English 111: Writing About Literature

American Environmental Writing

Winter 2012

Bill McKibben writes in the "Introduction" to American Earth: Environmental Writing Since Thoreau (our text for the course) that "[a]n argument can be made that environmental writing is America's single most distinctive contribution to the world's literature [...]. 

During the course we will read, question, and discuss American Environmental writing, examining how we, as Americans, see the natural world and our place in it.

What we will be reading, writing on, and discussing: American Earth: Environmental Writing Since Thoreau, edited by Bill McKibben.  We will also watch and discuss various films (dvds) about the national parks, industrial farms, and population.

By the end of the course we hope to have

Ffostered a greater appreciation of American environmental writing;

gained a greater intellectual understanding of how we, as Americans, see the natural world and our place in it;

answered our own (individual) questions about the environment;

practiced active/critical/reflective reading and writing;

continued to develop and strengthen our writing ability, particularly as is relates to the writing process;

developed the skills associated with critical thinking—i.e., an active learner with the ability to shape, not merely absorb, knowledge;

developed and practiced the skills associated with group-inquiry, collaborative and cooperative learning;

developed and practiced the skills associated with reading, discussing, and writing about other writers’ texts;

monitored our academic progress, and contributed to the course’s successful completion by speaking your mind and solving as a group any problems as they arose. 
Developed the willingness to ask, "Who Gives a Damn?" (WGAD?)

What we will be doing:

 

The course will be discussion based--both small group and the entire class; it is not a lecture course.  Your reading of the text and your written work to the readings will drive discussions and learning—the comments you make, the questions you raise, the ideas you express. That is, our exploration of American environmental writing will be driven by our thoughtful engagement of the readings and each other's ideas during class discussions.

It is important, even vital, then, that you come to each class prepared. There really is no such thing as "being a little behind in the reading."  You have either done the reading or you haven't.  You have written a response to the reading or you haven't.  Woody Allen was wrong: 95% of success is not simply showing up.  He should have added 95% of success is showing up prepared and engaged!

If you are really shy make it your personal course goal to actively participate in class discussions.  (Since I will quickly learn your names, and since we will mostly sit in a circle, you really have no choice.)

Written work:  As I mentioned above, the foundation of the course is your written work—responses, “inner teacher” answers, and ecocriticism interpretations to our readings in American Earth.  There will be at least one written assignment due (almost) every

class meeting.  (Expect to read about XXX pages and to write about thirty-five to forty pages, roughly 8,750 – 10,000 words, during the course.) We can discuss the specific standards for the responses, but here are a few:

-Thoughtful engagement with the writer's ideas (i.e., the response moves beyond summary);
                  for example, what ideas, issues, or problems does a writer/reading raise?

-What questions, comments, ideas, concerns, and/or observations do you have about the reading? How does the reading relate (or not relate) to your own experiences?

-Make comparisons with other writers' ideas;

-Include textual evidence (i.e., quotes the reading);

-Read through an ecocriticism lens/theory.

-Format:

                  -Typed;

                  -250+ words (one typed page) in length.



In addition, written responses will continue to develop through class discussion, and we will often end class with a concluding question that we will answer to "finish" our response.

“Inner teacher” assignments and ecocriticism interpretations must be answered in detail (i.e., well-

developed paragraphs and typed.)

Written work will be assessed credit (points) or no credit (no points) based on meeting the stated standards.   Quizzes and other writing exercises, both in and out of class, will also be assigned. (60%)

Active/critical/reflective reading.  For every reading assignment I want you to active/critically/reflectively read the text.  That is, I want you to "hold a conversation" (in the margin) with the reading—ask questions, summarize, make comments, evaluate, ponder.

Active/critical/reflective reading will be assessed based on quantitative evidence of active/critical/reflective reading in the margins for the assigned reading.  (10%)

Midterm Exam.  Essay synthesizing our readings, discussions, films, and your written responses up to that point in the course.  (10%)

Assessment will be based on a developed criteria and 4.00 – 0.00 scale.

Final Exam.  Essay synthesizing our readings, discussions films, and your written work for the  course.  (20%)  (Per college policy, a student must take the final exam in order to receive a grade in the course other than “W” or 0.00.)

You wouldn't show up for accordion lessons without your accordion.  A word or two about late work.

There isn't any! (If you miss a class for a verified medical reason or family bereavement, you may submit an assignment for credit for the class period you missed.)

In order to receive credit, an assignment must be submitted in class on the day it is due by the writer/student who remains in class to read and/or discuss the response and readings/work for that class.

An assignment will not receive credit if

-turned in to the faculty receptionist;
-put in my mailbox;
-e-mailed to me;
-turned in by someone other than the student/writer;
-turned in early;
-turned in late.

In addition, college policy requires that a student complete a minimum of 66 1/3% of the course work and take the final exam in order to receive a grade other than a 0.0. or a “W.”

Attendance Policy: This policy is intended for those students who may need a bit of an "extra incentive" with respect to class attendance.  That is, it's a non-factor for students who attend class, just as it tends to be for a student not engaged.

1. Four (4) unexcused absences results in a 0.00 in the course.

2. Failing to adhere to established “Discussion Guidelines” may lead to an official withdrawal.

Finally, keep in mind that not all class periods are created equal.

No kidnapping allowed: 

 See “Student Academic Dishonest” handout explaining the college’s policy on plagiarism.

Questions, comments, concerns, observations…?  Talk with me during office hours:

I keep regular office hours where I sit all alone in my office just waiting to talk with students and/or anybody else that might wander by my door. I don’t do anything else much in my office except talk with students, so you will never be bothering me, you will never be bothering me, you'll never be bothering me.    When you have a question about your performance in the course, for example, "What's my grade?" ask me during office hours or make an appointment.

Keith Kroll, PhD
Office: 7434 TTC
Office number: 488-4350
e-mail: ekroll@kvcc.edu
web: kkroll.com

Office hours: TBA

Winter Semester 2011 Student Performance in English 111—American Environmental Writing

22 Students enrolled
  13 completed course.  Ave. grade = 3.38
    8 students withdrew
   1 student never attended

Summer Semester 2011 Student Performance in English 111—American Environmental Writing

18 Students enrolled
   15 students completed course  Ave. grade = 3.56
      3 students withdrew