Course number: ENGL 2333
Course title: World Literature II
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 texts and
philosophical and cultural movements (see Appendix B). This question requires students to
compare the philosophical views of various thinkers and writers of The Enlightenment and to
analyze selected content and philosophical application.
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 Enlightenment era thinkers (see
Appendix B) requires students to formulate a thesis about the relevance of selected works to the
philosophical and cultural movement and 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 readings over Modernism, students must decide
which characteristics and/or themes are most relatable and relevant to their own navigation of
modern society and culture (see Appendix E).
H. Social Responsibility, Aspect 1: “Students will demonstrate intercultural competence.”
By studying the literary, religious, and intellectual legacy of various cultures and peoples,
students learn to identify the contrasting perspectives and values of those cultural groups. The
discussion forum over Modernism, students must identify characteristics and themes and apply
those themes to modern society. Students will have read and studied how this movement
influenced various cultures and peoples and will connect these ideas in their responses. In their
discussion posts, 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 Petrarch sonnet), 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, "World 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)
Writers and thinkers of the Age of Enlightenment attempted to resolve the quarrel between
“ancients” and “moderns.” That is, they attempted to answer the question, “Is the latest thing
always the best?” Choose one of the assigned works from this unit and discuss the ways this
work represents this 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, the satire of chivalry in Don Quixote

analysis of a particular character--for example, Desdemona in Othello

a theme dealt with in several works--for example, the nature of the gods in ancient
Greece
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 Don
Quixote is a secondary source; Don Quixote 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 2332," 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:
Modernism Discussion Forum Assignment
After reading the fiction and poetry in this unit, discuss which characteristic of Modernism you
feel is most relatable and most relevant to modern society and culture.
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.
NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
The North Central Texas College (NCTC) Course Syllabus provides the following as required by the Texas
Higher Education Coordinating Board (THECB): (1) a brief description of the course including each major
course requirement, assignment and examination; (2) the learning objectives for the course; (3) a general
description of the subject matter of each lecture or discussion; and (4) any required or recommended
readings. Contact information for the instructor is also provided. The Course Syllabus also provides
institutional information to indicate how this course supports NCTC’s purpose and mission. Information
specific to a particular section of the course will be included in the Class Syllabus and distributed to
enrolled students.
Course Title: World Literature II
Course Prefix & Number: ENGL 2333
Section Number: 500
Term Code: 122S
Semester Credit Hours: 3
Lecture Hours: 48
Lab Hours: 0
Course Description (NCTC Catalog):
Study of selected masterpieces of world literature from the Neo-Classical period to the present day;
reports and essays.
Course Prerequisite(s): ENGL1302
Course Type:
 - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core)
 - Academic NCTC Core Curriculum Course
 - WECM Course
Name of Instructor:
Erica C. Thompson
Campus/Office Location:
Flower Mound, Rm. 107
Telephone Number:
972-899-8337
E-mail Address:
ecthompson@nctc.edu
REQUIRED OR RECOMMENDED COURSE MATERIALS
The Norton Anthology of World Literature, 3rd Ed., Three-Volume Set, Vols. D-F. Norton, 2012.
Recommended: A grammar/style handbook, such as Little Brown Compact Handbook, 7th Ed.
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
Graded Course Elements
Percentage or Points
Values
Unit Test 1 (HPVA1, 2, 7)
15%
Unit Test 2 (HPVA1, 2, 7)
15%
Unit Test 3 (HPVA1, 2, 7)
15%
Essay 1 (HPVA1, 2, 3, 7)
15%
Essay 2 (HPVA1, 2, 3, 7)
15%
Reading Quizzes, Responses, & Class Discussions (HPVA1, 2, 5, 7)
15%
Final Exam (HPVA1, 2, 7)
10%
INSTITUTIONAL LEARNING GOALS

A quality general education curriculum in all associate degree programs.

Quality freshman and sophomore level courses in arts and sciences which parallel the lower
division offerings of four-year colleges and universities.

Quality technical programs leading directly to careers in semi-skilled and skilled occupations,
and quality technical education programs up to two years in length leading to certificates and
associate degrees.

