COURSE SYLLABUS FOR ENGLISH 104, APPROACH TO LITERATURE
SPRING 2014
Instructor: Shawn Delgado
Office: CURRY 102
Class Time: 104.07: MW 2:00PM-3:15PM
104.08: MW 3:30PM-4:45PM
Email: smdelgad@uncg.edu
Office Hours: 10AM–1PM on T or by appt.
Classroom: Curry 334
Overview
Course Description:
This course is designed to have you engage with a variety of forms of literature. The course is organized
into three distinct sections: fiction, drama, and poetry. By the end of the semester, you should be able to
identify a number of literary techniques as well as how they contribute to the way the piece is received by
an audience. There will be a combination of readings of literature itself as well as supplementary material
to contextualize and further explore the texts.
Student Learning Outcomes (SLOs) for the GLT marker:
1. Demonstrate the reading skill required for the student of literary texts. (LG3)
2. Identify and/or describe some of the varied characteristics of literary texts. (LG3)
3. Demonstrate orally, in writing, or by some other means, a fundamental ability to use some
of the techniques and/or methods of literary analysis. (LG 1 and LG 3)
4. Identify and/or describe some of the various social, historical, cultural, and/or theoretical
contexts in which literary texts have been written and interpreted. (LG3)
The SLO labeled LG 1 is designed to address Learning Goal #1 (LG1) in the UNCG General Education
Program. This is the ability to “think critically, communicate effectively, and develop appropriate
fundamental skills in quantitative and information literacies.”
(http://web.uncg.edu/reg/Bulletin/Current/UnivReq/GECProgram.aspx)
Those SLOs labeled (LG3) relate to UNCG’s Learning Goal #3 for General Education, which says
students will “Describe, interpret, and evaluate the ideas, events, and expressive traditions that have
shaped collective and individual human experience through inquiry and analysis in the diverse disciplines
of the humanities, religions, languages, histories, and the arts.”
(http://web.uncg.edu/reg/Bulletin/Current/UnivReq/GECProgram.aspx)
Required Texts:
Books are available for purchase at the University Bookstore. Please acquire these books in advance of
class. There is no way to complete the course without these materials, and we will be using them
immediately and throughout the entire semester. The Greensboro Review can be obtained in MHRA
3302. Other documents—including assignment sheets—will be posted on Blackboard. Print them and
bring them to class. I also advise that you have a method of taking notes on these texts. If you rent your
textbooks, something as simple as post-it notes will allow you to interact with these texts, highlighting
and commenting on important or complicated material. Alternate editions of these texts will not be
appropriate or acceptable.
Clark, The Greensboro Review. Fall 2013. Vol. 94. Greensboro: University of North Carolina at
Greensboro, 2013. Print.
Connell, Evan S., Mrs. Bridge. Berkeley: Counterpoint, 2009. Print. ISBN 978-1-58243-568-8
Mays, The Norton Introduction to Literature. Portable Eleventh Edition. New York: W.W. Norton &
Company, 2014. Print. ISBN 978-0-393-92339-1
Sparks, Lancaster, and Gibson, Lenses: Perspectives on Literature. First Edition. Plymouth:
Hayden-McNeil Publishing, 2012. Print. ISBN 978-0-7380-5105-5
Grading:
Participation:
Quizzes:
Passage Analysis Essay:
Exam 1:
Exam 2:
Exam 3:
Poem Comparison Essay:
15%
10%
15%
15%
15%
15%
15%
I employ a grading scale that ranges from A—F including plus and minus grades. I will not discuss grades
until at least 24 hours after the grade has been announced, either through handing back the assignment or
posting the grade to blackboard. I reserve the right to quiz you on the readings, and any quiz grades will
influence your participation. If you receive a failing grade for 30% or more of your assignments, you will
not be able to pass this course.
Quizzes: You should expect to be quizzed weekly over basic information in the readings. This is really
just to make sure people are prepared and following along, so there will not be significant time or analysis
required. That said, hopefully you’ve read closely enough to bring some analysis into the actual class
discussion (where the majority of our time will be spent in class).
