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English 101 Course:
Representation, Rhetoric & the
Writing (The Three Rs)
In 1903, W.E.B. Dubois, the critical scholar
and activist regarded today as the founder of
sociology and social science, argued that “the
problem of the 20th century is the problem of
the color line.” In this case, he was
referencing racial segregation/ oppression
and, arguably, foreshadowed the most
protracted battles for freedom of the 20th
century in the United States, namely the Civil
Rights Movement. Now, here we are in the
century, at a college focused on justice,
meeting one another in an honors program
that charges us with acting on and achieving
social justice for a greater good. Imagine yourself then as a 21
century W.E.B. DuBois. Can you take what you
are learning, what you are thinking about and witnessing, what you are examining and define what you see as
“the problem of the 21
century”? What will you prophesize, if you will, and what is the course of theory and
action that will guide your work and ideas?
Like all first year writing courses across the country, this course immerses you in the intellectual work that
writing for college and the world requires. However, this course also asks you to engage the kind of thinking
and writing that work toward a larger, public good. You will have multiple opportunities to compose texts that
have the potential to reach 21
century audiences through digital means. You will offer your audiences original
research and perspectives related to issues of justice in New York City as well as the issues you believe are most
pressing for the 21
This course is a composition course: a
writing course. We do not study
literature, the content that you are
probably most familiar with when a
course is titled ENGLISH. In writing
classes, however, we study rhetoric. This
means that we study how texts are
created, why, for whom, when, and
under what social circumstances. When
we look closely at and talk about how
other people write, we do so with two
purposes in mind: 1) to better
understand how social systems work,
especially how to change them with
literacies, and; 2) to write our own texts.
This is a class that asks you to write
yourself into existence. Textual analysis
(analyzing essays, etc) will be important
Rhetoric & Writing for
the Public Good
Honors Seminar in Writing & Rhetoric
Section H01/Class #67673
Room 1.90NB (F 10:50am-1:30pm)
Questions We Need to Keep
What can writing do in
a Digital & Multimedia
Age? How do we engage
writing for a positive,
social impact? What
social and cultural
issues inspire and/or
impact me as a writer?
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 2
in this class; however, the end goal will be an examination of our own rhetorical choices and designs. The
onus/own-ness is on you as a writer now.
As a college student, you will be engaging what is often called
academic writing which, in the 21
century, is as publicly shared,
open, and accessible as facebook. If it’s not something that you
wouldn’t want to go viral (and this includes emails), then do NOT
hit send, submit, or upload. There is never any writing that you
do for a course blackboard, email, or ePortfolio that is private.
This does not mean that you have to hide who you are because
writing is public. It just means that you need to be CLEAR on who
you are. That is what this class is about. You are each public
academics/public intellectuals in this class working towards the
common good. We will explore what writing like THAT kind of
academic and intellectual can mean and do. You will be encouraged to be witty, interesting, visual, sonic, and
creative. Last, but certainly not least, you will always be encouraged to interrogate how your own experiences,
social position, and languages inform your perspectives. In other words, we will make sure that we know the
difference between a politicized, creative storyteller from a superficial performer for reality TV offering too
much information with no insights (T.M.I. w/ N.I.).
In the early days of the semester, we will read and write
about a variety of research that contextualizes digital
cultures today. Because you will be working towards the
creation of your own public website (via an ePortfolio
platform), we start by tracing the new affordances and
limitations of multimedia literate environments. From there,
we will look closely at a variety of public, digital projects
that center on New York City. We will ask ourselves: what
difference does this text make? We will also craft our own
digital texts that we think offer a critical perspective on New
York City as a 21
century global metropolis. As we move
into the second half of the semester, we will begin research
projects of our own design, research that will be shared and
presented via your websites. All along that path, we will
constantly talk about the public nature of writing.
There are no books to purchase for this class as everything
will be made available to you online. Please note that you
will need internet access and continual access to a
computer to do the work of the class. If you do not have
broadband at home, plan to work on campus computers very often (labs are even open 24 hours during finals).
You will be able to do many things from your handheld in this class, but there are times when you will need a
computer with good internet speed so plan accordingly. Set up a Google Drive if you haven’t already and keep
everything there. You won’t need technological expertise for the class, just a willingness to play around with
sounds, images, and words and make things.
If any of this sounds a little scary (or crazy), don’t let it be. You made it through these classroom doors with the
dreams of countless family members and friends who are counting on you. Now is your time. Your colleagues
and teacher in this class are here to make it happen!
What You Need to Know about Attendance in this Course
Your PUNCTUAL attendance is mandatory. Attendance is taken each class and lateness is marked after five
minutes. Almost each class will begin with a writing prompt or demonstration. If you miss something, it will
not be repeated for you. Each class agenda is available to you online so if you miss a class, find the date of
the class on the course website and look to see what you missed. This is your own responsibility. Please do
not email me and ask what you missed. Look at the day’s agenda.
Attendance counts for ten points of your final grade (see below for the full point-spread for the semester). You
will find these attendance guidelines on the course website but they are also described here for emphasis.
Carmen’s Contact Information
Office Room 7.65.27NB
524 West 59
New York, NY 10019
Tuesdays, 3-4 pm
"The problem of the twentieth
century is the problem of the color-
line—the relation of the darker to the
lighter races of men in Asia and
Africa, in America and the islands of
W.E.B. Du Bois, The Souls of Black Folk
(New York: New American Library, 1903)
Now it is your turn…
"The problem of the twenty-first
century is the problem of __________”
Your Name Here
(John Jay College Honors Program)
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 3
Assessment Philosophy & Grades
The central projects of this course are common to all sections of English 101. Though we are following a
common, standard curriculum, our task is to give our work its own signature, pursue our own interests and
passions, and develop a digital-political identity with all of the attending multimedia connections that we will
Assessment in this class is based on an overall 200-point spread for all projects in the course. Each project in this
course weighs in and gets counted towards the overall 200 points. You will receive details for each project that
are designed to ensure rigor and quality in your work, especially since much of your work could generate
multiple public audiences in digital spaces. The point-spread for each project also intends to communicate as
clearly as possible what is expected of you.
