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Viewing: GERMAN 3520W fischerm : Folk and Fairytales in a Global Context - Writing Intensive

Last approved: Mon, 20 Feb 2017 14:52:31 GMT

Last edit: Mon, 20 Feb 2017 14:52:26 GMT

Proposal Type

Writing Intensive

Contact Information

ciscojo
Jonathan
Cisco
CiscoJo@missouri.edu
573/884-6221
Campus Writing Program
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
fischerm
Monika
Fischer
fischerm@missouri.edu
573/882-4328
German & Russian Studies
Subject Area’s Department Chair/Director:
iretons
Sean
Ireton
iretons@missouri.edu
573/882-4672
German & Russian Studies

Term for Proposal

 
Fall 2017

Course Catalog Information

A&S
German (GERMAN)
German
3520W
3
 
20
Folk and Fairytales in a Global Context - Writing Intensive
Analyzes the most famous European collection of fairytales, namely the Kinder-und Hausmarchen (Children's and Household Tales) by the Brothers Grimm and juxtaposes them to folktales from other cultures. Looks at the genre of fairytales, studies the historical context of the genesis of the collection of tales, and modern versions of the tales. Compares and contrasts Grimm's fairytales with folktales of different cultural traditions, analyzes and identifies the formal structure of fairytales and motifs, discusses various interpretive models/perspectives and juxtaposes several historical and contemporary literary fairytales and fairytale adaptations. Cultural unit examples will be on Mongolian culture and history and the Maori culture of New Zealand. Students are expected to create their own cultural unit based on the course's units. Course is taught in English.
Humanities
Lecture/Standard with Discussion
A-F (allow student to choose S/U option)
sophomore standing required.
 
 
 

Instructor Information

fischerm
Monika
Fischer
fischerm@missouri.edu
573/882-4328
German & Russian Studies
(numbers only)
NTT Professor
458 Strickland
Yes, in the last five years
 

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.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

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.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

Students will have to complete an evaluation about their peer's project presentation
no changes
Online
Self paced?
Yes
40
40
Should this course be considered for funding?
Yes
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Words
Two written papers
Two written papers (8pp./2000 words each) - students have to interpret texts and films using secondary literature. The paper will have one or two drafts before the final copy is handed in depending on the students' abilities. Students will be guided on how to write a paper; thus, they have to submit an outline and thesis statement first - 60% of final grade
Length of assignment:
4000
Instructor
4000
Instructor
8000

Total pages for all assignments:
First drafts:
12.12
Revisions:
12.12
24.24
Six short essays to questions given (2pp./6-700 words each) - 30% of final grade
One project/cultural unit on a non-US culture/ethnic group concentrating on selected tales and their historical and cultural significance (can be a PowerPoint format with picture and website links and/or video clips) - 10% of final grade

Writing Intensive Teaching

Instructor provided feedback
Peer review
 
 
Examples of short essay questions: - In all the Cinderella versions we have read, how important is the maternal link? How is it treated? - In "Politically Correct Bedtime Stories", a collection of popular fairy tale parodies, James Finn Garner humorously transforms the classical fairy tales by using politically correct language and themes. The title "politically correct" implies a need to correct something about the original. What elements does Garner feel need to be corrected? Does he succeed in his goal of improving the stories? What social issues does this language refer or allude to? Example of long essay question: - Literary fairy tales, in contrast to fairy tales derived from the oral tradition, are the product of the imagination of the creative writer who integrates traditional elements in his/her story. These fairy tales often have an intentional message, which corresponds with the author's world view. Discuss Ludwig Tieck's "Eckbert the Fair" along these lines and expand on the following: "Eckbert the Fair" is a creative literary fairy tale, which exhibits many features common to German Romanticism. The fairy tale was a medium for writers of this movement, such as Ludwig Tieck, who wrote original fairy tales which emphasized romantic elements including nature, psychology, human emotion, fantasy, and irrationality. In the first part of this essay, compare Eckbert the Fair to the classical fairy tales by the Brothers Grimm. What formal fairy tale elements are found in Eckbert the Fair? In general, comment on how this story differs from classical tales. In the second part, elaborate on the specific instances in this fairy tale that highlight the Romantic features described above, e.g. nature, psychology, emotion, fantasy, irrationality and the struggle between two conflicting powers. Explain how the world of Eckbert is different from that found in traditional fairy tales. Provide several examples from the text to support your answers as well as incorporate at least one reference to a secondary text (literary criticism) that we discussed.
The students have to write a short essay after each lesson. The first paper is due after Lesson 2 and the revised version after Lesson 3. Paper #2 is due with Lesson 6 and the revised paper is due after Lesson 7. The digital story presentation is due with Lesson 8 along with a short 2 page essay. The two papers will have to be rewritten with each rewrite graded separately. The grade for each essay is as follows: 1st draft 20%, 2nd draft 10%.
100
%
 
0
 

Course Syllabus

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Administrative Information

Humanities and Arts
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

NOTE: Proposal is for both Summer 2017 AND Fall 2017 - Jonathan
 
Key: 195