ENG 208, Fall 2017

sand-face                                                                                                        Photo: Catherine Keefe                                                  

“I have at least the whole of my life to answer a question: Who am I? And who is the other? A gust of wind at dawn? A motionless landscape? A trembling leaf? A coil of white smoke above a mountain? I write all these words and I hear the wind, not outside, but inside my head. A strong wind, it rattles the shutters through which I enter the dream.”
from The Sand Child by Tahar Ban Jelloun Trans. by Alan Sheridan

(Subject to revision with advance notice to students.)

Assignments are due by class time on the date they’re listed. For example Blog Post #1, dated Wed. Aug. 30 is due before you arrive in class on Wed. Aug. 30.

Once the week is over, you can find past reading and writing assignments by scrolling to the bottom of this page.

zah049uiSg2eZpRXNcw_thumb_eebWeek 15: Presenting a Self
Mon. December 4
READ:ENG 208 Guidelines for Immersion Project Class Presentation
WRITE: Your Immersion Project Introduction needs to be completed before you present your project to the class. Publish this as Immersion Project Rough Draft due before presentation date. 
CLASS: Course Evaluations on Blackboard. Please bring a device that you can use to access your Blackboard account. Immersion Project Rough Draft Presentations and peer workshops: Sean, Katie, Alexis, Daniel, Austin, Conrad.
NOTES: ENG 208 Week 15-1

Wed.  December 6
READ: ENG 208 Guidelines for Immersion Project Class Presentation
WRITE: Your Immersion Project Introduction needs to be completed before you present your project to the class. Publish this as Immersion Project Rough Draft due before presentation date. 
CLASS: Immersion Project Rough Draft Presentations and peer workshops: Jacob, Julia W., Caitlyn, Hannah, Julia M. Others?

Fri.  December 8
NOTE THE ROOM CHANGE! We WILL meet in Doti Hall 105 today.

READ: ENG 208 Guidelines for Immersion Project Class Presentation
WRITE: Your Immersion Project Introduction needs to be completed before you present your project to the class. Publish this as Immersion Project Rough Draft due before presentation date.
CLASS: Immersion Project Rough Draft Presentations and peer workshops: Katie M., Mavis, Hakeem, Kai, Ashley.

ENG 208 Final Exam Period – Meet in AF 205, our regular classroom.

Monday, December 11: 10:45 am – 1:15 pm
Be prepared to answer a short prompt which you will publish on your blog.
WRITING DUE: Completed Immersion Project and Completed Final Portfolio due, published on your blog by midnight, Dec. 11.


Catherine Keefe keefe@chapman.edu
Office Hours on M / W by Appointment

For at least half a century now, English as an academic discipline has been at the forefront of scholarly work and pedagogy in feminist theory, critical race studies, ecocriticism, queer theory, disability studies, working-class studies, postcolonial theory, multiculturalism, linguistic diversity, and student agency. The English Department at Chapman University works in all these areas and endorses Chapman’s commitment to diversity and inclusion. We pledge to vigorously support all our students; to welcome all students into our classrooms irrespective of immigration status; to contest racism, sexism, classism, ableism, homophobia, transphobia, Islamophobia, xenophobia, imperialism, anti-Semitism, and anti-environmentalism; and to resist deportations.

In English 208 students explore the relationship between identity and writing. Students will study a variety of genres (personal essays, researched essays, academic articles, news reports, case studies, and ethnographies) and theoretical approaches to learn how and why writers create versions of themselves for rhetorical effect. While investigating identity construction in writing, students will hone their own rhetorical and stylistic skills. Students will compose narratives, essays, reports, and multi-genre compositions, drawing from personal experience, observation, and primary and secondary sources. The course will also address the role of self in the research-writing process by requiring students to conduct original academic research projects. This course is appropriate for all majors, and no specialized writing experience is assumed. (3 Credits)

This is a hybrid course. We will split our time between meeting in the physical classroom on Mondays, Wednesdays and some Fridays for discussion, lecture, workshop. On the remaining Fridays students will participate in online learning activities and research, rather than meeting in the physical classroom.

  • In-person instruction and classroom activities: 2 hours per week, 30 credit hours.
  • Asynchronous learning activities: 1 hour per week, 15 credit hours.
  • Expected reading/study/writing time outside of class: 6-9 hours per week.
  • Asynchronous activities will be accessible after 8 pm Wednesday and will include viewing of video materials, virtual group note taking and deep discourse, and/or one-on-one conferences.

Hybrid/blended courses: From Chapman’s Academic Council Policy guide:
Blended courses are courses with both face-to-face contact in a classroom setting and web-mediated contact between a faculty member and a student. Web-mediated contact can be either synchronous (e.g., chat or virtual classroom) or asynchronous (e.g., a discussion board).

From the definition page of the guide: “…in hybrid classes, students spend a bulk of their time working either independently or collaboratively to analyze texts, conduct research, and write; as a result, less time is spent receiving information directly from the instructor (Kibby 87). This helps to support student-centered learning and de-emphasizes the “banking model” of instruction. In a student-centered environment, learning does not happen through passive note-taking, but by students actively exploring resources and making decisions. Overall, this leads to students being more accountable for their education (Kibby 89).”

