334 Syllabus Master+Course Outline

7/31/2019 334 Syllabus Master+Course Outline

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Darin L. Hammond Rigby Hall 300 496-4382 email: [email protected] 1 | P a g

AmericanLiteraturePre-ColonialtoRomanticENG334

The purpose of this course is to develop an understanding of theColonial and Romantic periods in American Literature. In ourstudy of these periods, we will include the major movements,genres, and authors. We will place the literature in a relevantcultural and historical context and examine how history andliterature interrelate. We will use the fundamental tools of literaryinterpretation in the discussion, analysis, and evaluation of theliterature. In this class students will:

Understand and appreciate literature as a valuable sourceof intellectual, emotional, and aesthetic experiencereflecting and enriching the human experience.

Read literature within such contexts as nationality,historical period, ethnicity, and culture.

Apply appropriate critical theories to literary texts. Continue developing library skills for literary research and

document formal writing according to MLA guidelines.

Integrate secondary texts into written work.

TextsBaym, Nina, ed. The Norton Anthology: American Literature.7

thed.

Vols. A & B. New York: Norton, 2007. Print.

AssignmentsThe course will be comprised of the following assignments (point totals

are approximate and subject to change):

Quizzes and In-class Writing 150Reading/Writing Discussion Boards 75Reflective Learning Blog 30I-Analysis 25Short Paper 50Informal Criticism Research Presentations 10Oral Presentation 50Discussion Group 10Writing Portfolio

5 Page Paper Revised Short Paper I-Analysis 3Discussion Board Responses

150

Final Exam 100Late Assignments Not Accepted

All assignments due at beginning of class

DailyQuizzesQuizzes will be given at the beginning of most classes. Thepurpose of these quizzes is not to trick you but to reward you withpoints for attending class and for doing your reading carefully. Toillustrate my goodwill, during the quiz you can use any handwritten

reading notes you have taken (not notes written in your book,however).Quizzes cover the days reading and can take threedifferent forms: 1) formal five question quizzes, 2) cold call quizwhere I call on students randomly to respond to questions oralland 3) various in-class writing tasks.These quizzes cannot bemade up under any circumstances except University excus

absences.Since each quiz is only worth five points, missing onor two will not damage your grade, but be careful as these pointdo add up.

Reading/WritingDiscussionBoards About once a week, we will have discussion board responses baupon what we read. Usually students enjoy this project because a forum to express your own opinion about what you have readand it is also interesting to see what other people think. We maytimes, use your responses as starting points for in-class discussioand your writing could be selected and read aloud in class.

ReflectiveLearningBlogAt the end of each week, you will reflect on your experiencesrelated to our class on a blog on our I-Learn page, discoveringwhat you have learned through your reading and studying, in-cladiscussions, research, writing, etc. You will respond to questionsuch as

What have you learned this week? How have you

participated this week inclass?

I-AnalysisFor the I-Analysis, you will posean insightful question about awork and then find passages fromthe reading that help you developconclusions about your question.This assignment can be used asprewriting for the short paper ifyou would like.

ShortPaperYou will write a short three page paper which responds to andinterprets a work from our reading.

InformalCriticismResearchPresentationsAt some point in the semester, you will be asked complete a couof informal research tasks that deal with a critical theory in relatto a work we are studying. You will report your findings to smalgroups in several five minute presentations. You will also turn inwrite-up summarizing what you found in your research.

OralPresentationYou will sign up for one oral presentation that you will do ingroups of two or three. The presentation will be about onehistorical events or periods listed on the course outline.

DiscussionGroupFor this assignment, you will simply come to class, prepared todiscuss an assigned work with a group of about four students.

CourseDescription

CourseOrganization


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Students will be brought into the group randomly, so it isimportant to come well prepared on the days where discussiongroups are due. The class will form a circle around the small groupand observe the conversation. The discussion group will thenbring the class into the discussion. You will be evaluated on yourlevel of participation, preparation, and insight.

WritingPortfolioThis is our major project for the semester,and the centerpiece of the portfolio will bea 5 page paper about one of the works wehave read during the semester. This papermust include research on the criticalhistory of the work, and it might includehistorical or other research as it is relevant.I anticipate that you will need at least 3-5sources to accomplish this effectively.Also, this portfolio will include yourrevised short paper, I-Analysis, and 3model discussion board responses.

FinalExamWe will have a final exam in our room at the date and time on theofficial testing schedule (see the last entry in our course outlinebelow).

OptionalAssignmentYou have the option of memorizing and reciting a poem or apassage (you can recite in a group if you would like). Eachrecitation you do will be worth 5 points, and you can recite up totwo times. These must be completed BEFORE midterm, noexceptions.

GradingIn giving feedback on your written work, I see myself as a coach.In this role, I try to encourage you in things that you are doingwell. I also try to provide you with constructive feedback as areader of your paper. You will notice that I react to your paper as Iread through it, with notes in the text and in the margins thatreflect what I am thinking as I read your paper. Since audienceawareness is essential in effective writing, these comments areintended to help you see and understand how someone besidesyourself reacts to your written message.

In addition to these comments directly on the text of your paper, Iwill provide you with a feedback form which will give you a quick

view of your performance on specific skills pertaining to eachassignment. In this class you are not in competition with eachother for a grade, but you are evaluated on your mastery of theskills essential to the writing task. I will provide you with thefeedback form for each task when you receive the assignment.This will allow you to become familiar with each of the criteriaprior to my evaluation of your work. I hope that these feedback

forms will become revision guides as you move from assignmento assignment.

The third form of feedback that you will receive from me is an note at the bottom of the feedback form. I usually keep these vbrief and address my comments to you personally. All three foof feedback are intended to coach and help you. You will be m

effective in progressing as a writer if you accept the feedback wihumility and a desire to improve rather than becoming defensivabout your writing. Please remember that I am on your side, anwant you to succeed. Nothing will make me happier than everystudent in the class raising their skills to a level where everyonereceives an A.

Of course a gradewill be attached tyour written workbased upon theproject as a wholThis is called holigrading, and it

means that the grreflects the overaeffectiveness of tproject with all ofthe individual parand skills taken inconsideration. Tgrade will be applin accordance witthe following scal

I am always happdiscuss any grade

assignment with you, but to encourage you to take responsibility

for your own work, I need you to do a couple of things for me.First, wait 24 hours to schedule an appointment with me. This give both you and I some distance from the paper and someobjectivity. Second, this will also provide some time for you tothink of some revision ideas for your paper. Please come to thiconference with at least three ideas to improve your paper, and will be a starting point for our discussion.

Please be aware that no single paper or assignment can destroyyour grade. I make an effort in the class to balance the points tcome from the papers with other assignments such as quizzes adraft work.

AttendanceSince much of our learning will take place in class as we discuss,analyze, and write together, attendance is mandatory. You canearn an extra percentage point or two on your final grade with yperfect attendance. You are allowed two absences for whateverreason (illness, funerals, weddings, etc.), and each absencethereafter will result in a final grade reduction of one percent.Eight absences or more will be grounds for failure of the courseThe only excused absence must be university approved (fieldtrips, conferences, etc. for other classes), so plan your absences

A = 100- 94%

ExcellentA- = 93-90%

B+ = 89-87%

Very goodB = 86-84%

B- = 83-80%C+ = 77-79%

AverageC = 76-74%

C- = 73-70%

D+ = 69-67%

Below averageD = 66-64%

D- = 63-60%

F = 59-0% Incomplete

PoliciesandProcedures


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accordingly. Three late arrivals (after the prayer) will equal anabsence.Absence is never an excuse for a late assignment, noexceptions, so talk with me before the due date if you arehaving problems. Also, quizzes cannot be made up under anycircumstances.

ClassParticipationYou are expected to come to class daily with your reading andwriting assignments accomplished and ready to discuss ideas withthe class and small groups as suggested in the BYU-I LearningModel. If you do not participate in class, your learning will behindered, and your grade will be affected. Your grade can bereduced by up to 20% if over the course of the semester you havefailed to be an active participant in the learning of the class. Youwill account for your participation and learning in weekly reflectivelearning blog entries.

BlackboardandEmailFor this class you will be expected to monitor your campus emailand blackboard daily. Frequently you will receive assignments,instructions, reminders, etc., and you will be expected to accessthose before our class period. In addition, lost or missed handoutscan be accessed through blackboard. All major assignments will beposted as attachments on discussion boards. If you access yourcampus email rarely, forward your mail to the address you use.

ConferencesI always love to collaborate with you in your reading and writing.Please feel free to come by my office or chat after class.Remember as we meet together that I cannot take over your paper.In other words, I am here to be a sounding board and a reader foryou. You cannot simply send me an email draft of your paperasking me to make it an A or to fix it for you. The paper wouldbecome mine instead of yours. So, come to our conferences withthree or four areas you would like some feedback and input on.Remember that it is your paper, and I will always try to help youmake it the best you can without taking it over. Also, studentsusually find the Writing Center extremely useful in revising theirwork.

SuccessThis is an intensive class, but you can succeed, and I want to assistyou. Several things will help in meeting your goals for thesemester:

Regular attendance and active participation in classThorough studying and application of readings 6 hours minimum studying and writing time outside of class

per weekAn inquisitive and open mind with readingslooking for

value rather than flaws Effective application of writing process on writing projects:

prewriting, drafting, rewriting, editingWillingness to use resources such as writing center, tutors,

textbooks, etc. to revise and polish written work Individual initiative in generating ideas and goals for

improving reading and writing skills

Humility and dedication in applying feedback from pastassignments to current assignments

Passion and commitment in writing, reading, and learningAwesomeHelpforAllStudents

Go to http://www.byui.edu/AcademicLearning or the McKay

Library 272 for information about how the writing, reading, maand study skills centers can help you increase success in all of yoclasses. To schedule a tutor for a specific class, log on to TutorRequest under Student Services and follow the instructions.

AcademicHonesty/TheHonorCodeThe BYU-Idaho Catalog clearly describes academic honesty onhighly recommend that you review this section. Please consult tcatalog for specific definitions of plagiarism (for example, you cplagiarize unintentionally) and dishonesty as well as the associatpenalties (for example, expulsion and/or failing the class). Inaddition, adhering to the Honor Code will help bring the spirit iour classroom. Failure to follow the guidelines included in theHonor Code will result in a conference with me and an absence

the day in the case of physical appearance.

GrievancesI make every reasonable effort to consider your attitudes, valuesbeliefs, and feelings as I choose material to teach course-relatedconcepts. I take great care in choosing the works we read. In tunlikely event that I offend you or, in your opinion, I overstep mbounds, please come talk to me about it. I promise to listen toyour concern, to take it seriously, and to explain my actions, ifnecessary. Follow this advice, offered by the Savior: if a teacheroffends you, go and tell him his fault between thee and himalone (Mat. 18:15). Finally, consider the following from a 199Scrollarticle:

There are several steps students

can take if they have any concernsabout a teacher, his/her teachingmethod, or the way students aretreated in the classroom. The firstand most effective way is to talk tothe teacher directly. This stepsolves 90% of problems betweenteachers and students, [Max]Checketts [academic vice presidentat BYUI] said. If studentsdont understand what is beingtaught, they should go directly tothe teacher forclarification. Students have theright to contact the professor andmake an appointment with him or her to discuss concerns. Going tosomeone above the teacher first is a waste of time ... Students will havebetter luck if they start at the bottom; itll save a lot of extraheadaches. Students end up talking to the teacher anyway. Teachers hthe right to hear student concerns about them first. By going to someonabove them, students are not giving teachers the opportunity to representthemselves fairly. ... Another concern students have is the subject mater


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being presented to the class. ... [BYUI] cant skip teaching sensitiveissues. Were a Church school and we must give the same education as onewould get at another [university].

