College Reading and Composition II Ralph La Rosa, Ph.D.

English 102 (0129) Summer 2000 Liberal Studies Dept.

9:00-12:10 MW MW 12:00-1:00

Inst. 1004 Or appt. 364-7694

Course Description: This course is designed to develop critical thinking, reading, and writing skills beyond the level of English 101. Students will be given instruction and practice in critical thinking and in writing strong arguments using literature, both fiction and non-fiction, as subject matter. Students will learn to identify premises and conclusions and recognize patterns of faulty logic in developing arguments. They will learn to distinguish between deductive and inductive reasoning and will demonstrate this understanding by writing and critiquing essays and utilizing research strategies.

Course Objectives: The primary objective is to understand the themes and formal features of imaginative literature. You will learn a critical vocabulary and develop a sensitivity to the language used in each literary genre. This increased sensitivity should result in sharper analytic thinking and improved speaking and writing skills.

Course Texts and Materials Required:

Richard Abcarian and Marvin Klotz, Editors, Literature: The Human Experience (St Martin's), Seventh Edition. (= LIT on Calendar)

M. H. Abrams, A Glossary of Literary Terms (HBJ) (= Glossary)

Ralph Ellison, Invisible Man (Vintage). (= IM)

A paperback and/or hardback college dictionary (recommended: Webster's Tenth New Collegiate Dictionary)

A recent handbook for writers, preferably the Little Brown Handbook, that covers in detail the MLA documentation style

Two (2) two-pocket folders

Blue books for in-class essays and examinations

Materials on Library Reserve List

Course Requirements: The reading and writing requirements are interactive, so your success depends on completing all assignments and actively participating in class discussions of the material.

Class Attendance: Attendance is required. Three unexcused absences (one hour = one absence) are permitted; students may be dropped or given a failing grade after three unexcused absences. Three late arrivals or early departures are the equivalent of one absence.

Class Participation: You are expected to be prepared for daily oral and written discussion of all materials assigned in the texts or handouts. Participation in Peer Workshops and Teaching/Study Groups allows every student to give and receive constructive and supportive comments on ideas and early drafts of essays.

Reading: A variety of reading will serve as the basis for journal entries, discussions, and analytic papers. In the course of your reading and in class discussions, certain concepts and terms related to the writing process and critical thinking will be introduced. Some may not be in your texts, but you will be responsible for noting, understanding, and employing those concepts and terms.

Journals: When instructed, you will keep a "dialectic journal" that analytically responds to passages in material assigned for each class period. These entries should be written on 8 1/2" x 11" lined loose-leaf paper and kept in a two-pocket folder. Journal pages for specific texts will be due at the beginning of the class for which the material is assigned and at times will serve as the basis of our discussion.

Essays: The essay writing assignments (one on short fiction, one on poetry) of 4-6 pages noted on the Course Calendar may be based on your journal responses and class discussions of the assigned poetry and fiction or on works we have not discussed. These essays will be annotated by the instructor to point out strengths and weaknesses of thesis, organization, style, clarity, and overall effectiveness (see the Grading Policy, below). Periodically, you will bring copies of rough drafts to class for Peer Workshops. These need not be final copies but should be readable.

Research Paper: A critical analysis of 1500-2500 words (5-8 pages of text) is due on the last day we meet. Based on Ellison’s novel, it should use a minimum of five (5) secondary sources (portions of books and articles) to support your argument. At least three sources must be from library printed sources ( I have a Reserve List); others may be from electronic sources (CD ROM, Internet). I may ask to see samples of bibliography cards, note cards, outlines, and Works Cited entries before accepting the final draft.

Formats: ALL out-of-class essays must be typed (10 or 12 pt font) and double-spaced on standard bond or printer paper and secured by a staple in the upper left-hand corner, just above a block identifying you, the course, the date, and the assignment. DO NOT use plastic or other kinds of covers. Every essay requires a title and numbered pages (see sample student essays in LIT and Handbook). In word-processing programs, the default margins are usually standard, but instruct your program to print with only the left margin "justified" (so the right one will be uneven, "ragged" like the right margin of this paragraph).

Write in-class essays in LARGE "blue books" (examination booklets available at the bookstore) with a dark, sharp No. 2 pencil or a pen, and skip every other line.

Portfolios: All essays (rough and final drafts) and related writing assignments must be kept in an 8 1/2" x 11" portfolio (two-pocket folder) that you will HAND IN WITH EACH NEW ASSIGNMENT. DO NOT use this folder for the journal, class notes, or other materials.

Grading Policy

Final drafts of essays will be evaluated on the following criteria:

* Content and development. Controlling idea, specific support, coherence

* Expression: Sentence structure and variety, word choices

* Organization: Thesis, transitions, unity

* Grammar, mechanics, and usage. Standard written English, punctuation, spelling

A (excellent) This paper demonstrates strength in all of the evaluation criteria listed above. It has a compelling, original, and thoughtful main point that is supported by accurate details, examples, and explanations. The paper is easy to follow because it is clearly organized and has transitional markers. In addition, precise and lively word choices are combined into balanced, clear sentences. There are very few, if any, deviations from standard usage, grammar, and mechanics.

B (good) This paper is strong in all of the evaluation criteria, but is weaker than the A paper in the quality of the main point, diction, or sentence variety. It has few, if any, errors in usage, grammar, and mechanics.

C (adequate) This paper is clearly organized around a main idea but may not be as fully developed as an A or B essay. Typically, expression is clear and sentences are correct but may lack variety. Errors in grammar, usage, and mechanics are infrequent.

D (inadequate) This essay does not meet the criteria listed for the assignment. Usually no organizational pattern is evident, or the main point of development is too general to be effective. Sentence-level problems, incorrect word choices, or serious punctuation, usage, spelling, or mechanical errors lower the grade.

F (failing) This paper is unacceptable. It is off the topic, plagiarized, or unintelligible.

Daily Work and Journals

Check plus ( /+ ): work completed thoroughly and thoughtfully

Check ( / ): work completed although sketchy in places

Check minus ( /- ): work attempted but not completed

Minus ( - ): work not attempted

Rewrites: You may rewrite one (1) essay to improve your skills and grade. A rewrite should be more than a correction of mechanical and stylistic errors noted by your instructor in the first version. Rethink your thesis, organization, and argumentative strategy. Submit a rewrite within one week of the day an essay is returned to you.

Late Papers and Missed Assignments: One (1) late essay and one (1) missed in-class or out-of-class writing assignment may be handed in or made up without penalty within one week of the due date. Papers and assignments not completed within these time limits will be considered F or Minus.

Examinations: A mid-term (short fiction, long fiction) and a two-hour final examination (poetry, drama) are scheduled. Failure to write these examinations will result in an F for the course.

Calculating the Final Grade

To a degree, your final grade will depend on the quality of analysis and writing you can produce at the end of the term. Therefore, grades earned for assignments in the second half of the semester will be more important than those earned for earlier work. Grades on the research paper and final examination will weigh quite heavily. In general, the formula for arriving at the final grade is as follows:

Two critical out-of-class essays 30%

Mid-term examination 15%

Class participation, journals, daily

assignments, Teaching Groups 15%

Critical research Paper 20%

Final examination 20%

Plagiarism: The serious ethical violation of presenting other people's words or ideas as your own (see a handbook for the definition of plagiarism and LIT and Handbook on proper documentation of sources to avoid it). Plagiarism and other forms of cheating can result in a failing grade on an examination or paper and, in some instances (notably the research paper and final examination), a failing grade for the course.

A Final Word (or two)

All of this may sound distant and intimidating right now, but I wanted to lay out the rules so we won't have any misunderstandings-standings later. PLEASE come to office hours at scheduled times or make an appointment if you have questions, want to check on your progress, or just want to talk. I hope we will have an enjoyable and worthwhile term together.

Finally (!), this syllabus and the attached Course Calendar may be modified, depending on circumstances.

RL

English 102 Calendar

Weekly headings indicate an emphasis for class discussion, but we will also discuss other aspects of each work. Look up the KEY TERMS of each weekly heading in Glossary prior to class discussions. For all material in LIT, annotate the text and think out answers to any questions following each work.

