Tentative Assignment List

Tentative Assignment List
(Always check this course blog
for updates and more detailed description
of specific assignments.)

COURSE WEB SITE: http://www.en101fried.blogspot.com/

Key for books:
SMGW = Saint Martin's Guide to Writing
BR = The Blair Reader
CWH = The College Writer's Handbook

DATE DUE: The dates listed are usually the dates due. So do not look, for example, at the date, "8/30," and assume that there is no homework assigned that date which is due the next meeting. Look for the next meeting date to see what items are listed due on that date.

POST WRITTEN ASSIGNMENTS TO D2L: Students will post written assignments like reading responses, summaries, lists of works cited (LWC), and other written work, to the appropriately designated discussion forum on D2L for that assignment. If not meeting in a computer lab, bring a hard copy to class.

READING AHEAD IN EACH UNIT: Even if you don't read ahead, in order to be prepared to write the graded essays due at the end of every unit, it will be best to at least glance ahead at all the readings in a given unit and start to think about the paper you will write for that unit. Doing the response and summary assignments for each BR and online reading will also help prepare you for writing the paper.

EASY START: After a relatively easy start, reading assignments will become longer, more numerous, and more challenging.
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Week 1: 8/30:
Introductions, syllabus, assignments, D2L, course blog
1) On course blog, go to "First Things" (right-hand sidebar menu). Click. Read *all* entries listed.
2) Pick 6 favorites. For each 6, write a brief 1-paragraph summary. Exclude welcome note, syllabus, tentative assignment list and plan/overview (6 brief paragraphs). Post results to the appropriate discussion forum on D2L.
3) Email instructor, saying you have read and understand the course policies from the syllabus, including the policy on honesty/plagiarism.
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Week 2: Thursday, 9/6
Start first reading and essay unit:
UNIT 1: GLOBAL WARMING ISSUES: Explain a Concept
Focus: Classification of concepts & sub-concepts.
Due:
1. Read "When Learning Hurts," by Aaron M. Schatzman, BR 142-145. Do a short response exercise and the long summary exercise in response. Assignment details on blog. Post results to the appropriate discussion forum on D2L.
Skim table of contents of SMGW and CWH; skim through indexes in back.
2. Read SMGW, Ch.5: Basic Features: Explaining a Concept (2 pages). Write brief summary of SMGW Ch.5 Basic Features. Post results to the appropriate discussion forum on D2L.
Also - skim Guide to Writing, SMGW ch.5.
3. Jediah Purdy, "Shades of Green," BR p.625. Response & summary of Purdy. Post results to the appropriate discussion forum on D2L.
Start Film: An Inconvenient Truth. Take notes on personal anecdotes, rhetorical strategies.
Assign sections of IPCC Report FAQs for students to read & summarize for next week.

Week 3: Thursday, 9/13
Finish film if time; reflect on Gore’s personal anecdotes and rhetorical strategies.
Skim CWH p.1-50: Critical Thinking. Discuss.
Discuss end-of-unit (graded) essay assignment.
Assign sections from UCS report on Exxon Disinformation.
Due:
1. Read two sections of the (sixth) IPCC Report FAQs - as split among students & assigned (see blog for web link).
2. Response and summary of #1.
Film: Crude Impact.
Take notes on outline and rhetorical strategies.

Week 4: Exposing corporate-sponsored global warming denial.
Thursday, 9/20
Due:
1. Look up “Astroturf” (pseudo grass-roots orgs).
2. Choose one of the following (a or b):
Either (a) Gillian Wong, AP: "Polluters Manipulate Climate Info" (see blog for link/URL),
or (b) Sharon Begley, "The Truth about Denial" (see blog for link).
3. Read two sections as assigned, or more, from UCS: "Exxon Mobil's Tobacco-like Disinformation Campaign on Global Warming Science," including appendix C, copies of leaked memo & letters (see blog for link).
4. Write one response to 1 plus whatever you choose or are assigned to read from 1 and 2, and write a combined summary that includes brief paragraph summaries for each reading you read, and an LWC. // For more details, see course blog.
Also: Read SMGW ch.22: Use of Sources, Quoting, Integrating Quotes, Introducing Quotes. (No summary or reaction due).
In the 6th edition, this is found at p.693-701.
In 7th edition, it’s found at 747-757. Skim CWH ch.51.
Do Integrated Quotes Exercise. See blog for details.
Discussion of readings and/or or more work on integrating quotes, LWC, and MLA issues. Talk about readings due next week.

