| Alex E. Blazer | Course Site | Assignments | Description |
| Materials | Assignments | Policies | Schedule |
The Stories We Tell Ourselves
English 367.01 (07700-6): The American Experience
Spring 1999, T/R: 7:30-9:18 A.M., University Hall 86
| Instructor: Alex E. Blazer | Office: 525 Denney Hall |
| Mailbox: 421 Denney Hall | Office Hours: T/R: 9:30-11:00 |
| Email: blazer.9@osu.edu | Office Phone: 292-1790 |
| Web: people.english.ohio-state.edu/blazer.9 | Departmental Phone: 292-6065 |
This course will explore a most serious issue: the nature of the self in a highly mediated and mediating society, America. It seeks to answer the two-fold question at the back of all of our minds, "What can I believe?" and "How are individuals (how am I) determined by society?" by analyzing various disciplines in American culturelaw, science, religion, politics, and especially the mediathrough the lens of texts that are weary of the ideology that produces them. Don't worry, we'll investigate the credibility of those visions as well, as this opens the door for our own writing. As we analyze and evaluate texts that analyze and evaluate rhetorical practices in our society, we'll engage in critical writing that takes an argumentative stand in what it's analyzing (we'll create ourselves by composing papers that assimilate and master the other's discourse). We'll write response/report papers for selected readings. Groups of three or four or will develop and demonstrate (both orally for the class, and in a group paper) a debate or, more loosely, a multi-perspective reading of an assigned text or group of texts. The first paper, of four pages, will be a more developed reading of a class text (an explanatory annotation); the second, an annotated bibliography of ten relevant, scholarly sources should prepare for the final paper, of eight pages, that will research a class topic or text.
Anderson, Walter Truett: Reality Isn't What It Used to Be (available at SBX)
Huxley, Aldous: Brave New World Revisited (available at SBX)
a course packet (available at Bricker Hall COP-EZ)
an active email account (you'll be subscribed to the course listserv)
Assignments and Grade Distribution
3 response papers (250 words each at 5% each), 15%
You must sign up to write 3 papers which respond to particular reading assignments. These semi-formal papers should 1) report theses, issues, and, contexts of the work as well as define key terms, 2) respond critically to the work, and 3) ask two questions or identify two issues for class discussion. Because your peers and I need time to check our email, papers on Tuesday's reading assignments must be submitted to the course listserv (listserv-blazer@lists.acs.ohio-state.edu) by noon Monday, those for Thursday's by noon Wednesday.
a collaborative oral presentation (15 minutes), 10%
Particular groups of readings merit more attention and debate than one or two individual responses can give. Consequently, students will sign up to work in groups in order to present to the class the multiple perspectives, interpretations, contexts, and correlations of thosereadings. Also, groups are responsible for compiling and distributing a bibliography of related and somewhat relevant primary and/or secondary sources (15-20) that inform the group's assigned readings. As noted above, this assignment is used in conjunction with one responsepaper; however, the paper will be graded individually while thepresentation collectively. Either each group member can submit an individual response to the listserv by the Monday or Wednesday before the presentation, or the entire group cansubmit a response. (The length would increase accordingly if three members, then 750 words; if four then 1000.) Groupsmust work together in interpreting and determining connections and differences among the texts. Individual responses must not only reference but engage the other texts in the group.
a four-page paper (typed, double-spaced, 1000 words), 20%
This explanatory annotation paper should either 1) explain an assigned reading's most significant passage, 2) compare/contrast two assigned readings's most significant passages, or 3) explain the most significant passage of a different text by the author of an assigned reading. More instructions to come.
a preliminary bibliography (20 sources), ungraded
Due before the annotated bibliography, the purpose of this assignment is for you to determine if you have a researchable topic. If your search strategy does not locate approximately 20 sources, your topic needs to be rethought and you should confer with me.
an annotated bibliography (10 sources, 50 words per annotation), 10%
As preparation for the final research paper, the purpose of this assignment is to compile and evaluate sources for a research topic or author. Annotations should summarize theses or controlling ideas and discuss the validity of the text's argument. More instructions to come.
an eight-page final research paper (typed, double-spaced, 2000 words), 30%
The paper should either 1) extend a conversation regarding an assigned reading by researching others' interpretations of the work and/or comparing it with selections of the author's other work or 2) researching a topic or issue initiated in class conversation. I'll provide a list of possible topics and authors by the third week of class. The paper must incorporate and quote at least 4-5 sources. More instructions to come.
