Hi everyone,

I am still grading. You'll get your final grades over the next few days.

Thanks and hope your finals went super well.

I've decided to extend your revision option until Monday at 6 pm. Please turn in this assignment no later than 6 pm Monday. Remember, it is an optional assignment.

PLEASE MAKE SURE TO EMAIL ME YOUR FINAL PRESENTATION (BOTH VISUAL AIDE AND PAPER)!

Week of Nov 2-4

Dear students,

On Wednesday, Nov 2, you will be visited in class by Career Services, who will be talking to you about some of the possibilities available to you at the college. They may be running up to 10 minutes late: please arrive on time and wait in the classroom for them.

Peer mentors, please take attendance.

On Friday, Nov 4, Professor Simonian will be your substitute. She will help you as you work on your presentation projects in class. You may bring your laptops this day. You will also be discussing the drone pilots and gaming article.

Any questions? Email me.

Best,
Professor Durbin

Presentation Schedule - 3:00 class

W Dec 9

3:00--Jazzy
3:10--Mauricio
3:20--Bryce
3:30--Fred
3:40--David
3:50--Joseph
4:00--Richard


F Dec 11

3:00--Somaan
3:10--Ashley
3:20--Isaac
3:30--Chris
3:40--Logan
3:50--Ryker
4:00--Jaycob

Presentation Schedule - 12:00 class

W Dec 9

12:00--Brie
12:10--Kacey
12:20--Kalab
12:30--Jona
12:40--Weston
12:50--Hollywood
1:00--Kait
1:20--Aaron


F Dec 11

12:00--Thomas
12:10--Morgan
12:20--AJ
12:30--Gabby
12:40--Hunter
12:50--Jacob
1:00--Kacey
1:10--Diego

Questions for Feed

Group Questions about Feed:

1) Discuss the title of the novel. How is it a double entendre? What is it referencing?

2) Is the novel a critique of social media? A celebration? Something else? Discuss.

3) What parallels to the way that our world operates with social media today do you see in the novel?

4) Analyze the speed with which things are uploaded to social media in the book. Why is speed important in this post-apocalyptic world? Is it equally important in our world? 

5) Why do you think Mira Grant chose to put zombies and social media together in a book?

Drone Pilots and Gaming

Please read this article.

Final Essay and Presentation

For your final project in this class, you will create your own concept for a reality tv show, a video game, or a social networking site.

You will create a visual aide in order to present your show, game, or site in a creative way--do a skit, share a video (all videos should be uploaded to youtube or vimeo so they can be played easily in class), utilize the internet, visual aids/posters, etc. 

You may not bring laptops the day of the presentation, but you may upload to the web and present from the in class computer. Please do not present anything that requires a flash drive or downloading as we do not have time to set up in class.

Quickly slapped together print outs or scrawled drawings will receive no credit. You may not present a creative aide that was not made by you.

Some questions you should ask yourself as you create your project: how does my show/game/site differ from those we studied in class? How does it utilize its genre in a new, creative way? Who is its audience? Think critically, too, about how your show/game/site reflects certain cultural attitudes and values. Give us specific details about the framework of the show/game/site. What inspired you, and why? How did this class help you to think about popular culture in new ways?

Additionally, please answer the above questions in an essay format, 3-5 pages in length, and present them to the class as well. You may choose to present them in a creative way or a more straightforward way, but they must be answered directly. Being able to critically analyze your own work, as we've critically analyzed the work in this course, is imperative to your success on this assignment. 

Apply at least six quotes from in class notes or the books we read in class.

You may choose to directly quote or paraphrase, but do include a Works Cited page.

Can't wait to see what you do.

Hi everyone,

If you're signing up for classes, I'm going to be teaching an awesome Jan Term course on horror fiction and film, and two spring Why Read sections on science fiction and film. Sign up! Tell your friends!

Prof D

For those revising Essay #2 for the revision option, here is the prompt:


Discuss three of the tropes about women outlined in Pozner's book Reality Bites Back, as they manifest in the reality tv show The Bachelor. Are these tropes damaging to women and society at large? Why or why not?

Rough Draft Workshop

Questions:

1) Does the writer have a strong hook for the introduction? If not, suggest one. Does the writer introduce their topic clearly and succinctly, providing the necessary cultural and background information so that the reader is not confused about the topic at hand? Give one or two suggestions for improvement in this area (do not skip).

2) Does the essay’s thesis seem to be undeveloped or too broad, or is it just specific enough to argue in a 2-3 paper? Does it have one to two sentences? Does it outline the main topics that will be discussed in the essay? Many any necessary suggestions for clarification and more specificity as well (do not skip). Lastly, please remember that the thesis needs to address the prompt. 

3) Please note any places in the essay where further clarifying details could be added. This is something everyone in the class needs to work on. Is the writer clear about how social networking has affected our lives? Do they give specific details as to which precise ways it has done so? 

4) Is the writer incorporating research from scholarly library sources into the essay (not .com sources or dictionary/encyclopedia sources)? Do the sources seem to be strong and ON TOPIC? Why or why not?

5) Does the writer have strong quotes/paraphrases from their research that they intend to use in the essay? They should! Which quote is the strongest and which is the weakest? Suggest an ordering for the quotes that would help the writer work from their strongest point to their weakest (keeping in mind the importance of chronology/topic organization as well)—do not skip! Are the quotes smoothly integrated into the essay and not plopped?

6) Does the writer have sufficient analysis for their quotations? Remember, analysis is even more important than the quote itself. Make sure the writer is not simply explaining the quote in a summarizing fashion, but connecting it to its larger significance (relationship to their thesis). Make suggestions for improvement below, and be specific (do not skip).

7) Is the essay organized? Do the body paragraphs seem to build logically upon one another? Give at least one suggestion for improving the organization of the essay (do not skip). Starting at the beginning of the scene and then going forward from there is a good idea.

8) Does the writer incorporate their outside sources into the essay effectively? 

9) Does the writer use effective transitions when moving between paragraphs? See the post on this blog for tips.

Please Read this Post on Transitions for Friday's Class

Writing Transitions

Good transitions can connect paragraphs and turn disconnected writing into a unified whole. Instead of treating paragraphs as separate ideas, transitions can help readers understand how paragraphs work together, reference one another, and build to a larger point. The key to producing good transitions is highlighting connections between corresponding paragraphs. By referencing in one paragraph the relevant material from previous paragraphs, writers can develop important points for their readers.

It is a good idea to continue one paragraph where another leaves off. (Instances where this is especially challenging may suggest that the paragraphs don't belong together at all.) Picking up key phrases from the previous paragraph and highlighting them in the next can create an obvious progression for readers. Many times, it only takes a few words to draw these connections. Instead of writing transitions that could connect any paragraph to any other paragraph, write a transition that could only connect one specific paragraph to another specific paragraph.

Example: Overall, Management Systems International has logged increased sales in every sector, leading to a significant rise in third-quarter profits.

Another important thing to note is that the corporation had expanded its international influence.

Revision: Overall, Management Systems International has logged increased sales in every sector, leading to a significant rise in third-quarter profits.

These impressive profits are largely due to the corporation's expanded international influence.

Example: Fearing for the loss of Danish lands, Christian IV signed the Treaty of Lubeck, effectively ending the Danish phase of the 30 Years War.

But then something else significant happened. The Swedish intervention began.

Revision: Fearing for the loss of more Danish lands, Christian IV signed the Treaty of Lubeck, effectively ending the Danish phase of the 30 Years War.

Shortly after Danish forces withdrew, the Swedish intervention began.

Example: Amy Tan became a famous author after her novel, The Joy Luck Club, skyrocketed up the bestseller list.

There are other things to note about Tan as well. Amy Tan also participates in the satirical garage band the Rock Bottom Remainders with Stephen King and Dave Barry.

Revision: Amy Tan became a famous author after her novel, The Joy Luck Club, skyrocketed up the bestseller list.

Though her fiction is well known, her work with the satirical garage band the Rock Bottom Remainders receives far less publicity.

Contributors:Ryan Weber, Karl Stolley.
Summary:

A discussion of transition strategies and specific transitional devices.

Transitional Devices

Transitional devices are like bridges between parts of your paper. They are cues that help the reader to interpret ideas a paper develops. Transitional devices are words or phrases that help carry a thought from one sentence to another, from one idea to another, or from one paragraph to another. And finally, transitional devices link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.

There are several types of transitional devices, and each category leads readers to make certain connections or assumptions. Some lead readers forward and imply the building of an idea or thought, while others make readers compare ideas or draw conclusions from the preceding thoughts.

Here is a list of some common transitional devices that can be used to cue readers in a given way.

To Add:

and, again, and then, besides, equally important, finally, further, furthermore, nor, too, next, lastly, what's more, moreover, in addition, first (second, etc.)

To Compare:

whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by comparison, where, compared to, up against, balanced against, vis a vis, but, although, conversely, meanwhile, after all, in contrast, although this may be true

To Prove:

because, for, since, for the same reason, obviously, evidently, furthermore, moreover, besides, indeed, in fact, in addition, in any case, that is

To Show Exception:

yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes

To Show Time:

immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly, first (second, etc.), next, and then

To Repeat:

in brief, as I have said, as I have noted, as has been noted

To Emphasize:

definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, always, forever, perennially, eternally, never, emphatically, unquestionably, without a doubt, certainly, undeniably, without reservation

To Show Sequence:

first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this time, now, at this point, after, afterward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon

To Give an Example:

for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of, to demonstrate, to illustrate, as an illustration, to illustrate

To Summarize or Conclude:

in brief, on the whole, summing up, to conclude, in conclusion, as I have shown, as I have said, hence, therefore, accordingly, thus, as a result, consequently

Please note that I updated the Course Schedule.

Essay #3

Please write a 2-3 page essay responding to the following statement by Sorkin, a reviewer of The Social Network:

“This thing — social networking, and obviously Facebook is the king of that — which was meant to connect all of us and bring us closer together, I don't think it's done that. I think it's done the opposite. I think we're now by ourselves, inventing new identities, performing for each other. I think it's an insincere form of connection. But, let me quickly add that that is an opinion that has absolutely nothing to do with the movie. You can love Facebook, hate Facebook, never have heard of Facebook, be indifferent to Facebook, and that will not affect your enjoyment of the movie anymore than being a fan of bank robberies is going to affect your enjoyment of The Town.”  

Do you agree with Sorkin's assessment of social networking? Why or why not?

You will want to have a clear argument in your essay and back it up with examples from research, the film and perhaps your own experience (this is called anecdotal evidence).

You will need two outside sources from the library's databases for your paper.  Make sure to include a Works Cited page.

Length:2-3 pages, MLA style

Hi everyone,

I updated the course schedule. You can see it in the post below.

If you have any questions, please let me know.

Keep up the good work,
Professor Durbin

Course Schedule

*Subject to revision with notice

WEEK ONE

Day 1, Wed Sept 9: Course Introductions
HW for Friday, Sept 11: Read "Studying Video Games" and "What is a Game?" in Understanding Video Games; writing exercise: in your bedroom, find as many pop cultural artifacts as you can. First, list them, then write a brief paragraph about your relationship to them.

Fri, Sept 11
HW: read Angela Washko's tumblr: http://wowongender.tumblr.com (you don't have to read the entire thing; you can scroll through bits and pieces); read blog post linked here; research one popular video game and write a one page analysis of how it reflects our modern society: what values does it represent, why is it popular, etc?

WEEK TWO

W, Sept 16  In class watch Angela Washko's "Playing a Girl;" Go over Note-Taking
HW: read "Video Games in Culture" in Understanding Video Games; play the following video games and come prepared to discuss them
Bubblegum Slaughter
Depression Quest

F, Sept 18 In class go over Essay #1 and Outlines
HW: read this article about Grand Theft Auto; read this article about Gender Criticism for Gamers

WEEK THREE

W, Sept 23 MLA Formatting
HW: prep for library workshop (bring laptops, iPads, etc. to class)

F, Sept 25 In class Library Workshop
HW: work on outline of essay #1, bring 2 copies to class for workshop

WEEK FOUR

W, Sept 29 Outline Workshop in class
HW: complete final draft of Essay #1

F, Oct 2 *In class watch We Live in Public
HW: no homework

WEEK FIVE 

W, Oct 7 Final Draft of Essay #1 Due
HW: read "Unraveling Reality TV's Twisted Fairy Tales" in "Reality Bites Back"

F, Oct 9 Introduction to Essay #2 & In-Class Essays
HW: read "Bitches and Morons and Skanks, Oh My!" in "Reality Bites Back"

WEEK SIX 

W, Oct 14
HW: read "This is Not My Beautiful House" in "Reality Bites Back"

F, Oct 16 Mid-semester break (no class)
HW: see above

WEEK SEVEN

W, Oct 21
HW:read "Television" p. 62-116 in "Everything Bad is Good For You"

F, Oct 23
HW: prepare for in-class essay

WEEK EIGHT

W, Oct 28 In Class Essay #2
HW: read "The Sleeper Curve" p. 1-62 in "Everything Bad is Good For You"

F, Oct 30 Introduction to Essay #3, Rough Drafts
HW: none

WEEK NINE

W, Nov 4 Watch "The Social Network" in class

HW: read Feed up to page 75

F, Nov 6 Finish "The Social Network," discuss
HW: read Feed up to page 150

WEEK TEN

W, Nov 11

HW: read Feed up to page 225

F, Nov 13 Rough Draft Essay #3 Workshop

HW: read Feed up to page 300

WEEK ELEVEN

W, Nov 18 Introduction to Final Essays and Presentations

HW: read Feed up to page 375

F, Nov 20 Final Draft of Essay #3 Due on Monday Nov 23

HW: read Feed up to page 450

WEEK TWELVE

W, Nov 25 – No Class, Thanksgiving Break

HW: finish Feed, and work on presentations and final papers

F, Nov 27

HW: see above

WEEK THIRTEEN

W, Nov 2

HW: work on presentations and papers, reading on blog

F, Nov 5 

HW: work on presentations and papers, reading on blog

WEEK FOURTEEN

W, NOV 9 IN CLASS PRESENTATIONS/FINAL PAPERS DUE

F, NOV 11 IN CLASS PRESENTATIONS/FINAL PAPERS DUE

REVISION OPTION

Dear students,

I have decided to give you the option to revise 1 of your essays from the semester in order to improve your score by as much as one whole letter grade.

You may revise either essays 1, 2, or 3 for this assignment. If you choose to revise your in-class essay, your revision must be typed and follow MLA formatting.

For revision, please improve your essay with my suggestions on the paper. In addition, I recommend meeting with me during my office hours to go over the essay.

These revisions will be due on the very last day of class before finals week, via email only. You will receive ONLY a graded letter on them, no notes, as I have already made extensive notes on both your rough drafts/outlines and your final drafts and will be busy grading your final projects as well.

You're welcome! :-)

Dear students,

As I am moving this week, we will not have class on Friday. We will resume our regularly scheduled activities next week. Any questions? Email me: katedurbinteacher@gmail.com

Prof D

In class essay details

For Wednesday's in class essay, you may:

Rewatch the episode of The Bachelor we watched in class before next wednesday's class (Season 18 with Juan Pablo, episode 1)
*please note that this is not the pre-show special
*I recommend purchasing the episode on Amazon streaming for a few bucks

Bring your notes on the book (tropes about women in reality tv) and the show to class to use as you write the essay

In Class Essay Tips

The In-Class Essay:

Aim and Organization

AIM:

To successfully prove a clear, specific thesis. The thesis should, obviously, address one of the prompts given in class. Following directions here, as always, is crucial to receiving a passing grade.

ORGANIZATION:

An in-class essay is organized into five paragraphs. The first paragraph is the introduction, then comes three body paragraphs, then a concluding paragraph. No more—no less!