Exams:
This course will employ three different exam formats. The first exam will be comprised of short answer
questions across a number of the short stories we will discuss in class. Each story presented will have
multiple questions associated with it, but you will only be required to answer ten questions in total. The
second exam will cover drama and will be a take home exam with extended essay questions to be
completed over the course of a weekend. The final exam will cover poetry and will be comprised of three
sections. The first section, which will be worth approximately 50% of the exam, will present you with
excerpts from the poems. From these excerpts, you will provide me with the title of the poem, the author
of the poem, and let me know how you were able to make that determination. There will also be a
multiple choice section worth approximately 25% which will ask about specific details within the poems
or involve recognizing specific literary devices relevant to the poems. The final section worth
approximately 25% of the exam will ask you to provide a short analysis of a previously unread poem
(provided on the exam).
Additional Major Assignments:
In addition to the in-class exams and discussions, there will be a number of major assignments to be
completed outside of class. These assignments will be presented in more detail as the semester progresses.
There will be an assignment sheet for each that will include formatting requirements as well as my
expectations for content. The first essay will need to be between 4-6 pages in length and the second will
be 5-7 pages in length. By 5 pages, I mean 5 full pages. A paper that is 4 ¾ pages is not a 5-page paper
and any paper which does not meet the minimum length requirement for that assignment cannot receive
higher than a C on the assignment. Regarding all length restrictions, though, I encourage you to write
beyond the minimum required amount. The more you have to say about the work, the more insight and
analysis you’re likely to provide.
Passage Analysis Essay (4-6 Pages):
Take 2-3 of the consecutive short chapters in Mrs. Bridge and analyze the literary techniques of the author
and how they affect the audience’s reception of the piece while placing your selection within the larger
context of the novel. It’s important that you keep in mind the significance of the specific chapters you’ve
included. If you are aware of how these chapters serve the larger narrative, then it will be easier to see
how the author juxtaposes the chapters as well as how other authorial decisions affect the work. A simple
summary of the passage will likely not meet the page requirement, nor will it provide ample analysis of
how these chapters are presented.
Poetry Comparison and Contrast Analysis Essay (5-7 Pages):
Find two poems from The Greensboro Review and discuss the different uses of literary techniques and
resulting effects in detail. This includes structure, diction, tone, etc. Discuss how these authorial decisions
combine with the subject matter to create two distinctively different pieces for a reader. As with all
comparison and contrast assignments, it’s helpful to chose poems with common techniques used
differently so the essay will have some cohesion. Also keep in mind that poems often don’t have a clear
or specific moral or message to deliver. Sometimes they’re impressionistic pieces that serve simply to
elicit a feeling or emotion. I know this may be unusual compared to how you’ve studied poetry in the
past, but if you read carefully and listen to your gut, you’ll be on the right track.
Policies
Late Work:
I do accept late work, however, I will assess a penalty of a letter grade for each calendar day the work is
late, not for each day of class it is late. All assignments are due at the beginning of class, so tardiness on
these days will result in the work being marked as late. Incomplete work or work not directly addressing
the assignment in question will not be accepted. A five-page paper should be a full five pages long. If you
will not be able to present a physical copy of your work on the due date for any reason, you may submit
an electronic version through email to avoid a lateness penalty, but I will still need a physical copy to
grade as soon as possible.
Attendance Policy:
You are allowed a maximum of three absences without a grade penalty. The fourth and fifth absences will
each result in a half-grade deduction. On the sixth absence, you will fail the course. If you do not bring
the proper readings to class it will result in an absence, and I may ask you to leave. In the case of behavior
I consider disruptive to the class, I reserve the right to ask you to leave. If, under any circumstances, you
are asked to leave the classroom, you will be marked as absent for that day.
For every two times you arrive late to class, you will receive an absence. It is your responsibility to see
me at the end of class to make sure I update the roll to reflect your attendance. I consider a student tardy
as soon as I begin my lecture or any classroom activity. I will not recap any information to cater to a late
student, though you’re certainly welcome to meet with me during my office hours. In this course there is
no such thing as an “excused” absence, except under extreme circumstances or for religious reasons (state
policy detailed in the following paragraph.
You are, by state law, allowed two excused absences due to religious holidays, which do not count toward
your total allowed two absences. If you plan to miss class because of your faith, you must notify me in
advance of your absence.
If you encounter any serious personal issues (health, family, or financial) that interfere with your
attendance or completion of work in this course, I suggest that you contact the Dean of Students Office in
the Elliott Student Center to help serve as an advocate and adviser. They are also available by phone at
334-5514 or through email at deanofstudents@uncg.edu. Among the many services they provide, the
Dean of Students Office can help represent you in the case of emergencies.
