El Paso Community College

Syllabus, Part 1

Instructor Course Requirements

Spring Semester 2017

I. Course Number and Instructor Information

Research Writing and Literary Analysis - 1302

5th period- 12:00 P.M. 12:50 P.M. Class Identifier: CRN: 24813

Instructor: Cheryl Lea Becknell Patterson, MA English and Humanities

Campus and Office Hours: Montwood High School, C-214 Phone: 937-2400/2557

Daily Tutoring: 8:00 -8:45 A.M. (Mon/Wed)

Lunch, Before and After School by appointment

Conference Period: 7th Period and Email: cpatte@sisd.net

II. Texts and Materials: Roberts, Edgar V. Literature, An Introduction to Reading and Writing, Sixth Compact Edition.

Pearson, 2012.

Hacker, Diana. A Writer’s Reference with Writing in the Disciplines, 8th ed., with MLA 2016

Updates. Bedford/St. Martin’s, 2015.

Supplemental Readings:

O’Brien, Tim. The Things They Carried. New York: Random House, 1998.

Eliot, George. Silas Marner. Signet Classics, 1960.

III. Course Requirements:

A. Graded Writing Assignments 30 %

There will be assignments in the form of Discussions/Journals (Literary

Analyses/Critical Analysis) which will be graded weekly. Responses should be

thorough and reflect a weekly assigned reading assignment. A quote from the reading

assignment and a Work Cited page is required for every writing assignment. Please

read all comments made on your papers. This will help you improve as a writer.

It is imperative that you know MLA format/guidelines.

B. Daily Assignments and Quizzes 20%

Short quizzes will be administered throughout the semester on all posted

assignments. Graded discussions and grammar assignments/quizzes will be

averaged together to count for 20% of your overall course grade.

Lectures will be provided that will provide information from the textbook,

assigned readings, and correlating assignments may appear on quizzes/midterm

and/or final exams.

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C. MLA Writing Assignments, Research Project (5 page limit with Works Cited

Page) with corollary requirements. 50%

Writing is a developmental process that you will go through every time you write a

composition. For this writing assignment students will select an author and selected

reading for their essay. This essay will be a Literary Analyses. The following

correlating assignments are a part of this Project:

Assignment: Literary Analyses Reviews

Library (in bold)

Due Dates:

Research Project Proposal Peer Review

Instructor Review

Library 30-31 January, 1-

3 February

13 January 2017

17 January 2017

Research Project Annotated

Bibliography (minimum 3

sources)

Outline (sample handout)

Peer Review

Instructor Review

Library 1-3 February

Library 27-28 February

1 February 2017

2 February 2017

3 February 2017

Research Project

Draft Review (3 pages plus Work

Cited w/five sources)\

Hacker:

Sample MLA Paper (510-516)

Peer Review

Instructor Review

Library 1-3 March

2 March 2017

3 March 2017

Final Draft Review

Peer Review

Instructor Review

9 March 2017

10 March 2017

Research Project with PPT.

Final Copy

Presentations 27-31 March

Lotto number selection

27 March 2017

No exceptions!

Complete Corrections to RP and

read: Novel- Silas Marner

Take notes on novel may

use for Critical Analysis 3

April /MLA Format

Spring Break

Assignments

D. The format for writing this Research Project will primarily be from the Hacker text, A

Writer’s Reference which provides excellent sources of information on how to format

writing assignments in MLA format. These are some supplemental reference

resources:

A Writer’s Reference - Section: MLA Sample Paper on pages 510-516

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Other helpful resources: 1. Hacker: Use Classroom hard copies

2. Owl Purdue University MLA/APA website address:

http://owl.english.purdue.edu/owl/resource/747/13/.

