ENG110H1-Fall17

As you prepare to register for next semester’s courses, you may want to consider this course, taught by Professor Amoroso. As you can see from the description, the course centers around the narrative with a focus on its use in the medical field. The course description follows.

Interested in a medical career?

Stories are at the heart of caring for and healing the sick. All healthcare practitioners need to understand the art of telling and listening to stories of illness. Dr. Rita Charon, the founder of Narrative Medicine, explains, “…[T]he narrating of the patient’s story is a therapeutically central act, because to find the words to contain the disorder and its attendant worries gives shape to and control over the chaos of illness.”

This spring of 2018, you have an opportunity to explore how stories and medicine intersect (and fulfill an Explorations requirement at the same time!) in Narrative Medicine & Writing (ENG 208 A).

Here’s what you’ll learn in ENG 208 – A, Narrative Medicine & Writing:

• How to recognize, interpret, absorb, and be moved by stories of illness
• How to write your own and other illness narratives
• The differences between a biomedical & narrative approach to health and disease
• How medical research supports a narrative approach to healing
• And so much more!

Please email Amy Amoroso (aamoroso@une.edu) with any questions.

The #UNEWrites International Write-In event takes place November 7 and 8, from 4-8 p.m. in Windward Cafe. The entire UNE community is invited to come write together. The Student Academic Success Center and Writing Fellows Program will provide writing support on a drop-in basis for anyone who wants it. So, get started on those end of semester projects and presentations, work on a grad. school personal statement, finish your journal article, or get started on that short story that’s been on your back burner. See you at the Write-In!

Happy Halloween, folks!

We will not be meeting as a group today,  due to campus closure.

In light of recent power outages, your final draft will not be due until November 7. We will take Thursday’s class to another paragraph formula (TRIAC), review wording issues, MLA style questions, and sentence structure.

Thus far, you have completed summaries for at least one TED Talk (due 10/3 and posted in your ePortfolio) and boyd’s chapter 1 “Identity” (due 10/10 to be shared in Google Docs). These summaries should include the concepts in They Say, I Say, chapter 2.

In class, we also applied concepts from They Say, I Say, chapters 3 and 4. Here is the overview if you missed class, or are not sure about the assignment that is due tomorrow.

(From Oct. 10) Open your post of a TED Talk summary and respond to the post by doing the following:

• Take a position regarding the TED Talk source’s main argument using a template from chapter 4 of They Say, I Say. Do you agree, disagree, or partially agree with the main argument presented in the TED Talk? You should have already identified the main argument in your summary post. Next, explain why you agree, disagree, or partially agree with the argument. Revisit the TED Talk transcript. Incorporate at least one quote from the TED Talk using the framing method explained in chapter 3 of They Say, I Say. Choose a quote that explains your reason for agreeing or disagreeing. Post your response.
•  Next, respond to a classmate’s position post. In your response, note your classmate’s clarity and explanation. Did he or she clearly state a position (agree, disagree, partially agree)? Did he or she try templates from chapters 3 and 4? Then, identify a counter-argument to your classmate’s position even if you agree with your classmate. Your job is try and identify a different way to interpret the evidence or question the evidence presented in the TED Talk. What are the limitations of the evidence? How might the evidence be interpreted in a different way? Post your response.

For Oct. 12, you will complete a post that takes a position on boyd’s main argument, again employing the templates from chapters 3 and 4. Since the boyd source is much more in-depth, you have several claims rather than just one main claim. Revisit your summary and the boyd text to think about her ideas and your feelings about one of the main claims.

I’m pleased to announce that we will be meeting in Marcil 217 A/B for the rest of the term.

Using the formula below, create a bio poem. Bring a printed copy to our next class, or share it with Jen Gennaco via Google Docs.

Line 1: (Your First Name)

Line 2: (Four traits that describe you as a student)

Line 3: Lover of __________  (something you love doing or just something you love)

Line 4: Student of _______ (major or anticipated field of study)

Line 5: Who feels _______ about taking this class

Line 6: Who hopes to learn _________ in this class

Line 7: Who fears ______ about this class

Line 8: Who loved the story ________ as a child

Line 9: Who read the ____________ series of books

Line 10: Who struggled to get through the book ______

Line 11: Who checks ______ (social media platform?) every day

Line 12: (Your First Name)