up
DepartmentofEnglishLanguageandLiterature
ENGL100(IntroductiontoLiteraryStudy)
CourseSyllabus(SpringandSummer2017)
Instructor
DrRobertG.May
AssociateProfessorandUndergraduateChair
DepartmentofEnglish
E-MailAddress
[email protected]
OfficeLocation
Room409,JohnWatsonHall
OfficeHours(SpringandSummer2017)
Byarrangement
(pleasee-mailDrMaytosetupanappointment)
1 TeachingAssistantInformation
PleaserecordTAcontactinformationhere:
____________________________________________
Name
____________________________________________
E-MailAddress
____________________________________________
OfficeLocation
____________________________________________
OfficeHours
Pleasenotethatthiscoursesyllabusissubjectto
revision.Pleaseconsulttheelectronicversionofthis
syllabusontheclassWebsiteregularlyforupdates.
onQSite
https://onq.queensu.ca/
ClassWebSite
http://post.queensu.ca/~mayr/
1 CourseSyllabusTableofContents
Instructor,TA,andClassInformation...........
onQ,ClassWebSite,andSocialMedia..........
AccessibilityandAccommodation..............
AbouttheInstructor.........................
AbouttheCourse............................
Books.....................................
CourseRequirements........................
AcademicIntegrity..........................
TheWritingCentreatQueen’sUniversity.......
Links......................................
CourseOutlineandReadingSchedule..........
AppendixA:EssayInstructions................
AppendixB:DiscussionForumInstructions......
AppendixC:SymposiumInstructions...........
AppendixD:FinalExaminationInstructions.....
AppendixE:GradeConversionScale...........
AppendixF:StatementofAcademicIntegrity....
ENGL100CourseSyllabus
ScanthisQRCodeto accessthisdocument
onamobiledevice
1
2
2
3
3
4
5
8
9
10
11
14
21
23
28
29
30
onQ,ClassWebSite,andSocialMedia
8 onQSite
https://onq.queensu.ca/
8 DrMay’sClassWebSite
http://post.queensu.ca/~mayr/
8 DrMay’sSocialMedia
Facebook:http://www.facebook.com/drrgmay/
Twitter:http://www.twitter.com/drrgmay/
Flickr:http://www.flickr.com/photos/drrgmay/
ENGL100isaQueen’sUniversityonlinecourse.StudentswillfindallcoursematerialsontheonQsite(asidefrom
thecoursetextbooks,whichmustbepurchasedattheCampusBookstore).Studentswillalsosubmitall
assignmentsviaonQ.StudentsshouldlogontotheonQsitewiththeirQueen’sUniversityNetIDtogetstarted.
StudentswillrequireacomputercapableofaccessingthelatestversionoftheonQonlinelearningenvironment.
StudentsshouldalsohaveaccesstoaQueen’sUniversitye-mailaccounttocommunicatewithDrMayandtheir
TAs.Fortechnicalinformationandassistance,pleasecontactQueen’sContinuingandDistanceStudies(CDS)via
telephone(613.533.3322)ore-mail([email protected]).
StudentsarealsoencouragedtoconsultDrMay’sclassWebsiteregularly.ItcontainsadditionalresourcesDrMay
usesinhison-campuscoursesthatmayalsoproveusefultoonlinestudents.
StudentsshouldalsoconsidersubscribingtoDrMay’sclassFacebookpage,Twitterfeed,and/orFlickrstreamto
keepuptodateonimportantclassinformationandannouncements.
AccessibilityandAccommodation
8 Queen’sStudentWellnessServices
http://www.queensu.ca/studentwellness/
Queen’sUniversity,theEnglishDepartment,andDrMayarecommittedtoprovidinganaccessiblelearning
environmenttoallstudents.Partofthiscommitmentincludesarrangingacademicaccommodationsforstudents
withdisabilitiestoensuretheyhaveanequitableopportunitytoparticipateinalloftheiracademicactivities.
StudentswithadisabilityarestronglyencouragedtoregisterwithStudentWellnessServices.Formore
information,pleasevisittheWebsiteabove.
Queen’sUniversity,theEnglishDepartment,andDrMayarecommittedtoaninclusivecampuscommunitywith
accessiblegoods,services,andfacilitiesthatrespectthedignityandindependenceofpersonswithdisabilities.All
coursedocumentsareavailableinanaccessibleformatorwithappropriatecommunicationsupportsupon
request.
ENGL100CourseSyllabus2
AbouttheInstructor
DrRobertG.MayisanAssociateProfessorandtheUndergraduateChairintheDepartmentofEnglishatQueen’s
University.AspecialistinCanadianliteratureinEnglish,hehasextensiveteachingandpublishingexperiencein
nineteenth-andtwentieth-centuryCanadianpoetryandfiction.HehastaughtsurveycoursesinCanadian
literature,aswellasupper-yearundergraduateseminarsintheMontrealGroup,CanadianLiteraryCriticism,and
GayPoetryinCanada.Hehaspublishedpeer-reviewedarticlesonCanadianliteraryfiguressuchasDuncan
CampbellScott,F.R.Scott,LeoKennedy,andGaryGeddes.HeistheeditorofGaryGeddes:EssaysonHisWorks
(Toronto:Guernica,2010)andDuncanCampbellScott’sIntheVillageofViger:ACriticalEdition(Ottawa:
Tecumseh,2010).Heiscurrentlyco-editingAuto-Anthology:TheCompletePoemsandTranslationsofF.R.Scott.
AbouttheCourse
8 Queen’sUniversityFacultyofArtsandScienceCalendar
http://www.queensu.ca/artsci/students-at-queens/academic-calendar/
CourseDescription
Thiscourseintroducesstudentstofourmainliterarygenres:theNovel,theDrama,theEssay,andPoetry.Itisalso
designedtoimprovestudents’writingskills,andtodeveloptheirknowledgeofliterarytermsandcritical
techniquesasafoundationforfurtherliterarystudy.
ENGL100isdesignedtointroducestudentstothemaingenresofliterarystudy.InTheConciseOxfordDictionary
ofLiteraryTerms,ChrisBaldickdefinesgenreas“atype,species,orclassofcomposition,”and“arecognizableand
establishedcategoryofwrittenworkemployingsuchcommonconventionsaswillpreventreadersoraudiences
frommistakingitforanotherkind.”Genremeansdifferentthingsindifferentcontexts,andonegenreoften
containswithinitvarioussubgenres.Forexample,withinthegenreofthenovel,therearenumeroussubgenres:
thespynovel,thehistoricalnovel,theromanticnovel,thecampusnovel,thegothicnovel,thedetectivenovel,
andothers.Thereareevensub-subgenres.Forexample,withinthesubgenreofthedetectivenovel,thereare
numeroussub-subgenres:the“hard-boiled”detectivenovel,the“whodunit,”theEnglishvillagemystery,the
“cold-casefile,”andothers.Genreisafundamentalwayofthinkingaboutliterarytexts,anditwillprovidean
organizingprincipleforENGL100.Themanygenres,subgenres,andsub-subgenresofliteratureprovidereaders
withadynamicsenseoftherichnessandvarietyofliteratureinEnglish.
LearningOutcomes
Uponsuccessfulcompletionofthiscourse,studentsshouldbeabletodothefollowing:
• Identifyandexplainthehallmarksoffourmainliterarygenres(theNovel,theDrama,theEssay,andPoetry);
• Identify,analyse,andemploythelanguageofliteraryanalysiswhendiscussingtexts(e.g.,metaphor,irony,
pathos,parody,rhetoric,ideology,etc.);
• Demonstrateabasicunderstandingofkeycriticalapproaches(e.g.,psychoanalysis,Marxism,feminism,queer
theory,etc.);
• Evaluatetheimportanceofgender,class,race,andgeographicallocationascategoriesforliteraryanalysis;
• Demonstrateasoundknowledgeofgrammar,punctuation,diction,andsyntax;
• Composeoriginalargumentsthatevaluate,analyse,andsynthesizeprimaryandsecondarytexts,andthatdo
sowithinastructuralframeworkthatincludesathesisstatement,strongtopicsentences,textualevidence,
andacompellingconclusion.
ENGL100CourseSyllabus3
Books
8 TheCampusBookstore
http://www.campusbookstore.com/
ThefollowingbooksmaybepurchasedattheCampusBookstore.Itisrecommended,thoughnotimperative,that
studentsusetheeditionsofthesebooksthatarestockedattheBookstore.
PleasenotethattherearetwoversionsofMaryShelley’sFrankenstein,an1818versionandan1831version.
Pleasebesuretoacquirethe1818version.
RequiredBooks
Unit1:TheNovel
& MargaretAtwood.TheHandmaid’sTale.[1985].
& MaryShelley.Frankenstein.[1818].
Unit2:TheDrama
& WilliamShakespeare.RichardIII.[ca.1592].
& RichardBrinsleySheridan.TheSchoolforScandalandOtherPlays[1777].
& TennesseeWilliams.TheGlassMenagerie[1944].
Unit3:TheEssay
& PhilipLopate,ed.TheArtofthePersonalEssay.
Unit4:Poetry
& J.PaulHunter,etal.,eds.TheNortonIntroductiontoPoetry.NinthEdition.
ReferenceBook
& SharonHamilton.EssentialLiteraryTerms.SecondEdition.
1 BooksTips
• Studentsareencouragedtopurchasetheirbooksasearlyinthetermaspossible,andto
avoidwaitinguntilthelastminute,astheCampusBookstoresometimesrunsshortof
stock.
