online materials:

http://canvas.emich.edu

 

professor email:

abbcoy@gmail.com

 

professor info:

emich.edu/english/faculty/
facultypages/acoykendall.php

______

office hours:

603j pray Harrold hall

M 12-12:40, 3:15-6:00 PM

W 3:15-3:30, 9:10-9:30 PM

734.487.0954

~email for appointments~

______

~ schedule ~

Literature 100:

Words on the Page:

Introduction to Literature

Fall 2015

Dr. Abby Coykendall

http://people.emich.edu/acoykenda/

 

LEAD Technologies Inc. V1.01

 

Section 001; Registration # 15853

Monday & Wednesday 2:00-3:15 PM

Pray Harrold Hall 318

Literature 100: Introduction to Literature

Literature 100 is a class in which you will engage with a wide variety of literature—novels, short stories, poetry, and drama—ranging in period from the early modern era to the present and encompassing authors from around the world. The primary aim is to provide a general introduction to literature, including an examination of major literary movements, periods, techniques, and genres. By the end of the course, you will have surveyed representative literary works written in English, honed your interpretative skills, familiarized yourself with literary conventions, and learned to think carefully and critically about those conventions. Whether discussing literature or world events, we will attempt to expand rather than confine our engagement with the material, ultimately coming to understand how literature offers a means to (re)envision and hopefully to (re)create the world in which we all live.

Course Objectives: By the end of the course, you will be better able to

1.           Deepen appreciation of the humanities by examining the artistic techniques and thematic concerns of major literary works;

2.          Interpret literature from a wide variety of historical and cultural contexts, including mass media and popular culture;

3.          Deepen appreciation of the humanities by examining the artistic techniques and thematic concerns of major literary works;

4.          Broaden life experience through engagement with the diverse traditions and perspectives found in imaginative literature;

5.          Understand the vital ways in which literature influences culture and culture influences literature in turn;

6.         Practice critical thinking skills (e.g. self-reflexivity, close reading, textual analysis. while investigating and debating the communal meaning of texts;

7.           Become familiar with the main concepts and concerns of literary criticism, especially those which are useful for lifelong learning within or outside the classroom;

8.         Effectively communicate this newly acquired knowledge about literature verbally and in writing.

General Education Rationale:

Literature captures the hopes, politics, emotions and ideals not just of individuals, but of generations. Reading literature provides a window into cultures past. It also reveals how creative expressions can shape individual and community understandings of the world in which we live. Literature 100 is designed to cultivate students’ appreciation of literary texts by providing a context to learn about the formal and historical features of different kinds of poems, plays, and works of fiction. As a Humanities course in the Knowledge of the Disciplines, this class introduces terms important for the critical understanding of poetry, drama, and fiction as imaginative literary forms. It also helps students analyze poems, plays, and stories as products of the cultures that produced them and as texts that have impacted and influenced societies. Because the course focuses on different types of literature in historical contexts, students will gain a nuanced understanding of the cultural meaning of poetry, drama, and fiction and learn to interpret literary texts as complex social practices that are also meaningful as human art.

Required Textbooks:

Books are available for purchase at the EMU Bookstore in the Student Center, as well as at online merchants (Amazon, Powell’s, Barnes & Noble) or other university bookstores in the area. Make sure to get the correct edition pictured below by double-checking the ISBN number (a fingerprint of sorts for the book):

 

Literature: A Portable Anthology, 3rd Edition, ed. Janet E. Gardner (Bedford/St. Martin’s, 2003; ISBN #145760650X), 2012

 Toni Morrison, Beloved (Plume, 1994; ISBN #0452264464), also available electronically or on 2-hour reserve at the library

The other required readings are available in the online course shell, printable from any campus computer: http://canvas.emich.edu (see the "Files" link to the left). Bring copies of required readings, whether the books above or materials from the course shell, with you to class. You will need everything on hand for groupwork and class discussions

Assessment:

Nothing is more vital for success in this course than keeping up with, and actively engaging in, the reading assignments and class discussions each day. The more actively you participate, the more the course content can reflect your unique needs and interests. As with any university course, homework will take around two hours to complete for every unit of class or, in other words, six hours per week.

