ENGLISH 1102-G2 THINKING WITH SHAKESPEARE: COGNITIVE THEORY AND EARLY MODERN CULTURE Writing and Communication Program

School of Literature, Media, and Communication Georgia Institute of Technology Fall 2013 Andrew Bozio Course Hours: MWF 12:05-12:55 Office Hours: MTTh 4:00-5:00, and by appointment andrew.bozio@lmc.gatech.edu Course Location: Skiles 370 Office Location: Skiles 315

COURSE DESCRIPTION
Ask people how they think of themselves, and youre not likely to hear much about ghosts, kidney stones, or the problem of a malevolent God. But the way that we define ourselves in the twenty-first century owes a great deal to the literature and culture of the early modern period. Four hundred years later, Hamlets brooding To be or not to be still speaks to our own interest in introspection, to say nothing of Descartess I think, therefore I am. In this class, we will seek to become better thinkers and communicators by asking how the self was conceived in the early modern period and how it can shed light on the way that we understand identity today. In addition to critical works on contemporary cognitive theory and digital media, we will read a selection of Montaignes Essays, Shakespeares Hamlet, the poetry of John Donne, and Descartess Discourse on Method, focusing our inquiry on the status of thought. How do characters and philosophical figures think? And how are we encouraged to think through them? Through this course, students will become better interpreters and producers of cultural artifacts. In discussion, our emphasis will lie in evaluating the efficacy of the various claims we encounter and finding ways to develop our own work in response. Students will thereby acquire or develop skills in close reading, in selecting and using evidence, and in producing sophisticated arguments about literature, culture, and identity. Over the course of the semester, they will write two essays, using research and multimodal communication to craft original arguments. They will also write a series of blog posts for the class in order to achieve greater comfort and fluency with regular writing. In other major projects, students will create an oral presentation and a website, designed to increase their familiarity with oral, visual, and electronic communication. Through this work, students will not only gain an introduction to major works of early modern literature and culture. They will also become more advanced in their thinking and in their ability to communicate.

LEARNING GOALS
In addition to the learning goals listed below, there are course outcomes that are common to all sections of English 1102, which you can find at goo.gl/niuy0c.

Bozio, Syllabus for English 1102-G2 (Fall 2013)

Through this course, you should: 1) Deepen your critical thinking skills through reading, analyzing, discussing, and synthesizing complex works 2) Acquire the skills of written, oral, visual, electronic, and nonverbal argumentation necessary to succeed at the college level 3) Develop intellectual habits of inquiry, in which you are able to engage new opinions and information with curiosity, critical thought, and respect 4) Become adept at interpreting the role of culture in shaping personal identity 5) Achieve an introductory understanding of early modern culture

REQUIRED TEXTS
Michel de Montaigne, The Complete Essays, trans. M. A. Screech (ISBN: 0140446044) William Shakespeare, Hamlet (ISBN: 1613820917) John Donne, The Complete English Poems (ISBN: 0140422099) Ren Descartes, A Discourse on the Method, trans. Ian Maclean (ISBN: 0199540071) WOVENText, available at ebooks.bfwpub.com/gatech.php

GRADE DISTRIBUTION
Paper 1: Analysis (1250 words) Oral Presentation Paper 2: Argument (1250 words) Website Blog Posts Five Posts Responses Reflective Portfolio Class Participation 15% 15% 15% 15% 5% 5% 15% 15%

COURSE POLICIES
As with course outcomes, there are policies that are common to all sections of English 1102, which you can find at goo.gl/niuy0c. Below, you will find elaborations of those policies that are specific to this section. Attendance Because this course is a collaborative effort, your attendance is essential both to your success and the success of the class as a whole. Nevertheless, you may miss up to four classes without penalty, in addition to other absences that are officially exempted by the Institute. Should you miss more than four classes, your grade will decrease one-third of a letter grade (e.g., from a B+ to a B) for each absence, and eight absences will result in failure for the course. Repeated lateness will also affect your participation grade (being late three times will be equivalent to one absence and will be marked accordingly). You are responsible for making up any and all work that you miss during your absence.

Bozio, Syllabus for English 1102-G2 (Fall 2013)

Participation Again, this course is a collaborative effort, in which you will work with me and with your peers to develop skills in critical thinking and argumentation. Accordingly, I ask that you come to class prepared. On days for which reading has been assigned, this means that beyond having read the text, you will have thought critically about the reading and have taken notes to help you voice that thinking in class discussion. You should plan to speak regularly in class, since our discussion depends upon your involvement for their success. On days in which there are small group workshops, you should come to class with a substantial draft of your assignment, ready to discuss it with your peers. I grade your participation daily on a four-point scale, with four points denoting an exceptional level of contribution and zero being reserved for absolute silence and lack of preparation. Technology Students are encouraged to bring laptops and iOS devices (such as smartphones, iPads, and Kindles) to class. Since participation requires ones full attention, however, I ask that students use these technologies only in the service of the courses learning goals while they are in class. Some assignments will require you to work online, to browse popular websites, and to engage social media. Otherwise, you should refrain from using your devices. Failure to adhere to the policy on technology will mean that you are considered absent for the day, with significant consequences for your grade. In this course, we will be using T-Square, Google Sites, and Wordpress. If you do not already have accounts with each of these sites, you will need to create one as soon as possible. To access the course site on WordPress, you will need to create an account and then accept my email invitation to join the site. I would encourage you to use a pseudonym that does not reveal your identity. This will allow you to practice writing public-facing documents in the form of blog posts without the concern that your posts will always be a part of your online identity. If you have problems with these sites, get in touch with me, or seek assistance from one of the many wonderful IT resources on campus, such as the Multimedia Studio in the Commons. Communication Center On the subject of wonderful resources, Georgia Techs Communication Center is located in Clough Commons, Suite 447. It is an excellent resource for all students who want help with a communications-related project, including assignments for this course (papers, oral presentations, and website design) multimodal projects (such as storyboards, videos, and poster designs), engineering and science reports, and professional materials (including grant proposals, job cover letters, resumes, and graduate school applications). You can visit the center at any stage of the process of any project, regardless of the discipline. The staff is available to help you develop and revise your projects, and their services are both free and confidential. While the tutors will not be available to fix your projects dont expect them to edit or proofread your materials they can offer constructive criticism that will help you improve your work. To make an appointment, visit: http://communicationcenter.gatech.edu/content/makeappointment. If you need assistance with the appointment system, call 404-385-3612 or visit the center. Statement of Non-Discrimination This class does not discriminate on the basis of race, color, age, class, religion, national origin, gender, sexual orientation, marital status, disability, or status as a veteran. Indeed, alternative
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viewpoints of all kinds are welcome. For this reason, all comments must be delivered in a respectful manner. Statements that are deemed racist, sexist, homophobic, classist, or otherwise discriminatory toward others will not be tolerated. Georgia Tech supports students through ADAPTS (Access Disabled Assistance Program for Tech Students). ADAPTS serves any Georgia Tech student who has a documented, qualifying disability. The program operates under the guidelines of Section 504 of the Rehabilitation Act of 1973 and the 1990 Americans with Disabilities Act (ADA). - Visit Smithgall Student Services Building, 353 Ferst Drive, Suite 210 - Email: adapts@vpss.gatech.edu - Call: 404-894-2563 (V), 404-894-1664 (TDD), 404-894-9928 (Fax) Any students who may need an accommodation for a documented disability should inform me as soon as possible or as soon as you become aware of your disability. Because official documentation of the disability is required to determine eligibility for accommodations or adaptations that may be helpful for this course, please make sure I receive a Faculty Accommodation Letter form verifying your disability and specifying the accommodation you need. Anyone who anticipates difficulties with the content or format of the course due to a documented disability should arrange a meeting so we can create a workable plan for your success in this course. Contacting Me I typically respond to emails in the afternoon, so leave plenty of time for me to answer your questions. Also, please feel free to visit me in office hours with your questions and concerns about the class. In particular, I am happy to help you think through problems that may arise as you develop your projects. While I will not read entire drafts, I can comment on a specific aspect of the work, so come to my office with your questions in mind. If you are unable to meet during my office hours, email me at andrew.bozio@lmc.gatech.edu and we can set up an alternative time. Syllabus Modification This syllabus may be modified as the semester progresses. In response to midterm evaluations, as well as more informal feedback, I may change the required reading and the assignment schedule in order to achieve the learning goals of the course and to address the needs of the students.

ASSIGNMENTS
WOVEN Communication This course will help you to become a better thinker and communicator. For our purposes, communication exists within several modalities written, oral, visual, electronic, and nonverbal and you should expect to develop greater fluency with these modalities through specific assignments. In practice, of course, these modalities overlap and support one another, and so many projects may address different modes of communication simultaneously. Written Communication: Through essays and analysis of written material, you will refine your ability to interpret and to produce polished prose. Oral Communication: Through oral presentations and regular participation in discussion, you will become more adept at public speaking. Visual Communication: Through website design and in-class exercises, you will acquire a nuanced understanding of the way that images create and disseminate information.

Bozio, Syllabus for English 1102-G2 (Fall 2013)

Electronic Communication: Through blog posts and regular interaction with digital interfaces, you will gain greater fluency in electronic communication, as well as an ability to critically evaluate such discourse. Nonverbal Communication: Through analysis of performances and public speaking, you will gain a greater appreciation for the way that body language, eye contact, and other nonverbal cues make meaning. Paper 1: Analysis In a 1250 word paper, analyze the argumentative structure of one of Montaignes essays. You should first establish the central argument of the essay, then cite and evaluate the kinds of evidence that Montaigne uses to support his claim. Finally, address potential objections to your thesis. Montaignes essays are notoriously playful, and much of your work will be devoted to showing how what you consider to be the dominant claim exists in tension with other, potentially subversive lines of argument. As evidence for your argument, include a concept map that traces the structure of the essay you have selected, citing pages and passages to show the shifts within Montaignes writing. Oral Presentation In a five-minute oral presentation, make a brief argument about how two performances or film versions of Hamlet differ in their approach to the text. Rather than discuss the entire play, you should focus on one passage, and consider how specific choices from acting to props to camera angles shape the significance of that passage. For example, does it matter that Ethan Hawke delivers the To be or not be soliloquy as a voice-over, while his character wanders through a video store, whereas Kenneth Branaugh speaks his version of the speech aloud, in front of a mirror? How do these choices change the meaning of the passage? Uses a Prezi or a Powerpoint presentation that includes clips, stills, or audio from the productions that you are discussing as evidence for your claims. Paper 2: Argument How do the speakers of Donnes poems think? Specifically, what images, artifacts, or metaphors do they rely upon in their efforts to seduce and to pray? For your essay, select one of these items, and present an argument on the historical or cultural significance of that artifact in 1250 words. Whether the compass in A Valediction: forbidding Mourning or physical motion in Good Friday, 1613. Riding Westward, Donnes poems repeatedly figure devotion in terms of strange materials. In your paper, draw upon your own research to show how the historical context of these materials changes our understanding of Donnes poetry. To support your argument, be sure to include an image that reveals the historical significance of the item that you are analyzing and discuss it accordingly. Website How do we think through the world around us? According to Descartes, our minds are completely disembodied, and we think without relying upon the material world. In contrast, Antonio Damasio argues that we think through our bodies, and both Nicholas Carr and Carl Zimmer suggests that our minds are continually reshaped by digital technologies. For your final project in the class, intervene in this debate by creating a website that shows how we think. Focus one artifact a body, an object, or a particular space and reveal how, precisely, it extends the mind. Your website should introduce an unfamiliar audience to your artifact and its role in shaping thought. It should also address issues of accessibility. Can anyone use this artifact to think? Or does the design, the cost, or other element represent a barrier to access? In thinking about who can and
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cannot think through your artifact, your website should also address the philosophical stakes of cognitive extension. Cite specific arguments by Descartes, Damasio, Carr, Zimmer, and Clark & Chalmers, showing how artifact affirms, develops, or qualifies the arguments that weve read. Small Group Workshops Before each major assignment is due, you will have the chance to workshop multiple versions of the project in small groups. These groups will change over the course of the semester, giving you the opportunity to give and receive feedback from all of your classmates. On the first day of workshops, you must bring a full draft of the assignment to class. An outline or collection of notes will not suffice, since our ideas often change as we articulate them. After each workshop, take the opportunity to revise your work in response to what your peers have said, and bring a new version to the next class, so that the process can begin again. Keep track of these developments, as well. When you submit the final version of your project, you should also include a one-page letter that describes how you revised your project in response to the suggestions of your peers. Blog Posts Over the course of the semester, write at least five posts to the course blog, totaling 1500 words or more. Feel free to write on any topic that interests you and has relevance to the course, but I will also give specific prompts at different points in the term. You should also respond to at least ten your classmates posts. Every time that you post an entry of your own, comment on two entries by your classmates. To keep the conversation current, comments will close on a blog post 14 days after it appears on the site. These posts will be visible to the entire class, as well as to the wider public. Again, for this reason, I would encourage you to use a pseudonym that does not reveal your identity. This will allow you to practice writing public-facing documents without the concern that your posts will always be a part of your online identity. I grade blog posts on a four-point scale, looking to see whether you have completed the assignment and at what level of sophistication. Reading Quizzes There may be short reading quizzes at the start of class to ensure that everyone is keeping up with the reading. They will not be complex. As long as you are reading the texts carefully, you should have no trouble. These will factor into your participation grade. Reflective Portfolio Your Reflective Portfolio includes the four major assignments described above, the four letters describing your revision process, a collection of your blog posts, and an additional statement that chronicles your growth over the course of the semester. You will have the opportunity to compile these materials and revise them into a Reflective Portfolio during the Week Prior to Final Exams. Week Preceding Final Exams (WPFE) There will be no quizzes or exams during the WPFE, nor any new assignments. The purpose of the WPFE is to allow to you to assemble and to revise your projects into a Reflective Portfolio. To this end, all course work will be graded and returned to you before the last day of classes. You should plan to work on your portfolio periodically throughout the semester, with significant work being undertaken the WPFE, both in and out of class. The portfolio is due on T-Square during this courses scheduled final exam period.
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POLICIES FOR ASSIGNMENTS

Paper Presentation Papers should be typed, double-spaced, with 1-inch margins, in Times or Times New Roman, 12 point font. Pages should be numbered in the lower right corner, and the first page of your paper should include your name, the course and section number, and the date in the upper left corner. Include the work count at the bottom of your paper. You should aim to write a paper that fulfills the assignment within the stated word count; if you exceed or fail to meet the word count by a margin of 10% (e.g., 150 words on a 1500 word assignment), I will deduct points from your grade. Late Projects All major projects should be handed in on time according to the due dates on the syllabus. In most cases, this requires you to upload a copy or link to your project to T-Square by 8:00 pm on the due date. Contact me well before the project is due if you believe your situation merits an extension. In most cases, I will ask to speak with you during office hours to figure out a schedule that allows you to complete the assignment without falling behind. In case of an emergency that affects your ability to complete an assignment on time, please let me know as soon as you are able. For every day an assignment is late, 1/3 of a letter grade will be deducted (e.g., from a B+ to a B). After a week, I will no longer accept the assignment, and you will receive a grade of zero for that particular project. Missed Work Except in the case of the absences that are officially exempted by the Institute, students will be unable to make up quizzes, presentations, and in-class assignments. In those instances where the absence is exempted, it is the students responsibility to determine what they have missed and to take appropriate measures to make it up. Plagiarism Plagiarism is the representation of anothers words or ideas as your own. It is not only counter to the ethics of the academic culture in which you now participate, but it is also detrimental to the goals of the course, insofar as it does nothing to develop your own skills as a thinker and a communicator. You must give proper credit, according to your chosen citation guidelines, to all words or ideas that are not your own. An instance of academic dishonesty will result in a failure for the assignment and a referral to the Office of Student Integrity, as required by Georgia Tech policy. I encourage you to familiarize yourself with the following sites: - Honor Challenge: http://www.honor.gatech.edu - Office of Student Integrity: http://www.osi.gatech.edu/index.php - Process for Academic Misconduct: http://osi.gatech.edu/plugins/content/index.php?id=15

Bozio, Syllabus for English 1102-G2 (Fall 2013)

ASSESSMENT
Rubric
Scale Rhetorical Awareness. Response to the situation/assignment, considering elements such as purpose, audience, register, and context. Stance and Support. Argument, evidence, and analysis Basic Ignores two or more aspects of the situation and thus does not fulfill the task Beginning Ignores at least one aspect of the situation and thus compromises effectiveness Developing Attempts to respond to all aspects of the situation, but the attempt is insufficient or inappropriate Lacks a unified argument; lacks significance (So what?); lacks sufficient analysis Competent Addresses the situation in a complete but perfunctory or predictable way Offers a unified, significant, and common position with predictable evidence and analysis States unifying claims with supporting points that relate clearly to the overall argument and employs an effective but mechanical scheme Meets expectations, with minor errors Supports the argument with features that are generally suited to genre and content Mature Addresses the situation completely, with unexpected insight Exemplary Addresses the situation in a complete, sophisticated manner that could advance professional discourse on the topic. Offers an inventive, expert-like position with precise and convincing evidence and analysis Asserts a sophisticated claim by incorporating diverse perspectives that are organized to achieve maximum coherence and momentum Manipulates expectations in ways that advance the argument Persuades with careful, seamless integration of features and content and with innovative use of affordances

Involves an unspecified or confusing argument; lacks appropriate evidence Lacks unity in constituent parts (such as paragraphs); fails to create coherence among constituent parts

Makes an overly general argument; has weak or contradictory evidence Uses insufficient unifying statements (e.g. thesis statements, topic sentences, headings, or forecasting statements); uses few effective connections (e.g., transitions, match cuts, and hyperlinks) Involves a major pattern of errors

Offers a unified, distinct position with compelling evidence and analysis Asserts and sustains a claim that develops progressively and adapts typical organizational schemes for the context, achieving substantive coherence Exceeds expectations in a virtually flawless manner Promotes engagements and supports the argument with features that efficiently use affordances

Organization. Structure and coherence, including elements such as introductions and conclusions as well as logical connections within and among paragraphs (or other meaningful chunks)

Conventions. Expectations for grammar, mechanics, style, citation, and genre Design for Medium. Features that use affordances to enhance factors such as usability and comprehensibility

Involves errors that risk making the overall message distorted Lacks the features necessary for genre; neglects significant affordances, such as linking on the web; uses features that conflict with or ignore the argument

Uses some effective unifying claims, but a few are unclear; makes connections weakly or inconsistently, as when claims appear as random lists or when paragraphs topics lack explicit ties to the thesis Involves some distracting errors

Omits some important features; involves distracting inconsistencies in features (e.g., type and headings); uses features that dont support argument

Uses features that support argument, but some match imprecisely with content; involves minor omissions or inconsistencies

Bozio, Syllabus for English 1102-G2 (Fall 2013)

Evaluation Equivalents
Letter Grade NB: +/- are only for graded assignments. Georgia Tech does not use +/- for course grades. A+ A Superior performance. Rhetorically, aesthetically, and technically, the work demonstrates an advanced understanding and use of the media. It demonstrates both inventive ingenuity and exceptional execution. AB+ B Above-average performance. Rhetorically, aesthetically, and technically, the work is high quality. BC+ C Average performance. Rhetorically, aesthetically, and technically, the work is both competent and acceptable. CD+ D Below-average performance. Rhetorically, aesthetically, and technically, the work is less than competent. DF Unacceptable performance. This work does not meet the minimum requirements for the assignment. 0 Work not submitted. Numeric Equivalent in this Class 98-100 94-97 90-93 88-89 84-87 80-83 78-79 74-77 70-73 68-69 64-67 60-63 1-59 0

WEEKLY SCHEDULE
Readings are to be completed on the day they appear on the syllabus. If the assigned reading is not in one of the required texts, you can find it on WordPress. Activities are done in class. Assignments should be completed before the start of the next class. Week 1 Aug. 19: Introduction to the Course Assignment: Create accounts on WordPress and Google Sites. Accept my invitation to join the WordPress blog. Aug. 21: How do we think? Read: Andy Clark & David Chalmers, The Extended Mind [WordPress] Gregory Bateson, Form, Substance and Difference [WordPress] Activity: How do you think about yourself? Can you think of an object, like Ottos notebook or Batesons cane, that you rely upon? If so, how does it change your understanding of yourself? Discuss your thoughts with a partner, and be sure to take notes about what you learn.
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Assignment: Using your notes, write a short blog post about how you think through objects and what this means for your identity. Aug. 23: Thinking through Communication Read: WOVENText, 1-3 Activity: Describe your process for writing essays and designing projects. In other words, how do you create? What strengths do you possess as a writer and a designer, and what opportunities to see for improving your work? What are your goals for the semester? Activity: Use the rubric to evaluate and to grade an assignment. Week 2 Aug. 26: Montaigne, Thinking through Uncertainty Read: Book 1, Essay 1: We reach the same end by discrepant means Book 1, Essay 7: That our deeds are judged by the intention Book 1, Essay 24: Same design: differing outcomes Activity: How does Montaigne use evidence to make his claims? Find five instances in which Montaigne cites a historical event or quotes an ancient writer, and identify what he does with this information. Do you see any patterns? Aug. 28: Montaigne, Thinking through Other Cultures Read: Book 1, Essay 31: On the Cannibals Activity: Examine the selected engravings from Theodor de Brys America and John Foxes Acts and Monuments. Comparing the images, do you think that they support Montaignes comparison? Or do they suggest a more profound difference between cultures? Aug. 30: Montaigne, Thinking through Other Cultures Read: Book 2, Essay 11: On cruelty Week 3 Sept. 2: Labor Day, No Class Sept. 4: Montaigne, Thinking through Writing Read: Book 1, Essay 14: That the taste of good and evil things depends in large part on the opinion we have of them. Activity: Identify the structure (or lack thereof) in Montaignes essay. How is it organized? And, if you wanted to make the thesis clearer, how might you reorganize it?
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Assignment: Thinking about the structure of Montaignes essay, write a short blog post about how you organize your own essays and how you might like to change that in your first paper. Sept. 6: Montaigne, Thinking through Writing Read: Sarah Bakewell, How to Live: or, A Life of Montaigne, 23-39 [WordPress] Week 4 Sept. 9: CommLab Presentation, Small Group Workshops Read: WOVENText, 13, 16-19 Sept. 11: Small Group Workshops Watch: WOVENText, 22-24 Sept. 13: Small Group Workshops Read/Watch: WOVENText, 25-27, 28 Paper One due on Sunday, September 15 at 8:00 pm Week 5 Sept. 16: Hamlet, Thinking through Things Read: Shakespeare, Hamlet, Act 1 Activity: Looking at the digital collection of writing tables, think about how they function in Hamlet. Does your understanding of Hamlet as a character change because he relies upon them to remember the ghost of his father? If so, how? Sept. 18: Hamlet, Thinking through Art Read: Shakespeare, Hamlet, Act 2 Assignment: Write a short blog post about the players in Hamlet. How does their presence help us to think about Shakespeares play? Sept. 20: Hamlet, Thinking through Art Read: Shakespeare, Hamlet, Act 3 Week 6 Sept. 23: Hamlet, Thinking through Ghosts Read: Shakespeare, Hamlet, Act 4

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Activity: In groups of three, choose one of the keywords for Hamlet. Write a short definition of what you and your group members think it means, and suggest how this matters for the play. Then, look up the word in the Oxford English Dictionary, paying attention to the way that the definition of the word has changed between Shakespeares day and our own. How does your sense of the word, and its place in the play, change? Sept. 25: Hamlet, Thinking in Action Read: Shakespeare, Hamlet, Act 5 Sept. 27: Hamlet, Thinking through Performance Read: WOVENText, 85, 108-111 Activity: Watch the same scene in Hamlet (dir. Kenneth Branaugh, 1996), Hamlet (dir. Michael Almereyda, 2000), and Gamlet (dir. Grigori Kozintsev, 1964). How does the staging of the scene change its significance? How do things like sound, camera angle, and voice-over change the meaning of whats being performed? Week 7 Sept. 30: Small Group Workshops Read: WOVENText, 77-82 Oct. 2: Multimedia Workshop on Embedding Video in Prezi and Powerpoint Read: WOVENText, 97-101 Oct. 4: Small Group Workshops Activity: Midterm evaluations Week 8 Oct. 7: Oral Presentations Oct. 9: Oral Presentations Oct. 11: Oral Presentations Week 9 Oct. 14: Fall Recess, No Class Oct. 16: Donne, Thinking through Things Read: Donne, A Valediction: forbidding mourning, Elegy 19: To his Mistress, Going to Bed, The Good Morrow

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Activity: Choose a stanza of Donnes poetry and do a close reading of it. How would you paraphrase it? What words, sounds, or images help to shape its meaning? Oct. 18: Library Session on Doing Research and Citing Sources Week 10 Oct. 21: Donne, Thinking through Desire Read: Donne, Air and Angels, The Canonization, Song (Go, and catch a falling star) Activity: Working in pairs, read one of Donnes poems aloud. Take turns doing this, and while one of you is reading, the other should listen for surprises. Does hearing the poem, rather than reading it, change its meaning? Do you notice puns, connections, or contradictions that you hadnt seen before? Oct. 23: Donne, Thinking through Desire Read: Donne, The Flea, The Damp, The Dissolution Assignment: In Donnes poetry, identity is often tied to desire, showing how categories of gender and sexuality become parts of the self. Find another piece of lyric poetry, whether a printed poem or the words of a song, and analyze it in a short blog post. Taking what youve learned in reading Donne, show how desire and identity intersect in the work that youve selected. Oct. 25: Donne, Thinking through God Read: Donne, Good Friday, 1613. Riding Westward, Divine Meditations 5, 9, 10, 13, 14 Week 11 Oct. 28: Small Group Workshops Read: WOVENText, 30, 32-34, 36 Oct. 30: Small Group Workshops Read: WOVENText, 52-55 Nov. 1: Small Group Workshops Read: WOVENText, 57-62 Paper Two due on Sunday, November 3 at 8:00 pm Week 12 Nov. 4: Descartes and His Legacy Read: Introduction to A Discourse on the Method, xxiii-xl
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Activity: Peruse four websites that address Descartess legacy, and consider how their design and their content shape their importance. Which is most useful to you? What might you include (or remove) to make that site more useful? - http://plato.stanford.edu/entries/descartes - http://serendip.brynmawr.edu/Mind/Descartes.html - http://en.m.wikipedia.org/wiki/Ren%C3%A9_Descartes - http://answers.yahoo.com/question/index;_ylt=AsFfOB_a0bp4m0qFZprcNVwjzKIX; _ylv=3?qid=20110215191457AAw82sm Nov. 6: Descartes, Thinking through Method Read: Descartes, A Discourse on the Method, 5-20 Activity: How is Descartess claim, I think, therefore I am, usually understood in popular culture? Thinking about major quotations, allusions, and parodies of this famous line, what do you think it means in twenty-first century culture? Working with a partner, make a short list of characteristics and evidence to support your claims. Nov. 8: Descartes, Thinking Alone Read: Descartes, A Discourse on the Method, 21-34 Assignment: Looking at your notes from last class, write a short blog post about the popular understanding of Descartess maxim. How does reading the entire treatise change your sense of what Descartes is arguing? Week 13 Nov. 11: Descartes, Thinking Philosophy Read: Descartes, A Discourse on the Method, 35-63 Nov. 13: Wrestling with Descartess Legacy Read: Antonio Damasio, Descartes Error: Emotion, Reason, and the Human Brain, 223-244 [WordPress] Nov. 15: Wrestling with Descartess Legacy Read: Nicholas Carr, Is Google Making Us Stupid? [WordPress] Carl Zimmer, How Google Is Making Us Smarter [WordPress] Week 14 Nov. 18: Web Design in Small Groups Read: WOVENText, 102-104 Nov. 20: Web Design in Small Groups
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Read: WOVENText, 89-93 Nov. 22: Web Design in Small Groups Read: WOVENText, 94-95, 106 Website due on Sunday, November 24 at 8:00 pm Week 15 Nov. 25: Conclusion to the Course Activity: Looking over the survey you filled out at the start of the class, what have you learned? Activity: Final Evaluations Nov. 27: Digital Workshop Nov. 29: Thanksgiving, No Class Week 16 Dec. 2: Week Preceding Final Exam Activity: Revise your Portfolio Dec. 4: Week Preceding Final Exam Activity: Revise your Portfolio Dec. 6: Week Preceding Final Exam Activity: Revise your Portfolio Dec. 9: Exam Period Reflective Portfolio due on Monday, December 9 at 11:30 am

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STATEMENT OF UNDERSTANDING
Please read, sign, and return these statements to me. I affirm that I have read the entire syllabus and policy sheet for ENGL 1102 and understand the information and the responsibilities specified. _____________________________________________ Print Full Name _____________________________________________ Signature _____________________________________________ Date

Read this form carefully, and check all that apply.

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I give my instructor, Andrew Bozio, permission to use copies of the work that I do for this course, ENGL 1102, as examples in presentations and in print and electronic publications. I do not want my work used as examples in any situations.

If you give permission for your work to be used, please indicate how you want to be acknowledged:

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Please acknowledge me by name. Please use my work, but do not acknowledge me by name.

The following information enables me to contact you if your work is used. _____________________________________________ Print Full Name _____________________________________________ Signature
Bozio, Syllabus for English 1102-G2 (Fall 2013) 16

_____________________________________________ _____________________________________________ Permanent Address _____________________________________________ _____________________________________________ Campus Address

_____________________________________________ Phone Number _____________________________________________ Email Address _____________________________________________ Date

Bozio, Syllabus for English 1102-G2 (Fall 2013)

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