Syllabus

Writing Seminar I: American Exceptionalism
Fall 2007
Writing Seminar # WRIT 101 13

Course Description

The goal of this course is to introduce you to the MMC academic community while you practice college-level reading, writing and critical thinking skills necessary for both your scholarly and professional lives. You will explore a topic from several perspectives, acquire a basic understanding of several academic disciplines, and learn to appreciate the advantages of interdisciplinary study. Through a series of written assignments, you will become comfortable with the recursive process of professional-level composition, including invention, drafting, revision, peer feedback, and editing.

This particular seminar is taught by a political scientist, and so focuses on a specific political question: What makes America different from other developed nations? Attempts to answer this question are sometimes lumped together using the term, “American exceptionalism.” Alexis de Tocqueville, a French author writing during the early 19th Century, is often credited with coining the term (although it did not actually appear in his writing). But inspired by Tocqueville’s groundbreaking study of the American character, scholars often use the term when proposing various characteristics—such as individualism, egalitarianism, and religious fervor—that distinguish the United States from its European forebears.

Exceptionalism goes beyond scholarly study, however; the term also refers to an ideology. Due to its resources, national character, or even divine providence, this ideology suggests, America is empowered (some say burdened) with a special role in world affairs. Often implied in this view is the idea that America is not only different from the rest of the world, but superior. The current Iraq War was fueled, if not directly inspired, by such notions. Therefore, an understanding of American exceptionalism is crucial for comprehending today’s central events.

In this course, we will critically evaluate a number of versions of American exceptionalism, from Tocqueville to contemporary political scientists; from religious believers to liberal skeptics; from neocons to filmmaker Michael Moore.
Outcomes/Objectives

At the end of this course, you will be able to:

1. Participate more fully in the rigors of collegiate academics.
2. Appreciate the value of in-depth exploration from several disciplinary perspectives.
3. Read college-level texts with confidence.
4. Engage in intensive critical thinking and writing.
5. Understand and apply the recursive composition process.
6. Compose effective academic essays.

Required Texts

Students are encouraged to purchase the following books:

Democracy in America
Alexis de Tocqueville
Harper Perennial Edition (2006)
ISBN: 9780061127922

The Brief Penguin Handbook
Lester Faigley
Second Edition (2005)
ISBN: 9780205585731

Both books are available from Shakespeare and Company (939 Lexington Avenue, at 69th Street). In addition, a number of less expensive used copies of the Handbook may be available online, but make sure to purchase the correct edition.

The Tocqueville can be found in a variety of formats, including free hyper-text editions (see here). However, many editions, including the free online version, use a different translation than the Harper, which may make it hard for you to follow along in class. If you purchase online or elsewhere, I encourage you to get the Harper edition described above. Overall, wherever you get your textbooks, make sure that you can get the book in a timely fashion.

Additional readings will be assigned throughout the semester through the use of handouts, library access, and online links at the course website. Readings will be assigned at the end of each class, and also will be posted on the class website.

Course Requirements

• Come to class prepared. Complete all required readings beforehand, and bring your textbook/readings to class.
  

• Participate. Attend class regularly and on time—you cannot participate if you are not present—and join your colleagues in critical analysis of the assigned readings. In order to encourage participation, you will be asked to complete the following assignment:
  

• Summaries. Write five (5) one-page summaries of assigned readings throughout the course of the semester. Guidelines for summary writing will be distributed during class. In general, you can submit summaries whenever you would like, with the following restriction: the first summary will be a required assignment, with a specific deadline in early September. I encourage you to WRITE ALL OF YOUR SUMMARIES EARLY – do not wait until the end of the semester, or you may run out of time to complete your required five.
  

• Complete all other written assignments:
  

• Critical Response Essay (3-4 pages). In this paper, you will go beyond mere summarization and offer a critical response to one of the course readings.
  

• Comparative Analysis Essay (4-5 pages). You will be asked to provide a comparative analysis of two of the texts we will examine in this course. (Please note that “text” here should be interpreted broadly to include films.)
  

• Argumentative Essay (5-7 pages). In this paper, you will develop a thesis-driven argument that answers a specific question about the course material.
  

• For each assignment, you will be required to submit at least one draft and, in some cases, other preliminary materials before the final draft is due. Guidelines for each assignment will be distributed in class at appropriate times (see “Course Schedule” below).
  

• Participate in individual conferences when required (sometimes outside regularly scheduled class times, though not on different days). Sign-up sheets will be posted about a week beforehand.
  

• When directed by the Instructor, participate in Writing Labs and/or individual tutoring sessions at the Center for Academic Advancement (CAA). The Writing Labs target all areas of writing instruction, and require a series of five one-hour meetings with a CAA tutor on five consecutive weeks. At the end of the lab, the tutor will provide a written assessment of the student’s progress. A student who has been referred to the CAA, and who does not complete the required lab component or tutoring sessions, will not receive a passing grade for the course.

