general education new course template - ndsudasulliv/department/new_… · web viewgeneral...

GENERAL EDUCATION NEW COURSE TEMPLATE(For courses seeking approval as meeting general education requirements)

Department: English_________ Course Prefix and Number: ENGL 358____

Course Title: Writing in the Humanities and Social Sciences______

Instructor(s): _Amy Rupiper Taggart, Elizabeth Birmingham, Gary Totten

This form was completed by: Amy Rupiper Taggart__________

Date: _8-30-05____________

Campus phone #: _1-7148___ E-mail: [email protected]__

ITEMS TO BE INCLUDED: (Please use these headings as the template.) 1. Course Information Category(ies) in which you are submitting this course _Communication requirement, 2 nd

course in two-course writing sequence (120 plus 300-level writing course when students have received automatic credit for 110)_

Course title/number/credits_ Writing in the Humanities and Social Sciences/ENGL 358/3 credits_

Catalog description_ Theory and practice for writing multiple genres in the humanities and social sciences .

Students for whom the course is intended (only if applicable) Humanities and social science students (and any others interested in such a course) who have already taken 120 and who take one of their communications requirements at the 300 level. Students with junior standing.

Prerequisites for courses shall be only other general education courses and may not exclude students from any major other than that of the department offering the course)

2. Textbook(s)/Course Materials/Library Materials on Reserve (if required) Texts may vary from instructor to instructor. The following are Taggart’s required texts for this

course:

Brummett, Barry. Rhetoric in Popular Culture. 1994. (Just now out of print to be replaced by

Foss, Sonja. Rhetorical Criticism in future semesters)

Carpenter, Scott. Reading Lessons: An Introduction to Theory. 2000.

Klosterman, Chuck. Sex, Drugs, and Cocoapuffs. 2003.

Amy Rupiper Taggart • [email protected] • ENGL 358

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3. Intended Course Outcomes and Their Relationship to General Education List course outcomes in measurable terms and identify the associated general education outcome(s) by number.

Course Objectives Understand concepts of argument and rhetoric Write multiple critical genres for potentially varied audiences

Learn and using textual and qualitative research

Apply critical reading strategies

Read and responding to a variety of texts

Analyze and using visual rhetoric

Practice collaborative writing

General Education Outcomes1. Communicate effectively in a variety of contexts and modes, using a variety of communication skills.6. Integrate knowledge and ideas in a coherent and meaningful manner.

4. Student Activities to Promote General Education Outcomes (organized by the general education outcome identified under heading three) Explain which student activities in your class (e.g., attending lectures, participating in discussions, reading and integrating perspectives and information, conducting experiments, etc.) promote the general education outcomes listed under number three. For example, which student activities included in the attachments refer to each outcome? Please provide specific examples of student activities for each outcome and complete and submit the appropriate General Education Outcome Rubric to indicate how those examples of student activities provide evidence for a specific element in the General Education Rubric for that outcome. If this course is also offered online or in a web-based format, please note this and indicate to what extent the student activities differ.

1. Communicate effectively in a variety of contexts and modes, using a variety of communication skills. The writing assignments in this course directly address this outcome (see assignments included with the syllabus, all attached). Students write reviews of creative works, peer response letters, project proposals, formal research projects, PowerPoint presentations, and parodies.

The reviews are written with the idea of a popular public audience. The peer response letters are written to class peers to help them to revise their writing. The project proposals make a case to me, the teacher, regarding the relevance of the

questions the project will answer, the theories the students will apply to answer these Amy Rupiper Taggart • [email protected] • ENGL 358

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questions, the methods the students will use to gather information, and the resources they will use.

The formal research projects speak to a community of academic peers through formal research organization, tone, logic, etc.

The PowerPoint presentations offer a brief summation of the findings of the research project, also to a community of academic peers.

The parodies advance comedic arguments to a public audience. The contexts are thus academic (humanities and social sciences) and public. The formats are multiple genres, visual and verbal.

6. Integrate knowledge and ideas in a coherent and meaningful manner.The primary place where this outcome is taught and demonstrated is in the formal research project at the center of the course (though students must integrate knowledge and ideas less formally in their other writing projects). Students integrate theoretical knowledge (theoretical lenses used to analyze texts) with their own analyses of texts (visual and verbal) and with textual research of other, similar studies.

5. Evaluation of General Education Outcomes (organized by the general education outcome identified under heading three) What methods of evaluation do you use to measure each general education outcome (e.g., midterm, final, quizzes/tests, papers, attendance, class participation, questions, discussions after class)? What criteria do you use to judge if a general education outcome has been met? Please provide specific examples of methods and criteria for each outcome. Please link each example to the specific student activities noted under heading four for each outcome, and explain how each example provides evidence for a specific element in the General Education Rubric for that outcome. If this course is also offered online or in a web-based format, please note this and indicate to what extent the evaluation of each outcome differs.

Each of the outcomes is evaluated primarily through the class writing. See the attached rubrics for the specific evaluation criteria, See also the assignment sheets for the same evaluation criteria.

1. Communicate effectively in a variety of contexts and modes, using a variety of communication skills.Students demonstrate this outcome through the various writing assignments: reviews, peer response letters, analytical research projects, PowerPoint presentations, and parodies. Each assignment requires that they write a new genre for a slightly different audience and sphere of communication. They cannot be successful in the course if they cannot communicate effectively in a variety of contexts and modes (genres). Students demonstrate this outcome in their attention to shifts in tone, design, structure, the presentation of evidence, styles of citation, etc.

6. Integrate knowledge and ideas in a coherent and meaningful manner.Students demonstrate this outcome primarily through the analytical research assignment. I look for sources that are relevant to the questions the students have raised in their projects, deft integration of quotations and paraphrase to bolster their own analyses, the use of theories relevant to answer their questions, effective MLA or APA citation.


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6. Schedule and Topics Provided in attached syllabus


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Outcome 1

General Education Outcome 1: Communicate effectively in a variety of contexts and modes, using a variety of communication skills.

In order for a course to meet General Education Outcome 1, student products should be substantial and should constitute at least 50% of the course grade. The course must require that students produce at least three pieces in two of the following three categories: writing, oral presentations, or visual communication. Students should receive structured feedback and at least one revision should be required.

Communicate effectively in a variety of contexts

The student has demonstrated the ability to communicate effectively 1. For a variety of purposes (to

inform/ persuade/ evaluate, etc.)N/A No Somewhat Yes

Evidence: Review: to evaluate and entertain; Peer Response Letter: to evaluate and improve; Proposal: to plan; Analytical Research: to inform and persuade; Presentation: to inform and persuade; Parody: to entertain and persuade

2. With different kinds of audiences (peers, public, individuals, groups, etc.)

N/A No Somewhat Yes

Evidence: Review: public; Peer Response Letter: peers; Proposal: teacher; Analytical Research: peers/academics; Presentation: teacher and peers; Parody: public

3. In different kinds of communication forums (dialogues, committees, public speeches, various publications, electronic communication [email, web pages], etc.)

N/A No Somewhat Yes

Evidence: Whole class workshops require classroom communication in writing workshop style; one-to-one conferences require critical discussion of work with the teacher; online whole class workshops require use of discussion threads on blackboard; presentations require oral and visual dexterity; written projects simulate some of the conditions of magazine publication, journal publication.

4. Using different kinds of formats (formal presentation, progress report, final report, news story, etc.)

N/A No Somewhat Yes

Evidence: Review, Letter, Proposal, Research Essay, PowerPoint Presentation, Parody

5. Other. Please specify. N/A No Somewhat Yes

Evidence:


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Outcome 1 Communicate effectively in a variety of modes The student has demonstrated the ability to communicate effectively 1. Using oral communication N/A No Somewhat Yes

Evidence: Formally evaluated through PowerPoint presentation. Informally evaluated through participation in whole class workshops, class discussions, informal presentation of the parody.

2. Using written communication

N/A No Somewhat Yes

Evidence: Formally evaluated through review, peer response letters, analytical research project, parody, and daily writing.

3. Using visual communication (charts, graphs, illustrations, etc.)

N/A No Somewhat Yes

Evidence: Formally evaluated in PowerPoint Presentation. Most parodies also have a visual element, and if they do, it is evaluated. Some analytical research projects present data in tables or charts, and if they do, it is evaluated for its readability, relevance, support of the argument in the text.


Evidence:


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Communicate effectively using a variety of skills The student has demonstrated the ability to communicate effectively 1. Finding topics, arguments, and evidence appropriate for speech/written document/situation

N/A No Somewhat Yes

Evidence: Review: students must evaluate a popular text, using self-defined criteria made clear to a public audience. Analytical Research: students must choose a popular text and an appropriate theory to analyze that text. Evidence must emerge from the student’s analysis and any previous research.

