ENGL 297 D: Intermediate Interdisciplinary Writing - Humanities

English 297 D: Interdisciplinary Writing in the Humanities

Time and location: M/W MEB 251 2:30-3:50

Instructor: Dr. Emily George                                                             

Email: ecg136@uw.edu (Note: please email me from your UW email address to help ensure that your email does not get filtered as spam. UW has an aggressive spam filter!)

Office Hours: Tuesdays 1-3 or by appointment (Office Hours are on Zoom unless otherwise arranged)

Office Hours Zoom Link: 
https://washington.zoom.us/j/99830342095?pwd=andveWZOV1gwUzFYOTlWUjhodWpTZz09

Course Description

This writing course focuses on the imaginative and ideological power of storytelling. We will think about how cultures, political movements, academics, artists, and writers invest in certain narratives, how those narratives get used, and how people continually return to and reimagine them in different times and contexts. Some of our guiding questions include:

• What stories (or myths) do we tell ourselves about the past and present?
• How do we use stories to make sense of the world and our place in it?
• How do the stories we tell impact our world?

We will explore these and other questions as they emerge and intersect across different disciplines in the humanities, including history, anthropology, ethnic studies, art, classics, and literature, in academic and in public-facing work. We will also consider the relationships between genre, mode, and audience, and practice different forms of composition for different writing situations.

Readings

Epeli Hau’ofa, “Our Sea of Islands”

Jeffrey Cohen, “Monster Culture: Seven Theses”

Laura E. Pérez, “Rethinking Immigration through Art”

Bouchra Khalili, The Mapping Journey Project

Ingrid Schaffner, “Wall Text”

Magda Teter, Introduction to Blood Libel

Rebecca Futo Kennedy, “Blood and Soil from Antiquity to Charlottesville: A Short Primer”

Petrarch, “Canzoniere 190”

Thomas Wyatt, “Whoso List to Hunt”

Hannah Sanghee Park, “Deer Woman in December”

Vox Media, “The British Museum is Full of Stolen Artifacts”

Code Switch, ””America’s Satanic Panic Returns”

Note: All readings are available for free via Canvas.

Course Goals

In this course, you will:

• Practice composition as a process. The labor you do for this course will involve approaching composition, in its many forms, as a process of questioning, researching, discussing and developing your ideas, planning, drafting, getting feedback, revising, and reflecting. The purpose of this goal is twofold. First, while there is no way to become an expert in all forms of writing in the ten weeks of this course, this process-based approach will better prepare you to do new kinds of writing in different fields and contexts. Second, practicing this process means practicing ways of thinking that will be useful to you in any course and beyond academia: asking questions, using analysis, recognizing nuance, changing and developing your arguments as you learn more about a topic, and reflecting on your own assumptions.
• Practice good research and argument habits. You will develop lines of inquiry—genuine, complex questions you want to explore—to guide your research. You will also practice finding effective, flexible approaches to finding sources, and practice assessing the reliability and relevance of those sources. Finally, you will practice putting your sources into conversation (intertextuality) and synthesizing them in order to come to conclusions and form arguments that develop from what you have discovered through research and use appropriate citations to credit those sources. The purposes of this goal include learning effective ways to begin researching a topic, learning how to persevere or adapt when you encounter difficulties or barriers in research, learning how to make judgments about whether and how to trust a source, and learning how to form arguments that emerge from discovery.
• Practice thinking about the context of what you read and write. You will study a variety of texts and consider things like the text’s purpose, its audience, and the constraints and affordances of its genre and mode. You will also practice considering the context of your own work: what is your purpose? Who is your audience? What genre and mode are you working in? What are the expectations of working in that genre/mode? How can you write most effectively for your purpose, to reach your audience? How might you take advantage of the genre and mode you’re working in? The purpose of this goal is to help you practice being adaptable—to be able to assess a situation and decide how you can communicate most effectively in that situation. This will be useful in future classes where you are given new types of assignments and beyond coursework, when you’re faced with different kinds of composition tasks.

Course Materials

• Readings will be posted to the Canvas website
• Regular (daily) access to the Canvas website and to your UW email.

Grading

In this course, we are using a grade contract system so that grading is transparent and values your labor and learning. You can find the full grade contract on Canvas in the Week 1 module, and it is your first assigned reading of the quarter, followed by a reading quiz. If you ever have questions about the grade contract, or about your individual grade in the class, please let me know!

