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EN 201 Introduction to Literature
Dick, Linda L.


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

F2T 2010 DLA

Faculty

Linda Dick

Title

Adjunct Faculty

Degrees/Certificates

B.A. English, Creative Writing - Western Michigan University
M.A. English - Western Michigan University

Office Location

Virtual

Office Hours

10-12 noon est

Daytime Phone

269-271-0327

E-Mail

linda.dick@park.edu

blue51@charter.net

Semester Dates

10/18/2010 - 12/12/2010

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
The Compact Bedford Introduction to Literature,  by Michael Meyer, 8th edition, Bedford/St. Martin's, isbn 10-0312-67729-4, published 2009.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
None.

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


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:
My teaching philosophy is pretty simple. I strive to help each student I teach to reach for that elusive space outside the box; to conquer it; and claim it thus expanding each student’s ability to think critically and to move towards a new level of understanding and commitment in whatever endeavor he or she chooses – be it a new career option or a continuation of an education within the four year university. I find this philosophy especially important for non-traditional students who, for the past six plus years, have taught me the meaning of education and what it means for students from all backgrounds and walks of life. My philosophy is to help each and every one of those students reach his/her potential no matter what subject I’m teaching. To open up the world outside of the classroom, and help the student bridge from one world to another. 

Communication is a vital link in today’s fast moving cultural landscape. Helping students learn to communicate effectively in rhetorical situations prepares them for the real life scenarios played out in work and life once students complete college degrees. The English classroom is one of the places where communication skills can be honed to a fine edge. It is my belief that all students can be helped to the pinnacle of rhetorical skills with some one-on-one coaching as well as team spirited collaboration. And that is how I see myself, as a writing coach. It is my style to help each student reach the top most layer of his/her skills in communication, which will help insure success in other college work and later on in life, work for hire in the job market. I believe in a combination of individual attention and a team approach, which incorporates all the students in the classroom setting, working towards a successful portfolio of student writing. I also find the one-on-one conference sessions to be the place where I can really help make a difference in a student’s talents and abilities as a writer. My secondary philosophy therefore, is to be a helpful coach: To inspire, to instruct, but most of all, to encourage.

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:

Weekly Discussion Questions - 10 points each - 80 points total

Weekly Peer Participation - 5 points each - 40 points total

Weekly Quizzes - 15 points each - 120 points total

Weekly Response Papers - 10 points each - 80 points total

One 3-page paper on Fiction - 100 points

One 4-page paper on Poetry - 130 points

One 5-page paper on Drama - 150 points

Final Exam - 100 points

Total points for the class - 800

Grading:

800-720 points = A

719-640 points = B

639-560 points = C

559-480 points - D

479 and below = F

Late Submission of Course Materials:

Each day that a paper is late it will lose one letter grade. This includes weekly response papers and the three larger essays due throughout the course.

Discussion question threads are closed and locked at the end of the week; there is no late submission of discussion questions and/or peer responses. 

Quizzes are closed and locked at the end of the week; there is no late submission of quiz materials.

Each week of the course is locked and set to an open and close schedule.  If you know you will miss a deadline within a certain week, contact me and I can open the week up early.  You can always complete work early if you know you will be unable to meet any particular deadline.  You simply have to ask, and I will unlock the week in question for you.   

Classroom Rules of Conduct:
You are expected to act in a professional manner at all times, treating each class member with respect and civility.  Part of this respect comes from using proper grammar and spelling conventions in the discussion thread postings.  The use of texting methods used on cell phone messages or the lack of capitalization for say, the word "I" will not be tolerated.  This is an academic forum.  Proper grammar and spelling are expected at all times along with good sentence structure.  Posts that do not conform to proper grammatical standards will not receive full points.

Course Topic/Dates/Assignments:

 

October 18th - Week 1: Fiction (Plot, Character, Setting)

Activities:

Reading Assignment:

• Read Introduction to Chapter 3 on "Plot" and then read "A Rose for Emily". Read Chapter 2 on "Writing About Fiction."

• Read Introduction to Chapter 4 on "Character" and read "Bartleby, the Scrivener."

• Read Introduction to Chapter 5 on "Setting" and "Soldier’s Home."

Discussion Posting --

  •  Post a response in the Discussion Thread for Week 1 to two of the three questions below (2 postings):

1. Why does Faulkner choose to create the narrator as "we" rather than "I" in a "Rose for Emily?" Why is this important to the plot?

2. How does your response to Bartleby develop over the course of the story? Is she a dynamic or a static character?

3. Explain how Krebs' war experiences are present throughout the story even though we get little detail about them.

  •   Post a Peer Response to at least two of your classmates' responses on the Discussion Thread.

Response Paper -- 

Write a one-page (double-spaced) response for each of the three Exercises listed in Lesson One under "Plot", "Character," and "Setting" (one for each of the fictional elements). These Exercises are in the PowerPoint Lecture for Lesson I. Turn these Response Papers into the dropbox by the end of Week One. These can be combined for one document.

Quiz --

  •   Take the weekly quiz.

Paper One (Due week 3)--

Begin to identify a short stories that you would like to compare and contrast with an event from your own life and begin to craft a thesis statement, or controlling idea for the paper. The story needs to be one that we have read as a class.

This paper will be 3 pages, double-spaced and using MLA documentation. You do NOT need to have any outside sources. Use specific examples and direction quotations from the short stories themselves as "evidence" to back up your EN201 Weekly Schedule Pg 2 of 8 Rev 7/8/2010

assertions. The rubric for this paper is published in your course syllabus under "Core Assessment."

If you have questions about writing literary essays (or it has been awhile since you have written about literature) please go to the following website from the Online Writing Lab (OWL) at Purdue University to brush up on how to "Write about Fiction:"

http://owl.english.purdue.edu/handouts/general/gl_fiction.html

October 25th - Week 2: Fiction (Point-of-View, Symbolism, Theme)

Activities:

Reading Assignment:

•Read Introduction to Chapter 6 on Point of View. Also, read "The Cask of Amontillado".

•Read Introduction to Chapter 7 on "Symbolism". Also, read "Clothes" and "Her First Elk".

•Read Introduction to Chapter 8 on "Theme" and "Young Goodman Brown".

Discussion Posting --

  •   Post a response in the Discussion Thread for Week 2 to two of the three questions below:

1. How does the Point of View (POV) affect your understanding of "The Cask of Amontillado"?

2. Explain how the 7-Eleven is used as a symbol of American life in "Clothes".

3. Examine Young Goodman Brown's response to his experiences.

  •   Post a Peer Response to at least two of your classmates' responses on the Discussion Thread.

Response Paper --

Write a one-page (double-spaced) Response Paper for each of the three Exercises listed in Lesson 2 under "POV", "Symbol," and "Theme" (one for each of the fictional elements). These Exercises are in the PowerPoint Lecture for Lesson 2. Turn these 3 Response Papers into the dropbox by the end of Week 2.

Quiz --

  •   Take the weekly quiz.EN201 Weekly Schedule Pg 3 of 8 Rev 7/8/2010

Paper One (due week 3)--

Turn in thesis and very rough draft for the comparison and contrast paper by the end of Week 2 to instructor's dropbox.

November 1st - Week 3: Fiction (Critical Case Study: "Barn Burning")

Activities:

Reading Assignment:

•Read entire Critical Case Study: William Faulkner's "Barn Burning" Chapter 13

Discussion Posting --

  •   Post a response in the Discussion Thread for Week 3 to two of the three questions below:

1. How is "Barn Burning" a story about social class, drawing from DeMott’s argument?

2. How is "Barn Burning" a story about human development and psychology, drawing from Wilson’s essay?

3. Why might, according to Hiles, "Barn Burning" be a "regional" story?

  •   Post a Peer Response to at least two of your classmates' responses on the Discussion Thread.

Response Paper --

Write a one-page (double-spaced) response paper for "Barn Burning" drawing from one of the questions listed in "The Questions for Writing" at the end of Chapter 13". Turn this Response Paper into the dropbox by the end of Week 3.

Quiz --

  •   Take the weekly quiz.
  • Paper One Fiction-- 
  •  Turn in Essay 1.

November 8th - Week 4: Poetry (Reading Poetry, Word Order, Word Choice, Tone)

Activities:

Reading Assignment:

•Read all of Chapter 18 on "Reading Poetry"

•Read all of Chapter 20 on "Word Choice, Word Order and Tone"

Discussion Posting --

  •   Post a response in the Discussion Thread for Week 4 to the two of the three questions below:

1. In "Introduction to Poetry", what kinds of advice does the speaker in the poem give the reader? What is your favorite poem in the first chapter, and how does the speaker’s advice impact your reading of that poem?

2. "Tone" is the writer’s attitude toward the subject. Examine Ted Kooser’s "A Death at the Office." What is the tone of the poem? What lines in the poem support your views on the tone?

3. In "To His Coy Mistress", is there more to the theme than a "simple but vigorous celebration of flesh?"

  •   Post a Peer Response to at least two of your classmates' responses on the Discussion Thread.

Response Paper --

Write a one-page (double-spaced) Response Paper for each of the two Exercises listed in Lesson 4 under "Word Order Exercise", and "Tone Exercise" (one for each of the two fictional elements). These Exercises are in the PowerPoint Lecture for Lesson 4. Turn these 2 Response Papers in by the end of Week 4.

Quiz --

  •   Take the weekly quiz.

Paper Two --(Due at the end of Week 6)

Begin to identify two poems that you would like to compare and contrast, and begin to craft a thesis statement, or controlling idea for the paper. Both poems must be found in the class text, and at least one of the poems needs to be one that we have read as a class (though you may well use both poems from the course reading list). For example, you could compare and contrast "Dover Beach" and "Ode On a Grecian Urn," but not "Ode On a Grecian Urn" and "When I Have Fears That I May Cease to Be" because we have not read either poem as a class.

