UWS -Section 34 A1 and A2 Fall Semester 2019 Reading and Writing Boston Syllabus and Course Calendar

INTRODUCTION: What is Boston? Boston is best known for baked beans, Fenway Park, The Boston Marathon, and over 50 colleges and universities that attract nearly 200,000 students in the Greater Metropolitan area. In the 1700’s, Boston was called the “Athens of America” because of its literate and engaged citizenry, wisdom, knowledge and education. Boston is a city of FIRSTS: the first public park, Boston Common, in 1634; the first public school, Boston Latin, in 1635; the first subway system in the nation, known as the Tremont Street Subway, in 1897. The historic Boston Public Library has branches in every neighborhood. The recent Big Dig set a precedent for smart urban planning; the first social media network (Facebook) emerged in Cambridge. In 2017, Boston ranked fifth in the world for innovations including cultural assets, education centers, transportation, and biking/walking accessibility. In the 19th century, acclaimed landscape architect Frederick Law Olmsted designed a sprawling Emerald Necklace surrounding the city. From the Esplanade on the Charles River, the Back Bay, Fens and Boston Common to the newer 15-acre Rose Fitzgerald Kennedy Greenway, all Boston neighborhoods offer outdoor opportunities for fresh air and exercise without having to leave the city limits.

Boston Neighborhoods: Officially 23 but even more with surrounding communities….Allston, Back Bay, Bay Village, Beacon Hill, Brighton, Charlestown, Chinatown, Dorchester. Downtown, East Boston (Eastie), Fenway/Kenmore, Hyde Park, Jamaica Plain (JP), Mattapan, Mission Hill, North End, Roslindale, Roxbury, South Boston (Southie), South End, West End, West Roxbury. Each neighborhood has its own stories. https://www.boston.gov/neighborhoods Cambridge, Somerville, Waltham, Brookline, Newton and Watertown are among the surrounding communities of Boston.

The City of Boston is the main topic for the course. Through a variety of readings, we will look at the historical, sociological, literary and contemporary beat of the city in fulfilling the main goal of the course to develop academic research and writing skills. This topic will enable you to “experience” Boston, one of the great cities in America, where you have chosen to spend your college years.

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Section/Days/Time/Location

Section A1 Tues and Fri 9:30-10:30 (10:50) Olin-Sang 104Section A2 Tues and Fri 12:30-1:30 (1:50) Olin-Sang 116

Instructor Professor Marsha Nourse Office Location Rabb 215

Office Hours 11-12 Tuesday; Friday and by appointmentE-mail address mnourse@brandeis.edu

First Year ExperienceUWS is the centerpiece of the First Year Experience, which introduces students to the rich intellectual life of the university. In all sections of UWS, students will attend one Critical Conversation between faculty from different departments. The goals of the Critical Conversations are to build first year cohort identity and introduce students to Brandeis’ scholarly discourse and the variety of ways in which our faculty engage with the world and each other. This section of UWS will also require one on-campus experiential learning activity to expand the boundaries of the conventional classroom AND one off-campus field trip on a Boston-based experience. See handouts for specific details on these experiences.

Required Course Texts $30 or less… All Souls: A Family Story from Southie by Michael Patrick MacDonald - available in bookstore A Short History of Boston by Robert J. Allison – available in bookstore Articles on the Aftermath of the Boston Marathon bombings – handout Collection of Boston poems – handout

The bookstore has both RENT and PURCHASE (used or new) available for both paperbacks. If you choose to order through another used source, please take into account the length of time it could take. We will be using All Souls at the very beginning of the course. If you are having difficulty purchasing texts, please make an appointment with your Student Financial Services or Academic Services advisor to discuss possible funding options and/or textbook alternatives.

UWS GoalsThe University Writing Seminar introduces you to the power of writing as a means of communication and as a process of thinking and understanding. Most importantly, skills acquired in this course will help prepare you to engage as an informed citizen in a global society. Goals for this course include:

Formulate meaningful arguments, support them with observations and evidence, and convey them clearly and persuasively.

Apply close analytical reading skills, writing in response to readings and text materials. Apply a critical theory to text and explain that text through a critical lens. Incorporate text referencing, research and proper use of sources utilizing MLA format and

conventions. Gain the tools to be a successful and confident writer transferring those skills to other disciplines. Become an active participant in critical conversations across the University and beyond.

