Engl 1102, Spring 2004

ENGL 1102

English Composition II

Dr. Lucas 1

ENGL 1102 English Composition II Prerequisite: at least a “C” in 1101 • Spring 2004 Dr. Gerald Lucas ([email protected]) http://litmuse.maconstate.edu/ (office hours, etc., are all on this web site) Office: M-117 The objectives of the second half of Freshmen Composition, ENGL 1102, carry on those of ENGL 1101, but concentrate on the interpretation of literature in an attempt to develop critical-thinking, observation, analytical, and comprehension skills. ENGL 1102 provides an introduction to traditional literary forms — prose, poetry, and drama — and an examination of other cultural texts, like film, music, and visual arts. This course will also introduce various approaches to textual interpretation, like reader-response, cultural, feminist, and psychological criticism. Through various readings, journal entries, research activities, and instructed guidance, students will further develop those written and verbal skills begun in ENGL 1101.

Required Materials • • •

Cunningham, Michael. The Hours. New York: Picador, 2002. Sipiora, Phillip. Reading and Writing about Literature. New Jersey: Prentice Hall, 2002. Shakespeare. Titus Andronicus.

Recommended Materials • •

A composition handbook, like Diana Hacker’s A Writer’s Reference. A College Dictionary.

Course Requirements Four Essays (60%): The major portion of students’ grades will derive from four (4) interpretative essays that will both: address a work of literature we have read for and discussed in class and apply a critical approach that we have discussed in class to interpreting that piece of literature. Essay 1 will be a reader-response essay on any work (short story, poem, song, etc.) we have read for class up until the due date. You should select a work and interpret it according to his or her own informed view of the piece. Essay 2 will include a research component on top of an application of a Feminist, Cultural, or Psychological interpretation to the text. Like essay 1, you should choose a short story or poem that we have read up until this point (excluding your choice for essay 1) and get at least two (2) critical articles or books (yes, you will need to go to the library) on the work that employ the interpretative method you have chosen. Read the articles, noting sections of them that might apply to your view of the work. Write the essay correctly citing your articles and indicate somewhere on your paper the interpretative method your essay employs. Essay 3 will address Cunningham’s The Hours and employ one of the interpretative methods we have studied so far this semester. In addition, you must cite at least three critical sources in your paper. You may get these sources from anywhere you would like, but be sure they are valid critical sources, like journal articles or books. Indicate somewhere on your paper the interpretative method you employ. Essay 4 will apply any interpretative method we have discussed this semester (any you have not already employed) to Shakespeare’s Titus Andronicus and one other work we have read (that you have not written on already) in a comparative essay. Like essay 3, this essay must use at least three critical sources cited in correct MLA style. Indicate somewhere on your paper the interpretative method you employ. Reading Journal (30%): Each week, you will write at least 350 words addressing any aspect of the reading you have finished for class. You must format your journal precisely; please follow the directions on the web site carefully. Each journal entry should address a particular work of literature in a number of ways: 1. Your interpretation of the work using any critical method that you would like. See Writing Essays about Literature for some suggestions. Your interpretation of any aspect of the primary text should be your major focus. 2. Secondary interpretations. Since you are new at addressing literary works, you should consult secondary sources for additional interpretations to help you develop your critical approach. Use online sources as well as books from the library to help you with your journal. Be sure to practice correct MLA citation method. The journal requirement is designed to get you thinking and writing about literature in a critical way. It's OK not to like a piece of literature, but you should investigate why you dislike it critically, not just dismiss it like you would a food you don't like. Your journal should help you and provide the foundation for all of your essays in this class.

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Class Participation (10%): Regular class attendance and active participation in classroom discussion and the class interchanges are required. Some assignments will occasionally count for participation: quizzes, peer editing, the viewing of a film, and similar activities. Additional assistance may be obtained from me during my office hours or by appointment. Your participation in group activities both in-class and at a distance will be weighed heavily in evaluation. Since writing is an on-going process, participation, effort, and attitude will count as much as written work. For every assigned reading, a quiz should be expected. These quizzes are designed to test factual aspects of the text, not interpretation or evaluation. Read every text carefully and take reading notes — character names, general plot, important items, etc. — and the quizzes will be no problem. Quizzes, other class activities, and homework assignments not explicitly outlined on this document will be factored into your final class participation grade.

Classroom Policies Assignments: our work represents you. Therefore, I expect everything you turn into me to exemplify the very best of your professional self. Every out-of-class assignment must be word-processed on white, wrinkle-free paper. I will not accept any hand-written assignment, period. Please plan ahead so that you have plenty of time to make your assignments as presentable as possible. All essays must be formatted according to MLA Style: typed, double-spaced, and contain your name, class name and number, my name, and date in the upper-left-hand corner of the first page; all pages must have the your last name followed by the page number in the upper-right-hand corner 1/2-inch from the top. Additionally, the essay's title should be centered and appear directly before the introduction. Use a twelve-point, serif font (no smaller or larger) and refrain from superfluous underlining, bolding, etc. (For a visual of MLA format, see Hacker page 371.) Also, be sure to review the Editor's Checklist (on web) before turning in your essays. Finally, always keep copies of your assignments, especially when they have been graded and returned. All essays should be submitted in a folder with pockets; reader-responses (less-formal writing) may just be stapled and handed in without the folder. Do not attach your essay to the folder; put it in the pocket with anything else required for the assignment. If you submit an assignment late or early for some reason, please do so through my departmental mailbox located in the Humanities office. Do not slide anything under my door, as it may get lost. Attendance: Attendance will be taken at every class meeting. A sheet of paper with the day’s date will be sent around at the start of every class; your name must appear on this list, or you were absent for that day. If you come in late, it is your responsibility to ask me for the attendance sheet so that you may sign in. The college’s official attendance policy states that students should not be penalized for missing three (3) hours of class per semester, but a student’s grade will be negatively affected if absences exceed three (3) hours in one semester. There are no “excused absences” in my class, but you are allowed to miss two (2) classes, no questions asked, before your grade suffers. If you attend all classes, you final class participation grade will receive an additional three (3) points. If you miss only one class, you will receive an additional two (2) points on your final class participation grade. Missing two classes has no beneficial or adverse affect on your grade. Each additional class missed beyond three will decrease your class participation by one (1) point, and on down the line. Two (2) tardies — i.e. coming late or leaving early — count as one absence. Remember: the only thing that counts here is the physical presence of a body in class; excuses will not help this measurable fact at all. It is your responsibility to discover what was missed in class and any assignments. Quizzes and in-class activities cannot be made up for any reason. Children: Since class lecture and discussion will often touch on the controversial, this classroom is not an appropriate place for children. Please make arrangements to have your children looked after while you attend class. Class Time: Because discussion and active participation are integral to the learning process, I rarely lecture. Therefore, time in class will be spent on discussion of readings, student writing, and exercises with the occasional short lecture. Quizzes, practice essays, discussions, and lectures are designed to benefit the entire group while personal problems and concerns should be handled during office hours. Deadlines: Late work is not acceptable and will receive a zero. Allowing for a single contingency, one late assignment will be accepted; this assignment cannot be more than a week late. After this limit, I can accept no late assignments. The reason for this: what you write for each class will create the class. If you write nothing, then the class does not exist. To ensure the existence of class, you are allowed only one late daily assignment. Plan ahead and turn in your work on time. Late essays cannot, for any reason, be rewritten for a grade increase. Electronic Communication Devices: Please leave all distracting electronic devices, cell phones and beepers, in your car, or silence them during class. I understand our contemporary need to be in contact with everyone all the time, but do not let this personal need distract the rest of the class. In addition, I do not allow class discussions to be taped, so do not bring any voice recording devices to class, though I do encourage your bringing an ink interface and dead trees on which to take notes.

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Grades: Final grades will be based upon a traditional ten-point scale for letters and then a plus or minus for a more accurate grade. Also see individual course descriptions for specific requirements. You are not in competition with each other; you will each receive the grade you earn. For a description of what letter grades mean, see grade descriptions (on web site) or refer to the Macon State College Academic Catalog. I do not transmit grades electronically at any time. I have no problem apprising you of your current standing in this class, but I will not do so over any electronic medium, including email or the phone. If you would like to know your official grade, you should see me during my office hours or make an appointment. Incompletes: This course will strictly abide by University and departmental policies regarding incompletes. An incomplete can only be given if a small portion of the course work is missing and you’re doing otherwise satisfactory work. “I” grades are not assigned automatically, but only upon consultation with me. You have one semester to remove an “I” grade; otherwise it is changed to an “F.” Materials: Course readings are integral parts of the class and should be brought daily. When readings are assigned to be discussed in class, please bring a copy of the reading with your reading notes ready to participate in the discussion. Do not come to class without your books. Notes: Students must keep thorough notes, both from classroom lecture and individual reading. Even if students are absent, they are held responsible for obtaining missed notes. Notes should not only reflect good listening skills, but individual interest in every topic discussed in class. Students are encouraged to individually research topics discussed in class. Although notes will not receive a grade, they should be diligently kept in all classes. One should always endeavor to improve note-taking skills. Plagiarism: The Oxford English Dictionary defines plagiarism as “the wrongful appropriation or purloining, and publication as one’s own, of the ideas, or the expression of the ideas (literary, artistic, musical, mechanical, etc.) of another,” or “a purloined idea, design, passage, or work.” Any time you use ideas that are not your own in anything that you write, you must supply a citation in an identifiable citation method, e.g., MLA, Chicago, etc. Plagiarism will result in automatic failure of this class and will be pursued to incite the utmost penalty for such dishonesty. Academic falsehood, in any form, will constitute class failure. Special Needs: Any student who has special needs because of a disability should contact Ann E. Loyd at the Counseling and Career Center (478-471-2714 / S-230) and fill out the appropriate paperwork. The student should then see me with the documentation so that the necessary accommodations can be made.

