VINCENNES UNIVERSITY PROJECT EXCEL
and
AUSTIN HIGH SCHOOL
COURSE SYLLABUS
FOR
INTRODUCTION TO LITERATURE
LITR 100
3 CREDIT HOURS
Spring Semester, 2018
Austin High School
INSTRUCTOR:
Euleda Turner
Room 208
812-794-8730
[email protected]
I. Course
Catalog Description: An
introduction to literature and to three major genres: fiction, poetry, and
drama. Emphasis is placed on the ability to read critically and gain an
appreciation for literature. This course is a transferIN course. 3
lecture hours.
Prerequisite(s): A grade of C or better in READ
011, or SAT Reading score of 420 or greater, or appropriate placement
test scores.
Writing
Reading Intensive Course
II. Course
Designation
This course is a:
=
UCC
course
=
Writing/Reading
(WR) intensive course
III. VU
Liberal Education Outcomes met by this course:
=
Engage
in articulate expression through critical reading and effective written, oral,
and digital communication.
=
Evaluate
ethical behavior as an individual and as a member of local and global
communities.
=
Apply
critical and creative thinking skills to solve problems.
=
Integrate
knowledge and perspectives of different disciplines to answer complex
questions.
IV. UCC/State
Outcomes met by this course:
6. Humanistic and Artistic
Ways of Knowing
6.1. Recognize and describe humanistic, historical, or artistic works or
problems and
patterns of the human experience.
6.2. Apply
disciplinary methodologies, epistemologies, and traditions of the humanities
and the arts, including the ability to distinguish primary
and secondary sources.
6.3. Analyze
and evaluate texts, objects, events, or ideas in their cultural, intellectual
or historical contexts
6.4. Analyze
the concepts and principles of various types of humanistic or artistic
expression.
6.5. Create,
interpret, or reinterpret artistic and/or humanistic works through
performance or criticism.
6.6. Develop
arguments about forms of human agency or expression grounded in rational
analysis and in an understanding of and respect for
spatial, temporal, and cultural
contexts.
6.7. Analyze
diverse narratives and evidence in order to explore the complexity of
human experience across space and time.
1. Written Communication
1.3. Read
critically, summarize, apply, analyze, and synthesize information and concepts
in written and visual texts as the basis for developing
original ideas and claims.
1.7. Demonstrate proficiency in reading, evaluating, analyzing, and using
material collected from electronic sources (such as visual, electronic, library
databases, Internet sources, other official databases, federal government
databases, reputable blogs, wikis, etc.).
V. Course
Outcomes
By the end of this class, students will be
able to:
=
Employ critical standards and
critical thinking in explicating and analyzing literary works.
=
Evaluate a literary work as a
reflection of its own time and culture and as it relates to contemporary life.
=
Construct meaning by selecting and
organizing evidence for a literary argument.
=
Demonstrate interpretive and
research skills in written form to create a clear, coherent, and correctly
documented paper.
VI. Course
Content
In
this course, students will be expected to:
=
Identify
the major genres of literature: poetry, fiction, drama
=
Recognize,
analyze, and interpret basic elements of literature, including but not limited
to theme, plot, conflict, setting, and descriptive language.
=
Form a
greater appreciation for literary styles, authors, and cultures with which they
might not already be familiar.
=
Critically
analyze works and express ideas about literature in oral and written form.
=
Using
MLA documentation, compose and submit a documented research paper dealing with
literature.
VII. Course Text and Materials Policy
The following two textbooks have been
approved for use in LITR 100
=
Charters,
Ann, and Samuel Charters. Literature and Its Writers. Latest
edition.
=
Willa
Cather, My Antonia.
VIII. Course
Grading Policy
In each class, the following percentages
will be used for assessment purposes:
a.
20% of
the final grade must come from two short essays using proper documentation
(WR).
b.
15-20%
of the final grade must come from a documented synthesis essay (WR).
c.
15% of
the final grade must come from one final exam to be given during the final exam
period. The exams should include essay responses and/or short answer responses
(WR).
d.
10% of
the final grade must come from an oral presentation or other speaking
experience (student-led lessons, oral critiques or analyses, etc.). This may be
added onto the documented synthesis essay grade or be counted as a separate
assignment.
e.
Up to
10% of the final grade may come from participation.
f.
Up to
10% of the final grade may come from quizzes.
g.
Up to
15% of the final grade may come from other assignments (reading journals,
blogs, short responses, explications, etc.)
As a Writing Reading (WR) Intensive course,
this class meets the following requirements:
=
Writing
assignments total a minimum of 2000 words;
=
At
least one assignment requires use and documentation of outside sources;
Writing
assignments determine at least 30% of the final grade. (If written work will count some percentage less than thirty percent,
then with revisions, all written work must achieve a passing grade. In the case
of option 2, failure to complete writing assignments with an average grade of C
or higher will result in failure of the course.)
(1) Vincennes University Attendance policy
The
Vincennes University policy is premised upon the notion that students will
attend all sessions of the classes in which they are enrolled. This policy
supports Vincennes University's philosophy that students benefit most from the
people and facilities provided by the citizens of Indiana through proper and
adequate class attendance. Consequently, missing class for any reason will be
regarded as an absence. When absences result from an approved and required
University activity, they will not be counted against a student, and the work
missed may be made up.
Vincennes
University believes that students who participate in University-sponsored
activities and faculty-developed field trips must develop habits of attendance
consistent with such participation, or voluntarily refrain from such
participation. For whatever reason an absence occurs, the student is
responsible for the work missed.
(2) Make-up work and
late work
Late assignments will receive a 5% late penalty per day late
including weekends.
Quizzes are given in class during the first ten minutes. Quizzes cannot be made up. Late
arrivals may not take a quiz already in progress.
Tests are clearly marked on the schedule. Tests missed due to
an unexcused absence may not be taken. Tests missed due to an excused absence must be taken as soon as you
return and you must provide a verified
Request for Make Up Privileges from the Dean of Students' Office.
(3) Use of electronic
devices in class
- : While technology has a place in this
course, you will not need your laptop during class time unless specified by the
instructor. Cell phones, laptops, and other electronic devices should be
turned off and out of sight for the duration of class. Blackberries, iPads,
iPhones, etc., are not acceptable means of note taking for this class. If
your cell phone is out, your instructor will assume that you are texting and
you will be asked to put your cell phone away. Please remove your earbuds
and turn off your music when entering the classroom. These items are a
distraction and not conducive to a productive learning environment.
Students who ignore this policy run the risk of being counted absent or
asked to leave class. If you have a documented accommodation for using an
electronic device during class time, it is your responsibility to talk to the
instructor during the first week of classes.
(4) Instructor’s Academic Dishonesty Policy/Statement
Academic dishonesty includes plagiarism, cheating, submitting another person’s material as one’s own, or doing work for which another person will receive academic credit. The benchmarks of any great college are directly related to standards of academic endeavor on the part of both teacher and student. It is in this relationship that truth and honesty are recognized as fundamental to a university community. The University expects students to adhere to these principles and in so doing to foster the ideals for which the University was founded. Put simply, this means that the student will do his/her own academic work.
For
violation under this section, the professor will notify the department
chairperson and the division dean in writing of the circumstances if any punitive action is taken. The student shall have the right of appeal of the professor’s decision per the Student Grievance Policy. The alternatives for action by the professor may include, but not be limited to, failing grade of the assignment, or the course, or the withdrawal from the course. The student will also be referred to the Dean of Students, who will determine appropriate disciplinary action in keeping with procedures used in the handling of other types of student conduct situations
(5) Disabilities
Services Policy
The
Office of Disability Services reviews requests and determines appropriate
accommodations for students with disabilities. Students with psychological,
physical, sensory, communicative and/or learning disabilities should seek out
this office as soon as possible after admission to VU if they require academic
accommodations. The student will be required to provide copies of medical or
psychometric evaluations that document the presence of a disability and the
impact of the disability on the student's level of functioning. The Office of
Disability Services also coordinates the availability of assistive technology
at various campus locations to provide accessible classroom materials and
equipment. Vincennes University complies with the requirements set forth by the
Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act
to assure the rights of individuals with disabilities
to fair, non-discriminatory treatment. The Office of Disability Services is
located at the South Entrance of Vigo Hall. The phone number is 812-888-4501.
