ENG 2063 Literature and Medicine Spring 2008

Course Name, Number, and Description: ENG 2063.01. Literature and Medicine. The Texas Woman's University General Catalog 2007-2009 describes ENG 2063 in this way: "Literary works that illustrate the cultural, ethical, social, political, and/or psychological dimensions of medical practice, health, and illness. Prerequisites: ENG 1023 or its equivalent. Three lecture hours a week. Credit: Three hours." In this course, we will use medical practices, health, and illness as described in a variety of different types of literature as a lens to gain a deeper understanding of the human condition. This class will require short writing assignments, a presentation, class discussion, and a 5-7 page research paper. This course fulfills the Core Curriculum Humanities requirement.

Faculty Contact Information: Office Location, Phone, Hours:
Russell Greer, Ph.D. Associate Professor. Office: CFO 803. E-mail: rgreer@twu.edu. Fax: (940) 898-2297 (English Department). Office telephone: (940) 898-2346. Website: www.russellgreer.com

I will hold office hours by appointment in CFO 803 on Tuesdays from 9 a.m. to 1 p.m. and Wednesdays from noon to 4 p.m. throughout the spring 2008 semester unless otherwise indicated. If I cannot hold regular office hours on a particular day or time, I will make an announcement on my web site. I am typically not available in my office at other times, but I am available by phone and online. You may also leave me a voice mail at (940) 898-2346. I usually check for messages once a day (often in the evenings) and try to return calls promptly.

Course Goals, Exemplary Educational Objectives, and Student Learning Outcomes:

3. Course Goal: To develop an appreciation of the arts and humanities as fundamental to the health and survival of any society. Student Learning Outcome: The student will demonstrate an appreciation of the arts and humanities as fundamental to the health and survival of any society in a twenty-minute class presentation.

Required: one novel, one play, one anthology, one work of literary nonfiction, one critical work, and one text on writing.

Suggested: A Guide to MLA Documentation by Joseph Trimmer or an English handbook with MLA style information such as The Bedford Handbook by Diana Hacker or an APA resource of your choice.

1. ”Texas Woman's University seeks to provide appropriate academic adjustments for all individuals with disabilities. The University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register with and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school in a timely manner to arrange for appropriate academic adjustment. For further information regarding Disability Support Services or to register for assistance, please )contact the office at 898-3835 (voice, 898-3830 (TDD)), or visit CFO 105” (Texas Woman’s University Office of Academic Affairs).

2. "If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, 940-898-3835, dss@twu.edu ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate." (email from JoAnn Nunnelly, Director of Disability Support Services on 9 January 2008)

Grading Policy: I will distribute grading rubrics for each of the major course assignments, one for the research paper, one for participation (class discussions and short writing assignments), and one for the class presentation.

Research Paper: In general terms, however, I can tell you that for the research paper the major focus will be the creation of a strong thesis about how to understand one or more works of literature in the field of medical humanities as well as demonstrating writing proficiency. The essay should be typed, double-spaced, and conform to MLA or APA guidelines. You will be asked to choose your own topic, but you may be able to expand your responses to written class discussions. I will grade the essay in terms of content, organization, style, diction, and grammar. Four or more of these major errors will cause you to receive a “20” (F) on the assignment: comma splices, fused sentences, apostrophe errors, sentence fragments, or agreement errors. Therefore, you should make sure during the semester that you understand and can avoid these errors. The research paper will be due on the last day of class, 1 May, and I will return it (graded and with comments) on the day of the final examination (8 May). Throughout the course we will read and discuss the writing text They Say/I Say to prepare you to write the research paper.

Participation (Class Discussion and Short Writing Assignments): As a way to prompt class discussion, I may occasionally assign discussion questions in advance and ask you to respond in writing. Every three weeks I will provide a subjective participation grade based upon a rubric I will distribute.

Presentation: Once during the semester you will be asked to make a presentation to the class on a topic of your choice in the medical humanities. You will be graded according to a rubric that I will distribute (with an emphasis on showing an appreciation of the arts and humanities as fundamental to the health and survival of any society.

Examinations: There will be no in-class or "take-home" examinations in the class. The scheduled final examination period will be used to return your graded research papers and hear any remaining student presentations that remain.

Attendance: I will take attendance in each class and attendance will be a factor in my subject evaluation of participation: if you are not regularly present in class, you cannot participate, obviously. This is the university's attendance policy as outlined in the 2007-2008 Student Handbook (pages 143-144):

"Consistent and attentive attendance is vital to academic success, and is expected of all students. Grades are determined by academic performance, and instructors may give students written notice that attendance related to specific classroom activities is required and will constitute a specific percentage of students' grades.

Instructors are strongly encouraged to keep a record of student attendance. They should note absences due to documented student illness, serious illness or death in the student's immediate family, official school activity, state-recognized religious holiday, or other verified absences deemed appropriate by the instructor. Students must consult with instructors regarding the completion of make-up work.

Absences are verified through the Office of Student Life. Absences do not exempt students from academic requirements. Excessive absences, even if documented, may result in a student failing the course. An incomplete may be granted if the student has a passing grade, but only if the instructor determines that it is feasible for the student to successfully complete remaining assignments after the semester. Pursuant to university policy, such determinations are within the discretion of the instructor."

“Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries’ “Quick Links” under “Research Help” (http://www.twu.edu/library/literacy/index.htm)” (This statement was authorized and mandated by the TWU Provost on November 10, 2005).

Plagiarism:
The following definition of plagiarism appears in Joseph F. Trimmer’s A Guide to MLA Documentation (Sixth Edition), published by Houghton Mifflin Company (2004): “Plagiarism is theft. It is using someone else’s words or ideas without giving proper credit—or without giving any credit at all—to the writer of the original. Whether plagiarism is intentional or unintentional, it is a serious offense…You can avoid plagiarism by taking notes carefully, by formulating and developing your own ideas and by using quotes responsibly to support, rather than replace, your own work” (25). Note that I have used this quotation from a source and have given it full attribution. You should do the same with your sources. I strongly urge you to read the discussion of academic dishonesty that appears in Section Four of The Student Handbook and Planner 2007-2008 (pages 153-155). I intend to follow TWU policy as outlined in this handbook exactly. It defines plagiarism in this way: “Plagiarism occurs when a student obtains portions or elements of someone else's work, including materials prepared by another person or agency, and presents those ideas or words as her or his own academic work. The intentional or unintentional use by paraphrase or direct quotation of the published work of another person without full and clear acknowledgement shall constitute plagiarism. Students are responsible for following guidelines of the appropriate course or discipline (ie; MLA, APA)" (153). In this course, we will use the MLA or the APA format. Penalties for first-time offenses include, at the instructor’s discretion, any of the following: (1) “Written reprimand”; (2) “Assignment of a lower grade on the test/paper/project in question, with an explanation from the instructor”; (3) “Assignment of a 0 on an assignment"; (4) “Assignment of a grade of F in the course" (154). A discussion of the more severe penalties for second offenses appears on pages 154-155. If you have any questions about whether or not a practice constitutes plagiarism, please contact me before you turn in the assignment.

Please check here for the Academic Calendar for Spring 2008. Also, please note that this daily syllabus is for planning purposes only and is subject to change depending on the pace of the class discussions. With the exception of the first day of class, if a work is assigned for a particular day, please come to class having read the assigned work or as much of it as possible. Please note that we will revise this tentative calendar to include at least one film and one television episode on the medical humanities, as chosen by the class.

15 January. Introduction to Literature and Medicine. Intensive Care: "Medical Ward" (1); "Night Shift" (6);"Thin Margin" (9);"Object of Desire" (17).

17 January. Wit. Intensive Care: "Does This Date Mean Anything to You?" (11-16).

22 January. Wit. Intensive Care: "Sunday" (19); "Code Blue" (21); "Down the Hospital Corridor" (23); "Dar a Luz" (25). They Say/I Say: Preface (x-xviii) and Introduction (1-14).

24 January. Wit. Intensive Care: "Male Nurse Washing a Nun" (27); "The Essence of Nursing: 1967" (30); "In the Solarium" (37); "Mammography: A Word with Grandma's Ghost" (38). They Say/I Say: Chapter One: "They Say: Starting with What Others Are Saying" (17-27).

29 January. Wit. Intensive Care: "Body of Knowledge: Remembering Diploma Schools, 1976" (40); "Call and Response" (41); "Standing There" (42); "Breathless" (43). They Say/I Say: Chapter TWO: "'Her Point Is': The Art of Summarizing" (28-38).

31 January. "Illness as Metaphor." Intensive Care: "Miscarriage: The Nurse Speaks to the Baby" (44); "What Nurses Do: The Marriage of Suffering and Healing" (45); "The Radio" (47). They Say/I Say: Chapter THREE: "'As He Himself Puts It': The Art of Quoting" (39-47). Participation Grades Returned.

5 February. "Illness as Metaphor." Intensive Care: "Slowly, Life Returned to Normal" (49). They Say/I Say: Chapter FOUR: "'Yes/No/Okay, But': Three Ways to Respond" (51-63).

7 February. "AIDS and Its Metaphors." Intensive Care: "What Nurses Do Best" (59); "The Color of Blood" (62). They Say/I Say: Chapter FIVE: "And Yet" (64-73).

12 February. "AIDS and Its Metaphors." Intensive Care: "Career Day" (67); "The Swan by the Mall" (68); "Every Day, the Pregnant Teenagers" (69); "Water Story" (70). They Say/I Say: Chapter SIX: "'Skeptics May Object': Planting a Naysayer in Your Text" (74-87).

14 February. "AIDS and Its Metaphors." Intensive Care: "How I'm Able to Love" (70); "Children's Unit Blues" (79); "Autopsy No. 24722" (84); "The Shape of the Human Spine" (85). They Say/I Say: Chapter SEVEN: "'So What? Who Cares?': Saying Why It Matters" (88-97).

19 February. TV Episode: "House." Intensive Care: "Rubbing Her Back at the Nursing Home" (91); "Premature" (92); "Eurydice in the State Hospital Laundry" (93); "Edna's Star" (95). They Say/I Say: Chapter EIGHT: "'As A Result': Connecting the Parts" (101-114).

21 February. TV Episode: "House." Intensive Care: "Conversation with Wendy" (100); "Port-A-Cath" (101); "Ten Items or Less" (102); "Tet, Vietnam 1968" (103). They Say/I Say: Chapter NINE: "'Ain't So/Is Not': Academic Writing Doesn't Mean Setting Aside Your Own Voice" (115-122). Participation Grades Returned.

26 February. The Miracle Life of Edgar Mint: "Saint Divine's." Intensive Care: "The Story of Mr. President" (104); "Age Garden" (105); "The Teacher" (107); "At the Beginning of Each Shift" (109). They Say/I Say: Chapter TEN: "In Other Words" (123-132).

28 February. The Miracle Life of Edgar Mint: "Saint Divine's." Intensive Care: "The Facts of Lice in Neuva Vida, Nicaragua" (111); "Mourning Coffee" (115).

4 March. The Miracle Life of Edgar Mint: "Willie Sherman." Intensive Care: "Endurance and Faith" (118).

6 March. No Class. Dr. Greer must attend a visiting job candidate's professional presentation.

11 March. The Miracle Life of Edgar Mint: "Richland." Intensive Care: "The One" (134); "Shifts" (135); "Miss Smith" (137); "Why We Wore White" (138); "La Muerte" (141).

13 March. The Miracle Life of Edgar Mint: "Richland." Intensive Care: "Nurse in Neighborhood Clinic Disappeared" (144); "Bataan Angels" (148); "A Nurse's Farewell" (149). Participation Grades Returned.

25 March. Class will meet in CFO 202 at 1 p.m. for the College of Arts and Sciences Public Affairs Forum. Each student attending must write a one paragraph response to the lecture for daily participation credit and turn in that paragraph in class on 27 March.

27 March. The Miracle Life of Edgar Mint: "Stony Run." Intensive Care: "I Remember Vietnam" (168); "Change of Shift" (171); "Car Spotting" (173).

1 April. Film: Lorenzo's Oil. Intensive Care: "Pre-op" (185); "Covert of Zero" (186); "What Was Left of Summer" (187); "Long Distance Call" (190).

8 April. Film: Lorenzo's Oil. Intensive Care: "We Do Abortions Here: A Nurse's Story" (221).

10 April. Film: Lorenzo's Oil. Intensive Care: "The Door Locker" (230); "Nursing 101: Pediatric Rotation" (233); "Sixteen Standing Hours" (234); "Shots" (235). Participation Grades Returned.

15 April. Film: Lorenzo's Oil. Intensive Care: "The Forgery" (236); "It Was My First Nursing Job" (238); "Stuff I Learned in Nursing School" (241); "Doppelganger" (242).

17 April. The Year of Magical Thinking. Intensive Care: "Smile! You're in a Nursing Home" (244); "Hands Beckoning" (248).

1 May. The Year of Magical Thinking. Writing Workshop. Research Paper Due.

8 May. Scheduled Final Examination Period. 1:00 - 3:00 p.m. Research Papers Returned. Participation Grades Returned (including final tally for participation).

Assignment (quoted from the syllabus): “Once during the semester you will be asked to make a presentation to the class on a topic of your choice in the medical humanities. You will be graded according to a rubric that I will distribute with an emphasis on showing an appreciation of the arts and humanities as fundamental to the health and survival of any society.”

1. Choose a topic. Although topics may vary, your very best approach may be to choose a work of literature about medicine (a poem, short story, novel, play, or film) and analyze what it is saying as a work of art about health in society. For example, if you were were giving a presentation on Wit, you would discuss the statement is making socially (is it about physician training? The dehumanization of hospitals? The power of cancer in society?)

6. Analyze your rhetorical situation and prepare the presentation. In most cases, you will be presenting to the class as the class, so choose your audiovisual materials to that end. But if you wish the class to function as another group, to simulate that group, that is acceptable also (as long as we know in advance).

9. At the beginning of the next class period, I will give you a grade and comments. Here is the rubric that I will be using for that grade and comments. Each of the following will be weighted equally: Purpose (claim/thesis), Development of Ideas (content or evidence), Coherence, and Delivery.

10. If you are not pleased with your grade, you may offer a second presentation, either a revision of your first or one on a new topic.

Criteria

3 - Exemplary

2 - Proficient

1- Unacceptable

PURPOSE

(CLAIM /THESIS)

Claim stated clearly, appropriate to purpose, audience and occasion;

Substantive/ significant claim is well established / expressed.

Claim stated clearly;

appropriate to purpose, audience and occasion; substance/ significance is established.

Claim not clear to the audience; purpose/ claim lacks clear appropriateness to audience or occasion; purpose/ claim lacks significance or is a previously known fact.

DEVELOPMENT OF IDEAS (CONTENT OR EVIDENCE)

Idea/s well developed;

an abundance of examples and evidence clearly related to purpose; outstanding use of examples in support of claim.

Idea/s are developed; sufficient information, evidence, and examples that relate to purpose.

Superficial ideas presented without development; lack of sufficient examples and information/ evidence to support the purpose/claim.

COHERENCE

Unity achieved with introduction & conclusion; examples appropriate, clearly related, and logically presented; smooth transitions connect ideas.

Introduction and conclusion present, but may not clearly unify the presentation; examples appropriate and related to purpose; examples presented logically but sometimes lack transition.

Lacking clear introduction and conclusion that unifies the presentation; presentation is choppy and disjointed; examples are not clearly connected to the central purpose.

DELIVERY

Articulation clear; delivery outstanding for audience expectations (no reading or distracting vocalized pauses); media used to support claim; eye contact with audience exceptional;

body language displays confidence and assists in making points.

Articulation clear (understandable; occasional vocalized pauses); delivery appropriate for expectations (little/no reading); media used for examples and supporting information most of the time; eye contact with audience good; body language does not distract.

Articulation not clear;

vocalized pauses (um, well, like) distracting; delivery poor (refers to notes often, reads information); presentation dependent on media; eye contact with audience minimal or nonexistent; body language displays uneasiness and/or apprehension.