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English 102 syllabus-hyperlinked

Gray Haynes                                                                                                                                  Louisiana Tech University

Email: gray.haynes@websterpsb.org or ghaynes@latech.edu                                                  Spring Quarter-2019

English 102

 

Freshman Composition II

 

Course Description and Objectives: This class fulfills the second quarter requirement for Freshman English.  When you complete it, you will proceed to English 201.  This class intends to develop writing skills that you can and will use in the University and in whatever profession you may enter.  Every assignment in the class is, in some way, directed at improving these skills.  Grammar, sentence structure, reading, and vocabulary will all be components of this class, but only as they help you to write clearly and logically.  The writing in this class is expository writing: writing that explains, clarifies, or argues.  Not only will you become a better writer this quarter, you will gain knowledge about the act of writing itself.  By the end of the class, you should be able to effectively analyze and critique your own writing and to offer advice and support to other writers.

Students successfully completing and receiving credit for English 102 should be able to do the following by the end of the course:

1. Demonstrate reading comprehension through analytical discussion and written analysis of literary works [see FCCG pp. 108-125].

2. Write reflectively and analytically about literary works using standard, academic English grammar [see FCCG pp. 48-65; sample student essays appear in Sections IV and VIII].

3. Interpret literature from a variety of perspectives and diverse theoretical approaches (for example: structural, comparative, psychological, new-historical, cultural, feminist) [see FCCG sample student essays p. 93, 97, 100, 117-125, 133-138].

4. Evaluate and communicate in class discussion and in writing the effectiveness of various arguments [see FCCG pp, 36-44].

5. Analyze and synthesize information from various academic sources, use planning and organization skills in your writing, locate and evaluate relevant critical sources while researching a literary topic, and use secondary source material along with literary analysis to support and develop an argument in a literary research essay of around 2200 words [see FCCG sample research essays pp. 93-105].

6. Write researched essays using current MLA guidelines [see FCCG pp. 72-81].

7. Adapt to new ideas, recognize alternative interpretations, evaluate the effectiveness of counter-arguments, and distinguish between facts, opinion, and well-developed and supported interpretations of literature.

Required Textbooks and Materials:

The Pearson Introduction to Literature, 7th ed.

A folder with a pocket for holding essays and journal entries as they are returned is required.  An email address and internet access will also be mandatory.  CDs, floppy discs, or a portable storage drive will also be required.

Evaluation:

                                Essay #1 (Reading Response-Story of an Hour)                                           100 pts

                                Essay #2 (Response Essay)                                                                               100 pts

                                Essay #3 (Multiple Source Essay)                                                                    100 pts

                                Essay #4 (Research essay-Secret Sin)                                                             250 pts

                                Essay #5 (Comparative Essay)                                                                        150 pts

                                Final Exam                                                                                                           100 pts

                                Journals (5 at 20 pts. each)                                                                                                100 pts

                                Test                                                                                                                        100 pts

                                                                                                                                                                1000 possible points

Keep track of your grades, so that you will be aware of your progress and approximate course average.  Your final score converts to a grade by this formula: 900-1000=A; 800-899=B; 700-799=C; 600-699=D; 0-599=F.

PLAGIARISM

Like you, I regard cheating and plagiarism as dishonorable acts. Remember that cutting and pasting, modifying, or copying text from Internet sources (signed or unsigned) is plagiarism too. Most plagiarism is half- accidental; it is using sources sloppily and not giving credit where credit is due. However, even accidental plagiarism comes with unpleasant consequences. At minimum plagiarized work on any assignment will receive a ZERO, and the student’s overall class grade may be lowered by to failing. Be advised that lifting or cutting and pasting work from the Internet (including unsigned web sources), “patchwork” or “mosaic” plagiarism, or simply forgetting to document sources constitutes plagiarism as much as does copying pages from a printed book.

I fully support the Louisiana Tech University Academic Honor Code. I would advise you to obtain a copy of the student handbook and familiarize yourself with the code, but above all, know that cheating in this class will be dealt with severely. This means that transgressions will be reported to the university, which could result in severe penalties, including expulsion from school. NOTE: You must sign the Plagiarism Statement for the Winter 2017 Quarter (located in the Freshman Composition Course Packet, 2017-2018 and hand it in on the day we discuss Tech’s plagiarism policy. If I don’t get the policy, you will not get any grades.

A copy of the honor code may be found in the student handbook available at http://latech.edu/students/judicial-affairs.shtml

Attendance and class participation are both mandatory if you want to pass this course.  The attendance policy is prescribed by the English Department of Louisiana Tech University.  Missed in-class work cannot be made up in most cases; essays will lose 5 points for each day they are late.  If you miss class or miss turning in work at an assigned time, you will not be allowed to make up this part of your grade except with my prior permission which is rarely given.  Doctor’s appointments, court appointments, meetings with other faculty members should be made for times that do not conflict with our class.  It is your responsibility to keep track of your schedule.

ACCOMMODATIONS:

Any student who needs classroom accommodations based on ADA guidelines should register with the Office of Disability Services [http://www.latech.edu/ods/index.shtml]  as soon as possible and bring the appropriate papers to me by the second class meeting. I am happy to assist every student who schedules an appointment with me, but students are responsible for seeking help if assistance is needed. Information for Testing and Disability Services may be obtained in Wyly Tower 318 or www.latech.edu/ods.

EMERGENCY/CONTINGENCY PLAN:

If for some reason we are unable to meet as a class, we will continue our course work, lectures, and discussion through our Moodle website. You should check Moodle regularly for announcements and changes to the schedule. All LA Tech students are strongly encouraged to enroll and update their contact information in the Emergency Notification System [ENS]. It takes just a few seconds to ensure you’re able to receive important text and voice alerts in the event of a campus emergency. For more information on the Emergency Notification System, please visit:  http://www.latech.edu/administration/ens.html

Policies and Procedures for Journals, Essay Writing, and Other Assignments:

Response Journals: The purpose of journals is to encourage you to read carefully, to write more, and to give you credit for doing so.  Your journal grade will be based on the ratio of journal entries you complete to the total number assigned.  Journals are not graded for grammar or correctness, but on whether or not they are 1) handed in on time-which means at the beginning of class on the day they are due 2) written on the assigned topic, and 3) of sufficient length (at least one typed page with 1 inch margins on all sides and without excessive spacing.  Include your name, date, journal number, and topic title as a heading.  If journals meet all of the above criteria, they will receive full credit.  If any journal does not meet the above criteria, it will receive no credit.  Journals that are handed in the next class day after they are due may receive half credit, but not more than that.  Expect me to be a stickler for these standards.  I will read your journals, mark them as credit/no credit, and return them to you.  Expect 1-2 journal assignments per week.  These entries are for your own benefit to help you gather ideas and practice things we go over in class.  They will not be graded for grammar or spelling; however, the more you practice editing your writing, the better your writing will be.  Remember-it’s great to write more than is required on a journal, but if you write less, you will not receive credit.

Response Journal Topics: If a journal assignment is to “write about the readings,” you may wish to begin with a brief summary of the essays; then in complete sentences and paragraphs, answer some or all of the following questions: 1)Why do you think this writer wrote this essay?  What point do you think he or she was trying to make?  2) Was the essay vivid and “true,” according to your experience?  Why or why not?  3) Does the essay remind you of any people you have known or experiences you have had?  4) What did you like about the essay, and what didn’t you like?  5) In your opinion, what are some other points, examples, or issues the writer might have included in the essay?  6) Would you recommend the essay to a friend?  Why or why not?

All essays will be started in class.  Some of these in-class essays will be graded, some will have their revisions graded, and some will have both preliminary and revised versions graded.  Essay topics are assigned; any essay not on an assigned topic will receive no credit.  All essays that written outside of class must be turned in to me in a packet that includes each significant draft of the essay, and ALL revision and editing workshop copies and materials.  Forgetting to include any of these parts of the essay packets may reduce your essay grade by 5% for each missing component of the essay packet.  On the class day BEFORE the date that your essays are due, you must bring a complete, typed draft of your essay to class.  Failure to do so will result in a lowering of your final essay grade, and a zero for that day’s assignment/participation grade.

Turnitin.com: Turnitin is a web based plagiarism detection web site.  All essays will be submitted to turnitin.com.  You will also be required to bring a printed copy of your finished essays and/or essay drafts.  You will be given a turnitin ID and password for this course.  Plagiarism is a serious matter, and it will be taken very seriously in this class.  Plagiarism will result in a 0 for the plagiarized paper, and it may result in your being removed from the class.

Essay Format: Follow these guidelines whenever you turn in a paper to me; not following them will reduce your essay grade.  *All essays will be typed, double-spaced, and printed in black, readable ink.  Times New Roman or Palatino fonts are preferable.  *Essays should have a 1 inch margin on all sides, be printed in a 12-point font size, and have the following heading in the top left-hand corner or the first page:

 

 

Student’s Name

Instructor’s Name

English 102

Date

Essay Number/word count

Original Title

*Essays must be stapled already when they are turned in.  Please number pages using the header page number function.  *Please do not include a cover page.  Your most final draft goes on top, followed by your most recent draft/s.  *Students are required to hand in all revised drafts, disk, and all workshop copies with each final essay.  *I will accept essays containing a few minor hand-written corrections.

Common Sense Computing Advice:

Technical difficulties are no excuse for not having your work.  Label and keep track of your disks and CDs.  When composing and editing on the computer, save frequently.  Save before you send your document to the printer.  Always print a hard copy of your work before you shut down a work session.  If you happen to have computer trouble that results in a damaged or lost composition, I will expect to see a recent hard copy of the previous draft with your revision marks included.  This draft will be due at the assigned date and time and will include a note explaining your difficulty.  Computer trouble is not an excuse to hand in a less-than-final draft, and a final draft will always be required.  Working ahead and saving frequently will save you unnecessary stress and anguish.

PRINT OFTEN AND SAVE YOUR DRAFT HARD COPIES!!

Please Note:

*If you have a question, do not hesitate to ask.  I cannot help if I don’t know that there is a problem.  This should be a great quarter for you, and I am glad to be a part of it.

*In the event of a question regarding a final grade, it will be the responsibility of the student to retain and present graded materials that have been returned for student possession during the quarter.

*This syllabus is a contract between you (as the student) and me (as the instructor).  By taking this class, you are agreeing to follow all of the guidelines given above and to be responsible for your actions.

The following is the General Schedule for the first few weeks of classes.  A complete General Schedule will be available on moodle at a later date.  You should print out a hard copy of that schedule and bring it to class.  Note that you are responsible for any changes to the schedule made by the instructor in class or posted on moodle.  You should check moodle regularly for special announcements, handouts, and schedule changes.

 

 

 

Weekly assignments: English 102

Week 1 (2-11-19): Introduction

read “Story of an Hour” by Kate Chopin on p. 362; Begin discussion of finding and evaluating sources

Over the story, take notes based on the questions at the back of this syllabus.  

Using your notes as a guide, you will write a response essay discussing one aspect of the notes.  This will constitute essay #1.  Essay 1 will be due on Friday of Week 2 (Feb. 9).

Answering all of the questions (1-33) in full answers will constitute Journal 1.

Week 2 (2-18-19): Conformity and Rebellion

Complete the following readings:

Gilman Yellow Wallpaper p. 590, Tan Two Kinds p. 211 Oates Heat p. 201

Exercise on evaluating secondary sources

Journal #2: Use the notes here to explore a major character in Two Kinds

There are nine types of characters in literature.  No matter how important or unimportant they may seem, all characters help the plot of a story logically go from the beginning to the end.  These types of characters are the protagonist, antagonist, static, dynamic, confidante, foil, stock, round, evil villain, archetypal.  I know that this list contains ten different types of characters, but the archetypal character can fall under any of the other categories as well.

The protagonist is the character around which the action of the story flows.  The protagonist is the main character if you will.  The protagonist is the character that opposes the main character.  Usually, both of these characters will be human, but that is not necessary (think Moby Dick).

A static character is one who changes little or not at all throughout a work.  Conversely, a dynamic character changes a lot throughout the course of a book or story.

A confidante character has one purpose in a work of literature: to support the growth and development of the main character.  The confidante character helps develop the main character by giving him/her someone on whom he can rely and trust.

A foil character is one who is completely opposite of another character (usually the protagonist).  When you learn about the foil character, you also learn the opposite about the foil.  In Romeo and Juliet, the Nurse is a foil for Juliet.  Even though we learn little about Juliet’s character, we know quite a bit based on the Nurse.

A stock character is one who is needed to make the plot advance but whose character is not developed throughout the course of the work.  A stock character usually comes and goes throughout the story, but the reader knows little about them at the end.

A round character is one who changes immensely throughout a work.  A round character may make changes that the reader would not anticipate.  He or she may seem inconsistent, but in doing so may seem more real.  Normally, a round character is one of the main characters of a work.  The reader cannot predict how the round character will act in a given situation because he/she is constantly evolving.

An evil character may be similar to an antagonist, but the difference is that an evil character’s main goal is to inflict harm on other characters or even on the world.  An evil character can help drive the plot, but most importantly, he/she makes the protagonist more of a hero.

The archetypal character can fall under any of the other classifications as well as falling in any of about ten different archetypes recognized by psychologist Carl Jung.  The archetypal character is one who fits the mold of a certain type of character (dumb jock, or prep, or goth).  These characters help the plot to advance and also provide different elements to allow the protagonist to evolve over the course of the novel.Is this character described by direct or direct characterization or some combination of the two?

Is this character real, fictional, or come combination of the two?

Is the character based on the writer?

Is the character round or flat?

Is the character static or dynamic?

What draws readers to this character?What makes him/her influential to the reader? Expand on this question explaining what made you choose this character.

Week 3 (2-25-19): A Study of the Poet Emily Dickinson

Read all of the information and poems in this section p. 1011-1044

Exercise on integrating secondary sources

You will have a quiz over Dickinson’s information.

Essay #2 (Response Essay) Make an argument that Gilman’s The Yellow Wallpaper is a feminist text or a text exploring mental illness and its causes.  This essay should be a minimum of 1000 words.  To support your argument, you should use Gilman’s short story as a primary source and find 2-3 secondary sources to aid in support.  All of these sources should be properly documented in MLA format.

Week 4 (3-4-19): Glass Menagerie

Read Tennessee Williams’ Glass Menagerie on p. 1674

Exercise on writing and supporting an argumentative thesis

Journal #3: Is it easier to read and comprehend a narrative or a play?  What makes one easier or harder than the other to comprehend?  Does it help to see a play acted out or is the full message gathered through reading?

Begin Essay # 3 (multiple source 1200 words) which will be due by the end of week 6 (3/29/19): Symbolism is often used in many genres of literature to advance theme.  Discuss the use of symbolism in Glass Menagerie to advance a specific theme.  Alternatively, choose a specific theme in the play and discuss its presence and how that theme contributes to the message of the play as a whole.

Week 5 (3-11-19): Death

Complete the following readings:

Faulkner A Rose for Emily p. 130

O’Brien The Things They Carried p. 72

Poe The Masque of the Red Death p. 302

Journal #4: Examine the things that you or someone else carries every day.  List those things and explain what those things tell you about the person who carries them.

Week 6 (3-25-19): Innocence and Experience

Complete the following readings:

Faulkner Barn Burning p. 177

Blake The Lamb p. 644

Blake The Tyger p. 703

Quiz over the short story and the 2 poems

Essay #3 due

Week 7 (4-1-19): Life’s Values, Conduct, and Meaning

Complete the following readings:

Maupassant The Necklace p. 4

Frost Birches p. 1057

Frost Fire and Ice  p. 1060

Frost Mending Wall p. 1056

Journal #5: What is the importance of voice in writing poetry and prose?

Spring Break

Week 8 (4-8-19): Love and Courtship

Complete the following readings:

Joyce Araby p. 294

Browning How Do I Love p. 1077

Marvell To His Coy Mistress p. 909

There will be a quiz over the poetry in this week’s reading on Friday of week 8.

Essay 4 (Research Essay 2500 words): Choose one of the poets we have studied this quarter.  For this poet, discuss how the poet’s history and culture influenced his/her writing.  You should use 3-5 sources to support your essay.  Each of these sources should be appropriate for this course and should be documented correctly using MLA format.  The essay should have a clear thesis that the rest of the paper serves to support. 

