The primary revision to this assignment was to change the language from “thesis statement” to “position statement” to avoid possible confusions of genre. I also revised the language in the section on position papers to clarify that students needed to submit three papers, each one based on a single thesis statement rather than a single paper based on three position statements. Minor typos were also corrected.

ASSIGNMENT SHEET | ST 627 CHURCH AND SACRAMENTSTHEY SAY/I SAY: POSITION STATEMENTS AND POSITION PAPERS

DESCRIPTION

As ministers and theologians, the ability to articulate your theological commitments and reasoning clearly and accessibly is of vital importance. This assignment asks you to articulate your own theological positions and to situate those claims in relationship to the claims of others.

You will write and submit ten (10) position statements over the course of the semester. Think of these as “drills” meant to hone your theological thinking and prime your writing. Position statements are short, paragraph length assignments in which you will articulate your own position in relationship to one or more of the readings for the day. Do not let the length of the assignment suggest that these will require little time or preparation. Rather, the brevity of writing is intended to allow space for careful reading and contemplation of the texts to which you are responding. An excellent position statement will reflect your understanding of the claims being made in the assigned readings as well as a precise articulation of your response to the author in the form of a defensible claim of one’s own.

For three (3) of these position statements, you will develop a 2-3 page position paper in which you support and defend the claim you make in your position through reasoned argumentation and the use of personally and denominationally authoritative sources. An excellent position paper will support your claim through use of class readings and discussion, biblical and theological texts, personal ecclesial experiences, and/or liturgical practices.

INSTRUCTIONS

Position StatementsOut of sixteen (16) opportunities indicated in the syllabus to submit position statements over the course of the semester, you are required to submit ten (10).

Your position statement should not only articulate your position, but it should situate it in relationship to one or more of the readings for the day. Think of it as entering the theological conversation. As such, it will first point to what the author(s) say and then describe your own position or response (They say/I say). Do not try to respond to every claim made in the readings. Rather select a single point at which to enter the conversation.

Position statements are intended to be statements of claims or arguments and as such, the best position statements are short and concise. A paragraph of 3-5 sentences is recommended. Generally, a single sentence is not sufficient to the task at hand and more than five sentences usually suggests the writer is not clear about their position or has not sufficiently limited their response to a single claim.

I have not provided specific prompts in the syllabus for individual readings. Instead, I have included a series of templates for your use and reflection. While you should feel free to choose any articulation that allows you to fulfill the assignment, these templates offer a starting point for thinking about your own response to our readings and forms that your statements could take. Position PapersSelect three position statements to develop into 2-3 page position papers. A position papers gives you the opportunity to support and defend the claim you’ve made in your position statement. In addition to your position statement, which will normally introduce your essay, this paper should:

1. Summarize the claims in the texts to which you are responding. You do not need to offer a summary of all of the readings for the day or even of a single, full text. Rather, you should only summarize the claims or arguments relevant to your own response. While you might occasionally choose to quote an author directly, it is generally preferred that you summarize the author in your own words.

2. Build support for your own position in response to the author’s claim. This should comprise the majority of your position paper. You are encouraged to draw on other assigned readings for the course, class discussions and lectures, outside reading (especially texts that hold a particular authoritative position in your own tradition), and liturgical practices.

Theological writing is a rhetorical and communicative act. Clear and accessible writing is key. Take myself and your classmates as your audience for these papers. Theological language is appropriate, but avoid jargon, unnecessarily complex language, and terms that may be unfamiliar to those outside of your own denomination. If you bring in texts or practices that we have not addressed in class, be cautious about assuming that your reader is familiar with them. While your primary focus for this assignment should be the development of a clear position, a concise summary of the claim to which you are responding, and the careful articulation of your own position, you should also be attentive to the mechanics of writing (grammar, spelling, punctuation, etc) by reading over your paper before submitting it. Typos or errors that significantly interfere with the reading or meaning of the text will result in deductions to your grade.

A note on citing your sources: If citing previous course readings, lectures, or discussions, in-text citations are sufficient and no further bibliographical information is needed. The same is true of biblical citations.

(Pickard, 26)(Class discussion, February 15)(Romans 6: 3-4)

If you incorporate additional sources, please include their full citations in a bibliography at the end of your paper. Unlike texts, practices do not require specific bibliographic citation although your paper should make clear not only the practice, but also the community in which the practice takes place (ie don’t just refer to “the liturgy,” tell us which liturgy: the Roman Catholic mass or the 5pm Sunday Service of the Word at Hope Baptist Church in Bimidji, MN.)

RESOURCES

The following two texts, on reserve at Pitts Library, are excellent writing resources. The Tables of Contents and selected portions of these texts are also available via Course Reserves.

Graff and Birkenstein, They Say/I Say (New York: WW Norton, 2014).Yaghjian, Writing Theology Well (New York: Bloomsbury TT&Clark, 2015).

The Candler Writing Center offers feedback on your writing assignments via one-on-one consultations, including specific support for non-native English speakers. You can sign up for a consultation at the Office for Student Programming in RARB 311.

SUBMISSION REQUIREMENTS

Position Statements are due by midnight before the class for which the readings are assigned.

Position Papers are due by the start of class for which the readings are assigned. Note that your Position Statement for the paper is due at midnight.

All assignments are to be submitted online via Canvas. Position Statements and Position Papers should be double spaced, use standard font and margins, and saved as a .doc or .docx file.

EVALUATION

While you have the flexibility to complete these assignments at your own pace over the course of the semester, these assignments are meant to foster regular theological reflection and writing over the full span of our course. At least three position statements and one position paper must be submitted before the midterm exam to receive full credit. All position statements and position papers must be submitted by the last day of class.

Position StatementsPosition Statements are graded according to the following scale:

3 pts

The statement is clear and concise. It clearly articulates your own position and situates it in relationship to one or more of the class readings for the day.

-1 pt

The statement lacks a vital component from the above criteria. It may: Summarize the readings without clearly indicating the writer’s

response or position. Indicate the writer’s views or position, but fail to situate them in

conversation with the readings for the day. Fail to offer a defendable position or claim. Try to do too much by responding to multiple claims or stating

multiple positions.Position Papers

Position Papers are graded according to the following scale:

AA-

18-20points

“A” papers reflect truly exceptional work. They satisfy all the criteria for an A- paper and show true mastery in at least one of those areas. These papers may effectively and creatively incorporate a unique set of sources, offer a particularly compelling argument, or reflect a deep, sustained, and sophisticated reading of the texts.

“A-” papers demonstrate a thoughtful understanding of the assigned text(s) to which the student is responding. They articulate a clear position and build support for that position through the effective use of evidence and argument, incorporating both class resources and texts/practices from the student’s own tradition(s). The papers conform to the page length requirements (at least 2 pages and no more than 3) and are relatively free of mechanical errors and typos.

B+BB-

16-17points

Following the Candler Catalogue, B grades are the benchmark grades for this course. These papers indicate that the student has seriously engaged with the readings, clearly state the student’s own position, and offer support for their position by engaging a combination of scripture, course readings, class discussions and lectures, or personal ecclesial experiences. The papers conform to the page length requirements (at least 2 pages and no more than 3) and are relatively free of mechanical errors and typos.

C+CC-

14-15points

A passing paper will receive a “C” grade. These papers may fail to attend or conform to critical aspects of the assignment including an inaccurate or superficial reading of the assigned texts, insufficient support for one’s own position, or an excess of mechanical errors or typos that interfere with the reading or meaning of the text.

Revising your work: Position Papers earning a grade of B- or lower may be revised and resubmitted with the following conditions:

Revised essays must be submitted within one week (7 days) of when the initial evaluation is returned to the student.

Revised essays must be submitted prior to submission of subsequent position papers. Revised essays must include a “Revision Memo.” This memo of no more than one page

should describe the specific revisions you have made to the paper and note any additional writing resources you consulted (ie the Writing Center, texts, or even peers who reviewed your paper and offered feedback).

Late Work: Position Statements submitted after the deadline will not receive any credit. Position Papers that are submitted within 24 hours following the deadline will receive a 2-point deduction. After 24 hours, late papers will no longer be accepted.

Extra Credit: Students may submit up to three additional position statements to earn additional points towards your overall course grade. Position statements earning a will receive 3 points. Extra credit position statements earning a - will not receive any points.

Position Statement Templates

Disagreeing—with Reasons X is mistaken because s/he overlooks _______________. X’s claim that _______________ rest upon the questionable assumption that _______________. I disagree with X’s view that _______________ because _______________. X contradicts himself/herself. On the one hand s/he argues _______________. On the other hand s/he also

says _______________. By focusing on _______________, X overlooks _______________. X overlooks what I consider an important point about _______________. My own view is that what X insists is a _______________ is in fact a _______________.

Agreeing—with a Difference I agree that _______________ because _______________ confirms it. X is surely right about _______________ because (as s/he does not mention) _______________. X’s theory of _______________ is extremely useful because it sheds light on the difficult problem of

_______________. Those unfamiliar with this school of thought may be interested to know that it basically boils down to

_______________. I agree that _______________, a point that needs emphasizing since so many people believe

_______________. If X is right that _______________, as I think they are, then we need to reassess the popular

assumption/practice that _______________. These conclusions, which X discussion in _______________, add weight to the argument that

_______________. According to X, _______________. I agree but would add that _______________.

Agreeing and Disagreeing Simultaneously Although I agree with X up to a point, I cannot accept his/her overall conclusion that _______________. Although I disagree with much of what X says, I fully endorse his/her final conclusion that

_______________. Though I concede that _______________, I still insist that _______________. Whereas X provides ample evidence that _______________, Y’s work on _______________ convinces me

that _______________ instead. X is right that _______________, but s/he seems on more dubious ground when s/he claims that

_______________. While X is probably wrong when s/he claims that _______________, s/he is right that _______________. I’m of two minds about Xs claim that _______________. On the one hand, I agree that _______________.

On the other, I’m not sure if _______________. My feelings on the issue are mixed. I do support X’s position that _______________, but I find Y’s

argument about _______________ to be equally persuasive.

Suggesting Something is Implied or Assumed by the Readings: Although X does not say so directly, X gives the impression that _______________. One implication of X’s treatment of _______________is that _______________. Although X does not say so directly, s/he apparently assumes that _______________. While s/he doesn’t admit as much, _______________ often take for granted that _______________.

Entering an Ongoing Debate: In discussion of Z, one controversial issue has been _______________. On the one hand, X argues

_______________. On the other hand, Y contends _______________. Others even maintain _______________. My own view is _______________.

When it comes to the topic of _______________, most _______________ will readily agree that _______________. Where this agreement usually ends, however, is on the question of _______________. Whereas some are convinced that _______________, others maintain that _______________. My own view is _______________.

Defenders of _______________ can’t have it both ways. Their assertion that _______________ is contradicted by their claim that _______________.

X’s argument challenges the claim of Y, who tended to assume/argue that _______________. This article challenges _______________’s common assumption/position that _______________. X complains that Y is compromised by _______________. While there is some truth to this critique, I

argue that X overlooks _______________. Several members of our class have suggested that _______________. Based on X, I would respond that

_______________.

Adapted from Graff and Birkenstein, They Say/I Say (New York: WW Norton, 2014).

