1
English 105-14 Course Syllabus – Spring 2013
ENGLISH 105: INTRODUCTION TO NARRATIVE
English 105, Section 14Instructor: Sonya Blades
Spring 2013Email:
Time: TR 12:30-1:45pmOffice: MHRA 3210 E
Location: SOEB 102Office Hours: TR 2:00-3:00pm
Office Phone: 334-5867(and by appointment)
Course Description:
Broad and foundational in nature, this class will introduce you to various forms of narrative including the short story, novel, narrative poem, narrative nonfiction, and film. We will approach literary works paying careful attention to narrative structure, character, and theme as well as the historical and cultural contexts from which these works emerged. You will learn some of the basic concepts of literary analysis and be expected to demonstrate these concepts in various assignments.
Course Objectives:
Students read and write about selected works of prose and/or poetry from diverse cultural traditions, analyzing the context, aims, and methods of literary expression.
Student Learning Outcomes (SLOs) for the GLT marker
At the completion of this course, students will be able to:
1. Demonstrate the reading skill required for the student of literary texts. (LG3)
2. Identify and/or describe some of the varied characteristics of literary texts. (LG3)
3. Demonstrate orally, in writing, or by some other means, a fundamental ability to use some of the techniques
and/or methods of literary analysis. (LG 1 and LG 3)
4. Identify and/or describe some of the various social, historical, cultural, and/or theoretical contexts in which
literary texts have been written and interpreted. (LG3)
SLOs labeled (LG3) relate to UNCG’s Learning Goal #3 for General Education, which says students will “Describe, interpret, and evaluate the ideas, events, and expressive traditions that have shaped collective and individual human experience through inquiry and analysis in the diverse disciplines of the humanities, religions, languages, histories, and the arts.” (
SLOs labeled (LG1) relate to UNCG’s Learning Goal #1 for General Education,General Expectations. This is the ability to“think critically, communicate effectively, and develop appropriate fundamental skills in quantitative and information literacies.”(
This course will be foundational in nature; it will not assume extensive previous knowledge.
Required Texts and Materials:
Atwood, Margaret. The Handmaid’s Tale. NY: Anchor Books, 1998. [ISBN: 978-0385490818]
Gaiman, Neil. Coraline. NY: Harper Collins, 2002. [ISBN: 978-0380807345]
Ishiguro, Kazuo. Never Let Me Go. NY: Vintage, 2006. [ISBN: 978-1400078776]
Kelly, Joseph, ed. The Seagull Reader: Stories. 2nd ed. New York: W. W. Norton & Company,2007.
[ISBN: 978-0393930917]
Lenses: Perspectives on Literature. Ed. Scott Thomas Gibson, Tammy Lancaster, and Summar Sparks. Plymouth, MI:
Hayden-McNeil, 2013. [978-0-7380-5105-5]
Sedaris, David. Me Talk Pretty One Day. NY: Bay Back Books, 2000. [ISBN: 978-0316776967]
** “BB” in the course schedule indicates that the readings are located in Blackboard under “Course Documents” [MS Word and PDF form—you mustbring print-outs to class for full participation credit].
Online Requirements:
1. Online access (available in the library or any computer lab on campus if you don’t have ahome computer)
2. Active I-Spartan Email Address (check this daily)
3. Blackboard Account: login/password provided when you open your student computer accounts.
Course Requirements:
Attendance and Tardiness:Attendance is crucial in this course—much of our learning will take place in class discussion. However, you are allowed 3 absenceswithout penalty. For absences beyond those allowed, you will be penalized a half-letter grade for each day. Upon your 6th absence, you will automatically fail the class, regardless of prior work and grade in the course. If you come in late (after roll is taken), it is your responsibility to inform me after class that you were present for that day’s class. A tardy of 10 minutes or later after class begins will count as an absence regardless of your telling me of your presence.
This policy makes no distinction between "excused" and "unexcused" absences. For genuine crises, such as a serious illness or a death in your family, notify me immediately and contact the Dean of Students Office (Student Affairs) in order to receive necessary academic support for continued enrollment. You are also responsible for providing me documentation showing your extenuating circumstance. If you have recurring health / personal problems and know that you will be unable to attend class regularly, I strongly suggest you drop the course.
You are, by state law, allowed two excused absences due to religious holidays, which do not count toward your total allowed three absences. If you plan to miss class because of your faith, you must notify me in advance of your absence.
Grade Evaluation:
Participation – 15%(SLO 3)
Group Presentation and Formal Response - 20% (10% group / 10% formal response) (SLOs 1,2,3,4)
Blackboard Posts – 15%(SLOs 1,2,3)
Quizzes/ In-Class Writings – 10%(SLOs 1,2,3)
Midterm Exam—15%(SLOs 1,2,3,4)
Final Exam – 25%(SLOs 1,2,3,4)
Participation: The format of this class will be a mixture of mini / informal lecture and class discussion (both full-class and small group), with a heavy emphasis on student discussion. Your participation grade will come primarily from your ability to engage in class discussion; therefore, it is imperative that you complete all assigned readings prior to the class and prepare to participate actively in discussion. My suggestion is that as you complete your reading assignments, you take written notes on several issues with which the text is concerned and note your own observations and opinions about them. Bring your notes to class and use them as talking points if necessary—this ensures that you are prepared to engage in discussion.
Group Presentation and Formal Response: You will be assigned peer groups at the beginning of the semester, with which you will lead class discussion on a text or issue discussed for that day (sign-up for dates and texts will happen early in the semester). Part of your grade will come from your group discussion; the other half will come from an individual analytical-argumentative formal response of about 5 pages that will include at least one scholarly source. Details are located in the group presentation and formal response paper assignment sheets on Blackboard.
Responses/Online Posts/Reading Quizzes: These include reading quizzes in class, weekly reading responses, and discussion comments posted to Blackboard. These types of assignments may be given in-class and so cannot be “made up” if you are absent or late; if these are to be completed online, you must submit your quiz / response by the given date and time or it will not be accepted. YOU MAY MISS 1 BLACKBOARD POST WITHOUT PENALTY. Look at the assignment sheet for more details about how I grade your Blackboard posts.
Exams: Exams will consist of quotation identification, short answer questions, and at least one essay. We’ll review for these during the class before the exam.
You cannot pass the course if you miss an exam or your presentation. Contact me immediately in the case of an emergency.
Additional Resources:
The Writing Center and the Speaking Center: As writers and speakers in this course, the Writing Center and Speaking Center will be valuable resources for you. Both are located in the MHRA building in Room 3211. In the Writing Center, consultants help you with any stage of the writing process on any written assignments/work. For information on hours and center services, go to (for the Writing Center) and (for the Speaking Center).
Individual Conferences: I strongly encourage and expect you to meet with me individually in my office concerning assignments, readings, or exams about which you have questions or concerns. If my usual office time is inconvenient for you, do not hesitate to contact me to schedule a time and day that will work.
Adjustments for Disabilities: Students with documentation of special needs should arrange to see me about accommodations immediately. If you believe you could benefit from such accommodations, you must first register with the Office of Disability 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: .
General Classroom Guidelines:
I do not accept late work or papers. If you anticipate missing class the day a written assignment is due, make arrangements to get your work to me ahead of time. Online posts and quizzes must be completed by the stated time and date on the assignment sheet – otherwise you will be unable to access the discussion board / quiz and receive a zero for that response/quiz. Exams may be made-up only in the event of an emergency and you must provide the appropriate documentation.
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.
Violations of academic integrity in the form of plagiarism of written assignments and/or cheating on exams will result in a zero for that assignment. Multiple violations will result in an automatic F for the course.
Students are solely responsible for personal conduct and assigned work. You must take responsibility for your own learning and behavior in this course. I am here to guide you, but ultimately, learning (and your level of learning and engagement) is your choice. If you would like recommendations to better challenge you or aid you in any way, feel free to email me for suggestions. Keep in mind that this is an introductory level course, so we cannot assume that everyone in the class has previous knowledge about the topics we discuss.
Disruptive Conduct: Disruptive students will be asked to leave the class session and will receive an absence for the day. Disruptive behavior includes any form of disrespectful comment or action directed toward the instructor and/or another student, as well as interruptions while the instructor or another classmate is speaking. Please be respectful at ALL times. This includes no text messaging and no cell phones, and NO LAPTOPS. TURN CELL PHONES OFF COMPLETELY. If I see you using your cell phone for any reason whatsoever, I will not disrupt class to ask you to leave. I will simply make a note to myself to count you absent for the day. Ifplaying music with earphones before class begins, please be certain that your music is low enough that it does not disturb those around you. Last, please do not bring distracting food to class.
Laptops may be used in class only by students having a special need as stated by the Office of Disability Services. Students with such a need should make specific arrangements with the instructor.ALL READINGS MUST BE HARDCOPY.
Email Correspondence and Etiquette: I will make every effort to respond to your email message within 24 hours (excluding evenings and weekends). If you do not receive a reply from me within 48 hours, then please re-send the message. In conjunction with our “Classroom Conduct” policy of respectfulness, please have the common courtesy to respond back to me so that I know you received my response (a simple “thank you” will suffice). Also, when emailing any instructor, make sure to follow proper email etiquette by including a greeting and a closing, and proofread for minor grammatical/spelling errors and typos. If your email lacks a greeting and a closing, I will not respond to you. Furthermore, I highly recommend you not email me from a Blackberry if you find it too difficult to refrain from text message shorthand.
COURSE SCHEDULE
**readings are to be completed before the class-time for which they are assigned
This schedule is subject to change at the instructor’s discretion.Wk / Dates / Readings / Assignments due BB = Blackboard Seagull Reader and Lenses = Course Textbooks
1 / T 1/15 / Syllabus, Course Intro
R 1/17 / Introduction to Literary Study
BB: “Literature and the Literary Canon”
BB: “Challenges to the Canon” / Th: Any questions about syllabus?
2 / T 1/22 / Reading and writing about literature
LensesChapters 1 (“To Read is to Write”) and 2 (“Writing about Literature”),
pp. 1-23.
BB: “Writing About Fiction” guidelines
**we will create presentation groups at the beginning of class / Th: QUIZ #1
(practice literary analysis)
R 1/24 / BB: “Literary Criticism and Literary Theory”
Seagull Reader: Kincaid, “Girl,” pp. 232-3
**we will go over research strategies for your formal papers
3 / T 1/29 / Intro to Short Fiction and Narrative
LensesChapter 3: “Reading through Genre,” pp. 25-38
BB: Abbott, “Defining Narrative”
Seagull Reader: Wharton, “Roman Fever,” pp. 478-91 / T: BB Post #1 Due
R 1/31 / Plot
BB: “Plot” overview
Seagull Reader: Faulkner, “A Rose for Emily,”pp. 155-64
BB: Faulkner on “A Rose for Emily”
Seagull Reader: Hemingway, “Hills Like White Elephants,” pp. 203-8
BB: Barths, “On Minimalist Fiction”
4 / T 2/5 / Setting
LensesChapter 8: “Time, Setting, and Place,” pp. 95-106
Seagull Reader: Poe, “The Cask of Amontillado,” pp. 410-17
Seagull Reader: Welty, “A Worn Path,” pp. 469-77 / T: BB Post #2 Due
Th: Group #1 Presentation
R 2/7 / Character
LensesChapter 7: “The Character(s) of Literature,” pp. 81-94
Seagull Reader: Walker, “Everyday Use,” pp. 460-8
BB: Litt, “The Monster”
5 / T 2/12 / Narration, Point of View, and Focalization
LensesChapter 9: “Narrators and Speakers,” pp. 107-16
BB: Perrault, “Blue Beard”
BB: Carter, “The Bloody Chamber” / T: BB Post #3 Due
Th: Group #2 Presentation
R 2/14 / Focalization (cont.)
Seagull Reader: Woolf, “The New Dress,” pp. 492-500
BB: Hemingway, “The Killers”
6 / T 2/19 / Symbolism
Lenses Chapter 4: “Symbolic Relationships and Figurative Language,” pp. 39-51
BB: Colette, “The Hand”
Seagull Reader: Gilman, “The Yellow Wallpaper,” pp. 172-89
BB: Gilman, “Why I Wrote ‘The Yellow Wallpaper’” / T: BB Post #4 Due
Th: Group #3 Presentation
R 2/21 / Style, Tone, and Irony
LensesChapter 5: “Creating Meaning in Literature,” pp. 53-67
BB: “Style, Tone, and Irony”
Seagull Reader: Chopin, “Story of an Hour,” pp. 120-3
BB: Woolf, “The Mark on the Wall”
7 / T 2/26 / Midterm Review
R 2/28 / MIDTERM EXAM
8 / T 3/5 / Narrative Poetry: Narrator, Point of View and The Dramatic Monologue
LensesChapter 6: “The Sounds and Structures of Poetry,” pp. 69-79
BB: Browning, “Porphyria’s Lover”
BB: Browning, “My Last Duchess” / T: QUIZ #2: literary terms
and Browning
Th: Group #4 Presentation
R 3/7 / Narrative Poetry (cont.)
BB: Poe, “The Raven”
Friday, March 8th - Last day to drop course(s) without academic penalty
9 / T 3/12 / SPRING BREAK – NO CLASS
R 3/14 / SPRING BREAK – NO CLASS
10 / T 3/19 / Creative Narrative Nonfiction
Sedaris, Me Talk Pretty One Day (chapters TBA) / T: BB Post #5 Due
Th: Group #5 Presentation
R 3/21 / Finish Me Talk Pretty One Day (chapters TBA)
11 / T 3/26 / The Novel
BB: excerpts from Bakhtin’s “Epic and the Novel”
Begin Atwood’s The Handmaid’s Tale / T: BB Post #6 Due
R 3/28 / The Handmaid’s Tale
12 / T 4/2 / Finish The Handmaid’s Tale / T: Group #6 Presentation
Th: BB Post #7 Due
R 4/4 / A Study in Genre: The Postmodern Bildungsroman
Begin Ishiguro’s Never Let Me Go
13 / T 4/9 / Never Let Me Go / Th: Group #7 Presentation
R 4/11 / Finish Never Let Me Go
14 / T 4/16 / A Study in Bildungsroman and Literary Adaptation
BB: Clifford, “The New Mother” (Victorian children’s story)
Begin Gaiman’s Coraline / T: BB Post #8 Due
R 4/18 / Coraline
15 / T 4/23 / Finish Coraline / T: Group #8 Presentation
R 4/25 / EXAM REVIEW
16 / FINAL EXAM / Friday, May 3rd 3:30–6:30 P.M.