ࡱ> qsp5@ <bjbj22 1pXX4PPPPPPPd|4d8h////?:0J4Z8$A:R<~8P)))~8PP8777)^PP/7)/7 7C,|PPA. `=E-/808W-=!=$A.ddPPPP=PA.d674)~8~8dd!ddEnglish 367.02 Syllabus Autumn 2005, TR 3-5, DC 108 Kelly Magee Office: Office Hours: 12-3 and by appointment Office Phone: Ext. Email: kmagee29@gmail.com Course Description and Objectives: Analyzing travel literature not only gives readers a sense of the places writers/characters have traveled, but it provides us with a reflection of our own culture. This class will read, analyze, interpret, and interrogate various kinds of travel literature, including journeys and quests, immigration, vacations, and general wanderlust. Well talk about both forced and voluntary kinds of movement, as well as the consequences and results of being in a new place. Well also examine the notion of America as melting pot for various cultures. Well look at what the concept of home means, especially as opposed to the foreign. And to bring all this full circle, well talk about our own histories, how (and if) our families have held onto ties to other places, and how travel patterns in the U.S. are changing our culture, our identity, and our writing. English 367.02 is an advanced composition course, charged with two primary objectives. First, to offer further practice in critical (and compassionate) reading, writing, listening, speaking, and thinking. By critical, I mean the ability and inclination to consider new viewpoints and opinions, even if they go against our own. Second, to expose students to the diversity of American culture and the consequences, good and bad, of this diversity for American lives and people. As a GEC course, youll apply basic skills in expository writing, demonstrate critical thinking through written and oral expression, and retrieve and use written information analytically and effectively. Texts and Supplies: Typical American, Gish Jen The Tortilla Curtain, T.C. Boyle As I Lay Dying, William Faulkner The Best American Travel Writing 2005, Jamaica Kincaid $$$ for photocopying peer review drafts an active university email account a grammar handbook a writing notebook and college dictionary a reliable method of saving your work (disk, jump drive, etc.) Classroom Policies: You are allowed three absences for the quarter. Upon the third absence, your final grade drops by one letter. After five absences, you cannot pass the course. This isnt a lecture course, and your attendance is very important to both your own success, and the ultimate success of the course. You are expected to come prepared to participate meaningfully in class discussion. I reserve the right to mark you absent for coming unprepared, sleeping during class, checking email during class, or any other disruptions. If you do miss a class, you are responsible for getting any work to me on time, and for making up any missed work. You should arrive at the next class with makeup work in hand. Late work will be accepted only with my prior consent or proper documentation. Three tardies (or three times leaving late) equal an absence from class. Being tardy (arriving after Ive started class) is usually disruptive, and so is to be avoided. If at any time you attend less than half a class, youll be counted absent. Computer excuses of any kind are unacceptable. This includes hard-drive crashes, printer jams, email mishaps, and disk betrayals. Dont wait to the last minute to try posting something. Keep back-up copies. Email papers to yourself. Store your work in your freezer. This is your writing, so protect it. All out-of-class writing must be typed according to the essay guidelines below. Please turn off phones, pagers, and any other noisemakers for class. Course content includes adult material. We may view excerpts from R-rated movies, discuss controversial topics, or read literature containing profanity or adult situations. If you suspect any of this could be a problem for you, please talk to me immediately. Courtesy is important both in class and on discussion boards. Remember that this is a public forum. Play nicely. Should you encounter any difficulties with the course material, the method of instruction, or the instructor, please contact the instructor, the campus Ombudsperson, your advisor, or the Associate Dean. The Office for Disability Services (Marge Hazelett, MR 297, ext. 6247) offers services for students with documented disabilities. Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Course Requirements: You will complete five major assignments designed to build on each other intellectually and conceptually. These assignments are: Reading Response Papers 15% You must sign up to write 3 papers (5% each) which respond to particular reading assignments. These semi-formal papers should 300-500 words long, and should include the following: a concise summary of what the selection is about, including its key points; the attitude of the writer and what you think his/her purpose is; a critical response to the selection which engages it with regards to other texts, class issues, or your own ideas. Be sure to use specific examples from the text to support your claims. We will use your responses to facilitate class discussion, so you should be prepared to share. Essay #1 15% The second essay will focus on the concept of America as a melting pot. This essay should be at least 4 pages long. In Typical American, the protagonists struggle with assimilation. What are the positives and negatives of fitting in? Why might some people choose to keep their own culture, even in another place? What do you think about the two popular models of America: one as a melting pot and one as a stew pot? Use research from the course texts, as well as outside texts, to support your answer. Essay #2 15% This paper should be at least 4 pages long and should either 1) explain an assigned readings most significant passage or 2) compare/contrast two assigned readings most significant passages. Use topics covered in class discussions for ideas on how to focus your thesis, and keep in mind the importance of such concepts as race, class, gender, nationality, sexual orientation, disability, ethnicity, etc. when developing your topic. Proposal for Essay #3 10% The final essay will focus on travel writing as a way of understanding the home front. Well read essays by American travelers to help you get a feel for how these essays reflect the home culture. Then, youll write either a critical response to one of the essays, or your own travel narrative in the style of one of the essays. You will submit a proposal for the third essay that clearly states the following: your audience topic that is, the specific aspect of