SCLA 102 Transformative Texts: Critical Thinking & Communication II:

Modern World

Instructor: Dr. Michael Malone

Term: Fall 2023
Office: Wang Hall 4090
Email: Malon105@purdue.edu
Office Hours: MWF 8:00-8:45 AM or by appointment

Course Description

SCLA 102 is based on the fundamental premise that great texts,

including novels, plays, speeches, essays, or poetry as well as film and digital
media, inform and inspire students, encourage their creative and imaginative
capacities, help them see the world from different perspectives, and broaden
their worldviews. Students will examine a series of texts, seeking to understand
the contexts in which these texts were produced as well as what they mean to
us today. What do our readings tell us about the pains and pleasures of being
human, the use and abuse of power, and our relationship with nature and our
communities? How do they advance our self-understanding? How do they
increase our understanding of other people and their perspectives?

SCLA 102 fulfills the Oral Communication requirement in the

University’s Core Curriculum. It is dedicated to developing our students’
ability to convey information through oral presentations, advancing their
understanding of the importance of rhetorical situations and choices; analyzing
and constructing presentations for different audiences; gathering and evaluating
sources for presentations, and using visual aids effectively.

SCLA 102 fulfills 3 credit hours of the 15-credit hour Cornerstone

certificate program. Purdue’s nationally recognized Cornerstone program
shares the wisdom and vision of the Liberal Arts with all Purdue students,
enhancing their foundational knowledge while deepening their ability to see
unity across disciplines, appreciate ambiguity, and love learning. Cornerstone
seeks to develop engaged Purdue graduates who can respond creatively and
flexibly to the challenges of a diverse world.

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Learning Outcomes

Oral Communication
By the end of the semester, students will:

1. Demonstrate effective, professional delivery, designing and adapting appropriate

verbal appeals through vocal intonation and non-verbal cues.
2. Distinguish and apply appropriate informative, persuasive, explanatory,
interrogatory and argumentative strategies and techniques in the discussions and in
formal presentations.
3. Organize presentations with effective supporting materials.
4. Locate and evaluate effective sources of information.
5. Engage critically with transformative texts, drawing on multiple perspectives,
including the individual, the historical, and the contemporary.

Required Texts

1. Aldous Huxley. Brave New World. Harper Perennial; Reprint Paperback Edition,
2006. ISBN: 978-0060850524.
2. Albert Camus. The Stranger. Vintage: 1989. ISBN: 0679720200.
3. Franz Kafka. The Metamorphosis. A New Translation by Susan Bernofsky.
W.W. Norton & Company, 2014. ISBN: 9780393347098.
4. Frederick Douglass. Narrative of the Life of Frederick Douglass. Dover Thrift
Edition, 1995. ISBN: 9780486284996.
5. Michael J. Malone, editor. Transformative Texts: Cornerstone
Readings. McGraw-Hill Create Custom Text, 2021. ISBN-13:
9781307817614. [This is a custom text by McGraw Hill. It is available only at
the University Bookstore on the corner of Grant and State Streets.]

6. Antoine de Saint-Exupery. The Little Prince. Mariner Books; 1st Edition

Paperback: 2000. ISBN: 978-0156012195.

Grading
Student performance is evaluated according to the following criteria: 1) the
scores of three reading comprehension tests, 2) the grade of one writing assignment, 3)
the performances on two oral presentations, and 4) your active participation in classroom
discussions. These determine the final grade as follows:
Test 1 11%
Test 2 11%

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 Test 3 11%
Oral Presentation 1 15%
Oral Presentation 2 20%
Paper 07%
Discussion 25%

The grade scale I use to determine your final letter grade is below:
A+ 100-97% B+ 89-87% C+ 79-77% D+ 69-67%
A 96-93% B 86-83% C 76-73% D 66-60%
A- 92-90% B- 82-80% C- 72-70% F below 60%

Reading, Writing, and Speaking

The first two words in the title of our course are “transformative texts.” If any
growth or transformation is to occur, the first and most important requirement is to read
the texts. Please complete the reading by the date indicated in the Reading Schedule.
Come to class with questions from the reading you wish to discuss. The more you
participate in classroom discussion, the higher will be your discussion grade. You are
required to purchase copies of the texts and to obtain the correct edition. You must bring
the text we will discuss with you to class.
There is a final paper assignment required for the course. You have two writing
options which I will explain during the semester. Please don’t hesitate to talk to me if
you have questions about the nature of the assignment. The paper should be written with
12-point font in Times New Roman using standard margins and paragraph spacing.
Papers are due on the date indicated in the Reading Schedule. A late penalty of one-half
grade will be assessed for each day the paper is tardy.
As indicated in the learning outcomes, SCLA 102 focuses on the improvement of
oral communication skills. The class is often conducted in an informal seminar format in
which your role as a participant in active and reflective discussion is critical to the
success of the course. There are also two formal presentations required in the course.
The first is a 4-6-minute creative presentation on a transformational text or personal
transformative experience. The second is a 7-9-minute persuasive speech in which you
defend a thesis with compelling evidence and cogent reasoning. These assignments are
contained in the syllabus below. The scheduling of these will take place during the
semester.

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AI-Generated Writing and Research
Chatbot use is forbidden. Submitting AI-generated writing or research as your own is
academic dishonesty and carries the same penalties as plagiarism. If any portion of your
assignment was generated by a chatbot, you are in violation of the academic integrity
expectations of this course and the university. Your case will be reported to the Office of
Student Rights and Responsibilities for further review of your status at this University.

Special Needs/Accessibility
Purdue University strives to make learning experiences as accessible as possible.
If you anticipate or experience physical or academic barriers based on disability, you are
welcome to let me know so that we can discuss options. You are also encouraged to
contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.
More details are available on our course Brightspace under Accessibility Information.
Cell Phones and Laptops
Please silence your cell phones and put them away. As a general rule, laptops are
not permitted in class. This is a discussion-based course and laptops will only serve as a
distraction. Purchase a notebook and a pen to take lecture notes and to record questions
and discussion topics/reflections. Several reputable studies indicate that note taking by
longhand is better than by laptop. There are some class activities that may require
laptops but the instructor will let you know when these occur.
Academic Honesty
As a learning community, the students and instructors at Purdue depend upon and
cherish the virtue of trust. This virtue is undermined when academic dishonesty takes
place. Violations of academic honesty include but are not limited to:
1. cheating on a test or assessment
2. using a Chatbot or plagiarizing the work of another author
3. submitting the same paper for two different courses without the prior
approval of the instructors
4. providing false information to receive a postponement on a test, paper, or
oral presentation
5. sharing test questions with a student in another section of the course
Disciplinary penalties will be taken against students who commit academic dishonesty.
These sanctions may include failure on the assignment or in the course as a whole. For
more information, please see https://www.purdue.edu/odos/osrr/academic-integrity/.

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Attendance Policy
You are expected to attend all classes. There will be a sign-in sheet each day in the
classroom for you to initial when you first arrive. In the event you are unable to attend
class, you have two “sick days” you may utilize without penalty during the semester.
These first two absences will not count against you. Each absence after these two,
however, will result in a 4-point reduction of your final discussion grade. If at the end of
the semester you have not used any of your sick days and have maintained perfect
attendance, your final discussion score will be raised by 4 percentage points. A student
may receive a failing grade for excessive absences. The instructor shall be the judge in
all cases regarding excused absences beyond these two sick days. Please note the section
below.
Classroom Guidance Regarding Protect Purdue
Any student who has substantial reason to believe that another person is
threatening the safety of others by not complying with Protect Purdue protocols is
encouraged to report the behavior to and discuss the next steps with their instructor.
Students also have the option of reporting the behavior to the Office of the Student Rights
and Responsibilities. See also Purdue University Bill of Student Rights and the Violent
Behavior Policy under University Resources in Brightspace.
Non-Discrimination Statement
Purdue University is committed to maintaining a community which recognizes and
values the inherent worth and dignity of every person; fosters tolerance, sensitivity,
understanding, and mutual respect among its members; and encourages each individual to
strive to reach his or her own potential. In pursuit of its goal of academic excellence, the
University seeks to develop and nurture diversity. The University believes that diversity
among its many members strengthens the institution, stimulates creativity, promotes the
exchange of ideas, and enriches campus life. More details are available on our course
Brightspace table of contents, under University Policies.
Mental Health Statement
If you find yourself beginning to feel some stress, anxiety and/or feeling slightly
overwhelmed, try WellTrack. Sign in and find information and tools at your fingertips,
available to you at any time. If you need support and information about options and
resources, please contact or see the Office of the Dean of Students. Call 765-494-1747.
Hours of operation are M-F, 8 am- 5 pm. If you find yourself struggling to find a healthy
balance between academics, social life, stress, etc. sign up for free one-on-one virtual or
in-person sessions with a Purdue Wellness Coach at RecWell. Student coaches can help
you navigate through barriers and challenges toward your goals throughout the semester.
Sign up is completely free and can be done on BoilerConnect. If you have any questions,
please contact Purdue Wellness at evans240@purdue.edu. If you’re struggling and
need mental health services: Purdue University is committed to advancing the mental

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health and well-being of its students. If you or someone you know is feeling
overwhelmed, depressed, and/or in need of mental health support, services are available.
For help, such individuals should contact Counseling and Psychological Services (CAPS)
at 765-494-6995 during and after hours, on weekends and holidays, or by going to the
CAPS office of the second floor of the Purdue University Student Health Center (PUSH)
during business hours.
Emergency Preparation
In the event of a major campus emergency, course requirements, deadlines and
grading percentages are subject to changes that may be necessitated by a revised semester
calendar or other circumstances beyond the instructor’s control. Relevant changes to this
course will be posted onto the course website or can be obtained by contacting the
instructors or TAs via email or phone. You are expected to read your @purdue.edu email
on a frequent basis. The instructor reserves the right to change this syllabus for
pedagogical purposes with sufficient
Communication and Email Etiquette Policy
I encourage you to reach out to me any time you have concerns, questions, or find
that you are struggling with course content. You may visit me during my office hours, talk
with me briefly before or after class, or communicate via email. Students must use proper
email etiquette. An email must begin with a salutation such as “Dear Professor X” and end
with a proper closing, such as “Sincerely,” or “Yours.”
Extra-Credit Opportunities
Students may receive extra-credit points applied to their final discussion score by
attending one of the Purdue Theatre’s productions this semester or by attending the
Cornerstone film festival movie. More information about these opportunities will be
presented by your instructor.

Semester Reading Schedule

I. Peculiar Transformative Tales

Author Date Topic Required Reading

08-21 Getting to Know No Reading

You

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 08-23 Course Introduction No Reading

08-25 First Discussion Metamorphosis, Part 1

08-28 Alienation and Metamorphosis, Part 2

Franz Exploitation

Kafka
08-30 A Second Metamorphosis, Part 3
Metamorphosis

09-01 Class Writing The Stranger, Part 1

Activity

09-06 Mysterious The Stranger, Part 1

Albert Meursault
Camus

09-08 The Trial The Stranger, Part 2

09-11 Living in the The Stranger, Part 2

Moment

09-13 Obstacles to Love The Little Prince, Chapters 1-14

Antoine
De Saint-
Exupery 09-15 Achieving Intimacy The Little Prince, Chapters 15-27

09-18 Class Activity No Reading

09-20 Reflection on Part 1 No Reading

09-22 Test 1 No Reading

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 II. Texts That Transformed History: Struggles for Liberty and Equality

Author Date Topic Required Reading

Thomas 09-25 The American “The Declaration of

Jefferson Revolution Independence” in Cornerstone
Readings, pp. 1-4

09-27 The Birth of the The Bill of Rights (Class

James Republic Handout)
Madison

09-29 Individual Liberties The Bill of Rights (Class

Handouts)

10-02 Dehumanization Narrative of the Life of

Frederick Frederick Douglass, Ch. 1-6
Douglass

10-04 Empowerment Narrative of the Life of

Frederick Douglass, Ch. 7-9

10-06 Slavery and Human Narrative of the Life of

Dignity
Frederick Douglass, Ch. 10-11

10-11 “William Lloyd Garrison’s

Editorial in The Liberator” in
Prelude to the
Cornerstone Readings pp. 5-6;
American Civil War
and “10 Facts: What Everyone
William Should Know About the Civil
Lloyd War” in Brightspace Content
Garrison and
Abraham
Lincoln 10-13 American Civil War: Lincoln’s Gettysburg Address
Turning Points and Second Inaugural Address
in Cornerstone Readings, 7-9

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 Lucretia 10-16 Rise of the Women’s “The Seneca Falls Declaration of
Mott and Rights Moment Sentiments” in Cornerstone
Elizabeth Readings, pp. 10-12
Stanton

10-18 “The Story of an Hour” and

“Why Do Women Leave
Kate Chopin Paternalism
Engineering?” in Cornerstone
Readings, pp. 13-20.

10-20 Test 2 No Reading

III. Future Transformations: Utopia or Dystopia?

(And Preparation for Final Presentations)

Author Date Topic Required Reading

10-23 Hopes and Fears Brave New World, Ch. 1-4

About the Future

10-25 The Brave New Brave New World, Ch. 5-7

Aldous
World of Genetic
Huxley Engineering

10-27 Soma and Society Brave New World, Ch. 8-12

10-30 John’s Choice and Brave New World, Ch. 13-18

the Purpose of Life?

