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EN 201 Introduction to Literature
Shaffer, Angela E.


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

F2V 2010 GO

Faculty

Shaffer, Angela E.

Title

Adjunct Faculty

Degrees/Certificates

M.A. – English, Angelo State University
B.A. – English, Angelo State University

Office Hours

Immediately before or after class; other times with 24 hr notice.

E-Mail

Angela.Shaffer02@park.edu

ashaffer@angelo.edu

Class Days

-M-W---

Class Time

5:00 - 7:30 PM

Credit Hours

3


Textbook:

Meyer, Michael. The Compact Bedford Introduction to Literature, 8th ed.

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 (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:

As an educator, it is important not only that I allow students to explore their perspectives and beliefs, but also that I continue to actively promote my own fluid boundaries. I aim to provide students with a student-oriented casual classroom in which each student has the opportunity to express his or her opinion in a safe and open environment.

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:

Individual Presentation - 10%

Writing Assignments - (there will be five short-writing assignments) 35%

Three Exams, each worth 10% (30% total)

Research Paper - 25%


Total:                                        100%

Grading:

89.50 % and up = A
79.50 - 89.49 % = B
69.50 - 79.49 % = C
59.50 - 69.49 % = D

Late Submission of Course Materials:
Any late assignments will have ten (10) points deducted from the assignment’s final grade per class day late.

Classroom Rules of Conduct:
Students are expected to come to class prepared and have behavior that is appropriate for a classroom environment.

Course Topic/Dates/Assignments:

Week 1

            Session 1 -       Introduction to course

                                    Introduction to fiction lecture

                                    Introduction to personal response essays

In-class reading and discussion Kate Chopin’s “The Story of an Hour”

                                    In-class personal response

 

            Session 2 -       Discussion: Plot and Character

Have read: Plot (p. 69-70), Character (p. 117-122), O’Brien’s “How to Tell a True War Story” (p. 543) and Faulkner’s Barn Burning” (p. 415).

Due: response essay

Week 2

            Session 3 -       Discussion: Setting and Point of View

Have read: Setting (p. 162-164), Point of View (p. 188-193), Carver’s “A&P” (p. 560) and “IND AFF or Out of Love in Sarajevo” (p. 172)

 

            Session 4 -       Discussion: Symbolism

Have read: Symbolism (p. 237-240), Ellison’s “Battle Royal” (p. 243-256),

Due: response essay

Week 3

            Session 5 -       Discussion: Style, Tone, and Irony

Have read: Style, Tone, and Irony (p. 283-287) A Good Man is Hard to Find” (367-378).

                                    Discussion: Literary movements

                                    Assign: individual presentations

                                    Review: Fiction for exam

 

            Session 6 -       Exam – Fiction

                                    Introduction: Poetry – forms, rhyme, meter, vocabulary

                                    Have read:569-601

                                    Due: response essay

Week 4

            Session 7-        Discussion over reading

Have read: Poetic forms (773-799); Word choice, word order, and Tone (622-632); Images (659-666); Figures of Speech (681-691).

 

            Session 8 -       Discussion over reading

Have read: Symbol, Allegory, and Irony (702-712); Patterns of Rhythm (752-769); Sounds (725-731)

                                    Due: response essay

 

Week 5

            Session 9 -       Discussion over reading

Have read: Open Forms (800-817); Study of Langston Hughes (907-936)

Review: Poetry for exam

 

            Session 10 -     Exam: Poetry

                                    Introduction: Drama – types, movements, history, vocabulary

Due: response essay

 

Week 6

Session 11 -     Have Read: p. 1045-1087

Discussion: Initial response to drama, analyzing content/social commentary; drama in TV shows and movies

Focus on Glaspell’s Trifles

 

            Session 12 -     Have Read: A Study of Sophocles pp 1094-1147

                                    Discussion: Greek tragedy – entertainment, politics, gender roles

                                    Due: response essay

 

Week 7

 

Session 13 -     Have read: Modern Drama and A Doll House pp. 1252-1305

                                    Discussion: Realism, Naturalism, Feminism and their application

 

            Session 14 -     In-class dramatic film – TBA

                                    Due: response essay

 

Week 8

Session 15 -     In-class presentations

Exam review

 

            Session 16 -     Final exam – Drama and comprehensive terminology

                                    Research Papers 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 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
According to Webster's International Dictionary, the definition of plagiarism is “to steal or purloin and pass off as one's own the ideas, words, or artistic production of another; to use without credit the ideas, expressions, or productions of another.”

4 Forms of Plagiarism

• Fraud—turning in a paper that was written or partially written by anyone else is “fraud.” In this case “anyone else” includes everyone but you.
• Patch-writing—is taking several other texts that were written by others, piecing together these ideas or words into a single paper, and turning in that paper as your own work.
• Insufficient Paraphrasing—occurs when not enough of the original language and sentence structure of the source is changed for a paraphrase.
• Undocumented Paraphrasing—is taking sections of another's words or ideas and changing them into your own words without giving the writer proper credit.

In order to avoid plagiarism, every time you use a quote or paraphrase an idea from a source you must insert a parenthetical citation.

1. Signal phrases help the reader understand when a quote or paraphrase is being used. Indicator words signal the use of a source. Some signal words are:

discusses argues mentions contends
defends insists suggests reports
claims posits asserts questions

2. When mentioning an author's name in text, give the author's full name the first time ideas or quotes from the author's work is referenced.

3. Avoid dropped quotes. Dropped quotes are quotations that lack introductions and/or explanations.
According to page 85 in the Park University 2007-2008 Undergraduate Catalog, 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.

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

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:10/14/2010 12:38:04 PM