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| How could things have gone so haywire? [Into Thin Air] |
| ..In the end I did not make the choice so much as have it made for me. [Year of Wonders] |
| One last chance; he understood his luck.[Voyage of the Narwhal] |
| "It has always seemed to me that the investigators took a shocking risk in innoculating humans with a virus of unknown potential--indeed with the potential of starting an epidemic."[Flu: The Story of the Great Influenza Pandemic of 1918 and the Search for the Virus That Caused It] |
Through fiction and non-fiction, we will consider the chances we choose to take, putting ourselves at risk, and the chances that are thrust upon us, requiring us to make choices. We will explore questions like these: Is it moral to deliberately put oneself at risk? Is there such a thing as choice, or is all of life either determined or random? On what grounds do we make decisions?
Mary E. Steen Department of English
| Office: Library 526C | Office Hours: Monday, 1:00 - 2:30 p.m. |
| Telephone: x3200 | Tuesday, 1:30 - 3 p.m. |
| E-mail: msteen@stolaf.edu | Other times by appointment |
| Words Fail Me, by Patricia T. O'Connor | A Pocket Style Manual, by Diana Hacker |
| Voyage of the Narwhal, by Andrea Barrett | Into Thin Air, by Jon Krakauer |
| Year of Wonders, by Geraldine Brooks | Flu, by Gina Kolata |
Throughout the term you will be asked to write reading responses, an open form that allows you to let us know what you think of the reading; what comparisons, reflections, observations it prompts; what questions it raises. Such reading responses can be informal in tone, but they should still be well written, specific, and thoughtful--criteria on which they will be evaluated. At some times you will send reading responses to everyone in the class via the course e-mail alias (general-ed-111n); at others, you will write responses in class.
Essays will deveop your ability to find information, analyze, argue, and communicate publicly. You will get considerable feedback on your writing, both from fellow students and from me, through both individual and group conferences on writing. You will have ample opportunity to revise.
In Class
Besides analytical writing and thinking we will work on public communication of ideas through discussion and presentation. Discussion is fundamental: discussion of others' essays, of the readings, of writing strategies. Good class discussion is based on a steady level of contribution by all members of the group. At a minimum you should be prepared to volunteer considered opinions on the reading on a regular basis, and to back up those opinions with evidence from the texts. Even more valuable are questions and comments that relate one reading to another, and connect the readings to the overall topic of the seminar. The best contributions to class discussion will pose interesting questions, pull together issues, and relate our reading to current campus, national and international events. All good discussion is based on listening and responding to each other. These skills will help with individual presentations and will carry over into group presentations as well.
Grading
At the end of the term you will submit a portfolio containing the four essays you've completed this semester, plus a brief reflective essay on thinking and writing. Essays 1, 2, and 4 may and should be rewritten; Essay 3 (graded during the term) should be included as is. Your final grade will be based on this portfolio (60%), and on public communication (primarily class discussion and your group presentations) (30%). Other factors include evidence of thoughtful reading (including opening questions, exercises, and reading responses), and such mechanical things as class attendance and turning work in on time.