Jody R. Rosen – Ways of Seeing

End-of-semester checklist

A few reminders and follow-ups as we approach the end of the semester:

The glossary write-up is due. Today. Refresh your memory of the instructions here. As soon as I have them all, I can compile a complete glossary from the semester.
As you prepare for the final exam, remember to review the notes from our discussion about preparing for and writing this essay exam. Remember also that you can ask questions/answer questions/make comments in the comments section.
I posted instructions for the Project #4 cover letter. Please write this post so I can take your ideas into account as I re-read your work.
Many of the Project #3 posts did not have Works Cited lists–without them I can only assume that you either didn’t do any research, or that you used sources without giving them proper credit. If you add your Works Cited lists, I can take that into account as I finalize the grades for Project #3.
If we had discussed your plans to revise one or more of your projects this semester, would you remind me by sending me the link to the revised version? I have several, but before I return them on Monday, I would like to have everyone’s accounted for and graded.
I’m really excited to see your finished altered-book projects. Remember that we’ll take lots of pictures of them and of you with them on Monday in COMD 1100.
If you would like additional feedback on any of your work, we can schedule a meeting.
Good luck with all of your work! You can do it!

ENG 1101 Project #4 Cover letter and process post

Please write a private post to share your thoughts as you ordinarily would in class on paper for the cover letter, and on the site for the process post.

To make your post private when you write it, click on Edit next to Visibility in the right sidebar, and choose Private instead of Public or Password protected.

In combining both letter and process post, please write about the following:

What are you most proud of in Project #4?
What challenged you the most in Project #4?
How did you figure out your approach to the topic, both in terms of page choices and in terms of the theme?
How did you approach writing critically about your own work your project?
How did you approach writing didactic panels that were exactly 60 words?
Did you meet the requirements of the assignment?
When you found out you had more time, what did you change?
How much time did you spend on each phase of the project?
What did you take away from reading your classmates’ work, from their comments, from my comments, and from class discussions?
If you could have changed the assignment, how would you have changed it? What would you insist on not changing?
Is there anything else I should know about your work or about you as a writer or as a student?

Please categorize your post as ENG 1101 Project #4, and find and use the tag Phase 4: Deliver, plus any additional tags you find useful.

Preparing for the ENG 1101 final exam

Skim the reading

look for names or dates or quotations that stand out
who/what/when/where/why
important or key words
main idea–underline or circle
underline words you don’t know to look up after skimming

Reread the text to annotate it:

paraphrase difficult ideas
list main idea of each paragraph–in the margins
number the paragraphs
vocabulary!–write in the definitions and make sense of the sentences with your new understanding of the words
what is the thesis of the reading?
what controversies does it address?
try to anticipate the questions
what would you quote to support an answer to the anticipated questions?
parallel experiences

Add to these ideas in the comments!

As the glossary assignment indicates, you will need to write a final post to reflect back on the glossary entries you’ve completed this semester, to facilitate my finding all of them, and to make it easier for us to share the entire glossary with each other and anyone else interested.

Before you write this final post:

I strongly encourage you to revise individual glossary posts to correct any misspellings, typos, or incorrect, incomplete information. Check that they each have the category Glossary, any tags for the title of the text or class topic they come from , and any other tags you want. Be sure to include a comma between tags when you create them so you don’t create one giant tag that only applies to one post.

Please write a post that includes the following information:

Give it a title
Choose the category Glossary
Choose the tag Glossary Write-Up (look for that tag and choose it), along with any other tags you find appropriate
In the post, make a list of the 15 or more words that you included in your glossary–just the words in a list.
Then hyperlink each word to its glossary entry post.
- To do this, highlight the word, then click on the link icon
- Paste in the address for the post you wrote about that word
- Click Add Link
Then write a reflection about the glossary assignment for the semester. Think about how it affected your reading process, your comprehension, your coordination with classmates for this crowd-sourced project, etc. This should be approximately 250-300 words.
Due date: 12/18/15

Powerful photographs–continued

For our last class, we read Nora Ephron’s “The Boston Photographs” and examined the images her essay refers to. For our next class, we will consider the photographs published in Jet magazine that depict the brutalization of Emmett Till.

One collector of civil rights memorabilia has provided an archive of the various issues of Jet magazine relevant to this discussion. Before you click through to view the images, please brace yourselves–these are extremely disturbing images.

You might also look at this compilation of newspaper articles following Emmett Till’s murder. At the bottom of the page, you can download the FBI report, which includes materials from the time of the incident and more recent reporting.

Taking a step back, the Wikipedia page could be a good place to get started to understand the events that led up to and that followed Till’s murder.

Reply here with a comment about the choice to publish these photographs. You might write about what motivated the choice, or even what Ephron would say based on what she wrote in “The Boston Photographs,” or how these images matter today in relation to the #BlackLivesMatter movement. Are there other sources you consulted that were helpful for you? Please share them with us in your comment.

The Boston Photographs and Project #4 peer review

Keywords:

controversy
journalism
mid ’70s
morality
ethics
reality
publicity
(social) media
explicit material
censorship
AP wire (service)

What would you add to the paragraph, particularly where I have left ellipses to indicate where more information is needed?

Nora Ephron’s short essay, “The Boston Photographs” addresses a controversy surrounding the publication of graphic images of a failed rescue attempt… and how they motivate different reactions among editors and readers. Taken by Stanley Forman using a motorized camera that allowed him to take three photos per second… Although some readers argued it was sensationalist and unethical to do publish these photos that they saw as violating the “privacy of death” only to serve the newspapers’ own interests, editors… Ephron challenges… and ultimately sides with their value as good photojournalism because …

Some saw it as very controversial while others saw it as a window into the reality of death.

Supporting points:

photographer was attempting to photograph the rescue–good photojournalism
negative reaction: response against the breach of the privacy of death
“Death is a constant in life, so we shouldn’t shy away from its depiction, [nor] should it be censored”: issues of fire safety, fire escapes, slumlords, ghetto life

For Project #4 peer review:

Comment on two classmates’ projects, giving any of the following feedback:

how to make the project the right length
thesis statements
organization: does the thesis statement offer a plan for organizing the rest of the project (ie, works as a roadmap)?
examples: are they the three you wrote didactic panels for?
title for the book?
what’s missing?
what’s extraneous?
what’s superfluous?
positive feedback: that it fulfills the task, perhaps in an exceptional way; interest in the approach you’ve taken, the style you’ve written about it, the examples you’ve included
neutral feedback: reflect back what you understood the project is about

Peer review and Posters

For Didactic Panel peer review:

is this paragraph about one piece in particular?
anything missing?
anything extra?
is it nearly 60 words?
how can it be exactly 60 words?

For Poster Review:

How effective is the poster in communicating with the audience? Which are the most effective?
eye-catching
- sizes of images and text: balance or shift
- effective color use
- visual hierarchy
- framing
- typography
clear language
- topic clearly identified
- research understandable

ENG 1101 Project #3 cover letter and process post

Please write a private post to share your thoughts as you ordinarily would in class on paper for the cover letter, and on the site for the process post.

To make your post private when you write it, click on Edit next to Visibility in the right sidebar, and choose Private instead of Public or Password protected.

In combining both letter and process post, please write about the following:

What are you most proud of in Project #3?
What challenged you the most in Project #3?
How did you figure out your approach to the topic, both in terms of location and in terms of the theme?
How did you approach incorporating the outside resources into your project?
To what extent is your project making a persuasive argument about taking the longer route?
Did you meet the requirements of the assignment?
If you had more time, what would you change?
How much time did you spend on each phase of the project?
What did you take away from reading your classmates’ work, from their comments, from my comments, and from class discussions?
If you could have changed the assignment, how would you have changed it? What would you insist on not changing?
Is there anything else I should know about your work or about you as a writer or as a student?

Please categorize your post as ENG 1101 Project #3, and use the tag Phase 4: Deliver, plus any additional tags you find useful.

ENG 1101 Project #3 final peer review

Where do we need to focus in the final revision?

thesis statements
- does it establish an organization?
- is it relevant to the assignment?
incorporating quotations
- works cited list
- parenthetical citations
- do they provide authority?
is the route in keeping with the requirements of the assignment?
- it goes from City Tech to a train or vice versa
- it remains within a reasonable walk from City Tech

Didactic Panel for the Poster

describe Tom Phillips’s project
guidelines for our project
- in a used book, represent different projects and concepts
- re-envisioning of the book’s theme
use inspiration from Tom Phillips to incorporate visual and written expression: a goal of our Learning Community
the complete project is slated to be on display in the library in the Spring 2016 semester

First sentences:

The Humument book by Tom Phillips was an inspiration for this project.
Tom Phillips’s Humuments refashioned books as platforms for visual art while making use of the book’s written contents in order to create something entirely different.
Sourcing inspiration from Tom Philllips’s A Humument, Learning Communities COMD 1100 and ENG 1101 teamed up in order to curate a project that includes both text and visuals.

Draft of text for the poster:

Sourcing inspiration from Tom Phillips’s altered text, A Humument, COMD 1100 and ENG 1101 teamed up in the Ways of Seeing: Adventure with Image and Text Learning Community to curate a project that integrates both words and visuals. Like Phillips, students found inexpensive used books to transform into new artistic creations both in appearance, using ink, paint, pencil, cut-outs, folding, and burn-out, and in theme. The resulting work merges image and text for each new project or concept in both courses.

M	T	W	T	F	S	S
						1
2	3	4	5	6	7	8
9	10	11	12	13	14	15
16	17	18	19	20	21	22
23	24	25	26	27	28	29
30	31

Author: Jody R. Rosen