Meeting time: , Mondays and Wednesdays
Room: Spring Creek Campus, Room B111
Instructor: Prof. Elizabeth Coker
Email address: firstname.lastname@example.org (checked daily)
Office: K237 Office hours: After class on MW as needed, and by appointment (evenings or weekends preferred)
Class Website: http://iws.collin.edu/ecoker/index.htm
In addition to the course syllabus and calendar, the class website contains helpful links on literature, writing, and other class issues.
Course Credit Hours: 3
College Repeat Policy: A student may repeat this course only once after receiving a grade, including a W.
1. Lawall, Sarah, and
Maynard Mack, eds.
Anthology of World Literature, Vols. A, B, and C. Second edition.
We will use all three volumes, and you must bring the appropriate volume to each class, as indicated on the class calendar.
2. In addition, students will be expected to
consult a style manual of their choosing (such as the handbooks used in
This course will introduce students to a variety of literary time periods, genres, and cultures of origin. The course is structured around four “threads” that are organized by genre and theme rather than chronologically. Students will understand the common function of literature in all societies as well as the literary and cultural peculiarities of individual cultures. Students will be introduced to academic practices and standards in reading, discussing, and writing about literature.
following objectives are standard to all sections of
This class period will consist mainly of discussion and lecture. Your engagement with both the readings and the discussions will determine not only your grade, but your learning and enjoyment in the course. You will get as much out of this course as you are willing to put into it. We will also spend time on the writing process, with both in-class and out-of-class writing assignments and essay exams.
The best way to succeed in this course is to do your reading and show up to class. The best way to fail is to not prepare and/or not come to class. You are allowed one absence for any reason. Beyond that, I do not excuse absences, except for those allowed by school policy (e.g. religious holidays). Each absence past your first “freebie” will subtract 20 points off of your total grade for the semester. More than 5 total absences may result in a failing grade.
Your grade for the course will be determined by the following criteria:
Participation: 100 points
Reading Responses (in-class): 150 points (10 points each)
Museum Worksheet: 50 points
Critical Essay 1 Thesis Statement and Documentation Samples: 25 points
Critical Essay 1: 100 Points
Critical Essay 2 Thesis Statement and Documentation Samples:: 25 points
Critical Essay 2: 100 Points
Midterm: 200 points
Final: 250 points
Total: 1000 Points (divide by 10, and voila, you have a percentage grade!)
A=90-100, B=80-89, C=70-79, D=60-69, F=59 and below. A “D” is not transferable to another school.
This is not a purely lecture-based class, but one that will rely on discussion and collaborative learning to explore the texts. The more you prepare for and participate in discussion the more fun the class will be for everyone, and the more we will all learn. Bring questions, comments, and issues with you to class every day for each text, and participate regularly.
Students are expected to come to each class thoroughly prepared for discussion. To aid with discussion, students will respond to the assigned reading via closed-book in-class writing prompts. These prompts are completed in-class only and cannot be made up if you miss class. The prompts are given at the beginning of class, so you must show up on time to complete this assignment!
At each meeting we will encounter challenging texts that require more time and preparation per page than most contemporary works. Also, we are covering a lot of ground in a short time, so give yourself ample time to prepare for class. Finally, I expect you to read the preface to each new work—these are written for your benefit. The information in the critical prefaces will help you with your reading.
Critical Essay 1: July 7
For this essay, I want you to research an artifact representing a cultural myth or unique aesthetic at the Dallas Museum of art and relate it to one of the works we read in class. A detailed description is posted on the website and will be discussed in class. 3-5 pages.
Critical Essay 2: August 2
This essay requires you to explore the background and staging of one of the dramatic texts that we read in class. There are both research and creative options. A detailed description is included at the end of this syllabus. 5-7 pages.
Midterm Exam: July 12
The midterm exam will consist of two components: identification and an in-class essay. The identification section will contain quotes from the texts we have read so far, asking you to identify the title, author, country or culture of origin, and time period for each. For the essay, you will choose one of 3-4 possible prompts to write a 1-3 page (handwritten) essay in which you will introduce, formulate, and conclude a well-supported argument.
