SYLLABUS
SPRING 2018 - HUM 320 (3 cr.) LASC #8 & Writing Intensive: HUMANITIES EAST-WEST Professor Konrad A. Czynski
Class-times and location: M-W-F 11:00-11:50 in BRIDGES 357
Office: 2nd-floorMaclean 279P 477-4666 Hours: M&W 12:00-2:00 + T&Th 3:00-5:00 + Fridays 12:00-2:00 + by appointment
e-mail: czynski@mnstate.edu web-page: web.mnstate.edu/czynski
Required Books in the MSUM bookstore: 1. James F. Lenfestey, SEEKING THE CAVE A PILGRIMAGE TO COLD MOUNTAIN (Milkweed - 2014) - STC: narrative travel-memoir - autobiographical non-fiction 2. Roland Merullo, BREAKFAST WITH BUDDHA (Algonquin - 2008) - BWB: a travel-novel or "road-trip" narrative - quasi-autobiographical fiction
Course Description: To examine Eastern and Western intercultural encounters (individual and societal) in terms of religious traditions, literature and the arts, and historical interconnections from a comparative perspective, noting parallels and contrasts between the Orient/East (India, China, Japan, ...) and the Occident/West (America, Europe, ...). as well as their cross-cultural influences.
Course Objective: In general, to appreciate the religious beliefs and practices, cultural art-forms (Sculpture, Painting, ...), acknowledged literary creations (Drama, Sacred Scriptures, Poetry, ...), and historical achievements of Asian societies (Chinese, Indian, Japanese, ...) through examining similarities and differences, as well as cross-cultural intersections, between East and West. Spring 2017 Dual-Focus: Journeying in Japan and China with James F. Lenfestey, Minnesotan poet/teacher/journalist - who may be our guest-author in class at the end of the semester! AND journeying across America from the New York metropolitan area (Westchester NY; Paterson NJ) to western North Dakota with 2 fictionalized persons: an American, Otto Ringling, and his traveling companion, Volya Rinpoche, a Buddhist monk from Central Asia.
Course Overview: We will engage in several journeys (reading & viewing) with three travelers: to Japan and China from Minnesota with James Lenfestey, and across half of the USA with Otto R. and V. Rinpoche (= "Reverend" = honorific title of respect, like Pastor, Rabbi, ...). So, we'll GO to the FAR EAST from the WEST as well as from the EAST Coast to the western MidWEST in our reading-experiences. PLUS we'll have our docu-film viewing-experience that will create an intellectual bridge between East & West and Past & Present focused on CHINA: during the semester - generally on Fridays - we'll view excerpts from Michael Wood's PBS, 6-hour documentary (2016) THE STORY OF CHINA (copy ON RESERVE in the Library). It will be the basis for your typed 4-page Term-Essay - an Objective & Subjective essay - in which you present, with highlights (= quoted words of Michael Wood, scene-descriptions, ...), what grabbed your intellectual interest about Chinese cultural history. So, in the first, OBJECTIVE part of your Essay, you will present WHAT you saw and learned from Michael Wood with whom you vicariously trekked; and, in the second, SUBJECTIVE part, you will express your own thoughts/reflections about it all = explain WHY you were particularly interested in what you chose to write about. I recommend benefiting from the rich resources, especially the summaries of the Episodes, in the PBS website for our supplementary docu-film. www.pbs.org/story-china/about-the-series/overview/
LASC #6 - The Humanities: Arts, Literature, Philosophy - SLOs = Competencies are envisioned to deepen students' understanding of the human condition and to broaden students' knowledge of cultural achievements in terms of ideas, values, and beliefs expressed in works of creative imagination and rational, life-infused thought. Through studying eminent examples of Literature (including Autobiography and narrative History), the Arts (various media, also sacred and secular), and Philosophy (religion-inspired and society-oriented), 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 US ALL as intellectually fire-breathing Dragons to develop/improve upon these intellectual Competencies:
1. TO demonstrate, in writing and discussion, awareness of the scope and variety of literary and artistic endeavors
2. TO explain how such artifacts/experiences are expressions of individual and universal values reflective of socio-historical contexts
3. TO analyze and evaluate these works of rich imagination and life-experiences through writing-endeavors and seminar-discussion
4. TO articulate informed personal reflection-responses creative works in the to the Arts and Humanities (Literature, History, Biography, ...)
5. TO present, logically and articulately, informed aesthetic appreciation and well-pondered judgments regarding the Arts and Humanities.
*** Our class-meetings will be conducted as a seminar with class-discussion emphasized - variously instructor-led/guided AND student-initiated.
COURSE REQUIREMENTS:
1) 2 Short Typed Writing-Endeavors = 2 Reader's Reflection-Response Mini-Essays (= half-page - double-spaced) - letter-graded - focused on assigned-pages for these 2 dates, as in the Syllabus below: FRI 3/2 & WED 3/28 - so, two 1/2pg RRRs
2) 2 Exams @ 100 pts. (= 200) - Midterm on Wednesday, February 28th, and a Final on Monday, May 7th @ 11:30 AM - with in-class written Parts AND typed Essay-Parts = these writing-endeavors will be 1-page typed Essays as Parts of the 2 exams - topics to be presented.
3) 8 typed 1-page Reader's Reflection-Response Essays @ 50 pts. (= 400) - RRR - focused on assigned chapters and dates specified - generally alternating between STC and BWB - with 25 students divided into 2 groups of 12 = Group A and 13 = Group B. See BELOW for your group.
4) One 4-page typed VRR Term-paper = Viewer's Reflection-Response Essay @ 100 pts. based upon your having studiously watched one Episode of M. Wood's THE STORY OF CHINA. The purpose is to compose a different kind of academic research-paper of modest length yet of worthy intellectual substance. Your task will be to synthesize what you learn from the docufilm that enhances your understanding of major aspects of Chinese cultural history (arts, society, politics, religions, ...) as it all relates to our reading STC. It is your choice as to which one of the 6 Episodes you decide to focus on. And through reading your Essays I will learn what you will have learned from having "journeyed" to China - which will surely deepen your reading-experience of STC. Copy ON RESERVE - PHI-528
5) EXPECTATIONS : 1) Dutiful, Mindful Reading-Preparation = be diligent in preparing to discuss in every class 2) Faithful Attendance = be loyal/committed to our course 3) Academic Integrity = be honest in composing YOUR writing-endeavors, proudly using YOUR OWN talents 4) Collegial Courtesy = civil, convivial, mutual respect in our class-conversations. So, be at ease and share your Reader's Reflection-Responses in our seminar-setting. And ALWAYS bring your books to class having read in advance, of course, the assigned pages for the day!
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, really bad weather, ... . Please contact me beforehand if you know in advance, or even if unanticipated, by sending me an email or leaving a voice message - so as to avoid an UNexcused absence. Thus any valid absence is excusable, but only with an honest, if brief, acknowledgement. Otherwise, 3 or more UNexcused absences will lead to a lowering of the final letter-grade either in part (say, from B+ to B or to a 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 private details) will suffice. Honesty is the only policy. So, just attend class regularly and be a diligent reader and thought-full, active class-participant - thus, be faithful to your studies! In so doing, you'll breathe your Dragon Fire!
WRITING INTENSIVE courses "should extend the Student Learning Outcomes of the Foundation writing-course." The Syllabus "should identify which Learning Outcomes the course will address as integral components giving students opportunities to convey their knowledge, comprehension, and application of course-content." Hence, the SLOs = the Competencies expected from the above requirements:
1) You will use a coherent writing-process variously including invention, organization, drafting, revising, and editing to form a perfected piece of writing.
2) You will read, analyze, evaluate, synthesize, and integrate appropriately and ethically both information and ideas from diverse sources, or perspectives, in composing your pieces. Since research&analysis with critique&reflection is involved, then the 4-page typed VORR formal essay should have a thesis that is effectively/meaningfully supported by "docufilm evidence" - with pertinent reference to our class-readings STC & TNR - in a clearly communicative style.
3) You will compose stylistically engaging and logically persuasive writing endeavors so as to satisfy your expected reader (= me, your prof).
4) You will employ standard grammar, correct spelling, and conventional punctuation in shaping your perfected writing-pieces. See below for Essay-Guidelines correlated to these SLO/Competencies.
DISABILITY ACCESS STATEMENT: MSUM is committed to providing equitable access to learning opportunities for ALL students. the Disability resource center DRC in Flora Frick 154 is the campus office collaborating with students with disabilities to provide/arrange for reasonable accommodations. Needless to say, do speak to me whenever you wish for any accommodation that I most willingly will implement. So, if you have, or think you may have, a disability (mental health, attentional, learning, chronic health, sensory or physical), please contact the DRC at 218-477-4318 (V) or 800-627-3529 (MRS/TTY) to schedule an appointment for an intake. If you are registered with the DRC and have a current Accommodation Letter, please schedule an appointment with me, your Prof, to settle on how best to accommodate you. Additional information is available on the DRC website http://www.mnstate.edu/disability
WEEKLY SCHEDULE of READINGS & EXAMS & WRITING-ENDEAVORS
WEEK I - Mon 1/8: INTRO to our Course & Ourselves - Syllabus & Names + our 2 books + on Michael Wood's docu-film
-- W 1/10: INTRO cont'd
-- F 1/12: NO CLASS
WEEK II - M 1/15: Holiday Commemorating the Rev. Dr. Martin Luther King, Jr.
-- W 1/17: BWB: 4 Quotations + Acknowledgements + pages 321-23: Author's Note + pp. 327-331: Conversation with Roland Merullo - PLUS glance at the "Questions and Topics" and at the photo-bio of Roland Merullo
-- F 1/19: STC: Dedication + CONTENTS + 2 Quotations + pp. xiii-xiv: PREFACE + xvii-xx: PROLOGUE + pp. 3-7: Chapter One "On the Road" + p. 221: photo-bio of James Lenfestey
WEEK III - M 1/22: BWB: Chapters 1-2-3 *** Group A's 1-page typed RRR #1 on your chapter-choice DUE
-- W 1/24: BWB: Chs. 4-5
-- F 1/26: STC: Chs. 2-3 *** Group B's 1-page typed RRR #1 on your chapter-choice DUE
WEEK IV - M 1/29: BWB: Ch. 6 *** Group A's RRR #2 DUE
-- W 1/31: BWB: Chs. 7-8
-- F 2/2: STC: Chs. 4-5-6 *** Group B's RRR #2 DUE
WEEK V - M 2/5: BWB: Ch. 9 *** Group A's RRR #3 DUE
-- W 2/7: BWB: Chs. 10-11
-- F 2/9: STC: Chs. 7-8-9 *** Group B's RRR #3 DUE
WEEK VI - M 2/12: BWB: Chs. 12-13 *** Group A's RRR #4 DUE
-- W 2/14: BWB: Chs. 14-15
-- F 2/16: STC: Chs. 10-11 *** Group B's RRR #4 DUE
WEEK VII - M 2/19: BWB: Chs. 16-17-18
-- W 2/21: BWB: Chs. 19-20
-- F 2/23: STC: Chs. 12-13 *** Group A's RRR #5 DUE *** Handout of Review Pages/Topics for the MIDTERM EXAM - also on my WebPage
WEEK VIII - M 2/26: RETROSPECTIVE - Comments on the Midterm exam-format with topic-focus given for the typed Essay-Part/s. Other Parts (to be explained) handwritten in class. Exam-contents will derive from the preceding weeks' readings.
-- W 2/28:: MIDTERM EXAM @ 100 pts. will include typed Essay-Part/s and in-class written Parts - paper provided *** Topic-focus given for 1/2pg RRR #1 on F 3/2
-- F 3/2: STC: Chs. 14-15-16-17 *** Everyone's 1/2pg RRR #1 DUE
WEEK IX - 3/5-9 - SPRING BREAK
WEEK X - M 3/12: BWB: Chs. 21-22-23
-- W 3/14: BWB: Chs. 24-25
-- F 3/16: STC: Chs. 18-19-20 *** Group A's RRR #6 DUE
WEEK XI - M 3/19: BWB: Chs. 26-27 *** Group B's RRR #5 DUE
-- W 3/21: BWB: Chs. 28-29-30
-- F 3/23: STC: Chs. 21-22-23-24 *** Group A's RRR #7 DUE
WEEK XII - M 3/26: BWB: Chs. 31-32 *** Group B's RRR #6 DUE *** Topic-focus given for 1/2pg RRR #2
-- W 3/28: BWB: Chs. 33-34 *** Everyone's 1/2pg RRR #2 DUE
-- F 3/30: NO CLASS
WEEK XIII - M 4/2: NO CLASS
-- W 4/4: BWB: Chs. 35-36
-- F 4/6: STC: Chs. 25-26-27 *** Group A's RRR #8 DUE
WEEK XIV - M 4/9: BWB: Ch. 37 *** Group B's RRR #7 DUE
-- W 4/11: BWB: Chs. 38-39
-- F 4/13: STC: Chs. 28-29-30
WEEK XV - M 4/16: BWB: Chs. 40-41
-- W 4/18: BWB: Ch. 42 *** Group B's RRR #8 DUE
-- F 4/20: STC: Ch. 31
WEEK XVI - M 4/23: BWB: Chs. 43-44
-- W 4/25: BWB: Ch. 45
-- F 4/27: STC: Chs. 32-33-34 + EPILOGUE + POSTSCRIPT + CODA *** Possible guest-visit with our Minnesota poet-journeyer, James F. Lenfestey *** Handout of RevPp for the Final Exam + Comments on last-class meeting = RETROSPECTIVE: exam-format & topic/s for typed Essay-Part/s
WEEK XVII - M 4/30: RETROSPECTIVE - general discussion - comments on the Final Exam-format *** Possible guest-visit with James Lenfestey.
-- W 5/2: NO CLASS - STUDY DAY
WEEK XVIII - MONDAY 5/7 - EXAM @ 100 pts. at 11:30 AM + Course Evaluations
On the WRITING ENDEAVORS
I - 2 Reader's Reflection-Response half-page Essays - letter-graded - focused on the assigned pages for dates given below. Topics/Themes to be announced in advance for you to keep in mind as you read.
FRI 3/2 WED 3/28
II - 2 EXAMS (@ 100 pts. = 200 pts.) - February 28 & May 7 - with in-class handwritten Parts (within 2 pp.) & typed Essay-Parts
III - FORMAL Writing-Endeavors - Objective&Subjective:
A) 8 1-page Typed Reader's Reflection-Response Essays (@ 50 pts.= 400 pts.) - due on specified dates: see below for the schedule of 13 students in GROUP A and 12 students in Group B. Essentially, these are half-Objective and half-Subjective = first, you present WHAT grabbed your interest, and, second, you explain WHY your attention was "grabbed." 1st-person voice is perfectly suitable for your typed RRR essays. At the TOP of your 1-page Essay, type on a single line: your NAME & DATE & Thematic TITLE. Use ONLY 12-point font, with double-spacing between lines and reasonable margins.
Group A = Brandon B, Samantha B, Brianna B, Tristan D, Vincent D, Adrian F, Leah H, Anthony H, Carson J, Dustin K, Justin K, Eric Y P K, Matthew L
Group B = Elizabeth M, Lee M, Josie O, Brianna O, Matthew R, Colton R, Rachel R, Lahren S, Zachary S, Jiunn-Horng S, Soshiro T, Michael W
B) Your 4-page typed Viewer's Reflection-Response Essay VRR @ 100 pts. is DUE NO LATER than the date specified on p.9. It must have a separate TITLE-page - with a meaningful thematic TITLE.
-- The total points-potential for all the writing-assignments + the 2 exams = 700 points + letter-grade for the 2 1/2pg RRRs. Your final letter-grade will be based on the # of points you attain out of the possible total, and will be proportioned on the basis of a 100 points, using + and - signs. So, for ex., A+ = 100-98 A = 97-94 A- = 93-90; B+ = 89-87 B = 86-83 B- = 82-80; ... . I will use decimals, then round it all at the end. I will not "curve" the grades. Needless to say, your dedicated reading-prep for every class will assure your grade-success - and will propel your academic advancement, leading to your enjoyment and enlightenment!
ON YOUR WRITING-ENDEAVORS
As a Writing Intensive course, the expectation is that, by the semester's end, you will have composed 16 writing-assignment pages, mainly formal/typed, with some informal/handwritten as Exam-Parts. The Formal Writing-Endeavors (typed) will be graded according to the 5 Standards/Criteria with specified Goals/Outcomes given in the "Essay Guidelines" below. You will also do some in-class Informal hand-writing - on dates specified as Parts of the exams - to be evaluated in terms of content, not grammar, spelling, In both cases, the principal goals are #1) to stimulate and maintain OUR class-involvement with, and YOUR personal interest in, our 2 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 2 books + the documentary-film.
For all your typed Formal Writing-Endeavors = the 2 half-page RRRs + the 8 1-page RRRs + the 4-page typed VRR, I propose an Objective/Subjective structure: that is, it is your choice to highlight WHAT intrigued/informed/interested you and, then, explain WHY, offering your personal thoughts about it all. In general, for every typed essay, I expect you to select something/s or some person/s that is/are SIGNIFICANT/IMPORTANT = any topic/theme/event/person/situation/poem/... from the assigned pages on a given date in STC & BWB. You'll first write about it by presenting the WHAT = the Objective part (in the 3rd-person voice); then, in the second-half, you'll explain WHY you chose what you chose to write about = the Subjective part (in the 1st-person voice). For ex., OBJECTIVE (= neutral, descriptive, narrational voice): "When Clara Barton arrived at the Confederate Andersonville prison-camp, her immediate emotional response, as historian Stephen Oates retells it, was ... ." SUBJECTIVE (= your personal voice): "The scene describing Clara Barton raising the Stars and Stripes at the Andersonville cemetery let me imagine how she must have felt ... . It reminded me of when ... .".
As for your 4-page typed VRR Essay, it will be your OWN choice of whichever Episode of Michael Wood's docu-film on China you will write about - using the same Objective first-half (describe and quote as you narrate) and the Subjective second-half (express your own thoughts in your own style) essay-structure. See also above: Course Requirements p.3 #4. So, in other words, you are required to view an Episode of THE STORY OF CHINA (copy On Reserve in the MSUM library), which is a visually stunning travel-guide across the many centuries of China's magnificent cultural history from its origins to the present-day. While viewing this documentary, you will "trek" (walk/hike/ride/fly) with Michael Wood and his companions in search of knowledge, and even - who knows? - spiritual and other enrichment/enlightenment/fulfillment!
ESSAY GUIDELINES
These are meant as ENCOURAGEMENT for you to write your best, and are also meant to guide you as Thinkers and Readers and Writers. So, do your best to compose your thoughts, present your knowledge, and share your understanding with high standards as to logical organization, correct spelling, proper English grammar, 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! Feel inspired about what you CHOOSE to write about and talk about in class and HOW you express your personal choice.
As mentioned above, our Writing Intensive course stipulates certain Competencies and Student Learning Outcomes - here they are again:
COMPETENCIES: 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.
2. Students will consult effectively and appropriately with others (= me, your prof, and your classmates - and the Write Site) to produce quality written-products.
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.
4. Students will locate, use, and cite appropriately primary sources (= actual words of historical persons from diaries, letters, speeches, ...) and secondary sources = the richly informative PBS web-site for Michael Wood's docu-film www.pbs.org/story-china/about-the-series/overview/ .
5. Students will use correct grammar and mechanics in writing. THUS, students should be logical in their idea-expression, and coherent in structuring their essays' paragraph-sequence, and grammatically proper in formulating sentences. Students should PROOFREAD for spelling and punctuation in writing (easy to do in a WORD document - the colors alert you!). Be deliberate about your own "style" of writing - express your own thinking-voice - no need to sound "academic." Have the highest standards in mind - aim for the stars! Be conscientious as you ponder and compose your reflection-responses!
Regarding all of the above, I thank you in advance for your diligent cooperation. I urge you to take advantage of THIS course-opportunity to develop improved reading-habits, better writing-skills, and eager discussion-participation. I fully expect our spring semester 2018 together to be a very fruitful and enjoyable experience. So Dragons, light your intellectual fire!
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HAVE AN ENLIGHTENING SEMESTER! COME ON, DRAGONS, LIGHT YOUR FIRE!!! ;-)
GRADING RUBRIC FOR FORMAL ESSAYS
-- Grade of "A" = excellent in all respects. CRITERIA: clear, grammatical, well organized, progresses logically, with all elements relevant to the topic. Shows original thought and accurate grasp of the material. If appropriate, employs proper citation of sources.
-- Grade of "B" = good, but not outstanding. CRITERIA: general organization is clear and coherent, but with surface flaws (week transitions, ...); some ideas not clearly expressed. Accurate presentation of the material, but presents the bare minimum. Limited original thought. Inadequate documentation of source-material, if pertinent.
-- Grade of "C" = satisfactory. CRITERIA: basic understanding, with some deficiencies. Organization not always logical, with transition-gaps. May have irrelevant content. Weak support of ideas asserted. Unclear expression; faulty construction of sentences and paragraphs. Failure to document source material, if pertinent.
-- Grade of "D" = minimally acceptable work. CRITERIA: marginal grasp of material. Illogical or confusing presentation. States the obvious without analysis. Not consistently relevant. Weak over-all organization. Sentences are poorly structured and expressed - likewise paragraphs. Failure to provide source-documentation, if pertinent.
-- Grade of "F" = unsatisfactory. CRITERIA: superficial, incoherent, sloppy writing showing little effort. Failure to demonstrate a correct grasp of the material examined. Plagiarism. many mechanical errors in spelling and punctuation.
*** Policy regarding "Mechanical Errors" or "Surface Flaws" in grammar and spelling and punctuation: if the essay has more than 6 such "surface flaws" per page, points will be deducted. And so, please do your best to avoid - or at least strenuously minimize - them. So, reflect upon HOW you write just as you reflect upon WHAT you write, and in that way you will successfully be your own diligent, scrutinizing EDITOR-PROOFREADER! Surface flaws include errors in spelling and punctuation, incorrect grammar, ... Aim for the stars and ye shall be enlightened!
Thus, as far as the 16-page Writing Intensive requirement is concerned:
[A] INFORMAL: the in-class handwritten essay-style exam-questions of paragraph-length = 2+ pp.
[B] FORMAL: TWO 1/2page RRRs + EIGHT 1pg RRRs + ONE 4pg VRR + EXAM Essay-Parts 3-4pg = 16 pgs
*** DUE DATES for your Viewer's Reflection-Response Essays (VRRRs) on Michael Wood's THE STORY OF CHINA:
- FRI - Apr. 13: Brandon B, Samantha B, Brianna B, Tristan D, Vincent D, Adrian F, Leah H, Anthony H
- FRI - Apr. 20: Carson J, Dustin K, Justin K, Eric YPK, Matthew L, Elizabeth M, Lee M, Josie O
- FRI - Apr. 27: Brianna O, Matthew R, Colton R, Rachel R, Lahren S, Jiunn-Horng S, Zach S, Soshiro T, Michael W
I - In-class INFORMAL (hand-written) writing-endeavors: 4 Reader's Reflection-Response mini-essays (@ 25 pts. = 100 pts.) focused on the assigned pages for dates given below. Topics/Themes to be announced in advance for you to keep in mind as you read.
- W 8/31: WHJ - M 10/24: WHJ W 11/16: CJ W 11/30: WHJ
II - 2 EXAMS (@ 100 pts. = 200 pts.) - Oct. 12 & Dec. 13 - with in-class Informal Parts (within 2 pp.) & Formal typed Essay-Part @ 1-page
***Summer 2013***
PART I - Schedule of Assigned Reading-Pages to be completed BEFORE each class-meeting so as to be prepared for class-discussion and occasional, in-class INFORMAL writing.
WEEK I - Monday, July 1: Intro to our course with Names & Syllabus + your homework-reading: Marco Polo (historical narrative biography) : Look at the Map and READ the Italo Calvino quotation + Contents + "D P" = List of Characters + READ pp.3-8 = Prologue: "The Commander" + Lost Horizon (novel): READ the "P.S." section at the back of the pbk = pp.1-14 on James Hilton & "Shangri La" & glance at the Discussion Questions + Lady Sarashina (autobiographical poetry-memoir): READ the brief biographical sketches of Lady Sarashina & Prof. Ivan Morris at the pbk's beginning + pp.xi-xii: Sections & Chronology + Glance at the Maps + READ pp.1-top8 up to "... life itself." of the Introduction by IM
- T 7/2: MP: 11-30: Ch. 1: The Merchants of Venice + LH: 1-20: Prologue
- W 7/3: MP: 31-41: The Golden Passport + LH: 21-38: Ch. ONE
Th 7/4: JULY 4th HOLIDAY
F 7/5: MP: 42-57: Ch. 3: The Apprentice + Lady S: 8-20 (SKIP 21-29): Introduction by IM + 31-49: Sections 1-3
WEEK II - M 7/8: MP: 58-73: Ch. 4: The Opium Eater + Ch. 5: 74-79: High Plains Drifters + LH: 39-56: Ch. TWO
- T 7/9: MP: 80-91: Ch. 5 cont'd + 92-upper100: Ch. 6: The Secret History of the Mongols (SKIP 100-top112 up to "... Magog." + LH: 57-70: Ch. THREE
- W 7/10: MP: 112-119 from "At this point ...": Ch. 6 cont'd + 123-126: Ch. 7: The Universal Emperor + LH: 71-89: Ch. FOUR
- Th 7/11: MP: 127-140: Ch.7 cont'd + LH: 91-107: Ch. FIVE
- F 7/12: MP: 141-159: Ch. 8: In the Service of the Khan + Lady S: 50-69: Sections 4-12
WEEK III - M 7/15: MP: 160-166: Ch. 8 cont'd + 167-187: Ch. 9: The Struggle for Survival + LH: 109-133: Ch. SIX
- T 7/16: MP: 188-205: Ch. 10: The General & the Queen + LH: 135-154: Ch. SEVEN
- W 7/17: MP: 206-232: Ch. 11: The City of Heaven + LH: 155-166: Ch. EIGHT
- Th 7/18: MP: 233-264: Ch. 12: The Divine Wind + LH: 167-182: Ch. NINE
- F 7/19: MP: 267-lower289 up to "... storm.": Ch. 13: The Seeker + Lady S: 70-upper90: Sections 13-19
WEEK IV - M 7/22: MP: lower289-297: Ch. 13 cont'd + 298-316: Ch. 14: The Mongol Princess + LH: 183-207: Ch. TEN
- T 7/23: MP: 317-bottom334: Ch. 15: The Prodigal Son + LH: 209-227: Ch. ELEVEN
- W 7/24: MP: 335-343: Ch. 15 cont'd + 344-350: Epilogue - The Storyteller + LH: 229-241: Epilogue
- Th 7/25: MP: top351-361: Epilogue cont'd + Lady S: 90-110: Sections 20-34
- F 7/26: Cumulative EXAM = in-class writing + a typed Essay-Question - points & format to be determined
PART II - Schedule of "Writing Endeavors" with points per writing-assignment - the weekly distribution of your writing-pieces - both typed and handwritten in class- has yet (as of today Monday, 6/24/13) to be finalized; it will be done by the end of this week.