• IftheCampusBookstorehassoldoutofabook,besuretoaskthemtoorderit.The
CampusBookstoredoesnotautomaticallyreplenishstockofsold-outbooks.
• Pleasenotethataccommodationscannotbemadeforstudentswhoareunableto
completeanassignmentontimeowingtoasold-outbook.
ENGL100CourseSyllabus4
CourseRequirements
TimeCommitment
• Tocompletethereadings,assignments,andcourseactivities,studentscanexpecttospend,onaverage,about
10hoursperweek.
InternetAccess
• ForstudentswhowillbeoutofCanadaduringthecourse,pleasebeadvisedthatsomeWebsitesthatare
requiredtocompleteonlinecourses,includingonQ,aresometimesblockedintermittentlyinsomecountries
(e.g.,China),whichmayposeanimpedimenttostudentsincompletingthecourse.
• AccommodationscannotbemadeforstudentsbasedonthelackofreliableInternetaccess.Itisstudents’
responsibilitytoensurethattheyhaveadequateInternetaccessfortheentiretyofthecourse.
StructureofEachLesson
• Thecourseisdividedinto4units,eachofwhichexaminesadifferentliterarygenre(theNovel,theDrama,the
Essay,andPoetry).
• Atthebeginningofeachunit,studentsareaskedtoread1ormoreliteraryworks.
• Theunitthenmovestoadiscussionofcourseobjectives,followedbybiographicalinformationaboutthe
authors,andthenadetailedconsiderationoftheliteraryworksusingcoursenotes,images,videolinks,and
supplementaryWebsites.
• Withineachunit,studentswillhavetheopportunitytosharetheirquestionsandinsightswiththeirfellow
classmatesviaanonlineDiscussionForum.
• Eachunitalsoprovidesinformationonessay-writingskills.
• Eachunitcloseswithalistofworkscited,whichprovidesalistofthecriticswhosewordsorideaswere
referencedinthesection.
• Studentsmustcompleteall4unitstopassthecourse.
Essays
• Studentsmustwrite4Essaysof1000wordseach(plusorminus100words),oneforeachunitofthecourse.
• StudentsmustsubmitEssaysbythedateandtimedesignatedbyDrMay.
• StudentsmaysubmitEssaysaftertheduedate,buttheywillbesubjecttoalatenesspenaltyof2%per24hourperiod.
• StudentsareencouragednottowaituntilthelastminutetosubmittheirEssays,aslatenesspenaltiesbeginto
accrueimmediatelyfollowingthedesignatedclosingtimes.
• StudentsmayarrangeforanextensiononanEssayonlybyapproachingDrMaybeforetheduedateand
providinghimwithadequatesupportingdocumentation(e.g.,adoctor’snote,etc.)oftheirinabilitytosubmit
theEssayontheduedate.
• StudentsmaynotrewriteEssays.
• StudentsmustsubmitEssaysonlyviaonQ(i.e.,notviahardcopy,e-mail,etc.).
• IntheweekbeforeeachEssayisdue,studentswillhavetheopportunitytoparticipateinalive,online
interactiveWritingSeminar,hostedbytheinstructorand/orteachingassistants.
• Studentswillreceiveindividual,personalizedfeedbackontheirEssaysfromtheirTA.
• PleaseseeAppendixAforcompleteEssayinstructionsandtopics.
ENGL100CourseSyllabus5
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
DiscussionForums
Activeparticipationinthe4DiscussionForumsononQisexpectedofallstudents.
StudentsmustposttheirDiscussionForumquestionsorcommentsviaOnQby11.55p.m.ETontheduedate,
afterwhichtheDiscussionForumwillbeclosed.
StudentswhodonotparticipateintheDiscussionForumswillreceiveamarkof0forthiscomponentofthe
course.
PleaseseeAppendixBforcompleteDiscussionForuminstructions.
Symposium
Studentsmustattend1of4SymposiumsviaAdobeConnectononQ.
All4Symposiumshavebeenscheduledatdifferenttimesofdaytogivestudentsoptionsandtoaccommodate
differentschedules.
StudentsshoulddecidewhichSymposiumtheywouldliketoattend,andthensignupononQsometime
duringthefirst2weeksofclass.
StudentsareencouragednottowaituntilthelastminutetosignupforaSymposium,asenrolmentforeach
Symposiumislimited,andisonafirst-come,first-servedbasis.
ForeachSymposium,DrMayhaspreparedasetofdiscussionquestions.Studentsshouldreadandthink
aboutthediscussionquestionswellinadvanceofthetimeoftheSymposium.
Atthescheduleddayandtime,studentsshouldlogonandjointheirSymposium.DrMaywillspeakforafew
minutesaboutthetopic,thediscussionquestions,andtheclassasawhole.
DuringtheSymposium,studentswillhavetheopportunitytoputquestionstoDrMaydirectly,tolistentoand
respondtothequeriesandideasoffellowstudents,andtoparticipateactivelyinthevirtualdiscussion,viaa
Chatwindow.
TheSymposiumwilllastfor1hour.Studentsshouldmakeeveryefforttocontributeasoftenaspossibletothe
discussion.
PleaseseeAppendixCforcompleteSymposiuminstructionsanddiscussionquestions.
FinalExamination
Attheendoftheyear,studentsmustwritea3-hourFinalExamination.
Whentheexaminationschedulehasbeenfinalized,theFinalExaminationdatewillbepostedonstudents’
SOLUSaccount.
StudentsmustwritetheFinalExaminationatthedate,time,andlocationdesignatedbytheUniversity.
StudentsmaynotchangethedateortimeoftheirFinalExaminationunderanycircumstances.
o
o
o
•
•
•
StudentslivingintheKingstonareawillwritetheirFinalExaminationonQueen’scampus.
Studentslivingoffcampuswillreceiveane-mailtotheirQueen’se-mailaccountwithdetailsofthe
date,time,andlocationoftheirFinalExamination(starttimesmayvaryforexaminationsheldatoffcampusexaminationcentres).
Studentswhodonotremembertheexaminationlocationtheychosewhentheyregisteredinthe
course,orwhowishtochangetheirexaminationlocation,shouldcontactCDSassoonaspossible.
Studentsshouldnotschedulevacations,appointments,etc.,duringtheexaminationperiod.
Studentswhorequirespecialexaminationaccommodationsmustcontacttheexaminationsofficeinthe
FacultyofArtsandSciencewellbeforethedesignateddateoftheFinalExamination.
PleaseseeAppendixDforcompleteFinalExaminationinstructionsandformat.
ENGL100CourseSyllabus6
DueDatesandWeightings
Forallassignmentsinthiscourse,studentswillreceivebothanumericalmarkandalettergrade.Numericalmarks
andlettergradescorrespondtoeachotheraccordingtoQueen’sOfficialGradeConversionScale(pleasesee
AppendixEformoreinformation).
AssignmentsAssessedbyTA
Wk.3
19May2017
/ Essay1:Dueby11.55p.m.ET.(AppendicesA,A1)
10%
Wk.6
9June2017
/ Essay2:Dueby11.55p.m.ET.(AppendicesA,A2)
10%
Wk.9
30June2017
/ Essay3:Dueby11.55p.m.ET.(AppendicesA,A3)
10%
Wk.12 21July2017
/ Essay4:Dueby11.55p.m.ET.(AppendicesA,A4)
10%
AssignmentsAssessedbyDrMay
Wk.3
19May2017
/ DiscussionForum1:Dueby11.55p.m.ET.(AppendixB)
5%
Wk.6
9June2017
/ DiscussionForum2:Dueby11.55p.m.ET.(AppendixB)
5%
Wk.9
30June2017
/ DiscussionForum3:Dueby11.55p.m.ET.(AppendixB)
5%
Wk.12 21July2017
/ DiscussionForum4:Dueby11.55p.m.ET.(AppendixB)
5%
Wk.3 17May2017
/ Symposium1:Takesplaceat11.00a.m.ET.(AppendicesC,C1)
Wk.6
7June2017
/ Symposium2:Takesplaceat1.00p.m.ET.(AppendicesC,C2)
10%
Wk.9
28June2017
/ Symposium3:Takesplaceat6.00p.m.ET.(AppendicesC,C3)
Wk.12 19July2017
/ Symposium4:Takesplaceat7.00p.m.ET.(AppendicesC,C4)
Exam
TBA
/ FinalExam:Date,time,andlocationtobeannounced.(AppendixD)
30%
ENGL100CourseSyllabus7
AcademicIntegrity
8 Queen’sUniversityFacultyofArtsandScienceRegulations
http://www.queensu.ca/artsci/sites/default/files/academic_regulations.pdf
Queen’sUniversityisamemberoftheCentreforAcademicIntegrity(CAI).Assuch,itiscommittedtotheprinciple
ofacademicintegrityasthefoundationforthefreeexchangeofideasintheuniversitysetting.Academicintegrity
comprisesthesixfundamentalvaluesofhonesty,trust,fairness,respect,responsibility,andcourage.Queen’s
Universityiscommittedtothepromotionofthesevaluesinitsacademicrelationshipwithstudents.
Departuresfromacademicintegrityincludeplagiarism,theuseofunauthorizedmaterials,facilitation,forgery,and
falsification.Suchdeparturespotentiallycompromisethesixvaluesofacademicintegrity.Theuniversityprovidesa
numberofremediesorsanctionsforsuchdepartures,includingmarkreductions,officialwarnings,therescinding
ofawardsorbursaries,arequirementtowithdrawfromtheuniversityforaspecifiedperiodoftime,orthe
revocationofdegrees.
