Course number: ENGL 2332
Course title: World Literature I
Semester hours: 3
Foundational Component Area
A. The course “focus[es] on how ideas, values, beliefs, and other aspects of culture express and affect human experience.”
In this course, students read literary, philosophical, and religious texts from a variety of world cultures and historical periods. In these texts, students are exposed to the ideas, values, and beliefs of multiple cultures. Class focuses on how these various cultures express universals of human nature and how the particular characteristics of each culture affect its inhabitants.
B. The course “involve[s] the exploration of ideas that foster aesthetic and intellectual creation in order to understand the human condition across cultures.”
The course approaches written culture from two perspectives: an aesthetic perspective that emphasizes the literary and artistic qualities of the texts, and an intellectual perspective that places the writings in the larger history of ideas.
Core Objectives
A. Critical Thinking, Aspect 2: “Students will demonstrate effective inquiry strategies.”
Students in the class develop effective inquiry strategies by learning to select appropriate topics for assignments. For example, for the explication essay, students are required to select their own passages to analyze (see Appendix A). Students must therefore learn to choose a passage that is long enough to fulfill the length requirement, and that has the right level of complexity to yield a successful explication.
B. Critical Thinking, Aspect 3: “Students will analyze information effectively.”
Throughout the semester, students are required to analyze the course readings, looking for similarities and differences between individual authors, genres, and cultures. For example, one essay question on the exam requires students to analyze the relationship between humans and God or gods in the ancient world (see Appendix B). This question requires students to compare the religious views of polytheistic and monotheistic cultures and to organize relevant details from the readings to highlight the similarities and differences.
C. Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
Students are expected to read all assignments carefully and to evaluate them deeply and thoroughly.
A good example of such evaluation is the explication essay, which requires students to evaluate the chosen passage by paying careful attention to the connotations of individual words and phrases, and by connecting those details to the larger meaning of the work (see Appendix A).

D. Critical Thinking, Aspect 5: “Students will synthesize information effectively.”
Throughout the semester, students practice drawing conclusions by combining ideas from various authors, genres, and cultures. Each exam requires that students write an essay demonstrating those skills. For example, the question about humans and gods (see Appendix B) requires students to formulate a thesis about the place of religion in the ancient world and to cite several examples from various cultures and time periods to support that thesis.
E. Communication, Aspect 1: “Students will demonstrate effective development, interpretation, and expressions of ideas through written communication.”
Students practice writing skills throughout the course, in multiple formats. For example, students are required to write an annotated bibliography that summarizes five sources relevant to a topic of their choice (see Appendix C). Each student is required to formulate a research question and to choose only sources that are clearly related to that controlling idea (development). For each source, the student must write a detailed summary which displays mastery of the text (interpretation). The student is also required to follow conventions for formal academic writing, including MLA documentation and formatting (expression).
F. Communication, Aspect 2: “Students will demonstrate effective development, interpretation, and expressions of ideas through oral communication.”
Each student is required to present an oral interpretation of one work to the class (see Appendix D).
The report is graded on the student’s mastery of the material and of the secondary sources
(interpretation). The format of the report, including visual aids, must be relevant, clear, and easily understood by the audience (development). And the presenter must use a professional, engaging speaking style (expression).
G. Personal Responsibility: “Students will demonstrate the ability to connect choices, actions and consequences to ethical decision-making.”
The online discussion forums encourage students to relate the readings to their own ethical decisionmaking. For example, in response to Everyman, students are required to create their own everyman’s journey, describing how they view the path to salvation, enlightenment, or personal fulfillment (see
Appendix E).
H. Social Responsibility, Aspect 1: “Students will demonstrate intercultural competence.”
By studying the literary, religious, and intellectual legacy of various cultures (including Greco-
Roman, Jewish, Christian, and Muslim), students learn to identify the contrasting perspectives and values of those cultural groups. The discussion forum over the Quran, for example, asks students to discuss the differences between Judaism, Christianity, and Islam. In their discussion posts, students are required to support their views with specific details from the readings.

