ENG 101 – First Year Composition &
ENH 111 – Literature and the American Experience
English 5-6 Honors Dual Enrollment at SMHS
Monday-Friday 1st, 4th, 7th and 8th Hours
Instructor: Allison Walden
Office: Room 200
Email: awalden@phoenixunion.org
Phone: 602-764-5000 x66200
Office Hours: T-Th 12:10-1:00pm or 2:50-3:30pm
Materials: See Plan for Success
Course Descriptions:
ENG 101: We will focus on standard English writing skills with an emphasis on expository composition. Prerequisites:
Appropriate English placement test score (AccuPlacer) or “C” or better in ENG 071.
MCCD Official Course Competencies:
1. Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience, and writer, as well as
the writing’s ethical, political, and cultural implications.
2. Organize writing to support a central idea through unity, coherence, and logical development appropriate to
a specific writing context.
3. Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics.
4. Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support
one’s own ideas.
5. Use feedback obtained from peer review, instructor comments and/or other resources to revise writing.
6. Assess one’s own writing strengths to identify strategies for improvement through instructor conference,
portfolio review, written evaluation, and/or other methods.
7. Generate, format, and edit writing using appropriate technologies.
ENH 111: Introduction to the foundations and diversity of American culture through a survey of its literature,
including minority and women writers, exploration of various facets of American culture including frontier, regional,
rural and urban life; ethnic, racial and immigrant experiences; and political and social philosophies. Prerequisites:
None
MCCCD Official Course Competencies:
1.
2.
3.
4.
5.
6.
Identify and explain the literary descriptions of American culture in the 19th, 20th and 21st centuries.
Describe the roles of literature as both a formulator and reflection of American culture.
Identify and describe important roots of American culture.
Explain the influence of place or region on American culture and literature.
Identify and describe the contributions of diverse groups of people to American culture and literature.
Analyze current trends in American culture as reflected in literature, and speculate about possibilities in
American culture.
Objective: You will learn how to limit a subject, formulate a thesis, and compose a polished final draft. Beyond that
you will become a confident writer who is able to access and convey your thoughts and ideas in a persuasive, cogent
manner.
Attendance/Tardies: See Plan for Success
Withdrawal: Discuss with me any concerns/needs concerning withdrawal. It is your responsibility to determine
official withdrawal status, this is a formal process done through SMCC. The deadline for withdrawal from SMCC is
September 25th.
Course Work & Evaluation



