Essays Research Papers My Papa s Waltz Analysis Dr M S Ply DVIC

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Essays Research Papers My Papa s Waltz Analysis Dr M S Ply DVIC Powered By Docstoc
					            Dr. M. S. Ply     DVIC 233       Office: 985-549-3383      Ho me: 225-567-9149     e-mail: mp
                             Office Hours: M 2:00-4:30; TT 12:15-3:30; W 2:00-3:00 and by appointment

                   English 300          Introduction to Reading and Writing About Literature             SPRING 2007

COURSE OBJECTIVES: (1) to improve read ing / analytical skills, (2) to improve writing skills, (3) to improve research /
documentation skills, (4) to distinguish the various genres of imaginative literature, (5) to learn a nd apply relevant literary terminology
and critical theories

      Kennedy and Goia, Backpack Literature (rental)
      Bro wn and Yarbrough, A Practical Introduction to Literary Study (rental)
      Lan Cao, Monkey Bridge (retail)
      a good dictionary (The Ame rican Heritage Dictionary is reco mmended.)

         Critical Essay on a Short Story                                   20%
         Critical Essay on a Play                                          20%
         Exp lication of a Poem                                            20%
         Critical Journals                                                 15%
         Final Examinat ion on Novel (Essay) & Lit. Terms                  15%
         Class Participation                                               5%
         In-Class Quizzes / Group Work                                     5%
All papers and ALL 6 JOURNA LS must be done before a passing grade can be assigned for the course.

CRITICA L JOURNA LS: Six crit ical journals, one for each of the critical theories studied, will be due during the semester. Sin ce each
one is introduced along with literary texts to which it could apply, students would be wise to do the journal soon after the theory is
introduced. At least three journals must be completed by March 16. Each journal is due AT THE BEGINNING OF CLA SS, F OR
(See the samp le entry appended to this course information sheet.) Each entry must focus on, analyze, and present a thematic a rg ument
(underlined or boldfaced) derived by applying the crit ical theory. Each entry, whether typed or handwritten, must be ONE UNIFIED
PARA GRAPH of at least 300 words, and MUST include quotations from the text. The journals will be g raded on a four-point scale,
although especially good journals might receive a 4+. A mere p lot summary o r character analysis can receive no more than a 3. The
journal can be like a freewrite, for grammar, mechanics, etc., won"t affect the grade. I generally will NOT accept emailed jo urnals.
"Late" journals will be accepted only if the student attaches a legitimate, documented excuse for missing class the day it was due and
if the student submits the entry before the next class begins. No zeroes will be dropped in the co mputation of the journal av erag e. The
highest average allowed is 110.

QUIZZES AND GROUP WORK: Figured into this average will be brief reading quizzes and the discussion notes resulting from
group work. If a student has a legitimate, docu mented excuse for missing class, he / she can make up a miss ed quiz prior to the next
class. Each student will be allowed to " miss" only one quiz o r group activity; thereafter, the grade will suffer. The highest average
allo wed is 110.

GRA DING SCA LE:            A 90-100          B 80-89            C 70-79            D 60-69           F Belo w 60

ATTENDA NCE: Since each meeting of English 300 is designed to help students to develop their skills as writers and readers, regular
attendance is necessary. Therefore, students are allo wed only three unexcused absences and five absences for any reason. For any
additional absences, the grade will be dropped a whole letter, unless highly unusual circu mstances pertain. For an absence to be
excused, the student must submit a written statement with an acceptable reason for the absence and appropriate documentation. A
student who "disappears" will receive an F for the course. I WILL NOT DROP STUDENTS WHO DISAPPEA R.

DISA BILITY: A student having a documented disability and requiring special acco mmodations should contact the Office of Studen t
Life, 203 Student Union, within the first two weeks of classes so that officials can send instructors a letter indicating reco mmen ded

UNEXCUSED LATE PAPERS: A student discovering that, because of illness or some other unforeseen circu mstance, a paper will
not be done on time should so inform the instructor before the day the paper is due. The paper will not be counted late if the reason is
acceptable and if the paper is turned in within a reasonable period of time after the due date. Otherwise, five points will b e deducted
for each school day the paper is late. Thus, a B paper that was due on Monday but turned in on Wednesday would receive a C. A paper
will generally not be accepted after seven school days past the due date.
PLA GIA RISM: Plagiaris m is "borrowing" (stealing) the words and / or ideas of someone else, be it an author of an art icle or a book,
an encyclopedia, a dictionary, a lecture, the introduction t a literary text, Cliff's Notes, Internet, or another student, and passing them
off as one's own, Any material that is res earched or "looked up" or that is not "common knowledge" must be documented (i.e.,
endnoted or cited parenthetically), even if it is only summarized or paraphrased, not quoted directly. A journal or essay con taining
plagiarism will receive an automatic zero, and the student will face possible failure fo r the course and possible disciplinary sanctions
by the university.

TURN-IT-IN: Any journal or essay can be run through to ascertain if plagiaris m has taken place. The paper will
become a permanent part of that site's archives. By remain ing in this course, a student agrees to these conditions.

ACADEMIC INTEGRITY: Students must maintain the highest standards of academic integrity. Behavior that violates these standard s
is not acceptable. Examp les are using unauthorized material, co mmunicating with fellow students during an examination, attempting
to benefit fro m the work of another student, and similar behavior that defeats the intent of an examination or other class wo rk.
Cheating on examinations, plagiarism, improper acknowledgement of sources in essays, and the use of a single essay or paper in more
than one course without permission are very serious offenses and shall be grounds for disciplinary action as outlined in the current
General Catalogue.

COLLUSION: Collusion, for the purposes of this class, is getting help on a journal or essay fro m anyone other than the instru ctor.
Students are NOT to discuss their papers with anyone else or to ask someone else to edit the paper for grammar, spelling, and
mechanics. Failure to meet these requirements will be deemed cheating, and the journal or paper in question will receive an a ut omatic

CLASSROOM DECORUM: Free discussion, inquiry, and expression are encouraged in this class. Classroom behavio r that interferes
with either (a) the instructor's ability to conduct the class or (b) the ability of students to benefit fro m the instruction is not acceptable.
Examples may include routinely entering class late or departing early (without the instructor's prior permission); using beepers,
cellu lar telephones, or other electronic devices without the instructor's prior permission (otherwise, such devices must be t urned off
and stowed out of sight); or arguing in a way that "crosses the civility line" or vio lates the university's Code of Student Conduct.

PAPER FORMAT: A ll essays and rough drafts must be typewritten and double-spaced. The rough draft must be turned in with the
final copy of the crit ical papers; otherwise, it will not be graded. Journal entries may be typed or handwritten (not on spiral notebook

PROCEDURES FOR THE THREE OUT -OF-CLASS ESSA YS: For all three essays, the students will submit a topic / thesis
statement to the instructor prior to beginning the draft. Upon receiv ing approval o f the topic, the students will prepare a full draft of
the essay, complete with quotations from the text. On the due dates for the drafts, the students will submit them and then me et that
week with the professor about the drafts.
          For the poetry explication the students will revise the paper after the conference and then submit if for a g rade. No secondary
sources may be consulted or used for this paper.
          For the critical essays on the short story and the play, a student will integrate four relevant secondary sources (with at least
one being a scholarly journal), insert into the draft material fro m these sources as appropriate, prepare a Works Cited page, resubmit
the draft along with photocopies of the secondary material, meet again with the professor, and th en submit the final paper for a grade.


      1. A clearly stated, tightly focused thesis / focal generalizat ion for the piece
      2. A lively introductory paragraph and an arresting title
      3. Unity (All paragraphs, sentences, and details pertain to the thesis.)
      4. Good coherence and transition (Bet ween and within paragraphs, the piece "flows" fro m one, idea to the next in a logical,
                smooth manner so that the reader can follow the train of thought.)
      5. Good development / details (Rather than a series of generalizations, the piece should focus on one major point or assertion,
                with nu merous subpoints and supporting examp les / details.)
      6. A conclusion that ties the essay together (without merely rehashing the introdu ction and thesis) and provides an air of

       7. Relevant material fro m primary and secondary sources (The material should support the student's argument, not take the
                place of the argu ment.)
       8. Well integrated quotations, paraphrases, and summaries fro m sources (Quotations should not be plunked down on the
                page; instead, a chunk of the quote can be woven into your own sentence, a separate sentence can introduce the
                quotation (use a colon), or an introductory tag phrase like " Gilgamesh laments" or "According to __" can precede
                the quotation.)
         9. Proper quoting and MLA documentation technique (punctuation, [sic], ellipses, indentation, page number citation, Works
                  Cited form, etc.)

       10. Good academic style (Diction should be appropriate to college writ ing; it does not have to be fancy formal, but it should
                be clear and concise--to say more in fewer words.)
       11. Consistent verb tenses (Shifts back and forth between past and present tense are often a problem when one writes about
       12. Correct application of the ru les of syntax, grammar, and mechanics

          To earn an A, a paper will meet all of these criteria, creating persuasive, coherent, readable material. It might have minor
lapses in any of the criteria.
          To earn a B, a paper will meet most of the criteria with occasional difficult ies in structure / development / sources and / or
problems with style, syntax, g rammar, and mechanics.
          To earn a C, a paper will have an overarching focus, but the structure might be weak and / or the development inco mplete and
/ or the sources poorly integrated. Excessive problems with style, syntax, grammar, or mechanics can earn an otherwise good paper a
          A D or F paper will have major problems with structure, development, and use of sources and / or egregious problems with
style, syntax, grammar, and mechanics.

                           SYLLA BUS              ENGL 300.01              DR. PLY             SPRING 2007

               [All readings in Backpack unless marked with PI; "ff." means "and following" -- read the whole selection.]

 I       1/   17    Orientation
         1/   19    Chopin, "The Story of an Hour" pp. 220 ff.
 II      1/   22    PI Chapter 9, "The Elements of Narrat ive" (includes "My Last Duchess") pp. 50-68
         1/   24    PI Chapter 25.4 "Femin ist and Gender Crit icis m" pp. 226-234
                    One journal utilizing this critical theory must be done this semester.
         1 / 26     Gilman, "The Yellow Wallpaper" pp. 170 ff.
III      1 / 29     Porter, "The Jilt ing o€ Granny Weatherall" p. 50 ff.
         1 / 31     Writing about Literature
                    ***Top 3 choices for paper about a Short Story due.
         2/ 2       PI Chapter 25.5 " Cultural Studies and New Historicis m" pp. 234-241
                    Two journals utilizing this critical theory must be done this semester; one of the two must apply Marxist theory.
IV       2/ 5       Tan, "A Pair of Tickets" pp. 102 ff.
                    ***Thesis and intro paragraph for Short Story Pager due. (n ight students e-mail by Mon.)
         2/ 7       Ha Jin, "saboteur" pp. 149 ff.
         2/ 9       Kafka, " Before the Law" pp. 255 ff.
 V       2 / 12     PI Chapter 24 "M LA Docu mentation Style" pp. 193 ff.
                    ***Rough draft of critical analysis of Short Story due.
         2 / 14     O'Brien, "The Things They Carried" pp. 274 ff.
         2 / 16     PI Chapter 25.2 "Psychoanalytic Criticis m" pp. 214-220
                    One journal utilizing this critical theory must be done this semester.
VI       2 / 19     Mardi Gras Holiday
         2 / 21     "Reading a Play" pp. 566-590, 597 (includes Trifles)
                    ***Rough draft of Short Story Paper with Secondary Sources added, Photocopies of Sources, and Works Cited
         2 / 23     Class dismissed for mandatory conferences on rough drafts.
VII    2/26-3/2     Video of M iller's Death of a Salesman (pp. 869-950 in Backpack)
VIII     3/ 5       McNally, Andre's Mother pp. 865 ff.
                    *****Final copy of Short Story Paper due.
         3/ 7       Sanchez-Scott, The Cuban Swimmer pp. 847 ff.
                    ***Choice of Play for paper due.
         3/ 9       PI Childress, Florence pp. 258 ff.
IX       3 / 12     Wilson, Fences Act I (availab le on Blackboard)
         3 / 14     Wilson, Fences Act II (Blackboard)
                    ***Thesis and intro paragraph for Play Paper due.
         3 / 16     Roethke, "My Papa's Waltz" 324
                    Hayden "Those Winter Sundays" 518
                    Heaney "Digging" 519
                    Thomas, "Do Not Go Gentle into That Good Night" 449
                   Kooser, "Carrie" 476
                   Larkin, "Ho me Is So Sad" 528
                   *****At least 3 journals must have been completed by this date.
                   ***Last day to resign from the university or withdraw fro m regular -semester classes.
 X      3 / 19     PI Chapter 25.1 " New Crit icis m" pp. 211-214
                   One journal utilizing this critical theory must be done this semester.
                   ***Rough draft of critical analysis of Play Paper.
        3 / 21     PI Chapter 12 "Poetry Fo rms and Genres" pp. 82 ff.
                   (in Backpack) Owen, "Du lce et Decoru m Est" 344
                   "Anthem for Doo med Youth" 536
                   Everhardt, "The Fury of Aerial Bo mbard ment" 362
                   Sandburg, "Grass" 355
        3 / 23     Jarrell, "The Death of the Ball Tu rret Gunner" 524
                   Ko munyakaa, "Facing It" 464
                   Olds, "Rites of Passage" 342
                   Hardy, "The Man He Killed" (Ply provide)
XI      3 / 26     Hughes, "Theme for English B" 336
                   "I, Too" 465
                   "The Negro Speaks of Rivers" 523
                   "Harlem [Dream Deferred]" 524
                   Trethewey, "White Lies" 330
                   ***Rough draft of Play Paper with Secondary Sources added, Photocopies of Sources, and Works Cited Page.
        3 / 28     Class dismissed for mandatory conferences on rough drafts.
        3 / 30     Randall, " Ballad of Birmingham" 443
                   Hughes, "Birmingham Sunday (September 15, 1963)" (Blackboard)
                   Ko munyakaa, "How I See Things" (Blackboard)
XII      4/ 2      Alarcon, "The X in My Name" 338
                   Espaillat, " Bilingual / Bilingűe" 345
                   Adame, "My Grandmother Would Qu ietly Rock and Hu m" (Blackboard)
                   Mora, "Immigrants" (Blackboard)
                   Mirikatani, "Suicide Note" (Blackboard)
         4/ 4      Auden, "The Unknown Cit izen" 341
                   Cleghorn, "The Go lf Lin ks" 343
                   Blake, "London" 371
                   Wright, "Autumn Begins in Mart ins Ferry, Ohio" 560
                   Updike, " Ex-Basketball Player" 553
       4/6-4/ 13   Spring Break
XIII     4 / 16    Shelley, "Ozy mandias" 546
                   Sexton, "Cinderella" 486
                   Tennyson, "Ulysses" 550
                   H.D., "Helen" 483
                   ****"Final copy of Play Paper due.
                   ***Top Three Choices of Poems for Poetry Exp lication due.
        4 / 18     Roethke, "Root Cellar" 379
                   Bishop, "The Fish" 380
                   Moritake, "The Falling Flo wers:" 383
                   Neruda, "Ode to the Tomato" (Blackboard)
                   Basho, "Four Haiku" (Blackboard)
                   PI "Deconstruction" pp. 223-225
                   One journal utilizing this critical theory must be done this semester.
        4 / 20     Tennyson, "The Flower in the Crannied Wall" 393
                   Blake, "To See a World in a Grain of Sand" 394
                   "The Tyger" 499
                   Hopkins, " God's Grandeur" 414
                   Hardy, "The Convergence of the Twain" 516
XIV     4 / 23     Lecture on Vietnam War
                   ***Rough draft of Poetry Explication due.
        4 / 25     Class Dismissed for Mandatory Conferences on Rough Draft.
        4 / 27     Lan Cao, Monkey Bridge pp. 1-58
XV      4 / 30     Lan Cao, Monkey Bridge pp. 58-163
        5/ 2       Lan Cao, Monkey Bridge pp. 164-212
        5/ 4       Lan Cap, Monkey Bridge pp. 213-260
                    Taking Essay Exams
                    *****Poetry Exp licat ion due.
         5 / 11     *****Final Examination (essay on novel; terms test) 2:45 - 4:45

