COURSE DESCRIPTION
ENGL 2103 explores in a college-level forum literary
works in three genres: short fiction, poetry, and drama. Even though you have encountered literature
courses previously in high school (and possibly in your college composition
coursework), ENGL 2103 is an introduction to college-level approaches to
interpreting literature, and it encourages you to develop further the critical
reading and writing skills necessary to succeed in courses across the
curriculum and in your career. We will
confront a diverse group of authors and a challenging variety of works, while
also examining the basic terminology and methodology used in discussing and
analyzing literature. The overall goal
of the course is to teach you to ask probing, profitable questions of a
literary text so that you may deepen your appreciation and understanding of
genres and works–and continue to do so well beyond the classroom.
(Prerequisite: To take this course,
you must have completed ENGL 1013, or its transfer equivalent, with at least a
“C.”)
REQUIRED TEXTS
The
The
Hamlet
by William Shakespeare (edited by Burton Raffel, Yale
University Press, 2003)
Ways
In: Approaches to Reading and Writing about Literature, 2nd ed.
(McGraw-Hill, 2003)
ENGLISH PROGRAM COURSE GOALS
To complete ENGL 2103 successfully, students must
demonstrate the following:
1. awareness of the major types
of literary forms, their shared characteristics, and their elements;
2. coherent literary analysis
that justifies interpretations and/or judgments of quality.
3. awareness and use of
specific details, examples, and/or reasons to support generalizations in
writing;
4. a coherent and logical
arrangement of ideas in support of a central thesis.
WORK COMPONENTS AND GRADE PERCENTAGES
In-class
Activities 15%
Online
Discussion Board Activities 10%
Three
Exams 45%
(15% each)
Two
Papers 30%
(15% each)
GENERAL EDUCATION/LIBERAL ARTS GOALS
ENGL 2103 fulfills the three-hour Literature component
(number VIII) of the current General Education Requirements. This course and other humanities courses, to
borrow the words of Daniel Richie, Chancellor of the
--is
freed from "the strangle-hold" of the present and the personal;
--knows
how to imagine, create, hope, and care;
--seeks
wisdom rather than knowledge of fact;
--knows
the limits and inadequacy of human knowledge;
--is
passionate and compassionate;
--values
arts and humanities because they make lives worth living; and
ENGLISH DEPARTMENT PHILOSOPHY
The mission of Lindsey Wilson College shapes the
teaching philosophy of the English Department.
The English faculty is committed to a program that stresses excellence in
the study of language, rhetoric, writing, journalism, and literature within an
atmosphere of active caring and Christian concern. Through reading, writing, lecture, and
discussion, the department emphasizes intellectual development, including
information processing, critical analysis, cultural literacy, and global
awareness. Moreover, the English faculty
fosters in students self-confidence, self-respect, collegiality, and compassion
by helping them grow as writers, readers, communicators, and caring citizens.
INSTRUCTOR EXPECTATIONS AND POLICIES
In-class Activities: To be successful, a literature course must develop as much through
class discussion as through lecture. My
goal as instructor is to give you just enough information, but not too much, so
that you may act as a co-creator of ideas and meaning. I expect you to come to class with ideas that
you would like to test, to share those ideas with the class occasionally, and
to respond to your classmates' comments whenever you see fit. In-class activities include occasional
objective reading quizzes, speculative responses to writing prompts, and
participation in group work.
Successful
class discussion requires critical reading and thinking in advance of
class. A good way to prepare for each
class is to read the assigned work at least twice, once to
"experience" it and a second time to begin to analyze it and annotate
it. Not only are you more likely to
discover ideas and draw connections by underlining and jotting down notes in
the margins, but you are also more likely to remember plots, characters,
details, etc.
Online Discussion Board Activities: You will be required to post–via the library’s EReserves–several responses to assigned literary
works. Stay tuned for assignments.
Formal Papers:
You are required to conceive and compose two papers, one around midterm and one
toward the end of the course. Both
papers are critical in content and formal in construction; some class time will
be devoted to discussing methods of focusing, developing, and organizing
critical literary essays. Each paper
must be thesis-driven and well-supported by critical commentary and textual
evidence. Further specifications and a
list of grading criteria will be distributed at the time assignments are
given. The following numerical and
letter grade scale will be used for papers and exams: A=93.5-100; A-=89.5-93;
B+=87.5-89; B=83.5-87; B-=79.5-83; C+=77.5-79; C=73.5-77; C-=69.5-73;
D+=67.5-69; D=63.5-67; D-=59.5-63; F=below 59.5.
General Essay Guidelines:
1.Working within the confines of the assignment, you should
plan to generate your own topic for each paper, perhaps by building from ideas
and questions that arise in class discussion, or in your own studies. The classroom, or office hours, or email, are
good places to discuss possible topics.
2. Remember, always, that a successful essay is
original and has a clearly stated thesis,
developed by an effectively organized argument, supported by
effective and appropriate use of
particular detail, such as references and quotes.
3. The two essays must be typed, double-spaced, using
standard margins of 1 inch all around.
Essays must have an original title.
They must document any quoted or referenced material by using the MLA
standard format. Essays that do not meet
these minimum criteria are not acceptable.
No plastic or other covers are needed; make page one your title page.
(Also see the English Program’s Standard Criteria
for Grading Essays, on the next page.)
Exams: Exams
serve to reinforce the interpretative skills learned in the course and provide
a means of gaining tangible evidence of your progress. We will have three exams: one on short
fiction, one on poetry, and one--which will constitute the Final Exam--on
drama. Each exam requires a thorough
objective knowledge of the literature, provides structured practice in literary
interpretation, and assesses three critical skills: (1) the ability to recall
significant textual details and answer brief objective and thematic questions about
particular literary works, (2) the ability to compare or synthesize works along
thematic lines, and (3) the ability to identify an out-of-context excerpt and
place it into a core thematic context within its work.
Attendance:
Your attendance at every class meeting is expected. Habitual absences will affect your grade
adversely, both directly (in your in-class activity grade) and indirectly (in
your performance on papers and exams).
Additionally, two unexcused
absences will lower your course grade by one letter, three by two letters, and four
will constitute automatic failure in the course. A written statement giving the date and the
specific reason for any absence is required within a week following the
absence. The instructor reserves the
right to interpret the validity of excused absences.
Completing and Submitting Assignments: Whether present or absent, you are held accountable
for all work (major and minor) on the date the work is due. No major work will be accepted late unless
prior arrangements are made with the instructor (except in extreme
circumstances, as interpreted by the instructor). If you miss class due to an excused absence,
you may submit the work at the beginning of the following class period without
penalty; in unusual cases, as determined by the instructor, assignments missed
because of an excused absence will be accepted up to ten days after the
original due date.
Minimum Work Requirement: All major assignments (the two papers and three
exams) must be completed and a passing average on these assignments must be
earned in order to pass the course.
Extra-Credit Options: Optional brief assignments will be announced in class occasionally
(such as attending and responding in writing to events in the College's Arts
& Lecture Series). Responses will be
collected during the week following the announced event and will not be
returned. Such extra-credit, with a
maximum of three submissions, will be used at the end of the semester in
borderline course-grade situations only.
Revision/Resubmission Policy: To advance the view that "writing is
rewriting," that successful writing is an ongoing process that fosters
discoveries about subjects and therefore deserves as much if not more emphasis
than the final product, I offer you the option to revise and to resubmit the
graded product of the first essay assignment (but not the second) according to
the following guidelines:
1. In the context of this policy, "revision"
means a substantial rethinking and reworking of the graded essay's thesis,
thesis statement, content, and/or organization.
In other words, global changes are required; you cannot just correct
surface errors or weaknesses in style or simply
"tack on" ideas to the original.
2. You must have prior approval to resubmit an essay;
absolutely no revisions will be accepted unless you have discussed with me your
specific revision plan.
3. Revisions must be submitted to me no later than
three weeks from the date you receive your graded essay.
4. You must, before conferring with me, plan a revision
strategy. At our meeting, the first
question I will ask you will be, What specific plans
do you have for improving your essay?
5. At the time of our conference, we will decide on a
mutual due date for submitting the
revision.
6. When submitting the revision, you MUST also
re-submit the original graded draft and its instructor evaluation form.
7. I will assign a grade to the revised version and
then average that grade with the original mark.
For example, if you make a "C" on the original and an
"A" on the revision, your grade for the assignment will be a
"B."
ENGLISH PROGRAM STANDARD CRITERIA FOR GRADING ESSAYS
A (Outstanding) — An “A” paper as a whole presents a fresh subject or central idea or
treats it in an interesting or original manner, displaying unusual
insight. Organization is clear and
developmental strategies are varied. The
paragraphs are fully developed with substantiating details; sentences are
linked together with effective transitions.
Sentences are imaginative, effective and varied; syntax is smooth;
diction is accurate and effective. The
paper contains virtually no grammar and mechanical errors or errors only in
sophisticated matters, and no spelling errors.
B (Above Average) — A “B” paper presents an interesting subject or central idea and
approaches it in a consistent and careful manner, displaying insight, though
without the freshness or originality of the “A” paper. Organization is generally appropriate and clear. Paragraphs are, with few exceptions,
well-developed and supportive. Sentences
are clearly related and, for the most part, effectively related. Sentences are generally clear and correct in
structure and style. Word choice is
generally good. Grammar, punctuation,
and spelling follow accepted conventions except for a few minor errors.
C (Adequate) — A
“C” paper as a whole presents a clearly defined central idea or subject, but
the treatment may be trivial, uninteresting, or too general. The insight may be adequate but not marked by
independent thought. The plan and
purpose are clear, but they are inconsistently or incompletely carried
out. Some paragraphs may lack supporting
details or may not be related to the central idea. Sentences may be only loosely related or
missing internal transitions. Sentences
may be wordy, vague, or sometimes incorrect.
The paper may have an isolated serious error or several minor errors in
grammar, punctuation, or mechanics. Some
misspellings may occur.
D (Weak) — A
“D” paper as a whole presents a poorly defined central idea and displays very
little insight. The plan and purpose are
not clear or consistently developed.
Paragraphs contain little or no supporting detail and are often
unrelated to the central idea.
Transitions between ideas are frequently lacking. Sentences are incorrect in structure or are
vague or wordy. Style and word choice
are incorrect or inappropriate. The
paper may contain serious errors of grammar and mechanics or many little errors
as well as frequent misspellings of common words.
F (No Credit) —
An “F” paper does not have a clear subject or apparent plan, or it is
completely unresponsive to the assignment.
Paragraphs are not related to the central idea, sentences are not
related to each other, and transitions are inappropriate or missing. Serious errors in grammar, mechanics, and
spelling demonstrate a lack of understanding of the conventions of written standard English.
A
BRIEF ENGLISH PROGRAM STATEMENT ON PLAGIARISM
Plagiarism is
the invalid claim that written material is the writer’s own invention or
discovery; it is the theft of another person’s intellectual product. Whether it is accidental or intentional,
plagiarism will result in a failing grade for the paper submitted in an English
composition or literature course and perhaps for the course. (See official College policy below.)
COLLEGE POLICIES
Academic Dishonesty
Academic
dishonesty refers to any form of cheating or plagiarism in academic
courses. Plagiarism is defined as any
use of another writer’s words, concepts, or
sequence of ideas without acknowledging that writer by the use of proper
documentation. Plagiarism is not only
the direct quotation of another writer’s words but also any
paraphrase or summary of another writer’s concepts or ideas
without documentation. Academic
dishonesty is a profoundly serious offense.
It is not tolerated at Lindsey Wilson College. Students who are detected plagiarizing or
cheating the first time may expect an “F”
for the activity in question or an “F”
for the course, at the discretion of the instructor. All incidents of cheating or plagiarism are
reported by the instructor to the Provost along with copies of all relevant
materials. A second offense will cause
the Provost to move the student before the campus Judicial Board for possible
suspension or expulsion from the College.
Each instance of cheating or plagiarism is counted separately. A student who cheats or plagiarizes on any
two assignments during the same semester will be deemed guilty of two
offenses. Note: The College has
purchased a web product for detecting plagiarized papers.
Statement on Learning/Physical Disabilities
Lindsey Wilson College accepts students with learning disabilities and provides reasonable accommodation to help them be successful. Depending on the nature of the disability, some students may need to take a lighter course load and may need more than four years to graduate. Students needing accommodation should apply as early as possible, usually before May 15. Immediately after acceptance, students need to identify and document the nature of their disabilities. It is the responsibility of the student to provide to the College appropriate materials documenting the learning disability, usually a recent high school Individualized Education Program (IEP) and results from testing done by a psychologist, psychiatrist, or qualified, licensed person. The College does not provide assessment services for students who may be learning disabled. Although LWC provides limited personal counseling for all students, the College does not have structured programs available for students with emotional or behavioral disabilities. For more information, call Dr. David Ludden at 270-384-8080 or Dr. Lillian Roland at 270-384-8187.
Academic Support Center
The Academic Support Center offers peer tutoring to aid students in completing class assignments, preparing for exams and improving their understanding of content covered in a particular course. In addition, computers are available for student use.
Students are encouraged to utilize this Center as a resource for improving study strategies and reading techniques. The Center also offers assistance with other academic problems resulting from documented learning disabilities. All services are free of charge to all Lindsey Wilson College students (students with learning disabilities are responsible for providing documentation from an appropriate outside professional source such as a professional evaluation or school IEP). Please contact Jan Green, Tutor Coordinator at 384-8037 for further information and assistance. (Note: The College now houses a Writing Center in Slider 200, which offers tutorial services for students seeking help with all aspects of the writing process.)
Final
Exams
Final Exams are scheduled for the Fall 2005 semester on December 12-15 and May 8-11 for the Spring 2006 semester. The academic calendar, which contains the schedule for finals, is in the College Catalog and course schedule listing. Please make any necessary flight arrangements after the final exam week. Students will not be permitted to take early finals unless extenuating circumstances exist. “Extenuating circumstance” means illness, a verified family emergency or participation in officially sponsored travel in support of an event arranged by the College. Travel arrangements must be made in sufficient time that tickets may be obtained after final exams and the semester is officially over. All requests for early finals must be made in person to Dr. William Julian, Provost.
Cell Phone Policy
Student cell phones will be off during class time unless prior arrangement is made with the instructor.
Course Withdrawal
When withdrawal from a course is properly authorized and submitted to the Registrar’s Office, the course will appear on the student’s record with the designation of W (withdrawn). No course withdrawals are permitted during the last 30 class days of the semester.
Students who wish to withdraw from a course must complete an Add/Drop Form, including instructor and advisor signatures, and submit it to the Registrar’s Office. Failure to do so will result in a grade of F for the course. Add/Drop Forms may be obtained from the Registrar’s Office or the academic advisor.
Important Fall 2005 Dates:
August
22 -- Classes Begin
August 26 -- Last Day to Register or Add a Class
September 05 -- Labor Day Holiday (No Classes)
September 22-23 -- Family Weekend
October 10-14 -- Fall Break
October 17 -- Mid-Term Grades Due
November 04 -- Last Day to Drop a Class or Withdraw
November 04-05 -- Homecoming
November 14-18 -- Advance Registration for 2006 Spring Semester
November 24-25 -- Thanksgiving Holiday (No Classes)
December 09 -- Last Day of Classes
December 12-15 -- Final Exams
December 16 -- 2005 Fall Term Ends
December 17 -- Winter Commencement
December 19 -- Final Grades Due
ENGL 2103: Literary Interpretation Dr. Grubbs
Th.,
Working Schedule
– Unit I: Short Fiction
Th, 8/25 Introduction to course; read and discuss “The Story of an Hour” by Kate Chopin
Th, 9/1 “The Story of an Hour” revisited; “What is Literature?” “Reading and Thinking Critically,” and “The Elements of Fiction” (pages 3-6 and 39-47 in Ways In); Nathaniel Hawthorne, “Young Goodman Brown”; Edgar Allan Poe, “The Cask of Amontillado” and “The Tell-Tale Heart” (distributed)
Th, 9/8 “Writing About Literature” and “The Writing Process” (pages 10-34 in Ways In); introduce Paper #1 (due 10/6); Charlotte Perkins Gilman, “The Yellow Wallpaper”; Chopin, “The Storm”; Willa Cather, “Paul’s Case”; view portion of film version
Th, 9/15 Twenty-minute mock exam; James Joyce, “Araby”; Ernest Hemingway, “Hills Like White Elephants” (distributed); Katherine Anne Porter, “The Jilting of Granny Weatherall”
Th, 9/22 William Faulkner, “A Rose for Emily” and “Barn Burning” (distributed); Flannery O’Connor, “A Good Man is Hard to Find”; John Updike, “A & P”
Th, 9/29 Joyce Carol Oates, “Where Are You Going, Where Have You Been?”; Alice Walker, “Everyday Use”; Bobbie Ann Mason, “Residents and Transients” (distributed); Raymond Carver, “Cathedral”
[Tu, 10/4 Novelist Sena Jeter Naslund will read at 4:00 p.m. in Slider Recital Hall]
Th, 10/6 Exam #1
Paper #1 due