English 102: Composition
The Body and Society
Fall Quarter 2011 North Seattle Community College
Sections:
English 102.02 / Section 1316
12:00-12:50 p.m. daily
Classroom CC 3350
Instructor:
Bradley Lane, M.Ed.
Office: IB 2312A
Office Hours: 9:00 am-11:00 am daily and other times by appointment
Office Telephone: (206) 934-4536
Email: bradley.lane@seattlecolleges.edu
Required Texts:
Donley, Carol and Sheryl Buckley, eds. The Tyranny of the Normal: An Anthology. Kent, OH:
Kent State UP, 1996. Print. ISBN 0873385357.
Dreger, Alice Domurat. One of Us: Conjoined Twins and the Future of the Normal. Cambridge,
MA: Harvard University Press, 2004. Print. ISBN 0674018257.
Graff, Gerald and Cathy Birkenstein. They Say, I Say: The Moves that Matter in Academic
Writing. 2nd ed. NY: WW Norton, 2010. ISB 0393933611.
Grealy, Lucy. Autobiography of a Face. New York: Harper, 1995. Print. ISBN 0060569662.
Kafka, Franz. The Metamorphosis and Other Stories. New York: Dover, 1996. Print. ISBN
0486290300.
You also need a writing handbook. You should have a handbook from your ENGL 101 course
that helps you with grammar, punctuation, mechanics, style and MLA citation. If you do not
already possess a handbook, I recommend:
Lumsford, Andrea A., ed. Easy Writer. 4th edition. New York: Bedford/ St. Martin’s,
2010. ISBN 0312583885.
Required Materials:
3-Ring Binder (at least 1” -- try to find one with pockets)
Loose Leaf Paper
Writing implements for writing in class
Two-pocket folder for submitting papers
Flash Drive for saving word-processed drafts
Description:
Welcome to English 102! This course continues the college-level composition sequence with
further instruction and practice in the writing process, concentrating on critical reading and
writing techniques needed for the preparation and completion of documented essays. In this
composition class, you will write essays analyzing course readings. Along the way, you will
develop strategies for closely reading or ‘unpacking’ a text. Your essays will be critical responses
to the works that we read and discuss in class and to the issues these works spark for you. You
will be writing often in class, through pre-writing exercises, seminar papers, and drafts. You will
also spend time reading and commenting on each other’s work. You will be doing a fair amount
ENGL 102 F11 Lane p. 2
of reading, writing, and critical thinking exercises in class and for homework, so be forewarned:
there is a lot of writing and reading work ahead this quarter!
Approximate Reading Load: 800 pages for the Quarter (up to 50 pages per night)
Approximate Writing Load: 20-25 pages for the Quarter
Course Theme: The Body in Society
We cannot take for granted that people know what we mean when we talk about ‘the body.’ For
some, the body evokes experiences of illness, pain, shame, or oppression. For others, the body
moves us to indulge in fantasies of desire, love, pleasure, or resistance. For most, the body affects
us in different ways, depending on the manner in which the body is presented, challenged, and/or
celebrated. Bodies — our bodies, the bodies that surround us, the bodies that haunt us, the bodies
that inspire us — are both ordinary and extraordinary, part of our everyday lives and part of
spectacular events. Bodies enable and limit action. Bodies carry weight.
This course aims to explore an interdisciplinary range of work about bodies in society and
culture. Given both the ambiguity and necessity of bodies, it is perhaps unsurprising that
philosophy, science, history, memoir, literature, and politics all have something to say about
bodies. In reading, writing, thinking, and talking about only a brief sample of this work, I want us
to raise questions evoked by bodies and embodiment in contemporary life and explore how
particular bodies are derided, ignored, or silenced in society today.
Prerequisites:
This course is a college level English composition class. Your enrollment in this class requires
that you have taken ENGL 101 already. In order to succeed at ENGL 102, it is strongly
recommended that you have passed ENGL 101 with a 2.0 (C). It is assumed that you have a basic
understanding of thesis, organization, transitions, introductions, and conclusions. Additionally,
keyboarding/ typing skills are required for success in this class.
