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TRANSCRIPT
Semester at Sea, Course Syllabus
Colorado State University, Academic Partner
Voyage: Spring 2017
Discipline: English
Course Number and Title: 339: Literature of the Earth
Division: Upper
Faculty Name: Gregory Mason
Semester Credit Hours: 3
Pre-requisites: Freshman composition course
COURSE DESCRIPTION
In this course we will read and write about the earth and nature from many perspectives:
mythological and religious, historical and social, lyrical and scientific. Our extended ocean
voyage away from and finally back to home will offer students a direct visceral encounter, as
well as a powerful metaphor to reflect on their own life journeys. We will read creation
narratives from different religious and cultural traditions. We will consider how humankind has
both worshipped and abused the earth through history. Beyond this, we will read accounts,
nonfictional and fictional in a range of genres, both of specific places, as well as of the elements
of earth, sea and sky. We will read of the life on earth of our fellow creatures, from ants to larks
to whales, reflecting on what we might learn from them, and how we might better live together.
Looking ahead, we will also study some science fiction scenarios to better speculate on “the fate
of the earth” and on our shared futures. Students will engage in both reflective and analytical
writing as they investigate and report on their readings and on their voyage experiences. You will
be required to write journals, informal and formal papers and in-class examinations.
LEARNING OBJECTIVES
Study literatures of the earth and of nature in a variety of genres, with a special focus on works
from the countries and regions of the voyage.
Gain a stronger sense of our planet Earth as a living entity—material, spiritual, social—of its
unfolding changes and of the dazzling variety of its inhabitants.
Situate ourselves individually in this drama of interrelationships, to see where we each belong
spatially, temporally, and relationally in this brief juncture of, in Pablo Neruda’s words, “our
residence on the earth.”
Become more critical and discerning readers of literature through textual analysis, class
discussion and individual and group projects in interpretation.
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Develop students’ skills in analytical and reflective writing about literature through short
response papers and a more formal piece involving comparative research on an approved topic of
the student’s choice.
REQUIRED TEXTBOOKS
AUTHOR: Wade Davis
TITLE: The Wayfinders: Why Ancient Wisdom Matters in the Modern World
PUBLISHER: Anansi
ISBN #: 978-0-88784-766-0
DATE/EDITION: 2009/ paperback
AUTHOR: Bill McKibben, editor
TITLE: American Earth: Environmental Writing Since Thoreau
PUBLISHER: Library of America
ISBN #: 978-1598530209
DATE/EDITION: 2008/ hardcover
AUTHOR: Anthony Doerr
TITLE: The Shell Collector
PUBLISHER: Viking/Penguin
ISBN #: 0142002968
DATE/EDITION: 2002.
AUTHOR: Katherine Boo
TITLE: Behind the Beautiful Forevers
PUBLISHER: Random House
ISBN #: 978-0812979329
DATE/EDITION: 2014/ paperback.
AUTHOR: Dava Sobel
TITLE: Longitude
PUBLISHER: Walker Publishing
ISBN #: 978080271529X
DATE/EDITION: 2007.
TOPICAL OUTLINE OF COURSE
DEPART ENSENADA—JANUARY 5
A1—January 7: Introduction
Introduction to scope of the course: to study literatures of the earth in several genres, with a
special focus on works from the regions of the voyage. Through readings from many
perspectives: mythological and religious, historical and social, lyrical and scientific, we will gain
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a stronger sense of our planet Earth as a living entity, of its unfolding changes and of the rich
variety of its inhabitants. Our focus will also be subjective, reflecting on, writing about, and
situating ourselves individually in this drama of interrelationships during, in Pablo Neruda’s
words, “our residence on the earth.” Overview of course expectations and formal requirements:
engaged participation, and timely completion of reading, discussion leading, investigative and
reflective writing assignments. Collect writing sample from each student.
A2— January 9: Wayfinders: Why Ancient Wisdom Matters in the Modern World
Anthropologist Wade Davis is alarmed at the threat of extinction facing many of the world’s older
cultures. Such cultures, he asserts “are not failed attempts at modernity…but unique answers to a
fundamental question: What does in mean to be a human being and alive?” How should we judge
the success or failure of a culture? What has our culture achieved and win what ways has it failed?
