VAUGHN COLLEGE OF AERONAUTICS & TECHNOLOGY
LIBERAL ARTS
ENG 120-2: English II
Brian T. Murphy
Tuesday 1:00-2:50, Room 103
e-mail: brian.murphy@vaughn.edu
Thursday 2:00-2:50, Room 202
or bmurphy@Brian-T-Murphy.com
Class website: www.Brian-T-Murphy.com/Eng120.htm
DESCRIPTION:
This course is a continuation of ENG110 and is designed to enhance students’ grammatical and analytical skills with
special attention to helping them develop research and reporting skills through the preparation of research projects. Along
with this, analytical reading will be stressed. Prerequisite: ENG110.
OBJECTIVES:
Students will:
1. Enhance their ability to understand, appreciate and discuss works of literature through extensive reading and
discussion;
2. Critically evaluate and respond to selected essays;
3. Analyze short stories for plot, setting, characterization, theme, and point of view.
4. Carefully examine poetry for imagery, diction, tone, speaker, language, and structure.
5. Examine plays, focusing on character development, dramatic structure, and performance.
6. Write essays analyzing works of short fiction, poetry, and drama (see Topics, below).
7. Compose an argumentative research essay using MLA format.
TEXTS:
Kelly, Joseph, ed. The Seagull Reader: Literature. New York: W. W. Norton, 2005.
Glenn, Cheryl and Loretta Gray. Hodges’ Harbrace Handbook, 16 ed. Boston: Thomson Wadsworth, 2007.
A good college-level (paperback) dictionary.
Note: The official course syllabus also requires Mapp, Larry. College Workbook: The Harbrace Handbooks, 2 ed.
Boston: Thomson Wadsworth, 2007. It is not required in my class, however.
*Note: Most of the individual essays, stories, poems and plays to be read and discussed are available online; these are indicated on the online
schedule as hyperlinks. However, students are still strongly cautioned that they must purchase the textbook for class use, as well as for the
supplemental materials included. One additional poem (Raleigh, “The Nymph’s Reply to the Shepherd”) is not included in the textbook, but should
be accessed through the link provided. Please bring hardcopy (printout) of this poem on the day indicated on the schedule.
CLASS POLICIES:
Attendance:
Students must not only attend every class, but also be on time, be prepared, and take an active part in class (see
Participation, below). Moreover, once you get to class you are expected to stay in the classroom until the class is over.
Leaving class early or getting up in the middle of class is considered disruptive behavior and should happen only in
extreme emergencies. Students may be required to sign in at the beginning of each class session to verify their attendance.
Students unable to attend class should contact the instructor regarding their absence in advance or as soon as they return to
school.
Plagiarism and Cheating:
Plagiarism includes copying or paraphrasing another’s words, ideas, or facts without crediting the source; submitting a
paper written by someone else, either in whole or in part, as one’s own work; or submitting work previously submitted for
another course or instructor. Plagiarism, cheating, or other forms of academic dishonesty on any assignment will result in
failure (a grade of zero) for that assignment and may result in further disciplinary action, including but not limited to
failure for the course and expulsion from the College.
Homework/Essay Submission:
All writing assignments must be received by the instructor on or before the due date, by the beginning of the class period,
as indicated on the schedule, below. No late submissions will be accepted. A grade of “F” will be given for any draft or
final essay not submitted on the specified date.
Make-up Exams/Late Work:
All assignment deadlines and scheduled exam dates are provided at the beginning of the semester; therefore, late papers
will not be accepted nor will make-up exams be offered, except under extraordinary circumstances with appropriate
documentation. Excuses such as “crashed computers,” “lost disks,” or “empty printer ink cartridges” will not be accepted.
It is suggested that all work be saved both on your computer’s hard drive and again on disk or removable storage device.
ASSIGNMENTS:
Attendance and Participation (7.5 points):
As this class will combine both lecture and discussion, students are expected both to attend every session and to take an
active part in class—joining in discussions and raising questions. Discussion is one of the best ways to clarify your
understandings and to test your conclusions. Open discussion always involves personal exposure, and thus the taking of
risks: your ideas may not be the same as your fellow students’ or even the instructor’s. Yet as long as your points are
honest and supportable, they will be respected by all of us in the classroom. Questions, discussion, disagreement, and
laughter are all encouraged in this class (However, ridicule or scoffing is never tolerated).
