8 January 2013.
Provisional English 1302 syllabus for posting to
angryverbs.blogspot.com (BlackBoard is not available until 14 January). Your
official syllabus, which will be given to you on the first class day, will vary
little if at all.
January 2013
English 1302
Mack Hall
Angryverbs.blogsplot.com
Angelina College
English 1302
I. BASIC COURSE INFORMATION
A. Course Description
Three hours credit. Principles
and techniques of written, expository, and persuasive composition; analysis of
literary, expository, and persuasive texts; and critical thinking. Critical
analysis of literature and intensive research for a fully documented research
paper; a continuation of writing skills begun in ENGL 1301. Three lecture hours
each week. Prerequisite: ENGL 1301.
B. Intended
Audience:
Students who
have satisfied TSI writing requirements and completed ENGL 1301.
C. Instructor:
Name:
Mack Hall, HSG
Office
Location: 100H
Office
Hours: Tuesday and Thursday, ca 0800 – 11:45; Monday ca 5:00 P.M. – 8:45 P.M., and before and after
class
Phone:
489-9000. This is a central office
‘phone, not a direct access. Really, use
the email.
Website:
angryverbs.blogspot.com and BlackBoard.
Angryverbs is more reliable. Take
a look at this daily for fresh information; class notes will usually be posted
within a day or two after the class.
Note that several classes will be sharing this same site.
II. Intended
Student Outcomes:
A. Core
Competencies – (Basic Intellectual Competencies)
1. Reading: Reading at the college level means the
ability to analyze and interpret a variety of printed materials – books,
articles, and documents. A core curriculum should offer students the
opportunity to master both general methods of analyzing printed materials and
specific methods for analyzing the subject matter of individual disciplines.
2. Writing:
Competency in writing is the
ability to produce clear, correct, and coherent prose adapted to purpose,
occasion, and audience. Although correct
grammar, spelling, and punctuation are each a sine qua non in any
composition course, they do not automatically ensure that the composition
itself makes sense or that the writer has much of anything to say. Students need to be familiar with the writing
process including how to discover a topic and how to develop and organize it,
how to phrase it effectively for their audience. These abilities can be acquired only through
practice and reflection.
3. Speaking: Competence in speaking is the ability to
communicate orally in clear, coherent, and persuasive language appropriate to
purpose, occasion, and audience.
Developing this competency includes acquiring poise and developing
control of the language through experience in making presentations to small
groups, to large groups, and through the media.
4. Listening: Listening at the college level means the
ability to analyze and interpret various forms of spoken communication.
5. Critical Thinking: Angelina
College defines critical thinking as the dynamic process of questioning
preconceptions and biases through the gathering and evaluation of data to reach
new conclusions that consider realistic implications and consequences.
6. Computer Literacy:
Computer literacy at the college level means the ability to use
computer-based technology in communicating, solving problems, and acquiring
information. Core-educated students
should have an understanding of the limits, problems, and possibilities
associated with the use of technology, and should have the tools necessary to
evaluate and learn new technologies as they become available.
(The
Texas Higher Education Coordinating Board.
“Report of Subcommittee on Core Curriculum”, March 1, 1989).
B. Exemplary Objectives – (Found in
the Texas Higher Education Coordinating Board Document. Titled: CORE CURRICULUM: ASSUMPTIONS AND DEFINING CHARACTERISTICS
Dated: April 1998):
1. To
understand and demonstrate writing and speaking processes through invention,
organization, drafting, revision, editing and presentation.
2. To
understand the importance of specifying audience and purpose and to select
appropriate communication choices.
3. To
understand and appropriately apply modes of expression i.e., descriptive,
expositive, narrative, scientific, and self-expressive, in written, visual, and
oral communication.
4. To
participate effectively in groups with emphasis on listening, critical and
reflective thinking, and responding.
5. To
understand and apply basic principles of critical thinking, problem solving,
and technical proficiency in the development of exposition and argument.
6. To
develop the ability to research and write a documented paper and/or to give an
oral presentation.
C. Course Objectives for All Sections:
1. To
continue emphasis on composition skills begun in English 1301
2. To teach library procedures and methods of
research.
3. To teach research paper form and development
on a literary topic.
4. To introduce the freshman student to four
major genres of literature: the short story, poetry,
drama, and the novel.
5. To teach the student the vocabulary of
literary criticism and analysis.
6. To teach the student structural techniques to
allow him or her to analyze and to understand a literary work, improving his or
her critical judgment of the merits of that work.
7. To lead the student to deeper insights into
the values and life wisdom contained in literature, refining his or her
appreciation of good literature
D. Course Objectives as Determined by the
Instructor:
1. To
learn to research on-line subscription services through the library databases.
