Dr. Cori Adler
Cornish College of the Arts
Humanities and Sciences Department
Spring Semester 2010
______________________________________________________________________________________________________
Truth & Fiction in International Literature &
Film
(HS 112-04 Writing & Analysis + HS 120-04 Integrated Studies)
Syllabus
Global
Dialogues 2:
Professor: Dr. Cori Adler
cadler@cornish.edu -Humanities and Sciences Office: MC3 (Notions) floor 1
Emergency contact: Linda Krutenat in IS office 206-726-5166
Class Time: Mondays & Wednesdays 4:30-5:50, Fridays 1:30-4:20
Building MC1 (“The Wedge”) - Room 7
Web Site: http://facweb.northseattle.edu/cadler/Global_Dialogues/Global_Dialogues_2.htm
What are we doing this semester in Integrated Studies? In Global Dialogues?
How is this related to what we did last semester?
Course Description
This is the second course in the 2-semester, double-course Integrated Studies sequence. The
sequence, required for first year students, creates a foundation for future study at the College by focusing on the
strengthening of academic skills, particularly reading analysis, writing, critical thinking, and (new this semester)
research. This course continues from Global Dialogues 1: Self & Other in International Literature and Film.
Global Dialogues 2: Truth and Fiction continues both areas of study we began in the Fall
semester course of this IS sequence: college-level composition and the interconnections between
literature, film and society. It brings together literature and film, fictional and non-fictional from throughout the
world, to examine global issues “in the mind” and “on the ground.” It is shaped to suggest a series of imagined
‘conversations’ about topics ranging from genocide to love, contemporary Iran to turn-of-the-century Canada.
Literature includes novels, graphic fiction and poetry; films include dramatic, documentary and experimental. Each
week, we will consider at least one imaginative and one documentary text that speak to the same topic from different
perspectives. We will continue to explore social issues such as race, class, gender, desire and identity, utilizing
concepts introduced last term (like social construction, marginalization, globalism and globalization).
We will also examine the notions of “truth” and “fiction” and the perceived relationship
between truth and fiction on ethical, political and personal levels. We will ask how and why they are
constructed as dichotomous and the actual “slippages” between them - that is, the aspect of fabrication involved in
documenting real life events and the experiential or social truths conveyed through narrative fiction.
You will continue to develop your skills in the areas of critical thinking and written and oral
expression, through a series of assignments that build upon those you completed last semester.
Specifically, you will build upon general expository skills we worked on last term and be introduced to specific types of
academic writing, including literary & film analysis, social analysis and research writing. The research process is a
major emphasis in the second term of the IS sequence. You will learn to find, evaluate and use research sources and to
cite them in MLA form. Finally, you will continue to explore yourself as “global citizen” and “global artist” and,
inserting your own visions into the cultural and social conversations treated in the assigned readings and films.
What do I need? (Things to buy, bookmark and bring to class)
Required Texts and Materials
Books: You will read four books, one for each of 4 units, which you will choose from the attached “Menu.” Some are
fictional and some documentary (memoir or journalism); some are graphic novels. You will need to buy them online or
at a local bookstore, or get them from the Cornish or Seattle Public Library.
Films will be shown in class. If you are absent for a film, you should rent it and view it at home before the next
class. Films, books and other reading selections are listed in the Course Schedule.
Handouts, Print, Electronic and Online, will supplement the copy packet and will form a growing
course text. Please by a Notebook to collect them in (or ask me, I have some spares) and divide it into 2 sections:
Literature and accompanying articles; writing and research resources.
2-pocket folder for handing in papers. (I will give these out, if you don’t mind used ones.)
Bookmark My Facweb sites: At http://facweb.northseattle.edu/cadler, I have created my own teaching site
with links to my favorite online resources for literature, film, writing and researching. Please also bookmark this site http://facweb.northseattle.edu/cadler/Global_Dialogues/Global_Dialogues_2.htm - which I’ve created for the course,
where you can download assignment descriptions, syllabus and more.
