Schedule for The Compact Bedford Introduction to Literature created and tested by Prof. Gerrie Logan
Updated Fall 2014
- Meyer, Michael. The Compact Bedford Introduction to Literature, 9th edition.
New York: Bedford/St. Martins, 2012.
- Hacker, Diana and Nancy Sommers. A Writer's Reference. Montclair State University
custom 7th ed. Boston: Bedford/St. Martin’s, 2012.
Course Outline - ENWR 106
The Compact Bedford Introduction to Literature
- Read and write activities listed for each day are to be completed for that day.
Class One – Unit One: A Literary Progression of Feminism
In-class: Review syllabus and course expectations. Writing exercise: What is literature, and why should we study it? Read and annotate Alice Walker’s “Flowers” (82). [This is a very short reading that has an unexpected ending but is a great example of how reading closely for symbols, setting, detail, and tone can contribute to the reader’s interpretation and analysis. It also serves as a vehicle to discuss authorial and historical content.]
HW 1: Read Kate Chopin’s “Story of an Hour” (17). Pay specific attention to the annotations and marginalia. Then read Karen Van Der Zee’s excerpt from “A Secret Sorrow” (31-43) type your own annotations while reading and post these notes on BB under HW1. Be sure to identify page and paragraph numbers for your annotations.
In-class: Discuss HW 1. Read Gail Godwin’s “A Sorrowful Woman” (39-43).
Group Work: [Break out students in four groups and assign each group a question from page 43.]
Each group will share their response to an assigned question to the class.
HW 2: Read the section on feminist criticism in Chapter 49 “Critical Strategies for Reading.” Based on that discussion, what do you think a feminist critic might have to say about these two stories? Write a two-page response to this question and post this response to Bb prior to the start of our next class.
In-class: Review HW2 and read the student sample first response on page 56. Explore topic options with a brainstorming exercise [See page 57 for possible ideas, if necessary.].
HW3: Write a First Draft of Essay One (2-3 pages). Print two copies of your draft and a copy of the peer review form, which can be found on BB.
In-class: Discuss how to write effective introductions. Large group: Review the sample provided on page 59. Do a large group peer review of a first draft written by a student in the class. Small group peer review.
HW4: After taking into account today’s class discussion and the comments made by your peer reviewer, write a mid-process draft for essay one. Be sure to print two copies of your mid-process draft. Print a copy of the handout “MLA Workshop: Incorporating Quotations.” [This handout can be found on the first year writing website].
In class: Review and practice writing conventions for writing literary interpretation papers, appropriate citation, and plagiarism. Discussion of papers and work needed for the final draft. Large Group: Review “Sample Student Paper in Progress,” page 67. Small group peer review.
HW: After taking into account today’s class discussion and the comments made by your peer reviewer, write a final draft of essay one. Remember, this essay must be 4-5 pages in length, excluding the works cited page. Be sure to submit your essay along with your peers' comments, the instructor’s comments, your first draft, your mid-process draft, and any notes you have taken. Papers that do not include all drafts and notes will not be accepted.
Class Six - Unit 2: Poetry
Final Draft Essay One Due.
In-class: Poetry Workshop [Select a sample poem, provide the students with the handout “Methods for Exploring Poetry” and do a large group analysis of the poem by responding to 4 or 5 questions from the handout. This large group modeling exercise will then enable to the students to do the same thing with their small group]. We will be studying the following poets and their work during this unit: Emily Dickinson, Robert Frost, Langston Hughes, and Billy Collins. Small group discussion of assigned poet and poems. [I use a handout that was adapted from Making Arguments About Literature. The handout “Methods for Exploring Poetry” is included with this syllabus, in case you would like to incorporate this in your course. Break the students into four groups and assign each group a poet, 2-3 poems, and 4-5 questions to answer from the handout “Methods for Exploring Poetry” for each of the poems. The instructor should assign the questions for each group and give the students 15 minutes to analyze and discuss the poetry. Each group will make a presentation to the rest of the class of their analysis of the poetry. Give each group ten minutes to discuss their poet and poetry.]
HW5: Select two poems written by any of the four poets discussed in class. Do not select a poem that was already discussed in class. Respond to 10 out of the 15 questions from the handout “Methods of Exploring Poetry” for each poem. Identify any connections that exist between the poems you selected.
In-class: Discuss HW 5. Review the assignment directions for Essay Two. Using the “Clustering” method described in the Hacker handbook on p.8, brainstorm possible topics for Essay Two. [Give students 10 min. to brainstorm possible topics that satisfy the assignment requirements]. Free write for five minutes on your chosen topic. Highlight key terms, ideas, and sentences from your free write. Once you have identified key points from your free write, prepare and introduction and sketch out a plan for your next essay by preparing an informal outline (see p. 12 in Hacker handbook).
HW6: Write a first draft of essay two. Print two copies of this draft, along with the peer review form which can be found on Bb and bring to our next class.
First Draft Essay Two Due.
In-class: Review “Guidelines for Peer Reviewers” (Hacker 22). Writing exercise on developing content and argument. Large group sample peer review. Small group peer review.
HW7: After taking into account today’s class discussion and the comments made by your peer reviewer, write a mid-process draft. Please remember to keep in mind the idea of global revision. For further clarification on global revision, review the checklist on page 21 of your handbook. Print two copies of your draft along with a copy of the peer review form for our next class.
Mid-process Draft of Essay Two Due.
In-class: Discuss how to incorporate and cite quotes when writing about poetry. Writing Workshop. [Have peer reviewers do a reverse outline of the writer’s essay. On a separate piece of paper, the peer reviewer will read their partner’s essay and then begin by identifying the Central Claim for Roman Numeral 1, the main point of the next paragraph and how it ties back to the writer’s argument for Roman Numeral 2, etc.] Large group modeling of reverse outlines. Small group exercise on reverse outlines.
HW: After taking into account today’s discussion in class and the comments made by your peer reviewer write a final draft of essay two.
Class Ten – Unit 3: Revenge and Justice
Final Draft of Essay Two Due.
In-class: Free writing exercise in response to the following question: How would you define justice and what does it mean to you? [Give students 5 min. to write their response and then have each student share their response with the class.] Read critically and annotate Andre Dubus’ “Killings” (96).
HW8: Read Edgar Allan Poe’s “The Cask of Amontillado” (533). In a two page response paper identify one or more themes in “The Cask of Amontillado.” In other words, what general comments about life and the human condition does Poe suggest? Be sure to support your response with at least three or four quotes from the text. Post this response paper on Bb under HW8 prior to the start of class.
In class: Discuss the Dubus reading and HW 8.
HW9: Read Susan Glaspell’s “Trifles” (1068). In a 2-page response paper compare Mrs. Wright’s motivation for committing murder with that of Matt Fowler from Killings (96). To what extent do you think they are responsible for and guilty of these crimes? Please post your response to Bb under HW9 prior to the start of our next class. [The Hacker handbook also has a copy of Glaspell’s original “A Jury of Her Peers.” Some instructors find it useful for class discussion to have their students read both versions and discuss the significance behind the differences.]
In-class: Discuss HW9. Review assignment directions for Essay Three. Select topic options and free- write on your selected topic. Review section L1-b “Questions to ask about literature” (L-8).
HW10: Write a first draft of Essay Three. Print two copies and bring a copy of the peer review form to the next class. Please bring your Hacker handbook to the next class.
First Draft of Essay Three due.
In-class: Hacker Scavenger Hunt. [The Scavenger Hunt is located on Bb in the First Year Writing community, check under “tips, worksheets, assignments’.] Peer review first draft of Essay Three.
HW11: After taking into account today’s class discussion and the comments made by your peer reviewer, write a mid-process draft of Essay Three.
Mid-Process Draft of Essay Three due.
In-class: Review p. 34; section C4-c “Choose a suitable pattern of organization” in the Hacker handbook. Large group peer review of a student sample draft. Small group peer review.
HW12: After taking into account today’s class discussion and the comments made by your peer reviewer, write a final draft of Essay Three.
Class Fifteen – Unit Four: Documented Essay
Final Draft of Essay Three Due.
In-class: Authorial Content: William Shakespeare. Assign speaking parts for the play, Othello the Moor of Venice. Read Act One of Othello.
HW13: Read and be prepared to discuss “A Note on Reading Shakespeare” (1184-85) and the preface on Othello (1185-86). You must respond to the following study guide questions while reading the play. Provide a 450-500-word response to each question. Be sure to use quotes to support your ideas:
- Does the color of Othello’s skin have anything to do with his demise? If so, how? If not, then what is the primary cause for his demise?
- How do the women in “Othello” display an argument for or against women’s rights?
- Does the downfall of Othello proceed from any flaw in his nature? Or is his downfall entirely the work of Iago?
- Iago is described as Shakespeare’s most villainous villain, what motivates his actions?
In class: Review “A Note on Reading Shakespeare.” Read Act Two, discuss readings, and perform a character analysis on all major players.
HW: Continue reading the play up to and including Act Four.
Study Guide Questions for Othello Due.
In-class: Finish reading the play. Identify and discuss themes that exist in the play. Discuss responses to the study guide questions.
HW: Review assignment directions for the Documented Essay. Review topic options and select a topic that you are interested in exploring further through research and analysis. Print a copy of the Paper Proposal and the Annotated Bibliography, which can be found on Bb in the folder for the Documented Essay.
In-class: Discuss the assignment directions for the Documented Essay. Review the sample of the Paper Proposal and the Annotated Bibliography. [The Paper Proposal consists of three sections: 1) Purpose: In this section the student should communicate the topic they have selected for their documented essay. They should also answer some questions such as: What is the purpose of their essay or what would they like to prove in their essay. In many ways this section, models the information in an introduction 2) Discussion and Implications: What further implications need to be addressed in the analysis of the issues that have been identified? What gaps exist that need to be filled through research? What types of questions might the reader have when reading the essay? The student should sketch out a plan for their essay. 3) Methods: In this section, the student should anticipate the research needs for the assignment. They should develop a specific plan as to what type of research wills be needed (empirical, primary, secondary etc.) and how they will accomplish their research needs (i.e. database journals, books, newspapers, periodicals, literary criticisms, etc.)]
HW14: Write a Paper Proposal for your Documented Essay.
Paper Proposal for Documented Essay Due.
Library Research Day – Meet in Sprague Library. [Some instructors feel more comfortable working with the students with a hands on approach for research day; others, prefer to have Sprague personnel conduct an information session in a classroom setting. Either way is acceptable; however, the instructor must contact the Library personnel in the beginning of the semester, schedule a specific time and day and provide a copy of the research assignment. Refer to the First Year Writing Website for Faculty for specific directions.]
HW5: Write an Annotated Bibliography based on your findings.
Annotated Bibliography due.
In-class: Discussion on how to avoid plagiarism. Writing Workshop: Write an introduction and outline of your Documented Essay.
HW15: Write an exploratory draft of your Documented Essay. At this point, your draft should not include any outside sources. Your draft should explore your analysis, ideas and opinions but should be supported with quotes from the play. This exploratory draft must be a minimum of 3-4 pages. Please bring this exploratory draft with you to our scheduled conference.
Individual Student Conferences
HW: If you are meeting with me today, please remember to bring your exploratory draft. After taking into account today’s discussion write a first draft of the Documented Essay. This first draft should be a minimum of 5-6 pages. Please bring all research and your first draft to our next class.
Individual Student Conferences
HW: If you are meeting with me today, please remember to bring your exploratory draft. After taking into account today’s discussion write a first draft of the Documented Essay. This first draft should be a minimum of 4 pages. Please bring all research and your first draft to our next class.
First Draft of Documented Essay Due.
In-class: Discussion and writing exercise on synthesizing sources. Peer review.
HW16: Mid-Process Draft of Documented Essay Due (minimum of 5 pages).
Mid-Process Draft of Documented Essay Due.
In Class: Discussion on logical fallacies. Peer Review.
HW: Write a final draft of Documented Essay. Remember to make copies of your research and to include these documents when submitting your assignment.
Class Twenty-five - Unit Five: Portfolio Project
Final draft of Documented Essay Due.
In class: Discuss requirements for the portfolio project. Read and discuss Donald Murray’s “The Maker’s Eye.”[This handout can be found on Bb. Log into the First Year Writing community and click on “Documents.”]
HW16: Write a 2-page essay on the topic of revision. What did revision mean to you prior to this course? How have your views on revision changed/or not changed? What benefits or drawbacks exist with the drafting process and revision, specifically?
In class: Portfolio Workshop. Individual Student Conferences.
In class: Portfolio Workshop. Individual Student Conferences.
In class: Portfolio Workshop on self-reflective essay.
Portfolios will be collected during the exam period for our class.
Helpful Information for Planning your Syllabus:
In order to help you plan your calendar:
The following link will take you to the academic calendar for Fall 2014: Fall 2014 Academic Calendar
The final exam schedule for Fall 2014 can be accessed here: Fall 2014 Exam Schedule
The link to Registrar’s page for withdrawal dates, etc.: Registrar
Academic Calendar Fall 2014
September 1: Labor Day Holiday (No Classes)
September 2: Opening Day (No Classes) Note: Opening Day mandatory faculty meetings will take place. Times TBA.
September 3: First Day of Classes
November 27-November 30: Thanksgiving Holiday (No Classes)
December 10: Wednesday designated as a Friday (for Friday day classes only; Wednesday day and evening classes do not meet)
December 11: Last Day of Classes (Sunday, December 7, for Friday evening and weekend classes)
December 12-18: Examination Period
December 18: End of Semester