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History: E316_Syllabus

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- [mailto:e316@ajdrake.com|Email] | ((E316_Requirements|Home)) | ((E316_Syllabus|Syllabus)) | ((E316_Policies|Policies)) | ((E316_Questions|Questions)) | ((E316_Presentations|Presentations)) | ((E316_Journals|Journals)) | ((E316_Paper|Paper)) | ((E316_Final_Prep|Final)) | ((Blogs_Indices|Blogs))((E316_Audio|Audio)) | [http://www.ajdrake.com/wiki/tiki-list_file_gallery.php|Guides] | [http://www.ajdrake.com/wiki/tiki-directory_browse.php|Links] | [http://www.library.fullerton.edu/|CSUF Library] | [http://www.fullerton.edu/catalog/|CSUF Catalog] | [http://myweb.fullerton.edu/AcademicCalendar/|CSUF Calendar] | [http://www.fullerton.edu/admissions/CurrentStudent/Fall2010/FinalExaminations.asp|CSUF Exam Schedule]
+ <b>[mailto:e316@ajdrake.com|Email] | ((E316_Requirements|Home)) | ((E316_Syllabus|Syllabus)) | ((E316_Policies|Policies)) | ((E316_Questions|Questions)) | ((E316_Presentations|Presentations)) | ((E316_Journals|Journals)) | ((E316_Paper|Paper)) | ((E316_Final_Prep|Final)) | ((Blogs_Indices|Blogs))((E316_Audio|Audio)) | [http://www.ajdrake.com/wiki/tiki-list_file_gallery.php|Guides] | [http://www.ajdrake.com/wiki/tiki-directory_browse.php|Links] | [http://www.library.fullerton.edu/|CSUF Library] | [http://www.fullerton.edu/catalog/|CSUF Catalog] | [http://myweb.fullerton.edu/AcademicCalendar/|CSUF Calendar] | [http://www.fullerton.edu/admissions/CurrentStudent/Fall2010/FinalExaminations.asp|CSUF Exam Schedule]</b>
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BASIC INFORMATION


- COURSE INFORMATION. English 316, Course Code 11708, Section 80. Wednesdays 7:00-9:45 p.m., IRVC 211. Instructor: Alfred J. Drake, Ph.D. Office hours: Wednesday 6:00-6:55 in IRVC 215. [mailto:e316@ajdrake.com|e316@ajdrake.com]. Catalog: "A study of Shakespeare's major plays. Units (3). Prereq: English 101 or equivalent.'' English 316 is a required course for the Bachelor of Arts degree (and for a minor) in English, and it serves as a prerequisite for English 416, an advanced seminar in Shakespeare. ~~red:I will use +/- grading.~~ The English Dept. may be reached at (657) 278-3163. Students who need special accommodations should contact the [http://www.fullerton.edu/disabledservices/|Disabled Student Services Office in UH 101] or call (657) 278-3117. One other required link: [http://www.fullerton.edu/emergencypreparedness/ep_students.html|Emergency Preparedness Guidelines].
+ <b>COURSE INFORMATION.</b> English 316, Course Code 11708, Section 80. Wednesdays 7:00-9:45 p.m., IRVC 211. Instructor: Alfred J. Drake, Ph.D. Office hours: Wednesday 6:00-6:55 in IRVC 215. <b>[mailto:e316@ajdrake.com|e316@ajdrake.com].</b> Catalog: "A study of Shakespeare's major plays. Units (3). Prereq: English 101 or equivalent.'' English 316 is a required course for the Bachelor of Arts degree (and for a minor) in English, and it serves as a prerequisite for English 416, an advanced seminar in Shakespeare. I will use +/- grading. The English Dept. may be reached at (657) 278-3163. Students who need special accommodations should contact the <b>[http://www.fullerton.edu/disabledservices/|Disabled Student Services Office in UH 101]</b> or call (657) 278-3117. One other required link: <b>[http://www.fullerton.edu/emergencypreparedness/ep_students.html|Emergency Preparedness Guidelines]</b>.

- REQUIRED TEXTS AT IRVINE CAMPUS BOOKSTORE
+ <b>REQUIRED TEXTS AT IRVINE CAMPUS BOOKSTORE</b>

- Greenblatt, Stephen et al., eds. The Norton Shakespeare. 2nd edition. Four-Volume Genre Paperback Set. Norton, 2008. ISBN-13: 978-0-393-93152-5.
+ Greenblatt, Stephen et al., eds. <i>The Norton Shakespeare.</i> 2nd edition. Four-Volume Genre Paperback Set. Norton, 2008. ISBN-13: 978-0-393-93152-5.
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OPTIONAL RESOURCES TO HELP YOU DO WELL


- [http://www.ajdrake.com/wiki/tiki-index.php?page=Blogs_Indices|BROWSE INSTRUCTOR'S BLOG AND COLLECTIVE STUDENT BLOG]. My thoughts on the assigned readings; separately, I will post a running blog with written versions of students' in-class presentations.
+ <b>[http://www.ajdrake.com/wiki/tiki-index.php?page=Blogs_Indices|BROWSE INSTRUCTOR'S BLOG AND COLLECTIVE STUDENT BLOG]</b>. My thoughts on the assigned readings; separately, I will post a running blog with written versions of students' in-class presentations.