Classwork (Journals), Essays, and Projects (70% of your grade):
• Classwork (Journals). Classwork is given out daily. Classwork is almost always due the day it is
assigned. You may find the due date for classwork in various places, such as written on the
board, projected on the screen, or printed on a handout. Most classwork assignments are worth
two (2) points. Part of your classwork grade will include weekly Portfolio Checks. You are
expected to keep all assignments and handouts in a specific order. Students will have an
opportunity to organize their portfolios at least one day before each Portfolio Check.
• Essays. Publishing, or sharing your work with others, is an integral part of becoming a good writer.
You will be sharing your drafts with others in the class; therefore, avoid writing about things you
are not prepared to share. In particular, I may be required to report any writing that involves
harming others, yourself or harm being done to you or criminal activity, so use good judgment.
You will write and revise at least three 1,000-1,200 word essays (about 3 to 4 pages each). Essays
will be graded using a rubric provided by your teacher. All essays must be in MLA format with
one-inch margins. Final drafts must be double-spaced and typed in 12 point Times New Roman
font. EVERYTHING COUNTS, including content, format, grammar, punctuation, and spelling.
Essays are always worth more points than classwork assignments.
• Projects. You may be assigned projects of various sizes to complement your work in this course.
These projects may be assigned individually or as group work. Projects are always worth more
points than classwork, and depending on the size of the project, may be worth more points than
essays.
Tests and Quizzes (15% of your grade):
• Quizzes. You will take at least two (but no more than four) quizzes each quarter. Notes may or may
not be permitted on these quizzes.
• Tests. Students may take tests at the end of each unit. Notes are not permitted on tests.
Bell Work (5% of your grade):
• Bell Work will be completed daily at the beginning of class. Bell Work may include, but is not limited
to, answering Class Journal questions, working on grammar examples, reading silently, or
engaging your classmates in academic discussion. Most days you will be expected to write in a
class journal entry for the first ten minutes of class. Your class journal entries are not completely
private—when I grade them, I will be counting entries and reading them. Bell Work assignments
are usually worth two points. Students earn full credit if 75-100% of the Bell Work (all or almost
all) is complete. If students complete 25%-50% of the Bell Work (half or less than half), they will
earn partial credit. Students will earn no credit if the Bell Work is less than 25% (barely)
completed.
•
Homework (5% of your grade):
• Homework will be assigned often, and due dates will be made clear to you. Homework is usually due
the day after it is assigned. Each homework assignment is usually worth five points or less.
Students will earn full credit if 75-100% of the homework (all or almost all) is completed. If
students complete 25%-50% of the homework (half or less than half), they will earn partial credit.
Students will earn no credit if the homework is less than 25% (barely) completed.
•
Professionalism (5% of your grade):
• Each student will begin each quarter with their full Professionalism Points. Students who conduct
themselves unprofessionally—in their behavior or in their work—will have professionalism points
deducted. Use the English 5-6 Honors Plan for Success as a guideline for professionalism.
Grading:
Course letter grades are as follows:
A
B
C
D
90 - 100%
80 - 89%
70 - 79%
60 – 69%
Classwork, Essays and Projects 70%
Tests and Quizzes 15%
Bellwork 5%
Homework 5%
Professionalism 5%
*NOTE: Your grade for this course depends on essays, projects, and exams. Therefore, students who fail to complete
all major coursework may fail this course.
Incompletes: See Plan for Success
Late Work: See Plan for Success
Plagiarism and Integrity: Maintaining academic integrity is very important. Academic misconduct including, but not
limited to, cheating, plagiarism, and disruptive behavior, will not be tolerated. Both the Phoenix Union High School
District and the Maricopa County Community College District have clear sanctions against plagiarism and all forms of
academic dishonesty. You must produce original work for this class. All assignments must be written by you,
independently, for this specific class. Submitting a paper written by someone else or reusing a paper you wrote for
any other class is academic dishonesty and will result in at least a failing grade for that assignment, and at most
disciplinary action.
Electronics/Technology: See Plan for Success
Course Work: Course work will consist of keeping a writing journal, reading and answering discussion questions for
readings, small group work, group presentations, projects and writing/revising essays. Certain requirements may
vary from the syllabus to meet the needs of the group.
Evaluation Procedures: I will grade journals for completion and effort only. Essays will be graded holistically—
EVERYTHING COUNTS—content, format, grammar, punctuation, spelling.
Incompletes: See Plan for Success
Paper Format Guidelines
 All papers must be in MLA format.
 Final drafts must be typed in 12 point Times New Roman font, double-spaced with one inch margins.
Schedule of Work for ENG101:
Module 1 Topic and Objectives (8/24-10/2):
Rhetorical Triangle and Explaining Relationships
1.1 Identify the components of the rhetorical triangle within a given text.
1.2 Identify the components of a writing process.
1.3 Apply a writing process to create an explanatory essay.
1.4 Apply organizational strategies in writing an explanatory essay.
1.5 Develop a concise and effective thesis statement.
Week 1 Readings (8/24-8/28):

Read "Selling Manure” by Bonnie Jo Campbell in The Composition of Everyday Life: A Guide to Writing.

Review "Rhetorical Situations," located on the OWL Purdue Online Writing Lab Web site at
http://owl.english.purdue.edu/owl/resource/625/01/

View Greatest Sports Legends - Lou Gehrig's Farewell Speech," located at
http://www.youtube.com/watch?v=626Dt9JdjQs

View the "Protect your Dreams" clip from The Pursuit of Happiness, located at
http://www.youtube.com/watch?v=MEGSiX0JA-s&feature=related

View the "President's Speech" clip from Armageddon, located at
http://www.youtube.com/watch?v=CjNxUguxwjU
Week 1 Assignments:
Rhetorical Triangle Identification Exercise
1) Choose one of the videos listed in the Readings and write an essay of 250-500 words in which you discuss the
rhetorical triangle.
Your essay should answer the following questions (look at the rhetoric of the speech for clues to answer these
questions).
a) What is the position of the speaker?
b) What is the situation?
c) Who is the audience?
2)
Write a Personal Narrative (Song of the Self Assignment).
Week 2 Readings (8/31-9/4):
Jigsaw Chapter 1: Inventing Ideas

Asking Questions

Reinventing Education

Considering the Essay

Reading for Intellectual Agility and Rhetoric

Applying Rhetoric to Your Own Writing
Week 2 Assignments:
Cornell Notes on Chapter 1
Week 3 Readings (9/8-9/11):
TBA
Week 3 Assignments:
Explaining Relationships Essay
At the end of Week 6, you will submit an essay of 1,000-1,250 words in which you explore a relationship in depth and
nature. The goal of this essay is not to present general recollections or a narrative (i.e., storytelling) but to provide a
significant explanation and analysis about your relationship. In other words, your writing should go "beyond the
obvious relationship and explore the hidden or abstract connections." Find and write about what the reader would
not necessarily expect.
Some suggestions for writing are provided in chapter 3 in your textbook (refer to "Point of Contact"), and others are
included in "Ideas for Writing" after each essay in the chapter.
Be careful of the obvious human/human relationship (e.g., you and your significant other). Such a focus might lead
you to conventional ways of thinking, but your goal is to discover something unique or different about the web of
connections we experience. For example: Daniel Doezema writes of his relationship with his girlfriend's father, but he
focuses on differences he has with the other man's politics as well as how their generational differences relate to the
larger political landscape in America.
As you are helping your audience understand the nature of the relationship in question, you might use one or more
rhetorical tools to aid your description (refer to "Rhetorical Tools" in chapter 3),
1) Narration: Daniel Doezema narrated an encounter with his girlfriend's father, Larry, to help his audience
understand what his relationship with Larry is like.
2) Description: Both Jim Crockett and Daniel Doezema used highly descriptive details to help their audiences "see"
their respective relationships at work.
3) Figurative Language: In some cases, it helps to describe something that is unfamiliar in terms of something more
familiar. Because your audience will likely be unfamiliar with the relationship you have chosen to write about,
you can use metaphors or similes to compare the relationship to something more familiar.
Part 1: Invention and Description of the Relationship Instructions
1) Choose a relationship to write about.
2) The relationship you choose can involve two or more people (refer to "Political Adaptation," by Daniel Doezema,
in chapter 16 of our textbook). However, it could involve a person and a thing instead. For example, Jim Crockett
explains his relationship with the ritual of drinking coffee every morning in his essay, "Mugged" (refer to chapter
3). Also in chapter 3 (refer to "Point of Contact"), John Mauk and John Metz, the authors of our textbook, offer
several suggestions that could help you choose a topic: Public places, job sites, everyday exchanges between
people, human/object relationships, and relationships that take place in your major are good possibilities.
3) Write a description of the relationship. It is important to think deeply about its dynamics so that you can describe
them in detail. The "Analysis" section in chapter 3 of our textbook offers some important questions that you
should ask yourself to help you get started.
a) Is the relationship difficult (or easy)? Why?
b) What keeps it going?
c) How does the presence of one entity (person or thing) influence the other?
d) In what hidden or indirect ways do they influence one another?
e) What would occur to one if the other were gone?
f)
If you are writing about a human relationship, "Rhetorical Tools" in chapter 3 also offers several additional
invention questions.
Part 2: Invention and Explanation of the Relationship Instructions
1) Think deeply about the relationship and reflect on the description you wrote and the feedback received from
your instructor.
2) As our textbook authors believe, it is important to develop some "public resonance" in writing. That is, your
writing should speak to the interests or concerns of others. Simply describing a relationship will not help you
explain the relationship fully. It is important to find a deeper resonance--lessons learned, takeaways, or insights-that you would like to share with your audience. Thus, our book offers several additional questions to consider
(refer to "Public Resonance" in chapter 3) that will help you decide what you and your audience can learn from
the relationship you are explaining.
3) Answer the following questions in detail about the relationship:
a) Does the relationship reveal something about people's strengths or weaknesses?
b) Why is it important that people see the meaning of the relationship?
c) Is there something usual or unusual about this relationship?
d) Does this relationship show how difficult, easy, or valuable a human relationship can be? How does it do so?
e) Does this relationship show how rewarding or valuable a particular kind of relationship can be?
Submit the assignment to Turnitin. The amount of quoted material in the report should be 20% or less. Submit Parts
1 and 2 to your instructor for feedback according to the directions provided by the instructor. Submit the rough draft
by the end of Week 4 and submit the final draft by Week 6.
Module 2 Topic and Objectives (9/14 – 10/2):
Explaining Relationships
2.1 Use academic writing in an essay.
2.2 Explain relationships between two or more seemingly unrelated things.
2.3 Identify and use effective word choice in essays.
Week 4 Readings (9/14-9/18):

Read chapter 3 (only the readings under the "Explaining Relationships" section) in The Composition of Everyday
Life: A Guide to Writing.
Week 4 Assignments:
Explaining Relationships Essay
1) Continue working on this assignment according to the guidelines presented in Week 3.
2) Submit the rough draft by the end of Week 4 and submit the final draft by the end of Week 6.
Week 5 Readings (9/21-9/25):

Review chapter 16 (only the readings under the "Explaining Relationships" section) in The Composition of
Everyday Life: A Guide to Writing.
Week 5 Assignments:
Explaining Relationships Essay
1) Continue working on this assignment according to the guidelines presented in Week 3.
2) Submit the final draft by the end of Week 6.
Week 6 Readings (9/28-10/2):
TBA
Week 6 Assignments:
Explaining Relationships Essay
1) Continue working on this assignment according to the guidelines presented in Week 3.
2) Submit the final draft by the end of Week 6.
Module 3 Topic and Objectives (10/12 – 10/30):
Observational Writing
3.1 Communicate an idea based on an observation.
3.2 Apply a writing process to create an observation essay.
3.3 Identify the hidden meaning within a text.
3.4 Use rhetorical tools in an essay.
3.5 Use primary sources.
Week 8 Readings (10/12-10/16):

Read chapter 4 and chapter 16 (only the readings under the "Observing" section) in The Composition of Everyday
Life: A Guide to Writing.
Week 8 Assignments:
Observation Essay
Observe a subject of your choice and write a word-observation essay of 1,000-1,250 words. For your observation,
you might choose:
1) A place
2) People
3) An animal
As Mauk and Metz (2012) point out, "Observers find the hidden meaning, the significant issues, and the important
aspects of a particular subject. They point out how and why a particular subject is of interest to a broader public"
(page 95). Your goal is to uncover a hidden layer, "to see something in a new way, to see beyond the casual glance"
(page 106).
Your thesis will offer a specific insight on your subject, and you must also make your subject resonate with your
readers.
Your observation must be fresh, and you will be required to turn in field notes from your observation. Field notes will
be the answers to the questions presented in "Point of Contact" in chapter 4 of your textbook.
Part 1: Prewriting/Invention
1) To conduct your observation, choose a time and place to observe your subject for up to 15 minutes. Observe
your subject again at least two more separate times, for a total of 15 minutes per session. After you are finished,
you should have 45 minutes' worth of notes.
2) As you conduct your observations, please take careful and detailed notes. Your notes should:
a) Include answers to invention questions, some of which we will borrow from "Point of Contact" in chapter 4.
We will also generate additional questions in class that are specific to your project.
b) Provide as many details about your subject as you can think of on your own. Your details could include the
physical attributes of your subject, the behavior your subject exhibits, the emotions, the components of your
event (if you have chosen to write about an event), and so on.
Part 2: Parts/Invention
1) Using your observation notes, please write to help your audience understand the perspective you have
developed of the thing you observed. You can do so by using any combination of the following strategies (which
are listed in detail in chapter 4, under "Rhetorical Tools" in the textbook).
a) You can describe your subject in as much detail as possible.
b) You can offer a narrative of your encounter with your subject (as Anne-Marie Oomen did in "Heart of Sand").
c) You can rely on simile and metaphor to draw comparisons between your subject and something else.
d) You can use allusions to common knowledge. As you are helping your audience understand the subject of
your observation, keep in mind that the details you choose will be creating an impression of the thing you
observed. In other words, your description of your subject will be more than just an explanation of what you
saw.
Part 3: Analysis
1) Your Observation Essay should also reveal a unique insight about the subject of your observation. For example:
Anne-Marie Oomen's essay, "Heart of Sand," was not only about the Sleeping Bear sand dunes. Although she
describes the dunes in intricate detail as they appeared during her trek, her observation also prompted her to
philosophize about the nature of existence. She offered a unique perspective that was inspired by her
observation. What new larger insight can you connect to your own observation? To answer this question, you
might do one or more of the following (as recommended by our textbook authors in the "Analysis" section of
chapter 4).
a) Offer commentary on the uniqueness of your subject.
b) Explore your subject's ordinary qualities.
c) Develop the symbolic meaning of your subject.
d) Analyze changes in your subject that you may have noticed.
e) Explore what your observation "says" about life, human interaction, social behavior, institutions, nature, or
something similar.
2) The "Analysis" section in chapter 4 offers additional questions to help you develop a unique, in-depth perspective
to share with your audience:
a) How might your observation challenge a commonly-held belief?
b) How might your observation reveal something that is more complex than most of us realize?
c) What contradictions or inconsistencies does your observation reveal?
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success
Center.
This assignment uses a grading rubric that can be viewed at the assignment's drop box. Instructors will be using the
rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to
become familiar with the assignment criteria and expectations for successful completion of the assignment.
Submit the assignment to Turnitin. The amount of quoted material in the report should be 20% or less.
Submit the rough draft by the end of Week 9 and submit the final draft by the end of Week 11.
Week 9 Readings (10/19-10/23):

Review chapter 4 in The Composition of Everyday Life: A Guide to Writing.
Week 9 Assignments:
Observation Essay
1) Continue working on this assignment according to the guidelines presented in Week 7.
2) Submit the rough draft by the end of Week 9 and submit the final draft by the end of Week 11.
Module 4 Topic and Objectives (10/26-10/30):
Conceptual Writing
4.1 Recognize the multiple meanings of words, including implicit meanings.
4.2 Recognize how the meanings of concepts relate to their use.
Week 10 Readings

