ENGL 2323 BRITISH LITERATURE II Dual Credit
Daniel Fields
WHS room 160
972-923-4600 ext 160 or 214-728-7822
Office Hours M-F 8:00-8:30 and 2:00-4:00
Spring 2015
1) Catalog Description of the Course:
ENGL 2323 BRITISH LITERATURE II, 3 lec (3 Cr.) Prerequisites: ENGL 1301 and ENGL 1302
2) Introduction and Rationale for the Course:
English 2323, British Literature II, is a three-credit-hour, sophomore-level survey course of significant works of British Literature from the Romantic Period to the present. Students will become familiar not only with significant works of these periods, but also with the historical backgrounds of these periods as they informed the creation of the literature. Critical thinking skills will be challenged as students produce papers and/or other products based on research in both primary and secondary sources.
3) Required Instructional Materials:
Damrosch, David, et al., eds. The Longman Anthology of British Literature.4th ed.
Vol. 2. New York: Longman, .
Novels:
· 1984 by George Orwell
· Eats, Shoots, and Leaves, Lynn Truss
4) Core Curriculum Intellectual Competencies:
1. Reading: The ability to analyze and interpret a variety of printed materials such as books, documents, and articles above the 12th grade level.
2. Writing: The ability to produce clear, correct, and coherent prose adapted to purpose, audience, and occasion above the 12th grade level.
3. Speaking: The ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, audience, and occasion above a 12th grade level.
4. Listening: The ability to analyze and interpret various forms of spoken communication, possess sufficient literacy skills of writing and reading above a 12th grade level.
5. Critical Thinking: The ability to think and analyze information above a 12th grade level.
6. Computer Literacy: The ability to understand our technological society, use computer based technology in communication, problem solving, and acquiring information above a 12th grade level.
5) Student Learning Outcomes:
1. Demonstrate knowledge of various literary works.
2. Identify how the literature fits into a historical and social context.
3. Define the specific stylistic differences and similarities in various literary works.
4. On a personal level respond in writing or orally to specific works within the course.
5. Identify pertinent biographical information on selected authors.
6) Method of Instruction: May include but is not limited to: lecture (notes); presentation of information with use of technology (audio/visual/ppt); instructor and student demonstration; instructor and student communication; practical exercises; group and cooperative work; class discussions; independent student-centered exercises; and research methods.
7) Method of Evaluation: Grades in this course will be determined by: both formal and informal essay taken at home and in class; exams; quizzes; projects; and in class activities and assignments. Formal essay expectations:
- MLA HEADINGS: Students always should include a heading with the following information in the upper left hand corner
o First and Last Name
o Fields
o English 2323-class period Spring, 2013
o Day, Month, Year
- Final draft must be typed, TNR 12 font, double spaced.
8) Grading Criteria:
1. Each composition and the final examination will be graded for basic compositional qualities-unity, completeness, clarity, and correctness. In particular, emphasis will be given to how clearly each composition reflects a working understanding of the material being studied and the material completed.
2. The student's course grade will be determined in the following manner:
a. tests, projects and essays 70%
b. quiz grades 20%
c. daily grades 10%
TOTAL 100%
3. The semester exam will count as 1/7 of the final grade with each 9 weeks average counting as 3/7
Each composition or writing assignment will be assessed a letter grade and/or a percentage score, according to the following general standards:
A (90100) The A essay or writing assignment states and develops its central idea with originality. It is narrow in its scope in that its thesis is specific and provable with clear logic, personal experience, and/or outside readings and research. Its ideas are clear, logically organized, and thought provoking. Moreover, the essay or writing assignment addresses serious subject matter and demonstrates critical thinking skills, NOT mere observational skills. The tone and language are consistent with the purpose of the assignment, and they are not stilted and "affected." Finally, the essay contains expert use of accepted standard English grammar applied to sophisticated and varied sentence structure types. It is free of flagrant errors in spelling, punctuation, and grammar.
B (8089) The B theme or writing assignment states and develops its central idea with originality as well. It, too, is narrow in its scope, and its thesis is specific and provable. Its ideas are clear and obviously the result of critical thinking and, for the most part, are presented in a sustained, logical order. Its tone and language are consistent with the purpose of the assignment but may occasionally become inappropriate. Infrequent but distracting sentence level errors exist, affecting the smooth transition from idea to idea for the reader. The essay is free of flagrant spelling, grammar, and usage errors.
C (7079) The C theme or writing assignment’s central idea may not always be entirely clear or its scope may simply be too large to develop logically within the parameters of the assignment. If the central idea is clear, proof of it can be achieved simply by observation and requires few critical thinking skills. As a result, it lacks sophisticated and sustained logical structure and development. Tone and language are often inappropriate and may even slip into colloquialism or cliché. The essay may contain various but not extremely serious sentence level problems because the writer is sometimes inconsistent in adhering to the rules of accepted English grammar.
D (6069) The D theme or writing assignment has a variety of problems regarding scope and thesis. For example, it may have no central idea at all, resulting in vacuous or no organization and development. It may also offer the reader multiple ideas, none of which is adequately developed or organized in the piece. If an attempt is made to develop an idea, its proof is not the product of critical thinking, but relies frequently or solely upon sweeping generalizations and opinion, or only upon emotional appeal. Tone and language are consistently inappropriate. The writer is unable to demonstrate control of standard English grammar, which results in chronic sentence level problems, often as serious as fragments, comma splices, and/or fused sentences.
F (Below 60) The F theme or writing assignment demonstrates no understanding or control of the fundamental characteristics of a college essay. The paper has no thesis or central purpose, no recognizable organization, no evidence of critical thinking, and demonstrates no understanding of accepted standard English grammar.
8) Attendance:
Special notes:
· According to current Texas law, dropping a course may have serious academic consequences as well. Under most circumstances, a maximum of 6 courses may be dropped throughout the entire undergraduate degree program. Before you decide to withdraw from this or any other course, make sure you understand the consequences. For more information see the Office of the Registrar.
9) Classroom Policies:
· Students will need to know how to access their Navarro email () and be able to access Blackboard for updates. Contact if you have trouble with email or Blackboard.
· Students are required to read the syllabus and course outline and be familiar with the policies contained therein.
· Students are required to complete all assigned reading on time.
· All students must participate in class discussion and group activities.
· Academic dishonesty: While the use of study aids and peer discussion is permissible in attempting to comprehend a difficult text, work submitted should reflect a student’s personal understanding of the piece.
WHS Cheating Policy
Consequences: parent notification, grade of zero, & 2 days ISS
What is cheating?
- Copying another student’s homework or test answers with or without them knowing it
- Allowing another student to copy homework or test answers
- Having access to teacher’s answer sheet of book
- Obtaining test questions from a student who has already taken the test
- Copying papers or sections of papers from other students or sources (plagiarism)
- Claiming work taken from the internet as your own
- Over-use of parental assistance with homework or projects
- Use of cell phones or other electronic devices during tests or class time to relay answers, photo a test, communicate with another person during an assignment
· Late work/makeup exams:
WHS Late Work Policy
Next class period, -30 points (due Monday, turned in Wednesday); next school day, -50 (due Monday, turned in Thursday); after that, a 0 may be given (due Monday, not accepted after Thursday)
WHS Make-Up Work Policy
The student is responsible for asking teaching about assignments missed and making arrangements for the make-up work. This must be done the first day the student returns to class. Students will have one day for each day of absence to make up assignments. Pre-assigned tests/projects/class work must be made up first day the student returns (announced Thursday, absent Monday, make-up Wednesday). Students on fieldtrips or school trips must have their assignments ready when they return to class
10) Course Schedule: This is a basic, tentative schedule of studies which may be altered as deemed necessary by the instructor. Items may be added or taken away at the instructor’s discretion. Key: asterisk * = not in previous editions; italics = only read if time allows
Jan 7/8 – Introduce Eats, Shoots, and Leaves and read the Preface & Introduction. Restoration Period Study: Collaborative groups to study and present introductory information from the textbook
- Homework: read ES&L “Tractable Apostrophe” by Jan 20/21
Jan 9/12 – Defoe p.2292/2437: Journal of a Plague Year HS p. 557/4th 2323/3rd 2302; Robinson Crusoe
- Homework: read an on-line article on the Great Fire on London 1666
Jan 13/14 – The Great Fire of London: The London Gazette, Diary of Samuel Pepys, Charles II’s Declaration HS textbook; Review satire; Discuss Alexander Pope p. 2599; Swift, Gulliver’s Travels: Voyage to Laputa Chapters 5 & 10
- Homework: Voyage to the Country of Houyhnhms Chapter 1 and the first two pages of Chapter 2 p. 2381/2541
Jan 15/16 – SwiftThe Lady's Dressing Roomp.2506/2346 Voyage to the Country of Houyhnhms, Chapter 3 (skip paragraphs 5&6, and 11-14) p.2388/2549, Chapter 6 (first paragraph only) p. 2398/2559, Chapter 8 paragraphs 6 & 7 ONLY p. 2408/2568, Chapter 10 paragraphs 4-9 & 15 ONLY p. 2414/2576, Chapter 11, Chapter 12 (skip paragraph 3)
Jan 20/21 – Grammar Quiz: Apostrophe; Restoration Period Assessment
- Homework: read ES&L “That’ll Do, Comma” by Jan 30/Feb 2
Jan 22/23 – Syllabus; Intro to THE ROMANTICS AND THEIR CONTEMPORARIES p.3;
Anna Laetitia Barbauld p.61: To a Little Invisible Being Who Is Expected Soon to Become Visible p.64; To the Poor p.65; Washing-Day p.66; Eighteen Hundred and Eleven p.68; * Response John Wilson Croker: From A Review of Eighteen Hundred and Eleven p.76; On the Death of the Princess Charlotte p.80
- Homework: PERSPECTIVES: The Sublime, the Beautiful, and the Picturesque – into p. 34
Jan 26/27 – William Blake p.161: Visions of the Daughters of Albion (intro only) p.202;
Songs of Innocence and of Experience p.163;
From Songs of Innocence:Introduction p.165; From Songs of Experience: Introduction p.174;
*2 quiz grades - Illustrate a poem from Innocence and Experience including the text and a picture due Feb 4/5
Jan 28/29 – finish Barbauld discussion; Charlotte Smith p.81: * To the Moon p.82; Far on the Sands p.84; To tranquility p.84; Written in the church-yard at Middleton in Sussex p.85; On being cautioned against walking on an headland overlooking the sea p.85; The sea view p.86; The Dead Beggar p.86;
Perspectives: The Rights of Man and the Revolution Controversy (intro only) p.104;
· Hannah More: Village Politics p.148
· Arthur Young p. 156: From Travels in France During the Years 1787-1788, and 1789; From The Example of France, A Warning to Britain.
Jan 30/Feb 2 – Grammar Quiz: Commas; continue the Rights of Man discussion
- Homework: read ES&L “Airs and Graces” by Feb 18/19
Feb 3/4 – William Blake presentations
Feb 5/6 – The Edinburgh Review: From Abstract of the Information laid on the Table of the House of Commons, on the Subject of the Slave Trade p.269/262 (1st three paragraphs)
· Quote by Lord Byron, "But there is no freedom - even for Maters - in the midst of slaves"
· Thomas Clarkson: From The History of the Rise, Progress, & Accomplishment of the Abolition of the African Slave-Trade by the British Parliament p.257/250 (first two paragraphs), page 261/254 (last paragraph of "The Recruitment of Seamen"), and page 263/256 (the first paragraph of "Counter-Testimony")
· Mary Prince: From The History of Mary Prince, a West Indian Slave p.224 /219 (first three pages)
· Perspectives: The Abolition of Slavery and the Slave Trade p.214/209
· John Newton: Amazing Grace p.231/235
· Olaudah Equiano: From The Interesting Narrative of the Life of Olaudah Equiano p.214/211
· Hannah More & Eaglesfield Smith: The Sorrows of Yamba p.247/239
ASSESSMENT – Blackboard assessment: 1st answer due by midnight on Feb 8th, response due by midnight on Feb 10th
Feb 9/10 – Continue slavery discussion
- Homework: Worksheet over William Wordsworth’s Titern Abbey
Feb 11/12 – William Wordsworth p.371: from Lyrical Ballads p.394: The Principal Object of the Poems. Humble and Rustic Life p.395, “The Spontaneous Overflow of Powerful Feelings” p.396, The Language of Poetry p.397, What is a Poet? p.400
The Prelude p.438: Book Tenth. Residence in France and French Revolution p.481;
Simon Lee p.373; We are seven p.377; The Tables Turned p.388; “There was a Boy” p.407; “Strange fits of passion have I known” p.407; Song: (“She dwelt among th'undtrodden ways”) p.408; Lucy Gray p.409; “Three years she grew in sun and shower” p.413; London, 1802 p.437; I wandered lonely as a cloud p.512; (A Field of Daffodils) by Dorothy Wordsworth p. 555; My heart leaps up p.513; The Solitary Reaper p.519; Response:Mary Shelley: On Reading Wordsworth's Lines on Peele Castle p.512; Surprized by joy p.522; Scorn not the sonnet p.524;