Artifact 2: Analysis Paper: 12.5% (W)

You will be writing a number of questions for this class, including a prompt for an essay. I’ll use these student-generated prompts to develop 3-4 topic choices for students to write an analysis paper of either The Tempest or Hamlet. You will build on your discussion response posts and group discussions to write this 3-4 page (900-1200 word) paper.

Individual Discussion Posts: 15% (W)

On Monday of Week 2, you are required to write a short reflection on The Little Mermaid. On Monday of Week 4, you are required to submit a proposed analysis paper prompt. On Fridays, you will respond to the week’s discussion question prompt. After posting, read the other responses and pick one to interact with in some way (i.e. responding to an observation, attempting to answer a question, extending a line of thought, etc.)

Fairytale Critical Edition Project (Artifact 3 option)

Type: Individual Due: 7/21 Goals: To gain experience identifying and replicating rhetorical strategies to instruct and delight; to practice rhetorical awareness with different audiences, purposes, and contexts; to express the concept of Renaissance (i.e. rebirth, self-fashioning, adaptation, transformation) through art; to practice self-analysis and integrating peer feedback through critical introduction and footnotes

Assignment Overview

This assignment asks you to author your own fairytale that both instructs and delights the audience you designate (i.e. ten-year-old boys, preschoolers, elementary school soccer players, children with non-traditional families, politicians). As long as you meet the learning objectives listed above, you may take a number of approaches to its design. For instance, you may handwrite and hand-illustrate directly on the book you’ve made, then take a video of someone reading it. Or, you may type up the fairytale using InDesign or other software to make an attractive product. Your fairytale may be either sincere or satirical in nature, provided it meets the learning objectives to teach and entertain, as well as engaging in some way with the concept of Renaissance. Your book project will take place in three phases:

Phase 1: Prewriting and Initial Feedback

  • Brainstorm about the virtues that you think are important, and the audience for whom you think these virtues might be important (5-10 minutes of freewriting)
  • Choose 2-3 virtues and brainstorm about ways in which you could teach them in an entertaining manner
  • Discuss with your classmates your ideas for teaching and delighting your audience. Offer feedback to them on their idea
  • Read the Wikipedia page about fairytales (https://en.wikipedia.org/wiki/Fairy_tale) for a working definition of the genre
  • Read 5-10 examples of fairytales to get a sense of plotting, story arc, thematic elements, etc.

Phase 2: Writing and Re-Writing

  • Compose a draft of your fairy tale. There is no set length requirement, provided you tell a full fairy tale. As you write, make note of the specific places in which your story engages with the virtues in question.
  • Circulate the fairytale to your peer review group. Ask them to identify the places in which your story engages with the virtues you’re considering, or the places in which you could use marginal notes to clarify or expand on specific concepts (look at your Folger edition for examples of this)
  • Using the feedback generated, write a critical introduction to your own fairytale of at least 450 words.
  • Using the feedback generated, write footnotes to explain major tropes, difficult words, historical context, etc. Refer to your Folger texts of The Tempest and Hamlet as examples

Phase 3: Submission

  • Complete and submit your fairytale on the final instructional day.
  • In a separate word document, include your introduction, the full text of the fairytale, and at least four footnotes. Append a Works Cited page and attribute any external content. After the Works Cited page, include a reflection on the creative project explaining your artistic decisions
  • Submit both the paper and the fairy tale in its pdf, video, or other format

Requirements

There are no strict requirements for size, orientation, or word count. I am looking for fairytales that are strategically developed (you can explain each decision you made) and well-executed (your binding is tidy and complete, there are no problems with turning pages if you’re making a physical book). Acknowledge any sources from which you gained images used in the Works Cited page of the reflection. Citations should be in MLA style. You will turn in:
  1. The fairytale you wrote. If you made a physical copy, turn in as a video or PowerPoint of a reader interacting with the book. If you made a virtual copy, submit as a file.
  2. A document including:
  3. Critical introduction
  4. Full text of fairytale
  5. At least four footnotes
  6. MLA bibliography
  7. Reflection

