Course: ENGL.1005-Introduction to Literature (3 Credits)

University of Minnesota Crookston

Course: ENGL.1005-Introduction to Literature (3 credits)

Term: Fall 2017

Instructor: Stacy Dahl, Teaching Specialist

Office Location: Room 205

Department of Liberal Arts and Education

Email:

Phone: 218-782-2232 ex 216

Classes meet Mondays-Fridays Time 1:46-3:06 Room 205 Greenbush-Middle River High School

Course Description: Students will be exposed to the major forms of literature from various cultures and historical periods, developing an informed personal response to literature and interpretive skills required for an appreciation of literature.

ENGL. 1005-Introduction to Literature Outcomes

Outcomes: To expand students’ knowledge of the human condition and human cultures, especially in relation to behavior, ideas, and values expressed in works of human imagination and thought. To increases students’ understanding of the growing interdependence of nations and peoples and develop their ability to apply a comparative perspective to cross-cultural social, economic, and political experiences. Through study in the discipline of literature, students will engage in critical analysis, form aesthetic judgments, and develop an appreciation of the arts and humanities as fundamental to the health and survival of any society. Upon completion of this course, students will be able to:

1.  Demonstrate awareness of the scope and variety of works in the arts and humanities;

2.  Understand those works as expressions of individual and human values within an historical and social context;

3.  Describe and analyze political, economic, and cultural elements which influence relations of states and societies in their historical and contemporary dimensions;

4.  Demonstrate knowledge of cultural, social, and religious differences;

5.  Respond critically to works in the arts and humanities;

6.  Articulate an informed personal reaction to works in the arts and humanities;

7.  Understand the role of a world citizen and the responsibility world citizens share for their common global future.

UMC Core Competencies:

The University of Minnesota Crookston core competencies demonstrated in this course includes: reading, writing, speaking and listening, problem solving, using technology, teamwork, and diversity.

COMMUNICATION

Reading: Students demonstrate the ability to extract and construct meaning from written language.

Speaking: Students use oral language to increase knowledge, facilitate understanding, and/or promote change in a listener.

Writing: Students develop and express ideas with clarity in written form.

Listening: Students listen effectively in order to understand, use, and analyze verbal information.

Using Technology: Students effectively utilize appropriate software and hardware technology.

WORKING WITH OTHERS

Teamwork: Students work collaboratively, engage in controversy with civility, and assume shared responsibility while working with others toward a common goal.

Diversity: Students understand and appreciate the similarities and differences in ability, behavior and/or beliefs.

CRITICAL THINKING

Problem-Solving: Students design, evaluate, and implement a strategy to answer a question, resolve an issue, or solve a problem.

Applied Learning: Students use elements of reasoning to gather and organize information, analyze information, and apply subject matter knowledge for their discipline or field of study.

Required Texts:

--An Introduction to Literature by Sylvan Barnet, Morton Berman, and William Burto, Expanded Edition

--Write for College, Writers Ink

--Writing Themes in Literature by Edgar Roberts

--The Awakening by Kate Chopin

--Taming of the Shrew by William Shakespeare

--Pygmalion by George Bernard Shaw

--The Importance of Being Earnest by Oscar Wilde

--Our Town by Thornton Wilder

--Dutchman by LeRoi Jones

Course Evaluation:

ENGL. 1005 Introduction to Literature 96-100 A

Attendance/Participation 5% 93-95 A-

Tests (No retakes) 20% 90-92 B+

Gut/Openers 20% 86-89 B

Character/Shakespeare Analysis 25% 83-85 B-

Multigenre/Authors in Depth 30% 80-82 C+

76-79 C

73-75 C-

70-72 D

Below 70 F

·  An A paper is so well written that the reader feels an assurance that the writer knows what she/he is writing about. The paper’s information is clearly explained, organized, analyzed, synthesized, evaluated, and compared. The various drafts of the writing process reveal a development of thought, logic, and organization. Its sentences are varied and read aloud smoothly without hesitation or awkward pauses and are without clutter and repetition. The writer is in control of the grammar, punctuation, spelling, and mechanics in writing.

·  The B paper has and compared and explained various information relating to the topic. The various drafts of the writing process reveal a development of thought, logic, and organization, but the reader may not know how the writer achieved her/his conclusions. Sentences tend to be of the same length and do not always read aloud smoothly, without hesitation or awkward pauses and may contain clutter and repetition. The writer sometimes lacks control of the grammar, punctuation, spelling, and mechanics in the writing. It has several of the same essentials of an A paper except that some of the paper’s information may not be clearly explained, organized, analyzed, synthesized, evaluated, and compared. The writer has a few errors in grammar, punctuation, spelling, and mechanics in writing.

·  The C paper is adequate. While the information is adequate, it is not clearly explained, organized, analyzed, synthesized, evaluated, and compared. The writing reflects a writer in a hurry to finish a paper rather than a writer attempting to develop thought, logic, and organization. Its sentences tend to lack variety and are often awkward. The writing does not read aloud smoothly and contains clutter and repetition. The writer tends to exercise very poor control of the grammar, punctuation, spelling, and mechanics in the writing.

·  The D paper is a hasty, careless affair which is not clearly explained, organized, analyzed, synthesized, evaluated, and compared. The information is scattered and lacks organization, analysis, synthesis, evaluation, and comparison. The writing reveals a hasty attempt to satisfy the requirements of the assignment. The writer has difficulty drafting sentences of any complexity, and the writing read aloud very roughly with many hesitations and awkward pauses and contains clutter and repetition. The writer generally has very little control of the material, grammar, spelling, or mechanics in the writing.

·  An F paper has been plagiarized, simply has not been done well, is incomplete, or reveals the flaws of a D paper to a greater extent.

Special Needs: If a student has any disability, either permanent or temporary, which might affect her/his ability to perform in class, he/she is encouraged to inform the instructor at the beginning of the quarter. Methods and materials will be adapted or arrangements for tutoring will be made as required to provide students with equitable class participation. Please note the availability of mental health services if needed.

Equity, Diversity, Equal Opportunity, and Affirmative Action Policy

http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.pdf

Disability Accommodations

The University of Minnesota views disability as an important aspect of diversity, and is committed to providing equitable access to learning opportunities for all students. The Disability Resource Center (DRC) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations.

·  If you have, or think you have, a disability in any area such as, mental health, attention, learning, chronic health, sensory, or physical, please contact the DRC office at 218.281.8587 to arrange a confidential discussion regarding equitable access and reasonable accommodations.

·  Students with short-term disabilities, such as a broken arm, should be able to work with instructors to remove classroom barriers. In situations where additional assistance is needed, students should contact the DRC as noted above.

·  If you are registered with the DRC and have a disability accommodation letter dated for this semester or this year, please contact your instructor early in the semester to review how the accommodations will be applied in the course.

·  If you are registered with the DRC and have questions or concerns about your accommodations please contact your DRC office.

Additional information is available on the DRC website: https://www.crk.umn.edu/units/disability-resource-center

Mental Health Services

http://www.mentalhealth.umn.edu.

Course Procedures:

Teaching Method: This course is primarily based on open class discussion, supplemented with individual and group activities. During a typical class period, you will journal, participate in writing/discussion groups, take notes, and then discuss the assigned material at length as well as any topics in relation to discussion.

Participation: Participation is vital to a literature class. Students are expected to do all of the assigned readings as well as be prepared to write responses based on their reading. Students should also be prepared to share thoughts, opinions, interpretations, and writing in class with other students. This will be the means for evaluation of literature, as well as a process of sharing and discovering meaning.

Make up work for Legitimate Reasons

http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

Because participation is vital in a discussion based class, students must actively participate; however, there are legitimate reasons to miss class at times. Students will have the opportunity to make up work for excused absences from a make-up menu of choices.

Grading and Transcripts Policy

http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html.

Final Drafts:

All final essays must be typed or computer print outs. Essays will be graded on

their general clarity of purpose, language, organization, detail, and coherence.

Appropriate spelling, punctuation, and grammar is expected on all work turned in.

Excessive errors will result in a lower grade. Students are responsible for turning in work

directly. The responsibility ends when they get feedback I received it.

Attendance: Because much of the work we will do in this class depends on class participation, you are expected to be on time for, and actively participate in each class meeting. However, I understand that sometimes circumstances do not allow for perfect attendance. There are daily in-class assignments that cannot be made up outside of class without substantial evidence, like a doctor’s excuse. An absence will result in the loss of at least 10 points for each day’s in-class assignment. If you know you will be gone, it is YOUR responsibility to make arrangements. If you do miss a class, YOU are responsible for finding out what you missed.

