ENGL 1102-30
Perception and the Narrative Presence
T, TR 11-12:15 Pafford 307
Ms. Bonnie Adams
Pafford 321
Office hours: M, W 9-11; T, TR 9:30-11
and by appointment
email: bonnie.adams@westga.edu
web address: http://www.westga.edu/~bjett/
Viewers of Sascha Baron Cohen's Da Ali G show are no doubt familiar with Ali G.'s proclaimed devotion to
"Keepin' it real." On a purely surface level, we might expect that his characters Ali G. and Borat attempt to do just
that -- uncover what's inherently "real" in issues ranging from drug abuse to politics; both characters certainly seek
out "real" people (sometimes so-called experts, oftentimes public/political figures), ostensibly to arrive upon the
truth -- what's "real." While the humor, of course, stems from the outrageous behavior of each character (to say
nothing of the jaw-dropping questions each so earnestly asks -- never mind the politicians who actually entertain
such questions), the reality is that these (apparently) bumbling morons more often than not do uncover the truth.
Why is this? The interviewees are wholly unaware that they're targets and assume that the man interviewing them
(whether Ali G. or Borat) is what he appears to be: a bumbling idiot. The reality is, of course, that Cohen is very
much aware of the point he wants to make with each segment, and while it's easy for the audience to forget that
these are merely fictional characters, Cohen remains in control of the final outcome and the perceptions that we
take away of each subject interviewed.
Similarly, we generally take for granted that the narrative presence in texts we read will also "keep it real": give us
details of the plot, information about the characters, etc. But just as Cohen - the "narrative presence" - deliberately
misrepresents himself (whether in the form of Borat or Ali G.) in order to offer his own brand of social
commentary, narrative presence ultimately shapes our perceptions of the literature we read. Over the course of the
semester, we will read texts in which the narrative presence ranges from a stabilizing force that lends clarity to the
work, to one that actually interferes with the plot itself, to one that deliberately manipulates our response to the
unfolding events.
Required Texts and Materials
A Writer’s Resource: A Handbook for Writing and Research. Elaine P. Maimon and Janice H. Peritz. McGraw-Hill. ISBN
0-07-040055-5.
Frankenstein: Or the Modern Prometheus. Mary Shelley. Penguin Books. ISBSN 0-141-43947-5.
Wit. Margaret Edson. Faber and Faber, Inc. ISBSN 0-571-19877-5
*Igby Goes Down (film)
*Short Cuts (film)
Internet access and email account
Double pocket folder for completed essays
*We will not be watching either of these films during class time; thus it is your responsibility to view them before our
discussion begins. Because you will be writing an essay on these films, you will need to be prepared to watch them
more than once (and some scenes several times over). I would recommend that you go ahead and buy a copy of
each film. (You can generally find them cheaper at amazon.com’s marketplace.)
The course serves as a continuation of English 1101 and as an introduction to more sophisticated study of
argument and textual analysis, focusing on the composition of increasingly complex analytical essays about written
and visual texts. Students must demonstrate advanced competency in critical analysis and interpretation of texts.
Learning outcomes include:


extending the skills of expository writing and critical thinking established in English 1101
reading, understanding, and interpreting fiction, drama, poetry, and film in order to write analytically about
those genre
understanding and utilizing literary principles and basic terms important to critical writing and reading
constructing essays using textual evidence from both primary and secondary sources.


For more information on the general and specific learning outcomes for this course, see
http://www.westga.edu/%7Eengdept/FirstYearWriting/ENGL1101and1102/English1102CourseDescription.htm.
Specific Course Requirements:

Students will write four out of class essays; for each essay, students are required to submit pre-writing (due
on the same date as the essay, though students will have the option of turning it in early for feedback) and a
rough draft (due the date of the rough draft workshop). Both pre-writings and rough drafts count for one
participation grade. GRADING CRITERIA FOR OUT-OF-CLASS ESSAYS

Students will write two in-class essays, one of which will constitute 15% of the final grade. The higher of
the two essay grades will be counted; thus if a student is satisfied with his/her performance on the first inclass essay (to be given midterm), then he/she may exempt the second in-class essay (i.e. final exam). In
order to take the final exam (the second in-class essay), students must complete the first in-class essay
(midterm). CLICK HERE FOR IN-CLASS GRADING REQUIREMENTS

During the final exam period, students will turn in a portfolio including all graded essays. It is imperative
that you save all of your graded work so that you may include it (as well as revised, corrected copies) in
your final portfolio.

