Course Syllabus
MCC SP 2019 SYLLABUS
ENGL214-B04 American Lit II
T/Th 11-12:15pm
Room: H-329
Professor A. Avedano
Office: H112 - Phone: 508.588.9100 x1812
Office Hrs: M/W 11-Noon; T/Th 3-4 pm; online consultation by appt.
Email: aavedano@massasoit.edu
REQUIRED TEXTS & MATERIALS:
This is an Open Electronic Resource (OER) course, which means you can access all materials online and do not need to purchase books. However, I have ordered the 2 larger texts (see * below); they may be purchased in the MCC bookstore if you prefer a hard copy.
❏ Daily access to computer and internet connection is required (Smart phone is not enough) ❏ An active library account at the MCC Library; please make sure your ID and PW are operational in order to access materials digitally. ❏ Consistent access to Canvas and MCC email. ❏ Journal (composition notebook or small spiral notebook); and a folder for paper components. ❏ Please bring paper, highlighters, Post Its, pens and pencils to each class. |
Here are online versions of excerpts, short stories and texts we will read this semester:
Chopin, Kate. "Desiree's Baby."; "The Story of an Hour"; “The Storm.”
DuBois. W.E.B. “Of Mr. Booker T. Washington and Others.”
Gilman, Charlotte Perkins. “The Yellow Wallpaper.”
Glaspell, Susan. “A Jury of Her Peers.”
Ellison, Ralph. “Battle Royal.”
Fitzgerald, F. Scott. “The Rich Boy.”
Hemingway, Ernest. "Hills Like White Elephants" (pg 249 free ebook) and “The Old Man at the Bridge.”
Hurston, Zora Neale. Their Eyes Were Watching God.
King, Stephen. Different Seasons.
London, Jack. "To Build a Fire."
Miller, Arthur. Death of a Salesman.
Twain, Mark. Diaries of Adam and Eve.
Washington, Booker. T. “Cast Down your Bucket where you Are.
COURSE DESCRIPTION:
This course examines the major contributors to American literature, culture, and ideals from the Civil War to the present.
COURSE OUTCOMES:
- Read a significant sampling of the writings that constitute the canon of American literature from 1860 toward the present
- Become familiar with or identify major writers, works, genres, trends, and styles from 1860 toward the present
- Write papers responding critically to both primary and secondary texts, building on skills developed in English Composition II
- Understand and analyze the relationships between American culture (historical, intellectual, social, political, economic) from 1860 onwards and individual writers and their works.
- Discover a sense of how American identity is developed and exemplified through literature
- Analyze and discuss texts, using literary terms and themes introduced in English Composition II, to guide and inform the aesthetic experience of reading
- Appreciate the personal relevance and shared values of literature, and the depth of feeling that comes with recognition of the universal human condition
- Strengthen Core Competencies in order to increase success in this and other courses and in the workplace
Prerequisite: ENGL 102 English Composition II.
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TEACHING STRATEGY
ENGL214 is a student-centered course that explores American Literature and its connection to individual and collective identity. Students will be encouraged to take ownership of their learning experience in a seminar-style setting where they will prepare and present research and discuss literary themes. Writing is an essential component of the course; students will learn to develop and articulate literary analysis of materials.
ASSIGNMENTS:
**Helpful Hint: Keep all graded assignments handed back in class in case of mistakes in recording scores.**
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CANVAS Discussion/Responses/Miscellaneous [200pts]: Regular discussion posts and responses to peer posts will require you to reflect on readings, develop connections between stories using close reading and literary criticism, and make observations about the relationship of American literature to the universal human experience (approx 200pts total). |
Short Essays: [100pts] 2 short essay/reflections (50pts each) will be assigned throughout the course to promote student engagement with texts.
#1 Masculinity in Death of a Salesman. #2 Symbolism in Thier Eyes Were Watching God. |
Student-Led Discussion Panel: [100pts] Students will be asked to research topics related to the Men’s Voice Module, and prepare a class discussion using close reading and literary criticism.
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Quizzes: [245pts] 3 main* quizzes will be given on CANVAS. #1 Syllabus Qz (45pts). #2 Midterm Qz (100pts). #3 End of Semester Qz (100pts).
*More quizzes will be given if the majority of students are not reading course materials.
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Hero’s Journey Graphic Organizer: [55pts] Students will use this handout to track themes in “The Body” and to explore identify their own personal Hero’s Journey.
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Google Site Wiki Page [100pts] Students will create an online wiki page using Google Sites during the Women’s Voices Module demonstrating close reading, and an emerging understanding of literary criticism. |
Portfolio: [100pts] The Google Site used to create the initial wiki page will develop into a portfolio to track connections between texts and contemporary culture, and demonstrate course outcomes.
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Journal: [100pts] Students will be required to keep a reading journal. Bring this notebook to each class. It will be graded periodically 100pts).
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ATTENDANCE & LATE ARRIVALS
Attendance:
Classroom dynamics are powerful! Each student is an integral part of a learning community and needs to be physically & mentally present in class. There are NO “excused” or “unexcused” absences in ENGL214 - I do not need details or doctors’ notes. It is best practice to notify professors before missing class. Remember: it is your responsibility to find out what you missed and to manage late work, not your professor’s responsibility to contact you to let you know what happened in class that day.
*Study Shows: Attending class results in better performance in college.
Late arrival:
Late arrivals are a major distraction to professors and peers. After week 2, once class begins, I will close the door. If you are late, do not knock or walk into class. WAIT. I will periodically open the door to admit late students. If for any reason I am not present at the start of class, please wait 10 minutes before leaving.
Please refrain from being disruptive by habitually leaving the room.*
(Please let me know if you need accommodations)*
Helpful Hint: Do not expect professors to repeat lectures, discussions or instructions because you are late; talk to classmates after class and check Canvas BEFORE you ask or email your professor.
**** LATE WORK POLICY ****
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Submit assignments on Canvas unless otherwise instructed. Always use a heading with your name, date, course info on ALL papers. At my discretion, extenuating circumstances may be taken into account, and an extension granted with a point deduction for late work. However, this is can only happen with prior notice.
TECHNOLOGY
Technology in the classroom should be used for purposes of course-related projects. While we must keep smartphones “available” for a variety of reasons, please be respectful to our learning community - MUTE them, and take important calls outside the classroom. When you are texting or otherwise engaged on your device, you are NOT PRESENT. If your technology becomes a distraction, you will be dismissed from class. Laptops should only be used with permission.
EATING IN CLASS
Reasonable snacks and beverages are fine. Reasonable means they are not overly noisy or aromatic.
ALSO - PLEASE, DO NOT leave a mess for the custodian.
[Note: Eating is fine; sleeping = not okay.]
MY COMMITMENT TO YOU:
I am committed to providing a safe and thoughtful learning environment. You are an adult and will be respected as such, including confidentiality within the bounds of my professional position. I will do everything in my power to grade papers within 3 weeks, and will notify you if I cannot meet that obligation. I do my best to respond to emails and voicemails within 48 hours. As the facilitator of our learning community, I am here to cultivate and protect our environment. Distractions or threats to its integrity will be eliminated.
YOUR COMMITMENT TO THE CLASS:
I need your help to cultivate our learning community, as you are an active part of creating & maintaining an environment in which peers feel respected and supported. Please, understand that successful completion of this course requires consistent, timely, constructive contributions to discussions and group work. Merely turning in assignments on or after the due date and attending class passively and/or sporadically does not earn an A (or even a B). Engaged attendance is vital!
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OPEN COMMUNICATION IS ESSENTIAL TO YOUR SUCCESS.
PLEASE, COMMUNICATE! I AM YOUR ALLY.
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GRADING:
Canvas Discussions/Responses/Misc 200
Journal - 100
2 Short Essays - 50 each 100
Organizer - 55
Quizzes (3) - 245
Student-led discussion - 100
Wiki Page - 100
Portfolio - 100
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TOTAL = 1000
Grading Scale:
A 93-100, A- 90-92, B+ 88-89, B 83-87, B- 80-82, C+ 78-79, C 73-77, C- 70-72, D+ 68-69, D 63-67, D- 60-62, F 59 and below.
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THINK before you submit: a NOTE ON PLAGIARISM →
Plagiarism is the deliberate act of taking words, ideas, data, illustrations, or statements of another person or source, and presenting them as one’s own. Each student is responsible for learning and using proper methods of paraphrasing and footnoting, quotation, and other forms of citation, to ensure that the original author, speaker, illustrator, or source of the material used is clearly acknowledged. Any breaches of academic integrity can result in serious repercussions, including but not limited to failing the assignment, the course, and/or being reported to the Dean. The reality of cyberspace has made academic dishonesty even more tempting for some, but be aware technology can and will be used to help uncover those engaging in deception. If you have a question about the legitimacy of a source, ask your instructor or a librarian.
** FYI: Submission of the same written work in more than one course without prior written ** ** approval from instructors is viewed as a form of plagiarism. **
STUDENT SUPPORT:
Office of Online Learning
Free CANVAS orientation sessions are available for students at Massasoit Community College. You can also contact Jesse Schreirer or Kathleen Berry for assistance with CANVAS. Information is available at the online learning tab on the Massasoit main web page https://www.massasoit.edu/online-learning/,
Email: onlinelearning@massasoit.mass.edu
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The Writing Center
The Writing Center is located at SC165 on the lower level of the Student Center within the Brockton Academic Resource Center (ARC). Make an appointment online through Gradesfirst, in person at the Academic Resource Center front desk, or utilize walk-in services. Call at 508-588-9100 x1975.