 

30%

Participation/Homework (Assignments, Groupwork, Presentation, & Quizzes)

25%

Examination #1: Elements of Fiction (True-False; Short-Answer; Essay Question)

20%

Comparison-Contrast Essay (presentation poem plus a self-selected song or poem of choice)

25%

Examination #2: Application to Novels (Short-Answer; Self-Designed Essay Question)

Attendance:

Failure to participate regularly in class discussion makes achieving the course objectives difficult and, eventually, impossible. Reserve absences for illnesses, car accidents, or other unforeseen emergencies preventing you from coming to class and make sure not to exhaust your allowable absences too early in the term. Because this course primarily consists of reading and discussion—rather than facts, figures, or memorization—regular attendance is crucial. You never need to explain why you are absent, as I always will assume that you have an excellent reason to miss class. However, any student who misses FIVE class periods for any reason—that is, any student who misses around three weeks of a regular term—will have his or her final grade reduced by a full mark (for example, lowered from A to B, B to C, etc.), and any student who misses SIX or more class periods will become ineligible to pass.

When you must be absent, contact the other students in class to share notes or determine what you missed. All missed homework is due on your return, and any changes to the schedule will be sent to the class as a whole by email.

Instructor Availability:

I will be delighted to discuss any course-related questions, interests, or concerns during my office hours, as well as at any time through email (abbcoy@gmail.com). Emails with straightforward questions usually receive a reply within a few hours to a day; those with thornier issues usually receive a reply within a week. Please limit inquiries to those that I alone can answer so that I can give the more pressing issues of other students the attention that they deserve. If, for example, you are unsure about a due date, consult the syllabus, the handouts in the course shell, or the peers in your group, and then email only if the confusion persists. The first visit to my office hours with a course-related inquiry, such as to get guidance on homework, discuss readings lately covered, or brainstorm essay ideas, will be worth extra credit.

Lateness:

The most essential information—due dates, assignment instructions, clarification of issues—is given at the beginning of class, so it is essential to come on time. Make sure to leave early just in case you encounter any problems along the way (traffic jams, late busses, no parking). Arriving well into the period or exiting well before its conclusion both count as half an absence. If you are late, it is your responsibility to sign the attendance sheet to avoid being marked absent. Habitual lateness that disrupts the class eventually counts as an absence (or absences) as well.

Classroom Etiquette:

It is important to be mindful of your peers during class time, listening to them with the same respect and attention that you hope to receive yourself. Once class begins, do not distract your peers by walking in or out of the room unless there is a genuine emergency. If you have a medical condition requiring you to leave occasionally, bring a doctor’s note confirming as such; otherwise, conduct all personal business outside of class. All students are expected to abide by the Student Conduct Code (http://www.emich.edu/studentconduct/conductcode.php).

Disruptive exits can be both mental and physical. Students unprepared to discuss the materials for the day, or discovered using laptops or phones for purposes unrelated to the course, will be asked to leave and marked absent. This course has a no-laptop, no-cell-phone policy, so do not bother using these instruments during class time unless specifically asked to do so to look something up.

Accessibility

This class is meant to be a welcoming educational experience for all students, including those who may have challenges or disabilities that impact learning. If you find yourself having difficulty participating or demonstrating knowledge in this course, please feel free to contact me to discuss reasonable accommodations (preferably at least one week prior to the need), even if you currently lack a Disability Resource Center (DRC) accommodation letter. You can also contact the DRC directly to talk about possible accommodations (734-487-2470; 240K Student Center; drc@emich.edu).

Grading Scale:

100-94%

A

 

89-88%

B+

 

83-80%

B-

 

77-74%

C

 

69-68%

D+

93-90%

A-

 

87-84%

B

 

79-78%

C+

 

73-70%

C-

 

67-64%

D

 

Academic Resources & Campus Safety:

The University Writing Center (115 Halle Library) offers one-to-one writing consulting. The Academic Projects Center (116 Halle Library) offers one-to-one, drop-in consulting for students on writing, research, or technology-related issues. Another support center is the International Student Resource Center (200 Alexander, 487-0370) dedicated to second-language students from abroad.

