English 104: Approach to Literature
Alicia Beeson
ENGL 104-04, TR 11:00 a.m. – 12:15 p.m.
Classroom: MHRA 2209
Instructor’s Office: MHRA 3210C
Instructor’s Mailbox: MHRA 3317
Email:
Office Hours: TR 9:45-10:45 a.m.
Course Overview
In this course, we will consider a variety of ways to approach literature, including drama, fiction, and poetry. Our units will be built around three literary concepts: genre (of utopia and dystopia), theme (of race), and character (of Hester through time). Throughout each of these units, we will consider major themes and trends and consider their relevance to contemporary life. We will also practice analysis, close reading, discussion, and creating a persuasive argument about texts.
Required Texts
Note: These texts can be found in the campus bookstore or various websites such as amazon.com—be sure to search by ISBN# to get the right edition!
Brooks, Gwendolyn. Selected Poems. New York: Harper Perennial, 2006. ISBN: 9780679755333
Browning, Abigail, and Melissa Ridley Elmes, eds. Lenses: Perspectives on Literature. 2nd ed.
Plymouth: Hayden-McNeil Publishing, 2014. Print. ISBN 978-073807007-0
Parks, Suzan-Lori. In The Blood. New York: Dramatists Play Service, 2000. ISBN: 9780822217565
Hansberry, Lorraine. A Raisin in the Sun. New York: Random House, 1988. ISBN: 9780060882969
Recommended/Optional Texts (can alternatively read ebook versions; links in course schedule)
Bellamy, Edward. Looking Backward: 2000-1887. New York: Signet Classic, 2000. ISBN: 9780451527639
Hawthorne, Nathaniel. The Scarlet Letter. New York: Barnes & Noble, 2003. ISBN: 9781593082079
Student LearningOutcomes(SLOs) forthe GLTmarker:
At the completion of this course, students will be able to:
1. Demonstrate orally, in writing, or by some other means a fundamental ability to use someof the techniques and/or methods of literary analysis. (LG1, LG3)
2. Identify and/or describe some of the various social, historical, cultural, and/or theoreticalcontexts in which literary texts have been written and interpreted. (LG3)
ThoseSLOslabeled (LG3) relateto UNCG’s Learning Goal #3forGeneralEducation, which says students will “Describe,interpret, and evaluate theideas, events, andexpressive traditions thathave shapedcollective andindividualhuman experiencethrough inquiryand analysis inthe diversedisciplinesofthe humanities, religions,languages, histories,and the arts.” (
ThoseSLOslabeled (LG1) relateto UNCG’s Learning Goal #1forGeneralEducation. This is the ability to “think critically, communicate effectively, and develop appropriate fundamental skills in quantitative and information literacies.” (
Assignments
Reading Quizzes (SLOs 1 & 2)
Most days of class you will take a short quiz on the reading for the day, covering both the Lenses reading (if assigned) and the primary text. To prepare for these quizzes, be sure to read carefully (and sometimes re-read), as well as highlight and take notes on the text. I recommend paying attention to detail and reviewing your notes or highlights before class to refresh your memory.
Exams (SLOs 1& 2)
There will be two exams for this course: one at midterm and one during finals. The exams will primarily be composed of short responses and essays, and will cover both the literary works and understandings of the literary concepts. The final exam will be cumulative, but will focus more heavily on the second half of the course. Please bring a blue/green book for exams.
Course Paper (SLOs 1 &2)
The course paper will be a 1500-1700 word, double-spaced literary analysis that has a clear thesis-driven argument and includes supporting evidence from one of our assigned literary texts (not the film or songs). Additional information regarding the paper requirements will be provided on Canvas.
Short Writing Assignments(SLOs 1&2)
Small Group Discussion Leader
You will be assigned a discussion group at the start of class, and will be required to prepare to lead the conversation in your small group two times throughout the semester. Before the start of class time, you must upload your prepared document to Canvas, which will include questions and a close reading analysis of a passage that you select from the assigned text. You will be evaluated according to the quality of the questions and analysis as well as the discussion that you lead. A group member evaluation will be conducted at the end of the course. More detailed directions will be provided via Canvas.
Literary Term Analysis
You will write an analysis of one of the texts we read, applying one of the literary concepts. In this paper, you will make an argument about the impact of the particular usage of that literary concept in your chosen text. More details will be provided via Canvas.
Participation (SLOs 1 & 2)
As this is a literature course, two of the most important components are reading and discussion. You should keep up with the reading on the course schedule and come prepared to class with thoughts or questions about the assigned text(s), as well as copies of the text (including those that are posted on Canvas). Your participation will be evaluated according to the following rubric. I will also take the small group member evaluation into account when determining your final participation grade.
A – Superior communicative skills; excellent preparation for class discussion; always volunteers; student exemplifies mastery, rigor, and intellectual curiosity regarding course readings and concepts while also introducing relevant independent insights to the discussion; student demonstrates enthusiasm and takes initiative, particularly during group activities.B – Good communicative skills; solid preparation for class discussion; consistently volunteers; student exemplifies interest and engagement regarding course readings and concepts; student demonstrates positive attitude; makes meaningful contributions during group activities.
C – Adequate communicative skills; fair preparation for class discussion; occasionally volunteers; student exemplifies competence regarding course readings and concepts; student demonstrates an inoffensive but noncommittal attitude; sporadic contributions to group activities.
D – Limited communicative skills; uneven preparation for class; rarely volunteers; demonstrates indifference or irritation when prompted; inattentive during class; rare contributions during group activities. [Performance may be marked by other flaws such consistent tardiness or disruptive behavior.]
F – Weak communicative skills; little to no preparation for class; little evidence of reading assignments; never volunteers, or doesn’t respond when prompted; demonstrates potential hostility to discussion; irrelevant, distracting, or no contribution to group activities.
Assessment
Reading Quizzes: 15%
Short Writing Assignments/Discussion Leader: 15%
Midterm Examination: 15%
Final Examination: 20%
Course Paper: 25%
Class Attendance and Participation: 10%
Your final grade will correspond to these following percentage ranges:
97-100 = A+ 87-89 = B+ 77-79 = C+ 67-69 = D+
94-96 = A 84-86 = B 74-76 = C 64-66 = D
90-93 = A- 80-83 = B-70-73 = C- 60-63 = D-
59 OR LOWER = F
Note: All exams and papers must be completed to be able to pass the course.
Attendance Policy
Students are allowed a maximum of three absences without a grade penalty. For every absence beyond those allowed, students will be penalized one-half letter grade (of the total course grade). Students who miss six classes on a two-day schedule will fail the course.
This attendance policy does not differentiate between "excused" and "unexcused" absences; thus, it is the student's responsibility to plan for absences within the policy concerning program fieldtrips, athletic events, work-related absences, advising sessions, minor illnesses, family and/or friend events, etc. However, if you experience a major health problem or family emergency, please contact the instructor immediately.
Students are by state law allowed two excused absences due to religious holidays. These absences do not count toward the total maximums allowed above. If a student plans to miss class due to a religious holiday, he or she must notify the instructor in writing at least 48 hours prior to the absence.
If you have extenuating circumstances such as a death in the family, chronic illness/injury requiring prolonged medical treatment, prolonged psychological issues, etc., you should make the instructor aware of these as soon as possible and keep him or her informed until you are able to return to class. You are also encouraged to contact the Dean of Students Office ( which can review documentation and notify multiple instructors on your behalf, especially if personal reasons prevent you from properly doing so yourself. You should be aware, however, that assistance from this Office does not change the outcome of the instructor’s decision in any particular class. The Dean of Students office is located on the second floor of the Elliott University Center (EUC).
Academic Integrity
Academic integrity is founded upon and encompasses the following five values: honesty, trust, fairness, respect, and responsibility. Violations include, for example, cheating, plagiarism, misuse of academic resources, falsification, and facilitating academic dishonesty. If knowledge is to be gained and properly evaluated, it must be pursued under conditions free from dishonesty. Deceit and misrepresentations are incompatible with the fundamental activity of this academic institution and shall not be tolerated” (from UNCG’s Academic Integrity Policy). To ensure that you understand the university’s policy on academic integrity, review the guidelines and list of violations at I expect you to abide by the Academic Integrity Policy. Incidents of cheating and plagiarism are reported to the Dean of Students and sanctions are aligned with the policies at
In addition, you must always properly document any use of another’s words, ideas, images, or research both in the text and in a Works Cited/Bibliography. Failure to properly document is a form of plagiarism and may earn a zero on an assignment.
While faculty have discretion in assigning any grade-related sanction, the Dean of Students office suggest this range ( When a student is found responsible of a first violation, whether by accepting responsibility during the Faculty-Student Conference, or through the panel process, the faculty member makes the final decision about any grade related sanctions. Additional sanctions, including suspension or expulsion, may only be assigned by a hearing panel. See the recommended sanctions at “Violations and Sanctions” (
Behavior Tied to This Course
Respect for others and their ideas is expected in this course. Therefore, disruptive and disrespectful behavior will not be tolerated, and action to deter it will be taken. The UNCG Disruptive Behavior Policy describes words and deeds as follows:
“Disruptive is behavior which the UNCG regards as speech or action which 1) is disrespectful, offensive, and/or threatening, 2) impedes or interferes with the learning activities of other students, 3) impedes the delivery of university services, and/or 4) has a negative impact in any learning environment. Disruptive behavior includes physically, verbally or psychologically harassing, threatening, or acting abusively toward an instructor, staff member, or toward other students in any activity authorized by the University. Disruptive behavior also includes any other behavior covered by the Student Conduct Code.”
For the entire policy, go to
Late Assignments Policy
Assignments are due by/at the start of class on the date due. If you have a circumstance that will make it difficult or impossible for you to submit your assignment on time, please contact me before the deadline and alternative arrangements can potentially be arranged. If you turn in an assignment late, you will lose 5% of the total grade for every calendar day that it is late (Note: calendar day, not class period, not business day).
Email Policy
I will make every effort to respond to your e-mail message within twenty-four hours. If I have not replied to your message after twenty-four hours, then please resend the message or make an appointment to come see me.
Technology Policy
You will be expected to give your full attention to your classmates and to class discussion. Sometimes you will be asked to use your technology in class for specific class-related activities. However, if the class is not using technology for an assignment, cell phones and other personal electronic devices must be turned off and stored away before class starts. If you need to have your cell phone on to respond to a personal emergency, please tell me before class starts so we can make arrangements.
If you use a cell phone or other technology in class when it is not part of a class activity, your participation grade will be negatively impacted. If you are excessively using your cellphone or other technological devices inappropriately, you may be asked to leave the classroom or could receive a failing grade for participation for the course.
Student Resources
Students with documentation of special needs should arrange to see me about accommodations as soon as possible. If you believe you could benefit from such accommodations, you must first register with the Office of Accessibility Resources and Services ( on campus before such accommodations can be made. The office is located on the second floor of the Elliott University Center (EUC) in Suite 215, and the office is open 8am to 5pm, Monday - Friday. Telephone: 334-5440; e-mail: .
Writing Center
The Writing Center, located on the 3rd floor of the MHRA, is available to all students during any stage of the writing process (brainstorming, planning, drafting, revising, etc.). Consultants will meet with you to have a conversation about your writing either in-person or online. No matter how much experience or skill you have writing, the Writing Center can be an excellent resource to collaborate with a consultant on enhancing your writing abilities and I would encourage all of you to visit the Writing Center.
Course Schedule
The course schedule is subject to change as the semester progresses.
