Reading:

Suggested: Read through “Course Schedule” (this page). For information about grade distribution, class policies, and campus resources, see “Course Information.”

Homework :

In class, we will go over this course schedule page, watch a clip (embedded below) providing context for our first text, a novel, Upton Sinclair’s The Jungle, consider what literature is supposed to do, and come up with a title, protagonist, and plot in groups fora “muckraking” novel about New York City today focused on the MTA, rent, and Baruch Registrar.

Reading:

Read Upton Sinclair’s The Jungle Chapters 1-4. You may choose to download the entire book as an Ebook OR to read it online. Both options are available on the main page of Standard Ebooks page linked above.

Homework (Due at the beginning of class)*

1. * Because the form was only posted today, Jan 31, 2023 we will have time in class for you to fill out the form in class. It is linked here: https://forms.gle/aCNeckdpojRokioD7
2. Decide dates for class experiential learning trips based on the google form the instructor sends to class.
3. Class Trip and Reflection Blog Assignment (To be completed by the end of the semester): Students will have at least 4 trips off campus this semester. Students will create 1 short form media post reflecting on at least 1 trip and connecting back to the class. The short-form media content can be the following: a blog post (250-word reflection and at least one image with a caption) or other short-form media such as a 5 min podcast segment, Tiktok, Instagram reel, video blog/vlog, or “hot take” on Youtube 3-5 mins). You can see an example of a video blog/ hot take here:
   • Example Student Video Response to Class Trip to Met for Harlem Renaissance Eng 4545
   • Example of Student Blog Post Response to Class Walking Tour of Harlem
4. Students that go on additional trips and create reflection blog posts will receive extra credit that can either:
   • Replace a missing blog post or annotation assignment OR
   • Provide 2 points to an essay grade

Posting Comment to Instructor Video “Welcome to the Week” (Available Sunday at 11:00pm; post comment by 5:00 pm day of class)

1. Watch “Welcome to the Week,” a short video posted as a blog to this site by the instructor introducing the course and class focus this week. All “Welcome to the week” videos are posted in this tab, accessible in the menu, and linked here “Welcome to the Week.”
2. Write ONE 2-3 sentence comment on this CUNY Commons course site (DO NOT comment directly on Youtube). To see how to post a comment on CUNY Commons, click at the top of the page or here: “How To Guides and Tutorials.”

Reading:

Review Upton Sinclair’s The Jungle Chapters 1-4. You may choose to download the entire book as an Ebook OR to read it online. Both options are available on the main page of Standard Ebooks page linked above.

And here is a link to an audiobook available through Youtube: https://www.youtube.com/watch?v=2cTk9pjwlFA

Homework:

Casting Characters in The Jungle Blog Post update: This is now due by Tuesday Feb 7th given tech issues

In our reading selection, we are introduced to the main characters, Jurgis and Ona. To engage the text and think more about how characters are initially presented and change over the course of the novel, create a 250-word blog post casting our two protagonists using images of actors or other figures.

Directions for Casting Characters in The Jungle Blog Post

1. Read through the tutorial page featured under the menu tab “How to Guides and Tutorials” at the top of this site and here: “How to Create a Blog Post” (this will also include how to embed an image).
2. Create a draft of a blog post to begin the composition of post.
3. Search for two images (one for Ona and one for Jurgis) to cast in an imagined film adaptation of The Jungle. Save the images to your desktop.
4. Add images by clicking “Add Media” then drag and drop images or upload them to the media library.
5. Add captions to your images by clicking the image, then hovering your cursor over the pencil symbol (This allows you to “edit” the images) on the blog drafting/composing page.
6. In the body of your post, explain your casting based on the novel AND how you picture the film adaptation. You may choose to stick close to the description and style of the novel (a close adaptation) or reimagine it. Include one quotation from the novel in your writing with a chapter citation. Minimum of 250 words.
7. Include the category “The Jungle Cast Blog Post”
8. Save and publish.

Week Three

Reading:

Read Upton Sinclair‘s The Jungle (1906) Chapters 5-10 (skip 11-14); Chapters 15-20.

Homework:

1. Watch the instructor’s “Welcome to the week” video. Start thinking if you would like to guide the next week’s discussion of The Jungle and create a “welcome to the week” video or blog. In class, I will ask 1-2 students to create the next vlog (video blog) or blog prompting a discussion of themes, historical context, and different literary aspects of the novel, such as “the American dream,” “Realism”, or “muckraking.” The rest of the class will sign up for their ONE Welcome to the week post.
2. Write ONE comment of 2-3 sentences in response to the video (mention a related quotation, follow-up question, or affective response to an idea or the text). To see how to post a comment (on CUNY Commons, not on Youtube) click at the top of the page or here: “How To Guides and Tutorials.”

Reading:

Access online and re-read or skim to select phrases, sentences, or passages for annotation exercise by clicking here: “The Group Annotation of Chapters 5-10; 15-20 of The Jungle“

Homework:

Update: This is now an extra credit assignment. We will close read in class. Hypothesis annotation exercise for The Jungle (Aspects of Style and Themes surrounding class and money)

1. To see how to create a Hypothes.is account and how to log into our class “group” on Hypothes.is, click here: “How To Guides and Tutorials” and click on the post. “Using Hypothes.is and Annotating”
2. After you have created your Hypothesis account to get to our class “group,” on Hypothesis, “AmericanlitBaruch2023” use this link “Accessing Hypothes.is Group” (it is password protected). The instructor will give you the password.
3. On the Hypothes.is site there is a prompt to create annotations related to Sentimentalism and Realism. Full directions for the annotations are featured on this link to The group annotation of Chapters 5-10; 15-20 of The Jungle . Annotations should be at least 2 sentences (although they may be longer) One annotation should be before or in chapter 10; the other annotation after Chapter 10.

Reading :

Read Upton Sinclair’s The Jungle (1906) Chapters 21-22 (Skip 23-25); Chapters 26-31.

Homework

1. Watch or read the 1-2 peer “Welcome to the week” videos/blog posts.
2. Write ONE comment on each video/blog post. Each comment should be 2-3 sentences in response to the video (mention a related quotation, follow-up question, or affective response to an idea or the text). For directions on how to post a comment, see “How To Guides and Tutorials.”

Class Two: Thursday, February 23, 2023

Reading

Read W.E.B. Du Bois’s The Souls of Black Folk (1903) “Dedication,” “The Forethought,” “Chapter I: Of our Spiritual Strivings,” ” Chapter IV: Of the Meaning of Progress” ” Chapter XIII: Of the Coming of John” and Chapter IV: Sorrow Songs.”

And here is an audiobook of The Souls of Black Folk linked here: https://www.youtube.com/watch?v=FANzTaf3D3s

Homework

1. Watch or read the 1-2 “Welcome to the week” videos/posts created by peers (or the instructor).
   
2. Write ONE comment on each video/blog post. Each comment should be 2-3 sentences in response to the video (mention a related quotation, follow-up question, or affective response to an idea or the text). For directions on how to post a comment, see “How To Guides and Tutorials.”

Blog Post on The Souls of Black Folk: Defining Freedom through literary devices

1. As you are reading, look for passages featuring literary devices of Imagery OR metaphor to define freedom by using the definitions provided below:
   • A metaphor is a common figure of speech that makes a comparison by directly relating one thing to another unrelated thing. Unlike similes, metaphors do not use words such as “like” or “as” to make comparisons. The writer or speaker relates two unrelated things that are not actually the same, and the audience understands that it’s a comparison, not a literal equation. The word comes from a Latin phrase meaning “to carry across,” and a metaphor does just that—it carries a shared quality or characteristic across two distinct things.
   • Writers use metaphor to add color and emphasis to what they are trying to express. For example, if you say someone has “a sea of knowledge,” you use a metaphor to express how smart or educated they are. “Knowledge” and “the sea” are not literally related, but they are figuratively related because they are both immense things that are difficult to measure. By putting them together, you can accentuate how vast a person’s knowledge is.”
   • Imagery is the language used by poets, novelists, and other writers to create images in the mind of the reader. Imagery includes figurative and metaphorical language to improve the reader’s experience through their senses [sight, sound, taste, touch]
   • “Literary Terms.” Literary Terms. 1 June 2015. Web. 3 Nov. 2016. https://literaryterms.net/.
2. Select at least ONE passage that features metaphor OR imagery that relates to freedom. Cite the chapter the passage comes from.
3. In your blog post, in at least 200 words, explain, using your passage as evidence, what is Du Bois’s outlook on the shift from slavery to citizenship or becoming an American? What associations or qualities of freedom do we start to uncover when we close read some of his literary devices and choices?
4. Use the Category “Blog Post on The Souls of Black Folk: Defining Freedom through literary devices”
5. HINT: W.E.B. Du Bois focuses on the implications and effects of slavery in America AFTER Emancipation in 1865, through a period called “Reconstruction” that ended in 1877, up to 1903, when his compilation.
   • In addition to reading the assigned selections, try considering the expectations of freedom and what oppression looked as related to the following terms: slavery, the afterlife of slavery, Emancipation, Reconstruction, and “the Nadir” or the period after the end of Reconstruction up through the early or mid 20th (some scholars say the Nadir ends in the 1920s others say it lasts well to the 1940s).
   • You are encouraged to use search engines online and reference databases with articles offered through Newman library linked here Gale E books or Gale in Context: U.S. History (Note you need to sign in with a Baruch username and password to access this encyclopedic reference database).