This course fulfills the learning outcome of the Written Inquiry component of the General Education program (GE 7WI).
Supported Written Inquiry learning outcome (GE 7WI)
· Students will compose texts that show attention to the rhetorical elements of author, audience, and purpose.
Supported BA in English learning outcomes
Students will …
· Develop their skill in crafting a compelling thesis-driven essay, with substantiating evidence.
· Develop their skill in finding, analyzing, and utilizing secondary sources (including appropriate methods of citation).
· Develop their skill in writing grammatically, coherently, and persuasively.
· Develop their ability to identify and compare key literary movements and genres.
· Develop their ability to explain and apply significant theoretical and critical approaches in the field of English studies.

Students will…
· Study different theories about identity construction in the writing environment.
· Develop a diverse array of multimodal compositions for the context of their chosen audience(s) which show understanding, inquiry, and testing of theory.

· All texts are available online, hyperlinked in the Course Schedule here. You’ll find a comprehensive list of all readings, plus additional resources which inform the content of this course on the Bibliography: Composing Self page.

· Regular access to a computer and the internet. All class announcements are made via Blackboard.
· A WordPress.com free account. (We’ll set up in class.)
· A Facebook account.
· An Instagram account.
· A Twitter account.
· A LinkedIn account.

Attendance and Late Work: 
I want you to do well in school and in life. I deeply respect your complex life and competing time tugs. There’s school, work, extracurricular activities, health – both mental and physical, family ties and tangled knots, matters of the heart, matters of the law, civic engagement, religious observations, travel, play, and a deep need for self-care and preservation. I share your challenge to balance it all. It is with utmost respect that I’ve designed the syllabus to challenge you, to offer opportunity to community-build with your fellow scholars and to be your guide in a meaningful way toward a deeper understanding of the rhetorical possibilities when composing new media. I ask that you too show respect for your fellow scholars’ time, and mine, by maintaining, as best you can on any given day, your commitment to this course.

In my years of teaching experience I’ve learned if you’re frequently absent, you’ll not likely pass because you’ll miss important concepts. If you get too far behind, trying to catch up negatively impacts the currently due work.

In the spirit of respect and compassion, these are my guidelines for late work and missed classes.

·  If you miss six classes, I’m sorry but you’ll likely fail. Maybe you can take this class another time.

·  Work turned in more than 5 days after due date loses a grade. Ouch, I know. But once I’ve set aside time to grade, I rarely have time in my schedule to return to grading past projects.

·  Work turned in more than 10 days late earns -0-. Double ouch. Why? We’ll have moved on and you should be moving along with us or you’ll be forever eating catch-up dust. Looking backward while trying to move forward is a practice that jeopardizes your ability to do well in the present.

If you are absent, or not turning in your work for extended periods of time, I’ll reach out to check up on how you’re doing. There are many resources here on campus and in the surrounding communities for any challenges you may face.  You’re never penalized for needing accommodation.

If you don’t understand the material, or if you need personal guidance on a project, please set up an appointment to meet with me. I offer regular, written and in-class, feedback on your work. Grades are regularly posted on Blackboard. If you need more help, I’m happy to discuss your writing in person rather than commenting on drafts via e -mail.

If you don’t know where to find an assignment, if you’re not sure when an assignment is due, or if you have any other type of question that’s on the schedule, explore this blog, or communicate with our community of writers before you contact me.

Tardy or Absent Instructor:
I drive about one hour to Chapman and occasionally there are unforeseen traffic delays. If I  don’t arrive at the scheduled start time for class, please wait fifteen minutes (unless otherwise notified by the division.) If you don’t receive notification to wait longer, after fifteen minutes students may leave with no penalty for absence or assigned work due for that class meeting.

Straight point system.                                            875 points total
Grades are regularly updated on Blackboard.
Grading rubrics are provided with detailed Project Guidelines for each formal writing project.

Point distribution:

5 Blog Posts x 25 points each:                               125  points
            Formal Writing Projects:                            600 points

Project #1 Literacy Narrative (100 points)
Project #2 LinkedIn Profile (50 points)
Project #3 Photo Essay (100 points)
Project #4 Multilingual Project (100 points)
Project #5 Immersion Experience Project (150 points)
Final Portfolio & Presentation (100 points)
Process & Participation:                                         150 points
Expectation of depth and engagement in Virtual Classroom activities is higher than in-class discussion. 
A 93 – 100
A- 90-92
B+ 87-89
B 83-86
B- 80-82
C+ 76-79
C 73-75
C- 70-72
D 67-69
D- 65-66
FAIL 64 and below

Chapman University is a community of scholars that emphasizes the mutual responsibility of all members to seek knowledge honestly and in good faith. Students are responsible for doing their own work and academic dishonesty of any kind will be subject to sanction by the instructor/administrator and referral to the university Academic Integrity Committee, which may impose additional sanctions including expulsion. Please see the full description of Chapman University’s policy on Academic Integrity here.

In compliance with ADA guidelines, students who have any condition, either permanent or temporary, that might affect their ability to perform in this class are encouraged to contact the Disability Services Office. If you will need to utilize your approved accommodations in this class, please follow the proper notification procedure for informing your professor(s). This notification process must occur more than a week before any accommodation can be utilized. Please contact Disability Services at (714) 516–4520 or visit Chapman University Disability Services if you have questions regarding this procedure or for information or to make an appointment to discuss and/or request potential accommodations based on documentation of your disability. Once formal approval of your need for an accommodation has been granted, you are encouraged to talk with your professor(s) about your accommodation options. The granting of any accommodation will not be retroactive and cannot jeopardize the academic standards or integrity of the course.

