University of Minnesota Crookston
Course: ENGL.1005-Introduction to Literature (3 credits)
Term: Fall 2015
Instructor: Stacy Dahl, Teaching Specialist
Office Location: Room 205
Department of Liberal Arts and Education
Email: sdahl@greenbush.k12.mn.us
Phone: 218-782-2232 ex 216
Classes meet Mondays-Fridays 9:50-11:10 AM Room 205
Greenbush-Middle River High School
Course Description: Students will be exposed to the major forms of literature from various
cultures and historical periods, developing an informed personal response to literature and
interpretive skills required for an appreciation of literature.
ENGL. 1005-Introduction to Literature Outcomes
Outcomes: To expand students’ knowledge of the human condition and human cultures,
especially in relation to behavior, ideas, and values expressed in works of human imagination
and thought. To increases students’ understanding of the growing interdependence of nations
and peoples and develop their ability to apply a comparative perspective to cross-cultural social,
economic, and political experiences. Through study in the discipline of literature, students will
engage in critical analysis, form aesthetic judgments, and develop an appreciation of the arts and
humanities as fundamental to the health and survival of any society. Upon completion of this
course, students will be able to:
1.
2.
3.
4.
5.
6.
7.
Demonstrate awareness of the scope and variety of works in the arts
and humanities;
Understand those works as expressions of individual and human values
within an historical and social context;
Describe and analyze political, economic, and cultural elements which
influence relations of states and societies in their historical and
contemporary dimensions;
Demonstrate knowledge of cultural, social, and religious differences;
Respond critically to works in the arts and humanities;
Articulate an informed personal reaction to works in the arts and
humanities;
Understand the role of a world citizen and the responsibility world
citizens share for their common global future.
UMC Core Competencies:
The University of Minnesota Crookston core competencies demonstrated in this course includes:
reading, writing, speaking and listening, problem solving, using technology, teamwork, and
diversity.
COMMUNICATION
Reading: Students demonstrate the ability to extract and construct meaning from written
language.
Speaking: Students use oral language to increase knowledge, facilitate understanding, and/or
promote change in a listener.
Writing: Students develop and express ideas with clarity in written form.
Listening: Students listen effectively in order to understand, use, and analyze verbal information.
Using Technology: Students effectively utilize appropriate software and hardware technology.
WORKING WITH OTHERS
Teamwork: Students work collaboratively, engage in controversy with civility, and assume
shared responsibility while working with others toward a common goal.
Diversity: Students understand and appreciate the similarities and differences in ability, behavior
and/or beliefs.
CRITICAL THINKING
Problem-Solving: Students design, evaluate, and implement a strategy to answer a question,
resolve an issue, or solve a problem.
Applied Learning: Students use elements of reasoning to gather and organize information,
analyze information, and apply subject matter knowledge for their discipline or field of study.
ITV Requirements: The minimum of students required for ITV to be offered is 4 students.
ITV students will attend the Greenbush site 1 day a week minimum during first quarter to peer
edit. Second quarter students will meet 1 time every 2-3 weeks.
Required Texts:
--An Introduction to Literature by Sylvan Barnet, Morton Berman, and William Burto,
Expanded Edition
--Write for College, Writers Ink
--Writing Themes in Literature by Edgar Roberts
--The Awakening by Kate Chopin
--Taming of the Shrew by William Shakespeare
--Pygmalion by George Bernard Shaw
--The Importance of Being Earnest by Oscar Wilde
--Our Town by Thornton Wilder
--Dutchman by LeRoi Jones
Course Evaluation:
ENGL. 1005 Introduction to Literature
Attendance/Participation
Tests (No retakes)
Gut/Openers
Character/Shakespeare Analysis
Multigenre/Authors in Depth
5%
20%
20%
25%
30%
96-100
93-95
90-92
86-89
83-85
80-82
A
AB+
B
BC+
76-79
73-75
70-72
C
CD
Below 70
F

An A paper is so well written that the reader feels an assurance that the writer
knows what she/he is writing about. The paper’s information is clearly explained,
organized, analyzed, synthesized, evaluated, and compared. The various drafts of
the writing process reveal a development of thought, logic, and organization. Its
sentences are varied and read aloud smoothly without hesitation or awkward
pauses and are without clutter and repetition. The writer is in control of the
grammar, punctuation, spelling, and mechanics in writing.

The B paper has and compared and explained various information relating to the
topic. The various drafts of the writing process reveal a development of thought,
logic, and organization, but the reader may not know how the writer achieved
her/his conclusions. Sentences tend to be of the same length and do not always
read aloud smoothly, without hesitation or awkward pauses and may contain
clutter and repetition. The writer sometimes lacks control of the grammar,
punctuation, spelling, and mechanics in the writing. It has several of the same
essentials of an A paper except that some of the paper’s information may not be
clearly explained, organized, analyzed, synthesized, evaluated, and compared.
The writer has a few errors in grammar, punctuation, spelling, and mechanics in
writing.

The C paper is adequate. While the information is adequate, it is not clearly
explained, organized, analyzed, synthesized, evaluated, and compared. The
writing reflects a writer in a hurry to finish a paper rather than a writer attempting
to develop thought, logic, and organization. Its sentences tend to lack variety and
are often awkward. The writing does not read aloud smoothly and contains clutter
and repetition. The writer tends to exercise very poor control of the grammar,
punctuation, spelling, and mechanics in the writing.

The D paper is a hasty, careless affair which is not clearly explained, organized,
analyzed, synthesized, evaluated, and compared. The information is scattered and
lacks organization, analysis, synthesis, evaluation, and comparison. The writing
reveals a hasty attempt to satisfy the requirements of the assignment. The writer
has difficulty drafting sentences of any complexity, and the writing read aloud
very roughly with many hesitations and awkward pauses and contains clutter and
repetition. The writer generally has very little control of the material, grammar,
spelling, or mechanics in the writing.

An F paper has been plagiarized, simply has not been done well, is incomplete, or
reveals the flaws of a D paper to a greater extent.
Special Needs: If a student has any disability, either permanent or temporary, which might
affect her/his ability to perform in class, he/she is encouraged to inform the instructor at the
beginning of the quarter. Methods and materials will be adapted or arrangements for tutoring
will be made as required to provide students with equitable class participation. Please note the
availability of mental health services if needed.
Equity, Diversity, Equal Opportunity, and Affirmative Action Policy
http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.pdf
Disability Accommodations
http://policy.umn.edu/education/syllabusrequirements-appa
The University of Minnesota Crookston is committed to providing equitable access to learning
opportunities for all students. The Disability Resource Center (DRC) is the campus office that
collaborates with students who have disabilities to provide and/or arrange reasonable
accommodations.
If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic
health, sensory, or physical), please contact the DRC at 218-281-8587 to arrange a confidential
discussion regarding equitable access and reasonable accommodations.
If you are registered with the DRC and have a current letter requesting reasonable
accommodations, please contact your instructor as early in the semester as possible to discuss
how the accommodations will be applied in the course.
For more information, please see the DRC website, http://www1.crk.umn.edu/services/disability/
Mental Health Services
http://www.mentalhealth.umn.edu.
Course Procedures:
Teaching Method: This course is primarily based on open class discussion, supplemented with
individual and group activities. During a typical class period, you will journal, participate in
writing/discussion groups, take notes, and then discuss the assigned material at length as well as
any topics in relation to discussion.
Participation: Participation is vital to a literature class. Students are expected to do all of
the assigned readings as well as be prepared to write responses based on their reading. Students
should also be prepared to share thoughts, opinions, interpretations, and writing in class with
other students. This will be the means for evaluation of literature, as well as a process of sharing
and discovering meaning.
Grading and Transcripts Policy
http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html.
Final Drafts:
All final essays must be typed or computer print outs. Essays will be graded on
their general clarity of purpose, language, organization, detail, and coherence.
Appropriate spelling, punctuation, and grammar is expected on all work turned in.
Excessive errors will result in a lower grade. Students are responsible for turning in work
directly. The responsibility ends when they get feedback I received it.
Attendance: Because much of the work we will do in this class depends on class participation,
you are expected to be on time for, and actively participate in each class meeting. However, I
understand that sometimes circumstances do not allow for perfect attendance. There are daily
in-class assignments that cannot be made up outside of class without substantial evidence,
like a doctor’s excuse. An absence will result in the loss of at least 10 points for each day’s
in-class assignment. If you know you will be gone, it is YOUR responsibility to make
arrangements. If you do miss a class, YOU are responsible for finding out what you
missed.
Make up work for Legitimate Reasons
http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html
Late Work: Late work is NOT accepted. It is due that school day from the hour of 7:30 am3:30 pm. If it is not turned in during that time, it will NOT be accepted. Make
arrangements to get it turned in ON TIME.
Teacher Conference: If a student chooses NOT to teacher conference, he/she will
automatically drop a letter grade on the final draft.
Academic Integrity: Academic integrity is essential to a positive teaching and learning
environment. All students enrolled in University courses are expected to complete coursework
responsibilities with fairness and honesty. Failure to do so by seeking unfair advantage over
others or misrepresenting someone else's work as your own, can result in disciplinary action. The
University Student Conduct Code defines scholastic dishonesty as follows:
SCHOLASTIC DISHONESTY: submission of false records of academic achievement;
cheating on assignments or examinations; plagiarizing; altering, forging, or misusing a
