Writing, Speaking, Thinking II (HUM 102-099)
Fall 2012 Semester – Meeting Dates: September 4 – December 12
Meeting Days: Tuesday and Friday
Meeting Room: FMH 321
Lecturer’s Office: Cullimore Hall 115D
(Inside Writing Center area)
Phone: 973-596-5472
Meeting Hours: 8:30 - 9:55AM
Lecturer: Prof. Waltz
Office Hours: By Appointment Only:
Tuesday and Thursday (10:30-11:30 AM)
Email: waltzcu@adm.njit.edu
Course Description
This course focuses on enhanced written and oral communication skills; emphasizes reading and interpretation of
literary forms; incorporates critical analysis of literary works; provides instruction in methods of research using print and
on-line sources; emphasizes writing about literature. HUM 102 continues the study of humanities begun in previous
HUM classes, drawing from literature, history, film, cultural studies and the social sciences to provide opportunities to
enhance critical reading, writing, speaking and research skills.
Prerequisite
Satisfactory completion of HUM 101
Assigned Course Texts
Alison Booth, Kelly J. Mays. The Norton Introduction to Literature, Portable Tenth Edition; ISBN: 978-0-393-91164-0. Also,
students will need to purchase a Criterion Code Access Key from the bookstore. This is needed to complete the required
pre- and post-assessments for this course.
Course Management System: The open source platform Moodle will serve as the Course Management System. There is
no cost for Moodle, and students may access at http://moodle.njit.edu. Click on “Moodle
Blogging Software. For course blogging tasks, NJIT hosts the WordPress Platform. WordPress may be activated at
https://blogs.njit.edu/ocw/about/There is no cost for the WordPress platform.
Podcasting. For course podcasting tasks, NJIT hosts Camtasia Relay. The platform may be accesses at
http://relaystart.njit.edu/ There is no cost for Camtasia Relay.
Student Learning Outcomes
By completion of this course, students will achieve competency in reading, writing, and critical analysis experiences
defined in the Framework for Success in Postsecondary Writing (http://wpacouncil.org/framework). That is students will
achieve proficiency in rhetorical knowledge, critical thinking, reading, and writing; composing process; knowledge of
conventions; composing in electronic environments. In order to achieve proficiency in these outcomes, students will:
a) Demonstrate analytical academic writing
b) Write essays exhibiting sentence variety and clarity with a structured thesis statement by integrating research
throughout the body paragraphs and developing a concrete conclusion
c) Develop revision and editing skills to be applied to multiple drafts of essays
d) Apply feedback from instructors and classmates to develop further writing skills utilizing components of the writing
process
e) Developing writing-to-learn strategies (such as brainstorming, free-writing, and reading logs) to develop
understanding of course content and to think critically about that content
f) Identify effective writing strategies to address a variety of audiences
Plagiarism
If you intentionally plagiarize, you will receive an “F” for the assignment and you will fail the course. Plagiarism is a
serious academic offence that is not taken lightly. When you use other sources or materials that are not yours, you need
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to make sure that you give proper credit to the author by citing his/her work. If you have any questions about
plagiarism, you can make an appointment with the library or the Writing Center to make sure that you are citing
correctly and thus avoid any unintentional plagiarism.
Academic Integrity
The University Code on Academic Integrity reminds us that NJIT is “an institution dedicated to the pursuit of knowledge
through teaching and research. The university expects that its graduates will assume positions of leadership within their
professions and communities. Within this context, the university strives to develop and maintain a high level of ethics
and honesty among all members of its community.” Academic integrity is thus an integral part of the NJIT community.
Each student is therefore required to sign the Honor Code Agreement. The URL for University Code on Academic
Integrity: http://www.njit.edu/academics/pdf/academic-integrity-code.pdf The Honor Code Agreement in Part 2, Article
III, Section 3, must be posted on each student’s ePortfolio.
Class Participation and Attendance
Attendance and participation are essential to the success of any class and any student’s personal achievement.
Assignments should be completed before the corresponding class meetings and I expect you to come to class prepared
to share, discuss, and reflect on what you have learned. Please also do not hesitate to ask questions whenever you do
not understand something that has been assigned, the writing process can sometimes be difficult and there is no reason
to be embarrassed if you are struggling with something.
You should try not to miss any classes, because it can cause the quality of your writing to suffer. However, if you must
miss a class, it is imperative that you keep up with your writing assignments and find out what you missed during the
class meeting since it will have an impact on your future assignments. In addition, after three absences, you can expect
your final grade to be lowered. If you have more than six unexcused absences-you will, in all probability, fail the
course.
