Turtle Island: American Nature Writing
English 102, Sec 10, Spring 2010
FACULTY
Office
Phone
E-Mail
Margot Boyer
IB 2310C
528-4550
mboyer@sccd.ctc.edu
Office Hours: By appointment, on Monday and Wednesday afternoons.
Class Meets: Mondays and Wednesdays, 6-8:20 pm, CC3360
Required Texts:
American Earth: Environmental Writing Since Thoreau
Edited by Bill McKibben. Library of America, ISBN 978159853
Refuge: An Unnatural History of Family and Place
Terry Tempest Williams (several editions available)
Highly Recommended:
- A college writing reference book, to look up rules about grammar, citations, etc. There are
many choices. An affordable one is:
EasyWriter Andrea Lunsford
ISBN 0312448740
- A dictionary that you can bring to class. American Heritage is one good choice.
What is Turtle Island?
In this English 102 class, we’ll look at nature writing as one current in the ocean of American
literature. We’ll also observe and think about the underlying subject matter – nature itself – a
large concept, which people understand in very different ways. At this moment in history, any
discussion of nature writing, or nature, leads to the environmental crisis confronting our species.
Our growing human population, and our ever-increasing consumption, have exceeded the
planet’s ability to meet our needs while maintaining biological and atmospheric stability. How
can we reshape our global civilization, and our daily lives, to reflect the reality of our situation as
one species in a complex web of life? We’ll consider this question in the context of our
investigation.
The writers and artists we’ll look at offer some ways of seeing nature, of being within natural
systems, and of confronting our potential to destroy those systems. We’ll practice close reading
and writing about these texts and images. We’ll experiment with directly observing nature and
writing about what we see, hear, smell, and feel. We’ll develop our research skills, and culminate
our work with research projects that connect with the themes of the class and our individual
interests.
An effective class is one in which we can all be heard, and where we all listen to and respect
each other. We’ll practice our skills of communication, group process, and teamwork, so that we
can enjoy the time we spend together and help each other learn. These classroom skills are also
life skills that can help us succeed in our academic lives, work lives, and communities.
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Gary Snyder, a major poet and essayist, explained the term “Turtle Island” in his book of the
same title. His work has been an inspiration for many contemporary writers, and the title of this
course is partly a tribute to his deep thinking about nature, humanity, and culture. In his
introduction to Turtle Island, first published in 1974, he writes:
Turtle Island – the old/new name for the continent, based on many creation myths
of the people who have been living here for millennia, and reapplied by some of
them to “North America” in recent years. Also, an idea found world-wide, of the
earth, or cosmos even, sustained by a great turtle or serpent-of-eternity.
(From the Introduction.)
How to Succeed in this Class
The prerequisite for this class is successful completion (that is, a grade of 2.0 or better) of
English 101 or the equivalent. If you haven’t, you need to go take English 101.
A typical weekly workload for a college class is two hours of work outside of class for every
hour of course credit. For this five-credit class, that means ten hours of work in addition the time
we are actually in class. That’s 15 hours a week – a big commitment. How you schedule your
preparation time is up to you. Give yourself a schedule, and plan for times you can read, write,
and think when you will be well rested and alert.
As with most ventures in life, showing up is key. Be here on time, and stay to the end of class.
Do assignments to the best of your ability. Participate whole-heartedly. If you have difficulties,
ask questions! Your teacher, your fellow students, tutors in the Loft, and librarians are all
available to help with answers and strategies to get through any problems you encounter.
Learning new skills is rarely graceful. Experimenting, making mistakes, and getting responses
from others are all essential. Difficulty doesn’t mean that you’re doing something wrong – it
means that you are working, and struggling, and learning.
Your teacher is here to help you learn what you want or need to learn. If you have questions
about the work, how you’re doing, or anything else, come see me. If you have a problem, let me
know. Or just set up a time to talk (before or after class). Getting to know your teacher a little
bit can make communication easier, and make the education process more human and enjoyable.
