Fall 2011
9:00am - 9:50am Minne' Hall 358
Dr. Andrew Higl
English Department
Winona State University ahigl@winona.edu
507-457-5527
Office: Minne 320
Office Hours: M 12:00-2:00; T 10:30-12:00; W 12:00-2:00; TH 10:30-12:00
Course description:
This is an advanced workshop-style course on writing about sustainability in contemporary culture. We'll concentrate especially on contemporary popular texts, documentary media, well-researched essays, and ideas that are usually taken for granted but which carry important, sometimes largely unexamined messages related to issues of sustainability. As writers approaching this subject, we'll be interested in constructing analyses and arguments that get behind the unexamined messages, cues and values of the rhetoric and language of sustainability in contemporary culture. Learning to present those analyses for an academic audience will be the major emphasis in the course. We'll be reading about the topic as well as studying examples from advertising, television, documentary films (and other media), public and private space, popular film, and non-fiction essays. You'll be asked to use sophisticated theoretical readings in your writing as a way to build effective discussions and arguments in the course. We will work towards varying definitions and uses of the word sustainability, including cultural, economic, and environmental sustainability. While at first glance sustainability looks like an environmental issue, sustainability touches on all aspects of culture from art to economics to sociology to science to agriculture and other areas as well.
In addition to reading a selection of nonfiction books to help broaden our knowledge of this topic, we will also be viewing several documentary films to further learn about different concepts of sustainability and to reflect on writing done for other media (i.e. podcasts/radio and film). Other readings will come from some recent essays in major online and print publications, including works from Slate, The New Yorker, Harpers, Salon, The Atlantic, and other magazines of this ilk. These essays will serve as your models. Try to be like them in style, form, and quality. It is a lofty goal, but it will be our goal. My hope is to make each and every one of you into an essayist much like the ones writing for the publications mentioned above.
Below is a brief rundown of the assignments for the semester; I will give you more detail as I assign each one. This class will be run by the portfolio method, in which you collect your assignments and drafts and write a letter about your progress. Save all the drafts on which I comment.
We will: a) read challenging texts that reflect important cultural themes and demand critical thinking; b) analyze the rhetoric and structure of (their own and others') arguments; c) summarize and critique examples of mature expository and argumentative prose; d) revise through multiple drafts and critical readings to create and complete successful essays; e) formulate intelligent claims and make purposeful, appropriately documented use of authoritative sources as supporting evidence; f) make use of basic tools of research, such as general indexes, periodicals, and on-line databases; g) construct coherent essays based on reading, interpreting, analyzing, critiquing, and synthesizing texts; h) adapt the structure, content, and tone of their writing to the knowledge and attitudes of their audience;

i) use vivid, concrete language; concise, varied sentences; unified, cohesive paragraphs; gender ‑ inclusive
English; and a college-level vocabulary; and j) proofread, edit, and correct their final copy for common errors of spelling, punctuation, capitalization, and usage.
Course Site http://advancedwriting.posterous.com/ password: minne
Textbook
They Say, I Say
Non-fiction Books
Omnivore’s Dilemma by Michael Pollan
Cradle to Cradle by William McDonough and Michael Braungart
My Empire of Dirt: How One Man Turned His Big-City Backyard into a Farm by Manny Howard
Documentary Films
Bag It
Food Inc.
Troubled Waters
Typeface
Wasteland
Essays (both informative and models to emulate)
See schedule below and some TBA
Evaluation:
Portfolio (includes all assignments and a reflective letter) 80%
-Topic One 10%
-Topic Two 20%
-Topic Three 10%
-Topic Four 30%
-Revisions/Reflections 10%
Discussion Board Reading responses 10%
Commitment 10%
90-100%--A
80-90%--B
70-80%--C
60-70%--D
<60%--F
The assignments:
First topic: An argumentative essay, grounded in research, expressing a very specific policy/course of action grounded in a sustainability issue that is local to you.
Second topic: A radio broadcast and transcript in the model of This American Life or Radio Lab, exploring and exposing a particular theme or topic related sustainability.
Third topic: A rhetorical analysis of an advertisement, television show, or other media form that engages sustainability or “green” rhetoric.
Fourth topic: a critical, argumentative article that explores some aspect of sustainability in depth. This should be a 2,000-4,000 word essay suitable for publication in Slate, Salon, Harper’s, The Atlantic, Esquire, The New Yorker, etc.

Reading and Responding: For each assigned reading, you need to turn in a written response to the course site.
The response should be both evaluative and exploratory. What point from the reading do you think we should discuss in class? Please post to the discussion board at least three hours before class.
Commitment Grade: The commitment grade is like a participation grade except a little different. The commitment grade is based on several things. (1) It is based on your attendance. This means that you should attend class. If you have more than three unexcused absences, your commitment grade will be reduced by one letter grade. If you have a chronic attendance problem, this will not only affect your commitment grade, but it will hurt your grade for the whole course. Simply, show up to class! Excused absences are fine and will not hurt your grade. Please see me though. If I suspect that you are simply skipping class regularly, I reserve the right to reduce your grade for the course by one grade (i.e A becomes A-). (2) I expect you to be prepared. This part of the grade is based on coming to class prepared to answer questions related to the assigned reading for that day and with printed copies of the assignments handy for reference.
The only texting in my class should refer to the act of interpreting texts. If I catch you misusing either your laptop or phone for things not relevant to the class, I will ask you to leave and your commitment grade will be reduced by
50%.
Unexcused late assignments will receive a deduction of 5% each day (not class day) they are late. (i.e. 90% becomes 85%). PLEASE COMMUNICATE WITH ME IF YOU NEED MORE TIME!
I will not accept any plagiarized assignments. Using another person’s words or ideas without attribution is plagiarism. No credit will be given for plagiarized work. If you borrow an idea or quote from another author, you must cite where you found the material. Sources must be cited in handouts as well as in formal papers. I don't mind what form of citation you use as long as your citations allow your reader to find your source easily. If you need help with creating citations or finding sources, please see me and I will be glad to help. You will receive no credit for the assignment and repeat offenses may result in an F for the course.
Commitment to Inclusive Excellence: WSU recognizes that our individual differences can deepen our understanding of one another and the world around us, rather than divide us. In this class, people of all ethnicities, genders, religions, ages, sexual orientations, disabilities, socioeconomic backgrounds, regions, and nationalities are strongly encouraged to share their rich array of perspectives and experiences. If you feel your differences may in some way isolate you from WSU’s community or if you have a need of any specific accommodations, please speak with the instructor early in the semester about your concerns and what we can do together to help you become an active and engaged member of our class and community.
Campus Resources
 Student Support Services, Krueger Library 219, 457-5465 ( www.winona.edu/studentsupportservices/ )
 Inclusion and Diversity Office, Kryzsko Commons Room 122, 457-5595 ( www.winona.edu/culturaldiversity/ )
 Disability Resource Center, Maxwell 314, 457-2391 ( www.winona.edu/disabilityservices/ )
 Counseling Center, Wabasha Hall 220, 457-5330 ( www.winona.edu/counselingcenter/ )
 Writing Center, Minné Hall 348, 457-5505 ( www.winona.edu/writingcenter/ )
 GLBTA Advocate, Wabasha Hall 220, 457-5330 ( www.winona.edu/counselingcenter/ )
 Advising and Retention, Maxwell 314, 457-5878 ( www.winona.edu/advising/ )
Course Schedule
Week One (August 22, 24, 26): Sustainability Defined
M Discuss: Introductions; goal of the course; preliminary investigation of definitions of sustainability; research methods.

W Practice: Collect definitions of sustainability and evaluate the quality of the sources you find.
Read: They Say, I Say 1-50
F
W
Discuss: Go over first assignment and do some preliminary research
Read Place and Sustainability: The Case for Thinking Locally (see course site)
Please follow the links to related articles and read those as well.
Week Two (August 29, 31, September 2): Sustainability and Place
M Watch Troubled Waters
Post preliminary policy argument and one supporting link
Watch Troubled Waters conclusion
They Say, I Say 55-101
F Read “Writing Arguments” handout (see course site)
Week Three (September 7, 9): Workshop Paper 1
M No class
W
F
Group 1A&B (read and paragraph response)
Group 2A&B (read and paragraph response)
Week Four (September 12, 14, 16)
M
W
F
Listen: This American Life “Game Changer” (see course site)
Read Cradle to Cradle (pp. 1-44)
Discuss assignment two
Read: Cradle to Cradle pp. 45-67; Malthus and Godwin excerpts (see course site)
Read: Cradle to Cradle pp. 68-91
Watch: Story of Stuff
Week Five (September 19, 21, 23)
M Watch Bag It
W Watch Bag It
F no class
Week Six (September 26, 28, 30): Workshop Project 2
M Group 1 (read and paragraph response)
W Group 2 (read and paragraph response)
F Group 3 (read and paragraph response)
Week Seven (October 3, 5, 7): Business, Rhetoric, and Sustainability
M
W
Read Cradle to Cradle pp. 92-186
Watch: Is Walmart Good for America: Frontline (watch online before class)

F Read: Walmart’s sustainability efforts (see course site)
Shopping for Sweat: the Human Cost of a two-dollar t-shirt” by Ken Silverstein (see course sites)
Week Eight (October 10, 12, 14): Rhetoric of Sustainability
M Advertising
Introduction to rhetorical analysis
Read sites and handouts in course site
W Read Omnivore’s Dilemma pp. 1-11
Practice rhetorical analysis of food
F Read Omnivore’s Dilemma pp. 15-119
Week Nine Food (October 17, 19, 21)
M Project Two Due
F
W Watch Food Inc. Part One
Read Omnivore’s Dilemma pp. 123-273
W
Week Ten (October 24, 26, 28) Workshop
M Read Omnivore’s Dilemma pp. 277-410
Watch: scenes from King Corn
Read: My Empire of Dirt: How One Man Turned His Big-City Backyard into a Farm by Manny Howard
F Read: My Empire of Dirt
Chapters 7-10
Week 11 (October 31, November 2, 4)
M Group 1 (read and paragraph response)
M
W
W Group 2 (read and paragraph response)
F Group 3 (read and paragraph response)
Week 12 (November 7, 9, 11)
Read: My Empire of Dirt
Chapters 11-17
Explore example essays from various publications
F No class
Week Thirteen (November 14, 16, 18): Culture and Sustainability
M
W
Watch conclusion of Typeface
Watch conclusion of Wasteland

F Discuss films
Week Fourteen (November 21, 23, 25)
M Conferences
W No class
F No class
Week Fifteen (November 28, 30, December 2) Workshops and Conferences
M Group 1 (read and paragraph response)
W Group 2 (read and paragraph response)
F Group 3 (read and paragraph response)
Exam Date: Portfolio Due