English 1102: MW 12:30-1:45 and MW 3:30-4:45

Spring 2010

No Man is an Island?: Alienation and Connection, Disaffection and Relation

“No man is an island entire of itself; every man
is a piece of the continent, a part of the main;
if a clod be washed away by the sea, Europe
is the less, as well as if a promontory were, as
well as any manor of thy friends or of thine
own were; any man's death diminishes me,
because I am involved in mankind.
And therefore never send to know for whom
the bell tolls; it tolls for thee.”

--John Donne

CONTACT INFORMATION

Dr. Angela Insenga

Office number: TLC 2245

Office hours:  M, 10-12; W, 10-12 and by appointment

Office phone: 678-839-4864

Website: http://www.westga.edu/~ainsenga/

E-mail:  ainsenga@westga.edu

THE COURSE

Course Description:

ENGL 1102 serves as a continuation of ENGL 1101 and as an introduction to the study of literature. It focuses on teaching the skills required for reading, interpreting, and writing analytical essays about literature in at least three genres (i.e. fiction, drama, and poetry). In their writing, students must demonstrate competency in both explication of literary texts and research-based interpretation. A student must pass ENGL 1101 with the grade of “C” before enrolling in ENGL 1102.

Course Objectives:

• To extend the skills of expository writing and critical thinking established in English 1101.

• To read, understand, and interpret fiction, drama, and poetry and write analytically about them.

• To understand literary principles and use basic terms important to critical writing and reading.

• To construct essays using textual evidence from both primary and secondary sources.

THE WORK

Required Texts (in the order needed):

A Writer’s Resource, by Elaine Maimon and Janice Peritz, 3^rd edition

The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie

Native Guard, by Natasha Trethewey

District 9*, directed by Neill Blomkamp

Feed, by M.T. Anderson

Lars and the Real Girl, directed by Craig Gillespie

House of Sand and Fog, directed by Vadim Perelman

* The films, like conventional texts, are available for purchase in the University bookstore. The films are also readily available for rental in Carrollton and surrounding cities, or students may purchase the films cheaply from an internet outlet like Amazon or obtain them from Netflix or Blockbuster.  The university library also owns a copy of each movie, and it is on four-hour reserve.  Whatever option each student chooses, remember that the films are required texts for the course.

Major Assignments and Percentage Breakdown:

• Three Out-of-Class Essay Projects (15, 20, 25%)
• Annotation Logs—three in all, two texts annotated in each (10%)
• In-Class Writing Assignments (15%)
• Daily Reading Quizzes (10%)
• Participation (5%)

Detailed Description of Major Assignments:

Out-of-Class Essay Projects

Students will demonstrate use of the entire writing process in their completion of three out-of-class Essay Projects.  Each will have its own assignment sheet, and the bulk of class work will relate to composing out-of-class writing. For each Essay Project, students will compile and turn in all documents related to brainstorming, planning, drafting, and Peer Reviewing along with the final draft. The entire writing process, from brainstorming to final product, will be evaluated.

Annotation Log

In order to write about texts interpretively, students must read well. One way to ensure that we foreground important plot events, literary elements, themes, historical aspects, passages of import, and the like is to practice detailed annotation. For each of the primary texts connected to the three Essay Projects, students will compose detailed notes. On the class resource page, students will find suggested methods for successful annotation, some connected to genre. The Annotation Log will be turned in with each corresponding Essay Project and again at the end of the semester.

Daily Reading Quizzes

Reading to understand—not just to finish—is essential, as it allows students to begin doing the work of interpretation. For this reason, we will begin each class with a reading quiz on the material assigned for that day. I will drop the two lowest quiz grades that each student earns at the end of the semester.

I will give absolutely no make up quizzes.

In-Class Writing

Around mid-term, students will complete an in-class writing assignment. The rubric for in-class essays, posted on the class resource page, will be used to assess this essay, and students who receive lower than a “C” may choose to retake the in-class essay during the final exam period. The second grade will be averaged with the first, and this new grade will comprise the 15% of each student’s grade.

Participation

Elements of class contribution considered for this portion of each student’s grade include the following: conferencing about writing during office hours or during appointments, Writing Center visits substantiated by proof-of-attendance slips, avid and productive discussion during class time, and involvement in collaborative class work.

What Students Can Expect In the Classroom:

For each out-of-class Essay Project, students will actively read and annotate texts, take reading quizzes at the beginning of each class, participate in class discussions about all readings, and will often engage in collaborative class work. Students will keep an Annotation Log in which they will write about primary texts in order to sharpen analytical skills and will bring completed Annotation Logs to all class periods to share ideas and analytical processes. Students will often view and/or read specific scenes, images, or passages in class and sometimes compose practice portions of Essay Projects and work on planning or revising them in small groups. Also during class, students will frequently focus on writing strategies (claims, introductions, conclusions, transitions, logical structure, paragraphing, the MEAL plan, etc.). Finally, students will utilize A Writer’s Resource to conduct short grammar lessons from time to time.

All of these classroom activities serve as practice for Essay Projects. Students will also have ample opportunity to meet with me during office hours or set up appointments to get feedback as they write. These meetings are not compulsory, but they can surely help as students create each of the three Essay Projects.

Finally, for each of these out-of-class Essay Projects, students will bring a complete, anonymous draft to class for take-home Peer Review and have time to revise before turning in each Essay Project packet for a final grade.

We will go through the above process three times together this spring, and students can expect overlap as they finish up one assignment on their own and begin the next in class.

The Grading Scale:

The University of West Georgia’s English department created a specific grading scale, or rubric, which is used to evaluate essays in ENGL 1101 and ENGL 1102. I have posted the in-class and out-of-class grading scales on the class resource page so that students can familiarize themselves with the language of the rubrics and their requirements.  I also suggest printing them out and/or asking questions during class, and, as we work, I will reference specific elements of the rubrics.

Final grades will be posted on BanWeb, and I cannot discuss grades over the phone or online.  Students may write down and average their grades at any time during the semester or discuss grades earned with me in person during office hours. 

The following numerical values correspond to letter grades:

In-Class Essays: 4=95%; 4/3=92%; 3/4=88%; 3=85%; 3/2=82%; 2/3=78%; 2=75%; 2/1=72%; 1/2=68%; 1=65%; 1/0=62%; 0=50%

Out-of-Class Essays: A+=98%; A=95%; A-=92%; B+=88%; B=85%; B-=82%; C+=78%; C=75%; C-=72%; D+=68%; D=65%;

D-=62%; F=50%

THE POLICIES

Required Format Policy:

All out-of-class work, apart from the Annotation Log, must be word-processed and use correct MLA format and documentation.  This policy also applies to Peer Review drafts, since it is easier to revise work that has already been word-processed and peers find commenting on typed work easier than hand-written work. Students should review MLA format and documentation style by reading the sixth chapter of the third edition of A Writer’s Resource and can also find information regarding MLA at the link from Purdue’s Online Writing Center, posted on the class resource page.

My Website/Paperless Policy:

Many professors use Course Den or ConnectComp for getting information to students. However, I use only my website (www.westga.edu/~ainsenga ).  All information for this course—this document, assignment sheets, handouts, annotation suggestions, announcements, secondary resources, etc.—are hyperlinked on the website.  Students should check the site regularly for updates, especially on days when the syllabus indicates new assignments. 

Students must print out and bring all documents and assigned supplemental materials posted on the class resource page to class. 

My UWG Policy:

As of fall 2006, all e-mail correspondence between professors and students must occur via university e-mail.  Students should send all questions/ideas/concerns to me via their My UWG accounts and should check university e-mail daily so that they receive any university or professor communications.

Departmental Attendance/Disruptive Student Policies:

Students will be administratively withdrawn from class based on the following attendance policy:  for classes that meet three times a week, a student is allowed four absences. Upon the fifth absence, the student will be withdrawn.  For classes that meet twice a week, a student is allowed three absences.  Upon the fourth absence, the student will be withdrawn.  Be aware that no distinction exists between excused and unexcused absences. Students need not inform me of any absence.

Students will be dismissed from any class meeting in which they exhibit behavior that disrupts the learning environment of others.  Such behavior includes—but is not limited to—repeatedly arriving late for class, allowing cell phones to ring, speaking disrespectfully to the instructor and/or to other students, checking email or surfing the web, and using personal audio or video devices. Each dismissal of this kind will count as an absence and will be applied toward the attendance requirements policy above.

Regarding tardiness:  repeated tardiness will affect grades negatively.  Students are late if the door is closed and/or the quiz has begun. If students arrive late and the class is already quizzing, they should jump in immediately; however, I cannot repeat questions for latecomers.

Late Work Policy:

Because students have ample time to complete assignments and a large portion of assignments are laid out on the first day of class, I deduct a letter grade per weekday for late essays.  This means, for example, that if an essay assignment is due on a Wednesday and not turned in until Friday two letter grades will be deducted from the final essay grade. Please do not place drafts/work outside of or under my office door unless an arrangement has been made. I will not accept the work.

Make-Up Work Policy:

Students may not make up missed quizzes.  Group work will be turned in by those who participate in class, and there is no way to make up group work. Making up the In-Class writing will not be possible, save in exceptional cases. If any student feels that s/he has an extenuating circumstance, s/he must see me to discuss the problem.

NOTE:  I fully realize that “life happens” and that some problems beyond control crop up once in a while.  Students should never hesitate to discuss problems with me if they feel that their circumstance is dire.  With honest and swift communication, most issues can be resolved to student advantage.

Plagiarism, Collusion, and Academic Dishonesty Policy:

From the English Department’s website:  “The Department of English and Philosophy defines plagiarism as taking personal credit for the words and ideas of others as they are presented in electronic, print, and verbal sources.” The Department expects that students will accurately credit sources in all assignments. An equally dishonest practice is fabricating sources or facts; it is another form of misrepresenting the truth. Plagiarism is grounds for failing the assignment and/or course.  Students can also be subject to a university disciplinary review, and the university requires professors to report plagiarism in writing to the appropriate university office. Other university policies for handling cheaters are posted here: The Faculty Handbook and the “Rights and Responsibilities” section of the UWG Connection and Student Handbook

Please note:  “excessive collaboration” includes having family members, friends, or significant others edit work.  This means that no one should “fix” grammar mistakes for the student or “write in” sentences/sources/docu-mentation.  This sort of behavior is collusion and will be treated as such.  We will collaborate in class, and students have the Writing Center as well as my input should they need extra advice about writing.  Should any student hire a personal tutor or use an athletic tutor, s/he should realize that excessive collaboration with that person can also result in plagiarism charges.  In short: students must do their own work. Should confirmed cheating on any assignment occur in this class, it is an automatic “F” for the course, and I will recommend that any cheater be sent before a disciplinary committee. 

My plagiarism policy is a zero tolerance one. 

Role of the Writing Center:

The role of the Writing Center is to offer consultation sessions in which tutors question, respond to, offer choices, and encourage revision in student essays. Tutors do not evaluate or prescribe solutions to problematic areas in student essays, and tutors are specifically trained to avoid appropriating the student's work. For more information, visit the Writing Center online.

Disability Pledge:

I pledge to do my best to work with the University to provide all students with equal access to my classes and materials, regardless of special needs, temporary or permanent disability, special needs related to pregnancy, etc. If students have any special learning needs, particularly (but not limited to) needs defined under the Americans with Disabilities Act, and require specific accommodations, they should not hesitate to make these known to me, either themselves or through Disability Services in 272 Parker Hall at (770) 839-6428.

Students with documented special needs may expect accommodation in relation to classroom accessibility, modification of testing, special test administration, etc. This is not only my personal commitment: it is a right, and it is the law. For more information, please contact Disability Services at the State University of West Georgia.

Any student who has a special need should inform me during the first week of class.  We will then set up a conference to discuss the specifics of the official paperwork from Disability Services. 

Course Theme and Workload:

Our course is, first and foremost, a text-based writing course. The bulk of our time will be spent practicing reading texts and writing interpretively about them. As with most of my courses, this class possesses a central theme—isolation and connection—that serves as a springboard into analysis and discussion but will not wholly define all class engagement. Undoubtedly, students will come up with other topics for our analytical consideration.

This class meets twice per week. As a result, students can expect heavier reading and writing assignments to occur on Wednesdays, since they have five nights to complete the work. Classes that meet twice a week require more vigilance, as students part will have to self direct and become more autodidactic.

The Commitment:

ENGL 1102 requires that students not only draw upon but also expand their existing writing skills. To reach that end, demonstrating use of the writing process, actively reading and viewing, rereading and re-viewing, and discussing enthusiastically and respectfully are absolute imperatives. Should any student find that s/he cannot fully commit to these requirements because of disinterest and/or a heavy class load or work schedule, s/he should consider taking the class at another time or during another semester.

Administrivia:

• The absolute best way for students to contact me outside of office hours is via their university e-mail accounts.  Of course, they may call or come by during office hours.  I do not check e-mail over weekends, however, so please do not expect a response from Friday afternoons until Monday mornings.
• Please turn off all electronic devices upon entering our classroom.  Such noise distracts fellow classmates and me and prevents us from doing our jobs. See the disruptive policy above for further clarification.
• I reserve the right to amend this document with future handouts or reschedule office hours if necessary.
• Coming to class unprepared will result in an automatic absence.  Students must have materials in order to participate fully.  Of course, students will be free to stay in class for the benefit of instruction and discussion, but they are, for all intents and purposes, not here when without materials. 