Read chapter 5 and chapter 16 (only the readings under the "Analyzing Concepts" section) in The Composition of
Everyday Life: A Guide to Writing.
Week 10 Assignments
Observation Essay
1) Continue working on this assignment according to the guidelines presented in Week 7.
2) Submit the final draft by the end of Week 11.
Analyzing a Concept Essay
Words such as "handicapped" are automatic. We don't give them much thought until someone like Dan Wilkins
(author of "Why We No Longer Use the 'H' Word") shows us something we did not know about the concept. As with
the other readings in the section, this essay not only helps the reader to understand a particular concept differently,
but it shows us that our concepts are fluid. Concepts can--and do--change (Mauk & Metz, 2012, p. 533).
A concept can be defined as an abstract or generalized idea. Your job in this essay is to inform the reader of a
concept. Look for ways to "get underneath a concept that would otherwise go unquestioned." (Mauk & Metz, 2012,
p. 533).
Develop a focused explanation and communicate your concept in an essay of 1,000-1,250 words. This assignment will
be a culmination of the three smaller assignments below:
Part 1
1) Begin by thinking of a concept that you could problematize or for which you could convey a unique or surprising
meaning. There are concepts listed in chapter 5, under "Thesis," to get you started, but you are by no means
limited to them. In fact, you are encouraged to explore a concept that has some meaning and interest to you.
You might consider using free writing to begin your exploration of the concept.
2) As you are free writing, consider how you would problematize your chosen concept. In the essay entitled "The
Real, the Bad, and the Ugly," Cassie Heidecker argues that, while we know reality television is not actually "real,"
it has an appeal that is broad enough to take it seriously (Mauk & Metz, 2013, p. 133).
3) Consider also how you might convey the problematic nature of your concept. For example: To explore the
puzzling phenomenon of reality television, Cassie Heidecker uses a broad description of reality television, her
own personal example to demonstrate the popularity of reality TV, at least one statistic, and a quote from a New
York Times article.
Part 2
1) Once you have identified and problematized your concept, attempt to look at it further from the following
angles:
a) Reveal a side or layer of the concept that normally goes unnoticed.
b) Explain the inner workings of a concept.
c) Explain how particular parts or qualities make up a concept.
2) For example, Cassie Heidecker begins to stipulate a unique and rich definition of "reality television" by explaining
what is actually "real" about it. In the second section of her paper, she: makes an argument that the actors and
actresses are "real" because they have not been trained as such and begin a show as normal, everyday people;
makes another argument that the viewing audience can often sympathize with the contestants; uses American
Idol as an example to illustrate her points; contrasts reality television with well-known and highly regarded
literary fiction, and so on.
3) Like Cassie Heidecker, you should use Part 2 of your essay to assert your own working definition of the concept
you choose, while using research and real-world examples to analyze and explain your working definition.
Part 3
1) Now that you have a good handle on your concept, begin doing research. Find three credible sources that
address your chosen concept in some way and incorporate them into your essay. Your sources may help to
further illustrate your concept, back up your point, define your concept, or illustrate how your concept is taken
for granted.
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success
Center.
This assignment uses a grading rubric that can be viewed at the assignment's drop box. Instructors will be using the
rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to
become familiar with the assignment criteria and expectations for successful completion of the assignment.
Submit the assignment to Turnitin. The amount of quoted material in the report should be 20% or less.
Submit the rough draft by the end of Week 14 and submit the final draft by Week 16.
In-Class Activities
1) Complete the in-class activities as directed by your instructor.
Module 5 Topic and Objectives (11/2-11/20):
5.1 Identify basic concepts of research.
5.2 Apply steps of a research process.
5.3 Create an individual perspective on a concept.
5.4 Apply a variety of strategies to illustrate a concept.
5.5 Apply a writing process to create an "Analyzing a Concept Essay."
Week 11 Readings

Read chapters 13 and 14 in The Composition of Everyday Life: A Guide to Writing.
Week 11 Assignments
Observation Essay
1) Complete this assignment according to the guidelines presented in Week 7.
2) Submit the final draft by the end of Week 11.
Analyzing a Concept Essay
1) Continue working on this assignment according to the guidelines presented in Week 10.
2) Submit the rough draft by the end of Week 14 and submit the final draft by Week 16.
In-Class Activities
1) Complete the in-class activities as directed by your instructor.
Week 12 Readings

Read chapter 15 in The Composition of Everyday Life: A Guide to Writing.
Week 12 Assignments
Analyzing a Concept Essay
1) Continue working on this assignment according to the guidelines presented in Week 10.
2) Submit the rough draft by the end of Week 14 and submit the final draft by Week 16.
In-Class Activities
1) Complete the in-class activities as directed by your instructor.
Week 13 Readings

Review chapter 5 and read chapter 16 (only "Why We No Longer Use the 'H' Word" and "Cookies or Heroin") in
The Composition of Everyday Life: A Guide to Writing.
Week 13 Assignments
Analyzing a Concept Essay
1) Continue working on this assignment according to the guidelines presented in Week 10.
2) Submit the rough draft by the end of Week 14 and submit the final draft by Week 16.
In-Class Activities
1) Complete the in-class activities as directed by your instructor.
Module 6 Topic and Objectives (11/23-11/25)
Analyzing a Concept
6.1 Describe a concept using concrete terms.
6.2 Analyze a concept.
6.3 Create a logical argument.
6.4 Use outside sources to support a claim.
Week 14 Readings

Review chapter 5 in The Composition of Everyday Life: A Guide to Writing.
Week 14 Assignments
Analyzing a Concept Essay
1) Continue working on this assignment according to the guidelines presented in Week 10.
2) Submit the rough draft by the end of Week 14 and submit the final draft by Week 16.
In-Class Activities
1) Complete the in-class activities as directed by your instructor.
Module 7 Topic and Objectives (11/30-12/11)
Analyzing a Concept
7.1 Evaluate the thesis of an essay.
7.2 Evaluate the use of rhetorical tools, organizational strategies, and academic writing in an essay.
7.3 Evaluate the logic of an argument.
Week 15 Readings

Review chapter 5 in The Composition of Everyday Life: A Guide to Writing.
Week 15 Assignments
Analyzing a Concept Essay
1) Continue working on this assignment according to the guidelines presented in Week 10.
2) Submit the final draft by Week 16.
In-Class Activities
1) Complete the in-class activities as directed by your instructor.
Week 16 Readings
None

Week 16 Assignments
Analyzing a Concept Essay
1) Complete the assignment according to the guidelines presented in Week 10.
2) Submit the final draft by Week 16.
COURSE ASSIGNMENT MATRIX
Assignment Name
Week Due
Graded?
Percent
Rhetorical Triangle Identification Exercise
1
Y
5
Explaining Relationships Essay: Rough
Draft
4
Y
3
Explaining Relationships Essay: Final Draft
6
Y
20
Observation Essay: Rough Draft
9
Y
3
Observation Essay: Final Draft
11
Y
20
Analyzing a Concept Essay: Rough Draft
14
Y
3
Analyzing a Concept Essay: Final Draft
16
Y
20
1-16
Y
16
Professionalism
Total
100
Schedule of Work for ENH 111:
I.
The Influence of People and Place
A. Native Americans
B. American Blacks
Readings







Literature textbook p. 18-31 “Early American Writing”
Creation Stories
World on the Turtle’s Back (book)
Coyote and the Buffalo (book)
La Relacion (book)
Valladolid Debate of 1550: Sepulveda vs. De Las Casas
The Interesting Narrative of the Life of Olaudah
Equiano (book)
Assignments
1. Cornell notes on “Early American Writing”
2. Compare/contrast chart for Creation Stories.
3. In class prep and debate about the treatment of
Natives in the New World.
4. Debate readings, quotes and t-charts.
5. Literary Criticism Biographical Context response
6. Responding to Literature questions for Wheatley
poem
On Being Brought from Africa to America by Phyllis
Wheatley

II.
Roots of American Culture
A. Puritanism
B. Regional Views: New England
Readings


Sinners in the Hands of an Angry God by Jonathan
Edwards (book)
Young Goodman Brown by Nathaniel Hawthorne
Assignments
1. Literary Criticism Historical Context response
2. Response questions
3. Robert Johnson PowerPoint/Questions and literary
response
III. Romanticism
A. 19th Century and Pre Civil War
Readings
•
Literature textbook p. 296-310 “American Romanticism
1800-1855: Celebrating the Individual”
 Edgar Allan Poe
Fall of the House of Usher (movie)
Black Cat
Cask of the Amontillado
Masque of the Red Death (book)
The Raven
Assignments
1. Cornell notes on “Celebrating the Individual”
2. Literary Criticism articles
IV: Romanticism and Realism
A. Civil War
Readings






Literature textbook p. 494-505 “From Romanticism
to Realism 1855-1870: An Age of Transition”
Literature textbook p. 576-577 “Realism”
Narrative of the Life of Frederick Douglass, An
American Slave (book)
Incidents in Life of a Slave Girl by Harrier Jacobs
(book)
The Red Badge of Courage by Stephen Crane
(book)
An Occurrence at Owl Creek Bridge by Abrose
Bierce (book)
Assignments
1. Cornell notes on “From Romanticism to
Realism” and “Realism”
2. Compare/contrast slave narratives response
3. Literary Criticism Author’s Style response from
Owl Creek
V. Regionalism and Naturalism
A. A New Role for Women
Readings




