Instructor: Dr. Dori Coblentz
Section SF1: 9:30-11:20, MTWR (but mostly asynchronous)
COVID-19 Notice:Due to the impact of coronavirus, I’ve made some changes to how this course is normally run. Many of you may be in different time zones rather than gathered on campus. Many of you may have poor internet connections and minimal access to software tools for video editing, layout, and web design. Many of you may be struggling with childcare responsibilities, the illness of friends or family, or other difficulties. To address these needs, we will be meeting mostly asynchronously in small groups composed of people with the same availability. Please come to me, sooner rather than later if you need accommodations, extensions, or additional help.
Renaissances: Disney Princesses and the Danish Prince is a section of English 1102 aimed at developing students’ multimodal (written, oral, visual, electronic, and nonverbal) communication skills. Students will hone their ability to ask good questions, find answers, and persuasively communicate their findings through assignments that include discussion posts, a PechaKucha presentation, an analysis paper, and a final project that may be a fairytale critical edition, a website, or video essay. As a process-driven class, we will emphasize drafting, peer review, and iterative design.
This section’s theme is “Renaissance,” a term coined in the 19th century to describe moments of cultural revitalization. This course will focus in on two renaissances: the English Renaissance (ca 1500-1650) and the Disney Renaissance (1989-1999). Shakespeare’s Danish prince Hamlet will join other royalty of early modern drama to be read alongside Disney Renaissance movies such as The Little Mermaid and The Lion King. These pairings will guide class discussions on the metaphor of rebirth as it pertains to themes of identity, nostalgia, and cultural transmission.
Shakespeare, William. The Tempest. Folger edition. ISBN 9780743482837
Shakespeare, William. Hamlet. Folger edition. ISBN 9780743477123
WOVENText, edited by Amy Braziller, Elizabeth Kleinfeld, and the Georgia Tech Writing and Communication Program. Available for purchase as a RedShelf eBook at https://redshelf.com/book/1155437/
Your primary learning goal in this course is to become a better communicator. By the end of our class, you will “demonstrate proficiency in the process of articulating and organizing rhetorical arguments in written, oral, visual, and nonverbal modes, using concrete support and conventional language.” Your secondary learning goals are critical thinking (to be able to “judge factual claims and theories on the basis of evidence”) and the “Humanities, Fine Arts, and Ethics” state-wide learning goal. You can learn more about these learning goals here.
You, like students in all sections of English 1101 and 1102, will be assessed according to the following, standardized rubric
Georgia Tech uses only full letter grades – an “A” is 90-100%. The basic flow of our course on a weekly basis is as follows
Detailed assignment sheets will be provided for each of the following graded components. Use the following list as a guideline to help you plan your session but refer to the detailed assignment sheets when you are completing the projects.
Artifact 1: Presentation: 12.5% (O, V, E, N)
You’ll create a PechaKucha-style presentation with 20 slides on a timer for 20 seconds per slide. You may choose either to compose an angry polemic against a Disney film or a persuasive defense of a film. In groups of three, you’ll make your presentation, receive feedback, and give feedback to the other two people in your group. After, you’ll submit both the presentation and the feedback you authored for the other presentations to Canvas.
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.
Artifact 3: Final Project: Fairytale Critical Edition, Video Essay, or Web Project: 15% (W, O, V, E, N)
For your final project, you have three choices:
Create a 3-5 minute video essay exploring an interesting question or debate related to Disney Renaissance films.
Create a website aimed at a target audience of your choice (fifth-graders, hobbyists, high school students, etc.) that provides resources related to a Disney Renaissance film.
Create a fairytale critical edition (write a fairytale and then write the footnotes and introduction to go with it)
Group Discussion Posts: 10% (W)
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 on Thursdays.
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.
Watch Party Writeups: 10% (W, V, E)
On Tuesdays, you will submit a writeup describing your viewing and discussion time of a Disney Renaissance film. You will point out at least one observation and one question from the other student(s) you watched the film with and relate it to your own reactions.
Individual Discussion Posts: 10% (W)
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.)
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.
It is important to stay on top of deadlines in this class since you are making so many submissions. However, I understand that these are not ordinary times and will be happy to be flexible and work with you whenever possible on deadlines. If you find yourself falling behind, please contact me immediately. For each class period late, a full letter grade will be lowered (i.e. by 10%) unless you have made prior arrangements with me.
Revisions are permitted for major (10% of the final grade or more) assignments assigned a grade of B- or lower. Specific arrangements must be discussed with me within a week of receiving the grade for the assignment that you want to revise.
Georgia Tech aims to cultivate a community based on trust, academic integrity, and honor. Students are expected to act according to the highest ethical standards. For information on Georgia Tech’s Academic Honor Code, please visit http://www.catalog.gatech.edu/policies/honor-code/ or http://www.catalog.gatech.edu/rules/18/.
Any student suspected of cheating or plagiarizing on a quiz, exam, or assignment will be reported to the Office of Student Integrity, who will investigate the incident and identify the appropriate penalty for violations. If you are not sure whether or not you are plagiarizing, please contact me immediately and I will be happy to help you decide
Accommodations for Students with Disabilities
Every student has the right to an accessible classroom and learning experience. If there is an aspect of this class that is inaccessible for you, please let me know so we can discuss solutions. You may also contact the Office of Disability Services at (404) 894-2563 or http://disabilityservices.gatech.edu/ to discuss accommodations.