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)
I cannot divest my appetite of literature. (Walt Whitman, Specimen Days, 1882)
Instructor
Name: Mr. Jeff Lindemann
Office location: Office # C-218, West Loop Campus
Office Hours (West Loop):
Tuesday: 9:00 – 1:00
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 1302 with a grade of “C” or
better. Prerequisite is English 1302. Three credit hours (Three lecture).
Textbooks
I do not use textbooks in English 2327. Instead of textbooks, I use my Learning
Web where I have posted all the materials for the course. However, if you want to
use textbooks then purchase The Norton Anthology of American Literature, ninth
edition, volumes A and B.
Other Materials
Three-ring binder for printouts of the literature (that you print) and handouts
Jump drive to store drafts of your three essays and critical sources for research
Grade Percentages
Five exams:
Essay #1: (20%) Puritan Literature (Out-of-class 1,000 word essay)
Essay #2: (20%) The American Enlightenment (Out-of-class 1,000 word essay)
Essay #3: (20%) The Dark Romantics (1,250 word researched essay)
Other grades:
Exam #1: (10%) The Scarlet Letter (Exam)
Exam #2: (10%) Transcendentalists, Douglass, and Dickinson (In-class Final Exam)
Daily grades: (20%) Daily quizzes, research checks, paragraphs
English 2327, Jeff Lindemann, Southwest College, HCCS, Fall Semester 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 = anywhere between 0 – 57
(NOTE: FX = failure due to excessive absences)
Other Abbreviations
L = Late (minus 10 points or a letter grade)
R = Revise (for no higher than 75)
P = Plagiarized (0 for the assignment/no opportunity for revision)
? = Question about assignment (See me!)
Grading Components (rank ordered with meaningful content earning the most
points)
1. Content (most points for critical thinking and selection/use of sources)
2. Organization
3. Sentences
4. Diction (effective word choice and correct usage)
5. Punctuation, capitalization, and manuscript mechanics
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 will cause you to lose
valuable points on your essay. By the time you are a sophomore, you should not
be making these errors.
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 with a W. 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” (for a failing grade) or “FX” due to excessive absences.
Withdrawal Policy
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.
You should visit with me, 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. We want you to succeed!
English 2327, Jeff Lindemann, Southwest College, HCCS, Fall Semester 2015
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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 the following website
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.
Daily Grades
Daily grades are worth twenty percent of your grade. They are usually ten
multiple-choice questions on the homework readings. I give no make-ups on
daily quizzes. On some days, I give two daily quizzes. I do not give early daily
quizzes before class or late quizzes after class. You may drop two quiz grades.
Southwest College Writing Centers
The Houston Community 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.
Furthermore, the Writing Centers offer access to computers and interactive
websites for improving writing skills. Each session lasts about thirty minutes.
Students should bring their textbooks, a flashdrive (if necessary), professors’
assignments/writing prompts, and printed rough drafts. Consult Find-a-Tutor for
Writing Center locations and times at http://ctle3.hccs.edu/alltutoring/index.php?link=stuFind. At HCC Writing Centers, each tutoring session becomes a learning
experience.
English 2327, Jeff Lindemann, Southwest College, HCCS, Fall Semester 2015
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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.
We strongly suggest that all students view the 8-minute video on the log-in page
before sending their first submission.
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. Check on the door of the open computer lab for hours of operation.
Remember to bring a print card so you can pay for your printing. You can
purchase a print card at the cashiers office on the main hallway.
Library
The West Loop Library homepage (for days and hours) is
http://library.hccs.edu/southwest
Student Organizations
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.
Inclement Weather
During inclement weather conditions, monitor major local channels for updates
on school closings.
Due Dates and Make-Up Exams
All essays have due dates. Out-of-class essays turned in late are docked a letter
grade (ten points). In-class essays taken late (for any reason) are docked a letter
grade.
English 2327, Jeff Lindemann, Southwest College, HCCS, Fall Semester 2015
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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.
My Course Policies
1. Please come to class on time. Time missed before class is subtracted from the
12.5% (or six hours/four class sessions) attendance policy. Leaving class early or
arriving late also results in time subtracted from the 12.5% (six hours) attendance
policy.
2. No sleeping or heads on desks permitted. If you fall asleep, I’ll wake you up by
tapping on your desk.
3. If you must leave early, please tell me before class starts.
4. No food allowed in class. Beverages are fine. Please throw away trash at end of
the class session.
5. 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.
6. Please do not chat with class colleagues during class discussion. Let us listen to
what our class members have to contribute.
7. Do not bring small children to class.
8. An 89.4 average at the end of the semester is a B; an 89.5 is an A.
9. The time to discuss an essay grade is after it is returned, not at the end of the
semester.
10. The out-of-class essays must be typed in Times New Roman.12 double
spaced.
11. Essays are to be submitted at the beginning of class on the day that they are
due. After that time, they are late (-10 points/a letter grade).
12. Save electronic copies of your three out-of-class essays.
13. The HCC Southwest English Department believes that a turn-around time in
grading a set of essays should be no more than two weeks.
14. 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.
15. No baseball caps over the eyes or dark sunglasses permitted in class.
16. You may not leave the classroom once the mid-term and final exam has
started.
17. Any time you leave the class, I subtract that missed time from your 6 hours of
allotted absences. Students should not be getting up, opening the door, walking
out of class and then returning. I (and other students) find all of this movement
distracting.
18. Good learning attitude, cooperative demeanor, and courteous behavior all go a
long way with me!
English 2327, Jeff Lindemann, Southwest College, HCCS, Fall Semester 2015
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Personal Electronics Policies
1. Turn off cell phones, beepers, text-messaging devices and other electronic
devices when class starts. The sounds of cell phones ringing during class are
VERY disruptive to me and other students.
2 Students should not leave the class to make a call or answer one (or worse—
answer a call in class).
3. No phones or other electronic devices permitted on top of desks unless
they are used to access course materials during class.
4. No earbuds in ears allowed during class.
5. 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.
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.
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 unadministered 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
English 2327, Jeff Lindemann, Southwest College, HCCS, Fall Semester 2015
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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).
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.
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, and travel accounts)
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,
f. archetypal, and
g. reader response.
4. Make and defend critical judgments about literature.
5. Stretch the imagination.
6. Think critically about literature. Critical thinking as applied to the study of literature
involves:
a. connecting patterns and motifs in works of literature,
b. looking for relevant information that supports your assertions,
c. interpreting literature,
d. solving literary problems,
e. drawing conclusions, and
f. tolerating ambiguity and complexity in literature.
7. Practice and refine research skills.
8. Write a research paper.
9. Practice and improve study skills.
10. Learn on your own. (“Learn how to learn.”)
11. Work cooperatively with others.
12. Organize time efficiently.
13. Work effectively in a group and develop a group project
14. Speak before an audience.
English 2327, Jeff Lindemann, Southwest College, HCCS, Fall Semester 2015
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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:
Critical Thinking Skills—to include creative thinking, innovation, inquiry, and
analysis, evaluation and synthesis of information
Communication Skills—to include effective development, interpretation and expression
of ideas through written, oral and visual communication
Personal Responsibility—to include the ability to connect choices, actions, and
consequences to ethical decision-making
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. Student project grades will account for a percentage of the final
course grade.
ENGLISH PROGRAM STUDENT LEARNING OUTCOMES
(Composition, Literature, Creative Writing, and Technical Writing)
1. Write in appropriate genres using varied rhetorical strategies.
2. Write in appropriate genres to explain and evaluate rhetorical and/or literary strategies
employed in argument, persuasion, and various genres.
3. Analyze various genres of writing for form, method, meaning, and interpretation.
4. Employ research in academic writing styles and use appropriate documentation style.
5. Communicate ideas effectively through discussion.
English 2327, Jeff Lindemann, Southwest College, HCCS, Fall Semester 2015
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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, Fall Semester 2015
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MY GRADE ROSTER
You can keep a running record of your grades in this course. At any given moment
during the semester, you should have a very good idea what your gfrade is in this course.
Your Exam Grades:
_____ Essay #1 (20%) on Puritan Literature
_____ Essay #2 (20%) on American Enlightenment
_____ Essay #3 (20%) on Dark Romantics (plus secondary source research)
_____ Exam #1 (10%) on The Scarlet Letter (in-class mid-term)
_____ Exam #2 (10%) on Transcendentalists, Douglass, and Dickinson (in-class final)
_____ Daily Grades (20%)
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 quiz grades (or
missed daily quiz grades) at the end of the semester.
English 2327, Jeff Lindemann, Southwest College, HCCS, Fall Semester 2015
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ENGLISH 2327 COURSE SYLLABUS
Part II: STUDENT CALENDAR
29 CLASS SESSIONS plus FINAL EXAM SESSION
Monday/Wednesday
Fall 2015
WEEK ONE
SESSION #1 (Monday, August 24th)
 Introduction to English 2327
 Proof of registration/introductions
 Course information, objectives, and competencies
 Class policies
 Grades
 Overview of English 2327 content
Assignment for Session #2: Purchase textbooks (optional) and three-ring binder for
handouts you wish to print. Explore our Learning Web:
http://learning.swc.hccs.edu/members/jeff.lindemann.
SESSION #2 (Wednesday, August 26th)
 Historical critique
 Background to Puritan literature
 John Winthrop
 Conclusion to Winthrop’s sermon “A Model of Christian Charity”
Assignment for Session #3: Read brief biography (introduction in text or brief biography
on our Learning Web) on Anne Bradstreet. Read works by Anne Bradstreet: “To My
Dear Children,” “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.”
WEEK TWO
SESSION #3 (Monday, August 31st)
 John Winthrop, continued
 Feminist critique
 Trial of Anne Hutchison (from The Journal of John Winthrop)
 Puritan poetry
 Anne Bradstreet
 Poems by Bradstreet
Assignment for Session #4: Read brief biography on Mary Rowlandson. Read A
Narrative of Indian Captivity.
English 2327, Jeff Lindemann, Southwest College, HCCS, Fall Semester 2015
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SESSION #4 (Wednesday, September 2nd)
 Anne Bradstreet, continued
 Captivity narratives
 Mary Rowlandson
 Mary Rowlandson’s Narrative of Indian Captivity
Assignment for Session #5: Read brief biography on Cotton Mather. Read “The Trial of
Martha Carrier” in Wonders of the Invisible World. Read brief biography on Nathaniel
Hawthorne. Read “Formal Critique” (elements of fiction). Read “Young Goodman
Brown.” (NOTE: If you are using the text, refer to Volume B for Hawthorne.)
WEEK THREE
HOLIDAY: Labor Day (Monday, September 7th)
SESSION #5 (Wednesday, September 9th)
 Literature of the Puritan witchcraft trials
 Cotton Mather
 “The Trial of Martha Carrier” from Wonders of the Invisible World
 Nathaniel Hawthorne
 “Young Goodman Brown”
Assignment for Session #6: Read brief biography on Jonathan Edwards. Read “Sinners
in the Hands of an Angry God.” Read “The Minister’s Black Veil.”
WEEK FOUR
SESSION #6 (Monday, September 14th)
 Jonathan Edwards
 “Sinners in the Hands of an Angry God”
 Nathaniel Hawthorne
 “The Minister’s Black Veil”
Assignment for Session #7: Read brief biography on Edward Taylor. Read “Prologue”
and “Huswifery.”
SESSION #7 (Wednesday, September 16th)
 Edward Taylor
 Poems by Taylor: “Prologue” and “Huswifery”
 Writing an essay on literature
 Exam #1 topics
Assignment for Session #8: Write take-home exam #1: Essay on Puritan literature.
English 2327, Jeff Lindemann, Southwest College, HCCS, Fall Semester 2015
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WEEK FIVE
SESSION #8 (Monday, September 21st)
 Essay #1 is due at beginning of class session
 Introduction to Nathaniel Hawthorne and The Scarlet Letter
Assignment for Session #9: Read The Scarlet Letter, Chapters 1-6 (NOTE: Skip the
“Introduction” called “The Custom House.”)
SESSION #9 (Wednesday, September 23rd)
 Nathaniel Hawthorne
 The Scarlet Letter, Chapters 1-6
Assignment for Session #10: Read The Scarlet Letter, Chapters 7-12.
WEEK SIX
SESSION #10 (Monday, September 28th)
 The Scarlet Letter, Chapters 7-12
Assignment for Session #11: Read The Scarlet Letter, Chapters 13-18. Continue
research.
SESSION #11 (Wednesday, September 30th)
 The Scarlet Letter, Chapters 13-18
Assignment for Session #12: Read The Scarlet Letter, Chapters 19-24.
WEEK SEVEN
SESSION #12 (Monday, October 65h)
 The Scarlet Letter, Chapters 18-24
Assignment for Session #13: Review for The Scarlet Letter in-class Mid-Term Exam.
SESSION #13 (Wednesday, October 7th)
No Class today.
Assignment for Session #14: Review for The Scarlet Letter in-class Mid-Term Exam.
WEEK EIGHT
SESSION #14 (Monday, October 12th)
 Mid-Term Exam: The Scarlet Letter
Assignment for Session #15: Read brief biography on Ben Franklin. “The Speech of
Polly Baker” (Learning Web), “The Way to Wealth.”
SESSION #15 (Wednesday, October 14th)
 Results of Min-Term Exam
 Introduction to the American Enlightenment
 Ben Franklin
 “Poor Richard’s Almanaks”
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 “The Speech of Polly Baker”
 “The Way to Wealth”
Assignment for Session #16: Read brief biography on Thomas Paine. Read “Common
Sense” and The Age of Reason.
WEEK NINE
SESSION #16 (Monday, October 19th)
 Thomas Paine
 “Common Sense”
 The Age of Reason
Assignment for Session #17: Read brief biography on Thomas Jefferson. Read
Declaration of Independence. Read brief biography on Washington Irving. Read “Rip
Van Winkle.”
SESSION #17 (Wednesday, October 21st)
Assignment for Session #18:
WEEK TEN
SESSION #18 (Monday, October 26th)
Assignment for Session #19:
SESSION #19 (Wednesday, October 28th)
Assignment for Session #20: Read brief biography on Thomas Jefferson. Read
Declaration of Independence. Read brief biography on Washington Irving. Read “Rip
Van Winkle.”
WEEK ELEVEN
SESSION #20 (Monday, November 2nd)
 Thomas Jefferson
 Declaration of Independence
 Washington Irving
 “Rip Van Winkle”
Assignment for Session #21: Read brief biography on Phillis Wheatley. Read “On Being
Brought from Africa to America” and “To His Excellency General Washington.” Read
brief biography on Phillip Freneau. Read “The Indian Burying Ground.” Read brief
biography on William Cullen Bryant. Read “Thanatopsis.”
SESSION #21 (Wednesday, November 4th)
 Poetry of the Enlightenment
 Phillis Wheatley
 “On Being Brought from Africa to America” and “To His Excellency General
Washington”
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 Phillip Freneau
 “The Indian Burying Ground.”
