ENGL 126: The Shaping of Meaning in Language

Course Theme: Walking: The Mind at Three Miles Per Hour

Instructor: Anne Kingsley

Course Information & Communication

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Course information, materials,

discussion boards, unit drop box,
grades, etc.

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Calendar (on D2L)

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Individual Questions

24 hour response time MondayThursday (if you dont receive a

response, resend email).
(Friday, Saturday, and Sunday will be
answered by Monday morning, 9:00
AM)

DVC Course Description:

This course will focus on the development of logical reasoning, analysis of primarily expository and persuasive texts,
and analytical and argumentative writing skills. It is designed to develop critical thinking, reading, and writing skills
beyond the level expected in ENGL-122. This course will concentrate on how expository texts make their
arguments as demonstrated through higher levels of critical thinking such as analysis, synthesis and evaluation. CSU,
UC.

*People walking by untitled street mural by artist Keith Haring on corner of Houston and Bowery in NYC.
.
What Holds Our Course Together?
To shape the writing and thinking that takes place in this course, I create a theme to structure the content and
assignments we complete. This spring, our course will revolve around the theme of walking. Yes, walking. I was
inspired by the idea of writing as an active process and thoughtwhy not explore what that might actually look
like? Of course, the idea of walking has long been used by essayists, philosophers, and artists as a means of
meditation I walk into order to think (lets say). But walking is more than just a meditative process, it is also an
interaction and engagement with the world. Whether I am walking on a mountain trail or walking to catch the
BART, walking is a process of experiencing all varieties of people, events, structures, and the natural world. Of
course, walking is also political. We intersect with histories, cultures, borders, check-points, neighborhoods, and
more when we walk. Even more so, there are those who can or are allowed to walk, and those who cannot or are
not allowed to walk.
Through a series of reading and writing projects, we will look at how walking is a process of navigation, movement,
observation, connection, curiosity, and reflection. This course will also take the idea of walking as a way of
approaching the reading, writing, and thinking we do. How do we find a pathway through the language of an essay?
How do we move within its language? What do you see or notice in a piece of writing? What connections can you
draw? In what ways are you stimulated by what you see and how do you find more information for that stimulus?
Last, what does this journey through the written word or the physical world (or both) really amount to? And, can
we really see the work we do in this class as part of a larger personal, academic, and professional journey?
Last, we will look at what it means to share our journeys in the digital world. As many of us increasingly
communicate through our computers, tablets, phones via text, social networks, pictures, symbols, and hashtags,
what does it mean to share our experiences in the digital world? This course will challenge each of us to create
discussions, writings, and content that help others connect to and reflect on our experiences as we walk
through the world around us.

From Frederick Gros A Philosophy of Walking, 2014.

Course Materials

Web links and PDFs on D2L

Google Docs

Grade Breakdown:
Unit 1

Defining a Theory of Walking + Portfolio

25%

Unit 2

Evaluating The Layered History of Walking in W.G.

Sebalds The Rings of Saturn + Portfolio
Digital Storytelling: The Art of Walking (digital essay
transcript & video) + Portfolio

25%

Citizens of the Streets

Discussion Board Reports & Replies

10%

Afternoon Reflections

Morning Reflections on Readings or Course Work

15%

Unit 3

25%

Unit Portfolios
In addition to the Final Essay, Units Portfolios will usually consist of the following materials:
Text/Essay Annotations (*Easily Accessed Formats Acceptedprint with pen markings or digital PDF)
Draft Work: Outline, Full Draft, Formal Peer review
This work will generally be scored at 20% of the final unit grade; 80% will be your final essay

Citizens of the Streets

During each unit, you will be asked to report to the class about a walking experience. This might be a walk
around your block, a walk you remember, an important walk, an imaginative walk, even a walk you are prevented
from walking or cannot walk. The point of the report is to convey the focus and details of your experience as well
as connect this experience with the readings of the unit and to each other.
Afternoon Reflections
We will begin each course with a 10-15 minute reflection on the readings or coursework. I will come around
periodically to check in on these writings in class and give you on the spot feedback on your writing. You will
submit these reflections at the end of each unit. These will receive an ongoing score update at the end of each unit.

