SYLLABUS: ISEM 302: Telling Stories, Selling Stories Fall 2020

Syllabus calendar in progress. All else is final.  

ISEM 302: Telling Stories, Selling Stories, Fall 2020                       
Instructor: Prof. Jason Zuzga  *  Email:  *  Office Hours: By appointment
Class Time: MW 3:30-4:45 *  Location: Zoom.
Course description:
We are constantly surrounded by stories in our daily lives — at home, at play, and in the workplace — and every day we create just as many stories of our own as we move through all of these spaces. In this course, we analyze, evaluate, and create narratives. We learn and discuss the parts that make up a narrative and consider how these components are used by storytellers across cultures, media, and disciplines to create narratives that are (or may not be) effective, compelling, ethical, and successful at achieving their purpose.
Hallmarks Learning Goals in Integrative Seminars:
The Hallmarks Core is a carefully designed sequence of courses that all Jefferson students complete, no matter which major they choose. These 14 courses add up to 40 credit hours, or about a third of your education, as required by the Commonwealth of Pennsylvania. This curriculum guides you progressively through your education in the eight Hallmarks learning goals and also provides support for the completion of your Hallmarks learning portfolio.
Each of the Hallmarks Core courses targets a different combination of learning goals, while also contributing to a broader education that expands your understanding of the world. Each year of the curriculum features one “touchstone” course, where your completion of the Hallmarks Folio is evaluated and advanced. (For further information, please see the Hallmarks Core website:
Integrative Seminar courses in the Hallmarks Core address the Rigorous Inquiry, Critical Analysis, Intercultural Insight, and Intellectual Risk-taking learning goals:
RIGOROUS INQUIRY: Create strategies for expanding knowledge through reflection and research.
This learning goal emphasizes the skills that allow you to identify gaps in your knowledge (reflection) and then take action to fill those gaps (research).  Satisfying your curiosity requires you not only to know what you don’t know, but also to have a set of tools that you can use to learn on your own.  These include information literacy skills and an awareness of how you can use different academic disciplines and methodologies to find reliable answers.
In the context of this course, you are developing your Rigorous Inquiry skills when you:
·      Generate or compile information systematically by applying disciplinary methods and techniques appropriate to the topic.
CRITICAL ANALYSIS:Challenge concepts, practices and experts with reasoning and evidence.
This learning goal encourages you to apply your critical thinking skills to everything around you.  The status quo can always be questioned, and you can test your own ideas to see if they hold up to scrutiny.  The power of reasoning and the use of relevant evidence give you the confidence to question conventional wisdom before deciding whether to accept it or not.
In the context of this course, you are developing your Critical Analysis skills when you:
·      Evaluate and combine information from mathematics, natural science and/or the liberal arts appropriately to reach valid conclusions and develop insights into real-world problems.
INTERCULTURAL INSIGHT: Consider multiple perspectives in order to relate to others and strengthen communities.
This learning goal highlights the ability to view situations from the perspectives of others. This skill can allow you to overcome barriers to communication and cooperation to build stronger relationships and communities. Thinking empathetically gives you new viewpoints, and can help you see and appreciate aspects of a situation that you might have otherwise missed.
In the context of this course, you are developing your Intercultural Insight skills when you:
·      Incorporate relevant professional, academic, and/or cultural perspectives when addressing contemporary professional and societal challenges.
****The center of our course. INTELLECTUAL RISK-TAKING: Take creative and intellectual risks when exploring ideas and real-world problems.
This learning goal emphasizes the power of connecting new ideas with your existing knowledge in bold and innovative ways.  Creative breakthroughs occur when you cross intellectual boundaries and apply knowledge outside of its original context.  Initiative is also needed to extend your creative and academic ideas beyond the classroom for real-world problem solving.
In the context of this course, you are developing your Intellectual Risk-taking skills when you:
·      Transfer knowledge by applying previous learning appropriately to new contexts.
By the end of this course, you should have examples of your work that could be posted as artifacts for the Rigorous Inquiry, Critical Analysis, Intercultural Insight, and Intellectual Risk-taking learning goals in the Hallmarks Core category.  Add selected work to your learning portfolio along with reflective essays that explain how your artifacts connect with the learning objectives listed above.
Course Learning Objectives:
As a course in the Integrative Seminars category, ISEM 302 has the following learning objectives, which are aligned with the learning goals for the Hallmarks Core as shown below:
ISEM-302 Course Learning Objectives
Hallmarks Core learning goals
Identify narratives in daily life and in various media and describe the component parts, tools, and processes used in their construction.
Evaluate the effects and ethical implications of using narratives in the pursuit of a given goal.
Select and apply appropriate cultural, disciplinary, and professional perspectives when analyzing and developing narratives for different contexts and audiences.
GP4: Assemble and apply multiple perspectives and disciplinary concepts when addressing real world challenges.
EM4: Integrate an appropriate variety of professional, academic and cultural perspectives when addressing community and professional challenges.
CR4: Differentiate between the major methodologies for creating new knowledge and apply academic disciplines appropriately when investigating our social and natural worlds.
Demonstrate intellectual initiative by applying narrative theory and analysis to a variety of contexts and media and by proposing multiple creative approaches to their own narrative projects.
IN1: Cross intellectual boundaries by applying or extending ideas and concepts outside of their original contexts.
IN3: Include untested, risky, or previously under-explored approaches when proposing and evaluating multiple solutions to a problem.
Apply advanced research skills and strategies to gather, evaluate and present information related to a narrative project.
CR2: Design a systematic approach for generating or compiling data relevant to a project or real world problem and carry it out rigorously.

Required Texts
All course readings will be posted on Canvas. As an instructor, I regularly adapt the curriculum to meet the needs and interests of my students; therefore, some readings listed on the syllabus may be substituted for others as we go along, and any changes will be announced on Canvas.
Recommended texts (not required) are
Wonderbook by Jeff VanderMeer
Sailing the Sea of Story by Ursula Le Guin
**a book on your discipline and narrative – Narrative Architecture, Narrative Medicine, etc.
Synchronous Online Course Delivery (Zoom):
We will meet synchronously at our designated class time via Zoom, at this link for each session: The course will be delivered in a highly interactive online format, and attendance and participation are essential. Except in special circumstances, I require all students to have their individual webcams on. Please let me know if you have a situation that prohibits you from using your webcam.      

Zoom Etiquette:
In preparation for class meetings, try to set up in a quiet place with minimal distractions and easy access to items you may need (e.g., writing utensils, paper, charger for your device). Please make sure everything visible in your webcam is appropriate for a class meeting and appear just as you would if we were meeting in person. Remind any roommate who might be inappropriately clothed that you need this private time --- be sure you make all of your fellow Covid isolation co-habitants COMPLETELY aware that you must not be interrupted during our synchronous class time. This does not include pets – all animals are welcome. Exhibit the same polite and respectful behavior you exhibit during in-person classes (log in on time, listen carefully when others are speaking, and avoid using your cell phone or causing distractions). Please use the restroom, have a snack, have a bottle of water with you If you need to be excused during class in the case of an extreme emergency, please turn your camera off temporarily, and turn it back on when you’re back in the room.
Note: I intend to have the chat box enabled, and we will use it on occasion for in-class exercises. I will be downloading the chat thread from each session. As the host, I am able to view all private chats between participants – including those that are not directed to me. Therefore, please be sure your private chats are related to the course content.    
My Strict Cell phone and tablet and computer screen etiquette:
If you seem not to be paying attention and texting via your computer screen or otherwise prancing around the internet, I will know. I will be keeping a close eye on all of you, and I’ll go back and watch the recording to see if I missed any inattention. I plan to have all of your names on notecards that I will be randomly drawing from to ask questions or for you to follow up on what another student has said. You must be paying close attention to the conversation or lesson and be able to provide a coherent and detailed answer that demonstrates a grasp of discussion and details. Inability to do so will be penalized in your participation grade. I strongly advise that you print out all readings for the week if possible – be in touch with me if you can’t – I expect them to be marked up with notes and questions and for you to show them to me via your zoom window, and for you not have to minimize your Zoom screen in order to access the assigned reading. Again - If printing is a problem, please get in touch with me ASAP.  I reserve the right to at any point ask any of you to look something up via a search engine or to use your computer in some other fashion.  If you need to leave your Zoom window, your participation grade will be affected unless you can present to me an essential reason for leaving class. I do not, at any point, want to see your name or a frozen photo of you on screen. I plan to be adequately engaging and entertaining to keep your attention. Going to get a drink of water (have a water bottle with you while on screen) or to go to the bathroom repeatedly should be prevented before class begins. I am not setting these rules to be strict just for the pleasure of being in control. I am setting them because I am determined for you to learn as much as possible from our semester together.

Furthere Participation Expectations:
This class is a seminar class that includes active discussion as an integral component of the class. Participation is a crucial component of this course and cannot be “made up.” You are expected to come to class ready to participate fully in class discussion. You should have prepared the material and have something to say about it. You should pay attention to what others are saying and be ready to respond to others’ comments. Your observations should contribute meaningfully to the dialogue in the class and help to produce a lively, useful discussion for everyone. Participation also includes some written preparation of readings or other experiences for discussion.
To achieve an A participation grade, you will be present and participate in almost all of the class sessions; consistently provide comments that advance the discussion; and support your peers by actively listening and responding to their comments. If you have questions about how you are doing in regard to participation or want to talk about how to participate more fully, please see me at any time in the semester.
In accordance with University policy, students are expected to attend class every day with all relevant required course materials and work. If you are absent from class, contact your faculty as soon as possible, preferably before the next class meeting. Students remain responsible for any missed work, for work completed in class, and for work due and must arrange for that work to be delivered to the faculty on time.
Serious illness, family emergencies, or other crises mean that students should contact the Dean of Students Office as soon as possible (215-951-2740). Students are responsible for all work related to this class; however, faculty may (but are not required to) make some accommodation in terms of time of delivery and/or make-up exams for major tests. Please consult with your faculty and your academic advisor to determine whether you should withdraw from the course or request an incomplete grade in the case of serious illness or crises.
The University respects students’ rights to observe religious holidays.  Students planning to be absent from a class due to religious observance shall notify the faculty during the first week of classes, if possible.  Absence from classes or examinations for religious reasons does not relieve students from responsibility for any part of the course work required during the period of absence.  Professors shall work with students to ensure they have a reasonable opportunity to make up missed classes and assignments.

If you have a very important reason to miss class, you must let me know by email as soon as you can. Then we can figure out a way for you to make up the material. If you do miss class, you should contact another student to find out what you missed. After two missed classes, your participation grade will be affected, and you will also lose a percentage point of your final grade for each subsequent class missed.

Office hours are by appointment and that appointment can be set ten minutes before you need or want to meet. If I am otherwise occupied at that moment, I will let you know and will call or email you back. I’m happy to meet online with you to discuss any aspect of the course, and at any stage of an assignment. In-person socially distanced mask-wearing meetings may also be arranged, though that will take some planning ahead. You can also see me to get help with particular writing problems or interests, to discuss your grade, to complain, to ask for clarification, or to suggest ways to improve the course. I am determined that each of you will become better writers and required video conferences one-on-one will be scheduled every two-three weeks. I am a night owl, so feel free to be in touch between noon and midnight.
Pre-Class Reflections:
Every week you will be assigned at least one conceptual (instructional) reading, and at least one television episode, film, short story, graphic novels available as apps, buildings, websites, consumer products, hi-end fashion dresses (if you know a fashion designed afraid to take this class, invite them in if class numbers allow!) or other media (I’d like to set up a video conference for each of you with a resident of a nursing home, for example, along with much else) that we will discuss in class. I fully intend to include an item directly relevant to each student’s professional specialization.
By 11:00AM on the day of class you will be expected to turn in a paragraph (250 words minimum) that may include such things as:
1. A question of some significance about the piece. It might be one you’d like to ask the other students, me, or perhaps the author or creator of the work.
2. A reaction to some idea in the reading/film that you find significant – for example, one that you think you might take with you from the course.
3. A quotation/scene/aspect you would like to discuss in class. You may have been impressed by it, appalled by it, or just couldn’t figure it out. For reading, cite the page number for easy reference.(100 words max)
These are informal but essential written assignments that you make choose to expand upon. Each one will be assigned a point value (1-3) that will contribute to your final grade. They should demonstrate a knowledgeable grasp of the material while also incorporating personal thoughts or experiences.  As these are reflections and not summaries, students are free to address anything they learned, found interesting, found puzzling, agreed or disagreed with, etc.  However, the reflections must be directly related to the assigned item and must not consist of generalized comments nor should it resemble in any way any other student’s posting. The responses will receive comments from in terms of the quality of the writing itself, most likely pointing out one particular point to keep in mind for the next one.
DO NOT submit a response if you haven’t done the reading; watching; playing, etc. I will easily be able to tell via detail who is just padding in some words to fulfill the task. It is entirely fine if you are unable to do so. NOTE: If you find yourself unable to complete the reflection by the required time, please email me (I will not be angry) and you will simply submit a more nuanced and deep response directly engaged with class discussion and your subsequent engagement with the item, completion of the reading, etc. I hope that is clear. You are free to do four such responses before penalties imposed. For your short, informal midterm paper, you will take one your pre or post reading responses and expand it into a five-page paper of close reading and analysis, which we will review.
I believe this will all occur on Canvas.
Written Assignment Expectations:
All work must be typed and conform to MLA manuscript guidelines as appropriate to the assignment. You should (no, YOU MUST – send it so cloud storage on keep on an external hard-drive, just to be safe) keep a copy of all work you turn in and keep all work returned to you. Specific details and grading criteria for essays will be distributed on written assignment sheets and discussed in class, and I expect to discuss rough versions with each of you. Midssemester the default assignment will be to expand on your reading responses. Toward the end of the semester you will have the choice of doing the same, with an object from class or elsewhere 2-3 pages of writing – or doing a folio artifact. I will ask you at some point in the semester to team up with someone outside of your professional track to conduct an audio interview, comparing your experience of the course materials thus far. The final project will be quite flexible and plans for it worked out with me in advance; the only requirement is that it robustly demonstrates an understanding of narrative – and as long as it does so, you are free to play and potentially collaborate.

Grading will be conducted on a rolling, cumulative points model. The final grade will be the percentage of available points earned.
Due Date
Max Points available (get them all1)
Pre-Class Reading Responses
11:00am day of class
Active In-Class Participation
During our Zoom class
Short Paper /analysis/ close reading expanding on writing you have already done
10/19/2020 with a rough draft discussed with instructor before that date
Recorded Audio discussion with a fellow class member about professional specializations, the content of the course, and any other matters – this can include discussion of plans for final project and you are free to brainstorm together during the audio
Reflection OR Short Paper / Project / or creative piece of writing can be of an object not included in class, can be a reflection on your recorded discussion, can be an artifact
Initial Proposal for final project due
Final Project Write-Up Due / presentation of some sort on  12/7 or 12/9
Extra Credit Projects
Estimated Total Available points
The following grading scale will be used, your total points divided by 330: 
A          93-100%                       C          73-76%
A-         90-92%             C-         70-72%
B+        87-89%             D+        67-69%
B          83-86%             D          63-66%
B-         80-82%             D-         60-62%
C+        77-79%             F          59-0%              
Extra Credit Possibility:
Extra credit opportunities will be offered throughout the semester—if you take the initiative to ask to complete one. Do not hesitate to ask the professor about what you might do – the professor wants everyone in the class to learn and succeed. Extra Credit opportunities are unlimited in consultation and agreement with the professor, My intention is to give everybody an opportunity to excel in my class, and keep in mind that I believe that it is essential to embrace experiential learning outside the traditional classroom format.
Short Papers and Final Project:
The primary course assignments are Short Papers in which you will practice using narrative strategies learned in class to analyze or create narratives or a research paper on a topic of concern in your field. Your Final Project will employ narrative techniques to create a project that will be based on your profession and you as a professional. You will have the opportunity to create a website, blog, podcast, interview, diorama, demonstration or advertisement of medical equipment, video essay, kickstarter campaign, advertising campaign, PSA, etc. Specific details and grading criteria for Short Papers and the Final Project will be distributed and discussed in class. You will also have the opportunity to submit sections of your Final Project before it is due. The Final Project may include a presentation component, creatively realized.

