1
English 1302
Instructor: Kelli Jarman
E-mail: kelli.jarman@texarkanacollege.edu
Phone: 832-5565 ext. 3227
Office: 212 (upstairs in Stilwell Building)
Office Hours: Monday
Tuesday
Wednesday
Thursday
Friday
Additional hours are available by appointment.
** The following pages serve as a guideline for the course and may be amended when needed. **
Required Texts:
Arp, Thomas A. and Greg Johnson. Perrine’s Story and Structure. 12th ed. Boston:
Thomson, 2009.
McKeague, Pat. Step by Step: Writing about Literature. 9th ed. Dubuque, Iowa:
Kendall/Hunt, 2009.
Current handbook.
Course Descriptions: English 1302 will cover the study of several literary genres
including poetry, short-story fiction, and film. The course is designed to develop skills in
critical thinking and written analysis of literature using research.
Supplies: regular sized notebook paper, blue or black ink pen, pencil, flash drive,
four Scantrons, and two folders with pockets, one with brads.
Grading: Major essay and project
50%
Journal and in class writing assignments
20%
Quizzes
15%
Final
15%
2
Essays:
•
Students will write two or more rough drafts and will bring the drafts to class on
specified days for peer editing. See grade sheets for information regarding point
deductions. When writing rough drafts, students should either skip every other
line in order to allow room for editing or double space if they are typed.
•
Major essays must be typed in Times New Roman or similar style. Students
should use 12-point font, double space, and leave one-inch margins. Final copies
of essays, along with rough drafts and research, should be turned in on due dates
in a portfolio folder with pockets. Rough drafts and research should be placed in
the left pocket; final copies should be placed in the right pocket. Students should
write his/her name, course, and section number on the cover.
•
Formal essays may be turned in any time on the due date. Essays turned in outside
of class should be left in room 212. If possible, students should turn in essays
during class since there will be no accepted excuses if the paper is not in room
212 by the end of the day.
•
Students will be allowed one late essay during the semester. The essay must be
turned in no later than one week from the due date; however, there will be a
reduction of one letter grade per class day until the essay is turned in.
Journals:
•
Journal entries and in class writing assignments should be placed in a folder with
brads and pockets and be used for this class only. Journals should be brought to
class everyday and turned in whenever assignments are given.
3
•
If a student is absent when journal work is due, the student may turn it in upon
return to class, but the paper will not receive full credit. The lowest grade will be
dropped.
•
Journals and in class writing assignments will be graded holistically on a 5, 4, 3,
2, 1 system (explained later in syllabus).
•
Rough drafts, journal articles, and in class writing assignments must be written
legibly in blue or black ink or typed.
Quizzes: Quizzes cannot be turned in late nor made up. (This is true for excused or
unexcused absences.) A quiz will be given over most works read, so it is imperative that
students read all assigned work on time. The lowest grade will be dropped.
Absences:
•
Students are allowed a set number of sick days and/or personal days for whatever
reason deemed necessary: 6 absences for MWF; 4 for TTH, MW, MF; or 2 for a
night or summer class. If a student is continually tardy, the student will be
counted absent.
•
Even if the student is absent, the student is still responsible for all
assignments/essays due that day and all assignments/essays given. Students
should immediately contact the instructor if they are absent.
•
If a student needs to drop a class, the student should go to the Admissions Office
and get a receipt. After ___________________, the last day to drop, students may
not drop a course, but if the student has excessive absences or does not meet the
regulations of the class, the student may be dropped with an ‘F’ by the professor.
4
Class Policies:
•
Plagiarism is absolutely forbidden. If a student is caught plagiarizing, the student
will receive a ‘F’ for the paper with no chance to revise the paper. Final papers
must be referenced with parenthetical citations and a Works Cited page. Failure to
cite sources is considered plagiarism.
•
There will be a zero tolerance policy for any behavior that is disruptive to
classroom learning, including rude behavior toward the instructor or classmates.
No cell phones or beepers will be allowed unless an emergency situation exists,
which must be discussed with the instructor prior to class. Texting during class is
forbidden. Never leave the class prior to dismissal unless you have previously
made arrangements with the instructor. Sleeping in class is not allowed and
counts as an absent.
•
Wait on the teacher to come to class. If the teacher seems to be very late or is
absent, do not leave until you have signed an official roll and have received
instructions from another professor or from the division secretary.
•
Manila folders should not be removed from the classroom and should contain all
graded material, which will remain the property of the instructor.
•
Please feel free to discuss your work with the instructor or to e-mail the instructor.
5
Holistic Scoring
5 = Correct, interesting, and well-organized writing
A. Details! Details! Details!
B. Vivid words, elaboration, figurative language
C. Beginning, middle, ending
D. Stays on topic – not confusing
E. Not redundant; lots of variety
F. Originality and accuracy
3 = Correct, but sketchy
A. Some details, some gaps
B. Few descriptive words
C. Sometimes off topic
D. Interfering mechanics
E. Poorly organized, confusing
F. Bare bones – skeletal writing
1 = Unacceptable writing for college level
A. Weak mechanics and sentence structure
B. No focus or organization
C. No developed ideas
6
Recommended Point Deduction Grade Sheet for ENGL 1301 and 1302
I.
Content Development and Organization: 100 points
Cover Sheet: 5 points
Title: 5 points
Outline (with title and thesis): 10 points
Clear Thesis (last sentence in introductory paragraph): 10 points
Introductory Paragraph (following examples in textbook): 10 points
Topic Sentences: 10 points
Well Developed Body Paragraphs: 30 points
Organization and Coherence: 10 points
II.
Grammar and Mechanics: 100 points
Two points: use of contractions, errors in capitalization, abbreviations, in writing
numbers, quotation marks, and the use of adjectives and adverbs
Five points: misspelled word, omission of apostrophe in possessive noun, misuse
of an apostrophe, comma errors other than a comma splice, errors in parallel structure,
dangling or misplaced modifiers, errors in italics (underlining)
Ten points: usage (wrong word or nonstandard word), errors in pronoun case,
confusing shifts in subject, verb tense, and voice
Fifteen points: fragment, fused or run-on sentence, comma splice, misuse of
semi-colon, error in agreement of subject and verb or pronoun and antecedent, incoherent
or awkward sentence, errors in verb tense or principle parts of a verb
7
Responding to Literature
At the beginning of class, students will be asked to respond to one of the
following questions. This focused free-writing demonstrates that writing equals learning,
student ownership increases participation, students can learn from literature, and ideas
come first. No attention is given to the mechanics of writing in this activity. The purpose
is to develop fluency; control and precision come later in the essays which could be
generated by topics covered. The judgment-free writing creates a win-win situation.
Students have the opportunity to develop fluency of thought in a non-threatening
environment and develop self-esteem.
The grading requirements include writing at least one full page in ink. If the
student meets the minimum requirements, the grade is 5. If the minimum requirements
are surpassed, the grade is 6. If the writing is less, the grade will be 3 or less.
1. Respond personally. Associate the reading with something in your personal
experience. Begin with “This selection reminds me of …”
2. Build from strength. Resist the temptation to say you did not understand the selection.
That will lead nowhere. The words “I think” are the only apology a writer needs. Begin
with “I think this selection is about …”
3. Build through comparisons. “I liked and/or dislike this selection because …”
4. Extend the story. Stories and poems end; life does not. What happens after the
selection ends? Or what happened before? Is your ending more or less satisfying than the
author’s? In what ways?
5. Connect! Connect this story with the other works being studied in this class.
6. Analyze! Is the title significant? The title may direct your attention to a crucial
incident, may focus on and evaluate a key character, or may imply or state a theme.
7. What does the author accomplish in his first and last sentences or lines? Do they unify
the work? Do they emphasize an idea? Why does the work begin at this point and end at
that point?
8. Are the names of characters, settings, or objects chosen appropriately, ironically,
symbolically, or accidentally?
9. What instances of repletion can be detected? Why are particular incidents, images, or
ideas repeated? What is the author trying to emphasize in each case?
10. What is the nature of the conflicts? What is the resolution? Resolution of conflict
frequently emphasizes a theme. How does the author want the reader to react to that
resolution? If the conflict is unresolved, why has the author purposefully left it so?
11. What in the work provoked positive or negative reactions? What were they? Explain.
8
I. MOTIVATE TEACHERS – UPON ENTERING THE CLASSROOM
A. Look like a student. Have visible your textbooks, notebooks, and pens. And
don't sit too far back in the room.
B. Be ready to start on time. When the instructor arrives, end any conversations
and focus on the class.
C. If you must enter the class late, make an acceptable entrance. Smile in an
apologetic way and quietly take the nearest seat. Don't cross right in front of the
teacher. Try not to repeat the offense.
II. MOTIVATE TEACHERS – DURING THE CLASS
A. Try to maintain eye contact with the teacher all the time except when taking
notes.
B. Participate in class
1. Politely ask the teacher to repeat points again.
2. Ask the teacher a question about what is being presented.
3. If you know the answer to questions, raise your hand. Teachers like to see eager
responders. If you get called on and don't know the answer, be honest and say so.
Don't try to be cute about it.
III. MOTIVATE TEACHERS – ENDING THE CLASS
A. Don't shuffle and start putting away your supplies while the teacher is still
talking.
B. If the instructor did a good job, tell her (him) so as you leave.
C. When you have had to be absent, attempt to make up the work. Call in advance to
get any assignments due when you come back to class. Never, never ask, "Did I miss
anything important?" or "Did you do anything in class last time?"
“There are two kinds of teachers: the kind that
fill you with so much quail shot that you can’t
move, and the kind that just gives you a little
prod behind and you jump to the skies.”
“One hundred years from now, it will not matter
what kind of car I drove, what kind of house I
lived in or how much money I had in the bank,
but the world may be a better place because I
made a difference in a child’s life.”
- Robert Frost
- Author unknown
9
Plagiarism: What It is and How to Recognize and Avoid It
What is Plagiarism and Why is it Important?
In college courses, we arc continually engaged with other people's ideas: we read them in texts, hear them in
lecture, discuss them in class, and incorporate them into our own writing. As a result, it is very important
that we give credit where it is due. Plagiarism is using others' ideas and words without clearly acknowledging
the source of that information.
How Can Students Avoid Plagiarism?
To avoid plagiarism, you must give credit whenever you use
•
•
•
•
another person's idea, opinion, or theory;
any facts, statistics, graphs, drawings— any pieces of information-that are not common knowledge;
quotations of another person's actual spoken or written words; or
paraphrase of another person's spoken or written words.
How to Recognize Unacceptable and Acceptable Paraphrases
Here's the ORIGINAL text, from page 1 of Lizzie Borden: A Case Book of Family and
Crime in the 1890s by Joyce Williams et al.:
The rise of industry, the growth of cities, and the expansion of the population were the three great
developments of late nineteenth century American history. As new, larger, steam-powered factories became a
feature of the American landscape in the East, they transformed farm hands into industrial laborers, and
provided jobs for a rising tide of immigrants. With industry came urbanization, the growth of large cities
(like Fall River, Massachusetts, where the Bordens lived) which became the centers of production as well as of
commerce and trade.
Here's an UNACCEPTABLE paraphrase that is plagiarism:
The i n c r e a s e of i n d u s t r y , the growth of cities, and the explosion of the population were three
l a r g e f a c t o r s of nineteenth-century America. As steam-driven companies became more v i s i b l e
in t h e e a s t e r n part of the country, they changed farm hands i n t o factory w o r k e r s and
provided jobs for the large wave of i m m i g r a n t s . W i t h i n d u s t r y came the growth of large cities
l i k e Fall River where the Bordens lived that turned into centers of commerce and trade as w e l l
as production.
What makes this passage plagiarism?
The preceding passage is considered plagiarism for two reasons:
• The writer has only changed around a few words and phrases, or changed the order of
the original's sentences.
• The writer has failed to cite a source for any of the ideas or facts.
If you do either or both of these things, you are plagiarizing.
NOTE: This paragraph is also problematic because it changes the sense of several sentences (for
example, "steam-driven companies" in sentence two misses the original's emphasis on factories).
