CSP 66 Spring 2018 Renaissance and Enlightenment Individuals
11:45 a.m-12:40 a.m. M, W, F in Johnson 105
Prof. Maryanne Horowitz
Office: Swan 314 323-259-2583 (x2583 on campus)
Office Hours: 8-9:50 Mon. & 9-9:55 Wed. , and by appointment
Books for Purchase: (bookstore or used same edition at Amazon.com)
Required for discussing texts and images in class:
Fiero, Humanistic Tradition: European Renaissance, the Reformation, and Global Encounter, 7th edition
Fiero, Humanistic Tradition: Faith Reason and Power in the Early Modern World, 7th edition
Optional: (also see class reserves) use of l of the following is required for an early paper.
Robert C. Davis and Beth Lindsmith, Renaissance People (on reserve)
Elizabeth Eger and Lucy Peltz, Brilliant Women: 18th-Century Bluestockings (on reserve)
CSP 66 Reading by week (Do by Monday): (Generally bring Fiero to class, reason for light weight book.)
Wed. Jan. 26-Debate begins on whether in next 8 years to pursue becoming multi-varied or a specialist. Begin applying new CORE statement on critical thinking in discussion and in writing (topic 1 in MOODLE).
Fri Jan. 28-Discussion of Boccaccio 15.1 and Christine 15.3
Jan. 29 Have completed Fiero, vol. 3, ch. 15 on 14th Century.
Mon. discuss 14th c. art (100 years’ war, Catholic ritual objects, shift to realistic space in Giotto and Limbourgs. Is there any “individualistic” portrayals in this chapter?
Jan. 31, Wed. Discuss English author Chaucer (15.4). Compare his realism to Boccaccio’s. Consider similarities of “realism” in visual arts and literature.
Feb. 2. Writing workshop: Bring Fiero and 2 copies of your draft or your sentence outline of your paper due Monday. Sentence outline would be topical sentences of your paragraphs. On Castiglione’s Book of the Courtier, 16.4, 16.6, 16.7.
Feb. 5 Ch. 16 completed on humanists (Feb. 5 paper due in two stapled copies) Gaby Verdolini, from Writing Center, will visit class.
Wed. Feb. 7 Go to Thorne Auditorium for CORE lecture by Saskia Sassen
Fri. Feb. 9 Our class in Choi Auditorium in Johnson (candidate search needed our classroom, Prof. Horowitz will present a powerpoint lecture on works of Renaissance art).
Mon. Feb. 12 Ch. 17 completed on artists. Make appointment in writing center (Th. Feb. 15-Fri. Feb. 23)
Wed. Feb. 14 Start chapter on Reformers (excerpt from Luther and Erasmus) (not assigned chapter on cross-cultural encounters)
Fri. Feb. 16 Discuss selection from Montaigne’s “On Cannibals” and from More’s “Utopia”
Mon. Feb. 19 President’s Day Holiday.
W. Feb. 21 Pass in list of 4 individuals you’d like to discuss in next paper.
Wed. Feb. 21 Bring charged laptop to class and l page of notes to write in-class CSP writing assessment.
No class Fri. Feb. 23 (instead have an appointment in Writing Center, meet with another student to discuss your paper plans.)
Mon Feb. 26 Fiero, vol. 4, ch. 20 completed. Pass in plan for next paper (4 individuals, topics to discuss, bibliography.)
W. Feb. 28
F. March 2 Pass in l paragraph that is an abstract of your intended paper.
March 5 Fiero, ch. 21 completed
Wed. March 7 paper 2 due. Guest to class on Student Research: Jacob Sargent, Assoc. Director, Instruction + Research, Center for Digital Liberal Arts.
March 19 Fiero, ch. 22 completed (Film March 21 and 23)
March 26 Fiero, ch. 23 completed
April 2 Fiero, ch. 24 completed
April 9 Fiero, ch. 25 completed
April 16 Final research paper due April 18
April 23 Fiero, ch. 26 completed.
Class attendance, intelligent discussion of readings, in-class writing, interest in and helpfulness to classmates’ writing contributes to overall classroom participation 30%
Paper l and 2 30%
Research paper 40% (10% is from proper U. Chicago Endnotes and Bibliography)
Learning Goals and Outcomes for Spring CSPs:
Goal 1: Effective College-Level Writing. Students will demonstrate proficiency in expository essay writing as they gain and refine their knowledge of the conventions of academic discourse.