- ((E316_Audio|LISTEN TO OUR CLASS SESSIONS IN MP3 AUDIO)). Audio becomes available a day or two after each session.
+ <b>((E316_Audio|LISTEN TO OUR CLASS SESSIONS IN MP3 AUDIO))</b>. Audio becomes available a day or two after each session.

- [http://www.ajdrake.com/wiki/tiki-list_file_gallery.php|CHECK OUT RELEVANT ON-SITE STUDY GUIDES]. For this class, best are C17-C16 GUIDES and the WRITING GUIDES.
+ <b>[http://www.ajdrake.com/wiki/tiki-list_file_gallery.php|CHECK OUT RELEVANT ON-SITE STUDY GUIDES]</b>. For this class, best are <b>C17-C16 GUIDES</b> and the <b>WRITING GUIDES</b>.

- VIEW SUPPLEMENTARY BOOK RECOMMENDATIONS. Brief list of recent and older studies on Shakespeare.
+ <b>VIEW SUPPLEMENTARY BOOK RECOMMENDATIONS</b>. Brief list of recent and older studies on Shakespeare.

- VIEW SHAKESPEARE RESOURCE CENTER'S GUIDE TO ELIZABETHAN GRAMMAR. This excellent offsite guide covers syntax (word order), key rhetorical devices such as antithesis, and usage shifts aside from offering a limited, searchable glossary.
+ <b>VIEW SHAKESPEARE RESOURCE CENTER'S GUIDE TO ELIZABETHAN GRAMMAR</b>. This excellent offsite guide covers syntax (word order), key rhetorical devices such as antithesis, and usage shifts aside from offering a limited, searchable glossary.

- VISIT ALEXANDER SCHMIDT'S ONLINE 1902 SHAKESPEARE LEXICON. Good supplement to the Norton notes.
+ <b>VISIT ALEXANDER SCHMIDT'S ONLINE 1902 SHAKESPEARE LEXICON</b>. Good supplement to the <i>Norton</i> notes.

- [http://www.ajdrake.com/wiki/tiki-directory_browse.php|BROWSE OFFSITE LINKS]. For this course, most appropriate would be C17-C16 BRITISH LITERATURE LINKS.
+ <b>[http://www.ajdrake.com/wiki/tiki-directory_browse.php|BROWSE OFFSITE LINKS]</b>. For this course, most appropriate would be <b>C17-C16 BRITISH LITERATURE LINKS</b>.
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COURSE RATIONALE AND PLAN


- COURSE POLICIES. Please review the ((E316_Policies|Course Policies Page)) 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.
+ <b>COURSE POLICIES.</b> Please review the <b>((E316_Policies|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.
- MAJOR STUDY UNITS AND COURSE OBJECTIVES. This course will cover a selection of Shakespeare's comedies, histories, tragedies and romance plays; the reading list follows that structure. We will pay special attention to Shakespeare's linguistic and rhetorical excellence and to the structure of his plays, but due attention will also be given to cultural and historical background, biography, stage history, acting methods, and other topics as appropriate. Brief segments of film productions may be shown to illustrate key scenes on occasion. Please view a good production of as many of the plays as you can. Here are my ((E230_Film_Recs|Film Recommendations)). The CSUF Library stocks the BBC collection and additional productions; selected DVD's from my own collection will be on Library reserve.
+ MAJOR STUDY UNITS AND COURSE OBJECTIVES. This course will cover a selection of Shakespeare's comedies, histories, tragedies and romance plays; the reading list follows that structure. We will pay special attention to Shakespeare's linguistic and rhetorical excellence and to the structure of his plays, but due attention will also be given to cultural and historical background, biography, stage history, acting methods, and other topics as appropriate. Brief segments of film productions may be shown to illustrate key scenes on occasion. Please view a good production of as many of the plays as you can. Here are my ((E230_Film_Recs|Film Recommendations)). The CSUF Library stocks the BBC collection and additional productions; selected DVD's from my own collection will be on Library reserve.
- CLASSROOM ACTIVITIES. Lecture, student presentations, discussion, and a limited number of in-class quizzes. I encourage questions and comments -- student participation improves any course, broadening its scope and introducing a variety of opinion that wouldn't be available otherwise. We may also do some small-group work. Class sessions improve significantly when students take an active part: I become more spontaneous, remembering to mention things I might have forgotten to say and making new connections. 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, your own "voice," as a reader of literary works. In humanities study, insightful interpretation and an ability to make interesting connections are central goals.
+ CLASSROOM ACTIVITIES. Lecture, student presentations, discussion, and a limited number of in-class quizzes. I encourage questions and comments -- student participation improves any course, broadening its scope and introducing a variety of opinion that wouldn't be available otherwise. We may also do some small-group work. Class sessions improve significantly when students take an active part: I become more spontaneous, remembering to mention things I might have forgotten to say and making new connections. 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, your own "voice," as a reader of literary works. In humanities study, insightful interpretation and an ability to make interesting connections are central goals.
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HOW YOUR PERFORMANCE WILL BE EVALUATED


