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COURSE DESCRIPTION
In broadest terms, this course
will focus on writing that concerns the relationship between humans and their
environment. Writers of all descriptions--scientists, philosophers,
journalists, poets, fiction writers--have struggled to understand the natural
world. Very often, their attempts help readers think more richly and deeply
about their surroundings, how they constitute us, and we them. We will study
how these writers help us see (or re-see) familiar landscapes, examining how
humans negotiate their place in nature. We will read both
landmark non-fictional works of an emerging ecological ethic as well as some
fictional works that imagine our (sometimes grim) future. Our semester will
break down into roughly three sections: 1) some “classics” of nature writing
and natural history, with an emphasis on the sense of place, 2) an
investigation into the nature and outdoor experiences of children, what
Rachel Carson called their "sense of wonder," and 3) a reading of a
novel, Overstory, and Lydia
Millet’s The Children’s Bible.
WORKLOAD
Texts
American Earth, Environmental
Writing Since Thoreau, Mckibben
Overstory, Richard
Powers
A Children’s Bible, Millet
**please—a paper copy
is best. I’d rather a different, used edition (or library) than an e-reader. I especially
discourage reading from phones
ASSIGNMENTS
#1 – In keeping with our natural history and sense of
place, a creative nonfiction paper on a place meaningful to you. Draw a
circle around your own home ground.
(10 pts)
#2 – A lesson plan involving activities to get kids outside and
learning/writing about nature? Or, an argument for why kids need nature,
perhaps drawing on your own experiences as to how nature/outdoor experiences
were important to your development. Or a children's story/paper on some
aspect of nature, that aims to teach as well as delight. (10 pts)
#3 – 5 “footnotes.” Our text is pretty bare
bones, no footnotes. Explain the background or context of a particular term,
historical fact, concept from the reading. Simply look up the information,
write down what you learn. Due on day we are discussing. Could be an index
card or piece of paper. Have to be on five different
days. (2
pt. each = 10pts)
#5 – A mid-term that will ask you to “rank” the short pieces we read
(10 pts)
#6 –Campus
Tree—adopt a campus tree. Find out about that tree in literature—any poems or
stories? The Overstory
is all about trees. We’ll add depth to the existing map. We’ll want a
picture, some research into how been used in history and culture (literature,
medicine, etc.), then something creative: story, poem, etc. Maybe we’re
making a literary field guide? (10pts)
#7—Your Brain on Nature--Short reflection on our walk in Wildwood, or your
own experience unplugging. Visit a secluded spot 2 times over the course of
the semester and record what you see, hear, smell, touch, think. (5Pts)
#8 A Book Your (or I) Choose (3-4 ish
pages, 20pts). Review a book and place in the context of others we have read
this semester.
POLICIES
Come to class and do the reading (doesn’t that say it all?). Your
Presence, Preparation, and Participation grade will reward strong reading
skills, consideration for others' viewpoints, and consistent
contributions to the flow of discussion. Each day you are in class and
prepared you will earn a point. Computers (and cell phones) are a
distraction. And studies show that you retain more if you write out notes by
hand. If you feel confused, bored, unchallenged, or otherwise distressed,
please come see me. If my office hours don't fit your schedule,
talk to me about setting up another time. Small groups (discussants) are
welcome, as are discussions about the ideas of the course. I'm also open to
conversations on email, but please don't use this as a substitute for
in-person communication, particularly about planning your papers (or other
urgent matters).
GRADING
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Assignment
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Points
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Paper
#1
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10
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Kids
and nature
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10
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Footnotes
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10
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Midterm
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10
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Campus
Tree
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10
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Your
Brain on Nature
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5
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Book Review
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15
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Presence
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20
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Total
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90
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