English 401: Topics in Rhetoric and CompositionDisability Rhetoric

Omnibus Syllabus (policies, bibliography, schedule, and assignment booklet): https://drive.google.com/file/d/14PPou817t7mEqfO7V4qEHbYz0o0Qzd9r/view?usp=sharing

Course website: http://wp.wwu.edu/w18eng401

Table of Contents (page)

Wednesday, January 10th 2

Friday, January 12th 5

Wednesday, January 17th 14

Friday, January 26th 15

Monday, January 30th 16

Wednesday, January 31st 17

Friday, February 2nd 18

Monday, February 5th 20

Wednesday, February 7th 21

Friday, February 9th 21

Monday, February 12th 22

Wednesday, February 14th 23

.Friday, February 16th 23

Wednesday, February 21st 24

Friday, February 23rd 26

Monday, February 26th 26

Wednesday, February 28th 27

Friday, March 2nd 28

Monday, March 5th 28

Wednesday, March 7th 28

Friday, March 9th 29

Monday, March 12th 29

Wednesday, March 14th 30

Friday, March 16th 30

Presentation Sign-up List 31

Wednesday, January 10th

Agenda● Brief course introduction● Group activity: reverse-engineering disability studies

○ Group Presentations● More detailed course introduction● WordPress signup● Homework

1. Brief Introduction to the course- I’m Andrew- What’s disability studies- What’s it have to do with Writing Studies?- Who are you?

2. Group activity: reverse-engineering disability studies

The aim of this activity is to begin to define disability studies as a field, not by seeking out official definitions, but by studying the texts that field produces and the scholarship it endorses. It also allows us to start considering what this field has to do with us as individuals--as students, (future) professionals, and scholars in separate majors.Time: 20 minutes (9:10)Task:

1. Study the the CFPs your team ended up with. 2. For each CFP, highlight

a. Keywords, terms, jargonb. Important claims, questions, or assumptions made by the author

3. Then compare the CFPs trying to answer these questionsa. Based on what you see in these CFPs, how would you define the field of

Disability Studies? What are its core concerns?b. How does disability studies interact with other disciplines? What questions does

it add to the conversation in other fields? And vice versa…4. Prepare a brief presentation for the class in which you

a. Introduce yourself and your partnerb. Present your findings from step 3 (using quotations if possible)c. Reflect on how you are situated in relation to this field

i. affects your major?ii. affects your professional ambitions?

Presentations--

Keywords, jargon etc:- Contemporary - People with disabilities- Ableist (ideology and theories)- Epestemologically- Crip- Disabled bodies- Human- Racialized, heteronormative- Intersectionality- Universal design for learning- Mental illness/ insanity / madness/ malaties - Illness as distinct from disability-

Important claims questions etc:- Social focus--world of work, people, public sphere, social interactions- What determines disability/normal? What’s the role rhetoric plays? Social conventions?- Contemporary research seems the focus (vs historical or literary?): new disability

category- Analysis of how disability portrayal influences the lived experience of people with

disaibilies- Places disability at the center of our pedagogies and practices

Academic Field observations:- Contemporary media studies- Fan spaces (affinity spaces) - Safe space overlaps

Life usefulness:- Creative writing: could create more thoughtful and real disability representations-

3. More detailed course overview

A. The assignments

a. Self-directed and self pacedb. Shared in final form on the blogc. Presented to the class for live feedback the following classd. Assignments are listed in the Assignments Booklet (Green paper)e. Note that 3-pointers need to be workshopped in class

B. The calendara. Workshop datesb. In-class presentations

i. Will circulate a list every Wednesdayii. 20 minutes per class for Wk 1-3iii. 30 minutes per class Wk 4-5iv. 40 minutes per class Wk 6-8v. 20 minutes per class for wk 9-10 (plus two reserved all-presentation days)

c. Finals: Portfolio sharing

C. The website - https://wp.wwu.edu/w18eng401/ a. Contains:

i. Our blog for submitting finished workii. Announcements page iii. Link to this document (Course Records)iv. The daily schedule from the syllabus