Course Assignments & Late Assignments
As you begin this course, remember that you and your instructors will engage in a wide variety of writing assignments
(or tasks) in this course. For each of the tasks you will encounter this semester, students should work with their
instructors to ensure that each of the following elements is clearly understood before work is begun: Who is the real or
imagined audience for the task? What is the aim of the task? What genre(s) will be used to present the completed task?
What required and recommended readings, as well as required research, will be necessary for success? What rubric (or
evaluative method) will be used to assess the task? What is the point value of the task within the scale used to establish
final course grades? If students learn to ask these key rhetorical questions, each course activity will be more clearly
understood, and success will be more readily achieved. Finally, map out the course assignments very carefully, paying
special attention to due dates. The more you plan, the more successful you will be! Late Assignments: All assignments
are to be submitted on or before the specified deadline. Since most assignments are announced and completed in-class
and/or as part of group work, there will be NO LATE ASSIGNMENTS accepted after the initial deadline date.
Research Roadmap: Information Literacy
The Research Roadmap provides online access to information-related resources and skills required in HUM102. Upon
successful completion of the HUM102 Research Roadmaps module, you will be better able to recognize different types
of sources and their uses; locate information on the web, in books, journals, electronic indexes/databases (including
periodical articles); select and use appropriate criteria for evaluating information in order to identify useful materials;
information ethically and legally; use MLA citation style to cite materials consistently and accurately; and feel more
confident about conducting research for academic work. Late assignments are not accepted and workshop attendance
cannot be rescheduled.
Out of Class Writing assigned this semester will include a Research Anthology Project, 4-6 pages in length, and essays,
at least two typed pages long. Other assignments may include short answer essays. All papers must be typed. They are
to be double spaced with one inch margins all around. Use a standard font and font size (12 pt. Times New Roman or
Courier New). The Research Anthology Project will go through significant revisions over the course of the semester so
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that your best work will be presented. For the Research Anthology Project, students will select a topic from the topic
list, collect at least three essays or other secondary (journal articles, etc.) work about the topic, then evaluate and create
an anthology of the secondary sources, including a correctly-cited introduction. All sources, including information found
on the Internet, must be cited. A description of the MLA format can be found on the NJIT website.
In Class Presentations are an important element of this course. You will be required to present a Weekly Presentation
and an Oral Presentation of your Research Anthology Project to the class. It is not to be read in class, but rather
presented as a 10 minute lecture. All presentations need to be interactive and incorporate a visual aid.
Weekly In-Class Group Presentations are conducted as a group and will be graded based on the group’s overall
presentation (20-30 minutes). Therefore, be sure your group is prepared and is well-versed in the presentation material.
Each group member is allowed at least 5 minutes to present their portion of the material for each story assigned. The
presentation should cover the following: author’s bio (2-4 minutes), story analysis (3-5 minutes), character profiles (3-5
minutes), reader’s response to material (3-5 minutes) and discussion questions (5-10 minutes). Each group member
should have a part in the story analysis, character profiles, reader’s response to material, and discussion questions.
Course Requirements
Research Anthology Project
Weekly In-Class Group
Presentations & Peer Reviews
Criterion & Essays
Quizzes
Research Roadmaps &
Research Paper Proposal
Class Attendance/Participation
E-portfolio
(30%)
(20%)
(10%)
(10%)
(10%)
(10%)
(10%)
Academic Calendar: November 6 – Withdrawal deadline and December 14-20 – Final Exams. For Fall 2012
Common Quiz Dates go to http://www.njit.edu/registrar/exams/fall12exams.php
Final course grades will be determined according to the following scale:
A = 100-90
B+ = 8985
B = 8480
C+ = 79-75
C = 74-70
D = 6960
F = 59-0
Class Schedule (All in-class activities due end of class) – PLEASE BRING YOUR LAPTOP TO CLASS
Week 1 – 9/4 – Introduction to course, texts, Icebreakers/Academic Honesty/Reader’s Workshop: What
is Literature? What are the genres of literature? Why read literature? Why study literature? (pp. 1-10)/
Laptop Navigation: Moodle/Research Roadmaps Overview/In-class Activity: “Research Roadmaps”
Assignment – 1. Read “Chapter Summary: Fiction: Understanding the Text” in Moodle 2. Complete the
“Fiction Genre Quiz” in Moodle. Due 9/9 (10% of grade) 3. Bring your laptop to next class 4. Read Fiction:
Reading, Responding, and Writing (pp. 14-23) for next class
9/7 – Reader’s Workshop: Review Fiction: Reading, Responding, and Writing (pp. 14-23) Activity: Read &
discuss “The Elephant in the Village of the Blind,” “20/20,” and “The Shabbat” (from Persepolis)/Laptop
Navigation: Criterion Overview
Assignment – 1.Read “Persepolis” section in Moodle for next class 2. Read “Writing About Fiction” pp. 45-51
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Week 2 – 9/11 Reader’s Workshop: Review “Persepolis” section in Moodle/In class – Activity: Watch
“Persepolis”
Assignment – 1. Essay #1 - Write argumentative essay based on #2 under “Writing” - Comparing Texts:
Compare Satrapi’s 2007 Oscar-nominated film version and graphic novel version of Persepolis. Write an essay
in which you make an argument about the effect of the difference in media. What do the film and the printed
version have in common? How are they different? How does movement in the film change your sense of
Satrapi’s artistic style? Did your understanding of the characters, the plot, or the historical context change as a
result of watching the film? If so, how? (10% of grade) 2. Bring laptops to next class. 3. Create login for
Criterion before next class. Due 9/13
9/14 - In-class Activity: Graphic Novel Overview/Discuss & Review Group Presentations/Pick Groups/Laptop
Navigation: Proctored Diagnostic Essay: CRITERION
Assignment – 1. Using the excerpt from Persepolis as your model, write a graphic story (with visual drawings)
about an incident in your life that had a considerable impact on you. As Satrapi does, you should create two
distinct voices for yourself— you as the person involved in the incident and you as the narrator reflecting back
on the incident. Experiment with different uses of individual panels to represent moments in your story, and
experiment with page layout to create relationships among panels. All graphic novel stories, which will be
presented before your peers in the next class (5 minutes), should be legible and will be graded based on
content development, level of creativity, and information dissemination. 2. Complete Criterion Rapid
Assessment (10% of grade) Due 9/18
Week 3 – 9/18 – In-class Activity: Graphic story presentations
Assignment – 1. Read “Writing Process” section and complete the “Writing Process Quiz” on Moodle (10% of
grade) 2. Complete the Research RoadMap Quiz#2 (10% of grade) 3. Read Plot pp. 59-68, “Happy Endings”
(posted on Moodle) and “The Jewelry” (pg.69) 4. Bring your laptop to next class (due 9/20)
9/21 – Group #1 Presentation – Happy Endings & Jewelry (20% of grade)/Reader’s Workshop: Review Plot
pp. 59-68/Laptop Navigation: “Jewelry” & “Happy Endings” Quiz
Assignment – 1. Read “Hills Like White Elephants” (pp. 113), “Girl” (pp.118-119), and “Narration, Point of
View, and Character” (pp. 102-107) 2. Bring your laptop to next class
Week 4 – 9/25 – Group #2 Presentation - “Hills Like White Elephants” and “Girl” (20% of grade)/Reader’s
Workshop: Review “Narration, Point of View, and Character” (pp. 102-107)/ Laptop Navigation: “Hills Like
White Elephants” Quiz
Assignment – 1. Read “Recitatif” pp.130-145, “Sample Writing” pp. 206-211 and “Symbol and Figurative
Language”pp.212-218 2. Essay #2 - Write your own short story, “Boy,” modeled on “Girl,” or write your own
version of “Girl,” taking into account your inclusions and omissions. Do this either from your own point of view
or from that of an unwelcome adviser. (20% of grade) (due 9/27)
9/28 – Group #3 Presentation - “Recitatif” (20% of grade)/Reader’s Workshop: Review “Sample Writing” pp.
206-211 and “Symbol and Figurative Language”pp.212-218/ In-class Activity: Racial Profiling Exercise
Assignment – 1. Bring a personal item that is symbolic to you or your family to next class. Each student will
present their item to the rest of the class. (2 minutes) (20% of grade) 2. Essay #3 - Race is a sensitive issue
because no matter how sure a person is that he or she is not prejudiced, it is impossible to be free from racial
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stereotyping. The reader is looking for clues to Twyla’s and Roberta’s race based largely on generalized ideas
about races. Reread the story and for each episode explain the racial basis for each clue to the girls’ race.
