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Syllabus for English 170.06
Foundations in Literature for Children
MWF 1-1:50pm - STV 221 B
Fall 2014
Instructor:Dr. Elizabeth Pearce
Office: Stevenson 422J
Email: [this is the best way to contact me]
Office Hours: MWF 10-11am and by appointment
Office Phone: (309) 438-2963
“Children’s literature…represents a massive effort by adults to make children believe that they ought to be the way adults would like them to be, and to make then feel guilty or downplay the significance of all the aspects of their selves that inevitably don’t fit the adult model…There would be no children’s books if we didn’t believe children were different enough from adults to need their own special kinds of books; and of course it is adults—the ones with the ideas about just how it is that children differ—who write those books.” -- Perry Nodelman, “Fear of Children’s Literature.”
Catalog Description
Introduction to genres of children’s literature, including mythologies, fairy tales, picture books, poetry, and historical, multicultural, and current prose.
Overview/Goals
In this class we will learn to critically think, discuss, and write about children’s literature. Literature for or about children is often the most contested and powerful literature in society, yet it is dismissed as easy and trivial. The issues facing children’s literature often mirror the issues facing children, including power struggles, concerns of gender, sexuality, class, race, education, and our hopes for the future. Our goals for the semester will be to examine children’s literature though conflicts and controversies, historical context, our assumptions, and contemporary theories. We will be reading a wide variety of literature to meet these goals as well as discussing a variety of topics. As this is a class in the English department, we will also be learning to write clearly, expressively, and creatively; to discuss and verbally defend academic ideas; and develop critical and analytical thinking.
Required Materials
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Barrie, J.M. – Peter Pan
Conkling, Winifred – Sylvia & Aki
Hale, Nathan – Nathan Hale’s Donner Dinner Party
Hamilton, Virginia – M.C. Higgins, the Great
Keene, Carolyn – Nancy Drew: The Hidden Staircase
Palacio, R.J. - Wonder
Rowell, Rainbow – Eleanor & Park
Tatar, Maria (editor) – The Classic Fairy Tales (Norton Critical Edition)
Travers, P.L. – Mary Poppins
Wells, Rosemary – On the Blue Comet
Additional Course Readings (available via ReggieNet)
One blue book (for final exam)
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Communication
The best way to contact me is during my office hours or via email. My email address is . Email is a great communication tool, but please keep in mind a few simple email guidelines:
- Include your class(ENG 170.06) in the subject line
- Use complete sentences and correct punctuation
- ALWAYS sign your emails with your name and email address
I will do my best to answer your emails within 24 hours, but especially over breaks my replies may take much longer.
MLA Style Guidelines
In this class we will use the MLA Handbook as our guide. We will go over MLA in more detail during the semester, but all of your written assignments should be submitted in the following format:
- 12 point, Times New Roman font
- Double-spaced (I will give you a word count on assignments, so you will not need to worry about page length. As a general guideline, about 250 words in the MLA style is one page.)
- One inch margins
- Page numbers in the top right corners
Grading
Attendance & participation10%
In class assignments5%
Quizzes (lowest one dropped)15%
Online response journal (lowest one dropped10%
First paper15%
Annotated bibliography5%
Second paper20%
Final Exam20%
TOTAL100%
A: 90-100; B: 80-89; C: 70-79; D: 60-69; F: 59 or below
Your grades will be available through ReggieNet during the semester. If you have any questions about a grade, you will need to see me in my office. I will not discuss grades over email, phone, or in the classroom.
Assignments
Weekly quizzes: These quizzes will vary times and dates throughout the semester but will be administered during each week at some point. If you consistently attend class and do the reading, the quizzes should be easy; my goal is to not trip you up, but to provide incentive to do the reading and come to class. The quizzes will usually be 5 questions about the reading for the day or literary terms covered in class. As discussed in the attendance policy above, if you miss a quiz you will not be able to make it up. However, the lowest quiz grade will be dropped.
Online response journal: Once a week you will submit an electronic response journal to ReggieNet. More details will be given on a separate handout, but this response is meant to be a personal reaction to the material covered in the class as well as a place for you to develop your thoughts throughout the semester. I will provide some possible questions to explore, but you are free to write on different aspects of the class (reading, discussion, assignments, reactions) as well.
First paper: This paper (minimum 1000 words) you will choose a work of children’s literature and build an argument about that text. There will be no secondary sources required for this paper. We’ll talk more about this class and you will receive a handout with more information.
- Paper Proposal:Before starting work on the paper, you will turn in a brief explanation of the type of paper you chose, including a specific thesis sentence (with an argument), the primary text you want to critically analyze, and what you plan to discuss in your paper. The topics will be subject to approval by me, and I will give you feedback. This will be graded as a class activity.
Second Paper: You’ll have two options for the second paper in this class:
- You can revise the first paper (addressing any editing comments) and add secondary critical sources to your argument. [1500 words]
- You can develop a new paper around an argument of your choice, including secondary critical sources. While this paper will of course have to cover the topics we’ve discussed in class the text you analyze will be your choice (pending my approval). [1200 words]
Both options must follow the same specific requirements, including:
- Annotated Bibliography: You are required to have at least two secondary critical sources (no book reviews!) for your paper. We will discuss this during class, but for this part of the project you will submit your two sources and an explanation of how you will use each source in your paper. The Annotated Bibliography must follow the MLA Handbook.
- Final Paper: The final paper in this class will be a critical analysis of a work with outside research to back up a specific argument. No matter which option you choose above, this paper should allow you to show your expertise in critically examining a text for a specific issue. The final paper will also conform to the MLA Handbook.
Final Exam: The final exam will include objective and short identification as well as a take-home essay portion. You will need to purchase a blue book (available at the University bookstore and Alamo II). I will hand out a study guide for the final exam and we will discuss it during class.
Course Policies
Attendance and Participation Policy:
I cannot emphasize enough how important it is to come to class and participate in class discussion. Simply showing up every day, (on time), having read the material, and contributing to the discussion is essential to doing well in this class – and really, in life.
Because I consider attendance and participation so vital, it is worth 10% of your grade. Here is a rubric:
Attendance Grade / Characteristics100 / This student always attends class, is always prepared for class, always brings the text with them, never has a phone out, and regularly makes positive major contributions to class discussion.
90 / This student has missed fewer than three classes, is mostly prepared for class, always brings the text with them, never has a phone out, and frequently makes positive major contributions to class discussion.
80 / This student has missed three classes, is sometimes prepared for class, often bring the text with them, usually does not have a phone out, and occasionally makes positive major contributions to class discussion.
70 / This student has missed four classes, is sometimes prepared for class, frequently does not bring the text with them, usually does not have a phone out, and occasionally makes some contribution to class discussion.
60 / This student has missed more than fourclasses, is sometimes prepared for class, quite often does not bring the text with them, often has a phone out, and occasionally makes some contribution to class discussion.
0 / This student has missed six or more classes, is rarely prepared for class, most often does not have the text with them, often has a phone out, and rarely makes a contribution to class discussion.
I do not differentiate between excused and unexcused absences. If there is an emergency of some kind, please come talk to me; I am always much more understanding with prior notice. I trust that you are an adult and can manage your own class attendance.I do not allow make-up quizzes or class activities. If you have to miss class I suggest getting help from a classmate before speaking to me. It is your responsibility to collect and submit work prior to a planned absence. If you are consistently late to class or leave early your participation grade will suffer and I may begin to count you absent.
Late Papers and Failure to Turn in Work:
In fairness to other students and to myself, work in this class is due on time. For the major assignments (the Annotated Bibliography and paper), if your assignment is turned in after class on the day it is due, one letter grade will be deducted. One letter grade will be deducted for each day it is late thereafter. If you need to be absent on the day an assignment is due, please submit your work early. In cases of extreme emergency (subject to my approval) arrangements must be made and approved at least 24 hours in advance to submit assignments or take exams at a time other than due date. In-class work, including quizzes, cannot be made up.
Classroom Conduct:
I expect everyone to be respectful toward others in this classroom. Disrespect will not be tolerated. Language or actions that are racist, sexist, derogatory, or disrespectful in any way will not be tolerated. Illinois State University assigns a high priority to the principles of equal opportunity and does not discriminate on the basis of race, color, religion, gender, national origin, sexual orientation, genetic information, order of protection, gender identity and expression, ancestry, age, marital status, disability, unfavorable military discharge, or status as a veteran.
The majority of our time in this class will be discussion format; we will be discussing the text assigned, issues outside the text, and our own opinions about everything. This means we ALL are responsible for coming to class with comments, ideas, arguments, and opinions. Walking in after class starts is disruptive, as is putting things away five minutes before the class ends. If you don’t think you can get here on time, you may want to consider a schedule change. Using any kind of cell phone or MP3 device during class is disruptive; put them away during class. Please turn your phones and other electronic devices off so that they do not make any noise during class. If you are waiting for an emergency call, please let me know.
Academic Honesty:
I expect all students to conduct themselves with honesty and integrity in my class. The bulk of your work should be your own ideas, but when using outside sources for any reason, credit must be given. We will discuss appropriate methods of documentation and ways to avoid plagiarism. You have multiple resources to assist you including handbooks, online documentation guides, the writing center, and ME. When in doubt, ask!
Disabilities Policy
Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at Fell Hall: 438-5853 (voice), or 438-8620 (TDD)
Counseling Services
Life at college can get very complicated. Students sometimes feel overwhelmed, lost, experience anxiety or depression, struggle with relationship difficulties or diminished self-esteem. However, many of these issues can be effectively addressed with a little help. Student Counseling Services (SCS) helps students cope with difficult emotions and life stressors. Student Counseling Services is staffed by experienced, professional psychologists and counselors, who are attuned to the needs of college students. The services are FREE and completely confidential. Find out more at Counseling.IllinoisState.edu or by calling (309) 438-3655.
