Class contribution to SUPERFUND 265

http://transition.turbulence.org/Works/superfund/week11.html

final art example of the semester

http://www.matthewkeeney.com/finished/bills.html

do not send me a .wps or docx

If .docx or .wps are the defaults for your word processor, please save your document as .RTF (rich-text-format).

week 15: last week of classes

Sunday 2 December 6PM BLOG POST
HW: POST the following to your blog:

1. to-do list
2. point person for each task
3. draft project proposal to the blog. Each member will post an IDENTICAL, group-authored document. This means you have to find a time to meet over the weekend. This should be a short essay that serves as a script for the presentation you will give in class. It will be the text that you read to the class, including notes about when and where you will present audio visual information. Make sure to indicate who will be presenting each section, keeping in mind that each group member needs to hold equal responsibility for the project. Your proposal should include information from the creative brief, but it will provide more elaborate, complex, and refined answers.

Monday 3 December
NO CLASS - WORK DAY! Take this opportunity to meet with your group members to prepare your presentations for Wednesday.

Wednesday 5 December
HW: Prepare a 5-min excerpt from your presentation of images and other information about your project for the class to give you feedback. This will be graded. ALSO: You will turn in the handout questions from last Friday.
in-class: in-process critiques of your project presentations

Friday 7 December: last day of classes!
HW: Bring WRITING PORTFOLIO:
1- Hard copies (ie physical/paper copies) of essay 1 & 2, BOTH VERSIONS along with all associated ROUGH DRAFTS and other materials that were in your submission packets.
2- Digital copies of essay 1, 2, 3! This can be on a flash drive, CD-R, or emailed to me by the start of class.
Do not give me .docx files, I will not be able to open them. They should be .doc or .txt or .rtf

These materials are being collected to evaluate the CAS 100 program. Everything will be
returned to you, along with essay 3, on our presentation days next week.

in-class: group work day and group meetings with FT

* Group assessment from PDF - LINK
We will do this before the presentations. FHT will bring snacks.

Wednesday 12 December 7:15-9:15 PM PRESENTATIONS for 9:30 section
Thursday 13 December 2:45-4:45 PM PRESENTATIONS for 11:40 section

examples from your classmates

CLICK ON IMAGE TO ENLARGE.

The computer graphic of the lake is an eye-catching data visualization from Rachael, Matt, and Justin. It works best for getting information across in a simple, engaging manner, and could be supplemented by another more traditional chart showing more concrete statistics and "hard facts".

The hand-made timeline from Courtney, Tim, and Amy works with use of color and simple drawings.

Earthworks

http://www.earthworks.org/links.html

Nancy Holt, The Sun Tunnels
http://www.npr.org/templates/story/story.php?storyId=5500934
http://www.clui.org/clui_4_1/ludb/sites/UT3126.html

Walter De Maria, The Lightening Field
http://www.lightningfield.org/

James Turrell, Roden Crater
http://www.pbs.org/art21/artists/turrell/clip1.html
http://www.npr.org/programs/morning/features/2001/feb/010208.turrell.html

Robert Smithson, Spiral Jetty
http://www.npr.org/templates/story/story.php?storyId=4464074
http://www.robertsmithson.com/

helpful links for WED HW

Be creative with your data! It's OK to try unusual methods that you might not normally see in statistics or science texts. See the links below for ideas:

http://www.visual-literacy.org/periodic_table/periodic_table.html
a thorough collection of examples of different kinds of charts, tables, and other data visualization

http://www.neoformix.com/
you can use this person's software apps to make your graphic!

http://infosthetics.com/
a blog about data visualization

http://www.maxwell.syr.edu/geo/community_geography/index.html
SU Community Geography site. We looked at a bus shelter map in class.

final project info

http://docs.google.com/View?docid=d32wwqt_23dz6q94

week 13-14: SF365, thanks, visuals

homework for Monday 19 November:
Work on material for SF365, which will feature Onondaga Lake on Saturday 17 November. You will need to find a time to meet with your groups to do the following:

HW 1: required for all groups by the beginning of class Monday
Only one person from your group should do this, so there isn't repetition. Make captions!

Post images from Onondaga Lake to the SF365 site. Each group should be posting 3 images. Only one person from your group should do this, so there isn't repetition.
http://transition.turbulence.org/Works/superfund/upload.php
ONONDAGA LAKE ID is NYD986913580

HW 2: extra credit by the beginning of class Monday
Only one of your group members needs to post the newsletter to their blog. Include all the authors' names and works cited list.

