CIV 111, Fall 1997
	UNIFIED COMPOSITION AND WESTERN CIVILIZATION

	Section	Instructor                                  Day/Time            Classroom         Office
	  41 	 Jones  (pdj@bradley)                MWF 2:00-2:50         BR 116          BR 127D
	  42 	 Blouch (blouch@bradley)          MWF 2:00-2:50         BR 126          BR 405

I. COURSE DESCRIPTION.  CIV 111-112 is a two-semester sequence which introduces students to the major periods and movements of Western Civilization and to the principles of effective writing.  The course integrates writing assignments into the processes of historical analysis.  CIV 111 must be completed before the student takes CIV 112.  Upon successful completion of both courses, the student will have completed the General Education requirements for Western Civilization and for 3 hours of the Basic Skills Composition Requirement.

II. OBJECTIVES.  CIV 111-112 combines the objectives of ENG 101 and CIV 100.  The course 
   1. gives students an understanding of the present age and what it owes to the past by demonstrating
       movement through the historical periods of Western Civilization; and
   2. prepares the students to communicate effectively in writing during their college careers.
       Specifically, students will
	a.  learn to write accurately, clearly, and effectively;
	b. achieve an acceptable level of competence in grammar, punctuation, and mechanics;
	c. complete all the stages of the writing process successfully;
	d. execute the major forms of expository writing effectively;
	e. demonstrate an acceptable degree of competence in research techniques;
	f.  learn a structured method of historical analysis;
	g. acquire a broad-based understanding of the present age's evolution from the past.

III. TEXTS FOR CIV 111
    	Greer, A Brief History of Western Civilization 7th ed.*
	Gochberg, Classics of Western Thought Vol. 1
	Thompson, Classics of Western Thought Vol. 2
	Hacker, A Writers Reference*
	*Greer and Hacker will also be required in CIV 112.

IV.  EVALUATION AND POLICIES
   1. The course grade in CIV 112 will be based on an average of the following components:
	3 Exams		30%
	2 Papers		20% 
	1 Seminar Paper	10%
	Average of Critiques	10%
	Determined by Instructor	20%
	Quizzes/Exercises	10%
   2. The hour tests will consist of in-class essays.
   3. Seminar papers are to be revised within ONE WEEK.  The grade on the revision will be
       the grade for the assignment.
   4. Attendance is mandatory.  Assignments are due on the dates in the schedule, unless 
       otherwise announced.
   5. Plagiarism (the misrepresentation of other people's work as if it were your own) is cheating.                          For specific suggestions to avoid plagiarism, see Hacker pp. 214-215.

	THE SEMINAR: PAPER, CRITIQUES, AND DISCUSSION

The general purpose of the seminar days in CIV 111-112 is to create student-centered "conversation" about the issues and themes of Western Civilization and the writing process.  Each Seminar Session is centered upon the seminar paper.  The writers provide the students in their section with copies of the papers so that they can read them and write critiques of them.  Then on the seminar day, the students discuss the papers and their issues.

I. DIRECTIONS FOR WRITING THE SEMINAR PAPERS
   1. As a student in these courses, you will choose (or be assigned) a seminar topic, and will be                       expected to prepare as fully as possible for writing your paper (usually by reading the course                         texts, perhaps consulting a dictionary or reference book and talking with instructor).

   2. You should also limit the scope of your treatment so that your discussion is focused upon your                    thesis, and you should define the key terms as you see fit (although you may consult with your                      instructor as much as you need).

   3. Your paper should have a title, be approximately 600-750 words long, and be typed or                              computer-printed (double-spaced).  For documentation, use the MLA style of parenthetical                            references  (Hacker, Parts R & D).

   4. Procedure:
       a. Meet with your instructor as early as possible to discuss your approach to the paper.
       b. Send your paper to the rest of your section over e-mail at least 48 hours before the class day                         assigned for your topic in Sec. 41 or pass out copies in the class before discussion in Sec. 42.
       c. After the class discussion of your paper, read the students' critiques of your paper, as well 
          as the instructor's comments. Submit a revision of the paper for evaluation within ONE 
          WEEK. 

II. DIRECTIONS FOR WRITING CRITIQUES OF SEMINAR PAPER
   1. In preparation for each seminar session, each student will:
	a. read the assigned readings in the course text,
	b. write a one- to two-page critique of the paper on the assigned topic.
     The purpose of the critique is to evaluate the paper in terms of its effective response to the seminar            	question and its effective use of writing techniques and language. In critiquing the paper, be 	positive, but also be specific about things you believe need revision.

   2. Respond to the following aspects of the paper:
	a. its thesis (does it state a clear and unified point; does the point address the issue?)
	b. its quality of support (is the evidence clear and considered? are facts accurate?)
	c. its quality of writing (is the paper well-organized and coherent?  are both word choice and
	    sentence structure effective?  is the paper free of grammatical or mechanical errors?)