Date / Reading and Assignment ScheduleTuesday, January 17 / Introduction and Syllabus Discussion
Thursday, January 19 / Lenses, Crystal Matey, “Long Prose” (71-86)
Edward Bellamy Looking Backward Chapters 1-9 (
Tuesday, January 24 / Lenses, Kristine Lee, “Character” (93-99)
Edward Bellamy, Looking Backward Chapters 10-19 (
Thursday, January 26 / Lenses, April Williams, “Plot” (89-92)
Edward Bellamy, Looking Backward Chapters20-28 (
Warren Sloat, “Looking Back at Looking Backward: We Have Seen the Future and It Didn’t Work” (Canvas)
Tuesday, January 31 / Lenses, Gregory Brown, “Short Prose” (51-69)
Carol Farley Kessler, “Utopian Writing as ‘Cultural Work’” (Canvas)
Charlotte Perkins Gilman, “Aunt Mary’s Pie Plant” (Canvas)
Thursday, February 2 / Lenses, Abigail Lee, “Setting, Atmosphere, and Mood” (123-127)
Lillith Loraine, “Into the 28th Century” (Canvas)
Tuesday, February 7 / Kurt Vonnegut, “2BR02B”
(
Derek Hoff, “A Modest Proposal for a New Population Debate” (Canvas)
Ursula Le Guin, “The Ones Who Walked Away from Omelas” (Canvas)
David Brooks, “The Child in the Basement” (Canvas)
Thursday, February 9 / Lenses, Fausto Barrionuevo, “Poetry” (11-31)
Ford MadoxHueffer, “On Heaven” (
WislawaSzymborska, “Utopia” (
/laureates/1996/szymborska-poems-1-e.html)
Nikki Giovanni, “Chasing Utopia” (
/articles/detail/69706)
Tuesday, February 14 / Lenses, Corrie Lynn White, “Metaphor, Simile, and Imagery” (129-138) and Crystal Matey, “Symbolism” (139-152)
William Blake, “London” (
W. B Yeats, “The Second Coming” (
Richard Brautigan, “All Watched Over by Machines of Loving Grace” (
Thursday, February 16 / Lenses, Kristine Lee, “Theme” (101-108)
Charles Chesnutt, “The Goophered Grapevine” (Canvas)
Tuesday, February 21 / Lenses, Catherine Hawkins, “Point of View” (109-115)
Sui Sin Far, “Mrs. Spring Fragrance” (
Thursday, February 23 / Literary Term Analysis Due
Gwendolyn Brooks, Selected Poems(1-66)
Tuesday, February 28 / Gwendolyn Brooks, Selected Poems(67-127)
Thursday, March 2 / Lenses, Matthew Carter, “Drama” (33-49)
Lorraine Hansberry, A Raisin in the Sun(17-75)
Tuesday, March 7 / Lorraine Hansberry, A Raisin in the Sun(76-151)
Thursday, March 9 / Midterm Exam; Bring a Blue Book
Tuesday, March 14 / No Class; Spring Break
Thursday, March 16 / No Class; Spring Break
Tuesday, March 21 / Flannery O’Connor, “Everything that Rises Must Converge” (Canvas)
Thursday, March 23 / Louise Erdrich, “Love Medicine” (Canvas)
Tuesday, March 28 / Lenses, Melissa Ridley Elmes, “Writing Essays for College Literature Classes” (209-221)
Junot Díaz, “How to Date a Brown Girl” (Canvas) and Sandra Cisneros, “Never Marry a Mexican” (Canvas)
Thursday, March 30 / CLASS ONLINE; Nathaniel Hawthorne, The Scarlet Letter “The Custom-House” and Chapters 1-8
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Tuesday, April 4 / Nathaniel Hawthorne, The Scarlet Letter Chapters 8-15
(
Thursday, April 6 / Nathaniel Hawthorne, The Scarlet Letter 16-24
(
Tuesday, April 11 / Lenses, Meghan McGuire, “Allusion” (153-157)
Suzan-Lori Parks, In the Blood(1-38)
Thursday, April 13 / Suzan-Lori Parks, In the Blood(39-69)
Easy A Screening at 4:00 p.m.
Tuesday, April 18 / Easy A Discussion
Andrea Seabrook, “Hester Prynne: Sinner, Victim, Object”—read introduction page then hit “play” to listen to 12-minute recording (
Thursday, April 20 / Bring Pop Culture Reference of Hester/Scarlet Letter
Odesza, “Say My Name” (
The Haunting, “Set It Off” (
Taylor Swift, “New Romantics” (
Tuesday, April 25 / Peer Review of Course Paper
Thursday, April 27 / Course Paper Due via Canvas; Review for Final Exams
Thursday, May 4 / Final Exam 12:00-3:00 p.m.; Bring a Blue Book