Quizzes/Writing Assignments (7.5 points):
With the exception of the first day, class may begin with a short (five- to ten-minute) quiz or writing assignment on the
reading(s) for the day, at the instructor’s discretion. In-class quizzes or writing assignments cannot be made up; if you
miss a quiz or writing assignment due to absence or lateness, that grade will be regarded as a 0. At the end of the semester,
the lowest grade will be dropped. Total number of quizzes and writing assignments during the semester will determine the
point value of each; that is, if 16 quizzes are given (with the lowest grade dropped), each is worth up to one-half point.
Short Essays (3 @ 10 points):
Students will complete three essays during the semester: literary analyses of works of fiction, poetry, and drama, on topics
selected from the list of suggestions provided (see Essay Topics) or developed in consultation with the instructor. Essays
must be at least three to five (3-5) pages, typed (12-point Times New Roman), double-spaced. Essays should be
grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation, and stapled when
submitted; they will be evaluated according to the Model for Evaluation of Student Writing (attached). Please refer to
“Writing a Literature Paper” and “Getting an A on an English Paper” as well as the Paragraph Outline or Essay Outline
and Revising and Editing Checklist (all online) for additional assistance.
Exams (3 @ 10 points):
Students will also complete three in-class exams. The exams will evaluate the students’ knowledge of material studied
during the previous weeks, and will cover short fiction (Exam 1), poetry (Exam 2), and drama (Exam 3), including
specific texts, themes, and literary terminology. The exams may combine objective questions and short essay answers, and
students may be entitled to use notes or textbooks for the essay portion of the exams.
Research Essay (25 points total):
Students will also complete an argumentative (persuasive) Research Essay of at least five to seven pages (at least 12501500 words), using a minimum of three to five primary or secondary sources, correctly documented utilizing MLA-style
citations, with a cover page and Works Cited page (cover page and Works Cited do not count toward the six-page
requirement). The research essay will be completed in stages during the semester; points will accrue as follows:
Topic Selection and Preliminary Thesis (2.5 points):
Before beginning the research essay assignment, students will develop and submit a clear, well-written, one-page
explanation of the topic chosen from the list provided and the reason for selection. This proposal should include a
preliminary idea of the plan of the paper, its intention or research question, and a clear, well-written, explicit, and
assertive preliminary thesis statement
Annotated Bibliography (2.5 points):
Students will develop and submit an annotated bibliography for the research essay assignment, with a minimum of
five to seven sources, correctly cited according to MLA style.
Research Paper: Preliminary Draft (5 points):
Students will complete a preliminary draft of their completed research essay for evaluation and comments.
Research Paper: Final Draft (15 points):
The final draft of the research paper must be submitted in a folder, including copies of all sources used and all of the
above assignments associated with the research paper.
Poetic Recitation (2-4 points Extra Credit): Students may select and memorize one of the selections below to be recited
in front of the class for extra credit. Memorization serves the student’s skills of reading lines carefully and making
judgments about how particular passages can be interpreted. A single recitation is worth 2 points extra credit; a second or
third recitation will earn one additional point each. Note that each student can only recite a specific poem once; you will
not receive additional credit for repeating a poem after you have already received credit for it! There will be opportunities
for recitation three times during the semester, on each of the three exam dates; students must sign up for these dates at
least one week in advance, as sufficient time must be allocated for completion of the exam.
Selections for Recitations:
Dickinson, “Because I could not stop for Death—”: 24 lines
Frost, “Stopping by Woods on a Snowy Evening”: 16 lines
Hopkins, “God’s Grandeur”: 14 lines
Owen, “Dulce et Decorum Est”: 28 lines
Shakespeare, Sonnet XVIII: “[Shall I compare thee to a summer’s day?]”: 14 lines
Shakespeare, Hamlet III.1.63-97 (“To be, or not to be”): 34 lines
Shelley, “Ozymandias”: 14 lines
Tennyson, “Ulysses” ll. 44-70: 26 lines
Yeats, “The Second Coming”: 22 lines
Extra Credit (various opportunities, at 1–2 points each): In addition to Poetic Recitation, students will be notified of
opportunities for extra credit, including attendance at various cultural events related to the class (“Recommended
Fieldtrips”). If students attend one or more of these events, and provide evidence of attendance (ticket stub, program, et
cetera) along with a typed one- to two-page personal response (review, analysis, reflection, critique, et cetera), they can
receive up to two points per event added to their final average.
GRADING:
Final grades will be determined as follows:
Attendance and Class Participation
7.5 points
Quizzes/Exercises
7.5 points
Short Essays (3 @ 10 points)
30 points
Exams (3 @ 10 points)
30 points
Research Paper (25 points total):
Topic/Preliminary Thesis
2.5 points
Annotated Bibliography
2.5 points
Preliminary Draft
5 points
Final Draft
15 points
Total
100 points
Extra Credit (if any) will be added to the final total.
Total Points earned (Final Average) will determine the
grade received for the course, as follows:
Total
Points
90-100+
85-89
80-84
75-79
70-74
60-69
0-59
Final
Percentage
90-100
85-89
80-84
75-79
70-74
60-69
0-59
Final Grade
A
B+
B
C+
C
D
F
OUTLINE: Projected Schedule of Readings and Assignments
Note: All readings below are required, and must be completed by the day indicated; the only exceptions are those
indicated with an asterisk (*), which are recommended additional readings or resources.
Readings from The Seagull Reader: Literature are identified below by author and title of the specific work as well as page
number, e.g., Faulkner, “A Rose for Emily” (93-103); or by section title and page number, e.g., Stories (1-21), esp. Plot
(10-14). Readings from Hodges’ Harbrace Handbook are identified by page numbers (e.g., Hodges’ 17-23) throughout.
One additional text (Raleigh, “The Nymph’s Reply to the Shepherd”) is not included in the textbook, but can be accessed
through the link provided on the class webpage. Please bring hardcopy (printout) of this poem on the day indicated on the
schedule.
Note: This schedule is subject to revision according to the Academic Calendar for the semester, school closings due to
inclement weather or other reasons, the instructor’s discretion, and the progress of the class. Additions or changes will be
announced in class, as well as posted on the class Announcements page.
Important Dates, Fall 2008:
Classes Begin:
Tues., Sept. 2
Last Day to Register:
Tues., Sept. 16
Program Adjustment Period
(Drop/Add or Change Section):
Last Day to Withdraw:
Tues., Sept. 2–Tues., Sept. 16
or Thurs., Sept. 18*
Mon., Oct. 20 or Friday, Oct. 24*
Thanksgiving Recess:
Wed., Nov. 26–Mon., Dec. 1
Exam Period (Finals Week):
Classes End:
Tues., Dec. 16–Tues., Dec. 23
Tues. Dec. 23
*Dates uncertain; see Fall 2008 Academic Schedule (online)
Week:
Dates:
1
Tuesday,
Sept. 02
Thursday,
Sept. 04
2
3
Tuesday,
Sept. 09
5
7
*Recommended additional reading:
Fetterley, Judith. “A Rose for ‘A Rose for Emily’.” The Resisting Reader: A Feminist Approach to American
Fiction. Bloomington and London: Indiana U P, 1978.
Lee, Jennifer8 and Ann Farmer. “Estranged Son Visits Parents’ Home and Finds Skeleton Instead of His Father.”
New York Times 22 Nov. 2006: B4.
Character (8-10); O’Connor, “A Good Man Is Hard to Find” (244-260)
Tuesday,
Sept. 16
The Thesis Statement: “Conveying a clearly stated thesis” (Hodges’ 399-403);
Preliminary Thesis Statement Assignment (Due 25 Sept.)
Setting (14-15); Gilman, “The Yellow Wallpaper” (110-128)
Point of View & Narration (4-8); Poe, “The Cask of Amontillado” (282-290)
*Recommended additional reading:
Downes, Lawrence. “In Search of Flannery O’Connor.” New York Times 4 Feb. 2007. sec. 5: 1+.
*Recommended additional reading:
King, Stephen. “Dolan’s Cadillac” (from Nightmares and Dreamscapes (1993))
Morressy, John. “The Resurrection of Fortunato.” Fantasy and Science Fiction Magazine, March-April 2003.
Tuesday,
Sept. 23
Theme (20); Symbolism (15-18); Motifs (18-19); Hawthorne, “Young Goodman Brown” (128-141)
Thursday,
Sept. 25
Finding Sources in Print, Online, and in the Field (Hodges’ 495-518); Evaluating Print and
Online Sources (Hodges’ 519-531); Topic Selection Due
MLA Documentation (Hodges’ 552-616); Works Cited Instructions
Welty, “A Worn Path” (338-347)
Walker, “Everyday Use” (328-338)
Tuesday,
Sept. 30
Thursday,
Oct. 02
6
Course Introduction: Syllabus, texts, policies, assignments
Diagnostic Essay
The Seagull Reader: Literature Introduction (xvii-xxiv); The Rhetorical Situation (Hodges’ 367379); Planning and Drafting Essays (Hodges’ 392-417); Essay Outline
Stories (1-21), esp. Plot (10-14); Faulkner, “A Rose for Emily” (93-103)
Thursday,
Sept. 11
Thursday,
Sept. 18
4
Readings and Assignments:
*Recommended additional reading:
Hoel, Helga. “Personal Names and Heritage: Alice Walker’s ‘Everyday Use’.” (online)
Tuesday,
Oct. 07
Essay One Due (Fiction); Poetic Recitations; Exam One (Fiction)
Thursday,
Oct. 09
Using Sources Effectively and Responsibly: Integrating Sources (Hodges’ 539-546
Tuesday,
Oct. 14
Annotated Bibliography Due
The Seagull Reader: Literature: Poems (363-394); Browning, “How Do I Love Thee?” (424425); Shakespeare, “[Shall I compare thee to a summer’s day?]” (558-559)
*See also, What is Poetry?; Introduction to Poetic Analysis; Understanding and Explicating Poetry (online)
Thursday,
Oct. 16
Marlowe, “The Passionate Shepherd to His Love” (531-532); Raleigh, “The Nymph’s Reply to
the Shepherd” (not in textbook; please print out and bring to class)
8
Monday,
Oct. 20
Last Day to Withdraw? (see above)
Tuesday,
Oct. 21
Herrick, “To the Virgins, to Make Much of Time” (490); Marvell, “To His Coy Mistress” (533534)
Owen, “Dulce et Decorum Est” (541-542); Jarrell, “Death of the Ball Turret Gunner” (505);
Dickinson, “Because I could not stop for Death” (440-441)
Thursday,
Oct. 23
Friday,
Oct. 24
9
Tuesday,
Oct. 28
Thursday,
Oct. 30
10
11
12
13
14
Tuesday,
Nov. 04
Last Day to Withdraw? (see above)
Frost, “Stopping by Woods on a Snowy Evening” (472); Thomas, “Do Not Go Gentle Into That
Good Night” (582)
Millay, “What lips my lips have kissed” (534-535); Shakespeare, “Sonnet LXXIII: That time of
year thou mayst in me behold” (560)
Cummings, “in Just-” (437); Shelley, “Ozymandias” (562)
Thursday,
Nov. 06
Williams, “The Red Wheelbarrow” (587); Yeats, “The Second Coming” (597); Hopkins, “God’s
Grandeur” (492)
Tuesday,
Nov. 11
Essay Two Due (Poetry); Exam Two (Poetry); Poetic Recitations
Thursday,
Nov. 13
Research Paper checklist
Tuesday,
Nov. 18
The Seagull Reader: Literature: Plays (601-633); Glaspell, Trifles (949-964)
Thursday,
Nov. 20
Research Paper: Preliminary Draft Due
Tuesday,
Nov. 25
Sophocles, Oedipus the King (635-685)
Thursday,
Nov. 27
Sophocles, Oedipus the King (635-685) cont.
Tuesday,
Dec. 02
Thanksgiving Recess: No classes (Wed., Nov. 26–Mon., Dec. 1)
Thursday,
Dec. 04
Research Paper: Final Draft Due
Shakespeare, Hamlet (686-814): Act I
*Recommended additional reading:
Boose, Lynda E. and Richard Burt. “Totally Clueless? Shakespeare Goes Hollywood in the 1990s.” Shakespeare,
The Movie: Popularizing the Plays on Film, TV, and Video. London and New York: Routledge, 1997.
8-21. (reprinted in Film and Literature: An Introduction and Reader. Ed. Timothy Corrigan. Upper
Saddle River, NJ: Prentice Hall, 1999. 340-356)
Cohen, Paula Marantz. “Shakespeare Goes to the Movies.” DOJ: The Drexel Online Journal.
Kliman, Bernice W. Hamlet: Film, Television, and Audio Performance. Rutherford, NJ: 1988.
Feldman, Gail M. “Adapting Shakespeare to Film.” Inside Film Magazine Online
15
16
Tuesday,
Dec. 09
Shakespeare, Hamlet (686-814) cont.: Acts II-III, minimum
Thursday,
Dec. 11
Shakespeare, Hamlet (686-814) cont.: Acts IV-V
Last Day of Class
Essay Three Due (Drama); Poetic Recitations; Final Exam (Exam 3: Drama)
Tuesday,
Dec. 16
Thursday,
Dec. 18
No class
TOPICS:
For each of the assigned essays, a list of topic choices will be provided. Select one of the topics to discuss in a welldeveloped, coherent, and thoughtful essay. Your essay must be on one of the assigned topics for that assignment or
developed in consultation with the instructor, or it will receive a grade of “F”. All essays must be submitted on or before
the due date, by the beginning of the class period; late work will not be accepted. Read the instructions for each carefully,
and be sure to focus carefully on the topic, and remember that these are formal essays: they must have an appropriate,
original title; contain an introduction, body, and conclusion; have a clear, explicit, assertive, objectively worded thesis
statement (thesis statements must be underlined); and (unless otherwise indicated) avoid use of I or you throughout.
Essays should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation, and
will be evaluated according to the Model for Evaluation of Student Writing (attached). See also Writing a Literature Paper
and Getting an A on an English Paper as well as the Revising and Editing Checklist (all online) for additional assistance.
Be sure to focus carefully on the topic: formulate a strong, objectively worded thesis, and avoid plot summary. Remember
that these are formal essays: they must have an appropriate, original title; contain an introduction, body, and conclusion;
have a clear, explicit, assertive, objectively worded thesis statement; and avoid use of “I” or “you” throughout.
Please feel free to communicate any concerns or questions to me before the essays are due; I will be available to meet
with any student who needs assistance or additional instruction. Please speak to me before or after class or e-mail me to
set up an appointment during my office hours.
Note: Due dates subject to revision according to the Academic Calendar for the semester, school closings due to
inclement weather or other reasons, the instructor’s discretion, and the progress of the class. Changes will be announced in
class, as well as posted on the class web page and on the class Announcements page.
Diagnostic Essay: Due Tuesday, Sept. 2
Select one of the following topics, and compose a formal essay. Your essay will not receive a grade, not will it affect your
final average; this is for evaluative purposes only. You will have approximately one hour to complete this essay. (Use of
“I” is allowed for both choices.)
What is your favorite text, or who is your favorite author, and why? Defend your choice with specific examples.
According to Steve Jobs, CEO of Apple, “people don’t read anymore” (see “The Passion of Steve Jobs“). With radio,
television, cable, and personal computers and the Internet, we are living in a post-literate world. That is, reading—for
pleasure or for knowledge—is no longer necessary or important. Do you agree or disagree? Why or why not?
Essay One--Short Fiction: Due Tuesday, Oct. 7
After reading Hodges’ 41 (“Writing about Literature”), select one of the topics to discuss in a well-developed, coherent,
and thoughtful essay. Be sure to focus carefully on the topic, and remember that these are formal essays: they must have
an appropriate, original title; contain an introduction, body, and conclusion; have a clear, explicit, assertive, objectively
worded thesis statement (thesis statements must be underlined); and (unless otherwise indicated) avoid use of I or you
throughout. Note: This is not a research essay; the only sources utilized or quoted should be the texts themselves.
Use of secondary sources, whether credited or not, will be considered grounds for failure.
Emily Grierson in “A Rose for Emily” and the narrator of “The Yellow Wallpaper” are both privileged, protected
women affected by circumstances beyond their control; however, paradoxically, both women take control of their
situations or become empowered in some ways. Select one of these two women, and explain how she overcomes
her powerlessness, and how she is able to use her apparent lack of power to subvert the established order of her
society (in the context of the story, that is).
Write an analysis of the symbolism used in either Gilman’s “The Yellow Wallpaper” or Eudora Welty’s “A Worn
Path.” What specific symbols occur in the story, and how do they function in the story? (Be sure to discuss more
than just the one main symbol in each story!)
Write an analysis of the characterization of Miss Emily Grierson in Faulkner’s “A Rose for Emily” or of the
narrator, Montresor, in Poe’s “The Cask of Amontillado.” How is he or she developed or revealed? What do we
learn about him or her, and how? Focus on the author’s use of narration, description, and dialogue to reveal
character.
Discuss the theme of either “A Worn Path” or “Everyday Use”; what is the central idea, thesis, or message of the
story, and how is it revealed or developed?
Discuss the setting or settings in either O’Connor’s “A Good Man Is Hard to Find” or in Welty’s “A Worn Path,”
including both location and time: what is the effect of the setting, what is its purpose, and how does it function in
the story?
Essay Two--Poetry: Due Tuesday, Nov. 11
After reading Hodges’ 41 (“Writing about Literature”), select one of the topics to discuss in a well-developed, coherent,
and thoughtful essay. Be sure to focus carefully on the topic, and remember that these are formal essays: they must have
an appropriate, original title; contain an introduction, body, and conclusion; have a clear, explicit, assertive, objectively
worded thesis statement (thesis statements must be underlined); and (unless otherwise indicated) avoid use of I or you
throughout. Note: This is not a research essay; the only sources utilized or quoted should be the texts themselves.
