SYLLABUS
Greetings, O Studious Dragons! Welcome to HUM 211 PERSPECTIVES ON SOCIETY - 3crs. Writing Intensive LASC #6 - Summer 2016
Class meets on M-T-W-Th-F in Maclean 273 10:45-12noon - lunchtime 12-12:30 - 12:30-1:15
email address czynski@mnstate.edu WebPage: web.mnstate.edu/czynski
Office: Maclean 279P - Philosophy Dept. Tel: 218-477-4666
Office Hours: each day after class for a while + by appointment
Course Description (Bulletin): Explores visions (cultural, political, religious, ...) of society ... or intercultural encounters between societies. ... May include works of history, literature, and political theory.
Course Overview in particular: We shall explore the "visions" of American society believed in/expressed&experienced by Native-Americans (esp., the Nez Perce led by Chief Joseph) and Anglo/Euro-Americans from the midwestern and eastern US: settlers, soldiers, miners, explorers, ... in the mid-late 19th century (1800s) into the early 20th-century. We will compare/contrast THEIR historical Past with OUR history-in-the-making Present as well as to delve into - so as to genuinely appreciate and understand - how the American West was a vast realm of many American-Indian tribal communities, nomadic and sedentary, who endured conflicts and tragedies caused by invasive, exploitative encounters with migrant Americans, yet persevered in their traditional ways with dignity.
LASC #6: The HUMANITIES - Arts, Literature, and Philosophy: The principal GOAL of LASC #6 is to expand students' knowledge of the human condition and human cultures, especially in relation to behavior, ideas, and values expressed in works of the creative imagination and life-infused (= experiential not abstract) thought. Through studying Literature, Visual and Performing Arts, Philosophy, and associated academic disciplines (such as Photographic and Film Studies, History, Biography, ...) students will learn to appreciate the varied expressions of the human heart, mind, and spirit in their historical and cultural contexts. And so, our course will encourage MSUM students to develop certain intellectual Competencies. These are:
1 - TO demonstrate in writing and class-discussion awareness of the scope and variety of creative works in the Humanities: Paintings, Memoirs, Novels, ... .
2 - TO explain how such artifacts are expressions of individual and universal human values reflective of historical and social contexts.
3 - TO analyze and critically evaluate such works of the imagination and life-experience through intensive Writing-Endeavors and eager participation in seminar-like Class-Discussion.
4 - TO articulate an informed personal reaction to works in the Humanities: Arts documentary films, ...), Literature (narrative history, poetic prose, ...) .
5 - TO present, in writing and class-conversation, informed aesthetic appreciation and evaluative judgments on Arts-related, Literature-related, History-related, Culture-related, and Society-related topics.
REQUIREMENTS:
- Diligent, dutiful, mindful reading-preparation of the assigned pages as specified in the Syllabus-Schedule given below. Contributory oral-participation is necessary for fruitful class-discussion, and so your enthusiastic Prof (= Me, KCz!) encourages you to speak your mind! All opinions are respectfully welcome because all thoughts are created equal! So, be at ease and share your Reader/Viewer's Reflection-Responses in our seminar-like course. And ALWAYS bring your books to class - having read in advance, of course, the assigned pages.
- Faithful Attendance: Absence is excused ONLY for a good/justifiable reason, such as illness, being out of town for MSUM sports, serious family matter, a critical circumstance beyond your control, bad weather, car-trouble, ... . Please contact me beforehand if you know in advance, or even if unanticipated, by sending me an email or a phone-message - so as to avoid an UNexcused absence. Thus, any valid absence is excusable, but only with an honest, if brief, acknowledgement. (No privacy-particulars need be mentioned.) Otherwise, 2 or more UNexcused absences will necessitate a lowering of the final letter-grade whether in part (say, from B+ to B or B-) or in whole (from B to C) depending upon the # of such absences. And if you are ever absent, a simple, straightforward statement (no need for personal details) will suffice. Honesty is the only policy! So, just attend our class faithfully, be a diligent reader and an active class-participant - in sum, be committed to your studies!
- WRITING ENDEAVORS:
- 14 Formal, typed, 1-page Objective/Subjective Essays @ 50 pts. (= 700 pts.) = Typed Reader's Response-Reflections TRRRs
- 1 Formal, typed 2-pg Obj/Subj Viewer-Reflection Essay @ 100 pts.- your choice: EITHER on Ken Burns & Stephen Ives' documentary-film THE WEST - OR on Ken Burns' docu-film THE NATIONAL PARKS - due on Thursday 7/28
- There will be TWO/2 in-class, informal, handwritten short-response Questions @ 25 pts.(= 50 pts.) - ICQs - dates are WED 7/20 & THURS 7/28 - assigned reading-focus for each announced in advance - if UNexcused absence, no make-up offered
-- For the 14 TRRRs and the 2-page typed Essay due 7/28, the Obj/Subj topics are of YOUR CHOICE inspired by/based upon/derived from your reading of the assigned pages in our 2 books for dates specified in the Syllabus-Schedule. You are expected to print-out your Writing-Endeavors BEFORE coming to class to be handed in to me on the dates indicated for the TRRRs. These are all to serve as springboards for our fruitful and interesting class-discussions as members of a seminar-group. Points will be subtracted, however, if you do not have your paper-copy ready for class-discussion contributions.
- 1 EXAM (Final - "cumulative") on Friday 7/29 @ 150 pts. The Format/Design and Contents/Topics to be derived only from Selected Pages indicated in advance in class. The Exam will include 2 informal/handwritten Obj/Subj Essays @ 25 pts.(= 50) on lined-paper provided + a 1-page typed Essay-Question @ 50 pts. due on exam-day (topic/s to be announced) + Matching Columns and/or Fill-in-the-Blanks @ 50 pts. (range of contents to be decided)
- Thus, a total points-potential of 1000 points, with the final letter-grade derived from the # of points attained out of the total potential, proportioned on the basis of 100 points using + and - signs with letters: A+ = 100-98 A = 97-94 A- = 93-90 B+ = 89-87 B = 86-83 B- = 82-80 ...
DISABILITY STATEMENT: MSUM is committed to providing equitable access to learning opportunities for ALL students. The Disability Resource Center DRC is the campus office collaborating with students with disabilities to provide and/or arrange reasonable accommodations. So, if you have, or think you have, a disability (mental health, attentional, learning, chronic health, sensory or physical), please feel absolutely free to contact Mr. Greg Toutges of the DRC at 218-477-4318 (V) or 800-627-3529 or 711 (MRS/TTY) to schedule an appointment. Additional info is at http://www.mnstate.edu/disability/ AND do tell me about any accomodation you need that I most willingly will implement.
The week-by-week Schedule of Readings & Writing-Assignments is given below. There are 2 REQUIRED paperbacks:
1 - Lorraine J. Hopping, CHIEF JOSEPH The Voice for Peace - CJVP
2 - Douglas Waitley, WILLIAM HENRY JACKSON Framing the Frontier - WHJFF
READING SCHEDULE for our 2 books: 1- WHJFF (10-45-12noon) 2- CJVP (12:30-1:15) and photocopied handouts (12:30-1:15):
WEEK I -
- TUES 7/5: Introduction to our course: Names & Syllabus + Please READ in advance of our first class-meeting as follows: 1) in WHJFF: Introduction by D. W.: pages 1-3 and 2) in CJVP: Introduction by L.J.H.: p. 1 AND LOOK appreciatively at the historically informative photo-illustrations in both books.
- WED 7/6: READ to prep for class-discussion: WHJFF: Ch. 1 & CJVP: Ch. 1
- THURS 7/7: WHJFF: Ch. 2 & CJVP: Ch. 2
-FRI 7/9: WHJFF: Ch. 3 & CJVP: Ch. 3
WEEK II -
- M 7/11: WHJFF: Ch. 4 & CJVP: Ch. 4
- T 7/12: WHJFF: Ch. 5 & CJVP: Ch. 5
- W 7/13: WHJFF: Ch. 6 & CJVP: Ch. 6
Th 7/14: WHJFF: Ch. 7 & CJVP: Ch. 7
F 7/15: WHJFF: Ch. 8 & CJVP: Ch. 8
WEEK III -
- M 7/18: WHJFF: Ch. 9 & CJVP: Ch. 9
- T 7/19: WHJFF: Ch. 10 & CJVP: Ch. 10
- W 7/20: WHJFF: Chs. 11 and 12 & CJVP: Ch. 11 *** ICQ #1 @ 25 pts. on WHJFF
- Th 7/21: WHJFF: Ch. 13 & from "Chief Joseph's Own Story": pp. 44-top165 "... plainly."
- F 7/22: WHJFF: Ch. 14 & from "Chief Joseph's Own Story": p.165 to last page
WEEK IV -
- M 7/25: WHJFF: Ch. 15 & extracts from Timothy Egan's biography of the photographer Edward S. Curtis (d. 1952) who knew Chief Joseph - "Indian Napoleon 1903" + a brief extract from Anne Makepeace's biography of E.S.C.
- T 7/26: WHJFF: Ch. 16 & extract from the late Alan Cheuse's novel about E.S.C. To Catch The Lightning
- W 7/27: WHJFF: Ch. 17 & from "The Last Indian War - The Nez Perce Story"
Th 7/28: WHJFF: Chs. 18 & 19 *** ICQ #2 @ 25 pts. on WHJFF + class-discussion of your 2-page Viewer-Reflection Essay due today *** Comments on the exam-format
- F 7/29: in-class EXAM @ 150 pts. - format to be decided & presented on 7/28
SCHEDULE for the Subjective-Objective Writing-Endeavors =
Typed Reader's Response-Reflection Essays = TRRRS, each @ 50 points-potential (A+ = 50 ... A- = 45 ... B- = 40 ...) Each of the 14 typed 1 full-page minimum (into a second page, of course, as you wish) Writing-Endeavor Essays is due IN CLASS on the specified date AND to be based on - inspired by - your reading of the assigned pages for that date from either WHJFF or CJVP. They are all to serve as springboards for our class-discussion. Points will subtracted for in-class lateness. READ the other section of the Syllabus for more info about my expectations (see ESSAY GUIDELINES below) for the WHAT & the WHY & the HOW of your Writing-Endeavor Essays.
WEEK I - Th 7/7: TRRR #1 due - CJVP - Ch. 2
F 7/8: TRRR #2 due - WHJFF - Ch. 3
WEEK II - M 7/11: TRRR #3 due - CJVP - Ch. 4
T 7/12: TRRR #4 due - WHJFF - Ch. 5
W 7/13: TRRR #5 due - CJVP - Ch. 6
Th 7/14: TRRR #6 due - WHJFF - Ch. 7
F 7/15: TRRR #7 due - CJVP - Ch. 8
WEEK III - M 7/18: TRRR #8 due - WHJFF - Ch. 9
T 7/19: TRRR #9 due - CJVP - Ch. 10
Th 7/21: TRRR #10 due - "The Last Indian War"
F 7/22: TRRR #11 due - WHJFF - Ch. 14
WEEK IV - M 7/25: TRRR #12 due - "Chief Joseph's Own Story" - p. 171 to the end
T 7/26: TRRR #13 due - WHJFF: Ch. 16
W 7/27: TRRR #14 due - "Indian Napoleon 1903"
Th 7/28: 2-page Viewer-Reflection Essays due + class-discussion round-table
F 7/29: EXAM - in-class hand-written PARTS + a 1-page typed ESSAY-PART
ESSAY GUIDELINES:
Needless to say, I will grade your Writing-Endeavors primarily on content and secondarily on expression (including grammar and spelling) - ideas/reflections matter more than style. (I am aware that there are students whose native language is not English.) And, to say the obvious, each one of us is unique/individualistic in how we express ourselves. So, just always write your very best! Never hand in anything casually or hastily put together. Be the best Thinkers, Readers, and Reflection-Response Writers that you can be! So, do your best to compose your typed Objective/Subjective Essays in a self-critical way as your own editor-proofreader! Take the time to edit your phrasing for illogical statements, and proofread for typos such as spelling-errors or untidy punctuation. Be PROUD of the Essays that you submit to me for my DELIGHT! Make me smile! Make my Day! And I will make every effort to be sincerely fair and objective in how I "grade" your Essays.
In general, your Writing-Endeavors will be DIVIDED into two parts:
PART I: OBJECTIVE = the WHAT = you present/describe/explain ANY topic/them/person/event/.../S derived from the assigned pages for a given day, and certainly use quotations when pertinent to support your ideas.
Then, in PART II: SUBJECTIVE = you explain WHY you chose the particular topic/theme/... to write about. And, in general, be attentive to being LOGICAL in HOW you express your ideas/reflections, being GRAMMATICALLY CORRECT in your sentence-syntax (for ex., proper use of subject-verb agreement, ...), being COHERENT in structuring your paragraph-sequence to form an Essay with an intro-beginning and conclusion-end in balance, and being a DRAGON-FIRED-UP PROOFREADER, who scrutinizes her/his spelling and punctuation - easy to do with computer-programs these days! I should NOT need to spend time correcting any such mistakes; if so, points will be deducted fairly and objectively, not arbitrarily nor excessively.
WEEK I - Monday 8/24 - Introductions: Our Names, Books, Syllabus - Reading & Writing
- WED 8/26: READ for class-discussion 1) ChJ: Dedication + pages vi-vii: CONTENTS + pp. ix-xxv: "Searching for Joseph" & Map + pp. 399-400: KN's Note on his Sources, including his travels + 2) AFL: pp. iii-xvi: Foreword & on SR's Manuscript & Contents & Map + pp. 143-144: Epilogue by SR's son, Josiah (Harvard philosophy professor) + 3) WJW: Acknowledgements + Introduction + Map + pp. 123-24: Afterword by NW
WEEK II - M 8/31: AFL: 2-29: Ch. 1 "Plains"
- W 9/2: ChJ: 3-25: Chs. 1 & 2 *** 1-page Obj/Subj Essay due for ALL Groups A & B & C - SEE Schedule
WEEK III - M 9/7: LABOR DAY - No Class, BUT READ ChJ: 26-37: Ch. 3 for class-discussion on Wed 9/9
- W 9/9: ChJ: Discuss Ch. 3 + READ 38-62: Ch. 4 *** 2-page O/S TRRR1 due in class for Group A of 8 students to initiate class-discussion
WEEK IV - M 9/14: AFL: 32-57: Ch. 2 "Desert" *** 2-page O/S TRRR1 due for Group B of 8 students
- W 9/16: ChJ: 63-83: Chs. 5 & 6 *** 2-pg O/S TRRR1 due for Group C of 9 students - SEE Schedule
WEEK V - M 9/21: AFL: 60-75: Ch. 3 "Mountains" *** 2-pg O/S TRRR2 due for Group A
- W 9/23: ChJ: 87-119: Chs. 7 & 8 *** 2-pg O/S TRRR2 due for Group B - SEE Schedule
WEEK VI - M 9/28: AFL: 78-104: Ch. 4 "El Dorado" *** 2-pg O/S TRRR2 due for Group C
- W 9/30: ChJ: 120-142: Ch. 9 *** 2-pg O/S TRRR3 due for Group A
WEEK VII - M 10/5: AFL: 106-140: Chs. 5 & 6 "Morals" & "Fortitude" - seminar discussion
- W 10/7: ChJ: 143-161: Ch. 10 *** 2-pg O/S TRRR3 due for Group C
WEEK VIII - M 10/12: WJW: 17-45: Chs. 1 & 2 & 3 "Discovering" & "Looming" & "Growing Up" *** 2-pg O/S TRRR4 for Group A: your Chapter-choice for your own topic
W 10/14: ChJ: 162-182: Ch. 11 *** 2-pg O/S TRRR3 due for Group B
WEEK IX - M 10/19: WJW: 46-76: Chs. 4 & 5 & 6 "Signs" & "Heading West" & "Meeting" *** 2-pg O/S TRRR4 for Group C - your Chapter-choice for topic
- W 10/21: ChJ: 183-204: Ch. 12 *** 2-pg O/S TRRR5 due for Group A
WEEK X - M 10/26: WJW: 77-105: Chs. 7 & 8 & 9 "Love" & "Life" & "Home" *** 2-pg O/S TRRR4 due for Group B - your Chapter-choice for topic
- W 10/28: ChJ: 205-230: Chs. 13 & 14 *** 2-pg S/O TRRR5 due for Group C - SEE Schedule
WEEK XI - M 11/2: WJW: 106-122: Ch. 10 + Epilogue: "Yellowstone" & "Remembered" - seminar discussion
- W 11/4: ChJ: 231-261: Chs. 15 & 16 *** 2-pg O/S TRRR5 due for Group B - SEE Schedule
WEEK XII - M 11/9: ChJ: 262-293: Chs. 17 & 18 *** 2-pg O/S TRRR6 for Group A - SEE Schedule
- W 11/11: NO CLASS - BUT READ ChJ: 294-302: Ch. 19 to discus on M 11/16
WEEK XIII - M 11/16: ChJ: Discuss Ch. 19 + READ 303-320: Chs. 20 & 21 *** 2-pg O/S TRRR6 due for Group B - SEE Schedule
- W 11/18: ChJ: 321-342: Ch. 22 *** 2-pg O/S TRRR6 due for Group C
WEEK XIV - M 11/23: ChJ: Ch. 23 *** 2-pg O/S TRRR7 due for Group A *** DUE-DATE - and no later - for the 2-pg Viewer-Response ESSAYS on Ken Burns & Stephen Ives' documentary THE WEST
- W-F 11/25-27: HAPPY THANKSGIVING!
WEEK XV - M 11/30: ChJ: Chs. 24 & 25 *** 2-pg O/S TRRR7 due for Group B - SEE Schedule
- W 12/2: ChJ: Ch. 26 & Epilogue *** 2-pg O/S TRRR7 due for Group C *** Review-Pages for Final Exam handed out & on my WebPage
WEEK XVI - M 12/7: RETROSPECTIVE & comments on the EXAM
- THURSDAY 12/10: FINAL EXAM @ 2:00-4:00 + Course-Evaluations
ESSAY GUIDELINES:
Needless to say, I will grade your Writing-Endeavors primarily on content and secondarily on expression - ideas/reflections matter more than style. And we - each one of us - are unique/individualistic in how we express ourselves. Just always write your best! Never hand in anything casually or hastily put together. Be the best Thinkers, Readers, and Reflection-Response Writers that you can be! So, do your best to compose your typed Objective/Subjective Essays in a self-critical way as your own editor-proofreader! Take the time to edit your phrasing for illogical statements, and proofread for spelling-errors or untidy punctuation. Be PROUD of the Essays that you submit to me for my DELIGHT! Make me smile! Make my Day! And I will make every effort to be sincerely fair and objective in how I "grade" your Essays.
In general, your Writing-Endeavors will be DIVIDED into two parts: PART I: OBJECTIVE = the WHAT = you present/describe/explain ANY topic/them/person/event/matter/S derived from the assigned pages for a given day as Kent Nerburn or Sarah Royce narrates; then, in PART II: SUBJECTIVE = you explain WHY you chose that particular item/S to write about. And, in general, be attentive to being LOGICAL in how you express your ideas/reflections, being GRAMMATICALLY CORRECT in your sentence-syntax (for ex., proper use of subject-verb relations, ...), being COHERENT in structuring your paragraph-sequence to form an Essay with an intro-beginning and conclusion-end in balance, and being a DRAGON-FIRED-UP PROOFREADER, who scrutinizes her/his spelling and punctuation - easy to do with computer-programs these days! Just watch for the red/green highlighting! I should NOT need to spend time correcting any such mistakes; if so, points will be deducted fairly and objectively, not arbitrarily nor excessively.
HUMANITIES 211 Perspectives on (American) Society
Class meets M & W 3:00-4:15 in Bridges 357
e-mail address: czynski@mnstate.edu
Office: Maclean 279P (Philosophy Dept.) Tel: 477-4666
Office Hours: Mon & Wed 12:30-2:30 Tues & Thurs 12:15-1:00 & 3:00-4:30 Fri 12:00-1:30 + by appointment
Web-Page: web.mnstate.edu/czynski
Course Description (Bulletin): Explores visions of society ... or intercultural encounters between societies. ... May include works of history, literature, and political theroy.
Course Overview in sum: We shall explore the "visions" of America believed in/articulated/enacted by Northerners and Southerners during the Civil War era. We will seek to compare/contrast THEIR Past with OUR Present as well as to delve into - so as to truly understand and appreciate - that bloody "identity-crisis" when Americans North and South almost rent asunder the young democratic Republic, which was on the brink of self-destruction.
LASC/Dragon Core #6: The HUMANITIES - Arts. Literature, and Philosophy: The principal GOAL of LASC/DC #6 is to expand students' knowledge of the human condition and human cultures, especially in relation to behavior, ideas, and values expressed in works of the creative imagination and life-infused thought. Through studying Literature, Visual and Performing Arts, Philosophy, and associated academic disciplines (such as Photography, Film, ...) students will learn to appreciate the varied expressions of the human heart, mind and spirit in their historical and cultural contexts. And so, our course will encourage MSUM students to develop certain intellectual Competencies. These are: 1. TO demonstrate in writing and class-discussion awareness of the scope and variety of creative works in the Humanities (Painting, Novels, ...) 2. TO explain how such works are expressions of individual and human values reflective of historical and social contexts. 3. TO analyze and critically evaluate such works of the human imagination and creative thought through discussion and writing. 4. TO articulate an informed personal reaction to works in the Humanities (Arts, Literature, ...). 5. TO present (= express) informed aesthetic (arts-related and literature-related) appreciative and evaluative judgments.
REQUIREMENTS: Mindful Reading-Preparation of the assigned pages as specified in the Syllabus-Schedule. Contributory oral-participation through class-discussion is welcomed and encouraged by your enthusiastic Prof. (= Me!) So, be at ease and share your readers' reflections in our seminar-like setting. And ALWAYS bring your books to class. Generally, on Mondays it will be TROS, and on Wednesdays: first, Louisa May's HS, then Sam's CoH.
Faithful Attendance: Absence is excused ONLY for a good/justifiable reason, such as illness, being out of town for MSUM sports, serious family matter, a critical circumstance beyond your control, bad weather, ... . Please contact me beforehand if you know in advance, or even if unanticipated, by sending me an e-mail or a phone-message - so as to avoid an UNexcused absence. Thus any valid absence is excusable, but only with an honest, if brief, acknowledgement. Otherwise, 2 or more UNexcused absences will lead to a lowering of the final letter-grade either in part (say, from B= to B or to B-) or in whole (from B to C), depending upon the number of such absences. And if you are ever absent, a simple, straightforward acknowledgement (no need for personal details) will suffice. Honesty is the only policy. So, just attend class regularly and be a diligent reader and active class-participant - in a word, be committed to your studies! Breathe your Dragon fire!
WRITING ENDEAVORS: As a Writing Intensive course, the expectation is that, by the semester's end, you will have composed 16 FORMAL writing-assignments - "Writing Endeavors" = WEs - that will be graded according to certain Criteria/Standards with 5 specific Goals in mind. These are presented in the Essay-Guidelines below. You will also be required to do some INFORMAL writing, evaluated only in terms of content, not grammar, spelling, etc.. These will include a) 2 hand-written ICQs = In-Class essay-style Question-responses and b) your in-class hand-written Midterm & Final Parts. More on the FORMAL WEs below; for both Formal & Informal WEs, the principal goals are #1) to stimulate and maintain OUR class-involvement with, and YOUR personal interest in, our 3 books, AND #2) to encourage you to advance/develop as reading-writing thinkers by guiding your written and spoken expression of your Objective Understanding and Subjective Interpretation of our 3 books. The WRITING ENDEAVORS are as follows:
ESSAY GUIDELINES
First of all, please read attentively on the Writing Endeavors in the Syllabus above = pp. bottom3-5.
Secondly, as a separate hand-out, the "Grading Rubric with Criteria" and the "Policy on Mechanical Errors" are intended to be words of encouragement for you to write your best, and are also meant to guide you as Thinkers and Readers as well as Writers. So, do your best to compose your thoughts and present your knowledge&understanding with high standards as to ligocal organization, correct spelling, etc..Be your own self-scrutinizing editor&proofreader. Be PROUD of the writing you submit to me - for my delight, I hope! Make me smile! Make my day!
Thirdly, as a Writing Intensive course, specific Competencies have been stipulated for students' writing endeavors; these are as follows:
1. Students will use a coherent writing-process including organization, drafting, revising, editing, and invention (= originality in design, choice of topic, style, ...) to form an effective, final written-product. = So, students will, for example, compose one typed Formal Essay involving a "Draft" with an initial submission, and (if necessary) subsequent revision/rewriting/resubmission in consultation with the instructor.
2. Students will consult effectively and appropriately with others to produce quality written-products. = So, for ANY of the typed Formal essay, students are encouraged to consult with the instructor - and possibly also the Write Site as to 1] presenting an outline - or even just a topic-proposal - with a clear, thematic focus, and 2] consulting suggested re/sources for research. This consulting conversation could, for example, focus on the 4-page Reader-Viewer's Reflection-Response Essay on comparing/contrasting DGF's TROS and Ric Burns' docu-film "Death and the Civil War."
3. Students will read, analyze, evaluate, synthesize, and integrate appropriately and ethically both information and ideas derived from diverse sources or points of view in their writing. = So, students will be encouraged to read critically (always questioning ...) so as to appreciate the literary elements of, for example, LMA's HS (such as character-portrayal, scene-descriptions, ...) as well as the cultural/historical/social aspects of LMA's narrative memoir.
4. Students will located, use, and cite appropriately primary (= for ex., LMA's HS) and secondary (= for ex., Alice Fahs' Introduction) from print and electronic sources (and possibly also film-documentary sources, such as RB's docu-film). = So, students will be required, for any one of the typed Formal Essays, to make pertinent, intellectual use of at least one outside source - be it from a book or a journal-article (print) or an academically worthy on-line web-site or ... . And to do so with honest acknowledgement, including an explicit citation in the Essay - especially if there is a quotation or a substantial paraphrase. Whatever source/s may have been used should be listed in a Bibliographical Note at the end. Simple format: author-title-publication - for ex., Watkins, Sam, COMPANY AYTCH, ed. M. Thomas Inge (New York: Penguin/Putnam - Plume Book, 1999). Feel free to use whichever format you are accustomed to, as in your academic major: APA or MLA or ... .
5. Students will use correct grammar and mechanics in writing. = So, students - Will BE LOGICAL in their idea-expression. Will BE COHERENT in structuring the Essay's paragraph-sequence. BE GRAMMATICALLY CORRECT in formulating sentences. BE PROOFREADING for spelling and punctuation while writing. Students do not need to sound "academic" in their "style." In fact, a;; styles of Writing Endeavors and Oral Presentations are created equal since every students has her/his own "voice" = perspective, way of phrasing thoughts, manner of speaking, ... .But BE SURE to compose your Writing Endeavors with the highest standards in mind. Aim for the stars! BE CONSCIENTIOUS as you ponder and write. Include a separate title-page with a DESCRIPTIVE/THEMATIC title indicating your topic/subject. Use standard 12-point font and double-spacing with reasonable (1-inch) margins.
ON PLAGIARISM
Simply put, PLAGIARISM is incorporating another person's writing (from a phrase to a paragraph to a ...) and/or ideas (insightful observation, factual knowledge, ...) into your writing AS IF it were originally YOUR OWN. To avoid this "intellectual sin," simply acknowledge your source/s, citing appropriately in a parenthesis. "The guideline 'Rule of Thumb' is: if you take more than several consecutive words from a source [however published: print, on-line, film-narration ...), put the words in QUOTATION-MARKS "..." And if the IDEA behind your own sentence/s really comes from someone else's thinking, then acknowledge you debt (for ex., you would say: "As Alice Fahs states in her Introduction, LMA experienced ... .) as you paraphrase that idea.
Now, IF objective evidence demonstrates that a student has indeed plagiarized (for whatever "reason" - lateness, desire-for-a-great-grade, ...), the offense will be reported to the Campus Judicial Officer - and a failing-grade will, in any case, be automatic. And so, whenever using an outside/secondary source to enhance/support your own ideas, always provide citation-acknowledgements. This shows your research-capability and reader's curiosity to your Prof who could, then, appreciate your compositional efforts.
READING SCHEDULE for our 2 paperbacks: 1- CJVP 2- WHJFF
WEEK I -
- WED 7/2: Introduction to our course: Names & Syllabus + Please READ in advance of this 1st class as follows: 1) in CBCW: CB's opening-quotation: "If I ... shows." + pages ix-x: Foreword by SBO + 383-87: Afterword & Acknowledgements + Just GLANCE at the scholarly References with notes on pp. 389-511 plus the Index on pp. 513-27 and 2) in LPB: Just LOOK appreciatively at the historically revelatory photo-illustrations selected by RF
- THURS 7/3: READ in preparation for our class-conversations: 1) CBCW: pp. 3-bottom23: from "Clara would ..." to "... so, too." + 2) LPB: from the opening photo with the Lincoln quotation to the bottom of p. 5 "... Lincoln.'" total # of actual text-pages = 21 + 3.5
- FRI 7/4: July Fourth Holiday
WEEK II -
- M 7/7: CBCW: 24-upper43: from "By August [1861], ..." to "... as well." + pp. 373-82: Epilogue: The [Lecture] Circuit: "Clara's exploits ... me go!" + LPB: 6-bottom14: from the illustration of AL's hand-written autobio-sketch to "... by turns.'" # = 19 + 9.5 + 6
- T 7/8: CBCW: mid43-mid65: from "From Washington, ..." to "... in the field." + LPB: top15-mid22: from "At the age ..." to "... 'Abe.'" # = 18 + 6
- W 7/9: CBCW: lower65-mid84: from "For the next ..." to "... of gunfire." + LPB: mid22-lower30: from "In 1834, ..." to "... were engaged." # = 19 + 5
Th 7/10: CBCW: mid84-lower103: from "Soon more ..." to "... sides cheered." + LPB: lower30-upper39: from "Mary's sister ..." to "... not guilty." # = 19.5 + 6
F 7/11: CBCW: bottom103-mid123: from "Clara found ..." to "... feed him." + LPB: mid39-upper48: from "Lincoln spent ..." to "... 'natural death.'" # 19 + 4.5
WEEK III -
- M 7/14: CBCW: mid123-mid146: from "That January [1863], ..." to "... of Charleston." + LPB: upper48-top55: from "When his ..." to "... himself." # = 19.5 + 5
- T 7/15: CBCW: mid146-mid166: from "At some point, ..." to "... malarial infection." SKIP from lower 148 ("He had a ...") to bottom151 ("... not fear.'") + LPB: upper55-65: from "He wanted ..." to the photos of AL # = 19 + 6.5 + RECITATION of AL's "Gettysburg Address"
- W 7/16: CBCW: mid166-bottom184: from "On July 16 [1863], ..." to "... fighting ended." + LPB: 66-bottom72: from the photo to "... forty-eight." # = 18.5 + 4
- Th 7/17: CBCW: top185-bottom203: from "Accompanied by ..." to "... of patents." + LPB: 73-bottom84: from "The North ..." to "... be done.'" # = 19 + 7
- F 7/18: CBCW: top204-upper225: from "After sunset ..." to "... to her." + LPB: 85-upper91: from "Lincoln came ..." to "... this act.'" # = 18.5 + 4
WEEK IV -
- M 7/21: CBCW: mid225-244: from "In May, ..." to ".. was out." + LPB: 92-99: from the photo of soldiers to the illustration of Pickett's charge # = 19.5 + 4
- T 7/22: CBCW: 247-upper266: from "The Charlotte ..." to "... before Petersburg." + LPB: 100-bottom105: from the Gettysburg-photo to "... the front." # = 19 + 5 + RECITATION of AL's "Gettysburg Address"
- W 7/23: CBCW: upper266-top286: from "Once the Tenth ..." to "... on his brow.'" + LPB: 106-mid112: from the hospital-photo to "... slavery permanently." # 20 + 4
- Th 7/24: CBCW: upper286-bottom306: from "The summons ..." to "... in the night." including the photo-illustrations + LPB: mid112-mid120: from "As the winter ..." to "... that night.'" # = 19 + 4
- F 7/25: CBCW: top307-mid329: from "On Thursday, ..." to "... skies beyond." + LPB: mid120-129: from "April 14, 1865, ..." to Springfield-photo # = 22 + 5
WEEK V -
- M 7/28: CBCW: mid329-mid349: from "Her pilgrimage ..." to "... the Government." + LPB: 130-mid137: from "On the morning ..." to "... April 11, 1865." # = 17.5 + 5
- T 7/29: CBCW: mid349-mid369: from "When October 1 ..." to "... of valor." + 373-82: Epilogue: The [Lecture] Circuit: "Clara's exploits ... me go!" # = 19 + 9.5
SCHEDULE for the Subjective-Objective Writing-Endeavors = Typed Reader's Response-Reflections TRRR, each @ 50 points-potential (A+ = 50 ... A- = 45 ... B- = 40 ...) Each of the 16 typed 1-page minimum (or, 1 into a second page) Endeavor-Essays is due IN CLASS on the specified date AND to be based on - inspired by - your reading of the assigned pages for that date from either CBCW or LPB. They are all to serve as springboards for our class-discussion. Points will subtracted for in-class lateness. READ the other section of the Syllabus for more info about my expectations (see ESSAY GUIDELINES) for the WHAT & the WHY & the HOW of your Endeavor-Essays.
WEEK I - Th 7/3: TRRR #1 due - CBCW from pages 3-23
WEEK II - M 7/7: TRRR #2 due - CBCW from pp. 373-382
T 7/8: TRRR #3 due - LPB from 15-22
Th 7/10: TRRR #4 due - CBCW from 84-103
F 7/11: TRRR #5 due - LPB from 39-48
WEEK III - M 7/14: TRRR #6 due - CBCW from 123-146
W 7/16: TRRR #7 due - LPB from 66-72
Th 7/17: TRRR #8 due - CBCW from 185-203
F 7/18: TRRR #9 due - LPB from 85-91
WEEK IV - M 7/21: TRRR #10 due - CBCW from 225-244
T 7/22: TRRR #11 due on AL's "Gettysburg Address" in LPB from 100-105
Th 7/24: TRRR #12 due - CBCW from 286-306
F 7/25: TRRR #13 due - LPB from 120-129
WEEK V - M 7/28: TRRR #14 due - LPB from 130-137
T 7/29: TRRR #15 & # 16 due - in CBCW: #15 from 349-369 and #16 from 373-382. This date is our EXAM-day, and so TRRR #15 & #16 will = the typed ESSAY-Parts of the exam. The in-class handwritten short "Informal Essay/s" Part will derive from LPB, and there will be a Matching-Columns Part of important historical persons (and possibly places, ...) from CBCW. More on all this to be explained in advance.
Greetings, O Studious Dragons! Welcome to HUM 211 PERSPECTIVES ON SOCIETY - 3crs. Writing Intensive (LASC/Dragon Core #6) - Fall 2015
The week-by-week Schedule of Readings & Assignments is given below. There are 3 REQUIRED paperbacks:
1) TROS - The Republic of Suffering: Death and the American Civil War by Drew Gilpin Faust - 1st woman President (28th) of Harvard University (2008 - VINTAGE Books: Civil War Library)
2) HS - Hospital Sketches [1863] by Louisa May Alcott - edited by Alice Fahs (2004 - Bedford/St. Martin's) *** MUST be THIS pbk-edition for course
3) CoH - Company Aytch [= "H"] (1882) by Sam R. Watkins, a Confederate soldier from Tennessee - edited by M. Thomas Inge (1999 - PLUME Book/PenguinPutnam) *** MUST be THIS pbk-edition for our course
--- TROS is a scholarly, illustrated historical narrative examining the varied impact of the deaths - and re/burials - of (about) 620,000 men during the Civil-War era 1861-1865 upon individuals, families, communities, the divided Nation, gov't agencies, and citizens' associations. Prof. DGF also examines how the wounded, ill, dying, and dead soldiers were treated - at times, in ways primitive and barely adequate; at other times, medically fruitful and ultimately beneficial. Sometimes the care was rushed and haphazard; sometimes, if circumstances in the field allowed, it was timely and conscientious; generally, all was carried out with concern and attention, if not devotion and respect. We will view parts of a 2-hour PBS American Experience documentary based on TROS - Death and the Civil War - by Ric Burns. A copy will be placed On Reserve in the LLLibrary.
--- HS is an autobiographical memoir by the Massachusetts novelist Louis May Alcott, who volunteered to serve as a nurse in Washington, D.C., in the winter of late-1862 into the early spring of 1863 (she fell ill, and had to return home to Concord, MASS). LMA's "sketches" depict the challenges facing both the medical staff and the suffering soldiers in a Union/Yankee hospital in the Georgetown section of the capital. Her detailed, descriptive evocations of named soldiers under her care are memorably vivid - and reading her narrative will dramatically illustrate TROS for us as readers.
--- CoH is also an autobiographical memoir, written about 20 years after the Civil War, by a Tennessee enlistee named Samuel R. Watkins, who narrates in poignantly, yet at times humorously, personal detail all that he experienced - endured, witnessed, shared, cherished-in-remembrance - during the four years of bitter, North-South conflict. Sam was a member of Company "H" (pronounced aytch with a Tennessee twang) of the First Tennessee Regiment called the "Maury Grays" of Maury County. We will "meet" ole Sam thanks to Ken Burns' PBS 11 1/2-hour documentary on the Civil War (1990) in that KB incorporates many quotations from Sam's account in his visually stunning and emotionally compelling "re-enactment" the War of Secession/War between the States.
So, our course Perspectives on Society will focus on American society during the 4-year Civil War between 2 "societies": the industrialized, more populous Union/Yankee North and the agrarian, slave-holding Confederate/Rebel South. Through our reading and viewing, we will, in a sense, "resurrect" the lives of Louisa May Alcott and her hospital associates and her soldier-patients, AND of Sam Watkins and his "Johnny Reb" brothers-in-gray, AND many others (doctors, nurses, gov't agents, bereaved family members, ... - women and men) presented by DGF in TROS. We will "journey" into the mid-19th century so as to "live" in that Past ourselves twice-a-week. Indeed, we will activate our historical imaginations and engage our intellectual energies so as to "relive" inwardly this crossroads-struggle in American history decisive for our society even today.
HUMANITIES 211 Perspectives on (American) Society
Class meets M & W 3:00-4:15 in Bridges 357
e-mail address: czynski@mnstate.edu
Office: Maclean 279P (Philosophy Dept.) Tel: 477-4666
Office Hours: Mon & Wed 12:30-2:30 Tues & Thurs 12:15-1:00 & 3:00-4:30 Fri 12:00-1:30 + by appointment
Web-Page: web.mnstate.edu/czynski
Course Description (Bulletin): Explores visions of society ... or intercultural encounters between societies. ... May include works of history, literature, and political theroy.
Course Overview in sum: We shall explore the "visions" of America believed in/articulated/enacted by Northerners and Southerners during the Civil War era. We will seek to compare/contrast THEIR Past with OUR Present as well as to delve into - so as to truly understand and appreciate - that bloody "identity-crisis" when Americans North and South almost rent asunder the young democratic Republic, which was on the brink of self-destruction.
LASC/Dragon Core #6: The HUMANITIES - Arts. Literature, and Philosophy: The principal GOAL of LASC/DC #6 is to expand students' knowledge of the human condition and human cultures, especially in relation to behavior, ideas, and values expressed in works of the creative imagination and life-infused thought. Through studying Literature, Visual and Performing Arts, Philosophy, and associated academic disciplines (such as Photography, Film, ...) students will learn to appreciate the varied expressions of the human heart, mind and spirit in their historical and cultural contexts. And so, our course will encourage MSUM students to develop certain intellectual Competencies. These are: 1. TO demonstrate in writing and class-discussion awareness of the scope and variety of creative works in the Humanities (Painting, Novels, ...) 2. TO explain how such works are expressions of individual and human values reflective of historical and social contexts. 3. TO analyze and critically evaluate such works of the human imagination and creative thought through discussion and writing. 4. TO articulate an informed personal reaction to works in the Humanities (Arts, Literature, ...). 5. TO present (= express) informed aesthetic (arts-related and literature-related) appreciative and evaluative judgments.
REQUIREMENTS: Mindful Reading-Preparation of the assigned pages as specified in the Syllabus-Schedule. Contributory oral-participation through class-discussion is welcomed and encouraged by your enthusiastic Prof. (= Me!) So, be at ease and share your readers' reflections in our seminar-like setting. And ALWAYS bring your books to class. Generally, on Mondays it will be TROS, and on Wednesdays: first, Louisa May's HS, then Sam's CoH.
Faithful Attendance: Absence is excused ONLY for a good/justifiable reason, such as illness, being out of town for MSUM sports, serious family matter, a critical circumstance beyond your control, bad weather, ... . Please contact me beforehand if you know in advance, or even if unanticipated, by sending me an e-mail or a phone-message - so as to avoid an UNexcused absence. Thus any valid absence is excusable, but only with an honest, if brief, acknowledgement. Otherwise, 2 or more UNexcused absences will lead to a lowering of the final letter-grade either in part (say, from B= to B or to B-) or in whole (from B to C), depending upon the number of such absences. And if you are ever absent, a simple, straightforward acknowledgement (no need for personal details) will suffice. Honesty is the only policy. So, just attend class regularly and be a diligent reader and active class-participant - in a word, be committed to your studies! Breathe your Dragon fire!
EXAMS: 2 Exams: 2 non-cumulative Exams - Midterm and Final - @ 100 points as indicated in the Schedule below - with in-class handwritten Parts and take-home typed Essay-Parts.. In each case, the exam-format will likely include essay-style question-responses (with choices), and possibly fill-in-the-blanks and/or matching columns. (NO Scantron Multiple Choice.) The exams will be based on selected pages/sections of our books focused on historical persons, events, issues, ... . And the 2 exams will only be given on the dates specified below. Before each exam, I will hand out, and put on my Web-Page, selected Review-Pages precisely indicated with thematic focus specified for guidance in REreading. So, the 2 exams will derive ONLY from the review-Pages. I will explain the exam-format in advance in our RETROSPECTIVE (= review) class-sessions.
WRITING ENDEAVORS: As a Writing Intensive course, the expectation is that, by the semester's end, you will have composed 16 FORMAL writing-assignments - "Writing Endeavors" = WEs - that will be graded according to certain Criteria/Standards with 5 specific Goals in mind. These are presented in the Essay-Guidelines below. You will also be required to do some INFORMAL writing, evaluated only in terms of content, not grammar, spelling, etc.. These will include a) 2 hand-written ICQs = In-Class essay-style Question-responses and b) your in-class hand-written Midterm & Final Parts. More on the FORMAL WEs below; for both Formal & Informal WEs, the principal goals are #1) to stimulate and maintain OUR class-involvement with, and YOUR personal interest in, our 3 books, AND #2) to encourage you to advance/develop as reading-writing thinkers by guiding your written and spoken expression of your Objective Understanding and Subjective Interpretation of our 3 books. The WRITING ENDEAVORS are as follows:
[A] INFORMAL WRITING: Composing Coherent Paragraphs forming Short Essays:
1) On 2 specific class-days 2 ICQs = "writing-to-learn" endeavors of modest length - each within 1 page of lined-paper - graded only for content = knowledge & ideas: #1 - WED 9/4 on HS #2: WED 10/16 on CoH. In both cases, the Questions will derive from the assigned pages for the 2 specified dates. A thematic-focus to guide your reading is given on both dates in the Syllabus.
