COURSE INFORMATION HANDOUT
Fall 2007
ENGL 2328.70: SURVEY OF AMERICAN
LITERATURE II
INSTRUCTOR: Audrey A. Herbrich
OFFICE: Liberal Arts Building 135
PHONE: (979) 743-5218
EMAIL: audrey.herbrich@blinn.edu
INSTRUCTOR WEB SITE: http://www.blinn.edu/schulenburg/faculty
CAMPUS WEB SITE: http://www.blinn.edu/schulenburg/index.htm
CLASS: SBLA 121
Meets MW 7:30 – 8:45 a.m.
OFFICE HOURS:
MW from 10:15 – 11:50 a.m.
TR from 8:45 – 10:25 a.m.
F from 8:00 – 10:00 a.m. and other times by appointment
Core Curriculum Statement: English 2328 is a Core Course in the 42-hour Core of Blinn College. As such,
students will develop proficiency in the appropriate Intellectual Competencies, Exemplary Educational
Objectives, and Perspectives. For more information, refer to www.blinn.edu/corecurriculum.
Course Description: This survey introduces students to the American literary expression from the Civil War
Era to the present. Papers are required. Prerequisites: ENGL 1301 and 1302 and a passing score on the
Reading section of the THEA test or alternative test or completion of READ 0306 with a grade of “C” or better..
Three class hours per week. Credit: Three semester hours.
Note: American literature (ENGL 2327 and 2328) and American history (HIST 1301 and 1302) cover the same
basic period in American culture and, fundamentally, in the same chronological order. In essence, HIST 1301
and 1302 will help students better understand the historical context of the literature they will read in ENGL
2327 and 2328, and vice versa.
Student Learning Outcomes
Full participation in English 2328 allows students to learn the following:
 characteristics of each of the major periods studied, including the genres and aesthetic values of the
period;
 understanding of the cultural and intellectual environment of each period and the impact of these on the
literature of the period;
 understanding of the major writers and their works in each of these periods, including their strengths as
writers and their place in the literary culture of the period;
 techniques of reading closely, analyzing literature, and communicating careful observations, skills
reflected in discussion and writing;
 understanding of the ways in which society, politics, and culture influence literature and how one
literary period evolves into the next.
Herbrich—ENGL 2328 2
Required Books:
Baym, Nina, et al., eds. The Norton Anthology of American Literature. 6th ed. Vols. C-E. New York: Norton,
2003.
Fowler, H. Ramsey, and Jane E. Aaron. The Little, Brown Handbook. 10th ed. New York: Longman,
2007.
Standard college-level dictionary.
Preparedness is essential for effective learning; plan to purchase materials (paper, folders, pens, etc.) which
will personally facilitate this. Scantrons will be needed for the midterm and final exam.
Grading System:
Exam 1
10%
Participation/Attendance
Exam 2
10%
Essay 1
Exam 3
10%
Essay 2
Final Exam
10%
Essay 3
Power Point Project
20%
Students are expected to keep track of their grades and save all work.
10%
10%
10%
10%
Participation/Attendance: Students will be held responsible for regular classroom attendance, and active,
meaningful attendance will directly increase a student’s overall course grade. For each class period a student
misses, two percentage points will be deducted from this area.
Essays: The instructor will assign three major essays (roughly 750 words) addressing each of the three
representative periods to test interpretation, analysis, and application of material taught. MLA documentation
and formatting applies.
Exams: The instructor will give three major essays addressing each of the three representative periods and
authors to test understanding and retention of material taught. Exam format will be discussed in class.
Movie Project: Students will be working in instructor-assigned groups this semester to complete a
movie/presentation based on an American author not covered during this survey course. Cooperatively, students
will brainstorm, research, draft, and compose the presentation. See p. 9 for full directions.
Final Exam: This exam will be given to determine whether or not the student has sufficient knowledge of the
skills needed to advance to the next level of college-credit English. Essay exam format will be discussed in
class, but the Course Inventory test will count as a portion (10%) of this overall component.
In addition to the above assignments, the instructor will assign homework, group work, and various in class
assignments (see attached schedule).
Preparedness: Students are expected to read all assigned material and to remain attentive and actively
participate in class for the entire time. This includes not only taking notes during lectures and discussions but
also utilizing the required textbooks and materials during class time.
Grade Equivalencies for Essays:
A+ = 98
B+ = 88
C+ = 78
D+ = 68
F = 50
A = 95
B = 85
C = 75
D = 65
No credit = 0
A- = 92
B- = 82
C- = 72
D- = 62
Manuscript Form: All papers must exhibit an understanding of MLA format. Remember: English 2328 is not
a course in creative writing. Adherence to guidelines and directions in writing is imperative.
Herbrich—ENGL 2328 3
Grading Criteria
The A paper represents original outstanding work; it shows careful thought, fresh insights, and stylistic maturity.
Having practically no mechanical errors to distract the reader, it is free of jargon, clichés, and other empty
language. Word choice is marked by a high degree of precision and a varied, advanced vocabulary; sentences
are structured in a manner that creates interest and rhetorical power. The tone is appropriate for the designated
audience. The reader moves through the A paper effortlessly because of its effective transitions, lucid
organization, and thorough, purposeful development. Having finished, the reader feels that he has learned
something, that he has received some unexpected and welcome illumination. In the A paper all research
material is correctly documented, and formatting adheres to current standards of the Modern Language
Association. Directly quoted passages are gracefully integrated into the text with appropriate attribution.
The B paper is significantly more than competent. Besides being almost free of mechanical errors, the B paper
delivers substantial information and makes cogent, fresh arguments--that is, in both quality and interest-value.
Its specific points are logically ordered, well developed, and supported, and unified around a clear organizing
principle that is apparent early in the paper. The B paper's relatively few syntactic, usage, and mechanical errors
do not seriously distract the reader, but the language, while neither trite nor bureaucratic, probably lacks the
candor and the precision of the most memorable writing. Its transitions, while appropriate, emphasize the
logical turnings of the writer's mind, making the reader occasionally more aware of the efforts taken to unify and
control an idea than of the idea itself. In the B paper all research material is correctly documented, and
formatting adheres to current standards of the Modern Language Association. Directly quoted passages are
integrated into the text with appropriate attribution.
The C paper represents average college-level work. It is a competent expression of ordinary thoughts in
ordinary language; its content/focus is general, commonplace, or trivial, or not adequately related to the
assignment; its development is vague, incomplete, or inconsistent; its organization lacks adequate or
appropriate transitions or relation of ideas. The C paper, in addition to meeting all the requirements of the
assignment, exhibits a writing style that is basically correct and is marred by a relatively few syntactic, usage,
and mechanical errors. By relying on generalities rather than precise, illustrative details, the writer of a C paper
leaves the reader feeling not much better informed than when the reader first picked up the essay. In the C
paper all research material is correctly documented, and formatting adheres to current standards of the Modern
Language Association. Directly quoted passages are integrated into the text with appropriate attribution.
The D paper has only skeletal development and organization. Its serious mechanical errors, together with the
awkwardness and ambiguity of its sentence structure, make the reader feel slighted, as if his time and attention
were of little concern to the writer.
Note Well: A paper exhibiting major weaknesses in any specific area—content, development,
organization, grammar and mechanics, documentation conventions, writing style—or, indeed, a
failure to address the assignment is usually considered, at best, a D paper.
As writing that falls below minimal standards for college-level literacy, the F paper shows lack of thought
and purpose, little or no organization, numerous mechanical errors, and a garbled or immature style.
Sometimes inadequacy in one area is enough to fail a paper—the writer, for instance, may not have
control of punctuation, producing fragments or comma splices in almost every paragraph; however,
serious weaknesses usually occur in several areas of concern.
A paper should earn the grade zero if it contains plagiarized content in any form, including the failure to
acknowledge the source of any borrowed material (summarized, paraphrased, and directly quoted) and
unmarked exact wording (directly quoted from either a primary or a secondary source), whether a specific wellchosen word, a phrase (two or more words), a clause, or full sentence(s). A paper can earn a zero if it does not
address the assigned topic or if directions have been either ignored or not followed.
Herbrich—ENGL 2328 4
Note: In addition to the aforementioned criteria, a self edit worksheet is given at the beginning of the semester
for all major essays so students are made aware of and subsequently have the time to correct errors before
submitting essays to the instructor.
Allow the passage of ten days’ time before expecting the return of graded material for major assignments.
Print Management System
Each student is automatically given a print system account as the start of the semester along with 15 credits (i.e.
$15.00). The credits can be utilized in the library and lab settings for any print jobs. Credits are not refundable
nor does the balance roll over to the next semester.
Scholastic Integrity and Plagiarism
The Blinn College Student Handbook defines plagiarism as “the appropriating, buying, receiving as a gift, or
obtaining by any means another’s work and the unacknowledged submission or incorporation of it in one’s own
written work.” Plagiarism also includes the following inexcusable offenses: failure to properly indicate directly
quoted passages, phrasings, or significant wordings as such by the proper use of quotation marks and
misattribution of cited material. Collusion is defined as the “unauthorized collaboration with another person in
preparing written work for fulfillment of course requirements” (50). Collusion is considered to be as egregious
as plagiarism.
A student who cheats or plagiarizes will receive a zero for the assignment and will be required to meet with the
instructor and academic dean for appropriate resolution to the problem. According to the Blinn College Student
Handbook, the following penalty “may be imposed by the instructor [. . .]: an appropriate grade penalty ranging
from a zero on the assignment/examination up to and including the imposition of an F for the entire course [for
egregious plagiarism].” Note: “A student receiving an F in a course because of scholastic dishonesty MAY
NOT withdraw from that course” (52).
Note well: Scholastic dishonesty does both the student and the instructor a disservice by hindering learning.
Any form of scholastic dishonesty indicates academic weakness on the student’s part, setting the student up for
failure in the course. Instructors use the software Turnitin.com as a means of plagiarism control.
Internet Policy: Since the Internet is, often, a questionable resource for information, no general Internet source
materials (such as those obtained through Google or other comparable searches) will be allowed in student
essays. An exception to this will occur with the student’s choice of outside resources for Essay Three. Even so,
each student must determine the relevance and reliability of any information obtained and cite each source
appropriately.
Civility Statement: Members of the Blinn College community, which includes faculty, staff and students, are
expected to act honestly and responsibly in all aspects of campus life. Blinn College holds all members
accountable for their actions and words. Therefore, all members should commit themselves to behave in a
manner that recognizes personal respect and demonstrates concern for the personal dignity, rights, and freedoms
of every member of the College community, including respect for College property and the physical and
intellectual property of others.
Civility Notification Statement: According to the Blinn College Student Handbook, if a student is removed
from class because of uncivil behavior, the student may not return to that class until the student arranges a
conference with the instructor; the incident must be resolved before the student returns to class. Note that if
behavior “is threatening or violent, the [local] police have jurisdiction and the College’s Discipline Code, as
outlined in the Student Handbook, takes precedence” (53).
Herbrich—ENGL 2328 5
Class Policies:
 Food, drinks, and tobacco products are not allowed in the classroom.
 All cell phones must be turned off when entering classrooms, computer labs, library, or any designated
testing area in an effort to minimize disruption of the learning environment. This also includes any textmessaging while in these areas. If an emergency exists where the student must be accessible by phone, the
student must inform his/her instructor prior to class and the phone must be set to "vibrate." Prior approval
by administration is needed to have phones turned to "vibrate" while using the library, computer labs, or
designated testing areas.
Attendance: The College District believes that class attendance is essential for student success; therefore,
students are required to promptly and regularly attend all their classes. Each class meeting builds the foundation
for subsequent class meetings. Without full participation and regular class attendance, students shall find
themselves at a severe disadvantage for achieving success in college. Students are expected to arrive to class on
time and to stay in class the full time. Tardiness indicates an ill preparedness and is disruptive to both the
instructor and students; so, too, is leaving a class early. Any student who does so without the instructor’s
approval may be counted absent. A student should schedule doctors’ appointments and other similar obligations
for times outside the class period. Notification of an advance absence or the reasons for an absence are the
student’s responsibility. Conferencing with the instructor in a timely manner is the best way to find out what
lectures, assignments, and due dates he or she missed during an absence.
If a student has one week’s worth of absences during the semester, he/she will be sent an e-mail by the College
requiring the student to contact his/her instructor and schedule a conference immediately to discuss his/her
attendance issues. If the student subsequently accumulates two weeks’ worth of absences, he/she will be
administratively withdrawn from class. See p. 46-47 in The Handbook for an explanation about excused
absences and further policy information.
Withdrawl Note: Senate Bill 1231 (passed by the 80th session of the Texas Legislature) limits the number of
courses from which an institution of higher learning may allow an undergraduate student to withdraw to no
more than six, including any transfer courses. SB 1231 affects any student enrolled as a first-time freshman at
Blinn College and all other Texas universities and colleges, beginning in the fall 2007 semester.
Late Assignments and Make-up work: All assignments are expected to be completed and are due at the
beginning of class on the assigned due date whether or not the student attends class. Turning in assignments
early is acceptable; turning them in late is unacceptable.
E-mail Policy: While e-mail is an acceptable form of student-instructor contact, note that e-mail does not take
the place of face-to-face contact. Therefore, e-mail shall not be used as a substitute for one-on-one
conferencing. Any e-mail should be properly addressed, appropriately composed, and free of grammatical/
mechanical errors. E-mail containing errors that hinder readability will be returned to the student, unanswered.
Special Services for Students with Disabilities
Services and reasonable accommodations are available to students with documented disabilities. The Office of
Disability Services (ODS) on the Brenham campus (Rm. 104, Administration Building) provides direct services
to students with documented disabilities and makes appropriate referrals to other resources on and off campus.
The ODS promotes awareness of the special needs and abilities of students with disabilities through educational
events and outreach activities. Information, education, and consultation about specific disabilities are available
to interested parties on request. Assistance to students with disabilities is provided in the following areas:
 Assessment of needs and appropriate services
 Provision of classroom and testing accommodations
 Assistance in orientation and registration procedures
 Counseling on disability related issues
For further information or to make an appointment, call the Brenham office at (979) 830-4157 or contact Dean
Moore on the Schulenburg campus.
Herbrich—ENGL 2328 6
English 2328 Daily Plan
(Tentative: subject to change as needed)
All assignments are due at the beginning of class unless otherwise noted.
LBH = The Little, Brown Handbook
bio. = abbreviation for “biography”
HW = abbreviation for “homework”
Reference the “Questions for Literary Analysis” on p. 741-42 of LBH throughout the semester.
8-27
8-29
9-3
9-5
9-10
9-12
9-17
9-19
Class: Introductions and Course Inventory. Lecture: Why read literature?
HW: Read Course Information Handout
Read “American Literature: 1865-1914” p. 3-16.
Read Whitman’s bio. p. 17-20, “Preface to Leaves of Grass” p. 21-35,
“Leaves of Grass [Song of Myself]” [lines 1-129] p. 37-41,
“Vigil Strange I Kept on the Field One Night” p. 110-11,
“When Lilacs Last in the Dooryard Bloom’d” p. 116-122, and
“Out of the Cradle Endlessly Rocking” p. 102-06.
Class: Lecture: Post Civil War America and Realism. Discuss the literary canon and Whitman.
HW: Read Dickinson’s bio. p. 166-70, “[Say if my verse is alive?]” p. 207, and any 5 of her poems.
Read Twain’s bio. p. 212-15, “[The Art of Authorship]” p. 407-08, and “The Notorious
Jumping Frog of Calaveras County” p. 215-19.
Read LBH Ch. 37 intro. and 37a “Using Appropriate Language” p. 510-12.
Class: Discuss Dickinson, Twain, and a writer’s process.
HW: Read Harris’ bio. p. 590-92, “The Wonderful Tar-Baby Story” p. 592-93, and “Mr. Rabbit
Grossly Deceives Mr. Fox” p. 593-95.
Class: Lecture: Local color and dialect activities. Discuss Harris.
HW: Read Crane’s bio. p. 901-03, “The Bride Comes to Yellow Sky” p. 920-27, and “An Episode of
War” p. 947-49.
Read Bierce’s bio. p. 451-52 and “An Occurrence at Owl Creek Bridge” p. 452-59.
Class:
HW:
Class:
HW:
Discuss Crane and Bierce with video adaptation.
Read Chopin’s bio. p. 620-22, “At the ‘Cadian Ball” p. 622-29, and “The Storm” p. 629-33.
Lecture: French influence on Amer. lit. Discuss Chopin with group activities.
Read Conchise’s bio. p. 460-61 and “I am Alone” p. 461-62.
Read Charlot’s bio. p. 462, and “He has filled graves . . .” p. 463-65.
Read Du Bois’s bio. p. 876-77 and “The Souls of Black Folk” p. 877-901.
Class: Lecture: Native American orators and the Civil Rights movement. Discuss Du Bois and Essay
One.
HW: Review LBH Ch. 47 “MLA Documentation and Format” p. 647-88.
Review LBH Ch. 50 “Literature” p. 735-58.
Class: Lecture: How to write about literature, research refresher, and exam review.
HW: Review LBH Ch. 44c-e “Mining . . .,” “Using . . .,” and “Integrating . . .” p. 613-29 and “Ch. 7d
“Preparing For and Taking Exams” p. 142-49.
Prepare for Exam One.
Herbrich—ENGL 2328 7
9-24
9-26
10-1
10-3
Class: Exam One. Essay One troubleshooting.
HW: Read “American Literature Between the Wars 1914-1945” p. 1071-86.
Read Lowell’s bio. p. 1143-44, “Venus Transiens” p. 1145-46,
“September, 1918” p. 1147, and
“Summer Night Piece” p. 1148.
Read Millay’s bio. p. 1609-10, “Apostrophe to Man” p. 1611-12 and
“I Forgot for a Moment” p. 1613.
Read Hughes’s bio. p. 1891-92, “Mother to Son” p. 1893,
“I, Too” p. 1894,
“Silhouette” p. 1949, and
“Democracy” p. 1900-01.
Read McKay’s bio. p. 1456-57, “The Lynching” p. 1459-60,
“America” p. 1460, and
“If We Must Die” p. 1461.
Review LBH Ch. 45 “Avoiding Plagiarism and Documenting Sources” p. 629-38.
Class: Essay One due. Lecture: WWI, WWII, Modernism, and poets from 9-24.
HW: Read Moore’s bio. p. 1325-26, “Poetry” p. 1327, and
“Nevertheless” p. 1332-33.
Read Pound’s bio. p. 1281-83 and “A Pact” p. 1285.
Read Cummings’s bio. p. 1623-24, “in Just-” p. 1624-25, and
“‘next to of course god America i” p. 1628.
Read Frost’s bio. p. 1174-75, “The Pasture” p. 1175-76,
“Nothing Gold Can Stay” p. 1191, and
“The Gift Outright” p. 1198.
Read Sandburg’s bio. p. 1229-30, “Chicago” p. 1230-31,
“Fog” p. 1232, and
“Grass” p. 1233.
Class:
HW:
Class:
HW:
Lecture: Poetry conventions and modern poetry continued. Poets from 9-26.
Read Fitzgerald’s bio. p. 1641-42 and “Winter Dreams” p. 1642-58.
Discuss Fitzgerald with group activities.
Read Bulosan’s bio. p. 1935-36, “Be American” p. 1936-41, and “Homecoming” p. 1941-46.
10-8
Class:
HW:
10-10 Class:
HW:
Lecture: The Migrant influence. Discuss Bulosan.
Read Steinbeck’s bio. p. 1901-02 and “from The Grapes of Wrath” p. 1902-13.
Discuss Steinbeck, Route 66 fieldtrip, and Essay Two.
Read Faulkner’s bio. p. 1693-94 and “Barn Burning” p. 1790-1803.
Read Porter’s bio. p. 1462-63 and “Flowering Judas” p. 1464-72.
10-15 Class:
HW:
10-17 Class:
HW:
Lecture: The Southern Tradition. Discuss Faulkner and Porter.
Work on Power Point project.
Group work time.
Prepare for Exam Two.
10-22 Class: Exam Two. Essay Two troubleshooting.
HW: Read “American Prose Since 1945” p. 1953-65.
Read Williams’s bio. p. 1976-79 and A Streetcar Named Desire, scenes 1-3, p. 1979-2002.
10-24 Class: Essay Two due. Lecture: Postmodernism. Begin video of A Streetcar Named Desire.
HW: Read Williams’s A Streetcar Named Desire, scenes 4-8, p. 2002-26.
Herbrich—ENGL 2328 8
10-29 Class:
HW:
10-31 Class:
HW:
11-3
11-7
Continue video of A Streetcar Named Desire.
Read Williams’s A Streetcar Named Desire, scenes 9-11, p. 2026-2041.
Conclude video of A Streetcar Named Desire with censorship clip and discussion.
Read Malamud’s bio. p. 2051-52 and “The Magic Barrel” p. 2052-64.
Class: Discuss Malamud and Essay Three.
HW: Read Anzaldua’s bio. p. 2434-35, “How to Tame a Wild Tongue” p. 2246-2455, and
“El sonavabitche” p. 2455-59.
Read Anaya’s bio. p. 2348-49 and “The Christmas Play” p. 2350-55.
Class: Lecture: The rise of Chicano/a literature. Discuss Anzaldua and Anaya.
HW: Read Cofer’s bio. p. 2550 and “The Witch’s Husband” p. 2551-55.
Read Cisneros’s bio. p. 2556, “Barbie-Q” p. 2558, and “Mericans” p. 2559-61.
11-12 Class:
HW:
11-14 Class:
HW:
Discuss Cofer and Cisneros. Essay Three troubleshooting.
Read McCarthy’s “The Road” supplement.
Essay Three due. Discuss McCarthy.
Prepare for Exam Three.
11-19 Class: Exam Three.
HW: Work on Power Point project.
----------------------------- Thanksgiving Break -----------------------------
11-26 Class: Group work time.
HW: Review LBH Ch. 56 “Oral Presentations” p. 855-63.
11-28 Class: Student Power Point presentations.
12-3
12-5
Class: Student Power Point presentations.
HW: Prepare for Course Inventory.
Class: Lecture: The Future of Literature. Course wrap-up, presentation evaluations, and Course
Inventory.
HW: Prepare for final exam.
TBA
Final exam: You will be given two hours to complete the exam.
Herbrich—ENGL 2328 9
Movie Group Projects
Students will be working in groups this semester to complete a Microsoft Movie Maker or
Power Point presentation based on an American author not covered by the instructor during this survey
course. Cooperatively, students will brainstorm, research, draft, and compose the presentation, noting
they will be graded by the instructor and by one another. Groups of three will be instructor-assigned.
The Movie Presentation (70 points):
Students should aim to create an informative and visually appealing presentation which
showcases the author (including—but not limited to—biography, influences, style, scholarly/popular
success) and his/her work (genre, historical context, content, form). In the case of choosing a poet or
short fiction writer, students may choose to focus on several representative works from our textbook
(or outside texts, as appropriate) rather than a singular work. The presentation should consist of a
minimum of eight (8) slides in addition to an opening “title” slide and a closing “works
cited/consulted” slide. A rubric with specific grading criteria will be utilized. Groups will
cooperatively present their Power Point to the class.
The number and type of sources utilized will be decided by each group. No minimum number
of sources is required, but make sure the material is covered sufficiently and accurately by scholarly
sources. Consulting multiple sources to verify and cross-check information is advisable.
Peer Review (30 points):
Each group member will fill-out a form at the project’s end describing the level of participation
and cooperation of all members of the group throughout the semester. Upon these recommendations—
and the instructor’s own observations—individual participation points will be assigned.
Note: In the case of insufficient or no participation by a group member, that member will
automatically receive an F (from a 59 to a 0, depending on how little) for the entire project, not just
the peer review section.
A word of caution about Internet sources . . .
Internet sources may be utilized for this project, but choose wisely.
Remember: anyone with a computer and an ISP can publish a web page.
There are many erroneous sites available on the web, so exercise scholarly
caution when searching. Opt for reputable sources like collegiate/educational
sites (usually ending with the domain .edu) and library/governmental sites
(usually ending with the domain .gov). If you are not able to determine the
validity of a site, ask your instructor or use another source. You are
responsible for your choices, not the instructor, so exercise great care in
choosing sources.