Week 5: Enviro-Economics: Optimism, Pessimism, Realism
Thursday, 9/27
Due:
1. Choose 3 or more readings from the following:
Enviro-Economic Optimism:
Read one or both (a or b):
(a) "A Global Green Deal" by M.Hertsgaard (see blog for web link)
(b) A New Agenda for Global Warming - Joseph E. Stiglitz (see blog for web link; access requires free registration).
2. Global Warming and Pessimistic Economics (mitigation as "Economic Suicide"): Read one or both (a or b):
(a) "Greenhouse Simplicities" by Robert J. Samuelson (see blog for web link), or
(b) "Kyoto's Anniversary: Little Reason to Celebrate" By Dana Joel Gattuso (see blog for web link).
3. Global Warming and Economic Realists? Read one or both (a or b):
(a) New Growth Climate Change Theory (originally from Salon.com) (see blog for web link), or
(b) Letter: “What Will Stiglitz's Global Warming Remedy Really Cost?” by Harry D. Saunders (see blog for web link; access requires free registration).
4. CWH ch’s 51-53, MLA system and sample paper.
5. Other Environmental Issues: If you feel that work on the first draft of your first graded essay is going well, you might consider picking one or more of the essays below for more environmental topics, or do some of your own research. This assignment is optional.
- Chemicals: Rachel Carson, "The Obligation to Endure," BR 614
- Peak Oil: David R. Francis, "Why 'peak oil' may soon pique your interest," CSM (see blog for web link)
- Landfills and Recycling:
(a) Al Gore, "The Wasteland," BR 603
(b) Rathje & Murphy, "Recycling: No Panacea," BR 620
- S.T. Christensen, "Is a Tree Worth a Life?" BR p.630
- Sea-Trash and the Pacific Gyres: Kenneth R. Weiss, "Plague of Plastic Chokes the Seas" (see blog for web link)
- Other topics to research: Bleaching of choral reefs, algae blooms, over-fishing, species extinctions, and many more possibilities.
Essay 1 draft, graded or not, due today. If you plan to revise, revision also due next week. Oral readings of a student essay or two, if time.

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UNIT 2: WHO CONTROLS PUBLIC OPINION & POLICY, AND HOW? Speculate about Causes

Week 6: Advertising, Censorship, Propaganda
Thursday, 10/4
Essay 1 due today (revised) or last week (if not planning to revise). Oral readings of a student essay or two, if time.

Due:
1. Write the regular response and summary assignments, with an MLA-format list of works cited, for the reading below:
Required:
(a) Gloria Steinem, "Sex, Lies and Advertising," BR 274
Optional:
(b) John Nichols, "AT&T Censors Criticism of Bush" (see "Content" section, under Unit 2, on D2L).

2. As usual, on the date due, turn in a copy to the drop box before class. Post a copy to the appropriate discussion forum after class.

3. For the following five short readings, read all.
- Look for similarities between the readings.
- Write a response and/or summary as noted under each below.
- Create one MLA-format list of works cited for all three of the sources below. Copy and paste the works cited list into the bottom of all your summaries and responses listed as required below.
(a) Read quotes on under "content" regarding propaganda from L.H. Shoup and W. Minter's book, Imperial Brain Trust: The Council on Foreign Relations and United States Foreign Policy (see "Content" section, under Unit 2, on D2L). Write a brief response.
(b) Aldous Huxley, "Propaganda Under a Dictatorship," BR 214. Write a brief summary, but as you read, list the main ideas. Don't be too general in your summary.
(c) Article about Students for Academic Freedom (see "Content" section, under Unit 2, on D2L). Write a brief response.
(d) SourceWatch listing on “Freedom’s Watch” as “astroturf.” (see "Content" section, under Unit 2, on D2L). Write a brief response.
(e) Article about White House policy dealing with protesters at public events (see "Content" section, under Unit 2, on D2L). Write a brief response.