StudentswithDisabilitiesBYU-Idaho is committed to providing a working and learningatmosphere which reasonably accommodates qualified personswith disabilities. If you have any disability which may impair yourability to complete this course successfully, please contact theServices for Students with Disabilities Office at (208) 496-1158.Reasonable academic accommodations are reviewed for allstudents who have qualified documented disabilities. Services arecoordinated with the student and instructor by this office. If youneed assistance or feel you have been unlawfully discriminatedagainst on the basis of disability, you may seek resolution throughestablished policy and procedures by contacting the PersonnelOffice at (208) 496-1130.

SexualHarassmentTitle IX of the Education Amendments of 1972 prohibits sexdiscrimination against any participant in an educational programwhich receives federal funds, including federal loans and grants.Title IX also covers student-to-student sexual harassment. If youencounter unlawful sexual harassment or gender-baseddiscrimination, please contact the Personnel Office at (208) 496-1130.

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APR19 T

Introduction to the CourseTo Be Assigned in Class

Discussion Board, Oral Presentation, ReflectiveLearning Blog, Quizzes21 TH Due

Discussion board 15 minutes before class,Tuesday (This item will appear for each class

period as a reminder for you)

Learning blog, Friday by 5:00 PM (This item willappear for each class period as a reminder foryou)

Prepare for a quiz (including syllabus andassignment sheets)

Read

Syllabus and assignment sheets Stories of the

Beginning 17-31 Columbus 31-35 Bartolome De Las Casas

35-39

Cabeza de Vaca 40-48To Be Assigned in Class

Discussion Group Sign-up sheets

26 T Due

Discussion board 15 minutes before class,Tuesday

Learning blog, Friday by 5:00 PMRead

Bradford 104, 114-138 Bradstreet 187-188oThe Prologue 188-189oThe Flesh and the Spirit 202-204oThe Author to Her Book 204-205oBefore the Birth of One 205-206oTo My Dear and Loving 206oFor Deliverance from 211-212oHere Follows Some 212-213oTo My Dear Children 214-217

Taylor 267-268oPsalm Two 268-169oMeditation 38 273-275oScan a few other Taylor poems

28 TH Due


Learning blog, Friday by 5:00 PM Oral Presentation: Beginnings to 1700 1-16

Read

Mather 307-308, 308-313 Calef 334-335, 335-342

To Be Assigned in Class

I-AnalysisDiscussion and Activities

The Salem Witch TrialsMAY3 T

Due


Learning blog, Friday by 5:00 PM Discussion Group

Read

Edwards 384-386, 386-396 Woolman 587-595 Pearl of G. P. JSH 1:1-54


Optional Assignment, Midterm and Final Exam StuSheet

Discussion and Activities

Conversion narratives5 TH Due


Learning blog, Friday by 5:00 PMOral Presentation: American Literature 1700-

1820 357-367Read

Franklin 449-451, 463-473Adams 616-617, 617-629 Paine 629-630, 630-637, 643-649


John Adams movie cl ips10 T Due

Discussion board 15minutes before class,Tuesday

Learning blog, Fridayby 5:00 PM

Oral Presentation:Native Americans:Contact and Conflict

437-449Read

Jefferson 649-651, 651-665 The Federalist 665-674

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12 TH Due


Learning blog, Friday by 5:00 PM I-Analysis Discussion Group

Read Emerson 1106-1110o Nature 1110-1113 (Intro. & Ch. 1)