You will want to make a brief outline before you write your essay.* Make sure the body paragraphs appear in a logical order, not simply the order they came to your mind in. Build on the information as you go.

Introductory Paragraph: Make sure not to take too much time writing in introduction. This paragraph should be about five sentences long (give or take a sentence or two). Provide a clearly arguable, well-qualified, thesis.

Body Paragraph One: Don’t forget to provide clear examples to back up your argument, as well as a topic sentence at the beginning of the paragraph.

Body Paragraph Two: Don’t forget to provide clear examples to back up your argument, as well as a topic sentence at the beginning of the paragraph. And remember, Body Paragraph Two should follow Body Paragraph One in terms of building logically upon it.

Body Paragraph Three: Don’t forget to provide clear examples to back up your argument, as well a topic sentence as the beginning of the paragraph. And remember, Body Paragraph Three should follow Body Paragraph Two in terms of building logically upon it.

Concluding Paragraph: Re-state your thesis. Summarize what has been successfully argued in the essay. End with a thoughtful and strong statement. This paragraph, like your introductory paragraph, need not be longer than five sentences, but should also not be shorter.

Grammar and formatting: Make sure to check your grammar and spelling as you go along. There is a bit more room for error in an in-class essay, but your essay must be readable and legible (so make sure your handwriting is clear). Double-check your essay for errors before you turn it in. You may choose to double-space or single space an in-class essay (depending on what your teacher requests).

*You will be required to turn in your brief outline with your essay for your INTD100. See “Sample Outline” below for details.

SAMPLE OUTLINE FOR IN-CLASS ESSAY

Par. 1: THESIS: Write out thesis statement here.

Par. 2: TOPIC SENTENCE/MAIN IDEA: Write out topic sentence/main idea for Paragraph 1 here.

Par. 3: TOPIC SENTENCE/MAIN IDEA: Write out topic sentence/main idea for Paragraph 2 here.

Par. 4: TOPIC SENTENCE/MAIN IDEA: Write out topic sentence/main idea for Paragraph 3 here.

Par. 5: CONCLUSION: Final thought to leave reader with.

*Remember, this is just a sample outline—yours can differ slightly. Also, you obviously will want to fully develop your intro, body paragraphs, and conclusion—so while you are providing the main idea of these paragraphs here in the outline, you will flesh them out with evidence/support in your actual essay.

Outline Workshop

OUTLINE WORKSHOP QUESTIONS

Instructions: Please answer all of the following questions in detail for your partner in complete sentences, providing examples from their paper in your answers. You may not simply answer yes or no in your responses. This activity should take you around thirty minutes per person, not much less than that.

Before you begin writing, please make sure to share your work aloud.

1) Does the paper provide a clear thesis statement, sharing what game the writer will be analyzing, and from what angle they will be analyzing that game? Is the thesis specific, qualified, and clear? Give at least one suggestion for improvement.

2) What necessary background information is included? What further background information might be needed?

3) Suggest an opening hook that might capture the reader's attention.

4) Discuss the organization of the body paragraphs. What is the topic of each main paragraph? Are they in an order that makes sense, or should they be re-ordered somehow? Often, going from small to large (micro to macro) or vice-versa makes sense.

5) Are there clear examples from the games and from any outside research (if applicable) to back up the assertions made in the paper? Suggest places where more examples might be used. Also, discuss whether these examples are strong enough.

6) Point out any weakness in the analysis. What further questions do you have as a reader? Where can the writer dig deeper? Are there any logical fallacies in the paper?

Hi everyone,

A quick note to let you know that Emma (peer mentor in second section) pointed out that I had placed the outline due date next to the final draft due date. I've now adjusted the schedule so that your final draft is due one week from your rough draft, which ensures I will have time to return your outlines with my notes on them for you. You are also always free to meet during my office hours to go over the paper in advance of its due date, and you can send me questions through email at katedurbinteacher@gmail.com if you have them.

