Course title: English 102, Literature and Composition
Overall Course Objectives:
1. The goal of this English course is to help students develop a critical approach, not only to literature, but that can be applied in other disciplines.
2. Students can expect to learn how to develop a personal, critical approach to literature;
3. develop the vocabulary and structures needed to support critical views in written discussions about literature;
4. understand the larger framework of our literary tradition through wide and varied reading;
5. develop the ability to consciously control elements of style in writing;
6. write comfortably and effectively about literature.
Assessment will be based upon almost daily postings within the class discussion and two written exams. Students will also work in groups to develop group consensus in a formal discussion. Students and groups will critique the work of other students and groups and be able to defend their critique. The thoughtful postings to class and group discussions are replacing 6 10-page written reports; therefore, the postings are expected to be well-written and well thought out.
Target Audience:
1. Undergraduate, native English speaking students.
2. Not restricted to English or literature majors/minors although they are the most likely to enroll.
3. Students who can keep up with an almost daily demand of work.
4. Students who wish to improve their writing skills. With almost daily writing demands, but no major papers, this is an ideal situation for students to practice and polish their skills. Note, all writing is done asynchronously in a discussion forum and not synchronously in a chat room. This gives all students the opportunity to give thoughtful responses written in an word processing software that has spell checker and other helpful writing tools.
Teaching Style:
No lecture; class Discussions online each week will be guided by the instructor and will center around the assigned readings. Discussions will become more and more complex in nature as the semester progresses. Some class debate will be encouraged regarding literary criticism. Assessing the work of peers is also crucial in this class. This is a student-centric course and requires a lot of participation from the students. It also requires the ability to work well with others. I facilitate discussion rather than dominating or lecturing.
Course Materials:
Syllabus
Novels:
1. “Wuthering Heights” by Emily Bronte and “Vanity Fair” by W.M. Thackery.
2. “As I Lay Dying” by William Faulkner and “The Old Man and The Sea” by E. Hemingway.
3. “Slaughterhouse Five” by Kurt Vonnegut and “The Naked and the Dead” by Norman Mailer.
4. Personal notes on these novels used to guide discussion but not for distribution. Notes on tone, theme, style, technique, foreshadowing, and character.
5. Need many discussion topics prepared for posting. Not just the topic but a well written premise.
6. First 6 pages of 3 novels to be online for the first class.
Plays:
1. “The Merchant of Venice” by William Shakespeare and “Dr. Faustus” by Christopher Marlow.
2. “A Streetcar Named Desire” by Tennessee Williams and “After the Fall” by Arthur Miller and “Rosencrantz and Guildenstern are Dead” by Tom Stoppard.
Course Schedule:
Includes online individual and group activities, reading assignments, tests, & Learning Outcomes
1. Make sure all students are aware of the amount of work and writing that is required by this course. Also, make sure they know that there will be no set number of postings a student has to make this semester but that each student will be judged by the quality of his/her postings as well as by the highest number posted by any student in the class.
2. Give a survey to gather this information.
3. Give handout on criticism and how to approach it.
4. Assign the first 6 pages of 3 novels (handouts), then begin the critical process as a group.
5. Give 3 statements in the discussion forum for the students to support, add to anothers ideas with citations, or rebut. Each student must post at least twice in this week.
6. Assign the readings for the semester and make sure that they can take a quick quiz on “Wuthering Heights” at the beginning of the week as well as participate in in-depth discussion.
7. Grasp the degree of work this course requires; analyze the value of the course. Understand the assessment of the outcomes that will be used to grade their work. Beginnings of critical thinking.
1. Discuss “Wuthering Heights” the author’s intention, success, and tone.
2. Read “Vanity Fair” for next week and be prepared for a quick quiz.
3. Recognize an author’s tone and what place tone has in a novel. Assess if the author was successful in putting across his/her intention. Knowledge of the various time periods and authors within them.
1. Discuss “Vanity Fair” the author’s theme, style and technique.
2. Compare tone, theme and intention between “WH” and “VF”
3. Read “As I Lay Dying.”
4. Send by email, a short essay on “Why did I need the ability to make critical comparisons in my daily life?”
5. Organizing one’s thoughts. Developing a hypothesis for comparison. Extrapolate a valid reason for critical comparison in student’s own life.
1. Discuss “As I Lay Dying.” Tone, intention and success of the author. Contrast these with either “Wuthering Heights” of “Vanity Fair.”
2. Read “The Old Man and the Sea.”.
3. A 1-hour, online essay on Foreshadowing in “Wuthering Heights.” The exact topic will only be announced during the exam. Students will not know it’s on foreshadowing.
