ENG211: Introduction to the Study of Language and Literature
Summer 2015 | Online | Asynchronous
Professor:
Andrew Logemann
Office Location: Frost Hall 216
Office Phone:
Email:
Course Site:
978-867-4589
andrew.logemann@gordon.edu
http://eng211ST.logemann.io
About the Course
This course has three major goals. It provides a broad overview of the English program at Gordon College for
majors and minors and an introduction to the academic discipline of literary studies. At the same time, it will
offer you the opportunity to develop the skills necessary to succeed in our program. By design, it combines
theory and practice. You will learn how to analyze a literary text in college-level English courses, how to ask
questions about literature that generate productive analysis, and how to build upon the insights of others as
you make researched arguments about literature. Much of our work will involve becoming familiar with the
ideas from literary theory and cultural studies that have had a profound influence on the ways modern readers
think and talk about literature. In addition to learning some of the basic questions of literary theory and
cultural studies, you will be asked to apply them to literature from a number of literary periods and genres.
The course will also introduce you to research methods in literary studies, project management principles for
research, and the appropriate use of MLA style for citation and documentation of sources. Along the way,
you’ll have opportunities to develop your ability to work with literary texts and to enter into academic
conversations about important writers and ideas.
Required Texts
•
•
Culler, Jonathan. Literary Theory: A Very Short Introduction. Oxford University Press. ISBN:
9780199691340.
Schilb, John and John Clifford. Making Literature Matter: An Anthology for Readers and Writers. 6th
Edition. Bedford St. Martin’s. ISBN: 9781457674150.
Student Learning Outcomes
After you’ve successfully finished this course, you’ll be able to:
1. Analyze written materials from a variety of genres through the strategies of close reading and explication.
2. Recognize effective interpretive questions in the discipline of literary studies, and apply this knowledge to
develop your own successful interpretive questions about literary texts.
3. Participate in academic conversations with your peers and with published critics.
4. Understand basic ideas from literary theory and cultural studies.
5. Generate well-reasoned arguments and evaluate them against relevant criteria and standards from the
discipline of literary studies.
6. Write clearly for a specified audience, using conventions of format and structure appropriate to your
rhetorical situation, including MLA style for documentation.
Course Structure and Approach
This is a fully online class. All digital/online activities are asynchronous, which means that you do not need to
be online at a set time of day. You do, however, need to complete your assignments according to firm
deadlines, which you can see in the Schedule of Readings and Assignments. I have organized our material
into six units: Unit 1 – What Is Literature? How and Why Does it Matter?; Unit 2 – Making Arguments about
Literature; Unit 3 – Critical Approaches to Literature; Unit 4 – Literary and Cultural Theory; Unit 5 – Making
Researched Arguments in Literary Studies I; Unit 6 – Making Researched Arguments in Literary Studies II.
Each unit will afford you a sequence of opportunities to dig deeply into the topic and to demonstrate your
learning, including content (material you read), assignments (work you do), and assessments (quizzes and
exams). There is also an introductory unit that orients you to the course, ensures you have the needed
technology skills to succeed in the course, and introduces you to your classmates.
Assignment and Assessment Options (How You’ll Earn Your Grade)
This course’s approach to assignments and grading will likely be different than other courses you’ve taken, so
read this section carefully. In most courses, a professor sets up a series of mandatory activities that you must
complete to pass the class. I’m not going to do that this term. Instead, I am going to offer you a broad range
of opportunities to earn points toward your grade in an effort to allow you to make decisions about your path
according to your interests and skills. It’s a “Choose Your Own Adventure” style of grading in which you
select the projects on which you want to work, and use them to demonstrate the extent of your learning. Are
you an excellent test taker? Great. Then take lots of quizzes and exams. Not so good at exams? Invest your
energies in blog posts, explication posts, and reader’s reports. I suggest mixing it up and doing a little of
everything to make sure you earn enough points to get the grade you’d like to receive.
