Kevin Hogan hogank[at]evergreen.edu 360-867-5078

Nancy Parkes parkesn[at]evergreen.edu 360-867-6737

Writing assignments

First short paper (due in class on Saturday 17 April)

Your task is to analyze the conservation problem described by Peter Matthiessen in Tigers in the Snow, in light of the processes discussed by Alfred Crosby in Ecological Imperialism. Are some of the factors that Crosby describes operating in the case of the tigers? Discuss examples. In what ways are the problems faced by the tigers different from the issues discussed by Crosby? Use of sources in addition to these two books is encouraged.

Second short paper (due in class on Monday 26 April)

In The Future of Life, Edward O. Wilson begins the book with a letter to Thoreau. Read this letter carefully. Wilson’s thesis is that, "The race is now on between the technoscientific forces that are destroying the living environment and those that can be harnessed to save it. We are inside a bottleneck of overpopulation and wasteful consumption. If the race is won, humanity can emerge in far better condition than when it entered, and with most of the diversity of life still intact."

You will write a letter to Wilson. Use the entirety of his book, and speak directly to the author. Discuss at least three of the problems that he raises, making use of citations from his text. Using at least one outside source, discuss at least two of the solutions Wilson proposes—and whether or not these solutions are viable. Avoid editorial writing—stick to the Wilson text, and the expert opinion(s) of your outside source(s). At the end of your paper, you may add your personal or heartfelt views, if you choose.

Third short paper (due in class on Saturday 15 May)

Of the environmental issues that we have considered in this program, what is the most urgent? Be specific—rather than considering "endangered species" as a whole, select a particular species or group of species; rather than "water pollution," select a specific contaminant or a particular body of water. Support your analysis with information from the assigned reading and other sources. What solution(s) do you propose? What are the possible problems with your solution? What are the major obstacles that may block the implementation of your solution?

Group research project (see syllabus for due dates)

Groups of three or four students will select a topic under study in this program, such as "biological imperialism," biodiversity, or ecological restoration. First, look at how the environmental dilemma posed by humans came about. What were the conflicts? How did humans "control" nature? What were the positive outcomes? What were the negative outcomes? Quantify the magnitude of the problem.

Then you need to develop a possible solution to the problem. While you may not be able to solve the problem entirely, your solution must make a quantifiable difference on a large scale (i.e., this is not an "I" solution—"I" will convert "my" car to biodiesel, etc.). This may come from extrapolating the analysis to a larger population or spatial scale. For example, if Company Y converts its auto production to hybrid vehicles and reduces certain air pollutants, and increases fuel efficiency by x percent, what would the result be if company Z and W did the same?

Examine cases where similar solutions have been tried. For example, if you propose restoring an estuary to its "natural" state, find examples of studies that evaluate similar efforts. Projects that failed offer opportunities to make your proposed solution better. Use library and archival research to gather this information, as well as interviews.

Think hard about how you are "engineering nature." Any solution will create some new problems—what might be the negative consequences of your proposed solution? How will you assess and quantify whether your proposed solution is successful?

The group project report will consist of a 1800-2500 word (7-to-10 page), double-spaced paper with graphs and tables. Research must include print sources such as peer-reviewed journal articles, books, newspapers and magazines, and government documents. Each individual student will write a 2-page paper detailing his or her role in the group, examining what they learned and how they learned it, and answering this question: What did you know when you began this work and what do you know now? In what ways do you now think differently about your question?

Each group will make a 15-minute presentation to the program as a whole, which will be integrated and well coordinated, and will include graphics and interactive means to involve the audience. Group members will participate equally in the presentation.

Help with writing

The Writing Center is there to help you. You can call (360) 867 6420 for an appointment, or check their website. You can get help with grammar at the Hypergrammar site at the University of Ottawa.

Formats for written work

For all assignments, we expect a high standard of presentation. This includes one-inch margins (no larger) all around, double spaced, 12-point type, with the pages numbered and stapled. More detailed information on using MLA formats can be found here. Any articles, chapters, books, and websites that were a source of information, ideas, data, or analysis must be cited in the text and listed under "Literature Cited" at the end of the paper. Citations should follow the MLA formats.