English 1302 Syllabus - John M. Busch

ENGLISH 1302

Section 127, Synonym 46349

COMPOSITION II COURSE SYLLABUS

Instructor: JOHN M. BUSCH

Classroom: C-104

Course Time: 1:10-2:40

Telephone: (512)594-1100 ext. 41233

E-mail: john.busch@pfisd.net

or john.busch@austincc.edu

Class Website: johnmbusch@weebly.com

Tutoring Times: Mondays from 4:15-5:15 or by appointment

Course Description

ENGL 1302 - English Composition II (3-3-0)

ENGLISH 1302 is a continuation of English 1301 with intensive study of and practice in the strategies and techniques for developing research-based expository and persuasive texts.

The course will emphasize effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions through structural analysis of the rhetoric of short stories and the seven elements of fiction.

Prerequisites

Enrollment in ENGL 1302 requires credit for ENGL 1301, or its equivalent, with at least a grade of C . Professor will verify.

Course Objectives/Rationale

The goals of Composition II are to promote

• Critical thinking, reading, and writing within an intercultural context

•

Clear, coherent, confident, and effective communication

• Collaborative learning

• Literary analysis

• Rhetorical methods, research strategies, and conventions of documentation

Student Learning Outcomes

Upon completion of English 1302, students should be able to



Analyze and discuss parts of a short story and show the ways in which they relate to the story as a whole



Write objectively, concisely, and analytically about short stories



Discuss central idea, character, conflict, setting, point of view, language, and tone in a short story







Relate elements of fiction to the short story as a whole

Demonstrate knowledge of individual and collaborative research processes

Develop ideas and synthesize primary and secondary sources within focused

 academic arguments, including one or more research-based essays

Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of

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 evidence

Apply the conventions of style manual appropriate to the English discipline (MLA)

Course Learning Outcomes

Upon completion of English 1302, students should be able to

• Think, read, and write critically

• Effectively use referential (interpretive/analytical) writing

• Critically analyze fiction

• Appreciate and understand how the elements of fiction work together

• Develop ideas and synthesize primary and secondary sources within focused academic arguments, including one or more research-based essays

Discipline/Program Student Learning Outcomes

The following outcomes are developed in all English Composition students:

• Expanded critical reading ability

•

Mastery of the subject, using compelling, relevant content

• Ability to analyze a piece of fiction to identify the elements in the writing assignment

• Present information in a unified and coherent manner, with a thesis clearly stated and supported

•

Effectively employ a wide variety of relevant and credible materials with correct citations (when required)

• Demonstrate use of standard American English writing conventions (grammar, spelling, usage, punctuation, and formatting) and the ability to communicate to readers with clarity and fluency

General Education Learning Outcomes

Upon completion of the general education component of an Associate’s Degree, students will demonstrate competence in:

 Critical Thinking - Gathering, analyzing, synthesizing, evaluating, and applying information

 Cultural Awareness - Comparing, contrasting, and interpreting differences and commonalities among peoples, ideas, aesthetic traditions, and cultural practices

 Ethical Reasoning - Identifying and applying ethical principles and practices

 Interpersonal Skills - Interacting collaboratively to achieve common goals

 Life/Personal Skills - Demonstrating effective learning, creative thinking, and personal responsibility

 Technology Skills - Using appropriate technology to retrieve, manage, analyze, and present information

 Written, Oral and Visual Communication - Communicating effectively, and adapting to purpose, structure, audience, and medium

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Required Texts/Materials

Students will need to purchase a copy of Fiction 100: An Anthology of Short Fiction (13th edition)

(ISBN: 0-205-10220-4) by James H. Pickering.

It is strongly advised that they also purchase a handbook of writing that will help them better understand the conventions of writing. (A Pocket Style Manual, The Little Brown Compact

Handbook, and The Bedford Handbook are excellent resources.)

Instructional Methodology

Much of this class will take the form of in-class writing workshops. This will allow me to “coach” the students and help them in case they have any questions. In addition, lectures, small group activities, and the use of electronic media will be employed on occasion.