But NOTE WELL: Slow and steady progress is the key to success in this course. There are no make-ups or
extra credit opportunities. Plan your term wisely. Also, keep in mind that the points listed for each opportunity
are the maximum number of points possible; you shouldn’t expect to earn 100% of the points every time you
submit an assignment. For example, you can earn 15 points for each quiz, but if you only answer half of the
questions correctly, you would earn only half of the points possible. Your final course grade will be
determined according to the following scale:
A
B
C
D
F
900-1000+ pts.
800-899 pts.
700-799 pts.
600-699 pts.
599 pts. and below
Course Schedule
This course is organized into units, with one unit due every week. Each unit works the same way, so once
you’ve completed Unit 1, you’ll follow the same plan every week until the end of the term. The only exception
is the beginning of the course, where you will complete a brief introductory unit. The various types of
assignments and assessments are due on the same day each week.
How to Pace Your Work in This Class
This course requires you to work consistently and in a self-directed way. To succeed, you’ll need to log in to
the course at least once every weekday. We hit the ground running, so our deadlines begin the first week of
class. Work is consistently due on certain days throughout the week, and we go through the same sequence
of assignments and assessments with each unit. Below, I’ve drawn up a suggested schedule of how to pace
your work across a week of our course. Remember, you can always turn in work early if this schedule doesn’t
fit well around your other commitments.
Monday
Tuesday
Wednesday
Thursday
Friday
Complete assigned reading for the day; take reading quiz; write blog post.
Complete assigned reading for the day; take reading quiz; write blog comments.
Complete assigned reading for the day; take reading quiz; participate in digital discussion.
Write explication post during Units 1-4; work on research essay during Units 5-6.
Complete unit exam during Units 1-4; get started on next week’s assigned reading.
Details on Assignment, Assessment, and Research Process Options
Assignments
1. Blog Posts: Each week in this course, you’ll have an opportunity to blog about our assigned readings. Far
from being a mere supplement to our course, the blog will be “the required reading that we write
ourselves” and one (of the many) ways we will consider the concepts of our course together. You should
think of our work on the blog as an ongoing conversation that is active all term. Your blog posts should be
at least 300 words long, and respond directly to the day’s readings. You might consider historical or
critical questions raised by one or more of the week’s readings, connect this week’s reading to previous
reading in the course, pose an insightful question about the reading and then seek to answer your own
question, or respond to another student’s post. Blog posts are due on Mondays by 11:59 p.m. You
cannot submit your weekly posts late, or make up for missed posts later in the term. This assignment will
be assessed according to a grading rubric, which you should consult before submitting your post to make
sure you have included all of the required elements. A copy of the rubric is available on our course
Wordpress site.
2. Blog Commenting: Your comments on our course blog should engage in a conversation in some
meaningful way. More than just agreeing or disagreeing with the original writer, a good comment will be
substantive and reflective, explaining why you agree or disagree with the writer, or describing the
questions/issues/associations the writer’s post raises for you. The best comments will add depth by
asking a good question, or referring to another passage from the week’s reading that complicates the
writer’s ideas, or connecting what the writer is saying with another blog post from the class. You will earn
5 points for each substantive comment you make, up to a maximum of 15 points per week. Comments
are due on Tuesdays by 11:59 p.m. You cannot submit your weekly blog comments late, or make up for
missed comments later in the term.
3. Digital Discussion Participation: Discussion assignments accomplish several different things in this
course. First, they provide an opportunity for you to get to know and learn from your fellow students. They
let you see the diversity of different viewpoints on the issues we’re discussing each week, while also
encouraging you to explore our course concepts in relation to your own life. Lastly, discussions
encourage you to think about our material in ways that make it more memorable and easier to
comprehend.
Research shows that students who participate in discussions earn better grades. It’s important, therefore,
that you participate frequently and put thought into what you post. Research also tells us that
communicating online creates some concerns that we wouldn’t normally have in a face-to-face
discussion. Online, what you say tends to come across as more negative or critical than it would in a
regular conversation, even when you’re just trying to joke around. It’s also easy to treat someone more
harshly than you would normally, due to the lack of nonverbal signals, expressions, and so forth.
Therefore, in this class, I want you to make a special effort to make sure that you treat each other with
respect and kindness in your online communications. Feel free to disagree with one another (and with
me!), but be sure that you are criticizing the idea and not the person. I reserve the right to delete posts
and comments that are insulting, disparaging toward particular groups of people, or otherwise damaging
to our class community.
Digital discussion participation will work like this: Each week, I will kick off a conversation about the
week’s reading and ideas by means of a Digital Discussion Starter post on our course blog. In the form of
comments underneath the discussion starter’s post, your comments will engage in the conversation in
some meaningful way. To receive full credit for digital discussion participation, you should post at least
one substantive comment of your own, and reply to at least two other people. This is the minimum
requirement, but you’re welcome to participate in the discussion thread as often as you’d like.
Contributions to digital discussions are due on Wednesdays by 11:59 p.m. You cannot submit
contributions to a digital discussion late, or make up for missed contributions later in the term.
4. Explication Posts: For each of these brief posts, you will write a 600-word explication of a literary text
from our syllabus. An explication is a specific type of literary analysis that asks a question of a text and
then resolves that question through a persuasive argument. The question identifies an issue, something
that is clearly full of significance but not directly explained: Why is the whale in Moby Dick white? Why
does the Duke in “My Last Duchess” reveal his role in his late wife’s demise? Why does Bartleby in
“Bartleby, the Scrivener” stop working? Why do weapons always fail Beowulf? Why does Victor
Frankenstein pursue the secrets of life? The argument proceeds by using evidence within the text to
contextualize the issue and answer the question the essay is posing. These Explication Posts are due on
Thursdays by 11:59 p.m. during Units 1-4. You cannot submit your explication posts late, or make up for
missed posts later in the term.
Consider the following advice as you write these posts:
•
The literary question you are asking should serve as the title for each explication post.
•
Think small. Think interesting. Think about a question that will be enjoyable to pursue.
•
Make sure that you are identifying an ISSUE in the text rather than making an observation. Structure
your essay as an articulation and resolution of the issue. For example, it’s not enough to assert that
the Duke caused the death of his former wife in “My Last Duchess” and that makes the poem
interesting; everyone knows that already. What is valuable, though, is to formulate an argument that
accounts for this revelation within the dramatic monologue. What does the author accomplish in
making the reader aware of something the Duke believes is a secret? Why might the author do that?
•
Always keep in mind that you are presenting a convincing ARGUMENT, not simply making a series of
remarks about things that you find interesting. The literary text should be used to supply evidence.
Quote from it in moderation to back up your assertions. Some students find it helpful to think of the
essay as a court case: your role is to persuade your audience that your argument makes sense. It
might not be the only way to account for the evidence, but it must be a compelling one. Don’t hide
contradictory evidence – instead, react to it, and show how your argument explains it.
•
Remember that you have very little space to make your argument. Every word is precious. Omit
anything that is too general, and say as much as possible with as few words as possible. A thesis
sentence like “Melville employs many themes to make interesting points” says nothing at all. A
sentence like “Melville’s Bartleby embodies the contradictory values of American capitalism” will make
your reader want to know more.
•
ANALYZE, DO NOT SUMMARIZE. If you are simply retelling the story, you are not writing a critical
essay. Your reader knows the plot already and does not require a rehash.
•
Keep a formal tone. Take your writing seriously. Proofread assiduously. What you have to say about
the text is important, and will be graded seriously.
•
Be brave. Take risks. As long as you are making a thoughtful, text-based argument and are attentive
to the quality of your writing, it is difficult to go wrong. Exercise your intellect and your imagination in
this short essay. Grant yourself the luxury of having enough time to think your argument through, and
build in time to revise.