The participation grade will constitute 10% of your overall grade and will be comprised of your reading
quiz, presentation, pre-writing, rough draft, and group work grades. Participation grades cannot be made
up.
PLEASE NOTE: You must obtain a C or higher in order to exit ENGL 1102. Final grades will be posted to
BanWeb; no grades will be given via telephone.
Plagiarism & Academic Dishonesty: The Department of English and Philosophy defines plagiarism as taking
personal credit for the words and ideas of others as they are presented in electronic, print, and verbal sources. The
Department expects that students will accurately credit sources in all assignments. An equally dishonest practice is
fabricating sources or facts; it is another form of misrepresenting the truth. In addition, working closely with
someone else to the point at which his/her ideas significantly contribute to your paper also constitutes a form of
plagiarism known as excessive collaboration. Regardless of the extent of the plagiarism (even two lifted
lines constitutes plagiarism), students who plagiarize will be given an automatic F in the course, no
exceptions, and may face possible expulsion (Note: This policy extends to cheating on all other
assignments as well, be they quizzes or other in-class work.). See below for University policies for handling
Academic Dishonesty:
The Faculty Handbook, sections 207 and 208.0401: http://www.westga.edu/~vpaa/handrev/ Student Uncatalogue:
"Rights and Responsiblities"; Appendix J: http://www.westga.edu/handbook/
The Regents’ Examination: The Regents’ Examination is a two-part test of minimum-level reading and writing
proficiency. Students must take this examination after passing English 1102 or after 30 hours of coursework. In the hourlong written portion of the Regents’ Exam, students are required to write an essay based on personal experience and
a general understanding of current events. The essay is expected to be clearly focused, well articulated, and
relatively free from patterns of error; however, no particular studying should be necessary for the exam besides a
few general rehearsals, a general cognizance of current events, and close attention to the lessons of English 1101 and 1102.
Students who do not pass the Regents’ Exam by the time they have completed 45 hours of coursework are
automatically placed in classes which provide additional writing support.
General Info: http://www.gsu.edu/rtp
Sample Topics: http://www.gsu.edu/~wwwrtp/topics.htm
Special Needs: If you have any special learning needs, or a registered disability that will require specific
accommodations, please let me know in the first week of the semester. If you have a disability that you have not
yet registered through the Disabled Student Services Act, please contact Dr. Ann Phillips at 678-839-6428.
The Writing Center: The Writing Center is an extremely valuable (and free!) resource, one that I would encourage
you to utilize. The WC offers consultation in which tutors question, respond to, offer choices, and encourage
revision in student essays. Tutors do not evaluate or prescribe solutions to problematic areas in student essays.
For more information, visit the Writing Center online
Participation: Students should come to class prepared; this means that not only must you read your assignments
prior to each class, but you must be able to discuss those readings. This is a discussion-based class, which means
that a significant portion of class time will be devoted to your voices. It’s my job to ask questions that will lead you
to an informed analysis; it’s your job to provide thoughtful answers in class.
Your participation grade, which will ultimately constitute 10% of your final grade, will be comprised of your quiz,
presentation, pre-writing, rough draft, and group work grades. The lowest three participation grades will be
dropped at the end of the semester. Students who are absent will receive a zero for whatever in-class work is
missed, as there are no make-ups for missed participation grades (including pre-writings and rough drafts).
NOTE: It is ultimately your responsibility to keep up with all of your participation grades; I would
recommend keeping a log of some sort, so that you will be aware of your ongoing average.
Attendance: It is imperative that you attend class regularly in order to succeed, as essay topics come straight from
our class discussion. Students are allowed three absences over the course of the semester; all absences
count, regardless of your reason for missing class, so there is no need to explain absences or provide
doctor's notes. Upon the fourth absence, students will be administratively withdrawn. (Do note: The
attendance policy is a departmental wide policy for FYW courses; therefore, I cannot make any exceptions
to said policy.)