Final Portfolio: 15% (W, O, V, E, N)

All sections of English 1101 and 1102 will complete a portfolio project in lieu of a final exam. The portfolio will include a reflective essay and several examples of your work throughout the semester with brief introductions for each example. For more information, visit the Writing and Communication Program’s assessment page

Participation: 10% (W, O, V, E, N)

I will visit at least two of your group discussion meetings, one scheduled and one or more unscheduled. Participation will primarily be based upon your level of preparedness for the group discussion. I will also post weekly mini-lectures. Synchronous attendance is not required, but you do need to watch each weekly 5-10 minute recording.

Artifact 1, PechaKucha Presentation (12.5%, O, V, E, N)

Type: Group activity and individual submission Due: Monday 6/29 by midnight EDT Goals: To practice timing; to learn about and describe controversies around Disney films; to accurately describe an ongoing debate; to persuasively argue your position; to practice inflection, pacing, and volume of verbal presentations

Overview

PechaKucha is a format of presentation in which you play 20 slides through continuously while you speak for 20 seconds about each slide. You will be using this format to present an image-driven argument about one of the topics discussed below. Unlike the analysis paper, this presentation is not designed to be an outlet for nuanced and complex argumentation. Think of it as a polemic instead – your goal is to have a simple, clear point that you present in an entertaining and persuasive manner.
  1. To decide which Disney Renaissance movie you would like to defend or attack, go to Google scholar and enter the name of your film and the word controversy – for instance, “Disney’s hunchback of notre dame controversy.”
  2. Once you find an interesting controversy that you feel you have something to say about, review the bibliography of the most relevant article. Follow up on several books or papers written about the controversy.
  3. Decide if you want to defend or attack your Disney movie and assemble your 20 slides.
  4. Join a group with two other students. Set up a BlueJeans meeting. Allow 15 minutes for each presenter – 6 minutes to present and 8 minutes to discuss and transition.
  5. Complete your peer review form and submit it, along with your own presentation, to the Canvas assignment page.
  6. Post your presentation to your Artifact 1 page in your Canvas portfolio. Add a rough draft introduction and reflection response.

Assessment

  • Rhetorical Awareness: Do you complete the assignment as given? Are any parts of the assignment missing? (20%)
  • Organization: the number of slides and your ability to stay on track as they scroll. Are there 20 unique slides that each advance after 20 seconds? Are you prepared to start on the time agreed with your group and take only the time you’re allotted? (20%)
  • Development of Ideas and Design for Medium: the persuasiveness of your argument and how well you use verbal, visual, and nonverbal elements to convey it (25%)
  • Stance and Rhetorical Awareness: how engaging your presentation is to the audience. Are your viewers bored by it, or does it hold their attention? (25%)
  • Conventions: how smoothly your presentation runs. Do you have technical or mechanical errors that distract from your message? (10%)

Group Discussion Description

Type: Group activity and individual submission Due: Fridays at midnight EDT Goals: To practice asking questions and engaging with the questions of others; to review course material and gain insight on complex or difficult parts; to be able to distill multi-person discussions, accurately describing both individual positions and the larger movements of the conversation.

Overview

You will meet with your group at least twice weekly to discuss course material. Each meeting should be at least 30 minutes long. After the week’s two meetings, submit your Group Discussion Description to Canvas. I will visit at least two of your meetings, one scheduled and one or more unscheduled. My observations on the preparedness of your group will be a major factor of your participation grade. Follow the steps below for a strong submission:
  1. Complete readings and viewings on the schedule prior to your group’s meeting.
  2. Take notes as you review the material. Include at least one question and one observation or reaction for each item assigned.
  3. Think about what the rest of your group might be interested in talking about. Try to anticipate where you think the discussion will go so that you are prepared to engage with what other people are interested in as well as to articulate what you are interested in.
  4. Have the discussion
  5. Write up your summary of the discussion. Submissions should be at least 200 words per meeting (so 400+ as you describe two meetings). Include
  6. A description of the questions and observations/reactions you brought to the meeting
  7. An overview of your expectations for the meeting. What did you think people would want to talk about?
  8. A statement of how the actual discussion went, compared to your expectations
  9. Some thoughts on what went well for you as a participant or what went poorly. Do you regret interrupting someone? Did you feel blindsided and unprepared by what everyone else wanted to talk about? Did you feel that your own questions and observations received enough attention? What, if anything, will you do differently in the next meeting?

