ITF Post: how to submit your final project, handout, and the one thing that every group needs to do

Prof. Rabinowitz and I were blown away by the presentations yesterday! It was clear to us that, even while still in-progress, the final project was approached by all groups with creativity and enthusiasm. The best part is that the efforts put forth so far have put each group in a very productive place to make improvements to the content of the site as well as the design.

Prof. Rabinowitz distributed a checklist for the final project and gave feedback to each group in class. I’ve included a handout with tip for revising sites for a general audience, which you can find below. Both the checklist and this handout are also available in the shared GDrive folder.

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Submit Your Final Project

Deadline: no later than 11:59 pm on May 22, 2018.

You must be logged in to submit your write-up and URL of final project website.

ITF Post: Extra Resources for George Chauncey’s “Gay New York”

Prof. Rabinowitz’s In-Class Questions

  • How are gay enclaves different or similar to ethnic enclaves?
  • Is New York distinctive (in terms of the gay enclave)? Offer some reasons from the course texts like Chauncey’s Gay New York or some of the discussion from class.

Click through for details on getting Chauncey’s book and links to articles and digitized archival collections!

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Interview Questions

Introduction

Use the form below to submit your group’s five interview questions. Please submit your questions as a PDF file, an option usually available with most word processing applications (MS Word, Google Docs, etc.) under “File” > “Save As” > Choose PDF

You may want to review the guidelines for interview questions in the syllabus and/or revisit your class notes from March 20 about developing interview questions.

Deadline

Each group’s questions should be submitted by the end of the day on Friday, March 23, 2018.

Proposal Submission Form

ITF Post: How to add footnotes to your posts

After reading everyone’s latest posts, it occurred to me that there’s a simple way to add citations to your posts: the plugin FD Footnotes. I’ve activated FD Footnotes and now you can easily add footnotes to your posts.

Why is this important? 1. Published posts instantly appear more streamlined; 2. As a result, the reader focuses on your ideas and you’re still properly citing your sources. 3. Learning how to adapt academic writing conventions to digital formats develops your ability to write for different platforms and audiences.1

Read on for very easy instructions + screen recording that I made to show you how to do it!

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  1. Alexis Carrozza, ITF for your seminar.

Project Proposals

Instructions

Use the form below to submit your group’s proposal for your final project; only one proposal per group. Please submit your proposal as a PDF file. Most word processing applications (MS Word, Google Docs, etc.) have this option under “File” > Save As > choose PDF.

Deadline: all proposals should be submitted by the end of Tuesday, February 20 and this form will close at the end of the day (11:59 pm).

Proposal Submission Form

Handouts

Primary Sources

Use the tabs below to access the PDFs used for in-class reading strategies on Tuesday, February 13, 2018.

Chop Suey Retorts

https://files.eportfolios.macaulay.cuny.edu/wp-content/uploads/sites/6074/2018/02/16170231/Chop-Suey-NYTIMES.pdf

English vs. American Food

https://files.eportfolios.macaulay.cuny.edu/wp-content/uploads/sites/6074/2018/02/16170231/English-v-American-food-NYTIMS.pdf

Sauerkraut May Be Liberty Cabbage

https://files.eportfolios.macaulay.cuny.edu/wp-content/uploads/sites/6074/2018/02/16170231/NYT_sauerkraut.pdf

Handouts

Eportfolio Handout

This handout contains the agenda and vocabulary words for the eportfolio workshop that was held in class on Feb. 6, 2018 in preparation for the mandatory Seminar 2 final project. A preview of the final project can be viewed here.

https://files.eportfolios.macaulay.cuny.edu/wp-content/uploads/sites/6074/2018/02/16170231/6Feb2018-Sem2-ITFeportfoliohandout.pdf

Paraphrase x 3

Use this handout to help develop the skill of paraphrasing, the value of which is described below:

If you paraphrase a key passage from a reading several times, you will discover that it gets you working with the language. But you need to paraphrase slavishly. You can’t let yourself just go for the gist; replace all of the key words. The new words you are forced to come up with represent first stabs at interpretation, at having (small) ideas about what you are reading by unearthing a range of possible meanings embedded in the passage.

Source: Writing Analytically4th ed., by Rosenwasser and Stephens, 35. 

https://files.eportfolios.macaulay.cuny.edu/wp-content/uploads/sites/6074/2018/02/16170230/13Feb2018_Paraphrasex3-edited.pdf

The Method

Use this handout and exercise to help “decode” difficult texts:

The Method is our shorthand for a systematic procedure for analyzing evidence by looking for patterns of repetition and contrast. It differs from other tools we have been offering in being more comprehensive. Whereas Notice and Focus and 10 on 1 cut through a wealth of data to focus on individual details, The Method goes for the whole picture, involving methodical application of a matrix or grid of observational moves upon a subject. Although these are separate moves, they also work together and build cumulatively to the discovery of an infrastructure, a blueprint of the whole.

Source: Writing Analytically, 4th ed, by Rosenwasser and Stephens, 37.

https://files.eportfolios.macaulay.cuny.edu/wp-content/uploads/sites/6074/2018/02/16170230/The-Method_SauerkrautLibertyCabbage.pdf

NYT asks in 1990: “Immigrant Celebration: Is the Experience Still Relevant?”

What was Ellis Island anyway? Among the proudest parts of the newly restored island is a long copper wall on which some 200,000 names of former immigrants – from Agnes Aabrahamson to Ferra Zyziak – are inscribed. Passage through Ellis Island was not required for inclusion on the wall; all that was needed was a donation in the immigrant’s name. Still, the wall is in one sense a physical symbol of the melting pot, with its vast mixture of national origins, its English, Swedish, Polish, Jewish, Italian, Greek and other names. But black Americans or Asian-Americans visiting the wall would probably find few names directly relevant to them.

The wall is evidence that Ellis Island belonged to a specific time in American history. It was the time of the huge influx of European, white immigration that took place in the first half of this century. And it was a time when the new arrivals accepted as a matter of course the need to adapt to a culture and a language that was not their own, to take on a new identity as part of achieving the American dream.

Source: Richard Bernstein, The New York Times (September 11, 1990)

Great discussion in class today about the article and issues of assimilation, New York, and the relevance of the question posed by Bernstein in 1990 to our class in 2018. You can click the link above for the article or check the shared class folder.