make sure to refresh this page every time you
connect! That was the whole of her sermon. Only connect the
prose and the passion, and both will be exalted, and human love will
be seen at its height. Live in fragments no longer.” E.
M. Forster, Howards End (1910), ch. 22
E 603A, Fall 2012
TTh 11-12:30 PAR
to meeting the basic Plan II freshman English requirement, in the second semester
you will earn credit for the new, required leadership and ethics course.
Overview: This version of 603 is a leadership/ethics “flag” course devoted to experiential and service learning, requiring students to go out into the community and write a story to facilitate the adoption of a dog or cat who was or is on death row at the animal shelter.
section of E603 is for students who have already read many of the older masterworks
of Western civilization and are ready to move on to literature
aligned with four of the six experiences required in the new core curriculum:
writing, global cultures, American cultural diversity, and ethics and leadership.** At U.T. and in this class especially we focus on leadership for the benefit of society, not for individual wealth. If the latter is your goal, you might want another section of this course.
Because our primary approach to ethics will
be emotive (compassion) rather than philosophical (rights), emotional
literacy will also be one of our goals. Two of our basic ethics questions are
 What would I have done about the Holocaust if I had been in Germany and
known what was going on at the time?  What would I have done about slavery
if I had been in east Texas and known what was going on at the time? We are trying to learn ethics experientially. In this case, your assignment is to become an actor, acting as if the analogies are basically true. This "willing suspension of disbelief," as Coleridge put it, is essential to the effectiveness of all novels, plays, movies, etc. In this case, We temporarily relinguish our disbelief in order to experience a little of what that person might have thought and felt who lived by a concentration camp or a plantation supported by slavery. We know that a comparison is not an equation, but as we try to accept the connection, as we mount our defenses against the analogies between factory farming and the Holocaust, we can thus consider the possibility that we would have mounted similar defenses had we been that person who lived by a concentration camp or a plantation supported by slavery.
Of course it is all too easy to be ethical about events that happened long ago. To make
these questions come alive for us now, we will make our ultimate ethical goal to
“widen the circle of compassion,” as Einstein put it, not only to all kinds of people but also other species. Analogies between
factory farming, slavery, and Nazi concentration camps made by various writers and philosophers, and especially by the shocking documentary Earthlings, will challenge us to become more mindful of ethical decisions we make daily about food, clothing, entertainment, etc., as well as the ethical decisions involved in nonmedical
animal research on this campus. Whatever we decide, the goal is to become aware of the importance of practical ethics in daily life.
In the process,
to prepare you for your college and later careers, we will also cultivate digital,
information, and print literacy and practice college-level writing, speaking,
listening, discussing, and analyzing ideas. Grades will be based in part on
meeting the two expectations employers have of college graduates: time
and the ability to read, analyze, and follow complex,
formal writing assignments will be two autobiographical essays each semester.
It has been proven time and again that this is the best way to teach writing to your age group. (However, we will add requiements, such as the Chicago Manual of Style, to help you learn to write academic papers). Each will be a minimum of four pages and be revised in response to peer critiques
before the instructor's grading and critique. You
cannot pass the course without satisfactory essays. In the first
semester, essay #1 will be on your "spirit animal," and essay #2
, the ethics essay, will be about the shelter animal. In the second semester essay #3 will be about your
passion, and then, inspired by the Leadershape program of the Colleges of Business
and Engineering, essay #4 will be a leadership vision to motivate you during
your college years and beyond. Class discussion will be conducted to some extent
by informal writing: blogging about the readings.
Digital Literacy. Because
Characteristics of a Successful Student at U.T." include "Good
computer skills" as well as "Strong writing skills," essays
and blogs will require digital literacy (multimedia and web skills) as well as print
Students will also be expected to check their email frequently (maintaining
the correct email address in the U.T. Direct system) along with the course
Blogs and the Online Gradebook, especially the
day before class. Students should be familiar with keyboarding,
operating systems, word processing, electronic mail, web-browsing, downloading
and uploading files, and Facebook, where we will have
a closed group "to help students develop a small community within the
larger whole" (CRUE).
Reading. Ram Dass's How
Can I Help? will initiate
discussions of leadership and ethics. Lewis
in Wonderland and Through
the Looking Glass will prompt
discussions of leadership, discovery learning, diversity, and the college experience.
The Alice books will initiate debates about the ethics of the representation and
treatment of animals as well, a topic explored also in Dobie's Longhorns and Mustangs,
and J. M. Coetzee's Elizabeth Costello. (Coetzee,
awarded the Nobel Prize in literature, earned his Ph.D. in this English
Department.) Costello, set in Africa and Australia, will give us a sense
of global cultures, as will our journey to India via Hesse's German masterpiece Siddhartha. We will also construct a brief history of the evolution
of compassion for all creatures in world religions, especially Indian mythology,
religion, and ethics. Then we will shift to compassion for other humans, exploinge the relation between compassion and family dynamics, especially in the movie, Dead Poets' Society. First-semester analogies between speciesism and racism
will frame our discussion as we concentrate on American cultural and gender
diversity in masterpieces by Native-, Hispanic-, African-, and Asian-Americans.
These texts will be chosen to some extent by the class, but will probably include Black
Me Ultima, Kingston’s Woman Warrior, Bechtel's Fun Home, and The
Bluest Eye (by the Nobel Prize Winner,
Texts For The
First Semester : Students must bring to class on the days they are due the following
physical texts:  the course anthology*;  The
Annotated Alice (Norton,
0-393-04847-0 BUY ONLY THIS EDITION);  J. S. Coetzee's Elizabeth Costello (Penguin 0-14-200481-2); 
Ram Dass's How
Can I Help?;  Lester Faigley’s The Little Penguin
Longman: any edition); and  a planner such as the 2011-2012 Daily
University Co-op. *FOR THE FIRST ASSIGNMENT, students will need the course
anthology, which is a collection of xeroxed materials. It will be available
from Jenn's, 2000 Guadalupe (basement of the Church of Scientology at 22nd
and Guadalupe, 473-8669). It will cost about $60. Jenn’s takes major credit
cards, of course. (If you don’t get there within the first few days you might
want to call ahead to make sure they have a copy reserved for you.)
Texts For The
Second Semester : Students must bring to class on the days they are due the following
physical texts: [1+2] the first-semester course anthology and the new second-semester course anthology*;  The
Faigley’s The Little Penguin
Handbook;  Herman Hesse, Siddhartha ;  Rudolfo Anaya, Bless
Me Ultima;  Toni Morrison, Bluest Eye ; 
Allison Bechdel, Fun Home ;  Maxine Hong Kingston, Woman
Grading: Grades from last semester's class ranged from A to C. About 50% of the final grade will be determined by multimedia
web projects (250 points each), 36% by informal
writing such as blogs (360 points); and at least 14% by class discussion,
leadership, and attendance (140 points). To pass the course students must demonstrate college-level
writing and complete all basic requirements of both projects.
Grades for projects especially will
be based in part on meeting the two expectations employers have of college
graduates: time management, and the ability to read, analyze, and follow complex,
detailed directions. 1200 points (out of 1,300 or more) are required for an A+ (unofficial grade);
1100 for an A; 1000 for an A-; 965 for a B+; 945 for a B; 900 for a B-; 865
for a C+; 845 for a C; 800 for a C-; 765 for a D+; 735 for a D; and 700 for
a D-. At the end of the course, students will receive exactly
the grade recorded in the online gradebook, even if it is one point short of
the next higher grade. Privacy (FERPA):
students will be asked to give written permission to share certain documents
with class members.
