Syllabus Entrance
Printer Friendly
Email Syllabus

EN 320 Literature for Young Adults
Lapinel-Spincken, Jennifer


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 320 Literature for Young Adults

Semester

F1T 2011 DL

Faculty

Lapinel-Spincken, Jennifer

Title

Adjunct Faculty of English

Degrees/Certificates

M.A. in English Literature from New York University
B.A. in English Literature and Creative Writing from New York University

Office Location

Virtual

Office Hours

Mondays, Wednesdays 10am-11am, ET (and by appointment)

E-Mail

Jennifer.LapinelSpincken@park.edu

JLSParkUniversity@live.com

Semester Dates

08/15/2011 to 10/09/2011

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

Resources Used in this Course - Something Different

One thing you will notice immediately is the lack of a text book for this course. We will utilize instead of hard copy texts the abundance of electronic sources now available. This is partially possible due to our use of what are termed “classic” books that have now been completely transferred to an electronic format by projects such as the Gutenberg Project. Named for the first printing press invented by Johannes Gutenberg in 1450, this project has converted many popular texts to electronic version and allowed the public free access. The project makes available more than 100,000 titles, which we will take advantage of.

Bibliomania is another service from which you might read our assigned YA books and stories. Bibliomania differs from Project Gutenberg in that it offers only 2000 titles, and its site contains advertisements, which can prove distracting. However, it also offers study guides, author biographies and additional helpful aspects.

Note: For each e-text assigned, you will be directed to a Gutenberg Project webpage. There you will see the bibliographic record for the text with a table below that offers the text in various formats. You may select the format that you prefer. Some texts are available in audio versions. Should the provided link not take you to the text, please go to the Gutenberg Project homepage, and search for the assigned reading by title.

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/.
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:
EN320 Adolescent Literature: A study of literature in English appropriate for readers in grades six through twelve. Application of literary analysis and interpretation, as well as emphasis on historical and cultural context, will locate adolescent literature within the broader literary tradition. 3:0:3

Educational Philosophy:

What impresses me most about literature is the way it cross references so many other aspects of culture, history, religion, morality, art and society. All of these are often reflected in literary works, and when read, help us to create a web of understanding that hopefully transcends our usual thinking.

My desire is to assist all of you in discovering that these aspects of study are important to the well-rounded, worldly mind. Through our experience we will all mature with a broader understanding and an ability to view literature through a variety of lenses.

Exploring literature exercises our thinking and helps us rise above our traditional day-to-day thought. The critical thinking involved in our analysis and exploration will prepare us with a comprehensive set of tools that will allow us to stand out from the masses in our chosen careers.

Probably the most critical element to our success this term is that we stay connected and promote communication. It is my wish that we create an environment where even the most tentative student feels comfortable in reaching out. Please feel free to email me with any questions and/or concerns as I check my email throughout each day and am always happy to hear from all of you.

Of equal importance in learning, online or otherwise, is that we maintain an environment of respect. All correspondence with peers, including feedback and critiques, need to be delivered with the utmost regard for upholding the principles of kindness and respect. We are all working our way through life with our own unique difficulties; flexibility and adaptability are essential to creating the most fruitful learning environment.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate a bibliographical knowledge of available adolescent literature by producing a bibliographical research paper focusing upon such literature and by sharing bibliographical knowledge orally in the classroom. (MoSTEP 1.2.1.1) (Frameworks: Knowledge 4, 7)
  2. Demonstrate their skills in teaching adolescent literature by producing a teaching package containing sufficient lesson plans for the teaching on one major work of adolescent literature and by presenting one lesson plan from that package to the class. (MoSTEP 1.2.1.1, 1.2.1.5, 1.2.3.2, 1.2.4.1, 1.2.4.2, 1.2.4.3, 1.2.5.2) (Frameworks: Knowledge 4, 6, 7, 10; Skills 5, 11, 12 13, 14; Dispositions 4)
  3. Demonstrate minimal mastery of the internet in regard to finding useful references to adolescent literature by producing an internet search project. (MoSTEP 1.2.5.1, 1.2.11.1, 1.2.11.2, 1.2.11.3, 1.2.11.4, 1.2.11.5, 1.2.11.6) (Frameworks: Knowledge 4, 7, 13; Skills 6, 11.17; Dispositions 4, 5, 6, 16)
  4. Demonstrate enriched appreciation for the variety and depth of available adolescent literature through journaling, class discussion, and examination. (MoSTEP 1.2.1.1, 1.2.8.1, 1.2.8.2, 1.2.8.3, 1.2.9.1) (Frameworks: Knowledge 4, 7; Skills 8, 17; Dispositions 2, 4, 10,
  5. Demonstrate critical knowledge of several major examples of adolescent literature through class discussion, formal oral presentation, and examination. (MoSTEP 1.1.1, 1.2.1.1, 1.2.4.1, 1.2.4.3 1.2.7.3, 1.2.9.1, 1.2.9.2) (Frameworks: Knowledge 3, 4, 5, 8, 10; Skills 8, 12, 17; Dispositions 2, 3, 4, 6, 25)


Core Assessment:

All Park University courses will include a Core Assessment with rubric. This will include ¾ of the Core Learning Outcomes listed above. The Core Assessment in this course will be a major critical paper of no fewer than 5 pages, which will include research and MLA documentation. The project will be completed in the final quarter of the term.