1. If we make changes, this is where we’ll post the updated scheduleD. The readings etc

a. Available on Canvas under Filesb. That’s all we’re using Canvas for

E. The next two weeks

4. WordPress Tutorial pt 1

Step 1: Go to https://wp.wwu.edu/ Step 2: Click the big red Create Blog buttonStep 3: Log in with universal loginStep 4: Create a blog/website using the web form

- Fill it in with gibberish if you want, you can delete the site later- This is just the process that will get you into the WWU WordPress system

Step 5: Come up to Andrew’s computer and add yourself to our class website

Homework● Read through syllabus and come on Friday with one question● Read the Class Bibliography list and choose top 3 items you’d like to review (one is a

backup in case someone else grabs yours● Reading response (Linton, Dolmage, Keywords)

○ Read through the three assigned readings (not necessary you’re an expert in all of them, so skim as needed)

○ Find one quotation from one of the readings that draw out some commonality among these three readings. Perhaps these texts share some common concerns, beliefs, biases, influences, shared questions, shared goals, shared approach to their audiences...

○ Fina a second quotation from a different reading that draws out some key points of divergence among these readings.

○ Write out 2-ish paragraphs about why you chose these quotations and what they demonstrate

○ Post it to our blog with the category Class-Discussion

Friday, January 12thAgenda

● Logistics○ Bibliography selections

● Solo/partner: Setting course & syllabus questions● Discussion: language of disability● Homework

Logistics● FIRST THING: Write your two quotations on the board(s)

○ one above the other with a good amount of space between for someone else to write

○ Feel free to condense the quote if it makes things easier○ Do not include the author/page citation with your quote

● Review sign-up list is circulating○ I’ll make a page for the website with the finished list

● Logistical hiccups so far?

Activity: Setting Course● Solo freewrite: What do you think of the class based on what you know so far?

○ Freewrite means■ Not planning your outline, thesis, or style in advance■ Following stream of consciousness■ Fast, jumpy, exploratory, experimental

● Partner up and discuss○ What came up in your freewriting?○ What are you thinking in terms of assignments, personal deadlines, possible

areas of focus within the course topics○ What questions did you bring about the syllabus?

● Discussion

Observations about the class: - lots of little projects to work on (not too small to be insignificant, not too giant)- Choice in assignments--helps if time management good- Can connect to your own field of study (journalism!)

Questions:Workshop days and 3 point projects

- Don’t need to come in for workshop days you aren’t usingHow do we ensure not to have overlap in projects (same movie, same poets)

- Not an issue if it happens- We’ll work it out in tonight’s homework

Reviews- Format is basic summary + reflection. Reflection most important, but give enough

summary for someone outside the class to know what the text IS and SAYS-

Activity: Disability and language● Choose a pair of quotations on the board (that isn’t your own, obvs)● Circle a word from each quotation and draw a connecting line between them● Label that connecting line with a question

○ Perhaps a question in your own voice, asking or speculating about the connection you drew, i.e.

■ “Does the medical model really doing harm to disabled people?”, if it seems that the readings disagree in some way on this point

■ “Why do you all only talk about X and not Y?” if it seems the readings are connected by a shared omission

● Time permitting, we’ll repeat with another pair of quotations● Discussion

So

Homework● For Sunday night, write a brief post discussing your assignment and review choices for

the quarter. ○ You don’t have to be 100% sure at this stage, just talk through your thinking so

far○ Use the category “Discussion (on topic)”

● For Wednesday, create a Text/Image multimedia piece demonstrating or exploring one key concept encountered so far

○ Use an image editor to create a visual collage ○ Include a combination of imagery and a short bits of language from one of the

texts■ Make the image more than a demonstration of the words, or the words an

explanation of the image■ Use juxtaposition to add a layer of critique, irony, or emotional resonance■ See examples made by English 101 students in my email announcement

from 1/12○ Post your image to the blog by next class (Weds 11/17)

■ Don’t give much explanation of your image in the p■ ost, we’ll be sharing these in class and we’ll want to be able to analyze

and enjoy your piece without too much explanation from you as the artist■ Do give your post a title, which should be the title of your image (“Untitled”

if you must, but I’d prefer a title that contributes meaning to the piece w/o explaining it)

■ Use category “Class Discussion” when you post

Wednesday, January 17th

Logistics- Welcome Suzanne Blaire and Lisa Osadchuck- Review handout circulating again- What makes a review?

