Tracing Persepolis

The task of Tracing Persepolis has been challenging, rewarding, and full of lead. Thanks to this project, I have attained a better understanding of Persepolis. At first, I was concerned about how I would write so much, but the words flew by. It took me a good while to wrap my head around the idea of changing my entire perception of a paper to satisfy this assignment’s requirements, but by the end, I now feel somewhat more confident in my ability to do so. I am hopeful that my explanations come across as they do in my head. I am optimistic that by the end of this revision period, I will have strengthened my ability even more.

You can find the guidelines here, and can find my project on my website here.

 

Schedule shuffling

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A photo of a train schedule board.

Note that I rearranged the schedule slightly today. Since we had a snow day on Wednesday and discussed the projects today, I moved Wednesday’s reading to Monday. If you completed the reading for the class that was canceled, then all you need to do this weekend is work on your Sunday Funnies map and think about revising your Persepolis project. Other readings over the next couple of weeks shuffled around slightly, so make sure you check the schedule.

Over spring break, the only reading you’ll need to do is one chapter of Fun Home. You will need to revise your tracing project and you might start to think ahead toward how you’ll tackle mapping Fun Home as well.

 

(image credit: “Train Schedule” by Flickr user Q Family)

Sunday Funnies 5: Mapping Tracing Persepolis

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Map of Iran with diagram of places visited

Due: 2/29

For this week’s Sunday Funnies project, you will make a map of one of your peer’s Tracing Persepolis projects.

  • First, go this spreadsheet and add your name in the right-hand column next to the student project that you will map. By the end of tonight, every student on the left-hand column should have one and only student signed up to map their project in the right-hand column.
  • Find the student’s post in the course feed, read that student’s statement about his or her goals for the project, and follow the link posted to the splash page. Read carefully through the pages and subpages that make up the project and think about the claims this student makes.
  • Draw a map, or a diagram, that visually represents the project as a whole. You can draw your map by hand and then scan it to include in your post, but I encourage you to think about using mind mapping software (like bubbl.us, text2mindmap, or XMind) to create your diagram. Part of the purpose of your diagram is to create a reverse outline ((Here is a handout on reverse outlining. It does not apply exactly, because it assumes a linear, thesis-driven argumentative essay, which is not exactly what you are doing with the Tracing Persepolis pojects. However, the basic outline for how reverse outlining works are still applicable.)) of your peer’s argument, so one component of your map should be to include a list of the main ideas for each page of the project. Try to also represent the ways in which the different pages relate to each other (especially if they are internally hyperlinked to each other, represent the paths of those hyperlinks as best you can).

Your primary purpose with this Sunday Funnies assignment is to create a visualization that will help your classmate to see his or her argument as clearly as possible so that opportunities for revision become clear. Your peer should be able to hold your visualization up against his or her project and use it as a tool to ask whether the argument is laid out as clearly as possible, whether claims are fully supported, whether there are additional points to pursue from here, and whether the argument is convincing. (You do not need to answer any of those questions for them, but your visualization should help them to answer those questions for themselves.)

Your secondary purpose is to better understand how your peer has shaped this project with an eye towards better understanding and revising your own argument. Hopefully, in the process of mapping out a peer’s project, you will identify aspect of your own argument that you might think about differently.

(image credit: “My trip to Iran” by Flickr user Örlygur Hnefill)

 

Tracing Persepolis

When I began the “Tracing Persepolis” assignment I was unsure what to expect. Never before have I posted a project in the form of a web page. My first instinct was to simply write a paper, break it into parts, and add it to the web page. I quickly realized this would be insufficient.

Instead of taking the traditional approach to the assignment, I based my writing on the web pages. Once I had created the web pages the direction of the assignment became clear. In the end, I enjoyed this project much more than the traditional paper. I felt that I could create a more complete idea with the web page , because I was able to use links and pictures to compliment my work. The learning experience was also more comprehensive. I enhanced my writing and critical thinking skills, but I also increased my breadth of knowledge about how to set up web pages.

If you would like to see the pages for yourself simply visit Tracing Persepolis.

,Greer

Tracing Persepolis: The Journey

After nights of hunched backs, black knuckles, and furious typing, I have completed my first draft of my project, Tracing Persepolis: A Journey.

My goal for this project was to get the idea of Marjane’s coming of age across– from fierce idealist, adamant on becoming the next Prophet, to unsure adolescent, torn between keeping the image her parents had of her or keeping the only friends-turned-family she has in Austria. I worried that it would take so long to write 750 words but the maximum word amount breezed by as I was reaching a thousand, to even 1500 words. After revisions, I hope my argument can become clear, cohesive, and characteristic of my work.

Here is David’s original post for our project.

Good luck!

Citations, Pages, Post…

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A photograph of a book with post it flags stuck in its pages.

Citations

Where applicable, use MLA Formatting and Style principles in your writing for this class. Obviously, you should not worry about such issues as headers and margins and the other stylistic requirements that apply to the printed page, but when you quote sources, use the MLA in-text citation guidelines just as you would if you were writing a traditional paper.

If the only source you are quoting from in your tracing project is Persepolis, you do not need a Works Cited page for this project, but you should have an MLA citation for the text on your splash page. ((If you want to include that citation as a footnote, you might install a plug-in called Civil Footnotes.))

If you have relied on other sources in your project and they are not online, then you should include an MLA citation for those sources as well. If you have relied on online resources in your project, link internally to that work as you do so and include an MLA citation for those sources.

Pages

Once again, all of the Tracing Persepolis project should exist on your site as pages, with a splash page and then a series of subpages underneath that page. The splash page and subpages should be included as menu items on your site for the class.

Post

After you are entirely finished with your project, by midnight tonight, write a blog post that includes a link to the splash page for your project. This blog post will syndicate to the course feed and will serve as mechanism by which you “turn in” this project. Besides the link to the splash page, you should also link to the assignment page. Tag your post “tracing persepolis” and with any other tags you want.

I also want you to write a paragraph or two of reflection in that post–explain what your main goals for the project were, what you found challenging about meeting those goals, and how you attempted to solve those challenges.

 

(image credit: “231 by Flickr user Jay Peg)

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