RHE309K Schedule
All required reading assignments are in Jenn¹s xeroxed anthology.
[G = optional pages in Bump, Gerard Manley Hopkins PR 4803 H44 Z597, PCL and UGL]
Summary of Final Assignments, remaining points
April 1, the Sycamore : in class assignment drawing
and writing on location: 2 points,
final journal entry to be uploaded to Sycamore
discussion board by April 10
April 3, architecture: journal entry due (2 copies),
6 points
April 8 Littlefield Pine : in class assignment
drawing and writing on location: 2 points,
final journal entry to be uploaded to Pine discussion
board by April 15
April 10, PRB: journal entry due (2 copies), 6 points
journal entry to be uploaded to Sycamore discussion
board, 6 points
April 15, HRC: journal entry due (2 copies), 6 points
Final journal entry to be uploaded to Pine discussion
board, 6 points
April 17, Impressionism: journal entry due (2
copies), 6 points
LR Monthly self observation due, 5 points
Last chance to comment on second projects , 2 points
per project, 11 project comments
required =22 points minimum, more for extra credit
April 22, Spiritual/Aesthetic: journal entry due (2
copies), 6 points
April 24: REVISION OF PROJECT 2 due, 100 points
Battle Oaks: in class assignment drawing and writing
on location: 2 points,
final journal entry to be uploaded to Oaks discussion
board by April 29
April 29, joy: journal entry due (2 copies), 6 points
final journal entry to be uploaded to Oaks discussion
board, 6 points
May 1: Waller Creek: in class assignment drawing and
writing on location: 2 points,
final journal entry to be uploaded to Waller 2
discussion board by May 5
May 5: final journal entry to be uploaded to Waller 2
discussion board, 6 points
May 6: LR Final due in Par 132 by 3:30, 10 points
Last chance to turn in extra credit
May 12: Portfolio due in Par 132 between 11 and 1,
140 points
May 14: 11-1 in Par 132: last chance to pick up portfolio
Jan 14. INTRODUCTION
to the course,
ü Questionnaires to be distributed and collected.
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 [2 copies] on your experience or lack of it of Discovery Learning, pp.
62-3, and/or one or more of the following:
Items in parentheses do not count
11 PC vs. Mac
81-4 Miller, "Ex-Apple pioneer captures nature digitally"
web Bump, " Left vs. Right Side of the Brain: Hypermedia and the New Puritanism" [connect 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 Š.
¸ Begin assembling pictures of you in nature, your favorite places in nature, etc. for the project due Feb. 25. Most of the pictures must be personal, not taken from the internet.
Review and be ready to ask and answer questions about:
1-3 Course Description
4-7 Reading Schedule
8-10 Group Participation Guidelines
11 PC vs. Mac
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 [2 copies] on your sense of place, pp. 367-374, and/or one or more
of the following, if not yet written about in your journal:
Silverman pp. 149-150 on keeping a journal
375-382 Crowe, Sense of Place
257 Wordsworth, ³Michael,² lines 62-77
81-4 Miller, "Ex-Apple pioneer captures nature digitally"
web Bump, " Left vs. Right Side of the Brain: Hypermedia and the New Puritanism" [connect your browser to
www.cwrl.utexas.edu/currents/fall99/bump.html]
Jan. 23: WHY NATURE? AUTOBIOGRAPHY. RECOLLECTIONS OF
YOUTH IN NATURE. RECOVERY OF MYSTERY, INNOCENCE, WONDER, ENERGY, ETC.:
ü
Journal
entry {2 copies} on your sense of place, pp. 367-374, and/or one or more of the
following:
¸ [Items in parentheses do not count]
375-382 Crowe, Sense of Place
(254-255 Wordsworth, Introduction)
257 Wordsworth, ³Michael,² lines 61-77
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, ³Autobiography²
(432 Thomas, Introduction)
433 Thomas, "The Force That Through the Green Fuse"
434-5 Thomas's "Fern Hill"
(443A Blake Introduction)
577 Blake ³Auguries of Innocence²
580A ³The Mystery²
580B Van
Morrison lyrics
To remind yourself of a child¹s sense of wonder see the
sections on the child at http://www.cwrl.utexas.edu/~bump/ranch/ranch.html
See also Shakti Gawain¹s sense of place meditation and songs such as Country Roads, sung by John Denver, etc.
note that your interview will be due Jan. 30: see 35-6 Learning Record Instructions.
Jan. 28. 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 ŠŠ For electronic examples, see web site. This will become part of your portfolio.
436-9 Road Map of Your Journey
note that your interview will be due Jan. 30: see 35-6 Learning Record Instructions.
Jan.
30 Texas Sense of Place I.
LR parts A1.
A2. due. Initial interview etc. see 35-6 Learning Record Instructions
¸ Journal Entries {2 copies} on one 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, ³Nineteen Cows²
(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 Benjamin
Capps on arrival of spring in west Texas
¸ 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": ³one unified beauty... the embodiment of the peaceful coexistence of all the elements of nature.¹
¸ 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.
64-73 Trees in Various Cultures
74-77 President Bush and Trees
170-5 Jones, "Anatomy of a Riot"
176-86 "Committed 'til Death": ³Gypsy² David Chain
108 Vigil at Aged Tree
253 Map to Treaty Oak
156-7 Treaty Oak history
451-458 Harrigan ³Treaty Oak²
107 Hopkins on oaks
50-52 Berry on Battle Oaks
576 Hopkins: Binsey Poplars, [G156-7];
187 "The Spirit of the Garden"
188-98 The Mother Tree
199-200 maps
201-2 Zilker Park extra credit options,
524 Hartman Prehistoric Garden
383A-B John Denver Nature Exhibit and Memorial
214-215 Philosopher¹s Rock
459 Form for visit to the garden
Feb. 4. TEXAN SENSE OF PLACE II
q
Journal
Entries {2 copies} on "Cedar Cutter" and one or more of the following:
¸
[Items
in parentheses do not count]
¸ check out pictures of instructor acting as both cedar cutter and Wordsworth¹s Michael on our web site: http://www.cwrl.utexas.edu/~bump/ranch/cutter.html
¸
(586 Texas Nature Writing)
(214A-15 Philosopher's Rock, Barton Springs)
(216 Jones, on Dobie, Bedichek, and Web)
(217-8 Local Writing)
(219 Bedicheck, introduction)
220-2 Bedicheck, "The Wing of the Swallow"
223-30 "Cedar Cutter"
(76-77 President Bush as Cedar Cutter)
231-48 Graves, "Texas Hill Country"
249-52 "Carved in Stone"
(61-62B Berry, Austin and the Hill Country)
(344-45 Hamilton Pool)
Feb.
6 Story of Texas museum.
Collect scavenger hunt sheet from instructor. Complete and return to instructor.
Upload a journal entry on what you learned here about Texas as your ³place² in nature to the Story of Texas Discussion Board by February 18. Cite specific exhibits.
30 Map of campus
78 Map of Story of Texas
79 Guide to Rotunda
80 Texas
Spirit Theater
¸ Journal Entry Due {2 copies} on Wordsworth's "Michael" comparing it to "Cedar Cutter": how are these two accounts of old men who are close to nature similar and different?
¸ check out pictures of instructor acting as both cedar cutter and Michael on our web site: http://www.cwrl.utexas.edu/~bump/ranch/cutter.html (copy on p. 396)
¸
(254-5 Wordsworth,
introduction )
255-61F Wordsworth,
ŒMichael²
396 Michael vs. Cedar Cutter web page
Related material for additional journal entries:
154-155 (Hopkins, introduction)
576 Hopkins: Binsey Poplars, [G156-7];
(262 Dobie, Introduction)
268-79 Dobie, ³A Texan in England² "
DUE: LR List of Goals and
initial self observation of first month of the course. Include pictures if
possible. . For an idea of some possible course
goals see the previous class¹s course goals on the web site and anthology: 29 Previous
Course Goals
Journal Entries {2 copies}
on one or more of the following:
[Items in parentheses do not count]
29 Previous Course Goals
(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" ³Gypsy² David Chain
466-8 Oliphant, ³San Jacinto²
108 Vigil at Aged Tree
Review
64-73 Trees in Various Cultures
74-77 President Bush and Trees
156-7 Treaty Oak history
451-458 Harrigan ³Treaty Oak²
107 Hopkins on oaks
50-52 Berry on Battle Oaks
188-98 The Mother Tree
576 Hopkins: Binsey Poplars, [G156-7]
342-343A Darwin
on the Great Tree
203-10 Drawing on the Right Side of the Brain;
211 Writing the Natural Way;
212-3 Wild
Mind
Feb.
18. 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]
¸ If you think you won¹t know what to write about, check out what your predecessors have written on the web sites of previous versions of the course.
¸
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.
¸ Cite from Jones and Barney.
¸
At the end of the hour show instructor what you have
written before you leave.
¸ Post to Waller Creek I discussion board by Feb.27.
Review:
1611 Jones, introduction,
162B-D Waller
Creek
162-9 Jones,
Life on Waller Creek
170-5,263-7 Jones, "Anatomy of a Riot"
176-86 "Committed 'til Death"
466-8 Oliphant, ³San Jacinto²
469 Barney ³On a Detail from Audubon²
470 Barney ³Mr. Bloomer's Birds² [describes Boat Tailed Grackles the most common birds at Waller Creek]
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
Feb. 20. Writing as an Art.
