A Provisional Syllabus for the Whole Term will be ready in a few days. But here's what we're covering next week:
Part One:
Curtis White: Idols of Environmentalism and Part Two: The Ecology of Work
Break
Part Two:
From Nature, by Ralph Waldo Emerson, Nature, Beauty. Read more, if you like.
From Walden, by Henry David Thoreau, Where I Lives and What I Lived For, Spring, Conclusion. Read more, if you like.
It would be great to have at least a couple of folks step up to co-facilitate the discussion of these early texts. Talk to me after class tomorrow or e-mail me over the weekend if any of these texts appeals to you with special forcefulness.
Thursday, August 30, 2007
Co-facilitating Discussions and Writing a Precis
One of the key assignments for our course will be your co-facilitation of class discussion of an assigned text. This assignment also requires that you generate a précis of the text you are taking responsibility for. This precis should provide a point of departure for your contribution to the discussion in class, and you will also hand it in to me at the end of the session.
Think of this precis as a basic paraphrase of the argumentative content of a text.
Here is a broad and informal guide for a precis, consisting of question you should ask of a text as you are reading it, and again after you have finished reading it. Don't treat this as an ironclad template, but as a rough approach to producing a precis -- knowing that a truly fine and useful précis need not necessarily satisfy all of these interventions.
A precis should try to answer fairly basic questions such as:
1. What is the basic gist of the argument?
2. To what audience is it pitched primarily? Does it anticipate and respond to possible objections?
3. What do you think are the argument's stakes in general? To what end is the argument made?
a. To call assumptions into question?
b. To change convictions?
c. To alter conduct?
d. To find acceptable compromises between contending positions?
4. Does it have an explicit thesis? If not, could you provide one in your own words for it?
5. What are the reasons and evidence offered up in the argument to support what you take to be its primary end? What crucial or questionable warrants (unstated assumptions the argument takes to be shared by its audience, often general attitudes of a political, moral, social, cultural nature) does the argument seem to depend on? Are any of these reasons, evidences, or warrants questionable in your view? Do they support one another or introduce tensions under closer scrutiny?
6. What, if any, kind of argumentative work is being done by metaphors and other figurative language in the piece?
7. Are there key terms in the piece that seem to have idiosyncratic definitions, or whose usages seem to change over the course of the argument?
As you see, a piece that interrogates a text from these angles of view will yield something between a general book report and a close reading, but one that focuses on the argumentative force of a text. For the purposes of our class, such a precis succeeds if it manages
1. to convey the basic flavor of the argument and
2. provides a good point of departure for a class discussion.
Think of this precis as a basic paraphrase of the argumentative content of a text.
Here is a broad and informal guide for a precis, consisting of question you should ask of a text as you are reading it, and again after you have finished reading it. Don't treat this as an ironclad template, but as a rough approach to producing a precis -- knowing that a truly fine and useful précis need not necessarily satisfy all of these interventions.
A precis should try to answer fairly basic questions such as:
1. What is the basic gist of the argument?
2. To what audience is it pitched primarily? Does it anticipate and respond to possible objections?
3. What do you think are the argument's stakes in general? To what end is the argument made?
a. To call assumptions into question?
b. To change convictions?
c. To alter conduct?
d. To find acceptable compromises between contending positions?
4. Does it have an explicit thesis? If not, could you provide one in your own words for it?
5. What are the reasons and evidence offered up in the argument to support what you take to be its primary end? What crucial or questionable warrants (unstated assumptions the argument takes to be shared by its audience, often general attitudes of a political, moral, social, cultural nature) does the argument seem to depend on? Are any of these reasons, evidences, or warrants questionable in your view? Do they support one another or introduce tensions under closer scrutiny?
6. What, if any, kind of argumentative work is being done by metaphors and other figurative language in the piece?
7. Are there key terms in the piece that seem to have idiosyncratic definitions, or whose usages seem to change over the course of the argument?
As you see, a piece that interrogates a text from these angles of view will yield something between a general book report and a close reading, but one that focuses on the argumentative force of a text. For the purposes of our class, such a precis succeeds if it manages
1. to convey the basic flavor of the argument and
2. provides a good point of departure for a class discussion.
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