HMXP 102 Syllabus

Course Description: This course primarily emphasizes student engagement with life-changing ideas by reading, analyzing, discussing, synthesizing, and writing about challenging readings in five thematic units. Class time is spent systematically examining new readings, connecting the ideas across the five units continually throughout the semester, encouraging and coaching mature, critical thinking and participation among students, and developing ideas that students will later explore in writing assignments. Writing serves as a means for understanding the focus of ideas.

You must earn at least a C- in HMXP 102 in order to take CRTW 201. I reserve the right to make revisions to the syllabus and any of the reading or writing assignments. Changes will be announced in class.

The Self and Education: What are the ideals and myths about education that you bring with you to the university? We will examine some ideas on how we learn about and understand our world.

The Autonomous Self: How do we reconcile the tension between the “individual self” and the “connected self?” We will look at assumptions that drive our ethics and personal values.

The Self and Community: How do we resolve the tension between individual rights and freedoms and the common good? We will explore how we define, describe, and construct the self within the larger community by exploring issues such as nationality, family, ethnicity, and gender.

The Self and Nature: What are the biological aspects of the self? Are we simply a DNA replicating machine? Where does the self fit in the larger complex ecosystem?

The Self and the Sacred: What signifies the sacred? Drawing on Paul Tillich’s definition of the sacred as the objects or issues of ultimate concern, we will explore how the sacred exists for everyone and is revealed through the attitudes and behaviors of individuals and communities.

Burmeister, Alice and Kathy Lyon, eds. The Human Experience: Who Am I? 4^th ed. Littleton, MA: Tapestry, 2007.

Harris, Muriel. Prentice Hall Reference Guide to Grammar and Usage: Custom Edition for Winthrop University. Boston: Pearson Custom, 2006.

1. To become an active and engaged learner. Through the treatment of the self as the subject of study, you will become more aware of how various perspectives and bodies of thought bear on your own identity. By examining ideas through different lenses, you will gain a better understanding of who you are. You will engage in this study at a personal level and reflect on how you can use your college experience to grow and develop by thinking critically about your world view and by communicating through oral and written means.

2. To enhance communication skills – reading, reflecting, discussing, and writing – so that you will be able to participate more fully in a variety of communities, especially the university community. By engaging in reading followed by reflective, critical thought and informed discussion on questions of central importance, you will learn to value multiple perspectives on issues. With opportunities to experience these new understandings through written and oral communication you will witness and appreciate how, as member of a learning community, you benefit from drawing upon various perspectives and learning from each other.

3. To realize that knowledge is constructed, arising from a variety of perspectives. By examining various methods of understanding and notions of the self, you will come to appreciate how any given perspective both reveals and conceals. You will see how foundational assumptions within a given perspective both enhance and limit the value of that perspective. You will recognize that knowledge arises from particular points of view within various communities rather than see it as autonomous chunks of objective information.

4. To understand the self as both isolated and connected. You will consider and reflect on notions of the self that include individual and collective definitions. You will be challenged to articulate perspectives on the self that range from the isolated organism to one constructed within various communities. The commonalities among various selves and the unique characteristics of each self comprise a major theme of the course, and you will develop and demonstrate understanding of the origins, strengths, and limitations of each perspective.

5. To recognize and appreciate a diversity of viewpoints. By considering a variety of perspectives in a supportive yet critically astute learning community, you will develop greater capacity for tolerance and respect.

Personal conduct: This course deals with controversial ideas and issues. Not only is it desirable for you to show respect for the ideas, interests, feelings, views, and experiences others relate, but I insist that you listen without interruption and model behaviors that demonstrate maturity and a non-judgmental stance.

Course Requirements: Each student is accountable for out-of-class and in-class assignments. These include both participation and homework components.

Participation (15% of course grade): Class discussions constitute a major portion of the classroom activities that enable you to understand and relate to course themes and perspectives. Contributions to class discussions should endeavor to assist in adding to the conversation at hand. A simple “I agree” merely denotes likeness of mind and does nothing to move the discussion forward. To attain credit for participation, you need to be present at class meetings and you must contribute substantively and regularly to the classroom discourse. Your reader response paragraphs will assist you to this end.

I will assess your preparation for and contribution to the classroom learning environment based on elements such as:

· Can you answer questions about the readings and integrate the material with previously covered material?

· Do you have written notes on the reading assignments to assist you in class discussions?

· Do you ask thoughtful questions, listen carefully when others are talking, and demonstrate curiosity about new ideas?

· Do you disrupt class by leaving and returning mid-session? Do you miss class or exit early?

· Do you participate constructively in group projects, discussions, and activities?

· Are you maintaining a thoughtful writing notebook that reflects your development as a writer?

