RHE309K Schedule
All required reading assignments are in Jenn’s xeroxed anthology.
[G = optional pages in Bump, Gerard Manley Hopkins PR 4803 H44 Z597, PCL and UGL]
Aug 29. INTRODUCTION to the course,
ü Questionnaires to be distributed and collected.
ü Class Contacts to be completed.
ü IF computer account number required to logon to class intranet. (New users may claim an IF account at the Student Microcomputer Facility in the Flawn UGL by completing an IF account request form and presenting it and a government-issued photo ID at the front desk.)
Introductory Course Materials.
1-4 Course Description
5-7 Reading Schedule
8-11 Group Participation Guidelines
12-14 Guidelines for Listening
15 Racial Harrassment Policy
16-17 Sexual Harrassment Policy
--Writing Instructions--
18 The Portfolio
19A-19K Effective Visual Design
19L Spell Checker
19M Polished Writing Instructions
48-9 Suggestions for Ways to Unify Your Essay
20 Web Projects
21 Web Site citation guidelines
22 Undergraduate Writing Center resources for you
23-4 Learning Skills Center resources for you
25-6 General Grades Definition (see also course description)
27 Teaching Philosophy
28 Nature Websites
29 Course Goals
31- 4 HTML Quick Reference
35-6 Learning Record Instructions
ü
ü Journal entry due on Discovery Learning, pp. 62-3, and one or more of the following:
64-80 Bump, "Radical Changes"
81-4 Miller, "Ex-Apple pioneer captures nature digitally"
web Bump, " Left vs. Right Side of the Brain: Hypermedia and the New Puritanism" [tune your browser to
www.cwrl.utexas.edu/currents/fall99/bump.html]
¸ see ACITS short courses and HTML class schedules: http://www.utexas.edu/computer/classes/
¸ see self paced tutorials: http://www.utexas.edu/cc/training/handouts/tutorials.html#internet
¸ Review X1-61, especially "Local Sites"; Nature Websites; HTML Basics; HTML Quick Reference.
¸ If you are interested in possibly making a web site, check out Netscape Composer or Dream Weaver or ….
¸ Begin assembling pictures of you in nature, your favorite places in nature, etc. for the project due October 10. Most of the pictures must be personal, not be taken from the internet.
Review and be ready to ask and answer questions about:
1-3 Course Description
4-7 Reading Schedule
8-11 Group Participation Guidelines
12-14 Guidelines for Listening
15 Racial Harrassment Policy
16-17 Sexual Harrassment Policy
--Writing Instructions--
18 The Portfolio
19A-19K Effective Visual Design
19L Spell Checker
19M Polished Writing Instructions
48-9 Suggestions for Ways to Unify Your Essay
20 Web Projects
21 Web Site citation guidelines
22 Undergraduate Writing Center resources for you
23-4 Learning Skills Center resources for you
25-6 General Grades Definition (see also course description)
27 Teaching Philosophy
28 Nature Websites
29 Course Goals
31- 4 HTML Quick Reference
35-6 Learning Record Instructions
Sept. 5 WHY NATURE? AUTOBIOGRAPHY. RECOLLECTIONS OF YOUTH IN NATURE. RECOVERY OF MYSTERY, INNOCENCE, WONDER, ENERGY, ETC.:
¸ Journal entry due {2 copies} on one or more of the following:
¸ [Items in parentheses do not count]
(254-255 Wordsworth, Introduction)
419C-419H Wordsworth's "Prelude": see especially note 3 on p. 417, love vs. fear, a keynote of this course
420-431 Edith Cobb, "The Ecology of Imagination in Childhood"
40-41B Mill, “Autobiography”
(35-6 Learning Record Instructions)
(432 Thomas, Introduction)
433 Thomas, "The Force That Through the Green Fuse"
434-5 Thomas's "Fern Hill"
(443A Blake Introduction)
577 Blake “Auguries of Innocence”
580 “The Mystery”
note that next week your interview will be due: see Sept. 12.
Sept. 10 ROAD MAP OF YOUR JOURNEY.
Assignment Due: Bring to class a visual representation of your encounters with nature over the course of your life. Include fearful as well as positive memories of nature. Can be in the form of a graph or a mandala or a map or computer program or …… For electronic examples, see web site. This will become part of your portfolio.
436-9 Road Map of Your Journey
Sep 12 VERBAL AND VISUAL RESPONSES TO NATURE AND ARCHITECTURE: DRAWING, WRITING, SYCAMORE VS. HRC.