Late Policy

If you submit your assignments on time, it is easier for me to get them back to you in a timely manner, and it is also easier for you to move on to the next assignment having gained skills and experience from the previous assignment. Assignments are sequenced purposefully so that they build on each other, and completing them in the correct order is the best way to make sure that you’re learning as much as possible from them. Therefore, I hope you will make your best effort to submit all assignments on time. However, I also understand that this isn’t always possible for a variety of reasons. Therefore:

• You may use a 48-hour extension for any assignments (see exceptions in the next bullet) that you are not able to complete on time, up to 3 times. To use this extension and ensure your assignment will not be marked incomplete, you can email me any time before the assignment is due to let me know you are using an extension. As long as you’ve done this, your assignment will not be marked late. You do not need to offer any excuse or documentation.
• Exceptions:
  1) Because our course includes opportunities for peer review intended to help students revise, your classmates will be relying on you to complete assignments labeled peer reviews on time. Therefore, the 48-hour extension does not apply to peer reviews. 
  2) Because the “Flexible Assignments” category gives you 7 full weeks to do your flexible assignments and you are expected to complete them before the last minute, the 48-hour extension does not apply to Flexible Assignments.
  3) Because you are sharing your final projects with your peers on the last day of class, the 48-hour extension does not apply to the final project.
  If you have extenuating circumstances, please contact me so we can find a solution.
• If you are unable to complete an assignment within the 48-hour extension window, please email me to set up a Zoom meeting to meet with me so we can work together on a plan to help you catch up on your coursework. This meeting is required for extensions beyond 48 hours.

Class Expectations and Guidelines for Discussion

You will be working within small groups, peer review pairings, and the whole class throughout the quarter. Disagreement can be productive, and scholars in all fields depend on disagreement to strengthen their arguments, discover errors, and challenge their own thinking. You may find that some of the topics and discussions in this class will cause you discomfort. This is normal, expected, and, in fact, crucial to your learning. Engaging with complexity—through history, art, literature, politics, cultural studies, your own research and writing—is a difficult labor, and difficult labor is often uncomfortable. 

However, in order for conflict to be productive, it must be respectful. Personal attacks, disrespectful language, and disrespectful behavior have no place in the class, and will not be tolerated. If debates or discussions get intense or heated, remember that it is difficult to know the backgrounds, experiences, emotions, and beliefs of others in the room, and be sensitive to that. Be generous with others and try to assume good intentions. Keep your responses specific to the topic under discussion. You are expected to use language and action that shows respect for gender, race, religion, ethnicity, sexuality, and ability in order to create a safe and welcoming class.

Guidelines for Class and Small Group Discussion

• Listen carefully to others, and do not attempt to respond before they’ve finished what they have to say.
• When someone else is talking, try not to focus on how you disagree or the way you want to reply. Instead, focus completely on what they’re trying to communicate until they finish.
• Stay on topic and connect what you have to say with the readings and/or with what others have said.
• Write down your thoughts so you can return to them.
• Ask follow-up questions of others, and try to repeat your understanding of what they’ve said as part of that follow up.
• Speak up with a willingness to discover you're wrong.
• Try not to dominate conversations. Make sure everyone in your group is included, and invite others to speak.

Academic Integrity

Plagiarism, or academic dishonesty, is presenting someone else's ideas or writing as your own. In your writing for this class, you are encouraged to refer to other people's thoughts and writing—as long as you cite them. As a matter of policy, any student found to have plagiarized any piece of writing in this class will be immediately reported to the College of Arts and Sciences for review.

Note from Dr. George—If you are confused or unsure about whether or not something you want to do would be considered plagiarism, please talk to me about it! I won’t penalize you for not knowing. Sometimes plagiarism is something obvious, like copying someone else’s essay, but sometimes it can get trickier, like paraphrasing, citing information/ideas and not just quotes, etc. Likewise, if you are feeling so much pressure or confusion that you’re thinking about plagiarizing, talk to me. Plagiarizing can have huge consequences for your grade and your academic future, and we can come up with a solution that’s better than taking that risk.

Religious Accommodations

Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/ (Links to an external site.). Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form: https://registrar.washington.edu/students/religious-accommodations-request. (Links to an external site.)