III. DIRECTIONS FOR THE SEMINAR DISCUSSION
	The seminar discussion has two purposes:
	1. to discuss the content of the paper--its thesis, its supporting points, its development of the                        		argument--in order to provide the writer with feedback and suggestions for revising the paper;
	2. to discuss issues and texts related to the seminar topic which may or may not have been treated 	 	by the paper

	CLASS SCHEDULE
					GREER
W 27 AUG		Intro		Chapter 1    
F 29 AUG		Hellenic Philosophy & Science		Chapter 2
M 1 SEPT		Computer Session for  Sec. 41-Sec. 42 meets separately
W 3 SEPT		Seminar 1
F 5 SEPT		Seminar 2	
M 8 SEPT		Computer Session for  Sec. 41-Sec. 42 meets separately
W 10 SEPT		Hellenic Arts		
F  12 SEPT		Seminar 3	 
M 15 SEPT		Roman Politics		pp. 94-112
W 17 SEPT		Roman Art		pp. 112-140   
F 19 SEPT		Seminar 4	
M 22 SEPT		Judeo-Christian Traditions		Chapter 4
			Paper 1 due
W 24 SEPT		Seminar 5	
F 26 SEPT		EXAM I
M 29 SEPT		Medieval Life		Chapter 5
W 1 OCT		Seminar 6		
F 3 OCT		Seminar 7	
M 6 OCT		Seminar 8		Chapter 6
W 8 OCT		No class-Founder's Day	
FALL BREAK
W 15 OCT		Medieval Art
F 17 OCT		Seminar 9	
M 20 OCT		Seminar 10		
W 22 OCT 		Seminar 11
F 23 OCT		EXAM II
M 27 OCT		Renaissance I		pp. 284-312
W 29 OCT		Seminar 12	
F 31 OCT     	Seminar 13	
M 3 NOV		Renaissance II	
W 5 NOV		Seminar 14
F 7 NOV		Seminar 15	
M 10 NOV		Renaissance Art		Chapter 8
W 12 NOV		Seminar 16
F 14 NOV		Seminar 17
M 17 NOV		Nation State		pp. 312-325
W 19 NOV		Seminar 18
F 21 NOV		Seminar 19
M 24 NOV		Reformation I	
THANKSGIVING BREAK		
M 1 DEC		Reformation II		Chapter 9
W 3 DEC		Seminar 20		
F 5 DEC		Seminar 21
M 8 DEC		Seminar 22
SA 13 DEC		FINAL EXAM  2:30-4:30


SEMINAR TOPICS

1.  Show how Homer and Aesop contradict the image of the Greek Zeitgeist presented in this course.  (Gochberg 1 and 2)

2.  What is Oedipus' "tragic flaw?" What should he have done to have avoided his "flaw?"  (Gochberg 3)

3.  Characterize Greek attitudes about women and family life. (Gochberg 5 and 7)

4.  Are Aristotle's Ethics in basic conflict or agreement with the image of desirable government presented in the Republic?      (Gochberg 10 and 11)

5.  Demonstrate the differences in motive and method between Thucydides and Livy.  (Gochberg 6 and 14)

6.  Do Lucretius and Cicero justify seeing Rome as an independent "civilization" in its own right, or were they merely       Greek imitators who lived in a derivative sub-culture of Greece? (Gochberg 17 and 19)

7.  How likely does it appear that Jesus' followers invented the notion of his divinity? Does Jesus himself seem to be       claiming more than the status of a prophet?  (Gochberg 26)

8.  Just what is the relationship between Lancelot and the Queen? (Thompson 3)

9.  Who represents the ideal person of the Middle Ages --the monk or the knight? ( Thompson 1 and 2)

10.  What makes the Book of the Duke of True Lovers representative of the Middle Ages? (Thompson 15)

11.  Who, of the earlier authors, does Montaigne resemble most? Is he anti-religious? (Thompson 26)

12.  How appropriate is Castiglione's description of the desirable qualities of ladies and gentlemen for our own times?        (Thompson 21)

13.  Is the "Courtier" a sexist document? (Thompson 21)

14.  Why are there currently no artists with reputations similar to those of Michaelangelo and Leonardo? (Thompson 24)

15.  What makes "The Prince" a Renaissance document? (Thompson 20)

16.  What makes Iago and Othello believable or unbelievable as real people? (Thompson 28)

17.  What are the undesirable aspects of Utopia from a modern point of view?  (Thompson 22)

18.  Why would Rabelais' abbey be offensive to real monks and nuns of the middle ages? (Thompson 1 and 23)

19.  How might a "Romanist" answer Luther's charges? (Thompson 30)

20.  How well does "Christian liberty" as Calvin defines it correspond to the contemporary meaning of the word "liberty?"        Is his reputation as a narrow-minded autocrat justified? (Thompson 31)

21.  Are there more differences or similarities among Luther, Calvin, and Loyola? (Thompson 30, 31, and 32)

22.  Is Cellini just a braggart? (Thompson 25)22. Is the Courtier a sexist document? (Thompson 21)