ENGLISH SYLLABUS
REVISED: JUNE 2003
JUNE 2004
JUNE 2005
JUNE 2006
JUNE 2007
COURSES: ENGLISH 10
SPEECH
LANGUAGE LAB
CREATIVE WRITING
CONTEMPORARY LITERATURE
ADVANCED COMPOSITION
WORLD LITERATURE
BASIC COMPOSITION
FICTION (KCC)
COMPOSITION I (KCC)
COMPOSITION II (KCC)
SENIOR ENGLISH
Nick A. Smith
SYLLABUS
2007/2008
(amended 2/14/04, 12/01/04)
1
MATERIALS:
You will need the following:
1) Text book
2) Pens and paper brought every day
TEXTS: SEE CURRICULUM GUIDE
REQUIREMENTS:
(Amended 2/14/04)
CLASS ATTENDANCE AND PARTICIPATION
Regular attendance and class participation is a requirement for passing this course. In
class, you will be discussing your writing, your reading, your revising, and any issues that
are of concern to you. A significant portion of your grade is derived from your
participation, so you should be responsible for making the discussions work. If you miss
class, you can count on it hurting your grade—especially if you miss assignments or
introductory classes.
Please come to class on time. I find late arrivals extremely annoying and distracting to
both the other students and myself. A pattern of lateness will hurt your grade! Finally,
we will be respectful to each other’s writings, to each other’s opinions, to each other’s
concerns, and to each other. I will not tolerate any behavior designed to belittle, degrade,
insult or silence another student. Failure to comply will produce your removal from the
course. Coming to class without a completed assignment cannot be tolerated because it is
disruptive to the rest of the class and the learning situation; therefore, if you come to class
without your assignment, you will be sent to the study hall or the office for the class
period. You may make up the class from 3:20 to 4:02 after school or from 7:28 to 8:10 in
the morning. No assignment will be accepted until the class time is made up.
Amended 12/01/03
I will not tolerate any behavior that disrupts the class or causes turmoil in the classroom
environment. I, as your teacher, have a duty and responsibility to provide meaningful
instruction to every student. You do not have a right to disrupt or in any way alter that
important mission. Therefore, should your behavior be considered disruptive by me, I
will remove you from class for the period. If you are removed three times from this
class, you are out permanently. I will offer this course for you after school from 3:45 to
4:30 Monday through Friday.
(Amended 2/14/04)
2
WORKLOAD
Generally accepted guidelines for high school classes suggest that you should
expect to do thirty minutes to one hour of homework for every hour a class meets.
You should expect to do three to five hours of work outside this class every week.
You should expect to write four or five finished papers each quarter and a
research paper/report as a long-term project. Please make a commitment to keep
up with your work—no pain, no gain
STANDARDS FOR WRITTEN WORK
Workshops
Rough drafts of your finished papers, either handwritten or typed, are due on the day
assigned. Your final draft will be penalized ten percentage points if you do not have it for
the workshop date or if you miss the class.
You are expected to revise your drafts appropriately and thoroughly based on the peer
responses you receive from the workshops and discussion sessions. I will be available to
help you during some workshops, before and after school, during my planning period,
over the phone and by appointment any evening or weekend.
DUE DATES
ALL PAPERS ARE DUE ON THE DATES ASSIGNED. ALL READINGS MUST BE
DONE BY ITS DISCUSSION DATE AND ALL WRITTEN EXERCISES TURNED IN
ON TIME. NO ASSIGNMENT WILL BE ACCEPTED AFTER THE DUE DATE FOR
CREDIT BECAUSE ACCEPTANCE MERELY PROMOTES A LACK OF
ORGANIZATION AND PROCRASTINATION. EXCUSED ABSENCES WILL BE
GIVEN ONE DAY FOR EVERY DAY MISSED TO MAKE UP THE WORK AS
ASSIGNED.
PAPER FORMAT (Follow MLA format)
Finished formal essays should be typed, double-spaced, with 1-inch margins throughout,
bound in the upper left by a staple.
