Lamar State College - Port Arthur

House Bill 2504

Spring 2018 Course Syllabus

ENGL-2323-2D - British Literature II

Printer Friendly Syllabus
Faculty Information
SemesterSpring 2018
InstructorJudice, Michelle Whitney
Phone(409) 984-6352
General Education and Developmental Studies
Chair:Michelle Davis
Phone:(409) 984-6341
Hours:MWF 1:30-3:30 TR 12-3:30 and by appointment at your convenience
Building:Student Success Center (SSC)
MyLamarPA Be sure to check your campus E-mail and Course Homepage using MyLamarPA campus web portal ( When you’ve logged in, click the email icon in the upper right-hand corner to check email, or click on the “My Courses” tab to get to your Course Homepage. Click the link to your course and review the information presented. It is important that you check your email and Course Homepage regularly. You can also access your grades, transcripts, and determine who your academic advisor is by using MyLamarPA.
Course Information
Course Number12245
Course Description A survey of the development of British literature from the Romantic Period to the present. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Works will be selected from a diverse group of authors and traditions.
Course Prerequisites English 2321
Required Textbooks The Norton Anthology of English Literature: The Major Authors.
9th Edition, Vol. 2 Supplementary materials: Black or blue pens (ALL work turned in must be in ink) Pencil, Sticky notes for taking notes in textbooks (You may NOT write in the textbooks.) Binder and notepaper for taking notes, completing class work, preparing daily assignments, and storing all handouts. MUST have and bring USB to class.
Attendance Policy Research has shown a cause and effect relationship between attendance and college success. Attendance IS taken each time we meet. It is VERY important that you be in class. YOU are responsible for any work missed; be sure to ask a classmate and/or the instructor. It is the student's responsibility to makeup work and turn it in. Students, whether they are present or not, ARE responsible for completing and submitting all assignments and finding out what they missed. Students should check to see if any changes were made to the course outline or current assignment. If the absence is excused (school related) quizzes, tests, graded daily assignments may be made up with the student's initiative and at the instructor's convenience.
Course Grading Scale  90 - 100=A    80 - 89=B    70 - 79=C     60 - 69=D    Below 59 = F
Determination of Final Grade Exams and Essays: 60%
Daily work, short writing assignments, participation: 20%
Final Exam: 20%
Final Exam Date May 3, 2018 - 10:00 AM   Through  May 3, 2018 - 1:00 PM
Major Assignments Week 1: Course Introduction, Syllabus review, MLA formatting
Week 2: Introduction to the Romantic Period
Week 3: Blake, Burns, Wordsworth
Week 4: Coleridge, Byron, Shelley, Keats: Essay Test
Week 5: Introduction to the Victorian Age
Week 6: E. Browning, Tennyson, R. Browning, Kipling: Essay Test
Week 7: Stevenson and The Strange Case of Dr. Jekyll and Mr. Hyde
Week 8: Continue: The Strange Case of Dr. Jekyll and Mr. Hyde: Essay Test
Week 9: Wilde and The Importance of Being Earnest
Week 10: Continue: The Importance of Being Earnest: Essay Test
Week 11: Introduction to The Modern Period
Week 12: Joyce, Lawrence, Eliot, Mansfield
Week 13: Beckett and Waiting for Godot
Week 14: Modern Short Stories: Essay Test
Week 15: Final Exam
Calendar of Lecture Topics and Major Assignment Due Dates
General Education/Core Curriculum Student Learning Outcomes
Communication skills:Students will demonstrate effective written, oral and visual communication.

Critical Thinking Skills:Students will engage in creative and/or innovative thinking, and/or inquiry, analysis, evaluation, synthesis of information, organizing concepts and constructing solutions.

Empirical and Quantitative Skills:Students will demonstrate applications of scientific and mathematical concepts.

Teamwork:Students will demonstrate the ability to work effectively with others to support a shared purpose or goal and consider different points of view.

Social Responsibility:Students will demonstrate intercultural competency and civic knowledge by engaging effectively in local, regional, national and/or global communities.

Personal Responsibility:Students will demonstrate the ability to connect choices, actions and consequences to ethical decision-making.

