Santa Monica College
Spring 2009
English 2 Critical Analysis and Intermediate Composition
Section 1861 LA 239
Tuesday/Thursdays 8am -- 9:20am
Instructor: Ms. Rebecca Curtis
E Mail
Curtis_Rebecca@smc.edu
Office hours in LV 103 (runs parallel to Pearl street): Tuesdays and Thursdays 10:00 to
11:00. Additional hours are available by appointment only. Messages or papers may be
left in my box on my office door in LV 103, or in my box in the Faculty Mailroom in the
Liberal Arts Building 102.
Catalog Description
This course helps students develop their critical thinking and writing skills beyond the
level achieved in English 1. The course emphasizes the application of logical reasoning,
analysis, and strategies of argumentation in critical thinking and writing using literature
and literary criticism as subject matter.
Course Objectives
English 2 teaches students to analyze, interpret, and examine the three genres of
literature: poetry, drama, and fiction. We will examine elements such as plot structure,
character, point of view, style, tone, symbol, irony, and theme. We will also apply critical
perspectives and literary criticism to the literary texts to foster critical thinking skills.
Required Texts
Meyer, Michael. Ed. The Compact Bedford Introduction to Literature 7th Ed.
Boston/New York: Bedford/St. Martin’s, 2006.
Novel: TBA
Course Requirements
4 Academic Essays, including a mid-term self-evaluation and final essay exam, and
quizzes, and reading summaries.
Attendance and Participation
Regular attendance and participation is mandatory. SMC policy allows three hours of
unexcused absence (absences are recorded from the start of the semester). After three
hours you may be dropped from the course, or receive a lower final grade. You are
expected to arrive on time, prepared, having read required readings.
Due dates
Late papers will receive lower grades. Papers over a week late will not be accepted.
Grading (tentative)
3 Essays
20% each
Final essay exam
quizzes, summaries,
& mid-term evaluation
Total
60%
20%
20%
100%
Tutoring is available in the main tutoring center in Dresher Hall 313, or in the AfricanAmerican Collegiate Center or Latino Center (both located in the counseling complex).
Active Reading -- We will adopt active reading strategies; to read the text carefully,
highlight passages you find persuasive, interesting, or even confusing; you can also
annotate what you read, writing your questions regarding the text down to bring to class
for discussion.
Grading Rubric for Essays: a clear thesis, a carefully organized body, specific details
and examples to support interpretations. Essays should contain an awareness of voice and
purpose, and should contain college level control of sentence structure, mechanics, and
spelling.
Essays must be typed, double-spaced, and documented with the MLA style.
Papers will be graded on the ability to complete these requirements successfully.
Always make a copy of your essays for yourself and keep all your graded papers.
Plagiarism: is defined as using another person’s ideas, language, or thoughts as if
they are your own. Anytime you use an outside source to inform your reading of a text,
you must cite that source or you are guilty of plagiarism. You cannot have others write
your paper for you. You cannot copy material from printed sources or download a paper
or text from the internet and offer it as yours. This is plagiarism and you could fail the
assignment and/or possibly the course, or you could possibly be reported to the dean, or
be suspended from the college.
Thank you and I look forward to having you all in class.
SMC
ENGLISH 2
Syllabus (subject to change)
Spring 2009
MS. R. CURTIS
Section # 1 The Short Story
Week 1
T 2/17 In class: Course Introduction.
TH 2/19: In class writing -- Read, “Plot” in class and write paragraph.
Homework for Week 2: Read in The BR (Bedford Reader) Setting: the
Moths p. 168-172, Character: Saving Sourdi p, 104-109 & p. 110-122.
Plot/ Point of View: p. 173-178 William Faulkner "A Rose for Emily" p.
80-88. Theme: p. 239-242. & Dagoberto Gilb “love in LA” p. 256- 258
Week 2
T/Th 2/24 – 2/26 Handout: Guidelines for Writing Interpretive and
Analytical Essays. Read handout on elements of fiction and study and
know terms.
Homework for Thursday: Handout Hemingway’s “A Clean Well
Lighted Place.” In the BR read Symbolism: p .211-214 Style, Tone, Irony
p. 259-263.
Homework for Next Week: In BR read: William Faulkner’s Barn
Burning,” p. 396-425.
