British Literature Syllabus
Mrs. Nancy Head
nancyhead@graceprep.com
Course Summary and Goals
This class will prepare you to analyze literature and write for an academic audience. We
will read literature selections closely and thoughtfully. We will write frequently,
composing brief responses, occasional timed essays, and formal essays.
Our overarching goals are to develop as writers and critical thinkers, using close reading
to enhance our understanding of how writers convey ideas through language, and to
incorporate grammar and vocabulary into thoughtful writing that expresses clear and
cogent ideas.
Our goals will require the following commitments from each of us.

To grow as readers by reading deeply, completing reading assignments on
time, reading regularly beyond class assignments and reporting to the class
twice a semester on outside reading. For this requirement, select at least
two books per semester from the reading list or seek my approval for the
book of your choice. (I will announce due dates for book reports—one in
October and another in December.) To earn the allotted points, make sure
the version you select in approved (no abridged editions). Your required
outside reading points must total at least 40. You may be eligible to earn
an award by exceeding your reading requirement.

To grow as writers, writing often, learning to analyze thoroughly, cite
accurately, provide useful feedback to other writers, revise carefully after
feedback from peers and from me, maintain a reading response journal,
and craft well organized, well-planned formal essays free of grammatical
error.

To grow both as readers and writers by understanding and using new
vocabulary in your writing.
Reading
Our reading will provide many opportunities for us to ourselves to the above
commitments and facilitate an investigation of human relationships—the principle
discussion of literature. We will immerse ourselves in the works on our syllabus by
reading them actively, deeply, and completely. You are responsible to complete all
reading on time and come to class prepared to discuss what you have read. Most
importantly, come to class ready to ask questions and seek answers. The following plan
is subject to tweaking.
Unit One: Allegory:
Pilgrim’s Progress, John Bunyan
We will consider the quintessential allegory of Western literature. This unit will include
student analysis of a hymn written during Bunyan’s time or inspired by his work.
Unit Two: Progress and Power: Are We There Yet?
Frankenstein, Mary Shelley
“The Rime of the Ancient Mariner,” Samuel Taylor Coleridge
Frankenstein (1994 film)
Young Frankenstein (1974 film)
We will consider education, progress, industrialization, science, man’s pursuit of
‘creating’ life, and exploration in light of these texts, as well as themes, such as power,
powerlessness (sleep), alienation, imagination, good v. evil, and love. We will look at
writing devices such as narrative voice, framing, allusion, setting, allegory, and character
and plot development. Finally, we will consider the listed films, production strategies,
staging, and parody. Students will write essays related to this discussion and submit
work in drafts for peer and teacher review.
Unit Three: Analyzing Life—The Quests for Happiness and Power
The Tempest, William Shakespeare
Nicomachean Ethics, Aristotle (excerpts)
Unit Four: Writing and Presentation Project
Students will produce an essay in drafts. This essay will discuss a book they have read
outside of class and incorporate research beyond the book. The writing process will take
place in steps from a proposal and outline through various draft stages in which the class
will act as peer editors. Students will finally present a discussion of their essay. The
presentation must include visual images that may include a student-produced video.
Students must produce a two-sided handout according to my specifications.
Writing
Larger writing assignments will include the pursuit of answers to some of these questions
and others that result from our discussion and your own contemplation. We will consider
writing elements to enhance our understanding of the authors’ messages and of the
writing process. Writing opportunities will include brief responses, timed essays, and
formal literary analysis.
Writing goals:

Use complete sentences (no fragments or run-ons)

Use parallel structure when applicable

For each paragraph, craft a sentence that makes the purpose of the
paragraph clear to the reader (usually introductory)

For each paragraph, provide specific, relevant, and interesting details

For each paragraph, provide sentences with varied structures

For each paragraph, use a ‘clincher’ sentence that summarizes but does not
repeat a main idea

Your writing should contain no punctuation, spelling, or grammar errors
and no errors in agreement. Tone and voice should also be consistent.

Your work must be legible (For informal class work, double space handwritten work to facilitate revision and avoid the busy work of producing a
pretty copy for me.)

Do not hand in work that will spread the blight of residue from your spiral
bound notebook throughout my office, car, and home.
Larger, more formal (not timed or reading response) assignments will include the
previous requirements in addition to the following:

Type and double-space these assignments using Times New Roman font,
size 12, and correct MLA format.

Provide a clear and useful introduction (ethos).

Provide well-documented and pertinent support including quotes, properly
cited, from applicable texts (logos).

Provide a conclusion designed to prompt the reader to action (or at least
agreement) (pathos).

Provide smooth transitions that unify paragraphs into one entity—your
essay.

Provide early outlines, drafts, and revisions—the record of peer and
teacher feedback—that you have collected through writing workshops.
Personal Narrative—where do we go from here? (The location and tone of this unit
is flexible to accommodate students who may need to compose college application
essays early in the year.)
We will consider the strategies used by those writing our selected works and other
authors who effectively convey stories. What is your story?

What significant events have helped to shape you into the person you are today?
(I reiterate my “privacy” commitment to you. You are always free to withhold
information you consider too personal to share.)

What are your deepest convictions? Why?

What are your goals? Why?

What are your dreams? Why?

Imagine yourself ten years from now. Where are you? What are you doing?
What are your responsibilities? What are your privileges? Are you happy?
Plagiarism
Plagiarism is attempting to present someone else’s ideas or work as your own. Our
school does not tolerate any form of plagiarism. The consequence for this offense is to
complete the assignment correctly and receive a grade of zero.
Our Integrity Statement
Proverbs 12:22 says that the Lord hates dishonesty, but loves when people are truthful.
Each student is to strive to glorify God through honesty in all academic and personal
pursuits. Each student is to write his or her own papers, formally acknowledge the input
of other people and resources, and represent his or her own abilities and understanding
when taking exams, quizzes, and other assessments. Each student is to take full
responsibility for his or her words, actions, and decisions.
Grades
I will present the requirements and weight of each assignment as I introduce it. Quizzes,
homework, informal writing, formal essays (early drafts and revisions), and tests all
contribute to your grade. You will receive no credit for late homework. You may
discuss your grades (or any other concern you have) with me at any time outside your
class or check online at https://centre.graceprep.com. Your grade will be the result of
your earned points divided by the number of potential points.
___________________________________________________
Student Signature
Date
___________________________________________________
Parent Signature
Date
Goals
1. I’d like to have Leo McFarland come in and teach us the British etiquette for tea. (If
she is unavailable, I have some other possibilities. My possibilities don’t have a British
accent, however.)
2. I’d like to incorporate the study of Frankenstein with a unit on electricity. We could
do that in history or science or both.
I also plan to begin the unit with a very cool student made video on You Tube. Google
‘Lego Frankenstein’ to find it if you like. The presentation project planned for this class
will allow students the opportunity to make their own video if they choose.