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Uconn ECE: English 1011- Seminar in Writing through Literature
Robert E. Fitch High School
2015-2016
Instructor: Ms. Alyssa MacLean
Room: 2212
Email: amaclean@groton.k12.ct.us
Office Hours: I am always available most days; please make an appt.
Course Overview:
This college level English course approved by the University of Connecticut provides
students with an opportunity to earn four college credits in English Literature while in
their senior year of high school. This is an intensive course focused on reading and writing
assignments which emphasize literary analysis. Students will learn the skills of academic
writing and close reading. Students will be expected to interpret, analyze, argue, and
reflect upon several different types of texts through varied writing assignments.
Uconn ECE English 1011 is designed to include the following:
-Both formal and informal extensive writing about literature
-Class discussions to encourage meaningful and active participation in the analysis
of literature
-An intensive study of American, British, and World texts
-Readings on literary criticism, historical background, and different intellectual
movements
-Writing workshops emphasizing revision and reflection of writing
-Analysis of short stories, poems, film, and art
-Composition of writings on a regular basis on a variety of texts
-Completion of passage analysis to understand how an author uses text structures to
convey meaning
-Using MLA format to prepare formal papers and to document the use of outside
sources
-Utilizing ICONN and other research databases to support your and deepen your
ideas
What is the UCONN First Year Writing Program (FYW)?
The UCONN First Year Writing Program encourages intellectual curiosity and exploration
in critical thinking, reading, and writing. The courses are not meant to communicate a
particular set of facts to students, but instead help students learn to practice and engage in
academic discourse.
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COURSE GOALS AND OBJECTIVES, UCONN ENGLISH DEPARTMENT:
Critical Literacy
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understands that academic writing is grounded in inquiry
the ability to distinguish one’s own ideas from the ideas in readings
the ability to integrate one’s own ideas with ideas from readings
understands how academic argument works
works with writing assignments as a series of intellectual tasks
Rhetorical Knowledge
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understands the power dynamics in particular writing situations
understands reader expectations
negotiates the demands of reader expectation and writing purpose
responds appropriately to assignments
Logic and Use of Academic Writing Conventions (as reflected in finished papers)
a central idea or controlling purpose (a thesis) that requires detailed
argument and development
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careful contextualization of the thesis in light of the readings that ground the
assignment
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paragraphs that develop the thesis in any number of ways, from offering
examples with explanations, to citing authorities, to critically examining a claim
from the reading, to comparing/contrasting, to offering a logical chain of
reasoning, to defining and redefining terms, and so on
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paragraphs that relate to each other in an intellectually coherent and
logically competent way
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sentences that move fluently and fluidly in sequence
sources that are properly documented and quotations that are properly punctuated
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typed prose edited for expression and proofread for correctness
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Writing and Reading Processes that Work for the Student (or what students should
understand about writing and themselves as writers)
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their characteristic strengths and weaknesses as writers
writing processes or strategies that work for them
the possibilities and limitations of collaboration in reading and writing
the connection between writing and academic inquiry
the need to continue to work on their writing throughout their academic
careers
Required Texts/Materials:
Anthology/Reference
Sadlier-Oxford Vocabulary Level “G” ($24.00)
Strunk and White. The Elements of Style ($10.00)
You are responsible for returning each individual text you receive. ($10-$15). You will
receive an accountability if books are not returned.
Course Theme and Texts: Identity, Influence, and the Search for Self
In this course, we will examine the construction and destruction of individual
identities through our study of fictional characters and the societal pressures these
characters face. Through the literature we read, we will look at various pressures--familial,
cultural, and societal—and their impacts upon the identity of these characters. We will also
study Existentialism to deepen our understanding of what it means to exist in the world
and what role (s) our own actions play in constructing and defining our existence and
identity. The major essays you write will focus on aspects of this theme and you will be
working to link your ideas about the literature to our society and yourself. Your thoughts
are very important since these papers should not emphasize what has already been written
about the texts, the topics, and the themes. These papers work to bring your thoughts into
the existing academic discourse. You will begin an inquiry, follow with an argumentative
thesis, question the ways in which the texts represent identity and influence, and ground
that inquiry in research. Your thinking will move beyond observation as you use the texts
and academic research to present the implications of your argument. You will learn how to
use one text as a “lens” with which to view and re-interpret other texts.
Texts:
Albee, Edward. Who’s Afraid of Virginia Woolf? Film (dir. Mike Nichols).
O’Neill, Eugene. Long Day’s Journey Into Night
Beckett, Samuel. Waiting for Godot
Roy, Arundhati. The God of Small Things
Conrad, Joseph. Heart of Darkness
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Plato. “The Allegory of the Cave”
Shakespeare. The Tempest
Wilde, Oscar. The Picture of Dorian Gray
Huxley, Aldous. Brave New World
Various handouts will accompany each text. We will be using critical commentary (Betty
Friedman, Adrienne Rich, and Camille Paglia, etc.) and critical theory (feminism,
deconstruction, Freudian, etc) to complement our readings. We will also be examining
historical contexts, author biographies, and intellectual movements that inform certain
texts as part of a detailed study to illuminate and enrich our study of literature.
Essential Questions:
The following essential questions will guide our discussions and work to introduce the
ideas and concepts presented in the texts. The questions are geared toward studying
specific sets of texts together. However, some questions are applicable to all texts.
Each assignment sequence below will consist of many shorter essays and one culminating
essay assignment overview. You will receive a detailed assignment sheet and rubric for
each essay below.
Dysfunctional Families and the Search for Identity
Texts by author: Albee, O’Neill, Beckett, Pirandello, Roy
1. Is it better to escape or face reality?
2. Can ideals survive catastrophe?
3. Does fate control our lives?
4. What can fix society’s problems?
5. Is emotion stronger than reason?
6. Why do people fear change?
Culminating Essay Assignment Overview: In this essay you will explore the ways in which
your understanding of Existentialism and Waiting for Godot cause you to view either Roy’s,
Albee’s, or O’Neill’s texts differently. Using non-fiction articles on philosophy, database
research, and evidence from the texts, you will uncover how it is you have arrived at a new
perception of either work. You will use this insight as the basis for your own argument
about the way social boundaries work in the world.
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Evil and Its Impact on Identity
Texts by author: Conrad, Wilde
1. When is innocence better than knowledge?
2. What challenges does an individual face when reality is (re)defined?
3. What is the place for the good individual in a corrupt world?
4. What characterizes evil behavior, and what can be done to address such behavior?
5. Why are the strong compelled to overtake the weak, and when is such an action
justifiable?
6. What threats are posed by change and difference?
Culminating Essay Assignment: For this assignment, you’ll study the nature of
influence and evil as an influence. You will use the texts above and the research you
gather to write an essay on the ways in which evil runs through each text and
influences each character’s identity.
Human Nature, Knowledge, and Identity
Texts by author: Plato, Shakespeare, Huxley
1. How is social class an indicator of power?
2. What motivates an individual to desire what s/he cannot have?
3. Is the price of progress ever too high?
4. Does everyone have a “dark side”?
5. What drives human behavior?
6. Is emotion stronger than reason?
7. Why do people seek power?
8. Can science tell us how to live?
Culminating Essay Assignment: In what ways does Plato’s allegory apply to Brave New
World, The Tempest, and ourselves? You will decide on a topic of concentration from the
list (or generate your own) to discuss how the allegory relates to the characters’ journeys
out of the cave into enlightenment and your own. Your inquiry will also focus on the role
identity plays in that journey as well.
Papers (Revision): The University of Connecticut Freshman English Course requires that
30 pages of polished writing be completed by the end of the course. Students will complete
several lengthier literary analysis essays (10-15 pages). All papers must be typed, double
spaced, and in correct MLA format. All formal writings involve the production of multiple
drafts and revision. Students will work in intensive small group revision workshops, oneon-one conferences with the teacher, and/or one-on-one intensive revision sessions with a
classmate before a final draft is due. Teacher feedback will be provided before, during, and
after the submission of a polished final draft. Informal writing assignments do not involve
intensive planning and revision. These assignments are one page essays in class analyzing
short stories, poems, film, and art. Informal writings also include dialectical journals,
homework journals, in-class reflections, and in-class warm-up assignments. However, on
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selected informal writing assignments, students will get the chance to revise these as a
means of growth in the writing process.
You receive two grades for this course:
The Uconn ECE grade is comprised mostly of your writing and improvement upon your
writing, while your Robert E. Fitch grade is based upon all of the components below.
Grading Policy: Robert E. Fitch High School
30%- Literary Analysis/Critical Stance Papers, Tests, Projects
20%- Quizzes and Journals
20%- In-class Participation and Class Work
20%- In-Class Writing—Timed Writes and Practice AP Essays
10%- Homework
Grading Policy: Uconn ECE
Major papers: 80%
In-class responses: 10%
Final Reflection: 10%
In-Class Writing: At the beginning of most classes I will ask you to compose a one page
response to a prompt pertaining to the assigned material. Your answers should include
specific references from the text. You will be allowed to use your text, but you will only
have 5-10 minutes to compose your response. You will be scored according to the
following rubric:
Score 3 (90-100): Answer addresses the question and goes beyond it by exploring
related issues and questions. This is an interpretive and insightful response
anchored by a strong thesis.
Score 2 (70-80): Answer addresses the question thoroughly and includes an
interpretive thesis. Answer supports assertions with specific references from the
text.
Score 1 (50-60): Answer fails to address the question and lacks insight/thesis.
