日本語 English
| 開講年度/ Academic YearAcademic Year |
20242024 |
| 科目設置学部/ CollegeCollege |
GLAP/GLAPGLAP |
| 科目コード等/ Course CodeCourse Code |
OW211/OW211OW211 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
Food Culture: Writing as Method and Memory |
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
|
| 授業形式/ Class StyleCampus |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
春期間外/Summer SessionSummer Session |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
GLA2101 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
その他登録/"Other" Registration"Other" Registration |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
×（履修中止不可/ Not eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
Class Schedule: 8/1-2, 5-6 Period 2-4, 8/7 Period 2-3 Room：4403 |
To learn the canons of rhetoric: invention, arrangement, memory, style, delivery
To apply rhetoric to writing and presentations.
To write an essay (5-6 pages) about a food memory or food cultural memory with outside sources
To deliver a 10 minute presentation including the use of a visual about it.
To reflect on the process of writing and revision of the essay
To participate in peer editing and peer workshopping
Through a series of discussion of readings, documentaries, lectures, and writing workshops this course will focus on rhetoric centered around food, particularly the place food occupies in our memories and identities. Through writing, readings, documentaries, and food experiences, students will explore how food connects them to the land, culture, homes, and shapes identities. Students will write effectively about a food memory or experience using the techniques of narration, description, reflection, and source integration, as well as learn, use, and implement the canons of rhetoric: invention, arrangement, memory, style, and delivery. Students will present their food memoir in an audio/visual presentation for their classroom peers and articulate the meaning of their food memoir and its connection to their voices and identities.
| 1 | Introduction: Food Culture and Writing as Method and Memory -Introduction to Syllabus, Readings, and Writings -What is Memoir? What is a Food Memoir? -Overview (pre reading exercise) “Food is Good” Anthony Bourdain (food memory) -Anthony Bourdain - Cook's Tour "Childhood Flavors" in his hometown Arcachon, France (watch Youtube clip) -Invention activity: Write about a memory you have of food. -Reading assignment: Angshuman Das “Adding Taste to Food.” |
| 2 | How to read a food memoir for invention and memory: -Readings/overview of Bourdain, Das -Lecture :Rhetoric and the Canons Overview/Lecture -Quiz on Rhetorical Canons |
| 3 | Assignment Preparation and Expectations for Reading and Writing -Assigned Reading for next class: M.F.K. Fisher- “The Gastronomical Me” and Bauer, "What Was Served" -How to Write a Reading Response/Review Reading Response Assignment -Return to prompt from session 1 -Assign the Final Essay |
| 4 | Invention and Food for Thought -Reading and Discussion of Bauer, “What Was Served” -Comparing: Bauer, Fisher, Bourdain, Das (Discussion of the narrative (story) and the food (description)) (partner work) -Class Presentations Comparison and Contrast between and among the readings |
| 5 | Invention and Committing to an Essay Topic --Story/Narrative and brainstorming, professor-guided workshop --In Class Writing of narrative, dialogue, reflection, perspective, metaphor --In Class writing in the styles of Das, Bourdain, Fisher, Bauer |
| 6 | Integrating Invention Techniques -Using the five approaches outlined, as well as the stylistic selections from the readings, begin a working draft of your food memory. 1-2 pages will be due at the start of the next class. |
| 7 | Arrangement and Organization of your Memory/Experience Overview of Food Writing for Style and Organization --Read:“Food Adjectives”: How to describe food like a food writer --Read: David Sedaris “Tasteless” --Read Roger Ebert, “Nil by Mouth” -Describe and Outline the Organizational Arrangement of Ebert and Sedaris' Works --Outline your Essay Using techniques from Food Writers |
| 8 | Audience and Peer Review/ Integrating Research, Outside Sources --Share your revised draft of your Food Memoir Essay in your peer review group --Readers will read and critique: the narrative, the structure, and food writing techniques --Readers will write a short review of the draft to help their partners/group improve --Students will locate up to 3 outside sources to support their essay topics |
| 9 | Organizational Approaches for Writing and Audience: Style: Style, Voice in reading and writing --Lecture: Food and Memory --Watch: “Milkbar” Christina Tocci from Netflix’s Chef’s Table (excerpts) --Lecture: Writing Narrative and Reflection --Reviewing Draft and Rubric for Final Essay/ Preparation for Draft due to the Professor for Comments |
| 10 | How to Read and Integrate Feedback/Preparing Presentation --Read over Professor's comments to your writing --Use the comments to improve draft --How to Translate Text to Audio Visual Presentation --Selecting Content for Presentation |
| 11 | Preparing Final Essay for Style and Grammar/ Preparing Final Presentation --Lecture: Style as canon, Style as Rhetorical Choice --Integrating Style into Essay Drafts --Outline and audio/visual clips written/selected for presentation/approved by Professor |
| 12 | Presentations/Written Reflections on Presentations --Each student will give a presentation --Each student will be assigned to critique one of their classmate's presentations for required criteria |
| 13 | Presentations/Written Reflections on Presentations --Each student will give a presentation --Each student will be assigned to critique one of their classmate's presentations for required criteria |
| 14 | Final Essay Due/Last peer and professor Review --Students will participate in one last peer review --Students will make final changes to their essays --Students will have final reflection on the course/their writing and what they have learned about writing and rhetoric |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
Students will be required to read and write assignments outside of class, as well as access Canvas to post their updated drafts, collaborate, and to make any changes. The amount each day will vary depending on how the student is pacing themselves, but on average, there will be at least two hours of outside learning per day.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Quiz on Rhetorical Canons/Description, Narrative, Reflection(10%) Reading Response 1(5%) Reading Response 2 Invention/short wriitng(5%) Invention and Argument Draft for Professor(20%) Peer Review(10%) Presentation(15%) 最終テスト(Final Test)(25%) 最終レポート(Final Report)(10%) |
| 備考 (Notes) | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| NONE |
| その他 (Others) | |||||
|---|---|---|---|---|---|
| Professor will supply all the readings either as hard copies or url/pdf format |
PCs/laptops, canvas access
To learn the canons of rhetoric: invention, arrangement, memory, style, delivery
To apply rhetoric to writing and presentations.
