500 Wilcox Street
Joliet, IL 60435
CORE II
CRN: 20187 - ACAF
01102 F- FRESHMAN CORE II
(Writing from sources on Self, Society, Faith and Commitment)
O:\Student Common\English\Chilton\Core 2
3 Semester Hours Spring Semester 2007
Prerequisite: Core I: 01101
Class Hours: MWF, 11:00-11:50 AM
II. INSTRUCTOR: Dr. Salim M. Diab
Office: Room 215, St. Albert Hall
Office Hours: TR 9:00-10:00 AM
Phone: 740-3855 (Ext. 3855)
Home Phone: 730-8302
e-mail: sdiab@stfrancis.edu
Homepage:
http://www.stfrancis.edu/ns/diab/etherman.htm
III. COURSE DESCRIPTION:
This course is a continuation of the process you began last
semester in Core I. We will continue to explore the methods of critical
thinking and inquiry which underlie a liberal arts education. The assumption is
that universal issues, reflected in all the arts and the science disciplines,
may be illuminated by reading traditional and contemporary texts together. We
will continue to explore the relationship of self to society and nature this
semester, but we will examine this relationship as it relates to issues of
faith and commitment in the modern world. Here are some of the issues we will
explore this semester:
1. What obligations are placed upon us by our faith today?
2. What is the relationship between faith and the developed intellect?
3. On what basis do we make commitments - social, intellectual, and religious-
in a modern world were values are ambiguous?
4. To what extent should we resist our society?
5. What basis do we have for answering these questions?
The course will focus on critical thinking and inquiry which
form the basis of a liberal arts education. Here are some of the questions that
we are interested in asking:
1. How do we make commitments in a modern scientific and
technological world?
2. What obligations are placed upon us by our faith today?
3. To what extent should we live in harmony with our society?
4. To what extent should we resist our society in order to maintain the
delicate balance between harmony and chaos?
5. What basis do we have and what philosophy have we adopted for answering
these questions?
Course Objectives:
This course has two sets of objectives:
The first set has to do primarily with writing, especially writing from
sources. By the end of this course, you should be better able to:
--identify and carry out research on a meaningful topic of genuine interest to
you;
--narrate, paraphrase, summarize, compare, analyze, synthesize, argue, employ
and cite accurately and correctly evidence from written and oral sources;
--draft, revise, and edit a long research paper --understand what constitutes
plagiarism.
The second set of
objectives has to do with the content of the readings in the course. By the end
of the course, as we engage in the process of writing and research, you should
be able to:
--develop an increased awareness of the way we articulate our relation to the
natural world;
-- develop an increased awareness of the way we articulate our most deeply felt
commitments (personal, intellectual, religious, and social); develop an
awareness of the ways in which the language of our beliefs and commitments
shapes our knowledge of ourselves and our environments.
IV. REQUIRED TEXTS AND ESSAYS:
Required Books:
Anouilh, Jean. Antigone.
Tran. Barbara Bray.
Lunsford, Andrea. The Everyday Write: A Brief Reference.
2nd ed.
Shaw, Bernard. Saint Joan.
Recommended Book:
Webster’s New World College Dictionary, 3rd ed.
Ed. Victoria Neufeldt.
Selections of Essays:
For a copy of these essays, go to: O:\Student
Common\English\Chilton\Core 2
1. Golding's
"Thinking as a Hobby"
2. Hardin's "Lifeboat
Ethics: The Case Against Helping the Poor"
3. King's "Letter from a
Burmingham Jail"
4. Newman's "Enlargement
of the Mind"
5. Milgram's
"Obedience to Authority"
Selections
of Stories:
1. LeGuin's "The Ones
Who Walk Away from Omelas"
2. O'Brien's
"On the Rainy River"
3. Wolff's "The Night in
Question"
4. Updike's
"A&P"
5.
