During the last three weeks of this session we will be pulling from everything we’ve done before: critical analysis of texts, cultural analysis of works, integration and synthesis of works from different eras and cultures, and explication of literary devices.  "How will we do this?" you ask?  By answering an apparently simple question:

What do Mary Shelley’s Frankenstein, Wilfred Owen’s "Dulce Et Decorum Est," H.G. Wells’s The Time Machine (and The Days of the Comet, and The Island of Dr. Moreau, and Conrad’s Heart of Darkness), the Danse Macabre, 1984, punk music (The Clash!), Twitter, Wikipedia, The Wisdom of Crowds, The Starfish and the Spider, DIY, Internet piracy, and podcasting have in common?

Our answer can be as simple and complex as we want, but it will take our understanding of all these cultural phenomena and works and the skills we’ve acquired this year to pull off a solid answer.

Now that’s a cumulative test.

I hope the overview in class was clear, but in case it wasn’t, here’s a primer:

• Heading your paper (link to AP site).  The link also provides an example of in-text citations, margins, and headings.
• MLA format guide at OWL at Purdue.  Most of you will be using the “book” and “online periodical” sections.
• Works cited page (click to make larger):

• Keep in mind that the entire document should be 12pt Times New Roman, double-spaced.  To make sure: after you finish your paper, save it, hit ctrl+A, right click the text, then hit “Paragraph.”  The line spacing option should say “double”, and the spacing before and after should read “0″.  Hit “OK,” then (with the text still highlighted) check the text size and font boxes to ensure they read “12″ and “Times New Roman,” respectively.  If not, or if they’re blank, fix them.
• 
• You’re all set!  Send me a copy tonight if you want me to look it over, but don’t depend on me to do your final editing.  I won’t have access to a computer all night.

[This post was WinsomeWiki'd on 4 Jul. 2009.]

Step 1: Sign up for a gmail account.

Step 2: Send an email to one of the people from class (or me).

Step 3: Click on the link you receive.

Step 4: Add your notes!

Okay, so I understand how the Tesla coil works in principle.  I think.  Something about tossing very low current, high voltage charge between circuits that resonate at similar frequencies.  This, however, blows my mind:

Any help?  Find a better explanation online?

English classes are interesting.  We teachers often push aside works of nonfiction in favor of fiction’s many incarnations while asking you to produce short works of nonfiction in response (think essay, book report, research paper…).  Think about it: if all that you consume is fiction, what do you predict your writing will look like?  Exactly.

Please to not misinterpret me: Fiction is vitally important to our understanding of the world.  (Remember our discussions on the magnifying glass, the different lenses, and the fact that most communication is metaphorical.)  That said, my goal with this section is to remove the pressure of fictional analysis while focusing on three vital skills: communication, collaboration, and connection.  You will communicate your ideas and knowledge; collaborate with your peers; and make connections between what you know, what others know, your books, and the outside world.

Here’s how we’ll do it:

Each of you has chosen a work of nonfiction from this list (if you don’t have your copy yet, email me now.  I’ll buy it for you and meet you at Starbucks if I have to.):

• The Wisdom of Crowds by James Surowiecki
• Everything Bad is Good for You by Steven Johnson
• The Starfish and the Spider by Ori Brafman
• The Tipping Point by Malcolm Gladwell
• Reviving Ophelia by Mary Pipher

These books cover a wide range of topics (group intelligence over singular genius, the impact of complex pop culture, the resilience of non-hierarchical organizations, how ideas/products become popular, and the impact of relationships and the media on young women), but they all share one thing on common: how we are impacted by the world/people around us.

Each day you may be asked to teach the class about what you’ve read so far.  Others who are reading the same work may add to your lecture if they want to.  This will be uncomfortable for you at first, but remember, we all want to learn about each of the books, but can’t read them all.  Use your reading journal or notes to help you keep track of your thoughts if you’d like.

If you are not teaching your book, take notes in your journal.  Write down any lightbulb connections you make between the book and yours, any questions you have, or anything you might want to study further.  This will allow you to make sure you understand what is being presented and solidify the connections you make between your book and others’.

After a book has been taught, I will ask the other readers of the book about their thoughts on it so far, and any connections they’ve come across.  Before the break, I asked each of you to bring one connection between your book and the outside world to class on Monday.  If you’ve found one, keep looking!  We can never make too many connections, and I’ll be asking for them often.

We will then open the floor to those who have not read the book but have questions or connections to contribute to the class’s understanding.

This is not a series of presentations.  This is not a book report.  I will not ask you to stand in front of the class.  This is a discussion amongst peers about how parts of the world works.  The steps above will only be in place for the first few days.  After that, we should be in the habit of explaining what we’ve read, sharing ideas and connections, and building on one another’s ideas.  The length of this assignment is dependent upon how deep we want to delve into the topics.  We begin work on the final project on day one, so please come prepared.  What form the final project takes is dependent upon where our discussions take us.

Grades.  Because I have to.  Best advice: have fun, talk to others about what they’re reading, share what you know, make connections beyond the classroom.

If you’re keeping track, here’s the breakdown:

• Teaching your book (once per week): 30pts
• Sharing connection (outside source; twice per week): 10pts
• Journal (I’ll glance once per week or so): 20pts
• Weekly participation (discussing, asking questions, answering questions, helping others understand) 30 pts

A list of resources to get you started:

• TED.com  Most of the videos are around half an hour.  Watch what you’re interested in, not what you think will directly connect with your topic.  You might be surprised when a connection pops up later.
• PopTech.org  Similar to TED.com, with themed conferences and more articles.
• Hulu.com  Don’t get stuck watching Buffy the Vampire Slayer.  Check out the "Documentary and Biography" section under the "Channels" button for some interesting movies.
• This American Life Best. Radio program. Evar.
• Did I miss something??  Post your connection sources below.