Attend the event advertised below and write a 250-word blog about what you learned. Aim the blog at students who wanted to attend but couldn't.
Mark your calendars! On April 3rd, from 12-2pm in E-111 the Writing and Literature Major of the English department will be hosting the event "You Can Do Anything With an English Major." The event features speakers from multiple professions, all talking about the ways being an English major helped them achieve their career goals. We will serve refreshments and raffle off books and gift cards and there will be time following the event to talk one-on-one with our speakers.
If you'd like to know more about the event, please contact Neil Meyer (nmeyer@lagcc.cuny.edu) or Jesse Schwartz (jesseschwartz@lagcc.cuny.edu).
Wednesday, March 27, 2013
Monday, March 25, 2013
Reading for Next Class
The reading for next class is linked at right. Download as PDF to print out. Or bring it on-screen. You are responsible for reading and it and taking notes. For some of you, this is an opportunity to come back from spring break as stronger students. Make the adjustment. Catch up the "Slave and Citizen" reading if you feel behind on it. Cheers.
Thursday, March 21, 2013
LIB 110: Project Update
In your teams, consider the following questions. Please formulate appropriate answers, and turn in your responses.
Last week's goals
1. What is the name for your group?
2. Do you have a name for your group's project (a working title)? If so, what is it?
3. What were your goals for last week? Did you meet them? If so, explain concretely how you did this (literally). If not, explain why.
The Project: Big Picture
4. How does your project address the cluster's theme of "race and culture"? What specific ideas from the cluster do you see informing the product you're creating?
5. What do you want your audience to learn from your product?
6. Why do you want your audience to learn this?
7. What does your group want to learn from this project?
8. Why does your group want to learn this?
9. Who do you imagine as the audience for this project?
The Project: Organization
10. What are the roles of each group member?
11. Do you think you'll need to film off campus? Is any part of the project taking place off-campus?
12. How many minutes do you think your project will be?
13. Do you plan to splice images or music?
14. Can anyone in your group edit? Does anyone want to learn? Who?
Last week's goals
1. What is the name for your group?
2. Do you have a name for your group's project (a working title)? If so, what is it?
3. What were your goals for last week? Did you meet them? If so, explain concretely how you did this (literally). If not, explain why.
The Project: Big Picture
4. How does your project address the cluster's theme of "race and culture"? What specific ideas from the cluster do you see informing the product you're creating?
5. What do you want your audience to learn from your product?
6. Why do you want your audience to learn this?
7. What does your group want to learn from this project?
8. Why does your group want to learn this?
9. Who do you imagine as the audience for this project?
The Project: Organization
10. What are the roles of each group member?
11. Do you think you'll need to film off campus? Is any part of the project taking place off-campus?
12. How many minutes do you think your project will be?
13. Do you plan to splice images or music?
14. Can anyone in your group edit? Does anyone want to learn? Who?
Class Agenda 3.21
1. Announcements
2. The Peer Review
Rules and Guidelines
Written Feedback
Grading Grid
Groups of Three
3. Partner Discussion: Racial Formation in the United States:Partners Chosen By Professor
If more than 5 people did not do or bring the reading, a Reading Quiz will be automatically triggered before this discussion.
Task One: Identify a "They Say / I Say" moment of conversation from the assigned reading (your choice).
Task Two: Identify two "keywords" or concepts that you'd like to add to a class glossary. Locate those terms, note page number, note definition, and paraphrase definition. Try to find an example where you've heard, read, seen, or thought with this term in mind (and perhaps didn't know it). What cultural beliefs or attitudes can you connect with this term?
Task Three: Identify any moments in the text you find confusing.
After Spring Break, you must include both of these terms in your third blog.
4. Class Discussion: Working through the text.
2. The Peer Review
Rules and Guidelines
Written Feedback
Grading Grid
Groups of Three
3. Partner Discussion: Racial Formation in the United States:Partners Chosen By Professor
If more than 5 people did not do or bring the reading, a Reading Quiz will be automatically triggered before this discussion.
Task One: Identify a "They Say / I Say" moment of conversation from the assigned reading (your choice).
Task Two: Identify two "keywords" or concepts that you'd like to add to a class glossary. Locate those terms, note page number, note definition, and paraphrase definition. Try to find an example where you've heard, read, seen, or thought with this term in mind (and perhaps didn't know it). What cultural beliefs or attitudes can you connect with this term?
Task Three: Identify any moments in the text you find confusing.
After Spring Break, you must include both of these terms in your third blog.
4. Class Discussion: Working through the text.
Peer Review Guidelines
Peer Review Guidelines
1. Move into your PR groups.
2. Determine who will read in what order.
3. Budget 10-15 minutes per person and no more.
4. The reader reads their paper aloud.
5. Give written feedback that offers specific criticism according to criteria below.
6. Put your name on this feedback and give it to the writer.
7. Keep your written feedback and staple it to your final draft.
Writing Feedback Directions (from the text Tutoring Writing)
1. Overall. Open with comments about the essay's relationship to the assignment. Be clear about which parts fulfill the assignment and which parts need improvement.
Thesis. Organization. Evidence. Critical Thinking.
2. Strengths and Weaknesses. Use comments primarily to call attention to strengths and weaknesses in the piece, and be clear about the precise points where they occur.
3. Prioritize. Present comments so the writer knows which problems with text are most important and which are of lesser importance. .
4. Higher-Order Concerns. Don't feel obligated to do all the 'fixing.' Refrain from focusing on grammar unless it impedes your ability to understand the piece.
5. Advice. Write comments that are personal, and uniquely aimed at the blog and the writer. Literally tell the writer what you would do with the paper if you were them.
ALL WRITTEN FEEDBACK FROM PEER REVIEW MUST BE STAPLED TO THE BOTTOM OF FINAL DRAFT TO RECEIVE FULL CREDIT FOR PEER REVIEW.
1. Move into your PR groups.
2. Determine who will read in what order.
3. Budget 10-15 minutes per person and no more.
4. The reader reads their paper aloud.
5. Give written feedback that offers specific criticism according to criteria below.
6. Put your name on this feedback and give it to the writer.
7. Keep your written feedback and staple it to your final draft.
Writing Feedback Directions (from the text Tutoring Writing)
1. Overall. Open with comments about the essay's relationship to the assignment. Be clear about which parts fulfill the assignment and which parts need improvement.
Thesis. Organization. Evidence. Critical Thinking.
2. Strengths and Weaknesses. Use comments primarily to call attention to strengths and weaknesses in the piece, and be clear about the precise points where they occur.
3. Prioritize. Present comments so the writer knows which problems with text are most important and which are of lesser importance. .
4. Higher-Order Concerns. Don't feel obligated to do all the 'fixing.' Refrain from focusing on grammar unless it impedes your ability to understand the piece.
5. Advice. Write comments that are personal, and uniquely aimed at the blog and the writer. Literally tell the writer what you would do with the paper if you were them.
ALL WRITTEN FEEDBACK FROM PEER REVIEW MUST BE STAPLED TO THE BOTTOM OF FINAL DRAFT TO RECEIVE FULL CREDIT FOR PEER REVIEW.
Assignment One Grading Grid
ENG 101 Assignment One Grading Grid: Tannenbaum
Name:
1-10 scale
10 –exceptional; 9 – above average; 8 –slightly above average; 7 – slightly below average; 6 – below average; 5 – significant development needed; 1 – minimal or no response
1. Thesis: Contains a
central assertion that places a central idea at the forefront of the
essay; thesis statements is 2-3 sentences; thesis statement answers the main question posed by the assignment (20%)
2. Structure: Essay
organized
around topic sentences; each paragraph provides "they say" context;
essay uses summary and paraphrase to explain main ideas from reading
(30%)
3. Evidence: Essay
successfully places direct quotes into each body paragraph; essay cites those
quotes correctly according to MLA guidelines; essay
explains direct quotations; essay contains a bibliography
(20%)
5. Polish: Essay shows signs of revision; essay's syntax doesn't interfere with meaning; vocabulary words from class appear in essay;
Peer Review:
Grade:
Comments:
Tuesday, March 19, 2013
Essay One Templates
For the Peer Review on Thursday, you don't necessarily need to be bring in your tentative thesis statement (your major claim in your essay). But if you can, all the better.
Review this earlier template from last week.
Here is another, more complete version of an introduction template. See bold phrases for templates. These templates are SAMPLES and not the ones you HAVE to use.
TITLE: The Irony of the Moral Personality of the Enslaved
In Frank Tannenbaum's 1947 monograph Slave and Citizen, he argues that the cultures of western slavery depended on the varied colonial belief systems of the nations colonizing the New World, including the British, Spanish, and Portuguese - and later, after the Revolution, the United States. While he elaborates on the "rights" some Latin American colonies and governments granted to enslaved persons, he points overall to the contrast between that culture of limited rights and the culture of the British and the United States. In the slave economies of those latter countries, enslaved persons were at the mercy of legal, religious, and social regimes that entirely denied any African American - including the "liberated Negro" - any form of official recognition (Tannenbaum 97). In many moments throughout his text, Tannenbaum argues that the main difference between the Anglo and Latin slave systems was the belief in a "moral personality" of the enslaved. In this essay, I will argue that his focus on the "moral personality" of the enslaved poses a problem in his argument. On the one hand, he repeatedly claims that Anglo-Americans denied African-American this moral personality, while the Latin slave systems granted her it. On the other hand, both the Anglo and Latin slave economies relied on the horrific middle-passage to transport the enslaved from African to the Americas. I will argue that the Latin American reliance on this cruelty, which Tannenbaum elaborates on in the first third of the text, contradicts his claim that the Latin system was less violent. In fact, it relied on extreme forms of violence even if the Latin American culture of enslavement could have been considered less violent for those that survived. In my essay, I will support this point by investigating Tannenbaum's summary of the middle passage, his discussion of "moral personality," and his emphasis on sexual relationships in New World slave economies.
Review this earlier template from last week.
Here is another, more complete version of an introduction template. See bold phrases for templates. These templates are SAMPLES and not the ones you HAVE to use.
TITLE: The Irony of the Moral Personality of the Enslaved
In Frank Tannenbaum's 1947 monograph Slave and Citizen, he argues that the cultures of western slavery depended on the varied colonial belief systems of the nations colonizing the New World, including the British, Spanish, and Portuguese - and later, after the Revolution, the United States. While he elaborates on the "rights" some Latin American colonies and governments granted to enslaved persons, he points overall to the contrast between that culture of limited rights and the culture of the British and the United States. In the slave economies of those latter countries, enslaved persons were at the mercy of legal, religious, and social regimes that entirely denied any African American - including the "liberated Negro" - any form of official recognition (Tannenbaum 97). In many moments throughout his text, Tannenbaum argues that the main difference between the Anglo and Latin slave systems was the belief in a "moral personality" of the enslaved. In this essay, I will argue that his focus on the "moral personality" of the enslaved poses a problem in his argument. On the one hand, he repeatedly claims that Anglo-Americans denied African-American this moral personality, while the Latin slave systems granted her it. On the other hand, both the Anglo and Latin slave economies relied on the horrific middle-passage to transport the enslaved from African to the Americas. I will argue that the Latin American reliance on this cruelty, which Tannenbaum elaborates on in the first third of the text, contradicts his claim that the Latin system was less violent. In fact, it relied on extreme forms of violence even if the Latin American culture of enslavement could have been considered less violent for those that survived. In my essay, I will support this point by investigating Tannenbaum's summary of the middle passage, his discussion of "moral personality," and his emphasis on sexual relationships in New World slave economies.
Framing the Quote / Quote Sandwich
Once again, here is the link to They Say / I Say.
And here is a sample paragraph that contains a direct quote. I will note the particular parts of the sentence that contains the direct quote.
1. topic sentence. Statement or re-statement of a supporting claim for the thesis.
2. Defining vocabulary from the topic sentence. Define the key terms you are using.
3. Introduction of text you're using to support the claim. Author, title, publication, any additional information.
4. Brief summary of the major argument of the text.
5. Brief summary of the immediate context from which you are pulling the direct quote. You do not want your reader to be confused by the meaning of the quote, or where it's coming from. Consider, too, that the text you're using was itself in conversation with other texts and authors. If you know anything about that conversation, this part of the paragraph is the time to demonstrate that.
6. The direct quote.
a. The signal phrase. She writes
b. The "direct quotation" (remember that the quote must be 'integrated' into the voice of your sentence. Avoid "dangling quotations" or "dropped quotations," in which the quote lacks even a signal phrase.
c. The (citation).
7. The paraphrase of the direct quote
8. Critical Thinking
a. agree/disagree/both
b. connect to another idea from the same text
c. connect to another idea from a different text
d. connect to another idea from another form of media (film, etc)
e. if you've already connected to other textual ideas, you can relate a useful and appropriate personal experience, or a topic from the news
f. re-state the topic sentence claim by connecting your critical thinking discussion back to your thesis
Note: as you relate the supporting ideas from the direct quote and critical thinking, it may be that all of your connections aren't a "perfect fit." be conscious of that, and honest about it. Constantly define the words you use, and be clear about what "works" with your thesis and what doesn't. In order to raise these thoughts, you'll have to ask yourself critical questions: is this really a neat fit? am I missing something? Is there a problem with the point of view I'm using? Could someone disagree with this? how?
And here is a sample paragraph that contains a direct quote. I will note the particular parts of the sentence that contains the direct quote.
1. topic sentence. Statement or re-statement of a supporting claim for the thesis.
2. Defining vocabulary from the topic sentence. Define the key terms you are using.
3. Introduction of text you're using to support the claim. Author, title, publication, any additional information.
4. Brief summary of the major argument of the text.
5. Brief summary of the immediate context from which you are pulling the direct quote. You do not want your reader to be confused by the meaning of the quote, or where it's coming from. Consider, too, that the text you're using was itself in conversation with other texts and authors. If you know anything about that conversation, this part of the paragraph is the time to demonstrate that.
6. The direct quote.
a. The signal phrase. She writes
b. The "direct quotation" (remember that the quote must be 'integrated' into the voice of your sentence. Avoid "dangling quotations" or "dropped quotations," in which the quote lacks even a signal phrase.
c. The (citation).
