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Viewing: REL_ST 3451W kelleyks : Religion in Science Fiction - Writing Intensive

Last approved: Mon, 27 Feb 2017 17:12:16 GMT

Last edit: Fri, 17 Feb 2017 21:27:59 GMT

Proposal Type

Writing Intensive

Contact Information

kelleyks
Kate
Kelley
KelleyKS@missouri.edu
573/882-4769
Mizzou Online
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
kelleyks
Kate
Kelley
KelleyKS@missouri.edu
573/882-4769
Religious Studies
Subject Area’s Department Chair/Director:
callahanrj
Richard
Callahan
callahanrj@missouri.edu
573/882-0060
Religious Studies

Term for Proposal

 
Fall 2017

Course Catalog Information

A&S
Religious Studies (REL_ST)
Religious Studies
3451W
3
 
30
Religion in Science Fiction - Writing Intensive
Investigation of religious themes in science fiction novels, short stories and films. Themes include the nature of the sacred, the limits of human knowledge, understanding and experiencing transcendence, revelation and apocalypse.
Humanities
Lecture/Standard
A-F (allow student to choose S/U option)
 
 
 
 

Instructor Information

kelleyks
Kate
Kelley
KelleyKS@missouri.edu
573/882-4769
Mizzou Online
(numbers only)
Adjunct Instructor
212 A&S
 
 

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
Adjunct Faculty
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

This course is an investigation of religious themes in science fiction novels, short stories, and films. These themes include the nature of the sacred, the limits of human knowledge, understanding and experiencing transcendence, revelation and apocalypse.
This course has been completely revised. It used to be 11 Lessons - 9 reading responses and a long essay with revision. This is the new work:
Required Work
3 Writing Review / Revision Activities
5 Reading/Viewing Notes
4 Reading Responses (500 word)
3 Essays (1200 word)
1 Final Progress Portfolio (3600 word)
Online
Self paced?
Yes
25
25
Should this course be considered for funding?
Yes
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Words
Essays (3)
Essays
Each essay responds to a specific prompt that incorporates ideas from earlier Lessons. Students should consider these essays as formal writing that aims to make a statement/argument which requires evidence for support. The differences in formal and informal writing are significant.
Writing Portfolio
The portfolio is the last assignment in this course. It will consist of revised and polished copies of the student’s 3 essays as well as a one page reflection on the writing and revision process.

Length of assignment:
3600
instructor
3600
instructor
7200

Reading Responses (4)
The reading responses are meant to get students thinking about the material and making connections and insights to other course materials in an informal writing style. Students should think of the reading responses as a place to work out thoughts that might or might not flesh out into larger ideas later.
Length of assignment:
200
instructor
 
 
200

Total pages for all assignments:
First drafts:
11.52
Revisions:
10.91
22.42
*CWP Note from previous semesters:

Here is further explanation from Kate Kelley on paper assignments and a form of scaffolding that demonstrates she is, indeed, having students move in thought from one paper to that last one. She had not included this explanation in her first response, mainly because what she did send seemed thorough, so I didn't ask her to say more. I hope this helps get her course moved along. The theoretical and methodological concepts they employ for the essay are included in 5 of the reading responses. For instance, they are called upon to choose a category of 'human being' from one of the readings - Lesson 3. For Lesson 3 they have written a summary of the categories so that they can use some of what they've written for the essay. Lessons 5 and 6 ask them to look at characters in terms of the categories of human being from the earlier lesson - writing from these responses also works toward the essay. The other component of the essay is to choose a 'dimension of sacred' which they learn about in Lessons 7 & 8. The dimensions are not built into the reading responses for those lessons as I have written the lectures about them as exemplary ways to engage in this method. I find typically my students have a much easier time understanding the dimensions of the sacred than they do the categories of human being which is why Lesson 8 asks students to again look at the idea of human being. If needed, I can certainly create reading response prompts for those two lessons that are more focused on the dimensions of the sacred.

A note about the new form of this course: I used to require two shorter essays with revision on both. The first essay was a summary of a chapter that explains the concepts of human being that I ask them to work with. Last summer I discovered that this essay was available through a paper mill. This is such a crucial part of the course, but I suspected that students weren't doing their work. I changed that summary essay to a reading response which asks students to use the concepts of that same chapter so I could make sure they understood them. The second essay of the course was the same one I have now - but I have doubled the required length. I found that many students were writing this second essay twice as long as I required in the prompt. This is why I chose to keep it and make it a longer essay that will fulfill the requirements. Please note, this isn't a research paper - I call it a 'critical essay' because I don't ask students to do outside research. What I ask them to do is take the concepts they have been thinking about throughout the course and process/analyze them to support a thesis statement.

Writing Intensive Teaching

Instructor provided feedback
 
 
All of my assignments ask students to do their own critical thinking and analysis to support arguments.
Each lesson completed includes a writing assignment, alternating between reading responses and short essays with a final writing portfolio in the last lesson.
100
%
 
0
 

Course Syllabus

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Administrative Information

Humanities and Arts
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
Patricia Luckenotte (luckenottep) (Fri, 17 Feb 2017 21:27:59 GMT): This class is listed as REL_ST 3451W, section 01, 02 and 03 - self-pace for Fall 2017
Key: 466