Appendix A:
Explication Essay
Topic
You must choose a work from the unit that you do not take the exam for. For example, if you take the exams for Units One and Three, then you will write your essay about a work in Unit Two.
If you choose to write about a brief poem (200 words or fewer, such as a Petrarch sonnet), you will analyze the entire poem.
If you choose a longer work, you will analyze just one continuous passage from the work (200 words maximum). Do not choose isolated quotations from various places in the work; instead, focus on several consecutive sentences or lines.
No matter what text you analyze, your essay should not skip anything. Quote and analyze every word in the poem or in the chosen passage.
No Sources
Research is prohibited for this assignment. However, you may use the course readings, your course notes, and a dictionary. Any use, direct or indirect, of other outside sources will be considered plagiarism, and can result in failure of the course.
If you research a particular work for your annotated bibliography, you cannot write about that work in your offline essay.
If you are having trouble analyzing a particular work, please feel free to discuss it with me. I will also be glad to read a rough draft of your essay.
Structure
The purpose of an explication is not to simply restate the text in your own words; the purpose is to explore the deeper meanings of the text. As a result, your explication of a passage should be significantly longer than the passage itself.
To write a good explication, the work you choose will need to have some complexity and “depth”; a text that is too clear and straightforward will not allow for enough interpretation.
Introduction
The opening paragraph of your essay should introduce the work you are analyzing and should present your thesis. Your thesis should indicate that you are writing an explication.
Body
The body of the essay will not look like a typical essay divided into paragraphs. Instead, it will consist of brief quotations, each followed by analysis.

Break the poem or passage you chose into short quotations. In other words, go phrase-by-phrase, not line-by-line or sentence-by-sentence. Shorter quotations will allow you space to go more in-depth in your analysis of the particular words of the passage. Remember, do not omit any words from the poem or passage.
Quote each phrase; then discuss the significant aspects of that phrase. You can discuss such things as theme, conflict, character, setting, point of view, literary techniques, irony, imagery, or symbolism. In your analysis of a particular phrase, you can refer to other parts of the work, even if they are not included in the passage you have chosen.
Conclusion
The final paragraph of your essay should create a sense of closure and re-emphasize the main point of your essay.
Format
The length should be 1000 words.
The essay should be typed as a word-processor document (preferably, Microsoft Word), double-spaced, with one-inch margins. You do not need a title page. Instead, at the top left corner of the page, put your name, "World Literature," and the date you turn in the assignment. Center the title just below the heading.

Appendix B:
Exam Question (one essay, forty points, fifty minutes)
Discuss the relationship between God (or gods) and humans as depicted in the readings in Unit One, the
Ancient World.
Your essay should be well-developed and should illustrate how that theme is dealt with in one or more works.
The essay will be evaluated based on these criteria:

Relevance to the chosen topic

Use of many specific details (such as incidents, images, or dialogue) from the readings

Explanation of the relevance of each detail to the point you are making
You can quote passages word-for-word or paraphrase them.

Appendix C:
Annotated Bibliography
For this assignment, you will write a bibliography including five sources about one topic dealt from the unit. Basically, you should approach the assignment as if you were finding sources to write a research paper on your chosen topic. But you will not actually write the paper.
If you research a work for your bibliography, you cannot write your offline essay about that work.
Topic
You can choose your own topic, as long as it is directly related to the unit. Here are some possible topics
(but you don't have to limit yourself to them):
 one aspect of a particular work--for example, the satire of chivalry in Don Quixote
 analysis of a particular character--for example, Desdemona in Othello
 a theme dealt with in several works--for example, the nature of the gods in ancient Greece
Sources
You are to find five sources that directly relate to your topic. Each source must be a secondary source--in other words, an interpretation of an original work. For example, an analysis of Don Quixote is a secondary source; Don Quixote itself is a primary source. One caution: do not use a review of another work as a source; while reviews are technically secondary sources, they usually do not have the same depth of analysis as other kinds of secondary sources.
The sources must be library sources, not internet sources. The sources can be of any type, and they can come from any library. For example, you could use a chapter from a public library book. Or you could use an online article from the NCTC online databases.
Format
At the beginning of your bibliography, state the theme you are researching. The source entries should be written in MLA documentation style.
After each source, write a 200-250 word summary of the source. The summary should be detailed and specific; it should include all of the major points made in the source, and it should be written in your own words, not quoted from the source. Sometimes, authors of articles will write their own abstracts; however, do not use an author's abstract for your summary.
An entire book is too long to summarize in the depth this assignment requires; however, you can include a relevant chapter or section (such as an introduction) from a book in your bibliography.

