ENGLISH 4100 SPRING 2016 - Clayton State University 4100 Syllabus... · Web...

ENGLISH 4100-- COLONIAL AND FEDERAL LITERATURE

SYLLABUS

SPRING 2016 ONLINE

Instructor: Dr. Susan Copeland

CRN: 20370

Section: 90

E-mail: [email protected]

Use this e-mail for all correspondence and paper submissions and not the e-mail or drop box in Desire 2 Learn.

All e-mail messages must be through CSU accounts. Do not e-mail on weekends except for emergencies, and do not expect a response

until the following week.

Home Page: http://faculty.clayton.edu/scopeland

Office: A&S 210G

Phone: 678-466-4744/4735

Office Hours: TR 12-2, 3:30-5:0, or by appt.

COURSE DESCRIPTION

"Major works of American literature from 1588 to 1820, including captivity narratives and writings that explore the early development of America as a nation. Pre-Requisites: ENGL 1102 with a minimum US grade of C." (Catalog)

COURSE TEXTS

1

The texts for this class are included volume A in the The Heath Anthology of American Literature, sixth edition edited by Paul Lauter, and at the online sites below (find inexpensive print copies if you wish):

Cotton Mather's The Wonders of the Invisible World:

http://etext.lib.virginia.edu/toc/modeng/public/Bur4Nar.html

From Benjamin Franklin's Poor Richard's Almanac:

http://www.ushistory.org/franklin/quotable/

Thomas Paine's Common Sense:

http://www.gutenberg.org/etext/147

Susanna Haswell Rowson's Charlotte Temple:

http://www.gutenberg.org/etext/171

Hannah Webster Foster's The Coquette:

http://www.gutenberg.org/files/12431/12431-8.txt

LEARNER OUTCOMES FOR ENGL 4100

1. Analyze and evaluate texts that reflect diverse genres, time periods, and cultures.2. Analyze the ways in which language and literature are related to class, culture, ethnicity, gender, histories, race, and sexuality.3. Interpret texts from various perspectives by using close readings supported by textual evidence, and informed by critical theory.4. Produce a variety of materials, including oral presentations, for a range of rhetorical contexts.5. Conduct effective research and writing as it relates to the field of English studies by using a variety of technological and information sources.

COURSE SCHEDULE

On the schedule below are authors’ names and the page numbers for the readings from our text or the site links on the Web (with pages and Web sites in parentheses) listed at the beginning of the week for which you will be responsible for them through discussion activity. Check this schedule regularly for alterations.

2

Outcome 1 Outcome 2 Outcome 3 Outcome 4

Outcome 5

Week 1 – January 11 Assignments: Course introduction, Self-introductions, and Podcast viewing

Objective:

Describe the historical contexts of American literature from European history through the Renaissance and the Neoclassical Period.

Online Lecture/ Discussion activity

Lecture/ Discussion activity

Online Lecture/ Discussion activity

Lecture/ Discussion activity

Week 2 -- January 19 Discussions will take place Tuesday-Friday of this week due to theMLK, Jr. Holiday.

Assignments:

Native American Oral Literatures (18-21); Paradigms of Cultural Encounters (150-156); Zuni (24-37); Seneca (55-57); Yuchi (73); War poetry (114-115); de Montaigne (127-128); Painting image (128); Donne (129-130); Bacon (130)

Objectives:

1. Interpret literary passages and artwork

2. Demonstrate understanding of connections

Discussion activity

Discussion activity

Discussion activity

3

between/among readings and concerns of the work's time as well as universal human concerns

Discussion activity

Discussion activity

Discussion activity

Week 3 – January 25 Assignments:

Columbus (138-146); de Vaca (159-170); Hopi (222-225) ; de Laudonniere (234-236); Smith (276-287); Morton (321-331);

Objectives:

1. Interpret relevance of passages

2. Demonstrate understanding of connections between/among readings and concerns of the work's time as well as universal human concerns.

