Syllabus

CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
SPRING 2010
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: R 1:30-3:30 p.m., and by appointment
Furlough Days for Spring 2010: 2/17, 2/24, 3/10, 3/24, 4/1, 4/2, 4/3, 4/28, 5/5

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.
Leonard, Scott A., and Michael McClure. Myth and Knowing: An Introduction to World Mythology. *
MLA Handbook for Writers of Research Papers. 7th ed. #
Smith, Philip, ed. 100 Best-Loved Poems. (Dover thrift ed.)
Wainwright, Jeffrey. Poetry: The Basics.

* = text also on reserve in the Oviatt Library
# = text also available in the Oviatt Library Reference Room

Grade Distribution

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

You 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 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 well your group members work together, b) how effectively you use PowerPoint, 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.

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 WebCT). Each group will meet with me ahead of time to get feedback on their presentation ideas.

Other Assignments
Other Assignments include WebCT posts, your WebCT homepage, 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 four 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
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 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 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 any two poems 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, found poem, serious haiku, parodic haiku). You'll post a draft of your poems on WebCT so that you can get feedback on your work and respond to colleagues' drafts before you turn in the poems.

Myth Web site
Develop a web site for a myth that you create. Use google 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.). Your web site 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 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 (whether explicity 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. 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.

WebCT (see schedule for specific prompts)
How to Post WebCT Assignments
1)      On the CSUN home page click on “myNORTHRIDGE PORTAL” and then select “WebCT”
2)      Log onto WebCT and then select this class
3)      Under the “Course Menu” select “Post Assignments”

Responses to Colleagues' WebCT Posts
For WebCT 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::

WebCT Assignment #1: Answer the following questions in point form or in paragraph from. Give specific examples and suggestions. Do not give yes/no answers. Don't be mean, but don't give empty praise either!

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
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)?
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?
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
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.
what are the two greatest strengths of this essay draft (be specific)?
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)?
what else do you want to say about this essay draft?

WebCT Assignment #3: Answer the following questions in point form or in paragraph from 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!

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
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
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
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?
what is the greatest strength of this poem draft (be specific)?
in your opinion, what is the most important aspect of the poem the writer should work on as she revises it (be specific)?
what else do you want to say about this poem draft?

WebCT Assignment #5: Answer the following questions in point form or in paragraph from. Give specific examples and suggestions. Do not give yes/no answers. Don't be mean, but don't give empty praise either!

does this writer's web site 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 web site include the required links? if not, explain how the writer could more effectively fulfill the assignment
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?
does the writer's proposed web site 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 web site
what do you most like about the writer's proposed myth web site?
what do you think the writer needs to pay most attention to as she works on her myth web site?

WebCT Assignment #7: Answer the following questions in point form or in paragraph from. Give specific examples and suggestions. Do not give yes/no answers. Don't be mean, but don't give empty praise either!

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
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?
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?
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
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
what are the two greatest strengths of this essay draft (be specific)?
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)?
what else do you want to say about this essay draft?

