Part I: Course Information
Spring 2015
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”)
Instructor
Name: Mr. Jeff Lindemann
Office location: Office C-218, West Loop Campus
Office hours (depending on faculty/committee meetings):
Monday/Wednesday: 9:00 – 12:00
Tuesday/Thursday: 1:00 – 4:00
Tutoring Hours: Friday: 9:00 -12:00 (Writing Center, Room C-230)
Office phone: 713-718-8853
E-mail: Jeff.Lindemann@hccs.edu
Learning Web: http://learning.hccs.edu/faculty/jeff.lindemann
English 2328 Course Description
English 2328 is a critical study of major American writers from 1865 to the present. 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 C, D, and E. (optional)
If you use my Learning Web instead of the textbooks, you will need to purchase copies of Eugene O’Neill’s
Long Day’s Journey into Night
and Tennessee
Williams’
A Streetcar Named Desire .
Other Materials
Three ring binder for class handouts and literature that you wish print (optional)
Grade Percentages
Five exams:
Essay #1: (20%) Realism and naturalism (out-of-class essay/1,000 words)
Essay #2: (20%) Early modern literature (out-of-class essay/1,000 words)
Mid-Term Exam: (10%) Long Day’s Journey into Night (in-class)
Exam #3: (20%) Modern fiction (out-of-class essay/1,000 words)
Final Exam #5: (10%) A Streetcar Named Desire (in-class)
Other grades:
Daily quiz grades: (20%)
English 2328, Jeff Lindemann, Southwest College, HCCS, Spring 2015 1

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
Other Abbreviations
L = Late (minus 10 points or a letter grade)
R = Revise (for no higher than 75)
P = Plagiarized (F in the course)
? = Question about assignment (See me!)
Grading Components on My Grading Rubric
1.
Content (most points)
2.
Organization
3.
Sentences
4.
Diction
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. We have on-site tutors and AskOnLine, our 24/7 on-line tutoring service to help you with your out-of-class-essays before you submit them.
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” (an F due to excessive absences).
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.”
English 2328, Jeff Lindemann, Southwest College, HCCS, Spring 2015 2

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.
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.
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
.
English 2328, Jeff Lindemann, Southwest College, HCCS, Spring 2015 3

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. 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
.
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.
Library
The West Loop Library homepage (for hours) is http://swc2.hccs.edu/swc/0506/library/westloop_lib.php
.
The HCC Library homepage (for research) is http://www.hccs.edu/system/library/library.html
.
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
.
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 women’s 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 Iliana Loubser at
Iliana.Loubser@hccs.edu
.
Inclement Weather
During inclement weather conditions, monitor major local channels for updates on school closings. Make sure you know which colleges and which campuses are closed. One HCC college might be closed, but another HCC college might be open.
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).
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
English 2328, Jeff Lindemann, Southwest College, HCCS, Spring 2015 4

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 (Reasonable Behavioral Guidelines)
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.
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 in Times New Roman (point twelve).
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.
14. Save an electronic copy of your three out-of-class essays.
15. The HCC Southwest English Department believes that a turn-around time in grading a set of essays should be no more than two weeks.
16. If you decide to use my Learning Web instead of purchasing the textbook, it is your responsibility to print or download the readings for use in class. It is also your responsibility to purchase copies of Eugene O’Neill’s A Long Day’s Journey into Night and Tennessee Williams’ A Streetcar Named Desire .
17. You must be making an “A” or “B” in order for me to write you a letter of recommendation during the semester. You must have made an “A” or “B” in the course in order for me to write you a letter of recommendation after the semester ends. I do not write “last minute” letters of recommendation. I need two weeks notice to write you a thoughtful letter and place it on HCC stationary for you.
18. If I catch you plagiarizing on an essay you submit to me, you will receive an F in the course.
19. Good learning attitude, cooperative demeanor, and courteous behavior all go a long way with me!
English 2328, Jeff Lindemann, Southwest College, HCCS, Spring 2015 5

