English 101

English 101-26: Exploring Self and Developing Voice through Writing

Syllabus

T, TH: 8: 9.15 a.m.
Room: McIver 138
Instructor: Laura Savu
Office: McIver 137
Office Hours: T, Th. 9:30:11 or by appointment
Phone: 334-5867
E-mail: lesavu@uncg.edu
Course syllabus and assignments at: www.uncg.edu/`lesavu

Texts:

Your own writing

Ford, Marjorie and Jon Ford. Dreams and Inward Journeys. Fourth Edition. New York: Longman, 2001.

Barrett, Andrea. Ship Fever. New York: Norton, 1996

Writing Matters: A Guide to Freshman English. 2001-2002

The Little Brown Handbook

Materials

2 binders of your choice for your portfolios

4 two-pocket folders for your essays

a loose leaf notebook for your in-class writing assignments

General Course Objectives

to sharpen your reading, writing, and critical thinking skills, along with your ability to articulate your observations
to make writing a conscious, worthwhile, and meaningful activity whose implications extend beyond the classroom
to foster self-awareness and help you find and maintain a distinct voice in your writing
to give you a sense of the complex relationship among the writer, the message/idea, and potential readers
to help you communicate with an audience and work effectively with your peers

Course Description

"A man who wants the truth becomes a scholar; a man who wants to give free play to his subjectivity may become a writer; what should a man do who wants something in between?" (Robert Musil)

"Science can tell us what exists; but to compare the worths, both of what exists and what does not exist, we must consult not science, but the human heart" (William James)

"Why should we honor those that die upon the field of battle, when a man may show as reckless a courage by entering into the abyss of himself?" (W.B. Yeats)

This course is as much about learning to write as it is about writing to learn. Since one of the best ways to learn how to write is by writing, you will be asked to do a great deal of inventing, drafting, and revising. You will write for yourselves but also for your peers and for me. The writing assignments are spaced throughout the term so that you can learn and improve from each one. In addition, many of our class meetings will involve group presentations, peer editing exercises, collaborative responses, class discussions, and in-class writing exercises. Through writing, reading, and collaborating with your peers, you will learn to critically examine yourself and the world around you. The textbook for this course revolves around the dream concept as a complex metaphor for both writing and readingtwo closely intertwined inner journeys on the path towards understanding your own personalities and values as well as those of others. As such, we will be using the word "dreams" to describe not only the visions of sleeppowerful experiences that cannot exactly/coherently be put into wordsbut also our fondest hopes and aspirations. Most of the issues we will be exploring together relate to the impact that the symbolism of dreams, myths, creativity, and memory has upon our lives and translates itself into our writing.

Within this larger framework, we will focus upon a major issue at the center of contemporary lifethe complex, often tension-fraught, relationship between the truths made available by science and technology, on the one hand, and life, or personal experience, on the other. Indeed, it is the campus theme of "Science, Technology and Belief" that has governed my choice of the reading selections for this course, particularly Andrea Barretts collection of short stories. Ship Fever is in fact the central piece of the All Freshman Read program, whose purpose is to build community through discussions of reading and writing. You will have a chance to hear Andrea Barrett talk about her book and answer questions from the audience about her short stories when she comes at UNCG on Thursday October 25 in the afternoon, at a time and place to be announced. You are required to attend this event so please mark your calendar and make all necessary adjustments in your schedule for that day.

Although the strategies we cover should apply to any writing task you face, our emphasis will be on the processes and forms of academic writing. By the end of this course you should be able to do the following:

read and write with an open mind and heart

choose effective strategies for overcoming problems in your own writing processes

choose appropriate evidence, organization patterns, and styles for particular writing tasks (narration, description, argument, etc)

locate, summarize, paraphrase, and evaluate textual evidenceincluding some that present views opposing your ownand incorporate it into your own writing;

analyze your writing and the writing of others, critically evaluating effectiveness of content and presentation.