Specific procedures for requesting an accommodation for a disability may be
found at the Office of Disability Services website at www.vinu.edu/DisabilityServices . Students that will be requesting accommodations should
view the Disability Services website for documentation requirements.
- Standard of Student Behavior
Student need to be aware that
violations of the University Standard of Student Behavior as listed in the Vu
Catalog may result in some form or disciplinary action.
- Content/Schedule change
statement
The instructional schedule reflects expected class progress in the course subject matter and is considered tentative. The schedule is subject to change in content and scope at the instructor’s discretion. As changes are made the instructor will promptly notify the students.
X.
Instructional Methodologies/Activities/Grading
Specifics
Introductory
lectures will be provided over the three genres, but the majority of class time
will be spent in discussion of the literature. For each class meeting, students are required to have read
selections from the anthology and come to class prepared to discuss them. Through class discussion students will
learn how to interpret the literature.
In
each class the following percentages will be used for assessment purposes:
a. Quizzes/Group Work 10%
b. Reflective Writing/In-Class
Writing/Responses
5% (WR)
This may be fulfilled by in-class writing on
either assigned
readings or as assigned self-reflections or
by out-of-class
responses on assigned readings.
c. Critical & Creative Writing (one essay
per unit) 15%
(WR)
Fiction
Drama
Poetry
d. Researched Essay (3-5 pages) 15%
(WR)
e. Presentation 10%
f. Tests (3 - one per unit) 45%
(WR)
Each exam should include a minimum of one
essay question worth a minimum of 5% of the exam total.
The third unit exam should be given as a
final exam and include a comprehensive essay question.
Students will respond to the readings in a
variety of ways, including the following:
=
Discussion both individual and group led
=
Writing
Assignments including the
following:
o Researched
Essay: Students will prepare a 3-5 page paper, using MLA style of organization and documentation. The paper must be the original work of the student and must be taken through a process of writing, including at least one revision before the final paper is submitted for grading. The final paper will be typed (12 point size Times New Roman font), double-spaced on 8½ x 11” unlined paper. Minimum standards of writing and grammar
usage must be met. The grading
criteria for English Composition I will be used to evaluate the paper for this
course.
o Assignments
for Thinking about Literature:
o Critical
writing: Students will complete short
essays about literature that reflect their understanding of literary themes or
genres (fiction, drama, and poetry).
o Creative
writing: Students may also complete a creative
writing assignment during one or more of the genre units (fiction, drama, and
poetry). Note: This can only be used as a supplement to the “Critical writing” section above—it is not
a substitute for it.
o Reflective
Writing/In-Class Writing/Responses:
This may be fulfilled by in-class writing on either assigned readings or as
assigned self-reflections or by out-of-class responses on assigned readings.
=
Quizzes
and Tests: Quizzes will be given over assigned
reading material. A test will be
given over the completion of each genre.
=
Oral
Presentation: During the semester, there will be an
oral presentation.
Grading Scale:
A = 93-100
A- = 90-92
B+ = 87-89
B = 83-86
B- = 80-82
C+ = 77-79
C = 70-76
D = 60-69
F = 59
and below
- Course Calendar/Schedule/Assignments
Mrs. Turner
Austin High School
Spring Semester, 2017
Literature 100 Syllabus
REQUIRED TEXTS AND MATERIALS
Charters, Ann and Samuel Charters. Literature and Its
Writers, Fifth Edition. Boston:
Bedford
/ St. Martins, 2010. Print.
Beers, Kylene,
and Lee Odell, eds. Holt Elements of
Literature, Fifth Course. Austin:
Holt, Rinehart, and Winston, 2008.
Irvin, Judith, et.al.
Holt Elements of Language, Sixth Course. Austin: Holt, Rinehart, and Winston,
2009.
English I Vocabulary
Cards Academic Study Card Set.Visual Education. Springfield, Ohio.