*** Saturday 6/29/13: It is now the end of the week and what follows below is the "skeleton" of the SCHEDULE OF WRITING ENDEAVORS. Each writing-assignment - whether formal&typed done at home (each @ 30 pts.) and brought to class or informal&handwritten in class (each @ 20 pts.) - will focus on SPECIFIED pages from the assigned-reading for a given class-day. As you know, you are required in this "Writing Intensive" course to compose 16 college-worthy pages. As I envision it, these should 1) derive directly from our Readings, and 2) combine both Objective book-based Knowledge and Subjective reader-response Reflections AS WELL AS a "creative" Writing-Endeavor. This typed, C W-E 1-page piece will be based on your final reading-assignment in Lady S for Thursday 7/25 - more on this down the road.
So, your writing will encompass about 4 pages per week derived from our daily reading - as given below. You'll hand it in - or write it in class - and I'll return it the very next day. These "exercises" will, I hope, form a reading&writing rhythm that should develop into a progressive pattern letting you ADVANCE/ENHANCE 1) your reading-understanding (including vocabulary!), 2) your critical thinking about life-issues (relationships, religious faith, ...) and historical/cultural events/experiences, and 3) your writing-skills in expressing your thoughts mirroring your knowledge gained.
As mentioned above and as you'll see below, every Writing-Endeavor will focus on particular pages. AND in each class the day before your W-E (be it a typed piece or a handwritten piece), I will direct/guide your reading/writing-focus in advance both orally before leaving class AND via email using the listserv. That way we'll all be clear about the TOPIC. And if you are ill one day and thus absent, you'"ll know what's required thanks to Dragon Mail. My expectation is that having a daily Writing Endeavor based on daily readings will encourage class-discussion in a more seminar-like atmosphere.
So, here is the "skeleton" of selected pages, followed by the FIRST Writing Endeavor topic for your FIRST typed, 1-page piece due on Tuesday 7/2. Regarding your typed-format: put your name & date & HUM 320 at the TOP of the page. Then type about a half-page of book-based OBJECTIVE Knowledge AND a half-page of SUBJECTIVE Reader-Response (= personal thoughts). REQUIRED: standard 1-inch margins with double-spacing between lines in 12-point font.
WEEK I: T 7/2: MP - Ch. 1: mid25-30: "Marco Polo's ... for them."
- W 7/3: LH - Ch. ONE: bottom30-top37: "Conway was far ... and being alone."
- F 7/5;:Lady S - 31: section #1 AND 44-top47: section #3: "The house ... Empress herself."
WEEK II: M 7/8: MP - Ch. 5: 74-top79 up to "... Kublai Khan's court."
- T 7/9: LH - Ch. THREE: mid61-lowermid67: "All morning ... of Shangri-La."
- W 7/10: MP - Ch. 7: 123-bottom126 up to " ... as well."
- Th 7/11: LH - Ch. FIVE: bottom95-mid100: "Conway had no ... take tea?'"
- F 7/12: Lady S - CHOICE of either section #5 or #11
WEEK III: M 7/15: MP - Ch.8: 160-166: "During Marco's time ... Khan: traveler."
- T 7/16: LH - Ch. SEVEN: top148-154: "Conway smiled ... Father Perrault."
- W 7/17: MP - Ch. 12: 233-bottom244: "Of all the ... of conquest."
- Th 7/18: LH - Ch. NINE: bottom170-bottom177: "Conway glanced ... Conway moodily."
- F 7/19: Lady S - CHOICE of section #16 or #19
WEEK IV: M 7/22: MP - Ch. 14: mid313-316: "Marco conveys ... was home."
- T 7/23: LH - Ch. ELEVEN: top219-227: "Conway sat ... for the boy."
- W 7/24: MP - Epilogue The Storyteller: 344-bottom350: "Despite the ... Marco Polo."
- Th 7/25: Lady S - CHOICE of section #29 or #30 = your "creative" piece yet to be defined
- F 7/26: EXAM - format yet to be designed, but will have both in-class handwritten Parts and a typed 1-page Essay-Part due on exam-day - topic/s presented in advance.
*** Your FIRST 1-page typed Writing Endeavor due in class Tuesday 7/2: read attentively in MP mid25-30 ("Marco Polo's ... for them.") from the assigned pages 11-30 of Ch. 1 The Merchants of Venice. In this chapter, we learn about Marco's father & uncle - Niccolo & Maffeo - who were merchant-travelers of Venice, Italy, and whose trading affairs took them overland into Central Asia - and eventually through the Mongol empire with its capital in Yuan-dynasty China. They departed from Constantinople (= Istanbul, Turkey) in 1260, returning to Venice in 1269, when Marco was 15 years old - his mother having died during his father's absence.
So, compose a typed 2-part Writing-Endeavor - 1-page in length - in which you 1) highlight in a summary way FASCINATING FACTS about the Silk Road trade-activities under the "Mongol Peace" = in Latin, Pax Mongolica, and 2) present your own perspective with this thought in mind: How would the Silk Road be considered similar to what we call Globalization today - economically and otherwise? Do you see interesting parallels with our globalized world?
SPRING 2014 - HUM 320: 3 cr. - DC/LASC #8 & Writing Intensive: HUMANITIES EAST-WEST - Dr. Konrad A. Czynski
Class-times and location: M-W 3:00-4:15 in BRIDGES 357
Office: Maclean 279P 477-4666 Hours: M&W 12:15-2:30 + T&Th 12:15-1:00 & 3:00-4:00 + Fridays 12:15-1:15 + by appointment
e-mail: czynski@mnstate.edu web-page: web.mnstate.edu/czynski
Required Books: 1. MARCO POLO - FROM VENICE TO XANADU, Laurence Bergreen(Vintage Books, 2008) - MP 2. LOST HORIZON, James Hilton (Harper Prennial, 2012 - this required edition has 15 pp. at the end as a P.S. = "About the author, ... 'Shangri-La' ... Questions ..." - LH 3. HIROSHIMA, John Hersey (Vintage Books, 1985) - this required edition has the original 1945-text and the 1985 "The Aftermath"
Course Description: To examine Eastern and Western intercultural encounters (individual and societal) in terms of religious traditions, literature and the arts, and historical interconnections from a comparative perspective, noting parallels and contrasts between the Orient/East (India, China, ...) and the Occident/West (America, Europe, ...). as well as their cross-cultural influences.
