English 102L: Literature and Composition (3161)
Fall, 2008 – MxCC
Instructor: Dale Griffith Email: dgriffith@mxcc.commnet.edu
Office: Snow, room 520 phone:
860 343-5801 (voice mail)
Office Hours: TBA
Required Text
McMahan, Day, Funk. Literature and the Writing Process. 8th edition.
Suggested:
Current Reference Guide – MLA guide strongly recommended.
Course Description
Students will learn how to develop
valid interpretations of literature through thoughtful reading of fiction,
poetry, drama, and the essay. They will be introduced to literary
terminology and the standard critical approaches. They will learn how to use
various levels of source materials and also how to express clearly their views
about literature in expository writing, including essays with formal research
documentation. Prerequisite: grade C or better in English 101.
General Course Objectives
Students will learn the
fundamental elements of poetry, drama, fiction, and the literary essay; they
will learn fundamentals of literary criticism as a means of approaching
literary texts; they will learn how to incorporate both source materials and
their own ideas in properly documented essays. Overall, they will increase
their appreciation of literature, their skill in reading it, and their ability
to convey ideas about it.
Specific
Objectives/Outcomes
The student will
Reading Matter
- Read works of recognized merit in poetry, drama,
fiction, and the essay, the readings to be drawn from a variety of
historical eras;
- Read works of literary criticism, both primary
and secondary sources;
Discovery
- Learn about the historical, social, cultural, and
creative contexts that influence the writing of literature from period to
period;
- Learn about the relationship between the
literature and the lives of the writers;
Analysis
- Learn to interpret literature on the basis of
textual evidence;
- Learn to recognize and understand the value of
standard literary elements and devices within literary works;
- Learn to recognize conventional themes within and
among literary works;
- Learn to distinguish between generally held and
private interpretations and to accept that there may be more than one
valid interpretation of a given work;
Writing
- Write formal documented essays combining personal
analysis with professional analysis gathered from critical texts;
- Write examinations in acceptable prose,
demonstrating a grasp of the elements listed about.
Attendance
- Discussions and assignments that do not meet the
deadlines are given a zero. Zeros seriously affect your final grades.
- Students who wish to withdraw (receive a “W”)
must submit the appropriate college form to me for my signature. Contact
Records for more information. Those who simply stop attending, without
filling out the paperwork, will receive an “F.”
Behavioral Decorum
The online classroom is a
place of learning. To maximize learning, please do the following:
- Treat each other with respect and consideration.
- Keep up with the course work.
- Use appropriate tone and language in emails,
essays, discussions, and other work. Emails, discussions, and/or essays
that do not use appropriate college-level language will result in a zero
for the assignment, discussion, in question. Your name will also be
forwarded to the dean. In other words, no swearing, slang, or deviations
from the course’s focus – these behaviors undermine your credibility as a
participant and invalidate your work.
Assignments
All work is due on the dates indicated on the syllabus or
announced by the professor. Each student is responsible for the material
assigned – no excuses, please. Those who miss deadlines will receive a
zero, which will seriously harm your grade.
Assignment Format
- Assignments must be typewritten (Word, Times New
Roman, 12 pt. font), double spaced with margins, as defined by the MLA
style (Modern Language Association). Assignments must also contain
Work(s) Cited and in-text citations (quotations with page/line
references). For more information on the MLA format, refer to a writing
handbook or your textbook.
- Name, instructor name, class, and date will be
placed in the upper left corner of page one of essays. Page numbers will be
placed in the upper right corner.
Plagiarism and Academic
Honesty
Please submit work that is
original to our class and in which you are the sole author.
Document your work with the MLA format. Work that violates college policy will
result in an automatic zero. As stated in the catalog, “Both plagiarism and
cheating are grounds for a student’s immediate dismissal from the college.”
Board of Trustees’ Policy
5.2.1
“At Middlesex Community College,
we expect the highest standards of academic honesty. Academic dishonesty is
prohibited in accordance with the Board of Trustees’ proscribed Conduct Policy
in Section 5.2.1 of the Board of Trustees’ Policy Manual. This policy prohibits
cheating on examinations, plagiarism, and other proscribed activities. Plagiarism
is defined as the use of another’s idea(s) or phrase(s) and representing
that/those idea(s) as your own, either intentionally or unintentionally.”
Final Grades: Assessment percentages are subject to change; you’ll
be notified well in advance of any modifications. Each unit will consist
of graded discussions and a thesis-driven research paper.
20%
Short Story Unit
20%
Poetry Unit
10%
Midterm Exam
25%
Drama Unit
10%
Final Exam
15%
Homework/ Participation
General Criteria for
Essays
- A=95+; A-= 90-94; B+=87-89; B=84-86; B-=80-83;
C+=77-79;C=74-76; C-= 70-73; D+= 67-69; D= 64-66;
D-=60-63; below 60 = F. Remember, with numerical grading a zero is lethal.
Receiving a 40 on a paper is much better for your final grade than
receiving a 0. Do the math: 85 + 40 = 125, which divided by two equal 62
(a poor grade, but it’s passing). 85 + 0 = 42.5 (F).
- A and B papers are well above average in critical
analysis, development, style, mechanics, and support with evidence. They
include accurate use of the MLA format for Works Cited, quotation
integration, and page/line referencing. These papers are framed in
third-person point of view. The introduction ends with a succinct
opinion-based thesis. Topics sentences contain transitions and directly
advance the thesis. Paragraph discussion is thoughtful, organized,
unified, and coherent. Discussion is also backed with credible, accurately
documented evidence and employs literary terminology to frame the
discussion as a critical analysis. Lastly, these papers follow the
directions to the assignment fully and also apply the writing strategy
tips documented in the lecture notes
- C papers contain issues with grammar,
organization, development, and/or support. The essay may also be more
summary than critical analysis. Problems may exist with adequate support
and accurate MLA documentation.
- D or F papers are those that do not meet the
assignment, contain numerous errors, lack logical organization, and/or
focus on generalities rather than development. These essays may also be
predominately summary and do not contain adequate evidence as support.
Withdrawals
Students who wish to initiate
a “W” (withdrawal) must submit the appropriate form to Records. The
final date to withdraw without academic penalty is September 28, 2007. For more
information on this procedure, refer to the catalog, the college calendar, and/or
consult with your advisor and/or the Financial Aid Office (if
applicable).
Students with Disabilities (catalog)
“Students with disabilities
who may require special accommodations should contact the Office of Disability
Support Services (D.S.S.) at 860-343-5879. Students are also encouraged to
disclose their disability to the Learning Specialist upon notification of
admission to the college. Instructors are under no obligation to provide
accommodations unless the student has disclosed the nature of the disability to
the designated service provider on campus. The college reserves the right to
determine the nature and extent of the accommodations provided.” For more
complete information, refer to the catalog.
ENG102
This course is important
because you will strengthen your ability to analyze and write about literature.
Additionally, English 102 meets all general education core competencies
but one: Mathematical Reasoning.
The
interactive process through which there is an exchange of verbal and/or
nonverbal information.
Acknowledgement that society is diverse with groups of
individuals possessing differing beliefs, values, attitudes, and customs that
are shared from one generation to the next.
- Social and Civic Responsibility:
Behavior that demonstrates adherence to legal/ethical
standards established by society.
Modes of reasoning including analyzing data,
evaluating alternatives, setting priorities, and predicting outcomes.
Determination of approach,
materials, and strategies necessary to solve a problem.
Use tools of the trade to achieve a specific outcome.
These core competencies are
important personally, academically, and professionally.
The outcomes, as stated in
the syllabus, are covered in this course. This course may be used to meet
program requirement in General Studies and other select programs.
Course Schedule
This is a
tentative schedule, which will change according the class’s needs. Finally,
plan ahead – some weeks are far more demanding than others.
Weeks
run from Monday to Sunday; we begin with week one on August 25-31. All essays
are due on Sundays by noon. See syllabus and assignment sheets for exact dates.
Discussions
are open from Monday to Sunday of each week. You are required to post at least
three reflections per week and respond to at least one other student’s
reflection. Explicit instructions for discussions are explained in the Discussion
folder.