203-10 Drawing on the Right Side of the Brain; "
211 Writing the Natural Way
212-3 Wild
Mind
Silverman,
pp. 55-58;64-66;69-84; 151-2; 156-166
¸
Review
Silverman, pp. 2-54
Our anthology:
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
22 Undergraduate Writing Center
23-4 Learning Skills Center
25-6 Grades Definition
31- 4 HTML Quick Reference
611-612 Putting Pages on the Web Using Webspace
613-616 Appositives
617-618 Hyphens
619-622 Verb Tense Consistency
623 Coherence
ü For examples of essays, 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 Perry¹s 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.
¸ *You must include pictures in this assignment. . 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 good paper with a color printer. [Electronic projects include print-out of the HTML code as well as text ]
Ø 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:²Effective Visual Design²
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. Scanners are available in the SMurF.
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 ³Image Size² in Adobe Photoshop or some equivalent program to enlarge them, if need be, before you insert them in your text. Remember to set to at least 300 dpi for a paper essay.
¸
Upload First Project to Project 1 discussion board as
an Attachment [saved in
Microsoft Word format] or URL and polished
hard copy in pocket folder with name on outside following
instructions in the anthology
Feb. 25. FIRST
PROJECT DUE*
on Discussion Board AND on paper
¸ Begin commenting on the stories of others. You must respond to at least half the class in detail, showing them how to rewrite at least one sentence each, 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
203-10 Drawing on the Right Side of the Brain; "
211 Writing the Natural Way
212-3 Wild
Mind
Silverman,
pp. 55-58;64-66;69-84; 151-2; 156-166
¸
Review
Silverman, pp. 2-54
Our anthology:
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
22 Undergraduate Writing Center
23-4 Learning Skills Center
25-6 Grades Definition
31- 4 HTML Quick Reference
527-8.1 Putting Pages on the Web Using Webspace
529-532 Appositives
533-535 Hyphens
536-539 Verb Tense Consistency
540 Coherence
¸
*How to Respond to Other Students¹ Projects. [1] You must quote a whole sentence of the student¹s essay that has not been quoted by a prevous respondent and specify where the sentence needs improvement and then rewrite the sentence to improve it. For the subject line of your reply, paste in the sentence you are going to rewrite so that it will be easier for others to see what sentences are left for revision. [2] In addition, you must make suggestions on how to add a page or more of new material.
Grading: 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.
Responses that consist solely of generic phrases, such as ³Good Job,² 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. In general, evaluate the other students¹ essays as works of art. If each essay were, say, a statue, which little as well as big flaws should be corrected?
Feb. 27 Only Connect: 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 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, ³As kingfishers²
398-399 Hopkins, ŒPied Beauty,
37-39 Browning, ³Two in the Campagna²
187 Taniguchi, "The spirit of the garden"
342-343A Darwin on the Great Tree
Mar. 4 Oak and Fossils at Texas Memorial Museum.
Revised project due in two days.
ü a
journal entry {2 copies} on one or more of the following:
[Items in parentheses do not count]
[541-545 Texas Memorial Museum]
249-252 ³Carved in Stone²
338F Evolution
45-46, 339-343 Darwin
47 #56 by Tennyson
check out class visits here on web sites of previous classes
Here are the instructions for the journal and for the TMM Discussion Board.
[1] Re-read ³Carved in Stone² on 249-252 on the fossils in Texas and especially those around Austin.
[2] Read ³Evolution² on p. 338F on the debate between Darwinism and the literal interpretation of the Bible. Basically, the problem was that fossils, and the fact that there were more than seven strata in the crust of the earth, meant that Genesis could not be LITERALLY true. This was not necessarily a problem, but those who insist on a strictly literal interpretation of the Bible may be dismayed by this.
[3] In that context read poem #56 on 47, written by Tennyson when speculated on what fossils in ³scarped cliff and quarried stone² mean. In this poem ³type² means ³species,² As you can see, to him, fossils meant that species could become extinct, and thus according to the Darwinian interpretation, homo sapiens also could become extinct. If this is true, he felt, churches and organized religion based on the literal reading of the Bible are meaningless and ³love thy neighbor as thyself² reverts to the war among dinosaurs and other ³dragons of the prime.² Eventually he solved the problem, but this is a famous statement of the predicament.
[4] Read 45-46 and 339-343 to see for yourself what Darwin said.
[5] Write a journal entry, to be uploaded to the TMM forum by March 18, including at least one citation from Darwin and one from Tennyson, ³Carved in Stone,² or one of the TMM exhibits.
For contemplation of the great oaks near the dinosaur exhibit review
64-73 Trees in Various Cultures
74-77 President Bush and Trees
170-5 Jones, "Anatomy of a Riot"
176-86 "Committed 'til Death": ³Gypsy² David Chain
108 Vigil at Aged Tree
253 Map to Treaty Oak
156-7 Treaty Oak history
451-458 Harrigan ³Treaty Oak²
107 Hopkins on oaks
50-52 Berry on Battle Oaks
188-98 The Mother Tree
576 Hopkins: Binsey Poplars, [G156-7];
¸ Journal Entry {2 copies} on one or more of the following:
¸ [Items in parentheses do not count]
(586 Texas Nature Writing)
471-482 Graves, ³Blue and Other Dogs²
483-486 Graves, ³Meat,²
(487 Introduction to Alice Walker)
488-491 Walker ³Am I Blue?²
q
Revised Project due. Remember your grade will
be reduced for each error that is repeated from your first draft! Follow suggestions in 588-92 Polished
Writing Instructions II: Revising the Essay, and especially 48-9 Suggestions for Ways to Unify Your Essay
¸ Turn in to instructor in the pocket folder with your name on the outside:
¸ [1] revised project with ALL changes, even the smallest periods and commas, HIGHLIGHTED
¸ [2] the first project with instructor's original comments and
¸ [3] a print-out of suggestions from other students with suggestions you liked best HIGHLIGHTED
ü [4] follow suggestions in 588-92 Polished Writing Instructions II: Revising the Essay
¸ [5] Check out especially 48-49 Suggestions for Ways to Unify Your Essay
Mar. 10-15 Spring Break
Mar. 18 .J.
FRANK DOBIE on Texas
animals. LR due.
Meet at Dobie's house,
702 E. Dean Keeton St. (now the Michener Center for Writers). Opposite chilling
station no. 4 and the law school.
ü LR List of Goals and Monthly observation due. Include pictures. 35-6 Learning Record Instructions
¸ Check out pictures of the journeys of previous classes to these landmarks on our web site and check out quote from the chancellor about Dobie in our course description.
¸ For statues of Dobie and Bedichek see
¸ http://www.cwrl.utexas.edu/%7Ebump/E309K/rock.html
¸ At Dobie¹s house we will see the memorabilia.
¸ Then we will go on to the statue of the mustangs in front of the Texas Memorial Museum, cited by Dobie.
¸ Then to the statues in front of the Alumni Center.
¸ At the Center you will make journal entries in long hand about what you have seen, incorporating at least one quote from Dobie¹s The Mustangs and one from his The Longhorns .
¸ At the end of the hour show instructor what you have written before you leave.
¸ Upload a journal entry to the Dobie discussion board by March 25 Must have at least one quote from Dobie¹s The Mustangs and one from his The Longhorns, with page nos. .
¸ Quotes from other sources below extra credit
280-297 Dobie, "The Longhorns" [relate to statue of Longhorn at Alumni Center]
298-337 Dobie, "The Mustangs" [relate to statue at Texas Memorial Museum]
53-56 Mustangs
at U.T.
57-60E Longhorns
at U.T.
546 Longhorns our Totem Animal?
547-552 A
Dying Breed?
Review
586 Texas Nature Writing
214-5 Philosopher's Rock, Barton Springs
216 Jones, on Dobie, Bedichek, and Web
217-8 Local Writing
262A-D Dobie introduction;
170-5 Jones, "Anatomy of a Riot" (on Dobie etc.)
268-279 Dobie, "A Texan in England"
For help with ideas for project 2 due Mar. 27 see Unity in the writer. X203-13 Drawing on the Right Side of the Brain; "Writing the Natural Way; Wild Mind.
Mar. 20. FEAR
OF NATURE
Journal Entries
{2 copies} on one or more of the following
[Items in parentheses do not count]
(405-08 Jeffers, introduction)
409 "Hurt Hawks"
410 ³Vulture"
444-449 Harrigan "The Tiger is God"
(443A Blake introduction)
443B Blake, ³The Lamb² text only
443C Blake, ³The Tyger² text only
Blake "The Tyger" vs. Blake ³The Lamb² multimedia: http://www.cwrl.utexas.edu/~bump/E309K/blake.html
42A-44
Dillard, from Pilgrim
338-343 Darwin, ³The Struggle for Existence²
47A-C Tennyson,
from In Memoriam
Mar. 25 Biology Ponds: Fish, Reptiles, and the Sympathetic Imagination.
