core course review documentation communication … hnrs 1352.pdf · students will demonstrate...
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Core Course Review Documentation – COMMUNICATION Foundation Area
To be included in
Communication Human Expression Both
Does this course contain a GLOBAL AWARENESS component? Circle one: YES
Proposed Course: HNRS 1352 World, Text, and Image II
Credit Hours: 3
Proposed By: Dr. Paul Streufert
Date: April 9, 2013
1. BASIC INFORMATION - Please document how the proposed course meets each of the following
broad areas below (if more space is needed, please attach additional pages to this form).
a. CONTENT – Courses that meet the COMMUNICATION requirements focus on developing
ideas and expressing them clearly, considering the effect of message, fostering
understanding, and building the skills needed to communicate persuasively. Please
provide a written explanation of how the proposed course content meets these
attributes.
World, Text, and Image II continues the Honors curriculum sequence, begun in HNRS
1351, by teaching students how to communicate effectively, both verbally and in
written form, about the major questions of modernity. The class requires reading of
philosophical ideas, and then helps students develop their own responses to these
questions. Through reading , discussion, writing, and speaking about these problems,
students will be able communicate their own values and beliefs, as well as those of
other modern cultures . This course will include a writing component , two exams, and a
speech with a group component.
b. SKILLS – Courses that meet the COMMUNICATION requirements involve the command of
oral, aural, written and visual literacy skills that enable people to exchange messages
appropriate to the subject, occasion and audience. Please provide a written explanation
of how the proposed course fosters these skills.
Students taking HNRS 1352 will learn to think, write, and speak concisely. They will learn
about persuasion and be able to interact with and direct audiences and discourse
communities. Papers and speeches will assess these skills.
2. ASSESSMENT OF CORE OBJECTIVES – Several key objectives must be assessed for courses that
form part of the core curriculum. Assessments should be authentic, intentional and direct. For
each core objective (a) through (d) below, provide discussion on what activities in the course will
address the objective, how these activities will be assessed, and what specific assessment
instruments will be used (if more space is needed, please attach additional pages to this form):
a. Critical Thinking Skills (includes creative thinking, innovation, inquiry and analysis,
evaluation and synthesis of information)
Students will demonstrate critical thinking by analyzing literary texts from the twentieth
century, as they prepare to write and present speeches on these texts. Students will learn
how to distill ideas from the readings and compare them to the ideas of other cultures,
including their own at times. This outcome will be assessed in exams (two per semester)
papers (3 per semester) and the major group project speech at the end of the semester.
For exams, textual identification and essays will be used. 75% of the students must
achieve competence (a score of 80% or higher) for this objective to be satisfied.
For papers, the Honors Writing Rubric (attached below and in syllabus) will be used. The
area of “content” will measure critical thinking. 75% of the students must achieve
competence (a score of 80% or higher on this portion of the paper: i.e. 46 out of 50
points) for this objective to be satisfied.
For the speech, the Honors Oral Presentation Rubric will be used. The area of “content”
will measure critical thinking. 75% of the students must achieve competence (a score of
80% or higher on this portion of the paper: i.e. 36 out of 45 points) for this objective to be
satisfied.
b. Communication Skills (includes effective development, interpretation and expression of
ideas through written, oral and visual communication)
Students will demonstrate communication skills in both writing and public speaking.
In terms of writing, students will write three papers during the course of the semester.
These papers will ask students to respond to a prompt about two or more class texts.
Using the Honors Writing Rubric (attached below and in syllabus), we will assess written
communication in three areas: organization & structure; format; and grammar, spelling,
and punctuation . 75% of the students must achieve competence (a score of 80% or higher
on these portions of the paper: i.e. 16 out of 20 points for organization & structure; 8 out
of 10 points for format; and 16 out of 20 points for grammar, spelling, and punctuation)
for this objective to be satisfied.
