CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
FALL 2012
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: Tuesdays and Thursdays 3:30-4:30 p.m., and by appointment


Course Description

English 495ESM is the capstone course for English Subject Matter, FYI, and JYI students, focusing on literacy in multiple genres (poetry, world mythology, world short fiction, and media).  The course 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 CSUN English major in critical theory, literature, creative writing, and expository writing.  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 engaging with texts from around the world.

Work will be individual and collaborative.  You will develop short analytic papers/presentations and creative responses for most genres.  For example, you'll analyze a myth and then create a myth web site. We'll also study and write poetry.  In addition, English 495ESM provides the opportunity to reflect on course work in the context of future teaching practices.  Unlike the usual English senior seminar, this class does not require a long research paper; instead, you will turn in a digital portfolio of your best work at the end of the semester. 

This course should be good preparation for the culminating exit interview for students in the English Subject Matter, FYI, and JYI programs.

Student Learning Outcomes 
  1. 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) you will review the elements of poetry  in order to explicate a poem skillfully; (ii) you will understand the genre of myth, appreciate commonalities of world mythology, and demonstrate how myths reflect specific cultural and political contexts; (iii) you will review the elements of (world) short fiction and understand how the genre both reflects and is affected by cultural and political contexts; (iv) you will become aware of the role and impact of various media in contemporary cultures and the ways these media achieve this impact; you 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
  2. You will learn to use technologies as part of your critical and creative composition and will disseminate your work through technological presentations
  3. You will learn how to produce creative and critical compositions by working collaboratively
 Critical Thinking

Required Texts
  1. Buckingham, David.  Media Education: Literacy, Learning and Contemporary Culture. &
  2. Leonard, Scott A., and Michael McClure.  Myth and Knowing: An Introduction to World Mythology. & *
  3. MLA Handbook for Writers of Research Papers.  7th ed.  & #
  4. Smith, Philip, ed.  100 Best-Loved Poems.  (Dover thrift ed.) &
  5. Wainwright, Jeffrey.  Poetry: The Basics. & E
& = available at the Matador Bookstore
* = text on reserve in the Oviatt Library
# = text available in the Oviatt Library Reference Room
E = electronic text available from the Oviatt Library
Grade Distribution
  1. Collaborative Myth Presentation:                                15%
  2. Collaborative Media Literacy Presentation:                 20%
  3. Other Assignments:                                                    15%
  4. Portfolio:                                                                    50%

You must earn credit for Moodle Assignments #2, 4, 6, and 8 in order to be eligible to submit the portfolio.  I will lower your final course grade by 1/3 grade for each week or part of a week that you turn in any of these Moodle Assignments #2, 4, 6, or 8 late without prior permission from me.  Due to the highly interactive nature of this course and the emphasis on group work and class discussions, I expect you to attend all class meetings (and to be on time).  You may miss four class meetings without penalty.  If you miss more than four class meetings, I will lower your final course grade by 1/3 grade for each additional absence.  Two tardies (arriving late or leaving early) count as one absence.  I will also mark you tardy if you are unprepared for class.

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 or Prezi 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 presentation tools effectively, 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 collaboratively your group members work together, b) how effectively you use presentation tools, c) how insightfully you present the material, d) how successful the interactive component of your presentation is, and e) your ability to complete your presentation within the time limit.  You will meet with me before your presentation to get feedback on your ideas.

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 and at least one other secondary source that we have not read in class (I will post a list of suggested sources on Moodle).  Each group will meet with me ahead of time to get feedback on their presentation ideas.

Other Assignments
Other Assignments include Moodle posts, in-class writing, your poetry performance, and a handout for your conference, and will be evaluated on a credit/no credit basis.  You must complete these assignment on time in order to earn full credit for them.  In class we'll discuss the criteria for earning credit for these assignments. 

Portfolio
I will grade your portfolio holistically.  Your portfolio consists of a title page, a table of contents, and any four of the following:
Poetry Analysis Essay (3-5 pages, excluding Works Cited; graduate students: 4-6 pages)
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 poetic elements.   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 treated in Poetry: The Basics. 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 outside secondary scholarly sources (graduate students: at least three).   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 Moodle 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 one other poem you have developed for this class.  At the top of each poem, indicate which assignment that poem responds to (e.g., Wrecking the First Person, Flarf poem, serious haiku, parodic haiku).  You'll post a draft of your poems on Moodle so that you can get feedback on your work and respond to colleagues' drafts before you turn in the poems. 

Myth Website
Develop a website for a myth that you create.  Use google, wix.com, weebly.com, or freewebs.com or another website that allows you to create web pages, or create a website on the CSUN server. 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.).  Note that this is a creative assignment and requires you to create an original myth--you may not simply transfer an existing myth onto your website. Your website should include at least two pages and at least two links to other websites.  This assignment is designed to enable you to gain experience in website design and  to enhance your understanding and creation of world mythology as required by the California Commission on Teacher Credentialing.  I will evaluate your website 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 website demonstrate your understanding of world mythology

Fiction Analysis Essay (3-5 pages, excluding Works Cited; graduate students: 4-6 pages)
Write an analytic essay in which you explicate one of the four short stories we discuss in class, 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 (whether explicit or implicit) 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 (graduate students: at least three).  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 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 Moodle so that you can get feedback on your work and respond to colleagues' drafts before you turn in the essay.

Responses to Colleagues' Moodle Posts
For Moodle Assignments #1, #3, #5, and #7, you will post drafts of your papers/ideas and respond to drafts of or proposals for colleagues' assignments.  Each response should be at least 250 words long.  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 their level of specificity and helpfulness and how well  they address the following questions/prompts::

Moodle Assignment #1: Answer the following questions.  Give specific examples and suggestions.   Do not give yes/no answers.  Don't be mean, but don't give empty praise either!
  1. do you see a thesis in this essay draft?  if so, what is it, and how effective is it (remember that the thesis may be implicit or explicit)?  do you think the thesis could be improved?  if so, how?   if you don't see a thesis in this draft, suggest a possible thesis for the writer
  2. how well does the writer analyze her chosen poem?  does she say interesting things about the poem or merely say what is obvious?  are her points convincing?  how well does she support them with evidence from the poem?  does she sufficiently address the poetic elements of the poem (e.g., rhyme, rhythm)?
  3. what questions do you have about the points the writer makes?  what areas of the draft could be more fully developed?  how could they be developed?  is there any material that seems irrelevant and could be cut or better connected to the rest of the essay?  is there anything missing that you feel the writer could include in the essay?
  4. how well is the draft organized?  could it be more effective if points were put in a different order?  if so, give specific revision suggestions
  5. how well has the writer used secondary sources?  does she seem to have done sufficient research?  does she engage with her secondary sources or just use them as a crutch or to repeat what she is saying?  give suggestions of how the essay might be able to more fully engage with the secondary sources.
  6. what are the two greatest strengths of this essay draft (be specific)?
  7. in your opinion, what are the most important two aspects of the paper the writer should work on as she revises the paper (be specific)?
  8. what else do you want to say about this essay draft?
Moodle Assignment #3: Answer the following questions for each of the writer's two poems.  Give specific examples and suggestions.  Do not give yes/no answers.  Don't be mean, but don't give empty praise either!
  1. does the poem make one or more interesting points or have an interesting effect?  if so, explain what these points/effects are; if not, suggest how the writer might revise to make the poem more substantial/interesting
  2. is the poem fresh and original, or does it seem cliched?  if the former, explain what is fresh/original about the poem; if the latter, give the writer some specific suggestions of how she might make it less trite
  3. does the poem use language in an interesting way?  if so, explain what the effect is of this language use; if not, suggest how the writer might make the language in the poem more evocative
  4. what poetic elements does this writer use to add to the meaning of the poem (e.g., line breaks, rhythm)?  what other elements might the writer consider using?
  5. what is the greatest strength of this poem draft (be specific)?
  6. in your opinion, what is the most important aspect of the poem the writer should work on as she revises it (be specific)?
  7. what else do you want to say about this poem draft?
Moodle Assignment #5: Answer the following questions.  Give specific examples and suggestions.  Do not give yes/no answers.  Don't be mean, but don't give empty praise either!
  1. does this writer's website proposal fulfill the assignment criteria?  does the myth follow the shape of the myths in the writer's chosen chapter?  do the writer's plans for the website include the required links?  if not, explain how the writer could more effectively fulfill the assignment
  2. how original/creative is the writer's proposed myth?  what interests you about the myth?  what elements would you like to know more about?  what questions do you have about it?  what aspects of the myth would you like to see further developed?  what parts of it could be deleted?
  3. does the writer's proposed website seem visually appealing?  do you have suggestions for the writer in terms of the layout of the web pages?  colors?  links?  give the writer some suggestions of appropriate visual and/or aural elements that she might add to the website
  4. what do you like most about the writer's proposed myth website?
  5. what do you think the writer needs to pay most attention to as she works on her myth website?
Moodle Assignment #7: Answer the following questions.  Give specific examples and suggestions.  Do not give yes/no answers.  Don't be mean, but don't give empty praise either!
  1. do you see a thesis in this essay draft?  if so, what is it, and how effective is it (remember that the thesis may be implicit or explicit)?  do you think the thesis could be improved?  if so, how?   if you don't see a thesis in this draft, suggest a possible thesis for the writer
  2. how well does the writer analyze her chosen short fiction?  does she say interesting things about the piece or say what is obvious?  does she add to rather than just repeat the class discussion about her chosen text?  are her points convincing?  how well does she support them with evidence from the text?  does she sufficiently address the cultural/historical contexts of the piece?
  3. what questions do you have about the points the writer makes?  what areas of the draft could be more fully developed?  how could they be developed?  is there any material that seems irrelevant and could be cut or better connected to the rest of the essay?  is there anything missing that you feel the writer could include in the essay?
  4. how well is the draft organized?  could it be more effective if points were put in a different order?  if so, give specific revision suggestions
  5. how well has the writer used secondary sources?  does she seem to have done sufficient research?  does she engage with her secondary sources or just use them as a crutch or to repeat what she is saying?  give suggestions of how the essay might be able to more fully engage with the secondary sources
  6. what are the two greatest strengths of this essay draft (be specific)?
  7. in your opinion, what are the most important two aspects of the paper the writer should work on as she revises the paper (be specific)?
  8. what else do you want to say about this essay draft?
Course Policies

TENTATIVE SCHEDULE
UNIT 1: POETRY

 L = computer lab

J = JR 247
 Pagan Poetry
Class Activities:
  • Introduction to the course
  • Discuss syllabus
  • What is poetry?
  • Review elements of poetry
  • Class member introductions

 28 Aug.
L
 		Homework:
  • Read Preface and Chapters 1-3 from Poetry: The Basics
Class Activities:
  • Discuss reading from Poetry: The Basics
  • In-class analysis of "Lady Lazarus" (and "The Real Slim Shady" if time)
  • Assign secondary scholarly sources for Shakespeare's Sonnet XVIII
 30 Aug.
J
 		Homework:
  • Read your assigned scholarly secondary source on Shakespeare's Sonnet XVIII
  • Bring your scholarly secondary source on Shakespeare's Sonnet XVIII to class
Class Activities:
 4 Sep.
L
 Homework:
  • Read Shakespeare's Sonnet XVIII in 100 Best-Loved Poems (p. 6)
  • Bring your scholarly secondary source on Shakespeare's Sonnet XVIII to class
Class Activities:
  • Small group poetry analysis and presentation
 6 Sep.
J
 		Homework:
  • Read Chapters 4, 6, and 7 in Poetry: The Basics
Class Activities:
  • Discuss sample Moodle responses
  • Discuss reading from Poetry: The Basics

 11 Sep.
L
 		Homework:
  • Read Chapter 5 in Poetry: The Basics
  • Bring your MLA Handbook (7th ed.) to class plus your scholarly secondary source on Shakespeare's Sonnet XVIII or one of your scholarly secondary sources for your poetry analysis essay
Class Activities:
  • Workshop on citing sources in academic papers
  • Discuss reading from Poetry: The Basics
  • Work on  poetry analysis essay

 13 Sep.
J
 		Homework:
  • Moodle Assignment #1:  Post a complete draft of your poetry analysis essay by 10 a.m. on 9/16 (cut and paste or post as attachment); post responses (at least 250 words each; cut and paste or post as attachment) to your group members' drafts by 10 a.m. on 9/18 (see instructions for Moodle Assignment #1)
Class Activities:
  • Discuss Moodle Assignment #1
  • Peer workshops
  • Discuss sample Moodle responses
  • Work on  poetry analysis essay
 18 Sep.
L
 		Homework:
Class Activities:
  • Discuss reading from Poetry: The Basics
  • Introduction to creative writing
  • In-class poetry writing: "Wrecking the First Person"
 20 Sep.
J
 		Homework:
  • Moodle Assignment #2: Post your revised poetry analysis essay (as Word or PDF attachment) by 10 a.m. on 9/25
  • Bring Poetry: The Basics to class
Class Activities:

 25 Sep.
L
 		Homework:
  • Moodle Assignment #3: Post a draft of your creative writing (poetry) paper by 10 a.m. on 9/27 (we will complete the remainder of Moodle Assignment #3 in class)
  • Bring your laptop to class
Class Activities:
  • Complete Moodle Assignment #3 in class
  • Peer workshops
  • Discuss Moodle Assignment #3
  • Discuss strategies for presenting/performing poetry

 27 Sep.
J
 Homework:
UNIT 2: WORLD MYTHOLOGY
Global Literacy
Class Activities:

 2 Oct.
L
 		Homework:
  • Moodle Assignment #4: Post your revised creative writing (poetry) paper as a Word or PDF attachment by 10 a.m. on 10/4
  • Prepare poetry performance/presentation (your performance should last about 3 minutes, and should include poetry you have posted on Moodle)
Class Activities:
 4 Oct.
J
 		Homework:
Class Activities:
9 Oct.
ST 834
 		Homework:
Class Activities:

 11 Oct.

 		Homework:
Class Activities:
 16  Oct.
L
 Homework:
  • Read Chapter 1 in Myth and Knowing
UNIT 3: WORLD SHORT FICTION

World Literature
Class Activities:
  • Discuss Chapter 1 of  Myth and Knowing
  • Introduction to world short fiction
  • Watch  "Danger of a Single Story"
  • Review elements of fiction

 18 Oct.
J
 Homework:
Class Activities:
 23 Oct.
L
 		Homework:
  • Read Introduction to Literature From the Axis of Evil, excerpt from "A Little Less Conversation," and "Chairman Mao is a Rotten Egg" (readings on Moodle)
  • Bring your laptop to class
Class Activities:
 25 Oct.
J
 Homework:
  • Moodle Assignment #5: Post a 300-600 word specific discussion of your tentative ideas for your myth website by 10 a.m. on 10/28 (cut and paste or post as attachment; include information about your myth and how you will design your web site);  post responses (at least 250 words each) to your group members' reports/discussions by 10 a.m. on 10/30 (cut and past or post as attachment; see instructions for Moodle Assignment #5)
Class Activities:
 30 Oct.
L
 		Homework:
  • Read "No Sweetness Here" and "Nurse Cora" (readings on Moodle)
  • Bring your laptop to class
  • Bring your MLA Handbook (7th ed.) to class
  • Work on myth web site
Class Activities:
  • Discuss readings
  • Review citation of short stories
  • Discuss finding secondary sources for fiction analysis essay
1 Nov.
J
 		Homework:
  • Moodle Assignment #6: Post a link to the home page of your completed myth website by 10 a.m. on 11/6
  • Read assigned texts on media literacy
UNIT 4: MEDIA LITERACY
Media Literacy
Class Activities:

 6 Nov.
L
 		Homework:
  • Read Chapters 1, 2, 4, and 5 in Media Education
Class Activities:
  • Discuss reading from Media Education
  • Discuss video games
  • Music video analysis

 8 Nov.
J
 		Homework:
Class Activities:
  • Discuss Moodle Assignment #7
  • Peer workshops
 13 Nov.
L
 		Homework:
Class Activities:
15 Nov.
J
 Homework:
  • Each group should bring five typed copies of a 1 page discussion of your collaborative media literacy presentation to your conference (note that your handout should focus on your plans for your presentation, not your plans for your unit/lesson)
  • Moodle Assignment #8: Post your revised fiction analysis essay by 10 a.m. on 11/20
Class Activities:
 20 Nov.
ST 834
 Homework:
  • Read Chapters 7-11 in Media Education

Thanksgiving break--no class! Anti-Thanksgiving

22 Nov.

 Homework:
Class Activities:
 27 Nov.
L
 Homework:
  • Review Chapters 7-11 in Media Education
Class Activities:
 		29 Nov.
J
 Homework:
Class Activities:
4 Dec.
L
 Homework:
Class Activities:
Panopticon

6 Dec.
J
 Homework:
  • Moodle Assignment #9: Post your complete portfolio as a Word or PDF attachment by noon on  12/11