WBIS: Insight into Harry Potter, Spring 2012
188-006: MWF 9:10-10:10, Polk 19
188-005: MWF 11:30-12:30, Polk 19
Diane Crotty, Instructor
Radford 219
Office hours: MW 10:20-11:20 and 3:30-4:30 (Fridays at 12: 40 by appt.)
Phone: 920-424-2259 (Do not leave a message; please email.)
Email: crotty@uwosh.edu
English Department: www.uwosh.edu/english
WBIS Information: www.uwosh.edu/english/wbis-program.edu
What is WBIS?
A Writing-based Inquiry Seminar is a writing course in which students focus on a specific topic/question
chosen by the instructor. Written work counts for approximately 80% of your grade. Department guidelines
mandate that all WBIS students should write a minimum of 5000 words (about 20 pages). Each instructor
decides what type of writing those words must be; however, all WBIS courses must include a research
writing component.
WBIS Objectives (pasted from the WBIS website)
The Writing-Based Inquiry Seminars (WBIS) will help students strengthen their writing, reading, and
thinking skills within an academic context that will prepare them for their future college work. The goals and
objectives of the Writing-Based Inquiry Seminar program are the following:
Writing process strategies. Students will develop a set of strategies to generate ideas and to revise and
edit their writing through successive drafts. In addition, students will engage in critical reflections of their
texts and of their writing processes. Students will also become aware of how the relationships between
audience, purpose, context, and genre shape the meaning and function of any text, including their own.
Synthesis of sources. Students will gain practice with analytical and argumentative writing, both of which
necessitate an ability to integrate sources logically and grammatically; to use summary, paraphrase, and
quotations appropriately and effectively; to use the appropriate documentation style; and to meet academic
expectations of grammatical and mechanical correctness in final papers.
Critical analysis. Students will develop skills in critical evaluation and decision-making. This will involve
evaluating one's own writing and the writing of peers and professionals. Students will also be faced with
evaluating different sources of information, which may include print media, film, and the Internet, as well as
primary sources.
Technology. Students will learn to use available writing technologies effectively. They will learn to
efficiently locate and evaluate information found through online sources.
Collaborative work. Students will learn to work cooperatively within groups to make decisions and to solve
problems.
Class Description
Does good fantasy literature give readers insight not only into fantasy worlds but also into our own world?
More specifically, can good fantasy teach us what’s important in our reality? In this class we’ll read essays
that examine the philosophical and psychological truths embedded in the Harry Potter series. To
understand the essays, students will need to know the basic plots and characters of the Harry Potter
stories.
Class Texts
You must purchase all three of our texts: (1) Zeitoun by Eggers; (2) The Ultimate Harry Potter and
Philosophy (UHPP), edited by Bassham; and (3) The Little Seagull Handbook. Bring the handbook to class
daily. Bring UHPP and Zeitoun on the dates noted in the daily schedule.
Assignment Overview
The class is divided into five units, each ending with a major paper. Unit 1 is worth 100 pts; units 2-5 are
worth 200 each; the final exam is worth 100 pts. Paper 1 is a revision of the diagnostic essay written in
class on Feb. 1; papers 2 and 3 are essays using the UHPP essays. The research essay, paper 4, is a
revised and expanded version of paper 1, 2, and/or 3. Paper 5 is in response to Zeitoun. A D2L document
will explain all specs for each unit.
Points will be converted to percentages and then to letter grades: 94-100=A, 90-93=A-, 87-89 = B+, 83-86
= B, 80-82 = B-, 77-79 = C+, 73-76 = C, 70-72 = C-, 67-69 = D+, 63-66 = D, 60-62 = D-.
Major Papers: I expect to see your writing skills increase; however, that depends on you. Do what you
can to learn how to write better; specifically, take the time to learn from classmates’ and my comments. Be
sure to complete any assigned revision opportunities. Ask questions when you don’t understand. Each
major paper must include corresponding revision sheets and drafts. The grades of your major papers must
be validated by your revision of one paragraph or one page. I’ll explain in class.
Minus-points Policy:
Most assignments receive a specific number of points; however, I reserve the right to deduct points for
missing in-class work. Understand that this means that you may lose double points for missing work. The
following areas are subject to minus-points:
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absences over three hours (You’ll lose 10 pts. per hour beginning with the fourth. The only
excused absences are those due to certain campus activities. Save absences for sickness; just
realize that even those are not excused. If you’re not in class, you’re not in class.)
missing in-class work
late in-class work
failed reading quizzes
faulty group participation
General Policies:
1. Because the course schedule is subject to change, you must check D2L daily. I use the
announcements often to clarify or summarize some part of class.
2. Although I am happy to answer email questions, I won’t repeat instructions/ideas already on
D2L or handouts.
3. I will specify when you must use the discussion or dropbox feature on D2L. Your five papers
MUST be loaded into the dropbox as well as given to me in paper form.
4. Most in-class work cannot be made up except by prior arrangement. Please email me.
5. Late out-of-class assignments lose one letter grade per day late.
Using Sources:
Our class focuses on strategies for correctly using source materials, both print and on-line. Using them
incorrectly is against university policy and can result in stiff penalties. Read the following materials
concerning plagiarism/using sources correctly: your UW Oshkosh student handbook, our class handbook,
our English Department website, and the library website. Make sure you understand all class material
concerning plagiarism.
Need Help?
