ENGLISH 2327 COURSE SYLLABUS
Part I: Course Information
When the student is ready, the teacher appears. (ancient proverb)
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: 12:00 – 1:00 Tuesday/Thursday, Office C-218, West Loop Campus
Class hours: 10:00 – 12:00 noon
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 1302 with a grade of “C” or better. Prerequisite
is English 1302. Three credit hours (Three lecture).
Textbooks
The Norton Anthology of American Literature, eighth edition, volumes A and B
NOTE: The textbook is not required; it is optional. All readings are on my
Learning Web under English 2327 or are on class handouts.
Other Materials
Three ring notebook for any course materials you wish to print such as calendar,
readings, and reading guides.
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 secondary sources from HCC books and databases)
Other grades:
Final exam: (20%) Transcendentalists plus Frederick Douglass, Sojourner Truth
and Emily Dickinson (In-class 100 MC final exam)
Daily quiz grades: (20%) (We will have one or two quizzes each day.)
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer I, 2013
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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 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 fragment, comma splice, run-on, awkward/garbled
sentence, and subject-verb agreement errors. These errors are worth roughly six
points each. By the time you are a sophomore, you should not be making these
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 study questions to
prepare for the quizzes.
Free English Tutoring
The Southwest College offers you free tutoring at our tutoring centers where you
will receive individual attention with any of your writing concerns. Check with
me for location, dates, and times of tutoring. Signs will be posted once the hours
have been established for the semester. Electronic tutoring is also available 24/7
at www.hccs.askonline.net.
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer I, 2013
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Due Dates for Out-of-Class Essays
Out-of-class essays turned in late are docked a letter grade (ten points). You can
drop two low missed daily quiz grades at the end of the semester. 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.
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.
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer I, 2013
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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 “F.” If you miss the first class session, you are considered absent for that
day.
Withdrawal Policy
The State of Texas has begun to impose penalties on students who drop courses
excessively. For example, if you repeat the same course more than twice, you
have to pay extra tuition. Beginning in the Fall of 2007, 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.
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer I, 2013
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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.
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 Disability Services Office at the Southwest College at the beginning of
each semester. Faculty members are authorized to provide only the
accommodations requested by the Disability Support Services Office. You may
contact Dr. Becky Hauri, counselor for the Southwest College Office of
Disabilities at becky.hauri@hccs.edu.
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.
Library
The HCC Library homepage (for research) is
http://www.hccs.edu/system/library/library.html.
Student Organizations
The Southwest Writers, a group of students who write and read their works (in a
public forum as well as on the Internet) and receive peer support and constructive
criticism. Students in this group create a supportive network to create poetry,
fiction, drama and non-fiction prose. Contact faculty advisors Dr. Christopher
Dunne at Christopher.Dunne@hccs.edu. And Ms. Helen Jackson at
Helen.Jackson@hccs.edu.
Phi Theta Kappa is the honor society of two-year colleges. Students must earn a
3.5 grade point average and accumulate 12 credit hours at HCCS. HCCS has a
very active chapter called the Omega Sigma Chapter. For contact information
visit www.omegasigma.org or contact the Southwest College faculty advisor Ms.
Eunice Kallarackal at Eunice.Kallarackal@hccs.edu.
The Women’s Studies Club meets each month and online to discuss the roles of
women and men in society and to investigate how sexual differences and cultural
constructions of gender may affect identity. The organization promotes awareness
of gender issues on campus, encourages research and discussion of gender issues,
hosts prominent speakers in the field, and serves the community. Faculty advisors
are Ms. Marie Dybala at Marie.Dybala@hccs.edu and Ms. Illiana Loubser at
Ilianna.Loubser@hccs.edu.
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer I, 2013
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Inclement Weather
During inclement weather conditions, monitor major local channels for updates
on school closings.
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. Beverages are fine. Please throw away trash at end of
the class session.
6. I dismiss class ten-fifteen minutes early so you can take a break before another
class; therefore, do not pack books before I dismiss 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.
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 (A Note to the “Thumb Generation”)
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 Bluetooth devices in ears allowed during class.
4. If you have an impending emergency and need to keep an electronics device
turned on, I would like to know as soon as class starts.
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer I, 2013
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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
used in campus restrooms. Students with disabilities who need to use a recording
device as a reasonable accommodation should contact the Office for Students
with Disabilities for information regarding reasonable accommodations.
COURSE OBJECTIVES
1. Enjoy the experience of the course!
2. Explain the characteristics and distinguishing features of literary genres:
a. non-fiction prose (sermons, essays, histories, travel narratives, letters),
b. fiction (short story and novel), and
c. poetry.
3. Use critical contexts within which literature is created and evaluated:
a. formal (elements of literature),
b. biographical,
c. historical,
d. feminist,
e. psychological, and
f. reader response.
4. Make and defend critical judgments about literature.
5. Stretch the imagination.
6. Practice and refine research skills.
7. Write essays using both primary and secondary sources.
8. Practice and improve study skills.
9. Learn on your own. (“Learn how to learn.”)
10. Work cooperatively with others.
11. Organize time efficiently.
EDUCATIONAL COMPETENCIES IN HCCS CORE CURRICULUM
Reading: Reading material at the college level means having the ability to analyze and
interpret a variety of printed materials--books, articles, and documents.
Writing: Writing at the college level means having the ability to produce clear, correct,
and coherent prose adapted to purpose, occasion, and audience. In addition to knowing
correct grammar, spelling and punctuation, students should also become familiar with the
writing process, including how to discover a topic, how to develop and organize it, and
how to phrase it effectively for their audience. These abilities are acquired through
practice and reflection.
Speaking: Effective speaking is the ability to communicate orally in clear, coherent, and
persuasive language appropriate to purpose, occasion, and audience.
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer I, 2013
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Listening: Listening at the college level means the ability to analyze and interpret
various forms of spoken communication.
Critical Thinking: Critical thinking embraces methods for applying both qualitative and
quantitative skills analytically and creatively to subject matter in order to construct
alternative strategies. Problem solving is one of the applications of critical thinking used
to address an identified task.
Critical thinking as applied to the study of literature involves
1. connecting patterns and motifs in works of literature,
2. looking for relevant information that supports your assertions,
3. interpreting literature,
4. solving literary problems,
5. drawing conclusions, and
6. tolerating ambiguity and complexity in literature.
Computer Literacy: Computer literacy at the college level means having the ability to
use computer-based technology in communicating, solving problems, and acquiring
information. Core-educated students should have an understanding of the limits,
problems, and possibilities associated with the use of technology and should have the
tools necessary to evaluate and learn new technologies as they become available.
EXEMPLARY EDUCATIONAL OBJECTIVES FOR HUMANITIES