2. Organizing ideas in a coherent structure

N/A No Somewhat Yes

Evidence: Whole class studies models of reviews and research essays, whole class determines common structures. Students use structural models to help them logically and appropriately structure reviews and research essays. Proposal structure is largely suggested by teacher; students follow structure to organize their project plans.

3. Composing language effectively to convey meaning

N/A No Somewhat Yes

Evidence: Each written project involves this larger goal. 4. Employing an appropriate university-level vocabulary

N/A No Somewhat Yes

Evidence: Particularly important in the analytic research project, its proposal, and the presentation that accompanies it. Students use theoretical language to discuss their analyses of texts.

5. Demonstrating the grammar, spelling, usage, mechanics, and structure of standard English

N/A No Somewhat Yes

Evidence: The only major project that is not held to this standard is the parody, in which it is often part of the parody to adopt non-standard English in strategic ways to make a point. Daily writing is only minimally held to this standard.

6. Presenting the text or speech effectively as finished product or performance

N/A No Somewhat Yes Evidence:

Each of the major projects (review, analytical research project, parody) goes through at least two stages of revision. Each is evaluated, then, as a final product.


Evidence:


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Outcome 6

Outcome 6: Integrate knowledge and ideas in a coherent and meaningful manner.

Integrate knowledge and ideas in a coherent manner. The student has demonstrated the ability to 1. Identify and organize information relevant to a question or issue.

N/A No Somewhat Yes

Evidence: The analytical research project and PowerPoint presentation require students both to find and integrate textual research on their chosen topics and to formally analyze popular culture texts using theories studied in class. Students choose a theory they feel is appropriate to answering the questions they have regarding their chosen texts.

2. Synthesize information to address a question or issue from a variety of sources (such as personal observation, scholarly journals, monographs, electronic media).

N/A No Somewhat Yes

Evidence: Students synthesize their own analyses (personal observation of popular texts such as movies, television programs, advertising, etc.) with already existing textual research (scholarly journal articles).

3. Integrate a variety of perspectives and points of view to address a question or issue.

N/A No Somewhat Yes

Evidence: The emphasis is not so much on integrating a variety of vastly differing perspectives in the analytical research project as it is on identifying perspectives that are not representative of the dominant culture. Students are asked to read beyond surface meaning to alternate meanings. Scholarly research provides multiple perspectives.


Evidence:


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Integrate knowledge and ideas in a meaningful manner. The student has demonstrated the ability to 1. Identify significant patterns from information relevant to a question or issue.

N/A No Somewhat Yes

Evidence: Analytical Research Project: Students choose a theoretical lens to apply to their chosen texts, which offers them tools to identify patterns. For instance, if students choose a psychoanalytic lens, they might be looking for patterns that suggest repression, transference, Oedipal complexes, etc. If students choose a gender studies lens, they might look for patterns of dominance, power, passivity and activity, etc. This presumes that the “information” is in the text itself. Sometimes this is more or less quantifiable. Students will sometimes look for the number of times a particular demographic group is represented in sitcoms or advertisements, for example.

2. Identify significant patterns from the variety of points of view and perspectives relevant to a question or issue.

N/A No Somewhat Yes

Evidence: When students find scholarly research on the representation of Asian Americans in advertising, they sometimes must negotiate and evaluate conflicting opinions and evidence.

3. Evaluate the significance of various points of view and perspectives relevant to a question or issue.

N/A No Somewhat Yes

Evidence: In choosing a lens to apply to a particular text, students must evaluate the relevance of each possible lens to their study.

4. Integrate information to gain new insights relevant to a question or issue.

N/A No Somewhat Yes

Evidence: Some of the primary and secondary research students use to answer their questions is statistical or “informative.”

5. Integrate perspectives and points of view to gain new insights relevant to a question or issue.

N/A No Somewhat Yes

Evidence: Trying on new lenses and considering scholarly debate regarding popular culture representations leads students to understand something new about these texts that surround them.


Evidence


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ENGL 358, Writing in the Humanities & Social Sciences (3 Credits)

Bulletin Course DescriptionTheory and practice for writing multiple genres in the humanities and social sciences.

Expanded Course DescriptionWriting in the Humanities and Social Sciences builds on the writing practice of ENGL 110 and 120 and helps students prepare for the kinds of research, writing, and analysis you will experience in upper division courses in the humanities and social sciences.

