A few folks emailed me in the past couple of weeks asking for more information around my Black Mirror-themed composition course, so I thought I’d post a few revisions and tweaks I’m working on as I prepare for the next iteration of this class. I focused on Get Out in the fall, but will come back to Black Mirror in both Composition I and our Liberal Arts capstone in the spring. I’ll post in the next week or so on the capstone class.
In case you are looking for additional resources on Black Mirror — both scholarly articles and/or reflections on teaching — I’d suggest you also check out the special issue of Supernatural Studies (4.2) devoted to Black Mirror that I edited.… Read more
As summer winds down and our thoughts turn to trimming/pruning/burning and razing our syllabi, I thought I’d share a creative writing assignment I use in my second-level composition class, ENG 102: Writing Through Literature. This Creative Retelling assignment is cobbled together from prior work done by Amy Cummins, Pam Regis, and Stephen M. Park.
At some point, the act of slogging through dozens of research papers on literature chips away at my resolve, and deadens my soul. It’s just boring AF. I work all semester on the nuts and bolts of writing and responding to literature: close readings, paragraph construction, quotation sandwiches, citation methods, etc.… Read more
It’s been a minute since I’ve posted. My semester starts at LaGuardia this week, and with it comes my personal pedagogical ritual: taking a decent, pre-existing syllabus I conjured forth (that has been already tweaked and refined); putting it aside; and completely overhauling the content, usually within a mere week before classes begin. To be clear: I am constantly reflecting/tweaking prior assignments and in-class exercises — and many of these are fairly portable and can be recycled with ease into another section of composition. But I want to teach content that I find fresh and exciting, and that I hope will engage students.… Read more
This composition syllabus had a rather long gestational period. It was supposed to make an appearance in the fall of 2016.
Instead, Lemonade happened.
Which worked out fine. I had a great time teaching those composition sections around Beyoncé’s visual album, intersectional feminism, and pop culture more generally.
But because I get bored/distracted easily when teaching the same material repeatedly, I felt it was time to revisit my Black Mirror ideas, tweak as necessary, and roll out this sucker. Fortunately, the experience running those Lemonade sections – especially using student writing as course reading/response materials – helped me hone this iteration a bit more.… Read more
The semester starts in less than two weeks, y’all. So what did I do, with my ready-to-go-syllabi, numerous writing deadlines, and paper-/committee-work looming over me, vulture-like?
I posted a proposition on social media that would lead me down the last-minute-abandonment-of-already-developed-syllabus road.
And yet, that is exactly what I ended up doing today.
Of course, the major source of inspiration behind all this was Candice Benbow’s stunning, comprehensive, and wonderfully detailed/designed Lemonade Syllabus. I live in awe of this document.… Read more
I had a bit of a come-to-Jesus moment while reflecting on my teaching over this “break”. The moment mostly involved our second level composition class – ENG 102, “Writing Through Literature.” It is also kind of an intro to lit class, but not really a hardcore lit survey – or not in my hands, anyway. It’s more like “flirting with literature” in my rendering of the thing. So I have been running ENG 102 primarily as a writing class, usually focused around a particular theme (my last few sections used post-apocalyptic and dystopian works), in which students also encounter literature (there should be three genres included, poetry and drama are mandatory among those three), and begin to learn how to analyze and write about literature. … Read more
The first round of podcasts from my composition class – reflections on at least one text from our class readings – were impressive. I learned a lot about my students: personal and background information that touched upon our class themes/topics, interpretations and connections with texts that had not come out in class, and the beginnings (for some) of larger projects. The second round of podcasts is more argument- and research-driven; students have to articulate a thesis, use research (including at least one scholarly source) to make their case, and conduct interviews. We informally called the first round of podcasts the “shooting the shit” pieces: the second round of podcasts demands a much clearer design plan and a lot more technological literacy.… Read more
As I mentioned here recently, my composition students will be preparing two rounds of podcasts this semester. They are recording their first podcasts tomorrow, and – based on some of the ideas they were bouncing around in class yesterday – I’m looking forward to the results. Several colleagues expressed interest in the assignment, so I thought I’d quickly create a repository for the methods/materials I’m using. Fair warning: this is all still very much in development.… Read more