Kristin Abraham
office: FA 196
email: kabraham@lccc.wy.edu
Office Hours:
MTWTH 1:00-2:00 p.m.
T 3:30-5:45 p.m.
and by appointment
phone: 307.778.1326
T 6:00-8:45 p.m.
ENG 2095—Writing Your Life
Fall 2011, Section 20
ROOM: FA 205
Course Description: English 2095 focuses on one genre of writing—the autobiography. Students have the
opportunity to put into writing the stories that have shaped their lives. Our stories teach us profound lessons
about ourselves, others and our world. Students will understand and utilize the following processes for
developing an autobiographic essay: selecting a topic, generating ideas, focusing, structuring, and revising the
essay. Prerequisite completion of English 1010.
English 2095 is designed to help you develop tools based in the relatively new tradition of creative nonfiction
and the relatively old tradition of autobiography. However, just as with any tool, depending on its complexity,
you can only use it after reading the instruction manual, or at least seeing how others use it. That is to say, you
can’t write a good essay without reading good essays, and studying how they are put together. Imagine using a
jackhammer without really having seen one in action up close!
In this course, besides writing your own creative pieces, you will also do extensive reading. You will study and
discuss craft (how these pieces are put together), and choices that go into craft (the why behind the how).
Therefore, your grade will not only be based on your creative pieces, it will also include reading creative works
and responding to them, and analyzing and workshopping the work of others in the class. Participation is
important, since the success of most of these activities is based on doing work outside of class in order to add
to in-class discussion.
Textbook and Required Materials:
Donofrio, Beverly. Riding in Cars with Boys. New York: Penguin Books, 1990.
Gutkind, Lee, ed. Keep It Real. New York: W.W. Norton & Company, 2009.
This is the primary instructional guide/text for the craft of creative nonfiction; some of it is not applicable to
autobiography—we will skip those segments. Bring this book to EVERY CLASS.
Ondaatje, Michael. Running in the Family. New York: Vintage, 1993.
Walls, Jeannette. The Glass Castle. New York: Scribner, 2005.
Other readings and handouts that I will provide during class sessions.
Your syllabus. Bring this document to each class.
Jump/Thumb drive. You will need to have your essays and other homework saved to a portable drive so you can access
your files electronically throughout the semester, during class. Another option would be to email files to yourself each
time you modify them, but that could get confusing for you over time.
This course will rely heavily on technological support inside and outside of the classroom. Please note that we frequently
will use computers and the Internet for research, email, blogging as autobiography, online discussion forums and
assignments.
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Recommended Materials:
I highly suggest that you use a folder or binder for this class in order to keep all course materials, such as
handouts, written work, and notes. You may even want a special notebook (or journal) to keep together all of
your pre-writing and writing activities/in-class exercises.
Institutional Core Abilities / General Education Outcomes: LCCC has established a blueprint for
academic success based on these four core abilities that are incorporated throughout the curriculum.
·
Learn Responsibly: Students will learn responsibly by actively expanding their knowledge and skills.
·
Communicate Effectively: Students will communicate effectively through a variety of methods and media.
·
Critically Think: Students will effectively utilize problem-solving strategies and creative methods.
·
Collaborate: Students will collaborate and build community with others by interacting in a diverse,
complex, and global environment.
Course Objectives:
In order to successfully complete English 2095 students should be able to:
Determine how craft functions in the creative nonfiction and autobiography, including such things as
imagery, voice, character, setting, story, “truth,” etc.
Utilize successfully different elements of craft, such as imagery, voice, character, etc.
Understand audience concerns and expectations.
Correctly incorporate researched material for accuracy in their original writing.
Write creative nonfiction based solely in the personal, while connecting to the audience in a universal
way.
Discover and develop a unique writer’s voice.
Be more comfortable workshopping and offering constructive feedback and support to fellow writers.
Apply new and possibly unfamiliar techniques to writing, trying new things and looking from different
perspectives.
Produce multiple drafts and revisions before reaching a finished piece of writing.
Think critically about their own and others’ writing.
Reflect on their progress as a writer, as well as be more comfortable assessing their own strengths and
weaknesses.
Read critically other published texts and discuss their craft, successes and weaknesses.
Office Hours:
(Specific hours are listed at the top of page one of the syllabus). Office hours provide us with the opportunity to
talk one-on-one. You may drop in during these times or make an appointment with me to talk about any
questions or comments you have about your progress in the course. I’d be happy to talk with you via email or
phone as well, and you can expect that I will respond to you within 48 hours; email correspondence is more
reliable because I am not always in my office but do often have access to email. I will not entertain any
discussions about your grades during class time. Do not contact me the day an assignment is due and
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expect that I will get back with you or be able to help you with major problems or questions—I am not
a last-minute resource for procrastination.
Attendance:
My attendance policy is non-negotiable:
Attendance is mandatory and counts as part of your final grade. More than two absences will reduce your
grade by one whole letter; therefore, if you have a B and have three or more absences, your grade will now be
a C. Five or more absences will result in a failing grade.
I only excuse legitimate sports and school-related absences if I am told about them in advance. You
are only allowed one excused sports and/or school-related absence.
I do not accept doctor’s notes or other written excuses (including emails) as means to excuse an
absence.
If you are absent, it is your responsibility to obtain notes and course announcements; do not ask me for
notes or ask me what you missed. If you are absent, it is your responsibility to turn in any homework
due that day, before our scheduled course time, or you will not receive credit for it. You must see me to
sign up for conferences or obtain handouts if you missed these things when you were absent.
If you come to class unprepared, you will receive an absence, so don’t bother coming if you didn’t do
the work, if you do not have a copy of your assignment, or if you didn’t do the reading.
Late Work:
Under no circumstances do I accept late work; if you are absent, you will receive a zero for any work due
that day. If you know in advance that you will miss class, you may turn in your homework for full credit, either
in person or via email before the class begins on the day of the absence.
Tardiness:
Significant tardiness is disruptive to normal class activity and will not be tolerated. Tardiness will count against
your daily participation grade; if you are 30 minutes or more late, you will not receive participation points for
that class period. If your tardies are numerous, and collectively add up to 90 minutes or more, you will be given
an absence for each 90 minutes of time missed.
Cell Phones:
NO. Turn them off before you enter the classroom. If your phone rings in class or if you are seen texting,
class activities will be suspended for everyone until the phone is turned off and/or put away.
Any and all cell phone use (texting, ringing, etc.) will count against your daily participation grade. You will be
asked to leave the classroom and will receive an absence if your use is significant, disruptive, and /or repetitive.
If there is an emergency situation in which you need to keep your cell phone turned on in case of a very
important call, please inform me of the matter before class and keep your phone’s alerts on vibrate. Leave the
classroom before answering or using the phone in any way.
Acceptable Classroom Comportment:
In my classroom, I ask students to value and adopt the most educationally- and socially-important and
productive behavior: respect. Respect for your classmates and peers, and respect for your instructor, creates a
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comfortable environment that provides room for open, honest discourse and facilitates learning and
understanding.
Disrespect in my classroom is one thing I will not tolerate; you will be warned immediately, verbally and publicly
if you are disrespectful, and your daily participation grade will be affected. If the disrespectful behavior
continues after a verbal warning is issued, and/or if the behavior is significantly disruptive to others learning
comfortably, you will be asked to leave the class and will be given an absence.
In my classroom, I deem the following to be disrespectful and intolerable behaviors: talking when others
are talking, even if you are whispering or writing a note to someone; texting or using a cell phone; checking your
email, playing games, or browsing the internet, especially during lecture or class discussion; language, word
choice or tone that is rude or offensive to others; speaking in a manner that makes others feel threatened; not
working on what in-class activity you have been asked to work on; starting work on in-class activities before I
have finished providing verbal instruction for said activity; significant, regular tardiness; being tardy and then
interrupting class to ask questions about things that happened before you got there; being absent and then
interrupting class to ask questions about things that were discussed in the previous class(es); laughing at or
mocking other students; sleeping.
“Get-out-of-jail-free” cards:
Around the third week of classes, I will begin to award “get-out-of-jail-free” cards to students who exhibit
exceptional work, who go out of their way to help others, and students who win random contests or participate
in extra credit opportunities, etc. There is no limit to the number of cards you can earn total, but there may be
limits to the number of cards you can earn per opportunity.
These cards may be used for a free “A” on a low or missed homework grade (limit four for the semester), a free
absence (limit one for the semester), a class period during which your participation was poor (limit two for the
semester). These cards can be used on past assignments or absences.
In order to remit a card, you must turn it in with a piece of paper stating the following: your name, date, what
you want to use the card for, and the date of the assignment or absence. DO NOT staple the card to the piece
of paper or other cards. Simply turn it in loosely with the piece of paper. DO NOT write on the card.