Requirements: Papers and Assignments

This course will focus on seven elements of fiction:



central idea



character



conflict



point of view



setting



language



tone

These elements will be incorporated into five to seven writing assignments, varying in length from

200 to 1000 words (for a minimum total of 2500 words) and using either a cumulative or singleelement approach. In at least one paper students must demonstrate their mastery of MLA documentation style by using parenthetical documentation and providing a list of works cited that contains at least one source other than the primary source.

I will also use the following to evaluate the students’ work in this class:



readings



quizzes



tests



class discussions

I will provide specific written guidelines for each assignment and may require part or all of at least one paper to be written under supervision.

Grading

We will use ACC’s second system for recording grades. However, all essays must earn a C or higher in order for the student to receive a passing grade for the semester.

System 2: Letter Grades

I will assign letter grades to all required papers.

The following is the rubric that will be used on all essays this semester:

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A The essay is extremely well written, providing excellent detail, a sophisticated depth of thought, and exceptional analysis. In addition, there are very few grammatical issues while the essay is presented in a very professional manner.

B The essay is well written, providing good detail, depth of thought, and strong analysis. In addition, there are few grammatical issues while the essay is presented in a professional manner.

C The essay is fairly well written, providing some detail, an emerging depth of thought, and fairly strong analysis. In addition, there are some grammatical issues that interfere with the success of the paper. The essay is presented in a professional manner.

F The essay is not clearly written, providing little detail, barely any depth of thought, and little or no analysis. This grade could indicate major grammatical issues that prevent the reader from understanding the essay or a presentation that is not professional in manner.

Students will be allowed to rewrite their paper once to increase their grade one grade level.

(Thus, an F can become a C; a C can become a B, and so on.) Rewrites that still contain errors found in the first draft will receive no increase in the grade. All rewrites must be turned in no later than one week after the original graded version has been returned to the student.

Students are required to pass the Departmental Exam (see description below) in a Testing

Center to exit the course with a minimum grade of C.

The Departmental Exam

Students must take the Departmental Exam under supervision in a Testing Center. The student will be given a story to read, and then write a critical analysis of at least 750 words. The test will be given at HHS during a three-hour block of time. (The date of this test will provided later in the semester once arrangements are made.) The essay will be evaluated ACCEPTED or RETEST only. If the student does not pass the Departmental Exam on the first try, he or she may retest once . The paper must identify central idea, discuss three of the elements of fiction, and demonstrate the following:

• Coherence, analytical thinking, and an understanding of the story

•

Adherence to stylistic, grammatical, and mechanical conventions

Withdrawal Policy

It is important to know that The Texas State Legislature passed a bill stating that students who first enroll in public colleges and universities beginning in fall 2007 and thereafter may not withdraw from more than six classes during their undergraduate college career. See ACC Student

Handbook for further information.

Since much of this class will be designed as a writing workshop, students are expected to attend each class meeting. The maximum number of absences allowed will be six. Once this limit has been reached, the student will be expected to withdraw himself / herself from the class.

Missing more than fifteen minutes of class will constitute an absence.

(School related absences will be excused, but the students must meet the set deadlines by e-mailing their work to

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me or finding some other means to ensure I receive the due assignment by the end of the school day.)

All paper deadlines must be met. If a student is absent, it is his / her responsibility to have his/ her paper delivered to the professor on the due date.

No late work will be accepted this semester. Papers not turned in on the due date will receive a 0. Additionally, if a student fails to bring his / her rough draft to the scheduled workshop day of If the student does not withdraw from the class, he /she will earn a failing grade for the semester.

Withdrawals will appear on the students’ records as W’s. If a student does not withdraw himself / herself, then he / she will earn an F for the course.

Awarding of INCOMPLETE as a Final Grade

Incompletes will be given only in “catastrophic” cases. Please refer to the ACC student handbook for a full explanation of this grade.

