TEXTBOOKS:
 
Barnet, et al.:  AN INTRODUCTION TO LITERATURE, 14th edition
Brontë, WUTHERING HEIGHTS, Norton Critical Edition, 4th edition

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.
 

SPECIFIC OBJECTIVES:

 1.  Organizing essays with complex structure and development.
 2.  Maturing and refining sentence structure and style.
 3.  Finding pertinent materials in the library.
 4.  Reading and writing with critical perception about fiction and poetry.

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.
    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.
 

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 Student Records office, acquire appropriate signatures, and return the completed form to the Student Records 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.
 

MAKE-UP WORK:

    It is the student’s responsibility to make up any missed work absolutely no later than one (1) week after his/her absence. One drop grade is allowed on essays. The first essay missed will be counted as the student's drop grade. Habitual absences on essay days will not be excused.  No make-up tests will be given unless circumstances are 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.  Two drop grades are allowed on quizzes.  No make-up quizzes will be given.  The first two quizzes missed will be counted as the student’s drop grades.  Any additionally missed quizzes will be recorded as zeros.
 

PLEASE NOTE:

This class is designed to foster intelligent, mature discussion.  It is NOT a suitable environment for children or pets; please do not bring either to class. If a student exhibits disruptive behavior, he/she will be asked to leave the classroom. Disruptive behavior includes talking while the instructor is talking, working on homework for other courses while in English class, not paying attention, making derogatory comments to the instructor or classmates, gathering belongings before class has been dismissed, sleeping in class, possession of activated pagers, beepers, or telephones in class, and/or any other activity that impedes the learning process for others.

GRADING:

The final grade will be determined as follows:
 
 

GRADING STANDARDS:
 
 

A = 90-100	C = 70-79	F = 59 & below
B = 80-89	D = 60-69

 
 

REQUIREMENTS TO PASS ENGLISH 1102:

 1. An overall average of at least C.
 2. An average on the in-class essays (minimum of 4 out of 5) of at least C-.
 3. Satisfactory completion of all assignments.

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.

THE REGENTS' TEST:

   "The Board of Regents of the University System of Georgia instituted the Regents' Testing Program to serve as one means by which each institution in the University System can ensure that students receiving degrees from the institution possess certain minimum skills of reading and writing. Since 1972, passing both the essay and reading comprehension parts of the Regents' Test has been a requirement for students receiving transfer associate or baccalaureate degrees from the 34 institutions of the University System" (BOR Regents' Testing Program website). The faculty of the English department at Waycross College believe that students are best prepared to take and pass the Regents' Test during the semester in which they are enrolled in English 1102, but preparation for the Test begins in English 1101.


TIPS FOR TAKING THE REGENTS' TEST:

1.  Make sure you register for the Test via the Student Life Office by the appropriate date.
2.  Get a good night’s sleep the night beforehand; eat breakfast before you take the Test..
3.  Arrive at the Testing Center at least ten minutes early and bring a picture ID with you.
4.  Attend to personal needs before testing begins. No children are allowed in the Testing Center, so arrange for childcare before you arrive.
5.  Bring at least 2 pencils, 2 blue or black ink pens, and a dictionary. You will be allowed to use the dictionary only during the last 15 minutes of the Essay Testing period.
6.  Remember: the Reading Test must be completed in pencil and the Essay Test must be completed in blue or black ink. No form of white-out or Liquid Paper™ is allowed.
7.  Choose a topic about which you know something.
8.  Do not skip lines when writing your essay; if you make a mistake, simply draw a line through the mistake and keep writing.
9.  Pace yourself; for the Essay Test, don’t spend too much time brainstorming and make sure you allow time for proofreading. For the Reading Test, allow ten minutes per passage; don’t spend too much time on any one question.
10.  You are not penalized for guessing on the Reading Test, so make sure you mark an answer for every question.
11.  Remember: an effective essay has an interesting and concise introduction, a well-organized body with specific details, and a clear conclusion.
12.  If you have a tendency to wander from the topic, reread the topic after every paragraph you write and make sure you answer the question.
13. If you suspect misspelling, place an asterisk in the margin to aid in finding the suspected error when you proofread.
14. Always proofread.
 

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.
    NOTE:  THE PAPER MAY NOT DEAL WITH THE AUTHOR’S LIFE.
    For the research paper, a minimum of four (4) secondary sources is required, exclusive of primary sources, encyclopedias, MASTERPLOTS, CLIFF NOTES, and MONARCH NOTES.  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.
 2)  Identify a tentative topic and submit the topic.
 3)  Find secondary sources and submit a working bibliography.
 4)  Develop and submit a working thesis statement and topic outline.
 5)  Complete notes on primary source.
 6)  Complete notes on secondary sources.
 7)  Write and submit sentence outline.
 8)  Write draft of paper.
 9)  Revise and edit final draft, including documentation and Works Cited page.
10) Submit paper.

    The paper should represent the student’s own 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.  The Works Cited page should be a separate section 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.
    PLAGIARISM IS PROHIBITED AND WILL RESULT IN A GRADE OF ZERO ON THE RESEARCH PAPER.  Plagiarism is defined by Webster as the stealing and passing off of the ideas or words of another as one’s own.  Further, the MLA HANDBOOK states, “Plagiarism may take the form of repeating another’s sentences as your own, adopting a particularly apt phrase as your own, or even presenting someone else’s line of thinking as your own.”  For further information on plagiarism, see your textbook.  A paper which, intentionally or unintentionally, is wholly or partially plagiarized will receive a failing grade.  Alleged violations involving plagiarism and other academic misconduct will be handled according to the procedures outlined in the WAYCROSS COLLEGE STUDENT HANDBOOK.

Week One (08/20-08/22): Introduction to the course
BY THE END OF WEEK ONE, HAVE WUTHERING HEIGHTS: Chapter I-IX READ

Week Two (08/27-08/29): Chapter 1, Reading and Responding to Literature: What is Literature?, 3; Chapter 2, Writing about Literature: From Idea to Essay, 26-30; THE SHORT STORY: Hemingway, "Cat in the Rain," 61-64; Biographical Information on Emily Brontë
BY THE END OF WEEK TWO, HAVE WUTHERING HEIGHTS: Chapters X-XVII READ

Week Three (09/03-09/05): LABOR DAY HOLIDAY; Chapter 7: In Brief: Writing Arguments about Fiction, 177-180; Poe, “The Cask of Amontillado,” 180-185; Faulkner, “A Rose for Emily,” 448-459
BY THE END OF WEEK THREE, HAVE WUTHERING HEIGHTS: Chapters XVIII-XXXIV

Week Four (09/10-09/12): Oates, "Where Are You Going, Where Have You Been?", 500-511; Chapter 4: Stories and Meanings, 72; Chekov, "Misery," 75-81; Chapter 5: Narrative Point of View, 97-101; Chapter 6: Allegory and Symbolism, 144-147; Hawthorne, "Young Goodman Brown," 147-156; Tan, "Two Kinds," 534-542; Walker, "Everyday Use," 144-147; In-class Theme I

Week Five (09/17-09/19): Test I:  Short Stories; ; In-class Theme II; Begin preliminary exploration of research topics

Week Six (09/24-09/26): Wuthering Heights video

Week Eight (10/08-10/10):  POETRY:  Chapter 13: Approaching Poetry: Responding in Writing, 663-674; Chapter 15: Lyric Poetry, 697; Lee, "I Ask My Mother to Sing," 711; Keats, "Ode on a Grecian Urn," 714-715; Chapter 16: The Speaking Tone of Voice, 718; The Reader as the Speaker, 723; Smith, "Not Waving but Drowning," 723; Discuss documentation style for research papers; Library Use presentation

Week Nine (10/15-10/17):  The Dramatic Monologue, 727; Browning, “My Last Duchess,” 727-728; Diction and Tone, 729; Herrick, "To the Virgins, to Make Much of Time," 730; Hardy, “The Man He Killed,” 731; The Voice of the Satirist, 735; Erdrich, "Dear John Wayne," 738; Chapter 17: Figurative Language: Simile, Metaphor, Personification, Apostrophe, 742; Burns, "A Red, Red Rose," 743; Plath, "Metaphors," 744; Wilbur, "A Simile for Her Smile," 745; Keats, "On First Looking into Chapman's Homer," 746; Waller, "Song," 749; Heaney, "Digging," 752; Chapter 18: Imagery and Symbolism, 756; Blake, "The Sick Rose," 757; In-class Theme III; thesis statement due

Week Ten (10/22-10/24): Work on outlines for research papers

Week Eleven (10/29-10/31): outline due; Shelley, “Ozymandias,” 779; Marvell, "To His Coy Mistress," 779-780; Chapter 20: Rhythm and Versification, 788; Pound, "An Immorality," 789; Housman, "Eight O'Clock," 791; Versification: A Glossary for Reference, 794-798; Whitman, "When I Heard the Learn'd Astronomer," 820; Chapter 21: In Brief: Writing Arguments about Poetry, 822-831; In-class Theme IV

Week Twelve (11/05-11/07): Test II: Poetry; Research Paper rough draft due

Week Thirteen (11/12-11/14): Work on research papers

Week Fourteen (11/19-11/21): Drama, 1025-1032; Glaspell, "Trifles," 1033-1042; Ibsen, A Doll's House, 1475-1528; THANKSGIVING HOLIDAY

Week Fifteen (11/26-11/28): RESEARCH PAPERS DUE 11/26 by noon; In-class Theme V 

Week Sixteen (12/03-12/05): Test III: Drama; Review for Final Exam