|
Date |
Topic |
Reading |
Writing |
|
Week One |
|||
|
T 8/23 |
Introductions Syllabus overview Why write? What
makes “good” writing? Rhetorical situations |
|
|
|
R 8/25 |
Myths/constructs about writing Writing as punishment Where do our attitudes and ideas about writing come from? Close reading strategies |
RR
1 (Group A): Why, according to Clark, do some students view writing as
a punishment? In general, how do you feel about writing? |
|
|
Week Two |
|||
T 8/30
|
Myths/constructs about
writing Literacy and identity Family histories |
RR
2 (Group B): Practice reading Murray's article closely. What does
he mean when he says that "all writing is autobiography"? Do you
agree? Why or why not? |
|
|
R 9/1 |
Grammar, dialect variation Standard English, “code switching,” and mixing voice(s) Language and power structures Narrative writing
strategies |
-“Teaching Standard English: Whose Standard?” by
Christensen (online) |
RR
3 (Group A): According to Christensen, what is Standard English?
What are some of the problems with teaching Standard English?
How do students respond to learning Standard English in different
ways? |
|
Week Three |
|||
|
T 9/6 |
Writing processes Writing and healing Discovery through writing Revision and invention |
-“Shitty First Drafts” by Lamott (online) -“Writing Autobiography” by hooks (online) |
RR
4 (Group B): How do Lamott and hooks describe their writing processes?
What challenges does each writer face? How did they learn
to overcome these challenges? |
|
R 9/8 |
Conferences – no class |
|
Draft 1 of the Literacy Narrative due. |
|
Week Four |
|||
|
T 9/13 |
Revision as a collaborative process Constructive
criticism Peer response |
|
Draft 2 of the Literacy Narrative due (bring two copies). |
|
R 9/15 |
Transitioning into Unit 2 Textual analysis, rhetoric, interpretation Writing across the disciplines Banksy and political graffiti |
|
Portfolio 1 due (with the final draft of the Literacy
Narrative). |
|
Week Five |
|||
|
T 9/20 |
Reading and
interpreting history Historical analysis Epistemology and
indeterminacy Strategies for
argumentation, framing |
-“Indians: Textualism, Morality, and the Problem of
History” by Tompkins (online) |
RR 5 (Group A): Why study history?
How can studying history help us understand our lives today? What (epistemological, moral, ethical)
challenges do we face when we study history?
Give examples from Tompkins’ article as well as from your own experiences. |
|
R 9/22 |
Metaphorical concepts, learning, and social progress Metaphors for academic writing Silence/silencing Poetic justice? Pass around list of popular sources |
-“Metaphors We Live By” by Lakoff, Johnson (online) -“The Transformation of Silence into Language and Action”
by Lorde (online) |
RR 6 (Group B): How, according to Lakoff and Johnson, can metaphors
influence the way we think? Give
examples from Audre Lorde’s piece, “The Transformation of Silence into Language
and Action,” as well as from your own experiences. What metaphors does Lorde use in her piece? How do these metaphor illustrate
her particular worldview? |
|
Week Six |
|||
|
T 9/27 |
Setup Session 1 Leader: Instructor Distribute roles and faction advisories Using sources as evidence |
-“Historical Background” (pages 20-53) -Funeral Oration
by Pericles (pages 89-94) |
RR 7 (Group A): The authors of the Athens game book (Josiah Ober, Naomi Norman, and Mark
Carnes) maintain that Pericles’ Funeral
Oration is “perhaps the most eloquent defense of democracy ever delivered”
(37). Who was Pericles, and why did he
give this oration? How did he describe
the Athenian empire in this speech?