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 context.

Respond critically to works in the arts and humanities.

Engage in the creative process or interpretive performance and comprehend the
physical and intellectual demands required of the author or visual or performing
artist.

Articulate an informed personal reaction to works in the arts and humanities.

Develop an appreciation for aesthetic principles that guide and govern the humanities
and arts.

Demonstrate knowledge of the influence of literature, philosophy, and/or the arts on
intercultural experiences.
EXEMPLARY EDUCATIONAL OBJECTIVES FOR CROSS/MULTICULTURAL STUDIES
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
Establish broad and multiple perspectives in the individual in relationship to the
larger society and world in which we live and understand the responsibilities of living
in a culturally and ethnically diversified world.

Demonstrate knowledge of those elements and processes that create and define
culture

Understand and analyze the origin and function of values, beliefs, and practices found
in human societies.

Develop basic cross/multi-cultural understanding, empathy, and communication.

Identify and understand underlying commonalities of diverse cultural practices.

Analyze the effects of cultural forces on the area of study.
STUDENT LEARNING OUTCOMES, OBJECTIVES, AND EDUCATIONAL
COMPETENCIES
STUDENT LEARNING OUTCOMES: ENGLISH 2327: Early American Literature
1. Explain and illustrate stylistic characteristics of representative works of major
American writers from the colonial period to 1865.
2. Connect representative works of major American writers from the colonial period to
1865 to human and individual values in historical and social contexts.
3. Demonstrate knowledge of various works of major American writers from the colonial
period to 1865.
4. Analyze critical texts relating to the works of major American writers from the
colonial period to 1865.
5. Critique and interpret representative literary works of major American writers from the
colonial period to 1865.
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer I, 2013
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GRADE ROSTER
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
_____ Final MC Exam (20%) on Transcendentalists, Douglass, Dickinson, and others
_____ 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
_____ Quiz 25
_____ Quiz #6
_____ Quiz #16
_____ Quiz #7
_____ Quiz #17
_____ Quiz #8
_____ Quiz #18
_____ Quiz #9
_____ Quiz #19
_____ Quiz #10
_____ Quiz #20
Reminder: No make-ups on daily quizzes. I will drop the two lowest daily grades at the
end of the semester.
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer I, 2013
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ENGLISH 2327 COURSE SYLLABUS
Part II: STUDENT CALENDAR
SUMMER SESSION
22 CLASS SESSIONS
Monday-Friday
WEEK ONE
SESSION #1 (Monday, June 2nd)
 Introduction to English 2327
 Course information, objectives, and competencies
 Class policies and grading standards
 Overview of English 2327
 Background to Puritan literature
 John Winthrop
 John Winthrop’s “Model of Christian Charity”
Assignment for Session #2: Purchase textbooks if you prefer reading from them rather
than on-line reading. Read brief biography of 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,” “In Memory of My Dear Grandchild Anne Bradstreet.”
SESSION #2 (Tuesday, June 3rd )
 John Winthrop, continued
 Puritan poetry
 Anne Bradstreet: Poems by Bradstreet
Assignment for Session #3: Read brief biography of Mary Rowlandson. Read Mary
Rowlandson’s A Narrative of Indian Captivity.
SESSION #3 (Wednesday, June 4th)
 Ann Bradstreet, continued
 Captivity narratives
 Mary Rowlandson’s A Narrative of Indian Captivity
Assignment for Session #4: Read brief biography of Cotton Mather. Read Wonders of
the Invisible World (“The Devil in New England” and “The Trial of Martha Carrier”).
Read brief biography of Nathaniel Hawthorne. Read “Young Goodman Brown.”
SESSION #4 (Thursday, June 5th)
 Topics for Essay #1 (Essay #1 due next Monday)
 Literature of the Puritan witchcraft trials
 Cotton Mather’s Wonders of the Invisible World
 Nathaniel Hawthorne’s “Young Goodman Brown”
Assignment for Session #5: Read brief biography of Jonathan Edwards. Read “Sinners in
the Hands of an Angry God.” Read “The Minister’s Black Veil.” Read brief biography of
Edward Taylor. Read Taylor’s poems “Prologue” and “Huswifery.”
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer I, 2013
