syllabus fsem 2013

5/22/2018 Syllabus FSEM 2013

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Truth and Truthiness FSEM 1111Exploring Gradations of Truthin Representations of Reality

SECTION 13 Meeting: MW 10:00a-11:50a

Fall 2013 Room: AAC 284

All this happened, more or less. Kurt Vonnegut

Truths are illusions about which one has forgotten that is what they are. Friedrich

Nietzsche

Instructor Info:

LP Picard

Lecturer, University Writing Program

Office: AAC 380P

Office Hours: Mon 12:10p1:10p;

Tue 10:30a11:30a;

Wed 9:00a9:40a; and gladly by appointment

Mailbox: AAC 282 (in the Writing Department, behind the Writing Center)

E-mail: [email protected]


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FSEM 1111 Sec 13Fall 2013

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Course Description:

Coined by Stephen Colbert in 2005, truthinessis now a word found in the Merriam-

Webster online dictionary. By one definition, it refers to truth that comes from the gut,

rather than from reputable sources or proven facts. By another, it could mean the quality

for preferring concepts one wishes were true, rather than concepts known to be true. But

there is another interpretation of this wordthat which feels true. When assuming this

viewpoint, notions of truth become complicated. Whats real (tangible, accurate) and

whats fake (fictive, metaphorical, false) are no longer easily distinguishablethings

arent quite black and white.

Truthiness, then,occupies that gray area between real and fake. Throughout the quarter,

students will be asked explore this gray area by analyzing images, journalistic accounts,

written narratives, and filmnegotiating the lines between fact, fiction, and metaphor.

There are many lines of inquiry that will drive our work this term:

Can a photograph be staged and yet still capture some truth? What makes a photograph a work of journalism, propaganda, or art? Are these

mutually exclusive?

Is the role of the photographer and documentarian to record a story or to tell one? Is a journalist bound to the truth (if there can be one) or to her/his audience? Has

new media journalism fractured reality?

Can a work of fiction hold more truth than nonfiction? What does Based on True Events really mean? What liberties do we allow writers

and filmmakers to take with such true events and why?

Students will determine the shape and direction of their writing (weekly reflections and

longer polished papers) by pursuing questions related to their own interests.

Producing at least 20 pages of polished writing through projects that concentrate on

drafting, peer review, and revision, students will learn to be constructive readers of each

other's writing.

FSEM Learning Outcomes:

Students will:

Discover what it means to be an active member of an intellectual community bymeeting rigorous academic expectations through critical reading, discussion,

research, and/or writing.

Practice newly acquired skills in an active learning environment where writing,performing, laboratory experiments, quantitative analyses, or other forms of

experimental and/or creative activities will shape the goals of the seminar.


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Required Materials:

Personal Computer (or any reasonable substitution)for in-class exercises and peer

responses

Writing Utensil(s)we will do in-class work and annotate assigned readings

Assigned readingsplease print and bring to class any assigned/distributed reading,

annotated with your notes/comments/thoughts. This will better facilitate our

conversations

Google Accountfor sharing work

Texts:

Believing is Seeing (Observations on the Mysteries of Photography)by Errol Morris,published by The Penguin Press

o Abbreviated as B/S on our homework outline True Enough: Learning to Live in a Post-Fact Society by Farhad Manjoo, published

by Wiley

o Abbreviated as TEon our homework outlineCourse Websites:

Drive.Google.Com Delicious.com/lpdenver

Course Components:

Writing Projects: 5-7 pages each

WP #1Fact, Fiction, or Metaphoro For this first 5-7-page paper, you will investigate notions of truth inrepresentations of a past* public event. Your task is to find 4-6

representations(a photo, photo essay, novel, article, film, etc.) of a public

event of your choice and analyze how these representations have

shaped our collective memory of this event. What story or narrative do

these tell? Do the varying representations tell the same story? Do they tell

competing or conflicting stories? From whose perspective are they told?

! *Its important that there is some separation between the presentand the event you investigate, as part of your task is to mediate

upon our collective memory.

WP #2Staging a Conversation

o Your task for this second 5-7-page paper is to continue exploring notionsof truth in representations of reality by staging a conversation between

one of our primary texts and another text of your choosing (a photo,

photo essay, novel, article, etc.). You may also choose to stage a

conversation between the primary texts themselves. The purpose of this

assignment is not a summary of our authors arguments, nor should it

simply agree or disagree with their texts. Rather,your task is to work


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with an idea of truth from a course text in order to develop one of

your own; you will use the text not as an object of analysis but rather as

a tool for your thinking.