Brooke Singer of Superfund 365 writes: I would like to use my weekly SF365 email on this Onondaga site. The email blast goes out to over 100 people including some EPA and Clinton folks. I think it would be great to have it authored by students. The past few weeks I have both used the email blast to describe the place and history of sites as well as conduct interviews or cover press events. Here are some examples of past email reports sent to the mailing list:

http://transition.turbulence.org/Works/superfund/week8.html
http://transition.turbulence.org/Works/superfund/week5.html
http://transition.turbulence.org/Works/superfund/week7.html

Each group will compile information from their essays, editing together the best excerpts to make the finished product. Please check the links to get a sense of the previous reports, and keep in mind the mission and perspective of the organization for whom you are writing. If you haven't checked out the SF365 site, you should do that and discuss with your group. Here is an excerpt that will give you a sense of their point of view:

Without a robust trust fund, Superfund not only translates into a burden for taxpayers but is weakened politically. The program today is more like a Band-Aid than a remedy. The EPA, without financial or political power, is hard pressed to take care of the worst cases of contamination that threaten human health and the environment across the U.S.

I will ask Brooke to choose the best report from each class. The members of this group will receive an extra 6 points on the CONTENT score for essay 2. Everyone who submits will get 3 extra points.

Monday 19 November: in-class work on final project - CHOOSE SITE
in-class: 1-Choose the site with your group. 2-Brainstorm with your group about the project to create a list of issues or topics the project might address, as well as forms it might take.

THANKSGIVING HOLIDAY

Monday 26 November
HW: read KWON Chapter 3: Sitings of Public Art: Integration Versus Intervention and contemplate possibilities for the group project
in-class: quiz on Kwon Chapter 3 and work day on the project. DO NOT MISS CLASS. This quiz cannot be rescheduled for those who are absent.
Your group will narrow down topics for the project. Each group must choose a different "inspiration" project from other groups in the class.

Wednesday 28 November
HW: Create a group-authored VISUAL representation about some information that relates to your project. (Onondaga Lake Park OR Armory Square). See the Superfund 365 site for an example of how an artist has used data visualization (graphs, charts, maps) to present information. For example, if your project is about the lack of public phones in Armory Square, then use the map to indicate the location of existing public phones. If your project is about the the history and future of recreation at Onondaga Lake Park, make a timeline of events or mark all the spots that used to be swimming access points.
in-class: final screening

Friday 30 November
HW: Each person in your group should bring printed copies of an INDIVIDUAL creative brief for their group mates and POST it to the blog.
Don't work on this together. You will share your ideas together in class.
The creative brief will provide short answers to the following questions:

1. What is the project about?
2. Describe what FORM the project will take.
3. Why do you want to work in the location you have chosen?
4. What is the history of the site?
5. Why is this site particularly appropriate for the project?
6. Is this project an integration or an intervention, and why?
   
7. Will you get permission to work in the site?
8. How does the piece disrupt OR fit in with the surroundings?
9. Name at least one artist project that we have looked at this semester that inspired your project and explain why your project is related.
10. What are the goals & objectives of the project?
11. How will you measure success for your project?
12. Profile the target audience. Who are they? What do they care about? What are their expected reactions?
13. How do you want your audience to interact with your project?

Urban Video Project

Blake, Christopher, and Colin from Avalanche Collective
have an event this Thursday!

The Urban Video Project (UVP) will present "Perte de Signal," its sixth volume of outdoor multimedia projections, on Thursday, Nov. 15, from 6–9 p.m. at 444 E. Genesee St. (across from the Fayette Firefighter's Memorial Park). The projections will take place regardless of weather conditions.The screening is part of the fall season of UVP, which features international artists and coincides with the fall evenings of Th3: A City-Wide Art Open, which is held on the third Thursday of each month.

ESSAY 3 : GRADING RUBRIC

BIG QUESTION I will be asking when I look at your papers:
WHAT SIGNIFICANT CHANGES HAVE YOU MADE SINCE THE FRIDAY DRAFT?

