click the workshop icon to get downloadable workshops. If you missed a workshop, use these to guide you in making up that work.

This section will give an overview of the weekly work expected of you and a very brief overview of the major projects of Fall and Winter.

Though this page will be updated periodically, do not rely on it for details and requirements unless a faculty has referred you to do so.

I n t e l l e c t u a l J o u r n a l

DESCRIPTION:

Your intellectual journal is a record of classroom activities and is primarily a place for notes andcritical reflections on seminars, lecture, films, trips, and readings.

I recommend keeping a composition book with you at all times as your journal.

Your entries should alternate consistently from notes, scribbles, and doodles to questions, quotations from readings and research to sustained critical writing that pursues ideas in depth. Your journal will likely be the source material for many of your seminar essays and other projects.

Your intellectual journal is not a place to record personal information.

PURPOSE:

First, writing is a mode of learning. Writing is not simply a way to communicate what you know; it's a way of finding out what you know, challenging your assumptions, and pushing your ideas further. Your seminar journal should reflect this kind of engagement in writing as a process of thinking through ideas, not merely observing or passively commenting on likes and dislikes.

Second, this kind of writing is something that you will be expected to do throughout your college career and hopefully will continue to do throughout your life.

Third, your journal will provide striking and detailed evidence to your faculty of your engagement with course activities, texts, and concepts, even if you don't talk much in class.

EXPECTATIONS:

Plan to keep notes in your journal during every class session. Date your entries.

Plan to write reflections on course concepts several times a week.

You will submit your journal to your faculty for first review in week four. The purpose of this review is to let the faculty in on your thinking, confirm that you are meeting expectations, and to begin a dialogue with faculty about ideas, critical thinking, and writing.

No specific expectations regarding length will be given. It is up to you to commit yourself to serious intellectual work through writing on a consistent basis. Your journal should provide evidence of this.

S e m i n a r

DESCRIPTION:

Seminar at Evergreen is traditionally regarded as a "student directed" activity. As your faculty for your first year at Evergreen, we feel responsible for providing you with experiences and models that will help you to have effective seminars in your future studies, while at the same time being attentive to the quality of our discussions and respectful of your abilities as students to make decisions about how the seminar should run.

Much of the work in seminar in fall quarter will be directed by faculty. Student input, reflection on the process, and ideas about the development of our learning community in seminar will be solicited on a regular basis and always welcome. The spirit of seminar will be experimental. We will relish our mistakes, look hard at ourselves when we are passive, bored, quiet, shy, anxious, and rowdy. When we are successful, we will figure out why and be sure to repeat it in the future.

In the winter, students will be grouped and assigned a seminar to facilitate. More information on this process will be available soon.

In a nutshell, seminar is a bunch of people who have all read the same book or seen the same movie sitting down together to pursue ideas in a serious and committed way. Seminar is sometimes guided by objectives, structures, conversation formats; sometimes it is completely open. Sometimes a faculty member leads seminar, or a student leads seminar. Sometimes the faculty member is completely silent.

PURPOSE:

Seminar is not a time to impress people with what you know (it is a time to share what you know). More, it is a time to impress people by what you don't know, what you're really curious about, the number of unanswered questions you can pose.

Sometimes seminar is simply about trying to understand a difficult text. Other times, a text is clear to the group and the challenge is to see how it fits in with other readings, with program themes, with individual projects, and with life.

Seminar is one of the primary sites for the building of our learning community. Your seminar group and your seminar leader will be the ones with whom you share the most about yourself, with whom you learn closely, and with whom you evaluate your progress and achievements.

Keep in mind that the goal of seminar is to establish a sense of collective knowing, a shared language, and a history of conversations.

EXPECTATIONS:

You should come prepared to seminar by having read the text, made notes and written reflections in your journal, and completed any assignments relevant to seminar. Also pen and paper and the text book.

If you are not fully prepared, come anyway, and check in with your faculty member about your work (see below).

If you are not prepared at all, don''t come to seminar. Instead, schedule a meeting with your seminar faculty to discuss your work; your seminar faculty can help you to develop better work habits, develop an individualized plan to support your work, or help you manage any other issues that might be hampering your progress.

Don't plan to be quiet. Seminar is not easy, nor does it come naturally to many people. Everyone who speaks in seminar is taking a risk, there is no doubt about it. But seminar should be an incredibly safe and supprtive place to take such risks. If you find that you are quiet for a few seminars, do not be content to just "be a listener" or to let discomfort or dissatisfaction rule you. Speaking in groups is a valuable life skill. You are expected to work hard to develop it.

S e m i n a r E s s a y

DESCRIPTION:

Your seminar essay for fall quarter is an evolving and growing inquiry based on one or a few core concepts or questions of the program. Each week, you will submit a new draft of work that revises all that you've written before and adds to what you've written based on what you've read and learned from the current text. Given this format, your essay will not necessarily have the traditional shape or structure of an essay, but it should be consistently driven by the same questions and concepts.

In the process of developing your seminar essay, you will meet with writing tutors and with a peer review group (groups will be assembled based on common interests). Learning to work with readers, critics, and collaborators to improve your thinking and writing is an essential component of this assignment.

PURPOSE:

To develop ccritical thinking and writing skills.

To associate reading with critical reflection and argumentation in writing.

To learn to give and receive feedback on witing.

To develop a unique perspective on course concepts and themes.

To develop a writing process with revision at the center of productivity, as opposed to drafting.

To make connectoins between texts.

EXPECTATIONS:

Writing must be turned in on time. Late work will not be accepted.

You must work with a writing tutor consistently through out the quarter.

You must work with a peer review group consistently throughout the quarter.

You must revise old material by rewriting (not just tinkering, correcting surface errors) and write new material each week.

All writing must be typed and conform to other expectations of student writing as described ...elsewhere.

P r i n t m a k i n g

DESCRIPTION:

In the print studio, yuoy will learn four different methods of creating prints: linoleum carving, handset type, monoprinting, & drypoint. Instructional time will be balanced by work time. Students will need to use open studio hours to complete assigned projects.

PURPOSE:

Your work in the print studio is based on the goal of expressing ideas in visual form. Besides being a therapeutic break from the other work of the program, your work in the print studio is a kind of intellectual cross-training and stems from the belief that creative work is essential to academic growth.

EXPECTATIONS:

Completion of assigned projects in the spirit of experimentation and play.

Use of open studio time.

Connection of creative work to course themes.