Requirements

4 essays that make up the core of your final portfolios

Midterm portfolio

Final Portfolio

Journal and in-class writings

Class participation (including group work and conferences)

You must meet all the above requirements in order to do well in this class. For evaluation criteria, or degrees of good writing, read Writing Matters, 99-101.

Portfolios: Your portfolios will consist of 20 pages or more of polished writing. As records of your accomplishments in reading, writing, and critical thinking, the portfolios provide you with the opportunity to have your best work evaluated. Thus, they will include not only the polished versions of the four essays you are required to write in the course of the semester but samples of revised journal entries and in-class writings as well. For each essay, you will produce a rough draft for a peer review, and then a revision of that draft for me to read. I will ask you to turn in your final draft in a two-pocket folder with the current draft for me on one side, and your prewriting, peer review comments, outlines, notes, etc. on the other. When I return your papers, I strongly advise that you read my comments and suggestions carefully and ask for clarifications where needed. Throughout the term I will provide extensive feedback on your writing, calling your attention to both its strengths and weaknesses. At midterm and at the end of the semester, when I collect your portfolios, you will have an opportunity to have your best work evaluated as I assign a letter grade for each essay. The mid-term portfolio will include about 8-10 pages of polished writing, while the final portfolio will have 20 or more pages of polished writing. The final paper will also include a one-page reflection paper on your progress as a critical thinker, reader, and writer this semester. You will receive a more detailed handout about what I expect from you soon.

All papers written outside of class must follow the MLA format (typed, double-spaced with 1 inch margins, in Times New Roman or an equivalent). All papers are due at the beginning of class in which they are assigned. Late papers, turned in after the class in which they are due, will be penalized as much as one letter grade for every day they are late. Failure to turn in any one of these essays is grounds for failing the course.

Journal: The journal will allow you to engage the course material on a deeper, more personal level, so feel free to record your dreams and those daily experiences/observations from which you have learned something new about yourselves and/or others. I expect you to be as creative and provocative as possible and to experiment with various types of writing, from narrative to argument. Hold on to these entries, for you can always revise them for your portfolios and expand on them while in the process of writing formal papers. And since teaching this class is going to be a learning experience for me, too, I would encourage you to give me some feedback about what is going on in class and what you think I could do differently. You may choose to do this as often as you think fit.

You will need a loose-leaf notebook for your writing entries, which you will be asked to complete for each class meeting when an entry is assigned. Sometimes I will ask you to add an informal in-class writing to your journal. Journal entries should be at least 1 full page of word-processed material (double-spaced with one inch margins). They will be given a check plus, a check, or a check minus. The overall grade will be based on the number of entries you do out of the number possible. No entries will be accepted late. For more on journaling and for samples of journal entries written by other UNCG students, read WM, 20-22 and 79-86.

Academic Misconduct: Plagiarismusing someone elses ideas or words as your own on any assignmentis a violation of the Academic Integrity Policy and thus unacceptable. Crediting sources places your work in a textual conversation and allows you to see your own contribution to that conversation. For instructions on proper citation methods, refer to your handbook or go to www.edu/saf/studiscp/Honor.html.

Classroom behavior: Any behavior that disrupts, distracts, or is disrespectful will not be tolerated. Tardiness is rude and so is coming to class unprepared. Sleeping in class and working off topic will be counted as absences. Cell phones and pagers should be turned off during class time. You may be reached during classes or conferences at the department phone number (334-5311) in the case of an emergency.

Group work: During group activities you will share ideas and writings with your peers, working together through the revision process. It is important that throughout these sessions you work together supportively and cooperatively. One of the activities I have in mind will require each group to lead the discussion on a certain reading or set of readings for a particular class meeting, for which there will be a sign-up sheet. Briefly put, you will be responsible for getting the discussion going by asking questions about the readings and then comment on your peers responses. These exercises in rhetorical analysis will help you throughout your own writing process.

Since group work counts for your final grade, I will ask each of you to reflect not only on the group work as a whole but also on your individual effort/contribution to it. These reflections will make up a separate journal entry, which will be added to your final portfolio.

