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Summer Sessions 2021 Course Syllabus
Course: ENGL-2326- Section: 1C American Literature |
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| Instructor Information | |||||||||||
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| Instructor | Jessie Doiron | ||||||||||
| doironjj@lamarpa.edu | |||||||||||
| Phone | (409) 984-6337 | ||||||||||
| Office |
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| COVID 19 Information | The Lamar State College Port Arthur (LSCPA) Student Code of Conduct COVID 19 Policy requires students who have been exposed to COVID 19 or diagnosed with COVID 19 to report their condition on the COVID 19 Notification Form (available via a link on the Student Code of Conduct COVID19 webpage). This information will be provided to the Dean of Student Services. In addition, this policy requires all students to wear face coverings in compliance with the criteria included in the policy. For more information please refer to the COVID 19 link on the LSCPA website. | ||||||||||
| Course Information | |||||||||||
| Description | A survey of American literature from the period of exploration and settlement to the present. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving American experience and character. | ||||||||||
| Prerequisites |
Course Course Purpose English 2326 is a survey course in literature that introduces students to a variety of American literary genres: poetry, fiction, and drama. This version of the course will concentrate on the novel, short story, essay, and poetry. It will further develop the student’s ability to objectively analyze written material and critically respond to the material through written commentary. The course intends to further the student’s education by acquainting the student with significant works of American literature. It also intends to further the student’s skills in writing through the practice of critical analysis within academic contexts. The course broadens horizons, hones writing skills, stimulates intellect, and entertains. Ultimately, it seeks to involve the student in the study of literature as a way of knowing and defining experience. The course is a survey of American literature from the period of exploration and settlement to the present. As such, the course offers students the opportunity to study works of prose, poetry, drama, and fiction in relation to the historical and cultural contexts of the individual works. Material for study includes a diverse group of authors. The writers and their works have been chosen for what they reflect and reveal about the evolving American experience and character. Course Aims • Develop reading comprehension and critical analysis • Develop writing skills – analytical, practical, and academic compositional skills • Provide experience in critical reading of written works shown to be of literary value • Provide opportunities to interpret (explicate and analyze) the meaning of these written works. • Review major characteristics of poetry, essay, short story, and novel • Provide opportunity to master resources effectively through a writing project – the research essay • Inform students of academic formatting for a written presentation of ideas and research • Expose students to more than fifty literary figures (novel, short story, essay, and poetry. • Present reports on the biographical and literary backgrounds of American writers. • Compose a written research essay with a clear thesis and analytical support. • Hone skills in composition, e.g. sentence development, paragraphing, and essay construction. • Demonstrate, through writing, a knowledge of Standard English grammar, usage, and punctuation. • Demonstrate through various assignments ability to think critically and argue cogently. • Demonstrate competent use of academic style to document sources in compositions. • Enhance skills developed in the prerequisite courses of English composition. |
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| Learning Outcomes |
Student Learning Outcomes (SLO) Critical Thinking Skills – Students will use creative thinking, innovation, inquiry and analysis, evaluation and synthesis of information. Communication Skills – Students will demonstrate effective development, interpretation and expression of ideas through written, oral and/or visual communication. Empirical and Quantitative Skills – Students will apply the manipulation and/or analysis of numerical data or observable facts resulting in informed conclusions. Teamwork Skills – Students will show the ability to consider different points of view and to work effectively with others to support a shared purpose or goal. Social Responsibility Skills – Students will express intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities. Personal Responsibility Skills – Students will integrate choices, actions and consequences in ethical decision-making. |
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| Core Objectives |
Core Objectives / Course Aims • Develop reading comprehension and critical analysis • Develop writing skills – analytical, practical, and academic compositional skills • Provide experience in critical reading of written works shown to be of literary value • Provide opportunities to interpret (explicate and analyze) the meaning of these written works. • Review major characteristics of poetry, essay, short story, and novel • Provide opportunity to master resources effectively through a writing project – the research essay • Inform students of academic formatting for a written presentation of ideas and research • Expose students to more than fifty literary figures (novel, short story, essay, and poetry. • Present reports on the biographical and literary backgrounds of American writers. • Compose a written research essay with a clear thesis and analytical support. • Hone skills in composition, e.g. sentence development, paragraphing, and essay construction. • Demonstrate, through writing, a knowledge of Standard English grammar, usage, and punctuation. • Demonstrate through various assignments ability to think critically and argue cogently. • Demonstrate competent use of academic style to document sources in compositions. • Enhance skills developed in the prerequisite courses of English composition. LSCPA has determined that the following core objectives are at the center of this course. * 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. |
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| Program Student Learning Outcomes |
Program Student Learning Outcomes (PSLO) Critical Thinking Skills – Uses creative thinking, innovation, inquiry and analysis, evaluation and synthesis of information. Communication Skills – Demonstrates effective development, interpretation and expression of ideas through written, oral and/or visual communication. Empirical and Quantitative Skills – Applies the manipulation and/or analysis of numerical data or observable facts resulting in informed conclusions. Teamwork Skills – Shows the ability to consider different points of view and to work effectively with others to support a shared purpose or goal. Social Responsibility Skills – Expresses intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities. Personal Responsibility Skills – Integrates choices, actions and consequences in ethical decision-making. |
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| Textbooks |
Textbook Purchasing Statement: A student attending Lamar State College Port Arthur is not under any obligation to purchase a textbook from the college-affiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer.
Required Course Textbooks There are three (3) books that are essential for achieving success in this course. • The American Tradition in Literature, 11th edition. Perkins and Perkins. McGraw-Hill, 2007. • The Little Brown Handbook, 12th edition. Fowler, Aaron, and Marshall. Pearson Publishing, 2012. • Any college-level dictionary. |
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| Lecture Topics Outline |
Preliminary Work Schedule The American Tradition in Literature, 11th edition Perkins and Perkins. McGraw-Hill, 2007 First Class Day June 7, 2021 (Monday) Independence Day Holiday (observed) July 5, 2021 (Monday) Last Class Day/Final Exams July 12, 2021 (Monday) Final Grades Due by 4:00 p.m. July 12, 2021 (Monday) Module 1 COURSE START – June 6 / 7 Introduction to course, books, methodology Review of Course Packet “Exploration and the Colonies” pp. 1 – 29 Module 2 The Colonies and Puritanism June 8 / 9 John Smith pp. 33 – 42 William Bradford pp. 42 – 58 “The Colonies” pp. 33 – 58 Anne Bradstreet pp. 67 – 80 “Crosscurrents” pp 112 – 114 Cotton Mather pp. 117 – 125 Module 3 Reason and Revolution -- CRITICAL ANALYSIS June 10/11 Background Information pp. 155 – 160 KATE CHOPIN Benjamin Franklin pp. 188 – 233 THE AWAKENING “Crosscurrents” p. 233 pp. 1216 – 1304 Thomas Paine pp. 240 – 257 Thomas Jefferson pp. 257 – 270 Olaudah Equiano pp. 270 – 280 Phillis Wheatley pp. 280 – 286 Module 4 Romantic Temper and the House Divided CRITICAL ANALYSIS June 12/13 Background Information pp .293 – 299 continued Washington Irving pp. 301 – 333 William Cullen Bryant pp. 346 – 358 “Transcendentalism” pp. 362 – 365 Ralph Waldo Emerson pp. 365 – 452 Henry David Thoreau pp. 478 – 561 Module 5 Romanticism TEST ONE June 14/15 Background p. 561 BEGIN Edgar Allan Poe pp. 563 – 621 “Crosscurrents” pp. 621 Nathaniel Hawthorne pp. 626 – 697 Herman Melville pp. 697 – 779 “Crosscurrents” p. 785 Henry Wadsworth Longfellow pp. 799 – 831 Module 6 The Humanitarian Sensibility TEST ONE June 16/17 Background pp. 779 – 886 COMPLETE Oliver Wendell Holmes pp. 838 – 844 Abraham Lincoln pp. 844 – 850 Fredrick Douglas pp. 874 – 889 Module 7 An Age of Expansion CRITICAL ANALYSIS June 18/19 Background pp. 889 – 898 continued Walt Whitman pp. 898 – 986 Emily Dickinson pp. 986 – 1020 Module 8 Realists and Regionalists CRITICAL ANALYSIS June 20/21 Background Information p. 1021 continued Mark Twain pp. 1021 – 1052 “Crosscurrents” pp. 1052 Booker T. Washington pp. 1061 – 1065 The Turn of the Century Background pp. 1193 – 1199 Sarah Orne Jewett pp. 1208 – 1216 Kate Chopin pp. 1216 – 1304 Module 9 The Turn of the Century CRITICAL ANALYSIS June 22/23 Background pp. 1193 – 1199 continued “Crosscurrents” p. 1328 W. E. B. Du Bois pp. 1337 – 1340 Stephen Crane pp. 1331 and pp. 1367 – 1386 Jack London pp. 1401—1413 Module 10 Literary Renaissance TEST TWO June 24/25 Background pp. 1413 – 1419 BEGIN Robert Frost pp. 1448 – 1474 Carl Sandburg pp. 1474 – 1478 T. S. Eliot pp. 1516 – 1547 Poets of Idea and Order p. 1563 Wallace Stevens pp. 1563 – 1577 William Carlos Williams pp. 1577 – 1589 Module 11 A Literature of Social TEST TWO June 26/27 and Cultural Challenge COMPLETE Background pp. 1607 – 1616 e. e. cummings pp. 1659 – 1670 “Crosscurrents” p. 1670 Langston Hughes pp. 1679 – 1686 Ernest Hemingway pp. 1744 – 1758 Module 12 The Second World War and Its Aftermath CRITICAL ANALYSIS June 28/29 Background pp. 1773 – 1784 continued Poetry p. 1840 Theodore Roethke pp. 1840 – 1848 Elizabeth Bishop pp. 1848 – 1857 Gwendolyn Brooks pp. 1865 – 1871 Robert Bly pp. 1879 – 1882 Module 13 The Second World War and Its Aftermath CRITICAL ANALYSIS June 30 – July 1 Background pp. 1773 – 1784 continued John Cheever pp. 1907 – 1917 Ralph Ellison pp. 1917 – 1927 James Baldwin pp. 1933 – 1955 John Updike pp. 1986 – 1994 Philip Roth pp. 1994 – 2006 Thomas Pynchon pp. 2006 –2017 James Wright pp. 2048 – 2053 Sylvia Plath pp. 2068 – 2077 Module 14 A Century Ends CRITICAL ANALYSIS July 2/3 Background pp. 2031 – 2040 continued Toni Morrison pp. 2102 – 2111 Raymond Carver pp. 2111 – 2127 Sandra Cisneros pp. 2174 – 2182 Sherman Alexie pp. 2182 – 2199 Independence Day July 4 Module 15 Globalization of American Literature CRITICAL ANALYSIS July 5/6 Vladimir Nabokov pp. 2202 – 2215 continued Isaac Bashevis Singer pp. 2215 – 2226 Module 16 FINAL DAYS OF COURSE July 7 – 12 RESEARCH PAPER CRITICAL ANALYSIS TEST THREE TEST THREE COURSE END ALL WORK |
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| Major Assignments Schedule |
ENGL 2326 American Literature Major Assignment Schedule The American Tradition in Literature, 11th edition Perkins and Perkins. McGraw-Hill, 2007 First Class Day June 7, 2021 (Monday) Independence Day Holiday (observed) July 5, 2021 (Monday) Last Class Day/Final Exams July 12, 2021 (Monday) Final Grades Due by 4:00 p.m. July 12, 2021 (Monday) Due dates are somewhat flexible in that correspondence modality allows students to control their own schedules and monitor their own progress through out the Summer Session 2021. Module 6 The Humanitarian Sensibility June 16/17 The Colonies and Puritanism TEST ONE Reason and Revolution Romantic Temper and the House Divided Romanticism Module 11 A Literature of Social June 26/27 and Cultural Challenge TEST TWO The Humanitarian Sensibility An Age of Expansion Realists and Regionalists The Turn of the Century Literary Renaissance Module 16 FINAL DAYS OF COURSE July 7 – 12 The Second World War and Its Aftermath TEST THREE A Century Ends Globalization of American Literature CRITICAL ANALYSIS RESEARCH PAPER COURSE END ALL WORK DUE |
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| Final Exam Date | June 7, 2021 - 8:00 AM Through July 12, 2021 - 11:59 PM | ||||||||||
| Grading Scale |
Grading Policy • Content Exams / Tests 30% 3 exams 10% each = 30 points • Writing Assignment – Critical Analysis 25% 1 Critical Analysis 25% = 25 points • Written Comments in the Discussions 45% 15 discussions 3% each = 45 points _____________________________________________________________________________ ALL ASSESSEMENTS /ASSIGNMENTS 100% All Course Work = 100 points Grading Scale 90 – 100 = A 80 -- 89 = B 70 -- 79 = C 60 – 69 = D below 59 = F |
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| Determination of Final Grade |
