Resources
Field Trip Digital Collage Weekly Blog
Yesterday at Herbert Von King we took 40minutes to walk around the park and observe our surroundings. After walking the length of the park, you were asked to find a section of the park to be still in, to document through photos, and free write towards the sensory (what do you hear, smell, taste, see, touch). You were asked to give your rapt attention to the scene before you, listening and looking deeply. You were also asked to locate a “found item” from the park that didn’t disrupt the environment (a stick, a loose stone, a bottle-cap, etc). The found item was to be somehow interconnected with your free write, with the scene before you being the main object of your attention and observation.
After the free write, we reconvened and you were asked to create a found poem from your free write. Meaning, only the words you wrote down in your notes could be used to build the world of your poem, and any word could be repeated as many times as necessary.
For the Week 11 Blog, you are to turn your observations and notes from the field trip into a mode of creative expression through a digital collage. You can create your collage using any tool you’d like (I recommend the Instagram Stories feature or Canva for an easy to use / free option). No one should pay to make this collage. You can also use physical materials like paper and printed materials if you’d prefer. The collage can incorporate any and all parts of the field trip (notes, observations, photos, poems, found items, a friends notes, a friends poems). This collage should incorporate both words and images from your day at Herbert Von King. The collage will be in lieu of a written reflection for the week, and is due before Monday, May 25.
Example Works Cited Page + In-Text Citation + Citation Generator
Thesis Statement Examples
MLA Checklist
Research Outline Sample
FIELD TRIP May 18
Hello all,
On Monday, May 18 EMW and Comp II will be combining classes again, only this time we will be journeying to Bed-Stuy for a field trip to Herbert Von King. We will be meeting at 9:45 in the Guttman Atrium. You can also meet us at the park at 10:45 if you’d rather. All you will need is yourself, something to write on and with, and a camera (your phone will do, but feel free to bring a digital, film, etc.). Wear comfy shoes and clothes as we will be outside and walking.
We will be taking the F train uptown to Jamaica and transferring from Court Sq to the Brooklyn bound G. We will ride the G until we reach the Bedford-Nostrand stop and walk to our final destination, Herbert Von King park. The journey from GCC to HVK will take around 40 minutes. If time permits, we will take a walk from HVK to the Imani community garden in Crown Heights (30-minute walk). Further instructions will be given the day of.
Please make sure that you notify your Instructors if there is a scheduling conflict. You are also welcome to leave the field trip early to make your next class if you so choose. The field trip will be incorporated into your weekly blog for Week 11.
If for some reason the weather isn’t in our favor, we will move the field trip to Wednesday, May 20.
The field trip will conclude around 1pm. Please text me at 901-277-1414 if you get lost or need any updates on the day.
— Rachel Lipscomb
Counter-Mapping
https://www.queeringthemap.com
https://native-land.ca/maps/native-land
Composition 2: Writing Assignment Instructions
Experimental Autobiography Project:
- Instructions: Students will be telling their life story (or a section of it linked by themes, emotions, characters, “lessons, memories, or “touchstones”) through the mode of genre. For example, in class we read “Horror Story” by Carmen Maria Machado, a short story that uses a ghost story to investigate the demise of a marriage and its emotional ghosts. Students are not beholden to the factual truth of their life events, just the emotional truth. Dates, people, setting, events all can be changed or modified to better get at the core of the emotionality of the story they are trying to tell. You must also incorporate an object that has a personal meaning or history attached to it as a part of Angela Dunne’s assignment requirements. The length is not of concern to me, it will simply be as long or as short as best serves the story you are telling. What I will be looking for is effort, a connection between the story you are telling and the genre being employed, a distinct voice, and some sort of emotional arc.
- P.S. Typically autobiographies are told chronologically, but remember this is experimental and you are not beholden to those restraints. You can play with time, order, memory, etc. Just make it have some internal logic that works in the context of your story. Students will be working on this intermittently until the end of the semester where they will eventually post it (or a reflection on the process of writing) onto the Academic Commons. There will also be a presentation where students must present for 3 to 5 minutes on their experimental autobiography, either from reading a section, speaking to the writing process, or a hybrid approach. All brainstorming, outlining, and writing will be conducted in class (unless the student is consistently absent, therein which they will be responsible for their own time management.)
Research Essay:
- Instructions: Students will research a topic of their choosing. It is best to select a topic that is interesting to your personal interests and sensibilities. Independent research will be conducted with the use of both popular and scholarly sources. Students will be partnered into groups of 2, where they will present their topic and argument to each other. It is the paired groups job to individually find connective threads between each of their arguments. They must incorporate that connection into their own research essay (briefly or extensively, it is up to each individual however it should feel thoughtful and well connected, not random). The essay will be at least 3 pages long + a Works Cited. All work, writing, and research will be conducted in class (unless the student is consistently absent, therein which they will be responsible for their own time management.) The essay should be in proper MLA, with a clear thesis, and coherent and complex argument that is developed throughout the duration of the essay. Every body paragraph must have at least 2 sources, one of which must be scholarly. Due Date: June 8th in class. Printed.
Documentary Assignment:
- Instructions: After having completed the documentary “How to Survive a Plague” students will be given a list of possible topics in connection with the viewing that they may choose from. Once their topic is selected, they will be responsible for writing and conducting research on said topic. The assignment will be at least 2 full pages with a Works Cited written in MLA. There should be a clear and identifiable thesis, a cohesive and developed argument, valid sources, and a clear voice. There should be a clear connection between the documentary and the research conducted, with students displaying a deep understanding of materials, complex ideas, and the ability to connect and synthesis ideas from multiple sources. All work, writing, and research will be conducted in class (unless the student is consistently absent, therein which they will be responsible for their own time management.) Every body paragraph must have at least 2 sources, one of which must be scholarly. Due Date: June 8th in class. Printed.