What do these many cultures under threat have to teach us about how to relate to the Earth?
Reading: Davis, 1-34, 116-130, 140-147, 159-161.
A3— January 11: Wayfinders: Finding Hawaii by Reading the Stars, Waves and Birds
Following the voyage of the Hokule’a to appreciate the astonishing navigational skills of the
ancient Polynesians. Seeing this voyage as showing skills comparable to a moon shot and landing.
How can we recapture a sense of the earth as a sacred place, and what can we learn from the
various cultures around the world that have lived gently and successfully on the earth in times past
and today, in contrast to our Western predatory, consuming approach to nature? How did the
ancient Hawaiians imagine and describe the creation of their islands
Readings: Davis: 35-78, 162-171, 192-202, 216-223. Kumulipo 58-60, 97-98 (E)
HONOLULU—JANUARY 12
A4—January 14: Earth Seen Through Spiritual Eyes
Reflection on Hawaii port stay. The Earth and its majesties and mysteries seen through pre-
scientific eyes. Native American views of the Earth and the place of humankind in the larger
scheme of nature. How did our relationship to the earth change from an organic one to a
mechanistic one? What aspects of organic and mechanistic views of the Earth are satisfying and
what aspects are inadequate and frustrating for our modern sensibilities?
Readings: Momaday, M 570-581; Walker, M 659-670
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
A5—January 17: The Christian Earth Heritage: Domination or Stewardship?
Review of the religious beliefs and social practices that we in the West share through our Judaeo-
Christian heritage. Comparing two Christian traditions, one of domination, and the other of
stewardship. How much have our achievements and civilization been built on dominating the Earth
and harnessing it for our use? What are the requirements for an ethic of stewardship and what
would be its cost for our accustomed way of life?
Readings: White, M 405-412; DeWitt, M 920-928, Eiseley (E) 5p.
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
NO CLASS JANUARY 19
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A6—January 20: At Sea: Experiencing the Ocean in Its Primal Terror and Wonder
The Ocean as a primal element, a source of great beauty and possibilities and a source of great
danger and the dark unknown. What is most arresting and memorable about the Ancient mariner’s
tale? Why is he loitering around a wedding feast and what does he have to teach his listeners?
What is the experience of the “Open Boat?” What language do we use to describe the experience
of “boundary situations” at sea? How do they differ from such experiences on land? Why do often
think of the sea and the ocean in mystical terms? How does life in and on the ocean relate to our
life on earth?
Readings: Coleridge (E), Crane (E), Merwin (E)
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
A7—January 22: Nature Observed and Experienced
Directly observed accounts of the natural world and how it operates. Unsentimental records of the
wonder and the beauty beside the ugliness and horror of the natural world. Is nature moral,
immoral or amoral in how it operates? Which aspects of nature are beautiful and which are
sometimes shocking and ugly? How can nature nurture and comfort us? What can observing the
living processes of the Earth teach us about how to behave as a social human group living among
the rest of creation?
Readings: Eiseley, M 337-347; Dillard, M 531-550; Wilson, M 671-679;
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
FIRST PAPER DUE
YOKOHAMA – JANUARY 24-25
TRANSIT – JANUARY 26
KOBE – JANUARY 27-28
A8—January 29: Industrial Civilization and Its Discontents
“Living lives of quiet desperation” is how Henry David Thoreau describes the lot of his fellow
citizens in 1854. Review of the American tradition of cultural dissenters from Thoreau through
Muir to Leopold. What specific changes in our behavior are these prophets calling for? Can we go
backwards on technological changes, once they have been instituted? How “content” are we with
our lot today, and what changes could we make to feel a greater sense of wellbeing?
Readings: Thoreau, M 9-25; Muir, M 84-89; Leopold, M 274-285; Chuangtse, (E) 2p.
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
SHANGHAI – JANUARY 31 – FEBRUARY 1
TRANSIT – FEBRUARY 2 – 3
HONG KONG – FEBRUARY 4-5
A9—February 6: Earth Seen Through Scientific Eyes
Reviewing the behavior of homo sapiens in relation to the earth we walk on and the rest of creation
that we live with. Considering the Earth as a total system, “Spaceship Earth.” In what ways is
spaceship earth and astonishingly efficient and robust entity, and in what ways is it fragile and
imperiled? How should we attend to the care and feeding of our “only home?”
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Readings: Marsh, M 71-80; Shaler, M 140-144; Fuller, M 464-468; Thomas, M 550-553;
Boulding, M 399-404; Brower, M 555-558
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
HO CHI MINH CITY – FEBRUARY 8-12
A10—February 13: Finding Exactly Where We Are: The Search for Longitude
The Move from a Flat Earth to Navigating a Circular globe, with its attendant practical,
psychological and spiritual consequences. The “discovery,” exploitation, and colonization of the
Earth by competing European powers. Traditional Western navigational practices, frequent losses
at sea, and the need to easily and accurately discover longitude. What were the previous alternative
methods for calculating longitude?
Reading: Sobel, 1-87.
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
FIRST PORT FIELD ASSIGNMENT DUE
A11— February 15: The Search for Longitude, Continued
The race to solve the longitude problem. John Harrison as an outsider to the aristocratic circles of
court astronomy. How did Harrison finally prevail with his chronometers? Why had it been so hard
and why was his triumph bittersweet? How has the successful calculation of longitude changed
world travel and our knowledge of the Earth?
Reading: Sobel, 88-175
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
A12— February 17: Poisoning the Well
What did Rachel Carson alert us to with her book The Silent Spring? Why was it so original and
groundbreaking? Where does her work stand today in the context of what we have learned and
done or not done to heed her warning since 1962? How has further research on the food chain
confirmed or otherwise modified Carson’s findings. What precautions or new practices should we
be adopting to protect ourselves, at the top of the food chain, from further contamination?
Readings: Carson, M 366-376; Steingraber, 929-938;
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
RANGOON – FEBRUARY 18-22
A13— February 24: Life, Death and Hope in a Mumbai Undercity
Annawadi is a mud and cardboard city illegally built on a reclaimed, snake infested swamp in the
shadow of Mumbai’s ultramodern airport and luxury hotels. To the outsider it is merely squalid
and chaotic, but it has a complex life to be discovered. Who built Annawadi, and what are its
cultural and social associations? What are the principal places or physical markers of Annawadi?
Who are the main players in the domestic drama of the undercity? How do they relate to each
other, and what do they want from each other compared to the citizens of a “normal” city?
Reading: Boo, Prologue plus Parts One and Two.
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
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A14—February 26: The Life and Times of Annawadi, Continued
How does the lot of those living in rural India compare to those urbanites living in slums like
Annawadi? Why do 1,000 men and women wait at the crossroads every morning and where have
they come from? What do we learn about the typical distribution of nonprofit funding in the Indian
context? How is corruption viewed by Annawadians? What are the relative benefits and risks of
working in the overcity versus working in the undercity? How do you now feel about the situation
of those living in Annawadi compared to how you were feeling about such communities before
you read this book? Which character or characters did you come to feel most invested in, and
which did you most dislike? Why?
Reading: Boo, Parts Three and Four.
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
COCHIN – FEBRUARY 27 – MARCH 4
A15— March 6: IN CLASS WRITING ASSIGNMENT
A16—March 8: Global Warming
The Long Term and Proximate Causes of Global Warming. The influence of the greenhouse effect
and of different kind of pollution, industrial, vehicular and animal, on the progress of global
warming. What is meant by a carbon footprint? What can be done by individuals, institutions and
nations to counteract and reverse the progress of global warming? What might be the likely
consequence of unchecked global warming 20, 50, or 100 years from today? What progress is
being made to address the looming catastrophe?
Readings: McKibben, M 718-724; Gore, M 855-859.
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
NO CLASS – MARCH 10
A17—March 11: Tales of Life Lived Close to the Earth
In The Shell Collector, What drives the shell collector in his passion to collect, classify and
understand shells? What aesthetically pleasing and what dangerous qualities do shellfish possess?
How is the shell collector an iconic or symbolic figure in the landscape and culture of the ocean? In
Chances, What role does the ocean play for the immigrant teenager Dorotea who at the Maine
coast sees the for the first time. How does her interaction with the shore and with fishing help her
successfully negotiate the difficult passage of coming of age? How does her close contact with
nature nurture her when her parents and social situation cannot?
Reading: Doerr: Shell Collector, Chances
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
A18—March 13: Tales of Life Lived Close to the Earth
Analysis of further tales from The Shell Collector
Reading: Doerr: Shell Collector stories TBA
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
CAPE TOWN—MARCH 16-21
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A20—March 23: Public Choices to Make Living on Earth
Considering our Earth as altered by human presence. How can we improve our life on earth, make
it more beautiful, make our earth more livable. What are our living spaces and our communities
like to live in? How can they be transformed to better serve our needs? Why should we live in
commerce-serving ugliness? Do we need to consume as much as we do of our Earth’s bounty?
Does this make us happy? Could we reset our habits and values to live more directly and simply in
harmony with the earth?
Readings: Barnum, M 81-83; Jane Jacobs, M 359-364; Durning, 770-780;
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
SECOND PAPER OR PORT FIELD ASSIGNMENT DUE
NO CLASS – MARCH 25
A21—March 26: Private Choices to Make Living on Earth
How will we order our private lives and personal relationships to live more purposefully and
happily? Are we merely driven to consume and perpetuate our species, or can we devise other,
better pleasures and goals? Are we eating right? Do we care enough, not just about the fate of the
earth, but also about the fate of all of us living on it. What choices do we need to be making about
our own carbon footprint, our own drain upon the earth resources, our own bequests to the future?
Readings: Mills, M 469-472; Pollan, M 948-960; Solnit, 971-974.
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
TEMA – MARCH 28-30
TAKORADI – MARCH 31-APRIL 1
A22—April 2: Living in a Mediated Cyberworld and its Challenges How has the arrival of the computer and the smartphone affected how we live on the earth and how
we relate to each other? Have we lost touch with the Earth and with each other or are we live in an
enhanced expanded reality? How do we distinguish between reality and virtual reality? What have
we gained and what have we lost by having irretrievable entered a cyberworld?
Readings: TBA
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
A23—April 4: Imagined Scenarios of the Future
Possible future scenarios involving space travel, gene splicing and human modification, and radical
realignment of our relationship to Earth. How do earthlings appear to extraterrestrials? Can our
species be improved through modification? What would be the price? Are we capable of further
positive evolution to become a superior species on a superior planet than ourselves on present
Earth?
Readings: Bisson: (E)
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
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A24––April 7: Which is my Earth? Where is Home For Me?
Summary of materials and themes covered in the course. Finding each person’s sense of place,
comfort zone, “home.” Meditations on the idea of home. Why is it that there is no pace like home?
Is home a fixed entity or are we in danger of losing it? Should we free our notion of home from a
rigidly fixed location? If so, where on earth do we want or need to be and why?
Reading: Kingsolver, M 939-947; Hogan, M 809-814; Berry, M 523-727.
GROUP JOURNAL COLLECTION & DISCUSSION LEADING ASSIGNMENTS TBA
OTHER, EITHER SECOND PAPER OR PORT FIELD ASSIGNMENT DUE
CASABLANCA – APRIL 9-APRIL 13
Study Day – April 14
A25 Final – April 15:
ARRIVE SOUTHAMPTON—APRIL 19
FIELD WORK
Field Class proposals listed below are not finalized. Confirmed ports, dates, and times will be
posted to the Spring 2017 Courses and Field Class page when available.
Field Class attendance is mandatory for all students enrolled in this course. Do not book individual
travel plans or a Semester at Sea sponsored trip on the day of your field class. Field Classes
constitute at least 20% of the contact hours for each course, and will be developed and led by the
instructor.
FIELD CLASS AND ASSIGNMENT
I hope that my Field Class for this course will involve an intense and full day of involved
participation where the students have many opportunities to question local resource persons and
come away with a strong intellectual and emotional experience.
My first choice of site is Honolulu. Our class would first visit the Bishop Museum in Honolulu.
Together with viewing the artifacts at the museum, we would also visit the Planetarium, where
we would attend a presentation that illustrates and dramatizes the Wade Davis class readings in
The Wayfinders and the voyage of the Hokukle’a that we will be studying. This will provide a
splendid illustration and reinforcements of our studies. In addition, if the Hokule’a itself is
docked anywhere near us on the island of Oahu when we visit, it would be wonderful to have a
chance to see the vessel “in the flesh” and, best of all to meet with Captain Nainoa Thompson, if
possible. Other activities to complete the day’s experiences could be to hike the Diamond Head
Volcano, or to undertake a brief snorkeling outing to Hanauma Bay.
My second choice of site is Ghana. It would be very educational for the class to get to visit a
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rural environment, and to catch first hand a glimpse of village life. Perhaps this could be
incorporated or combined with a visit to a school, or an encounter with some village elders.
Again, it would be very important to have a good guide who could connect the class to resource
knowledgeable resource people who could provide local insights and answer our questions
Students will be evaluated for this assignment by 1) their engaged participation in all aspects of
the day’s program and 2) by a written reflection on the day’s events. This should be both
impressionistic, conjuring the feel and texture of the day, and critical, reflecting on what was said
by whom, and how the student himself feels and where he/she stands in relation to all that was
seen, spoken and heard in the course of the day. This reflection must also refer to and incorporate
references not just to the sites we visit, but also to the student’s reading in preparation for our
visit. Beyond this, each student can use a camera or sketchpad to record visual evidence to
complement the written record. Students will be evaluated for this field lab, based on attendance
at all parts of the day’s program, on curious and engaged participation, and on the quality of their
response papers. First informal drafts of response papers must be submitted within 48 hours.
Revised versions may be submitted at a later date, after receiving instructor feedback. Minimum
final length: 1500 words. Field Lab is worth 20% of course grade.
INDEPENDENT FIELD ASSIGNMENTS
Beyond our required Field Class, you will be required to complete the following assignment at
TWO ports of call of your choice during the voyage: conduct a personal investigation and file a
brief report on some aspect of the situation you encounter there that relates to our study of the
Earth . This could be a visit to a school other non profit, or an encounter with a teacher or
environmental worker of some kind, or with someone or somewhere that gives you an insight
into local conditions. Beyond this, you may use a camera or sketchpad to record visual evidence to
complement the written record. These two pieces will provide you material to draw on for your
reflective, synthesizing final paper, and are together worth 20% of your final grade. Required
length: two-page maximum, including written copy and visuals.
FORMAL REQUIREMENTS (grade values in parentheses)
1. Attend all classes, carefully complete all reading assignments and participate in class
discussions. With a partner, each student will be responsible for leading two discussions in the
course of the semester. (20%)
2. Attend and participate in our course Field Class, and complete the assigned paper reporting
and reflecting on the Field Class experience, required of all class members. (20%)
3. Keep an intellectual journal, including brief written responses to reading assignments and their
study questions, together with personal reflections. (20%)
4. Write two brief literary response papers. (15%)
4. In two ports of your choice, conduct a personal investigation and file a brief report on some
aspect of the situation you encounter there that relates to our study of the Earth (10%)
5. Write a paper at the Final Hour time that attempts to synthesize what you have learned about
the Earth and your relationship to it during the semester (15%)
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METHODS OF EVALUATION / GRADING SCALE
The following Grading Scale is utilized for student evaluation. Pass/Fail is not an option for
Semester at Sea coursework. Note that C-, D+ and D- grades are also not assigned on Semester at
Sea in accordance with the grading system at Colorado State University (the SAS partner
institution).
Pluses and minuses are awarded as follows on a 100% scale:
Excellent
Good
Satisfactory/Poor
Failing
97-100%: A+
94-96%: A
90-93%: A-
87-89%: B+
84-86%: B
80-83%: B-
77-79%: C+
70-76%: C
60-69%: D
Less than 60%: F
ATTENDANCE/ENGAGEMENT IN THE ACADEMIC PROGRAM
Attendance in all Semester at Sea classes is mandatory, but it is at the instructor’s discretion to
assign a grade to the participation and attendance requirement. Remember to include information
concerning the evaluation of Field Assignments and the Field Classes, which must constitute at
least 20% of the total grade in a course.