7. The paraphrase of the direct quote
8. Critical Thinking
a. agree/disagree/both
b. connect to another idea from the same text
c. connect to another idea from a different text
d. connect to another idea from another form of media (film, etc)
e. if you've already connected to other textual ideas, you can relate a useful and appropriate personal experience, or a topic from the news
f. re-state the topic sentence claim by connecting your critical thinking discussion back to your thesis
Note: as you relate the supporting ideas from the direct quote and critical thinking, it may be that all of your connections aren't a "perfect fit." be conscious of that, and honest about it. Constantly define the words you use, and be clear about what "works" with your thesis and what doesn't. In order to raise these thoughts, you'll have to ask yourself critical questions: is this really a neat fit? am I missing something? Is there a problem with the point of view I'm using? Could someone disagree with this? how?
Monday, March 18, 2013
Class Agenda 3.19
1. Quiz: What is a claim? (5 minutes)
2. Announcements
Reading for Thursday
To Download it as PDF: Click on downward arrow underneath "File" on top left. Or click "File" and then "Download."
Note: this reading could be your second, "academic source" for your first essay.
Peer Review Thursday
Make sure blogs reach 250 words
Bring in ideas from other cluster classes
3. Twitter: favorite 2, reply to 2, ReTweet 2. (5-7 minutes)
4. Blog roll: Responding to student claims. (40 minutes)
Your goal for this exercise to respond to a student claim made in a blog. It can be any claim.
You will click on your name below and read the blog of another student in the class. You will then write a 5-7 response to their blog. Your response will address a claim that the student makes. To address the claim, you will:
a. Identify the purpose of your response in your first sentence (explain to your audience why you're writing).
b. Quote, cite, and paraphrase the student correctly (we can review the instructions for citing a blog in previous blog agendas. There are links provided to you, as well as directions in previous course blogs). If there is no claim made by the student, focus on a claim included in their blog (presumably, Tannenbaum).
Sample quote sandwich /quote framing / citation
Rules for citing websites and other sources
c. After paraphrasing the student's claim, agree with it, disagree with it, or agree/disagree with a qualification (that is, say what aspect your agree/disagree with, and what aspect you do/don't). Follow the "quote sandwich" model.
d. Your response should give general feedback on whether or not the student provided enough evidence to support their claim.
e. If you think the student can use their claim, or their blog, in their first essay, you should say so - and say why.
f. in general: blogs need to be 250 words to achieve full credit.
Click on your name to find the blog you're responding to. I will "feature" 6-7 student blogs each week.
Adam
Akeem
Denni
Diana
Eddie
Jairo
Jasmine
Joel
John
Jonathan
Leonore
Leticia
Nadira
Nayara
Nico
Nicole
Paul
Rachel
Sean
Stefan
5. When this task is completed, work on the draft of the essay due for Thursday. I will come around and provide feedback. (60 minutes)
2. Announcements
Reading for Thursday
To Download it as PDF: Click on downward arrow underneath "File" on top left. Or click "File" and then "Download."
Note: this reading could be your second, "academic source" for your first essay.
Peer Review Thursday
Make sure blogs reach 250 words
Bring in ideas from other cluster classes
3. Twitter: favorite 2, reply to 2, ReTweet 2. (5-7 minutes)
4. Blog roll: Responding to student claims. (40 minutes)
Your goal for this exercise to respond to a student claim made in a blog. It can be any claim.
You will click on your name below and read the blog of another student in the class. You will then write a 5-7 response to their blog. Your response will address a claim that the student makes. To address the claim, you will:
a. Identify the purpose of your response in your first sentence (explain to your audience why you're writing).
b. Quote, cite, and paraphrase the student correctly (we can review the instructions for citing a blog in previous blog agendas. There are links provided to you, as well as directions in previous course blogs). If there is no claim made by the student, focus on a claim included in their blog (presumably, Tannenbaum).
Sample quote sandwich /quote framing / citation
Rules for citing websites and other sources
c. After paraphrasing the student's claim, agree with it, disagree with it, or agree/disagree with a qualification (that is, say what aspect your agree/disagree with, and what aspect you do/don't). Follow the "quote sandwich" model.
d. Your response should give general feedback on whether or not the student provided enough evidence to support their claim.
e. If you think the student can use their claim, or their blog, in their first essay, you should say so - and say why.
f. in general: blogs need to be 250 words to achieve full credit.
Click on your name to find the blog you're responding to. I will "feature" 6-7 student blogs each week.
Adam
Akeem
Denni
Diana
Eddie
Jairo
Jasmine
Joel
John
Jonathan
Leonore
Leticia
Nadira
Nayara
Nico
Nicole
Paul
Rachel
Sean
Stefan
5. When this task is completed, work on the draft of the essay due for Thursday. I will come around and provide feedback. (60 minutes)
Reading Passages: Slave and Citizen
97 - element of human personality
98 - remained a person
100 - moral and biological inferiority
103 - West Indies and America: slave as chattel
104 - the denial of the moral status of the slave...greatest handicap
105 - Latin America social structure...two crucial differences - 1) "easy passage" 2) post-manumission
106 - from this point of view, no slave system (!)
107 - slave/free (in US) = black/white
109 - revolution
110 - no escape: revolution
110-112 - footnote on the end of slavery as system
112-113 - post-Emancipation US
114-115 - color blind philosophy
117 - total pattern of a slave society
117 - "nothing escaped"
118 - social theory
119 - biological mobility
120 - new biological type
121 - a "point of pride" in Brazil
122 - the "mistress" (see page 4)
123-124 - sex and rape
124-125 "mulatto" and mobility
126 - French West Indies
127 - slavery "inevitably mobile"
127 - "same process" (Britain, US Civil War, Haitian Revolution"
127 - revolution and force (cultural change)
98 - remained a person
100 - moral and biological inferiority
103 - West Indies and America: slave as chattel
104 - the denial of the moral status of the slave...greatest handicap
105 - Latin America social structure...two crucial differences - 1) "easy passage" 2) post-manumission
106 - from this point of view, no slave system (!)
107 - slave/free (in US) = black/white
109 - revolution
110 - no escape: revolution
110-112 - footnote on the end of slavery as system
112-113 - post-Emancipation US
114-115 - color blind philosophy
117 - total pattern of a slave society
117 - "nothing escaped"
118 - social theory
119 - biological mobility
120 - new biological type
121 - a "point of pride" in Brazil
122 - the "mistress" (see page 4)
123-124 - sex and rape
124-125 "mulatto" and mobility
126 - French West Indies
127 - slavery "inevitably mobile"
127 - "same process" (Britain, US Civil War, Haitian Revolution"
127 - revolution and force (cultural change)
Reading Quiz
Open note if students can demonstrate notes/reading across a majority of the assigned reading.
Closed notes and clear desk if the student cannot (great memories!)
1. Identify a claim from the assigned reading that you found interesting, useful, problematic, or confusing. In a few sentences, explain your thoughts.
If you didn't do the reading, explain why.
Closed notes and clear desk if the student cannot (great memories!)
1. Identify a claim from the assigned reading that you found interesting, useful, problematic, or confusing. In a few sentences, explain your thoughts.
If you didn't do the reading, explain why.
Class Agenda 3.18
1. Reading Quiz
2. Announcements
Peer Review Delayed: Thursday (to better utilize lab hour)
Twitter Reminder
Books are in the bookstore
Office hours
3. Groupwork: Assessing the conclusion of Slave and Citizen
Before we pack into groups of three, I will give you 3 minutes to find a claim from the reading (it may be the one you wrote about for your quiz).
Each group should identify the following
1. A claim a student could incorporate into an essay
2. A claim that could serve as a "major" claim of the text
3. A claim that we could "challenge" in discussion
4. Presentation: Each group will present the page number for 1 and 2, while identifying the claims to the class. For 3, the groups will offer a brief challenge of their own to the claim.
5. A non-volunteer discussion: professor will direct students to a couple passages and call on specific students to share their ideas. Professor will ask other students to respond to those ideas before possibly addressing the passage.
2. Announcements
Peer Review Delayed: Thursday (to better utilize lab hour)
Twitter Reminder
Books are in the bookstore
Office hours
3. Groupwork: Assessing the conclusion of Slave and Citizen
Before we pack into groups of three, I will give you 3 minutes to find a claim from the reading (it may be the one you wrote about for your quiz).
Each group should identify the following
1. A claim a student could incorporate into an essay
2. A claim that could serve as a "major" claim of the text
3. A claim that we could "challenge" in discussion
4. Presentation: Each group will present the page number for 1 and 2, while identifying the claims to the class. For 3, the groups will offer a brief challenge of their own to the claim.
5. A non-volunteer discussion: professor will direct students to a couple passages and call on specific students to share their ideas. Professor will ask other students to respond to those ideas before possibly addressing the passage.
Thursday, March 14, 2013
Working Notes LIB 110: Teams and 3rd Wk Goals
1. Do you want your team to remain "Group Two," or do you want to give your team a name?
2. What are you thinking about as an idea? Ask yourself this:
- What is it that you want an audience to find out?
- Why do you want the audience to find that out?
3. You should set group deadlines for the next week. Everyone should accomplish something. What do you want accomplished, and by when? How will you know if your goals are accomplished?
2. What are you thinking about as an idea? Ask yourself this:
- What is it that you want an audience to find out?
- Why do you want the audience to find that out?
3. You should set group deadlines for the next week. Everyone should accomplish something. What do you want accomplished, and by when? How will you know if your goals are accomplished?
Sample Quote
In Frank Tannenbaum's 1947 monograph Slave and Citizen, he argues that the cultures of western slavery depended on the varied colonial belief systems of the nations colonizing the New World, including the British, Spanish, and Portuguese - and later, after the Revolution, the United States. While he elaborates on the "rights" some Latin American colonies and governments granted to enslaved persons, he points overall to the contrast between that culture of limited rights and the culture of the British and the United States. In the slave economies of those latter countries, enslaved persons were at the mercy of legal, religious, and social regimes that entirely denied any African American - including the "liberated Negro" - any form of official recognition (Tannenbaum 97). This meant that all black Americans were considered "as a separate, lesser, being" (Tannenbaum 97). Tannenbaum writes that this "lesser" state of being arose because the Anglo colonists (white British and white Americans) refused to believe the enslaved person was a "free moral agent" (Tannenbaum 97). Since they didn't believe that the Negro had a soul to defend, they didn't think they had to treat her with the respect or dignity of a human being. One who wasn't capable of moral behavior could not expect moral behavior from others.
Wednesday, March 13, 2013
Class Agenda 3.14
1. Announcements
2.Review of They Say I Say: framing the quotation
3. Practicing the Frame and creating a quote sandwich. See Slave and Citizen.
HERE is material that explains "framing quotations."
4. Citing other sources.
HERE is a link to the LaGuardia library website for helpful hints on direct quotation and citation and bibliographies.
For bibliographies, don't forget about EASY BIB (click on it!).
5. Note the link HERE to a course blog about in-text citations.
6. Reviewing procedures for essay assignment number one.
7. In Groups: what's relevant from Slave and Citizen?
2.Review of They Say I Say: framing the quotation
3. Practicing the Frame and creating a quote sandwich. See Slave and Citizen.
HERE is material that explains "framing quotations."
4. Citing other sources.
HERE is a link to the LaGuardia library website for helpful hints on direct quotation and citation and bibliographies.
For bibliographies, don't forget about EASY BIB (click on it!).
5. Note the link HERE to a course blog about in-text citations.
6. Reviewing procedures for essay assignment number one.
7. In Groups: what's relevant from Slave and Citizen?
Tuesday, March 12, 2013
Summary Class: Post your Comments Here.
Answer as many of the following questions as possible by leaving a COMMENT below. Click on "No Comments" or "One Comment," etc...
1. What was easy about this summary? What was difficult?
2. What do you need from yourself, in the future, to write a successful summary?
3. What do you need from the class, or the professor, to write a successful summary?
4. What questions do you have about New World slavery or Tannenbaum's Slave and Citizen that would help your writing?
5. What have you observed about the writing process here? How do you write? Do summaries come naturally? How many sentences do you have to write to feel comfortable?
6. How much did you write in 40 minutes? Based on your production, how long do you think it takes to create a 4-5 page essay?
1. What was easy about this summary? What was difficult?
2. What do you need from yourself, in the future, to write a successful summary?
3. What do you need from the class, or the professor, to write a successful summary?
4. What questions do you have about New World slavery or Tannenbaum's Slave and Citizen that would help your writing?
5. What have you observed about the writing process here? How do you write? Do summaries come naturally? How many sentences do you have to write to feel comfortable?
6. How much did you write in 40 minutes? Based on your production, how long do you think it takes to create a 4-5 page essay?
Templates for Assignment One
Tannenbaum's argument in Slave and Citizen is ___________. On the one hand, he argues ________. On the other, he argues _________. The main difference is _________. We can see evidence to support his contention when he discusses__________. For example, _________. Further, he writes ________. Later, he returns to the idea of ________. He says ___________. To explain, he gives the example of _______ and __________. While his points require readers to understand that ___________, others may want to insist that ______________.
Monday, March 11, 2013
Rules for In-text citations
In-text citations
Author is quoted or paraphrased but not
named in the text. (MLA Handbook,
6.2)
It may be true that "in the
appreciation of medieval art the attitude of the observer is of primary
importance . . ." (Robertson 136).
Author is quoted or paraphrased and is
named in the text. (MLA Handbook,
6.3)
Sigmund Freud states that a
"dream is a fulfillment of a wish" (154).
Smith developed the argument in his 1997 book (185-91).
Smith developed the argument in his 1997 book (185-91).
According to some, dreams express
"profound aspects of personality" (Foulkes 184), though others
disagree.
According to Foulkes's study, dreams may express
"profound aspects of personality" (184).
Is it possible that dreams may express "profound
aspects of personality" (Foulkes 184)?
In-Text Citations for Print Sources
with Known Author
Human beings have been described by Kenneth Burke as
"symbol-using animals" (3). Human beings have been described as
"symbol-using animals" (Burke 3).
Citing a Work by Multiple Authors
The authors state "Tighter gun control in the United
States erodes Second Amendment rights" (Smith, Yang, and Moore 76).