WP #3Extending a Class Logo For our final 5-7-page paper, you will extend one of your informal Class

Logs (see below)into a polished, organized essay. While Class Logs only

ask you to reflect upon our course material, this final essay will require

that you work with (i.e., quote) a class text.

Peer Reviews (PR)

As the abilities to both constructively give and receive feedback are crucial foracademic, professional, and personal success, the PRs you provide classmates for

WPs will be a significant factor of your participation grade.

Discussion Questions (DQ)

Before every class period that a reading is assigned, please generate threequestions that can be used to prompt a conversation regarding the material.

o Questions should not be answerable with facts or with yes/no. We willdiscuss model questions during the first week of class.

Turning them in:o Write these in a Word Document (with your name, the date, and the

reading included in the heading). The title of the document should be

Your Name-DQs-Date.

o E-mail me the document at least 30 minutes before class (9:30a) and printout a copy for small group discussion.

A few DQs will be selected each class meeting for large group discussion. Eachstudent will have his/her DQs used at random throughout the quarter.

Class Log (CL)

The Class Log consists of entries of at least 2 double-spaced pages that reflectupon on class readings and activities. This is exploratory writing where you follow

ideas without worrying about formal conventions. This differs from a personal

journal in that it focuses mainly on the intellectual work of the class, but it also

has some limited similarity to a personal journal in that it focuses on your

experience in the class and is a space to engage with the material.

Your entries will be evaluated for process (thought, effort, punctuality, etc.) ratherthan product (grammar, polish, consistency, style, etc.).

CL entries are due in your Personal Folder each Friday by 10:00ao With the exception of the first, which is due Sunday 9.8 by 10:00a

I will provide a prompt each week (uploaded into our Class Folder), but youshould feel free to explore any aspect of that weeks readings or discussions.

o The prompt is there if you experience writers block.


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o Though you are not required to respond to the prompt, you are expectedto engage with the course readings and materials.

Throughout the term, you will write 11* CL entries and receive evaluation (!+, !,!-, "). Only the highest marked 10 will be factored into your final grade. Though

you will be informed of your CL overall grade twice before the end of term, here

is a good reference: 10 !+ = A, 10 !s = B, 10 !-s = C.

o *see extra-credit opportunitiesCourse Contracts

Academic Contracto At the start of the term, students will sign a contract confirming that they

have thoroughly read the course syllabus and acknowledge their future

responsibility for reading any and all assigned materials.

Social Contracto Students will also sign a contract confirming that they acknowledge their

responsibility for providing timely, thoughtful, and critically constructivefeedback for their classmates, for collaborating on in-class group work,

and for active participation in classroom activities and discussions.

Extra Credit Opportunities

WRIT Large Submissiono In the journal, which showcases academic writing produced by University

of Denver undergraduates, we welcome not only essays and research

papers but also scientific and business reports, creative nonfiction,

multimodal projects, and more. If your work is accepted for publication, it

will appear in the Spring 2015 issue.o Deadline: Texts may be submitted electronically (by students or by

instructors on behalf of students) to the Editorial Board at

[email protected]. Please limit each submission to 20 double-

spaced pages or fewer. Submissions are due by the end of Fall term.

o If you send a submission (need not be writing from our class, but it mustbe from DU) before our final exam period, you will receive extra credit.

! Be sure to copy (cc) me on the submission e-mail:[email protected]

! Include in your submission e-mail:

Name, Student ID, & Contact Information Course & Instructor Full Title & Brief Description (


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o If you come across another reading that has not been assigned but isrelevant to our course, you may also use this for an extra-credit CL (but

only after you run the text by me first).

Other opportunities may arise throughout the quarter. Feel free to approach mewith ideas.

Grading:

Writing Projects 60% ( 20% each )

Class Logs 20%

Contracts (Participation) 20%

For final assessment: A100-96, A-95-90, B+89-87, B86-83, B- 82-80, C+ 79-77, C 76-

73, C- 72-70, D+ 69-67, D 66-63, D-62-60, F


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exercises, and workshops. Given the short length of the quarter, missing two class

sessions means missing 10% of our time together.

Class begins at 10:00asharp. Tardiness and unexcused absences will lower yourparticipation grade. Students with more than two unexcused absences should

expect to see a significant reduction in their overall grade (5-point reduction per

additional unexcused absence). In the event of excessive absences (more than

20% of class meetings), students should talk to me about options moving

forward.

If you know you will miss an upcoming meeting, it is your responsibility to notifyme in advance (though notification does not necessarily mean excusal).

Religious holidays, ongoing medical situations, and other extenuatingcircumstances will be considered as excused with proper documentation.

Office Hours & Conferences

Students are requiredto set up an office hours appointment with me for WP #1,WP #2, or WP #3, though are welcomed to schedule an appointment for all three.

o For all three WPs, there is a week between when the first draft is due andwhen the revision is due. This allows time for in-class PR and for students

to meet with me to discuss peer feedback and ideas for revision.

o Students should feel free to meet with me during the brainstorming /invention stage of our WPs, as well.

o This appointment will count toward the attendance and participationportion of your final grade. Our appointment is a time set aside to speak

specifically about your work, so please dont hesitate to ask any questions

or voice any concerns.

Please do not think that office hours are reserved for our major writing projects.Stop by during my office hours, e-mail me, or schedule an appointment (on the

Fall 2013 Office HoursGoogle Drive document that I will send out) if you

would like any additional feedback.

o Feel free to drop by office hours for both required or informalconferences, but scheduling an appointment on the Google Doc ensures

that we have time set aside specifically for you when convenient.

Students are required to meet with me outside of class to discuss registration forWinter Term courses when appropriate, though this meeting does not affect

participation.

As I will be your academic advisor and mentor for the next year, students areencouraged to meet with me early in the Fall term for an informal conversation

regarding academic interests, hobbies, career aspirations, joys and concerns with

the adjustment to college life, etc.

Communication and Netiquette

You are welcome to e-mail me with questions throughout the quarter and I willreturn them at my earliest convenience. In general, expect e-mails sent to me


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before 5pm on weekdays and Sundays to receive a same-day response, and

expect e-mails sent to me after 6pm on weekdays to receive a response the

following day.

The instructor-student correspondence is a professional one and I expect emailsto reflect that.

Since you are required to set up a Google account for our class, feel free to sendme quick, simple questions (e.g., Is that handout from class on Drive?) on G-

Chat before 6pm on weekdays. Long, complex questions (e.g., This whole staging

a conversation between texts thing is giving me a headache help?) are best left

for office hours.

In the event of an emergency, you can call my cell phone: 781.820.6179 (I hardlyever check my campus line this is the best number to reach me).

Technology Expectations

Use of Google Drive (drive.google.com) is a major component of this course. Afailure to understand Google Drive is not an excuse for late assignments. I willexplain the necessary components of Google Drive in class; please seek help from

me if you continue to struggle.

Students will be required to set up a Google account (if they do not already haveone). There is a Personal Folder created for each student, into which all work will

be uploaded. There is also a Class Folder that contains all relevant course

information, documents, assignments, readings, and my Office Hours spread

sheet. Once students have created their account, both folders will be shared with

them.

Though the use of Google Drive makes sharing work and collaboratingconvenient, we can all acknowledge that the Internet is not 100% reliable. Pleasetake measures to make sure that your projects and class logs do not get lost in

the eternal void of the interweb.

Sharing Your Work

As this course emphasizes the social aspect of writing and communication, pleasekeep in mind that all of your WPs will be shared publically (either with a few

students or with the entire class). This means that most of your writing will be

posted on Google Drive and your writing may be used as positive demonstrative

examples for relevant classroom discussions.

The early versions of your Writing Projects (yourname_WP#x_draft) will be postedin your Personal Folder and peer reviewed. You may elect to do revisions directly

in Google Docs; however, you MUST NOTmake edits on your original peer-

reviewed version. Since peer reviews will be evaluated, and your peer reviewer will

be making comments directly on your draft, that original must remain intact for

grading purposes. If you would like to make revisions in Google Docs, you must

copy and paste your essay into a new document (yourname_WP#x_revision) and

work from there.


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Personal Computers are to be used strictly for class work. If we are not using them for

an exercise, they should not be open.

Cellular Phones are to be turned off during class.

Homework

The homework you are assigned is intended and designed to facilitate theprocess of composing your WPs. As I will need to collect these homework

assignments in order to give you credit, please make sure they are typed so that

you can retain a copy for use while you compose your essays.

Throughout your academic career, expect to devote 2-3 hours per week to at-home prep (reading, studying, writing, etc.) for each credit hour you take. For our

class (4 credit hours), expect to devote 8-12 hours a week to out-of-class work.