Itiscrucial,therefore,thatstudentsendeavourtoupholdthesixprinciplesofacademicintegrityintheiracademic
relationshipswiththeuniversityanditsassociatedfacultiesanddepartments.TheQueen’sUniversityFacultyof
ArtsandScienceAcademicRegulation1providescompleteinformationaboutacademicintegrity,detailed
definitionsofthesixcorevalues,in-depthexplanationsofthevariousdeparturesfromacademicintegrity,and
proceduralmaterials.ItishighlyrecommendedthatallstudentsreadandunderstandRegulation1,whichisfound
inthecurrentArtsandScienceCalendarorontheWebsiteabove.
1 ASelectionofPlagiarismandAcademicIntegrityResources
Studentsarestronglyencouragedtoreadandunderstandalloftheseplagiarismandacademic integrityresources.StudentsshouldcontactDrMayiftheyhaveanyquestionsabout
plagiarismoracademicintegrity:
• Queen’sUniversityDepartmentofEnglishOfficialPolicyonAcademicIntegrity(pleasesee
AppendixF)
• Gibaldi,Joseph.“PlagiarismandAcademicIntegrity.”MLAHandbookforWritersof
ResearchPapers.CurrentEdition.NewYork:MLA.
• Hacker,Diana.“CitingSources;AvoidingPlagiarism.”ACanadianWriter’sReference.
CurrentEdition.NewYork:Bedford.
• May,RobertG.“InDepth:AvoidingUnintentionalPlagiarism.”(pleaseseetheclassWeb
site,underDocumentsandResources>Documents>WritingDocuments)
ENGL100CourseSyllabus8
TheWritingCentreatQueen’sUniversity
8 TheWritingCentreatQueen’sUniversity
http://sass.queensu.ca/writingcentre/
LocatedintheLearningCommonsatStaufferLibrary,theWritingCentreatQueen’sUniversityprovidesa
comprehensiveprogrammeoftutorialsessions,writingworkshops,andfor-creditcoursestostudentsofall
disciplinesandlevelswithintheUniversity.StudentswillfindafulldescriptionoftheWritingCentre’smany
servicesontheWebsite.
PerhapsmostusefulistheWritingCentre’sone-on-onetutorialsessions,towhichstudentsmaybringadraftof
theirassignmentsforadviceonstyle,format,andcontent.Itishighlyrecommendedthatstudentsinthe
DepartmentofEnglishmakeuseoftheWritingCentre’stutorialservices.Studentsmayscheduleanappointment
attheWritingCentrebyvisitingtheWebsiteabove,bycalling613.533.6315,orbyvisitingthefrontdeskatthe
LearningCommons.
1 WritingCentreTips
StudentswillbenefitmosthighlyfromtheirappointmentsattheWritingCentrebyfollowing
thesetips:
• Bookappointmentsearlyintheterm:spacesareoftenverylimited,andtheyfillup
quickly.
• Beforetheappointment,trytogetasmuchinformationaspossibledownonpaper.Itis
helpfultohaveatleastafirstparagraph,athesisstatement,orevenjustideasinpoint
formdownonpaperforthewritingconsultanttosee.
• Alwaysbringacopyoftheassignmentsheettotheappointment,sothewriting
consultantcanseetheessaytopicsandinstructions.
• Alwaysbringacopyofprimarysource(s)and,ifpossible,anypertinentsecondarysources,
totheappointment.
• Bringeverythinginhardcopy,asconsultantsdonotworkfromlaptops,tablets,orother
devices.
• Remember,theWritingCentreisnotaproofreadingoreditingservice.Itsmandateisto
providepracticaladviceondevelopingeffectivewritingskills.
ENGL100CourseSyllabus9
Links
EnglishDepartmentWebSite
8 Queen’sUniversityDepartmentofEnglishLanguageandLiterature
http://www.queensu.ca/english/
StudentsareencouragedtomakeuseoftheEnglishDepartmentWebsite,whichcontainsimportantinformation
abouttheundergraduateandgraduateEnglishprogrammesatQueen’sUniversity,aswellasanumberofhelpful
resourcesforstudentsofEnglishLanguageandLiterature.
ThePurdueOnlineWritingLab(OWL)
8 ThePurdueOnlineWritingLab(OWL)
https://owl.purdue.english.edu
TheDepartmentofEnglishendorsesthePurdueOnlineWritingLab(OWL).StudentsshouldaccessOWLfor
comprehensiveinformationaboutMLAstyle,conductingresearch,avoidingplagiarism,grammarandstyleissues,
andwritingessays.
ENGL100CourseSyllabus10
CourseOutlineandReadingList
Pleasenotethatthisoutlineandreadingscheduleissubjecttorevision.Pleaseconsulttheelectronicversionofthis
CourseSyllabusontheclassWebsite(underCourses>ENGL100>Syllabus)forcorrectionsandupdates.Please
consulttheonQversionofthisoutlineandreadingschedule(underENGL100>Timeline)forlinkstothevarious
onlinereadingsandresources.
1 IconKey
TextReading & Readingsfromarequiredcoursetext(pleaseseep.4).
OnlineReading 8 Readingsfromanonlineresource(pleaseseeCourseNotesononQ).
DueDate / Assignmentsareassignedordueonthesedates(pleasealsoseep.7).
NoClassDate Q Classesonthesedateswillnotbeheld(statutoryholidays,Reading
Week,etc.).
SpringandSummerTerm
Unit1:TheNovel
Wk.
30Apr.2017-
8 Unit1CourseNotes
1
6May2017
& MargaretAtwood,TheHandmaid’sTale
Atwood
Wk.
7May2017-
8 Unit1CourseNotes
2
13May2017
& MargaretAtwood,TheHandmaid’sTale
Atwood
Wk.
14May2017-
8 Unit1CourseNotes
3
20May2017
& MaryShelley,Frankenstein
Shelley
15May2017
/ WritingSeminar1:Takesplaceat11.00a.m.ET(AppendixA)
17May2017
/ Symposium1:Takesplaceat11.00a.m.ET.(AppendicesC,C1)
19May2017
/ Essay1:Dueby11.55p.m.ET(AppendicesA,A1)
19May2017
/ DiscussionForum1:Dueby11.55p.m.ET(AppendixB)
Unit2:TheDrama
Wk.
21May2017-
8 Unit2CourseNotes
4
27May2017
& TennesseeWilliams,TheGlassMenagerie
Williams
Wk.
28May2017-
8 Unit2CourseNotes
5
3June2017
& RichardBrinsleySheridan,TheSchoolforScandal
Sheridan
Wk.
4June2017-
8 Unit2CourseNotes
6
10June2017
& WilliamShakespeare,RichardIII
Shakespeare
5June2017
/ WritingSeminar2:Takesplaceat1.00p.m.ET(AppendixA)
7June2017
/ Symposium2:Takesplaceat1.00p.m.ET(AppendicesC,C2)
9June2017
/ Essay2:Dueby11.55p.m.ET(AppendicesA,A2)
ENGL100CourseSyllabus11
Wk.
7
9June2017
Unit3:TheEssay
11June2017-
17June2017
Wk.
8
18June2017-
24June2017
Wk.
9
Unit4:Poetry
25June2017-
1July2017
Wk.
10
26June2017
28June2017
30June2017
30June2017
2July2017-
8July2017
Wk.
11
9July2017-
15July2017
Wk.
12
16July2017-
22July2017
/
8
&
&
&
8
&
&
&
8
&
&
/
/
/
/
8
&
&
&
&
8
&
&
&
&
8
&
&
&
&
/
/
/
/
17July2017
19July2017
21July2017
21July2017
FinalExamination
DiscussionForum2:Dueby11.55p.m.ET(AppendixB)
Unit3CourseNotes
F.ScottFitzgerald,“TheCrack-Up”
Lopate,ed.520-31
ScottRussellSanders,“UndertheInfluence”
Lopate,ed.733-44
JamesBaldwin,“Alas,PoorRichard”
Lopate,ed.604-21
Unit3CourseNotes
VirginiaWoolf,“TheDeathoftheMoth”
Lopate,ed.265-67
JorgeLuisBorges,“Blindness”
Lopate,ed.377-86
JoanDidion,“GoodbyetoAllThat”
Lopate,ed.680-88
Unit4CourseNotes
JohnMilton,fromParadiseLost
Hunter,etal.,eds.150-53
RobertBrowning,“MyLastDuchess”
Hunter,etal.,eds.329-30
WritingSeminar3:Takesplaceat6.00p.m.ET(AppendixA)
Symposium3:Takesplaceat6.00p.m.ET(AppendicesC,C3)
Essay3:Dueby11.55p.m.ET(AppendicesA,A3)
DiscussionForum3:Dueby11.55p.m.ET(AppendixB)
Unit4CourseNotes
ElizabethBarrettBrowning,“HowDoILoveThee?”
Hunter,etal.,eds.2
ThomasGray,“ElegyWritteninaCountry
Hunter,etal.,eds.545-48
Churchyard”
PercyByssheShelley,“OdetotheWestWind”
Hunter,etal.,eds.244-46
JohnKeats,“OdetoaNightingale”
Hunter,etal.,eds.345-47
Unit4CourseNotes
WilliamBlake,“London”
Hunter,etal.,eds.33
WilliamWordsworth,“TinternAbbey”
Hunter,etal.,eds.587-91
EmilyDickinson,“BecauseIcouldnotStopfor
Hunter,etal.,eds.531
Death”
ThomasHardy,“TheDarklingThrush”
Hunter,etal.,eds.548-49
Unit4CourseNotes
WilfredOwen“Disabled”
Hunter,etal.,eds.325-26
W.B.Yeats,“TheSecondComing”
Hunter,etal.,eds.594
W.H.Auden,“StopAlltheClocks”
Hunter,etal.,eds.16-17
SylviaPlath,“Daddy”
Hunter,etal.,eds.467-69
WritingSeminar4:Takesplaceat7.00p.m.ET(AppendixA)
Symposium4:Takesplaceat7.00p.m.ET(AppendicesC,C4)
Essay4:Dueby11.55p.m.ET(AppendicesA,A4)
DiscussionForum4:Dueby11.55p.m.ET(AppendixB)
ENGL100CourseSyllabus12
Exam
25July2017-
28July2017
TBA
FinalExaminationPeriod
/
FinalExam:Date,time,andlocationtobeannounced.(AppendixD)
ENGL100CourseSyllabus13
AppendixA
GeneralInstructionsforEssays
Foreachunitofthecourse,studentsmustwritea1000-wordEssay(plusorminus100words).AllEssaysmust
haveaclearlydefinedthesisstatement,alogicalargumentsetforthinthebodyparagraphswithsubstantial
concretereferencestotheprimarysource,andaclearconclusion.Studentsmustkeepwithin10%ofthe1000wordlimit(i.e.,allEssays,includingquotations,shouldbebetween900and1100wordstotal).
DueDatesandWeightings
PleaseseetheCourseSyllabus(7)forduedatesandweightingsofEssays.
Topics
PleaseseeAppendicesA1,A2,A3,andA4oftheCourseSyllabusforEssaytopics.
AcademicIntegrity
PleaseseeAppendixFoftheCourseSyllabusfortheEnglishDepartment’spolicyonAcademicIntegrityand
Plagiarism.StudentsshouldalsoreadcarefullytheAcademicIntegrityandPlagiarismresourceslistedintheCourse
Syllabus(8).StudentsshouldcontactDrMayand/ortheirTAiftheyhaveanyquestionsorconcernsabout
AcademicIntegrityand/orPlagiarism.
WritingSeminars
IntheweekbeforeeachEssayisdue,studentswillhavetheopportunitytoparticipateinaliveWritingSeminarvia
AdobeConnect,hostedbytheinstructorand/orteachingassistants.DuringeachWritingSeminar,theinstructor
andTAwillprovideessay-writingadviceandtakequestions.ThefinalWritingSeminarwillincludeFinal
Examinationstudyadvice,aswell.ItisbesttoparticipateintheWritingSeminarslive,butrecordingsofthe
sessionswillbepostedforstudentswhocannotattend.
TheWritingCentreatQueen’sUniversity
StudentsareencouragedtomakeuseoftheservicesoftheWritingCentre.PleaserefertotheCourseSyllabusfor
theWritingCentre’scontactinformationandalistoftipsandrecommendationsforgettingthemostfromWriting
Centreappointments(9).
Format
AllwrittenworksubmittedtotheEnglishDepartmentmustconformtothelatestformattingstandardsofthe
ModernLanguageAssociation(MLA).Foradditionalinformation,pleaseseetheWritingResourcesontheclass
Website(theURLcanbefoundintheCourseSyllabus(1,2)).StudentsshouldcontactDrMayand/ortheirTAif
theyhaveanyquestionsaboutMLAformatting.
FormattingandPresentationInstructions
Pleaseadheretothefollowingspecialformattingandpresentationinstructions.Studentswilllose2%perviolation
oftheseinstructions:
• PleaseuseonlytheTimesNewRomanfont(orequivalent),size12.
• Pleaseuseonly1”margins.
ENGL100CourseSyllabus14
•
•
•
•
Pleasedouble-spacetheentireassignment,includingallheadings,titles,blockquotations,andthelistof
WorksCited.
Ratherthanatitlepage,usethefirstfourlinesatthetopoftheassignmenttoindicate1)student’sfullname,
2)theinstructor’sname,3)thecoursecode,and4)thedate(pleaseseebelow).
Pleasenumberpagesonthetop,right-handcornerofthepage,withsurname(pleaseseebelow).
PleaseincludealistofWorksCitedattheendoftheassignment,formattedaccordingtoMLAstyle.
[student’s surname] 1
[student’s full name]
Dr Robert G. May
ENGL 100
[date]
[title]
[essay begins here]
SubmissionviaonQ
StudentsmustsubmittheirEssaysviaonQasaMSWordattachmentby11.55p.m.ETontheduedate.Late
assignmentswillbesubjecttoalatenesspenaltyof2%per24-hourperiod.PleaseseeonQforcomplete
instructionsonhowtouploadassignments.
TheMSWorddocumentsubmittedtoonQshouldbearthefilename“[student’ssurname]Essay[essaynumber]”
(e.g.,SmithEssay1).Pleasedonotincludeanyotherinformationinthefilename.Studentswilllose2%forusingan
incorrectfilename.
Evaluation
Essayswillbeevaluatedaccordingtothefollowingcriteria.
1. ThesisStatement:Thefoundationofanessayisitsthesisstatement,aspecificinterpretiveargumentabout
thetext.Studentsshouldarticulateaclearandspecificargumentthatcanbestatedinasingle,succinct
sentence.Remember,theentirepurposeoftheessayistopersuadethereaderofthevalidityofthecritical,
argumentativeassertionmadeinthethesisstatement.
2. Introduction:Afterthethesisstatement,theintroductionisperhapsthemostimportantpartoftheessay.In
thisopeningparagraph,studentsshouldintroducethetopictobediscussed,offerthespecificthesisthey
intendtoprove,andindicatehowtheyintendtogoaboutprovingit.Theintroductionthusgivesthereadera
clearsenseofthewholeessay—thinkofitasa“roadmap”oftheessay—althoughitcontainsnospecific
evidencetobackupitsclaims.
3. Body:Thebulkoftheessaywillbetakenupwithaseriesofparagraphsthatofferevidencefromtheprimary
source(s)tosupporttheargumentofferedinthethesis.Eachparagraphshouldhaveatopicsentencethat
ENGL100CourseSyllabus15
clearlydefinestheaspectoftheargumenttheparagraphwillexplore,andanumberofsentencestopresent
theproof.Remember,itisnotsufficientmerelytomakeanassertionaboutthetext;thisassertionmustalso
bebackedupwithsolid,specificevidence.Beconsciousofmakingsmoothtransitionsbetweenparagraphs.
Showthereaderwhytheshiftisbeingmade,anddrawthenecessaryconnectionstoshowthatthe
paragraphstogetherarepartofalarger,coherentargument,andnotsimplyindependent“miniessays.”
4.
5.
6.
7.
8.
Conclusion:Theessayshouldendwithabriefconclusionthatbringstheessaytogetherandleavesthereader
satisfiedthatstudentshaveprovenwhattheysetouttoproveinthethesisstatement.Thebestconclusions
bothrearticulatethethesisstatement(i.e.,phrasethethesisindifferentwords)andprovideclosureforthe
readerintheformofamemorablefinalstatement.
Style:Itisnotsufficientmerelytohaveintelligentinsightsabouttexts;thoseinsightsmustbecommunicated
tothereaderclearlyandconcisely.Therefore,studentswillbeassessedontechnicalmatterssuchasspelling,
diction,grammaticalcorrectness,andsentencestructure.
Tone:Aformalessaymustmaintainaprofessional,maturetonefrombeginningtoend.Addressthe
argumentstothereaderinaconsistentlycourteous,confident,andformalmanner.Avoidcolloquialisms,
slangexpressions,abbreviations,jokes,puns,coarselanguage,andanythingelsethatmightlowertheformal,
professionaltoneoftheessay.
AdditionalInstructions:Studentswilllose2%perviolationofthespecialformattingandpresentation
instructionslistedabove.
Lateness:Studentswilllose2%per24-hourperiodforlateassignmentsnotaccompaniedbyappropriate
documentation.
StudentsshouldcontactDrMayand/ortheirTAiftheyhaveanyquestionsorconcernsabouttheirEssays.
ENGL100CourseSyllabus16
AppendixA1
Unit1EssayTopics
Writea1000-wordEssay(plusorminus100words)on1ofthetopicsbelow.
1. Setting:ConsiderthesignificanceofthesettingofTheHandmaid’sTaleorFrankenstein.Howisthesetting
described,andhowdoesitaffectthestorybeingtold?Howdoesthenoveldepictcontrastingtimesorplaces?
Isthereaparticularscene,oracertainplaceorseriesofplaces,thathaveaparticularfunctionorsignificance
inthenovel?
2. Progress:BothTheHandmaid’sTaleandFrankensteindealwiththeconsequencesofideaspushedtoofar.
Fromadvancementsinsciencetoattitudesaboutgender,thenovelsdepictthenegativeconsequencesof
progress.Choose1ofthesenovelsandconsiderhowittakessomethingfamiliarandmakesitterrifying.What
isthecommentary,critique,orwarningthatthenoveloffersaboutprogress?
3. Class:ExaminetherepresentationofsocialclassinTheHandmaid’sTaleorFrankenstein.Howarecertain
classesempoweredordisempowered,andwhy?Howdoesthenoveldepicttheconstraintsofclassdifference,
community,oralienation,andhowdoesthisdepictioninfluencethestory?Whatkindofcommentaryor
critiquedoesthenovelpresentwiththisdepiction?
PleaseseeAppendixAoftheCourseSyllabusforgeneralEssayinstructions.
ENGL100CourseSyllabus17
AppendixA2
Unit2EssayTopics
Writea1000-wordEssay(plusorminus100words)on1ofthetopicsbelow.
1. Sexuality:Howissexualityperformedindrama?Howmightthisperformancedifferinaplayasopposedtoa
novel?ExaminehowseductioniswrittenintotheplotofTheGlassMenagerie,TheSchoolforScandal,or
RichardIII,andhowitmanifestsitselfthroughperformance.
2. Disability:ExaminetherepresentationofdisabilityinTheGlassMenagerieorRichardIII,andexplainits
significancewithinthatplay.Howdothecharactersidentifywithorinterprettheirdisabilities?Howarethese
disabilitiesmeanttobestaged?Howdoestheirphysicalstateinfluencethewaysinwhichtheyviewthe
world,andthewaytheyareviewedbyothers?
3. Identity:InTheSchoolforScandalandRichardIII,charactersperformparticularidentitiesthatareoftennot
representativeoftheirtrueselves—infact,theyarejustacting!Considertherelationshipbetween
performanceandidentity,orappearanceandreality,in1oftheseplays,andexplainthepurposeoreffectof
thisperformativity.Inwhatwaysdothecharacters’performancesillustratethediscrepancybetweensurface
andsubstance,orbetweendelusionandtruth?Howdoesthespaceofthetheatrecomplicatethewaysin
whichtheaudienceinterpretsorunderstandsidentity,character,andperformance?
PleaseseeAppendixAoftheCourseSyllabusforgeneralEssayinstructions.
ENGL100CourseSyllabus18
AppendixA3
Unit3EssayTopics
Writea1000-wordEssay(plusorminus100words)on1ofthetopicsbelow.
1. Self-Referentiality:Intheessayscoveredinthissection,theauthoroftendrawsattentiontohisorherown
writing,describingthestruggles,failures,limits,possibilities,oreventhepurposesofwriting.Doestheessay
forminfluenceorencouragethiskindofself-consciousengagement?Choose1essayandexaminehowthis
awarenessoftheformoftheessayand/ortheprocessofwritingrelatestothecontentoftheessay.Whydoes
theauthordrawattentiontothewritingprocess?Whatdoesheorsherevealaboutthenatureofwritingand
itsutility?Howdoestheattentionpaidtothewritingprocessrelatetoorhelpmakesenseoftheauthor’s
otherconcerns?
2. Paradox:Eachoftheessaysinthissectiondeals,insomeformorother,withaspecificparadox(andincertain
cases,withmultipleparadoxes).Choose1essayandanalyseitsstylisticandthematicrelationshiptoparadox.
Howdoesthetensionbetweentwoideasprovideatrajectoryfortheessay?Howdoestheparadoxcontribute
totheessay’sthesisorgoal?Inwhatwaysdoestheessayincludeirony,contradiction,ambiguity,oroxymoron
toexplorerelationshipbetweentruthandfalsehood?Howdoestheessayrepresentandexaminethepurpose
oreffectofparadox?
3. Intertextuality:Examinehow1essayistengageswith,respondsto,redefines,oralludestootherauthorsor
piecesofwriting.Howdoestheessayistrespondtowhathasbeensaid?Howdoestheessayistconstructa
conversationordebatebetweentextsand/orpeople,andwhatisthepurposeorresultofthisengagement?
Howdoestheessayistrepresenthimselforherselfincontrastto,inresponseto,orasapartofotherauthors
ortexts?Whatisthepurposeorresultofthisintertextuality,andhowdoesitaffectthereader’s
interpretationoftheessay?
PleaseseeAppendixAoftheCourseSyllabusforgeneralEssayinstructions.
ENGL100CourseSyllabus19
AppendixA4
Unit4EssayTopics
Writea1000-wordEssay(plusorminus100words)on1ofthetopicsbelow.
1. Rhyme:Somepoemsrhyme,whileothersdonot.Examinetheeffectofrhyme,oralackthereof,on1poemin
thissection.Whatdoesrhymedotoemphasizetheseriousnessorcarefreenatureofthesubjectmatter?
Whenarethereexceptionsintherhymepattern,andwhatmightthesignificanceoftheseexceptionsbe?
Whatdotheinconsistenciesshow?Howdochangesinrhymeproducechangesinmeaning?
2. Time:Someofthepoetryinthissectionwaswrittentoreflectachangeintime.Thischangecouldbe
personal,physical,social,orpolitical.Choose1poem,andconsiderhowthepoetconveyshisorherfeelings
aboutachangeintime.Whatisthetoneofthepoem?Whatmetaphorsandimagerydoesthepoetuseto
expressacertainopiniononthesignificanceoftimepassing,ofthingsending,and/orofnewthings
beginning?
3. LoveandDeath:Manypoemsdiscussthethemeoflove,butitisalwayssurprisingwhenpoetsintertwine
themesoflovewiththemesofdeath.Choose1poeminthissectionandconsiderhowthepoetusesformto
intertwineloveanddeath?Doesheorsheuseaparticularmetaphor,image,synonym,orsymbol?Doesthe
resultevokejoy,pathos,shame,orsomeanotherfeeling?
PleaseseeAppendixAoftheCourseSyllabusforgeneralEssayinstructions.
ENGL100CourseSyllabus20
AppendixB
GeneralInstructionsforDiscussionForums
Foreachunitofthecourse,studentsmustcontributequestionsandcommentstotheDiscussionForumona
regularbasis,inresponsetotherequiredreadings.
DueDatesandWeightings
PleaseseetheCourseSyllabus(7)forduedatesandweightingsofDiscussionForums.
Guidelines
TheDiscussionForumsareintendedtogenerateconversationanddebateabouttheissuesencounteredinthe
readings.Inanon-campuscourse,thisdiscussionwouldtakeplaceintheclassroom.Becausethiscourseis
conductedentirelyonline,thisdiscussionmusttakeplaceonline,aswell.TheDiscussionForumswillalsoprovide
studentswithanopportunitytopracticetheirwritingskillsonaregularbasis.
StudentsmustposttotheDiscussionForumbytheduedate.Aftertheduedatehaspassed,theForumwillbe
closedandnofurthercommentswillbepermitted.
Etiquette
Trytobeasself-reflectiveaspossible.Readotherstudents’commentsandrespondtothemthoughtfullyand
courteously.Expressdisagreementwithsomeoneelse’sviewpointinaconstructiveandrespectfulway.
Theuseofanykindofoffensive,discriminatory,orotherwiseinappropriatelanguageisnotpermittedonthe
DiscussionForums.Nopersonalattacksorinsultswillbetolerated.Violatorsofthispolicywillbewarned,orthey
maylosetheirDiscussionForumprivilegesandforfeittheirmarkforthatportionofthecourse.
Whilediscussionsmaybecomeheated,rememberthatthereisadifferencebetweenapassionate,respectful
discussionandonethatbecomespersonal.Thinkofyourparticipationasdebatingissues,notindividuals.
Evaluation
Studentswillbeassessednotonlyonhowoftentheyposttotheforums,buthowthoughtfulandself-reflective
theircommentsare.Besuretowriteprofessionallyandtospell-checkpostscarefully.
PleaseseetherubricbelowfordetailedinformationonhowstudentswillbeevaluatedforusingtheDiscussion
Forums.
StudentsshouldcontactDrMayand/ortheirTAiftheyhaveanyquestionsorconcernsabouttheDiscussion
Forums.
ENGL100CourseSyllabus21
Rubric
Fivepercent(5%)ofstudents’finalgradeforthecoursewillbedevotedtoparticipationineachofthe4Discussion
Forums.StudentsareexpectedtoposttotheDiscussionForumsonaregularbasisthroughoutthecourse.The
followingrubricwillguideDrMayinassessingstudents’marksforparticipationintheDiscussionForums.
Criteria
Poor(0-4)
Acceptable(5-6)
Good(7-8)
Excellent(9-10)
participatesmore
thantwiceaweek,
participatesonceor
participatesmore
FrequencyofPosts doesnotparticipate
distributed
twiceperweek
thantwiceaweek
throughoutthe
week
postsawellpostsacomment
postsawelldevelopedcomment
QualityofInitial
doesnotposta
withsuperficial
developedcomment
thataddressesmany
Post
comment
thoughtand
thataddressessome
orallassigned
preparation
assignedconcepts
concepts
postsfollow-up
postsfollow-up
postsfollow-up
commentsthat
commentsthat
QualityofFollowdoesnotpost
commentsthatare
elaborateand/or
usefullybuildonor
UpPosts
follow-upcomments
superficial
offerfurther
elaborateothers’
observations
comments
postscomments
postscomments
postsoff-topic,
postscomments
thatsubstantively
Posts’Contribution
thatcontribute
irrelevant,or
thatcontributewell
advanceor
toDiscussion
superficiallytothe
incorrectcomments
tothediscussion
elaboratethe
discussion
discussion
includespersonal
includespersonal
includespersonal
includesno
experiencesaswell
experiencesaswell
Referencesand
experiences,but
supporting
assomeevidence
ascomprehensive
Support
littleevidencefrom
references
fromreadingsor
evidencefrom
readingsorresearch
research
readingsorresearch
postsclearand
postsclearand
postscomments
postscomments
Clarityand
concisecomments
concisecomments
withmany
withsome
Mechanics
withfew
withnogrammatical
mechanicalerrors
mechanicalerrors
grammaticalerrors
errorsor
andinaccuracies
andinaccuracies
orinaccuracies
inaccuracies
ENGL100CourseSyllabus22
AppendixC
GeneralInstructionsforSymposiums
Foreachsectionofthecourse,DrMayandtheteachingassistantswillhosta1-hourSymposiumviaAdobe
Connect.Allstudentsmustparticipatein1ofthe4Symposiums.ParticipationintheSymposiumisworth5%of
students’finalmarkinENGL100.
DueDates
PleaseseetheCourseSyllabus(7)forduedatesandweightingsofSymposiums.
Guidelines
Sometimeduringthefirst2weeksofterm,studentsshouldchoosewhichSymposiumtheywishtoparticipatein
andenrolinitviaonQ(underENGL100>Timeline>SymposiumSign-Up).Pleasenotethatenrolmentineach
Symposiumislimited,andisonafirst-come,first-servedbasis.Studentswhodonotsignupforandparticipatein
anSymposiumwillforfeit10%oftheirfinalgradeforENGL100.
ForeachSymposium,DrMayhaspreparedasetofdiscussionquestions(pleaseseeAppendicesC1,C2,C3,and
C4).StudentsshouldreadandthinkaboutthediscussionquestionsinpreparationfortheSymposiuminwhich
theyhaveenrolled.
OnthescheduleddayandtimeoftheSymposiuminwhichtheyhaveenrolled,studentsshouldlogontoAdobe
ConnectviathelinkononQ(underENGL100>Timeline>Symposium).Studentsshouldlogonusingtheirfull
name(firstandlast)sotheygettheappropriatecreditfortheirparticipation.AtechnicianfromCDSwillbeon
handtoofferanytechnicalassistancestudentsmayrequirewiththeAdobeConnectsoftware.
Foreachdiscussionquestion,DrMaywillspeakforapproximately10minutes,duringwhichtimestudentsshould
posttheirownquestions,comments,andideasviatheChatwindow.Theteachingassistantwillreadstudents’
commentsandquestionsduringtheSymposium.AfterDrMayhasspokentothediscussionquestion,hewillask
theTAtoreadoutaselectionofstudents’commentsandquestionsforapproximately10minutes.
EachSymposiumwillbe1hourinlength.AlthoughtheTAwillnotbeabletoreadouteveryquestionand
commentstudentsposttotheChatwindow,studentsshouldparticipateasoftenaspossible.Afterthe
Symposium,DrMaywillreviewtherecordingoftheSymposiumtocalculatestudents’participationmark.
DrMaywillalsoposttherecordingoftheSymposiumtoonQforstudentstouseasastudyaidfortheFinal
Examination.
StudentsshouldcontactDrMayand/ortheirTAiftheyhaveanyquestionsorconcernsabouttheSymposiums.
ENGL100CourseSyllabus23
AppendixC1
Symposium1DiscussionQuestions
PleaseconsiderthefollowingdiscussionquestionsinpreparationfortheSymposium:
1. Character:Amajorfeatureofthenovelgenreischaracterdevelopment.Onewayanauthorcandevelopa
characterisbycounterpointingtheprotagonistwithanothercharacterinthetext.Thisothercharactercould
poseasa“double,”showingsimilarfeaturestotheprotagonist,ora“foil,”hisorheropposite.Eitherway,by
consideringtheprotagonistintermsofhisorhercounterpoint,thereaderdevelopsabetterunderstandingof
theprotagonistandtheparallelsinthetext.HowdoesTheHandmaid’sTaleorFrankensteindepictthe
relationshipbetweenthesecharactersandwhy?Whatdoesthisrelationshipreveal?
2. FramingDevices:BothTheHandmaid’sTaleandFrankensteinincludeframingdevices.Frankensteinincludes
letters,TheHandmaid’sTaleincludesthe“HistoricalNotes,”andbothnovelsincludeepigraphs.Examinethe
functionoftheseframingdevicesandexplainhowtheychangeorinfluencethemainstory.Whatisthe
purposeorsignificanceoftheseelements,andhowdotheydrawattentiontothereader’sownactsof
interpretation?
3. Language:ExaminetherepresentationofthepoweroflanguageinTheHandmaid’sTaleorFrankenstein.
Considerthefollowingissues:languageasameansofcontrol,accesstolanguage,freedomofexpression,the
powerofthewrittenorthespokenword,theimportanceofnamesornaming,theuseofBiblicallanguage,
wordplay,etc.
PleaseseeAppendixCoftheCourseSyllabusforgeneralSymposiuminstructions.
ENGL100CourseSyllabus24
AppendixC2
Symposium2DiscussionQuestions
PleaseconsiderthefollowingdiscussionquestionsinpreparationfortheSymposium:
1. RealismvsUnrealism:Sincedramasareperformedandviewedlive,onewouldexpectworksinthisgenreto
bemorerealistic.Isthisalwaysthecase?ConsiderhowTheGlassMenagerie,TheSchoolforScandal,or
RichardIIIsupportsorsubvertsdrama’sclaimtorealism.Howis“realisticness”and/or“unrealisticness”
manifested?Throughwords?Throughcostumes?Throughasides?Throughdramaticgestures?Avoidarguing
thatthisrealismistomaketheworkmore“relatable”or“truetolife”;instead,considerhowcontent(reallife
withinthedramaitself)isinfluencedbyform(thewaysinwhichtheplaywrightmakessomethingrealistic
and/orunrealistic).
2. AddressingtheAudience:InTheGlassMenagerie,TheSchoolforScandal,andRichardIII,charactersaddress
theaudiencedirectlythroughsoliloquies,asides,prologues,andepilogues.Inthesemoments,charactersmay
confideintheaudience,givelessons,explainelementsofperformance,makesnideremarks,orevenjustthink
aloud.Examinethefunctionofasides,soliloquies,prologues,orepiloguesintheplays,andexplainthe
significanceoftheiruse.Howdotheseconfessional,explanatory,orcomedicmomentsfunctionin
performance?Whatdotheyrevealtotheaudienceaboutthecharactersorplay?Howdotheyclarifyor
contradictthecentralactionthatoccursoutsideofthesemoments?Doesthereliabilityofthespeaker
influencehowoneinterpretswhatheorshesays?Howistheaudiencemeanttousethesemoreintimate
momentstointerpretthecharacters,purpose,orthemesoftheplay?
3. StageDirections:TheGlassMenagerie,TheSchoolforScandal,andRichardIIIallcontainstagedirections,
specificinstructionsfromtheplaywrighttotheactorsabouthowtodeliveraline,wheretomoveonstage,
whentoenterorexit,etc.Sometimes,stagedirectionsarequitestraightforward,consistingofonlyasingle
word(e.g.,“Exit”).Othertimes,stagedirectionsaremoreinvolved,consistingofseveralsentencesoreven
paragraphsofdescription.Considerthefunctionofstagedirections.Whatdotheycontributetotheplay?
Howwouldtheirabsenceaffecttheplay?Aretherepotentialconflictsbetweenhowaplaywrightarticulatesa
stagedirectionvsthepotentialmotivationofacharacter?Howdostagedirectionsshapeanaudience’s
interpretationoftheplay’sthemes?
PleaseseeAppendixCoftheCourseSyllabusforgeneralSymposiuminstructions.
ENGL100CourseSyllabus25
AppendixC3
Symposium3DiscussionQuestions
PleaseconsiderthefollowingdiscussionquestionsinpreparationfortheSymposium:
1. Metaphor.Identifyonemajormetaphorinoneoftheessaysinthissectionandanalyseitsdevelopmentover
thecourseoftheessay.Thinkabouthowthecorrelationbetweenthemeoftheessayandthemetaphor.How
doestheauthorusethemetaphortomakehisorherpoint?Howdoesthedevelopmentofthemetaphor
relatetothedevelopmentoftheessay’sgeneralargumentoridea?Doestheauthor’srelationshiptothe
metaphorchangeoverthecourseoftheessay?Howdoeseachhalfofthemetaphor(tenorandvehicle)
modifythereader’sunderstandingoftheother?Whatgreatersignificancedoesthemetaphorhave,beitin
relationtotheessayasawhole,ortosomegreaterconceptorideawithwhichtheessaystruggles?
2. ThePersonalEssay.Whatisthegoalorpurposeofthepersonalessay?Isthereanargumenttobemade,or
doesthegenreencourageadifferentkindofproject?Examinehowtheauthorofapersonalessayinthis
sectionrepresentsthegoalorpurposeofhisorherpersonalessay.Isthepersonalessayanexplorationofa
particulartopicorconcern?Ifso,whatdoestheexplorationrevealordiscover?Isthepersonalessaymeantto
bedidactic?Istherealessontobegleaned,andifso,whatisit?Howdoestheauthorcommunicateor
achievehisorhergoalusingthepersonalessayasamodeofexpression?Considerhowtheauthorusesthe
formoftheessaytoexpressthecontent,howheorshestructurestheessayorargumenttoachievea
particulareffect,aswellasthepointoftheendeavour.
3. Loss.Considerthewaysinwhichlossisdepictedinoneoftheessaysinthissection.Howdoestheauthor
depictthedifficultyorutilityofrecoveringwhatislost?Howdoestheauthorrepresentthepurposeand
processofmourning?Islossalwaysabadthing?Ifnot,whatcanbegainedwhensomethingislost?Arethere
somethingsthatcanneverbelost?Howdoestheessaydepictorexploretheprocessoflosingsomethingor
someone?Finally,whatisthepurposeofwritingaboutorrecordingthosethingslostorbeinglost?
PleaseseeAppendixCoftheCourseSyllabusforgeneralSymposiuminstructions.
ENGL100CourseSyllabus26
AppendixC4
Symposium4DiscussionQuestions
PleaseconsiderthefollowingdiscussionquestionsinpreparationfortheSymposium:
1. Imaginedaudiences.Indrama,thereisanaudiencerightinfrontoftheactors.Thesamecannotbesaidfor
poetry.Pickonepoemfromthesyllabus,anddiscusshowitengageswithanimaginedaudience.Whoisthis
audience?Whyaretheyimportant?Howisthespeakerattemptingtoconvincetheimaginedaudience,and
convincethemofwhat?Whatisatstakeforthespeaker,inneedingtoortryingtoconvincetheaudienceof
something?
2. Elegy.Elegiesarewrittentoexpressloss,andtheyofteninvolvethemesofconsolation.Doelegiesalwaysend
inconsolation?Howmightapoembothmournlosswhilealsorejectingconsolation?Whatsortsoftones
wouldfollow?Bitterness?Resentment?Chooseoneelegiacpoemfromthesyllabus,andreflectonhowit
approachestheideaofconsolation.
3. FormvsContent.Howdoestheformofapoemaffectsitscontent?Whywouldapoetchooseacertainform
(e.g.,asonnet,alimerick,anepicpoem,aballad,freeverse,blankverse,etc.)overanother?Howdoesthe
formofthepoemhelpemphasizethepoem’scentralthemesorideas?Aretherecertainformsofpoetrythat
aremoreappropriatethanothersforexpressingcertainideas?
PleaseseeAppendixCoftheCourseSyllabusforgeneralSymposiuminstructions.
ENGL100CourseSyllabus27
AppendixD
FinalExaminationFormat
HerearetheinstructionsfortheFinalExaminationexactlyastheywillbephrasedontheexaminationpaper:
GeneralInstructions:Answerallquestionsintheanswerbookletsprovided.Pleasemakesureyourstudent
numberiswrittenclearlyonthefrontofallanswerbooklets.Pleasenote:Proctorsareunabletorespondto
queriesabouttheinterpretationofexamquestions.Doyourbesttoanswerexamquestionsaswritten.
ExaminationInstructions:Itishighlyrecommendedthatyoureadthisentireexaminationpaperthroughbefore
youbegintowrite.Thisexaminationis3hoursinlengthandisdividedinto3parts:
• PartA,ImportantTermsandConcepts,isworth25%;
• PartB,IdentificationPassages,isworth25%;and
• PartC,theEssay,isworth50%.
Pleaseremembertonumberyouranswersclearlyandtophraseallofyourresponsesincompletesentences.You
willnotreceivecreditforresponsesinpointformorotherwisenotphrasedincompletesentences.Pleasedoublespaceyourresponsesintheexaminationbookletsprovided.Youwillbepenalizedforfailingtodouble-spaceyour
responses.
PartA:ImportantTermsandConcepts(25%):Choose4outof6importantliterarytermsorconcepts.Providea
briefbutinformativedefinitionofthatliterarytermorconcept.Identify1workfromtheclassreadinglist
associatedwiththeliterarytermorconcept.Provideanexplanationastohoworwhythatworkofliterature
illustratesthatliterarytermorconcept,payingspecialattentiontothewaysinwhichtheliterarytermorconcept
revealsthemajorthemesorpreoccupationsoftheworkofliterature.Besuretoidentifytheworkofliteratureby
referringtoitscorrecttitleandauthor.
PartB:IdentificationPassages(25%):Choose4outof6passagesfromworksofliteratureontheclassreadinglist.
Identifytheworkofliteraturefromwhichtheshortpassageistaken.Discussthepassage,payingspecialattention
toform,content,rhetoricaldevicesandstrategies,andtothewaysinwhichthecitedpassagerelatestoor
contextualizestheworkasawhole.Besuretoidentifytheworkofliteraturebyreferringtoitscorrecttitleand
author.
PartC:Essay(50%):Choose1outof3broadtopics.Writeawell-developedandcoherentlyorganizedessaythat
developsthatbroadtopic.Discussatleast3worksofliteraturefromtheclassreadinglist.Besuretoidentifythe
worksofliteratureyouuseinyouressaybyreferringtotheircorrecttitlesandauthors.
StudentsshouldcontactDrMayiftheyhaveanyquestionsorconcernsabouttheFinalExamination.
ENGL100CourseSyllabus28
AppendixE
GradeConversionScale
Forallassignmentsinthiscourse,studentswillreceivebothanumericalmarkandalettergrade.Numericalmarks
andlettergradescorrespondtoeachotheraccordingtoQueen’sOfficialGradeConversionScale:
Numerical
LetterGrade
GPA
VerbalMeaning
MarkRange
A+
90-100
4.3
TrulyExceptional
A
85-89
4.0
Outstanding
A-
80-84
3.7
Excellent
B+
77-79
3.3
VeryGood
B
73-76
3.0
Good
B-
70-72
2.7
ReasonablyGood
C+
67-69
2.3
Acceptable
C
63-66
2.0
MinimallyAcceptable(Honours)
C-
60-62
1.7
MinimallyAcceptable(General)
D+
57-59
1.3
UnsatisfactoryPass
D
53-56
1.0
UnsatisfactoryPass
D-
50-52
0.7
UnsatisfactoryPass
F
0-49
0.0
Fail
Attheendofthecourse,students’numericalcourseaveragewillbeconvertedtoafinallettergradeaccordingto
Queen'sOfficialGradeConversionScale.
Onlythefinallettergradewillappearonstudents’transcriptandbeusedtocalculatestudents’GPA.
ENGL100CourseSyllabus29
AppendixF
Queen’sDepartmentofEnglishStatementonAcademicIntegrity
Queen’sUniversityvaluesandpromotesanethosofacademicintegrity,basedonthevaluesofhonesty,trust,
fairness,respectandresponsibility.Departuresfromthesevaluescompromisetheintegrityofthescholarly
communitywhichQueen’sstrivestofoster.Suchdeparturesareaccordinglyregardedwithgreatseriousness,and
aresubjecttoarangeofsanctions.Thefollowingareexamplesofdeparturesfromacademicintegrity:plagiarism,
suchastheunacknowledgeduseofsources;usingunauthorizedmaterialsduringatest;facilitation,suchasthe
buyingorsellingoftermpapers;theforgingofdocuments;andfalsification,suchasimpersonatingsomeoneinan
examination.ThesevaluesanddeparturesfromthemaremorefullydefinedandexplainedinQueen’sArtsand
ScienceRegulation1,AcademicIntegrity,subsequentlyreferredtoasRegulation1:
8 Queen’sUniversityFacultyofArtsandScienceRegulations
http://www.queensu.ca/artsci/sites/default/files/academic_regulations.pdf
Studentsshouldbefamiliarwiththisfacultydocument,whichprovidestheframeworkwithinwhichthe
DepartmentofEnglishtreatsalldeparturesfromacademicintegrity.
Theremainderofthepresentdocumentwillbeprimarilyconcernedwithplagiarism.Thisisbecausetheboundary
betweenwhatmayberegardedasappropriateborrowingontheonehand,andplagiarismorimproperborrowing
ontheother,mayvaryfromonedisciplinetoanother.StudentstakingcoursesinEnglishatQueen’sneedto
understandwhatconstitutesplagiarisminthedisciplineofEnglish,whyitissoregarded,andhowtoavoid
inadvertentlycrossingtheboundarybetweentheacceptableandtheunacceptableuseofsources.Toensurethat
allstudentsunderstandtheseissues,thedepartmentrequiresthatthisexplanatorystatementbeprovidedwith
everydepartmentalcoursesyllabus.Thepurposeofthisstatementisthustoinform.Itdoesnotimplya
presumptionofanyone’sintenttoplagiarize.Manyinstructorsalsodevoteclasstimetothesubject,andprovide
opportunityfordiscussingit.Inanycase,studentswhoareunsureaboutwhatconstitutesplagiarismshouldseek
clarificationfromtheirinstructor.
CitationofSources:PurposesandMethods
Sinceplagiarismresultsfrominadequatecitationofthesourcesofone’sideasand/orexpressions,itisimportant
tobeginbyunderstandingthepurposesforcitation.Citingsourcesproperlyisnotjustamatterofavoiding
plagiarism;ithasrhetoricalpurposeswithinyouressayandconstructivepurposeswithinthediscipline.Aliterary
essayisnotasimplemonologue,inwhicheverythingoriginateswiththeessayist;itismorelikeaconversation
involvingyou,yoursubject,yourreader,and(inmanycases)otherswhohavecommentedonthesubjectbefore.
Citationisawayofmakingtheconversationandyourpartinitclearbyattributingallpartstotheirpropersources.
Ifexactcitationmakesclearwhatyourdebtsare,italsohelpstohighlightyourcontributions.Propercitationhas
severalotherpositivefunctions:(1)enhancingyourauthoritybyshowingthatyouhaveinformedyourselfonyour
subject,(2)sharinginformation,e.g.,byidentifyingsourcesyourreadermaynothaveknown,and(3)ensuring
accuracybymakingyourrepresentationsofothers’ideasandstatementssubjecttochecking.
