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The Human Experience: Who Am I?

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1 The Human Experience: Who Am I?
HMXP 102 Adapted from Dr. M. Fike

2 Professor Information
Dr. Philip Friedman Office:  Dinkins Student Center 232 Office Hours:  TR, 9:30-10:30 and by appointment Office Phone/Voic   Departmental Office: Dinkins, (secretary = Cheryl)   Web site: 

3 Web Site
THERE IS NO “WWW” IN THIS WEB SITE! Get syllabus, calendar, and other documents from my Web site.

4 Course Description HMXP 102 is the second part of Winthrop University’s Touchstone sequence.  Through your reading, writing, and speaking, the course develops the skills that WRIT 101 introduced and prepares you for the critical thinking that CRTW 201 requires.  Therefore, HMXP 102 is a “hinge” course.

5 Exploration of the Self
Along the way, we will examine the self in various contexts that structure the readings in our anthology: Education Autonomy Community (Diversity and the Other, Alienation, The Social Self) Nature (Evolution, Ecology) The Sacred

6 “I” It will be essential to use the pronoun “I” in your papers.
You should write about yourself in particular, not about the Self in general. In other words, it is not okay to write about the all persons.

7 Discussion Since discussion will take up most of our time in class, you are expected to write your essays outside of class.  Discussion is a major requirement in HMXP You must speak up every day.

8 Expectations of Students
Be at least several minutes early for class.  Coming in at the top of the hour means that you are late.  This class starts and ends on time. Do the reading well:  often you will need to read the selections twice. Bring your HMXP anthology every day. Use the bathroom before class so that you do not have to get up after we have begun. Computers and all other electronic devices should be turned off during class. Respect Winthrop University's absence policy, which states that missing 25% of the class meetings means that you will automatically receive an F for the course.  HMXP requires class presence and participation.  Missing (the equivalent of) a month of class, by any combination of tardies and absences, means that you will automatically receive an F, even if it is the last week of class. Finally, be advised that it is better to tell me in advance about late work than to let a due date pass and then make excuses.  And remember:  Only officially documented absences (see below) justify extensions.  An absence is always an absence, whatever the reason.  Winthrop athletes should see the section for athletes below.

9 Preparation Spend two hours outside of class for every hour that you are in class. Do the math: Regular semester: 3 hours in class times 2 equals 6 hours a week just on preparation. C Term: 8 hours in class times 2 equals 16 hours a week just on preparation. The reading will not take you all 6 hours, so use the rest to work on your papers.

10 Requirements 15%: Class participation – (meaningful contributions to class discussions every session. 10%:  Class participation/Seminar Leader (each of you will make a 5–7 minute formal presentation explaining the main ideas of one of the assigned readings. You will then be responsible for stimulating a class discussion on that reading.) 10%:  A final examination essay during the exam period 15%:  Reader Reflections – You will prepare 15 one paragraph (aprox. 50 words) typed reflections summarizing one of the class readings. 50%: Essays You will write three 1000 word and one 1500 word essay for this class

11 Papers All papers must be based on the classical argument, which means that you must look at an issue from more than one side (you must include objections to arguments and replies to objections).  In other words, HMXP 102 picks up where WRIT 101 leaves off.

12 More on Papers FOCUS: Your papers MUST have a focused topic, which means a narrow illustration from personal experience. Focus is THE most important element of college writing.

13 Four Fundamental Questions
What do you believe, why do you believe it, what if you are wrong, and what have you learned about yourself as a result of exploring a particular topic?  These are the main questions that will guide our discussions and your writing.  In other words, you are NOT here to stay in the same old intellectual groove. Challenge yourself to EXAMINE what you think and to consider alternatives. Alternatives are important preparation for CRTW 201 because they are one of the “elements” of critical thinking. Deep learning.

14 My Role I will function as your facilitator, coach, and co-learner; therefore, the success or failure of our class sessions is largely up to you.  Discussion is crucially important. It is inevitable that I will sometimes share my own views, but you do not have to agree with my position if you want to get a good grade. You are missing the point if you think this. However, you DO have to be able to make arguments for what you believe.

15 The Point Is… My J-O-B is to get you to push yourself.
I will always question what you said, not to be disagreeable, but to to get you to think more deeply, to read and write more effectively, and to participate actively in discussion

16 The Rest of This Slide Show
I will now survey the most important points from the syllabus.

17 Outcomes Engage in serious consideration of various ways of defining and understanding the “self.” This is a course about WHO YOU ARE as an individual human being. We are all products of our experiences, gained from parents, religious leaders, friends, communities, schools , etc. and the sum of these experiences enables the perception of who we are. This class will teach you to confront those perceptions of self. Is there another way of looking at what I believe? Are there other cogent alternatives? What if I’m right? What if I’m wrong? You will understand that knowledge is a social construct and that thoughts are things.

18 Required Texts The Human Experience: Who Am I? (5th or 6th ed.)
The Prentice Hall Reference Guide to Grammar and Usage (2nd custom edition for WU—Revised)

19 Required Supplies A good dictionary (look up words that you do not understand) A spiral notebook (please bring this to class every day) A back-up disk or flash drive ( ing your work to yourself and saving it on the network are also good safeguards; save early, save often; things like "the computer 'ate' my paper" and “my husband stepped on my computer” are not valid excuses) A stapler (all work submitted in this class must be stapled) A Winthrop University address (I may reminders through the system, and you are welcome to use the list server as well:  however, bear in mind that hitting “reply” will send your message to everyone in the class; at the *** plug in your section number) An account on

20 Course Listserv If you are not registered for the course by the day before the term begins, you must go to and add yourself to the listserv. Similarly, if you drop the course at some point, you must go to this Web site and remove your address.