Scholastic Dishonesty

Acts prohibited by the College for which discipline may be administered include scholastic dishonesty (e.g., cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work). Academic work submitted by students shall be the result of their thought, research, or self-expression. Academic work is defined as (but not limited to) tests and quizzes, whether taken electronically or on paper; projects, either individual or group; classroom presentations; and homework.

If a student is caught in an act of scholastic dishonesty (including turning in a paper that has been plagiarized either in whole or in part), that student will EARN AN F FOR THE COURSE.

All students are advised to review their students handbooks to ensure they understand ACC’s policies when such unfortunate situations occur.

Student Discipline

Students enrolled in this class are college students. Disruptive behavior will not be tolerated.

Such conduct will result in the student being removed from the class and possibly from the entire ESC program.

Student Freedom of Expression

Each student is strongly encouraged to participate in class. In any classroom situation that includes discussion and critical thinking, there are bound to be many differing viewpoints.

These differences enhance the learning experience and create an atmosphere where students and professors alike will be encouraged to think and learn. On sensitive and volatile topics, students may sometimes disagree not only with each other but also with the professor. It is expected that faculty and students will respect the views of others.

Student Rights and Responsibilities

ACC students have the rights accorded by the U.S. Constitution to freedom of speech, peaceful assembly, petition, and association. These rights carry with them the responsibility to accord the same rights to others in the College community and not to interfere with or disrupt the educational process. Opportunity for students to examine and question pertinent data and assumptions of a given discipline, guided by the evidence of scholarly research, is appropriate

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in a learning environment. This concept is accompanied by an equally demanding concept of responsibility on the part of the student. As willing partners in learning, students must comply with College rules and procedures.

Enrollment in the College indicates acceptance of the rules set forth in this policy, which is administered through the office of the campus dean of student services. Due process, through an investigation and appeal process, is assured to any student involved in disciplinary action.

General Provisions

The purpose of this policy is to identify the rights and responsibilities of ACC students, to specify acts prohibited and standards of conduct required, and to set a range of appropriate penalties when rules are violated.

Due Process

College disciplinary procedures respect the due process rights of students.

Emergency Action

Provisions are included to protect the College and members of the college community in emergencies and other instances requiring immediate action. Even in such instances, the

College will take reasonable steps to provide for due process.

Administration of Discipline

The campus Dean of Student Services or the appropriate faculty administrator shall have primary responsibility for the administration of student discipline. The campus Dean of Student

Services works cooperatively with faculty members in the disposition of scholastic violations.

Students with Disabilities

Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodations through the Office for Students with Disabilities on the campus where they expect to take the majority of their classes. Students are encouraged to register with OSD three weeks before the start of the semester.

Safety Statement

Austin Community College is committed to providing a safe and healthy environment for study and work. You are expected to learn and comply with ACC environmental, health and safety procedures and agree to follow ACC safety policies. Additional information on these can be found at http://www.austincc.edu/ehs .

Because some health and safety circumstances are beyond our control, students should become familiar with the Emergency Procedures poster and Campus Safety Plan map in each classroom. Additional information about emergency procedures and how to sign up for ACC

Emergency Alerts to be notified in the event of a serious emergency can be found at http://www.austincc.edu/emergency/ .

Please note that students are expected to conduct themselves professionally with respect and courtesy to all. Anyone who thoughtlessly or intentionally jeopardizes the health or safety of another individual will be immediately dismissed from the day’s activity, may be withdrawn from the class, and/or barred from attending future activities.

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Use of ACC Email

All College email communications will be sent solely to the student’s ACCmail account, with the expectation that such communications will be read in a timely fashion. ACC will send important information and will notify students of any College-related emergencies using this account.

Students should expect to receive email communication from their professor exclusively through this account. Likewise, students should use their ACCmail account when communicating with professors and staff. Instructions for activating an ACCmail account can be found at http://www.austincc.edu/accmail/index.php

.

Testing Center Policy

Under certain circumstances, a professor may have students take an examination in a Testing

Center. Students using the Academic Testing Center must govern themselves according to the

Student Guide. Students must abide by rules governing use of ACC Testing Centers and should read the Guide before going to take the exam.

