3
English IV British Literature: The Romantic Period; The Victorian Age; The Twentieth Century and After
Spring, 2014
Course Syllabus
Instructor: Jamie Lopez
Office: South Early College High School, Room 126
Email:
Office hours/tutorials: Monday-Thursday 3:30-4:30 or by appointment
Course description: A critical study of major British writers and forms from anonymous balladeers to postmodernists from various parts of the English-speaking world.
Student learning outcomes:(1) Describe some of the representative themes and developments in English literature from Scottish ballads to war poetry from both world wars and the Irish/British guerilla conflicts as well as immigrant literature from around the world, as well as from native English voices; (2) Interpret representative terms, works, and writers from our readings; (3) Identify moral issues and social conflicts in stories, poetry and creative nonfiction we read.
Instructional materials:
· Required Textbooks: The Norton Anthology: English Literature, Volumes 1-2; Current Issues and Enduring Questions, 8th ed. by Barnet and Bedau
· Required online resources: (1) Schoology academic forum https://www.schoology.com/home.php (2) Turnitin turnitin.com (3) Purdue Online Writing Lab: https://owl.english.purdue.edu/owl/resource/747/01/ (4) online dictionary and thesaurus: www.dictionary.com
Required Materials:
· College-level dictionary or online dictionary when appropriate
· Notebook or folder
· College-ruled paper
· Blue or black pens or pencil for in-class writing
· A flash drive, Dropbox, Google Drive, or online account for saving and accessing your work
Paper Format: All papers are to be double-spaced. The mandatory heading, which follows MLA, must be in the upper left-hand corner of first sheet, the title centered, the paragraphs indented as follows:
Student’s name
English 1301, Assignment #
Instructor’s Name
Date
Title of Essay
Grading Scale – HISD
A 90-100%=exceptional work; superior in both style and content
B 80-89% =above average work; superior in content
C 75-79% =average work, good enough but not extraordinary
D 70-74% =below average work; mean mechanics, style, content
F 69-0% =failing work; deficient in mechanics, style and content
Assessments (grade values of assignments):
Summative Assessments: 40%
Formative Assessments: 20%
Daily Grades: 30%
Homework: 10%
Scholastic Honesty: “Students are responsible for conducting themselves with honor and integrity in fulfilling course requirements. Penalties and/or disciplinary proceedings may be initiated by College System officials against a student accused of scholastic dishonesty.” Scholastic dishonesty includes but is not limited to cheating on a test, plagiarism, and collusion…. Plagiarism will result in a grade of 0 for the assignment. You will not be allowed to rewrite plagiarized work for a grade but may be required to for feedback purposes.
Changes in this document: At the instructor’s discretion, she may announce necessary changes in this syllabus and assignment calendar at any time during the term.
Student Assignments:
Out-of-class Essays: Final drafts should be approximately 650 or more words in length, preferably typed, double-spaced paper format according to guidelines in the Handbook or Purdue Online Writing Lab (see Instructional Methods, below); all pages of main text should be numbered (MLA-style) and stapled or clipped together (in proper sequence) in the upper left-hand corner; must be submitted in hard and electronic copy and directly to the professor (i.e., not left in mailboxes, with a secretary, under an office door, etc.); may not be submitted by email.
*If you must miss a deadline, communicate with the professor to request an extension (which may or may not be granted, at my discretion).
In-class Essays: Each submission will be composed in the professor’s presence within a 75-minute time limit; should be approximately 500 or more words in length, handwritten, double-spaced, with numbered pages following the guidelines in the Handbook or Purdue Online Writing Lab; must be based on topic options and guidelines previously assigned and discussed in class.
Shorter writings: Each submission, whether composed in class or out, should be approximately 250 words or more in length, typed or handwritten, and double-spaced, with numbered pages.
Research paper and process: Final draft must be typed and approximately 1500 or more words in length; must utilize at least five sources and make at least fifteen in-text citations; must follow MLA format and guidelines in all matters; must be based on a topic option approved by the professor; and will earn a process grade based on timely completion of each process step (see the Course Calendar)--one factor in determining the final grade for the Research Paper project.
In-class presentations: Each student will make brief (3 - 4 minute), relatively informal oral presentations in class to be evaluated in terms of appropriateness, unity and focus, development, organization, and clarity. See the Habits of Heart and Mind rubric for more information.
Final exam: In Week 20, the course concludes with a written examination testing students’ knowledge of key terms and concepts relevant to this course, as well as their editing skills regarding sentence grammar, diction, and mechanics.
South Early College High School’s Habits of the Mind and Heart
Note: Conduct is based on the Habits of the Mind and Heart indicators listed below. We will reflect on how we demonstrate the Habits of the Mind and Heart for our academic, social, and personal development.
HABITS OF THE MINDCritical Thinking: To evaluate information and form logical solutions to complex problems / Score: ______
· Asks relevant and well-formed questions
· Gathers and evaluates accurate information from academic sources and observations to support well-reasoned conclusions and solutions
· Reflects on diverse points of view to challenge the status quo and counteract stereotypes (ethnocentrism and sociocentrism).
· Communicates well with others to resolve problems
· Engages in self-corrective thinking
Communication: To effectively convey ideas, thoughts, viewpoints / Score: ______
· Uses appropriate verbal communication in the academic setting
· Uses appropriate nonverbal communication in the academic setting
· Writes effectively and on topic
· Uses proper conventions
· Uses effective communication skills to address conflict or challenging situations
Perspective: To regard situations and facts and judge their relative importance / Score: ______
Evaluates problems, issues and/or conflicts from the viewpoints of others
· Adjusts and adapts one’s thinking to different disciplines and environments
Coherency: To have logical and cohesive patterns of thoughts, viewpoints, etc. / Score: ______
· Creates products where each essential component is evident (essays, projects, short answer responses, etc.)
· Explains logical connections among tasks, events, concepts, etc.
HABITS OF THE HEART
Empathy: To understand, be aware of, and sensitive to the feelings, thoughts, and experiences of others / Score: ______
· Is helpful to peers
· Leads positively and by example
· Listens openly without judgment and without interruptions
· Has a tone of decency and respect when interacting with others
Perseverance: To persist and achieve goals despite difficulties, failure or opposition / Score: ______
· Bears difficulties calmly and with continued effort
· Makes effort before asking for help
· Continues efforts until time and resources are exhausted
Respect: To understand that everyone and everything should be treated in an appropriate way / Score: ______
· Uses appropriate language and tone
· Considers other people’s feelings and opinions
· Actively listens to others
· Does not insult others
· Follows policies and procedures embedded in the organization
· Is courteous and polite
· Exercises care and concern when using other people’s property.
Responsibility: To be accountable for tasks, decisions, and actions. / Score: ______
· Practices and displays self control
· Uses time wisely and completes work on time
· Is accountable for choices and/or behavior and accepts/understands consequences
· Follows through on commitments (i.e. group work, tutorials, service learning, etc.)
· Thinks things through and uses good judgment
· Sets goals and advocates for him/herself
· Comes to school well prepared(i.e. homework, supplies, studied for assessments, etc.)
Integrity: To be honest, trustworthy and stand up for what is right even when others are making poor choices. / Score: ______
· Asks for help when you needed instead of cheating or plagiarizing.
· Removes self from negative situations and report violations to the proper authorities
· Is honest and admits mistakes.
· Does not take other people’s belongings without permission
· Goes appropriately to source with concerns with adult facilitation if necessary
Course Calendar / 20 weeks
WEEK 1: Scottish Ballads
1/7: Introductions. Overview of the course and requirements. Multiple intelligences survey, journal, self-reflections, discussion, and project ideas. Beginning of the year assessment.
1/9: The Romantic Period, 1785-1832; Balladry and Ballad Revivals; Scottish Popular Ballads; “Lord Randall,” “Bonny Barbara Allan;” “The Wife of Usher’s Well,” “The Three Ravens,” “Sir Patrick Spens,” “The Dæmon-lover,” pages. 32-39
WEEK 2: The Slave Trade and the Literature of Abolition
1/14: John Newton: “Faith’s Review and Expectation (Amazing Grace)”, pages 90-91; William Cowper: “The Negro’s Complaint” and Olaudah Equiano: The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African, pages 95-102
1/16: Samuel Taylor Coleridge: “From On the Slave Trade,” pages 108-110; William Blake poetry, pages 112-164 – find poems that interest you most based on theme. Literary analysis essay due.
