Course Overview and Policy Statements



Defining the Humanities

Text Analysis

Individual Topics

Reflective Writing

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Authors & Contributors

Syllbus - Coan


Readings are to be done for the days they are listed on the syllabus. Reserves are available inside the front door of the library at the desk to your right. You are allowed to make copies of reserves or to read them inside the library. I highly recommend making copies as we will refer to the texts in class. ALWAYS take notes as you are reading, both on your copies and in your notebook.

19--General introduction.
21--Discussion: Defining Arts/Humanities and Context.
24--Reserve: Edmundson, Mark. "On the Uses of a Liberal Education ...As Lite Entertainment for Bored College Students"
26--Reserve: Shorris, Earl. "...As a Weapon in the Hands of the Restless Poor."
28--Rhetorical Context Analysis #1 Assigned. Group work toward it.
31--Reserve: Orwell, George. "Politics and the English Language."

02--Reserves: Willis, Susan. "Public Use/Private State." Hiestand, Emily. "Hymn."
04--Find an ABSTRACT of an article in the library and bring it to class. In-class writing of abstract for article of your choice (bring it).
07--Peer Revision, RCA #1. Consider Orwell's advice as you review each other's work.
09--RCA #1 Due. Reserve: Lapham, Lewis. "In the Garden of Tabloid Delight." RCA #2 Assigned.
11--Read/scan and bring the most recent Harper's. Group Publication Analysis.
14--Due: 1-3 page individual Publication Analysis. Formation of groups/group work generating portfolio topics.
16--Reserve: Hirsch, Jr., E.D. "Cultural Literacy."
18--Reserves: Hirsch, Jr., E.D. "What Your Sixth Grader Should Know" and "Literacy and Cultural Literacy." Group work comparing/contrasting contexts of Hirsch's articles.
21--Peer Revision, RCA #2.
23--RCA #2 Due. Introduction to exploratory research (on portfolio topics). Group decisions on portfolio topics. Begin individual exploratory research tonight.
25--Bring an article from any of the journals mentioned in the Course Description section of this syllabus to which you have a strong reaction, positive or negative. RCA #3 Assigned.

NOTE: You will not receive final grades on your portfolio essays until you turn them in at the end of the course. Do, however, think of the essays as needing to be very nearly finished on the dates listed for their completion. I am available to help you with drafts at all points.

Feb. 28--"Building the House" (Oliver) and "Water Babies" (Sachs), BAE. BAE Assignment #1.

01--"Real Life" (Wood), "Will You Still Feed Me?" (Epstein), and "The Merely Very Good" (Bernstein), BAE.
03-"In History" (Kincaid) and "Soldier's Heart" (Simpson), BAE. RCA #3 Due. BAE Assignment #2.

Spring Break.

13--"Two Baths" (Graver) and "Nearing Ninety" (Maxwell), BAE.
15--"The Telephone" (Accawi) and "Lost Art" (Updike), BAE. BAE Assignment #3.
17-Bring two sources or models you've found in your exploratory research. Writing an annotated bibliography.

Discuss Rhetorical Topic Analysis (personal analysis of a topic, often incorporating evidence from other sources). Each group begins to create research plans for its members, identifying 1) the issues each member will address, 2) the texts (s)he will analyze (those from your exploratory research or our reserve reading are a good start), 3) the kinds of analyses (s)he will conduct (more or less reliant on sources for the final product?) and 4) the kinds of essays (s)he will write (at least two separate pieces written to different types of audiences).
Finding specific, appropriate publications in which you'd like to publish is recommended for the benefit of your pieces.

20-Discussion of Audience/Purpose for portfolio essays: Adapting information and arguments, writing with appropriate style and register, finding appropriate organization and evidence.
22--Discussion of advanced research techniques.
24-Bring one article which you are using for your portfolio essays and be ready to write a short summary/evaluation-of-analysis of it in class. Write out personal research plan.
NOTE: Keep in mind as you research Essay #1 that sources you're tempted to discard might work well for Essay #2.
27--Individual writing: One-paragraph proposal for Essay #1.
29--Group work expanding/narrowing proposals for Essay #1. Based on this work, continue research.
31--Visit Reference Librarian.

03--Professional writer visiting class.
05--Individual writing: Defining approach and writing an opening paragraph for Essay #1. Outline from this writing. Group work refining this first impression to entice the targeted audience. Continue research and have a rough draft for next Monday.
07--Optional conferences: Essay #1.
10--Workshop, Essay #1. Tonight, rework your essay as your partner(s) suggest, whether you like their comments or not. Save the original so that you can scrap this draft if it doesn't benefit from this revision.
12--Workshop, Revised Essay #1.
14--Due: Abstract of Essay #1 as it stands. Individual writing toward topics/approaches for Essay #2. Group work expanding/narrowing topics for Essay #2. Based on this work, continue research and bring in new sources on Monday.
17-Essay #1 Completed. Optional conferences: Moving on to Essay #2.
19--Individual writing: One-paragraph proposal and possible opening paragraph for Essay #2. Group work recommending approaches.
21--Bring outlines of your three favorite essays from the course reading and be prepared to discuss how their overall structures help to achieve unity and effect. In-class outline for Essay #2: How can you implement these or similar structures in your own piece?
24-Reviewing/Evaluating past student portfolios.
26--Student presentations, portfolio reviews/evaluations. Rough draft of Essay #2 Friday.
28--Workshop, Essay #2.

01--Essay #2 Completed. Discussion: Evaluation criteria, postscript, etc., for portfolio.
03--Final help in class with portfolio.
05--Last day. Portfolio due, dailies checked.