culture or travel that you want to explore what knowledge you already have (from experience, from prior education, from readings weve done in class) that will allow you to explore this topic effectively knowledge you need to gather in order to better understand your topic and where you think youll be able to find that knowledge two possible theses for your essay As you can see, the last item assumes you have not yet decided exactly what your thesis is and that you are a good enough critical thinker to see more than one way of approaching your topic. The proposal will be 300-600 words long, written using a combination of short paragraphs, lists, or other forms to concisely and clearly state what you plan to write about in Essay 3. Essay 3: A Final Project and Presentation 20% paper, 5% presentation Your final project will come in two parts: written and presented. This is your chance to formulate your own view, your own response to everything weve discussed and read. You can either respond to the readings, like a research paper or critical essay, or you can produce your own original travel narrative in which you work through some aspect(s) of the course or your own terms. This paper should be at least 6 pages long. The presentation should be 10-15 minutes long, and should present your research and conclusions to the class. A visual, while not necessary, may be useful in helping you to present. Group Presentation of an Article to Class 10% In pairs, students will sign up to read and present an academic article to the class on a topic related to the course theme. Groups will prepare a handout for each member of the course that includes the articles full bibliographic information and a summary of the article (250-300 words). Groups will orally present this information to the class and then pose questions and lead a group discussion for 15-20 minutes. Since the rest of the class wont have read the article, good discussion will depend upon the groups ability to draw connections between their article, assigned course readings, and previous class discussions. Grades will be based on the handout, summary, and oral presentation, including the class discussion. Peer Response and Class Participation 10% This includes your contributions to class discussions, group discussions and projects, peer response, and in-class writing assignments. This means you should show up to every class prepared to discuss the assigned readings and listening respectfully to what your peers say, taking your share of responsibility in group work, and giving thoughtful and generous comments on peer drafts. Essay Information: Plagiarism is the unauthorized use of the words or ideas of another person, and is a serious academic offense. Remember that at no point should words or ideas that are not yours be represented as such. This includes buying on-line papers, having someone write all or part of your paper, having someone revise your paper, or using a source without proper documentation. Faculty Rule 3335-5-54 requires me to report any instances of academic misconduct, including plagiarism. See me for any questions about what does, or doesnt, constitute plagiarism. Papers should be professionally submitted: double-spaced, using Times New Roman or its equivalent, 12 point font and 1-inch margins. Number all pages. Staple, name, date, and class in the upper left-hand corner. Center titles. Comment will change the format of your paper, but make sure it is readable before considering it posted. Writing Center All members of the OSU community are invited to discuss their writing with a trained consultant at the Writing Center. The Center offers the following services: One-to-one tutorials at Mendenhall (Monday-Friday, 8:30-5:30) or the Younkin Success Center (Monday-Thursday, late afternoons) One-to-one online tutorials via an Internet Messenger system (no ads or downloads) Online appointment scheduling (available 24 hours a day) Please visit  HYPERLINK "http://www.cstw.org" \t "_blank" www.cstw.org to make an appointment or have an online tutorial. ***This syllabus is subject to change. Announcements will be made in class regarding any changes, and any absent student is responsible for that information. Daily Schedule: Note: All reading assignments are to be completed by the day they are listed below. Wed., 1/4: Class Introductions & Syllabus Mon., 1/9: Introduction to Typical American, Part I: How does Ralph define (and have defined for him) what it means to be an American? How much does language play a part in this? Why is it important to have a history someplace? Wed., 1/11: Discussion of Typical American, Part II: How do the characters each change? Whats the difference between immigration and exile? How much does a house have to do with ideas of home? In what ways are the characters unified? Separated? What are the various dichotomies here? In-Class Work on Essay #1 Mon., 1/16: No Class Happy MLK Day Wed., 1/18: Discussion of Typical American, Parts III and IV: Whats the complexity of assimilation? How does their move influence the family? Whats the significance of Ralphs tenure? Which are the desire that are typical? Which are specific to this family? Draft Essay #1 Due (4 copies) In-Class Peer Workshopping Mon., 1/23: Discussion of Typical American, Part V: How do things come together at the end? Whats the significance of the last page? Of the line America was no America? Introduction to The Tortilla Curtain, Chapters 1-4 Wed., 1/25: The Tortilla Curtain, Chapters 5-8: Discussion of the melting pot vs. stew pot In-Class Work on Essay #2 and Conferences Essay #1 Final Due Mon., 1/30: The Tortilla Curtain, Part II In-Class Work on Essay #2 and Conferences Wed., 2/1: The Tortilla Curtain, Part III Draft Essay #2 Due (4 copies) In-Class Peer Workshopping Mon., 2/6: Watch Farmingville Wed., 2/8: As I Lay Dying, p.3-64 In-Class Work on Essay #3 Proposals Essay #2 Final Due Mon., 2/13: As I Lay Dying, p.65-127 In-Class Work on Presentations Proposal for Essay #3 Due Wed., 2/15: As I Lay Dying, p.128-193 In-Class Work on Essay #3 and Conferences Mon., 2/20: As I Lay Dying, p.194-261 Research Presentations Wed., 2/22: Research Presentations Draft of Essay #3 Due Mon., 2/27: Best American Travel Writing, TBA Bring 1st paragraphs with the following for workshop: thesis statement or central question and background information Wed., 3/1: Best American Travel Writing, TBA Revision Day: packets and discussion Mon., 3/6: Best American Travel Writing, TBA Make-up Day Wed., 3/8: Evaluations and Essay #3 Presentations Essay #3 Final Due on the Final Exam day.  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