10
Here's an ACCEPTABLE paraphrase:
One writer says that Fall River, where the Borden family lived, was typical of northeastern
industrial cities of the n i n e t e e n t h century. Steam-powered production had shifted labor from
a g r i c u l t u r e to m a n u f a c t u r i n g , and as immigrants arrived in the US, they found work in these new
f a c t o r i e s . As a result, populations grew, and large urban areas arose. Fall River was one of
these manufacturing and commercial centers (Williams 1).
Why is this passage acceptable?
This is acceptable paraphrasing because the writer:
• accurately relays the information in the original and uses her own words.
• lets her reader know the source of her information.
Here's an example of quotation and paraphrase used together, which is also ACCEPTABLE:
A c c o r d i n g t o W i l l i a m s , F a l l R i v e r , w here t h e Borden family lived, was typical of northeastern
industrial c i t i e s of t h e n i n e t e e n t h c e n t u r y . As steam-powered production shifted labor
from agriculture to m a n u f a c t u r i n g , t h e demand for workers " t r a n s f o r m e d farm hands into
f a c t o r y w o r k e r s , " and created jobs for immigrants. In turn, growing populations
increased the size of urban a r e a s . F a l l R i v e r was one of these m a n u f a c t u r i n g hubs t h a t
were also “centers of commerce and trade"(Williams 1).
Why is this passage acceptable?
This is acceptable paraphrasing because the writer:
• records the information in the original passage accurately.
• gives credit for the ideas in this passage.
• indicated which part is taken directly from her source by putting the passage in
quotation marks and citing the page number.
Note that if the writer had used these phrases or sentences in her own paper without putting quotation marks
around them she would be PLAGIARIZING. Using another person's phrases or sentences without putting
quotation marks around them is considered plagiarism EVEN IF THE WRITER CITES IN HER OWN
TEXT THE SOURCE OF THE PHRASES OR SENTENCES SHE HAS QUOTED.
Plagiarism and The World Wide Web
The World Wide Web has become a more popular source of information for student papers, and many
questions have arisen about how to avoid plagiarizing these sources. In most cases, the same rules apply as
to a printed source: when a writer must refer to ideas or quote from a WWW site, she must cite that source.
If a writer wants to use visual information from a WWW site, many of the same rules apply. Copying visual
information or graphics from a WWW site (or from a printed source) is very similar to quoting
information, and the source of the visual information or graphic must be cited. These rules also apply to other
uses of textual or visual information from WWW sites: for example, if a student is constructing a web page
as a class project, and copies graphics or visual information from other sites, she must also provide
information about the source of this information. In this case, it might be a good idea to obtain permission
from the WWW site's owner before using the graphics.
11
Strategies for Avoiding Plagiarism
1. Put in quotations everything that comes directly from the text especially when taking notes.
2. Paraphrase, but be sure you are not just rearranging or replacing a few words.
Instead, read over what you want to paraphrase carefully; cover up the text with your hand,
or close the text so you can't see any of it (and so aren't tempted to use the text as a
"guide"). Write out the idea in your own words without peeking.
3. Check your paraphrase against the original text to be sure yon have not accidentally used the same
phrases or words, and that the information is accurate.
Terms You Need to Know (or What is Common Knowledge?)
Common knowledge: facts that can be found in numerous places and are likely to be known by a lot of
people. Example: John F. Kennedy was elected President of the United States in 1960.
This is generally known information. You do not need to document this fact.
However, you must document facts that are not generally known and ideas that interpret facts.
Example: According to the American Family Leave Coalition's new book, Family Issues
and Congress, President Bush's relationship with Congress has hindered family leave
legislation (6).
The idea that “Bush's relationship with Congress has hindered family leave legislation" is not
a fact but an interpretation; consequently, you need to cite your source.
Quotation: using someone's words. When you quote, place the passage you are using in quotation marks,
and document the source according to a standard documentation style.
The following example uses the Modern Language Association's style:
Example: According to Peter S. Pritchard in USA Today, "Public schools need reform
but they're irreplaceable in teaching all the nation's young" (14).
Paraphrase: using someone's ideas but putting them in your own words. This is probably the
skill you will use most when incorporating sources into your writing. Although you use your
own words to paraphrase, you must still acknowledge the source of the information.
Produced by Writing Tutorial Services, Indiana University, Bloomington, IN
12
Study Questions
"The Most Dangerous Game"
1. Cite examples of irony with page numbers and explain how each is irony.
2. Cite examples of the use of mystery/suspense with page numbers.
3. Cite examples of what chance and coincidence play in the story with page numbers.
4. Cite examples of what intelligence or the lack thereof or common sense or the lack
thereof adds to the story with page numbers.
5. Discuss feelings and emotions and their importance in the story.
6. Discuss the importance of the setting.
7. Compare and contrast the protagonist and villain.
8. Discuss victim.
“A Goodman is Hard to Find”
1. Cite examples of religious references and symbolism. Analyze and discuss the
significance of these references.
2. Cite examples of animal references and symbolism. Analyze the symbols individually
as well as discuss the overall significance of these references.
3. Discuss the use of irony and foreshadowing.
4. Cite examples of what intelligence or the lack thereof, common sense or the lack
thereof, and emotion or the lack thereof add to the story with page numbers.
5. Characterize the family and discuss the reader’s response to each member.
6. Characterize the Misfit and analyze his motives.
“The Cask of Amontillado”
1. Discuss the effect of the setting.
2. Consider the similarities and differences between Fortunato and Montresor.
3. Discuss the use of irony.
4. Discuss the use of emotion and logic in the story.
5. Look for clues regarding Montresor’s motive for revenge.
6. Discuss Montresor’s background, arms, and motto and their importance to the story.
Miss Brill"
1. Discuss feelings and emotions and their importance in the story.
2. Discuss the effect of third person omniscient point of view.
3. Discuss symbolism; cite page numbers.
4. Discuss the importance of the following characters:
a. woman in the ermine toque
b. young boy and girl
c. old man in velvet coat and big old woman sitting upright
d. little brown dog
5. Discuss the importance of the setting.
13
"A Worn Path"
1. Cite examples of symbols with page numbers and explain each.
2. Sum up Phoenix's attitude toward herself, toward her journey, and toward the other
characters.