Accommodations clause

If you need accommodation of any sort, please let me know so that I can work with the UW Disability Resources for Students Office (DRS) to provide what you require. This syllabus is available in large print, as are other class materials. More information about accommodation may be found at http://www.washington.edu/students/drs/.

COVID-19 Face Covering Policy

Students are required to follow the University’s COVID-19 Face Covering Policy at all times when on-site at the University, including any posted requirements in specific buildings or spaces. If a student refuses to comply with the policy, the student can be sent home (to an on or off-campus residence). Student Conduct offices are available for consultations on potential violations of student conduct if needed. University personnel who have concerns that a student or group of students are not complying with this policy should speak with their supervisor, a representative of the academic unit, or report it to the Environmental Health & Safety Department. 

English Departmental Commitment to Diversity, Equity, and Justice

The UW English Department aims to help students become more incisive thinkers, effective communicators, and imaginative writers by acknowledging that language and its use are powerful and hold the potential to empower individuals and communities; to provide the means to engage in meaningful conversation and collaboration across differences and with those with whom we disagree; and to offer methods for exploring, understanding, problem solving, and responding to the many pressing collective issues we face in our world--skills that align with and support the University of Washington’s mission to educate “a diverse student body to become responsible global citizens and future leaders through a challenging learning environment informed by cutting-edge scholarship.”

As a department, we begin with the conviction that language and texts play crucial roles in the constitution of cultures and communities, past, present, and future.  Our disciplinary commitments to the study of English (its history, multiplicity, and development; its literary and artistic uses; and its global role in shaping and changing cultures) require of us a willingness to engage openly and critically with questions of power and difference. As such, in our teaching, service, and scholarship we frequently initiate and encourage conversations about topics such as race and racism, immigration, gender, sexuality, class, indigeneity, and colonialisms. These topics are fundamental to the inquiry we pursue.  We are proud of this fact, and we are committed to creating an environment in which our faculty and students can do so confidently and securely, knowing that they have the backing of the department.  We acknowledge that to study and engage the English language is to grapple with its imperialist and colonialist history, its relationship to power and whiteness, its involvement in the spread of globalization and in perpetuating inequity, as well as its creative uses to imagine and bring into existence a better world.

Towards that aim, we value the inherent dignity and uniqueness of individuals and communities. We acknowledge that our university is located on the shared lands and waters of the Coast Salish peoples. We aspire to be a place where human rights are respected and where any of us can seek support. This includes people of all ethnicities, faiths, gender identities, national and indigenous origins, political views, and citizenship status; nontheists; LGBQTIA+; those with disabilities; veterans; and anyone who has been targeted, abused, or disenfranchised.

Complaints

If you have any concerns about the course or your instructor, please see the instructor about these concerns as soon as possible. If you are not comfortable talking with the instructor or not satisfied with the response that you receive, you may contact Jesse Oak Taylor, Director of Undergraduate Programming, at jot8@uw.edu or at 206-616-0563. If, after speaking with the Director, you are still not satisfied with the response you receive, you may contact English Department Chair, Anis Bawarshi; bawarshi@uw.edu, (206) 543-2690.

Zoom, Canvas, Class Privacy and Recording Policies

This course will make use of Zoom and Canvas. It is essential you have access to these resources. If you are struggling to navigate or use these resources, please reach out to me as soon as possible. Recordings may not be reproduced, shared with those not in the class, or uploaded to other online environments.

Canvas Tips

1. Check our course Canvas page every day. Check your UW email every day.
2. Set your notifications so that you get alerted whenever I leave you an assignment comment. You can find instructions for this here: https://community.canvaslms.com/t5/Student-Guide/How-do-I-manage-my-Canvas-notification-settings-as-a-student/ta-p/434
3. You can change your name in Canvas by clicking on your profile picture at the top of the far-left menu in Canvas.  Click “Edit Profile.” You will then be able to change your name and add your pronouns if you would like.
4. You can change your profile picture/avatar in Canvas in the same place. When you’re editing your profile, hover over your picture and click the pencil icon. You can then upload a new picture.
5. To send a message to a member of the class (including me), first click on your Canvas inbox in the far left menu. Then click the “compose a new message” button on the top right of the screen. Choose our course and then choose either “Teachers” (if you want to send a message to me) or “Students” (if you want to send a message to one or more students in our class). You will then be given the option to select specific recipients.
6. Use Modules to navigate our course. The first module contains course information and resources.  All of the other modules are organized by weeks. Always start with the “Overview” page for each week, which lists all reading, viewing, and writing assignments and includes an overview of the material we will cover that week. 

English 297 D Spring 2023 Calendar

Our class is broken up into Weekly Modules, which consist of participation assignments, homework assignments, and essays. Modules are not all open at once, but will be opened at least two weeks in advance. This calendar is an overview of the focus of each module, not a complete list of assignments. Participation assignments will usually be assigned to complete during class. Always check Canvas modules for up-to-date assignments and deadlines.

Module 1, March 27^th-April 2^nd (Mon-Sun)

Monday, March 27^th: Introduction to the class

Participation: Read the Syllabus and Grade Contract; complete the Syllabus and Grade Contract Quiz before Wednesday, March 29^th, 2:30 (before the start of class)

Wednesday: Go over syllabus and grade contract quiz; maps

Homework: Read and complete the shared annotation of Epeli Hau’ofa, “Our Sea of Islands,” due Sunday, April 2^nd  

Module 2, April 3^rd-9^th

Monday, April 3^rd: Hau’ofa Discussion

Wednesday, April 5^th: Sonnet trio (Petrarch, Wyatt, Park)

Participation: Weekly Notes due Friday, April 7^th, 11:59 PM

Homework: Read and complete the shared annotation of Jeffrey Cohen, “Monster Culture: Seven Theses,” due Sunday, April 9th, 11:59 PM

Module 3, April 10^th-16^th

Monday, April 10: Cohen Discussion

Wed, April 12: “Humanities” Discussion: what is it (so far)? Major Writing Project One introduction

Participation: Weekly Notes due Friday, April 14^th, 11:59 PM

Homework: Read and complete the shared annotation of Ingrid Schaffner, “Wall Text,” due Sunday, April 16th, 11:59 PM

Module 4, April 17-23

Monday, April 17: Schaffner discussion & finding sources

Homework: Read and complete the shared annotation of Laura E. Pérez, “Rethinking Immigration Through Art” by Wednesday, April 19, 2:30 PM (start of class)

Wednesday, April 19: Pérez discussion; Major Writing Project One rubric generation

Participation: Weekly Notes due Friday, April 21, 11:59 PM

Homework: Work on Major Writing Project One: Midterm Essay

Module 5, April 24-30

Monday, April 24: Midterm Essay Workshop: finding sources. Complete the “Database and Search Skills” module on Canvas.

Wednesday, April 26: Midterm Essay Workshop: making your argument

Participation: Midterm Check-ins due Friday, April 28, 11:59 PM

Major Writing Project One: Midterm Essay due Sunday, April 30, 11:59 PM

Module 6, May 1-7

Conferences (M/W/F)

Participation: Explore Bouchra Khalili, The Mapping Project, and comment on discussion board, due Wednesday, May 3^rd, 11:59 PM

Homework: Read Rebecca Futo Kennedy, “Blood and Soil from Antiquity to Charlottesville: A Short Primer,” and respond to discussion board by Sunday, May 7, 11:59 PM

Module 7, May 8-14

Monday, May 8: Kennedy/Khalili discussions

Homework: Listen to Lore, “Half Hanged,” and NPR, “America’s Satanic Panic Returns,” by Wednesday, May 10

Wednesday, May 10: “Half Hanged” and “Satanic Panic” discussion; lines of inquiry 

Participation: Weekly Notes due Friday, May 12, 11:59 PM

Homework: read and annotate Magda Teter, Introduction to Blood Libel, due Sunday, May 14

Homework: Line of Inquiry due Sunday, May 14, 11:59 PM

Module 8, May 15-21

Monday, May 15^th: Teter discussion; finding and assessing sources

Wednesday, May 17^th: Finding and assessing sources

Participation: Weekly Notes due Friday, May 19, 11:59 PM

Homework: Source Assessments due Sunday, May 21, 11:59 PM

Module 9, May 22-28 (last week to hand in flexible assignments)

Monday, May 22: Project Proposals and Responses

Homework: Create an outline/rough draft of the final project. The more thorough and detailed your outline, the better your work will be on Wednesday.

Wednesday, May 24: Workshop: Rough Drafts

Homework: Work on the Final Project

Module 10, May 29-June 2

Monday, May 29: No class, Memorial Day

Wednesday, May 31: Final Project due by the start of class time