In this section of Writing in the Humanities and Social Sciences, we will examine popular culture texts through a variety of critical lenses and genres. In the process we will consider the definition of popular culture and the ways in which the media are influenced by and influence us. Through writing, analysis, research, and discussion, we will attempt to answer the questions: How do texts and artifacts come to mean different things to different people? What roles do popular texts play in shaping our understanding of the world? The ultimate goal is to help you as writers and readers to be able to see the complex layers of meaning in text and to understand others’ perspectives as you write for them or read their writing.

On a daily basis this section will be both a writers’ workshop, focused heavily on idea generation, planning, drafting, and revision, and a place to learn more about the theory underlying writing and reading processes. My hope is that theory and practice will mesh to give you all a foundation for future writing and other communication situations.

Course Objectives Understanding concepts of argument and rhetoric as they apply to popular culture Writing multiple critical genres for potentially varied audiences Learning and using textual and qualitative research Applying critical reading strategies Reading and responding to a variety of texts Analyzing and using visual rhetoric Practicing collaborative writing

General Education Outcomes1. Communicate effectively in a variety of contexts and formats.6. Integrate knowledge and ideas in a coherent and meaningful manner.


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PROFESSORDr. Amy Rupiper Taggart

OFFICE: Minard Hall 322D

OFFICE HOURS:MW 3-4:30, and by

appointment

COURSE INFORMATION:English 358 MWF 2-2:50

MIN 340

PHONE:701 231 7148

E-MAIL:[email protected]

or [email protected]

mailto:[email protected]

Required Texts: Brummett, Barry. Rhetoric in Popular Culture. 1994.

Carpenter, Scott. Reading Lessons: An Introduction to Theory. 2000.

Klosterman, Chuck. Sex, Drugs, and Cocoapuffs. 2003.

Recommended Texts:A writer’s handbook.A good college dictionary.

Texts on Digital Reserve (Docutek)The library now offers digital reserve so that you can access some of the course readings online in .pdf form. On days when we have reading on digital reserve, be sure to print out a copy of the reading so that you can refer to it in class. At times I will add readings, as necessary. See the schedule and the course site for updates.

Expenses & SuppliesPhotocopying/printing: On draft due dates, you will be expected to bring enough copies of your draft for your peer response partner and for me. On final draft due dates or when daily work is due, you will need to bring 1 hard copy for me and upload a backup to Digital Dropbox on blackboard. Finally, you will sometimes be expected to print or photocopy readings put on reserve in the library or print something from the course site.

Floppy disks or USB/flash drives: For those days when we are in the computer cluster rooms, you will need to bring a PC-formatted 3 1/2 x 5” floppy diskette or a USB/flashdrive for saving your work. (See course schedule)

Assignments:Semester-long class participation, including whole class workshop and daily writing. 100 points. The participation grade will be earned as follows:

A No more than 3 absences, active participation in class discussions, activities, and workshops (your body being in the room isn’t enough!), regular high quality daily work, submission of one piece of your writing for whole class workshop

B No more than 4 absences, active participation in class (your body being in the room isn’t enough!), regular good-quality daily work, submission of one piece of your writing for whole class workshop

C No more than 5 absences, regular participation in class, regular acceptable quality daily work

D No more than 6 absences, some participation in class, semi-regular daily workF Over 6 absences, some participation, some daily work

NOTE: Over 9 absences in the class will result in a zero for participation, regardless of reason.

Review of a popular culture text. 4 pages. For this assignment, you will choose a popular culture text such as a movie, a popular book, a new TV show, etc to review. Full Draft 25 points. Peer Response 50 points. Final Draft 200 points. Total 275 points.

Research proposal. 1-2 pages, plus working bibliography. Required as part of analytical research project.


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Analytical research project. 7 pages. For this assignment, you will choose a topic of interest to you regarding popular culture, and you will combine textual research with cultural studies analysis. The primary goal is to see the text in a way that is not immediately obvious or is not the dominant reading of the text. Full draft 25 points. Peer response 50 points. Final draft 325 points. Total 400 points.

PowerPoint presentation of research findings. 50 points.