¸
Journal at ponds incorporating 1 citation from Darwin, 339-43, and one from the following: Harrigan's
"Swamp Thing"; Barney's
"On Greer Island a Copperhead Lies
Slain"; Bump, "Stevens
and Lawrence"; " D. H. Lawrence, Reptile and Fish poems.
¸
Check out previous classes at work here on our web site
¸
At the end of the hour show instructor what you have
written before you leave.
¸
Upload journal entry with required citations by
April 1.
[Items in parentheses do
not count]
(53 Berry, ³Botanical Pools²)
(338A-E Darwin, introduction)
(338F Evolution, introduction)
339-43 Darwin
85 The Sympathetic Imagination"
86-103 Bump, "Stevens and Lawrence"
(104-6 introductions: Stevens, Lawrence)
109-124 D. H. Lawrence, Reptile and Fish poems
460-465A Harrigan ³Swamp Thing²
465B Barney ³On Greer Island²
(581 Directions for Writing in Nature)
¸
For help with ideas for project 2 due Nov March 27
see Unity in the writer. X203-13 Drawing
on the Right Side of the Brain; "Writing the Natural Way; Wild Mind.
Mar 27: SECOND PROJECT DUE
In Discussion Board AND on paper *
¸ Post Second Project on Project 2 Discussion Board and hand in polished hard copy, along with both versions of project 1 (with instructor comments), in pocket folder with name on outside following instructions in the anthology. [Multmedia projects include print-out of the HTML code as well as text , etc.]
¸ Begin commenting on the stories of others. You must respond to at least half the class in some detail (at least four 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 first half of the class to whom you respond.
¸ Finish commenting on essays of others outside of class.
ü *In this project aim write about an animal and/or specifically focus on increasing your unity consciousness, as illustrated by Brooke¹s web page, listed under Portfolios in Exemplary Web pages on our course web site, or Š.
ü You do not need to include pictures this time if you do not want to do so, though they help in the grade for the portfolio. (The purpose of the pictures was for you to become acquainted with the integration of verbal and visual rhetoric that has become common in the field these days and to gain some practical experience in preparing a brochure.)
ü If you do include pictures, make sure to identify or title all pictures and make them big enough (3X5?) by using Adobe Photoshop or some equivalent program.
ü Remember that, given a focus on nature (non-human plants or animals), you have a lot of options, including writing a traditional lit. crit. essay about some example(s) of the literature of nature.
ü If you do an essay, it is to be the same size: 4-6 pages. However, you are to understand that on the projects you are graded on quality, not quantity.
ü If you add on to your web site, you need 2-3 pages of new text to make an A, unless you make creative HTML changes such as the addition of sound.
ü To get an A in your writing, whether in the essay or web format, you will need, first of all, to avoid the problems cited in the first two project drafts, especially those I stressed on the second draft.
ü
Secondly, to get an A on this essay you will need to
demonstrate unity. Read pp. 48-9 Carefully.
ü 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.
¸
Review
Silverman, especially those sections on the errors you tend to make.
1-3 Course Description
Project Instructions
18 Portfolio
19 Polished Writing Instructions
48-9 Suggestions for Ways to Unify Your Essay
20 Web Projects
22 Undergraduate Writing Center
23-4 Learning Skills Center
25-6 Grades Definition
31- 4 HTML Quick Reference
48-9 How to Unify Your Essay
203-10 Drawing on the Right Side of the Brain; "
211 Writing the Natural Way
212-3 Wild Mind
589-592 Polished Writing Instructions II: Revising the Essay
April 1. VERBAL AND VISUAL RESPONSES TO NATURE AND ARCHITECTURE: DRAWING, WRITING, SYCAMORE VS. HRC.
¸ Weather permitting, we will be going from the classroom to the sycamore in front of the Harry Ransom Center. 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.
Journal entry {2 copies} on 125-51 Bump, "Manual Photography: Hopkins,
Ruskin, and Victorian Drawing² to
be uploaded to the Sycamore Discussion Board, along with scan of drawing as an
attachment by April 10. Include at least two citations of my article, Harrigan, Barney, etc. with page nos.
Related materials that can also be included:
64-73 Trees in Various Cultures
74-77 President Bush and Trees
170-5 Jones, "Anatomy of a Riot"
176-86 "Committed 'til Death": ³Gypsy² David Chain
108 Vigil at Aged Tree
156-7 Treaty Oak history
451-458 Harrigan ³Treaty Oak²
107 Hopkins on oaks
50-52 Berry on Battle Oaks
188-98 The Mother Tree
342-343A Darwin on the Great Tree
576 Hopkins: Binsey Poplars, [G156-7];
152-5 (introductions: Hopkins, Ruskin) [G14-21, 25-30]
203-210 ³Drawing on the Right Side of the Brain²
442 Barney, ³The Shape of Sound²
April 3 Texas
architecture as a response to nature
Journal Entries [2 copies] on Ruskin,
³On the Nature of Gothic² and Survey of Texas Architectural Styles. See
web site for pictures:
http://www.cwrl.utexas.edu/~bump/E379S2/VicArch.html
Why architecture in an English course? Writing about architecture is a genre of English prose, of course. More to the point perhaps, considering our discussion on a sense of place, as we may ask ourselves what difference it makes to move from the computer classroom to a place under a tree.
