Hill College 112 Lamar Drive Hillsboro, TX 76645 COURSE SYLLABUS Course Prefix and Number Course Title ENGL. 2322 Section: Semester: Fall 2016 English Literature I Instructor:​ Sarah Moulden Contact: Phone: 817­389­2265 E­mail: ​[email protected]​, ​[email protected] ACGM Description​: A survey of the development of British literature from the Anglo­Saxon 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. Catalog Description​: Lecture Hours ​ 3 ​ Lab Hours ​ 0 ​ Semester Credit Hours ​ 3 Pre­Requisite: ENGL 1301 (Composition I) Introduction and Purpose​: This course will provide the opportunity for the student to examine the great works of English literature from its inception through the eighteenth century. English Literature I will satisfy degree requirements for Hill College and for transfer credit to senior institutions. Instructional Materials​: Textbooks: Greenblatt, Stephen. ​The Norton Anthology of English Literature: Volume I​. Ninth Edition. New York: W.W. Norton and Company, 2012. Chaucer, Geoffrey. ​The Canterbury Tales​. Supplies: Paper, pens, pencils, Scantron answer sheets as required, examination blue books as required, collegiate dictionary, thesaurus Objectives / Student Learning Outcomes​: At the end of the course, the student should be able to: 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 research­based critical papers about the assigned readings in clear and grammatically correct prose, using various critical approaches to literature. Description of Institutional Core Objectives (ICO’s) Given the rapid evolution of necessary knowledge and skills and the need to take into account global, national, state, and local cultures, the core curriculum must ensure that students will develop the essential knowledge and skills they need to be successful in college, in a career, in their communities, and in life. Therefore, with the assistance of the Undergraduate Education Advisory Committee, the Coordinating Board approved a 42­semester credit hour core curriculum for all undergraduate students in Texas, including a statement of purpose, six core objectives, and common component areas. Statement of Purpose Through the Texas Core Curriculum, students will gain a foundation of knowledge of human cultures and the physical and natural world, develop principles of personal and social responsibility for living in a diverse world, and advance intellectual and practical skills that are essential for all learning. Hill College faculty periodically evaluates the objectives included in the Foundational Component Area of Language, Philosophy, and Culture. Core Objective College SLO Course SLO General Learning Activities Assessment Critical Thinking Skills CT1: Generate and communicate ideas by combining, changing or reapplying existing information 1­4, 8­9 Pre­writing, brainstorming, outlining, class and group discussion Embedded assessment analysis, written essays and research papers Communication Skills Use Any CS1: Develop, interpret, and express ideas through written communication 1­4, 8­9 Pre­writing, brainstorming, outlining, writing multiple drafts to conclude with a final draft Embedded assessment analysis, written essays and research papers Communication Skills Use Any CS2: Develop, interpret, and express ideas through oral communication 1­3, 7­8 Communication Skills Use Any CS3: Develop, interpret, and express ideas through visual communication 3, 7­9 Pre­writing, brainstorming, outlining to conclude with a visual presentation Embedded assessment analysis, power point presentation Social Responsibility Use Any SR1: Demonstrate intercultural competence 4, 5, 6 Class discussion, student presentations Students' contribution to discussion and listening to other students Social Responsibility Use Any SR2: Identify civic responsibility 1­2, 7, 8 Class discussion, student presentations, community volunteer hours Class discussion of importance of volunteering Social Responsibility Use Any SR3: Engage in regional, national and global communities 3, 7 Use research and blog with students from various countries with varying cultural belief systems Embedded assessment analysis and research paper Personal Responsibility PR1: Evaluate choices and actions and relate 1­9 Class discussion, writing from a different Embedded assessment Pre­writing, Embedded brainstorming, outlining assessment to conclude with an oral analysis, student and visual presentation presentations consequences to decision­making point of view, creating a cause/effect analysis analysis, cause and effect essay The students' success in completing these objectives will be measured using a set of examinations and assignments described, in detail under the section of this syllabus headed “Method of Evaluation.” An Annual Assessment Plan will be implemented each year to review the course. Methods of Instruction​: This course will be taught face­to­face and by various distance learning delivery methods. Audio­visual materials and computer­based technology will be used when appropriate. Students will be shown how to use a calculator where appropriate. Methods of Evaluation​: The students' success in completing the core objectives within the Foundational Component Area of Language, Philosophy, and Culture will be measured using rubric, exam, or embedded assessment activity. Grades in this course will be based on the following evaluative criteria: 1. Tests Tests must be given for each major period studied. At least 4 major tests must be given during the semester. 2. Analytical papers based on specific literary works and/or oral presentations. At least two major papers and/or oral presentations should be assigned during the course of the semester. 3. Quizzes/short in­class written responses The number of quizzes/written responses should be left to the instructor’s discretion. ***Elements 1­3 will be weighted at 75% of the overall grade, but can be distributed at the instructor’s discretion. 4. Comprehensive final examination ***The final exam will be weighted at 25% of the overall grade. Letter grades for the course will be based on the following percentages: 90­100% A 80­89% B 70­79% C 60­69% D Below 60% F Course Outline​: Class policies: Regular attendance at all class meetings is expected. Disruptions in class will not be tolerated. Outline of Topics: I. Background to England and its language A.