Academic Dishonesty:
Academic dishonesty is a serious offense because it undermines the bonds of trust and personal responsibility
between and among students and faculty, weakens the credibility of the academic enterprise, and defrauds those
who believe in the value and integrity of the degree and the “creative writing business.”
Academic dishonesty may take several forms:
Cheating: Intentionally using or attempting to use unauthorized materials, information, or study aids in any
academic exercise (test, essay, etc.).
Fabrication: Intentional and unauthorized falsification or invention of any information or citation in an academic
exercise.
Facilitating academic dishonesty: Intentionally or knowingly helping or attempting to help another student commit a
breach of academic integrity.
Plagiarism: Representing the words or ideas of another as one’s own in any academic exercise.
A student who commits an act of dishonesty may face disciplinary action ranging from failure to receive credit
on an academic exercise to failing the class.
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Student Rights and Responsibilities: Students are expected to review and comply with the student rights and
responsibilities as outlined in the LCCC Student Handbook. The Student Handbook is available online at
http://www.lccc.wy.edu/life/handbook. Hard copies of the Student Handbook can be obtained in the Campus Living
and Learning Office.
ADA Policy: Students with a documented disability needing educational accommodations should contact the Disability
Resource Center (DRC) each semester by stopping by EEC 222/223, calling (307) 778.1359, or e-mailing the
DRC@lccc.wy.edu. No accommodations will be provided by the instructor without approval from the DRC.
Tutoring: Academic tutoring and resources are available to current LCCC students in the Student Success Center located
in CCC 328. Call 778.4315 for information on this free service.
ASSIGNMENTS AND EVALUATION
DO NOT THROW AWAY ANYTHING THAT YOU DO FOR THIS CLASS! You will draw from past
assignments in order to help you with current work because all assignments build off of each other. You will
also need to turn in prior, commented-on drafts with any revision, and to include these in the final portfolio. If
you are asked to refer to a specific handout or assignment, you will be expected to produce that material.
Essay Assignments and Grade Breakdown:
Your grade will be broken down as follows:
Three polished creative autobiographical pieces*
Portfolio reflections
Short responses in class & homework
Overall participation (class discussion and workshop)
25%
40%
15%
20%
*Major / large autobiographical pieces: These are the three major writing assignments for the course; thus,
you will be given a significant amount of time to complete each assignment. You are allowed to turn in revisions
of these pieces for feedback as many times as you would like throughout the semester—whenever you would
like. Because of this unique policy, these pieces are each worth a significant portion of your grade and are
graded more stringently than homework assignments; however, you will not receive a grade on them until the
final portfolio. Because creative writing is even more subjective than any other kind of writing, your grades on
these pieces will not be based on what I deem to be “good writing”; your grades will be based on the amount of
work and effort you put into writing and revision, your willingness and ability to try new things and to revise,
and your ability to explain how you put the piece together and why you made the craft choices you made
(assessed in the portfolio reflections).
***If you are turning in a revision for further feedback, you must turn in a copy of the last draft of the
piece (with my feedback on it).***
Portfolio reflections: Because your final grades on each of the major pieces of writing depends not only on the
work you have done, but also on your understanding of the why and how of the craft choices you made, it is
important for you to demonstrate the ability to explain those choices. This explanation will come in the form of
(~3-page) reflective essays before each of the three pieces in your portfolio. You will receive more guidance on
these the closer we get to the end of the semester.
Homework / In-Class Assignments: Homework consists of short, informal (yet focused and intelligible)
response to readings, and reflections on writing assignments and class discussion / lessons. A significant
amount of homework will also be “practice” writing and writing exercises. You will be expected to type these
unless the assignment specifically asks you not to. No late homework will be accepted, and you must be in
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class to turn in your work unless you have made prior arrangements with me. Some in-class assignments
and activities will be collected the same day and graded as well.
Overall participation: Participation includes being engaged, respectful, and active in class discussion, coming
to class prepared (with drafts, books, etc.), doing homework, coming to conference and workshop prepared
(having read the assigned work), paying attention during discussion, asking questions, answering questions,
handing in assignments on time, and providing feedback during workshop sessions. See handout for more
information on this grading scale.
Final Grading Scale:
90-100% A
80-89% B
70-79% C
60-69% D
59% or lower F
You will receive an “In-Progress” mid-term grade and commentary, which will describe your work at
that point.
Audit Policy: If you are auditing the class, you are expected to complete at least half of the homework assignments, half
of the portfolio requirements, and all reading assignments for the days you are in attendance. When you are in attendance,
you will be expected to be prepared to participate in group discussion, workshop, and other activities. Specific
requirements will otherwise be made on a case-by-case basis.
TENTATIVE COURSE SCHEDULE
(Instructor reserves the right to make changes to this schedule at any time.)
WEEK ONE
August 23:
Introduction to class, 6-word memoirs, interviewing / brainstorming.
Homework for next week: Buy books. Read ____________________ in Keep It Real (KIR). Begin reading Riding in
Cars with Boys; you must have it finished by week four. Write a short essay draft (can be very
rough) about one of the stories you discussed with your partner in class.
WEEK TWO
August 30:
Discuss reading, share essays with partners. “Practice” partners workshop. Writing activities.
Homework for next week: Read __________________________ in KIR. Do other assignment(s) I’ll give you in class.
WEEK THREE
September 6:
Discuss reading and assignments.
Homework for next week: Finish Riding in Cars with Boys. Write a reflection on the book, based on the prompt I’ll give
you in class.
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WEEK FOUR
September 13: You must be ready to discuss Riding in Cars with Boys—finish reading it by today’s class.
Homework for next week: Begin reading This Boy’s Life. You will need to have finished it by week 8.
Do assignment(s) I’ll give you in class.
Be sure to bring ______ copies of a draft of a new essay (not the one you workshopped before) to
class next week. Have them printed and stapled (if necessary) before we begin class.
WEEK FIVE
September 20: Have enough copies of your essay draft to distribute to the class for workshop.
Class Workshop #1.
Writing activities.
Homework for next week: Read and comment on essays for workshop next week (I’ll tell you which ones in class).
WEEK SIX
September 27: Class Workshop #1, session two.
Homework for next week: Read and comment on essays for workshop next week (I’ll tell you which ones in class).
Do writing assignment I’ll give you in class.
WEEK SEVEN
October 4:
Class Workshop #1, session three.
Homework for next week: Read and comment on any remaining essays for workshop next week.
Finish reading This Boy’s Life and be prepared to discuss it in class.
Write a reflection on the book, based on the prompt I’ll give you in class.
WEEK EIGHT
October 11:
You must be ready to discuss This Boy’s Life—finish reading it by today’s class.
Discuss book.
Midterm “snapshot” grades.
Homework for next week: Begin reading The Glass Castle; you must have it finished by week eleven.
Be sure to bring ______ copies of a draft of a new essay (not the ones you workshopped
before) to class next week. Have them printed and stapled (if necessary) before we begin
class.
WEEK NINE
October 18:
Have enough copies of your essay draft to distribute to the class for workshop.
Workshop #2.
Homework for next week: Read and comment on essays for workshop next week (I’ll tell you which ones in class).
WEEK TEN
October 25:
Workshop #2, session two.
Writing activities.
Homework for next week: Finish reading The Glass Castle and be prepared to discuss it in class.
Write a reflection on the book, based on the prompt I’ll give you in class.
Read and comment on essays for workshop next week (I’ll tell you which ones in class).
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WEEK ELEVEN
November 1:
You must be ready to discuss The Glass Castle—finish reading it by today’s class.
Discuss book.
Workshop #2, session three.
Homework for next week: Read and comment on essays for workshop next week (I’ll tell you which ones in class).
Begin reading Running in the Family. You must have it finished by November 15.
WEEK TWELVE
November 8:
Workshop #2, session four.
Homework for next week: Finish reading Running in the Family.
WEEK THIRTEEN
November 15: You must be ready to discuss Running in the Family—finish reading it by today’s class.
Lyric essays.
Homework for next class: Assignment(s) will be given to you in class.
Bring to class two copies of a third (non-workshopped essay).
WEEK FOURTEEN
No class.
WEEK FIFTEEN
November 29: Two copies of third essay due.
Conference sign ups.
Discuss conferences and portfolios, final reflections.
Partner workshops.
Homework for conferences, exam week: To be announced.
FINAL EXAM WEEK CONFERENCES
I will hold mandatory conferences Monday, Tuesday, and Wednesday of exam week, in lieu of meeting as a
class during our scheduled exam time. You must sign up for one 15-minute session; be prepared to discuss
revisions and my feedback on your third essay.
There is no exam in this class. Final portfolios due in my office on Thursday, May 12, by 11:00 a.m.; you
must hand me your portfolio in person. Do not email them, do not put them in my mailbox in the division
office, and do not slide them under or leave them outside my office door. I will provide you with times that
I will be in my office so you may schedule your drop-off.
I will return portfolios to you next semester, if you come to pick them up. I keep all final essays for one full
semester after you turn them in.
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