6. Hudgins': Seventeen
Selections
of Films:
1. Romero
2. Roses in December
V. COURSE OUTLINE:
Theme 1: Ambiguity and
Commitment
W#1
Jan. 8 - Introduction to Course (assign King's Letter)
Jan. 10 - Common Experience: Lecture
on "Investigative Research Paper" Dr. Chilton
"What I know and what I need to know" – Auditorium
Jan.12 - Discuss Investigative Research Paper
W#2
Jan. 15 - Dr. King's Birthday - no class
Jan. 17 - King: "Letter from
Jan. 19 - King, assign Golding's "Thinking
as a Hobby"
W#3
Jan. 22 - Golding's "Thinking as
a Hobby" - Assign paper
#1 on "Finding the Truth" and LeGuin’s)
Jan. 24 - LeGuin: “The Ones Who Walk
away from Omelas”
Jan. 26 - LeGuin: “The
Ones Who Walk away from Omelas”, Assign
Wolff: "The Night in
Question"
W#4
Jan. 29 – Paper #1 rough draft and workshop.
Jan.. 31 - Wolff: "The Night in
Question"
Feb. 2 -Wolff: "The
Night in Question"- Paper #1 due - Assign O’Brien: "On the Rainy River"
Theme 2: Intellectual Commitment
W#5
Feb. 5 - O’Brien: "On the Rainy River" Assign
Milgram's "Obedience to Authority"
Feb. 7 - Common Experience: Lecture on "Moral Choice
and
Feb. 9 - Milgram's
W#6
Feb. 12 - Milgram’s (assign
paper#2 on "summary
and critique")
Feb. 14 - Milgram: "Obedience to
Authority"
Feb. 16 - Milgram - Assign Newman: "Enlargement of Mind"
W#7
Feb. 19 - Paper #2 rough draft and workshop
Feb. 21 - Newman
Feb. 23 - Newman - Paper #2 is due
W#8
Feb. 26 - Workshop on I- Search Investigative paper #4 - students
sample papers
Feb. 28 - Workshop on I- Search Investigative paper #4
- format and content
Mar. 2 - Mid-term self Assessment - (Assign Paper # 3 "Comparison and Contrast")
Mar. 3-11 Spring Break
Theme 3: Social Commitment
W#9
Mar. 12 - Common Experience: Lecture
on "
Mar. 14 - Romero
(film): viewing – Auditorium 2 PM.
Mar. 16 - Discussion of Romero
W#10
Mar. 19 - View "Roses in December" film during class -
Auditorium
Mar. 21 - Paper #3 rough draft and workshop, Assign Shaw's "St. Joan"
Mar. 23 - Shaw
Theme 4: Religious Commitment
W#11
Mar. 26 - Paper #3 is due, Shaw
Mar. 28 - Shaw
Mar. 30 – Common Experience:
Lecture on "Women in the Time of Joan of Arc" - Auditorium
W#12
Apr. 2 - Shaw
Apr. 4 – Shaw - Assign Anouilh: "Antigone"
April 5-8 Easter Break
W#13
Apr. 9 - Anouilh
Apr. 11 - Anouilh
Apr. 13 - Anouilh
W#14
Apr. 16 - Anouilh
Apr. 18 - Anouilh
Apr. 20 - Anouilh
W#15
Apr. 23 - Students Presentations - Investigative (I
Search) paper #4 is due
Apr. 25 - Students Presentations
Apr. 27 - Students Presentations - Portfolio is due
W#16
Apr. 30- May 3: Final Exam Week
VI. EXPECTATION OF STUDENTS:
1. Attendance is mandatory and class participation is crucial to the
learning and teaching process in this course.
2. All assignments: four papers, portfolio, mid-term assessment, and final exam
are due on time.
3. No make up assignments will be accepted unless there is a justifiable
conflict.
4. Plagiarism will result in an F on the assignment and may result in an F for
the course. (Read attachment on plagiarism)
Portfolios:
What goes in the portfolio?
1. The student's name should not appear anywhere in or on the portfolio.
Instead, each folder should be identified with the student's social security
number.
2. Clean copies (no grades or instructor's comments) of the four main writing
assignments.These must be in print or typed form.
3. A signed statement to the effect that all the work is the student's own, and
none of the work is plagiarized.
4. A self-assessment of the student's writing abilities and experience of
learning in core II, including an indication of which of the four main writing
assignments represents the student's best writing and an explanation of its
strengths, as well as an indication of which of the assignments was completed
least successfully and an explanation of its weaknesses.
VII. Criteria for portfolio
assessment:
1. Flexibility: ability to write in ways appropriate to different tasks
or assignments and different audience expectations.
