. It's important I have that information, or else the file is easily lost amongst the electronic mix.
Email with any questions.
Due Sunday, 10/12 at 11:59 pm in Canvas
This week, post your reviews and feedback from Thursday in a Word document. It should be no less than 2 pages. Refer to Photoshop projects by title (as per class on Thursday). This exercise is meant to be of some value for producing your final image for Project #2, and also allow you to see how your colleagues in class are thinking and writing about the work you've done. You can (and I encourage you to) expand what you wrote on Thursday into a more complete review. You may also address how the images are working together (design principle of proximity) as we saw them arranged together.
I will compile your feedback and post it in the discussion board.
If your Weekly does not include a heading (your name, English 211, Weekly #7, date) and page numbers formatted with last name (for example: Goldstein 2), I will not count the Weekly for credit. It's important I have that information, or else the file is easily lost amongst the electronic mix.
Email with any questions.
Weekly #6
Due Sunday, 10/5 at 5pm in Canvas
This week, you will be composing a memo (examples below)--it will be easiest to model off of the "general memo sample," but I wanted to give you an idea of how memos function in various contexts, so I included a couple of other examples. Be sure to format the memo correctly--follow the heading example, and paragraphs in memos are single-spaced and not indented, as shown below. The memo represents a specific kind of writing for humanities and social sciences, and serves as a concise update of information. Your writing tone and style in this memo are the same as you would use in professional/work emails (emails to teachers, supervisors, bosses, committees, employers), rather than informal updates, such as a "hey, what's up?" text or email to a friend.
**The final memo should be correctly formatted and should be about 1-2 pages SINGLE-SPACED, and uploaded as a .docx file
In your memo, after formatting it modeled on the example below, include the following information:
In technical (specific) detail, describe the process you went through to compose your image draft. You might talk about how you selected the images, working with layers and cutting/placing, etc... (For example, if you started with one idea and had to scrap it entirely and start again, that would be a great thing to talk about!) You can also discuss the decisions/mental processes you went through as you put the image together over the past 5 classes.
Also address in specific detail:
What was your biggest challenge of this meaning-making/image-making process over the past 5 classes in the Design Center?
How did you problem-solve during this challenge to "make it work?"
What were some of the small or large discoveries you made along the way? (can talk about yourself as a composer, or about Photoshop/Pixlr program, effects, etc..)
What worked particularly well, and why?
What is your greatest accomplishment so far with this project?
If you worked with a partner, discuss:
Specific tasks each of you completed and how you divided tasks during the collaboration. Did you feel the workload was split relatively even? Why or why not?
Last, include at the end of the memo:
Your idea of a name for our final project interactive writing gallery show
Memo Examples
Sample memo from the field of Nursing (from employee to supervisor):
http://www.healthleadersmedia.com/content/HOM-222517/Web-site-spotlight-Sample-memo-for-supervisor-notification.html##
Sample memo from Army Corps of Engineers:
http://www.usace.army.mil/Portals/2/docs/civilworks/mous/flexible.pdf
General memo sample:
Due Sunday, 10/5 at 5pm in Canvas
This week, you will be composing a memo (examples below)--it will be easiest to model off of the "general memo sample," but I wanted to give you an idea of how memos function in various contexts, so I included a couple of other examples. Be sure to format the memo correctly--follow the heading example, and paragraphs in memos are single-spaced and not indented, as shown below. The memo represents a specific kind of writing for humanities and social sciences, and serves as a concise update of information. Your writing tone and style in this memo are the same as you would use in professional/work emails (emails to teachers, supervisors, bosses, committees, employers), rather than informal updates, such as a "hey, what's up?" text or email to a friend.
**The final memo should be correctly formatted and should be about 1-2 pages SINGLE-SPACED, and uploaded as a .docx file
In your memo, after formatting it modeled on the example below, include the following information:
In technical (specific) detail, describe the process you went through to compose your image draft. You might talk about how you selected the images, working with layers and cutting/placing, etc... (For example, if you started with one idea and had to scrap it entirely and start again, that would be a great thing to talk about!) You can also discuss the decisions/mental processes you went through as you put the image together over the past 5 classes.
Also address in specific detail:
What was your biggest challenge of this meaning-making/image-making process over the past 5 classes in the Design Center?
How did you problem-solve during this challenge to "make it work?"
What were some of the small or large discoveries you made along the way? (can talk about yourself as a composer, or about Photoshop/Pixlr program, effects, etc..)
What worked particularly well, and why?
What is your greatest accomplishment so far with this project?
If you worked with a partner, discuss:
Specific tasks each of you completed and how you divided tasks during the collaboration. Did you feel the workload was split relatively even? Why or why not?
