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EN 234 Introduction to Fiction
Harper, Christie


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

EN 234 Introduction to Fiction

Semester

S2T 2012 DL

Faculty

Harper, Christie

Title

Adjunct Faculty

Degrees/Certificates

B.A history
M.A. English
M.F.A. Creative Writing

Office Location

online

Office Hours

anytime online and before 8:00 pm CST

Daytime Phone

901-634-3174

E-Mail

christie.harper@park.edu

Semester Dates

Monday, March 19, 2012 - Sunday, May 13, 2012

Class Days

TBA

Class Time

TBA

Prerequisites

None

Credit Hours

3


Textbook:

Farewell To Arms by Ernest Hemingway
Introduction to Fiction by X. J. Kennedy, editor 10th edition
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

A college style handbook is highly recommended. This course is using MLA format. 

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.

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:
EN234 Introduction to Fiction (LE) (GE): Close reading of selected works of English and American prose fiction, emphasizing the historical development of the novel and short story. 3:0:3

Educational Philosophy:

 The facilitator’s educational philosophy is one of interactiveness based on lectures, quizzes, readings, writing, and revision. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues, and contradictions.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify the definitive features of fiction as a literary genre
  2. Discuss a representative range of fictional texts
  3. Articulate a response/ interpretation of a single text or body of related texts


Core Assessment:

The Core Assessment for En 234 is a critical paper consisting of no fewer than 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:


The Core Assessment for EN 234 is a critical paper consisting of no fewer than 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:

Your progress in the class this term will be assessed via weekly writing assignments, weekly readings and discussion postings, a critical research paper and a final examination.  You will find evaluation criteria for the critical research paper in the class rubric linked to the syllabus.
 
Assessment
Week
Points
Total
Discussion Thread Postings
 Weekly
10
80
Peer Review Posts
Weekly
5
40
Weekly Quizzes
Weekly
15
120
Weekly Response Papers
Weekly
10
80
Rough Draft Paper 1
Due Week 3
10
10
Paper 1 (CA)
Due Week 4
100
100
Rough Draft Paper 2
Due Week 7
10
10
Paper 2 (CA)
Due week 8
100
100
Final
Proctored
100
100
 
Total points for class
640

Students who post all work on one day will not receive full credit for the work.  Discussion question responses (at least one response) is due in the classroom by Wednesday.  Not posting by Wednesday will cause a late penalty.  See the Late Penalty information below. 

Grading:


Points Grade
576 - 640 A
512 - 575 B
448 - 511 C
384 - 447 D
383 below F

Late Submission of Course Materials:

All work is subject to a late penalty.
 
Each day an assignment is late, 10% will be removed from the grade before the evaluation of the work is made. First discussion responses that are not posted by Wednesday will receive a 10% penalty for each day the first post is late. 
 
Each week the discussion thread closes and locks at midnight Sunday.  Peer Response is not eligible for late posting.  Peer Response that does not get posted by midnight Sunday will not be eligible for evaluation (no points can be earned for late peer postings), the discussion thread will be locked and late peer postings will not be allowed.  If a deadline is missed on the discussion question itself, please email the instructor and explain why your responses to the discussion questions are late and request that the DQ thread be unlocked so that the work can be posted in the class.  It will receive late penalty points, but some points are better than no points. 
 
If a student posts late work to the class, the instructor really has no way to be alerted to this fact unless you, the student, advises the instructor that you have indeed submitted late work.  If you submit late work, please email the instructor and inform the instructor that late work has been submitted for evaluation. 
 
Students who know they will be unable to meet an assignment deadline may post work early at any time during the semester. 
 
Students who engage in a dialog with the instructor prior to a late assignment may be able to discuss why the work is going to be late with the instructor. The instructor has the ability to waive late penalty point deductions if arrangements are made ahead of the assignment deadline for short extensions - generally this is a once a semester allowance when circumstances warrant such an extension.  Because the entire semester is open for the student from the first day, there is no excuse for late work. 
 