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 Ursula K.

Le Guin 11-01 The Price of Utopia The Ones Who Walk Away From
Omelas on Brightspace Page

11-03 No Class (Use Time “Speaking to Persuade” in

to Prepare for Cornerstone Readings, pp. 40-57
Persuasive
Presentation)

11-06 How to Create A “Introductions and Conclusions” in

Killer Introduction Cornerstone Readings, pp. 22-31

11-08 Ending with a Bang “Introductions and Conclusions” in

and Dealing with Cornerstone Readings, pp. 32-37
Speaking Anxiety

11-10 Test 3 No Reading

IV. Persuasive Presentations Schedule

Date Presentations Assignment

11-13 Presentations 1-3 Complete Peer Feedback Form

11-15 Presentations 4-6 Complete Peer Feedback Form

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11-17 Presentations 7-9 Complete Peer Feedback Form

11-20 Presentations 10-12 Complete Peer Feedback Form

Thanksgiving Break

11-27 Presentations 13-15 Complete Peer Feedback Form

11-29 Presentations 16-18 Complete Peer Feedback Form

12-01 Presentations 19-21 Complete Peer Feedback Form

12-04 Presentations 22-24 Complete Peer Feedback Form

12-06 Presentations 25-27 Complete Peer Feedback Form

12-08 Presentations 28-30 Complete Peer Feedback Form

Final Paper Due

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 A. Oral Presentation Assignment #1
Select Either Option 1 or Option 2
Option 1
Select a text (poetry or prose), a piece of art, or an historical event that you believe is
transformational and deliver a short (4-6 minutes) presentation on it. Explain why and how you
believe it is transformational. Explain in what way it has the power to affect the reader or the
viewer, or how it has affected history. You may use visual aids or slides if you wish. If you pick
a poem or a passage from literature, you may read it if it is short enough to consume only a small
percentage of your total presentation. You may also share a poem that you have written yourself
and explain how it is transformative.
Option 2
Select an event in your own life that has been transformative. It may be either a positive
or negative experience/event. Describe the event and provide any necessary background
information. Explain the impact the event has had on you and in what way it has been
transformative for you. (Did you learn anything from this event? How has it changed you?) [4-6
minutes]
The rubric below will be used to evaluate your speech:

Category Excellent Good Fair Poor

Introduction

Voice and Enthusiasm

Posture

Content

Pace

Eye Contact

Conclusion

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 B. Oral Presentation Assignment #2

After reading the chapter “Persuasive Presentations” in Cornerstone Readings,

deliver a short persuasive speech to your classmates. You must persuade them to
perform some action or to accept your point of view/position on some issue. The topic
you select must be one we can discuss in class since the topic you select will become the
subject for our class discussion after your speech. The speech must be 7-9 minutes in
length and it should contain the following elements:
Structure of Persuasive Speech

1. Introduction – capture attention, focus interest, prepare listeners for the body of your
speech

2. Thesis – clearly state what you want your audience to do or what you want them to
believe and/or accept

3. Proof – this will be the largest part of your presentation – present the reasons,
evidence, arguments, etc. that support your thesis

4. Refutation – anticipate a possible objection or counter-argument to your thesis and

respond to it effectively

5. Conclusion – end your speech by restating your main message in an emotionally

powerful and intellectually satisfying way

You may use index cards with only a very general outline written on them. Your index
cards should not contain any complete sentences. You may also use slides but again do
not load the slides with text. The text should consist of short phrases or words and not
complete sentences. Do not read your speech!!
You must get your topic approved by the instructor. Once your topic has been approved,
nobody else may select that topic.

Examples of Past Topics

One should not give tips to employees in fast food restaurants.
Animals do [not] have rights.
Purdue needs more affordable housing options for students.

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Everyone should become a vegetarian.
Lying is a necessary evil in relationships.
Reality shows are exploiting people.
Violent video games are dangerous/harmless.
With regard to sexual relations, men must become more responsible for birth control.
The legal age to consume alcohol should be lowered to eighteen.
Social media are harming more people than helping.
You should not tip restaurant servers; it perpetuates an injustice.
The SAT/ACT should [not] be a requirement for admission at Purdue.
Governments should invest more in nuclear energy for the future.
You should work out at least three times a week to keep fit physically and mentally.
The minimum wage should [not] be raised.
You should give someone a hug at least once every day.
LGBTQ students need your support and affirmation on campus.
You should practice yoga to reduce stress and improve your health.
Everyone should consider buying an electric car rather than a traditional gas vehicle.
Everyone should become a feminist.

