Inventing America: Re-righting the American Experience----10 credits

10:30-12:20 daily

Sex and Sweat----- 8 credits

Are you interested in good health, good bodies and good relationships? Then this class is for you. This interdisciplinary studies program (Human Sexuality and Physical Education) will focus on sexual function, dysfunction, orientation, communication, sexually transmitted diseases, reproductive health, and contraception. To promote a healthier lifestyle, students will engage in cardiovascular exercise, resistance training, flexibility training and contemporary movement to music. Students will explore issues concerning body image, eating disorders, self-esteem, lifestyle choices and appropriate goal setting.

9:30-10:20 Tuesday and Thursday, Small gym

1. 
   Humanities Outcomes in Developmental English Courses
   

206-546-5807

The successes of the project were many. Faculty discussed the current Humanities Outcomes and recommended small revisions. Based on those outcomes, assessments were gathered and evaluated for their ability to solicit student work in the areas included in the outcomes. In addition, new assessments were developed for use in a variety of English courses. Faculty also determined that the English 080 curriculum ought to be revised using the Humanities Outcomes and the Bard College Clemente Course in the Humanities model.

The greatest challenge in the project was gathering student work. The time and work needed to obtain student approval and appropriate student work proved too difficult for many of the participants. Some student work was examined, but not as much as the project originally sought.
See attachments below for work produced:
English 080 Essay Scoring Guide

	Focus & Content	Organization	Style	Mechanics
Level 4	Essay contains an adequate thesis. Majority of paragraphs supports the thesis for a sense of unity. Most paragraphs provide sufficient secondary support. Work addresses all requirements of the assignment.	Writing includes mostly effective transitions within and between paragraphs. Most paragraphs are arranged with logical sequencing, purpose, and focus. Introduction establishes paper’s purpose, focus and organization. Conclusion connects all main ideas, attempts to link to introduction, and reinforces paper’s purpose.	Word choice is mostly varied, appropriate, exact and suited for audience. Essay employs a variety of sentence structures, usually correctly.	Writing includes mostly correct verb use, infrequent fragments and/or run-ons, proper parts of speech, and effective adjectives and adverbs. Correct use of parts of speech. Free from punctuation and spelling errors. MLA format for citations utilized correctly.
Level 3	Thesis is present, but lacks detail. Some paragraphs support the thesis. Some of the facts, examples and/or other kinds of details that support the thesis develop the body. Work addresses all requirements of the assignment.	Some paragraphs have one focus or main idea each. Some transitions integrate the paragraphs. Most paragraphs arranged with logical sequencing and internal organization. Introduction weakly establishes paper’s purpose, focus and organization. Conclusion connects some of the main ideas.	Word choice lacks variety. Sentence structures are predictable with some variety. Word choice may be imprecise.	Verb tenses may shift at times. Infrequent fragments and/or run-ons. Occasional spelling and punctuation errors. Pronouns sometimes used inappropriately. Point of view shifts occasionally. MLA format for citations utilized correctly.
Level 2	Thesis is vague, narrow, superficial, or indirect. Most paragraphs are un related to the thesis. Response addresses few requirements of the assignment.	Few paragraphs relate to paper’s focus. Transitions are unrelated to context. An underdeveloped or unrelated introduction and/or conclusion appears in the writing.	Word choice is inappropriate and often inaccurate. Sentence structures are basic. Some misuse of common words and phrases.	Verb tenses change often. Frequent fragments and/or run-ons. Frequent spelling errors. Subjects and verbs sometimes disagree. Inappropriate use of articles. Faulty use of punctuation marks. Inappropriate capitalization and lower case use. MLA format for citations incorrect.
Level 1	Thesis is missing. Paragraphs unrelated to each other. Response does not connect to requirements of assignment.	No organizational structure is apparent. Transitions are lacking. Introduction and conclusion are lacking.	Word choice is consistently incorrect. Sentence structures are incorrect.	Paper is confusing and unreadable due to grammatical and mechanical errors.

