Becoming Enlightened
The Enlightenment, also known as the Age of Reason, was a vast intellectual movement that took place during the 17th and 18th centuries and profoundly influenced how people (particularly intellectuals) perceived both the world and humanity’s place in the world. As a way of perceiving, the Enlightenment was manifested in art, politics, religion, education, science, and economics. The movement advocated rationality—the use of reason—as a means to discover knowledge, ethics, and aesthetics. Believing that the world had for too long suffered in ignorance, superstition, and tyranny, Enlightenment thinkers urged to use of reason to move humanity out of fear and irrationality.
Throughout the 1500s and 1600s, Europe had been ravaged by religious wars. After so much suffering caused by religious sectarianism, there was an upheaval which overturned the notions of mysticism and faith in individual revelation as the primary source of knowledge and wisdom. By using reason, human beings could discover knowledge for themselves. Creation was not perceived as being mysterious and unknowable. Thus the Enlightenment was an age of optimism, believing that progress was inevitable.
Sir Isaac Newton became the great hero of the Enlightenment. Using scientific observation and experimentation, Newton popularized the notion that there were “natural laws” that governed the universe—and that by using reason individuals could discover these laws. The Enlightenment stressed that the world was comprehensible and orderly. As a religious philosophy, deism stressed that the Creator could best be perceived by studying creation—not through centuries-old revelations. God was perceived as the divine and benevolent clockmaker.
In his 1784 essay, “What is Enlightenment?” Immanuel Kant stated:
Enlightenment is man’s leaving his self-caused immaturity. Immaturity is the
incapacity to use one’s own understanding without guidance of another. Such
immaturity is self-caused if its cause is not lack of intelligence, but by lack of
determination and courage to use one’s intelligence without being guided by
another.
In his Age of Reason (1794), Paine stated:
I believe in one God, and no more; and I hope for happiness beyond this life.
I believe in the equality of man; and I believe that religious duties consist in doing justice, loving mercy, and endeavoring to make our fellow-creatures happy.
But, lest it should be supposed that I believe in many other things in addition to these, I shall, in the progress of this work, declare the things I do not believe, and my reasons for not believing them.
I do not believe in the creed professed by the Jewish church, by the Roman church, by the Greek church, by the Turkish church, by the Protestant church, nor by any church that I know of. My own mind is my own church.
All national institutions of churches, whether Jewish, Christian or Turkish, appear to me no other than human inventions, set up to terrify and enslave mankind, and monopolize power and profit.
I do not mean by this declaration to condemn those who believe otherwise; they have the same right to their belief as I have to mine. But it is necessary to the happiness of man, that he be mentally faithful to himself. Infidelity does not consist in believing, or in disbelieving; it consists in professing to believe what he does not believe.
Monday, January 30, 2012
Sunday, January 22, 2012
Engl 20923, Literature and Civilization II, sec. 674
Spring 2012, MW, 3:30-4:50 PM, Scharbauer 1011
Literature and Civilization II is a course intended to explore the role of literary, rhetorical, and dramatic expression in the development of cultural ideas, institutions, and roles. As it is vetted for global awareness credit (GA), the course is intended to help students develop a critical awareness of global perspectives. As it is also vetted for Humanities credit (Hum), the course is intended to help students analyze texts, examine the nature and value of human life, and construct relevant arguments.
01/18, W
introduction
01/23, M
What is literature? What is civilization?
01/25, W
class cancelled
01/30, M
Candide, Voltaire
02/01, W
Candide, Voltaire
02/06, M
Creating a Life Map
Writing Coming of Age Stories
02/08, W
library research: coming of age in the 1920s and 1930s
02/13, M
Valentine’s Day Celebration
02/15, W
Huck Finn, Mark Twain
02/20, M
Huck Finn, Mark Twain
02/22, W
Huck Finn, Mark Twain
02/27, M
“The Man Who Was Almost a Man,” Richard Wright
02/29, W
Film Adaptation, Almos’ a Man
03/05, M
“Hills Like White Elephants,” Ernest Hemingway
03/07, W
“Indian Camp” and “Ten Indians,” Ernest Hemingway
03/12, M
“The End of Something” and “The Three-Day Blow,” Ernest Hemingway
03/14, W
“Up in Michigan” and “The Sea Change,” Ernest Hemingway
03/19, M
Spring Break
03/21, W
Spring Break
03/26, M
To Kill a Mockingbird, Harper Lee
03/28, W
To Kill a Mockingbird, Harper Lee
04/02, M
To Kill a Mockingbird, Harper Lee
04/04, W
To Kill a Mockingbird (1962 film)
04/09, M
library research: coming of age in the 1950s and 1960s
04/11, W
The House on Mango Street
04/16, M
The House on Mango Street
04/18, W
The House on Mango Street
04/23, M
“Where Are You Going, Where Have You Been?” Joyce Carol Oates
04/25, W
Smooth Talk (film adaptation of “Where Are You Going . . .”)