Course Outcomes:
This course fosters and promotes the following university-wide essential learning outcomes:
Intellectual and Practical Skills, including
Critical thinking and problem solving [CTPS]
Communication and self-expression [CSE]
Information literacy [IL]
Integrative and Applied Learning, including
Synthesis and application of knowledge and skills to new settings and problems
[SYNTH]
Upon successful completion of ENGL&102, you will be able to:
1. Read a variety of college level texts critically, including full-length written texts. [CTPS,
CSE]
2. Compose coherent analyses of full-length texts. [CSE]
3. Plan, organize, and write a longer thesis-driven essay about a complex idea greater than 5
pages in length. [CSE, SYNTH]
4. Recognize and choose rhetorical strategies for academic audiences and purposes.
[SYNTH]
5. Synthesize sources and information. [SYNTH]
6. Accurately and ethically summarize, paraphrase, and quote an author’s ideas for the
purposes of analysis. [CTPS, CSE, SYNTH]
7. Smoothly integrate source material in support of an essay’s thesis.
ENGL 102 F11 Lane p. 3
8. Apply MLA-style standards and documentation to academic essays.
9. Engage in self-editing practices in order to write clear, grammatically and mechanically
correct prose. [CTPS, SYNTH]
10. Use library resources for locating print and online sources not openly available on the
free Internet. [IL]
11. Evaluate sources critically for authority, bias, currency, and relevance to the rhetorical
situation. [CTPS, SYNTH]
12. Understand plagiarism and how to avoid it. [IL]
Statement on online-learning technology: our course ANGEL website
Though this is not an online or hybrid course, I will make use some of the features of online
learning technology available here at NSCC. I will be using an online shell for this course at
http://angel.northseattle.edu. If you have used ANGEL before, when you log on as normal, you
will see yourself automatically enrolled in an ENGL&102 section. If you have never used
ANGEL before, you can go to the website and log on using your student ID number for the
username and the first five letters of your last name for the password. Use your student ID
number for the username and the first five letters of your last name for the password. For
example, if your student ID number is 955-55-4411 and your last name is Johnson, then your
username would be 955554411 and your password would be johns. If you have trouble logging
on, please check the Distance Learning office's troubleshooting information at
http://www.virtualcollege.org/resource/technicalhelp_index.htm. If you can't solve the problem
that way, contact the Distance Learning office help desk: (206) 934-3738 or email them at
distance@sccd.ctc.edu.
We will use the ANGEL website for a couple of purposes—I will post digital copies of the
syllabus, course readings not purchased from the bookstore, handouts, assignments, and sample
papers there; I will post grades in the online gradebook; and you will some homework
assignments on the site over the course of the quarter. You do not need to have constant access to
the internet in order to use the site; it would be easily possible to check the website as needed
from computers at the NSCC library periodically or as needed. See me if you have questions
about internet use or access.
Course Policies:
 Attend daily. The importance of attending regularly cannot be overestimated. Please
arrive at class on time and expect to remain until class is over. Your attendance and
participation will figure into your final grade in two ways: in the form of points
deliberately assigned for participation, as well as in the form of small writing exercises
that may be submitted on their due date only. These small writing exercises-- Seminar
Papers, Summary Exercises, in class and homework exercises, i.e., ‘The Other Stuff’
under ‘Grades, p. 4’-- will not be accepted late, with no exceptions. If you are absent
on a day that one of these writing exercises for the course is due, you cannot make this
work up or turn it in later. Should you arrive late and miss a writing exercise, you will not
be permitted to complete the exercise you missed. If you leave early and miss a writing
exercise, you will not be permitted to complete the exercise you missed. In order to
protect your grade from suffering from a rare, unavoidable absence, I will count only 2 of
the 3 required Seminar Papers. Therefore, if you turned in all the other small writing
exercises but missed a seminar day, missing one Seminar Paper wouldn’t count against
your final grade. Alternately, if you attended all seminar days and submitted all 3
Seminar Papers, you would have up to 50 extra points to buffer against the occasional
missed homework or Summary Exercise, or even have extra bonus points left over.
ENGL 102 F11 Lane p. 4
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Papers must be typed. All assignments (including drafts) should be typed, doublespaced, using 12 point Times New Roman font. I will not accept handwritten drafts.