3. MLA (Modern Language Association of America) Handbook for Writers of

Research Papers, 7th Edition, 2009. Updates for MLA 8th Edition at website

below:

https://www.mla.org/MLA-Style/What-s-New-in-the-Eighth-Edition

4. Norton MLA site:

http://www.wwnorton.com/college/english/write/writesite/MLA_updates.pdf

5. EPCC Online and Onsite Tutoring:

Students are encouraged to use EPCC’s and Montwood High School Writing

Centers. EPCC’s has Writing Centers at each of their campuses. Students are

also encouraged to meet with me during my office hours for questions or

assistance with assignments.

http://www.epcc.edu/OfficeofStudentSuccess/tutorialservices/Pages/default.aspx

E. No late work is accepted. Make sure that you post your assignments by the due

dates. It is your responsibility to be familiar with the syllabus and calendar for this

course.

F. Grading Scale and Course Grade:

Average Grade Letter Grade

90 - 100% A

80 - 89% B

70 - 79% C

60 - 69% D

0 - 59% F

(I=Incomplete, W= Withdrawal – the student is responsible for I/W, WF = Instructor

Withdraw Failing - EPCC, Dual Credit Handbook at EPCC website).

All graded assignments (discussions, worksheets, quizzes…) are equally

weighted and their average is 30% of the course grade.

The Midterm and Final exam are equally weighted and their average is 20%

of the total grade. The final exam essay is graded holistically (no marks, only

a numerical grade).

Research Project – Literary Analysis, 50%.

Grades are rounded up only if the fraction is .5 or better. For example: a

79.5 is rounded up to 80. I do not give extra points.

G. Units of Instruction:

Each unit of Instruction—Assignments will consist of specific instruction,

readings, lectures, and supplemental material. The major project for this

course is the Research Essay Component, which accounts for 50% of the

course grade. It is critical that you complete the correlating assignments by

the designated turn-in dates/times.

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IV. Requirements for All Written Assignments.

Please refer to Writing Handouts for guidelines Writing Assignments. All essays will

contain a Work Cited page, which is the last page of your composition. Papers will

be returned if there are more than two misspelled words or if there is evidence that a

“grammar/spell check” was not completed.

All assignments must follow MLA guidelines using an MS-Word processing

program. Font size is 12 point, Times New Roman. Please do not number the first

page of your assignments.

V. Communication/Rewrites/Late Work: A. Assignment due dates will posted on the calendar and also in the Weekly

Assignments; therefore, I expect all students to meet the deadlines. There is no

reason to turn in late papers; consequently, I do not accept late work, unless you

and I have discussed the matter in advance, and I have given you written

permission to do so. You also have the option to email your assignments to me

at: cpatte@sisd.net. Do not expect to get an exception to policy the day before

the assignment is due—plan in advance unless it is an actual emergency. Make

sure that you turn-in your assignments by the due dates. It is your responsibility

to be familiar with the syllabus and calendar for this course.

B. Remediation: English 1302, is an academic Research Writing and Literary

Analysis course, and is not a remedial course. Lessons will consist of reading

selected literary works from the Roberts & Zweig text. I will give you feedback

on your writing and helpful tips to improve your writing. Diana Hacker’s, A

Writer's Reference with Writing in the Disciplines, 8th Edition will be your main

guide for developing your academic voice/writing as well as the handout, "Tips

for Writing," and insure that you follow these rules throughout the course.

Resources are readily available online, and by tutoring at the each of the EPCC

campus Writing Centers. I prefer to work with my students first during my office

hours. Please make appointments with me before you seek tutoring from another

source. Please use what you learned in English 1301 for proper academic writing.

Resources are readily available online, and by tutoring at the each of the EPCC

campus Writing Centers.

VI. Instructor’s Policies

A. Attendance/Drop Policy

The Research Project and selected Discussions/Journals are graded. Students are

responsible for their own work. Classes begin on January 17th, 2017 and you are

expected to read, study, and understand the syllabus/calendar and complete the

Weekly Assignments. If students do not to participate in the class, they should

drop the class with EPCC on or before the official drop. The last day to drop

with a "W" is April 13, 2017 notify counselors by 7 April 2017. I expect you to

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inform me of this in person, but it is your responsibility to officially drop the course.

This is NOT the instructor’s responsibility. Under the EPCC Instructor Withdraw

Failing option if a student does poorly from the beginning of the course then the

instructor is required to recommend the student drop the course and be placed in a

regular Montwood High School, English IV class. If the student declines, then he/she

will know that their work will continue to be graded according to standard, and the

grade he/she earns will remain on his/her transcript.

