ENGLISH 2327 COURSE SYLLABUS
Part I: Course Information
When the student is ready, the teacher appears. (ancient proverb)
Art lives upon discussion, upon experiment, upon curiosity, upon variety of attempt, upon
exchange of views and the comparison of standpoints. . . . (Henry James, “The Art of
Fiction”)
In self-trust, all the virtues are comprehended. Free should the scholar be—free and brave.
(Ralph Waldo Emerson, “The American Scholar,” 1836)
Instructor
Name: Mr. Jeff Lindemann
Office hours (Office C-218, West Loop Campus): 12:30 – 2:00 Monday –
Thursday, by appointment on Friday afternoon
Office phone: 713-718-8853
E-mail: Jeff.Lindemann@hccs.edu
Learning Web: http://learning.hccs.edu/faculty/jeff.lindemann
English 2327 Course Description
English 2327 is a critical study of major American writers from 1630 to 1865. This
course requires substantial reading and research. Students who enroll in this course are
strongly advised to have passed English 1301 with a grade of “C” or better. Prerequisite
is English 1301. Three credit hours (Three lecture).
Textbooks
The Norton Anthology of American Literature, eighth edition, volumes A and B
NOTE: The textbook is optional. All readings are on my Learning Web.
Other Materials
Three ring notebook for handouts and any course materials you decide to print.
Jump drive to store drafts of essays and critical articles for the research paper.
Grade Percentages (how you earn your grade in English 2327)
Three essays:
Essay #1: (20%) Puritan Literature (Out-of-class 1,000 word essay with primary
sources)
Essay #2: (20%) The American Enlightenment (Out-of-class 1,000 word essay
with primary sources)
Essay #3: (20%) The Dark Romantics (Out-of-Class 1,000 word researched essay with both
primary and credible secondary sources from HCC books and databases)
Other grades:
Final exam: (20%) Transcendentalists plus Frederick Douglass, Sojourner Truth
and Emily Dickinson (In-class)
Daily quiz grades: (20%) (We will have one or two quizzes each day.)
(Oral project counts three quiz grades.)
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer II, 2015
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Grading Scale
A = Excellent (90-100): A+ = 100, A = 95, A- = 93
B = Good (80-89): B+ = 88, B = 85, B- = 83
C = Adequate (70-79): C+ = 78, C = 75, C- = 73
D = Needs work (60-69): D+ = 68, D = 65, D- = 63
F = Unacceptable (0-59): F+ = 58, F = 55, F- = 53 (53 points for an attempt)
0 = Never submitted or plagiarized
Other Abbreviations
L = Late (minus 10 points or a letter grade)
R = Revise (for no higher than 75; unrevised essay earns grade of 50)
P = Plagiarized (0 for the assignment/no opportunity for revision)
? = Question about assignment (See me!)
Essay Revisions
If you receive a grade of “R” on your first two essays, you may revise for a grade
of no higher than a 75. An unrevised essay earns a 50. No revision of Essay #3.
Grading Components
Content (27%, most points are earned in this category)
Organization (23%)
Sentences (20%)
Diction (17%)
Punctuation and manuscript mechanics (13%)
Note on Major Sentence/Grammar Errors
Major grammar errors include sentence fragment, comma spliced sentence, runon sentence, and awkward/garbled sentence. Subject-verb agreement errors are
also major errors. Please edit and proofread your essay!
Daily Grades
Daily grades are worth twenty percent of your grade. They are usually ten
multiple-choice questions based on basic reading knowledge of the homework
readings. There are no make-ups on daily quizzes. During summer school, I
usually give two daily quizzes per class session. I do not give early daily quizzes
before class or late quizzes after class. You can use my on-line Reading Guide
study questions to prepare for the quizzes. I will drop your three lowest or missed
daily quiz grades at the end of the semester.