Student Learning Outcomes (DVC):

Demonstrate clear and critical thought.

Read and critically evaluate collegelevel material from a variety of sources.

Write essays that effectively employ

such writing strategies as summary,
analysis, and synthesis, and that
emphasize such writing tasks as causal
analysis, advocacy of ideas, persuasion,
evaluation, refutation, interpretation,
and definition (6,000-8,000 words).

Distinguish factual statements from

judgmental statements and fact from
opinion.

Draw sound inferences from data

given in a variety of forms.

Distinguish and use effectively both

the denotative and connotative
aspects of language.

Discover, evaluate, and use outside

sources in the development of writing.

Identify and analyze the structure of

arguments underlying the texts read.

Apply some of the classical divisions

of rhetorical appeal.

Evaluate the validity and soundness of

arguments.

Identify common formal and informal

fallacies of language and thought.

Identify some of the deliberate abuses

and manipulations of rhetoric and be
able to identify them in general
occurrence and avoid them in writing.

Distinguish and use both deductive

and inductive reasoning.

Analyze critical thinking in arts and

sciences.

Appraise the development of meaning

through symbols and symbol systems.

Course Policies:
What should I know about due dates and late work?

Due Dates: In general, course work will come with a due date/time and will be submitted either
in class or to D2L

Responses, Notes, and Discussions (Homework): Homework turned in 1-2 days after the
due date will lose a half of a grade; work turned in after 3 days will only be eligible for a C grade
or pass. No late assignments will be accepted past the end of the learning unit.

Formal Assignments and Essays: Late formal projects or assignments turned in 1-3 days
after the due date will lose a half grade; formal projects or assignments turned in after 4 days will
only be eligible for a C or pass. No late assignments will be accepted 1 week past the due date.

What school policies should you know?

Plagiarism & Academic Integrity

Diablo Valley College is committed to creating an environment where student achievement

is championed and celebrated. Because the college values academic integrity as an essential
component of academic excellence, students are expected to be truthful and ethical in their
academic work. Commitment to academic integrity is the responsibility of every student and
faculty member at Diablo Valley College.

Academic dishonesty is defined as: an act of deception in which a student claims credit for
the work or effort of another person or uses unauthorized materials or fabricated
information in any academic work. Academic dishonesty is a violation of the DVC Student
Code of Conduct and will not be tolerated. Academic dishonesty diminishes the quality of
scholarship at Diablo Valley College and hurts the majority of students who conduct
themselves honestly.

In the reading or writing classroom, plagiarism will not be tolerated. Plagiarism

is representing someone elses words, ideas, artistry, or data as ones own, including copying
another person s work (including published and unpublished material, and material from the
Internet) without appropriate referencing, presenting someones elses opinions and theories
as one s own, or working jointly on a project, then submitting it as ones own. Papers
submitted for other courses are not original writing and, therefore, will be considered
plagiarism. If you have borrowed, quoted, or utilized ideas from another source, you must
cite and acknowledge that source. If you plagiarize, you will be asked to rewrite the
assignment, and you will lose a full grade on the unit. Any further infractions will result in an
F in the course and will be reported to Academic Administration for disciplinary action.

What campus support resources are important to know about?

DSS: Disability Support Services is a program that is designed to ensure that students with
disabilities have equal access to all of the educational offerings at Diablo Valley College.
They facilitate equal opportunity through the provision of appropriate support services,
curriculum, instruction and adaptive technology. For direct information and resources,
please visit: http://www.dvc.edu/studentservices/dss/ or contact Nicole Gomes at 925969-2182

Learning Center: All students currently registered in credit courses are eligible for two
hours of tutoring per week. English tutors help students develop, clarify, and organizer their
ideas, as well as learn to find and correct errors. English tutors can also help students
develop effective reading and writing strategies and good study skills. Find out more about
the Learning Center here: http://www.dvc.edu/academics/ed/english/lc-esl/

DVC English Tutoring: For information and resources on English tutoring, please visit:
http://englishtutoring.dvc.edu