Write your name, assignment, instructor, and date in the upper left-hand corner of your
first page. Double space twice and center your title. Double space twice and begin your
text.
Do not number the first page—begin with page number two and follow the MLA
pagination guidelines. Staple all grading criteria sheets, workshop evaluation sheets, selfevaluation sheets, and peer-review sheets to the end of your finished essay.
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PLAGIARISM
Plagiarism is to use and pass off (someone else’s ideas, inventions, writings etc.), as one’s
own. The Highland English Department rule is as follows: ANY HIGHLAND STUDENT
INVOLVED IN INCIDENTS OF CHEATING OR PLAGIARISM WILL BE
REPORTED TO THE ADMINISTRATION, WHO MAY TAKE DICIPLINARY
ACTION. In this class, plagiarism will result in a grade of “F” for that assignment.
A second incident will result in an “F” for the course.
COURSE GRADING:
Your grade in this course will be based on two quarterly evaluations added together for
your semester grade. Some quarters will be weighted to reflect value of each quarter.
Your grade will be determined as follows:
Homework, assignments & tests (HAT) = 60%
In class exercises (ICE)
= 30%
Semester and quarter tests (SQT)
= 10%
Note: Classroom grading criteria may be subject to change as the course progresses
depending upon the make-up and cooperation of the students within the class. Changes
may be made without notice.
Grading Scale:
Highland high School
Percentage
Grade
97-100
94-96
90-93
87-89
84-86
80-83
77-79
74-76
70-73
67-69
64-66
60-63
59 and below
A+
A
AB+
B
BC+
C
CD+
D
DF
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Grading Requirements and Revisions:
Formal essays must be revised and turned in on time to receive full credit in this course.
In-class writings, exercises, and classroom activities will be graded on effort and
commitment to the assigned readings.
It may be necessary to make changes and adjustments to this schedule as the semester
progresses. Please keep up with any changes we have to make.
MAKE-UP WORK FOR AN EXCUSED ABSENCE
Schoolwork missed due to an excused absence must be completed to the satisfaction of
each teacher whose class or classes were missed in order to receive full credit. Teachers
will allow at least one day to do make-up work for each day of absence. For anticipated
or planned absences, it is the teacher's discretion to require that the missed work be
completed and turned in before the start of the planned absence. Students are responsible
for getting make-up work from the teacher. The definition of "truancy" is any unexcused
absence. Even though the parents/guardians may consent to the absence, the school
reserves the right to review each absence on a case-by-case basis. Any class work missed
because of truancy may not be made up for credit.
Schoolmaster PASS (Parental Access Support System)
This exclusive Schoolmaster feature allows you to create confidential HTML pages that
contain a snapshot of the student information in the Schoolmaster database. To access
this information, family members use the student's Schoolmaster ID number and a userdefinable PIN (Personal Identification Number). For security and privacy, the student's
name and PIN are not shown anywhere on the PASS pages. If you wish to participate,
parents must contact the office for a private PIN number. I encourage all of you to take
an active role in your education and keep track of your own progress. PASS can be
configured to create pages for some or all of the following Schoolmaster information:
Academic Plan
Displays all past, present, and future courses in a student's
plan along with their current status (completed, requested,
etc.).
Attendance
Shows the student's period-by-period attendance since the
first day of school.
Current Marks
Shows the student's marks for courses currently being taken.
You may choose to show marks for the last completed
grading period or progress marks for the current grading
period.
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Guidance
Shows the date, topic, and subtopic of any guidance
incidents. (Only records designated to print on the transcript
are included.)
Mark History
Shows the student's secondary mark history, including year,
grade level, term, department, course title, teacher, final
mark, and credit earned. (Only records designated to print on
the transcript are included.)
Progress Reports
Progress reports may be generated from the teacher's
Schoolmaster Grade book; may include current marks,
comments, homework, and other general and personal notes.
Schedule/Classes
Schedule shows all current schedule information for the
student, including course, room, period, term and teacher.
Progress is a progress report generated from the teacher's
Schoolmaster Grade book, which includes current marks,
comments, homework, and other general and personal notes.
Citizens' Complaints
The Board recognizes situations may arise, in the operation of the school district, which
are of concern to parents and other members of the school district community. While
constructive criticism is welcomed, the Board desires to support its employees and their
actions to free them from unnecessary, spiteful, or negative criticism and complaints that
do not offer advise for improvement or change. I encourage all of you to following the
procedure below if you or your parents have a problem with the school or with me.
The Board firmly believes concerns should be resolved at the lowest organizational level
by those individuals closest to the concern. Whenever a complaint or concern is brought
to the attention of the Board, it will be referred to the administration to be resolved. Prior
to board action, however, the following should be completed:
Step One - In the event of a complaint, the school patron is strongly encouraged to
discuss the problem with the individual directly involved
Step Two - If it cannot be resolved at Step 1, or if the complainant cannot meet with the
individual directly involved, then he/she must meet with the individual and his/her
immediate supervisor.
Step Three - In the event that the matter is not satisfactorily resolved at Step 1 or Step 2,
then the appeal process will follow this order:
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*Other supervisory or administrative personnel in the line of responsibility.
*The Superintendent of School
*The Board of Directors
In the event that one of the individuals in the appeal process in unavailable, the next
person in line can assume that individual's role in the process if the situation warrants
immediate attention.
It is within the discretion of the Board to address complaints from the members of the
school district community, and the Board will only do so if they are in writing, signed,
and the complainant has complied with this policy.
I would like to wish all of you the best of luck for this school year. I am here to help you
do the very best you can, and I will be more than happy to aid you in any way I can during
the year. You should note that I am not a mind reader—I cannot help you if you do not let
me know your concerns, problems, difficulties, misunderstandings, etc. Additionally, you
should understand that I have very little sympathy for people who do not do their
assignments, who fail to do their best each day, who cheat, and who blame others for their
own lack of effort. I will help you learn all that you can, but you must help yourself learn
to the best of your ability. If you think you can, you will, but if you think you can’t, you
won’t.
PHONE: 648-5336
EMAIL: nsmith@highland.k12.ia.us
7
SPEECH
Week one:
Introduction and course overview
Readings
Week two:
Pantomime introductions
Pantomime presentations
Week three:
Speech of personal experience workshop
Week four:
Speech of personal experience due
Pet Peeve speech—introduction and workshop
Week five:
Pet peeve speech due
Demonstration speech workshop
Week six:
Demonstration speech due
Informative speech workshop
Week seven:
Informative speech due
Persuasive speech workshop
Week eight:
Impromptu workshop
Impromptu speeches due
Week nine:
Persuasive speech due
Speech to entertain workshop
Week ten:
Speech to entertain due
Eulogy workshop
Week eleven:
Eulogy due
Presentation/acceptance speech workshop
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Week twelve:
Presentation/acceptance speech due
Symposium workshop
Week thirteen:
Symposium workshop
Week fourteen:
Symposium due
Lecture workshop
Week fifteen:
Lecture workshop
Week sixteen:
Lecture speech due
Panel discussion workshop
Week seventeen:
Panel discussion workshop
Week eighteen:
Panel discussion due
The semester will end sometime during the last week of school.
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LANGUAGE LAB
TEXT: Technical Writing for Success, A
School-To-Work Approach
Week one:
Introduction and course overview
Read pages 2-15
In-class activity
assignments due
Week two:
Chapter two, pages 18-30
Workshop—apply what you have learned, #2, page 29
assignments due
Week three:
Chapter 3, pages 32-51--discussion
Consider the case assignment due.
