Annie Leonard, Mechanisms, and Grizzly Man Analysis

Grammar Humor:


Annie Leonard Story of Stuff

1. Do you think the government is really by the people, for the people now in days?

2. Are the U.S.A. and other countries using so many resources that you think we will run out before the planet can regrow these resources, or do you think there is enough effort in regrowth that we will be able to sustain?

3. Does the quote Annie says about only using 1% of products purchased after 6 months (11:15), change your opinions on how much you want to purchase?

4. After hearing that companies purposely use planned obsolescence and perceived obsolescence, do you think people will ever be happy and satisfied with their newer products?

5. Annie raps it up in the end with the topic of recycling and changing our ways of consumerism (18:10). After watching, did it affect your mind frame about your personal consuming? 

Rhetorical Analysis, Mechanisms, and Thesis Statements PPT

Grizzly Man

The last thing Herzog says in his film:

“Treadwell is gone. The argument how wrong or how right he was disappears into a distance, into a fog. What remains is his footage. And while we watch the animals in their joys of being, in their grace and ferociousness, a thought becomes more and more clear. That it is not so much a look at wild nature as it is an insight into ourselves, our nature. And that, for me, beyond his mission, gives meaning to his life and to his death.”

Coroner Clip 2:00
http://www.veoh.com/search/videos/q/grizzly+man#watch%3Dv180485687aYqp7yz

In Class Activity

Homework:
By 1/31 

1) Watch: Annie Leonard The Story of Stuff- view online at http://www.youtube.com/watch ?v=gLBE5QAYXp8  

2) Watch: Grizzly Man Documentary (view online or in Parks Library Media Center)

3) Work on Assignment 2 due 2/9 posted to Blackboard by end of day 

By 2/2

1) Work on Assignment 2

By 2/6

1) Bring an Assignment 2 draft to class in hard copy (or a copy on your laptop).

2) Read Sigurd F. Olson: Northern Lights American Earth p. 323-326 by 2/6

Visual Rhetoric

Ruth Suckow, a native Iowan from Souix City, says that the culture of Iowa is, "at its worst, timid, deprecating, wishy-washy, colorless, and idealistic in a mild fruitless way.  At its best, it is innocently ingenuous, fresh and sincere, unpretentious, and essentially ample with a certain quality of pure loveliness--held together and strengthened by the simplicity and severity of its hardworking farmer people."

Iowa Nice

Visual Analysis Activity

Your Task: In teams, create a one page advertisement (a flyer or poster) that explains an aspect of the Midwest (one specific place in it that you know well or the Midwest as a whole). Your audience are young people not from the Midwest. What could you tell them about this place if you had the chance? If you are from the region or have lived here a long time, you can use your expertise as a local to help inform your advertisement. If you are not from the Midwest, you have an equally strong, unique point of view. You can see this place differently than locals, and with your own fresh perspective.

Your task will include developing a central claim, and a strategy for how to explain that claim using this visual. Will you appeal to the logic of your audience? Their emotions? How will you enhance your credibility as the author of this visual?

Think about the visual techniques that may help you achieve an effective communication. How can you use composition, detail, color, repetition, and clarity to further your claim?

Use the second half of Chapter 14 in Everything's and Argument (p.451-465) to guide you. Make this advertisement on a power point slide, word document, or publisher document -whatever you are most comfortable using.

Share this finished visual with me as Google document. make sure to include your names. Be ready to share it with your classmates.

Homework

By Tuesday 1/31

1) Watch Annie Leonard The Story of Stuff- view online at http://www.youtube.com/watch ?v=gLBE5QAYXp8. Be ready to discuss in class

2) Watch Grizzly Man. Links to online film are in the readings folder on Blackboard. The film is also on reserve in the Media Center of Parks Library, available for three hour check outs at a time. 


3) Work on assignment 2 DUE 2/9 posted to Blackboard by end of day

Eula Biss and Rhetorical Analysis

Eula Biss: Bring printed out Eula Biss reading for discussion

1.)    Are students being robbed by “the system?” (middle of page 135) On whom does the author say that responsibility for university students’ education rests?  Where do you think the responsibility lies?

2.)    What point(s), if any, is the author trying to make in this essay?

3.)  At the end of the passage, the author quotes, “But the students, the victims and the villains of that place, were still sitting on their porches, still tossing beanbags on Jefferson Street, and still drinking.” What  do you think she meant by this concluding sentence? Who are the victims and the villains?

4.)  What is the importance of the phrase the author quotes on a sign after the Iowa City tornado, “Toto, is this Kansas?” (pg 143, end of second paragraph) Could it be an underlining theme, hence the title of the essay?

5.) How does Biss compare the Katrina survivors to her frat boy neighbors?

6.) Why isn’t college life - the drinking, the theft, and the sexual violence publicized? Do you agree with the author when she says it might be because the older generation sees students “as the dying sparks of our former selves?”

 7.) Why do you think the theft due to the aftermath of the tornado that swept through Iowa City was not acknowledged in the local news? Why are the Midwesterners trying to hide the villains of college life?

8.) Is the author substantiated in her claim that students are  “becoming the kind of thick, docile citizens the Midwest expects them to become.” 

Rhetorical Analysis PPT

Group Activity: Each group should discern what the central claim is for the image. Then individual groups will answer their specific questions based on the aspect of analysis they are assigned and be prepared to report back to the class.

Assignment 2 Introduced

Homework:
By Thursday 1/26

1) Everything’ s an Argument p.441-451 - Bring Everything's an Argument to Class Thursday

2) Come with questions about Assignment 2. 

3) Start work on Assignment 2 DUE 2/9 posted to Blackboard by end of day.

By Tuesday 1/31

1) Annie Leonard The Story of Stuff- view online at http://www.youtube.com/watch ?v=gLBE5QAYXp8

2) Watch Grizzly Man. Links to online film are in the readings folder on Blackboard.

Micro Editing: The Paramedic Method

The Paramedic Method

In Class:
The Paramedic Method PPT
Read all about it: http://owl.english.purdue.edu/media/pdf/20080306044511_727.pdf

Steps of the Paramedic Method:
1) Underline prepositional phrases
2) Highlight 'to be' verbs
3) Bold the nominalizations
4) Write nominalizations as simple action verbs (below the original sentence)
5) Italicize the agent. Ask "who or what preforms the action?"
6) Revise and type a new sentence below the old one. Put the base clause (agent + action) at or near the beginning of the sentence.
7) Eliminate unnecessary words and phrases (including unnecessary wind ups)
8) Fix any other errors in grammar or style that you see (passive voice, direct address, etc.)

Step 1: In a word document, fix these practice sentences using the paramedic method. Underline, bold, highlight, etc the aspects of the original sentence before beginning the re-write below each one. Save this document regularly preferably as a google doc or external source.

Practice sentences:

1. It is the totality of the interrelation of the various components of language and the other communication systems which is the basis for referential meaning.

2. We are not surprised or shocked by her story or the manner in which she tells it. 

3. This sentence is in need of an active verb.

4. The purpose of this project is to develop the capabilities for institutions of higher learning and community agencies and organizations to coalesce for the development of community services that would maximize the available resources from a number of institutions and provide communication and priority needs and the responses of the educational needs of a given community.

5. In this report, The Behavioral Design Process is presented below in some detail as a guide to implementation of a user-oriented design methodology.

6. Product taste and usage are especially critical for the sweetener.

7. I believe that for the writer the practice of bad writing is harmful for it results in an inhibition of her responses to intellectual and imaginative stimuli.

Step 2: Compare your sentences with those of your partner. Were they different? If so discuss what your thought process was in making the sentence the way you did. Did you fail to eliminate unnecessary words and phrases? Did you eliminate too much or change the meaning of the sentence?