Outcome 1.1: Students will develop writing that responds with insight and originality to the criteria and requirements of the assignment, demonstrating their understanding of the course materials and topics through the use of specific examples and evidence from scholarly sources.
Outcome 1.2: Students will develop writing using features appropriate for college-level expository papers including: thesis or main idea, clarity of focus, organization, and conventions of grammar, style, mechanics, and usage.
Please bring early drafts of papers with assignment to the Writing Center for additional help:
The Writing Center (located on the Ground Floor of the Academic Commons) offers students from all disciplines two types of support to work on their writing: peer-to-peer, drop-in consultations with knowledgeable Writing Advisers, Sunday through Thursday from 7:00-11:00 p.m., and appointments with Faculty Writing Specialists from the Writing and Rhetoric department. Information about the Writing Center and a link to the appointment system is on the WC website:
Disability Services Statement: Students with documented disabilities who are registered with Disability Services are required to present their accommodation letter to the instructor at the beginning of each semester or as soon as possible thereafter. Any student who experiences physical or mental impairments may contact Disability Services at (323) 259-2969 to learn about available services and support. More information is available at http://www.oxy.edu/disability-services.
Spring Writing Requirement: At least 15-20 pages of “finished writing” (excludes drafts) from each student, including at least two brief papers before the spring break (March 12-16 M-F), and a final 10-12 page research essay connected to the topic of the seminar. The research essay should reflect an articulated process of assignments (question and thesis development, research, bibliography or literature search, drafting, etc.) developing over several weeks.
In CSP 66, the following are polished paper deadlines: Guidebook is Turabian's Student's Guide to Writing College Papers (Hacker on reserve also useful.)
Format like this: Times Roman, 12 Point, doublespace, l inch margins, paginated, stapled. Either 2-sided or l-sided, but endnotes should start on a new page. Ipads are not as good as computers in making endnotes.
Mon. Feb. 5 4-5 page stapled, paginated paper in 2 copies due at beginning of class. Prompt: Compare and contrast texts and images discussed in Fiero vol. 3 to show beliefs, ideas, tastes, or images changing over time or differing by region, or distinctive to one individual in contrast to another individual. Include Univ. of Chicago Endnotes (first word in endnote is the author or artist you are citing, last word is the page number and for a text possibly line number).
Wed. March 7 4-5 page stapled, paginated paper in 2 copies due at beginning of class. Prompt: Discuss diverse ways of expressing individuality in 4 Renaissance or Enlightenment individuals. Include at least 2 individuals in recommended books by Davis and Lindsmith or by Eger and Pelz. Include Univ. of Chicago Endnotes. It is OK to be seeking out the 2 individuals for your research paper focus. (Writing Rubric Score submitted from first 2 papers.)
Wed. April 18 Prompt: Write a research paper on 2 individuals 1300-1820 who contributed to at least one common field of endeavor. Consider primary source evidence of their contributions as well as diverse viewpoints in secondary sources. Compare and contrast their lives, their expressions of individuality, and their contributions. Text will be 10 pages plus U. Chicago endnotes. Bibliography divided into Primary and Secondary sources should include beyond class books at least 2 encyclopedia articles, 6 books & 2 endnoted journal articles.
Intermediary Research Paper deadlines:
W March 21 Propose paper topic in a paragraph (2 copies)
M March 26 Pass in 2 copies of U. Chicago Working Bibliography divided into Primary and Secondary
Sources (with call numbers at Oxy or Link+ or ILL)
F April 6 Pass in 2 paginated copies of 5 pp. plus endnotes and bibliography.
W April 11 Pass in 2 copies of sentence outline of paper (topical sentences of paragraphs)
Oral presentations of papers begin April 13.
W April 18 Complete paper due in 2 paginated copies.
SPRING CSP SHARED EVENTS:
February 7 (W), CSP Lecture: Saskia Sassen (Thorne Hall) (12:50-1:45)
February 21 (W), Timed Writing Exercise CORE is administering this in class (as usual) but through a timed portal in Moodle. Students will need to bring a lap-top to class; those who have no lap-top will be provided with one for the test. We'll need to hear from you about how many lap-tops your class will need (from an informal survey through fall instructors, we believe it will not be many). Students who have registered with disability services and who need extra time will be able to take the test in the library, and will have tailored Moodle portals. Please reach out if you have questions about the TWE. From CORE office on theme of “(Eco)Systems of Power.” “This theme will allow us to highlight and explore systems of power and how locations within them impact lives, human agency, future possibilities, and freedom. We’ll have the opportunity to discuss issues including (but not limited to) expression, diaspora, refuge and refugees, ethics, race, gender, ethnicity, equality, civil discourse, indigenous sovereignty, loyalty, allegiance, human rights, civil disobedience, ecology, migration, and access to resources such as education, food, and affordable housing. To provide a foundation for what we hope will be a campus-wide conversation, we have chosen Cathy O’Neil’s Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy .”
Students are responsible for knowing the following:
Shared commitment to ethical principles is essential to the educational purposes and fairness of the academic enterprise. Occidental College assumes that students and faculty will embrace a high ethical standard for academic work. In all work, students shall behave conscientiously, taking and giving credit where credit is due, avoiding even an appearance of impropriety, and when in doubt, consulting the instructor or other knowledgeable persons as to whether particular conduct, collaboration, and/or acknowledgment of sources is appropriate. Students also shall report suspected misconduct and participate in an academic disciplinary hearing if required.
Academic misconduct occurs when a student misrepresents others' work as her/his own or otherwise behaves so as to unfairly advantage her/himself or another student academically. Examples of misconduct include cheating and plagiarism and failure to report suspected academic misconduct. If misconduct occurs to any extent in connection with any academic work, it will be subject to disciplinary action.
Cheating occurs when a student attempts to complete or take credit for work by any dishonest means or assists another in doing so. Some examples of cheating include, but are not limited to, lying to obtain an academic advantage; copying from another’s exam or assignment or collaborating on an exam or assignment, unless specifically allowed by the instructor; submitting the same work in more than one course without instructor permission; falsifying data collected in research or laboratory courses; taking or receiving copies of an exam without the permission of the instructor; and using notes or other information devices inappropriate to the test conditions.
Plagiarism occurs when the ideas, organization, or language of another are incorporated into one’s work without properly crediting the original source with a citation or other disclosure. It includes re-writing or re-formatting material without acknowledging the original source of the ideas. Even if the language and organization are in the student’s own words, any ideas or information that are not common knowledge must be acknowledged in a reference.
Students are responsible for knowing and using the correct procedures for acknowledging and identifying sources of borrowed material. Failure to properly credit sources in all or part of work presented in draft or final form to anyone is plagiarism, regardless of whether it occurs as a result of dishonest intent or carelessness and regardless of the course credit attached to it. As a student scholar, if you:
Penalties for academic misconduct are severe (see “Academic Misconduct”), and ignorance of the principles and policies concerning cheating and plagiarism is not a defense. Students with any doubts at all about whether an action or piece of academic work involves academic misconduct should consult their instructors before committing the action or submitting the work.
You are responsible for knowing the Academic Misconduct procedures: (Read the long description directly at the Oxy’s website.)
Accomodations for Reasons of Faith and Conscience Statement:
Consistent with Occidental College’s commitment to creating an academic community that is respectful of and welcoming to persons of differing backgrounds, we believe that students should be excused from class for reasons of faith and conscience without academic consequence. While it is not feasible to schedule coursework around all days of conviction for a class as a whole, faculty will honor requests from individual students to reschedule coursework, to be absent from classes that conflict with the identified days. Information about this process is available on the ORSL website:
Title IX Statement:
It is important for you to know that all faculty members are mandated reporters of any incidents of sexual misconduct. That means that I cannot keep information about sexual misconduct confidential if you share that information with me.
Marianne Frapwell, the Survivor Advocate, can advise you confidentially as can counselors at Emmons Wellness Center and Rev. Susan Young, Director of the Office of Religious & Spiritual Life. You can also contact counselors at the 24/7 Hotline 323-341-4141. Marianne can also help you access other resources on campus and in the local community. You can reach Marianne at 323-259-1359 or email@example.com and her office is in Stewart-Cleland Hall Lower Lounge.
The sexual misconduct policy, along with additional resources, can be found at: http://www.oxy.edu/sexual-respect-title-ix/policies-procedures.
................After Printing of Syllabus:
History Dept.: Confederate Monument Controversy, Prof. Nina Silber, Th. Feb. 15, 4:30 p.m.
Theatre Dept: Shakespeare’s Winter’s Tale Students might suggest other events.