In terms of speaking, students will deliver at least one speech evaluated by their peers and
professors, using the “Oral Presentation Evaluation Form” attached below. Students will
be assessed on their presentation in terms of their ability to generate interest for their
audience, the logic of their handout, their delivery and their organization. The areas of
“Presentation and Handout” will measure communication skills. 75% of the students must
achieve competence (a score of 80% or higher on this portion of the speech: i.e. 44 out of
55 points) for this objective to be satisfied.
c. Teamwork (includes the ability to consider different points of view and to work
effectively with others to support a shared purpose or goal)
Students will demonstrate teamwork by completing a group project determined and
guided by the faculty member(s) teaching the course. The project will be presented to the
class, and the teamwork of the student group will be measured by a peer evaluation, in
which team members discuss and critique each other’s contributions. 75% of the students
must achieve competence (a score of 80% or higher) for this objective to be satisfied.
d. Personal Responsibility (includes the ability to connect choices, actions and
consequences to ethical decision making)
Students will demonstrate personal responsibility by being able to evaluate and compare
the actions of characters in course texts (i.e. Vladek Spiegelman in Art Spiegelman’s Maus
and Alec Leamas in The Spy Who Came in from the Cold). This outcome will be assessed on
papers, particularly in terms of the “content” area in the Honors Writing Rubric (attached
below and in syllabus). 75% of the students must achieve competence (a score of 80% or
higher on the papers) for this objective to be satisfied.
3. OPTIONAL ADDITIONAL INFORMATION – Provide any additional information deemed necessary
to support the course’s inclusion in the core that is not covered elsewhere on this form. Item #3
is optional.
4. ADDITIONAL ATTACHMENTS – Please attach copies of the following documents:
a. Syllabus
b. Any other documentation noted in Items #1-3
HONORS WRITING RUBRIC
Criterion Good (90-100%) Fair (75-90%) Poor (<75%)
Content and
Development
____/50 points
Content is comprehensive,
addresses itself to the issues
raised by the prompt and the
major points are clearly
stated and well supported.
Content is not comprehensive
or persuasive. Major points are
identified but not well
addressed. Content is
inconsistent with regard to
purpose and clarity of thought.
Content is incomplete. Paper
demonstrates little or no
understanding of the issues
raised by the prompt. The
content is confused or
confusing and without apparent
purpose.
Organization and
Structure
____/20 points
The structure of the paper is
clear. The
Introduction/Thesis
paragraph demonstrates
sufficient understanding of
the issues and previews
major points. Paragraph
transitions are present,
logical, and maintain the
flow of thought throughout
the paper. The conclusion is
logical and flows from the
body of the paper.
Structure of the paper is not
easy to follow. The
Introduction/Thesis is missing
or, if provided, does not
demonstrate an understanding
of the issues or preview major
points. Paragraph transitions
need improvement. The
conclusion is missing or, if
provided, does not flow from
the body of the paper. You
should not use crutch phrases
like “In conclusion…”
Poor or missing organization
and structure detract from the
writer’s discussion. The
Introduction/Thesis is missing.
Paragraphs are disjointed and
lack transition of thought—or
they are merely missing.
Format
____/10 points
Paper follows these
guidelines and is of the
appropriate length.
Paper follows most guidelines
or is too long or too short.
Paper lacks many elements of
proper formatting. Writer does
not follow directions.
Grammar,
Spelling, and
Punctuation
____/20 points
Rules of grammar, usage,
and punctuation are
followed. Spelling is correct.
Language is clear and
precise. Sentences display
consistently strong, varied
structure.
Paper contains few
grammatical, punctuation, and
spelling errors. Language lacks
clarity or includes the use of
some jargon or conversational
tone.
Paper contains numerous
grammatical, punctuation, and
spelling errors. Language uses
jargon or is too conversational
in tone.
Nota Bene: This rubric is used for all HNRS classes that use a writing component (HNRS 1351, 1352, 2351,
2352)
HNRS 1352
Dr. LeBlanc & Dr. Streufert
ORAL PRESENTATION EVALUATION FORM
Name of Presenter: ________________________________
Presentation Topic: ________________________________
Please evaluate the following criteria on a scale from 1 to 15 (with 15 the highest, 1 the lowest).
Content: (45 pts.)
Substance (demonstrates thought and effort) ______
Relevance (topic relates to the selected text(s)) ______
Originality ______
Presentation: (45 pts.)
Interest (engages and keeps the audience’s attention) ______
Organization (shows clear, logical progression) ______
Delivery (eye contact, voice level, addresses everyone, etc.) ______
Additional Material: (for this category, score 1–10)
Handout: (usefulness and relevance) ______
Total Score ___________
Comments
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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________________________________________________________
HNRS 1352.001—Spring 2013
World, Text, and Image II
Dr. Randy LeBlanc and Dr. Paul Streufert
Room: HPR 247 TR 11:00 a.m.–12:15 p.m.
