PAST DAILY ASSIGNMENTs



For Wednesday, 1/19:

  • If you want to go ahead and get started gathering materials, we only have one required textbook:

Mr. Jefferson’s Telescope: A History of the University of Virginia in One Hundred Objects,
by Brendan Wolfe, 978-0813940106

*First readings from that book will be assigned for Monday, 1/24.

  • Otherwise, we’ll create most material through independent software (i.e., whatever you have that works) and collaborate through Google Drive; additional readings will be provided as PDFs or links.

  • See you on Wednesday in Bryan Hall 330!


In-Class on Wednesday:



For Friday, 1/21:

  • Read through these two articles that discuss our class. They should give you a sense of what we’re doing and why, and what we accomplished in our first semester (which I hope will give you ideas for what you’d like to try to accomplish THIS semester). We’ll explore the galleries from past semesters throughout the term, so you can see what others have done before you and build new work.



For Monday, 1/24:



For Wednesday, 1/26:

  • Welcome new class members! Please complete this incoming survey.
    *Heads up: I’ll be posting your photos/bios on this web page as part of the class gallery.

  • Read Mr. Jefferson’s Telescope, the front matter and then objects 1-50.

    • You probably won’t be able to read all of these in detail. Please skim over all of them to see range, then choose 3-10 to read carefully.

    • Heads up—I’ll be asking you to finish the book before Friday, and your Forum post for Friday will be a combined response to the book and the Special Collections visit.

  • Meet at the Harrison-Small building, slightly before 12.

    • The library is also called the Albert and Shirley Small Special Collections Library (if you’re searching your GPS, this is what will probably pop up). The street address is 170 McCormick Rd, Charlottesville, VA 22904.

    • The presentation will begin at 12:00; arriving a little early will let us space out physically and get settled in the auditorium before the presentation begins.

  • DO wear a mask that covers your nose and mouth during the entire visit.

  • DO bring a laptop or tablet or phone to take notes/photos. You may also have loose paper and pencils.

    • To preserve delicate materials, no pens, notebooks, food, drink, or gum are allowed. There will be a designated “drop-off” area for bags, coats, etc.



For Friday, 1/28:

  • Read Mr. Jefferson’s Telescope, objects 51-100.

    • As with the first half of the book, please skim over all the objects to see range, then choose 3-10 to read carefully.

  • Post a Forum response to both the Special Collections visit and the Telescope reading.

  • Post a Forum response with draft thesis statements for your first essay.



For Monday, 1/31:

  • Revise your thesis statements based on your own evolving ideas first!, and then on Friday’s notes regarding style.

  • Consider these sources on “academic writing”:

  • “What is academic writing?”

  • “Yes, Even Professors Can Write Stylishly”

  • Summary of The Burkean Parlor:

    • When you write in university, you're not just writing for yourself--you're entering a conversation.

      Imagine showing up at a party with faculty and other students. Everyone else has been here for a while already, and they're deep in conversation. You're going to need to listen for a while to figure out what's going on, and then formulate meaningful contributions to the discussion--plus support your positions and modify your claims when you learn new information from others. Eventually, you'll have to leave the party, but others will still be there--you'll need to have done your best to communicate clearly and effectively, so people remember what you said (and remember accurately what you meant to say).


      —See the original discussion in The Philosophy of Literary Form (1941)

  • Keeping in mind Friday’s discussion regarding academic voice and purpose, as well as the course’s overarching goals and YOUR goals for this paper, draft:

    • 2 different introductions and outlines for your paper

    • A rough conclusion for either version of the paper

    • If you want to keep writing, feel free to choose a direction and just keep going, so long as you’ve done the diverging exercises first. We’ll workshop whatever you have in Monday’s class, and you’ll have a full rough draft due on Wednesday.

    • Submit whatever you’ve written before class to this folder.



For Wednesday, 2/1:

  • Submit your first draft to this folder.

    • Include 2-3 questions to your peer reviewers at the top of the draft. [Examples: “I’m not sure I’m supporting X point well enough. Do you have any suggestions for more evidence, or how I could make my argument more effective?” / “Is my organization working, or are you getting confused anywhere? Do you have suggestions for better transitions?” / Etc.]

    • I recommend you aim to complete 2/3 to 3/4 of the paper for your draft.

    • Let it be messy. Feel free to use placeholders [i.e., I need to add a section here that does X].

    • Don’t put so much time into drafting that you don’t have any time/energy left to revise before the full draft is due on Friday.

  • Notes/resources on creating your images/captions/citations:

  • If you can go ahead and include images in your rough drafts for Wednesday, you can get helpful peer feedback on them! They’re only required by final drafts on Friday, though.

  • Underneath your images, include captions:

    • Figure #. Title of figure. Description of figure. (Source citation)

    • See past paper examples for how other students have set their images/captions/citations.



For Friday, 2/3:

  • Finish your essays. Do submit them in a Google doc format, not as a PDF or Word doc.

  • Add your cover memo to your paper.

    • This memo can be informal.

    • Please add the memo to the front page of your document, so I see it before reading the rest of your paper.

  • As a reminder, your 250–400 word cover memo should address the following:

    • Who helped you with writing this essay? (Be sure to disclose any friends, family members, tutors, classmates, etc., who helped you, to avoid charges of collusion.)

    • What did you learn about texts and cultures in general through this assignment?

    • What did you learn about essay writing through this assignment?

    • What changes did you make during the revision process and why?

    • What do you most want your reader to learn from your paper?

    • Optional: After you’ve answered all of the above, feel free to vent about things you hated about this assignment.

  • MLA citation help:

In-Class on Friday, 2/3:

For Monday, 2/7:

  • Relax and enjoy the weekend. We’ll start Unit 2 on Monday.

In-Class on Monday, 2/7:

 
 

  • Take a few minutes to explore this spreadsheet, with leads on some collections you might enjoy exploring in Special Collections. You are NOT bound to these collections; I just wanted to give you an idea of some range before you dive in yourselves.

  • Take a few minutes to explore this gallery in progress, with past students’ papers from Spring 2021, as well as this folder of student papers from Fall 2021, as well as their exhibit pieces, to see what others before you have done with this unit.



For Wednesday, 2/9:

  • Meet at the Harrison-Small building, slightly before 12.

  • Street address is 170 McCormick Rd, Charlottesville, VA 22904.

  • We should be downstairs again in the auditorium; if there’s a change, the front guard should be able to direct you. (Ask for Krystal Appiah’s ENWR 2520 presentation.)

  • The presentation will begin at 12:00; arriving a little early will let us space out physically and get settled in the auditorium before the presentation begins.

  • DO wear a mask that covers your nose and mouth during the entire visit.

  • DO bring a laptop or tablet or phone to take notes/photos. You may also have loose paper and pencils.

    • To preserve delicate materials, no pens, notebooks, food, drink, or gum are allowed. There will be a designated “drop-off” area for bags, coats, etc.


For Friday, 2/11:

  • Search for artifacts in the Special Collections catalog and identify 3-10 that you’d like to examine.

  • Request your first set of materials, and set up an appointment (either formally or informally) for later this week/early next.

    • You’ll want to allow time for scheduling hiccups, and/or realizing you want different artifacts, etc. Working with archives is a bit of a mystery experience; you never know quite what you’re going to get, and you’ll likely need extra time to pivot, go back for additional visits, etc.

    • If you don’t make an appointment, bring other work and be prepared to wait a bit; remember the librarians are pulling materials on the half-hour, so you may have to entertain yourself as you wait for materials to arrive.

    • As announced in Wednesday’s class, we will NOT meet synchronously for class on Monday, 2/14—that would be a great day/time for you to make an appointment in Special Collections.

    • Tip: I highly recommend the Microsoft Lens app (available on Apple or Android) as a free document scanner. It’s best feature is that it can take pictures of documents at odd angles and then correct the image so it reads as a flat image. It’s very intuitive to use!

  • Come to class ready to report on what you’ve found so far, in small groups and to the class at large.

  • We’ll also discuss the readings assigned for Wednesday. Reposting here for quick reference:
    *A few of the links/files were originally broken. These have now been repaired. Always feel free to text me if you have trouble accessing a reading!


For Monday, 2/14:

  • We will NOT meet for class on this day.

  • Continue your research in Special Collections.
    *A heads up: When you request your materials, you’ll have to choose a date for retrieval. That date is NOT the same as making an appointment. The appointment website seems to be a little glitchy today, only offering one time each day—I recommend contacting Special Collections directly (by phone or email) to request specific times/dates. When the website is working, they’ll direct you back to set up appointments online, no doubt.

    • Make sure you’ve had at least 1 in-person visit by this date (during class time is great!), and

    • plan for at least 1 follow-up later this week.

      • Be sure you’re taking pictures of your artifacts as you study them, and be sure you’re including the record information in your photos, so you’ll be able to reference them later!