No substantive revisions to this assignment sheet. Simply corrected some embarrassing grammar mistakes and typos. As I envision the course, this assignment is situated in the third quarter of the semester and students would have completed a similar assignment during the second quarter of the course. In light of course discussion, for the first iteration of this assignment, I would split this into two, short assignments. The first would ask students to write a summary of a text and the second would ask for their critique. In this second iteration, the students would combine the two tasks into a single paper as indicated below.

Extending a TopicENG 181 Pilgrim Stories

Overview

We have read and discussed two major theories of pilgrimage in class. Victor and Edith Turner’s Image and Pilgrimage in Popular Culture was published in 1978. John Eade and Michael Sallnow’s Contesting the Sacred was published in 1991. Considerable time has passed since then. Write a short scholarly article (around five pages) in which you extend—or critique—the ideas in one of these books. To do this, you will need to rely on some new material-- especially the research you are doing on your selected pilgrimages—and current scholarship, sources that these authors didn’t consider.

The Details

Write a 4-5 page paper in which you extend or critique one of these pilgrimage theories.

Your paper should: Summarize relevant points in the theory to which you are responding. Short quotations

are appropriate, but your paper should articulate the scholar’s ideas using your own words.

Make a specific claim about the theory in which you extend or critique the ideas you’ve summarized.

Support your claim with sources and evidence from your own pilgrimage research project.

Be addressed to an informed and intelligent audience of scholars like those in this class.

Goals

This assignment is designed to give you practice: Summarizing and quoting the writing of others Entering a scholarly conversation by making a defendable claim of your own Supporting your own ideas with appropriate evidence and rhetoric Writing a thesis-driven argument

Evaluation Criteria

Summary of Scholarship Excellent papers will effectively summarize the main ideas or claims of the scholar to which you are responding. Your paper need not summarize every aspect of the scholar’s work, but it should highlight key insights and situate them in the context of the scholar’s larger argument.

Thesis or Claim Excellent papers make a specific claim in response to the ideas you have summarized. You may agree and extend the author’s ideas or offer a critique of these ideas.

Evidence Excellent papers present and interpret evidence from your own research project in support of the position you articulated above.

Argument and Organization

Excellent papers will be organized in a way that allows your argument to proceed in a reasonable manner.

Mechanics Excellent papers will be relatively free of typos, spelling, and grammatical errors. The essay demonstrates a formal tone, appropriate word choice, and correctly formatted citations and bibliography.

How this Assignment will help you with future assignments in this Course

This assignment will serve as the foundation for our next several course projects, in which you will present and respond to one another’s articles in our “mini-conference,” and to develop an oral presentation of your article for a non-specialized audience. This may also be a piece you choose to edit during the final weeks of the course and include in your writing portfolio.

How this Assignment will help you with your other Academic Writing

This essays asks you to appropriately summarize another’s argument in order to make an effective response of your own. Think of it as entering into the conversation and building support for your own position.

There are many situations, but academically and professionally, that require you to build support for your own position by responding to others. Scientific papers begin with a review of the studies and conclusions others have done on the subject. Business proposals assess the strengths and weaknesses of current or alternative practices before making a recommendation. Reviews of research studies evaluate the merits and contributions of emerging scholarship in relationship to other work in the field. The process of summarizing, responding, and support offers one pattern or strategy for building consensus around your own position.

The substantive changes I have made to this syllabus are primarily in the schedule of readings and assignments. I added a column to indicate when writing assignments are due and to cue students in to preparations they should be making to complete them. I also clarified in the evaluation section and in the class schedule that the first written assignment should include, in addition to the description of the student’s chosen pilgrimage, a bibliography of 3-5 primary sources. They will analyze three of these sources in their next three papers, but the early submission of a bibliography will give me the chance to review the students’ source selections and make any corrections to them early, rather than after they have taken the time to write about them. I also added two writing instructional days to the syllabus. The first is scheduled the day the final analytical paper is due since it seems too much to hope that they might both write their paper and read for class. This day asks them to bring their four initial papers they’ve written so far and will help them workshop them into a thesis statement and premises for their research paper. The thesis statement and premises are due in class the following week. The second instructional is scheduled for the day students submit their research papers (for the same reason as above). This half-class session will prepare students for their Pecha Kucha presentations.

Substantive revisions outside of the course schedule are limited to the addition of a recommended writing textbook. I am conflicted about including instructions for major assignments in the syllabus itself, as I have done here. I like that it allows students to get a sense of the work required for each assignment and plan accordingly. On the other hand, it risks overwhelming students early on. I’d appreciate any insights you have here!

Theology and Practice of Medieval PilgrimageUndergraduate (Writing) Course

Instructor: Layla KarstDepartment of Religious Studieslayla.karst@emory.eduOffice Hours TBA and by appointment

COURSE DESCRIPTION

What is a pilgrim? Why do they go and what do they do on the way? This course will explore the medieval practice of Christian pilgrimage by examining the places, practices, and narratives of pilgrims from the sixth to the 15th centuries. Pilgrimage will serve as a window into the medieval religious imagination and piety. We will study the historical context of this religious practice, but our focus will be on the primary texts produced by pilgrims of the time.

This course is meant to develop your reading, writing, and critical thinking skills as you encounter people throughout history who have taken up travel as a means of transformation. We will read and write across a wide range of audiences, genres, and occasions. By reading, analyzing, and responding to stories written by and about pilgrims throughout the ages, you will develop writing skills and practices that will serve you throughout your academic journey.

REQUIRED TEXTSWhalen, Brett. Ed. Pilgrimage in the Middle Ages: A Reader. Toronto: University of Toronto

Press, 2011.

Storey, William. Writing History: A Guide for Students. London: Oxford University Press, 2015.

All other readings will be available via Course Reserves.

COURSE OBJECTIVES1. To improve reading skills and comprehension for historical texts in the humanities.2. To improve writing skills using primary source evidence and clear argumentation.3. To develop awareness and facility of the following terms, along with the ability to

critically assess their use in contemporary media and public scholarship: religion, medieval, pilgrimage, theology, practice, sacred space, and piety.

