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Course schedule
(subject to change, so don't print out once and treat as gospel; refer back regularly)

Class session
Texts, Readings, Resources
Week 1: Monday, July 3 & Wednesday, July 5
  • Reviewing first assignment | Beginnings
  • Biography (
  • Photography
  • First impressions and 'ugly Americans'
  • Prep for dinner cruise Wednesday night and cafes field trip
  • Writing as process
  • Observation, detail, thick description
  • Avoding cliche
  • Audience
  • Cafe field trip recap

DUE Saturday, May 20:
1. Set up your blog (Wordpress OR Blogger)

2. Write your first travel piece (acquainting us with your hometown). 700-1,000 words. Double line-spaced. 12pt type. Send to Dr. Carroll (

DUE Monday, July 3:

Blog post on "the journey"

DUE Wednesday, July 5

Blog post on "ugly Americans"

Tuesday, July 4

Field Trip 1: A Moveable Feast

  • Le Rosebud
  • Les Deux Magots
  • Cafe de Flore


Week 2: Monday, July 10 & Wednesday, July 12

  • Transitioning journal entries to publishable pieces
  • Editing and revising
  • Prep for Bastille Day, second field trip
  • Closeups, mid-range, wide-angle
  • Layering content (an awesome and recent example)
  • Style and voice
  • Use of dialogue
  • Off the beaten track recap

DUE Monday: Cafe piece

DUE Wednesday: Cafe revisions

Tuesday, July 11

Field Trip 2: Off the beaten track

  • La Musee de Fumeur
  • Grand Musee du Parfum
  • Le Musee du Chocolat


Week 3: Monday, July 17 and Wednesday, July 19

  • Bastille Day recap
  • Prep for a step back in time
  • Descriptive phrases
  • Punctuation


DUE Monday: Off the beaten track piece

DUE Wednesday: Bastille Day piece

Tuesday, July 18

Field Trip 3: Stepping back in time

Village du Bercy


Week 4: Monday, July 24 and Wednesday, July 26

  • Blogging
  • Humor writing
  • Journalistic writing
  • Getting lost


DUE Monday: Bercy piece

DUE Wednesday: Revision

Tuesday, July 25

Field Trip 4: The outdoor markets of Paris


Week 4: Monday, July 31 and Wednesday, Aug. 2

  • Social media strategies
  • Where to publish
  • Preparing for the final piece and presentations

READ: WEDM, Chapter 9

DUE Monday: outdoor markets piece

DUE Wednesday: Humor piece

Tuesday, Aug. 1

Field Trip 5: Getting out of Paris


Week 5:Friday, Aug. 4 Personal experience essay (final piece)  

Some digital sources:


Course Description

Students will write and develop, revise, and publish to the web multimedia travel narratives. To do this, they will learn descriptive and narrative writing, as well as photographic and videographic skills and techniques. Students will learn to read Paris as a text by looking beyond the surface and by avoiding stereotype or the treatment of subject as a sort of exotic ‘other.’ As mostly a writing course, its emphasis is on writing as process.

Core course questions include:

  • Why do we travel?
  • Why do we write about travel?
  • What are the core genres and styles of travel writing?
  • What are the components of a skillfully crafted travel article?
  • What are the habits of successful travel writers?

Course Purpose & Objectives: By the end of this course, my goal is for students to --  

  • learn how to write travel articles for publication
  • improve techniques of observation, description, and narration 
  • explore the ethics of travel writing
  • learn basic photography, videography, and multimedia storytelling
  • publish layered, multimedia travel stories to the web

What you will need (required):

What you may want (recommended but not required):

  • Associated Press Stylebook
  • A writer’s handbook (any writer’s handbook); The Everyday Writer by Angela Lunsford is a good one

Stuff you need to know:

Professor: Dr. Brian Carroll
Home page:
Blog: Wandering Rocks


  • Attendance: Every absence that is not excused by the program director results in the drop of a letter grade. Three instances of tardness will be treated as one absence.
  • Field trips & fees: Field trips are an integral and required component of Program courses, and students pay their own way.
  • Distractions:
  • This instructor is easily distracted. Ringing cell phones, therefore, will be lobbed out of the classroom window and into the Paris streets. Chatter during lecture will result in "professionalism and participation" point deductions, as will Facebooking, texting or any other unauthorized Internet use during lecture or topic presentations.
  • Preparation: Complete the assignments, do the readings and be ready to tackle the activities of the day. Be ready to discuss and debate ideas and approaches.
  • Academic integrity: Because academic integrity is the foundation of college life, academic dishonesty will result in automatic failure on the assignment in question. Academic dishonesty includes, but is not limited to, the following: cheating, unauthorized collaboration, plagiarism (reproducing ideas, words, or statements without giving proper credit to original sources), fabrication, submitting the same work in multiple courses, and aiding and abetting (collusion). For definitions of these terms, please consult the instructor. If you breach this academic integrity policy, you will fail the course and be referred to your college or school dean for disciplinary action. Writing assignments will be submitted to, a plagiarism detection database.
  • Late submissions: Because the due dates for written assignments are known well in advance, there is no reason why the assignments cannot be completed on time. Moreover, it would be unfair to selectively grant extensions. All late work, therefore, will be penalized. Assignments received one class period late will be penalized one letter grade. No assignments will be accepted more than one class period late.

How you will be graded:

Writing Assignments 70%
Blog posts 20%
Professionalism and participation 10%

To compute your final grade, add up your point totals, apply the appropriate percentages, then refer to the grading system summarized here:

59 and below

Definitions of the grades can be found in the Berry College Bulletin. “A” students will demonstrate an outstanding mastery of course material and will perform far above that required for credit in the course and far above that usually seen in the course. The “A” grade should be awarded sparingly and should identify student performance that is relatively unusual in the course.

Students with special needs
If you have special needs of any kind, including learning disabilities, please let me know.

Finally, I believe we are here for a good time, not a long time, so let’s have some fun!

bc home | berry home | email the prof

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