Week 9 (4-15-19): Nature and Humanity

Complete the following readings:

Steinbeck The Chrysanthemums p. 419

Welty A Worn Path p. 138

Keats To Autumn p. 740

Whitman Noiseless Patient Spider p. 912

Wordsworth Daffodils p. 1000

Quiz over the poetry for this week

Week 10 (4-22-19): Race, Ethnicity, and Nationality

Complete the following readings:

Cisneros House on Mango Street p. 279

Angelou My Arkansas p. 1068

Brooks We Real Cool p. 811

Giovanni Nikki-Rosa p. 863

Hughes Harlem p. 740

Randall Ballad of Birmingham p. 871

Quiz 5 will be over the poetry from this week

Week 11 (4-29-19): Reality and Unreality

Complete the following readings:

Carver Neighbors p. 58

Hawthorne Young Goodman Brown p. 403

Browning Porphyria’s Lover p. 811

Poe Annabel Lee p. 825

Test over poetry and drama

Essay 5 (Comparison Essay) This essay should be a minimum of 1000 words.  Your task is to choose two of Hawthorne’s works (one novel and one short story).  Discuss the issue of secret sin in the two works you chose comparing the issue in the two works.  You may use secondary sources to support your argument.  Each of these sources should be appropriate for this course and should be documented properly according to the conventions of MLA format.

 

 

Questions for Responsive Reading and Writing

Plot

  1. Does the plot conform to a formula?  Is it like those of any other stories you have read?  Did you find it predictable?
  2. What is the source and nature of the conflict for the protagonist?  Was your major interest in the story based on what happens next or on some other concern?  What does the title reveal now that you’ve finished the story?
  3. Is the story told chronologically?  If not, in what order are its events told, and what is the effect of that order on your response to the action?
  4. What does the exposition reveal?  Are flashbacks used?  Did you see any foreshadowing?  Where is the climax?
  5. Is the conflict resolved at the end?  Would you characterize the ending as happy, unhappy, or somewhere in between?
  6. Is the plot unified?  Is each incident somehow related to some other element in the story?

Character

  1. Do you identify with the protagonist?  Who (or what) is the antagonist?
  2. Did your response to any characters change as you read?  What do you think caused the change?  Do any characters change and develop in the course of the story?  How?
  3. Are round, flat, or stock characters used?  Is their behavior motivated and plausible?
  4. How does the author reveal characters?  Are they directly described or indirectly presented?  Are the characters’ names used to convey something about them?
  5. What is the purpose of the minor characters?  Are they individualized, or do they primarily represent ideas or attitudes?

Setting

  1. Is the setting important in shaping your response?  If it were changed, would your response to the story’s action and meaning be significantly different?
  2. Is the setting used symbolically?  Are the time, place, and atmosphere related to the theme?
  3. Is the setting used as an atagonist?

Point of View

  1. Who tells the story?  Is it a first-person or third person narrator?  Is it a major or minor character or one who does not participate in the action at all?  How much does the narrator know?  Does the point of view change at all in the course of the story?
  2. Is the narrator reliable and objective?  Does the narrator appear too innocent, emotional, or self-deluded to be trusted?
  3. Does the author directly comment on the action?
  4. If it were told from a different point of view, how would your response to the story change?  Would anything be lost?

Symbolism

  1. Did you notice any symbols in the story?  Are they actions, characters, settings, objects, or words?
  2. How do the symbols contribute to your understanding of the story?

Theme

  1. Did you find a theme?  If so, what is it?
  2. Is the theme stated directly, or is it developed implicitly through the plot, characters, or some other element?
  3. Is the theme a confirmation of your values, or does it challenge them?

Style, Tone, and Irony

  1. Do you think the style is consistent and appropriate throughout the story?  Do all the characters use the same kind of language, or did you hear different voices?
  2. Would you describe the level of diction as formal or informal?  Are the sentences short and simple, long and complex, or some combination?
  3. How does the author’s use of language contribute to the tone of the story?  Did it seem, for example, intense, relaxed, sentimental, nostalgic, humorous, angry, sad, or remote?
  4. Do you think the story is worth reading more than once?  Does the author’s use of language bear close scrutiny so that you feel and experience more with each reading?

Critical Strategies

  1. Is there a particular critical approach that seems especially appropriate for this story?
  2. How might biographical information about the author help you to determine the central concerns of the story?
  3. How might historical information about the story provide a useful context for interpretations?
  4. What kinds of evidence from the story are you focusing on to support your interpretation?  Does your interpretation leave out any important elements that might undercut or qualify your interpretation?
  5. To what extent do your own experiences, values, beliefs, and assumptions inform your interpretation?
  6. Given that there are a variety of ways to interpret the story, which one seems the most useful to you?