English 212 (Late British Poetry)

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English 212 (Late British Poetry)

Southern Writers (EN 235)Course SyllabusSecond Semester: Spring, 2005Instructor:Texts:Emma Richardson (erichard@msms.k12.ms.us)Classroom: Hooper 107Office: Hooper 108APhone: 662/329-7360, ext. 8507 (office)662/328-7464 (home)Adventures of Huckleberry FinnAll Over But the Shoutin’Cold MountainEllen FosterRaneySelected storiesWriting the Research PaperLength of Course: One semesterObjectives:Attendance:Grades:Southern Writers develops critical thinking supported by theutilization of technology through two major components: literature study (by reading printtexts and viewing films) and composition. The course is a seminar class which explores thesources and themes of writers of the American South whose works have been publishedprimarily since 1984. Attention is also paid to older Southern writers whose influence on thecontemporary writers has been acknowledged by the writers themselves. Students willprepare for oral and written presentations, and they will react to the literature bothcreatively and critically in essays and in multimedia responses. Students will write formal,expository essays as well as informal responses to texts. Students also will respond to texts innon-print ways by composing PowerPoint presentations or producing other multi-genreprojects.Students are expected to be in class every day. The policy on “Class Attendance” on pages24 – 26 of the 2004-2005 Student Handbook should be reviewed.Quarter grades are determined by the following percentages:50% “Daily work” (pop quizzes, reading/viewing/listening journal, announcedquizzes, homework assignments, informal essays, in-class daily assignments,class participation and presentations, “creative responses,” and so on)The “daily work” has points that the student accrues during the quarter.At the end of the quarter, the total number of points earned by the studentis divided by the total possible points. This percentage counts as 50% of thequarter grade. For example, if 150 points can be accrued during thequarter, a student who earns 140 points will receive a 93 for 50% of herquarter grade. Extra credit points are occasionally offered during thesemester.50% Major Essays and other Major Assessments (minimum of two major gradesper quarter)Semester grades are determined by the following percentages:40% Third Quarter grade40% Fourth Quarter grade20% Semester ExamN.B. The semester exam is required for all students.Make-up work: Students should follow the requirements for make-up work as prescribed on page26 of the 2004-2005 Student Handbook.


Academic Honesty:I expect students to be academically honest. That means the work you do should be yourown work. By all means study together, discuss reading assignments together, and evendiscuss “strategies” for approaching written assignments together if you need to. Butwhen it comes time to committing something to paper, do not consult another student’swork. Do not allow another student to read any of your written assignments before youhand them in. If another student’s paper reflects your own work, your own work will becalled into question.True confession: I have a near-photographic memory for “words on the page.”I’ll explain this in class.Read the section on “Academic Honesty” found on page 30 in the MSMS 2004-2005Student Handbook. Also, read the section on “Plagiarism” in the Writing the ResearchPaper text. If you have any questions regarding plagiarism or “academic honesty,”you need to ask them by the end of the first week of class. Consequences foracademic dishonesty are prescribed on pages 90 - 91 of the MSMS 2004-2005 StudentHandbook.My high school English teacher used to say that using as many as three words in thesame order from another person’s work without sufficient attribution and documentationconstitutes plagiarism. That is probably a good thing to keep in mind. Additionally, youmust provide a reference for any idea you borrow from a source.If you consult any reference “help” in order to write papers (from The Internetor other sources), you need to acknowledge that reference as you would in aresearch paper. This includes Cliff’s Notes or Spark Notes. (Consult Writing theResearch Paper for appropriate MLA documentation style.)A word to the wise: The technology that makes it easy for dishonest students to findpapers in cyberspace which they pass off as their own work also makes it easy forsomeone grading those papers to locate the source.(Syllabus distributed to students on 11 January 2005.)Assignments:Below is a list of assignments to be prepared for the class datesindicated. The appropriate textbook should be brought to class eachday along with “reading/viewing /listening” journal entries for eachreading assignment.


Week 1Tuesday 11 Jan Course introduction: “Syllabus of Daily LessonAssignments,” course overview, reading/viewing/listeningjournal, “How to Succeed in This Class,” “academichonesty,” essays, and textbooks issuedIntro. to sources and themes of Southern writing(N.B. Adventures of Huckleberry Finn should be read byThursday, January 27 th .)Thursday 13 Jan Margaret MitchellGone with the Wind (video text)Ask today about the assessment due on February 17 th .Week 2Tuesday, 18 Jan Continue Gone with the WindThursday, 20 Jan Complete Gone with the WindDiscussion of “rules” for Southern women; spinsters;social classHandout:Florence Kingfrom Southern Ladies and GentlemenMarlyn Swartzfrom The Southern Belle PrimerWeek 3Tuesday, 25 Jan William Faulkner“A Rose for Emily” (SW handout)W.J. Cashfrom The Mind of the South (handout)Intro. to Adventures of Huckleberry FinnThursday, 27 Jan Mark TwainWeek 4Tuesday, 1 Feb Mark TwainAdventures of Huckleberry FinnAdventures of Huckleberry FinnThursday, 3 Feb Major Test Essay (in-class)Week 5Tuesday, 8 Feb Richard Wright“Almos’ a Man” (handout)Biographical video text on Richard Wright


Thursday, 10 Feb Jerry WardSelected poems (handout)Videotaped interviewFlannery O’Connor“Revelation” (SW handout)Week 6Tuesday, 15 Feb Eudora Welty“Why I Live at the P.O.” (handout)“Lily Daw and the Three Ladies” (handout)from One Writer’s Beginnings (handout)Videotaped interviewThursday, 17 Feb Due Today: Major Assessment Project (utilizingtechnology) on material from 1/11 – 2/1Week 7Continue WeltyTuesday, 22 Feb Elizabeth Spencer“The Day Before” (handout)Thursday, 24 Feb TBAWeek 8Fant Library to see Welty memorabiliaTuesday, 1 March Major Test (on Wright, O’Connor, Welty, and Spencer)Thursday, 3 March Videotaped interview of Clyde Edgerton and introductionto “Algonquin writers”Week 9Tuesday, 8 March Clyde EdgertonRaneyDue Today: Reading/Viewing/Listening Journal for 3 rdQuarterThursday, 10 March Complete discussion of RaneyVideotaped interview of Larry Brown


Week 10Tuesday, 15 March Larry Brown“Old Frank and Jesus” (SW handout)“Kubuku Rides” (SW handout)“A Late Start” (SW handout)Thursday, 17 March Complete Larry Brown(Ask today about the New York Times articles and response due onApril 7 th .)Week 11Spring Break and Easter Holiday: 21-28 MarchTuesday, 29 March Kaye GibbonsEllen Foster (have entire book read for this date)Thursday, 31 March “Hallmark Hall of Fame” video text: Ellen FosterDue Today: Creative response to Ellen Foster (must be8 ½ x 11 in size)Week 12Tuesday, 5 April Rick BraggAll Over but the Shoutin’ (Chapters 1-18)Thursday, 7 April Rick BraggAll Over but the Shoutin’ (Chapters 19-30)Due Today: New York Times articles and responseWeek 13Tuesday, 12 April Rick BraggAll Over but the Shoutin’ (Chapters 30-42)Thursday, 14 April Another Algonquin writer:Lewis Nordanfrom “The Cellar of Runt Conroy” (SW handout)Week 14Tuesday, 19 April Due Today: Major Assessment Project (utilizingtechnology) on material from 1/11 – 2/1Thursday 21 April In-class Major Test Essay on Edgerton, Brown,Gibbons, Bragg, Nordan, and Yarbrough


Week 15Tuesday, 26 April The Contemporary South in Film (TBA)Thursday, 28 April The Contemporary South in Film (TBA)Week 16Tuesday, 3 May Charles FrazierCold Mountain (pp. 1-110)Thursday, 5 May Charles FrazierCold Mountain (pp. 111-202)Week 17Tuesday, 10 May Charles FrazierCold Mountain (pp. 203-356Thursday, 12 May Charles FrazierCold Mountain (pp. 357-449)Due Today: Reading/Viewing Journal for 4 th QuarterWeek 18Tuesday, 17 May Presentation on contemporary Southern writer (see below)19-24 May: Semester Exams(The exam will be the oral/written/multi-genre presentation on a contemporary Southernwriter not represented on the syllabus, chosen from a list offered during third quarter.The presentations will begin on May 17 th and conclude on the scheduled exam day.)


DUE DATES FOR ASSIGNMENTS&POP QUIZZESWritten assignments are due at the beginning of the scheduled class period the day they are due.Assignments will be accepted late one class date after the assignment is due for a 15%penalty. Assignments offered later than one class day late will be accepted at the discretionof the instructor for no more than half-credit.Students should write “-15%” at the top of the paper when offering it one-day late to theinstructor.Students who do not turn in work with the rest of the class will not receive reminders to turn it inlater; the burden is on the student to offer late work to the teacher. Students returning to classafter absences should check the Student Handbook for the policy regarding make-up work.Please be aware that absence from class does not excuse you from fully participating in class theday of your return. For example, if a quiz (whether a pop quiz or an announced quiz) is giventhe day of your return, you are required to take it, even if you were not in class to hear anassignment or to take notes. Always check with a reliable classmate regarding what went on inclass the day you were absent. You may call me at my home (328-7464) for clarification, ifnecessary.Pop quizzes will be given often on reading assignments; questions will come from facts in theworks, from the biographical introductions to the authors, from vocabulary from the readings,and from information presented in class (and which should be in the student’s notes!). Alwaysconsult the syllabus for daily readings. Regardless of what we cover in class discussions orpresentations, always read the syllabus assignment for the class dates indicated. If a readingassignment was not discussed during class, review it for the next class period; you may have apop quiz!Pop quizzes usually consist of four to ten questions; “announced” quizzes are generally longer.


ESSAYSType (double-spaced) all ESSAYS and use the MLA heading for your name and other pertinentinformation. The font size should be “12 pt.” and the font Times New Roman. The course titlesused in heading are as follows:Southern WritersBritish Literature IBritish Literature IIUniversity English IISample paper heading:(top, left margin)Sally MacDonaldMrs. E. RichardsonUniversity English II7 September 2004Have a title for both informal and formal essays that reflects the topic and purpose of your paper.The name of the work the essay is about should never simply be the title of your paper, but bythe same token, the title of that work should be contained in your title. An appropriate title for atypical essay might be:Satiric Conventions in “A Modest Proposal”orHuck as Naïve Narrator in Adventures of Huckleberry FinnFor formal, expository ESSAYS do the following:1. React to the prescribed question or topic in a 5-paragraph, formal essay of two to fourpages (length is usually prescribed in the assignment on the syllabus).2. Introduce the thesis in three or four sentences. The very first sentence of theintroductory paragraph should contain the title of the literary work (and author) that isbeing discussed.3. Place an elaborated thesis (i.e., a simple thesis with a three-point enunciation) as the lastsentence of the introductory paragraph. Offer proof of each of the three points inthree body paragraphs that are connected to each other through the use of smoothtransitions. (The “proof” will be in the form of explanations, examples, facts, andespecially, many quoted textual references). Be sure to “echo” the appropriateenunciated point during its body paragraph (otherwise, the discussion loses focus).Finally, in the last paragraph, offer a brief conclusion that summarizes the major pointsof the “argument” and re-states the thesis.4. ESSAYS are due at the beginning of class.5. The ESSAY will be graded for the fullness of the discussion, for the sustaining of anidea. ESSAYS which are vivid, mature, incisive, focused, responsibly addressed, andwith many textual references will receive highest marks.6. Consult the attached rubric as a guideline for grading.


RUBRIC FOR ASSESSMENT OF ESSAYS OF LITERARYANALYSIS AND THE RESEARCH PAPERAA clearly delineated idea is presented by a thesis elaborated into a three-pointenunciation; the discussion is full, and ideas are sustained for a thoroughpresentation of the thesis; the response exhibits a maturity of mind and expressionby being incisive, focused, responsibly addressed, and containing manyappropriate, persuasive textual references (especially many quotations); theresponse will often contain a unique, original insight from the student’sinteraction with the text. For the research paper, at least 4-5 secondary sourcesare used effectively to support the thesis.BAn idea is presented in a thesis elaborated into a three-point enunciation; anattempt is made to offer a sustained discussion; the paper meets the minimumlength requirements; the response is focused and responsibly addressed andcontains a few appropriate textual references (especially quotations); the responseshows that the student has read the text and can utilize it to prove a thesis. For theresearch paper, at least 4-5 secondary sources are used effectively to support thethesis.CAn idea is stated weakly in a thesis which may or may not be elaborated orenunciated; some discussion which supports the thesis is present, but thediscussion is superficial; the paper might be less than the minimum requiredlength; the response is unfocused with few or no textual references (especiallyquotations); the response does not show that the student has done a close readingof the text. For the research paper, some secondary source references are used tosupport the thesis, but they are too few and/or too ineffective.NCSome attempt has been made to respond to the prompt, but discussion issuperficial and brief; the response is unfocused; the writing exhibits little or notattempt at organization with a delineated thesis; the response contains nosignificant evidence of the student’s familiarity with the text. Few valid oreffective secondary references are used to support the thesis.If otherwise effective content is undermined by mechanics/usage errors, at least onerubric designation will be lost. For the research paper there must be adherence torequirements of MLA style; if MLA style is inaccurate, at least one rubricdesignation will be lost.


HOW TO SUCCEED IN THIS CLASS (!)1. Be in class as early as possible every day.2. Have all homework assignments ready to be turned in (already stapled) at thebeginning of class.3. Bring your textbook and/or handouts to class every day.4. Have texts open to syllabus assignment and notebooks open ready to take noteswhen class begins.5. Take copious notes. If the instructor “says it,” it’s important. Additionally, notetaking is excellent writing practice. You are required to take notes.6. Listen attentively. Get notes down the first time; don’t interrupt a lecture to havewords repeated or spelled. Ask after class.7. Be prepared for daily quizzes on reading assignments as prescribed in thesyllabus. “Psyche out” the instructor by anticipating the reading-check questionsthat are likely to be asked. Be prepared!8. Proofread all written assignments.9. Turn in assignments on time.10. If you have a problem with a grade, discuss it with the instructor outside class.Keep your grades confidential; don’t ask to see anyone else’s.11. Get started on the research paper in August by selecting a text and reading it.12. Make use of tutorial times; one-on-one help is invaluable. Don’t wait too long toask for assistance.13. Avoid ever saying after an absence: “Did I miss anything? Did we do anythingimportant while I was out?”14. Come by tutorials to talk with me about your interests and goals. This will helpme get to know you individually, and that’s important when it’s time for me towrite letters of recommendation.15. Use the “language of the classroom.” (I’ll explain this.)16. Make sure your cell phone is OFF during class.17. Be a “class reinforcer.” Be positive; maintain eye contact with the instructor;look interested, even if you’re not. Stay awake!

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