Class Notes 12/17: Final Exam and more

During class time: final exam

During lab time: ENG 1101 class survey; reviewing what’s left to do; final exam debrief

What’s left to do:

  • Project #5: complete your final version. Post it by Wednesday, 12/18, at 5:00pm using the category ENG1101 Project #5 and the tag Deliver, plus any other tags you want to use
  • Post all or as much as you think appropriate of Project #5 to the FYLC site, using the category 2019 Spevack & Rosen, plus any tags you want to use; also due Wednesday, 12/18, at 5:00pm.
  • Comment on at least 2 classmates’ posts on the FYLC site by Thursday, 12/19 at 9:00am.
  • Any glossary entries left to do? Make sure you have 14! By Thursday, 12/19 at 9:00am.
  • Any other missing materials? Make sure I see them by 12/19 by 11:30am.
  • Any revisions you need to do? Make sure I see them by 12/19 by 11:30am.
  • Class on 12/19: come talk to me about your grades, ask questions about your projects, talk about next semester, etc.

Class Notes 12/12: Project #5 and Prep for Final

How do we read actively, with pen in hand?

  • look for words to look up
  • annotate each paragraph
    • to say what it’s about
    • to say what it’s doing
  • what are your thoughts–maybe paragraph by paragraph
  • write a summary
  • questions:
    • what questions do you have?
    • what questions could the final exam ask?
    • Question A: 1-names the title, author(s), short summary; 2-your task: agree or disagree with a specific claim from the reading; 3-write a thesis-driven essay; 4-use any evidence; 5-use evidence from the text [include at least one quotation and explain how it relates to your argument]
      • addresses the central argument of the reading
      • asks you to address that central argument as well
    • Question B: 1-names the title, author(s), short summary about a specific part of the text, not the whole. 2-elaborating on the point raised in sentence 1; 3-your task: write an essay about more general idea from your experience; 4-elaborating on the task; 5-use any evidence; 6-use a thesis, refer to the reading [include at least one quotation and explain how it relates to your argument]
      • more of you recalling your personal experience, less reliant on the text

In the exam, what do you do?

  • read the questions
  • decide which to answer
  • 5
  • reread text or notes or parts of the text
  • find evidence in the reading or from your experience
  • 10
  • notes or outline/organization plan
  • 15
  • then start writing
  • 30
  • re-read a lot
  • maybe pro0fread from the end to the beginning
  • make changes as needed
  • 15
  • done 🙂

Class Notes 12/5: Work on Project #4

As we discussed in class on Tuesday, today’s class session is an opportunity for you to continue working on Project #4. You can work in the classroom, in the library, in the G600 computer labs, the lab in the Learning Center, or elsewhere. If you have questions, ask your classmates, or reply here or email me and I’ll check back after my conference presentation is over.

Please refer to the Class Notes for 12/3 for more information about how to organize Part 4 of Project #4, and for other information about the project and the rest of the semester.

To submit Project #4, please post Part 3 and Part 4 separately, and use the tags Part 3 and Part 4, respectively. For both, use the category ENG1101 Project #4. The deadline is currently the end of the day today, 12/5. If you have questions or concerns about that or anything else, please reach out to me.

Class Notes 12/3: Project #4 and more

What do you need to do to finish the semester in all of your classes? What advice do you need? What advice do you have to offer your classmates?

  • how do I know what my grades are?
  • how do I improve my grades between now and the end of the semester?
  • how do I pace my work?
  • how do I avoid procrastination?


  • break up the work into manageable parts
  • do some at school and some at home (G600 Mac Lab, or Mac Lab in the library, Voorhees 2nd floor, which lets you print 150 pages for the week, library study rooms for 3+ people, Pearl 1st floor COMD)–or wherever you like to work (home, subway, BPL on Remsen)
  • Math tutoring Library building Ground Floor.
  • finish it and then you have Winter Break
  • Ask for clarification or advice
  • take advantage of office hours

What’s left?

  • Project #4: parts 3 and 4 due 12/5 end-of-day
  • Review for final 12/10 and 12/12
  • Project #5 due 12/12
  • Glossary wrap-up due 12/17
  • final exam 12/17
  • final critique 12/19

Review statements made for Project #4.

  • What are the features of your chosen format?
  • What makes it that kind of statement?
  • How is it different from other formats of statements?
  • What resources did you use to know how to craft your statement?
  • Complete this sentence: According to ______, a feature of this format of statement is ________.
  • What needs revision to help it match your chosen format?

Possible outline for Part 4:

Intro: this is what statement I chose because xyz

Next: and what one feature is

Next: This is what I did

Next: This is another feature

Next: this is what I did

Intro: this is what statement I chose because xyz

I wrote about x:

X is a feature of the format

I used y

Y is a feature of the format

I expressed z

Z is a feature of the format


Post Part 3 and Part 4 separately, using tags to differentiate


12/5: finish Part 4 of Project #4, submit all parts by the end of the day on 12/5

Practice final exam: vote=no practice final

12/12 Field trip: should we go? if so, to which, the Brooklyn Museum or the Brooklyn Public Library? Other options?


pareidolia: noun

par·​ei·​do·​lia | \ ˌper-ˌī-ˈdō-lē-ə, -ˈdōl-yə\
: the tendency to perceive a specific, often meaningful image in a random or ambiguous visual pattern The scientific explanation for some people is pareidolia, or the human ability to see shapes or make pictures out of randomness. Think of the Rorschach inkblot test.— Pamela Ferdinand
Pareidolia means seeing something meaningful in something random–but I usually think of it as seeing a face in something that isn’t a face. I’m sure there are other patterns you could see that would be pareidolia.
One I often see is the belligerent octopus:
coat hook that looks like an octopus making 2 fists to show the concept of pareidolia
Stacie Bee–“Drunk octopus wants to fight you”

Presentations on statements

What do we want to present about each format/statement type?

  • definition: what is it?
  • steps to make your own statement
  • format
  • length
  • audience: who, what level, what understanding?
  • tone and style, vocabulary
  • what is it used for?
  • examples

As a group preparing for the presentation, what is your process?

  1. look at what’s in the annotated bibliography!
  2. decide which sources to use, and for what
  3. start making a list
  4. post your list on the OpenLab
  5. present your ideas!

Sign up for your presentation group

On Tuesday, 11/26, we will use the completed annotated bibliography to understand the five formats (mission statement, vision statement, artist statement, designer statement, and manifesto) and present our understanding to the class.

To accomplish this, be sure to:

  • Add your 4-5 resources and annotations to the Annotated Bibliography
  • Read all of the annotations in Annotated Bibliography
  • Choose which you want to present on
  • Add your comment here with your 1st and 2nd choice of group (mission statement, vision statement, artist statement, designer statement, and manifesto)

Homework: Designer Statements

For homework due by the start of class on 11/19, review the 6-part series by Vadim Gershman, in which he asks different designers to respond to the question “What is a Designer Statement?”:

“What is a Designer Statement?: Reinfurt, Goggin, Dixon”

“What is a Designer Statement? (Part 2): Krishnamurthy, Ibarra, Pesko, Heller, Experimental Jetset”

“What is a Designer Statement? (Part 3): Ponik, Lupton, Eatock, Nelson, Yegir”

“What is a Designer Statement? (Part 4): Sulki and Min, Stewdio, Brandt, Olson, Catalogtree”

“What is a Designer Statement? (Part 5): Lehni, Geisler, Killian, Cezzar, Malinoski”

“What is a Designer Statement? (Part 6): Canniffe, Bierut, Smith, Rezac, Baker”

Choose one of the designers to report on, and write a comment in which you

  • identify the designer
  • summarize their answer
  • explain what stands out to you as something you want to consider in your own designer statement
  • –or something you disagree with,
  • –or something in between
  • try to identify what makes up a designer statement, who it’s for, what it should do, who reads it, and anything else we should understand about the format
  • consider what your next steps are to learn more about designer statements
  • and what your next steps are to understand other possible formats for your Ways of Seeing statement, which will accompany your collection:
          • mission statement
          • vision statement
          • artist statement
          • designer statement
          • manifesto

We will compile a list together of what makes up each of these types of  statements, based on your reporting here and in our upcoming work on the annotated bibliography

Be sure to make the designer’s name visible at the start of your comment, so that everyone can choose a different designer. Also, check the comments here before you get started so you don’t duplicate someone else’s choice!

Start looking into the other formats as well–we will begin our annotated bibliography together in class on Tuesday.

Class Notes 11/14

Thinking about combining text and visual content, we considered:

  1. palimpsest
  2. ekphrasis/ ekphrastic poetry
  3. collage poetry
  4. found poetry
  5. blackout poetry
  6. concrete poetry
  7. diastic poetry

Try one of these! How might you use any of these techniques to bring text into your Ways of Seeing collection?

As we consider your creative motivations and expression as designers, we can ask what we call the statement you write to express those aspects of your creativity and vision.

Let’s read together this December 2011 multi-part inquiry into the subject:

“What is a Designer Statement?: Reinfurt, Goggin, Dixon”