Computer issues are not a valid excuse for late work. 

Classroom Rules of Conduct:

It is ok to agree to disagree as long as a professional, academic attitude is maintained.  There are as many interpretations to literary art as there are people in the classroom.  But it is also necessary to support opinions with textual evidence (direct quotes from the literature). 
 
Using standard American English is more than expected, it is required.  This course is an academic setting, and all academic writing guidelines will be expected and enforced.  Use MLA for style, citations, and Works Cited entries.  This format applies to all work including discussion question responses and peer responses. 
 
Moving beyond the mundane interpretation of a story is expected in order to create dynamic discussions.  Taking a personal spin on a story is a great way to explore the work and bring different ideas and ideologies to the discussion.  Being respectful of all walks of life in those interpretations opens up the discussion and allows everyone to feel like he/she is participating in a safe environment. 
 
When posting in the classroom, the instructor will consider herself your peer in the discussion threads.  Therefore responding to the instructor will earn points/credit as long as the word count and content are meeting the rubric guidelines.
 
Responding to peers with simple phrases like "I like your response this week" or "Good post" are the kinds of messages everyone likes to receive. Everyone needs and craves that positive re-enforcement.  It creates a good classroom collaboration.  But these kinds of postings will not gain points.  They simply help the group operate as a group. 

Course Topic/Dates/Assignments:

Week 1: Plot and POV (Point of View) The Core Learning Outcomes (CLO's) to be covered this week include 1 and 3:

1. Identify the definitive features of fiction as a literary genre.

3. Articulate a response/ interpretation of a single text or body of related texts

What to do:

  • Complete weekly reading
  • Complete weekly quiz
  • Answer two of the three discussion questions
  • Write a response paper and upload into the weekly "response paper dropbox"
  • Start on Paper 1

Week 2: Elements of Fiction -- Character and Setting The Core Learning Outcomes (CLO's) to be covered this week include 1 and 3:

1. Identify the definitive features of fiction as a literary genre.

3. Articulate a response/ interpretation of a single text or body of related texts

What to do:

  • Complete weekly reading
  • Complete weekly quiz
  • Answer two of the three discussion questions
  • Write a response paper and upload into the weekly "response paper dropbox"
  • Start on Paper 1's rough draft

Week 3: Elements of Fiction -- Tone and Style The Core Learning Outcomes (CLO's) to be covered this week include 1 and 3:

1. Identify the definitive features of fiction as a literary genre.

3. Articulate a response/interpretation of a single text or body of related texts

What to do:

  • Complete weekly reading
  • Complete weekly quiz
  • Answer two of the three discussion questions
  • Write a response paper and upload into the weekly "response paper dropbox"
  • Submit Paper 1's rough draft in dropbox

Week 4: Elements of Fiction -- Theme and Symbol The Core Learning Outcomes (CLO's) to be covered this week include 1, 2 and 3:

1. Identify the definitive features of fiction as a literary genre.

2. Discuss a representative range of fictional texts.

3. Articulate a response/interpretation of a single text or body of related texts

What to do:

  • Complete weekly reading
  • Complete weekly quiz
  • Answer two of the three discussion questions
  • Write a response paper and upload into the weekly "response paper dropbox"
  • Submit Paper 1's final copy in dropbox

Week 5: Edgar Allen Poe, Case Study The Core Learning Outcomes (CLO's) to be covered this week include 1 and 3:

1. Identify the definitive features of fiction as a literary genre.

3. Articulate a response/ interpretation of a single text or body of related texts

What to do:

  • Complete weekly reading
  • Complete weekly quiz
  • Answer two of the three discussion questions
  • Write a response paper and upload into the weekly "response paper dropbox"
  • Start Paper 2

Week 6: Alice Walker, Case Study The Core Learning Outcomes (CLO's) to be covered this week include 1 and 2:

1. Identify the definitive features of fiction as a literary genre.

2. Discuss a representative range of fictional texts.

What to do:

  • Complete weekly reading
  • Complete weekly quiz
  • Answer two of the three discussion questions
  • Write a response paper and upload into the weekly "response paper dropbox"
  • Start on Paper 2's rough draft

Week 7: A Farewell to Arms The Core Learning Outcomes (CLO's) to be covered this week include 1 and 3:

1. Identify the definitive features of fiction as a literary genre.

3. Articulate a response/ interpretation of a single text or body of related texts

What to do:

  • Complete weekly reading
  • Complete weekly quiz
  • Answer two of the three discussion questions
  • Write a response paper and upload into the weekly "response paper dropbox"
  • Submit Paper 2's rough draft in dropbox

Week 8: A Farewell to Arms The Core Learning Outcomes (CLO's) to be covered this week include 1, 2 and 3:

1. Identify the definitive features of fiction as a literary genre.

2. Discuss a representative range of fictional texts.

3. Articulate a response/ interpretation of a single text or body of related texts

What to do:

  • Complete weekly reading
  • Complete weekly quiz
  • Answer two of the three discussion questions
  • Write a response paper and upload into the weekly "response paper dropbox"
  • Upload Completed Paper Two in dropbox by Friday night midnight
  • Take a 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 2011-2012 Undergraduate Catalog Page 93
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 2011-2012 Undergraduate Catalog Page 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: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 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 .


Attachments:
Simplicity

Known-new contractBibliography:

Zinsser, William. "Simplicity." Excerpts from On Writing Well. University of Wisconsin Milwaukee, n.d. Web. 10 Mar.  
     2012. <https://pantherfile.uwm.edu/wash/www
"Known-new contract." University Writing Center. University of Central Florida, n.d. Web. 10 Mar. 2012.  
     <uwc.ucf.edu/files/handouts/known-new_contract.pdf>.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Provides well-chosen personal and critical insights into the literature through close reading that supports thesis. Makes adequate personal and critical statements into the literature, through close reading, though sometimes strays from thesis. Provides only plot summary or  biographical information. Paper shows ittle or no evidence of close reading of literature. Does not submit assignment or does not respond appropriately to assignment. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Integrates primary and secondary sources in original and perceptive ways, using MLA Documentation Style, that contribute innovative insights and new knowledge to the field, while retaining a personal voice. Integrates primary and secondary sources adequately, using MLA Documentation, though insights are not particularly innovative or personal. Integrates very little from primary/secondary sources, lacks control of MLA Documentation Style, and fails to bring new insights to the literature. Does not submit assignment, or uses inadequate or no sources or no MLA documentation of sources. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Provides convincing and insightful connections between texts to illustrate the main focus of the essay. Provides connections between texts that are clear but mundane. Ideas sometimes stray from thesis. Provides vague and under-developed connections between texts. Does not submit assignment or provides no clear connections between texts. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1,2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Skillfully supports interpretation with detailed analysis, logical organization, and convincing conclusion. Adequately supports interpretation, though more detailed discussion is needed. Organization is weak, and conclusion is predictable. Interpretation lacks clarity, plausibility, or adequate detail. Lack of a clear organizing principle obscures point. No plausible conclusion. Does not submit assignment or does not respond appropriately to requirements. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
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 well developed essay. Writing shows persistent problems with use of Standard Written English. Statements are often illogical or incomprehensible; organization and development of ideas do not support thesis. Does not submit assignment or does not respond appropriately to requirements. 
Interpretation                                                                                                                                                                                                                                             
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Provides new insights into specific, well-chosen passages from primary text. Adequately examines specific passages, though with little innovation. Does not examine specific passages or does so using vague generalities. Does not submit assignment or does not examine passages closely. 
Responds to a range of literary texts.                                                                                                                                                                                                                     
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Analysis includes full discussion of elements of fiction as a genre and makes connections to a range of texts. Adequately discusses elements of fiction as a genre. Does not discuss elements of fiction; makes no meaningful connection to other texts. Does not submit assignment or does not respond appropriately to requirements. 

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Last Updated:3/10/2012 6:50:29 PM