Clarendon College SYLLABUS for ENGL 1302, Sections 104 and 105 English Composition II, Main campus Spring 2009, 3 semester hours

INSTRUCTOR: Jimidene Murphey

OFFICE: Room 110, Phone: 806-874-4830 (direct line). However, best bet to catch me is to E-mail me at: jimidene.murphey@clarendoncollege.edu. I check email and WebCT at least once a day.

OFFICE HOURS: MW 1:00-4:00 p.m. and TTh 9:00-9:30, 11:00-12:00, and 2:30-3:00

My office hours are posted on our Clarendon College Web site under Instructional Programs. I will also have several hours each week available for on-line “office hours,” using WebCT. Office hours include responses to email and assigned discussion postings throughout the semester.

CALENDAR OF IMPORTANT DATES:

Classes Begin	Tuesday, Jan. 13
Late Registration Begins	Tuesday, Jan. 13
Last Day to Register and/or Add/Drop	Thursday, Jan. 22
12th Class Day	Wednesday, Jan. 28
Last Day to Drop with a 'W'	Thursday, April 9
Good Friday	Friday, April 10
Spring Break	Monday-Saturday, March 16-21
Pre-Registration for Summer and Fall 2009	Tuesday, April 14
Commencement	Friday, May 8
Final Exams	Saturday-Thursday, May 9-14
Final grades due at 10:00 a.m. and dorms close	Friday, May 15

COURSE DESCRIPTION: A study of principles of effective writing through analysis of sentence structure, paragraph organization, and theme development. Includes analysis of model paragraphs and essays, essay writing, assigned library reading, and individual conferences.

COURSE PURPOSES: English Composition II partially satisfies the requirements for the Associate degree at Clarendon College and is designed for transfer to a senior college.

SPECIFIC COURSE OBJECTIVES: Upon successful completion of English Rhetoric and Composition II, you will:

1. demonstrate skills of research

2. organize and write the research paper

3. properly document the research paper

4. recognize and avoid plagiarism in a research paper

5. write analytically about literature and essays

6. evaluate sources of information and determine relative value and credibility

7. distinguish between gathering information and synthesizing information and design and write a research paper that is either argumentative or problem-solution.

8. construct and defend a research thesis.

9. exhibit competence in the use of research formats.

Students may vary in their competency levels on these abilities. You should expect to acquire these abilities only if you honor all course policies, attend classes regularly, complete all assigned work in good faith and on time, and meet all other course expectations of you as a student.

REQUIRED INSTRUCTIONAL MATERIALS:

· Madden, Frank. Exploring Literature. 3rd ed. New York: Pearson, 2004. ISBN

· Writing Research Papers: A Complete Guide. 2^nd ed. New York: Pearson Longman, 2006. ISBN

· At least 10 Scantron sheets

· 3-ring binder with loose-leaf notebook paper. When we do in-class writing, I WILL NOT ACCEPT TORN-OUT SPIRAL NOTEBOOK PAPER!

METHODS OF INSTRUCTION: Lectures, slide show lectures, class discussion of reading assignments, discussions, group work, individual or group presentations, electronic discussion postings, and work with students individually whenever possible.

CLASS POLICIES

Attendance

Attendance in college courses is your choice. Because so much of what you will learn in this course is not found in the textbooks, however, it is very important that you attend all classes if you want to be successful. Therefore, a portion of your grade for this course is for attendance in the form of in-class writings and “surprise events” (pop tests) for daily grades. These surprise events are not only to determine if you have read the material for the day, but also act as an attendance monitor. If you aren’t in class to take the pop test with the rest of the class, you will receive a zero for that grade, even if you were late and came in to class after the pop test was over. I will check with the dean to see who will be out because of official school events. These zeros cannot be made up, but I will drop the lowest grade on daily work.

Even if you are gone on a school-sponsored activity, it is still your responsibility to turn your work in on time. I WILL NOT TAKE MAJOR WRITING ASSIGNMENTS OR HOMEWORK LATER THAN THE DAY THEY ARE DUE!!! All major assignments are posted in this syllabus for each day, so even if you are to be gone for a school-sponsored event, they will be posted in plenty of time for you to do them early. AGAIN, I WILL NOT TAKE PAPERS LATE! (More about assignments under the heading “Assignments” below.)