Daily class participation grades:
up to nine points per class, sometimes more if you demonstrate good listening,
sometimes less if you don't. Class discussion rules: students who talk to others
while the speaker is talking and/or encourage this rude behavior with a willing
ear, will have fifteen points deducted from their class participation/attendance
grade for each incident. Egregious behavior such as sleeping in class, reading
materials other than ours, using your cell phone, iPod, or computer during
class, acting out, disrupting class, etc. will be subject to a thirty-point
penalty for each incident. Students who insult, threaten, or harass others
will have fifty points deducted from their grade for each incident, and be
referred to the Dean of Students.
on time: Students prepare for class discussion
by being on time. There
will be heavier penalties for being late than for being absent. Why? Basically,
because being absent does not disrupt the class and coming in late does,
especially if we are watching Earthlings, meditating, doing experiential
learning or ......
are in fact three important reasons for penalizing lateness in this way:
 To prepare you for the real world. Employers will not tolerate this kind
of behavior.  To be courteous and respectful of your colleagues, not interrupting
the class to make your tardy entrance.  To avoid "enabling,"
to encourage repeat offenders to learn the lessons they need to learn.
The ultimate reasons are found in the
essay by Dr. Carl Pickhardt on the website. The key sentences in that
document for a teacher are: “Maintain adult demands and expect young people
to meet them. Accept no excuses, make no exceptions, and attempt no rescues.
Listen respectfully and empathetically and do not criticize the young person
for not measuring up to what college expected. Encourage learning more responsibility
from facing consequences of how one chose to act. And support the courage
to keep growing forward in life.”
Hence, there will be no attendance or
class participation credit for the first late appearance, -5 points for the
second, double the penalty for the third, triple for the fourth, etc. If
anyone chooses to open the door for someone who comes late for the third
time or more, they will receive the same penalties as the one who arrives
late: no attendance or class participation credit for the first disruption,
-5 points for the second, -10 for the third, -20 for the fourth,
Discovery learning. Students' "spirit
animal" essay and probably their leadership visions will require discovery
learning. For these assignments especially, students should be prepared
to think for themselves. Discovery learning means that there will be fewer
instructions about the content of projects than what students may be used to from other courses.
This can be frustrating for some, especially those who want a detailed formula
that will guarantee them a good grade. Instead, students will be encouraged
to be creative and write about what is most important to them. However, all students will be expected to follow very detailed
instructions about the form and format of the essay.
Learning. The experiential,
discovery learning aspect of the course will be most obvious in the service-learning
writing project on ethics. Each student will be required to leave campus
and enter the surrounding community to meet with a cat that has been
saved from the animal shelter's death row by the nonprofit, Austin Pets Alive!
For the second writing project, they will write a story from the
animal's point of view to help it get adopted. This
exercise in the sympathetic imagination, a basic requirement of all morality.
the "Five Characteristics of a Successful Student at U.T." include "Good
computer skills" as well as "Strong writing skills," students
should be familiar with keyboarding, operating systems, word processing,
electronic mail, web-browsing, downloading and uploading files, and Blackboard. Students are required
to check their email frequently (maintaining the correct email address
in the U.T. Direct system), keep
track of their grades in Blackboard and use its Blogs to talk about
the readings and critique
the papers of other students.