Chapman University is committed to ensuring equality and valuing diversity. Students and professors are reminded to show respect at all times as outlined in Chapman’s Harassment and Discrimination Policy. Please see the full description of this policy here. Any violations of this policy should be discussed with the professor, the dean of students and/or otherwise reported in accordance with this policy.

Take note of the safety features in and around the classroom. Also, please study the posted evacuation routes. The most direct rout of egress may not be the safest. Running out of the building during earthquakes may be dangerous. During strong earthquakes, it is recommended to duck, cover, and hold until the quaking stops. Follow the guidance of your instructor. Your cooperation during emergencies can minimize the possibility of injury to yourself and others.
Where We’ve Been…As weeks progress, you’ll find all past readings and assignments here:

UNIT 1: MeMeMeMeMeMe Mirror?
Week 1: Welcome. Community of writers.
“Should I stay or should I go?” What’s Composing Self?
Mon. Aug. 28
CLASS: Welcome. Meet your classmates. Explain hybrid class. Meet Summits Guide / WordPress.
CLASS NOTES: ENG 208 Week 1-1

Wed. Aug. 30
Bring a computer, tablet or smart phone to class so we can set up our blogs.
READ: ENG 208 Syllabus & Class Schedule. Link here: ENG 208 Syllabus
WRITE: Blog Post #1, Rough Draft. Prompt here: ENG 208 Blog Post #1
Blog permissions. How to set up a blog. How to title Blog Posts. How to upload text and image files on WordPress. How to save and credit images. Unsplash ; StockSnap.io;Creative Commons.YouTube Audio Library. (Subscribe) Send an e-mail to keefe@chapman.edu with your blog link.Put your name and class number in the subject line, please. For example: Keefe, ENG 208.
CLASS NOTES: ENG 208 Week 1-2

Fri. Sept. 1
We do meet in the classroom today. Argyros 205.
Bring your computer, tablet, or smart phone to class so we can solve any WordPress glitches.
READ: Selections from “Rhetoric by Aristotle” (trans. W. Rhys Roberts)
Read Part 1; Part 5; Part 6 paragraphs 1-3; Part 7 paragraphs 1-4.
WRITE: Blog Post #1, Final Draft. Prompt above.
AND on your blog, create a post titled “Happiness Notes.” Create your working definition of “Happiness.” (250 words). Include at least 4 quotes from Aristotle, plus writers or thinkers you admire. Engage with each quote. Where does it align with your experiences / views today? Where does it diverge from your experiences / views today? We’ll look at these posts collectively as a class.
CLASS: Creative work attributions. Unsplash ;  StockSnap.io; Creative CommonsYouTube Audio Library. (Subscribe) Kenneth Burke’s Unending Conversation. Identity. Happiness. Images from Post #1 – Mirrors to happiness?
Notes: ENG 208 Week 1-3

UNIT 1: MeMeMeMeMeMe Mirror? (Cont.)
Week 2: Where do we get our identity imaginations?
Mon. Sept. 4
University Holiday. No classes meet.
WATCH: Chimamanda Ngozi Adichie: “The danger of a single story.” (18:49 min.)
WRITE: Reading Reaction Week 2: Pull out 3 quotes from the Adiche film to engage with our community of writers in a class discussion. What are you curious about after watching this? Do you have any experience with being seen as “a single story?” Describe. Be prepared to discuss in small groups. Publish as Reading Reaction Week 2 before class on Wed. Sept. 6.

Wed. Sept. 6
READ: “The Problem of Speaking for Others” by Linda Martín Alcoff. If you want to print out the text for highlighting and/or note-taking, which I highly recommend, here’s a Word doc for you:the-problem-of-speaking-for-others.
WRITE: Add on to your Reading Reaction Week 2: Respond to to Alcoff’s assertion that “…in many cases we experience having the possibility to speak or not to speak.” And, “Who is speaking, who is spoken of, and who listens is a result, as well as an act, of political struggle.” Pull out specific quotes from her essay and use specific examples of personal experience to add to our class discussion today.
CLASS: Blog permissions. Small group convos about reading. What are your priorities?
NOTES: ENG 208 Week 2-2

Fri. Sept. 8
We do meet in the classroom today. Argyros 205.

READ: “What We Read: The Literary Canon and The Curriculum after the Culture Wars” by David H. Richter. Link here: what-we-read.  I highly recommend you print out the text for highlighting and/or note-taking. AND READ: “Kwame Alexander on Children’s books and the Color of Characters” 
WRITE: Add on to your Reading Reaction Week 2: Pull out 4 quotes from the Richter reading to engage with our community of writers in a class discussion. What are you curious about after reading this? Consider Richter’s assertion that: “The literary texts most widely read today are those read in schools, and teachers are likely to teach texts that were valued when they were students.” (125) How might that concept matter to you? Find crossover / arguments between Richter and Alexander. Publish as Reading Reaction Week 2 before class.
CLASS: Narratives. Form. Function. Where are you in the literary landscape? Mirror or window?
Notes: ENG 208 Week 2-3 

UNIT 1: MeMeMeMeMeMe Mirror? (Cont.)
Week 3: Literacy Narratives as praxis
Mon. Sept. 11
READ: Read ENG 208 Project #1-Literacy Narrative Project Guidelines: AND for samples of what your Literacy Narrative might look like, READ:  “The Girl Who Sold the World” by Rebecca Maehara; AND “Bad Indians: A Tribal Memoir” (Introduction): bad-indians by Deborah A. Miranda.
WRITE: Jot down any questions you have about the project.
CLASS: Literacy Narrative project questions / discussion and writing exercises. What must this look like? Who cares?  Digital Archives of Literacy Narratives Project.
NOTES: ENG 208 Week 3-1

Wed. Sept. 13
READ: “Children’s Books and Why They Matter” by Savy Janssen; AND “Literacy Narrative” by Kiki Petrosino; AND “Genderfuck” by Madison Hoffman; AND “Rigoberto González grew up in a family of immigrant farmworkers. Now he writes award-winning books” by Rigoberto González.
WRITE: Literacy Narrative Rough Draft. Begin with word fragments, or photos, or doodles, or voice memos, or art. But do begin to get something down, enough of a draft to share in class today.
CLASS: Returning to concepts of Aristotle, Alcoff, and Adiche to frame your own stories. Rough Draft peer share. Six students sign up to present on Wed. Sept. 20.
NOTES: ENG 208 Week 3-2

Book Stack

Fri. Sept. 15
Virtual classroom. There’s work due by noon and midnight.
“Literacy: Transcending the Printed Text” by Alice Gaber: literacy-narrative-alice-gaber AND choose any three examples of Literacy Narratives from the Digital Archives of Literacy Narratives Project. Before you can read around the DALN site, you’ll need to register. Many of the narratives are presented in film format, so if you prefer viewing to reading you might enjoy that feature. If you prefer to read, to find the text narratives type “Word Document” in the search window. Then pick whatever three stories capture your interest. Finish all your reading by noon today.
After you read…
WRITE: You’ll create a multi-level online conversation through your group Blackboard Discussion page. You’ll find your discussion group through our ENG 208 Blackboard Page under the “Groups” tab. Once you’re on the “Groups” page, click on “Group Discussion Board.”
AND continue with your Literacy Narrative Rough Draft using this new knowledge to refine your prose.

UNIT 1: MeMeMeMeMeMe Mirror? (Cont.)
Week 4: Literacy Narratives as praxis (Cont.)
Mon. Sept. 18
Your cereal box, if you like, but there’s no class reading due.
WRITE: Literacy Narrative Rough Draft published on your blog by class time.
CLASS: Workshop and Review
NOTES: ENG 208 Week 4-1

Wed. Sept. 20
The signs of fall in the air, if you’re so inclined. There’s no class reading due.
WRITE: Literacy Narrative Final Draft published on your blog by class time.
Five students present Literacy Narratives: Hakeem, Daniel, Hannah, Conrad, Kai. Here are some Guidelines for Class Presentation
You may revise your finished draft until 11:59 on Wed. Sept. 20.
NOTES: ENG 208 Week 4-2

Fri. Sept. 22
Virtual classroom. There’s work due by noon Friday and midnight Saturday. I’ve opened the Blackboard Discussion from noon Thursday – midnight Saturday.
“Recovering Delivery for Digital Rhetoric” by James E. Porter. porter_recovering-delivery-for-digital-rhetoric.
WRITE: You’ll create a multi-level online conversation through your group Blackboard Discussion page after completing Blog Post #2.
Blog Post #2.
– Create a list of all your digital presences, including text messaging.
– Order by frequency of use.
– Include the “about” information you currently have in the profile of each digital presence. For example, my Facebook page has an incomplete profile of work and education and no life motto or quote; my Instagram profile mimics my writing blog’s tagline, “saving ordinary moments from the brink of oblivion.” My LinkedIn profile says: “Writer. Writing Instructor. Creative Nonfiction, Journalism, Poetry, Book Reviews,” and my Twitter profile reflects the user name of my now-inactive literary journal.
Publish Blog Post #2 by noon Friday.
GROUP DISCUSSION BOARD: Log in available from noon Thursday – midnight Saturday.
Find your Blackboard Discussion Group members. Then, read your small group members’ Blog Post #2 on their blog. Next, return to your Blackboard Discussion Prompt for group dialogue. You’ll find your discussion group through our ENG 208 Blackboard Page under the “Groups” tab. Once you’re on the “Groups” page, click on “Group Discussion Board.”
Complete this activity by midnight Saturday.

UNIT 2: Integrating Your Digital Self
Week 5: What About Fragmented Identities?
Mon. Sept. 25
” What Aristotle and Joshua Bell can teach us about persuasion” (4:40 min.) by Conor Neill; AND Gee: What is Discourse? (4:42 min.) by John Scott
WRITE: Create and publish a post titled Reading Reaction, Week 5. Jot quotes from the film and reading that resonate with you. Ask questions. Define terms.
CLASS: Introduce ENG 208 Project #2-LinkedIn Project Discourse communities. Student led discussion of Porter’s “Recovering Delivery for Digital Rhetoric.” Pros and cons and usage patterns  of personal digital media. Integrated selves? FINSTA / RINSTA or SNAP?
NOTES: ENG 208 Week 5-1

Wed. Sept. 27
 ENG 208 Project #2-LinkedIn Project AND “The Fragmented Educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation” by Royce Kimmons and George Veletsianos.
WRITE: Update your Reading Reaction, Week 5 with quotes that inflame your imagination. Use specific examples from your own digital presences as examples of three of this article’s major principles. Quote yourself and the article directly.
CLASS: Student led discussions of “Fragmented Education 2.0” premises, and analysis of usage patterns  of various personal digital media. If you haven’t already, create a Twitter account. Public Figures: Bryan Stevenson,Rigoberto González website, Facebook, and Twitter. Integration or fractals?
NOTES: ENG 208 Week 5-2

Fri. Sept. 29
Virtual classroom. I’ve sent you each a group e-mail with the prompt as we’re moving our Friday conversations off Blackboard and onto e-mail threads.
WRITE: Blog Post #3. Due by noon.
– Create one new 25-word, or less, tagline for one of your most frequently-used public digital presences.
Examples from our class discussion and other writers’ personas/
– Bryan Stevenson on Twitter: @eji_org. “Equal Justice Initiative, Director Bryan Stevenson, Montgomery, Alabama.”
 Rigoberto González on Twitter:  “Cranky Critic. Bon Vivant. Unpresidented.”
Joy Harjo,
– Joy Harjo on Instagram: (nothing, yet she has 987 followers and is following 1,289)
Solmaz Sharif.
– Solmaz Sharif on Tumblr: ABOUT LOOK on looking, writing, and war. “A collection of words, images, videos, obsessions, thoughts, griefs, sounds that have gone into the writing of LOOK. Maintained haphazardly by Solmaz Sharif.”
At the end of your tagline, write a 150 – 250 word argument for how you constructed the language of this tagline based upon its native platform. Incorporate principles of discourse communities from Aristotle, Porter, Kimmons and Veletsianos, and our classroom discussions to help explain your rationale for engaging with the discourse community of your chosen digital platform using this particular identity. Quote these sources directly.
AFTER 12:00 PM – Read your peer group’s Blog Post #3. Then respond to group e-mail prompt.

UNIT 2: Integrating Your Digital Self (Continued)
Week 6: What About “Moving beyond an authentic view of identity?”
Mon. Oct. 2
READ: If you’re not already a user, sign up for LinkedIn. Find peers either by searching for Chapman students and/or recent alums, or people you know from work, or high school etc. Peruse 5 – 6 profiles and make notes.
Create a post titled LinkedIn Analysis. Jot notes, in a very casual format, of things your peers are doing right on LinkedIn. Check out photos. Mission statements. Inclusion / exclusion of work experience. Background. Make a note of why you think particular aspects of a profile are effective or ineffective at garnering the kind of attention to get a job. Be specific.
CLASS:  Student-led sample digital media of authority figures in a field. The discourse community of LinkedIn. Josh Bell and his experiment with discourse community. Language of peers. LinkedIn “heroes.” Create a catchphrase. “LinkedIn Has a New App For Job Hunters” by Kathleen Chaykowski.
NOTES: ENG 208 Week 6-1

Wed. Oct. 4
READ: Stop Using These 10 Buzzwords on LinkedIn” by Jen Hubley Luckwaldt
WRITE: LinkedIn Profile Draft. Due published on your blog by class time. Include a profile image.
CLASS: Workshop profiles.
NOTES: ENG 208 Week 6-2

Fri. Oct. 6
Virtual classroom. There’s work due by noon today, and by 8 am Saturday. I’ll be sending you an e-mail prompt with directions for commenting on a peers’ LinkedIn Profiles and analysis. To prepare, first:
VIEW: “How to Make a Great LinkedIn Profile: 6 LinkedIn Profile Tips” (6:35 min.) by Linda Raynier AND (Sorry about the ad) “10 Ways to Improve your LinkedIn Profile in Under 5 Minutes” (1:10 min.) AND READ the accompanying article AND Read “How To Get Your LinkedIn Profile Job Search Ready in 30 Minutes”  by Jenny Boss. Finish by noon today.
WRITE: Edit your LinkedIn Profile according to what you’ve learned. Publish your profile on LinkedIn AND create a hyperlink to your LinkedIn profile on your blog in a post titled LinkedIn Project Draft by noon today.
Peer Editing Virtual Classroom Assignment
After you watch the videos and finishing your draft you’ll participate in a blog comment online peer-editing discourse with your assigned group from Wednesday. The prompt, with a reminder of your group members has been e-mailed.

Michele's Picture

Photo: Michele Greene

UNIT 3: Rhetoric of the Image
Week 7: How do pictures communicate?
Mon. Oct. 9
READ: News from a reliable source, if you want to be an informed citizen, but there’s no reading due for class.
WRITE: LinkedIn / Digital Selves Profile Project due published on your blog by class time. Your complete LinkedIn Profile Project should include:
– a hyperlink to your LinkedIn Profile
– a 300 word analysis of how you made your writing / editing / image decisions. Whose advice carried the most weight for you? Why?  What concepts from our readings and class discussions did you carry into your project? Quote directly.
CLASS: Small group presentations of LinkedIn Profiles. Point out all future deadlines. Think: Photo Essay. Think: Multilingual Storytelling. Think: Immersion Project.
You may revise your finished draft until 11:59 pm. on Mon. Oct. 9.
NOTES: ENG 208 Week 7-1
SF Bridge

Photo: Catherine Keefe

Wed. Oct. 11
READ: ENG 208 Photo Essay Project Guidelines.
WRITE: Blog Post #4:
– You will create edited versions of an “About Me” profile that adapts your persona to the discourse communities of WordPress, Twitter, Instagram, plus one other content sharing platform of your choosing like YouTube or Deviant Art.
– Keep in mind that you’ve established a persona in your Literacy Narrative Project and LinkedIn Profile Project. How will you account for this persona as you remediate yourself through your WordPress blog “About” page, your Twitter profile, your Instagram account, plus one other platform of your choosing?
– The basic message should remain consistent, but the length and word choice will change to match the discourse communities.
– For one example of how this works, check out each profile or “about” blurb for:
Manoush Zomorodi.
LinkedIn: https://www.linkedin.com/in/manoush-zomorodi-33904bb/
Website: http://www.manoushz.com/bio/
Twitter: @manoushz
Instagram: @manoushz
Note to Self (Manoush Zomorodi’s podcast): Note to Self
Now create your own differing “About” blurbs for each platform. Publish as “Blog Post #4 by class time.
CLASS: Transmedia. Rhetoric of image. What’s a photo essay? What’s in the public consciousness? Where will you spend your time and focus? Are your actions aligned with your issue ranking from earlier in the semester? Sample: “Foot Soldiers” by Christopher Griffith and Ariel Kaminer.
NOTES: ENG 208 Week 7-2

Fri. Oct. 13
Virtual classroom. There’s work due by noon and 2 pm. Prompt is now complete.
Watch “10 Year Photo Essay” by John Free (51:08). Take notes of inspiration quotes, tips, or things you question. Finish viewing by noon today AND
WRITE: Photo Essay Brainstorm. Publish on your blog by 2 pm Friday so your peers have a chance to read and respond to you.
Begin to think in ink. Use our free-writing prompt from Wednesday and any quotes from John Free as inspiration. Can you think in the form of questions? What are you curious about? What have you always wondered? What do want to explore? Why? What cliches would you like to unravel? (Remember “Ridiculously Long Men’s Room Lines at Tech Conferences”  by Megan Garber?) How might you design a visual play on words? How can this project align with your  “About” blog persona, your listed priorities from Wed. Sept. 6, your LinkedIn profile? Write 250 words or so.
GROUP DISCUSSION via comments on student blogs.

  • You’ll participate in a blog comment dialogue with two students.
  • You’ll work with the two students whose name is below yours on the class blog roll page. For example, Sean will respond to Austin and Conrad. Austin will respond to Conrad and Kai, etc. Those at the end of the class blog roll will begin at the top of the list. For example, Hakeem will respond to Julia and Sean. Julia will respond to Sean and Austin.
  • Read your peers’ Photo Essay Brainstorm. Tell your peers what ideas / lines of inquiry sound most interesting to you. Share resources of photographers you admire, or other photo essays you’ve stumbled upon. Make links to current events, much like the flow of our classroom discussions.
  • In general, be a generous listener, advice-giver, resource-sharing type of writing peer. If you have questions, respond back in the comments section.

UNIT 3: Rhetoric of the Image Praxis
Week 8: Is a picture really worth 1,000 words?
Mon. Oct. 16







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READ:    “Rhetoric of the Image”  by Roland Barthes.
WRITE: Add on to your Photo Essay Brainstorm piece by including main concepts of Barthes’ essay. Use direct quotes. Your published Photo Essay Brainstorm with comments should be available by class time.
CLASS: Photo Essay project. 5 student presenters sign up. Roland Barthes’ concepts in theory. Digital media visual tropes. Deconstruction Gallery by Media Literacy Project. “Nurse Midwife” by W. Eugene Smith, reprint in Time AND  “Nurse Midwife” by W. Eugene Smith, in situ. Share brainstorms.
NOTES: ENG 208 Week 8-1

Wed. Oct. 18
“5 Types of Photos that Make for Strong Photo Essays” by Keith Jenkins AND “Revealing the Trauma of War” by Caroline Alexander and Lynn Johnson AND “Ridiculously Long Men’s Room Lines at Tech Conferences”  by Megan Garber.
WRITE: Create a blog post titled Photo Essay Rough Draft. Develop a shot list that you want to aim for, and create a list of 2-3 questions that will guide your project inquiry.If you already have sources for research, hyperlink them. Do use only primary research for this project.
CLASS: “How To Create a Photo Essay” Collective Lens. “5 Photo Essay Tips” by Christina N. Dickson.
NOTES: ENG 208 Week 8-2

Fri. Oct. 20
Virtual classroom. There’s work due by Mon. Oct. 23.
VIEW: “How to Shoot a Photo Essay | Demonstration” (5:49 min.) by Creative Live AND READ “The Most Important Skill for a Photojournalist” by Chicago Tribune.
DO IT: In keeping with the Chapman Academic Policy Guide regarding hybrid courses, today you will “spend a bulk of time working either independently or collaboratively to…conduct research, and write.”  Today’s research is exploring the praxis of rhetoric of the image.
Get out in the field and begin photographing.
Begin with an inquiry. See if you can photograph the questions rather than decide upon the answers. You should plan to take 5-7 times more photos than you’ll use for the project, probably even more than that. Take notes of names or anything pertinent that you think will help with your captions, especially locations, names, dates, times, etc.  Create a desktop folder with up to 25 of the best images. Upload the entire folder to your blog, and put them in some sort of rough order as an add-on to your Photo Essay Rough Draft post. Publish by class time Mon. Oct. 23.

