SSI2-124 Utopia/Dystopia Spring 2017
SSI2-124: Utopia/Dystopia
MWF 1:00 to 1:50, Wyatt 204
Spring 2017
William Breitenbach Office: Wyatt 141
Office phone: (253) 879-3167 Office hours:
E-mail: MWF 2-3, TTh 11-12
Web: www.pugetsound.edu/faculty-pages/wbreitenbach and by appointment
Peggy Burge, Humanities Librarian &
Coordinator of Teaching, Learning and Digital Humanities
Collins Library 131; Email:
Appointments:http://pugetsound.libcal.com/appointment/14420
Kylie Young, CWLT Writing Liaison for SSI2-124
CWLT Howarth 109; Telephone 253-879-3404
Appointments: www.pugetsound.edu/cwltwriters
The purpose of this SSI core course is to introduce you to the process of scholarly inquiry by letting you engage in it. The hope is that you will thereby become more proficient in doing what inquiring scholars do: framing questions, making and supporting claims, and responding critically to questions and claims advanced by other inquiring scholars. To accomplish all this, we’ll set three subsidiary goals.
The first goal is to help you make yourself a better writer of academic expository prose—the kind of writing that you will be asked to do repeatedly during your years at college. The word expository means serving to expound or explain. Expository writing is thus distinguishable from personal reactions or musings. It is concerned instead with describing, analyzing, and interpreting the words, ideas, and assumptions in a text. It is about explaining some implication that you have found in a text, not about explaining how you feel about what you have found. By calling it academic prose, I do not mean to suggest that you will be learning a kind of writing suitable only for students and scholars. Making an argument—organizing information, developing a disputable claim, and using clear writing to persuade readers—these are skills applicable in any endeavor that requires you to put ideas into words.
A second goal is to help you become a more sensitive and sophisticated critical reader. This goal follows naturally from the first one. Good writers have good ideas. One way to get them is to train yourself to read closely, probing the assumptions and implications that lie beneath the surface of difficult texts. We’ll have plenty of difficult texts to read, and our encounters with them will give you frequent opportunities to practice alert, attentive, and analytical reading and thinking. Meanwhile our encounters with each other in class will provide you with frequent opportunities to expound and support your insights in formal oral presentations and informal conversations with other alert, attentive, and analytical readers.
The third goal—one that distinguishes SSI2 core courses from SSI1 courses—is to give you some experience undertaking an independent research project. You’ll choose a 19th-century American utopian community, decide on a specific topic to investigate, and pose a research question about that topic. Then you’ll research, write, and revise a paper that answers your question with a disputable claim, a claim that you’ll prove to readers by using reasoning and evidence. As you work independently on your project, we’ll use class time to learn about the effective use of the library (information literacy, liaison librarians, reference stacks, electronic databases, bibliographical aids, inter-library loans); the management of research (note-taking systems, research logs, avoiding plagiarism); the techniques of writing clear, graceful, persuasive prose (making use of CWLT’s writing advisors); the stylistic conventions for preparing research papers (quotations, footnotes, bibliography, paper format); and the most persuasive ways to make an oral presentation about your project. The independent work needed for your research project will test your diligence, persistence, and self-discipline. Successful completion of the project should prepare you for writing substantive research papers in other courses.
ALERT: Some readings in the course discuss unconventional sexual practices, including free love, incest, and sexual relations between adults and adolescents. If these topics make you extremely uncomfortable, you should switch to another SSI2 course.
CORE RUBRIC FOR SEMINARS IN SCHOLARLY INQUIRY
Learning Objectives
The First-Year Seminars at Puget Sound introduce students into an academic community and engage them in the process of scholarly inquiry.
In these discussion-based seminars, students develop the intellectual habits necessary to write and speak effectively and with integrity. Students increase their ability to develop effective arguments by learning to frame questions around a focused topic, to assess and support claims, and to present their work to an academic audience both orally and in writing. As part of understanding scholarly conversations, students learn to identify the most appropriate sources of information and to evaluate those sources critically. Over the course of two seminars, students—with increasing independence—contribute to these conversations and produce a substantive scholarly project.