ü Weather permitting, we will be going from the classroom to the sycamore in front of the Humanities Research Center building. There we will spend about half our time drawing and half our time writing in our journals. One of our themes will be the contrast between the tree and the modern architecture of the building. For examples see web site. Also note pictures of previous classes at various sites and that you can download such pictures and incorporate them in your Learning Record Final (p. 36) and your portfolio.
¸ Bring two copies of your journal entry on my article and parts A1 and A2 of your learning record.
LR parts A1. A2. due. Initial interview etc. due see 35-6 Learning Record Instructions
Journal entry also due {2 copies} on 125-51 Bump, "Manual Photography: Hopkins, Ruskin, and Victorian Drawing
Related materials that can also be included:
156-7 Treaty Oak history
451-458 Harrigan “Treaty Oak”
107 Hopkins on oaks
50-51 Berry on Battle Oaks
152-5 (introductions: Hopkins, Ruskin) [G14-21, 25-30]
203-210 “Drawing on the Right Side of the Brain”
442 Barney, “The Shape of Sound”
Sep 17 Unity Consciousness
Up till now in the course we have often focused on various details we have seen in nature. That approach is sometimes called stofftrieb. Now we will turn more consciously to formtrieb: the idea of unity in the variety. We will consider how each medium communicates the idea of the whole which has no truly isolated or entirely individual parts, only local symptoms or manifestations. This idea has been variously described as a web of mutual interdependency, or a special harmonious unity, balance, or equilibrium achieved in an ecosystem not by leveling the forces of diversity but by promoting them.
ü Contribute two passages of your choice on this subject to the Unity Forum on our web site, supplying complete bibliographical information. OR a journal entry {2 copies} on one or more of the following:
[Items in parentheses do not count]
346 Bump, "Dualism vs ....."
347-51 Burch, "Vocabularies of Nature"
352-8 Alan Watts,"The World is Your Body"
359-64 Gary Snyder, "Poetry and the Primitive"
154-155 (Hopkins, introduction)
404 Hopkins, “As kingfishers”
398-399 Hopkins, ‘Pied Beauty,
37-39 Browning, “Two in the Campagna”
187 Taniguchi, "The spirit of the garden"
Sept. 19 MEET AT LITTLEFIELD HOUSE FRONT LAWN. 24th and Whitis [in case of rain meet on porch]. Contrast the Pine with the Littlefield House
¸ LR Statement of YOUR course goals and Weekly Self Observation Due. For an idea of some possible course goals see the previous class’s course goals on the web site
¸ Again, we will spend about half our time drawing and half our time writing in our journals. One of our themes will be the contrast between the Victorian architecture of the building and the tree. See web site for examples from previous classes.
¸ Review Bump, "Manual Photography: Hopkins, Ruskin, and Victorian Drawing" [G14-21, 25-30; introductions: Hopkins, Ruskin;
¸ Journal entry due {2 copies} on 159-60 “Littlefield House” or 158 Ruskin’s “Nature of Gothic” and one or more of the following:
203-210 “Drawing on the Right Side of the Brain”
442 Barney, “The Shape of Sound”
Review
35-6 Learning Record Instructions
29 Previous Course Goals
156-7 Treaty Oak history
451-458 Harrigan “Treaty Oak”
107 Hopkins on oaks
50-51 Berry on Battle Oaks
152-5 (introductions: Hopkins, Ruskin) [G14-21, 25-30]
Sept. 24 PINE AND SYCAMORE WEB SITE CONTRIBUTIONS AND COMMENTS.
¸ Study “How to Post Your Writing” carefully
¸ Scan drawings if possible. [Use Photoshop on computer next to scanner and choose “Import” under “File” options.
ü For examples see web sites of previous classes.
¸ Include at least two citations of my article, Harrigan, Barney, etc. with page nos.
¸ Save responses on diskette.
¸ Bring your calendars so that we can decide in class we meet at Treaty Oak and the Japanese Garden in Zilker park and when we have our class party at my little ranch. The Japanese Garden was built by Isamu Taniguchi, father of a dean of the school of architecture and author of "The spirit of the garden": “one unified beauty... the embodiment of the peaceful coexistence of all the elements of nature.’
¸ Read 187-202 on the garden and other sites in Zilker Park. Also, when we go to Zilker Park you might want to check out Philosopher's Rock --the statues of Texas nature writers, Dobie, Bedichek, and Webb, in front of the swimming pool -- and the Umlauf Sculpture Garden and, if time, take a canoe ride out into the "lake."