 The rubric for this assignment is published so the student can see the expectations.

Class Assessment:

 Weekly Assignment

SKILL

10 points

8 points

6 points

4 points or less

Interpretation and Critical Analysis

The response skillfully interprets and analyzes text in an insightful original manner and meets or exceeds 300 words.

The response sufficiently interprets and analyzes the text in adequate ways, though may lack insight and originality; it is 200-300 words in length.

The response interprets and analyzes the texts in a predictable manner, summarizing ideas, rather than suggesting insights; it is 200 words in length.

The response neither interpretsnor analyzes textual information; it does not meet length requirements.

Focus

The response tightly focuses on a key textual idea or theme.

The response sufficiently focuses on a key textual idea or theme.

The response sufficiently focuses on key textual ideas or themes but may wander from focus.

The response fails to focus on key textual ideas or themes.

Development with use of adequate support (text examples)

The response is extremely well developed, using clear, applicable text examples closely linked to its interpretation. Quotations conform to MLA format requirements.

The response is sufficiently developed using text examples that are adequately linked to its interpretations, though it may lack sufficient development. Quotations conform to MLA format requirements.

The response is underdeveloped and contains insufficient examples from the text that are not clearly linked to its interpretation. Quotations do not conform to MLA format requirements.

The response lacks development andexamples. It contains no quotations.

Technical

Response is clearly written with strong style and conforms to conventions of Standard Written English.

Response is adequately written and conforms to conventions of Standard Written English.

Response contains multiple errors not conforming to conventions of Standard Written English.

Response does not conform to conventions of Standard Written English.

Weekly Discussion Thread Rubric

Points

Assessment guide

5

The postings exceed discussion and critique requirements. Although a single posting is required, the student may post multiple entries. Each posting is more than 100 words in length. Each considers a different work and offers insight and thoughtful analysis; it does not simply summarize. It contains no errors.

4

The posting slightly exceeds discussion and critique requirements. The posting is 100 words in length and offers insight and thoughtful analysis of a reading. It contains few errors.

3

The posting meets discussion and critique requirements. It is 100 words in length and offers a response with some analysis. It may contain multiple errors.

2

The posting is slightly below critique requirements. The posting is less than 75 words in length and offers little analysis and/or contains multiple minor errors.

1

The posting falls considerably short of critique requirements. It is less than 100 words and offers little other than a summary of a reading and/or contains multiple major grammatical and/or sentence structure errors.

0

The posting does not meet minimal expectations and contains multiple major grammatical and/or sentence structure errors.

 

Midterm Rubric

SKILL

15 points

11 points

7 points

3 points or less

Interpretation and Critical Analysis

The response skillfully interprets and analyzes text in an insightful original manner and meets or exceeds 350 words.

The response sufficiently interprets and analyzes the text in adequate ways, though may lack insight and originality; it is 250-300 words in length.

The response interprets and analyzes the texts in a predictable manner, summarizing ideas, rather than suggesting insights; it is less than 250 words in length.

The response neither interprets nor analyzes textual information; it does not meet length requirements.

Focus

The response tightly focuses on a key textual idea or theme.

The response sufficiently focuses on a key textual idea or theme.

The response sufficiently focuses on key textual ideas or themes but may wander from focus.

The response fails to focus on key textual ideas or themes.

Development with use of adequate support (text examples)

The response is extremely well developed, using clear, applicable text examples

closely linked to its interpretation. If quotations are used, they conform to MLA format

The response is sufficiently developed using text examples that are adequately linked to its interpretations, though it may

lack sufficient development. If quotations are used, they

The response is underdeveloped and contains insufficient examples from the text that are not clearly linked

to its interpretation. If quotations are used, they do not conform to MLA format

The response lacks development and examples. If quotations are used, they contain major mechanical errors, and/or do not conform to MLA format requirements.

 

Final Exam Rubric

SKILL

25 points

20 points

15 points

10 points or less

Interpretation and Critical Analysis

The response skillfully interprets and analyzes text in an insightful original manner and meets or exceeds 350 words.

The response sufficiently interprets and analyzes the text in adequate ways, though it may lack insight and originality; it is 250-300 words in length.

The response interprets and analyzes the texts in a predictable manner, summarizing ideas, rather than suggesting insights; it is less than 250 words in length.

The response neither interprets nor analyzes textual information; it does not meet length requirements.

Focus

The response tightly focuses on a key textual idea or theme.

The response sufficiently focuses on a key textual idea or theme.

