Your one chance to earn extra credit this quarter: attend the One Book, One DU event, which showcases (some of) the class of 2020’s responses to The Truth About Stories, including those created by our very own Nicole and Minzheng. Attend, listen, interact, eat, and then complete the Encountering Stories discussion post by F 10/21 for some extra credit points. Here’s more: encountering-stories-event-flyer
We’ll meet this week for advising. You’ll want to bring the following: 1) Your draft Winter 2017 schedule, 2) Your questions, and 3) Your appetite.
Most of you will need to begin the WRIT sequence by taking WRIT 1122 in Winter 2017 and WRIT 1133 in Spring 2017. WRIT courses are like FSEMs, in that they’re often themed. You’ll want to read the WRIT course descriptions before selecting your WRIT sections: writ-winter-2017-info
Advising will take place at Illegal Pete’s. Here’s the sign-up sheet for advising with me.
Finally, you can hear directly from the Deans about your majors at the “Ask the Academic Leadership” panel, which is happening tomorrow from 3:30-4:30 in the Knoebel School of Hospitality Tuscan Ballroom. Food and drink will be available. More here: deanpanel-1018
From Chad King, Director of the DU Center for Sustainability: Many thanks to all of you for a successful 2016 Mt Trashmore event. We weighed over 2500 pounds of trash, and sorted over 740 pounds of the total. Our diversion rate for the day was 31.1%. For those that weren’t there, our process was to sort the landfill in buildings of interest to determine the potential diversion rates, and to simply weigh the rest of the materials.
Specific thanks to:
Kaela Martins and her zero waste team, who ran the show with tremendous leadership,
Garrett Blagg and the night custodial crew for transporting the waste smoothly so we were ready to roll in the morning,
The amazing classes of volunteers led by Professors Megan Kelly and Brad Benz,
And the rest of the staff of the Center for Sustainability who helped.
Read and respond to the two people below your name about their site journals by answering these questions and replying directly on their blog.
- How well has the author integrated visuals and photos in their site journal? Do the pictures reflect the changing seasons?
- Which journal entry did you find most interesting? Why?
- As a reader, what would you like to learn more about in terms of the site and the author’s research?
- What should the author work on as they continue to blog about their site?
We will participate in Mt. Trashmore, DU’s annual trash audit. I expect everyone to help for 2 hours, assisting as needed. Be sure to sign in so we can keep track of our efforts. You’ll need to wear long pants, long sleeves, and close-toed shoes (i.e. no flip flops or sandals). Gloves will be provided.
On M 10/10 in class, we’ll complete the blood borne pathogen quiz. We will not have class on W 10/12 to acknowledge your efforts at Mt. Trashmore.
Exam 1 will be a combination of passage identification questions and several short essay questions. The exam will cover the readings we have done so far, including the shorter pieces by Standing Bear, Owens, Chavez, and the eco-criticism essays, as well as the longer texts by Galvin and Wright, and the film Into the Wild. The One Book selection and Occurrence at Owl Creek Bridge will not be on the exam.
The passage identification portion will ask you to identify important passages from the readings (that is, identify the author and text), and then briefly explain the quote’s significance. Here’s an example of passage identification:
“There is about them no awareness, no acuteness, and it is this dullness that gives ugly mannerisms full play.”
Answer: Standing Bear, “Nature.” He is discussing how white youth are raised, in contrast to native youth, who are alert to their surroundings. One result is that white boys hang out on street corners and jostle one another, instead of developing a sense of awareness for the natural world.
The essay questions will ask you to synthesize the material, to compare and contrast similarities between texts, and to use your skills as eco-critics. If you have kept up with the reading and paid attention in class, the exam should not be too taxing. During the exam, you may use your books, which will allow you to use specific examples from the texts to support your major claims in your answers. You will have the entire period to complete the exam. Your exams will be graded according to the quality and thoroughness of your answers, including the complexity of your main claims and the use of text to support them with specific examples. It is worth 70 points (nearly 20% of your final grade).
To study, I would suggest the following:
- If you haven’t read everything, complete the readings. And re-read as necessary.
- Think about the role of interconnectedness in each of the texts: in what ways are the characters, the environment, the eco-systems, and the communities connected to one another?
- Go back through the texts and consider how nature and human nature are represented in each of the texts.
- Examine similarities and differences between the longer texts, particularly from an eco-critical perspective.
Down By the Riverside: Playing for Change has a cool version of the song.
The Great Flood of 1927: PBS’s series is very informative: Fatal Flood
Big Boy Leaves Home: See this video of Nina Simone’s version of “Strange Fruit”
What would Wright say about the Sept. 17, 2016 shooting of Terrence Crutcher in Tulsa?