¸ Check out pictures of all these places on our web site.
582-5 How to Post Your Writing
156-7 Treaty Oak history
451-458 Harrigan “Treaty Oak”
107 Hopkins on oaks
50-52 Berry on Battle Oaks
187 "The Spirit of the Garden"
188-98 The Mother Tree
199-200 maps
201-2 Zilker Park extra credit options,
214-215 Philosopher’s Rock
459 Form for visit to the garden
Sept 26 FEAR OF NATURE
Journal Entries Due {2 copies} on one or more of the following
[Items in parentheses do not count]
(405-08 Jeffers, introduction)
409 "Hurt Hawks"
410 “Vulture"
444-449 Harrigan "The Tiger is God"
(443A Blake introduction)
443B Blake, “The Lamb” text only
443C Blake, “The Tyger” text only
Blake "The Tyger" vs. Blake “The Lamb” multimedia: http://www.cwrl.utexas.edu/~bump/E309K/blake.html
42A-44 Dillard, from Pilgrim
338-343 Darwin, “The Struggle for Existence”
47A-C Tennyson, from In Memoriam
203-10 Drawing on the Right Side of the Brain;
211 Writing the Natural Way;
212-3 Wild Mind
Journal Entries Due {2 copies} on one or more of the following:
[Items in parentheses do not count]
(161 Jones, introduction)
160B-H Waller Creek
162-9 Jones, Life on Waller Creek
170-5 Jones, "Anatomy of a Riot"
176-86 "Committed 'til Death" “Gypsy” David Chain
466-8 Oliphant, “San Jacinto”
203-10 Drawing on the Right Side of the Brain;
211 Writing the Natural Way;
212-3 Wild Mind
Oct 3 Writing Nature at Waller Creek.
Meet at Waller Creek behind the Alumni Center.
[in case of rain meet under the eaves of the Alumni Center overlooking the creek]
*LR Midterm 1 Due 35-6 Learning Record Instructions
Turn in midsemester evaluation of course
¸ If you think you won’t know what to write about, check out what your predecessors have written on the web site.
¸ Write about whatever you see there. If you are feeling blocked, just start describing the details of the plants and animals and water and stones etc. in front of you.
¸ Look at what is in front of you from 2 points of view besides yours. In other words, say what you think two people very different from you – say Jones and Barney – would see.
¸ Cite from Jones and Barney.
¸ At the end of the hour show instructor what you have written before you leave.
469 Barney “On a Detail from Audubon”
470 Barney, “Mr. Bloomer's Birds” [describes Boat Tailed Grackles – the most common birds at Waller Creek]
Review:
161 Jones, introduction,
160-B-H Waller Creek
162-9 Jones, Life on Waller Creek
170-5 Jones, "Anatomy of a Riot"
176-86 "Committed 'til Death"
466-8 Oliphant, “San Jacinto”
581 Directions for Writing in Nature
203-10 Drawing on the Right Side of the Brain;
211 Writing the Natural Way;
212-3 Wild Mind
Oct 8 WALLER CREEK WEB SITE CONTRIBUTIONS AND COMMENTS.
¸ Citations from Jones and Barney required, with page nos.
¸ Save responses on diskette for portfolio.
Review:
1611 Jones, introduction,
162B-D Waller Creek
162-9 Jones, Life on Waller Creek
170-5 Jones, "Anatomy of a Riot"
176-86 "Committed 'til Death"
466-8 Oliphant, “San Jacinto”
469 Barney “On a Detail from Audubon”
470 Barney “Mr. Bloomer's Birds”
582-5 How to Post Your Writing
ü For examples see web sites of previous classes and
203-10 Drawing on the Right Side of the Brain;
211 Writing the Natural Way;
212-3 Wild Mind
Oct 10 FIRST PROJECT DUE*
on web page AND on paper
ü For examples, see web sites of previous classes.
ü Special instructions:
ü Remember that, given a focus on nature (non-human plants or animals), you have a lot of options, including a web site
Ø If you do an essay, it is to be at least 4-6 pages. However, you are to understand that on the projects you are graded on quality, not quantity.
Ø To get an A in nature essay writing you will need to show that you are good at communicating details, at making your plant or animal come alive for the reader. For example, even if you never heard of a catfish before, the details in Perry’s description on p. 505, enable you to see what one looks like and how one behaves. (If you do a web page, of course, you can communicate these details often by pictures.)
