OUR initial review
CWP initial review
CWP coordinator review
OUR final review
Mon, 21 Nov 2016 15:17:58 GMT
Patricia Luckenotte (luckenottep): Approved for OUR initial review
Tue, 22 Nov 2016 16:48:14 GMT
Lina Trigos Carrillo (trigoscarrillol): Approved for CWP initial review
Tue, 22 Nov 2016 19:54:15 GMT
Lina Trigos Carrillo (trigoscarrillol): Approved for CWP coordinator review
Wed, 07 Dec 2016 16:02:07 GMT
Lina Trigos Carrillo (trigoscarrillol): Approved for CWP-HA
Thu, 08 Dec 2016 15:44:11 GMT
Jacqueline Thomas (thomasjm): Approved for CWP Board
Sat, 19 Nov 2016 15:19:44 GMT
ENGLSH 2150W friedg : Popular Literature - Writing Intensive
Thu, 08 Dec 2016 15:44:11 GMT
Changes proposed by: friedg
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Course Catalog Information
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Popular Literature - Writing Intensive
Study of literary genres, such as science fiction and the detective novel, that may be overlooked in traditional literature classes.
A-F (allow student to choose S/U option)
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NTT Assistant Professor
114 Tate Hall
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The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
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Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
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Writing Intensive Course Information
WI course overview:
Baseball is commonly hailed as the most literary, the most poetic of sports. Over the past century, it has been represented in countless novels, stories, poems, and plays, and has spawned its own brand of essay and memoir. This course is a survey of literature about baseball. Through reading assorted literary works as opposed to sports writing in a variety of genres, we will consider why baseball has been such a prevalent muse for such a variety of American writers and how it has been represented, all while honing our skills as readers of and writers about literature. As we do so, we will discuss the ways in which these writers use baseball as a context to portray other aspects of American life and culture. Authors to include Jim Bouton, Don Delillo, Doris Kearns Goodwin, Bernard Malamud, Marianne Moore, August Wilson, et al. In addition to the three assigned papers, groups of students will take turns making Blackboard posts in response to the reading. Each group will make posts every four or five classes.
What changes have you made to your course since its last offering?
My aim is to bring more genre-specific instruction into the class this time around, so students will be equipped for future writing about, for example, poetry.
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Writing Intensive Assignments
I count the lengths of my assignments by:
For each of three papers, students will draft a one page proposal, which will be peer-reviewed a polished first draft and a revised draft. Each paper will engage multiple primary texts of the same genre e.g. fiction, memoir, drama. We will spend quite a lot of time drafting and refining our proposals, with the understanding that only once we articulate in a compelling, coherent, and useful way what we plan on writing about can we venture confidently into the paper-writing itself. At the same time, students will be encouraged to think on the page in their papers: to pose for themselves questions that they will engage over the course of the paper without feeling compelled to come to rigid or forced conclusions. Students will also be responsible for 4-5 Blackboard posts over the course of the term, in which they identify and discuss key facets of the assigned reading.
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Writing Intensive Teaching
Method for teaching revision:
Instructor provided feedback
Other method for teaching revision:
Peer review of paper proposals will be a major component of the course. I really encourage students to use one another to flesh out their ideas for papers.
If your writing assignments include group writing, please explain how individual work is assessed:
Explain briefly the nature of the assignment(s) which address(es) a question for which there is more than one acceptable interpretation, explanation, analysis, or evaluation:
Throughout the semester, we'll examine how creative writers use baseball as a contest to address various aspects of the human condition. Each out-of-class writing assignment will ask students to explore what those aspects are for the works at hand, as well as whether baseball seems an effective vehicle for the human stories that the authors are portraying.
Explain how the writing is distributed throughout the semester:
The course is clustered by readings of a similar nature: fiction, memoir, and essay, along with one play and some poetry. The three major writing projects will come after reading the selections of fiction, memoir, and poetry. They come more or less at even intervals over the semester. There will also be Blackboard posts assigned by group over the semester. Students will be responsible for posting on the reading every four or five classes.
Percent of course grade determined by writing-intensive assignments?
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Upload Course Syllabus
Humanities and Arts
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I have read and reviewed the updated proposal: