L EARNING OBJECTIVES 

In this survey of World Literature, we will read and discuss literary and cultural documents from around the world, starting with the earliest extant materials and working our way to the modern period;as we do so, we'll constantly be making connections between these texts, Campbell's Hero's Journey paradigm, and the significance of both in contemporary culture and our own experience.  

We're going to read a lot, talk a lot, write a lot, and move quickly through our own "hero's journey."  English 2110 is a rigorous course, but we'll also have a lot of fun--all your efforts will very enriching if you hold up your end of the bargain as an engaged, committed student.

Students will:
-- develop the ability to recognize and identify significant achievements in world literature. 

-- demonstrate an understanding the relevant social, historical, and aesthetic contexts of these literary works.
-- discuss the implications of theoretical and critical approaches to such literature.
-- develop enhanced cultural awareness and analytical skills.
-- demonstrate their command of academic English and of the tenets of sound composition by writing thesis-driven analytical prose. 

REQUIRED TEXT

Damrosh, David, ed. The Longman Anthology of World Literature , Compact Edition    978-0321436900  
** Please note:  in order to be counted present for class, students MUST bring this text (or at least the pages of the reading assignment for the day) with them**  

Maimon, Elaine P., et al.  A Writer's Resource, Third Edition. McGraw-Hill.   ISBN 978-0-07-736359-8

CLASS REQUIREMENTS
You'll be responsible for composing THREE reading responses (typed, MLA formatting),  taking a  midterm writing a final essay.  Moreover, I expect students to participate in class discussions in an informed, meaningful way.  Students should come to class not only having read the material, but also prepared to demonstrate their engagement with the material through their questions and responses.

IMPORTANT NOTE :  As you can tell from our list of readings for the semester, we're going to be moving at a fast pace in World Literature; therefore, we simply don't have time to spend on remedying deficiencies in interpretative reading and writing skills.  Because English 1102 is a prerequisite for this class, furthermore, I will be assessing your assignments from the standpoint that you have already mastered the basics of college-level writing and argumentation, namely:

-- reading, analyzing, and interpreting fiction, drama, film, and poetry.
-- identifying and articulating themes, motifs, and subtext in readings.
-- recognizing and formulating a competent thesis statement.
-- writing effective introductions and conclusions.
-- writing varied, coherent sentences that flow smoothly and logically, and are mechanically precise.
-- coherently organizing an essay that has a clear, persuasive chain of logic.
-- supporting arguments and sub-points with relevant evidence from primary and secondary sources
-- employing sentences that clearly express ideas in Academic English, and using a college-level vocabulary.

I therefore recommend that college writers regularly visit...

THE WRITING CENTER!!
I encourage all my students to visit The Writing Center as they prepare for their class writing assignments.  Regardless of writing skill level, students will always benefit from intelligent input from the professors who teach in the First Year Writing Program.  You'll find the Writing Center in the TLC, 1st Floor.  To make an appointment, call (678) 839-6513.

GRADING 

Before you look at the specifics of how I'll be assessing your work this semester, please read the following excerpt, "Five Habits of Mind," from From Students to Citizens and Workers: An Interview with Deborah Meier   by Janice Molloy, which briefly outlines the intellectual skills you'll need to continue cultivating in order to succeed in this (and any other) college course:  

Final Exam 25%

The final exam will consist of a combination of quotations from the literature we studied, and some analytical questions relevant to class discussion.  

Participation (discussion and reading quizzes):  10%

FORMAT FOR ALL PAPERS
All out-of-class papers should be typed and formatted in MLA style (see Writer's Resource Tab 6).  All your papers must be stapled in the top left corner.  I do not accept electronic submissions of any out-of-class work.

ATTENDANCE
The only way we can achieve our course objectives is through your consistent attendance and participation in class.  However, I know that occasional emergencies arise, so I allow three no-questions-asked absences—please use them wisely, and keep me informed!   NOTE:  I count "lates" (i.e. arriving after class has begun) as 1/2 an absence...so please be on time!

I don't distinguish between "excused" and  "unexcused" absences; you owe me no explanations nor documentation for your absences; all I ask is that you use these absences wisely. 

If you must be absent, I expect you to keep up with the assignments; if you’re absent on the day an assignment is due, I will still expect you to make arrangements to get it to me on time. Students who are absent receive a zero for in-class work missed; more than three absences will result in a 5 point reduction of your final grade per additional absence.  Persistent absences will result in administrative withdrawal from class.

LATE WORK
I will not accept late work (sorry).  Being late with assignments hinders your progress—and often, that of the entire class! Although it's far easier just to hand in your paper at the beginning of class on the due date, my definition of a late paper is one that  you haven't placed in my hands before I leave campus on the day the assignment's due .  

PLAGIARISM AND ACADEMIC HONESTY
Academic dishonesty: Plagiarism is grounds for failure in the course; in addition, I will report any instance of plagiarism to the Provost for disciplinary action.  Plagiarism is the use of another’s words or ideas as if they were one’s own; published works are considered intellectual property belonging to the author.  Therefore, if you borrow either words or an idea, either:

--express it in language entirely your own and acknowledge your borrowing with a parenthetical reference or footnote, OR     

--acknowledge the exact extent of your debt to the actual words of the source by enclosing them in quotation marks and documenting the source according to MLA conventions.

If you are unsure that your use of a secondary source is correct, please feel free to consult me. Please see the department website for a definition of plagiarism and a discussion on means to avoid it: 
 
Further, submitting the same paper in multiple classes—no matter whether those courses are taken in the same or different semesters—is a form of academic dishonesty and will result in a failing grade for the course.

Excessive Collaboration
By the end of the term in both ENGL 1101 and 1102, students should demonstrate the ability to produce independent writing (writing without collaborative assistance of peers, writing tutors, or professionals in the field) that shows an acceptable level of competence. Although classroom activities and out-of-class assignments may highlight collaborative learning and collaborative research, excessive collaboration (collaboration that results in the loss of a student's voice/style and original claims to course-related work) is considered another form of academic dishonesty and therefore will not be permitted.

In order to be crystal clear on what I, the English Department, and the University expect of you in regard to academic honesty AND classroom deportment, please review the link below--I hold each of my students responsible for having read and understood these policies:

I will give an automatic "F" in this course to any student who plagiarizes or excessively collaborates on any assignment (quizzes, out-of-class essays, and journals). . . no exceptions.  In order to be crystal clear on what I, the English Department, and the University expect of you in regard to academic honesty, please review all the links below--I hold each of my students responsible for having read and understood these policies: