MCPHS University
LIB 112.C – Expository Writing II
Summer I 2016
Instructor:
Peter M. Ruggiero
Office:
Matricaria 3019
Office Hours: T/Th 3:00 – 4:00 pm
and by appointment
Email: [email protected]
Classroom: Matricaria 3006
Class Times: M-Th 4:00 – 6:15 pm
Credits: 3
Required Texts:

Gardner, Janet, et al. Literature:A Portable Anthology. 3rd ed. Boston: Bedford/St. Martins, 2013.

LaunchPad Solo for Literature:
http://www.macmillanhighered.com/launchpadsolo/literature/3494927

A style manual of your choice as long as it contains correct, up-to-date information on MLA style.
Catalog Description:
This course applies LIB 111 skills to writing research papers and performing basic literary analysis. Students write
coherent, well-documented papers, requiring library research and the synthesis of professional and popular sources.
The literary analysis incorporates knowledge of literary concepts, devices, and techniques.
Course Description and Goals:
In LIB 111, we began the process of intensive reading, thinking, and writing in response to non-fiction texts. In LIB
112, we will continue these practices through the analysis of a variety of literary works in the genres of fiction,
drama, and poetry. The course is not meant to be a survey of “literature”—that category is far too broad for us to do
anything more than scratch the surface. Rather, our aim in LIB 112 is to develop the skills that cultured, educated
readers use to make meaning from close observation and interpretation of textual details and patterns, and to share
that meaning with others. We will pay attention to the structures of literary texts, using a broad definition of the
tern, then consider how each text fits into its cultural and rhetorical context: who made it? how? for what audience?
for what purpose? Very importantly—we answer these questions the hard way: through careful reading, writing,
discussion, and research. In order to give this course some shape across genre, we will be discussing the works in
question through the lens of struggle and transformation. Each of the pieces we will analyze contains some issue
that changes the characters in some way, and not necessarily for the better. The question becomes how the author
uses the rhetorical devices to describe the particular struggle and subsequent transformation.
Writing Intensive Statement (WI courses only) - MCPHS University faculty believe that learning in all
disciplines is an integrative process, a synthesis of critical reading, thinking, and writing. Students must not only
learn to write but also write to learn. Consequently, this course has been designated as Writing Intensive (WI).
Students will be required to write 15-20 pages, in 2 or more assignments which may take various forms as
determined by the course instructor. In addition, instructors will dedicate class time to the teaching of writing in
their specific disciplines, provide feedback on assignments, and allow revision of at least one assignment.
Objectives:
Students with credit for LIB 111 are expected to demonstrate that they have already achieved the learning outcomes
of that course (in particular, write relatively error-free prose, and find, integrate, and cite sources correctly). At the
end of this course, students should be able to
comprehend, evaluate, and summarize college-level readings;
recognize and evaluate sound and flawed arguments, fact, and opinion;
write coherent essays, including creating a strong thesis, developing logical analysis of their own ideas and
others’, and organizing paragraphs with strong topic sentences and transition;
4. present their own and others’ views about a subject clearly, soundly, and accurately by evaluating,
synthesizing, and documenting appropriate evidence;
5. quote and/or paraphrase all sources accurately, and cite them using Modern Language Association (MLA)
format;
6. effectively write various expository genres, including research papers and literary analyses;
7. determine and use an appropriate writing voice, with a strong sense of audience;
8. demonstrate an understanding of all aspects of the writing process, including pre-writing, drafting,
revising, and proofreading for mechanical errors;
9. generate essays and response papers that demonstrate a strong comprehension of vocabulary and usage,
and a low error rate (fewer than 3 errors of vocabulary/mechanicals per page);
10. present material orally, in a form that is logical and organized, and which demonstrates knowledge of good
public speaking skills, including clear speaking, expressive body language, and effective use of audiovisual materials when appropriate.
1.
2.
3.
Policies:
Attendance and Participation: Required. Note that simply being in the room on a regular basis doesn’t actually
count. Your success in this course depends almost entirely on the degree of engagement that you bring to it. Several
assignments have in-class and partner components—you have an obligation to both yourself and your classmates to
do your fair share. Moreover, your choice to be active/passive--like all social actions--can be read rhetorically, and
your attendance/participation part of your grade, will have an effect on your appeal to ethos in your written work.
Deadlines: meet them. Don’t fall behind in your work. Deadlines for drafts will be strictly enforced—no
draft, no grade. If you’re having trouble meeting deadlines, talk to me so that we can find solutions.
Written Work: the major essay assignments involve submitting drafts and revisions of each. Those drafts will
receive a letter grade as will the final versions you submit—your grade for the assignment will be the higher of the
two, so it is in your interest to put maximum effort into all stages of the writing process. You do not need to revise
if you are happy with the first grade. All written work should be typed and double-spaced in standard font and type
size. A simple staple is sufficient. Keep back-up copies of everything.
The Writing Center: The Writing Center (W400) offers free individual consultation on any aspect of your writing,
from gathering ideas, to refocusing a draft, to revising and editing a paper. At the Writing Center, you’ll work oneon-one with very friendly, helpful tutors to improve your reading, writing, revising, and editing skills. All students
are encouraged to go to the Center for help. Make an appointment online: look for the Writing Center Online link
on my.mcphs.edu.
Technology: Check your MCPHS University email account and Blackboard, daily for updates and reminders about
reading and homework. No sympathy (or grades) for missed deadlines if the information was posted. I take
responsibility for technological snafus on my end; you are responsible for making sure that you can use email, Bb,
turnitin, e-texts, etc. as required for the course.
Students must abide by the Academic Policies and Procedures set forth in the MCPHS University Catalog.
Important information regarding Excused Absence Approval, Disability Support Services for students, Academic
Honesty and Plagiarism and other academic policies is set forth in the Academic Policies and Procedures section
of the MCPHS University Catalog. Students must read, understand, and comply with all of these policies and
procedures.
Evaluation Method:
To pass LIB 112, you must 1) complete all assigned work for the course; 2) have a D average or higher; and 3)
attend at least 25 out of 28 class sessions. Final grades will be assigned on the following basis (note: for values
between the stated grade ranges, instructors will round down/up. For example, 92.3=92; 92.6=93):
:
A = 93-100
B=
83-86
C =
73-76
A- = 90-92
B- = 80-82
C- = 70-72
B+ = 87-89
C+ = 77-79
D = 60-69
Assignments:
Reaction papers
Literary Analysis
LaunchPad Solo Assignments
Presentation
Discussion Journal/Class participation
35%
25%
15%
15%
10%
NOTE: Each time you work in a team for any assignment, you must include a self-assessment in your discussion
journal for that assignment noting what you contributed to the project and how you and the team might have
participated better?
LIB112: Reaction Papers
First things first: choose what you’re going to write about. Read and re-read, or watch and re-watch. Apply what
you’ve learned about the genre and author, and do as much additional research as necessary to answer the
following:
1. What you think of it (Tip: You have to have a theory about what the work means to provide focus
for your research and analysis. You don’t have to say everything possible about the work: be
guided by what interests you most, which might change as you do research. Be prepared to wander
and explore a bit).
2. What the thing is
3. What its parts are (words, punctuation, literary techniques or devices)
4. What those parts are used for and how they’re put together (structure, patterns, and themes)
5. Who made it, and the influence of that person’s beliefs and ideology on his/her work (Tip: Don’t
guess, assume, or psychoanalyze.)
6. Where and when it was made, and the interplay of that context and the thing itself
7. Who its original audience might have been and what they thought of it
8. What you think of it (Did your research confirm or disprove your theory? Now what do you think
the work means? Who cares?)
The most important evidence comes from close textual analysis of the works in question, so a vital part of writing
each of these papers is reading and re-reading your primary sources—the film, novel, or poem you’re engaged with.
You should know what every single word in the text means. Look things up. You cannot write a strong analysis
based on incomplete reading.
You are required to hand in the first two reaction papers and then five more of your choice for a total of seven
reactions papers. If you wish to submit more than seven (or even all of them), I will be happy to read them.