04/30, M
final presentations
05/02, W
final presentations
Requirements:
1) Service Learning: Service learning is one of the primary course components and is required of all students. The basic assumption behind service learning is that, by performing some type of community-engaged service, students can gain significant experience in their specific subject areas—and into their own lives. Together we will take on a class project helping international ESL students. At the beginning of the semester you will be paired with an ESL student as a conversation partner. You will be required to meet with you conversation partner a minimum of 6 times during the semester. You must meet three times before midterm grades are due (03/07), and three times after this date.
2) Blogging: In Three Parts.
Part I. To document your service-learning experiences, and as well to comment on your reading, you are required to keep an online journal or weblog. With the help of technology at Blogger (http://www.blogger.com), you will build your own web log, or “blog,” and keep an electronic journal of your experiences as a conversation partner, as a reader, and more generally as an individual living in a complicated world. You will be expected to write 6 one- to two-page reflections of your meetings with your conversation partner. These reflections should not only describe what you did but also your thoughts and reactions. Since conversation is obviously a two-way street, you will learn a lot about your partners as they learn from you, and you are asked to write about this process of learning and sharing in your blogs. Also, since one of the best ways to learn about a subject is to have to teach it, you will—hopefully—gain insight and sensitivity into English rhetorical practices, and you will be expected to comment on these insights.
Part II. You are also asked to write 4 one- to two-page reflections commenting on your reading experiences. These reading reflections must comment on each of the four novels (Candide, Huck Finn, To Kill a Mockingbird, and The House on Mango Street). If you wish, you may replace one of the novels with one of the eight assigned stories (blogs on 3 novels and 1 story). I encourage you to reflect on passages, issues, and writing that, in some way, moved you, or engaged your attention. What you write is up to you. You do not have to write a literary analysis, critically analyzing the relationships of plot, character, and setting. I would prefer that you examine your reading experience. What happened when you read the story? How did you respond to what you read, and why did you respond this way? Please make sure that you post your blogs on the day[s] the text is discussed in class.
Part III. Since our focus this semester is to explore the themes and issues portrayed in coming-of-age stories, you are further required to explore these same themes and issues in your own life. You are required to write 6 one- to two-page sketches based on the distributed coming-of-age prompts. You are free to choose any of the prompts, but I suggest that you choose 6 prompts that will somehow relate to coming-of-age experiences in your life. These sketches should be specific and descriptive. The more closely detailed and vivid these sketches are, the better. These sketches should provide the materials for your final coming-of-age story.
(You are also welcome to use your blog to reflect on any of your experiences throughout the semester, commenting on whatever moves you to write.)
Blogging is a less formal form of writing than an essay, and thus blogs are a good forum to reflect, analyze, vent, explore, and consider. But blogs are also a more public form of writing and, because of the technology, an excellent way of sharing, collaborating, and responding. In addition to posting your own blog entries, you will also be required to post brief responses of around 50 to 75 words to a minimum of 8 other course blogs throughout the semester. You are welcome to comment on any of the other course blogs, but please vary the blogs you respond to. Please do not respond to the same blog (and person).
Please keep in mind that blogs are a public forum, accessible to anyone who has internet access, so please do not post anything that you would not share with the classroom and internet communities.
You are required to post half of your blog assignments before midterm grades are due (03/07), and the final half before the last day of class (05/02).
3) Quizzes. In most classes there will be short quizzes. The questions will serve as a reading check, but they will also be used to generate discussion. The quizzes will be graded on a point scale, with 3 for excellent, 2 for good, and 1 for acceptable. At the end of the semester you will receive a cumulative score for your quizzes. Quizzes will be collected and returned.