Best,
Prof D

Basic Outline Template

Par 1: Main idea/thesis
Background and introductory information

Par 2: Topic
Example / quote
Analysis
Example / quote
Analysis


Par 3: Topic
Example / quote
Analysis
Example / quote
Analysis


Par 4: Topic
Example / quote
Analysis
Example / quote
Analysis

And so on, until...

Conclusion

Final thought

Essay #1 Guidelines

Essay #1

Analyzing Video Games

Take a popular video game and analyze it as a reflection of cultural attitudes, desires, and beliefs. What makes the game popular? What does it reflect about our culture?

Since this is an analysis paper and not an argument paper (we will get to that next), please refrain from sharing your own opinions in the paper. ) Instead, try and focus on dissecting the game. What are the avatars like? What process do the go through in achieving their goals? Is the game single-player, or multi-player?

Use the vocabulary that you have gleaned from your in class readings to break down the components of the game and to discuss it.

Length 2-3 pages. Make sure to include a Works Cited page.

See blog for outline and final draft due dates.

Love is a Fallacy

The purpose of this assignment is to help you to make logical arguments with sound reasoning in your papers.

In your groups, please first read Love is Fallacy together.

Then, put together a 1-3 minute skit that demonstrates the fallacy I have assigned you in class. DO NOT SHARE WITH YOUR OTHER CLASSMATES WHICH FALLACY YOU HAVE. They will be guessing your fallacies in class.

You will want to learn the following fallacies before Friday's class, so that you can properly guess which fallacies your classmates are performing.

on Angela Washko

In early 2012 Angela Washko founded "The Council on Gender Sensitivity and Behavioural Awareness in World of Warcraft" as a performative intervention within the misogynistic environment of World of Warcraft, the most massively popular multiplayer role playing game of all time. Instead of continuing to follow the quest structure of the game—killing dragons, getting better equipment, joining more competitive guilds—while performing as "The Council on Gender Sensitivity and Behavioural Awareness in World of Warcraft," Washko facilitates discussions with players inside the game about the ways in which the community therein addresses women and how players respond to the term "FEMINISM." Washko is interested in the impulse of the community/player-base to create an oppressive, misogynistic space for women within a physical environment that is otherwise accessible and inviting. Furthermore, WoW is a geographically, politically, economically, socially, and racially diverse community (a much more varied community to engage with than she has in physical public space). Consequently, these discussions within the game space create a much larger picture of the American opinion of the evolving roles of women in contemporary society. In Playing A Girl Washko (as Washclothes) focusses on two topics: the male impulse to play female characters within WoW and why a woman would choose not to be a feminist (conversation meanders into discussions of inherent gendered qualities, homophobia, separatism, and rape).

Office Hours

Professor Durbin's office hours are from 2-3 on Wednesdays and Fridays. I am also available by appt Tuesday-Friday, provided we make plans in advance.

I will show you my office (which is on the very top floor of Mendenhall) next week, after the weather cools off.

What is popular culture?

1. 

   
   

   

   
   

   
   

   Definition: culture based on the tastes of ordinary people rather than an educated elite.

   "the assimilation of elements of popular culture into the fine arts"

   
   

   
   

Course Syllabus

I N T D   1 0 0:

CULTURE GOES POP! REALITY TV, VIDEO GAMES, AND CELEBRITY CULTURE

Fall 2015                                                                                                       

Professor: Kate Durbin

Email: katedurbinteacher@gmail.com

Course Objectives

This course is designed to help you become a successful critical thinker and writer, equipped for the rigors of academic discourse. You will achieve these goals by cultivating active reading skills, developing effective writing habits, and learning to understand and use the many rhetorical techniques available to writers. By the end of the semester, you should be able to:

-       Read texts critically, noting how a text’s style, structure, and context contribute to its meanings and implications.

-       Write well organized, clearly written argumentative essays that are supported by strong evidence and clear explanation, and which employ a rhetoric and tone appropriate to the broader academic audience.

-       Research—and integrate—credible and relevant sources that support the thesis of your essays.

-       Apply effective drafting and revision techniques to your essays, including improved proofreading skills.

