Category: Writing

PART 1-

7Discussion Post 7

For your initial post (Due by Jan 31 Saturday 11:59p):

• Based on Ch. 16 from, “Where Does Art Come From?” answer the question from the chapter title, ‘Can We Live Together.’ Use examples from the text. (More or less summarize the chapter in your own words but base the answer on your own opinion)
• After viewing ‘Friends and Strangers’ in module Week 2, how important do you believe human connections are? Do you believe they are relative to creative expression and social identity? Explain.
• Is cooking an art and does food allow for human connection? Explain.
• Was there a specific recipe from Pinedo or Russell that resonated with you? Why do you believe you were drawn to this specific recipe?
• Why do you believe both women are pioneers of the culinary world? Consider the dates of publications and the zeitgeist. (Mood of the era) If you do not, why?
• Create a recipe that is representative of who you are. You can use a family recipe that spans generationally or you can create something new, totally unique to you. Share your recipe and write a few sentences on its importance.

For your replies (Due by Jan 31 Saturday 11:59p):

• Please respond to at least two of your classmates, but feel free to comment on more!

PART 2-

8Discussion Post 8

For your initial post (Due by Jan 31 Saturday 11:59p):

• What is the importance of Osorio’s installation title En la barbera no se llora (No Crying Allowed in the Barbershop)?
• Explain the representation of Edwards’ ‘Some Bright Morning.’
• Why do you think Rosler parodied a cooking show?
• Do you believe assimilation is a good or bad thing? Reference Boarding School Portraits of Tom Torlino.
• Compare and contrast Ch. 1 and Ch. 19 from American Encounters: Art, History, and Cultural Identity in 200 or more words. (Think about the era and the type of work presented)

For your replies (Due by Jan 31 Saturday 11:59p):

• Please respond to at least two of your classmates, but feel free to comment on more!

PART 3

Extra Credit Week 4

MAJOR EXTRA CREDIT OPPORTUNITY WORTH 6 POINTS

For your post (Due by Jan 31 Saturday 11:59p):

• Choose a recipe from either Pinedo or Russell and recreate it.
• Post the recipe you used from either Pinedo or Russell and specify which chef it is from.
• Take three photos and post all three:
  • 1 picture of ingredients before you begin
  • 1 picture of yourself during the cooking process
  • 1 picture of the final result/dish

---

PART 4-

Instructions:

Students will have a choice to write a final paper or create their own work of art (project) and connect it to class content and themes. Possible themes/content include but are not limited to philosophy, religious thought, creative arts, literature, politics, history, poetry, drama, theatre, architecture, music, etc. Students can choose to write a 67-page final paper that analyzes and connects any humanities-based theme from our course or create a project representative of the humanities alongside a 2-3 page final paper.

For Project and accompanying paper: Showcase how the Humanities applies to your everyday life by creating a piece of artwork. In your accompanying paper, be critical of yourself, and identify/apply key themes and characteristics learned from our course that are applied in your artwork. Remember, there are many different types of art. You can choose the medium! Write a 2-3-page paper using 2 or more sources. 1 outside source and 1 source from our class.Papers must be at least 2 total pages long and follow standard MLA formatting (typed, double-spaced, 12 pt. Times New Roman font, 1-inch margins). Please cite (using MLA) all of the required sources and have a Works Cited page.

For Paper only: Showcase how the Humanities applies to everyday life. Choose a work of art and interpret what the artist is trying to convey in terms of human life/living. Be critical, and identify/apply key themes and characteristics learned from our course. Draw connections with your personal life. Write a 6-7-page paper using 2 or more sources. 1 outside source and 1 source from our class. Papers must be at least 6 total pages long and follow standard MLA formatting (typed, double-spaced, 12 pt. Times New Roman font, 1-inch margins). Please cite (using MLA) all of the required sources and have a Works Cited page.