WEEK 3: The Revolution Controversy and the “Spirit of the Age”
1/21: Argumentation and rhetoric. Mary Wolstonecraft, “A Vindication of the Rights of Woman,” pages 208-239
1/23: Williams Wordsworth selected poems: “Ode: Intimations of Immortality,” pages 335-341; “The Crossing of the Alps,” page 352
WEEK 4:
1/28: Samuel Taylor Coleridge: “The Rime of the Ancient Mariner,” pages 443-459 and “Kubla Khan,” pages 459-462
1/30: Argument essay due.
WEEK 5: The Gothic and the Development of a Mass Readership
2/4: Lord Byron: “She walks in beauty” page 617-618; Percy Bysshe Shelley: “Ozymandias,” and “On Love,” pages776-777
2/6: John Keats: Odes, pages 925-933 and “To Autumn,” page 951
WEEK 6: The Victorian Age (1830-1901)
2/11: John Stuart Mill, “On Liberty,” (excerpt) and “The Subjection of Women,” pages 1095-1105
2/13: Elizabeth Barrett Browning: “The Cry of the Children,” pages 1124-1128 and “Mother and Poet,” pages 1152-1155
WEEK 7:
2/18: Alfred Lord Tennyson: “The Lotus Eaters” and “Ulysses” pages 1170-1172; Emily Brontë poems, pages 1328-1335
2/20: Essay #3 or 4-5 page poetic composition due based on thematic connections and writing workshop.
WEEK 8: Pre-Raphaelitism and Late Victorians
2/25: Christina Rossetti: “Goblin Market,” pages 1496-1508 and The Romantic Period painting and sculpture, pages C1-C24
2/27: Oscar Wilde: “Preface to The Picture of Dorian Gray,” pages 1732-1733 and begin The Importance of Being Earnest, page1734
WEEK 9: The Importance of Being Earnest and cinematic techniques
3/4: The Importance of Being Earnest, Act 1 and cinematic techniques
3/6: The Importance of Being Earnest, Act 2 and cinematic techniques
WEEK 10:
3/11: Essay #4 planning; gathering and evaluating sources; reviewing topics from Current Issues and Enduring Questions (e.g., freedom of speech, politics) and themes from study.
3/13: Finish literary analysis of The Importance of Being Earnest, Act 3
Note: HISD Spring Break, March 17-21: no class sessions.
WEEK 11:
3/25: Sir Conan Doyle: “The Speckled Band,” pages 1830-1848
3/27: Rudyard Kipling: poems, pages 1877-1883
WEEK 12: The Twentieth Century and After
4/1: Joseph Conrad’s Heart of Darkness, page 1951-1981
4/3: Joseph Conrad’s Heart of Darkness, page 1982-2011
WEEK 13:
4/8: William Butler Yeats poems, pages 2082-2115
4/10: Virginia Woolf: “Professions for Women,” pages 2272-2278
WEEK 14:
4/15: T.S Eliot’s “The Love Song of J. Alfred Prufrock,” pages 2524-2527 and begin critical analysis of T.S Eliot’s “The Waste Land,” pages 2529-2543
4/17: T.S Eliot’s “The Waste Land,” pages 2529-2543;
Four Quartets,” page 2547
WEEK 15:
4/22: Essay #5 due
4/24: W.H Auden poems: “Spain” and “Musée des Beaux Arts,” pages 2680-2683 and 2685
WEEK 16:
4/29: Dylan Thomas poems: “Do Not Go Gentle into That Good Night,” pages 2703; Pablo Picasso’s “Guernica,” page 2712
5/1: Claude McKay poems: “Old England” and “If We Must Die,” pages 2722-2723 and Wole Soyinka’s “Telephone Conversation,” pages 2736-2737
WEEK 17:
5/6: Chinua Achebe: “Civil Peace,” pages 2836-2841
5/8: J. M Coetzee’s “From Waiting for the Barbarians,” pages 2982-2996
WEEK 18:
5/13: Final research paper: Choose topic.
5/15: Works cited page due.
WEEK 19:
5/20: Outline and note cards due with thesis.
5/22: Rough draft due.
WEEK 20:
5/27: Writing workshop
5/29: Reflections and final research paper due