Collaborative Visual & Verbal Parody of a pop culture text. (Acted out, in print, on video, on the web, etc.) In small teams, you will choose a single pop culture artifact or a cluster of closely related artifacts to mimic and comment upon through parody. This assignment will allow you to take your critically trained eye and use it to comically critique popular culture. Approximately 3 pages. Full Draft 25 points. Final Draft 150 points Total 175 points.

Grading Scales


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For assignments worth 25 points:A = 22.5-25B = 20-22.4C = 17.5-19.9D = 15-17.4

For assignments worth 50 points:A = 45-50B = 40-44C =35-39D = 30-34

For assignments worth 100 points:A = 90-100B = 80-89C = 70-79D = 60-69

For assignments worth 150 points:A = 135-150B = 120-134C = 105-119D = 90-104

For assignments worth 200 pointsA = 180-200B = 160-179C = 140-159D = 120-139

For assignments worth 325 pointsA = 292-325B = 260-291C = 227-259D = 195-226

For the course:A = 900-1000B = 800-899C = 700-799D = 600-699


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Grade Descriptions:A = Excellent work, virtually free of mechanical error (grammar, citation, punctuation, spelling),

going above and beyond the basic requirements of the assignment. Demonstrates sophisticated understanding of the assignment and the writing situation.

B = Good or above average work, minimal mechanical error, going beyond the requirements of the assignment in a least one way, fulfilling all assignment requirements. Demonstrates understanding of the assignment and the writing situation.

C = Ok or average work, some mechanical error is acceptable, just fulfills all assignment requirements. Demonstrates basic understanding of the assignment and the writing situation.

D = Needs improvement to meet assignment requirements.

F = Unacceptable work. Does not fulfill most of the assignment requirements, is not handed in, or is not the writer’s own work (the last two warrant 0s at best)

Grading Guidelines First drafts handed in after the due date will receive 0 points. This is a nonnegotiable

requirement. If you wake up sick the day a draft is due, send it via a classmate or email. Do not count on me checking my campus box after class. The draft deadline is important because coordinating peer response goes much more smoothly if everyone has a draft at the same time.

Pencil grade drafts handed in after their due dates may be reduced half a letter grade (5%), unless prior arrangements are made with me. After a week’s lateness, the grade may go down a full letter (10%) for every week it is late.

You will have the opportunity to revise the review and the research project after the pencil grade. Because I encourage revision, final draft deadlines are soft on these two major assignments. However, I will accept no final drafts after the final hand in date on the schedule.

Any projects completed collaboratively will receive one grade. Individuals will be asked to evaluate and support both their own work and their peers’ work on the project. The self-assessment will serve as a grading guide for me.

All drafts and peer response letters are due at the very beginning of class on the due date.

Daily writing will be evaluated on a +/√/- scale. A + means very good to excellent work. A √ means average or acceptable work. A – means that the work did not fit the assignment, did not fully address the assignment, or was below average in the quality of response. Daily writing is part of the daily participation grade.

Grading ConferenceFor the review assignment, I will hold individual grading conferences with each of you. This will allow you to see how I respond to your writing, to understand the grading process better, and to learn how you can improve your writing through a one-to-one discussion with me. It will also help me to get to know you and your writing needs better.


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The week before the conferences begin, I will post a sign-in sheet on my office door (322D Minard Hall). You will sign up for a time that works for you. Then, you will come to the conference with two copies of your finished final draft, the peer responses you received on the draft, and copies of any sources you used.

In the conference, you and I will both read your paper with the response sheet to guide our reading. We will then compare our evaluations of the document and discuss any differences. You may choose to keep the grade or substantially revise the paper once for an improved grade.

AttendanceBecause writing workshops are classes in which writers support each other through responding to each other’s writing and actively practicing the reading and writing skills they need to excel, attendance at all classes is expected. Be here, and be on time. If you are aware of a potential conflict with this class, consider taking another section at another time. When unavoidable emergencies arise, contact your advisor as soon as possible to make the appropriate arrangements. The advisor will contact me. You have three free misses for illness/emergency. After three, your participation grade will go down, and after nine absences you will automatically receive a zero for participation.

Writing Format: Always hand in one hard copy of your work. Then, always post one copy of your work to

Digital Dropbox. I will respond to and hand back the hard copy. For peer response, you will need one hard copy for me plus one copy for each peer respondent.

Unless specified otherwise, all assignments must be typed. Use a 12-point font, double space, with one-inch margins all around, unless the document

requires a special design. Staple your document together or put it in a paper folder. Cover sheets are unnecessary, but use a heading that includes your name, the date, the

title of your work, and any draft information (Example: Review, Draft 1 or Analytical Research Project, Final).