Your summary does not need to evaluate the source; in other words, you do not need to discuss the usefulness or quality of the source. Instead, just summarize the content.
The assignment should be typed and double-spaced, with one-inch margins. You do not need a title page.
Instead, at the top left corner of the page, put your name, "English 2332," and the date you turn in the assignment. Title the assignment "Annotated Bibliography."

Appendix D:
Oral Report
Topic
Your report will cover one work on the syllabus. If the reading assignments for your chosen work stretch over more than one day, your report only needs to cover the pages assigned on the day you give your report.
Format
Distribute to the class an outline of your report (about 30 copies). This outline should be written in complete sentences and should describe your main points in a way that is understandable by itself, even for someone who has not heard your report.
The report should last 5-10 minutes.
Use of research
The minimum number of sources is 2 (not including our textbook). They can be any type: books, journal articles, or online sources.
Use MLA format to document your report. Every time you use an idea from a source, even if you restate it in your own words, you need to include a citation. Put quotation marks around any phrases or sentences that you copy verbatim from a source.
At the bottom of your last page, include a Works Cited list of all the sources you used.
Approach
Your basic approach should be to help the class better understand the meaning of the work.
Do not discuss the author’s life unless it is directly relevant to the work you are analyzing. In that case, explain how the author’s biography relates to the work.
For a story, play, or narrative poem (any work with a plot)
Do not retell the plot . Instead, you should discuss characterization, main themes, and anything else that would help people understand the work.
For a brief lyric poem (one that does not have a plot)
Follow the structure of the poem. Start at the beginning and go through the poem phrase-byphrase, discussing all the important details (such as symbolism and structure) and how those details contribute to the poem’s themes.
For a non-narrative prose work (such as an essay or speech)

Follow the structure of the work. Start at the beginning and go through the work section-bysection, discussing major themes and explaining concepts, terms, and historical references as necessary.
Presentation style
An effective presentation style includes an animated delivery, eye contact, and a conversational
(but not too casual) tone. Do not simply read your handout.
You must use 2 or more audio-visual materials in your report. Some effective materials are illustrations of the work, a portrait of the author, or a video based on the work.
All images used must meet these criteria:
 high-resolution (no pixellation)
 full-color
 large enough to be seen by the whole class
You can be as creative as you wish in your choice of materials; the only requirement is that they be clearly relevant to the work you are interpreting. Let me know several days in advance if you need any special equipment.

Appendix E:
Everyman Discussion Forum Assignment
If you were going to write your own allegory about the journey to salvation (or to happiness, to enlightenment, etc.) what characters would help Everyman along the way?
Remember that the characters should be personifications.
Here is how to make an original posting:
1.
Read that week's assignment in the textbook.
2.
Go to the discussion forum (located in that week's folder), and look for the topic on that assigned reading. (If there is more than one topic for the week, you can choose the one that sounds most interesting to you.)
3.
Read all the responses already posted on that topic--that way, you can contribute something to the discussion that hasn't already been said.
4.
Create a new thread under that topic, and write a 150- to 200-word paragraph, giving your ideas about the reading. Be sure to support your response with particular details (such as brief quotations) from the reading.

Appendix F:
Quran Discussion Forum Assignment
Based on what you've read from the Hebrew Bible, the New Testament, and the Quran, what are some differences you've noticed between Judaism, Christianity, and Islam?
Here is how to make an original posting:
1.
Read that week's assignment in the textbook.
2.
Go to the discussion forum (located in that week's folder), and look for the topic on that assigned reading. (If there is more than one topic for the week, you can choose the one that sounds most interesting to you.)
3.
Read all the responses already posted on that topic--that way, you can contribute something to the discussion that hasn't already been said.
4.
Create a new thread under that topic, and write a 150- to 200-word paragraph, giving your ideas about the reading. Be sure to support your response with particular details (such as brief quotations) from the reading.

NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
The North Central Texas College (NCTC) Course Syllabus provides the following as required by the
Texas Higher Education Coordinating Board (THECB): (1) a brief description of the course including each major course requirement, assignment and examination; (2) the learning objectives for the course;
(3) a general description of the subject matter of each lecture or discussion; and (4) any required or recommended readings. Contact information for the instructor is also provided. The Course Syllabus also provides institutional information to indicate how this course supports NCTC’s purpose and mission.
Information specific to a particular section of the course will be included in the Class Syllabus and distributed to enrolled students.
Course Title: World Literature I
Course Prefix & Number: ENGL2332
Semester Credit Hours: 3
Section Number: 500
Lecture Hours: 48
Term Code: 121S
Lab Hours: 0
Course Description (NCTC Catalog):
Study of selected masterpieces of world literature from the ancient world through the Renaissance; reports and essays.
Course Prerequisite(s): ENGL1302
Course Type:
Academic NCTC Core Curriculum Course
Name of Instructor:
Campus/Office Location:
Kevin Eubanks
Corinth Room 206
Telephone Number:
E-mail Address:
972-899-8337 keubanks@nctc.edu

Name of Chair/Coordinator:
Office Location:
Kristen Weinzapfel
Gainesville, Room 120
Telephone Number:
E-mail Address:
940-668-7731, Ext. 4379 ajagoe@nctc.edu
REQUIRED OR RECOMMENDED COURSE MATERIALS
The Norton Anthology of World Literature, 3rd Ed., Three-Volume Set, Vols. A-C. Norton, 2012.
Dictionary of Classical Mythology, J.E. Zimmerman
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
Graded Course Elements
Unit Test 1 (HPVA1, 2, 7)
Unit Test 2 (HPVA1, 2, 7)
Unit Test 3 (HPVA1, 2, 7)
Percentage or Points
Values
15%
15%
Essay 1 (HPVA1, 2, 3, 7)
Essay 2 (HPVA1, 2, 3, 7)
15%
15%
15%
Reading Quizzes, Analyses, and Responses (HPVA1, 2, 7) 15%
10% Final Exam (HPVA1, 2, 7)
INSTITUTIONAL LEARNING GOALS

A quality general education curriculum in all associate degree programs.

Quality freshman and sophomore level courses in arts and sciences which parallel the lower division offerings of four-year colleges and universities.

Quality technical programs leading directly to careers in semi-skilled and skilled occupations, and quality technical education programs up to two years in length leading to certificates and associate degrees.


Quality programs and services in support of adult literacy and basic skills development as a mean of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of offering quality general education curriculum in all associate degrees by offering a core of general education courses designed to help students achieve academic, career and lifelong goals. Acquiring knowledge, thinking critically, and utilizing the methodologies of various disciplines exposed students to experiences that serve to advance their personal growth. The chief focus of the General Education Core Curriculum at NCTC is to emphasize Exemplary Educational
Objectives and Basic Intellectual Competencies.
DEPARTMENTAL PURPOSE STATEMENT
The Department of English, Speech, and Foreign Language provides quality instruction to students pursuing their academic and career goals.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to help students achieve academic, career and lifelong goals. The chief focus of the General Education Core
Courses at NCTC is to emphasize basic intellectual competencies and broad intellectual perspectives.
FOUNDATIONAL COMPONENT AREA: LANGUAGE, PHILOSOPHY, AND CULTURE
Courses in this area focus on how ideas, values, beliefs, and other aspects of culture express and affect human experience and involve the exploration of ideas that foster aesthetic and intellectual creation in order to understand the human condition across cultures.

ACGM LEARNING OUTCOMES

Identify key ideas, representative authors and works, significant historical or cultural events, and
 characteristic perspectives or attitudes expressed in the literature of different periods or regions.

Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

Demonstrate knowledge of the development of characteristic forms or styles of expression during different historical periods or in different regions.

Articulate the aesthetic principles that guide the scope and variety of works in the arts.

Write research-based critical papers about the assigned readings in clear and grammatically correct prose, using various critical approaches to literature.
CORE OBJECTIVES
 Critical Thinking, Aspect 2: “Students will demonstrate effective inquiry strategies.”