What does that tell you about your own racial thinking? Now, write an argumentative essay instead that the
point of “Recitatif” is not to determine the characters’ races but instead to make readers uncomfortably
aware of their own stereotypes and assumptions about race—and the inadequacy of those stereotypes and
assumptions. What evidence undermines or complicates your attempts to assign a racial category to either
character in the first paper? How does the story reveal the social construction of race and implicate readers in
that process? You might think about and discuss your own feelings of discomfort and uncertainty as you read
the story and as you tried to write the first response assignment. Be sure to cite your evidence using MLA
formatted in-text parenthetical citations. (20% of grade) 3. Type and print four copies of your Essay#3 for next
classes Peer Review (due 10/2)
Week 5 - 10/2 – Symbolism Presentations (10% of grade)/Reader’s Workshop: Group Peer Review/Student
Conferences
Assignment – 1. Complete peer reviews of Essay#3, make a copy of each peer review, and bring all peer
review copies to next class. Return each group member’s peer review and give a copy to instructor for grade 2.
Research RoadMaps Annotated Bibliography (at least three hard sources with annotation) (10% of grade) 3.
Read the all sections in “The Research Essay” and “Quotation, Citation, and Documentation” in Moodle.
Complete the “The Research” and “Quotation” Quizzes (10% of grade) 4. Complete the Research RoadMap
Quiz#3 (10% of grade) 5. Read “Critical Approaches” (pp. 1317-1347) (due 10/5)
10/5 – Research Project Review/Literary Approach Review “Critical Approaches” (pp. 1317-1347) /Group Peer
Review
Assignment – 1. Revise and submit final Essay#3 in Moodle (due 10/8) 2.Type up Research Project Proposal
(a one-page sentence outline including thesis statement and a one-page proposal describing your topic, choice
of literary works you will defend, what literary critical approach, and writing strategy you will use to argue
your claims in your final research paper) (10% of grade). Bring printed Research Project Proposal to next class
(due 10/9)
Week 6 - 10/9 – MANDATORY Research RoadMaps Workshop /Research Project Proposal Review
Assignment – 1. Read “Character” pp. 121-129, “The Birth-Mark” pp. 218-231 and “A Wall of Fire Rising” pp.
232-244 2. Bring your laptop to next class
10/12 - Group #4 Presentation - “The Birth-Mark” and “A Wall of Fire Rising” (20% of grade)/Reader’s
Workshop: Review “Character” pp. 121-129/In-class Activity: "The Birth-mark" Quiz (10% of grade)
Assignment – 1. Theme pp. 246-249/Reader’s Workshop: “The Yellow Wallpaper” pp. 315-328 and “A Good
Man is Hard to Find” pp. 396-409
Week 7 - 10/16 – Group #5 Presentation - “The Yellow Wallpaper” and “A Good Man is Hard to Find” (20% of
grade)/Reader’s Workshop: Review Theme pp. 246-249
Assignment – 1. Essay#4 - “A Good Man Is Hard to Find” and pay attention to O’Connor’s descriptions of the
characters’ clothes. Why does O’Connor offer so many details about the ways the characters are dressed? For
instance, why is the mother described as wearing a head scarf that is tied to resemble “rabbit’s ears”? Why
does Bailey’s shirt have parrots on it? Why did the grandmother choose the outfit she’s wearing? What
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happens to her hat? Write a two-page response paper analyzing the significance of the characters’ clothing in
the story. (20% of grade). Type and print two copies of your Essay#4 for next classes Peer Review (due 10/19)
2. Read Poetry: Reading, Responding, Writing pp.438-467 3. Bring your laptop to next class
10/19 – “The Power of the Word” movie/Reader’s Workshop: Review Poetry: Reading, Responding, Writing
pp.438-447/Laptop Navigation: “Poetry Genre" Quiz/In-class Activity: Paired Peer Review
Assignment – 1. Read Poetry: Reading, Responding, Writing pp. 451-467 2. Complete peer reviews of Essay#4,
make a copy of each peer review, and bring all peer review copies to next class. Return review to peer and
give a copy to instructor for grade due next class (due 10/23)
Week 8 - 10/23 – Reader’s Workshop: Review Poetry: Reading, Responding, Writing pp. 451-467/Paired Peer
Review/Oral Presentation Review
Assignment – 1. Read “Mid-Term Break,”(pg. 450) Poetry: Theme & Tone pp. 475-488,“Barbie Doll,”(pg. 476)
“Woodchucks”(pg. 484) and “Aunt Jennifer’s Tigers”(pg.485)
10/26 – Group #6 Presentation - “Mid-Term Break,” Barbie Doll,” “Woodchucks” and “Aunt Jennifer’s Tigers”
(20% of grade)/Reader’s Workshop: Review Poetry: Theme & Tone pp. 475-488
Assignment – 1. Read Speaker pp. 496-511 2. Read “Those Winter Sundays,”(pg. 491) Green Chile,” (pg. 492)
“Alzheimer’s,” (pg. 493) and “Begotten” (pg. 494) 3. Essay #5 - Write and print four copies of an essay based
on “Suggestions for Writing” question#1 on pg. 495 due next class (due 10/30)
Week 9 - 10/30 – Reader’s Workshop: Review Speaker pp. 496-511/ “Those Winter Sundays,” (pg. 491) Green
Chile,” (pg. 492) “Alzheimer’s,” (pg. 493) and “Begotten” (pg. 494)/Group Peer Review
Assignment – 1. Read Situation and Setting pp. pp. 512-544 2. Complete peer reviews of Essay#5, make a copy
of each peer review, and bring all peer review copies to next class. Return each group member’s peer review
and give a copy to instructor for grade (due 11/2)
11/2 – Reader’s Workshop: Review Situation and Setting pp. 512-514/In-Class Activity: Situation and Setting
Exercise/Group Peer Review
Assignment – 1. Read Language pp. 545-586 2. Read My Papa’s Waltz,”(pg. 550) ”Sex without Love,” (pg. 552)
“This is Just to Say,” (pg. 555) “Marks,” (pg. 567) 2. Research Project Oral Presentation Outline – Type and
print a one page sentence outline of your oral presentation for next class (due 10/26)
Week 10- 11/6 – Reader’s Workshop: Review Language pp. 545-550, “My Papa’s Waltz,” ”Sex without Love,”
“This is Just to Say,” “Marks”/In-class activity: Language exercise/Research Project Review & Student
Conferences
Assignment – 1. Print out all group presentation reports and essays for preliminary E-portfolios peer review
for next class and bring laptop as well as other needed equipment – USB, etc. to start E-portfolio for next class
(due 11/9)
11/9 – E-portfolio Tutorial & Overview/E-portfolio Creation
Week 11 - 11/13 – Revised Research Paper Peer Review
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Assignment – 1. Complete preliminary oral presentation and bring laptop as well as any other needed
equipment – USB, etc. for peer review for next class (due 11/16)
11/16 - Oral Presentations Peer Review Workshop/Oral Presentations & Research Papers due 11/23 & final
ePortfolios due 11/30
Assignment – 1. Complete final version of E-portfolio for last peer review for next class and bring laptop as
well as any other needed equipment – USB, etc. for peer review for next class (due 11/20)
Week 12 – 11/20 – E-portfolio Peer Review & 11/23 – NO CLASS
Week 13 - 11/27 & 11/30 – Research Project Oral Presentations/Criterion Rapid Assessment & E-portfolios
due 11/30
Week 14 - 12/4 & 12/7 – Research Project Oral Presentations
Week 15 - 12/11 – Final Grades/Student Conferences
RESEARCH ANTHOLOGY PROJECT OVERVIEW:
Research Anthology Project, 4-6 pages in length, must be typed and double-spaced with one inch margins all around.
Use MLA format and headers at top of each page. Use a standard font and font size (12 pt. Times New Roman or
Courier New). The Research Anthology Project will go through significant revisions over the course of the semester so
that your best work will be presented. For the Research Anthology Project, students will select a topic from the topic
list, collect at least three essays or other secondary (journal articles, etc.) work about the topic, then evaluate and create
an anthology of the secondary sources, including a correctly-cited introduction. All sources, including information found
on the Internet, must be cited. A description of the MLA format can be found on the NJIT website.
Topic List:
Nature vs. Science
Discuss the nature of science and the characteristics of the scientist as presented in “The Birth-mark” by
Nathaniel Hawthorne (in the textbook). Explore whether or not current perceptions about science and
scientists have changed since this work was written. Also, describe the relationship between nature and
science in the world today. Is nature dependent on science or vice versa? Do scientists today tend to honor or
disprove nature and why? Can nature and science co-exist? How? Please incorporate other sources from
scientific and/or academic journals, articles or essays to support your research. In your paper, make at least
one citation from each source.
Science as Conflict
Pick ONE reading from the text (e.g. “The Yellow Wallpaper,” “Hills Like White Elephants,” “The Birth-mark,”
“The Very Old Man With the Enormous Wings,” etc.) where some aspect of science (psychology, technology,
discovery, etc.) is perceived as part of the story’s conflict. Give examples from the reading as evidence of this
scientific conflict by using MLA formatted parenthetical citations. Explore the challenges the characters in the
story face due to this scientific conflict and whether such a conflict is perceived as such in today’s society,
since this work was written. Why or why not? Has science changed us morally and/or socially making us either
more accepting or resistant towards this prescribed scientific conflict? Please incorporate other sources from
scientific and/or academic journals, articles or essays to support your research. In your paper, make at least
one citation from each source.
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