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This course introduces students to the demands and conventions of academic reading and
writing. It focuses on analyzing texts, building effective arguments, and using evidence
and secondary source material. Instruction on the stages of the writing process, from
prewriting exercises through rough drafts and revisions, forms a key part of the
curriculum. Students applying to the undergraduate program at the Extension School
must complete this course, but it is open to any student interested in gaining an
understanding of academic writing.
“The past is never dead. It’s not even past.”
--William Faulkner
Whether distant or recent, the past isn’t dead—it is alive and well in our present. By
vehemently criticizing “the dark ages” or merely telling a story that “is not a story to pass
on,” many authors keep the past alive. In this course, we will feel the pulse of painful
pasts in fiction, poetry, and graphic novels. Through close reading, we will uncover
versions of historical traumas (of the transatlantic slave route, Armenian Genocide, and
Holocaust). In our endeavor to analyze various imaginative restorations of the past from
around the globe, we will explore questions such as: How can writers represent difficult,
forgotten, or unwanted histories? Does the source material for memory affect the way we
remember and imagine the past? What role does collective memory play in fictional
narratives (and vice versa)? How can there be multiple versions of the same painful
history? What happens when we reimagine a distant past? Ultimately, we will see that
the past is “not even past” because literature continually resuscitates it for future
generations.
MAJOR ASSIGNMENTS:
For each of the three units in our course, you will write two response papers (1-3 pages
each) and one longer essay (ranging from 4 to 8 pages, detailed below).
Along the way, you will turn in drafts of your longer essays, participate in peer review
workshops, and attend personal conferences with me.
NOTE: To pass this course, you must complete and submit EVERY assignment.
ATTENDANCE:
Because Writing Program courses proceed by sequential writing activities, your consistent
attendance is essential. If you are absent without medical excuse more than once, you are
eligible to be officially excluded or failed. On your first unexcused absence, you will receive an
email from me warning you of your situation. For more details, please visit the Summer
School’s Student Responsibilities page: https://www.summer.harvard.edu/resources-
policies/student-responsibilities
TARDINESS:
This is a very fast-paced course, so we will be using every minute we have together. For this
reason, it is imperative that you join our class on time.
ACADEMIC INTEGRITY:
You are responsible for understanding Harvard Summer School policies on academic
integrity (http://www.summer.harvard.edu/policies/student-responsibilities) and how to
use sources responsibly. Not knowing the rules, misunderstanding the rules, running out
of time, submitting the wrong draft, or being overwhelmed with multiple demands are
not acceptable excuses. If you have any doubts about your use of sources, ask me for help
before handing in the assignment.
To support your learning about academic citation rules, please visit the Resources to
Support Academic Integrity (http://www.summer.harvard.edu/resources-
policies/resources-support-academic-integrity) where you will find links to the Harvard
Guide to Using Sources (https://usingsources.fas.harvard.edu) and two free online 15-
minute tutorials to test your knowledge of academic citation policy. The tutorials are
anonymous open-learning tools.
COMPLETION OF WORK:
Because this writing course is a planned sequence of writing, you must write all of the
assignments to pass the course, and you must write them within the schedule of the
course—not in the last few days of the summer term after you have fallen behind. If you
fail to submit work when it is due, you will receive an email from me reminding you of
these requirements. The email will specify the new due date by which you must submit
the late work. If you fail to submit at least a substantial draft of the piece of writing by
this new due date, you are eligible to be excluded from the course or failed. Please note
that all graded assignments that you turn in late (on the new date that you have arranged
with me) will be lowered by a ⅓ of letter grade for every day that it is late.
PAPER FORMATTING:
All papers and assignments must be typed in 12-point Times New Roman, double-spaced,
with one-inch margins on all sides. Make sure to include your name, the course name,
and the date in the upper-left corner of the first page. If you have more than one page,
page numbers and your last name should appear in the upper right hand corner of all
pages. Finally, make sure to include a creative title, centered, on your first page.
EMAIL COMMUNICATION:
Email is an official means of communication at the Summer School, and I will use this
medium to communicate class information. Please check your Summer School email
account on a daily basis. Though email is our main means of communication
outside the classroom, please allow me at least a 24-hour turnaround time for
replies.
ACCESSIBILITY SERVICES:
The Summer School is committed to providing an accessible academic community. The
Accessibility Office offers a variety of accommodations and services to students with
documented disabilities. Please visit http://www.summer.harvard.edu/resources-
policies/accessibility-services for more information.
Introduction
Course Policies
Canvas Course Site Tutorial
Zoom Troubleshooting
Tu 6/23 In-Class Close Reading / Writing None! We just started!
Assessment
Close Reading Tutorial with Transatlantic
Slavery Poetry (with Lucille Clifton)
Response Paper 1.1 Guidelines
Read Syllabus
Complete two tutorials on using sources:
• “Using Sources, Five Scenarios”
• “Using Sources, Five Examples”
Read Janet E. Gardner’s “Asking Questions of
the Text” (pages 14-15)
Academic Argument Discussion Read Mortimer J. Adler’s “How to Mark a
Response Paper 1.2 Guidelines Book”
Th 6/25
Essay 1 Guidelines Read “Close Reading of a Literary Passage”
Discussion of Lose Your Mother Read “Elements of Academic Argument”
Read Katherine O. Acheson’s “The Purpose of
an Essay about Literature”
Read Katherine O. Acheson’s “Research in the
Text”
Read Saidiya Hartman’s Lose Your Mother
DUE: Response Paper 1.1
Discuss Three Apples Fell from Heaven DUE: upload your peer review work to our
Th 7/16 class site’s “Peer Review” section
Peer Review Workshop
Paper 3 Guidelines
Response Paper 3.1 Guidelines Read Marianne Hirsch’s “The Generation of
Scholarly Sources Postmemory”
Research Workshop: how to find literary Read Steven Lynn’s Texts and Contexts
analysis articles with Harvard Libraries
Read Janet E. Gardner’s “Literary Criticism
Tu 7/21 Secondary Sources and Research Group
and Literary Theory” (pages 170-183)
Work
Summarizing Secondary Sources: with They Read Katherine O. Acheson’s “Research about
Say, I Say the Current Critical Assessment of Literary
Discuss Texts and Contexts Works”
Discuss Postmemory