Bookmark the OWL at Purdue website (http://owl.english.purdue.edu/owl/) offers tips on drafting,
outlining and proofreading; rules of grammar, punctuation and paragraphing; MLA documentation style guidelines;
literary terms, and much more. You can access it on your home computer or at one of the Cornish computer labs and
are free to download or print pages from this site for personal use. Please bookmark this site on whatever computer(s)
you use most, as I may direct you there for help correcting grammatical errors and much more
“What will we do? How will it help me with my art, my
education and my career?”
Learning Objectives
The goal of this course is to create a learning community in which students:
 examine, on a global level, the interconnections between literature, film and society;
 practice and hone the brainstorming, planning, drafting and revising processes introduced last semester; and
 become familiar with the process of doing college level research and using that research to support academic
analysis in written and spoken forms.
Like last semester’s course, Global Dialogues 2 heavily emphasizes discussion, writing and peer collaboration; you will
again make presentations, both formal and creative. This semester, you will also learn the research process. You will
again be encouraged to examine their own beliefs & experiences in light of core course concepts and to articulate some
of these discoveries within your art.
Overview of Assignments and How They Will Be Evaluated
Rather than a final grade, students in Integrated Studies courses receive written evaluations in which the professor
describes the student’s progress in the class. Your final course evaluation will reflect the quality of your work in five
areas: in addition to those evaluated last semester -- reading, writing, presentations and participation – this semester
students will also be evaluated on the research process. Understanding the educational purpose of each piece will help
you make the most of this course and generate the best evaluation. As you did last semester, at the end of the term, you
will again prepare a portfolio demonstrating your progress and describing your learning process.
Reading: The assigned readings are the core of the first course goal described above: examining, on a global level, the
interconnections between literature, film and society. It is therefore essential that you keep up with the reading and
come to class prepared to discuss it.
Evaluation of Reading: The Journal will be my main vehicle for assessing whether you are keeping up
with the reading and for observing the development of your critical reading skills. Since the journal’s main
purpose is to prepare to discuss the reading in class, it is essential that it be kept up to date and turned in on
time. Your journal will be evaluated primarily on completeness, getting it in every week and showing
engagement with the readings. Feel free to also write about anything else within your journal, especially
reflections on your art and life.
Writing: Learning to compose and revise college papers is the other core goal of this class. Last semester, you were
introduced to a variety of forms, including narrative, analytical and reflective; you practiced drafting, revising and
reviewing one another’s papers. This semester, you will polish those skills and be introduced to new forms, specifically
social analysis of literature/film and research writing. Last semester, I proposed that, since students come to college
with highly varied writing talents, training and skills, some would struggle more with the rapid pace of the journal,
others with the higher expectations of the papers; some more with the narrative style of one paper, others more with
the analytical style of the other, and so forth. By now you have learned which of these types of writing is easier for you
and which harder. Hopefully, you have also discovered practices that help you accomplish the latter. This semester,
aim to become proficient in all these types of writing, and to learn how each will serve you as a professional artist.
Evaluation of Writing: I will hand out assignment descriptions for all of the writing assignments. These
assignment descriptions function like manuals; they are designed to be read before, referred to during and
checked again after you write. Each assignment’s goals, expectations and evaluation criteria are explained in
its assignment description.
Presentations: In addition to the kind of informal presentations you did last semester (paper readings, our Friday
topic-based sharing), this semester you will make:
 3 short book presentations, and
 one Research Presentation.
At least one of these will be planned in collaboration with another student or a small group. You’ll also do another
Creative Presentation like last semester’s.
Evaluation of Presentations: Presentations will be assessed for the quality of preparation, articulation and
collaboration. I will hand out Assignment Descriptions explaining expectations in more detail..
Participation: Since engagement with the literature and the writing exercises is so crucial, it is essential you not only
come to class, but that you come prepared to engage in discussion and activities. “Participation” means more than
attendance or ‘speaking up’ in class. Participation means “being present” with the course topic, the day’s assignments
and your classmates. Preparation, active listening and peer support are as essential to quality participation as sharing
your own thoughts.
Evaluation of Participation: In addition to attendance, your participation will be evaluated on:
 preparation as evidenced in the Journal, class discussion and short in class writing/exercises,
 articulation of ideas,
 staying on task with the readings in class discussion,
 engaged listening to fellow students and supporting fellow students in their work.
 active involvement with peer reviews, workshops and small group exercises.