This assignment will be assessed according to a grading rubric, which you should consult before submitting
your post to make sure you have included all of the required elements. A copy of the rubric is available on our
course Wordpress site.
Assessments
5. Reading Quizzes: The purpose of the reading quizzes is to help you learn and remember the concepts
presented in our assigned reading. These are intended as learning activities in and of themselves.
Research shows that quizzing is a particularly effective way to learn information quickly, thus these
quizzes are set up to encourage you to test yourself as you complete the reading assignments each week.
Each quiz will remain open until 11:59 p.m. on the day the assigned reading is due to be completed. Late
quizzes will not be accepted. You will submit your responses to these quizzes online; while you can refer
to your books and notes during the quiz, you cannot work together with other students. Each quiz will ask
you to certify that you have completed the quiz on your own and that it represents your own work;
violations of the rule will be subject to Gordon’s policies for academic dishonesty.
6. Unit Exams: The purpose of the unit exams is to encourage you to revisit and integrate material from that
unit’s readings. Each exam covers material from only the current unit. The format will be a mix of multiple
choice, short answer, and essay questions. These exams will be challenging, so don’t assume that you’ll
be able to achieve perfect scores. In addition, you must score at least 50% or higher on an exam in order
to receive any points at all for the exam. This is prevent students from gaming the system by randomly
selecting answers in order to pick up a few points without reading the questions or demonstrating any real
understanding of the material. Each exam will become available at 6:00 a.m. on the day it is due. It must
be completed by 11:59 p.m. on that same day. You will submit your responses to these exams online;
while you can refer to your books and notes during the exam, you cannot work together with other
students. Each exam will ask you to certify that you have completed the exam on your own and that it
represents your own work; violations of the rule will be subject to Gordon’s policies for academic
dishonesty.
7. Self-Assessment: Because the grading system in this course is a bit unusual, I want to encourage you to
check in on your progress regularly. I have provided a goal for satisfactory progress for each unit, as well
as a cumulative goal for satisfactory progress in the course, on the Schedule of Readings and
Assignments below to help you track your progress. In addition, at the end of each week during Units 1-4
you will have the option to submit a self-assessment that reports on your performance to date and your
detailed plan for selecting the assignments and assessments that will help you reach your desired grade
in this course. These self-assessments are due on Saturdays by 11:59 p.m. during Units 1-4. You cannot
submit your self-assessment late, or make up for missed self-assessments later in the term. To complete
a self-assessment, please visit our Wordpress site and click on the “Self-Assessment Submissions Form”
link under “Quick Reference Links.”
Research Process
8. Research Essay – Proposal: For the research essay proposal you will write a 300-word description of
both (1) the literary issue you plan to address in your research essay (again, an issue something that is
clearly full of significance in a work of literature, but is not directly explained), and (2) the critical
conversation related to this interpretive issue that you plan to engage. This proposal should make clear to
the reader which literary text you plan to analyze, the research sources on which you intend to draw, and
the question you will pose. I encourage you to consider expanding one of your blog posts or explication
posts from earlier in the term into a full-fledged research paper. If you take this route, be sure to mention it
in your proposal, and focus on how you will be developing your original argument. The research proposal
is due by 11:59 p.m. on the date indicated in the Schedule of Readings and Assignments below. This
assignment will be assessed according to a grading rubric, which you should consult before submitting
your proposal to make sure you have included all of the required elements. A copy of the rubric is
available on our course Wordpress site.
9. Research Essay – First Draft: First drafts of the research essay will be due at the end of Unit 5. Your first
draft will be graded for completeness, but not for quality (that is, you will earn points for having done it,
but I will not grade your performance on argumentation, grammar and spelling, MLA style, etc. until the
final draft). I will be happy to discuss it with you during my office hours, or via Skype, if you would like
input or assistance. To earn full credit for completing a first draft, your draft should include all of the
required elements of the final draft – it should be at least 8 pages long, it should engage with both a
literary text and research sources, it should cite these sources in MLA style, and it should include a Works
Cited page. The first draft of your research essay is due by 11:59 p.m. on the date indicated in the
Schedule of Readings and Assignments below.
