Syllabus

CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
FALL 2007
ENGLISH 495ESM: MULTIGENRE LITERACY IN A GLOBAL CONTEXT
Missy Elliott

Outline of Syllabus:
Instructor Information
Course Description
Student Learning Outcomes
Required Texts
Grade Distribution
Assignments
Course Policies
Tentative Schedule

Instructor Information

Professor Ian Barnard

Professor Barnard

Email Office Hours: ian.barnard@csun.edu
Office Hours in ST 834: M 3:30 p.m.-4:45 p.m., T 3 p.m.-4 p.m., W 3:30 p.m.-4:15 p.m., and by appointment

Course Description

English 495ESM is the capstone course for CSUN English Subject Matter students. English Subject Matter students are welcome, along with Credential Preparation students and any other interested English majors. Unlike the usual English senior seminar, this class does not require a research paper; instead, students will create a final portfolio of their best work produced during the semester. Work will be individual and collaborative.

This unique course focuses on literacy in multiple genres (poetry, myth, world short fiction, and media). Students will develop short analytic papers and creative responses for most genres. For example, students may write their own myth and then create a “myth web site”; we'll also study and write poetry. The course's multigenre, multimedia, and transnational compass make it innovative and comprehensive. It both fulfills California standards for credential candidates and grounds this fulfillment in cutting edge scholarship in the fields of English studies. In its broad interpretation of genre and literacy, the course reviews, synthesizes, and builds on previous work in the English major in critical theory, literature, and expository writing. Technology is integrated into all components of the course. English 495ESM also provides the opportunity to develop analytic and creative skills around specific topics and genres relevant to the teaching of English at the secondary school level, and to reflect on work in the course in the context of future teaching practices. An understanding that English 495ESM students and their future secondary school students must situate their reading, writing, and thinking in a global context informs the course's commitment to examining texts from around the world.

This course should be good preparation for the culminating exit interview for students in the English Subject Matter and Credential Preparation programs.

Student Learning Outcomes

You will demonstrate formal analytic understanding of a number of genres that inform the K-12 curriculum and will integrate the principles of and practice in creative composition in these same genres: (i) students will review the elements of poetry in order to explicate a poem skillfully; (ii) students will understand the genre of myth, appreciate commonalities of world mythology, and demonstrate how myths reflect specific cultural and political contexts; (iii) students will review the elements of (world) short fiction and understand how the genre both reflects and is affected by cultural and political contexts; (iv) students will become aware of the role and impact of various media in contemporary cultures and the ways these media achieve this impact; students will learn the “grammar” of selected media and apply critical thinking and rhetorical analysis to media texts in order to understand and interpret both function and impact
You will learn to use technologies as part of your critical and creative composition and will disseminate your work through technological presentations
You will learn how to produce creative and critical compositions by working collaboratively

Required Texts

Buckingham, David. Media Education: Literacy, Learning and Contemporary Culture.
Course Reader.
Deutsch, Babette. Poetry Handbook: A Dictionary of Terms.
Leonard, Scott A., and Michael McClure. Myth and Knowing: An Introduction to World Mythology.
Padgett, Ron, ed. The Teachers and Writers Handbook of Poetic Forms. 2nd ed.
Smith, Philip, ed. 100 Best-Loved Poems. (Dover thrift ed.)

Recommended Text
Greer, Michael. What Every Student Should Know About Citing Sources With MLA Documentation.

Grade Distribution

Collaborative Myth Presentation: 10%
Collaborative Media Literacy Presentation: 20%
Other Assignments: 15%
Participation: 5%
Final Portfolio: 50%

All students must pass all 5 course components in order to be eligible to pass the course. Your final course grade will be lowered if you post assignments late without the prior consent of the instructor.

A+	A	A-	B+	B	B-	C+	C	C-	D+	D	D-	F
99-100%	93-98%	90-92%	87-89%	83-86%	80-82%	77-79%	73-76%	70-72%	67-69%	63-66%	60-62%	0-59%

Assignments (see schedule for due dates)

Collaborative Myth Presentation
With your group members, give a PowerPoint presentation on one of Chapters 2-6 in Myth and Knowing. The week before your presentation you will assign one of the myths in your chapter to be read by everyone in the class. Your presentation itself should include a critical overview of the introductory material presented in your chapter and a discussion of the myth you have assigned. You must also include an interactive component where you engage the class in your presentation (e.g., an invitation to class members to ask questions about the theory you are presenting, a class discussion on the assigned myth, small group activities). Your presentation should last a total of 20 minutes (including interactive activities). This assignment is designed to enable you to gain experience using PowerPoint, to enhance your understanding and analysis of world mythology as required by the California Commission on Teacher Credentialing, and to help you to practice pedagogical skills as your engage the members of the class with the material. I will evaluate your presentation based on a) how well your group members work together, b) how effectively you use PowerPoint, c) how insightfully you present the material, and d) how successful the interactive component of your presentation is.

Collaborative Media Literacy Presentation
With your group members, deliver a 10-15 minute presentation in which you use at least two different digital and/or electronic media to develop a plan for a unit or individual lesson on media literacy for the K-12 classroom. Note that you will present your plan for your unit/lesson; you will not present the unit/lesson itself. Your plan should specify the grade level, rationale, and objectives for your unit/lesson, and include reference to Buckingham's Media Education. Each group will meet with me ahead of time to get feedback on their presentation ideas.

Other Assignments
Other Assignments include WebCT posts, blog entries, your poetry performance, and a handout for your conference, and will be evaluated on a credit/no credit basis. In class we'll discuss the criteria for earning credit for these assignments.

Participation
Participation includes fully engaging in collaborative work and contributing actively to in-class discussions and online assignments. Obviously your participation grade will be adversely affected if you miss class meetings (including on-line classes, if applicable), arrive late or leave early, or if you are unprepared for class.

Final Portfolio
I will grade your portfolio holistically. Your portfolio consists of a title page, a table of contents, and any 5 of the following:

A new revision of your poetry analysis essay
A new revision of your creative writing (poetry) assignment
A link to the home page of a new revision of your myth web site
A new revision of your fiction analysis essay
A link to your blog
Three of your unaltered responses to colleagues' WebCT posts

Poetry Analysis Essay (3-5 pages, excluding Works Cited)
Write an analytic essay in which you explicate any poem from 100 Best-Loved Poems that has not been discussed in class. Your essay must have a thesis (whether implicit or explicit) and you should support this thesis with detailed and specific discussion of elements of the poem. For instance, you might want to consider figurative language, sound devices, use of (white) space, line length, punctuation, speaker, voice/tone, audience, or other elements defined in Deutsch's Poetry Handbook. Your reading of the poem could also be informed by, for instance, a feminist, postcolonial, queer, Marxist, psychoanalytic, postmodern, or poststructuralist perspective. Remember that your job is to construct meaning, not merely to denote the presence of metaphors or assonance. In addition, you should support your thesis by engaging with at least two secondary scholarly sources. Cite sources following MLA guidelines and conclude your paper with a list of Works Cited following MLA guidelines. Remember to explain how your evidence from the poem and secondary sources support your thesis--don't simply make a claim and then give a quote from the poem or a secondary source. This assumes that your reader interprets the poem /source the same way you do. Be sure to explain what the evidence means. This is your opportunity for you to demonstrate your thinking. As with most academic writing, assume that your reader is familiar with the primary text you are discussing but not necessarily a member of our class. You'll post a draft of your essay on WebCT so that you can get feedback on your work and respond to colleagues' drafts before you turn in the essay.

Creative Writing (Poetry)
Work on and submit your "Wrecking the First Person" poem plus any one other poem based on the assignments we have read in The Handbook of Poetic Forms (this could be a poem you wrote in class or one you have worked on on your own). Two poems total. At the top of each poem, indicate which assignment that poem responds to (e.g., Wrecking the First Person, Haiku, Rap).

Myth Web site
Using Netscape Composer or another software program for generating web pages, develop a web site for a myth that you have created. Your myth should be of the type discussed in the chapter from Myth and Knowing that your group presented on and should follow your chapter's guidelines for that type of myth. You could develop your own original myth or you could base your myth on one of the myths in your chapter (for instance, you might want to update one of the myths in your chapter, set it in a different place, change the language or form, add/change/delete characters, change elements of the story, etc.). Your web site should include at least three links (at least one of these links should be to a web page that you have created). This assignment is designed to enable you to gain experience in web site design and to enhance your understanding and creation of world mythology as required by the California Commission on Teacher Credentialing. I will evaluate your web site based on a) its visual appeal and effective use of web design software, b) how well it conveys your myth, c) the originality and substance of your myth, and d) the degree to which your myth and web site demonstrate your understanding of world mythology

Fiction Analysis Essay (3-5 pages, excluding Works Cited)
Write an analytic essay in which you explicate one of the four short stories in the Course Reader, taking into account the historical and cultural contexts of the story. Your explication should go beyond merely repeating what we say in class about your story. Your essay must have a thesis supported with detailed and specific discussion of elements of the story. Your reading of the story could also be informed by, for instance, a feminist, postcolonial, Marxist, psychoanalytic, queer, postmodern, or poststructuralist perspective. Remember that your job is to construct meaning, not merely to denote the presence of elements in the story. In addition, you should support your thesis by engaging with at least two secondary scholarly sources. Cite sources following MLA guidelines and conclude your paper with a list of Works Cited following MLA guidelines. Your primary source should be cited as if you were reading it in the book in which it was published (i.e., not in the Course Reader). Remember to explain how your evidence from the story and secondary sources support your thesis--don't simply make a claim and then give a quote from the story or a secondary source. This assumes that your reader interprets the story/source the same way you do. Be sure to explain what the evidence means. This is your opportunity for you to demonstrate your thinking. As with most academic writing, assume that your reader is familiar with the primary text you are discussing but not necessarily a member of our class. You'll post a draft of your essay on WebCT so that you can get feedback on your work and respond to colleagues' drafts before you turn in the essay.

Blog (see schedule for specific prompts)
Create a blog at blogger.com (or at another blog site). Your blog should include at least one sound file (see gabcast.com) and at least two images. You are required to create four blog entries for the course, and to respond to colleagues' blogs. Each of the blog entries should be at least 250 words long and each response should be at least 150 words long. You may create additional blog entries (on any topic) if you wish. Write your blog with a general audience in mind--remember that it can be read by anyone. The purpose of this assignment is to engage you in an emergent technology, to enable you to reflect on the critical and creative work you undertake in the course, and to enable you to receive feedback on your blog from classmates. I will evaluate your blog based on a) its visual appeal and effectiveness as a piece of media literacy and b) the thoughtfulness and quality of writing of your assigned blog entries.

WebCT (see schedule for specific prompts)
How to Post WebCT Assignments
Log on to the class WebCT page at https://webteach.csun.edu; click the link titled "Post Assignments" under the Course Menu
Responses to Colleagues' WebCT Posts
As part of WebCT Assignments #1, #3, #5, and #7, you will respond to drafts of or proposals for colleagues' assignments. Each response should be at least 250 words long, should discuss the strengths of the draft/proposal, and should give specific revision suggestions. The purpose of these responses is to enable you to receive feedback on your work-in-progress, to get a sense of what other people in the class are working on, and to practice giving effective feedback to others (this also helps you to evaluate your own work). I will evaluate these responses based on a) their level of specificity and helpfulness and b) how well they include both a discussion of strengths and revision suggestions.

Course Policies

Disability Issues: Please see me early in the semester if you require academic accommodations based on a documented disability
Email: I usually acknowledge all email messages within 24 hours. If you email me but don't get a response, I haven't received your email. Feel free to email me concerning any questions you have about the course or about your work. Be sure to include a salutation, signature, and appropriate subject heading in your email message. Do not email your assignments to me for feedback; I’d be happy to discuss your work with you in person.
Plagiarism: Plagiarism is a contested and context-specific topic. We will discuss effective ways of using sources and issues around plagiarism in class
Computer Lab Etiquette: Please leave your station in the computer lab neat, clean, and ready for the next class; shut down your computer before leaving the lab; note that eating and drinking are not permitted in the computer lab.

TENTATIVE SCHEDULE
UNIT 1: POETRY
Class Activities: Introduction to the course Technology survey Work with SmartBoard and WebCT Discussion of syllabus How to create a blog Blog #1 (complete by noon on 9/4/07, including at least one sound file and at least two images): Do one or more of a) - e) (at least 250 words): a) introduce yourself to potential readers of your blog; b) discuss your hopes/fears/concerns about being a teacher; c) discuss your reasons for becoming a teacher; d) discuss what role you feel technology will/should play in your future teaching; e) if you are not planning to teach, discuss your hopes/fear/concerns for the teaching profession. In addition, respond to any three colleagues' blogs by noon on 9/5/07 (each response at least 150 words).	Week 1: 29 Aug.	Homework for Week 2: Read excerpts from Poetry Handbook: A Dictionary of Terms Read selected poems from 100 Best-Loved Poems Work on blog
Class Activities: Discuss Blog #1 What is poetry? Review elements of poetry Discuss reading from Poetry Handbook: A Dictionary of Terms Whole-class analysis of selected poems from 100 Best-Loved Poems Assign poetry analysis essay	Week 2: 5 Sep.	Homework for Week 3: Read excerpts from Poetry Handbook: A Dictionary of Terms Read selected poems from 100 Best-Loved Poems Work on poetry analysis essay
Class Activities: Small group analysis and presentation of selected poems from 100 Best-Loved Poems Discuss reading from Poetry Handbook: A Dictionary of Terms Workshop on use of sources in academic papers	Week 3: 12 Sep.	Homework for Week 4: WebCT Assignment #1: Post a complete draft of your poetry analysis essay by noon on 9/18/06; post responses (at least 250 words each) to your group members' drafts by noon on 9/19/07. Read excerpts from Handbook of Poetic Forms
Class Activities: Discuss WebCT Assignment #1 Poetry analysis wrap-up Work on exercises in Handbook of Poetic Forms and other poetry writing exercises Review of PowerPoint	Week 4: 19 Sep.	Homework for Week 5: Read excerpts from Handbook of Poetic Forms WebCT Assignment #2: Post your revised poetry analysis essay by noon on 9/26/07 Bring Myth and Knowing to class
UNIT 2: WORLD MYTHOLOGY
Class Activities: Discuss WebCT Assignment #2 Work on exercises in Handbook of Poetic Forms Assign creative writing (poetry) paper Introduction to World Mythology Assign chapters for collaborative myth presentation	Week 5: 26 Sep.	Homework for Week 6: WebCT Assignment #3: Post a draft of your creative writing (poetry) paper by noon on 10/2/07; post responses (at least 250 words each) to your group members' drafts by noon on 10/3/07 Read Chapter 1 and one other chapter (tba) in Myth and Knowing
Class Activities: Discuss WebCT Assignment #3 Discuss strategies for presenting/performing poetry Discuss Chapter 1 of Myth and Knowing Assign collaborative myth presentation Group work on collaborative myth presentations	Week 6: 3 Oct.	Homework for Week 7: Prepare poetry performance/presentation (your performance should last about 3 minutes, and should include poetry you have posted on WebCT) WebCT Assignment #4: Post your revised creative writing (poetry) paper by noon on 10/9/07
Class Activities: Present/perform poetry Assign myth web site Workshop on Netscape Composer Mid-semester evaluations of course	Week 7: 10 Oct.	Homework for Week 8: Blog #2 due by noon on 10/16/07 (at least 250 words): Reflect on the similarities and differences between writing poetry and writing about poetry. How did or didn't writing about poetry inform your own poetry, and vice versa? What did you learn from this experience that you could use in your future teaching? Respond to at least three class members' blogs by noon on 10/17/06 (each response should be at least 150 words) Work on collaborative myth presentations Read selected myths in Myth and Knowing
UNIT 3: WORLD SHORT FICTION
Class Activities: Discuss Blog #2 Collaborative myth presentations Continuation of workshop on Netscape Composer Discuss mid-semester evaluations of course	Week 8: 17 Oct.	Homework for Week 9: WebCT Assignment #5: Post a 300-600 word specific discussion of your tentative ideas for your myth web site by noon on 10/23/07; post responses (at least 250 words each) to your group members' reports/discussions by noon on 10/24/07 Read short fiction in Course Reader
Class Activities: Discuss WebCT Assignment #5 Discuss collaborative myth presentations Review elements of fiction Discuss readings from Course Reader Assign fiction analysis essay	Week 9: 24 Oct.	Homework for Week 10: WebCT Assignment #6: Post a link to the home page of your completed myth web site by noon on 10/31/07
UNIT 4: MEDIA LITERACY
Class Activities: Discuss WebCT Assignment #6 Blog #3 (complete by 11/6/07) a) (at least 250 words): Reflect on how your experience of creating a myth differs from and/ or enhances the study of myth? What did you learn from this experience that you could use in your future teaching? b) Respond to at least three class members' blogs (each response should be at least 150 words) Continue discussion of fiction Introduction to media literacy	Week 10: 31 Oct.	Homework for Week 11: WebCT Assignment #7: Post a complete draft of your fiction analysis essay by noon on 11/6/07; post responses (at least 250 words each) to your group members' drafts by noon on 11/7/07 Read Chapters 1, 2, and 4 from Media Education
Class Activities: Discuss WebCT Assignment #7 Discuss video games (guest lecturer: Prof. Dorothy Clark) Discuss reading from Media Education	Week 11: 7 Nov.	Homework for Week 12: WebCT Assignment #8: Post your revised fiction analysis essay by noon on 11/14/07 Read Chapter 5 from Media Education Read materials from Project Look Sharp
Class Activities: Discuss WebCT Assignment #8 Discuss reading from Media Education Assign collaborative media literacy presentation Sign up for group conferences Watch/listen to and discuss music video(s) and rap music Discuss final portfolio	Week 12: 14 Nov.	Homework for Week 14: Each group should bring five typed copies of a 1 page discussion of your collaborative media literacy presentation to your conference Work on final portfolio Read Chapters 7, 8, 9, 10, and 11 from Media Education
Class Activities: No Class	Week 13: 21 Nov.	Homework for Week 14: Each group should bring five typed copies of a 1 page discussion of your collaborative media literacy presentation to your conference Work on final portfolio Read Chapters 7, 8, 9, 10, and 11 from Media Education
Class Activities: Conferences on collaborative media literacy presentations in ST 834 Course evaluations	Week 14: 28 Nov.	Homework for Week 15: Work on collaborative media literacy presentations Work on final portfolio
Class Activities: Assign Blog #4 Collaborative media literacy presentations	Week 15: 5 Dec.	Homework for Finals Week: Blog #4 (at least 250 words): Discuss how you might use blogging in a K-12 or community college/university/adult literacy English/language arts class by noon on 12/10/07 WebCT Assignment #9: Post your complete portfolio by noon on 12/10/07