Upper-division Writing Requirement Review Form (12/1/08)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Course # (i.e. ANTH MCLG/RUSS 494
MCLL/Russian
Subject
455) or sequence
(also to be offered
through the Davidson
Honors College)
Seminar in Russian Studies, variable credit
Course(s) Title
Description of the requirement if it is not a single course
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor
Clint Walker
Phone / Email
Date
2-02-09
Ona Renner-Fahey
x2501//clint.walker@
mso.umt.edu
x4602//ona.renner@
mso.umt.edu
Robert Acker
Program Chair
III Overview of the Course Purpose/ Description
RUSS 494 Seminar in Russian Studies Variable cr. (R-12) Offered intermittently. Same as MCLG 494.
Advanced studies in major topics in Russian literature and culture. Topics include: The Russian Novel,
Women and Gender in Russian Culture, The Cult of the Leader. All readings and discussion will be
conducted in English, but Russian majors will be expected to do selected readings in the original.
Students will be expected to complete a seminar paper (15-20 pp.) as part of the course requirements.
This course serves as a seminar and a capstone for Russian majors as well as an opportunity for serious
literature and history students from other disciplines to immerse themselves more deeply in the Russian
cultural tradition than they could in the regular lit-in-translation courses that we offer. The seminar
offerings will synthesize many of the topics and themes spread throughout our other course offerings.
While the seminar will be taught in English in order to cover a substantially greater amount of material
and to analyze it in more detail, it will provide a perfect opportunity for UM Russian majors to work
with select seminal texts in the Russian original. Another major purpose of the seminar is to allow
students to fine-tune their writing skills in English on a topic relevant to their major. Therefore, the
Seminar in Russian Studies will serve as an excellent foundational course for majors intending to pursue
graduate study in Russian language, literature and history.
IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Students will complete an analytical academic
Student learning outcomes :
research paper (15-20 pp.) that integrates
Identify and pursue more sophisticated
evidence from at least six academic resources.
questions for academic inquiry
Early in the semester, students will need to
Find, evaluate, analyze, and synthesize
research at least one of the major works
information effectively from diverse sources
(see http://www.lib.umt.edu/informationliteracy/) covered in the syllabus using academic research
databases for literature (e.g. MLA). Later in the
semester students will need to integrate similar
information in their seminar paper.
Manage multiple perspectives as appropriate
Recognize the purposes and needs of
discipline-specific audiences and adopt the
academic voice necessary for the chosen
discipline
Use multiple drafts, revision, and editing in
conducting inquiry and preparing written work
Follow the conventions of citation,
documentation, and formal presentation
appropriate to that discipline
Students will be introduced to the idea of
multiple perspectives on a given text while they
are conducting preliminary research on one of
the novels. This early assignment will allow
them time to come to terms with the idea of
conflicting interpretations of the same text
before they are actually required to integrate
such contradictory sources into their own
arguments in a formal paper. Subsequently,
students will be required to incorporate
evidence from at least six academic sources
into their final paper. At this stage they will
necessarily grapple with a wide range of
approaches to the same text, using them to
augment and enhance their own arguments.
They will discover the plurality of approaches
to any given text and will be forced to come to
terms with such plurality in relation to their
own arguments.
Preliminary research assignments on one of the
novels will introduce students to academic,
MLA-style discourse. Later, after they have
conducted a second round of more focused
research, they will draw from this experience to
develop their own academic voice in a draft
version of the seminar paper. Finally, after
receiving detailed feedback on the rough draft,
students will refine and polish their writing in
the final version of the seminar paper, paying
particular attention to appropriate voice,
diction, formatting, and so on.
As discussed above. Students will be required
to complete a detailed outline and one major
draft. Peer editing will complement feedback
from the instructor at the outline and draft
stages.
Students will be required to follow MLA
guidelines for the draft, which will provide a
chance for constructive feedback that can in
turn be incorporated into the final re-write.
Develop competence in information
technology and digital literacy
Students will practice broadening and
narrowing search terms early in the semester
when they are required to conduct preliminary
library research on one novel or author. They
will learn the importance of placing constraints
on their research and identifying important
scholars in the field during their work on the
outline and bibliography. During their work on
the rough draft, when they will begin
incorporating the required six secondary
sources, they will encounter a plurality of views
and arguments that they will need to consider
as they develop their own independent
argument about the text in question.
V. Writing Course Requirements Check list
Is enrollment capped at 25 students?
If not, list maximum course enrollment.
Explain how outcomes will be adequately met
for this number of students. Justify the request
for variance.
X Yes † No
Are outcomes listed in the course syllabus? If
not, how will students be informed of course
expectations?
X Yes † No
Are detailed requirements for all written
assignments including criteria for evaluation in the
course syllabus? If not how and when will students
be informed of written assignments?
X Yes X No (many of them are)
Briefly explain how students are provided with
tools and strategies for effective writing and editing
in the major.
We may occasionally allow the cap to extend
to as many as 30, but any more than this
would make it too difficult for us to meet the
needs and expectations of an upper-division
writing course in Russian Studies.