Origins of early English inhabitants B.
Origins of language II. Old English period (Anglo­Saxon) A.
Historical background B.
Development of early language 1.
Celtic language and culture 2.
Contributions of Jutes, Angles, and Saxons 3.
Influence of Viking raiders and invaders C.
Early literary achievements (selected from below) 1.
Beowulf 2.
"The Wanderer" 3.
"The Seafarer" 4.
Caedmon and Bede's ​Ecclesiastical History 5.
"The Battle of Maldon" 6.
"The Dream of the Rood" III. Middle English period A.
Historical background 1.
Norman invasion 2.
Rise of feudalism 3.
Cultural changes B.
Language changes 1.
French infusion with Norman invasion 2.
Latin influence with the Church 3.
Growing dominance of English as a language C.
IV. A.
B.
C.
V. A.
B Major literary achievements of period (selected from below) 1.
The Canterbury Tales 2.
Sir Gawain and the Green Knight 3.
Piers Plowman 4.
Medieval lyrics and ballads 5.
Everyman 6.
Morte d'Arthur The Sixteenth Century Historical background 1.
Political changes 2.
Religious changes 3.
Social shifts 4.
Philosophical growth 5.
Knowledge explosion Language 1.
Influx of new vocabulary 2.
Use of new literary structures and techniques 3.
General emphasis of creativity with language Major literary achievements (selected from below) 1.
Poetry a. Sonnets b. Lyrics/other short poems c. ​Faerie Queene d. ​Astrophil and Stella e. Skeltonics 2.
Prose a. ​Utopia b. Biblical translations 3.
Drama a. ​Dr. Faustus b. Shakespearean play selection The Seventeenth Century Historical development 1.
Puritans 2.
Cavaliers 3.
The Commonwealth Literary achievements (selected from below) 1.
Metaphysical poetry 2.
Cavalier poetry 3.
Puritan poetry VI. A.
B.
C.
2.
a. ​Paradise Lost b. Other selections 4. Prose a. Essays b. John Locke The Restoration and the Eighteenth Century Historical development 1.
Government 2.
Society Language development Literary achievements (selected from below) 1.
Prose a. Pepys' Diary b. ​Pilgrim's Progress c. Swift's satire d. Journalism e. ​Life of Johnson f. Johnson's English dictionary Poetry a. ​The Rape of the Lock b. Selections by John Dryden c. Pre­Romantic poetry Disability Accommodations Students with qualified and documented permanent or temporary disabilities may request accommodations which will enable them to participate in and benefit from educational programs and activities. Students should contact the Academic Advising and Success Center for more details at: 254.659.7650 for Hillsboro, 817.760.5650 for Cleburne, or 817.295.7392 for Burleson. Reports of discrimination based on disability may be directed to the ADA/Section 504 and Title IX Coordinator: Name: Ms. Lizza Trenkle Position: Vice President of Student Services Address: 112 Lamar Drive, Hillsboro, TX 76645 Instructor’s Class Content​: Once the requirements for your degree are completed, what ultimately matters are not the courses listed on your transcript but the sensibilities and habits of mind that you bring to your work, friends, family, and, indeed, the rest of your life. A healthy economy changes and grows with the times; people do too if they are prepared for more than simply filling a job description. The range and variety of life that literature affords can help you to interpret your own experiences and the world in which you live. —Michael Meyer Absence Policy BE HERE! Absences have a major impact on your grade! This course will have discussion/activities/group work/note taking/etc. every class. If you are absent, you need to intiate clear and timely communication with the instructor concerning how you will make up the absence. Always bring the assigned reading to class.​ In order for students to participate in close readings and discussions (and we will do a lot of reading together in class), it is crucial for them to have in hand all of the assigned texts for each day. Come to class prepared. ​Students are expected to participate in class discussions and come to class meetings having completed all readings assigned for independent completion (as distinct from the extensive reading that we will do together in class) as well as any assigned written work. Communication: Sign up for Remind101. Use Twitter (not direct message). Email me. Give me 24 hours to return your communication. Course Policies: Plagiarism or Academic Dishonesty in any form will not be tolerated. ​The inclusion of uncited material, whether quoted or paraphrased, will result in the grade of a zero. Plagiarism as defined on dictionary.com: an act or instance of using or closely imitating the language and thoughts of another author without authorization and the representation of that author's work as one's own,as by not crediting the original author. (A simple definition of plagiarism: If you did not know the information BEFORE you read it for this class, the source needs to be documented.) Patchwriting is a form of plagiarism. ​“​Writing passages that are not copied exactly but that have nevertheless been borrowed from another source, with some changes­a practice which ​The Bedford Handbook for Writers calls "paraphrasing the source's language too closely" (477). This "patchwriting" is plagiarism ​regardless of whether one supplies footnotes, endnotes, or parenthetical notes that acknowledge the source. However, patchwriting is not always a form of academic dishonesty; it is not always committed by immoral writers. Often it is a form of writing that learners employ when they are unfamiliar with the words and ideas about which they are writing. In this situation, patchwriting can actually help the learner begin to understand the unfamiliar material. Yet it is a transitional writing form; it is never acceptable for final­draft academic writing, for it demonstrates that the writer does not fully understand the source from which he or she is patchwriting. Because patchwriting can result from a student's inexperience with conventions of academic writing, instruction in quotation and source attribution and a request for subsequent revision of the paper may be an appropriate response for the instructor. But because patchwriting often results from a student's unfamiliarity with the words and ideas of a source text, instruction in the material discussed in the source and a request for subsequent revision of the paper is even more frequently the appropriate response.” "Welcome to the Purdue OWL." ​Purdue OWL: Contextualizing Plagiarism. N.p., 2016. Web. 17 Aug. 2016. From: Howard, Rebecca Moore. "Plagiarisms, Authorships, and the Academic Death Penalty."​College English 57.7 (Nov. 1995): 708­36. Print. We will discuss ways to avoid patchwriting early in the course. Hill College: 1. SCHOLASTIC DISHONESTY. Scholastic dishonesty shall constitute a violation of the “Code of Student Conduct,” and is punishable by the instructor, division director, deans of the instructional programs and/or the Division of Student Services. Scholastic dishonesty shall include, but not limited to: a.
cheating on a test; which may include: (1) copying from another student’s test paper, (2) using unauthorized test material, (3) collaborating with or seeking aid from another student without authorization, (4) knowingly using, buying, selling, soliciting, stealing or transporting in whole or in part the contents of an unadministered test, (5) any form of grade alteration, (6) substituting for another student or permitting another student to substitute for one’s self to take a test. b.
plagiarism, shall be defined as the appropriating, buying, receiving as a gift, or obtaining by any means another’s work and the unacknowledged submission or incorporation of it in one’s own written work. c.
collusion, shall be defined as the unauthorized collaboration with another person in preparing written work for fulfillment of course requirements Godley High School: DEFINITIONS OF ACADEMIC VIOLATIONS Students at Godley High School must adhere to GHS's standards of academic integrity. These standards may be intuitively understood, and cannot in any case be listed exhaustively; the following examples represent some basic types of behavior that are unacceptable: ● Cheating​: Cheating at tests or examinations includes, but is not limited to using unauthorized notes, study aids, or information on an examination (including laptops, cell phones or other communication devices); altering a graded work after it has been returned, then submitting the work for re­grading; allowing another person to do one's work and submitting that work under one's own name; submitting identical or similar papers for credit in more than one course without prior permission from the course instructors. ● Plagiarism​: submitting or presenting material that in part or whole is not entirely one's own work without attributing those same portions to their correct source. ● Fabrication​: falsifying or inventing any information, data or citation; presenting data that were not gathered in accordance with standard guidelines defining the appropriate methods for collecting or generating data and failing to include an accurate account of the method by which the data were gathered or