Answer cites no specific references from the text.
Papers:
The University of Connecticut Freshman English Course requires that 30 pages of polished
writing be completed by the end of the course. Students will complete three major essays
(10 pages each) to fulfill the Uconn FYW requirement. All papers must be typed, double
spaced, and in correct MLA format. These papers will often require you to examine a
primary text in the context of secondary text(s). For example, as a unit culminating
assignment you may write a paper on how your view of a specific moment or theme in
Albee’s Who’s Afraid of Virginia Woolf has altered as a result of readings on Existentialism
and Beckett’s Waiting for Godot. Before you write this paper, you will write shorter papers
on both plays and Existentialism. You will also write proposals (1.5-2 pages) before each
10 page paper to show how you plan on approaching your subject of inquiry.
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Revision:
All formal writings involve the production of multiple drafts and revision. Each major
paper will go through significant revision, and you are expected to put the appropriate time
and effort into your work.
Small group revision: Students will work in intensive small group revision workshops with
a group of students for the year. This will give you the opportunity to work closely with the
same group of students as you engage in constructive revision techniques.
Conferences: You will be expected to have conferences with me about your writing in all of
its stages. I will assign you a conference time either during class, during advisory, or after
school. Be prepared with your work and specific questions/concerns you have about your
essay. Teacher feedback will be provided before, during, and after the submission of a
polished final draft.
Informal Writing Assignments: Informal writing assignments do not involve intensive
planning and revision. These assignments are one page essays in class analyzing short
stories, poems, film, and art. Informal writings also include dialectical journals, homework
journals, in-class reflections, and in-class warm-up assignments. However, on selected
informal writing assignments, students will get the chance to revise these as a means of
growth in the writing process.
Information Literacy: As part of Uconn’s general education requirements, students are
expected to learn the practices of university research and academic discourse. In this
course, you will not only use the library resources that we have here (ICONN and other
academic journal databases), but you will also use your UCONN Net ID and password to
access the university library catalog and databases. This course serves as an introduction to
that system.
Final Reflective Response: Students will compose a response essay due in place of a final
exam. In this essay, you will look back at all of your written work to see how your writing
and your thinking has changed. What have you noticed about your writing? Yourself? Your
world? Society? This is why it is important that you keep all of your essays (first drafts
through final papers) so that you can reference what you have done this year.
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Procedures:
Notebooks: Pen (black/blue)/pencil
Classroom Text
3 Ring Binder
1. Composition (literary analysis, in-class writings, etc.)
2. Literature (notes, worksheets, etc.)
3. Vocabulary/literary terms/grammar
Paper - 3 hole-no edges
Sticky Notes
Textbooks: You are required to cover each textbook within a week of receiving it. Lost or
damaged books will be charged to your account. Report cards and grades will not be
released until the account is cleared.
Assignments: All assignments are due on the assigned due date. Exceptions will only be
permitted in the case of an emergency, excused absence or special arrangement preapproved by me.
1. Once you are given an assignment, it is your responsibility to remember when it is
due, even if I don’t mention it again in class. I suggest keeping track of your
assignments using a planner or calendar. In addition, all of your homework
assignments are posted on the class calendar on my website. So, if you forget
to write it down, check the website.
2. All work must be completed in a satisfactory manner to receive full credit. Late
work will only be accepted the next class for ½ credit.
3. When I check your homework, it will be graded on the scale below:
90-100= Complete, thorough, exceeds required expectations
70-80 = Complete, meets expectations
50-60 = Somewhat incomplete, and shows evidence of minimal work and effort
40 = Half complete, and displays little to no effort
0 = Less than half complete or not done
Typed Assignments: All assignments are due on the assigned due date. SAVE OFTEN AND
BACK UP YOUR WORK! This is a habit you must cultivate, and it’s your responsibility to
protect yourself from losing work. Students who do not have a computer, printer or
working printer have the following options:
1. You may bring in a flash drive with the paper on it and print in the school
library BEFORE CLASS. There will be no interruptions during class to print
papers.
2. You may email your paper to yourself and print it in the library BEFORE
CLASS. (Suggestions: email it as an attachment to avoid formatting errors, as
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well as cut and paste it directly into the body of the email. This way, you have
two means of accessing your work.)
3. Share it with me using your GPS Google account.
Please note:
If you are handing in a final paper or a draft that must be printed, you are
responsible for printing it out and handing it in. Sharing it through Google is
only permissible as a homework check. I will not grade your paper
electronically.
Class Preparation: You are expected to be prepared for class with all materials: books,
notebooks, homework, pens, pencils, projects, etc.; therefore, you are expected to visit your
locker before class. There will be no locker passes to retrieve class materials. Failure to
arrive prepared for class will negatively affect your participation grade.