Last, include at the end of the memo:
Your idea of a name for our final project interactive writing gallery show
Memo Examples
Sample memo from the field of Nursing (from employee to supervisor):
http://www.healthleadersmedia.com/content/HOM-222517/Web-site-spotlight-Sample-memo-for-supervisor-notification.html##
Sample memo from Army Corps of Engineers:
http://www.usace.army.mil/Portals/2/docs/civilworks/mous/flexible.pdf
General memo sample:
Weekly #5
Due Sunday, 9/28 at 5pm in Canvas
squaring_the_circle.pdf | |
File Size: | 7223 kb |
File Type: |
Read the Jessica Helfand article “Squaring the Circle”
Then, in a single Word document, answer the following prompts which I’ve adapted for our class from the composition textbook Picturing Texts (George, et al):
1. Circles are used by many of the world’s cultures and religions as objects of contemplation. Based on Helfand’s essay, why do you think the circle is favored in so many diverse traditions?
2. This essay is heavily influenced by the thinking of theorist Rudolph Arnheim, who belives that every work of visual design has a spatial organization, from shapes on a canvas, to a logo, to parts of a building and how it inhabits space. He maintains that spatial organization is made up of two dynamics: “centricity,” in which things come out of or are pulled toward a center, and “eccentricity,” in which there is not true center but rather a grid of horizontal and vertical relationships.
With the above concepts in mind, for one day (or two) use your camera phone to capture a running list of circles you’ve found in design. This can be ANY CIRCLES in architecture, engineering, ads, logos, furniture, art, décor, textiles, papers, just to name a few possibilities. Find the circles in small details and/or large details.
Then, compile your photos into one Word document. You should include at least 5 photos that you have taken. (The goal is to notice design in your own surroundings, so please compose your own photos rather than pulling them from other online sources).
Next, give the context of each photo (where was it taken? What, specifically is in the photo?) Then, using a few direct quotes from Helfand’s article, and/or using Arnheim’s “centricity” and “eccentricity” terms, discuss the purpose and significance of the use of circles in the designs you found.
Without your pictures, the written portion should land between 2-3 pages, double-spaced, but can be longer.
Then, in a single Word document, answer the following prompts which I’ve adapted for our class from the composition textbook Picturing Texts (George, et al):
1. Circles are used by many of the world’s cultures and religions as objects of contemplation. Based on Helfand’s essay, why do you think the circle is favored in so many diverse traditions?
2. This essay is heavily influenced by the thinking of theorist Rudolph Arnheim, who belives that every work of visual design has a spatial organization, from shapes on a canvas, to a logo, to parts of a building and how it inhabits space. He maintains that spatial organization is made up of two dynamics: “centricity,” in which things come out of or are pulled toward a center, and “eccentricity,” in which there is not true center but rather a grid of horizontal and vertical relationships.
With the above concepts in mind, for one day (or two) use your camera phone to capture a running list of circles you’ve found in design. This can be ANY CIRCLES in architecture, engineering, ads, logos, furniture, art, décor, textiles, papers, just to name a few possibilities. Find the circles in small details and/or large details.
Then, compile your photos into one Word document. You should include at least 5 photos that you have taken. (The goal is to notice design in your own surroundings, so please compose your own photos rather than pulling them from other online sources).
Next, give the context of each photo (where was it taken? What, specifically is in the photo?) Then, using a few direct quotes from Helfand’s article, and/or using Arnheim’s “centricity” and “eccentricity” terms, discuss the purpose and significance of the use of circles in the designs you found.
Without your pictures, the written portion should land between 2-3 pages, double-spaced, but can be longer.
(There is no Weekly due for 9/21/2014, in place, upload Project #1 in Canvas by 5pm on 9/21/2014.)
WEEKLY #3
For this week, because Canvas is under maintenance, please send your Word file to [email protected] by Sunday at 5pm.
Include the following items in one Word document labeled with your last name and Weekly #3 (example): Goldstein_Weekly3.docx
1. A photo of your Journey Map, (you can upload your original notes from our in-class work, or a revised current version).
2. 3 pages of double-spaced text (minimum, but you can submit a full draft if you are at that stage), that work to expand your data points into a more complete narrative.
Think of the form of Gerald 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, 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.
You may use direct quotes/summary/ideas from any of our material in class so far to weave into your project. You may use your text/quotes/discussion from your first two Weeklies as material to build on/use in Project #1. This is a perfect opportunity to use Graff and Birkenstein's They Say I Say for useful "Entering the Conversation," templates.
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.
Below is the rubric I'll use to assess Project #1:
For this week, because Canvas is under maintenance, please send your Word file to [email protected] by Sunday at 5pm.
Include the following items in one Word document labeled with your last name and Weekly #3 (example): Goldstein_Weekly3.docx
1. A photo of your Journey Map, (you can upload your original notes from our in-class work, or a revised current version).
2. 3 pages of double-spaced text (minimum, but you can submit a full draft if you are at that stage), that work to expand your data points into a more complete narrative.
Think of the form of Gerald 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, 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.
You may use direct quotes/summary/ideas from any of our material in class so far to weave into your project. You may use your text/quotes/discussion from your first two Weeklies as material to build on/use in Project #1. This is a perfect opportunity to use Graff and Birkenstein's They Say I Say for useful "Entering the Conversation," templates.
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.