Please refer to EPCC’s DC Handbook posted at:

http://www.epcc.edu/dualcredit/Documents/Dual%20Credit%20Handbook%2010-30-12.pdf

B. Standard of Conduct/Cellular Phones:

Students must be familiar with the EPCC Standards of Conduct published in the

College Catalog, Student Handbook, and Dual Credit Handbook. Cellular phones

must be turned off during class.

C. Plagiarism:

Plagiarism is the use of another person’s work or original idea without giving credit

to that person. Plagiarism also includes unauthorized collaboration with another

person in preparing an assignment. Examples of plagiarism include, but are not

limited to:

1) Copying word for word out of a book, magazine, or the internet and not giving

credit to the original source.

2) Turning in another person’s work with your name on it.

3) Paraphrasing too closely or changing only a few words in a sentence or

paragraph.

D. Cheating:

Cheating is copying another student’s work and includes: homework, class-work, or

test answers. This applies whether copying is done with or without the other person’s

knowledge. This policy will apply to Discussion/Journal postings. Please do not

copy and paste another student’s response and post it as your own. Each posting is

date and time stamped.

E. Penalties for plagiarism and cheating:

These penalties apply to all assignments, essays and the final research essay. Any

student who is caught cheating or plagiarizing in any way while enrolled in Dual

Credit classes will be required to meet with me and their parent to discuss the

outcome for the violation. The Academic Dean and Vice President for Student

Services, EPCC will also be advised of the incident.

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Any incident of cheating or plagiarism will become a permanent part of your

school record and may affect future admission to colleges. Please refer to EPCC

Dual Credit Handbook located on the EPCC website.

F. Writing Assignments:

All assignments must follow MLA guidelines using an MS-Word processing

program. Font size will be 12 point, Times New Roman. Assignments not

completed in the correct format will be returned and be subject to the late work

policy.

1. Please refer to the following sources and internet sites for MLA format

for your essays: Review – A Writer’s Reference, Diana Hacker:

2. All papers must be typed (12 pt., Times New Roman font, double

spaced)

3. The format will be MLA style (1” margins, headers, pagination).

Pagination will begin on 2nd page (Ex: Patterson 2 in the upper right

hand corner):

Student Name

Professor Patterson

English IV DC 5th Period

8 January 2017

4. Title of Assignment (Centered)

G. Student Resources:

Students are encouraged to use EPCC’s and scheduled tutoring with the

instructor. EPCC’s has Writing Centers at each of their campuses. Students are

also encouraged to meet with me during my office hours for questions or

assistance with assignments. EPCC Online and Onsite Tutoring:

http://www.epcc.edu/OfficeofStudentSuccess/tutorialservices/Pages/default.aspx

H. Classroom and On-line (email and Blackboard) Etiquette – Quoted directly

from EPCC catalogue, 2015 “A college student is a member of a community of

students seeking to acquire and communicate knowledge. A student’s conduct, in

and out of the classroom, must not infringe on the rights of other students, staff, or

faculty. Each student, staff, and faculty member is obligated to respect the rights

of others. Such an environment will enhance the educational purpose for which

the college exists and the educational programs designed to achieve that purpose.”

In the classroom and on-line students will conduct themselves in an appropriate

manner, keeping cognizant of voice, tone, and proper decorum and etiquette.

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VII. Course Calendar (See note below, calendar is listed after the Official Course

Syllabus)

Note: The syllabus and calendar are subject to revisions. Students are responsible for

information contained in the syllabus and calendar and this content may be tested on

scheduled exams.