Study each chapter carefully. You are responsible for
knowing literary terms and using them in your reflective notes and in your
formal essays.
Short Story – Unit one: Chapters
1-10, plus readings. Specifics TBA: readings (other than chapter
selections): “The Story of an Hour” (page 227);
“Desiree’s Baby” (page 223); “A Jury of Her Peers” (275); “A Rose for Emily”
(314); “A Good Man is Hard to Find”; “Geraldo No Last Name” (434); “The Catbird
Seat” (465).
Week #1 – August 25-31. Read: Chapters 1 (“Eveline”) and 2 (study MLA format; refer to MxCC library
website for further information), plus readings about James Joyce and “Eveline.” Post reflections on discussion board.
Week #2 – Sept. 1-7. Read: Chapters 3 and
4, plus “The Story of an Hour,” p. 227, “Desiree’s Baby,” p. 223, and readings
about Chopin and her stories. Assign paper #1 – in a
three-four-page essay compare the protagonists in the Chopin stories. You may
use information from the readings provided, but do not use other secondary
sources. Remember to use in-text citations and quotations properly. Include a
Works Cited Page. See assignment and essay format icons for more details.
Week #3 – Sept. 8-14. Draft due. Read: Chapters
5 and 6, plus readings about Tim O’Brien and “The Things They Carried.” Post
reflections on message board.
Week #4 – Sept. 15-21. Read: Chapters 7 and 8, plus readings about
“The Lottery,” “Everyday Use,” and their authors. Revise essay #1,
adding two secondary sources – from the MxCC library (books, journals, databases).
In text citations and a Works Cited Page must be included. Post reflections
about Jackson and Walker’s stories.
Week #5 – Sept. 22-28. Read: Paper #1 due. Read: Chapters 9 and 10, plus readings about “Hunters in the Snow” and “Good
Country People.” Post reflections on these stories.
Week #6 – Sept. 29-Oct. 5. Read: “A
Rose for Emily,” p.314 and “A Good Man is Hard to Find,” p. 357, and readings
about them and their authors. Post reflections.
Poetry – Unit two: Chapters 11-14. Read: all of Langston
Hughes (555), Robert Frost and Emily Dickinson – others TBA.
Week #7 – Oct. 6-12. Read:
Chapters 11 and 12, plus notes about
“My Papa’s Waltz,” and other chapter 12 poems. Read “Those Winter Sundays” on
page 700 and the essay on p. 552. Post reflections on chapters 11 and 12
(including the poems). Midterm Exam (assignment TBA).
Week #8 – Oct. 13-19.
Read: Chapters 13 and 14, all poems
plus readings about Langston Hughes. Assign paper #2 – using ideas
suggested on pp. 562-63 in your text; write a three-four-page essay considering
one or more of Hughes’ poems. Use quotes from the poems but no secondary
sources (at this time). Do review rules for quoting poetry in essays (p. 511).
Week #9 – Oct. 20-26. Essay #2 due; Read: Shakespeare’s
four poems (577-578); Dickinson’s
poems (598-602); Frost’s (609-614); Sarton’s (636);
two versions of “Richard Cory,” (693-694). Post reflections.
Week #10 – Oct. 27-November 2. Revise #2, adding
at least two secondary sources. See assignment icon for specifics.
Drama – Unit three: Chapters
15-18, plus plays. Read: Antigone; Fences;
Othello, the Moor of Venice;
Trifles.
Week #11 – Nov. 3-9. Read: Chapter 16 and
17, including Fences, and readings about the play and its author. Assign
Research Paper (see assignment sheet for particulars).
Week #12 – Nov. 10-16. Submit Research paper (working) outline and sources
due. Read: Fences: Interpreting Troy.
Week #13 –Nov. 17-23. Research Paper Draft due.
Week #14 –Nov. 24-30. Read: Chapter 18,
plus Othello, and notes about Shakespeare and the play. Post
reflections.
Week #15 –Dec. 1-7. Research paper due. Read: Othello.
Week #16 – Dec. 8-14.
Read: Trifles.Post
reflection.
Week #17 – Dec. 15-21. Final (assignment TBA)