Attendance

L EARNING OBJECTIVES 

Students will:
•   read theoretical works on comedy, transgression, and cosmopolitanism; in addition, they will read humorous essays and novels, and watch stand-up
     comedians, mockumentaries, and comedy films.  

•   demonstrate the ability to approach these primary and secondary texts critically, and to develop and express an interpretation of them as they relate to      global citizenship.
•  write bi-weekly response papers that examine primary texts with respect to theoretical concepts, deliver ten-minute presentations analyzing and  
    evaluating a comedic text of their own choosing, and participate in active, engaged class discussions.
•  demonstrate through class discussion and writing assignments an understanding of the  intersection between comedy, transgression, and global
    citizenship.  
• demonstrate a command of academic English and of the tenets of sound composition by writing thesis-driven analytical prose.
  

REQUIRED TEXTS --All these titles are available at the University Bookstore.  

•  Appiah, Kwame Anthony.  Cosmopolitanism:  Ethics in a World of Strangers. NY:  W. W. Norton, 2007.
•  Limon, John.  Stand-up Comedy in Theory, or, Abjection in America.  Duke UP:  2000.
•  Course Pack:  What Do You Know About Comedy?  Comedy, Transgression, and Cosmopolitanism.
•  Maimon, Elaine P. A Writer's Resource: A Handbook for Writing and Research (Second Edition)   NY: McGraw-Hill Higher Education.

NOTE:  I expect that students will bring each text to class on the day we're scheduled to discuss it.

Films--available on Netflix or Blockbuster.com--you must watch this movie in time for class assignment and discussion:        
•  Deconstructing Harry.   Woody Allen, dir.  Woody Allen, Bob Balaban, Billy Crystal, perf.  Sweetland Films, 1997.
•  Team America:  World Police.   Trey Parker dir.  Trey Parker and Matt Stone, perf.  Paramount Pictures, 2004.

COURSE REQUIREMENTS AND GRADING

 
1. Reading Responses—50% cumulative; 5 total
These essays, which comprise the largest portion of your semester grade, will consist of brief (1-1/2 to 2 pages, typed, MLA formatting,  including a Works Cited page ) responses to our readings.  You must turn in FIVE of these during the semester between Week 2 and Week 15—I don’t accept multiple submissions, and I only accept one per class meeting.  In other words, you have thirteen weeks (twenty-six class periods, give or take) in which to complete five separate reading responses.  Refer to the syllabus for submission schedule/deadlines.

Please see my comments below regarding the quality I'm expecting in these important writing/learning assignments.

Interdisciplinary Aim:   We will accomplish four important learning outcomes with these responses: (1) to insure that students read consistently, carefully, and on time; (2) to help you prepare for in-class discussion of the readings; (3) to learn and apply college-level terminology that you will need to master in their upper division writing;  (4) to give you sustained practice in polished college-level critical writing. 

 
2. Final Paper—20%
A formal three- to four-page analysis of a comedic text of your own choosing with respect to course theory and discussion.  We'll talk in much more depth about this project as the semester progresses; you must meet several milestones leading up to this assignment, including submitting a formal proposal for your primary text, a provisional thesis/abstract for your paper, and at least one visit to the University Writing Center in the drafting process.

Interdisciplinary Aim:  (1) To apply course concepts in the analysis of a text relevant to this semester's study; (2) to hone skills of writing in college-level, standard English, and to articulate complex ideas in this mode of communication.  

SAMPLE  ESSAYS:  Here's an A-level analytical paper ;  here's a sample F-level essay .

 3. Class Participation (10%)
This will include preparedness with outside readings and informal written assignments, contributions to discussion, engagement in conversations with the professor and other students, and participation in various class activities (such as work in small groups, reflective writing, etc.).  

Interdisciplinary Aim:  Active class participation is vital to the success of the course, and will necessitate reflection and analysis in verbal, written, and graphic form.  

