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EN 201 Introduction to Literature
Shawver, Brian


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

FA 2010 HO

Faculty

Shawver, Brian

Title

Associate Professor of English

Degrees/Certificates

M.F.A., Creative Writing-Fiction, University of Iowa
B.A., English, University of Kansas

Office Location

Copley 319

Office Hours

MWF 10-12; TR 1-2

Daytime Phone

816 584-6474

E-Mail

brian.shawver@park.edu

Semester Dates

8/16 to 12/10

Class Days

--T-R--

Class Time

11:35 - 12:50 PM

Credit Hours

3


Textbook:

Gardner, Janet, et al, eds. Literature: A Portable Anthology. Boston: Bedford/St. Martin's; 2009. 

Ishiguro, Kazuo. The Remains of the Day (any edition works).  

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:
EN201 Introduction to Literature (LE)(GE): 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:

I believe that the practice of literature--its creation, study, and enjoyment--is just about the most significant and ennobling activity that humans engage in. Literature has been a keystone of virtually every civilization in history, and the focused study of the subject can make you a more empathetic, considerate, and reflective person. It can also provide you with sharpened writing, reading, and critical thinking skills. In short, there's no downside to studying literature, especially when you consider that, for all the elevated language we use in speaking about it, one of its main purposes is to entertain people. 



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:

You will be assessed based on your performance in the following areas:

1. Participation--Active involvement in class discussion, regular attendance and punctuality, consistent preparation, and general engagement with the course will be expected.

 2. Short Writing Assignments and Quizzes--Students will occasionally be asked to write responses to prompts about the reading assignments. These may take the form either of short take-home essays or unannounced in-class quizzes.

 3. Group Presentation Project--During the drama section of the course, students will be put into groups to prepare a presentation to the class. Barring extreme circumstances, each member of the group will receive the same grade.

4. Critical Paper--This is discussed under "Core Assessment," and we'll discuss it further in class. 

Grading:

1. Participation                                   200 points

2. Short Assignments and Quizzes         300 points (10 total, each worth 30 points)

3. Group Presentation                            200 points

4. Critical Essay                                 300 points 

 


Late Submission of Course Materials:

Quizzes: These cannot be made up. If you miss a class during which a quiz is given, you get a zero on the quiz. If you have an excused absence, the quiz will simply be removed from the record, so you’ll be evaluated on 170 points rather than 200.

Short Writing Assignments: If you are going to miss a class during which a short writing assignment is due, you have the option of turning the assignment in ahead of time. To do this, you must turn in a hard copy (no e-mailed assignments) either to me or my mailbox at least two hours before class. If you don’t do this, you can still get some points for the assignment by bringing a hard copy to the class period following your absence. Your score, however, will be cut in half—a paper that would have earned a 94 will get a 47. No work will be accepted later than that.

Critical Essay: There are three phases of the critical essay, and for the first two phases (the draft proposal and the first draft), you may turn in your work ahead of time for full credit, the way you can for short writing assignments. You can also get half credit for late work, again following the same policy as for short assignments. However, for the third phase—the final draft of the critical essay—you must be present in class; no critical essays will be accepted early or late.

Excused absences will be determined on a case-by-case basis. They are rare, however, and usually involve things like hospital stays, funerals, et cetera, and they require documentation and advanced notice when possible.

A final word on this: The course outline is not infallible—in fact, it’s likely to be outdated pretty early in the semester. Therefore, when you miss a class, you have to find out how you should prepare for the next class. This can mean e-mailing me with questions. If you do this, you should keep the tone respectful—remember, you’re asking for a favor, not receiving a birthright. You should also not ask for much—I don’t have the time to give you a run-down of what we discussed in your absence; for that, you’ll need to borrow notes from a classmate. Finally, you need to give me at least 24 hours to respond to your message. 

Classroom Rules of Conduct:

1. Please do not bring food into the classroom.

2. If you carry an electronic device with you, please turn it off before you enter the classroom (excepting, of course, devices that are necessary for health or disability reasons). This includes laptop computers, ipods, cell phones, pretty much anything that has a battery. If you have to have your phone on because you’re expecting a call, please let me know ahead of time.

3. Please raise your hand if you want to speak—we don’t want things to be too formal, but we need to keep the discussion organized.

4. Please do not do other work when you’re in our class—you may think you’re being surreptitious, but it’s pretty noticeable and distracting when a student keeps looking at an algebra textbook in her lap when the rest of us are talking about literature.

5. In general, exhibit respect for the material, your classmates, your university, and your instructor. 

I consider these general guidelines for appropriate behavior, and hopefully you’ll feel obliged to follow them simply because you're mature, considerate people. However, violations of any of these will also result in the loss of participation points. 

Course Topic/Dates/Assignments:

This is a rough outline of what we’ll be doing throughout the semester. It is very likely to change, depending on the pace we establish, so don’t refer to it as the ultimately authority regarding what to read or bring to class.

Week One: Introduction to the subject, opening discussions and readings

Week Two: Begin Drama Section; Oedipus Rex

Week Three: Continue Oedipus Rex; begin Shakespeare groups

Week Four: Shakespeare groups, presentations

Week Five: Trifles

Week Six: Begin Poetry Section

Week Seven: Poetry

Week Eight: Poetry

Week Nine: Poetry

Week Ten: Begin Fiction Section; Hawthorne, Poe, Chopin, Bierce, Chekhov

Week Eleven: Fiction; Joyce, Faulkner, Wright, O’Connor, Welty

Week Twelve: Fiction; Carver, O’Brien, Moore, Wicomb

Week Thirteen: Remains of the Day

Week Fourteen: Remains of the Day

Week Fifteen: Critical Essay discussions, wrap-up

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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 "F".
  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.

Park University 2010-2011 Undergraduate Catalog Page 95-96
You can miss two class periods without having your participation grade affected. After that, each absence will take twenty points off your total participation grade (out of a possible two hundred points). Once you miss your seventh class, you are no longer eligible to pass, regardless of your point totals in other areas.

Excused absences will be determined on a case-by-case basis. They are rare, however, and usually involve things like hospital stays, funerals, et cetera, and they require documentation and advanced notice when possible.

When you miss a class, you have to find out how you should prepare for the next class, and you shouldn't rely on the course outline (which will probably change). If you choose to e-mail me with questions about how to prepare, please keep the tone respectful; remember, you're asking for a favor, not receiving a birthright. You should also not ask for much—I don't have the time to give you a run-down of what we discussed in your absence; for that, you'll need to borrow notes from a classmate. Finally, you need to give me at least 24 hours to respond to your message.

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:8/11/2010 9:03:10 PM