SYLLABUS
Interpretive Writing
FOR 568-501, Stephen F. Austin State University
Includes IDP Module 230, National Park Service
Fall 2008
Course Virtual Class Hours: Wednesday 4:00 p.m. or Thursday 11:00 a.m.
Pat Stephens Williams, Ph.D.
Assistant Professor
Human Dimensions and Forest Recreation –
Education, Interpretation, Communications, Recreation
Arthur Temple College of Forestry and Agriculture
Box 6109, SFA Station
Stephen F. Austin State University
Nacogdoches, TX 75962-6109
Phone: 936-468-2196
Fax: 936-468-2489
Email: stephensp@sfasu.edu
Office Hours:
Wednesday 10 – 3.
Thursday 12 – 4.
Phone calls and/or virtual office visits by appointment or
as available.
Meetings are sometimes scheduled across these hours
beyond my control. If so, I will return your call at the
earliest available time.
Course Description:
Interpretive writing provides the opportunity to strengthen public understanding and
appreciation of natural and cultural resource issues, themes and values through
text or a combination of text and other media. To produce quality interpretive
writing, interpreters must develop their skills and knowledge as writers. Good
interpretive writing provides memorable images and ideas that facilitate audience
connections to the meanings and significance inherent in and assigned to the
resource. It engages readers intellectually and emotionally. This course provides
an overview of the writing and writing process relative to the interpretive genre, an
examination of the characteristics of good writing, and skill development in
essential techniques of interpretive writing for multiple audiences and purposes. In
addition, as part of the course, the philosophy and techniques, the curriculum and
training, and the certification review process of the NPS Interpretive Development
Program (IDP) are explored and utilized as one tool to approach the interpretive
writing process.
1
SYLLABUS
Course Objectives:
1. To expose students to the depth and breadth of natural and cultural resource
interpretive writing;
2. To provide the opportunity for students to develop and improve skills and
techniques related to interpretive writing;
3. To provide experience in authentic learning opportunities concerning natural
and cultural interpretive communications;
4. To provide experience in a writing workshop community; and
5. To provide students with the opportunity to experiment in narrative creative
non-fiction writing, writing for the public, and writing for technology transfer.
Learning Outcomes:
Upon completion of the course, students will be able to:
1. Discuss the writing concepts present in the genre of interpretive writing through
time.
2. Discuss their personal writing strengths and writing techniques to increase their
strengths and abilities as professional writers.
3. Determine writing approaches appropriate to the audience, purpose, and
venue.
4. Demonstrate an understanding of writing basics in both fiction and non-fiction
approaches, including development, mechanics, style, and revision.
5. Demonstrate an understanding of interpretive writing methods and techniques,
including such examples as logical explanation, word pictures, metaphors,
character and dialogue, and storytelling.
6. Analyze interpretive writing using the Interpretive Development Program’s
Analysis Model.
7. Create interpretive writing using the Interpretive Development Program’s
Process Model.
Course Texts:
Bradbury, Ray. (1992 Reissue). Zen in the art of writing. New York: Bantam Dell
Publishing (division of Random House).
Finch, Robert and J. Elder, ed. (2002) The Norton book of nature writing. New
York: W.W. Norton and Company.
2
SYLLABUS
Goldberg, Natalie. (1986). Writing down the bones. Boston: Shambhala.
Marius, Richard. (1999). A writer’s companion, 4th ed. Boston: McGraw-Hill.
Recommended but not required:
American Psychological Association. (2001). Publication manual of the American
psychological association, (5th ed.). Washington, DC: Author.
Peterson, David. (2001). Writing naturally: A down-to-earth guide to nature writing.
Boulder, CO: Johnson Books. (several readings are available in the WebCt
site)
Course Content Modules
Course Content Learning Modules will be available throughout the semester as the
need arises for special additional content. These modules serve as a lecture
alternative to support the weekly discussions, your needed knowledge base, and
your assignments execution. Availability and assignment will be posted on the
course homepage.
Course Technology:
Computer Hardware. SFA has established the following minimum hardware
requirements for enrolling in a web-based distance education class. To be
successful in your graduate studies and to enjoy your masters degree
experience, please ensure that your computer system meets these minimum
requirements:
Operating System
Processor
Memory
Hard Drive Space
Modem
CD-ROM
Sound Card
Monitor
Windows '95, '98, 2000, NT, XP or a
Macintosh with System 8.1 or higher
600 MHz or higher
64 MB of RAM
100 MB free disk space
56 kbps or higher speed
Required
Required
15" monitor (800 x 600 resolution)
Computer Software. SFA has also established minimum software
requirements for enrolling in a web-based distance education class. Please
adhere to these minimum requirements:
3
SYLLABUS
Internet Access
Browser
Any Internet Service Provider (ISP)
E-Mail Client
SFA e-mail account (mySFA), Hotmail,
Yahoo, or any other e-mail service (Webbased recommended but not required).
Internet Explorer 5.01 to 6.0, except 5.5
Service Pack 1 (PC)
Internet Explorer 5.0 (Mac OS 9.x)
Internet Explorer 5.1 (Mac OS 10.1)
Netscape Communicator 4.76, 6.2.1, 6.2.2,
6.2.3, 7.02 (PC and Mac)
(All other versions of Netscape 6.0 are NOT
supported. Note: Mac users have
experienced some problems with Netscape
Communicator 7.02).
AOL 7.0. SFA recommends that AOL users
use either Internet Explorer or Netscape
browsers after gaining access through AOL.
Miscellaneous Software Requirements.
Streaming Download the latest version of RealPlayer at: www.realplayer.com.
Audio and Download the latest version of Real Producer at:
Video
http://oit.sfasu.edu/soft/web.html.
Download the latest version of Apple Quick Time at:
http://www.apple.com/quicktime/download/
PDF
Download the latest version of Adobe Reader at: www.adobe.com.
Reader
PowerPoi Download a free PowerPoint viewer at:
nt Viewer http://www.microsoft.com/downloads/details.aspx?FamilyId=D164
9C22-B51F-4910-93FC-4CF2832D3342&displaylang=en
Pop-Up
Please note: If ad or pop-up blocker software (Pop-Up Stopper,
Blocker
Pop-Up Defender, Pop-Up Zapper, etc.) is activated, it will hinder
the use of WebCT’s quiz/survey and chat tools. Each time you
start your computer you must disable the blocker program before
working in WebCT with the quiz/survey and/or chat tools.
Personal firewalls must be disabled when working in WebCT as
they will hinder the transfer of “cookies” (i.e., info transferred from
server to server).
WebCT, the distance education software used at Stephen F. Austin State
University, operates on an internet-based system. WebCT only recognizes
three types of files: HTML, JPEG and GIF. Therefore, students must use
HTML (or webpage) software for all their assignments. Mozilla is
recommended. This software program provides a “what you see is what you
get” environment for developing HTML documents. It also makes extensive
use of buttons and pull-down menus much like standard word processing
4
SYLLABUS
programs. Finally, it has a much quicker learning curve since it does not
require knowledge of HTML code.
After installing either Mozilla or Internet Explorer, you MUST ensure that Java
and JavaScript have been enabled for your browser and that your cache is set
to reload every time. Failure to enable Java and JavaScript will cause
problems with logging on and with chatting. Failure to set cache to reload
every time will result in not being able to see items (i.e., assignments,
discussion board postings) as they are posted to the course. For more
information, please refer to the WebCT User Guide prepared by SFA’s Office of
Instructional Technology [Available online:
http://www.oit.sfasu.edu/webct/Access_Orient.htm
Words of Wisdom:
 Disable your pop-up blocker while working in WebCt.
 Call OIT whenever you need to for technical support and cannot solve the
situation through the online tutor – they are there for you!
www.oit.sfasu.edu or (936) 468-1818
 If you are on dial-up, go to a friend’s, a cyber café, anyplace where you can
access a high-speed connection, to download supplementary readings,
video clips, or audio files – trying to get these files on dial-up will cause
extreme frustration!
Course Requirements:
Class Participation:
This is a graduate course in resource interpretation. As such, it requires
students to assume responsibility for analyzing class readings and other course
content, identifying the implications for interpretive program development, and
applying those insights to class discussions and assignments.
Because this is a graduate level course it differs from undergraduate course
format. As graduate students you will be expected to participate as
professionals in the field, meaning that your opinions will be expected and
valued. In addition, the class format is based on a workshop/seminar design.
In a writing workshop, writers read other writers for inspiration, technique, style,
and discussion; work on pieces for practice and submission for peer review;
and participate in the peer review process by careful and close reading of other
classmates’ work.
8
5
SYLLABUS
Class participation includes, but is not limited to:









Becoming familiar with and using WebCT (Mycourses) as the primary
course delivery mechanism.
Completing assigned readings.
Completing and participating in assigned writings.
Participating in online seminar discussions.
Reading and responding to professional and student writing.
Working with peers (in pairs or small groups) to complete assignments as
required.
Providing peer review comments for drafts of classmates’ projects.
Submitting assignments online.
Participating in instructor/student conferences.
Readings:
Course readings are taken from the assigned texts and a variety of
supplemental readings. All supplemental readings are available in the texts or
in PDF format in the WebCt (myCourses) site. The Course Schedule provides
an outline of required course readings. Please feel free to provide additional
resources as the need and occasion arises.
Journal Entries:
As a writer, you will keep a writing and response journal for this class. Students
often state at the end of class that they wish they had more opportunity to
experiment and practice writing, in addition to reading other writers. A good
writer reads other writers and a good writer writes frequently. Hopefully, this
will become a lifelong habit to provide a place for you to respond to readings,
store quotes and comments, practice technique and style, and keep notes
about observations for you to use in your writing. It is very important that you
feel comfortable that this is a project to serve you, not to please me.
You may keep your writing journal in whatever way best serves your inspiration
and thought – for instance a three ring binder, or using colored pens, etc.
However, because it is necessary to have content to count towards your grade,
you are required to post your reading responses to your Journal on WebCT
(myCourses) on a weekly basis. These will need to be posted by noon on
Monday. You can access your journal through the Reading Response icon on
the homepage or the Discussion listed on the left side of the course page.
They both go to the same place! In addition, your journal has been set up so
that other students in the class can view your work and you can view theirs.
Please do this on a regular basis in order to be prepared for discussion in class.
6
SYLLABUS
Remember, although these journal entries do count towards your grade (and I
will let you know if you are or are not reaching the expectation), the writing is for
YOUR benefit. The more you write, the better you get to know yourself as a
writer, experiment with new techniques, and gain practice. I WILL read
everything you write, but I will not judge, comment, or intrude upon these
places that are your and your classmates’ FREE spaces.
Workshop/Seminar/Discussion:
Each week students participate in an online seminar. You are only required to
attend one session per week at either 4:00 on Wednesdays or 11:00 on
Thursdays Central time. Keep track of the announcements and email for any
changes in the virtual schedule due to professional commitments.
On your WebCT page you will click on Chat, then the Common Room. These
virtual meetings focus on topics related to the week’s readings, assignments, or
on in-class prompted writings. Transcripts of the seminar discussion sessions
are posted on the course discussion webpage. You may want to read the
transcripts from the session you do not attend.
Preparation for seminar discussions includes (1) writing thoughtful, insightful
responses to readings, (2) posting them in your Journal, and (3) reviewing the
postings other students have made. From time to time, you will be asked to
write readings responses to student writings.
Assignments:
Submitting Assignments
Assignments will be submitted through WebCT(myCourses). The specific
process for submitting assignments is as follows:
 Prepare assignments and upload or paste through the Assignments.
 Assignments are due by the date and time indicated in the syllabus.
Analysis Model Assignments
Due: Heinrich Essay, Monday, September 29
Logan Essay, Monday, October 6
As one of the beginning courses in this program, part of the purpose of this
class is to give you experience with one model of designing and evaluating
interpretive products. Interpretation can be defined as linking a tangible
resource to its intangible meanings using an appropriate method. Good
teachers are good interpreters. Good preachers are good interpreters. Good
writers are good interpreters. Effective interpretation does not necessarily
7
SYLLABUS
require an understanding of the concepts and craft of interpretation. The
Analysis Model assignments allow you to examine two pieces of nature writing
using the National Park Service’s IDP’s Analysis Model process. The first text
is an essay about lycopods by author Bernd Heinrich entitled “Getting by on
Less.” The second text is an essay about dung beetles by author William
Bryant Logan entitled “The Dung Beetle.”
To complete this project, for each piece you will:

Analyze the text using the Analysis Model.

Complete an Analysis Model Worksheet.

Determine whether, in your own opinion, the piece demonstrates the
certification standards outlined in the IDP Module 230 rubric.
1) Successful in creating opportunities for the readers to form their own
intellectual and emotional connections with meanings/significance
inherent in the resource,
AND
2) Appropriate for the audience, and provides a clear focus for their
connection with the resources(s) by demonstrating the cohesive
development of a relevant idea or ideas, rather than relying primarily on
chronological narrative or a series of related facts.

Reflect upon what worked in the piece, what didn’t work and why, and
how the piece could be improved and/or made more interpretive. In
reflecting on the piece, students will assume the role of a reviewer who
has been asked to take a critical look at the piece and offer a positive
assessment of the piece’s strengths as well as constructive suggestions
for interpretive improvement.
For each text, students will submit:
1. A completed analysis model worksheet,
2. A 2-3 paragraph statement outlining the ways in which the piece did or
did not demonstrate IDP Module 230 certification standards, and
3. A more personalized set of review comments and suggestions for
interpretive improvement.
8
SYLLABUS
Process Model Assignments
Due: Site Bulletin, Monday, November 17
Radio Essay, Monday, November 24
Over the 20th and 21st centuries, the United States has referred to itself as a
“melting pot” of cultures to provide a conceptual image of the melding of those
cultures into a homogenous society. More recently the term has changed to a
“tossed salad” to reflect the recognition of the differences and similarities of the
multiple cultures that make up the American experience.
How do we portray these dissimilar experiences and histories through
interpretation? Or, more broadly, how should interpreters address the topics
associated with the sense of alternative American experiences and the sense
“other”? This assignment requires students to wrestle with these questions and
to produce two interpretive products that reveal, in part, their answers to these
questions. The complexities involved with the exploration of the sense of
“other” will be discussed in class and, at times, may make us feel
uncomfortable as we try to understand and push beyond our comfortable
margins. The posted readings to help with this exploration deal predominantly
with the African-American cultures and histories to work towards an
understanding of how to accurately and effectively represent the multiple
viewpoints of history and experiences. This is a starting point. Each of you
will bring at least one piece dealing with “other” to add to the resources.
Specifically, in this assignment students will develop:

Develop an interpretive writing piece suitable for publication in a site
bulletin (approximately 1000-1500 words), and

Develop and record in an audio file a “radio essay” suitable for
broadcasting on a public radio station (i.e., 3-4 minutes in length,
approximately 500-700 words).

The radio essay should be drawn from a subset of the site bulletin
content, but adapted to suit the specific genre. The site bulletin and the
radio essay must use the IDP Process Model in the product
development.

For both pieces of the assignment, you must submit the text of the site
bulletin or radio essay as an electronic file accompanied by a completed
Process Model Worksheet.

For the radio essay assignment, you must also submit a digital
recording of you reading your radio essay. Use Real Producer to record
your product.
9
SYLLABUS
Because interpreters are more familiar with site bulletins than radio essays, it
may be helpful to consider Philip Gerard’s observations regarding this emerging
genre:
“Radio is a strangely intimate medium. You speak into the
microphone as if you are talking to one person who is listening
intently, rather than to some generalized, anonymous audience. This
genre is relatively new and is no longer confined to public radio…Its
succinctness and the possibilities for the pure sound of language
have proved especially appealing for poets. Writing ‘out loud’ can
teach a writer word-discipline and the nuances of spoken—compared
to written—narration. You get used to reading your work out loud,
and the ear picks up awkward phrases, lapses in sense, and rocky
transitions that your eye alone would never recognize…And there is
an immediacy to the spoken word that seems to spark reaction and
reply rather than simple reflection. You shoot an arrow out into the
world, and if it hits home, you’ll know it” (Creative Nonfiction, pp. 109111).
Module 230 Product Submission & Peer Review
Due:
Draft #1 Submitted for Peer Review, Monday, October 13
Draft #1 Peer Review Comments, Monday, October 20
Draft #2 Submitted for Peer Review, Monday, November 3
Draft #2 Peer Review Comments, Monday, November 10
Module 230 Final Product Submission for Class Grade, Friday, December 5
Module 230 Final Product Submission for NPS Certification, February 16
The final project consists of two parts:


You will prepare an interpretive writing piece that may be submitted to the
National Park Service’s IDP certification review process. If you choose to
submit, the piece will be evaluated by IDP certifiers based on the Module
230 rubric. If you have already submitted a writing product for IDP
certification review and that product demonstrated certification standards, it
will not be necessary to resubmit a writing product to the NPS for review,
HOWEVER, you will be expected to submit a product for this class.
As a part of drafting, reviewing, and revising the submission, you will use
the Analysis Model and peer review criteria to prepare written and verbal
feedback for two products written by your classmates. To complete each
peer review, you will submit your peer review comments to your review
10
SYLLABUS
partner(s) via email, copy the peer review comments to me via email, and
arrange a phone call with your review partner(s) to discuss their comments.

The final project allows you to engage in a writing process that involves (1)
drafting, (2) feedback from peer reviewers, and (2) revision. Please
remember, no piece is ever “perfect” or “finished,” including products that
have demonstrated certification standards. Also remember that certification
standards of the NPS module look ONLY for a cohesive idea and
opportunities for intellectual and emotional connections by the reader.
Therefore, you will need to tailor your final piece towards that rubric if you
are planning to submit. For the purpose of this class, we will also expect
accuracy of content, virtually free from errors, and style choices that
enhance the content of your piece.

If you choose to submit to NPS IDP Certification review, you MUST include
all associated paperwork with the submission. Be sure and review the
submission guidelines for this module and complete them before sending
the product and paperwork to Mary Ramos for forwarding to the NPS.
Incomplete submissions will not be forwarded to the NPS. Do NOT submit
to the NPS yourself.
Conferences:
Regardless that this is a workshop format, at least once in the semester you may
be required to participate in a phone conference with me regarding your work.
Mid-semester we may “meet” to discuss material relevant to this course. Towards
the end of the semester we can meet to move you towards thinking about
technology transfer and a potential research project to satisfy your thesis
requirement for the degree. This gives us an opportunity for you to have my
undivided attention to discuss your writing and your future project.
Grading:
Class Participation
150 points
Journal Entries
150
Impromptu Writing Assignments
Analysis Model Assignments (2 @ 100 pts each)
50
200
Process Model Assignments
Interpretive Writing/Site Bulletin (100 pts)
Radio Essay (100 pts)
200
11
SYLLABUS
Module 230 Submission
Peer Review of Classmate’s Module 230
Submission (2 @ 25 pts)
Module 230 Product Submission (200 pts)
Total
250
1000 points
All assignments must be submitted in order to receive a passing grade in the
class!!!!
Grades will be assigned according to the following scale:
1000 - 930 points = A
929 - 860 points = B
859 -780 points = C
779 – 710 points = D
709 and under = F
Social Justice:
Stephen F. Austin State University and the Arthur Temple College of Forestry are
committed to social justice. Every effort will be made to assure a positive learning
environment based upon open communication, honest expression of ideas, and
mutual respect. Tolerance for divergent backgrounds and ideas will be strongly
encouraged, whether based on race, ethnic origin, gender, physical challenge,
age, or religion. Suggestions to help foster an environment of academic freedom
and social justice are welcome.
Professional Ethics Statement
Students in the graduate program are considered to be professionals, as well as
students, and we expect that you will reflect professionalism in your work. As
representatives of Stephen F. Austin and members of the graduate program of the
Arthur Temple College of Forestry, you are held to the responsibility to conduct
yourselves, your academic work, and your research in a professional and ethical
way. This means that you abide by the rules of conduct stated in the student
handbook, agree to a no cheating and no plagiarism policy, and follow the
guidelines for ethical research set forth by the university.
Cheating and plagiarism are serious offenses and will be treated as such.
Cheating can be defined as unethical use of another’s information to complete an
assignment or test. Plagiarism can be defined as using someone else’s words or
ideas without giving proper credit for their use. Be sure to cite your sources if in
doubt. Behavior related to cheating or plagiarism may cause immediate failure of
the course, and/or, at the very most, cause academic expulsion from the program.
12
SYLLABUS
Course Schedule:
Topics may be adjusted at the discretion of the instructor according to the
needs of the class. Schedule may be adjusted as needed.
Review Content Modules as Assigned on Homepage
Text – Assigned Course Text
Seq.
Week
1
Rdg – Virtual Reading
Topics/Agenda
Aug. 25 Sep. 29
Introductions, Course
Overview
POST YOUR DEFINITION OF
INTERPRETATION IN THE
DISCUSSION BY AUG 29
YOUR INTRODUCTION DUE BY
SEPT 2
2
Sep. 1 - 5
What is Interpretive Writing
Norton – Chron.
Readings – THIS week for
Discussion NEXT week
Syllabus
Module 230
Audio File on Course
Ueland-Everybody is Talented,
Rdg
Murray, Workshopping, Rdg
Norton: Crevecoeur – Letters;
Meriwether Lewis – The Journals
Begin Reading Writing Down the
Bones for Discussion Week 14
Peterson-Journaling Life’s
Journeys, Rdg
Marius, Chp 1, Text
Norton: Catlin; Emerson – From
Nature; Thoreau - Journals
3
Sep. 8-12
Crafting Interpretive
Writing,
Gerard, pp. 112-135, Rdg
Creative Writing
Techniques
Peterson-The Essay, Rdg
Marius, Chp 3, Text
Peterson-Doing it With Style, Rdg
Norton: Muir-A Wind-Storm;
Porter-Moths of the Limberlost;
Standing Bear – Nature
13
SYLLABUS
4
Sep. 15 - 19
Crafting Interpretive Writing Peterson, A College Writing ShortCourse, Rdg
Analysis Model
Marius, Chp. 2, Text
Logan-The Dung Beetle, Rdg
Heinrich-Getting By on Less, Rdg
Norton: Leopold; E.B. White; R.
Carsen
5
Sep. 22 - 26
6
Sep. 29 –
Oct. 3
Interpreting Alternative
Histories and Experiences
Stokes Brown-Transcribing, Rdg
Galt-Keeping Track of Years, Rdg
Norton: Wright; Stegner – Glen
Canyon;
Zehr-Writing for the Public, Rdg
Writing for the Public
Biven – Ch 7, Newsletters,
Discussion Leaders May Be
Magazines, and Feature Writing
Assigned – Human Dimensions
of Natural Resources Conference Norton: Haines; Zwinger;
Matthiessen – The Tree
ANALYSIS MODEL #1 DUE
MONDAY
7
Oct. 6 - 10
Sense of “Other”
Analyzing Interpretive
Writing
Peterson-Research, Rdg
Norton: Le Guin; Edward O.
Wilson; McPhee
ANALYSIS MODEL #2 DUE
MONDAY
8
Oct. 13 - 17
Sense of “Other”
Analyzing Interpretive
Writing
Peterson, Re-Vision, Rdg
Norton: Momaday; Bruchac; Alice
Walker
Discussion Leaders May Be
Assigned – NAAEE Conference
MODULE 230 PRODUCT
SUBMISSION DRAFT #1 DUE
MONDAY
9
Oct. 20 - 24
The “Other” Experience
Farnsworth, pp. 145-158, Rdg
PEER REVIEW DRAFT #1 DUE
MONDAY
Galt-Migration, Technology, and
Social Change, Rdg
Foner, Expert Testimony, pp. 1-23,
Rdg
14
SYLLABUS
Goodheart, pp. 36-43, 94, Rdg
10
Oct 27 – 31
Crafting Interpretive Writing Marius, Appendix 2, Text
Process Model
Murray, Chp 4 & 5, Rdg
Norton: Erlich; Kincaid; D. Duncan
11
Nov. 3 - 7
Crafting Interpretive Writing Marius, Chp 4, Text
Discussion Leaders May Be
Assigned – SAF Conference
MODULE 230 PRODUCT
SUBMISSION DRAFT #2 DUE
MONDAY
Bivens – Ch 8, Brochures and
Other Information Pieces
Bivens – Ch 11, Television and
Radio
Norton: Nabhan; Erdrich;
Masumoto
12
Nov. 10 - 14
Thinking About Research and
Technology Transfer
Discussion Leaders May Be
Assigned – NAI Conference
PEER REVIEW DRAFT #2 DUE
MONDAY
13
14
Nov. 17 - 21
Nov. 24 - 28
Dec. 1 - 5
Bradbury – Zen in the Art of Writing
for Discussion Week 14
Norton: McKibben
Crafting Interpretive Writing Marius, Chp 5, 6 & 7, Text
PROCESS MODEL #1 DUE
MONDAY – SITE BULLETIN
Norton: Reader’s Choice
Writing Down the Bones
Murray, Chp 6 & 7, Rdg
Zen in the Art of Writing
Readings and Writings as
Assigned
PROCESS MODEL #2 DUE
MONDAY – RADIO ESSAY
15
Peterson – Research, Rdg
Interpretive Writing Best
Practices & Review
Challenges
NO CLASS, SFA THANKSGIVING BREAK
Readings and Writings as
Assigned
MODULE 230 PRODUCT
SUBMISSION FINAL DRAFT FOR
COURSE GRADE DUE FRIDAY
Dec. 8 - 12
EXAM WEEK NO CLASS
SUBMISSION FINAL VERSION (&
FORM) DUE FEBRUARY 16
15
SYLLABUS
SEMINAR DISCUSSIONS HELD ON WEDNESDAYS AT 4:00 P.M. AND THURSDAYS AT 11:00 P.M.
(CENTRAL)
16