LS 211 Introduction to the Humanities
F2T 2010 DLA
Young, Robert D.
Doctor of ArtsMABA
7am to 7pm Mon-Sat Pacific Time
Fall II 2010, October 18-December 12, 2010
Textbook: Ways of Reading, 7th Ed., Bartholomae and Petrosky, 2005. ISBN 0-312-40995-8.
Students may be directed to online materials as part of the assigned reading for the course.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Additional Resources: A repository of supplemental materials is available here http://del.icio.us/irisdl/LS211.
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Educational Philosophy: The course is arranged into areas of coverage meant to invigorate your sense of what it means to be human, enliven your inquisitive spirit relative to humanities study, and illuminate the relationships among your life, the world, and patterns replicated among humans. Such rich, interdisciplinary patterns, loosely identified, form the areas of coverage for this course, which you will investigate through class discussions and exploratory writings. You will also work through stages of writing, research, peer response and revision, for a substantial project, which you will share late in the term.
Furthermore, students will emerge from the class with a greater understanding of and appreciation for the humanities. In the interest of "liberat[ing] students from intellectual, social, and cultural parochialism" we will pursue 1) an understanding of your humanness, 2) a sense of the history of human thought and creativity, 3) a perspective of diverse and contrary ideas that have shaped human life and society, and 4) an examined set of primary values that lead to an understanding of what being human means and requires of you.
Through this course of study and through multiple explorations grounded in manifestations of humanness, students will-we imagine-fulfill a substantial and thorough introduction to humanities, which will proliferate ongoing transformations toward becoming "more fully human."
Learning Outcomes: Core Learning Outcomes
Your LS211 project will break down into the following three graded portions:
I. Prospectus: Due at the end of week three, this is a one-page (300 words; not to exceed a single page) declaration of what your project will undertake. It will serve as a formal plan for your project, stating what you will do, how you will do it, and how it will serve your introduction to the humanities. (This will constitute 1/6 of the grade for the project or 5% of your overall grade for the course.)
II. In-Progress Draft: Due at the end of week five, this is a 1000-1200-word draft the will allow other students in the course to respond to your work with peer response during the week. It will be a clear, careful start on the project. If rough spots remain, that's okay, but your work should be relatively well-developed, and it should represent ideas that will also be used in your completed project. The draft can include shorter sections on all three sites, one fully developed account, or some other variation, as long as it meets the suggested length range. Think of the draft as a chance to work through rough spots by sharing your work with your peers. You with also turn it in at the end of week five for your instructor to review. (This, along with full participation in peer response during week five, will constitute 1/3 of the grade for the project or 10% of your overall grade for the course.)
III. Completed project: Due at the end of week seven, your completed project (1800-2700 words in length or 3-5 single-spaced pages) will reflect your best effort at a polished, careful project in this introductory course. (This will constitute 1/2 of the grade for the project or 15% of the overall grade for the course.) Note that if you pursue the Tabblo option, your finished project will come in between 1200-1800 words and include a link to the Tabblo you created.
Total weight: 30% 1800-2700 words (3-5 single-spaced pages).
Presence (detailed descriptive writing; a sense of being there; concrete references)
Vivid, detailed writing, including details about the scene and activity at the site or event.
Vivid, detailed writing applies to at least two of the events/sites.
Limited attention to details about the event or site for two or more event. A relatively low degree of presence-establishing detail in the account.
Many details are left out or overlooked. The accounts do not establish the presence of the writer through detailed, descriptive writing.
Complexity (personal inquiry, search for insight and meaning; interpretive gestures; moves beyond the surface or superficial qualities)
The accounts go beyond surface-level description and include thoughtful analyses and insights in every account.
The writer has gone beyond surface-level observations to include thoughtful analyses and insights in at least two accounts.
The writer has gone beyond surface-level observations to include thoughtful analyses and insights in at least one account.
The accounts deal only with superficial observations, rather than also introducing thoughtful insights about the deeper aspects of the site/event.
Perspective (explicitly acknowledges point of view, attitude, stance, or disposition of the writers and others who are involved)
Deals explicitly with matters of perspective in all three accounts.
Deals explicitly with matters of perspective in two accounts.
Deals explicitly with matters of perspective in one account.
Does not deal with matters of perspective, attitude, or vantage point (which might include expectations).
Humanities and Literacies (explicit treatment of aesthetic, civic, critical, science, and values literacies) and humanities
Names three general education literacies and/or discusses all events/sites explicitly in terms of connections to the humanities.
Names two general education literacies and/or discusses two events/sites explicitly in terms of connections to the humanities.
Names one general education literacy and/or discusses one event/site explicitly in terms of connections to the humanities.
Does not draw explicit connections between the sites/events and the humanities or the general education literacies.
Conventions and formatting
Adheres to MLA (or APA) formatting. Includes properly formatted citations, if applicable. The document is neat (including name, title, and word count); it does well to demonstrate the conventions of written academic prose.
Adheres to MLA (or APA) formatting with few exceptions. Includes citations, if applicable, with sufficient information to locate the source materials. The document is neat (including name, title, and word count); for the most part, it does well to demonstrate adherence to conventions. If there are errors, they do not distract the reader from understanding.
May not follow formatting conventions of MLA (or APA) style, but the project does include basic citation information (list of materials), if applicable. The document formatting bears oversights in matters of neatness. It does not include name, title, and/or word count. The writing may have errors that distract from meaning (making passages difficult to understand).
Does not include any source information (if applicable). Excessive errors make the document difficult to read. Formatting conventions have not been applied.
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:9/29/2010 11:16:16 AM