LEARNING OUTCOMES AND COURSE OBJECTIVES: NSCC has identified general
education outcomes for all our students seeking AA and AS degrees. This course is designed to
help meet these outcomes:
Knowledge:
 Understand some of the major ideas, values, and beliefs that have shaped identities and culture.
 Understand the nature of the individual and the relationship between the self and the community.
Attitudes:
 Recognize the value of intellectual inquiry, personal responsibility and ethical behavior.
 Develop confidence in your own ability to judge, analyze, and come to your own conclusions.
 Demonstrate a willingness to learn from many cultures, persons, methods, and viewpoints.
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Be actively involved in the community.
Find joy in the process of self-discovery, expressing yourself creatively, and becoming a
life-long learner.
Skills:
 Think critically and clearly communicate your thinking in writing.
 Discover and express your own creative and critical ideas through written and spoken
word, and to respond in writing to the written, spoken, and visual ideas of others.
 Write college essays in which you integrate sources as a way to develop your own
arguments and provide evidence for your assertions.
 Work and communicate effectively in groups, including working with team members
with differing perspectives and viewpoints toward a common goal or solution.
 Deal constructively with issues of diversity such as culture, ethnicity, race, gender,
religion, age, sexual orientation, and abilities, as well as issues of physical and mental
well-being and personal responsibility.
Specific Course Objectives for English 102:
 To read critically in order to analyze, discuss, evaluate and respond to texts.
 To write in order to discover the meanings in the texts of others.
 To write in order to discover one’s own ideas in relation to the texts of others.
 To develop the skills of writing to communicate ideas to a particular audience. In this
class that will include other students as well as the teacher.
 To paraphrase, quote, and cite sources according to conventional MLA form, and to
integrate source materials smoothly into your own words in order to add support and
emphasis to your writing.
 To produce writing that has been revised, edited, and proofread, and submitted on time.
 To continue developing your voice as a writer.
 To conduct limited, focused research and evaluate sources and information.
REQUIREMENTS AND EVALUATION
A. Seminar Papers and other homework
Each week you’ll have a seminar paper (and perhaps other homework) to write. Preparing these
will involve close reading, following directions, observation, thinking, and writing. These
assignments will help you observe carefully, get to know the texts, build your critical reading
and analytical writing skills, and prepare you to participate in seminars and group discussion, as
well as to write essays. Because seminar assignments are critical preparation for in-class work,
late work will not be accepted.
B. Essays
You’ll write three more formal papers, with the help of peer and faculty feedback, in a process
that includes multiple drafts. Full participation in the process of writing and peer feedback is key
to developing your writing skills and helping co-learners with theirs. All drafts must be ready at
the beginning of the class period when they are due for work during class time. Details about
essay expectations will be provided.
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C. Annotated bibliography
In conjunction with your third essay, you’ll prepare an annotated bibliography, a detailed
description of key research sources. Instructions will be provided.
D. Group presentation
You’ll work with other students whose research interests connect with yours to prepare a short
presentation of your research findings for the class. This will give you a chance to practice
group process and presentation skills, and to share what you’ve learned.
E. Attendance and Class Participation
Your contributions matter. You are expected to attend each class and to fully participate in all
activities, except in cases of genuine illness or emergency. If you are unable to attend, take
responsibility for informing your teacher, checking the schedule, and making up missed work.
There is no substitute for being here.
EVALUATION: Your grade will be based on:
Homework/Seminar papers
Essay 1 (analysis and reflection)
Essay 2 (analysis and research)
Essay 3 (research and synthesis)
Annotated Bibliography
Group presentations
Class participation (attendance, participation, leadership)
Total
Percentages
20
10
15
20
15
10
10
100%
Late work policy: Late work will loose .5 for each class day past the due date, except in cases of
genuine, documented emergency. Because seminar papers are essential preparation for seminar,
these will not be accepted late. No work will be accepted more than two week past due.
EXPECTATIONS
 Be present and ready to start at the beginning of the class, and stay to the end.
 Turn assignments in on time on the due date, hard copy.
 Respect our learning environment by turning off the cell phones, pagers, and beepers, and
taking off the headsets. No electronic gizmos should be used in class.
 Because laptop computers can be disruptive to the learning process, refrain from using
laptops during class unless you have documented special accommodations, or by permission for specific learning tasks.
 Keep your focus on our class work. This is not the place to do homework for other
classes or general reading.
 A fragrance-free environment is part of the college code. That means no perfume,
cologne, or any heavily scented products.
 If you need a break, leave and return quietly. You don’t need to ask permission.
 Eating and drinking in class are okay as long as they don’t become distractions for others.
 Take responsibility for your own progress: ask questions as they arise and seek help when
you need it.
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

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If you miss class, get in touch with your teacher. E-mail usually works best. Take
responsibility for getting copies of assignments, notes, and other materials you missed.
Speaking and listening respectfully helps create an environment where we can all be
comfortable and do our best work. We’ll talk more about how to achieve this goal.
Devote about two hours of study outside of class per week for every credit hour earned –
that’s 10 hours per week for reading, writing, research, and other preparation.
NUTS AND BOLTS
Organizing Material
Use a 3-ring binder with loose-leaf paper and divider tabs, or an accordion folder with dividers
or folders inside, to organize the material for this course. You should have a place for in-class
writing, prewriting and drafts, essays, seminar papers, case studies, class handouts, and other
material. Keep every handout and every piece of work until the class is over. Don’t throw
anything away.
Standard Format for Assignments
 All homework must be computer printed or typed; hand-written work is unacceptable.
 Put your name, the class name, the assignment name, and the date at the top right of page 1.
 Use 1-inch margins, double line spacing, 12-point font size, and a standard serif font like
Times or Times New Roman. (This syllabus is in 12-point Times New Roman.)
 Use a 1/2-inch indent at the beginning of new paragraphs. No extra space between
paragraphs. This will likely mean adjusting default settings.
 Staple your paper in the upper left hand corner.
 Number the pages.
 On essays, note whether the paper is a Rough, Revised, or Final draft.
 Final essays and accompanying drafts: put the drafts and final together in a 2-pocket folder.
No folder for seminar papers, homework, rough drafts, or short assignments.
Yes, these required format guidelines affect your grade.
Academic Honesty
To take the words or ideas of someone else and present them as your own is plagiarism and is
unacceptable in any college class. Examples of plagiarism include the following:
 Incorporating into your own writing, without proper acknowledgement, words, sentences,
or paragraphs from another written source,
 Paraphrasing so closely or so extensively from a source that the sentences and ideas really
belong to the original writer,
 Paraphrasing from sources that are not clearly cited,
 Submitting as your own whole essays written by someone else,
 Receiving so much help from another person that the work is not honestly your own.
The Student Code of Conduct states that “academic dishonesty, to include cheating, plagiarism,
or knowingly furnishing false information to the college,” may bring disciplinary action. A
teacher who believes plagiarism has taken place may require that a piece of writing be revised to
eliminate the plagiarism, or deny credit for a piece of writing that is not original. In addition, a
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formal report may be filed with the college. Students who repeatedly commit plagiarism are
subject to penalties that may include expulsion.
Committing plagiarism does tremendous harm to your education. If you are having trouble with
an assignment, please talk to your teachers so we can find a solution. If a friend in any class asks
you for help that you feel could be plagiarism, do yourself and your friend a favor and say no.
Full and correct citation is essential in any text-based or research paper to avoid the
appearance of plagiarism.
Disabilities Services (http://www.northseattle.edu/services/disability)
The Disability Services Offices can be reached at 527-3697 (Room CC 2346A). Disability
services can assist students with both physical and learning/academic disabilities. For students
with documented disabilities, this office can help with accommodated testing, interpreting,
accessibility, tutors, and assistive technology.