Please see me with any questions about our class. That’s what my office hours are for. You may also ask
me questions about college life in general. I can point you in the right direction if I do not know the answer
myself. For writing help AT ANY STAGE OF YOUR WORK, see me and/or the Writing Center, located in
the new Student Success Center (424-1152). Please see me in my office if you don’t understand my
comments or the grades on your papers. You should also use CAR, if necessary, as explained here:
The Center for Academic Resources (CAR) provides free, confidential tutoring for students in most classes
on campus. CAR is located in the Student Success Center, Suite 102. Check the Content Tutoring page
on CAR’s website (www.uwosh.edu/car) for a list of tutors. If your course is not listed, click on a link to
request one, stop by SSC 102 or call 424-2290. To schedule a tutoring session, simply email the tutor, let
him/her know what class you are seeking assistance in, and schedule a time to meet. Tutoring takes place
in SSC 102. The Center for Academic Resources also provides support to students through Supplemental
Instruction (SI) and the Peer Educator program. Visit the website for more information.
Paper Grades—a brief explanation:
An A paper is excellent in both form and content. It is, as Mary Poppins would say, “practically
perfect in every way."
A B paper fulfills all assignment requirements in a way that exceeds my expectations.
A C paper meets all assignment requirements; a D paper tries to but does not.
An F paper must be revised until I can give it a passing grade.
Daily Schedule—WBIS: Insight into Harry Potter
Check D2L daily for changes and specific assignment guidelines.
Week 1
Jan. 30: Class overview. Timeline groups. Assign Garver essay, p. 172.
Feb. 1: Meet in the Radford Computer Lab to type the diagnostic essay, answering my questions and work with your
timeline group.
Feb. 3: Syllabus review. Essay writing review. Browse handbook pp. 6-26, 34-37. Issues in HP discussion per
Garver essay. Bring UHPP. Explain UHPP essay choices due before Feb. 10...
Week 2
Feb. 6: Books 1,2,3 timelines. Discuss diagnostic and paper 1.
Feb. 8: Books 4,5,6 timelines.
Feb. 10: Meet in the Radford Computer Lab. Book 7 timeline due. Paper 1 draft due. Bring a paper copy and be
able to access a copy on-line. Bring your handbook for format and other paper specs.
Week 3
Feb. 13: Meet in the library main entrance for library instruction specific to our class. Paper 1 due to me and to the
dropbox. UHPP essays assigned/chosen. Check D2L for yours. Read it asap.
Feb. 15: Punctuation Day. Discuss presentations and other UHPP assignments.
Feb. 17: Meet in the Radford Computer Lab with a summary of your essay to compare with others in your group.
Time to work on the summary.
Week 4
Feb. 20: UHPP presentation planning and summary polishing. Paper 1 discussion.
Feb. 22: UHPP group summary due to me.
Feb. 24: Final UHPP presentation prep. day.
Week 5
Feb. 27: Essay 1, p. 7, presentation.
Feb. 29: Essay 3, p. 35, presentation.
Mar. 2: Meet in the Radford Computer Lab for QPS instructions. Bring UHPP and have read essay 1 or 3. First
QPS due end of hour.
Week 6
Mar. 5: Essay 4, p. 53, presentation. Discuss paper 2.
Mar. 7: Essay 5, p. 66, presentation. Paper 2 idea due.
Mar. 9: Paper 2 draft due. QPS (essay 4 or 5) due.
Week 7
Mar. 12: Paper 2 due. Essay 6, p. 80, presentation.
Mar. 14: Essay 7, p. 97, presentation.
Mar. 16: QPS (essay 6 or 7) due to dropbox by the end of class.
Happy Spring Break!
Week 8
Mar. 26: Essay 11, p. 157, presentation.
Mar. 28: Essay 14, p. 198, presentation.
Mar. 30: QPS (essay 11 or 14) due. Essay 15, p. 212, presentation.
Week 9
Apr. 2: Essay 16, p. 229, presentation.
Apr. 4: QPS (essay 15 or 16) due. Essays 17, p. 246, and 18, p. 258, presentations. Email your paper 3 idea,
detailed in one paragraph, before midnight tonight.
Apr. 6: Meet in the Radford Computer Lab to work on paper 3. Make arrangements for two editors, one in and one
out-of class, to work with your paper over the weekend.
Week 10
Apr. 9: Meet in the main entrance for library instruction for paper 4.
Apr. 11: Paper 3 due to me and to the dropbox. Paper 4 discussion. Handbook work.
Apr. 13: Meet in the Radford Computer Lab to work on paper 4. Proposal due end of hour.
Week 11
Apr. 16: Paper 4 work. Bring materials to class.
Apr. 18: Paper 4 work. Bring materials to class. Be ready to tell the class about your paper so far.
Apr. 20: Meet in the Radford Computer Lab. Paper 4 outline due end of hour.
Week 12
Apr. 23: Paper 4 draft due.
Apr. 25: Paper 4 Q/A and brief paper reports.
Apr. 27: Meet in the Radford Lab. Paper 4 due. Zeitoun introduction.
Week 13
Apr. 30: Quiz and discussion on the first third of Zeitoun.
May 2: Quiz and discussion on the second third of Zeitoun.
May 4: Meet in the Radford Computer Lab for the final Zeitoun quiz and paper prewriting time.
Week 14
May 7: Paper 5, Zeitoun paper, draft due.
May 9: Paper 5, Zeitoun paper, due to me and to the dropbox.
May 11: Final exam.