Students also need to know or learn how to create websites and blogs,
with images. In other words, writing
projects will require digital literacy (multimedia and web skills) as well
as print literacy. The Blogs will "help students
develop a small community within the larger whole" (Carnegie's Reinventing
Undergraduate Education: A Blueprint for America’s Research Universities
Honor Code. The core values of The University
of Texas at Austin are learning, discovery, freedom, leadership, individual
opportunity, and responsibility. Each member of the university is expected
to uphold these values through integrity, honesty, trust, fairness, and respect
toward peers and community. Our training in practical ethics will include evaluation
of student behavior in the course, especially actions that hurt other students'
educational opportunities, including interrupting class by coming late or not
completing peer critiques.For the UT Honor Code (or statement of ethics) and an explanation or example of what constitutes plagiarism go to http://registrar.utexas.edu/catalogs/gi09-10/ch01/index.html
Academic Integrity: Our training in
practical ethics also means that any work, any paragraph, any sentence submitted
by a student in this course for academic credit must be the student's own work,
unless the source is explicitly acknowledged. Plagiarism will be punished severely
(See "Paraphrasing vs. Plagiarism" in the course anthology). For
additional information on academic Integrity, see
Disabilities: The University of Texas
at Austin provides upon request appropriate academic accommodations for qualified
students with disabilities. For more information, contact Services for Students
with Disabilities at 471-6259 (voice) or 232-2937 (video phone) or
Religious Holy Days: By UT Austin policy,
you must notify the instructor of your pending absence at least fourteen days
prior to the date of observance of a religious holy day. If you must miss a
class, an examination, a work assignment, or a project in order to observe
a religious holy day, you will be given an opportunity to complete the missed
work within a reasonable time after the absence.
Instructor: Jerome Bump. email@example.com Office:
Par 132. Office Hours: Tuesdays and Thursdays 12:15-1:45, and by appointment.
Office Phone: 471-8747.
About the Professor: Jerome Bump has been awarded a Woodrow
Wilson Fellowship, a N. D. E. A. Fellowship, a National Endowment for the Humanities
Fellowship, the Jeanne Holloway Award for undergraduate teaching, the Dad's
Association Centennial Teaching Fellowship for instructing freshmen, the Rhodes
Centennial Teaching Fellowship for directing the Computer Writing and Research
Laboratory (devoted primarily to lower division instruction), and chosen as
a Mortar Board Preferred Professor. He was an editor of Texas Studies
in Language and Literature and has written Gerard
Manley Hopkins and sixty articles. His current project
is Alice the Conqueror, about the representation of animals in the Alice
books. For more information about him, his publications, his teaching philosophy,
or his courses see http://www.cwrl.utexas.edu/~bump/
**In 2004 the Commission of 125 recommended a new undergraduate core curriculum:
so that students would be better prepared for a changing world: ”Our students
live in a world that has undergone a technological revolution. They live in
closer proximity to other nations and cultures. They live in a state and country
that are more culturally diverse. And they study in an intellectual world where
long-established boundaries between scholarly areas are less distinct. The
core curriculum should . . . ensure that all of our students, whatever their
areas of specialization, graduate with the flexible skills they need to be
leaders in our communities.” The new curriculum includes required freshman
courses to “expose each entering UT student to the broad goals and possibilities
of a university education, while promoting a greater sense of intellectual
community among undergraduates. They will make students aware of the high standards
necessary for college-level academic work and help students cultivate skills
to meet those standards." Also required are courses marked by “flags”
in six categories: 1. Writing—3 courses; 2. Quantitative reasoning ; 3. Global
cultures; 4. Multicultural perspectives and diversity 5. Ethics and leadership;
6. Independent inquiry.
***These daily decisions will help us fulfill the requirements for the Ethics
and Leadership flag: "at least one-third of the course grade must be based
on work in practical ethics, i.e., the study of what is involved in making
real-life ethical choices.”
The following recommendations regarding emergency evacuation from the Office of Campus Safety and Security, 512-471-5767, http://www.utexas.edu/safety/ :
- Occupants of buildings on The University of Texas at Austin campus are required to evacuate buildings when a fire alarm is activated. Alarm activation or announcement requires
exiting and assembling outside.
- Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember that the nearest exit door may not be the one you used when entering the building.
- Students requiring assistance in evacuation shall inform their instructor in writing during the first week of class.
- In the event of an evacuation, follow the instruction of faculty or class instructors.
- Do not re-enter a building unless given instructions by the following: Austin Fire Department, The University of Texas at Austin Police Department, or Fire Prevention Services office.
- Behavior Concerns Advice Line (BCAL): 512-232-5050
- Link to information regarding emergency evacuation routes and emergency procedures can be found at: www.utexas.edu/emergency