Also consider availing yourself of the campus escort service, Student Eyes and Ears for University Safety, by calling 48-SEEUS (487-3387). If you sign up for the emergency text-messaging system (www.emich.edu/alerts), DPS can notify us of any calamity afflicting the campus.

Academic Integrity:

Understanding and avoiding academic dishonesty, and doing all coursework on your own, is imperative. Copying the homework of peers, taking credit for essays that you find on the internet, cheating on exams, or recycling your own essays written for other classes for double credit are all forms of academic dishonesty. The worst form of academic dishonesty is plagiarism, which, put simply, is taking either the ideas or the words of another person and reusing them as if they are your own.

You thus must acknowledge when you make use of the concepts and/or expressions of other people without any exception under any circumstance, whether it be by drawing on Wikipedia for mundane (and quite possibly specious) information or channeling the most holy of holy books for heavenly inspiration. When describing the ideas of someone else in your own words, make sure to signal as such (e.g., So and so says X … ); most importantly, when inserting the words of someone else into your own writing, make sure to credit that person for the passage and place quotation marks on either side (e.g., So and so says “X”). Writing that lacks these acknowledgements will pass as your own by default, and any writing that thus seems to be your own, without actually being your own, will be plagiarizing the original source.

All instances of academic dishonesty will result in an automatic 0% grade for the assignment; second instances will result in outright failure of the course. There is no excuse for academic dishonesty, nor will there be any exceptions to this policy. Make sure that your work is plagiarism-free before turning it in.

 


Schedule for LITR 100: Introduction to Literature

Assignments are listed next to the date they are due. Most readings are available either online in Canvas (http://canvas.emich.edu), the course shell (CS), simply click the “Files” link on the left, or in Literature: A Portable Anthology (LPA), which must be purchased separately. The schedule in the course shell has links to all of the readings, handouts, and homework, and is thus much easier to navigate.

Section One: Fiction (Short Story and Novel)

Wed, Sept. 9:

Course & Student Introductions; Conjectural Responses

Mon, Sept. 14:

o Read the syllabus over carefully and review materials in the course shell (http://canvas.emich.edu), jotting down any questions

o Begin reading “Introduction to Fiction” in the course shell (CS), pg. 7–18

o Read and re-read Ralph Ellison’s “Battle Royal,” either in the CS or Literature: A Portable Anthology (LPA 230+)

** Be prepared to discuss in class the literary elements found in the short story (e.g. character, point of view, plot)

Wed, Sept. 16:

o Finish reading “Introduction to Fiction” (CS 18-25)

o Read Shirley Jackson, “The Lottery” (LPA 242+)

** By Tuesday, Group 1 and Group 2 must post a list of three complete sentences for Assignment One in the course shell, each sentence comparing and/or contrasting a distinct aspect of the “Battle Royal” and “The Lottery” (use “Introduction to Fiction” to generate ideas). These assignments cannot be accepted by hand or turned in late.

Mon, Sept. 21:

o Read “Role of Good Reading” (LPA 1136+)

o Read Joyce Carol Oates, “Where Are You Going, Where Have You Been?” (LPA 312+)

** Be prepared to do groupwork on all three short stories in class.

Wed, Sept. 23:

o Read “Comparison: An Analytic Tool” (CS 1–2)

o Read Junot Diaz, “Drown” (LPA 425+)

o Purchase Toni Morrison’s Beloved to begin reading by next week

o If you missed class the first day of class, make up the Conjectural Response by 9/23 at the latest

** By Tuesday, Group 3 and Group 4 must post a list of three complete sentences for Assignment One in the course shell, each sentence comparing and/or contrasting a distinct aspect of the “Where Are You Going, Where Have You Been?” and “Drown” (use “Introduction to Fiction” to generate ideas). These assignments cannot be accepted by hand or turned in late.

Mon, Sept. 28:

o Read Writing about Short Stories(LPA 1197+)

o Begin reading Toni Morrison’s Beloved (1–46)

** By Sunday, all students must post a 300-word response in the course shell for Assignment Two comparing and contrasting two stories depending on your group number: Group 1 (“Where Are You Going?” and “Drown”), Group 2 (“Drown” and “The Lottery”), Group 3 (“Battle Royal” and “The Lottery”), and Group 4 (“Battle Royal” and “Where Are You Going, Where Have You Been?”). Bring a printed copy of the response to class for reference.

Wed, Sept. 30:

o Begin “The Writing Process” (LPA 1151-1162); 

o Continue reading Toni Morrison’s Beloved (46–100)

o Read the definitions for the following literary devices in the glossary: archetype, imagery, metaphor, and simile (LPA 1335+)

** By Tuesday, Group One and Group Two must post a list of four examples, one of each type, from Morrison’s Beloved, in the course shell for Assignment Three (provide the whole sentence, but underline or otherwise emphasize the part containing the device, including the page number for each)

Mon, Oct. 5:

o Review Guidelines for Exam One (CS)

o Continue “The Writing Process” (LPA 1162-1172)

o Continue reading Toni Morrison’s Beloved (100–147)

** Be prepared for an in-class response and/or groupwork on Beloved.

Wed, Oct. 7:

o Finish “The Writing Process” (LPA 1172-1181)

o Continue reading Toni Morrison’s Beloved (147–199)

o Read the definitions following for the literary devices in the glossary: flashback or foreshadowing, dramatic irony, paradox or situational irony, and verbal irony (LPA 1335+)

** By Tuesday, Group Three and Group Four must post a list of four examples, one of each type, from Morrison’s Beloved, in the course shell for Assignment Three (provide the whole sentence, but underline or otherwise emphasize the part containing the device, including the page number for each)

Mon, Oct. 12:

o Continue preparing for Exam One (CS)

o Begin “Common Writing Assignments” (LPA 1181-1190)

o Continue reading Toni Morrison’s Beloved (199–235)

** Be prepared for an in-class response and/or groupwork on Beloved.

Wed, Oct. 14:

o Get blue books in preparation for the exam

o Finish reading Toni Morrison’s Beloved (235-275)

o Finish “Common Writing Assignments” (LPA 1190-1197)

** By Tuesday, all students must post a draft of the exam outline in the course shell for Assignment Four and bring a printed copy to peer workshop during class.

Mon, Oct. 19:

** Exam One (True-False; Short-Answer; Essay Question)—make sure to bring a polished outline and your blue book **

 

Section Two: Poetry and Drama

Wed, Oct. 21:

o Read the “Things to Think about When You Think about Poetry” handout (CS)

o Read (and re–read) the following poems in the Poetry Packet (CS), some also in the anthology, though not all: a) Langston Hughes’s “Theme for English B,” b) Dorothy Parker’s “Résumé,” c) Dylan Thomas’s “Do Not Go Gentle into That Good Night,” and d) Edna St. Vincent Millay’s “What Lips My Lips Have Kissed”

** Be prepared for an in-class response and/or groupwork on the four poems.

Mon, Oct. 26:

o Read “Guidelines on the Presentation and Essay”

o Begin surveying the anthology and selecting possible poems to discuss for your presentation (list due Nov. 2)

o Read “Writing about Poems” (LPA 1208–1222)

o Read (and re–read) the following poems in the Poetry Packet (CS), some also in the anthology, though not all: a) Marge Piercy’s “The Secretary Chant,” b) Edgar Allen Poe’s “A Dream within a Dream,” c) e. e. cummings’s “next to of course god america I,” and d) Theodore Roethke’s “My Papa’s Waltz”

o Optional: Listen to the audio files for Thomas, Roethke, and Poe (CS)

** Be prepared for an in-class response and/or groupwork on the four poems.

Wed, Oct. 28:

Optional office hours (603J Pray Harrold) in lieu of regular class. Use the extra time to survey the anthology and select the four poems that you most want to discuss for your presentation.