Citing Indirect Sources
Ravitch argues that high schools are pressured to act as
"social service centers, and they don't do that well" (qtd. in
Weisman 259).
Citing Non-Print or Sources from the
Internet
With more and more scholarly work
being posted on the Internet, you may have to cite research you have completed
in virtual environments. While many sources on the Internet should not be used
for scholarly work (reference the OWL's Evaluating Sources of Information resource), some
Web sources are perfectly acceptable for research. When creating in-text
citations for electronic, film, or Internet sources, remember that your
citation must reference the source in your Works Cited.
Sometimes writers are confused with
how to craft parenthetical citations for electronic sources because of the
absence of page numbers, but often, these sorts of entries do not require any
sort of parenthetical citation at all. For electronic and Internet sources,
follow the following guidelines:
- Include in the text the first item that appears in the Work Cited entry that corresponds to the citation (e.g. author name, article name, website name, film name).
- You do not need to give paragraph numbers or page numbers based on your Web browser’s print preview function.
- Unless you must list the website name in the signal phrase in order to get the reader to the appropriate entry, do not include URLs in-text. Only provide partial URLs such as when the name of the site includes, for example, a domain name, like CNN.com or Forbes.com as opposed to writing out http://www.cnn.com or http://www.forbes.com.
One online film critic stated that Fitzcarraldo is "...a
beautiful and terrifying critique of obsession and colonialism" (Garcia,
“Herzog: a Life”).
Page
number unknown
As a 2005 study by Salary.com and America Online
indicates, the Internet ranked as the top choice among employees for ways of
wasting time on the job; it beat talking with co-workers—the second most
popular method—by a margin of nearly two to one (Frauenheim).
Selection
in an anthology
In “Love Is a Fallacy,” the narrator’s logical teachings
disintegrate when Polly declares that she should date Petey because “[h]e’s got
a raccoon coat” (Shulman 379).
Web site or other electronic source
Your in-text citation for an electronic source should follow
the same guidelines as for other sources. If the source lacks page numbers but
has numbered paragraphs, sections, or divisions, use those numbers with the
appropriate abbreviation in your in-text citation: “par.,” “sec.,” “ch.,”
“pt.,” and so on. Do not add such numbers if the source itself does not use
them. In that case, simply give the author or title in your in-text citation.
Julian
Hawthorne points out profound differences between his father and Ralph Waldo
Emerson but concludes that, in their lives and their writing, “together they
met the needs of nearly all that is worthy in human nature” (ch. 4).
When citing more than four lines of prose, use the following examples:
Nelly Dean treats Heathcliff poorly
and dehumanizes him throughout her narration:
They entirely refused to have it in bed with them, or even
in their room, and I had no more sense, so, I put it on the landing of the
stairs, hoping it would be gone on the morrow. By chance, or else attracted by
hearing his voice, it crept to Mr. Earnshaw's door, and there he found it on
quitting his chamber. Inquiries were made as to how it got there; I was obliged
to confess, and in recompense for my cowardice and inhumanity was sent out of
the house. (Bronte 78)
Class Agenda 3.12
1. Announcements
Warm Up Exercise
2. Twitter: Log into Twitter. Go through your "feed." Favorite at least two tweets by your classmates. "Re-tweet" at least one Tweet by a classmate. "Reply" to at least one Tweet by a class mates.
3. Blog. In a short blog, summarize the Tweets that you favorited and explain why they caught your attention. Give reasons, not feelings (i.e., "I found x's idea interesting because ____," where the (reason)____ Does Not say "I liked it"). Title the blog: "My classmates Tweets" or something similar that conveys the assignment.
Skill Practice
4. Summarize the main argument of Slave and Citizen, and then summarize the main supporting evidence for it. Please note the templates available to you in They Say I Say: link HERE.
Moving On: Studying the rules for in-text citation
5.Note the following link to review the basics of Direct Quotations and Bibliographies (works cited).
HERE is material that explains "framing quotations." We will look at some of this as a class.
HERE is a link to the LaGuardia library website for helpful hints on direct quotation and citation and bibliographies.
Note: they call citation/bibliography "works cited."
Notice that the link has sample papers, in-text citations, and citation abbreviations in gray in the box near the top of the screen.
Notice that it gives you suggestions for how to cite sources from books ("books") as well as the internet ("web sources: free web"). The Times article is a web source.
For bibliographies, don't forget about EASY BIB (click on it!).
6. Note the link HERE to a course blog about in-text citations.
7. The Quote Sandwich: Framing the quotation
Once we have reviewed all that goes into a "quote sandwich," you will frame a quote from the Tannenbaum in your blog.
Warm Up Exercise
2. Twitter: Log into Twitter. Go through your "feed." Favorite at least two tweets by your classmates. "Re-tweet" at least one Tweet by a classmate. "Reply" to at least one Tweet by a class mates.
3. Blog. In a short blog, summarize the Tweets that you favorited and explain why they caught your attention. Give reasons, not feelings (i.e., "I found x's idea interesting because ____," where the (reason)____ Does Not say "I liked it"). Title the blog: "My classmates Tweets" or something similar that conveys the assignment.
Skill Practice
4. Summarize the main argument of Slave and Citizen, and then summarize the main supporting evidence for it. Please note the templates available to you in They Say I Say: link HERE.
Moving On: Studying the rules for in-text citation
5.Note the following link to review the basics of Direct Quotations and Bibliographies (works cited).
HERE is material that explains "framing quotations." We will look at some of this as a class.
HERE is a link to the LaGuardia library website for helpful hints on direct quotation and citation and bibliographies.
Note: they call citation/bibliography "works cited."
Notice that the link has sample papers, in-text citations, and citation abbreviations in gray in the box near the top of the screen.
Notice that it gives you suggestions for how to cite sources from books ("books") as well as the internet ("web sources: free web"). The Times article is a web source.
For bibliographies, don't forget about EASY BIB (click on it!).
6. Note the link HERE to a course blog about in-text citations.
7. The Quote Sandwich: Framing the quotation
Once we have reviewed all that goes into a "quote sandwich," you will frame a quote from the Tannenbaum in your blog.
Class Agenda 3.11
1. Reading Quiz
2. Announcements
Blog due reminder
Tweets due reminder
3. Review of essay assignment number 1.
4. Review of claim, evidence, and paraphrase.
5. Brief textual tour via professor around theme of "labor" and New World slavery.
6. On their own:
Students identify the "major" claim (the main argument) of the text. They locate a passage from the text that contains this claim.
Exchange that passage with another student. Is it the major claim of the text? A brief discussion with the class.
7. Summary. Discuss and define summary.
On their own: students collect what they believe to the major claims of the text. They will assemble these claims in one paragraph, in their own words, that we'll call a summary of the text.
Together: they will exchange this paragraph with their partner from earlier in the class. They will observe and note their techniques.
8. Looking ahead: topic sentences, direct quotes, citations, and critical thinking.
9. Wind down: what are the major claims of this text? What are the major problems or biases with this text?
2. Announcements
Blog due reminder
Tweets due reminder
3. Review of essay assignment number 1.
4. Review of claim, evidence, and paraphrase.
5. Brief textual tour via professor around theme of "labor" and New World slavery.
6. On their own:
Students identify the "major" claim (the main argument) of the text. They locate a passage from the text that contains this claim.
Exchange that passage with another student. Is it the major claim of the text? A brief discussion with the class.
7. Summary. Discuss and define summary.
On their own: students collect what they believe to the major claims of the text. They will assemble these claims in one paragraph, in their own words, that we'll call a summary of the text.
Together: they will exchange this paragraph with their partner from earlier in the class. They will observe and note their techniques.
8. Looking ahead: topic sentences, direct quotes, citations, and critical thinking.
9. Wind down: what are the major claims of this text? What are the major problems or biases with this text?
Reading Quiz
Open note or text if student can demonstrate notes across a majority of the text.
Paraphrase one of the claims from the text that you found interesting or problematic. After you paraphrase it in your own words, discuss why you found it significant.
claim - an argument that supports the main argument of the text. Sometimes a "major claim" could be the major claim of the text.
Paraphrase one of the claims from the text that you found interesting or problematic. After you paraphrase it in your own words, discuss why you found it significant.
claim - an argument that supports the main argument of the text. Sometimes a "major claim" could be the major claim of the text.
Thursday, March 7, 2013
Tentative LIB Video Project
LIB 110: Race and Culture
TH: 3.25-4.25 pm
Cluster Description
See ENG 101/103 syllabus.
Course Description
The
LIB 110 cluster “hour” is designated by the college as period to make
connections across the cluster courses. Students will use the cluster
hour to ask questions across disciplines, to practice thinking within
and across the specific perspectives of those disciplines, and to
complete one “integrated activity” that the college requires to show
very practically that students understand the themes in the cluster.
Course Goals
Students
will practice making connections within the cluster using in-class
writing and in-class discussion. They will also plan, coordinate,
produce and reflect on an “integrated activity.”
Integrated Activity
Students
will produce two to three minute videos in small groups. These videos
will document and explain how different ideas from each class combine
together and help explain global politics. Students will be responsible
for brainstorming, organizing, planning, executing, and reflecting on
this video.
Course Grade
80% of the course grade will come from the video project.
20% of the course grade will come from in-class writing and discussion about the cluster classes. NOTE: Some of this writing will be written for revision on the course blogs.
Tentative Course Schedule
3.7: Course Introduction; Imagining Connections writing assignment; expectations
3.14: Team Formation; Brainstorming ideas: Sketching timetables, roles, needs; connecting plans to course themes
3.21: Official draft of plan with formalized timetables, roles, needs (in-class worksheet)
3.28: Spring Break
4.4: Presentation of video proposal to class: workshop
4.11: Location scouting; setting up interviews; creating scripts; Reserving STMs and equipment; work-shopping scripts
4.18: MIDTERM connections: connecting the cluster to projects
May Dates tentative
5-1: script final drafts due to Professor
5-8: rehearsals
5-15: Filming
5-22: Filming
5-29: cluster reflection: what have you found out?
Reading Quiz
If you did the reading:
Did you take notes? Or highlight the text? If so, document your notes throughout the majority of the text to professor as the quiz begins. Once approved, you may use these notes for the quiz.
Did you do the reading but not take notes? Rely on that amazing memory of yours!
If you didn't do the reading:
Write an explanation explaining the choices you made before this class that led to this result.
Quiz Question
Something you learned. Discuss an idea, figure, fact, or event from the reading that you hadn't considered before, but that you found interesting. Briefly summarize it, and then explain whether or not it might be suitable material for Monday's blog.
Did you take notes? Or highlight the text? If so, document your notes throughout the majority of the text to professor as the quiz begins. Once approved, you may use these notes for the quiz.
Did you do the reading but not take notes? Rely on that amazing memory of yours!
If you didn't do the reading:
Write an explanation explaining the choices you made before this class that led to this result.
Quiz Question
Something you learned. Discuss an idea, figure, fact, or event from the reading that you hadn't considered before, but that you found interesting. Briefly summarize it, and then explain whether or not it might be suitable material for Monday's blog.
Class Agenda 3.7
1. Reading Quiz
2. Announcements
Incredible Opportunity
Grades for 101, 103, 110
Essay Assignment One
Twitter and Blogger status
Other questions
3. How do we read a text like Slave and Citizen?
What do we notice about the style?
What do we notice about the tone or voice of the text?
What do we notice about the vocabulary?
What do we notice about the citations?
What do we notice about the geographic terms?
What do we notice about the data?
How are we able to define the terms?
How are we able to tell what passage is important?
How are we able to distinguish claims from facts?
How are we able to decide the difference between argument and evidence (or, major claim and supporting claim)?
How are we able to identify the most important claims? Or the one most important claim?
How are we able to identify major themes?
How are we able to decipher the purpose of specific paragraphs and passages?
4. Summary (strategies, goals, and technique)
Use longer paragraph of text as example
Class model and individual practice
5. Paraphrase (strategies, goals, and technique)
Use sentence from text as example
Class model and individual practice
6. Building paragraphs from the 'inside out.'
Catalogue the major themes from the text
Organize thoughts on the author's position and biases
Accurately state both the themes and position
Seize moments that for 'critique' and for 'construction.'
Critique: Challenging a claim made by the author or text.
Construction: Building upon a claim by the author or text.
7. Organizing active reading around these techniques
Annotations
Notes
'Real reading' is writing, and vice versa
2. Announcements
Incredible Opportunity
Grades for 101, 103, 110
Essay Assignment One
Twitter and Blogger status
Other questions
3. How do we read a text like Slave and Citizen?
What do we notice about the style?
What do we notice about the tone or voice of the text?
What do we notice about the vocabulary?
What do we notice about the citations?
What do we notice about the geographic terms?
What do we notice about the data?
How are we able to define the terms?
How are we able to tell what passage is important?
How are we able to distinguish claims from facts?
How are we able to decide the difference between argument and evidence (or, major claim and supporting claim)?
How are we able to identify the most important claims? Or the one most important claim?
How are we able to identify major themes?
How are we able to decipher the purpose of specific paragraphs and passages?
4. Summary (strategies, goals, and technique)
Use longer paragraph of text as example
Class model and individual practice
5. Paraphrase (strategies, goals, and technique)
Use sentence from text as example
Class model and individual practice
6. Building paragraphs from the 'inside out.'
Catalogue the major themes from the text
Organize thoughts on the author's position and biases
Accurately state both the themes and position
Seize moments that for 'critique' and for 'construction.'
Critique: Challenging a claim made by the author or text.
Construction: Building upon a claim by the author or text.
7. Organizing active reading around these techniques
Annotations
Notes
'Real reading' is writing, and vice versa
Wednesday, March 6, 2013
Slave and Citizen Reading: Modified Change
Dear class:
When I went to check on Slave and Citizen reading just now, it appeared that someone had delated the scanned pages of the book. All that was left was the weird 'transcript' of the text, which is hard to read.
When you access the document, be sure not to change anything. Since it's a Google doc, it means that whatever changes one person makes affects everyone else.
We're still getting the hang of sharing these documents online, so maybe can discuss the best system possible tomorrow. For my part, it seems like changing the status of the document to reflect 'anyone with a link' still requires a permission process.