Students must inform their instructors prior to any unanticipated absence and take the initiative to
make up missed work in a timely fashion. Instructors must make reasonable efforts to enable
students to make up work which must be accomplished under the instructor’s supervision (e.g.,
examinations, laboratories). In the event of a conflict in regard to this policy, individuals may
appeal using established CSU procedures.
LEARNING ACCOMMODATIONS
Semester at Sea provides academic accommodations for students with diagnosed learning
disabilities, in accordance with ADA guidelines. Students who will need accommodations in a
class, should contact ISE to discuss their individual needs. Any accommodation must be discussed
in a timely manner prior to implementation. A memo from the student’s home institution
verifying the accommodations received on their home campus is required before any
accommodation is provided on the ship. Students must submit this verification of accommodations
pre-voyage as soon as possible, but no later than December 15, 2016 to [email protected].
STUDENT CONDUCT CODE
The foundation of a university is truth and knowledge, each of which relies in a fundamental
manner upon academic integrity and is diminished significantly by academic misconduct.
Academic integrity is conceptualized as doing and taking credit for one’s own work. A pervasive
attitude promoting academic integrity enhances the sense of community and adds value to the
educational process. All within the University are affected by the cooperative commitment to
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academic integrity. All Semester at Sea courses adhere to this Academic Integrity Policy and
Student Conduct Code.
Depending on the nature of the assignment or exam, the faculty member may require a written
declaration of the following honor pledge: “I have not given, received, or used any unauthorized
assistance on this exam/assignment.”
RESERVE BOOKS AND FILMS FOR THE LIBRARY
FILMS:
Longitude. BBC Horizon Special, 1999.
The Light at the Edge of the World: The Wayfinders. Wade Davis. National Geographic. 2007?
Winged Migration. 98 mins. 2001
Planet Earth. Richard Attenborough. 5 part DVD (instructor could provide)
AUTHOR: Bill McKibben, editor
TITLE: American Earth: Environmental Writing Since Thoreau
PUBLISHER: Library of America
ISBN #: 978-1598530209
DATE/EDITION: 2008/ hardcover
ELECTRONIC COURSE MATERIALS
AUTHOR: Martha Beckwith
ARTICLE/CHAPTER TITLE:
JOURNAL/BOOK TITLE: The Kumulipo
VOLUME:
PUBLISHER: U of Hawaii P
ISBN #: 0824807715
DATE: 1972
PAGES: 58-60, 97-98.
AUTHOR: Chuangtse
ARTICLE/CHAPTER TITLE: “The Man Who Spurned the Machine.”
JOURNAL/BOOK TITLE: The Wisdom of China and India, ed. Lin Yutang
VOLUME:
PUBLISHER: Modern Library
ISBN #: ?
DATE: 1955
PAGES: 1054-1055
AUTHOR: Samuel Taylor Coleridge
ARTICLE/CHAPTER TITLE: “The Rhyme of the Ancient Mariner” (poem)
JOURNAL/BOOK TITLE:
VOLUME:
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PUBLISHER:
ISBN #:
DATE:
AUTHOR: Stephen Crane
ARTICLE/CHAPTER TITLE: The Open Boat (short story)
JOURNAL/BOOK TITLE:
VOLUME:
PUBLISHER:
ISBN #:
DATE:
PAGES: (instructor supplied)
AUTHOR: Terry Bisson
ARTICLE/CHAPTER TITLE: They’re Made of Meat (short story)
JOURNAL/BOOK TITLE:
VOLUME:
PUBLISHER:
ISBN #:
DATE:
PAGES: (instructor supplied)
ADDITIONAL RESOURCES
A laptop computer and a digital camera are both highly desirable, if not essential additional
resources. It would be possible but difficult for students to complete all their assignments without
these two devices. Students will also need a sturdy notebook to hold their journal entries, or a
binder to hold their loose sheets.