More to come. Please help us gather materials! Email department chair Tim Aubry at Timothy.Aubry@baruch.cuny.edu.
Prof. Cioffi describes how he uses free-writing during Zoom sessions to promote student engagement.
Platforms: Zoom, YouTube
A guided soundtrack of at least 3 songs where you use music to highlight YOUR ideas about a theme, one of the critical concepts ( one of the focus points mentioned in class or the syllabus), point of tension, or contemporary parallel in the text,. (you can incorporate music using YouTube links). You should draw out lines of the lyrics for special attention and add them to your post as a caption or explain them for your listeners/readers. For the rationale, you are encouraged to use the supplementary material to explain your thinking and/or justify your creative choices.
Reading is an active process; your brain is always working, making connections, remembering, analyzing—a process we will develop in this class. And reading literature not only makes you think; it also makes you feel. You will use annotation to help track this process, commenting on the texts as you read them. You will also be able to read, respond to, and build on one another’s annotations. This kind of “social annotation” helps us put our individual reading practice in a broader context and pushes us to test and flesh out our ideas.
Laura Kolb: Inferno Translations
Platforms: Microsoft Word, Zoom
From Prof. Kolb’s assignment:
In what follows, you will see five passages translated two ways each (some into verse, some into prose). In your groups, compare these translations to each other and to the same passage in Ciardi’s translation. Which translation is most effective? What are the benefits—and drawbacks—of each translator’s style?
Platforms: Youtube, Zoom
Prof. Eatough discusses Virginia Woolf and the Bloomsbury group, using the split-screen function to supplement his lecture with visuals.
Platforms: Vocat, plus a student-selected presentation platforms
McGlynn’s assignment asks students to present analytical content on a new medium and select their own technologies to use to create the presentation. McGlynn utilizes a space on the platform Vocat—which supports uploading a variety of audio and visual files—mp4, mov, jpeg and the like—as well as automatic uploading via a YouTube link.
Platforms: Zoom, Google Drive, and PowerPoint
Students get into small groups to do a guided close reading of individual passages from the text and then report what they have discovered in a whole-group discussion.
Platforms: student-selected presentation platforms
Students in pairs use digital tools to present a perspective on a text to share with peers and the instructor. Students choose the technologies they want to use.
Platforms: any discussion board or blog platform (e.g. Blogs@ Baruch, Blackboard)
Students write brief interpretations of passages of reading, as a way of practicing their articulation of text and commentary in context.