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: firstname.lastname@example.org 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. th Textbooks: Anthology of American Literature, Vol. II, 10 edition, George McMichael, ed. th 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. 2 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. th 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, 3 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. . 4 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. th 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. 5 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. 6 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].) 7 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) 8 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” 9 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. LSC is committed to maintaining the safety of the students, faculty, staff, and guests while visiting any of our campuses. 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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