Course number: ENGL 2322
Course title: British Literature I
Semester hours: 3
Foundational Component Area
A. The course “focus[es] on how ideas, values, beliefs, and other aspects of culture express and
affect human experience.”
In this course, students read literary, philosophical, and religious texts from a variety of world
cultures and historical periods. In these texts, students are exposed to the ideas, values, and
beliefs of multiple cultures. Class focuses on how these various cultures express universals of
human and how the particular characteristics of each culture affect its inhabitants.
B. The course “involve[s] the exploration of ideas that foster aesthetic and intellectual creation in
order to understand the human condition across cultures.”
The course approaches written culture from two perspectives: from an aesthetic perspective that
emphasizes the literary and artistic qualities of the texts, and from an intellectual perspective that
places the writings in the larger history of ideas.
III. Core Objectives
A. Critical Thinking, Aspect 2: “Students will demonstrate effective inquiry strategies.”
Students in the class develop effective inquiry strategies by learning to select appropriate topics
for assignments. For example, for the explication essay, students are required to select their own
passage to analyze (see Appendix A). Students must therefore learn to choose a passage that is
long enough to fulfill the length requirement, and that has the right level of complexity to yield a
successful explication.
B. Critical Thinking, Aspect 3: “Students will analyze information effectively.”
Throughout the semester, students are required to analyze the course readings, looking for
similarities and differences between individual authors, genres, and cultures. For example, one
essay question on the exam requires students to analyze the relationship between paganism and
early Christianity (see Appendix B). This question requires students to compare the religious
views of early Anglo Saxons and to organize relevant details from the readings to highlight those
similarities and differences.
C. Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
Students are expected to read all assignments carefully and to evaluate them deeply and
thoroughly. A good example of such evaluation is the explication essay, which requires students
to evaluate the chosen passage by paying careful attention to the connotations of individual
words and phrases, and by connecting those details to the larger meaning of the work (see
Appendix A).
D. Critical Thinking, Aspect 5: “Students will synthesize information effectively.”
Throughout the semester, students practice drawing conclusions by combining ideas from
various authors, genres, and cultures. Each exam requires that students write an essay
demonstrating those skills. For example, the question about paganism and early Christianity (see
Appendix B) requires students to formulate a thesis about the place of religion in the early Anglo
Saxon Era and to cite several examples from various readings to support that thesis.
E. Communication, Aspect 1: “Students will demonstrate effective development, interpretation,
and expressions of ideas through written communication.”
Students practice writing skills throughout the course, in multiple formats. For example, students
are required to write an annotated bibliography that summarizes five sources relevant to a topic
of their choice (see Appendix C). Each student is required to formulate a research question and
to choose only sources that are clearly related to that controlling idea (development). For each
source, the student must write a detailed summary which displays mastery of the text
(interpretation). The student is also required to follow conventions for formal academic writing,
including MLA documentation and formatting (expression).
F. Communication, Aspect 2: “Students will demonstrate effective development, interpretation,
and expressions of ideas through oral communication.”
Each student is required to present an oral interpretation of one work to the class (see Appendix
D). The report is graded on the student’s mastery of the material and of the secondary sources
(interpretation). The format of the report, including visual aids, must be relevant, clear, and
easily understood by the audience (development). And the presenter must use a professional,
engaging speaking style (expression).
G. Personal Responsibility: “Students will demonstrate the ability to connect choices, actions and
consequences to ethical decision-making.”
The online discussion forums encourage students to relate the readings to their own ethical
decision-making. For example, in response to Beowulf, students are required to create their own
hero journey, describing how they view and respond to both struggle and redemption (see
Appendix E).
H. Social Responsibility, Aspect 1: “Students will demonstrate intercultural competence.”
By studying the literary, religious, and intellectual legacy of various cultures (including Celtic,
Anglo-Saxon, and the Roman Empire), students learn to identify the contrasting perspectives and
values of those cultural groups. The exam question over paganism and early Christianity, for
example, asks students to discuss the differences between pagan belief structures and early
Christianity. Additionally, students are required to support their views with specific details from
the readings.
Appendix A:
Explication Essay
Topic
You must choose a work from the unit that you do not take the exam for. For example, if you
take the exams for Units One and Three, then you will write your essay about a work in Unit
Two.
If you choose to write about a brief poem (200 words or fewer, such as a short Old English
ballad), you will analyze the entire poem.
If you choose a longer work, you will analyze just one continuous passage from the work (200
words maximum). Do not choose isolated quotations from various places in the work; instead,
focus on several consecutive sentences or lines.
No matter what text you analyze, your essay should not skip anything. Quote and analyze every
word in the poem or in the chosen passage.
No Sources
Research is prohibited for this assignment. However, you may use the course readings, your
course notes, and a dictionary. Any use, direct or indirect, of other outside sources will be
considered plagiarism, and can result in failure of the course.
If you research a particular work for your annotated bibliography, you cannot write about that
work in your offline essay.
If you are having trouble analyzing a particular work, please feel free to discuss it with me. I will
also be glad to read a rough draft of your essay.
Structure
The purpose of an explication is not to simply restate the text in your own words; the purpose is
to explore the deeper meanings of the text. As a result, your explication of a passage should be
significantly longer than the passage itself.
To write a good explication, the work you choose will need to have some complexity and
“depth”; a text that is too clear and straightforward will not allow for enough interpretation.
Introduction
The opening paragraph of your essay should introduce the work you are analyzing and should
present your thesis. Your thesis should indicate that you are writing an explication.
Body
The body of the essay will not look like a typical essay divided into paragraphs. Instead, it will
consist of brief quotations, each followed by analysis.
Break the poem or passage you chose into short quotations. In other words, go phrase-by-phrase,
not line-by-line or sentence-by-sentence. Shorter quotations will allow you space to go more indepth in your analysis of the particular words of the passage. Remember; do not omit any words
from the poem or passage.
Quote each phrase; then discuss the significant aspects of that phrase. You can discuss such
things as theme, conflict, character, setting, point of view, literary techniques, irony, imagery, or
symbolism. In your analysis of a particular phrase, you can refer to other parts of the work, even
if they are not included in the passage you have chosen.
Conclusion
The final paragraph of your essay should create a sense of closure and re-emphasize the main
point of your essay.
Format
The length should be 1000 words.
The essay should be typed as a word-processor document (preferably, Microsoft Word), doublespaced, with one-inch margins. You do not need a title page. Instead, at the top left corner of the
page, put your name, “British Literature," and the date you turn in the assignment. Center the
title just below the heading.
Appendix B:
Exam Question (one essay, forty points, fifty minutes)
Discuss the relationship between paganism and early Christianity as depicted in the readings in
Unit One, the Anglo-Saxon Era.
Your essay should be well-developed and should illustrate how that theme is dealt with in one or
more works.
The essay will be evaluated based on these criteria:

Relevance to the chosen topic

Use of many specific details (such as incidents, images, or dialogue) from the readings

Explanation of the relevance of each detail to the point you are making
You can quote passages word-for-word or paraphrase them.
Appendix C:
Annotated Bibliography
For this assignment, you will write a bibliography including five sources about one topic dealt
from the unit. Basically, you should approach the assignment as if you were finding sources to
write a research paper on your chosen topic. But you will not actually write the paper.
If you research a work for your bibliography, you cannot write your offline essay about that
work.
Topic
You can choose your own topic, as long as it is directly related to the unit. Here are some
possible topics (but you don't have to limit yourself to them):

one aspect of a particular work--for example, examples of courtly love in Sir Gawain

analysis of a particular character--for example, Desdemona in Othello

a theme dealt with in several works--for example, the nature of paganism in early poetry
and Beowulf
Sources
You are to find five sources that directly relate to your topic. Each source must be a secondary
source--in other words, an interpretation of an original work. For example, an analysis of
Beowulf is a secondary source; Beowulf itself is a primary source. One caution: do not use a
review of another work as a source; while reviews are technically secondary sources, they
usually do not have the same depth of analysis as other kinds of secondary sources.
The sources must be library sources, not internet sources. The sources can be of any type, and
they can come from any library. For example, you could use a chapter from a public library book.
Or you could use an online article from the NCTC online databases.
Format
At the beginning of your bibliography, state the theme you are researching. The source entries
should be written in MLA documentation style.
After each source, write a 200-250 word summary of the source. The summary should be
detailed and specific; it should include all of the major points made in the source, and it should
be written in your own words, not quoted from the source. Sometimes, authors of articles will
write their own abstracts; however, do not use an author's abstract for your summary.
An entire book is too long to summarize in the depth this assignment requires; however, you can
include a relevant chapter or section (such as an introduction) from a book in your bibliography.
Your summary does not need to evaluate the source; in other words, you do not need to discuss
the usefulness or quality of the source. Instead, just summarize the content.
The assignment should be typed and double-spaced, with one-inch margins. You do not need a
title page. Instead, at the top left corner of the page, put your name, "English 2323," and the date
you turn in the assignment. Title the assignment "Annotated Bibliography."
Appendix D:
Oral Report
Topic
Your report will cover one work on the syllabus. If the reading assignments for your
chosen work stretch over more than one day, your report only needs to cover the pages
assigned on the day you give your report.
Format
Distribute to the class an outline of your report (about 30 copies). This outline should be
written in complete sentences and should describe your main points in a way that is
understandable by itself, even for someone who has not heard your report.
The report should last 5-10 minutes.
Use of research
The minimum number of sources is 2 (not including our textbook). They can be any type:
books, journal articles, or online sources.
Use MLA format to document your report. Every time you use an idea from a source, even
if you restate it in your own words, you need to include a citation. Put quotation marks
around any phrases or sentences that you copy verbatim from a source.
At the bottom of your last page, include a Works Cited list of all the sources you used.
Approach
Your basic approach should be to help the class better understand the meaning of the work.
Do not discuss the author’s life unless it is directly relevant to the work you are analyzing.
In that case, explain how the author’s biography relates to the work.
For a story, play, or narrative poem (any work with a plot)
Do not retell the plot. Instead, you should discuss characterization, main themes, and
anything else that would help people understand the work.
For a brief lyric poem (one that does not have a plot)
Follow the structure of the poem. Start at the beginning and go through the poem
phrase-by-phrase, discussing all the important details (such as symbolism and
structure) and how those details contribute to the poem’s themes.
For a non-narrative prose work (such as an essay or speech)
Follow the structure of the work. Start at the beginning and go through the work
section-by-section, discussing major themes and explaining concepts, terms, and
historical references as necessary.
Presentation style
An effective presentation style includes an animated delivery, eye contact, and a
conversational (but not too casual) tone. Do not simply read your handout.
You must use 2 or more audio-visual materials in your report. Some effective materials are
illustrations of the work, a portrait of the author, or a video based on the work.
All images used must meet these criteria:
 high-resolution (no pixellation)
 full-color
 large enough to be seen by the whole class
You can be as creative as you wish in your choice of materials; the only requirement is
that they be clearly relevant to the work you are interpreting. Let me know several days in
advance if you need any special equipment.
Appendix E:
Beowulf Discussion Forum Assignment
If you were going to write your own hero journey, what foes or struggles would your character
face? What sort of redemption or victory would your hero seek? Why?
Remember that the characters should be personifications.
Here is how to make an original posting:
1. Read that week's assignment in the textbook.
2. Go to the discussion forum (located in that week's folder), and look for the topic on that
assigned reading. (If there is more than one topic for the week, you can choose the one
that sounds most interesting to you.)
3. Read all the responses already posted on that topic--that way, you can contribute
something to the discussion that hasn't already been said.
4. Create a new thread under that topic, and write a 150- to 200-word paragraph, giving
your ideas about the reading. Be sure to support your response with particular details
(such as brief quotations) from the reading.
COURSE SYLLABUS and CALENDAR
Course Name & Number:
2011
British Literature I
Semester & Year: Fall –
ENGL 2322.870,891,892,970,700
Bowie Campus
Catalog Description: Course Description (NCTC Catalog):
General survey of major British literary masterpieces from the Anglo-Saxon period through the 18th
century; reports and essays. (Course prerequisite: ENGL 1302)
Textbooks & Materials: Longman Anthology of British Lit., Damrosch, 4th Ed., Vol. 1, A,B,C.
Learning Outcomes: Upon successful completion of English 2322, students should be able to
accomplish the following:
Student Learning Outcome
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.
3. Demonstrate knowledge of the development of characteristic forms or styles 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.
Instructor’s Name:
Office Phone #:
Instructor’s Office #: BOW 111
E-mail:
Office Hours: MW 10-12:30p, TR 11-1 or by appointment
Grading Policy & Procedures:
Here is how to calculate your grade:
Quizzes/Reading Assessments
Arthurian Legends Research Essay
Shakespeare Essay
Exams (3)
30%
20%
20%
30%
A= 90-100
B= 80-89
C=70-79
D=60-69
F= 59 or below
Scholastic Integrity: Scholastic dishonesty shall include, but not be limited to cheating on a test,
plagiarism, and collusion. See Student Handbook “Student Rights & Responsibilities: Student
Conduct [FLB- (LOCAL)]” #18. Disciplinary Actions [Student Handbook, p. 164, #5] “When
cheating, collusion, or plagiarism has occurred beyond any reasonable doubt, the instructor may
give the student or students involved an “F” on a particular assignment or in the course. [See
Scholastic Dishonesty FLB (Local)] The instructor shall make a written report of the incident
and of the planned action to his Department Chair. The Department Chair shall report the
incident and action to appropriate instructional dean who shall review the case, notify the student
and, if necessary, take further action. This may involve either probation or suspension of the
student or students in question. If such disciplinary action is deemed necessary, the Dean of
Student Services shall be notified, and the action shall be taken through that office.”
*Note* Students who plagiarize in ENGL 2322 will fail the plagiarized assignment and possibly
the course.
Attendance Policy: Because each day of instruction is important, attendance to each class
meeting is imperative. Students who miss more than five (5) classes are subject to an instructor
initiated drop from the course. Every single class is important. To miss one class is to miss
important information. If you miss class, it is your responsibility to learn from the course
calendar, or from other students, what you missed. In cases of school related activities, I will
require students to turn in assignments prior to missing class. Be prepared to honor this rule if
you are an athlete or participate in extra-curricular activities. I will consider weather and traffic
issues on a case-by-case basis. No late work will be accepted without prior approval.
If you are absent on a day that a quiz is given, the quiz may not be made up. At the end of the
semester, I drop the lowest quiz grade. Late work is not accepted. If you are going to be absent
on the day an assignment is due, it is your responsibility to get the assignment turned in on time.
There are no “excused” or “unexcused” absences in college classes- only absences.
Please arrive to class on time. Tardiness disrupts learning for everyone.
Disability Accommodations: The Office for Students with Disabilities (OSD) provides
accommodations for students who have a documented disability. A disability is anything that can
interfere with learning, such as a learning disability, psychological challenge, physical illness or
injury. Accommodations may include extra time on tests, tests in a non-distracting environment,
note taker in class, etc. On the Corinth Campus go to room 170 or call 940-498-6207. On the
Gainesville Campus go to room 110 in the Administration (100) Building or call 940-668-7731
ext. 4321. On the Bowie Campus, please go to the Student Success Center for additional
information. North Central Texas College is committed to both the spirit and letter of federal
equal opportunity legislation, including the Americans with Disabilities Act (ADA) of 1990,
ADA Amendments Act of 2009, and Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112).
ACCESS Program: The ACCESS Program provides accommodations for students who have a
documented disability. A disability is anything that can interfere with learning, such as a learning
disability, psycho-logical challenge or physical illness or injury. Accommodations may include
extra time on tests, tests in a non-distracting environment, a note taker in class, etc. On the
Corinth Campus, contact: Wayne Smith, ACCESS Coordinator, at (kwsmith@nctc.edu), 940498-6207 or Penny Cogbill, Departmental Assistant, at (pcogbill@nctc.edu, 940-498-6212) or
William Leija, Departmental Assistant, at wleija@nctc.edu, 940-498-6224 in Suite 170. For the
Gainesville, Bowie, or Graham Campuses, contact Yvonne Sandmann, ACCESS Specialist, at
(ysandmann@nctc.edu, (940) 668-7731 ext. 4321) in Room 110 on the Gainesville
Campus. NETWORKS is a childcare reimbursement program that may assist technical students
with partial childcare reimbursement for those who apply and qualify. Contact Yvonne
Sandmann, ACCESS Specialist, for more information.
Student Success Center: The Student Success Center is designed to help all students at NCTC
develop tools to achieve their academic goals. This program also links students to FREE
tutoring, including a Writing Center, a Math Lab, and free 24/7 online tutoring and helps new
students acclimate to college by providing computer lab services for prospective students. All
students are invited to visit the Student Success Center on the Corinth Campus go to rooms 170,
182, or 188; on the Gainesville Campus go to rooms 114 or 111; on the Flower Mound Campus
go to room 111, on the Bowie Campus go to room 124.
TRIO Program: TRIO Programs are federally funded programs which offer services designed to
assist students in achieving their academic goals. Services include educational workshops,
academic advising, tutoring, personal counseling, career counseling, cultural enrichment, and
financial aid information. Students may be eligible for TRIO if they are currently enrolled at
North Central Texas College, have academic need, and meet at least ONE of THREE criteria
which include: 1) first generation status—neither parent has graduated from college, 2) income
level is within federal low income guidelines, and/or 3) has a documented disability. TRIO is
located in Room 170 on the Corinth Campus, Room 112 on the Gainesville Campus, and Room
124 on the Bowie Campus.
Students can also access the Department of Student Success’ website by going to www.nctc.edu
and clicking on the red button in the middle of the page labeled “Tutoring and Other
ACADEMIC SUPPORT SERVICES” or by going directly to
http://www.nctc.edu/Student_Services/Access/AcademicandStudentSupportServices.htm.
EEOC Statement: North Central Texas College does not discriminate on the basis of race, color,
national origin, gender, religion, age, or disability in the employment or the provision of services.
Etiquette/Professionalism Policy: We will read material from a diverse group of thinkers and
writers. Always, we will be sharing a variety of ideas and values, many with which you may not
agree. Polite debate is welcome, but insults and denigration of the ideas of another student or of
the instructor is not welcome and will not be tolerated. Any student who mocks or scoffs at
anyone else in the class will be promptly dismissed, counted absent, and may not return to class
until the offensive student has experienced a conference with me. Also, please be respectful
when others are speaking. Class discussion is a time to share ideas and opinions- not a time for
personal conversations with your neighbors. Please conduct yourself as a professional in our
classroom by participating in discussions and by keeping up with readings and assignments.
Consider your academic audience, purpose, and occasion at all times.
Important Policies:
Do not text message, accept incoming calls, or use your cell phone or iPod during class. Turn off
cell phones. Put them away. If you are asked to leave because you are texting, you will be
counted absent for the day.
Do not wear ear buds to class, even if your stereo device is turned off.
There is no food or drink permitted in classrooms on the Bowie Campus; however, bottled water
is acceptable.
If you are asked to leave class because of behavioral issues, you will be counted absent for the
day.
Sleeping students will be asked to leave class and will be counted absent for the day. A
conference with me may follow the incident involving the sleeping student.
While I am available via email or through Angel mail, please know that I am not a 24 hour help
desk. I try to respond to most emails within 24 hours but this may increase during certain busy
times of the semester. If you want me to look at a draft or other assignment, please allow for
ample response time.
COURSE CALENDAR
Events subject to change; check email regularly for modifications and updates.
Instructor’s Note: You are expected to read the material before coming to class. I will give
more detailed reading assignments during class.
Week One- 8.22-8.26
The Middle Ages
Background + Old English p. 7-19
Introduction to the epic
Introduction to Beowulf p. 32 (LO 1-3)
Week Two- 8.29-9.2
The Middle Ages
Beowulf cont.
From Grendel by John Gardner p. 107
Response assignment (LO 1-4)
Week Three-9.5-9.9
Labor Day Holiday- 9.5
The Middle Ages
Intro to Arthurian Legends
“Sir Gawain and the Green Knight” p. 219
Intro to Arthurian Legends Essay (LO 1-6)
Week Four- 9.12-9.16
The Middle Ages- Intro to Group Project
From History of the Kings of Britain p. 184
“The Miracle of Galahad” p. 281
“The Day of Destiny” p. 298
Arthurian Legends Essay- Rough Drafts
Week Five- 9.19-9.23
The Middle Ages
Geoffrey Chaucer
Introduction to The Canterbury Tales
“The General Prologue p. 318
Canterbury Tales Writing Assignment
Week Six-9.26-9.30
The Middle Ages
Arthurian Legends Essay Due
The Canterbury Tales cont.
Exam #1
Intro to The Elizabethan Age p. 627-639
(LO 1-6)
(LO 1-6)
(LO 1-4)
Week Seven- 10.3-10.7
The Elizabethan Age- GROUP PROJECTS
Sonnet Sequences in the 16th c.- p. 665
Wyatt/Petrarch p. 667-670
Edmund Spenser from “Amoretti” p. 676
Sir Philip Sidney from “Astrophil and Stella” p. 680
Article Review Due (LO 1,2, 4-6)
Week Eight- 10.10-10.14
The Elizabethan Age
Sir Thomas More- Utopia p. 714
Writing Assignment – Annotated Bibliography Due (LO 1-5)
Week Nine- 10.17-10.21
The Elizabethan Age
Intro to William Shakespeare/Globe Theater
Sonnets p. 1203
Sonnet Analysis Due
Exam #2 (LO 1-5)
Week Ten- 10.24-10.28
The Elizabethan Age
Othello Acts I and II
Othello Essay Assignment Overview
Othello Quiz
(LO 1-4)
Week Eleven- 10.31-11.4
The Elizabethan Age
Othello Acts III and IV
Othello Quiz (LO 1-4)
Week Twelve- 11.7-11.11
The Elizabethan Age
Othello Act V and wrap-up
Othello Quiz (LO 1-4)
Week Thirteen- 11.14-11.18
The Elizabethan Age
Othello Essay Due
The Cavalier Poets- Herrick p. 1618, Herbert p. 1626, Lovelace p. 1639, Marvell p. 1653
The Metaphysical Poets- John Donne p. 1586, Donne Writing Assignment
(LO 1-6)
Week Fourteen- 11.21-11.25
The Elizabethan Age/Restoration and 18th c.
John Milton p. 1698
“How Soon Hath Time” p. 1713, “When I Consider How My Light is Spent” p. 1716
Paradise Lost -Book One p. 1727
Intro to the Restoration and 18th c. p. 1981
(LO 1-3)
Week Fifteen- 11.28-12.2
The Restoration and 18th century
Jonathan Swift p. 2337
Gulliver’s Travels overview, “A Modest Proposal” p. 2431
Alexander Pope p. 2438
“The Rape of the Lock” p. 2470
(LO 1-3)
Final ExamsMWF 9 class- Monday, Dec. 5
MW 12:30 class- Wednesday, Dec. 7
Last day to drop with a “W”- November 12th