To request an exam, one must have:

•

•

ACC Photo ID

Course Abbreviation (e.g., ENGL)

•

•

•

Course Number (e.g.,1301)

Course Synonym (e.g., 10123)

Course Section (e.g., 005)

• Professor's Name

Do NOT bring cell phones to the Testing Center. Possession of a cell phone in the testing room, whether it is on or off , will revoke the student’s testing privileges for the remainder of the semester. ACC Testing Center policies can be found at http://www.austincc.edu/testctr/ .

Student and Instructional Services

ACC strives to provide exemplary support to its students and offers a broad variety of opportunities and services. Information on these services and support systems is available at http://www.austincc.edu/s4/ .

Links to many student services and other information can be found at http://www.austincc.edu/current/ .

ACC Learning Labs provide free tutoring services to all currently enrolled ACC students. The tutor schedule for each Learning Lab may be found at http://www.austincc.edu/tutor/students/tutoring.php

.

For help setting up ACCeID, ACCmail, or ACC Blackboard, see a Learning Lab Technician at any ACC Learning Lab.

Class Schedule (subject to change)

Tuesday, January 5

Go over the course, including the main points of the syllabus.

Review literary devices.

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Go over the Freytag’s Pyramid (introduce the elements of plot).

Identify the parts of the Freytag’s Pyramid in episodes of The Twilight Zone.

Homework

Read Guy de Maupassant’s “The Necklace” (pp. 849-855).

Identify the parts of the Freytag’s Pyramid in Maupassant’s story.

Read Flannery O’Connor’s “A Good Man is Hard to Find” (pp. 964-975).

Begin reading Joseph Conrad’s Heart of Darkness (pp. 257-314). Finish this novella by January 28.

Thursday, January 7

Go over the course, including the main points of the syllabus.

Review the Freytag’s Pyramid (introduce the elements of plot).

Identify the parts of the Freytag’s Pyramid in a sample short story (Maupassant’s “The Necklace”).

Examine an analytical essays on M aupassant’s story.

Analyze Flannery O’Connor’s “A Good Man is Hard to Find.”

Homework

Read Elizabeth Bowen’s “The Demon Lover” (pp. 161-164).

Identify the parts of the Freytag’s Pyramid in Bowen’s story.

Begin reading Joseph Conrad’s Heart of Darkness (pp. 257-314). Finish this novella by January 28.


Analyze Bowen’s “The Demon Lover,” focusing on the elements of the Freytag’s Pyramid.

Discuss what the central idea is in a story.

Write an inclass analysis that identifies the central theme of “The Demon Lover.”

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Homework

Read H. H. Munro’s “Srendi Vashtar” (pp. 921-924).

Identify the central idea in Munro’s story as well as any secondary theme; be able to explain your answers with textual evidence.

Continue reading Joseph Conrad’s Heart of Darkness (pp. 257-314). Finish this novella by January 28.


Analyze Munro’s “Srendi Vashtar,” focusing on the central idea and secondary themes.

Discuss character types and techniques of characterization.

Write an inclass analysis that identifies the characterization found in “Srendi Vashtar.”

Homework:

Read Washington Irving’s “The Legend of Sleepy Hollow” (pp. 605-626).

Identify the character types found in Irving’s story and identify the manner in which Ichabod Crane is characterized.

Be prepared to support your answers with textual evidence.



Analyze Irving’s “The Legend of Sleepy Hollow,” focusing on the character types and techniques of characterization.

Discuss types of conflict found in short stories.

Write an inclass analysis that identifies the conflict found in “The Legend of Sleepy Hollow.”

Homework:

Read Washington Irving’s “Rip Van Winkle” (pp. 627-635).

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Identify the conflicts, the characters and techniques of characterization, and the central idea of Irving’s story. Be prepared to support your answers with textual evidence.



Inclass essay (major assessment 1): Analyze Irving’s “Rip Van Winkle” in a well written essay.

If there is time afterwards, discuss “Rip Van Winkle” and what a good analysis would consist of.

Homework:

Read Shirley Jackson’s “The Lottery” (pp. 638-644).

Identify the conflicts found in this story. Be prepared to support your answers with textual evidence.

Continue reading Joseph Conrad’s Heart of Darkness (pp. 257-314).Finish this novella by January 28.


Analyze Jackson’s “The Lottery,” focusing on the conflicts found in the story.

Discuss point of view found in short stories.

Write an inclass analysis that identifies the point of view found in “The Lottery.”

Homework:

Finish reading Joseph Conrad’s Heart of Darkness (pp. 257-314). This novella must be finished before the next class period.

Identify the point of view, the conflicts, the character types and techniques of characterization, and the central ideas and secondary themes found in this novella. Be prepared to support your answers with textual evidence.


Inclass essay (major assessment 2): Analyze Conrad’s Heart of Darkness in a well written essay.

If there is time afterwards, discuss “Heart of Darkness” and what a good analysis would consist of.

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Homework:

Read W. W. Jacobs’ “The Monkey’s Paw” (pp. 645-652).

Identify the point of view and conflicts found in this story. Be prepared to support your answers with textual evidence.

Begin writing Paper 4 (research), which requires at least one outside source that is cited in the MLA format. (Rough draft is due on February 11; final draft is due February 25).

Tuesday, February 2

Analyze Jacob’s “The Monkey’s Paw,” focusing on the point of view and conflicts found in the story.

Discuss the use of language commonly found in short stories.

Write an inclass analysis that examines the use of language found in “The Lottery.”

Homework:

Read Arthur Conan Doyle’s “The Adventure of the Speckled Band” (pp. 371-388).

Explain the use of language found in this story. Be prepared to support your answers with textual evidence.

Write Paper 4 (research), which requires at least one outside source that is cited in the MLA format. (Rough draft is due on February 11; final draft is due February 25).

Thursday, February 4

Analyze Doyle’s “The Adventure of the Speckled Band,” focusing on the use of language found in the story.

Continue discussing the use of language commonly found in short stories.

Write an inclass analysis that examines the use of language found in “The Adventure of the Speckled Band.”

Homework:

Read Fedor Dostoevski’s “The Grand Inquisitor” (pp. 389-402).

Explain the use of language found in this story. Be prepared to support your answers with textual evidence.

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Write Paper 4 (research), which requires at least one outside source that is cited in the MLA format. (Rough draft is due on February 11; final draft is due February 25).


Analyze Dostoevski’s “The Grand Inquisitor,” focusing on the use of language found in the story.

Discuss the tone found in short stories and ways of determining it.

Write an in-class analysis that explains the tone and the manner it is conveyed in “The Grand Inquisitor.”

Homework:

Read Arthur Susan Glaspell’s “A Jury of Her Peers” (pp. 501-515).

Explain the tone, the use of language, the conflict, the character types and characterization, and the central idea and secondary themes found in this story. Be prepared to support your answers with textual evidence.

Write Paper 4 (research), which requires at least one outside source that is cited in the MLA format. (Rough draft is due next class period; final draft is due February 25).


Inclass essay (major assessment 3): Analyze Glaspell’s “A Jury of Her Peers” in a well written essay.

Break up into groups to read and discuss one another’s research paper (Workshop).

If there is time afterwards, discuss “A Jury of Her Peers” and what a good analysis would consist of.

Homework:

Read Rudyard Kipling’s “They” (pp. 750-765).

Identify the elements of fiction found in this story. Be prepared to support your answers with textual evidence.

Revise Paper 4 (research), which requires at least one outside source that is cited in the MLA format. (Due

February 25).


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Analyze Kipling’s “They,” focusing on the themes found in the story.

Discuss the main themes found in this story, and explain how the elements of fiction help present them.

Write an inclass analysis that examines how the elements are integrated in “They.”

Homework:

Read Nathaniel Hawthorne’s “Young Goodman Brown” (pp. 585-588).