To be worked out!
When I went to check on Slave and Citizen reading just now, it appeared that someone had delated the scanned pages of the book. All that was left was the weird 'transcript' of the text, which is hard to read.
When you access the document, be sure not to change anything. Since it's a Google doc, it means that whatever changes one person makes affects everyone else.
We're still getting the hang of sharing these documents online, so maybe can discuss the best system possible tomorrow. For my part, it seems like changing the status of the document to reflect 'anyone with a link' still requires a permission process.
To be worked out!
Incredible Opportunity
2013 Intercollegiate Partnership (ICP) at Barnard College for LaGuardia Community College Students
Information Session with
Dr. Paul Hertz, Professor of Biological Studies, and the Director of ICP at Barnard College
Wednesday, March 13, 2013
3:00-5:00 PM
E-242
(Refreshments will be served)
Tuesday, March 5, 2013
Assignment One Posted
See the assignment under the "Pages" on the top right-hand side of this screen.
Blog One Assignment
As I mentioned in class, your first blog is a reflection on any aspect of class discussion or course texts that you found interesting. I'm looking to read how you explain your interest, what connections you make, and what questions you raise.
As per the syllabus, this blog is due Monday by 11pm; you may post it anytime.
As per the syllabus, this blog is due Monday by 11pm; you may post it anytime.
Notes on 3.4: Film, Scientific Racism: The Eugenics of Social Darwinism
Yesterday we watched the first 20 minutes of the above-mentioned film, produced by the BBC. The film opened with an image of bleached bones in the Namibian desert. The narrator identified the bones as the victims of a German extermination campaign that preceded the holocaust by 3o years or so. The narrator then explained that such "imperial victims" died as the result of a complex project conceived by many, not just militaries, including scientists, philosophers, writers, and religious authorities.
(Source)
The film then took us to Tazmania in the 1830s. In that decade, Great Britain decided to end slavery after battle fought by religious institutions and abolitionists (an abolitionist is someone that fought to end slavery). The scholar David Dabydeen explained that for 50 years, since 1787, "thousands of ordinary people" had organized to end Britain's role in the slave trade. Nonetheless, white Britain's still considered non-whites to be "little brothers." They were not equal.
(Source)
Another scholar, Catherine Hall, added that culture and civilization became the new imaginative 'screen' by which the British measured equality. Perhaps non-whites would be equal to whites in the future, she summarized, but to reach that measure Britain would have to "raise" non-whites up to the "English level." Ironically, to accomplish that they would need utilize Christian missionaries to convert non-Christians. Thus, the same religious institutions that rejected slavery now gave impetus for colonialism. This process of colonialism, however the British justified it through spiritualized civilization, would destroy indigenous cultures around the world. This violent process of destruction via a complex colonization of other cultures is what we call imperialism.
This imperial colonization, if that's not redundant, also gave the British discretion to "exterminate" those that they could not "civilize." Yet such exterminations would occur sometimes in strange ways, with some British practicing an outright method, and others, the religious, attempting to secure colonization and missionary conversions as an alternative. Slavery might have ended, but the painful appropriation of power from other cultures' labor and bodies had not.
(Source)
To demonstrate these parallel attitudes of British colonization, the film takes us to Tasmania, Australia, in 1803. (Note: this example begins in an era that precedes the 1830s battle to end slavery discussed earlier in this blog and the film.) The film observes that when the British colonists encountered indigenous peoples in Tasmania, they "saw people through ideas," and this 'screen,' or filter, helps us to understand why the British felt "disgust" and "shock" (indigenous refers to those peoples that called a place home before others arrived). The indigenous peoples practiced a radically different kind of culture than the British; the British, in turn, saw them as "left behind by history." They believed that they needed the British to help them. After all, in the "Great Chain of Being" that the British conceived, the "races" were arranged in an hierarchy, with the white British at the top. Colonizing and settling Tasmania - and these people - was their moral duty.
(Source)
As you might expect, this process of colonization turned violent. Many of the indigenous peoples were displaced and abused. Bain Attwood relates how the struggle with white colonists over territory led to violent clashes. The British settlers, armed with sophisticated weapons, began to kill the indigenous peoples with the goal of wiping them out. This was genocide, or the practice of exterminating another group or ending its ability to reproduce according to the group's own desires. Kidnapping and rape became commonplace. Both groups came to view each other as "sub-human," or non-human. The film argues that this "non-human" demonstrated how "racial division tips into hatred."
(Source)
With the indigenous peoples of Tasmania on the verge of "extinction," George Arthur, the British Governor of Tasmania," received orders to halt the annihilation. On orders from England, he began a campaign to 'rescue' the remaining Tasmanians and began to promote an inter-racial fantasy through colorful posters pasted everywhere (an early propaganda campaign!). He sent the Army to capture aboriginals, who in turn began a campaign of guerrilla warfare. He enlisted the help of George Augustus Robinson, a missionary who knew some of the aboriginals. Robinson sought to convert the aboriginals in order to save them. He wanted a peace treaty.
(Source)
Lacking superior numbers and technology, the aboriginals knew that they would never end the conflict with the British settlers. They could never win in conventional war, and would never expel the British from their homeland. Fighting would lead to their extermination.
Arthur had Robinson send many of the remaining aboriginals to Flinders Island, with Robinson as their Chief Protector. On the island, they built a European-style settlement where they hoped to finally turn the aboriginals into British subjects. The film describes the settlement as a "factory" for "transforming savages into Christians."
(Source)
Yet this form of settlement proved lethal. In combination with newly introduced viruses, the aboriginals broken spirits led to the death of the entire settlement, one by one. Children stopped being born. The health of everyone went to steep decline. Robinson fretted over the conditions of what we might call an unintentional "death camp," but salved his conscience by reflecting that the aboriginals had received the message of the Gospels. These beliefs protected him, as someone in our class noted, from any feelings of guilt.
(Source)
The film then took us to Tazmania in the 1830s. In that decade, Great Britain decided to end slavery after battle fought by religious institutions and abolitionists (an abolitionist is someone that fought to end slavery). The scholar David Dabydeen explained that for 50 years, since 1787, "thousands of ordinary people" had organized to end Britain's role in the slave trade. Nonetheless, white Britain's still considered non-whites to be "little brothers." They were not equal.
Another scholar, Catherine Hall, added that culture and civilization became the new imaginative 'screen' by which the British measured equality. Perhaps non-whites would be equal to whites in the future, she summarized, but to reach that measure Britain would have to "raise" non-whites up to the "English level." Ironically, to accomplish that they would need utilize Christian missionaries to convert non-Christians. Thus, the same religious institutions that rejected slavery now gave impetus for colonialism. This process of colonialism, however the British justified it through spiritualized civilization, would destroy indigenous cultures around the world. This violent process of destruction via a complex colonization of other cultures is what we call imperialism.
This imperial colonization, if that's not redundant, also gave the British discretion to "exterminate" those that they could not "civilize." Yet such exterminations would occur sometimes in strange ways, with some British practicing an outright method, and others, the religious, attempting to secure colonization and missionary conversions as an alternative. Slavery might have ended, but the painful appropriation of power from other cultures' labor and bodies had not.
To demonstrate these parallel attitudes of British colonization, the film takes us to Tasmania, Australia, in 1803. (Note: this example begins in an era that precedes the 1830s battle to end slavery discussed earlier in this blog and the film.) The film observes that when the British colonists encountered indigenous peoples in Tasmania, they "saw people through ideas," and this 'screen,' or filter, helps us to understand why the British felt "disgust" and "shock" (indigenous refers to those peoples that called a place home before others arrived). The indigenous peoples practiced a radically different kind of culture than the British; the British, in turn, saw them as "left behind by history." They believed that they needed the British to help them. After all, in the "Great Chain of Being" that the British conceived, the "races" were arranged in an hierarchy, with the white British at the top. Colonizing and settling Tasmania - and these people - was their moral duty.
As you might expect, this process of colonization turned violent. Many of the indigenous peoples were displaced and abused. Bain Attwood relates how the struggle with white colonists over territory led to violent clashes. The British settlers, armed with sophisticated weapons, began to kill the indigenous peoples with the goal of wiping them out. This was genocide, or the practice of exterminating another group or ending its ability to reproduce according to the group's own desires. Kidnapping and rape became commonplace. Both groups came to view each other as "sub-human," or non-human. The film argues that this "non-human" demonstrated how "racial division tips into hatred."
With the indigenous peoples of Tasmania on the verge of "extinction," George Arthur, the British Governor of Tasmania," received orders to halt the annihilation. On orders from England, he began a campaign to 'rescue' the remaining Tasmanians and began to promote an inter-racial fantasy through colorful posters pasted everywhere (an early propaganda campaign!). He sent the Army to capture aboriginals, who in turn began a campaign of guerrilla warfare. He enlisted the help of George Augustus Robinson, a missionary who knew some of the aboriginals. Robinson sought to convert the aboriginals in order to save them. He wanted a peace treaty.
Lacking superior numbers and technology, the aboriginals knew that they would never end the conflict with the British settlers. They could never win in conventional war, and would never expel the British from their homeland. Fighting would lead to their extermination.
Arthur had Robinson send many of the remaining aboriginals to Flinders Island, with Robinson as their Chief Protector. On the island, they built a European-style settlement where they hoped to finally turn the aboriginals into British subjects. The film describes the settlement as a "factory" for "transforming savages into Christians."
Yet this form of settlement proved lethal. In combination with newly introduced viruses, the aboriginals broken spirits led to the death of the entire settlement, one by one. Children stopped being born. The health of everyone went to steep decline. Robinson fretted over the conditions of what we might call an unintentional "death camp," but salved his conscience by reflecting that the aboriginals had received the message of the Gospels. These beliefs protected him, as someone in our class noted, from any feelings of guilt.
Class Agenda 3.5
Welcome back to ENG 101: Race and Culture.
Our plan today:
1. We're going to take the diagnostic for the first hour of class. Students will type the diagnostic, save it, and email it to the professor at the end of class. Students must spend the full hour writing.
2. In the second hour of class, students will set up their blogs. If they succeed in setting up their blogs, they can post their diagnostic to their blogs (and therefore don't have to email the diagnostic). BUT after setting up their blogs, they must hit the tab VIEW BLOG or otherwise find the web address to the blog's 'front door.' (This usually means hitting 'view blog' or something very similar from the 'dashboard screen'). Instructions for setting up their blog are on the course blog page (top right-hand side).
3. If students finish setting up their blogs, they can start the process of setting up their Twitter account. Instructions are on the course blog page (top right-hand side).
4. If students finish setting up the Twitter account (or get stuck), they can begin the 'permissions request' process of clicking on the reading for Thursday. Simply click on the link to Slave and Citizen and the professor will authorize access.
5. If students haven't authorized access to the They Say I Say link from the course syllabus, they can do this, too.
(Image Source)
Our plan today:
1. We're going to take the diagnostic for the first hour of class. Students will type the diagnostic, save it, and email it to the professor at the end of class. Students must spend the full hour writing.
2. In the second hour of class, students will set up their blogs. If they succeed in setting up their blogs, they can post their diagnostic to their blogs (and therefore don't have to email the diagnostic). BUT after setting up their blogs, they must hit the tab VIEW BLOG or otherwise find the web address to the blog's 'front door.' (This usually means hitting 'view blog' or something very similar from the 'dashboard screen'). Instructions for setting up their blog are on the course blog page (top right-hand side).
3. If students finish setting up their blogs, they can start the process of setting up their Twitter account. Instructions are on the course blog page (top right-hand side).
4. If students finish setting up the Twitter account (or get stuck), they can begin the 'permissions request' process of clicking on the reading for Thursday. Simply click on the link to Slave and Citizen and the professor will authorize access.
5. If students haven't authorized access to the They Say I Say link from the course syllabus, they can do this, too.
(Image Source)
Monday, March 4, 2013
Diagnostic: Double Consciousness
Diagnostic
Read the following passage, being sure to take notes and highlight the main points. Then organize a short response to passage that reaches at least 300 words. In your response, explain one significant idea from the piece and define its significance. Support your explanation with at least two supporting claims (or reasons that you believe the idea is significant). You will have approximately one hour before I ask you to post your response to your blog.
Note: This often-reproduced piece was written more than one hundred years ago; you may want to reflect on the author's point of view before you begin your response. In this case, you may detect ideas and language that reveal both 'modern' and 'antiquarian' perspectives on race and culture. Make of it what you will. Enjoy!
Read the following passage, being sure to take notes and highlight the main points. Then organize a short response to passage that reaches at least 300 words. In your response, explain one significant idea from the piece and define its significance. Support your explanation with at least two supporting claims (or reasons that you believe the idea is significant). You will have approximately one hour before I ask you to post your response to your blog.
Note: This often-reproduced piece was written more than one hundred years ago; you may want to reflect on the author's point of view before you begin your response. In this case, you may detect ideas and language that reveal both 'modern' and 'antiquarian' perspectives on race and culture. Make of it what you will. Enjoy!
| After the Egyptian and Indian, the Greek and Roman, the Teuton and Mongolian, the Negro is a sort of seventh son, born with a veil, and gifted with second-sight in this American world,—a world which yields him no true self-consciousness, but only lets him see himself through the revelation of the other world. It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity. One ever feels his two-ness,—an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder. | |
| The history of the American Negro is the history of this strife,—this longing to attain self-conscious manhood, to merge his double self into a better and truer self. In this merging he wishes neither of the older selves to be lost. He would not Africanize America, for America has too much to teach the world and Africa. He would not bleach his Negro soul in a flood of white Americanism, for he knows that Negro blood has a message for the world. He simply wishes to make it possible for a man to be both a Negro and an American, without being cursed and spit upon by his fellows, without having the doors of Opportunity closed roughly in his face. W.E.B. Du Bois, from The Souls of Black Folk (1903) (Source) |
Welcome to ENG 101
M: 9.15-11.30 C-115
T: 9.15-11.30 (ENG 103.2672; LEC
17992) C-238
TH: 9.15-11.30 C-115
TH: 3.25-4.25 (LIB 110.2675) And here is a link to a film that we'll begin watching today.
Film: “Scientific Racism: The Eugenics of Social Darwinism”
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