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Week 4 – February 1 Assignments:

Bradstreet poems (420-437); Primer (458-460): On Nature and Nature’s God (657-668)

Objectives:

1. Interpret literary passages

2. Demonstrate understanding of connections between/among readings and concerns of the work's time as well as universal human

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

4

concernsWeek 5 – February 8 Assignments:

Rowlandson (464-492); Sewall (522-529); Mather (http://etext.lib.virginia.edu/toc/modeng/public/Bur4Nar.html)

Objectives:


2. Demonstrate understanding of connections between/among readings and concerns of the work's time as well as universal human concerns

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Week 6 – February 15 Midterm Exam is available on Friday the 19 from 7 a.m. to 8 p.m.

Assignments:

Williams (559-567); Byrd (636-654); 20: Edwards (690-701); Ashbridge (702-713)

Objectives:

1. Interpret literary passages.


Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

5

concerns

3. Identify passages from assigned readings

4. Demonstrate understanding of a given passage's significance to the theme or plot of a work overall

5. Write an essay evaluating readings with regard to themes that denote the time, class, ethnicity, etc., of writers and their concerns in light of history and literature since those writers wrote

Midterm Exam

Midterm Exam

Midterm Exam

Midterm Exam

Midterm Exam

Midterm Exam

Midterm Exam

Midterm Exam

Midterm Exam

Week 7 – February 22 Assignments:

Franklin (840-849; 854-861); Additional Franklin (http://www.ushistory.org/franklin/quotable/ ; Paine (http://www.gutenberg.org/etext/147) Objectives: 1. Interpret literary passages

2. Demonstrate understanding of connections between/among readings and concerns of the work's time as well as universal human concerns .

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Week 8 -- February 29 (March 4th is the last

6

day to withdraw without academic penalty.) Assignments:

Jefferson (1039-1042); Jefferson (1044-1046); On the Discourse of Liberty (1081-1098); J. Hammon (1152-1157); B. Hammon (1198-1203); Hall (1205-1211); Wheatley (1299-1314) Objectives:



Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Spring BreakWeek 9 – March 13 Research topics due March 14th

Assignments:

Equiano (1214-1245); Wheatley (1240-1255); Barlow (1339-1348); Tyler (1352-1393)

Objectives:



Discussion activity

Discussion activity

Discussion activity

Discussion activity

activity

Discussion activity

7

concerns Week 10 – March 20 Assignment: Research

Objectives:



3. Demonstrate research skills

Research activity

Research activity

Research activity

Research activity

Research activity

Research activity

Research activity

Research activity

Research activity

Research activity

Research activity

Week 11—March 28: Research Papers Due by e-mail on March 31 at 10 a.m.

Assignments:

Research Paper

Objectives:

1.Interpret literary passages


3. Demonstrate research, writing, and rhetorical skills by composing well-written individual research papers that analyze one or more

Research Paper

Research Paper

Research Paper

Research Paper

Research Paper

8

course readings through critical research using a variety of sources.Week 12—April 3 Assignments:

Rowson: http://www.gutenberg.org/etext/171

Objectives:


2. Demonstrate understanding of connections between/among readings and concerns of the work's time as well as universal human concerns.

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Week 13—April 10 Assignments:

Foster (http://www.gutenberg.org/files/12431/12431-8.txt) to Letter XXXV

Objectives:



Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Week 14 – April 17 Assignments:

9

Foster (http://www.gutenberg.org/files/12431/12431-8.txt) to end

Objectives:



Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Discussion activity

Week 15 – April 24 Assignments:

Final Exam is available 7 a.m. to 8 p.m. on Friday, April 29th

Objectives:

1. Demonstrate writing and rhetorical skills.

2. Identify passages from assigned readings

3. Demonstrate understanding of a given passage's significance to the theme or plot of a work overall

4. Write an essay evaluating readings with regard to themes that denote the time, class, ethnicity, etc., of writers and their concerns in

Final exam

Final exam

Final exam

Final exam

Final exam

Final exam

Final exam

Final exam

Final exam

Final exam

Final exam

Final exam

Final exam

Final exam

Final exam

Final exam

Final exam

Final exam

Final exam

Final exam

10

light of history and literature since those writers wrote

REQUIREMENTS AND GRADING POLICY

Your final grade will be determined by the following, all of which must be completed in order to complete the course:

Discussions = 25 %

Research paper = 25 %

Midterm Exam = 25 %

Final exam = 25 %

DISCUSSIONS

Discussion questions for each week are openly displayed so that you can use them to help you interpret the readings and prepare your responses. Each weekly discussion will begin at 12:00 a.m. on Monday morning and close on Thursday night at midnight (which is actually 12:00 a.m. on Friday morning) with the exception of the Martin Luther King Day week discussions, which will be from Tuesday through Friday. Students should frequently participate in meaningful discussions over the discussion period by posting or reading content on a daily basis and according to the measures in the rubric below. That means at least one posting per day for a "Good" grade, though if those postings are poor in quality according to the rubric, they may be assessed as "Marginal" or "Unsatisfactory." No posting at all during a week will result in a 0 assessment.

Individuals' participation will be evaluated on the Friday following a discussion (Labor Day week is an exception, as noted above). Discussions will be rated according to the following rubric, which, with 12 discussions total, will add up to 100.8 if all scores are excellent (some days/weeks do not have discussions, e.g., Weeks 10 and 11):

Discussion RubricExcellent Good Marginal Unsatisfactory

8.4 6.7 5 3Promptness and

Consistently responds

Responds to most Occasionally responds to most

Does not respond to

Initiative to postings in a given 24-hour period; demonstrates good

postings within a 24-hour period

postings; limited initiative

most postings; rarely participates freely

11

self-initiative

Delivery of Post

Consistently uses grammatically correct posts with rare misspellings

Few grammatical or spelling errors are noted in posts

Errors in spelling and grammar evidenced in several posts

Utilizes poor spelling and grammar in most posts; posts appear "hasty"

Relevance of Post

Consistently posts topics related to discussion topic; cites additional references related to topic

Frequently posts topics that are related to discussion content; prompts further discussion of topic

Occasionally posts off topic; most posts are short in length and offer no further insight into the topic

Posts topics which do not relate to the discussion content; makes short or irrelevant remarks

Expression Within the Post

Expresses opinions and ideas in a clear and concise manner with obvious connection to topic

Opinions and ideas are stately clearly with occasional lack of connection to topic

Unclear connection to topic evidenced in minimal expression of opinions or ideas

Does not express opinions or ideas clearly; no connection to topic

Contribution to the Learning Community

Aware of needs of community; frequently attempts to motivate the group discussion; presents creative approaches to topic

Frequently attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely

Occasionally makes meaningful reflection on group’s efforts; marginal effort to become involved with group

Does not make effort to participate in learning community as it develops; seems indifferent

INSTRUCTIONS FOR THE RESEARCH PAPER

1. Research paper topics are due by March 15th. 2. The final research paper, due March 30th, must be composed using the default margins (1") and standard type (Times New Roman or Ariel 12) of MS Word. It must be 7-9 pages of text in MLA-style format plus a page or pages of Works Cited also in MLA format. The paper should actively use and cite at least seven sources outside our text itself, including at least two Internet sites and two traditional or electronic texts. Essays will be evaluated according to Writing Guidelines below. 3. Be sure that your Internet sources are authoritative sources; '.edu' and '.org' sites are usually authoritative. Wikipedia is not a reliable source.4. You must choose from the author(s) and the work(s) that are listed on the syllabus. Look

12

ahead on the syllabus schedule and research authors that you think might interest you if we have not studied them by the topic due date. Here are some possible ideas for papers, but you can supply your own if you wish: the historical context of a work, the cultural contexts of a work, how a work is structured (plot twists, images, etc.) to enhance a particular interpretation of the work, a comparative study of two works, or a particular theme dealt with in two or three works (e.g., the relationship of men and women, the tension between the individual and society, racism or sexism in a work or works, the relevance of religion to man, similarities/differences among belief systems, the influence of war, or the placement of a work within its particular movement in American culture, to name a few. Research papers will be graded according to the following Writing Guidelines:

WRITING GUIDELINES

Content: 35% of the paper grade

Fulfillment of the assignment's content requirements.

Clear, focused topic

Demonstrated familiarity with the subject matter.