peer response and class participation quizzes, 15%
This grade is determined by both class participation and the peer responses for first drafts of the explanatory annotation paper and the research paper. Peer responses, of approximately150 words, should be critical yet sensitive in their evaluation of the form (thesis, support, style, voice, organization) and content (thesis, argument, use of evidence) of their peers' first drafts. Class participation is vital in illuminating the multiple perspectives of the controversial issues and the divergent interpretations of the assigned readings that we'll be discussing. In order to participate in class, you must have read the assignments. To get the conversation started, approximately every other class we'll have a brief quiz and two or three students will be selected at random to read their quiz,to which the class is expected to respond.
extra credit
Composing a 250-word listserv response for an additional reading will elevate your listserv response paper grades, depending on the quality of the response.
The Course Listservice
The listservice serves two functionsfirst, to share writing and ideas that provoke in-class discussion and second, to make course announcements and reminders. I encourage all to read hese informative messages, not to mention share your perspective with the rest of the class; but, obviously, anything above and beyond the three pre-assigned responses is not required.
Late Assignments
There will be a one letter grade deduction per day for any and all assignments that are turned in late. An extension may be given if absolutely necessary and warranted.
Drafting and Revision
First drafts of the explanatory annotation paper and the research paper will undergo peer responseand my response if you so desirefrom which you can revise a second draft which will be turned in for a grade. Though I will not grade first drafts, I do require (and check) that they meet at least three-fourth (¾) of the page limitthree (3) pages for the first paper, six (6) for the research paper. Failure to meet this minimum will result in a one-third (1/3) letter deduction from the paper's final grade (an "A" will become an "A-"). If you provide your peers no draft at all, you will earn a one (1) letter grade deduction on the final grade. The explanatory annotation paper and the group presentation paper, but not individual responses or the research paper, may be revised once after receiving a grade with my comments for a new grade assessment.
Conferences
After the first paper, but before the annotated bibliography, you must sign up for an individual conference in order that we can talk about your first paper and research paper topics. Though no more conferences are required, I encourage you to see me during my office hours (or by appointment) to talk about any course concerns you have.
Plagiarism
Don't do it. Using someone else's words, ideas, or work without proper citation and representing it as your own is the most serious of academic offenses. All cases of suspected plagiarism will be reported to the Committee on Academic Misconduct.
Attendance
Unexcused absences will not be tolerated. Family emergences, illness/injury with doctor's note, jury duty, athletic or other collegiate competition, religious holidays, and so forth constitute excused absences. Bring notes within one (1) week of your return to class or I will not accept the excuse. Two-thirds () of a letter grade will be deducted from your final grade for every unexcused absence beyond two (2) (An "A"will become a "B+"). Five (5) unexcused absences will result in your failure of the course. I do not tolerate tardiness either. Two (2) unexcused tardies equals one (1) unexcused absence. Tardies will affect your grade. I strongly suggest not being late because quizzes will be given in the first five minutes of class. If you know in advance that you have to miss or be late for a class, please notify me beforehand in order that we can make arrangements regarding missed work.
Student-Work
On the Monday after finals week, I will have your final research papers ready for you to pic up. Make an appointment with me to retrieve your work, or I will discard it after two quarters.
Writing Center
The staff of the Writing Center serve as readers and responders to writing for English 110, English 367 and other university disciplines. Besides giving feedback, these English graduate students can help with other writing issues such as topic development, organization, coherence, clarity, and self-editing. To make an appointment, call 292-5607 or stop by 338 Denney Hall M/W 8:30-5:30, T/R 8:30-7:30, and F 8:30-1:30.
Ombud
The Ombud is a resource for students and teachers of English 110 and 367. If you have any concerns about the course but feel you cannot speak with me, please feel free to consult with the Ombud. All conversations are confidential.
| Ombud: Wade Kreuger | Office Phone: 292-5778 |
| Office: Denney Hall 363 | Email: krueger.31@osu.edu |
| Office Hours: MTWR 11:30-3:30 |
Office of Disability Services
If you have any specific needs or concerns, please feel free to discuss the issue with me during office hours. Students with disabilities who need accommodations should be registered at the Office for Disability Services (292-3307).
This schedule is subject to change, so listen in class and check online for possible revisions.
Introductions Syllabus Concerns |
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Reality Atwood: "Fiction: Happy Endings" (275-9) Plato: "The Allegory of the Cave" (186-91) Doctorow: "Ultimate Discourse" (472-5) Lunsford: "On Reading . . . Critically" (1-8) Writing a Position or Response Paper |
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Belief Anderson: Reality, Preface and "The Collapse of Belief" (ix-xii, 3-52) Lunsford: "From Reading to Writing" (9-34) Writing an Essay Examination or Quiz |
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Postmodernism Anderson: Reality, "Postmodern Visions" (93-102) Kafka: "Before the Law" (3-4) Zinn: "Law and Justice" (368-402) Ramage: "Reading . . . Essays." (639-45) Paper 1 Prompt: Writing an Explanation or Comparison Paper |
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Objectivity Anderson: Reality, "Postmodern Visions" (55-78) Barnet: "Critical Thinking and Writing" (57, 73-86) Writing an Explanation or Comparison Paper continued |
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Objectivity - continued Bacon: "Idols of the Mind" (518-29) Thomas: "Humanities and Science" (775-82) Harding: Introduction (1-16) Group Presentation #1: The Objectivity of Science Writing an Explanation or Comparison Paper continued |
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Constructions Anderson: Reality, "The Theatre of Reality" (105-83) (1/3 of class responsible for Ch5, for 6, for 7) Writing a Peer Response Paper Due: Paper 1, Draft 1 |
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Camp Culture Boorstin: "From News Gathering to News Making" (7-44) Sontag: "Notes on Camp" (105-19) (½ of class read Boorstin, ½ read Sontag) Group Presentation #2: Psuedo-Events and Camp Culture Due: Paper 1, Draft 1 Peer Responses |
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Faith Anderson: Reality, "Faith and Freedom" (187-227) Revising a Paper |
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Evaluation Thoreau: "Why I Went to the Woods" (897-902) Rich: "Diving," "Translations, "Living" (22-4, 40-2) Research Paper Prompt: Determining a Topic and a Question Due: Paper 1, Draft 2 |
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S(t)imulation Anderson: Reality, "Worldview" (231-69) Research Paper Prompt: Finding Sources ***meet in Denney Hall 312 |
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S(t)imulation - continued Baudrillard: "Simulacra and Simulations" (166-84) Klugman: "Reality Revisited" (12-33) (½ read Baudrillard, ½ read Klugman) Group Presentation #3: Reality and Disneyland Barnet: "Critical Writing: Using Sources" (156-173) |
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Cynicism Lapham: "Democracy in America" (701-13) Moore, Michael: "Don't Vote," et al (22-5, 43-56, 221-9) Group Presentation #4: American Politics: Apathy or Ideology? Annotated Bibliography Prompt: Writing an Evaluation of a Source Due: Preliminary Bibliography (20 sources) |
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Mediation Hammill: "Crack and the Box" (373-377) Rapping: "Local News: Reality as Soap Opera" (616-33) Group Presentation #5: Television and Culture/Society Writing an Annotated Bibliography |
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The X-Files Movie: The X-Files: "Jose Chung's From Outer Space" Graham: "Conspiracy Theory and The X-Files" (52-62) Lavery, et al: "Introduction" (13-20) Group Presentation #6: The X-Files and Social Order Writing a Research Paper ***Meet in Lord Hall Room 19 |
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De-Brave-d Huxley: Brave New World Revisited, Ch1-6 (3-57) (1/3 of class read Chs1-2, read 3-4, read 5-6) Writing a Research Paper continued Due: Annotated Bibliography |
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Consciousness Huxley: Brave New World Revisited, Ch6-12 (58-118) (1/3 read Chs7-8, read 9-10, for 11-12) Writing a Research Paper continued |
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Beyond Rhetoric Movie: The Truman Show (Extra Credit Response: in-class movie) ***Meet in Lord Hall Room 19 |
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B.S. Herzog: "The Death of Lies," et al (P 15-27, 207-218) Due: Research Paper, Draft 1 |
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Conclusions Evaluations Due: Research Paper, Draft 1 Peer Responses |
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| Due: Research Paper, Draft 2 by 5:00 P.M. |
Acknowledgments / Table of Contents for Course Packet
First-Day Handout