To write an essay (5-6 pages) about a food memory or food cultural memory with outside sources
To deliver a 10 minute presentation including the use of a visual about it.
To reflect on the process of writing and revision of the essay
To participate in peer editing and peer workshopping
Through a series of discussion of readings, documentaries, lectures, and writing workshops this course will focus on rhetoric centered around food, particularly the place food occupies in our memories and identities. Through writing, readings, documentaries, and food experiences, students will explore how food connects them to the land, culture, homes, and shapes identities. Students will write effectively about a food memory or experience using the techniques of narration, description, reflection, and source integration, as well as learn, use, and implement the canons of rhetoric: invention, arrangement, memory, style, and delivery. Students will present their food memoir in an audio/visual presentation for their classroom peers and articulate the meaning of their food memoir and its connection to their voices and identities.
| 1 | Introduction: Food Culture and Writing as Method and Memory -Introduction to Syllabus, Readings, and Writings -What is Memoir? What is a Food Memoir? -Overview (pre reading exercise) “Food is Good” Anthony Bourdain (food memory) -Anthony Bourdain - Cook's Tour "Childhood Flavors" in his hometown Arcachon, France (watch Youtube clip) -Invention activity: Write about a memory you have of food. -Reading assignment: Angshuman Das “Adding Taste to Food.” |
| 2 | How to read a food memoir for invention and memory: -Readings/overview of Bourdain, Das -Lecture :Rhetoric and the Canons Overview/Lecture -Quiz on Rhetorical Canons |
| 3 | Assignment Preparation and Expectations for Reading and Writing -Assigned Reading for next class: M.F.K. Fisher- “The Gastronomical Me” and Bauer, "What Was Served" -How to Write a Reading Response/Review Reading Response Assignment -Return to prompt from session 1 -Assign the Final Essay |
| 4 | Invention and Food for Thought -Reading and Discussion of Bauer, “What Was Served” -Comparing: Bauer, Fisher, Bourdain, Das (Discussion of the narrative (story) and the food (description)) (partner work) -Class Presentations Comparison and Contrast between and among the readings |
| 5 | Invention and Committing to an Essay Topic --Story/Narrative and brainstorming, professor-guided workshop --In Class Writing of narrative, dialogue, reflection, perspective, metaphor --In Class writing in the styles of Das, Bourdain, Fisher, Bauer |
| 6 | Integrating Invention Techniques -Using the five approaches outlined, as well as the stylistic selections from the readings, begin a working draft of your food memory. 1-2 pages will be due at the start of the next class. |
| 7 | Arrangement and Organization of your Memory/Experience Overview of Food Writing for Style and Organization --Read:“Food Adjectives”: How to describe food like a food writer --Read: David Sedaris “Tasteless” --Read Roger Ebert, “Nil by Mouth” -Describe and Outline the Organizational Arrangement of Ebert and Sedaris' Works --Outline your Essay Using techniques from Food Writers |
| 8 | Audience and Peer Review/ Integrating Research, Outside Sources --Share your revised draft of your Food Memoir Essay in your peer review group --Readers will read and critique: the narrative, the structure, and food writing techniques --Readers will write a short review of the draft to help their partners/group improve --Students will locate up to 3 outside sources to support their essay topics |
| 9 | Organizational Approaches for Writing and Audience: Style: Style, Voice in reading and writing --Lecture: Food and Memory --Watch: “Milkbar” Christina Tocci from Netflix’s Chef’s Table (excerpts) --Lecture: Writing Narrative and Reflection --Reviewing Draft and Rubric for Final Essay/ Preparation for Draft due to the Professor for Comments |
| 10 | How to Read and Integrate Feedback/Preparing Presentation --Read over Professor's comments to your writing --Use the comments to improve draft --How to Translate Text to Audio Visual Presentation --Selecting Content for Presentation |
| 11 | Preparing Final Essay for Style and Grammar/ Preparing Final Presentation --Lecture: Style as canon, Style as Rhetorical Choice --Integrating Style into Essay Drafts --Outline and audio/visual clips written/selected for presentation/approved by Professor |
| 12 | Presentations/Written Reflections on Presentations --Each student will give a presentation --Each student will be assigned to critique one of their classmate's presentations for required criteria |
| 13 | Presentations/Written Reflections on Presentations --Each student will give a presentation --Each student will be assigned to critique one of their classmate's presentations for required criteria |
| 14 | Final Essay Due/Last peer and professor Review --Students will participate in one last peer review --Students will make final changes to their essays --Students will have final reflection on the course/their writing and what they have learned about writing and rhetoric |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
Students will be required to read and write assignments outside of class, as well as access Canvas to post their updated drafts, collaborate, and to make any changes. The amount each day will vary depending on how the student is pacing themselves, but on average, there will be at least two hours of outside learning per day.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Quiz on Rhetorical Canons/Description, Narrative, Reflection(10%) Reading Response 1(5%) Reading Response 2 Invention/short wriitng(5%) Invention and Argument Draft for Professor(20%) Peer Review(10%) Presentation(15%) 最終テスト(Final Test)(25%) 最終レポート(Final Report)(10%) |
| 備考 (Notes) | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| NONE |
| その他 (Others) | |||||
|---|---|---|---|---|---|
| Professor will supply all the readings either as hard copies or url/pdf format |
PCs/laptops, canvas access