Bailey, Abraham & Brady present this week!

march 15
Welcome to week Nine!

I. Announcements​

• RR1-7, Project #1, Project #2, CA1-8 can no longer be submitted
• The rest of the semester focuses on RR 8-11, Project #3, Project #4, and the last 5-6 weeks of classroom activities (final call is April 26)
• There are no more slots left on the presentation schedule.  If you miss your day at this point in the semester, you have to be ready to go in case someone else is absent or forfeit the grade for this project.​​​​

II.  Reminders about Presentations

• Use transitions and animations
• Name your sources/readings
• Have a bibliography page--- include the URL for your images
• Title must be in academic format  (catchy phrase: description)

sample ​titles
Word is Bond: An Introduction to Black Rhetoric and Language (course title)
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“And If You Don’t Know, Now You Know”: Black Language and Rhetoric as the Comeback from My Educational Withholding

A Typical Week

• Tuesdays are workshop days
• Thursdays are panels for the Hype Presentations &  homework days​

Things You Might Need Again

• The Syllabus
• The Hype Presentation Guidelines
• Hype Sign-up Sheet & Angel's Example
• Overview of the Reading Responses (RRs)
• ​Project #1 |  Project #2 | Project #3
• Black Language HandOut

Please Note

This project must be on ONE PAGE.  It is not a slide presentation.

III. The One-Pager Project
A one-pager is similar to a collage except that you must incorporate words.  All white-space must be used (an image or words should be everywhere). Here are the various components that must be featured on your page (must be at least 16in X 20in on the canvas paper that was provided to you in class):

• At least one line that impacted you from Maria Stewart and/or and/or another Black rhetor during slavery
• At least one line that impacted you from the Blueswomen (either from lyrics, Angela Davis’s text, the documentary, etc)
• At least one line that impacted you from the Combahee River Collective, Audre Lorde, Ida B. Wells, or Barbara Ransby
• At least one line that impacted you from the readings on contemporary Black feminists
• Include titles of texts and/or authors' names when you use quotes
• At least one, main symbol that connects/highlights your understandings/ideas/feelings of the texts we read
• A statement (or multiple statements) in your own words that explicitly discusses all of these texts you have chosen and their relation to BLACK FEMINIST RHETORICS
• Click here for the PDF of these requirements.  Each named rhetor should weblnk back to the course syllabus.

Sample One-Pager Projects: Handmade

IV. ​Writing a "Red Record" with Ida B. Wells w/ Open Discussion

DIRECTIONS FOR CA9: Click any image below to make it larger.  On the image, you will see a URL for the image's source. For now, you do NOT need to read about this image or go to the source.  Remember that Ida B. Wells would not have trusted white newspapers and court documents that justified these lynchings.  Some of these images also come from postcards that families sent one another as a form of celebration and bonding.  So you are not "investigating" right now. You just need to react to what you are seeing. Look at your image.   If you are unable to look at this, there is a video you can watch instead above with an alternative writing prompt.
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COMPLETE YOUR WRITING ACTIVITY (CA9) and KNOW that what you write will bring serious repercussions.  If you are Brown or Black, this same mob WILL come for you and with IMPUNITY.  If you are non-Black/non-Brown, you will certainly face alienation, ridicule, and blocking (mortgages, services, etc) from your neighborhood and community for the rest of your life