- Introduces the author (field, important work, etc)- Summarizes the original work (thesis, major claims, evidence, argument style,

etc)- Reflects on the work (how it contributes to your thinking in the class, how it

relates to other readings or discussion, etc)- Around 1000 words- Provide links or citations for other sources mentioned

Activity: Theory Gallery

We will take turns examine each of the images you submitted for homework. In each case, the creator of the image will keep quiet as the class responds to their work.

Everyone whose work isn’t being viewed will be responsible for discussing these three points. For each round, one person will talk through each question before passing the discussion off to the rest of the class.

- What do we see in the image, objectively? (ALT Text conventions)

- What are the means of communication in this image?

- What does this image communicate?

Homework- Read Hevey, “The Enfreakment of Photography”- Read Jenkins, “Thirteen ways of looking at a black and white photograph”

Next class: Gallery walk and forum on the photography of Diane Arbus

Friday, January 26thAgenda

- Logistics- Diane Arbus Gallery walk- Presentation signups - Homework

Logistics- Cancelling video project- Workshop moved to Monday 1/29- Signups

- Consultations: www.tinyurl.com/DrLWinter18

- Reading reviews - Presentations

Arbus Gallery walkThere are approx 20 Diane Arbus photographs on the walls in the classroomWe reference the Jerving article and talk through the 13 ways of looking

1. Use one of the first 6 ways of seeing to objectively describe your image. Perhaps in terms of photo composition or lighting.

2. Use one of the second 6 ways to objectively describe the photo3. Ask what connects these two objective descriptions. Is a meaning implied or hinted at

between them?4. Ask what does this image have to do with disability?5. What do you think about Diane Arbus’s representation of disability? Or what do you think

about her audience?

Rapid essay writing:What should we think about Diane Arbus as a representer of disability (if that’s what she is)?

2-3 paragraphs (w/title)Reference your image30 minutes to work

Homework1. Workshop on Monday -- Bring a 3-point project in process (one copy for Andrew, 3

copies for peers)2. Read the presentation pieces listed for Monday

Monday, January 30thAgenda-

- Logistics etc- Workshop no 1- Project presentations- Homework

Logistics- Any issues lately?- Bring syllabus on days you present

Workshop no 1

Aims:

- Assess the piece against the eval criteria- Increase the piece’s interest and argumentative effectiveness- Share observations about methodology (how you’re writing it)

Project Presentations

Homework- Read “History” from Keywords for Disability Studies- Read Straus, “Autism as Culture”

- Identify and quote one contentious or arguable claim (underline it is fine)- Read projects from Wednesday’s presenters

Wednesday, January 31stAgenda-

- Logistics- Presentations- Discussion: Disability Histories- Class Roundtable- Homework

Logistics- Name game

Presentations- Kaylee- Bailey

Disability Histories- How can we define a starting point?- How do we seek disability backward in time?- Why might we want to?- Could you be a disability historian?

Example: Andrew’s CCCC lecture: https://disabilitywrites.commons.gc.cuny.edu/2017/03/16/draft-cccc-2017-talk-cultivating-disability-pre-histories/

Roundtable- Key questions so far

- Assignment trajectory- Goals for the next quarter of the class

HomeworkRead: Sinclair, “Don’t Mourn for Us”Read: Presentation pieces on the blogWatch: Grandin “The World Needs All Kinds of Minds” (TED talk)

Friday, February 2ndAgenda-

- Logistics?- Group activity: Rhetorical Analysis three ways- Presentations- Homework

Logistics- How’s class going so far?

Group Activity: Rhetorical analysis three ways

The Rhetorical Situation - Straus Q: What’s his aim w/in the limits of texts?- Genre (the standard form being followed--an open letter, horror novel, legal brief)- Medium (what the text is made of--written English, signed English, a website with

embedded links)- Audience (who the text is intended to address; also, those who the author didn’t

anticipate addressing)- Purpose (what change the author wants in the world through this text)- Message (the specific thesis or argument present in the text; what it literally says)

- Article in literary journal- Written English, paper and online- Disability scholars as audience / Also new people to autism as scholarly topic / maybe

families and autistic people off the street?- Purpose: argue for non-medical models- Bold claims: psychological paradigms change in response to history and culture.

Rhetorical appeals - Sinclair Q: What’s his style of appealing to audiences?- Ethos (demonstrations of the author’s values or credibility) - Pathos (demonstrations of empathy with the reader)- Logos (demonstrations of intellectual rigor and reasoning)- Kairos (demonstrations of urgency or timeliness)

- Largely pathos based- Points out the inhumanity of neglecting autistic child

- Ethos based on personal authority as an autistic person- Ethos ESSENTIAL to the argument; but narrow- Leads to thinking of autism as one thing

- Logos? - Reason with parents about their response, that they don’t have to behave as if

it’s tragic?- Logos problem--this is a universal experience

Critical discourse analysis - Grandin Q: What worldview is revealed in her language?- Verb choice (active vs passive, past vs future)- Pronouns (us, them, I, we)- Social power markers (paternalist language, value hierarchies, who is an active subject

vs passive object) → present/active voice -- supported by past-based evidence→ I/we/you, no gendered pronouns used→ Values mentors, teachers→ ASD community as a wholeMedium / pronouns draws connection to audience, draws them in to the ASD way of seeing the world. → needed in society: should not be ignored

Presentations:- Ray- Bailey

Homework- Read Wolf “Dyslexia’s Puzzle and the Brain’s Design”

- What’s Wolfe’s model of disability? Medical? Social? Cultural? A blend?

Monday, February 5thAgenda--

- Logistics - Activity: Dyslexia through three lenses- Discussion: Project production- Homework

Logistics

- Thursday Suzanne is putting on a workshop at the veterans center- Open to all female-identified vets- 6 week workshop Thurs 5:30-7

- Next few classes:- Weds, film viewing (might need to push presentations)- Fri, Workshop 2- Mon, unit 1 deadlines

- Reading review- A or B projects

Activity: Dyslexia through three lenses

Divide the whiteboard into three sections, one for each model of disability (medical, social, cultural). Draw a line separating off the bottom quarter of your space. For each model, write the headings:

● What defines disability?● Who is/isn’t disabled?● Appropriate response to disability

Fill in content with your group

Once groups are done, move to the right one section. Fill in the bottom section with citations from Wolf that exemplify each model. Cite them, don’t quote:

● Page number● Paragraph number (starting with the first paragraph, even if it begins on previous page)● Line number (as opposed to sentence number)

Discussion: Project progress● What projects are you working on?● What’s been churning and developing as you work on these projects?● What projects haven’t you figured out yet?

HomeworkRead:

● Cathy Davidson, “How we measure”● Mooney and Cole, “Schooled”

○ We’ll discuss next Monday

Wednesday, February 7thAgenda

- Logistics

- Date reminders from last time- Fri - Workshop 2- Mon - LD/Autism synthesis discussion ; Unit 1 deadlines (reviews + A or

B projects)- Film: Backwards: The Riddle of Dyslexia (1984)

- https://www.youtube.com/watch?v=sj_RybMgTyE&t=280s - Presentations (as time allows; nb: times added to Monday)

- Celene- Kaylee- Toni

Friday, February 9thAgenda-

- Presentations - Ray A3 and, B2 - Tonantzin Brito, A3 and B2

Workshop 2-

Homework reminders- Mooney and Coles “Schooled”- Davidson “How we Measure”- Review notes from Backwards: The Riddle of Dyslexia- Review Grandin, Straus, Sinclair

Monday, February 12thAgenda-

- Logistics etc- Debate: Frameworks of Neurodiversity- Case study: Philip Schultz, My Dyslexia (time permitting)- Presentations- Homework

Logistics

Debate: Frameworks of Neurodiversity

Can learning disabilities and Autism spectrum disorder be productively considered part of a single identity group? If so, how and why? If not, why not? Consider whether it can be considered an identity category, or if it SHOULD be considered so for some reason.