On those days in which we do not have any graded activity, I will call the roll for the sake of the record. If you
ever arrive late to class, it is your responsibility to see me after class is over to be sure that I have marked
you present for that date. Absence records cannot be disputed after the fact, so please, be sure to see me if
you arrive late. Late arrivals count as 1/2 of an absence; students who arrive late (after we have begun our
quiz) will not be allowed to take the quiz, even if we are still in the midst of it. Likewise, on dates that
downloads are checked, students who arrive after I've checked them will receive a 0 for that day's
participation grade. (NOTE: Students should be aware that if the withdrawal date falls before March 3rd, the
student will receive a “W.” If the withdrawal date falls after March 3rd, the student will receive a “WF.”)
Classroom Decorum: All electronic devices (cell phones, ipods, etc.) should be turned off and out of sight
during class. Students should also maintain respect for both the instructor and fellow peers, abstaining from
disruptive behavior, including talking out of turn (i.e. side conversations and comments not intended as a part of
class discussion), consistently arriving late, or sleeping during class. Students may be dismissed from any class
meeting at which they exhibit behavior that disrupts the learning environment of others; each dismissal of this kind
will count as an absence and will be applied toward the attendance requirements policy above. Sleeping in class
will result in an automatic O for that day’s participation grade, regardless of performance on quiz,
response, etc. Students who continually sleep in class will be administratively withdrawn upon the fourth
instance of this behavior. I reserve the right to administratively withdraw students whose behavior is either
blatantly disrespectful and/or consistently disruptive. Likewise, students who regularly do not turn in their outof-class writing assignments will be administratively withdrawn.
Late Work: All out-of-class essays are due by 12:30 on the due date. DO NOT EMAIL ESSAYS TO ME; I
will only accept hard copies of your essays. In an effort to avoid any confusion or miscommunication, I also
require that you turn your paper in to me directly (as opposed to leaving it in my mailbox or sliding it under my
office door). It's fine if you need someone to turn your paper in for you, so long as that individual hands it directly
to me.
NOTE: I DO NOT, UNDER ANY CIRCUMSTANCES, ACCEPT LATE WORK.
Departmental Paperless Policy: As of Fall 2006, our English Department has implemented a “paperless” policy
in its classrooms. In other words, instructors will no longer be handing out worksheets or Xerox copies of
materials for students. Thus throughout the semester, I will post things on my website for you to download, print,
and bring to class. These downloads will be in various forms – essay assignment sheets, review sheets, additional
texts, etc. I will always remind you when you need to download and print an item for an upcoming class meeting,
but it is ultimately your responsibility to follow through. Because these printed items will be part of the class
activity for the day, students who do not bring printed copies of previously assigned downloads will receive
a zero for that day’s participation grade (regardless of performance on quiz). I will check to be sure that each
student has the necessary printout on the days that they are required; students who arrive late (i.e. after I have
checked downloads) will not receive credit.
To access downloads, go to my website – http://www.westga.edu/~bjett/ - and click on the link to your course
syllabus. Scroll down to the calendar portion of the syllabus, and locate the hyperlink on the correct date. (The
hyperlinks will always appear on one of the class dates for the current week.) If for some reason you cannot access
a hyperlink or run into a problem with one, email me as soon as possible so that I can address the issue.
Grading
Because this is your second composition course, papers with consistent grammatical errors (i.e. sentence fragments,
subject-verb agreement issues, comma splices, etc.) will be given a failing grade. All formal out-of-class essays must
be typed, and all should be turned in with a pre-writing page as well. The pre-writing for each essay will be averaged
into your reading quiz/response grade. (See WR 27 for more details regarding the proper format for your essays.)