Grading Rubric:
http://docs.google.com/Doc?id=d32wwqt_21d3cb2r

Reminder about how to format your paper here:
http://docs.google.com/Doc?docid=d32wwqt_20hts4vd&hl=en

Please note: I am asking you to get a revision from someone outside of our class. This can be your dorm mate, your friend, a stranger in the coffee shop. If your family is in town this weekend, get them to read your paper. Your editor will need to WRITE DOWN their questions and comments on the paper.

week 12: final project intro, Tucker, Walker PDF

Monday 12 November
HW: paper due in Tolley 301 by 4pm SHARP
in-class: screening

Wednesday 14 November
Daniel Tucker of AREA Chicago will speak to our class about his work.
HW: Browse Daniel's website. Read "Inheriting the Grid #1" on how Daniel decided to start the magazine AREA. Write ONE comment and ONE question on a separate piece of paper with your name. I will collect these at the beginning of class for Daniel to address after his talk.

Friday 16 November
HW: Read http://media.walkerart.org/pdf/walker_4c_map.pdf
Think about the projects we have seen and heard about in our class. Designate a project for each of the major categories outlined by the map: convenor, container, connector, catalyst.
in-class: first group work session for the final project

RED ALERT

Do not discard the Ononondaga Lake essay packet. You will need to turn it in again at the end of the semester.

Submission check list for essay 3 and next week's schedule will be posted later today.

writing exercises

ABSTRACT ASSERTIONS -> CONCRETE DETAILS
Re-write these sentences so that they include more concrete and detailed language.

* It was a great party; everybody had fun.
* The film was very interesting.
* Social security is not an entitlement.
* He became extraordinarily angry.

WRITING A MORE COMPLEX THESIS
Notice how by the final version of this thesis, it becomes clear that the idea is primarily about the men's roles in film, as compared to the women's roles.

DRAFT:
Women in contemprorary films are represented as being more sensitive than men.

REVISIONS:
Although women cry more readily in contemporary films, the men, by not crying, seem to win the audience's favor.

The complications that fuel the plots in today's romantic comedies arise because women and men express their sensitivity so differently; the resolutions, however, rarely require men to capitulate.

A spate of recent films has witnessed the emergence of a new "womanly" man as hero, and not surprisingly, his tender qualities seem to be the reason he attracts the female love interest.

QUALIFYING OVERSTATED CLAIMS
Re-write these thesis statements:

* Welfare encourages recipients not to work.
* Herbal remedies are better than pharmaceutical ones.

STYLE
What is the difference between these 2 sentences?

DRAFT: The history of Indochina is marked by colonial exploitation as well as international cooperation.
REVISION: The history of Indochina, although marked by colonial exploitation, testifies to the possibilities of international cooperation.

DRAFT: The president's attitude towards military spending is ambiguous.
REVISION: The president's attitude toward military spending is ambivalent.

These examples are from Writing Analytically by Rossenwasser & Stephen

Winning Writing

Today in class we looked at a good example of STRATEGY 6: attending to the language of your sources, and detailed description of a project. Here are other examples of strong passages from your classmates in different categories:

DETAILED DESCRIPTION OF THE PIECE
Don't forget to integrate analysis with this. Ask yourself: what does this DO for the piece, what are the IMPLICATIONS? See bold below.

Soon, slow tinkling music slows the action as Kashmere zooms in on the one violent act that unites them all, the slashing of Valery's ankle. The scene freezes, the tinkling music continues, the picture blurs and Kashmere's narrative with the many questions continues. In his narrative, Brett Kashmere explains his own childhood history as the tinkling bells music plays. The tinkling bells make the atmosphere seem mysterious and dark. It shocks viewers and promotes more questions from the mysterious feelings it evokes, while further enhancing the negative thoughts concerning the hockey violence in the film. JASON WANG

STRATEGY 3: PUT YOUR SOURCES IN CONVERSATION WITH ONE ANOTHER

In a work titled Code 33 police and young people of color came together in order to try and increase understanding between the two, in a relationship that is often marked by violence and misunderstandings due to pre-existing stereotypes (Kester 183). The project brought the two groups together in a series of extended conversations so that the police and youths might be more understanding of each other. In this sense Deller’s project has much of the same intentions as the work in California. Although the original intention of Deller was simply to re-create this historical event in order to present a fair side of the story, the end result became much more. By taking part in the reenactment and working side by side the mine workers and police officers were able to discuss and put to rest any lasting feelings of negativity that might have remained from the conflict. MIKE LEFKO

STRATEGY 4: FIND YOUR OWN ROLE IN THE CONVERSATION. In this short passage, the student author brings her knowledge of pop culture into the essay:

funk serves as the “beacon of youth culture” for the black community, just as Madonna or Molly Ringwald are iconic to white popular culture (Tillotson 1).
and later...
just as funk music sings about controversial topics that appear “sexually threatening” and “culturally intrusive”, Rap music today speaks of violence, drug abuse and female objectification (Piper 133). LAUREN JOFFE

INTRODUCE THE READER TO THE LARGER CONCEPTS

Artists are no longer historians but philosophers as well. They attempt to understand the problems of society and solve them through public forms of artwork, which has completely altered the spectrum and purpose of art. In many cases, the audience actually participates in the formation of the art, becoming subjects instead of just viewers (Kwon 117). BLAIR DUDIK

...Throughout the twentieth century many artists are moving away from that general misconception with new genres of art emerging throughout the century, such as avant-garde, “dialogic”, public and participatory art. These new genres of art have been focusing mainly on the conversation, participation or ideas from the general public to create the definition for the pieces of work. What clearly has arrived is that art is considered in a much wider array of forms then we previously believed. TIM KIANKA

STRATEGY 6: ATTEND CAREFULLY TO LANGUAGE BY QUOTING OR PARAPHRASING

Piper has “been doing pieces the significance and experience of which is defined as completely as possible by the viewer’s reaction and interpretation. Ideally the work has no meaning or independent existence outside of its function as a medium of change” (Kester 69). In other words, there is no real intent with many of Piper’s art projects. The defining aspect of her works depend entirely on the audiences interpretation and reaction. PIERSON TRIMARCHI

drop-in hours for essay feedback

WED 12:45-5:30
THURS+FRI are open by appointment, please email me

art, antagonism, and strategy #4

Many of you are writing about why an artist project would be so antagonistic to its audience, and why the artists are so critical of their audience. Consider why and how comedians like Chris Rock or Dave Chappelle make jokes about white people. Consider this quote about comedian Richard Pryor, as the author compares him to Bill Cosby. You may see the original article here:
http://www.popmatters.com/film/features/051215-richardpryor.shtml

But for all of those black performers who sought to make themselves palatable to whites, there were other examples of folk, who poet and Miles Davis biographer Quincy Troupe describes as "unreconstructed"; folk who never sought to remix blackness for white comfort or consumption. While such "unreconstructed-ness" is largely a myth -- we all capitulate to the so-called "white gaze" in one form of another to gain access to institutions we deem important to our well being -- it helped create mythic icons, which became synonymous with not dancing the dance of racial ingratiation. Miles Davis is the most visible example of this.

Think about expanding your thinking about these projects to pop culture that you know: music, movies, comedy, tv.

quote integration & project description exercise

1- the good: PAYING CAREFUL ATTENTION TO LANGUAGE (strategy 6)
the bad: using generalizing language and evaluative assumptions

When asked to describe his intentions for the film, Kashmere starts by stating that “One intention was to present a revisionist history of Canada-Soviet Summit Series, which is now so ingrained in the national mythology" (Kashmere). The use of the word revisionist is interesting in this context because the issue that Kashmere’s film tackles is not cut and dry. Correlation between violence and hockey can be sensibly argued from both sides of the issue. JORDAN LYNDAKER

FT's comment: This is a good point for analysis, to focus on his language and the use of the word "revisionist". But then your language becomes generalizing ("cut and dry") and you make evaluative assumptions ("sensibly argued") that only serve to weaken your point.

2- HAVE YOU DESCRIBED YOUR PROJECT?

The confection was a simple chocolate bar with almonds enveloped in a mustard yellow wrapper with navy blue and white detailing. The workers of the union designed the wrapper, placing the union’s logo on the right of the old-fashioned paper wrapper. Behind the script name of the candy bar is an American Flag, waving just behind the “We” of “We Got It!.” In the actual packaging, the cardboard is an Irish green with the yellow and red faces of actual union workers. They are holding a giant “We Got It!” banner, and above it reads “Now You Get It! (Sperandio). COURTNEY ALLESSIO

Did she get it right? What other details could she have added? Click HERE to find out.

When you describe your project, describe any visual evidence you have of the piece. Even if it's just one photograph, this is the documentation that represents the piece for the whole world to remember it by, so it holds a very important place and it serves as the only visual evidence about how people know about a project.

If you have the luxury of watching a film or video, make sure to pay attention to the sound, the editing, the voice-over, the music. All these are FORMAL elements, that when described precisely, can help you to pull out interesting observations and analysis. You can use these details as quotes, in the same way that you quote from a book or article.

useful essay 3 links

I will add to this post as I continue commenting on your blogs. Check back soon for more.

damali ayo
audio piece: Living Flag: LINK to MP3

How does this compare to the YouTube video?
How is the title of the piece connected to her project?

Note that ayo spells her name in all lower case.

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Gabriel Gomez-Pena/Coco Fusco

Check out this piece from a show called Radio Diaries. Click on the photo to hear the MP3.
http://radiodiariespodcast.blogspot.com/2007/05/pygmy-in-zoo.html

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Jeremy Deller

He won the Turner Prize, one of the top art prizes in the UK.
Here's is more info from the Tate Britain museum website: LINK

A profile on Deller in The Guardian newspaper: LINK

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The Yes Men

Some clips are on-line, but if you are writing about this it would help you to watch the whole movie. Ask me for my copy.

In this interview with Bill Moyers, they address the ethics of their projects: LINK

The Yes Men, like Ayo and Fusco/Gomez-Pena, use INVSIBLE THEATER, a concept developed by Augusto Boal: http://www.communityarts.net/readingroom/archivefiles/1999/12/glossary_of_ter_1.php

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damali ayo, Adrian Piper , Gabriel Gomez-Pena/Coco Fusco

White people and hip-hop: a radio podcast
http://www.addictedtorace.com/?p=136
This is an interview with the author of a book that's in the SU library collection:
Other people's property : a shadow history of hip-hop in white America - Jason Tanz

another interesting book in the SU library collection:
Why white kids love hip-hop : wankstas, wiggers, wannabes, and the new reality of race in America - Bakari Kitwana

http://www.wiretapmag.org/race/43254/
suggested by Justin Arena

What is white privilege? What does white privilege have to do with reparations?
Please see this:
http://uts.cc.utexas.edu/~rjensen/freelance/whiteprivilege.htm

It is linked from here: http://whiteprivilege.com
The NPR story at the top of the blog is a really good example.

Please also see the big project from Brown University, acknowledging their connection to the slave trade. Even though people who go to school and teach at Brown may not be directly descended from slave owners, they still benefit from the fact that this slave-trading family left the money to build their school.
http://www.brown.edu/Research/Slavery_Justice/

What if you consider that this whole country was built on the profits of the slave trade?

Acknowledging the profits American society has made from slavery is happening on a city-wide level as well. It's called the Slavery-Era Disclosure Ordinance:
http://www.newsweek.com/id/62902

Here is an another project all about Chicago's Slavery-Era Disclosure Ordinance made by Keith and Mendi Obadike, who's Ebay project we looked at before:
http://bighouse.northwestern.edu/

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Adrian Piper

Cornered was a video installation, here is documentation on Google Video: http://tinyurl.com/2a8qoj

Dave Chappelle on reparations

http://www.jibjab.com/view/140957#login_popup

your partners for Wed HW

* Tim Kianka : Adrian Piper
* Caryn Rothbort : Brett Kashmere

* Courtney Allessio : Grennan & Sperandio
* Nick Taddeo : Adrian Piper

* Jordan Lyndaker : Brett Kashmere
* Cristina Posilovic : Damali Ayo

* Deanna Rose : Damali Ayo
* Michael Lefko : Jeremy Deller

* Max Levitt : Brett Kashmere
* Claire Healey : Haha

* Lauren Glass : Brett Kashmere
* Lauren Joffe : Adrian Piper

* Amy Marisavljevic : Damali Ayo
* Sam Ohashi-White : Jeremy Deller
--------------------------------------------
* Blair Dudik : Coco Fusco & Guillermo Gomez-Pena
* Rachael Datello : The Yes Men

* Alyssa Rogers : Adrian Piper
* Jason Wang : Brett Kashmere

* Justin Arena : Damali Ayo
* Rick Dojan : Brett Kashmere

* Zack Owens : Brett Kashmere
* Matt Conte : Damali Ayo

* Stephanie Musat : Coco Fusco & Guillermo Gomez-Pena
* Pierson Trimarchi : Adrian Piper

week 11: essay 3

Monday 5 November:
HW: Bring one printed copy of essay 3 to class
Visiting artists Avalanche Collective will speak to our class about their public art projects.

Wednesday 7 November: writing workshop
HW: Bring marked copy of your partner's essay to class. You will be graded on how well you give suggestions to your partner, focusing on content and structure, not just style or grammar tips (though these will help too).