Step 3: Pick one sentence from the exercise that you edited differently. Below that sentence explain what was different, and decide what the advantages and disadvantages of the two interpretations for editing the sentence.  Answer the following questions:

Why are there differences in the way people edit the same sentence?

What is important to keep in mind when editing other peoples work?

Be ready to share these answers with the class

Step 4: While you wait for your classmates to finish, or after we discuss the questions above as a class, visit http://owl.english.purdue.edu/exercises/ and look at the exercises. You will notice there is a specific exercise you can try for just about any type of style or grammar issue you may want to learn more about. This provides an excellent resource if there are aspects of grammar or sentence structure that you struggle with. As you look toward assignment 5, which includes a revision of one of your essays from this class, you may notice a pattern of style or grammar issues that you repeat, based on comments from your peers and instructor on your essays. This website will help you address and change those patters of error that you repeat in your writing.

Issues in grammar and structure will haunt you as you continue through college into your career unless you continually work to improve them.Challenge yourself to practice improvement by identifying what you need to work on and by doing some of these exercises. You can always ask your instructor if you need further help in correcting a specific issue.

Step 5: Practice the paramedic method with partner's essay using track changes. Be sure to save regularly Put your name at the bottom as editor. Comment on other issues you find. Share your edits with your partner and instructor at akeener@iastate.edu.


Homework:
1) Assignment 1 DUE Today Thursday, January 19th posted to Blackboard by end of day (11:59pm). We will go over the posting of an assignment to Blackboard in class Thursday (please remind me if I forget). Assignments need to be submitted as a word document so that I can comment on them using track changes.

2) Read Everything’s an Argument p.95- 129 by 1/24 (remember, there will be intermittent, unannounced quizzes on readings that are part of your grade)

3) Read Eula Biss “Is This Kansas” from Notes from No Man’s Land: American Essays by 1/24. This is an electronic reading posted in the readings folder of Blackboard. Print out or bring to class on your laptop and be ready to discuss.

4) Read Everything’s an Argument p.441-451 by 1/26

Macro Editing

Expectations you listed:

·         The course will improve my ability to speak in front of others

·         That the course will challenge me to think of the effects that environment has on writing

·         Fairness in the class

·         Interesting material

·         Reasonable time to finish assignments

·         Lots of papers, revising, and researching

·         A safe environment where we can safely discuss topics

·         Personal and welcoming environment

·         Learn creative, effective, and informative styles of writing

·         Have a clear idea of what is expected in this class and in college writing. “Tell us how you prefer a paper to be written.”

·         Instructor who is encouraging, honest, patient, holds us accountable, plays games, and never gives us caster oil or gruel.

·         Respect

·         Be able to write about something besides Iowa State

·         Focus on professional writing

·         Use peer response and revision to improve my writing

Your Desired Focuses and Outcomes:

·         Better understanding of where my writing skills are now

·         Become a better, more confident writer and communicator

·         Gain a broader perspective, and learn about diverse ideas and opinons

·         Become a better student

·         Public Speaking skills

·         Avoid procrastination

·         Improve my ability to voice opinions without worry

·         Write a perfect paper

·         Incorporate creativity into papers, and make them more polished and professional

·         Find writing easier and more satisfying than I do now. Become a more confident writer.

"Wilderness of Childhood" by Michael Chabon



Macro and Micro Editing







Imagine you were really invested in your survival. That is probably not too hard. Now imagine there were two issues threatening  your survival:


1) The building you are in is being attacked by Godzilla
2) You haven't eaten in a few hours and you need some food.
What issue would you deal with first? Not being crushed and food are both important to survival, but one is more pressing an issue. Our writing is like this too, where there are issues that need to be dealt with first. All of the issues that affect our writing are important for its success, but some are more pressing. We can classify issues in writing as first and second level.