Research: Learning the research process is a core part of the 2nd term IS curriculum. Students will engage in a
series of exercises learning to
 generate research questions,
 hone in on a topic,
 find and engage with a variety of types of sources about that topic,
 and finally produce a research paper or other project that expresses an original analysis informed by research
and correctly cites its sources.
Your Research Presentation and final paper are a part of that; in addition there are a number of required
Steps/assignments leading up to each. You will receive an assignment description detailing the project and its parts.
Keep in mind that successful completion of this project is essential to pass the class, and there is absolutely no way to
catch up with it later if you get significantly behind.
Evaluation of Research Project: You can’t throw together a successful research paper late in the term.
You must complete all the stages of the process to create a successful (passing) finished product. Moreover,
successful completion of each stage requires that you have received feedback on the previous stages, therefore
you can’t ‘catch up’ on two or more of them at once. Therefore,

completion of all steps is essential to pass the Research project (which is essential to pass the class);

punctuality and adherence to assignment expectations at each stage will figure prominently in
evaluation of the Research Project; and

if you miss any deadline within the research project, you should schedule an appointment with me
immediately.
Portfolios: Each student will complete a Final Portfolio documenting his/her work in the class. It will include
selections of your work and a narrative “learning story.” You will receive a handout near the end of the semester
detailing the expectations. In the meantime, hold onto all of your work and keep it organized! This term, you will also
prepare a Portfolio in Progress before your midterm conference. This should include all your work thus far and a
journal entry reflecting on your learning.
Evaluation of Portfolios: Because keeping up is so essential to the Research process, this semester the
mid-term Portfolio in Progress and the Research Portfolio will count equally with the Final Portfolio in
determining whether you pass the class. They will be evaluated on punctuality, completeness, organization
____________________________________________________________________________________
Dr. Cori Adler
Engl 102
Syllabus
Page 3 of 5
and the quality of your reflections on your learning process. Students whose mid-term portfolio-in-progress
does not meet the standards will have mid-term notices issued to registrar and home department.
How can I Succeed in this Class?
7 Essential Behaviors of Passing Students
1. Do the reading!
2. Arrive on time; Cell phones off.
3. No headphone use during class time.
4. No checking e-mail, text messaging or surfing the web during class.
5. Turn in work in class on the due date, and follow the assignment.
6. Type, double space and staple all written assignments.
7. Never turn in your only copy.
6 Characteristic Behaviors of Wise Students (and 4 Corollaries)
1. Attend don’t merely “attend.” Come to class ready to work, listen, share, grapple with ideas, and help
others to do the same. Our class is a learning environment; it functions via the dynamic exchange of ideas and depends
on the participation of all class members. So if you come to class but don’t engage with discussions and exercises, or
you speak but don’t listen, or you don’t give your full attention then you have not engaged in the learning process and
don’t really deserve credit for the learning experience. Moreover, you may have detracted from other students’ ability
to attend as well.
Corollary: Humanities & Sciences Department Attendance Policy -- The learning experience cannot be
duplicated outside of class and depends on the participation of all classroom community members. Students
are expected to attend all classes. Missing nine hours of class time (including commitments such as
rehearsals or shows) adversely affects your evaluation and jeopardizes the granting of credit.
2. Acknowledge the value of class time. Since the learning experience requires engagement with others,
participation in experiential exercises, as well as lectures and other forms of instruction, all of which take time to plan
and deliver, the learning experience cannot be duplicated outside of class nor can it be summed up in a few minutes,
by the instructor or a fellow student. Therefore, if you were absent, never ask your professor “Did I miss anything?”
Ditto if you are planning to be.
Corollary: Missed Classes - Each class builds upon the last. When you miss one, you miss a concept you need
to understand an assignment, sometimes a required writing exercise. Therefore, make an arrangement with
another student (your ‘colleague’) who will notice when you are absent or late, collect handouts, take notes and
spend time going over them with you after class, in exchange for your doing the same for him or her. When your
colleague is absent, take more comprehensive notes.
Corollary: Making Up Classes: As I explained above, it isn’t really possible to ‘make up’ a class. However, I
will allow each student once or twice (not more) to partially make up class time in the following way:
1. Get notes and a truly good explanation from your colleague (see Corollary 1) about what happened in
class. (Note that if this takes only a few minutes or few words, it probably doesn’t encompass a 1.5-3 hour
session.)
2. Consider these and try to come up with a creative way that you could reproduce this learning experience
on your own. Produce something ‘deliverable’ to record that experience for me. For example if there was a
group exercise with several discussion questions, you might write up your answers to those questions and do
the parts of the exercise.
3. When you turn this in to me, I will decide how much make-up credit to grant.
3. Observe public / private etiquette. You would probably never ask your boss, in the middle of a meeting, for
extensive feedback on an individual project or whether you passed your last performance review. Similarly your
individual concerns, your work, or anything applying to you individually, should not be discussed during class, and
things concerning your grades should only be discussed in a conference. Sometimes we can “confer” by e-mail.
____________________________________________________________________________________
Dr. Cori Adler
Engl 102
Syllabus
Page 4 of 5
4. Acknowledge the value of my time. The scheduled class time and the hours each week I schedule to read your
papers and prep class sessions are my work hours here at Cornish. I put a great many more hours into my work here
than I am expected to. This is my choice, because I care about your learning and believe my work is important.
However, it is important to me that you treat my time with respect. When I have put time into commenting on your
work, please read my comments carefully. If you make an appointment, show up for it. If you ask for an extension,
recognize that the deadlines I set are designed to give me enough time to respond to your work productively, and you
are asking me to rearrange my schedule to suit yours.
5. Collaborate. Peer and small group exercises – in and out of class -- are an essential part of learning, particularly
when that learning concerns writing, which is a form of communication, and global literature. Therefore, participate
conscientiously in peer and small group exercises, in and out of class, be an active and conscientious member of your
research group and share your ideas in class discussion.
Corollary: Small group exercises are not the time to come up to talk to me about an absence or assignment.
6. Participate respectfully. When you encounter perspectives that are opposed to your own, remember that this is a
learning environment. Our aim is to deepen and stretch one another’s understanding, and to indulge our curiosity
respectfully. Though any of us might change our own opinions as a result of this process, no one should feel obligated
to defend their own perspective.
Support Services
(College-Survival Resources)
Student Affairs:
Student Affairs is dedicated to enhancing and complementing students’ educational
experience through programs, services and opportunities that aid in their personal development. Student Affairs is
committed to community building, co-curricular learning, and student support. If you are a student with a
documented disability and you need accommodations, please make an appointment with the staff in Student Affairs,
located in room 301 at the Main Campus Center. You can call 206-726-5098 to reach them.
Counseling: The mission of the Counseling Offices at Cornish College of the Arts is to assist students with their
academic and artistic pursuits by providing supportive counseling, referrals and outreach programs that promote
students' mental health and emotional well being. To schedule an appointment, call a Counselor at 206-726-5027 or
206-726-5047. If they are not available, please leave a message on their voicemail and they will return your call as soon
as possible. The Counseling Offices are located in MCC rooms 308 A & B.
Writing Center:
The Writing Center is a free resource for all Cornish students, faculty and staff who are
interested in developing their writing and reading. Located in MCC room 311, the Writing Center is a place where
students come to work on their writing and receive individual guidance at any phase of the writing process, regardless
of their level of development. Drop-ins are welcome during posted hours. Contact Amanda Hill at ahill@cornish.edu
or 206-726-5166 for appointments and information.
Library:
The Library's mission is to support and enhance the college curriculum, to play an integral role in
academic life at Cornish College of the Arts and to do so in a manner that promotes information literacy and
encourages lifelong learning. In addition to books, periodicals, and media available on site, the library website has
online resources that may be accessed from home with your last name and Cornish ID number. Databases include
many full-text resources and digital images. If you need assistance finding information, Librarians are available at the
reference desk during business hours. MCC Room 205. (206)726-5145. libraryref@cornish.edu.
http://www.cornish.edu/cornish_library/
____________________________________________________________________________________
Dr. Cori Adler
Engl 102
Syllabus
Page 5 of 5