February 25).


Analyze Hawthorne’s “Young Goodman Brown,” focusing on the themes found in this story.

Examine an analytical essay on Hawthorne’s story; evaluate it.

Write an inclass analysis that examines how the elements are integrated in “Young Goodman Brown.”

Homework:

Read Charles Dickens’ “The Signal-Man” (pp. 343-351).

Identify the themes of this story and explain how the elements of fiction help present it. Be prepared to support your answers with textual evidence.


February 25).


Analyze Dickens’ “The Signal-Man,” focusing on the themes found in this story.


Write an in-class analysis that examines how the elements are integrated in “The Signal-Man.”

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Homework:

Read Edgar Allen Poe’s “The Fall of the House of Usher” (pp. 991-1004).

Identify the themes of this story and explain how the elements of fiction help present it. Be prepared to support your answers with textual evidence.

Revise Paper 4 (research), which requires at least one outside source that is cited in the MLA format. (Due next class period).


Turn in the final draft of the research paper (major assessment 4): present papers to the class.

Analyze and discuss Poe’s “The Fall of the House of Usher.”

If there is time afterwards, discuss “The Fall of the House of Usher” and what a good analysis would consist of.

Homework:

Read Louisa Marie Alcott’s “My Contraband” (pp. 3-14).


Tuesday, March 1

Analyze Alcott’s “My Contraband,” focusing on the themes found in this story.


Write an inclass analysis that examines how the elements are integrated in “My Contraband.”

Homework:

Read Katherine Mansfield’s “Her First Ball” (pp. 830-834) and “Miss Brill” (pp. 835-838).

Identify the themes of these stories and explain how the narratives are similar and different. Be prepared to support your answers with textual evidence.

Thursday, March 3

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Analyze Mansfield’s “Her First Ball” and “Miss Brill,” focusing on the common elements found in these stories.

Discuss the main themes found in these stories, and explain how the elements of fiction help present them.

Write an inclass analysis that comparing and contrasting “Her First Ball” and “Miss Brill.”

Homework:

Read Ernest Hemingway’s “Hills Like White Elephants” (pp. 595-598) and Irwin Shaw’s “The Girls in the Summer

Dresses” (pp. 1036-1042).



Analyze Hemingway’s “Hills Like White Elephants” and Shaw’s “The Girls in the Summer Dresses,” focusing on the common elements found in these stories.


Examine an analytical essay comparing and contrasting both of these works; evaluate it.

Write an inclass analysis that comparing and contrasting “Her First Ball” and “Miss Brill.”

Homework:

Read Charlotte Perkin’s Gilman’s “If I Were a Man” (pp. 484-488) and “The Yellow Wall-Paper” (pp. 489-500).



In-class essa y (major assessment 5): Compare and contrast Gilman’s “If I Were a Man” and “The Yellow

WallPaper” in a well written essay.

If there is time afterwards, discuss “If I Were a Man” and “The Yellow Wall-Paper” and what a good analysis would consist of.

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Homework:

Read Anton Chekov’s “The Lady with the Dog” (pp. 227-238) and Joyce Carrol Oates’ “The Lady with the Pet Dog”

(pp. 925-937).



Analyze Chekov’s “The Lady with the Dog” and Oates’ “The Lady with the Pet Dog,” focusing on the common elements found in these stories.


Write an inclass analysis that comparing and contrasting “The Lady with the Dog” and “The Lady with the Pet

Dog.”

Homework:

Read Herman Melville’s “Bartleby the Scrivner” (pp. 872-897).

Identify the themes of this story and explain how they can be applied to our modern society. Be prepared to support your answers with textual evidence.


Analyze Melville’s “Bartleby the Scrivner,” focusing on theme of this story and applying it to contemporary society.

Discuss how this story would be different were it written today or were a writer to change its setting.

Write an inclass analysis that explains how “Bartleby the Scrivner” would be different had it been written today.

Homework:

Read Gabriel Garcia Marquez’s “A Very Old Man with Enormous Wings” (pp. 478-483).