Grading

Your grade will be based on your written work and your class participation. Course requirements will be weighted as follows when calculating your grade:

Participation: 25%
Submission of all required summaries establishes a base participation grade of B. Failure to submit a summary (including missing your deadlines for the first two summaries), will lower this grade by one-third of a letter grade. Excessive lateness or absences also will lead to grade reductions, while frequent and thoughtful contributions to class discussion will have the opposite effect.


Critical Response Paper: 20%
Compare/Contrast Paper: 25%
Critical Analysis Paper: 30%
-----------------------------------
Total for all Papers: 75%
A one letter grade penalty will be imposed upon late papers without valid documentation (e.g., medical emergency). A similar penalty will be imposed on submitted work that is missing required components (e.g., an outline).

Grading criteria for written assignments are as follows:

A: Expresses complex, independent thought with grace, clarity and force. Its purpose is clear from the start: it contains a thesis that is imaginatively, logically, and precisely developed. Not only is the paper organized, the organization does not seem mechanical or imposed. Any source material included is balanced and smoothly integrated into the essay. Each topical paragraph has a controlling idea, solid detail, and smooth transitions. The sentences are varied in length and structure. The writer chooses concrete, specific words and uses them correctly, employing diction that is distinctive and mature, with effective metaphors and analogies for clarity and emphasis. The essay contains no colloquialisms, clichés, or trite expressions. It is virtually free of grammatical and mechanical errors.

B: Contains a clear thesis statement supported with good examples. The writer controls the essay’s development by arranging the examples supporting the thesis in an orderly and logical fashion. The essay is well-organized, but transitions are sometimes strained. Any source material included is smoothly integrated, and some independent conclusions are drawn. Each topical paragraph has a controlling idea and good supporting detail. The sentences are usually varied. The word choice is generally correct. The writer often goes beyond the automatic word choice to find one more precise and effective. The paper is generally correct mechanically, though there are some problems with complex grammar and punctuation traps.

C: Contains a recognizable thesis and adequate development. Though the paper has some interesting parts, the interest is not uniformly maintained and the purpose is not always clear. There are very few errors in sentence structure by the sentences are not varied. The word choice is generally correct, but the range of words is limited, and in some cases the wording is abstract and imprecise. Source material included is relevant but not carefully integrated. This essay also has errors in syntax, spelling and punctuation. More importantly, it lacks an original, significant purpose or point of view.

D: Meets only the minimum requirements of college writing. The writer approaches the topic in a conventional and predictable manner. The essay lacks imagination and insight. Though it still contains a thesis, it is poorly or mechanically developed. It also lacks adequate support of generalizations. Source materials are cited improperly, are not directly relevant, and/or overwhelm the essay. Some principle of organization is apparent but it is not successful followed. The diction is often imprecise and monotonous. The writer uses vague, ordinary words and relies on clichés and jargon. The essay contains sentence fragments, run-on sentences, and numerous basic errors in syntax, agreement, reference, spelling, and punctuation.

Incomplete grades will be assigned only for a valid and documented cause, for a length of time specified by the instructor when the documentation is accepted.

Academic Integrity

Students should be aware of the college’s policies regarding cheating, plagiarism and any other kind of academic misconduct as outlined in the MMC Academic Honesty Policy. These policies will be discussed briefly during the first class. Students who have questions or concerns about their written work should discuss these with the instructor before submitting any assignments.

Special Needs

Any student who is learning disabled, whose primary language is other than English, or who has other special needs and may thus require special accommodations should notify me immediately.

Course Schedule (subject to change)

D	Date	Writing Skills	Content	Assignments
W	9/5	Introduction
M	9/10	Summaries, thesis	Egalitarianism	Summary assigned
W	9/12
M	9/17			Summary #1 due
W	9/19	Critical response, outlines		E#1 assigned
M	9/24	Summaries	Capitalism
W	9/26
M	10/1	NO CLASS - CONFERENCES		E#1 - first draft due
W	10/3	NO CLASS - CONFERENCES
M	10/8	NO CLASS - COLUMBUS DAY
W	10/10	Comparison	Capitalism	E#1 - Final draft due
M	10/15		Violence
W	10/17			E#2 assigned
M	10/22	Thesis		E#2 - thesis due
W	10/24	Citations	War
M	10/29			E#2 - first draft due
W	10/31
M	11/5	Comparison	Religion
W	11/7	NO CLASS - ADVISEMENT DAY
M	11/12		Religion	E#2 - final draft due
W	11/14	Argumentation		E#3 - assigned
M	11/19
W	11/21	NO CLASS - THANKSGIVING
M	11/26	NO CLASS - CONFERENCES		E#3 - thesis/outline due
W	11/28	NO CLASS - CONFERENCES
M	12/3		Neocons
W	12/5			E#3 - first draft due
M	12/10
W	12/12		Debates
M	12/17
W	12/19	Research	Conclusions	E#3 - final draft due