Note: You are responsible for reading all assignments and following instructions from the

following areas: your textbooks, Literature, An Introduction to Reading and Writing, 6th

Compact Edition; A Writer's Reference with Writing in the Disciplines, 8th Edition, and

instructor files found in individual unit links in the Course Content page. Read the weekly

instructions below very carefully. (They will be repeated in my weekly announcements to the

class)

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ENGL 1302, Revised Fall 2016/Spring 2017

Revised by Discipline: Fall 2015 (next revision in 3 years)

El Paso Community College Syllabus

Part II

Official Course Description

SUBJECT AREA English

COURSE RUBRIC AND NUMBER ENGL 1302

COURSE TITLE Research Writing and Literary Analysis

COURSE CREDIT HOURS 3 3 0

Credits Lec Lab

I. Catalog Description

This course continues intensive study of and practice in the strategies and techniques for

developing research-based expository and persuasive texts. Emphasizes effective and ethical

rhetorical inquiry, including primary and secondary research methods; critical reading of verbal,

visual, and multimedia texts (including artistic literature); systematic evaluation, synthesis, and

documentation of information sources; and critical thinking about evidence and conclusions

including the application of these to literature.

Prerequisite: ENGL 1301 with a "C" or better. (3:0).

II. Course Objectives

Upon satisfactory completion of the course, the student will be able to accomplish the following.

A. Refine and extend composition, reading, and logic skills.

B. Follow an objective, logical, step-by-step process of research but demonstrate enough

flexibility to revise plans as new insights emerge.

C. Effectively use information resources such as libraries, field research, experts, and mass

media.

D. Analyze data and information sources and take appropriate notes as relevant for use in writing

one longer or two shorter research papers.

E. Organize research data and commentary to support an objectively developed and uniquely

expressed thesis.

F. Demonstrate an acceptable research paper format and proper documentation of sources

according to the current MLA, APA, and/or a current scientific format.

G. Use literary terminology as practical and appropriate.

H. Demonstrate analytical insight and appreciation of two literary types (short stories, poetry,

drama, or film).

I. Write a minimum of two competent critical essays or equivalent writings with an

interpretive/analytical emphasis.

J. (Recommended) Attend at least one interpretive performance of a piece of literature (poetry,

reading, play, film, etc.).

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III. THECB Learning Outcomes (ACGM)

Upon successful completion of this course, students will:

1. Demonstrate knowledge of individual and collaborative research processes.

2. Develop ideas and synthesize primary and secondary sources within focused academic

arguments, including one or more research-based essays.

3. Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence.

4. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or

action.

5. Apply the conventions of style manuals for specific academic disciplines (e.g., APA, CMS,

MLA, etc.)

IV. Evaluation

A. Pre-assessment

Instructors should check each student's prerequisites the first week of class. Those who do not

qualify should be sent back to Admissions.

B. Post-assessment

1. The research project will count fifty percent of the course grade. This part of the grade

should reflect evaluation of the various research steps as well as the final paper itself. It is up to

the individual instructor to decide how much weight these preparatory steps will carry, but under

no circumstances should the instructor base the entire research grade solely on the completed

final product.

2. The assignments on literature will count for the other fifty percent of the course grade.

3. The instructor is required to schedule an appropriate activity for the final exam period. The

completed research paper and critical analyses should be sufficient to demonstrate mastery of

course content. The following are some suggested uses of the final exam period.

a. Students take an exam over assigned literature selections.

b. Students give oral presentations, which summarize their research projects.

c. Students write or submit a third literary paper such as an analysis or other interpretive

writing based on a film, live performance, or novel.

d. Students view an appropriate audio-visual presentation.

e. Students meet with the instructor to review course work.

4. Plagiarism is both intellectual theft and academic dishonesty and will not be tolerated. Any

work that is plagiarized could result in failure of the course. See the Student Handbook.

C. Remediation

1. Revision of research papers shall be allowed at the discretion of the instructor.

2. A critical analysis which is evaluated by the instructor as unsatisfactory may be rewritten at

the discretion of the instructor.

3. Students needing assistance with writing problems should contact the instructor. Assistance

is also available through the Writing Centers or other programs located at most of the campuses.

4. Make-up work and retakes of quizzes may be provided at the instructor's discretion.

D. Grading Percentages:

Grade percentages for determining a final grade may be revised by the individual instructor, but

should approximate the following proportions: research 50% and literature 50%.

