Course Structure
For each text (with a few exceptions) we will have 1. a group presentation day, 2. a plenary and small group discussion day based on virtual forum posts, 3. critical reading day, 4. and current/historical events day. See Weekly Schedule for more details.
Assignments
– Readings
Make sure to read the full text on the first day of discussion for each primary material. This is a seminar – the class literally cannot “happen” without your thoughts and input.
– Group Presentation (MAX. 15 min)
Students will form groups, choose a text, and kickstart the first day of discussion for each primary material with a presentation. The presentation should include basic information about the text/author, historical context, suggested close-reading (or an in-depth look into the medium), and critical questions. Feel free to bring up current events that speak to the text; use visual media (powerpoint, video clips, images, etc.); or any other creative form of presentation, such as engaging the class members in activities or assigning on-site research tasks (such as searching the web, etc.) The presenters will also take a leading role in steering and prompting class discussion throughout the day. If you’re planning to use visual aid, come early and have everything setup before class begins.
Don’t fall into a routine; try to make your presentation unique, and effective. Creativity is also part of the assessment criteria. See “Group Presentation Guideline and Grading Criteria” document for more info.
– Virtual Forum Posts and Responses
In the “syllabus” folder on our course Blackboard page, you will see a weblink to our course blog. There will be separate virtual forums set up for each text. Post thoughts and responses on or questions about the primary text on the night before the second day of discussion (after we have our opening group presentation).The blog is an optimum platform for incorporating multimedia material – feel free to embed videos, images, etc. in your posts. The class will be divided into two groups: one group will post, and the second group will respond. All posts and responses must be fully uploaded by 10pm (see Weekly Schedule for specific dates). The purpose of the virtual forum is twofold: 1) to create an ongoing conversation beyond the confines of the classroom, and 2) assess writing skills and confirm full engagement (can’t post or respond without having read the text!). Your thoughts matter, precisely because the issues we examine in this course urgently call for discursive engagement in our society at large. I will not be providing individual comments for each post/response, but I will be reading every single one of them, and seek ways to incorporate your reflections into our discussion. Also, the forum is designed to serve as a prompter for classroom participation. Having written the post/response, you will know what your classmates are thinking. It will then be easier to dive into the conversation. Moreover, having written the post, you will have something concrete to say about the text. Also, the forum would be a good place to practice compact yet effective writing, which is a most important skill for accomplishing a key objective of this course; create discourse, and contextualize, by staying attuned to and reaching out to the world. We live in an age when short texts abound, exerting an unprecedented degree of influence on public opinion; think of Twitter, Facebook, Tumbler, the text messages you exchange with your friends, and other forms of online communication. Use the Forum wisely.
Posts and/or responses should be NO LONGER THAN 250 words. Formal writing required. We are using the blog platform, but what you’re posting is NOT A CASUAL BLOG POST; use correct grammar and full sentences. The content could include questions about the text you wish to share with the class, close reading of particular passages/moments, comparative reading (compare the text with other class materials or current issues), etc.
– Theory recap exercise – In class summary of theory reading
Occasionally, students will briefly summarize key take-away points after having read the theoretical/critical texts, in class. The objective of this exercise is not only to check on the reading progress, but also produce a collective document students could consult and revisit for their own research. Theory or criticism may seem elusive and dense, but by crowdsourcing, we can harness the power of the mass to parse out details individual readings may miss out on, and produce a concrete reference material for future use. There will be a google drive document link available in the Syllabus and Guidelines folder. Bring your laptops on theory days.
– Contextualization exercise – In-class research on current events
Occasionally, students will go find, bring back, and share relevant historical events or current issues that speak to the topics we explore in class for the last day of discussion on the given text. The objective of this assignment is to practice, apply, and engage with the learnings we gain from the primary and critical readings. By the time we walk out of the classroom at the end of the semester, I hope that each and every one of you would notice how the subjects we talked about are not mere figments of imagination but issues we all breathe and inhabit on a daily basis, cross geographic, temporal, and cultural boundaries. Bring your laptops on contextualization days.
– Midterm: Abstract or Project Proposal (due by Oct 18 Sun 11:50pm, submit by email.)
There are two tracks for the midterm and finals: either write a research paper, or work on a creative project. Start thinking about your paper/project idea early on.
– Research Paper Track: compose and submit an abstract of the paper you plan to write. Max. 250 words long. Must contain a clear thesis, a brief description of the material or issue you plan to address, and an explanation of why and how you make your critical intervention. This assignment is designed to help you formulate ideas for your paper. Details such as the sources you hope to use may change at a later stage as you continue your research for the paper, but think carefully and set up a concrete structure/direction. Make sure to read the “how to write an abstract/proposal” document for more info. You can also find model abstracts and proposals written by other students in the Syllabus and Guidelines folder on Blackboard.
– Creative Project Track: Write a project proposal, outlining the content and objective of your project. Explain the content; why you chose to work with the theme/subject/material and how it relates to the course topic; and how the medium/form informs and embodies the content. Creative projects in previous courses have ranged from blogs and videos featuring essays, images, collections of interviews, and responses to current issues; social media accounts that address a certain topic, inviting the reader/viewers to participate in an online discussion; photo essays; graphic narratives; musical compositions; and short stories. One page, single-spaced.
For both options, follow the MLA style guide, use Times New Roman font (size 12), leave one-inch margins on all sides, paginate, and include a title and proper heading info containing your name, course title, etc. (see the MLA style guide). Review and spellcheck thoroughly before submitting. NO TYPOS, grammatical errors, or sloppy citation. The same applies to your research paper/reflection essay (see the Final Product section below).
Use the following format for the file title: [your first name_abstract/proposal].
e.g. helen_abstract, or helen_proposal
– Final Conference
The last three days of class will take the form of a formal academic conference (details to be announced in class). Everyone will deliver a five minute presentation on the final paper or project. You can bring and read a shorter version of your paper as you would at an academic conference; read or show an excerpt if you’ve been working on a creative project that has written or visual components; perform your project; or present in any other format you find most appealing, effective, and creative. Use of visual aid encouraged.
– Final Product (due by Dec 9 Wed, 11:59pm, submit by email)
– Research Paper Track: 8~10 pages. Write on any material/subject that resonates with our course topic. You can choose to work on one of the course texts, or branch out and find another text that interests you. Must include at least five secondary sources that support or illuminate your claim, such as scholarly articles, book chapters, newspaper or magazine articles, etc. Include a Works Cited page at the end. Clearly state your argument and provide evidence. Read the “Argument as Conversation” document in the Syllabus and Guidelines folder. Review and spellcheck before submitting.
– Creative Project Track: Submit your product, along with a one page, single-spaced reflection essay on your project. The essay should have two components: one subjective, the other objective. For the subjective portion, explain what you learned and realized through the production process. For the objective portion, critically analyze your own work based on the discussions and readings we had in class. Treat your project like one of the class texts.
Follow the formatting guideline detailed above in the Midterm section.
Use the following format for the file title: [your first name_final paper]
e.g. Helen_final paper
– Office Visit
We will meet individually at least once throughout the semester to discuss paper ideas, the course in general, or any other matter you would like to talk about. During office hours or by appointment. Visit before midterm encouraged.