611-619 History is My Home: A Survey of Texas Architectural Styles
158 Ruskin, ³The Nature of Gothic² summary
620-647 Ruskin, ³The Nature of Gothic²
(648 Old Main, University of Texas)
(649-50 Victorian homes, Houston)
(651-657 Victorian buildings, Galveston)
(658-660 Selected
Victorian Eclectic ³Gothic² Architecture in Texas)
(159-160 The Littlefield Home)
Review Crow, ³Sense of Place² 375-382
Are these buildings ³True to Nature²?
Are they ³True to Nature² in Ruskin¹s sense of the words?
Can the influence of Ruskin¹s essay be detected in these buildings?
Can you find his six features of Gothic in them?
What sentences are illustrated by what features?
What sentences are contradicted by what features?
April
8. MEET AT LITTLEFIELD HOUSE FRONT LAWN. 24th and Whitis [in case of
rain meet on porch]. Contrast the
Pine with the Littlefield
House and both with the Harry Ransom Center
¸ 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 {2 copies} on ³On the Nature of Gothic² and Survey of Texas Architectural Styles² to be uploaded to the Littlefield Pine Discussion Board, along with scan of drawing as an attachment by April 22. Include at least two citations with page nos
Review
64-73 Trees in Various Cultures
74-77 President Bush and Trees
170-5 Jones, "Anatomy of a Riot"
176-86 "Committed 'til Death": ³Gypsy² David Chain
108 Vigil at Aged Tree
156-7 Treaty Oak history
451-458 Harrigan ³Treaty Oak²
107 Hopkins on oaks
50-52 Berry on Battle Oaks
188-98 The Mother Tree
342-343A Darwin on the Great Tree
576 Hopkins:
Binsey Poplars, [G156-7];
some journaling questions: Can the influence of John
Ruskin¹s essay, ³On the Nature of Gothic,² be detected in this building? If so,
what sentences are illustrated by what features? What sentences are
contradicted by what features? Is this building ³True to Nature² in Ruskin¹s
sense? Is this building ³True to Nature² in any sense, especially in comparison
to other buildings nearby?
And now for something completely different, a much
more radical answer to the question of truth to nature in architecture, check
out the Spanish architecture of Gaudi:
http://www.op.net/~jmeltzer/Gaudi/mila.html
http://www.op.net/~jmeltzer/Gaudi/puertafm.html
http://www.op.net/~jmeltzer/Gaudi/batllo.html
http://www.op.net/~jmeltzer/Gaudi/colniag.html
http://www.op.net/~jmeltzer/Gaudi/parkgell.html
http://www.op.net/~jmeltzer/Gaudi/eltemple.html
http://www.op.net/~jmeltzer/Gaudi/school.html
April 10 Painting Nature: 19th c. Britain: Hopkins and the Pre-Raphaelites
---------------------------------------------
Journal
Entries [2 copies]: on three of the
following: ŒSome Characteristics,² Hopkins's "The May Magnificat";
"Binsey Poplars"; "The Starlight Night"; [G41-2, 58-59, 65-66, 31-2, 146-148]
578-9 Some Characteristics of Pre-Raphaelite Poetry and Painting
156-158 (Hopkins, introduction)
575-576 Hopkins,"The May Magnificat";
576 Hopkins,"Binsey Poplars";
397 Hopkins,"The Starlight Night";
563-564 Pre-Raphaelite Art at the HRC
565-566 Rossetti, introduction
567-571 William Morris at the HRC
April 15. Gerard Manley Hopkins, S. J, and the
Pre-Raphaelites
Meet
at the library entrance on the fifth floor of the Harry Ransom Center
Journal Entry on Bump, "Hopkins, the Humanities, and the Environment" [G158-164] and either The Windhover, [G130-145], ³God's Grandeur,² ³Inversnaid,² ³Spring,² or
³In the Valley of the Elwy²
Preparation for our visit to the HRC: check out pp. 553-552 and go to
http://www.cwrl.utexas.edu/~bump/images/Hopkins/
Here are pictures of some of the drawings (or ones similar to them) that we will see at the HRC are listed as drawings1.jpg, drawings3.jpg, and drawings4.jpg Consider:
Journal entry answering these
questions to be uploaded to the HRC Discussion Board by April 10.