Video Essay Assignment (Artifact 3 option)

Overview

The video essay assignment is designed to:
  • Give you experience with the tools of video editing
  • Exercise your ability to identify and adapt to audience
  • Invite you to explore the affordances of the video medium
  • Practice nonverbal communication
  • Receive, understand, and integrate peer feedback
Your 3-5 minute video essay will treat a Disney Renaissance film in light of one or more class themes: nostalgia, self-formation, colonialism, or rebirth. Intervene in an ongoing debate. The debate you introduce should be something arguable and specific, a point of conflict that people in our class might reasonably take different sides on (i.e. not an obvious truism such as “women are important in society”). Some examples of recent debates about Disney movies include “Pocahontas did more to undermine than advance respect for Native American people” and “The Hunchback of Notre Dame ultimately promotes an ableist worldview.” Assume that your audience has basic familiarity with the film, and don’t spend much of your allotted time giving plot overview. 

Assessment

You will be graded on:

Rhetorical Awareness:

  • Do you have a clear sense of audience? Are you making assumptions based on your own knowledge or value system, or do you adapt your message to take into account what they might know and believe?  
  • Does your tone (casual or formal) match the anticipated audience?
  • Do you answer all of the aspects of the assignment?

Stance:

  • Do you make an argument? Could someone reasonably disagree with it, or is it an obvious statement of fact?
  • Do you make clear the stakes of your argument and why it matters?

Development of Ideas

  • Do you pair evidence with analysis persuasively for each claim?
  • Do you anticipate potential counterarguments and address them?

Organization

  • Do you transition between your analyses in a logical sequence? Do your analyses build upon previous points and support the overall argument?
  • Does your video essay have a beginning, a middle, and an end?
  • Does the footage sync up in a logical way with the narration?

Conventions

  • Are there errors (this does not include intentional, audience-driven decisions to use casual speech) in the written or spoken elements of the film?

Design for Medium

  • Does the text take advantage of the video essay medium by combining images, sound effects, narration, camera techniques, editing techniques, etc. in order to produce meaning? 
  • Are the images and sound in the film of high quality?

Watch Party Writeup

Type: Group activity and individual submission Due: Tuesdays at midnight EDT Goals: To practice timing, compare perspectives, make connections to other course materials, and socialize with other incoming Georgia Tech students.

Assignment

  1. Watch your film with at least one other person. By “with,” I mean at the same time and with some means of real-time communication.
If you have access to these movies already via DisneyPlus or some other service, you may be able to do this via Zoom. If you must rely on the Swank videos, they won’t transmit over third-party applications. However, you can all watch the film simultaneously on your own devices while having an online meeting to discuss the movie.
  • Talk about the film as it plays. What do you notice? In literary analysis and cultural studies, discussions usually involve some combination of formal, ethical, and historical questions.
  • Formal: What aesthetic choices are made by the animators, composers, writers, and voice actors? What is the animation style and how do you think it is supposed to impact you as a viewer? How about the music?
  • Ethical: What are the values of the film? Are the values controversial? What moral lessons, if any, do you think the film is consciously trying to teach? What lessons might be more implicit? Are any of these values in tension with each other?
  • Historical: How might the events of this period impact the way that audiences receive the film? How might historical forces impact the aesthetic and ethical decisions of the filmmakers? 
  • Write 200-400 words describing your viewing and discussion time. Be sure to point out at least one observation and one question from the other student(s) you watched the film with. I’m especially interested in hearing about how your reactions to the film might have changed based on your discussion with others. Submit to Canvas.