English 211: English Literature to 1800 (#30101)
Humanities Division
Summer 2012
Fullerton College Instructor: Miguel Powers
Room 529 e-mail:
M-Th 10:40-1:30 PM Web Page: miguelpowers.com
Office Hours (524-04): By appointment (I want to help, so please ask.)
WebGrade ID:
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Prerequisites
A grade of “C” or better in ENGL 100 F College Writing or
ENGL 100HF Honors College Writing
Advisory: A grade of “C” or better in ENGL 102 F Introduction to Literature
Catalog Description
ENGL 211 F English Literature to 1800 (3) (CAN ENGL 8)
(ENGL 211 F + ENGL 212 F = CAN ENGL SEQ B)
Three hours lecture per week. A survey of British literature from Anglo-Saxon times to 1800, the origins and development of the language are covered, as well as the historical backgrounds and literary trends. Readings from such writers as the author of the “Pearl Poet,” Chaucer, Shakespeare, Donne, Milton, Swift, Pope, and Johnson introduce students to the writers and the literary heritage of the English-speaking world. (CSU) (UC) (Degree credit)
Course Objectives
Literature is our way of telling each other who we are, where we have been, where we are going, and why. Literature is a conversation with the past—our past—that carries us into, and shapes, our future.
Therefore, this course is an opportunity to listen to the echoes of the past, echoes which can be heard in our language and our stories, such as Shakespeare’s famous celebration of England:
This royal throne of kings, this sceptred isle,
This earth of majesty, this seat of Mars,
This other Eden, demi-paradise,
This fortress built by Nature for herself
Against infection and the hand of war,
This happy breed of men, this little world,
This precious stone set in the silver sea,
Which serves it in the office of a wall
Or as a moat defensive to a house,
Against the envy of less happier lands,—
This blessed plot, this earth, this realm, this England
(Shakespeare, King Richard II. II.i 41-52).
Thus, we can turn the pages of literature to reveal images of the world, writ large. Yet perhaps there is no more poignant, nor more revealing vista than the one which enables us to look into the hearts of others, as Sir Philip Sydney asserts:
LOVING in truth, and fain in verse my love to show,That She, dear She, might take some pleasure of my pain;
Pleasure might cause her read, reading might make her know,
Knowledge might pity win, and pity grace obtain;
I sought fit words to paint the blackest face of woe, / 5
Studying inventions fine, her wits to entertain;
Oft turning others’ leaves, to see if thence would flow
Some fresh and fruitful showers upon my sunburned brain.
But words came halting forth, wanting Invention’s stay;
Invention, Nature’s child, fled step-dame Study’s blows; / 10
And others’ feet still seemed but strangers in my way.
Thus, great with child to speak, and helpless in my throes,
Biting my truant pen, beating myself for spite.
“Fool,” said my Muse to me, “look in thy heart, and write!”
(Sidney, “Loving in Truth,” 1-14)
Yet, perhaps, for some, these views both large and small, offer an even greater view, into ourselves. On the other hand, it all might be nothing more than “a tale / Told by an idiot, full of sound and fury, / Signifying nothing” (Shakespeare, Macbeth V.v 31-33).
Student Learning Outcomes English 211: English Literature to 1800Upon successful completion of this course, students will be able to:
· Analyze a text based on its literary, historical, social, and/or cultural significance.
· Explain the stylistic, formal, thematic, and/or rhetorical elements of a text in order to reveal its artistic and/or historical contributions to literature.
· Analyze patterns and innovations in the major genres of British literature from the Middle Ages to the Restoration and early 18th Century.
Humanities Division Student Learning Outcomes
Students completing courses or programs in the Humanities Division will be able to:
· Use language skills effectively in reading, writing, listening, or speaking to achieve
personal, academic, or vocational goals.
· Use critical thinking skills to examine information, events, and ideas from a broader
perspective.
· Recognize the significance of language and culture in human experience.
· Apply principles of academic honesty and integrity.
· Work cooperatively and collaboratively with others.
· Use campus and/or community resources to participate actively in their own education.
Required Materials
Greenblatt, Stephen, Editor. The Norton Anthology of English Literature (Package A, B, & C).
Shakespeare, A Midsummer Night’s Dream.
A writing handbook, such as A Writer’s Resource by Maimon or Diana Hacker’s A Pocket Style Manuel, is also required. Please see me if you already have another handbook you would like to use.
We will be reading excerpts from photocopies as well. Further, you will need a three-ring binder to maintain your work as well as several computer disks. In addition, you will be using two to three blue books for in class writing assignments.
A word of warning about computer disks: THEY BREAK, FAIL AND GENERALLY STOP WORKING AT THE MOST INOPPORTUNE TIMES. After all, each disk only costs about a quarter, and the only reliable thing you can get for a quarter these days is gum. In order to avoid the unacceptable excuse of “the computer ate my homework,” you should take precautionary steps, which include but are not limited to saving your work on multiple disks, saving your work to the hard drive if possible, and printing hard copies of your work at various stages.
Teaching & Learning Methods
In order to accomplish our goals, we will incorporate a variety of methods, including reading, reading journals, lecture, peer reviews, writing workshops, individual conferences and perhaps most importantly, class discussion. Critical thinking requires your active participation.
Participation & Attendance Policy
I expect you to attend every class prepared and ready to contribute to the discussion. I strongly believe a college education is based on the learning, which occurs in the classroom, not from a depositing of information imparted by the instructor, but rather from the interchange and discussion of the class as a whole. It is your responsibility and privilege to contribute to the class to further both your own learning and the learning of your peers. Due to the importance of student participation 15% of your grade will be dedicated to this area (150 points out of 1000). You will earn this portion of your grade 1) through productive involvement in class conversations, which includes respecting others and their views, and 2) through completion of class assignments designed to stimulate thought on material being covered that day (including but certainly not limited to reading quizzes). If you must miss a class, I expect you to contact me and inform me of the reason for your absence. You will be responsible for getting any information or assignments you miss. Excessive absences will result in you being dropped from, or failing, the class. Fullerton College policy states that a student can be dropped after three absences. Finally, because tardiness disrupts class, three tardies will count as an absence with the subsequent deleterious effect on your grade.
Parents: ABSOLUTELY NO MINOR CHILDREN ARE PERMITTED IN CLASS. The school’s liability insurance does not cover minor children. Also, topics discussed may be of a mature nature and may be confusing to young minds—we do not want children upset or frightened by such subjects; nor should other students have to alter their questions or responses in discussions to accommodate a young audience.
Formal Writing Assignments
All essays must be completed using a word processor, 12-point font and one-inch margins on all sides. Be sure to staple your pages together and use proper MLA documentation style. Your name, the course number and the instructor’s name should be included in the upper left-hand corner of each major writing assignment. STAPLE your work. Following these formal guidelines not only prevents your work from being lost, but also demonstrates that you, the author, take your work seriously and thus the reader should as well.
Presentations
To encourage active learning, students will make group presentations during the semester. The group presentations are worth 100 points. Prior to the presentation day, the group will have a planning meeting and submit a presentation outline with suggested areas of emphasis and possible questions for class discussion. The outline should also clarify the individual responsibilities of each group member.
Although the presentations will be modified to reflect the particular topic and specific interests of the group members, the presentations will include four (4) elements.
A) Prezi, or PowerPoint, which Powers will post to miguelpowerscom (35 Points)
A successful Prezi, or PowerPoint, should include:
♦ A general description of the historical and literary context for your topic
(You are encouraged to use images, timelines, etc.)
♦ Three to four (3-4) provocative questions about your topic
♦ A brief “thesis” answering one of your provocative questions
• Make a clear thesis claim to answer the question
• Use specific textual evidence from at least one text from your period
• EXPLAIN how the text supports your thesis
♦ You might also include additional resources for your classmates.
B) Group Presentation (Not to exceed 12 Minutes in class) (30 Points)
Your presentation should help your peers gain a deeper understanding of the material. Therefore, your presentation should cover key points and raise thought provoking questions to foster discussion. Perhaps the best way to evaluate a presentation is the quality of the discussion that ensues. In other words, your job is not simply to answer questions, though that is part of your task. Rather, your main objective is to inspire and develop our understanding of the material so that we can pursue new, more thoughtful questions together.
C) Handout (20 Points)
A successful handout should include:
♦ A brief summary of the major ideas and key terms related to your topic.
♦ A brief historical and/or literary context for your topic.
♦ Individual textual examples to illustrate key aspects of your topic.
♦ Additional elements to help your classmates understand your topic.
♦ You might also include additional resources for your classmates.
D) “Expert” Class Discussion (15 Points)
You will use the knowledge you gained in preparing your presentation to both lead and participate in our class discussion while we cover the material directly related to your presentation.
Furthermore, please note that the “Presentation Close Reading” is due on the day of your Group Presentation. The “Presentation Close Reading” will follow the format of Close Reading #2.
We will sign up for the presentations on Wednesday, June 27th. There are seven topics for the presentations and the dates range from 7/2 – 7/24. Please see the Tentative Reading and Assignment Schedule for topics and dates.
At the end of the semester, a student vote will determine extra credit for the “best” group Prezi, or PowerPoint, the “best” group presentation and the “best” group handout.
Late Papers
Every paper is due at the beginning of the class period listed on the syllabus. Late papers will not receive credit. Any paper not turned in at the beginning of the class period will be considered late.
However, each student will have one “Late Paper Passport.” You may use this passport to submit one late paper by attaching the completed passport to your late paper. I, of course, will keep a record of who has submitted a “Late Paper Passport.”
Papers submitted with a “Late Paper Passport” within two days of the original due date will be eligible for full credit. After two days, papers submitted with a “Late Paper Passport” will be lowered one letter grade. For example, if the original due date was Monday, a paper that earned an “A” grade submitted on Tuesday (or Wednesday) would receive an “A.” The same paper, submitted on Thursday (or later), would receive a “B.”
The “Late Paper Passport” can be used for Microthemes and essays, except the final essay, which is already due the last day of class, so it cannot be turned in late. The “Late Paper Passport” does not apply to journals, quizzes or other assignments.
Plagiarism
Plagiarism is the unacknowledged use of other’s materials (words or ideas). Any paper submitted with your name signifies that you are the author—that the wording and ideas are yours, with exceptions indicated by quotation marks and citation following the MLA style. We will discuss proper MLA citation strategies and your handbook should have a section on proper MLA citation. In addition, please review the following Academic Honesty policy for further details.
Academic Honesty
Students are expected to abide by ethical standards in preparing and presenting material which demonstrates their level of knowledge and which is used to determine grades. Such standards are founded on basic concepts of integrity and honesty. These include, but are not limited to, the following areas:
1. Students shall not plagiarize, which is defined as:
A. stealing or passing off as one’s own the ideas or words of another,
B. using a creative production without crediting the source.
The following cases constitute plagiarism:
• paraphrasing published material without acknowledging the source,
• making significant use of an idea or a particular arrangement of ideas, e.g., outlines,
• writing a paper after consultation with persons who provide suitable ideas and incorporating
these ideas into the paper without acknowledgment,
• submitting under one’s own name term papers or other reports which have been prepared by
others.
2. Students shall not cheat, which is defined as:
A. using notes, aids, or the help of other students on tests or exams in ways other than those expressly
permitted by the instructor.
B. misreporting or altering the data in laboratory or research projects involving the collection of data.