For those of you who missed class today, here’s the podcast we listened to; select “The Boy Who Lived” and start listening around minute six (we ended around minute 22).
The important takeaways: though this podcast makes use of some religious reading practices, it does so to practice careful close reading. We talked about how the podcast hosts use their theme of “commitment” to expand their understanding of the word, characters, the book, and themselves. We also discussed how effectively they incorporated textual evidence and analysis. Have a listen and try to use their reading as a model for your own theme and reading!
You’ll need to access your section’s Google Doc for classwork today (note that these links will be helpful for homework as well!)
I’m glad you asked! Here’s a brief description of this important writing process:
When you sandwich a quote, you are pulling significant textual evidence from a source without losing sight of your own voice. If the quote itself is delicious roast beef (or eggplant for my vegetarians!), your framing of the quote is the bread; your words make the quote easy to eat and even MORE delicious!
Your first slice of bread should be the lead in–tell your readers what to expect from the quote and why it’s important to your work. That hearty slice is followed by the quote itself and then the second piece of bread, where you tell readers exactly what they needed to have understood from the quote.
Here’s an example: Dr. Logan clearly sees a lot of value in collaborative learning. In her Paper One assignment, she writes that ‘No final draft will be accepted without a substantial peer review.’ The firmness of her language suggests that she believes classmates’ support of one another’s work is an essential part of UNIV 111.”
For more on framing quotations, check out this great handout from the University of Texas Writing Center!
This is how the university awards grades (note that there are no plusses or minuses; I also don’t round up).
59 and below F
(We’ll start the class period in FILL for the 11 am and 1 pm sections and in our usual classroom for 2 pm. Be at 5169 Harris at your meeting time!)
11:05 The Criminals
11:15 Justice League
11:25 Timmy . . . .
11:35 Spooky Time
1:25 Inside Out
1:35 Monsters, Inc.
2:05 Fantastic Four
2:25 The Creative Types
2:35 Team One
Here are some suggested agenda items for your meetings today:
- Compare your summary blog posts to learn about initial observations and thoughts.
- Use the Just Mercy reading guides (and the book’s index) to begin exploring possible connections between the sources.
- Assign specific roles to group members (who feels most comfortable doing what?)
- Generate any questions/topics of conversation that might be useful for your conference with me. (Today, I’ll meet with The Avengers, The Incredibles, and Anonymous thirty minutes into the session; I’ll meet with all other groups on Wednesday).
- Assign each group member homework for Wednesday; email me the list of assignments as well as a brief description of the meeting (note that one person can tackle this task for Monday, and one for Wednesday).
Consider taking two minutes to help the library improve the virtual tour; here’s a message from Teresa Doherty, our class librarian:
Please let your students know that the survey is anonymous, and since this virtual tour is a pilot, we are really looking for honest feedback as we decide whether to keep it, or try something else.
Remember, you can take advantage of our library services in any way that helps you, either by talking with staff in person, or making an appointment to speak with me, or dropping in during our librarian on-call hours (Mon-Thurs 11-5, Fri 11-4), or chatting or texting with us! All of those options are explained here: https://www.library.vcu.edu/research/askus/
Homework: 1) Read Garnette Cadogan’s “Walking While Black.” 2) On your blog, list one similarity and one difference between Cadogan’s essay and Stevenson’s Chapter Two, “Stand.” Use a quote from each to demonstrate the similarity and difference you notice. Post by 11:59 p.m. on Tuesday, October 4th. 3) Explore the source list and decide which sources you would most like to work on.
(Each group will need to rank their top three choices by Wednesday, October 5th):
“Object Anyway,” Radio Lab’s More Perfect
“Cruel and Unusual,” Radio Lab’s More Perfect
“Under Our Skin,” The Seattle Times
“Performing Statistics,” Art 180 (I will make hard copies available)
Selections from Citizen, Claudia Rankine (selected text available under “Course Documents” on Blackboard)
“Lockdown,” from The New Jim Crow, Michelle Alexander (in the FI Reader, pp. 22-48)
“Why the US is right to move away from Private Prisons,” Clint Smith, The New Yorker
OR a text of your choice (that your group will need to make a SUBSTANTIAL case for)