Eng

Engl. 102: Textual Power

Reading, Writing & Research

Instructors: Baker, Hale, Francisco

406 Young Hall

831-5352

Post all Messages to Class Bulletin Board in Mailbox:

Course Description, Objectives and Policies

CHAPTER ONE

"There is no such thing as a neutral educational process. Education either functions as an instrument which is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes the "practice of freedom," the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world."

Richard Shaull, "Introduction," The Pedagogy of the Oppressed

CHAPTER TWO

"Education as the practice of freedom--as opposed to education as the practice of domination--denies that man [and woman] [are] abstract, isolated, independent, and unattached to the world; it also denies that the world exists as a reality apart from men [and women]. ... Problem-posing education ... enables men [and women] to overcome their false perception of reality. The world--no longer something to be described with deceptive words--becomes the object of that transforming action by men [and women] which results in their humanization."

Paulo Freire, The Pedagogy of the Oppressed

CHAPTER THREE

"The students who come to us now exist in the most manipulative culture human beings have ever experienced. ... All texts have secret-hidden-deeper meanings, and none more so than the supposedly obvious and straightforward productions of journalists, historians, and philosophers. ... In an age of manipulation ... the worst thing we can do is foster an attitude of reverence before texts. ... What is needed is a judicious attitude: scrupulous to understand, alert to probe for blind spots and hidden agendas, and, finally, critical, questioning, skeptical."

Robert Scholes, Textual Power

CHAPTER FOUR

The purpose of this course is to develop "Textual Power," that is, skill in making meaning as you read texts and write in response to them. To achieve this goal, you will necessarily need to master research skills so that you may place the texts you wish to interpret within the most appropriate contexts for interpretation. I am defining "text" as broadly as possible to include printed texts as well as celluloid, and electronic media. But I would also like to consider the social and cultural worlds in which we live as texts in need of interpretation. Finally, I mean the word "text" to embrace productions of popular as well as academic and "high" culture. "Textual Power" implies the ability to see through the manipulations of all sorts of texts in all sorts of media. In developing "textual power," you will produce writing that helps you read and write your world.

Several implicit assumptions ground this course. One is that you are already skilled users of language, either English or English and your own first language. You have spoken your own language most of your life and have written in it for many years. Some of you have the advantage of having mastered another language before learning English. Our course will build on the skills you have already acquired. Another assumption is that powerful reading cannot be passive; it is not simply consumption. Rather, it is an energetic, active, productive activity; it is the making of meaning from texts, using the texts as guides but not being manipulated by them. A third assumption is that powerful reading and writing are both processes; both extend over time through successive attempts at making meaning of what you read or write. Neither happens all at once through one attempt. A fourth is that reading and writing are mutually supportive activities; each is necessary to the other. Just as reading is an integral part of powerful writing, so, too, is writing a necessary part of the reading process. A final assumption is that speaking with each other as you begin to shape your thoughts is also an essential part of the process of making meaning either of the things you read or the world you live in. It is my hope that together we will build an intellectual community in which we can collaborate in our efforts to make meaning of the things that matter to us.

Required Text and Materials:

Garnes, Sara, et al. Writing Lives. New York: St. Martin's, 1996.

Giardina, Denise. The Unquiet Earth. New York: Ivy, 1994.

Hacker, Diana. A Writer's Reference. Boston: Bedford/St. Martin's, 1996.

Two pocket portfolios, one for each research project. Xerox copies of all your first drafts for your writing group.

Course Policies

Due Dates and Late Work:

Since reading, writing and research are processes involving several stages and requiring lots of incubation time for ideas to develop, I need you to submit your work on time to feel assured that your work will reach its potential in this course. If your work is not ready on due dates, you will not benefit of the constructive responses from me and others. This means you will lose the opportunity to learn the research and writing processes by engaging in it methodically, with guidance and support from your fellow students and from me. Since one of the purposes of this course is to help you become more reflective about the research and writing processes, you must have your work prepared on the days when we will discuss that work. I record as a zero any research, invention writing, written responses to the readings, drafts, and revisions not submitted by class time on the due date. Revised final versions of the two graded essays not submitted by class time on the due date will receive a failing grade. If you are unable to attend class, you may send your work to class with someone else so that you can receive credit for the work and feedback from your writing group.

Requests for Extension of Deadlines:

If, because of extraordinary circumstances beyond your control, you cannot complete an assignment by the due date, you must contact me prior to class time to discuss the possibility of an extension, which may, upon discussion, be granted if your particular situation warrants such consideration. It may be possible to receive an extension of a deadline, but only under the most extreme circumstances, and only if you contact me before the deadline. This is a responsibility that I must ask, since it helps me make the most accurate assessment of your performance in the course in a way that is fair to both you and your fellow students. Absolutely no extensions will be granted unless you contact me prior to class time on the due date.

Writing Group Participation:

In sharing your writing with other students, in reading their work, and in responding constructively to it, I ask you to work with energy, commitment, interest and respect. I expect you to take your own work and the work of others seriously, and to give other students the kind of careful, attentive, and respectful responses that you would like to receive from them. Because I am asking you to share in partnership with me as a teacher in this class, I need you to make specific, substantive comments on the work of others, expressing the strengths that you admire in their work and sharing honestly the questions you have about the choices that they have made as writers.

Attendance:

In order to teach in the way that I feel is most effective, calling all of us to collaborate as teacher/learners, I must ask you to attend regularly and participate actively. If you aren't here, obviously you cannot accept your responsibility as both teacher and learner in this class. Without your attendance and your constructive work, this class cannot succeed. Your presence and contributions are so essential to this course, that I ask you to accept the following policy:

More than three absences mean that a student has not met sufficiently his or her responsibility to the other members of this class. The consequence is that the grade will be affected adversely, the extent depending upon the number of absences beyond three. More than six absences means a failure in the course since it indicates that, as a member of this class, a student has not met all the requirements of the course, one of which is regular and significant contribution both as a member of a writing group and as a member of the whole class.

Academic Honesty and Plagiarism:

The University Affairs Council has asked all faculty to include the following statement in our course policies:

"By accepting admission to Radford University, each student makes a commitment to understand, support, and abide by the University Honor Code without compromise or exception. Violations of academic integrity will not be tolerated. This class will be conducted in strict observance of the Honor Code. Please refer to your Student Handbook for details."

Plagiarism, including the use of work submitted to another course without the consent of both instructors, the use of work by another person, or the use of someone else's words, ideas or arrangement of ideas without giving proper reference to the author, is a serious violation of the Honor Code. You must give credit to other people's ideas and word, even if you put the idea in your own words (i.e. even if you paraphrase it). You must also provide full and correct documentation of the exact location of any sources that have helped you in your thinking. This applies to any materials on the WorldWide Web or electronic sources in the library. Be especially careful, as you complete your research essays, that you do not use the ideas of other writers without giving them credit even if you do not use direct quotations. You must give credit to a writer when you paraphrase his or her ideas. Please see the section on plagiarism in your Student Handbook.