Week 3 Module: September 7

Some fantastic insights were brought up in the blog posts last week. Here are just a few that resonated:

 

Layli Long Soldier presents the poem as though she is telling a story to relatives. She makes it clear what poetic devices she uses and intends to use, and in this way breaks the “fourth wall.”- Emma

There is poetry in life all around us, in all different forms, and all different manners of delivery; you just have to look. – Daniel

This poem taught me about how the land we call America came to be. – Kazi

Here, the poet uses language to the fullest. – Belinda

Language is a powerful tool that can be used to speak up, a weapon that can be used against authority. – Adrienne

By solely providing the facts Long Soldier allows the reader to create their own perspective on the events that occurred. – Sammy

 Most of us had really interesting answers to Long Soldier’s statement “everything is in the language we use.” I want you to reflect on your thinking around this and take it with you into this week’s Module: where we will start work on our Literacy Narratives.

Here’s what you need to do this week:

1. 1. Read “The President Has Never Said the Word Black,” a very short poem by Morgan Parker. I recommend you check out her website linked here, to get a sense for the person whose poem you’re reading. I also recommend you note when this poem is published. Who is the “President” in question here? What events are referenced in the poem?
   2. Read “The Curious Grammar of Police Shootings” by Radley Balko, originally published in the Washington Post.
   3. Write a blog post (this week’s will be due Wednesday 9/9 at 11:59PM, to give you a time extension) and post it on our class site. In your post, you may choose to write about either reading OR you may craft a response that brings in both readings. In your response, consider if Long Soldier hypothetically wrote “everything is in the language we do NOT use” instead? What are the rhetorical choices being commented on in both the Parker and the Balko? What is the significance of the language that is not used? What do these writers want us to know, or feel? Feel free to answer any of these questions or offer your own response.
   4. After you post, comment on 2 peer blog posts by the end of the day Thursday 9/10.
   5. Thoroughly re-read the Literacy Narrative assignment and write a first draft for Sunday, 9/13. For this assignment, first draft will look like a free write or a brainstorm. Think about the parameters for the assignment and begin to write around some of the questions there. Approach this assignment curiously and without judgment. For the first draft, the only thing you will be graded on is length: this free write should fill a minimum of 1 page. It’s okay if it’s messy, just use this assignment to practice getting ideas down on the page. Although this a personal essay, you need to have some thesis or argument that questions the relationship between language and identity, so might be good to start thinking about that now.
   6. Read “How to Tame a Wild Tongue” by Gloria Anzaldúa. Write down what you think the “argument” of this writing is. How does Anzaldúa start with a personal story about identity and language which then expands outward to tell us something important about the world? We’ll talk about this piece in detail next week, and you can use it as a solid example a Literacy Narrative in action.

Here are some instructions about how to post to the class Blog (there’s one key difference from last week). 

1. 1. Login to Blogs @ Baruch with your Baruch username and password, as prompted.
   2. Along the top, select My Sites > Writing I
   3. In the “Dashboard” for the site, select “Posts” > Add New
   4. In the categories section, select the “Blog 9/9”
   5. Tag the entry with your own name, and any other tags you’d like to give it
   6. Write your Blog post
   7. Title the post (BTW: titles last week were fantastic)
   8. Add any relevant media to the post body
   9. Done! Check the site to make sure it’s up.

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Literacy Narrative Drafts and Workshop

Review the Literacy Narrative assignment here.
Here is a short Google Slides presentation with helpful info about the Literacy Narrative.
Here is a list of your working groups.

Schedule:

Sunday 9/13 5PM → First Draft/ Freewrite: 1-2 pages due in working group folder

Instructions for Uploading your Draft:

1. 1. Find the class Google Drive here
   2. Click Literacy Narrative → your working group (see above list) → your name
   3. Click “New” → “Google Docs” → “Blank document” 
   4. Copy and paste your draft OR write your draft here
   5. Title it “Your Name DRAFT”
   6. Change the settings of the doc so that viewers can “suggest edits”

Monday 9/14 8:00-9:30AM (note time extension) → Class Zoom check-in

• • Discuss “How to Tame a Wild Tongue”
  • Prepare for discussion by considering what the main “takeaway” of Anzaldúa’s piece
  • Breakout rooms: say hi/ introduce yourself, share email addresses or create a group in Slack, tell group a main question or concern you want them to focus on

Wednesday 9/16 → Working Groups Response due (No Blog due this week)

• • Complete peer editing feedback on your groups’ drafts in google docs
  • Write it directly ON their draft in Google docs (if this isn’t working for some reason, write your feedback on a separate doc and send it to them).
  • Attend class Zoom Workshop at 8:30-9:30AM: Prof Glick will create Breakout rooms for workshop discussion
  • Prof. Glick will also provide feedback

Sunday 9/20 5PM → Final Draft due on Blackboard

Peer Editing Feedback

Read each of your peers’ drafts in your working group and write down the following feedback directly into each person’s draft. You will talk about/ go over what you write in your Zoom workshops.

1. 1. Observe: What do you see? Summarize what is going on in the writing so far.
   2. Warm: What is working? What are the strengths of this piece? Say more than just “I like it,” say why you like it, with sentences such as “This part is really working because…”
   3. Cool: Does the piece satisfy the requirements of the assignment? Were there parts that confused you? Use sensitive language like “I got a little lost here because…”

9/16 Zoom Workshop Format

• • Decide order and pick a time keeper. The time keeper is responsible for keeping the group on schedule. Any capricorns in the group? 😉

• • Writer reads their draft out loud. 
  • Each peer reviewer gets a chance to read out loud their feedback and add anything as necessary.
  • At the end, the writer can speak and ask any questions they have that haven’t been answered in the workshop. 
  • Do this for everyone in the group. Spend up to 10 minutes on each person.

Remember: we are all here to learn and grow together, not pass judgement or give non-constructive criticism. When all else fails, try to help the writer accomplish what they want their piece to be 🙂