Tompkins Cortland Community College
Concurrent Enrollment Course Outline
Instructor: Mrs. Erica A. B. Granger Room 213
Email: Phone: (607) 829-3551 ext.213
High School Name: Franklin Central School
Date Proposal Submitted/Prepared: January 2, 2016
Instructor: Erica A. B. Granger
TC3 Course #: English 102
TC3 Course Title: Approaches to Literature
Credit Hours: 3
Student Audience – Grade Level(s): 12th Grade
Semester(s) Offered: Spring 2017
Course Prerequisites: Mastery on the English Regents Exam; Teacher Recommendation; 85 or higher average in high school English courses; English 101
Minimal Basic Skills Needed to Complete Course Successfully: College level reading and writing skills are needed for this course.
Attendance Policy: To maintain good grades, regular attendance in class is necessary. Absence from class is considered a serious matter and absence never excuses a student from class work. It is the responsibility of all instructors to distribute reasonable attendance policies in writing during the first week of class. Students are required to comply with the attendance policy set by each of their instructors. Students are not penalized if they are unable to attend classes or participate in exams on particular days because of religious beliefs, in accordance with Chapter 161, Section 224-a of the Education Law of the State of New York. Students who plan to be absent from classroom activity for religious reasons should discuss the absence in advance with their instructors. See college catalog for more information.
Services for Students with Disabilities: It is the College's policy to provide, on an individual basis, reasonable accommodation to students with disabilities, which may affect their ability to fully participate in program or course activities or to meet course requirements. Students with disabilities should contact the Coordinator of Access and Equity Services, to discuss their particular need for accommodations. All course materials are available in alternate formats upon request.
Course Description
Provides a comprehensive introduction to the major aspects of literature. Extensive writing, using various rhetorical modes, helps students appreciate and understand fiction, drama, and poetry as forms of literary expression. ENGL 102 fulfills the SUNY General Education Humanities requirement. An honors section is offered. ENGL 102 satisfies the SUNY General Education Humanities requirement. Prerequisites: ENGL 101; RDNG 116 if required by placement testing. 3 Cr. (3 Lec.)
Course Context/Audience
12th Grade Students
Basic Skills/Entry Level ExpectationsWriting: / WC / College level writing skills are required. See course co-requisites or pre-requisites.
Math: / M0 / Course requires very little or no math.
Reading: / R4 / Before taking this course, students must satisfactorily complete RDNG 116 or have assessment indicating that no reading course was required.
Course Goals
Students will develop an understanding and appreciation of fiction, drama, and poetry as forms of literary expression. They will also learn to express their understanding in critical essays and/or exercises of the various genres employing appropriate vocabulary and conventions of the genres.
Course Objectives/Topics
Objective/Topic / % CourseStudents will demonstrate through discussions and written essays their ability to analyze and interpret poetry, using appropriate vocabulary and a variety of critical perspectives. / 33%
Students will demonstrate through discussions and written essays their ability to analyze and interpret short fiction, using appropriate vocabulary and a variety of critical perspectives. / 33%
Students will demonstrate their knowledge of dramatic form and technique in discussions and written essays. / 34%
General Education Goals - Critical Thinking Social/Global Awareness
CRITICAL THINKING OUTCOMES / HOW DOES THE COURSE ADDRESS THE OUTCOMES?Students will be able to:
Develop meaningful questions to address problems or issues / Students are expected to interpret and evaluate poetry, fiction and drama based on the elements of the genre, style and thematic content. Through reflective journaling, writing critical analysis essays, written exercises in the genres and focused group discussions, students will be able to develop meaningful questions to address issues relevant to the works of literature studied.
Gather, interpret, and valuate relevant sources of information / Students are expected to find, comprehend and integrate informed sources into their writing and discussions. This will be done through literary research, focused discussions, critical analysis essays and journals.
Reach informed conclusions and solutions / Through peer collaboration and academic research, students are expected to reach informed conclusions in their interpretations and analysis of any given work of literature. This will be done through literary research, focused discussions, critical analysis essays, written exercises in the genres and journals.
Consider analytically the viewpoints of self and others / Through focused discussion of the theoretical approaches to literature, students will be able to analytically consider the viewpoints of self and others. This outcome will be addressed through collaborative peer discussions and reflective journaling.
SOCIAL/GLOBAL AWARENESS OUTCOMES / HOW DOES THE COURSE ADDRESS THE OUTCOMES?
Students will begin to understand how their lives are shaped by the complex world in which they live. / Through the study of common recurring themes in literature, students will begin to understand how their lives are shaped by the complex world in which they live. This outcome will be addressed through reading and writing assignments and through focused group discussions.
Students will understand that their actions have social, economic and environmental consequences. / Through the study of works of literature, students will learn – second hand – that their actions (like the actions of the protagonists they have studied) have these consequences. This outcome will be addressed through reflective journaling and peer collaboration.
Instructional Methods
Class participation, either in small groups or in the larger class, is critical to this course. Individual and group presentations are also appropriate, as are audio and video recordings. Although not essential, the course is usually broken up into three distinct parts: short fiction, poetry, and drama.