Dr. Streufert’s Contact Information: Dr. LeBlanc’s Contact Information:
Office: FAC 2012 Office: BUS 223
Office Phone: 565–5823 Office Phone: 566-7415
Office Hours: MTWR 10:00–11:00 Office Hours: M 4:00–5:00 pm;
T/R 3:30–4:00 pm; W 12:00–2:00pm and by appointment
E-mail: [email protected] Email: [email protected]
Course Description (from catalog): Comparative study of written and oral communication. This
seminar course takes an interdisciplinary approach to thinking, writing, and persuasion. This course
is writing intensive. Prerequisite: Invitation by Honors Committee. Satisfies core requirement for
communication.
Student Learning Outcomes:
Critical Thinking Skills (includes creative thinking, innovation, inquiry and analysis, evaluation and
synthesis of information) Students will demonstrate critical thinking by analyzing literary texts from
the twentieth century, as they prepare to write and present speeches on these texts. Students will
learn how to distill ideas from the readings and compare them to the ideas of other cultures,
including their own at times. This outcome will be assessed in exams (two per semester) papers (3
per semester) and the major group project speech at the end of the semester.
Communication Skills (includes effective development, interpretation and expression of ideas through
written, oral and visual communication) Students will demonstrate communication skills in both
writing and public speaking.
In terms of writing, student will write three papers during the course of the semester. These papers
will ask students to respond to a prompt about two or more class texts. Using the Honors Writing
Rubric (attached below), we will assess written communication in three areas: organization &
structure; format; and grammar, spelling, and punctuation .
In terms of speaking, students will deliver at least one speech evaluated by their peers and
professors, using the “Oral Presentation Evaluation Form” attached below. Students will be assessed
on their presentation in terms of their ability to generate interest for their audience, the logic of their
handout, their delivery and their organization. The areas of “Presentation and Handout” will
measure communication skills.
Teamwork (includes the ability to consider different points of view and to work effectively with
others to support a shared purpose or goal) Students will demonstrate teamwork by completing a
group project determined and guided by the faculty member(s) teaching the course. The project will
be presented to the class, and the teamwork of the student group will be measured by a peer
evaluation, in which team members discuss and critique each other’s contributions.
Personal Responsibility (includes the ability to connect choices, actions and consequences to ethical
decision making) Students will demonstrate personal responsibility by being able to evaluate and
compare the actions of characters in course texts (i.e. Vladek Spiegelman in Art Spiegelman’s Maus
and Alec Leamas in The Spy Who Came in from the Cold). This outcome will be assessed on
papers, particularly in terms of the “content” area in the Honors Writing Rubric (attached below).
Required Texts: (listed in order of reading)
Kant, Immanuel. “What is Enlightenment?” [handout available on Blackboard]
Nietzsche, Friedrich. “Parable of the Madman.” [handout available on Blackboard]
Freud, Sigmund. Civilization and Its Discontents. Mansfield Centre: Martino, 2011. ISBN:
9781891396625
Camus, Albert. The Plague. New York: Vintage, 1991. ISBN: 0679720219
Spiegelman, Art. Maus: Vols. 1-2. New York: Pantheon, 1993. ISBN: 0679748407
LeCarré, John. The Spy Who Came in from the Cold. New York: Scribner, 2001. ISBN: 0743442539
N.B. Please secure copies of all texts before the start of the semester. Students must use these
editions and bring them to class on the days they are assigned.
Grade Breakdown:
Analytical papers (10% each) 20%
Mid-term exam 20%
Final Exam 25%
Final Paper/Presentation (10%/15%) 25%
Attendance 5%
Participation and Daily Papers 5%
Analytical Papers: Twice during the course of the semester, students will turn in a two-page, single-
spaced, handwritten essay paper. In these papers, the student will be asked to discuss some aspect
of the readings. These papers must have and support a thesis. All writing assignments will be
evaluated according to the following rubric:
Criterion Good (90-100%) Fair (75-90%) Poor (<75%)
Content and
Development
____/50
points
Content is
comprehensive,
addresses itself to the
issues raised by the
prompt and the major
points are clearly stated
and well supported.