                                                      SAMPLE JOURNA L ENTRY

In the openi ng sections of The Epic of Gilgamesh, the author demonstrates that any selfish, tyrannical ruler can threaten the

stability of the people's family units. In his unbounded arrogance, Gilgamesh 'sounds the tocsin [alarm bell] fo r h is amusement" (13)

so that his citizens will scurry to hiding places or to their military stations, thereby disrupting their workday. Gilgamesh enjoys this

proof of his power over them; he takes a sick pleasure in observing their fear. He leaves "no son with his father" (13), imp lying that he

forces the boys to join the army or perhaps work in gangs to build the walls. Thus, Gilgamesh deprives the families of the so ns" help

in tending the flocks, herds, and shops. The fact that he takes "even the children" (13) suggests that the boys are removed fro m t heir

families and housed separately, perhaps to be trained for the military or even indoctrinated into loyal, unquestioning servic e of the

king. Family unity is thus destroyed. Gilgamesh's inability to control his lust (probably because his arrogance tells him he doesn"t

have to) leads him to leave "no virgin to her lover" (13); that is, he has sex with the virgin p rior to her first encounter with her

husband. Gilgamesh probably hopes that her first child will be fathered by him, not her husband. This arrogant tyrant rapes women

and undermines the love and unity of the new families before they are even formed. He does not care that he has humiliated th e new

wives, their husbands, and both sets of parents. Spoiled by his goddess mother, Gilgamesh has a flawed concept of family. To t each

Gilgamesh the meaning of family, the gods send him a friend, Enkidu, whom the king loves as a brother-and who forces the king to

stop raping the virgins on their wedding nights. The men's relationship evolves and then ends sadly, thus forcing Gilgamesh to

empathize with the pain and grief he has caused his people. When he dies years later, his own family surrounds his bed and his people

mourn h is passing. The author suggests that this king learns that his decisions have direct and possibly dire consequences on the

families of his people.

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