Respectful Behavior
I will always show you the respect you deserve as a student. I, in return, expect respectful behavior from you. Otherwise, you will be asked to leave the classroom. The main way you show respect in the classroom is by paying attention during class time. I will not tolerate the following:

¨ sleeping

¨ talking to fellow students about things other than class work

¨ talking to fellow students when I am talking or presenting material on the projector

¨ listening to music over the headphones

¨ other similar activities.

One infraction such as this will result in my warning you verbally. A second infraction will result our visiting the Dean of Students and your being withdrawn from the class with an “F” for serious infractions.

Ringing cell phones cause disruption and loss of instructional time. Please turn off all cell phones during class. If I hear a cell phone ringing in class, you will receive a zero for your daily grade for that day. If you must keep your phone on because of work or child issues, please turn it on vibrating mode.

Because Clarendon College endeavors to prepare you for the workplace, I do ask that you dress appropriately for class. This translates to: I don’t want to see underwear in class!! It will not be acceptable in the workplace nor my class. You also need to pull your hoodies down and not be listening to audio players in class. Outside of my class, you can dress as you please.

Withdrawing from the Course
If you decide that you are unable to complete this course, you must withdraw from it by the date set in the Clarendon College catalog. Withdrawal from a course is a formal procedure which you must initiate; I cannot do it for you. If you think you must withdraw from this course, please talk with me about it first. If you quit turning in assignments and do not withdraw, you will receive an "F." Remember, I will not withdraw you from the course; only you can do that.

Academic Dishonesty
School Policy: “Failure to comply with lawful direction of a classroom instructor is a disruption for all students enrolled in the class. Cheating violations include, but are not limited to: (1) obtaining an examination, classroom activity, or laboratory exercise by stealing or collusion; (2) discovering the content of an examination, classroom activity, laboratory exercise, or homework assignment before it is given; (3) using an unauthorized source of information during an examination , classroom activity, laboratory exercise, or homework assignment ; (4) entering an office or building to obtain unfair advantage; (5) taking an examination for another person; (6) completing a classroom activity, laboratory exercise, homework assignment, or research paper for another person; (7) altering grade records; (8) using any unauthorized form of electronic communication device during an examination, classroom activity, or laboratory exercise; (9) Plagiarism. Plagiarism is the using, stating, offering, or reporting as one’s own, an idea, expression, or production of another person without proper credit (more about in the following paragraphs).

Disciplinary actions for cheating in a course are at the discretion of the individual instructor. The instructor of that course will file a report with the Dean of Students when a student is caught cheating in the course, whether it be a workforce or academic course. The report shall include the course, instructor, student’s name, and the type of cheating involved. Students who are reported as cheating to the Dean of Students more than once shall be disciplined by the Dean. The Dean will notify all involved parties within fourteen days of any action taken.”

PLAGIARISM: Read the following explanations carefully and be sure that you understand them.

1. Word-for-word plagiarism: The student quotes his or her source without using quotation marks. Even if the student cites the source, he or she is still plagiarizing because proper quotation procedures were not used.

2. Paraphrased plagiarism: The student uses a source and with the exception of changing a few words or phrases essentially quotes the original. Even if the source is properly cited, the writing is still plagiarized because the student has used the author’s style, vocabulary, and content and claimed it as his or her own.

3. Improper citations: If a student uses someone’s information other than his or her own, the source of the material must be properly cited. Failure to do so is plagiarism.

4. Improper use of ideas: Ideas are as equally protected as words. If the student uses someone’s ideas, but expresses them in his or her words, the student plagiarizes if he or she does not cite the source of the idea.

5. Internet use: Copying and pasting from the Internet is plagiarism. Purchasing papers from a paper mill is plagiarism.

6. Student sharing: While students are certainly free to work together and study together, an assignment that calls for individual work must reflect the student’s personal effort. If a student borrows or copies another student’s work, that is plagiarism. If a student has another student write a paper, that is plagiarism. If two students collaborate on an individual assignment and turn in the same work, that is plagiarism.

Plagiarism is a serious academic offense. It involves legal issues about improper use of materials that do not belong to the student. Plagiarism is unethical. A student must do his or her own work; otherwise, the learning process is compromised. Plagiarism is unfair to fellow students who take the time and make the effort to do their own work. Essentially, plagiarism is cheating and will not be tolerated.

My Policy: Anyone who is dishonest in any way (including the following examples) will receive a zero for that category of your grade (not just the particular assignment or test) with no opportunity to make up the zero. You WILL receive a grade of F for more than one violation. In addition to the above, I invoke my own requirements:

You are guilty of cheating on an assignment by letting someone else complete part or all of your work by

· using unauthorized electronic devices for in-class assignments or tests

· using someone else’s electronic files

· letting someone else use your electronic files**

** It is your responsibility to protect your electronically saved files. If someone else turns in an assignment as if it were that student’s work but it is work that you completed, I will have to assume that you allowed it to happen, and both of you will suffer the same consequences. Therefore, make sure your saved files are kept in a place where others cannot copy them. DON’T SHARE DISKS!!!

NEVER LET ANYBODY ELSE USE YOUR COLLEGE LOGIN OR PASSWORD!!

Class Changes/Notifications
If any changes are made to the class (assignments, due dates, etc.), I will try to inform you individually, especially if we don’t have class due to bad weather.

Due Dates, Assignments, etc.
I handle this class much like it would be handled on a job in the "real world." Therefore, I expect you to turn all work in by its due date. Due dates will be clearly marked in this syllabus and in WebCT. General due dates are given below under the heading Course Schedule. Outside assignments must be typewritten or done on a word processor. The MLA format must be used for all papers.

Assignments are due at the beginning of class on the appropriate date. If you are not going to be in class the day of an assignment is due, be sure that you have the assignment brought to me by class time or e-mail it to me by class time. NOTE: If you submit an assignment through WebCT, use only Microsoft Word, NOT Microsoft Works or WordPerfect. AGAIN, I WILL NOT ACCEPT LATE PAPERS UNLESS UNDER THE MOST EXTREME CIRCUMSTANCES. I will drop the lowest daily grade. The assignments are posted on this syllabus, and you will have plenty of time to submit assignments EARLY. I do not drop any major writing grades.

Peer-editing

We will peer-edit major papers in class, then you will turn the revised copy of the paper in the next class meeting. If you do not have your paper ready for peer-editing the day it is due, that is AUTOMATICALLY 30 POINTS OFF the paper. That means you’re starting out with a 70, no matter how good your paper is. PAPERS ARE DUE ON THE DUE DATE!

The Literary Analysis Research Papers

You will have two major literary analysis papers this semester worth almost one-third your grade. You will be writing daily papers leading up to these, so you will get lots of practice. The grade for this paper will consist of several separate grades, including your thesis statement, sources, quotes, first and second outlines, rough draft, and final draft. All these averaged together will make up 30% of your total grade. NOT TURNING IN ANY OF THESE COMPONENTS WILL EARN A ZERO FOR THAT COMPONENT, AND THEY MUST BE TURNED IN ON THE DAY THEY ARE DUE. For instance, if you don’t turn in thesis statement, sources, or an outline, you will receive three zeros for those components of the grade. Even if you make 100 on the rough draft and the final draft, you will get an F (200/7=29). IF YOU DO NOT TURN IN BOTH LITERARY ANALYSIS PAPERS, YOU WILL RECEIVE AN “F” IN THE COURSE, NO MATTER HOW MUCH YOU TURN IN BEFORE THAT!!

Requirements for each research paper:

1. Topics will be derived from assigned readings.

2. You will need a total of three sources (plus your textbook), two of the required sources, and one of your own choosing.

a. Use two of these required sources, found in our CC library:

· Drama for Students

· Short Stories for Students found behind the counter in the CC library – I will provide copies of these for you.

· Poetry for Students

· Contemporary Literary Criticism

· Twentieth Century Authors (especially useful for the author-based analysis)

· Cyclopedia of World Authors

· The Explicator Cyclopedia, Volumes 1 and 2

FOR ANY OF THESE YOU MAY NEED, PLEASE LET ME KNOW AND I CAN GET YOU INFORMATION.

a. The other sources must include at least one from a book and one from a database in the library (check our Clarendon College library site on our webpage at www.clarendoncollege.edu.

3. You CANNOT use www.wikipedia.com because it is not an academically reliable website. Anybody can post to this site, which makes its integrity questionable. While it may look academically sound, it is not.

4. You will need at least five quotes that you are going to use from these sources, with bibliographic information under each quote and a copy of the page you got the quote from.

5. Only the MLA format will be accepted for ANY part of the above.

6. (See last page for comments about literary criticism)

Daily Grades: You will have a series of daily grades that will figure into your grade. These daily grades will consist of pop tests over assigned textbook reading, attendance, daily in-class writings, or other such material. At the end of the semester, I will average all the daily grades. Since attendance will be one component, you simply need to be in class every day.

Discussions: To get students to participate more freely, we will have online discussions through WebCT, our classroom management system. You will have a participation grade on how many of these postings you do; you will have to have at least 10 MEANINGFUL postings during the semester. You will get 10 points for each posting – if you only have three postings during the whole semester, your participation grade will be 30, and you certainly don’t want that. These “lectures” will supplement in-class lectures and discussions.

Tests: You will have tests consisting of multiple choice, fill-in-the-blank, matching, and essay questions and will cover only the topics we’ve discussed for that unit, such as the writing process, research methods, and critical analysis. If you miss a test, you will get a zero; however, I will drop the lowest test grade at the end of the semester. If you know you’re going to be gone for a school-sponsored event, you must take the test early. I don’t give make-up tests.

Grading Procedure: The final grade in this course will be determined by the following:
All components of the literary analysis papers.................................................................................... 30%

(Each component for each paper will have its own grade: topic, sources, quotes, outline, rough draft, and final draft)

Exams (objective and/or essay)....................................................................................................... 30%

Writing assignments other than the research papers........................................................................... 20%

Surprise events and other daily grades ............................................................................................ 10%

Discussions in WebCT..................................................................................................................... 10%

The final semester grades will be figured as set in the current catalog:
90 to 100…A 80 to 89…B 70 to 79…C 60 to 69…D Below 60…F

ACCOMMODATIONS STATEMENT: Clarendon College provides reasonable accommodations for persons with disabilities. Should you have a recognized disability and require special accommodations, you must notify either of the following individuals as soon as possible so that we can provide those accommodations: Dean of Students or your instructor.

TENTATIVE COURSE SCHEDULE and CLASS TOPICS

(Subject to change if necessary)