Save your work. It is your responsibility to keep an extra copy of all assignments that
you turn in.
Submit your major assignments on time. Only the three major papers (see ‘Grades’
section, p.4) will be accepted late. A major assignment is counted late if you do not
submit it at the beginning of class on the date it is due. For each class period a major
paper is late, your grade on that assignment will be reduced by ten points. If an
assignment is turned in even 1 minute after class time on the day it is due, it will be
counted as one day late. Absolutely no late work will be accepted after Monday,
December 12.
Work that is due should be brought to class in paper form. Only in a documented
emergency will I accept homework or essay drafts via email. It is a good survival policy
for you to locate several possible printer locations on campus where you could print out
your work if your home printer is not working. A printer not working is not a valid
excuse for missing the due date of a piece of written work and does not allow you to turn
that work in late.
Drafts and revisions are required for the three major papers. The major writing
assignments will go through a typed draft version and a final, corrected version before a
grade is assigned. In terms of the grading system, having separate drafts, supporting
materials, and final versions constitute separate grades. Typically, the draft/supporting
material portion of the major paper grade is a completion grade, but if those materials are
haphazard or incomplete, you will not receive full points. Failure to bring drafts or
supporting materials to class on the peer review days will result in a zero for that portion
of the grade. Drafts and supporting materials will also be turned in with final version in a
two-pocket folder.
Classroom etiquette items:
o I’m happy to allow beverages in class, but in consideration of all of us, I do ask
that you refrain from eating food during class. I also ask that you be sure to take
your cans and/or bottles with you at the end of class and not leave them on your
desk or the floor.
o Students who wish to use laptops during class should sit in the first two rows and
commit themselves to using their computers only for work directly associated
with this course during class time.
o Lateness is actively discouraged: chronic lateness is disruptive, rude, and
damaging to your academic success; therefore I will personally counsel students I
observe to be habitually late to find another section of this course that better fits
their schedules.
o Finally, I insist that you silence your cell phones while you are in the
classroom and that you do not send or receive text messages during class
Absences:
If you miss a class, it is your responsibility to seek a trustworthy classmate to provide you with
notes on class discussion and lecture material, information about assignments, handouts, and
announcements. Extra copies of all handouts will be in the box outside my office door. I will not
catch you up on material you missed simply because you were absent (although you are always
encouraged to meet with me during office hours to discuss course readings, course themes, or any
material with which you need extra assistance). By the same token, you are under no obligation
to lend your notes to another student. Please let me know as soon as possible if chronic health
ENGL 102 F11 Lane p. 5
problems, a personal emergency, or extraordinary circumstances threaten to interfere with your
regular and timely attendance so that we can decide the best course of action for you.
Grades:
Your grade will be based on a variety of projects and assignments, including in-class and out of
class writing assignments, drafts, a final group project online, and participation a few other online
assignments for our course. Maximum points possible under each category are as follows:
The Major Assignments:
3-5 page Paper 1: The Metamorphosis (10/14)
3-5 page Paper 2: One of Us (11/4)
5-7 page Paper 3: Autobiography of a Face (11/30)
Final Project—Group Wiki Online (12/15)
100 points
100 points
100 points
150 points
The Other Stuff:
Summary Exercises (4 x 25 points each)
1 page Seminar Paper each major book (3 x 50 pts each)
Peer Review for Major Papers (3 x 25 points each)
Rough Drafts for Major Papers (3 x 25 points each)
Online Participation (class blog and information literacy folders)
In-Class Participation (including homework and in-class exercises)
Total:
100 points
100 points (can earn 150 out of 100)
75 points
75 points
100 points
100 points
1000 points
You will accrue points for each of the above assignments over the semester. These points will be
added together to arrive at a final grade that is calculated as a percent average (i.e., 854 points =
85.4%).
Grading criteria are as follows:
94-100: A (3.9 -4.0)
90-93: A- (3.5-3.8)
87-89: B+ (3.2-3.4)
84-86: B (2.9-3.1)
80-83: B- (2.5-2.8)
77-79: C+ (2.2-2.4)
74-76: C
(1.9-2.1)
70-73: C(1.5-1.8)
67-69: D+
(1.2-1.4)
64-66: D
(0.9-1.1)
62-63: D(0.5)
61 or below: F (0.0)
The specific point value assigned to any assignment or exercise will correspond to how well you
meet the terms of the assignment. Grading criteria for papers include unity; coherence; support;
the use of Standard English grammar, spelling, and sentence structure; and meeting the
requirements of the particular assignment.