Content is not
comprehensive or
persuasive. Major points
are identified but not well
addressed. Content is
inconsistent with regard to
purpose and clarity of
thought.
Content is incomplete.
Paper demonstrates little or
no understanding of the
issues raised by the prompt.
The content is confused or
confusing and without
apparent purpose.
Organization
and Structure
____/20
points
The structure of the
paper is clear. The
Introduction/Thesis
paragraph demonstrates
sufficient understanding
of the issues and
previews major points.
Paragraph transitions
are present, logical, and
maintain the flow of
thought throughout the
paper. The conclusion
is logical and flows from
the body of the paper.
Structure of the paper is not
easy to follow. The
Introduction/Thesis is
missing or, if provided,
does not demonstrate an
understanding of the issues
or preview major points.
Paragraph transitions need
improvement. The
conclusion is missing or, if
provided, does not flow
from the body of the paper.
You should not use crutch
phrases like “In
conclusion…”
Poor or missing
organization and structure
detract from the writer’s
discussion. The
Introduction/Thesis is
missing. Paragraphs are
disjointed and lack
transition of thought—or
they are merely missing.
Format
____/10
points
Paper follows these
guidelines and is of the
appropriate length.
Paper follows most
guidelines or is too long or
too short.
Paper lacks many elements
of proper formatting.
Writer does not follow
directions.
Grammar,
Spelling, and
Punctuation
____/20
points
Rules of grammar, usage,
and punctuation are
followed. Spelling is
correct. Language is
clear and precise.
Sentences display
consistently strong,
varied structure.
Paper contains few
grammatical, punctuation,
and spelling errors.
Language lacks clarity or
includes the use of some
jargon or conversational
tone.
Paper contains numerous
grammatical, punctuation,
and spelling errors.
Language uses jargon or is
too conversational in tone.
Mid-term Exam: The mid-term will be worth 20% of the final grade. This exam will focus on
readings, lectures, and in-class discussions covered in the first half of the class. The mid-term will
include a significant writing component.
Final Exam: The final exam is scheduled for Tuesday, May 7th, from 11:00 a.m. to 1:00 p.m.
Following University regulations, all students must take the exam at this time. The final exam will
be comprehensive and will be worth 25% of the student’s final grade. The final exam will include a
significant writing component.
Final paper/presentation: Details for this assignment will be forthcoming. The final paper will be
worth 20% of the student’s final grade; the presentation will be worth 5% of the student’s final
grade.
Attendance: Attendance in this class is not only mandatory but also very important. Your
contributions will be invaluable and you need to be here every day. You will be allowed two
unquestioned absences. After the second absence, each additional absence will result in a full letter-
grade reduction (10%) of your attendance grade. Obviously, this is a serious matter, so try to plan
ahead. Unquestioned absences include sickness, job interviews, personal matters, etc. Therefore, if
you anticipate having to miss class at any point during the semester, please plan accordingly. If a
University activity will cause you to miss more than two classes please see one or both of us.
Students who anticipate being absent from class due to a religious observance are requested to
inform us by the second class meeting of such absences.
Participation and Daily Papers: Assignments are clearly listed below. All students are expected to
have read the assigned material by the beginning of class. Partial completion of an assignment is
unacceptable; coming to class unprepared will result in a full letter-grade reduction (10%) of your
participation grade. This includes coming to class without your text. We strongly suggest that
you take notes on each text while you read it, focusing on its central ideas, characters, and
plot points. Such careful reading will prepare you for discussion, a vital part of this class.
Also, be sure to plan ahead. Because of scheduling constraints, reading assignments are not always
evenly divided.
The daily writing assignment: starting on Tuesday, January 15, students will bring to class a short
(3-4 sentence) paragraph describing and summarizing the substance of what we discussed in class
the period before. These paragraphs may be written using notes and/or texts. The papers will be
collected occasionally through the semester, and will be graded on a pass/fail basis. Failure to turn in
a daily paper or to turn in a paper of low quality will result in a full letter-grade reduction (10%) of
your participation grade.
A note on lateness: Attendance will be taken at the beginning of the hour. If you come in late, it is
your responsibility to make sure that your name has been recorded on the role. Repeated lateness
indicates a lack of respect for your colleagues and professors; to avoid showing such disrespect,
please be on time or you may be denied entry.