Program Student Learning Outcomes PSLO ALPHA :
Reading skills- Demonstrates comprehension of content-area reading material.
Identifies all main ideas, supporting details, and vocabulary in 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 5: Social Responsibility Skills
Expresses intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.
Identifies cultural characteristics (including beliefs, values, perspectives and/or practices); demonstrates knowledge of civic responsibility; provides evidence of experience in civic- engagement activities; and describes what she/ he has learned as it relates to a reinforced and clarified sense of civic identity in local, regional, national, or global communities; and shows awareness of one’s own culture in relation to others.

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.

Course Student Learning Outcomes Upon successful completion of this course, students will:

1. Identify key ideas, representative authors and works, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

•    PSLO 1, 4, 5, 6 - Measured by response paper/essay rubric, final exam rubric, group presentation rubric
•    PSLA Alpha – Measured by Alpha pre-test/post-test

2. Analyze literary works as expressions of individual or communal values within the social/ethical, political, cultural, or religious contexts of different literary periods.

•    PSLO 1, 2, 4, 5, 6 - measured by class discussion, response paper/essay rubric, final exam rubric, group presentation rubric

3. Demonstrate knowledge of the development of characteristic forms or styles of expression during different historical periods or in different regions.

•    PSLO 1, 2, 4, 6 – measure by response paper/essay rubric; final exam rubric, group presentation rubric

4. Articulate the aesthetic principles that guide the scope and variety of works in the arts and humanities.

•    (PSLO 1,2,4,5,6) - measured by response paper/essay rubric; group presentation rubric; final exam rubric

5. Write research-based critical papers about the assigned readings in clear and grammatically correct prose, using various critical approaches to literature.

•    (PSLO 1,2) measured by response paper/essay rubric; final exam rubric
Academic Honesty Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSC-PA policies (Section IX, subsection A, in the Faculty Handbook) for consequences of academic dishonesty.
Facility Policies
  • No food or tobacco products are allowed in the classroom.

  • Only students enrolled in the course are allowed in the classroom, except by special instructor permission.

  • Electronic devices (including but not restricted to cell phones, MP3 players, and laptop computers) shall not be used during examinations unless specifically allowed by the instructor.

  • Use of electronic devices during normal class hours distracts other students, disrupts the class, and wastes valuable time. Instructors have an obligation to reduce such disruptions.

  • Turn your cellphones to vibrate when you enter the classroom.

    ACADEMIC HONESTY: Academic honesty is expected from all students. Cheating, plagiarism, or collusion will not be tolerated in any form under any circumstances. Plagiarism is defined as “taking and using as one's own the writings or ideas of another.” Any student caught cheating or plagiarizing or aiding another student in cheating or plagiarizing on a quiz, test, individual assignment, or examination may be summarily dropped from the class with a grade of “F.”

    PLAGIARISM: Plagiarism is deliberately or recklessly using another’s words, thoughts, or ideas without clearly acknowledging the sources of the information.

    Some examples of plagiarism include:

    •    Putting your name on someone else’s paper, whether it comes from the Internet or a friend

    •    Copying a paragraph or sentences from a book or the Internet without citing the source

    •    Paraphrasing or summarizing someone else’s ideas without citing the source

    •    Failure to put direct quotations in quotation marks

    •    Failure to cite the source of the quotation

    •    Providing incorrect information about the source of the material used

    •    Changing words but copying the sentence structure of a source without giving credit

    •    Copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not

    •    Copying words or ideas from someone else without giving credit

    To avoid plagiarism, you must give credit whenever you use:

    •    another person’s idea, opinion, or theory

    •    any facts, statistics, graphs, drawings—any pieces of information—that are not common knowledge

    •    quotations of another person’s actual spoken or written words

    •    paraphrases of another person’s spoken or written words

    •    summaries of another person’s ideas or written words

    You give this credit by using parenthetical citations at the end of borrowed material and by having an entry on the Works Cited page for each work mentioned in a parenthetical citation.

    You must use a signal phrase with a direct quotation. In addition, you often need to use a signal phrase with an indirect quotation or paraphrase.

    Deliberate plagiarism is cheating. Deliberate plagiarism is copying the work of others and turning it as your own. There is also another kind of plagiarism—accidental plagiarism. This happens when a writer does not intend to plagiarize, but fails to cite his or her sources completely and correctly. Careful note taking and a clear understanding of the rules for quoting, paraphrasing, and summarizing sources can help prevent this.

    In either case the student may receive a zero on the paper and may be dropped from the class.