In the first seminar in this sequence, students engage challenging texts and ideas through guided inquiry led by the faculty member. Students begin to develop the academic abilities of reading, writing, and oral argument necessary to enter into academic conversations. Assignments in this seminar largely involve sources prescribed by the instructor, rather than sources students search for and identify themselves. In Seminar II, students build on and continue to develop the academic abilities introduced in Seminar I. The seminar culminates in independent student projects that incorporate sources beyond the instructor-prescribed course materials.
Each seminar is focused around a scholarly topic, set of questions, or theme. These seminars may be taken only to fulfill core requirements.
Guidelines
1. These seminars teach students how to frame a problem or question, how to develop a thesis, how to defend their thesis effectively, and how to think critically about arguments—their own and those of others.
2. These seminars address important conventions of written argumentation (including audience, organization, and style), as well as approaching writing as a process.
a. In Seminar I, assignments focus on material largely provided by the instructor.
b. In Seminar II, students produce a substantive scholarly paper or project, appropriate to the skill-level and preparation of first-year students, that involves independent research.
3. Each seminar requires students to present arguments orally through discussion and more structured presentation.
4. Concepts and practices of information literacy including issues of academic integrity are integrated into these seminars.
a. In Seminar I, students learn to distinguish between different types of information sources (for example, scholarly vs. popular, primary vs. secondary) and learn to evaluate sources of information for biases, reliability, and appropriateness.
b. In Seminar II, students learn to craft research questions, search for and retrieve information, and seek appropriate assistance in the research process.
BOOKS AND WEBSITES
The following required books are for sale at the University of Puget Sound Bookstore:
Readings Packet for SSI2-124 in Spring 2017 (photocopied course reader; hereafter “RP”)
Plato, Republic, trans. G. M. A. Grube, revised C. D. C. Reeve (Hackett)
Thomas More, Utopia, trans. Clarence H. Miller (Yale)
Chris Jennings, Paradise Now: The Story of American Utopianism (Oxford)
Mary Lynn Rampolla, A Pocket Guide to Writing in History, 8th ed. (Bedford/St. Martin’s)
Michael Harvey, The Nuts and Bolts of College Writing, 1st or 2nd ed. (Hackett)
These sites have material on utopianism and intentional communities. Links are also on Moodle.
http://www.ic.org/. Intentional Communities site, with a list of communities and many links.
http://www.thefec.org. The Federation of Egalitarian Communities.
http://utopian-studies.org. Society for Utopian Studies website; many links to resources.
http://www.communalcenter.org. Center for Communal Studies at Univ. of Southern Indiana.
http://beinecke.library.yale.edu/exhibitions/no-place-earth-america-and-utopian-dream. Yale Library’s online exhibition (created in 2006) provides an introduction to American utopias.
Moodle Website for SSI2-124
Login to Moodle at https://moodle.pugetsound.edu/moodle/login/index.php, using Mozilla Firefox as your browser. In addition to assigned readings, I’ll post on Moodle the course syllabus, paper assignments, recommended readings, general advice about writing papers, and links to useful websites.
PROCEDURES, REQUIREMENTS, EXPECTATIONS
Class participation
This will be a discussion class and a research workshop. That means everyone needs to show up on time with the assignment completed and ideas to talk about. To help you get ready for class, I have provided “prep” questions or assignments in the syllabus for each session. I urge you to take notes, reducing the main points of each reading and class discussion to what you can write on a 3x5 index card. Bring the day’s assigned books to class, so you can refer to particular passages during discussions.
There will be a variety of formal and informal opportunities for oral participation. In class it’s your job to put your ideas out there for classmates to endorse, challenge, and transform. Be willing to ask questions, confess confusion, take a stand, and change your mind when presented with better evidence or reasoning. Listen attentively and respond respectfully to what your classmates say. Speaking directly to them (rather than through me) shows that you take them and their ideas seriously. Staring raptly at an electronic device during class shows that you don’t.
Your regular participation will be important in determining both the success of the course and the grade you receive in it. After every class, I’ll evaluate your contribution to other students’ learning. Students who make outstanding contributions will get a 4, those who contribute significantly will get a 3, those who attend and listen but say little will get a 2, those whose behavior makes it harder for themselves or others to learn (by arriving late or unprepared, leaving the room during class, eating noisily, texting, erecting a laptop wall, etc.) will get a 1, and those who miss class will get a 0. I have adopted this system to get out of the unprofitable business of evaluating absentees’ excuses and into the more rewarding business of evaluating the contributions of students who are present in class. Hence, there are no excused or unexcused absences in this course. If you miss a class, for whatever reason, the way to “make up” the absence is by speaking out and sharing your insights in the classes that you do attend.