Identify the themes of this story and explain how the story can be viewed as an allegory. Be prepared to support your answers with textual evidence.


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The window for the department exam should be open.

Analyze Marquez’s “A Very Old Man with Enormous Wings,” focusing on theme of this story and explaining how it can be viewed as an allegory.

Discuss types of allegorical writing found in today’s literature.

Write an inclass analysis that explains how “A Very Old Man with Enormous Wings” shares a universal message regarding mankind.

Homework:

Read Ray Bradbury’s “August 2002: Night Meeting” (pp. 178-183).

Identify the themes of this story and explain how the story can be viewed as an allegory. Be prepared to support your answers with textual evidence.



Analyze Bradbury’s “August 2002: Night Meeting,” examining how it can be viewed as an allegory.

Discuss genres and describe the motifs common to the more popular ones.

Write an inclass analysis that explains how we know Bradbury’s story is science fiction even though we are now living in 2013, eleven years after the events of the tale.

Homework:

Read Bram Stoker’s “Dracula’s Guest” (pp. 1080-1088).

Identify the genre of this story and explain you know that your answer is correct. Be prepared to support your answers with textual evidence.

Tuesday, April 5


Analyze Stoker’s “Dracula’s Guest,” examining the elements of genre and motifs that are found in it.

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Discuss further genres and describe the motifs common to the more popular ones.

Write an inclass analysis that explains how we know Stoker’s story is horror and what motifs it shares with other such tales.

Homework:

Read Stephen Crane’s “The Blue Hotel” (pp. 315-334)

Identify the genre of this story and explain you know that your answer is correct. Be prepared to support your answers with textual evidence.

Thursday, April 7


Analyze Crane’s “The Blue Hotel,” examining the elements of genre and motifs that are found in it.


Write an inclass analysis that explains how we know Crane’s story is a western and what motifs it shares with other such tales.

The students will now choose one of the stories in the text not covered in class so they can do a presentation on it beginning next period: they will be asked to present a short summary, a thesis, and an examination of the elements making up this narrative.

Homework:

Read John Barth’s “Lost in the Funhouse” (pp. 95-111)

Read the story of your choice. Then write your paper that will evaluate it. Be prepared to present this paper on April

29.



Analyze Barth’s “Lost in the Funhouse,” examining the elements of genre and motifs that are found in it.

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Write an inclass analysis that identifies the genre to which Barth’s story belongs.

Homework:

Read Samuel Clemens’ “The Celebrated Jumping Frog of Calaveras County” (pp. 248-252).

Read the story of your choice. Then write your paper that will evaluate it. Be prepared to present this paper next period.



Analyze Clemens’ “The Celebrated Jumping Frog of Calaveras County,” examining the elements of genre and motifs that are found in it.


Write an inclass analysis that identifies the genre to which Clemen’s story belongs.

Homework:

Read Jack London’s “To Build a Fire” (pp. 819-829)


29.



Analyze London’s “To Build a Fire,” examining the elements of genre and motifs that are found in it.


Write an inclass analysis that identifies the genre to which London’s story belongs.

Homework:

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Read Eudora Welty’s “The Worn Path” (pp. 1192-1197)


29.



Analyze Welty’s “The Worn Path,” examining the elements of genre and motifs that are found in it.


Write an inclass analysis that identifies the genre to which Welty’s story belongs.

Homework:

Read Ralph Ellison’s “King of the Bingo Game” (pp. 410-416)



Analyze Ellison’s “King of the Bingo Game,” examining the elements of genre and motifs that are found in it.


The students will present their papers over the story of their choice (major assessment 6).

Their presentation must have a short summary, a thesis, and an examination of the elements making up this narrative.

The students will analyze the presentations.

Homework:



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Homework:


Tuesday, May 3




Homework:


Thursday, May 5




Homework:


Tuesday, May 10




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Homework:


Thursday, May 12




Homework:

Have a great summer.

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English 1302 Syllabus - John M. Busch

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