Ashley
Yarbrough
Objectives:
-
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)
In-class
writing
Journals of
reflections, responses
Group presentations,
activities
Student/Teacher
conferences
Portfolio
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
Student/Teacher
conference
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
Group
assignment/presentation
Writing
assignment #4
Katha
Pollitt – Why Boys Don’t Play With Dolls – Seagull 186
Judy
Syfers – I Want a Wife – Seagull
222
Group
work
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
Purchase books/journal
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)
in-class:
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: