food and culture project for green media
1. select, research, and cook a dish that means something to your family, culture, and/or heritage.
2. enlist a family member to help you cook - or help you learn how to cook - your dish. your family member can be anyone - a mother, a father, a grandparent, a great grandparent, a cousin, an aunt, an uncle, a brother, a sister, or anyone else related to you. although the family member does not need to live near you, s/he does need to be accessible via communication (phone, Skype, email, letters, carrier pigeons). ideally, the family member you select should be someone you enjoy learning from and spending time with.
3. using words and photography, document your cooking process in the form of a blog post, flickr set, or video. be sure to include a recipe. you may use up to 20 photos - no more. if you are making a video it must be under 2 minutes long.
4. at least one of your photographs must be of your family member or of the communication between you and your family member.
5. your goal with this project is to tell two stories - one about the relationship between food and culture and one about the relationship between you and your family member. this part will not be easy. be creative.
6. once finished and certainly by class on tuesday, april 5, tweet your food and culture project. Be sure to include a link and #greenmedia somewhere within your tweet.
7. bring your dish to class on tuesday, april 5. bring serving utensils, a plate, a bowl, a fork, a spoon, and your appetite.
Thursday, March 24, 2011
paper 4 for golden gate park first-year seminar
Paper 4 for Golden Gate Park
1. Select any topic related to a) Golden Gate Park and b) your major (or prospective major) and write a paper about it. Be sure to select a topic that truly interests you.
2. Find and use at least three outside readings. As discussed in class, your readings must be from credible and legitimate sources.
3. At some point in your paper, you must introduce a naysayer. For this part, I highly encourage you to re-read Gerald Graff and Cathy Birkenstein's chapter, "'Skeptics May Object': Planting a Naysayer in Your Text," in They Say / I Say.
4. Also at some point in your paper, you must answer two questions: "Who cares?" and "So what?" For this part, I encourage you to re-read Gerald Graff and Cathy Birkenstein's chapter, "'So What? Who Cares?': Saying Why It Matters," in They Say / I Say.
5. As decided collectively in class, your paper is to be between 3-5 pages - no more, no less.
6. Edit carefully. If I find three or more errors - spelling, grammar, typos - I will stop reading your paper, return it to you, and ask you to re-edit and re-submit.
7. Sometime between now and class on Tuesday, April 5, tweet the topic of your paper. Be sure to include the #rhet195 hashtag in your tweet.
8. Paper 4 is due in class on Tuesday, April 5. No late work accepted.
1. Select any topic related to a) Golden Gate Park and b) your major (or prospective major) and write a paper about it. Be sure to select a topic that truly interests you.
2. Find and use at least three outside readings. As discussed in class, your readings must be from credible and legitimate sources.
3. At some point in your paper, you must introduce a naysayer. For this part, I highly encourage you to re-read Gerald Graff and Cathy Birkenstein's chapter, "'Skeptics May Object': Planting a Naysayer in Your Text," in They Say / I Say.
4. Also at some point in your paper, you must answer two questions: "Who cares?" and "So what?" For this part, I encourage you to re-read Gerald Graff and Cathy Birkenstein's chapter, "'So What? Who Cares?': Saying Why It Matters," in They Say / I Say.
5. As decided collectively in class, your paper is to be between 3-5 pages - no more, no less.
6. Edit carefully. If I find three or more errors - spelling, grammar, typos - I will stop reading your paper, return it to you, and ask you to re-edit and re-submit.
7. Sometime between now and class on Tuesday, April 5, tweet the topic of your paper. Be sure to include the #rhet195 hashtag in your tweet.
8. Paper 4 is due in class on Tuesday, April 5. No late work accepted.
Sunday, March 06, 2011
the horse sculpture in the WPA horseshoe pits in golden gate park (1955 and today)
in 1937, artist jesse s. "vet" anderson completed two bas-relief concrete sculptures - "horse" and "horseshoe pitcher" - overlooking the WPA-funded horseshoe pits in golden gate park. in 1955, "horse" looked like this:
today, "horse," like so many of today's federally-funded programs that benefit everyday people, looks like this:
today, "horse," like so many of today's federally-funded programs that benefit everyday people, looks like this:
Thursday, March 03, 2011
food media person project for green media
food media person project for green media
1. select someone - anyone - who makes food media and prepare a 5 minute presentation about that person. your presentation must feature some kind of media - a television show clip from youtube, video, blogs, photography, a book - made by that person.
2. i suggest you select someone you strongly like or dislike. selecting someone you're indifferent to will make this project more difficult.
3. in your presentation, share what you like or dislike about your food media person. be sure to address what you like about their tactics and techniques as well as their personality and style.
4. make sure your presentation is under 5 minutes and does not include powerpoint.
5. sometime between now and class on thursday, march 10, tweet about your food media person. Be sure to include the #greenmedia hashtag in your tweet.
6. on thursday, march 10, be ready to share your presentation in class.
1. select someone - anyone - who makes food media and prepare a 5 minute presentation about that person. your presentation must feature some kind of media - a television show clip from youtube, video, blogs, photography, a book - made by that person.
2. i suggest you select someone you strongly like or dislike. selecting someone you're indifferent to will make this project more difficult.
3. in your presentation, share what you like or dislike about your food media person. be sure to address what you like about their tactics and techniques as well as their personality and style.
4. make sure your presentation is under 5 minutes and does not include powerpoint.
5. sometime between now and class on thursday, march 10, tweet about your food media person. Be sure to include the #greenmedia hashtag in your tweet.
6. on thursday, march 10, be ready to share your presentation in class.
paper 3 for golden gate park first-year seminar
Paper 3 for Golden Gate Park
1. Select any topic you wish related to either the Midwinter Fair of 1894 or the Japanese Tea Garden. You are required to choose a topic that interests you.
2. Research your topic. You must have at least three sources: one from our class readings and two from outside our syllabus. As discussed at length in class, your sources must be legitimate.
3. I highly encourage you to walk into Gleeson Library, make a left, and head to the Reference Desk. Share your topic with a librarian or library staff and see what happens.
4. Keep in mind that everything we do in this class is cumulative which means by now I expect you to know how to introduce your topic, how to summarize your sources, and how to select and integrate quotations into your argument.
5. In this paper, I am especially interested in your ability to differentiate what others say about your topic ("they say") and what you say about your topic ("i say"). Consider re-reading Gerald Graff and Cathy Birkenstein's chapters “‘Yes / No / Okay, But’: Three Ways to Respond” and “‘And Yet’: Distinguishing What You Say from What They Say” (pp. 55-77).
6. Edit carefully. If I find three or more errors - spelling, grammar, typos - I will stop reading your paper, return it to you, and ask you to re-edit and re-submit.
7. Sometime between now and class on Thursday, March 10, tweet the topic of your paper. Be sure to include the #rhet195 hashtag in your tweet.
8. Paper 3 is due in class on Thursday, March 10. No late work accepted.
1. Select any topic you wish related to either the Midwinter Fair of 1894 or the Japanese Tea Garden. You are required to choose a topic that interests you.
2. Research your topic. You must have at least three sources: one from our class readings and two from outside our syllabus. As discussed at length in class, your sources must be legitimate.
3. I highly encourage you to walk into Gleeson Library, make a left, and head to the Reference Desk. Share your topic with a librarian or library staff and see what happens.
4. Keep in mind that everything we do in this class is cumulative which means by now I expect you to know how to introduce your topic, how to summarize your sources, and how to select and integrate quotations into your argument.
5. In this paper, I am especially interested in your ability to differentiate what others say about your topic ("they say") and what you say about your topic ("i say"). Consider re-reading Gerald Graff and Cathy Birkenstein's chapters “‘Yes / No / Okay, But’: Three Ways to Respond” and “‘And Yet’: Distinguishing What You Say from What They Say” (pp. 55-77).
