Course Number: Insects in Science and Culture

{Maximum 17 students}
Taught XX-XX-XX (days) from xx:xx-xx:xx in xx (room).
Instructors: Kristen Brochu Kb532@cornell.edu and Mary Centrella mlc344@cornell.edu
Office hours: 3126 Comstock Hall from xx:xx-xx:xx xx (day or days).
Texts: xxx
Blackboard/course website/peer group website: xxxx
Course Description:
This class fulfills the Freshman Writing Seminar requirement and is 3 credits. This course will
teach writing as well as basic entomology. We will write 6 essays, using self-reflection, peerreview, and feedback to improve your abilities as writer. We will cover reading and
understanding scientific material, as well as how that material is disseminated to the public. We
will cover the top 8 orders of insects, insects in history, in culture, in myths and legends,
entomophagy, plagues, entomophobia, and science fiction concerning insects. The course will
strive to connect facts and basic insect biology with cultural portrayals and reactions to insects.
Course Format:
The focus of this class is to develop your writing skills, using insects in science and culture as
our course content. Over the course of the class, we will develop and edit 5 essays, for a total of
25 pages of polished, critiqued writing. We know that writing takes time, so we will not have
tests and required readings will be kept to a minimum. You will instead be assessed on your
writing assignments, brief presentations, and peer and class participation. This class focuses on
the writing process, thus the ticket to achievement will be consistent work on revisions.
Expectations:
From you
We expect you to devote time and energy to the writing process. Your grade will reflect the
amount of effort you put into improving and revising your drafts, not just how polished the final
product looks, so it is important that you work hard throughout the process. Attendance is
critical in this class as we will spend a lot of in-class time devoted to writing exercises. As such,
you should plan to attend all classes! If more than 5 are missed, your participation score for the
semester will be zero. Please speak to the instructors if you think this may present an issue for
you. The review process is a critical part of the scientific and writing process. It is an important
skill to be able to give thoughtful and helpful feedback, so you will need to work hard on the
reviews you give to your peer group (see section below).As this is a seminar-style class, we will
be incorporating a lot of discussions about the material. In this setting especially, it is very
important that you do your best to be open-minded to new ideas and respect one another and us.
From us

We promise to respect you and your work, to be open-minded to your ideas, and to assess your
work and grade you fairly. We promise to offer you comments and feedback on drafts, in face-toface meetings, and on final products. We promise to help give the skills to be a better,
independent writer and reviewer. We promise to meet with you outside of class if you need help.
We promise to do our best to present you with current, interesting, and peer-reviewed
information regarding insects and culture.
Objectives:
Throughout the course, you will become a better writer and entomologist and gain skills that will
help you in your future career.
Writing

Entomology

Youll become
a better:

Scholar of
literature

Writer

Biologist

Cultural
analyst

Skills youll
gain:

cite,
distinguish,
and search for
primary
sources,

incorporate
external and
self-generated
feedback into
your own
writing

distinguish
top 8 insect
orders

link insect
biology and
ecology to
human
perception
explore
insects
impact and
importance
to human
culture and
society

read and
analyze
scientific
papers
review and
evaluate peer
writing

develop
theses and
organize
arguments in
your essays

understand
their
ecological
and
biological
roles

communicate
and discuss
science in
both scientific
and public
formats

Assignments (see grading section on how assignments will be graded)

Assignment 1: Introduction to Insects and Culture - become a better writer, biologist, and
cultural analyst
In class, we will take two weeks to introduce the top 8 orders of insects, including their key
characteristics, ecological roles, importance to human systems, and cultural identities. Each
class will cover two insect orders. For each of these classes, you will choose one of those orders

and write one page-long response. See detailed prompt on Blackboard. Upload your response to
Blackboard before the start of the next class. We will give you comments on all responses. At
the end of our insect introduction, you will compile these responses into one, 4-page essay that
compares and contrasts the roles different insects play in biology and culture OR answers the
question: which insect order is most important to human society and why?
Assignment 2: Scientific writing and Popular Writing- become a better scholar of literature,
writer, and cultural analyst
In class, we will take two weeks to explore scientific writing in the field and in the public. You
will learn in class and from readings how to read scientific papers. You will then choose, from a
list on blackboard, a scientific paper to work with for the next two weeks. First, you will turn in a
one-page summary of the article. You will receive our edits the next class. Next, you will write a
two-page critique of the article you read. These critiques will be edited both by us and your peer
group. Next, you will read a popular press article associated with your scientific paper, as well as
find an additional primary literature source associated with your paper. You will now construct a
3 page essay on the relationship between the paper and the article. How was the study
represented? How accurate was the popular article? How was the insect represented? How did
the author use simplification (was it oversimplified or too complicated)? Was the science
communicated effectively?
Assignment 3: Insects in Stories, Myths, Legends, and Religion become a better scholar of
literature, writer, biologist and cultural analyst
In class, we will focus on insects in literature, myths, legends and religion. You will work with
your peer group to choose a story/legend/myth/religious mention of an insect.
Your peer group will be split in two groups of two, with one group supporting the myths value
and one half opposing the myths value. You and the peer group partner on your side will team
up. Together, you will construct an essay either opposing or supporting the myth. Support: Argue
that the myth is credible and/or valuable use support from the insects biology or their role in
our culture. Opposition: Argue the myth is not valuable use biology contradicts the myth or
renders it not valuable (i.e. a wives tale that causes more harm than benefit to humanity). You
and your partner are responsible for doing half the work each on these essays. To this end, you
and your partner will choose 3 sources each that support your argument due to blackboard with
annotations for how you will use them in the essay. You will design an outline together and meet
with one of us to discuss your outline. After getting our feedback, you and your partner will
create a first draft of the essay. Opposing sides will give comments and feedback to the other
essays in peer review at the same time that instructors will give comments and feedback. Final
drafts will be 5 pages due on xx, to black board. Along with your final essay, your group will
conduct and organize a 5-min presentation on the myth itself and 5 minutes from each side
detailing your main points in your persuasive essay (for a total of 15 minutes presentation from
each group).
Assignment 4: Insects and Sci-fi become a better writer and biologist
For this assignment, you will write your own insect-related scientific fiction piece. Use the
biology you have learned in class to create an accurate (i.e. relatively convincing scientifically)

science fiction story. Imagine this sci-fi will become either a short-story or a script for a movie or
play. Your essay is meant to: briefly explain the plot of your sci-fi, explain the science and backstory behind it, and persuasively sell it to producers or editors (in other words explain why this
story is important to society and culture and why it will relate to readers or audiences). For this
piece, you will rely on two rounds of peer feedback, first for your one-page outline, and second,
more extensive comments on your 5 page draft. Additionally, you will practice self-evaluation
with this piece. The final essay will be 5 pages due xx. After turning in your final essay, you will
present your storyline to the class in a 5-minute presentation. The class will vote different sci-fi
ideas for different awards and we will have an award presentation.
Assignment 5: Insects in Culture
What is the most important contribution that insects have made to human culture and society?
Draw on any of the readings and concepts discussed in this course, as well as previous essays
and group work. Please use at least 8 references from primary literature as evidence for your
arguments. Your outline will be shared with instructors in a verbal meeting. You will share two
drafts with peers as well as self-evaluate your work. We will devote a day of class to a final
workshop for this paper. The final, 8 page essay will be due on the day of the final exam. The
final grade and comments for this essay will be available for pick-up in instructors office or sent
to you online.
Assignment 6: Reflection
During the first week of the course, you will be asked what you know about insects and culture
and the relationship between the two. This will be a 1-page reflection due to blackboard. At the
end of the course, you will revisit this reflection and write a new, one-page reflection discussing
what you have learned in the course and about the connection between insects and culture. This
is will be due one week before our final exam on XX date.
Final Discussion:
We will be using the final exam block for this class to discuss your reflection pieces in your peer
group and as a class and to conduct course evaluations. Please come prepared having read your
first reflection and having turned in the second reflection. Make sure to read your peer-groups
final reflections before the final discussion.

Class Schedule: This schedule is the flexible outline for the course. Due dates and activities may
be subject to change and we promise to inform you of those changes with sufficient notice.
Date

In-class

Course
Introduction

Reading Due

Writing due
Student Precourse
reflection one
page

Comments/Feedback

Rise of Insects

Syllabus

Assign Peer
Groups
2

Buggy Planet BB
General Insect
Body Plan

Insect in pop culture

and commerce BB

Top 8: Beetles
and
Grasshoppers

Top 8: Ants,
Bees, Wasps and
Dragonflies

Assignment 1:
Biology to
Culture (1
page)

Top 8: Termites
and Flies

Assignment 1:
Biology to
Culture (1
page)

