Fall Course Guide

Residential College Courses

Fall Term, 1998 (September 8-December 21, 1998)

Residential College students are given priority in all Residential College courses during the Early Registration and registration periods, and from waitlists. RC courses which satisfy specific Residential College graduation requirement are reserved for RC students only (e.g., RC language courses).

Waitlists of Residential College courses are maintained in the Residential College Counseling Office, 134 Tyler, East Quad. When a course fills, students should contact the RC Counseling Office (647-4359) to be placed on a waitlist if one is being maintained.

RC sections of LS&A courses
These sections will be letter graded for all students

Chem 130, Sections 111 General Chemistry, Macroscopic Investigations & Reaction Principles.
Students must elect lecture Section 100 in conjunction with this course. See Chemistry 130.

Chem 210 Section 190 Structure & Reactivity.
Students must elect lecture section 211 in conjunction with this course.See Chemistry 210.

Math 115 Section 110 Analytical Geometry & Calculus.
See Math 115.

Core (Division 863)

Written and Verbal Expression

Foreign Language

Take me to the Fall Time Schedule

Written and Verbal Expression

105. Logic and Language. (4). (MSA).
Argument is the focus of this course, both in symbols and in language. We deal with the forms of arguments, the application of them, what makes them valid or invalid, weak or strong. We do this in two concurrent ways: (a) Microcosmically, we examine the structure of arguments, what makes them tick. In the deductive sphere we deal with the relations of truth and validity to develop the logic of propositions, and enter the logic of quantification. In the inductive sphere, we deal with argument by analogy, and causal analysis, and with elementary probability theory. (b) Macrocosmically, we do the analysis of real arguments in controversial contexts, as they are presented in classical and contemporary philosophical writing: ethical arguments (in Plato); political arguments (in J.S. Mill); and legal arguments as they appear in Supreme Court decisions. In all cases both substance and form are grist for our mill. (C. Cohen)
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334. Special Topics. (4). (Excl).
Section 002 Earth: Centered Children in the Virtual Age.
Can literature substitute in any way for exposure to natural sites and time spent caring for growing plants and animals? Can reading develop ecological traditions, the understanding that earth must be shared? As our sense of endangered nature on this shrinking planet becomes acute, children are our last frontier. As environmental educators, adults must consider what kind of heroes, myths and tales sustain a life-affirming ethic in a technological and synthetic age. This course examines the history of environmental juvenile literature from its 18th-century origins to today's "living books."

In studying urban pastorals, classics of worldbuilding, tales of solo survival, environmental autobiographies and national fables, we will consider what stories and experiences transcend adult guilt and inspire the sharing and preservation of global resources. In addition to writings by educators, literary critics, ecological philosophers, developmental psychologists, and naturalists, readings will be drawn from such writers as J.J. Rousseau, Daniel Defoe, George MacDonald, Walt Whitman, Rudyard Kipling, C.G. Jung, Frances Hodgson Burnett, Laura Ingalls Wilder, Edith Cobb, Felice Holman, Gary Paulsen, Lynn Cherry, Chris van Allsberg, Jean Craighead George, Annie Dillard, and Paula Fox.

Community outreach component: Students will explore the role of forts, hideouts and outdoor play to diverse children growing up in Southeastern Michigan. On field trips to Detroit and local communities, we will photograph and map urban, rural and suburban play areas school yards, theme parks, designated "kid spaces," semi-wild sanctuaries which reflect a variety of class backgrounds and adult assumptions about the nature and needs of elementary-age children. Students will interview adults and children about the role of outdoor free play and world building in their lives. In conjunction with museum specialists, local artists and outside consultants, participants in RC Core 334 will also learn how to plan and mount an exhibition, "Secret Spaces of Childhood," at the RC Gallery which will juxtapose their photographs, children's book illustrations, and juvenile artwork to dramatize and publicize their findings. (Goodenough)
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Foreign Language

Intensive Language Courses

Intensive language courses meet in lecture and discussion twice a day four days a week. The language programs have language lunch tables, coffee hours, and other social events. There is a language laboratory in the College, and the language teachers are available for counseling and additional help. If a student begins a new language, proficiency is usually attained in one year through the Residential College program.

