Creative Project and Final Presentation. We will divide the class into approximately 15 groups of 3 people. Each member of the class will work in a group of three people. Each group member will be responsible for researching one of the following questions:
- What is language?
- What is mind?
- What is world?
Then your group will work together to create an original artifact that expresses the relationship between the concepts of language, mind, and world. You may choose any medium or combination of media: arts, audio-visual, crafts, written composition, original research, computer program, dance, humor, or other. Your group may schedule an appointment with me for a conference in 2140 JKHB to discuss your project. The group projects will be presented to the class in 1108 JKHB during the final exam period scheduled for your section. The final exam is mandatory, and no early exam may be administered for travel conflicts. If you already have flight plans, you may wish to enroll in a different section or take this class in another semester. Late projects or absence from the final presentation will result in a severe grade reduction, so please communicate with me in person or by phone if you have an emergency. Each group will have ten minutes to present. You will work together, but I will evaluate your contribution to the project individually. In addition to presenting the project as a group, you will submit a one or two page explanation of your contribution to the project. I will use five grading criteria; each area will be worth three points for a total of fifteen points:
- Content: = detail, support, focus.
- Organization: = cohesion, connections, completeness.
- Expression: = clarity, fluency, format.
- Creativity: = original thinking, shared experience, voice.
- Time: = present, punctual, 8-10 minute presentation per group
Makeup and Extra Credit. Mr. Ferran of American Fork would like college students to read and respond to the written compositions of children in his school. For each documented hour you spend reading and responding to the compositions of the children, you may receive one point of extra credit or make up for absences, tardies, missed points on exams, etc. You would read their stories, then you would give positive feedback to the young writers by applying Koch's heuristic:
- What can I relate to or identify with in the child's story?
- What do I like about the child's language or story?
- What questions do I have about the story or language, for clarification or for more information?
HONOR CODE AND TEACHING PHILOSOPHY: I believe that each student has a unique intelligence and mission that can be developed through education, diligence, and kindness. We may have different teaching and learning styles, so I pray that every student will benefit significantly from at least one aspect of the class; I pray that at least one student will benefit completely from all the dimensions of the class. My teaching style stresses 1) writing to learn, 2) creativity, 3) open communication, 4) mutual respect, and 5) responsibility. I support the mission of Brigham Young University and the Honor Code, I expect you to do so. If you have any special classroom needs, please let me know. This syllabus is subject to minor revisions throughout the semester.
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