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EN 201 Introduction to Literature
Ventresca, Thomas J.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

EN 201 Introduction to Literature

Semester

S2J 2008 PV

Faculty

Ventresca, Thomas J.

Title

Senior Instructor

Degrees/Certificates

M.A. English, Pittsburg State University
M.A. Counseling, University of Missouri-Kansas City
B.A. English, Rockhurst University

Daytime Phone

816-931-3428

E-Mail

tventresca@mail.park.edu

tventresca@kc.rr.com

Semester Dates

March 17-May 11, 2008

Class Days

----R--

Class Time

5:30 - 9:50 PM

Credit Hours

3


Textbook:
The Norton Introduction to Literature, Ninth Edition, Alison Booth, J. Paul Hunter, Kelly J. Mays, W.W.Norton and Compay, 2005,  ISBN #978-0-393-92614-9

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
Develops skills in reading, interpreting, and evaluating literature, and surveys some of the major concerns and movements in literacy criticism. 3:0:3

Educational Philosophy:
The facilitator's educational philosophy is one of critical thinking and exploration based readings, films, lectures, dialogues, writings, presentations, and students' insights.  The facilitator will engage each learner in a lively discussion of issues and challenges, and how these ideas and insights can improve professional careers and personal lives.

Learning Outcomes:
  Core Learning Outcomes

  1. Examine a range of literary texts and discuss responses to them
  2. Categorize texts by established genres and critique genre identifications
  3. Articulate a full response to a single literary text or define and respond to a collection of texts


Core Assessment:

The core assessment for En 201 is a critical paper consisting of 5-8 pages of original literary analysis using personal insights and primary and secondary sources. MLA documentation, including a Work Cited page, is also required. A minimum of 3 sources are required, and must include a range of types of sources, including online and traditional print sources. The core assessment must account for no less than 25 % of the final grade. 

The rubric for this assignment is included below.

Link to Class Rubric

Class Assessment:

Students will be evaluated by seven reflection papers on the readings, two reports on two authors, one final critical paper and presentation, and attendance. 

The papers will explore major themes in poetry, short stories, and dramatic works that can help the student improve their personal and professional lives.  Students will analyze and evaluate different works of literature.
The core assessment for En 201 is a critical paper consisting of 5-8 pages of original literary analysis using personal insights and primary and secondary sources. MLA documentation, including a Work Cited page, is also required. A minimum of 3 sources are required, and must include a range of types of sources, including online and traditional print sources. The core assessment must account for no less than 25 % of the final grade. 

Students should use the learning rubric provided for this course to guide their writing of  papers, especially the core assessment critical paper.  The final critical paper should be handed in at the end of the semester in both hard copy and electronic form.

All papers should be typewritten, double-spaced.  Name, title and number of the assignment, and date in the upper right hand corner.  Students may rewrite their graded papers.  Hand in the rewritten paper by the next class (include the original stapled underneath the rewrite).  The scores of the two papers (the original and the rewrite) will be averaged to get a new score.  The content, the organization (opening, body, close) and the mechanics (grammar, punctuation, spelling) of the papers are very important.

Grading:

Seven reflection papers (5 points each, 35 total points).  Two reports and two authors(10 points).  Final paper/ presentation (20 points).  Perfect attendance (4 points), one day missed (0 points), two days missed (-6 points), three days missed (dropped from class and/or failing grade and/or -12 points).

A = 58-69

B = 46-57

C = 35-45

D = 24-34

E = 0-23

Late Submission of Course Materials:
Late papers may be subject to a reduced grade.

Classroom Rules of Conduct:
Students will be expected to honor the following rules of conduct: (1) only one person speaks at a time, (2) no side conversations while someone else is talking, (3) give full attention to person speaking, (4) treat others as you would like to be treated (respect shown to everyone in the class).

Course Topic/Dates/Assignments:

 
 
Class #1 (March 20)
 
Overview, Introductions, Syllabus, Assignments, Introduction to Poetry.  Read "The Harlem Renaissance" (pages 1162-1203).  Discussion of writers of the Harlem Renaissance and other select poets.
 
Class #2 (March 27)
 
Introduction to Poetry (continued).  Discussion of Haiku, the writer John Keats, and other key poets. Read Haiku (pages 1140-1145).  Read Keats (pages 1092-1107). Read selected poems from the following writers: Elizabeth Barrett Browning, Etheridge Knight, Galway Kinnell, Edna St. Vincent Millay, Gwendolyn Brooks, Walt Whitman, William Shakespeare, Emily Dickinson, Dylan Thomas, W.H. Auden, Robert Frost, Edwin Arlington Robinson, William Wordsworth. Reflection paper #1 on poet of choice.  Reflection paper #2 on additional writer.
 