Course Schedule This schedule represents the ideal outline for our study this semester. Yet, like all best-laid plans, we will probably not be able to keep up with our agenda. Please be flexible and try to look and read ahead whenever possible. We will do our best to stick by this schedule, but we will inform you verbally whenever there is a change in or an addition to an assignment. Getting these updates is solely your responsibility. Therefore, this syllabus is tentative and subject to change contingent upon the needs of the students and the professor, and dictated by time and other constraints that may affect the course. This syllabus reflects only an overview of the assigned reading and other major course assignments. It does not always indicate other specific class session assignments or activities. Note: Reading and homework assignments will be due the following class period unless otherwise noted. For example, if your class meets Tuesdays and Thursdays, a reading assignment that appears under Tuesday will be due on Thursday.

Week 1: Jan 8, 2004 • • • • • •

Course Introduction Discuss course policy statement, syllabus, and requirements. Review Course Texts Toad “Windmills” Reading for 1/13: Sipiora, pp. 1-22 (including F. Scott Fitzgerald’s “Babylon Revisited”); Writing about Literature and Writing Essays about Literature Writing for 1/13: Journal entry #1 on Fitzgerald

Week 2: Jan 13, 2004 • • •

Journal Evaluation Introduction to the short story Introduction to textual interpretation

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Discussion of “Babylon Revisited” Reading for 1/20: Sipiora Chapter 2 (pp. 23-46, including Hemingway’s “Indian Camp” and Joyce’s “Araby”) Writing for 1/20: Journal entry #2 on Hemingway

Week 3: Jan 20, 2004 • • • •

Discussion of Reader-Response Criticism Discussion of Hemingway’s “Indian Camp” and Joyce’s “Araby” Reading for 1/27: Sipiora, Chapter 10 (pp. 291-296 and 322-329, not including Joyce’s “The Dead”) Writing for 1/27: Journal entry #3 on Joyce

Week 4: Jan 27, 2004 • • • • •

Introduction to research and MLA Documentation Style Essay #1 Due No class on 1/29 Reading for 2/3: Sipiora, Chapter 7 (pp. 183-205, including Silko’s “Yellow Women” and Chopin’s “The Story of an Hour”) Writing for 2/3: Journal entry #4 on Silko and Chopin

Week 5: Feb 3, 2004 • • • • • •

Discussion of Feminist Criticism Discussion of Silko’s “Yellow Women” Discussion of Chopin’s “The Story of an Hour” Tour of the library (yes, the physical building where books are kept) and on-line resources Return Essay #1; rewrites due 2/12 Reading for 2/10: Sipiora, Chapter 6 (pp. 144-165, including London’s “To Build a Fire”) Writing for 2/10: Journal entry #5 on London

Week 6: Feb 10, 2004 • • • • • •

Discussion of Cultural Criticism Discussion of London’s “To Build a Fire” Notes on Naturalism Rewrites of Essay #1 due; discuss Essay 2 Reading for 2/17: Sipiora, Chapter 8 (pp. 206-210 and 240-248, including Poe’s “The Cask of Amontillado,” but not Melville’s “Bartleby”) Writing for 2/17: Journal entry #6 on Poe

Week 7: Feb 17, 2004 • • • •

Discussion of Psychological Criticism Discussion of Poe’s “The Cask of Amontillado” Reading for 3/2: Various poetry Writing for 3/2: Journal entry #7 on poetry

Week 8: Mar 2, 2004 • • • • • •

Reading and discussion of poetry Essay #2 Due (3/4) Conference Sign-up Sheet Homework: Prepare your self-assessment and bring it to your conference next week. Reading for 3/9: Various poetry Writing for 3/9: Journal entry #8 on poetry

Week 9: Mar 9, 2004 • • • •

Conferences Return essay #2; rewrites due (3/25); discuss essay #3 Reading for 3/23: Cunningham The Hours Writing for 3/23: Journal entry #9 on The Hours

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Week 10: Mar 23, 2004 • • •

Discussion of The Hours Reading for 3/30: Sipiora, Chapter 9 (pp. 249-254; Moravia’s “Don’t Delve Too Deeply” and Shakespeare’s “Shall I Compare Thee to a Summer’s Day,” pp. 281-290) Writing for 3/30: Journal entry #10 on Moravia and/or Shakespeare

Week 11: Mar 30, 2004 • • • • •

Discussion of Deconstruction Moravia and Shakespeare Essay #3 due (4/8) Reading for 4/6: Sipiora, Chapter 4 (pp. 73-105, including Baldwin’s “Sonny’s Blues”) Writing for 4/6: Journal entry #11 on Baldwin

Week 12: Apr 6, 2004 • • • • •

Discussion of Ethical Criticism Baldwin’s “Sonny’s Blues” Return essay #3; rewrites due 4/15; discuss essay #4 Reading for 4/13: Shakespeare’s Titus Andronicus (complete) Writing for 4/13: Journal entry #12 on Shakespeare

Week 13: Apr 13, 2004 • • • •

Discussion of Shakespeare Homework: Research for Titus Reading for 4/20: Sipiora, from Chapter 5 (pp. 120-124) Writing for 4/20: Journal entry #13 on Shakespeare

Week 14: Apr 20, 2004 • •

Viewing of Julie Taymor's Titus Writing for 4/27: Journal entry #14 on Taymor

Week 15: Apr 27, 2004 •

Essay #4 Due (4/27)