For some of you, the point-spread may feel very new and different. 18-20 year old young adults today are often
described in terms of the web 2.0 technologies that have saturated their childhood and early adulthood.
However, there might be a better way to historicize young people in this age range: the group who has
witnessed and been subjected to the most rubrics, norming standards, high-stakes tests, etc than any other
group of K-12 students in the history of education in the United States. In this COLLEGE class, we will not be
replicating the kinds of assessment strategies that you experienced in K-12 standardization regimes.
Be prepared to comment on and think critically about the point-spread that you are given for each project.
These point-spreads are designed rhetorically: to make you a stronger writer and to give you a more persuasive
digital presence. Think of writing and designing in this class as giving you more than just an “A” at the end of
the course. Understand yourself as establishing a digital/critical ethos.
Here are the main projects of the semester along with a general grading overview (there will be detailed score
sheets for each item distributed in class).
1) Dialogue Essay
(fulfills Scripted Interview
requirement of the program)
In this project, you and peers will take the
scholars and reporters who we read in the
early part of the semester and bring those
writers into dialogue about issues of digital
literacies and digital cultures in the 21
century. (8 points)
2) Digital New York
(fulfills Creative Non-Fiction
requirement of the program)
In this project, you will be creating a digital
project. We will use Justice Sonia Sotomayor
as our inspiration, taking off from the NPR
interviews and interactive movie that was
created in relation to her memoir. (7 points)
How Attendance Works in this Class
For each point-spread in the class, you will receive a table that looks very much like this one to describe
how you acquire points for a project or assignment.
10 points I attended every class and arrived on time for each class (because so many students in ENG 101
and 201 have never missed a day of class or ever been late, they alone get rewarded with the full
ten points here).
I attended every class and arrived late once. 8 points
(one lateness is the max for these 8 points)
I missed one class AND was once late. 6 points
I was late twice.
I missed two classes. 4 points
I was late three times.
I missed three classes. 2 points
I was late four times.
I missed four or more classes. 0 points
I was late five or more times.
Please Note: If you receive an email about your misuse/over-use of your handheld device, that will be
counted as an absence from class.
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 4
This will be the first major deadline for the
ePortfolio. At this point, your overall design
and frameworks must be established
alongside the choices you make about the
very first writings of the semester (the
“Digital NYC” project must be included). (50
4) Research Proposal
This is the first stage of your research project.
You will write a very formal research
proposal based on a set of pre-determined
subsections. Please remember to update and
revise your proposal as you pursue your
study. We will spend time in class carefully
choosing topics based on the semester’s
learnings. (10 points)
5) Digital Annotated
Before you begin to collect any data for your
study or write up your study, you need to
immerse yourself in the extant literature
about your topic. Just know that before you
write, you need to make sure you know
what you TALKIN ‘bout first! Your DAB
will be a public text so think about how to
make it sizzzzzzzle! (30 points)
6) Re-Mix Project
In this project, you will use all of the digital
tools at your disposal via your ePortfolio to
create a statement about the materials that
you have read for your topic. (20 points)
7) Research Study
(Intro, Methods, Findings,
and Data Transparency)
In this class, we will refer to this project as a
research study rather than a “research
paper.” All of the components of the project
will be introduced in the second half of the
• Introduction (5 points)
• Methods (5 points)
• Findings (15 points)
• Data Organization (5 points)
8) Final ePortfolio
These are the final requirements for your 101
semester’s ePortfolio. (10 points)
9) 6 Reading
Responses + Name
Game (Low-Stakes Assignments)
Throughout the semester, you will be asked
to respond to readings. These are worth four
points each. See the website under Semester
Projects about these points. (24 points). The
name game is worth 1 point.
10) Attendance &
Come to each class on time. More
information about attendance is available at
the website and on the previous page. (10
197-200 points: A+
186-196 points: A
180-185 points: A-
172-179 points: B+
164-171 points: B
159-163 points: B-
153-158 points: C+
145-152 points: C
139-144 points: C-
138 points and
below is failing so
you will need to
take ENG 101
Because the point-spread communicates all expectations, you will be able to track your grade in the class as we
go along. Once grades are officially submitted, there will be NO grade reviews (only in cases of clerical error
will a FINAL grade be re-submitted/re-calculated.)
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 5
Welcome to the world of ePortfolios: professional websites that are used to archive achievements and showcase
potential and skill. Above you will see twenty different ePortfolios that were created last year. Notice that each
is different, communicates a different message and purpose, and uses the full resources of a multimedia
platform to communicate. Start imagining the design and message of your ePortfolio now (go to the “Designing
YOUR ePortfolio” page on the course website to see these ePortfolios better).
Our course website is hosted by digication, an ePortfolio platform. The
course website, thus, allows you to experience the very same platform
that you will use to build your own website this semester. Some
sections of the course website are fully formed, others are still in the
beginning stages. Your ePortfolio will also undergo this same kind of
process and grow as we move through the course. As you experience
the site, use it as a space to reflect on what you want your own site to do. Remember that building an extensive
website with deeply layered subpages, images, words, weblinks, video, etc takes quite a bit of time, a clear
vision and purpose, and a willingness to keep returning back to a project.
Please email Professor Carmen (you can use the contact form at the website if you want) when you see a typo.
There is a bit more patience with typos in web spaces, since the work is so easily and quickly editable; however,
the patience is contingent upon constant editing. This will also be part of your task for your own site.
All of the course policies, assignments, and readings are located at the course website (the URL is listed on the
first page). This paper document, a requirement of the English department, will serve as your calendar for the
course. More details about your readings, assignment guidelines, and details of course policies are at the
website. Please note that all of the images and sounds on the website were obtained from online sources;
source information is always provided (a practice you will be expected to follow in your own work).
More about the
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 6
Digital Cultures & Digital Literacies
Weeks One, Two & Three
August 29, September 5 & September 12
Welcome to the first day of the Honors
Seminar in Writing and Rhetoric and to
your first week at John Jay College!
We will spend time in our first class getting
to know one another and reviewing the reading and writing that is expected for
the next class. Please note that this syllabus offers you detailed information
about the reading and writing that you need to do for THAT day of class. All
of the materials that you need will be on the website (you can download a copy
of this syllabus at the website on the main page called “About the Course &
Website”; the downward-facing arrow allows you to download this syllabus).
All of the writing assignments described here on this syllabus are DUE in
class on that day.
Before you leave today, make sure that you:
1) know EVERYONE’S name (this counts as ONE point for the semester’s reading responses);
2) understand the homework for the next class (you will need to use the website for the next class).
Class will start with a Q&A session
about the website. Make sure you
read each of these sections listed
below in preparation for the Q&A (go
to the page called “About the Course & Website”):
• Attendance, Participation, Supplies, Food, Accommodations,
Plagiarism, Offensive Language, WC, Conferences
• Course Objectives
• Why a Multimedia Website for this Class?
Please read this calendar closely. Some of the assignments described here
might not make sense right now because we have not reached that part of the
semester. Trust that this will all make sense when we get there. We will not
stray much from this calendar so please get in the HABITof following and doing
what is asked of you here. A course syllabus/calendar is like a trust between
you and the professor. This is what spells out how to succeed--- the work and
the policies. There will be no surprises and everything in the course will be as transparent as possible.
You have approximately 30 pages of reading to do for next class as well as a 600-word essay. Pace yourself
accordingly. Your assignment is as follows:
Week 2 Reading Assignment Week 2 Writing Assignment
PART ONE: Reading
Read "Thinking about Multimodality" by Pamela
Takayoshi and Cynthia Selfe (go to the main page at
the course website called “Digital Cultures/Digital
PART ONE: Writing
Come to class with three interview questions: 2
questions should represent a point of agreement or
disagreement with your chosen article; 1 question
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 7
Literacies”). The main page gives you a link to the
This piece has been written for college teachers, not
really for students. We are reading it as a subtext and
context for thinking about digital texts in the 21
century. The end project of this course will be an
ePortfolio (you will have the opportunity to create a
website using the same platform as the one used for
this course website.) Your website, at the end of the
semester, will be go public to either just John Jay
College or to the world (it is your choice… the course
website, for instance, is open to the whole world. I believe in
openly sharing pedagogical ideas. The work of designing the
course website was also very intense and time-consuming;
doing THAT much work and leaving it private is just not
my cup o’ tea).
should represent a point of agreement or
disagreement with Takayoshi&Selfe’s article that we
are all reading. These three questions are going to
frame the Dialogue Essay (8 points) that will be due
soon. Part of the work of this dialogue essay will
involve interviewing your peers in class as part of a
focus group. The focus groups will be coordinated for
you in class so you won’t have to worry about finding
a group. If you are absent (or late) on this day, you
will miss the interviewing/focus-group process. No
accommodations will be made for you. You will have
to find and form your own focus group outside of
class and complete the project that way. This project
is worth 8 points. On the “Fall Semester Projects” tab,
you will see a description of the project along with a
scoring sheet that offers details for how you can fully
claim each of the 8 points with your writing. (THERE
IS A SAMPLE BELOW of an interview question.)
PART TWO: Reading
You will notice many different subpages under
“Digital Cultures/Digital Literacies.” Each subpage
has a description of many different articles for you to
read. The description includes the abstract of the
articles and a weblink to retrieve the article.
CHOOSE ANY ONE ARTICLE TO READ. There are
over 40 articles available for you at this main page so
choose the piece that you are most compelled to read.
Each subpage also has a video embedded that relates
to the topic of the subpage that is optional viewing.
Please note that very few, if any, of your colleagues
are reading the same piece so be ready to really share
what you have learned. Many of these essays
represent peer-reviewed research by experts in the
area and closely approximate the kind of writing that
is expected of research communities. Put more
plainly: some of these articles might be difficult to
read. Push yourself and get through it. You are not
being quizzed here; you are not expected to memorize
every word. Just read and soak in the main arguments
and new ideas. Think about what impacts you: in
what is being said and in HOW it is being said.
PART TWO: Writing
You are going to create an opinion piece: 1) use a
personal example (that affirms the authors’ claims or
refutes them) as an opening; 2) creatively explain the
author’s arguments IN YOUR OWN WORDS; 3) offer
your own intriguing ideas, questions, or concerns
based on your reading.
This writing must be at least 600 words. Please print it
out and bring it to class with you, ready to share with
others. DO NOT REPEAT THE QUESTIONS OF THIS
PROMPT! You should write this piece as if you are
writing for a public audience who is not familiar with
the article that you have read. You need to explain
things clearly and have a unique viewpoint at the
same time (you might choose to later include this essay in
your ePortfolio, so ACT AS IF you are a public writer now).
This is reading response #1 (4 points). Please go to
“Fall Semester Projects” at the course website, find
the subpage called “Reading Responses,” and look at
how reading responses are graded.
INTERVIEW QUESTION SAMPLE
(If you try and steal Carmen’s question, you must share your findings!)
In “Thinking about Multimodality,” Takayoshi and Selfe (2007) bring up interesting historical moments that seem to be re-
occurring today. They argue:
• “In the Phaedrus, for example, Plato has Socrates express the concern that writing weakens the memory and can
neither defend itself nor represent truth to others” (p. 1)
• In the 16th century, the Church thought the printing press was dangerous because the masses suddenly had to
access to information and could use the form to make sound like them.
It is hard to even imagine today that people once thought the “new” technology of writing and books was the work of the
devil. The history that Takayoshi and Selfe offer are very common to our current moment. Do you think folk will look back
at us 400 years from now and laugh… and/or think we were a bunch of precocious fools? Why or why not?
It also strikes me that the resistance to new technologies from the elite and/or educated classes is an issue of power and
social stratification. What do you think of that? Am I missing something here?
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 8
In our last class, we conducted
focus groups based on our
interview questions. There
were many goals for this work:
1) practice one of the methods of qualitative inquiry;
2) engage intellectual conversations and collaborations in the classroom, and;
3) lay a foundation for an engagement of digital cultures given all of the digital,
public work we will be doing and looking at throughout the semester.