UWS Outcomes Students will be able to: Understand writing as a recursive process of thinking and communication Articulate elements of effective writing and integrate them into their own work Participate in critical conversations by responding to openings, problems or contradictions

in existing scholarship Assess their own and others’ writing with respect to audience and purpose Generate original questions and pursue independent research Identify and evaluate sources and use them responsibly

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Grading and Course Requirements

20% Essay 1: The close reading essay. This assignment will require a close reading of Michael Patrick MacDonald’s All Souls: A Family Story from Southie. This text takes you deep into one of Boston’s famous neighborhoods which once had the highest concentration of white poverty in America. Crime, drugs, politics, gangs, murder, religion, violence and survival rocked this community for decades. For the essay, you will formulate an argument on a theme or topic within the text, analyzing what occurred and what could have been prevented. This close reading essay, incorporating quotes and text references, should yield a conclusion on your part on the impact of violence in a city neighborhood, how to wrestle with the neighborhood problems, and how to develop a more promising future.

25% Essay 2: The lens essay. In this assignment you will construct an analysis of a selected poem about Boston, demonstrating an understanding of the poem using the lens of historical criticism. Through traditional historical and biographical criticism, you would be examining the poem as a reflection of the poet’s (or character’s) life and times. Historical criticism also considers the social and cultural background and context in which a poem is set.

30% Essay 3: The research essay. For your research unit, you will begin by reading Robert Allison’s A Short History of Boston. The text introduces a number of characters, trends, and events that shaped the history of Boston. From Puritans to immigrants to ethnic groups to the development of the city, to urban renewal and harbor restoration – topics abound for you to engage in and research Boston, to develop an argument of what should have been and what perhaps is the Boston of today. Boston is steeped in American history, but has experienced race, class, and social issues that still need to be examined today. As you choose and develop your topic, you will be learning not only how to synthesize your findings into a coherent thesis and to write a longer paper, but also how to use the excellent research resources at the University.

10% Portfolio: At the end of the semester, you will reflect on the writing completed for this course, producing an electronic portfolio, including a reflection on one significant peer review, letters submitted with each essay with follow-up after each essay is graded, an example of your best written piece (and why) and an example of a piece that needed more revision work (explaining what was further needed). Your portfolio will include a letter describing your growth as a writer throughout the semester, as influenced by this course and describing how you will use the skills from this course in other disciplines.

15% Writing Responses and Participation: This part of the grading will consist of shorter written pieces, attendance, participation and written reflections.

5% short, “low-stakes” writing responses to readings 5% 5% a written reflection of Critical Conversations and Experiential participation 5% 5% your contributions to class discussions, overall completion of required assignments,

presentations and attendance These assignments will be graded with a Check system: ++ 100 + 95 85 - 75 0

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Drafts and the Writing ProcessA central aim of this course is to teach you a thoughtful writing process that invites development and evolution in your thinking. You will write multiple drafts for each essay. Each draft will have a specific purpose leading to the final draft. The drafts are different "stages" of a paper. It is important to keep in mind the difference between revision and editing. Revision means making substantive changes: re-seeing or re-thinking of the entire piece. Editing means correcting, touching up.

Exploratory (Pre-writing)This early stage is intended for you to get down on paper ideas and information that will relate to your forthcoming essay. Here you can try out different approaches--even on the same paper. Don't be concerned with organization or how the draft will work for readers, but do be concerned with opening up your thinking, exploring possibilities, and getting down some writing that you can work with and expand upon. I will assign short “low stakes” assignments that will help lead you to developing ideas.

First Draft You will be required to submit a first draft of each paper. This should be at least ½ to ¾ of your paper, with a well-developed thesis that guides your essay. You will receive feedback from me [SCHEDULED CONFERENCE] and from two classmates in peer review sessions. At this stage, your essay must be substantive but doesn’t have to be completely polished. Through feedback and reflection, this is the time to work on organizing, adding and deleting sections and other revisions. You will be trying to think about your readers, focus your purpose, clarify your thinking, and convey a particular point of view and tone of voice.

Concluding Draft This is your chance to make substantive changes again after getting feedback. This is also the stage where you focus on stylistic improvements, and copy-editing: removing all remaining mistakes in spelling, grammar, or punctuation. It is fine to get help in copy-editing, from a peer reviewer, the Perdue Owl site, and/or from assistance in the Writing Center. Learn to take whatever steps are necessary for successful final revision, because your final draft will not be acceptable if mistakes remain.

Final DraftThis will be submitted for a grade. It should be error-free and formatted for publication (if requested). When you submit your final draft, include preliminary work: notes, drafts, process writing, responses--everything. Drafts are not acceptable without this supplementary material. The Course Agenda list the due dates for the various drafts and the final package.

Conferences For each of the three essays, I will schedule individual appointments to discuss the First Draft of your work. Dates for these conferences are on the syllabus calendar that follows. The three conferences are mandatory and part of your attendance in the course.

Writing Center at BrandeisThe University Writing Center is located on the mezzanine of Goldfarb, Room 232. The Center offers 45- minute sessions to help with your writing and is open for scheduled appointments Monday-Friday 10-6. Grammar Workshops are held throughout the semester. You can reserve a session on the following link: https://www.brandeis.edu/writingprogram/writingcenter/index.htmlFormatting for Assignments

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Submit all essays electronically in WORD (no pdf) on the LATTE links provided. At times I will ask you to bring printed copy to class. Essays should be in a consistent font using 1-inch margins and 12-point size. Always double-space your work and include page numbers. Essays should have a title that invites, engages and reflects the essay content. With your peer review group, please use a google doc.

Policies on Late Work, Extensions and Page RequirementsAn extension may be granted, at my discretion, if you have legitimate reason(s) and request BEFORE a due date. Late work will be penalized 1/3 of a grade per day and not accepted after one week. Final papers that do not meet page requirements will be penalized 1/3 grade per page. My role is to be fair and consistent with all students and to be reasonable as needed.

AttendanceThree absences are allowed. If you exceed this number of absences, your final grade may be penalized by 1 grade point for each additional absence. More than 6 absences, unless there are extended circumstances, may result in a failing grade.

CommunicationsGenerally, the best way to reach me is through e-mail at mnourse@brandeis.edu . I will always respond within 24 hours. You can reach other students in the class through LATTE. When you are assigned to a peer group or if there is an opportunity to work collaboratively, please be sure to obtain one another’s contact information. If there is any change in class on a given day, I will send an e-mail and post on LATTE. Be sure to check the site regularly.

Laptops and Cell PhonesUnless you need special accommodations, laptops are not regularly used in class. On specific days, for peer review and certain activities, I will ask you to bring laptops for specific uses. Inappropriate use of laptops and cell phones is unacceptable and discourteous.

Academic IntegrityThe University policy on academic honesty is distributed annually in Section 5 of the Rights and Responsibilities handbook. Alleged instances of plagiarism or dishonesty will be forwarded to the Department of Student Rights and Community Standards. Potential sanctions include failure on an assignment, failure in the course and/or suspension from the University.

AccommodationsBrandeis seeks to welcome and include all students. If you need an accommodation, as outlined in an accommodations letter, please talk with me and present your letter of accommodation as soon as you can. I want to support you and would like to meet with you in my office.

Four-Credit CourseSuccess in this 4 credit hour course is based on the expectation that students will spend a minimum of 9 hours of study time per week in preparation for class (readings, papers, discussion sections, preparation for exams, etc.).

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Course CalendarThis an overview for the semester; additional detail and calendar changes will be posted on LATTE.

Unit 1: Close Reading of Text

Week Class # - Date Class Topic Reading due Writing due1 #1 F Aug. 30 Introductions Syllabus

Boston Marathon Bombing:Obama Speech

2 #2 T Sept. 3 Neighborhoods of Boston“SOUTHIE”Discussion of Articles

Close Reading Techniques Introduction to All Souls: A Family Story from Southieby Michael Patrick MacDonaldHandout: READING GUIDE to All Souls

Two articles:(1) “Why It Was Wrong to Shut Down Boston”(2) Assigned pages in “Safety and Solidarity…”

1-page response, typed and printed, and brought to class. Your opinion on Atlantic Article Key differences in the three

Boston neighborhoods in the Safety and Solidarity article?

If someone said to you that he or she lived in "the best place in the world," meaning their neighborhood/ community, how would you imagine that place?

#3 F Sept. 6 Discussion of assigned reading. Video Interview with author.

Chapter 1-3 in All Souls. Pages 1-78.

Reading Guide: Respond to questions for one chapter in the assigned reading.

3 #4 T Sept. 10 Discussion of assigned reading.

Chapters 4-7 in All Souls.Pages 79-172.

Reading Guide: Respond to questions for one chapter in the assigned reading.

New Student Book Forum on Swing Time by Zadie SmithSept. 12th Small group discussions led by Brandeis faculty 7:10-7:50 Meet with author: 8:00 – 9:15

#5 F Sept 13 Discussion of assigned reading.

Chapters 8-11 in All SoulsPages 173-266

Reading Guide: Respond to questions for one chapter in the assigned reading.SUBMIT: Reading Guide Assgt.

4 #6 T Sept. 17 Final discussion on All Souls.Essay 1 packet – Topic Selection for EssayForming a thesis

#7 F Sept. 20 Peer Review – Draft Essay #1Sign up for Conference

Bring 3 printed copies of your draft to class.