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 In-class work on WebCT home page Discussion of syllabus Information about faculty furlough program and how it will affect this course What is poetry? Review elements of poetry	Week 1: 21 Jan.	Homework for Week 2: Read Preface and Chapters 1-3 from Poetry: The Basics Read "Lady Lazarus" and "The Real Slim Shady" (click on "Readings" under the WebCT Course Menu) Complete your WebCT home page (click on "Class Members" under the WebCT Course Menu)
Class Activities: Discuss reading from Poetry: The Basics Whole-class analysis of selected poems Assign poetry analysis essay Workshop on use of sources in academic papers	Week 2: 28 Jan.	Homework for Week 3: Read Chapters 4, 6, and 7 in Poetry: The Basics Read Shakespeare's Sonnet XVIII in 100 Best-Loved Poems (p. 6) Begin work on poetry analysis essay Bring your MLA Handbook (7th ed.)
Class Activities: Small group analysis and presentation of selected poems from 100 Best-Loved Poems Discuss reading from Poetry: The Basics Workshop on use of sources in academic papers (continued) Work on essays (theses?)	Week 3: 4 Feb.	Homework for Week 4: WebCT Assignment #1: Post a complete draft of your poetry analysis essay by noon on 2/10/10; post responses (at least 250 words each) to your group members' drafts by noon on 2/11/10. Read Chapter 5 in Poetry: The Basics
Class Activities: Discuss WebCT Assignment #1 Discuss reading from Poetry: The Basics Work on essays Poetry analysis wrap-up Introduction to creative writing	Week 4: 11 Feb.	Homework for Week 5: Read Chapter 8 and Conclusion in Poetry: The Basics WebCT Assignment #2: Post your revised poetry analysis essay by noon on 2/18/09
Class Activities: Discuss WebCT Assignment #2 Discuss reading from Poetry: The Basics Assign creative writing (poetry) paper In-class poetry writing	Week 5: 18 Feb.	Homework for Week 6: WebCT Assignment #3: Post a draft of your creative writing (poetry) paper by noon on 2/24/10; post responses to your group members' drafts by noon on 2/25/10 Read Chapter 1 in Myth and Knowing
UNIT 2: WORLD MYTHOLOGY
Class Activities: Discuss WebCT Assignment #3 Introduction to world mythology Assign chapters for collaborative myth presentation Discuss strategies for presenting/performing poetry Discuss Chapter 1 of Myth and Knowing Assign collaborative myth presentation	Week 6: 25 Feb.	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 3/4/10 Read your assigned chapter in Myth and Knowing
Class Activities: Participate in Common Day of Action	Week 7: 4 Mar.	Homework for Week 8: Complete Mid-semester evaluation of course before 3/10/10 (click on "Surveys" under WebCT Course Menu, and select "Mid-Semester Evaluation of Course")
UNIT 3: WORLD SHORT FICTION
Class Activities: Introduction to world short fiction Review elements of fiction Group work on collaborative myth presentations Discuss mid-semester evaluations of course Assign myth web site Poetry slam	Week 8: 11 Mar.	Homework for Week 10: Work on collaborative myth presentations Read assigned myths in Myth and Knowing WebCT Assignment #5: Post a 300-600 word specific discussion of your tentative ideas for your myth web site by noon on 3/17/10 (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 4 p.m. on 3/18/10
Class Activities: No class meeting No office hours today Work on collaborative myth presentation and myth web site	Week 9: 18 Mar.	Homework for Week 10: WebCT Assignment #6: Post a link to the home page of your completed myth web site by noon on 3/25/10
Class Activities: Collaborative myth presentations Discuss WebCT Assignment #6 Assign fiction analysis essay	Week 10: 25 Mar.	Homework for Week 11: Read assigned short fiction in Course Reader
Class Activities: Furlough day for Ian Barnard (no office hours today) Student-led discussions of readings from Course Reader	Week 11: 1 Apr.	Homework for Week 12: Read assigned short fiction in Course Reader
UNIT 4: MEDIA LITERACY
Class Activities: Discuss collaborative myth presentations Discuss readings from Course Reader Introduction to media literacy Assign collaborative media literacy presentation	Week 12: 15 Apr.	Homework for Week 13: Read Chapters 1, 2, 4, and 5 from Media Education WebCT Assignment #7: Post a complete draft of your fiction analysis essay by noon on 4/21/10; post responses (at least 250 words each) to your group members' drafts by 4 p.m. on 4/22/10
Class Activities: Discuss WebCT Assignment #7 Sign up for group conferences Discuss reading from Media Education Discuss video games (guest lecturer: Prof. Dorothy Clark)	Week 13: 22 Apr.	Homework for Week 14: WebCT Assignment #8: Post your revised fiction analysis essay by noon on 4/29/10 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) Read Chapters 7, 8, 9, 10, and 11 from Media Education
Class Activities: Conferences on collaborative media literacy presentations in ST 834	Week 14: 29 Apr.	Homework for Week 15: Work on collaborative media literacy presentations
Class Activities: Collaborative media literacy presentations Discuss final portfolio	Week 15: 6 May	Homework for Finals Week: WebCT Assignment #9: Post your complete portfolio by 5:30 p.m. on 5/13/10