Due Dates for Out-of-Class Essays
Out-of-class essays turned in late are docked a letter grade (ten points). Out of
class essays are due at the beginning of class on the day that they are due. Essays
submitted after the beginning of class are late.
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Grade of “I”
An “I” is assigned for a missed final due to an emergency, not for unfinished
coursework such as a research paper. All work must be submitted by the end of
the semester, even if it is not finished. A student has 60 days to complete the
missed final. After 60 days a grade of “I” incomplete becomes an “F.” I am
unable to give a final after 60 days.
Scholastic Dishonesty
According to the Student Handbook for the Houston Community College
System:
“Students are responsible for conducting themselves with honor and integrity in
fulfilling course requirements. Penalties and/or disciplinary proceedings may be
initiated by College System officials against a student accused of scholastic
dishonesty. ‘Scholastic dishonesty’ includes, but is not limited to, cheating on a
test, plagiarism, and collusion.”
Cheating on a test includes:
Copying from another student’s test paper;
Using materials during a test that are not authorized by the person giving the test;
Collaborating with another student during a test without authority;
Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or
part the contents of an un-administered test; and/or
Bribing another person to obtain a test that is to be administered.
Plagiarism means the appropriation of another’s work and the unacknowledged
incorporation of that work in one’s own written work offered for credit.
Collusion means the unauthorized collaboration with another person in preparing
written work offered for credit” (34-35).
Please note the possible consequences of such dishonesty, as stated in the 20062009 Student Handbook: Possible punishments for academic dishonesty may
include a grade of “0” or “F” for the particular assignment, failure in the course,
and/or recommendation for probation or dismissal from the College System (35).
The link to the Student Handbook is
http://www.hccs.edu/students/handbook/HandbookHome2.html.
Attendance Policy
Regular attendance is required at Houston Community College. HCCS class
policy states that a student who is absent more than 12.5% (6 hours) of class may
be administratively dropped. Students who intend to withdraw from a course must
do so themselves by the official last day to drop. After the official drop date, I am
unable to assign you a grade of “W”; I have no other option but to assign you a
grade of “FX.” If you are enrolled and miss the first class session, you are
considered absent for that day.
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Withdrawal Policy
The State of Texas imposes penalties on students who drop courses excessively.
The Texas Legislature passed a law limiting first time entering students to no
more than six total course withdrawals throughout their academic career in
obtaining a certificate or baccalaureate degree. There may be future penalties
imposed.
If you do not withdraw before the deadline, you will receive the grade that you are
making as the final grade. This grade will probably be an “F.”
You should visit with your instructor, an HCC counselor, or HCC Online Student
Services to learn what, if any, HCC interventions might be offered to assist you to
stay in class and improve your performance. Such interventions could include
tutoring, child care, financial aid, and job placement.
International Students
Receiving a “W” in a course may affect the status of your student visa. Once a
“W” is given for the course, it will not be changed to an “F” because of the visa
consideration. Please contact the International Student Office at 713-718-8520 if
you have any questions about your visa status and any other transfer issues.
Student Course Reinstatement Policy
Students have a responsibility to arrange payment for their classes when they
register, either through cash, credit card, financial aid, or the installment plan.
Students who are dropped from their courses for non-payment of tuition and fees
who request reinstatement after the official date of record can be reinstated by
making payment in full and paying an additional $75.00 per course reinstatement
fee. The academic dean may waive the reinstatement fee upon determining that
the student was dropped because of a college error.
Please note: If you are dropped for non-payment, you run the risk of not being
able to renter the course you selected because it filled to seat capacity before you
were ready to pay.
HCC Student Email Accounts
All students who have registered and paid for courses at HCC automatically have
an HCC email account generated for them. Please go to
http://www.hccs.edu/students/email/ to review how to send email using this
account. You must use your HCC email account when you want to contact the online tutors.
Open Computer Lab
You have free access to the Internet and word processing in the open computer
lab in the Scarcella Science Center. Check on the door of the open computer lab
for hours of operation.