10. Research Essay – Peer Review Participation: During Unit 6 you will have the opportunity to give and
receive feedback on essay drafts. I will provide questions for structuring this feedback and earning the
possible points for completing this assignment. The peer review comments on two of your classmates’
research essays are due by 11:59 p.m. on the date indicated in the Schedule of Readings and
Assignments below.
11. Research Essay – Final Draft: You will write an 8-page (double-spaced) argument addressing a
significant issue/question related to any one of the literary texts on our course syllabus. The introduction
to your essay should pose the question or issue that your essay will address and engage your reader’s
interest in it. Within your essay, you will join in conversation with other scholars who have addressed your
interpretive issue. Your proposed answer to this question (summarized in a single sentence) will serve as
the thesis statement for your paper. An important note: this course affords you a range of options for
demonstrating your learning, and gives you the freedom to select the assignments and
assessments you’d like to complete throughout the term. The final draft of the research essay is
the one exception: you cannot pass this course if you do not write a research essay. If you wish, you
may opt out of the other elements of the research process: you can skip writing a proposal, avoid writing
a first draft, or elect not to participate in our peer review process (though I hope you won’t – I’ve designed
these activities carefully to help you become a better writer in this course!). The final draft of your research
essay is due by 11:59 p.m. on the date indicated in the Schedule of Readings and Assignments below.
This assignment will be assessed according to a grading rubric, which you should consult before
submitting your essay to make sure you have included all of the required elements. A copy of the rubric is
available on our course Wordpress site.
Accommodations Statement
Students with disabilities who need academic accommodation are asked to speak with the instructor within
the first two weeks of class. Students are also responsible for making sure that documentation of the
disability is on file in the Academic Support Center. Failure to register in time with the professor and the ASC
may compromise our ability to provide the accommodation.
Academic Dishonesty Statement
Academic dishonesty is regarded as a major violation of the academic principles of this community and may
result in a failing grade or suspension. Academic dishonesty includes plagiarism (see Plagiarism in Student
Handbook), cheating (whether in or out of the classroom), and abuse or misuse of library materials when such
abuse or misuse can be related to course requirements.
ENG211 Schedule of Readings and Assignments
Unit 0: Introductory Unit
Assignment Options
Blog Post (Friday 5/15)
Points Possible
25
Assessment Options
Syllabus Quiz (Friday 5/15)
Points Possible
15
Goal for Satisfactory Progress in Unit 0: 25 points (40 points possible)
W
Date
0
F 5/15
Assignment/Assessment
Options
Reading Due
Logemann, “Introduction to ENG211.” [on our Wordpress site]
Initial Blog Post
Unit 1: What Is Literature? How and Why Does it Matter?
Assignment Options
Blog Post (Monday)
Blog Commenting (Tuesday)
Digital Discussion (Wednesday)
Explication Post (Thursday)
W
Date
1
M 5/18
T 5/19
W 5/20
Points Possible
25
15
15
50
Assessment Options
Reading Quiz (Monday)
Reading Quiz (Tuesday)
Reading Quiz (Wednesday)
Unit Exam (Friday)
Self-Assessment (Saturday)
Points Possible
15
15
15
100
15
Goal for Satisfactory Progress in Unit 1: 150 points (265 points possible)
Cumulative Goal for Satisfactory Progress in the Course: 175 points (B+)
Assignment/Assessment
Reading Due
Options
Logemann, “Introduction to Unit 1.” [on our Wordpress site]
Reading Quiz
Schilb & Clifford, ch. 1, “What Is Literature? How and Why Does it Matter?”
Blog Post
(3-15).
Schilb & Clifford, ch. 2, “How to Read Closely” (16-46).
Reading Quiz
Schilb & Clifford, ch. 3, “How to Make Arguments about Literature” (47-80).
Blog Commenting
Culler, ch. 2, “What Is Literature and Does It Matter?”
Reading Quiz
Ryken, “Thinking Christianly About Literature.” [on Blackboard]
Digital Discussion
R 5/21
No Assigned Reading – Complete Explication Post.
Explication Post
F 5/22
No Assigned Reading – Complete Unit Exam.
Unit Exam
Unit 2: Making Arguments about Literature
Assignment Options
Blog Post (Monday)
Blog Commenting (Tuesday)
Digital Discussion (Wednesday)
Explication Post (Thursday)
W
Date
2
M 5/25
T 5/26
W 5/27
Points Possible
25
15
15
50
Assessment Options
Reading Quiz (Monday)
Reading Quiz (Tuesday)
Reading Quiz (Wednesday)
Unit Exam (Friday)
Self-Assessment (Saturday)
Points Possible
15
15
15
100
15
Goal for Satisfactory Progress in Unit 2: 150 points (265 points possible)
Cumulative Goal for Satisfactory Progress in the Course: 325 points (B+)
Assignment/Assessment
Reading Due
Options
Logemann, “Introduction to Unit 2.” [on our Wordpress site]
Reading Quiz
Schilb & Clifford, ch. 4, “The Writing Process” (81-114).
Blog Post
Schilb & Clifford, ch. 5, “Writing about Literary Genres” (115-85).
Schilb & Clifford, “Seductive Arguments: Poems” (597-605). Includes
Reading Quiz
Donne’s “The Flea,” Marvell’s “To His Coy Mistress,” and Eliot’s “The Love
Blog Commenting
Song of J. Alfred Prufrock.”
Schilb & Clifford, “Jealous Love” (684-789). Includes Shakespeare’s Othello Reading Quiz
and three critical commentaries.
Digital Discussion
R 5/28
No Assigned Reading – Complete Explication Post.
Explication Post
F 5/29
No Assigned Reading – Complete Unit Exam.
Unit Exam
Unit 3: Critical Approaches to Literature
Assignment Options
Blog Post (Monday)
Blog Commenting (Tuesday)
Digital Discussion (Wednesday)
Explication Post (Thursday)
W
Date
3
M 6/1
T 6/2
W 6/3
Points Possible
25
15
15
50
Assessment Options
Reading Quiz (Monday)
Reading Quiz (Tuesday)
Reading Quiz (Wednesday)
Unit Exam (Friday)
Self-Assessment (Saturday)
Points Possible
15
15
15
100
15
Goal for Satisfactory Progress in Unit 3: 150 points (265 points possible)
Cumulative Goal for Satisfactory Progress in the Course: 475 points (B+)
Assignment/Assessment
Reading Due
Options
Logemann, “Introduction to Unit 3.” [on our Wordpress site]
Schilb & Clifford, “Where Tradition Is a Trap: Stories” (856-80). Includes
Reading Quiz
Jackson’s “The Lottery,” Le Guin’s “The Ones Who Walk Away from
Blog Post
Omelas,” and Horrocks’ “The Sheep.”
Schilb & Clifford, “Critical Approaches to Literature” (1534-72). Includes
Joyce’s “Counterparts” and “Eveline,” and Frye’s “A Refugee at Home.”
Reading Quiz
Schilb & Clifford, “He Said/She Said: Re-Visions of a Poem” (1064-70).
Blog Commenting
Includes Browning’s “My Last Duchess,” and Spera’s “My Ex-Husband.”
Culler, ch. 1, “What Is Theory?”
Reading Quiz
Culler, ch. 3, “Literature and Cultural Studies.”
Digital Discussion
R 6/4
No Assigned Reading – Complete Explication Post.
Explication Post
F 6/5
No Assigned Reading – Complete Unit Exam.