Include works cited, citations, and "help received" statement as necessary (check your handbook or a reliable online handbook for citation conventions).

When you do a substantial revision for a grade, hand in the previous and newest drafts together so that I can easily see what you’ve changed to improve the piece.

Academic HonestyAll work in this course must be completed in a manner consistent with NDSU University Senate Policy, Section 335: Code of Academic Responsibility and Conduct (http://www.ndsu.nodak.edu/policy/335.htm).

This writer’s workshop will be based on high levels of trust and interaction—it is a writer’s community. If you are unsure about citation or writers’ ethics, please feel free to ask me and I will help you to remain within the university’s code. In cases of blatant plagiarism or cheating, the student may fail project or the course and even be suspended, depending on the degree of seriousness. In cases of careless plagiarism (for instance, citing sources in the text and not listing them on the works cited page, not including page numbers in parenthetical citations, not using quotation marks around borrowed text), the student may fail the project or be asked to rewrite it for a reduced grade.


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http://www.ndsu.nodak.edu/policy/335.htm

Helpful websites for understanding and avoiding plagiarism:

http://www.indiana.edu/~wts/wts/plagiarism.html

http://ec.hku.hk/plagiarism/introduction.htm

Special NeedsIn keeping with the Americans with Disabilities Act, I would encourage students with special needs who need accommodations in this course to contact me as soon as possible so that the appropriate arrangements can be made.


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http://ec.hku.hk/plagiarism/introduction.htm

http://www.indiana.edu/~wts/wts/plagiarism.html

Writing in the Humanities and Social Sciences Schedule

Unit I: Introduction & Reviewing Pop CultureDate Reading

AssignmentWriting Assignment Class Details

W, 1-12

Introduction Course DetailsWhy study popular culture?

F, 1-14 Read RiPC 3-18 Daily writing: Complete exercise 1.1 RiPC & exercise 1.3 in RiPC

How do things mean?Values and culture

W, 1-19

Read Klosterman Preface-41 (Note some of the similarities between his essays and the review genre.)

Quickly read through the review assignment included in this syllabus. Bring to class.

Choose a photo from a popular medium and first describe what associations you have with the images there (indexical meaning). Then, discuss how the picture suggests something about the photographer’s perspective. What might have been left out? Why might he or she have chosen this angle? What might the photo be trying to persuade you to understand, think, or believe? Be sure to bring a copy of the photo with your writing.

Understanding the perspective of the image creator

Introduce review assignment

Brainstorming

F, 1-21 Read 4 of the reviews (in preparation for review assignment) to

Look closely at the reviews you read for today and note at least 6

Review genre analysis


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be found under “Assignments,” “Review Models”:Review of Toni Morrison’s Love, Master and Commander, Matrix Revolutions, and 2 reviews of Klosterman’s Fargo Rock City

genre conventions. That is, what 6 things (regarding style, organization, tone, content, etc.) do the reviews do or share in common?

Now list at least 4 things the review you believe is strongest does well. Give specific examples from the review to reinforce your points.

Now look closely at the introductions of each. Write down what you think each introduction is doing (Summarizing the plot? Comparing the pop culture text to another text?)

M, 1-24

Read Klosterman 42-95

By today, choose and view, listen to, or reread (I wouldn’t advise reviewing a book you haven’t read yet) the thing you want to review (the Klosterman book or a movie, new TV show, CD, DVD, popular book, video game).

Daily writing: Write two possible “thesis statements” for your review. That is, write two different statements of the position you might take in your review. Then, in bullet points, provide 4 pieces of evidence that your critique is valid for the position statement you feel is most productive. On what basis have you come to these conclusions?

(Hint: because the review draft is due on Wed., you may want to begin drafting, as well.)

Practicing review

Sign up for whole-class workshops

W, 1-26


Review Full Draft Due Side shadow & peer response

F, 1-28 Read RiPC 18-32 Peer Response Letter Due

Defining cultureRhetoric of the


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Those students who are scheduled for whole class workshop on Monday should send their drafts to the entire class via blackboard’s email function (found under “communication”) by no later than Sunday noon.

everyday

Texts as influential

M, 1-31


Read student reviews for whole class workshop

Take clear notes (i.e., at least a paragraph that overviews what’s working best in each and one or two areas that you think could be improved) on the project for whole class workshop. You will hand them to the writer after discussion.