3. Compare her sense of what she is to the definitions of her by others, and measure her
estimation of her trip against the values other people place on it.
4. Discuss the adventures of Phoenix on her trip. Analyze the two daydreams she
experiences.
5. Trace the references to birds throughout the story. Discuss the symbolic meanings.
6. Discuss the legend of the Phoenix in mythology.
7. Discuss feelings and emotions and their use in the story.
8. Discuss the importance of the setting.
9. Discuss the use of victim.
10. Discuss theme and how it relates to characterization.
"The Rocking Horse Winner"
1. Discuss the effect of using third person omniscient point of view.
2. Discuss the use of symbolism; cite page numbers.
3. Discuss the use of irony.
4. Discuss the effect of emotions and feelings.
5. Discuss the importance of the following:
a. mother
b. father
c. sisters
d. Basset
e. uncle
f. horse races
g. rocking horse
h. house
6. Discuss the effect of the setting.
7. Discuss the theme of the story.
8. Discuss conflicts and possible meanings of luck and how they affected Paul, his
mother, uncle, and father.
9. Explore role of family.
10. Discuss how setting and irony blend to tell the story.
“Hills like White Elephants”
1. Discuss the use of symbolism. Note the symbolism of the two different landscapes on
either side of the Zaragosa train station, plus the possible symbolism of the curtain.
2. Look for evidence that tells what kind of operation Jig is confronting.
3. Discuss the effect of using third person objective point of view.
4. Discuss the use of emotion and logic in the story.
5. Consider and analyze the significance of the title.
6. Discuss theme and how it relates to characterization.
14
“Welding with Children”
1. Cite examples of religious references and symbolism. Analyze and discuss the
significance of these references.
2. Discuss the impact of pop culture and television on the grandchildren.
3. Discuss the role of the grandfather and his daughters on the grandchildren.
4. Describe the setting and discuss its significance.
5. Discuss possible themes of the story.
6. Describe the changes the grandfather makes or is planning on making and how these
changes will impact the grandchildren.
"The Lottery"
1. Explain scapegoat and cite examples with page numbers.
2. Cite examples of irony with page numbers and explain how each is irony.
3. Explain attitudes of the following characters toward the lottery:
a. Mr. Summers
b. Old Man Warner
c. Mr. and Mrs. Adams
d. Tessie Hutchinson
4. Cite examples of symbols with page numbers and explain each of the following:
a. lottery
b. stones / throwing of stones
c. black dot; chips versus slips of paper
d. three-legged stool
e. attitude and actions of adults and children, generally and specifically
f. names of characters
5. Discuss feelings and emotions and their importance in the story.
6. Discuss the importance of the setting.
7. Discuss theme.
15
“The Most Dangerous Game" Questions
1. Discuss the two meanings of the title.
2. How important is suspense in the story? What roles do chance and coincidence
play? Discuss.
3. Discuss the characterizations of Rainsford and General Zaroff.
4. What is the importance of the "philosophical " discussion between Whitney and
Rainsford at the beginning of the story. Does it reveal a personal limitation on
Rainsford's part? Does Rainsford undergo any significant changes in the course
of the story? Explain.
5. Compare the discussion between Whitney and Rainsford and the after-dinner
conversation between Rainsford and Zaroff.
16
'' A Good Man Is Hard to Find" Questions
1. Discuss the way the family members are characterized and the way they affect
the reader's perceptions of the grandmother. Is the grandmother more or less
sympathetic than the other members of her family? O'Connor writes in an essay that
not only is The Misfit more intelligent than the grandmother, but his "capacity for
grace" is greater than hers. Do you agree and why or why not?
2. During the conversation between the grandmother and Red Sammy, they discuss
the difficulty of finding a "good man" in the modern world. Is this a plain
statement of the theme, or does the context of their conversation make the
dialogue ironic? How does their discussion relate to the larger dramatization of
good and evil in the story?
3. The story makes extensive use of animal symbolism. Find the many references
to animals and discuss the overall significance of this motif.
4. Analyze The Misfit's motivation for killing the family and for his criminal
behavior in general. Unlike his sidekicks, he has a philosophical temperament and
carefully rationalizes his behavior. What do his remarks contribute to the theme
of the story?
5. At the end of the story, what does The Misfit mean when he says of the
grandmother, "She would have been a good woman … if it had been somebody
there to shoot her every minute of her life" (paragraph 140)?
17
“The Cask of Amontillado” Questions
1. What are Montresor’s two criteria for revenge? Does he satisfy his two criteria for
perfect revenge? Why or why not?
2. In carrying out his revenge, how does Montresor take advantage of (a) Fortunato’s
“one weakness,” (b) the carnival season, (c) and the catacombs?
3. Characterize Fortunato and Montresor. What similarities can you find between the
two? Differences? Do their characterizations provide clues regarding Montresor’s
motivation for revenge? Explain.
4. What symbolic or ironic functions are served by (a) Fortunato and Montresor’s names,
(b) Montresor’s coat of arms and motto, (c) Montresor’s speech after fettering
Fortunato to the wall, and (d) Montresor’s drinking “long life” to Fortunato.
5. Why and to whom is Montresor revealing his crime fifty years after he committed it?
18
"Miss Brill"
1. What nationality is Miss Brill? What is the story's setting? Why is it important?
2. Why does she listen in on conversations?
3. Why does Miss Brill enjoy her Sundays in the park? Why especially this Sunday?
4. What is Miss Brill's mood at the beginning of the story? What is it at the end?
Why?
5. What function does Miss Brill's fur serve in the story? What is the meaning of
final sentence?
19
"A Worn Path" Questions
1. Cite examples of symbols, except bird symbolism, with page numbers and explain
each.
2. Sum up Phoenix's attitude toward herself, toward her journey, and toward the other
characters. Compare her sense of what she is to the definitions of her by others.
3. Discuss the adventures of Phoenix on her trip. Analyze the two daydreams she
experiences.
4. Trace the references to birds throughout the story. Discuss the symbolic meanings,
including the story of the Egyptian Phoenix.
5. Discuss theme and how it relates to characterization. Also consider minor themes.
20
"The Rocking-Horse Winner"
1. In the phraseology of its beginning ("There was a woman..."), its simply style,
its direct characterization, and its use of the wish motif—especially that of the
wish that is granted only on conditions that nullify its desirability (King
Midas)—this story has the qualities of a fairy tale. Its differences, however, —in
characterization, setting, and ending (How might a sentimental writer have ended the
story?)—are especially significant. What are these differences and what do they tell us
about the purpose of the story?
2. Characterize the mother fully. How does she differ from the stepmothers in fairy
tales such as "Cinderella" and "Hansel and Gretel"? How does the boy's mistake
about filthy lucker (paragraph 15) clarify her thinking and her motivations?
Why? Why had her love for her husband turned to dust? Why is she "unlucky"?
3. It is ironic that the boy’s attempt to stop the whispers should only increase them.
Is this a plausible irony? Why? What does it tell us about the theme of the story?
Why is it ironic that the whispers should be especially audible at Christmas
time? What irony is contained in the boy's last speech?
4. In what way is the boy's furious riding on the rocking horse an appropriate
symbol for materialistic pursuits?
5. What is the theme of the story?
21
"The Lottery" Questions
1. What is a scapegoat? Who is the scapegoat in this story?
2. What is the significance of the fact that the original box has been lost and many
parts of the ritual have been forgotten? Find and quote a statement in the story that
most likely explains the original purpose of the ritual.
3. What different attitudes toward the ritual stoning are represented by (a) Mr.
Summers, (b) Old Man Warner, (c) Mr. And Mrs. Adams, (d) Mrs. Hutchinson, and
(e) the villagers in general? Which attitude most closely reflects the point of the
story?
4. By transporting a primitivistic ritual into a modem setting, the story reveals
something about human nature and human society. What?
5. Can you support a claim that this story is presented from the objective point of
view? Why is the dispassionate, matter-of-fact tone of the story so effective?
22
"Welding with Children"
1. Who influenced the children the most with bad morals? Explain. What effect did
negative influences have upon the children?
2. Discuss the feelings people in Glenwood have towards Bruton and his family. Also,
discuss the significance and impact of the changes Bruton makes or plans on making to
improve his grandchildren’s lives.
3. What events cause the narrator to want to change the circumstances pertaining to his
grandchildren? Why? Also, describe how the children view the Bible stories their
grandfather is trying to teach them. Explore the significance of these views.
4. Describe the setting. What influence does the setting have on the development of the
characters? What does the setting reveal about theme?
5. Explore possible meanings for the last line of the work: “ ‘He can fit the circle in the
middle.’”
23
“Hills like White Elephants” Questions
1. Looking back on the story, list the evidence that tells what kind of operation Jig is
confronting. How risky is it physically and emotionally?
2. How do the hills in the story spotlight Jig's decision? How does Jig see the setting as
symbolic of her choices? How does the fact that Jig sees the setting symbolically get
us to identify with her more readily than if the author had suggested the symbolism to
us directly? Note the symbolism of the two different landscapes on either side of the
Zaragosa train station, plus the possible symbolism of the curtain, etc.
3. Hemingway once suggested that his purpose in such a story is to tell the reader as little
as possible directly yet to reveal characters' motives and their conflict. How does this
principle operate in this story? Where, specifically, would you like to have more
information (besides "he said" and "she said")? Why? Be specific.
4. Lewis Weeks, Jr., claimed in 1980 that "although subject, setting, point of view,
characterization, dialog, irony, and compression all make 'Hills Like White Elephants'
one of Hemingway's most brilliant short stories, the symbolism implicit in the title
and developed in the story contributes more than any other single quality to the
powerful impact." Agree with any part of this statement in detail, quoting relevant
phrases from the story to prove.
5. Are you surprised that this story was written by a man? Why or why not?
24
Some Guidelines for Essays
1. Every essay must have an appropriate title, which should grab the reader's attention
before he reads the first word of the essay.
2. Every essay should begin with an introductory paragraph which starts out broad in
scope, with an interesting lead in, and gradually narrows to your thesis (focus).
3. The thesis, which is stated in the last sentence of your introductory paragraph and
should not be a question, should be evident throughout the essay.
4. Do not write any one-sentence paragraphs. You need to use enough sentences to fully
develop your ideas. The paragraphs should have variety with sentence lengths and
patterns (compound, complex, compound/complex).
5. Use proper transitions between ideas and sections of the essay to assure a smooth flow of
thought. Otherwise, your writing will be too abrupt which detracts from its readability.
6. Every essay must have a separate concluding paragraph which brings the whole essay to
a smooth finish. You should restate your thesis statement differently than in the
introduction. Never bring up new material in the conclusion. If you have left something
out which must be included, revise the essay where the information should have gone.
7. Every essay should have appropriate language: using right level of formality and edited
American English and avoiding slang or inappropriate colloquial words, regional words,
slanted language, artificial language, or clichés. As a writer, you should use words that
perfectly fit the particular context of each piece of writing and convey exact meaning.
8. Every sentence must express a complete thought; therefore, do not use any sentence
fragments. Conversely, sentences should not be run-ons or comma splices.
9. Standard English should be used: the use of second person or misspelled words is not
acceptable; the use of Arabic numbers and abbreviations is limited; the correct use of
pronouns, verb tenses and principle parts of the verbs, parallelism, the apostrophe,
semicolon, comma, and capitals is expected; the agreement of subject/verb and
pronoun/reference/agreement is considered critical; and the correct use of coordinating
conjunctions and subordinating conjunctions is imperative. (As always, your best source
is your Handbook).
25
G u i d e l i n e s f o r W r i t i n g Papers a b o u t L i t e r a t u r e
Undergraduate papers of literary analysis are frequently weakened by errors that
are easily remedied. As you write, take note of the following hints. They will help
you avoid some annoying errors t h a t often mar good papers.
1. Use present tense when discussing a literary work. For example, "Robert Frost's
poem ‘Once, by the Pacific’ deals [not dealt] with the idea of . . . ."
You can use past tense when discussing the work's publication date, or the
author's life, or the critical reception of the work, but usually not when referring to
the work itself. Past tense makes literature seem dead, when in f a c t Hawthorne's
stories and Frost's poems are [not were] as relevant and widely read as ever.
Occasionally, you should use past tense in referring to t h e work. For example,
"Edmund Spenser's The Shepheardes Calender was published at a crucial time in
English literary history."
2. Give your paper a good title. Generally, a "good" title is one of five or so words
t h a t do not constitute a sentence. The title should interest the reader a n d tell him
or her about the message. Never give your paper the same title as the literary work.
3. Be certain to have a clear thesis. If your paper does not have a thesis, then it
probably does not have much to say to the reader. Make certain that everything in
your paper supports your thesis, and be sure t h a t the reader knows what the thesis is.
4 Support your ideas. Do not just say t h a t a poem is about the injustice of
nineteenth century English society. Show your reader the parts of the poem that
criticize society by quoting specific lines.
5. When referring to the author, do not use the titles "Mr.," "Mrs.," "Miss," or
"Ms" except when referring to living writers. If you use last names for males, then
do the same for females. For example, write "Whitman and Dickinson."
6. Avoid purely personal references to works of literature. Personal interpretations
or experiences are the reason we read literature. They are immensely important to us.
But your writing should shed l i g h t on t h e literary work about which you are writing,
not on yourself. Avoid saying things like, "Eudora Welty's story 'A Worn Path'
reminds me of my grandmother." Your reader will make his or her own personal
references to the work. Your job is to help your reader better understand the work itself.
7. Document all borrowed material, whether directly quoted or paraphrased. Avoid long
quotations, especially in a short paper. Introduce all quotations.
8. Do not merely summarize the plot. Your job is to analyze the work or some aspect of it,
not summarize the plot. You should assume that the reader of the paper has read the work
but not recently. Hence, a brief reminder is all the reader needs about the plot of the work.
26
FORMAT FOR A FINAL COPY OF AN ESSAY
All paragraphs/essays should meet the following requirements:
1. Type in black ink on one side of good quality white 8 1/2 by 11-inch unlined paper.
2. Use double spacing throughout the entire paper.
3. Leave a one-inch margin at the top, bottom, and sides of text. Leave a two-inch margin at the
top of the first page only. Indent five spaces from the left margin for a paragraph.
4. Type first page of the essay: Center the title two inches down, double space, indent, and begin
typing the paragraph. Begin the next pages one inch from the top.
5. Must have a cover sheet as the first page of the essay:
Name
Class (English 1302.
)
Date paper is due (Month Date, Year)
Topic (what you have chosen to write about)
Title (what you have chosen to call your paper)
Kind of essay (Characterization, Comparison and Contrast)
Thesis (the complete thesis and essay map)
6. Must follow Standard American English (Follow Handbook)
7. Must be stapled together in the following manner and placed in a pocket folder:
Essay Planning Sheet
Grading Sheet
Peer Editing Sheet
Cover Sheet
Rough Draft
Outline (optional)
Highlighted Photocopies
Final Copy
Works Cited
8. Type the Works Cited page: Alphabetize all Works Cited entries by the first word in the entry
and double space entire page. Follow MLA guidelines (consult handbook).
9. The Works Cited page includes only those sources from which you actually used information in
your research paper. Each source listed on the Works Cited page should be named in at least
one parenthetical citation in the research paper. A general knowledge encyclopedia such as
World Book Encyclopedia or Encyclopedia Americana cannot be used for research.
27
Name__________________________
Class__________________
Essay __________________________
____Stapled paper; Appearance of essay
____Cover Sheet and correctly written, includes thesis
____Outline and correctly written
____Thesis statement plus the essay map
____Introductory Paragraph: coherence, unity, clarity—thesis is last sentence
____Form: double spaced/ 12 point/acceptable font/correct margins, length
____Parenthetical citations: correctly cited (no plagiarism), includes page numbers
____Development of Paragraphs: each begins with a topic sentence, much development,
organized, no confusion of support
____Conclusion: coherence, clarity, unity, no new topics
____Works Cited page: used MLA, no encyclopedias, all sources cited in text
____Photocopies: highlighted, each source stapled together
____Rough Draft: stapled in left pocket, includes peer editing
____ Notes and/or planning sheets
____Capitals, abbreviations, adverbs, adjectives, typographical errors,
numbers, quotation marks, italics, end punctuation marks
____Commas and apostrophes
____Inappropriate word use or choice, slang, substandard words, misspelling
____Subject/verb disagreement, pronoun/antecedent disagreement
____Misuse of pronoun case, a pronoun shift, a change in point of view, second person
____Misuse of verb tense, verbs, or principle parts of a verb
____Run-ons or fused sentences, semicolon misuse or lack of use
____Fragments
____Incoherent or awkward sentences
**NO CREDIT—No points will be given if there is no thesis, parenthetical citations,
Works Cited page, photocopies, or research (if required). No credit if there is
plagiarism, references without photocopy, quotes or paraphrasing without
references, or direct wording without quotes.
28
Research Paper Grading Sheet
Content and Grammar
1. Introduction- Lead, names & titles, plot summary. Thesis- Include essay map &
state judgment that will be proven throughout paper. Conclusion- Restate thesis &
main points, sense of finality, & no new points.
_______ / 10
2. Quote Selection: Choose quotes from works and research that are relevant and
interesting. Properly introduce & transition.
_______ / 20
3. Analysis: Must analyze quotes fully (3-4 sent) to prove judgment in thesis. Do not
restate quote or summarize plot.
_______ / 40
4. Follow Organization Pattern, 4-5 Pages in Length, & Double Spaced.
_______ / 10
5. Proper Word Usage, Mechanics, & Grammar.
_______ / 20
Total:
_______ / 100
Research and Source Use
1. Parenthetical Citations: Properly formatted & placed, including author/title &
page/line numbers.
_______ / 15
2. Source Use: Quotations must be word-for-word, unless properly edited, and have
both quotation marks & parenthetical citations. Paraphrased portions must genuinely
be in own words & style and have parenthetical citations (no quote marks). Do not
plagiarize!
_______ / 30
3. Must correctly use 5 research sources (4 must be literary criticism) and two stories. _______ / 15
4. Work Cited: Follow MLA rules and include all sources cited/used in
text. Do not plagiarize!
_______ / 30
5. Highlighted Copies: Include all copies, clearly labeled w/ page numbers showing.
Total:
Above point values will be voided and students will receive a failing grade if they
write an incoherent paper; have no thesis, no parenthetical citations, no page/par
numbers in citations, no Works Cited, or no highlighted copies; have fewer than
4 research sources (although 5 are required) properly used and cited; lack quotes
from stories; or plagiarize in any way.
_______ / 10
_______ / 100
29
English 1302: List of Poems
Title
Author
“My Last Duchess”
“Since there’s no help”
“The Apparition”
“Getting Out”
“Mad Girl”
“The Sick Rose”
“When my love swears that she is made of truth”
Robert Browning
Michael Drayton
John Donne
Cleopatra Mathis
Sylvia Plath
William Blake
William Shakespeare
“Ballad of Birmingham”
“My Papa’s Waltz”
“The Man He Killed”
“APO 96225”
“To the Mercy Killers”
Dudley Randall
Theodore Roethke
Thomas Hardy
Larry Rottam
Dudley Randall
“The Convergence of the Twain”
“Those Winter Sundays”
“The Guitarist Tunes Up”
“Sorting Laundry”
“We Real Cool”
“Woman Work”
“Nothing Gold Can Stay”
“Warning”
Thomas Hardy
Robert Hayden
Frances Cornford
Elisavietta Ritchie
Gwendolyn Brooks
Maya Angelou
Robert Frost
Jenny Joseph
“A Hymn to God the Father”
“ ‘Faith’ is a fine Invention”
“God’s Grandeur”
“Hap”
John Donne
Emily Dickinson
Gerard Manley Hopkins
Thomas Hardy
“Bright Star”
“Mirror”
“The Road Not Taken”
“Fire and Ice”
“Stopping by Woods on a Snowy Evening”
“Apparently with no surprise”
John Keats
Sylvia Plath
Robert Frost
Robert Frost
Robert Frost
Emily Dickinson
“Metaphors”
“The Writer”
“Incident”
“Barbie Doll”
“Introduction to Songs of Innocence”
“To a Daughter Leaving Home”
Sylvia Plath
Richard Wilbur
Countee Cullen
Marge Piercy
William Blake
Linda Paston
30
English 1302: List of Poems
Title
Author
“Because I could not stop for Death”
“Do Not Go Gentle into That Good Night”
“Death, be not proud”
“To an Athlete Dying Young”
“Do Not Stand by My Grave and Weep”
Emily Dickinson
Dylan Thomas
John Donne
A. E. Housman
Unknown
“Introduction to Poetry”
“The Waking”
“Siren Song”
“La Belle Dame sans Merci”
“Out, Out – “
“Sound and Sense”
Billy Collins
Theodore Roethke
Margaret Atwood
John Keats
Robert Frost
Alexander Pope
“A Valediction: Forbidding Mourning”
“To His Coy Mistress”
“Living in Sin”
“To the Virgins to Make Much of Time”
“My mistress’ eyes”
“Shall I compare thee to a summer day?”
John Donne
Andrew Marvell
Adrienne Rich
Robert Herrick
William Shakespeare
William Shakespeare
“I felt a Funeral, in my Brain”
“I died for Beauty – but was scarce”
“There is no Frigate like a Book”
“Much Madness is divinest Sense”
“I Tasted a Liquor never Brewed”
Emily Dickinson
Emily Dickinson
Emily Dickinson
Emily Dickinson
Emily Dickinson
31
Poetry Project
1302 Grading Protocol
I.
Define – Define terminology important in the study of poetry. Each term must be
defined using complete sentences. Also, each term must have two examples
selected from assigned poems that illustrate the definition. Each student must
define the five words listed below and choose five words of his or her own.
Must be typed. 30 points
A. Alliteration & Assonance (one example of each, clearly labeled)
B. Metaphor & Simile (one example of each, clearly labeled)
C. Personification
D. Irony (also explain how each example illustrates irony)
E. Sonnet, Italian & English (one example of each, clearly labeled)
II.
Annotate – Annotate eight poems chosen from assigned readings and two
poems selected by the student. First, type poems in proper format in 14-pt font
with at least double spacing. Then annotate poems for personal references (your
feelings, associations, etc). Finally, annotate on a literary level (rhyme scheme,
poetic devices, symbolism, imagery, irony, etc). 30 points
III.
Create – Create original work (made for this assignment) that illustrates
knowledge gained during study of poetry. Examples include, but are not
limited to, the following. If a student decides to create something other than
listed, consult the instructor first. Student may combine options. 30 points
A. Write a short story version (not plot summary) of an assigned poem, which
may extend beyond that which happens in the poem.
B. Write a prequel or extension of an assigned poem(s) in poetic form. Form
must pattern after author’s style and structure.
C. Create artwork that depicts assigned poem(s). Art forms may include painting
and sculpture. Abstract or impressionistic forms are acceptable, but work
must show aspect of poem and should be well done (no stick figures).
D. Make a photo collage illustrating an assigned poem(s). Majority of pictures
should be taken by the student for this assignment.
E. Create and videotape musical composition reflecting assigned poem(s). Sing
the lines of the poem and create own relevant lyrics. May be accompanied by
a musical instrument.
F. Record a dramatic performance of an assigned poem. Dialogue may be added,
but student (may have additional actors) should speak poem in its entirety.
Performance should incorporate at least minimal setting and costuming.
G. A recorded dramatic reading of three to five assigned poems is another
option. Students should memorize poems or have out-of-sight cue cards.
Performance should incorporate at least minimal costuming and setting.
IV.
Present – Project should be displayed neatly and creatively. Parts I, II, and/or III
may be hole-punched and placed in transparent sleeves in a binder, incorporated
into a PowerPoint presentation, affixed to a display board, etc. 10 points
32
Name: _____________________
1302 Poetry Project Grade Sheet
I. Define –Each term must be defined using complete sentences. Each term must have two
examples selected from assigned poems that illustrate. Must be typed. 30 points
_____ Alliteration & Assonance (definition and one assigned and labeled example each)
_____ Metaphor & Simile (definition and one assigned and labeled example each)
_____ Personification (definition and two assigned examples)
_____ Irony (definition and two assigned examples, explaining how each illustrates irony)
_____ Sonnet, Italian & English (definition and one assigned and labeled example each)
_____ Term: _________________________ (definition and two assigned examples)
_____ Term: _________________________ (definition and two assigned examples)
_____ Term: _________________________ (definition and two assigned examples)
_____ Term: _________________________ (definition and two assigned examples)
_____ Term: _________________________ (definition and two assigned examples)
II. Annotate – Annotate eight poems chosen from assigned readings and two poems
selected by the student. Then annotate poems for personal references (your feelings,
associations, etc). Finally, annotate on a literary level (rhyme scheme, poetic devices,
symbolism, imagery, irony, etc). 30 points
_____ Assigned Poem #1: ____________________ (3 pts for personal and literary reference)
_____ Assigned Poem #2: ____________________ (3 pts for personal and literary reference)
_____ Assigned Poem #3: ____________________ (3 pts for personal and literary reference)
_____ Assigned Poem #4: ____________________ (3 pts for personal and literary reference)
_____ Assigned Poem #5: ____________________ (3 pts for personal and literary reference)
_____ Assigned Poem #6: ____________________ (3 pts for personal and literary reference)
_____ Assigned Poem #7: ____________________ (3 pts for personal and literary reference)
_____ Assigned Poem #8: ____________________ (3 pts for personal and literary reference)
_____ Chosen Poem #1: _____________________ (3 pts for personal and literary reference)
_____ Chosen Poem #2: _____________________ (3 pts for personal and literary reference)
III. Create – Create original work (made for this assignment) that illustrates knowledge
gained during study of poetry. 30 points
a. Write a short story version (not plot summary) of an assigned poem.
b. Write a prequel or extension of an assigned poem(s) in poetic form. Form must
pattern after author’s style and structure.
c. Create artwork that depicts assigned poem(s). Work must show aspect of poem.
d. Make a photo collage illustrating an assigned poem/s. Majority of pictures
should be taken by the student for this assignment.
e. Create and videotape musical composition reflecting assigned poem(s). Sing the
lines of the poem, creating own relevant lyrics. May accompany with instrument.
f. Record a dramatic performance of an assigned poem. Speak poem in its entirety.
Performance should incorporate at least minimal setting and costuming.
g. A recorded dramatic reading of three to five assigned poems is another option.
Performance should incorporate at least minimal costuming and setting.
_____ Choice: __________ Professor’s Comments: _________________________________
___________________________________________________________________________
___________________________________________________________________________
_____ IV. Present – Project should be displayed neatly and creatively. 10 points
33
Texarkana College Student Appraisal of Instructor
5 = Excellent
4 = Very Good
3= Good
2= Poor
1 = Very Poor
1 As a student, rate yourself as to the time and
_______
preparation that you put into this course.
2 Instructor provides clear course expectations.
_______
3 Instructor regularly meets class.
_______
4 Instructor encourages/allows students
_______
to express ideas and/or to disagree.
5 Instructor appears to enjoy teaching.
_______
6 Instructor informs students of test/paper
_______
results in a timely fashion.
7 Instructor challenges me to think.
_______
8 Instructor appears to be prepared.
_______
9 Instructor attempts to present material
_______
in a way that helps me understand.
10 Instructor is available for help and advice.
_______
11 Instructors tests/papers are derived from
_______
class work and assignments.
12 Instructor appears competent in her field.
_______
13 Instructor treats students with respect.
_______
14 Grade I expect to receive in this class.
_____ A
_____ B
_____ C
_____ D
_____ F
15 Would you recommend this instructor to another student?
_____ Yes
_____ No
16 Please provide comments regarding instructor's
strenghts/weaknesses. They are a valuable part of the survey.
34
STUDENT SURVEY: ENGLISH DEPARTMENT
1. Department requires computer-based work in its courses. Yes___
No___
Please check the following computer-based activities you completed.
_____
outlines
_____ Works Cited page
2. Department required research in its courses. Yes ___
____
paragraphs/essays
No____
How many of the essays required a Works Cited page?
____
How many different types of bibliography cards did you write? _____
Used electronic sources in the college library? Yes__ No__
Researched topics successfully on the Internet? Yes__ No__
3. Department incorporates critical thinking skills in its courses. Yes__ No__
Please check the following critical thinking activities in which you participated.
___ developing and constructing an original thesis
___ developing and constructing a topic sentence for each body paragraph,
and producing unified, coherent paragraphs with all sentences
contributing to the topic sentence of each paragraph
___ choosing the correct standard American grammar and punctuation
___ analyzing reading material in terms of central idea and support
___ evaluating research materials for accuracy and relevance
___ evaluating others’ essays (peer editing)
___ analyzing topics and developing sentences/paragraphs in a journal
4. Please check the following technologies that should be added in the classrooms
__Projector
__Computer,
__CD player,
__Power Point,
__Other
5. Your overall evaluation of the English Department, including its courses and services
Excellent
Comments:
Good
Adequate
Poor
35
STUDENT RESPONSE TO TODAY'S CLASS
Class and Section ______________ Today's date ____________
Name (preferred, but optional) ___________________________
1. Is there anything about the material we explored in class today that
you are still unclear about? You may mention general or specific
topics.
2. What is the most important thing you learned from today's class?
3. Anything that you particularly like about this session and would like to
do again? Dislike?
4. Additional comments, if any.
36
Table of Contents
1. Operations of English 1302
1-4
2. Grading Standards for 1302
5
3. Holistic Scoring
6
4. Responding to Literature
7
5. Motivating Teachers
8
6. Plagiarism
9-11
7. Study Questions for Short Stories
12-14
8. Homework Questions
15-23
9. Some Guidelines for Essays
24
10. Guidelines for Writing Papers about Literature
25
11. Writing a Final Manuscript
26
12. Grade Sheets for Final Manuscripts
27-28
13. List of Poems
29-30
14. Poetry Project
31-32
15. Teacher Appraisal and Department Survey
33-34
16. Student Response to Today’s Class
35