Critical Thinking, Aspect 3: “Students will analyze information effectively.”
 Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
 Critical Thinking, Aspect 5: “Students will synthesize information effectively.”
 Communication, Aspect 1: “Students will demonstrate effective development, interpretation, and expressions of ideas through written communication.”
 Communication, Aspect 2: “Students will demonstrate effective development, interpretation, and expressions of ideas through oral communication.”
 Personal Responsibility: “Students will demonstrate the ability to connect choices, actions and consequences to ethical decision-making.”
 Social Responsibility, Aspect 1: “Students will demonstrate intercultural competence.”
STUDENT SUPPORT SERVICES
Disability
Accommodations
The Office for Students with Disabilities (OSD) provides accommodations for students who have a documented disability. A disability is anything that can interfere with learning, such as a learning disability, psychological challenge, physical illness or injury. Accommodations may include extra time on tests, tests in a non-distracting environment, note taker in class, etc.
On the Corinth Campus, go to room 170 or call 940-498-6207. On the
Gainesville Campus, go to room 110 in the Administration (100) Building or call 940-668-7731 ext. 4321.
North Central Texas College is committed to both the spirit and letter of federal equal opportunity legislation, including the Americans with Disabilities Act
(ADA) of 1990, ADA Amendments Act of 2009, and Section 504 of the
Rehabilitation Act of 1973 (P.L. 93-112).

Student Success
Center
Financial Aid,
Scholarships, and
Veterans Services
The Student Success Center is designed to help all students at NCTC develop tools to achieve their academic goals. This program also links students to FREE tutoring, including a Writing Center, a Math Lab, and free 24/7 online tutoring, and helps new students acclimate to college by providing computer lab services for prospective students. All students are invited to visit the Student Success
Center. On the Corinth Campus, go to rooms 170, 182, or 188; on the
Gainesville Campus, go to rooms 114 or 111; on the Flower Mound Campus, go to room 111; on the Bowie Campus go to room 124.
The Financial Aid Office is responsible for administering a variety of programs for students who need assistance in financing their education. The first step for financial aid is to complete a FAFSA. For more information, please visit your nearest Financial Aid Office .
IMPORTANT STUDENT INFROMATION
Last day to Withdraw
For the Fall 2012 semester, the last day to withdraw from a course with a “W” is November 17, 2012.
Student Rights &
Responsibilities
NCTC Board policy FLB (Local) Student Rights and Responsibilities states that each student shall be charged with notice and knowledge of the contents and provisions of the rules and regulations concerning student conduct. These rules and regulations are published in the Student Handbook published in conjunction with the College Catalog. All students shall obey the law, show respect for properly constituted authority, and observe correct standards of conduct.
NCTC Tobacco Policy NCTC restricts the use of all tobacco products, including cigarettes, cigars, pipes, and smokeless tobacco, on campus property. NCTC is aware that tobacco use influences underage students, causes the accumulation of unsightly tobacco litter, and interferes with assuring clean air for all who come to NCTC. NCTC recognizes the health hazards of tobacco use and of exposure to second hand smoke. Information on tobacco cessation programs is available for students, faculty, and staff who wish to stop using tobacco products. We would like to thank you for your help in making our campuses tobacco-free. For questions or concerns, please contact the Office of Vice President of Student Services at
940.668.4240.
Scholastic Integrity Scholastic dishonesty shall constitute a violation of college rules and regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a test,

plagiarism, and collusion.
CLASS POLICIES
Plagiarism Policy
Attendance Policy
Punctuality and
Professionalism

Plagiarism is the appropriating, buying, receiving as a gift, or obtaining by any means another’s work and the unacknowledged submission or incorporation of it in one’s own written work.

Consequences: Plagiarism on any assignment in Engl. 2332.500 will result in a failing grade for the course and will be reported to the college.

Duplicate Essay Submissions: Do not submit an essay for this class that you have submitted/are submitting for another class. Please check with me and your other instructor before writing an essay on the same topic to receive guidelines. Duplicate essays will be treated as plagiarism.
Attending class is extremely important in this course. If, however, you must be absent, you are expected to be prepared for class in the same manner as those students who were present.

Students with SIX or more absences must drop the class or they will fail the class.
Class begins on time. Please pay your classmates and me the respect of coming to class on time.

After three tardy arrivals of 10 minutes or more, students will receive one absence.

To be counted as present, students must attend the entire class. If a student leaves class early, he or she will be counted as absent for that class.

If a student sleeps in class, that student will be awakened and will leave the class, receiving an absence for that day.

Cell phones are not to be turned on during class . Do not talk or text on your cell phone during class, or you will be asked to leave the class, thus earning an absence.

Laptops are not to be used in class.

Treat everyone in the class with respect. We will have many class discussions, and while we will not agree on everything, we must respect each other.

Make-up Work
Office Hours
Room 107
Grade Scale

There will be NO make-ups or late acceptance of missed daily work, including quizzes, homework, and in-class assignments, even if your absence is deemed “excused.” NO DAILY WORK WILL BE
ACCEPTED LATE.

Essays turned in later than 10 minutes after the start of class will have
10 points deducted.

ESSAYS WILL BE ACCEPTED LATE BY ONE CLASS DAY,
WITH 20 POINTS TAKEN AWAY.
MWF: 8:30-9:30 am; M: 1-2 pm; TR: 11 am-12 pm
Other times by appointment
89.5-100 = A
79.5-89.4 = B
69.5-79.4 = C
59.5-69.4 = D
Below 59.5 = F
COURSE SCHEDULE
Note: The instructor reserves the right to amend this schedule as necessary.
Unit One: The Ancient World (Volume A)
Week of August 27

Discussion of expectations; overview of course, attendance and grades.

Ancient Mediterranean and near Eastern Literature (3-21)

Creation and the Cosmos (23--47)
Week of September 3

Note: Monday, September 3, is Labor Day; NCTC classes will not meet.

The Epic of Gilgamesh

o Introduction (95-99) o Tablets I and II (99-112) o Tablets IX-XI (135-151)
Week of September 10

Homer o Introduction (222-229) o The Odyssey Book IX (426-438) o The Odyssey Book X (438-451)

Ancient Athenian Drama (644-649)
Week of September 17

Sophocles o Introduction (701-707) o Oedipus the King (707-747)

Euripides o Introduction (783-786) o Medea (786-822)
Week of September 24

Ovid o Introduction (1073-1076) o Metamorphoses Book I, Proem and The Creation (1076-1079) o Metamorphoses Book V, Ceres and Proserpina (1090-1099)
 Introduction to India’s Ancient Epics and Tales (1161-1169)

The Bhagavad-Gita (1282-1301)

The Jataka (1301-1309)
Unit Two: The Middle Ages (Volume B)
Week of October 1

Unit One Exam, Oct. 1

Beowulf o Introduction (107-112) o Selection: (112-153)
Week of October 8

Essay 1 Due Monday, Oct. 8

Courtly Love


Marie de France o Introduction (294-295) o Lanaval (295-310) o Laustic (310-313)

Dante Alighieri o Introduction (387-391) o From the Inferno:

Cantos 1-5 (392-409)

Canto 7 (412-415)
 Canto 11 (426-428)
Week of October 15

The Thousand and One Nights (553-605) o Selections


Introduction to Boccaccio (605-609)
From the Decameron (609-656) o Selections
Week of October 22

Introduction to Chaucer (657-662)

From the Canterbury Tales: o General Prologue (662-681) o The Wife of Bath’s Prologue and Tale (682-709) o The Pardoner’s Prologue and Tale (709-724)
Week of October 29
Sir Gawain and the Green Knight (725-780)
Unit Three: The Renaissance (Volume C)
Week of November 5

Unit Two Exam, Nov. 5

Europe and the New World (123-134)

Petrarch and the Love Lyric (164-167)

Sonnets (168-171)

Introduction to Machiavelli (180-183)

Selections from The Prince (183-191)

Week of November 12

Introduction to Ariosto (191-193)

From Orlando Furioso (193-204)

Introduction to Margurite de Navarre (270-272)

From the Heptameron (272-302)
 Note: The last day to withdraw from NCTC classes and receive a “W” is Saturday, Nov.
17
Week of November 19

Essay 2 Due Monday, Nov. 19

Introduction to Shakespeare (652-656)

Begin Hamlet (656-751)

NOVEMBER 22-25--THANKSGIVING HOLIDAY--NCTC CLASSES DO NOT
MEET
Week of November 26

Continue Hamlet .
Week of December 3

Unit Three Exam, Dec. 3

Film
Week of December 10
Final Exam: Wed., Dec. 12, 10 am-11:50 am