English 104.03 MWF: Approaches to Literature
Instructor: Ms. Christine Adams
Office: Curry 335E, Mailbox in MHRA 3114
Office Hours: Tuesday 12 pm- 3pm
Email: cgadams2@uncg.edu
Classroom: MHRA 2210
Class Time: MWF 11:00 am –11:50 am
Course Description
“Think of what a paradise this world would be if men were kind and wise.”
― Kurt Vonnegut
The common theme among our texts is the pursuit of knowledge, the desire to transcend the
status quo through scientific and mathematical study and/or the creation of “utopias”. Some
questions we will consider throughout the course are: Why do authors write about Science? What
does it mean to be human? How do we define knowledge, and what do we give up in our quest
for it? Is perfection attainable, and at what cost? How do we write when our view of the world is
violated by death and destruction? Will the future ever be better than the now? In our class we
will consider these questions through the study of short stories, novels, plays, short/long/
collections of poems, and creative nonfiction. Through our own discussion, writing, and
research, we will develop our knowledge of how to more deeply read and discuss literature.
Required Texts

Sparks, Summar C.,ed. Lenses: Perspectives on Literature. ISBN:9780738051055

Shelley, Mary. Frankenstein. ISBN:9780393927931

Auburn, David. Proof. ISBN: 9780571199976

Marlowe, Christopher. Doctor Faustus. ISBN:9780393977547

Vonnegut, Kurt. Cat’s Cradle. ISBN: 9780385333481

Smith, Tracy K. Life on Mars. ISBN:9781555975845

Blackboard Readings- These can be found on Blackboard Under Course Documents.
All electronic course documents must be printed and brought to class for use
during our discussion and in- class exercises. If you do not have the required text you
will be asked to leave class. Budget time and resources appropriately.
Technology Requirements

Active I-Spartan Email Address (You should check this account daily.)

Blackboard Account

Printing Access. Please make sure you budget enough money to print documents.
“My card ran out of money/ my printer ran out of ink/etc is not an excuse for not
having the required texts.
Course Objectives
Student Learning Outcomes (SLOs) for the GLT marker:
At the completion of this course, students will be able to:
1. Demonstrate the reading skill required for the student of literary texts. (LG3)
2. Identify and/or describe some of the varied characteristics of literary texts. (LG3)
3. Demonstrate orally, in writing, or by some other means, a fundamental ability to use some of the
techniques and/or methods of literary analysis. (LG 1 and LG 3)
4. Identify and/or describe some of the various social, historical, cultural, and/or theoretical contexts in
which literary texts have been written and interpreted. (LG 3)
Those SLOs labeled LG3 relate to UNCG’s Learning Goal #3 for General Education, which
says students will “Describe, interpret, and evaluate the ideas, events, and expressive traditions
that have shaped collective and individual human experience through inquiry and analysis in the
diverse disciplines of the humanities, religions, languages, histories, and the arts.”
((http://web.uncg.edu/reg/Bulletin/Current/UnivReq/GECProgram.aspx)
Those SLOs labeled (LG1) relate to UNCG’s Learning Goal #1 for General Education.
Course Policies
Academic Integrity: “Academic integrity is founded upon and encompasses the following five
values: honesty, trust, fairness, respect, and responsibility. Violations include, for examples,
cheating, plagiarism, misuse of academic resources, falsification, and facilitating academic
dishonesty. If knowledge is to be gained and properly evaluated, it must be pursued under
conditions free from dishonesty. Deceit and misrepresentations are incompatible with the
fundamental activity of this academic institution and shall not be tolerated” (from UNCG’s
Academic Integrity Policy). To ensure that you understand the university’s policy on academic
integrity, review the guidelines and list of violations at http://academicintegrity.uncg.edu. I
expect you to abide by the Academic Integrity Policy.
Incidents of cheating and plagiarism are reported to the Dean of Students and sanctions are
aligned with the policies at http://sa.uncg.edu/dean/academic-integrity/violation/plagarism.
Moral of the story: I’m interested in your work, not someone else’s. If you represent someone
else’s work as your own you will fail that assignment. If you violate this policy a second time,
you will fail the course.
Attendance: The success of our class, as it is discussion based, depends on your participation in
the conversations we bring up in class. Therefore, any absences are strongly discouraged. For
literature classes meeting thrice as week: Students are allowed a maximum of four absences
without grade penalty. For every absence beyond those allowed, 10 percentage points will be
deducted from you final grade. (i.e. A total of six missed classes will result in a 20 percentage
point penalty from the final grade. Yikes.) Students who miss eight classes on a three-day
schedule will fail the course. Should a crisis arise, come talk to me or email me before you miss
too many classes. Students are, by state law, allowed two excused absences due to religious
holidays. These absences do not count toward the total maximums allowed above. If you plan to
miss class due to a religious holiday, you must notify me via email at cgadams2@uncg.edu at
least 48 hours prior to your absence.
I do not differentiate between excused and unexcused absences. If you miss class you are
responsible for making up any work you may have missed. This includes checking Blackboard,
and contacting another member of the class for notes, changes to the course schedule, and other
pertinent information. It is easy to email your classmates using the email tool in Blackboard.
Tardiness: I take attendance at the start of class, so being late may result in you being marked
absent in addition to affecting your participation grade. If you arrive after I have finished taking
attendance you are tardy. If you leave class early you are tardy. Three tardies equal an absence. I
say this, simply, because it is vital to our collaborative learning environment that you, your
voice, and your work are present if we are to have an engaging and successful course.
Accessibility for Special Needs: Students with documentation of special needs should arrange to
meet with me about accommodations as soon as possible. If you believe you could benefit from
such accommodations, you must first register with the Office of Accessibility Resources and
Services on campus before such accommodations can be made. The office is located on the
second floor of the Elliott University Center in Suite 215. The office is open from 8:00 a.m. to
5:00 p.m. Monday-Friday. You can reach them by telephone at 336-334-5440, or email at
oars@uncg.edu.
Respect Policy: Most things worth writing about have the ability to cut to the depths of our
beings. These things include death, violence, grief, religion, relationships, and our human nature.