Methodsorformatsofcitationvarysomewhatfromonedisciplinetothenext:forinstance,whilesocialscientists
commonlyusetheAmericanPsychologicalAssociation(orAPA)styleofcitation,theModernLanguageAssociation
(orMLA)styleiswidelyacceptedinthedisciplineofliterarystudiesandisconsideredstandardwithintheQueen’s
DepartmentofEnglish.
ENGL100CourseSyllabus30
Plagiarism:DefinitionsandGuidelines
Justasdifferentdisciplinesusedifferentstylesofcitation,whatcountsaspermissibleborrowingandwhatcounts
asplagiarismmayalsodifferbetweendisciplines.Aborrowingwithoutcitationthatmaybeacceptableinone
disciplinebecauseitisconsideredastatementoffactorofcommonknowledgemaybeunacceptableinaliterary
researchpaperbecauseitisconsideredsomebody’srepresentationorinterpretation.Ingeneral,thedisciplineof
literarystudiesismoresensitivethanotherstotheintegrityofparticularinterpretations,representations,and
phrasings,andmorelikelytoviewtherepresentationofthesethingsasrequiringcitation.
Regulation1intheQueen’sArtsandScienceCalendar,whichisbindingforalldepartments,definesplagiarismas
“presentinganother’sideasorphrasingsasone’sownwithoutproperacknowledgement.”TheRegulation
providesthefollowingexamplesofprohibitedacts:
• copyingandpastingfromtheinternet,aprintedsource,orotherresourcewithoutproperacknowledgement;
• copyingfromanotherstudent;
• usingdirectquotationsorlargesectionsofparaphrasedmaterialinanassignmentwithoutappropriate
acknowledgement;
• submittingthesamepieceofworkinmorethanonecoursewithoutthepermissionoftheinstructor(s).
Facilitationofadeparturefromacademicintegrity,suchas“knowinglyallowingone’sessayorassignmenttobe
copiedbysomeoneelse”or“buyingorsellingoftermpapersorassignmentsandsubmittingthemasone’sown
forthepurposeofplagiarism,”isalsoprohibited.InthewordsofRegulation1,thislisting“definesthedomainof
relevantactswithoutprovidinganexhaustivelist.”
TheDepartmentoffersthefollowingguidelinesonhowtoavoidplagiarisminundergraduateEnglishessays:
• Electronicsources(e.g.,Websites,onlinedatabases)havethesamestatusasprintedsources(e.g.,books,
journalarticles).Borrowingsfromeithertypeofsourcemustbefullyandspecificallyacknowledged.
• Listingasourceina“WorksCited”listorbibliographyisnot,initself,adequateacknowledgement.Allspecific
borrowingsfromthesource(whetherofideasoroflanguage)mustalsobeacknowledgedlocallywithinternal
citationsand,whereappropriate,withquotationmarks.
• Aninternalcitationisnotadequateifitisnotclearhowmuchhasbeentakenfromthecitedsource.For
instance,acitationattheendofaparagraphisnotadequateifitremainsunclearwhethertheborrowing
extendstoonesentenceortomore,orwhetheritextendstoideasonlyoralsotothelanguageusedto
expressthoseideas.Insomecases,aborrowingwithinadequatecitationcanconstituteplagiarism.
• Donotattributegreaterclaimstoasourcethanthesourceactuallymakesoralteraquotationwithout
indicatinghowithasbeenaltered.
• Collaborationinthewritingofanessayispermittedonlyifspecifiedintheassignment,andthenthe
assignmentshouldbeco-signed;presentingcollaborativeworkwithoutacknowledgementmayfallunderthe
definitionofplagiarism.Ifyouareindoubtaboutwhetherortowhatextentcollaborationispermitted,ask
yourinstructor.
• Unforeseendifficulties(e.g.,illnessorfamilyemergency)arenotanexcuseforplagiarism,fortheycanbe
dealtwithinotherways.Insuchacase,askyourinstructor(andcounsellingservicesifneedbe)forspecial
consideration.
• Plagiarismcanoccurwithorwithoutintent;thedefinitionsusedbyArtsandScienceandbytheDepartmentof
English(seeabove)donotpresumeadeliberateattempttodeceive.Unintentionalplagiarismmayresultif
youcopysourcescarelessly,forgetwhatoriginateswiththesources,andthenrepresentideasand/or
languagetakenfromyoursourcesasyouroriginalwork.Itisthereforeimportanttokeeptrackofexactlywhat
comesfromwhereduringtheresearchprocess.Itisthestudent’sresponsibilitytoensurethattherecanbeno
misunderstandingaboutwhatshouldbecreditedtothestudentandwhatderivesfromanothersource.
• Itisthestudent’sresponsibilitytoensurethatthedraftsubmittedforacademiccreditisthefinalorproper
draft;aclaimthatawrongdraftwassubmittedbyaccidentwillnotbeacceptedasanexcuseforplagiarism.
ENGL100CourseSyllabus31
Studentswhoareuncertainabouthowtodocumentaspecificsource,oraboutwhatconstitutesplagiarisminthe
fulfilmentofaspecificassignment,shouldseekclarificationfromtheinstructor.Seekingsuchclarificationistheir
responsibility.
HowPossibleDeparturesfromAcademicIntegrityareTreated
Regulation1prescribesaprocedurefordealingwithcaseswhereapossibledeparturefromacademicintegrityis
suspected.Thisprocedureisheresummarized.Formoredetail,studentsshouldconsulttheregulationitself,as
wellastheAcademicIntegritysectionoftheFacultyofArtsandScienceWebsite:
8 FacultyofArtsandScienceAcademicIntegrityWebSite
http://www.queensu.ca/artsci/students-at-queens/academic-integrity
Aninstructorwhohasconcernsrelatingtoapossibledeparturefromacademicintegritywillsendtothestudenta
“NoticeofInvestigation,”outliningthebasisforconcern.Studentsmustrespondtothisnoticewithintendays,
eitherbycontactingtheinstructortoarrangeameetingorbynotifyingtheirintentiontosubmitawritten
response.Eitheroptiongivesstudentsanopportunitytorespondtotheinstructor’sconcerns;studentswhoopt
forameetingareentitledtobringafriendoradvisor.
Afterthemeeting,orafterreceivingawrittenresponse,theinstructorwilldeterminewhethertheevidence
warrantsafindingofadeparturefromacademicintegrity.Aninstructorwhodeterminesthattherearenogrounds
forsuchafindingwillsoinformthestudent,andalldocumentsinthecasewillbedestroyed.Aninstructorwho
determinesthattheevidencedoeswarrantafindingofsuchadeparturewillthendecide,takingintoaccountthe
seriousnessofthefindingandallrelevantcircumstances,whetherthefindingisLevelIorLevelII,andwhat
sanctiontoimpose.ThedistinctionbetweenaLevelIandaLevelIIfindingisdescribedinRegulation1.Briefly,a
LevelIfindingislessserious,thesanctionisimposedwithinthedepartment,andtherecordiskeepinaseparate
fileintheFacultyOffice,butnotinthestudent’smainfile,andisonlyconsultedinthecaseofasubsequent
finding.IntheDepartmentofEnglish,thesanctionforaLevelIfindingisoftenamarkofzerofortheparticular
assignment.Moreseriouscases,thosecategorizedasLevelII,typicallyincludesomeaggravatingcircumstance,
suchastheexistenceofapreviousfinding,andthesanctionmayinvolveastudentfailingtheentirecourse.LevelII
findingsarekeptinastudent’smainfileintheFacultyOffice.Inallcases,theinstructorwillsendthestudenta
formalnoticeofa“FindingofaDeparturefromAcademicIntegrity.”Thestudenthasarighttoappealthisfinding
ortoappealthesanction,andtheprocedureforsodoingisdescribedontheform.Insomeinstances,andalways
whenthestudenthaspreviouslybeenthesubjectofafindingofadeparturefromacademicintegrity,the
instructorwillreferthefindingtotheAssociateDean(Studies),whomayapplyamoreoneroussanction,possibly
includingarecommendationtoSenatethatthestudentberequiredtowithdrawfromtheUniversity.
ItistheresponsibilityofallstudentstoreadbothFacultyandDepartmentpoliciesonthismatter.FortheFaculty
policy,seeAcademicRegulation1intheFacultyofArtsandScienceCalendar.
EssentialFurtherReading
TheDepartmentendorsesthePurdueOnlineWritingLab(OWL),whichcontainsawealthofinformationfor
Englishstudents
8 PurdueOnlineWritingLab(OWL)
https://owl.purdue.english.edu
ENGL100CourseSyllabus32
Studentsareencouragedtoaccesstheresourceslistedundertheheading“ResearchandCitation”for
comprehensiveinformationaboutavoidingplagiarism(“UsingResearch”)andusingMLAstylecorrectly(“MLA
Style”).
Queen’sUniversityOfficialStatementofCopyright:Thismaterialiscopyrightedandisforthesoleuseofstudents
registeredincoursesatQueen’sUniversity.Thismaterialshallnotbedistributedordisseminatedtoanyoneother
thanstudentsregisteredincoursesatQueen’sUniversity.Failuretoabidebytheseconditionsisabreachof
copyright,andmayalsoconstituteabreachofacademicintegrityundertheUniversitySenate’sAcademicIntegrity
PolicyStatement.
©DrRobertG.May
01May2017
ENGL100CourseSyllabus33