As a general guideline:
A: An ‘A’ paper is outstanding, typically exceeding normal expectations for the assignment. It
explores the subject in great depth and reveals attention to nuances and complexities of the topic
at hand. It is original, focused, carefully supported, nicely organized, and a pleasure to read. It
more than meets the requirements of the assignment and exhibits the writer’s mastery of
mechanical skills and style.
B: A ‘B’ paper is better than average. It examines the subject in some depth. The thesis is
supported and the organization is generally clear. Paragraphs and sentences are generally well
constructed. Mechanics are clean for the most part. The papers meets the requirements for the
assignment but lacks some of the tight structure, higher-level analysis, and cohesion of an A
ENGL 102 F11 Lane p. 6
paper. May have some minor gaps in logic, unsupported assumptions, or lack of full synthesis
that leads to a really strong thesis.
C: A ‘C’ paper offers an acceptable examination of the subject, but it lacks the depth that comes
with superior analysis. The thesis is present but not well supported with examples and
illustrations. In fact, often these papers require more definiteness, focus/specificity, and original
thought in thesis statements. Skeletal overall organization is present, but more unity and
coherence in body paragraphs is needed. Paragraphs may not be fully developed. Papers may
depend on generalizations and lack detail overall. Sentences are clear but may be awkward at
times. Often more extended summary than analysis here that omit the thinking beneath the
surface of matters.
D: A ‘D’ paper demonstrates below average effort. It does not examine the subject in depth and
lacks organization. Much of the D essay typically does not support the thesis in a focused way.
Quotations do not support points as they should. Reading may be a bit simplistic. Furthermore,
paragraphs are not developed well. Awkward sentence structure may create problems for the
reader. The paper may exhibit significant mechanical difficulties and likely will not complete all
the requirements of the assignment.
F: An ‘F’ paper is unacceptable. It lacks thesis and organization. Paragraphs are not developed. It
lacks details and examples. It may be difficult to follow, incomprehensible, or incoherent. It does
not follow the assignment or lacks basic requirements of the assignment, such as proper length,
documentation requirements, recognizable thesis and support, and overall coherence and unity.
Statement on Participation:
Your active participation in class is expected. You should be ready to ask and to answer
questions about the readings, and to make thoughtful contributions to group discussions in class.
Occasionally, I may ask you write a brief response to a question ahead of time, write a question or
set of questions in anticipation of class ahead of time, or write a brief response to a question in
class. These written products will be collected and included in the assessment of your in-class
participation grade. You will also be expected to log in and to participate in our online ANGEL
page when homework assignments are due, and your final group project has significant online
components as well. Excellent and poor levels of participation will impact your participation
grades alike. If you have any questions or concerns about your level of class participation as the
quarter proceeds, please see me. At around week 5 of the quarter, I will inform you if your
participation could be improved.
OTHER COURSE POLICIES:
Academic Honesty Statement: (English Department-wide):
To take the words or ideas of someone else and present them as your own is plagiarism and is
unacceptable in academic life. The nature and causes of plagiarism may cover a range from the
accidental to the dishonest. Examples of plagiarism encountered in academic writing may include
the following:
- incorporating into your own writing, without proper and complete acknowledgement,
words and sentences from a print, electronic, or oral source
- inserting longer passages (such as four or five consecutive sentences or whole
paragraphs) of somebody else’s writing into your own without complete
acknowledgement
- paraphrasing so closely or so extensively from a source that sentences or ideas really
belong to the original writer
ENGL 102 F11 Lane p. 7
-
submitting as your own entire essays written by another person or taken from a
printed source or off the internet
receiving so much help from another person that the work could not honestly be
called your own.
Students, by their attendance here, agree to adhere to the Student Code of Conduct, which states,
in part, that “academic dishonesty, to include cheating, plagiarism, or knowingly furnishing false
information to the college” may bring disciplinary action. The policy of the NSCC English
faculty is to exercise its professional judgment as to the nature and cause of each case of
suspected or proven plagiarism and to respond in a manner suited to the case. Responses may
include the following:
- requiring that a piece of writing be revised to eliminate the plagiarism
- denying credit for a piece of writing in which the plagiarism has been found
- recording a ‘0’ grade in the student’s class record for the project, thereby
- lowering the student’s final grade.
Additional statement on Academic Honesty for ENGL 102: In this class, I teach writing as a
process of reading, thinking, brainstorming, drafting, and revising, with assignments building on
each other over the course of the semester. To complete the course successfully, students should
engage in the process. Because the papers we write in this class require multiple drafts,
plagiarized papers typically do not go unnoticed. When I have encountered plagiarized papers in
the past, my policy has been to record 0 points on that assignment and to file a formal report with
the college requesting disciplinary action. ‘Warnings’ are typically not given, even for first or
unintentional offenses.
Americans with Disabilities Statement:
If you need course adaptations or accommodation in the classroom because of a disability or
special need, please contact Disability Services at (206) 934-3697 (2nd floor of the College Center
near Registration). Disability Services can assist individuals with both physical and
learning/academic disabilities. If you have emergency medical information to share with your
instructor, or if you need special arrangements in case the building must be evacuated, please
inform your instructor at once.
Copyright Statement:
Students shall adhere to the laws governing the use of copyrighted materials. You must insure
that your activities comply with fair use and in no way infringe on the copyright or other
proprietary rights of others.
Classroom Diversity Statement:
Respect for diversity is a core value of this classroom. Our college community fosters an optimal
learning climate and an environment of mutual respect. We, the college community, recognize
individual differences. Therefore, we are responsible for the content and tone of our statements
and are empathetic speakers and listeners.
Behavior Statement:
Students should always conduct themselves in a respectful manner. No conduct will be tolerated
that might endanger or threaten anyone in the class. Disruptive behavior, substance abuse,
downgrading or disparaging remarks, and any behavior that shows a lack of respect for the
instructor or other students will not be tolerated. At my discretion, a student who causes problems
may be asked to leave class for the session. If a student persists in causing problems, further
disciplinary action may be taken, up to and including dismissal from the class and/or college,
ENGL 102 F11 Lane p. 8
according to the policies outlined in the Student Handbook, available for download at
http://www.northseattle.edu/info/pub/.
The Loft Language Lab: The Loft is the campus language lab/writing center, located on the top
floor of the library. One of the primary attributes of The Loft is the free tutoring! The tutoring
sessions last 30 minutes, are held on a first-come first served basis, and can help you with
reading, writing, grammar, listening and speaking. Although you will not be required to use the
services of the Loft in order to be successful in this class, many students have found their services
helpful. For more information, call (206) 934-0078 or visit
http://www.northseattle.edu/services/loft/.
Conferences with Your Instructor:
You are encouraged to visit your instructor during office hours to discuss any aspect of the
course. I will be happy to receive feedback about the course or simply get to know you a bit
better, help you wrestle with difficult texts or concepts, or address any concerns you may have.
ENGL 102 F11 Lane p. 9
COURSE SCHEDULE
Please come to class having completed the previous night’s homework assignment (HW), with
annotated copies of necessary readings, ready to participate actively in class. The schedule is
tentative and I reserve the right to adjust deadlines and add or remove readings as needed.
Readings marked with an asterisk (*) are available in the folder marked ‘Articles for Class’ under
the Lessons tab of the ENGL 102 course in which you are automatically enrolled after logging
onto ANGEL at http://angel.northseattle.edu. See me for log in instructions if you have
questions.
Week 1: Intro to Course
M Sep 26: Course Intro and Expectations
T Sep 27: Student Introductions. Using ANGEL, including class blog expectations.
HW: *Plato, from Phaedo, and *Spelman, from “Woman as Body.” Print out, read, and
bring to class.
W Sep 28: What is a Body? In-class Reading & Discussion of Plato and Spelman
HW: *Mauss, from “Techniques of the Body.”
R Sep 29: What is a Body? In-class Reading & Discussion of Mauss
HW: They Say, I Say, Introduction and Ch. 1 (1-29). Complete Exercise 1, p. 14, about
the term ‘body’ based on our readings and discussions this week.