2. Originality: willingness to meaningfully challenge conventional
wisdom and assert personal involvement in the learning process; may be
interpreted as willingness to take risk.
3. Substance: presence of a general, controlling idea, thesis, or focus
in conjunction with specific development through details, examples, or support;
may be seen as the writer's ability to convey "something to say" as
well as a sense of something experienced concretely.
4. Organization: coherence of thought at both discourse and paragraph
levels; may be seen in appropriate cohesiveness, including ordering patterns
(chronological, general-to-specific, etc.).
5. Style: focuses on sentence level and diction; refers to clarity,
variety, complexity, and "voice," an individual touch or tone.
6. Standard usage and proper use of conventions: includes mechanics and
citations.
VIII.
Breakdown for Grading:
Grading: Grades on various assignments will be weighted according to the following scale:
Paper #1.........................8%
Paper #2.........................8%
Paper #3.........................8%
Paper #4.........................16%
Subtotal..........................40%
Class Participation...........10%
Final Examinatio..............10%
Portfolio.........................40%
Total................................100%
IMPORTANT: All assignments must be e-mailed to me electronically through www.turnitin.com. You must log on and sign up for the course using the following ID and password – after which you will create your own password: Please note that the password is case-sensitive.
Class ID: 1762985
Password: dd2007
GRADING POLICY
(fUniversity of St. Francis Undergraduate and Graduate Catalog)
Excellent (A): The student performs in a consistently active, accurate, creative, and independent manner. An ability is demonstrated not only to master the course material, but to synthesize and evaluate what was learned.
Very Good (B): The student is able to master the course content and often demonstrates creative thought and independence, but does not give evidence of a consistency in excellence.
Satisfactory (C): The student meets the basic expectations of the instructor, usually shows little initiative in attacking new problems, and indicates some progress in personal development.
Passing (D): The student demonstrates an inability to master fully the basic course requirements, but does give indication of minimal growth expectations.
Failure (F): The student fails to meet the minimum course requirements.
9. The
PLAGIARISM
The following passage will serve as a working definition of plagiarism for this course:
All academic work, written or otherwise, submitted by a student to his or her instructor or other academic supervisor, is expected to be the result of that student's own thought, research, or self‑expression. In any case in which a student feels unsure about a question of plagiarism involving his or her work, the student is obliged to consult the instructor on the matter before submitting it.
When a student submits work purporting to be his or her own, but which in any way borrows ideas, organization, [or] wording . . . from another source without appropriate acknowledgement of the fact, the student is guilty of plagiarism.
Plagiarism includes reproducing someone else's work, whether it be a published article, chapter of a book, a paper from a friend or some file, or whatever. Plagiarism also includes the practice of employing or allowing another person to [write or significantly edit] the work which a student submits as his or her own, whoever that other person might be. Students may discuss assignments among themselves or with an instructor or tutor, but when the actual work is done, it must be done by the student and the student alone.
When a student's assignment involves research in outside sources or information, he or she must carefully acknowledge exactly what, where, and how those sources have been employed. If words of someone else are used, the student must put quotation marks around the passage in question and add an appropriate indication of its origin. Making simple changes while leaving the organization, content, and phraseology intact is plagiaristic. However, nothing in these rules shall apply to those ideas which are so generally and freely circulated as to be a part of the public domain.[1]
Submitting plagiarized work will result in an F on the assignment, and may result in an F for the course.
_______________________________________________________________________________
[1]
Based on the Student Code of the
NOTE: All students are
responsible for being familiar with the "Guidelines on Academic
Integrity" published in the University of St. Francis Undergraduate and Graduate Catalogue
(pp. 37-38, 2002-2004 edition). As of
January, 2003, the
Academic Integrity
Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is Explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, plagiarism, and denying others access to information or material. See USF Catalog for further clarification and information on grievance procedures.
Special Needs
The University strives to be in compliance with Americans with Disabilities
Act (ADA) regulations. To this end, a
student who requires special support or arrangements due to a disability should
contact the Office of Disability Services Administrator, Pat Vivio at
815-740-3864 in Tower Hall S210 pvivio@atfrancis.edu
to coordinate accommodations. This
contact should occur no later than the first week of classes in order to allow
for sufficient time to provide accommodations.
Should a need arrive after the start of a semester, the student is
encouraged to contact the
Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion, and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.