Dr. Siobhan Craft Brownson
ENGL 300 – Approaches to Literature
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Required Texts and Materials
Texts
Bressler, Charles E.
Literary Criticism: An Introduction to Theory and Practice.
5th ed. Upper Saddle
River, NJ: Prentice Hall, 2011.
Coleridge, Samuel Taylor.
“The Rime of the Ancient
Mariner.” Ed. Paul H.
Fry. Case Studies in
Contemporary Criticism Series.
Ed. Ross C. Murfin.
Boston: Bedford/St. Martin’s, 1999.
Harmon, William and C. Hugh Holman.
A Handbook to Literature.
12th ed. Upper Saddle River, NJ: Prentice Hall, 2011.
MLA Handbook for Writers of Research Papers.
7th ed. New York:
Modern Language Association of America, 2009.
Materials
“The Correct Use of Borrowed Information.”
“Writing/English Rubric.”
A Winthrop University e-mail
account
1 BLUEBOOK – available at the
Bookworm
Recommended
– Harris, Prentice Hall
Reference Guide to Grammarand Usage |
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Core Goals for Undergraduate English Majors
1. Knowledge of Literature:
Within the literature area majors will demonstrate knowledge of various
forms of written texts, major periods in the history of English,
American, and world literature, and standard terminology of literary
analysis. English majors will demonstrate
1.1 knowledge of various forms of written texts (including fiction,
non-fiction, poetry, drama, essay, and other literary genres);
1.2 knowledge of male and female world, English, and American authors of
recognized importance drawn from a variety of cultural, ethnic, and
racial backgrounds;
1.3 knowledge of major periods in the history of English, American, and
world literature in terms of cultural contexts, styles, dominant genres,
language, and subject matter;
1.4 knowledge of major similarities and differences among English,
American, and other national literatures
1.5 an understanding of the role that literature plays in the
development and understanding of human cultures;
1.6 knowledge of the standard terminology of literary analysis as found
in a glossary of literary terms or a handbook to literature
1.7 knowledge of standard reference tools, methods, and forms of
documentation in scholarly research; and
1.8 the ability to read and interpret an unfamiliar literary text of
average difficulty with comprehension of its content and relevant
literary characteristics.
2. Knowledge of Language:
Within the language knowledge area majors will comprehensively study the
English language arts, including language development, the history of
the English language, various approaches to grammar, dialects and levels
of usage, and the purposes of language. Majors will understand the
nature of the English language in all its dimensions and recognize and
respect the varieties of that language. English majors will demonstrate
2.1 knowledge of the English language, including its structure,
grammars, vocabulary, varieties, and historical development;
2.2 familiarity with the standards of grammar, mechanics, and usage
generally accepted in the academic community and the social, cultural,
and historical reasons why those standards have been adopted; and
2.3 an understanding of the nature of the English language in all its
dimensions and recognize and respect the varieties of that language.
3. Composing and Communications Skills:
To develop advanced communication skills, majors will write thoughtful,
well-organized essays conforming to standards of grammar, mechanics, and
usage, including research papers on appropriate language and literature
topics, that demonstrate correct use of standard reference tools and
methods, and of primary and secondary sources and providing proper
documentation of sources. Majors will construct persuasive arguments
based on careful analysis and deliberation. English majors will
3.1 understand that composing is a practice that covers a wide range of
processes, functions, purposes, rhetorical situations and strategies,
and categories of discourse;
3.2 display a broad view of what constitutes texts, including both print
and non-print media, and demonstrate an understanding that technological
advancements can change both what is considered text and how text is
prepared;
3.3 recognize such characteristics of good writing as substantial and
relevant content, organization, clarity, appropriateness of tone, and
correctness in mechanics and usage;
3.4 demonstrate a basic understanding of the processes appropriate to
composing in a variety of forms and for a variety of audiences and
purposes;
3.5 construct persuasive arguments based on careful analysis and
deliberation and using a voice and format suitable for the intended
audience;
3.6 write research papers on appropriate topics, demonstrating correct
use of standard reference tools, methods, and technology and of primary
and secondary sources and providing proper documentation of sources;
3.7 demonstrate average mastery of these characteristics and processes
as measured by the English Department’s Rubric for Writing/English
Courses; and
3. 8 demonstrate the ability to speak clearly, confidently, and in
conformity with current standards of usage.
4. Critical Analysis:
Majors will critically analyze and interpret written and non-written
texts (e.g. TV, film, and oral presentations) and demonstrate their
ability to present coherent, defensible critical positions based on
their analyses. English majors will
4.1 demonstrate familiarity with the concepts and pertinent applications
of major critical theories and schools of criticism;
4.2 be able to analyze critically and interpret written and non-written
texts in terms of historical period, national origin, content, cultural
context, tone, implied meaning, humor, structure, style, language,
themes, form and mode, and rhetorical strategies;
4.3 understand various means of presenting their analyses and
interpretations, in both written and oral forms.
5. Technology Skills:
English majors in all tracks will demonstrate their ability to use
technology in the study of language, literature, and communication by
demonstrating effective use of existing technologies to research,
prepare, and present information. At the 200-400 ENGL, ENGE, and WRIT
course level, English majors, as appropriate to the course, will be able
to
5.1 use technology to prepare documents (advanced word processing)
5.2. use technology to learn content (researching online, critically
evaluating materials found on the Internet and in other electronic
media, documenting material correctly)
5.3 use technology to collaborate with other writers (e.g., cooperative
editing if appropriate)
5.4 use technology to communicate effectively with audiences (using such
vehicles as web pages, e-mail, and/or discussion lists)
5.5 use technology to deliver information (using such vehicles as
presentations, page design, and/or desktop publishing) in a rhetorically
effective manner |
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Touchstone Program Goals Affecting Department of English
Goal One: To communicate clearly and effectively in standard English.
To achieve this goal, students should:
1. Read, write, and speak standard English.
2. Analyze written, spoken, and nonverbal messages from a variety of
disciplines; and
3. Understand and practice rhetorical techniques and styles by writing
and by giving oral
Presentations
Goal Three: To use critical thinking, problem-solving skills, and a
variety of research methods.
To achieve this goal, students should:
1. Identify sound and unsound reasoning;
2. Analyze and use a variety of information gathering techniques;
3. Conduct independent research;
4. Use computers competently; and
5. Use the library and other information sources competently.
Goal Four: To recognize and appreciate human diversity (both past and
present) as well as the diversity of ideas, institutions, philosophies,
moral codes, and ethical principles.
To achieve this goal, students should:
1. Analyze diverse world cultures, societies, languages, historical
periods and artistic expressions.
2. Understand cultures in their own terms and in terms of the diversity
of ideas, institutions,
philosophies, moral codes, and ethical principles; and,
3. Understand the nature of social and cultural conflict and methods of
resolution
Goal Six: To understand aesthetic values, the creative process, and the
interconnectedness of the literary, visual, and performing arts
throughout the history of civilization.
To achieve this goal, students should:
1. Participate in and/or observe a variety of artistic expressions;
2. Study the discipline and techniques involved in artistic creations;
and
3. Understand how and why people use artistic form.
Goal Seven: To examine values, attitudes, beliefs, and habits which
define the nature and quality of life.
To achieve this goal, students should:
1. Reflect on the role played in their lives by school, work, leisure,
and community involvement;
2. Examine problems, issues, and choices that confront citizens of the
world;
3. Pursue basic principles of wellness;
4. Take responsibility for the consequences of their actions and
choices; and
5. Articulate and assess their personal ethical principles. |
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Course Goals Connected to the Major’s Program Goals and Touchstone
Program Goals
1.Knowledge of Literature – within the literature area students will
demonstrate knowledge of various forms of written texts, major periods
in the history of English, American, and world literature, and standard
terminology of literary analysis (Goal for Department of English 1;
Touchstone Program Goals One, Three, Four, Six, and Seven).
2. Students will demonstrate knowledge of the impact of gender and
culture on literature; and its standard terminology (Goals for
Department of English 1.2, 1.6; Touchstone Program Goals One, Three,
Four, Six, and Seven).
3. Students will demonstrate knowledge of standard reference tools,
methods, and forms of documentation in scholarly research (Goal for
Department of English 1.7; Touchstone Program Goal Three).
4. Students will demonstrate knowledge of the English language and
familiarity with the standards of grammar, mechanics, and usage
generally accepted in the academic community (Goals for Department of
English 2.1, 2.2; Touchstone Program Goal One).
5. To develop advanced communication skills, students will write
thoughtful, well-organized essays conforming to standards of grammar,
mechanics, and usage, including research papers on appropriate language
and literature topics that demonstrate correct use of standard reference
tools and methods, and of primary and secondary sources and providing
proper documentation of sources. Students will construct persuasive
arguments based on careful analysis and deliberation (Goal for
Department of English 3; Touchstone Program Goals One and Three).
6. Students will critically analyze and interpret written and
non-written texts (e.g. TV, film, and oral presentations) and
demonstrate their ability to present coherent, defensible critical
positions based on their analyses (Goal for Department of English 4;
Touchstone Program Goals One, Three, and Six).
7. Students will demonstrate their ability to use technology in the
study of language, literature, and communication by demonstrating
effective use of existing technologies to research, prepare, and present
information (Goal for Department of English 5; Touchstone Program Goals
One and Three). |
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Student Learning Outcomes
I see this course as an introduction to the profession of literary
studies and I expect you to participate as young professionals who are
dedicated to the study of your discipline.
To that end, by the end of this course students will be able to:
1. Display mastery of the
standard research methods and resources particular to the discipline of
English Language and Literature Studies.
2. Create effective search
strategies by employing print and technological library sources,
including books, articles, and abstracts retrieved from the Dacus Online
Catalogue and the MLA print and electronic formats.
3. Identify the major
movements and theorists in literary criticism, evaluate the products of
literary criticism, and clearly communicate those findings in writing
and discussion.
4. Discuss and apply
theoretical approaches to specific literary texts.
5. Construct effective
bibliographies and critical analyses.
6. Produce the clear and
cogent scholarly prose expected of the discipline.
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Writing Component
Students will write a minimum of 35-40 pages of evaluated writing,
approximately 12,500-14,500 words, and an evaluated final essay exam
consisting of 10 short essays and 1 long essay. |
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Catalog Description
English 300: Approaches to Literature
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Description: Study of major critical approaches to literature including
formalist, psychological, mythological, feminist, and postmodernist.
Course also provides instruction and practice in literary research
methods. Notes: Restricted to English majors and minors. Intensive
Writing course. Offered in fall and spring. Prerequisites: WRIT 101 and
Sophomore standing.
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Teacher Licensure
Students in the English teaching licensure track can find links to the
National Council of Accreditation of Teachers of English (NCATE) and
National Council of Teachers of English (NCTE) standards on the English
Department’s web page at
http://www.winthrop.edu/cas/english/.
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Requirements
Your assignments are weighted as follows:
*d. Proposed
Chapters for a Casebook – three published articles/chapters on your
chosen text, each preceded by short essays written by you – 15%
*f. Rough Draft for
critical essay on chosen text – 5%
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Attendance
Students who miss more than four classes will receive a failing grade
for the course. No distinction is made between "excused" and "unexcused"
absences. Students who are tardy must notify me after class that they
are present. Two tardies in excess of five minutes will equal one
absence. I will discuss student emergencies and special situations with
individuals on a case-by-case basis. Refer to 2011-2012 Winthrop
University Undergraduate Catalog for university attendance
policies. |
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Class Participation
Perhaps the most challenging aspect of this course is the amount of
juggling of various tasks you will be required to undertake.
While it is difficult to complete a writing assignment and
reading assignment for the same class period, you are responsible for
both on a significant number of days throughout the semester.
You are expected to complete reading assignments whether or not
you also have a writing assignment due that day.
Should I find that students are not preparing to participate in a
discussion of the readings, I reserve the right to begin giving reading
quizzes. |
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Work Standards
Assignments should be computer generated using
ONLY Times New Roman Font,
12 point font size, 1 inch margins, double spaced.
Please give your assignments titles, but do not use a title page
nor use report covers.
Please do not e-mail me a copy of your paper.
Assignments must be
submitted to me in hard copy on the due date as well as electronically
to turnitin.com. Late
penalties will be applied to late hard copy or electronic submissions.
Work that fails to meet the assigned length, source, and other
requirements will earn failing grades.
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Final Exam
Your final exam is an in-class cumulative exam.
You will be asked to identify the critical approach an author
takes in a selection of passages as well as to justify and explain your
reasons for choosing that approach.
You will also be asked to choose a critical stance toward either
a short poem or short fiction piece and to write an essay in which you
adopt that stance. To help
you prepare for the final, I suggest you begin to keep a notebook or a
set of note cards in which you list the major features and practitioners
of each approach. This
preparation will provide you with a useful study guide for the final
exam. |
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Due Dates
All work should be submitted on time and in two formats, in hard copy
and electronically to turnitin.com. Hard copy –
assignments are due at the beginning of class. Late assignments will be
penalized one letter grade for every day they are late, beginning with
the due date and including weekends. Assignments over three days late
will not be accepted. Electronic – all work must be
submitted to turnitin.com by 5:00PM on the due date in order to be
accepted on time and to be evaluated. Work not submitted to turnitin.com
by this time will be considered late and will be penalized two letter
grades, beginning with the due date. Work will not be accepted to
turnitin.com if it is more than three days late. I will discuss student
emergencies or special situations with individuals on a case-by-case
basis. Refer to the 2011-2012 Winthrop University
Undergraduate Catalog for university policies on late and make-up
work.Turnitin.com information is as follows:
Class name
– ENGL 300 – Approaches to Literature. Password – Coleridge. [Case
Sensitive]
Class ID
– 4697168
DO NOT E-MAIL ASSIGNMENTS. |
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Communication
I check my e-mail, M-F, twice a day, once in the morning, and once in
the afternoon. Restrict e-mail communications to brief questions that I
can easily address through a reply OR for emergencies about which you
must alert me immediately. Other queries are best handled over the
phone. Please leave a detailed message on my voice mail if I am out of
the office or on another call. I return phone messages promptly; they
have priority over e-mail. |
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Academic Honesty
The entire Winthrop University community takes plagiarism very seriously
and plagiarism will not be tolerated in this course. Penalties for
plagiarism can range between, but are not limited to, a failing grade on
the plagiarized paper or exam to a failing grade in the course. ALL WORK
FOR THIS COURSE IS TO BE ORIGINAL AND PREPARED ONLY FOR THIS COURSE.
Please familiarize yourselves with the university’s policies on academic
honesty in the 2011-2012 Winthrop University Undergraduate
Catalogue. The policy on
student academic misconduct is outlined in the "Student Conduct Code
Academic Misconduct Policy" in the online Student Handbook (http://www2.winthrop.edu/studentaffairs/handbook/StudentHandbook.pdf).
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Students with Disabilities
Winthrop University is dedicated to providing access to education. If
you have a disability and require specific accommodations to complete
this course, contact the Office of Disability Services (ODS) at
803-323-3290. Once you have your official notice of accommodations from
the Office of Disability Services, please inform me as early as possible
in the semester. |
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Grading Scale
94-100=A, 91-93=A-, 87-90=B+, 81-86=B, 77-80=C+, 71-76=C, 67-70=D+,
60-66=D, 0-59=F,71-100=S, 0-70=U. I adapt the Rubric for Writing/English
Courses for this course, keeping in mind the general standards used for
300-level courses. |
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Class Listserv
Please make sure you have an active Winthrop email account. Periodically
I may find it necessary to communicate with the class as a whole and I
use the course listserv for that purpose rather than individual email
accounts. If you registered for the course after January 7, you will
need to subscribe manually to the listserv using the following link:
http://www.winthrop.edu/acc/classlist.htm
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Policies and Calendar (Syllabus) Change Policy
Announcements of changes to the course policies statement and/or
calendar (some call either of these a syllabus) will be announced in
class and/or via email using the listserv. |
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Classroom Etiquette
Please make sure ALL electronic devices are turned off and PUT
AWAY before class begins.
The CAS Policy for the Appropriate Use of Hand-Held and Wireless
Technologies is in effect for this class. Please consult the policy
which can be found at:
http://www2.winthrop.edu/artscience/AppropriateUseApprovedPolicyMar2010.pdf
. Students who use hand-held and/or wireless technologies during any
class at any time will be counted absent, may be asked to leave, and,
depending on the nature of the unauthorized use, may receive penalties
including but not limited to lowered participation grade, zero on quiz
or exam, and/or a failing grade in the course. |
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