Literature textbook p. 618-629 “Regionalism and
Naturalism 1870-1910: Capturing the American
Landscape”
Literature textbook p. 756-757 “Social Themes in
Fiction”
“The Story of an Hour” by Kate Chopin (book)
“The Yellow Wallpaper” by Charlotte Perkins Gilman
Assignments
1. Cornell Notes on “Regionalism and Naturalism”
and “Social Themes”
2. Writing Prompt on p. 765 (Journal Entry)
3. Compare/Contrast the wives in “Story of an
Hour” and “The Yellow Wallpaper”
3rd Quarter:
VI: Roots of American Culture
A. Immigration, Industrialization and “The American Dream”
Readings
VII:
A.
B.
C.

Literature textbook p. 824-837 “The Harlem Renaissance
and Modernism 1910-1940: A Changing Awareness”






In Another Country by Ernest Hemingway (book)
The Grapes of Wrath by John Steinbeck (book)
A Worn Path by Eudora Welty (book)
A Rose for Emily by William Faulkner (book)
Great Gatsby (film)
Selected poems from the Literature book – Poetry
Unit and Presentations (Harlem Renaissance poems)
Assignments
1. Cornell notes on “Harlem Renaissance and
Modernism”
2. Hemingway Hero Journal response
3. Analyze photographs activity/response p.981986
4. Compare reading to visual – respond to
journal response on p. 987
5. Literary Criticism Critical Interpretations p.
1015
6. Journal response on p. 1031
7. Essay to compare/contrast
Fitzgerald/Hemingway.
8. Analyze poems using an analysis chart, then
create a presentation to teach the poems to
the class.
War and 20th Century Democracy
WWI
WWII
Vietnam War
Readings

Literature textbook p. 1092- “Contemporary Literature
1940-present: New Perspectives”


Why Soldiers Won’t Talk by John Steinbeck (book)
The Death of the Ball Turret Gunner by Randall Jarrell
(book)
 Adam by Kurt Vonnegut Jr. (book)
 Survival in Auschwitz by Primo Levi (book)
 Ambush by Tim O’ Brien (book)
 The Literary Legacy of War p.1143
VIII: American Society Today and Tomorrow
Readings


Ray Bradbury Biography/History
From The Martian Chronicles:
Rocket Summer
Ylla
The Earth Men
The Third Expedition
-and the Moon Be Still as Bright
Way in the Middle of the Air
Usher II
Assignments
1.
2.
3.
4.
5.
Cornell notes on “New Perspectives”
Persuasive writing assignment on p. 1121
Compare texts on p. 1135
Literary Criticism Author’s Style p. 1142
Writing to Synthesize p. 1143 (poem about
war)
Assignments
1. Immigration/Ellis Island PP/Questions
2. Discussion questions while reading novel
chapters.
3. Essay assignment:
Create a non-fiction, illustrated manual relating strategies
for survival on Mars. The manual should include all aspects
of living on the planet. Pre-write, plan and organize, and
prepare a final version.
OR
After you have read The Martian Chronicles, your task is to

The Silent Towns
The Long Years
There Will Come Soft Rains
The Million-Year Picnic
100 Greatest Events that Shaped a Century
write another “chronicle” to add to the ones in Bradbury’s
book. Pre-write, plan and organize, and prepare a final
version. Focus on strong, concrete diction, on welldeveloped characters, and dialogue.
4. Future PP and Discussion
5. Add 15 events to the greatest events, 5 futuristic
ones.
Final Essay:
All of the readings/assignments from this semester deal with American Identity. Analyze 4-7 of the
assigned readings to write a Synthesis Essay that answers the question: How has American identity
changed, if at all? MLA format, cite your sources and your essay should be 1200-1500 words. Due Friday,
May 6th on turnitin.com.