Today, your dialogue essay capturing all three of these goals is due in class (8
points). Please bring a paper copy. Anything submitted after class or emailed
will be considered LATE! This should be written like a (qualitative) research
As a reading assignment today, please read any one of the sample “focus group” essays at the website (go to
“Qualitative Research: Local Contexts” at the website). Each one of these essays offers you a sample of a
qualitative research project using one or many focus groups. You obviously will not be able to write an
extensive study like these researchers have. Their studies lasted for much longer and may have even been
funded. The point of looking at one of these models is to see how scholars incorporate a discussion of an issue,
their own politics, and new data they have collected. When we engage such research studies in this class, we
are not simply focusing on WHAT researchers say but also HOW they say it. Notice all of the following:
• How does the researcher set up her argument? Where does she start and where does she take you in the end? Why
do you think she does it this way? Remember: researchers think critically about what comes first, second, third and so forth
in order to take their readers somewhere.
• What is the researcher’s data or artifact? What is he SPECIFICALLY looking at? Remember: researchers are looking at
SOMETHING, not just summarizing the studies that have already been done or the histories that have already been recorded.
• What makes this research different or unique? Remember: researchers are trying to add a new voice to the horizon.
Here are suggestions for how you might write your piece:
1) Write an opening that showcases what you see at stake here. This opening could be formal and short; or
long and narratively-constructed. Or, it could be a personal story. Or, you could talk about a pertinent,
current event. The closing statements of your opening have to wrap up by saying what your study is about.
2) Make titled subsections. Discuss the issues from your reading and then discuss your methodology (we work
on this in class).
3) Discuss the major themes of your findings and support that with your notes/data.
4) Conclude with suggestions for change and/or action.
5) Congratulations, you get the basic gist of human-subjects-based research in the academy!
September 17 Extra Credit Opportunity
Due in Class on
The Honorable Sonia Sotomayor, Associate Justice, Supreme Court of the United States,
will be this year’s featured speaker at the New Student Convocation. Please do your best to
Sonia Sotomayor, Associate Justice of the United States Supreme Court, was born in Bronx, New
York, on June 25, 1954. She earned a B.A. in 1976 from Princeton University, graduating summa cum
laude and receiving the university’s highest academic honor. In 1979, she earned a J.D. from Yale Law
School where she served as an editor of the Yale Law Journal. She served as Assistant District Attorney
in the New York County District Attorney’s Office from 1979-1984. She then litigated international
commercial matters in New York City at Pavia & Harcourt, where she served as an associate and then
partner from 1984-1992. In 1991, President George H.W. Bush nominated her to the U.S. District
Court, Southern District of New York, and she served in that role from 1992-1998. She served as a
judge on the United States Court of Appeals for the Second Circuit from 1998-2009. President Barack
Obama nominated her as an Associate Justice of the Supreme Court on May 26, 2009, and she
assumed this role on August 8, 2009. For more about convocation, go here:
If you attend, you can write a 600-word response for 4 EXTRA CREDIT POINTS (this will be
treated as a reading response and is OPTIONAL). Your assignment is simple: what impacted
you most about the speech and/or convocation and why? Be creative with this piece. Take
your place as one of John Jay’s shining stars.
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 9
“Beloved World”: Digital New York
Weeks Four, Five & Six
September 19, September 23 & October 10
In this unit, we focus on three,
specific projects that complicate
stories and histories of New
York City by the very nature of
who and what is included. Each of these three NYC projects also incorporates
digital tools to relay a message. For today, you have three tasks: 1) a general
reading/viewing task; 2) a specific viewing/reading task, and; 3) a writing task
(this writing will be a draft only).
For your reading task, start by reading/viewing everything at the main page,
Our “Beloved World”: Digital New York City. There are three interactive
studies there for you to engage. Watch/view all three.
In keeping with the Jigsaw Method that we will use in this class, you need to choose ONE of these three
interactive studies to read/see more about. Choose the one that MATCHES BEST WITH THE KIND OF
PROJECT YOU WOULD LIKE TO CREATE. You have three subpages at Our “Beloved World”: Digital New
York City. Choose one (they are each labeled “Reading Assignment.”) After all of the reading and listening that
you have done to acquaint yourself with this interactive study of New York City, it is time to write down your
reactions. In writing, discuss all of the following:
• What is politically at stake with this project? Let’s think about our theme and goal in the honors
program around the “Common Good” and constantly ask ourselves: what difference, if any, does this
• Why are these authors/designers so compelled to show us this story and these images about New
York? What stereotypes and/or injustices are they challenging? Why?
• Find any two points or images and explain why/how they impact you (positively or negatively).
When you discuss your ideas, make sure you discuss its source. This writing should be at least 600 words.
Please print it out and bring it to class with you, ready to share with others. DO NOT REPEAT THE
QUESTIONS OF THE PROMPT! You should write this piece as if you are writing for a public audience who is
not familiar with what you have read/viewed. You need to explain things clearly and have a unique viewpoint
at the same time (you might choose to later include this essay in your ePortfolio, so ACT AS IF you are a public writer
now). This is reading response #2 (4 points).
For class today, you must also write at least ONE of your three, required vignettes from the project
guidelines. Bring that vignette to class with you as a hardcopy. Be prepared to share it with classmates and
read aloud. You will submit the draft of this vignette with reading response #2 in class! Please look at the
subpage called “Writing/Designing Project” for details on what to write. We will review the final stages of the
next project in class.
We will be doing an editing workshop today with a focus on sentence-level issues.* Read the
subpages under Skillz Modules for 1) sentence-level issues, 2) commas, and 3) clauses BEFORE
you come to class.
*This is a departmental requirement.
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 10
Doesn’t it seem like we just
met? We did. Today is
Tuesday… but go to your
Friday classes. What this
means in concrete terms is that we have a rather tight-around for this project.
The sooner that you know exactly what you want to do, the easier this will be.
After today, we don’t see each for another week and a half! Yes, you will be
missed! Plan your week accordingly. Plan to finish this project and begin our
Today is a LAB DAY. Today, we are working on your video. You need to
come to class with everything prepared to create your video today. Bring
your music and pictures with you in a way where it will be easy to retrieve.
You will waste valuable time if you need to email music and images to
yourself OR search for images DURING LAB/DEMO TIME! The project is
due at midnight on Friday, September 26 (7 points).
Come to class with all of the following, as explained on your project guidelines:
1. Your three 600-word vignettes
2. Your 4-Part Storyboard Worksheet (everything must be completed on these worksheets…do NOT
worry about them being neat. The messier, the better!)