Range and quality of knowledge.

Depth of assimilation and understanding of the subject matter.

Sufficient and suitable content to support and develop ideas.

Awareness of audience

Organization: 30% of the paper grade.

Clear introductory, body, and concluding paragraphs.

Unity and coherence.

Support for focused topic

Transitions that move the reader from key point to key point.

Mechanics, Grammar and Style: 35% of the paper grade

Format

Punctuation

Sentence Structure

Grammar and Usage

13

Competent use of standard English

Style

Diction

MIDTERM AND FINAL EXAMS

The midterm and final exams will be identical in structure. The final exam will be cumulative for the semester.

The midterm exam is available Friday, February 19th, from 7 a.m. to 8 p.m. The final exam is available Friday, April 29th, from 7 a.m. to 8 p.m. Students will be allotted 1 hour and 15 minutes for the midterm and 2 hours for the final in the online D2L course environment.

WHEN YOU LOG IN FOR THE MIDTERM, YOU WILL BE PROMPTED TO (1) DOWNLOAD AND (2) INSTALL “LOCKDOWN BROWSER.” THIS WILL TAKE A FEW MINUTES, SO START WELL BEFORE THE ALLOTTED EXAM TIME WINDOW ENDS.

WHEN THE PROGRAM IS DOWNLOADED, YOU WILL NEED TO LOCATE THE BOX ON YOUR SCREEN SAYING THAT THE BROWSER IS DOWNLOADED AND THEN CLICK ON THE “INSTALL” BUTTON FOR IT TO INSTALL. YOU WILL THEN CLICK ON THE “LOCKDOWN BROWSER” ICON ON YOUR DESKTOP AND RETURN TO DESIRE 2 LEARN TO TAKE THE EXAM.

LEAVING THE EXAM SITE OR ATTEMPTING TO ACCESS OTHER SITES WILL REMOVE YOU FROM THE EXAM, AND YOU CANNOT RETURN TO IT. STUDENTS MUST BE UNINTERRUPTED WITH NO ELECTRONIC DEVICES, ETC., AND THEY SHOULD NOT LEAVE AN EXAM IN PROGRESS, JUST AS IN A CLASSROOM SETTING. IF A STUDENT HAS A DOCUMENTED REASON FOR NOT COMPLETING THE EXAM AND REQUESTS TO COMPLETE IT, HE OR SHE MUST COME TO MY OFFICE AND TAKE AN ENTIRELY NEW EXAM, EVEN IF PARTS OF THE ONLINE EXAM WERE SAVED IN THE PROGRAM.

WHEN YOU TAKE THE FINAL EXAM, YOU WILL NEED TO LOCATE AND CLICK ON THE “LOCKDOWN BROWSER” ON YOUR LAPTOP TO ACCESS THE EXAM SITE.

The midterm exam covers material up to that exam. The final exam is cumulative, covering material for the entire semester. The exams will be composed of two parts, each worth 50% of the exam's grade:

14

Part I -- Passage identification: You will identify 5 passages from the works that we have read, name the title and author (if one is known), and describe the significance of the passage to the work overall. Each passage will count 10 points.

Part II -- You will be given a choice of topics on which to write and that represent themes, literary movements, or other aspects of the readings through the course of the semester. You will write the equivalent of a 2½ - to 3-page essay that will be graded according to the Writing Assessment.

Part I -- Passage identification: I will give you 8 passages from the works that we have read, and you will identify 5 passages by naming the title and author (if one is known), and describing the significance of the passage to the work overall. Do not just restate what the passage says. If you do more than 5, I will grade the first five. Each passage will count 10 points.

Part II -- You will be given a choice of topics on which to write and that represent themes, literary movements, or other aspects of the readings through the course of the semester. You will write an essay that will be graded according to the CSU Writing Guidelines. The essay counts 50 points.

EDUCATION STANDARDS

The content of this course syllabus correlates to education standards established by national and state education governing agencies, accrediting agencies and learned society/ professional education associations. Please refer to the course correlation matrices located at the following web site:http://a-s.clayton.edu/teachered/Standards%20and%20Outcomes.htm

BASIC UNDERGRADUATE STUDENT RESPONSIBILITIES

The link below is to the Basic Undergraduate Student Responsibilities from Clayton State's online Academic Catalog:http://a-s.clayton.edu/BasicUndergraduateStudentResponsibilities.htm. Please familiarize yourself with these responsibilities as part of your contractual relationship with Clayton State University.

DISRUPTIVE CLASSROOM BEHAVIOR1

15

Disruptive behavior in the classroom or the online environment can negatively affect the classroom environment as well as the educational experience for students enrolled in the course. Disruptive behavior is defined as any behaviors that hamper the ability of instructors to teach or students to learn. Common examples of disruptive behaviors in various class settings include, but are not limited to:

Eating in class Monopolizing classroom discussions Failing to respect the rights of other students to express their viewpoints Talking when the instructor or others are speaking Constant questions or interruptions which interfere with the instructor’s presentation Overt inattentiveness (e.g., sleeping or reading the paper in class) Creating excessive noise Entering the class late or leaving early Use of pagers or cell phones in the classroom Inordinate or inappropriate demands for time or attention Poor personal hygiene (e.g., noticeably offensive body odor) Refusal to comply with faculty direction

Students exhibiting these types of behaviors can expect a warning from the instructor or dismissal for the lesson in which the behavior occurs. Failure to correct such behaviors can result in dismissal from the course.

More extreme examples of disruptive behavior include, but are not limited to:

Use of profanity or pejorative language Intoxication Verbal abuse of instructor or other students (e.g., taunting, badgering, intimidation) Harassment of instructor or other students Threats to harm oneself or others Physical violence

Students exhibiting these more extreme examples of disruptive behavior may be dismissed from the lesson or the entire course.

Students dismissed from a lesson will leave the classroom immediately or may be subject to additional penalties. Dismissed students are responsible for any course material or assignments missed.

Students dismissed from a course have the right to appeal the dismissal to the department head responsible for the course. Appeals beyond the department head may also be pursued. If no appeal is made or the appeal is unsuccessful, the student will receive a grade of WF (withdrawal – failing) regardless of the current grade in the course.

Conditions attributed to physical or psychological disabilities are not considered as a legitimate excuse for disruptive behavior.

16

1 The description of disruptive behavior and listings of examples of disruptive behavior are taken from the Web sites of James Madison University, the University of Delaware and Virginia Tech.

UNIVERSITY ATTENDANCE POLICY

Students are expected to attend and participate in every class meeting, including in the online environment. Instructors establish specific policies relating to absences in their courses and communicate these policies to the students through the course syllabi. Individual instructors, based upon the nature of the course, determine what effect excused and unexcused absences have in determining grades and upon students’ ability to remain enrolled in their courses. The university reserves the right to determine that excessive absences, whether justified or not, are sufficient cause for institutional withdrawals or failing grades.

DR. COPELAND’S MISSED WORK POLICIES

Students who miss five discussions s for any reason will lower their grades considerably through lack of participation necessary to do well on the final exam. Late papers will not be accepted without a physician's, or equally serious, documentation. The same is true with regard to missed exams; they cannot be made up without an acceptable and documented reason for absence.

ACADEMIC HONESTY

Plagiarism involves copying another person’s words or ideas without citing the source with appropriate documentation. Any student who plagiarizes fails the plagiarized assignment. A plagiarized paper is considered an incomplete assignment. Any student who cheats on an exam also fails the exam and the course.

ACCOMMODATIONS

To obtain this document and all other course materials in an alternative format, contact Disability Services by e-mail at [email protected].

MIDTERM GRADE STATEMENT

Midterm grades will be posted before the deadline for withdrawal without academic penalty. They will be calculated by the average of each student’s graded work at that time.

COMPUTER POLICY

17

All students at Clayton State are required to have access to a laptop computer and to use that computer actively in all courses for e-mail access, electronic submission of papers, and other uses.

18

ENGLISH 4100 SPRING 2016 - Clayton State University 4100 Syllabus... · Web...

Documents

Transcript of ENGLISH 4100 SPRING 2016 - Clayton State University 4100 Syllabus... · Web...