Use of secondary sources, whether credited or not, will be considered grounds for failure.
Poems for any of the following topics should be selected from the textbook but not be listed on the syllabus. If the
textbook does not have sufficient selections for you, try one or more of the useful sites on the class web page.
Choose one of the following topics:
Select two poems written or published at least twenty-five years apart, that are both about the same subject matter:
Nature, Art, Love, Sex, Age, Death or Mourning, War, Race, Gender. Compare and contrast the way the two treat the
same theme. Your analysis should establish a clear connection between the two poems, beyond merely “They both
discuss love” or “both refer to death”; rather, the connection should be based on similarities in situation, structure,
language, imagery, theme, et cetera. For example,
Randall Jarrell’s “Death of the Ball Turret Gunner” and Emily Dickinson’s “Because I could not stop for Death”
both feature first-person narrators who recount the circumstances of their own deaths; however, while the former
poem presents an image of death as violent and pointless, the latter suggests that death may actually be a welcome
end to the struggles and obligations of life.
Your essay should explore the poems’ tone, speaker, language (including figurative language or imagery, diction, and
allusions) and structure (including meter and rhyme scheme, or the lack of them), and explain how these are interrelated
and how they shape or influence meaning.
Select a poem and a short story (not one read or discussed in class) that treat the same subject matter: Nature, Art,
Love, Sex, Age, Death or Mourning, War, Race, Gender. Compare and contrast the way the two treat the same theme.
As above, your analysis should establish a clear connection between the two works, beyond merely “They both discuss
love” or “both refer to death”; rather, the connection should be based on similarities in situation, structure, language,
imagery, et cetera, as above.
Select a poem (or poems) and analyze how it challenges or calls into question our culture’s beliefs or myths about
“Art” or poetry, love, marriage or relationships between men and women, death, the nature of religious experience, the
nature and causes of war, race and culture, or gender roles.
Research Paper:
Compose a clear, well-written, properly documented (MLA Style) argumentative essay of at least 1250-1500 words
(roughly five pages minimum) on the topic you previously selected, utilizing the thesis statement and sources from the
annotated bibliography already submitted. The Research Essay should include a cover page and Works Cited page (cover
page and Works Cited do not count toward the five-page requirement).
The paper must be argumentative (persuasive), with a clear, explicit, and assertive thesis statement. Essays must use a
minimum of three to five reputable critical or scholarly sources (including at least one short quotation, one long—block—
quotation, and one paraphrase, from three different sources), and these references should be used to support your
assertions and be properly documented (utilizing MLA-style citations for documentation). See also, Research Paper
checklist (online).
Topic Selection and Preliminary Thesis: Due Thursday, Sept. 25
You must establish a clear thesis before you can begin to put together a focused, well-organized, and purposeful
research essay. Therefore, as your first step in the research essay assignment, you must develop and submit a clear,
well-written, one-page explanation of the topic you have chosen, your reason for the selection, your focus and
opinion, and a clear, well-written, explicit, and assertive preliminary thesis. This proposal may also include a
preliminary idea of the plan of the paper, its intention or research question, Note: Choose your topic carefully. You
will not be allowed to change your topic once you have made your selection, although you may change your position
on the particular issue and will, presumably, modify your thesis during the process of research and writing.
Select one of the following broad topics. These topics need to be further restricted, so narrow and focus the topic
yourself; then, compose your assertive thesis statement.
1.)
2.)
3.)
4.)
5.)
6.)
Teaching Intelligent Design in public schools
School voucher programs
Compulsory motorcycle helmet laws
Bio-medical stem-cell research
Cell-phone Bans (e.g., while driving, et cetera)
Bilingual Education or English-Only Programs (the term “Bilingual Education” does not refer to teaching a
second language to English-speaking students, for example French or Spanish in high school. Rather, it refers to
teaching non-native English speakers (or ESL students) in their native language, in place of or in addition to
English-language instruction)
7.) A debatable topic of your own, developed in consultation with the instructor, but not Abortion, the Death Penalty,
Animal Experimentation, or any other subject that has been done to death
Your work should take the following form:
Topic: the topic selected from the list, and why you chose it.
Rationale: Why you have chosen to research and write about this particular topic.
Focus: a narrowed form of the subject, and the issue or debate involved.
Opinion: your subjective opinion on the debate or issue.
Thesis: your opinion, worded objectively.
For example:
Topic: Assisted Suicide and Euthanasia (Note: this is not a real topic choice!)
Rationale: I selected this topic because I work in a critical care facility with many permanently disabled and even
comatose patients. Many of the patients’ families have to confront this issue regularly, like whether to “pull the
plug” as it were, and I am not sure how I feel about it myself..
Focus: Should physician-assisted suicide be legalized for terminally ill patients?
Opinion: I think that assisted suicide should be okay, if the person is already dying anyhow.
Thesis: Voluntary physician-assisted suicide should be a legal option for terminally ill patients, to alleviate
prolonged physical and emotional suffering and to avoid unnecessary expense.
Annotated Bibliography: Due Tuesday, Oct. 14
You must submit an annotated preliminary bibliography with a minimum of five to seven sources, correctly cited
according to MLA style. This may include up to three primary sources and a minimum of three to five secondary
sources; secondary sources must be scholarly criticism or analysis, not summaries, reviews, or “analysis” from sites
such as Wikipedia, 123HelpMe, or Gradesaver.com; instead, use the library and the available databases such as
EBSCOHost or Lexis-Nexis to locate appropriate sources. In addition to a correct citation for each source, you must
include a description or summary of the source, at least one paragraph long, and an explanation of how you foresee
incorporating it into your essay. For additional information on Annotated Bibliographies, see the Purdue University
Online Writing Lab (OWL).
Preliminary Draft: Due Thursday, Nov. 20
A finished, typed preliminary draft of the completed research essay must be brought to class for evaluation and
comments. Be sure you are familiar with the following before beginning your essays:
Incorporating Sources (class handout)
Class Plagiarism Policy (on syllabus)
General Essay Instructions (on syllabus)
You might also find the following additional resources useful:
Works Cited page (Instructions & Sample) (Microsoft Word document)
Avoiding Plagiarism (Houghton-Mifflin web site)
Practice Incorporating Sources into Your Work (Houghton-Mifflin web site)
MLA Documentation Style for “Works Cited” (LaGuardia Community College Library web site)
Also, one would think that this would not even need to be stated, but read your sources carefully! Do not rely upon
your general impressions based on what you think was said, or on what you read online at Wikipedia, 123HelpMe, or
Gradesaver.com. There is no reason for your essays to contain factual errors!
Final Draft: Due Thursday, Dec. 4
The final research paper must be submitted in a research folder, including copies of all sources used. Be sure to print
out or photocopy not only the works themselves, but also all secondary sources used, and highlight all relevant
passages, whether quoted, paraphrased, or summarized. In addition, you must include all supporting documents as
well: your previously submitted Topic, Annotated Bibliography, and Preliminary Draft. Failure to submit a complete
research essay, either in a folder according to these instructions, or otherwise bound together (i.e., with a clip or
rubber band, at least!) will be grounds for failure on the assignment. In addition, plagiarism, either in whole or in part,
will result in automatic failure (a grade of zero) for the assignment, and therefore failure for the course as well.
Essay Three--Drama: Due Tuesday, Dec. 16
After reading Hodges’ 41 (“Writing about Literature”), select one of the topics to discuss in a well-developed, coherent,
and thoughtful essay. Be sure to focus carefully on the topic, and remember that these are formal essays: they must have
an appropriate, original title; contain an introduction, body, and conclusion; have a clear, explicit, assertive, objectively
worded thesis statement (thesis statements must be underlined); and (unless otherwise indicated) avoid use of I or you
throughout. Note: This is not a research essay; the only sources utilized or quoted should be the texts themselves.
Use of secondary sources, whether credited or not, will be considered grounds for failure.
Compare/contrast Susan Glaspell’s play Trifles with her short story, “A Jury of Her Peers” (not in textbook—available
online). While the “story” (the plot or action) remains essentially unchanged, how does the prose fiction version differ
from the dramatic version, and why? What necessary and significant differences between the two versions reflect the
requirements of the different genres?
In Glaspell’s Trifles, a division between male and female spheres arises and deepens as the play progresses. Explain
how staging is essential to reflecting and revealing this division. Be sure to discuss set, stage directions, and
placement of characters onstage.
In Sophocles’ Oedipus the King, after he blinds himself, Oedipus states,
Apollo. Apollo. Dear
Children, the god was Apollo.
He brought my sick, sick upon me.
But the blinding hand was my own! (ll. 1286-1289)
Or, in David Grene’s translation,
It was Apollo, friends, Apollo,
that brought this bitter bitterness, my sorrows to completion.
But the hand that struck me
was none but my own. (ll. 1399-1402)
How does this statement refer not just to Oedipus’ blinding himself, but also to the entire tragedy?
