Biggar Syllabus ENG 102 Page 1

Chesapeake College (Fall 2014) English 102:102

M/W 2:30-3:45 (HUM 116) Instructor: Lisa Biggar Phone: 410-370-6933

e-mail: use course e-mail on CANVAS

Course: English 102 Introduction to Literature Welcome to English 102! Our mission this semester is to explore several genres of

literature, including fiction, drama and poetry. Our course theme is “Journey and

Identity” with the core assumption that life offers us myriad journeys to experience,

reflect upon, and learn from. It is my conviction that most of literature represents an

attempt by an author to grapple with the challenges life presents, and we will try to draw

from the texts we read to enrich our own understanding. An important focus of this class

will be writing critical essays. This will help you to organize your thoughts and reflections

about what we read, and it will provide you with an opportunity to express your own

opinions boldly and creatively.

My Policies:

Be respectful. Be honest. Work hard. Engage.

Required Texts:

Baxter, Charles. The Feast of Love. New York: Vintage Books, 2000. Print. ISBN: 0-375-41019-8

Mays, Kelly. The Norton Introduction to Literature. 11th ed. New York: W.W. Norton &

Company, 2014. ISBN: 978-0-393-92339-1 Where to look for help:

Me – I want you to be successful. Just ask for help! Online Tutorial – LRC tutorial for writing a literary analysis essay OWL & owl - Online Writing Lab – Grammar, Style, writing strategies… Citation & Noodlebib – Necessary for citing sources ethically and accurately Academic Support Center – These folks are skilled, compassionate, and very helpful.

Course Requirements:

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Grading will be based on a 1000 points system Reflection Journals 200 pts Participation 100 pts Annotated Bibliography 50 pts Short Story Analysis 100 pts Live Play Analysis 100 pts Poetry Presentation 100 pts Final in-class Essay Exam 100 pts Research Paper 250 pts

The final grade will be determined as follows: 900-1000 pts A Superior Work 800-899 pts B Good Work 700-799 pts C Average Work 0-699 pts F Unsatisfactory Work

Workload in this course: This is a college transfer course, and the academic rigor of this course is high. In order to successfully complete the assignments and participate fully in class activities, students are expected to do a minimum of two hours of work outside of class for every hour in class. Some assignments may require more time.

Catalogue Description: An introduction to fiction, drama, and poetry, with emphasis on the writing of critical essays. A research paper is required. Three hours per week. Learning Outcomes – The following learning outcomes have been adopted by the English

Department of Chesapeake College. All of our readings and assignments are designed to help

you meet these objectives. Students will

1. Construct a researched literary analysis, demonstrating the ethical use of appropriate

reference sources.

2. Analyze texts from a variety of genres, applying knowledge of the major components of

literature, such as plot, theme, setting, tone, symbol, and character.

3. Organize written arguments using a thesis and connected topic sentences based on a synthesis of primary textual evidence and secondary research materials where appropriate.

Note:

No late papers accepted—unless previous

arrangements have been made with me.

Please revise your papers prior to

submitting them, as I do not accept any

revisions after the final draft is due.

Plagiarism (uncited or improperly cited

use of another’s words & ideas) will

result in failure for the assignment, and

potentially for the course.

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Academic Instruction Emergency Management Plan

In the event that Chesapeake College needs to close for an extended period of time due to a flue

pandemic, severe weather event, or other emergency situation, consideration will be given to the

timing and duration of the closure as follows:

1. Closure during the semester for up to one week – there will be an opportunity to make up

work missed without significant alteration to the semester calendar.

2. Closure extending beyond one week (or in situations where classes are cancelled on the same

days/evenings over multiple weeks) – the College may extend the length of the semester.

Depending on the timing of the closure, scheduled breaks, end of semester dates, and/or

the processing of final grades might be impacted.

Students can acquire information about closures on the College website or by calling 410-822-5400

or 410-228-4360. Chesapeake College courses held at off campus sites will follow the protocol of

the host facility.

If you have a documented disability and wish to discuss academic accommodations, see

Judy Gordon, ADA coordinator, in Room 135 in the Learning Assistance Center, as soon

as possible.