DATES		TOPICS AND ASSIGNMENTS
Week 1: Intro	T	Class introduction. Go over syllabus. Read the “theory” part of Exploring Literature, Chapters 1-2, pp. 3-51 for next class session.
	R	Lecture: Ch. 1-2 in Exploring Literature. Also check below for written assignment due next week.
Week 2: Personal response, writing about literature, and critical thinking. Readings: Culture and Identity	T	Read and discuss Appendix “A” in your Exploring Literature book about literary criticism. Lecture: Appendix “A” PowerPoints. Read and discuss: 1. “I Have A Dream” by Dr. Martin Luther King, Jr., p. 1081 4. “Ballad of Birmingham” Randall, p. 17 2. “Birmingham Bomb Kills…” p. 16 5. “A Dream Deferred” by Hughes, p. 78 3. “Salvation” by Hughes, p. 32 Dierdre’s Draft of “Those Winter Sundays” p. 45 and Dierdre’s Revised Essay, p. 49. (This will be a good guide to writing your response paper.)
	R	Read and discuss Exploring Literature, Chapter 3, p. 57-80 (Reading about literature and responding to poetry). Read and discuss: 1. “I Have a Dream” by King, p. 1081 3. “Désirée’s Baby” by Chopin, p. 947 2. “We Real Cool” by Brooks, p. 997 4. “Ain’t I a Woman” by Truth, p. 914 Respond to discussion in WebCT under “Week 2.” Daily grade assignment to be turned in Thursday: Write a full one page response comparing how you felt after reading the newspaper article “Birmingham Bomb Kills” and the poem “Ballad of Birmingham.” Also discuss the techniques of writing that the newspaper article used as opposed to the techniques the poem used. Write a paragraph on why these pieces could be criticized from a “historical perspective” (p. 1315 in the Exploring Literature book.) Must be typed in MLA form.
/
Week 3: Poems	T	Read and discuss Exploring Literature, Chapter 3, p. 80-85 (Reading about literature and responding to poetry). Handout and lecture: Intro to Poetic Terminology, found in WebCT under “Handouts and Study Guides” then “Handouts to Know.” You will use this to write this week’s assignment.
	R	Lecture: Chapter 3 readings: 1. “Those Winter Sundays” p. 13 5. “The Word Plum” p. 746 2. “Advice to My Son” by Meinke, p. 9 6. “The Fog” by Sandburg, p. 79 3. “The Wind” by Stephens, p. 80 7. “When I Heard the Learn’d Astronomer” p. 85 4. “Mirror,” by Plath, p. 792 Daily grade assignment to be turned in Wednesday: Write a “text-based” criticism of three of the above poems, 1/2-page each. You will need to analyze tone, irony, symbolism, metaphors, similes, or imagery. You will need to provide quotes from the poems to prove your assertion. Remember, a text-based analysis uses only the text, nothing else. Peer-editing: We will take a few minutes to peer-edit these papers, and you will turn in the final paper next class period. You need to turn in coherent, grammatically-correct perfect papers with no misspelled words (since these are peer-edited, I will count off quite a bit for errors). Respond to discussion in WebCT under “Week 3.” Daily grade assignment to be turned in Thursday: Revised text-based criticism paper from Wednesday. Read Chap. 11-12, Writing Research Papers Daily grade due Thursday: Complete the Chapter 11 and 12 handouts to turn in today.
Week 4 Research Test #1	T	Read and discuss the following: 1. “War is Kind” by Crane, p. 73 (pay particular attention to the irony in the poem) 2. “A Man Said to the Universe” by Crane, p. 1225 4. “Grass” by Sandburg, p. 1224 3. “The Man He Killed” by Hardy, p. 1240 5. “Dulce et Decorum Est” by Owen, p. 1223 Be sure to check next page for written assignment.
		Major Writing Assignment #1 due Tuesday: Personal response to war. Write a one-page paper on ONE of the following: 1. Write a paper about the effects of war and your own personal experience of yourself, family members, or friends. If you don’t have any experience, interview a couple of people who have served in the military and get their perspectives. Then link that theme to the poem “A Man Said to the Universe.” In other words, in your opinion is war worth the pain and heartache? Why or why not? Does the universe care? Be sure to defend your stance by citing passages in the poems in a Works Cited page. Be sure to cite anybody you interviewed also. Refer to Chapters 11 and 12 in the Writing Research Papers book. 2. Look at “Making an Argument” on p. 1226 – your topic could be the theme of “doubt” as exemplified by the poems in the section: doubt about war itself, doubt about the usefulness of war, self-doubt, 3. etc. Be sure to cite examples and quotes to argue (or “prove” and support) your thesis or point. Peer-editing: Take a few minutes to peer-edit these papers, and you will turn in the final paper Thursday.
	R	Read Chapters 1-2, pp. 1-31, in Writing Research Papers. We won’t talk about these chapters, but you WILL be responsible for them for test purposes later. Reading due Thursday: Complete Chapter 2 handouts from Writing Research Papers book to turn in. Daily grade due Thursday: Revised copy of war paper from Tuesday. TEST #1 Thursday: Chapters 1-3 Exploring Literature “theory” part, Introduction to Poetic Terminology, and readings up until now. This will be given in WebCT. Respond to discussion in WebCT under “Week 4.”
Week 5: Research Family and Friends	T	Read and lecture: Chapters 3-4 in Writing Research Papers. You WILL be responsible for the material in these chapters for test purposes. Daily grade: Complete Chapters 3 and 4 handouts from Writing Research Papers to turn in today. Distribute and go over Elements of Fiction Handout. We won’t talk about this handout, but you WILL be responsible for it for test purposes. Read and discuss the following: 1. “Marriage is a Private Affair” by Achebe, p. 239 4. “The Youngest Daughter,” by Song, p. 264 2. “Two Kinds” by Tan, p. 253 5. “Dusting” by Alvarez, p. 261 3. “A Worn Path,” by Welty, Handout