4) Lead Respondent Assignment: Throughout the semester students will be asked to help lead our discussions, and these discussion-leader assignments may be undertaken individually or in small groups (maximum of 3). Each individual or group will choose a specific class day and will be expected to make a presentation on the primary text[s] assigned for that day. These presentations may include biographical or historical information about author, the composition and structure of the text[s], summaries of significant material, and analysis of themes and issues. More importantly, these presentations should also include a brief discussion of what the individual (or group) thinks is relevant in the text and a list of questions for discussion. These presentations should be informative and provocative. Yet at the same time they should also be enjoyable! I encourage you to consider creative suggestions for stimulating interest and arousing attention. Dramatizations may be videotaped, parts of texts acted out, and character roles performed. Multimedia presentations are always welcome.
A brief handout summarizing key points, pertinent information, and listing the questions
for discussion is required.
5) Library Research: To replace the classes on 02/08 and 04/09, you will be asked to conduct original research in the library by reading and commenting upon an early twentieth-century magazine (such as Life, Vogue, Time, Saturday Evening Post). I ask that you glance through several issues of an original magazine from the 20s or 30s, and then later from the 50s and 60s, and find a story, feature, or article that is somehow related to a coming-of-age theme; one you have found something related to a coming-of-age theme, I would then like you to write 2 one- to two-page responses about what this particular story, feature, or article (one for the 20s and 30s, and one for the 50s and 60s). But I also encourage you to comment on what the entire issue was like. What were the articles and advertisements like? What kind of world did they depict? From what you have read and observed, what was coming-of-age like in the 1920s and 1930s, and the 1950s and 1960s? How was it different then than it is now? You must post your responses by the following class (02/13 and 04/11). Late responses will not be accepted.
6) Final Presentations: For your final presentation, I would like you to put together a multimodal project that presents a reflection of your thoughts, observations, and experiences throughout the semester. Consider what you have learned that was interesting, striking, or memorable. These projects may include photographs, videos, sketches, recordings, music, prose, and poetry. You may use Power Point or present a video, or use other forms of multimodal presentation. Please be as creative as you like. As with the lead respondent assignments, please consider how to engage your audience’s attention. Along with your presentation, you must submit a one- to two-page justification of your presentation. These projects may be done individually or in small groups (maximum of 3). If done as a group project, each person's individual contributions must be apparent.
What you do in your final presentations is up to you, and part of the assignment is figuring out what to do. You can focus on a specific story, or on a combination of stories, or even on an entire series or theme that you found informative and interesting. This should be an opportunity to assess what you have learned.
7) Final Coming-of-Age Project: There will be a final project requiring you to submit a coming-of-age story. Your story could be—and probably should be—developed from one of your blog sketches, expanding, enhancing, and refining something you previously posted on your blog. Your story should be 5 to 10 pages and should be vivid, engaging, well written, and well structured. Your story should also reflect what you have learned about the coming-of-age genre throughout the semester.
8) Participation and Attendance: I am not formally setting an attendance policy, and you are responsible for your own attendance. I caution you, however, to keep in mind that the blog entries and quizzes cannot be made up or turned in late. I also caution you that work must be submitted on time. Points will be taken off for work submitted late. Finally, please keep in mind that active participation is a course requirement and weak participation will lower your final grade. Both written and verbal contributions will count towards participation.
9) Sense of Humor and An Appreciation of Irony: I also ask for your patience, understanding, and good humor. I sincerely wish that all of us enjoy our work together this semester, and I ask for your help in making this course a success.
Grading Scale:
ESL/ESL Blogs 15%
Reading Response Blogs 10%
Coming-of-Age Blogs 15%
Quizzes 10%
Library Research 10%
Lead Respondent Assignment 10%
Final Presentations 15%
Final Coming-of-Age Project 15%
Grading will be based on a scale of 100 points.
Dan Williams
Reed 414D and TCU Press (3000 Sandage)
817-257-6250, 817-257-7822
Office Hours: Friday, 10 to 12 AM, and by appointment
d.e.williams@tcu.edu
Course Outcomes:
--Students will analyze representative texts of significance and practice critical analysis of these texts
--Students will explore texts in terms of multiple cultural heritages, aesthetic approaches, and ideological perspectives
--Students will demonstrate critical awareness that problem solving in the global community requires the integration of a variety of perspectives
--Students will learn how to evaluate sources from a variety of perspectives and to use those sources
--Students will demonstrate through reading responses, informal writing, and class discussion a critical engagement with intellectually challenging texts
--Students will incorporate additional media into the composing products produced
--Students will demonstrate strategies of literary analysis through writing about the assigned texts in class
--Students will identify representative authors and works in a particular literary tradition
--Students will gain an appreciation of the development of the short story in a global perspective
--Students will gain pedagogical experience, and develop greater sensitivity to significant cultural issues
Academic Conduct: An academic community requires the highest standards of honor and integrity in all of its participants if it is to fulfill its missions. In such a community faculty, students, and staff are expected to maintain high standards of academic conduct. The purpose of this policy is to make all aware of these expectations. Additionally, the policy outlines some, but not all, of the situations which can arise that violate these standards. Further, the policy sets forth a set of procedures, characterized by a "sense of fair play," which will be used when these standards are violated. In this spirit, definitions of academic misconduct are listed below. These are not meant to be exhaustive. I. ACADEMIC MISCONDUCT Any act that violates the spirit of the academic conduct policy is considered academic misconduct. Specific examples include, but are not limited to: A. Cheating. Includes, but is not limited to: 1. Copying from another student's test paper, laboratory report, other report, or computer files and listings. 2. Using in any academic exercise or academic setting, material and/or devices not authorized by the person in charge of the test. 3. Collaborating with or seeking aid from another student during an academic exercise without the permission of the person in charge of the exercise. 4. Knowingly using, buying, selling, stealing, transporting, or soliciting in its entirety or in part, the contents of a test or other assignment unauthorized for release. 5. Substituting for another student, or permitting another student to substitute for oneself, in a manner that leads to misrepresentation of either or both students work. B. Plagiarism. The appropriation, theft, purchase, or obtaining by any means another's work, and the unacknowledged submission or incorporation of that work as one's own offered for credit. Appropriation includes the quoting or paraphrasing of another's work without giving credit therefore. C. Collusion. The unauthorized collaboration with another in preparing work offered for credit. D. Abuse of resource materials. Mutilating, destroying, concealing, or stealing such materials. E. Computer misuse. Unauthorized or illegal use of computer software or hardware through the TCU Computer Center or through any programs, terminals, or freestanding computers owned, leased, or operated by TCU or any of its academic units for the purpose of affecting the academic standing of a student. F. Fabrication and falsification. Unauthorized alteration or invention of any information or citation in an academic exercise. Falsification involves altering information for use in any academic exercise. Fabrication involves inventing or counterfeiting information for use in any academic exercise. G. Multiple submission. The submission by the same individual of substantial portions of the same academic work (including oral reports) for credit more than once in the same or another class without authorization. H. Complicity in academic misconduct. Helping another to commit an act of academic misconduct. I. Bearing false witness. Knowingly and falsely accusing another student of academic misconduct.
Disabilities Statement:
Texas Christian University complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 regarding students with disabilities. Eligible students seeking accommodations should contact the Coordinator of Services for Students with Disabilities in the Center for Academic Services located in Sadler Hall, 11. Accommodations are not retroactive, therefore, students should contact the Coordinator as soon as possible in the term for which they are seeking accommodations. Further information can be obtained from the Center for Academic Services, TCU Box 297710, Fort Worth, TX 76129, or at (817) 257-7486.
Adequate time must be allowed to arrange accommodations and accommodations are not retroactive; therefore, students should contact the Coordinator as soon as possible in the academic term for which they are seeking accommodations. Each eligible student is responsible for presenting relevant, verifiable, professional documentation and/or assessment reports to the Coordinator. Guidelines for documentation may be found at http://www.acs.tcu.edu/DISABILITY.HTM.
Students with emergency medical information or needing special arrangements in case a building must be evacuated should discuss this information with their instructor/professor as soon as possible.
Spring 2012, MW, 3:30-4:50 PM, Scharbauer 1011
Literature and Civilization II is a course intended to explore the role of literary, rhetorical, and dramatic expression in the development of cultural ideas, institutions, and roles. As it is vetted for global awareness credit (GA), the course is intended to help students develop a critical awareness of global perspectives. As it is also vetted for Humanities credit (Hum), the course is intended to help students analyze texts, examine the nature and value of human life, and construct relevant arguments.
01/18, W
introduction
01/23, M
What is literature? What is civilization?
01/25, W
class cancelled
01/30, M
Candide, Voltaire
02/01, W
Candide, Voltaire
02/06, M
Creating a Life Map
Writing Coming of Age Stories
02/08, W
library research: coming of age in the 1920s and 1930s
02/13, M
Valentine’s Day Celebration
02/15, W
Huck Finn, Mark Twain
02/20, M
Huck Finn, Mark Twain
02/22, W
Huck Finn, Mark Twain
02/27, M
“The Man Who Was Almost a Man,” Richard Wright
02/29, W
Film Adaptation, Almos’ a Man
03/05, M
“Hills Like White Elephants,” Ernest Hemingway
03/07, W
“Indian Camp” and “Ten Indians,” Ernest Hemingway
03/12, M
“The End of Something” and “The Three-Day Blow,” Ernest Hemingway
03/14, W
“Up in Michigan” and “The Sea Change,” Ernest Hemingway
03/19, M
Spring Break
03/21, W
Spring Break
03/26, M
To Kill a Mockingbird, Harper Lee
03/28, W
To Kill a Mockingbird, Harper Lee
04/02, M
To Kill a Mockingbird, Harper Lee
04/04, W
To Kill a Mockingbird (1962 film)
04/09, M
library research: coming of age in the 1950s and 1960s
04/11, W
The House on Mango Street
04/16, M
The House on Mango Street
04/18, W
The House on Mango Street
04/23, M
“Where Are You Going, Where Have You Been?” Joyce Carol Oates
04/25, W
Smooth Talk (film adaptation of “Where Are You Going . . .”)
04/30, M
final presentations
05/02, W
final presentations
Requirements:
1) Service Learning: Service learning is one of the primary course components and is required of all students. The basic assumption behind service learning is that, by performing some type of community-engaged service, students can gain significant experience in their specific subject areas—and into their own lives. Together we will take on a class project helping international ESL students. At the beginning of the semester you will be paired with an ESL student as a conversation partner. You will be required to meet with you conversation partner a minimum of 6 times during the semester. You must meet three times before midterm grades are due (03/07), and three times after this date.
2) Blogging: In Three Parts.
Part I. To document your service-learning experiences, and as well to comment on your reading, you are required to keep an online journal or weblog. With the help of technology at Blogger (http://www.blogger.com), you will build your own web log, or “blog,” and keep an electronic journal of your experiences as a conversation partner, as a reader, and more generally as an individual living in a complicated world. You will be expected to write 6 one- to two-page reflections of your meetings with your conversation partner. These reflections should not only describe what you did but also your thoughts and reactions. Since conversation is obviously a two-way street, you will learn a lot about your partners as they learn from you, and you are asked to write about this process of learning and sharing in your blogs. Also, since one of the best ways to learn about a subject is to have to teach it, you will—hopefully—gain insight and sensitivity into English rhetorical practices, and you will be expected to comment on these insights.
Part II. You are also asked to write 4 one- to two-page reflections commenting on your reading experiences. These reading reflections must comment on each of the four novels (Candide, Huck Finn, To Kill a Mockingbird, and The House on Mango Street). If you wish, you may replace one of the novels with one of the eight assigned stories (blogs on 3 novels and 1 story). I encourage you to reflect on passages, issues, and writing that, in some way, moved you, or engaged your attention. What you write is up to you. You do not have to write a literary analysis, critically analyzing the relationships of plot, character, and setting. I would prefer that you examine your reading experience. What happened when you read the story? How did you respond to what you read, and why did you respond this way? Please make sure that you post your blogs on the day[s] the text is discussed in class.
Part III. Since our focus this semester is to explore the themes and issues portrayed in coming-of-age stories, you are further required to explore these same themes and issues in your own life. You are required to write 6 one- to two-page sketches based on the distributed coming-of-age prompts. You are free to choose any of the prompts, but I suggest that you choose 6 prompts that will somehow relate to coming-of-age experiences in your life. These sketches should be specific and descriptive. The more closely detailed and vivid these sketches are, the better. These sketches should provide the materials for your final coming-of-age story.
(You are also welcome to use your blog to reflect on any of your experiences throughout the semester, commenting on whatever moves you to write.)
Blogging is a less formal form of writing than an essay, and thus blogs are a good forum to reflect, analyze, vent, explore, and consider. But blogs are also a more public form of writing and, because of the technology, an excellent way of sharing, collaborating, and responding. In addition to posting your own blog entries, you will also be required to post brief responses of around 50 to 75 words to a minimum of 8 other course blogs throughout the semester. You are welcome to comment on any of the other course blogs, but please vary the blogs you respond to. Please do not respond to the same blog (and person).