3. All music (mp3 format), images (jpeg format), and titles!
Come ready to work! The process is simple… if Carmen can do it, YOU can do it 10X better!
Please email your youtube link AND your three written vignettes to Professor Carmen:
email@example.com BY MIDNIGHT ON FRIDAY! This project is worth 7 points. Please note that your
final writing and video will be embedded to your ePortfolio. Keep the photos in a folder because you will need
them again for the ePortfolio.
Today is like an Old Skool Roberta
Flack and Donny Hathaway song:
“You, you and I, I, I back together
again/ Got the world in a spin” (if you
don’t know the song, youtube it! It’s a classic 1970s soul-infused masterpiece
that you just gotta hear).
We are now going to be working with the “Century Dilemmas.” Click on the
button that says “Century Dilemmas” at the top of the website to see an
overview. Read EACH of the 7 introductions to the 7 topics in “The Century
Dilemmas”: 1) "Watch Me Crank It": Digital Empire; 2) "I Will Not Let an Exam
Result Decide My Fate": Hyper-Standardization of Schools & Minds; 3)
"C.R.E.A.M.": Neoliberalism & Globalization; 4) "Backwater Blues": Racism 101-
-- The Post-Katrina Era; 5) “We Who Believe in Freedom”: Patriarchy &
Heterosexism; 6) “Noh Likkle Twang”: Monolingual Dominance; 7) Media-Entertainment Industrial Complex.
Today, you will choose your own assignment from “The Century Dilemmas” (one of the top tabs on the course
website). These choices include both webtexts and videos. If you have chosen a webtext, read all of it. If you
have chosen a lecture/video, you can watch the entire playlist or you can choose one video. Do all of the
following in your writing today:
1) Tell a story of how and why you relate to what you watched/read/heard. Maybe it is something that has
happened to you or someone you know. Maybe it is something that you have seen or witnessed. Give the
details. Tell your story in an interesting way and show why this issue is relevant to the 21
2) Give an overview of what you watched or read (make it interesting). You should write this piece as if you
are writing for a public audience who is not familiar with what you have chosen. You need to explain
things clearly and have a unique viewpoint at the same time (you might choose to later include this essay in your
ePortfolio, so ACT AS IF you are a public writer now).
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 11
3) Choose any 2 quotes/sentences that you like best and include it. Really work with these two quotes. Of
everything said in this video/article, why these words? What is so provocative about them? Please also go
to the “Skillz Modules” and read the subpages there on using quotations. As you work with your quotes in
this assignment, pay close attention to the formatting quidelines.
4) In the Souls of Black Folk, W.E.B. DuBois (1903), often considered the founder of modern-day
sociology/social science, ominously stated: "The problem of the twentieth century is the problem of the
color-line—the relation of the darker to the lighter races of men in Asia and Africa, in America and the
islands of the sea.” Follow his lead here and finish this sentence: "The problem of the twenty-first century is
the problem of the ____.” Explain your choice. Please do not make this an Oprah Winfrey-Hallmark
moment about everyone holding hands and loving one another. Stake out the social issue that you see as a
century dilemma (the webpages that you looked at are, arguably, Carmen’s framework…create
your own now.)
This is reading response #3 (4 points). The purpose here for looking at the Century Dilemmas is to start
formulating your own research interests. Your research will be a qualitative, public study. You will be trying to
find out something, NOT going in with a solution or an answer already.
Please come to class today WITH A PASSING score on your human subjects certification test. Directions and
readings for that can be found at the course website under the main page: “Qualitative Research: Local
Contexts.” Please do not leave this test for the last minute as it will take a few hours to complete. It is an online
learning module with tests after each module. After you complete the test, you are given a certificate. Here is
what such a certificate looks like:
You need to
print out the
and come to
class with it.
Hold on to
is good for
You can use
it again later
work as a
at John Jay.
this day of
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 12
OUR Public Writing & the Public Good
Weeks Seven and Eight
October 17 & October 24
Today, we are going to have a demo on
ePortfolios. After you get comfortable
with this platform, you can expect to
have deadlines throughout the semester
for uploading. If you are not comfortable with technology, that’s not a problem
because we can work on that. Let your motto be this: if Carmen can do it, so
can I! (Carmen is NO techie but can hold her own in the 21
century the way
any contemporary scholar can. Ain’t NObody leavin her behind… always in it
to win it! You can do this too!) By the end of the day, you need to have an
ePortfolio set up that is private to YOU and CARMEN ONLY so make sure you
understand the demo.
Before you come to the demo session today, you need to take a look at what we
will now call multimedia essays. We are not doing any design work today (that
will be for next week). We will just be uploading your Digital NYC video that
you made and the three vignettes that you wrote. Come to class with or having
done ALL of the following:
1. Remember your youtube link to your video
2. Bring your “Digital New York City” Project worksheet back with you (you need the URLs)
3. Have your three vignettes ready and nearby (email them to yourself, use a USB drive, put them on
4. Go to the course website and click the top tab called “Designing YOUR ePortfolio.” Take a look at the
subpage called “Back to the Basics: A Print Essay vs. a Digital Essay.” This subpage will show you the
basic expectations for a multimedia essay on your ePortfolio.
5. Now look at a more sophisticated multimedia essay. You can look at the subpage called “All Grown
Up.” Or, to see that same essay on a different platform, look at Yodalin Peralta’s webpage at the JJay
journal, Digital Spectrum. Here is the short link to that page: http://bit.ly/yodalin. Play with Yodalin’s
prezi, notice its interactive ability. Read her essay and notice how the images and embedded videos go
with her argument. Click on some of the weblinks so that you can see the kind of intellectual spaces
that inform Yodalin’s ideas. This is a digital essay for the 21
century! Make sure that you understand
what it looks like and does.
6. Complete the activities on the Design Worksheet.
7. Look at sample ePortfolios to see what is possible and what your predecessors have done. To see these
ePortfolios up close, just click on the top tab, “Designing YOUR ePortfolio.” You can also go directly to
youtube: https://www.youtube.com/watch?v=_CuokbiPkdg (“20 WAYS OF LOOKING AT AN E-
8. Decide what you want for your header, background image, and icon. Bring a jpeg of all of those images
to class (on USB, google drive, email). Please NOTE: the header image must be long, narrow, and
rectangular (we will size it to 799X200px in the lab together). You will waste valuable time if you need
to email music and images to yourself OR search for images DURING LAB/DEMO TIME!
9. Today, we will also start work on your ABOUT ME page. Start writing that for yourself as a WORD
document (you can do it right on the ePortfolio if you are comfortable with that). Bring this writing to
class with you. For a good example of an ABOUT ME page, see Luc Pitre’s page, one of the editors of
Digital Spectrum. Here is the short link: http://bit.ly/l_pitre (the long link is:
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 13
We will also review the midterm guidelines (go to the “Fall Projects & Assessment” tab on the course website.
You will see your midterm guidelines there.) Do not worry: your website will not be public yet. Our JJay
ePortfolio platform allows you to make your website private to you, open to JJay College only, OR open to the
whole world. You will decide when you think you are ready to go public. For now, everyone’s settings MUST
be private. We cannot and will not showcase empty ePortfolios.
Today is our day of code. To prepare, go
to the website called: Carmen’s Guide to
Your ePortfolio’s CSS (it is on the
homepage of your digication account).
This gives you an idea of what is coming ahead. You will definitely need your
design worksheet today because now we are immersing ourselves in web
language. Make sure that you have chosen your color scheme. Today, we focus
on borders, backgrounds, and HTML color. Come to class with a sense of your
color scheme. You cannot use the white background unless white is in your
color scheme and is repeated in strategic places across the ePortfolio. Sitting
back and opting to not learn code is not an option. You need to be intentional
about every design choice that you make. Your design statement will illuminate
exactly how and why you did what you did.
If you have looked closely at your midterm guidelines, you will see that your
“Digital New York” project is required for your second tab. You will notice that you also need to design one
more webpage based on any other two writings of your choice from the class so far. You should start working
on that now if you haven’t already. Your midterm/ePortfolio deadline is next Friday, October 31 at midnight.
Pace yourself. We won’t be working in the lab anymore after today.
For your ePortfolio, really think about who your audience is and why. While many students often want to
create an ePortfolio that is for “everyone,” that is not a sophisticated understanding of rhetoric and audience.
For starters, if you are writing ONLY in English, this ePortfolio obviously isn’t for everyone since not everyone
speaks English! This would be a good time for you to look at the two most popular/most visited ePortfolios
• “Uncovering the Truth” by Yodalin Peralta (https://johnjay.digication.com/yodalinperalta)
• “Pretty for a Black Girl” by Andrene Wright (https://johnjay.digication.com/andrene.wright)
Both women created VERY SPECIFIC ePortfolios, targeting VERY SPECIFIC AUDIENCES AND ISSUES.
Nothing here is generic. To give you a sense of their impact, Andrene’s ePortfolio had more traffic in 6 months
than the demo ePort Professor Carmen created (private to just JJay students). That means the 54 regular users
represent the same kind of traffic that Andrene saw at her site. Yodalin only opened her ePortfolio to public
access intermittently and in a year, she had the same kind of traffic. No other students at John Jay last year
came close to drawing the traffic these two students did. You won’t be graded on whether or not you can match
Andrene’s professional success (she also used her ePort as her digital footprint for internships, etc) or Yodalin’s
traffic bursts, but, as should be obvious, these writers/designers achieved something beyond simply just getting
an A in a college class. They entered the public arena and sent a message!
Your Midterm/ePortfolio is due Friday, October 31 at midnight!
Submit your ePortfolio through the Digication system (you must use the formal SUBMIT button in the
SETTINGS section of your ePortfolio). Before the weekend is over, comment to at least one of your colleague’s
Please remember that every main page on your ePortfolio needs to show a GALLERY or SCRIBD PDF of your
drafts. The writing program requires that you show all drafts so remember to do this with each main page from
now on. If you use the gallery function, you will need to take photos with your phone and upload the photos to
your ePortfolio. If you use SCRIBD, you will need to scan hardcopies to a PDF and then upload to SCRIBD and
then upload to your ePortfolio.
We are no longer in the lab and we are no longer working on ePortfolios. You have a few more days to finish
the ePortfolio but, REMEMBER, there is also a new assignment for you to do next week.
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 14
Qualitative Research: Local Contexts
Weeks Nine through Fourteen
October 31, November 7, 14, 21,
December 5 & 12
The rest of the semester will focus on
your final research project. Think back
on the topics you have read, the
discussions/issues that have come up
in class, OR things you have written about. What would you be most interested
in pursuing on your own?
Today you will come to class with SOLID research concepts. This is reading
response #5 (4 points). You should write this piece as if you are writing for a
public audience who is not familiar with the articles that you have read. You
need to explain things clearly and have a unique viewpoint at the same time
(you might choose to later include this essay in your ePortfolio, so ACT AS IF you are a
public writer now). Your goal is to generate as many ideas as you possibly can.
Write as much as you possibly can about all of the questions below:
1. Think back on what you looked at and wrote about for the Century
Dilemmas. What is most interesting to you now about that and why? What could you research there?
What would you do to make your work interesting and original? Who could you interview (either as focus
group, individual interviews, or case study) and what would this data add to your study?
2. Think back to the conversations that we had at the very beginning of the semester about digital cultures and
digital literacies. What is most interesting to you now about that and why? What could you research there?
What would you do to make your work interesting and original? Who could you interview (either as focus
group, individual interviews, or case study) and what would this data add to your study?
3. Think about an issue or discussion that has come up in this class this semester--- maybe it was a
disagreement in class or a personal story someone shared. What is most interesting to you now about that
and why? What could you research there? What would you do to make your work interesting and
original? Who could you interview (either as focus group, individual interviews, or case study) and what
would this data add to your study?
4. Think about your own personal narratives that you have written this semester. Is there a social issue that
you could examine more there? Or, is there an oral history (for instance, a family oral history) that you
could excavate there? What is most interesting to you now about that personal narrative and why? What
could you research there? What would you do to make your work interesting and original? Who could you
interview (either as focus group, individual interviews, or case study) and what would this data add to your
5. Think about an issue or topic that has come up in another class but seems related to what we have done or
discussed here. What is most interesting to you now about that and why? What could you research there?