For:

Against:

- 2 minute opening statement- 1 minute rebuttal- 1 minute closing statement

Presentations- Bailey B3 (10)- Celine (5 min)- Sarah B3 (10 minutes)- Kaylee A3 (10 minutes?)- Tonantzin B3,B1 (10 min)- Emma A1, A2, B1 (for Friday)

HomeworkRead: Dolmage “Mapping Composition: Inviting Disability in the Front door

Wednesday, February 14thAgenda-

- Presentations- Discussion: Dolmage and spacializing access- Homework

HomeworkRead: William Smith “The Accessable Parking Space as Prosthetic”Read: Multimodality in Motion: http://kairos.technorhetoric.net/18.1/coverweb/yergeau-et-al/pages/access.html

. Friday, February 16thAgenda

- Discussion/Activity: Access theory- Presentations (45 minutes)- Homework

Key concepts:- Rhetoric: Employing the available means of persuasion to achieve an aim- Place vs space: The physical place (a room) and the social spect (the class that

happens in the room)- The abject: psycho-social identity category that is defined by its abnormality and

revulsion- Stigma: A social marking of abjection (i.e. branding thieves)- The normate:

Task:- Choose a question from the board

- What is access?- What is accessibility? - What is disability discourse?

- Find passages from the readings that help you answer each question- Also (and/or) employ these 4 key terms into your answer

Presentations

-Chloe A3- Lisa (A1, B1) -Chloe (A2)-Ray (B3,5-10 minutes)

Homework:Read Price, Disability studies methodologies”Read Michell and Schnider: “Conclusion: Compolsary Feralizing”Also read and comment on two peers’ blog posts

WednesdayTonantzin (a1&a2) 10 min-Emma A1, A2, B2 (10min) -Lisa A3 B2

Wednesday, February 21stAgenda:

- Logistics- Presentations- Discussion: DS Methodologies- Activity: Inventing Disability Discourses- Homework

Logistics- Preference on guest speaker date (W 2/28 or M 3/5)?- Schedule updates

- F 2/23 Workshop- M 2/26 Making disability history- W 2/28 Guest speaker- F 3/1 Disability services sites discourse analysis- M 3/5 Film Vital Signs

Presentations- Tonantzin (a1&a2) 10 min- Emma A1, A2, B2 (10min) - Lisa A3 B2

Discussion: DS Methodologies- Access - Access as it relates to social groups/society/independence: is it accessible or

not?- Activism - gather a plan for action for the movement; i.e. changing schools and fields;

implications of changing a certain environment- Identification - Visible vs invisible disabilities--claiming disability or assuming dis/ability in

others; where disability identity puts you rhetorically - Representation - how disability is depicted and understood (stereotypes)

Activity: inventing disability discourses

Definition: At academic conferences, three or four scholars speak together on a panel, usually united by some shared theme. Each talk will address a different research project that connects to the topic.

Task: Plan out two different conference panels relating to disability. - One should imagine a conference disability studies panel within a specific academic

field. The panel might be called, for instance, Disability studies approaches to Engineering (or victorian literature, or Indian mainstream film, etc).

- Imagine 3 possible titles for talks on this panel (make them nice and academic-sounding with a colon)

- One should be a mixed-discipline panel on a specific overarching question in Disability Studies

Panel topics/titles:- Disability in the classroom- The connection btw disability and culture loss in USA

- Accessibility talk, w/stem maybe- Disability and 20th c women’s literature- Film and representation

- Inspirational?- Ethics

- Transparent applications of disability studies and race theory- Activism- Application- Comparison

- Disability studies and recreation- UD playspaces- Hyphen shoes for ABs- Choice in recreation for non-ABs

Homework- Come prepared for Workshop 3 on Friday

- 3 copies of drafts-in-progress- For Monday, read “Oral History of Fred Francis”

- Come in with three observations relating Francis’s testimony to course concepts (rhetoric, access, DS research methodology, models of disability, etc)

Friday, February 23rd

Agenda-- Logistics- Workshop 3- Homework

Logistics- Presentation schedule for next week posted

Workshop 3- Remember to take a revision worksheet

- Turn this in with your final portfolio essayHomework

- For Monday, read “Oral History of Fred Francis”- Come in with three observations relating Francis’s testimony to course concepts

(rhetoric, access, DS research methodology, models of disability, etc)

Monday, February 26thAgenda-

- Logistics- Activity: Dissecting Fred Francis Oral History- Homework

Activity: Dissecting FF Oral History

Activist TriangleIn pairs, pour over the Fred Francis oral history, seeking out moments that represent disability rhetoric in action. Create a triangle diagram like this:

Inside the triangle put the page number from the OH you are examiningOn each point of the triangle, put one of these

- Impetus: what’s the call to action for this rhetorical situation (what problem or opportunity sparks the rhetorical situation?)