COURSE SCHEDULE

Note: Our course schedule will remain flexible as student progress and assignment needs

dictate.

Class Date Class topics Assignments Due

8/25 Course Intro.

What is Lit.?

Why study Lit.?

LitWeb

Norton, pp. 1-10

8/27 Fiction Writing About Fiction--

Reading, Responding, Writing Norton, p. 33

Norton pp. 12-56

9/3 Short Story Analysis Assign. Sheet Suggestions for Writing--

Plot Norton, pp. 100-101, # 1 or 3

Norton, pp. 57-101

9/8 Narration & Point of View Suggestions for Writing--

Norton, pp. 102-121 Norton, p. 121, # 3

9/10 Character SFW—Norton, p. 156, # 2

Norton, pp. 122-156

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Class Date Class Topics Assignments Due

9/15 Setting SFW, Norton, p. 198, # 3 or 1

Norton, pp. 157-204 Short Story analysis thesis

and outline

9/17 Symbols & Figurative Language SFW, Norton, p. 240, # 1

Norton, pp. 205-240

9/22 Theme SFW, Norton, p. 270, #1

Norton, pp. 241-270 3 or 4

Research Paper Assign. Sheet

Annot. Bib. Assign. Sheet

9/24 Library Research Presentation

LRC Rm 204

9/29 What is poetry? Short Story Analysis

(bring to class lyrics from a fav. song)

Norton, pp. 450-482

Poetry Presentation Assign. Sheet

10/1 Whose voice do we hear in a poem? SFW, Norton, p. 500, #1 or 2

Norton, pp. 483-500

10/6 Lang. in a poem; word choice & order SFW, Norton, p. 559, #1 or 2

Norton, pp. 548-559

10/8 Visual imagery & figures of speech in a poem SFW, Norton, p. 572, #1 or 2

Norton, pp. 560-572

10/13 The sounds of poetry SFW, Norton, p. 610, # 1, 2

Norton, pp. 586-610 5 or 3

10/15 Internal structure of a poem SFW, Norton, p. 627, # 1 or 3

Norton, pp. 611-631

10/20 External form of a poem SFW, Norton, p. 656, #2 or 3

Norton, pp. 632-662

10/22 Poetry Presentations Poetry Presentation

(-20 points from participation if absent)

10/27 Poetry Presentations Poetry Presentation

(-20 points from participation if absent)

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Class Date Class Topics Assignments Due

10/29 Drama SFW, Norton, p. 764, # 1, 2 or

Reading, Responding, Writing 4

Norton, pp. 740-771

In Class reading of “Sure Thing”

Live Play Analysis Assign. Sheet

11/3 Elements of Drama SFW, Norton, p. 844, # 1 or 4

Norton, pp. 772-884

11/5 Drama—“The Piano Lesson” Annotated Bibliography

Norton, pp. 845-916 SFW, Norton, p. 916, #1 or 4

11/10 Drama—“ A Raisin in the Sun” movie See Canvas announcement

Norton, pp. 918-994 Research Paper thesis &

outline

11/12 Drama—“A Raisin in the Sun” movie See Canvas announcement

11/17 Research Paper workshop Draft of research paper

(-20 points from participation if absent) (4 copies)

11/19 Research Paper workshop Draft of research paper

(-20 points from participation if absent) (4 copies)

11/24 Novel See Canvas announcement

The Feast of Love, pp. 1-105 Research Paper

Live Play Analysis

--THANKSGIVING BREAK—

12/1 Novel See Canvas announcement

The Feast of Love, pp. 106-201

12/3 Novel See Canvas announcement

The Feast of Love, pp. 202-308 Reflection Journal

12/8, 2-4:00 p.m. Novel

Final essay exam on The Feast of Love

Reflection Journals returned

--FINAL GRADES DUE MONDAY, DEC. 15--

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Assignments (all assignments must be submitted on-time for credit) Reflections and Quizzes

