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Unit One: First Essay; Writing Focus: Personal Narrative |
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1 |
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Intro to the Class as a Writing Community
Writing about Social and Ethical Issues |
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Distribute: Syllabus, Course Calendar, Writer's Letter assignment, Course information sheet, Exercise 1.1, Essay Assignment #1 |
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2 |
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Reasons to Believe: The Roots of Ethical and Social Values
Introducing Personal Essays |
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In Writing for Change
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Exercise 1.1, Notebook Exercise on Edelman, Writer's Letter |
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Discuss: Sample student essay |
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3 |
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Reasons to Believe and Act |
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4 |
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Developing and Sustaining Ethical and Social Values
The Personal Essay: Crafting Engaging and Effective Introductions |
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In Writing for Change
- John F. Kennedy. "Inaugural Address." Pp. 89-92.
- William F. Buckley. "A Call to Arms." Pp. 125-133.
- Martin Luther King, Jr. "A Letter From Birmingham Jail." Pp. 285-299.
- P.W. Alexander. "Christmas At Home." Pp. 100-103.
- Jeremy Taylor. "Service Learning: Education with a Purpose." Pp. 193-199.
Film Clips: Eyes on the Prize.
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2 Notebook Exercises (Class #3, Class #4) |
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5 |
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The Writer as Social Activist: A Literary Tradition |
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Draft Essay 1 (2 copies + cover letter. (Due two days after class #5)
Workshop students: email drafts (as Word documents) to classmates |
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Read/Discuss: Assigned Readings.
Bring in: Introductions, Essay 1 (4 copies).
Workshop Preparation; Distribute Workshopping Letter |
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6 |
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Writing Workshop, Draft Essay 1; The Craft of Revision |
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Workshop letters to classmates. (Copies to instructor) |
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Distribute: Handouts on Revision (3) |
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Unit Two: Second Essay; Writing Focus: Investigative Essay/Comparative Analysis |
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7 |
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Representing Social Issues and Problems; Images |
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8 |
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Narratives of Poverty and Homelessness |
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- Selection, Charles Dickens. A Christmas Carol.
- Jonathan Kozol. "Are the Homeless Crazy?"
In Writing For Change
- Peter Marin. "Helping and Hating the Homeless…." Pp. 270-283.
Film Clip: A Christmas Carol
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Notebook Exercise: Comment comparatively on the power of Marin's and Kozol's essays (1½-2 pp.)
Revision, Essay #1. (2 copies + cover letter and marked-up Draft) (Due two days after class #8)
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Review: Essay #2 assignment.
Introduction to Community Research |
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9 |
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The Writer as Witness, Participant and Investigator: Inside the World of Poverty and Low-wage Labor |
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- Excerpt, Barbara Ehrenreich. Nickel and Dimed: On Not Getting By in America. (Handout)
Film Clip: America and Lewis Hine.
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Proposals, Essay #2. (Five copies)
Notebook Exercise on Ehrenreich |
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10 |
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The Writer as Interpreter of Social Issues: The Value Of Comparative Analysis: Research Strategies |
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Course Library Page |
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Pairs Workshops: Proposals #2
Library Session |
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11 |
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Writers Engage With Media Culture and Beauty Imagery |
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In Writing For Change (student essay)
Film: Killing Us Softly 3
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Read/Discuss: Assigned readings (distributed in class) |
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12 |
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Writers Address Contemporary Debates: Race, Gender and Issues of Equality
Approaches to Comparative Analysis: Options in Introductions/Conclusions |
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In Writing For Change
- Ronald Takaki. "Breaking Silences: Community of Memory." Pp. 219-232.
- Susan Faludi. "Blame It on Feminism." Pp. 238-250.
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Notebook Assignment: Compare Takaki and Faludi |
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13 |
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Writers Confront Contemporary: Educational Inequality, Past and Present: Individual Portraits |
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In Writing For Change
- Maya Angelou. "Graduation." Pp. 155-165.
- Jonathan Kozol. "Corla Hawkins." Pp. 176-181.
- Mike Rose. "I Just Wanna Be Average." Pp. 165-176.
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Notebook assignment: Compare Rose and Kozol or Angelou
Draft, Essay #2 (2 copies + cover letter) (Due two days after class #13)
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Distribute: Workshop #2 letter
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14 |
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Writing Workshop, Draft, Essay #2 |
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Workshop Letters |
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Unit Three: Third Essay; Writing Focus: Investigative/Advocacy Essay |
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15 |
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Writers as Investigators and Advocates: Modern Classics in the Literature of Social Change |
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Excerpts from:
- Betty Friedan. The Feminine Mystique.
- Rachel Carson. Silent Spring.
- George Orwell. "Politics and the English Language."
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Notebook Exercise on Friedan or Carson |
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Review Essay #3 Assignments |
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16 |
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Reading Films Critically (PDF)
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Film: Girl, Interrupted. |
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17 |
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Writers Explore Contemporary Issues: Mental Health
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- Susanna Kaysen. Girl, Interrupted. (Excerpt)
In Writing for Change
- Tracy Thompson. "The Wizard of Prozac." Pp. 347-356.
Film: James Mangold. Girl, Interrupted.
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Notebook Assignment: Girl, Interrupted
Proposals, Essay #3 (5 copies) |
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18 |
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Writers Define Contemporary Issues and Advocate Solutions: Education |
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In Writing for Change
- E. D. Hirsch. "Cultural Literacy." Pp. 188-193.
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Notebook Assignment on Hirsch and Orwell
Revision, Essay #2. (2 copies, coverletter + marked-up Draft) (Due two days after class #18)
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Small Workshops: Proposals, Essay #3 |
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19 |
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Film: Dead Man Walking. |
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20 |
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Writers Debate Policy Issues: Capital Punishment
Incorporating Personal and Public Voices |
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Film: Tim Robbins. Dead Man Walking.
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Notebook Exercise, Dead Man Walking
Incorporating Interview Material and Secondary Sources
Models of Advocacy Essays: Student Essay (MURJ)
Conclusions |
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21 |
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Writers Debate Policy Issues: Capital Punishment
Incorporating Personal and Public Voices
(continued)
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Film: Tim Robbins. Dead Man Walking.
(continued)
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22 |
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Approaches To Advocacy |
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In Writing For Change
- Randy Fitzgerald. "Owls Are Not Threatened, Jobs Are." Pp. 419-423.
- Cynthia Hamilton. "Women, Home and Community: The Struggles in an Urban Environment." Pp. 412-418.
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Revisions #2 |
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Oral Presentations |
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23 |
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Writers as Visionaries: Fiction as a Laboratory for Utopian Ideas and Dystopian Critiques |
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In Writing For Change
- Ernest Callenbach. "Ecotopia." Pp. 440-446.
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Oral Presentations |
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24 |
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Writers as Visionaries: Fiction as a Laboratory for Utopian Ideas and Dystopian Critiques |
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Excerpts (distributed in class):
- Aldous Huxley. Brave New World.
- George Orwell. 1984.
- Margaret Atwood. The Handmaid's Tale.
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Notebook Exercise: Compare your own Visions of utopia and dystopia
Drafts, Essay #3 (Due one day after class #24)
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27 |
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Revision Strategies for Advocacy Essays |
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28 |
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Advanced Revision/Publication Workshop |
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Oral Presentations |
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29 |
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Workshop, Draft Essay #3 |
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30 |
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Oral Presentations; Course Evaluations |
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31 |
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Last Class: Celebration |
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Portfolios due by end of day (with revision #3) |
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