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EN 201 Introduction to Literature
Florentine, Sarah


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

S1K 2011 LA

Faculty

Florentine, Sarah

Title

Adjunct Faculty

Degrees/Certificates

M.A. English, B.A. History, American Studies & English

Office Location

Laughlin AFB

Office Hours

8-4:30

Daytime Phone

830-298-3061

Other Phone

314-518-2279

E-Mail

sarah.florentine02@park.edu

sarahflorentine@park.edu

Semester Dates

January 10th - March 6th

Class Days

-MTWR--

Class Time

11:00 - 12:15 PM

Credit Hours

3


Textbook:
Meyer, M. The Compact Bedford Introduction to Literature 8th edition, 2009. ISBN: 978-0-312-67729-9

Textbooks can be purchased through the MBS 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:

This class will be taught in a collaborative environment.  Students will be expected to work with their peers as they engage in active reading and critical thinking.  Classes will feature discussion and in-class activities. The ability to evaluate and interpret text is invaluable in any field of study. It is my goal to encourage students to not only learn how to perform literary analysis, but to see the significance of it as well. 

Students will acquire:

  • an understanding of literature within the context of cultural, social and political events
  • an enjoyment and appreciation for different genres of literature
  • an understanding of the relationship between writer, work and reader
  • an understanding of the terminology of literary analysis

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:

EN201 includes the following assessments:

  • Completing weekly reading assignments from the assigned texts and lectures
  • Taking quizzes randomly administered throughout the term 
  • Participating in weekly discussions
  • Completing three substantial writing assignments, referred to as essays
  • Completing the core assessment project
  • Completing a reading journal
  • Completing a midterm examination
  • Completing an analytical comparison project
  • All graded components of the course include detailed assignment descriptions and grading criteria.

Grading:
The grading scale for EN201 maintains an “A” as 90-100%; a “B” as 80-89%, and so on. Grades will be posted in the student’s eCollege grade book.


Grades will be determined as follows:
450-500 points = A; 400-449 points = B; 350-399 points = C; 300-349 points = D; 299 or fewer points = F.

Assignment

Percentage

Points

15 Quizzes

15%

5 points each (75 points total)

Reading Journal

6%

30

Class Participation

6%

30

Essay #1 Fiction

10%

50

Essay #2 Poetry

10%

50

Essay #3 Drama

10%

50

Midterm Exam

12%

60

Analytical Comparison Project

6%

30

Core Assessment Paper

25%

125

Total

100%

500 points


Late Submission of Course Materials:

Late work will be docked two points for every 24 hours it is late.  Work more than 5 days late will not be accepted.

Classroom Rules of Conduct:

Turn off all cell phones. Be on time.  Be aware of the university's policy for absences. Absences are excused for duty, unexpected work conflicts and true illness.  Students must provide a written excuse prior to or immediately after the absence.

Course Topic/Dates/Assignments:


Topic

In Class

Homework DUE

Week 1

Fiction

What is fiction? Why do we read fiction? What should we as readers bring to a text? What does the author bring to a text? What factors influence the ‘meaning’ of a story?


1/10

The Language of Fiction

Welcome to Class

Active Reading

Reading Journal discussed

Bedford:

Introduction p. 1-7

Reading Fiction p. 13-19

Active Reading p. 1557-1561

Glossary p. 1619

1/11

The Tools of Fiction

Plot

 

Quiz #1

Bedford:

Plot p. 69-78

“Killings” p. 102-115

1/12

The Tools of Fiction

Character and Point of View

 

 

Bedford:

Character p. 117-122

“Mines” p. 152-161

 Point of View p. 188-193

“We Came All the Way from Cuba So You Could Dress Like This” p. 193-203

1/13

The Tools of Fiction

Setting

 

Quiz #2

Bedford:

Setting p. 162-164

“How to Tell a War Story” p. 542-552

“The Cask of Amontillado” p.552-557

Handout:

“The Invalid’s Story”

Week 2

Finding meaning in Fiction

The journey of literary analysis: What does it all mean?