Credit Hour:
A credit hour is a measure of the amount of work represented in intended learning outcomes and verified by evidence of student achievement. A credit hour is an institutionally established equivalency that reasonably approximates not less than: (1) one hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work each week for approximately 15 weeks for one semester hour of credit or the equivalent amount of work over a different amount of time; or (2) at least an equivalent amount of work for other academic activities such as laboratory work, studio work, internships, or academic work leading to the award of credit hours. For studio and laboratory courses, the conventional suggestion is two hours of instruction and at least four hours of work outside of class each week for approximately 15 weeks represent one hour of credit.

Official Class Enrollment:
All students must be officially enrolled in this course (either for credit or auditing) to attend.  If you are not on the class list/roster, you are not registered and will not be permitted to stay in the class. All students must enroll for classes through the appropriate registration processes. 
Preferred Name:
For students who have submitted the “Preferred First Name Request” form to the Office of the Registrar for review and approval prior to the start of the semester, the preferred name will appear on the class roster. For additional information on the policy, see the Academic Policies and Procedures section in the Academic Catalog, For instructions for completing the request, see the Registrar’s website,
You can tell me your preferred name via email or privately as well, along with your preferred pronouns. You can call me “Professor Z” or try out my last name – zuhz-gah.
Academic Integrity (excerpt from Academic Integrity Policy in the Academic Catalog):
Academic Integrity and honesty is the foundation of the University teaching, learning, and professional community.  Anyone who is a part of this community who knowingly or unknowingly breaks the rules of academic integrity as defined by the University community commits an offense against all members of this group.  In order for all to know and understand the standards that define academic integrity at University, the following policy has been developed and ratified by students, faculty, and staff.  These policies pertain equally to all courses regardless of the method of delivery.  Thus, they pertain to courses delivered fully or partially online as much as to courses delivered in-person. Students in all course delivery formats, including online and other forms of distance-learning, must complete all coursework themselves. Any attempt to have others complete coursework in the student’s name is a form of cheating.  
Academic integrity is a policy about ethical behavior at the University regarding one’s intentions, decisions, and actions while conducting academic work. It includes values such as avoidance of the following: cheating; plagiarism; copying; the fabrication of information; and facilitating, or denying others access to information. It expects honesty and rigor in research, course work, writing and publishing. Academic Integrity is taken seriously in this course.  Any student violating the University’s academic integrity policy will be subject to appropriate sanctions.
The University’s complete academic integrity policy is available in the  Academic Catalog:  and
Academic resources, including information on citation and documentation for all written work, projects, and presentations, are also available on the Academic Success Center’s website:  .
Policies on lateness, makeup work, absenteeism:
As stated in the Absence for Medical Reasons policy (published in the Academic Catalog, and, faculty may not require a doctor’s note from University Health Services or other medical professional due to HIPAA privacy rules when students miss class due to illness. If a student is absent for several class sessions, the faculty should use STARFISH to send an alert.

Policy related to Absence due to Religious Holidays policy  is published in Academic Catalog, and For additional logistical information for faculty planning purposes, please see  
Inclement Weather Policy:
To ensure the continuation of student learning in time of emergencies, including severe weather, it the policy of University not to cancel classes. However, if on campus sessions are not possible, students are responsible for checking their university email and/or Blackboard for information from their faculty advising them of any immediate impact on the students’ preparation for the next class meeting. In this event, faculty members have several options including:
1. Holding class through asynchronous electronic means such as emailing the students or posting to Canvas class lessons, discussion forums and/or additional assignments related to class content;
2. Holding class through synchronous online means.
3. Holding class at a rescheduled time acceptable to all class members. If there are students who are unable to attend a rescheduled class, the faculty should make reasonable accommodations for the student(s) to make up the work.
Information regarding the collection of student work for assessment:
The University is committed to providing excellent and innovative educational opportunities to its students. To help us maintain quality academic offerings and to conform to institutional and professional accreditation requirements where relevant, the University and its programs regularly examine the effectiveness of the curricula, teaching, services, and programs the University provides. As the University sees appropriate, it may retain representative examples or copies of student work from all courses. This might include papers, exams, creative works, or portfolios developed and submitted in courses or to satisfy the requirements for degree programs as well as surveys, focus group information, and reflective exercises.

Information on digital resources:
This course will use a Canvas e-Learning course-specific website. The information and activities you will encounter through and within this site are designed to help you connect what you are learning inside the physical space of our classroom with what you are learning outside of it. This site will be an important component of the course. You are expected to check for announcements on the site on a regular basis, use available resources, and participate as assigned. If you have problems using the site, let me know so that we can talk about how to solve them. Please observe general rules of netiquette whenever communicating with your class colleagues online. We will also use the new Starfish system for notification of academic alerts. Please be attentive to any emails you receive regarding your academic success.
Use of Electronic and Recording Devices with Prior Permission
The University’s complete “Use of Electronic and Recording Devices” is available in the Student Handbook,
Information about the University's Academic Support Services:

Gutman Library (
Gutman Library is a gateway to a variety of information resources. The homepage of the library provides 24/7 access to online databases of articles, e-journal collections, e-books, and specialized information to support your coursework. See a list of Research Guides for specific programs and courses at The library building is wireless, has 80 available workstations (PCs and Macs), printers, scanners, and copiers; as well as individual and group study spaces.
The Academic Success Center (
The Academic Success Center provides one-on-one tutoring assistance for writing, study strategies, test taking, and specific University courses*. To make a tutoring appointment, students should log into Starfish and select My Courses or go to the Services page, or stop by the Academic Success Center in Haggar Hall or call (215) 951-2799. Academic resources, including information on citation and documentation, note taking, and study strategies are available on the Center’s website.
Technology Resources (
The University provides wireless network access in all campus buildings. If you need a computer, Gutman Library and Search Hall have open access computers. For assistance with technology issues, students should contact the Technology Help Desk at (215) 951-4648 or send an email to 
Accessibility Services (
The University does not discriminate on the basis of disability, in accordance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973.  The University makes accommodations for students with disabilities who seek accommodations in the classroom.  All students interested in receiving accommodations must contact the Office of Student Accessibility Services by email at, phone at (215.951.6830) or office visit. The office is located in Kanbar 102D. Students requesting accommodations in the classroom must present a current accommodation letter from the Office of Student Accessibility Services to the instructor, before accommodations may be made.   The University works with students with disabilities regarding equal access to all services and programs.  Requests for accommodations may be made at any time (although accommodations are not retroactive).  The University encourages all students who have any inquiries to contact the Office of Student Accessibility Services. 
Jefferson and its educational leaders recognize the importance of regular class attendance and the benefits to student learning. Faculty determine the most appropriate attendance policies to support learning outcomes in their class and state these policies on their course syllabus.  Some Accrediting Agencies determine and set minimum standards for attendance in clinical settings. Students recognize the importance of attendance and make every effort to be present for classes and participate fully.
In response to the COVID-19 pandemic and in accordance with guidance from the CDC, the Commonwealth of Pennsylvania’s Department of Education, and the City of Philadelphia’s Department of Public Health, Jefferson is adopting a more flexible approach to student absenteeism for the Fall Semester 2020-2021.  In order to protect the health and safety of our community while ensuring continuity of learning, in-person classes shall adhere to the following directives:
Students who are symptomatic (e.g., fever, cough, shortness of breath, loss of taste or smell), who believe they have had recent possible exposure to COVID-19, or who have a confirmed diagnosis of COVID-19 should not come to class in person. Those students should contact Student Health in East Falls or the Jefferson Occupational Health Network (JOHN) in Center City for guidance on steps to take.
Accommodations should be made (e.g., extended due dates, electronic submission of assignments), when possible, for individuals who may be temporarily unable to attend class due to possible exposure or illness from COVID-19.  Students should make every attempt to stay current on their work during this time. Faculty will allow students to attend classes remotely in these instances whenever possible.
If a student is unable to attend class, they should engage in active and regular communication with the instructor. This includes informing the instructor in advance of class about the need to be absent and ensuring regular ongoing communication should absences continue.
Faculty and students should follow the process established by Student Health and Jefferson Occupational Health Network regarding potential exposure or illness from COVID-19 for both classroom and clinical attendance.
Faculty will be flexible about in-person attendance to the greatest extent possible in order to maximize adherence to Jefferson health and safety guidelines. To that end, faculty will utilize Canvas and other technologies to the greatest extent practicable to post course materials and other relevant information, to enable students who may be required to be absent to continue with coursework.  Faculty and students should be aware that a certain level of absenteeism will disrupt continuity of teaching, learning, and research and should consult other policies, such as Medical Leave of Absence or Incompletes as needed.
Faculty and students should practice social distancing, mask wearing, and hand hygiene as directed in the guidelines.
Students and instructors should consult their Chair or Program Director as needed for guidance on attendance considerations relative to grading.  If necessary, the Dean of Students or Office of Student Affairs can assist.
The schedule of readings below will be posted on Canvas. It is subject to change, and any changes will be announced in class or via email.
The pre-class writing may occasionally ask for a creative response.

Our schedule begins on the next page.

3:30 Zoom Monday, August 24, 2020
Origins of Narrative
General sorting out of technical problems and opening conversation.
3:30 Zoom Wednesday, August 26, 2020
Origins of Narrative
temporary class page:
**Read everyone's posts. 
Six-minute excerpt from The Cave of Forgotten Dreams: 

Six-minute interview with Werner Herzog on the 'Cave of Forgotten Dreams' - by Scientific American'
Read the articles at these links.
Read excerpts from Wonderbook and the selection of poems.
Again, given the absence of canvas, there's nowhere to post your response, questions, thoughts, excerpts. SO!  Please do so HERE:
I've also made a sign-up sheet on Google Docs with slots available for one on one chats between you and me.  See if any of the open ones work -- I am determined to speak to each of you, so we will find a time.

3:30 Zoom Monday,  August 31, 2020
Origins and Purposes of Narrative
Excerpt from The Storytelling Animal by Joanthan Gottschall
Poems by Leslie Marmon Silko and dk nanouk okpik etc
3:30 Zoom Wednesday, September 2, 2020
Defining Narrative

The Cambridge Introduction to Narrative  Abbott 1-18
Panels from Krazy Kat
Sharon Olds Poems
3:30 Zoom Monday, September 7
Defining Narrative
Read “The Truth of Fact, The Truth of Feeling” by Ted Chiang
The Cambridge Introduction to Narrative  Abbott 14-44
Vandermeer Chapter 4: Narrative Design
3:30 Zoom Wednesday, September 9
Components of Narrative
3:30 Zoom Monday, September 14
Components of Narrative
3:30 Zoom Wednesday, September 16
Components of Narrative
Watch episode one of IN THE FLESH
3:30 Zoom Monday, September 21
Components of Narrative
Watch episode two of IN THE FLESH
3:30 Zoom Wednesday, September 28
Components of Narrative
Watch episode three of IN THE FLESH
3:30 Zoom Monday, September 30
Narrative Design Across Media: Creators, Audiences, Collaborations
3:30 Zoom Monday, October 5
Narrative Design Across Media: Creators, Audiences, Collaborations
3:30 Zoom Wednesday, October 7
Narrative Design Across Media: Creators, Audiences, Collaborations
3:30 Zoom Monday, October 12
Narrative Architecture -
3:30 Zoom Wednesday, October 14
Intertextuality and Paratextuality: frames that shape the story
3:30 Zoom Monday, October 19
Intertextuality and Paratextuality: frames that shape the story
3:30 Zoom Wednesday, October 21                    
Genre, Humor, and Deliberate Discontinuity
3:30 Zoom Monday, October 26
Genre, Humor, and Deliberate Discontinuity
3:30 Zoom Wednesday, October 28
Collaboration and Identities: Narrative Medicine
3:30 Zoom Monday, November 2
Collaboration and Identities: Narrative Medicine
3:30 Zoom Wednesday, November 4
Persuasion and Identities: Building Brands
3:30 Zoom Monday, November 9
Persuasion and Identities: Building Brands
3:30 Zoom Wednesday, November 11
Internalized Narratives, Norms, and Society  
3:30 Zoom Monday, November  16
Internalized Narratives, Norms, and Society  
3:30 Zoom Wednesday, November 18
Internalized Narratives, Norms, and Society  
3:30 Zoom Monday, November 23
Internalized Narratives, Norms, and Society  
3:30 Zoom Wednesday, November 25
Endings and Openings:
Experiments in Narrative and Selfhood
3:30 Zoom Monday, November 30
Endings and Openings:
Experiments in Narrative and Selfhood
3:30 Zoom Wednesday, December 2
3:30 Zoom Monday, December 7
3:30 Zoom Wednesday, December 9
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