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E. Grading Scale

A = 90 – 100 F = below 60

B = 80 - 89 I = Incomplete

C = 70 - 79 W = Withdrew or Withdrawn

D = 60 - 69

V. Disability Statement (American with/Disabilities Act [ADA])

EPCC offers a variety of services to persons with documented sensory, mental, physical, or

temporary disabling conditions to promote success in classes. If you have a disability and believe

you may need services, you are encouraged to contact the Center for Students with Disabilities to

discuss your needs with a counselor. All discussions and documentation are kept confidential.

Offices located: VV Rm C-112 (831-2426); TM Rm 1400 (831-5808); RG Rm B-201 (831-

4198); NWC Rm M-54 (831-8815); and MDP Rm A-125 (831-7024).

VI. 6 Drop Rule

Students who began attending Texas public institutions of higher education for the first time

during the Fall 2007 semester or later are subject to a 6-Drop limit for all undergraduate classes.

Developmental, ESL, Dual Credit and Early College High School classes are exempt from this

rule. All students should consult with their instructor before dropping a class. Academic

assistance is available. Students are encouraged to see Counseling Services if dropping because

exemptions may apply. Refer to the EPCC catalog and website for additional information.

ENGL 1302, Revised Fall 2016/Spring 2017

Revised by Discipline: Fall 2015 (next revision in 3 years)

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English 1302- Research Writing and Literary Analysis

Spring Semester 2017 Calendar

EPCC First day of Class, 17 January 2017

EPCC End of Semester 12 May 2017

EPCC Final Exam Days: 8-12 May 2017

13 April 2017 –Last Day to Drop with a grade of “W” (Notify counselor by 7 April 2017)

2-6 January (2 January Student Holiday/Staff Development)

Textbooks: Issue textbooks

Lecture: How to Conduct a Close Reading and Summary versus Analysis

Reading Assignments:

1. The Process of Reading, Responding to and Writing About Literature, Part I (1-5)

2. “Where Have You Gone Charming Billy” by Tim O’Brien

“The Friendship only Lasted a Few Seconds” by Lily Lee Adams

http://jackiewhiting.net/collab/VietnamDocs/WomPoetry.htm

3. “The Necklace” by Guy de Maupassant (6-13)

4. The Things They Carried by Tim O’Brien (assigned supplemental reading) (1-88)

Writing/Classroom Activity –

Discussion/Journal–

Compare and Contrast the short story to the poem by Adams written in 1981.

Reading and Writing about Poetry

(Handout – TP-CASTT/Annotation)

New Year’s Resolution Writing Activity – “You Say You Want a Resolution?” by

Heidi Pollock

Preview textbook for ideas for Research Project, proposal is due next week.

9-13 January

Lecture: Major Stages in Thinking and Writing about Literary Topics: Discovering Ideas,

Preparing to Write, Making an Initial Draft of Your Essay, and Completing the Essay - Roberts

& Zweig

Reading Assignments:

1. Major Stages in Thinking and Writing about Literary Topics: Discovering Ideas,

Preparing to Write, making an Initial Draft of Your Essay, and Completing the Essay (19-

52)

2. The Things They Carried by Tim O’Brien (assigned supplemental reading) (89-161)

Writing/Classroom Activity: Refining Discussion/Journal from 5-8 January 2017

Select a topic for your Research Project—any author/work may be selected from your textbook

(Roberts & Zweig)

Research Project Proposal - Due: Peer Review: 13 January 2017

Due: Instructor Review: 17 January 2017

Week One: 16-20 January, Holiday MLK (January 16)

Reading Assignments: The Modern Fiction, the Short Story (Character, Plot, Structure, and Idea

or Theme); Review MLA Lecture, Proposal format, and Annotated Bibliography (see handouts),

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Chapter 10A - Writing a Research Essay on Fiction/Roberts and Zweig: Topic (501), Setting up

a Working Bibliography (502), Locating Sources (502), Searching Library Resources (505 and

see handout for accessing EPCC Library) and Hacker – Researching (Gathering, Managing

Information and Evaluating Sources/403-435)

The Things They Carried by Tim O’Brien (assigned supplemental reading and Roberts

and Zweig 101-120) (Novel, 162-end)