Presentation/Seminar Leader (10%). Each of you will make a 5-7 minute formal presentation explaining the main ideas in one of the assigned readings. You then will be responsible for leading and stimulating a class discussion on that reading or topic. More details and the grading rubric will be provided early in the semester.

Final Exam (10%). Each of you will present your final essay to the class during the scheduled final exam time. Additional information will be made available mid-semester.

Reader responses (15%): You will prepare a minimum of 15 one-paragraph (approx. 150 words), typed responses to the readings assigned for class. A response is different from summarizing or paraphrasing what you have read. Instead, a response requires you to focus on what the piece means to you—how it affects you emotionally, mentally, and even physically. The purpose of these responses is to prepare you for class discussions. An acceptable response might raise questions, provide insight, or communicate an “Ah-ha!” moment that will stimulate discussion at a substantive level. A good way to approach a reader response is to consider four questions:

3. What in my background (e.g., values, needs, interests, experiences) makes me react that way?

If you wish to earn an A (excellent) or B (above-average) grade, your responses must be excellent or above average in terms of the level of insight they provide, personally and/or objectively.

Vocabulary words (10% of course grade): Each response essay must include an ongoing list of meaningful words that you learned as a result of the readings or from other interactions in your life. Detailed instructions are posted on my website. A minimum of five words/week is required resulting in a minimum of 75 words by the end of the semester.

Essays (40%): You will write four 350-450-word essays and one 1000-word cumulative essay for this class. (Weighting of the papers appears below). Each short essay will take on a similar focus that requires you to reflect on your identity in relation to each of the thematic foci of the course. Specifics for each paper will be posted on my website well in advance of the due date.

Because good writing requires multiple drafts and time between drafts, I will read and comment on as many drafts as you are willing to write, provided that I receive them at least 72 hours prior (weekends excluded) to the due date. I will limit my comments to 2-3 areas for improvement on each draft reviewed. I encourage you to take advantage of this opportunity and write multiple drafts of each paper. I will return all drafts no later than the next class period and will not accept any drafts less than 72 hours prior to the due date.

Revisions: For the first three essays only, you have the option of revising the graded paper for a new final grade that consists of the average of the original and new grade. Your must submit the original graded essay and all reviewed drafts with the revised final document no later than the third class period after the original paper is returned to you. For example, if the original essay is returned on a Tuesday, regardless of your attendance that day, the revision is due Thursday of the week following. No revisions are allowed on Essay 4 or the final essay.

Writing Notebook: You will maintain a separate notebook in which you will keep a detailed record of the issues that you need to work on to improve your writing. These issues will spawn from the comments I make on your graded essays and from writing workshops in class. Details on how to develop a writing notebook will be discussed in class and posted on my website. I will collect and review your notebooks periodically and without warning; therefore, you must bring them with you to each class session. Late submissions will not be accepted.

Formatting: All out-of-class written assignments must be typed and double-spaced and adhere to the requirements of MLA style (See Harris, Muriel. Prentice Hall Reference Guide to Grammar and Usage/Custom Edition for Winthrop University. Boston: Pearson Custom Publishing, pp. 497-504). Separate, detailed instructions for major essays will be posted on my faculty website.

Turnitin: You must submit all final essay drafts to Turnitin.com and provide me with a hard copy at the beginning of class. Student tutorials for using turnitin.com are available at http://www.turnitin.com/static/videos/student_ppm.html.

Be sure to submit your final drafts before coming to class and bring a hard copy (stapled, upper left hand corner—no binders) to me in class. Submissions to Turnitin after the start of class on the due date will be considered late. See late assignment grading policy below.

Other Policies: Students’ papers from WRIT 101, HMXP 102, and CRTW 201 are maintained indefinitely in the department’s storage room. If you want copies of your essays, make them upon their return after grading. All major essays will be resubmitted to me for filing one class session after grading.

Grading Standards: Grades for all assignments are based on pre-determined standards rather than on effort engaged. Please be sure to review the “General Education Writing Competency Rubric” available at http://www.winthrop.edu/universitycollege/GenEd/default.htm.

I will use the plus/minus grading system for individual assignments. Final grades will be recorded without the plus/minus designation. Numerical equivalents are assigned as follows.

Course grade	Individual Assignment Grades
90-100 = A	A = 95 and above	B-/C+ = 80	D = 65
80-89 = B	A- = 92.5	C+ = 77.7	D- = 62.5
70-79 = C	A-/B+ = 90	C = 75	D-/F = 60
60-69 = D	B+ = 87.5	C- = 72.5	F = 55
<60 = F	B = 85	C-/D+ = 70
	B- = 82.5	D+ = 68.5

Late Paper/Assignment Policy: Failure to turn in any assigned work will result in a zero for that assignment. Late papers will be marked down one letter grade per day late (includes weekends). No papers will be accepted more than three days late.