This is a newly proposed course that has not
yet been taught, so the syllabus is still in draft
form. That said, we tend to prefer using
handouts for defining criteria for specific
assignments—this allows for more depth and
provides a chance to pace the student
learning. Our experience suggests that
students are more responsive when such
information appears on handouts, not the
general syllabus.
We offer several survey literature and film
courses at the 300 level that require a fair
amount of writing, including a short (8-10pp)
research paper. This seminar will build and
expand on the skills acquired in these
courses. As part of our discussion of literary
works, we always read and critique sections
from published academic articles. Now our
students will need to grapple with multiple
perspectives in their own seminar-style
research papers, but only after they have been
given a chance to conduct preliminary library
research on their topic.
Will written assignments include an opportunity for X Yes † No
revision? If not, then explain how students will
receive and use feedback to improve their writing
ability.
Are expectations for Information Literacy listed in
the course syllabus? If not, how will students be
informed of course expectations?
In addition to requiring an outline and draft
on separate occasions, we will utilize focused
in-class writing assignments and peer review
to provide feedback.
X Yes † No
I will also include separate handouts in class
which will be tailored to the specific works
and authors covered in class.
VI. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 20 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Clear expression, quality, and
accuracy of content are considered an integral part of the grade on any writing assignment.
Formal Graded Assignments
Some 60% of the final course grade is based
on the 15-20 page seminar paper (a 2-page
outline, bibliography and draft constitute
20%; the final draft constitutes 40%). All of
these assignments will receive formal grades.
Informal Ungraded Assignments
In-class writing assignments (at least 3 per
semester) will receive extensive feedback and
an “orientation” grade. Occasionally students
will also be asked “exit questions”; these will
be collected and read but will receive no
formal grade.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus preparation
see: http://teaching.berkeley.edu/bgd/syllabus.html
****Nota Bene**** The syllabus below is intended as a sample syllabus for our
Seminar in Russian Studies, the topic of which will vary from year to year. At present we
plan to offer three different topics for this seminar: The Russian Novel, Women and
Gender in Russian Culture, and The Cult of the Leader. These seminars will be taught by
both professors in the Russian section, Clint Walker and Ona Renner-Fahey, who have
jointly developed and agreed upon the general learning outcomes and assessment tools
for the Seminar in Russian. Thus, the general format of the Seminar will conform to that
found below, with variation taking place primarily in course content.
Prof. Clint Walker
LA 330, x2501
clint.walker@mso.umt.edu
Seminar in Russian Studies:
The Russian Novel
MCLG 494, RUSS 494
Office Hours: M, W 10-11am, W 1-2pm
Tues & Thurs, 2:10-4:30pm, LA 207
The Russian Novel
GENERAL REQUIREMENTS:
Regular attendance and active participation in class discussion
Timely reading of assigned works
Periodic in-class writing assignments
Seminar paper (15-20 pages)
REQUIRED TEXTS:
Lev Tolstoy, Anna Karenina. Trans. Richard Pevear and Larissa Volokhonsky.
Fyodor Dostoevsky, The Brothers Karamazov. Trans. R. Pevear and L. Volokhonsky.
Mikhail Bulgakov, The Master and Margarita. Trans. R. Pevear and L. Volokhonsky.
Andrei Platonov, Happy Moscow. Trans. Robert Chandler.
NB -- Russian majors are expected to work with at least one of the above novels in the
original. Therefore, you are strongly encouraged to consider purchasing, downloading,
or borrowing a copy of the novel that you intend to make the focus of your seminar
paper.
COURSE DESCRIPTION:
This seminar focuses on one of the richest literary legacies in all of world
literature, the Russian novel. Rather than attempt to survey the form, which would
be impossible even in a year-long course, we will limit our scope to four
masterpieces of the genre that were written during two very distinct time periods.
Such an approach will substantially enrich our appreciation of these masterpieces
by providing an opportunity to delve deeper into the historical and cultural
context in which the works were created. Short background lectures and carefully
chosen critical scholarship will further enhance our understanding of the four
novels covered in the syllabus. We will come to see just why it is that Tolstoy and
Dostoevsky are justifiably considered two of the greatest novelists of nineteenthcentury world literature—and why Mikhail Bulgakov and Andrei Platonov have
already earned a similar ranking within the twentieth century.
GOALS and OUTCOMES:
In this course we will gain a much deeper understanding of the complexity and
richness of the novel as a literary form. We will increase our overall familiarity
with Russian literature and culture and come to appreciate the vital link of all
great works of literature to a specific cultural and historical context. We will
likewise gain insight into the complex and multifaceted dialogue of Russian
literature with world culture as a whole.
This seminar satisfies the upper division writing requirement for Russian at the
University of Montana. Students will work on improving, expanding and
polishing their writing skills throughout the semester by completing a wide range
of reading and writing tasks and assignments. Not every task will receive a formal
grade, nor will each task necessarily lead directly towards the course’s
culminating assignment, a 15-20 page seminar paper on one of the major novels
included in the course curriculum, but each of you may rest assured that every
writing task has been designed with the overarching aim of making you more
successful, more confident and better equipped writers—in the field of Russian
Studies in particular as well as in your daily lives. Of all the skills you acquire at
the University of Montana, none will be so intimately connected with who you are
and who you will become as your ability to write.
The capstone of this course will be your individual seminar papers on one of the
novels covered in the course. Each of you will conduct research for this project
that you will eventually integrate into a final paper. An outline and bibliography
and a rough draft of the paper will be due as specified on the syllabus. The final
version of your paper should: incorporate at least six academic sources; use
appropriate citations and style; be well-argued and supported with evidence from
the text and its various contexts; and be clearly organized and elegantly written.
As an added bonus, the final paper will provide Russian majors in particular with
a perfect opportunity to synthesize the knowledge and skills they have acquired
throughout their coursework at UM. A number of you will undoubtedly choose to
use this seminar paper as a writing sample for graduate school applications.
GRADING:
20%
Attendance and Class Participation
20%
In-class writing assignments (NB – these cannot be made up)
20%
Library Research Assignment, Outline, Bibliography and
Draft (min. 10 pages, 3 outside sources) of the Seminar Paper
40%
Seminar Paper* (15-20 pages, minimum of six academic outside sources)
GRADING SCALE
A = 93-100
A- = 90-92
B+ = 88-89
B = 83-87
B- = 80-82
C+ = 78-79
C = 77-73
C- = 70-72
D+ = 68-69
D = 64-67
F = 63 and below
PAPER GUIDELINES:
All papers should be typed or done on a computer and should follow MLA guidelines.
Respect your work—give each paper a title and include your name and the date! Use a
standard 12 point font and double-space. Proofread each assignment for typos, poor
wording, mechanics, etc. Late work will be penalized one letter grade per day except in
the case of a real emergency. Plagiarism will not be tolerated in any form. Please ask if
you have a question about what constitutes plagiarism, but on the whole, if you consult
another work for ideas, copy or paraphrase from another source, etc., then you need to
acknowledge the source (including the work you consulted, the publication information,
and the page number/s) in your paper with a footnote.
IN-CLASS RESPONSE ESSAYS (3 total):
About three or four times during the course of the semester you will be asked to write
short in-class response essays based on the reading for the day. You will be given a
choice of at least two topics and will have about ten-fifteen minutes to write on one of
them. You may use your books and notes for reference, but no extra time will be given. If
you have done the reading, ten minutes will be plenty of time to respond to one of the
topics. The response essays will be graded on a scale of 1-10, with ten being the highest
possible grade. NB – If you miss class the day of an in-class response, you will get no
credit for that day’s response. Class attendance counts for part of your class grade, and
the in-class response essays are intended to emphasize this fact and to reward those who
come to class and keep up with the reading assignments.
Syllabus
August
Tues, 26
Discussion of Syllabus, Course Overview
Lecture: Tolstoy’s Life and Work
Thurs 28
Tolstoy, Anna Karenina
September
Tues
2
Tolstoy, Anna Karenina
Thurs 4
Tolstoy, Anna Karenina
Tues
Tolstoy, Anna Karenina
9
Thurs 11
Tolstoy, Anna Karenina
Tues
16
Tolstoy, Anna Karenina
Thurs 18
Tolstoy, Anna Karenina
Library Assignment (Due for next class): choose one of the
novels covered in class and conduct a preliminary search
using the MLA and other appropriate databases. See
handout for more detailed information on this assignment,
including what I want you to turn in on Sept. 23.
Tues
23
Lecture: Dostoevsky’s Life and Work
Thurs 25
Dostoevsky, The Brothers Karamazov
Tues
Dostoevsky, The Brothers Karamazov
30
October
Thurs 2
Dostoevsky, The Brothers Karamazov
Tues
7
Dostoevsky, The Brothers Karamazov
Thurs 9
Dostoevsky, The Brothers Karamazov
Tues
14
Dostoevsky, The Brothers Karamazov
Thurs 16
Dostoevsky, The Brothers Karamazov
Tues
21
Lecture: Stalinist Moscow
Bulgakov, The Master and Margarita
Thurs 23
Bulgakov, The Master and Margarita
Tues
28
Bulgakov, The Master and Margarita
Outline (2 pages) & Bibliography of Seminar Paper Due Today!
Thurs 30
Bulgakov, The Master and Margarita
November
Tues
4
NO CLASS – Election Day Holiday
Thurs 6
Bulgakov, The Master and Margarita
Tues
NO CLASS – Veterans Day Holiday
11
Thurs 13
Bulgakov, The Master and Margarita
Tues
Bulgakov, The Master and Margarita
18
Draft (minimum of 10 pages) of Seminar Paper Due Today!
Thurs 20
Platonov, Happy Moscow
Tues
Platonov, Happy Moscow
25
Thurs 27
NO CLASS – Thanksgiving Vacation
December
Tues
2
Platonov, Happy Moscow
Thurs 4
Platonov, Happy Moscow
Final Version of the Seminar Paper (15-20 pp.)
is due on Monday of Finals Week