Exam #2 Review

Exam 2 will cover the films and readings we have completed after Week 4, including Steingraber’s “The Whole Fracking Enchilada,” but not the news media coverage of fracking. It will be open book (Xerox copies are okay) and it will consist of passage identification (author and text) with a short explication of the passage’s significance as well as some essay questions.

To prepare, read any texts (readings and films) you haven’t read since week 4, and then take another look at those you have, re-familiarizing yourself with the main points and ideas. Think about the major themes and issues we’ve examined since Exam 1, including fracking in Colorado.

Another way to prepare will be to flesh out the history and evolution of green activism, as we’ve seen in the readings and films since exam 1. Historically, who has been involved in green activism in the USA as seen in the course materials, what types of activism have they used, and how has that activism evolved and changed? Which methods seem most fruitful?

Finally, think deeply about Joyce Carol Oates’ famous quote (on the syllabus) about nature writing and nature writers:

“Nature inspires a painfully limited set of responses in nature writers: REVERENCE, AWE, PIETY, MYSTICAL ONENESS.”

How do the readings for the course align or challenge or complicate her claim?

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Naturalist’s Site Journal: Reflection and Self-Evaluation

A couple reminders: 1) the last site journal peer review is due on Fri 11/11 at 11:59pm. See the post below this one for the questions. 2) Your site journals are due on M 11/14 before class. Be sure to complete the self-evaluation (see below) and put it on your blog as a post. 3) Read Weisman’s “The World Without Us” in Canvas for Monday’s class. 4) We’ll have pizza and review for Exam #2 in class on Monday. Thanks.

Please answer these questions and include them as a post in your final site journal. Do not make this the lead entry in your Site Journal.

1. What is the strongest entry in the site journal? Why?
2. What did you enjoy about this assignment? Why?
3. What was difficult or challenging about the assignment? What could be improved in your site journal, or what do you wish you had done differently?
4. How did you synthesize your entries as you completed the final version of the site journal?
5. What risks – in the writing, images, ideas – did you take in the site journal?
6. What did you learn about your site and about nature writing by completing the site journal?

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Peer Review due Fri 11/11

mountaintop-removal

Quickly read one of your group member’s site journals, in their entirety. Then answer these questions, posting them on their blog. You have 40 minutes.

  1. How well has the author captured a sense of place, noting the change in seasons and the impact on the site?
  2. The audience for your site journal is interested web readers, so the journal should be written in a casual, engaging manner, and not read like a paper for psychology or business class. How well does the author maintain a relaxed, engaging voice? Provide an example to illustrate your point. Where’s a place that reads more formally?
  3. What is the strongest entry in the site journal? Why? Which entry could be stronger, and why?
  4. How well does the author analyze (break down into smaller units) certain aspects of the site? How well does the author synthesize (pull things together) the site?
  5. The site journal should feel whole, an organic unit. How well does the author connect the different entries, linking them together?
  6. What suggestions do you have for the author as they revise the site journal for publication?

The Site Journal Scoring Guide explains the evaluative criteria:

site-journal-scoring-guide

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Fracking and the Election

  1. Write about #2 for 15 minutes and then post to your blog.

2. Bearing in mind the realities of climate change, American energy needs, and the US EIA data about carbon dioxide emissions, lay out the key issues regarding fracking and then take a position on fracking. Using the readings (Steingraber, Carson, Orr, and the Westword articles), as well as the videos, to back up your position.

3. We’ll create four groups. Begin by sharing your fracking response with your group and discuss them. Then group will quickly research their assigned presidential candidate: Donald Trump (R), Hillary Clinton (D), Gary Johnson (Libertarian), and Jill Stein (Green). For your group’s candidate, research their energy policy, as well as their broader environmental position. Be ready to report back to the rest of the class, and participate in a fuller discussion.

Open Secrets is interesting for a number of reasons.

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Grizzly Man Discussion Post and HW for M 10/31

Be sure to complete your (final!) discussion post about Grizzly Man by Th 10/27 at midnight. Also, we’ll just stick to the planned schedule for the rest of the quarter, so on Monday we’ll begin our unit on fracking and you’ll need to read Steingraber’s “The Whole Fracking Enchilada” and Carson’s “Of Man and the Stream of Time” in the Lit and Environment anthology.

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No class on M 10/24

Hi Everyone, We will not have class today, Monday, 10/24. Before class on W 10/26, be sure to read Erdrich’s “Line of Credit” and watch Grizzly Man (Canvas–>Pages–>Grizzly Man). Discussion post 5 will be due on Thursday, 10/27. Thank you.

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W 10/19 Class

  1. Announcements
  2. Encountering Stories tonight, 5-7, AAC Special Events Room
  3. Advising Reminders
  4. Writing Practices Minor
  5. Degree Audits and Searching by Attributes for Common Curriculum Classes
  6. Site Journals: Blog about Mt. Trashmore, with your photos. Visit your site this weekend.
  7. In Class Writing exercise
  8. Houston, Kerouac, Lopez
  9. Grizzly Man
  10. Discussion Post 5 is due next W 10/26, after we discuss eco-feminism in class on M 10/24.
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