The response sufficiently focuses on key textual ideas or themes but may wander from focus.

The response fails to focus on key textual ideas or themes.

Development with use of adequate support (text examples)

The response is extremely well developed, using clear, applicable text examples that are

closely linked to its interpretation.

If quotations are used, they conform to MLA format requirements.

The response is sufficiently developed using text examples that are adequately linked to its interpretations, though it may lack sufficient development. If quotations are used, they conform to MLA format requirements.

The response is underdeveloped and contains insufficient examples from the text that are not clearly linked

to its interpretation. If quotations are used, they do not conform to MLA format requirements.

The response lacks development and

examples. If quotations are used, they contain major mechanical errors, and/or do not conform to MLA format requirements.

Technical

Response is clearly written with strong style and conforms to conventions of Standard Written English.

Response is adequately written and conforms to conventions of Standard Written English.

Response contains multiple errors not conforming to conventions of Standard Written English.

Response does not conform to conventions of Standard Written English.

Research Paper Prewriting (Intro paragraph, outline with quotations, works cited) Rubric

SKILL

20 points

16 points

14 points

12 points or less

Interpretation and Critical Analysis

The prewriting skillfully interprets and analyzes topic in an insightful original manner. It includes a complete outline by paragraph and a complete works cited list

The prewriting sufficiently interprets and analyzes topic in adequate ways, though may lack insight and originality; the outline includes most support paragraphs and a works cited list with minimum requirements

The prewriting interprets and analyzes the topic in a predictable manner, summarizing ideas, rather than suggesting insights; the outline and works cited are incomplete

The prewriting neither interprets nor analyzes the topic or does so in vague, general terms; it does not meet content requirements.

Focus

The prewriting tightly focuses on a key textual idea or theme.

The prewriting sufficiently focuses on a key textual idea or theme.

The prewriting sufficiently focuses on key textual ideas or themes but may wander from focus.

The prewriting fails to focus on key textual ideas or themes.

Development with use of adequate support (text examples)

The prewriting includes abundant quotations from a variety of sources

The prewriting includes abundant quotations from the minimum required number of sources

The prewriting omits some quotations from support paragraphs and does not use the required number of sources

The prewriting fails to incorporate quotations and sources

Technical

Prewriting is clearly written and conforms to conventions of Standard Written English; all works cited entries conform to MLA format rules

Prewriting is clearly written with strong style and conforms to conventions of Standard Written English; all works cited entries conform to MLA format rules

Prewriting contains multiple errors not conforming to conventions of Standard Written English; works cited entries contain multiple MLA format errors

Prewriting does not conform to conventions of Standard Written English; works cited entries make little attempt to conform to MLA format rules



Grading:

Class Assessment:

Class Assessment Table
Assessment Week Points Total
Discussion Thread Postings Weekly 5 40
Peer Discussion Response Weekly 5 40
Weekly Assignment Paper
(exception in Week Five when Prewriting subs for assignment)
Weekly 10 70
Midterm Due Week 4 30 30
Research Paper Prewriting Due Week 5 50 50
Research Paper Due Week 7 100 100
Final Week 8 75 75

Total Points 405
Points break down
Points Grade
365 - 405 A
324 - 364 B
283 - 323 C
243 - 282 D
Less than 242 F

Late Submission of Course Materials:

There are no extensions or make-ups for discussion threads for any reason.

Work must be written in Microsoft Word and double-spaced using Times New Roman, 12 point font.  Extra Credit will not be offered.

Work submitted to previous courses are not to be submitted to this course. All work for this course must be original.

Classroom Rules of Conduct:

We are about to embark on an exciting journey together. This journey will be challenging at times and will allow you to flex your cognitive muscles as you try things you may have never attempted before in analysis and writing.

Before we get started, I would like to give you a few guidelines for our work together as a good, trusting, collaborative environment is built through mutual respect and careful, meditative action.

When responding to peer posts, please use full sentences, proper Standard English (with correct grammar) and always address peers by name. Posts should never belittle or address personal issues, but should always pertain to the work at hand and have a professional, respectful tone. Your posts should add comprehensively to the discussion and, in some way, aid your peers in their learning process, as it will undoubtedly help you in yours. Please avoid using capital letters and exclamations as these can both be perceived as shouting. I also expect all students to avoid slang or any offensive language.

When posting to the discussion board, or question area, please avoid discussing personal issues, including grades. These types of exchanges should be carried out privately through email.

These same standards apply when corresponding with me, or any of your fellow students, through email. Please always maintain a respectful and professional tone. When emailing, please also introduce yourself each time and include the course number in your reference line (Re:). 

I look forward to working with you all through the coming weeks. Please never hesitate to contact me as I very much enjoy hearing from my students.

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

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 courserelated 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 .

Copyright:

This material is protected by copyright
                               and can not be reused without author permission.

Last Updated:7/19/2011 6:20:58 PM