Last updated . This site will be updated throughout the semester, so consult it regularly.

Fall 2011 English 101 SSS TTh 10:00-11:15 Sawyer 1126 4 Credit hours

Email Voice Mail Mailbox Fax Office Office Hours (617) 573-8279 Fenton 216 (617) 305-1744 Fenton 227 MW 12:10-12:50, W 2:15-2:45, TTh 1:00-2:45, and by appointment

Catalog Description

The fundamental course, designed to increase the student's capacity to read and write correctly and logically. Study of the essay as a literary form, and frequent writing assignments, both expository and argumentative.

Course Goals/Objectives

The general goal of this course is to improve your reading and writing skills by providing intensive practice under the guidance of an expert and demanding coach (me). Specific goals include

The online platform Blackboard will allow us to exchange ideas and information with the whole class. Questions posted to the day's web page will foster class discussion and provide material for Journal entries and Responses. Access Blackboard through MySuffolk at <>. To access Blackboard, you must turn off Pop-Up Blockers. For helpful illustrated instructions for accessing and using Blackboard and podcasts, go to Blackboard 9: Students created by SBS and CAS Academic Computing.



Diana Hacker. A Pocket Style Manual, 5th edition with 2009 MLA Update. Boston and New York: Bedford/St. Martin's, 2009. Print.

In responding to your papers, I will refer you to this book by page and section numbers or by the abbreviations and symbols explained on the "Revision Symbols" page, two pages before back flap.

A Pocket Style Manual Website: We will use this website, developed for our text, for in-class and out-of-class exercises.

Edmundson, Mark. Teacher: The One Who Made a Difference. New York: Random House, 2002. Print. Free copies available.



September 8 Introduction to English 101 and Blackboard: This is not a syllabus. Writing Sample
September 13-15 Field trip: Meet at the Shaw/54th Monument at the corner of Park and Beacon Streets across from the State House at 10:00. Boston African American Historical Site; Katie Mills Kresser. "'Power and Glory': Brahmin Identity and the Shaw Memorial." American Art 20.3 (2006): 32-57. JSTOR. Web. 6 Dec. 2012. (See also Diana Schaub, "Monumental Battles: Why We Build Memorials." The Weekly Standard. 17.35 (28 May 2012). Web. 29 Sep. 2012.)Look carefully at the Shaw/54th Monument, at Gen. Joseph Hooker statue (1903) at the east entrance to the State House and at Thomas Ball's Emancipation Group (1879)--1 Columbus Avenue, next to the Park Plaza Hotel. See Campus Map for directions. Journal 1: How do the Joseph Hooker Statue, Robert Gould Shaw/54th Massachusetts Volunteer Infantry Regiment Memorial, and Emancipation Group differ as visual representations of the Civil War?
September 20 View the YouTube videos Tour of the Mildred F. Sawyer Library (5 minutes, 37 seconds) at <> and The Sawyer Library: A Key to Your Academic Success (5 minutes, 15 seconds) <>. Response 1
September 22 Review the following pages from the Sawyer Library web site: Objectives of a Research Process, Steps in a Research Process, Searching Tools, The Sawyer Library's Online Catalog, and The Sawyer Library's Online Databases.
September 27 Sam Allis. "General Hooker's Honor: How Did a Soldier of Dubious Distinction Rate a Statue in Front of Our State House?"Boston Globe 10 Sep. 2000: F1 and Paul A. Shackel. "Public Memory and the Search for Power in American Historical Archaeology." American Anthropologist, New Series, 103 (2001): 655-670. JSTOR. Web. 8 Oct. 2009.
September 29 Stephen Whitfield, "'Sacred in History and Art': The Shaw Memorial." New England Quarterly 60.1 (1987): 3-27. JSTOR. Web. 24 Aug. 2011; David W. Blight. "The Meaning or the Fight: Frederick Douglass and the Memory of the Fifty Fourth Massachusetts." Massachusetts Review 36.1 (Spring 1995): 141-53 Paper 1: You have been hired by the National Park Service to prepare a report arguing for or against the suggestion that Emancipation Group (1 Columbus Avenue) should be the first stop on the Boston Black Heritage Trail in place of the Robert Gould Shaw/Massachusetts 54th Volunteer Infantry Regiment Memorial (corner of Park and Beacon Streets).
October 4-6 Mark Edmundson, The Teacher
October 6 Mark Edmundson 1-2:30 C. Walsh Theatre
October 11-13 Thomas Blass, The Man Who Shocked the World: The Life and Legacy of Stanley Milgram. New York: Basic Books, 2004. ebrary. Web. 25 Aug. 2011: Chapter 5: Obedience: The Experience and Chapter 6 Obedience: The Experiment Journal 2: How, according to Mark Edmundson, can formal education make a difference in the lives of students? Do you agree with him? Why or why not?
October 18-20 Jerry M. Burger, "Replicating Milgram: Would People Still Obey Today?." American Psychologist 60.1 (Jan. 2009): 1-11. PsychArticles. Web. 25 Aug. 2011; Nestar J. C. Russell and Robert J. Gregory, "Spinning an Organizational 'Web of Obligation'? Moral Choice in Stanley Milgram's 'Obedience' Experiments." The American Review of Public Administration 41.5 (2011): 495-518 . Sage. 25 Aug. 2011 Response 2
October 25-27 Philip G. Zimbardo, Stanford Prison Experiment. Philip G. Zimbardo. 1999-2011. Web. 24 Oct. 2011; Stanford Prison Experiment. BBC. YouTube. Web. 24 Oct. 2011. Paper 2: (1) If you had been a participant in Stanley Milgram's experiments at what level of shock (15-450 volts, in 15-volt increments) would you have refused to follow orders? Explain in detail why you would have refused at that level. OR 2) How well does Jerry Burger's claim that "[t]he obedience studies [of Stanley Milgram] are a dramatic demonstration of how individuals typically underestimate the power of situational forces when explaining another person's behavior" (2-3) apply to the Stanford Prison Experiment?
November 1-3 Achilles: Homer, Iliad, Book 20. Trans. Ian Johnston. Johnstonia. 25 Jul. 2008. Web. 25 Oct. 2011. lines 458-602 English lines [381-503 Greek lines]; Book 18. Trans. Ian Johnston. Johnstonia. 24 Jul. 2008. Web. 25 Oct. 2011. lines 96-158 English lines [78-128 Greek lines].
November 8-10 Plato, Apology. Trans. Benjamin Jowett. Ed. Kent Anderson and Norn Freund. Philosophy Dept., Clark College. 18 Apr. 2000. Web. 2 Nov. 2011. Journal 3: In Apology, Socrates first compares himself to Achilles (sections 28b-28d) and then to a gadfly (sections 30e-31c). Why does Socrates compare himself to the greatest hero of Greek legend and to a common insect?
November 15-17 Isabella Stewart Gardner Museum (browse thoroughly); check out ISG Museum website as of 15 Dec. 2010 for photographs of complete rooms Research Exercise: Bibliography
November 22 Stolen (website for 2006 film by Rebecca Dreyfus); Alan Chong, "Mrs. Gardner's Museum of Myth," RES 52 (Autumn 2007): 212-20.
November 29 Post rough draft of Research Paper to Discussion Board.
December 1
December 6
December 8
December 15 Final Exam 1:00-2:50 p.m.

Methods and Policies

We will read and discuss challenging scholarly articles, complete several research projects, write frequently in class, and write and revise three formal out-of-class papers. All out-of-class assignments are to be submitted to Discussion Board in Blackboard so that they will be available to the whole class.

Your grade will be based on your mastery of three skills: (1) development and support of a main idea using specific evidence from the readings, (2) organization and presentation of ideas and evidence, and (3) use of standard written English.

Education requires active participation. To accomplish this, students must attend class regularly, read texts carefully before class, post assignments on time, and contribute to the discussion.

If you are not in class, you can not contribute to your own education and that of the other students; therefore, more than four absences during the semester will lower your grade. If you miss six or more classes, you will be in danger of failing and should drop this course.

But attendance in itself is not enough. Every student will receive a Class Participation grade for the quality as well as the quantity of their contribution to the class.

All class sessions will be podcast, so you can review class discussion. If you miss a class, you are still responsible for the material presented and should view the podcast. Podcasts, housed in iTunesU and linked to Lectures in Blackboard, are the next best thing to being in class, but they do not provide an opportunity to participate in class discussion and, in general, do not capture student comments and questions.

In addition to the readings, the main resources for the course will be this syllabus and the online platform Blackboard, accessed through MySuffolk at <>. Your Login ID is first initial + middle initial + last name: girichman. The default Password, which you will be required to change, is the six-digit date of your birth mm + dd + year: 040148. To access Blackboard, you must turn off Pop-Up Blockers.

Bring reading assignments to class every day, either as printouts or in electronic form, for class discussion.



Journals and Responses 10%
Paper 1 10%
Paper 2 10%
Revision Paper 10%
Research Paper 20%
In-Class Final Exam 10%
Class Participation 10%
Extra Credit 10%

Plagiarism and Academic Dishonesty

Please see the Undergraduate Student Handbook 2011-12 definition and penalties for cheating:


Cheating on examinations, plagiarism, and/or improper acknowledgement of sources in essays or research papers, and the use of a single essay or paper in more than one course, without the permission of the instructor, constitute unacceptable academic conduct.

It is dishonest to buy, sell, download, borrow, or lend papers. It is unacceptable to make up or falsify data that are supposed to be collected from survey, experimentation, or other means. Work that is represented as yours should be your own; if not, the source should be properly identified. This applies to lab reports, computer projects, and group projects as well as to individual assignments. Each instructor should fully explain the requirements of the course and the applicable policies regarding academic dishonesty.

Instructors who suspect academic dishonesty should report incidents to the Office of Student Affairs. Reports will be addressed through the Student Discipline System. An undergraduate student who has been found to have violated this policy is subject to an automatic grade of F in the course and to suspension, enforced withdrawal, or dismissal from the University or appropriate lesser penalties if warranted by the circumstances.

If you have any questions about using someone else's work in your papers, please check with me first.


  • You may revise any assignment within two weeks of receiving my comments and grade.

  • If you correct the mechanical errors (typos, spelling, punctuation, grammar, conventional formats) using Hacker's A Pocket Style Manual, I will raise the grade by half a grade (from, say, B to B+).

  • If you strengthen your ideas, add clarifying details and supporting evidence, and improve the organization, there is no limit to the change of grade.

  • The revised grade will replace the initial grade.

    Final Note

    It is my hope to make this class as challenging and enjoyable as possible. If you have any questions or concerns about the course, or this syllabus, please contact me by phone (617.573.8279), e-mail, or in person during my office hours.