INTRODUCTION

This course looks at the peculiar fact that American ideas about freedom and the practice of chattel slavery grew up together. More, it considers the fact that imagining slavery has persisted in the culture of the United States, not only as a memory of past transgressions, but also as a means of understanding present freedom. We will look at a variety of historical and contemporary narratives and essays in order to come to a better understanding of the ways these stories influence our own sense of identity and purpose as Christians, as American citizens, and as citizens of the world.

COURSE GOALS

Every First Year Seminar has the following goals, designed to improve skills as critical thinkers and writers within a Christian context:

$ To help students develop better ways of thinking through reading, writing, and discussion.

$ To help students read analytically and critically.

$ To allow students to write and to have their writing read on a regular basis.

$ To help students achieve basic information literacy competencies: accessing, evaluating, and using information effectively and ethically.

$ To promote a positive integration of Christian faith and intellectual life.

$ To encourage student and faculty conversations about significant ideas related to the identity of the College, thus enhancing an intellectual campus climate.

In addition this specific First Year Seminar has the following goals:

· That each of you would better understand yourselves, the church, and the complexity of culture in the United States.

· That each of you would better understand what slavery is and how it has a continuing impact on life in the United States.

· That each of you would better understand the Christian responsibility to pursue justice individually and culturally.

COURSE OBJECTIVES

WRITING: You will each complete four (4) essay projects and a journal that will engage the writing process. Fuller descriptions of these essays will be provided as the semester progresses.

$ Personal Essay: A 500-800 word essay that poses the question: What has freedom meant to me?

$ Comparison/Contrast Essay: A 1000-1500 word essay that poses the question: What significant conclusion can be drawn from a comparison of two of the texts assigned this semester?

$ Essay of Analysis/Interpretation: A 1000-1500 word bibliographic essay that poses the question: What characterizes the academic conversation concerning the topic I have chosen for my persuasive essay?

$ Persuasive/Interpretive Essay Project: A 1500-2000 word essay on a question of your choosing. This essay should engage with the work you read elsewhere in the semester and that you read for your bibliographic essay.

$ Writing Journal: Each of you will keep a writing journal in which you will write approximately 10 pages per week. In your journals you will respond to questions I will pose for you. You will also pose questions that interest you about each reading that you would like to discuss with your fellow class members. You will regularly be asked to read your journal to the class. The day-to-day discussions of the seminar will largely be generated by responses to your journal entries.

PARTICIPATION AND COLLABORATION:

The focus in any seminar is on what you can teach yourself and others. As such, participation and collaboration is imperative. Formally, each of you will be responsible for an oral presentation and for presenting one of your essays to the class. In addition, I will evaluate your participation using the following criteria: attendance, oral participation, regular reading as evidenced in oral participation and in-class writing assignments, collaboration as evidenced by my observations and peer comments, preparation as evidenced by journaling.

· Oral Presentations: The presentations are to answer the following question: How is imagery and discourse concerning slavery or freedom used in contemporary American culture? Your presentation should focus on some element of American culture where you perceive images or discourse related to slavery and freedom in play. It could focus on anything related to the capacious term “culture.” In addition to the general question, your presentation should briefly answer the following questions.

· Why is the discourse of slavery/freedom being employed here?

· How is the discourse of slavery/freedom similar to or different from things we’ve looked at in class?

· What are two questions that you would like the class to discuss in response to your presentation?

The presentations should also include the following:

· A one page written summary of the presentation to be turned in at the end of class.

· A visual or auditory supplement.

The presentation should take no more than five minutes. Presentations are worth 25 points. They will be graded on originality, organization, and effective oral communication.

· Quizzes: Occasionally I will give five point quizzes designed to gauge your preparation for class.

COURSE MECHANICS

Essay Process: Writing the essays will be most productive if you take the writing process seriously rather than simply trying to cobble together a paper two hours before class. Therefore, you must turn in a complete first draft for each essay. In addition, final grades for each essay will reflect in part whether you have taken the time to revise and improve your initial draft. For all essays you will be required to get collaborative assistance, either from the writing center or from peer groups and partners.

Paper format:

· All first drafts handed in to me should be typed, single-spaced with narrow margins and small fonts to save paper.

· All final drafts should typed, double-spaced with 1-inch margins and 12-point fonts.

· All footnotes and reference material should follow the MLA Guidelines for Writers of Research papers (See Hacker).

· All drafts should have a title.

· All drafts should include the following information: your name, my name, the class number, the assignment, and the date.

· No drafts should include title pages. They are unnecessary for short essays and waste paper.

· All drafts should include page numbers on every page

Grading: For a general description of my concerns when grading your essay, please see the page titled “Grading” that is appended to the syllabus. Grades are assigned for the entirety of the writing process rather than for the final product alone.

$ Narrative/Personal Essay—50 points

$ Comparison/Contrast Essay —100 points

$ Analytic/Bibliographic Essay—150 points

$ Persuasive Essay—200 points

$ Presentation—25 points

$ Journal—50 points

$ Class participation—100 points

$ Quizzes—points determined as necessary

Late assignments:

$ Drafts, Final or First, handed in late will reduce the final grade of the paper by 10 points

$ I will consider giving extensions, but you must ask for the extension at least 24 hours before the due date for the assignment. Appropriate reasons are having two major assignments due in other classes on the same day, or a documented family crisis.

$ The only exception to this general rule is a documented illness. If you are sick enough to miss class, please go to the health center to take care of yourself.

Texts:

· Frederick Douglass, Narrative of the Life of Frederick Douglass, An American Slave

· John Gage, The Shape of Reason

· Handouts and Online Readings

· Diana Hacker, A Writer’s Reference

· Films TBA

· “The Civil War”—Musical produced by Messiah College. You must attend a performance on November 15 or 16.

SCHEDULE

Date	Assignment
Unit One: Freedom and Our Personal Stories Primary Unit Questions: What is this FYS all about? What is the meaning of freedom in The Color of Water? What does freedom or the loss of freedom mean to you? What is a discourse community? What is Critical Reading? What is a personal narrative?
W 9/1	Class Intro
F 9/3	Color of Water Gage, Chapter One
M 9/6	Color of Water Gage Chapter Two
W 9/8	Prep Work for Personal Essay Online Essay. http://leo.stcloudstate.edu/acadwrite/narrative.html
F 9/10	First Draft of Personal Narrative Due
Unit Two: Freedom and Slavery in America Primary Unit Questions: What is the American conception of Freedom? What is the history of Slavery in America? What is the Structure of Reasoning? What is a Question at Issue? How can I expand and engage my discourse community? What is the Comparison Contrast Essay? What is adequate reasoning?
M 9/13	Olaudah Equiano Online Excerpts One. http://www.brycchancarey.com/equiano/ Olaudah Equiano Online Excerpts Two. http://docsouth.unc.edu/neh/equiano2/p115 Final Draft of Personal Narrative
W 9/15	Declaration of Independence Online. http://www.usconstitution.net/declar.html Gage Chapter Three
F 9/17	Douglass “What to the Slave is the Fourth of July?” http://douglassarchives.org/doug_a10.htm Gage Chapter Three
M 9/20	Fugitive Slave Law Online http://www.yale.edu/lawweb/avalon/fugitive.htm Emancipation Proclamation Online http://www.archives.gov/exhibit_hall/featured_documents/emancipation_proclamation/ Gage Chapter Four
W 9/22	Thoreau (in Gage 156ff) Gage Chapter Four
F 9/24	MEET IN LIBRARY FOR LIBRARY ORIENTATION
M 9/27	Prep Work for Comparison/Contrast Essay; Gage Chapter Five Online essay http://leo.stcloudstate.edu/acadwrite/comparcontrast.html Student Presentations
W 9/29	Video Student Presentations
F 10/1	No Class Faith in the Academy Conference.
M 10/4	Draft of Comparison Contrast Essay Gage Chapter Five
W 10/6	Video Student Presentations
Unit Three: Christian attitudes toward slavery Primary Unit Questions: What have been Christian attitudes about slavery/freedom? What is an effective paragraph? What is an effective sentence? What is an essay of analysis or interpretation? How do I proceed with research? How do I use it?
F 10/8	Exodus passages New Testament passages History of Christian Responses online. http://www.religioustolerance.org/chr_slav.htm Student Presentations
M 10/11	William L.Garrison online. http://www.bartleby.com/268/9/18.html Hacker 23-36 Student Presentations
W 10/13	Douglass, Narrative Hacker 23-36 Student Presentations
F 10/15	Douglass, Narrative Hacker 23-36 Student Presentations
M 10/18	Douglass, Narrative Hacker 81-108. Student Presentations
W 10/20	Pre Work for Interpretive/Analytical Essay Diana Hacker Online Review Gage Chapter Four Student Presentations
F 10/22	No Class Fall Recess
M 10/25	Prep Work for Interpretive/Analytical Essay Review Gage Chapter Four Student Presentations
W 10/27	Library Day MEET IN LIBRARY Gage Chapter 8 Hacker 295-325
F 10/29	M.L. King Jr. (in Gage 171-185) Student Presentations; Hacker 111-147
M 11/1	Malcolm X “The Ballot or the Bullet”; Student Presentations; Hacker 111-147
W 11/3	Student Presentations Spartacus (Viewing TBA) Hacker 111-147
F 11/5	Student Presentations Spartacus
M 11/8	Student Presentations Amistad (Viewing TBA)
W 11/10	Student Presentations Amistad
F 11/12	Student Presentations Draft of Analytic/Bibliographic Essay Due
M 11/15	Student Presentations Analytic/Bibliographic Essay Due Prep Work for Persuasive Essay
W 11/17	Student Presentations; “The Civil War”
F 11/19	Student Presentations; “The Civil War” Gage Chapter 6
M 11/22	Student Presentations Prep Work for Persuasive Essay Gage Chapter 6
W 11/24	No Class Thanksgiving Recess
F 11/26	No Class Thanksgiving Recess
M 11/29	Draft of Persuasive Essay Due Gage Chapter 7 Peer Reviewing in Class and In-Class Conferencing
W 12/1	Peer Reviewing in Class and In-Class Conferencing
F 12/3	Peer Reviewing in Class and In-Class Conferencing
M 12/6	Final Persuasive Essay Due Discussion of Persuasive Essays
W 12/8	Discussion of Persuasive Essays
F 12/10	Discussion of Persuasive Essays
M 12/13	Final Exam Section O Final Personal Narrative: How has my understanding of my personal experience of freedom developed during the course of this semester?
W 12/15	Final Exam Section LL Final Personal Narrative: How has my understanding of my personal experience of freedom developed during the course of this semester?

SUPPLEMENTAL STATEMENTS

Grading Essays

Although I rank all essays from top to bottom when I grade, these are the following general standards that I have in mind when I grade an essay. Besides these general standards, good essays can get poor grades through lateness or failure to work through the process appropriately.

An A paper will show all the typical excellence in focus, organization, development, support, and stylistic felicity. In addition the A paper will demonstrate some sense of originality and creativity both in the written style and in the argument pursued. In other words, you can't simply repeat things you've already heard in class and expect to get an A on an essay. I want you thinking about how things you hear can be applied in new ways, or how things we haven't thought about can be applied to what we've already talked about.

A B paper will demonstrate excellence in all the basics of composition and interpretation. In all likelihood the B paper will be somewhat less original in argument and style, but will show that the writer has a strong grasp on the issues involved in their paper. A B paper cannot have a weak thesis, organization, or support. It is possible that the development of the argument will be somewhat less sophisticated than other elements of the paper, perhaps because the writer doesn't see all the complexities of her argument or because she doesn’t account for arguments against their interpretation.

A C paper will have a thesis but show weaknesses in other areas than development. Perhaps the paper will only marginally support some positions with detail from the text. Perhaps one paragraph doesn't relate clearly to the thesis or perhaps some of the paragraphs seem to wander and not stick to a main point. Perhaps details are offered without being fully explicated. The general sense of a C paper is that several things still need work before the argument could be fully convincing. The C paper is likely to seem less sophisticated stylistically, perhaps tending to over rely on simple sentences as opposed to mixing sentence forms and lengths. Alternatively, the C paper may occasionally have sentences that are difficult to read due to grammatical or other mechanical difficulties. Students should remember that a C paper constitutes average work and is not a sign of failure.

A D paper will likely have a weak thesis, sometimes bordering on substituting a topic for a thesis. No major area of the paper will be strong, and several will be weak. If you have a poor thesis you are likely to have weak development (for lack of having anything to develop). You are likely to have poor organization (for lack of having a focus). The D paper will probably show significant problems in sentencing and other mechanical aspects of the essay, though not always

An F paper will likely not have a thesis. The paper may tend toward simply summarizing material rather than interpreting it. Alternatively, there may be some form of thesis, but the paper will wander from the point and have no focus. The F paper will usually demonstrate severe grammatical or mechanical problems, though not always. Finally, some papers will fail because they have been plagiarized.

Finally, note again that a C means average, not failure. Moreover a D or an F DOES NOT signify an inability to learn anymore than an A or B means that you have nothing left to learn.

STATEMENT ON INCLUSIVE LANGUAGE

Rationale

a. In its statement of Foundational Values, Messiah College recognizes the importance of the person, affirming that “every person is to be respected and valued . . . because each person is created in the image of God.” Divinely created and sharing equally in God’s design, each human is worthy of respect and honor, regardless of characteristics including but not limited to gender, race, ethnicity, national origin, religion, age, ability, or marital or parental. As an expression of that conviction and in recognition of God’s gift of love to each of us, inclusive language should be used in all levels and forms of communication at the College in reference to human beings.

b. Further, the College’s Foundational Values affirm that “every person must be responsible in their pursuit of truth.” Every member of this educational Christian community–teacher and learner; scholar and thinker; faculty, staff, and student–should uphold the pursuit of truth, using language that seeks to avoid false assumptions and inaccurate or negative stereotypes, biases, or prejudices. We uphold the use of communication that reflects a high ethical standard of truth-seeking and scholarship by avoiding misrepresentation or discrimination of any kind. As an expression of that commitment to truth, inclusive language is used to achieve clarity by neither rendering certain people invisible nor misrepresenting by overemphasizing or generalizing traits of individuals or groups.

c. Language, as a means of signifying and communicating, is not static or value-free. It is, by its very nature, fluid and dynamic. Thus, patterns and significance of language evolve as culture and ethos change. Language is a powerful means of not only reflecting culture but also constructing and reinforcing beliefs and biases. It describes reality, but it also shapes reality. The use of inclusive language provides a means of positively influencing the social environment by contributing to the sense of worth, empowerment, freedom, and ability of all human beings. At Messiah, it thereby has a positive impact on campus climate, allowing all members of the community to function in an environment of equal opportunity and expectation.

d. Because of our Christian frame of reference and in recognition of the ways that language shapes as well as reflects culture, Messiah College has a particular responsibility to assure that language is used in ways that do not exclude members of the community or distort the significance of contributions made by all persons to our historical and present-day experience. Through our communication and use of language, greater sensitivity motivated by love becomes the norm.

e. In sum, Messiah College is a Christian community of divinely created beings informed by God’s love and pursuing truth in every endeavor. We are committed to the use of inclusive language as a means of reflecting our Christian commitment and responsibility as we serve as a creative and liberating force in the world.

Policy

Definition of Inclusive Language: Inclusive language is written or verbal communication that accurately reflects and affirms the presence, role, status, and value of all members of society by trying to avoid language that excludes certain groups of individuals or that distorts the role or value of those individuals in the community.

Forms of Exclusive or Discriminatory Language. Improper language usage can lead to various forms of blatant inaccuracy and discrimination. Inclusive language seeks to remedy forms of linguistic discrimination. (N.B. For a person who is not part of the excluded or affected group, it is difficult to perceive the discriminatory nature of his or her language and thus requires extra sensitivity and receptiveness.) The following illustrate examples of linguistic discrimination:

a. Invisibility occurs when certain phrases exclude or ignore a person or group (e.g., using “he” to mean people of either gender). Inclusive language acknowledges the presence of such unrepresented persons or groups.

b. Extra visibility occurs when a personal characteristic irrelevant to the context is emphasized, making the individual or group seem out of the norm (e.g., “blind singer” or “Chinese doctor” rather than simply “singer” or “doctor” when the modifier to the subject has no bearing on the topic discussed). Inclusive language refuses to place extra emphasis on irrelevant differences.

c. Trivialization occurs when certain phrases unnecessarily devalue or denigrate the actions, activities, and occupations of a person or group (e.g., “even a woman can do it”). Inclusive language avoids the belittlement of individuals and groups.

d. Stereotyping occurs when oversimplified and overgeneralized labels are applied to a person or group, thereby denying individuality (e.g., “African-Americans are good dancers”). Inclusive language refuses to limit or pigeonhole any individual or group.

e. Imposed labeling occurs when individuals or groups (often minority or less powerful groups) have a name or term given to them by another individual or group (e.g., Euro-Americans historically called Americans of African heritage “Negroes” but that group’s generally preferred name for themselves is “African-Americans”). Inclusive language avoids the use of such labels or allows the group to define themselves. It is important to be aware of and honor the way a group prefers to be named. It must be recognized that sometimes particular groups’ preferences and labels change or are in flux and one specific appellation may not be embraced as the norm.

Policy Statement. Messiah College calls for all members of the College community to be informed and intentional about the use of inclusive language. Further, Messiah College expects members of the College community to use inclusive language in official written and oral communication intended for internal and external audiences. For some, this requires an intentional shift from habitual usage; grace should be exercised as community members conscientiously try to adhere to the policy. This policy should be understood within the context of the basic tenets of academic freedom, and is a complement to, rather than an infringement of, the College’s policy on Academic Freedom.

ADA STATEMENT

AMERICANS WITH DISABILITIES ACT: Any student whose disability falls within ADA guidelines should inform the instructor at the beginning of the semester of any special accommodations or equipment needs necessary to complete the requirements for this course. Students must register documentation with the Office of Disability Services (OM 342). If you have questions, call extension 5358.

POLICY REGARDING ACADEMIC INTEGRITY

Personal integrity is a behavioral expectation for all members of the Messiah community: administration, faculty, staff, and students. Violations of academic integrity are not consistent with the community standards of Messiah College. These violations include:

1. Plagiarism: Submitting as one’s own work part or all of any assignment (oral or written) which is copied, paraphrased or purchased from another source, including on-line sources without the proper acknowledgment of that source. Examples: failing to cite a reference, failing to use quotation marks where appropriate, misrepresenting another’s work as your own, etc..

2. Cheating: Attempting to use or using unauthorized material or study aids for personal assistance in examinations or other academic work. Examples: using a cheat sheet, altering a graded exam, looking at a peer’s exam.

3. Fabrication: Submitting altered or contrived information in any academic exercise.

Examples: falsifying sources and/or data, etc.

4. Misrepresentation of Academic Records: Tampering with any portion of a student’s record. Example: forging a signature on a registration form or change of grade form.

5. Facilitating Academic Dishonesty: Helping another individual violate this policy. Examples: working together on an assignment where collaboration is not allowed, doing work for another student, allowing one’s own work to be copied.

6. Computer Offenses: Altering or damaging computer programs without permission.

Examples: software piracy, constructing viruses, introducing viruses into a system, copying copyrighted programs, etc.

7. Unfair Advantage: Attempting to gain advantage over fellow students in an academic exercise. Examples: lying about the need for an extension on a paper, destroying or removing library materials, etc.

Education Regarding Academic Integrity Policy

Messiah College is responsible to clearly articulate the Academic Integrity Policy to students by publishing it in the student handbook and by informing all incoming freshmen of this policy through the new student orientation program. Faculty should reference the policy in their course syllabi. However, primary responsibility for knowledge of and compliance with this policy rests with the student.

Violations of Academic Integrity Policy

1. If a violation of the Academic Integrity Policy is suspected, the faculty member should meet with the student(s) to discuss the incident and determine to the faculty member’s satisfaction whether or not a violation has occurred. Faculty members may choose to have a witness present at the discussion.

2. If a student is accused of violating the academic integrity policy, but subsequently the faculty member determines that the student is innocent or insufficient evidence exists to justify further action, the student should be informed of this determination in writing. No report of the accusation or of the faculty/student meeting should be filed with the Academic Dean.

3. If the faculty member determines that a violation has occurred, a report should be filed with the Academic Dean and a duplicate of the report should be provided to the student. The report should include the following:

a. Complete description of the incident including date of meeting with the student

b. Conclusions and sanctions reached as a result of the meeting

This information will be kept on file until a student is graduated.

4. The faculty member should keep originals of tests, papers, etc. that provide evidence of the violation.

Penalties for Violations of the Academic Integrity Policy

A faculty member may exercise broad discretion when responding to violations of the academic integrity policy. The range of responses may include failure of the course to a grade reduction of the given assignment. The typical consequence for violations will be failure of the assignment. Some examples of serious offenses which might necessitate the penalty of the failure of the course include: cheating on an examination, plagiarism of a complete assignment, etc. Additionally, the faculty member should notify the office of the Academic Dean. The faculty member should communicate to the student in writing whenever a grade reduction or failure of the course occurs due to a violation of the academic integrity policy. With issues related to computer offenses or misrepresentation of academic records, the case may be referred to the Student Judicial Council for processing.

If a staff member or an administrator discover violations of the academic integrity policy he/she should contact the Academic Dean who will contact the student.

Penalties for Multiple Violations of the Academic Integrity Policy

The policy of the college is to act, whenever possible, in redemptive rather than merely punitive ways. We believe that simply to ignore an offense is to be neither loving nor redemptive. Consequently, the following procedure will be followed:

If a second report of a violation of the academic integrity policy is received by the Academic Dean’s office, the student will be required to meet with the Academic Dean. Suspension of the student or other appropriate sanctions may occur after the second offense at the discretion of the Academic Dean. A student may appeal the decision of the Academic Dean by appealing to the Provost, whose decision will be final.

Appeals Process for Violations of the Academic Integrity Policy

The student may appeal in writing to the academic department in which the course is offered. A student’s intent to appeal a faculty member’s response to a violation must be communicated to the department chairperson in writing within one week of the receipt of the written notification from the faculty member dealing with the incident. The decision of the academic department may be appealed to the Academic Standing Committee of the Dean’s Council.