6. Edit carefully. If I find three or more errors - spelling, grammar, typos - I will stop reading your paper, return it to you, and ask you to re-edit and re-submit.
7. Sometime between now and class on Thursday, March 10, tweet the topic of your paper. Be sure to include the #rhet195 hashtag in your tweet.
8. Paper 3 is due in class on Thursday, March 10. No late work accepted.
Wednesday, March 02, 2011
first friday farmstand
please join the garden project living learning community this friday at harney plaza for good food and fresh produce. first friday farmstand offers homemade meals made with fresh veggies, fruits, and herbs grown in our organic garden on campus. lunch will be served from 12-2 or until the food runs out. bring yer own bowl and receive a half-priced soup or salad!
menu includes: happily harvested garden greens, potato leek soup, veggie sandwiches on homemade bread, veggie quesadillas, collard dolmas, garden tea, and a to-be-determined dessert. friday's farmstand will also feature salves and tinctures made by garden project students during a homestead workshop with sarah duscoe of the wellness place.
this farmstand is in sponsorship with robin kuehn, a history major at USF and garden project student during 2009-10. this summer, robin is participating in a 4,000 mile bike & build ride across the US with stops to help work on affordable housing projects. half of friday's farmstand proceeds will go to support robin's summer quest.
menu includes: happily harvested garden greens, potato leek soup, veggie sandwiches on homemade bread, veggie quesadillas, collard dolmas, garden tea, and a to-be-determined dessert. friday's farmstand will also feature salves and tinctures made by garden project students during a homestead workshop with sarah duscoe of the wellness place.
this farmstand is in sponsorship with robin kuehn, a history major at USF and garden project student during 2009-10. this summer, robin is participating in a 4,000 mile bike & build ride across the US with stops to help work on affordable housing projects. half of friday's farmstand proceeds will go to support robin's summer quest.
Tuesday, March 01, 2011
garden salad with herbed vinaigrette
lunch project for green media
garden salad with herbed vinaigrette
1. from a garden, a farmer's market, or a grocery store, select some greens for a salad. remember: the more diverse your ingredients, the more delicious your salad. for this salad, i harvested a selection of mixed mesclun lettuce, arugula, and (for the vinaigrette) some fresh herbs.
2. wash and rinse greens and herbs and set aside.
3. get your ingredients for the herbed vinaigrette ready. this includes: red wine vinegar, dijon mustard, olive oil, salt, pepper, garlic, a shallot, and fresh herbs.
4. in a small bowl, put 1 tablespoon red wine vinegar. add 1-2 pinches of salt and whisk. add 2-3 shakes of ground black pepper. whisk.
5. add 2 cloves minced garlic and/or 1 diced shallot.
6. whisk in 1-2 teaspoons of dijon mustard.
7. whisk in, a tablespoon at a time, 3-4 tablespoons of olive oil.
8. optional but highly recommended - add 1-2 tablespoons coarsely chopped fresh herbs. depending on season and access, consider using any or all of the following: basil, marjoram, oregano, parsely, savory, tarragon, and thyme. whisk.
9. place the herbed vinaigrette at the bottom of a large bowl. place the lettuce greens over the vinaigrette. place anything else - diced avocado, chopped hard boiled egg, walnuts, you name it - over the greens and mix your salad.
10. if possible, eat your salad outside with others.
11. when making the vinaigrette, consider doubling or tripling the recipe - sealed in a jar and placed in the fridge, the vinaigrette can dress a week's worth of salads.
garden salad with herbed vinaigrette
1. from a garden, a farmer's market, or a grocery store, select some greens for a salad. remember: the more diverse your ingredients, the more delicious your salad. for this salad, i harvested a selection of mixed mesclun lettuce, arugula, and (for the vinaigrette) some fresh herbs.
2. wash and rinse greens and herbs and set aside.
3. get your ingredients for the herbed vinaigrette ready. this includes: red wine vinegar, dijon mustard, olive oil, salt, pepper, garlic, a shallot, and fresh herbs.
4. in a small bowl, put 1 tablespoon red wine vinegar. add 1-2 pinches of salt and whisk. add 2-3 shakes of ground black pepper. whisk.
5. add 2 cloves minced garlic and/or 1 diced shallot.
6. whisk in 1-2 teaspoons of dijon mustard.
7. whisk in, a tablespoon at a time, 3-4 tablespoons of olive oil.
8. optional but highly recommended - add 1-2 tablespoons coarsely chopped fresh herbs. depending on season and access, consider using any or all of the following: basil, marjoram, oregano, parsely, savory, tarragon, and thyme. whisk.
9. place the herbed vinaigrette at the bottom of a large bowl. place the lettuce greens over the vinaigrette. place anything else - diced avocado, chopped hard boiled egg, walnuts, you name it - over the greens and mix your salad.
10. if possible, eat your salad outside with others.
11. when making the vinaigrette, consider doubling or tripling the recipe - sealed in a jar and placed in the fridge, the vinaigrette can dress a week's worth of salads.
Thursday, February 24, 2011
lunch project for green media
lunch project for green media
1. today in class, we decided who would make what:
2. using words and photography, document your preparation process. be smart and be creative. take more photographs than necessary (so that you can select your best shots later) but don't let your photography get in the way of your cooking.
3. select between 5-10 photos and make either a flickr set or a blog post.
4. make sure one of your photos documents where you got one or some of your ingredients.
5. make sure one of your photos documents all of your ingredients ready to cook or what one of our readings called mise en place.
6. make sure at least one of your photos includes a human being who is not you.
7. somewhere within your flickr set or blog post, provide a recipe for your dish. include a recipe title, ingredients, and directions. consider your audience carefully.
8. as discussed in class, what i want to see in this project is some soul, some kind of voice, something human.
9. once finished and certainly by class on tuesday, tweet your lunch project. Be sure to include a link and #greenmedia somewhere within your tweet.
10. bring your dish to class on tuesday, march 1. bring serving utensils, a plate, a bowl, a fork, and a spoon.
1. today in class, we decided who would make what:
2. using words and photography, document your preparation process. be smart and be creative. take more photographs than necessary (so that you can select your best shots later) but don't let your photography get in the way of your cooking.
3. select between 5-10 photos and make either a flickr set or a blog post.
4. make sure one of your photos documents where you got one or some of your ingredients.
5. make sure one of your photos documents all of your ingredients ready to cook or what one of our readings called mise en place.
6. make sure at least one of your photos includes a human being who is not you.
7. somewhere within your flickr set or blog post, provide a recipe for your dish. include a recipe title, ingredients, and directions. consider your audience carefully.
8. as discussed in class, what i want to see in this project is some soul, some kind of voice, something human.
9. once finished and certainly by class on tuesday, tweet your lunch project. Be sure to include a link and #greenmedia somewhere within your tweet.
10. bring your dish to class on tuesday, march 1. bring serving utensils, a plate, a bowl, a fork, and a spoon.
Saturday, February 19, 2011
a talk for admitted students
today, i'm giving a talk to recently admitted students to USF. with luck, my talk will go something like this:
update! here's some pics from the talk:
update! here's some pics from the talk:
Thursday, February 17, 2011
paper 2 for golden gate park first-year seminar
Paper 2 for Golden Gate Park
1. In our readings and class discussions, we have focused on the early history of Golden Gate Park as well as the crucial role of William Hammond Hall. For your second paper, I want you to write, in no more than three double-spaced pages, about any aspect of Hall.
2. Keep in mind that everything we do in this class is cumulative which means by now I expect you to know how to introduce your topic effectively and how to summarize your sources.
3. In this paper, you are required to use at least two sources: Raymond H. Clary's Making of Golden Gate Park: The Early Years: 1865-1906; and Gray Brechin's Imperial San Francisco: Urban Power, Earthly Ruin.
4. Although I expect a fascinating, well-written, and well-edited essay about Hall, what I am most interested in is your ability to select and integrate quotations effectively. Please consider re-reading Gerald Graff and Cathy Birkenstein's chapter, "'As He Himself Puts It': The Art of Quoting," and definitely revisit your notes on Tuesday's class discussion of "quotation sandwiches."
5. Edit carefully. If I find three or more errors - spelling, grammar - I will stop reading your paper, return it to you, and ask you to re-edit and re-submit.
6. Sometime between now and Thursday, February 24, tweet the topic of your paper. Be sure to include the #rhet195 hashtag in your tweet.
7. Paper 2 is due in class on Thursday, February 24. No late work accepted.
1. In our readings and class discussions, we have focused on the early history of Golden Gate Park as well as the crucial role of William Hammond Hall. For your second paper, I want you to write, in no more than three double-spaced pages, about any aspect of Hall.
2. Keep in mind that everything we do in this class is cumulative which means by now I expect you to know how to introduce your topic effectively and how to summarize your sources.
3. In this paper, you are required to use at least two sources: Raymond H. Clary's Making of Golden Gate Park: The Early Years: 1865-1906; and Gray Brechin's Imperial San Francisco: Urban Power, Earthly Ruin.
4. Although I expect a fascinating, well-written, and well-edited essay about Hall, what I am most interested in is your ability to select and integrate quotations effectively. Please consider re-reading Gerald Graff and Cathy Birkenstein's chapter, "'As He Himself Puts It': The Art of Quoting," and definitely revisit your notes on Tuesday's class discussion of "quotation sandwiches."
5. Edit carefully. If I find three or more errors - spelling, grammar - I will stop reading your paper, return it to you, and ask you to re-edit and re-submit.
6. Sometime between now and Thursday, February 24, tweet the topic of your paper. Be sure to include the #rhet195 hashtag in your tweet.
7. Paper 2 is due in class on Thursday, February 24. No late work accepted.
Saturday, February 12, 2011
Thursday, February 10, 2011
breakfast project for green media
breakfast project for green media
1. working solo, in pairs, or in groups, cook, bake, or prepare something suitable for breakfast or lunch. bring your meal to class on tuesday, february 15, and share it with the rest of us.
2. using photography, document the preparation process. upload your photos to flickr, tag and title them, and put them into a set.
3. somewhere within your flickr set, provide a recipe for your meal. as we discussed in class, be sure to include a recipe title, intro, ingredients, and instructions.
4. be creative.
5. once finished and certainly by class on tuesday, tweet your recipe. Be sure to include a link and #greenmedia somewhere within your tweet.
6. in addition to bringing your meal to class on tuesday, bring your own bowl or plate, fork, and serving utensils.
update!
breakfast project was successful and extremely delicious. enjoy our recipes!
stephanie bruno's Banana Chocolate Chip Muffins
kate darden's zzzzuuuuucccchhhhiiiinnniiiii pie!
jaime giacomi's Weekend Brunch
liz lauer's The Most UNHEALTHY Breakfast You Could Ever Eat...But Also The Best
sophia miles' Best Banana Bread Recipe
brittany rowels' The Absolute Best Cinnamon Rolls Ever
nick ryan's Breakfast Project
tracy sidler's Lemon Curd and Cranberry Scones
david silver's scones stuffed with caramelized red onions and brie
matt steinbach's Salsa with a Kick, Grandma's Pico de Gallo
chris williams' Blueberry Lemon Zest Breakfast Bread
1. working solo, in pairs, or in groups, cook, bake, or prepare something suitable for breakfast or lunch. bring your meal to class on tuesday, february 15, and share it with the rest of us.
2. using photography, document the preparation process. upload your photos to flickr, tag and title them, and put them into a set.
3. somewhere within your flickr set, provide a recipe for your meal. as we discussed in class, be sure to include a recipe title, intro, ingredients, and instructions.
4. be creative.
5. once finished and certainly by class on tuesday, tweet your recipe. Be sure to include a link and #greenmedia somewhere within your tweet.
6. in addition to bringing your meal to class on tuesday, bring your own bowl or plate, fork, and serving utensils.
update!
breakfast project was successful and extremely delicious. enjoy our recipes!
stephanie bruno's Banana Chocolate Chip Muffins
kate darden's zzzzuuuuucccchhhhiiiinnniiiii pie!
jaime giacomi's Weekend Brunch
liz lauer's The Most UNHEALTHY Breakfast You Could Ever Eat...But Also The Best
sophia miles' Best Banana Bread Recipe
brittany rowels' The Absolute Best Cinnamon Rolls Ever
nick ryan's Breakfast Project
tracy sidler's Lemon Curd and Cranberry Scones
david silver's scones stuffed with caramelized red onions and brie
matt steinbach's Salsa with a Kick, Grandma's Pico de Gallo
chris williams' Blueberry Lemon Zest Breakfast Bread
Monday, February 07, 2011
calling all USF environmental studies students!
are you an environmental studies major at USF?
have you written an academic paper that takes an interdisciplinary approach to an environmental problem or issue?
have you worked on a project that improved the environmental performance and livability on the USF campus and surrounding area?
if so, please consider applying for one of our two annual awards.
Gary Snyder Outstanding Paper Award
This award is named after the poet, essayist and environmental activist Gary Snyder. The award will be awarded annually through the Environmental Studies Program to the best academic paper that takes an interdisciplinary approach to an environmental problem or issue.
All senior environmental studies students graduating no later than December 2011 are encouraged to submit their best paper related to the environment. Besides criteria such as content, style, organization, argumentation, grammar and spelling the committee will look in particular for papers that show evidence of the interdisciplinary nature of Environmental Studies.
In order to compete for this award please submit your best paper (10-15 pages) by 1 April 2011 to Professor Kuperus (gkuperus [ at ] usfca [ dot ] edu).
Green & Gold Award
The Green and Gold Award recognizes an Environmental Studies student whose ideas and initiatives have improved the environmental performance and livability on the USF campus and surrounding area. The Green and Gold Award celebrates projects that reduce our collective environmental footprint, foster eco-literacy, engage diverse communities, and/or demonstrate sustainable best practices outside the classroom.
In an essay no longer than 500 words, students should explain their project, discuss some of the Environmental Studies principles informing the project, and highlight tangible evidence of the project's impact. Please submit your essay by 1 April 2011 to Professor David Silver (dmsilver [ at ] usfca [ dot ] edu).
have you written an academic paper that takes an interdisciplinary approach to an environmental problem or issue?
have you worked on a project that improved the environmental performance and livability on the USF campus and surrounding area?
if so, please consider applying for one of our two annual awards.
Gary Snyder Outstanding Paper Award
This award is named after the poet, essayist and environmental activist Gary Snyder. The award will be awarded annually through the Environmental Studies Program to the best academic paper that takes an interdisciplinary approach to an environmental problem or issue.
All senior environmental studies students graduating no later than December 2011 are encouraged to submit their best paper related to the environment. Besides criteria such as content, style, organization, argumentation, grammar and spelling the committee will look in particular for papers that show evidence of the interdisciplinary nature of Environmental Studies.
In order to compete for this award please submit your best paper (10-15 pages) by 1 April 2011 to Professor Kuperus (gkuperus [ at ] usfca [ dot ] edu).
Green & Gold Award
The Green and Gold Award recognizes an Environmental Studies student whose ideas and initiatives have improved the environmental performance and livability on the USF campus and surrounding area. The Green and Gold Award celebrates projects that reduce our collective environmental footprint, foster eco-literacy, engage diverse communities, and/or demonstrate sustainable best practices outside the classroom.
In an essay no longer than 500 words, students should explain their project, discuss some of the Environmental Studies principles informing the project, and highlight tangible evidence of the project's impact. Please submit your essay by 1 April 2011 to Professor David Silver (dmsilver [ at ] usfca [ dot ] edu).
Thursday, February 03, 2011
homework assignment for green media
Homework assignment for Green Media
1. Read Mark Bittman's Chop, Fry, Boil: Eating for One, or 6 Billion, New York Times, December 31, 2010.
2. In the article, Bittman provides recipes for three meals - a stir-fry, a chopped salad, and a basic combination of rice and lentils. select and cook one of these meals.
3. Document the preparation process with photographs. Take more photos than you need - that way you can edit through them and select the best shots. Don't let your photography get in the way of your cooking.
4. Upload your photos to flickr, title them, tag them, and put them into a set. Make sure your set has between 3-10 photos - no more, no less.
5. Once finished, and before class on Tuesday, tweet about your flickr set. Be sure to include a link and #greenmedia somewhere within your tweet.
1. Read Mark Bittman's Chop, Fry, Boil: Eating for One, or 6 Billion, New York Times, December 31, 2010.
2. In the article, Bittman provides recipes for three meals - a stir-fry, a chopped salad, and a basic combination of rice and lentils. select and cook one of these meals.
3. Document the preparation process with photographs. Take more photos than you need - that way you can edit through them and select the best shots. Don't let your photography get in the way of your cooking.
4. Upload your photos to flickr, title them, tag them, and put them into a set. Make sure your set has between 3-10 photos - no more, no less.
5. Once finished, and before class on Tuesday, tweet about your flickr set. Be sure to include a link and #greenmedia somewhere within your tweet.
paper 1 for golden gate park first-year seminar
Paper 1 for Golden Gate Park
1. In the last two weeks, we have read and discussed the first two chapters of Gerald Graff and Cathy Birkenstein's They Say/I Say: The Moves That Matter in Academic Writing. In "'They Say': Starting with What Others Are Saying," we learned how to introduce our thesis and connect it to a larger conversation; in "'Her Point Is': The Art of Summarizing," we learned about the "believing game" when summarizing and how to direct your summary towards the topics of your paper.
2. Also during this time, we read and discussed three chapters from Raymond H. Clary's Making of Golden Gate Park: The Early Years: 1865-1906. In particular, we learned about some of the early negotiations and developments of the park as well as some of its key players.
3. For paper 1, use the writing moves from They Say/I Say to discuss one aspect of the early history of Golden Gate Park. You are free to select any aspect as long as you use material from Clary's Making of Golden Gate Park. Your paper should be three pages, typed, and double-spaced.
4. Although you will have plenty of opportunities this semester to explore creatively and in depth the past, present, and future of Golden Gate Park, the purpose of this paper is less about the park and more about highlighting your understanding and mastery of the writing moves discussed in They Say/I Say.
5. I expect and require you to thoroughly edit your paper. If I find three or more errors - spelling, grammar - I will stop reading your paper, return it to you, and ask you to re-edit and re-submit. When editing your paper, please consider reading it out loud. Also, consider swapping your paper with another student or students and edit each others' work.
6. Paper 1 is due in class on Thursday, February 10. No late work accepted.
1. In the last two weeks, we have read and discussed the first two chapters of Gerald Graff and Cathy Birkenstein's They Say/I Say: The Moves That Matter in Academic Writing. In "'They Say': Starting with What Others Are Saying," we learned how to introduce our thesis and connect it to a larger conversation; in "'Her Point Is': The Art of Summarizing," we learned about the "believing game" when summarizing and how to direct your summary towards the topics of your paper.
2. Also during this time, we read and discussed three chapters from Raymond H. Clary's Making of Golden Gate Park: The Early Years: 1865-1906. In particular, we learned about some of the early negotiations and developments of the park as well as some of its key players.
3. For paper 1, use the writing moves from They Say/I Say to discuss one aspect of the early history of Golden Gate Park. You are free to select any aspect as long as you use material from Clary's Making of Golden Gate Park. Your paper should be three pages, typed, and double-spaced.
4. Although you will have plenty of opportunities this semester to explore creatively and in depth the past, present, and future of Golden Gate Park, the purpose of this paper is less about the park and more about highlighting your understanding and mastery of the writing moves discussed in They Say/I Say.
5. I expect and require you to thoroughly edit your paper. If I find three or more errors - spelling, grammar - I will stop reading your paper, return it to you, and ask you to re-edit and re-submit. When editing your paper, please consider reading it out loud. Also, consider swapping your paper with another student or students and edit each others' work.
6. Paper 1 is due in class on Thursday, February 10. No late work accepted.
Wednesday, January 26, 2011
twitter assignment #1
twitter assignment for students enrolled in golden gate park and green media
1. if you have not yet joined twitter, join twitter.
2. create a profile. in either your user name or bio (or both), use your real name.
3. make your profile public. if you already have a twitter account that is private and wish to keep it that way, create a new account for this class.
4. find and follow all members (students and professor) of our class.
5. get into the habit of checking twitter at least once a day.
1. if you have not yet joined twitter, join twitter.
2. create a profile. in either your user name or bio (or both), use your real name.
3. make your profile public. if you already have a twitter account that is private and wish to keep it that way, create a new account for this class.
4. find and follow all members (students and professor) of our class.
5. get into the habit of checking twitter at least once a day.
community garden outreach (spring 2011)
Community Garden Outreach
Environmental Studies 145
Fridays 11:45 am – 3:25 pm
Hayes Healy Formal Lounge
Professor Melinda Stone
Office: Kalmanovitz 120
Office Hours: Wed 10 – 12 & by appointment
Contact: stone [ at ] usfca [ dot ] edu / 422-5755
Professor David Silver
Office: Kalmanovitz 141
Office Hours: Tues & Thurs 3 – 4 pm & by appointment
Contact: [ at ] usfca [ dot ] edu
Community Garden Outreach introduces students to environmental, cultural, social, political, and philosophical issues that circulate through and around food production, preparation, and distribution. Through readings, guests, and class discussions, students will learn about sustainable and unsustainable systems of food production. Through field trips, homestead workshops, and our on-campus farmstand, students will engage directly with various sustainable food practices. This service-learning course is offered in tandem with Justin Valone’s Urban Ag II and both are part of USF’s Garden Project living learning community.
Learning Goals:
1. To continue managing – effectively and collaboratively – the campus farmstand;
2. To develop advanced skills in preparing, preserving, and distributing food; and
3. Through field trips to San Francisco/Bay Area urban farms and gardens, to explore first-hand some of challenges and opportunities in urban agriculture.
Course Schedule:
Friday, January 28
Re-introductions
Friday, February 4
First Friday Farmstand
Friday, February 11
Field trip to Little City Gardens
Prior to field trip, read Chloe Roth, Little City Gardens makes a go of urban agriculture in San Francisco, SFGate, April 29, 2010; and Robert Selna, Urban agriculture: S.F. considers allowing sales, SFGate, December 23, 2010.
Friday, February 18
Homestead Workshop: Making Herbal salves, oils, teas and tinctures with Sarah Duscoe
Prior to homestead workshop, read: Sarah Holmes, Western Herbalism, September 11, 2000; Matthew Wood, The Three Basic Principles of Traditional Western Herbalism; and Jane E. Brody, Babies Know: A Little Dirt Is Good for You, New York Times, January 26, 2009.
Friday, February 25
Garden Guests: Daniel Tucker and Anne Hamersky
Read selected chapters from Amy Franceschini and Daniel Tucker’s Farm Together Now: A portrait of people, places and ideas for a new food movement (2010).
Friday, March 4
First Friday Farmstand
Friday, March 11
Field trip to UCSC Farm
Prior to field trip, read Patricia Allen and Martha Brown, Sustainable Agriculture at UC Santa Cruz, CASFS.
Friday, March 18
SPRING BREAK
Friday, March 25
Homestead Workshop: Foraging with Justin Valone
Readings TBD.
