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EN 201 Introduction to Literature
Ogilvie, Christopher C.


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 201 Introduction to Literature

Semester

F1Y 2012 MN

Faculty

Ogilvie, Christopher C.

Title

Adjunct Instructor

Degrees/Certificates

B.A. English, University of Tennessee, Knoxville
M.F.A Writing, University of Memphis, Memphis

Office Location

classroom

Office Hours

4:30-5:00

Daytime Phone

901-870-5689

E-Mail

christopher.ogilvie@park.edu

cccourto@aol.com  (preferred!!)

Semester Dates

August 20-October 8

Class Days

-M-----

Class Time

5:00 - 10:00 PM

Credit Hours

3


Textbook:
Meyer, Michael. The Compact Bedford Introduction to LITERATURE: Reading, Thinking, Writing. 9th edition  Bedford/St. Martin's, 2012. ISBN: 978-0-312-67844-9

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville 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) : 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:
Students will participate in class discussions, lectures, readings, quizzes, examinations, and developing literary analyses through research.  EN201 is an analysis course designed to challenge a student's ability to analyze literature and explore new ideas, issues, and contradictions in the literary world as well as the real world.

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:

Students will be graded on:
  • Reading Content Quizzes 
  • Character Analysis Essay:
  • Literary Research Project: for your Core Assessment requirement, students must thoughtfully and critically analyze a literary theme discussed in class.  Using two pieces from our readings and at least two noted literary critics, students will compose a 5-8 page essay citing four or more sources .  Students will use proper MLA format and have a Work Cited page.
  • Comprehensive Final Exam 
  • Weekly class discussions.
  • Final Portfolio: A final portfolio is a compilation of the student's work throughout the course reflecting essay revisions, class discussion exercises (including creative writing exercises, analyses, etc.) and Final Drafts of your Character Analysis Essay and Literary Research Project. 

Grading:

  • 5 Content Reading quizzes: each worth 60 points, total 300 points
  • Character Analysis Essay: 100 points
  • Literary Research Project: 300 points
  • Weekly Class Discussions: 100 points (Every class missed = -30 points)
  • Final Exam: 100 points
  • Final Portfolio: 100 points

TOTAL FOR THE COURSE: 1000 points       

A = 1000-900; B = 890-800; C = 790-700; D = 690-600; F = 590-0

Late Submission of Course Materials:

Late Submissions will only be accepted one class period late. For turning in a late assignment, you will be penalized negative 10 points on the final grade. If you fail to turn in a late assignment the following class meeting, then you will receive zero points for that assignment and you can not make it up. 
 
Quizzes may only be taken on the date assigned. If a student misses a quiz, then that student receives a zero for that quiz grade.  Special arrangements can be made only before the quiz date. 
 
Class Discussion grades are averaged every class meeting. If a student is absent from class, then the student receives a -12 points from their class discussion grade.

Course Topic/Dates/Assignments:

Week 1 -- Introduction to the course; selected readings.
  • Faulkner "A Rose for Emily" (84)   ["On a 'Rose for Emily'" Faulker--91]
  • Kincaid "Girl" (517)
  • Updike "A&P" (539)
Week 2 -- Fiction: The Elements of Fiction; selected readings 
HOMEWORK:
  • Walker "The Flowers" (82)  
  • Jefferson "On the Dangers of Reading Fiction" (45)
  • Dubus "Killings" (96)
  • Melville "Bartleby, the Scrivener" (121)
  • Hawthorne "On Herman Melville's Philosophic Stance" (147)
Week 3 -- Fiction: Approaches to Fiction; selected readings; Quiz 1; draft of Character Analysis
 HOMEWORK: Character Analysis Essay Peer Review Draft due
  • Hawthorne "The Minister's Black Veil" (325)
  • Hawnthorne "On the Power of the Writer's Imagination" (357)
  • O'Connor "A Good Man is Hard to Find" (367)
  • O'Connor "On the Materials of Fiction" (407)
  • Joyce "Eveline" (420)
  • O'Connor "The Regional Writer" (440)
  • Twain "The Story of the Good Little Boy" (473)
Week 4 -- Poetry: Elements of Poetry; selected readings; Quiz 2; Character Analysis Final Draft
 HOMEWORK: Character Analysis Essay FINAL DRAFT
  • O'Connor "On Theme and Symbol" (409)
  • Updike "Dog's Death" (552)
  • Larkin "A Study of Reading Habits" (563)
  • Collins "Introduction to Poetry" (570
  • Springsteen "You're Missing" (583)
  • Francis "On 'HARD' poetry" (585)
  • Bishop "Manners" (593)
  • Keats "Ode on A Grecian Urn" (623)
  • Simpson "In the Suburbs" (626)
  • Slavitt "Titanic" (620)
  • Brooks "We Real Cool" (625)
  • Williams "To Waken an Old Lady" (671)
  • Whitman "A Noiseless Patient Spider" (674)
Week 5 -- Poetry: Approaches to Poetry; selected readings; Quiz 3
 HOMEWORK: TOPIC for Literary Research Project
  • Poe "The Haunted Palace" (683)
  • Cummings "Next to of course God America I" (689)
  • Sandburg "Buttons" (693)
  • Espada "Bully" (691)
  • Pound "On Symbols" (705)
  • Swenson "A Frosty Night" (709)
  • Pope "From An Essay on Criticism" (725)
  • Wordsworth "My Heart Leaps Up" (738)
  • Jones "The Foot" (743)
  • Blake "The Tyger" (749)
  • Shakespeare "Shall I Compare Thee To a Summer's Day?" (762)
  • Millay "I Will Put Chaos in Fourteen Lines" (763)
  • Thomas "Do Not Go Gentle Into That Good Night" (768)

 

Week 6 -- Drama: The Study of Drama; selected readings; Quiz 4; draft of Literary Project
 HOMEWORK: Literary Research Project Peer Review Draft due
  • David "The Pitch," Seinfeld (1100)
  • Aristole "On Tragic Character" (1167)
  • Ives Moby-Dude, or: The Three-Minute Whale (1377)
  • Miller Death of a Salesman (1401)
Week 7 -- Review: Fiction, Poetry, Drama; selected readings; Quiz 5; Literary Project Final
HOMEWORK: Literary Research Project FINAL DRAFT
 
Week 8 -- Final Exam; Final Portfolo

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 95-96

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 95

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 2011-2012 Undergraduate Catalog Page 98
If a student misses a quiz, then that student must contact the instructor prior to the date of the quiz.  Only then, after speaking with the instructor and the absence has been verified as excused, can the student retake the quiz.

Peer Reviews count for 20 points of the FINAL GRADE of the Literary Research Project and Character Analysis Essay.  Missing the peer review means 20 points will be deducted from the student's Character Analysis or Literary Research Project's FINAL GRADE, unless an approved absence has already been discussed.  

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:8/15/2012 7:31:33 PM