Checklist for Final Paper:

• Check your page length and sources.
• If completing a project, submit the project separately. (Picture, video, or pdf; will be found in the final module)
• Do not include MLA heading, (my name, your name, class); only page numbers and title, please.
• Works cited should be at the very end.
• Your paper should include one in-class source and one source from your own research. So, one of the texts from class and the other is from your research from the library or a valid scholarly source. If you are unsure, ask me. NO WIKI.
• Remember, this is a creative project, so be creative!
• For your paper, you are essentially doing what we have been doing in our discussion posts. Seeing how these methods of creative expression are relative to human life. Be that through any method of artistic expression.

PART 5-

applicable)Final Project (if applicable)

If you created a project in lieu of the longer research paper, you will submit it here!

Please note:

• You can post a video, photo, or link to your creative project.
• Please be respectful if commenting on classmates’ work.
• Extra credit opportunity for all: Please respond to your classmates, for each classmate, 1pt extra credit. (Must be more than ‘I like your project.’) & yes this means if you have a well-thought-out reaction to each of your classmates, you can rack up some serious extra credit points here.

If needed, here are a few videos to assist in your posting:

PART 6

Students will create a 1 page-long typed response to one of three review prompts. Responses must be in MLA format.

Purpose:

• Explore in writing what you have read/watched and what we have presented in the modules.

Instructions:

• Reply to only 1 of 3 topics/questions located below.
• Students are to submit their assignment by Jan 31, 11:59 pm using the submission link on this page.
• No Citations; this is purely based on your knowledge.
• Restate the chosen topic/question in the first few sentences of your response.

Topic/Questions:

1. Compare and Contrast two works from Weeks 3-4. Focus on symbols, archetypes, and universal themes.
2. Analyze and discuss a selected work from Weeks 3-4.
3. Using a critical approach, review a selected work from Weeks 3-4.

Assignment is a character documentary I will leave an example file down below

PART 1-

7Discussion Post 7

For your initial post (Due by Jan 31 Saturday 11:59p):

• Based on Ch. 16 from, “Where Does Art Come From?” answer the question from the chapter title, ‘Can We Live Together.’ Use examples from the text. (More or less summarize the chapter in your own words but base the answer on your own opinion)
• After viewing ‘Friends and Strangers’ in module Week 2, how important do you believe human connections are? Do you believe they are relative to creative expression and social identity? Explain.
• Is cooking an art and does food allow for human connection? Explain.
• Was there a specific recipe from Pinedo or Russell that resonated with you? Why do you believe you were drawn to this specific recipe?
• Why do you believe both women are pioneers of the culinary world? Consider the dates of publications and the zeitgeist. (Mood of the era) If you do not, why?
• Create a recipe that is representative of who you are. You can use a family recipe that spans generationally or you can create something new, totally unique to you. Share your recipe and write a few sentences on its importance.

For your replies (Due by Jan 31 Saturday 11:59p):

• Please respond to at least two of your classmates, but feel free to comment on more!

PART 2-

8Discussion Post 8

For your initial post (Due by Jan 31 Saturday 11:59p):

• What is the importance of Osorio’s installation title En la barbera no se llora (No Crying Allowed in the Barbershop)?
• Explain the representation of Edwards’ ‘Some Bright Morning.’
• Why do you think Rosler parodied a cooking show?
• Do you believe assimilation is a good or bad thing? Reference Boarding School Portraits of Tom Torlino.
• Compare and contrast Ch. 1 and Ch. 19 from American Encounters: Art, History, and Cultural Identity in 200 or more words. (Think about the era and the type of work presented)

For your replies (Due by Jan 31 Saturday 11:59p):

• Please respond to at least two of your classmates, but feel free to comment on more!

PART 3

Extra Credit Week 4

MAJOR EXTRA CREDIT OPPORTUNITY WORTH 6 POINTS

For your post (Due by Jan 31 Saturday 11:59p):

• Choose a recipe from either Pinedo or Russell and recreate it.
• Post the recipe you used from either Pinedo or Russell and specify which chef it is from.
• Take three photos and post all three:
  • 1 picture of ingredients before you begin
  • 1 picture of yourself during the cooking process
  • 1 picture of the final result/dish

---

PART 4-

Instructions:

Students will have a choice to write a final paper or create their own work of art (project) and connect it to class content and themes. Possible themes/content include but are not limited to philosophy, religious thought, creative arts, literature, politics, history, poetry, drama, theatre, architecture, music, etc. Students can choose to write a 67-page final paper that analyzes and connects any humanities-based theme from our course or create a project representative of the humanities alongside a 2-3 page final paper.

For Project and accompanying paper: Showcase how the Humanities applies to your everyday life by creating a piece of artwork. In your accompanying paper, be critical of yourself, and identify/apply key themes and characteristics learned from our course that are applied in your artwork. Remember, there are many different types of art. You can choose the medium! Write a 2-3-page paper using 2 or more sources. 1 outside source and 1 source from our class.Papers must be at least 2 total pages long and follow standard MLA formatting (typed, double-spaced, 12 pt. Times New Roman font, 1-inch margins). Please cite (using MLA) all of the required sources and have a Works Cited page.

For Paper only: Showcase how the Humanities applies to everyday life. Choose a work of art and interpret what the artist is trying to convey in terms of human life/living. Be critical, and identify/apply key themes and characteristics learned from our course. Draw connections with your personal life. Write a 6-7-page paper using 2 or more sources. 1 outside source and 1 source from our class. Papers must be at least 6 total pages long and follow standard MLA formatting (typed, double-spaced, 12 pt. Times New Roman font, 1-inch margins). Please cite (using MLA) all of the required sources and have a Works Cited page.

Checklist for Final Paper:

• Check your page length and sources.
• If completing a project, submit the project separately. (Picture, video, or pdf; will be found in the final module)
• Do not include MLA heading, (my name, your name, class); only page numbers and title, please.
• Works cited should be at the very end.
• Your paper should include one in-class source and one source from your own research. So, one of the texts from class and the other is from your research from the library or a valid scholarly source. If you are unsure, ask me. NO WIKI.
• Remember, this is a creative project, so be creative!
• For your paper, you are essentially doing what we have been doing in our discussion posts. Seeing how these methods of creative expression are relative to human life. Be that through any method of artistic expression.

PART 5-

applicable)Final Project (if applicable)

If you created a project in lieu of the longer research paper, you will submit it here!

Please note:

• You can post a video, photo, or link to your creative project.
• Please be respectful if commenting on classmates’ work.
• Extra credit opportunity for all: Please respond to your classmates, for each classmate, 1pt extra credit. (Must be more than ‘I like your project.’) & yes this means if you have a well-thought-out reaction to each of your classmates, you can rack up some serious extra credit points here.

If needed, here are a few videos to assist in your posting:

PART 6

Students will create a 1 page-long typed response to one of three review prompts. Responses must be in MLA format.

Purpose:

• Explore in writing what you have read/watched and what we have presented in the modules.

Instructions:

• Reply to only 1 of 3 topics/questions located below.
• Students are to submit their assignment by Jan 31, 11:59 pm using the submission link on this page.
• No Citations; this is purely based on your knowledge.
• Restate the chosen topic/question in the first few sentences of your response.

Topic/Questions:

1. Compare and Contrast two works from Weeks 3-4. Focus on symbols, archetypes, and universal themes.
2. Analyze and discuss a selected work from Weeks 3-4.
3. Using a critical approach, review a selected work from Weeks 3-4.

PART 1-

7Discussion Post 7

For your initial post (Due by Jan 31 Saturday 11:59p):

• Based on Ch. 16 from, “Where Does Art Come From?” answer the question from the chapter title, ‘Can We Live Together.’ Use examples from the text. (More or less summarize the chapter in your own words but base the answer on your own opinion)
• After viewing ‘Friends and Strangers’ in module Week 2, how important do you believe human connections are? Do you believe they are relative to creative expression and social identity? Explain.
• Is cooking an art and does food allow for human connection? Explain.
• Was there a specific recipe from Pinedo or Russell that resonated with you? Why do you believe you were drawn to this specific recipe?
• Why do you believe both women are pioneers of the culinary world? Consider the dates of publications and the zeitgeist. (Mood of the era) If you do not, why?
• Create a recipe that is representative of who you are. You can use a family recipe that spans generationally or you can create something new, totally unique to you. Share your recipe and write a few sentences on its importance.

For your replies (Due by Jan 31 Saturday 11:59p):

• Please respond to at least two of your classmates, but feel free to comment on more!

PART 2-

8Discussion Post 8

For your initial post (Due by Jan 31 Saturday 11:59p):

• What is the importance of Osorio’s installation title En la barbera no se llora (No Crying Allowed in the Barbershop)?
• Explain the representation of Edwards’ ‘Some Bright Morning.’
• Why do you think Rosler parodied a cooking show?
• Do you believe assimilation is a good or bad thing? Reference Boarding School Portraits of Tom Torlino.
• Compare and contrast Ch. 1 and Ch. 19 from American Encounters: Art, History, and Cultural Identity in 200 or more words. (Think about the era and the type of work presented)

For your replies (Due by Jan 31 Saturday 11:59p):

• Please respond to at least two of your classmates, but feel free to comment on more!

PART 3

Extra Credit Week 4

MAJOR EXTRA CREDIT OPPORTUNITY WORTH 6 POINTS

For your post (Due by Jan 31 Saturday 11:59p):

• Choose a recipe from either Pinedo or Russell and recreate it.
• Post the recipe you used from either Pinedo or Russell and specify which chef it is from.
• Take three photos and post all three:
  • 1 picture of ingredients before you begin
  • 1 picture of yourself during the cooking process
  • 1 picture of the final result/dish

---

PART 4-

Instructions:

Students will have a choice to write a final paper or create their own work of art (project) and connect it to class content and themes. Possible themes/content include but are not limited to philosophy, religious thought, creative arts, literature, politics, history, poetry, drama, theatre, architecture, music, etc. Students can choose to write a 67-page final paper that analyzes and connects any humanities-based theme from our course or create a project representative of the humanities alongside a 2-3 page final paper.

For Project and accompanying paper: Showcase how the Humanities applies to your everyday life by creating a piece of artwork. In your accompanying paper, be critical of yourself, and identify/apply key themes and characteristics learned from our course that are applied in your artwork. Remember, there are many different types of art. You can choose the medium! Write a 2-3-page paper using 2 or more sources. 1 outside source and 1 source from our class. Papers must be at least 2 total pages long and follow standard MLA formatting (typed, double-spaced, 12 pt. Times New Roman font, 1-inch margins). Please cite (using MLA) all of the required sources and have a Works Cited page.

For Paper only: Showcase how the Humanities applies to everyday life. Choose a work of art and interpret what the artist is trying to convey in terms of human life/living. Be critical, and identify/apply key themes and characteristics learned from our course. Draw connections with your personal life. Write a 6-7-page paper using 2 or more sources. 1 outside source and 1 source from our class. Papers must be at least 6 total pages long and follow standard MLA formatting (typed, double-spaced, 12 pt. Times New Roman font, 1-inch margins). Please cite (using MLA) all of the required sources and have a Works Cited page.

Checklist for Final Paper:

• Check your page length and sources.
• If completing a project, submit the project separately. (Picture, video, or pdf; will be found in the final module)
• Do not include MLA heading, (my name, your name, class); only page numbers and title, please.
• Works cited should be at the very end.
• Your paper should include one in-class source and one source from your own research. So, one of the texts from class and the other is from your research from the library or a valid scholarly source. If you are unsure, ask me. NO WIKI.
• Remember, this is a creative project, so be creative!
• For your paper, you are essentially doing what we have been doing in our discussion posts. Seeing how these methods of creative expression are relative to human life. Be that through any method of artistic expression.

