#  The Blank Syllabus 

 



 In "The Blank Syllabus" activity, the instructor leaves assigned readings blank for some of the class sessions. The second writing assignment requires students to choose a reading from the course anthology--a reading that is then assigned to the class, thus filling in the blanks on the syllabus. The students get practice in writing about a reading of their choosing in the first assignment.**Goal**: To give a sense of real-life stakes to a college writing assignment, and to help students gain a sense of ownership over the shape and progress of the course.

 **Class**: Expo E-25 –Academic Writing and Critical Reading

 **Procedure:**

1. **Before class.**
    1. Students browse through the course anthology and choose a text to write about. In Expo E-25, this is typically a war poem.
    2. Students are required to choose a reading that does not already appear on the syllabus, and assigned to write an essay that amounts to a critical appreciation of the reading they have selected. The essay guidelines are in the handout attached. These essays are due mid-semester.
2. **In class.**
    1. The instructor distributes a revised schedule. Under October 25th it might read:

 i.Irving, “Rip Van Winkle” (B: 980–991; Tess and Calla)

 ii.Bryant “Thanatopsis” (B: 1072–1074; Jenn and Oscar)

1. Students' names appear next to their selections in order to give them credit for the selection.
2. To initiate discussion, the instructor might say: "Tess, remind us why you thought it would be a good idea to read "Concord Hymn." What did Emerson mean by "the shot heard round the world"?

 **Comments**: The instructor encourages all educators to give it a try. He notes that it requires a bit of a leap of faith--in the power of the material, in the ability of the students to grapple independently with challenging texts, and in the educator’s own ability to handle a variety of text--but it's a leap worth making.

 **Assessment**: The instructor grades the papers that students write as a crucial part of this activity.

 *Submitted by Christopher Walsh, Expository Writing*



 

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 Attachments- [  description  assignment\_2\_2016\_expo\_e-25\_.docx ](/sites/g/files/omnuum4096/files/ablconnect/files/assignment_2_2016_expo_e-25_.docx)
- [  description  the\_blank\_syllabus.docx ](/sites/g/files/omnuum4096/files/ablconnect/files/the_blank_syllabus.docx)
 
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 See also:- [ Broadly Applicable ](/subject-area/BroadlyApplicable)
- [ Develop Communication Skills ](/learning-goals/develop-communication-skills)
- [ Defend a Position in a Model or Argument ](/learning-goals/defend-position-model-or-argument)
- [ Develop Subject Specific Intuitions ](/learning-goals/develop-subject-specific-intuitions)
- [ Reflect on the Learning Process (Metacognition) ](/learning-goals/reflect-learning-process-metacognition)
- [ EXPO E-25 Academic Writing and Critical Reading ](/class-code/expo-e-25)
- [ Authentic Learning (Simulations, Lab, Field) ](/learning-goals/authentic-learning-simulations-lab-field)
- [ Expanding Depth and Breadth ](/learning-goals/expanding-depth-and-breadth)
- [ Fostering Motivation ](/learning-goals/fostering-motivation)
- [ Group & Cooperative Learning; Students as Classroom Leaders ](/learning-goals/group-cooperative-learning-students-classroom-leaders)
- [ Stimulating Students to Think ](/learning-goals/stimulating-students-think)
- [ Multiple Classes ](/length-activity/multiple-classes)
- [ Individual ](/filter_by/individual)
- [ Pair ](/filter_by/pairs)
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- [ Whole-Class ](/filter_by/whole-class)
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- [ Applied/Concrete ](/filter_by/appliedconcrete)
- [ Expository Writing ](/department/expository-writing)
- [ Humanities ](/department/humanities)
- [ Walsh, Christopher ](/instructor/walsh-christopher)
- [ Discussion ](/filter_by/discussion)
- [ Homework ](/filter_by/homework)
- [ Peer Instruction ](/filter_by/peer-instruction-0)
- [ Research ](/filter_by/research)
- [ Academic Writing and Critical Reading ](/class-name/academic-writing-and-critical-reading)
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