 William Cullen Bryant
 “Thanatopsis”
Assignment for Session #22: Write Exam #3: Consult topics on our Learning Web under
the American Age of Reason. Decide on a topic for your 1,000 word critical thinking
essay on the literature of the American enlightenment. Consult the college’s literary data
bases and find two articles relating to your topic. You want to use the articles to help you
prove your theses. Read brief biography on Edgar Allan Poe.
WEEK TWELVE
SESSION #22 (Monday, November 9th)
 Essay #2 is due at the beginning of the class session
 Exploring literary data bases
 Introduction to the American Romantic movement
 Introduction to Edgar Allan Poe
Assignment for Session #23: Read “The Tell-Tale Heart.” Read “The Black Cat.”
SESSION #23 (Wednesday, November 11th)
 “The Tell-Tale Heart”
 “The Black Cat”
 Incorporating secondary sources from data bases into your literary analysis
Assignment for Session #24: Read “The Raven,” “To Helen,” and “Annabelle Lee.”
WEEK THIRTEEN
SESSION #24 (Monday, November 16th)
 Poems by Poe
 Research check (in folder: copies of secondary sources, outline, rough draft chunk)
Assignment for Session #25: Read brief biography on Ralph Waldo Emerson. Read “The
American Scholar.” Continue research.
SESSION #25 (Wednesday, November 18th)
 Introduction to transcendentalism
 Ralph Waldo Emerson
 “The American Scholar”
Assignment for Session #26: Read brief biography on Henry David Thoreau. Read
“Where I Lived and What I Lived For.” Read brief biography to Frederick Douglass.
Read “The Meaning of the Fourth of July to the Negro.”
English 2327, Jeff Lindemann, Southwest College, HCCS, Fall Semester 2015
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WEEK FOURTEEN
SESSION #26 (Monday, November 23rd)
 Henry David Thoreau
 “Where I Lived and What I Lived For”
 Frederick Douglass
 “The Meaning of the Fourth of July to the Negro”
Assignment for Session #27: Read Brief biography on Emily Dickinson. Read poems in
Unit I: Introduction to Dickinson
Unit II: The Poet and Her Poetry
Unit III: Nature and Religion
(Poem numbers and titles can be found at the end of this syllabus.)
SESSION #27 (Wednesday, November 25th)
 Emily Dickinson
 Poems by Dickinson
Assignment for Session #28: Complete Essay #3 on Hawthorne and Poe. Remember to
include copies of your secondary sources with Essay #3.Read poems by Emily
Dickinson:
Unit IV: Love and Marriage
Unit V: Anguish and Insanity
Unit VI: Death and Immortality
(Poem numbers and titles can be found at the end of this syllabus.)
THANKSGIVING HOLIDAY (Thursday, November 27th – Sunday, November 30th)
WEEK FIFTEEN
SESSION #28 (Monday, November 30th)
 Essay #3 is due
 Poems by Emily Dickinson, continued
 Introduction to Walt Whitman
Assignment for Session #29: Read brief biography on Walt Whitman. Read “Beginning
My Studies,” “One’s Self I Sing,” “I Hear America Singing,” “There Was a Child Went
Forth,” “The Dalliance of the Eagles,” and “America.”
SESSION #29 (Wednesday, December 2nd)
 Walt Whitman
 Poems by Whitman
Assignment for Final Exam: Prepare for final exam (Exam #5: In-class exam on
transcendentalism, Emerson, Thoreau, Douglass, Truth, Fuller, Dickinson, and
Whitman).
English 2327, Jeff Lindemann, Southwest College, HCCS, Fall Semester 2015
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FINAL EXAM WEEK
FINAL EXAM SESSION (December date TBA)
 In-class final exam
POEMS BY EMILY DICKINSON
Read textbook brief biography on 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 parentheses 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 the
first lines of her poems. Dickinson titles only a few of her nearly 2,000 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”
English 2327, Jeff Lindemann, Southwest College, HCCS, Fall Semester 2015
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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.)
English 2327, Jeff Lindemann, Southwest College, HCCS, Fall Semester 2015
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