Sometimes we will disagree with each other in class. Impassioned conversation is great, but
disrespectful tones, personal attacks, and violent verbiage are unacceptable. Also, because I do
not allow laptops, cell phones, and tables in class, the buzzing or ringing of these devices is a
violation of this policy. I reserve the right to interpret inappropriate behaviors as I see fit and
address them accordingly. Remaining in my class is a tacit acknowledgement of this right.
Submission of Work: All papers are to be double-spaced in 12 point Times New Roman font with
1-inch margins (note: not the default setting of the current version of Microsoft Word) and
stapled. Please include your name, our course number, the date the assignment is due, as well as
an original title. I expect you to responsibly cite all materiel you use in your work. Both in-text
citations and references must be in MLA format. Purdue University’s OWL is an excellent
resource for learning how to properly cite sources, as is our own library, library databases, and
The University Writing Center. Papers are due by email (.doc format) to me by the start of class
AND in hard copy at the start of class. If you are absent I still must have an electronic copy of
your paper by the start of class. You are responsible for submitting an identical hard copy at our
next class meeting. I do not accept late work, I do accept early work.
(When naming a file, begin with your last name Ex: “Smith_ CC Assignment B .doc”)
Technology Policy: Computers and other electronic devices are not to be used during class time.
Silence all devices that make noise. Devices shall be stowed “down and away” until the end of
class. Students may use laptops in class only if they have a special need for purposes of note
taking or other classroom activities. Students with such need should make specific arrangements
with me as soon as possible. The first violation of this policy will result in a warning (for
example a cell phone ringing). The second will result in you being marked absent for the day.
Email Policy: Email is the best way to reach me. I will make every effort to respond to your
email within 48 hours. If I have not replied to your message after 48 hours, then please re-send
the message.
Additional Resources:
The University Writing Center: This is a free service that exists solely to help you become a
better writer. Take papers at any stage of completion to the center for a one-on-one consultation.
The center is located in MHRA 3211. No appointment needed, though you should arrange to go
to the center at least 48 hours prior to when your assignment is due.
Other Helpful Information:
Counseling and Testing Center: 336-334-5874
Office of the Dean of Undergraduate Studies: 336-334-5099
Student Services Center (Tutoring): 336-334-3125
Graded Components
FINAL GRADE BREAKDOWN
Participation: 20% (see rubric below for guidance)
Literary Analysis: 25%
Conversations & Contexts Assignment: 20%
Midterm: 15%
Final: 20%
I utilize the full range of grades from A to F (including plusses and minuses) in keeping with
University grading policies. Your course grade will be based on the following components that
make up your course work for the semester. UNCG defines an A as excellent; a B as good; a C
as average; a D as the lowing passing grade; and an F as failure. Please understand that a C
means that you simply met all the requirements of the course, not that you did poorly, which
would be indicated by a D or an F. Likewise, an A or B indicates you met and exceeded course
requirements.
Your writing assignments will be graded based on their originality, ambition, willingness to
take risks, relevance to the subject matter, analysis of particular passages and more
general themes, and finally on their mechanics and formatting.
(See Writing Assignment Rubric on Blackboard.)
Participation (SLOs 1,2,3,4): 20%
To succeed in this class, you must do the readings beforehand in a manner that prepares you to
engage in substantial, sophisticated discussion, both verbally and written. You also must bring
the text(s) that we will be discussing to class. For every class I expect you to come prepared
with two discussion questions and two points in the text that interested you. On the days we
do not have discussants I may ask you to jump-start our discussion for the day with one of your
questions. Your participation grade rests on your contributions to class discussions, required and
optional meetings with me about the course matter, your work, and demonstrated knowledge of
readings (as shown through in-class writing exercises and quizzes).
I believe that there are some kinds of learning that cannot be measured with papers or exams.
Remaining in this class indicates that you understand that participation is heavily weighted in
this course, and that you are committed to being a contributing member of our classroom
community.
Discussant Days: You will be a discussant for one text, for one day of the semester. You will
have done your Conversations & Contexts Project (which will be due the night before, so that the
rest of the class can reap the fruits of your labor) that will inform our discussion for the day.
Being a good discussant does not mean you need to lead the class, only ask questions and make
comments that help facilitate our discussion of the text.
Please keep in mind that participation grades are based on respect for others in discussion, and
on the quality (not quantity) of your comments.
Criteria for Oral Communication
A
Superior communicative skills; excellent preparation for class discussion; always
volunteers; listens and responds thoughtfully and courteously to others’ comments;
student exemplifies mastery, rigor, and intellectual curiosity regarding course readings
and concepts while also introducing relevant independent insights to the discussion;
student demonstrates enthusiasm and takes initiative, particularly during group activities.
B
Good communicative skills; solid preparation for class discussion; consistently
volunteers and makes meaningful contributions in group activities; student exemplifies
interest and engagement regarding course readings and concept; student demonstrates a
positive attitude
C
Adequate communicative skills; fair preparation for class discussion; occasionally
volunteers; exemplifies competence regarding course readings and concepts; student
demonstrates an inoffensive, but noncommittal attitude; sporadic contributions during
group activities
D
Limited communicative skills; uneven preparation for class; rarely volunteers;
demonstrates indifference or irritation when prompted; inattentive during class; rare
contributions during group activities. [Performance may be marked by other flaws:
consistent tardiness, disruptive behavior, etc.]
F
Weak communicative skills; little to no preparation for class; little evidence of reading
assignments (this can include not buying course texts or not making up missed material);
never volunteers, or doesn’t respond when prompted; demonstrates potential hostility to
discussion; irrelevant, distracting, or no contribution to group activities
Remember, you do not need to be an “expert” to participate; asking a good question is as, or
sometimes more, valuable than offering a completed thought.
Literary Analysis Essay (SLOs 1,2,3): 25%
For this assignment you write a minimum of five pages in which you will develop and refine
your close reading skills by performing a literary analysis of one of our texts. You will develop a
thesis about how the language is working and to what end, and providing analysis/ explanation/
explication of that specific language. You will have the option of revising your Literary Analysis
and re-submitting it to me at the end of the course. If you choose this option, your final grade for
this assignment will be an average of your two grades.
Conversations & Contexts Projects (SLOs 1-4): 20%
This assignment will not only prepare you to be a unique authority on the text for your
discussant day, but will also allow you to practice valuable researching skills. You will pick
one of the following three prompts to guide your research. You will need to come by my
office hours (or make an appointment with me) at least a week before your project is due
so we can discuss your chosen topic (come to this meeting prepared with research and ideas).
Feel free to email me before our meeting for ideas.
A. Biographical Anecdote. This is not a chronology or life summary. It asks you do
some reading in a biography (on reserve at Jackson Library), identify an important
event or story in the author or poet’s life, relate it accurately and briefly, and reflect
on its interest or importance.
B. Critical Article. This asks you to read a primary piece of criticism on the author or
poet, retrieved from a library database, then summarize it accurately and fully,
indicating the author’s primary thesis or argument, major points of development,
theoretical frame (e.g., feminist) if possible. Your post should also assess what
insights from the article are especially helpful to our class and what questions we
might ask of it or because of it. Choose wisely—this should be a piece of literary
criticism appropriate to our studies.
C. Cultural Context Report. This asks you to do research on an aspect of the wider
sociopolitical, historical, or cultural context in which an author or poet writes. The
Discussion Board post will present an overview of your information with some
framework indicating its importance to the author or poet. For example, if you have
selected Cat’s Cradle, a history of the atom bomb or Cold War politics may be
helpful. If you have selected “The Waste Land”, an examination of pre and post
World War I Europe, especially London, may help us, or an examination of the
Dada art movement.
The Blackboard Discussion Board will host the 750 word responses to this assignment.
You should view your post as a cohesive piece of writing. Don’t simply list
information; there needs to be a natural flow of your ideas with transitions. You will
also be a discussant for the text that you select. Your assignment is due by 5 pm the
night before the class for which you are a discussant.