- Rhetorics: what means of persuasion or constraining factors are at play?- Action: what real-world actions are involved (either actions desired or those achieved)

Homework:- Reread William Smith’s article on Accessible Parking Spaces as Prosthesis- Dr. Smith will be guest-teaching our class on Wednesday 2/28

Wednesday, February 28thAgenda-

- Logistics- Guest speaker, Dr. William Smith- Homework for Friday

Logistics- Timeline reminders

- Fri 3/2 - Discussion/Activities on analyzing disability discourse in institutional documents

- Mon 3/5 - Screening and discussion, “Vital Signs: Crip Culture Talks Back”- Wed 3/7 - Discussion/Activities on campus disability communities- Fri 3/9 - Workshop 4

- Mon 3/12 - Presentation marathon ; second reading review due

- Presentations signup still open

Homework:- Read: Margaret Price, “Access Imagined: The Construction of Disability in Conference

Policy Documents”: http://www.dsq-sds.org/article/view/174/174 - Research: Hunt down the website for disability services at another university or college.

Print out every page from that website. Bring these pages to class, where we will conduct a comparative critical discourse analysis

- Just for fun, you might like to see a paper I wrote during my doctoral work, which was the basis of this assignment: https://drive.google.com/file/d/1iUZ2ZHsmyXmLtbdmVnTewNEyXGq5IeKW9F8upAaFXuUBx-RBRrJj2MsshJH9/view?usp=sharing

Friday, March 2ndAgenda-

- Class work: Critical Discourse Analysis of Disability Services- Homework

CDA Questions:- What justifications are offered for disability services? (value-added to community,

“diversity positive” legal mandate, charitable good thing … other)?- Who are the potential and intended audiences of this text?- How was this text produced and by whom?- How do the policies get enacted? - What is the student’s active role? The faculty’s? The Disability service office?

Monday, March 5thAgenda-

- Film screening: Vital Signs: Crip Culture Talks Back- Full video available on YouTube at: https://www.youtube.com/watch?

v=r5rWHA0KcFc&list=PLmNQyAUvEL3V6XiqLtsJtFqnn-lYniczZ&index=1 - Discussion: Keywords, Binaries, Rhetoric- Homework

- Read: Shapiro, “From Charity to Independent Living”- And/or read my dissertation chapter:

https://drive.google.com/file/d/1_P0wkQzwubj-bYDhElsKBeycyJMREdh4/view?usp=sharing

- Research: Track down and analyze the website of a disabled student group or club outside of WWU

Wednesday, March 7thAgenda-

- Presentations- Discussion of student disability culture building- Homework

Discussion:

Individual identity development : Gibson model (2006)- Focused on congenital disabilities- Walks through a process of acceptance

Group identity development: Disability identity- Share common experience of discrimination

- Interpersonal logic of “Fix or change difference”- Social narratives of cure/prevent disability- Myths/tropes “better off dead”

- Shared experience of accommodating yourself- Legal coverage by ADA- Shared interest in self-advocacy and activism- Shared language of disability: Learned language of disability--taking ownership of

language about disability is a key community concern (person first vs identity first)- Shared histories differentiated by disability category, of invisibility, of oppression,

achievement

Case study: Ed Roberts’ narrative

Case study: Disabled student organizations

Homework:- Bring 3 printed copies of your final workshop piece

Friday, March 9thAgenda-

- Workshop 4- Presentations

Monday, March 12th

Presentation Marathon:Mon 3/12 - 60 min- Bailey D1+ D2 (10-15 min)- Celine C3 (10 minutes)-Ray D1 (5 min)

-Chloe D3 and D1 (15 minutes) -Sarah D2 and C1 (10-15 minutes)

Homework- Bring your thesis and outline for your portfolio essay

Wednesday, March 14thAgenda-

- Presentations- Portfolio essay outlines- Homework

Presentations:-Sarah C3 (10)- Kaylee C3 (10 minutes)- Emma B1, B2, C1, C2 (15 - 20 mins)-Lisa C3, D1, D3 (15-20 minutes)-Chloe D3 and D1 (15 minutes)