Classroom Behavior: Attitude is everything. You are required to contribute to class
discussions, participate in activities and work cooperatively with your classmates. This is a
course in which discussion is an integral and necessary part. Beyond coming to class and
doing the work, I expect you to participate in discussions. Negativity, profanity, intolerance
and hateful language or behavior is forbidden. Destruction of property is not allowed. I am
available before and after school to help mitigate any problems that you may be
experiencing in the classroom.
Classroom Rules:
 ELECTRONIC DEVICES should be off and out of sight unless I say you can use
your device for an academic assignment. THEREFORE, FOR THE DURATION OF
THE CLASS PERIOD YOU ARE NOT TO HAVE YOUR PHONES OUT TO USE SOCIAL
MEDIA, TEXT, or any other phone-related function. There will be no charging
phones during class.
 I will hold (for the class) any device being used during class time. If that same
device is used again, or you do not give me your device, you will receive an
office referral.
 Respect each other’s space, property, and speech.
 No food. Closed containers of juice and water are permitted.
 Remain in your seats until the bell rings. The class will not be dismissed until all
trash is picked up off the floor, all materials have been returned to their proper
location, and all desks are returned to their places. Only then, will I dismiss the class.
Do not line up at the door before the bell rings.
 Cheating during a test or quiz results in a zero for all parties involved and parent
notification; there is no make-up test.
 Please dispose of your trash by following the proper procedure: walk to the trash
can and throw it out. Do not throw anything in the room.
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Consequences for not following the classroom rules:
1. Verbal Warning
2. Detention- Parent/Guardian Notified
3. Student Referral to Administration
4. Conference with Parent/Student
*All Fitch Senior High School Policies and Rules apply to this classroom.
Make-up Work (Excused Absences ONLY): You are responsible for making
arrangements to make up homework.
1. Once you return to school, you have 5 days to turn in make-up work. You must
make arrangements to make-up work immediately upon your arrival to school,
and only if your absence is excused. After five days, the assignment grade is a
zero and cannot be made up.
2. Homebound instruction is available for students if 10 days+ of consecutive
excused absences are expected with a medical recommendation.
3. Test and quizzes can only be made up after school by appointment.
Lavatory:
1. Since I am responsible for your safety, you must sign out and sign in after returning
from the lavatory. You have 5 minutes to use the lavatory. When we have class
during the lunch period, you may not leave to go to the lavatory when lunch is in
session. This is a school policy and it must be enforced. You may go to the nurse if
you have a true emergency.
2. Do not interrupt during times of direct teaching to use the pass unless you have an
emergency.
3. Abuse of the pass will result in pass restriction in this class and/or disciplinary
referral.
Tardy Policy: If you are not in the classroom when the bell rings, you are considered tardy.
Being late to class is an unacceptable disruption that is inconsiderate to your classmates
and me. Excessive tardiness will result in loss of credit. An office referral is issued after
three tardies. Please see the student handbook for tardy consequences.
Academic Integrity:
 Cheating, plagiarism, or copying any assignment, big or small, is unacceptable and
will result in a zero on the assignment.
 Students are not allowed to make up an assignment that they cheated on the first
time.
 Please refer to the student handbook for disciplinary action regarding plagiarism.
 See attached plagiarism policy from the University of Connecticut. As a sanctioned
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
University of Connecticut course, I must also follow their rules regarding plagiarism.
Turnitin.com will be used for all papers written outside of class.
Extra Credit:
There are no extra credit assignments available for this class to compensate for work that
was not submitted or poorly completed. The best way to succeed in this course is to do the
work assigned when it is assigned and to put in your best effort. I am available after school
for help by appointment. I am not available during plan or lunch times.
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Fitch Senior High School
August 2015
Dear Parent or Guardian,
I have the privilege of being your child’s English teacher for the coming year. I am sending home a course
description/syllabus for you to look over so that you will know what I expect of your child in my class. I have also
included a space at the bottom of this letter for you to sign and return to me so that I know you have read and
discussed this information with your child.
You can help your child make the most of the year if you set up a regular time each night for homework and do not
permit distractions or interruptions during this time. My students will have vocabulary/literary terms and reading or
writing to do for my class almost every night. Computer access will be required for assignments. If a computer is not
available in your home, the Groton Public Library provides free access to computers.
Please contact me here at Fitch Senior High if you have any questions or concerns. The best way to reach me is by
e-mail at amaclean@groton.k12.ct.us. Once I receive word that you wish to discuss your child, I will make every
attempt to contact you as soon as possible.
Your child is also aware that I am available before and after school to address any questions or concerns they may
have.
I look forward to meeting you at the Open House.
Sincerely,
Alyssa M. MacLean
I have read the class description and standards of behavior for my child,
______________________________________________________ (student’s name)
Signed, _______________________________________________ (parent/guardian’s signature)
Date_____________________
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