PART 5-

applicable)Final Project (if applicable)

If you created a project in lieu of the longer research paper, you will submit it here!

Please note:

• You can post a video, photo, or link to your creative project.
• Please be respectful if commenting on classmates’ work.
• Extra credit opportunity for all: Please respond to your classmates, for each classmate, 1pt extra credit. (Must be more than ‘I like your project.’) & yes this means if you have a well-thought-out reaction to each of your classmates, you can rack up some serious extra credit points here.

If needed, here are a few videos to assist in your posting:

PART 6

Students will create a 1 page-long typed response to one of three review prompts. Responses must be in MLA format.

Purpose:

• Explore in writing what you have read/watched and what we have presented in the modules.

Instructions:

• Reply to only 1 of 3 topics/questions located below.
• Students are to submit their assignment by Jan 31, 11:59 pm using the submission link on this page.
• No Citations; this is purely based on your knowledge.
• Restate the chosen topic/question in the first few sentences of your response.

Topic/Questions:

1. Compare and Contrast two works from Weeks 3-4. Focus on symbols, archetypes, and universal themes.
2. Analyze and discuss a selected work from Weeks 3-4.
3. Using a critical approach, review a selected work from Weeks 3-4.

Discuss the following with the class:

• Why Stories Stick: Think about a personal story or experience you have read, heard, or lived that has stuck with you.
• What made it powerful or memorable?
• After reading this weeks selections, what do you notice about how the authors shape their stories for their audience?
• Breaking It Down: Choose a short passage from Douglass or Keller.
• How do their word choices, tone, and stance help convey the message?
• If they had to tell this same story in a different settingsay, a classroom or a social media postwhat might they need to change?
• Your Story, Your Style: Think of a story you have told in more than one setting, such as to a friend, a coworker, or a group.
• How did you adjust your delivery for each setting?
• What changed about your language, tone, or level of detail?
• What might you do differently next time to make the story even more effective?

You have been exploring how communication changes depending on your audience. Now, you will put those skills into action. And you have been preparing for this from Day 1.

In this assessment, you will write the same message for two different audiences and reflect on the choices you made. Think of it as a chance to step into the writers seat by making intentional decisions about tone, structure, and word choice to shape how your message is received.

The goal isnt perfection; its growth. And these are skills you will use every day, whether youre emailing a professor, applying for a job, or communicating in your workplace or community.

Assessment Preparation

Choose a message type and two different audiences.

Select a real-world message you might write, such as:

• A request for information (e.g., asking about a job, program, or service)
• A professional apology (e.g., addressing a mistake)
• An announcement or update (e.g., sharing important information)

Then, choose two different audiences who would receive this message in different contexts. Examples include a hiring manager, a coworker, a client, a professor, or a general public audience.

Map your rhetorical situation.

Before writing your 2 versions, take time to think through the situation youre writing in. This will help you make strong, audience-aware choices. You might use the organizer to help guide your thinking.

Use the following prompts as a starting point:

• Writer (Who is writing?) What role are you writing from?
• Message (What are you saying?) What is the main idea or goal of your message? What are you trying to communicate?
• Audience (Who are you writing to?) Who will read this? What do they already know, and how can you connect with them?
• Purpose (Why are you writing?) What do you hope your message will accomplish?
• Format (How will you share your message?) What form will your message take?
• Context (When and where are you writing?) Are there social, cultural, or professional situations influencing your message?
• Culture (What shared values or assumptions might influence your message?) What norms, expectations, or beliefs of your own and your audiences should you consider?

Assessment Deliverable

Part 1: Write Two Versions of Your Message (total of 350700 words)

Write the same message for 2 different audiences. Use the rhetorical situation elements to guide how you shape each version. Your goal is to make intentional, audience-aware choices.

For each version, consider:

• Writer What role are you writing from (student, professional, etc.)?
• Message Whats the key idea or information youre trying to communicate?
• Audience Who will read this, and how can you connect with them?
• Purpose What do you want your audience to understand, feel, or do?
• Format What form best fits the situation (email, letter, memo, social post)?
• Context Are there events or settings that shape how your message will be received?
• Culture What shared beliefs or expectations do you and your audience bring to this message?