Homework- Bring in an artifact, video, audio clip, etc

- It should represent a personal connection to some idea from our course- It should cover new ground, perhaps something that didn’t yet come up in your

projects- Bring in your proudest piece of writing from this class (one printed copy)

- A clean version, please, not one printed from the blog

Friday, March 16thAgenda-

- Artifact sharing- Informal course survey- Proudest readings- Course Evals- Homework

Artifact sharing- What is it? - How does the artifact show connection between you and the class?- How does the artifact point toward new disability-studies influenced work in your future?

Informal course survey- Please rate the quality of each item, leave comments as you wish- Rate 1(dislike) - 5 (love)1. In-class activities organized my Andrew (reading discussions, case studies, etc)2. Assignment options 3. Reading reviews4. In-class presentations5. Blog6. Course policies (grading, attendance, etc)7. Other…

Proudest pieces from the course- What is it?- What makes you proud?

Course Evaluations

Homework- Submit portfolio essay by the end of our final exam

- Thursday, March 22 10:30 - 12:30 PM

Presentation Sign-up ListA few quick reminders about presentations. Once you are ready to submit you finished project, you will go through three steps.

1. Select a presentation slot by putting your name on one of the available slots belowa. This list will be updated every Wednesday, so you can’t call dibs on a

presentation slot next month etc2. Post your (semi-)finished draft of your project to the blog at least one class session

before you intend to present

a. Use the category appropriate to your assignment(Everyone else will read your work between classes)

3. You give a brief presentation of your project, coveringa. The topic and inspiration for the projectb. Your approach to the project so farc. The kind of feedback that’d be most useful to you right now

Signing upMost presentation/feedback sessions should be 10 minutes, if you think you need more time, you can take up to 15. Please keep your time requests in increments of 5 minutes. No 13.5 minute presentations.

Mon, Jan 29- 20 minutes available

- Celine- A1 5 min- Ray - A1 5min-

Wed Jan 31- 20 minutes available

- Kaylee B1 and B2 (10 minutes total)- Bailey B2 (10 min max?)c--

Fri Feb 2- 20 minutes available

- Ray B1 (5 min)- - Bailey A1 (5 min)

Mon Feb 5- 30 minutes

Wed 7- 30 minutes- Celine A2 (5 minutes)- Kaylee B3 (10 minutes)- Tonantzin Brito A1 & B1(10 min)

Fri 9- 30 minutes- Ray A3 and B2 (15 Minutes )- Tonantzin Brito, ( A3 and B2 , 15?? & from monday?)

Mon 12 -- 45 min- Bailey B3 (10)- Celine (5 min)- Sarah B3 (10 minutes)- Kaylee A3 (10 minutes?)-- Ray B3 (5-10 min

Weds 1430-45min-Tonantzin B3,B1 (10 min)- Chloe (B3, A3)- Tonantzin (a1&a2) 10 min - Lisa (B2, A3)

Friday 16 [Last day for A or B presentations]30-45min (last section for unit 1 projects)-Chloe A3- Lisa (A1, B1) -Chloe (A2)-Ray (B3,5-10 minutes)Tonantzin (a1&a2) 10 min-Emma A1, A2, B2 (10min)

Mon 2/26 - 30 min

Fri 3/2 - 45 min

Mon 3/5 - 30 min-Ray C1 (5 Minutes)- Celine CD1 (5 minutes)

Wed 3/7 - 15 min-Lisa C1 (5 minutes)

Fri 3/9 - 30 min- Bailey D1 and C1 (15?)

Celine D2 (5 minutes)- Chloe C1 (5 minutes)Mon 3/12 - 60 min- Bailey D1+ D2 (10-15 min)- Celine C3 (10 minutes)-Ray D1 (5 min)

-Chloe D3 and D1 (15 minutes) -Sarah D2C3 and C1 (10-15 minutes)Wed 3/14 - 60 min -Sarah C3 (10) - Kaylee C3 (10 minutes) - Emma B1, B2, C1, C2 (15 - 20mins) -Lisa C3, D1, D3 (15-20 minutes)