English 1023-09: Composition II--Fall 2003

9:30-10:50 a.m. TR, Witherspoon 167

Dr. @atu.edu

Office hours: Tuesdays and Thursdays 12:30-1:30 p.m., and by appointment

Course description (from catalog):

Prerequisite: Minimum grade of “C” in English 1013 or 1043. A continuation of ENGL 1013 with readings in poetry, fiction, and drama.

Since this is a general education course, it meets some of the objectives of the general education curriculum, as stated on page 69 of the catalog, by helping you learn to “listen attentively, and read, write, and speak clearly and effectively,” as well as to “understand the nature and function of the arts . . . and discover how the full range of human experience is given expression in works of art.”

I also believe reading literature helps you “develop the capacity to comprehend moral and ethical issues.” After all, literature is about people struggling with every dimension of human experience. Those students who ask me how literature is going to help them in their careers always get this answer from me: literature will help you become a better PERSON and live a fuller life. Whatever your profession, you will continue to be a human being, struggling with your own humanity and your relation to the people around you. I know of no better way to learn how to live life than immersing oneself in literature.

I will add my own objectives to that list. You already know how to read, but we will be addressing the issue of how to read well--how to read with purpose, how to explore a literary text and grasp its multiple meanings, and how to enrich your everyday life through an appreciation of and, most importantly, a pleasure in literature. Our focus will not be on biography or historical background and literary history. We will instead emphasize the technique, style, and values of the various writers we read.

Required Text: Barnet, et al. An Introduction to Literature. 13th ed.

You will also need a grammar handbook (the one you used for Composition I is fine) and a double-pocket folder for turning in your essays and all supporting materials.

Grade:

· 3 essays, each counting 25%. One essay will be on fiction, one on poetry, and one on drama. The required length for each essay is 750 words, that is, approximately three typed, double-spaced pages (use 12-point Times New Roman font and 1-inch margins on all 4 sides). You are required to print the word count at the end of each essay (your word-processing program will give you that, usually in the Tools menu or as a document summary in the Files menu). Failure to meet the length requirement for any assignment will lower your grade. Each essay submitted for a grade must be accompanied by all pre-writing (notes, outlines, drafts, etc.) and peer evaluations. If any of these materials are missing, your grade will be penalized accordingly. Missing peer review will mean an automatic penalty of one letter grade.

· 25% of your grade will come from quizzes on your readings, along with written homework, as well as class participation (and I mean that seriously: I will call on you. You will answer.).

All essays are due at the beginning of class on the due date. Late papers will be penalized one letter grade per day (any time after class on the due date is considered one day late already). Please be aware that an F is 55 points out of 100 possible points, while failure to turn in a paper is ZERO points out of 100.

In addition to the hard copy you turn in, I require that you e-mail me a copy as well.

Attendance is essential in this course, since it is a skills-oriented rather than content-oriented course. Therefore, you will fail the course upon your fifth absence. I will check roll each day and keep my own records, but I will not issue a warning. As adults, you are responsible for keeping up with your own absences. If you drop the course on your own, your transcript will merely show a W. If I drop you, it will be recorded as a WF.

The other simple way to receive an F for this course is to use the words or ideas of another person as if they were your own. The penalty for plagiarism in this course is an F for the course; furthermore, faculty must submit a report of any cheating to the Vice President for Academic Affairs. In addition, charges may be filed with the Vice President for Student Services for possible university sanctions (see the Student Handbook for a description of those sanctions). Any source other than your own mind (whether it is another student, a book, or an internet web site) must be properly credited. Any grammar handbook will describe how to use sources and avoid plagiarism.

This is a tentative syllabus, which will necessarily require some adjustment in the course of the semester. More specific writing and reading assignments will be assigned in class.

Assignments are listed on the date due:

Be aware that I do not accept late homework, nor do I give make-up quizzes. The only exceptions to this rule are for university-excused absences.

Thursday, August 21--Introduction to the course and each other

Tues., Aug. 26--Read pages 8-13; write one typed, double-spaced page in response to the critical thinking and writing topic on page 11 (be sure you know the definition of “prodigal” before writing). Think about the questions on pages 13-14, although you are not required to write out answers.