Absences
When students miss more than 20% of the classes (in this course, that’s more than 8), I have qualms about putting grades on transcripts testifying that they have performed adequately in my course. In such cases, I may ask the Registrar to withdraw a student from the course, which will result in a grade of W or WF, depending on the time of the semester and/or the quality of the work completed to that point.
Papers and other graded work. Assignment sheets will be provided well before due dates. The percentage in parentheses indicates the weight of the assignment in calculating your course grade.
· Due Friday, Jan. 27, at 6:00 pm: close reading (1-2 pages) of a brief passage in Plato’s Republic (5%).
· Due Tuesday, Feb. 7, at 12:00 noon: a comparative analysis (2-3 pages) of a significant similarity or difference between Plato’s Republic and More’s Utopia (10%).
· Due Friday, Feb. 17, at 6:00 pm: an interpretive essay (3-4 pages) answering the question, Is every utopia a dystopia in disguise? (10%).
· Due Friday, Mar. 10, in class: a 2-3 page research prospectus and annotated bibliography (5%).
· Due Monday, Apr. 10, in class: the first draft (8 pages of text) of your research paper (20%).
· Due Friday, Apr. 14, in class: peer-editor’s review (2 pages) of a classmate’s first draft (5%).
· Due in Week 13, 14, or 15: oral presentation (15 minutes) on your research project (5%)
· Due Monday, May 8, at 12:00 noon: revised draft (8 pages of text) of your research paper (20%).
· Participation: based on your contributions to classmates’ learning in class discussions, and on attendance, engagement, preparation, and participation (20%).
Grading scale
Grade ranges are A (93-100), A- (90-92), B+ (87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76), C- (70-72), D+ (67-69), D (63-66), D- (60-62), and F (below 60). I will round up to a higher course grade when the total course score is within 0.2 points of the cut-off (e.g., 89.8 will get an A-).
Writing help
The UPS Center for Writing and Learning is located in Howarth 109. Its mission is to help all writers, whatever their level of ability, become better writers. To make an appointment, call 879-3404, email , or drop by Howarth 109. You must use the Writing Center at least once, preferably for your research paper. The CWLT liaison for our seminar is Kylie Young.
Late work and missing work
Normally I grant extensions or “Incomplete” grades for weighty reasons like a family emergency or serious illness. But if you are facing any circumstances beyond your control that might prevent you from finishing a paper, ask me for an extension before the deadline. Don’t delay asking! Extensions are prospective, not retroactive; that is, an extension granted after a deadline has passed does not cancel the penalty already accrued. If appropriate, provide written documentation supporting your request.
Late papers will be marked down 3.5 points on a 100-point scale (about ⅓ of a letter grade) if turned in during the first 24 hours after the deadline. If turned in during the second 24 hours, there will be an additional penalty of 6.5 points (about ⅔ of a letter grade). For each additional 24-hour period, papers will lose 10 points (equivalent to a full letter grade), until the points reach 0. To stop the penalty clock, late papers should be emailed to as Word documents.
Other policies
If you have a physical, psychological, medical or learning disability that may impact your course work, contact Peggy Perno, Director of the Office of Accessibility and Accommodations, 105 Howarth, 253-879-3395. She will determine with you what accommodations are necessary and appropriate. All information is confidential. Accommodations are not retroactive, so get them set up early in the semester.
For the bereavement policy, consult the Academic Handbook at http://www.pugetsound.edu/student-life/personal-safety/student-handbook/academic-handbook/bereavement-policy/.
Students who want to withdraw from the course should read the rules for withdrawal grades in the Academic Handbook (link provided below). Friday, March 31, is the last day to drop with an automatic W; thereafter it is much harder to avoid a WF. Students who abandon the course without officially withdrawing will receive a WF.
Students who cheat or plagiarize, help others cheat or plagiarize, deface or steal library materials, or otherwise violate the University’s standards of academic integrity will be given an F for the course and will be reported to the Registrar. Before turning in your first paper, read the discussion of academic integrity in the Academic Handbook (link provided below). Ignorance of the concept or consequences of plagiarism will not be accepted as an excuse.