Nathan P. Gilmour
Department of English, University of Georgia
Office: Park 12
Expectations: Students who complete ENGL 1102 ought to be able to plan, draft, and revise short pieces of prose exhibiting competence proper to a college-educated person. For this semester, students ought also to write papers analyzing, interpreting, and in some cases evaluating pieces of written art. Because this is a special section, the focus of those papers will be the literary character and literary appropriations of those texts in the Hebrew Bible. Since this English class is part of UGA’s core liberal arts curriculum, students ought to exhibit to some extent the virtues proper to a free person.
Evaluation: Grades for this course will be a composite of five written assignments and a portfolio compiled at the end of the semester. The score on each assignment will award its percentage of these point totals to the final grade:
Policies and Procedures
Absences: Because writing skills develop slowly over time, and because freedom is developed and not purchased, students’ regular attendance is essential in English Composition. Consequently, on the fourth absence, no matter what the reason, students can expect to be dropped either with a W or a WF before the midpoint of the semester and with a WF after midpoint.
Writing Center (Park Hall 66) and the <emma> Computer Lab (Park Hall 117): All First-year Composition students are eligible for free tutorial services in the Writing Center and to use the <emma> Computer Lab during all open hours.
Academic Honesty: The policy regarding Academic Honesty in First-year Composition can be found in First-year Composition at UGA. Further information about the “UGA Academic Honesty Policy” can be found at the web site of the Office of the Vice President for Instruction: <http://www.uga.edu/ovpi/>
Access Policy: Students with special needs are invited and encouraged to discuss them with the instructor.
If you need to reach me, an email to email@example.com will likely reach me quickest. If you need to see me some time other than my office hours, do not hesitate to talk to me before or after class or email me and set up an appointment. My office phone number is also posted on the UGA English Department web site.
Each day’s assignment points to the reading each student should do before class. Bring each day to class two written questions to spur and stimulate discussion; dead discussions will call down the wrath of the grade book, and the teacher will make angry marks against those who have not written.
January 10 (Tuesday)
January 12 (Thursday)
January 17 (Tuesday)
January 19 (Thursday)
January 24 (Tuesday)
January 26 (Thursday)
January 31 (Tuesday) Paper 1 Due
February 2 (Thursday)
February 7 (Tuesday)
As a preparation for our unit on David, I recommend but do not require that you read the book of Ruth and the first 15 chapters of 1 Samuel. Throughout the David unit I suggest but do not require that you read the chapters between the assigned chapters; class discussion will focus on the assigned parts but will edify more the students who do the extra reading.
February 21 (Tuesday) Paper 2 Due by midnight
February 23 (Thursday)
February 28 (Tuesday)
March 2 (Thursday)
March 7 (Tuesday) Midpoint Withdrawal Deadline
March 9 (Thursday)
March 21 (Tuesday)
March 23 (Thursday) Paper 3 Due
March 28 (Tuesday)
March 30 (Thursday)
April 4 (Tuesday)
April 6 (Thursday)
April 11 (Tuesday) Paper 4 Due
April 13 (Thursday)
April 18 (Tuesday)
April 20 (Thursday)
April 25 (Tuesday)
April 27 (Thursday)
Potentially Helpful Links (access on WebCT for live hyperlinks)
UGA English Department http://www.english.uga.edu
ENGL 1102 Special Topics: Hebrew Bible and/as Literature
Instructor of Record Spring 2006 and 2007
All majors 74 students in 4 sections (over 2 semesters)
Classroom and WebCT instruction University of Georgia
Formally, this course is the same as UGA’s standard introduction to composition class. I was the lead teacher in a course that required four papers and a final portfolio for a grade that reflected the student’s ability to write college-level academic prose. However, instead of the standard writing-about-literature reader, our class involved a unit on Joseph, one on the Psalms, one on David, and one on Job. Alongside the biblical texts (in English translation) we read some Donne, Herbert, and Milton poems; a literary biography of David by former poet laureate David Pinsky; and J.B., a play based on the book of Job.
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