Core
190 Intensive French I
(Belloni),
191 Intensive German I (Shier),
193 Intensive Russian I, (A. Makin),
194 Intensive Spanish I (López-Cotin).

The goal of these courses is to provide the student with a basic but solid knowledge of grammatical structures and syntax, a functional vocabulary, familiarity with intonation patterns and native pronunciation, and practice in speaking and writing. Upon completion of Intensive I, the student can understand simplified written texts of short spoken passages without the aid of a dictionary, and can carry on a short, elementary conversation.

Core
290 Intensive French II
(Butler-Borruat),
291 Intensive German II (Shier),
294 Intensive Spanish II .

The goal of these courses is to expand vocabulary and to master grammatical structures and syntax to the level of competency required to pass a proficiency exam. This entails developing the ability to communicate with some ease with a native speaker, in spoken and written language. Students must be able to understand the content of texts and lectures of a non-technical nature, and of a general (non-literary) interest.

193/Russian 103. Intensive First-Year Russian. No credit granted to those who have completed or are enrolled in Russian 101, 102, 111, or 112. (8). (LR).
See Russian 103. (A. Makin)
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310. Accelerated Review-French. Permission of instructor. (4). (LR).
The goal of this course is to bring students to the level of Proficiency defined in the brochure "The French Program at the Residential College", in the four linguistic skills. Students who take RC Core 310 typically have not reached this level in two or more skills, but do not need RC Core 290 to do so. This course is taught on a semi-tutorial mode with hours arranged to meet the particular needs of the students. In this course, emphasis is placed on correctness and fluidity of expression in speaking and in writing. Speaking skills are developed though weekly conversation sessions on current topics; personalized pronunciation diagnoses are administered and exercises prescribed. Writing skills are refined through a review of deficient grammar points and composition assignments which give students the opportunity to improve the accuracy and expressiveness of their style. In addition, exposure to primary source materials (current magazines or newspapers) and to texts of cultural and literary value develop reading ability and vocabulary. Listening skills are trained in informal conversational exchanges and in lectures with note-taking in French. (Anderson-Burack)
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311. Accelerated Review-German. Permission of instructor. (4). (LR).
This course is designed to meet the individual needs of students who have not yet passed the German proficiency exam, but who do not require the 8-credit RC Core 291 to prepare themselves for it. Assignment develop students' mastery of the 4 skills and improve facility and accuracy of grammar and vocabulary. The goals of this course are to lead student to an advanced intermediate level of proficiency and prepare them for RC Core 321.
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314. Accelerated Review-Spanish. (4). (LR).
This course is designed for students with, a fairly extensive background in Spanish, who are too advanced for second year intensive, although communicative competency is deficient in one of the basic language areas which would prevent success in a readings course. Attention is given to the development of reading skills through exposure to primary source materials such as magazines and newspapers. Plays and short stories may also be included. The course includes periodic listening comprehension tests. Weekly written compositions are assigned and evaluated for accuracy of expression and style.
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320. Seminaire en français. Proficiency test. (4). (Excl). May be repeated for credit.
Section 002 Existentialism: The Human Condition and the Absurd.
Far from being a doctrine, Existentialism is fundamentally a philosophical tendency. Born of a reaction against Hegelian rationalism, the different existentialist tendencies come together in the rehabilitation of freedom, subjectivity and individual existence. In this course, we will attempt, through our readings, to discern the characteristics of various existentialist concepts. After a brief survey of the precursors and the "founders" of existentialism, we will focus on two members of what has been called the Philosophical School of Paris, namely Jean-Paul Sartre and Simone de Beauvoir. The study of Albert Camus' conception of the human condition and the absurd will lead us to the "Théâtre de l'Absurde" which we will approach through plays by Eugène Ionesco. Concepts such as, among others, suicide, "engagement", and the Other will be emphasized according to student interests. Students will be asked to write short essays on the readings and to participate actively in class discussions. Assigned works: Jean-Paul Sartre, L'Existentialisme est un humanisme, La Nausée (excerpts), Les Mouches, Le Mur; Albert Camus: Le Myth de Sisyphe (excerpts), Caligula, L'Étranger; Simone de Beauvoir, Les Bouches inutiles, excerpts from Le Sang des autres from Tous les hommes sont mortels; Eugène Ionesco, La Cantatrice chauve. Film: Luis Puenzo, La Peste. Audio-visual materials: Interviews with Sartre, Camus, and de Beauvoir. (Butler-Borruat)
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323. Russian Readings. Proficiency in Russian (by RC standards). (4). (Excl).
Section 001 Russian Foodways: The History, Culture, and the Practice of the Russian Table.
"We are what we eat." Food is fundamental and instrumental in our lives. For the traveler the table is one of the principal arenas for encounters with other cultures (after all, when we travel, we are always curious about menus, local dishes, the domestic table, and so on). But we also are how we eat, and the rituals, habits, economies, folklore, and cultural images of the table, the practices of food selection and preparation, the depiction of the table in high (and popular) culture are all significant elements in the creation of personal, regional, and national identity.