Course Objective: In general, to appreciate the religious beliefs and practices, cultural art-forms (Sculpture, Painting, ...), acknowledged literary creations (Drama, Sacred Scriptures, Poetry, ...), and historical achievements of Asian societies (Chinese, Indian, ...) through examining similarities and differences, as well as cross-cultural intersections, between East and West. Spring 2014 Focus: To explore, as reader-viewer-journeyers, East-meet-West encounters from Europe and America into Asia:
1) We'll trek with the Venetian merchant-traveler, Marco Polo, from Italy to China in the late 13th-century = from Venice through the Levant (Turkey & the Middle East today) and Central Asia to China under the Mongol Yuan dynasty ruled by Kublai Khan - as well as from China to India, Burma, and elsewhere in SE Asia - all via LB's bio-historical narrative MP
2) We'll travel with several fictional characters in the 1930s, from England & Continental Europe and America, briefly through Afghanistan, into Tibet, arriving at a mountainous, pluri-religious monastery, with its serene Karakorum-Himalayan valley society - all via JH's novel LH
3) We'll journey with John Hersey in 1945 and 1985 from the United States to Japan, where he as a journalist-reporter for The NEW YORKER magazine narrates, with vivid details yet in an objectively solemn and restrained style, the lives of 6 persons (5 Japanese and 1 European) who survived the atom-bomb catastrophe in Hiroshima of August 6, 1945 - all via JH's classic H.
-- Reading-Schedule: On Mondays we will read from LB's biographical journey-narrative about the travels of MP and his uncle and father in Mongol-ruled China. And on Wednesdays: first, JH's novel LH; then, in the second-half of the semester JH's bio-historical account H. There will likely be, from time to time, photocopied supplementary items (maps, ...). Our reading-explorations will also be enhanced, from time to time, with on-line web-sourced items (such as from PBS.org) and with film-clips from documentaries as well as from the Movies.
REQUIREMENTS:
-- Exam #1 (@ 100 points-potential) on Wednesday, March 12th, covering WEEKS II-VIII. Exam #2 (@ 100 pts-potential) on Tuesday, May 13th at 2-4 p.m. covering WEEKS XI-XVI. There will be selected review-pages (handouts & on my web-page) with in-class comments on the exam-contents & format = RETROSPECTIVE reviewing before both exams. The 2 Exams will have a similar format using variations of Essay-style Questions & possibly Identifications & Quotations & Matching Columns (no Scantron Multiple Choice) + and also typed, take-home Essay-Questions.
-- Oral Presentations in class will be based on your choice of - or my suggestions for - a topic/theme derived from a given class-day's assigned pages from LB's MARCO POLO. And so every student will, as of WEEK IV - Monday, Feb. 3rd, speak to the class, and then hand in a typed 3-page (minimum 2.5 pp) Essay by the following Monday - 9 Mondays, 3 students each time. The OP-schedule is arranged (almost) alphabetically by last name. A separate hand-out will be given with names & dates and pertinent Essay Guidelines. Also, see [B] 3 below.
-- Writing Intensive Essays (= "writing endeavors") totaling 16 pages of formal writing plus informal writing-exercises. As for the Kinds and Purpose of Writing in this course as a designated WI course: our HUM 320 (DC #8 Global Perspective) combines Informal Writing [A] to maintain students' engagement with the literary works (= LH & H) and Formal Writing [B] requiring objective explication and subjective interpretation of the biographical/cultural/historical book (= MP).
[A] INFORMAL WRITING: 1) On two class-days (1/29 & 3/26), 2 ICQs = In-Class Questions = writing-to-learn exercises: hand-written, paragraph-responses = 1 page of lined-paper - on the assigned reading for that day. Reading-focus announced in advance on the preceding class-day & via email; responses used as springboard for class-discussion, then collected = 2 pages.
2) On two class-days (1/27 & 3/24), 2 TEQs = Typed Essay-Questions: two 1-page Essays of standard-format focused on assigned pages - topic presented the class-day before - used as a springboard for class-discussion, then collected = 2 pages. PLUS in-class handwritten essay-style Essay-Exam question-responses of paragraph-length = 2-3 pp.
[B] FORMAL WRITING: 1) One 5-6 page, typed Reader-Viewer-Response Essay on a film - the essay will have both objective data-presentation and subjective reflection-reaction contents.
2) The Midterm and Final Exams will each require, beyond in-class components, a 1-page (so, 2 total), typed take-home Essay-Question with thesis, development, and conclusion. The Midterm Essay will be submitted as a DRAFT, then resubmitted after emendations (if any) by Czynski.
3) One 2-page, typed Essay as a Reader's Reflection-Response to LB's MP - to be presented orally, first, in class based on notes or a draft, then composed as a Formal Essay to be handed one week later, the following Monday. These will be staggered throughout the semester and alphabetically scheduled by last name beginning in WEEK IV on Monday, Feb 3rd. 3 students per class - 9 such classes.
Thus, students will endeavor, in these writing-exercises, to develop these competencies:
1. Use a coherent writing-process including invention, organization, drafting, revising, and editing to form an effective final written product. = Students will compose typed Formal Essays, one of which involves drafting, revising, and editing (possibly in consultation with the instructor), then rewriting and resubmission = your Midterm Essay-Question due Friday, March 8th - the Midterm is on WED March 6th.
2. Consult effectively and appropriately with others to produce quality written-products. = For one of the Formal Essays, students will consult with the instructor - and possibly also the Write Site - as to 1) submission of an outline with a thesis-statement (= clear thematic focus) and 2) suggested sources for academic research. This could be for the Movie-Critique Viewer-Response Essay or the Memoir Reader-Response-Essay or regarding SS's GFF or a Risshi Reddi short story.
3. Read, analyze, evaluate, synthesize, and integrate appropriately and ethically both information and ideas from diverse sources or points of view in their writing. = Students will be guided and encouraged to read critically so as to analyze the literary elements of the Memoir (imagery, character-portrayal, ...) and synthesize the Indian cultural/religious/historical/societal/familial elements in it, and thereby see the whole formed of the distinguishable parts.
4. Locate, use, and cite appropriately primary and secondary source-materials from print and electronic sources. = Students will be required, for one of the Formal Essays, to make pertinent, intellectual use of (at least) one outside source - be it a book or a journal-article or an on-line web-resource - with honest acknowledgement and standard citation in the Essay and listed in a Bibliographical Note at the end.
5. Use correct grammar and mechanics in writing. = As for your "style" of writing as such, use standard 12pt-font (New Times Roman), standard double-spacing with 1-inch margins. BE logical in your idea-expression. BE coherent in structuring your Essay's paragraph-sequence. BE grammatically correct in formulating your sentences. BE a careful proofreader of your spelling and punctuation. You don't have to sound "academic" - your style is YOUR style. I like to say that all styles of Writing Endeavors and Oral Presentations are created equal. But BE SURE to compose your writing-piece with your highest standards in mind. BE conscientious as you ponder and write! And include a separate title-page with a descriptive title stating your thematic focus.
Plagiarism Policy: Simply put, plagiarism is incorporating another's writing or ideas into your writing as your own. To avoid this "intellectual sin," just acknowledge your source/s, citing appropriately. To quote a colleague, "Rule of thumb: If you take more than several consecutive words from a source, put the words in quotation-marks; and if the idea behind your sentence/s comes from someone else, acknowledge your debt as you paraphrase that idea." IF objective evidence demonstrates that you have plagiarized, the offense will be reported to the Campus Judicial Officer, and you are most likely to receive a failing-grade for the course. And so, when using an outside source to enhance/support your own ideas, simply provide notes or citations - listing the source/s in your Bibliography. In sum, show your research-capability and your reader's curiosity by sharing with your instructor what you consulted in composing your essay. The instructor will provide in-class and on-line guidelines about such matters as how to document your sources, but use whichever model you have been taught or are used to, such APA or MLA or ...
DISABILITY ACCESS Statement: Students with disabilities should contact Mr. Greg Toutges, Coordinator of Disability Services (Flora Frick 154 - x2131), to make timely arrangements for exam-taking suitable to their needs. Naturally, speak to me also for any assistance and accommodation (sign-interpreter, note-taker, ...) that I most willingly will implement.
COURSE GOALS for DRAGON CORE #8: GLOBAL PERSPECTIVE - Students taking HUM 320 will be guided 1) TO increase their understanding and appreciation of the world's nations and peoples; 2) TO increase their understanding of the interconnectedness of the economic, social, political, cultural, artistic, and environmental systems at the global, regional, and local levels; 3) TO obviate their fear [or apprehension, anxiety] generated by the [culturally] unknown; and 4) TO increase their ability to function in a globalized world.
FAITHFUL ATTENDANCE is obviously expected - indeed obligatory! Absence is excused ONLY for a good (= justified) reason, such as illness, being out-of-town, serious family matter, or a critical circumstance beyond your control. Please contact me either beforehand or when you return - send me an e-mail or leave a phone-message - so as to avoid an unexcused absence. Thus, any valid absence is always 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 B-) or in whole (say, from B to C), depending upon the number of absences. So, just attend class regularly, and be a diligent reader of the homework-pages and a committed class-participant in discussion. And if you are absent, no great details are necessary - just a simple, straightforward acknowledgement will suffice. Honesty is the only policy. Of course, you would be responsible for what was covered in class.
WEEK I: Monday 1/15 - Introduction to Course - Our Names & Syllabus & Books & Films
Wednesday 1/17- Intro cont'd: looking at our paperbacks: 1) LB's MP: maps, Calvino-Quotation, Contents, Dramatis Personae, Illustrations 2) JH's LH: READ the 15-page P.S. at the back of our required edition 3) JH's H: glance at the 1945-sections and the 1985-sections
WEEK II: M 1/20 - Holiday honoring the Rev. Dr. Martin Luther King, Jr.
W 1/22 - MP: pp. 3-8: PROLOGUE - The [Naval] Commander + LH: pp.1-20: PROLOGUE
WEEK III: M 1/27 - MP: 344-361: EPILOGUE - The Storyteller *** TEQ #1 due - topic/theme announced in advance on W 1/17
W 1/29: LH: 21-56: Chs. 1 & 2 (34 pages) *** ICQ #1 - topic/theme announced on M 1/27
WEEK IV: M 2/3 - MP: from Chs. 1 & 2 & 3: top21-bottom42" "No other [Italian] city-state ... Mongol capital." - The Merchants of Venice, The Apprentice, The Golden Passport *** first 3 Students' Oral-Presentations = SOPs
W 2/5 - LH: 57-89: Chs. 3 & 4 (30)
WEEK V: M 2/10 - MP: from Chs. 3 & 4 & 5: bottom50-lower69: "Hormuz enjoyed ... terrifying indeed." + 74-mid79: "High Plains ... into its expanse." + upper83-mid85: "At the northern ... than admiration." + bottom89-top91: "Sixteen days' march ... Khan." *** 3 SOPs
W 2/12 - LH: 91-133: Chs. 5 & 6 (40)
WEEK VI: M 2/17 - MP: from Ch. 6: 92-top102: "The Secret History ... and imbibed it." + top104-mid108: "Marco Polo ... predecessors had." + upper112-119: "When he turned ... me much.'" *** 3 SOPs
W 2/19 - LH: 135-166: Chs. 7 & 8 (30)
WEEK VII: M 2/24 - MP: Ch. 7: 123-140: "The Universal Emperor" *** 3 SOPs
W 2/26 - LH: Chs. 9 & 10: 107-bottom200 up to "... immediate comfort." (32)
WEEK VIII: M 3/3: MP: Ch. 8: 141-166: "In the Service of the Khan" *** 3 SOPs
W 3/5: LH: Ch. 10: 201-207 + Ch. 11: 209-227 + Epilogue: 229-241 (36) *** hand-out of Review Pages for the Midterm - also on my WebPage
WEEK IX: M 3/10: MP: from Chs. 9 & 10: 167-177: "The Struggle ... set ablaze." + mid187: "Marco faults the ... every turn." + 188: only the 1st paragraph: "Wherever he ... and paradoxes." + mid204-205: "As Marco ... and freedom." *** RETROSPECTIVE comments on the Midterm exam-format using selected Review Pages handed out the previous class - will include in-class Informal Writing = Essay-style questions AND a typed Formal Essay - with topic-choices. The typed Essay should be a well-pondered and worthy DRAFT, to be read by me over Spring Break, and returned on Monday 3/24 for revision/correction, if need be.
