ENG Project #2 in our Humuments

Ideas for how to represent Project #2 in our Humument projects:

  • opposites: represent good guy/bad guy (characters)
  • opposites: words (could relate to overlap in Project #2, could not)
  • 2 different pieces of artwork (different styles/principles) overlap on the page
  • overlapping language: maybe cross-crossing of the connecting lines that connect the words; leave some of the old page visible to convey the overlap of old and new; use some of the same words for both, even the same instances of those words
  • use space to represent the overlapping locations: large and small
  • use color, value, line, etc to represent the overlap
  • use of space: on the page we have words, maybe illustrations, page number, title on one page and maybe author or chapter title on the other in the header, color of the paper, margins. can we use margins to represent part of the overlap? facing pages? back-to-back pages–with ink bleeding through?
  • addition/subtraction: see through to the next page to represent the overlap? add words from one page to another
  • do you cross the threshold of the margin?

For Wednesday: bring in your book or sample pages to draft your Project#2-oriented Humument pages; final version by Monday 11/2

Annotating our reading: https://docs.google.com/document/d/1UPbSIXA3-bF6g-7gqPNszGJh7y0S20tOccfSHitGTO4/edit?usp=sharing

ENG 1101: Incorporating quotations

why use outside materials?

  • get to know them better
  • think more deeply about our own work
  • quotation can help you explain your point better
  • bring in someone else’s point of view, whether they agree or disagree
  • gives reader more depth about the subject
  • shows you did more work, did your research
  • gives the author authority
  • important to do it properly
  • too much might diminish author’s authority
  • too much can be confusing
  • if you don’t do anything with the material, it’s a waste
  • keep in mind your goal–to make a claim, not to dump data into a file.
  • gives a sense of the voice of the source

how do we incorporate outside materials?

  • quotation fits into the sentence
  • quotation fits into the sentence with the addition of a colon (to show this is an example; to show multiple examples)
  • longer quotation (more than 4 lines): block format: according to MLA style, we indent the block 1″ on the left, 0″ on the right, no italics
  • (consider how long is too long for quotations–do you really need a block quotation for this project?)
  • no dropped quotations! Quotations can’t be their own sentence! incorporate it into another sentence, using joining words or punctuation.
  • we might use just one word or short phrase to incorporate the source author’s vocabulary, concepts, or terms
  • quotations can help build a narrative
  • Shorten long quotations: use an ellipsis. The quotation still needs to make sense grammatically. “Butchie, guess what? I had a dream last night about us having a baby…I guess the dream belonged to you, too”
  • Quotation inside quotation: use single quotation marks inside, double outside. Exception: in block format, start with double for inside quotation.
  • Use parenthetical citations to indicate where the quotation comes from. Use author’s last name and page (if available), or just author’s name, or just title if no author is given. Include it before the punctuation at the end of the sentence but after the quotation marks. “Like this” (Rosen). For more examples, read this from the Purdue University Online Writing Lab (OWL)
  • Use a Works Cited list to acknowledge all of the sources you used. For the purposes of Project #2, you can copy from our Readings list.


ENG 1101 Classwork: Thesis statements and outlines

The purpose of identifying this juxtaposition is to observe how Duffield Street’s older buildings mesh with the rest of MetroTech by virtue of sharing a common set of New Yorkers.

Although Duffield Street represents an older New York than the MetroTech development, by occupying the same space, they attract a common set of New Yorkers who benefit from their diverse offerings.

  • different buildings
  • different people
  • different offerings
  • comparison

Block format–all about one, then all about the other plus comparison

  1. Duffield Buildings–describe
  2. Who uses them
  3. For what purposes
  4. Metrotech buildings–describe
  5. who uses them
  6. for what purposes
  7. JUXTAPOSITION (either 7 or throughout 4, 5, and 6)

New outline: Point-by-point comparison

  1. Buildings–
    1. Duffield;
    2. Metrotech
  2. Uses–
    1. Duffield;
    2. Metrotech
  3. People–
    1. Duffield;
    2. Metrotech

ENG 1101 Classwork: Will Self and Project #2 drafting

To continue drafting and developing Project #2, please share with the class what your project is about. We will use that statement as a draft of a thesis statement.

We will also review Charles McGrath’s New York Times article, “A Literary Visitor Strolls in from the Airport,” and annotate a copy of it.

What we want from peer feedback

What we might add: prompted by questions from peer, maybe focused on the argument, add more detail–especially about senses, how it’s a juxtaposition

a thesis statement:it establishes your main idea; points out your side of an argument; makes a straightforward point (vs argumentative); summarizes the claim; outlines what you’ll find in the rest of the essay; a road map to the rest of the project; a guide for the reader; specific. End of your introduction.

what’s up?

how come?

so what?


What we might remove: look for repetition. If we want to avoid a particular stance, eg first person. (especially I believe, I feel, I think)

remove aspects that don’t fit with the focus we’re choosing (ask–what does this have to do with your argument? your comparison? your main idea?)


language, grammar, sentence boundaries, vocabulary, usage, for clarity

vocabulary to add: to make it more sophisticated,

grammar, sentence boundaries, how to make it sound better

ENG 1101 Classwork: “View of the World from 9th Avenue” by Saul Steinberg

“View of the World from 9th Avenue” by Saul Steinberg:

On the Saul Steinberg Foundation Web site

On Wikipedia

To help us think about Steinberg’s illustration, we can consider how it is a map. Some questions we can consider:

What time period does this text reflect?

What geographical location does it depict?

What information is accurate, and what is inaccurate?

What do the inaccuracies mean?

What do you understand about the map from its title?

What is The New Yorker magazine and why was this an appropriate cover for one of its issues?

ENG 1101 Classwork: “Univers Strikes Back”

Today in class, we reviewed our reading, “Univers Strikes Back,” and began to annotate it to reflect what we understood and didn’t understand yet. We highlighted words we wanted to understand better.

We also discussed our drafts of Project #1, taking some time to ask questions and to make a checklist for our final revisions, which are due before the start of class on 9/21.

ENG 1101 9/10 Class and Lab

I have asked everyone to read selections of the first chapter of Ways of Seeing. Please read from page 7 (the first page of the chapter) to page 11 (stop just before the last paragraph) and from the middle of page 16 through the end of the chapter, or the best you can.

During class we will watch the first episode of the BBC production of “Ways of Seeing.” This groundbreaking television series was the basis for the book of the same name, which is the source of our reading for this class and subsequent classes. (note: some of the words in the captions are incorrect.)

Focused freewrite: What remains with you after watching Part 1 of “Ways of Seeing”? What questions do you have?

We will continue our conversation about how we read images in light of the video and reading from Ways of Seeing.

We will also work on note-taking and annotation of a text, using Ways of Seeing as our example.

*     *     *

In our lab, we will work in small groups to provide peer feedback for Project #1. In pairs:

  • Review your draft on your own, adding anything you want to add. (5 minutes)
  • Partners then swap projects and read the other partner’s work.
  • After reading, everyone will respond to questions about the draft:
    1. What does this bio provide so you learn about this person in an academic, pre-professional context?
    2. What are the author’s goals, interests, and aesthetics?
    3. Does the author describe his or her avatar in detail? Try to imagine it just from the description–what do you understand and what is missing?
    4. Does the author identify meaningful ways in which someone might misunderstand their avatar? Offer your own possible interpretation.
    5. What does the author say this OpenLab profile will do to represent him or her? What is missing? What does not come across to you in terms of the assessment of the profile’s purpose?
    6. Is there anything about the way this was written that you want to comment on? Remember that this is a draft, so some pointers can be helpful, but some might be too specific for this stage in the writing process.
  • After answering the questions, swap back and review the responses to your project.
  • After reviewing the responses, take turns asking any questions you have about your reviewer’s experience reading.
  • Collaborate on making an action plan for each partner’s revision.

It would be helpful if you upload your latest iteration before class on Wednesday, 9/16, so we can discuss any issues that arise as you continue to work on your projects. Final versions are due on Monday, 9/21, by the start of our 9:00am lab.

*     *     *

In class we brainstormed some techniques for annotating a text. As you read “Univers Strikes Back” by Ellen Lupton and Julia Lupton, use as many of these techniques to annotate your copy of their essay:

  • highlighting or underlining for things that stand out
  • squiggly underlining for things you aren’t sure about
  • circling words that you need to define (possible glossary entries!)
  • using the margins or space on the page to
    • ask questions
    • agree
    • disagree
    • summarize
    • define words
    • explain

How do we read an image?

  • color
  • lighting: natural or artificial
  • point of view, angle, vantage point: where is the subject in relation to the camera?
  • focus: where the viewers’ eyes are drawn
  • foreground
    • space, complexity
  • background
  • location: urban/rural,
  • time: era (history), time of day, season,
  • subject:
    • people in it
    • their clothing
    • features, facial expressions –>emotions
  • actions: what are they doing
    • is there a narrative that the image tells?
  • objects
  • context
  • metadata: artist, collection