THE DAILY SYLLABUS

January 6

In-Class:

Course Introduction

For next class:

-Buy all required texts

-Reread this document, print it out, and write down any questions

-Read A Writer’s Resource (AWR), pages 19-36

-Read “The Writing Process” and “Successful Annotation: The First Step,” both posted on the class resource page

January 11

In-Class:

Questions about policy documents

“Who is the Audience?” and The Writing Process

For next class:

-Read AWR, pages 36-48

January 13

In-Class:

Course Theme: Alienation and Connection, Disaffection and Relation

For next class:

-Read The Absolutely True Diary of a Part-Time Indian, pages 1-100

-Begin Annotation Log (remember, from the next class period forward, bring the Log to every class)

-Read AWR, pages 48-56

-Quizzes commence next class period

January 18: no class or regular office hours—Martin Luther King, Jr. Holiday

January 20

In-Class:

Quiz 1

Discuss The Absolutely True Diary of a Part-Time Indian

Essay Project One Assigned (see class resource page for the assignment sheet)

For next class:

-Read The Absolutely True Diary of a Part-Time Indian, pages 101-151

-Continue Annotation Log

-Read AWR, pages 57-68

-Begin brainstorming for Essay Project One

January 25

In-Class:

Quiz 2

Discuss The Absolutely True Diary of a Part-Time Indian

Lead-Ins: Strategies for Beginning

For next class:
-Read The Absolutely True Diary of a Part-Time Indian, pages 152-195

-Continue Annotation Log

-Continue brainstorming for Essay Project One

January 27

In-Class:

Quiz 3

Discuss The Absolutely True Diary of a Part-Time Indian

For next class:

-Read Native Guard, “Theories of Time and Space”

-Continue Annotation Log

-Finish The Absolutely True Diary of a Part-Time Indian, pages 153-230

-Bring two claim ideas to class

-Read AWR, pages 69-73

February 1

In-Class:

Quiz 4

Discuss The Absolutely True Diary of a Part-Time Indian

Claims workshop

Introduction to Native Guard

For next class:

-Read Native Guard, “Theories of Time and Space” and all of Part I

- Continue Annotation Log

-Remember S.O.A.P.S Tone for poetry annotation!

-Read “Food for Thought: The MEAL Plan,” posted on the class resource page

-Begin drafting Essay Project One

February 3: class cancellation

February 8

In-Class:

Quiz 5

Choose Peer Review nicknames

Discuss Native Guard

Discuss claims

For next class:

-Read Native Guard, all of Part II and the following poems in Part III:  “Pastoral,” “Southern History,” “Elegy for the Native Guards,” and “South”

-Continue Annotation Log

-Continue drafting Essay Project One

-Review MLA Documentation by reading pages 275-283 in AWR

February 10

In-Class:

Quiz 6

Discuss Native Guard

Conclusions:  the “So What”

For next class:

-Complete, anonymous draft of Essay Project One due for take-home Peer Review One

February 15

In-Class:

Quiz 7

Turn in complete, anonymous draft of Essay Project One for take-home Peer Review One

Take-Home Peer Review One assigned (see class resource page for the guideline sheet)

Peer Review:  A “How To”

For next class:

-Complete take-home Peer Review One using the guideline sheet posted on the class resource page

February 17

In-Class:

Quiz 8

Take-home Peer Review One due at the beginning of class

How to “Read” a Film

Essay Two Project Assigned (see class resource page for the assignment sheet)

For next class:

-Revise Essay Project One using Peer Review One comments

-View District 9

-Continue Annotation Log

February 22

In-Class:

Quiz 9

Discuss District 9

For next class:

-Finish Essay Project One, and gather the following materials in a folder:  final draft, Peer Review draft, all other drafts, brainstorming and planning, annotations, and any other materials that helped you to complete the project.

-Read AWR, pages 73-91

-Read “Hold the Prawns,” by Richard Pithouse, posted on the class resource page

-Continue Annotation Log

February 24

In-Class:

Turn in Essay Project One packet at the beginning of class

Quiz 10

Discuss Pithouse and District 9

For next class:

-Re-view District 9

-Continue Annotation Log

March 1: Mid-Term—last day to drop with a “W”

In-Class:

Quiz 11

Discuss Scott and District 9

Discuss In-Class Writing techniques

For next class:

-Continue brainstorming for Essay Project Two

March 3

In-Class:

In-Class Writing

For next class:

-Read Feed, pages 4-40

-Continue Annotation Log

-Plan for Essay Project Two

March 8

In-Class:

Quiz 12

Discuss Feed

For next class:

-Read Feed, pages 41-80

-Continue Annotation Log

-Bring two claim ideas to class

March 10

In-Class:

Quiz 13

Discuss Feed

Claims workshop

For next class:

-Read Feed, pages 81-172

-Continue Annotation Log

-Plan for Essay Project Two

-Review “Food for Thought: the MEAL Plan,” posted on the class resource page

March 11: Dr. Trethewey campus visit—details to be announced

March 15

In-Class:

Quiz 14

Discuss Feed

The MEAL Plan: Paragraphing Workshop

For next class:

-Read Feed, pages 173-223

-Continue Annotation Log

-Draft Essay Project Two

March 17

In-Class:

Quiz 15

Discuss Feed

For next class:

-Finish Feed, pages 224-300

-Continue Annotation Log

-Continue drafting Essay Project Two

March 22 and March 24: Spring Break—no classes or office hours

March 29

In-Class:

Quiz 16

Discuss Feed and District 9

For next class:

-Complete, anonymous draft of Essay Project Two due for take-home Peer Review Two

March 31

In-Class:

Take-home Peer Review Two assigned (see class resource page for the guideline sheet)

Essay Project Three assigned (see class resource page for the assignment sheet)

For next class:

-Complete Take-Home Peer Review Two using the guideline sheet posted on the class resource page

-View Lars and the Real Girl

-Continue Annotation Log

April 5

In-Class:

Quiz 17

Take-Home Peer Review Two due at the beginning of class

Discuss Lars and the Real Girl

For next class:

-Revise Essay Project Two using peer comments

-Read “Teaching Tolerance with Lars and the Real Girl,” by Rachel Simmons, posted on the class resource page

April 7

In-Class:

Quiz 18

Discuss Simmons and Lars and the Real Girl

For next class:

-Re-view Lars and the Real Girl

-Continue Annotation Log

-Finish Essay Project Two and gather the following materials in a folder: final draft, Peer Review draft, all other drafts, brainstorming and planning, annotations, and any other materials that helped you to complete the project.

April 12

In-Class:

Quiz 19

Turn in Essay Project Two at the beginning of class

Discuss Lars and the Real Girl

For next class:

-View House of Sand and Fog

-Continue Annotation Log

-Begin brainstorming for Essay Project Three

April 14

In-Class:

Quiz 20

Discuss House of Sand and Fog

For next class:

-Continue brainstorming and planning for Essay Project Three

-Re-view House of Sand and Fog

-Read ““House of Sand and Fog: Where the Heart Is,” by Kenneth Turan, posted on the class resource page

-Bring two claim ideas to class

April 19

In-Class:

Quiz 21

Discuss Turan and House of Sand and Fog

Discuss integrating secondary sources

For next class:

-Read “Two Flawed People, Divided by a House,” by A.O. Scott, posted on the class resource page

-Draft Essay Project Three

-Read AWR, pgs.

April 21

In-Class:

Quiz 22

Discuss integrating secondary sources

Discuss Scott and House of Sand and Fog

For next class:

-Complete, anonymous draft of Essay Project Three due for take-home Peer Review Three

April 26

In-Class:

Take-home Peer Review Three assigned (see class resource page for the guideline sheet)

For next class:

-Complete take-home Peer Review Three using the guideline sheet posted on the class resource page

April 28: last day of MW classes and office hours

In-Class:

Take-Home Peer Review Three due at the beginning of class

Course Evaluations

Course Wrap-Up

Pertinent End-of-the-Semester Due Dates:

In-Class Writing Two: 12:30 class—11-12 on May 3; 3:30 class—2-3 p.m. on April 30

Essay Project Three Due Date Information:

-12:30 class: finish Essay Project Three and gather the following materials in a folder: final draft, Peer Review draft, all other drafts, brainstorming and planning, annotations, annotated secondary article, and any other materials that helped you to complete the project. Turn in at my office no later than 1 p.m. on May 3.

-3:30 class: finish Essay Project Three and gather the following materials in a folder: final draft, Peer Review draft, all other drafts, brainstorming and planning, annotations, and any other materials that helped you to complete the project. Turn in at my office no later than 4 p.m. on April 30.