Chronicle, story - drama, theme, plot
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A chronicle simply recounts events in the order they occurred, while a story provides context about why events happened and what they may signify. A story can reorder events for dramatic purposes and to convey its themes. A chronicle lists two deaths, while a story may explain that the king died of grief after the queen and develop the plot further. Ordering events differently allows a story to explore causes and meanings beyond a basic chronology.
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The document discusses form and content in language. It provides Ludwig Wittgenstein's definition of a fact as a combination of objects and explores how sentences can have the same content but different forms depending on word order. Examples are given of sentences with the same meaning but different structures, such as "The grass is green" and "Green is the grass". The document suggests form refers to how an idea is expressed through the arrangement of words while content is the actual meaning or idea being conveyed.
Ekphrasis
The document discusses Ludwig Wittgenstein's view that the world is made up of facts rather than things. It then explores the distinction between the content and form of sentences. Content refers to what a sentence means, while form refers to how the words are arranged. Several example sentences are provided to illustrate how the same content can be expressed through different forms. The document suggests rearranging words in common phrases to change their typical form while retaining the same content.
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This document discusses rhetorical situations and how rhetoric both responds to and shapes the world. It examines the relationships between scientific, aesthetic, and rhetorical discourses. Key concepts covered include exigence, salience, constraints, affordances, and rhetorical audiences.
concrete vs. abstract - the easiest math quiz you've ever taken.pptx
The document discusses concepts in arithmetic and their application. It provides examples of solving simple addition and subtraction equations with apples, oranges, and acarologists. It then discusses concepts in arithmetic as being either formulaic, yielding certain answers, or heuristic, open to interpretation. The document suggests students will write an essay applying Lynn Hunt's heuristic concepts to a cultural artifact to develop an interpretive thesis.
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The document discusses the nature of writing. It states that writing is a material practice that is physical, historical, and social. As a physical medium, writing is a concrete part of the ideas it represents, not just an abstract representation. Historically, writing changes over time while also influencing changes in its era. Socially, writing takes on different meanings in various contexts while also enabling those contexts. The document then provides examples of various writing systems and formats to illustrate its points. It concludes by outlining the course requirements, which include essay assignments addressing different types of research and scholarship through multiple drafts and revisions with feedback. Students will be expected to complete substantial work independently while gaining new skills to succeed in future academic and professional pursuits
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John teaches WRIT classes at the University. He has been teaching in the University Writing Program since 2006 and has worked closely with CCESL, partnering with local antipoverty groups. John is taking a short course to help create a "flipped" version of a first-year writing and research course, putting online lecture and discussion elements to allow more in-class studio time.
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This document provides instructions for an assignment to write an essay conducting an ethnographic study of an urban space in Denver. The essay should have two sections: a descriptive section vividly painting a picture of the chosen space and focusing on details that bring out themes to be interpreted; and an interpretive section drawing on concepts from two sources to make an argument about the meaning of the space. Students must choose an off-campus space and get approval for an on-campus space. The document outlines due dates for a proposal, draft of the descriptive section, and a complete draft before a required conference. Each section should be 1200-1500 words.
Occupy Denver
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
concrete vs. abstract - the easiest math quiz you've ever taken.pptx
The document discusses the concept of empathy and how it relates to the development of human rights. It argues that 18th century novels, like Pamela, taught readers empathy by allowing them to experience the interior thoughts of characters from different social classes. Through intimate first-person narratives, readers could imaginatively see the world from another's perspective. This fostered the ability to empathize with those unlike themselves. The document contends that it was this newfound capacity for empathy, cultivated through cultural works like novels, that enabled people to recognize the equality and natural rights of all humans.
Ekphrasis
The document discusses form and content in language. It notes that content is what a sentence means, while form is how it is structured through word order. Examples are given of sentences that have the same content but different forms. The document also includes example sentences and asks the reader to determine if they have the same content and form as other examples.
Writ 1133, arrangement
The document discusses four features of a strong arrangement in an academic writing: 1) It develops the thesis statement by explaining its key ideas, 2) It organizes these ideas in a logical and progressive sequence building to a climax, 3) It devotes most space to the most original, interesting, and/or controversial aspects of the thesis, and less space to less significant aspects, and 4) It stays focused on the thesis without straying. A strong arrangement also has an underlying organizing principle such as moving from simple to complex or cause to effect.
Tiedemann intro2
This document discusses the author's experience teaching writing and volunteering during the COVID-19 pandemic. It describes how they spent time at home on Zoom calls and seeking distractions. It then discusses the author's work with a nonprofit that established safe outdoor spaces for those experiencing homelessness. The author reflects on the history of housing injustice and efforts to establish communities for those without housing. The document considers options for redesigning a community-engaged writing course that balances field work, online learning, and writing time.
Teaching Online short course intro
John teaches writing and directs social justice programs. During the pandemic in 2020, he felt isolated at home but found relief through silly apps. He reflects that being homeless would have been far worse than being safely at home. He volunteers at Safe Outdoor Spaces, city-sanctioned encampments that provided shelter and services for unhoused people during the pandemic, where infections were prevented. These spaces are located near symbols of wealth and power to highlight the contrast between the housed and unhoused. John hopes to design a community-engaged writing course that combines fieldwork and online learning to better serve students.
Arrangement
The document outlines four features of a strong arrangement in an academic paper: 1) It develops the thesis statement by explaining its key ideas; 2) It organizes these ideas in a logically progressive sequence building to a climax; 3) It devotes most space to the most original, interesting, and/or controversial aspects of the thesis; 4) It does not stray from the central thesis. A climactic sequence should follow an organizing principle like moving from simple to complex, cause to effect, problem to solution, or least to most controversial.
Writ 1133 theses
The document outlines the key features of a strong introduction for analyzing an artifact, including a summary paragraph that provides the necessary context, an original thesis that makes a debatable claim about the meaning of the artifact based on specific evidence, and reasoning that uses concepts from Hunt to back the claim. A strong introduction has a thesis that responds fully to the question, is based on analysis rather than generalities, and logically connects all ideas.
Writ 1133 features of strong analysis paragraphs
An analysis paragraph analyzes a single piece of evidence to support the thesis. It should present the evidence directly, analyze it using relevant concepts, and connect how it supports the thesis. A strong analysis paragraph states an argument, quotes or describes the relevant evidence, uses concepts to dissect how the evidence backs the claim, and indicates how this argument ties to the overall thesis. It avoids simply summarizing, omitting the evidence, failing to use concepts, or cramming multiple claims into one paragraph.
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Chronicle, story - drama, theme, plot
- 1. chronicle and story A chronicle is a retelling of events in the order that they happened.
- 2. chronicle and story A chronicle is a retelling of events in the order that they happened. A story recounts events such as to indicate why they happened as they did (the causes and reasons) and what they might mean.
- 3. chronicle and story A chronicle is a retelling of events in the order that they happened. A story recounts events such as to indicate why they happened as they did (the causes and reasons) and what they might mean. Because a story indicating causes, reasons, and meanings, it might recount events in the order that they happened or it might not. The order of events (or plot) is determined by the story’s dramatic and thematic needs. (See below.)
- 4. chronicle and story • chronicle The queen died. The king died.
- 5. chronicle and story • chronicle The queen died. The king died. • story The queen died. The king died of grief.
- 6. chronicle and story • chronicle The queen died. The king died. • story The queen died. The king died of grief. The prince nearly died of laughter.
- 7. chronicle and story • chronicle The queen died. The king died. • story The queen died. The king died of grief. The prince nearly died of laughter. The princess had always liked her brother, but not now.
- 8. chronicle and story • chronicle The queen died. The king died. • story The queen died. The king died of grief. The prince nearly died of laughter. The princess had always liked her brother, but not now. Now she loved him.
- 9. chronicle and story • chronicle The queen died. The king died. • story The queen died. The king died of grief. The prince nearly died of laughter. The princess had always liked her brother, but not now. Now she loved him. In the village, Michael, the orphan boy who worked for the blacksmith, knelt down, said a prayer for the king and queen, and wept.
- 11. Drama, theme, & plot: Writing history
- 12. Drama • The specific conflict that motivates the action, assigns roles to characters, and gives the story its shape.
- 13. Drama • The specific conflict that motivates the action, assigns roles to characters, and gives the story its shape. Theme • The “big idea” that gives the text a shape and a purpose; it’s deeper meaning.
- 14. Drama • The specific conflict that motivates the action, assigns roles to characters, and gives the story its shape. Theme • The “big idea” that gives the text a shape and a purpose; it’s deeper meaning. Plot • The selection and sequencing of details. • Through plotting, the text’s dramatic conflict is developed and its theme unfolded.
- 15. Historical narrative • Discovers the “big picture” within the “small,” a community- wide theme within a personal drama, a large-scale transformation in power relations played out in an individual- level conflict/resolution.