Late Work: Late work is NOT accepted. It is due that school day from the hour of 7:30 am-3:30 pm. If it is not turned in during that time, it will NOT be accepted. Make arrangements to get it turned in ON TIME and double check it was received.

Teacher Conference: If a student chooses NOT to teacher conference, he/she will automatically drop a letter grade on the final draft.

Academic Integrity: Academic integrity is essential to a positive teaching and learning environment. All students enrolled in University courses are expected to complete coursework responsibilities with fairness and honesty. Failure to do so by seeking unfair advantage over others or misrepresenting someone else's work as your own, can result in disciplinary action. The University Student Conduct Code defines scholastic dishonesty as follows:

SCHOLASTIC DISHONESTY: submission of false records of academic achievement; cheating on assignments or examinations; plagiarizing; altering, forging, or misusing a University academic record; taking, acquiring, or using test materials without faculty permission; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement.

http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html) http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html

Within this course, a student responsible for scholastic dishonesty can be assigned a penalty up to an including an "F" or "N" for the course. If you have any questions regarding the expectations for a specific assignment or exam, ask. Introduction to Literature 1005 will also follow the rules of the Greenbush Middle River Academic Honesty Policy.

Student Conduct: Instructors are responsible for maintaining order and a positive learning environment in the classroom. Students whose behavior is disruptive either to the instructor or to other students will be asked to leave.

Appropriate Student Use of Class Notes and Course Materials

http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html.

Student Conduct Code

http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html.

Use of Personal Electronic Devices in the Classroom

http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html.

Sexual Harassment: Please note that sexual harassment by any member of the University community, student, faculty, staff, administration, is prohibited. To review the complete policy on this issue, view the following webpage - http://www1.umn.edu/regents/policies/humanresources/SexHarassment.pdf.

Note: This is a college course; the rigor, content, and expectations are set at that level. During the course of the semester, we will be reading and discussing material that contains adult themes; if you are uncomfortable with this, you may wish to drop the course. If you have questions, concerns, or complaints about the course policies, please conference with the instructor by the end of the first week. By remaining in the course, you are agreeing to the terms and conditions of the course policies.

This syllabus is tentative and subject to change at the instructor’s discretion.

ENGL 1005 Class Schedule

Week 1: Introduction to the course. Critical listening and notetaking 481-487. Chekhov: “Misery” Chopin: “The Storm” “Story of an Hour” Jackson: “The Lottery” Updike: “The Rumor” Maupassant “Mademoiselle”. The Writing Process. Mastering the College Essay 110-127. Introduction of Gut/Openers long term assignments

Week 2: Porter: “The Jilting of Granny Weatherall” Faulkner: “A Rose for Emily” Hawthorne: “Young Goodman Brown” Oates: “Where are you going? Where have you been?” O’Connor: “A Good Man is Hard to Find” O’Connor: “Revelation” Gilman: “The Yellow Wallpaper” Freeman: “New England Nun” Jewett: “A White Heron” Welty: “Livvie” Mansfield: “Miss Brill” Multigenre research project introduction. Character analysis intro. A guide to drafting 25-28.

Week 3: Chopin: The Awakening Bierce: “An Occurrence at Owl Creek Bridge.” Writing about literature 272-283. Character Analysis first draft. AR Test 1 due. Themes: Character Analysis 64-74. A guide to revising 29-36

Week 4: Twain: “The Celebrated Jumping Frog of Calaveras County” “The Story of the Bad Little Boy” “The War Prayer” Except from “Satan’s Letter’s” “The Dandy Frightening the Squatter” Dawi: “Memoirs of a Female Physician” Al-Shaykh: “A Girl Called Apple” Chugtai: “Housewife” Frame: “You are now entering the human heart” Character analysis second draft/teacher conference. Making Sentences Work 68-95. A guide to revising 29-36. A guide to editing and proofreading 37-40

Week 5: Anonymous: “Canary Murders” Kafka “Metamorphosis” Steinbeck: “Chrysanthemum” Le Guin: “The Ones Who Walk Away From Omelas” Hemingway: “Hills Like White Elephants” “Cathedral” Vonnegut: “Harrison Bergeron” Character analysis due. Developing Strong Paragraphs 96-107. Gut Reaction and Openers due. Writing with style 46-67. Taking tests 501-512