Please keep in mind that blogs are a public forum, accessible to anyone who has internet access, so please do not post anything that you would not share with the classroom and internet communities.
You are required to post half of your blog assignments before midterm grades are due (03/07), and the final half before the last day of class (05/02).
3) Quizzes. In most classes there will be short quizzes. The questions will serve as a reading check, but they will also be used to generate discussion. The quizzes will be graded on a point scale, with 3 for excellent, 2 for good, and 1 for acceptable. At the end of the semester you will receive a cumulative score for your quizzes. Quizzes will be collected and returned.
4) Lead Respondent Assignment: Throughout the semester students will be asked to help lead our discussions, and these discussion-leader assignments may be undertaken individually or in small groups (maximum of 3). Each individual or group will choose a specific class day and will be expected to make a presentation on the primary text[s] assigned for that day. These presentations may include biographical or historical information about author, the composition and structure of the text[s], summaries of significant material, and analysis of themes and issues. More importantly, these presentations should also include a brief discussion of what the individual (or group) thinks is relevant in the text and a list of questions for discussion. These presentations should be informative and provocative. Yet at the same time they should also be enjoyable! I encourage you to consider creative suggestions for stimulating interest and arousing attention. Dramatizations may be videotaped, parts of texts acted out, and character roles performed. Multimedia presentations are always welcome.
A brief handout summarizing key points, pertinent information, and listing the questions
for discussion is required.
5) Library Research: To replace the classes on 02/08 and 04/09, you will be asked to conduct original research in the library by reading and commenting upon an early twentieth-century magazine (such as Life, Vogue, Time, Saturday Evening Post). I ask that you glance through several issues of an original magazine from the 20s or 30s, and then later from the 50s and 60s, and find a story, feature, or article that is somehow related to a coming-of-age theme; one you have found something related to a coming-of-age theme, I would then like you to write 2 one- to two-page responses about what this particular story, feature, or article (one for the 20s and 30s, and one for the 50s and 60s). But I also encourage you to comment on what the entire issue was like. What were the articles and advertisements like? What kind of world did they depict? From what you have read and observed, what was coming-of-age like in the 1920s and 1930s, and the 1950s and 1960s? How was it different then than it is now? You must post your responses by the following class (02/13 and 04/11). Late responses will not be accepted.
6) Final Presentations: For your final presentation, I would like you to put together a multimodal project that presents a reflection of your thoughts, observations, and experiences throughout the semester. Consider what you have learned that was interesting, striking, or memorable. These projects may include photographs, videos, sketches, recordings, music, prose, and poetry. You may use Power Point or present a video, or use other forms of multimodal presentation. Please be as creative as you like. As with the lead respondent assignments, please consider how to engage your audience’s attention. Along with your presentation, you must submit a one- to two-page justification of your presentation. These projects may be done individually or in small groups (maximum of 3). If done as a group project, each person's individual contributions must be apparent.
What you do in your final presentations is up to you, and part of the assignment is figuring out what to do. You can focus on a specific story, or on a combination of stories, or even on an entire series or theme that you found informative and interesting. This should be an opportunity to assess what you have learned.
7) Final Coming-of-Age Project: There will be a final project requiring you to submit a coming-of-age story. Your story could be—and probably should be—developed from one of your blog sketches, expanding, enhancing, and refining something you previously posted on your blog. Your story should be 5 to 10 pages and should be vivid, engaging, well written, and well structured. Your story should also reflect what you have learned about the coming-of-age genre throughout the semester.
8) Participation and Attendance: I am not formally setting an attendance policy, and you are responsible for your own attendance. I caution you, however, to keep in mind that the blog entries and quizzes cannot be made up or turned in late. I also caution you that work must be submitted on time. Points will be taken off for work submitted late. Finally, please keep in mind that active participation is a course requirement and weak participation will lower your final grade. Both written and verbal contributions will count towards participation.
9) Sense of Humor and An Appreciation of Irony: I also ask for your patience, understanding, and good humor. I sincerely wish that all of us enjoy our work together this semester, and I ask for your help in making this course a success.
Grading Scale:
ESL/ESL Blogs 15%
Reading Response Blogs 10%
Coming-of-Age Blogs 15%
Quizzes 10%
Library Research 10%
Lead Respondent Assignment 10%
Final Presentations 15%
Final Coming-of-Age Project 15%
Grading will be based on a scale of 100 points.
