Syllabus for ENG 151 01 - Wor-Wic Community College

Instructor: Melissa Reddish Email: mreddish@worwic.edu
Office: AAB 322 Phone: 410-334-2859
Office Hours: M. 1:00-3:00 pm, T. 11:00-12:00 pm, W. 1:00-3:00 pm, or by appointment.
Required Texts
Syllabus for ENG 151 01: Fundamentals of English II
Monday & Wednesday 9:00-10:30
Hacker, Diana, and Nancy Sommers. A Writer’s Reference. 7 th ed. Boston: Bedford/St. Martin’s, 2011.
Print.
Meyer, Michael, ed. The Compact Bedford Introduction to Literature. 9 th ed. Boston: Bedford/St.
Martin’s, 2011. Print.
Accompanying website: www.bedfordstmartins.com/meyercompact.
Course Description
This course continues to help students develop their college-level writing skills. Students are introduced
to the study of literature (prose, poetry, fiction, and drama). Students integrate outside sources with their
own ideas in written arguments. They also refine their research and documentation skills. Prerequisite:
ENG 101 with a grade of “C” or better.
Purpose
The course objectives, together with the tasks which enable students to meet those objectives, have the
over-riding purpose of sharpening research and written communication skills so that, in adapting the best
and most appropriate methods to specific writing situations, writers can effectively communicate their
messages, whatever they are, to whomever they choose.
SAMPLE
The study of literature in the community college has several purposes. First, many students eventually
apply their credits toward a four-year school where a basic literature course is required. On a less obvious
but equally practical level, the study of literature is inherently rewarding. Good literature records the
deepest, everyday concerns of human beings. By recognizing and understanding the universal
experiences that literature reveals, students are better equipped to deal with human behavior — their own
included — in their lives.

Objectives, Assessment Goals, and Assessment Strategies:
Objectives: Upon completion of this
course, students should be able to
1. Differentiate among literary works in
a variety of genres and modes. (GEOs
1, 2, 3, 5)
Objectives: Upon completion of this
course, students should be able to
2. Employ and interpret the elements
and structures of various literary genres
and modes. (GEOs 1, 2, 3, 5, 7)
3. Present effective written arguments
about literature. (GEOs 1, 2, 3, 5, 7, 8)
4. Employ MLA style documentation
ethically and correctly. (GEOs 1, 2, 3, 7,
8)
Assessment Goals Assessment Strategies
A. Identify and discuss the literary
elements (plot structure, characterization,
setting, point of view, style, and theme)
present in assigned literary works.
B. Demonstrate the ability to actively and
critically read various examples of short
fiction, drama, poetry and non-fiction.
C. Analyze various examples of short
fiction, drama, poetry and non-fiction.
ENG 151, Page 2
Class Discussion, Reflective Responses
“Did You Read It?” Quizzes
Assigned Essays and Final Exam
Assessment Goals Assessment Strategies
A. Define and recognize literary terms
(see attachment).
B. Indicate literary elements and terms
when discussing and writing about short
fiction, drama, poetry, and non-fiction.
C. Apply literary terminology when
reading, critically analyzing, discussing,
and writing about works of short fiction,
drama, poetry, and non-fiction.
A. Locate and sufficiently incorporate
one or more relevant sources—one of
which must be electronically retrieved—
to support an essay documented in MLA
Style.
B. Demonstrate the writing process
when planning, drafting, revising, and
editing written compositions of various
lengths.
C. Differentiate among the levels of
literary analysis (for example, “overview”
and review as opposed to literary
criticism).
D. Collect and organize appropriate
sources in order to develop effective
arguments about literature.
A. Demonstrate the ability to quote,
paraphrase, summarize, and cite all
sources accurately.
“Did You Read It?” Quizzes, Literary
Terms Quizzes
“Did You Read It?” Quizzes, Literary
Terms Quizzes, Reflective Responses,
Assigned Essays
Reflective Responses, Assigned
Essays, Final Exam
Assigned Essays
Assigned Essays, Final Exam
Assigned Essays, Reflective Responses
Assigned Essays, Reflective Responses
Assigned Essays, Final Exam
SAMPLE
B. Employ the correct MLA format for
both in-text citations and Works Cited
entries.
Assigned Essays, Final Exam