Interdisciplinary Aim:  Informed class participation is vital to the success of any course, and because students in an XIDS class come from varying disciplinary viewpoints, everyone's contribution is important.  I want you to be able to tell me what you think about a given concept or text, articulate your agreement or disagreement with it, back up your argument with thoughtful evidence, and listen and genuinely consider others' opinions as well.

REQUIREMENTS FOR ALL PAPERS
I consider your response papers and your research papers to be formal, college-level writing assignments, and I hope you will take them as seriously as I do.  They must meet or exceed the following standards in order to earn a passing grade (or higher):

• You must type and format all out-of-class papers in MLA style (see Writer's Resource Tab 6).  
• Papers must demonstrate that you care about their quality:  stretch your imagination in order to find complex and innovative topics upon which to
   write, spellcheck, proofread (read your paper aloud), integrate comments/corrections I've noted on previous papers in all your subsequent writing,
   cite your sources thoroughly, look up correct punctuation and grammar, etc.
• Essays must have adequate in-text citations and a Works Cited page.
• All your papers must be stapled in the top left corner.
• Successful college-level essays must demonstrate that you're synthesizing and analyzing class materials.  Response papers should focus on one
    or two elements of a text, and must go deeper than a simplistic "I liked this comic because..." type of reflective response.
 
• In assessing your writing assignments, I will apply the English Department grading rubric for First Year Writing students. 

In all your out-of-class assignments, I will expect you to refer to your Writer's Resource in order to write polished, grammatically-precise, MLA formatted, college-level essays.

Please note:  I do not accept electronic submissions of any out-of-class work.

 
A FINAL NOTE: 
We’re going to have fun this semester, but earning high grades in this class will require lots of effort and discipline on your part.  With this in mind, please

read the following excerpt, "Five Habits of Mind," from From Students to Citizens and Workers: An Interview with Deborah Meier   by Janice Molloy, which briefly outlines the intellectual skills you'll need to continue cultivating in order to succeed in this (and any other) college course:

http://www.pegasuscom.com/levpoints/meierint.html

ATTENDANCE
The only way we can achieve our course objectives is through your consistent attendance and participation in class.  However, I know that occasional emergencies arise, so I allow FOUR no-questions-asked absences—please use them wisely, and keep me informed!   NOTE:  I count "lates" (i.e. arriving after class has begun) as 1/2 an absence...so please be on time!

I don't distinguish between "excused" and  "unexcused" absences; you owe me no explanations nor documentation for your absences; all I ask is that you use these absences wisely. 

If you must be absent, I expect you to keep up with the assignments; if you’re absent on the day an assignment is due, I will still expect you to make arrangements to get it to me on time. Students who are absent receive a zero for in-class work missed; more than four absences will result in a 5 point reduction of your final grade. Excessive absences (six or more) will result in administrative withdrawal from class.

I will ask any student who falls asleep during class to leave my classroom, and will count that student absent for the day.

LATE WORK
I will not accept late work (I know this policy is challenging—but I really do mean it, and I don't make exceptions).   Being late with assignments hinders your progress—and often, that of the entire class! Although it's far easier just to hand in your paper at the beginning of class on the due date, my definition of a late paper is one that  you haven't placed in my hands before I leave campus on the day the assignment's due.   

PLAGIARISM AND ACADEMIC HONESTY
The Department of English and Philosophy defines plagiarism as taking personal credit for the words and ideas of others as they are presented in electronic, print, and verbal sources; an equally dishonest practice is fabricating sources or facts, which is another form of misrepresenting the truth.  I expect, therefore, that students will accurately and thoroughly credit sources in all their assignments.   

I will give an automatic "F" in this course to any student who plagiarizes or excessively collaborates on any assignment (quizzes, out-of-class essays, and journals). . . no exceptions.  In order to be crystal clear on what I, the English Department, and the University expect of you in regard to academic honesty, please review all the links below--I hold each of my students responsible for having read and understood these policies:

WEEK 11--Spring Break!!  Woo Hoo!!