A note on academic honesty: Any sort of unauthorized aid such as copying or loaning homework
assignments, talking or the use of notes during tests or quizzes, will not be tolerated. Plagiarism, the
unacknowledged use of another person’s language or ideas, will not be tolerated. If you cheat on
anything in this class you will receive an “F” for the course. If you are unsure of what constitutes
cheating in this class, please ask. Ignorance of the rules will not be tolerated as an excuse for
cheating.
A note on the University Writing Center: Located in BUS 202, the UT-Tyler Writing Center
provides professional writing tutoring for all students in all disciplines. If you wish to use the
Writing Center, you should plan for a minimum of two hour-long tutorials per assignment: the first
to provide an initial consultation and drafting plan, and the second to follow up. Be prepared to
take an active role in your learning--you will be expected write and/or discuss your work during your
tutorial. While Writing Center tutors are happy to provide constructive criticism and teach effective
writing techniques, under no circumstances will they fix your paper for you. Appointments: 565-
5995. For more information: www.uttyler.edu/writingcenter.
A note on disturbances in class: Please turn off your cell phones before class begins. Students
who send text messages during class will be asked to leave. Use of laptops or other computers (i.e. i-
pads) is not permitted.
For a list of policies mandated by the Office of Academic Affairs, including students with
disabilities and absence due to religious observance, please visit the following link: http://www.uttyler.edu/academicaffairs/syllabuspolicies.pdf
Schedule/Assignment List:
(Note: This schedule is tentative and subject to revision)
Week 1: (1/10)
R: Course introduction, syllabus; Immanuel Kant’s “What is Enlightenment?” (handout on
Blackboard—please have read by first day)
Week 2: (1/15–1/17)
T: Friedrich Nietzsche’s “Parable of the Madman” (handout on Blackboard) [LeBlanc]
R: Kant and Nietzsche continued
Week 3: (1/22–1/24)
T: Sigmund Freud’s Civilization and Its Discontents (pp. 7–42) [Streufert]
R: Sigmund Freud’s Civilization and Its Discontents (pp. 43–78) [Streufert]
Week 4: (1/29–1/31)
T: Sigmund Freud’s Civilization and Its Discontents (pp. 79–144) [Streufert]
R: Writing workshop 1—Framing Your Argument: Introductions and Conclusions
Week 5: (2/5–2/7)
T: Workshop 1 continued (review of drafts)
R: Paper 1 due
Week 6: (2/12–2/14)
T: Albert Camus’s The Plague (pp. 1–63) [LeBlanc]
R: Albert Camus’s The Plague (pp. 65–121) [LeBlanc]
Week 7: (2/19–2/21)
T: Albert Camus’s The Plague (pp. 122–185) [LeBlanc]
R: Albert Camus’s The Plague (pp. 187–257) [LeBlanc]
Week 8: (2/26–2/28)
T: Albert Camus’s The Plague (pp. 258–308) [LeBlanc]
R: mid-term exam
Week 9: (3/5–3/7)
T: Art Spiegelman’s Maus, Vol. 1[Streufert]
R: Art Spiegelman’s Maus, Vol. 1 (continued) [Streufert]
Week 10: (3/11–3/14)
T: No Class—Spring Break
R: No Class—Spring Break
Week 11: (3/19–3/21)
T: Art Spiegelman’s Maus, Vol. 2 [Streufert]
R: Writing workshop 2—Supporting Your Claims
Week 12: (3/26–3/28)
T: Writing workshop 2 continued
R: Paper 2 due; John LeCarré’s The Spy Who Came in from the Cold (pp.1–77) [LeBlanc]
Week 13: (4/2–4/4)
T: John LeCarré’s Spy (pp.78–145) [LeBlanc]
R: John LeCarré’s Spy (pp.146–212) [LeBlanc]
Week 14: (4/9–4/11)
T: Workshop: Speaking and Writing
R: Workshop: Speaking and Writing
Week 15: (4/16–4/18)
T: Student Presentations
R: Student Presentations
Week 16: (4/23–4/25)
T: Student Presentations
R: Student Presentations
Week 17: (4/30–5/2)
T: Student Presentations
R: Student Presentations/review for final exam
Week 18:
Tuesday, May 7th, 11:00 am–1:00 pm FINAL EXAM