    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.


    The writer should apply his or her own critical thinking to the text by questioning it, analyzing it, evaluating it, arguing for or against a particular idea, or extending its argument.

    • Student's name and the date should be in the upper left corner of the page

    • Title is centered, not emphasized, and reflects the writer’s main point

    • Limit the composition to a single main idea, question, topic, or line of thought--preferably in one

    single paragraph.

    • Rely on your interpretation and information from class discussions to substantiate that idea or to answer/explore that question, but DO NOT merely summarize. In addition, on occasion and if appropriate, use your own experience to reflect on your particular topic.

    • Anchor the composition to the text but extend the discussion by adding to it the writer’s own


    • Check your paper for organization, grammar, and mechanics.


    The A paper represents original outstanding work; it shows careful thought, fresh insights, and stylistic maturity. Having practically no mechanical errors to distract the reader, it is free of jargon, clichés, and other empty language. Word choice is marked by a high degree of precision and a varied, advanced vocabulary; sentences are structured in a manner that creates interest and rhetorical power. The tone is appropriate for the designated audience. The reader moves through the A paper effortlessly because of its effective transitions, lucid organization, and thorough, purposeful development. Having finished, the reader feels that he has learned something, that he has received some unexpected and welcome illumination. In the A paper all research material is correctly documented, and formatting adheres to current standards of the Modern Language Association. Directly quoted passages are gracefully integrated into the text with appropriate attribution.

    The B paper is significantly more than competent. Besides being almost free of mechanical errors, the B paper delivers substantial information and makes sufficient cogent, fresh, and interesting arguments. Its specific points are logically ordered, well developed and supported, and unified around a clear organizing principle that is apparent early in the paper. The B paper's relatively few syntactic, usage, and mechanical errors do not seriously distract the reader, but the language, while neither trite nor bureaucratic, probably lacks the candor and the precision of the most memorable writing. Its transitions, while appropriate, emphasize the logical turnings of the writer's mind, making the reader occasionally more aware of the efforts taken to unify and control an idea than of the idea itself. In the B paper all research material is correctly documented, and formatting adheres to current standards of the Modern Language Association. Directly quoted passages are integrated into the text with appropriate attribution.

    The C paper represents average college-level work. It is a competent expression of ordinary thoughts in ordinary language; its content/focus is general, commonplace, or trivial, or it is not adequately related to the assignment. Its development is vague, incomplete, or inconsistent; and its organization lacks adequate or appropriate transitions or relation of ideas. The C paper, in addition to meeting all the requirements of the assignment, exhibits a writing style that is basically correct and is marred by a relatively few syntactic, usage, and mechanical errors. By relying on generalities rather than precise, illustrative details, the writer of a C paper leaves the reader feeling not much better informed than when the reader first picked up the essay. In the C paper all research material is correctly documented, and formatting adheres to current standards of the Modern Language Association. Directly quoted passages are integrated into the text with appropriate attribution.

    The D paper has only skeletal development and organization. Its serious mechanical errors, together with the awkwardness and ambiguity of its sentence structure, make the reader feel slighted, as if his time and attention were of little concern to the writer. In addition, a paper which exhibits major weaknesses in any specific area—content, development, organization, grammar and mechanics, documentation conventions, or writing style—or which fails to address the assignment is usually considered, at best, a D paper.

    As writing that falls below minimal standards for college-level literacy, the F paper shows lack of thought and purpose, little or no organization, numerous mechanical errors, and a garbled or immature style. Sometimes inadequacy in one area is enough to fail a paper—the writer, for instance, may not have control of punctuation, producing fragments or comma splices in almost every paragraph; generally, however, serious weaknesses occur in several areas of concern.

    A paper will earn the grade zero if it contains plagiarized content in any form, including the failure to acknowledge the source of any borrowed material (summarized, paraphrased, or directly quoted) and unmarked exact wording (directly quoted from either a primary or a secondary source), whether a specific well-chosen word, a phrase (two or more words), a clause, or full sentence(s). A paper can earn a zero if it does not address the assigned topic or if directions have been either ignored.

    EVALUATION METHODS: Students’ final grades will be determined after considering a number of factors: grades (compositions, in-class writing assignments, grammar tests, quizzes, exams), class participation, group work, and attendance). Each composition will be assigned a grade based on the essay rubric. The final exam will count 20 percent of the final course grade. Class participation and attendance will weigh more heavily on final grade determination if the grade is a “borderline” case.

    Compositions will be returned to students as quickly as possible after they are submitted. At that time they will be reviewed and discussed relative to the various kinds of errors made on the papers. Students will then correct and/or revise their papers and keep them in their folders.

Additional Information PROCEDURE FOR REVIEW OF GRADES: Any student who has an issue about his/her grade must contact the instructor no later than the next class meeting after receiving the grade.

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. However, fifteen points will be deducted. An essay or assignment will not be accepted after the next class meeting, and the student will receive a zero. If the student is ill, he/she should have someone drop off his/her work day it is due or email it to the instructor before time for the class to begin.

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 POLICY: 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.

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, by phone, or by e-mail with the instructor on or before the day of an absence.

AN IMPORTANT NOTE ABOUT HOMEWORK: Unannounced quizzes will be given over reading assignments and answers must reflect that you carefully read and analyzed the work.

AN IMPORTANT NOTE ABOUT NOTETAKING: The first thing you need to do when you get to class is get out your notebook to take notes. I recommend a spiral notebook that you can clip in your binder. 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!

WITHDRAWALS AND DROPS: It is the responsibility of the student to initiate a drop or withdrawal, even if the student is seriously ill or has been injured. Students who do not attend class and who fail to drop or withdraw from the course will receive a final grade of “F” for the course.
Never attending or ceasing to attend classes DOES NOT constitute a withdrawal or drop. The instructor will not drop a student who stops coming to class. Students remain registered until they file a Drop/Withdrawal Form at the college Registrar's Office by the appropriate deadlines. Failure to act in a timely manner will result in an “F” grade for the course. It is the student's responsibility to turn in all Drop/Withdrawal Forms and to follow-up to ensure that they were processed as desired.

INSTRUCTOR-INITIATED DROPS: Students who are disruptive, who do not follow class policies, who sleep in class, and/or who are dishonest (including those who plagiarize) will be required to drop the class.

STUDENTS WITH DISABILITIES: Any student with a verifiable learning or physical disability who requires course modification must speak to the instructor in private regarding the disability.
A request for accommodation must be made through the ADA Counselor and the appropriate form submitted to the instructor no later than the third class day.
Every effort will be made to provide equal access to learning for all students.

SYLLABUS CONTENT: The instructor reserves the right to make changes to the syllabus. All changes will be provided to the students orally or in writing before the implementation of the change.
Important Information
ADA Considerations The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Special Populations Coordinator, Room 231, in the Madison Monroe Building. The phone number is (409) 984-6241.
Copyright Violations Some material in this course may be copyrighted. They may be used only for instructional purposes this semester, by students enrolled in this course. These materials are being used fairly and legally. No one may distribute or share these copyrighted materials in any medium or format with anyone outside this class, including publishing essays with copyrighted material, uploading copyrighted material to Facebook or YouTube, or painting or performing copyrighted material for public display.

Copyright violation is not the same thing as plagiarism. Plagiarism is intellectual dishonesty. Offenses of plagiarism result in lower grades or failing scores, and professors and the college strictly enforce plagiarism rules. There is never any acceptable use of plagiarism. Copyright violation is a legal offense, punishable by large fines and penalties.

Copyrighted material can be used if permission from the material’s creator is obtained, or if its use meets the standards of fair use in an educational setting. For example, a student can quote a line from Shakespeare’s Hamlet in a report without violating copyright but still be guilty of plagiarism if the quotation is not properly documented.

If you are in doubt about what material can be freely used, ask your professor or contact the Dean of Library Services, at (409) 984-6216.
Assessment Statement Assessment is a process by which LSCPA can help you learn better and gauge the level of progress you have made to attain knowledge, skills, beliefs, and values. It also helps your professors understand how to improve teaching and testing methods in your classes, and it helps each department understand and improve degree and certificate programs.

Periodically LSC-PA will collect assessment data for research and reporting purposes, including statistical data and sometimes copies of your work. Be assured that all material the college uses for assessment purposes will be kept confidential. To ensure anonymity, your name will be removed from any material we use for assessment purposes, including video-recorded performances, speeches, and projects.

If you object to allowing LSC-PA to use your material for assessment purposes, submit a letter stating so to your professor by the 12th class day. You will still be required to participate in whatever assessments are being done; we just won’t use your data.

What’s the difference between assessment and grades? The grades you get on papers, projects, speeches, and assignments are specific types of focused assessment. LSC-PA’s assessment efforts include class grades, surveys, standardized tests, and other tools.
Privacy Notice Federal privacy laws apply to college students. This means that college employees, including instructors, cannot divulge information to third parties, including parents and legal guardians of students. Even if the students are minors, information about their college work cannot be shared with anyone except in very limited circumstances.

Anyone requesting information about a student should be referred to the Registrar. Instructors will be notified in writing by that Office about what information may be released and to whom.

Please remember that releasing private information about a student, however innocuous it may seem, can be a violation of federal law, with very serious consequences.

Circumstances under which information may be released:

An adult student may submit, to the Registrar, a handwritten, signed note granting permission for release of information. The note must specify what information may be divulged, and it must specify the name of the person to whom the information may be given.

A parent or guardian may be given access to information about a student by providing a copy of a filed tax return that shows that the student was listed as a dependent of that parent or guardian. The tax return must be for last complete tax year. Again, this documentation must be submitted to the Registrar’s Office.

A parent or guardian may be given access to information about a student if the student logs on to and sends an email to the Registrar granting permission. The email must specify what information may be given and the name of the person to whom it may be given.

Co-enrollment students are protected by the same privacy laws as adult students.

The Registrar’s office is located in the Student Center room 303B, and can be reached at (409) 984-6165.

College-Level Perspectives This course helps add to the students’ overall collegiate experience in the following ways:

  • Establishing broad and multiple perspectives on the individual in relationship to the larger society and world in which s/he lives, and to understand the responsibilities of living in a culturally and ethnically diversified world.

  • Stimulating a capacity to discuss and reflect upon individual, political, economic, and social aspects of life in order to understand ways in which to be a responsible member of society.

  • Developing a capacity to use knowledge of how technology and science affect their lives.

  • Developing personal values for ethical behavior.

  • Developing the ability to make aesthetic judgments.

  • Using logical reasoning in problem solving.

  • Integrating knowledge and understand the interrelationships of the scholarly disciplines.

Degree Plan Evaluation A Degree Plan Evaluation will help you determine which classes you need to complete your program.

  1. Sign in to your account.

  2. Click on the “My Services” tab.

  3. Click on the “Student” tab.

  4. Click on Student Records.

  5. Click on Degree Evaluation.

  6. Select the term you are planning on registering for (i.e. Summer I, Summer II, Fall, or Spring)

  7. Verify that the Curriculum Information (your MAJOR) is correct

  8. Click on “Generate New Evaluation” at the bottom of the screen.

  9. Click the radio button next to Program

  10. Click on the Generate Request button.

All of the classes that you have taken that apply to your declared major will be listed on the right. If you have a class that still needs to be completed, a “NO” will be listed on the right next to the required class.

HB 2504 This syllabus is part of LSC-PA’s efforts to comply with Texas House Bill 2504.

Lamar State College - Port Arthur


Lamar State College - Port Arthur, a member of The Texas State University System, is an open-access, comprehensive public two-year college offering quality and affordable instruction leading to associate degrees and a variety of certificates. The College embraces the premise that education is an ongoing process that enhances career potential, broadens intellectual horizons, and enriches life.

Core Values

  • Shared commitment by faculty, staff and administration to a mission characterized by student learning, diversity, and community involvement

  • General education/core curriculum that develops the values and concepts that allow the student to make a meaningful contribution in the workplace or community

  • Academic and technical programs designed to fulfill our commitment to accommodate students with diverse goals and backgrounds, using a variety of delivery methods, on and off campus

  • Technical education programs that provide for the acquisition of the knowledge, skills and behavior necessary for initial and continued employment

  • Student achievement characterized by attainment of individual goals and measured by successful accomplishments and completion of curriculum

  • Co-curricular opportunities that develop social, financial and civic acuity


Lamar State College - Port Arthur operates in the belief that all individuals should be:

  • treated with dignity and respect;

  • afforded equal opportunity to acquire a complete educational experience;

  • given an opportunity to discover and develop their special aptitudes and insights; and,

  • provided an opportunity to equip themselves for a fulfilling life and responsible citizenship in a world characterized by change.

Printer Friendly Syllabus