Personal Electronics Policies (A Note to the “Thumb Generation”)
1.
Turn off cell phones when class starts unless you are using them to access course materials. (The sounds of cell phones ringing during class are 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). Walking out of class to answer a phone call irritates me. Surely you can wait until after class to respond to a phone call.
3. No Bluetooth devices in ears or ear buds 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.
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).
English 2328, Jeff Lindemann, Southwest College, HCCS, Spring 2015 6

Please note the possible consequences of such dishonesty, as stated in the 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).
EGLS
3
-- 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, b.
fiction (short story and novel), c.
poetry, and d.
drama.
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 researched papers using primary sources and credible 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.
STUDENT LEARNING OUTCOMES
Upon successful completion of this course, students will:
1. Identify key ideas, representative authors and works, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.
2. Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.
English 2328, Jeff Lindemann, Southwest College, HCCS, Spring 2015 7

3. Demonstrate knowledge of the development of characteristic forms orstyles of expression during different historical periods or in different regions.
4. Articulate the aesthetic principles that guide the scope and variety of works in the arts and humanities.
5. Write research-based critical papers about the assigned readings in clear and grammatically correct prose, using various critical approaches to literature.
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.
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.
English 2328, Jeff Lindemann, Southwest College, HCCS, Spring 2015 8

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/MULTI-
CULTURAL STUDIES

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.
English 2328, Jeff Lindemann, Southwest College, HCCS, Spring 2015 9

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:
_____ Exam #1 (20%) Realism and naturalism (out of class)
_____ Exam #2 (20%) Early modern literature (out of class)
_____ Exam #3 (10%)
Long Day’s Journey into Night
(multiple choice in class)
_____ Exam #4 (20%) Modern fiction (in class)
_____ Exam #5 (10%) A Streetcar Named Desire (multiple choice final exam)
_____ Daily Quiz Grades (20%)
Daily Quiz Grades:
_____ Quiz #1
_____ Quiz #2
_____ Quiz #11
_____ Quiz #12
_____ Quiz 21
_____ Quiz 22
_____ Quiz #3
_____ Quiz #4
_____ Quiz #5
_____ Quiz #6
_____ Quiz #7
_____ Quiz #13
_____ Quiz #14
_____ Quiz #15
_____ Quiz #16
_____ Quiz 23
_____ Quiz 24
_____ Quiz 25
_____ Quiz #17
_____ Quiz #8 _____ Quiz #18
_____ Quiz #9
_____ Quiz #10
_____ Quiz #19
_____ Quiz #20
Reminder: No make-ups on daily quizzes. I will drop the two lowest daily grades at the end of the semester.
English 2328, Jeff Lindemann, Southwest College, HCCS, Spring 2015 10

28 CLASS SESSIONS plus FINAL EXAM SESSION
Monday/Wednesday
SESSION #1: (Wednesday, January 21)

Introduction to English 2328

Course information, texts, objectives, grades, class policies

Overview of English 2328
Assignment for Session #2: Read brief introduction to Mark Twain. Read “How to Tell a
Story.” Read “The Celebrated Jumping Frog of Calaveras County.”
SESSION #2: (Monday, January 26 th )

Mark Twain

Realism: Frontier humor
 “How to Tell a Story”
 “The Celebrated Jumping Frog of Calaveras County”

Biographical and historical criticism
Assignment for Session #3: Read brief introduction to Henry James. Read Daisy Miller:
A Study.
Note: Daisy Miller: A Study is a short novel or novella. Schedule time for reading (one-and-a half to two hours).
SESSION #3: (Wednesday, January 28th)

Henry James

Realism: Psychological realism

Elements of fiction/formal criticism

Daisy Miller: A Study
Assignment for Session #4: Read brief introduction to Mary Wilkins Freeman. Read
“The Revolt of Mother.” Read brief introduction to Charlotte Perkins Gilman. Read “The
Yellow Wallpaper.” Read “Why I Wrote ‘The Yellow Wallpaper.’
Session #4 (Monday, February 2 nd )

Realism: Psychological realism, continued

Charlotte Perkins Gilman
 “The Yellow Wallpaper”
 “Why I Wrote ‘The Yellow Wallpaper’”

Realism: Regionalism

Feminist critique/gender studies

Mary Wilkins Freeman
English 2328, Jeff Lindemann, Southwest College, HCCS, Spring 2015 11

 “The Revolt of Mother”
Assignment for Session #5: Read brief biography of Stephen Crane. Read Crane’s “The
Open Boat.” Read the brief biography of Kate Chopin. Read “The Storm.”
Session #5 (Wednesday, February 4 th )

Realism: Naturalism

Stephen Crane
 “The Open Boat”

Kate Chopin
 “The Storm”
Assignment for Session #6: Read brief biography of Sarah Orne Jewett. Read Jewett’s
“A White Heron.” Read brief biography of Charles W. Chesnutt. Read Chesnutt’s “The
Wife of His Youth.”
Session #6 (Monday, February 9

Sarah Orne Jewett
 “A White Heron”

Charles W. Chesnutt
 “The Wife of His Youth” th )
Assignment for Session #7: Read brief biography of Hamlin Garland. Read “Under the
Lion’s Paw.” Read brief biography of Sui Sin Far. Read “In the Land of the Free.”
Session #7 (Wednesday, February 11 th )

Hamlin Garland
 “Under the Lion’s Paw”
 Sui Sin Far’s
 “In the Land of the Free”
Assignment for Session #8: Select your topic from list of topics for Essay #1. Begin writing Essay #1. Bring your rough draft to the next class session.
Holiday (Monday, February 16 th ):
No class. Celebrate President’s Day!
Session #8 (Wednesday, February 18 th )

Writing an essay on literature

Analysis of a sample critical thinking essay on literature
Assignment for Session #9: Complete Essay #1 on American realism and naturalism and have it ready to submit at the beginning of Session #9.
English 2328, Jeff Lindemann, Southwest College, HCCS, Spring 2015 12

Session #9 (Monday, February 23 rd )

Essay #1 is due at the beginning of class!

Introduction to early modern poetry
Assignment for Session #10: Read the brief biography of Robert Frost in our text or on our Learning Web. Read poems by Robert Frost: “The Pasture,” “The Death of the Hired
Man,” “The Road Not Taken,” “Fire and Ice,” “Stopping by Woods on a Snowy
Evening,” “Desert Places,” “Once by the Pacific,” and “Design.”
Session #10 (Wednesday, February 25 th )

Robert Frost

Poetry by Robert Frost (See assigned poems in assignment above.)
Assignment for Session #11: Read the brief biography of Langston Hughes in our text or on our Learning Web. Read poems by Langston Hughes: “The Negro Speaks of Rivers,”
“Mother to Son,” “I, Too,” “The Weary Blues,” “Song for a Dark Girl,” “Genius Child,” and “Theme for English B.”
Session #11 (Monday, March 2 nd

Robert Frost, continued

The Harlem Renaissance
)

Langston Hughes

Poetry by Langston Hughes (See assigned poems in assignment above.)
Assignment for Session #12: Read Brief introduction to Willa Cather in your text or on our Learning Web. Read “Neighbor Rosicky” from a link on our Learning Web. Read brief introduction to Arna Bontemps on a website posted on our Learning Web. Read “A
Summer Tragedy.”
Session #12 (Wednesday, March 4 th )

Langston Hughes, continued

Willa Cather
 “Neighbor Rosicky”

Arna Bontemps
 “A Summer Tragedy”
Assignment for Session #13: Read brief biography of Zora Neal Hurston. Read “The
Gilded Six Bits.” Read brief biography of Katherine Anne Porter. Read “The Jilting of
Granny Weatherall.”
Session #13 (Monday, March 9 th

Zora Neal Hurston
)
English 2328, Jeff Lindemann, Southwest College, HCCS, Spring 2015 13

 “The Gilded Six Bits”

Katherine Anne Porter
 “The Jilting of Granny Weatherall”
Assignment for Session #14: Write Essay #2 and have it ready to submit on Session #14.
Session #14 (Wednesday, March 11 th )

Essay # 2 is due at the beginning of class!

Early modern American poetry
 Ezra Pound’s “In a Station of the Metro”

Amy Lowell’s “The Captured Goddess”
 William Carlos Williams’ “The Red Wheelbarrow”
 Hilda Doolittle’s “Oread”
 Carl Sandburg’s “Chicago”
 Wallace Stevens’ “The Emperor of Ice Cream”
 Marianne Moore’s “Poetry”
Assignment for Session #15: Read the brief biography of Eugene O’Neill. Read Act I of
Long Day’s Journey into Night
. (You might want to read the entire play over Spring
Break!)
th
nd
Session #15 (Monday, March 23 rd )
 Eugene O’Neill
 Long Day’s Journey into Night
(Act I)
Assignment for Session #16: Read Act II of
Long Day’s Journey into Night.
Session #16 (Wednesday, March 25 th )
 Long Day’s Journey into Night (Act II)
Assignment for Session #17: Read Act III of
Long Day’s Journey into Night.
Session #17 (Monday, March 30 th )
 Long Day’s Journey into Night (Act III)
Assignment for Session #18: Read Act IV of
Long Day’s Journey into Night.
Session #18 (Wednesday, April 1 st )
 Long Day’s Journey into Night (Act IV)
Assignment for Session #19: Prepare for Exam on Long Day’s Journey into Night.
Session #19 (Monday, April 6 th )
English 2328, Jeff Lindemann, Southwest College, HCCS, Spring 2015 14


Mid-Term Exam: Long Day’s Journey into Night
Assignment for Session #20: Read the brief biography of F. Scott Fitzgerald. Read
“Babylon Revisited” and “Winter Dreams.”
Session #20 (Wednesday, April 8 th )

F. Scott Fitzgerald and the Jazz Age
 “Babylon Revisited”
 “Winter Dreams”
Assignment for Session #21: Read the brief biography of Ernest Hemingway. Read “The
Snows of Kilimanjaro” and “A Clean, Well-Lighted Place.”
Session #21 (Monday, April 13

Ernest Hemingway th )
 “The Snows of Kilimanjaro”
 “A Clean Well-Lighted Place”
Assignment for Session #22: Read the brief biography of William Faulkner. Read “A
Rose for Emily.” Read brief biography of Eudora Welty. Read “A Worn Path.”
Session #22 (Wednesday, April 15

William Faulkner
 “A Rose for Emily”

Eudora Welty
 “A Worn Path” th )
Assignment for Session #23: Read the brief biography of Flannery O’Connor. Read
“Good Country People.” Read brief biography of Alice Walker. Read “Everyday User.”
Session #23 (Monday, April 20
 Flannery O’Connor
 “Good Country People”

Alice Walker
 “Everyday Use” th )
Assignment for Session #24: Read Legend of La Llorona (on Learning Web). Read the brief biography of Sandra Cisneros. Read “Woman Hollering Creek.” Read brief biography of Amy Tan. Read Amy Tan’s “Two Kinds.”
Session #24 (Wednesday, April 22 nd )
 “Legend of La Llorona” (on Learning Web)

Sandra Cisneros
 “Woman Hollering Creek”

Raymond Carver
 “Cathedral”
English 2328, Jeff Lindemann, Southwest College, HCCS, Spring 2015 15

Assignment for Session #25: Finish Essay #3 and have it ready to submit on Session
#26. Read the brief biography of Tennessee Williams. Read Scenes 1 and 2 of A
Streetcar Named Desire .
Session #25 (Monday, April 27 th )

Essay #3 due at the beginning of class

Tennessee Williams

A Streetcar Named Desire (Scenes 1-2)
Assignment for Session #26: Read Scenes 3-5 of A Streetcar Named Desire .
Session #26 (Wednesday, April 29 th )

A Streetcar Named Desire (Scenes 3-5)
Assignment for Session #27: Read Scenes 6-8 of A Streetcar Named Desire .
Session #27 (Monday, May 4 th )

A Streetcar Named Desire (Scenes 6-8)
Assignment for Session #30: Read Scenes 9-12 of A Streetcar Named Desire .
Session #30 (Wednesday, May 6 th )

A Streetcar Named Desire (Scenes 9-11)
Assignment for Final Exam Session: Study for final exam on A Streetcar Named Desire .

Final Exam on A Streetcar Named Desire . Final is on Monday, May 11 th
at 3:00.
English 2328, Jeff Lindemann, Southwest College, HCCS, Spring 2015 16