Writing the Self Syllabus Innovation Academy Charter School 2009-2010
Instructor Ms. Richardson erichardson@innovationcharter.org Extra-help: Tuesdays 3:00-4:00 or by appointment
Course Overview Since the 1990s, the memoir genre has exploded in popularity. While recognizing the lengthy history of the genre, this course will focus on contemporary personal essays and memoirs. The class will be reading and creative-writing intensive; the majority of classes will be spent discussing the texts we are reading and completing writing workshops. Students will work throughout the semester on a major creative writing piece--their own memoir. Throughout the semester, we will grapple with questions such as: Who are you? What events have shaped your identity? How do your memories affect who you are? How can you tell your story? We will question the ethical and moral dilemmas the genre brings up. Life stories inevitably overlap, but is it ever justifiable to share someone else’s secrets? How can a writer find a balance between his or her right to tell a story and another’s right to privacy? We will explore the value of memoirs. Why has the genre become so popular? What does a memoir tell us that a novel or a history text cannot? What compels someone to write down his or her memories, and what makes someone else want to read them? We will also investigate the boundaries between fiction and non-fiction. How truthful can memoirs be? What are the “rules” of the genre? What happens when history becomes subjective?
Semester-long Memoir Project Over the course of the semester, you will work on a major creative writing piece—your own memoir. The first several weeks of the class are designed so that you will have a number of short pieces and ideas to build off of. September 24-30 you will be creating a vision for your memoir, establishing a clear plan and setting benchmarks for yourself. While we will be reading and discussing books, you will also be required to put substantial time and energy into your memoir throughout the week. Beginning the week of October 1, every Thursday will be devoted to writing workshops. You must bring to these workshops three copies of excerpts from your memoir that you need feedback on, along with several questions you have for your peers about your writing. Every few weeks I will be collecting your memoir in its entirety (with drafts) to give feedback and assess your progress. More information will be provided on an assignment sheet.
Writing Portfolios Over the course of the semester, you will maintain a writing portfolio. Writing is a process and the goal for this portfolio is to keep track of your work, but more importantly, to show how your writing evolves and grows. In your folder (which will be kept in a filing cabinet in the classroom), you must keep all assignments and all rough drafts with feedback. Your work will be evaluated and shared throughout the semester, but you will also submit a final portfolio at the end of the course.
Independent Reading In addition to the books assigned for the class, all 11th grade students will read an additional two chosen from a list of excellent literary works each semester. Students will complete independent reviews of the work they read on their own.
Participation & Sharing writing In this class, you MUST share your writing. A large portion of this course will be working on your own creative writing. In order to improve your writing, you need to receive feedback from your peers and me. It is essential that you come to class prepared with work to share. While recognizing that some of you may find sharing more challenging than others, you will all need to push yourself to trust the class and your writing. Additionally, it’s extremely important that your support your peers’ writing by offering constructive, thoughtful feedback.
Confidentiality Because we will be putting ourselves out there—sharing memories and personal writing can be scary—we need to work together to develop a safe, trusting environment. The discussions we have and the writing that we do need to be open, honest, and personal. We need to support each other and respect each other’s privacy by not discussing each other’s work or comments outside this classroom without permission. Because this is so vital to a successful class, we will be discussing this during the first week of school.
Academic Integrity Academic honesty and integrity are essential to our school and classroom culture. All students are expected to complete and hand in their own work. Cheating and plagiarism (presenting another person’s ideas or words as your own) will not be tolerated. Consequences include receiving a zero for the assignment and/or a failing grade for the course. Please see the Student Handbook for more information.
Assessment Students’ work will help me to assess their learning in a variety of areas, or strands.
a) Oral Expression: Students will express their ideas orally, in formal and informal discussions, debates, and presentations. They will pose questions and listen to the ideas of others.
b) Composition: Students will write with a clear focus and coherent organization. They will write for different audiences and purposes. Students will pay attention to the style, tone, level of detail, and diction (word choice) in their writing. Students will also express their ideas through a variety of media, possibly including: film, radio, multimedia productions, drawing, and painting.
c) Analysis: Students will read texts in a variety of genres. They will identify and analyze facts, ideas, and themes. Students will deepen their understanding of literature by understanding the contemporary or historical context in which it was written.
d) Work Habits: Students will be self-directed learners. They will turn assignments in on time, and will put effort, energy, and time into their work. Students will participate in class and take risks. They will incorporate feedback from peers and teachers, pushing themselves to revise and improve their work.
Assignments will be weighted depending on the amount of class and homework time spent on them. Grades in each strand will be based on the following:
Late and Missing Work If you do not turn in an assignment on time you will have until the end of the unit to turn in any late work. Late work will not be accepted after the unit is over. Work turned in consistently late will result in a lower Work Habits grade. Please see me in advance if you know you will be missing class for an extended period of time.
If you are absent from class, it is your responsibility to see me about the work that you missed. If you are absent the day that an assignment is due, you are responsible for turning it in the day that they return. If you are absent for a day, you have three days to complete work that was assigned when you were absent. If you are absent for more than one day, please talk with me so we can create reasonable deadlines.
Honors Credit Students who take English for honors will be required to do the following:
Additionally, you must complete an independent project. You are free to design a project of your choosing—this is an opportunity for you to pursue a passion that may not otherwise be addressed in the curriculum—but your final project must demonstrate considerable work in the composition and analysis strands. After you develop an idea for your project, you will submit a proposal that explains your project and how it will demonstrate work in those strands, and what benchmarks you have set for yourself.
If you would prefer not to come up with a project on your own, there is the option of participating in either the school newspaper, The Innovator, or helping to create a school literary magazine. In order for either of these projects to count for honors, you will need to complete additional work in the composition and analysis strands. For example, if you are on The Innovator staff you might choose to read a book on the ethics of journalism; you might read a journalist’s memoir of his experiences reporting on a war; or you might decide to read The New York Times three days a week and incorporate what you learn about style into your own writing.
Overview of Topics & Major Assignments Please note that dates are an estimate. Time spent on each project and unit is subject to change.
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Writing the Self |