This exam is closed-book and will take up the entire period (unless you are a very speedy writer.) You may bring 1 page of notes (front and back) to the exam. You will turn in your notes with your exam. You must bring two blue books for this test.
Final Exam: August 11
The final exam is structured like the midterm and has identification and essay sections. The identification section only covers the texts read after the midterm exam. However, the essay will ask you to write about texts that span the entire semester.
This exam is closed-book You may bring 1 page of notes (front and back) to the exam. You will turn in your notes with your exam. You must bring two blue books for this test.
Late Work Policy:
Late work will lose 10 percent of the total grade for each calendar day the work is late. No work will be accepted that is more than 5 days late. This means that if an assignment is due Monday, you can turn it in until Saturday for partial credit. If work is due on Wednesday, you cannot turn it in later than the following Monday. However, turning in any work, even late, is always better than turning in no work at all!
Missed midterm or final exams will be dealt with on a case-by-case basis. If you know ahead of time that you will be traveling or otherwise unavailable during the midterm or final exam time, you must inform me at least 48 hours in advance of the date in order to take the test outside of class. You must have a valid and verifiable reason for postponing your exam. FORGETTING OR MISPLACING YOUR NOTES IS NOT A VALID REASON TO MISS EITHER EXAM.
I expect you to treat each other and myself with respect and courtesy. This includes respecting my, and each others’, privacy, belongings, opinions, and beliefs.
I expect you to come to class on time, but I do not enforce a strict tardiness policy. Generally, if you’ve missed more than the first twenty minutes of class and do not have a very good (and verifiable) reason for doing so, I will count you absent. If you do come in late, please take your seat quietly and do not stop class to ask me what you’ve missed. Likewise, do not take up our break time asking me what you’ve missed- you can ask your fellow students instead, or just consult the syllabus itself.
I will allow you to bring in snacks and (nonalcoholic, obviously) drinks, as long as they are not distracting and/ or you pick up after yourselves. If your snacks/ beverages become a problem, or if you leave them behind after class for me to pick up, the class will lose its snacking privileges.
Please put your phones on silent or vibrate and DO NOT answer a call during class—not even during the first few minutes when I’m setting up the class. If you receive an emergency call, please quietly leave the room and talk outside. If your cell phone becomes a regular class disruption, your participation grade will suffer.
Students who enroll as an entering freshman or a first-time college student in undergraduate courses at any
You can withdraw a course before the census date without penalty; any courses withdrawn after the census date will count towards your maximum 6-course withdraw. The census date for Summer III 2010 is June 16, 2010. The last day to withdraw from a Summer III 2010 course is July 23, 2010 by 7:30pm. Classes dropped between February 2 and April 17 will count towards your maximum 6-course withdrawal limit.
Should any religious holidays occur during this term, you should review Section 2 of Policies and Procedures, Sub-section 2.23 Religious Holidays in the current CCCCD Student Handbook.
Holidays/ School Closings:
The school will be closed Sunday, July 4, 2010 thru Monday, July 5, 2010. All colleges are closed during this time.
Final Exams Week:
Final exams week is Wednesday, August 11, 2010 thru Thursday, August 12, 2010. The final for this class will be Wednesday August 11 during the normal class time.
Americans with Disabilities Act Compliance:
the policy of
The College District may initiate disciplinary proceedings against a student accused of scholastic dishonesty. Scholastic dishonesty includes, but is not limited to, statements, acts, or omissions related to applications for enrollment or the award of a degree, and/or the submission as one’s own work material that is not one’s own. Scholastic dishonesty may involve, but is not limited to, one or more of the following acts: cheating, plagiarism, collusion, use of annotated texts or teacher’s editions, and/or falsifying academic records.
Plagiarism is the use of an author’s words or ideas as if they were one’s own without giving credit to the source, including, but not limited to, failure to acknowledge a direct quotation.
Cheating is the willful giving or receiving of information in an unauthorized manner during an examination, illicitly obtaining examination questions in advance, copying computer or Internet files, using someone else’s work for assignments as if it were one’s own, or any other dishonest means of attempting to fulfill the requirements of a course.