Class One: Tuesday, February 28, 2023

Reading

Read “The Yellow Wallpaper” (1892) by Charlotte Perkins Gilman and linked here

[and update 2/28/2022 here is version easier to print (e.g. 10 pages): https://www.nlm.nih.gov/exhibition/theliteratureofprescription/exhibitionAssets/digitalDocs/The-Yellow-Wall-Paper.pdf ]

and a 34 min audiobook available through Youtube https://www.youtube.com/watch?v=_Gmp0pi5Vx4

AND

under “Private readings,” (use password mentioned on Blackboard announcements page): “‘But One Expects That’: Charlotte Perkins Gilman’s “The Yellow Wallpaper” and the Shifting Light of Scholarship” by Julie Bates Dock, Daphne Ryan Allen, Jennifer Palais and Kristen Tracy, an academic article covering the reception of “The Yellow Wallpaper”

Homework

1. Watch or read the 1-2 “Welcome to the week” videos/posts created by peers (or the instructor).
   
2. Write ONE comment on each video/blog post. Each comment should be 2-3 sentences in response to the video (mention a related quotation, follow-up question, or affective response to an idea or the text). For directions on how to post a comment, see “How To Guides and Tutorials.”

Reading:

(This reading is shorter) Read Georgia Douglass’s drama Blue Eye’d Black Boy and Claude McKay’s poems “If We Must Die” and “America”

and

Click here for an audio reading of “If We Must Die” (Just the first poem) from YouTube

and

Click here for an audio reading of “America” from Youtube

Optional reading providing context on Georgia Douglas Johnson who may have hosted readings of her play at home in Washington DC: https://usso.uk/2022/04/15/african-american-theatre-and-the-s-street-salon-community-building-and-articulations-of-race-and-gender-at-georgia-douglas-johnsons-saturday-nighters/

Homework:

1. Watch or read the 1-2 “Welcome to the week” videos/posts created by peers (or the instructor).
   
2. Write ONE comment on each video/blog post. Each comment should be 2-3 sentences in response to the video (mention a related quotation, follow-up question, or affective response to an idea or the text). For directions on how to post a comment, see “How To Guides and Tutorials.”

Reading

None

Homework

In class workshop on how to create a podcast for for podcast and 3 page double spaced rationale option Critical Analysis Paper #1. To do the podcast option, you must have 1-2 partners. Each partner must write their own rationale paper and a works cited with 3 sources required.

AND

In class Q&A about traditional critical analysis paper expectations.

Reading

None

Homework

In class workshop focusing on paper drafts. Bring TWO hard copies outline (introduction paragraph, topic sentences for sections) OR draft of the critical analysis paper, at least 500 words (the final draft is 1500-2000 due Saturday March 19, 2023 so writing more is to your benefit), and a works cited of 3 sources ( not including the primary assigned readings, with the exception of the academic article by Bock et al.)

OR

250 intro to rationale and outline of what the podcast will cover and works cited (3 sources)

These must be submitted to Blackboard for instructor feedback and grade.

Reading:

Read Allen Ginsberg’s long poem “Howl” (1955)

Homework

1. Watch or read the 1-2 “Welcome to the week” videos/posts created by peers.
   
2. Write ONE comment on each video/blog post. Each comment should be 2-3 sentences in response to the video (mention a related quotation, follow-up question, or affective response to an idea or the text). For directions on how to post a comment, see “How To Guides and Tutorials.”

Reading:

Review and annotate Allen Ginsberg’s long poem “Howl” (1955)

Homework:

Blog post Annotating Allen Ginsberg’s “Howl” (1955)

1. Choose a line or lines from at least 3 sections of “Howl.” Add at least 3 annotations.
2. For your annotations, explain how a literary device works in the poem, OR provide context for a cultural or historical allusion (e.g. a reference), or analyze another striking aspect of the poem. For example, you may describe significant imagery, historical allusion, or tone and its impact on the poem in that section or overall (especially if the lines you annotate seem part of a larger pattern).
3. Each annotation should be 2-4 sentences max for a total of 100-250 words.
4. Include the category “Blog post Annotating Allen Ginsberg’s “Howl” (1955)”
5. NOTE: Citing resources or defining literary devices or including your own original tags or a distinctive tile or media are considered marks of excellence in your post.

Reading:

Read the “Foreward,” “Introduction,” “Preface,” “1” and “2” of John Okada’s No-No Boy (1957)* This book is available for Baruch student with Baruch login through Newman Library. this is the version we will stick to in out class. There is also a pdf available online that you can access if you do not have Baruch login here: wordpress scan of No No Boy by John Okada.

*Note we are reading the republication from 1976.

Homework:

1. Watch or read the 1-2 “Welcome to the week” videos/posts created by peers.
   
2. Write ONE comment on each video/blog post. Each comment should be 2-3 sentences in response to the video (mention a related quotation, follow-up question, or affective response to an idea or the text). For directions on how to post a comment, see “How To Guides and Tutorials.”

Reading:

None

Homework:

Blog Post Reflecting and Connecting to John Okada’s No-No Boy

As we learn from the introductory materials for the novel, No-No Boy is a novel that was almost lost readers due to a lack of appreciation and reception. For this reason, for this blog post, we will gather resources to help us engage the novel and focus on reader responses. In a blog post include

1. 1-2 media (video, image, or website) resources and briefly (25-100 words) explain how they relate to the text. Be sure to include a link and citation or link when possible.
   • For example, I found the following interview on Youtube illuminating:

• I also found the following document about the two “loyalty” questions (related to the title “no-no”) interesting. You may use this source as long as you summarize and relate to the novel. It is linked here: https://encyclopedia.densho.org/Questions_27_and_28/

2. Write at least 200 words on your reading experience. You are welcome to bring your affect response, personal history, and/or questions to this blog post. What does it mean to read No-No Boy in this class? In this time period?

3. Include the category “Reflecting and Connecting to John Okada’s No-No Boy”

Reading:

Read “Letter to My Nephew” (1962) by James Baldwin

Homework:

1. Watch or read the 1-2 “Welcome to the week” videos/posts created by peers.
   
2. Write ONE comment on each video/blog post. Each comment should be 2-3 sentences in response to the video (mention a related quotation, follow-up question, or affective response to an idea or the text). For directions on how to post a comment, see “How To Guides and Tutorials.”

Reading:

None

Homework:

Class trip during class time (the museum is open late today) to Museum of the City of New York, focus on “Activist New York” exhibition (for those who cannot attend, there are parts of the exhibit available in a virtual exhibition accessible here: “Activist New York MCNY”

Students signed up:

1. Amy
2. Sophia
3. Ryan R.
4. Chad
5. Michael
6. Amara
7. Kenia 
8. Marco 
9. Jun
10. Ahmed
11.Ryan C.
12. Natalia
13. Jasmina 

Arrival (directions):

Students should arrive at the museum promptly at 5:30 on March 30 2023 to the Museum of the City of New York located at

 1220 Fifth Ave, New york, New York

At 103rd Street and 5th Ave:

Directions for Students:

Take pictures, short video clips or recordings to capture the experience and so that you might more readily post your blog reflection.

Blog Reflection Directions

After the trip, if you attend OR do the virtual visit, write a blog post or create a blog post including your reflection on the trip. Blog posts should be

1. At least 200 words ( half a page single spaced almost one page double-spaced) o
2. Should include at least 1 image with a caption
3. OR
4. A short video (3 mins or so) reflecting on the trip (can be recorded while on trip)
5. Please use the category “Class Trip Reflection Blog Post” for full credit.