WCW: 2 students (Review)

W, 2-2 Read student reviews for whole class workshop



F, 2-4 Read student reviews for whole class workshop



M, 2-7 ** Consider reading ahead this week.

Review pencil grading conferences, bring revised draft to conference (2 copies)

After you receive feedback in conference, begin revising.

No full class, attend conference in 322D at your selected time.

W, 2-9 . Review pencil grading No full class, attend


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conferences, bring revised draft to conference (2 copies)


conference in 322D at your selected time.

F, 2-11 Read three drafts for virtual WCW. Post responses to discussion thread on blackboard.


No full class, attend conference in 322D at your selected time.

Unit II: Researching and Analyzing CultureM, 2-14

Read Reading Lessons “Introduction” and “Ch.1”

Quickly read through analytical research assignment in this syllabus. Bring to class.

Introduce research projects

Brainstorming

W, 2-16

Read RiPC, 68-104 Daily writing: Exercise 3.2, p. 72

F, 2-18

Read student reviews for whole class workshop

Take clear notes (i.e., at least a paragraph that overviews what’s working best in each and one or two areas that you think could be improved) on the projects for whole class workshop. You will hand them to the writers after discussion.

WCW: 3 students (Review) held asynchronously on a blackboard discussion thread

M, 2-21

President’s Day Holiday

W, 2-23

Read Reading Lessons Ch. 2 (Formalism and Structuralism)

Substantial Revisions of Review Due (Optional)

F, 2-25

Read Reading Lessons Ch. 4 & RiPC 120-24 (Psychoanalysis)

Find an example of what you understand to be “the uncanny” (p. 81) in film, music, etc. Write a page that considers the role the uncanny seems to play in that popular text.


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What repressed desires might be suggested by the uncanny in this popular text?

M, 2-28

Read Reading Lessons, Ch. 5 (Feminism & Gender Studies)

Stale Roles and Tight Buns

W, 3-2 Read RiPC 124-29 (Feminism)

Killing Us Softly

F, 3-4 Read RiPC 145-154 Daily writing: Do a quick feminist/gender studies analysis of a magazine rack (in the Union, Barnes & Noble, or elsewhere). What do the magazine covers collectively say about gender in our culture? Be sure to use some of the specific terminology about gender roles, the gaze, objectification, infantilization, etc.

Finish/discuss feminist lens and videos

Preview culture-centered criticism

M, 3-7 Ch. 6, Reading (New Historicism & Cultural Studies)

Mickey Mouse Monopoly

W, 3-9 Daily writing: Go back to the magazine rack or to a new magazine rack. What kinds of distortions do you think the rack makes of our culture? (see page 120 in Reading Lessons for descriptions of the types of distortions some cultural studies critics look for). What kinds of things are left out (selection)? What gets lots of emphasis (exaggeration)? Is there anything that seems unreal (fabrication)? Is there even some element

Finish/discuss new historicist/cultural studies lens and Mickey Mouse Monopoly

Guest speaker: Debra Peterson


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that seems to represent something totally different (allegory)?

F, 3-11

Read RiPC 110-120 (Marxism)

Read Klosterman 166-77 (Think about how Klosterman’s reading of country music is a casual Marxist or class analysis.)

The Ad and the Ego

M, 3-14 to F 3-18

Spring Break

M, 3-21

Research proposal due Class in computer cluster (location TBA) to do additional research (Dr. Taggart will begin responding to proposals and returning them)

W, 3-23

Read one of the articles from my list or that you found that applies the lens you have chosen.

Daily writing: Write a two-paragraph summary of the article you read as a model of academic critical analysis. Be sure to include the full MLA citation above the summary.

Class in computer cluster (location TBA)

Sign up for PowerPoint date and time

PowerPoint training session

F, 3-25 & M, 3-18

Holiday

W, 3-30


“Fox Portrays a War of Good and Evil and Many Applaud” and “Television Conventions” on Docutek E-Reserves (library home page)

OutFoxed

(Ideally, return proposals)

F, 4-1 Research project full draft due

Side shadow and peer response

M, 4-4 Read student research projects for whole

Peer response letter due

WCW (AR): 2 students


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class workshopTake clear notes on the projects for whole class workshop. You will hand them off to the writers after discussion.