Conferences: You will sign up for two individual and informal meetings with me in the course of the semester. The purpose of these meetings is for me to gain a better understanding of your writing-related interests and concerns and for you to receive feedback on your work. Missing a conference will count as a class absence. You are welcome, however, to stop by office any time during my office hours.

Students with learning differences: If you have a disability that could affect your performance in this course or for which you need accommodation, please contact me and/or the office of Disability Services at 334-5440.

Additional Assistance: The Writing Center is located in 101 McIver and offers free assistance to UNCG students at any stage of the writing process. Call (336) 334-3125 for an appointment, or just drop by.
Attendance

It is important that I see the writing you do in class as well as the papers you produce outside of class. For every formal paper that you write, you will move through drafts and revisions, working with your peers to rethink, revise, edit your work, and help them with theirs. Consequently, it is important that you attend class regularly and participate in class activities that demonstrate your writing process in addition to the "final" products that you turn in. If you miss more than two classes, your grade could be affected. If a paper is due on the day you are absent, make arrangements to get the paper in on that day. You are responsible for finding out what goes on in the classes you miss, including any changes in the schedule or homework assignments. If you do miss class because of a serious illness, inform me as soon as possible.

Tentative Course Schedule:

The readings listed below will inform our class discussions and form the basis of most of your journal reflections. The schedule is tentative and will inevitably change as we move through the semester. You will probably have a short informal writing assignment with each reading assignment even if the writing is not described in the schedule. Remember that youre responsible for any changes. If an assignment has a website link, explore it before coming to class.
Week 1

08/21

Introduction and brief outline of the course

Form groups

08/23

"The Writing Process And Self-Discovery" (DJ 1-9)

Readings: Alvarez, "Writing Matters" (DJ 20-30)

"Rhetoric in the Writing Class" (WM 23-25)

Optional: Chanani, "Whirling Through" (DJ 61-63)

Journal entry: letter to me about your writing experiences (use metaphors and/or drawings)

In-class written response to/rhetorical analysis of Levertovs "The Secret"

Topics for Essay 1: Writing to Remember

08/27: Last day to drop course for tuition and fees refund

Week 2

08/28

Reading-Writing Connections

Readings: "Responding to Reading through Writing" (DJ 66-70)

"Reading Strategies" (WM 17-19)

Wright, "The Library Card" (74-79)

Holtzman, "Dont Look Back" (DJ 91-95)

Rosenblatt, "Life in the Margins" (handout)

Journal entry: open-ended responses to any one of the readings

Group analysis of a rhetorical situation

Groups sign up for leading discussion

08/30
Writing to Remember

"Narration, Memory, and Self-Awareness" (DJ 111-16)

Readings: Angelou, "The Angel of the Candy Counter" (DJ 128-34)

hooks, "Writing autobiography" (DJ 141-46)

Group discussion # 1
Week 3

09/03: Labor DayNo classes
Library Tour (date TBA)

09/04

Readings: Stephen Jay Gould, "Muller Bros. Moving & Storage" (DJ 155-61)

Barrett, "The Behavior of Hawkweeds"

Okada, "Namesake" (DJ 163-66)

Group discussion # 2

Artifact exchange

09/06

Readings: Barrett, "The Littoral Zone" and "The English Pupil"

Slade, "Ave Maria" (WM 41-44)

Journal entry: experiment with point of view

Group discussion # 3

Writing effective introductions and conclusions
Week 4

Conferences to be held this week

Read about "The Writing Conference" (WM 26-28)

Bring journal

09/11
Writing Workshop

Rough Draft of Essay # 1 due

Thesis statement and development

Reading: "Classroom Rituals" (WM 11-17)

09/13
Dreams and Myths

Revised copy of essay # 1 due

Topics for Essay # 2: Personal and Cultural Myths

"Comparing and Contrasting: Strategies for Thinking and Writing" (DJ 170-74)

Giovanni, "ego-tripping (there may be a reason why)" (DJ 177-78)