Unit Exam
Unit 4: Literary and Cultural Theory
Assignment Options
Blog Post (Monday)
Blog Commenting (Tuesday)
Digital Discussion (Wednesday)
Explication Post (Thursday)
W
Date
4
M 6/8
T 6/9
W 6/10
Points Possible
25
15
15
50
Assessment Options
Reading Quiz (Monday)
Reading Quiz (Tuesday)
Reading Quiz (Wednesday)
Unit Exam (Friday)
Self-Assessment (Saturday)
Points Possible
15
15
15
100
15
Goal for Satisfactory Progress in Unit 4: 150 points (265 points possible)
Cumulative Goal for Satisfactory Progress in the Course: 625 points (B+)
Assignment/Assessment
Reading Due
Options
Logemann, “Introduction to Unit 4.” [on our Wordpress site]
Reading Quiz
Schilb & Clifford, “Misfit Justice” (1173-97). Includes O’Connor’s “A Good
Blog Post
Man Is Hard to Find” and three critical commentaries.
Reading Quiz
Culler, ch. 4, “Language, Meaning, and Interpretation.”
Blog Commenting
Schilb & Clifford, “From City to Country” (1434-92). Includes Wilde’s The
Reading Quiz
Importance of Being Earnest and four critical commentaries.
Digital Discussion
R 6/11
No Assigned Reading – Complete Explication Post.
Explication Post
F 6/12
No Assigned Reading – Complete Unit Exam.
Unit Exam
Unit 5: Making Researched Arguments in Literary Studies I
Assignment Options
Blog Post (Monday)
Blog Commenting (Tuesday)
Digital Discussion (Wednesday)
W
Date
5
M 6/15
T 6/16
Points Possible
25
15
15
Assessment Options
Reading Quiz (Monday)
Research Essay Proposal
Research Essay First Draft
Points Possible
15
50
75
Goal for Satisfactory Progress in Unit 5: 125 points (195 points possible)
Cumulative Goal for Satisfactory Progress in the Course: 750 points (B+)
Assignment/Assessment
Reading Due
Options
Logemann, “Introduction to Unit 5.” [on our Wordpress site]
Schilb & Clifford, ch. 6, “Writing Researched Arguments” (187-256).
Reading Quiz
Includes Gilman’s “The Yellow Wallpaper” and three critical contexts for
Blog Post
research.
Blog Commenting
No Assigned Reading – Complete Research Essay Proposal.
Research Essay Proposal
W 6/17
No Assigned Reading – Begin Research for Research Essay.
R 6/18
No Assigned Reading – Continue Research for Research Essay.
F 6/19
No Assigned Reading – Complete Research Essay First Draft.
Digital Discussion
Res. Essay First Draft
Unit 6: Making Researched Arguments in Literary Studies II
Assignment Options
Blog Post (Monday)
Blog Commenting (Tuesday)
Digital Discussion (Wednesday)
W
Date
6
M 6/22
T 6/23
W 6/24
Points Possible
25
15
15
Assessment Options
Reading Quiz (Monday)
Res. Essay Peer Review Participation
Res. Essay Final Draft
Points Possible
15
25
100
Goal for Satisfactory Progress in Unit 6: 125 points (195 points possible)
Cumulative Goal for Satisfactory Progress in the Course: 875 points (B+)
Assignment/Assessment
Reading Due
Options
Logemann, “Introduction to Unit 6.” [on our Wordpress site]
Reading Quiz
Schilb & Clifford, “Love as a Haven” (606-20). Includes Arnold’s “Dover
Blog Post
Beach” and three cultural contexts.
Blog Commenting
No Assigned Reading – Complete Research Essay Peer Review.
Res. Essay Peer Review
Digital Discussion
No Assigned Reading – Review Comments on First Draft & Begin Revisions.
Response to Peer Review
R 6/25
No Assigned Reading – Revise Research Essay.
F 6/26
No Assigned Reading – Complete Research Essay.
Res. Essay Final Draft