Approaches to University Writing: 113A
Department of Africana Studies
Expository prose writing with a focus on both content and form. Specific emphases shall include the exercise of logical thought and clear expression, the development of effective organizational strategies, and the appropriate gathering and utilization of evidence. Includes instruction on diction, syntax, grammar, as well as the elements of prose style. Students receive credit for only 1 course chosen in AAS, CAS, CHS, ENGL, and AFRS. Individual tutoring is available through the AFRS Writing and Learning Resource Centers. More specifically, the students will learn how to properly write (including correct use of grammar, punctuation, etc.). Students are required to also enroll in UNIV 61 (1 credit). Individual tutoring is available though the AFRS Writing and Learning Resource Center. The materials used for this course will focus on the experiences of people of African descent.
Course Objectives:
Black Consciousness, as you will experience in this class, focuses on the global experience of Blackness/Africanness. It centers Black people in their own experiences, with an appreciation for the history and culture of people of African descent. Though we will consider the global experiences of Black people, we will often review materials from the South Africa, the home country of Steve Biko, who is considered the father of Black Consciousness. In addition, the historical circumstances of Black people in South Africa and America share many similarities. We will begin by defining what Black Consciousness is through the readings and videos you will watch throughout Progression One. In Progression Two, you will be able to interact with visual representations of Black people. You will examine the symbols and songs expressed from a particular history and culture from the perspective of the participants. Your reflection on these ideas will become your essay. Progression Three presents a controversy centered on the African American experience. The Space Traders have a special offer for the United States government. The class will debate the possibilities of this "trade." The arguments that you develop will be used for your essay at the end of the progression. Each of the assignments in the progressions builds on the previous ones to help you in writing the essay for each of the progressions. All materials in the course will be examined from an African-centered perspective. I hope you will enjoy this journey!
Dr. Sheba Lo is an Assistant Professor in the Department of Africana Studies at California State University, Northridge. In addition to teaching, she serves on the African Studies Interdisciplinary Minor Program Committee in the College of Social and Behavioral Sciences and several department service committees. Dr. Lo looks forward to taking a select group of students to the Model African Union simulation in Washington, DC, hosted by her alma mater, Howard University. She is committed to student success both inside and outside the classroom. Dr. Lo's research interests include cultural expressions of the African world in oral, written and visual form. She is particularly interested in the way in which filmmakers, writers, poets, and hip hop artists act as agents of social and political change through their artistic expression and community activism. This interest in the intersection of politics and culture is the impetus for her current work with hip hop artists' contributions to nation-building and social change in Sénégal. The empowerment of women in these spaces is of particular importance to her work.
Reading "The Definition of Black Consciousness" by Steve Biko in I Write What I Like (pp. 48-53) by Aeired Stubbs C. R. (Ed.) (2002). Chicago: University of Chicago Press.
The Film Cry Freedom is highly problematic. I show it to you in this class just to provide a visual context of apartheid South Africa. I also have one of the only films written specifically about Steve Biko entitled, Biko: The Spirit Lives. If you would like to watch this, I can provide you with a private link.
A Review of Cry Freedom From Roger Ebert:
Cry Freedom" begins with the story of a friendship between a white liberal South African editor and an idealistic young black leader who later dies at the hands of the South African police. But the black leader is dead and buried by the movie's halfway point, and the rest of the story centers on the editor's desire to escape South Africa and publish a book. You know there is something wrong with the premise of this movie when you see that the actress who plays the editor's wife is billed above the actor who plays the black leader. This movie promises to be an honest account of the turmoil in South Africa but turns into a routine cliff-hanger about the editor's flight across the border. It's sort of a liberal yuppie version of that Disney movie where the brave East German family builds a hot-air balloon and floats to freedom. The problem with this movie is similar to the dilemma in South Africa: Whites occupy the foreground and establish the terms of the discussion, while the 80 percent non-white majority remains a shadowy, half-seen presence in the background.
Yet "Cry Freedom" is a sincere and valuable movie, and despite my fundamental reservations about it, I think it probably should be seen. Although everybody has heard about apartheid and South Africa remains a favorite subject of campus protest, few people have an accurate mental picture of what the country actually looks and feels like. It is an issue, not a place, and "Cry Freedom" helps to visualize it. The movie was mostly shot across the border in Zimbabwe, the former nation of Southern Rhodesia, which serves as an adequate stand-in. We see the manicured lawns of the whites, who seem to live in country club suburbs, and the jerry-built "townships" of the blacks, and we sense the institutional racism of a system where black maids call their employers "master" and even white liberals accept that without a blink.
The film begins with the stories of Donald Woods, editor of the East London (South Africa) Daily Dispatch, and Steve Biko, a young black leader who has founded a school and a clinic for his people and continues to hold out hope that blacks and whites can work together to change South Africa. In the more naive days of the 1960s and 1970s, his politics are seen as "black supremecy," and Woods writes sanctimonious editorials describing Biko as a black racist. Through an emissary, Biko arranges to meet Woods. Eventually the two men become friends, and Woods sees black life in South Africa at first hand, something few white South Africans have done. (Although how many white Chicagoans, for that matter, know their way around the South Side?)
Although Biko is played with quiet power by Denzel Washington, he is seen primarily through the eyes of Woods (Kevin Kline). There aren't many scenes in which we see Biko without Woods, and fewer still in which his friendship with Woods isn't the underlying subject of the scene. No real attempt is made to show daily life in Biko's world, although we move into the Woods home, meet his wife, children, maid and dog, and share his daily routine, there is no similar attempt to portray Biko's daily reality.
There is a reason for that. "Cry Freedom" is not about Biko. It is Woods' story from beginning to end, describing how he met Biko, how his thinking was changed by the man, how he witnessed black life at first hand (by patronizing a black speakeasy in a township and having a few drinks), and how, after he was placed under house arrest by the South Africa government, he engineered his escape from South Africa. The story has a happy ending: Woods and his family made it safely to England, where he was able to publish two books about his experience. (The bad news is that Biko was killed.)
For the first half of this movie, I was able to suspend judgment. Interesting things were happening, the performances were good and it is always absorbing to see how other people live. Most of the second half of the movie, alas, is taken up with routine clock-and-dagger stuff, including Woods' masquerade as a Catholic priest, his phony passport and his attempt to fool South African border officials. These scenes could have been recycled out of any thriller from any country in any time, right down to the ominous long shots of the men patroling the border bridge and the tense moment when the guard's eyes flick up and down from the passport photo. "Cry Freedom" is not really a story of today's South Africa, and it is not really the story of a black leader who tried to change it. Like "All the President's Men," it's essentially the story of heroic, glamorous journalism. Remember that Kirk Douglas movie, "The Big Carnival," where the man was trapped in the cave and Douglas played the ambitious reporter who prolonged the man's imprisonment so that he could make his reputation by covering the story? I'm not saying the Woods story is a parallel. But somehow the comparison did arise in my mind.
1. Who was Steve Biko?
2. Describe, in detail, some of the main ideas that Steve Biko put forward in his philosophy of Black Consciousness?
3. Why were these ideas so important to Black people in South Africa?
4. Why did the apartheid government prey on him and eventually kill him?
5. Why was Black Consciousness interpreted as hatred by the apartheid regime?
6. Why was Steve Biko willing to die for his ideas?
7. What were the forms of torture and terrrorism inflicted on African people by agents of the apartheid government?
8. How were South African Whites so ignorant to the suffering of Black people in South Africa?
9. Why were the sacrifices of Donald Woods highlighted in the film?
10. What value might the ideas of Black Consciousness have for Black people here in America?
The lyrics and the English translation are here. Please print them out and take notes on them.
1. What stands out to you?
2. What questions do you have?
3. What do you think this song is about?
4. What is the context of this song?
5. Why do you think this group made this song?
6. Write one sentence that states the purpose of this song. include the title and the group name in the sentence.
Please see the example of an annotated text from Hunter College.
This is an annotated text from the translated lyrics of the song "Bayi Yoon" by Daara J Family.
As I read the text, I tried to connect the text to concepts and ideas, historical references, and also ask questions. Always ask yourself, what is the context for this text?
Here is a sample of a summary in APA format.
1. What is Black Consciousness?
2. What is the value of Black Consciousness to Black people?
3. How can this renewed consciousness improve the lives of Black people?
1." Black Power: Its Need and Substance" in Black Power: The Politics of Liberation in America (1992) by Kwame Turé and Charles V. Hamilton (pp. 31-42) New York: Vintage Books.
