2328 Spring 2012 syllabus by xiaopangnv

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									                                     English 2328 / American Lit.: Civil War to Present
                                      Course Syllabus -- Spring 2012 -- Section 2001


Professor:                 Joseph Minton

Office:                    LIB 206 - B

Telephone:                 281-312-1628

Arts and Humanities
Division/Dean:             Contact Mitzi Payne: 281-312-1501

Email:                     joseph.r.minton@lonestar.edu

Web:                       LSCS -- http://www.lonestar.edu/blogs/jminton
                           Joseph Minton -- http://wwwappskc.lonestar.edu/employee/jminton/joseph.htm

Office Hours:              MWF 8:00-10:00 a.m.; TTh 8:00-9:30 a.m.; other times by appointment, please

Description:               Three credits. A survey of major American authors from the Civil War to the present.
                           Movements covered include Local Color, Realism, Naturalism, the Jazz Age, and modern
                           literature. Representative authors are Twain, Howells, James, Hemingway, Fitzgerald, Faulkner,
                           and Eliot. Prerequisites: ENGL 1301 and 1302.
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Textbooks:                 Anthology of American Literature, Vol. II, 10 edition, George McMichael, ed.
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                           Gibaldi, MLA Handbook for Writers of Research, 7 edition


Rationale:

All Americans should be familiar, at least to some degree, with their own literature and with its roots in English literature. A
survey course is designed to provide students with this familiarity and to help them to better understand and to evaluate
their own culture through literature. A survey course should also make students aware of the universal aspects of human
thought; it should demonstrate that while customs, mores, even world views change, human nature does not: The past is
relevant to the present. Finally, a survey course should enable students to share the human experience of writers of many
generations and perhaps help them to better understand their own situation as human beings in an often complex world.
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2012-2013 Learning Outcomes:

1.   Trace, interpret, and evaluate the cultural and literary development of American literature, both in form and content,
     from the Civil War to the 20th century;
2.   Interpret and evaluate a literary work through understanding of the theme, situation, tone, structure, and style;
3.   Recognize the aesthetic, moral, and intellectual values of literature;
4.   Recognize major themes of literature;
5.   Understand the distinguishing characteristics of various genres such as epic poems, odes, elegies, sonnets, plays short
     stories, novels, and allegories;
6.   Write logical, well-organized, well-supported critical responses to a literary work;
7.   Appropriately document material used as the result of research.


Grading:

Two tests (objective and subjective), a research paper (seven full typed pages of text, minimum), and class participation will
determine your course grade. Please be aware that evaluation of all written work will focus not only on content but also on
clarity, organization, coherence, and use of Standard Written English. The specific criteria for all five letter grades appear
below.

Grading percentages for the course will be as follows:

                                     Tests (2) --- 50%
                                     Research paper --- 35%
                                     Class participation and/or unscheduled quizzes --- 15%


Essay Requirements:

1.   To avoid failure, your essays must always meet the minimum length requirements: two full pages for short essays;
     seven full textual pages for the research paper. Moreover, the research paper must have a minimum of seven
     academic/scholarly secondary sources, three of which must be articles from scholarly journals; as noted below on page
     4, a paper with fewer than the minimum number either of textual pages or of secondary sources probably will not be
     read; however, it will receive an F.
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2.   Your short essays as well as your research paper must be typed. Follow the specific guidelines in the MLA Handbook, 7
     edition: “always choose an easily readable typeface (e.g., Times New Roman) in which the regular type style contrasts
     clearly with the italic, and set it to a standard size (e.g., 12 points)” (116). For other format details (margins, spacing,
     heading, header, pagination, etc.), see chapter 4 of the MLA Handbook. Be aware that failure to follow all standard
     MLA manuscript format guidelines on as assignment will adversely affect the grade it receives.

3.   If you do not understand critical analysis and contemporary MLA research techniques (thoroughly discussed in English
     1302, the prerequisite for sophomore-level English classes), consult your MLA Handbook extensively and spend some
     time in The Learning Center (SFA 200), where tutors and instructional materials are available. Ultimately, it is your
     responsibility in sophomore English classes to make sure you are using the correct format and submitting the correct
     type of paper. Please understand that I cannot devote class time to such matters.


Class Policies:

1.   Attendance. Attendance and class participation are necessary to get the full benefit of your education. When you miss
     class, you jeopardize your education and your grade. College professors do not generally distinguish between excused
     and unexcused absences; an absence is an absence, so be aware that after four consecutively missed class hours or six
     randomly missed class hours, I may drop you from the class. Realize, however, that if you disappear or stop attending,
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     you will need to complete the necessary form to withdraw yourself; do not presume I will do so for you. Should you
     neglect to withdraw yourself, an F will be recorded as your grade in the class. Of note: in 2007 the Texas Legislature
     passed SB1231, which stipulates that an institution of higher education may not permit a student to drop more than
     six courses, including any course a transfer student has dropped at another public institution of higher education.
     Furthermore, be aware that you are held responsible for all material covered in class during your absences (lectures,
     discussions, specific instructions for assignments, whatever). Whether you ask a classmate or me, find out what you
     missed before you return to class after an absence.

2.   Late and make-up work. A paper is late if it is not submitted at the beginning of the class period when it is due.
     Basically, the responsibility is yours to submit papers on time, and in general I do not accept them late. If extraordinary
     circumstances warrant (e.g., hospitalization or incarceration or the like), I may agree to accept a paper late (other than
     the research paper, that is, which will not be accepted after the date/time due), although no later than one class period
     after the original due date; should I do so the grade will be dropped a letter. Tests may rarely be made up and only at
     my convenience. However, no make-up test will receive a grade higher than B.

3.   Tardiness. Class sessions will begin as scheduled, and you are expected to be punctual. Understandably, situations
     may arise which necessitate your being a few minutes late. If so, just enter as unobtrusively as possible. Should you
     find you are going to be more than ten minutes late, please do not disturb the class or me by coming in. Just consider it
     an absence. Be aware that persistent tardiness is disruptive and thus unacceptable.

4.   Plagiarism. Plagiarism is theft of another writer’s words or ideas and will receive a zero. Plagiarism can take many
     forms, including, but not limited to, the following: submitting another person’s paper as your own; lifting ideas or
     words or both from a lecture or other non-print medium without acknowledging the source and using quotation marks
     to denote your source’s words; and paraphrasing or copying word for word from a book or article without
     documentation and/or without quotation marks to identify any words other than your own (this includes textbooks
     from other courses). Realize that any words (even one, if it is significant) taken from a source and then used in your
     paper must be enclosed in quotation marks and be followed by internal documentation. The omission of either
     quotation marks or internal documentation constitutes plagiarism. To quote from the MLA Handbook, “Presenting an
     author’s exact wording without marking it as a quotation is plagiarism, even if you cite the source” (55). And plagiarism
     in any form—intentional or unintentional—is unacceptable and will result in a zero. When in doubt, ask me. For online
     information, I recommend the resources linked on my website. For an electronic version of the Lone Star College
     brochure entitled “Academic Integrity & Student Success,” see
     http://www.lonestar.edu/documents/curriculuminstruction-cs/academic_integrity_brochure.pdf. Finally, be aware
     that Turnitin.com is routinely used to check for appropriate use of sources.

5. Discipline. As stated in the Lone Star College System 2009-2010 Student Guide, “LSCS has a right to enforcement against
     students who do not follow its standards of conduct. The effect of disciplinary action taken on any LSCS campus is
     system-wide. LSCS administration and faculty may discipline students who cause disorder or disrupt the educational
     environment. Any student violating the Student Code of Conduct is subject to discipline up to and including expulsion,
     according to Board policy and applicable law” (34). If your behavior disrupts the class, you will be instructed to leave
     the classroom. If you disrupt the class a second time, you will be dismissed from the class and referred to the Dean of
     Arts and Humanities. Since ringing telephones as well as reading or sending text and email messages can be distracting
     and disruptive, please remove from your desk and silence all cellular telephones and keep all laptops closed. Lastly, be
     aware that sleeping in class is not only disruptive but also academically unacceptable and could result in your being
     directed to leave the classroom.

6.   Confidentiality/Privacy. The Family Educational Rights and Privacy Act of 1974 (20 U.S.C. 1232g; Buckley-Pell
     Amendment) protects the academic records of “anyone attending any class” at Lone Star College; for more
     information, see http://www.lonestar.edu/71968/. Consequently, I neither can nor will discuss your academic work
     (performance, grades, etc.) with any third party, including, but not limited to, a parent, a spouse, and an employer.



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The Research Paper:

     Choose one of the following as your primary source.

         Albee, Who’s Afraid of Virginia Woolf?                            Lewis, Babbitt
         Chopin, The Awakening (in text)                                   Morrison, Beloved
         Dreiser, Sister Carrie                                            O’Connor, Collected Stories (any collection)
         Faulkner, Light in August                                         Steinbeck, Of Mice and Men
         Fitzgerald, Tender is the Night                                   Williams, The Glass Menagerie
         Hemingway, A Farewell to Arms                                     Wright, Native Son

Basically, the research paper should be a long (a minimum of seven full pages of typed text) critical analysis focusing on
one aspect of the primary source: theme, character, symbolism, style, whatever. Do not write a biographical sketch; any
biographical details included should serve only to help support or develop the thesis. A minimum of seven secondary
(academic/scholarly) sources is required, at least three of which must be articles from scholarly journals, not from
collections or anthologies of essays originally published as articles in journals. Also, remember that your primary
source is not a secondary source. Be aware that at this level, reference works (e.g., Contemporary Literary Criticism,
Dictionary of Literary Biography, Twentieth Century Literary Criticism, and their ilk, as well as encyclopedias and
dictionaries) are not acceptable as secondary sources; also not acceptable are plot and criticism summaries and study
guides such as those of the Cliff Notes, Monarch Notes, and Spark Notes series, whether in print or electronic form. To
locate secondary sources, especially articles in scholarly journals, make extensive use of databases such as JSTOR and
Project Muse. Note: use the Literature Resource Center database with caution since it includes reference works such as
Novels for Students as well as scholarly sources. Be skeptical or at least wary of any information from an Internet source
whose address (URL) contains .com or .net. If you are unsure about the acceptability of a source, please ask me about it.

Some Specifics:

1.   A photocopy or downloaded/printed copy of each secondary source must be submitted with the paper. Without
     such, the paper will not be evaluated.

2.   Diligently guard against plagiarism. To that end, use signal phrases or clauses (according to X, as X notes, etc.) to
     launch each paraphrase and direct quotation, usually at the beginning of the sentence in which the paraphrase or
     direct quotation appears. (In other words, do not have the name or title of a source in the parenthetical reference,
     just a page number or numbers). To further prevent plagiarism, be sure to use quotation marks whenever you
     reproduce a source's exact words--even just one word if it is significant. As noted on page 3 above, plagiarism in any
     form—intentional or unintentional—is unacceptable and will result in a zero. If any of this is confusing or unclear,
     please ask me to explain.
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3.   Documentation of page numbers must be parenthetical, as specified in the MLA Handbook, 7 edition. Again, if you
     do not understand critical analysis and contemporary MLA research techniques (taught in English 1302, the course
     prerequisite), consult your MLA Handbook extensively and spend some time in The Learning Center (SFA 200), where
     helpful advice and videotapes are available. Be aware that it is your responsibility in a sophomore English class to
     make sure you are using the correct format and submitting the correct type of paper. Please understand that I
     cannot devote class time to such matters.

4.   All sources must appear on the works cited page, and those that do must be cited in the paper. (I realize this seems
     obvious, but do check: serious documentation errors will cause the paper to be unacceptable.) Your primary source
     must be quoted extensively. Quotations from secondary sources, however, should constitute no more than ten
     percent of your paper. Long quotations (more than four typed lines) should be used sparingly; any that are included
     must be set off, as prescribed by the MLA Handbook (3.7.2).

5.   Be aware that a paper with fewer than the minimum number either of textual pages or of secondary sources
     probably will not be read; however, it will receive an F. As usual, plagiarism will result in a zero.
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6.   For the due date, see your class schedule. Be aware that the research paper will not be accepted after the specified
     time and date due, so please do not ask me to do so. Presuming you are using a computer, anticipate a technological
     problem such as a hard drive crashing or a virus eliminating your work by saving your work on various media—on a
     hard drive or a flash drive or wherever. Realize that technological catastrophes will not be valid excuses for
     submitting a paper late; they are the electronic equivalent of “the dog ate my paper,” so prevent them by
     anticipating them.


Grading Criteria:

A        The grade of A on a paper means that it excels in most or all of the following ways:
         1. Treatment of subject shows good critical intelligence, careful workmanship, and originality.
         2. Organization is so clear that the reader knows at all times what the purpose is and how the writer intends to
             accomplish it.
         3. Paragraphs are coherent and are developed as fully as their function demands.
         4. Sentences are clear in meaning and so constructed as to contribute precisely and effectively to the writer's
             purpose.
         5. Choice of words is exact, appropriate, and sensitive.
         6. Grammar, punctuation, and spelling conform to accepted usage.

B        The grade of B on a paper means that a paper is good:
         1. Treatment of subject shows some originality and better than average ability to relate ideas.
         2. Organization is clear, though lacking the full clarity and tight coherence of A work. It is appropriate to the
             subject and purpose.
         3. Paragraphs are reasonably unified, coherent, and well developed.
         4. Sentences are generally fluent and clear, and are sufficiently varied to make for an easy style.
         5. Words are used precisely and with some attention to stylistic appropriateness.
         6. Grammar, punctuation, and spelling conform to accepted usage.

C        The grade of C means that a paper is rather routine in its total effect:
         1. Treatment of subject is acceptable but lacks distinction.
         2. Organization is fairly clear; a central idea is systematically treated.
         3. Paragraph development shows little originality; paragraph structure shows some coherence but tends to be
             loose and uneconomical.
         4. Sentences are correct and are sufficiently linked to make for continuity. Generally, however, the style is flat,
             and the meaning is not always clear.
         5. Choice of words is generally appropriate but shows little attention to effect.
         6. There are few slips in grammar, punctuation, and spelling.

D        The grade of D means that a paper has a number of the following weaknesses:
         1. Treatment of subject tends to be thin, vague, or trite.
         2. Organization is not clear or effective.
         3. Paragraphs tend to be incoherent and poorly developed.
         4. Sentences are generally awkward or overly simple and show little awareness of style. Their meaning is
             frequently not clear.
         5. Choice of words is often imprecise, inappropriate, or trite.
         6. There are a number of errors in grammar, punctuation, and spelling.

F        The grade of F means that a paper falls below minimum requirements, that it has a number of the following
         weaknesses:
         1. Treatment of subject is thin, vague, trite, or erroneous.
         2. The paper lacks a distinct beginning, middle, and ending.
         3. Paragraphs obviously lack unity and are poorly developed.
         4. Sentences are awkward or are constructed in primer style. Many are not clear.
         5. Choice of words is frequently inexact or inept.
         6. Grammar, punctuation, and spelling are faulty.
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Editing Abbreviations and Symbols:

abst                          abstract or general words (be more specific)
AGR                           agreement error between subject and verb or between pronoun and antecedent
awk                           awkward phrasing
chop                          choppy (too many short, simple sentences)
()                            close the spaces
cliché (trite)                worn-out word or phrase (deadwood)
                              comma splice (two independent clauses incorrectly joined with only a comma; commas are
CS
                              separators)
/                             delete
dev                           development needed
dict                          inappropriate word choice (diction)
FRAG                          sentence fragment (incomplete sentence)
                              fused or run-on sentence (two independent clauses run together without correct
FS (RO)
                              punctuation or an appropriate conjunction)
^                             insert
mm                            misplaced modifier
nc                            unclear or vague wording
//                            lack of parallelism
¶                             new paragraph
ref                           unclear reference
rep                           repetitious
shift                         shift in tense or person
sp                            minor spelling error
SP                            major spelling error
trans                         transition needed
wdy                           wordiness
ww                            wrong word



(Note: Please be aware that for written work to be considered average at this level, it should be thoughtful, clear, and
polished. Furthermore, it must be free of glaring mechanical errors that distract and confuse, especially those major
errors in Standard Written English represented above by capitalized, bold abbreviations. Since at this level I cannot
devote class time to a discussion of the basic mechanics of English, if you need assistance, you are encouraged to visit The
Learning Center [SFA 200].)
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Tentative class schedule
Spring 2012


Week 1
01/17          Introduction to the course and to the class;
               Writing sample (assignment)

01/19          “The Literature of the Late Nineteenth Century” (textual introduction);
               Introduction to Local Color (discussion)