Week 3
T/Th 3/3 – 3/5 In Class: short summary of story(s) due.
Homework for wk. 4: “Reading poetry” p. 563-565. “The Pleasure of
Words” p. 566-584. Encountering Poetry: Images of Poetry in popular
culture p. 585-598. Word choice: p. 612-622. p. 626. Allusion p. 665-674
(note terms in bold).
Week 4
T 3/10 – 3/12 –
3/6 In Class: Rough draft of short story paper due.
Homework for week 5: “Ulysses“ by Lord Alfred Tennyson p. 985. “The
Negro Speaks of Rivers” by Langston Hughes p. 876-906. “The Love song
of J. Alfred Prufrock p. 907-925. Read: Yeats-"The Second Coming" p.
991. Handout: An Ancient Gesture” by Edna St. Vincent Millay.
Section #2 An Introduction to Poetry
Week 5
T/Th 3/17. Formal short story paper due.
In class: Discuss poems.
3/19 No class Staff Development Day
Week 6
T/Th 3/24 - 3/26 poetry.
Week 7
T/Th 3/31-4/2 in class: Poetry paper due.
Homework for Friday: Reading Drama p. 997-999. Elements of Drama-p. 1015-1021 & Drama In Popular Form-- Seinfeld: “The Pitch” p. 10211030. (DVD).
Homework for Week 8: Read Greek Drama and tragedy p.1043-1048.
Read Othello p. 1100-1198. Finish Acts 1 & 2.
Section # 3 An Introduction to Drama
Week 8
T/Th 4/7-4/9 In class: discuss drama.
For Homework: Finish reading play. Assign paper topics.
Spring Break April 13-17 No classes
Week 9
T/Th 4/21 – 4/23 in class: Mid-term—self-evaluation
Homework for last section of class--Read: the novel (TBA)
Week 10
T/Th 4/28 – 4/30 class: Drama paper due.
Section # 4 The Novel
Week 11
T/Th 5/5 – 5/7 Final revision of essay #4 due.
Week 12
T/Th 5/12—5/14 Discuss the Novel.
Week 13
T/Th 5/19--5/21 Discuss Ceremony
Week 14
T 5/26 – 5/28 Discuss Final.
Week 15
T/Th 6/2--6/4 In class: Discuss and review for Final Exam.
Homework: Catch up with readings.
Final Exam. Tuesday June 9 8am to 11 am
SMC
ENGLISH 2
MS. R. CURTIS
Essay Grading Rubric
An A paper demonstrates the student’s ability to complete the assignments with
competence, insight and originality. The structure of the essay should present a strong
engaging thesis-opening paragraph and follow the thesis to an orderly conclusion
demonstrating a sophisticated arrangement of ideas. Supporting paragraphs should
contain topic sentences, specific examples, and a conclusion, which restates the thesis. It
should be generally free of grammatical errors and contain varied and complex sentences
and transitions. The paper should have a strong sense of voice, a distinctive style, and
authorial control.
A B paper also goes beyond a basic understanding of the material to show some insight
and competence. The thesis paragraph is also clear and sophisticated with a controlled
and organized structure containing supporting paragraphs, topic sentences, transitions,
specific examples, and a conclusion restating the thesis. Grammar and sentence syntax is
also well controlled. The paper should contain a distinct voice, style, and authorial
control.
A C paper completes the assignment in a manner that demonstrates a complete
understanding of the material. The thesis or main idea of the paper should be clear,
though at times may be vaguely presented. The thesis should be supported, with
supporting paragraphs with topic sentences, transitions, varied sentences, and concrete
examples, even if at times the support is weak. The paper should be orderly although the
organization might not be consistent. The introduction and conclusion should be
adequate. The paper should have a sense of voice, although the voice may not be
consistent throughout the paper.
A D paper responds only marginally to the assignment. The main idea is often over
generalized or vague. The thesis is not adequately supported by supporting paragraphs or
concrete examples. The paper lacks a consistent structure. The introduction and
conclusion may be weak and ineffective. There are many sentence syntax and grammar
problems. The paper lacks voice.
An F paper fails to address the assignment or topic. The main idea is not apparent. The
thesis is not supported. The organization is illogical or incoherent. There are frequent
errors in grammar. Sentence Syntax may be incoherent.