2. Africa' Scary Skin Bleaching Trend (VOA on Assignment)
3. African Queen by 2Face
Write a letter to one of the authors or artists listed on your course outline thus far. The letter will discuss how the author presents ideas and how the meaning is supported. You will not merely write an approval or disapproval letter. Rather, you will thoughtfully analyze the literature and respond to the ideas presented by the artist/author in a text that you will reference in the letter. You may also indicate your own thoughts about the author, the music, and his or her mission and life, but this should be at the very end of the letter and it should be minimal. Do not forget to sign the letter.
"To Be Afrikan" by Marimba Ani. Published on the Web, February 26, 1999.
1. What is the value of being an Afrikan, according to Marimba Ani?
2. What has happened that has caused people of African descent to not feel pride in being African?
3. What does the knowledge of an African cultural legacy give to people of African descent?
You can log in to the link with your CSUN credentials to watch the film again. It is incredibly useful to watch/read/experience texts several times before reflecting on them. Use your notes to reiterate the important points for your summary.
1. Why is this documentary so important to people of African descent?
2. What is the most important part of this documentary? Why?
3. What is the value of knowing where you come from?
4. How does this film make you feel about a connection to a greater heritage?
5. What is the value in having an awareness of your cultural heritage?
6. Why isn't there more research like this completed?
7. In one sentence, write down the idea that the filmmaker was trying to communicate through this documentary.
Summary lengths varries from one paragraph - one page, depending upon the length and depth of the literature and your writing style. Summaries always begin with a thesis statement that indicates that main point of the article, book, or piece of literature. That first sentence always includes the title of the piece and the author's name(s). Summaries indicate the main points of the literature, but omit minor details, unless they are necessary to explain important concepts. Before writing a summary, it is important to analyze the literature. Read it at least twice before taking notes using paraphrase. Write the summary only from your notes about the literature to avoid plagiarism. Do not include your opinions or ideas in a summary. You are simply re-stating (using other words) the main points of the author. The goal in American academic writing is to be concise.
Use this generic outline as a guide to complete an outline for your first essay. Your can have much more detail than this outline provides, but your outline should not be incomplete.
You may find this list of list of transition words helpful for writing your essays.
You have been introduced to the problems of Black inferiority and the importance of solidarity through Steve Biko's speeches. You have watched the The Language You Cry traces the heritage of people of African descent in the Americas to an exact village in Sierra Leone through cultural expression. You have read Marimba Ani's assessment of culture for people of African descent in Let the Circle Be Unbroken. You have experienced the necessity of African people on the continent reclaiming their histories and culture through "Bayi Yoon." Looking over your notes, respond in the form of an essay to the following question based on the texts on your course outline:
What is the importance of Black consciousness or African consciousness to people of African descent?
You should have 3 body paragraphs, an introduction and a conclusion. Your essay should have 1,000 words minimum and have a word count in the heading.
APA format style should be used. Be sure to include a References page and use proper quotations and citations. (Hint:AFRS 099 is a great opportunity to work on these points!)
Be sure to write in 3rd person and integrate your evidence. All paraphrase and direction quotations should be cited using APA citations.
Your audience is an academic one - me! The paper should carry a professional voice with academic language.
Use this peer review sheet to guide you in reviewing your classmate's work.
All essays will be submitted via Moodle as ONE Microsoft Word document. The order for the submitted document is as follows:
1. Your final draft (for me to grade)
2. References Page
3. Outline (typed)
Before you submit your essay, fill out the Self-Assessment Form. You will want to revise your work accordingly. This gives you an idea of what I am looking for when I grade your essays.
The first document that you upload will be graded - no exceptions. Please be careful to upload the correct version.
1. What symbols are expressed in this video?
2. Why are they important to Black people?
3. What is the video responding to?
4. Write down at least two sentences expressing the ideas that are expressed through the symbols in this video.
#RhodesMustFall #UCT
This is an explanation to the event in the picture.
Choose one of the five pictures and write a description of what you see. Use descriptive words in a way that would allow someone to imagine the picture that you see without seeing it. What feelings are evoked? What is going on? What is the world like for those in the picture? Use whatever tone you would like. (100 words)
Why do you think these images were taken? What do they represent? How are they meaningful to Black people around the world?
Read the excerpt from The Meeting: A One Act Play by Jeff Stetson.
Write a dialogue between yourself and the people (or just one person) from the word picture that you wrote about in class. Be as creative as you like, but remember to use academic language. You can also indicate physical movement in your scene. (600-900 words). Alternatively, you can film this scene with another student(s) and upload the link to the scene (approximately 3-5 minutes) from YouTube on Moodle. If you work with others, all students will receive the same grade.
"Kucheza Ngoma * Communing, Shoutin', and Feeling Rhythm" (pp. 33-39). In Let the Circle Be Unbroken by Marimba Ani (1997). Atlanta: Afrikan Dieli.
1. What is soul force and how does it connect to the expressions of Black people?
2. What is the importance of rhythm, song, dance, and music in the cultural expression of African people?
A NY Times review of the film
FILM REVIEW; The Sounds and Rhythms That Helped Bring Down Apartheid
By A. O. SCOTT
Published: February 19, 2003
From ''The Marseillaise'' to ''We Shall Overcome,'' there has probably never been a revolution that did not use songs to give voice to its aspirations or rally the morale of its adherents. As the South African pianist Abdullah Ibrahim remarks in ''Amandla!,'' a documentary directed by Lee Hirsch that opens in Manhattan today, the toppling of apartheid may be a special case, the first revolution ever to be conducted ''in four-part harmony.'' Mr. Ibrahim's observation, which supplies this restless, moving film with its subtitle, points to the central role that music -- in the streets, on records, in prison and in exile -- played in black South Africa's long struggle for liberation from white domination.
Threading together interviews and archival clips with a percolating soundtrack, Mr. Hirsch makes the case that musical expression was central to the project of self-determination. Every chapter in the often brutal, ultimately triumphant saga that stretches from 1948 (the year the right-wing National Party came to power and began to institute its infamous policy of racial separation) to 1994 (the year of Nelson Mandela's victory in the first election open to all of the country's citizens) is accompanied by songs of defiance, mourning, pride and despair. ''Amandla'' is the Xhosa word for power, and the film certainly lives up to its name.
Mr. Hirsch and Sherry Simpson, the executive producer, who are both American, have spent much of the past decade interviewing activists and musicians and combing the South African broadcast archives for historical material. The film they have put together is dense with sound and information, but it moves with a swift, lilting rhythm that is of a piece with the musical heritage it explores.
The end of apartheid was stirring and in retrospect seems to have been inevitable, but ''Amandla!'' reminds us just how harsh and tenacious the system was, in part by interviewing some of its enforcers as well as its victims. Soon after the elections of 1948, the National Party enacted a series of cruel and humiliating laws that codified and deepened the racial injustice that already existed in the country. In response the African National Congress initiated a campaign of nonviolent resistance, which was met with government repression culminating in the Sharpeville Massacre of 1960. The early 60's were a period of ferocious oppression during which many activists were jailed, killed or driven into exile.
Among the exiled were Mr. Ibrahim, Hugh Masekela and Miriam Makeba, all of whom became internationally prominent musicians, and who speak poignantly here of the pain of being uprooted from their homes and families. In the course of their careers they served as ambassadors for the anti-apartheid cause.
''Amandla!,'' though, does not ignore less widely known musicians and militants. Some, like Thandi Modise and Lindiwe Zulu, were part of Umkhonto we Sizwe (Spear of the Nation, also known as MK), the armed wing of the A.N.C. (Ms. Modise is now a member of Parliament, while Ms. Zulu works in the Foreign Affairs Department.) After the bannings and jailings of the 1960's and 70's and the police massacre of Soweto schoolchildren in 1976, the MK's tactics gained support, and the music of the era reflected this defiance.
If there is anything missing from ''Amandla!'' it is attention to the nonpolitical aspects of the music itself: what folk and popular traditions fed it, how it was disseminated through the country, how it intersected with other forms of cultural expression. That would have been a different kind of film, and Mr. Hirsch has wisely allowed the music to speak for itself. Sometimes, as with the spirituals of American slavery, it speaks in code, a subterfuge made easier by white ignorance of African languages. So a popular tune from the 50's sounds like an upbeat, lighthearted dance number, even as the words, referring to the Nationalist prime minister who was apartheid's chief architect, warn, ''Watch out Verwoerd, the black man's going to get you.''
The sprightliness of that song's music and the anger of its lyrics capture as well as anything the spirit of black South African resistance. And this spirit -- resilient, at times bitter, finally unstoppable -- shows up in different forms at different moments.
During the demonstrations of the 1980's, young people did a high-stepping dance, accompanied by chanting, called ''Toyi Toyi,'' that terrified the country's heavily armed police. (This we learn in a candid interview, long after the fact, with the former head of riot control.) Other songs address the basic indignities that apartheid inflicted on individuals: workers taken by train to mines far from their homes, domestic servants exploited by their employers, schoolchildren denied instruction in their own language.