collected. ● First offense of academic dishonesty is a zero for the assignment at disciplinary action at Godley High School. ● Second offense will be reported to Hill College whose policy is to put the student on academic probation and the student may not receive credit for the course. Grading 20% Reading Quizzes, Class Participation, Minor Assignments 30% Analytical Paper and Class Presentation 25% Unit Tests (Multiple­Choice and Essay) 25% Final Exam Students who complete the course evaluation will receive extra credit. I will not know how you answered the questions. I will only know that you submitted the survey. Assignments and Readings **This syllabus is subject to change. The instructor will notify students of any change.** Unit Week Date Readings Major Assignments Due Anglo­Saxon 1 (A.D. 449­1485) Medieval 8/22 Excerpt from ​Mindset (Dweck) Historic Background and Overview of Literature (2­19) From Bede’s ​An Ecclesiastical History of the English People (84) “The Wanderer” (26) Log in to Classroom and Blackboard Mindset Reflection College Entrance Essay Reading Quizzes, as assigned 2 8/29 “The Wife’s Lament” (30) “The Dream of the Rood” (32­35) “The Art of Summarizing” (Graff & Birkenstein) Beowulf (40) Discuss/Assign Connections Presentations Patchwriting/Plagiar
ism Excercises Summarizing Exercises Reading Quizzes, as assigned 3 9/5 “The Art of Quoting” (Labor (Graff and Birkenstein) Day) Beowulf Beowulf Response Paper Reading Quizzes, as assigned 4 9/12 From ​The Canterbury Tales “The Prologue” (96) Connections: Anglo­Saxon/ Medieval Student Presentation Reading Quizzes, as assigned 5 9/19 “The Pardoner’s Tale” (124) “The Wife of Bath’s Tale” (138) The Canterbury Tales Response Paper Reading Quizzes, as assigned 6 9/26 From ​Sir Gawain and the Green Knight (170) From ​Morte d’Arthur (185) Anglo­Saxon and Medieval Unit Test Reading Quizzes, as assigned Renaissance 7 (1485­1625) 10/3 “​Entering Conversations about Literature” (Graff and Birkenstein) Historic Background and Overview of Literature (236­253) The English Bible (673­676) Spenser: “Sonnet 1” (254) “Sonnet 75” (256) Petrarch, Father of the Sonnett (254) Marlowe “The Passionate Shepherd to His Love” (266) Raleigh “The Nymph’s Reply to the Shepherd” (268) Paper Topic due Reading Quizzes, as assigned 8 10/10 (Colu
mbus Day) Shakespeare’s Sonnet 29 (275) Sonnet 106 (275) Sonnet 116 (276) Sonnet 130 (278) “The Mystery of the Sonnets” (277) Shakespearean Play 10/11 Connections: Renaissance Student Presentation 10/12 MIDTERM 9 10/17 Shakespearean Play Shakespearean Play Response Paper Renaissance Unit Test Reading Quizzes, as assigned 17th Century 10 10/24 Historic Background and Overview of Literature (464­481) “Starting with what Others are Saying” (Graff and Birkenstein) John Donne “Song” (482) “A Valediction: Forbidding Mourning” (484) “Holy Sonnet 10” (486) “Meditation 17” (488) Connections: 17th Century Student Presentation Five potential sources for analytical paper: Annotated Bibliography, MLA format Reading Quizzes, as assigned 11 10/31 Andrew Marvell “To His Coy Mistress” (506) Robert Herrick “To the Virgins, to Make Much of Time” (510) John Suckling “Song” (512) Katherine Philips “A Married State” (1784) Cavalier Poet Response Paper (slightly different format than syllabus) Reading Quizzes, as assigned Skeleton: Major ideas and text evidence for Analysis Paper 12 11/7 John Milton (518) From ​Paradise Lost (525) “When I Consider How My Light is Spent” (1942) John Locke From “An Essay Concerning Human Understanding” (2280) “Two Treatises of Government” (3014­3016) 17th Century Unit Test Reading Quizzes, as assigned 18th Century 13 11/14 Samuel Pepys From ​The Diary (573) John Bunyan From ​The Pilgrim’s Progress (554) Samuel Johnson From ​A Dictionary of the English Language (648) James Boswell From ​The Life of Samuel Johnson (655) Milton or Locke Response Paper Connections: 18th Century Student Presentation Working Draft: Analytical Paper Due 11/18 Reading Quizzes, as assigned 14 Thanksgiving Break 15 11/28 Jonathan Swift From ​Gulliver’s Travels (606) “A Modest Proposal” (617) John Dryden “Song from ​Marriage a la Mode” (2212) “To the Memory of Mr. Oldham” (2243) Final Draft: Analytical Paper Due 12/2 Reading Quizzes, as assigned 16 12/5 Alexander Pope From ​The Rape of the Lock (632) Thomas Gray “Elegy Written in a Country Churchyard” (666) Anne Finch “A Nocturnal Reverie” (673) Gulliver’s Travels Response Paper 18th Century Unit Test 12/7 FINAL EXAM 12/11 ­ Assignments and Activites as end of Assigned for GHS credit semes
ter