Week Two: 23-27 January

Lecture: Chapter 2, Point of View: The Position of Stance of the Work’s Narrator or Speaker

(121-130) and Lecture: Review MLA format for a Research Essay (Hacker, 510-516)

Reading Assignments:

Raymond Carver, “Cathedral” (131-139)

Shirley Jackson, “The Lottery” (139-144)

ZZ Packer, “Brownies” (155-167)

Writing about Point of View (167-175)

Writing Activity: Journal/Literary Analysis on one of the selected reading assignments, one

page including a Work Cited page

Week Three: 30-31 January and 1-3 February

Lecture: Chapter 3, Characters: The People in Fiction (176-183)

Reading Assignments:

Earnest J. Gaines, “The Sky is Gray” (184-201)

Zora N. Hurston, “Spunk” (215-218)

Katherine Mansfield, “Miss Brill” (218-222)

Amy Tan, “Two Kinds” (222-229)

Writing Activity: Literary Character Analysis (Writing about Character) on one of the selected

reading assignments

Library- 30-31 January, 1-3 February - Independent Research,

Annotated Bibliography: Peer Review – 1 February 2017

Instructor Review 2 February 2017

Outline Due: 3 February 2017

Week Four: 6-10 February

Lecture: Chapter 4, Setting: The Background of Place, Objects and Culture in Stories (238-

242), Chapter 10A, Writing a Research Essay on Fiction: Taking Notes and Paraphrasing

Material (509), Plagiarism (511), Documenting Your Work (517), Integrating Your Sources

(519-520), and Review MLA Lecture and Most Commonly Used Source Citations.

Reading Assignments:

James Joyce, “Araby” (242-246)

Cynthia Ozick, “The Shawl” (246-249)

Leslie Marmon Silko, “The Man to Send Rain Clouds” (254-257)

Writing Assignment:

1. In the short story, “The Man to Send Rain Clouds” by Leslie M. Silko how does this

story illustrate a conflict between two cultures? What rituals reflect Indian culture?

2. For the short story “Araby” analyze what is real or imagined for the main character.

Define an epiphany.

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Week 5: 13-17 February

Lecture: Chapter 5, Structure: The Organization of Stories (265-267); Chapter 6 Tone and

Style: The Words that Convey Attitudes in Fiction (300-306)

Reading Assignments:

Ralph Ellison, “Battle Royal” (268-277)

Daniel Orozco, “Orientation” (284-287)

Kate Chopin, “The Story of an Hour” (307-308)

Writing Assignment: Analyze the tone in paragraph 5 and the following paragraphs of “The

Story of an Hour” by Kate Chopin, and discuss the development of mood through the use of

imagery.

Week 6: 20-24 February

Lecture: Chapter 7, Symbolism and Allegory: Keys to Extended Meaning (332-337)

Reading Assignments:

AESOP, “The Fox and the Grapes” (337-338)

Anita Scott Coleman, “Unfinished Masterpieces” (339-342)

Writing Assignment: In your own words, explain the meaning of the fable, “The Fox and the

Grapes.” Is the “sour grapes” explanation a satisfactory excuse, or is it a rationalization for

failure? Conduct research online to find another fable written by AESOP; print the fable and

bring it to share with the class.

Week 7: 27-28 February 1-3 March

Continue Research Project: Hacker MLA Format Sample Paper (510-516)

Library 27-28 February, 1-3 March 2017

Research Project Draft Review: Peer Review– 2 March 2017 (3 pages, plus Works Cited

with primary source/textbook and four EPCC

databases)

RP Instructor Review – 3 March 2017 (3 pages, plus Works Cited with primary

source/textbook and four EPCC databases)

Week 8: 6-10 March

Lecture: Chapter 8, Idea or Theme: The Meaning and the Message in Fiction (379-384);

Chapter 9, A Casebook of Four Stories by Edgar Allan Poe with Critical Readings for Research

(414-420).