Friday, April 1
First Friday Farmstand
Friday, April 8
Garden Guest: Heather Hoag
Readings TBD.
Friday, April 15
Field trip to Garden for the Environment
Read: Can City Farmers Make a Living? Activist Eli Zigas on the Challenges of Urban Agriculture, Good, January 11, 2011.
Friday, April 22
Good Friday: No class.
Friday, April 29
Garden Guest: Marco Perez Navarrete, Permaculture Institute of El Salvador
Read selections from Raj Patel, Stuffed and Starved: The Hidden Battle for the World Food System (Melville House, 2008).
Friday, May 6
First Friday Farmstand
This class has no final.
Course Grading:
Weekly Reflections - 40%
Farmstand Participation - 40%
Classroom Participation - 20%
Rules:
1. No late work accepted.
2. In class, on field trips, and during farm stand, no drinking out of non-reusable containers.
Environmental Studies 145
Fridays 11:45 am – 3:25 pm
Hayes Healy Formal Lounge
Professor Melinda Stone
Office: Kalmanovitz 120
Office Hours: Wed 10 – 12 & by appointment
Contact: stone [ at ] usfca [ dot ] edu / 422-5755
Professor David Silver
Office: Kalmanovitz 141
Office Hours: Tues & Thurs 3 – 4 pm & by appointment
Contact: [ at ] usfca [ dot ] edu
Community Garden Outreach introduces students to environmental, cultural, social, political, and philosophical issues that circulate through and around food production, preparation, and distribution. Through readings, guests, and class discussions, students will learn about sustainable and unsustainable systems of food production. Through field trips, homestead workshops, and our on-campus farmstand, students will engage directly with various sustainable food practices. This service-learning course is offered in tandem with Justin Valone’s Urban Ag II and both are part of USF’s Garden Project living learning community.
Learning Goals:
1. To continue managing – effectively and collaboratively – the campus farmstand;
2. To develop advanced skills in preparing, preserving, and distributing food; and
3. Through field trips to San Francisco/Bay Area urban farms and gardens, to explore first-hand some of challenges and opportunities in urban agriculture.
Course Schedule:
Friday, January 28
Re-introductions
Friday, February 4
First Friday Farmstand
Friday, February 11
Field trip to Little City Gardens
Prior to field trip, read Chloe Roth, Little City Gardens makes a go of urban agriculture in San Francisco, SFGate, April 29, 2010; and Robert Selna, Urban agriculture: S.F. considers allowing sales, SFGate, December 23, 2010.
Friday, February 18
Homestead Workshop: Making Herbal salves, oils, teas and tinctures with Sarah Duscoe
Prior to homestead workshop, read: Sarah Holmes, Western Herbalism, September 11, 2000; Matthew Wood, The Three Basic Principles of Traditional Western Herbalism; and Jane E. Brody, Babies Know: A Little Dirt Is Good for You, New York Times, January 26, 2009.
Friday, February 25
Garden Guests: Daniel Tucker and Anne Hamersky
Read selected chapters from Amy Franceschini and Daniel Tucker’s Farm Together Now: A portrait of people, places and ideas for a new food movement (2010).
Friday, March 4
First Friday Farmstand
Friday, March 11
Field trip to UCSC Farm
Prior to field trip, read Patricia Allen and Martha Brown, Sustainable Agriculture at UC Santa Cruz, CASFS.
Friday, March 18
SPRING BREAK
Friday, March 25
Homestead Workshop: Foraging with Justin Valone
Readings TBD.
Friday, April 1
First Friday Farmstand
Friday, April 8
Garden Guest: Heather Hoag
Readings TBD.
Friday, April 15
Field trip to Garden for the Environment
Read: Can City Farmers Make a Living? Activist Eli Zigas on the Challenges of Urban Agriculture, Good, January 11, 2011.
Friday, April 22
Good Friday: No class.
Friday, April 29
Garden Guest: Marco Perez Navarrete, Permaculture Institute of El Salvador
Read selections from Raj Patel, Stuffed and Starved: The Hidden Battle for the World Food System (Melville House, 2008).
Friday, May 6
First Friday Farmstand
This class has no final.
Course Grading:
Weekly Reflections - 40%
Farmstand Participation - 40%
Classroom Participation - 20%
Rules:
1. No late work accepted.
2. In class, on field trips, and during farm stand, no drinking out of non-reusable containers.
Saturday, January 22, 2011
green media (2011)
Green Media
Media Studies 301
Tuesday & Thursdays 12:45 – 2:30 pm
Education 319
Professor David Silver
Office: Kalmanovitz 141
Office Hours: Tues & Thurs 3 – 4 pm & by appointment
dmsilver [ at ] usfca [ dot ] edu
Green Media is a media studies production class devoted to making media about making food. In this class, we will learn how to use social media to research, prepare, document, and share a selection of dishes and meals. Along the way, we will explore different meanings of food, the history of television cooking shows, connections between food and culture, and strategies for seasonal cooking.
Learning Outcomes:
1. To learn how to use social media to make and share media about making food;
2. To develop a unique, creative, and compelling voice within your media work; and
3. To learn how to collaborate creatively and effectively.
Books:
o Kathleen Collins' Watching What We Eat: The Evolution of Television Cooking Shows (Continuum, 2009).
o Novella Carpenter's Farm City: The Education of an Urban Farmer (Penguin Press, 2009).
o Although you will be able to complete your assignments with a free flickr account, you are strongly encouraged to purchase a flickr pro account for $25/year.
Calendar:
Tuesday, January 25
Introductions.
Thursday, January 27
Read: Patricia Harris, David Lyon, and Sue McLaughlin, “Food & Life,” from The Meaning of Food, pp. 1-59. Twitter Workshop.
Tuesday, February 1
Read: Kathleen Collins, “Stirrings: Radio, Home Economists, and James Beard,” from Watching What We Eat: The Evolution of Television Cooking Shows, pp. 13-43.
Thursday, February 3
Read: Collins, “La Cuisine and Canned Soup: Dione Lucas vs. Convenience,” from Watching What We Eat, pp. 44-68. Flickr Workshop, Part 1
Tuesday, February 8
Read: Mark Bittman, Chop, Fry, Boil: Eating for One, or 6 Billion, New York Times, December 31, 2010. Flickr Workshop, Part 2.
Thursday, February 10
Demo Day: Breakfast Project
Tuesday, February 15
Read: Collins, “Julia Child and Revolution in the Kitchen,” from Watching What We Eat, pp. 71-100.
Thursday, February 17
Read: Brother Rick Curry, S.J., “Making Bread,” from The Secrets of Jesuit Breadmaking, pp. 11-21; Molly Katzen, "An Illustrated Guide to the Baking of Yeast Bread," from The Enchanted Broccoli Forest, pp. 86-95. Wordpress Workshop.
Tuesday, February 22
Read: Collins, “The Me Decade and the Galloping Gourmet” & “Cultural Capital and the Frugal Gourmet,” from Watching What We Eat, pp. 101-155.
Thursday, February 24
Demo Day: Baking Bread Project
Tuesday, March 1
Read: Collins, “A Network of Its Own,” from Watching What We Eat, pp. 159-185.
Thursday, March 3
Read: Collins, “Good Television” & “‘Democratainment’: Gender, Class, and the Rachael-Martha Continuum,” from Watching What We Eat, pp. 186-231.
Tuesday, March 8
Read: Collins, “Evolution: How Did We Get Here and What’s On Next?” from Watching What We Eat, pp. 232-252.
Thursday, March 10
Demo Day: Food Person Project
March 15 & 17
SPRING BREAK
Tuesday, March 22
Read: Patricia Harris, David Lyon, and Sue McLaughlin, “Food & Culture,” from The Meaning of Food, pp. 61-105.
Thursday, March 24
Read: Sandra Cate, “‘Breaking Bread with a Spread’ in the San Francisco County Jail,” Gastronomica, Summer 2008, pp. 17-24.
Tuesday, March 29
Demo Day: Food and Culture Project
Thursday, March 31
Watch: Food, Inc.
Tuesday, April 5
Read: Lisa Miller, Divided We Eat, Newsweek, November 22, 2010.
Thursday, April 7
Read: Michael Pollan, Out of the Kitchen, Onto the Couch, New York Times Magazine, August 2, 2009.
Tuesday, April 12
Read: Elizabeth Kolbert, Green Like Me, The New Yorker, August 31, 2009; and Rachel Laudan, “A Plea for Culinary Modernism: Why We Should Love Fast, New, Processed Food,” Gastronomica, February 2001, pp. 36-44.
Thursday, April 14
Demo Day: Lunch Project
Tuesday, April 19
Read: Kim Severson, Neighbor, Can You Spare a Plum? New York Times, June 10, 2009; Fallen Fruit, “Take Back the Fruit: Public Space and Community Activism, from Food, edited by John Knechtel (MIT Press, 2007).
Thursday, April 21
No class.
Tuesday, April 26
Guest: Marco Perez Navarrete, Permaculture Institute of El Salvador. Readings TBD.
Thursday, April 28
Demo Day: Seasonal Dish Project
Tuesday, May 3
Read: Novella Carpenter, “Turkey,” from Farm City: The Education of an Urban Farmer, pp. 1-98.
Thursday, May 5
Read: Carpenter, “Rabbit,” from Farm City, pp. 99-184.
Tuesday, May 10
Read: Carpenter, “Pig,” from Farm City, pp. 185-269. Guest: Novella Carpenter.
Thursday, May 12
Demo Day: Last Supper Project
This class has no final exam.
Grading:
Quizzes, homework, and in class assignments - 30%
Class participation - 20%
Projects - 30%
Demo Days - 20%
Attendance Policy:
Missing class, or attending class unprepared, will significantly affect your final grade. If you do miss class, contact a classmate or two to find out what we discussed in class and ask to borrow their notes. After doing this, if you have questions about missed material, visit me during office hours.
Rules:
1. No late work accepted.
2. No drinking out of non-reusable containers during class.
Media Studies 301
Tuesday & Thursdays 12:45 – 2:30 pm
Education 319
Professor David Silver
Office: Kalmanovitz 141
Office Hours: Tues & Thurs 3 – 4 pm & by appointment
dmsilver [ at ] usfca [ dot ] edu
Green Media is a media studies production class devoted to making media about making food. In this class, we will learn how to use social media to research, prepare, document, and share a selection of dishes and meals. Along the way, we will explore different meanings of food, the history of television cooking shows, connections between food and culture, and strategies for seasonal cooking.
Learning Outcomes:
1. To learn how to use social media to make and share media about making food;
2. To develop a unique, creative, and compelling voice within your media work; and
3. To learn how to collaborate creatively and effectively.
Books:
o Kathleen Collins' Watching What We Eat: The Evolution of Television Cooking Shows (Continuum, 2009).
o Novella Carpenter's Farm City: The Education of an Urban Farmer (Penguin Press, 2009).
o Although you will be able to complete your assignments with a free flickr account, you are strongly encouraged to purchase a flickr pro account for $25/year.
Calendar:
Tuesday, January 25
Introductions.
Thursday, January 27
Read: Patricia Harris, David Lyon, and Sue McLaughlin, “Food & Life,” from The Meaning of Food, pp. 1-59. Twitter Workshop.
Tuesday, February 1
Read: Kathleen Collins, “Stirrings: Radio, Home Economists, and James Beard,” from Watching What We Eat: The Evolution of Television Cooking Shows, pp. 13-43.
Thursday, February 3
Read: Collins, “La Cuisine and Canned Soup: Dione Lucas vs. Convenience,” from Watching What We Eat, pp. 44-68. Flickr Workshop, Part 1
Tuesday, February 8
Read: Mark Bittman, Chop, Fry, Boil: Eating for One, or 6 Billion, New York Times, December 31, 2010. Flickr Workshop, Part 2.
Thursday, February 10
Demo Day: Breakfast Project
Tuesday, February 15
Read: Collins, “Julia Child and Revolution in the Kitchen,” from Watching What We Eat, pp. 71-100.
Thursday, February 17
Read: Brother Rick Curry, S.J., “Making Bread,” from The Secrets of Jesuit Breadmaking, pp. 11-21; Molly Katzen, "An Illustrated Guide to the Baking of Yeast Bread," from The Enchanted Broccoli Forest, pp. 86-95. Wordpress Workshop.
Tuesday, February 22
Read: Collins, “The Me Decade and the Galloping Gourmet” & “Cultural Capital and the Frugal Gourmet,” from Watching What We Eat, pp. 101-155.
Thursday, February 24
Demo Day: Baking Bread Project
Tuesday, March 1
Read: Collins, “A Network of Its Own,” from Watching What We Eat, pp. 159-185.
Thursday, March 3
Read: Collins, “Good Television” & “‘Democratainment’: Gender, Class, and the Rachael-Martha Continuum,” from Watching What We Eat, pp. 186-231.
Tuesday, March 8
Read: Collins, “Evolution: How Did We Get Here and What’s On Next?” from Watching What We Eat, pp. 232-252.
Thursday, March 10
Demo Day: Food Person Project
March 15 & 17
SPRING BREAK
Tuesday, March 22
Read: Patricia Harris, David Lyon, and Sue McLaughlin, “Food & Culture,” from The Meaning of Food, pp. 61-105.
Thursday, March 24
Read: Sandra Cate, “‘Breaking Bread with a Spread’ in the San Francisco County Jail,” Gastronomica, Summer 2008, pp. 17-24.
Tuesday, March 29
Demo Day: Food and Culture Project
Thursday, March 31
Watch: Food, Inc.
Tuesday, April 5
Read: Lisa Miller, Divided We Eat, Newsweek, November 22, 2010.
Thursday, April 7
Read: Michael Pollan, Out of the Kitchen, Onto the Couch, New York Times Magazine, August 2, 2009.
Tuesday, April 12
Read: Elizabeth Kolbert, Green Like Me, The New Yorker, August 31, 2009; and Rachel Laudan, “A Plea for Culinary Modernism: Why We Should Love Fast, New, Processed Food,” Gastronomica, February 2001, pp. 36-44.
Thursday, April 14
Demo Day: Lunch Project
Tuesday, April 19
Read: Kim Severson, Neighbor, Can You Spare a Plum? New York Times, June 10, 2009; Fallen Fruit, “Take Back the Fruit: Public Space and Community Activism, from Food, edited by John Knechtel (MIT Press, 2007).
Thursday, April 21
No class.
Tuesday, April 26
Guest: Marco Perez Navarrete, Permaculture Institute of El Salvador. Readings TBD.
Thursday, April 28
Demo Day: Seasonal Dish Project
Tuesday, May 3
Read: Novella Carpenter, “Turkey,” from Farm City: The Education of an Urban Farmer, pp. 1-98.
Thursday, May 5
Read: Carpenter, “Rabbit,” from Farm City, pp. 99-184.
Tuesday, May 10
Read: Carpenter, “Pig,” from Farm City, pp. 185-269. Guest: Novella Carpenter.
Thursday, May 12
Demo Day: Last Supper Project
This class has no final exam.
Grading:
Quizzes, homework, and in class assignments - 30%
Class participation - 20%
Projects - 30%
Demo Days - 20%
Attendance Policy:
Missing class, or attending class unprepared, will significantly affect your final grade. If you do miss class, contact a classmate or two to find out what we discussed in class and ask to borrow their notes. After doing this, if you have questions about missed material, visit me during office hours.
