ENGL 2322 & 2323: British Literature I & II
CRN 14098
Canutillo High School, El Paso Community College
Fall 2013, M-F Period 7; H 212
Steve Vinson, Ph.D.
I. Texts and Materials
The following texts are required and are furnished by the school. They must be maintained in good condition and returned to the high school at the end of the semester.
Diana Hacker, A Writer’s Reference. 7th edition. ISBN-13: 978-0-312-45025-0 (Hacker)
Stephen Greenblatt, General Editor, The Norton Anthology of English Literature. Volume I. 8TH
Edition. ISBN-0-393-92532-3 (Norton)
Recommended
Thomas J. Arp and Greg Johnson, Perrine’s Literature: Structure, Sound and Sense. 10th Edition. ISBN-13: 978-1-4130-3308-3 [P] (Available to check out overnight)
II. Course Requirements
British Literature is the study of British literature from the Anglo Saxon Period through the 20th Century. Tracing the development of selected literary styles and periods, we will read from texts that reflect some of the variety of cultural and historical experiences in Great Britain from about 800 to 2000. The authors to be studied have been selected for their continued influence on critical scholarship and popularity with a general readership
British Literature takes a critical approach to its subject. The emphasis will be on what critics and the educated reader are able to understand from an acquaintance with the literature and its historical and thematic context. The aim of the critical reading techniques is to deepen our understanding of the historical changes in British writing, ideas, values, and cultures.
The Specific Goals of the Class Are As Follows:
I. Consideration of the conditions and influences the writers experienced contemporaneously
II. Studying and comparing different literary genres
III. Considering and practicing what Perrine called “sound and sense,” regarding the relationship of what appears on the page or screen and meaning, and adding the importance of structure to understanding literature
IV. Noting the effect and influence of specific biography and history on writings from a period
V. Helping modern students connect, absorb and intuit major themes, motifs, and expressions in British Literature from the beginning through the 20th Century.
III. Course Evaluation
Students will use MLA format and submit word-processed documents, free from mechanical errors, double-spaced, and printed in standard 12-point font and 1-inch margins. Please keep a copy of any work you hand in, and retain graded work until the end of the semester. All assignments are due at the beginning of class on the due date, and must be turned in on time to receive full credit.
Grade weighting: Assessment grades count at 60% and Assignment grades are 40%.
Essays
Your essays should be 800- 1500 words in length, will be on one of the assigned texts for the class, and must support a defensible thesis. Please consult with me early and often as you work on your assignment. I will be happy to read and comment on drafts as you go along.
Quizzes and Tests
Periodical quizzes and tests will evaluate your reading comprehension of the assigned texts and your ability to apply your understanding to new or unique situations; for instance comparisons, predictions, and assessments.
Alternate evaluations
Other times, you comprehension and understanding may include alternative assessments, including but not limited to video or audio productions, charts and illustrations, oral responses, etc. These evaluations may include group work, in which you will be evaluated both on your individual contributions and your group’s achievements.
Examinations
The final examinations will consist of short answer and essay type questions. Do check answers and supporting material from the texts. For the essays, state your answers clearly and plainly. Use textual support in the form of direct and indirect quotations.
Some exam advice
· Don't bother with long, general introductions to your examination essays; get directly to your points.
· Don't just summarize the stories—analyze and interpret the material carefully. Go beyond the obvious to make explicit what is implicit in it. Explore the complexities of the excerpt and as many of the significant details as you can in the time available. The best-developed essays will receive the highest grades.
· Support your interpretations with well-selected evidence. You need not copy out long quotations, but you should refer to specific incidents, descriptions, images, details, etc. to back up your reading of the works. While there is no single objectively "correct" interpretation of any work, you are expected to make a convincing case for your own interpretation by presenting strong specific evidence.
· Take a few minutes before writing your essays to think about your arguments and perhaps to jot an outline on scratch paper. Decide what main points you want to make and what evidence you will use to support them.
Daily Writings
The beginning of many classes will consist of a brief quiz or short answer designed to evaluate your participation and understanding of the previous lesson and/or homework. These short appraisals will count as part of your daily grade.
Uses of the Internet and WWW
In the syllabus and calendar you will find numerous links to material relevant to the course; use these links and materials as you would a textbook, familiarizing yourself with the materials and critical discussion of British literature..
Also, I hope to set-up a web based discussion blog or bulletin board for the class. I may use Facebook, e mail or some other form of contributive communication. As part of your participation for the course, you are strongly encouraged to read and contribute to the Web-based discussion forum for British Literatur. The following are examples of how you might respond.
· questions or statements to test your tentative understanding
· suggest tentative or trial interpretations of our texts for others to consider
· respond to the postings
· follow up on our class discussions with insights that you weren't able to fit in during the period or that occurred to you after the session
· initiate discussions of your own related to our course focus
Grades Policy: please note that the college grading scale differs from that of the high school, as follows:
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = Below 60
Major Grades will include tests, essays, and other comprehensive alternative assessments and count as 60% of your total grade. Daily grades count as 40% of the total grade. Daily grades include the daily evaluation quizzes, exercises, notes and preparatory work. Major Grades will consist of Tests and Exams, lesser projects and the Internet Forum grade. The Essay Project is described above. Due dates are included in the Calendar, which follows.
IV. Other Instructor’s Policies
Late Work Policy
Late work will be accepted only after excused absences, and it will usually be due ONE class day after the due date. Late work may be penalized with a loss of points earned.
Re-Do’s are permitted ONLY for Assessment Grades essays or Assessment Major Projects that are scored with a “D” of “F”. No daily work may be re-done, except in special circumstances and not without specific permission from me.
V. Plagiarism
Cheating, plagiarism, and collusion are both intellectual theft and academic dishonesty. They will not be tolerated in this class. Consequences at the college include the following:
1. Failing the assignment
2. Failing the course
3. Referral to school authorities
4. Probationary status
5. Expulsion
See also the EPCC Student Conduct Code of Conduct, posted on their web site..
Attendance and Participation
You are expected to attend class regularly and to participate in all class activities. Your failure to be involved in the active life of the class will deprive you of the educational benefits you should expect. Almost always, excessive absences from class, for whatever reason, will result in a lower grade.
In the past, I have given participation grades based on percentages of class attendance and tardies. Now, and because I give evaluation assignments almost every day in the form of quizzes and the electronic forum work, your lack of participation will be reflected in your grades on those assignments. Only in the case of excused absences for school-based activities will you be allowed to make-up quiz grades, and you must contribute regularly to electronic discussion groups.
The policies for attendance at the high school and the college differ. Your college grade will reflect a stricter policy: you must limit your absences to less than five per semester, or you may be dropped from the college roster. If you miss less than five days in a semester, you need not be overly concerned. If you miss more that, you may want to start worrying about how your attendance might hurt your grade. Also remember that late arrivals or early departures may cause you to miss announcements, quizzes and/or important class material. If you do have to miss a class, or arrive late, it is your responsibility to obtain class materials, assignments and information from myself and/or colleagues. Please keep me posted regarding unavoidable absences by a brief note, by e-mail (svinson@canutillo-isd.org).
VI. Calendar
This CALENDAR is tentative; it may be modified. You are responsible for any changes announced in class. Pay special attention to reading assignments. You are expected to read regularly and to complete reading by due dates. Although we will, by necessity, discuss most long works over several class periods, you should plan to have each work read in its entirety before class discussion begins. As an aid to accompany your reading schedule, I may post discussion topics designed to accompany the reading of segments of the literary works on the Internet forum. Class sets of the required readings will always be available to you at any time in the school day, but class set books are NOT to leave the classroom. You are welcome, of course, to purchase you own copies or to check them out from a library. I have not identified page numbers, but you can find them in the Table of Contents or Index. Rather, I have indicated the sequential number and name of the unit being studied, and the names of texts, readings, and Internet sites, and a brief description of the assignments. Where indicated, some assignments are for group work.
HOW TO USE THE SYLLABUS/ CALENDAR: The syllabus is like any calendar— it is arranged by dates or sequential units--- listing both the assignments and work to be graded. It describes the materials and assignments for each lesson in the order we will approach them. The hyperlinks are to web pages that contain content related to the lesson and further explanation. To use the hyperlinks, hold down the CONTROL key while clicking on the URL address. The syllabus is tentative and may be changed.
CALENDAR#*
English IV Dual Credit
Tentative Syllabus
2012-2013
First Semester
First Six Weeks:
Week One Course Description; Review Syllabus
Academic essay (Benchmark Assessment)
Assignment parameters/ expectations
Week Two Anglo-Saxon Period Powerpoint/ notetaking
Rote-learning practice- Mnemonics: Anglo Saxon terms and history
http://www.web-us.com/memory/mnemonic_techniques.htm
Create illustration/chart/ representation of AS life
Excerpt from Beowulf: Old English and Modern Translation. [text]
Week Three Old English Poetics
kennings
alliteration
Week Four Exam: Anglo Saxon/Beowulf
Literary analysis: Tragic Hero
Beowulf vs. Achilles
Week Five OMNIBUS WEEK
Week Six A/S review
Anglo Saxon poetry test
Second Six Weeks:
Week One Medieval Times Video- Caedfel [film]
The Canterbury Tales:
“The General Prologue” [text]
Week Two “The Pardoner’s Tale” [text]
“The Wife of Bath’s Tale [text]
Creative Writing--Personal Pilgrim’s Tale
Week Three Creative Writing--Personal Pilgrim’s Tale (cont.)
Week Four The English Renaissance Info Page
Cornell Note- taking Practice
Metaphysical poetry (Marlowe, Raleigh, and Donne) [text]
Poetry Project 1 instructions
Week Five Poetry Project work
Week Six C Scope Assessment (reading/literary analysis)
Third Six Weeks
Week One Shakespeare’s Theater
Mini research project: Why is Shakespeare Such a Big Deal?
Week Two Macbeth [text and film]
Academic search and Citation Machine
Week Three Macbeth [text and film]
Research first draft due
Week Four Macbeth [text and film]
Literary Analysis Essay
Week Five Revision
Macbeth test
Week Six Research paper due
Sonnets [text]
Second Semester:
Fourth Six Weeks
Week One Romantic Period video
http://www.youtube.com/watch?v=XV_q45Otdic&feature=related
William Wordsworth [text]
William Blake [text]
Samuel Taylor Coleridge [text]
Week Two John Keats [text]
Percy Bysshe Shelley [text]
Lord Byron [text]
Week Three Romantic Poetry test
Poetry Project 2- instructions
Week Four Poetry Project 2- work
Week Five Frankenstein [text and film]
Week Six Frankenstein: Literary analysis
Fifth Six Weeks
Week One Victorian Period Website & Cornell Notes
http://www.english.uwosh.edu/roth/VictorianEngland.htm
Alfred, Lord Tennyson [text]
Robert Browning [text]
Week Two Thomas Hardy [text]
Oscar Wilde [text]
Week Three Dickens introduction video & Cornell notes
Week Four A Tale of Two Cities [text and film]
Week Five A Tale of Two Cities [text and film]
Week Six A Tale of Two Cities [text and film]
Sixth Six Weeks
Week One The Invention of the Modern World [video & Cornell notes]
Week Two James Joyce [text]
D. H. Lawrence [text]
Literary analysis [text]
Week Three W.B. Yeats [text]
T.S. Eliot [text]
Dylan Thomas[text]
Literary analysis
Week Four W.H. Auden [text]
E.M. Forsner [text]
Literary analysis
Weeks Five Ted Hughes[text]
Seamus Heaney [text]
And Six C Scope Assessment (reading/literary analysis)
# Calendar is tentative and subject to change * The calendar is based on the high school calendar. It may be compressed if the college calendar prevails.
ENGL 2322; Revised Fall 2013
Revised by Discipline: Fall 2012
El Paso Community College
Syllabus
Part II
Official Course Description
SUBJECT AREA English
COURSE RUBRIC AND NUMBER ENGL 2322
COURSE TITLE British Literature Survey: Anglo-Saxon to the 18th Century
COURSE CREDIT HOURS 3 3 : 0
Credits Lec Lab
I. Catalog Description
Examines a survey of the development of British literature from the Anglo-Saxon period to the Eighteenth Century. Students will study works of prose, poetry, drama, and fiction in relation to their historical, linguistic, and cultural contexts. Texts will be selected from a diverse group of authors and traditions. This course is strongly recommended for those pursuing a major in English at the baccalaureate level. ENGL 2322 is not required in order to enroll in ENGL 2323. Prerequisite: ENGL 1301 with a "C" or better. (3:0).
II. Course Objectives
Upon satisfactory completion of this course the student will be able to accomplish the following:
A. Explain the relationship between authors and their works in the context of their historical, social, and philosophical issues during the corresponding time periods.
B. Identify major trends of thought and literature in each period studied: i.e., the Anglo-Saxon, the Middle Ages, the Sixteenth Century, the Early Seventeenth Century, the Restoration and the Eighteenth Century.
C. Analyze and understand works of each literary figure studied.
D. Define literary terms and understand their practical application.
E. Better understand the various people of the Western World and their approach to life as these elements are presented in the literature considered.
F. Successfully articulate in writing his/her responses and interpretations of literary works through the writing of critical essays, research papers, journals, or a combination of these.
G. (Recommended) Attend at least one interpretive performance of a piece of literature from the period, (poetry reading, play, film, etc).
Unit Titles
The standard units for a British literary/historical survey are these:
A. Anglo-Saxon through the Middle Ages
B. The Sixteenth Century
C. The Early Seventeenth Century
D. The Restoration and the Eighteenth Century ENGL 2322; Revised Fall 2013
Revised by Discipline: Fall 2012
Some instructors may wish to organize the course thematically. If so, possible thematic units could be these:
1. Heroic Literature
2. Love
3. Satire
4. Religious/Philosophical Literature
III. THECB Learning Outcomes (ACGM)
Upon successful completion of this course, students will:
1. Identify key ideas, representative authors and works, significant historical or cultural
events, and characteristic perspectives or attitudes expressed in the literature of different
periods or regions.
2. Analyze literary works as expressions of individual or communal values within the social,
political, cultural, or religious contexts of different literary periods.
3. Demonstrate knowledge of the development of characteristic forms or styles of
expression during different historical periods or in different regions.
4. Articulate the aesthetic principles that guide the scope and variety of works in the arts
and humanities.
5. Write research-based critical papers about the assigned readings in clear and
grammatically correct prose, using various critical approaches to literature.
IV. Evaluation
A. Pre-assessment
Instructors should check each student's prerequisites the first week of class; those who do not qualify should be sent back to Admissions.
B. Post-assessment
1. The instructor will maintain a continuous record of each student's progress.
2. Students should be evaluated periodically throughout the semester.
3. The instructor will determine the weight of each graded assignment.
4. Instructors will require writing assignments other than quizzes and formal exams.
5. Plagiarism is both intellectual theft and academic dishonesty and will not be tolerated. Any work that is plagiarized could result in failure of the course. See the Student Handbook.
C. Remediation
This is left to the discretion of individual instructors. Some instructors permit students to re-write major writing assignments. Students needing assistance with writing problems are encouraged to contact the instructor. Assistance is also available through the Writing Centers located at most campuses.
D. Grading Scale
A = 90 – 100 I = Incomplete
B = 80 - 89 W = Withdrew or Withdrawn
C = 70 - 79
D = 60 - 69
F = below 60 ENGL 2322; Revised Fall 2013
Revised by Discipline: Fall 2012
V. Disability Statement (American with/Disabilities Act [ADA])
EPCC offers a variety of services to persons with documented sensory, mental, physical, or temporary disabling conditions to promote success in classes. If you have a disability and believe you may need services, you are encouraged to contact the Center for Students with Disabilities to discuss your needs with a counselor. All discussions and documentation are kept confidential. Offices located: VV Rm
C-112 (831-2426); TM Rm 1400 (831-5808); RG Rm B-201 (831-4198); NWC Rm M-54 (831-8815); and MDP Rm A-125 (831-7024).
V. 6 Drop Rule
Students who began attending Texas public institutions of higher education for the first time during the Fall 2007 semester or later are subject to a 6-Drop limit for all undergraduate classes. Developmental, ESL, Dual Credit and Early College High School classes are exempt from this rule. All students should consult with their instructor before dropping a class. Academic assistance is available. Students are encouraged to see Counseling Services if dropping because exemptions may apply. Refer to the EPCC catalog and website for additional information.