NOTE: you are encouraged to record yourself responding to materials while on the trip so that you can create a Youtube video and post your response more immediately. The professor also accepts twitter feeds and insta-reels capturing your experience as long as you post a blog with a couple of sentences describing your reflection and include a link. An example of a video “hot take” reflection is featured here:

• Example Student Video Response to Class Trip to Met for Harlem Renaissance Eng 4545
• Example reflection on trip to the Tenement Museum or Eng 3025 (this course) American Literature 1865 to present

Reading

Read “Introduction” (about 10 pages) to Realizing the Dream of a Black University and Other Writings by Toni Cade Bambara by Makeba Lavan & Conor Tomás Reed; Read “Summer 1968 SEEK report” (about 12 pages) and “Realizing the Dream of a Black University” (about 13 pages) from Realizing the Dream of a Black University and Other Writings by Toni Cade Bambara Part II

Read through first half of online archive documenting the 1969 CUNY strike initiated by CUNY students to make Cuny admissions more accessible for Black and Puerto Rican students in New York. Start on the main page of the site with the “Background” then at the end of the webpage click the “continue…” button, then after reading the 1 paragraph interlude, click “Start the story” which should take you to the next section to read.

Read “Students Demand Reform” and download and read “The 5 Demands” as a pdf. Click the “Continue” button at the bottom of the page to get to next section to read.

Read the contextualizing paragraph “Strike” (note details of the photo captioned “Two Photographs from 1969 Demonstration.” You do NOT need to click the buttons for the different tables (but are welcome to do so). Go to the bottom of the page and click “Enter Scene One March 1969.”

Homework

1. Watch or read the 1-2 “Welcome to the week” videos/posts created by peers.
   
2. Write ONE comment on each video/blog post. Each comment should be 2-3 sentences in response to the video (mention a related quotation, follow-up question, or affective response to an idea or the text). For directions on how to post a comment, see “How To Guides and Tutorials.”

Week Twelve

Class One: No Class Spring Break Tuesday, April 11, 2023

Class Two: No Class Spring Break Thursday, April 13, 2023

Reading:

Go to Cuny 1969 site and Read contextualizing narrative on page “The Scene at CUNY: Down Convent Ave.” (About 2 pages) You do not need to click buttons to go to other pages or documents on this page. Click “Continue.”

Read contextualizing narrative on “Pressure Grows for Change” (one paragraph )then click “Continue.”

Read contextualizing narrative on “The Scene at CUNY: On the Quad at Brooklyn College” page (about 1 page). You do not need to click any other button or documents on this page. Click the “When you’re ready, head home” button.

Read contextualizing narrative on “Time to Head Home” (about a paragraph) and click “Head to the next module, Epilogue” read a brief wrap-up ( less than a paragraph).

Homework:

1. Watch or read the 1-2 “Welcome to the week” videos/posts created by peers.
   
2. Write ONE comment on each video/blog post. Each comment should be 2-3 sentences in response to the video (mention a related quotation, follow-up question, or affective response to an idea or the text). For directions on how to post a comment, see “How To Guides and Tutorials.”

Reading:

Review CUNY 1969 Archive

Extra credit opportunity: Attending Harmon Writer in residence event with Sam Pollard . Attend event and write a 200 word blog post or create a “hot-take” video
(much like with class trip reflections) to replace any missing blog post or annotations OR add points to overall blog post/annotation grade if all assignments complete so far. This event will likely be in person on Baruch’s campus.

Homework:

Blog Post for CUNY 1969 5 Demands Today

Consider the 5 demands made by student protestors and the response from different CUNY figures and officials. How do you make a call to action that reflects the lived realties and challenges of CUNY students? Bearing this in mind write a blog post in response to the following prompt: If you had to compose a list of 5 demands for CUNY today, what would they be? Create a blog post with the

1. Include a title that reflects the key idea or question your blog post brings attention to.
2. Write at least 200 words
3. One form of media (image or embedded video) with a caption.
4. Be sure to use category “Blog Post for CUNY 1969 5 Demands Today.”

Or

Blog Post for CUNY 1969, Baldwin, and Toni Cade Bambara

How do the works of James Baldwin and Toni Cade Bambara speak to the writing and events of the CUNY 1969 protests? For your blog post:

1. Include a title that reflects the key idea or question your blog post brings attention to.
2. Write at least 200 words
3. One form of media (image or embedded video) with a caption.
4. Be sure to use the category “Blog Post for CUNY 1969, Baldwin, and Toni Cade Bambara.” This post is intended to provide initial observations for class discussion.

Reading:

Read Joy Harjo’s poem, “American Sunrise” and Gwendolyn Brooks’s short poem “We Real Cool”

And

Watch “The Indian Problem” a short documentary by the Smithsonian (14 mins)

Homework:

1. Watch or read the 1-2 “Welcome to the week” videos/posts created by peers.
   
2. Write ONE comment on each video/blog post. Each comment should be 2-3 sentences in response to the video (mention a related quotation, follow-up question, or affective response to an idea or the text). For directions on how to post a comment, see “How To Guides and Tutorials.”