Discuss the role of the Chorus in Oedipus the King. Does the Chorus present a consistent point of view differing from
that of the other characters, and if so, why? What role does the Chorus play in the action, and how do the choral odes
relate to or comment upon the action of the play?
Compare/contrast two different screen versions of Hamlet and their treatment or adaptation of the play. How does each
adapt, change, or edit the play? What is changed or left out, and why? Good versions for this assignment include
Laurence Olivier’s 1948 version, Franco Zeffirelli’s 1990 film starring Mel Gibson, Kenneth Branagh’s 1996 film,
and Michael Almereyda’s 2000 version starring Ethan Hawke.
Each of Hamlet‘s major characters has one or more character flaws that influence plot development. Choose one of the
following characters—Ophelia, Gertrude, Polonius, Laertes, Claudius, or Hamlet himself—and explain what specific
weaknesses are demonstrated by the character. Through what words or actions is his or her weakness revealed, and
how does the character’s weakness contribute to the play’s actions?
Last Revised Thursday, 28 August 2008
MODEL FOR EVALUATION OF STUDENT WRITING
UNSATISFACTORY
SATISFACTORY
ABOVE
AVERAGE
EXCELLENT
A. CONTENT:
Includes thesis
statement and both
quantity and quality of
supporting details
Thesis is lacking or
incorrect, and not
supported with
appropriate detail.
Writing is thin,
including
generalizations with
few or no concrete
examples or
illustrations.
Thesis is apparent but
general or
commonplace.
Support may be
sketchy or
occasionally
irrelevant.
Generalizations are
supported with
examples, but content
may be thin.
Thesis is explicit,
appropriate, and well
supported. Content is
both adequate and
appropriate,
providing examples
and illustrations to
support all
generalizations.
Thesis is explicit and
significant, assertive,
objectively worded,
and supported with
substantial and
relevant information.
The essay includes a
wealth of relevant
details, examples, or
imagery.
B. ORGANIZATION:
Includes paragraph
development and
arrangement of body
paragraphs, as well as
coherence
(introduction, body,
conclusion)
The plan and purpose of
the essay are not
apparent. It is not
developed or is
developed with some
irrelevancy or
redundancy. Paragraphs
are incoherent or
undeveloped.
Transitions are lacking.
The plan of
development is
apparent but not
consistently followed.
The writing lacks
clarity or is
repetitious. The
paragraphs are
generally effective,
but transitions may be
weak or mechanical.
The plan of
development is clear
and consistently
followed. The
writing is concise
and clear, with a
minimum of
repetition.
Paragraphs are
generally welldeveloped and
effective, with
appropriate
transitions.
It is planned logically
and progresses in
clearly ordered and
necessary steps, and
developed with
originality and
attention to
proportion and
emphasis. Paragraphs
are logically and
effectively developed
with effective
transitions.
C. DICTION AND
MECHANICS:
Includes conventions
of grammar, usage,
and punctuation, as
well as appropriate
diction
Often, sentences are not
grammatically correct.
Vocabulary is
elementary, not college
level. Words are used
incorrectly. Persistent
usage, spelling, or
punctuation errors exist.
Sentences are
generally correct but
may lack distinction,
creativity, or style.
Vocabulary is
generally used
correctly. Occasional
lapses in grammar,
punctuation, or
spelling exist.
Sentences are
correctly constructed
and demonstrate
variety. The
vocabulary is
effective and
appropriate. Errors in
grammar,
punctuation, or
spelling are rare.
The sentences are
skillfully constructed,
effective, and varied.
Words used are vivid,
accurate, and original.
The writing is without
flaws in grammar or
mechanics. A
personal style is
evident.
Sources are adequate,
but may be too
general. Information
is occasionally weakly
incorporated or is
unconnected to the
content of the essay.
Documentation is
generally correct, but
may contain some
minor errors.
Sources are generally
relevant,
authoritative, and
appropriate.
Information is
relevant and is
usually incorporated
correctly. In-text
citations and
References or Works
Cited page are
generally correct.
Sources used are
relevant, substantial,
and authoritative,
demonstrating
creativity and
scholarly research.
Information is
introduced and
incorporated
smoothly and
appropriately.
Documentation is
clear and free of
errors.
Sources are lacking or
inappropriate.
Information from
sources is not
adequately incorporated
into the body of the
essay. Documentation is
missing, inadequate, or
only for research essay incorrect.
assignments
D. RESEARCH AND
DOCUMENTATION:
Includes
documentation and
incorporation of
appropriate collegelevel sources