Grading Policy • Content Exams / Tests 30% 3 exams 10% each = 30 points • Writing Assignment – Critical Analysis 25% 1 Critical Analysis 25% = 25 points • Written Comments in the Discussions 45% 15 discussions 3% each = 45 points _____________________________________________________________________________ ALL ASSESSEMENTS /ASSIGNMENTS 100% All Course Work = 100 points Course Work • Required reading and writing assignments in the genres of novel, short story, essay, and poetry • 1 research paper (700 – 1,200 words in length) • 3 content exams, one of which is the course final exam. The content exams will focus on explications, factual questions on content and/or knowledge of critical terms and concepts. • Active and informed discussion of material through written comments in 15 course modules |
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| Course Policies | |||||||||||
| Instructor Policies |
Plagiarism / Collusion / Cheating -- REFER TO TSUS POLICY ON ACADEMIC DISHONESTY Students who plagiarize, collude, or cheat on any course assignment will earn a failing grade for the course. Plagiarism can lead to a student’s receiving a failing grade in the course and can result in administrative action through which the student is suspended from the university. Plagiarism is the appropriation of passages, either word for word, or in substance, from the writing of someone else, and the incorporation of such passages as one’s own, in an assignment offered for credit. Collusion could lead to a student’s receiving a failing grade on a particular assignment or for the course. Collusion refers to the student’s receiving unnecessary or unauthorized tutoring in the preparation of written work to be offered for credit. Cheating implies dishonesty or deception of a different sort, whether in the preparation of written work offered for credit or in the taking of a test or examination. Academic Honesty -- Students are warned against all forms of cheating and plagiarism. LSCPA and TSUS indicate: “Any student found guilty of academic dishonesty in any phase of academic work will be subjected to disciplinary action. Punishable offenses include, but are not limited to, cheating on an examination or academic work which is to be submitted, plagiarism, collusion, and the abuse of source materials.” One aspect of academic cheating includes “purchasing or otherwise acquiring and submitting as one’s own work any research paper or other writing assignment prepared by an individual or firm.” Plagiarism is defined as “the appropriation and the unacknowledged incorporation of another’s work or ideas into one’s own and submitted for credit.” The the Inmate Instruction Program investigates suspected plagiarism. A student guilty of academic dishonesty may receive an “F” in the course, a zero or an “F” on the assignment, and/or will be reported to the director of the Inmate Instruction Program. Course Etiquette No course work can be submitted outside the rules of TDCJ and LSCPA. To receive a score, work must be submitted as scheduled. Failure to submit assessments, assignments, or scored tasks in a timely fashion will result in a failing grade for the tardy work. Mature Content Warning This course contains strong language, adult situations, graphic depictions of human interactions. The course also contains discussions that are intended for mature audiences. In no manner is it the intention of the instructor to disturb students whose sensitivities do not permit full, frank, candid, light-hearted, serious, intense, and adult conversation. Terms, words, comments, statements, ideas, concepts, and descriptions that appear in the textbooks or surface in classroom discussions may be offensive to one or more persons in the class group at some time or another. Nothing intentionally offensive should ever be directed at any single individual, minority group, social class, ethnicity, gender, or race. Never should any single individual feel personally affronted by the language used in the books, handouts, or classroom discussions. American conversational English has multiple levels of social acceptance. Misunderstandings of comments or words will occur that might discomfit or annoy some individuals. I will do my best to serve as a model in these matters through personal example and by providing clarifications, explanations, and counseling if needed. Should any terms, phrases, words, or comments offend a particular individual, please bring this to my attention at the earliest convenient time so that I might do what I can to alleviate the perceived injury. With the above observations in mind, remember that we live in a free and democratic society, one in which all individuals have the right to think and believe and speak what they will without fear of governmental sanctions. In America, individuals have the right to life, liberty, and the pursuit of happiness. Let us balance these inalienable rights with the need to get along with one another in our learning community so that we may all successfully achieve our course objectives. |
