Category Archives: Projects

Creative Writing from Engl 332

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End-of-term launch party.

Creative Writing is always popular–students are excited to take it, and those who teach it enjoy talking about their students’ achievements. This year’s English 332 course was no exception. Taught by Carrie Snyder (a nominee for the Governor General’s Award for fiction), it was a resounding success, as Carrie documented on her blog. She has generously given us permission to share her post. Read on to hear about the work, and see photos of the students with their final projects, stories in comic form.

The time for this is always with us
–Carrie Snyder

I’m done teaching for another term. My course was on the creative process: how to set goals, envision a major project, and lay the groundwork necessary to complete the work. I spent a couple of days this week and last meeting with students to hand back their final projects (stories in comic form), and to chat about the term. Some themes emerged in our conversations. Here’s what we learned.

2019-04-18_01-13-012019-04-18_01-12-532019-04-18_01-12-44The importance of mistakes. So many students talked about how important their mistakes had been in shaping their project, how an apparent mistake had turned out to be important or valuable to their drawing, or how freeing it was to allow themselves to make mistakes. My theory is that through mistakes our unconscious mind gives us important information we couldn’t otherwise access; and drawing is the perfect medium for this communication with the self, because we see our “mistakes” pretty much instantly, and have to figure out what they’re trying to tell us.

2019-04-18_01-12-352019-04-18_01-12-262019-04-18_01-12-16The freedom of stepping away from perfectionism. Students also expressed how freeing it was to embrace their mistakes, or even how freeing it was just to give themselves permission to make mistakes. Creating a major project by hand is time-consuming and laborious, and if you don’t accept the mistakes you’ll inevitably make, you’ll never finish what you’ve started.

2019-04-18_01-12-082019-04-18_01-12-002019-04-18_01-11-40The calm that exists inside creation. Every student in the class put a lot of time into their projects, and some put in vast swathes of time, far more than they’d anticipated, or really, that was required to meet the project’s guidelines. (In other words, they didn’t care about the rubric, they cared about the work itself.) Students talked about losing themselves in what they were doing. It didn’t feel like work. It was fun, it was relaxing. The time flew. There is a meditative quality to making things by hand, to being focused in this way; engaged.

2019-04-18_01-11-012019-04-18_01-10-472019-04-18_01-10-40The time for this is always with us. (To paraphrase Lynda Barry.) This feeling of calm, this experience of getting lost inside a pleasurable task, is available anytime. And yet, we seem to need someone to remind us of this, we need a reason to get engaged in this way, a task, a project for a class to give us the excuse to get lost in making something that requires focus and effort, that is time-consuming, and that ultimately may have no material or monetary value. We feel like we have to prove that it’s worth it. I wonder why? When it seems so obvious, looking at these wonderful students and their amazing artwork — their unique, truthful, serious, funny, silly, brave, thoughtful beautiful art — that it is worth it.

2019-04-18_01-10-322019-04-18_01-10-242019-04-18_01-10-16This course gave the students permission to make art. To draw. To colour. To turn their lives, their observations, their ideas into cartoons. Many expressed how valuable this practice was for them, and how much they hoped others would get the chance to take the course too. “Everyone should have to take this course!” “You have to teach it again for the sake of future students!” In truth, I’m not sure what I taught was a course so much as a concept: what I tried to do was make space for the students to make space for themselves.

2019-04-18_01-10-082019-04-18_01-10-002019-04-18_01-09-49Anyone can draw. Most of the students had no idea what they were signing up for when they entered my classroom on day one. They thought they were taking a creative writing course; the course description was vague; they were surprised to learn they’d be doing so much drawing. They weren’t sure they could do it. Many hadn’t drawn since high school, or even grade school. “I never thought I could draw well enough to …” And to a person, they could — they could tell the stories they wanted to tell through cartoons. (“Well enough” went out the window; “well enough” had no place in our classroom.)

2019-04-18_01-09-392019-04-18_01-09-272019-04-18_01-09-182019-04-18_01-09-07Pride in accomplishment. The final projects undertaken by the students were big!! This was no small undertaking. And everyone did it! The deadline got met, and each project proved to be as unique and individual as the person who created it.

Thank you, Artists of ENGL 332! Thank you for your trust. It was an adventure.

xo, Carrie

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Amazing News x2 from Tommy Mayberry

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UWaterloo English PhD candidate Tommy Mayberry is having a bumper April. First, he accepted a position as an Educational Developer, on the Educational Development team at the University of Guelph. And he has won an Innovation in Education Award, from The University of Pittsburgh’s Advisory Council on Instructional Excellence (ACIE) for “The Science Library Project.” Tommy shares the award with Dr. Sarah Ruffell , an Assistant Professor of Biology in the Division of Biological and Health Sciences at the University of Pittsburgh – Bradford, and a Waterloo alumna (PhD in Biology, 2017) as well as graduate of our Certificate in University Teaching (CUT) program at CTE.

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A description of the project:

To emphasize the importance of public outreach and science communication within STEM, and to foster in students a greater appreciative understanding of the scientific content within their courses, the Science Library Project has students creating children’s books about key course content. At the end of this project, the student writer-publishers are able to display their critical and creative work as they collaborate with local teachers in a networked conversation about science and multimodal communication. This innovative pedagogical approach to assessment is important both inside and outside of the Sciences because it participates in High Impact Practice (HIP) pedagogy to have students invest a significant amount of time and effort over an extended period of time as they participate in frequent, timely, and constructive feedback and, most importantly, have the opportunity to discover the relevance of their learning through real-world applications in the public demonstration of their book projects. The Science Library Project activates written and visual communication modes to motivate Science learners to engage with course concepts in deeper and creative ways.

Images reproduced from student work with permission. Sarah and Tommy both are sharing this work as a poster presentation at our UWTL conference on campus today–stop by to learn more!

UWaterloo Writing Contest

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The contest is open to all Waterloo students, faculty, staff, and alumni.

As part of the commitment to the UN Women’s HeForShe IMPACT 10x10x10 initiative, the University of Waterloo presents the Second Annual HeForShe Writing Contest, launching September 2017.

Gender equity calls for all of our voices and all of our stories. To achieve lasting change, we must connect experiences of gender to a diverse understanding of equity in the Waterloo community and in our world. Everyone in the University of Waterloo community — students, staff, faculty, and alumni — are invited to share their stories, real and imagined, about building a better and more equitable world.

The 2017-18 contest theme is INTERSECTIONS. Participants are asked to consider how gender equity fits into the larger equity story. Where are the overlaps and connections between gender and race, ethnicity, age, ability, class, faith, and/or sexuality? How do the perspectives of gender equity connect to the goal of equality for all people? Can working towards gender equity help to advance equity conversations more broadly?

Through poetry, fiction, and creative non-fiction, we welcome your reflections on the past and your hopes, dreams, and directions for the future. When gender equity is connected to the dream of equality for everyone, how is our world made better? Your stories are a part of the Waterloo landscape — today and tomorrow. In what ways are you #HeForShe?

A $500 prize will be awarded for the top submission in each category (poetry, creative non-fiction, and fiction). Selected submissions will also be included in a special University of Waterloo anthology on gender equity that will be published on March 8, 2018 — International Women’s Day. Submissions must not have been previously published. Pieces submitted as part of Waterloo course work will be accepted.

Submissions are due October 27, 2017. For more information see the website.

Image source: BC’s 5to9Woodwork.

Alumnus Evan Munday on CBC

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You might remember UWaterloo English alumnus Evan Munday from our previous Words in Place interview (in which his time-travelling monkey made an apperance). Now he is featured on CBC, discussing his newest project, #365Canadians. As CBC notes, Munday is “drawing portraits of Canadians you might not find in textbooks — think less John A. MacDonald and more Alexander Milton Ross.” Several Canadian authors feature to date–Lillian Allen, Nalo Hopkinson, Lee Maracle, Mairuth Sarsfield, Richard Wagamese–with more to come.

You can read more at CBC. Or follow the Twitter hashtag #365Canadians.

http://www.cbc.ca/2017/this-illustrator-is-drawing-365canadians-you-might-not-find-in-history-textbooks-1.4040448?utm_content=buffere47d0&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer

Welcoming the newest Banting postdoc, Dr. Derek Gladwin

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We are pleased to announce that Dr. Derek Gladwin has been awarded a Banting Postdoctoral Fellowship to be held in the Dept of English and under the supervision of Dr. Imre Szeman. This is the second Banting postdoc housed in UWaterloo English.

Derek Gladwin is currently a SSHRC Postdoctoral Fellow in English at the University of British Columbia. He has previously held visiting research fellowships at the National University of Ireland, Galway (2015), University of Edinburgh (2015), Concordia University (2016), and Trinity College Dublin (2017). His research and teaching explore transformations in environment and society within 20th-/21st-Century British and Irish literature, as well as film and media culture. Gladwin’s books include: Contentious Terrains: Boglands, Ireland, Postcolonial Gothic (2016), Unfolding Irish Landscapes (co-ed, 2016), and Eco-Joyce (co-ed, 2014); his forthcoming book is titled Ecological Exile: Spatial Injustice & Environmental Humanities, which is due out with Routledge in 2017. Contentious Terrains has just been nominated for the Ecocriticism Book Award offered by the Association for the Study of Literature and Environment.

Project overview: This Banting PDF project titled Petro-Gothic: Energy, Ecology, Fear explores energy transitions by marking the ways in which creative responses are narrated through fear and then circulated in forms of contemporary British and Irish literature, film, and media. Energy is not only geophysical and economic, but it is also social and cultural in the ways it conceptually and practically influences our lives. As a cultural response to energy, this project explore how literary and visual texts have produced “petro-gothic’ narratives. These narratives about energy transitions and futures inform society and, in some cases, mobilize change by transforming social values and perceptions through image and story. This research examines fear as it relates to energy subjectivity, offshore oil sublime, ecophobia, and post-oil landscapes in works by Bansky, Laura Watts, George Mackay Brown, Greenpeace UK, and China Miéville, among others.

Meet Matt: English student and Entrepreneur

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Have you met Matt? UWaterloo Arts Stories writes: “The English major got involved with REAP (Research Entrepreneurs Accelerating Prosperity), which is a UWaterloo-affiliated program that brings academic and private-sector partners together to explore new technologies. Through that partnership he was able to start his own business called POET (Point of Experience Technology) while still in university.” You can read more about Matt here.

English + Start-up = Success

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Mitacs has shared a post about a successful collaboration between members of UWaterloo English, through our Games Institute, and ODScore:

“Employee engagement is a buzzword in organizational development circles today, with a variety of approaches touted by the experts. But what if one solution lies in video games? Ontario organizational development consulting firm ODScore asked just that. Except that instead of using actual video games to engage their clients’ employees, they use the principles that make video games engrossing to engage employees at work.  So when they wanted to develop a new service to tackle bigger organizational changes, ODScore turned to the University of Waterloo’s Games Institute for renewed expertise.  At a meeting with Professor Neil Randall, the company learned that what they thought was a technical challenge, was really one of human relations.  “Neil convinced us that instead of looking for software to engage these employees that this challenge calls for a solution from the humanities. So we paired up with Betsy Brey — an English-language researcher — for the project,” explains Christy Pettit, CEO of ODScore.”

Read more at: Ontario start-up engages employees with video games