Collusion is intentionally aiding or attempting to aid another in an act of scholastic dishonesty, including but not limited to, providing a paper or project to another student; providing an inappropriate level of assistance; communicating answers to a classmate during an examination; removing tests or answer sheets from a test site, and allowing a classmate to copy answers.
To this end, your two essays must be submitted to turnitin.com before I will assign them a grade. We will discuss this further in class the week before the papers are due.
To unify grading and to conform to nationally accepted standards, the CCCCD faculty subscribe to the guidelines below.
I. EXCELLENT/SUPERIOR (A/B)
Note: Although “A” and “B” papers possess many of the same features, the style, originality, and level of excellence of the “A” paper are exceptional.
Preparation: The student adapts his or her thinking to the form and requirements of the assignments, developing the paper through preliminary outlines and drafts.
Contents: The paper contains a significant and central idea clearly defined and supported with concrete, substantial, and consistently relevant detail. The superior paper displays freshness and originality of perception; it moves through its ideas with inevitability organic to its central idea.
Development: The paper engages attention and interest at the beginning, progresses by ordered and necessary stages, and ends with a non-repetitive conclusion. Development is economical, original, well proportioned, and emphatic; paragraphs are coherent, unified, and properly developed; and transitional expressions are both logical and effectively placed.
Sentence Structure: Sentences are unified, coherent, forceful, and varied to promote a lively and interesting rhythm.
Diction: The language is distinctive, fresh, economical, and precise; usage is rarely incorrect.
Grammar and Punctuation: correct grammar, punctuation, spelling, and mechanics reflect clear and effective thinking.
Appearance: The student has carefully proofread and correctly documented the paper. The student will type out -of-class papers using standard 10- or 12-font size on standard white paper using 1” margins and double spacing throughout (no triple spacing between paragraphs).
II. AVERAGE (C)
The C paper is clear, competent, and controlled, but its style and originality are undistinguished.
Preparation: The paper contains evidence of at least one preliminary draft. The student as clearly and competently adapted the topic and content to the assignment.
Content: The central idea is apparent but too general, familiar, or limited. Although supported with concrete detail, such detail may be occasionally repetitious, irrelevant, and/or sketchy.
Development: The plan of the paper is recognizable but not developed and/or consistently fulfilled. Development may be disproportionate or exhibit an inappropriate emphasis. Transitions are clear but too abrupt, mechanical, and/or monotonous. The paragraphs are unified, coherent, and usually well developed.
Sentence Structure: The sentences are competent, but many lack force, variation in structure, and/or effective rhythm.
Diction: The language is appropriate to the paper’s purpose, subject, and audience; it is not overly formal, abstract, or colloquial. Errors in usage are infrequent.
Grammar and Punctuation: Deviations from standard grammar, punctuation, spelling, or mechanics damage the paper’s clarity and effectiveness.
Appearance: The C paper conforms to the guidelines established for the superior paper.
Although D and F papers may share the same faults (such as inadequate development or absence of a discernible thesis,) the F paper exhibits an obvious breakdown in style and structure.
Preparation: The student’s ideas do not relate to the specific assignment, and the paper suggests scant evidence of a preliminary draft.
Content: The central idea is missing, confused, superficial, or unsupported by concrete and relevant detail. Content is obvious, contradictory, and/or aimless.
Development: The essay lacks clear and orderly stages and further fails to emphasize and support the central idea. Paragraphs are typographical rather than structural; transitions between paragraphs are missing, unclear, ineffective or rudimentary.
Sentence Structure: Sentences are incoherent, incomplete, fused, monotonous, rudimentary, and/or redundant, thus thwarting the intended meaning.
Diction: The level of language is inappropriate to the subject; errors in usage are frequent.
Grammar and Punctuation: Frequent mistakes in basic grammar, spelling, and punctuation obscure the writer’s ideas.
Appearance: An illegible presentation is always a liability.
Plagiarism: CCCCD faculty does not tolerate plagiarism. A paper containing plagiarism will earn a failing grade.