ENG 1101 Week 3 Agenda

Let’s focus on our mise en place so we can start cooking for Project #1!

Class Info

• Dates: Wednesday, 9/15-Tuesday, 9/21 (no classes meet on Wednesday, 9/15 or Thursday, 9/16))
• Meeting Info: To review:
  • Our course is a hybrid, meaning that it is a blend of synchronous and asynchronous work.
  • For the synchronous sessions, we will meet on Tuesdays 12:00-1:40pm via Zoom and share notes in a shared document.
  • For the other class meeting time, which would have been 100 minutes long, you will do your work throughout the week asynchronously, on your own time. This work and homework are indistinguishable but all contribute to your informal work for the semester.
  • Our weeks will begin on Wednesdays and run through our class meetings on Tuesdays.
  • Work will be due during the week as noted in the weekly agenda, usually with Monday mornings as a deadline to join a discussion so we all have time to read an respond to each other.
  • If you want more structure in the week, I can assign Thursday or Friday deadlines as well–please ask!
  • Student support meeting hours are opportunities to meet synchronously with me individually or in a small group via our class Zoom link.

Topic

ENG 1101 Project #1: Education Narrative

Objectives

• To consider and discuss aspects of education and educational experiences through the lens of writing
• To begin drafting educational narratives
• To contribute to course discussions to build our community

To Do from Before

Please catch up on any work you have missed from the Week 1 Agenda and the Week 2 Agenda. This includes the readings, discussions, and review of Project #1: Education Narrative assignment

To Do This Week

The readings and videos I’ve shared with you can help us explore the genre of and education narrative to be able to analyze the genre and begin to draft our own.

Reading

• Re-read the instructions for our Project #1: Education Narrative
• Katherine Peach, “Marc Murphy Talks Chopped And How A Dyslexia Diagnosis Changed His Life – Exclusive Interview“–focus on the sections from “The real reason Marc Murphy became a chef” through “Marc Murphy reveals chefs don’t have it easy” (use ctrl-F or Command-F to find that heading more than halfway through the article)
• Michael Caton, “Architecture Needs a Culture Shift“
• Ksenya Samarskaya, “Nontsikelelo Mutiti on Interrogating the Euro-centric Design Canon.”
• CONTENT WARNING: the Plato text and related videos refer to prisoners and represent their maltreatment and torture.
• Plato, The Republic, Book VII (“Allegory of the Cave”)
• Paolo Freire, from Pedagogy of the Oppressed, Chapter 2, the short section referred to in my comment in the Olivarez discussion (and more if you’re interested!)

Actions

• Watch the three short videos for Plato’s “Allegory of the Cave”:
• start here for a good overview of this section of the text and the philosophy behind it “Plato’s Allegory of the Cave” by Alex Gendler:

• this one that’s more of a reading of the text, “The Cave: An Adaptation of Plato’s Allegory in Clay” by Bullheadent:

• and another one that might help us understand it better, “The Allegory of the Cave Explained” by Philosophy Vibe:

Writing

• Participate in our brainstorm by adding questions we want to answer about our education in a comment in response to the Project #1 assignment instructions post.
• Contribute to the discussion about the education narratives we read last week and are reading this week
• Contribute to the discussion about Plato’s “Allegory of the Cave”
• Start brainstorming for Project #1 in our first Project #1 discussion
• Keep a list of words you want to understand better and which text they were in–this will get us started on an ongoing project for the semester.