W, 4-6 Read student research projects for whole class workshop

Take clear notes on the projects for whole class workshop. You will hand them off to the writers after discussion.

WCW (AR): 3 students

Unit IV: Parodying CultureF, 4-8 Quickly scan the

parody assignment in this syllabus and bring it to class.

Read “The Photoshopping of the President” on blackboard2 under “Assignments,” “Readings”

Introduce parody assignment (Da Vinci’s notebook, This Land)

Invention

M, 4-11

Form parody teams

Analytical research project pencil grade draft due

PowerPoint presentations of research & analysis

W, 4-13

Meet with parody teams outside class as your homework for this week when you are not preparing for your presentations.

PowerPoint presentations of research & analysis

F, 4-15

“ PowerPoint presentations

M, 4-18

“ PowerPoint presentations

Ideally, return pencil grade drafts of AR

W, 4-20

Read student research projects for whole class workshop


WCW: 3 students (AR)


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F, 4-22

Read student research projects for whole class workshop


WCW: 3 students (AR)

M, 4-25


WCW: parodies

W, 4-27

Final drafts of AR due (optional)

WCW: parodies

F, 4-29

WCW: parodies

M, 5-2 Read Klosterman 220-35

Bring materials for collaboration to class.

Class in computer cluster (location TBA)

Parody workshop W, 5-4 All final drafts of

parody due. Be sure to complete the collaborative self-assessment sheet individually and be prepared to hand in. These are confidential.

Parody casual presentations

F, 5-6 Parody casual presentations

I will return as many graded projects as possible.


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Review

Name: Grade:Category Outstanding Good Ok Needs Improvement Unacceptable For your next paper or revision, improve these

areas by:Does the review have a clear focus, a clear evaluation?

Are the criteria for evaluation clear?

Does the review balance description with evaluation?

Is the review fully developed? (four pages)

Is the review logically organized?

Does the review fit the tone and style of EW or the publication you’ve identified?

Is the review stylistically easy and interesting to read (varied sentence structures, effective word choices, etc.)?Is the review carefully proofed?


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Name Grade: Peer Response Letter Category Outstanding Good Ok Needs Improvement Unacceptable For your next letter, improve these areas by:Response Helpfulness & Thoughtfulness

Response Specificity

Response Respectfulness

Letter Format Appropriateness, Consistency

Letter Structure (Transitions, Paragraphs, Order)

Letter Development, Development of Each PointTimeliness of Response

Grammatical & Stylistic Effectiveness


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Analytical Research Project

Name: Pencil Grade:Category, Do you . . . Outstanding Good Ok Needs

ImprovementUnacceptable For your next paper or revision,

improve these areas by:Have a clear thesis statement?

Offer enough analysis, enough specific reference to the text to support the thesis?

Go beyond the preferred reading of the text to an inflection or subversion of the preferred reading?

Gather and synthesize enough appropriate sources to ethically and fully answer the question?

Structure the report effectively (most standard structure: claim, evidence, conclusions, directions for further research)?

Maintain a readable and effective academic style?

Achieve generally correct and effective mechanics?

Correctly cite (MLA)?

Fully develop the project? (6 pages)


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Presentation Response Sheet for

Please respond using the following scale:5= (excellent) 4= (good) 3= (ok) 2= (needs improvement) 1= (unacceptable)

ArgumentTo what extent was the presenter’s argument clear?5 4 3 2 1

Evidence/Specific ExamplesDoes the presenter offer at least one or two specific examples to support or “prove” the argument?5 4 3 2 1

FocusTo what extent was the presentation focused, not offering too many strands for the 6 minutes?5 4 3 2 1

VisualsTo what extent do the visuals clearly reinforce/expand the information presented without simply acting as a script?5 4 3 2 1

DeliveryTo what extent was the delivery of the presentation clear, well paced, at the right volume, and not physically distracting?5 4 3 2 1

Comments:


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Collaborative ParodyCreators: GRADE: Category Outstanding Good Ok Needs

ImprovementUnacceptable For your next paper or revision, improve

these areas by:Does the parody effectively mimic enough of the conventions of the original to make it clear what it is parodying? (Tone, design, theme, etc.)

Does the parody make a clear point or argument?

Does the parody use visuals effectively (where appropriate)?

Did you indicate a potential audience/publication forum for this piece?

Does the parody meet or exceed the length/development requirements?

Is the text well proofed?

Did you give me a copy of the text you are parodying? Y/N


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