  • Be in touch if you have questions.

  • Reminder: We’ll be meeting at the Rotunda on Wednesday (2/16), and we’ll take a UVA tour during class time that day.


For Wednesday, 2/16:

  • Meet in the Lower East Oval Room of the Rotunda for our historic tour. Try to arrive a few minutes before noon, if possible.

  • Text me if you have any trouble or need me to share our location (for those coming from far-away classes right before): 615.509.7448.

  • Keep working on your research—identifying/requesting artifacts, and hopefully getting in for follow-up appointments in Special Collections to examine things further in person.


For Friday, 2/18:



In-Class on Friday, 2/18:


For Monday, 2/21:

  • Class attendance is optional today. For those who attend, we’ll be (a) discussing the too-invisible Black histories around Charlottesville and (b) working in pairs or small groups to discuss Unit II projects in progress.

  • Continue working on your research for Unit II, in Special Collections and outside as needed.

  • Listen to this interview with Rebecca Fuller McGuiness. You’ll have to be attentive; the speakers are audible, but the sound quality isn’t fabulous.

  • Also, FYI, one of the most comprehensive treatments of the enslaved experience at UVA was published by UVA Press in 2019: Educated in Tyranny: Slavery at Thomas Jefferson’s University. There are always copies at the UVA bookstore, if you want to go flip through it for a while.

    • (For additional context, you might also recognize Slavery and the University: Histories and Legacies, which looks at slavery at universities across the U.S., including Princeton, Harvard, Oberlin, Emory, and the University of Alabama. This topic has been a big one in faculty circles for the past few years, with many smaller schools also researching and presenting on their pasts in terms of slavery and later, racial discrimination.)

  • Post 2 separate responses to the Forum before class time:

    • Report/reflect on your current project progress

    • Reflect on McGuiness’s interview and the related articles.


For Wednesday, 2/23:

  • Read over the second project assignment, which includes details on the essay and accompanying exhibit files. Bring questions to class!

  • Bring a working thesis and very rough outline to class.

  • Assemble a very rough draft of your exhibit folder and contact sheet, and bring those files with you—along with the questions you end up having!

  • Optional Reading:
    I notice that several of you have been going through eugenics files in Special Collections. There’s a lot of material available on this topic, but here are a few you might find helpful for context. These help with what happened during the main period of the eugenics movement (which was a force from about the 1920s all the way into the 1970s, though it was fading in the 1950s). They also speak to recent efforts at doing better. What I can’t find easily is evidence of “how it ended” at UVA. My current speculation is that it fell out of fashion (because Hitler) and was sort of let to quietly go away—hiring new faculty and hoping no one threw a fit on either side? Definitely worth exploring, but might require actually reaching out to the faculty and librarians who’ve researched this (there are quite a few):

For Friday, 2/25:

  • You likely identified gaps in your research or exhibit materials on Wednesday. Work on tracking down material to fill those gaps, and add them to your working exhibit folder and project outline.


In-Class, Friday, 2/25:


For Monday, 2/28:

  • Read your commented draft (along with the Paper Return Guide and your grading rubric)
    *If you have trouble accessing your folder, try logging in with your UVA email. I shared folders with those accounts.

  • Read this excerpt from Style: Lessons in Clarity and Grace

    • I’ve attached a PDF with highlights in it, to help you quickly identify main points. Don’t feel like you have to achieve mastery of every technique here, but try choosing one or two to work on in your revision and upcoming paper.

    • I do recommend this full book, although the newest edition is always expensive. As you can see, though, it’s been updated many times (you’re reading from the 12th edition); the older editions are usually very cheap online (as low as $5), and we have a few older copies in our libraries on Grounds. [The new copies DO have some useful updates, enough that I was willing to buy one; you can leaf through the various Introductions for a quick reference list of what changes took place between editions.]

  • Revise the GREEN and YELLOW sections in your Essay #1 draft. Bring that revised draft to class, so you can go ahead and be working on the style issues during Monday’s presentation.
    *Clarification for those who were absent today—we’re going to focus on revising Essay #1 for now and return to Essay 2 for Wednesday+. I’m extending the final deadline for Essay #2 until after spring recess.

  • Also, please take half an hour or so to read C. S. Lewis’s “Learning in War-Time.”

    • Why you care—C.S. Lewis was a literature professor at Oxford during WWII. He’d fought as a solder in WWI (draft), but in 1939, he was on the faculty. He gives this sermon to students at Oxford to talk to them about how on earth people carry on with scholarship in the midst of pressing social crises around them.

    • Heads up: this is a sermon, and he gets quite theological in places. (Some of you will likely enjoy that; he’s a beloved theologian for many—he’s the Narnia guy, if you ever imagined finding a magical world through a wardrobe. Others of you may find some of the theology awkward or troubling in places. Feel free to wrestle with this element or skip it, as suits you. You might replace ideas of the Christian afterlife with ideas of what you believe has lasting meaning (love for your family and friends, for instance), and Lewis’s ideas of the sacred with what you hold sacred in your own life.

    • He’s also writing in 1939, and you may find you need to re-read a line every now and then to catch the rhythm of his prose.

In-Class on Monday:


For Wednesday, 3/2:

  • Try to finish revising your first essays before Wednesday. This isn’t a hard deadline—if you’re happy with your grade, you don’t have to revise at all—but revising WILL help you get a better handle on both global and local strategies you’ll want to use in your second essays.

    • Use the slides from Friday and Monday, plus the reading for Monday, to help you.

    • If you’d like to go ahead and come in for a regrade meeting this week, here’s a sign-up sheet of times I have available. If none of these work for you, I’ll have additional hours available the week after spring recess, as well.

      • Send me a link to your revised essay prior to our meeting time.

      • Regrade meetings usually take about 10 minutes.

  • Submit to this folder:

    • a draft of an outline/thesis and

    • a draft of the first 2-3 paragraphs of your Essay 2


In-Class on Wednesday, 3/2:

Folder for peer review



For Friday, 3/4:

  • Feel free to sign up for a regrade meeting this week if you want to get your Essay 1 revision on the books. Again, I will have additional hours available the week after spring recess, as well.

  • Read the Wednesday feedback from your peers on your outlines and early paragraphs. Make notes in your document about how you’ll address those items.

  • Write about 1/2 to 2/3 of your paper before Friday’s class time. You’ll have another structured review time during Friday’s class, and that will be the last input you get on those papers before you submit them for grading after the break.

    • Add 1-3 questions at the top of your draft—things you’d like your readers to consider as they’re reading; things you’d like to discuss with the group once they’ve read; places you might like some input or advice.

    • Submit your working draft to this folder.

  • Heads up: In Friday’s class, we’ll also start brainstorming people to interview for Unit 3. We’ll be looking for people who are alive and on (or recently on) Grounds right now, to find out about their experiences with writing in the present. You might do a little advance thinking about students, faculty, or staff you’d like to reach out to.


In-Class on Friday, 3/4:

  • Folder for peer review

  • Interview Spreadsheet
    *You’ll need to be setting up interviews as soon as you get back, so I HIGHLY recommend brainstorming and having a plan (say, a top choice and 2 backups) so you’ll be ready to hit the ground running when you come back.
    I’ll be giving you email and interview templates/guidance + release forms when you get back!

  • Also, resource announcement:

    • In running a grammar check in Word this morning, I see they have updated their interface. Word obviously still knows when you have passive voice, and that percentage should still show up in your readability statistics, but Word isn’t communicating very clearly anymore—the “pop-up” messages and the “Editor” summary now group passive voice in with other clarity issues. Sigh.

      • So, as far as I can tell right now, I DO still recommend you run your documents through for the readability statistics, but for line-by-line checking, you might have more luck with:

        • Data-yze’s “passive voice detector”

        • Hemingway App (a broader style-checking app; includes some passive voice detection)

        • Writer’s Diet (a broader style-checking app; doesn’t look at passive voice; helpful for identifying other patterns, like weak verbs or confusing sentences, etc.)

  • AND a timeline clarification—I came across a timeline I hadn’t found before, and it clarifies the Honor timeline much better—Jefferson cried over raucous students in 1825; student(s) shot a professor in 1840; these incidents together contributed to the turn toward some kind of Honor system, but that doesn’t actually begin until 1842, when there was a perceived rise in cheating. See https://uvamagazine.org/articles/serpentine_timeline#FoundingEra (which cites sources at the bottom of the page).


For Monday, 3/14:

  • We will not meet live for class on this day! Instead:

    • Celebrate the weather and the beginning of the contemporary unit with a walk on the O’Hill trails.
      *See below for a Google map pin and some directions/photos to help you find your way.

      *Your destination is about .28 miles over moderately hilly/rocky terrain. Contact me for an alternate assignment if you have accessibility issues.

    • There’s a box there that has, among other things, journals for anyone to write in and pencils/pens (+ tootsie rolls). Take some time to:

      • Read what others have written. Take a picture of an entry that speaks to you.
        *There’s quite a mix of entries, some new ones since I was there last. There are 3 different journals—leaf through all of them.

      • Write a note for others to read. This is the beginning of your really seeing yourself as an artifact. What do you want to leave behind here for others? Feel free to leave your entry anonymous, but take a picture of what you write.

      • Selfies encouraged but not required. :)

      • Post your pictures to the Forum, along with a reflection on the experience.

  • Reminder: Your second essay is due any time before conferences begin on Friday, 3/18. Pace yourselves, as you’ll also be working toward your Unit 3 project during this week.

  • Review the Interview Spreadsheet (look at both worksheets! there are tabs at the bottom of the page—recommend people on worksheet one, but look at who we’ve already interviewed on worksheet two!)

    • You’ll need to be setting up interviews as soon as you get back, so I HIGHLY recommend brainstorming and having a plan (say, a top choice and 2 backups) so you’ll be ready to hit the ground running when you come back.

    • Don’t contact people—PLAN for people to contact. I’ll be giving you email and interview templates/guidance + release forms on Wednesday!



Directions for your Monday adventure:

*This is a map pin of your target destination: https://goo.gl/maps/Cbts9b7eGLYoHiZ47

Again, from the parking area on McCormick, it’s about .28 miles. You’ll be on the green trail (go up! when you have a choice—see picture below):

You’re looking for a little box with a door—you should see it on your left. There’s a landmark indicator underneath. :)


For Wednesday, 3/16:

  • Be sure you have completed your assignments from Monday. Keep in in mind that the O’Hill assignment basically counts as your attendance for Monday, so missing assignments will count as absences. Go enjoy a walk!

  • Come to class with:

    • Your top 3 choices for someone to interview.

      • *You need to add their information to the spreadsheet! Follow the examples I’ve already added; feel free to sign up for someone I’ve suggested, but also add your own ideas.

      • Think about gaps you see in UVA’s records, especially, as you consider who to interview. This may be the last time this class is offered (and will be for a while, at least). If you have ideas for underrepresented voices to interview (whether students, faculty, or staff), please add them!

    • Your calendars, so you can sign up for conferences with me. We’ll go ahead and do these as individual conferences on Friday and next Monday, and the schedule will go live at Wednesday’s class time.

    • Heads up that we’ll also be choosing presentation groups on Wednesday, so if you want to reach out to people you’d like to work with, feel free. The groups will be about 4 people each.


For Friday:

  • Review the basic Unit 3 assignment guidelines.

  • Prepare to contact your interviewees by:

    • Reviewing example past interviews. The interviews themselves are in lockdown until I finish curating them, but you can visit some for class purposes; just don’t share anything outside this class. They’re posted here; the password is set to: temp21

    • Carefully reading through these templates and guidelines. Contact me if you have questions for clarification.

  • Once you have done the above, go ahead and initiate contact with your interviewees, and try to set up interviews ASAP.

  • Sign up for and come to a student-professor conference with me. These meetings will replace classes on Friday and Monday!

    • Submit your second essay AND exhibit pieces in advance of your conference.
      *DO be sure to submit to BOTH folders linked on the Unit 2 page.
      **This puts some people’s due dates on Friday and some on Monday. If you’d like an extension, that’s not an issue; please just send me an email.

    • Email me your preferred group members in advance of your meeting—should be groups of 4.

    • Bring with you: notes toward your Unit 3 progress; questions about Unit 3 and/or the class in general.



As you continue to work:

  • Now that you’ve got your interview plans underway, it’s time to start thinking toward the writing samples you’ll gather for your other exhibit pieces. These can be:

    • student papers from other classes

    • notes or sketches or creative work or whatever else your peers are willing to donate

    • public-facing documents relevant to your project (these are already documented, so they’re not as value-added for Special Collections, but you can include 1 or 2 if they help you)

    • photos you take yourself of writing examples across Grounds (anything you see that helps us understand UVA writing culture today)

  • Other students’ work is especially interesting, and can show a cross-section of what students today really are doing. Be brave about asking people to donate! The wider range we can collect, the better.

  • Check out this folder. It contains:

    • Last semester’s group presentation slides/scripts

    • Last semester’s individual exhibit folders for this unit. (You won’t have access to one folder, as the student preferred to withhold permission for that one. Everyone else released these for viewing.)

  • Once you’ve explored last term’s Unit 3 submissions folder and thought about the writing samples YOU’d like to collect:

    • Connect with your group members and compare notes. You’ll have time to work together in class on Wednesday, but you’ll make more of the time if you’ve at least talked a little in the meantime. (Email works, or past groups have set up Google docs for shared notes, etc.)


For Monday/Wednesday (3/21 and 3/23):

  • If you’re signed up for a Monday conference, come to your scheduled conference time!

  1. Submit your second essay AND exhibit pieces in advance of your conference.
    *DO be sure to submit to BOTH folders linked on the Unit 2 page.

  2. Bring with you: notes toward your Unit 3 progress; questions about Unit 3 and/or the class in general.

  • Bring your notes in progress to class on Wednesday—you’ll be working with your groups toward you presentations.



For Friday, 3/25:

  • Ideally, you’ll have all of your materials gathered by this point (your interview, your writing samples) before class time. Get as close as possible to that ideal.

  • I’ll ask you to be working in your groups on Friday, and to be assembling your individual exhibit files.

  • Reminder: All presentations will now take place during class on Wednesday, 3/30.


For Monday, 3/28:

  • BY THE WAY, here’s a folder with all of the writing samples we have received so far via the release form/survey, if you’re missing yours!

  • Bring all of your materials and your presentations-in-progress, so you can work with your groups and, ideally, walk out of class with presentations completed and ready to deliver on Wednesday.
    *Remember that presentations run 6-8 minutes. Due to time constraints, I will cut you off at time, so be sure you’ve practiced your timing.
    **Every group member needs to speak and contribute exhibit pieces.



Info. from class on Monday, 3/28:

 
 

  • So to cite this, I’d say to myself

    1.Who sponsors Chinafest? I Google the name of the group—the Chinese Student Association at UVA.

    2. I’m going to need to give this item a title. “LIVE LAUGH CHINAFEST” seems appropriate.

    3. The container is the sidewalk. :) So sure, let’s go with that.

    4. Contributors unknown; version/number/publisher irrelevant.

    5. Not sure when they did the chalking, but it must have been close to the day I took the photo. I’ll clarify. Also, since it’s my photo, I’ll need to clarify ownership of the image.

    6. Location is UVA, and I know to include city/ST for physical places. So the citation becomes:

  • Chinese Student Association. “LIVE LAUGH CHINAFEST.” Sidewalk chalking, photo by author, 21 March 2022, University of Virginia, Charlottesville, VA.

  • Here’s another example:

 
 

Becomes:

Student notes in Bryan Hall, 3rd floor hallway. Photo by author, 2 March 2022, University of Virginia, Charlottesville, VA.

  • And finally, for your interviews, most of yours will probably look something like this:

    • D’Errico, Jon. Interview with Heidi Nobles. 2 March 2021, conducted via Zoom.

    • In-person example would be:

      • D’Errico, Jon. Interview with Heidi Nobles. 2 March 2021, Charlottesville, VA.

For Wednesday, 3/30:

  • Upload your final files for Unit 3 to the appropriate folders.

  • Come to class ready to present!
    *We’ll pull your slides out of the shared Drive folder, to minimize transition time, so again, make sure all your files are uploaded prior to class time.

For Friday, 4/1:

Sorry for posting so late! No prep needed for this day—we’ll introduce Unit 4 today, so you just need to come to class ready to start your own brainstorming!

In-Class on Friday, 4/1:

https://onwardwewrite.squarespace.com/hcw-gallerydonations

Drive folder of F21 projects (to be linked later today!): https://drive.google.com/drive/folders/1hJvy3AbLGNOqJOKywPnwe7_CB0Qh21wv?usp=sharing

Sign-up sheet for WCW:

https://docs.google.com/spreadsheets/d/1U5eRTL4ww1fGmIOlqFbjuJGNIG9Pj5BSzVq_YE-KuP4/edit?usp=sharing

For Monday, 4/4:

  • Update: The weather looks beautiful for Monday. DON’T come to the classroom—DO go somewhere outside and work on your project. Post a picture of where you worked, and a note about what you’re doing to the Forum, before 5 pm. on Monday.

  • Begin working on your donation projects for Unit 4—appropriate work at this point is probably more brainstorming, and doing some early experimental drafting/playing around with what you might want to do.

  • Please continue to reference previous donations. I’ve updated the gallery page, so you can see everything that’s digital there.

  • Be sure you’ve put your Whole Class Workshop dates on your calendar.

For Wednesday, 4/6:

  • Continue working on your Unit 4 projects, and bring your work in progress to class on Wednesday.

In-class on Wednesday:

For Friday, 4/8:

  • Continue working on your Unit 4 projects, and bring your work in progress to class on Friday.

  • Sign up for regrade meetings next week, if you want to get your Essay 1 regrades over with.

  • Sean and Jordan, please drop your workshop materials to the folder linked above.

    • Please add a note at the “front” of your submission somehow, letting us know what you’d like us to focus on as we read. We’ll all give general feedback anyway, but this is your chance to guide us so you get feedback that you find useful.

    • If you have lots of pieces for review, feel free to put them into a folder with your name on it, and add a note to help orient us.

  • Mingzhe and Emi, keep in mind that your submissions are due on Monday, 4/11.

For Monday, 4/11:

  • Mingzhe and Emi, please drop your workshop materials to the folder linked above.

    • If you have lots of pieces, feel free to put them into a folder with your name on it, and add a note to help orient us.

    • Please add a note at the “front” of your submission somehow, letting us know what you’d like us to focus on as we read. We’ll all give general feedback anyway, but this is your chance to guide us so you get feedback that you find useful.

  • Holly and Ciara, keep in mind that your submissions are due on Wed., 4/13.

  • Everyone—reference the Workshop Drafts folder to:

    • Read Sean’s work in progress.

      • Make TWO comments on the Google doc. (Feel free to respond to other’s comments or to make new ones.

      • Fill out this Google form.

    • Read Jordan’s work in progress.

      • Make TWO comments on the Google doc. (Feel free to respond to other’s comments or to make new ones.

      • Fill out this Google form.

  • !! Reminder as we begin Workshop—active responses to your peers (Doc comments+Google forms, supplemented by in-class discussion) make up your Peer Response grade for the course, which is 10% of your course grade. Don’t skip these!

For Wednesday, 4/13:

  • Holly and Ciara, please drop your workshop materials to the folder linked above.

  • If you have lots of pieces, feel free to put them into a folder with your name on it, and add a note to help orient us.

  • Please add a note at the “front” of your submission somehow, letting us know what you’d like us to focus on as we read. We’ll all give general feedback anyway, but this is your chance to guide us so you get feedback that you find useful.

  • Pranavi and David, keep in mind that your submissions are due on Fri., 4/15.

  • Everyone—reference the Workshop Drafts folder to:

    • Read Mingzhe’s work in progress.

      • Make TWO comments on the Google doc. (Feel free to respond to other’s comments or to make new ones.

      • Fill out this Google form.

    • Read Emi’s work in progress.

      • Make TWO comments on the Google doc. (Feel free to respond to other’s comments or to make new ones.

      • Fill out this Google form.

For Friday, 4/15:

  • Pranavi and David, please drop your workshop materials to the folder linked above.

  • If you have lots of pieces, feel free to put them into a folder with your name on it, and add a note to help orient us.

  • Please add a note at the “front” of your submission somehow, letting us know what you’d like us to focus on as we read. We’ll all give general feedback anyway, but this is your chance to guide us so you get feedback that you find useful.

  • Jinghui and Camille, keep in mind that your submissions are due on Mon., 4/18.

  • Everyone—reference the Workshop Drafts folder to:

    • Read Holly’s work in progress.

      • Make TWO comments on the Google doc. (Feel free to respond to other’s comments or to make new ones.

      • Fill out this Google form.

    • Read Ciara’s work in progress.

      • Make TWO comments on the Google doc. (Feel free to respond to other’s comments or to make new ones.

      • Fill out this Google form.

For Monday, 4/18:

  • Jinghui and Camille, please drop your workshop materials to the folder linked above.

  • If you have lots of pieces, feel free to put them into a folder with your name on it, and add a note to help orient us.

  • Please add a note at the “front” of your submission somehow, letting us know what you’d like us to focus on as we read. We’ll all give general feedback anyway, but this is your chance to guide us so you get feedback that you find useful.

  • Stephanie and Will, keep in mind that your submissions are due on Wed., 4/20.

  • Everyone—reference the Workshop Drafts folder to:

    • Read Pranavi’s work in progress.

      • Make TWO comments on the Google doc. (Feel free to respond to other’s comments or to make new ones.

      • Fill out this Google form.

    • Read David’s work in progress.

      • Make TWO comments on the Google doc. (Feel free to respond to other’s comments or to make new ones.

      • Fill out this Google form.

For Wednesday, 4/20:

  • Stephanie and Will, please drop your workshop materials to the folder linked above.

  • If you have lots of pieces, feel free to put them into a folder with your name on it, and add a note to help orient us.

  • Please add a note at the “front” of your submission somehow, letting us know what you’d like us to focus on as we read. We’ll all give general feedback anyway, but this is your chance to guide us so you get feedback that you find useful.

  • Vincent and Jessica, keep in mind that your submissions are due on Fri., 4/24.

  • Everyone—reference the Workshop Drafts folder to:

    • Read Jinghui’s work in progress.

      • Make TWO comments on the Google doc. (Feel free to respond to other’s comments or to make new ones.

      • Fill out this Google form.

    • Read Camille’s work in progress.

      • Make TWO comments on the Google doc. (Feel free to respond to other’s comments or to make new ones.

      • Fill out this Google form.

For Friday, 4/22:

  • Review your own records and decide if you want to do any further revisions. Next week is essentially the last week to complete regrades. I will release a sign-up sheet on Friday for regrade meetings; please plan ahead to take advantage of those.

  • Vincent and Jessica, please drop your workshop materials to the folder linked above.

  • If you have lots of pieces, feel free to put them into a folder with your name on it, and add a note to help orient us.

  • Please add a note at the “front” of your submission somehow, letting us know what you’d like us to focus on as we read. We’ll all give general feedback anyway, but this is your chance to guide us so you get feedback that you find useful.

  • Sergio, keep in mind that your submission is due on Mon., 4/25.

  • Everyone—reference the Workshop Drafts folder to:

    • Read Stephanie’s work in progress.

      • Make TWO comments on the Google doc. (Feel free to respond to other’s comments or to make new ones.

      • Fill out this Google form.

    • Read Will’s work in progress.

      • Make TWO comments on the Google doc. (Feel free to respond to other’s comments or to make new ones.

      • Fill out this Google form.

For Monday, 4/25:

  • If you have lots of pieces, feel free to put them into a folder with your name on it, and add a note to help orient us.

  • Please add a note at the “front” of your submission somehow, letting us know what you’d like us to focus on as we read. We’ll all give general feedback anyway, but this is your chance to guide us so you get feedback that you find useful.

  • Everyone—reference the Workshop Drafts folder to:

    • Read Vincent’s work in progress.

      • Make TWO comments on the Google doc. (Feel free to respond to other’s comments or to make new ones.

      • Fill out this Google form.

    • Read Jessica’s work in progress.

      • Make TWO comments on the Google doc. (Feel free to respond to other’s comments or to make new ones.

      • Fill out this Google form.

For Wednesday, 4/27:

For Friday, 4/27:

  • Be preparing your final submissions for Unit 4. Try to have near-final drafts ready by Friday, so you can:

  • Bring any final questions you have to class. I’m happy to look at as many as I have time for during that period!

  • Vote here on our final exam location.

For Monday, 5/2:

  • Late heads up; apologies! We’ll take a group photo at the beginning of class today.

  • We will be completing end-of-course surveys, so please come ready to give thoughtful feedback. :)

  • We will go over the final exam during class time.

  • Try to have your projects finalized by class time. We will probably have about 15-20 minutes available for final proofing with peers and last-minute questions for me.

  • Please check your grades in Collab to make sure that your records match my records.

  • DIGITAL COPIES of final projects are due by 5 p.m.

    • You can drop the digital copies to this folder.

    • If you also have physical copies, you can either bring them to Monday’s class or arrange for later drop-off. We can make those arrangements during Monday’s class time.

    • A note: I read your cover memos for grading, but I remove them before donation. All that gets donated is your final submission and your note to future readers.

  • FYI: Enough people had travel conflicts that we will hold our final exam on Zoom. That’s a busy exam! Not difficult, but full. You should plan to attend for the entire period

In-Class on Monday, 5/2:

Please take time to complete the following TWO course evaluations in response to our class. I use these

  1. University Course Evaluation: https://in.virginia.edu/CourseXperience
    *The link above takes you to a list of ALL your courses. Select our course from your list.

  2. Dept.-equivalent Evaluation: https://virginia.az1.qualtrics.com/jfe/form/SV_24UkfuMQzauFmIe

For Monday, 5/9:

See you at the final exam!

https://virginia.zoom.us/j/4629103081