Week 2
01/24          Harte: “Tennessee's Partner” (handout);
               Cable: “Belles Demoiselles Plantation”;
               Jewett: “A White Heron”

01/26          Introduction to Twain and Adventures of Huckleberry Finn (Chapters I-XI)


Week 3
01/31          Adventures of Huckleberry Finn, continued (Chapter XII-Chapter the Last)

02/02          Introduction to Realism;
               Howells: from Criticism and Fiction (“The Ideal Grasshopper” and “American Fiction”)


Week 4
02/07          Howells: “Editha”;
               Bierce: “An Occurrence at Owl Creek Bridge”

02/09          James: Daisy Miller: A Study


Week 5
02/14          Introduction to Naturalism;
               London: “The Law of Life” and “To Build a Fire”

02/16          Crane: “The Open Boat”


Week 6
02/21          Norris: "A Deal in Wheat";
               Test I multiple choice practice

02/23          ► Test I Multiple Choice: Local Color, Realism, and Naturalism (bring computer answer sheet
               B or B2 and a pencil);
               "The Literature of the Twentieth Century (1900-1945)” (textual introduction)
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Week 7
02/28     Wharton: “The Other Two”;
          Dreiser: “The Lost Phoebe”

03/01     Robinson: “Richard Cory,” “Miniver Cheevy,” and “Eros Turannos”;
          Sandburg: “Chicago” and “Fog”


Week 8
03/06     Frost: “The Road Not Taken,” “Home Burial,” and “The Silken Tent” (handout)

03/08     ► Test I Essay due;
          Review of research paper basics (with handouts)


Week 9    Mid-semester (spring) break


Week 10
03/20     Cather: “Paul’s Case”;
          Stein, “The Gentle Lena”

03/22     Anderson: from Winesburg, Ohio (“Hands” and “Mother”)


Week 11
03/27     Lewis: “Moths in the Arc Light”

03/29     Research paper rough draft conferences


Week 12
04/03     ► RESEARCH PAPER DUE (at the beginning of class);
          Eliot: “Preludes” and “The Love Song of J. Alfred Prufrock”

04/05     Cummings: [“the Cambridge ladies who live in furnished souls,”] [“pity this busy monster,
          manunkind,”] and “when serpents bargain for the right to squirm”;
          Stevens: “Sunday Morning”


Week 13
04/10     Lardner: “Some Like Them Cold”;
          Hurston: “John Redding Goes to Sea”
          ► Note: last day to drop a class and receive a W is 04/10/2012

04/12     Fitzgerald: “Bernice Bobs Her Hair”
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Week 14
04/17            Hemingway: “The Short Happy Life of Francis Macomber” (handout)

04/19            Faulkner: “Barn Burning”;
                 Steinbeck: “The Chrysanthemums”


Week 15
04/24            “The Literature of the Twentieth Century (1945 to 1999)” (textual introduction);
                 Ginsburg: “Howl”

04/26            Welty: “A Worn Path” (handout);
                 O’Connor: “Good Country People”


Week 16
05/01            Albee: The Zoo Story;
                 Oates: “How I Contemplated the World . . .”

05/03            Morrison: “1922” (handout);
                 Discussion of exam


EXAM             Tuesday, 05/08, 11:00 a.m. - 12:50 p.m.




Lone Star College (LSC) is committed to the principle of equal opportunity in education and employment. The College
does not discriminate against individuals on the basis of race, color, sex, religion, disability, age, veteran status,
nationality, or ethnicity in the administration of its educational policies, admission policies, employment policies,
scholarship and loan programs, and other College- administered programs and activities.

ADA statement: LSC is dedicated to providing the least restrictive learning environment for all students. The college
district promotes equity in academic access through the implementation of reasonable accommodations as required by
the Vocational Rehabilitation Act of 1973, Title V, Section 504 and the Americans with Disabilities Act of 1990 (ADA) which
will enable students with disabilities to participate in and benefit from all post-secondary educational programs and
activities. If you require reasonable accommodations because of a physical, mental, or learning disability, please notify me
within the first two weeks of the class.

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See http://www.lonestar.edu/oem for details. Register at http://www.lonestar.edu/12803.htm to receive emergency
notifications. In the event of an emergency contact LSCS Police at (281) 290-5911 or X5911.

								
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