Course number: ENGL 2327
Course title: American Literature I
Semester hours: 3
Foundational Component Area:
Students in this course will focus on how ideas, values, beliefs, and other aspects of culture express
and affect human experience. Students will also explore ideas that foster aesthetic and intellectual
creation in order to understand the human condition across cultures.
Core Objectives
A
Critical Thinking, Aspect 2: “Students will demonstrate effective inquiry strategies.”
Students of ENGL 2327 are asked to conduct research of American authors by finding literary
criticism essays on academic databases. Also, students are instructed of what is considered to be
credible versus non-credible research at the university level, and are asked to seek essays from
credible writers and critics. Finally, students are instructed of the value of effective literary inquiry,
and are encouraged to locate several essays pertaining to one specific writer or text (See Appendix
A).
B
Critical Thinking, Aspect 3: “Students will analyze information effectively.”
Throughout the term, students of ENGL 2327 are repeatedly instructed and tested on their ability to
effectively analyze the writer’s imaginative purpose, as well as the writer’s meaning in both a
practical and philosophical context. During both the midterm and final exams, students are asked a
minimum of two essays questions in which they must discuss familial relationships, love
relationships, and societal relationships, and then analyze the impact of these relationships in the
context of the text, and in the context of society. Students are required to answer a minimum of four
essay questions throughout the term. Additionally, students are engaged in daily class discussion in
which they are asked direct questions about the text, and asked to analyze the works to find
symbolism, and important literary strategies included in select stories (See Appendix A-C).
C
Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
Students of ENGL 2327 are instructed, and then tested of their ability to recognize the writer’s
audience, purpose, and occasion for writing in American literature. They are then asked to evaluate
the particular story and then explain why the particular work has been included in the literary canon.
Additionally, the students are asked to provide cultural context of the specific work, and evaluate
how the work was provocative during the specific era in history. For example, students were asked to
read Roger William’s treatise entitled: The Bloody Tenet of Persecution, and then evaluate the text
for its persuasive appeal, evaluate the text for its quality of literary value, and then discuss why the
work is imaginative and informative. Students are not graded for their opinion, but are
graded for their ability to effectively evaluate the work by following a critical model of analysis (See
Appendix A-C).
D
Critical Thinking, Aspect 5: “Students will synthesize information effectively.”
Students of ENGL 2327 are instructed, and then tested of their ability to adequately synthesize
information found in the American literature text, as well as information found in multiple essays
written by scholars who offer criticism of specific works. For example, a specific exam questions
asks students to: “Name and describe the four main religious sects formed during the Plymouth era
beginning in 1605 and ending in 1700, and provide information from two writers in our text who
directly oppose each other’s ideology. Then, discuss how these opposing ideologies created tension in
early colonial America.” This question allows students to identify, discuss, and synthesize varying
political and religious ideologies, and then discuss how the clashing of ideas expressed in literary
form created political strife in American history (See Appendix A).
E
Communications, Aspect 1: “Students will demonstrate effective development, interpretation, and
expression of ideas through written communication.”
Students of ENGL 2327 are required to compose a 5-6 page research essay to be submitted at the end
of the term. These essays must include the implementation of the major tenets of academic writing
i.e. thesis statement, developed introduction, body, and conclusion, compare and contrast elements,
and adequate criticism and analysis of specific works found in the text. Students are expected to
compose essays using vocabulary appropriate to the academy, and to provide direct quotes from
scholars to support their claims. Students are expected to cite these quotes in MLA format, and to
comment about the inserted quotes from scholars. Combined, these expectations challenge students
to: develop, interpret, and express their ideas of imaginative literature in an intellectual capacity (See
Appendix A).
F
Communications, Aspect 2: “Students will demonstrate effective development, interpretation, and
expression of ideas through oral communication.”
Students of ENGL 2327 are required to present their written research paper orally to the class upon
submission of their essays. They are expected to condense information from their written essay,
create a PowerPoint presentation (inclusive of images) and provide oral interpretation of their
research findings. This act challenges students to provide lucid and intellectual communication of
ideas in both a written and oral capacity, and challenges students “teach” other students about the
subject of their research (See Appendix B).
G
Personal Responsibility: “Students will demonstrate the ability to connect choices, actions, and
consequences to ethical decision-making.”
Students of ENGL 2327 are challenged to practice ethical academic choices by being counseled of
the trappings of plagiarism, and are instructed of ways to avoid plagiarism in their research efforts.
Also, students are required to meet imposed reading deadlines, imposed writing deadlines, and
imposed testing deadlines. Finally, students are challenged to interpret writer’s intentions in
imaginative literature, define connections between the story and real-life, and make choices that are
based upon strong moral turpitude in their academic and critic thinking efforts (See Appendix B and
C).
H
Social Responsibility, Aspect 1: “Students will demonstrate intercultural competence.”
Students of ENGL 2327 are exposed to a variety of thinkers and writers in their American
literature experience. It is through this exposure that students are encouraged to both identify and
criticize the writings of selected authors while they determine the cultural context of the
author’s works. Also, students are instructed of the historical context of the writer’s work, and
encouraged to empathize with the writer’s point of view in selected works. Finally, students are
encouraged to find cultural commonalities and differences between writers of varying genders,
ages, and ethnicities, while validating the perspective of each writer (See Appendix A-C).
