“The test of literature is, I suppose, whether we ourselves live more intensely for the
reading of it.”
- - - Elizabeth Drew
COURSE DESCRIPTION: EWU 170
Prerequisite: Senior Class Standing and English III/EWU 101
This college level literature course, which follows the curricular requirements for EWU, is designed to challenge the highly motivated student who has been successful in prior writing and literature courses. Students should already have mastery of writing conventions and research skills. The course emphasizes independent work, leadership, class participation, creativity and English academic excellence. Preparation for upper-level college writing and literature courses is achieved through intensive practice of expository and creative writing styles, with special attention paid to literary analysis. Students will be required to complete extensive reading and critical analyses, submit a portfolio of their work to EWU and take both a placement and exit exam. There is a summer reading assignment associated with this course.
“What is life? It is the flash of a firefly in the night. It is the breath of a buffalo in the wintertime. It is the little shadow which runs across the grass and loses itself in the sunset.”
- - - Crowfoot, Blackfoot warrior and orator, 1890
WELCOME to English 170: Introduction to Literature. I am excited that you have decided to accept the challenge of this rigorous course. Because of the intensive nature of this course, you might need to abandon some of your initial concern about your “grade”. If you work hard; if you meet deadlines; if you commit to excellence – the grade will take care of itself. I will do everything possible to provide an extensive curriculum that prepares you for higher education and that enables you to become a critical thinker, reader and writer.
TEXTS
Conrad, Joseph. Heart of DarknessandThe Secret Sharer. New York: Dover Publications, Inc., 1990.
Dickens, Charles. Great Expectations. New York: Pocket Books, 1973.
Dostoevsky, Fyodor. Crime and Punishment. Mineola, New York: Dover Publications, Inc., 2001.
Hardy,Thomas. Tess of the D',Urbervilles. Mineola, New York: Dover Publications, Inc., 2001.
Gaarder, Jostein. Sophie's World. New York: Berkley Books, 1996.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, 6th Ed. New York: The Modern Language Association of America, 2003.
Joyce, James. Portrait of an Artist as a Young Man. New York: Dover Publications, Inc., 1994.
Kafka, Franz. Metamorphosis. New York: Dover Publications, Inc., 1996.
Kingsolver, Barbara. The Poisonwood Bible. New York: HarperCollins Publishing, Inc., 1998.
Literature: The Human Experience: Reading and Writing. Ed. Richard Abcarian and Marvin Klotz. Shorter 9th ed. Boston: Bedford/St. Martin's, 2007.
Marquez,Gabriel Garcia. One Hundred Years of Solitude. New York: HarperCollins Publishing, Inc., 1998.
McCarthy, Cormac. The Road. New York: Vintage International, 2006.
O'Brien, Tim. The Things They Carried. Boston: Houghton Mifflin, 1990.
The Norton Introduction to Literature, 8th ed. New York: W.W. Norton & Company, 2002.
Shakespeare, William. “Hamlet.” New York: Pocket Books, 1958.
Shakespeare, William. “Othello.” The Norton Introduction to Literature, 8th ed. New York: W.W. Norton & Company, 2002.
Sophocles. “Oedipus Rex.” The Norton Introduction to Literature, 8th ed. New York: W.W. Norton & Company, 2002.
Stoppard, Tom. “Rosencrantz and Guildenstern are Dead.” New York: Grove/Atlantic, Inc., 1967.
The Norton Introduction to Literature, 8th ed. New York: W.W. Norton & Company, 2002.
Excerpts of poetry, short stories, and nonfiction from Literature: The British Tradition, 4th ed. Massachusetts: Prentice Hall, 1996.
Excerpts of poetry, fiction and nonfiction from The Atlantic Monthly and The New Yorker
Self-selected texts from the “College Reading List.” You are responsible for acquiring these texts – try libraries, used book stores, etc.
- We will not read every book on the list this year. For example, I may substitute Tess of the
D' Urbervilles for Great Expectations or Othello for Hamlet.