A starred (*) work is for detailed class discussion and, beginning the first week, some require a "dialectic journal" page or more that you will hand in at the beginning of the period for which the work is assigned. Focus journal entries on the key terms listed for that week. You may wish to keep a copy of each page for reference during the hour.

Urgently Recommended: Read through Invisible Man as soon as possible, in preparation for re-readings, class discussions, and the research paper.

Week 1: Introduction and Short Fiction: Criticism, Genre, Short Story, Plot, Character, Setting, Point of View, Tone, Satire, Irony, Imagery (see Abrams, Glossary for key terms)

M: Enrollment business; general overview; handout of short story; writing about short story

W: "Reading Fiction" (LIT); discussion of handout; Crane, Hemingway; practice journal page; *Melville; hand in journal page(s) on Melville; "Critical Approaches" (Unless otherwise indicated, subsequent assignments are in LIT)

Week 2: Review all above key terms, and add: Myth, Ritual, Epiphany

W: *Jackson (handout); *Silko (handout); hand in journal page(s) on Jackson and Silko; assignment of essay on fiction (4-6 pages): Lit, "Writing About Literature," emphasizing fiction, "Suggestions for Writing--Fiction," and "Some Matters of Form, Documentation"

Week 3: Long Fiction: Novel, Point of View, Initiation Story, Comedy, Humor

M: *Hawthorne; *Joyce; handouts on "hero's journey"; hand in journal page(s) on Hawthorne; *Joyce; first draft workshop on fiction essay (bring a formal outline and well-developed first draft for peer review)

W: Hand in fiction essay; *IM, Prologue and chapters 1-3; journal page on each of these chapters; form Peer Teaching Groups

Week 4

M: *IM, chapters

W: Mid-term examination on fiction; bring a large blue book

Week 5: Poetry--Genre, Interpretation, Persona, Tone, Lyric, Ballad, Free Verse

M: *IM, chapters; turn in rationale for research topic on IM

W: IM chapters; Lit, "Reading Poetry" ; *Roethke, *Hayden, Anonymous, *Plath; hand in journal on Roethke and Hayden; *Dickinson (3 poems); *Dickinson (3 poems), Cummings, Kizer, *Sexton; turn in journal page(s) on two poems by Dickinson

Week 6: Diction, Imagery, Rhyme, Rhythm, Meter, Dramatic Monologue, Figures of Speech, Symbolism, Paradox, Pun, Sonnet, Alliteration, Assonance, Consonance

M: Pope, Frost, *Frost, *Herrick (2 poems), *Marvell, Donne; hand in journal page(s) on Frost and Herrick OR Marvell; *Keats, *Thomas; *Hopkins (2 poems); assignment of poetry essay: "Writing About Literature," emphasizing discussion of poetry, "Some Matters of Form, Documentation," and "Suggestions for Writing--Poetry";

W: Hand in journal page(s) on Keats AND Thomas; Shakespeare (sonnets as assigned), Keats *Hopkins, *Yeats, *Browning, Tennyson, *Arnold; hand in journal pages on Hopkins (or Yeats) AND Browning;

Week 7: Drama, Classical Tragedy, Plot, Myth, Dramatic Irony (plus Apollonian/Dionysian, Dithyramb)

M: first-draft workshop on poetry essay; continue above discussions

W: "Reading Drama,"; Sophocles, *Oedipus Rex (see questions at end); hand in journal page(s) as instructed; paper due on poetry (4-6 pages)

Week 8: Classical/Shakespearean Tragedy

M: Shakespeare, *Othello ; see questions; hand in journal page(s) on Acts I, II, and III

W: Shakespeare, *Acts IV and V; hand in journal page(s) on both acts; excerpts from films of Othello ; *Acts IV and V

Week 9: Modern Tragedy, Problem Play

M: Ibsen, *A Doll's House

W: *A Doll's House

Final Examination on poetry and drama; hand in research essay on Ellison as instructed

Note: The calendar may be modified, depending on circumstances.RL