As we stand near the semester’s conclusion, it’s both a reflective and anticipatory moment. The journey we’ve collectively undertaken in our graduate course has been of intellectual exploration and growth. As we approach the final group project, I am excited by the diverse and imaginative ideas many of you have suggested for the group project.
In these final weeks, the spotlight falls on our final group projects, innovative endeavors that encapsulate not just the knowledge we’ve acquired but the spirit of collaboration and creativity that defines our cohort.
Although I missed class last week, I looked over the workshop brainstorming notes from the previous class. I was excited to see that we all have a connection with the most exciting ideas, the learning outcomes, and how we can make this group project count in a meaningful way that matters most to each of us individually. I recognized the profound connections with the themes we’ve explored in class: Identity, Multiculturalism and multilingualism, AI, Voice, Healing, Trauma and writing, and Pedagogy of the oppressed. These thematic intersections provide a wide-array framework for our project, ensuring that it aligns not only with our collective interests but also a pathway for creating something that resonates on a personal and profound level.
As I consider how we can make this project impactful, I find myself driven by a desire to venture into the creative realm. I envision crafting a project that transcends the typical academic endeavor, a work that involves both academic exploration and personal, creative growth. This project represents an opportunity to generate content worthy of inclusion on my CV, portfolio, or website, serving as a testament to my academic proficiency and ability to engage with thought-provoking themes in a creative manner.
I enjoyed reading through everyone’s final project suggestions. I thought Michael’s idea of creating a curriculum was creative and innovative. It presents an opportunity for us to apply the readings to theoretical concepts we studied throughout the semester in a practical and impactful way. Crafting a curriculum becomes a channel for our understanding of writing pedagogy, theory, and creative expression into a dynamic learning experience.
I also enjoyed Fran’s suggestion of writing a fictional story inspired by a real-life struggle that we have encountered, then giving our story to a classmate who will read it, digest the emotional appeal, and then write a poem that reflects the emotions they had felt while reading it.
The idea of swapping papers and having a classmate respond with a reflective poem introduces an outsider’s perspective. This element of the project encourages a mutual exchange of empathy and understanding. As writers, we often get absorbed in our narratives, and having someone else articulate the emotions they felt while reading our stories can offer new perspectives and illuminate aspects of our struggles that we might not have recognized.
The incorporation of poetry as a response adds a layer of artistic expression. Poetry has a unique ability to distill complex emotions into concise and powerful language. The poems generated through this project will serve not only as reflections of our classmates’ emotional responses but also as creative pieces in their own right, offering a different medium through which to explore and communicate the shared human experience.
This project aligns with the goals of our writing and theory course by integrating theoretical concepts into a practical, creative context. This idea is a meaningful and holistic exploration of personal narratives and creative expression. It has the potential to deepen the understanding of ourselves, and the powerful connection between writing, theory, and the human experience.
I’m open to exploring any additional final project ideas that may arise, and I’m excited about working on this group project with all of you!