English 1302
1
English 1302 – Composition and Reading
Room 102
Wayland Baptist University
H. M. King
Phone: (210) 367-9223 / e- mail: helene.king@wayland.wbu.edu
Friday 6:00 - 10:10
Stories are for joining the past to the future. Stories are for those late hours in the night
when you can’t remember how you got from where you were to where you are. Stories
are for eternity, when memory is erased, when there is nothing to remember except the
story.
Tim O’Brien – The Things They Carried
The instructor will be available for conferences before and directly after class, or by appointment.
You may contact me by e-mail, or call me after 9 a.m. or before 8 p.m. on weekends, Monday
through Friday. My home number is listed in case of emergency only. If you are absent, I will email you the day’s assignments upon request; however, please try to contact a classmate first.
Wayland Library: (800) 459-8648 Web: www.wbu.edu/lrc Email:LRCERF@wbu.edu
http://easybib.com - organizes your reference page
Catalogue Description: readings from imaginative literature; the research paper and shorter
critical and interpretative themes.
Course Description: This course may not be what you think. It’s not a course about “great
authors,” though you’ll meet several. It’s not even a course about the terms and techniques used
by literary scholars, though you’ll run into a few of those, too. It’s a course about the process of
reading literature, about the different ways in which you can make sense out of what’s on the
page. This is also a course about asking questions. The works we’ll read do a great job of raising
difficult and interesting issues, both about themselves and about the word around them. One of
the best ways to study these questions is to learn to ask good questions yourself. So, a main
focus of the course will be on learning to ask questions that truly shed light on a story, an issue a
story addresses, or maybe even back on you. English 1302 emphasizes the study and critical
evaluation of mostly modern literature in the genres of fiction, poetry, and drama. However,
when we study Shakespeare, you will soon find that great drama and human perception has
never changed, and probably never will. Because of the accessibility of printed material,
knowledge is no longer the carefully guarded province of a privileged few who use their power to
control others. However, due to the vast explosion of knowledge in recent years, it is impossible
for any one person to know everything, even about a specific field. Being able to find ask
questions and find answers has become as important as knowing answers. The ease with which a
person finds and examines new material depends upon carefully developed research skills. These
skills are basic to the quest for knowledge and can be adapted to any career or field of interest.
Yet life would be confining if a person were allowed no escape from his or her chosen line of
English 1302
2
work. Consequently, this course also develops skills of reading and appreciating literature--one
such escape. By introducing various literary genres through their reflections of major themes,
English 1302 attempts to develop interests that each student can pursue in the future. . Because
1302 continues English 1301, it adheres to the writing skills and standards taught in English
1301. In addition, research is an important part of the course. A student must complete the
researched essay to be eligible to pass.
Course Objectives: The student will read, evaluate, and analyze literature. The course
will provide an introduction to literature and to the world of humanity that it enfolds, to make
the student aware of the various structures and tools employed by writers, and to help him or
her gain a greater appreciation of literature through understanding some of the mechanics
involved. Most selections will be followed by a multiple choice or essay test concerning the
content. In addition, students will write composition “questions” about literature. The content
of the writing should reflect depth of analysis and demonstrate knowledge of key literary and
research terms and techniques. In addition, the student's writing should demonstrate a degree
of mastery of the following skills taught in English 1301: clear focus, good organization, specific
support, and appropriate use of Standard Written English. In the final essay, the student will
use information from research sources appropriately: locate appropriate sources; select and
interpret information relevant to a thesis; write a paper which integrates the student's own
ideas and words with those of sources; document sources of information, using the required
style;
and
prepare
a
reference
page
in
the
text.
Class Participation: In many courses you’ve taken, the focus was probably on getting the right
answers to the teacher’s questions. This course is radically different, because the focus is on
helping you learn to ask the best questions on your own. In effect, learning to ask good
questions teaches you to become your own teacher, since it enables you to home in on what
you don’t know and start filling those gaps. Consequently, much of your work in this class will
involve practicing asking a particular brand of questions, which we’ll call “thinking
questions.” These are questions in which you start by simply describing an issue in a story—
something you don’t understand, something that bothers you, something that seems to be
missing, an issue you think a story is raising, etc.—and then try to find the best question to ask
about that issue or confusion, a question that will help you (and everyone else) think about
that issue and try to resolve it.
The best way for you to become a self-sufficient reader is to practice the skills you need, so much
of the course is about giving you opportunities to practice with a coach (that’d be me) so you can
learn to do everything on your own later. Consequently, discussion of both the literary works we
read and the written work of your peers makes up a significant part of your course grade. The
participation grade is mainly based on your thoughtful engagement in class discussions, and on
keeping up with the reading, writing, and analysis questions.
Remember that we will deal with controversial subject matter now and then, so it is vital that we
treat each other with respect at all times, even when we disagree!
English 1302
3
Instructional Methods: Class discussion -Collaborative work -Lectures –Films
Materials Required:






Text – The Norton Introduction to Literature, shorter ninth edition
Post – it notes to take notes in the book – I suggest the thin ones
A notebook for class notes and in-class writing
Pocket folders to be used for submission of assignments
A good English dictionary (keep this within arm’s reach while you read!)
An open mind, willingness to work and talk, some patience, and lots of curiosity
Absence Policy: Absence Policy: According to college policy, “A student absent the equivalent
of three weeks of instruction in a regular semester will be dropped by the instructor.” This
policy does not make exceptions. Two tardies will count as one absence. You will be considered
absent 45 minutes after the beginning of each class. It is the student’s responsibility to inform
the instructor when they are tardy. Because this class is about learning a skill rather than just
memorizing information, your attendance and participation in every class is vital. I will take
role and have a sign in sheet to prevent any misunderstandings. It is the student’s
responsibility to make sure that they are accounted for.
Children in the Classroom: Because of college policy regarding child safety rules, students are
urged not to bring children to class or to a lab. Minors under the age of twelve must not be left
unattended on campus.
Students with Disabilities: As per sections 504 of the Vocational Rehabilitation Act of 1973 and
the Americans with Disabilities Act (ADA) of 1990, if accommodation is needed, contact the
office and notify your instructor.
Format for all assignments: All assignments should be typed, double spaced—14 pt. type --and
endorsed as instructed during class. Assignments should include the date, course, instructor's
name, student's name and title, and the final essay should be structured according to standard
APA Format. This will be discussed in class. Because your work must be generally free of
mechanical errors for acceptance, please proofread your responses carefully for grammar and
punctuation. Place your essay for submission on the right hand side.
All students enrolled at the University shall follow the tenets of common decency and
acceptable behavior conducive to a positive learning environment. (See Code of Student
Conduct from Student Guide Handbook).
Class rules to remember:
1) Do not leave until the class time is over and the instructor has dismissed class.
English 1302
4
2) Turn your cell phone to vibrate. Do NOT text, FaceBook, check e-mail, harvest crops, or
order pizza from my classroom. If you violate this policy, you will be asked to leave the
classroom, and you will be counted absent for the day.
3) Laptops and computers are not necessary for this class, though not forbidden. If you
must bring a laptop please sit in the designated area and only have appropriate
documents and/or tabs open.
4) Be respectful to each other, to me, and to yourselves and all will roll
smoothly. Watch, this will work!
The grade of A on a paper means that it excels in most or all of the following ways:
a. Treatment of subject shows good critical intelligence, careful workmanship, and
originality, all flowing from an excellent thesis.
b. Organization is so clear that the reader knows at all times what the purpose is and
how the writer intends to accomplish it.
c. Paragraphs are coherent, unified, and developed as fully as their function demands.
d. Sentences are clear in meaning, mature, varied, and so constructed as to contribute
precisely and effectively to the writer's purpose.
e. Choice of words is exact, appropriate, mature, and sensitive.
f. Grammar, punctuation, and spelling conform to accepted usage.
'A' papers have few, if any, minor errors and no major errors, but also they rise to a
rare level of excellence: 'A' papers are, quite simply, exquisite, and they are a joy to
read.
The grade of B on a paper means that it is good but needed more editing and polish:
a. Treatment of subject shows some originality and better than average ability to
relate ideas, all flowing from a solid thesis.
b. Organization is clear, though lacking the full clarity and tight coherence of A work. It
is appropriate to the subject and purpose.
c. Paragraphs are reasonably unified, coherent, and well developed.
d. Sentences are generally fluent and clear, and are sufficiently varied to make for an
easy style.
e. Words are used precisely and with some attention to stylistic appropriateness.
f. Grammar, punctuation, and spelling conform to accepted usage.
The grade of C means that a paper is acceptable, but it is rather routine in its total effect:
a. Treatment of subject is acceptable and relates to the thesis, but both may lack
distinction.
b. Organization is fairly clear; a central idea is systematically treated.
English 1302
5
c. Paragraph development shows little originality; paragraph structure shows some
coherence but tends to be loose and uneconomical.
d. Sentences are correct and are sufficiently linked to make for continuity. Generally,
however, the style is choppy or flat, and the meaning is not always clear.
e. Choice of words is generally appropriate but shows little maturity or attention to
effect.
f. There are few slips in grammar, punctuation, and spelling.
The grade of D means that a paper has a number of the following weaknesses:
a. Treatment of subject tends to be thin, vague, or trite, often lacking a clear thesis or
not completely following the directions for the assignment.
b. Organization is not clear or effective.
c. Paragraphs tend to be incoherent and poorly developed.
d. Sentences are generally awkward or overly simple and show little awareness of
style. Their meaning is frequently not clear.
c. Choice of words is often imprecise, inappropriate, or trite.
f. There are a number of errors in grammar, punctuation, and spelling.
The grade of F means that a paper falls below minimum requirements, that it has a number of
the following weaknesses:
a. Treatment of subject is thin, vague, or trite, often because there is no thesis, or the
paper is not following the directions for the assignment.
b. The paper lacks a distinct beginning, middle, and ending.
c. Paragraphs obviously lack unity and are poorly developed.
d. Sentences are awkward or choppy; many are not clear.
e. Choice of words is immature; frequently inexact or inept.
f. Grammar, punctuation, and spelling are faulty.
All papers receiving a “C” or below may rewrite. Do not merely correct the errors that I
have pointed out, or the paper will not be considered a revision. Rewrites are due the
next class period.
Editing Symbols
ab
abbreviate
abst
abstract or general words (be more specific)
adj/adv
adjective or adverb is incorrect
AGR
agreement error
ambig
ambiguous, unclear
'
apostrophe needed
English 1302
6
awk
awkward phrasing
no cap
no capitalization
cap
capitalize
choppy
too many short sentences
()
close the spaces
cliché (trite)
worn-out word or phrase (deadwood)
:
colon needed
,
comma needed
no ,
no comma
CS
comma splice (two independent clauses incorrectly joined with only a
comma; commas are separators)
/
delete
dev
development needed
div
division of word incorrect
FRAG
fragment
FS (RO)
fused or run-on sentence (two independent clauses run together
without correct punctuation or appropriate conjunctions)
^
insert
mm
misplaced modifier
//
parallelism
¶
new paragraph
ref
unclear reference
rep
repetitious
RO (FS)
run-on sentences
;
semicolon needed
no ;
no semicolon
shift
shift in tense or person
SP
spelling error
trans
transition needed
wc
word choice inappropriate
ww
wrong word
English 1302
7
Advice from Former Students: I asked students at the end of the last semester that I taught this
course to write down the advice they’d give to people taking the class this summer. These are
a few quotes that represent the most often-given pieces of advice:
“Most importantly, have an open mind when you start reading each piece. You may start
out not liking what you are reading and by the end of the piece you might love it…I would
also tell them that it is ok to be confused at some points.”
“Don’t be afraid to express your ideas to the class. By expressing my ideas to the class I
realized that I have a very unique way of looking at things. I realized that I am very good
at analyzing something I just read and with the combination of other people’s ideas I can
really understand what I think the author intended me to see…[and] have fun; after all,
you are paying for it.”
“Ask questions. If you don’t ask questions you will never know the answers. And don’t
feel stupid—chances are someone in the class has the same question but is just as shy
about asking it as you.”
“…read things over and over; you’ll find something new every time.”
“Advice I would give to someone else is to talk during discussions…to fully understand this
material you need to hear the input from other members of the class, not just what the
teacher says the book is about. Hearing from other students helped me to form new
ideas, or make ones that I had more concrete.”
“Don’t be afraid to think for yourself. I think as a society we teach our children to go with
the majority, but to analyze literature I think that you need to be able to think on your
own and apply literature to your life, or life in general. I would probably also tell them not
to be afraid to really think because we spend to much time looking at the surface and
whether or not we enjoyed what we read, but there is so much more to a good story than
that.”
“I would tell them to just give it their best effort and to be consistent. I would say that
they shouldn’t dismiss themselves or a piece of literature just because it appears to be
complicated and confusing at first; try to think about it and give it another shot and see if
anything becomes clearer.”
“If something is confusing or doesn’t make sense, read it again! You get new information
and a better understanding of something every time you read it. Also, be patient, things
will eventually work themselves out.”
English 1302
8
Grading:
Essay 1 & 2: 50% Wayland provides an English tutor on Saturday from 10 am to 2
pm. The location changes each semester, but the tutor is always in the main
campus. I encourage each of you to visit the tutor before your essays are
submitted.
Homework / Quizzes: 50%
1. February 24


Introductions
Syllabus, class requirements

Hamlet Act I: Shakespeare questions due


Hamlet Act II: Act I questions due. Please include the questions
with the answers for all assignments this class.
Literary Analysis Essay - Lecture

Hamlet Act III / IV: Act II questions due

Hamlet Act V: Act III & IV questions due
2. March 2
3. March 9
4. March 16
5. March 23
6. March 30

Hamlet Essay Due / Hamlet test
April 2-7 - no class Easter Break –
7. April 13 – Streetcar Named Desire – please read and answer questions on
blackboard

April 20 – finish Streetcar, Gothic Literature Assignment – Read these stories and
answer the questions posted in blackboard. The Cask of Amontillado / A Rose for
Emily / The Yellow Wallpaper
April 27 – Read these stories and answer the questions posted in blackboard. An
Occurrence at Owl Creek Bridge / A Very Old Man with Enormous Wings / A Good
Man is Hard to Find
8. May 4 To be assigned or a catch up day!
9. May 11 – Final Exam / Final Essay due on a short story you select – see topic ideas