Spring, 2019

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ENGL 0312 Coursemap: Spring Semester, 2019.

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Week 11: Apr. 8-12, 2019




Read Chapter 7 in Escholz and Rosa.

Week 11:

More tentative exercises: Identifying tone and genre in reading and writing. Resource:

Resource (audio): Ballad of Ira Hayes, by Johnny Cash (1964). (Audio/Video ~4 min.)  Lyrics.
Optional background resource: National WWII Museum Fact Sheet on Iwo Jima. (pdf)

Tentative Exercise:   Advice from Palmetto Publishing Group--Instructions: Carefully read the whole web page, and then in four good sentences discuss your own personal reaction (freestyle response) to the second paragraph in the article, beginning: "Remember You Can—and Should—Come Back to It."  *Is this advice in this paragraph correct for you right now as a college student, or not?  Why or why not?  *Do you usually do this, or not? If not, why not? Be very specific.

Tentative Argumentation practice: First read resource article below and listen to song, then argue in ISARC format:

  1. Resource: from Leonard Cohen, Songs from a Room. (Audio, ~3 1/2 minutes.).
  2. Resource: New York Times article, by Ryan Holiday
    Assignment: After reading the article and hearing the song, argue in ISARC format whether a young person has a responsibility to try and rebel against tyranny as the Partisans did, or whether a person like yourself always has an overriding duty while still young to fully obey adults in positions of leadership, like it or not, instead. You must write your argument in the FIRST PERSON (i.e., I, me, we, us)!

***Peer review of Comparison Essay Monday/Tuesday, April 8/9, in class. Bring essay draft!  Students who fail to bring a draft that day will be asked to leave and will be counted absent for the day, and receive a "zero" for all the day's work.

Final Draft of Comparison Essay due Thursday/Friday, April 11/12, in class.

Optional resource: Deportees, by Woodie Guthrie (video, ~7 1/2 min). Lyrics. (If not already seen) ISARC personal response,

Thurs/Fri.: Argumentation Essay Assigned. Discuss. Essay due Wednesday, May 8/Thursday, May 9 at beginning of class.

In-class explanation: Situation, purpose and intended vs. actual audience (Understanding author’s purpose & tone).

Real-world resource for analysis of situation, purpose and intended audience: 2017 Hawaii Emergency Management Agency instructions in case of nuclear attack.

Optional Resource: "Atom Bomb and Conscription Still Issues to be Faced," by Dorothy Day.

Optional resource: Manila Massacre (Trigger warning: Contains scenes of graphic violence. May be seriously offensive to some readers.)

Week 12: April 15-18 (Friday, April 19, Study Day, No classes) and Week 13: April 22-26, 2019


 Start reading Chapter 12 in Escholz and Rosa.

Week 12/13:

Reading Journal 10 on Hiroshima, up to the sentence, "Dr. Fujii said, 'It’s hard to be cautious  in Hiroshima these days. Everyone seems to be so busy.'”

Discuss argumentation essay. Choose subject, thesis and antithesis.

Resource : EdTalk Project Graduation rates.  Examine Black and Latino graduation rates vs. overall graduation rates.

Optional Background Resource 1: Graduation rates (article)

Optional Background resource 2:  The Need to Close the Empathy Gap in School Reform, by Chris Stewart.

  Argument practice. Argue: 1. Why is there such a big difference in graduation rates at UTEP? 2. How can we equalize and raise those rates at UTEP while still protecting educational excellence?

Summary Practice: Choose only one:

1. Resource: How to Defend the Earth from Asteroids; 

2. Resource: Brain Changes Found in Self-Injuring Teen Girls (Trigger warning: May be upsetting to some readers).

3, Resource: Men Sometimes Act Less Interested in Sex–In Order to Get It. (Trigger warning: Scientific discussion of adult subject.);

4. Resource: The End of the Ear-Splitting Dining Room.


Friday, April 19, Study Day. No classes.

Week 13 (no Journal due).

Argument practice (ISARC): Choose one and defend your standpoint:

        A. In today's dog-eat-dog world America must always operate from a position of righteous strength, and cannot be held back by any sort of weakness, division, self-doubt or hesitation. Our government must offer us firm, confident leadership, led by our strongest, healthiest, most powerful and most disciplined leaders.  We need to have a muscular, brave and manly form of government, a government everyone can look up to, one that refuses on principle to accept back-talk, uncertainty and self-questioning, and that rejects crooked politics, empty debate, wimpy excuses or shameful apologies. We need a government where strong and capable hands are always confidently at the wheel. We must never let stupid internal squabbles, crooked politicians, lying news media, hostile foreign foes or our own disloyal traitors divide us. Instead, we must march forward together in an unbreakable unity of national purpose and a true faith in our flag, in the sure knowledge that whatever we must do we will do it proudly as the world's greatest nation, bold and fearless under the Stars and Stripes, unshakable in the knowledge that America is always right.

      B. In today's world of crises and challenges, a nation like America must be judged first and foremost on how it treats its weakest and most vulnerable citizens. Our government must always be a government of the people, by the people and for all the people. In order to encourage the most vulnerable and the weakest among us to rise above adversity and succeed we must maintain a caring and open democracy that we can depend on to help, a government that offers opportunity to all and represents the will of the majority.  At the same time we must always be open to questioning,  peaceful dissent, diversity of opinion and legitimate criticism from inside and out, be proud of our freedom and our diversity, and act with the humility that comes from knowing that someday heaven and history will surely judge us on all that we do and all that we fail to do as a nation.

Optional resource: US Navy Certificate.

Optional Resource: Hiroshima Archive (article).

Optional resource: Catholic colloquium on nuclear disarmament.

Optional resource: Alamogordo.

Week 14: April 29-May 3, 2019

Week 15: May 6-9, 2019


Week 14:

Reading Journal 11 on Hiroshima, to end of Chapter 4 (end of online book).

--> Book Test on Hiroshima, available on BlackBoard on Monday. Password provided. All book tests due by Friday, May 3,  at 5 pm.

Tentative Resource: Prevention is the Only Solution, by Seiji Yamada (Commentary about nuclear false-alarm in Hawaii, 1/13/2018).

Tentative: Sample Final Exams.

Peer Review of Argument paper draft Wednesday, May 1/Thursday, May 2. Students who fail to bring a draft will be asked to leave and will be counted absent for the day, and receive a "zero" for the day's work.

Tentative Resource: War and Propaganda, by Ron Forthofer. Respond:  How does present day "propaganda" as described by Forthover affect you personally?  Write in the first person, using "I, me, we and us."

Tentative movie video selection related to theme of course, from: Philadelphia Experiment II.

Optional Resource: Editorial Cartoon, by Toles (1987). Reproduced and posted for classroom use only.  Text of cartoon. 

Optional resource: Academic article (2016) "Many college students take remedial courses, but only some benefit, researchers find." Respond (freestyle): How have you, personally, benefited so far from taking this developmental course? Write response in first person, using "I," "me," and "my."

Students complete course evaluations online from My.UTEP.edu. Once you have logged in, click on the Classes tab on the left side. You will see the Course Evaluations module and your classes will be listed. Click on the course names or CRNs to complete the evaluation for each course.

Video "Don't be a Sucker." ~23 min.

PRINTOUTS OF ALL READING JOURNALS FOR THE NOVEL DUE at beginning of class Wednesday, May 1/Thursday, May 2. Journals close after that time.



Week 15:

Course Evaluations reminder.

Tentative: Video resource: Why we Fight (America in the War).

Review/practice for final exam.

Resource: Letter of Claudius

Turn in Argumentation Essay. Final Draft due by Wednesday, May 8/Thursday, May 9, at the beginning of class.

Tentative audio presentation: Norman Corwin audio for VJ day (~16 min). Warning: No subtitles. Trigger Warning:  Contains some words and phrases that may now be considered offensive and/or racist.

 Last day of classes Thursday, May 9, 2019. No classes Fri., May 10 ("Dead Day").

Week 16.

Monday, May 13th, 7:00-9:45 am, Location TBA.

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