Rules:
1. No late work accepted.
2. No drinking out of non-reusable containers during class.
Tuesday, January 18, 2011
golden gate park (spring 2011)
Golden Gate Park
First-Year Seminar
Harney Science Center 143
Tuesdays & Thursdays 9:55-11:40
Professor David Silver
Office: Kalmanavitz 141
Office hours: Tues & Thurs 3-4 pm
Contact: dmsilver [ at ] usfca [ dot ] edu
Golden Gate Park is a First-Year Seminar that explores the history, built environment, popular narratives, and mixed uses of San Francisco's Golden Gate Park. Through readings, class discussions, and library workshops, students will develop a broad and keen understanding of the park; through field trips, students gain valuable on-site experience in and with the park. An accelerated writing seminar, Golden Gate Park fulfills USF’s Core A2 requirement.
Learning Outcomes
In this class, students will learn:
o How to read, analyze, and summarize complex texts from multiple fields and subjects;
o How to develop interesting research questions based on outside research and individual interests;
o How to use Gleeson Library and online tools to find relevant material from a range of sources and disciplines;
o How to write, edit, revise, and polish clear and compelling essays that, when necessary, keep with the conventions of academic and/or professional discourse; and
o How some sand dunes called the Outside Lands became Golden Gate Park.
Required Text:
o Gerald Graff and Cathy Birkenstein, They Say/I Say: The Moves That Matter in Academic Writing, 2nd Edition (W. W. Norton, 2009)
Course Schedule:
Week 1:
Tuesday, January 25
Introductions.
Thursday, January 27
Read: Gerald Graff and Cathy Birkenstein, “‘They Say’: Starting with What Others Are Saying,” in They Say/I Say: The Moves That Matter in Academic Writing (or TSIS), pp. 19-29. Twitter Workshop.
Week 2:
Tuesday, February 1
Read: Graff and Birkenstein, “‘Her Point Is’: The Art of Summarizing,” in TSIS, pp. 30-41; and Raymond H. Clary, “The Birth of American Parks,” in Making of Golden Gate Park: The Early Years: 1865-1906, pp. 1-5.
Thursday, February 3
Read: Clary, “The Beginning of Golden Gate Park” and “The Visionary Plan of William Hammond Hall,” in Making of Golden Gate Park, pp. 11-27.
Week 3:
Tuesday, February 8
Field trip: Conservatory of Flowers
Thursday, February 10
Paper 1 due in class. Library Workshop.
Week 4:
Tuesday, February 15
Read: Graff and Birkenstein, “‘As He Himself Puts It’: The Art of Quoting,” in TSIS, pp. 42-51; and Clary, “Politics in the Park,” in Making of Golden Gate Park, pp. 33-43.
Thursday, February 17
Read: Gray Brechin, Imperial San Francisco: Urban Power, Earthly Ruin, pp. 80-89.
Week 5:
Tuesday, February 22
Field trip (with Peter Novak, Vice Provost for Student Life): National AIDS Memorial Grove. Prior to field trip, read: Christopher Pollock and Erica Katz, “The Eastern End,” in San Francisco's Golden Gate Park: A Thousand and Seventeen Acres of Stories, pp. 12-49; and "About the National AIDS Memorial Grove."
Thursday, February 24
Paper 2 due in class. Library Workshop.
Week 6:
Tuesday, March 1
Read: Graff and Birkenstein, “‘Yes / No / Okay, But’: Three Ways to Respond,” in TSIS, pp. 55-67; and Clary, “Midwinter Fair,” in Making of Golden Gate Park, pp. 110-125.
Thursday, March 3
Read: Graff and Birkenstein, “‘And Yet’: Distinguishing What You Say from What They Say,” in TSIS, pp. 68-77; and Pollock and Katz, “The Music Concourse,” in San Francisco's Golden Gate Park, pp. 50-79.
Week 7:
Tuesday, March 8
Field trip: The Music Concourse and The Japanese Tea Garden
Thursday, March 10
Paper 3 due in class. Library Workshop.
Week 8 (March 15 & 17)
SPRING BREAK
Week 9:
Tuesday, March 22
Read: Graff and Birkenstein, “‘Skeptics May Object’: Planting a Naysayer in Your Text,” in TSIS, pp. 78-91; and selections from Christopher Pollock’s Golden Gate Park: San Francisco's Urban Oasis in Vintage Postcards.
Thursday, March 24
Read: Graff and Birkenstein, “‘So What? Who Cares?’: Saying Why It Matters,” in TSIS, pp. 92-101; and Sally B. Woodbridge, John M. Woodbridge, and Chuck Byrne, “Golden Gate Park & Vicinity,” in San Francisco Architecture: An Illustrated Guide to the Outstanding Buildings, Public Art Works, and Parks in the Bay Area of California, pp. 197-205.
Week 10:
Tuesday, March 29
Field trip: The de Young Museum
Thursday, March 31
Paper 4 due in class. USF Roundtable featuring Shawn Calhoun (Gleeson Library); Alex Hochman (Career Center); and Charlene P. Lobo Soriano (First Year Student Services).
Week 11:
Tuesday, April 5
Read: Graff and Birkenstein, “‘As a Result’: Connecting the Parts,” in TSIS, pp. 105-120; and Clary, “The Great Disaster,” Making of Golden Gate Park, pp. 156-169.
Thursday, April 7
Read: Graff and Birkenstein, “‘Ain’t So / Is Not’: Academic Writing Doesn’t Always Mean Setting Aside Your Own Voice,” in TSIS, pp. 121-128.
Week 12:
Tuesday, April 12
Read: James R. Smith, “California Midwinter International Exposition – 1894,” in San Francisco's Lost Landmarks, pp. 111-126.
Thursday, April 14
James R. Smith, “Playland at the Beach,” in San Francisco's Lost Landmarks, pp. 44-53.
Week 13:
Tuesday, April 19
Graff and Birkenstein, “‘But Don’t Get Me Wrong’: The Art of Metacommentary,” in TSIS, pp. 129-138.
Thursday, April 21
Paper 5 due in class. Library Workshop.
Week 14:
Tuesday, April 26
Read: Josh Sides, “The Unspoken Sexuality of Golden Gate Park,” in Erotic City: Sexual Revolutions and the Making of Modern San Francisco, pp. 123-140.
Thursday, April 28
Read: Wikipedia entries for Golden Gate Park; Conservatory of Flowers; AIDS Memorial Grove; Music Concourse; and Japanese Tea Garden.
Week 15:
Tuesday, May 3
Read: Philip J. Dreyfus, “Greening the City,” in Our Better Nature: Environment and the Making of San Francisco, pp. 67-100.
Thursday, May 5
Paper 6 due in class.
Week 16:
Tuesday, May 10
Field trip: The Beach Chalet and Ocean Beach. Prior to field trip, read: Pollock and Katz’s “Facing West,” in San Francisco's Golden Gate Park, pp. 112-125.
Thursday, May 12
Reflection Paper due in class.
There is no final exam in this class.
Grading:
Paper 1 - 10%
Paper 2 - 10%
Paper 3 - 10%
Paper 4 - 10%
Paper 5 - 10%
Paper 6 - 10%
Reflection Paper - 10%
Class participation - 15%
Field trip participation - 15%
Attendance Policy:
Because this is an accelerated writing seminar, attendance is crucial. Students are expected to attend each class and field trip, have all readings finished prior to class or field trip, and be ready to participate in class discussions. Missing class, or attending class unprepared, will significantly affect your final grade. If you do miss class, contact a classmate or two to find out what you missed and ask to borrow their notes. After doing this, if you have questions about missed material, visit me during office hours.
Academic Integrity:
Plagiarism is using another person’s words and/or ideas without giving appropriate credit. Plagiarism is a serious violation of academic honor and personal integrity and can result in failing an assignment, being removed from this course, or even being asked to leave USF.
