WELCOME TO CLASS! This small, interactive, community-based learning seminar offers a chance for you to get to know more about the major, about writing, and about rhetoric, while collaborating with each other and a community partner—the Driftless Writing Center in Viroqua, Wisconsin—to contribute to a real-life community project: Stories from the Flood.
Stories from the Flood is a project to collect and produce thorough accounts of what people, municipalities, and the environment in Wisconsin’s Kickapoo and Coon Creek watersheds endured in the August/September 2018 floods as climate change alters their lives and landscape. The effort creates a platform for Valley residents to work through and share their collective experiences, while offering a foundation for watershed-wide planning about future flooding in the Valley. As of September 2019, volunteers from the Driftless Writing Center and its partner organizations had documented the stories of more than 50 flood survivors through individual interviews and community workshops from Wilton to Wauzeka.
Download complete course syllabus here.
WHAT IS ENGL 245? The course catalog says that this small, 3 credit hour seminar offers students close instruction in the principles and practices of informed, engaged, critical reading and writing. While texts and topics vary, each seminar reinforces fundamental skills taught across the English major, strengthening students’ capacities to write and speak powerfully and to build convincing, original, well-organized arguments that persuade audiences of their significance. Students will meet with the professor in individual writing conferences and will write at least 30 pages, including drafts and informal assignments spread throughout the semester.
WHAT WILL WE DO IN THIS SECTION OF ENGL 245?
- Spend approximately 2.5 hours in class and 6 hours out of class on our work each week. Over the semester, at least 25 of those out of class hours will be spent participating in community-based service.
- Think. Write. Talk. Go places. See things. Engage people. Write even more!
- Learn about rhetoric, writing, Wisconsin, rivers, flooding, resilience, public memory, and each other.
- Create timely, compelling analyses of personal stories, texts, river valleys, and life.
- Complete four major related projects on behalf of our community partner, the Driftless Writing Center.
- Contribute to the creation and preservation of Wisconsin’s history and think critically about that work.
WHAT CAN WE EXPECT TO LEARN?
This semester, students will:
- Learn about writing, rhetoric, rivers, resilience, and Wisconsin history as it shapes the present.
- Engage with Wisconsin’s aquatic ecosystems and the humans who rely on them.
- Create original, coherent, and compelling analyses that push beyond summary to synthetic, independent, critical thinking.
- Apply the tools of rhetoric to solve problems and take action in the public sphere.
- Partner with others to address timely problems and create positive community change.
- Enact the Wisconsin Experience: cultivating empathy and humility, relentless curiosity, intellectual confidence, and purposeful action.
Introductions to the class and each other, discussion about how water shapes the stories of our lives, syllabus review
Homework for Monday 9/9
– Create a SWOT (Strengths, Weaknesses, Opportunities, Threats) in your notebook: What have you learned to this point in your education that will equip you to do this work this semester? What else do you need to know? What do you want to learn? What do you hope to get out of this?
– Take time to think about course expectations and the grading contract and make notes: What do we expect of each other in class and out? What should an “A” look like?
– Read Robin Wall Kimmerer, “Kickapoo,” from Gathering Moss
– Read Lynne Heasley, “A Dam for New Times,” from A Thousand Pieces of Paradise
– Read a a selection of news stories from the August/September 2018 floods and this September 2019 follow-up from Wisconsin Public Radio
Review SWOT analyses to come out with our shared strengths and opportunities, work through a proposed grading contract based on class input, discuss Kimmerer, Heasley, and flood coverage, prep for listening to audio files
Homework for Wednesday 9/11
– Listen to audio files of two community interviews from the Stories from the Flood project. Audio files (.mp3s) and transcripts (.docx) are available on our course Canvas site. CGD strongly recommends you listen to the interviewees in their own voices, but you may want to follow along with the text file, as well.
Information about the deep history of flooding in the region, preparing for community engagement discussion and identity activity with CBL Intern Catherine, introduction to field notes and reflection to prep for field trip
Homework for Monday 9/16
– Listen to audio files of three additional community interviews from Stories from the Flood. Audio files (.mp3s) and transcripts (.docx) are available on our course Canvas site. Again, CGD strongly recommends you listen to the interviewees in their own voices, but you may want to follow along with the text file, as well.
Saturday 9/14 (8am – 5pm) – FIELD TRIP TO THE KICKAPOO VALLEY!
Meet at the Memorial Union at 7:45am, for an 8am departure. We’ll be traveling via school bus to the Kickapoo Valley, meeting with Tamara Dean from the Driftless Writing Center for an orientation to your work, and visiting a number of flood sites with Tamara and Brad Steinmetz, a historian from La Farge. Lunch will be provided. We will return to the Memorial Union at 5pm.
CGD distributes grading contract draft to approve and in depth description of the first major writing project: the interview analysis for the Stories from the Flood celebration booklet. Reflection activity focused on Saturday’s field trip to the Kickapoo. Discussion of major themes from latest set of interviews.
Homework for Wednesday 9/18
– Listen to audio files of two more community interviews from Stories from the Flood (these are relatively short). Audio files (.mp3s) and transcripts (.docx) are available on our course Canvas site. Again, CGD strongly recommends you listen to the interviewees in their own voices, but you may want to follow along with the text file, as well.
– Type a mock interview summary of what we’ve listened to thus far, in the style of our first writing project. Try it out!
– Take a quick look at the interview prep documents from the Driftless Writing Center, available on Canvas.
Discussion of SFTF interview documents and practice interviewing each other.
Homework for Monday 9/23
– Read collection of flood writing on Canvas site from Brad Steinmetz
– Read Lynne Heasley, “(Re-)Enter the Ho-Chunk” from A Thousand Pieces of Paradise
Watch “The Kickapoo Valley Reserve: From Here to There” and discuss Brad Steinmetz writing and Heasley chapter about La Farge
Homework for Monday 9/30
Prep for interviews! Work on booklet analysis!
Wednesday 9/25 – NO CLASS MEETING!
CGD will be in La Farge for the Over the Levee, Under the Plow workshop.