|
WAYCROSS COLLEGE ENGLISH 1102 SYLLABUS--SUMMER 2010 Instructor: Brian Sweat Office: 149A E-mail: bsweat@waycross.edu Telephone: 449-7579 TEXTBOOKS: Strongly Recommended: Fowler & Aaron: THE MLA HANDBOOK or any good grammar handbook SCOPE OF COURSE: Extended forms of writing in exposition and argument; research techniques and the research paper; introduction to literature OVERALL OBJECTIVES: To refine and extend the students’ writing and reading skills, and broaden the students' understanding and appreciation of literature. SPECIFIC OBJECTIVES: 1. Organizing essays with complex structure and development. 5. Applying proper format and style in a research paper ATTENDANCE: Regular attendance at class is most important and is the student’s responsibility. An instructor may drop a student from class with a grade of WF when the student has missed twenty percent (20%) of regularly scheduled class meetings. If such absences are excused, the withdrawal grade will be W or WF, depending on the student’s status at the time he/she was dropped. However, it is the student’s responsibility to pursue the withdrawal process. Non-attendance does not constitute withdrawal, nor does it guarantee administrative withdrawal. HOW A STUDENT MAY DROP A COURSE WITHOUT PENALTY: In order to drop a course officially without penalty, a student must obtain and fill out a Drop/Add form from the Registrar’s office, acquire appropriate signatures, and return the completed form to the Registrar’s office before the designated date published in the Academic Calendar in the Waycross College Catalog. Please note that while a W grade is not computed in the academic average, it can affect a student's eligibility for financial aid.
Tardiness: Class will begin on time. Students are expected to remain in class until dismissed by the instructor. Two tardies and/or two early departures will count as one absence. If you are five minutes late, you are tardy. If you are over 15 minutes late, then you are absent. MAKE-UP WORK: No make-up assignments will be given. The only way make-up work will be allowed is if circumstances are extraordinarily extenuating, in which case a written request for a make-up test, accompanied by appropriate documentation of the reason for the absence, must be made on the date of return by the student. One drop grade is allowed on essays. The first essay missed will be counted as the student's drop grade. QUIZZES IN THIS CLASS ARE RANDOM AND CAN BE GIVEN OUT AT ANY TIME. ONE drop grade is allowed on quizzes. No make-up quizzes will be given. The first quiz missed will be counted as the student’s drop grade. Any additionally missed quizzes will be recorded as zeroes. PLEASE NOTE: This class is designed to foster intelligent, mature discussion. If a student exhibits disruptive behavior, he/she will be asked to leave the classroom. Disruptive behavior includes talking while the instructor is talking, making derogatory comments to the instructor or classmates, gathering belongings before class has been dismissed, sleeping in class, continuously asking if we can go early, incessant whining for extra credit/easier assignments, any whining in general, and/or possession of activated cell phones or other communication devices in class. NOTE: THERE IS TO BE NO TEXTING IN MY CLASS WHATSOEVER. STUDENTS WHO REFUSE TO STOP TEXTING WILL BE REFERRED TO THE DEAN FOR FURTHER ACTION. GRADING: The final grade will be determined as follows:
GRADING STANDARDS:
REQUIREMENTS TO PASS ENGLISH 1102: 1. An overall average of at least C-. INCOMPLETES: The grade of "incomplete" is given to students who for reason of illness or accident are unable to complete a segment of the course. At least 75% of the coursework must have been completed with a passing grade at the time of the request before an "I" will be considered. In no case will an "I" be given as a means of avoiding a failing grade. ADA STATEMENT: “The College is committed to providing accessibility to all students in accordance to ADA/504 guidelines. Students should contact the Director of Student Life regarding accessibility.” ACADEMIC SUPPORT CENTER: The Academic Support (ASC) was created to offer supplemental assistance to students enrolled in all courses at the College. The ASC offers a variety of services at all levels, ranging from personal tutoring in math, reading, and composition skills to providing handouts and supplementary materials on writing research papers and critiques, taking essay and objective tests, and developing effective study techniques. Through audio-visual, computerized, self-paced, and one-to-one tutorial work, the ASC assists students in developing strengths and eliminating deficiencies. Students may be referred by instructors or may independently seek additional help. CRITERIA FOR GRADING ESSAYS A Outstanding vocabulary, sentence structure, development, and organization B Good vocabulary, sentence structure, development, and organization C Average vocabulary, sentence structure, development, and organization D Weak vocabulary, sentence structure, development, and organization F Unsatisfactory vocabulary, sentence structure, development, and organization MAJOR ERRORS (ANY ONE OF THE FOLLOWING):
MINOR ERRORS (ANY 3 OF THE FOLLOWING EQUAL A MAJOR ERROR)
CONTROLLED RESEARCH PAPER ASSIGNMENT: A controlled research paper is required in English 1102 and represents a significant portion (20%) of the final grade. Topic: The paper should present a critical interpretation of one aspect (such as style, character, theme, symbolism, etc.) of the assigned novel. The paper will be developed using evidence from both primary and secondary sources. The paper will be approximately 1000 words (4-6 typed pages) long.
For the research paper, a minimum of four (4) secondary sources is required. (The novel is the primary source.) Encyclopedias, Newspapers, unauthenticated online sources like Wikipedia, MASTERPLOTS, CLIFF NOTES, SPARK NOTES, and MONARCH NOTES are not allowed as sources. No more than one of the sources may be a biographical study. All sources must be from the Waycross College Library, from the textbook, or from (or approved by) the instructor. Steps for the research paper: 1) Read the work assigned by the instructor. The paper should represent the student’s own ORIGINAL interpretation of the novel and should be organized as an extended, fully documented essay. Information and ideas gained through research should be integrated with the student’s own ideas as he/she develops and supports his/her thesis and should be documented. Proper documentation is essential and should follow the forms reviewed in class. A ROUGH DRAFT is a required component of the Research Paper. The Works Cited page should be a separate section attached at the end of the paper. The manuscript should be typed (4-6 pages) or handwritten (6-8 pages) in blue or black ink on unlined white paper. One-inch margins are expected. NOTE: The standard for typed research papers and essays in this class is as follows: - Times New Roman - 12 point font - 1-inch margins - double-spacing
NOTE: Do not hand in a paper that you already completed from another class, especially one of my previous classes that you attended. I will give such a paper, even if you modified it for this class, a grade of F. NO LATE RESEARCH PAPERS WILL BE ACCEPTED. FAILURE TO TURN IN AN ACCEPTABLE RESEARCH PAPER WILL RESULT IN FAILURE OF THE COURSE. COURSE ASSIGNMENT SCHEDULE WEEK ONE Day ONE June 3 INTRODUCTION WEEK TWO Day ONE June 8 Chapter 1: Reading and Responding to Literature 1-12; Grace Paley, "Samuel," 13; Jamaica Kincaid, "Girl," 17 Chapter 2:The Pleasures of Reading--and of Writing Arguments about Literature, 23-35; Emily Wu, "The Lesson of the Master," 24; Tobias Wolff, "Say Yes," 30; Chapter 3: More about Writing About Literature: From Idea to Essay, 48-59, 68-72; José Armas, "El Tonto del Barrio," 75 Day TWO June 10 Chapter 4: Approaching Fiction: Responding in Writing,86-93. Chapter 6: Narrative Point of View, 123-126; Ambrose Bierce, "An Occurrence at Owl Creek Bridge," 135 Chapter 31: Critical Approaches: The Nature of Criticism, 1536-1563, Chapter 7: Allegory and Symbolism, 149-152; WEEK THREE Day ONE June 15 Gabriel García Márquez, "A Very Old Man with Enormous Wings: A Tale for Children," 176 Chapter 8: Students Writing about Stories, 200-247; Lorrie Moore, "How to Become a Writer," 463; Chapter 5: Stories and Day TWO June 17 Meanings: Plot, Character, Theme, 94-97, 101-103 Alice Walker, "Everyday Use," 109; Margaret Atwood, "Happy Endings," 106; Chapter 6: Narrative Point of View, 123-126; Chapter 31: Critical Approaches: The Nature of Criticism, 1536-1563 In-class Essay I WEEK FOUR Day ONE. June 22 Chapter 11: Approaching Poetry: Responding in Writing, 587-597; Versification: A Glossary for Reference, 723-727 Langston Hughes, "Harlem," 587; Thinking About “Harlem”; A Sample Essay by a Student: Michael Locke, "Langston Hughes’s ‘Harlem’"; Aphra Behn, "Song: Love Armed," 594; A Sample Essay by a Student: Geoffrey Sullivan “The Double Nature of Love.” Test ONE!! THESIS STATEMENT DUE Day TWO June 24 Chapter 12: Narrative Poetry, 598-600; Edward Arlington Robinson, "Richard Cory," 608; Emily Dickinson, "Because I could not stop for Death," 609; In-class Essay II WEEK FIVE Day ONE July 29 Chapter 13: Lyric Poetry, 613-616; John Lennon and Paul McCartney, "Eleanor Rigby," 610; E. E. Cummings, "anyone lived in a pretty how town," 611 John Keats, "Ode on a Grecian Urn," 631; WORKS CITED DUE Day TWO July 1 Chapter 14: The Speaking Tone of Voice, 638-640; Emily Dickinson, "I'm Nobody! Who are you?" 639; Gerard Manley Hopkins, "Spring and Fall: To a Young Child," 660; E.E. Cummings, "next to of course god America," 663; Erdrich, "Dear John Wayne," 665 WEEK SIX Day ONE July 6 Chapter 15: Figurative Language: Simile, Metaphor, Personification, and Apostrophe, 668-677; Sylvia Plath, "Metaphors," 671; William Carlos Williams, "The Red Wheelbarrow," 677; Alfred Lord Tennyson, "The Eagle," 677; Chapter 16. Imagery and Symbolism; Wallace Stevens, "The Emperor of Ice Cream," 697; A Note on Haiku, 701 Test TWO!! Day TWO July 8 Chapter 17: Irony, 705-706; Percy Bysshe Shelley, "Ozymandias," 707; John Donne, Holy Sonnet XIV (“Batter my heart, three-personed God”), 709; In-class Essay III WEEK SEVEN Day ONE July 13 A Note about Poetic Forms - Stanzaic Patterns; Three Complex Forms: The Sonnet, The Villanelle, and the Sestina, 730-754; William Shakespeare, "Sonnet 146" (“Poor soul, the center of my sinful earth”) 734; ROUGH DRAFT DUE Day TWO July 15 John Milton, "When I Consider How My Light Is Spent," 736; Billy Collins,"Sonnet," 739; Dylan Thomas, "Do Not go Gentle into that Good Night," 741; In-class Essay IV WEEK EIGHT Day ONE July 20 Chapter 19: Students Writing about Poems X. J. Kennedy, "Nothing in Heaven Functions as It Ought," 738 Chapter 18:Rhythm and Versification, 717-727; William Carlos Williams, "The Dance," 721; Day TWO July 22 In-class Essay V WEEK NINE Day ONE July 27 RESEARCH PAPERS DUE Test THREE!! Day TWO July 29 review 4 FINAL!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! |