You will write a short diagnostic writing during the third week of class, which will count toward your informal
writing average. The purpose of writing is as its title suggests – to “diagnose” any problems that you may have,
whether with content (i.e. constructing a solid thesis statement, writing strong supporting paragraphs, etc.) or with
mechanics/grammar (i.e. serious sentence-level errors like comma splices, subject-verb agreement, etc.). Thus you
will be aware early on of any deficiencies you may have so that you can begin addressing those problems in the hope
of significantly improving upon them prior to the due date of the first formal out-of-class essay, which will count for
10% of your overall grade. You should take this diagnostic writing seriously, and if any patterns of error emerge
following your completion of it, you should immediately begin working on correcting those errors, which will likely
entail spending extra time outside of class on the issues themselves. I will let you know via feedback on the essay if
your pattern of error constitutes a deficiency that will need attention outside of the time we spend in class. It will
ultimately be your responsibility, if you do have a deficiency and need outside help, to seek that help, either via an
appointment with the Writing Center or via an appointment with me during my office hours.
You will have the option of revising your first three essays in order to improve your score. Click here for revision
guidelines
A Note Regarding Personal and Academic Responsibility
Being part of an academic culture (and "real life" in general) necessitates that you accept responsibility, not only for
your actions, but for the work that you do; this means that it is ultimately up to you to meet deadlines, complete
assignments, and accept the consequences when you do not comply with course policies. You are not entitled to a
passing grade simply because you are enrolled in the course; likewise, in a university setting such as this one, grades
are not assigned on the basis of effort, but rather, on the basis of academic performance. Your final grade will be
the result of the grades that you earn; I cannot ethically give you additional points because you "need" to pass the
course in order to avoid academic suspension or losing a scholarship. You know what the stakes are for you if you
do not do well in the course, so take responsibility for your performance.
*Note: All student-professor email correspondence must take place via your my.uwg account; likewise, if
you need to reach me outside of class and/or office hours, email is the most efficient way to do so. (Please
be aware as well that I cannot communicate with your parents; should you have concerns about your
progress in the course or any other issues that arise, you should address them with me personally.)
I will be glad to help you and to provide feedback for you as you engage in the writing process, but do be aware that
if you choose to see me for help with an essay, you must bring some form of pre-writing with you. In other
words, do not meet with me only to tell me that you don’t know what to write about; it’s your responsibility to
generate ideas, and then I will help you refine those ideas. In addition, you should not wait until the day before an
essay is due to meet with me about it for the first time.
Syllabus:
This syllabus serves as the contract for the class; if you are enrolled in the course, then it is understood that you will
comply with the criteria set forth on this syllabus, as will I. The guidelines, expectations, and grading criteria are
clearly outlined here, and these will govern the structure of the class. You should print off a copy of the calendar
section of the syllabus and bring it to class with you every day, so that you may make note of any changes
as they occur.
Your final grade will be the result of the grades you earn, averaged according to the weights specified here (see
below for percentages).
Grading scale:
A = 95
A- = 91
B+ = 88
B = 85
B- = 81
C+ = 78
C = 75
C- = 71
D+ = 68
D = 65
D- = 61
F = 55 and below
Your final grade will be determined as follows:
Participation
In-class essay
*Out of class essays
10%
15%
75%
*essay #1 (2-3 pages): 10%; essay #2 (3-4 pages): 20%; essay #3 (3-4 pages): 20%; essay #4/research paper (56 pages): 25%
Please note: All reading and writing assignments are due on the date that they are noted on the syllabus.
The schedule below is subject to change in order to accommodate the progress of the class. I will let you
know in class if I make any changes to the syllabus during the course of the semester, but you are
ultimately responsible for checking the syllabus on a regular basis.
