Class Content Homework (to be read\/written on date listed)
\nWeek 1 January 4-8<\/p>\n
Introduction + syllabus<\/p>\n
Close reading<\/p>\n
Lecture #1: The Humanities Crisis: What It Is and Why We\u2019re Studying It<\/p>\n
Aristotle\u2019s Ethos, Pathos, Logos<\/p>\n
Alligator River Story<\/p>\n
Quick Harmless-Taboo Scenarios + discussion about how people think morally and politically<\/p>\n
\u201cTeaching the humanities: vital to society?\u201d by Nussbaum (on-line)<\/p>\n
\u201cLost in the Meritocracy\u201d by Walter Kirn (CP)<\/p>\n
\u201cThe Real Humanities Crisis Is Happening at Public Universities\u201d by Hunter and Mohammed (on-line)<\/p>\n
Week 2 January 11-15<\/p>\n
Lecture #2: Millenials: What \u201cThey Say about \u201cYou\u201d<\/p>\n
Discussion of Nussbaum, Hunter and Mohammed, Kirn<\/p>\n
Argument: Claims, Warrants, Support<\/p>\n
Start researching for your letter. Read widely about one of three topics:<\/p>\n
1. Corporatization of the Canadian University 2. The Construction of the Enbridge Northern Gateway Pipeline<\/p>\n
3. The Politics of Water in Canada<\/p>\n
4. Canada\u2019s Response to the Syrian Refugee Crisis or 5. A topic of your choice<\/p>\n
Week 3 January 18-22<\/p>\n
Inductive and Deductive Reasoning<\/p>\n
Fallacies<\/p>\n
How to structure an argument<\/p>\n
Letter preparation<\/p>\n
How to integrate research<\/p>\n
\u201cUniversities Head for Extinction\u201d by J.M. Coetzee (on-line)<\/p>\n
\u201cDon\u2019t Send Your Kids to the Ivy League\u201d by Deresiewicz (on-line)<\/p>\n
\u201cThe Coddled Kids Are Alright\u201d by John K. Wilson (on-line)<\/p>\n
Week 4 January 25-29<\/p>\n
Monday, January 25th: class cancelled<\/p>\n
Argument Test for ENGL 112 11N and 14M: January 26<\/p>\n
ENGL 112 04N: January 27<\/p>\n
Lecture #3: Critical Thought and the Good Life<\/p>\n
The University as Research Community<\/p>\n
Argument Test (outline, references, etc)<\/p>\n
Read Academic Writing Chapter 1<\/p>\n
Laurel-Johnson Black, \u201cStupid Rich Bastards\u201d<\/p>\n
Bartholomae, \u201cInventing the University<\/p>\n
Week 5 February 1-5<\/p>\n
Feature #1: The Representation of the Research Process<\/p>\n
Discuss Bartholomae + LJB<\/p>\n
Feature #2: Multiple Levels of Generality<\/p>\n
Summary: Levels of language and mapping<\/p>\n
Discuss Davison + Price<\/p>\n
Read Academic Writing Chapter 1 (CP)<\/p>\n
Academic Writing Chapter 2: Summary and Citation<\/p>\n
\u201cHow do We Rate?\u201d by Davison and Price<\/p>\n
Homework: stress, RVers and Creoles<\/p>\n
Week 6 February 8-12<\/p>\n
Take up: stress, RVers and Creoles<\/p>\n
Note-taking and Framing<\/p>\n
Feature #3: Topic Identification and Restatement; Feature #4: Framing, summary, citation, documentation<\/p>\n
Summary Test<\/p>\n
ENGL 112 04N: Feb. 12<\/p>\n
ENGL 112 11N and 14M: Feb 11<\/p>\n
Summary work in class<\/p>\n
Homework: Annotate Davison and Price for the elements of the research process.<\/p>\n
SUMMARY TEST<\/p>\n
Week 7 February 15-19<\/p>\n
Winter break<\/p>\n
Singelton-Jackson et al. \u201cStudents as Consumers: Are they Buying what We\u2019re Selling?\u201d<\/p>\n
Week 8 February 22-26<\/p>\n
Feature #5: Critical Stance and the Knowledge Gap<\/p>\n
Bring a movie review to class.<\/p>\n
Annotate and discuss Davison and Price + Greenberger for elements plus critical stance.<\/p>\n
Begin critical summary.<\/p>\n
Introduce parameters for the research proposal.<\/p>\n
Introduction to research skills using UBC\u2019s library system.<\/p>\n
Methods for Conducting Research<\/p>\n
Proposals: Student Examples<\/p>\n
UBC library tutorial<\/p>\n
Greenberger et al. \u201cSelf-Entitled College Students\u201d<\/p>\n
Bring a SHORT Georgia Straight or Globe and Mail movie review to class along with Davison and Price. We are using these texts in a compare\/contrast exercise<\/p>\n
Week 9 February 29-March 4<\/p>\n
How to draft a critical summary of Davison and Price, Greenberger et al., Singleton-Jackson<\/p>\n
Feature #6: Agency<\/p>\n
Feature #7 Definition<\/p>\n
We will look at various examples of how definition is used in scholarship.<\/p>\n
Feature #8 Modals<\/p>\n
Discussion of articles.<\/p>\n
Thoreau, \u201cCivil Disobedience\u201d<\/p>\n
Research Project: Introduction, Research Objective<\/p>\n
Week 10 March 7-11<\/p>\n
Trouble shooting<\/p>\n
Student examples<\/p>\n
Lecture #4: Changing Notions of Civic Engagement; Students in Social Movements<\/p>\n
Ludlow, \u201cThe Banality of Systemic Evil\u201d (on-line)<\/p>\n
Goodman, \u201cData and Goliath: Bruce Schneier on the Hidden Battles to Collect Your Data and Control Your World\u201d (on-line)<\/p>\n
Research Project: Critical Summary<\/p>\n
Week 11 March 14-18<\/p>\n
Lecture #5: Students, Activism, Entitlement, Social Media and Surveillance<\/p>\n
Research Lab<\/p>\n
Hustinx et al, \u201cMonitorial Citizens or Civic Omnivores? Repertories of Civic Participation Among University Students\u201d<\/p>\n
Research Project: Discussion<\/p>\n
Week 12 March 21-25<\/p>\n
Research Lab<\/p>\n
Research Project: Conclusion<\/p>\n
RESEARCH PAPERS DUE<\/p>\n
Week 13 March 28- April 1<\/p>\n
Research Short Talks @ 15 minutes maximum.<\/p>\n
*Be sure to bring your Short Talk Rubric to class so that your presentation can be evaluated.<\/p>\n
Week 14 April 4- April 8<\/p>\n
Research Short Talks @ 15 minutes maximum.<\/p>\n
Exam Review<\/p>\n","protected":false},"excerpt":{"rendered":"
Class Content Homework (to be read\/written on date listed) Week 1 January 4-8 Introduction + syllabus Close reading Lecture #1: The Humanities Crisis: What It Is and Why We\u2019re Studying It Aristotle\u2019s Ethos, Pathos, Logos Alligator River Story Quick Harmless-Taboo…<\/span><\/p>\n