English 170 – Fall 2014
Tentative Class Schedule
Please note: this schedule is tentative and likely to change. I will always give you notice if changes are made.
All articles will be available through ReggieNet.
Date / Before Class / Activity8/18/14 Mon / Introductions, syllabus
8/20/14 Wed / What is children’s lit?
8/22/14 Fri / “How to Read Children’s Literature” by Nodelman and Reimer / Discuss Nodelman and Reimer article
8/25/14 Mon / Fairy Tales -“Little Red Riding Hood,” p. 3-16, 21-22 / Fairy Tales
8/27/14 Wed / Fairy Tales - “Beauty and the Beast,” p. 25-50 and “Bluebeard” p. 138-154 / Fairy Tales
8/29/14 Fri / Fairy Tales - “Cinderella,” p. 101-137 / Fairy Tales
9/1/14 Mon / Labor Day – NO CLASS
9/3/14 Wed / Fairy Tales - Hans Christian Andersen, p. 212-234 / Fairy Tales
9/5/14 Fri / “History of Children’s Lit”
(pdf avail in ReggieNet) / Instruction & Delight: History of Children’s Literature
Discuss History of Children’s Lit pdf (ReggieNet)
Paper assignment handout
9/8/14 Mon / Peter Pan
Chapters 1-5 / Peter Pan
9/10/14 Wed / Peter Pan
Chapters 6-12 / Peter Pan
9/12/14 Fri / Peter Pan
Chapters 13-17 / Peter Pan
9/15/14 Mon / Mary Poppins
Chapters 1-4 / Mary Poppins
9/17/14 Wed / Mary Poppins
Chapters 5-8 / Mary Poppins
9/19/14 Fri / Mary Poppins
Chapters 9-12 / Mary Poppins
9/22/14 Mon / Paper Proposal Due
Read excerpt from McCloud’s Understanding Comics [pdf in ReggieNet] / Discuss graphic novels
9/24/14 Wed / Nathan Hale
Pages 1-60 / Nathan Hale
Discuss non-fiction
9/26/14 Fri / Nathan Hale
Pages 61-end / Nathan Hale
9/29/14 Mon / Nancy Drew
Chapter 1-6 / Nancy Drew
10/1/14 Wed / Nancy Drew
Chapter 7-13 / Nancy Drew
10/3/14 Fri / Nancy Drew
Chapter 14-20 / Nancy Drew
10/6/14 Mon / M.C. Higgins, the Great
Chapter 1-4 / M.C. Higgins, the Great
10/8/14 Wed / M.C. Higgins, the Great
Chapter 5-9 / M.C. Higgins, the Great
10/10/14 Fri / M.C. Higgins, the Great
Chapter 10-14 / M.C. Higgins, the Great
10/13/14 Mon / First Paper Due / Coraline (film)
10/15/14 Wed / Coraline (film)
10/17/14 Fri / Coraline (film)
10/20/14 Mon / Discuss Coraline; class activity
10/22/14 Wed / Syliva & Aki
Part 1 (pages 1-76) / Syliva & Aki
10/24/14 Fri / Syliva & Aki
Part 2-Afterword (pages 77-143) / Syliva & Aki
10/27/14 Mon / Library Day
10/29/14 Wed / On the Blue Comet
Chapter 1-6 / On the Blue Comet
10/31/14 Fri / On the Blue Comet
Chapter 7-12 / On the Blue Comet
11/3/14 Mon / On the Blue Comet
Chapter 13-17 / On the Blue Comet
11/5/14 Wed / Annotated Bibliography Due
“Red, White, and Drew: The All-American Girl and the Case of Gendered Childhood” [pdf available in ReggieNet] / How to read a critical article
11/7/14 Fri / Wonder
Parts 1-2 / Wonder
11/10/14 Mon / Wonder
Parts 3-5 / Wonder
11/12/14 Wed / Wonder
Parts 6-8 / Wonder
11/14/14 Fri / Picture Books
11/17/14 Mon / Picture Books
Meet on 6th floor of Milner
11/19/14 Wed / Picture Books
11/21/14 Fri / Second Paper Due / Picture Books
11/24/14 Mon / Thanksgiving – NO CLASS
11/26/14 Wed / Thanksgiving – NO CLASS
11/28/14 Fri / Thanksgiving – NO CLASS
12/1/14 Mon / Eleanor & Park
Chapters 1-19 / Eleanor & Park
Final Exam study guide
12/3/14 Wed / Eleanor & Park
Chapters 20-35 / Eleanor & Park
12/5/14 Fri / Eleanor & Park
Chapters 36-58 / Eleanor & Park
Take home essay prompts distributed
TBA / Final Exam