First and Second Level Issues in Writing:
First level issues are issues of writing that affect the overall understanding of a piece of writing. First level issues are generally issues of content and organization.Once the content is understandable, substantial, and sophisticated, and the organization is clear and logical, then the writer is free to focus on the second level issues.


Second level issues are issues that don't necessarily affect understanding, but affect the audience's receptivity to a piece of writing.  Second level issues are generally issues of style, clarity, and grammar. For example, a reader may be able to understand an argument, but may also find it difficult to read through the piece because of distracting grammatical errors. If a reader isn't receptive to your piece of writing, you still won't be effectively communicating your message, even if it is understandable. Unless the grammar is so incorrect that it obscures understanding, it would be considered a second level issue.

Macro Editing: Addresses first level issues
Micro Editing: Addresses second level issues


IN CLASS: Discussion of Michael Chabon and Macro Editing Activity


Homework:
1) Assignment 1 DUE Thursday, January 19th posted to Blackboard by end of day (11:59pm). We will go over the posting of an assignment to Blackboard in class Thursday. Assignments need to be submitted as a word document so that I can comment on them using track changes.


2) Revise and bring an electronic copy of assignment 1 to class on Thursday for a micro editing exercise


3) Read Everything’s an Argument p.95- 129 by 1/24 (remember, there will be intermittent, unannounced quizzes on readings that are part of your grade)


4) Read Eula Biss “Is This Kansas” from Notes from No Man’s Land: American Essays by 1/24. This is an electronic reading posted in the readings folder of Blackboard. Print out or bring to class on your laptop and be ready to discuss.


5) Read Everything’s an Argument p.441-451 by 1/26

Shitty First Drafts and The Writing Process

***Come to class with one copy of Assignment 1 draft***

Discussion Leaders
Sign up for your date to lead discussion on this google doc.

Quick Write:

In response to Anne Lamott's "Shitty First Drafts" write about a paragraph answering one or several of the following questions:

1.Lamott says that the perceptions most people have of how writers work is

different from the reality of the work itself. She refers to this in paragraph 1 as

“the fantasy of the uninitiated.” What does she mean?

2. In paragraph 7 Lamott refers to a time when, through experience, she

“eventually let [herself] trust the process – sort of, more or less.” She is

referring to the writing process, of course, but why “more or less”? Do you

think that her wariness is personal, or is she speaking for all writers in this

regard? Explain.

3. From what Lamott has to say, is writing a first draft more about the product or

the process? Do you agree in regard to your own first drafts? Explain.

Post this quick write using the comment function of today's blog. Be sure to include your name. Log out of your iastate e-mail while you attempt this, as it seems to confuse Blogger.

Important: you may want to write your response hard copy or in a word document you save to a flash drive, before copying it into the comment function. This is a precaution against Blogger which has randomly logged people out in the past. This way, you won't lose what you have written. 

In Class:

THE PROCESS OF WRITING

The Process of Writing PPT
Reverse Outlining and Developing Paragraphs exercise

Homework:

1) Revise your draft of assignment 1 and bring a hard copy or a copy on a laptop to class on Tuesday to share with classmates.

2) Read Michael Chabon"Manhood for Amateurs: The Wilderness of Childhood" online at http://www.nybooks.com/articles/archives/2009/jul/16/manhood-for-amateurs-the-wilderness-of-childhood/  by 1/17. Print it out or bring it to class on a laptop, and be ready to discuss it. 

3) Read Everything’s an Argument p.95- 129 by 1/24

4) Sign up to be a discussion leader by Friday 1/13

5) Look for the complete reading list on blackboard by the end of Friday

Course Expectations and Mapping Activity

YOU ARE HERE- PLACE BASED ENGLISH 250

In this course we will explore the environment and environmental writing as we learn to be better communicators in writing, speech, our use of visuals and technology. However, this will not be "an environmentalist course" as much as a class where we explore our understanding of place and our own role within it. We will examine not only the American wilderness but man-made considerations of the urban world and broader questions of community and identity, not limited to the natural environment.