Late Assignments

On the day an essay or assignment is due, it should be posted to Google Drive (orready for collection, as made clear by the assignment prompt) at the beginning of

class. Essays will lose one half-letter grade (5 points) each class day they are late,

starting at the end of the session for which they are due. Other assignments will

not be accepted late. Please note that work sent via e-mail will not be accepted

without specific prior permission, and will be counted as late until it is submitted

properly. If you anticipate a problem with getting your work in on time, please

talk to me beforehand.

Academic Misconduct

The Writing Program (where I am housed) follows the Council of Writing ProgramAdministrators policy Defining and Avoiding Plagiarism, which states, In an

instructional setting, plagiarism occurs when a writer deliberately uses someone

elses language, ideas, or other original (not common-knowledge) material

without acknowledging its source (http://wpacouncil.org/node/9). DUs Honor

Code also maintains that all members of the University must responsibly use the

work of others. Self-plagiarism (submitting a project created for one class in

another without explicit approval) is another serious example of academic

misconduct. Students who have plagiarized a project will receive an F on that

project, and the instructor will inform the Office of Community and Citizenship

Standards, which may take further action. Any documented acts of plagiarismafter the first may be subject to more severe actions.

Plagiarism generally takes different forms:o Fraud: borrowing, purchasing, downloading, or otherwise obtaining work

composed by someone else and submitting it under ones own name.

o Insufficient citation: writing ones own paper but including passagescopied from the work of another (regardless of whether that work is


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published or unpublished or whether it comes from a printed or electronic

source) without providing appropriate citation.

o Patchwriting: Writing passages that are not copied exactly but that havenevertheless been borrowed from another source, with some changes, by

paraphrasing another writer too closely, whether or not the source is cited

properly.

University Writing Center

The Writing Center supports and promotes effective student writing across theUniversity of Denver campus. In a non-evaluative collaborative setting, we help

DU students with all kinds of writing projects: class assignments, personal writing,

professional writing, and multimedia projects. We serve any student affiliated with

the University and invite students in all classes, at all levels of writing ability, and

at any stage of the writing process to visit us.

Any DU student, faculty, or staff may make an appointment for a consultation bycalling us at 303.871.7456. Students may also make appointments by going

to myWeb, clicking on Student and Financial Aid, and then selecting Writing

Center. We will see writers on a walk-in basis if a consultant is available.

The Writing Center is located in the Anderson Academic Commons.

ADA Statement

Any student who feels s/he may need an accommodation based on the impact ofa disability protected under the Americans with Disabilities Act (ADA) and Section

504 of the Rehabilitation Act should contact me privately to discuss your specificneeds. Please contact the Disability Services Programlocated on the 4thfloor of

Ruffatto Hall; 1999 E. Evans Ave.,to coordinate reasonable accommodations for

students with documented disabilities. 303.871.2278 / 303.871.7432 /

303.871.2455. Information is also available on line at

http://www.du.edu/disability/dsp; see the Handbook for Students with Disabilities.

Anticipated Course Outline (Major Assignments):

Week 1M 9.9 due: Course Contracts

W 9.11

Week 2

M 9.16

W 9.18


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Week 3

M 9.23 due: Brainstorm for WP #1

W 9.25 due:Outline for WP #1

Week 4

M 9.30 due: WP #1 Draft

W 10.2

Week 5

M 10.7 due: WP #1 Revision

W 10.9

Week 6

M 10.14 due: Brainstorm for WP #2

W 10.16 due: Outline for WP #2

Week 7

M 10.21 due: WP #2 Draft

W 10.23

Week 8


W 10.30

F 11.1 Argo Screening, Time TBD (Optional)

Week 9M 11.4

W 11.6 due: Brainstorm for WP #3

Week 10

M 11.11 due: Outline for WP #3

W 11.13 due: WP #3 Draft

Final Exam Period (not meeting)


Important Dates

F 9.13 Last day to register without approval

T 10.1 (6p8:30p) Chancellors Dinner, in the Gottesfeld Room

F 10.18 Last day to drop without approval

Sa 11.16 Last Day of Classes

M 11.18 Final exam period


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*A detailed daily schedule, listing homework and assigned readings, will be distributed

separately.*

Please note: this is an anticipated course outline. Small changes may (and most likely will)

occur throughout the quarter.