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| Attendance Policy |
Tardiness – Research Paper, Tests, Discussions Tardy submissions of work will not count in the calculation of course points. Students must complete all assessments, assignments, and tasks for the course by the August 3 deadline set by LSCPA and TDCJ. All work must be submitted properly, as scheduled by TDCJ and LSCPA, to earn credit for calculation of the course grade. Excused Absence For absences to be excused, a student must receive authorization from the TDCJ of the need to be absent. Make-up Work / Late Assignments • A student must receive specific permission from the TDCJ and LSCPA to make up missed work or turn in an assignment after its original due date. • I will permit make up work and accept overdue assignments only under excused absences or in situations of extreme hardship. • Approved make up work will correspond to the original assignment in grade value plus one or more of the following categories: subject matter, form, style, level of difficulty, learning focus. • Make-up work must be approved by the LSCPA Director of the Inmate Instruction Program. Dropping Class • If a student wishes to drop a class, it is always the student’s obligation to complete the required procedures for dropping. Instructions for dropping a class can be obtained through the LSCPA office of Inmate Instruction and the TDCJ Mark Stiles Education Program. • It is also the student’s responsibility to drop even for reasons of illness or personal hardship. In such cases, it is the student’s duty to complete the drop process through the TDCJ or LSCPA. • If a student decides to stop participating but does not complete the official drop procedure, he will, in all likelihood, earn a grade of “F” in the course. |
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| 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 |
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| 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 the Office for Disability Services Coordinator, Room 231, in the Madison Monroe Building. The phone number is (409) 984-6241. | ||||||||||
| MyLSCPA | Be sure to check your campus E-mail and Course Homepage using MyLSCPA campus web portal (My.LamarPA.edu). 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 MyLSCPA. | ||||||||||
| Other |
Course Etiquette No course work can be submitted outside the rules of TDCJ and LSCPA. To receive a score, work must be submitted as scheduled. Failure to submit assessments, assignments, or scored tasks in a timely fashion will result in a failing grade for the tardy work. Mature Content Warning This course contains strong language, adult situations, graphic depictions of human interactions. The course also contains discussions that are intended for mature audiences. In no manner is it the intention of the instructor to disturb students whose sensitivities do not permit full, frank, candid, light-hearted, serious, intense, and adult conversation. Terms, words, comments, statements, ideas, concepts, and descriptions that appear in the textbooks or surface in classroom discussions may be offensive to one or more persons in the class group at some time or another. Nothing intentionally offensive should ever be directed at any single individual, minority group, social class, ethnicity, gender, or race. Never should any single individual feel personally affronted by the language used in the books, handouts, or classroom discussions. American conversational English has multiple levels of social acceptance. Misunderstandings of comments or words will occur that might discomfit or annoy some individuals. I will do my best to serve as a model in these matters through personal example and by providing clarifications, explanations, and counseling if needed. Should any terms, phrases, words, or comments offend a particular individual, please bring this to my attention at the earliest convenient time so that I might do what I can to alleviate the perceived injury. With the above observations in mind, remember that we live in a free and democratic society, one in which all individuals have the right to think and believe and speak what they will without fear of governmental sanctions. In America, individuals have the right to life, liberty, and the pursuit of happiness. Let us balance these inalienable rights with the need to get along with one another in our learning community so that we may all successfully achieve our course objectives. |
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| HB 2504 | This syllabus is part of LSC-PA's efforts to comply with Texas House Bill 2504. | ||||||||||
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