ENG 101: Food, Feelings, and Film

ENG 101-005 Fall 2016 ENG 101: Food, Feelings, and Film Section: 005

Instructor: Amy Li Meeting Time and Place: MWF 10:00am-10:50am, Callaway N204 Office Hours: Tuesdays 1:00-3:00pm, Callaway N201A, and by appointment Email/Contact: [email protected] Course Website: http://amysli.com/eng101/

Course Description

Our relationships to food often evoke a wide array of emotions and engage multiple senses, sometimes all five of them at once; food thus has the potential to play important roles in the formation of who ‘we’ are as people, on social, psychological, and even political levels. Through writing, students will explore questions such as: How can we think about food in conjunction with affect – including love, national or cultural pride, and anguish – through our exploration of food and feelings in writing? How can we use food to learn more about ourselves as well as other inhabitants of the world?

Over the course of the semester, students will write and manage an assignment blog for class, as well their own food blog on Wordpress, which they will design according to their own academic, personal, and culinary interests. Students will write/compose in multiple modes, which can include photography, illustrations, and/or other visual components. Other assignments also include: writing a script for an episode of a TV show or cinematic scene about food; an online recipe review; free-writing about food that students bring to share with classmates. The course materials will include films such as Amélie (2001) and Waitress (2007), as well as short excerpts from books such as Marcel Proust’s À la recherche du temps perdu.

Course Learning Outcomes

By the end of this course you will be able to

 Draw upon an arsenal of key terms (such as genre, audience, controlling idea) for writing.  Compose texts in multiple genres, using and engaging multiple modes (e.g. photography, film) with attention to how specific situations require different types or tones of writing.  Select, summarize, analyze, synthesize, and evaluate the ideas of others as you undertake scholarly inquiry in order produce your own arguments.  Write both academically and expressively, in order to make an argument using scholarly evidence and also write about one’s own experience as a situated human being.  Build to a final result in stages, including stages of pre-writing invention and post-draft revision, with the understanding that writing is an open process which entails later invention and re-writing.  Constructively critique your work and that of your peers.

These outcomes have been adapted for Emory first-year writing courses from a set developed by the Council of Writing Program Administrators.

1/19 ENG 101-005 Fall 2016 Required Texts

To Purchase or Rent:  Food Matters: A Bedford Spotlight Reader, ed. Holly Bauer

On Course Reserves and Online (or available for Purchase/Rent):  The Norton Field Guide to Writing (all assigned chapters are on Course Reserves)  Amélie (2001 film; in French, with English subtitles; English-dubbed version also available) – available on DVD, Netflix, Amazon Instant, and Course Reserves  Como agua para chocolate aka Like Water for Chocolate (1992 film; in Spanish, with English subtitles; English-dubbed version also available) – available on DVD, Netflix, Amazon Instant, and Course Reserves  Spirited Away (2001 film; in Japanese, with English subtitles; English-dubbed version also available) – available on DVD, Netflix, Amazon Instant, and Course Reserves  Waitress (2007 film; in English) – available on DVD, Netflix, Amazon Instant, and Course Reserves  Two episodes of Channel 5 television series, Floyd’s India (North India: “Amritsar”; South India: “Kerala”)

On Blackboard/Available via links:  “Fish Cheeks” by Amy Tan (1987 short story) o PDF uploaded to Blackboard; also available here (only read page 1): http://www.whsd.k12.pa.us/userfiles/1751/classes/12208/fish-cheeks-ws.pdf  “Introduction: Feeding an Identity-Gender, Food, and Survival” by Norma Baumel Joseph (2002 article) o (Link: http://www.jstor.org.proxy.library.emory.edu/stable/40326550)  Excerpt from In Search of Lost Time: Swann’s Way, Vol. 1 by Marcel Proust: “The Cookie” aka the ‘episode of the madeleine,’ translated from French to English o (Link: http://www.haverford.edu/psychology/ddavis/p109g/proust.html)

Course Policies

Attendance Attendance is essential. Aside from documented absences for school-related activities or illnesses, you may miss two classes without incident. For each class you miss after the second, your grade lowers by one-third of a letter. You are still accountable for the work due that day. Meet with or email me at the start of the semester if you feel your situation warrants an exception to this rule. Bring appropriate documentation to our meeting or provide it in your email.

Late work All assignments are due by the time and date specified. I will not accept late work without granting advance permission via email or in writing, and permission is not always guaranteed. Please ask me at least 48 hours in advance if you require an extension. If you fail to secure advance arrangement, late work will cause your grade for the assignment to decrease by one letter for each class period the assignment is late. Meet with or email me if you feel your

2/19 ENG 101-005 Fall 2016 situation warrants an exception to this rule. Bring appropriate documentation to our meeting or provide it in your email.

Contact/Communication Email is the best way to contact me if you have questions or concerns. Generally, I will respond to all student email within 24 hours (although on weekends and holidays, it may take a little longer). Likewise, there may be instances when I will need to contact you by email. It is your responsibility to check your Emory-based email account at least once every 24 hours.

Academic Integrity/Honesty Each of you is expected to follow the Emory College Honor Code (http://catalog.college. emory.edu/academic/policy/honor_code.html). I take plagiarism and other forms of academic dishonesty seriously. Should I suspect that you engage in academic dishonesty in this course, I will refer the case to Emory’s Honor Council. You may also receive an F on the assignment(s) in question.

Safe Space (more info on safe spaces here: http://geekfeminism.wikia.com/wiki/Safe_space) This class and any of our class-related meetings are intended to create a safe space for all students. Please do not hesitate to talk to me about any situation that causes you discomfort, and let me know if there is any way that I can help you. These may include, but are not limited to, providing trigger warnings, specifying and using non-binaristic gender pronouns, etc.

Course Assessment

Assignments: Grading Breakdown

Proposal for Food Blog (1-2 pages long) – 5% Research Log for Food Blog (at least 5 sources, 10 entries total) – 5% Student Presentations on Food Blog – 5% Printed Writing Assignments (e.g. film scene description, Waitress fictional piece) – 10% In-Class Writing and Assignment Blog Posts – 10% Participation – 10% Final Assignment Anthology (5 revised blog posts with an intro and reflection) – 15% Food Blog (5 posts, each at least 600 words long) – 20% Final Portfolio with Reflective Essay – 20% (Reflective Essay counts 10%)

Assignment Descriptions:

In-Class Writing and Assignment Blog Posts (10%):  Because this is a writing-intensive course, you will do some form of writing during each class section, especially during our weekly writing workshops. Collected assignments and blog posts will receive either a “check” (satisfactory), “check minus” (does not meet requirements), or zero (not completed). Most free-writes will not be collected/graded.

3/19 ENG 101-005 Fall 2016 Printed Writing Assignments (10%):  You will receive individual assignment prompts for each of these printed writing assignments, e.g. film scene description using film terminology and your fictional piece based on a scene from Waitress. (See Course Schedule section for more details.)

Proposal for Food Blog (5%):  To be printed out for class and handed in; this assignment asks you to write a proposal for your Food Blog. You will write 1-2 pages about what you want your food blog to be about. Some prompt questions: what will the overarching theme/controlling idea (i.e. vegetarian food, global cuisine, food in films, family meals, GMO foods, etc.) of your blog be? Do you plan to include photographs and/or other images (GIFs, drawings, etc.)? What is the title of your blog going to be? Will you include recipes, and will they be your own, or from other food blogs/cookbooks? Note: At least two of your blog posts have to incorporate research; for this proposal, think and write about what kind of research you might include (i.e. quotes from a literary work, dialogue from a film along with your own commentary, citations from a journal article, etc.) Oct. 3 (Week 6)

Research Log for Food Blog (5%):  This Research Log is to prepare you for your Food Blog; your log must include at least 5 sources (no more than 8), which can be a mix of scholarly and non-scholarly material. Scholarly sources include articles from scholarly journals (i.e. articles found on JSTOR) and books from the library; non-scholarly sources can include films, YouTube videos, other (established) food blogs, literary fiction, etc. You are to correctly cite your sources in MLA format, and then underneath this section write 200-300 words about the research source. Include a brief summary of the source and/or why you think the source will be useful, and also how you think you might incorporate the source in one of your Food Blog posts. To be printed out and handed in. Oct. 17 (Week 9)

Student Presentations on Food Blog (5%):  Each student will present their Food Blog to the class, explaining the theme and including brief comments on the blog-making process. Presentation Dates TBA (Week 11)

Final Assignment Anthology (15%):  This assignment requires you to select and revise 5 of your blog posts. You will write a brief introductory paragraph which describes your blog overall as well as an explanation for why you chose these specific blog posts (and why you chose to put the posts in the order in which you have included them), and finally, a concluding reflection letter which details how these blog posts relate to the course’s learning objectives, as well as briefly explaining your writing process for the blog posts you chose. All these components are to be printed out, stapled together, and handed in to me. Dec. 9 (Week 16)

Food Blog (20%):  This Food Blog project allows you to explore what it is like to write and design a food blog. You will set up a free Wordpress site, and over the second half of the semester you will write and publish 5 blog posts to this site. The site must have an overarching theme or controlling idea, as outlined in the proposal you wrote earlier in the semester, and at

4/19 ENG 101-005 Fall 2016 least two of the posts must incorporate some form of outside research, which may be from the research you collected in your research log. First/rough drafts of at least three of your posts will be due in Week 2. (You will receive an assignment sheet for the Food Blog with more details during the semester). Dec. 5 (Week 16)

Final Portfolio with Reflective Essay (20%)  This final portfolio will be a collection of several works from the semester which you consider your best writing, works which you think have improved most throughout process of revision and transition from blog post/in-class writing to the final draft, and/or works which you think most demonstrate how you have engaged with this course’s learning objectives. More details to follow.  The Reflection Letter, which counts for 10% of this assignment grade, asks you to think about the course’s learning objectives and explain how you think the course fulfilled any of these goals, and how your writing has changed or improved over the course of the semester. Include specific examples from the works you have chosen to revise and include in your portfolio. More details to follow.  To be published online: we will discuss the logistics/decide which publishing platform to use together as a class.  Due by 3:00pm on December 14th

Participation: While this course is writing intensive, seminar participation is also important, as the goal is for students to learn with and from one another. While speaking in class is highly encouraged, “good” class participation does not necessarily mean talking the most. Other types of contribution include asking questions to both the instructor and other students, recognizing and allowing for time to think, as well as providing constructive comments on fellow students’ blogs. Participation means contributing thoughtful input throughout the semester which demonstrates critical engagement, helping not only yourself but also your peers and instructor.

Explanation of Letter Grades

A: An excellent response to the assignment. Demonstrates a sophisticated use of rhetorical knowledge, writing, and design techniques.

B: A good response to the assignment. Demonstrates an effective use of rhetorical knowledge, writing, and design techniques. May have minor problems that distract reader.

C: An average response to the assignment. Demonstrates acceptable use of rhetorical knowledge, writing, and design technique. May have problems that distract reader.

D: A poor response to the assignment. Demonstrates a lack of rhetorical knowledge and writing and design technique. May have significant problems that distract reader.

F: A failure to respond to the assignment appropriately.

5/19 ENG 101-005 Fall 2016 Grading Scale Percentage Letter Emory Point Scale 93.00-100 A 4.00 90.00-92.99 A- 3.70 86.00-89.99 B+ 3.30 83.00-85.99 B 3.00 80.00-82.99 B- 2.70 76.00-79.99 C+ 2.30 73.00-75.99 C 2.00 70.00-72.99 C- 1.70 66.00-69.99 D+ 1.30 60.00-65.99 D 1.00 0-59.99 F 0.00

Student Success Resources

Access and Disability Resources I strive to create an inclusive learning environment for all. I am invested in your success in this class and at Emory, so please let me know if anything is standing in the way of your doing your best work. This can include your own learning strengths, any classroom dynamics that you find uncomfortable, ESL issues, disability or chronic illness, and/or personal issues that impact your work. I will hold such conversations in strict confidence.

Students with medical/health conditions that might impact academic success should visit Access, Disability Services and Resources (http://www.ods.emory.edu/index.html) to determine eligibility for appropriate accommodations. Students who receive accommodations must present the Accommodation Letter from ADSR to your professor at the beginning of the semester, or when the letter is received.

Peer Tutoring Writing Support Tutors in the Emory Writing Center and the ESL Program are available to support Emory College students as they work on any type of writing assignment, at any stage of the composing process. Tutors can assist with a range of projects, from traditional papers and presentations to websites and other multimedia projects. Writing Center and ESL tutors take a similar approach as they work with students on concerns including idea development, structure, use of sources, grammar, and word choice. They do not proofread for students. Instead, they discuss strategies and resources students can use as they write, revise, and edit their own work. Students who are currently enrolled in an ESL-supported section of English 101, English 123, or English 221 or who plan to take one of those courses next semester should see ESL tutors, as they are specifically trained to support students in ESL Program courses. To learn more about ESL tutoring or to make an appointment, go to http://tinyurl.com/eslemory. All other students in the college should see Writing Center tutors who are trained to work with this broader population. Learn more and make an appointment at http://writingcenter.emory.edu. Please review tutoring policies before your visit.

6/19 ENG 101-005 Fall 2016 Emory Counseling Services Free and confidential counseling services and support are available from the Emory Counseling Center (404) 727-7450. This can be an invaluable resource when stress makes your work more challenging than it ought to be. http://studenthealth.emory.edu/cs/

Course Schedule/Logistics

Tentative Schedule Note: Sometimes, course schedules end up having to shift. If anything below changes, the change will be communicated to you both in person, through email, and on the Course Updates page of our website. If there are changes, I will also modify the syllabus and post a new version with a new date in the file name to the Syllabus section of our website. Once I have notified you, you are responsible for following the altered plan.

Film Screenings You may choose to watch the assigned films on your own, but I will also try to arrange screenings outside of class-time that you can attend. We will arrange these a week in advance.

Food “Eat and Tell”  Food: At the beginning of the semester, students will sign up for a day to bring in food. You will present a short 5-minute description of the food, including a brief background with at least one cited source. Students will fill out a sign-up handout during Week 2. This will count toward your participation grade. Note: If you feel that you are unable to do this assignment, please talk to me and we can arrange for some alternative.

Final Exam period  We will meet for one-on-one conferences during study week. In lieu of an exam, you will turn in an online portfolio and portfolio letter due by 3pm on December 14th. We will discuss the logistics/decide which publishing platform to use together as a class.

UNIT 1 : Food and Personal Identity

Week 1: Class Introduction; briefly go over syllabus together in class WEDNESDAY – AUG. 24 NATIONAL WAFFLE DAY; NATIONAL PEACH PIE DAY  Go over syllabus and course’s learning objectives.  Logistics/Planning: Set up your assignment blog! Email me the URL to your blog once it is up. We will be using blogger.com (Due by Friday evening: we will briefly overview Blogger in class on Friday.) Email me if you encounter any difficulties!

FRIDAY (WORKSHOP) – AUG. 26 NATIONAL CHERRY POPSICLE DAY  In-Class Writing: Free-write about your own writing process; how did you write in high school? Do you write differently depending on the assignment, or the class/discipline?  Read for Monday: “Fish Cheeks” by Amy Tan

7/19 ENG 101-005 Fall 2016  Read (due Week 2): Syllabus o Do: Fill out a short form, the link for which will be sent out over email, which will make sure that you have read and understood the syllabus. Due: by 9:00AM Monday.

Week 2: Audience and Personal Writing MONDAY – AUG. 29 NATIONAL CHOP SUEY DAY  Key Term: audience  In-Class Writing: You will be asked to write about what “audience” means, as well as what the term means in the context of writing. Once we go over a provided definition for the term, you will write a short reflective piece on what you now know about audience.  In-Class Activity: We will split up into small groups; each group will read a pair of articles. Try to identify the intended audience of each article, and compare/contrast the audiences/articles. (I have posted the article URLs here: http://tinyurl.com/jlwt6kc)  Read for Wednesday: Chapter 2, “Audience,” from The Norton Field Guide to Writing  Write/DUE for Friday: Personal Essay (you will receive the assignment sheet in class today, and the assignment sheet will also be posted to Blackboard and Canvas by this evening); also see short description of assignment below.

WEDNESDAY – AUG. 31 NATIONAL TRAIL MIX DAY; INTERNATIONAL BACON DAY  Key Term: genre  In-Class Writing: You will be asked to write about what “genre” means, as well as what the term means in the context of writing. Once we go over a provided definition for the term, you will write a short reflective piece on what you now know about genre.  In-Class Activity: We will go over elements of personal writing and the genre of the personal essay/personal narrative essay.  Write for Friday: a short (about 2-3 pages double-spaced, or 500-1000 words) personal essay which incorporates food; refer to “Fish Cheeks” as an example of personal writing; also refer to the Santa Barbara City College guide entitled “Structure of a Personal Narrative Essay” (which we went over in class today). o Post your essay to your blog and also hand in a print copy to me at the end of Friday’s class. All such blog assignments will be graded based on completion and fulfilment of prompt. o A revised version to your assignment blog once you get your assignment back from me with suggestions. (I will hand back essays on Wednesday; please post your revised version  Read for Friday: Chapter 3, “Genre,” of The Norton Field Guide to Writing

FRIDAY (WORKSHOP) – SEPT. 2 NATIONAL BLUEBERRY POPSICLE DAY; NATIONAL “GRITS FOR BREAKFAST” DAY  In-Class Writing: Now that we’ve spent some time going over what the key terms “audience” and “genre” mean in the context of writing, we can put the two terms into conversation with one another. You will do a free-write about how “audience” and

8/19 ENG 101-005 Fall 2016 “genre” are connected/how the two terms inform one another. Post your free-write to your blog by 9:00am Wednesday for a participation/completion grade. (You can type your free-write up directly onto the blog during our in-class writing period, or handwrite first and type up your free-write later. If you do not finish the free-write during class, please finish up and post before Wednesday.)  In-Class Writing: You will receive two short sample texts in class. We will analyze the intended audience and context (or “rhetorical situation”) as well as the genre for each text, and then you will write your own piece targeted at that same audience OR in that same genre for that same context. You may choose to work alone or with a partner.  Read for Wednesday: “Tuscan Dairy Whole Vitamin D Milk” Amazon reviews: o https://www.amazon.com/Tuscan-Dairy-Whole-Vitamin- Gallon/dp/B00032G1S0#customerReviews  Write for Wednesday: read at least three customer reviews of “Tuscan Dairy Whole Vitamin D Milk.” In a blog post, choose one review to analyze, including a link to the review. First, consider and write about what you think the audience of a typical Amazon review would be. What does the “customer review” genre generally entail? (If you are unfamiliar with Amazon customer reviews, find another product on Amazon and read through some reviews, or let me know and I can provide you with sample reviews.) Then, analyze the Tuscan Dairy Whole Milk review you have chosen: does the review seem to target the same audience as a typical Amazon review? If not, why/how does the review seem to be targeted at a different audience, in your opinion? Does your chosen review seem to fit within the genre of “customer review” which you outlined? Explain how and why it does or does not. Be sure to include excerpts from the review in quotation marks.  Read for Wednesday: “Eating the Hyphen” by Lily Wong from Food Matters

Week 3: Genre; Definitions (Dictionary vs Personal) MONDAY – SEPT. 5: LABOR DAY (NO CLASS) NATIONAL CHEESE PIZZA DAY  Free-Writing: If you did not finish and post your free-write from Friday’s class onto your blog yet, please do so before 9:00am on Wednesday.  Continue writing: “Tuscan Dairy Milk” blog post (due by class time on Wednesday)

WEDNESDAY – SEPT. 7 NATIONAL ACORN SQUASH DAY  Key Term: summary o we will go over the elements of a good summary  In-Class Writing: free-write; write a short summary of “Eating the Hyphen”  In-Class Activity: “Common Errors” Worksheet  Write for Friday: a short (350-500 word) assignment blog post in the style of Lily Wong’s “Eating the Hyphen,” but about a dish/food that you choose. You are encouraged to incorporate phrases and words in colloquial and/or other languages, but explain or translate these phrases in English so that the rest of the class (and I) can understand them.

FRIDAY – SEPT. 9 WIENER SCHNITZEL DAY  Key Concept: definition

9/19 ENG 101-005 Fall 2016 o Definitions in “Eating the Hyphen” o In-Class Writing: In one to two sentences, write what you think Lily Wong’s personal definition of dumplings would be, in contrast to the official OED definition.  In-Class Activity: Complete the Common Errors worksheet; when/if you finish, we will go over the sheet together as a class.  Read for Monday: “Introduction: Feeding an Identity-Gender, Food, and Survival” by Norma Baumel Joseph  Write for Monday: summary of the Joseph article (200-300 words); pay special attention to religion and gender; post your summary on your blog before 9:00am on Monday.  DUE for Monday: Post the revised copy of your personal essay (from Week 2)

Week 4: Evidence; Food and Identity MONDAY – SEPT. 12 NATIONAL CHOCOLATE MILKSHAKE DAY  In-Class Writing: Write a one-two sentence summary of the Joseph article. You may refer to your longer (200-300 word) summary which was due today, as well as to the original article. We will then go around the classroom sharing our one-two sentence summaries.  In-Class Activity: Worksheet on Passive Voice  Write for Wednesday: assignment blog post (200-400 words) answering the question: How does food relate to your experience of gender and/or religion? Use a personal anecdote as evidence (if you do not have one that you want to use, feel free to make up a story or ask a friend for permission to use one of their personal stories).  PLEASE BRING A LAPTOP TO CLASS ON WEDNESDAY (if you do not have access to a laptop, please let me know in advance and I can try to procure you one for the class period). o Please also make sure you have downloaded Zotero before class-time on Wednesday. (I will email you instructions on how to do so.)

WEDNESDAY – SEPT. 14 NATIONAL CREAM-FILLED DONUT DAY; EAT A HOAGIE DAY  Key Term: evidence O We’ll go over what evidence is, including the difference between primary and secondary sources, as well as some how to find scholarly/critical sources, and how to cite those sources.  In-Class Activity: Katie Rawson from Woodruff Library will be visiting our class today. With her help, we will learn how to use Zotero, an online research tool. For our activity, I will provide you with citations for several articles (related to food and gender and/or food and religion). You will, with those citations, find the articles, put them into Zotero, and then you will write notes on Zotero about the types of evidence utilized in those articles.  Watch for Friday: “Focus on Evidence” videos from Portland State University Library: O Part 1: https://www.youtube.com/watch?v=M5VCG74prE0 O Part 2: https://www.youtube.com/watch?v=jRuhKbYDqos

10/19 ENG 101-005 Fall 2016

FRIDAY – SEPT. 16 NATIONAL GUACAMOLE DAY  “Eat and Tell” – Jessica Naredo  In-Class Writing: Find and jot down the evidence Norma Baumel Joseph employs in her article. With a partner, write a short response explaining how these pieces of evidence support Joseph’s argument. What kinds of evidence does she use? How effective is the evidence in supporting the argument she makes?  Write for Monday: Using the notes you took on articles in class on Wednesday, pick two of those articles and compare/contrast them in terms of how they utilize evidence. Do the two articles use the same types of evidence? Where do those pieces of evidence come from, and do those sources differ? Is the evidence for one article from a field like, for example, psychology, while the other draws evidence from a literary/English field (or does the evidence pertain to/come from the same disciplinary field for both articles?) o Please include citations for both of the articles you choose to analyze. o Write at least 3-4 sentences. o Post to your blog by 9:00am on Monday.  Read for Monday: http://tinyurl.com/howtoethno

UNIT 2 : Food and Culture

Week 5: SUBUNIT: Local MONDAY – SEPT. 19 NATIONAL BUTTERSCOTCH PUDDING DAY  In-Class Writing: We will go over ethnography, including sample texts like field notes. We will also brainstorm the types of things to look out for prior to your visit to Cox Hall. You will interview one of your class-mates in class about their experience of Cox Hall. If time permits, we will also visit Cox Hall during class time (during non-lunch hours).  Write: Visit Cox Hall at some other point this week between 11am-3pm (lunch hours) or 3pm-7pm (dinner) and take notes. You can choose to interview another person about their experiences of going to, eating at, or working at Cox Hall Foodcourt. Another option would be to focus on your own observations. o Then, for next Monday (9/26), write a 400-600 word “ethnography” blog post synthesizing and reflecting on the information you gathered.  Read for Wednesday: “Taking Local on the Road” by Camille Kingsolver from Food Matters  Start thinking about the theme/topic for your food blog. You do not need to do any research at this point. However, please narrow down your ideas to one or two themes by next Monday (Sept. 26). Please also write one to two sentences describing your topic/theme before class on Monday, and bring those sentences in with you that day.

WEDNESDAY – SEPT. 21 NATIONAL PECAN COOKIE DAY  “Eat and Tell” – Brittany Calkins

11/19 ENG 101-005 Fall 2016  In-Class Writing: Camille Kingsolver uses mostly personal anecdote in her essay. Since “Taking Local on the Road” is a personal essay, this is an appropriate source of evidence. However, your in-class writing assignment is to find some sources and specific quotes and evidence from those sources that you think could be incorporated into Kingsolver’s essay. Note the places where this evidence might fit into the essay. Then write a reflective piece about the type of evidence you found and why you think it would strengthen/add to Kingsolver’s essay; hand in this reflective piece for a completion grade.  Write for Friday: Assignment blog post (200-300 words) – What does sustainability and buying/eating local mean to you? Draw from personal experience/incorporate personal anecdote if you wish.  Keep thinking about the theme for your food blog/write 1-2 sentences.

FRIDAY – SEPT. 23 NATIONAL WHITE CHOCOLATE DAY  “Eat and Tell” – Ben He  In-Class Writing: What goes into preparing, cooking, and presenting a meal? Imagine that you are throwing a small dinner party for our class. Decide on the 3-4 dishes you would cook. Write a shopping list for the ingredients you would need (give a rough estimate of total price) – Optional/Additional: you can also choose to write a recipe list. o Hand in/post to your blog at the end of class (completion grade).  DUE for Monday: your ethnography blog post (see Monday 9/19 “Write” assignment)  Write for Monday (if you have not already done so): one to two sentences about a theme/topic around which you want to structure your food blog.

Week 6: SUBUNIT: National MONDAY – SEPT. 26 NATIONAL PANCAKE DAY; NATIONAL KEY LIME PIE DAY  In-Class Writing: field trip to the library! (Woodruff Library room 314) We will, with the help of Katie Rawson (a research librarian at Woodruff Library), learn how to look up and find articles/sources on databases and start gathering possible evidence for your Research Log.  Watch for Wednesday: I will circulate a list of links (via email/Blackboard) to some Buzzfeed-style videos on food; watch at least 2 videos (e.g. “Mexican People Try Taco Bell For The First Time” https://www.youtube.com/watch?v=TWSOiZrs3oA)  Write for Wednesday: a short (300-400 word) reflective assignment blog post in response to the Buzzfeed videos; be sure to embed the video you watched in your blog post. Were you surprised by any of the reactions? How did the majority of people react? Can you relate to any of the reactions?

WEDNESDAY – SEPT. 28 STRAWBERRY CREAM PIE DAY  How to Write a Proposal (we’ll go over how to write the proposal for your Food Blog)  In-Class Activity: Interview a classmate about a dish that they consider as a national dish/food that is related to their own sense of national identity. Each person will then share a little bit about what they learned from their informal interview.

12/19 ENG 101-005 Fall 2016  In-Class Writing: write a short reflection about what you learned from our library field trip; be sure to note/include the links/databases/other info that you think will be particularly useful to you in the future. Post to your blog for a completion grade.  Read for Friday: “The Business Case for Healthier Options” by Michelle Obama (p. 115 in the Food Matters reader)  Read for Friday: “Food Sovereignty: Sustaining Cultural Identity and Self-reliance” by Rachael Novak: http://tinyurl.com/novakarticle  Start writing for Monday: Proposal for Food Blog (1-2 pages long)

FRIDAY (WORKSHOP) – SEPT. 30 NATIONAL MULLED CIDER DAY  “Eat and Tell” – Jonathan Lung  Key Term: argument o Related terms: thesis statement; controlling idea  In-Class Writing: How to write an argument! We’ll go over some sample thesis statements which need improvement, and in pairs, revise those sentences to make them more “argumentative.”  Read for Monday: info on how to write/compile an annotated bibliography (Link: http://guides.library.cornell.edu/annotatedbibliography/)  Write/DUE for Monday: Proposal for Food Blog (1-2 pages long) – print out and hand in to me in class.

Week 7: SUBUNIT: Global/Tourist MONDAY – OCT. 3 NATIONAL SOFT TACO DAY  In-Class Peer Activity: In small groups of 3-4, students will share their ideas for the Food Blog. Each student will then write brief comments for each of the other students in their group, providing helpful suggestions (which can include sources and/or links they might want to check out, or areas which you would want clarification on). Feedback on how to implement their theme/include research would also be helpful!  Watch for Wednesday: “Sicily” episode from Bizarre Foods with Andrew Zimmern https://www.youtube.com/watch?v=5nGqTEIvNUo and “Chinatown Markets” episode from Martin Yan’s Chinatowns https://www.youtube.com/watch?v=s789XITITG0  Write/Read for Wednesday: Read the comments from your peers on your Food Blog Proposal; write a short reflection on your assignment blog on how you might incorporate some of your peers’ suggestions or how discussing your Food Blog with fellow students helped clarify or in fact complicated your previous ideas. (200-300 words)

WEDNESDAY – OCT. 5 NATIONAL APPLE BETTY (BROWN BETTY) DAY  In-Class Activity: We will split up into groups. Brainstorm the main points of each episode/which aspects of the episodes you liked the most.  In-Class Writing: Write an op/ed piece in response to the Andrew Zimmern and Martin Yan episodes that you have watched for today. First, make an argument/thesis statement.

13/19 ENG 101-005 Fall 2016 Then, provide evidence/explain your argument. Please revise/edit your opinion piece and post to your assignment blog, due Friday.  Watch for Friday: Opening scene from Eat Drink Man Woman (Link: https://www.youtube.com/watch?v=zs5WiddD7i0)  Write a short analysis of the Eat Drink Man Woman opening scene. How does it create a certain atmosphere or invoke a certain feeling? How do you think it situates you, personally: do you feel invited in, or does it make you feel foreign/alienated? What would it be like if you were really there: would you feel at home, or like a tourist? (More details to follow.) To be printed out and handed in; will receive a letter grade.

FRIDAY – OCT. 7 NATIONAL FRAPPE DAY  In-Class Writing: Pretend that you are a host of a travel TV show, and from that point of view, write a hypothetical voiceover that could accompany the opening scene from Eat Drink Man Woman. You can choose to model your voiceover after the narration in food shows (like Bizarre Foods with Andrew Zimmern, Anthony Bourdain: No Reservations, or Martin Yan’s Chinatowns). You will start this process in class, and finish up writing and revising into a polished draft for your homework.  Write for Wednesday: Revise and publish your voiceover narration. (Possible extra credit: conduct some research about one of the dishes/types of food that the character makes in the opening scene, and incorporate this research in your blog post, along with proper citation.) Though you worked on this assignment with a partner, you will each post to your own blog. This means if you decided to have two hosts, indicate which one of you is speaking when; if you only have one host, still indicate who your partner was, and if you want to get creative, indicate what other type of role they could hypothetically have in the video/filming process. You must each post your own version to your blog, and indicate (if applicable) which classmate you worked with.  Read: Start reading sources for your Research Log for Food Blog  Write: Start writing Research Log for Food Blog – cite 5-8 sources using the MLA Citation format. DUE: Week 9

Week 8: (includes FALL BREAK on Monday) MONDAY – OCT. 10: FALL BREAK (NO CLASS)  (See assignments from Friday Oct. 7 that are due Wednesday)

WEDNESDAY – OCT. 12 NATIONAL PUMPKIN PIE DAY; NATIONAL GUMBO DAY  In-Class Writing: (example of an Annotated Bibliography in prep for your Research Log)  In-Class Activity: Peer Review of Voiceover for Eat Drink Man Woman  To-do for Friday: For our revision exercise on Friday, pick two of the blog posts you have written for your assignment blog which you want to edit/revise. Please PRINT OUT copies of both these posts, and include the original assignment prompt at the top. o You may choose any of the blog posts which were graded on a Check/Check minus/Zero basis; keep in mind that even blog posts which received “Check” grades can still be improved/expanded on!  Write for Friday: Read your peer review comments and revise voiceover; post to blog

14/19 ENG 101-005 Fall 2016  Write/Due for Monday: Continue working on Research Log for Food Blog

FRIDAY (WORKSHOP) – OCT. 14 NATIONAL DESSERT DAY; NATIONAL CHOCOLATE-COVERED INSECTS DAY  “Eat and Tell” – Thalia Nunez  In-Class Writing: Revision exercise: Revise at least one of the blog posts you brought in for class today. If we have time, you may revise the second. Once you have marked down some notes/possible revisions you want to make on your printed version(s), then make a new post on the assignment blog for each of the revised articles. Post your revised version, which will be graded on a Check/Check minus/Zero basis.  Write/Due for Monday: Continue working on Research Log for Food Blog

UNIT 3 : Food and Love/Sexuality

Week 9: If photography be the food of love, snap on… MONDAY – OCT. 17 NATIONAL PASTA DAY  DUE: Research Log for Food Blog (at least 5 sources)  In-Class Writing: Reflection on Research Log  In-Class Activity: What is a photo essay? (genre)  Read for Wednesday: “On those ‘food around the world’ photo-essays” o http://failbluedot.com/food-around-the-world  Read for Wednesday: “5 Tips for Creating a Photo Essay with a Purpose” by Lynsey Mattingly o http://digital-photography-school.com/5-tips-for-creating-a-photo-essay-with-a- purpose/  Look at/”read” for Wednesday: “What the World Eats: Guatemala, India, Mali, and the United States” by Petel Menzel and Faith D’Aluisio (p. 90 in Food Matters)

WEDNESDAY – OCT. 19 NATIONAL SEAFOOD BISQUE DAY  “Eat and Tell” – Jordan Lempert  In-Class Activity: (cont.) What is a photo essay?  Write/Photograph for Friday Monday: a photo essay – photograph at least 3 of your own photos; post to Twitter or Instagram and generate hashtags for your post; then for the graded component, compile your images on your assignment blog in a way which relates some sort of feeling/emotion; if your original photographs also have captions, please include those as well. Then write a short reflection/rationale which explains what your photo essay is about (the “argument” or “controlling idea”), and how you imagine your photos relate to that subject/feeling; post this at the beginning of your blog post.

FRIDAY – OCT. 21 NATIONAL PUMPKIN CHEESECAKE DAY  In-Class Screening: Como agua para chocolate (aka Like Water for Chocolate)  Due Monday: photo essay (for a letter grade)

15/19 ENG 101-005 Fall 2016  Start Writing for Monday of Week 12: first drafts of at least three Food Blog posts  Start Writing for Friday (10/28): Film Review of Como agua para chocolate

Week 10: MONDAY – OCT. 24 NATIONAL BOLOGNA DAY  In-Class Screening (cont.) of Como agua para chocolate  Read for Wednesday: a basic tutorial/FAQ on writing about film/cinema devices: http://www.owlnet.rice.edu/~engl377/film.html  Read for Wednesday: Guide on how to write film reviews: see p. 2 of this guide from the Duke University Writing Center: http://tinyurl.com/dukefilmreviewguide; please also read http://tinyurl.com/akronfilmreviewguide  Start Writing: Film Review of Como agua para chocolate (due Monday, 10/31)

WEDNESDAY – OCT. 26 NATIONAL PUMPKIN DAY; NATIONAL PRETZEL DAY  “Eat and Tell” – Anthony Muscato  In-Class Writing: We will split into small groups. We will all watch a scene from the film Como agua para chocolate. Write about how the scene was shot, using terms from the reading you did for today as well as the handout of film/cinema devices which I will distribute in the beginning of class (e.g. camera angles, fade-in or fade-out, jump-cut, etc.) and how these technical aspects of the film affect or relate to the plot of the scene and/or the plot of the film overall.  Write: Film review of Como agua para chocolate (due 10/31)

FRIDAY – OCT. 28 NATIONAL CHOCOLATE DAY  “Eat and Tell” – Justin Nguyen  In-Class Activity: “ekphrasis.” We will go over what “ekphrasis” means, and I will read out an example that I wrote for you. In the remaining minutes of class, we will then practice writing an ekphrastic piece based on a film clip. You will then  Watch for Monday: Amélie  Write for Monday: Film Review of Como agua para chocolate  Start Writing: You may at this point in the semester want to start outlining and/or writing your Food Blog posts. We will have a check-in point on Nov. 7: please have drafts of at least two (or three) blog posts by then.

Week 11: Amélie and Love for Others MONDAY – OCT. 31 NATIONAL CARAMEL APPLE/CANDY APPLE DAY  In-Class Writing: Pick a scene (from Amélie) from the options which I will provide, and write an in-depth 2-3 page description (utilizing what you learned about ekphrasis) of that scene, utilizing film terminology, connecting those cinematic devices to what is going on in the scene, as well as connecting to the larger themes of the film.

16/19 ENG 101-005 Fall 2016  Write: Finish and revise your ekphrasis writing assignment from class today (2-3 pages); to print and hand in. This assignment will receive a letter grade.  Write/Prepare for Wednesday and Friday: a short, informal presentation (5 min long) of your Food Blog.

WEDNESDAY – NOV. 2 NATIONAL DEVILED EGG DAY  Presentations: Each student will present their Food Blog and explain its controlling idea/theme. All students will listen to their peers, and offer comments or suggestions that might be useful in revising blog posts/writing their final two posts. o Each presentation will be 5 minutes, and following the presentation, we will have 5 minutes for peer response.

FRIDAY – NOV. 4 NATIONAL CANDY DAY  Presentations: Each student will present their Food Blog and explain its controlling idea/theme. All students will listen to their peers, and offer comments or suggestions that might be useful in revising blog posts/writing their final two posts. o Each presentation will be 5 minutes, and following the presentation, we will have 5 minutes for peer response.  Write for Monday: First Draft/Rough Drafts of at least two (or three) Food Blog posts

UNIT 4 : Food and (Other) Feelings

Week 12: MONDAY – NOV. 7 NATIONAL BITTERSWEET CHOCOLATE AND ALMONDS DAY  “Eat and Tell” – Masha Yazlovsky  DUE: First Draft/Rough Drafts of at least two (or three) Food Blog posts  In-Class Writing: Leave a thoughtful comment on at least three of your classmates’ Food Blogs, and respond to comments left on your Food Blog. If you do not finish this task in class, please finish at home!  Read comments from the peer review.  Write a short reflection about what changes you might make to your Food Blog/specific food blog posts after reading comments from your peers

WEDNESDAY – NOV. 9 NATIONAL SCRAPPLE DAY  “Eat and Tell” – Shanil Mehta  TBD: In-Class Writing/lesson plan  Watch for Friday: Spirited Away  Write for Friday: Assignment blog post (300-400 words): What feelings do Spirited Away engage, particularly in the scenes involving food? (Some scenes you might choose to explore: the parents eating from the food stalls; Chihiro/Sen eating the onigiri from Master Haku; the bathhouse workers offering up many food items to No-Face.)

17/19 ENG 101-005 Fall 2016

FRIDAY – NOV. 11 NATIONAL SUNDAE DAY  “Eat and Tell” – Steven Chen  In-Class Writing: In groups, discuss and write about the following questions: What does food represent in Spirited Away? What role does food play in the plot of the film?  In-Class Writing: What is the significance of the film having a young girl as the main character?  Watch for Monday: Waitress  Write: a short fictional piece from the point of view of a character other than Jenna (the main character of Waitress) – to print and hand in.

Week 13: MONDAY – NOV. 14 NATIONAL GUACAMOLE DAY; NATIONAL PICKLE DAY  “Eat and Tell” – Libby Dunne  In-Class Writing: If you were to make a pie based on your feelings, what kind of pie would you make? Write in the style of the “pie” scenes in Waitress.  Write: Revise/polish up your “pie” scene from class, and post to your assignment blog.

WEDNESDAY – NOV. 16 NATIONAL FAST FOOD DAY  “Eat and Tell” – Manishka Daryanani  In-Class: We will be going over how to design/set up your Food Blog site on Wordpress! Bring in any questions you might have for your specific blog.  Read for Friday: Proust excerpt (“The episode of the madeleine”)  Write for Friday: a blog post (posted to your assignment blog/assignment anthology) that somehow incorporates quotes/an excerpt from the Proust reading. Feel free to treat this blog post as practice for writing your Food Blog entries! o Examples/sample texts: . http://yummy-books.com/2011/12/05/swanns-way-madeleines/ . http://packetofnerds.blogspot.com/2013/06/lemon-madeleines.html . http://www.wsj.com/articles/SB1000142405270230469190457934692042 8616660  Also: send me a link to your Food Blog site once you have it up and running!

FRIDAY – NOV. 18 NATIONAL APPLE CIDER DAY; NATIONAL VICHYSSOISE DAY  “Eat and Tell” – Morgan Patrick  TBD: In-Class Writing/lesson plan  Read for Monday: “How to Write a Script for a Cooking Show” o http://www.ehow.com/how_4884399_write-script-cooking-show.html  Read for Monday: “Cooking Show Script for Culinary Twist” by Courtney D. Williams

18/19 ENG 101-005 Fall 2016 o http://tinyurl.com/nyjqaq5  SIGN UP FOR CONFERENCE TIME  Start Writing (due the Monday after Thanksgiving break: Nov. 28): Assignment blog post – write a brief script or outline for a script which turns Proust’s episode of the madeleine into a food show episode about making madeleines, starring you as the baker/star of the show and narrator! Use phrases or excerpts from the Proust in your own script (how you choose to do so is up to you). Like with the assignment on Floyd’s India, include stage directions, e.g. when you need to pick up a bowl, what sorts of utensils or other materials and ingredients will be out and available for quick access, or if /when you will walk over to the fridge or pantry to retrieve objects. Since much of the possible text or narrative of your show will be provided to you in your usage of Proust excerpts, please focus on aspects of script writing such as scene direction and staging. This is a chance to be creative! Please upload as a Word document or Google Drive link to your assignment blog.

Week 14: MONDAY – NOV. 21 NATIONAL GINGERBREAD (COOKIE) DAY  “Eat and Tell” – Sarah Laher  In-Class Writing: Choose one of your assignment blog posts and write a reflection about it. What are the pros/what did you do well in this blog post? What could you improve? Also analyze the genre/audience of the post, as well as any possible evidence utilized (and what kind)? Then turn to the person sitting next to you, have them read the assignment blog post while you read theirs, and do a mini-peer review of their post.  SIGN UP FOR CONFERENCE TIME (if you did not already do so on Friday Nov. 8)  Write for Monday: Drafts of your final two Food Blog posts. Please email me your drafts by Monday evening. I will provide feedback on your drafts by Friday evening, which should help you in the process of revising and finishing your Food Blog project (due Monday).  Keep Writing for next Monday (Nov. 28): Assignment blog post – script/outline for script turning Proust’s madeleine excerpt into a food show episode. Hand in to my mailbox (in Callaway N302) by noon on Nov. 28.

WEDNESDAY – NOV. 23: THANKSGIVING BREAK (NO CLASS) FRIDAY – NOV. 25: THANKSGIVING BREAK (NO CLASS)

Week 15: Conferences MONDAY – NOV. 28 / WEDNESDAY – NOV. 30 / FRIDAY – DEC. 2  Student Conferences: Each of you will meet with me for 15 minutes on Monday, Wednesday, or Friday to discuss how your Food Blog and Final Assignment Anthology are coming along.  Continue to Write/Prepare: Work on your Food Blog (due next Monday) and Final Assignment Anthology (due Friday)

Week 16: Conferences MONDAY – DEC. 5

19/19 ENG 101-005 Fall 2016

NATIONAL SACHER TORTE DAY; NATIONAL COMFORT FOOD DAY  DUE: Food Blog  In-Class Writing: Imagine you are going to advertise your Food Blog: write a summary of what it’s about, and why people should check it out. We’ll split into small groups and you’ll read/act out your “sales pitch” with other group members.  SIGN UP FOR CONFERENCE TIME  Write: Revise your Food Blog “sales pitch” and make it your “welcome” page post on your Wordpress site (we will go over how to do this in class).  Write: Assignment blog post: write a reflection on the overall process of making your Food Blog. Which aspects of making and writing for the blog were the most difficult, and why? How did the Food Blog relate to/help you understand this course’s objectives? Is anything still confusing you about making/writing for a food blog?

WEDNESDAY – DEC. 7 / FRIDAY – DEC. 9  DUE: Hand in your Final Assignment Anthology by 10am on Friday, Dec. 9.  Student Conferences: Each of you will meet with me for 10 minutes on Wednesday or Friday to discuss your portfolio and reflective essay.

Week 17: Portfolio (Week of Dec. 12)  Work on your portfolio and the accompanying reflective essay during finals week! I will be available for consultations, which we can arrange after class or over email.  Your portfolio and portfolio letter are to be published online by no later than 3:00pm on December 14th.