1.How are these like and unlike the drawings you and others made of the sycamore?
The trees Hopkins saw include treeline.jpg and oak2.jpg, (use oak.jpg as a closeup).
2.How well does oak.jpg illustrate Hopkins¹s notes in his journal on the law of ³oak² trees (p. 107 in our anthology)?
3.What if anything did you learn from the drawing/writing exercise at the HRC sycamore?
4. What if anything did you learn from seeing Hopkins¹s writing in the original manuscripts?
5. What if anything did you learn from seeing the Pre-Raphaelite materials?
578-9 Some Characteristics of Pre-Raphaelite Poetry and Painting
593-610 Bump,
"Hopkins, the Humanities, and the Environment" .
398 Hopkins,³The Windhover²
397 Hopkins,³God¹s Grandeur² ³Spring² ³In the Valley of the Elwy²
400 Hopkins,³Inversnaid²
553-562 Bump, Catalogue of the Hopkins Collection
563-565 Pre-Raphaelite Art at the HRC
565-566 Rossetti, introduction
567-571 William Morris at the HRC
Review
125-51 Bump, "Manual Photography: Hopkins, Ruskin, and Victorian Drawing"
154-155 (Hopkins, introduction)
575-6 Hopkins's "The May Magnificat";
576 Hopkins,"Binsey Poplars";
397 Hopkins,"The Starlight Night";
398-9 Hopkins,ŒPied Beauty,²
404 Hopkins,³As kingfishers²
April 17 Painting Nature: 19th c. France:The Impressionists
¸ LR List of Goals and Monthly Self Observation Due. (on how well you are meeting your course goals) 35-6 instructions.
Journal Entry [2 copies]: write your responses to two Impressionist paintings of nature of your choice. You can use any sources you wish, though you must provide documentation for whatever source[s] you use.
If you want to use the web you can start with the sites below. The first is about the whole Impressionist school; the second shows how to move from that site to a specific painter, in this case Monet; the third and fourth are alternative Van Gogh sites; the last two are sites from students in this class in the past focusing on their favorite paintings.
www.ibiblio.org/wm/paint/glo/impressionism
www.ibiblio.org/wm/paint/auth/monet
http://www.cwrl.utexas.edu/~bump/E379S/fall97/windy/cmonet/monet.html
http://www.cwrl.utexas.edu/~bump/E379S/fall97/lisa/gogh.html
To get some idea of the possible relation between painting and
poetry I have designed two pages: on Hopkins and Monet, on Hopkins and
Van Gogh.
¸
Journal Entries on Wordsworth¹s "Tintern Abbey AND one
of the following: Forster, "The Other Side of the Hedge"; Miller,
"The Disappearance of God'"; Clark, The Worship of Nature"; Nuns of Brenham article
[Items in parentheses do not count]
411-415 Wordsworth, "Tintern Abbey" OR
415-19C Wordsworth, the Immortality Ode
AND one of the following:
365B-83 Miller, "The Disappearance of God"
384-5 "The Worship of Nature"
(386-7 Forster,
introduction)
388-393 Forster, "The Other Side of the Hedge"
514-5 Nuns of Brenham
Apr. 24
Meet at Battle Oaks
[just north of the north entrance of the Union and south of Littlefield House]
Revision of Project 2 Due. Remember that your grade will be reduced for each error marked on any of the three previous drafts which you repeat. Also very important this time is 48-9 Suggestions for Ways to Unify Your Essay
Bring Revision of PROJECT 2 to Battle Oaks in pocket folder with the copies of essays 1 and 2 on which I commented, the revision of essay 1 with my comment on it, and all suggestions from students for changes to essay 2.
Again, we will spend about half our time drawing and half our time writing in our journals. Special emphasis to be put on unity of the tree itself, the unity between the tree and the surrounding landscape, and the unity between the tree and people. Citation from Hopkins required.
At the end of the hour show instructor what you have written before you leave.
Journal entry
{2 copies} on Hopkins, Bush, and primitive man on oaks to be uploaded to the
Battle Oaks Discussion Board, along with scan of drawing as an attachment by
April 29. Include at least two citations with page nos.
