Literature: An Introduction to Fiction, Poetry, Drama and Writing (12th ed), 

By X.J. Kennedy and Dana Gioia (Pearson Publication)

PSLO ALPHA: Reading skills- Demonstrates comprehension of content-area reading material.

 

PSLO 1: Critical Thinking Skills – Uses creative thinking, innovation, inquiry and analysis, evaluation and synthesis of information.

 

Creatively identifies problem, argument, or issue (to determine extent of information needed); differentiates the facts from opinions as relates to situation; constructs possible solutions or prediction or consequences; uses logical, sound reasoning to justify conclusion.

 

PSLO 2: Communication Skills – Demonstrates effective development, interpretation and expression of ideas through written, oral and/or visual communication.

 

Expresses a strong thesis; organizes information with effective transitions & sequencing of ideas; uses substantial, logical & specific development of ideas; details are relevant, original, credible and correctly documented when appropriate to show an effective development and interpretation of ideas; and presents ideas in appropriate mode of expression for the task.

 

PSLO 4: Teamwork Skills- Shows the ability to consider different points of view and to work effectively with others to support a shared purpose or goal.

 

Helps the team move forward by discussing merits of alternative ideas; Treats team members respectfully; uses positive facial, vocal or written tone, or language to convey a positive attitude; Motivates teammates by expressing confidence about the importance of the task; Provides assistance/encouragement to team members; Completes all assigned tasks by deadline; Addresses conflict constructively; or helps the group avoid conflict completely.

 

PSLO 6: Personal Responsibility Skills – Integrates choices, actions and consequences in ethical decision-making.

 

Recognizes ethical issues when presented in a complex, multilayered (gray) context; recognizes cross- relationships among the issues; discusses in detail/ analyzes core beliefs; the discussion has greater depth and clarity showing the independent application of ethical perspectives/ concepts to an ethical question accurately; and is able to consider full implications of the application.

• Help students develop precision in reading comprehension and in expression of thought

• Encourage students to develop more mature writing skills through special attention to aspects of unity and style, flexibility and precision in language, balanced structure, and appropriate blend of subject matter, style, and tone

• Aid students in developing their expository skills learned in previous course work: specifically through writing practice in (a) explaining what has been discovered through a critical reading of a particular work and (b) interpreting the meaning of a work by subjecting its techniques either to explication or analysis

• Introduce students to basic characteristics of particular literary genres (fiction, poetry, and drama)

• Teach the appropriate critical tools for reading, analyzing and writing about the literary genres

• Provide students the opportunity to master library resources effectively through the assignment of a suitable library research paper and the supervision of its completion

• Assist students in further understanding and mastery of Standard Written English

• Help students recognize literature as a valid means of representing and thereby defining personal experience

• Inform students of MLA format and its use in the presentation of research

This is a general outline of when and what we will be going over this semester. It can be subject to change depending on certain factors. The instructor will inform students of any changes ahead of time. There will be quizzes all throughout the semester over the readings.

 

January 16-19

Introduction, Syllabus, Course Policies, and Pre-Test

 

January 22-26

Short Fiction

Plot:  The Grimm Brother’s “Godfather Death” pgs. 12-15

Aesop “The Fox and the Grapes”

Review Fable, Parable, Tale, and Short Story

Writing Assignment on Plot (Due Jan. 26)

 

January 29-February 2

Fairy Tale, Myth, Allegory, Archetypes: Anne Sexton’s pg. “Cinderella” 919-921

 John Keats’ “La Belle Dame Sans Merci” pgs. 912-914

Carl Jung on Archetypes pgs. 2025 and Frye pgs. 2027

Writing Assignment on Myth, Fairy Tale, Archetypes and Allegory (Due February 6)  

 

February 5-9

Character: Nathaniel Hawthorne’s “Young Goodman Brown” p. 92

Point of View:  William Faulkner’s “A Rose for Emily” pgs.  31-37

Essay 1:  Compare and Contrast the characters and point of views of Hawthorne’s to those in Faulkner (Due February 16)

 

February 12-16*

Poetry (Figurative Language, Symbol, and Imagery):

Anne Bradstreet’s “The Author to Her Book” pg. 689

Anne Sexton’s “Starry Night” (handout)

John Keats’ “Bright Star” pg. 760 and “Ode to a Grecian Urn” pgs. 1101-1102

Emily Dickenson’s “A Route of Evanescence” pg. 756

William Shakespeare “Shall I compare thee to a summer’s day?” pg 771

Sylvia Plath “Metaphors” pg 775

N. Scott Momaday “Simile” pg 776

Thomas Hardy “Neutral Tone” pg 895

Haiku:

Arakida Moritake, “The flower” pg 757

Denotation vs Connotation:

William Blake “London” pg 741

Poetry (Tone and Allegory):  

Theodore Roethke’s “My Papas Waltz” pg. 687 

Robert Frost “The Road Not Taken” Pg 899

Antonio Machado “Proverbios y Cantares (XXIX) 900

Song, Rhythm, and Poetry:  

Bessie Smith with Clarence Williams’ “Jailhouse Blues” pg. 802

Aimee Mann “Deathly” pg 805

Writing Assignment on I Am From (Due February 21)

 

February 19-23*

No school on the 19th

Theme:  Luke 15:11-32 “The Parable of the Prodigal Son” pgs. 230-231

Symbol:  

Shirley Jackson’s “The Lottery” pgs. 262-268

John Steinbeck “The Chrysanthemums” pg 242

Writing Assignment on Symbolism in either “The Lottery” / “The Chrysanthemums” (Due February 28)

 

February 26-March 1

Setting:  Amy Tan’s “A Pair of Tickets” pgs. 146-159

Edgar Allan Poe’s “The Cask of Amontillado” pgs. 391-396

Essay 2:  Creative Writing:  Create a Prequel for Poe’s “The Cask of Amontillado”, changing the setting. (Due March 7)

 

March 4-8

Begin discussing Research Theories and Research Paper

 

March 11-15

*NO SCHOOL-SPRING BREAK*

 

March 25-29

Tone and Style:

Further Reading (Cultural Elements and Latin American Fiction: Magical Realism):

Sandra Cisneros’ “The House on Mango Street” starts on pg. 551

Gabriel Garcia Marquez’ “A Very Old Man with Enormous Wings” pgs. 364-369

Isabel Allende’s “The Judge’s Wife” pgs. 369-375

Essay 3: Culture and Literature in Latin American Fiction (Due April 4)

 

April 1-April 5:

Work on Essay 3/PowerPoint for Common Assignment

 

April 8-April 12

Character and Setting:  Read Edgar Allan Poe’s “The Tell-Tale Heart” pg 387; Watch film of the same name.

Activity involving the Film and the Story (Due April 14)

 

April 15-19

Research Paper, Critical Thinking, and Book Report Presentations

(Work on Annotated Bibliography Due April 26)

 

April 22-26

Drama: The Tragic Play:  Sophocles’ “Oedipus the King” pgs. 1199-1244

Watch clips of this play.

 

April 29-May 03:

Drama: The Comedic Play:  Read and Perform William Shakespeare’s “The Taming of the Shrew” (handout) or another Shakespearean Comedy

Watch the film as well for the play we read

Essay 4/Quiz:  Tragedy versus Comedy (May 5)

Literary Theory Research Paper Due May 1

 

Final Exam (Post Test):  May 6-9

90-100 A

80-89 B

70-79 C

60-69 D

59 and below F 

Essay #1 100

Essay #2 100

Essay #3 100

Essay #4 100

Research Paper    200

Daily Grades 200

Commons Project 100

Final Examination 100

 

Total points                  1,000

 

CLASSROOM ETIQUETTE: No food or drinks may be used during class. Disruptive behavior and profanity will not be tolerated. Students should not talk when someone else is talking. All pagers and cell phones should be turned off and placed out of sight during class. Students are to be alert and pay attention at all times. Reading anything other than the course texts or doing work for another class will not be permitted. Students who are disruptive will be asked to leave the classroom and will be counted as absent. Disruptions include cell phones or other electronic devices that ring/beep during class. Students who sleep –or appear to be sleeping--during class will be counted as absent and may be asked to leave the classroom. NO TEXTING!!!!! 

 

LATE WORK POLICY: All out-of-class assignments are due at the beginning of the class period on the due date. After that, they will be considered late. 

 

An out-of-class assignment will be accepted late if it is turned in (or emailed) by the next class meeting. An essay or assignment will not be accepted after four (4) days and will receive a zero. The essay will have 15 points deducted off. For assignments, 3 points will be deducted off. If the student is ill, he/she should have someone drop off his/her work the day it is due or email it to the instructor before 11:59pm of that day. 

 

Students, whether they are present or not, are responsible for completing and turning in all assignments and for finding out what they missed. Students should check to see if any changes were made to the course outline. 

 

If the absence is excused, quizzes, tests, or graded daily assignments may be made up with the student's initiative and at the instructor's convenience. 

Attendance is mandatory and attendance records of every class will be kept by the instructor.  Students with unexcused absences will not be allowed to make up assignments or quizzes from the day of the absence. Students are expected to be on time for each class. If the student is on their phone all class period, the student will be marked absent.

The student, whether he/she is present or not, is responsible for material and assignments covered in class. You should not return after an absence and ask me what you missed. You need to find out from your course outline or another student before class. The conscientious student will confer in person or by e-mail with the instructor on or before the day of an absence. 

AN IMPORTANT NOTE ABOUT HOMEWORK: Much of the time in this class your homework will be to read from the textbook. Please understand that "Read" means "READ, STUDY, AND UNDERSTAND." AN IMPORTANT NOTE ABOUT NOTETAKING: The first thing you need to do when you get to class is get out your notetaking materials to take notes. I recommend keeping spare sheets of paper in a braid folder to take notes, so that way you can have it at the ready. Each day, write that day's date on the top of a clean page and be ready to take notes. Don't depend on your memory; take copious notes!