What would you do to make your work interesting and original? Who could you interview (either as focus
group, individual interviews, or case study) and what would this data add to your study?
In class, we will work together on finalizing research topics and the set-up of a research proposal. For any of
these five concepts above that you have written about, you will need primary sources. Go here to read about
the differences between primary, secondary, and tertiary sources:
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 15
We will spend our class time learning how to use the library databases. You will need to leave class today with
AT LEAST four articles. Make sure you have a general topic to start reading about today.
Please also make sure that you understand the assignment guidelines for the Annotated Bibliography so that
you can ask pertinent questions in class. Look over the guidelines for this project on the course website before
class. You can find these guidelines in the “Fall Projects & Assessment” tab of the course website.
Before class, make a final decision
on a research topic. You can still
change your topic but the sooner
you settle on your topic choice, the
better. We will be working on the
annotated bibliography now. You won’t want to do the work of an annotated
bibliography on one topic and then switch focus and move to something
completely different and start all over again with the bibliography.
Come to class with a solid draft of your research proposal. Submit a hard
copy in class today! Go to the “Fall Projects & Assessment” tab. There, you
will see a description of the assignment. Follow the directions there and come
to class with the proposal. You will be updating and amending this proposal throughout this project. Your
methods might change as we move forward but the general framework of this proposal should be done and
You will receive feedback and guidance on your proposal which will be due on the ePortfolio next week.
Here is a sample research proposal that might be helpful to you: for Arooj’s research proposal, use this short
You should have four library articles now (restricted access). This means that NOW YOU NEED TO READ
YOUR ARTICLES. You have two tasks for today, two things to bring to class:
1) Annotate your four articles (300 words minimum) and post it to your ePortfolio. Print out the
annotation by printing out the webpage directly from the website. Submit that in class so that you can
2) Submit a list of webarticles, websites, and videos that you might use. You do not need to annotate these
things yet, but do submit your list.
The challenge here will be to summarize, reflect on, and assess your readings in an interesting and engaging
way for public audiences. Make sure that you understand the assignment guidelines for the Annotated
Bibliography so that you can ask pertinent questions in class. Look over the guidelines for this project on the
course website before class (see DAB under “Fall Projects & Assessment”).
In today’s class, we will be working on the Re-Mix Project. At its core, the Re-Mix Project will work like the
traditional Literature Review of a research study. However, because your annotated bibliography has taken a
digital form, we will think of this ePage as a Re-Mix. In class, you are going to start piecing together the texts,
images, sounds, and ideas that you have collected so far in your study and create a new research ePage.
Your formal research
proposal (10 points) and
DAB (30 points) must be
uploaded to your ePortfolio
today by midnight. Good
work! Your digital scholarship is well underway now. Seriously! Stop,
take a moment for yourself, and be proud. You have made serious progress
in this course. You also have a serious website that examines issues
important to you!
There is no class today! Carmen is attending NWSA (National Women’s
Studies Association) in Puerto Rico. You will receive detailed
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 16
information about what to do online for this day of class. See you online!
Your Re-Mix Project (20
points) is due today!
Please make sure that it is
uploaded to your
ePortfolio by the time you come to class today. Please print out the
webpage and submit this print-out during class. Anything not
submitted in class will be counted late.
Today in class, we will be working on your formal, methods section for
your research study. When you come to class, be sure that you are clear in
your head about the primary data you will use for this study.
Like every other day in class, the activities that we do in class will NOT be repeated for you individually if you
are absent. In order to understand how to write up methods for a research study, you need to be here. It is also
VERY critical that you keep up with the deadlines. Every student in ENG 101 does a research study AND
portfolio. There is simply NO way around that!
Today, we are going to spend class time discussing more about methodology. Read the article from Ronald
Jackson, Darlene K. Drummond, & Sakile Camara called "What Is Qualitative Research?" (you can find this in
the readings section of the course website). In your own words, explain what qualitative research is and what
you value most about it. Use at least one quote from the authors. This writing need not be long, but you must
come to class with it.
The Methods ePage will be your next deadline next week along with data collection. Please read the Research
Design pages that are on the website so that you are clear on these next steps. We will be doing a “PILOT” study
today in class. If you are absent this day of class, you will have to conduct the pilot study on your own time.
Today your Methods ePage (5
points) and Data ePage (5 points)
are due on your ePortfolio. You do
not need to print this out and bring
it to class but you do need to have everything uploaded before class starts.
Remember that the Methods ePage should be written as a narrative, not a
numbered or bulleted list. All of your data collection tools must be
described. You must also reference some aspect of the research on
methodology that we have looked at as well as your in-class pilot study.
Everything that we covered in class about methodology should be clearly
articulated on this ePage now.
Your Data Page is also Due today on your ePortfolio. Scan in ALL of your notes and, if applicable, any sound
files. You need to show the data that you have collected. Come to class with all of this uploaded to your
From this point forward, we are working towards writing up the data and finalizing the research project. Please
bring raw data/notes to class today. You can bring in the data in hardcopy format or you can bring in any
device that lets you go to your ePortfolio and look at your data page. This means that you need to have
all of your data collected by this day of class.
Read one of the research studies under the “Research Models” tab of the website. Read
the one that is most similar to your own study’s methodology. Remember, you are
looking at style similarities, not content similarities. In order to truly understand and
do your research methodology, you have to be able to notice how people write up
interviews, focus groups, surveys, etc. In writing, take notes on all of the following:
1) describe what your study is about in 150 words;
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 17
2) describe the methodology of this study that you chose and its similarities to yours;
3) find one aspect of this researcher’s style and explain how and why you might mimic
This assignment counts as EXTRA CREDIT ONLY, based on whether or not you need
the extra points for your study’s completion. Post this writing (at least 600 words) with
at least two weblinks, 2 images/videos, AND at least one webtool as a new subpage
under your research project and you will receive 8 extra credit points (the equivalent of
two reading responses).
Please send an email to firstname.lastname@example.org letting me know that you have
done this work by December 2 and the points will be credited to your reading
Print out the excerpt from
Mitchell Duneier’s Slim’s Table
(you can find this in the
readings section of the course
website). OR, have a digital version with you that you can easily access on
your phone, laptop, or notebook. You do not need to read the piece before
class, just bring the piece to class with you. We will use Duneier in class to
see how you WRITE-UP data! We are looking at the way Duneier writes
here. Duneier’s study is an ethnography and is more involved than what we
can do in one semester but notice how Duneier uses his data to really craft
a story! Pay close attention to this. Students in ENG 101 often assume they
can simply transcribe their interviews and upload that to the ePortfolio. You will certainly include your
data/transcriptions, but your Findings ePage must tell a story, not show a typed-up Q&A. A typed up Q&A
list with no story and analyses will be an automatic zero for this section of the ePortfolio. So let’s use Duneier as
inspiration to see how to move from data to essay!
A draft of your Findings ePage is due in class today. Be prepared to workshop this draft with peers in small
research groups. Bring this draft with you (bring a WORD document, a print-out of your ePage, or a device that
you will pass around the table to peers). If you share an electronic version and not paper, you must email that
draft or weblink to Carmen BEFORE CLASS.
If you come to class without a draft, you will be OFFICIALLY marked as absent for this class. Or, alternatively,
if you come so late to class that you cannot fully participate in a group, you will also be marked absent for the
day. The work of today’s class relies on you being here WITH YOUR WORK READY. Research is a very
serious endeavor and so you need to take the deadlines and tasks seriously also. You should be diligently
completing your research study now. Your Findings ePage along with all final ePortfolio requirements are
due next class. Keep working day by day. You are in the home-stretch now. Keep moving forward.
Please note: you will receive a zero if consent slips are not submitted by this time! Today in class, we will talk
about your Conclusions ePage, Introduction, and TOC (table of e-contents). We will start discussing final
reflective essays, part of the requirement for ENG 101 (your 201 professor may ask for this). All ENG 101
students are required to do reflective writing in the portfolio. We will also begin discussing the final
presentations of your final ePortfolios.
All around us are the consequences of the most
significant technological, and hence cultural,
revolution in generations. ~Lawrence Lessig
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 18
The Final Findings & Final ePortfolio
Friday, December 19 (Exam Day)
Your entire research
should be done today: the
introduction, table of e-
contents, and conclusion
(5 points) AND your findings page (15 points).
Come to class with a flyer showcasing your ePortfolio. The flyer
• Highlight images and the logo from your ePortfolio
• Announce your ePortfolio’s title and your name (include a
photo of yourself if you like)
• Discuss in bullet points the main findings of your research
• Share any other things you find most interesting and unique
about your ePortfolio
• Excite your audiences about a new digital space that offers creative ways of thinking and
contextualizing what you see as today’s most pressing issues
Your poster must AT LEAST be an 8 " X 11 flyer. You can, of course, do something bigger than that. The
poster must be print-based but you could create it using a digital tool like: infrogr.am or PosterMyWall.com.
This is reading response #6 (4 points). Before class is over, take a photo of this poster with your phone and
upload it to your landing Page on your ePortfolio.
If you come to class without a flyer, you will be OFFICIALLY marked as absent for this class. Or, alternatively,
if you come so late to class that you cannot fully participate, you will also be marked absent for the day.
Today’s showcase relies on you being here READY.
Fall 2014 Honors Seminar in Writing and Rhetoric (HSWR) http://bit.ly/honorswriting 19
Policies You Should Know
Learning Objectives for all ENG 101
All special learning needs will be accommodated in this
class by both teacher AND peers. Please see Carmen.
Plagiarism will be an issue that we talk about here in the
course because you need some awareness of what those
conversations sound like at your college. Please go here to
see John Jay’s policies: http://www.jjay.cuny.edu/762.php
For the purposes of this class (and, if you so choose, for
your identity as a writer), a Yoruba proverb will be our
guide: “We stand on the shoulders of those who have gone
before us.” Standing on the shoulders of your elders,
ancestors, and community/communities means that you
acknowledge them. When you are inspired by someone’s
wisdom and vision in your writing, when you are
conscious of their imprint, you say that... you release that
acknowledgement into the universe. Please take seriously
the philosophy guiding this Yoruba proverb and the
practices just described: you always stop, take notice, and
make mention of where you come from and who got you
here. Let that guide you as a writing practice. Make the
ways of citing and siting your sources of wisdom a deeper
practice than just summarizing, paraphrasing, and
memorizing the rules of APA or MLA style so no one can
accuse you of plagiarism. Pay homage to the shoulders
you are standing on. It makes a difference.
Racist, homophobic, sexist language is generally
inappropriate for any classroom but moreso here, given
what we are studying. Such issues will be addressed
seriously so don’t go there.
Invention and Inquiry: Students learn to explore
and develop their ideas and the ideas of others in a thorough,
meaningful, complex and logical way.
Awareness and Reflection: Students learn to
identify concepts and issues in their own writing and
analytically talk and write about them.
Writing Process: Students learn methods of
composing, drafting, revising, editing and proofreading.
Rhetoric and Style: Students learn rhetorical and
stylistic choices that are appropriate and advantageous to a
variety of genres, audiences and contexts.
Claims and Evidence: Students learn to develop
logical and substantial claims, provide valid and coherent
evidence for their claims and show why and how their
evidence supports their claims.
Research: Students learn to conduct research (primary
and secondary), evaluate research sources, integrate research
to support their ideas, and cite sources appropriately.
Sentence Fluency: Students learn to write clear,
complete and correct sentences and use a variety of complex
and compound sentence types.
Conventions: Students learn to control language,
linguistic structures, and punctuation necessary for diverse
literary and academic writing contexts.
“I want to live the rest of my life, however long or short, with as much sweetness as I can
decently manage, loving all the people I love, and doing as much as I can of the work I still have to
do. I am going to write fire until it comes out of my ears, my eyes, my noseholes--everywhere.
Until it's every breath I breathe. I'm going to go out like a f**king meteor!” ~Audre Lorde
We won’t spend time in class learning how to create digital art because there isn’t enough time in the semester. This piece,
“Digital,” was created online is now available under Carmen’s Creative Commons License for anyone to use in any way.
Consider Creative Commons licenses for your own works as well!
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