Exploring Waste Management and Water Rationing: Insights from "Worm Stories" and Research Practices

1. Week 9 A Dream Within a Dream

2. http://www.poetryfoundation.org/poem/237388

3. Peer Review II (20-30 minutes)

4. Worm Stories • What’s Hawkins’ main claim? • “It is hard for bodily waste to sustain the same level of symbolic force as abject horrifying matter when its management, once it leaves your body, remains your responsibility.” (110)

5. Worm Stories • What does it mean to live with worms eating waste outside your back door? (or what could it mean?)

6. Activity • Brainstorm about a time in your life when the invisible became visible—when a process or activity outside of your knowledge became something suddenly you both learned about and had to do yourself. (e.g., working in a slaughterhouse, volunteering at a foodbank, recycling metal, and so on) • Write down the main ideas in this narrative • Share with a buddy • Discuss as a class

7. Hardin vs Hawkins • I do want to discuss “Tragedy of the Commons” alongside “Worm Stories.” • Hardin claims that some problems have no technical solution. He might say that overpopulation would lead to an overabundance of septic systems. A no technical solution problem. • How might Hawkins respond?

8. Water Challenge: Primer • You have a 3-gallon and a 5-gallon jug that you can fill from a fountain of water. • The problem is to fill one of the jugs with exactly 4 gallons of water. How do you do it?

9. Water Challenge • I read somewhere that water use around the world is severely limited. Americans use more water per person than most people around the world. • Split into groups of 4 or 5 • Your group is your family, and you must ration your water to 10 gallons per day

10. Water Challenge • The following usage amounts are per person per day • 3 gallons per shower • 1 gallon per toilet flush • 3 gallons per load of clothes • 2 gallons per dishwasher • 1 gallon for drinking/ cooking • With these restrictions, plan a typical day of water use

11. Follow-up • How does this activity relate to “Worm Stories”? • Does the act of rationing affect an individuals understanding of a resource? • Should we ration water? Why or why not?

12. Quoting • The reference nature of They Say • See pg 46 • The quote should be relevant to your work • A relevant quote can become irrelevant as you go further in the writing process • The quote should be framed: introduced, written, and connected to your argument • Teachers and editors—still—have to remind me to not leave a quotation at the end of a paragraph. My voice should always follow after the voice of the quote, and explain it

13. The Conversation Metaphor, yet again • Since research is thought of as a conversation, quotes are simply reported speech. • When people tell you a story about the amazing thing that happened at the restaurant, or the unbelievable joke so-and-so told you at the party, they are often quoting (but usually paraphrasing) • In the same way you report speech to support stories you tell in conversation, you should also carefully quote authorities when developing your research

14. Activity • Complete #1 on pg 50 together as a class

15. 3/6

16. Reflection • For 10-15 minutes, write a reflection of your work on Essay#2 • Try to answer these questions: • What, if anything, did the assignment teach you about research? What did it teach you about your topic? • Do you feel your understanding of research changing or altering in anyway? How? • If you could start this assignment over, what would you change about your writing process?

17. Intro to Essay#3 • See handout

18. They Say, I Say • They Say, I Say is a handbook. As the cover says, it gives you the “moves” or accepted register of research/ academic writing • The Craft of Writing is more of a rhetoric, which discloses what is most persuasive in research/ academic writing

19. They Say, I Say • Split into four even groups • Skim over the Part (section) of the book that corresponds to your group number. • Spend about 20-30 minutes forming a brief presentation which describes your section. Present it to the class (you may remain at your desks)

20. They Say, I Say • They Say, I Say is a handbook; that is, it’s a reference guide for acceptable forms, grammars, and usage • It tells you very little about the writing process.

21. Essay#1 Revision opportunity • “Who Am We?” • Use Essay#1 assignment sheet to complete the task using the new socio-psychological study of identity in cyberspace