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EWRT 2
Critical Reading, Writing, and Thinking
5 Units
Theme:
What’s Love Got To Do With It?:
Critical Deconstruction of the Cultural Conditions of Love through
Literature and Media Texts
"Winter Quarter 2005 EWRT 2"
Recitatif
"Winter 2005 Essay #1"
About This Course:
EWRT 2 is a 5 unit transfer level writing course focused on the development of critical thinking skills through intensive reading of literature, analyzing forms of popular culture, class and small group discussion, and advanced academic (analytical and argumentative) writing.Students will conduct outside research leading to analysis, comparison, self-reflection, and synthesis in documented research paper. The thematic structure of the class will be centered on social and cultural constructs and conditions of love—romantic, friendship, family, and sexual love. As a class we will read literature that is diverse in subject and form and will represent writers from wide perspectives of culture, history, race, class, and sexuality, but will all relate to the theme of love. We will also be “reading” social constructions, gender roles, and your own biases and perceptions surrounding love through media culture.
Goals:
- Distinguish between direct perceptions and inference, between surface, “literal” reading and interpretation.
- Discover connections, patterns, and analogies that cut across conventional classification schemes and intellectual domains.
- Recognize, compare, and evaluate alternative points of view, values, and meanings, including those of outside sources (from research).
- Write clearly, logically, analytically, and self-reflectively.
- Practice writing as a complex, cyclical process of discovery, planning, drafting, and revising.
- Articulate analyses and interpretations, and formulate sophisticated written arguments
Required Texts/Materials:
- Sula by Toni Morrison.
- Recitatif novella by Toni Morrison (handout).
- Six Degrees of Separation by John Guare.
- The Passion by Jeanette Winterson.
- Writing Analytically (3rd ed) edited by Rosenwasser and Stephen.
- Romeo and Juliet (selections) by William Shakespeare (handouts).
- A Journal (a spiral notebook or anything you like).
- A dictionary or use www.m-w.com (online dictionary)
Evaluation & Assignments:
Your grade for the course will be based on the following points:
(possible 500 points)
- 2 Essays (5-7 pages): 50 points each.
- 2 Exams (in-class and take home sections): 40 points each.
- Participation (attendance, small group work, class discussion): 100 points.
- Journal: 100 points.
- Final Group Research Presentation: 50 points.
- Research Paper (7-10 pages): 70 points.
Assignment Guidelines:
- All final drafts of all take home essays must be typed, size 12 font, double-spaced, stapled, and have an interesting title.
- Hand in all drafts and related materials stapled or clipped behind the final draft.
- Missing or not participating in class writing workshops for drafts (1/26, 2/23, 3/15) will drop your final paper grade one full grade.
- You may re-write any one essay for improvement; however, it is due no later than 1 week after it is returned to you.
Journal:
The process of developing a keen awareness and understanding
of literature, themes, and critical thinking is introspective and cumulative; therefore, you will keep an analytical and personal journal throughout the quarter. For each reading or viewing assignment you will be asked to write a response (approximately ½-1 page per entry) that offers your interpretation/understanding, poses questions, makes connections to other readings, and your own experiences, and generally addresses the theme of the class in relation to the texts. You may also be creative in your journal with drawings, conceptional maps, photographs, and popular culture materials that connect to the readings. Because some of the readings will influence you more than others some journal entries may be elaborate, creative, long, and detailed, while others may be simple responses or questions. It is important to bring you journal to class because most classes will begin by sharing the journal entry due for that day in small groups. Also, in-class free writing will be done in your journal.
Although the journal is not collected until the last
day of class, there will be several graded journal checks throughout the quarter.
Attendance:
Attendance every day is required. If you have four unexcused absences, I will assume that you have Withdrawn, and give you a W. If there is a legitimate reason for you absence, you must call or e-mail to excuse yourself on that day. You are not permitted to make up any in-class assignments (exams and group work) if you have an unexcused absence. If you are forced to miss a class, it is your responsibility to obtain any handout, assignment, or information I gave our in class. I suggest getting the phone numbers of a few people in the class so you won’t miss any assignments.
Participation:
EWRT 2 is a discussion-based course, and your class “presence”
will be public and is graded regularly. Plan on being prepared and involved in both small group and class discussion because you will be expected to participate. If you remain passive, you will do poorly.
Honesty:
I am interested in your ideas as well as how clearly you can discuss the ideas of others. Plagiarized work, even a key word in a sentence or someone else’s published idea, which is not properly documented, will result in a failing grade for the assignment. A case of extensive plagiarism (full paragraphs lifted from someone else’s work), repeated plagiarism, or “recycling” a paper will result in a failing grade for the class. If you are uncertain about the rules for using a source, come and see me before you turn in the assignment. If you fail a class due to plagiarism it will appear on your academic record.
Note: This is an adult level course; therefore the subject matter of readings, films, and discussions will contain adult material and will not be censored.
If you have any special circumstances which you feel will affect your performance in this class (a diagnosed learning ability, a physical disability, or anything at all that might interfere with your learning), please come speak to me as soon as possible—we will create a learning environment that works for you.
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