Plagiarism Policy: The use of someone else’s thoughts, words, ideas, or lines of argument in your own work without appropriate documentation constitutes plagiarism–whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not. It is also a violation of section V, “Academic Misconduct,” under the Winthrop Student Conduct Code (http://www.winthrop.edu/ studentaffairs/Judicial/judcode.htm). Plagiarism, either inadvertent or purposeful, will result in a grade of “F” on an assignment for the first occurrence. Further plagiarism will result in a grade of “F” for the course. Either violation may be reported for possible disciplinary action.

The English Department has prepared The Correct Use of Borrowed Information to explain plagiarism (see www.winthrop.edu/english/plagiarism.htm or the “Plagiarism Policy” tab in Prentice Hall Reference Guide to Grammar and Usage/Custom Edition for Winthrop University.) Ignorance or failure to consult this material is no excuse for violations.

Duplicate Submission of Papers: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain explicit written permission in advance from me and the other instructor involved. This is to conform to the Student Code of Conduct, §V, which states: “Academic misconduct includes but is not limited to … presenting the same or substantially the same papers or projects in two or more courses without the explicit permission of the professors involved.” (Student Code of Conduct §V: http://www.winthrop.edu/ studentaffairs/ Judicial/judcode.htm).

Attendance Policy: You will be allowed no more than four absences. Arriving later than 15 minutes after official course starting time or leaving early will result in an absence. Exceeding this absence limit will result in automatic failure of the course. In addition, two late arrivals of any duration (< 15 minutes) will count as one absence. Should you arrive late, it is your responsibility to insure you receive credit for attendance. Please check with me after class to be sure I have documented your attendance. My records will stand as official for grade reporting purposes.

Distinctions are not made between excused and unexcused absences. Please keep in mind that using the four allowed absences is not to be viewed as a right extended to students. The intent of the absence policy is to provide students with flexibility should illness or emergencies arise. Please use your absences only when absolutely necessary. Should you abuse this policy, you may find you have no options when a real emergency arises.

If you know you must miss a class, please inform me and turn in any work in advance. Those of you representing the college in an official capacity (athletes, musicians, etc.) should alert me prior to your official absence. You will be allowed (without penalty) to make up in-class work missed due to official obligations only.

Personal expectations: My expectations of you are that you come to class prepared to learn. This means that you have completed homework assignments (reading and written) and are ready to discuss and participate in classroom activities. Although I may highlight certain aspects of your reading assignments, I will not provide a comprehensive presentation on each reading. Therefore, it is incumbent upon you to complete the readings and reflect on their meaning to your life and world view. Lack of preparation on your part shows a lack of concern for your education and personal development. Evidence of preparation and readiness to engage with the course materials reflects your desire to learn and be successful in the course, your college career, and beyond.

You can expect me to come to class prepared to assist you in engaging with the multiple perspectives the readings portray. You also can expect me to be available as a resource from which to draw and to obtain feedback. I am quite responsive to email questions as long as I know who the email is from and have all information necessary to provide a complete answer. Please be sure to “sign” your emails as oftentimes email names are confusing at best (e.g., brownb1@winthrop.edu could be Bob Brown or Beth Brown).

What you cannot expect of me is to be available 24/7. While I do check my email regularly, including weekends (if I am in town), I do not necessarily check my email more than once a day or late in the evenings. Therefore, if you procrastinate on an assignment, you may not have the information you need to complete the assignment appropriately. Please plan your time accordingly to maximize the probability that you will receive a response in time for it to be useful.

Students with Disabilities: If you have a disability and need classroom accommodations, please contact Gena Smith, Coordinator, Services for Students with Disabilities, at 323-3290 (or ext. 3290 from campus), as soon as possible. Once you have your professor notification letter, please notify me so that I am aware of your accommodations well before the first assignment is due for submission.

Contacting Me: All instructors in the department have voice mail in their offices and Winthrop email addresses. Make sure you write down my phone number and email address where you will not lose it. You also can leave messages for me in the department office, 250 Bancroft, Monday through Friday from 8:30 a.m. - 5:00 p.m.

Final Examination Schedule: The final examination schedule for this semester will be posted at http://www.winthrop.edu/recandreg/calendars/default.htm. Winthrop University policy states that travel or work schedules are not valid reasons for missing or rescheduling a final examination.

All cell phones and other electronic message devices must be turned off before class starts. Disruptions due to incoming calls or leaving class to make a call during official class meeting times will not be tolerated and may count as an absence.

Essays 1-4	7.5 % each (Total: 30%)
Final essay	10%