English 203, section 002:  Major British Authors

Spring 2010; 3 hours

TR, 9:30-10:45, Owens 109

Professor's Information

• Dr. Fike
• Office:  Bancroft 258
• Phone:  803-323-4575
• Office Hours:  MTWR, 3:30-4:30, and by appointment
• E-mail:  fikem@winthrop.edu
• This course is on Blackboard.

 

Course Description

As the title suggests, English 203 surveys major authors from the main periods of British literature (beginnings through postmodernism).  Our emphasis will be on "periodicity," which means the ways in which a literary work reflects and reinforces the historical period in which it appears.  Although counting toward the English major, English 203 is appropriate for non-English majors who want a course that partially fulfills the Historical Perspectives or Humanities & Arts requirements.  As befits a course at the 200-level, course requirements include participation, [quizzes,] midterm and final examinations, and three short linked papers.

Gourse Goals

Here is my personal list of goals:

• To examine selected major works of British literature from its beginnings through postmodernism.
• To understand what makes each work typical of its literary period--e.g., how literature reflects and reinforces key historical developments. (Periodicity.)
• To track the development of ideas and forms across literary periods.
• To become more familiar with literary terminology, especially from works such as Harmon and Holman's A Handbook to Literature, the glossaries in the Oxford anthologies, and the online literary handbooks (links on Blackboard).
• To enhance your ability to read critically and to write analytically about literature ( MLA documentation).
• And finally, to develop a sense of literature as a source of wonder and insight.

Learning Outcomes

By the end of the semester, students will be able to

• Demonstrate knowledge of and appreciation for diverse intellectual and/or cultural viewpoints.
• Critically evaluate diverse intellectual and/or cultural viewpoints.
• Critically evaluate aesthetic process and/or experience.
• Demonstrate knowledge of creative process and aesthetic values.
• Engage in the creative process through composition and/or performance.
• Demonstrate knowledge of the history of the arts.
• Demonstrate understanding of the relationships among various art forms within their sociohistorical contexts.
• Demonstrate knowledge of and appreciation for diverse values and beliefs.
• Critically evaluate those values and beliefs.
• Examine their own values and beliefs.
• Critically evaluate material in a variety of formats (e.g., written, aural, visual, etc.).
• Gather information and to develop and effectively communicate ideas in Standard English.
• Conduct independent research and/or analysis.
• Discriminate among information sources (e.g., print sources, visual media, internet sources, performances and exhibitions, interviews, etc.).

University-Level Competencies (ULCs)

Winthrop’s University-Level Competencies (ULCs) identify learning outcomes that apply across all undergraduate programs and that all Winthrop graduates attain.  These capacities are essential preparation for working productively and living meaningfully in the contemporary and emerging world.   The ULCs were approved by Faculty Conference in October 2010.

Competency 1: Winthrop graduates think critically and solve problems. 

Winthrop University graduates reason logically, evaluate and use evidence, and solve problems.  They seek out and assess relevant information from multiple viewpoints to form well-reasoned conclusions.  Winthrop graduates consider the full context and consequences of their decisions and continually reexamine their own critical thinking process, including the strengths and weaknesses of their arguments. [ENGL 305's term project, daily discussions of text, and in-class exercises fulfill this ULC.]

Competency 2: Winthrop graduates are personally and socially responsible. 

Winthrop University graduates value integrity, perceive moral dimensions, and achieve excellence.  They take seriously the perspectives of others, practice ethical reasoning, and reflect on experiences.  Winthrop graduates have a sense of responsibility to the broader community and contribute to the greater good. [ENGL 305's emphasis on the proper incorporation of borrowed information fulfills this ULC.]

Competency 3: Winthrop graduates understand the interconnected nature of the world and the time in which they live. 

Winthrop University graduates comprehend the historical, social, and global contexts of their disciplines and their lives. They also recognize how their chosen area of study is inextricably linked to other fields.  Winthrop graduates collaborate with members of diverse academic, professional, and cultural communities as informed and engaged citizens. [ENGL's emphasis on historical context and incorporation of other disciplines' points of view fulfill this ULC.]

Competency 4: Winthrop graduates communicate effectively. 

Winthrop University graduates communicate in a manner appropriate to the subject, occasion, and audience. They create texts – including but not limited to written, oral, and visual presentations – that convey content effectively. Mindful of their voice and the impact of their communication, Winthrop graduates successfully express and exchange ideas. [ENGL 305's term project fulfills this ULC.]

Program Goals

English majors analyze and synthesize various forms of traditional, digital, and non-print texts. Our students read the works of authors from a broad range of cultural, ethnic, racial, and gendered backgrounds, and they develop a nuanced understanding of how historical and cultural context affect literary/textual production. Majors learn to engage in literary and rhetorical analysis, as well as demonstrate knowledge of theory, criticism, research methods, and documentation techniques.

English majors gain knowledge of the English language arts. Majors explore topics such as the teaching of literature and the structure and historical development of the English language. They become familiar with various approaches to grammar, gaining recognition of dialects and patterns of usage, the digital humanities, and the purposes of language from theoretical and technological approaches.

English majors compose carefully crafted texts and construct persuasive arguments based on analysis and deliberation. Their writings may take the form of critical essays, fictional or poetic works, and professional documents. All majors learn to write sustained texts that contain the following: researched material, appropriate awareness of audience and purpose, and mastery of grammar, mechanics, and usage. Students [ethical tied to ULCs] provide proper documentation of primary and secondary sources and demonstrate effective use of existing technologies to research, prepare, and present information.

Departmental SLOs: http://www.winthrop.edu/cas/english/default.aspx?id=20748

BA in English Student Learning Outcomes (SLO)

SLO 1: English majors think critically by evaluating and using evidence.  They seek out and assess relevant information from multiple viewpoints to form well-reasoned conclusions. 

SLO 2: English majors are personally and socially responsible.  They practice ethical reasoning and demonstrate an understanding of the moral dimensions of English Studies through well-documented research. 

SLO 3: English majors comprehend the historical, social, and global contexts of their disciplines and their lives.

SLO 4: English majors are able to construct persuasive arguments based on careful analysis and deliberation and use a voice and format suitable for the intended audience.

SLO 5: English majors are able to read and interpret a wide range of texts and demonstrate comprehension of their content and relevant textual characteristics. 

SLO 6: English majors demonstrate familiarity with the concepts and pertinent applications of major critical theories and schools of criticism within the discipline.

General Education: ENGL 203 meets two categories of General Education--Historical Perspectives or Humanities & Arts. the Humantities--by addressing the following: human diversity (both past and present), the diversity/history of ideas, institutions, philosophies, moral codes, and ethical principles; aesthetic values, the creative process, and the interconnectedness of the literary, visual, and performing arts; and values, attitudes, beliefs, and habits that define the nature and quality of life.

Texts

Available at the bookstore:

• The Oxford Anthology of English Literature, volumes 1 and 2.
• Chaucer, The Canterbury Tales (Penguin).
• Woolf, A Room of One's Own  (Harcourt).

 

Course Requirements (a.k.a. Student Learning Activities):  Evaluation and Grading

 

Grading Scale:  You will be graded on a 100-point scale as follows:  A, 95-100; A-, 90-94; B+, 87-89; B, 83-86; B-, 80-82; C+, 77-79; C, 73-76; C-, 70-72; D+, 67-69; D, 63-66; D-, 60-62; F, 0-59.  Here is the distribution:

• 10% - Class presence (attendance): See below.
• 10% - Class participation: See below.
• 20% - Four quizzes (5% apiece)
• 20% - Midterm examination (take-home format)
• 20% - Final examination (in-class, comprehensive)
• 20% - Three response papers:  5%, 5%, and 10%: See description below.

Notes on Course Requirements

Class Presence and Participation: 

 

Regarding presence: Seven full days' absences (25% of the course) will result in an an automatic F.  One tardy of more than 10 minutes  (or leaving more than 10 minutes early) will count as a day's absence.  Three tardies of less than 10 minutes also equal a day's absence.  You may have 4 absences without affecting your course grade; after that, each absence over 4 will lower your class presence grade by 3 points, and each tardy will lower it by 1 point.

 

Note:  If you come in late, you must see me after class so that I change your absence mark to a tardy mark.  If you do not see me after class, your tardiness will count as a full absence.

 

Note: There is no such thing as an "excused" absence in this class. Things like medical excuses are for days when we have an exam, quiz, or assignment due. If you are not in class, that is an absence, period.

 

Regarding participation, you need to speak up often enough` to leave me with the impression that you participated actively.  I will grade your contributions to large-group discussion as follows:  frequent contributions will be worth 9-10 points (A); regular contributions, 8 points (B); occasional contributions, 7 points (C); few contributions, 6 points (D); none, 0 points (F).  By "contributions," I mean thoughtful and constructive remarks that add to full-class discussion:  the content of your remarks does count in my evaluation of your class participation.  You have the option of keeping a log of your daily comments in full-class discussions (not group work) and submitting it to me at the end of the semester to demonstrate the nature and extent of your contributions.  If you choose to do so, organize your document by day/date and use bullet points to list your comments.  It should NOT devote bullet points to class notes or to things you said in small groups.  It is solely for your own contributions to full-class discussions.

Midterm and Final Examinations:  Because I will be off campus on February 18th, we have only 27 class days instead of the normal 28. Therefore, we will  have a take-home midterm and an in-class final during exam week. The midterm will be available to you on Blackboard on the Friday before Spring Break. The final (no books or notes) will have three sections:  factual identification (terms, details from the literature), identification and analysis of quotations, and a short essay or essays.  There will be choices within some sections; therefore, if you do not remember or recognize something, you will not necessarily lose credit.  Please bring two large blue books (8.5x11") to the final exam.  You must take the final examination at the regularly scheduled time.  I will not provide accommodations for vacation plans.

Quizzes: The purpose of quizzes is to make sure that you keep up with the reading and to reward you for doing so.  Each quiz will consist of ten items, of which nine will be fact-oriented multiple choice questions.  The tenth question will require a short written response and is likely to require more than factual recollection.  In addition, I reserve the right to put a small number of quotations on the quizzes.  Quizzes may not be made up except in the event of your illness, a serious automobile accident, a university-sanctioned absence such as an athletic event, a death in your family, or some other legitimate and paper-documentable occurrence.  In any of these cases, I will require an official paper excuse (a doctor's note, an accident report, a letter from the athletic department, intervention by the Dean of Students, an obituary, etc.).  The make-up will then consist of a 2-3 page response paper on an approved topic and will be due not more than one week after your return to class.  Note:  If you come in late, I may not allow you to take a quiz.  I will NOT drop your lowest quiz grade when I calculate your final course grade.

Response Papers:  I have designed a series of assignments that should have a very fruitful cumulative effect.

 

RP 1 (5 points, 2 full pages minimum + works cited list in MLA format):  Select a work from the Romantic, Victorian, or Modern period of our course (see calendar of assignments:  yes, I do want you to pick something that we will be discussing in class).  Here are some guidelines for the paper:

• You should not use secondary sources in your composition process for RP 1, but primary sources other than the text itself are okay to use. 
• All sources--including primary texts--must be documented according to the MLA format.  For parenthetical citations:   If you cite a prose work from the anthology, use a page number like this (25); for poetry, give line numbers like this (lines 21-22).  A list of works cited is also required at the end of every response paper, even if you are only citing an anthology piece.  
• You may not write your paper in class on a laptop.  No laptops are allowed while class is in session.
• Focus narrowly (take on less, say more about it). 
• It is a good idea to base your paper on one of the discussion questions (see the link on the course home page) but be aware that some questions are more suitable than others.
• Work straight from the primary text; do not do research. 
• Do not summarize narrative material unless doing so is essential to the point you are making.   
• Analyze, make a critical point.  Plot summary is not appropriate.
• If you pick a long work, be sure to focus on something within it.  Example:  If you choose Conrad's novella, you could focus on the book that Marlowe discovers on his journey.  
• Be sure to pick a work that is sufficiently substantive for this assignment.  It is hard to imagine, for example, that Blake's "The Lamb" would be suitable for the second and third response papers.
• If I catch you plagiarizing secondary sources, you will receive an F for the assignment.  "Secondary sources" include the introductory material in the Oxford Anthologies.  To be safe, work straight from the primary texts and your own brain.
• Submit RP 1 to api.turnitin.com.  See login information at the top of the course calendar.

 

RP 2 (5 points, 2 full pages minimum + works cited list):  Now find two articles that take different positions on (the same thing within) your selected text from RP 1.  I would ideally like the total of printed pages for your two sources to be 10 pages minimum.  Here is what you should turn in for step 2:  a file folder containing 1) a two-page explanation of how the two articles take different positions on the text that you selected; 2) a works cited list that includes your primary text and your two articles; and 3) photocopies of the two articles.  Here are some guidelines for finding articles:

• "Article" is defined as a critical source that is at least 5 printed pages and that uses other critical sources.  Blogs and websites are not suitable for this assignment.
• You need to look at the Dacus Library's online catalog and databases:  the MLA International Bibliography, JSTOR, Literature Criticism Online, and Literature Resources from Gale.  Of these, the MLA Bibliography is the most important.  Passages in critical books are okay to use in the unlikely event that you cannot find suitable articles.
• You must get my approval of your two articles before proceeding to RP 3.
• If you cannot find two contrasting articles online, find one and then consider the sources that it cites.  One article may help you identify another.
• If all else fails, you can use an article and a section from a critical book.  Or, if necessary, two book sections will work.
• Regardless, each critical source should be at least 5 pages of printed text.  Obviously, a two-page note will not be acceptable, which rules out anything from The Explicator, Notes & Queries, etc.
• It would be appropriate to select two articles on imperialism in Heart of Darkness.  It would not be appropriate to select a historical article on imperialism and a reader-response article that has nothing to do with imperialism.  Another appropriate selection would be two articles on "My Last Duchess":  one in which a critic says that the Duke is cunning, another in which a critic claims that the Duke is a dolt.  It would not be appropriate to select one in which a critic says that the Duke is cunning and another in which a critic explains what Browning is saying about art.
• You do not have to summarize the entire article/book chapter in your response paper; however, you definitely should indicate its thesis statement and present some of the author's ideas.  The use of contrasting quotations, at least one from each article, will be important.  The thesis of your paper should mention the focused topic and state the critical controversy about it.
• Submit RP 2 to api.turnitin.com. See login information at the top of the course calendar.

 

RP 3 (10 points, 4 full pages minimum + works cited list):  The final step requires that you mediate between the contrasting critical views that you established in step 2.  Which one seems stronger to you--and why?  Or do both have strengths and weaknesses?  What is your own position on the primary text?

• Your job is now to critique what your two critics say:  do you agree or disagree--and why?  Your insights in RP 1 will no doubt be crucial to this assignment.
• What not to do:  This assignment is not a "book report":  do not let your critics take over your paper.  Your own thinking must also be on display here.  Do not, for example, write a paper in which your thesis is that two critics say that imperialism is an important theme in Heart of Darkness.  Instead, let your thesis state the position on imperialism that you think is superior.  A proper thesis should combine the following things:  the critics' names, their views, the focused topic, and your position on the critical controversy.
• In short, your job is to engage not only with a primary literary text but also with what two critics have said about it.  Find a controversy and participate in it.
• Since the third response paper is worth twice as much as the first two together, it should be at least twice as long.  It must be at least 4 full pages plus a list of works cited.
• By this final step, you MUST have a pristine works cited list.  If you have a single mistake, I will deduct 1 point (I will reduce your grade by a full letter).
• Turn in the following things, in this order, in a file folder:  1) RP 3, 2) RPs 1 and 2; 3) your two critical sources.   Do not submit clean copies of RPs 1 and 2.  Give me the original graded copies with my comments.
• Submit RP 3 to api.turnitin.com. See login information at the top of the course calendar.   I suggest that you send the paper to the system early. It will tell you if there is any plagiarism, and you can overwrite it with a corrected document.