Below is the rubric I'll use to assess Project #1:
WEEKLY #2
Read Graff’s article, “Hidden Intellectualism” in They Say I Say, pp. 198-205 and the Introduction to They Say, I Say, pp.1-14.
“In our view, the best academic writing has one underlying feature: it is deeply engaged in some way with other people’s views. Too often, however, academic writing is taught as a process of saying “true” or “smart” things in a vacuum, as if it were possible to argue [engage] effectively without being in conversation with someone else” (Graff and Birkenstein 3).
1. In what ways is Graff “in conversation with someone else?”
2. What elements of the text make Graff’s article “academic writing?” That is, how can you tell it is an article and not a short story, even though it has elements of both types of writing?
Upload your 1-full-page, double-spaced response in Canvas Assignments, Weekly #2, as a .docx or .doc file.
PART 2
Drawing on the content of Virginia Burke’s article and recommendations for college composition we discussed last week, compose an image that communicates one of Gerald Graff’s main ideas in “Hidden Intellectualism.” Include a paragraph description of your image as a text-box entry in Canvas.
(single digital photo, phone pic, an image manipulated in photoshop or other app, instagram, etc.) You can also think in terms of tangible media such as paper, magazines, etc, but please take a picture of the product in order to submit it on Canvas.
Upload to Canvas Assignments, Weekly #2 as a .jpg or .gif file.
Read Graff’s article, “Hidden Intellectualism” in They Say I Say, pp. 198-205 and the Introduction to They Say, I Say, pp.1-14.
“In our view, the best academic writing has one underlying feature: it is deeply engaged in some way with other people’s views. Too often, however, academic writing is taught as a process of saying “true” or “smart” things in a vacuum, as if it were possible to argue [engage] effectively without being in conversation with someone else” (Graff and Birkenstein 3).
1. In what ways is Graff “in conversation with someone else?”
2. What elements of the text make Graff’s article “academic writing?” That is, how can you tell it is an article and not a short story, even though it has elements of both types of writing?
Upload your 1-full-page, double-spaced response in Canvas Assignments, Weekly #2, as a .docx or .doc file.
PART 2
Drawing on the content of Virginia Burke’s article and recommendations for college composition we discussed last week, compose an image that communicates one of Gerald Graff’s main ideas in “Hidden Intellectualism.” Include a paragraph description of your image as a text-box entry in Canvas.
(single digital photo, phone pic, an image manipulated in photoshop or other app, instagram, etc.) You can also think in terms of tangible media such as paper, magazines, etc, but please take a picture of the product in order to submit it on Canvas.
Upload to Canvas Assignments, Weekly #2 as a .jpg or .gif file.
WEEKLY # 1:
Our first weekly assignment will engage with Chapter 12 in They Say, I Say: “What’s Motivating this Writer.” First read the chapter, then read Virginia Burke’s “Why Not Try Collage,” a .pdf file in the Shared Sources section of eng211.weebly.com.
In this chapter Graff and Birkenstein express their idea of “writing as the art of entering conversation.” Keep this in mind as you answer the following questions in a 2-3 page, double-spaced response.
**Though this may be outside your field, peer-reviewed articles in all fields are responding and participating in an ongoing “conversation,” that is embedded in the field. It is good to wrestle with this question to see the text as a piece of something larger and connected.
Respond to the following questions in a 2-page double-spaced response, using full sentences:
“What situations, beliefs, or arguments does Burke seem to be responding to? What is the author’s main point? What is motivating Burke’s interest in her main point?”
Identify the following characteristics of this document: What year was this published? What journal was this article published in? How does this influence your reading of the text?
Do you see Burke’s ideas as relevant to education in 2014? Explain.
Can you relate what Burke discusses to any experiences in your own education in elementary/middle school/high school/university? Explain and use one or two short direct quotes in the formatting style of your choice (MLA, APA, or Chicago).
Our first weekly assignment will engage with Chapter 12 in They Say, I Say: “What’s Motivating this Writer.” First read the chapter, then read Virginia Burke’s “Why Not Try Collage,” a .pdf file in the Shared Sources section of eng211.weebly.com.
In this chapter Graff and Birkenstein express their idea of “writing as the art of entering conversation.” Keep this in mind as you answer the following questions in a 2-3 page, double-spaced response.
**Though this may be outside your field, peer-reviewed articles in all fields are responding and participating in an ongoing “conversation,” that is embedded in the field. It is good to wrestle with this question to see the text as a piece of something larger and connected.
Respond to the following questions in a 2-page double-spaced response, using full sentences:
“What situations, beliefs, or arguments does Burke seem to be responding to? What is the author’s main point? What is motivating Burke’s interest in her main point?”
Identify the following characteristics of this document: What year was this published? What journal was this article published in? How does this influence your reading of the text?
Do you see Burke’s ideas as relevant to education in 2014? Explain.
Can you relate what Burke discusses to any experiences in your own education in elementary/middle school/high school/university? Explain and use one or two short direct quotes in the formatting style of your choice (MLA, APA, or Chicago).