EN319 Modern Literature

for S2T 2007

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EN 319 Modern Literature


S2T 2007 DL


Whitesel, Cynthia


Assistant Professor English/Adjunct Faculty


ABD Education Policy and Leadership/Curriculum Theory
MA Comparative Literature
BA Comparative Literature/English

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Not available by phone during the day

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Semester Dates


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Class Time




Credit Hours


Required Texts: Camus, Albert. The Stranger. New York: Vintage, 1989. ISBN 0-679-72020-0 Conrad, Joseph. Heart of Darkness. Toronto: Dover, 1990. ISBN 0-486-26464-5 Faulkner, William. As I Lay Dying. New York: Vintage, 1990. ISBN 0-679-73225-X Joyce, James. Dubliners. Toronto: Dover, 1991. ISBN 0-486-26870-5 Kafka, Franz. The Metamorphosis and Other Stories. New York: Dover, 1996. ISBN 0-486-29030-1 Kershner, R. B. The Twentieth-Century Novel: An Introduction. Boston: Bedford, 1997. ISBN 0-312-102444-5 Lawrence, D. H. Lady Chatterley's Lover. New York: Bantam, 1983. ISBN 0-553-21262-1 Mann. Thomas. Death in Venice. New York: Dover, 1995. ISBN 0-486-28714-9 Shaw, George Bernard. Pygmalion. New York: Dover, 1994. ISBN 0-486-28222-8 Wolfe, Virginia. Mrs. Dalloway New York: Harcourt, 1981. ISBN 0-15-662870-8

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

See Webliography for additional sources.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
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Course Description:
A study of European literature, particularly English, of the first half of the twentieth century, considered in its historical and cultural contexts.  3:0:3.

Educational Philosophy:
My constructivist teaching philosophy includes interaction based on readings, dialogues, writings, and students' interactions with the material and one another. Within this carefully constructed learning environment, students must take responsibility for their own learning - I am available to assist and guide from the side.

Learning Outcomes:
  Core Learning Outcomes

  1. Construct, on the basis of a range of literary texts and theories of modernism, a working definition of modernism
  2. Interpret a text or collection of texts with regard to the modernist tradition and its concerns

  Instructor Learning Outcomes
  1. Discuss Modernism and representative literary works (1890–1945) from various cultural and intellectual perspectives;
  2. Understand and apply techniques of literary analysis and online research focused on writers, texts, trends of thought, and historical contexts;
  3. Research, organize, draft, revise, and proof analyses, commentaries, and discussions of topics on Modern literature; understand academic integrity related to research.
  4. Participate fully in the online forum through discussion of readings in Modern Literature, share literature-related sites you have discovered on the World Wide Web, and express your perspective concerning the importance of literary study in the Information Age;
  5. Articulate, in discussions and formal papers, a balanced understanding of a variety of religious, intellectual, cultural, and ethnic perspectives evidenced in trends of Modern literary thought;
Core Assessment:

All Park University courses will include a Core Assessment with rubric. This will include ¾ of the Core Learning Outcomes listed above. The Core Assessment in this course will be a major critical paper of no fewer than 5 pages, which will include research and MLA documentation. The project will be completed in the final quarter of the term.

 The rubric for this assignment is published so the student can see the expectations.

Link to Class Rubric

Class Assessment:
Discussions, journals, final exam, two research papers (one interpretive and one critical), and one poetry mini-lecture. Research paper #2, a major critical paper 5-8 pages in length and using MLA documentation, is the core assessment for the class. This paper is due during Week 8. See handouts for description of graded assignments.

A = 90- 100% (or 198 points or higher) B = 80-89% (or 176 to 197 points) C = 70-79% (or 154 to 175 points) D = 60-69% (or 132 to 153 points) F = < 60% (131 or fewer points) Assignment Weights and Due Dates Assignment % of Grade/Points Due Date Class Participation 20% / 40 pts Continually Journal  20% / 40 pts Weekly Research Paper 1 15% / 30 pts Week 4 Research Paper 2 20% / 40 pts Tues/ Week 8 Poetry Project 5% / 10 pts / Week 7 Final Examination 20% / 40 pts Week 8   Total 100% / 200 pts   --------------------------------------------------------------------------------

Late Submission of Course Materials:
Submission of Late Work: Late work will be penalized one letter grade for each 3 days late. Conference responses are considered late 24 hours after due date.  Assignments submitted more than one week late may be given a failing grade.  

Classroom Rules of Conduct:
Students will follow rules of etiquette and civility.

