- To challenge and guide students to think and write about important topics that will enhance their cognitive and creative explorations.
- To improve both the technical aspects (coherence, organization, detail) and the quality of students’ writing (depth, insight, sophistication).
- To make the connection between the process of thinking and the process of writing.
- To emphasize the value of collaboration in thinking and writing.
At the completion of this course, the student will be able to:
· Interpret and evaluate argumentative discourse, including writing and speech
· Construct cogent arguments
· Communicate those arguments clearly, coherently and effectively
· Locate, synthesize, and evaluate relevant information
· Demonstrate an understanding of the aims and methods of intellectual discourse
· Weigh evidence and evaluate the arguments of differing viewpoints
· The skills knowledge, and/or attitudes engendered should be foundational and applicable to a significant range of discourse
· The proposal should indicate how the course will satisfy both these expectations
Texts: A Lesson Before Dying, Ernest Gaines
The College Writer’s Reference
The Seagull Reader
Requirements: 3 – 4 essays (15-20 pages of revised, edited writing)
Journals of reflections, responses
Group presentations, activities
Grading: Successfully completing (the quality of work produced) this class involves active participation in all areas (attendance, individual/group work, student/teacher conference, journal, and midterm and end-of-semester portfolio). The final average is a combination of all things considered. Each assignment, prior to the final portfolio, will receive comments that will lead to your revision. Late work is unacceptable.
Attendance: Most of this class involves in-class writing, responding, and reporting in small and large groups. It’s not possible to make up that kind of work. Therefore, regular attendance and participation is crucial to your success in this class. More than 3 absences (a week’s worth of class) can compromise your grade. Talk with me in advance if you’re concerned about meeting a deadline or missing a class.
Classroom Respect for others is expected. Any behavior that distracts (eating,
Etiquette: talking while others are talking, etc.) or is disrespectful (personal attacks, etc.) is unacceptable. Students may be asked to leave the classroom if they choose to act in such a way. Cell phones and pagers should be turned off during class time.
Policy on Use the following format for all drafts and completed work:
Written Work: Double-space, 12 pt. Times New Roman font, and 1” margins all around.
Plagiarism Plagiarism is wrong and it is easy to spot. Don’t try it! The
Policy: minimum punishment is an F in the course; the maximum is expulsion from the university. Read and understand the University’s Academic Integrity Policy. See page 102 in Writing Matters for more information on plagiarism.
The Writing Regular visits to the Writing Center are highly encouraged to get
Center: different perspectives on your writing. The Center is not purposed for remedial activities; it is an extension of our classroom community. Its location is McIver 101 and is open daily (and some nights). Schedule to come.
Learning I will accommodate learning disabilities and differences. Please let
Disabilities: me know immediately. Office of Disability Services 334-5440.
Comments: This class is designed for students to read, write, and think about past and present cultural practices. I highly encourage you to remain open-minded in your learning approach.
Cul ·ture (kul’ch¶r) n. 1.a. The totality of socially transmitted behavior patterns, arts, beliefs, institutions, and all other products of human work and thought. b. These products considered as the expression of a particular period, class, community, or population. 2. Intellectual and artistic activity and the works produced by it. 3.a. Development of the intellect through training or education b. Enlightenment resulting from such training or education. 4. A high degree of taste and refinement formed by aesthetic and intellectual training - The American Heritage College dic·tion·ar·y
- Tentative calendar up to midterm –
Writing assignment #1
Brian Thomas – Cultural Encounter – Writing Matters 89
Eudora Welty – Listening – Seagull 261
Writing assignment # 2
Fredrick Douglass – Learning to Read - Seagull 53
Week 4: Sept. 9-13
Zora Neale Hurston – How It Feels to Be Colored Me – Seagull - 71
James Baldwin – Stranger in the Village – Seagull 19
Writing assignment #4
Katha Pollitt – Why Boys Don’t Play With Dolls – Seagull 186
Judy Syfers – I Want a Wife – Seagull 222
Martin Luther King – Letter from Birmingham Jail – Seagull - 81
1st day: Intro: write my name on board
Index card with info
Most embarrassing CD
Read and discuss the course syllabus
Assignment #1: Recall a memorable learning experience that you had, either in school or outside. Describe that experience and explain why it has had a lasting impact on you. Discuss how the experience has contributed to your development as a thinker and writer.
FNC: Writing Matters
2nd – Review Writing Matters info
Name fish groups, hand out fish species list and folders appt. leader / appt. recorder for decoration purposes
- pair groups, meet, exchange phone #’s
Exchange personal items and write
Exchange ideas, clarify, rewrite
FNC: Joan Didion – On Keeping a Notebook – Seagull - 45
3rd day – introduce one another to the class (in group)
continue Writing Matters discussion (notebook)
discuss Joan Didion’s essay
2nd week 1st day -
1st day – have papers checked and commented (keep until second writing assignment)
in-class journal writing topic: