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Eng 105.11: Introduction to Narrative
Instructor: Mr. HonakerEmail: (Response within 24 hours)
Classroom: MHRA 2211Time: TH12:30-1:45
Office: MHRA 3210Office Hours: T 2-4
Course Description:
The primary goal of this class is to sharpen your ability to interpret literature. To this end, we will read a wide range of narrative texts,in prose and verse, and practice analyzing this material with the help of literary and critical terms. The narratives that we read will allow us to question and interpret place and time and to contemplate how social and historical forces shape depictions of identity and community. Issues of gender, race, religion, and nationality will likely influence much of our discussion, but we will also want to consider other factors that contribute to how authors and characters shape or understand their world within the narrative. Generally, how does the social milieu around the publication of a text affect the representations and interactions of characters? What is at stake socially and politically in these texts? Not all of our readings will be works of fiction. We will read a captivity narrative and two autobiographies that can be interpreted in much the same way as fiction, but also offer different interpretive avenues. Particularly, we will want to think about the concepts of ‘truth’ and ‘authenticity.’ How does the author present a work as authentic, and how does this claim of authenticity affect us as readers? What value do characters seem to place on ‘truth,’ how do they appear to define this term, and what concepts do they tend to accept as truths?
Student Learning Goals:
The following are English 105 Student Learning Outcomes (SLO):
1. Demonstrate the reading skill required for the student of literary texts. (LG3)
2. Identify and/or describe some of the varied characteristics of literary texts. (LG3)
3. Demonstrate orally, in writing, or by some other means, a fundamental ability to use some of the techniques and/or methods of literary analysis. (LG 1 and LG 3)
4. Identify and/or describe some of the various social, historical, cultural, and/or theoretical contexts in which literary texts have been written and interpreted. (LG3)
Those SLOs labeled (LG3) relate to UNCG’s Learning Goal #3 for General Education, which says students will “Describe, interpret, and evaluate the ideas, events, and expressive traditions that have shaped collective and individual human experience through inquiry and analysis in the diverse disciplines of the humanities, religions, languages, histories, and the arts.” ((
Required Texts:
Anderson, Sherwood. Winesburg, Ohio: Authoritative Text, Backgrounds and Contexts,
Criticism. Ed. Charles E. Modlin, and Ray L. White New York: Norton, 1996. Print.
ISBN: 9780393967951
Cooper, James F. The Last of the Mohicans. New York: Penguin Books, 1986. Print. ISBN:
9780140390247
Foster, Hannah, W. The Coquette. New York: Oxford UP, 1986. Print ISBN: 978-0195042399
Faulkner, William. The Sound and the Fury. New York: Vintage Books, 1990.Print.
ISBN: 978-0679732242
Gibson, Scott Thomas, Tammy Lancaster, and Summer Sparks, eds. Lenses: Perspectives on
Literature.Plymouth, MI: Hayden-McNeil Publishing, 2013. Print. ISBN: 9780738051055
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Rowlandson, Mary W, and. The Sovereignty and Goodness of God. Ed. Neal Salisbury Boston:
Bedford Books, 1997. Print. ISBN: 9780312111519
Washington, Booker T. Up from Slavery: An Autobiography. New York: Modern
Library, 1999. Print. ISBN: 9780679640141
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See course schedule for Blackboard readings.
Some of the readings for this course will be posted to Blackboard, and it is important that you print these readings and bring them to class.
Academic Integrity: “Academic integrity is founded upon and encompasses the following five values: honesty, trust, fairness, respect, and responsibility. Violations include, for example, cheating, plagiarism, misuse of academic resources, falsification, and facilitating academic dishonesty. If knowledge is to be gained and properly evaluated, it must be pursued under conditions free from dishonesty. Deceit and misrepresentations are incompatible with the fundamental activity of this academic institution and shall not be tolerated” (from UNCG’s Academic Integrity Policy). To ensure that you understand the university’s policy on academic integrity, review the guidelines and list of violations at I expect you to abide by the Academic Integrity Policy.”
Any violation of the academic integrity policy will result in an F for the assignment in addition to any university punishment and may be grounds for failing the course. Two violations will definitely result in an F for the course.
MLA Citation and Style: All of your work must be formatted and cited according to MLA, which you will find on the Purdue Owl website. The site also offers help with grammar and style.
Attendance Policy: Students in TR classes are allowed a maximum of 3 absences without a grade penalty. Students who miss 6 classes will fail the course.
More than 10 minutes late is considered an absence. Leaving the class early and not returning is considered an absence.
It is important to be on time for class; thus, three tardies will equate to an absence. We will start promptly at 12:30, so 12:31 is considered late. If you are late, it is your responsibility to make sure I marked you as late not absent, but do not interrupt class to let me know. Just ask me after class if I marked you present.
You are, by state law, allowed two excused absences due to religious holidays, which do not count toward your total allowed four absences. If you plan to miss class because of your faith, you must notify me at least 48 hours in advance of your absence.
I do not differentiate between excused and unexcused absences—an absence is an absence. The one caveat to this policy is the exemption for religious holidays.
Course Grading:
Assignments / Percentage of GradeLiterary Analysis / 25%
Response Paper / 15%
Participation and Reading Quizzes / 25%
Mid-Term Exam / 15%
Final Exam / 20%
Literary Analysis: 25% of the final grade—5 pages
This essay will ask you to analyze one of the texts that we have discussed in class. You must assert a thesis statement in the introduction of your paper that posits an argument that you prove through textual analysis in the body of the paper. These essays must adhere to MLA guidelines. We will discuss this assignment in more detail later in the semester.
Response Paper: 15% of the final grade—1-2 pages
Each student will complete a response paper to sharpen your analytical skills and to prepare for the literary analysis. This paper will consist primarily of a close-reading of 5-10 lines from the scheduled reading for that day. Your responses should still be thesis driven and structured in paragraphs like a typical essay. Assert your thesis statement in your introduction and use the body of the paper to interpret the passage. In your conclusion, you should include questions that your close-reading raises. These questions should be designed to forward class discussion. You will sign up for a date that your paperis due. You must email me a copy twenty-four hours before it is due and bring a hard copy to class. Be prepared to read sections from your response or answer follow-up questions.
Class Participation and Reading Quizzes: 25% of the final course grade
You will be asked to consider thoughtfully the readings before class and be prepared to answer questions and discuss the material with your classmates. While effective class participation requires more than bringing the day’s reading, it is essential that you bring your textbook or print out the readings from Blackboard. You will also be asked to work in groups to help facilitate analysis and discussion. For each class period, we will have a group of discussants that will be responsible for forwarding class discussion. You must be a discussant in four class periods during the semester. You will sign-up for dates during the first class meeting, and you cannot be a discussant on the same day that you submit your response paper.
Brief quizzes will be given throughout the course and may or may not be announced. The quizzes are designed to encourage active reading and do not require mastery of the text. The format of the quizzes will range from true/false questions to short answer. Quizzes will be given at the beginning of class and last 5-10 minutes. These will be folded into your participation grade, but not in a direct point allocation. If you are consistently getting the majority of the questions correct (7-10), then you are doing well in this aspect of class participation.
Actively participating in class means that you attempt to answer questions, you offer interpretations based on specific passages, you ask questions that forward class discussion, and you participate, vocally, during group work. Failure to bring the day’s reading or texting during class will result in a 0 for that day.
Mid-Term and Final Exam: Mid-term—15% Final—20%
We will review for each of these exams, and both will be strongly centered on your knowledge of literary terms that we have discussed in class and on your ability to apply these terms to literature. The largest portion of the exam will ask you to define these terms, provide an example of this term from our reading, and explain briefly how the knowledge of this term helps facilitate interpretation of the example. You do not need to memorize a quotation or even paraphrase. Just provide a generalization of a plot detail. I will provide examples when we review. A smaller portion of each exam will be devoted to identification of passages from some of the texts we have read.
Late work: I do not accept late work, but you may submit work early.
Electronics: All electronic devices including phones, MP3 players, laptops, and tablets must remain off during class time unless required due to a special need. Students with a special need should make arrangements with me.
Using an electronic device during class will result in a zero for class participation for that day.
Office of Accessibility Resources & Services: Students with documentation of special needs should arrange to see me about accommodations as soon as possible. If you believe you could benefit from such accommodations, you must first register with the Office of Accessibility Resources & Services on campus before such accommodations can be made. The office is located on the second floor of the Elliott University Center (EUC) in Suite 215, and the office is open 8am to 5pm, Monday - Friday. Telephone: 334-5440; e-mail: .
Course Schedule:
You should have the readings completed before class. The “Assignment Due” column is left open for you to note when your response paper is due and when you are a discussant. I reserve the right to alter this schedule.
Readings:
Lenses: L
Blackboard: Bb
The Sound and the Fury: SF
Date/ Main Topic / Day / Reading Due / Assignment DueJan. 14 / T / Introduction to the Course
Jan. 16
Figurative Language and Theme in Verse / H / L: Ch. 4: Symbolic Relationships and Figurative Language
Bb: William Wordsworth “I Wandered Lonely as a Cloud”
Emily Dickinson, “There Is Another Sky”
Jan. 21 / T / L: Ch. 6: The Sounds and Structure of Poetry
Bb: Alfred, Lord Tennyson
“Ulysses”
Jan. 23 / H / Bb: Helen Vendler, “Writing about Poems”
Bb: Robert Browning, “Childe Roland to the Dark Tower Came”
Jan. 28
The Language of Community: Settler Colonial Binaries / T / L: Ch. 3:Reading through Genre
Mary Rowlandson, The Sovereignty and Goodness of God (entire narrative)
Jan. 30 / H / L : Ch.2: Writing about Literature
The Sovereignty and Goodness of God
Feb. 4 / T / Bb: Apess, A Son of the Forest
Feb. 6 / H / Bb: Apess, A Son of the Forest
Feb. 11
Imagining Community: Challenging or Rethinking the Savage/Civilized Binary / T / Cooper, The Last of the Mohicans(read the entire novel)
Feb. 13 / H / L: Ch.7: The Character(s) of Literature
Cooper, The Last of the Mohicans
Feb. 18 / T / Cooper, The Last of the Mohicans
Feb. 20
Imagining Community: Challenging Gender Roles / H / The Coquette (Entire novel)
Feb. 25 / T / The Coquette
Feb. 27 / H / The Coquette
March 4
Shaping the Past and the Importance of Authenticity / T / L: Ch. 9: Narrators and Speakers: The Voices of Literature
Bb: Thomas Nelson Page, “Marse Chan”
March 6 / H / L: Ch. 5: Creating Meaning in Literature
Bb: Charles Chessnutt, “Dave’s Neckliss”
Midterm Review
March 11 / T / Spring Break
March 13 / H / Spring Break
March 18 / T / Midterm
March 20
Creating a National Imaginary / H / Washington, Up from Slavery (read the entire autobiography)
March 25 / T / Washington, Up from Slavery
March 27 / H / Washington, Up from Slavery
April 1
The Individual’s Reaction to the Collective / T / L: Ch. 6 (Review)
Bb: Poe, “The Raven”
Whitman, “I Sing the Body Electric”
April 3 / H / Bb: T.S. Eliot, “The Love Song of J. Alfred Prufrock”
Ezra Pound, “In a Station of the Metro”
April 8 / T / Bb: William Carlos Williams, “The Red Wheelbarrow”
Randall Jarrell, “The Death of the Ball Turret Gunner” / Literary Analysis Due
Bring a hard copy to class.
April 10
The Individual Psyche, the Local Community, and a New National Imaginary / H / Sherwood Anderson, Winesburg, Ohio (Entire Novel)
April 15 / T / Anderson, Winesburg, Ohio
April 17
Past, Perspective, and Community / H / SF: April Seventh, 1928
April 22 / T / SF: June Second, 1910
SF: April Sixth, 1928
(The second and third sections)
April 24 / H / SF: April Eighth, 1928
Exam Review / Last Class
May 2 / F / Final Exam 3:30-6:30