5. Reaction to and summary of selected polls:
Zoogby poll and others on impeachment and 9-11 (see "Content" section, under Unit 2, on D2L).
In your reaction, compare poll results with ideas from the “a” and “b” readings from Huxley, Shoup & Minter. Discussion in-class or online.

Watch Robert Greenwald documentary, Outfoxed, if time.


Week 7: Big Money, Campaign Finance, and Hired PR Guns
Thursday, 10/11
Due:
Skim CWH on process, p.52-108. Discuss.
1. One reaction to the following three readings:
(a) D. Froomkin, “Campaign Finance Reform Basics: Money Troubles” (see blog),
(b) Supreme Court to Rule on Heart of McCain-Feingold (see blog), and
(c) Update on McCain-Feingold (opensecrets.org) (see blog).
2. One reaction to the following reading: Jimmy Carter, “Fair Elections: Still Seeking a Fair Florida Vote” (see blog).
3. One reaction to one or more of the following three readings:
(a) Mitchel Cohen, "How Bush Sr. Sold the Bombing of Iraq" (see blog), or
(b) SourceWatch: Citizens for a Free Kuwait (see blog), or
(c) FAIR: HBO Recycling Gulf War Hoax? (see blog).
4. For each article, write one-paragraph summaries (5 paragraphs). One LWC for all readings. For more information, see course blog.
Extra (optional) sources to consult on election reform:
(Optional) Black Box Voting: Wikipedia: http://en.wikipedia.org/wiki/Black_Box_Voting
(Optional) Sources at Public Citizen/Clean Up Washington:
(a) Fair Elections (optional)
(b) Public Financing of Elections (optional)
(c) Campaign Finance Reform (optional), and
(d) Lobbying Reform (optional) (see blog)
Begin the film, Press for Truth. Finish if time.


Week 8: Fighting Over Anthrax, Pressing For Truth:
Who controls public perception of 9-11 and the anthrax letters?
Thursday, 10/18
Finish Film, Press for Truth, if not finished last week.
Read CWH, p.111-162. Style, paragraphs, sentences, word choice. No summary of this CWH reading.
If you feel that work on the first draft of your second graded essay is going well, you might consider picking one or more of the essays below , or do some of your own research. Optional assignment.
Optional anthrax-attack readings:
(a) The "Cold" Or "Dead End" Investigation:
Reading: Allan Lengel, "Little Progress In FBI Probe of Anthrax Attacks" (see blog).
(b) The conspiracy theory version(?): Richard Ochs, "Learning the wrong lessons" (see blog).
(c) The neocon, propaganda, damage-control version(?):
David Tell, "Remember Anthrax?" (see blog), published in the conservative Weekly Standard, edited by William Kristol (member of neocon group, Project for a New American Century).
Due today or next week: Graded essay 2. Oral readings of a few student essays if time.

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UNIT 3: RICH/POOR, FAIR/UNFAIR, JUST AND UNJUST: Argue a Position

Week 9: Readings from The Blair Reader (BR):
Thursday, 10/25
Divide up readings for week 11 (3 students per)
Due:
1. Reactions & short summaries for the following two:
(a) Jonathan Kozol, "Savage Inequalities" - BR p.112
(b) M. Sanger, "The Turbid Ebb and Flow of Misery" - BR p.553
2. Reactions & short summaries for the following two:
(a) C.R. Lawrence & M. Matsuda, "The Telltale Heart: Apology, Reparation, and Redress" - BR p.436;
(b) Russ Feingold, "The Need for a Moratorium on Executions," BR p.719
3. SMGW, ch.6 (Argument): read and summarize (long summary) Basic Features section, and skim Guide to Writing.