University academic record; taking, acquiring, or using test materials without faculty
permission; acting alone or in cooperation with another to falsify records or to obtain
dishonestly grades, honors, awards, or professional endorsement.
http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html)
http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html
Within this course, a student responsible for scholastic dishonesty can be assigned a penalty up
to an including an "F" or "N" for the course. If you have any questions regarding the
expectations for a specific assignment or exam, ask. Introduction to Literature 1005 will also
follow the rules of the Greenbush Middle River Academic Honesty Policy.
Student Conduct: Instructors are responsible for maintaining order and a positive learning
environment in the classroom. Students whose behavior is disruptive either to the instructor or to
other students will be asked to leave.
Appropriate Student Use of Class Notes and Course Materials
http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html.
Student Conduct Code
http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html.
Use of Personal Electronic Devices in the Classroom
http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html.
Sexual Harassment: Please note that sexual harassment by any member of the University
community, student, faculty, staff, administration, is prohibited. To review the complete policy
on this issue, view the following webpage http://www1.umn.edu/regents/policies/humanresources/SexHarassment.pdf.
Note: This is a college course; the rigor, content, and expectations are set at that level.
During the course of the semester, we will be reading and discussing material that contains
adult themes; if you are uncomfortable with this, you may wish to drop the course. If you
have questions, concerns, or complaints about the course policies, please conference with
the instructor by the end of the first week. By remaining in the course, you are agreeing to
the terms and conditions of the course policies.
This syllabus is tentative and subject to change at the instructor’s discretion.
ENGL 1005 Class Schedule
Week 1: Introduction to the course. Critical listening and notetaking 481-487. Chekhov:
“Misery” Chopin: “The Storm” “Story of an Hour” Jackson: “The Lottery” Updike: “The
Rumor” Maupassant “Mademoiselle”. The Writing Process. Mastering the College Essay 110127. Introduction of Gut/Openers long term assignments
Week 2: Porter: “The Jilting of Granny Weatherall” Faulkner: “A Rose for Emily”
Hawthorne: “Young Goodman Brown” Oates: “Where are you going? Where have you been?”
O’Connor: “A Good Man is Hard to Find” O’Connor: “Revelation” Gilman: “The Yellow
Wallpaper” Freeman: “New England Nun” Jewett: “A White Heron” Welty: “Livvie”
Mansfield: “Miss Brill” Multigenre research project introduction. Character analysis intro. A
guide to drafting 25-28.
Week 3: Chopin: The Awakening Bierce: “An Occurrence at Owl Creek Bridge.” Writing
about literature 272-283. Character Analysis first draft. AR Test 1 due. Themes: Character
Analysis 64-74. A guide to revising 29-36
Week 4: Twain: “The Celebrated Jumping Frog of Calaveras County” “The Story of the Bad
Little Boy” “The War Prayer” Except from “Satan’s Letter’s” “The Dandy Frightening the
Squatter” Dawi: “Memoirs of a Female Physician” Al-Shaykh: “A Girl Called Apple”
Chugtai: “Housewife” Frame: “You are now entering the human heart” Character analysis
second draft/teacher conference. Making Sentences Work 68-95. A guide to revising 29-36. A
guide to editing and proofreading 37-40
Week 5: Anonymous: “Canary Murders” Kafka “Metamorphosis” Steinbeck:
“Chrysanthemum” Le Guin: “The Ones Who Walk Away From Omelas” Hemingway: “Hills
Like White Elephants” “Cathedral” Vonnegut: “Harrison Bergeron” Character analysis due.
Developing Strong Paragraphs 96-107. Gut Reaction and Openers due. Writing with style 4667. Taking tests 501-512
Week 6: Short story exam. “The Zoo Story” O’Neill: “The Hairy Ape” Themes 85-97.
Week 7: Jones: “Dutchman” Williams: “The Glass Menagerie” Ibsen: “A Doll’s House”
“Death of a Salesman” AR test 2 due.
Week 8: Wilder: Our Town Wilde: “The Importance of Being Earnest” Multigenre project
due.
Week 9: Shaw: Pygmalion
Week 10: Pygmalion continued.
Week 11: Shakespeare: Taming of the Shrew AR test 3 due.
Week 12: Shakespeare: Taming of the Shrew Authors in Depth Symposium project
introduction
Week 13: Shakespeare Othello Shakespeare Analysis team paper.
Week 14: Shakespeare: “My Mistress’ Eyes are Nothing Like the Sun” “Shall I Compare thee to
a Summer’s Day” “Sonnet 29” “Sonnet 73” “Sonnet 116” Sonnet 146” Browning: “My Last
Duchess” Cullen: “For a Lady I Know” cummings: “next to of course god America I” “Red,
Red Rose” Plath: “Metaphors” Williams: “Red Wheelbarrow” Tennyson: “Eagle” Rosetti:
“Uphill” Smith: “Not Waving but Drowning” “To His Coy Mistress” “Do Not Go Gentle into
that Good Night” Roethke: “My Papa’s Waltz” Brooks: “We Real Cool” Hughes: “Theme
for English B”
Week 15: Dickenson: “I Heard a Fly Buzz When I Died” “Because I Could Not Stop for
Death” Frost: “The Pasture” “Mending Wall” “The Road Not Taken” “Stopping by the
Woods on a Snowy Evening” AR test 4 due. Shakespeare analysis team paper due
Week 16: Frost: “Acquainted with the Night” “Design” “Nothing Gold can Stay” “Fire and
Ice” “After Apple Picking” “Birches” “I Wandered Lonely as a Cloud” “Ulysses” “The
Second Coming” “The Love Song of J. Alfred Prufrock” Cummings: “In just” and several
other selected Cummings poems “Unkown Citizen” “Fern Hill”
Week 17: Authors in Depth Symposium. Cummings: handouts of selected poems. Final
Exam: Poetry exam.
Week 18: Authors in Depth Symposium. Succeeding in College 543-547.