For each quote that the author of the paper (your partner) cites, indicate how the author has used one of the 6 strategies for using resources in Chapter 12. Do this on a separate piece of paper. Write a note about HOW each quote addresses the strategy. If a citation does not address any of the 6, choose one and suggest a way that the author could change the passage.

Friday 9 November: writing workshop
HW: Bring one copy of your revised essay to class. Your essay should be evolving over the course of the week in response to the peer edits and to your own RESEARCH on the art piece.

Monday 12 November:
ESSAY 3 FINAL DUE IN TOLLEY 301 BY 4 PM. 25% of your semester grade.

Remember, you should use TWO of the three course texts and at least TWO outside resources that are journals or books. Websites and videos are allowed in addition to this, but you must have at least 2 print resources.

link to essay 3 criteria

http://docs.google.com/Doc?id=d32wwqt_15gn5m8p

week 10: Kwon and essay 3

TWO OPTIONS FOR BLOG THIS WEEK!

Each option requires that you read pages 100-120 in Kwon for Monday's class. In this passage, she describes an exhibit called "Culture in Action" in Chicago that featured the following projects:
-Daniel Martinez, VinZula Kara, and the West Side Three-Point Marchers: Consequences of a Gesture and 100 Victories/10,000 Tears
-Simon Grennan and Christopher Sperandio and the Bakery, Confectionary and Tobacco Workers' International Union of America Local No. 552: We Got It!
-Haha and Flood: A Volunteer Network for Active Participation in Healthcare: Flood
-Inigo Manglano-Ovalle and Street-Level Video: Tele Vecindario
-Mark Dion and the Chicago Urban Ecology Action Group: The Chicago Urban Ecology Action Group
-Kate Ericson, Mel Ziegler, and Ogden Court Apartments: Eminent Domain
-Robert Peters and Mushroom Pickers, Ghosts, Frogs and other “Others“: Naming Others: Manufacturing Yourself
I have purposefully not included Suzanne Lacey's Full Circle.

OPTION 1 BLOG, DUE AT 6 pm SUNDAY:
Choose one of these projects and do some brief research so that you have a better idea about it. You may need to find an article in an art journal database or a book in the library. You will need to use an ART database, as you won't have much luck with the history or science databases we used for the last essay. HINT: Kwon also discusses these projects more in her text so you can look into them there.

Then choose a ONE SENTENCE QUOTE from the Kwon reading and use it as a lens for analysis of the project. Remember the strategies we have reviewed from the last Writing Analytically reading. How can you create a conversation between the quote and the project you have chosen? Paraphrase the quote and, if appropriate, use your source to ask a question about the project.

OPTION 2 BLOG, DUE 12 noon THURSDAY:
Attend the Mary Jane Jacob lecture on Tuesday. TAKE NOTES! Write about it in your blog as it relates to a ONE SENTENCE QUOTE from the Kwon reading. You will still need to have the reading completed for Monday's class, but you will have until Thursday to blog about it as it relates to the Tuesday lecture

Monday 29 October:
screening of Couple in a Cage & discussion about "Culture in Action". Bring one question and one comment in your notebook.

Tuesday 30 October 7pm:
Mary Jane Jacob lecture in Arnold M. Grant Auditorium

Wednesday 31 October:
HW: study for Grammar Slammer test
BLOG: Post your subject matter for essay 3 with the following components:
1-CHOOSE the art project your essay will be about
2-TWO questions you have about the project
3-LIST of 4 books or articles (no internet resources) about your subject. You may edit this list later, but for now, you want to investigate the range of possibilities. You don't need to read or print them yet, but you do need to indicate title of the article, journal title, and author.

Thursday 1 November, 12 noon:
OPTION 2 BLOG DUE

Friday 2 November:
BLOG HW: Post an outline for your essay with:
1-TOPIC SENTENCE for each paragraph, in order of appearance. Before you write your topic sentence, make sure you have decided WHAT QUESTION IS THE PARAGRAPH ADDRESSING? Note that each paragraph doesn't need to literally ask a question (you may not have a question mark in sight), nor does it need to literally answer a question, but a question, conundrum, dilemma, or complexity should be at the heart of each paragraph. Can you work with the questions from your last blog entry?
2-2 versions of the THESIS, for beginning and end of your essay. Don't just reword it. HOW WILL IT EVOLVE?
3-ONE QUOTE from 2 of the journals and the 2 textbooks that you plan to use. By this point you should have started reading and reviewing your sources for the essay.