History: E300_W_Syllabus_Spr_12

Comparing version 2 with version 6



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<center> <table border="0" cellpadding="0" cellspacing="0"><tr><td colspan="3" height="0"> </td></tr><tr><td rowspan="4" width="310" valign="top"> <p>Image </p> </td> </tr><tr><td width="340"> <h2 align="center"><b>ENGLISH 300-W, SPRING 2012</b></h2> <p align="center">Image </p> <p align="center"><b>ALFRED J. DRAKE, PH.D.</b></p> <p align="center"><b>Email Instructor: e300w at ajdrake.com</b></p> <p align="justify"><b>To find course documents, use the E300-W Spring Menu at left or the links below</b></p> <p align="justify"><b>Email | Syllabus | Policies | Journals | Paper | Final | Blogs | Audio | Guides | Links | CSUF Irvine Campus | CSUF Library | CSUF Catalog | CSUF Calendar | CSUF Exams</b></p> <p align="justify"><b>English 300 introduces students to the major literary genres: fiction, poetry, and drama.</b></p> <p align="justify"><b>Authors: Wharton, Poe, Kincaid, Morrison, Chekhov, Danticat, Crane, Marquez, O'Connor, Gilman, Faulkner, Tennessee Williams, Miller, Blake, Wordsworth, Coleridge, Shelley, Keats, Various Other Poets.</b></p> <p align="center"><b>Image: James Whistler's <i>Annabel Lee,</i> 1870</b></p> </td>





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<p align="center"><b>Email | Home | Syllabus | Policies | Journals | Paper | Final | Blogs | Audio | Guides <br>Links | CSUF Irvine Campus | CSUF Library | CSUF Catalog | CSUF Calendar | CSUF Exam Schedule</b></p>

<h3 align="center"><font color="#7800A7">BASIC INFORMATION</font></h3>

<p><b>COURSE INFORMATION.</b> English 300, Course Code 17751, Section 80. W 4:00-6:45 p.m., IRVC 120. <b>Irvine Campus website</b> and <b>map</b>. Instructor: Alfred J. Drake, Ph.D. Office hours: Wednesdays 12:00-12:55 in IRVC Room 226. <b>e300w@ajdrake.com.</b> Catalog: "Main literary forms — prose fiction, poetry and drama-are studied and analyzed. English majors should schedule this basic course as early as possible. Units: (3)." I will use +/- grading. The English Dept. may be reached at (657) 278-3163. Students who need special accommodations at the main campus should contact the <b>Disabled Student Services Office in UH 101</b> or call (657) 278-3117; for the Irvine Campus, see <b>Student Affairs, IRVC-159,</b> phone (657) 278-3112. One other required link: <b>Emergency Preparedness Guidelines</b>.</p>


<p>Booth, Alison and Kelly J. Mays. <i>The Norton Introduction to Literature.</i> Shorter Tenth Edition. New York: Norton, 2010. Paperback. ISBN-13: 978-0393935141.</p>

<h3 align="center"><font color="#7800A7">OPTIONAL RESOURCES TO HELP YOU DO WELL</font></h3>

<p><b>BROWSE INSTRUCTOR'S BLOG</b>. My thoughts on the assigned readings.</p>

<p><b>LISTEN TO OUR CLASS SESSIONS IN MP3 AUDIO</b>. Audio becomes available a day or two after each session.</p>



<h3 align="center"><font color="#7800A7">COURSE RATIONALE AND PLAN</font></h3>

<p><b>COURSE POLICIES.</b> Please review the <b>Course Policies Page</b> early in the semester. Key points easily stated here: missing more than 20% of sessions may affect course grade; academic dishonesty may result in course failure. The four evaluative requirements outlined below must be substantially completed to pass the course. Since most assignments will be due by email, it is students' responsibility to contact me promptly if they do not get an email verifying receipt of materials.</p>

<p><b>MAJOR STUDY UNITS AND COURSE OBJECTIVES.</b> This course will cover a broad selection of mostly British and American literary texts, but our main purpose is to consider the major genres — fiction, poetry, and drama — in a way that will help students move forward with their studies in English and World literature. The course will center on discussion of assigned texts.</p>

<p><b>CLASSROOM ACTIVITIES.</b> Lecture, discussion, and in-class quizzes. I encourage questions and comments — student participation improves any course, broadening its scope and introducing a variety of opinion that challenges the instructor to explain key points well and make new connections.</i> My tasks are to lecture concisely, to listen well, to ask good questions, and to help you find out more about our texts. Your tasks are to listen, respond, and develop your own ideas. In humanities study, insightful interpretation and an ability to make interesting connections are central goals. To succeed, it's important to treat the subject matter with due regard for its nature; literature doesn't respond well to being treated mainly as test material.</p>

<h3 align="center"><font color="#7800A7">HOW YOUR PERFORMANCE WILL BE EVALUATED</font></h3>

<p><b>JOURNALS REQUIREMENT: LINK TO FULL INSTRUCTIONS.</b> Three separate journal sets due by email as specified below in the session schedule. Electronic format required. I will not mark journal sets down unless they are late (maximum grade = B), incomplete, or so brief and derivative as to suggest evasion of intellectual labor: they should consist of honest responses to the assigned readings, not "yes-or-no" style answers, quotation of the assigned texts without further comment, or pasted secondary material from Internet sources. <b><u>How to do well on this assignment</u></b>: read instructions; complete entries as you go through the assigned readings; send sets on time, making sure I verify receipt; respond thoughtfully--use your own words and refer to the texts' specific language. (33% of course grade.)</p>

<p><b>TERM PAPER REQUIREMENT: LINK TO FULL INSTRUCTIONS.</b> <i>By the end of Week 13 (04/22) a one-paragraph description addressing the general topic <u>and</u> specific argument of the projected paper will be due by email.</i> (Full rough drafts are also encouraged.) Not providing this description on time may affect the final draft grade. Please read the term paper instructions carefully since they contain the general prompt, suggested topics, and advance draft comments. I reserve the right to require proof of the final paper's authenticity, such as notes or an early draft. Final draft (5-7 pages) due as specified towards the bottom of the syllabus page. There is no need to consider this a research paper, though you are free to make it one. CSUF academic integrity policies apply (see <b>UPS 300.021</b>). See <b>CSUF Library</b>. <b><u>How to do well on this assignment</u></b>: send required advance paragraph on time and incorporate advice I send; allow time for revision; proofread and follow <b><a href="http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=7">MLA formatting and style guidelines</a></b>; avoid exhaustive coverage and stale generalities: instead, develop a <i>specific, arguable</i> set of claims, demonstrating their strength by showing how they enhance our understanding of <i>specific language, structures, and themes</i>; document your online/print sources; read instructions and take advantage of Resources/Guides/Writing Guides: <b>MLA</b>, <b>Grammar</b>, <b>Deductive (see especially)</b>, <b>Citing</b>, <b>Analyzing</b>, and <b>Editing</b>. (33% of course grade.)</p>

<p><b>FINAL EXAM REQUIREMENT: LINK TO FULL INSTRUCTIONS.</b> The exam will consist of substantive id passages (33% of exam), mix-and-match questions (match phrase or concept x to speaker/play y; 33% of exam), and key lecture points paired with substantive quotations from the assigned texts (33% of exam). There will be more choices than required responses. Books and notes allowed for all sections, <i>but no laptops</i>. Students may not share books or notes during the exam. Exam date: see below. <b><u>How to do well on this assignment</u></b>: read the online prep. sheet; take good notes and ask questions/make comments; above all, enjoy the works rather than thinking of them only as "test material." If you take pleasure in the assigned texts' language, attend to the sophistication with which they have been structured, and reflect on the intellectual/moral/spiritual value you derive from them, you are likely to earn a good exam grade. (23% of course grade.)</p>

<p><b>IN-CLASS QUIZZES.</b> No need for further instructions here: we will have a number of brief in-class quizzes (usually 5-10 minutes) that will explore your readiness to participate in discussions about our assigned texts; both basic plot and structure considerations and genre/thematic issues that require some independent thought are possible question material. (11% of course grade max.)</p>

<p><b>EMAILING JOURNALS AND TERM PAPER TO E300W at AJDRAKE.COM.</b> Email journals and the term paper as attachments. Don't send more than one document in the same email. Label subject lines appropriately: "E300 W Journal 1, Jane Smith" etc. You can paste journal sets into a regular email or send them as an attachment. (Journal "sets" include responses to questions about several authors; do not send entries on each author in a given set separately — responses on the relevant authors should be combined into one document.) <i>Contact me if you don't receive an email confirmation within approximately three days.</i></p>