Quality programs and services in support of adult literacy and basic skills development as a
mean of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of offering quality general education curriculum in all associate
degrees by offering a core of general education courses designed to help students achieve academic,
career and lifelong goals. Acquiring knowledge, thinking critically, and utilizing the methodologies of
various disciplines exposed students to experiences that serve to advance their personal growth. The
chief focus of the General Education Core Curriculum at NCTC is to emphasize Exemplary Educational
Objectives and Basic Intellectual Competencies.
DEPARTMENTAL PURPOSE STATEMENT
The Department of English, Speech, and Foreign Language provides quality instruction to students
pursuing their academic and career goals.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to help
students achieve academic, career and lifelong goals. The chief focus of the General Education Core
Courses at NCTC is to emphasize basic intellectual competencies and broad intellectual perspectives.
CORE CURRICULUM COMPONENT AREA: HUMANITIES, VISUAL & PERFORMING ARTS
The overall objective of the Humanities, Visual & Performing Arts component area is to expand
students’ knowledge of the human condition and human cultures, especially in relation to
behaviors, ideas, and values expressed in works of human imagination and thought. Through
study in disciplines such as literature, philosophy, and the visual and performing arts, students
will engage in critical analysis, form aesthetic judgments, and develop an appreciation of the
arts and humanities as fundamental to the health and survival of any society. Students should
have experiences in both the arts and humanities.
HUMANITIES, VISUAL & PERFORMING ARTS: EXEMPLARY EDUCATIONAL OBJECTIVES (EEOs)
 (HPVA1)
To demonstrate awareness of the scope and variety of works in the arts and
humanities.
 (HPVA2)
To understand those works as expression of individual and human values within
a historical and social context.
 (HPVA3)
To respond critically to works in the arts and humanities.
 (HPVA4)
To engage in the creative process or interpretive performance and comprehend
the physical and intellectual demands required of the author or visual or
performing artists.
 (HPVA5)
To articulate and inform personal reaction to works in the arts and
humanities.
 (HPVA6)
To develop an appreciation for the aesthetic principles that guide or govern the
humanities and arts.
 (HPVA7)
To demonstrate knowledge of the influence of literature, philosophy, and/or the
arts on intercultural experiences.
STUDENT LEARNING OUTCOMES
EEO
HPVA1
HPVA7
Student Learning Outcome
1. Identify authors, titles, major andminor characters, place names, details, and short quotations from the
works studied, as well as significant events, places, and historical figures from several continents through the
seventeenth century.
2. Define literary terms appropriate to the assigned readings, along with terms from
world history and various cultures and languages.
HPVA2
3. Describe in some detail and discuss literary, historic and cultural periods,
movements, philosophies, or techniques as covered in the readings and lectures.
4. Demonstrate an understanding of the works studied by correctly answering
examination questions and/or writing essays or reports.
5. Locate, appraise, and select scholarly research materials from print, electronic
media, and internet sources appropriate to research question.
6. Synthesize research findings, avoid plagiarism, and use MLA style of documentation.
BASIC INTELLECTUAL COMPETENCIES FOR THIS COURSE
 READING – Reading at the college level means the ability to analyze and interpret a variety of
printed materials – books, articles and documents. A core curriculum should offer student the
opportunity to master both general methods of analyzing printed materials and specific methods for
analyzing the subject matter of individual disciplines.
 WRITING – Competency in writing is the ability to produce clear, correct, and coherent prose
adapted to purpose, occasion, and audience. Although correct grammar, spelling, and punctuation
are each a sine qua non in any composition, they do not automatically ensure that the composition
itself makes sense or that the writer has much of anything to say. Students need to be familiar with
the writing process including how to discover a topic and how to develop and organize it, how to
phrase it effectively for their audience. These abilities can be acquired only through practice and
reflection.
 SPEAKING – Competence in speaking is the ability to communicate orally in clear, coherent, and
persuasive language appropriate to purpose, occasion, and audience. Developing this competency
includes acquiring poise and developing control of the language through experience in making
presentations to small groups, to large groups, and through the media.

 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 evaluate arguments and to
construct alternative strategies. Problem solving is one of the applications of critical thinking, used
to address an identified task.
 COMPUTER LITERACY – Computer literacy at the college level means the ability to use computerbased 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.
STUDENT SUPPORT SERVICES
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.
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).
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.
Financial Aid,
Scholarships, and
Veterans Services
The Financial Aid Office is responsible for administering a variety of programs
for students who need assistance in financing their education. The first step
for financial aid is to complete a FAFSA. For more information, please visit your
nearest Financial Aid Office.
IMPORTANT STUDENT INFORMATION
Last day to Withdraw
For the Spring 2012 semester, the last day to withdraw from a course with a
“W” is April 12, 2013.
Student Rights &
Responsibilities
NCTC Board policy FLB (Local) Student Rights and Responsibilities states that
each student shall be charged with notice and knowledge of the contents and
provisions of the rules and regulations concerning student conduct. These
rules and regulations are published in the Student Handbook published in
conjunction with the College Catalog. All students shall obey the law, show
respect for properly constituted authority, and observe correct standards of
conduct.
Scholastic Integrity
Scholastic dishonesty shall constitute a violation of college rules and
regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a test,
plagiarism, and collusion.
NCTC Tobacco Policy
NCTC restricts the use of all tobacco products, including cigarettes, cigars,
pipes, and smokeless tobacco, on campus property. NCTC is aware that
tobacco use influences underage students, causes the accumulation of
unsightly tobacco litter, and interferes with assuring clean air for all who come
to NCTC. NCTC recognizes the health hazards of tobacco use and of exposure
to second hand smoke. Information on tobacco cessation programs is available
for students, faculty, and staff who wish to stop using tobacco products. We
would like to thank you for your help in making our campuses tobacco-free.
For questions or concerns, please contact the Office of Vice President of
Student Services at 940.668.4240.
CLASS POLICIES
Plagiarism Policy



Plagiarism is the appropriating, buying, receiving as a gift, or obtaining
by any means another’s work and the unacknowledged submission or
incorporation of it in one’s own written work.
Duplicate Essay Submissions: Do not submit an essay for this class that
you have submitted/are submitting for another class. Duplicate essays
will be treated as plagiarism.
Consequences: Plagiarism on any assignment in Engl. 2332.500 will
Attendance Policy
result in a failing grade for the course and will be reported to the
college.
Attending class is extremely important in this course. If, however, you must be
absent, you are expected to be prepared for class in the same manner as those
students who were present.

Punctuality and
Professionalism
Class begins on time. Please pay your classmates and me the respect of coming
to class on time.




Make-up Work
DO NOT email or phone me to get homework or missed assignments.
Get the contact information for a classmate and ask him or her.



If a student sleeps in class, that student will be awakened and will
leave the class.
Cell phones are not to be turned on during class. Do not talk or text on
your cell phone during class, or you will be asked to leave the class.
Laptops are not to be used in class.
Treat everyone in the class with respect.
There will be NO make-ups or late acceptance of missed daily work,
including quizzes, homework, and in-class assignments, even if your
absence is deemed “excused.” NO DAILY WORK WILL BE ACCEPTED
LATE.
Essays turned in later than 10 minutes after the start of class will have
10 points deducted.
ESSAYS WILL BE ACCEPTED LATE BY ONE CLASS DAY, WITH 20 POINTS
TAKEN AWAY.
Office Hours
MWF: 8:45 am-9:45 am; TR: 11 am-12 pm
Room 107
Other times by appointment
Grade Scale
89.5-100 = A
79.5-89.4 = B
69.5-79.4 = C
59.5-69.4 = D
Below 59.5 = F
COURSE SCHEDULE
Note: The instructor reserves the right to amend this schedule as necessary.
Unit One (Volume D)
Week of Jan 14




Discussion of expectations; overview of course, attendance and grades.
East Asian Drama: 3-5
Chikamatsu Monzaemon: 45-48
From The Love Suicides at Amijima: 48-73
Week of Jan 21


The Enlightenment in Europe and the Americas (91-99)
What is Enlightenment? (101-113; 133-140)
Week of Jan 28



Moliére (Jean-Baptiste Poquelin) (141-143)
Tartuffe (144-197)
Essay One Assigned. Due Monday, March. 4
Week of Feb 4




Jonathan Swift (265-269)
A Modest Proposal (315-320)
Voltaire (François-Marie Arouet) (352-355)
Candide, or Optimism (355-413)
Week of Feb 11



Continue Candide (355-413)
Early Modern Chinese Vernacular Literature (415-420)
Wu Cheng’en (421-423)
Week of Feb 18

From The Journey to the West (424-496--Selected chapters)
Unit Two (Volume E)
Week of Feb 25
Unit One Exam Feb. 25




An Age of Revolutions in Europe and the Americas (3-28)
Jean-Jacques Rousseau (52-57)
Confessions (57-72)
Olaudah Equiano (73-98)
Week of March 4








Essay One Due: March 4
Romantic Poets (322-325)
Anna Laetitia Barbauld (326-330)
William Blake -- Songs of Innocence and Songs of Experience (330-341)
William Wordsworth (345-348)
“Ode on Intimations of Immortality” (354-359)
Samuel Taylor Coleridge (360-362)
“Kubla Khan” (379-383)
Week of March 11
SPRING BREAK: MARCH 11-16; NCTC CLASSES WILL NOT MEET
Week of March 18







Walt Whitman (446-447)
From Song of Myself (448-453)
Charles Baudelaire (466-468)
Baudelaire Selections (468-480)
Christina Rossetti (490-491)
Rossetti Poems (491-504)
Essay Two Assigned: Due Monday, April 29
Week of March 25





Realism Across the Globe (625-630)
Gustave Flaubert (708-711)
“A Simple Heart” (711-735)
Rabindranath Tagore (889-892)
“Punishment” (893-904)
Unit Three (Volume F)
Week of April 1



Unit Two Exam Monday, April 1
Modernity and Modernism, 1900-1945 (3-13)
James Joyce (174-178)



“The Dead” (178-207)
Franz Kafka (207-210)
“The Metamorphosis” (210-241)
Week of April 8





“The Metamorphosis,” Cont’d (210-241)
William Faulkner (371-374)
“Barn Burning” (375-387)
Lao She (409-417)
Ch’ae Man-sik (417-430)
Note: The last day to withdraw from NCTC classes and receive a “W” is April 12.
Week of April 15





Jorge Luis Borges (487-489)
“The Garden of Forking Paths” (489-496)
Post War and Post-Colonial Lit (671-673)
Samuel Beckett (763-766)
Endgame (767-795)
Week of April 22




Isabel Allende (1223-1225)
“And of Clay Are We Created” (1225-1231)
Catch up
Unit Three Exam, April 27
Week of April 29



Essay Two Due: Monday, April 29
Film (TBD)
Review
Week of May 5

Final Exam: Wednesday, May 8, 10 am - 11:50 am