64-73 Trees in Various Cultures
74-77 President Bush and Trees
170-5 Jones, "Anatomy of a Riot"
176-86 "Committed 'til Death": ³Gypsy² David Chain
108 Vigil at Aged Tree
253 Map to Treaty Oak
156-7 Treaty Oak history
451-458 Harrigan ³Treaty Oak²
107 Hopkins on oaks
50-52 Berry on Battle Oaks
188-98 The Mother Tree
342-3A Darwin¹s Great Tree
576 Hopkins: Binsey Poplars, [G156-7];
Review Bump, "Manual Photography: Hopkins, Ruskin, and Victorian Drawing" [G14-21, 25-30]; introductions: Hopkins, Ruskin;
Journal Entries on two or more of the following
[Items in parentheses do not count]
394 Wordsworth, "The Excursion"
394-5 Wordsworth, "I wandered lonely"
396 Wordsworth, "Lines written in early spring"
154-156 (Hopkins, introduction)
397 Hopkins, ³Spring²
399 Hopkins, ³Hurrahing in Harvest² [the source of my email motto]
404 Hopkins, "As kingfishers catch fire"
402-403 Hopkins, ³The Woodlark²
May
1 Writing Nature at Waller Creek: the Final Exam.
Meet at Waller Creek behind the Alumni Center.
[in case of rain meet under the eaves of the Alumni Center overlooking the creek]
¸ Focus on the feelings of connection and separation between yourself and nature at this point in the course, and compare with yourself at the beginning of the semester.
¸
At the end of the hour show instructor what you have
written before you leave.
¸ Post to Waller Creek II discussion board by May 5.
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, ³San Jacinto²
469 Barney ³On a Detail from Audubon²
470 Barney ³Mr. Bloomer's Birds² [describes Boat Tailed Grackles the most common birds at Waller Creek]
581 Directions for Writing in Nature
Oriental Garden and Treaty Oaks Discussion Boards
¸ In the Oriental Garden discussion, incorporate the answers you made on the form on p. 459.
Review
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"
365 "Musical Responses to Nature"
187 "The Spirit of the Garden"
188-98 The Mother Tree
241-5 Philosopher¹s Rock
459 Oriental Garden Discussion Form
451-458 Harrigan ³Treaty Oak²
107 Hopkins on oaks
50-52 Berry on Battle Oaks
576 Hopkins: Binsey Poplars, [G156-7];
May
6 LR Final Due due in Par 132 by
3: 30
35-6
Learning Record Instructions
May 12 PORTFOLIO DUE TO BE DELIVERED TO PAR 132 BETWEEN 11 and 1
If you want to turn it in earlier and the mail slot is full go to Par 108 and ask that folders be put on my desk.
Check out electronic versions of portfolios of previous classes on our web site.
¸ The portfolio consists of Projects 1 and 2, the complete journal in chronological order; LR A1, A2, List of Goals, monthly observations, and final; printouts of all your contributions to all the Discussion Boards: Story of Texas, Waller I, Texas Memorial Museum, Dobie, Biology Ponds, Sycamore, HRC, Littlefield Pine, Battle Oaks, Treaty Oak, Oriental Garden, and Waller II discussion boards; your comments on projects1 and 2 of others, and the road map of your journey.
¸ Please construct a table of contents referring to numbered pages, like the following:
¨ Journal, pp. 1-45 or so (do not number pages that have less than 1/2 page of text, double spaced if typed)
¨ Project 1 (final version), pp. 46-51
¨ Project 2 (final version), pp. 52-58
¨ Web Page contributions:
¨ Story of Texas, p. 59
¨ Waller Creek I, p. 60
¨ Texas Memorial Museum, p. 61
¨ Dobie, p. 62
¨ Biology Ponds, p. 63
¨ Sycamore (with drawing), pp. 64-5
¨ HRC, p. 66.
¨ Littlefield Pine (with drawing), pp. 67-8
¨ Battle Oaks (with drawing), pp. 69-70
¨ Treaty Oak, p. 71
¨ Oriental Garden, p. 72
¨ Road Map of My Journey, pp. 73-80
¨ LR A1, A2, List of Goals, final, and monthly observations, pp. 81-?
¨ Comments on other people¹s project 1
¨ Comments on other people¹s project 2
¨ Extra credit
¨ Any other samples of course work and other nature-related activities,
¨ Grades:
¨ To get a B on the portfolio you need to meet all the basic requirements perfectly, including table of contents and page numbering.
ü Grades: to get an A on the paper portfolio you need to go beyond that to an achievement in visual rhetoric. Think of this as a portfolio you will be taking to a nature-writing magazine, seeking employment in competition with many others. You would be well advised to have it all typed in one way or another, perfectly proofread, illustrated, etc. and very professional in appearance. Pay special attention to 19A-19K Effective Visual Design and 58-9 on unity
¨
Grades: to get an A on a web portfolio the
requirements are much the same, translated into web terminology. For a good
example of how to include all your journal entries in a web portfolio see
Lisa¹s site. Some other complete portfolios are Katy¹s and Kristina¹s. Many of
the other others are incomplete portfolios in that they handed in the paper
version of the journal separately.