English 325.

104
The Art of the Essay
Course Syllabus
Spring 2014
MW 14
41!! A"
#nstru$tor% Jaimien Delp (Jaime)
E&ail A''ress% jaimien@umich.edu
English (epart&ent Mailroo&% Angel Hall 3
rd
Floor
Please be sure that anything you leave for me here has my name on it.
)ai&e*s +ffi$e ,o$ation% 3258 AH
+ffi$e "ours% Monday !5
Course (es$ription
The aim of this section of 325 is to address the thoughts and concerns of the maturing writer as they
delve more deeply into the complexities and discoveries associated with essay writing, both artistic and
research-informed. Students will be ased to begin with their pre-existing writing sills, and will then
wor toward refining and further elevating those sills in terms of their craft, purpose, attentiveness to
various rhetorical devices and the development of an authentic, identifiable voice.
"hi# i# a $or%#hop cour#e& $hich $ill allo$ #'uden'# ample oppor'uni'y 'o o((er and recei)e (eed*ac%
(rom (ello$ $ri'er#. +eading# $ill co)er a )arie'y o( (orm# and #'ruc'ure#& a# $ell a# a cacophony o( )oice#.
"he#e au'hor# $ill co)er 'opic# ranging (rom a de#ire 'o under#'and 'he 'rue meaning o( $ildne## and lo)e& 'o 'he
impul#e 'o ma%e #en#e o( un(amiliar cul'ural or geographical ri'ual#. Finally& our reading# $ill demon#'ra'e 'he
)a#' and $onder(ul po'en'ial 'he e##ay (orm o((er#& and in 'urn& #'uden'# $ill ha)e 'he oppor'uni'y 'o ma%e u#e o(
'hi# (orm a# i' rela'e# 'o 'heir o$n de#ire# and in'ere#'#.
Course -oals #n A$$or'an$e .ith the English (epart&ent Writing /rogra&%
1. To hone mechanics, attention to language and audience, style, and craft in
students' essay writing.
2. To develop a critical understanding of some key practices and examples of
essay writing and the multiple kinds of work that essays do, such as cultural
commentary, social critique, and memoir.
3. To develop an awareness of different rhetorical approaches and research
incorporation in essay writing and to practice these approaches.
. To participate in sustained, thoughtful, artful, researched, and workshopped
essay writing that displays clarity of purpose, awareness of audience, and
the recognition!use of writing as a revision"reliant process.
#. To develop a working set of skills and resources for essays incorporating and
informed $y research, including the distinction $etween primary and
secondary sources, and an understanding of how to $egin, carry out, and
complete a writing assignment incorporating research.
%. To develop an awareness of the rigors and potential pleasures entailed in
reading, discussing, and crafting written essays.
Required Texts and Supplies:
!. Creative Composition by "ollac, #hamberlin and $aopoulos. "ublisher% #engage &earning,
2'!3. (S$)-!3% *+,-!-2,5-!!+2+-'
2. Assorted Readings -which ( will give to you as handouts, or available on #tools for you to print.
3. Notebook for notes, assignments and in-class writing assignments
. & highlighter
-ra'ing% ,ach o( 'he 'hree major e##ay# i# $or'h 3-. o( your (inal grade. /ar'icipa'ion i# $or'h 0-. o( your
(inal grade.
,##ay 0 1 Due May 23 1 2!8 page#
,##ay 2 1 Fir#' Dra(' Due June 2 3 Final Due June 4 1 8!5 page#
,##ay 3 1Fir#' Dra(' Due June04 3 Final Due June 2- 1 0-!00 page#
/ar'icipa'ion
-ra'ing S$ale%
55.- 1 0-- A 23.- 1 24.5 6
5-.- 1 5.5 A! 2-.- 1 22.5 6!
82.- 1 85.5 78 42.- 1 45.5 D8
83.- 1 84.5 7 43.- 1 44.5 D
8-.- 1 82.5 7! 4-.- 1 42.5 D!
22.- 1 25.5 68 - 1 55.5 ,
Participation:
/ar'icipa'ion i# a*ou' engagemen'. 9 a#% 'ha' you come 'o cla## each day prepared 'o di#cu##& a#% :ue#'ion# and
o((er your 'hough'# and idea# a*ou' 'he reading#. 9 al#o e;pec' you 'o arri)e $i'h your reading# #u((icien'ly
anno'a'ed (meaning pa##age# $ill *e mar%ed3underlined3highligh'ed along $i'h marginal commen'# in
prepara'ion (or di#cu##ion). /ar'icipa'ion and engagemen' i# al#o a*ou' ha)ing a re#pec'(ul& #uppor'i)e and
'hough'(ul pre#ence in our communi'y o( $ri'er#. 9n accordance $i'h 'he philo#ophy o( 'he ,ngli#h Depar'men'
<ri'ing /rogram& i' i# my policy 'o regard con#i#'en'ly di#re#pec'(ul *eha)ior& 'o$ard# my#el( or o'her $ri'er# in
our group& a# ground# 'o (ail 'he cla##& regardle## o( $or% comple'ed.
Reflections:
=cca#ionally 9 $ill a#% you 'o $ri'e a re#pon#e 'o an elemen' o( one o( our reading#. <hile 'he#e are no'
cri'i:ued under 'he #ame len# $hich 9 u#e (or your 3 major e##ay#& 'he#e re(lec'ion# mu#' #'ill demon#'ra'e your
%no$ledge o( 'he reading& o((er a 'hough'(ul per#pec'i)e and *e (ree o( gramma'ical error#.
Workshop:
A# you $ill #ee in 'he #ylla*u#& 9 ha)e de)o'ed #igni(ican' 'ime in 'hi# cour#e 'o $or%#hopping. "hi# $ill *e an
in)alua*le e;perience> ?ou $ill ha)e 'he oppor'uni'y 'o recei)e (eed*ac% (rom 'he re#' o( 'he cla##& a# $ell a#
pro)ide (eed*ac% on 'he $or% o( 'he o'her $ri'er# in 'he cla##. <or%#hopping i# a proce## 9 'a%e )ery #eriou#ly@
'he $or% your cla##ma'e# *ring in 'o $or%#hop i# con(iden'ial (in o'her $ord#& i' i# no' 'o *e read *y o'her# no'
enrolled in 'he cla## $i'hou' 'he permi##ion o( 'he $ri'er)& and your cri'i:ue i# e;pec'ed 'o *e %ind& con#'ruc'i)e&
hone#' and 'hough'(ul.
Workshop Copies and Commentaries:
=n 'he day 'ha' a rough dra(' o( an e##ay i# due& *ring 5 copie# o( your e##ay 'o cla## $i'h you. ?ou mu#' al#o pu'
one copy in 'he 6'ool# Drop7o;. If you are absent the day your rough draft is due, it is your responsibility to
email copies of your essay to your workshop and upload to DropBo, by !pm that day" Bring printed copies
the following class period" /lea#e *e diligen' a*ou' 'hi# policy& #hould an a*#ence on a deli)ery day occur. =n
$or%#hop day#& e)eryone i# e;pec'ed 'o ha)e read 'he e##ay# *e(ore cla##& made marginal commen'#& a# $ell a#
$ri''en a one page& #ingle #paced commen'ary. #ou will need to bring two copies of this commentary to class
with you: one for the writer, and one for me" <e $ill di#cu## 'he#e commen'arie# in grea'er de'ail a# $e
approach our $or%#hop#.
Workload:
"he ABA Hand*oo% #'a'e# 'ha' #'uden'# #hould e;pec' a*ou' 3! hour# o( $or% ou'#ide o( cla## (or each credi'
hour. A# 'hi# i# a credi' cour#e& 'hi# mean# you can an'icipa'e 02!04 hour# o( $or% a $ee% #pen' on $ri'ing&
reading& re#ponding 'o peer e##ay#& e'ce'era. Co'e 'ha' 'hi# may *e a)eraged o)er 'he cour#e o( 'he #eme#'er.
$ate %ssignments:
Aa'e a##ignmen'# may re#ul' in 'he lo## o( D a le''er grade each day.
%ttendance:
?ou are each gran'ed '$o a*#ence#& $here your (inal grade $ill no' *e a((ec'ed ad)er#ely (or mi##ing cla##.
"he#e a*#ence# #hould *e re#er)ed (or une;pec'ed illne##& (amily emergencie#& religiou# o*#er)ance# and
uni)er#i'y o*liga'ion#. 7eyond 'he#e 'hree a*#ence#& 9 $ill con#ider any a*#ence $i'hou' $ri''en documen'a'ion
((or e;ample& a no'e (rom a doc'or) 'o *e une;cu#ed a('er one $ee%. A('er 'hree a*#ence#& any #u*#e:uen'
a*#ence may lo$er your (inal grade *y (i)e poin'#& *ringing an 88. do$n 'o 83.& (or e;ample. Fi)e une;cu#ed
a*#ence# may re#ul' in (ailure o( 'he cour#e& regardle## o( $or% comple'ed. 9( you are a*#en' on 'he day your
e##ay i# #cheduled (or $or%#hop& i' i# more 'han li%ely 'ha' 'here $ill no' *e a ma%e!up $or%#hop& due 'o 'ime
con#'rain'#. #ou are responsible for finding out about missed work and making it up"
&ardiness:
"hree une;cu#ed 'ardie# i# 'he e:ui)alen' o( one a*#ence. 9( circum#'ance# ou' o( your con'rol pre)en' you (rom
*eing on 'ime (or cla##& plea#e #pea% $i'h me and $e can ma%e appropria'e arrangemen'#.
$aptops and cell phones:
/lea#e *e con#idera'e $i'h your cell phone#. "urn ringer# o((& no 'e;'ing. Aap'op# $ill no' *e nece##ary (or 'he
cour#e& *u' i( you $ould li%e 'o u#e 'hem& 9 $ill allo$ 'hem during in!cla## $ri'ing e;erci#e# only.
Writing 'upport:
B$ee'land 6en'er (or <ri'ing i# a $onder(ul& in)alua*le re#ource 'ha' i# a)aila*le 'o #'uden'# a' 'he Eni)er#i'y o(
Michigan. B$ee'land o((er# (ree& pro(e##ional a##i#'ance $i'h e)ery a#pec' o( $ri'ing& (rom *rain#'orming and
(ir#' dra('# 'o re)i#ion and (inal paper#. All #'uden'# are eligi*le (or one appoin'men' per $ee%& and drop!in #lo'#
are o('en a)aila*le a# $ell. Feep in mind 'ha' B$ee'land #'a(( are no' a)aila*le (or proo(reading and grammar!
chec%ingG ra'her& 'heir role i# 'o a##i#' you in crafting a par'icular piece o( $ri'ing. Al#o no'e 'ha' B$ee'land
doe# no' run on Michigan 'ime ('hey *egin on 'he hour or hal( hour). "heir con'ac' in(orma'ion i#@ 23!24!-25
or h''p@33$$$.l#a.umich.edu3#$ee'land
(et )ut )f *ail Card:
9n addi'ion 'o *eing allo$ed '$o a*#ence#& each o( you may a''end cla## once $i'hou' ha)ing comple'ed 'he
reading (or 'he day 1 no penal'ie#& no :ue#'ion# a#%ed& *u' you mu#' in(orm me *e(ore 'he #'ar' o( 'he cla##. "hi#
doe# not apply 'o 'he $or% o( your cla##ma'e#& or any $ri''en a##ignmen'# 1 pu*li#hed #'orie# and poem# only.
+tra Credit:
9 o((er #'uden'# 'he oppor'uni'y 'o earn e;'ra credi' *y a''ending local reading#. For each reading 'ha' you a''end
and $ri'e a *rie( re(lec'ion (or& 9 $ill add D a poin' 'o your (inal grade& up 'o 2 'o'al poin'# ( reading#). "he
Eni)er#i'y o( Michigan ha# a $onder(ul group o( )i#i'ing $ri'er# each #eme#'er& (rom a range o( genre#& al'hough
any reading you $ould li%e 'o a''end& a' any )enue& i# (air game. Bee 'he H,;'ra 6redi'3+eading#I under 'he
H+e#ource#I 'a* on 6'ool# (or lin%# 'o reading oppor'uni'ie#.
%ccommodations:
B'uden'# re:uiring accommoda'ion# (or learning di#a*ili'ie# are encouraged 'o con'ac' 'he =((ice (or B'uden'#
$i'h Di#a*ili'ie# (BBD). /lea#e #pea% $i'h me3e!mail me *y 'he #econd $ee% i( you $ould li%e 'o #ho$ me your
le''er (rom BBD ou'lining accep'ed accommoda'ion#. 9 $ill cer'ainly *e happy 'o #e' up a con(iden'ial
appoin'men' 'o $or% $i'h you on mee'ing 'he#e accommoda'ion#.
Plagiarism:
/lagiari#m i# a )ery #eriou# o((en#e& and may re#ul' in immedia'e (ailure o( 'he cour#e& a# $ell a# more #eriou#
mea#ure#& including a re(erral 'o 'he Dean o( B'uden' A((air# an academic pro*a'ion or e;pul#ion. /lea#e read
'he Memo on /lagiari#m (rom Direc'or o( Endergradua'e B'udie# a'@
http%00....lsa.u&i$h.e'u0english0un'ergra'uate0plag1ote.asp

SCHEDULE:
PLEASE NOTE: This syllabus is subject to change. I oul! li"e to leave some room for the
s#ontaneous urge toar!s a #articular #iece of riting$ shoul! our !iscussions lea! us there. I
am intereste! in un!erstan!ing hat !rives an! ins#ires each one of you$ an! bringing these
elements into our classroom. Thus$ be #re#are! for rea!ings an! assignments not on this
sche!ule.
Week ! , Reflecti-e .arrati-e
We'nes'ay2 May 3%
9n'roduc'ion 'o 6our#e 8 9n!6la## /ro(ile#
Week / , Reflecti-e .arrati-e
Mon'ay2 May 12
HApologia&I *y 7arry AopeJ
HBoul o( 'he Ande#&I *y /am Hou#'on
HBimplici'y&I *y <illiam Kin##er
We'nes'ay2 May14
9n!6la## Bcreening@ HBil)er Aining# /lay*oo%I
H<ri'ing /er#onal ,##ay#@ =n 'he Cece##i'y o( "urning =ne#el( in'o a 6harac'er&I *y /hillip Aopa'e
Week 0 , Reflecti-e .arrati-e
Mon'ay2 May 1!
%reative Nonfiction
Chapter 1 4 The Writer*s /oint of 5ie. (all)

Chapter 2 4 An Engaging 5oi$e an' Style (pg. 5!05)

Chapter 3 4 A (ri6ing 7uestion (all)

Chapter 3 4 8efle$ti6e 1arrati6es (pg. 5!24& include# HBhoo'ing and ,lephan'&I *y
Leorge =r$ell and HMy 7ody& My <eapon& My Bhame&I *y ,l$ood
+eid)
We'nes'ay2 May 21
%reative Nonfiction
Chapter 4 4 A 1atural2 +rgani$ 9or& (all)

Chapter 5 4 "abits of Min' (all)

Chapter 3 4 8efle$ti6e 1arrati6es (pg. 22!52& include# HA 6lac% o( "iny Bpar%#@
+emem*rance# o( a Lay 7oyhood&I *y 7ernard 6ooper and HA Fe$
<ord# A*ou' 7rea#'#&I *y Cora ,(ron) 8 pg#. 005!004
9ri'ay2 May 23
:: Essay 1 (ue ;un'er &y offi$e 'oor2 A" 325<2 by 5p&=
Wee> 4 /ortraits
Mon'ay2 May 2? 4 1+ C,ASS0"+,#(A@
We'nes'ay2 May 2<
%reative %om#osition
Chapter < 4 /eople
/ro(ile# in Ac'ion
H"rac%# and "ie#&I *y Andre Du*u# 999
HMa#'er o( Machine#&I *y Dan +i)a#
Bu*cul'ure#
HMu#ic i# My 7ag&I *y Meghan Daum

Chapter ! /la$e
H<e Do Co' B$im 9n =ur 6eme'erie#&I *y Je#myn <ard
Fey Fea'ure# o( 'he Form
Wee> 5 /ortraits
Mon'ay2 )une 2
::9irst (raft of Essay 2 (ue ;Aring 4 $opies=
%reative %om#osition
Chapter < 4 /eople
From &iroshima$ *y John Her#ey

Chapter ! 4 /la$e
H"han% ?ou in Ara*ic&I *y Caomi Bhiha* Cye

Chapter 13 4 8e6ision (all)
We'nes'ay2 )une 4
Wor>shop
9ri'ay2 )une ?
:: 9inal (raft of Essay 3 (ue ;Bn'er &y offi$e 'oor by 5/M=
Wee> ? 4 )ourneys an' 7uests
Mon'ay2 )une !
Chapter 12 4 )ourneys an' 7uests ;pg. 34334!=
CThe 1e. Me$$a2D by -eorge Saun'ers
C+ne Wee> #n ,iberia2D by Ea'ie S&ith
We'nes'ay2 )une 11 Me'itatioins
Chapter 13 4 Me'itations ;pg. 40!410=
CThe /oliti$s of -rief2D by 5.5. -aneshananthan
CChapels2D by /i$o #yer ;CTools=
Wee> 3 #n6estigations
Mon'ay2 )une 1? Me'itations
CMy 9a$eboo> Angst2D by 1atalie Aa>opoulos
::9irst (raft of Essay 3 (ue ;Aring 4 $opies=
We'nes'ay2 )une 1<
Wor>shop
9ri'ay2 )une 20
:: 9inal (raft of Essay 3 (ue ;Ctools (rop AoF by 2/M=