4. Competence for further academic study of Religion in general and Christianity in particular.

SOURCES, METHOD, AND EVALUATION

The primary work in this course consists of careful reading and reflection on the primary source materials. Lectures will largely be limited to brief introductory comments. Students are required to come to each class having thoroughly considered the assigned reading (see instructions for reading attached). The reading has been limited to around 40 pages per class period or, on average, no more than 90 pages per week. In order to facilitate our work as a class, you are required to post a brief response on the readings to Canvas each week. Participation is evaluated as a combination of contributions to classroom discussion and contributions to our Canvas discussion.

The course will have two exams—a midterm and a final, which will focus on mastery of key terminology and overarching themes and patterns that emerge in the readings and class discussions. In lieu of a study guide for each exam, we will identify key terms and patterns during each class. As a general rule of thumb—if we write it on the board, you may be held responsible for that material on an exam.

In addition, this course asks you to undertake your own research project related a particular medieval pilgrimage tradition. You will be asked to submit portions of your work over the course of the semester and the sum of these assignments will comprise half of the final grade. They will be evaluated in terms of the quality of argumentation and their accurate use of sources. Each of you will also be asked to present your research to your classmates at the conclusion of the semester.

SUMMARY OF EVALUATION

Canvas Posts 150 pointsMidterm Exam 75 pointsFinal Exam 100 pointsResearch Paper

Description of Pilgrimage Site + Bibliography 50 points3 analyses of primary texts 120 points (40 each)Thesis Statement and Premises 30 pointsResearch Paper (15-20 pages) 100 pointsPecha Kucha Presentation 50 pointsResearch Paper Revision 50 pointsRevision Memo 25 points

Participation 50 pointsTOTAL 800 points

Final Grades will be assigned according to the following scale:

745-800 points A 585-616 C720-744 A- 560-584 C-697-719 B+ 537-559 D+665-696 B 505-536 D640-664 B- 480-504 D-617-639 C+ 0-479 F

COURSE POLICIES

Attendance: Regular and active engagement with the course material and participation in course discussions are essential to your success in this course. A maximum of three absences is permitted. Further absences will result in a 5% reduction in your grade for each missed class period. Please notify me by email if you are going to miss more than one consecutive class. Furthermore, as a courtesy to your classmates and your professor, please make it a point to arrive in class on time. A regular habit of late arrivals may result in a lower participation grade for the course.

Late Work: Late work is generally not acceptable in this course. Canvas reflections are meant to “prime the pump” for our class discussions and constitute weekly participation in the course. Therefore, reflections submitted to Canvas after the deadlines will not be accepted. Writing assignments related to the final research project build on one another—falling behind on one assignment generally means falling behind on all. Therefore, late assignments will only be accepted within 48 hours of the original due date and will incur a full letter grade deduction. Assignments will not be accepted more than 48 hours late.

If there is an extenuating event that will prevent you from completing an assignment on time, please speak with me at least 24 hours in advance of the deadline. In certain situations, an extension may be granted at my discretion.

Technology: In general, there are no strict guidelines for computer usage in this class. Our readings are all available through Canvas or electronic reserves, so you may use your computer or tablet to refer to the texts or for note taking only. Nevertheless, one of my goals is to have you think carefully about the use of computers and technology relative to your academic practices. Reading on a screen is different from reading in print. Typing on a computer is different than handwriting. To that end, I will periodically ask you to print hard copies of the text, complete brief in-class written assignments using pen and paper, and to occasionally put your computers away during class discussion.

As a final note, our current technology creates a strong temptation to “multi-task” in the classroom—checking emails, sending texts, and looking at the latest Facebook photos from last night. This activity is distracting for those sitting around you and disrespectful to the person speaking during this time, be it the professor or a classmate. I reserve the right to ban the use of electronics either individually or as a group if they prove distracting to the learning environment of the class.

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.

Honor Code:For over half a century, academic integrity has been maintained on the Emory Campus through the student initiated and regulated Honor Code. Upon every individual who is a part of Emory University falls the responsibility for maintaining in the life of Emory a standard of unimpeachable honor in all academic work. The Honor Code of Emory College is based on the fundamental assumption that every loyal person of the University not only will conduct his or her own life according to the dictates of the highest honor, but will also refuse to tolerate in others action which would sully the good name of the institution. Academic misconduct is an offense generally defined as any action or inaction which is offensive to the integrity and honesty of the members of the academic community. The Honor Code, a list of offenses, and the Honor Council process may be found here: http://catalog.college.emory.edu/academic/policy/honor_code.html. Cheating and plagiarism represent a violation of the standards and freedom instituted and recognized by the Emory student body as central to a liberal arts education. Suspicion of these actions will initiate the formal process of inquiry by the Honor Council.

STUDENT SUCCESS RESOURCES

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. Learn more and make an appointment at http://writingcenter.emory.edu. Please review tutoring policies before your visit.

Access and Disability Resources

In light of Emory’s commitments as well as the aims of our work together over the semester, I am committed to ensuring the full participation of every student. 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.

Access, Disability Services, and Resources (ADSR) offers support to students with disabilities and medical conditions that impact academic work. Please visit ADSR online, by phone, or in person to learn more about what they offer, to seek answers to any questions, or to request specific accommodations:

Access, Disability Services, and Resourceshttp://equityandinclusion.emory.edu/access/students/index.html Administration Building | Suite 110 Phone: 404-727-9877 | TTD 404-712-2049 adsrstudent@emory.edu

Students who request and receive accommodations from ADSR will be provided with a letter of confirmation. Upon receipt of the letter, ADSR policy requires that the student present this letter to the instructor in person and have a conversation regarding the specific accommodations with the instructor. Following our conversation and my receipt of this letter, all necessary accommodations will be made immediately to support the you in your full participation.