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Course Contracts20% of final grade

These contracts are designed to make the evaluation of Participation (written and active)

transparent. It allows you to earn your participation grade based on your earnest efforts

rather than receive a grade derived from a judgment on the quality of your work. In casethere is any confusion: these are not legally binding contracts. Signing a course contract,

however, seems more fitting than us all pinky-swearing.

If you fulfill the responsibilities and meet the expectations of these contracts, you will

earn a B for this portion of your final grade. If you go above and beyond these

expectations, you will earn a higher grade. If you do not fulfill the responsibilities or fail

to meet expectations, you will earn a lower grade.

Twice throughout the quarter (roughly weeks 4 and 8), I will provide written feedback on

how well you uphold these contracts. They are to be signed and turned in on Mon 9.9.

Academic Contract

I, _______________________________, acknowledge that

I have thoroughly read the Syllabus and understand all course policies

By placing a check mark next to the following items, I acknowledge that I haveread and understand these policies

o FSEM Learning Outcomeso Required Materialso Discussion Questionso Class Logo Extra Credit Opportunitieso Gradingo Participationo Office Hours & Conferenceso Communication and Netiquetteo Technology Expectationso Sharing Your Worko Personal Computers & Cell Phoneso Homeworko Late Assignmento Academic Misconducto Campus Resources: University Writing Center & Disabilities Service

Program

If a policy is unclear or I have any specific questions, I know that I can ask LP.


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I am responsible for meeting due dates and criteria for all assignments.

This means I am responsible for thoroughly reading and adhering to all futureHomework Schedulesand Assignment Sheets. If any questions or concerns arise, I

know that I can talk to LP about them.

This also means that I am responsible for turning in work on time, in the properformat, and having attended to all aspects of the assignment (e.g., page count).

I will attribute all non-original text (direct quotes, paraphrases) and ideas properlyaccording to MLA guidelines.

I am responsible for attending class regularly and on time.

I have read and understand the Attendance Policy.I have read and will uphold the DU Honor Code.

I am to take full advantage of Office Hours & Conferences.

I understand that I am responsible for scheduling and attending a conferencewith LP for one of our major WPs. I also understand that there is a difference

between choosing to forgo this conference and accidentally missing itif I get

sick or forget when my appointment was, LP will allow me to reschedule. I understand that I am encouraged to attend Office Hours for concerns not

related to our major assignments.

I am expected to maintain a conscientious effort and investment in my coursework

This is true not only for my major WPs but also for any assigned in-class work orhomework.

I am expected to make substantial revisions to WPs

This means addressing issues of form, content, style, and technique as discussedin class and taking into consideration peer and instructor feedback.

I will also copy-edit revisions of WPs so that spelling or grammatical errors do notdetract from the content.

________________________________________ ______________student signature Date


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Social Contract

I, _______________________________, acknowledge that

I am expected to participate in all in-class exercises and activities. This means I will:

Participate in class discussions. Be a productive member of all group activities. Be focused during class. Come to class prepared, having done the reading, writing, and other homework.

I will help preserve an atmosphere of tolerance and civility during discussions.

This does not prevent me from disagreeing with my peers, but instead holds meaccountable for a respectful and productive dialogue. This means I will not:

o Cut off a classmate who is in the middle of speaking.o Resort to insults, accusations, or the Straw Man or Ad Hominem logical

fallacies.

! Straw Man logical fallacy = purposefully misinterpreting whatsomeone says in order to better knock down their argument.

! Ad Hominem = attacking the speaker rather than the point orargument being made.

o Use hurtful or hateful language! This does not mean that you cannot swear in my classroom (you

are an adult and we will be watching R-rated films and reading

contentious materials), but it does mean that you should

A. use common sense with the language used, and B. avoid intolerant speech.

Instead, I will do my best to be an attentive and receptive audience to my peersideas, opinions, experiences, etc.

I am responsible for giving thoughtful peer feedback. This means I will:

Follow guidelines for written PR and workshops to provide thoughtful, detailed,and timely feedback.

Critique my classmates work in a mature way (taking the time to understand andinterpret their projects; being direct and thorough, not petty or mean;

commenting on both the positives and the negatives; putting the emphasis on

the writing, not the authore.g. This section isnt clear yet not You arent

making sense here).

Support my feedback with evidence and analysis (not just saying something isgood or bad, but saying why or how something is or is not effective).

Receive criticism in a mature way.

________________________________________ ______________student signature Date

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