Reading Assignments:

Americo Paredes, “The Hammon and the Beans” (403-406)

Poe’s Life and Career (1809-1849) (414-420)

Edgar Allan Poe, “The Masque of the Red Death” (431-434)

Edgar Allan Poe, “The Black Cat” (435-440)

Library: 7 March (5th Period only) and 8 March (5th & 6th Periods)

RP Final Review: Peer – 9 March and Instructor – 10 March 2017

Week 9: Spring Break: 13-17 & 20-24 March (MHS Spring Break), EPCC - Spring Break – 13-

17 March 2017)

Continue working on Research Project.

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Read novel Silas Marner by George Eliot and taking note for an Analytical on a social or

cultural aspect of the novel.

Week 10: 27-31 March

View: Modern film adaptation of Silas Marner - A Simple Twist of Fate featuring Steve Martin

Writing Assignment: Write a one page Analytical Review Comparing and Contrasting

differences from novel to film. Did the director of the film stay true to the author’s intent?

Research Projects Due: 27 March 2017 with Presentations 27-31 March 2017 (Lotto)

Week 11: 3-7 April

Reading Assignments:

Chapter 10: Collections of Stories for Additional Enjoyment and Study

William Faulkner, “Barn Burning” (462-472)

Charlotte Perkins Gilman, “The Yellow Wallpaper” (473-482)

Jamaica Kincaid, “Girl” (483-484)

Week 12: 10-14 April (14 April Holiday/Good Friday)

Lecture: Chapter 11, Meeting Poetry: An Overview (533); Chapter 12, Words: The Building

Blocks (571-577)

Reading Assignments/TPCASTT:

Emily Dickinson, “Because I Could Not Stop for Death (545-546)

Louise Macneice, “Snow” (552)

Writing Topics About the Nature of Poetry (569)

Robert Graves, “The Naked and the Nude” (578)

William Blake, “The Lamb” (581)

A.E. Houseman, “To an Athlete Dying Young” (585-586)

Robert Frost, “Stopping by Woods on a Snowy Evening” (548)

Week 13: 17-21 April

Lecture: Chapter 13, Imagery: The Poem’s Link to the Senses (604-605); Chapter 14, Figures

of Speech, or Metaphorical Language: A Source of Depth and Range in Poetry (639-641)

Reading Assignments:

John Harjo, “Remember” (653-564)

Pablo Neruda, “If You Forget Me” (658-660)

William Shakespeare, “Sonnet 30” (663-664)

Last Day to Drop with a grade of “W” – 13 April 2017, notify counselors by 7 April 2017

Week 14: 24-28 April

Lecture: Chapter 15, Tone: The Creation of Attitude in Poetry (678-680); Chapter 16, Form:

The Shape of Poems (721-722)

Reading Assignments:

Yusef Komunyakaa, “Facing It” (699), “Grenade” (747)

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James Wright, “Two Hangovers” (712-713)

William Shakespeare, “Sonnet 116” (728)

May Swenson, “Women” (733)

Isabella Gardner, “Collage of Echoes” (777)

Richard Wilbur, “Year’s End” (790-791)

Writing Activity: Write a poem in which you make your own allusions to your own

experiences, such as attending school, participating in an activity, joining a team, reading a

book, identifying with a fictional or a movie character, recalling a passage from a popular

song or a poem or a story you have read (Question #2 page 800).

Week 15: 1-5 May

Reading Assignment: Chapter 24, Henrik Ibsen and the Realistic Problem Play, A Doll’s House

Isben’s Life and Early Work (1484-1488)

A Doll’s House (1488-1536)

Writing Activity: Discuss the ideas about individual growth, marriage, and social convention in

the play. How are these ideas developed and related? Which character most closely embodies

Ibsen’s ideas (1536)?

Week 16: 8-12 May

Review for Final Exam – Comprehensive Exam (Multiple Choice/Essay)

Final Exam: 8 May 2017, Analytical Essay

Senior Portfolio

15-19 May

Discuss Final Exam

Senior Portfolio

Text-book turn-in/Fine List

Final Grades Available: 16 May 2017

22-26 May (Senior Out-processing)

29 May - Memorial Day Holiday, 30-31 May & 1-2 Jun

Graduation: 3 June 2017

Note: This syllabus and calendar are subject to changes and revisions.