F Sep 30: Mini-lesson: Annotating Text, Beginning The Metamorphosis
HW: The Metamorphosis, Parts I and II (11-38)
Week 2: The Metamorphosis
M Oct 3: Mini-lessons- Doing Analysis: Notice and Focus on The Metamorphosis; Seminar
Papers
HW: The Metamorphosis, Part III (38-52)
T Oct 4: Doing Analysis: The Method and The Metamorphosis
HW: Draft Seminar Paper for The Metamorphosis
W Oct 5: Seminar on The Metamorphosis
Seminar Paper 1 due
HW: They Say, I Say, Ch. 2 and 3 (30-41)
R Oct 6: Workshop: Paraphrasing and Summarizing
HW: Paper Assignment on The Metamorphosis Out
F Oct 7: Summary Exercise 1 in class on The Metamorphosis.
HW: Brainstorm Metamorphosis paper
Week 3: Analysis
M Oct 10: Examples of Thesis statements/ Approaches to Metamorphosis Paper
HW: Drafting Metamorphosis Paper
T Oct 11: Practicing Peer Review on The Metamorphosis Paper
* Print out and bring sample student paper
HW: Finish drafting Metamorphosis Paper
W Oct 12: Peer Review for Metamorphosis paper
Rough drafts of Metamorphosis Paper due
R Oct 13: Mini-lesson: Supporting Materials for Papers: Editing Checklists and Self-Reflections
HW: Finalize Metamorphosis papers, complete editing checklist self-reflection
F Oct 14: Workshop: Quoting Sources / Integrating Quotes
Final Drafts of Metamorphosis Paper due
HW: One of Us, Intro and Ch. 1 (1-50)
ENGL 102 F11 Lane p. 10
Week 4: Working Critically with ‘Sources’
M Oct 17: The use of Sources in One of Us
In-class: Exercise 1, p. 50 of They Say, I Say.
HW: They Say, I Say, Ch. 4 and 5 (55-77); Exercise 1, p. 75 on a selection from
Dreger of your choice.
T Oct 18: The use of Sources in One of Us, con’t;
Checking in on class blog.
HW: One of Us, Ch. 2 and 3 (51-113)
W Oct 19: Summary Exercise 2 in class on One of Us
HW: Complete Information Literacy folder #1 on ANGEL site, including the selfassessment
R Oct 20: MLA Olympics
Bring Writing Handbooks to Class
HW: One of Us, Ch. 4 and 5 (114-156)
F Oct 21: MLA Olympics
HW: Seminar Paper on One of Us
Bring Writing Handbooks to Class
Week 5: One of Us
M Oct 24: Seminar on One of Us
Seminar Paper 2 due.
HW: One of the following academic sources:
Fielder, “Freaks: Myths and Images of the Secret Self” (Donley and Buckley, 11-26)
*Bogdan, “The Social Construction of Freaks”
*Pingree, “The Exceptions that Prove the Rule: Daisy and Violet Hilton, the New
Woman, and the Bonds of Marriage”
T Oct 25: Group Discussion on your chosen Academic Source
HW: They Say, I Say, Ch. 7 (92-100)
W Oct 26: Group Presentation of Academic Sources to Whole Class; Answering ‘so what?’
questions.
HW: *“Using Sources as Lenses”
R Oct 27: Using Sources as Lenses
HW: One of Us Paper Assignment Out
F Oct 28: Discussion and Evaluation of Sample Student Papers on One of Us
Midpoint Assessment
HW: Brainstorm, Create Thesis Statement and Outline for One of Us Paper
Week 6: Sources as Lenses
M Oct 31: Thesis Statement and Outline Check for One of Us Paper
Goal Setting and Editing Checklist for One of Us Paper
HW: Draft One of Us Paper
T Nov 1: Practicing Deep Analysis: 10 on 1
HW: Draft One of Us Paper
W Nov 2: Peer Review for One of Us Paper
Rough drafts of One of Us Paper due
R Nov 3: Exercises from They Say, I Say focusing on One of Us Paper Drafts
HW: Finalize One of Us Paper, including self-reflection
F Nov 4: Small to Large Group Discussion Wrapping Up Dreger and the Lenses.