Remember, you only get one chance with each reaction paper.
Rubric: An excellent reaction paper answers points 1 and 2, as well as four of the remaining six points, thoroughly
and concisely as the paper is to be 1-2 pages in length. The paper is coherent, uses standard academic diction and
grammar, and is in MLA style, nearly completely error-free. Please see the argument/synthesis rubric for more
details.
LIB112: Analysis Essay
Reaction papers redux: Choose what you’re going to write about. Read and re-read, or watch and re-watch. Apply
what you’ve learned about the genre and author, and do as much additional research as necessary to answer the
following:








What you think of it (Tip: You have to have a theory about what the work means to provide focus for
your research and analysis. You don’t have to say everything possible about the work: be guided by
what interests you most, which might change as you do research. Be prepared to wander and explore a
bit).
What the thing is
What its parts are (words, punctuation, literary techniques or devices)
What those parts are used for and how they’re put together (structure, patterns, and themes)
Who made it, and the influence of that person’s beliefs and ideology on his/her work (tip: don’t guess,
assume, or psychoanalyze)
Where and when it was made, and the interplay of that context and the thing itself
Who its original audience might have been and what they thought of it
What you think of it (Did your research confirm or disprove your theory? Now what do you think the
work means? Who cares? Your answer to this last question will give you a working thesis statement for
your essay.)
The most important evidence comes from close textual analysis of the works in question, so a vital part of writing
each of these papers is reading and re-reading your primary sources— the film or short story you’re interested in.
You should know what every single word in the text means. Look things up. You cannot write a strong analysis
based on incomplete reading.
Additionally, you need evidence from other reputable sources: you may want or need to consider the historical and
social context of a work as well as details about the author’s life and beliefs (religious, philosophical,
idiosyncratic); you will definitely want to find out what your learned colleagues have already been saying about
each work’s meaning and significance. Finding these kinds of secondary sources takes work, and time—
overestimate how much time you’ll need. Be prepared to get creative and exert yourselves. Using a basic web
search will not be enough, guaranteed. The MCPHS University library has a lot of good resources in databases and
the e-brary. If you find sources using Google Scholar (not regular Google) the library can usually get those
materials to you fairly quickly, though not automatically, through ILL. The BPL has better databases in literature
and history, such as the MLA, JStor, and Project Muse. If you’re willing to challenge yourselves a bit (and leave
the building) you can find everything you need.
The primary rhetorical purpose of each of this paper (4 pages) is argumentative—you’re trying to persuade an
audience of learned colleagues (hint: you’re one of them) that your analysis of a given text/film’s structure and
themes is valid. In order to have strong appeals to both logos and ethos, you’ll need lots of careful analysis, and lots
of good evidence—that’s why we spend time at the beginning of the course going over genre and author.
To make this work more manageable, I encourage you to work in teams of 2-4: help one another find and evaluate
sources. Please make use of me as much as you need—ask questions in class and see me in office hours to discuss
topics and research strategies. If you choose to work in a team, each assignment you submit must include a selfassessment for each member: what did you contribute to the project? (See the note under the weighed percentages.)
For the paper:
1.
2.
3.
4.
5.
6.
7.
Read/watch your primary and secondary sources carefully several times and be sure you understand 100%
of what you've read.
Use Part 4 of Literature: A Portable Anthology, and LaunchPad Solo for Literature. You can also consult
the Purdue OWL’s resources on writing about literature.
Decide what you think is most interesting or important about your chosen text. Use this as the basis for a
strong thesis statement.
Don't summarize or describe what happens--focus on HOW and WHY.
For every main and supporting claim you make about a work, you must have evidence--you should be
able to paraphrase/quote from/refer to specific passages in both the primary and secondary sources.
Don’t quote long passages--only quote enough to support or demonstrate the point you're making. Don’t
quote something and then say "this shows that...": 1) Make your point, 2) quote/paraphrase, then explain
how (1) and (2) relate to one another and to your thesis.
Cite everything. Include a list of Works Cited including your primary and secondary sources; aim for at
least one secondary source for each primary source (more are better!). If you use Wikipedia or Sparknotes
etc, do so only to get started on your research. They do not count toward your total secondary sources
BUT if you get any information or ideas from them that you use in your paper, you must cite them as
sources.
Submit a paper copy and upload one to Turnitin.com. I will not read papers which are not submitted to
Turnitin.com.
Grading Criteria for Argument Synthesis
A/AAn excellent paper: a paper at this level displays sophisticated, analytical thinking—the author is able to synthesize
information from multiple sources, making use of it to develop and support her own original ideas on a topic and
argue convincingly for them. The author has a clear and effective thesis statement, identifying the topic and her
position on the issue. The introductory paragraph(s) give an overview of the topic, including background and
definitions. The author demonstrates an understanding of her source materials and the complexity of the issue. The
opposition point of view is treated fairly and thoroughly. The author’s argument is developed with an effective and
convincing blend of reason and evidence (logos), authority and credibility (ethos), and, where appropriate, emotion
(pathos). Each paragraph has a clear topic, relevant supporting evidence, and thorough explanation. Sources are
grammatically and logically integrated into the argument. The author synthesizes her sources and does not merely
summarize them. There are few to no errors of grammar, punctuation, or usage.
B+/B/BA good paper. Papers at this level demonstrate a high level of thoroughness, correctness, and competence, but lack
the overall presentation, quality, and effective rhetorical strategy of A-range work. The author has a clear thesis and
develops it carefully and with adequate thoroughness. The author understands the source material and issues, and is
able to analyze and synthesize the sources, though in a more general, less nuanced way. The author’s use of reason,
authority, and emotion is again competent and demonstrates sufficient self-control and fairness towards opponents,
but is not strongly compelling or forceful. There may be areas in the paper where the logical connections between
ideas are not clearly shown; some logical fallacies may appear which weaken the argument without undermining it
completely. There are few to no errors of grammar, punctuation, or usage.
C+/C/CA satisfactory paper, one that is acceptable according to the minimum standards of the assignment. It has few
mechanical errors and is reasonably well-developed and organized, with a clear thesis and organizational structure,
but the information may be thin, vague, or common-place. Often the author has settled for generalities instead of
providing strong specific evidence which would demonstrate the author’s knowledge, and thereby, establish his
credibility. The author may be prone to logical fallacies, which weaken his appeal to reason and/or authority. The
author may not thoroughly understand the source readings well enough to use them effectively. In using sources,
the author may tend to summarize rather than analyze or synthesize; evidence from sources is useful but may not be
smoothly or logically integrated into the argument. At the lower level of the C range, the number of errors in
grammar and usage may be somewhat distracting and may detract from effectiveness or readability.
D/F
Unsatisfactory work. Papers in this range may relate to the assignment, but are marred by enough errors in syntax,
mechanics, or grammar to be a serious distraction to the reader. The author fails to demonstrate an adequate level of
reading comprehension and, as a result, cannot analyze, synthesize, or argue logically or effectively. The author
may lack a clear thesis and purpose for writing, and does not show understanding and/or fair treatment of opposing
viewpoints and complexities of the issue at hand. Use of sources is inconsistent and logical fallacies are frequent.
The author may demonstrate a rudimentary treatment of the subject, unclear organization, awkward or ambiguous
sentences, and little evidence of careful proofreading. Finally, the author may simply not have understood or
adhered to the instructions for the assignment.
LIB112: Analysis Presentation
Reaction papers redux: Choose what you’re going to write about. Read and re-read, or watch and re-watch. Apply
what you’ve learned about the genre and author, and do as much additional research as necessary to answer the
following:








What you think of it (Tip: You have to have a theory about what the work means to provide focus for
your research and analysis. You don’t have to say everything possible about the work: be guided by
what interests you most, which might change as you do research. Be prepared to wander and explore a
bit).