Academic Integrity Policy:
As stated in the student handbook:
“Academic integrity is founded upon and encompasses the following five values: honesty, trust,
fairness, respect, and responsibility. Violations include, for example, cheating, plagiarism, misuse
of academic resources, falsification, and facilitating academic dishonesty. If knowledge is to be
gained and properly evaluated, it must be pursued under conditions free from dishonesty. Deceit
and misrepresentations are incompatible with the fundamental activity of this academic institution
and shall not be tolerated” (from UNCG’s Academic Integrity Policy). To ensure that you
understand the university’s policy on academic integrity, review the guidelines and list of
violations at <http://academicintegrity.uncg.edu>. I expect you to abide by the Academic
Integrity Policy.
Any violations of this policy will result in an automatic failing grade for the assignment and based on the
severity of the violation you may fail the course as well. If I encounter multiple infractions of this code,
you will fail the course and your infractions will be reviewed at a university level.
Electronic Device Policy:
There is a zero tolerance policy for cellular phones in this class. If you use a cell phone in class, you may
be asked to leave. If you are asked to leave, you will be marked as absent for that day. The same policy
applies to headphones. Laptops and tablet devices may be used in class only to take notes pertaining to
our class. There is no internet usage allowed. Any class readings should be printed out and brought to
class, so there should be no need to access Blackboard, check email, etc. If you use a laptop for other
purposes, you will not be allowed to use a laptop in class again. To be perfectly clear: one violation
means no laptop use.
E-mail Response Policy:
I will respond to all emails within a 48-hour period. If I have not responded past that time, please resend
the message. Also, I ask that you contact me as soon as possible to address any questions or problems. As
I will say often, procrastination is one of your greatest hazards in this course.
The Office of Accessibility Resources and Services:
Students with documentation of special needs should arrange to see me about accommodations as soon as
possible. If you believe you could benefit from such accommodations, you must first register with the
Office of Accessibility Services on campus before such accommodations can be made. The office is
located on the second floor of the Elliott University Center (EUC) in Suite 215, and the office is open
8am to 5pm, Monday - Friday. Telephone: 334-5440; e-mail: oars@uncg.edu.
The Writing Center:
The purpose of the Writing Center is to enhance the confidence and competence of student writers by
providing free, individual assistance at any stage of any writing project. Staff consultants are experienced
writers and alert readers, prepared to offer feedback and suggestions on drafts of papers, help students
find answers to their questions about writing, and provide one-on-one instruction as needed. Located in
the Moore Humanities and Research Building, room 3211.
The Learning Assistance Center:
The Learning Assistance Center offers free services to the entire UNCG undergraduate community and is
located in McIver Hall, rooms 101-104, and 150. For help with study skills, contact Erin Farrior,
Academic Skills specialist. Telephone: 334-3878; email: lac@uncg.edu
Course Schedule
All listed readings should be completed before that day’s class period and are listed in italics like this.
Major assignments will be capitalized, italicized, and bolded LIKE THIS. Any non-typical class dates
(school holidays, conferences, meetings outside the typical classroom, etc.) will be listed in bold and
capitalized LIKE THIS. I reserve the right to make minor changes to the class schedule throughout the
semester. You will be notified of these changes through Blackboard.
Section 1: Overview and Introduction to Fiction
Week 1—January 13th
M—Introduction to the course and syllabus
W—Lenses: Chapter 1—“To Read is to Write,” pp.1-6; Chapter 9—“Narrators and Speakers: The
Voices of Literature,” pp.107-114; and Hayden, “Those Winter Sundays,” p. 153
Blackboard: “Bullet to the Brain” by Tobias Wolff
Week 2—January 20th
M—NO CLASS for Dr. MLK Jr. Holiday
W— Lenses: Chapter 3—“Reading through Genre,” pp.25-37; Chapter 8—“Time, Setting and Place,”
pp.95-105; Millhauser, “The Dome,” pp. 119-124
Norton: “The Elephant in the Village of the Blind” by Anonymous with “Questions about the
Elements of Fiction,” pp. 14-16 and “The Shabbat” (from Persepolis) by Marjane Satrapi, pp. 21-30
Week 3—January 27th
M—Lenses: Chapter 7—“The Character(s) of Literature,” pp.81-90; Devi, “The Hunt,” pp. 125-138
Norton: “The Five Parts of Plot” pp. 61-65 and “Girl” by Jamaica Kincaid, p. 119-121
W— Lenses: Chapter 4—“Symbolic Relationships and Figurative Language,” pp.39-48; Chapter 5—
“Creating Meaning in Literature,” pp.53-65; Gilman, “The Yellow Wallpaper,” pp. 139-152
Norton: “Hills Like White Elephants” by Ernest Hemmingway, pp. 114-118
Week 4—February 3rd
M— Lenses: Chapter 2—“Writing About Literature,” pp. 9-23; Norton: “Writing about Literature,” pp.
