Class Notes for Week Ten

  • Big Question: How do we hone in on what’s real? What are the markers for credible sources? How do I create work that will pass other people’s crap detector?
  • Markers that Typical Students Use: Good format, Grammer, Citations.
  • Scholarly Articles are important, but it’s also important to broaden to other types of sources.
  • It’s a good place to start out at the library.
  • What are some of the problems?
    • Not correct information.
    • May have a different agenda.
    • May be out of date (abandoned information).
    • Anyone reach a public audience.
    • With Scholarly Articles, only those who are established are published. New voices are less likely to be published. (If the shape of knowledge could change more rapidly studies, such as vaccines causing autism, would be eradicated.) Although it is important because they try to make the sources as credible as possible and not intentionally deceiving. The main message is to consider the author before assuming it’s correct.
  • It’s on the reader to determine credibility. Not the publisher. Not the author. It’s up to you.
  • Additionally, sometimes a whole text or author isn’t incorrect, sometimes it’s just certain sections.
  • How to we change as a culture to find credible sources. (Especially interesting in light of “fake news”.)
  • What are some ways we can verify the information?
    • Research the author. Is someone putting their name on it? “who is” search.
    • Shows a depth of expertise on one subject.
    • References/Sources. (MOST IMPORTANT!!!!!)
  • No one of these things is sufficent for discrediting site. They are just red flags.
  • .org = organization with a public mission (non-profit organization).

Class Notes for Week Nine

  • First, annotated bibliography is due Friday by midnight.
  • Read Unit 3 Readings (go ahead and do a reading response for bonus points.)
  • You can include pictures for points in multi-modality.
  • You can use up to two entries for the annotated bibliography.
  • Live Assistance: chat with a professional about how to do certain reference related things (only open for certain hours)
  • There are subject librarians assigned to every subject offered at GSU
  • Subject Librarians create research guides.
    • Click on “Research Guides” tab.
    • Click dropdown to English.
    • Click “Freshman English” for help with this class.
  • If you click on the icon it will bring you back to the homepage.
  • CARP (Used to evaluate sources). When writting look at…
    • Currency
    • Authority
    • Reliability
    • Purpose
  • Evaluating information is so crucial, because everyone will use this skill no matter their career or where life takes them.
  • Popular magazines are what you would find on a newsstand. Are written for the general public, so usually leave out jargon.
  • Scholarly articles require prerequisite knowledge and are peer reviewed.
  • Catalog is a database that shows what the GSU library owns.
  • Try to use the advanced search option to be more descriptive.
  • Try to narrow or expand to get 20 resulting sources.
    • Look at searches may help provide ideas.
  • Each item has a specific call number (sort of like an address). Always copy the entire number!
  • When you see a period it’s actually a decimal. (Use logical-mathematical skills.)
  • Can check them out at other libraries with your panther card.

Class Notes for Week Eight

Built Environment Description Notes:

  • Make sure it is broken up into readable paragraphs.
  • Go beyond just describing what kind of evidence was there, to actually detailing what was found there. (Be super descriptive.)
  • Make sure there is a clear focus on a detail. For example, color, people, etc.
  • Additionally, make sure there is a clear distinction between objective and subjective. The objective is from the perspective of ANYONE that would go to your space at that time. On the other hand, is your perspective and what details were specific to you and your thoughts.
  • Need to try to balance between pictures and text. (A picture isn’t always worth a thousand words.)
  • Need to think about accessibility. Maybe include rich descriptions, for those that are visually impaired. (There are all kinds of different visual impairments, such as colorblindness.)
  • Using the text to emphasize what you want the reader to focus on in the image.
  • Need to be written from the public forum.
  • Think about how your title may affect the reader’s response.
  • For revisions, revise based on the feedback and then reflect on what you did and why in a blog post. (If you get no points just resubmit.)


  • Two components: online “in the cloud” or offline a plugin you can use for words
  • First, create an account and then log in.
  • Using Zotero you can access the sources from the GSU library from your personal files.
  • If you have the tools, you can save the actual resource using “coins”. After this, it will save it to the library.
  • You can drag the source into your word document and it will give you the correct bibliography with any format. (Makes it really easy to generate a work cited page.

Annotated Bibliography

  • Two components: citation (the source) and then the paragraph (why you’re using it (justification), summary).
  • Make sure you are specific in your summaries and not just generalizing information. Next, justify why you are using this source. It may also be a good idea to note biases that may be present, if necessary. Also, explain how this relates to your other sources.
  • First one has only 5 entries.
  • The next one is the 5 plus an additional 5.
  • Look at her website for detailed description of the project.
  • Brainstorming Ideas
    • How has the rapid growth of the city infringed on the organization and historical preservation of sites throughout Atlanta?
      • Oakland Cemetary (Relate to Parting Ways)
      • Pemberton House
      • Destruction and Construction
      • Scattered downtown (business vs. residential)
  • Create a new post entitled “Annotated Bibliography”.

Class Notes for Week Seven

Reading Response:

  • Have to have at least 10 annotations.
  • Is it rhetorically aware? Remember to summarize and bring the two texts together.
  • Can I tell from the annotation that you have read the texts? (Don’t just define a word.)
  • You must make a claim and then cite passages or give a summary to provide evidence.
  • You want to try to make a strong connection between your annotations and texts. Think about the bridge between claims and textual evidence.
  • The organization category is focused on a similar thread that runs through all the annotations. When revising try to make this clearer. For example, if a question is posed in the text maybe the next would answer that question.
  • Remember to integrate images and links into the annotations (a.k.a. multi-modality).
  • Dr. Wharton stated that she cares more about substance, rather than small grammar issues.
  • We plan our annotations to be linear, but this may not be necessarily possible. Dr. Whaton looks for transition words or phrases that refer to previous annotations.
  • In the summary make sure to cite it in your supplemental text. Not necessary for every annotation, but maybe provide a link. This would get you points for multi-modality.
  • In an essay, we sometimes depend on sequence, when we should really focus on clarification. The annotation allows us to practice logical connections and incorporating secondary sources.
  • Dr. Wharton needs to see an effort to revise and evidence of the process.
  • Can include personal experiences in the annotations. Also, can include questions and criticize the article. Further, you can look at the writing. Where was it confusing? What are some illogical fallacies?
  • Create and think about a balance between visual and text, instead of supplemental.
  • You can earn revision points on major projects. (Try to find time to incorporate pictures into the body of text for BED 1 and improve modality in Reading Response 1). Also, you need to write a reflection on how you improved the project.)
  • Reading Response 2 is due on Friday! 🙂
  • You may ask her whether you should do revisions for participation points or for her to regrade your assignment.

Kathleen G. Scholl and Gowri Betrabet Gulwadi:

  • Learning is connected to the learning environment (i.e. college campuses).
  • Campus affect learning outcomes and campus green spaces improve student learning.
  • Mainly looks at restorative value and attention.
  • Paying attention is kind of an exertion the way you can have physical exertion.
  • Having somewhere like the quad is just as important as places like the computer lab for student achievement.
  • This argument justifies the recreational expense of having these green spaces.
  • Criteria for beauty (subjective): architecture, nature, unique, isolated/self-contained
  • Scholl and Gulwadi have a very specific picture of an ideal college in mind. (These colleges also tend to be costly, private, elite/selective.)
  • These ideas may be somewhat unrealistic for urban colleges, like GSU.
  • One critic is that they have a generally good argument, but how do we address that at GSU?
  • Be careful about making assumptions when talking about the quality of a space.
  • Addressing the attention concept, just because you don’t go outside doesn’t mean your attention will fail. (This is a very subjective view.)
  • If green spaces are good for everyone, why would we be exclusive?
  • The author’s argument is somewhat narrow. (Need to think about other solutions that would be a better for the community.)
  • Need to think about who the changes.
  • Their conception of the type of student is very narrow.
  • Looked at Stadiumville and the controversies that surrounded it.

Class Notes for Week Six

Google Docs:

  • -100 points for absences.
  • Table contains breakdown for assignments.
  • Highlighted in blue is the total points.
  • Look at rubrics for major projects.
  • Separate rubrics for formative suggestions and summative points (encourages student to look at feedback).
    • used to see where you need to improve in specific categories.
    • used to see improvement between the different phases of projects.
  • Total Points= General Participation Points + Major Project Points – Absences.
  • Check math just to make sure points are added correctly.
  • Can get points for feedback on google doc.

Reorganizing Website:

  • Hover over title.
  • Select “Menu”.
  • (Can also be accessed from Dashboard.) Appearance > Menu.
  • Select primary menu or top menu.
  • Add Pages or Links.
  • Can drag and drop. (Create a hierarchy.)
  • Also, can add categories.

Architectural Exclusion: Discrimination And Segregation Through Physical Design Of The Built Environment,” by Sarah Schindler:

  • Rhetorical Situation: what you’re responding to, engaging in, and shaping.
    • Purpose: why the author wrote the piece. (examples: inform, analyze, question, etc.)
      • Purpose of Schindler’s Article: One is to make an argument on how and why districting and architecture can lead to racial and socio-economic divides. Also, informs the reader by using specific examples of how the built environment can encourage segregation and discrimination. Example: Some people don’t want MARTA to expand, because it gives people of a low socio-economic class access to other areas. Example 2: In Long Island bridges were made so only people could afford cars could get to the beach.
      • Author: Sarah Schindler is a law professor. Yale published her article and has received a lot of positive feedback. Also, lot’s of evidence that can be traced back to footnotes and documentation.
      • Audience: She is writing for the people who may not know the history or all the examples she sights. The article was posted through Yale, so it is targeted for an academic context. Also, maybe targets legislators, civil rights leaders, judges, or lawyers.
  • Rhetoric is not only something you do in class. Even facebook posts can be rhetoric.
  • Content of this class: rhetoric and rhetoric of built environment
  • At the end of class a survey was conducted by Dr. Holmes.

Class Notes for Week Five

“Parting Ways” Discussion (Interesting Points and How it Connects to BED):

  • The land occupied was given to the residents after requiring to clear-cut trees.
  • Pottery, that dated the site, was handed down to the residents,
  • The Burr house shows the buildable nature was history.
  • Pottery in the Burr house, allowed investigators to discover more about the occupant’s culture.
  • The freedmen seemed to be assimilated but instead blended Anglo-American culture with what we know today as African-American culture through artifacts and sculpture.
    • Example 1: Burr house based off of shotgun house in Haiti, but had a New England exterior.
    • Example 2: Graves were another example of African roots.
  • The sign was evidence that the community members owned the land. Also, could be a sort of memorial.
  • People once thought the trauma of passage and slavery erased the culture of Africa, but what we learned was that it was actually kept alive through successive generations.
    • Architecture provided this information.
  • Over time the different elements build what we find today.
  • How do they compare to other cultures/environments? Make inferences and conclusions.
  • What’s there? What’s not there? Why is it not there?
  • Architecture has no bias. The houses made in the “Parting Ways” community for comfort, not to represent a particular style.
  • Archeological records have somewhat of a “historical transparency”.
  • Men lived there due to the “persistence of bias and the impulse of segregation”.
  • The documents help give us context.
    • Example: They were free men. They had wives and children.
  • This is the purpose of BED. To research how other communities were built.
  • Bringing together field experience and outside research (built analysis).
  • “Parting Ways” is a historical built environment.
  • Scholarly article but approachable due to lack of jargon.

Built Environment Description:

  • Due February 12th (Sunday).
  • Can narrow down environment if it’s too large to capture detail.
  • Over semesters, will eventually contribute to archive (ongoing university project).
  • You don’t have to do any research outside of experience, but you may include it to provide context.
  • Need to have focus on same detail for both the objective and subjective essay.
  • Written in present tense.
  • Date of observation should be included.
  • Length: 500 words each.
  • Include photo, videos, etc.
  • “Quality over Quantity”.

Class Notes for Week Four

Reading Response:

  • Need a summary of at least one supplemental article (2-3 paragraphs).
  • Not all annotations have to relate to the supplemental article, although there needs to be an effort to draw lines.
  • Annotations are critical readings.
    • This means not taking the text at face value.
    • Maybe, highlight the tensions, questions, critics.
    • Provide a little summary to improve reader’s comprehension.
  • Goal: Use a tool to produce something while reading (formulating an effective response for what we read).
  • When submitting the link use the three hashtags (#jmjrr1, #partingways, #atlsprs17).
  • Can create group if you don’t want your annotations to be open to the public (send email to Wharton to add her to the group).
  • Also can add a page note for the summaries of supplemental articles.

Built Environment Descriptions:

  • Look at the Google Doc for sites. (Add name to desired location.)
  • Focus on one aspect (i.e. sight or sound).
  • Needs to be at least 300-350 words.

Class Notes for Week Three


  • Look on the emailed spreadsheet for updated grades and rubric/feedback on projects.
  • Additionally, you can leave comments for Dr. Wharton and receive extra credit points.
  • Students need to start using categories on their posts. (To do this locate the box that says category. Then, click “Add New Category”. Make sure the new category is checked and post your blog!)
  • In addition to categories, tags can be used for a more detailed description of what the blog contains. (Remember the example of the picture at the Women’s March.)
  • Password for protected readings is ATLSPRs17. (Discussion on readings next week.)

Reading Response Notes:

  • Need ten annotations made on; one of which needs to be a summary of your supplemental reading.
  • These annotations will become your reading response.
  • Use the hashtag #atlsprs17 in annotations (can also use a personal hashtag for locating your own).
  • Annotations due Monday, January 30th.
  • Ideas for Annotations (suggested by Dr. Wharton):
    1. Questions you may have.
    2. Difficult words.
    3. Problems with the reading.
    4. This quote makes me think of this…
    5. How the reading relates to other learning.
    6. Connections with pictures.
    7. Take conclusions to the logical extreme.
    8. History based on generalizations?

Class Notes for Week One and Week Two

Week One Notes:

  • Domain Name from “gsucreate”: jordan.johnson.
  • Our English blog will use WordPress.
  • To edit, click on the URL on the dashboard with “admin” at the end.
  • To see what the viewer sees, click on the first URL on the dashboard. *This is the format that needs to be sent to Dr. Wharton.*
  • Can access from both the “gsucreate” dashboard as well as from WordPress. (The first option is probably the easiest.)
  • Complete “Syllabus and Course Info Quiz” and schedule a conference with Dr. Wharton to receive points!
  • No class on Monday, January 16th.
  • Check website to see what’s due for next week.
  • Reading response due February 3rd.

Week Two Notes:

  • Try to finish reading response by January 30th for XC.
  • (The following are notes from the textbook. The citation will be at the bottom of this post.)
  • “Rhetoric is a persuasive language act” and can be in the form of “speech, written texts, or images” (Lopez 2).
  • We use rhetoric every day and in lots of different situations.
  • Rhetoric was an important feature in Ancient Greece.
  • There are three categories used to describe arguments: 1) “make a point”, 2) “aims to persuade”, 3) “tries to find common ground” (Lopez 12).
  • “Aristotle’s Three Appeals”:
    • Ethos- appeal to speaker’s “character or credibility”
    • Pathos- appeal to emotion
    • Logos- appeal to “reasoning and evidence” (Lopez 13).
  • There’s also Kairos, which “considers the time, place, audience, topic and other aspects of the occasion for writing or speaking” (Lopez 14).
  • Rhetoric is important in the academic setting (ex: movie responses in the book).
  • “The Burkean Parlor” is used to explain or illustrate how to become a part of the academic conversation. More specifically, you must first listen and do research to understand the topic before contributing. Next, you may add your own viewpoint. Others may agree or disagree, but that’s just a part of the academic conversation.
  • Collaborating with peers may help acclimate students to join academic conversations.
  • “…rhetoric effectively gives you the power to control your communication -both incoming and outgoing- and to affect your environment in a positive way.” (Lopez 28).
  • There are also visual aspects to rhetoric (ex: judge’s collar).
  • Work Cited:
    • Lopez, Elizabeth, Angela M. Christie, and Kristen Ruccio. Guide to First-Year Writing. 5th ed., Georgia State University Department of English and Fountainhead Press, 2016.