	R	Read and discuss Exploring Literature, Chap. 4-5, pp. 148-170 (Argumentation and Writing a Critical Essay; Research.) Major writing assignment due today: Using ONE of this week’s pieces above, write a literary analysis paper, using either “psychoanalytical-based” or “gender-based” criticism (Appendix A in Exploring Literature book), relating the parent/sibling relationship the writers explore. Needs to be at least TWO full pages, and of course, in MLA format with a Works Cited page citing the textbook. Three possible ways to treat the paper: 1. In some pieces, the parent/guardian has made sacrifices for the child. In others, the child is the one who has sacrificed. Explore what has been the effect of the sacrifice for each. What is the psychological effect of these sacrifices? Give specific examples and quotes from the readings. 2. If you go the gender-based route, explore how the father/son relationship in “Marriage is a Private Affair” affects the son’s fiancée. How do mothers handle family situations or children differently than fathers? What role does gender played in the piece and how or why men and women read the piece differently? Would that story be different if the setting were in a more liberally-minded society? 3. If you go the psychoanalytic route, you’ll want to address what psychological issues people have with their parents, maybe even dig into how repressed feelings affect how an author may write. In “Dusting,” does the daughter lose her identity because of her mother? Does she keep it? How could this affect the author later in life? Requirements: · Find TWO outside sources substantiating your position and cite it in the Works Cited page along with your Exploring Literature book cite. This could include some research about parent/child relationships or some information about the author that would be pertinent to the paper. Your Works Cited page would have three entries: two outside sources and the pieces from the Exploring Literature book. · Write a concise, explanatory thesis statement, one that will present your argument for the paper. · Congratulations! You're on the road to literary analysis! We will peer-edit these in class, and the revised copy will be due Tuesday.
Week 6: First literary analysis paper - three full pages Family and Friends	T	Turn in revised copy of parent/sibling relationships. Prepare for first literary analysis research paper. From a “historical-based” criticism viewpoint, pick a topic and gather at least three sources plus the textbook itself to write a full three-page paper from the selections we’ve already read. Suggestions may include the historical context that includes something about the racial tension in the 1960s, the historical treatment of women in a particular culture or time, any kind of “mixed” relationships (such as “Marriage is a Private Affair”), the psychological aspects of war on soldiers (especially World War I’s infamous “trench warfare”) and/or family, or similar topics. I MUST APPROVE YOUR TOPIC AND SOURCES BEFORE YOU CONTINUE THE PAPER! I will look at them and hand them back to you by Monday. REQUIREMENTS: § Prepare the paper in MLA format, with the topic and sources (properly formatted) on one sheet of paper. § This is not a reader-based response, so don’t include your own initial reactions to a particular piece. Instead, synthesize readings and sources to form your own opinions and conclusions. § You MUST turn in each component of the paper – you CAN’T just turn in the final copy. For instance, I won’t accept the outline portion UNTIL you have turned in the topic portion. Since I don’t accept late papers, that means that YOU HAVE TO TURN IN EACH COMPONENT TO RECEIVE A FINAL GRADE. § You have to research what was going on at the time of the writing in order to do a “historical-based” criticism. You can use specific time periods or general time periods, depending upon your topic and piece. Timeline: I have given you specific dates each component of the paper will be due. For this week, Thursday will be the due date for the topic. Submit it by email through WebCT. I will look at all of them and respond, give suggestions, etc. The topic can be fairly broad, and I can help you narrow it down some if you wish. Next Tuesday is the due date for the your sources. Submit these in the form of a Works Cited page since you’ll be doing that anyway. First grade of the paper. Submit in WebCT.
	R	NO CLASS! However, you still need to continue working on your paper. Study for your test #2, which will be next week. Topic due through WebCT. Respond to discussion in WebCT under “Week 6.” You should have at least five postings by now. Start gathering sources for your research paper.