The American landscape has long played a role in American literature. This course will explore how writers both reflect and construct “place” in their texts. Students will encounter readings by a diverse group of writers including Henry David Thoreau, Aldo Leopold, Rachel Carson, and Michael Chabon.

This course will not only require analysis of American environmental literature—it will also push you to develop analytical skills and use them to examine your own ideas about environment, landscape, and home. Students will work in written, oral, visual, and electronic mediums to synthesize their understanding of “place”. Work will include two formal essays, a literacy autobiography, a photo project, a group project, a portfolio and regular blogging. 



In this class, we will  hone our skills of influence. Together we will discuss how that influence affects the places we are from, and the landscapes we inhabit. 

GOALS
To improve your ability to communicate by appealing to people's logic, emotion, and sense of credibility

• Have our messages heard by crafting poignant, clear, and timely communications that embrace the use of technology
• Meet the communication needs of our intended audiences
• Explore how others influence us using visual, aural, and written texts 
• Understand the landscapes and places the influence us better, and be able to articulate our relationship with place

EXPECTATIONS

• Recognize and take advantage of the fact that you have something to add to the discussion
• Respect each other, the class time we have together, and your own education
• Find a way to make this class personally enriching and enjoyable. 
• That you don't value yourself based on the grades you receive. Grades are destructive to the learning process, and although I am required to give them, they aren't always an accurate indication of growth. 
• That you communicate with each other and with me to answer questions you have, and to resolve problems that arise during the course.

What are your expectations? 

What are you expecting to get out of this class? 

Is there anything in particular you want to focus on during this class?

MAPPING ACTIVITY

In a course which explores the ways we represent the "places" we inhabit and the implications of those representations it makes sense to begin with mapping--to start by exploring the way we visually depict geographical spaces. What is gained by mapping a place? What is represented? What is lost? What does the map portray about the mapmaker?

This American Life: Episode 110: Mapping


http://www.thisamericanlife.org/radio-archives/episode/110/Mapping


"Maps have meaning because they filter out all the chaos in the world...and this is the age of maps...something like 99.9 percent of all maps have been made in this century. Every map is the world seen through a different lens."-Ira Glass

You can also map places with words:

http://www.orionmagazine.org/index.php/place_where_you_live/
http://www.orionmagazine.org/index.php/place_where_you_live/view/iowa_kid_5751/

Susan Holmes Anderson maps a place she knows well. She is an expert in this environment, and know its details and how it differs from other places. She had something to tell about this place that no one else can because she is familiar with it.

What lens do you see the world through? What places are you able to map through memory? How can you use a map to tell your own story of place?


In class: 

First: Sketch a map of a place that is important to you and that you would consider yourself to be familiar with. It can be your dorm room, your hometown, your childhood neighborhood, your family's vacation route, or any place that your remember well. Add as many details and memories into your depiction as possible.

Next: Map that place with words. Write down every element of a place you can remember, quickly, with as much detail as possible. What odd details do you remember? (e.g. the gargoyle shaped knot in the tree, a gray rug with a dark stain the shape of Brazil)?  What were your favorite things to look at in this place? Your least favorite? Why? What felt like yours and what didn't? 

Finally:When you have finished, share these with a neighbor. After you have explained your map, swap papers so you can read what the other person wrote. Below their writing, write a few sentences about what you can learn about this map maker based on the map he or she created. Hand in your map with your name, and the name of the partner who commented on it.

HOMEWORK


Homework will be posted here and to blackboard each week.

1)  Read Anne Lamott's "Shitty First Drafts." This can be found in the reading folder of Blackboard course content. Bring this reading to class on Thursday for discussion.

2) Write your own first draft of Assignment 1, type it, and bring an electronic copy (by e-mail or flash drive or on your laptop) to class on Thursday 1/12. You will be sharing your draft with a classmate as part of an exercise and then sending it to me. You can find the assignment 1 prompt and rubric in the Assignment folder of Blackboard.