 

Here is how RPs 1 and 2 will be graded on a 5-point scale (double the amounts for RP 3):

• 4.5-5:    Your work is well-argued and insightful:  a superior job (A).
• 4-4.4:    You make a decent point and support it adequately (B).   
• 3.5-3.9: Your writing or the paper's substance is problematic in some way (C). 
• 3-3.4:    The writing and substance are both problematic; or the paper is not long enough; or your sources are not in proper opposition (D).
• 0-2.9:    You wrote plot summary or a string of generalizations, or the paper includes plagiarism, or the paper is a book report (F).

 

Obviously, point values will be doubled for RP 3.

 

Format for Papers:  

• Word-processed double-spaced papers are required. 
• Only black print will be acceptable. 
• Print only on one side of the page and do not use the "draft" function on your computer:  give me a good-looking, easy-to-read copy. 
• The left and right margins should be 1¼ inch.  Use a ragged right margin. 
• If you use MS Word, the font is called Courier New, 12-point, which you are reading right now--this whole section is in the required font.  Again:  Courier NEW, not Courier.
• Put your name and course number at the top of page one, number your pages, give your paper a title, underline your thesis statement like this, and boldface your topic sentences like this.  Note:  The introduction and conclusion do not contain topic sentences. Note: Topic sentences should come at the start of paragraphs.
• Staple your pages together ½ inch from the upper left corner; make sure that the staple is at a 45-degree angle ½ inch from the corner; do not use paper clips or bend the pages over at the top.  Absolutely do not bend and tear the corners of your pages! 
• Use the MLA format as explained in your college handbook (this means that you must have parenthetical citations and a list of work[s] cited at the end of every paper.  I may ask you to redo a paper if it is not in the proper format. 
• You are required to bring large blue books for in-class examinations and to write only with a blue or black ballpoint pen. 
• You may NOT use your own paper when you write the examinations!

Note:  These format requirements are NOT an excuse for poor work.  If you find that they are interfering with your idea creation, defer them until the your paper has been written. 

 

Other Policies

Late assignments:  Written work is due in class on the days designated in the Calendar.  Late work will be penalized 1 point for each 24-hour period it is late.  I am willing to give brief extensions for written work if you are ill or have some other kind of emergency, provided that you provide official written documentation when you turn in your work.  If you are responsible and well organized, I will be flexible.  I especially appreciate advanced notice.  If you will be absent on a due date or a test date because of university business, you must submit your work in advance.  All make-up work is due not later than one week from your return to class, and you must include your official written excuse with your submission. 

Various policies on electronics:  I do not accept papers submitted over e-mail.  I will not print your papers for you.  All papers must be submitted to turnitin.com, but I do not grade online.  Give me a properly formatted hardcopy in class on the due dates. You may not use laptops or any other devices in class on any occasion.  Turn your cell phones off during class and put them away.  No texting.  Silence your watch so that it does not go off on the hour or half hour. You must submit all three papers to turnitin.com.  I will check e-mail every morning, M-F.  I do not guarantee that I will check it at other times, and I do not do e-mail on the weekends.

 

Eating and Drinking in Class:  You may drink clear water with no ice or additives. Otherwise, you may not eat or drink anything before, during, or after class. Help keep the classroom clean for later classes.

 

Sleeping and Illness:  If you fall asleep in class, you will receive a full absence for the day (regular semester).  If you are that tired, please stay home.  If you are contagious and/or have a bad cough, please stay home.  Also, please do not come to my office when you are sick.  The university wants those who are sick to "self-isolate."

 

Departmental Policies and Procedures

"Unless your professor specifies otherwise on her or his syllabus, the following policies and procedures apply for all courses offered by the Department of English (CRTW, ENGL, ENGE, and WRIT)."  --Department of English