assignments due
Week four:
Chapter 4, pages 52-76
Letter #1-application
Letter #2-complaint
Letter #3-cover
Workshop—writing the letter
assignments due
Week five:
Letter workshop
Letter #4
Letter and group assignment workshop
assignments due
Week six:
Chapter 5, pages 76-105—discussion, activities 1-3
Activities 4-5
Letter of application
Resume
Follow-up
assignments due
Week seven:
Cover letter
Letter package/projects due
Week eight:
Chapter 7: News Releases, pages 120-139
Workshop: #2, page 133 A&B
assignments due
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Week nine:
Chapter 8: Visual Aids, pages 142-169
Pages 165-169, #1&2.
projects due
Week ten:
Chapter 9: pages 170-189—discuss 9.1-9.3
The case, page 185
Pursue an idea, page 187
projects due
Week eleven:
Chapter 10: Informative reports, pages 190-201
Exercises 1,2 and 3, pages 199-200
project due
Week twelve:
Chapter12: pages 226-247
assignments due
Week thirteen:
Chapter 13: pages 248-268
Workshop
assignments due
Week fourteen:
Chapter 14: pages 270-283
assignments due
Week fifteen:
Chapter 15: pages 284-307
Week sixteen:
Chapter 16: pages 308-332
Workshop #3, page 329
assignments due
Week seventeen:
Chapter 17: pages 332-363
Workshop—formal proposal
assignments due
Week eighteen:
Special group projects of the Pellston Company
project due
Week nineteen:
Pellston company projects and workshop
project due
Week twenty:
Pellston projects and workshops
All assignments due
project due
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COMPOSITION I
TEXT: Reading Critically, Writing Well
Little, Brown Essential Handbook for Writers
Week one:
Introduction and course overview
Chapter one, pages 1-12
Annotations
Activities 1,2 & 3
Writing workshop
Week two:
Introduction to Autobiographical Writing, pages 13-62
Activities 1-5
Writing workshop
Collaborative activity
Week three:
Autobiographical Essay – rough draft due
Revision workshop
Introduction to Observational Writing, Chapter two, pages 63-116
Final draft due
Week four:
Observational workshop, pages 63-116
Activities 1-5
Writing workshop/lab
Week five:
Observational Writing—rough draft due
Revision workshop
Introduction to Observational writing
Collaborative activity, page 112
Week six:
Workshop: revising your essay
Activities 1-5
Final draft due
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Week seven:
Reflective essay, pages 117 – 161
Drafting your essay
Collaborative activity – introduction to research
Activities 1,2 & 3
Week eight:
Drafting the essay--workshop
Activities 1-5
Rough draft due
Week nine:
Revisions workshop
Introduction to research—a collaborative activity
Final draft due
Week ten:
Introduction to Explaining Concepts, Chapter 5, pages161 - 222
Workshop
Writing Lab
Drafting the paper
Week eleven:
Drafting the paper
Research
Writing Lab/Workshop
Week twelve:
Rough draft due
Revisions workshop
Writer’s workshop
Final draft due
Note: Appendix one and two will be utilized and assigned as needed.
END COMPOSITION I
13
COMPOSITION II
Week one:
Introduction to Evaluation, Chapter 6, pages 222 – 273
Writer’s workshop
Readings and discussion
Week two:
Workshop: drafting your paper
Invention/drafting
A collaborative activity
Week three:
Revision workshop: rough draft due
Activities 1-5
Final draft due
Week four:
Introduction to Speculation about Causes and Effects, Chapter 7, pages 273 – 335
Writing workshop: invention
Research
Reading, discussion & drafting
Week five:
Workshop: drafting your position essay
Research and planning
Writing lab
Week six:
Cause/Effect paper (rough draft) due
Revision workshop
Final draft due
Week seven:
Introduction to Proposal to Solve a Problem, Chapter 8, pages 335 – 393
Writing workshop: invention, reading & discussion
Research
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Week eight:
Research and drafting
Writing lab
Critical reading and revisions
Week nine:
Rough draft due
Revision workshop
Reading critically
Final draft due
Week ten:
Introduction to Position Paper, Chapter 9, pages 393 – 449
Readings and discussion
Writing lab: invention
Week eleven:
Research, reading & drafting
Writing lab: drafting
Week twelve:
Rough draft due
Revision workshop
Final draft due
END COMPOSITION II
15
FORMS OF LITERATURE: FICTION
Catalog Description:
What is literary fiction? How does it differ from other forms of literary expression? How is fiction crafted,
and interpreted? How does understanding the constraints and conventions of literature affect the
interpretation of fiction? Like all Kirkwood’s “Forms” courses, this one addresses these questions and
others by examining works of canonical and popular fiction.
Prerequisite: Qualifying placement score on the ASSET test and completion of Composition I (cc113T).
FICTION SYLLABUS
Fiction (KCC)
Text: The Story and Its Writer
Week one: The Plot
Peaches, p.9
Civil Peace, p. 19
The Kugelmass Episode, p. 30
Week two: The Plot
Death in the Woods, p. 48
Hands, p. 57
My First Goose, p. 79
Week three: Point-of-view
Sonny’s Blues, p. 83
An Occurrence at Owl Creek Bridge, p. 162
The Garden at Forking Paths, p. 170
Week four: Point-of-view
Cathedral, p.237
Errand, p. 248
What We Talk About When We Talk About Love, p. 256
Week five: Character
Paul’s Case, p. 267
A Rose for Emily, p. 469
That Evening Sun, p. 476
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Week six: Setting
Battle Royal, p. 449
Hills Like White Elephants, p. 653
The Lottery, p. 702
Week seven: Theme
Heart of Darkness, p. 344
Week eight: Theme
The Yellow Wallpaper, p. 577
Week nine: Symbol and Allegory
The Gilded Six – Bits, p. 670
A White Heron, p. 736
Araby, p. 753
Week ten: Symbol and Allegory
The Dead, p. 757
Shoeless Joe Jackson Comes to Iowa, p. 832
Week eleven: Irony
The Metamorphosis, p. 794
Week twelve: Irony
The Gift of the Magi, p. 1164
The Tell-Tale Heart, p. 1151
The Secret Life of Walter Mitty, p. 1274
END FICTION
17
ENGLISH 10—COURSE SCHEDULE (SEMESTER ONE)
TEXTS: Our World Today
Exploring Life through Literature
Warriner’s English Grammar and Composition
It may be necessary to make changes and adjustments to this schedule as the semester progresses. Please
keep up with any changes we have to make.
Week one:
Introduction and course overview.
Unit one, pages 4-14
Activities: one, A1, A2
Pages 15-44
Week two:
Unit two: pages 47-56
Your turn, page 56
Workshop: pages 57-80
Activity A3 page 66
Activity A4 page 80
Week three:
Unit three: pages 81-121
Activity A5 page 87 & A6 page 98
Activity A8 page 113
Activity A9 page 121
Week four:
Unit four: Pages 122-165
Activity A10 & A11 pages 125 & 129
Activity A12 page 141
Activity A13 page 152
Activity A14 page 165
Week five:
Unit 5: Pages 216-186
Activity A15 page 178
Activity A16 page 186
Activity A17 page 203
Week six:
Unit six: Pages 209-230
Activities B1, B2, B3 pages 226-230
Week seven:
Unit seven: Pages 231-269
Activities: B4, B5, B6, and B7
Week eight:
Unit eight: Pages 271-298
Activities B8-B13
Week nine:
Discussion, pages 326-336
Activity: B14, page 338
Film: A Man Called Horse
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Week ten:
Julius Caesar: Pages 365-433
You and Act One: Pages 381-383
Act I: Scenes I, II & III pages 365-380
Act II: Scene I, II & III pages 385-395
You and Act two: pages 395-396, 1-7
Week eleven:
Act III: Scenes I & II, pages 398-411
You and Act III pages 411-412, 1-7
Act IV: Scenes I, II & 3, pages 414-421
You and Act four: pages 421, 1-5
Act V: Scenes I-IV, pages 422-431
You and Act V: pages 431-432, 1-5
Week twelve:
Julius Caesar: Test/Paper
Activity B20, page 433
Week thirteen:
Drama: Twelve Angry Men
In class reading and discussion
Week fourteen:
Drama: An Enemy of the People
In class reading and discussion
Test
Week fifteen:
Two plays, pages 507-521
You and the play: page 517
Activity C6, page 522
Week sixteen:
Unit eleven: Pages 438-463
Discussion and activities as assigned
Week seventeen:
Unit ten: Pages 339-364
Introduction to next Play
Week eighteen:
Fiddler on the Roof
Page 550: 1-4
Page 566: 1-4
In class reading
Week nineteen:
Continue with Fiddler
Activity C8, page 567
Discussion/Film
Week twenty:
Adjustments to program as needed
19
ENGLISH 10: SECOND SEMESTER SCHEDULE
TEXT: Warriner’s English Grammar and Composition
It may be necessary to make changes and adjustments to this schedule as the semester progresses. Please
keep up with any changes we have to make.
The following schedule lists chapters and areas of study. Specific assignments and activities will be
assigned as needed on a regular basis. Changes will be made as we progress through this program as your
abilities and understandings are evaluated.
Week one:
Chapter I: Parts of Speech, pages 3-34
Week two:
Chapter 21: Letters pages 614-629
Week three:
Chapter 22: Diction pages 629-649
Week four:
Chapter 2: The Sentence pages 34-67
Week five:
Chapter 3: The phrase pages 67-94
Week six:
Chapter 4: The Clause pages 94-118
Week seven:
Chapter 7: Usage pages 168-192
Chapter 8: Usage pages 192-220
Week eight:
Chapters 9 & 10: Usage pages 220-262
Week nine:
Chapter 11 & 12: Sentences, pages 269-305
Week ten:
Chapter 14: Paragraphs, pages 342-383
Week eleven:
Chapter 14: Paragraphs, pages 342-383
Week twelve:
Chapter 24: Punctuation pages 655-675
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Week thirteen:
Chapter 25: Punctuation pages 675-704
Week fourteen:
Chapters 26-28: Punctuation pages 704-752
Week fifteen:
Punctuation continues as needed
Week sixteen:
Chapter 16: Exposition, pages 429-476
Week seventeen:
Chapter 17: Exposition, pages 476-496
Week eighteen:
Chapter 18: Persuasion, pages 496-531
Week nineteen:
Chapter 19: Narration and description, pages 531-574
Week twenty:
Narration Continues
21
CREATIVE WRITING: COURSE SCHEDULE
Text: None
It may be necessary to make changes and adjustments to this schedule as the semester
progresses. Please keep up with any changes we have to make.
Week one:
Introduction and course overview
Poetry workshop: in-class activities
Readings
Week two:
Workshop: Apply what you have learned
Readings
Week three:
Readings
Workshop
Readings
Week four:
Read
Workshop
Read
Week five:
Poetry workshop continues
Workshop assignments due
Week six:
Poetry workshop continues
Activities 4-5 due
Week seven:
Story workshop
Read
Workshop
Week eight:
Readings
Story workshop continues
Week nine:
Readings
Story workshop continues
Activities 1-3 due
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Week ten:
Portfolios due
Workshop continues
Week eleven:
Story writing workshop continues
Week twelve:
Workshop: Story writing
All assignments due
Week thirteen:
Drama workshop: in class readings
Read
Week fourteen:
Read
Workshop
Week fifteen:
Workshop
Read
Week sixteen:
Workshop: writing the play
Week seventeen:
Workshop: view and blocking the play
Week eighteen:
All assignments and portfolios due
Workshop: presentations
Week nineteen:
Workshop: publication and presentation
Read
Week twenty:
Final projects: Collaborative activity
Presentations
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ADVANCED COMPOSITION: COURSE SCHEDULE
TEXT: Warriner’s English Grammar and Composition, complete course
ADVANCED COMPOSITION: COURSE OVERVIEW
Written composition is the most important study in a senior English course. In this class, composition work
will be a regular part of each class routine. Through insights gained from research into the act of writing, it
is obvious that the writing process involves separate mental operations that recur and interact with one
another over and over during the composing process. With this in mind, I have chosen to use the writing
process as a basic model for instruction in this course.