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Special Conditions
Any student with a documented disability (e.g. physical, learning, psychiatric,
vision, hearing, etc.) who needs to arrange reasonable accommodations must
contact the Ability Services Office at the beginning of each semester. Faculty
members are authorized to provide those accommodations requested by the
Ability Support Services Office. You may contact Dr. Becky Hauri, counselor for
the Southwest College Office of Abilities at becky.hauri@hccs.edu.
Library
The HCC Library is open Monday through Saturday. Check for hours each
semester.
Free English Tutoring
Southwest College Writing Centers
The Southwest College Writing Centers provide a student-centered environment
where professional tutors support student success for all HCC students. The
primary goal of the Writing Centers is to offer free, convenient, and personalized
assistance to help students improve their writing at any stage of the writing
process required in any courses at HCC. Tutors will also assist students with their
job application letters, resumes, and scholarship/transfer essays. In one-on-one
consultations tutors collaborate with students in understanding a writing
assignment, developing ideas, shaping content, writing a thesis, drafting, revising,
self-editing, and learning to proofread. Tutors will also assist students with
learning about research and using sources. Furthermore, the Writing Centers offer
access to computers and interactive websites for improving grammar skills. At the
Southwest College Writing Centers, each tutoring session becomes a learning
experience.
The Southwest College Writing Centers are located in Room N-110 (Scarcella
Center) at the Stafford Campus and Room C-230 at the West Loop Campus.
Tutoring is available during each semester Monday through Thursday 10:00 –
5:00. Additional hours, including Friday hours, will be posted each semester.
HCC AskOnline 24/7 Tutoring
AskOnline online tutoring strives to foster educational autonomy through
asynchronous guidance in the writing process. It provides one-on-one feedback
from faculty tutors on student writing in grammar, structure, content,
organization, and critical thinking in all subject areas, not just English. Students
can submit papers and questions 24/7/365 and can reasonably expect responses
within 18 - 24 hours. All current HCC students can register at hccs.askonline.net.
Inclement Weather
During inclement weather conditions, monitor major local channels for updates
on school closings.
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer II, 2015
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Other Course Policies
1. Please come to class on time. Time missed before class is subtracted from the
12.5% attendance policy. Leaving class early or arriving late also results in time
subtracted from the 12.5% attendance policy.
2. Sorry! No sleeping or heads on desks permitted. If you fall asleep, I’ll wake
you up by tapping on your desk.
3. Please do not ever ask, “Are we doing anything important in class today?” The
answer always is “Yes! We are!”
4. If you must leave early, please tell me before class starts.
5. No food allowed in class. Water and beverages are fine. Please throw away
trash at end of the class session (or recycle in the bins by the elevator).
6. I dismiss class ten-fifteen minutes early so you can take a break before another
class.
7. Please do not chat with class colleagues during discussion. Let us listen to what
our class members have to contribute.
8. Do not bring small children to class.
9. An 89.4 average at the end of the semester is a “B.” A 79.4 average at the end
of the semester is a “C.” An 89.5 is an “A.” A 79.5 is a “B.”
10. The time to discuss an essay grade is after it is returned, not at the end of the
semester.
11. The out-of-class essays must be typed. The in-class essays will be written
either in blue books purchased in the bookstore or on the computer in the
computer lab or library classroom.
12. If for some reason, I am more than fifteen minutes late, class is dismissed.
Follow your course calendar and complete any assignments for the next session.
13. When you email me, please use correct English. Proofread your message. Use
correct grammar, punctuation, and spelling. Do not send a message with
shortened words such as “Can’t b in class 2day have to pay fine b4 car taken away
pleze snd any assignment.”
14. Save an electronic copy of Essays #1, #2, and #3.
15. Good learning attitude, cooperative demeanor, and courteous behavior all go a
long way with me!
Electronics Policies
1. Students should not leave the class to make a call or answer one (or worse—
answer a call in class).