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SESSION #5 (Friday, June 6th)
 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 #6: Write Essay #1 on Puritan literature. Read brief biography of
Ben Franklin.
WEEK TWO
SESSION #6 (Monday, June 9th)
 Essay #1 is due at the beginning of the class session.
 Introduction to the American Enlightenment
 Ben Franklin’s “Poor Richard’s Almanaks”
Assignment for Session #7: “The Speech of Polly Baker” (Learning Web), “The Way to
Wealth.”
SESSION #7 (Tuesday, June 10th)
 Ben Franklin, continued
 “The Speech of Polly Baker”
 “The Way to Wealth”
Assignment for Session #8: Read brief biography of Thomas Paine. Read “Common
Sense” and selections from The Age of Reason.
SESSION #8 (Wednesday, June 11th)
 Thomas Paine
 “Common Sense”
 The Age of Reason
Assignment for Session #9: Read brief biography of Thomas Jefferson. Read Declaration
of Independence. Read brief biography of Washington Irving. Read “Rip Van Winkle.”
SESSION #9 (Thursday, June 12th)
 Thomas Jefferson’s Declaration of Independence
 Washington Irving’s “Rip Van Winkle”
Assignment for Session #10: Read brief biography of Phillis Wheatley. Read “On Being
Brought from Africa to America” and “To His Excellency General Washington.” Read
brief biography of Phillip Freneau. Read “The Indian Burying Ground.” Read brief
biography of William Cullen Bryant. Read “Thanatopsis.”
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer I, 2013
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SESSION #10 (Friday, June 13th)
 Poetry of the Enlightenment
 Phillis Wheatley’s “On Being Brought from Africa to America” and “To His
Excellency General Washington”
 Phillip Freneau’s “The Indian Burying Ground.”
 William Cullen Bryant’s “Thanatopsis”
Assignment for Session #11: Write Essay #2: The Literature of the American
Enlightenment. Read brief biography of Edgar Allan Poe. Read “The Raven,” “To
Helen,” and “Annabelle Lee.”
WEEK THREE
SESSION #11 (Monday, June 16th)
 Essay #2 is due at the beginning of the class session.
 Electronic research using HCCS data bases
 Introduction to American Romantic movement
 Poems by Poe
 Passages from “The Philosophy of Composition”
Assignment for Session #12: Read “The Tell-Tale Heart” and “The Black Cat.”
SESSION #12 (Tuesday, June 17th)
 Edgar Allan Poe
 “The Tell-Tale Heart”
 “The Black Cat”
Assignment for Session #13: Read Nathaniel Hawthorne’s “Rapaccinni’s Daughter”
SESSION #13 (Wednesday, June 18th)
 “Rapaccinni’s Daughter”
Assignment for Session #14: Read brief biography of Herman Melville. Read Billy Budd,
Chapters 1-15. 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 #14 (Thursday, June 19th)
 Billy Budd, Chapters 1-15.
Assignment for Session #15: Read Billy Budd, Chapters 16-30.
SESSION #15 (Friday, June 20th)
 Billy Budd, Chapters 16-30
Assignment for Session #16: Write Essay #3 on Dark Romantics.
WEEK FOUR
SESSION #16 (Monday, June 23rd)
 Essay #3 due at the beginning of class
 Introduction to transcendentalism
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer I, 2013
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Assignment for Session #17: Read brief biography of Ralph Waldo Emerson. Read “The
American Scholar.”
SESSION #17 (Tuesday, June 24th)
 Ralph Waldo Emerson’s “The American Scholar”
Assignment for Session #18: Assignment for Session #19: Read brief biography of
Henry David Thoreau. Read “Where I Lived and What I Lived For.” Read brief
biography of Frederick Douglass. Read “What to the Slave Is the Fourth of July?” Read
brief biography of Margaret Fuller. Read Margaret Fuller’s “Fourth of July.” Read
“Speech to the Women’s Rights Convention in Akron, Ohio, 1851.”
SESSION #18 (Wednesday, June 25th)
 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 #19: Read brief biography of 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 #19 (Thursday, June 26th)
 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.)
SESSION #20 (Friday, June 27th)
 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 of 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.”
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer I, 2013
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WEEK FIVE
SESSION #21 (Monday, June 30th)
 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 #22 (Tuesday, July 1st)
 Walt Whitman
 Poems by Walt Whitman, continued
FINAL EXAM SESSION (SESSION #23): Wednesday, July 2nd, 10:00 – 12:00.
 Exam #4: In-class final exam
English 2327, Jeff Lindemann, Southwest College, HCCS, Summer I, 2013
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