Class Guidelines
ENG 151, Page 3
1. COURSE WORK, DEADLINES, AND LATE WORK:
All assignments described in this syllabus will be discussed further in class and are expected to be
complete by the stated deadline. It is the student’s responsibility to understand the assignments
before leaving class, so if you are experiencing difficulty with any assignment, please speak to me
immediately for clarification and/or assistance.
� There will be no make-up quizzes or classwork.
� Essays submitted late will be deducted one letter grade. Essays will be accepted a
maximum of one week after the original due date. All other late work will be accepted for
half credit one class period after the due date.
2. ATTENDANCE:
Classroom interaction is crucial if we are to meet the objectives of this course; therefore,
attendance will be taken every class, and students are expected to attend every class.
Please note: students are expected to arrive on time and to stay for the entire class period.
Personal appointments should be scheduled at times other than class meetings. Students may miss
three class periods; after that, each class period missed will equal a 10% deduction in points from
Classwork/Discussion.
3. CORE ASSIGNMENTS:
3A. Each student will write a series of Reflective Responses on the literary works we cover in the
Course Schedule. These responses will be collected at the beginning of the class sessions
specified in the Course Schedule.
3B. Each student must complete all Prewriting Exercises to document his/her understanding of the
research process. Each student will then submit Three Documented Essays properly formatted and
documented in MLA Style.
3C. A series of “Did You Read It?” Quizzes will be given over the course of the semester. It is crucial
to thoughtfully and critically internalize the assigned readings to successfully complete each quiz.
3D. There will be a series of three Literary Terms Quizzes on key vocabulary and literary concepts.
3E. There will be a cumulative Final Examination covering the main literary terms and concepts
introduced throughout the course.
4. DRAFTS AND MLA FORMAT:
SAMPLE
All submissions for this class, with the exception of in-class exercises must be typewritten or
word-processed. Computers and printers are available at Wor-Wic's Open Computer Lab, MTC
200. If you need additional help on any writing assignment, please contact me via email well
before the assignment is due. All written submissions must follow MLA format.

5. GRADING: FINAL GRADES WILL BE COMPUTED AS FOLLOWS:
9% Three Reflective Responses (3 x 30 points each) 90 points
9% Three Prewriting Exercises (3 x 30 points each) 90 points
1% Letter of Introduction (1-2 pages) 10 points
15% Essay #1: Poetry (3 pages) 150 points
15% Essay #2: Fiction (4 pages) 150 points
15% Essay #3: Drama (3 pages) 150 points
10% “Did You Read It?” Quizzes (10 x 10 points each) 100 points
2% Literary Terms Quiz #1: Fiction 20 points
2% Literary Terms Quiz #2: Poetry 20 points
2% Literary Terms Quiz #3: Drama 20 points
10% Classwork/Discussion 100 points
10% Final Literature Exam 100 points
100% 1000 points
ENG 151, Page 4
USING A POINT SYSTEM, ALL GRADES WILL BE COMPUTED BY DIVIDING THE TOTAL POINTS EARNED BY THE
TOTAL AMOUNT POSSIBLE (1000). THE BASIC SCALE IS AS FOLLOWS:
A = 90% – 100%
B = 80% – 89%
C = 70% – 79%
D = 60% – 69%
F = below 60%
6. ACADEMIC HONESTY:
Academic Honesty Policy
Academic honesty is expected of all students. Cheating and plagiarism are violations of academic
honesty. Any student who has violated the academic honesty policy will be denied credit for the
assignment, and then the matter will be turned over to the Student-Faculty Disciplinary Committee.
Documented evidence of the offense will be kept in the Arts and Humanities Department office.
Plagiarism: In both oral and written communication, the following guidelines for avoiding plagiarism
must be followed:
1) Any words quoted directly from a source must be in quotation marks (for a written
communication) and cited.
2) Any paraphrasing or rephrasing of the words and\or ideas of a source must be cited.
3) Any ideas or examples derived from a source that are not in the public domain or of general
knowledge must be cited.
4) All papers and presentations must be the student's own work.
SAMPLE
Students who are confused about what constitutes plagiarism should meet with their instructor.
Cheating: Cheating is the act of obtaining information or data improperly or by dishonest or deceitful
means. Examples of cheating include copying from another student's test paper, obtaining information
illegally on tests, and using unauthorized electronic devices.

ENG 151, Page 5
Student Conduct Statement (as found in the college catalog):
“In addition to following other student conduct regulations, all students are expected to exhibit
appropriate classroom behavior. In order to adhere to the guidelines for civility in the classroom, students
should:
1) Turn off all electronic devices before coming to class (students who are required to be on call or who
could be in a potential emergency situation should clear the use of any electronic device with their
instructor before class);
2) Arrive to class on time and avoid leaving early;
3) Remain attentive throughout the entire class session;
4) Listen actively and avoid side conversations while the instructor or another student is presenting
information;
5) Demonstrate a respectful attitude toward the instructor and other students during discussion or debate;
6) See their instructor during office hours instead of during class time if they need clarification of course
material missed due to absence;
7) Consume food in the classroom only with permission of the instructor; and
8) Leave a clean environment for the next class.”
7. EMERGENCY PREPARADNESS STATEMENT:
In the event of a flu epidemic or other emergency that results in the suspension of classes, faculty will be
communicating with students about their courses and course requirements, such as assignments, quiz and
exam dates, and class and grading policies, via faculty websites or Blackboard. Students will be
responsible for completing all these assignments in accordance with class policies. Information about the
resumption of classes will be communicated via the College's website and email system.
8. WRITING CONFERENCES:
If you wish to have additional help on an essay, you may schedule an appointment with a writing
conference instructor by going to www.worwic.edu and clicking on Learning Resources under Quick
Links. From there, scroll down to Writing Conferences and follow the directions to make an
appointment. Limited time slots are available, so an appointment is required.
Monday 3:00-6:00
Wednesday 11:00-2:00
Tuesday 3:00-6:00
SAMPLE
9. USE OF COLLEGE FACILITIES STATEMENT:
Please be aware that only currently enrolled college students, employees, and officially invited college
guests are permitted in college classrooms and laboratories while classes and other educational activities
are being conducted. It is inappropriate to bring nonenrolled persons, of any age, to college classes and
laboratory activities. Children who are brought to the college while parents are on official business may
not be left unattended in college facilities. This practice is unsafe and detrimental to the well-being of the
children. It is expected that all students and employees will comply with this policy.

ENG 151 Literary Terms
ENG 151, Page 6
The following literary terms are discussed and defined in our core text, The Bedford Introduction to Literature, as
well as on its companion website: www.bedfordstmartins.com/meyercompact. We will also discuss these terms
throughout the course of the semester. While this list is by no means exhaustive, it includes most of the critical
vocabulary necessary to succeed in this course.
Form/Genre/Type Character
Ballad Antagonist
Closed Form Dynamic Character
Comedy Flat Character
Couplet Foil
Fable Protagonist
Lyric Round Character
Open Form Static Character
Sonnet Stereotype
Tragedy Tragic Flaw (Hamartia)
Tragicomedy Tragic Hero
Plot and Structure Style/Tone/Figurative Language
Climax Allusion (Biblical, historical, literary, and
Situation (vs. Plot)
mythological)
Conflict Catharsis
Exposition Connotation
Flashback Denotation
Foreshadowing Dialogue vs. Monologue
Octave and Sestet Diction
Quatrain Hyperbole
Resolution/Dénouement Image/Imagery
Rhyme Scheme Irony (verbal, situational, dramatic)
Stanza
Prosody: Sound, Rhythm, Rhyme
Alliteration
Assonance
Metaphor
Onomatopoeia
Personification
Simile
Stage Directions
Symbol/Symbolism (conventional and literary)
Couplet Point of View/Speaker
Enjambment (vs. end-stopped line) Point of View (1 st person, 2 nd person, 3 rd person)
Foot Narrator (vs. Speaker)
Meter Speaker (vs. Narrator)
Stress (rhythm, beat, accent) Omniscient Narrator
Limited Omniscient Narrator
Unreliable Narrator
Setting Naïve Narrator
Cultural Environment (Milieu)
Physical Setting (place)
Temporal Setting (time) Theme (vs. Thematic Category or Subject)
SAMPLE

Reflective Response Guidelines
ENG 151, Page 7
The following guidelines should be used for all of your Reflective Response assignments. You will write
three Reflective Responses worth 30 points each.
General Instructions:
Read the relevant literary works as assigned on the course schedule. Then, choose one question to answer
fully in a 1 ½ page short essay. Your goal is to create a single, well-crafted reflection on the assigned
question. If the question contains multiple parts, use transitions to shift gracefully from one idea to the
next.
Each Reflective Response should contain a specific, arguable thesis statement in your first paragraph.
This thesis statement should explain the main idea of your essay, which should be related to the question
asked on the response sheet. You will need to develop your thesis with body paragraphs that contain
specific evidence and analysis.
You will also need to integrate quotations gracefully into your own sentences, so use these Reflective
Responses to practice incorporating quotations in new and different ways.
Format:
� Begin each response with the four-line MLA heading. Center your title and be sure to include a
header.
� Each response should be typed and double-spaced. Use Times New Roman, 12 point font.
� Try to identify the title and author of the work you are responding to in the first few sentences of
your response.
Citations:
� All responses must contain in-text (parenthetical) citations.
� Cite a short story by its author and the page number from out textbook, a poem by its poet and
line number(s), and a play by its playwright and then the act, scene, and speech (or line) number.
� No Works Cited page is required.
� No outside sources are required.
Due Date:
� All Reflective Response essays are due at the beginning of each class on the date assigned. You
can find individual due dates on the course schedule.
� Late essays will be accepted for half credit.
SAMPLE
Several examples of student responses are located throughout your textbook.

Course Schedule
ENG 151, Page 8
You are expected to have all of the assignments listed for a given class completed on that date. This schedule is
subject to change.
All readings are from your Bedford Introduction to Literature unless otherwise noted.
Date Reading Due Writing Due
September 7 – Introduction to Poetry
“Introduction to Poetry” p. 570
“Secretary Chant” p. 550
September 12 – Poems of Experience: Work
September 14 – Poems of Experience: Family
“Chimney Sweeper” p. 704
“Restaurant” (handout)
“Hazel Tells LaVerne” p.608
Letter of Introduction Due
“Alzheimer’s” p. 792
“Those Winter Sundays” p. 551
“My Papa’s Waltz” p. 754
September 19—Poems of Experience: Love and Emotion
September 21 – Poems of Experience: Death
September 26 – Poems of Experience: War
“Shall I compare thee” p. 762
“since feeling is first” p. 978
“Memorandum” p. 982
Reflective Response #1 Due
“Death Fugue” (handout)
“Do Not Go Gentle” p. 768
“Death Be Not Proud” p. 808
Bring in poem for Essay 1
SAMPLE
“Charge of the Light Brigade” p. 752
“Dulce Est Decorum Est” p. 649
“AD” p. 688
Pre‐Writing Due (Essay 1)
“next to of course god america I” p. 689
September 28 – Life in America: Race and Ethnicity
“The Community College Revises” p. 991
“Mexicans Begin Jogging” p. 993
“Legal Alien” Crossing Boundaries inset E

Date Reading Due Writing Due
October 3 – Case Study: Langston Hughes
“I, Too” p. 907 Literary Terms Quiz #1
“Negro Speaks of Rivers” p. 904
“Song for a Dark Girl” p. 911
“Lenox Avenue: Midnight” p. 911
October 5 – Case Study: Julia Alvarez
October 10 – The Changing Times
October 12 – Race, Ethnicity and Identity
October 17 – The Grotesque
October 19 – Stories of War
“Queens, 1963” p. 952
“Dusting” p. 960
“Ironing Their Clothes” p. 961
Essay 1 Due
“Sometimes the Words are So Close” p. 963
“The Bride Comes to Yellow Sky” p. 298
“Going for a Beer” (handout)
“Battle Royal” p. 233
“How to Date a Black Girl” (handout)
“Literary History Criticism” p. 1580
ENG 151, Page 9
“The Cask of Amontillado” p. 533 Reflective Response #2 Due
“Incarnations of Burned Children” p. 483
“Please” (handout)
“How to Tell a True War Story” p. 287
“Soldier’s Home” p. 165
October 24 – Work, Class, and the American Dream
SAMPLE
“A&P” p. 539 Pre‐Writing Due (Essay 2)
“Bartleby, the Scrivener” p. 121
October 26 — Gender, Domesticity, and the Home
October 31— Politics of the Body
“A Rose for Emily” p. 84
“Girl” p. 517
“A Sorrowful Woman” p. 39 Literary Terms Quiz #2
“Story of an Hour” p. 15

Date Reading Due Writing Due
November 2 – Politics of the Body
November 7 – Gender Politics and Drama
November 9 – Death of a Salesman
“Lust” p. 280
“Carnal Knowledge” p. 451 Essay 2 Due
Trifles p. 1068
Trying to Find Chinatown p. 1395
Act I
November 14 – Death of a Salesman
November 16 – Death of a Salesman
ENG 151, Page 10
Act II Reflective Response #3 Due
Finish discussion
November 21 – Death of a Salesman
Video
November 23 – No Class: Happy Thanksgiving!
November 28 – Doubt
November 30 – Doubt
December 5 – Humor
December 7 —Denouement
p.1467‐1497 Pre‐Writing Due (Essay 3)
Finish Discussion
December 12 —Final Exam
9:00 – 11:00 a.m.
SAMPLE
“Playwriting 101” p. 1383 Literary Terms Quiz #3
Review for Final Exam Essay 3 Due