Emory Counseling Services

Free and confidential counseling services and support are available from the EmoryCounseling 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/

ASSIGNMENT OVERVIEW

READING AND PARTICIPATION INSTRUCTIONS – 50 POINTS

PRIMARY AND SECONDARY SOURCES

In this course, we will be working with both primary and secondary sources. For the purpose of this class, primary sources refer to texts written by, for, or about pilgrimage during the Middle Ages. Many of these texts are written by pilgrims themselves and include journals, letters, guidebooks, maps, and stories. Secondary sources are texts written from a scholarly perspective, which reflect on, interpret, or theorize the accounts and materials of the pilgrims themselves. A main task of our course will be to read both primary and secondary sources and to reflect on these sources both verbally in class and through written assignments.

We can think of our primary source documents as data for theorizing pilgrimage, culture, and sacred space. Our secondary sources will serve as a starting point for interpreting and theorizing our data. One of our tasks will be to consider how well our scholarly theories fit or explain our data in the primary texts. At times, we may question or challenge these theories based on our reading of the primary documents. We may even have to develop our own theories based on these sources.

It is important to remember that, unlike a science laboratory, our results are not quantifiable. Instead, we rely on critical reasoning and argumentation to “test” our theories. The choice of language in expressing these arguments is crucial. While it is true that there may be more than one “correct” answer (more than one way to read and interpret a text), it does not follow that there are infinite possible answers or that all answers carry equal merit. Some readings and interpretations are better than others! It is our job as a

group, and mine as your instructor, to evaluate arguments and to specify criteria by which they may be evaluated.

READING PRIMARY SOURCES

Primary sources in this course will often be translated from medieval Latin or another pre-modern language. The first task in reading a primary source will be to identify and understand the key terms of a given passage. A key term is a word or a phrase that seems to be crucial to the text—without understanding it the passage would be unintelligible. Once you have identified these key terms, try to figure out how they are used in context. Look at the sentences in which they are used and try to specify its meaning. Next, try to determine the relevance of these key terms. Can you find important passages that feature this term? Can you relate the key terms to one another? Do they help you pull out key ideas or emphases in the text as a whole? Finally, how do these terms and the language of this primary source help you build an argument as to how this text should be interpreted? How does this text relate to the larger theoretical themes of this course?

There are other important tools for reading primary texts that we will discuss and experiment with throughout the semester—theories of authorship, genre, and text structure, for example. For the purpose of preparing for our in-class discussions and in writing your Canvas posts, focus on the first three steps of this process—Identification, Context, and Relevance. In other words, you may not be able to come to class having mastered the entire reading, but you should have given some thought to the basic language of the text. This will always be our starting point when dealing with primary sources. This “bottom-up” approach to reading primary sources allows us to consider the “data” of the course independently with the theory. Note that it is only in the last step, once we have decided on a coherent reading of the source on its own terms that we can begin a theoretical discussion.

READING SECONDARY SOURCES

Reading secondary sources is very similar to the criteria just described. The major difference between a primary source and a secondary source in this class is that our secondary sources are deliberately making an argument for a particular interpretation of our texts or a particular understanding of pilgrimage. When approaching a secondary source, begin as above by identifying and working to understand the key terms in the context of the text. Then try to identify the basic argument of the text (the thesis) and the evidence the author gives for this argument. (This, by the way, is also how I read your papers.) I expect that you will come to class having given thought to these basic questions: What are the key terms in this piece and how does the author use them? What is the author’s basic argument and what is the evidence for this?

THE ART AND DISCIPLINE OF READING

You are likely to encounter texts that are confusing and difficult in this course, which can cause feelings of frustration and ambiguity. This is precisely the point! Instead of googling, checking your facebook page, or reading your email, try to come back to some of the basic activities described here to help you read more actively (not to mention more efficiently and effectively!). I have found that reading printed texts best facilitates active reading. With a printed text, you can circle key terms, dog-ear pages, write in the margins, etc. On occasion, I will ask you to print the readings and bring them to class with your markings and notes. Reading is both an art and a discipline. It takes practice, focus, and technique. I strongly recommend that you try to read without a computer, and in the library or another space specifically designated for studying and relatively free of distractions, for at least 4 hours per week.

CLASS DISCUSSION AND PARTICIPATION

This class is designed in a way that makes interactions between students crucial for the learning of every member of the class. Students are expected to contribute to the course in a variety of ways, including sharing their own knowledge and experience in class discussions, offering examples of their own work for evaluation by peers, and offering thoughtful feedback to other classmates. In order for learning to take place, all class discussions should be marked by both charity and civility. Students are encouraged to strive towards these virtues in all in-class discussions and activities:

1. Honesty—I will make arguments based on what I understand to be the truth of the case, consistent with my own experience of it, and I will avoid deception, distortion and equivocation.

2. Knowledge—I will endeavor to grasp to the fullest extent possible the issues of the case and others’ perspectives on them, and will refrain from making arguments about matters on which I am not yet sufficiently informed.

3. Accountability—I will support the claims I make with good reasons, or evidence, that can be checked and tested.

4. Generosity—I will listen carefully, thoughtfully, and respectfully to the other side in an argument. I will consider how my own biases may inhibit me from appreciating viewpoints contrary to my own. I will endeavor to ensure that I understand others’ meanings and intentions before I argue against them.

5. Humility—I will always consider the possibility that I might be wrong. When I realize that I have been wrong, I will readily acknowledge it.

6. Courage—When called for, I will speak clearly and forcefully for ideas that may be unpopular or even reviled. I will persist in speaking for my beliefs even when mine is a minority voice.

7. Judgment—I will work to develop the wisdom to know which virtues apply in which situations, and how my arguments may ultimately contribute to the common good.Adapted from The Pledge for Virtuous Discourse, Center for Social Concerns, University of Notre Dame.

Your participation grade will be based on your regularly demonstrated commitment to course preparation and participation throughout the semester. You can demonstrate this commitment in a variety of ways, including arriving on time and prepared for each class session, remaining focused and engaged in classroom discussions, avoiding use of electronics that distracts you or others from full attention to classroom activities (email, facebook, surfing the web, texting, etc), offering thoughtful contributions during class discussions, and attending office hours. If you have concerns about demonstrating your participation in the course, please speak to me during the first three weeks and we will work together to develop activities and expectations that promote your full participation in the course.

INSTRUCTIONS FOR CANVAS POSTS – 10 P0INTS EACH

You are required to post to our Canvas discussion at least once a week and complete a total of 15 posts over the course of the semester. Your posts should be between 200 and 400 words and must be posted by midnight the night before the class in which we will be discussing the text. Students may submit TWO additional posts for extra credit.

Select ONE of the texts assigned for class and answer the following prompts:

Primary texts: What are the key terms in this text and how do you understand them in context? What is the relevance of these terms? What is one way this text illumines the practice of pilgrimage?

Secondary texts: What are the key terms in this text and how do you understand them in context? What is the basic argument of the author? What evidence does she or he give to support their claim?

The purpose of these Canvas posts is to “prime the pump” for our in-class discussions and to demonstrate your basic preparation for class. These posts are meant to be short (please stay within the word limit), so I do not expect a comprehensive description of the reading. Instead, think about how to describe the key insights of the text in concise terms.

Canvas posts will be graded on a simple three-point scale:

[3] The post addresses each of the questions provided in the prompt, offers a particularly compelling insight based on a careful and thoughtful reading of the text, and is free of spelling and grammatical errors.

[2] The post addresses each of the questions provided in the prompt, shows evidence that you read and considered the text, and is mostly free of spelling and grammatical errors.

[1] The post is lacking one or more of the criteria required for a grade of [2]. These posts may fail to adequately address the prompt, lack evidence that you read and thought about the text, or contain grammar and spelling errors that create a significant distraction for the reader.

SEMESTER RESEARCH PROJECT AND FINAL PAPER—500 POINTSIllustrate and analyze the medieval practice of pilgrimage to one significant site.

Scholars—and we are all scholars in this class—make arguments. Therefore, scholarly writing is argumentative writing. Over the course of this class, our written assignments will build towards a final, scholarly paper in which you will present your own argument about medieval pilgrimage.

I will give you more detailed instructions in class. This description should serve only as an overview of this writing project.

Each assignment should be typed, using 12-point font and 1-inch margins, and include relevant citations and bibliography.

Part 1: Identification and Description of Pilgrimage Site (3-5 pages)—50 POINTS

Begin by selecting a particular pilgrimage site or destination for your project. It can be one of the places we focus on in class, but need not be limited to these (see attached document of significant Christian pilgrimages in the Middle Ages for additional ideas).

This paper should offer a detailed description of this pilgrimage site. Where is this pilgrimage site located? What is the significance of this place? When did pilgrims begin coming to this place and why? What are the legends and stories associated with this place? Describe any relevant buildings, geography, and/or roads and travel routes. Are there any major historical events or figures associated with this place?

For this portion, you will largely be reliant on secondary source material, although primary sources may be incorporated when available. Be sure to include a bibliography that lists these sources and provide proper citation of them in your paper.

At the end of this paper, list the 3-5 primary sources that you plan to use for the next steps of this project. At least one source should be a letter, journal, or narrative written by a pilgrim to that place. If you select

a site that we are also discussing in class, only one of your primary texts may be a text we read together in class. If you are having difficulty identifying sources, I am happy to help during my office hours.

Part 2: Primary Source Analysis One (4-5 pages)—40 POINTS

This paper should offer a careful and close reading of one of your primary sources. A strong paper will include all the following:

A description of the author—who was this person and what do we know about them? Focus your description on details and evidence you can pull from the primary text, but feel free to engage secondary texts as well.

A description of the text’s rhetorical context, including audience, purpose, and genre. We will go over these terms in class.

Identification and explanation of key terms: What are the key terms in this text? How do you explain or define them, based on their context? What is the relevance of these terms? How do they relate to one another? How do they help us understand the meaning of this text?

Identification of pilgrim practices: What does a medieval pilgrim to this place do? What activities or practices does this text describe or suggest? What places or sites do they visit? Are these sacred places or not? Why? Are there particular rituals or prayers described? Are there variations or ambiguities practice?

Identification of motives and merits: What clues does this text give about the pilgrim’s motive for this journey and visit? What merits or benefits does this text describe for the pilgrim (spiritual or otherwise)?

The final section of your paper should propose an initial hypothesis about medieval pilgrimage. This is an argument you are making about the interpretation of this text as related to larger historical or cultural theories of medieval pilgrimage. What insights does this text provide about medieval pilgrimage? What is illumined or emphasized here about the practice of pilgrimage, medieval spirituality or theology, or cultural understandings? What is your evidence for this?

Please provide a citation for this primary text at the end of your paper. If you consult any secondary texts, be sure to provide citations of those as well.

Part 3: Primary Source Analysis Two (4-5 pages)—40 POINTSThis paper should offer a careful and close reading of a second primary source related to your pilgrimage site and include all of the criteria listed in Part 2.

In the final section of your paper, revisit your text and hypothesis from Part 2. How does this text relate to the previous primary source? Think about these relationships both in terms of dating, authorship, and genre (Were they written around the same time or are they separated by several hundred years? How do the authors compare—age, gender, profession, religion, origin? Are the genres the same or different? How might the genres be related?) and in terms of content and descriptions (Do they describe similar practices or different practices? Similar motivations or different motivations? Similar merits or different merits or none at all?)

Finally, consider whether or not this text supports or challenges your initial thesis. If it supports your thesis, what additional evidence does this text provide? If it challenges your thesis, describe how the evidence in this text does not line up. How can you revise your hypothesis in light of this new evidence? Do you need to change your argument? Narrow it or expand it? Strengthen it with stronger language?

Part 4: Primary Source Analysis Three (4-5 pages)—40 POINTS

This paper should offer a careful and close reading of a third primary source related to your pilgrimage site and include all or most of the criteria listed in Part 2.

In the final section of your paper, revisit your text and hypothesis from Part 3. How does this text relate to the previous two primary sources? Finally, consider whether or not this text supports or challenges your previous thesis. How can you revise your hypothesis in light of this new evidence?

Part 5: Thesis Statement and Premises (1 page)—30 POINTS

The previous assignments have asked you to collect and organize your evidence, look for relationships between the texts, and think about the significance of these relationships. It has also given you the opportunity to propose and revise specific arguments and theories about these texts. This assignment asks you to clarify the argument you will make in your final paper by writing a thesis statement (1-3 sentences) and 3-5 premises (1-3 sentences each).

A thesis statement is your primary argument or claim which can be summarized in 1-3 sentences and unpacked into one or more premises. In a basic sense, think of your thesis as your primary argument or the conclusions you want your reader to agree with by the end of your paper. The premises are the reasons why you’ve arrived at that particular conclusion. The structure of the argument, then, is:

<Thesis> because <premise one> <premise two> <premise three, etc>.

A strong thesis statement will: Directly answer the question asked of you. A thesis is an interpretation of a question or subject,

not the subject itself. The subject, or topic, of your essay might be pilgrimage to Rome in the Middle Ages; a thesis must then offer a way to understand this pilgrimage.

Make a claim that others might dispute. Tell the reader how you will interpret the significance of the subject matter under discussion. Be 1-3 sentences, usually embedded in the first or second paragraph of your paper, that presents

your argument to the reader. (The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.)

A strong premise statement will: Be clearly related to your thesis statement, Describe a specific reason you believe your thesis to be true, Be supported by direct evidence and examples. Together, your premise statements should provide a road map for the paper; indicating how you

will support your thesis statement over the length of your paper.

Part 6: Research Paper (15-20 pages)—100 POINTS

The research paper compiles your research and insight into a single, scholarly essay. It should have an introduction which sets up and organizes your argument (including your thesis statement), a body which offers evidence in defense of your thesis (organized by your premises), and a conclusion which both sums up your argument and states its significance. In addition to your three primary sources, your paper should also incorporate at least five secondary sources. While you should feel free to incorporate the

assignments you’ve written for this course into your final paper, simply cutting and pasting them one after another is not an effective way to organize your paper or defend your thesis. Rather, your final paper should incorporate your research and insights from each of the previous steps by reorganizing them to produce a coherent and logical argument.

A strong paper will match the following criteria: It should feature a primary thesis or argument. Its argumentative structure (thesis and premises) should be reflected, that is made transparent, in

the larger structure (ie paragraph sequence) of the paper. In other words, the paper should be logically organized. This doesn’t mean that each premise should be covered in a single paragraph, but simply that the overall structure of your paper organized in a way that provides for a logical exploration of your thesis. Whether or not your reader agrees with your thesis is beside the point, they should be able to follow your thinking.

Its premises should be supported by evidence, primarily (for this assignment) drawn from primary sources texts.

It should be self-consciously situated within the larger questions of this course. This is the “so what” of your paper. The “bigger picture” should be made clear in the intro, but especially in the conclusion.

I will provide written feedback on your papers before the last day of class.

Part 7: Pecha Kucha Presentation—50 POINTS

At the end of the semester, each of you will have the opportunity to present your research and conclusions to the rest of the class.

Pecha Kucha presentations are a concise, multi-modal form of presenting information. Pecha Kucha presentations are verbal presentations that are accompanied by 20 slides, which advance automatically every 20 seconds. This means that you will need to think carefully about what you want to say, make use of visual mediums to help communicate information, and practice giving your speech along with the slides!

Each presentation of your work should include the following information: A description of your pilgrimage site (especially if it is not a site we looked at together in class). A brief description of your three primary sources—dating, author, genre, and a couple of thoughts

about the significance of each text for your project. Your thesis and premises. A discussion of how your project connects to the larger themes of the course.

Following your presentation, your classmates will have the opportunity to ask you questions as well as offer you written feedback on your project.

Part 8: Research Paper Substantive Revision (15-20 pages) and Revision Memo (1-2 page2)— 50 POINTS (REVISION), 25 POINTS ( MEMO)

Writing is a process and there are always improvements we can make to our papers, even papers of which we are particularly proud. Based on the feedback from your classmates and myself, revise your research paper and submit a final draft no later than [date]. We will discuss skills and strategies for revision in class. Please note that substantive revisions should go beyond superficial improvements that only correct spelling, grammar, and typos.

Along with your final draft, please include a revision memo, 1-2 pages, that describes the improvements you’ve made to your paper. You should also indicate additional resources you made use of in the process of revision. These may include librarians, the writing center, office hours, and peer feedback. Finally, this memo should offer a brief reflection on how you feel your own writing has improved over the course of the semester.

Evaluation of this final step will primarily consider how well your revisions strengthen your paper and clear articulation in your memo of your own revision process and learning in this course.

SCHEDULE OF READINGS AND ASSIGNMENTS (Subject to Change)

Class Writing, Assignments, Prep Readings

1

Introduction to Medieval PilgrimageSyllabus and Course Expectations

Reading:Egeria’s Travels (selections)Swanson, “Pilgrimage”Chareyron, “Evagari et Discurrere per Mundum”

2 Submit your first canvas post

Rome: Lay of the Land

Reading:Mirabilia Urbis Romae, II.VI-VIII, III ORIndulgentiae ecclesiarum urbis Romae**Birch, “The Cult of Saints and Pilgrimage to Rome”Birch, “Rome of the Pilgrim: Part 1”Birch, “The Journey to Rome” (Recommended)

3

Pilgrims to Rome: Nikolas of Munkathvera and Sigeric of Canterbury

Readings:Magoun, “The Rome of Two Northern Pilgrims”(Primary texts are included in Magoun’s article)

*Lecture on “Rhetorical Context”: audience, purpose, genre

4Remember, you need to submit Canvas posts at least once a week.

Excursus: Relics

Reading:Einhard, The Translation of Sts. Marcellinus and PeterWilliam Melczer, “Relics and Pilgrimages”Jonathan Sumption, “The Cult of Relics” and “The Saints and their Relics”

5 Peruse the list of medieval pilgrimage sites on Canvas or research your own. Be thinking

Jerusalem: Lay of the Land

Readings:

about which pilgrimage you would like to work on for your final project.

Bede, “On the Holy Places”The Madaba MapChareyron, “The Church of the Holy Sepulcher”Oleg Grabar, “Space and Holiness in Medieval Jerusalem”

6

Jerusalem: Pilgrims in the Early Middle Ages

Readings:The Piacenza PilgrimBernard the MonkJohn Wilkinson, “Prayer in the Holy Places”

7

Due: Description of Pilgrimage Site and bibliography of 3-5 primary sources.

Jerusalem: Pilgrims in the Late Middle Ages

Readings:The Wanderings of Felix Fabri (selections)Beebe, selections from Pilgrim and PreacherNicole Chareyron, “The Holy Lond of Promyssion,” “Jerusalem and the Holy Places,” and “Pilgrimages and Excursions Round and About Jerusalem”

8

Jerusalem: Pilgrimage and the Crusades

Reading:Jonathan Riley-Smith, The Crusades (excerpts)Robert the Monk: Urban II sermonWilliam of Tyre on Peter the Hermit

9

Excursus: The Dome of the Rock

Reading:Oleg Grabar, The Dome of the Rock, (excerpts)Nasir I Khusrau, Diary of a Journey through Syria and PalestineThe Pilgrimage of Saewulf

10 Due: Pilgrimage Narrative Analysis 1

Excursus: Stations of the Cross

Reading:The Itineraries of William Wey (selections)June Mecham, “A Northern Jerusalem: Transforming the Spatial Geography of the Convent of Wienhausen

11

Santiago de Compostela: Lay of the Land

Reading:The Pilgrim’s Guide (Codex Calixtinus Book

V)Transfer of the Body to Santiago (Codex

Book III)***William Melczer, “Introduction,” The Pilgrim’s Guide to Santiago de Compostela.

12

Santiago de Compostela: Codex Calixtinus

Readings:Letter of Pope Calixtinus II (Codex Book I)Veneranda Dies Sermon (Codex Book I)Book of Miracles (selections) (Codex Book II)

13

Due: Pilgrimage Source Analysis 2

Santiago de Compostela: William Wey and Hieronymus Münzer

Readings:The Itineraries of William Wey (selections)The Itinerary of Hieronymus MünzerJeanne Krochalis, “1494: Hieronymus Münzer, Compostela, and the Codex Calixtinus”

14

Excursus: The Way Today

Watch at Home: The WayWatch in Class: Phil’s Camino

15 Midterm Exam

16 Canterbury: Lay of the Land

Readings:Benedict of Peterborough, PassioMichael Staunton, “The View from Canterbury”Tatton-Brown, Tim. “Canterbury and the architecture of pilgrimage shrines in

England”

17

Due: Pilgrimage Source Analysis 3

*Bring to class printed copies of your site descriptions and your three analysis papers.

**No reading for today! Focus on your papers.

In Class:Writing Thesis Statements and Premises

18

Canturbury: William of Canterbury

Reading:William of Canterbury, The Miracles of Thomas BecketExcerts in Medieval Popular Religion: A Reader ed. John Shinner, p. 159-174.

19

Excursus: Pilgrimage and Satire

Reading:Chaucer, Canterbury Tales

The Wife of BathThe Parson

20 Due: Thesis Statement and Premises

Excursus: Pilgrim Badges and Souvenirs

Reading:Brian Spencer, Pilgrim Souvenirs and Secular Badges (selections)

21

Ireland: Wandering Pilgrims

Reading:The Voyage of St. BrendanPeter Harbison, “Peregrinatio: Wandering Irish Peregrini on the Continent” and “Navigatio: Sea Pilgrimage and St. Brendan”

22

Excursus: Women and Pilgrimage

Reading:The Book of Margery Kempe (Cpts 15, 26-45)Susan Morrison, “Performing Margery Kempe,” and “Contextualizing female, male, and child pilgrims”

23 Due: Research Paper

**No reading for today! Focus on your papers.

In-Class:1. Excursus: Pilgrimage in Medieval Exempla

Jacques de Vitry (selections)

2. Preparing a Pecha Kucha Presentation

24

Excursus: Against Pilgrimage

Readings:Thomas More. Dialogue on Saints and Their Shrines (excerpts)Anselm, Letters (selections)Geoffrey of Vendome, Letters (selections)Luther, Commentary on John and 95 Theses (selections)Constable, “Opposition to Pilgrimage in the Middle Ages”

25 Due: Slides and Presentation Script Pecha Kucha Presentations

26 Due: Slides and Presentation Script Pecha Kucha Presentations

27 Wrap-Up and Review for Final Exam

28 Final Exam

Finals Week Due: Final Paper Revision and Revision Memo