 

1/17


No Class

 

No Class

1/18

Literary Analysis

Analysis and Interpretation

Critical Analysis

 

 

 

Essay #1 Distributed and Explained

Bedford:

Questions for Responsive Reading and Writing

p. 47-50

Questions for Writing p. 309

Choosing a Topic p. 1561-1568

“The Story of the Good Little Boy” p. 494-496

1/19

Literary Analysis

Symbolism and Theme

 

 

Quiz #3

Bedford:

Symbolism p. 237-240

“The Hand” p. 240-242

Theme p. 262-265

“Love in L.A.” p. 278-281

The Theme of Deception in “Love in L.A.” p. 282

1/20

Literary Analysis

Style, Tone and Irony

 

 

 

Quiz #4

Bedford:

Style, Tone and Irony p. 283-287

“Popular Mechanics” p. 287-289

“Lusts” p. 292-298

Handout:

“Tell-Tale Heart”

Week 3

Poetry

What defines a poem? How is analyzing a poem different than analyzing a short story?

 

1/24

The Language of Poetry

Reading Poetry

 

Bedford:

Reading Poetry p. 569-576

Suggestions for Approaching Poetry

p. 588-589

On the Differences between Poetry and Prose p. 679-680

 

Essay #1 due by midnight via dropbox

1/25

The Language of Poetry

Word Choice, Order and Tone

Quiz #5

Bedford:

Word Choice and Word Order p. 622-632

Diction and Tone p. 635-641

1/26

The Language of Poetry

Figures of Speech and Sounds

In Class:

“On the Contemporary Use of Rhyme” p. 737

Quiz #6

Bedford:

Figures of Speech p. 681-690

Sounds p. 725-731

Rhyme p. 724-737

Sound and Meaning p. 738-740

1/27

The Language of Poetry

Images

Bedford:

Images p. 659-666

Handout:

“I Died for Beauty”

“Ode on a Grecian Urn”

Week 4

Finding Meaning in Poetry

Where do we find poetry today? How is poetry a conversation?

 

1/31

Analyzing Poetry

Poetry and Pop Culture

Writing about Poetry

Essay #2 distributed and discussed

Bedford:

Encountering Poetry: Images in Popular Culture

p. 591-599

Poetry in Popular Forms p. 600-605

On Hard Poetry p. 606

Writing about Poetry p. 613-621

2/1

Analyzing Poetry

Symbol, Allegory and Irony

 

Quiz #7

Bedford:

Symbol, Allegory and Irony p. 702-712

Handout:

“I Died for Beauty”

“Ode on a Grecian Urn”

2/2


Review Day – Fiction and Poetry


2/3



Midterm Exam

 

Week 5

Drama

What is drama? How do you ‘read’ drama?


2/7

Drama in Written Form

Reading Drama

Quiz #8

 

Bedford:

Reading Drama p. 1045-1047

“Trifles” p. 1047-1057

Elements of Drama p. 1060-1063

Handout:

“A Jury of Her Peers”

2/8

Popular Drama

Today’s Drama

Watch Seinfeld Episode

“The Pitch”

Bedford:

Seinfeld p. 1071-1080

On Seinfeld as a Sitcom Moneymaker p. 1080-1081

2/9

Analyzing Drama

Analyzing Drama

Quiz #9

Essay #3 distributed and discussed

Bedford:

Writing about Drama p. 1088-1093

2/10

Shakespeare

William Shakespeare and Shakespeare’s England

Bedford:

A Study of William Shakespeare p. 1152-1164

Essay #2 due by midnight via the dropbox

Week 6

Finding Meaning in Drama

 

 

2/14


Quiz #10

 

Project distributed and discussed

Merchant of Venice Act I

2/15


Quiz #11

Merchant of Venice Act II

2/16


Quiz #12

 

Movie Clip

Merchant of Venice Act II

2/17


Quiz #13

Merchant of Venice Act IV and V

 

Project Topic Due

Week 7

Writing about Literature

Critical Analysis, the Research Paper – Putting it all together

 

2/21


No Class

 

No Class

2/22

Critical Strategies

Reading Through a Lens

 

Quiz #14

 

Core Assessment distributed and discussed

Bedford:

Critical Strategies p. 1533-1556

2/23

Research

Using Park’s Library

Quiz #15

Bedford:

The Literary Research Paper p. 1593-1606

Developing a Thesis p. 1563-1565

2/24

Reading Day

 

Essay #3 due by midnight via the dropbox

Week 8

 

 

 

2/28

Projects

Class Projects


3/1

Class Projects


3/2

Class Projects

 

Reading Journal Due

3/3

Class Projects

 

Core Assessment due by midnight via dropbox

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

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:12/10/2010 7:57:45 PM