Mon, Nov. 2:

 List of Poems Due

o Begin “Writing about Poetry” to review various poetry terms (CS), pg. 201-225

o Read and re-read T. S. Eliot’s “The Love Song of J. Alfred Prufrock” (LPA 547+)

o Listen to Eliot himself read “The Love Song,” either in the course shell (CS) or online: https://youtu.be/JAO3QTU4PzY

** By Sunday, all students must post in the course shell for Assignment Five the 4 poems in the anthology listed in the order of preference for their presentation and essay.

Wed, Nov. 4:

o Finish “Writing about Poetry” to review various poetry terms (CS), pg. 226-242

** Be prepared for an in-class work on Eliot’s “Love Song” incorporating the terminology from “Writing about Poetry”

Fri, Nov. 6:

(extra-credit event)

Celebration of the Centenary of T. S. Eliot’s “The Love Song of J. Alfred Prufrock” (3–5pm Halle Library)

Mon, Nov. 9:

Poetry Presentations

o Read the poems upon which students will be presenting—see the Schedule in the course shell (CS)

** By Sunday, all students must post the Poetry Questionnaire in the course shell for Assignment Six (see the poetry presentation schedule in the course shell to determine which poem you’ve been assigned).

Wed, Nov. 11:

Poetry Presentations

o Read the poems upon which students will be presenting—see the Schedule in the course shell (CS)

** Be prepared for in-class groupwork on the poems each day we have class presentations.

Mon, Nov. 16:

Poetry Presentations

o Read the poems upon which students will be presenting—see the Schedule in the course shell (CS)

** Be prepared for in-class groupwork on the poems.

Wed, Nov. 18:

Poetry Presentations

o Read the poems upon which students will be presenting—see the Schedule in the course shell (CS)

** Be prepared for in-class groupwork on the poems.

Mon, Nov. 23:

Poetry Presentations

o Read the poems upon which students will be presenting—see the Schedule in the course shell (CS)

** Begin work on the Comparison-Contrast Essay (outline due after break)

Wed, Nov. 25:

No Class (Fall Recess)

Mon, Nov. 30:

 

o Begin “Introduction to Drama” (CS), pg. 839-855

o Begin reading Henrik Ibsen’s A Doll House, Act I (LPA 850–873), paying special attention to any poetic or other literary devices

** By Sunday, all students must post an outline for the Comparison-Contrast Essay in the course shell for Assignment Seven. The outline must identify the two poems upon which the essay will be focusing (one of which must be the presentation poem). It also must have a complete introductory paragraph with a thesis statement (underlined, or otherwise marked), as well as at least three topic sentences (i.e. complete sentences expressing an argument for three separate body paragraphs). The Guidelines on the Presentation and Essay handout, also in the course shell, describes the requirements for the essay.

Wed, Dec. 2:

o Continue reading Ibsen’s A Doll House, Act II (LPA 873–891)

** Be prepared for an in-class response and/or groupwork on the play.

Mon, Dec. 7:

o Finish reading Ibsen’s A Doll House, Act III (LPA 891–908)

** By Sunday, all students must post a 300-word response in the course shell for Assignment Eight focusing on a specific theme in Ibsen’s A Doll House and giving concrete examples to support their interpretation of it. Bring a printed copy of the response to class for reference.

Wed, Dec. 9:

Optional office hours (603J Pray Harrold) in lieu of regular class. Use the extra time to work on the Comparison-Contrast Essay and re-read Ibsen’s A Doll’s House.

Mon, Dec. 14:

Comparison-Contrast Essay Due

o Be prepared to draft and peer workshop your Exam II essay during class

o Get blue books in preparation for the exam

** By Sunday, all students must post the Comparison-Contrast Essay in the course shell. Bring a printed copy of the essay to class.

Wed, Dec. 16:

(1:30 - 3:00 p.m)

** Exam Two (Short-Answer & Essay Question)—make sure to bring a polished outline and your blue books **