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| Unit One: First Essay; Writing Focus: Personal Narrative | |
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| 1 | | | | Intro to the Class as a Writing Community
Writing about Social and Ethical Issues | | | | | | | | | | | | Distribute: Syllabus, Course Calendar, Writer's Letter assignment, Course information sheet, Exercise 1.1, Essay Assignment #1 | |
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| 2 | | | | Reasons to Believe: The Roots of Ethical and Social Values
Introducing Personal Essays | | | | In Writing for Change | | | | Exercise 1.1, Notebook Exercise on Edelman, Writer's Letter | | | | Discuss: Sample student essay | |
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| 3 | | | | Reasons to Believe and Act | | | | | | | | | | | | | |
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| 4 | | | | Developing and Sustaining Ethical and Social Values
The Personal Essay: Crafting Engaging and Effective Introductions | | | | 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. | | | | 2 Notebook Exercises (Class #3, Class #4) | | | | | |
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| 5 | | | | The Writer as Social Activist: A Literary Tradition | | | | | | | | Draft Essay 1 (2 copies + cover letter. (Due two days after class #5)
Workshop students: email drafts (as Word documents) to classmates | | | | Read/Discuss: Assigned Readings.
Bring in: Introductions, Essay 1 (4 copies).
Workshop Preparation; Distribute Workshopping Letter | |
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| 6 | | | | Writing Workshop, Draft Essay 1; The Craft of Revision | | | | | | | | Workshop letters to classmates. (Copies to instructor) | | | | Distribute: Handouts on Revision (3) | |
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| Unit Two: Second Essay; Writing Focus: Investigative Essay/Comparative Analysis | |
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| 7 | | | | Representing Social Issues and Problems; Images | | | | | | | | | | | | | |
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| 8 | | | | Narratives of Poverty and Homelessness | | | | - 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 | | | | 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)
| | | | Review: Essay #2 assignment.
Introduction to Community Research | |
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| 9 | | | | The Writer as Witness, Participant and Investigator: Inside the World of Poverty and Low-wage Labor | | | | - Excerpt, Barbara Ehrenreich. Nickel and Dimed: On Not Getting By in America. (Handout)
Film Clip: America and Lewis Hine. | | | | Proposals, Essay #2. (Five copies)
Notebook Exercise on Ehrenreich | | | | | |
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| 10 | | | | The Writer as Interpreter of Social Issues: The Value Of Comparative Analysis: Research Strategies | | | | Course Library Page | | | | | | | | Pairs Workshops: Proposals #2
Library Session | |
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| 11 | | | | Writers Engage With Media Culture and Beauty Imagery | | | | In Writing For Change (student essay) Film: Killing Us Softly 3 | | | | | | | | Read/Discuss: Assigned readings (distributed in class) | |
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| 12 | | | | Writers Address Contemporary Debates: Race, Gender and Issues of Equality
Approaches to Comparative Analysis: Options in Introductions/Conclusions | | | | In Writing For Change - Ronald Takaki. "Breaking Silences: Community of Memory." Pp. 219-232.
- Susan Faludi. "Blame It on Feminism." Pp. 238-250.
| | | | Notebook Assignment: Compare Takaki and Faludi | | | | | |
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| 13 | | | | Writers Confront Contemporary: Educational Inequality, Past and Present: Individual Portraits | | | | 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.
| | | | Notebook assignment: Compare Rose and Kozol or Angelou Draft, Essay #2 (2 copies + cover letter) (Due two days after class #13) | | | | Distribute: Workshop #2 letter
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| 14 | | | | Writing Workshop, Draft, Essay #2 | | | | | | | | Workshop Letters | | | | | |
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| Unit Three: Third Essay; Writing Focus: Investigative/Advocacy Essay | |
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| 15 | | | | Writers as Investigators and Advocates: Modern Classics in the Literature of Social Change | | | | Excerpts from: - Betty Friedan. The Feminine Mystique.
- Rachel Carson. Silent Spring.
- George Orwell. "Politics and the English Language."
| | | | Notebook Exercise on Friedan or Carson | | | | Review Essay #3 Assignments | |
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| 16 | | | | Reading Films Critically (PDF) | | | | Film: Girl, Interrupted. | | | | | | | | | |
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| 17 | | | | Writers Explore Contemporary Issues: Mental Health | | | | - Susanna Kaysen. Girl, Interrupted. (Excerpt)
In Writing for Change - Tracy Thompson. "The Wizard of Prozac." Pp. 347-356.
Film: James Mangold. Girl, Interrupted. | | | | Notebook Assignment: Girl, Interrupted
Proposals, Essay #3 (5 copies) | | | | | |
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| 18 | | | | Writers Define Contemporary Issues and Advocate Solutions: Education | | | | In Writing for Change - E. D. Hirsch. "Cultural Literacy." Pp. 188-193.
| | | | Notebook Assignment on Hirsch and Orwell Revision, Essay #2. (2 copies, coverletter + marked-up Draft) (Due two days after class #18) | | | | Small Workshops: Proposals, Essay #3 | |
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| 19 | | | | | | | | Film: Dead Man Walking. | | | | | | | | | |
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| 20 | | | | Writers Debate Policy Issues: Capital Punishment
Incorporating Personal and Public Voices | | | | Film: Tim Robbins. Dead Man Walking.
| | | | Notebook Exercise, Dead Man Walking
Incorporating Interview Material and Secondary Sources
Models of Advocacy Essays: Student Essay (MURJ)
Conclusions | | | | | |
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| 21 | | | | Writers Debate Policy Issues: Capital Punishment
Incorporating Personal and Public Voices (continued) | | | | Film: Tim Robbins. Dead Man Walking.
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| 22 | | | | Approaches To Advocacy | | | | 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.
| | | | Revisions #2 | | | | Oral Presentations | |
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| 23 | | | | Writers as Visionaries: Fiction as a Laboratory for Utopian Ideas and Dystopian Critiques | | | | In Writing For Change - Ernest Callenbach. "Ecotopia." Pp. 440-446.
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| 24 | | | | Writers as Visionaries: Fiction as a Laboratory for Utopian Ideas and Dystopian Critiques | | | | Excerpts (distributed in class): - Aldous Huxley. Brave New World.
- George Orwell. 1984.
- Margaret Atwood. The Handmaid's Tale.
| | | | Notebook Exercise: Compare your own Visions of utopia and dystopia Drafts, Essay #3 (Due one day after class #24) | | | | | |
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| 27 | | | | Revision Strategies for Advocacy Essays | | | | | | | | | | | | | |
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| 28 | | | | Advanced Revision/Publication Workshop | | | | | | | | | | | | Oral Presentations | |
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| 29 | | | | | | | | | | | | | | | | Workshop, Draft Essay #3 | |
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| 30 | | | | | | | | | | | | | | | | Oral Presentations; Course Evaluations | |
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| 31 | | | | Last Class: Celebration | | | | | | | | | | | | Portfolios due by end of day (with revision #3) | |
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