Unlike a mathematical or scientific formula, which never varies and inevitably leads to the desired
outcome, the writing process is a theoretical model of what is currently understood to happen in the mind of
the writer. The value of the model is that it breaks down and clarifies the process used by most writers in
the composing process. It allows for the isolation of individual skills that teachers may use to assist
students in mastering. This knowledge of variables that affect the writing process is used to build a
classroom program that will foster student success.
Along with the writing process model of instruction, a workshop approach will be utilized. Writing isn’t
actually taught; that is, writing isn’t a set of facts, forms, or formulas that a teacher imparts, and it certainly
isn’t busywork or a series of skills to be learned sequentially. Writing is a student-centered activity that is
learned through a variety of shared writing experiences. In a workshop approach, the writing teacher’s
most important function is to provide the proper mix of freedom, encouragement, assignments, and expert
guidance so that the students may learn by doing. The teacher functions much like an understanding parent
or a personal mentor. In the workshop approach, students work and learn individually, in small groups, and
in large groups. Instruction is based on need—when a student or groups of students need help with a basic
skill or concept. Some full-class instruction is needed, but the needs of the individual are central to
successful writing instruction. The basic form of instruction within this workshop consists of a series of
mini-lessons for full-class activities and individual workdays for individual instruction and small group
instruction based on specific individual needs. The program is designed to promote active learning in an
integrated system; for example, whole language (thematic) approaches, the personal experience approach,
and the invention approach are utilized along with the writing process and the workshop approach to
facilitate active learning among students.
A breakdown of the course mini-lessons and writing activities follows:
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ADVANCED COMPOSITION: COURSE SCHEDULE
TEXT: Warriner’s English Grammar and Composition, complete course
It may be necessary to make changes and adjustments to this schedule as the semester
progresses. Please keep up with any changes we have to make.
Week one:
Introduction and course overview
Read pages 520-527
Writing assignment 1: A college application autobiography
Balanced construction sentences (#1A) handout
Week two:
Read pages 629-636: A personal experience narrative
Serial construction sentences (#2B) handout
#1 due
Week three:
Read pages 446-448: causes and effects (#3)
#2 dues
Assignment #2b due
Cumulative sentence structure (#3c) handout
Week four:
Read pages 451-454: a persuasive paragraph (#4)
Assignment #3: due
Week five:
Read pages 455-458: A descriptive paragraph (#5)
Assignment #4: due
Week six:
Read pages 458-461: A narrative paragraph (#6)
Assignment #5: due
Week seven:
Read pages 463-509: An expository composition (#7)
Assignment # 6: due
Week eight:
Read pages 515-520: explaining a process (#8)
Assignment # 7: due
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Week nine:
Read pages 528-534: a cause/effect explanation (#9)
Assignment # 8: due
Week ten:
Read pages 534-542: An essay of definition (#10)
Assignment #9: due
Week eleven:
Read pages 551-562: A critical review (#11)
Assignment #10: due
Week twelve:
Read pages 563-573; an essay of literary analysis (#12)
Assignment #11: due
Week thirteen:
Read pages 574-625: A persuasive composition (#13)
Assignment #12: due
Week fourteen:
Read pages 574-625: A persuasive composition (#14)
Assignment # 13: due
Week fifteen:
Workshop: library
Assignment #14: due
Week sixteen:
Read pages 672-687: a research paper (#15)
Workshop: the research paper
Week seventeen:
Read pages 687-708: A research paper (#15) continues
Research
Week eighteen:
Workshop: drafting, MLA format, revising, documentation, etc.
Week nineteen:
Read pages 687-708: A research paper (#15) continues
Workshop: final draft, proofing, manuscript form, etc.