32; “Cathedral” by Raymond Carver, pp. 34-46; and“The Jewelry” by Guy de Maupassant pp. 66-73
W—Norton: “Recitatif” by Toni Morrison, pp. 131-148 and “Good People” by David Foster Wallace,
pp. 149-156
Week 5—February 10th
M— EXAM #1
W—Mrs. Bridge by Evan S. Connell, pp. 1-244
While we will be discussing longer works, relatively chronologically, it’s important that you have
the entire work read in advance of class. This will also be true for the plays as well.
Week 6—February 17th
M—Mrs. Bridge by Evan S. Connell, pp. 1-244
W—Mrs. Bridge by Evan S. Connell, pp. 1-244
Section 2: Drama
Week 7—February 24th
M—Norton: “Drama: Reading, Responding, Writing” and Trifles by Susan Glaspell, pp. 740-756;
PASSAGE ANALYSIS DUE
W—Norton: A Doll House by Henrik Ibsen, pp. 784-844
Week 8—March 3rd
M—Norton: A Doll House by Henrik Ibsen, pp. 784-844
W—Norton: A Doll House by Henrik Ibsen, pp. 784-844
Friday, March 7th—LAST DAY TO DROP WITHOUT PENALTY
Week 9—March 10th
M— SPRING BREAK—NO CLASS
W— SPRING BREAK—NO CLASS
Week 10—March 17th
M—Norton: A Raisin in the Sun by Lorraine Hansberry, pp. 918-994
W—Norton: A Raisin in the Sun by Lorraine Hansberry, pp. 918-994
Week 11—March 24th
M—Norton: Death of a Salesman by Arthur Miller, pp. 999-1080
W—Norton: Death of a Salesman by Arthur Miller, pp. 999-1080
EXAM 2 (Take Home) Posted on Blackboard—Due Monday, March 31st
Section 3: Poetry
Week 12—March 31st
M— EXAM 2 (Take Home) Due at the Beginning of Class
Lenses: Chapter 6—“The Sounds and Structures of Poetry,” pp.69-77
Norton: “Responding to Poetry” (Includes “On Her Loving Two Equally” by Apra Behn), pp. 467475; “[Shall I compare thee to a summer’s day?] by William Shakespeare, p. 569; “[Women have loved
before as I love now]” by Edna St. Vincent Millay, p. 652; and “[Death be not proud] by John Donne, p.
676
W—Norton: “Mr. T” by Terrance Hayes, p. 499; “Do Not Go Gentle into That Good Night” by Dylan
Thomas, p. 636; “Sestina” by Elizabeth Bishop, p. 637-638; “Ballad of Birmingham” by Dudley Randall,
p. 640
Week 13—April 7th
M—Norton: “[Lana Turner has collapsed]” by Frank O’Hara, p. 460;“We Real Cool” by Gwendolyn
Brooks, p. 497; “Alzheimer’s” by Kelly Cherry, p. 541; and “Sex without Love” by Sharon Olds, pp. 554555
W—Norton: “Death of a Young Son by Drowning” by Margaret Atwood, p. 488; “Home Burial” by
Robert Frost; p. 493-496; and “Daddy” by Sylvia Plath, p. 705-707
Week 14—April 14th
M—Norton: “I Hear America Singing” by Walt Whitman, p. 621; “A Noiseless Patient Spider” by Walt
Whitman, p. 716; “[Tell all the Truth but tell it slant]” by Emily Dickinson, p. 671; and “[My Life had
stood—a Loaded Gun—] by Emily Dickinson, pp. 673-674
W—Norton: “Diving into the Wreck” by Adrienne Rich, p. 581; “First Fight. Then Fiddle” by
Gwendolyn Brooks, p. 654; “Digging” by Seamus Heaney, p. 686; and “The Dance” by William Carlos
Williams, p. 718
Week 15—April 21st
M—EXAM 3
W—Bring The Greensboro Review Number 94 to class for discussion
Week 16—April 28th
M—Bring The Greensboro Review Number 94 to class for discussion LAST DAY OF CLASS;
COMPARATIVE POETRY ANALYSIS PAPER DUE