4. Time management. Apply criticism and comparison in a new situation (foreshadowing).
1. Discuss foreshadowing in all 4 novels and how each author uses foreshadowing to further his/her theme, tone or intent.
2. Return quiz on foreshadowing by mid-week.
3. Read “Slaughter House Five”.
4. Understand how contemporaries influence one another and what drives the literature of any period.
1. Discuss “Slaughter House Five.” Five students chosen at random will post a different topic centered around this novel or comparing this novel to other novels.
2. All students will take up the thread of one of the five topics. If a student has posted a reply that debates the original then the next student must post a reply that supports the original premise. This back and forth between supporting or arguing will continue throughout the week. Each student is expected to participate in more than one topic thread.
3. Read “The Naked and The Dead.”
4. Applying what they have learned to their own lives and unique situations. Recognizing their own voice in criticism.
5. At the end of the week discussion will be locked. The five students who posted the original topics will be group leaders, other students may petition to join a group based upon similar views, style, tone or voice. Groups must be formed before week seven.
1. Discuss morality in novels of all three periods studied to date. Each group leader will post a premise (first come, first served). Then the group will defend the premise. Students will also attack at least one other premise.
2. Looking for patterns when critiquing and comparing any elements or ideas. Solve a new problem with a mastered skill.
1. Discuss in groups the use of dialogue across three periods. Each group will choose a novel and discuss (in their private forum) what part dialogue plays in the novel. Be thorough.
2. By weeks end each group will post a consensus posting regarding dialogue in the novel in the topic area designated for this.
3. Generalize from facts and be able to relate their knowledge from various discussions. Working in groups with all the dynamics that are involved to reach a critical viewpoint.
1. Each group will post an original 3-page criticism based on any aspect of the first 8 weeks of class. All work must be done in the group’s private topic area. The group will receive a grade for this work. Any group member not participating may receive a lower grade than the group grade.
2. Verify the value of evidence in an argument versus opinion. Recognize the difference between informal and formal debate.
1. Post grades for the group posting from week 9 with feedback concerning the strengths and weaknesses of each paper.
2. Turn in by email, you three (3) best postings to-date. Defend why each is good and also what is missing in your ability to criticize literature. Turn in the three best postings in the whole class and why.
1. Read all plays this week.
2. 1-hour quiz (essay) on the importance of tone in ______________ (Work to be announced).
1. Discuss “The Merchant of Venice.” And “Dr. Faustus.” How does the author achieve tone in a play? Cite examples of tone in either play.
2. Recognizing patterns in new arenas. Being able to compare disparate themes.
1. Each group in private postings will come up with 12 topics of criticism comparing some aspect of plays to novels. Final list will be posted by Friday midnight in the correct topic area.
2. Demonstrate in discussion a mastery of the techniques for criticism and reasoned thought.
1. Discuss characterization in novels versus plays. This should be entirely student led and moderated. Instructor will not participate in the discussions even if they get off the track. Extra grade points may be awarded to students who take on the role of moderator/facilitor well.
2. Relate knowledge from various periods and genres.
1. Discuss “A Streetcar Named Desire” versus “After the Fall.” Topic: Which play still speaks to the modern audience and why?” Discussion should be able to touch upon many of the elements of criticism as well as bringing in some of the sociological changes and aspects that effect literature and criticism.
2. Be able to synthesize new themes that are broad enough or rich/controversial enough that many papers can be written without becoming boring or too easily critiqued.
1. Each student will be expected to compile all his/her postings into one document and submit it to the teacher with a grade. Students will be expected to grade their own work and give reasons why they have been assigned the grade they gave. Students will also be expected to state their critical strengths and weaknesses.
1. Final exam. Two hours online. There will be two essays in the final exam. Exam questions will be demanding, but fair. And will only cover works we have read in this class and/or personal experience. “State and defend which of the first chapters of the novels read on the first day of class (copies will be included) has the best opening. What should the reader expect from the novel based on the opening chapter? Question 2: Do a comparison of theme with any work from this semester to your favorite play or novel or movie.
2. Able to apply the techniques of criticism and comparison to any new situation.
Internet Tools needed:
Bulletin board or discussion board that is asynchronous and threaded.
Email that is private within the course or that can be accessed from the course.
Way to compile or gather together multiple postings or emails for a new file.
Area for students and faculty(?) to exchange files.
Group work area.
Essay quiz options.
Grading book (online)
Way to reveal grades to students without violating privacy.
Password protection for everything above.
Calendar that students and faculty can use for announcements or event dates.
Way to make announcements to students.
Way to give them the syllabus online
Accessible formatting and interface for everything done online.
Way to organize materials, handouts, unexpected items to be included later.
Ability to put in picture and possible voice recording of faculty for personal touch.
Ability to give students chance to
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