Insect Zoo and

Museum
Activity

Assignment 1:
Biology to
Culture (1
page)

Top 8: Bugs and

Butterflies

Assignment 1
Instructor Edits

Assignment
1Instructor Edits

Introduction to
Scientific
Writing and the
Scientific Paper

Ch 3 1.1-1.3
Hoffman

Assignment 1:
Biology to
Culture (4 page
first draft)

Primary
Literature

Locating Useful
Sources Pechenick

Assignment 1:
Second Draft
(4 pages)
Choose a
scientific paper
to read BB

Assignment 1
Instructor Edits

Reading Science

Read Scientific
Article as Class

Assignment 1: Final
comments and grade

Interpreting
Scientific
Writing

Your scientific paper

Science for the

Public

Gwen Pearson
WIRED

Science for the

Public

Your popular article

Assignment 2:
Critique of
scientific paper

Reviewing

CH 6 Pechenick

Assignment 2:
Self-evaluation

Insects in
History

Insects in
History

Assignment 2:
Summary of
scientific paper
Assignment 2:
Instructor Edits

Assignment 2: Self
evaluation

Assignment 2:
Peer Review
your Groups
Critiques
Additional Primary
literature source
relating to your paper

Assignment 2: Peer
Edits and
Instructor Edits

Insects in Myths,
Legends, and
Religion

Choose
Assignment 2:
myth/legend/religious Final draft due
story as a peer-group

Insects in Myths,
Legends, and
Religion

Read the
Assignment 3:
myth/legend/religious 3 annotated
story
sources on BB
Assigned a side to
argue

Myths: Meet
with Partners

Assignment 2 final
comments and grade

Entomophagy

Two short articles

Assignment 3:
Outline of
Essay due

Plagues and
Disease

Online matching
game due before

Assignment 3:
Meet with

Assignment 3:

class

Instructor

Entomophobia

Assignment 3:
First Draft

Assignment 3:
Peer edits
discussion

Assignment 3:
Peer edits from
opposing side

Entomophobia

Prep presentations

10

Presentations
Assignment 3

Prep presentations

10

Presentations
Assignment 3

10

Sci-fi:
Introduction,
cultural impacts,
what makes
good plot?

11

Sci-fi: Peer-share
outlines

11

Sci-fi: Guest
lectures: sci-fi
and accuracy

11

Verbal Feedback

Assignment 3: Peer
feedback
Assignment 3:
Instructor Feedback

Assignment 3:
Final essay

4 pages of sci-fi
screenplay and two
cliff-notes summaries
of sci-fi books

Assignment 3 final
comments and grade

Assignment 4
Outline

Assignment 3: Peer
comments

Sci-fi: Share
drafts with peers

Assignment 4
drafts

Assignment 4: Peer
comments

12

Sci-fi: clips,
impacts of books
and films on
society

Assignment 4
final

12

Sci-fi: Share scifi plots with

class

Prep share sci-fi

Assignment 5:
Outlines due

12

Sci-fi: Share scifi plots with

class

Prep share sci-fi

Assignment 5:
Meet with
instructor

Assignment 4: Final
comments

Assignment 5:
verbal feedback on
outline
13

Review: Insects
and Culture

13

Sci-fi award
presentation

Sci-fi votes due

online
Assignment 5
rough draft

Assignment 5: Self
evaluation

Self-evaluation
rubric
13

Peer Review
Discussion

Review peer group

draft before class

14

Review: Insects
and Culture

14

Writing
workshop
Assignment 5

Review peer group

drafts before class

Exam

Final exam

Read peer group final Assignment 5

reflections
final draft

Assignment 5
second draft
Assignment 6:
One page final
reflection

Assignment 5: Peer
comments

Assignment 5: Final
comments and grade
available for pick-up
during finals week
or on BB

Group Work and Peer Review:

Peer Groups: At the beginning of the semester, you will be randomly assigned to a peer group of
4 students. You will work with this group throughout the semester. For specified assignments
(see class schedule above), you will be expected to read and give feedback on papers from
members of the peer group. Feedback, your comments and suggestions, will be given using
designated forms on xx website: link. Feedback form due-dates are designated in the course
schedule. Your contributions to peer group will constitute a large part of your final grade (see
grading section).
Technology: Computers and cell phones can be used in the class, but for course work ONLY.
Any other use of technology can be grounds for us to ask you to leave the room. Using
technology for purposes outside of class not only decreases your learning acquisition, but is
disrespectful and distracting to both instructors and your classmates
Grading:

Grading flexibility:
We know this class will involve a lot of work and that you have busy schedules and that things
come up unexpectedly. For this reason, we will drop your lowest grade on one personal draft and
on one peer-edit session. We will also drop your lowest grades for 2 days of class participation
and reading.
Re-grading:
If you feel that you have been graded unfairly, you have the option of turning up to two
assignments for re-grading. For re-grading, you will receive a grade from the instructor who was
not your original grader. If you are still unsure about this re-grade, both instructors will arrange a
meeting with you separately to talk about your grade.
Late work:
Because we are constantly creating drafts and revising them in this class, late drafts will not be
tolerated. Turning in drafts late will cause not only your work but also your peers work to suffer.
One late final draft (for any assignment besides the 5th one) will be allowed per student for the
semester. This draft will be graded with full points up to one week beyond the deadline. If you
choose to turn in an assignment late, you must inform us of your decision in email or in person
before the regularly scheduled deadline or it will not be graded.
Peer Group Grade:
Your written comments using the online forms on xx website will contribute to 70% of your
peer-group grade and your discussion and verbal feedback with your peers during our in-class
writing workshops will comprise the other 30% of the grade.
Assignment Grades:
Each assignment will have a rubric posted to blackboard, breaking down the requirements for
both completion grade and content grade.
1. Drafts, self-evaluations, and peer evaluations - 60% assignment grade

Completion and guidelines (such as references or page length) 60%

Content - 40% (see assignment-specific rubrics for the content requirements)
2. Final draft - 40% assignment grade

Course grade - percent:

Assignment 1

5%

Assignment 2

10%

Assignment 3+ Presentation

15%

Assignment 4+Presentation

15%

Assignment 5
Participation in peer group
discussions)

20%
25% (70% written feedback, 30% verbal

Class attendance and discussion of readings

10%

Academic Integrity:
You are responsible for knowing and following Cornell's academic integrity policy. Absolute
integrity is expected of every Cornell student in all academic undertakings; he/she must in no
way misrepresent his/her work fraudulently or unfairly advance his/her academic status, or be a
party to another student's failure to maintain academic integrity. The maintenance of an
atmosphere of academic honor and the fulfillment of the provisions of this Code are the
responsibilities of the students and faculty of Cornell University. Therefore, all students and
faculty members shall refrain from any action that would violate the basic principles of this
Code. Violation of the academic integrity policy will not be tolerated, and will result in a
failing grade in the course.
For more information, consult the following website: http://cuinfo.cornell.edu/aic.cfm
Disability Accommodations:
If you have a documented disability, and you need an accommodation made for you in the
course, please consult us as soon as possible at the beginning of the course so we can create a
solution that will help you be successful in this class.
Communication Policy:
If you wish to ask us about the course or need assistance in any way, please stop by our office
hours or schedule an appointment with us at a time that works for you. The best way to
communicate with us is to talk to us in person during class or by sending us an email. We will
answer emails pertaining to this course within three business days. If we do not answer your
query by then, make sure to send it again or talk to us in class, as the email may have been lost.
While we will strive to answer emails in a timely manner, we cannot guarantee that we will
respond to emails during weekends and academic holidays.
Diversity and Inclusion:
We value diversity or opinions and backgrounds in this class. We will do our utmost to make sure
our environment is a safe, inclusive, and comfortable space for all students. We do not allow
discrimination within our classroom. If you feel that you are being discriminated because of your
sex, race, age, nationality, ethnicity, gender identity and expression, intellectual and physical
ability, sexual orientation, income, faith, socio-economic class, political ideology, education,
primary language, family status, military experience, cognitive style, or communication style,
please let one of the instructors know immediately and we will do our best to alleviate the issue.

You can also report discrimination, harassment, and biases through Cornell at:
https://www.hr.cornell.edu/diversity/reporting/
Title IX prohibits sex discrimination, sexual misconduct, sexual violence, sexual harassment, and
retaliation. We take sexual harassment and misconduct very seriously and have NO
TOLERANCE for it in the classroom. If you or someone you know has been harassed or
assaulted, see this link for resources and reporting:
https://share.cornell.edu/
Disclaimer: While we strive to keep the course aligned with the syllabus, unforeseen
circumstances may cause the schedule or requirements to change. If there are changes to the
syllabus, we will give you advance notice of those changes.