TR 1/10
Introduction to ENGL 1102: syllabus overview, course requirements, assignment expectations, Q &
A
T 1/15
Reading fiction: What is narrative presence? (excerpts: Da Ali G show, The Office); Writing about
literature: claims vs. observations / summary vs. analysis (discerning the difference between the two)
TR 1/17
Kate Chopin, "The Story of An Hour"; crafting thesis statements
T 1/22
Topic sentences; paragraph development and support; pre-writing overview; MLA review (citing
sources, proper layout); grading guidelines for out-of-class essays; sample graded essays (discussion)
TR 1/24
Geoffrey Chaucer, from The General Prologue to The Canterbury Tales; DIAGNOSTIC WRITING
ASSIGNED
T 1/29
Randy Hendricks, “Ruins” (handout)
TR 1/31
Diagnostic writing due; ESSAY #1 ASSIGNED; Susan Glaspell, “A Jury of Her Peers”
T 2/5
Nadine Gordimer, “Once Upon A Time”
TR 2/7
Pre-writing due, essay #1 (optional); Alice Walker, “Everyday Use”
T 2/12
DRAFT WORKSHOP – rough draft due (essay #1): You should always bring two copies of
your rough draft to class with you; you will turn in one copy for a participation grade, and
you will take notes on the second copy as the workshop progresses. Rough drafts are
graded on the basis of completeness, not content. (A = 2 ½ - 3 pages; C = 1 ½ pages; F =
anything less than 1 ½ pages)
**Failure to bring a complete rough draft to class with you will result in a 0 for the day’s participation
grade
TH 2/14
Reading film as literature; deconstructing a scene: Demme, Philadelphia
T 2/19
ESSAY #1 DUE; Steers, Igby Goes Down; Altman, Short Cuts
TR 2/21
Film discussion/continued; grading guidelines for in-class essays; midterm review: Q & A
*Friday, February 22nd - last day to apply for the Regents' Exam (times & locations TBA)
T 2/26
MIDTERM/In-class essay #1
TR 2/28
Reading poetry; U2, “Grace”; William Blake, “The Chimney Sweeper”; ESSAY #2 ASSIGNED
*Monday, March 3rd: Last Day to Withdraw with a 'W'
T 3/4
Pre-writing due, essay #2 (optional); John Donne, Holy Sonnets 9 & 10
TR 3/6
DRAFT WORKSHOP – rough draft due (essay #2): You should always bring two copies of
your rough draft to class with you; you will turn in one copy for a participation grade, and
you will take notes on the second copy as the workshop progresses. Rough drafts are
graded on the basis of completeness, not content. (A = 3 1/3 pages; B = 3 pages; C = 2 ½
pages; D = 2 pages; F = anything less than two full pages)
**Failure to bring a complete rough draft to class with you will result in a 0 for the day’s participation
grade
T 3/11
Reading and writing about drama; Incorporation secondary sources; ESSAY #3 ASSIGNED;
GROUP PRESENTATIONS (W;t) ASSIGNED; Edson, W;t
TR 3/13
ESSAY #2 Due; Edson, W;t
T 3/18
NO CLASS - SPRING BREAK
TR 3/20
NO CLASS - SPRING BREAK
T 3/25
Edson, W;t ; Q & A: Group Presentations
TR 3/27
Group presentations: W;t
T 4/1
Pre-writing due: essay #3 (optional); DRAFT WORKSHOP – rough draft due (essay #3):
You should always bring two copies of your rough draft to class with you; you will turn in
one copy for a participation grade, and you will take notes on the second copy as the
workshop progresses. Rough drafts are graded on the basis of completeness, not content.
(A = 3 1/3 pages; B = 3 pages; C = 2 ½ pages; D = 2 pages; F = anything less than two full
pages)
**Failure to bring a complete rough draft to class with you will result in a 0 for the day’s
participation grade
TR 4/3
Writing a Research Paper: researching, determining what constitutes a source, understanding
plagiarism and its penalties; RESEARCH PAPER (ESSAY #4) ASSIGNED; Shelley, Frankenstein
T 4/8
ESSAY #3 DUE; Shelley, Frankenstein
TR 4/10
Shelley, Frankenstein
T 4/15
Shelley, Frankenstein
TR 4/17
NO CLASS – RESEARCH / CONFERENCE DAY
T 4/22
Pre-writing due: research paper (optional); DRAFT WORKSHOP – rough draft due (essay
#4): You should always bring two copies of your rough draft to class with you; you will turn
in one copy for a participation grade, and you will take notes on the second copy as the
workshop progresses. Rough drafts are graded on the basis of completeness, not content.
(A = 3 1/3 pages; B = 3 pages; C = 2 ½ pages; D = 2 pages; F = anything less than two full
pages)
**Failure to bring a complete rough draft to class with you will result in a 0 for the day’s
participation grade
TR 4/24
Instructor evaluations; review: in-class essay #2
*T 4/29
In-class essay #2
*Last day of class
Research paper due (in final portfolio) no later than Tuesday, May 6th @ 1:00 p.m.