English 080 Scoring Guide

	Focus & Content	Organization	Style	Mechanics
Level 4	Essay contains an adequate thesis. Majority of paragraphs supports the thesis for a sense of unity. Most paragraphs provide sufficient secondary support. Work addresses all requirements of the assignment.	Writing includes mostly effective transitions within and between paragraphs. Most paragraphs are arranged with logical sequencing. Most paragraphs show a purpose and focus. Introduction establishes paper’s purpose, focus and organization. Conclusion connects all main ideas and attempts to link to introduction, and reinforces paper’s purpose.	Word choice is mostly varied, appropriate, exact and suited for audience. Essay employs a variety of sentence structures, usually correctly.	Writing includes mostly correct verb use, infrequent fragments and/or run-ons, proper parts of speech, and effective adjectives and adverbs. Correct use of parts of speech. Pronouns seldom used inappropriately. Free from punctuation and spelling errors. MLA format for citations utilized correctly..
Level 3	Thesis is present, but is incomplete. Some paragraphs support the thesis. Facts, examples and/or other kinds of details that support the thesis develop the body. Work addresses all requirements of the assignment.	Some paragraphs have one focus or main idea each. Some transitions integrate the paragraphs. Most paragraphs arranged with logical sequencing. Most paragraphs show a logical internal organization. Introduction weakly establishes paper’s purpose, focus and organization. Conclusion connects some of the main ideas.	Word choice lacks variety and may, at times, be inappropriate for audience. Sentence structures are predictable with some variety. Word choice may be imprecise.	Verb tenses may shift inappropriately at times. Infrequent fragments and/or run-ons. Parts of speech sometimes inappropriate. Occasional spelling and punctuation errors. Pronouns sometimes used inappropriately. Point of view shifts occasionally. MLA format for citations utilized correctly.
Level 2	Thesis is vague, missing, narrow, superficial, or indirect. Most paragraphs are un related to the thesis. Response addresses few requirements of the assignment.	No organizational structure is apparent. Transitions are lacking or unrelated to context. An underdeveloped or unrelated introduction and/or conclusion appears in the writing. Paragraphs lack support.	Word choice is predictable, inappropriate and often inaccurate. Sentence structures are unvaried and basic. Frequent misuse of common words and phrases.	Verb tenses change often. Frequent fragments and/or run-ons. Frequent spelling errors. Pronouns missing or in disagreement or used incorrectly. Point of view shifts. Subjects and verbs sometimes disagree. Inappropriate use of articles or missing articles. Faulty use of punctuation marks. Inappropriate capitalization and lower case use. MLA format for citations incorrect.
Level 1

English 080/090

Winter Quarter 2002
Essay #2: Analysis and Interpretation Essay
In order to fully understand and evaluate a text, a reader needs to be able to analyze and interpret it skillfully and productively. As we’ve discussed in class, analysis involves identifying the important parts of a reading, examining them closely, and connecting them to the whole. In analyzing an argument one must look at the evidence; in analyzing fiction, one must look closely at plot, scene, characters, and symbols. Once you’ve analyzed the reading you can then evaluate and judge the ideas and arguments it contains.
Task:

Write a 4-page double-spaced typewritten essay that analyzes and evaluates one or two of our readings from the second half of the quarter. Develop a thesis that connects your analysis of the reading to your own ideas about the issues discussed in the reading. Utilize your analytical skills to identify important parts of the reading and their relationship to the whole. In addition, synthesize your own ideas with the ideas discussed in your analysis.

First Drafts due Friday, March 1—Bring 4 copies to class

Second Drafts due Monday, March 11—Attach my copy of first draft
Objectives:

You will seek to show your ability to:

--Understand the process of writing

--Utilize various strategies to engage the process of writing

--Write academic papers

--Revise and edit your writing

--Give and take peer review of your writing

--Analyze, synthesize, and evaluate

This essay is worth 150 points. See the English 090 Scoring Guide for criteria.

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Eng 90/100
Where are the Humanties at Shoreline

This is an ongoing journal activity that involves students exploring the campus, opening their senses to its particular environment: its architecture, landscaping, ambience, etc. Students will be encouraged to create their own campus Humanities “field trips,” go out to various campus sites (library, parking lots, PUB, Ad Bldg, the path to the west which leads to a view of Puget Sound, etc.

"O Dom-oye-alm-k' hee, Creator of the earth,

Tell students that today they are poets. They must think, act, talk, and of course write, like a poet. Read a couple of your favorite poems. No analysis allowed. Encourage students to bring in one of their favorites as well. [This activity could stretch over several days—but be careful not to turn Eng 90 into a creative writing class or Discipline Boundaries police will come knocking at a late hour.]

Divide students into Rule Teams of, say, four. Each team will be given the job of coming up with a “rule” for a poetry writing assignment. Let students know that this is supposed to be fun, that the exercise is meant tongue-in-cheek since we all know that poets and artists are rule-breakers. But forge ahead…

Rule Team 2: Make up a list of, say, 7 words which must appear somewhere in the poem. (Perhaps one of the words must appear in the poem’s title.)

Rule Team 3: Make up 2-3 images or “scenes” which must appear in some form in the poem (girls with jump ropes eating licorice in library, a man plugging in a vacuum cleaner, three crows flying at dusk, etc.)

Rule Team 4: Make up a “rule” about rhythm (e.g. the poem can have rhymes or not, or perhaps one slant rhyme per stanza, etc.)

Rule Team 5: Make up a “rule” about how much time students have to write their poem.
Tell the teams to have fun with these so-called poetry “rules”—the nuttier the better. But also tell them that the rules should be doable, not so complicated as to be discouraging or impossible. If you want to have even more fun, you can add your own rules: 1. The poem must be written in standard English, regular sentences, grammar, etc., and 2. The poem must not make sense. (Beware: This last one is a trick rule.)

Note: Have students bring in their poems and read them to each other in small groups. Perhaps they could swap and read each others. The instructor is encouraged to write a poem according to the “rules” as well, and to share it with the class. This assignment can lead to a discussion of any number of topics:

• 
  How do poems get written?
  
• 
  What do we know about the creative process?
  
• 
  Are there, in fact, “rules” when it comes to writing poetry?
  
• 
  What is a poem?
  
• 
  Is it possible to write a poem in standard English that doesn’t make sense?
  

This assignment addresses the following Humanities Outcomes: Perceiving, Experiencing, Creating, Appreciating.