Active and informed participation (15%). Come to class prepared to contribute to class discussion on the assigned readings. Since it is impossible to be an “active and informed” participant without having done the reading, you must read all assigned materials in advance of each class meeting. The reading load for this class is heavy, so do not fall behind. Twitter and responses to other students’ blog posts will also play a part in your participation grades.
Reading questions and class blog (20%). To insure active class discussion and listening, prepare a brief but well-constructed weekly response of about 200 words to a broad question posed about the text under discussion. Questions for each week’s reading will be posted on the course blog and your replies will also be posted there before each class meeting. Your responses should conclude by posing a focused, specific question (or questions) about how this isolated passage relates to, or what it reveals about, the main issues/purpose of the text as a whole. They should demonstrate personal interest, inquiry and engagement with the week’s reading. The reading questions are informal, writing-to-learn activities in which you will use the writing exercise itself to come to terms with the material you have read. Your responses will be used to generate class discussion as well as to help you develop your abilities to read and write about what you have read. These assignments will be evaluated according to these expectations with a /+, / and /-. The other writing you do for this class may grow out of these informal exercises.
Essay & Presentation (25%). The research paper (12-15 pages) for this course will investigate the Latino/a and Chicano/a Gothic via two of the works we have studied in the course. Papers must demonstrate thorough research (at least six sources outside of assigned readings), organization and focus, and correct MLA citation style and bibliography. If you are not certain regarding this requirement, see me during the first week of the course. You will present an oral version of your paper in a 5 minute presentation to the class.
Course Blog (20%). You will write three (3) separate blog posts for the class blog, each well researched and no shorter than 500 words. Each post should focus on a different text and gothic theme, using online sources or references. Blog posts must demonstrate intertextuality in relation to sources on the class blog and other online work. The first entry must appear no later than the third week of the course. You will also be evaluated based on your responses to your classmates’ blog posts.
Final exam (20%). Short identification and essay.
Technology in the Classroom:
All students should set up a Twitter account by the second class meeting and make use of the class hashtag (#CHST332) to connect with me and each other outside of class. I want you to use tweets as a way of annotating our readings, writing tweets either as you read or immediately after, so there should be at least one for each day’s reading. You can make informal, community building tweets, but should also make substantive tweets giving information about the readings and your thoughts at least once every few days. My Twitter account is @anneperez.
While this course embraces technology, technology also brings with it pitfalls and temptations. You are welcome to bring your laptop to class and use it appropriately for taking notes and checking course-related information. However, I strongly urge you to turn off your email, Facebook, instant messaging programs, etcetera during class time. It is easy for your laptop to become a distraction to you and to those around you — please don’t let that happen. Inappropriate uses will be noted and will affect your participation grade. By the same token, please leave your mobile phone off and keep it put away during class.
When you communicate with others in the course, be it online or in person, be respectful of their opinion and of them, even if you disagree with their ideas. Misunderstandings happen even more easily online than they do in person.
This seminar moves quickly. It also functions as a discussion so your attendance is vital. If you must miss class due to illness or emergency, I expect you to email me so we can arrange to meet and discuss the material you missed. Unexcused absences will bring down your participation grade a full letter.
The university is a community dedicated to academic excellence, student-centered education. As such, the University expects all members of its community to act with honesty and integrity at all times, especially in their academic work. Academic honesty respects the intellectual and creative work of others, flows from dedication to and pride in performing one’s own best work, and is essential if true learning is to take place.
Examples of academic dishonesty include, but are not limited to, the following: all acts of cheating on assignments or examinations, or facilitating other students’ cheating; plagiarism; fabrication of data, including the use of false citations; improper use of nonprint media; unauthorized access to computer accounts or files or other privileged information; and improper use of internet sites and resources. Academic dishonesty will receive failing grades.
Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Support Services (DSS) Office to coordinate reasonable accommodations for students with documented disabilities.