Tip: The goal is not to rewrite the same message with minor changes. Its to adapt the message so it lands effectively with each reader. Keep your tone, word choice, and structure aligned with the expectations of each audience.

Part 2: Write a Reflection (175350 words)

After writing your 2 versions, reflect on the choices you made and what you learned from the process.

Compare your 2 versions and answer the following questions:

• How did the audience shape your tone, formality, and vocabulary?
• What assumptions did you make about each reader, and how did that guide your approach?
• How did the format or genre influence your choices?
• What role did context or culture play in how you framed your message?
• What was most challenging about adapting your message, and what helped you work through it?

Tip: This is your opportunity to think like a writer. Be honest about what worked, what didnt, and how your awareness of rhetorical choices grew through this assessment.

You have been exploring how communication changes depending on your audience. Now, you will put those skills into action. And you have been preparing for this from Day 1.

In this assessment, you will write the same message for two different audiences and reflect on the choices you made. Think of it as a chance to step into the writers seat by making intentional decisions about tone, structure, and word choice to shape how your message is received.

The goal isnt perfection; its growth. And these are skills you will use every day, whether youre emailing a professor, applying for a job, or communicating in your workplace or community.

Assessment Preparation

Choose a message type and two different audiences.

Select a real-world message you might write, such as:

• A request for information (e.g., asking about a job, program, or service)
• A professional apology (e.g., addressing a mistake)
• An announcement or update (e.g., sharing important information)

Then, choose two different audiences who would receive this message in different contexts. Examples include a hiring manager, a coworker, a client, a professor, or a general public audience.

Map your rhetorical situation.

Before writing your 2 versions, take time to think through the situation youre writing in. This will help you make strong, audience-aware choices. You might use the organizer to help guide your thinking.

Use the following prompts as a starting point:

• Writer (Who is writing?) What role are you writing from?
• Message (What are you saying?) What is the main idea or goal of your message? What are you trying to communicate?
• Audience (Who are you writing to?) Who will read this? What do they already know, and how can you connect with them?
• Purpose (Why are you writing?) What do you hope your message will accomplish?
• Format (How will you share your message?) What form will your message take?
• Context (When and where are you writing?) Are there social, cultural, or professional situations influencing your message?
• Culture (What shared values or assumptions might influence your message?) What norms, expectations, or beliefs of your own and your audiences should you consider?

Assessment Deliverable

Part 1: Write Two Versions of Your Message (total of 350700 words)

Write the same message for 2 different audiences. Use the rhetorical situation elements to guide how you shape each version. Your goal is to make intentional, audience-aware choices.

For each version, consider:

• Writer What role are you writing from (student, professional, etc.)?
• Message Whats the key idea or information youre trying to communicate?
• Audience Who will read this, and how can you connect with them?
• Purpose What do you want your audience to understand, feel, or do?
• Format What form best fits the situation (email, letter, memo, social post)?
• Context Are there events or settings that shape how your message will be received?
• Culture What shared beliefs or expectations do you and your audience bring to this message?

Tip: The goal is not to rewrite the same message with minor changes. Its to adapt the message so it lands effectively with each reader. Keep your tone, word choice, and structure aligned with the expectations of each audience.

Part 2: Write a Reflection (175350 words)

After writing your 2 versions, reflect on the choices you made and what you learned from the process.

Compare your 2 versions and answer the following questions:

• How did the audience shape your tone, formality, and vocabulary?
• What assumptions did you make about each reader, and how did that guide your approach?
• How did the format or genre influence your choices?
• What role did context or culture play in how you framed your message?
• What was most challenging about adapting your message, and what helped you work through it?

Tip: This is your opportunity to think like a writer. Be honest about what worked, what didnt, and how your awareness of rhetorical choices grew through this assessment.

YouTube video ka Lia scripts