Compton 10
English 105 Introduction to Narrative Course Syllabus
Spring 2016
Instructor: Ben Compton
Instructor email: Section Number: 105-01
Office: MHRA 3112C Class Time: MWF 10:00-10:50
Office Hours: M 8:00 AM -9:50 PM Class Location: Nursing Building; Moore 330
Mailbox: MHRA 3317
I: General Overview
Throughout the course of the semester, we will be engaging in conversations and explorations designed to investigate and deepen our understanding of narrative, literary theory, and the ways individuals communicate their ideas to the larger world. This process of discovery will allow each one of us to begin to formulate our own voices and come to see ourselves in terms of the larger discourses that surround our cultural and historical narratives. The texts that we will read and discuss this semester will explore the ways in which narrative can reflect and discuss personal and political trauma, anxiety, and insecurity about a culture’s past, present, and future, as well as the ways in which individuals and societies develop, mature, and gain a deeper understanding of the world.
A. English 105 Student Learning Outcomes:
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)
Those 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.” (http://uncg.smartcatalogiq.com/en/2015-2016/Undergraduate-Bulletin/University-Requirements/General-Education-Program).
Those SLOs labeled (LG1) relate to UNCG’s Learning Goal #1 for General Education. This is the ability to “think critically, communicate effectively, and develop appropriate fundamental skills in quantitative and information literacies.” (http://uncg.smartcatalogiq.com/en/2015-2016/Undergraduate-Bulletin/University-Requirements/General-Education-Program).
Required materials:
All texts available at the UNCG bookstore. You are also welcome to order them from any local or online bookstore
Browing, Abigail and Elmes, Melissa Ridley, ed. Lenses: Perspectives on Literature. 2nd edition. Plymouth, MI: Hayden McNeil, 2015. (ISBN: 978073807007
Čapek, Karel. R.U.R. (Rossum’s Universal Robots). Trans. Claudia Novack. New York: Penguin Classics. 2004. (ISBN: 9780141182087)
Lee, Harper. To Kill A Mockingbird. New York: Grand Central Publishing. 1960. (ISBN: 0446310786)
Satrapi, Marjane. Persepolis: The Story of a Childhood. New York: Pantheon Press. 2004. (ISBN: 9780375714573)
Shakespeare, William. Hamlet. Folger Shakespeare Library Edition. New York: Simon and Schuster. 2012. (ISBN: 9780743477123)
Shelly, Mary. Frankenstein. New York, NY: Penguin Classics. (ISBN 9780141439471.)
Spiegleman, Art. The Complete Mause: New York: Pantheon Press. 1996. (ISBN: 9780679406419)
⎯ Selected readings posted on Canvas as assigned. (Abbreviated on the syllabus as CAN)
⎯ Regular printing of assignments, drafts, and handouts unless notified that you may use
electronic documents.
B. English 105 Course Requirements:
1. Writing
· Literary Analysis Paper: You will be required during the semester write a five-page essay that analyzes and interprets one text we have read over the course of the semester. The point of this essay is not to evaluate the text. Instead, you will be expected to work with the text to discover and make an argument about the way the text works or message that it conveys. This will require you to have a clear thesis presented in the introduction with quotations from the text cited as evidence for your argument. The goal is to develop your own original argument about the text, rather than to repeat what we already have discussed in class. Ask yourself what interests you about the text, and use that answer as a way of guiding you to your own interpretation. We will have a peer review day in class in which you will bring a hard copy of a rough draft for this paper. This paper will count for 25% of your final grade.
· Message Board Responses: I will post a question on a Canvas at the beginning of each week. These questions will be related to the texts that we will be discussing in class. The goal of these questions is not to test you, but rather to be a springboard for discussion for the week. In your answers, I invite you to respond honestly not only about the text, but also about your own experience reading it. These short responses should be about five sentences at minimum, but I invite you to post longer entries. By midnight on Monday of the assigned week, you should post your response to the question, as well as responding to at least one of your classmate’s comments. Participation in these online posts will count for 15% of final grade.
2. Reading/Textual Analysis:
We will be reading a wide variety of texts in genres throughout the semester. These texts will include poems, short prose, novels, graphic novels, and plays, among others. One of the things that I would like for you to notice and keep in mind as we move through these texts is to note the way that the form influences the work. To this end, you should take note not only of the ways in which the text works as a narrative, but also the ways in which you interact with the text as an individual reader. We will discuss this more in class.
3. Midterm Exam
Midway through the semester, we will have an exam that will cover the material discussed in class up to that point. This exam will consist of identification, short answer questions, and one essay. Please bring a bluebook. This exam will count for 25% of your final grade.
4. Final Exam:
The final exam will be similar to the midterm, but a little longer. We will work together to create the form and content of the final. Additionally, the final exam will be a take home test. The exam will be due by the end of our scheduled exam time (Monday, May 2nd 3:00 P.M.)
5. 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 http://academicintegrity.uncg.edu. 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 http://sa.uncg.edu/dean/academic-integrity/violation/plagiarism/
Penalties for violation of academic integrity can range from receiving F’s on individual assignments to receiving a failing grade in the course to expulsion from the university.
6. Attendance and Participation: At the heart of this course is the idea that our diverse voices help us to understand and comprehend a variety of different kinds of narratives. In order for you to be able to join in conversations with the assigned works, as well as with your fellow classmates, you must prepare yourself by thoughtfully reading the assigned texts and completing the course work in a timely manner. In addition to doing the assigned reading and writing assignments, I expect you to show up to class prepared. This means that you will be expected to have the readings with you (in electronic or hard copy form), and that you will be ready to respond to questions concerning the text and its arguments.
In addition to your assigned work, you will also be graded on class participation. Class participation will be assessed on the basis of your engagement and contributions to discussions. Among other things, full participation means active listening, completion of in-class work, asking thoughtful and relevant questions, as well as supporting your classmates through supportive response. (Class Participation will count for 10% of your final grade.)
If you are absent from class, it is still essential that you complete the assignments and get notes from the time that you missed. It is your responsibility to talk to get this information. This means that you should both check the course’s Canvas site and contact a classmate to ask about any schedule changes or work that you may have missed.
Students are allowed three (3) absences without a grade penalty. For every absence beyond the third, students will be penalized one-half a letter grade. Students who miss six (6) classes 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.For this English course, the College Writing Program’s attendance policy supersedes any other.
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.
If you have extenuating circumstances such as a death in the family, chronic illness/injury requiring prolonged medical treatment, prolonged psychological issues, etc., then you should immediately contact the Dean of Students Office for advocacy (http://sa.uncg.edu/dean/). You can use that department email, () and provide your name, your UNCG ID number, a telephone number that you can be reached, and a general description of why you would like to meet with a staff member. If your situation is urgent, you may opt for a walk-in appointment (Monday – Friday from 9:00 am to 4:00 pm), and the staff will connect you with the appropriate person as soon as possible. The Dean of Students office is located on the second floor of the Elliott University Center (EUC).
7. Classroom Behavior
In order to function properly, our classroom needs to be a community built on mutual respect and care for each other as individuals and scholars. Racist, homophobic, sexist, misogynistic, or any language or behavior that is intended to hurt, belittle, or harass individuals will result in you being asked to leave class and you being marked absent for the day. Continued harassment will result in referral to the dean of students and possible permanent removal from the course.
As has been stated, 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 tohttp://sa.uncg.edu/handbook/wp-content/uploads/disruptive_policy.pdf
8. Tardiness
It is in your best interest to arrive at class on time and ready to work. Three tardies equal one absence, which will count toward your total allowed absences.
9. Policy for Late Work
All papers are due at the beginning of class (10:00 am) on the day assigned on the syllabus. If you are absent on the day an assignment is due, it is your responsibility to have one of your fellow classmates bring me a copy. If neither of these happen, your paper will be considered late. Late work will be penalized one letter grade for every day it is not turned in. Extensions will only be granted in extenuating circumstances.
10. Technology
Laptops, tablets, or other internet-enabled devices may be used in class to take notes pertaining to our class, to view documents on our Canvas website, or to engage in class-related activities. Any student who uses a laptop for any activity not relevant to this course during class time will not be allowed to use a laptop in class again. To be perfectly clear: one violation means no laptop use.
11. Class Evaluation
Literary Analysis Paper (5 pages) (SLOs 1-4): 25%
Midterm Examination (SLOs 2-3): 25%
Final Examination (SLOs 2-3): 25%
Online Discussion Posts (SLOs 1-4): 15%
Class Participation (SLOs 1-4): 10%
A+= 97-100 B+ = 87-89 C+ = 77-79 D+ = 67-69 F = 59 and below
A = 93-96 B = 83-86 C = 73-76 D = 63-66
A- = 90-92 B- = 80-82 C- = 70-72 D- = 60-62
12. Office of Accessibility Resources
Office of Accessibility Resources and Services: 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:
13. The Writing Center
The purpose of the Writing Center is to enhance the confidence and competence of student writers by providing free, individual assistance at any stage of any writing project. Staff consultants are experienced writers and alert readers, prepared to offer feedback and suggestions on drafts of papers, help students find answers to their questions about writing, and provide one-on-one instruction as needed. Located in the Moore Humanities and Research Building, room 3211. The Writing Center also conducts walk-ins, scheduled appointments, and online consultations as well.