PRINCE GEORGE'S COMMUNITY COLLEGE
OFFICE OF INSTRUCTION
MASTER COURSE SYLLABUS
EGL 102, Composition II:
Introduction to Literature Leela Kapai______10/30/00
Course Designator and Title Prepared by Date
Lynda Adamson Robert Barshay
Department Chair Dean
COURSE DESCRIPTION:
(Include format, prerequisites, and fees, if any.)
A continuation of the development of composition skills addressed in EGL 101, using literature as the text or subject or stimulus for discussion and writing. Most courses make use of various kinds of literature (e.g., drama, poetry, film), but some sections of 102 deal with a single genre such as drama or a specific kind of literature such as science fiction. Prerequisite: Grade of C or higher in EGL 101.
EXPECTED COURSE OUTCOMES:
(Attach supplementary sheets if needed.)
Upon successful completion of the course, students will be able to
1. Write analytical essays about literary texts by
· Formulating restricted, unified and precise thesis statements
· Organizing essay content into introduction, body, and conclusion paragraphs
· Composing restricted, unified, and precise topic sentences for paragraphs
· Writing unified and coherent paragraphs that are well-developed with supporting materials drawn from the literary text
· Applying grammar and usage rules correctly
· Choosing appropriate diction
· Writing clear, precise sentences
2. Explain basic literary terms in the genre of poetry, fiction, and drama (for example, theme, imagery, rhythm, figurative language, tone, character, plot etc.)
3. Write research-based essays using secondary sources to:
· Demonstrate their understanding of plagiarism
· Synthesize several different sources into an essay to support its thesis
· Quote, summarize, and paraphrase responsibly within that paper
· Document sources according to the MLA format
RANGE OF SUBJECT MATTER DEFINED IN MODEL COURSE OUTLINE:
(Exact sequence of topics and emphasis may vary with the instructor and the text used, within the limits defined in the preceding course description. Attach additional sheets as required.)
Instructors design their own syllabi to achieve the expected course outcomes. The reading of literature may be arranged by genre, theme, literary elements, or some other organizing principle. Department-approved multiple or single-genre selections of poetry, fiction, short story/film, drama or other approaches are possible.
RHETORIC
1. Stimulated by the reading and discussion of literature, 102 students should be able to demonstrate the ability to focus in an organized manner on complex theses in outlines, paragraphs, and essays, supporting these theses fully and logically.
2. Stimulated by the reading and discussion of literature, 102 students should be able to use rhetorical devices; be able to recognize weak writing; and be aware of the need for different tones or styles in different writing situations.
3. 102 students should be able to demonstrate an awareness of writing conventions in the humanities.
4. 102 students should be able to understand the effect of the targeted audience on one's style and on what information it is necessary to convey.
CRITICAL THINKING
1. 102 students should be able to apply general principles and theories to particular situations and works of literature.
2. 102 students should be able to develop coherent theses based on their reading.
3. 102 student should be able to identify and avoid untenable generalizations.
4. As 102 students sort, select, report, and support ideas for incorporation in the writing they generate for this course, they should demonstrate an understanding of their roles as writers, the need to address a particular audience, and the ability to sift through the material read to glean substantive and relevant concepts, themes, and issues.
5. 102 students should be able to formulate theses based on several different sources, as well as to be able to formulate theses based on both primary and secondary sources.
6. 102 students should be able to reach conclusions without committing logical fallacies.
7. 102 students should be able to distinguish between common knowledge and information requiring either attribution or evidence.
USING AND CITING SOURCES
1. 102 students should make use in essays of both primary and secondary sources and demonstrate some ability to choose appropriate sources.
2. 102 students should be able to demonstrate that they understand the themes or main ideas of works of literature and secondary sources, and understand how these themes are supported.
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3. 102 students should be able to summarize a source (either a work of literature or a secondary source) accurately and without plagiarizing, distinguishing in the process between direct and indirect discourse, using quotation marks correctly, and using standard documentation systems.
SENTENCE-LEVEL CONCERNS
1. 102 students should demonstrate knowledge of standard grammar and punctuation.
2. 102 students should write clear readable sentences.
3. 102 students should understand that there are different kinds of language and when such language is appropriate and/or inappropriate.
4. 102 students should demonstrate the ability to make use of textual aids (e.g., handbooks) to correct or improve writing.
5. 102 students should be able to proofread to produce error-free copy.
EVALUATION OF STUDENT PERFORMANCE:
(List minimum and, where applicable, maximum departmental criteria, as well as a description of any written/oral work required.
Required:
At lease five pieces of evaluated writing, one of which should incorporate multi-sourced material.
Optional:
Grades may derive from or be affected by other factors including the following:
Journals
Tests
Quizzes
Oral Presentations
Attendance
INSTRUCTIONAL MATERIALS:
Required:
Full-time instructors are free to choose their own textbooks. Part-time instructors use the textbook ordered for TBA sections. Instructors may assign supplementary material, when appropriate, with instructions about where and how to locate it.
The following are frequently used textbooks:
Kirzsner and Mandell: Literature: Reading, Reacting, Writing.
Recommended:
(Include supplementary books, anthologies, source collections and other such material which an instructor might wish to recommend, but not require. List all audio-visual materials and any instructional software appropriate to the course content. Use supplementary sheets as needed.)
A handbook on writing may be recommended such as:
Kramer, Prentice Hall Handbook for Writers or Hacker, Rules for Writers for Writers or The Bedford Handbook for Writers.
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Attachment A
ENGLISH 102 Kapai, Fall 2000
READING SCHEDULE
All pages refer to the Compact Fourth Edition of Literature by Kirszner and Mandell. Please come prepared to discuss the assigned readings and expect frequent quizzes.
You will find the Index of Key Terms on the back cover useful for referring to literary terminology used in class discussions.
August 28 Overview of the course; syllabus
Read Understanding Literature, pp. 1-15 at home
August 30 In-class writing: Essay 1
Read at home, Ballad of Birmingham,@ 609;
The Ballad of Rudolph Reed,” 863
September 4 Holiday
September 6 Discussion of poems
Read at home, “The Road Not Taken,” 802; Mending Wall, 801
The voice, toneY576-579; 589-591; irony, 598
September 11 Discussion of assigned poems
Read at home, “Shall I Compare Thee,” 662; “Satisfaction Coal
Company,” 662; Imagery, 645-650
September 13 Discussion of assigned poems
Read at home, “My Mama Moved among the Days,” 532;
“Those Winter Sundays,” 557; “Digging,” 558
Reading/writing about poetry, 555-573: sample student essay
September 18 Discussion of assigned poems
Read at home, “To an Athlete Dying Young,” 640;
“Death Be Not Proud,” 790
Word choice, 615-616; Levels of diction, 625-627
September 20 Discussion of assigned poems
Read at home, “Ozymandias,” 601; “Nani,” 724;
Richard Cory,@ 827
“We Wear the Mask,” 793;
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September 25 Discussion of assigned poems
Read at home, “My Last Duchess,” 583; dramatic monologue, 600
“Suicide Note,” 587; “ Figures of speech,” 661-663; 673; 684-5
September 27 Discussion of assigned poems
Choose a poem other than the assigned ones for presentation
Read at home, “Dulce et Decorum Est,” 658
October 2 Discussion of assigned poem and students= choices
Select the poem for explication for Essay 2
Read at home, “The Man He Killed,” 590
October 4 Class presentations;
Read at home, “Symbol,” 748-749; 755, 760
Plan Essay 2
October 9 Group discussion of plans for Essay 2
Review discussion sections at home
Draft Essay 2
October 11 Peer review of draft of Essay 2
October 16 Essay 2 due
Review as needed
October 18 Unit Test 1
Read at home, Understanding Fiction, 38-48; Plot, 66-70
“The Story of an Hour,” 70
October 23 Discussion of assigned readings
Read at home, “A Rose for Emily,” 80
Character, 92-96
October 25 Discussion of assigned readings
Read at home, “Everyday Use,” 279; “A Worn Path,” 343
Setting, 133-138
October 30 Discussion and film
Read at home, “Point of view,” 167-178
“Like a Winding Sheet,” 108
November 1 Discussion of assigned readings
Read at home, “A Big Black Goodman,” 178;
Writing about fiction, 48-65
November 6 Discussion of assigned readings
Read at home, “A&P,” 96; Style, tone, 218-224
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November 8 Discussion and film
Read at home, “The Lottery,” 271; “Once Upon a Time,” 75; Symbol, 253-256
November 13 Discussion of assigned readings
Read at home, “The Rocking Horse Winner,” 318
November 15 Discussion of assigned reading
Read at home, AI Stand Here Ironing,” 143;
Theme, 299-304
Choose topic for Essay 3
November 20 Group discussion of essay plans
Read at home, “Where Are You going,” 468
November 22 Unit Test 2
Peer review of draft of Essay 3
Read at home, “Understanding drama,” 908-923; “Trifles,” 951
“A Doll House,” 969
November 27 Essay 3 due
Discussion of “A Doll House”
Read at home, Reading and writing about drama, 925-944
Staging, 1233-1238
November 29 Discussion
Read at home, “Fences,” 1346; Plot, 945-949; Character, 1027-34
Theme, 1296-1300
Plan Essay 4 (on fiction, using secondary sources)
December 4 Discussion
December 6 Unit Test 3
Peer editing Essay 4
December 11 Essay 4 due
Hand in personally or leave in the mailbox by 4 p.m.
December 15 Last class meeting (exam week)