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Viewing: SCI_AG_J 4480W furstenaun : Will Write for Food (and Wine) - Writing Intensive

Last approved: Fri, 28 Oct 2016 20:20:18 GMT

Last edit: Fri, 28 Oct 2016 20:20:18 GMT

Proposal Type

Writing Intensive

Contact Information

furstenaun
Nina
Furstenau
furstenaun@missouri.edu
573/882-1559
Science and Agricultural Journ
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
furstenaun
Nina
Furstenau
furstenaun@missouri.edu
573/882-1559
Science and Agricultural Journ
Subject Area’s Department Chair/Director:
woodturleys
Sharon
Wood Turley
swt@missouri.edu
573/882-7645
Applied Soc Sci Div Admin

Term for Proposal

 
Spring 2017

Course Catalog Information

CAFNR
Science and Agricultural Journalism (SCI_AG_J)
Science and Agricultural Journalism
4480W
3
 
20
Will Write for Food (and Wine) - Writing Intensive
Course focuses on food and wine writing in current U.S. culture. Come ready to create mouthwatering narrative and actively seek publishing your finished work. An emphasis will be placed on class participation and written critiques of peer-reviewed articles in class. Graded on A-F basis only.
 
Lecture/Standard
A-F Only
JOURN 4450 or JOURN 4804. Restricted to Journalism and Science Agricultural Journalism students only.
 
 
 
JOURN 4480 - Will Write for Food (and Wine)

Instructor Information

furstenaun
Nina
Furstenau
furstenaun@missouri.edu
573/882-1559
Science and Agricultural Journ
(numbers only)
Adjunct Instructor
220 Gentry Hall
 
 

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

Will Write for Food --and Wine focuses on food and wine writing in current U.S. culture. Shirtsleeves are rolled up and elbows are on the table as students take a hard look at what is evocative and engages readers. Articles are shaped into sharp focus and made fresher with input from follow student critiques. Students create culinary narratives that, as Kevin Kerrane says in Art of Fact, "make facts dance." Students actively seek publishing their finished work. One field trip with longer time commitment is required, usually to a Missouri winery. A second course, Wine Country Writing, could be considered as part of a sequence, as that course focuses and works specifically on the topic of wine writing, grape growing and writing about taste and flavor. Multiple (approximately 10-12) ten-minute in-class writing pieces of about 200-300 words each over the course of the semester are done to inspire creativity, use of language, memory, and the senses in writing, students read aloud in class and peers discuss. Twice each semester, the students peer-review the 1500-word articles of classmates by class discussion and by a written 150-word critique of at least 8 student articles.
none
Sections of both
Self paced?
No
10
14
Should this course be considered for funding?

Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Words
Short food article
Students gain an understanding of the rigor of writing concisely. Improve interviewing skills and improve their ability to chose key information to move the story forward with space constraints
Length of assignment:
300
Instructor
 
 
300

Short wine article
Students gain an understanding of the rigor of writing concisely and gain content expertise in covering wine through study of industry vocabulary addressing planting, pruning, harvest, fermentation, taste and more.
Length of assignment:
300
Instructor
 
 
300

Personal culinary essay
Students learn to use food as a lens to reflect how their personal culture and identity connects to a larger world issue. The personal essay assignment cultivates an ability to use sensory details in non-fiction, and an ability to use well-chosen details to illuminate a topic of broader interest to the outside world.
Length of assignment:
700
Instructor
600
Instructor
1300

Long food article
Students become better journalists, interviewers and storytellers of complex explanatory stories by gaining content expertise about key issues in the food system and using sensory language to create resonance. Students cultivate sources to consider the social, political, scientific, economic and ethical dimensions of food. This assignment shows ability to research, write, interview in the topic area which includes food and wine, agricultural/food safety, security, innovation, culture and more.
Length of assignment:
1500
Instructor & Peer Group
1200
Instructor
2700

Long Wine Article
Students become better journalists, interviewers and storytellers of complex explanatory stories by gaining content expertise about key issues in producing wine or other beverages, from water to beer to spirits, that emerge from or are affected by, our food system. Students cultivate sources to consider the social, political, scientific, economic and ethical dimensions of their chosen subject and learn to use sensory language to create resonance with audience.
Length of assignment:
1500
Instructor & Peer Group
1200
Instructor
2700

Peer Review Critiques of 8 Peers
By critically examining what is working well, and what is not working well, in peer article drafts, students gain expertise in what makes good writing, what facts are pertinent, what sources are credible, and more. Students do 1/2 page critiques (165 words) of eight peer articles twice in a semester.
Length of assignment:
2640
Instructor
 
 
2640

10 In-class writings
Develop creativity, fluid writing and practice writing techniques introduced in the weekly lectures on word choice, sentence structure, rhythm/pacing, and more. About 1/2 page or 165 words each exercise.
Length of assignment:
1650
Instructor and peers
 
 
1650

Total pages for all assignments:
First drafts:
26.03
Revisions:
9.09
35.12
 

Writing Intensive Teaching

Instructor provided feedback
Oral presentation by student, followed by feedback
Other
Peer review
After receiving feedback from peer reviews during which the class discusses work verbally as well as gives authors written critiques, and instructor written and verbal comments on their first drafts, students will revise their major articles with the intent that they must tighten their work to create a more concise and fresh version. The process of peer reviewing their peers' work also creates an opportunity for students to engage with what makes good writing, what deserves attention by considering what components are unnecessary and which essential. They must write out these thoughts on each student's work in a written critique and be prepared to discuss each article verbally as a group in class.
 
The peer review evaluations of student work are based on the students working knowledge of what makes good writing, what facts are pertinent, what sources were used and the credibility of those sources, among other factors. In the course of discussion and written critique, students will understand that there is more than one version of every story. Much of their evaluation of their own work will reveal the quality of the sources used, their own ability in interviewing and asking questions, and their drive to refine their work.
The first half of the semester is focused on food writing and during that 8-week period the students produce their personal essay, one 300 word short piece, one 1500-word long piece, a peer review for each of up to 8 peer stories, and a revision of the 1500-word article to 1200 words. The second half of the semester is focused on wine writing and during that 8-week period the students produce one 300 word short piece, one 1500-word long piece, a peer review for up to 8 peer stories, and a revision of the 1500-word article to 1200 words. Each week, the class will do one in-class writing piece that is peer discussed, as time allows.
86
%
 
0
 

Course Syllabus

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Administrative Information

Humanities and Arts
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

This course is also cross-level with JOURN 7480. I did not see a place to include this in the form.
Jonathan Cisco (CiscoJo) (Thu, 22 Sep 2016 13:09:18 GMT): Rollback: Instructor requested access to alter assignment descriptions.
Patricia Luckenotte (luckenottep) (Fri, 28 Oct 2016 19:58:07 GMT): I have added SCI_AG_J 4480W, 01 and JOURN 4480W, 01 to the Spring 2017 Schedule of Classes and cancelled the regular sections of SCI_AG_J/JOURN 4480. There were 3 students enrolled at the time of the change and have been moved to the new section.
Key: 485