5 #8 T Sept. 24

Presentation: Introduce your essay to the class.

#9 F Sept. 27 Peet Review of Concluding Draft

Concluding Draft – Bring 2 printed copies to class.

Conferences to be scheduled during Week 5. Essay #1 is due Friday, Oct. 4th

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Unit 2: Working a Text (poem) through a critical lens

During this unit, I will be hosting a walking tour of Boston including: Site of Marathon Bombing; Tour of the Boston Public Library; Boston Public Gardens and Boston Common; State House; Beacon Hill sites; North End (late afternoon lunch); Train back to campus.

Week Class # - Date Class Topic Reading due Writing due6 #10 F Oct 4 Overview of Unit 3

Poetry Packet HandoutIntroduction to Historical CriticismStudy of a Poem - Explication

Essay #1 due.

Critical Conversations on the theme of TruthOct. 3rd @ 5:30pm in Shapiro Campus Center: Professors Chad Williams and Harleen Singh

Boston Walking Tour with Professor NourseSunday, October 6th (9:00 am – 4:00 pm) using Campus- Boston shuttle bus

7 #11 T Oct. 8 Read and discuss poems in class.

Poems assigned on Latte.

#12 F Oct 11

8 #13 F Oct. 18 Read and discuss poems in class.

Select poem for Lens Essay #2.

Poems assigned on Latte.

1-page writing response:

Three poems you are most interested in.

Select three lines to explicate.Boston Walking Tour with Professor Nourse

Sunday, October 20th (9:00 am to 4:00 pm) using Campus-Boston shuttle bus9 #14 T Oct. 22 Peer Review - Draft Lens Essay

#2.Sign up for Conference

Bring 3 printed copies of your draft to class.

Critical Conversation on "Identity and Academic Inquiry"Sept. 23rd @ 5:30pm in Sherman Function Hall:

Professors Jennifer Gutsell, Angela Gutchess, and Hannah Snyder#15 F Oct. 25 Presentation: Introduce your

Lens Essay to class, explaining what your poem is about.

Conferences will be scheduled during Week 9.Essay #2 is due on Thursday, October 31st

Peer Review for Concluding Draft – arrange with your peers.

Unit 3: Research Essay

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This portion of the course looks at a short history of Boston and students will explore topics for research. If schedules permit we could plan a historical tour of the city on the Freedom Trail and include other sites. I will pose options for the class to consider. One definite field trip to the MFA America Wing is on the calendar.

Week Class # - Date Class Topic Reading due Writing due10

Read Allison text.

#16 T Oct. 29 Overview: Research Unit #3Stages in a research paper.Introduction to Allison text.

A Short History of BostonChronology p. 112-119

Th Oct. 31 Lens Essay#2 due.#17 F Nov. 1 Discuss Allison text and

highlight possible research topics. Continue to look at Chronology.

Read Allison text.

11 #18 T Nov. 5 Present your ideas for research topic.

Research Topic, Research Questions and Research Proposal due.

Critical Conversation: "Don’t believe everything you think: Perspectives on truth from psychological science"Nov. 5th @ 5:30pm in Sherman Function Hall: Professors Paul Miller and Sabine Von Mering

Visit the Museum of Fine Arts, Boston - America Wing with Professor NourseEvening 6:00 pm-10:00 pm using Campus-Boston Shuttle Bus

#19 F Nov. 8 Introductory LIBRARY CLASS with Reference Librarian

12 #20 T Nov. 12 2nd LIBRARY CLASS with Reference Librarianto locate sources.

#21 F Nov. 15 Presentation on two of your sources.

Prepare a brief power point for your presentation.

13 #22 T Nov. 19 In-class exercise:Paraphrasing, quoting and summarizingPlagiarism

Annotated Bibliography due.

#23 F Nov. 22 Writing Introductions Write Now – Review and study a sample paper.

14 #24 T Nov. 26 Peer Review – Draft of Research paper – 1st 4-5 pages

Bring 3 printed copies of your draft to class.

THANKSGIVING BREAK W Nov. 27 – Sunday Dec. 1Conferences will be scheduled during Week 15.

15 #25 T Dec. 3 Peer Review on concluding drafts.Final Portfolio Instructions

Concluding draft due. Bring 3 printed copies to class.

#26 F Dec. 6 Presentations on Research papers

Prepare and submit a slide presentation on your research.

16 #27 T Dec. 10 Last Class

Presentations on Research papers

POST TERM: Arrange to meet with your peer review group for final editing assistance as needed.Submit Research Papers and Final Portfolio electronically on Sunday, December 15th

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