''Amandla!'' begins with the exhumation, in post-apartheid South Africa, of the remains of Vuyisile Mini, a composer and activist who was hanged in 1964 and buried in a pauper's grave. At the end he is reinterred as a national hero at a state funeral, and the film, fittingly, is partly dedicated to his memory.
''Amandla!'' is rated PG-13 for scenes of rioting and police brutality and discussions of torture. AMANDLA!
A Revolution in Four-Part Harmony Directed by Lee Hirsch; in English, Xhosa and Zulu, with English subtitles; directors of photography, Clive Sacke, Ivan Leathers and Brand Jordaan; edited by Johanna Demetrakas; produced by Mr. Hirsch and Sherry Simpson; released by Artisan Entertainment. At the Film Forum, 209 West Houston Street, west of Sixth Avenue, South Village. Running time: 103 minutes. This film is rated PG-13. WITH: Hugh Masekela, Abdullah Ibrahim, Miriam Makeba, Vusi Mahlasela, Sibongile Khumalo, Sophie Mgcina, Dolly Rathebe, Sifiso Ntuli, Duma Ka Ndlovu, Sibusiso Nxumalo, Thandi Modise and Lindiwe Zulu.
Critical ethnographers do not want to make assumptions. They note things that you observe or hear, never making casual explanations for their findings. They look for deeper meanings, and try to understand from the participant's point of view. One cannot accurately complete an ethnography while carrying negative feelings and/or ideas about the people being observed.
Here is an example of how to cite a YouTube video. This additional guide to integrating citations may also be useful.
You have examined literature in the first and second progression that expresses cultural pride and a desire for progression for Black people globally. Amandla! A Revolution in Four Part Harmony detailed the importance of songs in the liberation struggle for Black people in South Africa. This cultural expression was often considered as integral to the struggle as an armed freedom fighter.
Write an essay discussing the ideas expressed through songs, symbols, images, music, art, dances, and performances in the film Amandla! A Revolution in Four Part Harmony.
Your analysis should be from the point of view of the culture that the expression emanates from. You are a simple observer trying to analyze the meaning of the symbols/expression, the importance of the expression, the utility of the expression, and the historical and cultural context of the expression. You are trying to understand aspects of the expression simply by watching, even though an outsider may not be privy to the exact meaning of the symbols. Your quest is to search for a deeper analysis and understanding from the point of view of the people themselves.
Make sure to follow all of the conventions of essay writing that you have learned thus far. Create a question for your assignment and a thesis statement that answers the question. Remember, the first sentence of your body paragraphs directs the entire paragraph. Topic sentences are important. Do not forget transition signals. Work hard and good luck! Your audience is a general audience - wider than the previous essay, but continue to use academic language. Your tone should reflect the seriousness of the issue discussed. Your analysis, above all else, should be respectful to the people that you write about.
You should have 3 body paragraphs, an introduction and a conclusion. Your essay should have 1,000 words minimum and have a word count in the heading.
APA format style should be used. Be sure to include a References page and use proper quotations and citations.
Be sure to write in 3rd person and integrate your evidence. All paraphrase and direction quotations should be cited using APA citations.
Your audience is an academic one - me! The paper should carry a professional voice with academic language.
Use this generic outline as a guide to complete an outline for your second essay. Your can have much more detail than this outline provides, but your outline should not be incomplete.
Use this peer review sheet to guide you in reviewing your classmate's work.
All essays will be submitted via Moodle as ONE Microsoft Word document. The order for the submitted document is as follows:
1. Your final draft (for me to grade)
2. References Page
3. Outline (typed)
Before you submit your essay, fill out the Self-Assessment Form. You will want to revise your work accordingly. This gives you an idea of what I am looking for when I grade your essays.
The first document that you upload will be graded - no exceptions. Please be careful to upload the correct version.
Further exploration of these topics is encouraged! This is only a sample of what you can find to support your ideas.
"Space Traders" by Derrick Bell in Faces at the Bottom of the Well: The Permanence of Racism (1993). New York: Basic Books.
Complete the Finding the Arguments guide for "Space Traders". Think carefully about the arguments you find, the possible support, and also the counterarguments. If you view the Space Traders Class Debate organization and the Essay #3 assignment, it will help you think about the importance of gathering evidence and reviewing the arguments made in the literature.
Please open and save the argumentative outline in order to begin to complete it for your essay assignment. This is the format that your essay should take. It should be complete with more details than on this outline. The outline should also have complete citations (APA).
Debate Organization
Rules:
Argumentative Essay
The chapter, "Space Traders" from the Book entitled Faces at the Bottom of the Well: the Permanence of Racism by law professor Derrick Bell poses some scary, but seemingly realistic possibilities for Americans of African descent. Strangers from outer space have arrived in order to save a financially and resource-bankrupt America. The only request they have in return is for America to ship off all of her Black inhabitants to an unknown destination and destiny. This may seem far-fetched to some. Nevertheless, the implications of the article are far-reaching, and it engages many topics. Write a multiparagraph essay answering the following question:
Based on legal and historical precedence, could the United States government legally remove African Americans by force?
Argue for the possibility or the impossibility of this occurrence. Your essay should be based on the actual situation in the article. Remember to analyze the particulars of the constitution in the story itself. Of course, you may use real historical events for your argument. You must reference legislation. You can use the texts provided on your course outline and also do additional research. Remember to avoid what should happen/moral arguments and emotional arguments that are not supported with evidence. Your prompt asks if it is possible based on legal and historical precedence.
An effective argument presents both points of view, acknowledges what evidence there may be for the opposing point of view, and attempts to refute that point of view by showing that the preponderance of evidence supports the conclusion that you have argued in support of. Your task is to convince the reader that your point of view has the strongest evidence.
Audience
Your audience is someone who has read the text, but who has not thought as deeply and carefully as you have about what it says or implies about the question. Academic language should be used.
Format
Your paper should be 1000 words minimum. The structure for the paper has been outlined in the argumentative essay outline.
You should have 3 body paragraphs, an introduction and a conclusion. Your essay should have 1,000 words minimum and have a word count in the heading.
APA format style should be used. Be sure to include a References page and use proper quotations and citations.
Be sure to write in 3rd person and integrate your evidence. All paraphrase and direction quotations should be cited using APA citations.
Use this argumentative peer review sheet to guide you in reviewing your classmate's work.
All essays will be submitted via Moodle as ONE Microsoft Word document. The order for the submitted document is as follows:
1. Your final draft (for me to grade)
2. References Page
3. Outline (typed)
Before you submit your essay, fill out the Self-Assessment Form. You will want to revise your work accordingly. This gives you an idea of what I am looking for when I grade your essays.
The first document that you upload will be graded - no exceptions. Please be careful to upload the correct version.
Your timed essay will be completed on Moodle. Once you open the link, you will have 2 hours to complete the essay. The essay prompt allows you to reflect on the material that you have read throughout the semester and respond with your ideas. You should utilize normal essay conventions like transition signals, unity, coherence, and proper paragraph organization. It should be a multi-paragraph essay with an introduction and conclusion.
(900-1000 words)
Write a typed essay reflecting on the changes in your own writing process this semester that have allowed you to develop and progress as a writer.
So, the essay prompt would be:
What changes have you made that improved your writing this semester?
You might take a moment to outline some improvements in your writing process. What are some things that you do differently now than when the semester started? How have these changes affected/improved your writing? (these would be your supporting points)
Resist telling what you used to do and instead focus on what you do better.
Be sure to remember the normal conventions of writing like topic sentences with transition signals and proper support for your points. Include an introduction and a conclusion.
Enjoy writing this essay! This is just your moment to breathe and wonderfully articulate your growth in the program. Happy Writing!
Upload as one Word document. As always, your uploaded document is the final one that will be graded - no exceptions. Choose your file carefully!
Please submit the following in a zip folder labeled: Yourlastname_113A_Lo to Canvas.
example: "Smith_113A_Lo"
1. Two progression essays (the graded version and the corrected version labeled draft 1 and 2, respectively for each)
2. One progression assignment for each of the essays included in your portfolio with labels that indicate the progression (ex. Prog2_Scene)
3. The Reflective Essay
4. Cover letter introducing your work to those who are reading your work for the first time. Let the letter be a summary or a guide to the work that you have created throughout the semester. It should cover all of the materials within the portfolio. It should be in proper letter format with a signature line. Be sure to sign the letter.
5. Highlight all documents, right click and choose "send to compressed zip folder." Save the folder with your last name, course number and professor's name. Ex. "Smith_113A_Lo." (PC Directions - Mac will use compressed items)
6. Upload the portfolio zip folder (or drag and drop it) to Canvas under the Porfolio Submissions assignment area.