In-Class Journal – 70 p. spiral notebook, Pens (blue or black), paper
Notebook or
binder for organization of all notes, class materials, and assignments
A portion of this notebook will be dedicated as a Reader’s Notebook for notes pertaining to every piece of literature assigned.
TIME SCHEDULE
This schedule is subject to change.
Week 1 (January 3-6)
Class
expectations, course information
Journal
writing
Thoreau – “Walden” and “Civil Disobedience” Elements
of Literature
Quiz/Socrative/Group work
Vocabulary (301+)
Week 2 (January 9 - 11)
M.L. King and Gandhi – Civil Disobedience Elements of Literature
Journal writing
Vocabulary
(321+)
Vincennes
Registration/ Accuplacer testing
Week 3 (January 16-20)
Vocabulary
(341+)
Short
story genre
Assignments:
“What is a Short Story?” (9-13)
Grace Paley, “Samuel”
“Elements of Fiction” (14-23) terms/ notes
“Art of the Short Story” (24-33)
“The Lone Ranger and Tonto Fistfight in Heaven” (35)
Week 4 (January 23-27)
“An Act of Vengeance” Isabel Allende
“Happy Endings” by Margaret Atwood
Quiz and discussion – Reader’s Journal
Write
another ending; discussion of plot/theme
Journal writing
Vocabulary (361+)
Week 5 (February 6-10)
“Sonny’s Blues” (49) by James Baldwin
Quiz,
discussion
Small
group work with groups divided thematically to engage in a discussion
of the story
Essays
assigned - Thematic analysis
Vocabulary
(381+)
Week 6 (February 13-17)
Journal
writing
Vocabulary (401+)
First
draft of thematic essay due for peer edit
Literary essay due – thematic analysis (MLA)
Week 7 (February 20-24)
Journal
writing
Vocabulary
(421+)
“The Lesson” (73) by Toni Cade Bambara
“Story of an Hour” (121) by Kate Chopin
Quizzes,
discussion
Week 8 (February 27 – March 3)
Journal writing
“Desiree’s Baby” (117) by Kate Chopin
“The Lottery” by Shirley Jackson (235) + commentary
Quiz,
story discussion
Week 9 (March 6-10)
Vocabulary
(441+)
“To Build a Fire” by Jack London (334)
“The Necklace” by Guy de Maupassant (345)
“The Cask of Amontillado” by Edgar Allan Poe (467)
Quizzes,
story discussion
Week 10 (March 13-17)
Vocabulary
(461+)
Writing
dialogue for performance
Groups
assigned for adaptation of short stories to plays to be recorded and presented
in class
Short Story Test
The
Crucible
Spring Break
Week 11 (March 27-31)
The Crucible
SAT
practice
Vocabulary
(481+)
Group
work on dialogue and performance
projects
Week 12 (April 3-7)
Finish
performance projects and dialogue
Begin
work on original short story
Novel
assigned: The Scarlet Letter
Week 13 (April 10-14)
Share
performance projects - Dialogue
Original short stories due
Discussion, quizzes – The Scarlet Letter
Week 14 (April 17-21)
Literary
Essay assigned: The Scarlet Letter
(3-5 pages, MLA)
Paper
Conferences with Ms. Turner
Week 15 (April 24-28)
Peer
edit and final paper due
“The Glass Menagerie” by Tennessee Williams (1374)
Drama
terms
Week 16 (May 1 - 5)
Drama Test
Chapter 7: “What Is a Poem?” (699)
Chapter 8: “The Elements of Poetry: A Poet’s Means” (709)
Chapter 9: “The Elements of Poetry: A Poet’s Meaning” (727)
Notes – poetry terms
Assignments: Write a poem and choose a poet for a
presentation.
Week 17 (May 8-12)
Chapters 10 and 11: “The Types of Poetry…” (748)
Journal
writing and note taking
Original poems – peer sharing and revisions
Original
poem due
Poems of Emily Dickinson,
Robert Frost, and Langston Hughes
Poetry presentations
Week 18 (May 15-19)
Finish
Poetry presentations
Poetry
Test
Week 19 (May 22-26)
FINAL EXAMS
ESSAY TEST