What the thing is
What its parts are (words, punctuation, literary techniques or devices)
What those parts are used for and how they’re put together (structure, patterns, and themes)
Who made it, and the influence of that person’s beliefs and ideology on his/her work (tip: don’t guess,
assume, or psychoanalyze)
Where and when it was made, and the interplay of that context and the thing itself
Who its original audience might have been and what they thought of it
What you think of it (Did your research confirm or disprove your theory? Now what do you think the
work means? Who cares? Your answer to this last question will give you a working thesis statement for
your essay.)
The most important evidence comes from close textual analysis of the works in question, so a vital part of writing
each of these papers is reading and re-reading your primary sources— the film or novel you’re interested in. You
should know what every single word in the text means. Look things up. You cannot write a strong analysis based
on incomplete reading.
Additionally, you need evidence from other reputable sources: you may want or need to consider the historical and
social context of a work as well as details about the author’s life and beliefs (religious, philosophical,
idiosyncratic); you will definitely want to find out what your learned colleagues have already been saying about
each work’s meaning and significance. Finding these kinds of secondary sources takes work, and time—
overestimate how much time you’ll need. Be prepared to get creative and exert yourselves. Using a basic web
search will not be enough, guaranteed. The MCPHS University library has a lot of good resources in databases and
the e-brary. If you find sources using Google Scholar (not regular Google) the library can usually get those
materials to you fairly quickly, though not automatically, through ILL. The BPL has better databases in literature
and history, such as the MLA, JStor, and Project Muse. If you’re willing to challenge yourselves a bit (and leave
the building) you can find everything you need.
The primary rhetorical purpose of each of this presentation is argumentative—you’re trying to persuade an
audience of learned colleagues (hint: you’re one of them) that your analysis of a given text/film’s structure and
themes is valid. In order to have strong appeals to both logos and ethos, you’ll need lots of careful analysis, and lots
of good evidence—that’s why we spend time at the beginning of the course going over genre and author.
To make this work more manageable, I encourage you to work in teams of 2-4: help one another find and evaluate
sources. Please make use of me as much as you need—ask questions in class and see me in office hours to discuss
topics and research strategies. If you choose to work in a team, each assignment you submit must include a selfassessment for each member: what did you contribute to the project? (See the note under the weighed percentages.)
For your presentation:
1. Read your primary and secondary sources carefully several times and be sure you understand 100% of what
2.
3.
4.
5.
6.
7.
8.
you've read.
Use Part 4 of Literature: A Portable Anthology, and LaunchPad Solo for Literature. You can also consult the
Purdue OWL’s resources on writing about literature.
Decide what you think is most interesting or important about your chosen text. Use this as the basis for a strong
thesis statement.
Don't summarize or describe what happens--focus on how and why.
For every main and supporting claim you make about a work, you must have evidence--you should be able to
paraphrase/quote from/refer to specific passages in both the primary and secondary sources. Don’t quote
long passages--only quote enough to support or demonstrate the point you're making. Don’t quote something
and then say "this shows that...": 1) Make your point, 2) quote/paraphrase, then explain how (1) and (2) relate to
one another and to your thesis.
Cite everything. Submit a list of Works Cited including your primary and secondary sources; aim for at least
one secondary source for each primary source (more are better!). If you use Wikipedia or Sparknotes etc, do so
only to get started on your research. They do not count toward your total secondary sources BUT if you get any
information or ideas from them that you use in your paper, you must cite them as sources.
You must use visuals and/or realia, but you may not read from any slides. That is not effective presentation.
Each person in the group must speak if you choose to present in a group. Submit one Works Cited to me for
each group in that case.
Each student must present for five-seveb minutes whether alone or in groups.
Rubric: An excellent presentation (A/A-): a presentation at this level displays sophisticated, analytical thinking—
the author is able to synthesize information from multiple sources, making use of it to develop and support his/her
own original ideas on a topic and argue convincingly for them. The author has a clear and effective thesis
statement, identifying the topic and his/her position on the issue. The introduction gives an overview of the topic,
including background and definitions. The presenter demonstrates an understanding of his/her source materials and
the complexity of the issue. The opposition point of view is treated fairly and thoroughly. The presenter’s argument
is developed with an effective and convincing blend of reason and evidence (logos), authority and credibility
(ethos), and, where appropriate, emotion (pathos). Each section of the speech has a clear topic, relevant supporting
evidence, and thorough explanation. Sources are grammatically and logically integrated into the argument. The
presenter synthesizes his/her sources and does not merely summarize them. Transitions and signposts are clear,
evident, and support the audience’s ability to understand the argument as well as to differentiate the presenter’s
ideas from those of his/her sources. In addition, relevant and purposefully-chosen visuals and/or realia are used
effectively to enhance (rather than to substitute for) the presentation. The presenter’s voice is clearly audible with
appropriate intonation, and the presenter uses standard academic diction, grammar, and usage with few to no errors,
including verbal hesitation and poor kinesthetics/proxemics.
LIB112: Discussion Journal
You don’t get to be passive in this class. Everyone is required to participate fully—you must read and watch the
assigned texts, and in addition to the structured written and oral assignments, you are expected to contribute
regularly and thoughtfully to class discussion. You might speak about what we’ve read/watched; you might be
invited to speak about your study and research of the texts you’re writing about. Two times/semester you’ll hand in
a journal documenting and assessing your contributions via the Journals Section on Blackboard:
•
•
•
•
What did you say?
When and how did you say it? (Preparation, collaboration, context—what were you speaking in response to?)
What would you have said differently?
What are you learning about yourself as a speaker? (Tip: you might very well hate it—don’t be negative, and
don’t complain. Learn from the experience and give yourself some constructive feedback, including, if necessary,
how to deal with doing things you hate).
Rubric: You’re being assessed on what the journal documents (therefore spelling, grammar, and usage in the
journal also counts), which is your active engagement with the class as demonstrated through:





Careful reading and studying of texts in preparation for class
Thoughtful questions and observations about the texts
Attentive listening and response to others in the class
Self-reflection on the quality of your observations and your learning in class
Self-reflection about your public speaking abilities and effort to improve. Think of every contribution you
make in class as practice with public speaking. Practice speaking clearly, at sufficient volume, and as
articulately as possible. Work on eliminating up-speak and excess hesitation (lose some of the “likes”).
LIB112: Course Outline
This schedule may change as the term progresses and the class evolves
( ) = the page in which the text indicated begins in Literature: A Portable Anthology, 3rd ed.
Date
5/16/16
5/17/16
5/18/16
5/19/16
5/23/16
5/24/16
5/25/16
5/26/16
5/30/16
5/31/16
6/1/16
6/2/16
6/6/16
6/7/16
6/8/16
6/9/16
6/13/16
6/14/16
6/15/16
6/16/16
Assignments
Course Introduction; genre introduction: Film
A Raisin in the Sun (976)
A Doll House (850); Welcome to LaunchPad for Literature due;
Debriefing the films; reaction paper for A Raisin in the Sun due; LaunchPad Drama modules due
(Friday 5/20)
Genre presentation: Fiction; “Balto” (359); reaction paper for A Doll House due; LaunchPad
Fiction response module due
“Sabateur” (393); LaunchPad Fiction drawing conclusions module due
“Drown” (425); reaction paper for “Balto” due
“Everyday Use” (336); reaction paper for “Sabateur” due; discussion journals due
Memorial Day – No Class
“Birdsong” (434); reaction paper for “Drown” due
“The Things They Carried” (344); reaction paper for “Everyday Use” due
“The Lesson” (330); Literary analysis – first draft due
Individual conferences to discuss papers; reaction paper for “Birdsong” due
“The Man to Send Rain Clouds” (376); reaction paper for “The Things They Carried” due
“Interpreter of Maladies” (407); reaction paper for “The Lesson” due
Genre introduction: Poetry; presentation workshop; Literary analysis –final draft due
Various poems (453-463); reaction paper for “The Man to Send Rain Clouds” due; LaunchPad
Poetry modules and Thinking Aloud about Literature due
Various poems (558-614) ; reaction paper for “Interpreter of Maladies” due
Various poems (616-704)); discussion journals due
Presentations