2. No cell phones or other electronic devices permitted on top of desks unless
you are using a laptop or other device in place of the textbook.
3. No earbuds in ears allowed during class.
4. If you have a pending emergency and need to keep a device turned on, I
would like to know as soon as class starts.
Use of Cameras and Recording Devices
Use of recording devices, including camera phones and tape recorders, is
prohibited in classrooms, laboratories, faculty offices, and other locations where
instruction, tutoring, or testing occurs. These devices are also not allowed to be
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer II, 2015
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used in campus restrooms. Students with disabilities who need to use a recording
device as a reasonable accommodation should contact the Abilities Office for
information regarding reasonable accommodations.
EGLS3 -- Evaluation for Greater Learning Student Survey System
At Houston Community College, professors believe that thoughtful student
feedback is necessary to improve teaching and learning. During a designated time,
you will be asked to answer a short online survey of research-based questions
related to instruction. The anonymous results of the survey will be made available
to your professors and division chairs for continual improvement of instruction.
Look for the survey as part of the Houston Community College Student System
online near the end of the term.
CORE OBJECTIVES
Given the rapid evolution of necessary knowledge and skills and the need to take into account
global, national, state, and local cultures, the core curriculum must ensure that students will
develop the essential knowledge and skills they need to be successful in college, in a career,
in their communities, and in life. Through the Texas Core Curriculum, students will gain a
foundation of knowledge of human cultures and the physical and natural world, develop
principles of personal and social responsibility for living in a diverse world, and advance
intellectual and practical skills that are essential for all learning.
Students enrolled in this core curriculum course will complete a research project or case study
designed to cultivate the following core objectives:
o Critical Thinking Skills—to include creative thinking, innovation, inquiry, and
analysis, evaluation and synthesis of information
o Communication Skills—to include effective development, interpretation and expression
of ideas through written, oral and visual communication
o Personal Responsibility—to include the ability to connect choices, actions, and
consequences to ethical decision-making
o Social Responsibility--to include intercultural competency, knowledge
of civic responsibility, and the ability to engage effectively in regional, national,
and global communities
NOTE: Student proficiency in Communication Skills will be assessed as a formal written out-of-class
essay, which is at least three pages long and which includes an oral presentation component as well as a
visual component. Student proficiency in Critical Thinking will be assessed by a formal out-of-class
essay assignment. Personal Responsibility and Social Responsibility will be assessed as part of long
unit or major essay assignment, which will include assigned reading responses, pre-writing activities,
multiple drafts, and group activities (such as group presentations). Student project grades will account
for part of the final course grade.
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer II, 2015
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GRADE ROSTER
English 2327
Keep a running record of your grades in this course. At any given time during the
semester, you should have a good idea of your grade in this course.
Your Exam Grades:
_____ Essay #1 (20%) on Puritan Literature
_____ Essay #2 (20%) on American Enlightenment
_____ Essay #3 (20%) on Dark Romantics (researched essay)
_____ Final MC Exam (20%) on Transcendentalists, Douglass, Truth, and Dickinson
_____ Daily Grades (20%) (I drop your three lowest daily quiz grades.)
Daily Quiz Grades:
_____ Quiz #1
_____ Quiz #11
_____ Quiz 21
_____ Quiz #2
_____ Quiz #12
_____ Quiz 22
_____ Quiz #3
_____ Quiz #13
_____ Quiz 23
_____ Quiz #4
_____ Quiz #14
_____ Quiz 24
_____ Quiz #5
_____ Quiz #15
EXTRA CREDIT POINTS
_____ Quiz #6
_____ Quiz #16
_____ (+1)
_____ Quiz #7
_____ Quiz #17
_____ (+1)
_____ Quiz #8
_____ Quiz #18
_____ (+1)
_____ Quiz #9
_____ Quiz #19
_____ (+1)
_____ Quiz #10
_____ Quiz #20
_____ (+1)
Reminder: No make-ups on daily quizzes. I will drop the three missed or lowest daily
quiz grades at the end of the semester.