UNIT 3: Rhetoric of the Image Praxis (continued)
Week 9: So you want an audience?
Mon. Oct. 23
Confessions of an Instagram Influencer” by Max Chafkin AND
WATCH: “How to Become an Instagram Star” (4:23 min.) by Max Chafkin.
WRITE: Add on to your Photo Essay Rough Draft post. Be sure your 25 best photos are uploaded to this draft AND write a short paragraph about your ideal audience. Who are you trying to engage? Why? What tropes are you playing with? Challenging? What’s your purpose for telling this photo story? To provoke? To reinforce? To illuminate? Publish by class time Mon. Oct. 23.
Audience expectation and unintended consequence. (And then there are the pet stars of IG.) Photo editing techniques. Photo ordering to create narrative. Later App? Unum App?
NOTES: ENG 208 Week 9-1

Wed. Oct. 25
Your images. And reread some of our sample photo essays.
WRITE: Begin your photo captions. You should have at least 3 captions finished by class time. Publish these on your already started post called Photo Essay Rough Draft.
Create an inquiry to guide your project. Class workshop.
NOTES: ENG 208 Week 9-2

Fri. Oct. 27
Virtual classroom. There’s work due by Mon. Oct. 30
Reread the project guidelines: ENG 208 Photo Essay Project and if you want examples, read some of the Artist’s Statements on Klaus Pichler’s “Projects” page and also on Gregg Segal’s “Projects” page.
In keeping with the Chapman Academic Policy Guide regarding hybrid courses, today you will “spend a bulk of time working either independently or collaboratively to…conduct research, and write.”  Today’s research is continuing your creative work on the Photo Essay Project, due Mon. Oct. 30

UNIT 3: Multilingual Discourse
Week 10: Dime. Parler. Sabihin mo sa akin.
Mon. Oct. 30

READ: The tea leaves in your cup, if you like, but there’s no class reading due.
WRITE: Photo Essay Project due published on your blog by class time.
Photo Essay Project Presentation Guidelines: ENG 208 Guidelines for Photo Essay Class Presentation Six students make class presentations of Photo Essay Project: Julia W., Caitlyn, Jacob, Mavis, Ashley, and Katie M.
NOTES: ENG 208 Week 10-1

Wed. Nov. 1
ENG 208 Project #4-Multilingual Project  AND How To Tame a Wild Tongue by Gloria Anzaldua. AND “Multilingualistic Existence”  AND  “How Not To Teach Multi-Lingual Writing” by Anne Tardos.
WRITE:  Blog Post #5 In the form of a letter to a former teacher, reflect upon a time when you were told not to write in an innovative way. Give a specific example of the experience. In this letter, introduce your former teacher to the work of Gloria Anzaldua and Anne Tardos. You can use Anzaldua’s and Tardos’ essays as either an argument for or against using language innovation in writing. What might a multilingualistic approach offer a reader? Do you have specific multilingual ability? You might want to write this letter using that ability, or you might want to keep it entirely in English. (500 words) Publish as Blog Post #5 before class.
Project guidelines. Sign up for presentations. Concept of polyphony. Self construction. Introduce Immersion Project Guidelines: ENG 208 Project #5-Immersion Experience Project
NOTES: ENG 208 Week 10-2





Farmer’s Market                            Photos: Catherine Keefe

Fri. Nov. 3
Virtual classroom. There’s work due, published on your blog, by 5 pm. Sunday.
Today we’ll explore the question: How does a writer decide when to write in English and when to write in a different language?
WATCH: “Breaking the Language Barrier” / Tim Doner. (16 min.)
THINK: How will you create a meaningful Multilingual Project that has more depth than a Google Translate parlor trick? If you are monolingual, how will you integrate another language into your story? Who might you speak with to help you in a meaningful way?
WRITE:  Here’s a prompt from “The Time Is Now” weekly writing prompt series by Poets & Writers:

In a New York Times review of three recently reissued books by English-born artist and author Leonora Carrington, Parul Sehgal describes Carrington’s habit of writing in rudimentary Spanish or French, an example of exophony, the practice of writing in a language that is not the writer’s native tongue. Sehgal also recounts Samuel Beckett, who after adopting French, stated in a letter: “More and more my own language appears to me like a veil that must be torn apart in order to get at the things (or the Nothingness) behind it.”

Write a very short essay – 300 words or so – about a particularly resonant memory. Then try rewriting the same memory either in another language, even if you only have a basic knowledge of it, or in a style of English that has been “torn apart” and defamiliarized. Do you find this practice freeing or limiting? Which elements of the memory and your storytelling are drastically altered, and what remains consistent throughout both versions?

REFLECT: How did you decide which language to rewrite your memory in? How did you language choice reflect its inherent culture? How did you address some of Doner’s questions in your own process? “What’s the point of this?” There’s an enormous connection between language and thought…you really have to understand the culture… language in its essence represents a cultural worldview…you can translate words easily, but you can’t quite translate meaning.” (Tim Doner)

UNIT 3: Multilingual Discourse (Cont.)
Week 11: Will they know what you’re trying to say? Who are they?
Mon. Nov. 6
READ: “A Small Mountain” by Anna Qu AND  “Oh My Oh Chicken Soup With Rice” by Sung Yum AND “Carta de Amor (Love Letter)” by Susana Praver-Pérez.
WRITE: Multilingual Project Rough Draft. Use our readings as a sample, and maybe what you learned from your Friday Writing Exercise, to begin to craft your project.
CLASS: Emoji translation exercise: Emoji Poetry Contest, Paris Review. Context. Living in the muddle and “wallowing in complexity.” Brainstorm form.
NOTES: ENG 208 Week 11-1

Wed. Nov. 8
“Mother Tongue” by Amy Tan.
WRITE: Multilingual Project Rough Draft. Keep writing. Add words to your draft AND add a paragraph at the top that answers the question: Why did you choose this form to tell your story?
CLASS: Writing exercises to build narrative tension, to condense, to illuminate.
NOTES: ENG 208 Week 11-2 

Fri. Nov. 10
Virtual classroom. Prompt complete.
Consider the question: How does language define culture?

“You Bring Out the Vietnamese in Me” (1:52 min.) by Bao Phi AND READ: “Other Selves” by Spencer Lenfield. Think, think, think about the inquiry guiding your Multilingual Project.
Hakeem / Daniel
Katie R. / Katie M.
Mavis / Conrad
Alexis / Austin
Ashley / Caitlin
Hannah / Julia M
Kai / Julia W.
Sean / Jacob
Review Writing Exercises from Wednesday. (See class notes, Nov. 8.)
Finish your working draft. Revise according to Writing Exercises from Wednesday.
– Notify your partner when your draft is finished.
– Read / Respond to your partner’s draft by working your way through these questions in the form of a published comment on your partner’s blog.

  1. The question driving this story is…
  2. The cultural clash is evident in this scene ……. and this scene ……
  3. My favorite scene is …
  4. Paraphrase or translate your understanding of three passages of non-English words.  Ask your partner, “Did I come close to understanding?”
  5. Point out 3 passages with proper nouns, specific dates, or distances. Name these. What are they? What did you learn?
  6. When you finish the story, ask one question that lingers in your mind.

– Revise your own story one more time in response to your peer’s feedback.

Unit 4: Immersion
Week 12: How can I construct a new self?
Mon. Nov. 13

READ: The tea leaves in your cup, if you like, but there’s no class reading due, unless you’re presenting today. If you’re presenting, read:  ENG 208 Guidelines for Multilingual Project Class Presentation
WRITE: Multilingual Project due published on your blog by class time.
Conference sign-ups. Class presentations of Multilingual Project: Sean, Austin, Julia M. Katie R., Alexis S.
NOTES: ENG 208 Week 12-1

Wed. Nov. 15
“My year reading a book from every country in the world” (12 min.) by Ann Morgan AND READ:  Reread Immersion Project Guidelines: ENG 208 Project #5-Immersion Experience Project
READ: “What I Did: A Year of Reading the World” by Ann Morgan AND READ Student Immersion Samples: “In the world of #thestruggles” by Lotus Thai AND “A Personal Journey” by Anonymous.
WRITE: Immersion Experience Brainstorm: Create a post made up of two lists.  List #1 = a list of questions based on things that amaze, annoy, disturb or confuse you.  List #2 = Possible and realistic Immersion Experiences you will be able to execute for 7-10 days in the next few weeks. Post on your blog as Immersion Experience Brainstorm before class.
Conference sign-ups. Final Portfolio Project overview: ENG 208 Final Portfolio Project. Group brainstorm / Topic speed dating. What kind of research will you need?
NOTES:ENG 208 Week 12-2

Fri. Nov. 17
Virtual classroom. Prompt in Progress.
READ:  “My Daughter’s Homework is Killing Me” by Karl Taro Greenfeld AND READ: Pgs. 1-17 from The Kindness of Strangers: Penniless Across America by Mike McIntyre, link here: McIntyre Reading .
WRITE: Decide upon a meaningful, realistic-to-do 7-10 day immersion experience.  Create a personal and universal context for the experience and provide factual data to bolster the urgency of your undertaking. For examples of this context, see McIntyre’s chapter, middle of pg. 6, and the entirety of “My Daughter’s Homework Is Killing Me.”  Publish the introduction on your blog under Immersion Rough Draft by noon today.
Finish reading / viewing / writing by noon.

Week 13: University Thanksgiving Break
No classes meet.
WRITE: Field Notes:
 Continue with your Immersion Project. Update the progress and experiences in regular intervals. Publish as “Field Notes” on your blog before your conference.

Week 14: Conference Week
Mon. – Fri. Nov. 27 – Dec. 1
We won’t meet in the classroom this week, rather we’ll meet one-on-one some time during regularly scheduled class hours and other select times.
Please check our class blog page for your self-selected appointment time.
How to prepare for your conference:
READ: ENG 208 Final Portfolio Project
1 – Update / edit your blog “About” page with a bio of your self.  For ideas and samples, read “Create compelling About page content with these tips” and “6 tips from top bloggers for writing a great About page.”  Be sure your “About” page is active before you arrive at your conference.
2 – Self-Evaluation of Multilingual Project. Use the same format I use, which is a grading scale calculated after answering all the questions on the Assessment Guidelines, plus a few words of feedback. Be prepared to share this with me either as a print-out or sharable document.
3 – Continue with your Immersion Project and bring updated Field Notes.
4 – Prepare any questions about the Final Portfolio Project.
1 – Prepare for the conference as detailed above.
2 – Prepare specific questions related to Immersion Project and / or the Final Portfolio Project.
3 – Continue with your Immersion Project and write your daily Field Notes.