Rules:
1. No late work accepted.
2. In class and on field trips, no drinking out of non-reusable containers.
First-Year Seminar
Harney Science Center 143
Tuesdays & Thursdays 9:55-11:40
Professor David Silver
Office: Kalmanavitz 141
Office hours: Tues & Thurs 3-4 pm
Contact: dmsilver [ at ] usfca [ dot ] edu
Golden Gate Park is a First-Year Seminar that explores the history, built environment, popular narratives, and mixed uses of San Francisco's Golden Gate Park. Through readings, class discussions, and library workshops, students will develop a broad and keen understanding of the park; through field trips, students gain valuable on-site experience in and with the park. An accelerated writing seminar, Golden Gate Park fulfills USF’s Core A2 requirement.
Learning Outcomes
In this class, students will learn:
o How to read, analyze, and summarize complex texts from multiple fields and subjects;
o How to develop interesting research questions based on outside research and individual interests;
o How to use Gleeson Library and online tools to find relevant material from a range of sources and disciplines;
o How to write, edit, revise, and polish clear and compelling essays that, when necessary, keep with the conventions of academic and/or professional discourse; and
o How some sand dunes called the Outside Lands became Golden Gate Park.
Required Text:
o Gerald Graff and Cathy Birkenstein, They Say/I Say: The Moves That Matter in Academic Writing, 2nd Edition (W. W. Norton, 2009)
Course Schedule:
Week 1:
Tuesday, January 25
Introductions.
Thursday, January 27
Read: Gerald Graff and Cathy Birkenstein, “‘They Say’: Starting with What Others Are Saying,” in They Say/I Say: The Moves That Matter in Academic Writing (or TSIS), pp. 19-29. Twitter Workshop.
Week 2:
Tuesday, February 1
Read: Graff and Birkenstein, “‘Her Point Is’: The Art of Summarizing,” in TSIS, pp. 30-41; and Raymond H. Clary, “The Birth of American Parks,” in Making of Golden Gate Park: The Early Years: 1865-1906, pp. 1-5.
Thursday, February 3
Read: Clary, “The Beginning of Golden Gate Park” and “The Visionary Plan of William Hammond Hall,” in Making of Golden Gate Park, pp. 11-27.
Week 3:
Tuesday, February 8
Field trip: Conservatory of Flowers
Thursday, February 10
Paper 1 due in class. Library Workshop.
Week 4:
Tuesday, February 15
Read: Graff and Birkenstein, “‘As He Himself Puts It’: The Art of Quoting,” in TSIS, pp. 42-51; and Clary, “Politics in the Park,” in Making of Golden Gate Park, pp. 33-43.
Thursday, February 17
Read: Gray Brechin, Imperial San Francisco: Urban Power, Earthly Ruin, pp. 80-89.
Week 5:
Tuesday, February 22
Field trip (with Peter Novak, Vice Provost for Student Life): National AIDS Memorial Grove. Prior to field trip, read: Christopher Pollock and Erica Katz, “The Eastern End,” in San Francisco's Golden Gate Park: A Thousand and Seventeen Acres of Stories, pp. 12-49; and "About the National AIDS Memorial Grove."
Thursday, February 24
Paper 2 due in class. Library Workshop.
Week 6:
Tuesday, March 1
Read: Graff and Birkenstein, “‘Yes / No / Okay, But’: Three Ways to Respond,” in TSIS, pp. 55-67; and Clary, “Midwinter Fair,” in Making of Golden Gate Park, pp. 110-125.
Thursday, March 3
Read: Graff and Birkenstein, “‘And Yet’: Distinguishing What You Say from What They Say,” in TSIS, pp. 68-77; and Pollock and Katz, “The Music Concourse,” in San Francisco's Golden Gate Park, pp. 50-79.
Week 7:
Tuesday, March 8
Field trip: The Music Concourse and The Japanese Tea Garden
Thursday, March 10
Paper 3 due in class. Library Workshop.
Week 8 (March 15 & 17)
SPRING BREAK
Week 9:
Tuesday, March 22
Read: Graff and Birkenstein, “‘Skeptics May Object’: Planting a Naysayer in Your Text,” in TSIS, pp. 78-91; and selections from Christopher Pollock’s Golden Gate Park: San Francisco's Urban Oasis in Vintage Postcards.
Thursday, March 24
Read: Graff and Birkenstein, “‘So What? Who Cares?’: Saying Why It Matters,” in TSIS, pp. 92-101; and Sally B. Woodbridge, John M. Woodbridge, and Chuck Byrne, “Golden Gate Park & Vicinity,” in San Francisco Architecture: An Illustrated Guide to the Outstanding Buildings, Public Art Works, and Parks in the Bay Area of California, pp. 197-205.
Week 10:
Tuesday, March 29
Field trip: The de Young Museum
Thursday, March 31
Paper 4 due in class. USF Roundtable featuring Shawn Calhoun (Gleeson Library); Alex Hochman (Career Center); and Charlene P. Lobo Soriano (First Year Student Services).
Week 11:
Tuesday, April 5
Read: Graff and Birkenstein, “‘As a Result’: Connecting the Parts,” in TSIS, pp. 105-120; and Clary, “The Great Disaster,” Making of Golden Gate Park, pp. 156-169.
Thursday, April 7
Read: Graff and Birkenstein, “‘Ain’t So / Is Not’: Academic Writing Doesn’t Always Mean Setting Aside Your Own Voice,” in TSIS, pp. 121-128.
Week 12:
Tuesday, April 12
Read: James R. Smith, “California Midwinter International Exposition – 1894,” in San Francisco's Lost Landmarks, pp. 111-126.
Thursday, April 14
James R. Smith, “Playland at the Beach,” in San Francisco's Lost Landmarks, pp. 44-53.
Week 13:
Tuesday, April 19
Graff and Birkenstein, “‘But Don’t Get Me Wrong’: The Art of Metacommentary,” in TSIS, pp. 129-138.
Thursday, April 21
Paper 5 due in class. Library Workshop.
Week 14:
Tuesday, April 26
Read: Josh Sides, “The Unspoken Sexuality of Golden Gate Park,” in Erotic City: Sexual Revolutions and the Making of Modern San Francisco, pp. 123-140.
Thursday, April 28
Read: Wikipedia entries for Golden Gate Park; Conservatory of Flowers; AIDS Memorial Grove; Music Concourse; and Japanese Tea Garden.
Week 15:
Tuesday, May 3
Read: Philip J. Dreyfus, “Greening the City,” in Our Better Nature: Environment and the Making of San Francisco, pp. 67-100.
Thursday, May 5
Paper 6 due in class.
Week 16:
Tuesday, May 10
Field trip: The Beach Chalet and Ocean Beach. Prior to field trip, read: Pollock and Katz’s “Facing West,” in San Francisco's Golden Gate Park, pp. 112-125.
Thursday, May 12
Reflection Paper due in class.
There is no final exam in this class.
Grading:
Paper 1 - 10%
Paper 2 - 10%
Paper 3 - 10%
Paper 4 - 10%
Paper 5 - 10%
Paper 6 - 10%
Reflection Paper - 10%
Class participation - 15%
Field trip participation - 15%
Attendance Policy:
Because this is an accelerated writing seminar, attendance is crucial. Students are expected to attend each class and field trip, have all readings finished prior to class or field trip, and be ready to participate in class discussions. Missing class, or attending class unprepared, will significantly affect your final grade. If you do miss class, contact a classmate or two to find out what you missed and ask to borrow their notes. After doing this, if you have questions about missed material, visit me during office hours.
Academic Integrity:
Plagiarism is using another person’s words and/or ideas without giving appropriate credit. Plagiarism is a serious violation of academic honor and personal integrity and can result in failing an assignment, being removed from this course, or even being asked to leave USF.
Rules:
1. No late work accepted.
2. In class and on field trips, no drinking out of non-reusable containers.
Wednesday, October 27, 2010
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