2. To learn to document subscription services.
III. Assessment Measures of Student Learning Outcomes:
A. Assessments for the Core Intellectual
Competencies:
1. Reading
– Competency in reading is assessed as students respond to classmates’ writing
in the classroom or on-line; it also assessed through exams covering the
textbook material and through discussion of and responses to written material
presented in the textbook and on handouts provided by the instructor.
2. Writing
– Competency in writing is assessed through the development of writing projects
which meet the evaluation criteria and which are mechanically correct. Also
students’ writing assignments that fulfill the evaluation criteria will
demonstrate proficiency in reading, writing, critical thinking, and computer
literacy.
3. Speaking
– Competency in speaking is assessed
based on students’ demonstrated ability to respond appropriately to different
communicative situations as well as to a variety of addressed purposes and
audiences. Students will interact with
teacher and with classmates in the classroom and/or also via email and
discussion board.
4. Listening
– Competency in listening is assessed based on students’ demonstrated ability
to respond appropriately to different communicative situations as well as to a
variety of addressed purposes and audiences.
Students will interact with teacher and with classmates in the classroom
and/or also via email and discussion board.
5. Critical
Thinking – Competency in critical thinking is made as students respond
appropriately to assignments, to instructions, and in interactions with the
instructor and classmates.
6.
Computer
Literacy – Competency in computer literacy will be made based on students’
ability to submit properly prepared, researched documents, on students’ ability
to access online writing and grammar
resources as well as library database, and on students' ability to
communicate via email and/or discussion board.
B.
Assessments for the Exemplary
Objectives:
1. The
ability to understand and demonstrate writing and speaking processes through
invention, organization, drafting, revision, editing, and presentation. These abilities are assessed through
preparation and presentation of writing projects throughout the semester.
2.
The ability to understand the importance of specifying audience and
purpose and the ability to select appropriate communication choices is assessed
through students’ attention to the rhetorical situation of each portion of each
writing assignment.
3.
The ability to understand and appropriately apply modes of expression is
assessed through activities on correct usage of language and rhetorical devices
and in the submission of appropriate writing projects throughout the semester.
4.
The ability to participate effectively in groups is assessed by student
response to in-class or on-line group assignments.
5.
The ability to understand and apply basic principles of critical
thinking, problem solving, and technical proficiency is assessed through
student writing projects.
6.
The ability to research and write a documented paper is assessed by the
requirement of at least one documented essay during the semester.
C. Assessments for Course Objectives for All
Sections:
1. The
emphasis on composition skills begun in English 1301 will be asssessed by use
of the English
department policy for all essays and
through other activities completed on-line or in the classroom.
2. Student ability to follow
library procedures and methods of research will be assessed through the writing
of a documented essay and through the
writing of a research paper.
3. Student ability to write
a research paper in proper form developed on a literary topic will be assessed
through the criteria provided for the
student for a research paper and that student's ability to meet the
criteria.
4. Student awareness of the
four major genres of literature: the short story, poetry, drama, and the novel
will be assesed during a unit of study
focused on each genre usinging in-class or on-line tests, essay
responses, discussion, and other methods
selected by the instructor.
5. Student ability to
understand the vocabulary of literary criticism and analysis will be assessed
through
written and/or oral communication with
inclusion of appropriate terms required.
6. Student ability to
analyze and to understand a literary work, improving his or her critical
judgment of the
merits of that work through the use of
structural techniques will be assessed through written or oral
communication from the student to the
instructor.
7. Student ability to gain
deeper insights into the values and life wisdom contained in literature in order to
refine his or her appreciation of good
literature will be assessed in student responses either in written or
oral communications with the teacher or
other students on-line or in the classroom.
D. Assessments for the Course Objectives as
Determined by the Instructor:
I will apply methods as described in sections
III A, III B, and III C.
IV.
Instructional
Procedures:
A. Methodologies
Common to All Sections:
Methodologies that may be utilized
in presenting course content include the following ways: in class or online
lecture notes, paper-based or online grammar exercises, research exercises
which give immediate feedback, in person or email workshops for student
writings in progress, audio-visual presentations for view in class or outside
of class, online discussions (synchronous or asynchronous), student
presentations to groups or instructor only, and guest participants.
V. Course
Requirements & Policies:
A.
Required
Textbook:
Literature: An Introduction to Reading and
Writing, fifth compact edition. Edgar V. Roberts and Robert Zweig. Try to find a used copy. You may share books.
You will
also need:
An MLA style guide—MLA Handbook, 7th edition or your English 1301 text
A journal of the cheapest sort for in-class
writing; a few sheets of paper stapled together will do very nicely.
Required Texts & Materials for each Class
Meeting
§ All texts.
§ All drafts and revisions of the
current writing assignment.
§ All handouts, texts, and notes
for the entire semester.
§ A black or dark blue ballpoint
pen for all assignments, drafts, and other work.
§ Paper
§ Notebook
B. Assignments – (Appropriate
due dates, schedules, deadlines)
For the due
dates for specific assignments, see the handouts and your class notes for
directions for the specific assignments.
C. Course
Policies – (This course conforms to the policies of Angelina College as stated
in the Angelina College Handbook.)
Academic Assistance
If you have a disability (as cited in Section
504 of the Rehabilitation Act of 1973 or Title II of the Americans with
Disabilities Act of 1990) that may affect your participation in this class, you
should see Karen Bowser, Room 208 of the Student Center. At a post-secondary
institution, you must self-identify as a person with a disability; Ms. Bowser
will assist you with the necessary information to do so.
Angelina
College (AC) admits students without regard to race, color, religion, national
origin, sex, disability, or age.
Inquiries regarding the non-discrimination policies of AC should be
directed to:
Dr. Patricia
McKenzie, Vice President and Dean of Instruction, 3500 South First, Lufkin, TX,
75904, telephone (936)633-5201.
Attendance:
From the Angelina College Policy Manual:
-A true
evaluation of the teaching-learning situation involves a correlation between
attendance and progress.
-It is the
responsibility of the student to attend all classes and a record of attendance
will be kept for all classes by the instructor.
-It is the responsibility of the student to
withdraw officially in the College District admissions and registrar’s
office from a class the student no
longer desires to attend.
-College
District instructional standards allow the instructor to set the educational
objectives and requirements for each course.
The student who does not meet these requirements because of excessive
absences may be dropped by the instructor on a notice to the College District
admissions office using either a first or second drop slip. The position of the instructor on submitting
a non-attendance drop should be stated in the course syllabus.
-Excessive absences are defined as three or
more consecutive absences or four or more cumulative absences from regularly
scheduled class periods. The summer
terms call for two or more consecutive, or three or more cumulative
absences. A three-hour night class
counts as two class periods.
-Students
will not be dropped and will be allowed to make up work for absences because of
(1) College District authorized and sponsored activities, and (2) religious
holy days. It is the student’s
responsibility to arrange for make-up work with the instructor and to complete
it within a reasonable time.
-In
accordance with the Texas Education Code, each student is allowed to be absent
from a class for the observance of a religious holy day. A “religious holy day” means a holy day
observed by a religion whose places of worship are exempt from property
taxation under Section 11.20, Tax Code. The student must notify the instructor
of each class of the anticipated absence not late than the 15th calendar day
after the first day of the semester. A
student who is excused under this section must complete all assignments or
missed examinations at the direction of the instructor.
The form for
notification of absences is in the office of admissions and will include the
following:
1. Student
name and identification number;
2. Name
of religious institution and tax code number;
3. Name
and date of holy day(s);
4. Classes
to be missed;
5. Schedule
for delivery of form by student to instructor(s);
6. Conditions
and deadlines for completing missed assignments;
7. Instructor’s
signature and date; and
8. Student’s
signature and date.
A student
dropped because of excessive absences will be notified by mail by the College
District admissions office and will be directed to obtain a readmit form and
seek the approval of the instructor for admission. All students in developmental education must
obtain approval of the instructor and the vice president and the dean of
instruction.
A student
who fails to contact the College District admissions office within one week of
the date the notice was mailed will be dropped permanently from class.
All make-up
work is at the discretion of the instructor. [See make-up work policy.] (My
discretionary choice is that there is no make-up work.)
Attendance
in developmental courses is guided by the Texas Success Initiative rules and
regulations and additional steps are required.
Academic Dishonesty, Plagiarism, and Cheating
Policy
Putting other people’s ideas in your own
words is plagiarism if you do not give the author credit. Plagiarism is
stealing, borrowing, even rephrasing, other people’s ideas without giving your
reader information about where you obtained the information.
Plagiarism and academic dishonesty can happen even if you do not intend to be
dishonest. If either accidental or intentional
academic dishonesty is evidenced in your writing, at the instructor’s
discretion, you will be given an F on the assignment and for the entire course.
Using papers that you have written for other
classes or at any other institution, including high school, will also be
considered an act of academic dishonesty for this course. On certain
assignments, consulting and searching the internet and borrowing material from
the internet, even by paraphrasing, will be considered academic dishonesty and
will be ground for an F in the course.