- ((E316_Presentations|PRESENTATIONS REQUIREMENT: LINK TO FULL INSTRUCTIONS)). At the beginning of the course, students will sign up for one 5-7 minute in-class presentation on a play of their choosing (if possible). I will provide presenters with a specific question to address from among those on the questions page, and a few days after sign-up I will post a schedule on the Presentations page. Each session will feature one or more presentations. <u>Required:</u> One week in advance of your presentation, email me as full a draft as possible of what you intend to say in class. I will email you back with advice. If I suggest developing the remarks further, email me a revised version at least one day before your in-class presentation. I will post final written versions to a collective "students' blog" on the wiki site: everyone is welcome to access the entries as they are added by visiting the appropriately named link on the [http://www.ajdrake.com/wiki/tiki-index.php?page=Blogs_Indices|Course Blogs Index Page]. I won't judge students on their rhetorical skills during the presentation, but rather on evidence of prior preparation and consultation as well as on the written draft. <u>How to do well on this assignment</u>: meet with/email me as required, and send a final written version; good critics challenge and pose questions, so craft your responses to invite discussion; aim for spontaneity and a personal touch: use the question as a springboard rather than a prescription; speak up, but don't rush things. (20% of course grade.)
+ <b>((E316_Presentations|PRESENTATIONS REQUIREMENT: LINK TO FULL INSTRUCTIONS)).</b> At the beginning of the course, students will sign up for one 5-7 minute in-class presentation on a play of their choosing (if possible). I will provide presenters with a specific question to address from among those on the questions page, and a few days after sign-up I will post a schedule on the Presentations page. Each session will feature one or more presentations. <u><i>Required:</i></u> One week in advance of your presentation, email me as full a draft as possible of what you intend to say in class. I will email you back with advice. If I suggest developing the remarks further, email me a revised version at least one day before your in-class presentation. I will post final written versions to a collective "students' blog" on the wiki site: everyone is welcome to access the entries as they are added by visiting the appropriately named link on the <b>[http://www.ajdrake.com/wiki/tiki-index.php?page=Blogs_Indices|Course Blogs Index Page]</b>. I won't judge students on their rhetorical skills during the presentation, but rather on evidence of prior preparation and consultation as well as on the written draft. <b><u>How to do well on this assignment</u></b>: meet with/email me as required, and send a final written version; good critics challenge and pose questions, so craft your responses to invite discussion; aim for spontaneity and a personal touch: use the question as a springboard rather than a prescription; speak up, but don't rush things. (20% of course grade.)

- ((E316_Journals|JOURNALS REQUIREMENT: LINK TO FULL INSTRUCTIONS)). Responses to a choice of questions from the study questions page for each play. Four 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. <u>How to do well on this assignment</u>: read instructions; complete entries as you go through each text; send sets on time, making sure I verify receipt; respond with a thoughtful paragraph on each chosen question--use your own words and refer to the texts' specific language. (30% of course grade.)
+ <b>((E316_Journals|JOURNALS REQUIREMENT: LINK TO FULL INSTRUCTIONS)).</b> Responses to a choice of questions from the study questions page for each play. Four 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 each text; send sets on time, making sure I verify receipt; respond with a thoughtful paragraph on each chosen question--use your own words and refer to the texts' specific language. (30% of course grade.)

- ((E316_Paper|TERM PAPER REQUIREMENT: LINK TO FULL INSTRUCTIONS)). By the end of Week 13 (11/21) a one-paragraph description addressing the general topic and specific argument of the projected paper will be due by email. (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 __[http://www.fullerton.edu/senate/PDF/300/UPS300-021.pdf|UPS 300.021]__). See [http://www.library.fullerton.edu/|CSUF Library]. <u>How to do well on this assignment</u>: send required advance paragraph on time and incorporate advice I send; allow time for revision; proofread and follow MLA formatting and style guidelines; avoid exhaustive coverage and stale generalities: instead, develop a specific, arguable set of claims, demonstrating their strength by showing how they enhance our understanding of specific language, structures, and themes; document your online/print sources; read instructions and take advantage of Resources/Guides/Writing Guides: [http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=7|MLA], [http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=6|Grammar], [http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=5|Deductive (
+ <b>((E316_Paper|TERM PAPER REQUIREMENT: LINK TO FULL INSTRUCTIONS)).</b> <i>By the end of Week 13 (11/21) a one-paragraph description addressing the general topic and 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>[http://www.fullerton.edu/senate/PDF/300/UPS300-021.pdf|UPS 300.021]</b>). See <b>[http://www.library.fullerton.edu/|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>MLA formatting and style guidelines</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>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=7|MLA]</b>, <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=6|Grammar]</b>, <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=5|Deductive (

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