Assignment # 15: due
Week twenty: Adjustments as needed
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WORLD LITERATURE: COURSE SCHEDULE
Text: Living Literature: The Literary Heritage
It may be necessary to make changes and adjustments to this schedule as the semester
progresses. Please keep up with any changes we have to make.
Week one:
Introduction and course overview
Read pages 4-19
Activity: your turn, page 19
Read pages 20-40
Week two:
Read pages 41-65
Activity: A1, page 64
Read pages 66-103
Activity: your turn, page 102
Week three:
Read pages 104-119
Film
Week four:
Antigone (in-class reading)
Activity: A5, page 151
Test/Essay
Week five:
Norse Mythology (lecture)
Read pages 164-187
Quiz
Week six:
Read pages 190-262
Everyman: in-class reading
Arthurian literature (lecture)
Week seven:
Film
Week eight:
Read pages 262-285
In-class reports
Week nine:
Read pages 309-396
Discuss acts I-V
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Week ten:
Film
You and the play: pages 397-398, 1-6
Week eleven:
Activity B10: page 399 (in class)
Read pages 401-413
Activity B10: due
Week twelve:
Hamlet (in-class reading and discussion)
Activities: notes and questions
Week thirteen:
Hamlet: in-class reading and discussion)
Film
Week fourteen:
Adjustments
Test/Essay
Paper due
Week fifteen:
Read pages 423-478
Discussion
Week sixteen:
Read pages 480-525
Test/Quiz/Paper
Week seventeen:
Read pages 527-546
Discussion and activities
Week eighteen:
Introduction to the Victorians (lecture)
Read pages 548-618
You and the author, page 553
You and the poem, page 563
Activity: B15, page 569
Week nineteen:
Class discussion and discussions
Week twenty:
Adjustments as needed
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CONTEMPORARY LITERATURE: COURSE SCHEDULE
TEXT: Literature: A Contemporary Introduction
The Story and Its Writer
It may be necessary to make changes and adjustments to this schedule as the semester
progresses. Please keep up with any changes we have to make.
Week one:
Read: “A Loaf of Bread” pages 30-34
Read: “Character” pages 34-38
Read: “The Oriental Contingent” pages 22-26
Read: Point of view and focalization, pages 26-30
Week two:
Read: “Johnny Ray” pages 30-34
Read: Character, pages 34-38
Read: “Bop” pages 38-47
Read: Setting, pages 47-49
Assignment #2
Week three:
Read: pages 49-71—“China” and “Rock River”
Assignment #3
(TSAIW) “Civil Peace” pages 10-14
Week four:
Read: pages 71-81
Read: pages 240-252
Assignment #4
(TSAIW) “An Occurrence at Owl Creek Bridge” pages 134-141
Week five:
Read: “The Snows of Kilimanjaro” pages 252-267
Assignment #5
Week six:
(TSAIW) “Paul’s Case” pages 254-270
Assignment #6
Week seven:
Read: “The Yellow Wallpaper” pages 503-513
Assignment #7
Week eight: Poetry
Read; pages 559-582
Assignment #8
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Week nine:
Read: pages 582-600
Assignment #9
Week ten:
Read: pages 607-613
Individual poetry as assigned
Assignment #10
Week eleven:
Read: Michael S. Harper, pages 936-945
Poetry casebook as assigned
Assignment #11
Week twelve:
Drama: TBA
Read: pages 1006-1020
Assignment #12
Week thirteen:
Reading: Medea
Assignment #13
Week fourteen:
Reading: The Importance of Being Earnest
Assignment #14
Week fifteen:
Reading: The Glass menagerie
Assignment #15
Week sixteen:
(TSAIW) “The Lottery” pages 634-642
(TSAIW) “The Tell-Tale Heart” pages 1118-1122
Assignment #16
Week seventeen:
(TSAIW) “The Secret Life of Walter Mitty” pages 1225-1229
(TSAIW) “The Metamorphosis” pages 733-769
Assignment #17
Week eighteen: TBA
Week nineteen: TBA
Week twenty: TBA
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