WAYLAND BAPTIST UNIVERSITY
Hawaii Campus
School of Languages and Literature
Wayland Baptist University Mission Statement: Wayland Baptist University exists to educate students in an
academically challenging, learning-focused and distinctively Christian environment for professional success, and
service to God and humankind.
Course Name: ENGL 1302.HI01– Composition and Reading
Term and Year: Fall 2015 [August 17th – October 31, 2015]
Full Name of Instructor: Susan Arias
Office Phone and Email: (808) 675-6518
Susan.Arias@Wayland.wbu.edu
Office Hours, Building, and Location: Before and after class at the Mililani campus and online continually in
Blackboard
Class Meeting Time and Location: Thursdays from 9:00 am – 12:00 pm at the Mililani campus. This course is a
hybrid course—meaning we will use 70% of the class time for lecture/discussion/group work and the other 30% will
be completed online through the various Blackboard assignments and discussion forums. We will be meeting faceto-face each week for 3 hours and completing online discussion boards and assignments for the remaining 1.5 hours.
Catalog Description: Readings from imaginative literature; the research paper and shorter critical and interpretive
essays.
Prerequisite: ENGL 1301
Required Textbook and Resources: The Norton Introduction to Literature, Shorter Eleventh Edition
ISBN: 978-0-393-91339-2
Course outcome competencies: Upon the conclusion of this course, students actively engaged in learning will be
able to:
1. Comprehend the importance of imaginative literature as it relates to other disciplines, the University’s
liberal arts mission, and the world at large.
2. Discuss three major literary genres: short fiction, poetry, and drama.
3. Identify and analyze basic elements of literature.
4. Use and refine reading, research, and writing skills to support a clear point of view in regard to a piece
of literature.
5. Demonstrate the ability to read critically and communicate persuasively.
The more the student puts into the course, the higher his or her outcome competencies will be.
Attendance Requirements: As stated in the Wayland Catalog, students enrolled at one of the University’s external
campuses should make every effort to attend all class meetings. All absences must be explained to the instructor,
who will then determine whether the omitted work may be made up. When a student reaches that number of
absences considered by the instructor to be excessive, the instructor will so advise the student and file an
unsatisfactory progress report with the campus executive director. Any student who misses 25 percent or more of
the regularly scheduled class meetings may receive a grade of F in the course. Additional attendance policies for
each course, as defined by the instructor in the course syllabus, are considered a part of the University’s attendance
policy.
All Wayland students are expected to attend every class meeting; the minimum percentage of class participation
required to avoid receiving a grade of “F” in the class is 75%. Students who miss the first two class meetings
without providing a written explanation to the instructor will be automatically dropped from the roster as a “noshow.” Students who know in advance that they will be absent the first two class meetings and who wish to remain
in the class must inform the instructor in order to discuss possible arrangements for making up absences.
Disability Statement: “In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the policy of
Wayland Baptist University that no otherwise qualified person with a disability be excluded from participation in, be
denied the benefits of, or be subject to discrimination under any educational program or activity in the university.
The Coordinator of Counseling Services serves as the coordinator of students with a disability and should be
contacted concerning accommodation requests at (806) 291- 3765. Documentation of a disability must accompany
any request for accommodations.”
Course Requirements and Grading Criteria:
COURSE CONTENT:
Assigned Author PowerPoint: For this component, you will analyze a literary author, assigned to you by the
instructor, listed in The Norton Introduction to Literature, Shorter Eleventh Edition. You will produce a twentyslide PowerPoint that addresses the literary and cultural aspects of your author. The first slide will be a title slide; the
next-to-last slide will be a critical-thinking question for peer discussion. The last slide will be references (at least 10
different sources.) What you choose to include for the other slides will depend on your author and your
epistemology. You will need to have information and graphics on each slide. Use two-content layout. Your assigned
author PPT is due when that author’s name appears in the assignment calendar (posted in Blackboard).
Reading Discussions: Each week your response to the instructor-generated discussion question and at least two peer
responses must be posted by noon on Saturday. For the initial DQ response 200-350 words are required, using
higher-level, critical thinking. You must have two quotes from the texts to support your statements. Remember to
use open and closed quote marks. The responses are to be posted on BOTH the discussion tool page (for peer
response) and the assignment tool page (for individual feedback and points from the instructor). For week one
journal, please use internet sources. No Wikipedia references are permitted. When you respond to peer posts, you
are not required to have 200-350 words; but do use your higher-level, critical, thinking.
Research Paper and PPT: For this component, you will analyze a literary work that is listed in The Norton
Introduction to Literature, Shorter Eleventh Edition. You may elect to focus on one work, or you may write a
comparative analysis of two works. The assignment must be at least four pages in length, double spaced. Be sure to
follow MLA format and use Times New Roman, 12-point font. You will also produce a 10 slide PPT as your visual
argument. All slides must have a graphic and slide 10 must be a reference slide. The paper will be submitted in 2
stages: draft for peer review posted only in discussion due week 8, and final version with PPT due in assignments
week 10. You will also need to clear your text(s) with the instructor, to avoid duplication. The sooner you choose
your text(s), the more likely you are to get your first choice.
Final Exam: This comprehensive exam will consist of two essay questions; the first one will be tied to the learning
objectives, the second one will be about your contribution to this class.
ASSIGNMENTS
PERCENT
Individual (100%)
Virtual Journal (reflections, based upon Instructor prompts on assigned readings) (worth 3 pts per week, weeks
two through nine; first week only, journal is worth 4 pts) (to be posted on both the discussion tool page and the
assignment tool page).
20
Online Discussion (weeks two through nine, based upon Peer discussion prompts from Peer research) (2 pts per
week) (to be posted on the discussion tool page only). See criteria for assignment.
24
ASSIGNED author PowerPoint presentation with peer prompt (peer prompt is worth 5 of those points) (to be
posted on both the discussion tool page and the assignment tool page).
25
Literary Criticism Research Paper and PowerPoint presentation of text from the anthology of student’s own
choosing (to be posted on both the discussion tool page and the assignment tool page) See criteria for
assignment.
20
Final Exam (to be posted on assessment tool page only)
11
Total
100
“Students shall have protection through orderly procedures against prejudices or capricious
academic evaluation. A student who believes that he or she has not been held to realistic
academic standards, just evaluation procedures, or appropriate grading, may appeal the final
grade given in the course by using the student grade appeal process described in the Academic
Catalog. Appeals may not be made for advanced placement examinations or course
bypass examinations. Appeals are limited to the final course grade, which may be upheld, raised,
or lowered at any stage of the appeal process. Any recommendation to lower a course grade must
be submitted through the Executive Vice President/Provost to the Faculty Assembly Grade
Appeals Committee for review and approval. The Faculty Assembly Grade Appeals Committee
may instruct that the course grade be upheld, raised, or lowered to a more proper evaluation.”
Tentative Schedule:
Week One: Bios, Course Orientation, Journal “What is Literature?”
Week Two: Assigned Author PowerPoint projects begin. They continue through week nine. Bible – Old Testament
Week Three: Psychoanalytic Lit Crit; Aristotle; Oedipus; Antigone
Week Four: Feminist Lit Crit; A Doll House; A Streetcar Named Desire
Week Five: Deconstruction Lit Crit; Death of a Salesman
Week Six: Marxist Lit Crit; A Raisin in the Sun
Week Seven: Romantic Poetry; Short Story jigsaw
Week Eight: Victorian Poetry; Research Paper and PowerPoint draft due in Discussion
Week Nine: A Midsummer Night’s Dream; Hamlet
Week Ten: Research Paper and PowerPoint due in Assignments;
Week Eleven: Final Exam in Assessment tool page.
Additional Information:
Paper Format:
Please use Times New Roman, Verdana, or Arial font and do not add borders or graphics
Right justify running header and page numbers. Insert using header/footer
Left justify first page header
Please add your name, course number, instructor name, and date to all first page headers.
Center the paper title after first page header
Double space entire paper, including first page header and references.
Use hanging indent for references
Do not add extra space between citations
Do not simply copy/paste URL – see OWL at Perdue Son of Citation Machine
Note: Avoid use of the first person (I, me, my) in academic writing unless writing about a personal experience.
Make statements and support the statements with evidence. Avoid voicing opinion.
Contractions are inappropriate in college writing, spell out the words.
The passive voice is a form of "be" (is) and a participle (made). Over-use of the passive voice can make paragraphs
officious and tedious to read. Prefer the active voice. For example, passive voice = The paper was completed on
time. Active voice = the student completed the paper on time.