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@artofwriting300
Grimoire Template and Deadline
Included is the template that I want you to use to submit the Grimoire Final. Please click file and "save as" to create a new Google Document. Give it the title "YOURINITIALS_GRIMOIREFINAL_SP16." You have a slight extension--I will accept them until Saturday by 5 p.m. Please use that time to ensure that your contents are revised/edited thoroughly for clarity and conciseness, as well as grammar and mechanics.
Thank you for a great semester!
Final Examination Information
Your final will take place on Tuesday, May 3 from 1-3 p.m. in Cosby 330.
During the final you will:
--chose to read/perform two of the journal entries that you feel are your ‘best writing.’
--update us on any responses to your letters
--submit your journal. If you typed responses, don’t hesitate to staple them in your journal.
You are required to submit all collective and individual work for the grimoire within 48 hours of the final examination (e.g. May 5).
Week 14: Final Week of Class
4.25: Folklore in Popular Culture--An Examination of the Story of Catcher Freeman (The Boondocks)
Re-read all the assigned stories from the Sanctified Church, or catch up if you have not done so. These include: Daddy Mention, Mother Catherine, Uncle Monday, and High John DeConquer.
Continue working on the collective and individual grimoire tasks. Share updates as instructed.
4.27: Last Day of Class, Work on the Grimoire and Letter Writing Project
Continue working on the collective and individual grimoire tasks. Share updates as instructed.
4th Hour Justification: Grimoire Activity Workshop (TBA)
Professional New Media Networking Some Persuasive Strategies for Success Access: https://goo.gl/A5ykJW
Dr. Lockett presented this workshop for Spelman’s Comprehensive Writing Program yesterday, 4.19.16.
Week 13 (4.18 and 4.20)
Gateway to the Grimoire (4.18): Read the Daddy Mention and Mother Catherine stories in The Sanctified Church.
Compose a journal entry, in which you reflect on how Hurston’s stories conjured your personal memories about luck and chance. Try to recall how you learned about these philosophical concepts, and discuss your attitudes and beliefs towards luck and chance.
Read the assignment sheet.
Important Note: Catch up on your journal immediately. I will, once again, ask you to share five possible titles for the grimoire. You will be handing it in for assessment soon, and your lack of preparedness will factor into that evaluation. Not knowing ‘what you are being asked,’ is not an excuse not to do a journal. If you struggle with the question, write about what you know you can answer and raise questions about what you think you cannot. If you read the book, as instructed, you will be able to talk about *something.* If you need assistance understanding a prompt, ask a peer or come to my office hours.
Analysis of High John de Conquer (4.20): Read about Uncle Monday, re-Read Characteristics of Negro Expression, and High John De Conquer.
In your journal, jot down notes about aspects of the story that surprise and/or interest you. Have you ever read a story similar to High John De Conquer’s?Make a list of your recollections.
Note: In-Class, we will watch The Boondocks: Story of Catcher Freeman.
4th Hour Justification: Read Dr. Lockett’s Philosophy of Hacker Names.
Choose your own hacker name very carefully.
In your journal, write a concrete, or shape poem that inaugurates, or accounts for the power, of your hacker name. (Note: Your hacker name should be the title of this poem, but you should not literally mention the hacker name anywhere in the poem.
Focus on SHOWING not telling us the power of this name.
Note: This will be the name attributed to your work in the grimoire.
Grimoire Contents: Brainstorming
What are the possible types of “sayings” that could included?
(e.g. Proverbs, maxims)
What kind of historical text is folklore? (MEMORY--INDIVIDUAL AND COLLECTIVE)
What is the relationship between folklore, history, and myth?
What are the kinds of folkloric texts?
Proverbs
Maxims
Fables
Fairy Tales
Nursery Rhymes
Cartoons/Cartoon Figures
Double Dutch (Songs)
Black Movie/Sitcom/Comic Quotes
Stereotype Origins
Developing Archival Activities for the Grimoire
What is a folkloric text?
1. Ask someone in your family who we love and trust to tell us a “remedy” that was passed on to them about childbirth?
2. Stay in a Child’s Place---what are other “rules” from childhood?
3. Retrieve 5 “folkloric” memes.
4. Find an object of value from a thrifting or dumpster diving experience. Compose a narrative about how you “found each other.”
5. Make a list of black movies and shows that influenced your perception of race and media.
6. Make a “soundtrack” of the most memorable songs in your life. Explain the story it tells about your life and culture.
7. Which women make you laugh? Make a list of black woman comics.
8. Which black women do you read? Make a list of black woman writers that have strongly influenced your life.
9. What are the kitchen and cooking experiences we’ve had. What’s your favorite recipe? Take photos.
Recipes and Home remedies
Week 11: 4.4 and 4.6
IMPORTANT DUE DATE: Please submit your Letter Writing Portfolio no later than Sunday, 4.10 (7:00 p.m. EST) via Google Documents entitled, YOURINTIALS_LETTERWRITINGPORTFOLIO_ENG300_SP16. [Remember to share with my GMAIL address, not my Spelman email.]
Be sure to complete an evaluation of your peer reviewer before you submit your work.
Continue to revise your letters, as per your peer review. If you are workshopping this week, email Dr. Lockett and tell her which letter you wish to critique. Please be sure to direct her towards the precise document by providing the title of the Google Document, in which she might find the letter.
4.4: In-Class Workshopping/Peer Reviewing Feedback on Letters for: N.F., L.P.F., I.W.,
Peer Review for N.F.
Peer Review for L.P.F.
Peer Review for I.W.
4.6: Student-Led Critique
*Note: Dr. Lockett will not be in class because she is attending CCCC in Houston, TX. However, student attendance is MANDATORY. You will conduct your own workshop, which will enable me to evaluate your ability to organize, manage, and actively contribute to a writing workshop. As evidence of your attendance, as well as a measure of your skill(s), Please save the last 10-15 minutes of class the following survey: Workshop Evaluation
Feedback on Letters for: T.H., N.M.
Peer Review for T.H.
Peer Review for N.M.
4th Hour Justification: Respond to the following prompts your journal, and be prepared to bring your journal to class on Monday, 4.11.
Browse through the Sanctified Church and get a feel for its contents. Consider also the structure and contents of Oreo. Imagine that you are composing a folkloric text that also investigates folklore (e.g. Hurston tells stories even as she investigates their cultural characteristics) what should it contain?
Make a list of elements (e.g. proverbs, aphorisms, healing recipes, etc.). What should we call our grimoire?
Come up with a list of at least 5 possible titles.
Week 10: 3.28 and 3.30
In-Class Workshopping/Peer Reviewing
All five letters should be complete and ready for feedback. Share your portfolio with me and your peer using this specialized template (TBA).
Workshop Day 1: Feedback on Letter for: T.A.C., D.C.,
Workshop Day 2: Feedback on Letter for A.M., and S.B.
Note: Each review takes approximately 25 minutes--5 minutes for the writer to read, 10 minutes for reviewer feedback, 10 minutes for writer-led discussion.
Peer Review for T.A.C.
Peer Review for D.C.
Peer Review for A.M.
Peer Review for S.B.
**Submit all five of your letters to your peer using this specialized template.
4th Hour Justification: Compose the following journal entries.
1. What’s the greatest fear you’ve ever faced? Show the cause of the fear in a poem, an image, and one word. How did you face the fear? Vividly describe the instruments that helped you.
2. Draw on Louise’s elegant menu that includes apple pie with an Oreo crust and design a menu of foods that stimulate memories of childhood or adolescence. Include a recipe for a dish in your menu that appears to be unique and specific to your networks
Important Note: We will return to Oreo next week. If you are behind or need to re-read, be sure to finish the rest of the book by Monday, 4.4.
Peer Review Assignments
You will work with the following peer reviewers for the letter writing project:
T.A.C. and N.F.
C.B. and S.B.
N.M. and L.P.F.
I.W. and T.H.
D.C. and A.M.
As per your class instructions, visit the Letter Writing Project Assignment to review the requirements. Complete the Letter Writing Project Rubric for your peer.
Rules for Workshopping
- Writer states their purpose to frame the critique
- Writer has the opportunity to read aloud
- Reviewers should assist the Writer with their thinking and learning process to develop mutual respect.
- Writers and reviewers should have a dialogue rather than be provided a one-sided critique
- Writers should be given some guidelines for how to shape their own critique* (Dr. Lockett will provide this later)
- Workshopping should, as I.W. pointed out, contribute to the writer’s critical thinking about their writing.
Workshops for 3.21
Link to C.B.’s Letter (CLICK HERE TO COMMENT)
Link to T.A.C.’s Letter (CLICK HERE TO COMMENT)
Directions for Writing Workshop
1. Writer reads work aloud
2. Reviewers will answer five questions below the writer’s work.
3. Writer will actually direct their critique. Disclose their purpose (e.g. what were they trying accomplish), and what did they think they did well and what did they want to work on.
Week 9: 3.21 and 3.23
3.21: Workshopping Letter Proposals and Letters As per last class period's discussion, revise your proposal for the five letters. Share the proposal via Google Documents. Draft two letters for in-class workshop. Share your first draft of the letters via Google Documents entitled, "First Draft of Letters Your Initials." Be sure to put a page break between letters. 3.23: TBA
Week 8 (3.14 and 3.16)
3.14: Introduction to the Letter Writing Project
3.16: Complete this worksheet, which will enable you to create a strategy for each of your letters.
Read: the Introduction to Sanctified Church (Hurston) and the chapter Characteristics of Negro Expression. Note: if you do not have the book yet, you may pick up a handout from my mailbox in Cosby, 3rd floor.
4th Hour Justification: Be prepared to relate Hurston to Ross. Re-read Oreo with Characteristics in mind. In your journal, respond to the following prompt:
Quote and cite three vivid examples, in which Oreo’s text demonstrates one or more of the “characteristics of negro expression.” Beneath each quote, make a brief note explaining how. After you’ve notated the quotes, address these questions: Why is it important to view this text from an anthropological perspective? What is the relationship between literary and anthropological approaches to a text?
The Letter Writing Project Summary of Assignment Students will compose five letters for this project—a letter of complaint, a letter of inquiry, a letter of thanks, a letter of praise, and a letter of rejection. Students are required to submit at least two of their letters in ‘real-life.’ How...
Please carefully read the Letter Writing Project and be prepared to discuss your strategy on Monday, 3.14.16
Week 7 (2.29 and 3.2)
2.29: Letter Exchange
Finish composing your letter from last week. Be prepared to share your journal and your letters in class for a workshop.
Read Oreo, pp. 62-88
3.2: Reading Folklore and Myth in Oreo
Read Oreo, pp. 89-126
Letter Discussion (2.24)
“Leaky documents”
What’s the role of the secret? Consider the types of letters and their ceremonial function.
How does the risk of interception affect the power of letters?
Why are letters such a popular form of communication between women?
A Form of Creative Expression
Rules for Direct Vs. Indirect Dialogue
Direct
Two speakers, in conversation should be conveyed by:
1. Indent every speaker
2. Use quotes and dialect. Punctuation goes inside the quotes.
3. Use a signal phrase.
In what ways are letters a response to (and space for) women’s ‘talk?’
How does female communication involve codes that enable us to conduct ‘talk’ that protects the information?
How does geography combined with gender affect the ways of ‘woman talk?’