Assessment/Evaluation
Method / % Course GradeExams / 25%
Essays / 65%
Attendance and participation / 10%
Required Texts:
· The Norton Introduction to Literature, PORTABLE EDITION. ISBN: 0-393-92856-X; ISBN-13: 978-0-393-92856-3
· A Writer’s Reference: Pocket Manual, Diana Hacker.
· Additional readings may be distributed in class.
TC3 Concurrent Enrollment
Franklin Central School
Syllabus
Instructor: Mrs. Erica A. B. Granger Room 213
Email: Phone: (607) 829-3551 ext.213
Course Policies
Attendance
Attend every class. Arrive before the scheduled time with the necessary materials, texts and preparation. This way, you don’t miss important information and instruction. Any more than 2 absences will have a significant impact on your final grade in this course. Missing more than 1 class will lower your maximum possible grade to a C. Missing more will fail you in the course. Arriving late and leaving early will count toward absences. Minimize distractions by staying in the classroom through the entire period and turning off cell phones/pagers.
Dropping the Course
According to college policy, you may be excluded for excessive absences or for not following the Standards of Student Conduct. If you drop the course, be sure to do so with the Guidance Office. Otherwise, the grade drops to a “D” or “F” and cannot be removed.
Your instructor does not CORRECT essays. English 102 students should be able to find their own errors. This means that students are responsible for proofreading their own papers. Unacceptable papers (for this level course) will be returned without a grade. Your instructor “evaluates” essays and makes suggestions for improvements in organization, use of evidence, critical thinking, and style. Utilize online resources for working on and improving your writing, such as http://owl.english.purdue.edu.
Understand and avoid plagiarism. You can refer to this website re: plagiarism: https://www.indiana.edu/~academy/firstPrinciples/index.html
Plagiarism is unacceptable and will result in a failing grade for the assignment and a permanent notation in your college file.
You must turn in your own work (not a “modified” paper submitted for another class) and cite your sources appropriately, using MLA Style. We will go over MLA Style, but you are also expected to refer to your handbook for details relating to in-text citations and Works Cited.
Attend all class sessions, do the required reading, thinking, rereading and writing. Look up vocabulary words you’re not sure of. Observe due dates. Listen carefully and follow all instructions. Seek help as needed. Challenge yourself to do the very best work that you can.
Final Grade is based on instructor evaluation of all written work (quizzes, essays, exams, etc.) as well as meaningful participation in class; therefore, it is important not only to attend as often as possible but to come prepared to discuss the readings and to write in class. Research from credible sources and in-text citations, with correct MLA Style, are incorporated into some writing assignments as this is expected and required at 4-year institutions. All points count, including points for attendance and participation. No student will pass this course who does not hand in all writing assignments.
WEEKLY ASSIGNMENT SCHEDULE
Please note: Your instructor reserves the right to change the syllabus, as appropriate and necessary, to meet class needs. All such changes will be announced in class, and it is the student’s responsibility to be aware of any such changes.
Week 1
POETRY
SONNETS
William Shakespeare, “Shall I compare thee to a summer’s day?” 485; “My misstress’ eyes are nothing like the sun” 552; “Let me not to the marriage of true minds” 412; “Full many a glorious morning have I seen” 459
RENAISSANCE
John Donne, “The Flea” 450; “The Good Morrow” 460; “A Valediction: Forbidding Mourning” 580
Andrew Marvell, “To His Coy Mistress” 456
Ben Jonson, “Come my Celia” 593
Christopher Marlowe, “The Passionate Shepherd to His Love” 601
Sir Walter Raleigh, “The Nymph’s Reply to the Shepherd” 610
Robert Herrick, “Upon Julia’s Clothes” 563
George Herbert, “The Collar” 566
PAPER DUE ______
Week 2
CONTEMPORARY
Emily Dickinson, “Because I could not stop for Death--” 577
Dylan Thomas, “Do Not Go Gentle into That Good Night” 555
W.H. Auden, “Stop all the clocks, cut off the telephone” 411
Robert Frost; “The Road Not Taken” 584
ROMANTIC AND MODERN
Walt Whitman, “I celebrate myself, and sing myself” 444
Robert Browning, “My Last Duchess” 574
T.S. Eliot, “The Love Song of J. Alfred Prufrock”
PAPER DUE ______
Week 3 MODERN
Marge Piercy, “Barbie Doll” (web) 416
Margaret Atwood, “Death of a Young Son by Drowning” 433
Sharon Olds, “The Victims” 529
Langston Hughes, “Harlem” 592
Gwendolyn Brooks, “We Real Cool” 444
PAPER DUE ______
Week 4 POET ANALYSIS
Choose one poet from approved list; read several of their works; write an analysis of two or more of their works.
PAPER DUE ______
Week 5-7 DRAMA
Play to be determined
Week 8 PAPER DUE ______
Weeks 9-13 DRAMA
Play to be determined
Week 14 PAPER DUE ______
Weeks 15 FICTION
“The story of an Hour” and “A Sorrowful Woman”
“A & P” and “Eveline”
Week 16 “Araby” and “Love in L.A.”
Week 17 “Girl,” “Where Are You Going Where Have You Been?” and “Lust”
“The Birthmark” and “Popular Mechanics”
Week 18 “How To Tell a True War Story” (473) and “Soldier’s Home” (154)
“Miss Brill” (473) and “Young Man on Sixth Avenue”
Week 19 FICTION PAPER DUE ______