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Office of Disability Services
Massasoit’s Disability Services office provides accommodations to students who qualify for services based on a documented disability. Students interested in accessing classroom or testing accommodations must contact Disability Services directly. In an effort to avoid any lapse in services, new and returning students are encouraged to contact Disability Services at the beginning of each semester to receive an Accommodation Letter for the current semester. Students on all campuses can contact Disability Services at 508-588-9100 X 2132. Email: DisabilityServices@massasoit.edu for further information or questions.
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Office of Diversity and Inclusion
Massasoit Community College is committed to providing a safe learning and work environment for all. If you believe you have experienced discrimination, sexual harassment, sexual assault, domestic/dating violence, stalking, or retaliation, we encourage you to report it to Yolanda Dennis, Chief Diversity Officer and Title IX Coordinator, Office of Diversity and Inclusion, at 508-588-9100, x1309 or ODI@massasoit.edu. While you may talk to a faculty member, understand that as a “responsible employee” of the College, the faculty member must report what you share to the College’s Title IX Coordinator. On and off campus resources and interim measures are available to assist you. Information about both of these policies can be found at www.massasoit.edu/title-ix and www.massasoit.edu/eeo. We are here to support you.
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Tentative Schedule for ENGL214-B04 below:
Reading and writing assignments may be added to and/or changed. Technology can be glitchy. Email if you see a discrepancy between Canvas and the schedule that you do not understand, or if an assignment window or link is not functioning properly. These will not be excuses for missing assignments, so please notify me immediately.
Dates, Holidays & Deadlines |
Topics, Readings & Coursework |
#1 Week Ending 1/27:
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Topics: Introductions-CANVAS Readings: Syllabus & Email etiquette Due: Intro discussion posts, email, intro posts |
#2 Week Ending 2/3:Women’s Voices Chopin |
Topics: Close Reading, Re-reading, and the Feminine Voice Readings: Kate Chopin - Desiree’s Baby; The Story of an Hour; The Storm Due: Discussion Post |
#3 Week Ending 2/10:Women’s Voices Perkins Gillman |
Topics: Women, Suffrage and the History of Psychiatry Readings: Gillman’s The Yellow Wallpaper; Why I Wrote the Yellow Wallpaper; “The Rest Cure” pdf. |
#4 Week Ending 2/17:Glaspell
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Topics: Literary Criticisms/Lens - Female Despair Readings: Glaspell - “A Jury of Her Peers”; Trifles (the play); literary criticism. Video: DIY Google Sites Due: Historical research and primary sources; Library of Congress |
#5 Week Ending 2/24:Women’s Voices |
Topics: Applying the Critical Lens Workshop: Google Site collaboration Due: Wiki Page |
#6 Week Ending 3/3:Men’s Voices Twain |
Topics: Men’s Voices Readings: Mark Twain’s The Diaries of Adam and Eve. Due: Wiki Page peer reviews |
#7 Week Ending 3/10:Men’s Voices London/Hemingway/Fitz |
Topics: Masculinities Readings: To Build a Fire; Hills Like White Elephants; The Rich Boy Due: Discussion post |
#8 Week Ending 3/17:Men’s Voices Washington/DuBois/ Ellison |
Topics: Men of Color Readings: “Cast Down Your Bucket Where You Are;” “Of Mr. Booker T. Washington and Others”; “Battle Royal.” Due: Midterm Quiz CANVAS |
#9 Week Ending 3/24:Men’s Voices Arthur Miller |
Topics: Masculine Grief Readings: Reader Response Criticism Film: Death of a Salesman Due: Prep short essay response: Masculinity in Death of a Salesman. |
#10 Week Ending 3/31:Rites of Passage Stephen King
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Topics: The Hero’s Journey in “The Body” Video: Campbell’s Hero’s Journey Reading: “The Body” Chap 1-9 Due: Portfolio Update |
#11 Week Ending 4/7:Rites of Passage Stephen King |
Topics: Death Reading: “The Body” Chap 10-16 Due: Discussion Post/Hero’s Journey Organizer |
#12 Week Ending 4/14:Rites of Passage Stephen King |
Topics: Rites of Passage Reading: “The Body” Chap 17-end Due: Quiz |
#13 Week Ending 4/21:Symbols and Imagery Hurston |
Topics: Zora Neale Hurston Reading: Their Eyes Were Watching God - Chap 1-5. Due: Discussion Post |
#14 Week Ending 4/28:Symbols and Imagery Hurston |
Topics: Imagery and Symbolism (Prep Literary Analysis) Readings: Their Eyes Were Watching God - Chap 6-13. Due: Portfolio Update |
#15 Week Ending 5/5:Symbols and Imagery Hurston |
Topic: Feminism vs Womanism Reading: Their Eyes Were Watching God - Chap 14-end. Due: Essay #2 Symbolism in Their Eyes Were Watching God |
#16 Week Ending 5/12:
*Finals Week |
Monday 5/13 - Last Day of Classes COMPLETE PORTFOLIO DUE 5/13 NO ASSIGNMENTS ACCEPTED AFTER MONDAY 5/13. *NO FINAL EXAM DURING FINALS WEEK |
Course Summary:
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