Week 7 Continue first analytical paper Test #2	T	Read and discuss Chap. 6-7 in Writing Research Papers (omit Chapter 5) Daily grade and discussion: Complete the Chapters 6-8 handouts to turn in today from Writing Research Papers book. Continue with first analytical paper. Timeline: Today: sources (Works Cited page) due, with copies of he sources attached (I will count off if you don’t include the hard copies). Second grade for the paper. Also due is the outline with a good thesis statement. Your outline should have at least some of your in-text citations in place. This outline won’t be graded, but you’ll get a zero if you don’t do it. Thursday: At least five quotes you know you will use, along with the internal citation from which each quote comes. Peer-edit the paper before you submit it, and indicate by your name who the peer-editor was. Third grade for the paper. Next Tuesday: A complete, formal, sentence outline due, including your in-text citations and Works Cited page. This outline needs to have all the points you’re going to put in your paper. Peer-edit the outlines before you submit them, and indicate by your name who the peer-editor was. This is just the skeleton of your paper; from now on you will be filling out the outline to complete your paper. Fourth grade for the paper. Next Thursday: Rough draft (a very good, not-really-rough) is due. We will peer-edit in class. Fifth grade for the paper. Tuesday Week 9: Revised final copy of your first paper due. This will be the sixth grade for the paper, and then you I will average all those grades for your grade.
	R	Due: Five quotes for your paper. Read and discuss Chap. 8 in Writing Research Papers. We will discuss this before our test. TEST #2: Readings from Weeks 5 and 6, Chapter 4 and 5 from Exploring Literature book, and Chapters 1-8 (omit 5) from Writing Research Papers.
Week 8 First analytical paper due Faith and Doubt	T	Due today: Formal outline for first analytical paper due. Read and discuss Chap. 9-10, Writing Research Papers Daily grade: Complete Chapters 9 and 10 handouts to turn by Thursday. Read and discuss the following essays: 1. “Learning to Fall” by Simmons, p. 1281 2. “The Myth of Sisyphus” by Camus, p. 1272
	R	Due today: Rough draft for first analytical paper due. Will peer-edit in class. Read and discuss the following essays: 1. “Cathedral” by Carver, p. 1151 2. “A Good Man is Hard to Find” by O’Connor, p. 1185 3. “Chrysanthemums” by Steinbeck, p. 1196 4. “Some Keep the Sabbath Going to Church” by Dickinson, p. 1292 Next Tuesday: Revised copy of first analytical paper due. Respond to discussion in WebCT under “Week 8.” You should have at least seven postings in WebCT now.
Week 9 Women and Men Test #3	T	Due today: Revised copy of first analytical paper due. Read and discuss the following pieces: 1. “Cinderella” by Grimm Brothers, p. 796 2. “Cinderella” by Sexton, p. 800 3. “Cinderella” by Bettleheim, p. 803 Daily grade writing assignment due Friday: Write a one-page personal response paper answering the “Making an Argument” question on p. 808 about the Cinderellas. MLA format, of course, with quotes from the pieces, in-text citations, and Works Cited page. Share with others your thoughts in WebCT discussion under “Week 9.”
	R	Read and discuss the following pieces before the test: 1. “If Shakespeare Had a Sister” by Woolf, p. 849 2. “The Horse Dealer’s Daughter” by Lawrence, p. 737 Thursday TEST #3: Over readings from Weeks 8 and 9 (does not include Writing for Research book)
Week 10 Test #4 Start Literary Analysis Paper #2 - four pages Women and Men Innocence and Experience	T and R	Read and discuss the following pieces: 1. “Hills Like White Elephants” by Hemingway, p. 732 5. “Sweat” by Hurston, p. 1128 2. “How to Watch Your Brother Die,” by Lassell, p. 785 6. “You Fit Into Me” by Atwood, p. 776 3. “I Heard a Fly Buzz – When I Died –”Dickinson, p. 1291 7. “Richard Cory” by Robinson, p. 514 4. “I’ve Seen a Dying Eye” by Dickinson, p. 1291 8. “Trifles” by Glaspell, p. 820 Second literary analysis research paper due Tuesday, Week 12: This week’s readings deal with death in some way. Your next paper will need at least three sources plus the textbook itself, and the paper must be at least four full pages. The general topic: take the poem “You Fit Into Me” and make a connection to at least two other readings from this week. You will first need to explain what the poem “You Fit Into Me” means, then relate its meaning to two other readings. Keep in third person; don’t start the paper with “I think this poem means….” You may want to explore how relationships sometimes end because of death, because couples fall out of love, resulting in death (literally or figuratively), or because the author experiences or dreams of experiencing death. Your research may take you to abusive relationships and the effects of one person exerting control over another or the psychological need some people have to kill themselves. You MUST still relate this research directly to specific quotes and passages in the readings, while at the same time relating it all to the poem “You Fit Into Me.” You may have to research some psychological aspects of the pieces. Requirements for the paper: § Prepare the paper in MLA format, with the topic and three sources plus the textbook itself (properly formatted) on one sheet of paper. § This is not a reader-based response, so don’t include your own initial reactions to a particular piece. Instead, synthesize readings and sources to form your own opinions and conclusions. § You MUST turn in each component of the paper – you CAN’T just turn in the final copy. Timeline: I have given you specific dates each component of the paper will be due. For this week, Thursday is the due date for the specific topic and the readings you plan to use. Email these to me through WebCT. This will be the first grade. I will look at these, approve them, and give you feedback the next day. Next Tuesday is the due date for the your three sources (other than the textbook) which will be your Works Cited page for your paper. Also due is the complete formal sentence outline with the thesis statement. Make copies of the title page of the two book sources you used and attach them at the back of the paper; I will count off if you don’t have these copies attached. Second grade. Next Thursday: Rough draft (a very good, not-really-rough) is due. We will peer-edit in class. REMEMBER that if you don’t have this rough draft ready for peer-editing, you will automatically lose 30 points. Third grade for the paper. Tuesday Week 12: Revised final copy due. This will be the fourth grade for the paper, and then I will average all those grades for your total grade.
