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EN 234 Introduction to Fiction
Dick, Linda L.


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

S1T 2013 DL

Faculty

Dick, Linda L.

Degrees/Certificates

Bachelor Degree Western Michigan University Creative Writing and World Literature
Master Degree Western Michigan University Literature

Office Location

virtual

Office Hours

by appointment

Daytime Phone

269-271-0327

E-Mail

linda.dick@park.edu

getawayblue@gmail.com

Semester Dates

January 13, 2013 to March 10, 2013

Class Days

TBA

Class Time

TBA

Prerequisites

none

Credit Hours

3


Textbook:

Farewell To Arms by Ernest Hemingway, Scribner Classics, ISBN 13: 978-0-684-83788-8; ISBN 10: 0-684-83788-89
Introduction to Fiction by X. J. Kennedy, editor 11th edition, Pearson, ISBN 13:978-0-205-68788-6; ISBN 10: 0-205-68788-1

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
None

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
EN234 Introduction to Fiction (LE) : 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:

My philosophy is a self-recognition that I don't know everything there is to know about everything. I have certain skills and talents to share along with learned knowledge. I expect to learn from my students who share their own skills, talents and knowledge with the class. I feel an open and intellectual dialog is crucial to gaining new skill sets and expanding my own knowledge base as well as that of my students. I provide that open, sharing environment and invite students to participate with me in traveling this path of exploration. Literature is an art form, I treat it as such. Literature is not written in a vacuum. Understanding the historical context of a piece of artwork is imperative to the dialog. My world view includes looking at the entire picture, not just the story itself as a stand-alone object.

Learning Outcomes:
  Core Learning Outcomes

  • Identify the definitive features of fiction as a literary genre
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs
    •  NMSA 4.K1
    • NCTE 1.1, 3.5
  • Discuss a representative range of fictional texts
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs

    ·          NMSA 4.K1

    ·          NCTE 1.1, 3.5

  • Articulate a response/ interpretation of a single text or body of related texts
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs

    ·          NMSA 4.K1

    ·          NCTE 1.1, 3.5

    MoStep Requirements 1.2.1.1 standards for EN234



    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:

    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

    Grading:


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

    Late Submission of Course Materials:

    An online class has a certain pace to it, with discussion questions, quizzes and response papers all tied into a weekly reading schedule. Discussion is held within a boundary of seven days, on one particular set of learning objectives and reading assignments. The quizzes are aimed at a particular set of learning objectives and set of reading assignments. This work will not be allowed extended deadlines nor will this work be accepted as late work. Once a discussion thread is closed at midnight on Sunday, the discussion for that week has ended. Once the quiz deadline comes and goes, then the opportunity to complete that quiz is also finished. If a response paper or a rough draft is tied into a threaded discussion assignment, that work is not eligible to be turned in late because the threaded discussion closes at midnight on Sunday nights.
     
    The weekly materials are set to open and lock down within the time frame of the week, Monday to Sunday. Late posting is not an option. Late quiz taking is not an option. You have an overview of the coursework and the reading list in the syllabus. Utilize that information to balance your time.
     
    Time management is the key element to taking an online course. There is little forgiveness for late work. The course is paced to move forward each week. Falling behind is not a good idea, and can snowball into a constant state of catch up the entire semester. This does not lend itself to a good learning environment. The only work eligible to be turned in late will adhere to the following guidelines -
    • Only work designed to be sent to a drop box will be eligible to be turned in late. (No threaded discussion work or quiz materials are eligible to be turned in late.)
    • Work that is turned into the drop box will lose 20% of the point value for each day it is late.
    • Students will have up to two days to turn in late work to the drop box
    • Students do need to alert the instructor when work is turned into the drop box after the initial grading period (usually Monday or Tuesday of the week following the deadline for the assignment). The instructor has five days to evaluate work from the day it is posted to the drop box. This could impact rough draft essay assignments that lead to a final paper assignment - if the student turns a draft in late, the instructor has up to five days to review this draft. Students need to allow enough time for revision before the final paper is due.
    • Students do not need prior permission to turn in late work to the drop box as long as the previous guidelines are being met.
    • If a set of circumstances arises that fall outside of the above guidelines, then a telephone call to the instructor is in order so that options can be discussed.
    • Computer glitches are not excuses for late work.
    • Work can never be evaluated through email.

    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. Utilize MLA for style, citations and Works Cited entries. This 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 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.
    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 98

    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 .

    Additional Information:
     This course is a literature course. It is expected that students already know how to write essays before entering this class. As a literature course, MLA style is the writing code to be followed. MLA style will account for 30% of the grade of all written work for this course. This includes proper written format; use of in-text citations; addition of a Works Cited page.

    There are two main guidelines that students must follow -


    1. Present clearly defined thesis statements in the first paragraph of the written work (DQ responses; response papers; formal essays), and then develop that thesis in the body paragraphs.


    2. MLA style must be adhered to in all aspects of the work for this class. This means bibliography information will be placed at the bottom of every single message in the discussion threads where literature and/or lecture is discussed; bibliography information will be placed at the bottom of every single response paper that is turned in for a grade; bibliography/works cited pages will be mandatory on all formal writings. All work will utilize in-text citation methods - this means DQ responses; Peer responses; Response papers; Formal essays. Just because we are all reading the same materials does not excuse improper writing style that leads to plagiarism issues.


    Failure to follow MLA in every aspect of your coursework can cause for an automatic failure of the assignment due to plagiarism issues. One warning will be given for the first instance where a literature or lecture is not given credit. After that, the work will receive an automatic 0 points in the grade book for failing to include this mandatory information. This is a zero tolerance issue.


    Peer Participation -


    Peer postings will be fully developed paragraphs with topic sentences and supporting/concluding sentences in discussion posts. One sentence peer postings will not receive any points. The goal of peer participation is to keep a conversation going; it is not a one stop/one sentence idea. It is an ongoing dialog. Therefore, a requirement of 5-7 sentences in each peer posting is required in order to gain peer participation points. It is also expected that students will place a question back out to the class at the end of one peer posting per week.


    Discussion Question Response -


    The class grading rubric stipulates that DQ responses will be in the 350+ range in order to approach full points. This is 3.5 paragraphs of material - it is basically a three to four paragraph essay requirement when you answer the discussion questions. You gain this word count by: answering the question; bringing in direct quotes from the literature and/or the lectures; sharing personal experiences; connecting the materials with the week's learning objectives. If you write a paragraph on each one of those items for every DQ each week, you will achieve the maximum goal of 3-4 paragraphs or 350+ words. Work that does not approach this goal will be graded according to the rubric. DQ responses are academic papers. They are not casual writings.

    Bibliography:
    None



    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:12/23/2012 12:08:59 PM