2) 4 Exam-Essay Question-Responses: 2 per exam, each within 1 page (half-page minimum) - graded only for content: #1: 2 for the Midterm on WED 10/9 #2: 2 for the Final on THURS 12/12.
[B] FORMAL WRITING: Composing Essays with Deliberation and Style
1) 4 TEQs (= Typed Essay Question-Responses) @ 1 typed page = 4 pp. total - fully graded. 8/9 students per Monday will hand in their 1-page TEQ on the class-day's assigned pages in TROS, using their TEQ as a springboard for class-discussion. I will return them, graded, the following week. The 3 groups of 8/9 students (totaling 25) will be arranged alphabetically by last name from B to W BUT only first names are used in the Syllabus.
The 1st TEQ for each group - 8 on 9/9 & 8 on 9/16 & 9 on 9/23 - will be considered a "draft" to be examined for any "mechanical" corrections in grammar, punctuation, spelling, etc. as well as for emendations in structure, logic, and content = knowledge & ideas. In a word, EXPRESSION. Once I've returned them to you a week later, you will, if necessary, revise, retype, and resubmit them STAPLED WITH the original. Though called a "draft," I do expect you to compose your FIRST 1-page TEQ thoughtfully, with careful attention to GOOD EXPRESSION in style and substance. Your "draft" is not meant to be a casual, slapdash/rushed piece of writing. And so, I THANK YOU in advance for your co-operation and diligence in this regard. Ideally, then, do your best for your "draft" TEQ! And WHAT will your topics be for the 3 TEQs? YOUR CHOICE! For all 3, you will select a subject/topic from the assigned pages in TROS for that date THAT GRABBED YOUR INTEREST. You'll write about it = you'll present the WHAT as narrated by DGF - this is the OBJECTIVE part of your TEQ; then, in the second-half, you'll explain WHY you chose what you chose to write about = the SUBJECTIVE part. So, half-Objective and half-Subjective - written in the 1st-person = for ex., "When DGF describes the burial-scene in Richmond, I could imagine the feelings ..."
2) 2 typed, take-home Exam-Essay Question-Responses @ 2 pages = totaling 4 pp. - 1 for the Midterm and 1 for the Final - each due on the exam day - topic-options to be given in advance.
3) 1 typed 4-page Reader's Reflection-Response Essay based on the assigned pages, for a given WEDNESDAY, in either LMA's HS or SW's CoH, depending on your assigned date. This R's R-R E will develop in 2 stages: on the assigned class-day (always WEDs), 2/3 students will speak to the class (= SOPs = Students' Oral Presentations) about WHAT GRABBED THEIR INTEREST = the Objective part, and then they'll explain WHY = the Subjective part. Say, 10 minutes more or less - we'll be free-floating with cseminar-conversation, of course. Then, on the assigned date, generally one week later, the 2/3 students will hand in the typed 4 pages of their Obj/Subj R' R-R Essays. About half the class (= 12) will orally present, and eloquently! write, about HS first, through WEEK VI, and 13 students about CoH second, beginning in WEEK VIII.
4) 1 typed 4-page Reader-Viewer's Reflection-Response Essay in which you will present, highlighting with explanatory details, HOW Ric Burns' truly informative - and, at times, inspiring - documentary Death and the Civil War ENHANCED your knowledge and DEEPENED your understanding of what you read about in a chapter/section of DGF's TROS. Be selective, not exhaustive! Choose a reasonable subject-focus from a given chapter/section of TROS and explain how your thoughtful viewing of RB's docu-film illustrated - even brought alive - DGF's narrative. Examine D and the CW with a scrutinizing eye in order to "see" how you can find a complementary harmony between the book and the film. You don't need to watch the entire 2-hour docu-film. Just choose a topic of interest derived from TROS and appreciate how any "chapter" of the docu-film visually and otherwise enriched your knowledge&understanding of the Civil War experiences narrated in DGF's book-with-illustrations. And, as mentioned above, a DVD is available for over-night use ON RESERVE in our LLLibrary. There is also a helpful website for this American Experience film at PBS.org - thanks to WGBH in Boston, which sponsored RB's docu-film.
You will submit your 4-page R-V's R-R Essays to me in 5 groups of 5/5/5/6/4 beginning on WED 10/30 in WEEK X - 5 students, then WED 11/6 - 5, then WED 11/13 -5, then WED 11/20 - 6, and WED 12/4 - 4. You may, of course, hand it in earlier if you wish - but no later than your due-date! Points will be deducted otherwise. And I've arranged these WEs so that you will NOT have 2 due in the same week. And as mentioned above, the Essay Guidelines with the 5 WI Competencies follow below. (The Grading Rubric with Criteria and Policy on Mechanical Errors/Surface Flaws in need of correction is a separate hand-out.).
*** Disablity Access Statement: Students with disabilities should contact Mr. Greg Toutges, Coordinator of Disability Services in Flora Frick 154 (477-4318), to make timely arrangements for exam-taking suitable to their needs. Naturally, speak to me also for any accommodation I most willingly will implement.
SCHEDULE of READINGS & ASSIGNMENTS
WEEK I - M 8/26 - Introduction to our course: our Names, our Books, Syllabus
-W 8/28 - READ in HS: Preface: pages vii-x + the Introduction by Alice Fahs: pp. 1-mid23 & Notes + the Chronology: 121-122
WEEK II - M 9/23: LABOR DAY Holiday - BUT PLEASE READ: HS: Intro. by AF cont'd: mid23-44 & Notes + TROS: Preface by Drew G. Faust: xi-xviii for class discussion on WED
- W 9/4: HS: 50-52: Illustrations + 53-lower68: Chs. I & II + ICQ #1 for ALL on LMA (= Nurse TP)'s journey to, and arrival in, Washington, D.C.: Ch. II
WEEK III - M 9/9: TROS: 3-lower25 up to "...the war.": Ch. 1 + "Draft" TEQ #1 - 1 page - 8 students: Katerina, Allison, Bryan, Shaina, Samuel, Bryan, Thomas, Nate
- W 9/11 HS: bottom68-top80: Ch. III + 1st group of SOPs by 3 students - 4 pages due WED 9/18: Melissa, Katy, Alexander
WEEK IV - M 9/16: TROS: bottom25-31: Ch. 1 + 32-mid51 up to "... to save.": Ch. 2 + "Draft" TEQ #1 - 1 p. - 8 students: Katie, Zachary, Nicholas, Breann, Reewa, Brooke, Erica, Renae
- W 9/18: HS: 80-mid93: Ch. IV + 2nd group of SOPs - 3 students - 4 pp. due WED 9/25: Shaina, Samuel, Bryan
WEEK V - M 9/23: TROS: mid51-60: Ch. 2 + 61-top76 up to "... of life.": Ch. 3 + "Draft" TEQ #1 - 1 p. - 9 students: Chelsea, Fatima, Etta, Briana, Sarah, Amanda, Melissa, Katy, Alexander
- W 9/25: HS: lower93-107: Ch. V + 3rd group of SOPs by 3 students - 4 pp. due WED 10/2: Thomas, Nate, Katie
WEEK VI - M 9/30: TROS: 76-101: Ch. 3 + TEQ #2 - 1 p. - 8 students: Katerina, Allison, Bryana, Shaina, Samuel, Bryan, Thomas, Nate
- W10/2: HS:108-119: Ch. VI + 4th SOPS - 3 students - 4 pp. due MONDAY 10/7: Zachary, Nicholas, Breann ***Review-Pages handed out & on WebPg
WEEK VII - M 10/7: RETROSPECTIVE with comments on the exam-format
- W 10/9: MIDTERM EXAM @ 100 pts.