Reflection Journals Throughout the semester, I will ask you to respond to our readings in your reflection journals. I may provide specific or generalized prompting questions. Thoughts should be well supported with specific examples and evidence (line and page numbers) from the readings, and your thoughts should be organized into paragraphs with clear topic sentences. For this assignment, quality of thought is more important than quantity of writing, but you will find that at least one full page (single-spaced) is necessary to adequately engage in our weekly discussions. I will spot-check your journals on occasion, and if you do not have the required reflection in your journal you will use lose ten points off your participation grade. These reflections are meant to prepare you for the literary analysis and research paper, so I strongly encourage you to email your reflections to me so that I can offer general feedback and make sure that you are on the right track. You can bring me in a typed hardcopy as well. Reading Quizzes

Occasionally, we may begin classes with a short reading quiz. They will last for a maximum of ten minutes. No make-ups are available, but this is a grade-booster for those who read and attend. Literary Analysis of a Short Story (3-4 pages)

The purpose of this essay is to provide you with an introduction to literary analysis. You should write an MLA style 3-4 page well-focused literary analysis of a short story on our syllabus. To assist with your interpretation of the story, you should conduct research on your chosen text and include at least one in-text citation, as well as a properly formatted works-cited page. As always, be sure to write about one specific aspect of the work you choose. Do not write a general review or a plot summary. Instead, focus on one character, one section, one event, or one of the literary devices we have discussed in class to analyze the text for deeper meaning. Remember, we always focus on how one small part of the text suggests a bigger thematic meaning for the whole. (Ex. Discuss how symbolism and allegory operate within “The Prodigal Son” or how the narrative point of view informs the theme in Bierce’s “The Occurrence at Owl Creek Bridge”) (Ex. Discuss how the setting of “Greasy Lake” contributes to our understanding of why the boys behave the way they do and to the development of their characters. ) Consider the author’s purpose in writing the text. What message was he or she trying to convey to the reader? Your supporting paragraphs should include specific details from the text (remember the “tools” for literary analysis) that support your thesis idea.

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Analysis of a Live Play (2 pages)

For this assignment, you must watch a live play production of some kind and then evaluate it using the tools for analysis that we discuss in class. Do not write a plot summary. You do not need to cite outside sources for this piece. The essay should be 2 pages long and in full MLA format. You may complete and submit this assignment at any time during the semester before the syllabus due date. ‘Peake Players Spring production:

TBA Churchill Theater

Box Office = 410-758-1331 Tred Avon Players

Box Office = 410-226-0061

Email = info@tredavonplayers.org

Research Paper (6-8 page paper w/ 3 critical sources)

This is the expanded 6-8 pg. version of your short story analysis for which all of our class assignments and discussions have been preparing you. You must incorporate critical viewpoints (a minimum of 3 professional critical sources beyond the text) in your paper. Your research paper must have a clear thesis, in the introduction, and plenty of well-organized supporting evidence from your text and from secondary, supporting sources. Of course you must cite all sources (including your primary text) and include a Works Cited page. We will discuss this paper in further detail during the semester. Be sure to use the online tutorial (linked from the LRC homepage and the online syllabus) as a guideline for writing research papers in 102. Poetry Presentation (Power Point, Prezi, or Videography) In a 5-7 minute presentation, analyze a poem/song of your choice. (There are three stipulations: if you choose a poem/song outside of the textbook, you must make copies of the poem/lyrics for everyone in the class; no two people can present the same poem; and no one can present a poem we have already discussed in class.) Try to choose a poem/song that you understand or like more than any other. Don’t choose a poem that is one stanza or less, or too lengthy in size (ex.--an epic poem). If you choose a song, please choose one or two meaningful stanzas and the chorus/refrain. You may not have time to analyze the entire song.

Key Points for Composition: Original, Bold & Clear Thesis Evidence of Creative & Critical Thinking Strong & Engaging Writer’s Voice Logical Persuasive Argument (Refuting Opponents’ Views) Varied & Specific Supporting Details / Arguments Good Organization w/ Clear Transitions Thoroughly Analyzed & Integrated Sources (Academic Quality)