This course will examine the foodways of Russia, from the development of the Russian table to the practices and rituals of food preparation and consumption in Russia today. It will explore the semiotics of the table in Russian literature, folklore, film, and journalism, and will look at contemporary attitudes to food and eating. Students will learn what to expect when they eat and drink in Russia (and why), and will have the opportunity to emulate the habits of the Russian table, to participate in the preparation and enjoyment of an authentic Russian zastol'e, and to see the foodways of Russian Detroit. Students will be expected to participate actively in class, write six one-to-two-page response papers, and to complete a final project combining oral presentation and a six-to-eight-page paper. Readings include historical texts, belles lettres, journalism, culinary writing, tourist materials and travelers' tales, folklore. There will be a small lab fee. (Makin)
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324. Readings in Spanish. Proficiency test. (4). (Excl). May be repeated for credit.
Section 001 Tres Novelas Latinoamericanas.
En esta clase se lerrán tres novelas contemporáneas de América Latina. Del escritor peruano, Mario Vargas Llosa, [[questiondown]]Quién mató a Palomino Morero? (1986); de Gabriel García Márquez, escritor colombiano, se leerá Crónica de una Muerte Anunciada (1981), el tercer libro será decidido con posterioridad. (Posibles títulos: Querido Diego, te Abraza Quiela, de Elena Poniatowska o De Amor y De Sombra, de Isabel Allende)

Estas novelas tienen algo en común, la memoria cumple un papel importante en la reconstrucción de hechos ya sucedidos que no pueden ser cambiados. Sin embargo, la memoria no es siempre fiel a los hechos, y el recordar es, en cierta forma, querer saber y entender, pero también luchar con el pasado y re-ordenarlo, desde la perspectiva del narrador y de múltiples informates. A través de la lectura y comprensión de los textor, trataremos de descifrar el código que rige las acciones de los personajes y el poder que maneja sus acciones. Mientras Vargas Llosa y García Márquez trabajan con la noticia, el anuncio, (la anmunciación) como punto de partida, Isabel Allende y poniatowska, centran su narración en el rescate y la preservación de un hecho sucedido, pero re-creado para salvarlo del olvido. (Moya-Raggio)
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Independent Study, Fieldwork, and Tutorials

FLAIR: Foreign Language Applied to Independent Readings.

To provide more opportunities for the use of foreign language skills, one-hour Independent Studies can be arranged for the following purposes:

1. Completion of supplementary readings in a foreign language for a class taught in English

2. Completion of readings assigned in English in the original foreign language.

Students enrolling in FLAIR should discuss the proposed readings with the course instructor. The Independent Study proposal should then be presented to either Mireille Belloni (French), Janet Shier (German), or Eliana Moya-Raggio (Spanish) for further suggestions and approval. The course should then be elected through the RC Counseling Office and an Independent Study number (Core 205, 305, or 405) assigned. Upon completion of the project, the work will be evaluated and credit granted by the sponsoring foreign language coordinator.


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