<h3 align="center"><font color="#7800A7">STUDY QUESTIONS FOR JOURNALS</font></h3>

<p>I am offering a general set of optional questions that should help students develop specific responses to the assigned texts by individual authors, but you are free to develop your own material for the journal sets: <b>Questions and Journal Set Instructions Page</b></p>

<h3 align="center"><font color="#7800A7">SESSION SCHEDULE: WORKS DISCUSSED ON DATES INDICATED</font></h3>

<h3><font color="#7800A7">WEEK 1 FICTION</font></h3>

<p>W. 01/25. Course Introduction.</p>

<h3><font color="#7800A7">WEEK 2 FICTION</font></h3>

<p>W. 02/01. Chapter 1: Plot. Read this chapter's introductory material (50-58). Edith Wharton. "Roman Fever" (85-95). Chapter 2. Narration and Point of View: read this chapter's introductory material (96-100). Edgar Allan Poe. "The Cask of Amontillado" (101-05). Jamaica Kincaid. "Girl" (116-17).</p>

<h3><font color="#7800A7">WEEK 3 FICTION</font></h3>

<p>W. 02/08. Chapter 3. Character (119-26). Toni Morrison. "Recitatif" (139-52). Chapter 4. Setting: read this chapter's introductory material (163-69). Anton Chekhov. "The Lady with the Dog" (169-80).</p>

<h3><font color="#7800A7">WEEK 4 FICTION</font></h3>

<p>W. 02/15. Chapter 5. Symbol and Figurative Language: read this chapter's introductory material (208-13). Edwige Danticat. "A Wall of Fire Rising" (239-49). Chapter 6. Theme: read this chapter's introductory material (251-54). Stephen Crane. "The Open Boat" (255-71). Gabriel Garcia Marquez. "A Very Old Man with Enormous Wings" (271-76).</p>

<h3><font color="#7800A7">WEEK 5 FICTION</font></h3>

<p>W. 02/22. Chapter 8. Cultural and Historical Contexts — Women in Turn-of-the-Century America (347-52). Charlotte Perkins Gilman. "The Yellow Wallpaper" (354-65). Chapter 7. Exploring Contexts — The Author's Work: Flannery O'Connor (294-99). Flannery O'Connor. "Good Country People" (310-23). Mary Gordon. From "Flannery's Kiss" (337-39). Eileen Pollack. From "Flannery O'Connor and the New Criticism" (343-45).</p>

<h3><font color="#7800A7">WEEK 6 FICTION</font></h3>

<p>W. 02/29. Chapter 9. Critical Contexts: William Faulkner's "A Rose for Emily" (389-91). William Faulkner. "A Rose for Emily" (391-97). Read at least three short excerpts from Critical Contexts on the Faulkner Story (398-425). </p>

<p><b>JOURNAL SET 1 DUE BY EMAIL SUNDAY 03/04; SEE INSTRUCTIONS.</b> (Reminder: this set includes journal entries on fiction. I will verify receipt by email within a few days.)</p>

<h3><font color="#7800A7">WEEK 7 POETRY</font></h3>

<p>W. 03/07. Chapter 10. Poetry: Reading, Responding, Writing (618-42). Read also from "Romantic Love: an Album" (643-50). Love poetry, continued: Matthew Arnold's "Dover Beach" (704-05) and Walt Whitman's "When Lilacs Last in the Dooryard Bloom'd" (<b>Internet Source: Bartleby</b>).</p>

<h3><font color="#7800A7">WEEK 8 POETRY</font></h3>

<p>W. 03/14. Chapters 13-16, etc. A Mix: Poetry as Form and Foregrounded Language. Emily Dickinson: "Because I could not stop for Death" (886-87); W.C. Williams: "The Red Wheelbarrow" (739-40), "This is Just to Say" (740); G.M. Hopkins: "Pied Beauty" (742), "God's Grandeur" (1030), "The Windhover" (1030-31); E.E. Cummings: "in Just" (742-43); "The Twenty-Third Psalm" (756); Wilfred Owen: "Dulce et Decorum Est" (759-60); Robert Frost: "Design" (838), "Stopping by Woods on a Snowy Evening" (1019-20); Edgar Allan Poe: "The Raven" (785-88); Shakespeare: "Th'expense of spirit in a waste of shame" (814-15); Dylan Thomas: "Do Not Go Gentle into That Good Night" (827-28); Elizabeth Bishop: "Sestina" (829-30); Marianne Moore "Poetry" (828-29); Archibald MacLeish: "Ars Poetica" (830-31); Alfred Tennyson: "Ulysses" (928-30); Robert Browning: "My Last Duchess" (1009-10). Also read "Poetic Kinds" (919-20).</p>