Class #3 (April 3)
 
Introduction to the short story. Discussion of readings and papers.  Reflection paper #3 on short story from the readings.  Read selection of short stories from the following writers: Raymond Carver, Grace Paley, Edgar Allen Poe, Ernest Hemingway, Flannery O.Connor. 
 
Class #4 (April 10)
 
Introduction to drama.  Discussion of readings and papers.  Reflection paper #4 on one of the plays read.  Read Oedipus the King by Sophocles (begins on page 1840) and The Real Inspector Hound by Tom Stoppard (begins on page 1326).
 
Class #5 (April 17)
 
Introduction to poetry (continued).  Discussion of readings and papers.  Reflection paper #5 on poem(s) read for class.  Read poems by the following writers: Thomas Gray, Allen Ginsberg, Gerard Manley Hopkins, Sylvia Plath, Theodore Roethke, W.B.Yeats, T.S.Eliot, John Donne, Samuel Taylor Coleridge, Robert Browning, Adrienne Rich, Phillip Larkin, Gerard Manley Hopkins, Ted Hughes, John Milton. 
 
Class #6 (April 24)
 
Introduction to the short story (continued).  Discussion of readings and papers.  Reflection paper #6 on short story read for class.  Read selection of short stories from the following writers: Edith Wharton, Kate Chopin, Gabriel Gracia Marquez, Jamaica Kincaid, Yasunari Kawabata, William Carlos Williams, Ursula Guin, and F. Scott Fitzgerald.  
 
Class #7  (May 1)
 
Introduction to drama (continued).  Discussion of readings and papers.  Reflection paper #7 one of the plays read.  Read the following plays: The Importance of Being Earnest by Oscar Wilde (begins on page 1879) and Trifles by Susan Glaspell (begins on page 1314).
 
Class #8  (May 8)
 
Literary connections among the writers read during the class.  Key themes in many of the works.  What did we learn that we can use to help improve our personal and professional lives?  Favorite passages from readings.  Favorite author and works.  Core Assessment critical paper due.  Discussion/presentation of our critical paper.
 

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 2007-2008 Undergraduate Catalog Page 85-86

Plagiarism:
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 2007-2008 Undergraduate Catalog Page 85

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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 "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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.

Park University 2007-2008 Undergraduate Catalog Page 87-88

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Provides well-chosen personal and critical insights to the literatures that supports thesis. Makes adequate personal and critical statements, though sometimes strays from thesis. Provides only plot summary, biographical information. Little or no evidence of close reading of literature. Does not submit assignment or does not respond appropriately to assignment. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Incorporates primary and secondary sources using MLA documentation style in ways that provide new insights into the literature. Incorporates some primary and secondary sources using MLA documentation style adequately, though without particularly fresh insights. Primary and secondary sources used rarely if at all and without adequate MLA documentation. Adds no coherent personal insights. Does not submit assignment or does not respond appropriately to assignment. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 2, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Provides convincing and innovative connections between texts through careful close reading of literature. Provides reasonable connections between texts that are obvious but nonetheless plausible. Connections between texts remain vague and undeveloped. Critique not supported by close readings. Does not submit assignment or does not respond appropriately to assignment. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
2, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Skillfully interweaves passages from literature and critical texts as well as strong personal statements that illustrate main point of essay. Incorporates passages from literary and critical texts as well as some personal statements to prove thesis. Rarely provides specific passages from literary or critical texts, or fails to provide coherent explanation of passages. Does not submit assignment or does not respond appropriately to assignment. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Employs conventions of Standard Written English with grace and style in a well organized, fully developed essay. Employs conventions of Standard Written English adequately in a reasonably well organized and developed essay. Writing shows persistent problems with the use of Standard Written English. Statements are often illogical, incomprehensible; organization and development of ideas do not support thesis. Does not submit assignment or does not respond appropriately to assignment. 
Close Reading                                                                                                                                                                                                                                              
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Provides new insight into specific passages from primary text(s). Adequately examines specific passages from primary text(s). Does not examine specific passages, or does so using vague generalities. Does not submit assignment or does not respond appropriately to assignment. 
Provides links among a range of literary texts                                                                                                                                                                                                             
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Analysis includes full discussion of a range of literary texts. Employs generic and literary terms with ease. An attempt is made to include discussion of a range of texts with clear grasp of generic and literary terms. Paper does not address a range of texts and does not employ appropriate literary terms. Does not submit assignment or does not respond appropriately to assignment. 

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Last Updated:2/17/2008 6:19:46 PM