Course Topic/Dates/Assignments:
Week 1: Conrad, Heart of Darkness; Kershner, chapter 1. Discussion topics, journal, virtual tour Week 2: Kershner: Chapter 2; Kafka, Franz. The Metamorphosis; Kafka, Franz. The Judgment; Shaw, George Bernard. Pygmalion. Discussion topics, journal, virtual tour Week 3: Kershner: Chapters 3 and 5; Woolf, Virginia. Mrs. Dalloway. New York: Harcourt, 1981. Discussion topics, journals, virtual tours. Week 4: Lawrence, D. H. Lady Chatterley's Lover. Discussion topics, journal, virtual tour, research paper 1 due. Week 5: Mann, Thomas. Death in Venice; from: Joyce, James. Dubliners. "Araby" and "The Dead". Discussion topics, journal, virtual tours. Week 6: Faulkner, William. As I Lay Dying. Discussions, journal, virtual tour. Week 7: Read Kershner, Chapter 4. Special presentation: Select from the websites included under Lecture and present a mini-lecture on a cluster of poetry from the modern era. Facilitate discussions on the topics. Week 8: Camus, Albert. The Stranger. New York: Vintage, 1989. Also see Webliography for websites on existentialism and Camus. Discussions, journal, virtual tours. Final research paper due.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87
Academic dishonesty includes committing or the attempt to commit cheating, plagiarism, falsifying academic records, and other acts intentionally designed to provide unfair advantage to the students.

Cheating includes, but is not limited to, intentionally giving or receiving unauthorized aid or notes on examinations, papers, laboratory reports, exercises, projects, or class assignments which are intended to be individually completed.  Cheating also includes the unauthorized copying of tests or any other deceit or fraud related to the student's academic conduct.
Plagiarism involves the use of quotation without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignments (any portion of such) prepared by another person, or incorrect paraphrasing.
Falsifying academic records includes, but is not limited to, altering grades or other academic records.
Other acts that constitute academic dishonesty include:
Stealing, manipulating, or interfering with an academic work of another student or faculty member.
Collusion with other students on work to be completed by one student.
Lying to or deceiving a faculty member.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2006-2007 Undergraduate Catalog Page 89-90
This course is offered online, over the Internet and the World Wide Web, using eCollege's technology and courseware, which allows students to participate at any time, from any location. Because of this flexibility, it is important to plan your time carefully. Students are expected to sign in to the class conference (your "virtual classroom") and participate in discussions and other activities at least four times per week. You should expect to spend a minimum of five hours per class week online -- the same amount of time you'd spend in the located classroom. You'll be sending and receiving e-mail, performing online research, and interacting socially and professionally with classmates. Please read the Online Course Policies below.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Maintaining an A for Conference Participation

Rubric for Assessing Your Journal Assignments

Rubric for Assessing Your Research Papers

FAQ about Writing Research Papers

Description of Graded Assignments


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Offers clearly stated personal and critical insights to interpretation of readings throughout the essay. Makes many personal and critical statements, which are relevant and interpretive. Provides only plot summary. Does not submit assignment or does not respond appropriately to assignment. 
Integrates primary and secondary sources in original and perceptive ways, using MLA Documentation Style, that contribute innovative insights and new knowledge to the field, while retaining a personal voice. Integrates primary and secondary sources adequately and cohesive ways, using MLA Documentation Style, that highlight core concerns and issues, while retaining a personal voice. Integrates no primary/secondary sources in a cohesive and informative way, including a lack of MLA Documentation Style, and which fail to offer new insights to or understanding of the literature. Does not submit assignment or does not respond appropriately to assignment. 
Provides convincing and insightful connections between texts that support thesis. Provides connections between texts that are obvious but relevant to the thesis. Provides no meaningful connections between texts. Does not submit assignment or does not respond appropriately to assignment. 
Applies literary theory thoroughly and gracefully throughout the paper. Applies literary theory adequately in some parts of the paper. Applies no literary theory or application lacks any meaningful connection. Does not submit assignment or does not respond appropriately to assignment. 
Skillfully interweaves literary and critical texts and makes strong personal statements that support thesis. Incorporates passages from literary and critical texts and includes personal statements to support thesis. Does not provide literary or critical passages, or does so without making coherent connections. Does not submit assignment or does not respond appropriately to assignment. 
Technical Skill                                                                                                                                                                                                                                            
Employs conventions of Standard Written English with grace and style in a well organized, fully developed and documented essay. Literary and critical terms used with skill. Employs conventions of Standard Written English adequately, with good focus and development. Documentation complete. Some literary and critical terms used. Writing shows persistent problems with use of Standard Written English, documentation, and use of literary and critical terms. Does not submit assignment or does not respond appropriately to assignment. 
Interdisciplinary and Contemporary Components                                                                                                                                                                                                              
Analysis makes full use of historical, cultural, and/or other perspectives. Analysis includes some consideration of historical, cultural, and/or other perspectives. Historical, cultural and/or other perspectives not used in any meaningful way. Does not submit assignment or does not respond appropriately to assignment. 
Multicultural Component                                                                                                                                                                                                                                    
Analysis includes ample discussion of multicultural component. Multicultural perspectives are mentioned. Multicultural perspectives are omitted from consideration. Does not submit assignment or does not respond appropriately to assignment. 


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Last Updated:3/2/2007 5:18:43 PM