<h3><font color="#7800A7">WEEK 9 POETRY</font></h3>

<p>W. 03/21. Romanticism: Poetry of Nature and Self-Consciousness. William Blake, William Wordsworth. Blake's "The Chimney Sweeper" (1008-09, both versions from <i>Songs of Innocence</i> and <i>Songs of Experience</i>); "London" (658), "The Tyger" (1007-08). Wordsworth's "She Dwelt among the Untrodden Ways" (681), "Tintern Abbey" (1048-51). Samuel Taylor Coleridge, Percy Bysshe Shelley, John Keats. Coleridge's "Kubla Khan" (1010-11). Shelley's "Ode to the West Wind" (817-20). Keats' "Ode to a Nightingale" (1031-33),"Ode on a Grecian Urn" (1033-34).</p>

<h3><font color="#7800A7">WEEK 10 POETRY</font></h3>


<h3><font color="#7800A7">WEEK 11 POETRY</font></h3>

<p>W. 04/04. Modernist Poetry: W.B. Yeats. William Butler Yeats: an Album (895-908). Chapter 19. Cultural and Historical Contexts: the Harlem Renaissance (947-56). Poetry of the Harlem Renaissance (956-64). Essay excerpts on Harlem Renaissance (966-81).</p>

<p><b>JOURNAL SET 2 DUE BY EMAIL SUNDAY 04/08; SEE INSTRUCTIONS.</b> (Reminder: this set includes journal entries on poetry.)</p>

<h3><font color="#7800A7">WEEK 12 DRAMA</font></h3>

<p>W. 04/11. Read "Elements of Drama" introduction (1125-34) and introductory material on Shakespeare (1245-51). William Shakespeare. <i>A Midsummer Night’s Dream,</i> Acts 1-2 (1251-71) and we will watch part of Acts 1-2 of Trevor Nunn’s RSC production on DVD.</p>

<h3><font color="#7800A7">WEEK 13 DRAMA</font></h3>

<p>W. 04/18. William Shakespeare. <i>A Midsummer Night’s Dream,</i> Acts 3-5 (1271-1304) and we will watch part of Acts 3-5 of Trevor Nunn’s RSC production on DVD.</p>


<h3><font color="#7800A7">WEEK 14 DRAMA</font></h3>

<p>W. 04/25. Tennessee Williams. <i>A Streetcar Named Desire,</i> Scenes 1-5 (1408-42). We will also watch part of Scenes 1-5 of the 1951 film version starring Vivien Leigh and Marlon Brando (directed by Elia Kazan).</p>

<h3><font color="#7800A7">WEEK 15 DRAMA</font></h3>

<p>W. 05/02. Tennessee Williams. <i>A Streetcar Named Desire,</i> Scenes 6-11 (1442-71). We will also watch part of Scenes 6-11 of the 1951 film version starring Vivien Leigh and Marlon Brando (directed by Elia Kazan).</p>

<h3><font color="#7800A7">WEEK 16 DRAMA</font></h3>

<p>W. 05/09. Arthur Miller. <i>Death of a Salesman,</i> Acts 1-2 (1646-1711). We will also watch part of Acts 1-2 from Alex Segal’s 1966 production starring Lee J. Cobb as Willy Loman.</p>

<p><b>JOURNAL SET 3 DUE BY EMAIL EXAM DAY; SEE INSTRUCTIONS.</b> (Reminder: this set includes journal entries on drama.)</p>

<h3><font color="#7800A7">FINALS WEEK</font></h3>

<p>Final Exam Date <b><font color="#666">, Wednesday May 16, 5:00-6:50.</font></b> You don’t need to bring a bluebook; the exam is open-book and open-note, but no laptops and no sharing books or notes. Due by email by Saturday, May 19: <b>Term Paper</b>. (I must turn in grades by Friday May 25, 2012.) For your other courses, check <b>CSUF's Final Exam Schedule</b>.</p>


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