Wk 2.1: Standing Bear, Owens, and Genesis

  1. Quiz 2
  2. Email me your site journal URLs
  3. Canvas/Settings: Notifications. Set the following to ASAP: Announcements, Submission Comment, and all three options under Conversation.
  4. Site Journals and peer review
  5. Writing Exercise: Standing Bear, Owens, and Genesis
  6. More Standing Bear, Owens, and Genesis
  7. HW: read: hooks’ Touching the Earth (Canvas/Files/Readings).
  8. HW: read: What is Ecocriticism? (Canvas/Files/Readings). Read short essays by Cook, Dean, Glotfelty, Scheese, Slovic.
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Site Journal links, peer review

First, check and see if the link to your site journal works. If not, email me with the URL.

Second, post a link to your site journal in the Canvas/Discussion/Site Journal 1 forum.

Peer Review: Due in Canvas: T 9/22 at midnight

Peer Review Partners:

  • Gabe Alarcon/Braulio Angel
  • Dylan Bonovitz/Ryan Columbo
  • Michael Dodge/Maya Nelson
  • Toby Noyes/Erik Pearson
  • Jacqueline Porcello/Tristana Rivera
  • Carolina Rolfe/Hayden Schneider
  • Maya Sheely Schrager/Charlotte White
  • Katherine Solis/Gabriela Valles
  • Charlie Winsor/Lauren Zide

Peer review:  Read your partner’s first site journal entry. When you finish reading, answer the following questions about their blog. You should enter your feedback as a reply to their link in Canvas.

  • Whose site journal are you responding to?
  • What are the strengths of the journal entry? Identify two specific strengths and discuss why they are strengths.
  • The audience for your site journals is the public, or an interested web reader, so the site journal’s prose should be accessible, lively, and interesting – and shouldn’t sound like something written for the AP test or in Psychology class. How well does the author grab the reader’s attention? How would you characterize the voice in the prose? Why?
  • This entry should contain some discussion of location to orient the reader. How effectively does the author describe the site? How effectively does the author locate the site within the context of its surroundings (i.e. where is it?)?
  • How well does the author incorporate photos of the site into the journal entry? Which images work best and why?
  • Provide some advice on the design, layout, links. Is it easy to read the journal entry? What links (to other sites) should the author add to their blog and why?
  • What should the author work on when they revise the journal entry? What else should be discussed in future entries?
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Wk 1.2: Meadow, Day 2

  1. Announcements
  2. Quiz 1
  3. Assign Naturalist’s site journal. Entry 1 due Monday before class
  4. Canvas Settings: Notifications.
  5. In-class writing (see below)
  6. Create WordPress blogs. 
  7. Go to your blog. Book mark it.
  8. Copy your blog URL (blog web address). And then send me an email with your blog address (URL) in the body of the email.
  9. You’ll create a new post for your first site journal entry. With photos.
  10. Screening: Into the Wild
  11. HW for Monday: read Standing Bear, Owens (in anthology); read Genesis ch. 1-3

In-class Writing: Choose one of the following  a recurring themes or patterns in The Meadow. What are two examples from the text that illustrate this pattern? How so? Type your response and save on your laptop.

  • A litany of loosely patterned weather, a chronicle of circular successions (3).
  • Going forward, looking back (13, 34).
  • The price of independence is slavery (11).
  • Memory and loss.
  • The Old West vs. the New West
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Wk 1 Day 1

  1. Syllabus
  2. Advising Redux, Discussion post #1
  3. FERPA
  4. The Meadow, Day 1: James Galvin video; Populating the Meadow
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Orientation Day 2, F 9/11, 9-10:30am

  • Burning Questions – with answers
  • Advising 101 overview.
  • The Goal: Earning your degree.
  • Common Curriculum
  • DU 2020-21 Undergraduate Bulletin answers your questions about requirements, course descriptions, DU policies.
  • Solo Activity: Using Pioneerweb.
    • Open the Common Curriculum Handout (Canvas/Files)
    • In Pioneerweb, run a Degree Audit on yourself.
    • Check your course attributes (AI Society, etc) for your current classes.
    • Check your AP, IB, and transfer credits, if you have any.
    • Fill-in the Common Curriculum Handout based on your schedule and any transfer credits (Canvas/Files)
  • FERPA (your rights to privacy as an 18 year old).
  • Discuss: To Professor.edu, Expectations and Concerns
  • HW for Monday in Sturm 453: read The Meadow pages 1-138 before class. Be ready for a quiz. I recommend filling out the “Populating The Meadow” (Canvas/Files) handout to help you keep track of the people in the book.
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Orientation Day #1: Th 9/10, 9-10:30am in Craig Hall 120

  1. Welcome!
  2. Introductions, Dialogues Overview, Phones
  3. Note: this is not our classroom. On Monday, meet in Sturm 453
  4. Burning Questions — with answers!
  5. General Ground Rules: phones, masks and 6 feet, breaks, bathroom, speaking (louder than usual) and listening, no paper from me but bring a notebook/pen
  6. Pairs and Intros
  • *Pair up, six feet away.
  • *Get to know your partner.
  • *Hometown, Major, Dorm (or living arrangements), Time Commitments beyond school, Languages
  • *What was one positive thing in your life that came out of the ongoing COVID experience?
  • *Why DU?
  • *Why this FSEM?

Be ready to introduce your partner to the class.

  1. FSEM, buying books for FSEM, and homework for Monday (before class on M 9/14 read pages 1-138 in Galvin’s The Meadow)
  2. Canvas
    1. Read: Dear Professor.edu (Canvas/Files)
    2. In class writing: Transition to DU (Canvas/Discussions/Intros, Expectations, Concerns…)
  3. Tomorrow, F 9/11: Zoom from 9-10:30am. I’ll answer more burning questions, we’ll discuss your schedules, and begin advising, degree audits, etc.
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Welcome to With and Without Nature!

This site contains course materials for Brad Benz‘s First Year Seminar at the University of Denver.

 

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