Jan. 4 Introduction: Welders vs. Philosophers Emily Richmond, “The Reality Behind the Philosophers vs. Welders Debate,” The Atlantic (November 2015), In-class Discussion: Social “Roles” and the Legacy of Plato’s Republic Jan. 11 Through “Thick” and “Thin”: Definitions and Justifications of the Humanities Stanley Fish, “Do Your Job” in Save the World on Your Own Time (2008) and “Will the Humanities Save Us?”, The New York Times (January 2008), Martha Nussbaum, “Education for Profit, Education for Democracy” and “Cultivating Imagination: Literature and the Arts” in Not for Profit: Why Democracy Needs the Humanities (2010) In-class Discussion: “Think” and “Thin” Philosophies of Humanistic Value Jan. 18 What’s the Use? Helen Small, “Use and Uselessness” in The Value of the Humanities (2013) In-class Discussion: Social Utility and False Dilemmas Recommended Reading: Wilfred M. McClay, “The Burden and Beauty of the Humanities” in American Educator (Winter 2008-9). Jan. 25 A Short History of the Humanities Rens Bod, “Was There Progress in the Early Modern Humanities?” and “Insights from the Humanities that Changed the World” from A New History of the Humanities (2013) In-class Discussion: How are the Humanities and the Sciences Different? Recommended Reading: Immanuel Kant, “What is Enlightenment?” First Response Paper DUE Feb. 1 Are the Humanities in Crisis? Geoffrey Galt Harpham, “Beyond the Crisis in the Humanities” in New Literary History (2005) In-class Discussion: A Real or Imagined Crisis? Recommended Reading: David A. Bell, “Reimagining the Humanities: Proposals for a New Century” in Dissent (2010) Feb. 8 Reconsidering the “Social” Role of the Humanities Bruno Latour, “Why Has Critique Run Out of Steam? From Matters of Fact to Matters of Concern” in Critical Inquiry (2004) In-class Discussion: The Humanities and Mechanisms of Change Recommended Reading: Kathleen Woodward, “The Future of the Humanities in the Present and in Public” in Daedalus (Winter 2009). Feb. 15 Recap and Intro. to Sustainability
supported with evidence. At the weak end of the satisfactory range, documents may provide only generalized discussion of ideas or may provide adequate discussion but rely on weak support for arguments. little or no support, as in summaries or narratives that fail to connect observations to argument through analysis. STYLE Documents use a writing style with word choice appropriate to the context, genre, and discipline. Sentences should display complexity and logical structure. Documents rely on word usage that is inappropriate for the context, genre, or discipline. Sentences may be overly long or short with awkward construction. Documents may also use words incorrectly. MECHANICS Papers will feature correct or presentation of ideas. At the weak end of the satisfactory range, papers may contain a few spelling, punctuation, or grammatical errors that remain unobtrusive and do not obscure the paper’s argument or points. Papers contain so many mechanical or grammatical errors that they impede the reader’s understanding or severely undermine the writer’s credibility. THESIS EVIDENCE ORGANIZATION MECHANICS (written work only) “A” range Clearly stated in introduction and conclusion Accurate Arguable Significant: makes insightful connections to course questions and themes Specific Relevant to thesis Explained clearly, using digestive sentences Clear intro, body, conclusion Develops argument persuasively, using effective transitional sentences Shows connections between evidence and thesis Citation is thorough and consistent with MLA Style Few, if any errors in spelling and grammar Meets length requirements (within a half-page over or under) “B” range Stated in introduction and conclusion Makes solid connections course questions and themes Solid, relevant evidence, but occasionally under developed Clear intro, body, conclusion Develops argument clearly, often using transitional sentences Usually shows connections between Some citations are missing or inconsistent with MLA sty Some errors in spelling and grammar Meets length requirements (within a half-page over or under