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer II, 2015
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ENGLISH 2327 COURSE SYLLABUS
Part II: STUDENT CALENDAR
SUMMER II SESSION
Monday-Thursday
WEEK ONE
SESSION #1 (Monday, July 13th)
 Introduction to English 2327
 Course information, objectives, and competencies
 Class policies and grading standards
 Overview of English 2327
 Writing critical thinking essays on literature
 Writing Topics for Essay #1
 Critical approaches: Historical critique
 Background to Puritan literature
 John Winthrop
 Excerpts from “A Model of Christian Charity”
 Excerpts from Winthrop’s Journal on Anne Hutchinson
Assignment for Session #2: Purchase textbooks if you prefer reading from them rather
than reading on-line with the Learning Web. Read brief biography on Anne Bradstreet (in
book or on my Learning Web). Read letter “To My Dear Children” and poems “The
Prologue,” “The Author to Her Book,” “To My Dear and Loving Husband,” “Upon the
Burning of Our House July 10th 1666,” and “In Memory of My Dear Grandchild Anne
Bradstreet.” Read brief biography on Mary Rowlandson. Read Mary Rowlandson’s A
Narrative of Indian Captivity: Introduction and “Removes” 1 – 13. (You may skip 1416.)
SESSION #2 (Tuesday, July 14th)
 Critical approaches: Biographical critique
 Critical approaches: Feminist critique
 Puritan poetry
 Anne Bradstreet: Poems by Bradstreet
 Captivity narratives
 Mary Rowlandson’s A Narrative of Indian Captivity: “Removes” 1-13
Assignment for Session #3: Read Mary Rowlandson’s Narrative: “Removes” 17 – 20.
Read brief biography on Cotton Mather. Read Wonders of the Invisible World (“The
Devil in New England” and “The Trial of Martha Carrier”). Read brief biography on
Nathaniel Hawthorne. Read “Young Goodman Brown.”
SESSION #3 (Wednesday, July 15th)
 Mary Rowlandson’s A Narrative of Indian Captivity “Removes” 17-20
 Literature of the Puritan witchcraft trials
 Critical approaches: Formal elements of literature
 Cotton Mather’s Wonders of the Invisible World
 Nathaniel Hawthorne’s “Young Goodman Brown”
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Assignment for Session #4: Read brief biography on Jonathan Edwards. Read “Sinners
in the Hands of an Angry God.” Read “The Minister’s Black Veil.” Read brief biography
on Edward Taylor. Read Taylor’s poems “Prologue” and “Huswifery.”
SESSION #4 (Thursday, July 16th)
 Writing an essay on literature
 Jonathan Edwards
 “Sinners in the Hands of an Angry God”
 Nathaniel Hawthorne
 “The Minister’s Black Veil”
 Edward Taylor
 Poems by Taylor: “Prologue” and “Huswifery”
Assignment for Session #5: Write Essay #1 on Puritan literature. Read brief biography
on Ben Franklin.
WEEK TWO
SESSION #5 (Monday, July 20th)
 Essay #1 is due at the beginning of the class session.
 Writing topics for Essay #2
 Introduction to the American Enlightenment
 Ben Franklin’s “Poor Richard’s Almanaks”
Assignment for Session #7: “The Speech of Polly Baker” (Learning Web) and “The Way
to Wealth.” Read brief biography on Phillis Wheatley. Read Wheatley’s poems “On
Being Brought from Africa to America” and “To His Excellency General Washington.”
SESSION #6 (Tuesday, July 21st)
 Ben Franklin, continued
 “The Speech of Polly Baker”
 “The Way to Wealth”
 Poetry of the Enlightenment
 Phillis Wheatley’s “On Being Brought from Africa to America” and “To His
Excellency General Washington”
Assignment for Session #8: Read brief biography on Thomas Paine. Read “Common
Sense” and selections from The Age of Reason. Read brief biography on Phillip Freneau.
Read “The Indian Burying Ground.”
SESSION #7 (Wednesday, July 22nd)
 Thomas Paine
 “Common Sense”
 The Age of Reason
 Phillip Freneau’s “The Indian Burying Ground”
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Assignment for Session #9: Read brief biography on Thomas Jefferson. Read
Declaration of Independence. Read brief biography on Washington Irving. Read “Rip
Van Winkle.” Read brief biography on William Cullen Bryant. Read Bryant’s poem
“Thanatopsis.”
SESSION #8 (Thursday, July 23rd)
 Thomas Jefferson’s Declaration of Independence
 Washington Irving’s “Rip Van Winkle”
 William Cullen Bryant’s “Thanatopsis”
Assignment for Session #9: Write Essay #2: The Literature of the American
Enlightenment. Read brief biography on Edgar Allan Poe. Read “The Raven,” “To
Helen,” and “Annabelle Lee.”
WEEK THREE
SESSION #9 (Monday, July 27th)
 Essay #2 is due at the beginning of the class session.
 Writing topics for Essay #3
 Conducting research using HCCS data bases and books on literary criticism
 Introduction to American Romantic movement
 Poems by Poe
Assignment for Session #10: Read “The Tell-Tale Heart” and “The Black Cat.”
SESSION #10 (Tuesday, July 28th)
 Incorporating secondary sources into research papers
 Edgar Allan Poe
 Passages from “The Philosophy of Composition”
 “The Tell-Tale Heart”
 “The Black Cat”
Assignment for Session #11: Read Nathaniel Hawthorne’s “Rapaccinni’s Daughter” and
“Ethan Brand.”
SESSION #11 (Wednesday, July 29th)
 “Rapaccinni’s Daughter”
 “Ethan Brand”
Assignment for Session #12: Read brief biography on Herman Melville. Read Billy
Budd. You have the option of reading Billy Budd in an electronic hyper-text version at
http://xroads.virginia.edu/~HYPER/bb/bb_main.html .
SESSION #12 (Thursday, July 30th)
 Billy Budd
Assignment for Session #13: Write Essay #3 on Dark Romantics.
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WEEK FOUR
SESSION #13 (Monday, August 3rd)
 Essay #3 due at the beginning of class
 Introduction to transcendentalism
 Oral/Visual presentations
Assignment for Session #14: Read brief biography on Ralph Waldo Emerson. Read “The
American Scholar.”
SESSION #14 (Tuesday, August 4th)
 Ralph Waldo Emerson’s “The American Scholar”
 Oral/Visual presentations, continued
Assignment for Session #15: Assignment for Session #19: Read brief biography on
Henry David Thoreau. Read “Where I Lived and What I Lived For.” Read brief
biography on Frederick Douglass. Read “What to the Slave Is the Fourth of July?” Read
brief biography on Margaret Fuller. Read Margaret Fuller’s “Fourth of July.” Read brief
biography on Sojourner Truth. Read Truth’s “Speech to the Women’s Rights Convention
in Akron, Ohio, 1851” and the version known as “Ain’t I a Woman?”)
SESSION #15 (Wednesday, August 5th)
 Oral/Visual presentations
 Henry David Thoreau’s “Where I Lived and What I Lived For”
 Frederick Douglass’ “What to the Slave Is the Fourth of July?”
 Margaret Fuller’s “Fourth of July”
 Sojourner Truth’s “Speech to the Women’s Rights Convention in Akron, Ohio, 1851”
Assignment for Session #16: Read brief biography on Emily Dickinson. Read poems:
Unit I: Introduction to Dickinson: 288*, 486*, 519, 409, 1705*
Unit II: The Poet and Her Poetry: 1263, 446, 448, 788
Unit III: Nature and Religion: 236, 668*, 359, 1668, 1489
(* indicates poem is on reading guide on Learning Web and not in Norton
Anthology.)
SESSION #16 (Thursday, August 6th)
 Oral/Visual presentations
 Emily Dickinson
 Unit I: Introduction to Dickinson: 288*, 486*, 519, 409, 1705*
 Unit II: The Poet and Her Poetry: 1263, 446, 448, 788
 Unit III: Nature and Religion: 236, 668*, 359, 1668, 1489
Assignment for Session #20: Read Dickinson poems:
Unit IV: Love and Marriage: 269, 225, 194, 1773
Unit V: Anguish and Insanity 372, 340, 620
Unit VI: Death and Immortality: 591, 479, 124, 373
(* indicates poem is on reading guide on Learning Web and not in Norton
Anthology.)
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WEEK FIVE
SESSION #17 (Monday, August 10th)
 Oral/Visual presentations
 Unit IV: Love and Marriage: 269, 225, 194, 1773
 Unit V: Anguish and Insanity 372, 340, 620
 Unit VI: Death and Immortality: 591, 479, 124, 373
Assignment for Session #21: Read brief biography on Walt Whitman. Read Whitman’s
poems “There Was a Child Went Forth,” “One’s Self I Sing,” “When I Heard the Learn’d
Astronomer,” “Dalliance of the Eagles,” “Crossing Brooklyn Ferry,” and “America.”
SESSION #18 (Tuesday, August 11th)
 Oral/Visual presentations
 Walt Whitman
 Poems by Walt Whitman
Assignment for Final Exam Session (Session #22): Prepare for final exam on
transcendentalism, Emerson, Thoreau, Fuller, Douglass, Truth, Dickinson, and Whitman.
SESSION #19 (Wednesday, August 12th)
FINAL EXAM SESSION): 5:30 – 8:00
 Exam #4: In-class final exam
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POEMS BY EMILY DICKINSON
Read the following Dickinson poems.
NOTE: The first number you see is the new numbering system by R. W. Franklin
(1999); the second number you see in brackets is the old numbering system by Thomas
Johnson (1955). Any poem number with an asterisk is in the reading guide on our
Learning Web. I have retained Dickinson’s original capitalization. All titles are also the
first lines of her poems. Dickinson titled only a few of her nearly 1,800 poems.
Unit I: Brief biography to Dickinson:
260 [288]: “I’m Nobody! Who are you?”
(486)*: “I was the slightest in the House”
519 [441]: “This is my letter to the World”
409 [303]: “The Soul selects her own Society”
[1705]* Volcanoes be in Sicily”
Unit II: The Poet and Her Poetry:
1263 [1129]: “Tell all the truth but tell it slant”
446 [448]: “This was a Poet”
448 [449]: “I died for Beauty”
788 [709]: “Publication—is the Auction”
Unit III: Nature and Religion:
236 [324]: “Some keep the Sabbath going to Church”
[668]* “Nature is what we see”
359 [328]: “A Bird, came down the Walk”
1668 [1624] “Apparently with no surprise”
1489 [1463] “A Route of Evanescence”
Unit IV: Love and Marriage:
269 [249] “Wild nights—Wild nights!”
225 [199] “I’m ‘wife’—I’ve finished that”
194 [1072] “Title divine, is mine”
1773 [1732] “My life closed twice before its close”
Unit V: Anguish and Insanity:
372 [341] “After great pain, a formal feeling comes”
340 [280] “I felt a Funeral, in my Brain”
620 [435] “Much Madness is divinest Sense”
Unit VI: Death and Immortality:
591[465] “I heard a fly Buzz—when I died”
479 [712] “Because I could not stop for Death”
124 [216] “Safe in their Alabaster Chambers”
373 [501] “This World is not conclusion”
(* If you are using Norton, any poem marked with an asterisk is not in the book.
Find the poem on reading guide on Learning Web.)
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