What, according to Pericles, were the values, virtues, and merits of
Athenian democracy? |
|
R 9/29 |
Setup Session 2 Leader: Instructor Introduce your characters |
-Parts 1, 3, and 4 of the game book (pages 1-19, 54-87) -Read role sheets |
Write character sketch/introduction. |
|
Week Seven |
|||
|
T 10/4 |
Defining “justice” Individual and communal justice Social justice, ethics, and the ideal state |
- Part 1 of Plato’s Republic
(pages 95-118) |
RR 8 (Group B): Summarize the various definitions of “justice” outlined in
Part 1 of Plato’s Republic. Which theory of justice do you agree with
most, and why? How does Socrates
describe his version of a “just” state? |
|
R 10/6 |
Setup Session 3 Leader: Instructor/Factions Theories of education |
-Part 2 of Plato’s Republic
(pages 118-147) |
RR 9 (Group A): How does Socrates describe the education system he would
implement in his ideal state? To what
extent does his theory of education reflect your own educational
experiences? In other words, how is his
ideal system of education similar to and different from your own academic
background? |
|
Week Eight |
|||
|
T 10/11 |
Game Session 1: Assembly Leader: President 1 Reconciliation and retributive justice No justice, no peace? |
-Xenophon’s Hellenica
(pages 226-235) |
Prepare for Game Session 1. |
|
R 10/13 |
Game Session 2: Assembly Leader: President 2 Justice for all? Forms of democracy Free speech and censorship The role of poetry in a healthy democracy |
-Part 3 of Plato’s Republic
(pages 147-171) |
RR
10 (Group B): How does Socrates describe the place of women and the
family in his ideal state? What role does gender play in the
formation of justice? What do you think about his views on gender? |
|
Week Nine |
|||
|
T 10/18 |
Game Session 3: Assembly Leader: President 3 Social welfare Democratic bodies Identity, gender, sexuality |
-Parts 4 and 5 of Plato’s Republic (pages 171-199) -Xenophon’s The
Economist (pages 213-226) |
RR
11 (Group A): How does Socrates define a true philosopher?
How does he use certain metaphors to describe philsophers and their
roles within society? Give at least one example of a metaphor
used in this portion of the text. To what extent does this
description allign with your own views about philosophy? |
|
R 10/20 |
Game Session 4: Lawcourts Trial day |
-Plutarch’s Life of
Lycurgus (pages 202-208) -Plutarch’s Life of
Cimon (pages 209-213) |
RR
12 (Group B): How does Plutarch depict Spartan society in this
passage? How did their culture differ from Athenian
culture? Which state would you prefer to live in? |
|
Week Ten |
|||
|
T 10/25 |
Game Session 5: Assembly Leader: President 5 Systems of justice The ethics of representation |
|
Prepare for the game. |
|
R 10/27 |
Game Session 6: Assembly Leader: President 6 Remilitarization/restoration of the Athenian empire Colonization |
|
Prepare for the game. |
|
Week Eleven |
|||
|
T 11/1 |
Postmortem Session Leader: Instructor Framing an analysis |
-Read, watch, or listen to one example of popular culture
related to the overarching themes of the course/game. |
Write one paragraph about how the popular source relates
to the course/game. |
|
R 11/3 |
Conferences – no class |
|
Draft 1 of the Rhetorical Analysis due. |
|
Week Twelve |
|||
|
T 11/8 |
Peer response Essay organization |
|
Draft 2 of the Rhetorical Analysis due (bring two copies). |
|
R 11/10 |
Transitioning into Unit 3 Myths about researched writing Scholarly and popular sources |
|
Portfolio 2 due (along with the final draft of the
Rhetorical Analysis). |
|
Week Thirteen |
|||
|
T 11/15 |
The future of literacy? Digital literacies and virtual spaces Literacy learning and technology access Gamification, play, social progress |
-“The Future of Literacy” by DeVoss et al (online) -Watch a TED Talks video about technology (online) |
RR
13 (Group A): How is online gaming transforming literacy education,
according to DeVoss? How can teachers use the resources and
skills developed through online gaming to improve their own work in the
classroom? Give an example of how technology has influenced your
own literacy development, either inside or outside of school. |
|
R 11/17 |
Justice and public spaces Setting and character description |
-“From the Middle East to Wall Street: Justice Depends on
Public Spaces” by Walljasper (online) |
RR
14 (Group B): Why, according to Walljasper, does justice and democracy
depend on public space? How might his argument apply to St.
Louis? In other words, where can St. Louisans gather to express
their discontent, celebrate their community, etc.? |
|
Week Fourteen |
|||
|
T 11/22 |
Fall break – no class |
|
|
|
R 11/24 |
Fall break – no class |
|
|
|
Week Fifteen |
|||
|
T 11/29 |
Practicing synthesis Plagiarism and patchwriting Bibliographies, citation resources |
|
Continue your research and writing. |
|
R 12/1 |
Finding and evaluating sources Library day? |
|
Continue your research and writing. |
|
Week Sixteen |
|||
|
T 12/6 |
Presentations |
|
Draft 1 of the Research Project due. Prepare for your presentation. |
|
R 12/8 |
Presentations |
|
Prepare for your presentation. |
|
Finals Week |
|||
|
T 12/13 |
|
|
Portfolio 3 due (along with the final draft of the
Research Project). |