Appendix A
ENGLISH 2327
TERM PAPER
SPRING – 2013
Topic: Choose an author and work from the text that we have not covered in class. After reading and
evaluating the work, you will write an essay describing how and why your chosen work represents the ethos
of American identity as manifested through literature. You may refer to literary as well as social and political
characteristics, and some historical context is important. You will include some biographical information
about the author, as well as include some literary terms in order to discuss the work. Use outside sources, as
well as the text for additional background information. The work you choose may be a poem, essay, or
excerpt from a novel. If the work you choose is NOT in our textbook, please attach a copy to your final
draft. You must include a minimum of 6 outside sources (in addition to the text you choose for analysis) in
this essay.
Remember- this is not a biography or a simple summary of a work; this is an analysis and application essay.
Requirements: Essays must be 5-6 pages in length, typed, double-spaced, and have MLA heading and
documentation. Papers must contain a “Works Cited” page. Both a hard copy and electronic copy (via
Angel) are required. Discuss biographical information only to help with your literary analysis.
A rough draft will be due in class for peer review on Friday, April 12th. For peer review, bring a typed, hard
copy to class. A polished copy will be due to me on Monday, April 15th. Additionally, you will present your
paper orally to myself and the class beginning on Monday, April 15th. Order of presentation will be
determined by random drawing. An oral presentation rubric will be provided for you, and is worth 10 percent
of your essay grade.
Appendix B
ENGLISH 2327
GROUP PROJECT
SPRING – 2013
For your group project assignment, you will be randomly paired into three groups. Each group will
present to the class information about one particular area of American literature. The options for each
group presentation are: Fiction, Poetry, and Drama. The period of information presented should span
between early Colonial to 1865. The writers presented should be found in our text: American Tradition
in Literature (V1). Each presentation should include information and works from six writers. A
PowerPoint slide presentation should accompany each lecture.
Each student will be responsible for the following:
- The presentation of one writer to the group.
- A speaking role in the oral presentation.
- The creation of (at least) one PowerPoint slide for presentation.
Each presentation should include the following information:
- Biographical information of the featured writer (birthplace, birth and death dates, number of works
written).
- Awards and honors received by the writer.
- Your assessment of why this writer is included in our text.
The oral presentation should last between 6-8 minutes, and each student will present their own slide to
the group. A works cited page should accompany each group presentation. That’s one works cited page
per presentation. You will work together to create one unified works cited page to be found at the end of
your PowerPoint presentation. Each PowerPoint presentation should follow chronological order. Follow
a historical timeline in your arrangement of works. Each student will receive an individual grade for
their presentation.
A hard copy of your slide in due in class for peer review on Friday, April 26th. Peer review will occur
within your own group. One hard copy of each presentation will be due to me on Monday, April 29th at
12:00 pm via drop box on Angel. You will present your work on Monday, April 29th. Order of
presentation will be determined by random drawing on the date of presentation. This project satisfies
learning outcomes 1-6 as stated in our course syllabus.
Appendix C
Sample Essay Question:
Name and describe the four main religious sects formed during the Plymouth era beginning in 1605 and
ending in 1700, and provide information from two writers in our text who directly oppose each other’s
ideology. Then, discuss how these opposing ideologies created tension in early colonial America.
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: American Literature I
Course Prefix & Number: ENGL2327
Section Number: 400
Term Code: Fall
Semester Credit Hours: 3
Lecture Hours: 48
Room: COR 313
Course Description (NCTC Catalog):
The study of major writers and their works from the colonial period through the Civil War
Period, including the philosophical and cultural background to the works; reports and essays.
Course Prerequisite(s): ENGL1302
Name of Instructor:
Linda Franklin
Campus/Office Location:
Corinth Campus-no office. Scheduled appointments.
Telephone Number:
940-498-6204 to leave a message
E-mail Address:
lfranklin@nctc.edu or through Angel email
Name of Chair/Coordinator:
Dr. Ann Jagoe
Office Location:
Gainesville, Room 120
Telephone Number:
940-668-7731, Ext. 4379
E-mail Address:
ajagoe@nctc.edu
REQUIRED OR RECOMMENDED COURSE MATERIALS
American Tradition in Literature (V1), Perkins, McGraw-Hill, 12th Ed. A college-level dictionary.
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
# of Elements
Graded Course Elements
Percentage
Multiple/various
attendance and participation activities
35%
2 essays/tests
opinion and analysis with documentation
20%
Term paper
an analytical with documented literary criticism
35%
Final exam
analysis of a selected work
10%
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: Language, Philosophy, and Culture
Courses in this category focus on how ideas, values, beliefs, and other aspects of culture express and affect human
experience. In addition, courses involve the exploration of ideas that foster aesthetic and intellectual creation in oder to
understand the human condition across cultures.
GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
Topics, related readings, and general descriptions of subject matter are detailed in the course calendar which
accompanies this syllabus.
GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
Topics, related readings, and general descriptions of subject matter are detailed in the course calendar which
accompanies this syllabus.
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 computer-based 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.
Last day to Withdraw
November 17, 2012
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. See course calendar for further detail.
Student Success
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 in
rooms 170, 182, or 188; on the Gainesville Campus, 114 or 111; on the
Flower Mound Campus room 111; on the Bowie Campus room 124.
Financial Aid, Scholarships,
The Financial Aid Office is responsible for administering a variety of programs for
and Veterans Services 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.
Tobacco-Free Campus: 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 which cumulates 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 a tobacco -cessation program is available for
students, faculty, staff who wish to stop using tobacco products. We would l ike 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.
ENGL 2327 American Literature I
A survey of American literature from the period of exploration and settlement through the Civil War.
Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural
contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal
about the evolving American experience and character.
Prerequisite: Composition II or equivalent
Learning Outcomes
Upon successful completion of this course, students will:
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.