Read chapter 2 (just pp. 21-36); then read “The Storm” (handout). Concentrating on one issue--for instance, a question that strikes you as worth puzzling over--write at length, nonstop, for 10 minutes (this does not have to be typed, although you may wish to do your ten minutes of writing at your computer). Refer back to pp. 25-26, “Focused Free Writing,” which are the source of this assignment.

Th., Aug. 28--Read chapter 4: pages 66-80; write one typed, double-spaced page in response to question 4 on page 80. Then read pages 138-41.

Sept. 2--Read pages 85-89 on narrative point of view. Then read Bobbie Ann Mason’s “Shiloh” (443-52). Bring to class a written thesis statement that makes a judgment about either Leroy’s or Norma Jean’s character (in other words, what kind of person you think he or she is). Under that thesis statement, write three topic sentences to support your thesis. Finally, under each topic sentence, list 4 specific pieces of textual evidence to support that claim. This does not have to be typed.

Sept. 4—Read Willa Cather’s “Paul’s Case” (269-82). Write one typed page in which you argue either that Paul IS an artist, OR that he is NOT an artist.

Sept. 9-- Alice Walker’s “Everyday Use” (452-59). We will accompany our discussion of Walker’s story with some sample student essays on “Everyday Use.” Evaluating these essays will be good preparation for peer review.

Sept. 11--Read Charlotte Perkins Gilman’s “The Yellow Wallpaper” (360-71); write one typed page explaining how the setting (especially the wallpaper) contributes to the meaning of the story.

Sept. 16--Read Nathaniel Hawthorne’s “Young Goodman Brown” (117-26); answer the questions on p. 126. In-class practice on peer review using sample student essays on “Young Goodman Brown.”

Sept. 18—Read Joyce Carol Oates’s “Where Are You Going, Where Have You Been?” (425-37); write one typed page on how Connie is both responsible and not responsible for what happens to her at the end of the story.

Sept. 23—Read Flannery O’Connor’s “A Good Man is Hard to Find” (284-96) and “Revelation” (296-310); and read pages 311-16.

Sept. 25--First draft of 1st essay due; peer review in class. PLEASE NOTE, your first essay must be on one of the stories above, beginning with “Shiloh.”

Sept. 30--ESSAY #1 DUE; in-class assignment TBA (bring your handbook)

Oct. 2--Read pages 3-8,36-40, and chapter 14 (635-45). Then read the Langston Hughes poems on pages 896-903. Write a paraphrase of the poem, “Ruby Brown,” on page 899 (one paragraph, about 1/2 a page, typed). Be prepared to read yours aloud to the class if called upon.

Oct. 7—Read Chapters 15 and 16. Then answer questions 1, 2, and 4 on “The Spring and the Fall” (657).

Oct. 9—Read Chapters 17, 18 (omit 727-34), and 22.

Oct. 14—Read Chapters 20 and 21. Answer questions 1-3 on “Holy Sonnet XIV” (739-40). Mark the accented syllables in “Nothing Functions as It Ought” (761-62), and then explain how the rhymes (some perfect, some off) help to convey the meaning.

Oct. 16—Read the texts by Robert Frost on pages 885-94. Write a half-page typed explication of “The Road Not Taken” (887-88).

Oct. 21—Read the texts by Emily Dickinson on pages 871-79. Which of her poems seems most like Frost’s “Design,” and why (a typed half page)?

Oct. 23—catch-up day; quiz on poetry terms

Oct. 28--Peer review of poetry essays. You must use a poem from the textbook, and you need to get my advance approval of the poem you choose to write about.

Oct. 30--ESSAY #2 DUE; begin drama unit with Trifles, which we will read and discuss in class.

Nov. 4—Act I of Henrik Ibsen’s A Doll’s House (1383-1405)

Nov. 6—finish A Doll’s House

Nov. 11—Act I of August Wilson’s Fences (1546-75)

Nov. 13—finish Fences

Nov. 18—begin Antigone (1029-64) in class

Nov. 20—finish Antigone

Nov. 25—catch-up day, in case we’re behind

Nov. 27-- THANKSGIVING HOLIDAY

Dec. 2-- peer review of drama essays

Dec. 4--ESSAY #3 DUE