Reading:

None

Homework:

Continued discussion of poems and planning for trip to Museum of the American Indian

Reading:

Read first 3 chapters of Rachel Carson’s Silent Spring (1962)

And

Short summary of “Impact of Silent Spring by Rachel Carson”

And

Blog post “Why Rachel Carson’s Silent Spring Resonates Today”

Homework:

1. Watch or read the 1-2 “Welcome to the week” videos/posts created by peers.
   
2. Write ONE comment on each video/blog post. Each comment should be 2-3 sentences in response to the video (mention a related quotation, follow-up question, or affective response to an idea or the text). For directions on how to post a comment, see “How To Guides and Tutorials.”
3. Note: If the weather is nice, we might try to read outside. an announcement will be posted to Blackboard if we have class outside.

Reading:

None

Homework:

Blog Post Sources for thinking about issues and culture of climate change

Find a work of art, visual culture, poem, short story, or personal essay that relates back to climate change.

Create a blog post featuring the work and a caption describing it or citation

at least 100 words about how the work gets you to think further about climate change OR how culture and literature may help us better understand climate change

and the category “Blog Post Sources for thinking about issues and culture of climate change”

Reading:

From the library of Congress, read the short overview about Stonewall “riots” 1969 ( “Intro,” “First March”)

AND

On the same website (scroll to bottom), watch the 12 min documentary “Gay and Proud”

AND

Read contemporary poetry by trans poet Raquel Salas Riveria, “They” and “each translation is a transformation”

Homework:

1. Watch or read the 1-2 “Welcome to the week” videos/posts created by peers.
   
2. Write ONE comment on each video/blog post. Each comment should be 2-3 sentences in response to the video (mention a related quotation, follow-up question, or affective response to an idea or the text). For directions on how to post a comment, see “How To Guides and Tutorials.”

Reading:

None

Homework:

Wrap up conversation form last class.

Discussion of Critical Essay #2 and Podcast and Rationale Paper #2

Reading:

Homework:

UPDATE AS OF MAY 4: Instead of a blog post, for the last two days of class each student will conference with me for 10 mins about your paper.

Blog Post Brainstorming Prompts for Critical Analysis Essay# 2 (5% of Second Critical Analysis Essay grade)

Instead of a final paper covering all materials in the course, we will have a Second Critical Analysis paper on at least one text from Week 8 to Week 16 (e.g. from Allen Ginsberg’s “Howl” to Raquel Salas Rivera’s “They” and “each translation is a transformation”). Critical Analysis Essay #2 is due submitted to Blackboard May 22 11:00pm. For this blog post, come up with 2 prompts that each feature:

1. A question or inquiry based on a connection, problem, pattern, tension, or ambiguity that can be interpreted and explained (ideally in more than one way). This question or inquiry will allow us then to provide an argument, which, as we know from previous essay, enlightens and is debatable.
2. A suggestion for a resource for the works cited

Remember, exactly like the first essay, you will be graded according to your 1/2 to 1 page self assessment and instructor final review. The essay is 1500-2000 words.

The main objectives for the critical analysis essay #2 assignment are to compose a critical analysis essay of 1500-2000 words or 5 1/2 to 8 pages double spaced (not including the works cited page):

1. a persuasive argument that provides further insight into patterns, problems, or unique aspects of the text(s) using
2. literary interpretation and analysis (e.g. close reading)
3. at least 3 academic resources to provide historical and cultural context and works cited page
4. clear writing (grammatical correctness)
5. and cohesive structure (structure paragraphs and include transition sentences as needed to create flow and to make it clear how each part of the essay supports and develops the overall argument).
6. Include sense of the stakes of your argument (e.g. why it matter to to whom it may matter and why within the introduction and conclusion).

OR

Blog Post with Trailer to a 15 min Podcast (5% of Second Podcast and Individual Rational Paper)

1. Create using free media editing sites https://animoto.com or https://www.canva.com at least 3 mins long for your final podcast. Each person must create a trailer although you can work together you each must have a post.
2. The trailer should feature driving questions, texts, and key words for your conversation
3. Post in Blog post with title, and short description (few sentences) to facilitate class discussion
4. Include category “Blog Post with Trailer to a 15 min Podcast”
5. NOTE: for this podcast you must reference at least 5 secondary resources so include work cited/ citations for sources (even if you end up changing the sources later)