Week 10: The Business of Rich & Poor
Thursday, 11/1
1. Reactions & short summaries for the following two:
(a) Readings on Global Apartheid (see this blog, under weekly "due next week" detailed listing for multiple web articles and links) - choose one or more.
(b) Contrast: Darwinian "survival of the fittest" econ. & ethics?
- Garret Hardin, "Lifeboat Ethics: The Case Against 'Aid' That Harms," BR p.697
2. Reaction & short summary for readings on the Business Plot (see blog for web links).
3. SMGW: Chapter 13, Cueing the Reader. Read closely.
4. CWH, Sentence problems - ch 26, p.261-272
- Make sure readings for next week are divided among students if not already (3 students per reading).

Week 11: Anarchy, Insanity, or Truth-to-Power?
Thursday, 11/8
1.Reactions & short summaries for the following three:
(a) Henry David Thoreau, "Civil Disobedience," BR p.664
(b) Martin Luther King, Jr., "Letter from Birmingham Jail," BR p.682.
(c) Research and consider worldwide February 15, 2003 protests, organized largely via email, internet and word of mouth (new phenomena).
2. Choose and read two as divided up in class. For each, write a reaction and a short (paragraph) summary.
- Malcolm X, "A Homemade Education," BR p. 173
- Alleen Pace Nilsen, "Sexism in English..." BR p.203
- Henry Louis Gates Jr., "One Internet, Two Nations," BR p.499
- Brent Staples, "Just Walk On By," BR p.417
- Scott R. Sanders, "The Men We Carry in Our Minds," BR p.345
- Judy Brady, "Why I Want a Wife," BR p.348
- Christina Hoff Summers, "The War Against Boys," BR p.380
- Barbara Dafoe Whitehead, "The Girls of Gen X," BR p.372
- Or propose another article reflecting your own interests in discrimination or poverty issues.
Due today or next week: Graded essay 3. Oral readings of a few student essays if time.
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UNIT 4: WARFARE, INTERVENTIONS, AND THE MILITARY-INDUSTRIAL (-MEDIA-CONGRESSIONAL) COMPLEX - Propose a Solution

Week 12: A Broken System?
Thursday, 11/15
1. Reactions & short summaries for the following three:
(a) D. Hastings: Whistleblowers on Fraud Facing Penalties (see blog)
(b) Ryan Olden, "Former Abu Ghraib commander repeats allegation that Rumsfeld ordered abuses" (see blog for link).
(c) "A Misplaced Vlaue on Guns" - BR
2. Divide and assign short chapters of General Smedley Butler’s short book, available online, to be read by students by after break.
3. Write a summary (long form) of the Basic Features section from “Proposing a Solution,” SMGW ch. 7. Also skim “Guide to Writing” in same chapter.
If time: start documentary film: Why We Fight

Week 13: Thanksgiving Break

Week 14: Why We Fight – & Whether it’s Conservative.
Thursday, 11/29
Finish documentary film (if not finished before break): Why We Fight
Due:
1. Reaction & short summary of speech by John J. Duncan, Jr. R of TN (choose one of two, online - see this blog for links)
2. Reaction & short summary of assigned chapter(s) from General Smedley Butler’s short book, available online.
3. Reaction & short summary of online sources related to defense spending; consider hidden costs.
Discussion & workshop. Preview next week's readings.

Week 15: Interventions, for Good or Ill
Thursday, 12/6
A History of Military Interventions (see blog for links and details on reaction and/or summary due)
A History of (Some Known) Formerly Secret CIA Interventions (see blog for link and details on reaction and/or summary) - also see Proxy Wars
Discussion:
Putting it All Together: An Experiment in Synthesis
How does each of this course's four units relate to others?
Take notes.
Workshop, questions, synthesis.

Final:
Thursday, 12/13 6PM-8PM
Room AH203