GENERAL REQUIREMENTS
Socratic Seminar
Whole class discussion will often follow the Socratic Seminar method of discussion. At various times you will be in the position of leading classroom discussions over reading assignments. Preparation for Socratic Seminars will involve close reading of texts, student designed questions for discussion, specific vocabulary and literary elements, brief explications of specific passages, personal journal responses and reflective analysis essays. Evaluation will encompass not only your role as a leader but your role as a participant.
Writing
There will be several types of writing required in the class – Literary analysis essays, persuasive essays, compare/contrast essays, in-class responses, personal response journals, explications of various passages, reflective analysis essays and several creative writing assignments. All writing will utilize the steps in the writing process (brainstorm, prewrite, rough draft, peer conference, revise, edit and final draft) unless otherwise indicated. Essays will be evaluated using a rubric modeled on the six traits of writing. You will be expected to complete Personal Response Journals for several of the texts we read and complete Reflective Analysis papers after some of the projects and Socratic Seminars. There will also be several creative writing assignments including, but not limited to, a Shakespearean excerpt written in a different time period, a sonnet, several poems, and poems and essays that take on the forms and styles of the texts we are studying. Essays will be kept in a Personal Portfolio of your work. You will self-reflect and evaluate several of your written responses. Peer editing will also be an important component of your written work.
Literary Analysis: Literary analysis is not a personal response to literature or a review of the literary piece, although it certainly can contain elements of both of these. A literary analysis presents your thoughtful interpretation or understanding of a literary work. Analysis requires close reading of a text, critical thinking, and a willingness to try and demystify the meaning of the text. We will work through several texts together, practicing close reading and analyzing for specific literary elements such as tone, diction, syntax, etc. before you begin to analyze on your own. Some critical essays will be comprehensive and in-depth, while others will look at only one or two elements.
Passage Explication: The explication will consist of 200-250 words (roughly one to two paragraphs) about the meaning of the passage, considering a number of questions like: Who is the narrator? Where does this passage fit within the context of the work as a whole? How does this passage represent the larger themes within the novel? What literary techniques does the author use to advance the plot? Are there any allusions to other pieces of literature within this passage? Purpose of allusions? Are there any reoccurring motifs or symbols within the passage? What is their purpose here?Are there any other ideas or images that appear in this passage that strike you as key to the meaning of the passage and the novel as a whole?
Format of Written Work: All written essays and Formal Essays must be typed, double spaced, Times New Roman, 12 point font. TURN IN EVERYTHING when completing a Formal Essay (Rough draft, Peer Conference Sheet, Outlines/ Graphic Organizers, etc). I prefer that you type your Literary Terms Assignments, Response Journals and Creative Writing Assignments whenever possible.
Assessment of Written Work: Essays will be evaluated using a Six Traits of Writing Rubric (Voice, Ideas and Content, Word Choice, Organization, Sentence Fluency, and Conventions) although I may not grade every essay on every trait. Your writing should evidence specific, well-chosen support/examples that are textually driven and display a strong command of rhetorical devices. Peer conference sheets, rubrics, self-editing check sheets and notes/ suggestions from my conferences must be turned in with the final copy of your essay. Reading Response Journals and Creative Writing Assignments will also be graded on rubrics designed specifically to address the criteria of the assignment.
Vocabulary
There will be vocabulary tests taken from a comprehensive vocabulary list and the various texts we read throughout the year. Tests will include spelling, definition and the correct use of the word within a sentence.
Literary Elements
We will discuss the meaning and purpose of various Literary Elements as we read and analyze different texts. You will also be required to complete a Literary Terms Assignment (which will encompass a different set of terms) every two weeks. This assignment will include the definition of the term, an example of the term, a visual to enhance the meaning of the term, and an explanation of how the term functions within the example. There will be quizzes every two weeks over these various Literary Elements.
Grammar
Grammar will be addressed inwithin the context of your personal writing or as the need arises.
GRADING AND CLASS EXPECTATIONS
CLASS EXPECTATIONS (All district and HS policies apply)
There are two essential “rules” or guidelines I expect you to honor: RESPECT and RESPONSIBILITY.
RESPECT:
I expect you to treat your classmates, your teacher, yourself, and the school’s property with the utmost in R-E-S-P-E-C-T. Be polite, accept people’s differences, and work hard to get along with everyone. (HINT: Being respectful does not mean you have to like every person, it just means you should treat him or her with FAIRNESS and COMPASSION.)
RESPONSIBLITY:
It is your responsibility to be to class and school on time, have all your materials, ask for help when you need it, get your homework complete and in on time, and exercise SELF-DISCIPLINE by conducting yourself in a manner befitting an honor student.
Attendance and Coursework:
Be here! Be here! Don’t miss class! Absences must be reported in advance, when possible. Students will have the same number of days they were absent to make up any missed work.
EXAMPLE: John is absent Monday. He returns to school Tuesday. The work that was assigned in class on Monday will be due, for John, on Wednesday.
Arrangements to make up in-class activities, tests or quizzes must be made on the day that the student returns to school. Any in-class activities, tests or quizzes must be made up within one week, or they receive no credit. There may be some activities and assignments completed in class (such as pop quizzes) that cannot be made up. It is important that you be to class everyday.
For FULL credit, all assignments must be turned in on their due dates. Due dates for assignments are not negotiable. NO LATE WORK WILL BE ACCEPTED! If you are absent on a due date it is your RESPONSIBILITY to get your assignments to school in some way. Absences are NOT excuses for late work. Assignments missed due to unexcused absences cannot be made up.
In the case of an extended absence due to serious illness or family emergency, please see me to work out a make-up schedule.
Homework:
I expect your homework to be completed thoroughly and in a timely fashion. No late assignments will be accepted.
Tardinesswill not be tolerated. All late students (arriving in the classroom after the final bell) will be marked tardy. Excessive tardiness will lead to detention and a phone call home.
Plagiarism and Cheating are appalling acts of dishonesty.
Plagiarism is the presentation of another person’s work as your own.
Cheating is knowingly giving or taking information in order to improve a score.
**Consequences of willfully and/or knowingly committing acts of plagiarism or cheating may include, but are not limited to:
--zero credit for assignment (no make-up)--detention or suspension --phone call home
GRADING POLICY
I have modified the school grading scale. You will note that I do not give out minus grades. The classroomgrading scale is as follows:
A
/ 90-100 / D+ / 67-69B+ / 87-89 / D / 60-66
B / 80-86 / F / 59 and
C+ / 77-79 / Below
C / 70-76
DAILY WORK (40% of total grade):
Daily work will consist of homework (reading/writing assignments), in-class work, literary terms, vocabulary, reading files, quizzes, informal presentations, socratic seminars, class discussions, group and partner discussions, etc.
ASSESSMENTS (60% of total grade):
Assessments include formal papers, projects, midterm/final exams, formal presentations, etc.
All work recorded in the assessment category must be turned in on time to earn an “A.”
There is a standard scoring rubric for all essays. Follow the rubric!
This is a college level course. Consequently, I expect you to prepare for each course meeting by reading the assigned work carefully and critically – that is, in a way that causes you to generate meaningful questions and ideas about the reading that you may then bring to our class and group discussions. You must come prepared to interpret and analyze literature based on your own understanding (not mine!) Dedicated participation in the daily work of the course is the first step toward success.
Extra Credit:
I am not a big fan of extra credit. However, you will have opportunities throughout the year to earn bonus points for additional in-depth study. These opportunities may include attending a lecture or cultural event, watching a documentary or news program, or competing an independent project based on material relevant to the course.
Finally, I consider you an adult, and I will treat you like one. You are responsible for your own education. The grade you receive will be the grade you earn. Be prepared to have fun and work hard! I look forward to our journey together!
SEMESTER ONE
INTRODUCTION
- Quiz and discussion over Poisonwood Bible
- Introduction to Literary Terms assignment and study
- Orwell's “Politics and the English Language” - Socratic Seminar and Essay (200-300 words)
- Who the Heck are You? Autobiographical Essay, Autobiographical Poem, Two Personal Artifacts and a 5-7 minute presentation
- College Essay:
- Write a Humorous College Essay based on “3A. Essay” by Hugh Gallagher
- “How to Write the College Application Essay: It's Gotta Be You,” by Zoe Kashner
- Write a Traditional Essay for college admittance (list of local colleges and requirements)
RESPONDING TO LITERATURE
- Reading and Writing About Literature
- Reading: Literature: The Human Experience, pp. 3-36
- Six Traits of Writing – Rubric
- Literary Analysis
- “Writing About Literature: Literature: The Human Experience, pp. 37-75.
- Prose Excerpts:
- “A River Runs Through It,” by Norman Maclean
- “Montana 1948,” Larry Watson
- “The Near and the Far,” Thomas Wolfe
- “Dave Barry on College,” Dave Barry
CONFORMITY AND REBELLION
SHORT STORIES
- “The Lottery,” Shirley Jackson, 350
- “Two Kinds,” Amy Tan, 383
NOVEL
- Great Expectations by Charles Dickens
POETRY
- “She Rose to His Requirement,” Emily Dickenson, 396
- “The World is Too Much With Us,” Williams Wordsworth, 393
- “Digging,” by Seamus Heaney
DRAMA
- Hamlet by Shakespeare
- The Lottery
INDEPENDENT NOVEL
- Sophie's World by Jostein Gaarder. .
- Personal Response Essay
SEMESTER TWO
INNOCENCE AND EXPERIENCE
NOVELLA
- Heart of Darkness, Joseph Conrad
POETRY
- “The Hollow Men,” T.S Eliot.
- “The Ruined Maid,” Thomas Hardy, 134
- “Lessons of War: Judging Differences,” Henry Reed
SHORT STORIES
- “Araby,” by James Joyce, p. 91
- “The House on Mango Street,” Sandra Cisneros, 127
DRAMA
- Oedipus Rex bySophocles
- Apocalypse Now
CULTURE AND IDENTITY
SHORT STORIES
- “This is what it Means to Say Phoenix Arizona,” Sherman Alexie
ESSAY
- “Shooting an Elephant,”George Orewell, 694
- “What if Shakespeare Had Had a Sister?” Virginia Woolf, 685
NOVELLA
- The Metamorphosis by Franz Kafka
POETRY
- “What Soft – Cherubic Creatures -” by Emily Dickenson, 594
- “the Cambridge ladies who live in furnished souls,” by e.e. Cummings, 599
- “Hard Rock Returns to Prison from the Hospital for the Criminal Insane,” by Etheridge Knight, 603
- “Naming of Parts,” by Henry Reed, 600
- “Mirror,” Sylvia Plath
DRAMA
- Smoke Signals
LOVE AND HATE
POETRY
- Sonnet 130 “My mistress' eyes are nothing like the sun,” William Shakespeare, 787
- “To His Coy Mistress,” Andrew Marvell, 792
- “The River Merchant's Wife: A Letter,” Ezra Pound
- “Marks,” Linda Pastan
- “In Memoriam,” Seamus Heaney
DRAMA
- Othello, William Shakespeare
THE PRESENCE OF DEATH
FICTION
- The Things They Carried,” Tim O' Brien, 1036
POETRY
- “Ode on a Grecian Urn,” John Keats, 1061
- “Do Not Go Gentle into that Good Night,” Dylan Thomas, 1083
- “Design,” Robert Frost, 1078
- “Mid-Term Break,” Seamus Heaney, 1087
NOVEL
- The Road by Cormac McCarthy
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