W 3/12: MIDTERM EXAM: in-class Informal-writing PARTS & typed Formal Essay
WEEK X: SPRING BREAK - 3/17-3/21
WEEK XI: M 3/24 - MP: Ch. 11: 206-232: "The City of Heaven" *** TEQ #2 due - topic given at the Midterm-exam, if not before *** 3 SOPs
W 3/26: H: pp. 1-16: Ch. 1 - A Noiseless Flash" *** ICQ #2 - topic announced in class on M 3/24 *** 1st 4 students' film-book Compare&Contrast Essays due
WEEK XII: M 3/31 - MP: from Ch. 12: 233-top237: "The Divine Wind ... multo agitato [= with great verve]." + lower244-mid259: "Against the advice ... rule China himself." + mid261-263: "Having [killed Nayan and] secured ... Khan's court." *** 3 SOPs
W 4/2 - H: 17-41: Ch. 2 - The Fire *** 4 film-book Essays due
WEEK XIII M 4/7 - MP: from Ch. 13: 267-mid285: "The Seeker ... us again!'" + bottom290-mid291: "Although brief ... any strangers." + mid296-297: "Although Marco ... way home?" *** 3 SOPs
W 4/9 - H: 42-65: Ch. 3 - Details Are Being Investigated *** 4 film-book Essays due
WEEK XIV: M 4/14: MP: Ch. 14: 298-316: "The Mongol Princess" *** 3 SOPs
W 4/16 - H: 66-90: Ch. 4 - Panic Grass and Feverfew *** 7 film-book Essays due
WEEK XV: M 4/21 - NO CLASS
W 4/23 - H: 91-118: Ch. 5 - The AFTERMATH on Ms. H. Nakamura, Dr. T. Sasaki, Fr. W. Kleinsorge *** 4 film-book Essays due
WEEK XVI: M 4/28 - MP: from Ch. 15: 317-top334: "The Prodigal ... the Republic." + bottom334-upper335: "Despite Marco's ... to comply." + bottom337-343: "Marco Polo's ... remembered."
W 4/30 - H: bottom118-152: on Ms. T. Sasaki, Dr. M. Fujii, Rev. K. Tanimoto *** 4 film-book Essays due
WEEK XVII: M 5/5 - RETROSPECTIVE with comments on the exam-format & contents - including the Final-Exam typed 1-page take-home Essay-Question due on exam-day Tuesday 5/13 or before
W 5/7: STUDY DAY - No Class
Tuesday, May 13th - Final (non-cumulative) Exam at 2:00-4:00 p.m.
HAVE AN ENLIGHTENING SEMESTER! COME ON, DRAGONS, LIGHT YOUR FIRE!!! ;-)
GRADING RUBRIC FOR FORMAL ESSAYS
-- Grade of "A" = excellent in all respects. CRITERIA: clear, grammatical, well organized, progresses logically, with all elements relevant to the topic. Shows original thought and accurate grasp of the material. If appropriate, employs proper citation of sources.
-- Grade of "B" = good, but not outstanding. CRITERIA: general organization is clear and coherent, but with surface flaws (week transitions, ...); some ideas not clearly expressed. Accurate presentation of the material, but presents the bare minimum. Limited original thought. Inadequate documentation of source-material, if pertinent.
-- Grade of "C" = satisfactory. CRITERIA: basic understanding, with some deficiencies. Organization not always logical, with transition-gaps. May have irrelevant content. Weak support of ideas asserted. Unclear expression; faulty construction of sentences and paragraphs. Failure to document source material, if pertinent.
-- Grade of "D" = minimally acceptable work. CRITERIA: marginal grasp of material. Illogical or confusing presentation. States the obvious without analysis. Not consistently relevant. Weak over-all organization. Sentences are poorly structured and expressed - likewise paragraphs. Failure to provide source-documentation, if pertinent.
-- Grade of "F" = unsatisfactory. CRITERIA: superficial, incoherent, sloppy writing showing little effort. Failure to demonstrate a correct grasp of the material examined. Plagiarism. many mechanical errors in spelling and punctuation.
*** Policy regarding "Mechanical Errors" or "Surface Flaws" in grammar and spelling and punctuation: if the essay has more than 6 such "surface flaws" per page, points will be deducted. And so, please do your best to avoid - or at least strenuously minimize - them. So, reflect upon HOW you write just as you reflect upon WHAT you write, and in that way you will successfully be your own diligent, scrutinizing EDITOR-PROOFREADER! (Surface flaws include errors in spelling and punctuation, incorrect grammar, ... Aim for the stars and ye shall be enlightened!
Thus, as far as the 16-page Writing Intensive requirement is concerned:
[A] INFORMAL: the in-class handwritten essay-style exam-questions of paragraph-length = 2+ pp.
[B] FORMAL: TWO 1/2page RRRs + EIGHT 1pg RRRs + ONE 4pg VRR + EXAM Essay-Parts 3-4pg
In sum, [A] INFORMAL WRITING = 2 ICQs @ 1 page + 2 TEQs @ 1 page = 4 pages @ 10 pts. = 40 - dates & the topic's focus to be announced in advance
[B] FORMAL COMPOSITON = 1 Reader-Response Essay on SS's GFF @ 4 pages @ 50 + 1 Viewer-Response Essay on a movie with an East-meets-West theme @ 4 pages @ 50 + 2 typed Exam Essay-Questions @ 20 pts. in 2 pages = 40: one for the Midterm & one for the Final - the Midterm E-Q will be a typed draft, to be read by prof, critiqued, returned for resubmission: proposed topic/s derived from GFF.
Total points-potential = 340, including the in-class Midterm & Final Exam-Parts @ 80 = 160.
INFORMAL WRITING - Sample ICQ: As you read Thursday's Short Story, reflect upon how the title has literal and metaphorical meanings: Be prepared to explain what "Bangles" signifies factually and symbolically in terms of the main character's final decision. HINT: It is Arundhati's first-ever, self-directed choice made as an Indian high-caste woman.
FORMAL WRITING: 1) Sample TEQ: As you read the first-half of Chapter 2 in Michael Wood's INDIA, reflect upon this question and then compose your one-page subjective/objective response: "What are the principal ethical (humanistic) ideals of Mahavira and Siddhartha Gautama as explained by MW? AND do you think that their ideals are relevant for us today, two thousand five hundred years after they lived?" 2) Sample 3-page Essay-topic: With this DC #8 Goal in mind - "To demonstrate an understanding of our universal human concerns." - I will ask my students to compose, as their third 3-page Essay, an objective/subjective exposition/reflection essay in which they will examine a proposed cultural/ethical/religious theme encountered throughout the semester and to offer their personal thoughts thereon. For example, to juxtapose what we've learned in our reading-journeys with their own life-experiences as persons who value generosity towards, and respect for, others so as to highlight actions motivated out of compassion/magnanimity be it at home, school, work - wherever. This assignment will be in conjunction with our reading of one of two book-choices that I will require alternately every other spring: Spring 2011 = Pico Iyer's The OPEN ROAD: The Global Journey of the Fourteenth Dalai Lama , which is both a biography and a memoir; Spring 2012 (or Summer Session 2011): Greg Mortenson and D. O. Relin's THREE CUPS OF TEA: One Man's Mission to Promote Peace ... One School at a Time. This latter is a most appropriate choice since Greg M. is a Minnesotan who experienced unexpected kindness from Pakistanis and Afghanis - which led him to establish his non-profit Central Asia institute and the Pennies for Peace Project.