Optional reading: Brubach, "The Age of the Female Icon" (DJ 344-48)
Week 5

09/18

Readings: Portfolio of Creation Myths (DJ 198-201)

Groban, "Two Myths" (DJ 221-224)

Double entry response to Carl Jung, "The Importance of Dreams" (DJ 189-97)

09/20

Read: Freud, "Erotic Wishes and Dreams" (308-09)

Find myths for comparison-contrast (e.g. the Greek myth of creation)

Discuss your findings in groups
Week 6

09/25

Readings: Bulfinch, "Pygmalion" (304-05)

Updike, "Pygmalion" (305-08)

Barrett, "Rare Bird"

Group discussion # 4

Journal entry: compare and contrast Updike and Barretts stories

09/27

Draft of Essay # 2 due; workshop on draft
09/28: Six Weeks Reports into Registrar

Week 7

10/02
Self-exploration

Readings: "Definition: Word Boundaries of the Self" (231-34)

Walker, "Beauty: When the Other Dancer is the Self" (272-79)

Lamott, "Hunger" (279-85)

In-class writing on definitions of masculinity and femininity

Instructors notes on "Causality and Inward Journey" (297-300)

Group discussion # 5

10/04
Revised version of Essay # 2 due

Readings: examples of revised student writing (WM 86-96)

"The Writing Portfolio" and "Reflective Writing" (WM 35-37; 73-79)

Coherence within and between paragraphs

10/09 FALL BREAK

10/11

MIDTERM PORTFOLIO DUE

Topics for Essay # 3: Taking a Stand

Readings: "Argument and Dialogue" (369-73)

Cofer, "The Other" (DJ 377)

October 12: Last day to drop courses without academic penalty

Week 8

10/16

Readings: Barrett, "The Marburg Sisters"

Voyticky, "Mixed Up" (DJ 429-31)

Group discussion # 6

Journal entry about a part of yourself you have difficulty accepting or about a person with whom you have trouble communicating

10/18

Readings: "Argument Writing" (WM 49-54)

Issue Analysis: Bring topics for Essay # 3 and discuss them within your groups
Week 9

10/23

Readings: "Research Writing" (DJ 437-42)

Barrett, "Ship Fever"

Journal entry about character development in Barretts story

Group work: rhetorical analysis of readings

10/25

Societys Dreams

Readings: Steele, "Being Black and Feeling Blue" (DJ 410-21)

King, Jr., "I Have a Dream" (DJ 59-63)

Group work
Week 10

10/30

Readings: Pratkanis and Aronson, "Pictures in Our Heads" (DJ 447-51)

Orwell, "Winston Was Dreaming" (DJ 453-59)

Journal entry: retell Winstons dream in your own words

11/01

Revision Workshop: Draft of Essay # 3 due

Sign up for conference #2
Week 11: Conferences will be held this week; classes canceled on 11/06 and 11/08

Bring drafts of Essay # 3
Week 12

11/13
Revised version of Essay # 3 due

Topics for Essay # 4: The Story behind the Picture

Reading: John Fowles, "The Blinded Eye" (on e-reserve)

In-class written response to reading

11/15
Visions of Nature

"Creativity, Problem Solving, and Synthesis" (DJ 514-15)

Readings: Annie Dillard, "A Field of Silence" (DIJ 531-36)

E.M. Forster, "The Other Side of the Edge" (DIJ 531-541)

Journal entry
Week 13

11/20

Workshop on reading the photograph

11/22
Thanksgiving Break; class canceled

Week 14

11/27

Draft of Essay # 4 due; workshop on draft

11/29

Readings: Ullman, "Getting Close to the Machine" (493-451)

Glickman, "Technology and the Future of the American Wilderness" (DJ 500)

In-class writing

Group work

11/30

Revised version of Essay # 4 due; to be handed in to me by noon.
Week 15

12/06

Revision workshop on any paper

12/11

Last day of class: FINAL PORTFOLIO DUE