Ø Thirdly, as suggested in most definitions of the grade of A, such as that on p. 26 of your anthology, you will need to go beyond the ordinary, in the quality of your prose, and/or in the quality of your insights.
Ø *You must include pictures in this assignment. The purpose of the pictures is for you to become acquainted with the integration of verbal and visual rhetoric that has become common these days and to gain some practical experience in preparing a brochure or web site. Pay special attention to 19A-19K:”Effective Visual Design”
Ø Unless your pictures were taken with a digital camera, you will need to digitize them (make them into a computer file) with a scanner. If you are going to use them in a paper essay, set the resolution to at least 300 dpi. If you are going to use them on the web 72 dpi is sufficient.
Ø Most of the pictures must be personal -- not be taken from the internet.
Ø Make sure to identify or title all pictures and make them big enough (3X5?) by using “Image Size” in Adobe Photoshop or some equivalent program to enlarge them before you insert them in your text. Remember to set to at least 300 dpi for a paper essay.
¸ Bring First Project on a diskette [saved in Microsoft Word format] and polished hard copy in pocket folder with name on outside following instructions in the anthology. Paper projects must include two media. This requirement is usually met by inserting electronic files of pictures or photographs into your text and printing the result on a glossy paper with a color printer. [Electronic projects include print-out of the HTML code as well as text -- and Cd or diskette, etc. if the project is to be put on our web site]
¸ Begin commenting on the stories of others. You must respond to at least twelve people in detail (at least six sentences), suggesting what they might add to make their story longer or their web site better, what other changes to make, etc. You get extra credit for every three people over the basic ten to whom you respond. This extra credit can be used to improve your class participation grade. See * below
¸ Finish commenting on essays of others outside of class.
¸ Save comments on diskette for your portfolio.
¸ Review
1-3 Course Description
Project Instructions
18 Portfolio
19 Polished Writing Instructions
19A-19K Effective Visual Design
48-9 Suggestions for Ways to Unify Your Essay
20 Web Projects
21 Web Site guidelines
22 Undergraduate Writing Center
23-4 Learning Skills Center
25-6 Grades Definition
31- 4 HTML Quick Reference
203-10 Drawing on the Right Side of the Brain; "
211 Writing the Natural Way
212-3 Wild Mind
*How to Respond to Other Students’ Projects.
Grades: Remember that responding properly to the correct number of projects before the deadline is not just part of your class participation grade but also, and more importantly, your portfolio grade (30% of your final grade). For your portfolio you will print out all of your responses to other students and their quality will be fairly obvious in that format.
Requirements: Responses that consist solely of generic phrases, such as “Good Job,” that do not reveal detailed knowledge of the project, will not be acceptable.You must respond in sufficient detail to reveal that you have read the project closely. Let the author of the essay know how it affected you as a reader, where you were pleased, where you got confused, where irritated, etc. You must make suggestions for revision including, though not limited to, how to add a page or more of additional material. In general, evaluate the other students’ essays as works of art. If each essay was, say, a statue, which little as well as big flaws should be corrected? The result should be a paragraph of at least six sentences.
¸ LR Biweekly observation due 35-6 Learning Record Instructions
¸ Journal Entry Due {2 copies} on one or more of the following:
¸ [Items in parentheses do not count]
(586 Texas Nature Writing)
471-482 Graves, “Blue and Other Dogs”
483-486 Graves, “Meat,”
(487 Introduction to Alice Walker)
488-491 Walker “Am I Blue?”
Oct 17 Texas Sense of Place I.
¸ Journal Entries due {2 copies} on two or more of the following:
[Items in parentheses do not count]
(586 Texas Nature Writing)
492-5 Graves, Good-Bye to a River
496-504 Graves, “Nineteen Cows”
(505A-B, George Sessions Perry, introduction)
506-7 George Sessions Perry on the Gabriel River
(505C-D Katherine Anne Porter, introduction)
506-7 Katherine Anne Porter, on the blackland farming country
(505E-F Scarborough, introduction)
508 Dorothy Scarborough, from In the Land of Cotton
(505G Erdman, introduction)
509 Loula Grace Erdman, on the high plains
(505H Lanier, introduction)
510 Sidney Lanier, on the prairies
511 Elmer Kelton, from The Time it Never Rained
(505I-J Whitman, introduction)
512 Walt Whitman on west Texas
513 &nbs