21 Grading Scale Individual Assignment Grades Final Course Grade
Final Course Grade A = C = 74-76 = A A- = 90-93 C- = 70-73 80-89 = B B+ = 87-89 D+ = 67-69 70-79 = C B = 84-86 D = 64-66 60-69 = D B- = 80-83 D- = 60-63 < 60 = F C+ = 77-79 F = 55 S = min. 70

22 Summer Only: Order of Paper Assignments
Week one Nothing due Sept Begin reader responses Sept. 15: Paper One Oct 13: Paper Two Dec. 07: Paper Three Dec 8-14: Final exam

23 On Your Own Read the following: Notes on Grading Rubrics
Departmental Policies Course Policies

24 Papers: The Basic Requirements
One Thousand words is the absolute minimum A focused topic in connection with a text A thesis (qualification, controversial idea about the focus, a reason why): “Although I will argue that because ” Classical argument, including multiple paragraphs for arguments, objections, and replies MLA format (parenthetical citation, works cited) Reflection on yourself in the conclusion.

25 Three Key Policies Attendance Tardiness Format for Papers

26 Attendance We will follow Winthrop's standard attendance policy: "If a student's absences in a course total 25 percent or more of the class meetings for the course, the student will receive a grade of N, F, or U, whichever is appropriate" (Undergraduate Catalog). Regular semester: There are 28 scheduled class meetings; 7 = 25%; therefore, a seventh absence means that you have failed the course. Summer: There are 20 scheduled class meetings; 5 = 25%; therefore, a 5th absence means that you have failed the course.

27 Winthrop-Related Absences
An important note for athletes:  Your athletic-trip-related absences are still absences.  You do not get three "free" absences on top of your trip-related absences.  Like everyone else, you only get three "free" absences, so do not skip class just because you do not feel like coming.  Furthermore, if you have work due on a trip day, you must submit it before you leave.  By staying in this class, you agree to these terms.  If you insist that being an athlete entitles you to extra absences, expect me to phone the athletic department.  If you miss a presentation because of an athletic trip, you must still help the group prepare, and I will allow you to do a make-up assignment to cover the rest of your obligation.

28 Tardiness Please remember that coming in late disrupts everyone and may even stop the class for a few moments.  Try to arrive at least a few minutes early and be ready to begin right at the start of the hour. Get out your book, notebook, and pen or pencil BEFORE the day’s activities begin.  Arriving 5 or more minutes late (or leaving 5 or more minutes early) will be considered a full absence.  I will count every three tardy arrivals (less than 5 minutes late) as a full absence.  Tardy-generated absences will count against the university's 25% attendance policy.  Finally, if you come in late, you must see me after class so that I change your absence mark to a tardy mark.  If you do not see me after class, your tardiness on a given day will count as an absence.

29 Format for Papers Use Courier New, 12-point, which is what you are reading right now. I will not accept papers if they are not in the proper format. “Format for Papers” gives you a full description of the requirements. Essay Evaluation Sheet:

30 Assignments for Next Time
Next class: Reading: Plato, "The Allegory of the Cave," 3-6; also read “How To Write the College Essay.”

31 Introductions Dr. Philip Friedman Degrees:
B.A. St. Thomas University M.B.A. Nova Southeastern University D.B.A., Nova Southeastern University I have been teaching both graduate and undergraduate classes for 15 years. I have been CEO and/or COO of several million dollar plus companies. My interests: Trout fishing, skiing, scuba diving, fine woodworking, traveling, and fine food

32 Introductions Regular semester: Find a partner and exchange information (6 minutes—three minutes apiece). Introduce your partner to the rest of the class.

33 Question What did you do in WRIT 101?
Again, get with your partner and do some brainstorming (4 minutes). In particular, what did you read, and what kinds of papers did you write? How is HMXP 102 different?

34 Distinction HMXP 102 is billed as “a course with a significant writing component.” You will get the most out of it, however, if you regard it as a freshman writing course or as a writing-intensive course.

35 Implications of HMXP 102 as a Writing Course
Prewriting and revision are very important. Conferences are important. Process writing is key. Do not start your papers at the last minute. See me as your coach: the papers and the final exam are the bar; my job is to get you in shape to clear it by the end of the semester.

36 Note You do not know what you think about something until you write about it! Therefore, the notion that you can explore a text apart from writing about it is a half truth.

37 Writing in Class Free-writing: Write about your education—formal or informal. Set down anything that comes to mind. It does not have to be your WU education. It can be your high school education or any other experience that taught you things. After 5 minutes we will check in and get some feedback. What did you write? What questions do you have for each other?

38 Next Step: More Free-Writing
What are your paradigms? In other words, what “models for thinking” do you embrace? What are your “filters,” “lenses,” or “impediments”? Write down as many as you can.

39 Final Step What if those paradigms are actually impediments to accurately perceiving and critically thinking about yourself and the world? This is what Plato’s “The Allegory of the Cave,” your reading for next time, is about. Therefore, as you read this text, ask yourself if you might, in some way, be a cave dweller (a person who sees the world from a perspective that is limited, distorted, and fundamentally incorrect).

40 Our Four Questions in HMXP 102
What do I believe? Why do I believe it? What if I’m wrong? What have I learned about myself? For example, are you a cave dweller who needs to move up to the light? Are your beliefs holding you back? WHO ARE YOU in the context of formal and informal education? END

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