Gray Haynes Northwestern State University
Email: gray.haynes@websterpsb.org Spring Quarter-2020
English 1020
Freshman Composition II
Course Description and Objectives: This class fulfills the second semester requirement for Freshman English. When you complete it, you will proceed to English 2010. 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 semester, 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 1020 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
Quizzes 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 Northwestern State 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.
Attendance and class participation are both mandatory if you want to pass this course. The attendance policy is prescribed by the English Department of Northwestern State University. Missed in-class work cannot be made up in most cases; essays will lose 25 percent 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 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.
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 two typed or handwritten pages 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 3-4 journal assignments per semester. 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 are written outside of class must be turned in to me in a clean, typed, correctly formatted, packet.
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 1020
Date
Essay Number/word count
Original Title
*Essays must be stapled already when they are turned in. Please number and place your last name on pages using the header page number function. *Please do not include a cover page*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 storage drives. 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 semester 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 class. Note that you are responsible for any changes to the schedule made by the instructor in class.
Weekly assignments: English 1020
Week 1 (2-10-19): 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. 21).
Answering all of the questions (1-33) in full answers will constitute Journal 1.
Week 2 (2-17-19): 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 on p. 218-219 to explore a major character in Two Kinds. These notes are available at the end of the syllabus
Week 3 (2-24-19): 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 (3-2-19): 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 (3/27/20): 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.
Spring Break next week (3/9/20-3/13/2020)
Monday April 27-Essay 3 will be due on Tuesday April 28 by midnight. This paper should be emailed to me. Also, beginning next week, we will prepare for our final paper. The prompt is below. I would suggest short stories from Hawthorne as follows: Young Goodman Brown, The Minister’s Black Veil, The Birthmark, Rappaccinni’s Daughter, Ethan Brand. You will have no trouble finding these free online. I would suggest, for the novel, you use Scarlet Letter if you have read it. If not, choose one of Hawthorne’s novels and become familiar with it. You don’t have to read the novel to do the paper, but it would help tremendously. This paper will be due May 5 by midnight-again emailed to me. I apologize for the quick turnaround, but I have dates that I must meet.
I am trying to set up a discussion board on this page to discuss the readings. I am also setting up an announcement page on this site. Please check the announcement page daily. If you have any questions, please email me.
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
- Does the plot conform to a formula? Is it like those of any other stories you have read? Did you find it predictable?
- 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?
- 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?
- What does the exposition reveal? Are flashbacks used? Did you see any foreshadowing? Where is the climax?
- Is the conflict resolved at the end? Would you characterize the ending as happy, unhappy, or somewhere in between?
- Is the plot unified? Is each incident somehow related to some other element in the story?
Character
- Do you identify with the protagonist? Who (or what) is the antagonist?
- 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?
- Are round, flat, or stock characters used? Is their behavior motivated and plausible?
- How does the author reveal characters? Are they directly described or indirectly presented? Are the characters’ names used to convey something about them?
- What is the purpose of the minor characters? Are they individualized, or do they primarily represent ideas or attitudes?
Setting
- 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?
- Is the setting used symbolically? Are the time, place, and atmosphere related to the theme?
- Is the setting used as an antagonist?
Point of View
- 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?
- Is the narrator reliable and objective? Does the narrator appear too innocent, emotional, or self-deluded to be trusted?
- Does the author directly comment on the action?
- If it were told from a different point of view, how would your response to the story change? Would anything be lost?
Symbolism
- Did you notice any symbols in the story? Are they actions, characters, settings, objects, or words?
- How do the symbols contribute to your understanding of the story?
Theme
- Did you find a theme? If so, what is it?
- Is the theme stated directly, or is it developed implicitly through the plot, characters, or some other element?
- Is the theme a confirmation of your values, or does it challenge them?
Style, Tone, and Irony
- 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?
- Would you describe the level of diction as formal or informal? Are the sentences short and simple, long and complex, or some combination?
- 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?
- 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
- Is there a particular critical approach that seems especially appropriate for this story?
- How might biographical information about the author help you to determine the central concerns of the story?
- How might historical information about the story provide a useful context for interpretations?
- 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?
- To what extent do your own experiences, values, beliefs, and assumptions inform your interpretation?
- Given that there are a variety of ways to interpret the story, which one seems the most useful to you?
Questions for week 2 journal
Who is the major character? What do you learn about this character from his or her own actions and speeches? From the speeches and actions of other characters? How else do you learn about the character?
How important is the character to the work’s principle action? Which characters oppose the major character? How do the major character and the opposing character(s) interact? What effects do these interactions create?
What actions bring out important traits of the main character? To what degree is the character creating events, or just responding to them?
Describe the main character’s actions. Are they good or bad, intelligent or stupid, deliberate or spontaneous? How do they help you understand her or him? What do they show about the character as a person?
Describe and explain the traits, both major and minor, or the character you plan to discuss. To what extent do the traits permit you to judge the character? What is your judgment?
What descriptions (if any) of how the character looks do you discover in the story? What does this appearance demonstrate about him or her?
In what ways is the character’s major trait a strength-or a weakness? As the story progresses, to what degree does the trait become more (or less) prominent?
Is the character round and dynamic? How does the character recognize, change with, or adjust to circumstances?
If the character you are analyzing is flat or static, what function does he or she perform in the story (for example, by doing a task or by bringing out qualities of the major character)?
If the character is a stereotype, to what type does he or she belong? To what degree does the character stay in the stereotypical role or rise above it? How?
What do any of the other characters do, say, or think to give you understanding of the character you are analyzing? What does the character say or think about himself or herself? What does the storyteller or narrator say? How valid are these comments and insights? How helpful in providing insight into the character?
Is the character lifelike or unreal? Consistent or inconsistent? Believable or not believable?
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