Label your post as follows: “[Name’s] CC Assignment [A, B, or C].”


For each, you will have to do research in the books on reserve at Jackson Library or
in digital database sources (minimize use of web materials).
Each assignment must include a bibliographic entry for the work(s) you consult.
Midterm Exam (SLOs 1-4) 15%
The midterm will consist of quotation identification, explanation of why the chosen quote is
important to the overall themes of the individual text and our course, and a short essay section.
Final Exam (SLOs 1-4) 20%
The final will consist of quotation identification, explanation of why the chosen quote is
important to the overall themes of the individual text and our course, and a short essay section.
Unlike the midterm, the final will address all of our course materiel.
Provisional Course Schedule
NOTE: This schedule is "provisional" to allow for some flexibility through the semester if the
need arises. This also means that the schedule may not include all minor assignments. The
readings and assignments should be completed before class on the day they are listed. You may
notice that I do not indicate page numbers for our larger texts, this is because I expect you to
have read the entire text for our first day of discussion.
Lenses: Lenses: Perspectives on Literature
Bb: Blackboard
All other texts noted by their full title
CC: Conversations & Contexts Assignment
Unit 1:Why/ how do authors and poets write about science?
WEEK ONE
M August 19 Bb: Syllabus
Introduction to course, CC & Discussant sign-up
W August 21 Bb: “The Allegory of the Cave”, Plato
Lenses: “To Write is to Read”, Browning and Scudder (1-6)
How to Annotate a Literary Work (in-class exercise)
F August 23 Bb: “I Heard the Learned Astronomer”, Whitman
Bb: from “Canto CXV”, Pound
Lenses: “Symbolic Relationships and Figurative Language”, Boissonneau
and Buck (39-48)
*Last Day to add/drop classes without special permission.
WEEK TWO
M August 26 Bb: “Rappaccini’s Daughter”, Hawthorne
Lenses: “Narrators and Speakers: The Voices of Literature”, Hall and
Puzzo (107-114)
Lenses: “Time, Setting, and Pace: The locations of Literature”, Gibson
(81-90)
W August 28 Research Day! (Classroom location TBA)
F August 30 Bb: “Escape from Spiderhead”, Saunders
Lenses: “Reading through Genre”, Leuschen, Romanelli, and Shook
(25-37)
Unit 2: What does is mean to be human? Is perfection attainable, and at what cost?
WEEK THREE
M September 2 Labor Day: No Class
W September 4 Frankenstein, Shelley
Bb: Read CC Assignment
Discussant(s):
F September 6 Frankenstein, Shelley
Bb: Read CC Assignment
Discussant(s):
WEEK FOUR
M September 9 Frankenstein, Shelley
Bb: Read CC Assignment
Discussant(s):
W September 11 Frankenstein, Shelley
Close Reading (in-class exercise)
F September 13 Proof, Auburn
Bb: Read CC Assignment
Discussant(s):
Unit 3: How do we write about our world when it has been destroyed by violence? A look at
dystopian landscapes
WEEK FIVE
M September 16 Proof, Auburn
Bb: Read CC Assignment
Discussant(s):
W September 18 Proof, Auburn
Close Reading (in-class exercise)
F September 20
WEEK SIX
M September 23
W September 25
Bb: “The Waste Land”, Eliot
Lenses: “The Sounds and Structures of Poetry”, Marsh (69-77)
Bb: “The Waste Land”, Eliot
Bb: Read CC Assignment
Discussant(s):
Bb: “The Waste Land”, Eliot
Bb: Read CC Assignment
Discussant(s):
F September 27 Bb: “The Waste Land”, Eliot
Close Reading (in-class exercise)
WEEK SEVEN
M September 30 Bb: Selections from About a Mountain, D’agata
Bb: Selection from The Truth of the Matter: Art and Craft in Creative
Nonfiction, Moore
W October 2
Bb: Selections from About a Mountain, D’agata
Midterm Review
F October 4
MIDTERM
Unit 4: How do we define knowledge, and what do we give up in our quest for it?
WEEK EIGHT
M October 7
Doctor Faustus, Marlowe
Lenses: “Writing about Literature”, Adams Wooten and Babb (9-22)
Literary Analysis Assigned
Thesis Statement Review
W October 9
Doctor Faustus, Marlowe
Bb: Read CC Assignment
Discussant(s):
F October 11
Doctor Faustus, Marlowe
Bb: Read CC Assignment
Discussant(s):
*Last day to drop course(s) without academic penalty
WEEK NINE
M October 14
Fall Break: Breathe
W October 16
Cat’s Cradle, Vonnegut
Bb: Read CC Assignment
Discussant(s):
F October 18
Cat’s Cradle, Vonnegut
Bb: Read CC Assignment
Discussant(s):
WEEK TEN
M October 21
W October 23
Cat’s Cradle, Vonnegut
Bb: Read CC Assignment
Discussant(s):
Cat’s Cradle, Vonnegut
Close Reading (in-class exercise)
F October 25
Literary Analysis Workshop: Bring the first paragraph of your paper
to class. You may also bring your laptops on this day.
Unit 5: Will the future be better?
WEEK ELEVEN
M October 28
Literary Analysis Due
Life on Mars, Smith
W October 30
Life on Mars, Smith
Bb: Read CC Assignment
Discussant(s):
F November 1 Life on Mars, Smith
Bb: Read CC Assignment
Discussant(s):
WEEK TWELVE
M November 4
Life on Mars, Smith
Close Reading (in-class Exercise)
W November 6
Bb: Selections from Halls of Fame, D’Agata
F November 8
Bb: Selections from Halls of Fame, D’Agata
WEEK THIRTEEN
M November 11 Bb: Selections from Halls of Fame, D’Agata
W November 13
Bb: Revisiting “The Allegory of the Cave”, Plato
Bb: “The Lottery”, Jackson
F November 15
Bb: “The Ones Who Walk Away from Omelas”, Le Guin
WEEK FOURTEEN
M November 18
Bb: “Little Fish”, Gabel
W November 20
Bb: “Shirley Temple Three”, Pierce
F November 22
Bb: “Astronomy Lesson”, Shapiro
WEEK FIFTEEN
M November 25
W November 27
F November 29
Bb: “Shitty First Drafts”, Lamott
Revision workshop
Thanksgiving Break: No Class
Thanksgiving Break: No Class
WEEK SIXTEEN
M December 2
Revised Literary Analysis Due
Final Exam Review
FINAL EXAM: Monday, December 9th from 12:00 p.m. to 3:00 p.m.