Daily Schedule

Friday, 4/21

In class: Preparing for the oral presentation

HW: Oral Presentations and Papers

Wednesday, 4/19

In class: Establishing credibility

HW: Finish final participation memos (due by Friday, April 28)

Monday, 4/17

Genre Reports due; NO REGULAR CLASS

HW: Draft Paper 3

Friday, 4/14

Audience Reports due; NO REGULAR CLASS

(check the Conference schedule)

HW: Genre Report

Wednesday, 4/12

In class: Source Reports and Research

Conferences continue

HW: Audience Report

Tuesday, 4/11


Monday, 4/10

In class: Fishbowl 4

HW: work on Project 3; FB leaders, get your memos in!

Friday, 4/7

In class: “A Framework for Ethical Decision Making”

HW: Submit your project proposal via email before class on Monday; listen to the second round of Hamilton tracks 

Wednesday, 4/5

In class: Hamilton and the Ethics of Commemoration

HW: Read “A Framework for Ethical Decision Making” 

Monday, 4/3

In class: Ethical Reasoning and Unit Three Project

HW: Read the first section of “All About the Hamiltons,” by Rebecca Mead (stop at “We get to lay claim to it,” right before the first section break). Listen to Hamilton, “Alexander Hamilton,” “My Shot,” “The Schuyler Sisters,” and “Yorktown (the World Turned Upside Down)“.

Note: the links above will take you to the soundtrack with lyrics; if you’d prefer to watch video of these performances, you can check out the following:

Alexander Hamilton at the Grammy Awards (full costume) 

“My Shot” at the White House

“Yorktown” at the Tony Awards (full costume with Obama introduction)

Friday, 3/31

In class: Ethical Reasoning: The Trolley Problem

HW: Read “What is Ethics?” and “Who Counts?” (short quiz on Monday!)

Wednesday, 3/29

In class: Introductions and Conclusions

HW: Revise and submit paper 2

Monday, 3/27

In class: Peer Review

HW: Revise!

Friday, 3/24

In class: Paper Two Workshopping

HW: Complete your first draft of paper two for Monday’s peer review

Wednesday, 3/22

In class: Outlining for Paper Two

HW: Source Report #2 is due on Blackboard BEFORE CLASS ON FRIDAY

Monday, 3/20

In class: Research methods and strategies

HW: Continue your research for Paper Two; anyone with a C-F in midterm grading should also email to schedule a meeting with me

Friday, 3/17

In class: Fishbowl 3

HW: Complete Source Report #1 (Fishbowl leaders must ALSO submit their group project memo)

Wednesday, 3/15

In class: 9/11, Comedy, and Synthesis

HW: Craft your revised research question–who or what will you be researching? Will you use Option One or Two for Paper Two? What do you hope to understand by exploring your topic?

Monday, 3/13

In class: “first writing since,” Paper Two, and epideictic arguments

HW: (11 a.m. ONLY): Email me the first draft of a research question. What event or person are you interested in exploring epideictic arguments about? In your email, tell me what makes you curious about this event or person–what kinds of arguments or debates do you think you might find in your research?

(1 and 2 pm): Read Everything’s an argumentpp 14-24, then use the Suheir Hammad video to answer the following two questions (you can handwrite on your sheet and bring back to class Wednesday):

Occasions for Argument: Is Hammad making a forensic, deliberative, or epideictic argument? How can you tell? (Note that there could be arguments for more than one label)

Stasis Theory: Is Hammad making an argument about fact (conjecture), definition, value, or proposal/policy? What is your evidence? (Again, there could be valid claims for more than one)

Friday, 3/3 

In class: Fishbowl Two

HW: Over spring break, please complete the following three tasks:

  1. Write and submit via email your participation memo (due before class on Monday, March 13th
  2. Read the Unit 2 paper description and consider possible topics
  3. Read Everything’s an Argument, Everything’s an argument, pp. 14-24

Wednesday, 3/1

In class: “The War Photo No One Would Publish” and analyzing quotations.

HW: Read “You Did Not Build the City of Richmond” and “Follow Up” (FI Reader pp. 382-386) and complete Fishbowl Two Prompt (250 words on your blog before 11:59 pm on Thursday)

11:00 am prompt: “Symbols can be photographs, monuments, or days dedicated to an action. How can public opinion affect how we celebrate an event or an individual?”

1:00 pm prompt: “Why do you think people in the City of Richmond want VCU to not take credit in building the city? How do you think others feel about the way people want the city to be like and what can people do to change it more?”

2:00 pm prompt: “What does it mean to ‘build a city’? Even though monuments are on government property, and citizens have input, why do we not have monuments about slavery or other controversial topics?”

Monday, 2/27

In class: Written in Stone group work and summary skills

HW: Read “The War Photo No One Would Publish” (FI Reader pg. 157)

Friday, 2/24

In class: UNIT ONE PROJECTS DUE; intro to Unit 2

HW: Read Written in Stonepp. 31-44 (“all regions of the country”-“Lee Circle”); 115-119 (“Erect additional monuments”-“Monument Avenue”); 130-139 (all).

Read the entirety of the selections, and then write a 200 word summary of your section (Group One: 31-38; Group Two: 38-44; Group Three: 115-119; Group Four: 130-139). Focus on paraphrasing, quoting, and citing effectively, and post your summary by 11:59 p.m. on Sunday.

Wednesday, 2/22

In class: Author Memo workshop

HW: Revise your author memo

Monday, 2/ 20

In class: Class book exhibition (Note: this workshop counts as your Unit One Peer Review; you MUST be in class today for full peer review credit on your unit project)

HW: Draft your author memo

Friday, 2/17

In class: Build-a-book workshop (please bring any materials you need to help with construction)

HW: Complete your book

Wednesday, 2/15

In class: Storyboarding!

HW: Begin constructing your book

Monday, 2/13

In class: Continued research (pros and cons of research resources)

HW: Using the index cards I give you in class, storyboard your book. For right now, please plot your story in LINEAR, CHRONOLOGICAL ORDER (so what would happen if you narrated from the start of your figure’s life to its conclusion?). Number your cards 1-6; on each card, list 1) the major event of that page 2) the details and sources you will include to describe the event and 3) some initial ideas about what kinds of images, materials, colors, or other visuals will help you describe the event. Please only write on ONE SIDE of your card.

Friday, 2/10

In class: Library resources and research methods (NOTE: PLEASE MEET FOR CLASS IN CABELL ROOM 203). 

HW: Construct an annotated bibliography of three sources. Each source must have a correct citation (MLA or APA), followed by a few sentences that answer these questions:

  1. How did you locate your source? (i.e. what resources and keywords did you use?)
  2. Why do you think this source is reliable?
  3. How will this source help you with your narrative?

Wednesday, 2/8

In class: Rad American Women 

HW: Email me by Thursday at 11:59 p.m. with a formal pitch for your children’s book. Pretend that you are approaching a publisher to explain why your work is worth funding. You should answer the following questions:

  1. Who is your topic?
  2. Why is he or she significant?
  3. Why would our readers (i.e. children) want to know about this person? Why should they? Feel free to specify a more focused audience (i.e. middle schoolers or 2nd-4th graders)
  4. What do you imagine will be the challenges of working on this figure?

Monday, 2/6

In class: “Defending Walt Whitman”

Homework: GENRE RESEARCH: on your blog, spend approximately 200-250 words answering the question, “What do you think makes a children’s book successful?” Select and link to a children’s book of your choosing to help answer the question; the book can be one you remember from childhood or one you discover while searching Amazon or the New York Times bestseller list. Make sure to describe specific elements: how does the book use visual images? What kinds of language or narrative strategies does it use?

Friday, 2/3

In class: Fishbowl #1

Homework: Read “Defending Walt Whitman” (FI: TS) AND the Unit One Project Description. On Rampages, post three possible topics for the project. Come to class with at least one question about the project. You should also skim your class’s Fishbowl response post–feel free to comment!

Wednesday, 2/1

In class: RA discussion; lectio divina presentations

Homework: Fishbowl Writing Prompt

11:00: “What is your opinion of gender roles in radioactive (OR, what ARE gender roles)? Explain their relevance to the book? How do these gender roles compare to your everyday life?”

1:00 “At the beginning of the book, the author apologizes to Marie Curie because she had previously said, “There is no connection between my scientific work and the facts of my private life.” Why do you think the author apologies to Marie? Are there any conflicts that lie between the book’s narrative/illustrations and what Marie said? Do you believe that there’s any connection between the professional work people do and who they are personally?”

2:00 “What is the main focus of Radioactive? Is it Marie’s professional achievements, the Curie family legacy, the implications of scientific discovery, the role of women in science, work/life balance, love and marriage, etc.?”

Monday, 1/30

In class: RA discussion; lectio divina presentations

Homework: Read RA, Chapters 8, 9, and 10

Friday, 1/27

In class: RA discussion; lectio divina presentations

Homework: Read RA, Chapters 5,6, and 7

Wednesday, 1/25

In class: RA discussion; lectio divina presentations

Homework: Read RA, Chapters 3 and 4

Monday, 1/23

In class: Radioactive Picture Walk (please bring your texts!)

Homework: Read Radioactive, Chapters 1 and 2

Friday, 1/20

In class: Fishbowl Prep

Homework: Skim the entirety of Radioactive (note: this might mean that you read very little–or even nothing–and focus instead on what you notice about how the book is MADE. What do you notice about its formatting, the relationship between images and words, or the relationship between different images?) Using the book as a model, generate a brief (approximately 100-150 word) definition of “multimodality” on your blog. What does it mean for a text to be multimodal? What might a multimodal text accomplish or do more effectively?

Wednesday, 1/18

In class: Welcome back! Grading and Assignment expectations

Homework:Review winter break questions; read Professor Amber Pearson’s comprehensive and insightful account of how Fishbowls work!

FI with Dr. Logan

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