-       Format your papers according to Modern Language Association (MLA) guidelines.

The class readings will act as prompts for critical thinking about and engagement with others’ writing. As a key part of a community of writers, you will actively critique your peers’ work. Lively and regular engagement in the classroom is also necessary to your success in INTD 100. This class, which emphasizes the process of writing, will require a considerable workload, and moves at a rapid pace, so you must be prepared to commit a substantial amount of time to each assignment.

Why Pop? Why 

Video Games? Why Reality TV?

Popular culture is all around us. Whether we like it or not, daily we are inundated with images and sounds and brands that soak into our consciousness. From Disney, to the Kardashians, to Nicki Minaj, to Grand Theft Auto, these various signs, symbols, and cultures impact the ways in which we see the world and our roles within it. 

Often the sort of knee jerk reaction to popular culture is to criticize it as shallow or stupid, but the truth is more complex than that. The popular culture mediums of our times--mediums such as reality tv, video games, social media spaces, even tabloids and the red carpet--are in fact highly complex spaces in which culture is created; and, when analyzed, these spaces and their specific attributes can provide us with tools in understanding and changing the world we live in. For we must go into these spaces in order to transform culture, recognizing that we, in fact, play a part in pop culture, whether we like it or not. 

Required Texts and Supplies

Reality Bites Back Pozner

Understanding Video Games by Egenfield-Nielsen, Jonas Heide Smith, an Susana Pajares Tosca

Feed by Mira Grant

Everything Bad is Good For You by Steven Johnson (not available in bookstore, please order on your own)

Readings via links on Class Blog (check syllabus)

Note: Always, always bring the book you were assigned to read and A Writer’s Reference to every class meeting unless informed otherwise by your Professor. Please note that even if we do not useA Writer’s Reference in class for several weeks, you are still required to have it on hand. Points will be taken off for failure to purchase and utilize this book.

Note: All books are available in the Whittier College Bookstore, and also can be purchased at Amazon.com (please choose 2-day delivery if you order online, and order immediately).

Note: Make sure you get the same editions of the books your teacher has and the bookstore has. You cannot use different editions, as they do not have the required supplemental texts. You will lose points for having the wrong editions.

NOTE: THE BOOKSTORE RETURNS ALL UNBOUGHT BOOKS AFTER SEVERAL WEEKS INTO THE SEMESTER! DO NOT WAIT TO BUY ANY OF YOUR BOOKS.

Note: Points will be taken off for those who fail to have their books on time. All of the books you are to buy for this class are relatively cheap, and plentiful—I would strongly recommend ordering them new and having them shipped as quickly as possible.

Course Requirements

Students will write four essays, one of which is an in-class essay. The course will also include in-class quizzes, writing process work, Peer Reviews, and other group work. Students will compose first drafts of all their essays, in addition to other pre-writing activities such as outlining and brainstorming. They may also receive the opportunity to share some of their writing aloud with the entire class, as well as with one another in Peer Reviews. Any work done in class cannot be made up if missed. Homework will include reading comprehension questions, and writing process work.

Note: To insure participation and on-time attendance, there will be a daily reading question at the beginning of class which functions both as a critical writing assignment and a reading/participation quiz.  These quizzes are absolutely unrepeatable and impossible to make up. You must do your reading regularly. Anyone who does not regularly do well on reading quizzes will not pass the course.

Written Assignment Standards

Any writing done outside of class must be typed and follow the conventions of MLA style (see A Writer’s Reference 354-412). All outside assignments should be in twelve point Times New Roman or Garamond fonts, with one-inch margins, and black ink only. Do not use title pages or report covers; follow the MLA guidelines for formatting. All copies must be submitted on time. In addition, please think ahead when it comes to printing out, stapling essays, etc. Never turn in faded printing or unstapled documents.  Never turn in any assignment without your name, my name, the date, and the class time, typed in the far left corner. Points will be taken off for failure to follow these basic instructions. I do not provide staples in class, and I do take points off for late work—even if it’s just ten or fifteen minutes late. 

Very Important Note: While you will be turning in hard copies of your rough drafts and a few other assignments, you will be required to turn in your final drafts via email only. The same formatting and MLA guidelines apply to these emailed assignments, as does the fact that they are due at the beginning of class. All of your emailed assignments will receive notes and scores electronically only, which is very convenient, organized, and helpful for both you and me. 

Please note that I do not accept hard copy assignments such as rough drafts via email. The only assignments I accept via email are final drafts. This is to ensure I keep my inbox organized.

Also, please note that for every half hour a paper is late, your score goes down one whole letter grade.

Point Breakdown

Quizzes, Homework, Class Participation and Activities: 200

Essay #1—Analysis: 150

Essay #2—In Class Essay (Comparison/Contrast): 200

Essay #3—Argument: 200

Essay #4—Final Essay: 250

Total: 1000

Attendance Policies

As your success depends on regular attendance and active participation, regular attendance is required.  Work done in class—quizzes, group work, Peer Reviews, etc.—cannot be made up and you will not be allowed to make up work completed after you arrive. You will also not receive participation credit if you are not in class to participate! Participation credit is primarily given for sharing your thoughts aloud during class discussions--so please speak up. 

If you have to be absent, please make arrangements with a classmate to turn in assignments for you, or turn in your work to my mailbox in in the English Dept. at least twenty minutes before the start of class (I will pick it up before class begins).  No excuses, barring written, professional proof of illness or extreme emergency, will be accepted without prior notice.

Note: The Professor reserves the right to lower the final grade of any student with more than two unexcused absences or three unexcused tardies. Please do not be tardy. It is very disruptive to the class and to myself, and this class meets for a very short time frame. However, if you do end up arriving late for whatever reason, enter the room quietly. All tardies, whether I appear to notice your late entrance or not, are duly noted. In addition, if you are more than 15 minutes late to class, I will consider you absent.

Lastly, please do not arrive on time and then ask to be excused to the restroom or to get a drink of water. Do these things before class, or you will be considered tardy. Please don't leave in the middle of class to do these things either, except on rare occasions (and in those cases do them quickly and return to class). I require that you ask me permission before leaving, only because students have exploited this option in the past. 

If you have a medical condition, let me know.

Missing/Late Assignments

All homework assignments and essays are due at the beginning of class. Late papers will not be accepted under any but the most extreme circumstances, and written proof will always be required (notes from parents do not count).  Computer or printer problems, procrastination, and the complications of your academic and social lives are not extreme circumstances. This class has a heavy workload, and if I accept your late assignments, not only do you create more work for me, but you hinder yourself as well.  If you know you will be gone, hand in or have a peer turn in your work for you. If it is an email assignment, obviously you should simply email it early.

Class Conduct

Cell phones should be quiet and out of sight.  Absolutely no texting and no taking phone calls during class. If I see you looking at your phone once class has started (even just pulling it out of your pocket), it will be mine until the end of class. Please be respectful and do not talk while others are sharing. Raise your hand before speaking. As mentioned prior, be on time, and if you are late, enter the room very quietly. Stay in the room during class unless absolutely necessary (and abuse of this privilege will result in loss of the privilege). Please use the restroom and get water before class begins, not right after it does. You are welcome to bring food and drinks into class provided they don’t become a distraction.

Note: If you prefer to take notes on a laptop or iPad please discuss this with me. In general, I prefer for you to take notes on paper, so as not to disrupt the focus of our attentions in class.

Final Thoughts

A composition class requires hard work and is time consuming.  Double check your schedule to be sure you have allotted enough time for this class.  The rule of thumb is to expect to work two hours out of class for every hour in class. 

This will be one of the most important classes you take—one that will affect how you do in your other classes as well as your job performance after graduation.  Work hard.  Do well.  Your hard work will pay rich dividends beyond your academic career.

*A syllabus is a contract. Your continued attendance in this class means that you have read, understand, and agree to all of the expectations, policies and guidelines in this syllabus. I strongly recommend reviewing the syllabus several times throughout the semester, paying close attention to the attendance and class work policies.