One of Us Papers Due
HW: Autobiography of a Face, Prologue, Chs. 1-2 (1-52)
ENGL 102 F11 Lane p. 11
Week 7: Autobiography of a Face
M Nov 7: Topic TBA
HW: Autobiography of a Face, Chs. 3-5 (53-102)
T Nov 8: Summary Exercise 3 in class
HW: Autobiography of a Face, Chs. 6-8 (103-159)
W Nov 9: Self-Assessment of One of Us Papers
HW: Autobiography of a Face, Chs. 9-12 (160-225)
R Nov 10: Workshop: Going Deeper with Texts
HW: Seminar Paper on Autobiography of a Face
F Nov 11: Veteran’s Day Holiday—No Class
Week 8: Adding to the Conversation
M Nov 14: Seminar on Autobiography of a Face
Seminar Paper 3 due
HW:*Patchett, excerpt from Truth and Beauty, and listen to NPR interview with Patchett:
http://www.npr.org/templates/story/story.php?storyId=1892114
T Nov 15: Discussing Patchett and Grealy
HW: Complete Information Literacy Folder #2, including locating 2 outside sources as
instructed and completing Summary Exercise 4. Bring print-outs of outside sources to
class tomorrow.
W Nov 16: Discussing Outside Sources
Summary Exercise 4 due
HW: Carey, “The Quasimodo Complex: Deformity Reconsidered” in Tyranny of the Normal (2752)
R Nov 17: Adding Carey to the Conversation
HW: Any two of the following responses to Carey in Tyranny of the Normal: Bednar, 5354; Yeide, 55-58; MacGregor, 59-62; Lefebvre, 63-65; Banks, 66-75; Strauss, 76-84;
Goldwin, 85-88.
F Nov 18: Adding the Responses to the Conversation
HW: Autobiography of a Face Paper Assignment Out; They Say, I Say, Chapter 12 (145155) + review of Chapter 4.
Week 9: Creating a Conversation among Sources
M Nov 21: Discussion and Evaluation of sample Autobiography of a Face Papers
HW: Brainstorm Autobiography of a Face Papers—complete thesis statements and
outlines for Monday.
T Nov 22: Thesis Statement and Outline Check for Autobiography of a Face Paper
Goal Setting and Editing Checklist for Autobiography of a Face Paper
HW: Draft Autobiography of a Face Paper
W Nov 23: Thanksgiving Holiday—No Class
R Nov 24: Thanksgiving Holiday—No Class
F Nov 25: Thanksgiving Holiday—No Class
ENGL 102 F11 Lane p. 12
Week 10: Annotated Bibliographies
M Nov 28: Peer Review of Autobiography of a Face Papers
Rough drafts of Autobiography of a Face Papers due
HW: Finalize Autobiography of a Face Paper, including self-reflection
T Nov 29: Small to large group discussion wrapping up Autobiography of a Face, Patchett,
Carey, and other sources
HW: Finalize Autobiography of a Face Paper, including self-reflection
W Nov 30: Workshop: Annotated Bibliographies
Autobiography of a Face Paper due
R Dec 1: Practice Writing Annotations
HW: Read Final Project Assignment; Complete Information Literacy Folder #3 on library
databases
F Dec 2: Discussing Final Project, Looking at Examples, Thinking about Teams
HW: Complete Information Literacy Folder #3 on library databases
Week 11: Group Wiki Projects
M Dec 4: Brainstorming Topics, Search Terms, and Types of Sources
HW: Finalize team choices
T Dec 5: Groupwork on Wikis: Narrow topic, assign jobs
HW: Group Project duties as assigned
W Dec 6: Workshop: Plagiarism
HW: Group Project duties as assigned
R Dec 7: Groupwork on Wikis: Reporting back
HW: Group Project duties as assigned
F Dec 8: Writing Wiki Introductions in Class, Instructor will circulate to provide assistance
HW: Group Project duties as assigned
Week 12: Course Wrap-Up and Evaluation
M Dec 12: Course Wrap-Up and Evaluations. Groups present wikis to whole class.
Group Wikis and Individual Components Due