Accommodation for disabilities is a civil right. If you need accommodation, or think you might,
contact Disability Services.
Veteran’s Office: CC2261 (http://www.northseattle.edu/services/veteran.htm)
The Office of Veteran's Affairs serves veterans, reservists, active duty personnel and eligible
family members who receive Veteran's Administration education benefits. It also verifies the
State of Washington tuition reduction for eligible veterans.
The Loft Language Lab (http://www.northseattle.edu/services/loft/)
The Loft is the campus language lab/writing center, located on the top floor of the library. The
Loft provides free tutoring and computer learning programs. Tutoring sessions can help with
reading, writing, grammar, listening and speaking. The Loft web site has lots of helpful
information, and Loft tutors can provide on-line help with your work!
The Loft is one of the best things about this college: please use it.
Computer Labs & Storage (http://www.northseattle.edu/services/complab.htm)
Open computer labs are located in the Instructional Building (IB) room 3303 (both PCs and
Macs) and the first floor of the library. The computer labs have a variety of software and are
open for walk-in use. Check the hours of operation on the web site or the signs on the doors.
Staff and librarians can answer your questions.
Network storage on the college computers is available to all NSCC students. Ask the staff in the
computer labs how to use and access this storage.
Security Services: CC 1252 (http://www.northseattle.edu/services/security/)
The Security Office (206-527-3636) is open from early morning until evening. Security officers
can help with safety concerns, car emergencies, lost and found, and parking issues.
If you need help on campus at any time, do not hesitate to contact them.
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Unusual Events: Earthquakes & Fire Alarms
In the event of an earthquake while you are on campus, get under a desk, table, or doorway until
the movement stops. Do not run out of the building during an earthquake. Once the movement
stops, evacuate calmly, following the evacuation route mapped in the classroom.
In the event of a fire bell, leave the classroom immediately, following the evacuation route.
To come to class, or not to come?
We want you in class. Nobody can replace you! Even if you’re having a rough day, feeling
down, or tired – please come. We’ll try to make our classroom a comfortable place to be.
If you’re ill, though, please stay home in bed. Especially if you have flu symptoms, your own well
being and everyone else’s will be best served by you staying at home and taking care of yourself.
Send an e-mail. We look forward to seeing you 24 hours after your fever comes down.
FACULTY COMMITMENT
My goal is for each person in the class to succeed. Please let me know about any issues or
problems that come up, so we can find a solution before they overwhelm you. We’ll work
together as a class to develop expectations for our work together, and to refine the class as we go
forward. I look forward to spending these spring evenings with you.
A Dent in a Bucket
Hammering a dent out of a bucket
a woodpecker
answers from the woods
(Gary Snyder, Danger on Peaks, 26)
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APPENDIX: GRADES AND ALL THAT
Withdrawal, No Credit, or Incomplete Grades
Stuff happens. If something big comes up and you can’t complete the class, it’s your job to
formally withdraw from the class. Don’t just disappear; make sure you withdraw if you can’t
finish a class for any reason.
 If you want an NC (no credit) grade, you must request it. Ask an academic advisor for
guidance if you anticipate a failing grade – an NC can sometimes provide an alternative.
 An I (incomplete) grade will be given only in extraordinary circumstances.
SCCD Grading System
The Seattle Community College District uses a numerical grading system. Numerical grades may
be considered equivalent to letter grades and percentage grades as follows:
Student Performance Percentage of
Points Earned
Excellent
Above 94%
90-93%
High
87-89%
84-86%
80-83%
Average
77-79%
74-76%
70-73%
Minimum
67-69%
64-66%
62-63%
Letter Grade Equivalent
Equivalent
A
AB+
B
BC+
C
CD+
D
D-
Numerical Grade
3.9 – 4.0
3.5 - 3.8
3.2 - 3.4
2.9 - 3.1
2.5 - 2.8
2.2 – 2.4
1.9 – 2.1
1.5 – 1.8
1.2 – 1.4
0.9 – 1.1
0.8 – 0.7
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