This paper will be four double-spaced pages. You do NOT need outside sources. Please use direct lines and examples from the poems in order to back up your assertions. Use MLA Documentation guidelines. The rubric for this paper is published in your course syllabus under "core assessment."

If you have questions about writing essays about poetry, please go to the following website from the Online Writing Lab (OWL) at Purdue University to brush up on how to Write about Poetry:  

November 15th - Week 5: Poetry (Images and Figures of Speech)

Activities:

Reading Assignment:

•Read all of Chapter 21 on "Images"

•Read all of Chapter 22 on "Figures of Speech"

•Read all on Chapter 23 on "Symbol, Allegory and Irony"

  • Discussion Posting -- 

 Post a response in the Discussion Thread for Week 5 to two of the three questions below:

1. Wilfred Owen emerges as one of the great W.W. I. poets. What images in "Dulce et Decorum Est" are the most vivid? To what senses do they speak?

2. In Linda Pastan’s "Marks", discuss how the last line serves as the poem’s controlling metaphor.

3. In William Stafford’s "Traveling through the Dark", what are the symbols in the poem? What do they represent?

  •   Post a Peer Response to at least two of your classmates' responses on the Discussion Thread.

Response Paper --

Write a one-page (double-spaced) Response Paper for each of the three Exercises listed in Lesson 5 under "Image", "Metaphor," and "Irony" (one for each of these three elements of poetry). These Exercises are in the PowerPoint Lecture for Lesson 5. Turn these 3 Response Papers in by the end of Week 5.

Quiz --

  •   Take the weekly quiz.

Paper Two --

Turn in thesis and rough draft for the Poetry paper.

November 22nd - Week 6: Poetry (A Study of Robert Frost and his Poetry)

Activities:

Reading Assignment:

•Read all of Chapter 30

Discussion Posting --

  •   Post a response in the Discussion Thread for Week 6 to two of the three questions below:

1. Discuss the symbolism in "A Road not Taken."

2. What is your favorite Frost poem, and why?

3. Why might, according to Herbert R. Coursen, the speaker in the poem resemble "Santa Claus"?

  •   Post a Peer Response to at least two of your classmates' responses on the Discussion Thread.

Response Paper --

Write a one-page (double-spaced) response paper for "Birches" drawing from one of the questions immediately following the poem in the text.

Quiz --

  •   Take the weekly quiz.

Paper Two -- Poetry

Paper 2 is due in the instructor's dropbox by Sunday of Week 6 at 5:00 p.m.

November 29th - Week 7: Drama (Death of a Salesman)

Activities:

Reading Assignment:

•Read Introduction of Chapter 38 "Reading Drama"

•Read Introduction of Chapter 39 "Writing About Drama"

•Read Introduction of Chapter 40 "Theatrical Conventions of Greek Drama"

•Read the play "Death of a Salesman"

Discussion Posting --

  •   Post a response in the Discussion Thread for Week 7 to two of the three questions below:

1. Is this a tragic play according to the definition of tragedy found in the glossary of literary terms found at the back of the text?

2. How is Willy Loman an "everyman"?

3. Death of a Salesman’s Willy Loman believes that it is more important to be well-liked than almost anything else. Do you agree or disagree with this belief? What do you think Arthur Miller’s perspective might be?

  •   Post a Peer Response to at least two of your classmates' responses on the Discussion Thread.EN201 Weekly Schedule Pg 7 of 8 Rev 7/8/2010

Response Paper --

  •   Write a one-page (double-spaced) response paper for Death of a Salesman answering the following question, "Who is most responsible for Willy’s death?"

Quiz --

  •   Take the weekly quiz.

Paper Three --

Craft thesis statement and rough draft comparing and contrasting the main ideas in either Death of a Salesman with a short story that we have read this semester, or two poems that have similar themes. You MUST have at least three outside scholarly sources, and a "Works Cited" page (MLA Documentation style).

This draft is due in the dropbox by the end of Week 7.

This paper (5 pages, MLA citations) will compare a similar theme between genres. Like your other two papers, you will establish a thesis and craft your paper around this controlling idea. You will draw from each text for specific examples, as well as at least three scholarly sources (in addition to the texts.)

The rubric for this paper is posted in your course syllabus under "core assessment."

December 6th - Week 8: Drama (Fences)

Activities:

Reading Assignment:

•Read Fences

Discussion Posting -- 

  •    Post a response in the Discussion Thread for week 8 to two of the three questions below:

1. How is the play’s title symbolic of the "fences" at baseball parks and the "fences" that people create between one another?

2. What is the relationship between fathers and son in Death of a Salesman and Fences?

3. How are Willy Loman and Troy Maxson similar/different?

  •   Post a Peer Response to at least two of your classmates' responses on the Discussion Thread.

Response Paper --

Write a one-page (double-spaced) response paper for Fences answering the following question, "Is the ending of the play happy?"EN201 Weekly Schedule Pg 8 of 8 Rev 7/8/2010

Quiz --

  •   Take the weekly quiz.

Paper Three -- Drama

Paper 3 is due

Proctored Final

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.
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 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 .

Bibliography:

 



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:11/4/2010 1:05:42 PM