WEEK VIII - M 10/14: NO CLASS
- W 10/16: CoH: Introduction by M. Th. Inge: vii-xix + 1-2: Preface by the editors of the newspaper Columbia Herald in 1881 + pp. 3-34 up to "...of this." + ICQ #2 for ALL on SW's account of the battle of Shiloh (TENN): Ch. II
WEEK IX - M 10/21: TROS:102-mid127 up to "... weeks before.": Ch. 4 + TEQ #2 - 1 p. - 8 students: Katie, Zachary, Nicholas, Breann, Reewa, Brooke, Erica, Renae
- W 10/23: CoH: mid34-mid65 up to "... these things?" + 5th SOPs by 2 students - 4 pp. due WED 10/30: Reewa & Ashley
WEEK X - M 10/28: TROS: mid127-136: Ch. 4 + 137-lower154 up to "... Cemetery.": Ch. 5 + TEQ #2 - 1 p. - 9 students: Chelsea, Fatima, Etta, Briana, Sarah, Amanda, Melissa, Katy, Alexander
- W10/30: CoH: mid65-top97 up to "... Chattanooga." + 6th SOPS by 2 students - 4 pp. due WED 11/6: Erica & Renae + 1st group of 5 Reader-Viewer's Reflection-Response 4-page Essays due: Nate, Thomas, Katerina, Allison, Bryana
WEEK XI - M 11/4: TROS: lower154-170: Ch. 5 + 171-mid178 up to "... or dread." Ch. 6 + TEQ #3 - 1 p. - 8 students: Katerina, Allison, Bryana, Shaina, Samuel, Bryan, Thomas, Nate
- W 11/6: CoH: 97-129 up to "... miles." + 7th SOPs by 2 students - 4 pp. due WED 11/13: Chelsea & Fatima + 2nd group of 5 R-V's R-R 4-p. Essays due: Zachary, Katie, Etta, Briana, Sarah
WEEK XII - M 11/11: TROS: mid178-lower200 up to "... of death." Ch. 6 + TEQ #3 - 1 p. - 8 students: Katie, Zachary, Nicholas, Breann, Reewa, Brooke, Erica, Renae
- W 11/13: CoH: 130-top161 up to "... down." + 8th SOPs by 2 students - 4 pp. due WED 11/20: Etta & Briana + 3rd group of 5 R-V's R-R 4-p. Essays due: Chelsea, Fatima, Bryan, Samuel, Shaina
WEEK XIII - M 11/18: TROS: bottom200-210: Ch. 6 + 211-bottom224 up to "... and importance.": Ch. 7 + TEQ #3 - 1 p. - 9 students: Chelsea, Fatima, Etta, Briana, Sarah, Amanda Melissa, Katy, Alexander
- W 11/20: CoH: 161-192 + 9th SOPs by 2 students - 4 pp. due MONDAY 12/2: Sarah & Amanda + 4th group of 6 R-V's R-R 4-p. Essays due: Renae, Erica, Brooke, Reewa, Breann, Nicholas
WEEK XIV - M 11/25: NO CLASS - but you are expected to READ for class-discussion on 12/2 + hand in a writing-assignment (= TEQ #4) derived from TROS: 225-249: Ch. 7: TEQ #4 for ALL - 1 p. - on how Southern citizens (not the Federal gov't) undertook re/burial of Confederate soldiers after the war: mid236-249
- Th 11/28: HAPPY THANKSGIVING!
WEEK XV - M 12/2: class-discussion on reading for 11/26: ALL hand in #4 TEQs + TROS: 250-265: Ch. 8
- W 12/4: CoH: 193-215: The End + 10th SOPs for 3 students on CoH: mid201-210 on the battles of Franklin & Nashville in TENN - 4 pp. due WED 12/11 (Study Day) at my offcie: Katerina, Allison, Bryana + TROS: 266-271: Epilogue *** Review-Pages handed out & on my WebPage + 5th group of 4 R-V's R-R 4-p. Essays due: Alexander, Katy, Melissa, Amanda
WEEK XVI - M 12/9: RETROSPECTIVE with comments on the exam-format
- Th 12/12: EXAM @ 100 pts.at 2:00 p.m.
SKELETON OF WRITING-ENDEAVORS: total points-potential = 700
- INFORMAL = 2 ICQs @ 30 pts. = 60
- INFORMAL&FORMAL: 2 Exams @ 100: Midterm & Final: in-class handwritten Parts & take-home, typed Essays = 200
- FORMAL: 4 TEQs (at 1-page = 4 pp.) @ 60 = 240
- FORMAL: 4-page Reader's Reflection-Response Essay with Student's Oral Presentation given one week before written-essay due: on either LMA's HS or SW's CoH = 100
- FORMAL: 4-page Reader-Viewer's Reflection-Response Essay = 100
I wish you, O fire-breathing Dragons, an intellectually-rewarding experience in OUR course this fall semester! And best wishes for all your extra-curricular activities as well!
ESSAY GUIDELINES
First of all, please read attentively on the Writing Endeavors in the Syllabus above = pp. bottom3-5.
Secondly, as a separate hand-out, the "Grading Rubric with Criteria" and the "Policy on Mechanical Errors" are intended to be words of encouragement for you to write your best, and are also meant to guide you as Thinkers and Readers as well as Writers. So, do your best to compose your thoughts and present your knowledge&underatdning with high standards as to ligocal organization, correct spelling, etc..Be your own self-scrutinizing editor&proofreader. Be PROUD of the writing you submit to me - for my delight, I hope! Make me smile! Make my day!
Thirdly, as a Writing Intensive course, specific Competencies have been stipulated for students' writing endeavors; these are as follows:
1. Students will use a coherent writing-process including organization, drafting, revising, editing, and invention (= originality in design, choice of topic, style, ...) to form an effective, final written-product. = So, students will, for example, compose one typed Formal Essay involving a "Draft" with an initial submission, and (if necessary) subsequent revision/rewriting/resubmission in consultation with the instructor.
2. Students will consult effectively and appropriately with others to produce quality written-products. = So, for ANY of the typed Formal essay, students are encouraged to consult with the instructor - and possibly also the Write Site as to 1] presenting an outline - or even just a topic-proposal - with a clear, thematic focus, and 2] consulting suggested re/sources for research. This consulting conversation could, for example, focus on the 4-page Reader-Viewer's Reflection-Response Essay on comparing/contrasting DGF's TROS and Ric Burns' docu-film "Death and the Civil War."
3. Students will read, analyze, evaluate, synthesize, and integrate appropriately and ethically both information and ideas derived from diverse sources or points of view in their writing. = So, students will be encouraged to read critically (always questioning ...) so as to appreciate the literary elements of, for example, LMA's HS (such as character-portrayal, scene-descriptions, ...) as well as the cultural/historical/social aspects of LMA's narrative memoir.
4. Students will located, use, and cite appropriately primary (= for ex., LMA's HS) and secondary (= for ex., Alice Fahs' Introduction) from print and electronic sources (and possibly also film-documentary sources, such as RB's docu-film). = So, students will be required, for any one of the typed Formal Essays, to make pertinent, intellectual use of at least one outside source - be it from a book or a journal-article (print) or an academically worthy on-line web-site or ... . And to do so with honest acknowledgement, including an explicit citation in the Essay - especially if there is a quotation or a substantial paraphrase. Whatever source/s may have been used should be listed in a Bibliographical Note at the end. Simple format: author-title-publication - for ex., Watkins, Sam, COMPANY AYTCH, ed. M. Thomas Inge (New York: Penguin/Putnam - Plume Book, 1999). Feel free to use whichever format you are accustomed to, as in your academic major: APA or MLA or ... .
5. Students will use correct grammar and mechanics in writing. = So, students - Will BE LOGICAL in their idea-expression. Will BE COHERENT in structuring the Essay's paragraph-sequence. BE GRAMMATICALLY CORRECT in formulating sentences. BE PROOFREADING for spelling and punctuation while writing. Students do not need to sound "academic" in their "style." In fact, a;; styles of Writing Endeavors and Oral Presentations are created equal since every students has her/his own "voice" = perspective, way of phrasing thoughts, manner of speaking, ... .But BE SURE to compose your Writing Endeavors with the highest standards in mind. Aim for the stars! BE CONSCIENTIOUS as you ponder and write. Include a separate title-page with a DESCRIPTIVE/THEMATIC title indicating your topic/subject. Use standard 12-point font and double-spacing with reasonable (1-inch) margins.
ON PLAGIARISM
Simply put, PLAGIARISM is incorporating another person's writing (from a phrase to a paragraph to a ...) and/or ideas (insightful observation, factual knowledge, ...) into your writing AS IF it were originally YOUR OWN. To avoid this "intellectual sin," simply acknowledge your source/s, citing appropriately in a parenthesis. "The guideline 'Rule of Thumb' is: if you take more than several consecutive words from a source [however published: print, on-line, film-narration ...), put the words in QUOTATION-MARKS "..." And if the IDEA behind your own sentence/s really comes from someone else's thinking, then acknowledge you debt (for ex., you would say: "As Alice Fahs states in her Introduction, LMA experienced ... .) as you paraphrase that idea.
Now, IF objective evidence demonstrates that a student has indeed plagiarized (for whatever "reason" - lateness, desire-for-a-great-grade, ...), the offense will be reported to the Campus Judicial Officer - and a failing-grade will, in any case, be automatic. And so, whenever using an outside/secondary source to enhance/support your own ideas, always provide citation-acknowledgements. This shows your research-capability and reader's curiosity to your Prof who could, then, appreciate your compositional efforts.
HAPPY HOLIDAYS! MERRY CHRISTMAS! HAPPY NEW YEAR 2016!
WED 8/3 - Folks, as I promised in class today, here are the review-pages & themes connected to the exam-format:
PART I - Thomas More, UTOPIA -
A. 2 essay-questions @ 5 points = 10 points
1. SOCIAL JUSTICE: Attentively REread pages 22 & mid27-upper32 - be prepared to present Raphael Nonsenso's moral-theological objections to capital punishment for theft in England AND his reasonable proposal of reform based upon how criminals are treated in Tallstoria. Specifics.
2. INTELLECTUAL ENDEAVORS: Attentively REread bottom79-upper82: be prepared to present what RN tells us about how the Utopians "never get tired of using their brains." Specifics.
B. 2 essay-questions @ 3 points = 6 points
1. FOREIGN POLICY: Attentively REread upper37-mid38: be prepared to highlight RN's objections to European territorial expansionist campaigns contrasted with "an incident in the history of Nolandia." Specifics.
2. RELIGION: Attentively REread mid98-top101: be prepared to highlight the Utopians' general attitude towards and practice of religious belief, focussing on Utopos's enlightened, innovative contributions. Specifics.
PART II - Voltaire, CANDIDE -
A. 2 essay-questions @ 4 points = 8 points
1. ELDORADO as a UTOPIAN SOCIETY: Attentively REread Ch. XVIII = bottom77-lower84: be prepared to present the most positive features of Eldoradoan society which make it the possibly best of all possible social worlds. Specifics.
2. THEIR OWN GARDEN of EDEN: Attentively REread Ch.XXX = bottom138-end: be prepared to explain how Candide and his companions created their own version of Utopia. Don't neglect the Turkish farmer! (Rather than the Turkish dervish).Specifics.
B. 8 Quotations spoken by 8 different characters @ 1 point = 8 points. Correctly spell the names! In one case only there's a title, not a name as such. You will fill in the blank next to the Quotation. All Quotations derive from our recent reading in Candide, as I indicated in class today = between pages 112 and 144.
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MONDAY 8/1/05 - Folks, here is the topic for tomorrow's 8-point essay, the last before our Final exam on this Thursday. In the reading assignment for tomorrow, Tuesday 8/2, you will meet a new character by the name of MARTIN. Within 2 pages, answer this question: WHO is Martin? That is, compose a full portrait of Martin, based mainly on Chapters XIX-XX-XXI, in which you present 1) his Life-experiences (= what we learn about him) AND 2) his philosophical perspective on Life in general and Humanity in particular. Be sure to include key ideas expressed in his conversations with Candide, who echoes Martin's views especially in Ch. XXI. Support your statements with pertinent quotations.
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TUESDAY 7/26 4:35 p.m.- Greetings, Folks - no need to scroll down for the topic-question due TOMORROW 7/27. Like the others you've done, and as I said in class today, it is in 2 parts: A) choose a passage from UTOPIA between pages 78 and the end that interested you and explain the idea/describe the scene or event objectively, and then B) present your subjective reaction - favorable or not - to what you selected. Each part @ 4 points. At least 1 respectable page, double-spaced. Be ready, of course, to discuss both parts in class tomorrow; I'll collect them, and return them to you next Monday. Thanks. KCz
WED 7/13 - Scroll down for the topic-question in 2 parts due Monday 7/18. Happy Reading and Writing!
Thursday 7/7 - Scroll down for the topic-question in 2 parts due Monday 7/11. Happy Reading!
Tuesday, March 22, 2005 - Greetings! If you are interested in signing up for my Summer Session course - July 5-August 5, here are the 4 books we will be reading - all are reasonably-priced (only this edition) PENGUIN CLASSICS paperbacks, and all are of reasonable length such that, since we meet 4 times a week (= M-T-W-Th), we could read one book over 5 days, thus evenly dividing the 5 weeks in half = #1 & 2 with a Midterm, then #3 & 4 with a non-cumulative Final. So, the 4 acknowledged masterpieces of the Western tradition are:
1. c.400 BCE: CLASSICAL GREECE: the city-state of Athens vs. her pre-eminent citizen - Socrates, the Athenian philosopher: his "Trial and Death" presented in four Dialogues by Plato
2. c.175 CE: IMPERIAL ROME: the Empire vs. itself - Marcus Aurelius, the Stoic emperor: his Meditations
3. c.1510: RENAISSANCE ENGLAND: London and the Globe - Sir/St. Thomas More, the humanist Undersheriff: his Utopia
4. c.1760: ENLIGHTENMENT FRANCE: Ferney and the World - Voltaire, the Age-of-Reason philosophe: his Candide
Folks, we will read these in the above order, with specified pages for each class-meeting. I will design a 5-week Syllabus soon, and type it below in this SYLLABUS part of the web-page. Hope you find the above interesting enough to join the course. :-)
BOOKS are required in the Penguin Classics editions:
1. Plato - THE LAST DAYS OF SOCRATES - ISBN# 0-14-044037-2
2. Marcus Aurelius - MEDITATIONS - ISBN# 0-14-044140-9
3. Thomas More - UTOPIA - ISBN# 0-14-044165-4
4. Voltaire - CANDIDE - ISBN# 0-14-044004-6
So, a Greek, a Roman, an Englishman, and a Frenchman. Quite an array of cultures and eras!
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Tuesday, June 28th - Greetings! I am about to type the skeleton-outline of our syllabus - I will hand out, of course, on the 1st day of class a xeroxed copy of the fleshed-out syllabus.
WEEK I -
Tuesday 7/5 - Introduction
Wed 7/6 - LDS: pages 7-16 + 17-41
Th 7/7 - LDS: 43-76 & Choice of Topics for typed ESSAY #1 @ 8 points - 1-2 pages, due Monday 7/11
WEEK II -
M 7/11 - LDS: 77-96 + 97-mid143 & ESSAY #1 due for class
T 7/12 - LDS: mid143-183
W 7/13 - Meditations: 7-33 + 35-51
Th 7/14 - Meditations: 53-90 & Choice of Topics for ESSAY #2 due Monday 7/18
WEEK III -
M 7/18 - Meditations: 91-142 & ESSAY #2 due for class
T 7/19 - Meditations: 143-88 & Comments on Midterm exam-format + Retrospective
W 7/20 - MIDTERM @ 32 points - 16 & 16 on LDS & MA's Meditations
Th 7/21 - Utopia: vii-xxiii + just glance at 3-13 + READ 15-top28
WEEK IV -
M 7/25 - Utopia: 28-59
T 7/26 - Utopia: 59-86 & Choice of Topics for ESSAY #3 due tomorrow = 7/27
W 7/27 - Utopia: 86-113 & ESSAY #3 due for class
Th 7/28 - Candide: 5-15 + 19-46
WEEK V -
M 8/1 - Candide: 47-top75 & Choice of Topics for ESSAY #4 due tomorrow = 8/2
T 8/2 - Candide: 75-111 & ESSAY #4 due for class
W 8/3 - Candide: 112-44 & Comments on Final exam-format = Retrospective
Th 8/4 - FINAL EXAM @ 32 points - 16 & 16 on Utopia & Candide
As I said above, I'll hand out a fuller version of our Syllabus on day one of class.
HAPPY JULY 4th !!!!!!!!!
Thursday 7/7 - Greetings, Folks - As I said in class today, there will be 1 topic in 2 parts forming a1-2 page typed Essay @ 8 points due for class on Monday 7/11. Here is the topic:
1. Explain Socrates' relationship to his society as represented by the personified Laws of Athens in terms of his refusal to escape from prison - which really would mean fleeing from his city-state. @ 4 points
2. Does what Socrates tell us about his relationship to Athens and her legal system speak to you in any meaningful way as a citizen of the USA in the 21st century? = Do you see any parallels between his relationship to his society as he describes it AND your own relationship to American society as a 21st-century citizen? @ 4 points
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WED 7/13 - Greetings, Folks, As I said in class today, your topic will be, as last time, in 2 parts - 1-2 typed pages:
1. Choose one MEDITATION section of interest to you from the assigned pages for Monday's class = Books 6 & 7 & 8 & 9 (= pages 91-142) and present what Marcus tells you - that is, present his ideas/thoughts in your own words as well as his, if you quote him, in such a way as to emphasize what strikes you as important. @ 4 points
2. Then compose your own MEDITATION, so to speak, in response to his - expressing your reflections upon/response to his ideas - possibly relating his MEDITATION to our society with any relevant focus, such as family or interpersonal relationships or ethical matters OR relate his MEDITATION to you personally in whatever direction you wish to go ... . @ 4 points
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Tuesday 7/26 - Scroll all the way back up to the top for tomorrow's 7/27 topic-assignment. THX