Short Paper/PortfolioDiscussion and Activities

Transcendentalism17 T Due



Freneau 742-743o The Indian Burial Ground 745-746o On Mr. Paines 748-749o On the Religion of Nature 749-750

Wheatley 751-752o On Being Brought 752-753o To S.M., a Young African 760-761o To His Excellency 761-762o Letters 763-764

19 TH Due


Learning blog, Friday by 5:00 PM Oral PresentationNative Americans:

Resistance and Removal 1252-1271

Read

William Apess 1051-1052, 1053-1058 The American Scholar 1138-1151 The Divinity School 1151-1163


Primary texts24 T Due


Learning blog, Friday by 5:00 PM Oral Presentation: American Literature 1820-

1865

Discussion GroupRead

Henry David Thoreau 1853-1857o Resistance to Civil 1857-1872o , Ch. 2, 1914-1924

26 TH Due


Learning blog, Friday by 5:00 PM Short Paper

Read

Irving 951-953 (read his stories kind of quickly ayou are familiar with the plots)o Rip Van Winkle 953-965o The Legend of Sleepy Hollow 965-985


Critical Theory ActivityDiscussion and Activities

Critical theory31 T Due


Learning blog, Friday by 5:00 PM Oral Presentation: Irving, Poe, Hawthorne and

the Evolution of the Short Story

Informal Research Presentationscritical theosummary

Read

Hawthorne 1272-1275o The Ministers Black 1311-1320o The Birthmark 1320-1332o The May-Pole of Merry 1304-1311


Notes on TheoryDiscussion and Activities

Notes on TheoryJUN

2 TH

Due


Learning blog, Friday by 5:00 PM Informal Research Presentationsjournal artic

summary

Read

Poe 1528-1532o The Fall of the House 1553-1565o A Tell-Tale Heart 1589-1592o The Purloined Letter 1599-1611o The Cask of Amont. 1612-1616


Final Paper7 T Due



Poeo The Raven1536-1539o The City in the Sea 1534-1535o Annabel Lee 1542-1543

Longfellow 1495-1497o The Slave Singing 1498-1499o The Jewish Cemetery 1502-1504

Whittier 1507-1508, 1509-1510


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9 TH Due Discussion board 15 minutes

before class, Tuesday

Learning blog, Friday by5:00 PM

Oral Presentation: Slavery,Race, and the Making ofAmerican Literature 1682-

1698

Read

Lincoln 1627-1628, 1628-1636 Whitman 2282-2284 (stanzas 1-7) Stowe 1698-1701, 1780-1792

14 T Due



Read

Jacobs 1808-1809, 1809-182916 TH Due



Douglass 2060-2064, 2064-208221 T Due


Learning blog, Friday by 5:00 PM Oral Presentation Section, Region, Nation 1682-

1698Read

Douglass 2082-210823 TH Due

Discussion board 15 minutesbefore class, Tuesday

Learning blog, Friday by 5:00PM

Discussion GroupRead

Douglass 2108-212928 T Due



Read

Whitmano Song of Myself 2210-2254 (read only

sections 1-10; 12-14; 16-30; 44-52)

o When I Heard 2274o The Wound Dresser 2279-2281

30 TH Due

Discussion board 15 minutesbefore class, Tuesday

Learning blog, Friday by 5:00PM

Read

Melville 2304-2308, 2405-2436Discussion and Activities

Discuss portfolio formatJUL5 T

Due



Read

Herman Melville 2436-24617 TH Due


Learning blog, Friday by 5:00 PM PortfolioTo Be Assigned in Class Final Exam


Catch up and Review12 T Due


Learning blog, Friday by 5:00 PM Oral PresentationWhitman and Dickinson

Answer Emersons Call for Literatur

Read

Dickinson 2554-2558, read at least 10 of her poethat look interesting

Discussion and Activities Be prepared with questions about Midterm/Final Exam S

Sheet

Review for Final Exam

334 Syllabus Master+Course Outline

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