ENGL 220: Introduction to Literature
Murder on the Page
Spring 2015 Syllabus
Instructor: Tishna M. Asim
Office: TA Office & AL 338
Class: Tu & Th 2:00-3:15pm
Place: SH113
Email: tasim@mail.sdsu.edu
Office Hours: T 3:30-5:30 pm
Office Mailbox: AL 226
Course Description: “Murder on the Page” will examine a broad range of literature dealing with crime, justice,
and death to explore human nature. These works represent multiple genres (poetry, drama, short story, film and
novel) and will span multiple eras to demonstrate humanity’s pervasive (and at times, perverse) fascination with
criminality and murder. From Ancient Greece to Depression-era Alabama, our tour of literature is diverse. In
life and literature, issues of guilt and innocence are often obscured by extenuating circumstances, subtle
nuances both in and out of the courtroom, and varied voices (gendered voices, racial/ethnic voices), and we will
probe the gray areas of free will and consciousness through the lens of law and crime. We will be challenged
together to adopt multiple roles—not just readers, but investigators, prosecutors, defense attorneys, victims, and
accused alike. At times, we will delve into psychology and philosophy to expose the nature of the multi-faceted
characters we will study.
We will experience literature across the lines of culture, race, gender, age, and historical period to foster and
deepen our understanding of major literary genres. We will practice interpreting, analyzing, and evaluating
various texts as a means of further inhabiting and experiencing those texts and those ideas. We will confront
controversial issues that make us uncomfortable as we press upon that which is difficult and distressing in our
world. In this way, we will investigate our values as a society, our institutions and power constructs, and our
roles within those establishments.
REQUIRED TEXTS AND MATERIALS:
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Christie, Agatha. Murder on the Orient Express
Du Maurier, Daphne. Rebecca
Lee, Harper. To Kill a Mockingbird
Stevenson, Robert Louis. Strange Case of Dr. Jekyll and Mr. Hyde
ENGL 220, Section 5 Course Reader
The Silence of the Lambs (film)
Additional readings will be handed out in class or posted for printing on Blackboard
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LEARNING OUTCOMES
English 220 should help students to:
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Develop an appreciation of literature;
Develop self-confidence as readers based on a growing ability to understand and appreciate
literary works in a variety of styles, structures, and representational modes;
Develop an awareness of the way readers participate in the realization of literary texts;
Understand how reading is shaped by the readers’ assumptions, expectations, and experience;
Understand that literature is not limited to its cognitive dimensions, and that literary works are
not merely text to be analyzed and interpreted, but sites to be inhabited and experienced;
Acquire a core vocabulary of terms that will enable them to discuss and compare literary works
productively;
Deepen their understanding of the major literary genres by studying examples of each;
Become familiar with a substantial array of literary texts that includes, but is not necessarily
limited to, major canonical works and that offers some variety in terms of period, culture, style,
structure, mood, and level of accessibility;
Be able to analyze a variety of texts (written, visual, performance, etc.) with a sensitivity and
appreciate for cultural and historical contexts;
Develop their ability to write clearly and thoughtfully in response to literary text;
Develop the ability to argue from multiple points of view within the larger conversation(s);
Develop their sensitivity to language and their appreciation of the way it is used in literature.
This course is one of nine courses that you will take in General Education Foundations. Foundations courses
cultivate skills in reading, writing, research, communication, computation, information literacy, and use of
technology. They further introduce you to basic concepts, theories and approaches in a variety of disciplines in
order to provide the intellectual breadth necessary to help you integrate the more specialized knowledge
gathered in your major area of study into a broader world picture.
This course is one of four Foundations courses that you will take in the area of Humanities and Fine Arts.
Upon completion of this area of Foundations, you will be able to: 1) analyze written, visual, or performed texts
in the humanities and fine arts with sensitivity to their diverse cultural contexts and historical moments; 2)
describe various aesthetic and other value systems and the ways they are communicated across time and
cultures; 3) argue from multiple perspectives above issues in the humanities that have personal and global
relevance; 4) demonstrate the ability to approach complex problems and ask complex questions drawing upon
knowledge of the humanities.
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REQUIREMENTS
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ESSAYS: Two formal essays between 6-8 pages (discussed in detail below)
FINAL EXAM: Involving quotation identification and analysis; more details to follow.
PORTFOLIO: You will compose a number of informal, shorter texts: homework, in-class writing,
reflections, reading responses, quizzes, etc. Altogether, this is your “portfolio.”
QUIZZES: On occasion, you’ll do short quizzes to check you’ve read the texts closely and understand
key concepts. The quizzes will be unannounced. If you read the texts closely and pay attention in class
the quizzes will be really easy.
POSTS & PRESENTATIONS: You will occasionally be asked to post to discussion boards on
Blackboard. You may also be asked to give a brief presentation, either individually or as part of a group.
PARTICIPATION: You are expected to participate. Active participators will arrive prepared, pay
attention, and get involved in class activities. We will engage in both small group and large class
discussion activities, as well as peer review, workshops and conferencing. Your participation in class,
peer review and during scheduled conferences is important and counts for 15% of your grade.
GRADING
ASSIGNMENTS
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Due Date
Papers (2 over the course of the semester)
20 each = 40
Final Exam
30
March 17 (Tu)
April 14 (Tu)
TBA
Portfolio: Quizzes, responses, in-class writing, etc.
15
ongoing
Participation
15
ongoing
Total
100
You will generally receive graded papers within two weeks; that is subject to change depending on the amount
of commentary I feel is necessary to help you improve and excel.
GRADE BREAKDOWN:
A = 93 and above
A- = 90-92.99
B+ = 87-89.99
B = 83-86.99
B- = 80-82.99
C+ = 77-79.99
C = 73-76.99
C- = 70-72.99
D+ = 67-69.99
D = 63-66.99
D- = 60-62.99
F = below 60
COURSE POLICIES
Attendance: There is no substitute for attending class. Since this is a discussion-oriented course, your
attendance is crucial. Regular attendance will greatly elevate your chances of performing well. Simply
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showing up for class, however, will not be enough. Active, attentive and engaged contributions to our class
discussions are required for your success…and your grade.
If you are absent, you are still responsible for knowing what was covered in class, what the homework is, and
when it is due. I suggest you exchange phone numbers and/or emails with at least two of your classmates. In
addition, check Blackboard regularly. If these resources fail, you may contact me.
If you are late/absent and missed in-class work, you will receive a zero for that assignment. Assignments
done in class simply cannot be made up.
Three (3) unexcused absences will result in a loss of two full letter grades. Five (5) unexcused absences
will result in a failing grade for the entire semester. Students who leave during class will be marked absent.
Students who are distracted and disruptive (texting, surfing, etc.) will be marked as absent and/or asked to
leave. Whether an absence is excused or not will be determined at my discretion, and on a case-by-case basis.
Essays: You will be required to write 2 essays (6-8 pages depending on the assignments) for this course.
Final drafts will be uploaded to Turnitin on the date specified, AND you will bring a hardcopy to class.
Emailed papers will not be accepted. Specific criteria for each essay will be given along with the prompt.
Re-writes and revisions will not be allowed or accepted.
Formatting & Citation: All essays must be typed, double-spaced using 12-point Times New Roman font with
1-inch margins, and be stapled. The citations and bibliographic information must adhere to MLA format.
Late Paper Policy: I do not accept late papers. If there are special circumstances or anticipated absences,
please address them with me in advance. I will review extreme cases and unanticipated emergencies on a caseby-case basis and at my sole discretion.
Workshops: You will be working in groups with other students during class for discussion and various
activities. Your effort and respectful contribution to these collaborative efforts will be taken into account as
part of your Participation grade, as will your individual participation throughout the semester.
CLASSROOM ETIQUETTE
RESPECT: During this course, we will be covering controversial and debatable subjects. Since this is a
discussion-based class, it is vital that you listen and speak respectfully to others at all times. Discriminatory,
disrespectful, and/or threatening remarks will not be tolerated. I encourage you to express your opinions, of
course – they will often inspire good discussions—but please do so consciously with tact and professionalism.
Please be on time to class. Disruptions caused by latecomers are a disservice to me and your colleagues.
TECHNOLOGY: Please be courteous to me and your fellow students by turning off cell phones, music
players, etc. No laptop use will be allowed. If I see inappropriate use of electronic devices, I will mark you
absent.
PLAGIARISM: Any assignment that is plagiarized will receive a zero. Any student found to have plagiarized
may be subject to discipline under University policies. Visit the Center for Student Rights and Responsibilities
at http://studentaffairs.sdsu.edu/SRR/cheating-plagiarism.html for more info. SDSU’s library has an excellent
tutorial on avoiding plagiarism.
Turnitin Policy: Turnitin (integrated within Blackboard) will be used in this course for submission of the four
essay assignments. Students in this course agree that papers are subject to submission for textual similarity
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review to Turninit.com for the detection of plagiarism. All submitted papers will be included as source
documents in Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers.
Students may submit their papers in such a way that no identifying information about them is included.
Alternatively, a student may request, in writing, that her/his papers not be submitted to Turnitin.com. However,
this option requires the student to provide documentation and original source material(s) to substantiate that the
papers are the original work of the student and do not include any plagiarized material.
EMAIL: Please use your resources first (Blackboard, the syllabus, classmates), but feel free to email me
if/when other resources fail. I will respond within 24-48 hours. Additionally, please sign all emails, especially
if your email address does not contain your name. In some cases, your question will not be easily answered by
email so please come see me during office hours or by appointment if you need specific questions answered
about your papers or the writing process, etc. (I strongly suggest that you do not wait to ask questions until the
night before your papers are due.)
Student Athletes: Student-athletes have demanding, dynamic schedules. As an instructor, I am committed to
helping you succeed in the course. To do so, regular and effective communication is needed. While exceptions
will not be made for attendance, assignment deadlines, or exams, I’m happy to work with all student-athletes in
conjunction with Student-Athlete Support Services (SASS) to help you excel in all your endeavors. For more
information on SASS’ academic advising and tutoring services, please call (619) 594-4743. If you are a student
athlete with away games scheduled during the semester, let me know by the end of the first week of class, and
present me with a copy of your team travel schedule. We will then make appropriate scheduling arrangements.
Support Services: Research materials are regularly available at the SDSU library. Additionally, drop-in RWS
tutoring services are also available. Tutor times vary per semester so check the schedule early on in the course
for availability.
Blackboard: We will be using Blackboard for assignments, readings, and other course-related activities,
including grades.
COURSE ASSISTANCE SERVICES
COURSE TUTORING: If you would like additional assistance and encouragement, SDSU has an excellent
staff of tutors to assist students in all courses. Students who need assistance with course concepts or writing
assignments in English or ESL are encouraged to contact the department of Rhetoric and Writing Studies at
(619) 594-6515 for more information on drop-in tutoring hours.
The Writing Center is also a great resource available to you. It is located in Love Library, Room LA 1103 next
to the Circulation desk. For more information, visit: http://writingcenter.sdsu.edu.
STUDENTS WITH DISABILITIES: If you are a student with a disability and believe you will need
accommodations for this class, it is your responsibility to contact Student Disability Services at (619) 594-6473.
To avoid any delay in the receipt of your accommodations, you should contact Student Disability Services as
soon as possible. Please note that accommodations are not retroactive, and that accommodations based upon
disability cannot be provided until you have presented your instructor with an accommodation letter from
Student Disability Services. Your cooperation is appreciated. Disability Discrimination Prohibited: No
otherwise qualified handicapped person shall, on the basis of handicap, be excluded from participation in, be
denied the benefits of, or otherwise be subjected to discrimination under any academic or other postsecondary
education program receiving federal funds. If you are registered with Disabled Student Services (DSS), I am
happy to work with you to accommodate your learning needs.
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ASSIGNMENT SCHEDULE
*Please note that this schedule is subject to change. Additional short readings and homework assignments not
currently on the schedule will be announced in class. You will be notified of all changes.*
ALL READINGS ARE EXPECTED TO BE COMPLETED OUTSIDE OF CLASS BEFORE THE
FIRST CLASS DISCUSSION DATE, UNLESS OTHERWISE SPECIFIED.
WEEK 1:
Introduction to Literature: Murder on the Page
T 1/22/15
Opening Statements: Syllabus, Introductions
WEEK 2:
T 1/27
Th 1/29
WEEK 3:
T 2/3
Theme 1: The Letter of the Law
Antigone and Obedience
Antigone continues…
Theme 2: Justice, Fate, and Free Will & Oedipus Rex
Theme 3: Justice, Fate, and Free Will: Beyond the Letter of the Law
Oedipus Rex continues…
Th 2/5
Oedipus Rex & Antigone: reconciling justice, fate, and free will
WEEK 4:
T 2/10
Theme 4: Law and Race: To Kill a Mockingbird
Th 2/12
Mockingbird continues: Discussion of the Emmett Till case & jury nullification
WEEK 5:
T 2/17
Th 2/19
WEEK 6:
T 2/24
Th 2/26
WEEK 7:
T 3/3
Mockingbird concludes…
Theme 5: Poverty and Crime: Wordsworth’s “The Thorn”
Wordsworth’s “Goody Blake and Harry Gill”
Miscarriages of justice: money talks? And why is it always the butler?
Essay Workshop; Paper prompts distributed
Theme 6: Truth in Justice—does it matter? Excerpt from Frankenstein: the
trial of Justine; Evaluating themes of justice and/or fairness in Frankenstein
Theme 7: Detectives in Literature: Doyle’s “The Adventure of the Speckled
Band”
Inside “the locked room” and literary depictions of detectives
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Th 3/5
WEEK 8:
T 3/10
Th 3/12
WEEK 9:
T 3/17
Th 3/19
WEEK 10:
T 3/24
Th 3/26
Detectives continue…
Theme 8: Law vs. Justice: Murder on the Orient Express & Hercule Poirot’s
M.O.
Murder on the Orient Express continues: Class, Race, National Identity and
Gender
Murder on the Orient Express concludes….
FIRST PAPER DUE
Theme 9: Alternate Voices:
Poe’s “The Tell-Tale Heart” & “The Cask of Amontillado”
Theme 10: Vengeance and Justice: Rebecca and the importance of
perspective(s) in narration
Rebecca continues…Gothic bodies, gendered bodies, monstrous bodies
Paper Prompts distributed
Rebecca concludes…
Psychology, Gender, and Murder: Glaspell’s “A Jury of Her Peers”
WEEK 11:
T 3/31
Th 4/2
Spring Recess—no class
Spring Recess—no class
WEEK 12:
T 4/7
Theme 10 concludes…Essay Workshop
Th 4/9
Poe’s “Murders in the Rue Morgue” as introduction to Theme 11
WEEK 13:
T 4/14
Th 4/16
WEEK 14:
T 4/21
SECOND PAPER DUE
Theme 11: Murderer: Monster or Victim?
The Silence of the Lambs
Excerpt from Halberstam’s “Skin Shows”
Examining Hannibal and Buffalo Bill, determining who/what is “Other”
Revisiting the Gothic and the Monstrous
Theme 12: Psychology of Criminality: Strange Case of Dr. Jekyll and Mr.
Hyde
The Monster in the Mirror
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Th 4/23
Jekyll & Hyde continues…
WEEK 15:
T 4/28
Jekyll & Hyde concludes…Psychology: factors in aggravation or mitigation?
Th 4/30
Family Reunion: Bringing all our murderers together
Direct and Cross examinations
Character Evidence
The Penalty Phase
WEEK 16:
T 5/5
Th 5/7
Review Session for final exam
Last Day: Closing Arguments & Reflections
FINAL:
TBD
To Be Determined and then Announced…
As you may have noticed, some of these texts contain material that may be objectionable to some. Students
who are uncomfortable with frank discussions and depictions of murder, violence, rape/incest, and sexuality
may want to consider a different course.