All writing is subject to submission to an
online plagiarism detection service. If submission is requested, papers
that are not submitted by the student will receive a grade of F or 0%. In
other cases when electronic submission has not been required by the instructor,
a hardcopy of your writing and other work may be scanned and digitally
submitted to a plagiarism detection service. This may happen with or
without notifying you.
Student
Conduct Policy
When you enroll in this course, you are
requesting your instructor’s evaluation of your behavior as it relates to this
course. This course requires your full
cooperation and participation, and your conduct is very important for the
learning process. The atmosphere of the
classroom will require you to stay on task and to limit distractions for
yourself and others. Part of your
instructor’s job, then, is to enhance your learning experience by maintaining
the classroom environment and to evaluate your ability to complete your
coursework, including all forms of participation. By remaining in this course, you authorize
your instructor to implement and enforce this conduct policy and to evaluate
and respond to your behavior.
The College authorizes and empowers all
instructors to remove you from the classroom for disrupting the learning or
teaching process. A disruption is any
activity that the instructor determines detracts from the classroom learning or
teaching experience. Essentially, you are allowed to do your coursework
and to participate in all coursework in a respectful way. Anything else is deemed a disruption. You are expected to have your materials ready
at the beginning of class and to stay on task through the duration of the class
period. Any other behavior is disruptive
off-task behavior subject to this policy and may lead to your dismissal from
class, even being dropped from the course.
Disruptions may be major or minor and include anything that the
instructor determines to be detrimental to anyone in the classroom or that the instructor
determines to infringe of the rights of others in the classroom, including the
right to obtain the full value of the course. This includes behavior that
affects you and/or other students and/or the instructor.
Collaboration
Policy
All work for this
class becomes available for collaborative purposes for all members of the
course, now and in the future. Your
identity will remain private if your writing is used in other classes. Your grade in the course and your personal
information will always be protected by federal law.
VI.
Course Content:
A. Required Content/ Topics – (common to
all sections)
Mechanics
Emphasis: Mechanics and grammar study is
an ongoing one that is an integral part of the writing process. Each student will be tested at the beginning
of the semester and will be given specific assigned studies to correct any
weaknesses. Each student will be given a
major test at the end of the semester to determine the student's mastery of
mechanics and grammar. Further, all essays
will be evaluated closely for correct usage and spelling and for the correct
use of sentence parts. Approximately
20-25% of all class time will be given to drills on concepts. There will be no separate unit for the study
of mechanics and grammar, but it will be a part of the writing unit.
Essay
Writing: College level essay writing is
chiefly expository writing with some occasional creative writings, if
desired. The process approach to
teaching writing will be used to promote unified writing and thinking
processes. The teacher will initiate
brainstorming or other heuristics to encourage free and fluent expression--then
introduce different rhetorical modes for developing and organizing paragraphs
and full essays. Each class time or
homework assignment should require some writing. The instructor need not "grade" or
even see every composition, but there must be some immediate feedback for every
writing assignment that the student completes.
This feedback might be in the form of peer evaluation or response, a
letter written to a pen pal in another class whereby there will be a written
response from the receiving student, or perhaps a class response to a writing
read aloud in class.
Argumentation: Argumentation includes but is not limited to
induction and deduction, logical thinking, fallacies in argument, emotional
appeals. Argumentative writing may be
taught throughout the semester or in a two to three week unit. At least one grade should be from an
argumentative essay (20-25%).
B. Additional Content (as required
by the individual Instructor)
This teacher
will abide by required course content.
For further information see section IV B.
VII. Evaluation
& Grading:
Major
essays, objective tests, research paper (due last week of course as final exam)—50%
of course grade
Class
participation, essays, discussion, and daily assignments will be used to assess
understanding—50% of course grade
B. Determination of Grade (assignment
of letter grades):
Standard
Policy according to Student Handbook
A (90-100) Excellent
B
(80-89) Good
C
(70-79) Average
D (60-69) Minimum passing
F (50 or below) Failure
Standard Grading Policy for the English
Department for All Essays Assigned:
A = above average. Good organization,
exceptional content, no more than one major error.
A+ = 98, A = 95, A- = 92, A- -
= 90
B = above average. Good organization, exceptional content, and
only one or two major errors.
B+ = 88, B = 85, B - = 82, B - - = 80
C =
average. Organization, clear content, no
more than 3 major errors.
C+ = 78, C = 75, C - = 72, C - - = 70
D = below
average. Either lacks content and/or
organization or has many major errors.
More than 5 major errors drops the grade to an F.
D+ = 68, D =
65, D - = 62, D - - = 60
F =
failing. Shows little or no effort.
Contains 6 or more major errors.
F = 50 and
below.
0 - No Grade.
The student did not turn in work, plagiarized, did not meet a major
requirement, or did not write on the assigned topic.
Please Note:
In the case of a plagiarized essay or research paper, a student may be
dismissed from this course with an F.
Examples of major errors:
cs–comma splice The boy ran, he fell down.
fr–fragment Crying as he fell on the sidewalk.
frag. error
After he fell; his knee
started bleeding.
ro–run on or fused He hurt his knee it was bleeding.
s/v–subject/verb agreement Everyone
laugh at him.
n/p–noun/pronoun agreement No one saw their teachers coming.
Him
was laughing at hisself.
verb form Sue set on the chair
watching the sun set.
What makes an A paper an A paper, etc?
|
See the chart below for a
description of an A, B, C, D, and F paper.
|
A
Paper B Paper
|
C Paper
|
D Paper
|
F Paper
|
|||||
|
Thesis
and Development
|
Has
a lucid, significant, perceptive response to the topic, which is fully
developed.
|
Has
a lucid, significant, response to the topic, which is fully developed.
|
Has
a discernible, controlling idea or thesis, which responds to the topic;
generally developed.
|
Has
a discernible, controlling idea or thesis, which responds, but is
underdeveloped or trite.
|
No
responsive thesis, or response is not developed at all.
|
||||
|
Support
|
Concrete,
relevant details and examples.
|
Concrete,
relevant details and examples.
|
Some
superficial or trite generalizations, or facts with little comment.
|
Underdeveloped
and trite generalizations; sketchy or irrelevant facts.
|
Little
or no support for generalizations or merely lists of examples.
|
||||
|
Audience
Awareness
|
Structure,
supports, and tone demonstrate consideration of audience and purpose.
|
Awareness
evidenced mainly in either structure and supports or tone.
|
Awareness
evidenced only marginally in appropriate use of structure and support or
tone.
|
Awareness
slightly evident in appropriate use of structure and support or tone.
|
Seems
to exist for the writer only.
|
||||
|
Paragraphing
and Logical Progression
|
Coherent
paragraphs progress through necessary, evident stages; includes transitions.
|
Generally
coherent paragraphs progress through necessary, evident stages; includes
transitions.
|
Generally
coherent paragraphs that may be unwieldy or confusing; limited or predictable
transitions.
|
Little
or no attempt at cohesion; progress is confused or haphazard; little or no
use of transitions.
|
Little
or no cohesion; confused and haphazard progression; little or no use of
transitions.
|
||||
|
Sentence
Structures and Word Choice
|
Varied
sentence structure; word choice is precise, fresh, and economical.
|
Clear
sentences; some stylistic variation; word choice is precise, if not
economical or fresh.
|
Clear
but sometimes loose or basic sentences; word choice is occasionally imprecise
and flawed.
|
Little
attention to sentence structure or revision; word choice is often flawed or
inadequate.
|
Basic/choppy
or rambling/incoherent sentences; little or no evidence of revision;
inadequate word choice.
|
||||
|
Grammar
Errors
|
Absent
or so limited as not to disrupt the essay’s readability in any way.
|
Minimal
or so limited as not to disrupt the essay’s readability in any major way.
|
Occasionally
disrupt the essay’s readability.
|
So
pervasive as to disrupt consistently the essay’s readability.
|
So
pervasive as to disrupt seriously and consistently the essay’s readability.
|
||||
Grading
Policy & Minimum Requirements for Writing Assignments:
You will be
provided instructions, lectures, and readings/presentations for each major
grade. Use your class notes, textbook
readings, and handouts to complete your essays.
As in any class, your grade depends on how well you follow instructions
and put information together (synthesize) to complete your assignments.
VIII. Syllabus
Modification:
The
instructor may modify the provisions of the syllabus to meet individual class
needs because of hurricanes, class pacing, and other issues that may need to be
addressed for the needs of the students.
VIX. Acceptance - Contract by Enrollment Notice:
Your
signature is not required. By attending and remaining enrolled in this
course, you are agreeing to all policies noted in this document, both explicit
and implicit, and agreeing to this statement: "I understand that by
remaining enrolled in this course, I am accepting and am subject to the
policies of the College and my instructor, according to the instructor’s course
policy and College policies. These policies apply both within and
outside the classroom regarding any class-related matter. I understand that my instructor may use
professional assertiveness to manage the course, and I hereby accept the public
or private consequences of my behavior that result in the enforcement of any of
these policies.” Thanks to Mrs. Alanna Cornes and Professor Mel Johnson,
Angelina Faculty, for their kind
assistance.
Print
Student Name________________________________
Class and Section__________________
*Academic
Dishonesty & Plagiarism
If either accidental or
intentional academic dishonesty is evidenced in my writing or on any
assignment, at the instructor’s discretion, I will be given an F on the
assignment or for the entire course. I
must produce original work that represents my thinking. On certain
assignments, consulting the internet and borrowing material from the internet,
even by paraphrasing, will be grounds for an F in the course. Improperly cited or un-cited paraphrasing may
be grounds for failing the course or assignment. I am supposed to be discovering and writing
my own ideas and learning how to cite others’ ideas properly. This is not high school.
*Behavior
I understand that I can be dropped from the
class for distracting or inappropriate behavior at the instructor’s discretion.
I cannot distract the instructor or classmates.
I must remain seated at all times and cannot leave early. I must stay focused on the current task. I must bring all required materials to class.
This is not high school
*Punctuality & Participation
I must arrive on time, prepared for
participation. I must turn in
assignments by due dates. This is not
high school.
*Office Hours & Contact
I understand that my instructor is available
during class and during office hours I
understand that my instructor’s preferred method of contact is by email, not by
phone or through Blackboard. This is not
high school.
By attending
and remaining enrolled in this course, I am agreeing to all policies noted in
the course policies, both explicit and implicit, and agreeing to this
statement: "I understand that by remaining enrolled in this course, I am
accepting and am subject to the policies of the College and my instructor,
according to the instructor’s course policy and College policies.
These policies apply both within and outside the classroom regarding any
class-related matter. I understand that
my instructor may use professional assertiveness to manage the course, and I
hereby accept the public or private consequences of my behavior that result in
the enforcement of any of these policies.”
Student
Signature__________________________________________ Date___________________
Highly Flexible, Provisional,
Experimental, and Tentative
Syllabus Modifications
The instructor may modify the sequence based on weather
situations as determined by Angelina college, class progress, or other needs of
the class.
College is not the 14th year of grade school;
your success is based solely on your submitted work.
ENGLISH 1302, LITERARY
GENRES
English 1302 builds on English 1301 to help the student
develop a more skilled approach to reading, thinking, and writing critically
through exploration of the three literary genres: poetry, drama, and
fiction. We will accomplish this through
English literature so that 1301 / 1302 students will enter university sharing a
common background with all other Texas high school graduates.
Texts and other resources:
Literature: An Introduction
to Reading and Writing. Edgard V.
Roberts and Robert Zweig. Fifth Compact
Edition. Pearson / Longman. If you can find a used copy, even if it’s an
earlier edition, buy it – books are so expensive.
The MLA Style of
Documentation: A Pocket Guide.
Michael Pringle and John Gonzales.
Pearson / Prentice-Hall. This is
a nice little paperback, but if you kept your text from English 1301 you
already have a good MLA resource.
These resources will be available for use in the
classroom:
MLA Handbook
Strunk and White’s Elements
of Style
Fowler’s Modern
English Usage
Readings in English 1302 will be selected from the
following. Please understand that no one
ever agrees on the names and dates for literary periods. (RELAX: we are not reading
nearly all of this; Angelina 1302 readings will be from the assigned text. However, this will give you an idea of the
difficulty level of college work in any academic discipline).
The Anglo-Saxon (or Early Mediaeval) Period, 449-1066
“The
Seafarer,” trans. Burton Raffel
Beowulf, trans. Burton Raffel
Selections
from A History of the English Church and
People, Bede
The Mediaeval Period, 1066-1485
Selections
from Morte d’Arthur, Sir Thomas
Malory
English
and Scottish Folk Ballads:
“Sir
Patrick Spens”
“Get
Up and Bar the Door”
“The
Twa Corbies”
“Barbara
Allen”
Selections
from The Canterbury Tales, Geoffrey
Chaucer
Selections
from Sir Gawain and the Green Knight,
Anonymous
Everyman, Anonymous
Reformation and Renaissance, 1485-1625
Petrarchan
(or Italian) Sonnet:
Sir
Thomas Wyatt:
“Whosoever
List to Hunt”
Sir
Philip Sidney:
“Sonnet
31”
“Sonnet
39”
Pastoral
Poetry:
Christopher
Marlowe: “The Passionate Shepherd to His Love”
Sir
Walter Raleigh: “The Nymph’s Reply to the Shepherd” -- a satire of Marlowe’s
“The Passionate Shepherd...”
Note:
both of these poems were set to music as a 1930s-ish swing tune in the 1995 film
version of Richard III (Ian
McKellan).
Shakespearean
Sonnet:
“To
His Son,” Sir Walter Raleigh
“Sonnet
29,” “Sonnet 73,” “Sonnet 116,” “Sonnet 130,” Shakespeare
Spenserian
Sonnet:
“Sonnet
1,” “Sonnet 26,” “Sonnet 75,” Edmund
Spenser
Elizabethan
Drama
Macbeth, William Shakespeare
Note:
the class may choose another play by Shakespeare by consensus / agreement /
argument, but the final choice remains with the instructor
King James Bible, Douay-Rheims Bible
Psalm
23, Parable of the Prodigal Son, I Corinthians 13
The Seventeenth Century, 1625-1666
Ben
Jonson, selections
John
Donne, selections
George
Herbert, selections,
Andrew
Marvell, selections
Robert
Herrick, selections
Sir
John Suckling, selections
Richard
Lovelace, “To Lucasta, On Going to the Wars”
John
Milton, selections from his short poems
Grading:
Four to six short (2-3 pages) critical essays will be
required, as will a research paper. You
will also have several brief in-class assignments, both written and
objective. Your critical essays will usually
be test grades; your other in-class assignments will usually be daily
grades. The research paper will be no
less than 25% of your final grade; however, this paper is a sine qua non: you
will not receive credit in the course without this paper being completed in a
professional, academic manner.
Attendance, conduct, and
participation:
Your
presence in the class indicates that you have a record of setting high standards
for yourself. Continue to challenge
yourself; do not fall into the too-common trap of feeling that your presence in
a college-level class is a reward and a relaxation.
Jasper High School students only: please remember that in
this class you will be under two accrediting authorities, Jasper High School
and Angelina College. Your kindly old
instructor will grant you some attendance mercy -- with prior notice -- for (1)
a Jasper High School U.I.L. event in which you are a contestant and (2) a
Jasper High School educational field trip.
A personal college day and other misses, no matter how worthy they are
in themselves, are not excused; those are personally-scheduled events. Do not take these little mercies for granted.
2.
Grades: A. Quizzes & Essays - 25% B. Research Paper - 25% C. Mid-term exam
- 25% D. Final Exam - 25%. Quizzes may
appear at any time -- be prepared for each class. All work has a one-week
expiration date. Out-of-class assignments are due at the beginning of the
class. Please do not ask to leave class to print out your paper; I will often
grant you computer lab time as part of class. No one now or ever will want to hear about your home printer or
computer problems. Really. No. This
isn't high school.
3.
Attendance: Per Angelina College
requirements, three consecutive absences or four cumulative absences require me
to drop you; I am not permitted flexibility in this. Disappearing during the break, during class,
or during writing lab time counts as an absence. Tardiness is an absence; your
presence elsewhere in the building instead of in class and on time is an
absence.
I
cannot / will not re-teach a class session; if you miss, you must ask a
classmate for notes. Form casual study / buddy groups and communicate with each
other. If I miss -- and I never have – I will try to post my absence
angryverbs.blogspot.com. Individual
emails or ‘phone calls are impossible.
Check angryverbs.blogspot.com frequently.
4.
Out-of-class work must be produced on a word processor. I accept 12-point
Verdana (preferred), Geneva, Arial, or Times New Roman. Do not use exotic
typefaces, bold settings, or margins other than one inch all around. Papers are due at the beginning of class; if
you are in the library typing when class begins you have both a zero test grade
and an absence. Please do not bring me a memory device and ask me
to print out your paper -- that's a zero for the assignment. In-class work must be in black or blue ink.
5.
Office Hours: I am almost always on
campus an hour or more before class, in the office, in the classroom, or in the
library. If you don’t see me, show
initiative and ask. Please feel free to
email me at any time at my personal email address to ask me reasonable questions
or for reasonable advice. Do NOT ask me
what we did last week; ask that of your study-buddies. Really.
This isn’t high school. Then,
when you see me, you can ask me for a specific assignment or test by its name.
6.
Class participation: let's have lots of fun here, but remember that even the
most heated arguments should be in a spirit of good fellowship, with no ad hominem attacks. You are a scholar --
argue like one, with courtesy and generosity. You must talk! The outside
readings are not overwhelming, so take some notes and prepare to make a
significant contribution: one good, original thought -- YOUR THOUGHTS, not Mr.
Cliff's or Mr. Sparks' -- per poem / essay / narrative / play / novel.
7.
Drinks and snacks -- You probably had a long and tiring day before you arrived
in class, so I do not mind a cup of coffee or a SMALL soda, but remember that
this is not McDonald's: no food, please. Please use a bit of paper towel so no
rings are left on the furniture, and at the end of class put all debris away in
the trash cans. Push the chairs back into position. The nice folks who clean up around here are
overworked and underpaid, and deserve everyone's respect for their
contributions to your success. By the way, you do speak to the cleaner-uppers
when you see them in the hallway, don't you?
8.
How much help? When writing papers you may solicit a great deal of assistance
from others with matters of form and proofreading; indeed, I encourage such
collaboration. The thesis and content, however, must be your work alone, and
all quotations and sources must be properly documented. I cannot emphasize too
much what a serious issue this is. An instructor need not resort to plagiarism
programs; a simple string search on any search engine will ferret out a
downloaded paper. Let me speak very plainly -- if you cheat, I will drop you
from the class with an F. I have in the past been rather trusting -- or
careless? I now search out all papers
through plagiarism sites, which may result in a slower paper return. I apologize for any delay that occurs.
9.
Referring to this class as a basic to be gotten out of the way is impolitic.
Education is a joy in itself, a rare privilege enjoyed by very few people in
history, and even the most tiresome prerequisite is never a basic or something
to be gotten out of the way. You are now a college student, not a conscript
high school sophomore. Celebrate your intellect. Don’t tell folks that you made straight As in
high school.
10.
Cell 'phones, recorders, things that stick out of the ear, and other gadgets --
I don't mind if you keep your 'phone on buzz if you are concerned about a sick
child or a situation at least as important. Please take the call discreetly out
of the classroom. DO NOT TALK ON A TELEPHONE OR MANIPULATE ANY KIND OF COMMUNICATIONS
DEVICE IN THE CLASSROOM AT ANY TIME, not even before or after class. Telephones
may not be on your desk at any time, and all other electronic gadgets are
forbidden at all times. Disconnect from the mother ship and interact with
humans for the duration of the evening. Do not make any visual or sound
recordings at any time without the permission of the entire class.
11.
A rule I never thought I'd have to make -- no spit cups.
12.
If you flunked English 1302 at a four-year school and are here to make it up
you are very welcome; however, if you are under the illusion that this is an
easy class requiring nothing more than a cell 'phone, a bottle of water, and
practice in anger management, go away.
13.
I will not respond to emails in which the writer is not identifiable, in which
the email address is childish, or in which the content is not formatted as a
business letter complete with heading, inside address, salutation, body,
complimentary close, and signature, all in block form.
Class
Schedule -- VERY flexible. Indeed, this is so flexible it's a candidate for
Cirque d'Soleil!
I have
taught English 1302 for years, but until now in a dual-credit setting with five
hours of class per week. This
college-specific schedule will require a different approach. We will address topics by genre rather than
by chronological sequence, which is probably how you worked in high school
literature. We will break our term into
three discrete chunks: the first five weeks for poetry, the second five weeks
for prose, and the third five for drama.
Within genres I will try to keep texts chronological, and so in poetry,
for example, we will begin with translations from Old English / Anglo-Saxon and
progress through the Elizabethans, Puritans, Jacobeans, 18th-century
formalists, and then into the Romantics.
Prose will tend to be mostly 19th and 20th
centuries, and drama will include one Shakespearean play and one modern play.
I will
NOT give you any long-term projects except for the research paper, and no
really large (no more than three hours a week, and seldom that) outside reading
assignments.
Week
1: Discussion of expectations. Hand out and discuss syllabus. Hand out and discuss
"Rules for Essay Writing."
Think about a topic for your research paper. Our first reading assignment will be “The
Seafarer” in a handout so that you have some extra time for securing a
textbook.
Week
2: “Seafarer.” How’s the research going?
Week
3: Poetry. Topics TBA.
Week
4: Poetry. Topics TBA.
Week
5: Poetry. Topics TBA. Panic about your
research paper.
Week
6: Prose. Topics TBA. Plunge into existential denial regarding that
research paper.
Week
7: Prose. Topics TBA. Review for mid-term exam. Despair that after
tonight you must now really, really, really begin to write the research paper
you haven’t even researched.
Week
8: Prose. First Great Celebration of
Learning: Mid-term Exam.
Week
9: Prose. Topics TBA. Um…research
paper?
Week
10: Prose. Topics TBA.
Week
11: Drama. Research papers due at beginning of class. Curiously enough, attendance at tonight’s
class will be thin -- must be that virus that’s going around.
Week
12: Drama. Topics TBA.
Week
13: Drama. Topics TBA.
Week
14: Drama. TBA. Review for final exam.
Week
15: Drama. Last Great Celebration of
Learning: Final Exam.
Research
paper:
1. If you turn in your paper by 16
April, you will be awarded 10 extra points.
2. 23 April is the due date.
- I will accept your paper NLT the beginning of class
on 30 April with a penalty of 10 points.
Note that
giving an assignment to someone else to turn in for you is seldom a good idea.
No document
can cover all possibilities; these fourteen pages can be summed up as “Come to
class, do your work, and you’ll probably pass.”
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