Week 11 Research Paper and Analytical Paper #2	T	Today: Test #4 over Readings for Week 10. This won’t be a hard nor long test, but you DO need to know the stories. Read and discuss after the test Chapter 13, Writing Research Papers. Due today: Three required sources other than the textbook due. Remember to format your sources in proper MLA form, and make it the Works Cited page. This will be the second component grade of your paper. Also the thesis and first general outline due.
	R	Due today: At least five quotes you know you will use, along with the internal citation from which each quote comes. Third grade for the paper. Read and discuss after the test Chapter 14, Writing Research Papers.
Week 12 Analytical Paper #2	T	Due today: A complete, formal, sentence outline due, including your in-text citations and Works Cited page, which will be fourth grade for the paper. Also turn in rough draft of final paper. We will peer-edit these in class. Keep working on your paper as I may not have these back to you graded by the next class period. We will peer-edit these outlines in class.
	R	No class – continue working on your papers.
Week 13 Final Paper Due	T	Due today: Revised and final copy due. TEST #5: Chapters 9-14 in Writing Research Papers.
	R	Read in class: “Los Vendidos” by Valdez, p. 1057. Be sure to look under Study Guides section in WebCT what some of the terminology is. This is really important! Read “The New Colossus” by Lazarus, p. 1002 and “Workers” by Rodriguez, p. 1066.
	R	Daily grade assignment due today: For a 1½- to 2-page personal response paper, take the three pieces for this week. You can use either of these two topics: 1. Compare the “workers” in Rodriguez’s essay to the Farm Worker in “Los Vendidos.” How are they similar? How are they different? Cite specific examples and quotes to support your argument. Use internal cites; however, no need to prepare a Works Cited page. 2. Do you “get” the satire in “Los Vendidos”? How can you tell it is satire? Are you offended by the satire? Cite specific examples and quotes to support your argument. Use internal cites; however, no need to prepare a Works Cited page. 3. Relate the poem “The New Colossus” to the play or the essay. What is the poet’s opinion of America? What do you think Valdez’s or Rodriguez’s opinion is? Do you personally think the Statue of Liberty is still America’s “Colossus”? Why or why not? Respond to discussion in WebCT under “Week 13.”
Week 14 Responding to Painting and Poetry	T	Print out handouts and read “The Veldt” and “There Will Come Soft Rains” by Bradbury. Daily grade assignment due today: Write a one-page personal response to the short story “The Veldt. Did you like it? Why or why not? Respond to this prompt with quotes from the story to support your thesis: Do you think children have too much freedom now? How has technology permeated our society? Do you think this story could happen? Remember, the story was written over 50 years ago! Respond to discussion in WebCT under “Week 14.”
	R	Read and discuss Exploring Literature (Responding to Painting and Poetry) Pay particular attention to the painting “Starry Night” p. 694 and the accompanying poem by Anne Sexton. Read handout in WebCT to song lyrics “Vincent” by Don McLean and watch slide show. Also pay close attention to the painting “The Old Guitarist” and the poem “The Man With the Blue Guitar.” In-class daily grade assignment today: In a one-page paper, write a response to either “Starry Night” or “The Old Guitarist.” What emotions, if any, does the painting evoke? Do you agree with the point of view of the accompanying poem of your painting? Why or why not? Respond to discussion in WebCT under “Week 14.”
Week 15 Family and Friends	T	Will read in class: “A Raisin in the Sun.”
	R	Finish reading “A Raisin in the Sun.”
Week 16 Evaluation and Wrap-up	T		In-class daily grade assignment to turn in today: Write an evaluation of what you’ve learned in this class. What have you learned about various genres of literature? What have you learned about literary criticism and academic research? What was your favorite piece or category of pieces? Why? You won’t get a grade for this – I just would like to know!
	R		Review for final. It will basically cover the readings in Exploring Literature. Make sure you have at least 10 postings in WebCT up by now. I will not count any postings later than Friday of this week.
Week 17 TUES.		Final (only over readings in Exploring Literature book since Week 13(not research book). You cannot drop this grade, no matter what. I DON’T GIVE FINALS EARLY!!

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Class Contract

I have received and have read the syllabus for ENGL 1302 taught during the ______________, 20___ semester by Jimidene Murphey and agree to abide by the policies written in it. I understand the policies of class attendance, dropping the course, academic honesty, and general class behavior and understand the consequences of failing to comply with these policies.

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Student’s Name Date