SCLA 102 Oral Presentation 2 Rubric

The rubric below will be used to evaluate your presentation. The instructor will review and
explain the rubric criteria during class.
Poor Average Good Excellent

Introduction
How well did the beginning grab the audience’s attention? 0-1 2-5 6-7 8-9

How effectively did the speaker introduce the topic? 0-1 2-5 6-7 8-9

Body
How effectively did the presentation flow? Was the body well organized? 0-1 2-5 6-7 8-9

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 How well did the presentation utilize credible supportive evidence? Were 0-1 2-5 6-7 8-9
there sufficient details (explanations, examples, illustrations, etc.) to support
the principal ideas of the presentation?

Was the central message clear? Was there a clear main point/thesis/“take 0-1 2-5 6-7 8-9
away” that was easy to identify?

Conclusion
How well did the speaker bring the presentation to an end? 0-1 2-5 6-7 8-9

Delivery
How effective was the speaker’s eye contact? 0-1 2-5 6-7 8-9

How effective was the physical delivery? 0-1 2-5 6-7 8-9
(posture, gestures, distracting movements, movement)

How effective was the verbal delivery? 0-1 2-5 6-7 8-9

(tone, rate, volume, vocal fillers)

How well did the speaker use language (vocabulary, terminology if 0-1 2-5 6-7 8-9
applicable, sentence structure)? Was the language appropriate for the
audience and did it support the effectiveness of the presentation?

Additional criteria:
Refutation: How well did you anticipate/respond to possible objections? 0-2 3-5 6-7 8-10

Adapted from AAC&U VALUE Rubric for Oral Communication

C. SCLA 102 Writing Assignment

Please select one of the options below. The paper must be 6-9 pages in length. You must
use double line spacing and 12-point font with standard margins. I prefer Times-New
Roman font style. Please upload to Brightspace by the last class day of the semester.

Option 1 – Textual Analysis

Select one of the transformative texts we have read this semester and analyze its
meaning and significance. Identify the central themes of the work and the important

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characters. Reveal any symbolism or irony that may exist. Explain the primary meaning
of the text and its significance. Finally, evaluate the text. What is your opinion of the
text and its meaning? Would you recommend it to others? Why or why not? The paper
must contain a Works Cited page with at least three sources.
Option 2 – Reflection Paper
Write a paper in which you reflect on the texts, discussions, ideas, and activities
we completed this past semester. Which texts did you appreciate most and why? What
lessons or significant meaning did they hold for you? Were there any discussions,
lectures, or class activities that were especially memorable for you? If so, what were they
and why were they? Finally, is there any way in which this course has “transformed” part of
you? If so, explain.

D. Cornerstone Contest
Please consider creating a submission for the Cornerstone contest. The contest details
are below:

Cornerstone Fall 2023 Contest “Magic”

Our Fall Cornerstone contest seeks short stories, essays, poetry, artwork, and videos based on our
readings in SCLA 101 and 102.

Our theme is magic. Magic is about making the impossible possible. From Faust and the Monkey
King to Dungeons & Dragons and Doctor Strange, magic has played an integral role in
storytelling, allowing authors and audiences to stretch their imaginations and create worlds where
creative solutions can defy seemingly hopeless situations.

This fall, we are looking for artwork, essays, short fiction, videos, and poetry that engage with the
questions of magic and the power of imagination and are inspired by your readings in

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Transformative Texts. What problems would you hope to solve using magic? What types of
worlds and creatures would you build, and for what purposes? How might magic unlock an
ability to see our reality with new eyes? For what magical powers would you be willing to sell
your soul?

Eligibility: Any student currently enrolled in SCLA 101 or 102

Criteria: artwork, essays, short fiction, videos, and poetry inspired by Transformative Texts. A
committee composed of Cornerstone faculty will judge submissions based on originality and
creativity.

Prizes: Amazon Gift Cards. First Place: $95; Second place: $65; 3 honorary mentions: $35.
Winners will automatically be nominated for publication in The Cornerstone Review.

Timeline: Submission deadline: November 6, 2023. Please send your submissions to

cornerstonecontest@outlook.com. All files must be labeled with your last name. In your entry,
please list your full name and your professor’s name. Winners announced: December 1, 2023.

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