Dan Williams
Reed 414D and TCU Press (3000 Sandage)
817-257-6250, 817-257-7822
Office Hours: Friday, 10 to 12 AM, and by appointment
d.e.williams@tcu.edu
Course Outcomes:
--Students will analyze representative texts of significance and practice critical analysis of these texts
--Students will explore texts in terms of multiple cultural heritages, aesthetic approaches, and ideological perspectives
--Students will demonstrate critical awareness that problem solving in the global community requires the integration of a variety of perspectives
--Students will learn how to evaluate sources from a variety of perspectives and to use those sources
--Students will demonstrate through reading responses, informal writing, and class discussion a critical engagement with intellectually challenging texts
--Students will incorporate additional media into the composing products produced
--Students will demonstrate strategies of literary analysis through writing about the assigned texts in class
--Students will identify representative authors and works in a particular literary tradition
--Students will gain an appreciation of the development of the short story in a global perspective
--Students will gain pedagogical experience, and develop greater sensitivity to significant cultural issues
Academic Conduct: An academic community requires the highest standards of honor and integrity in all of its participants if it is to fulfill its missions. In such a community faculty, students, and staff are expected to maintain high standards of academic conduct. The purpose of this policy is to make all aware of these expectations. Additionally, the policy outlines some, but not all, of the situations which can arise that violate these standards. Further, the policy sets forth a set of procedures, characterized by a "sense of fair play," which will be used when these standards are violated. In this spirit, definitions of academic misconduct are listed below. These are not meant to be exhaustive. I. ACADEMIC MISCONDUCT Any act that violates the spirit of the academic conduct policy is considered academic misconduct. Specific examples include, but are not limited to: A. Cheating. Includes, but is not limited to: 1. Copying from another student's test paper, laboratory report, other report, or computer files and listings. 2. Using in any academic exercise or academic setting, material and/or devices not authorized by the person in charge of the test. 3. Collaborating with or seeking aid from another student during an academic exercise without the permission of the person in charge of the exercise. 4. Knowingly using, buying, selling, stealing, transporting, or soliciting in its entirety or in part, the contents of a test or other assignment unauthorized for release. 5. Substituting for another student, or permitting another student to substitute for oneself, in a manner that leads to misrepresentation of either or both students work. B. Plagiarism. The appropriation, theft, purchase, or obtaining by any means another's work, and the unacknowledged submission or incorporation of that work as one's own offered for credit. Appropriation includes the quoting or paraphrasing of another's work without giving credit therefore. C. Collusion. The unauthorized collaboration with another in preparing work offered for credit. D. Abuse of resource materials. Mutilating, destroying, concealing, or stealing such materials. E. Computer misuse. Unauthorized or illegal use of computer software or hardware through the TCU Computer Center or through any programs, terminals, or freestanding computers owned, leased, or operated by TCU or any of its academic units for the purpose of affecting the academic standing of a student. F. Fabrication and falsification. Unauthorized alteration or invention of any information or citation in an academic exercise. Falsification involves altering information for use in any academic exercise. Fabrication involves inventing or counterfeiting information for use in any academic exercise. G. Multiple submission. The submission by the same individual of substantial portions of the same academic work (including oral reports) for credit more than once in the same or another class without authorization. H. Complicity in academic misconduct. Helping another to commit an act of academic misconduct. I. Bearing false witness. Knowingly and falsely accusing another student of academic misconduct.
Disabilities Statement:
Texas Christian University complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 regarding students with disabilities. Eligible students seeking accommodations should contact the Coordinator of Services for Students with Disabilities in the Center for Academic Services located in Sadler Hall, 11. Accommodations are not retroactive, therefore, students should contact the Coordinator as soon as possible in the term for which they are seeking accommodations. Further information can be obtained from the Center for Academic Services, TCU Box 297710, Fort Worth, TX 76129, or at (817) 257-7486.
Adequate time must be allowed to arrange accommodations and accommodations are not retroactive; therefore, students should contact the Coordinator as soon as possible in the academic term for which they are seeking accommodations. Each eligible student is responsible for presenting relevant, verifiable, professional documentation and/or assessment reports to the Coordinator. Guidelines for documentation may be found at http://www.acs.tcu.edu/DISABILITY.HTM.
Students with emergency medical information or needing special arrangements in case a building must be evacuated should discuss this information with their instructor/professor as soon as possible.
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