English 1B—Written Communications II: A Critical Introduction to Literature
(11725); Lecture hours--3.00 units
TTH 8:00-9:30, Locke 108
Dr. Ginger Holden
Spring 2012
Course Prerequisites and Catalog Description:
ENG 1A—Written Communications with a grade of “C” grade or better. This course is designed to
help the transfer student develop his/her critical thinking skills and read and write with college-level
sophistication through writing analytical essays based on reading and discussing a culturally diverse
literature. The analysis of literature through discussion and through writing is designed to develop the
student’s critical thinking skills as well as to increase his/her ways of understanding and interpreting
the world. (UC, CSU)
How to Reach Me:
Office Hours: M-TH 9:30-10:30, T 1:00-2:00, and by appointment; SHIMA 202
Office Phone: 954-5151 x6064
E-mail: gholden@deltacollege.edu (write English 1B in subject line of message)
Required Texts:
Introduction to Literature (Pearson Custom Library); ISBN: 978-1-256-04102-3 [RES] PN6014.H65 2011
Butler, Kindred (Beacon); ISBN: 978-0-8070-8369-7
Recommended Text:
The MLA Handbook for Writers of Research Papers 7th Edition
Course Objectives and Student Learning Outcomes:
The analysis of literature in discussion and in writing is meant to develop students’ critical thinking
skills. In addition to writing approximately 6500 words, students will read 18 poems, 11 short stories,
one play, and one novel. By the end of the course, students will: identify and apply literary concepts
such as character, setting, plot, symbolism, point of view, metaphor, simile, and theme; analyze
culturally diverse literature in class discussion and essays of their own composition; and avoid
plagiarism by identifying and distinguishing between a quote, a paraphrase, and their own words and
ideas.
Course Requirements:
Students will be required to complete two hours of work outside of class for every hour spent in class.
This means you will be expected to complete 6 hours of homework and/or study per week for this
class. As part of this requirement, students will write four original, analytical take-home essays (one of
which will require critical research) and read diverse texts from multiple genres. In addition, students
will compose one in-class essay, complete in-class assignments (including paragraph reflections, shortanswer responses, and group exercises), and take a comprehensive final exam. Students will also be
expected to participate in classroom discussion as well as arrive to class on time and prepared (with
notebook, pen, and assigned reading material previously read). It’s imperative that all reading must be
completed before arriving to class on the day in which it is assigned. Note: ALL work completed
outside of class must be typed, double-spaced, with one-inch margins on all four sides. All MLA
(modern language association) guidelines must be strictly followed.
Classroom Policies:
Every student will behave in a respectful, courteous manner toward all people in the class regardless of
their race, sexual orientation, gender, class, or religious affiliation. All non-essential electronic devices
(cell phones, MP3 players) must be turned off upon entering the classroom each day. No hidden
texting will be permitted. (See me if you have special circumstances for leaving phone on during
class). Laptops may NOT be used in the classroom without instructor approval. Children are not
permitted in the classroom.
According to Delta College policy 5150, any student who fails to attend any of the first three class
sessions may be dropped by the instructor. In addition, any student who acquires an excessive number
of absences OR tardies over the course of the semester may be dropped. Last drop date without a W:
2/3/2012. Last drop date with a W: 3/19/2012.
If you have a documented disability and need accommodations for this class, please see me as soon as
possible or contact the Disability Support Programs and Services (DSPS) for assistance. DSPS is
located in the DeRicco Building, 2nd Floor. The phone number is (209) 954-5151 x6272.
Plagiarism:
Any student who is discovered to have copied the words/facts/ideas of another student or author
without citing or acknowledging this fact is guilty of plagiarism and will earn an immediate “F” for the
assignment. Other disciplinarian action, such as suspension, will be recommended to the VicePresident of Student Services
Grading and Methods of Evaluation:
Grades will be determined by the results of students’ in-class writing assignments, literary journal,
take-home essays, and final exam. No rewrites will be allowed. Late papers will be lowered one-third
of a whole grade per class period late, and NO LATE PAPERS WILL BE ACCEPTED AFTER
ONE WEEK OF THE DUE DATE. Finally, in-class assignments cannot be made up in the event of
an absence.
Essay 1 (take-home) = 10%
Essay 2 (take-home) = 15%
Essay 3 (in-class) =10%
Essay 4 (take-home) = 20%
Essay 5 (take-home) = 25%
In-Class Exercises = 10%
Final Exam = 10%
Final Grade Breakdown:
100%-90% = A
89%-80%
=B
79%-70%
=C
69%-60%
=D
59% or lower = F
Class Schedule (subject to change):
ALL ASSIGNED READING MUST BE COMPLETED BEFORE CLASS EACH DAY.
*Please note: All readings listed below are from Introduction to Literature, with the
exception of Octavia Butler’s novel Kindred.
Week One:
1/17 Course Introduction
1/19 *Read “Critical Inquiry” (21-24), “How to Read a Poem” 227-234, “Paper Matches,”
(handout); Discussion of Figurative Language
Week Two:
1/24 Read “My Papa’s Waltz” (235-237), “Those Winter Sundays” (238-240), and “Hanging
Fire” (241-245); Discuss Essay Topic #1
1/26 Read “Green Chile” (246-249), “I, Too” (254-256), “Legal Alien” (257-259),
“Refugee Ship” (260-263) and “Ballad of Birmingham” (264-268);
Complete in-class exercise #1
Week Three:
1/31 Read “Postcard from Kashmir” (250-253), “Sex without Love” (269-271), “Barbie Doll”
(272-274), and “Next Day” (handout)
2/2
Read “The Death of the Ball Turret Gunner” (276-278); “Welcome to Hiroshima” (279284), “Vigil Strange I Kept on the Field One Night” (285-287);
Complete in-class exercise #2
Week Four:
2/7 Read “On Writing About Literature” (32-37); Final Poetry Discussion
2/9
Read “How to Read a Story” (25-31), Sonny’s Blues” (38-67);
ESSAY #1 DUE (4-5 pages)
Week Five:
2/14 Read “The Things They Carried” (79-95) and “The Occurrence at Owl Creek Bridge”
(96-107); Complete in-class exercise #3
2/16 Read “The Lesson” (68-77) and “Loverboys” (108-119); Discuss Essay Topic #2
Week Six:
2/21 Read “American Horse” (120-134) and “The Management of Grief” (179-192)
2/23 Read “A Rose for Emily” (153-163) and “The Yellow Wall-Paper” (135-152)
Week Seven:
2/28 Read “Woman Hollering Creek” (164-176) and “A Song for a Barbarian Reed Pipe”
(193-226); Complete in-class exercise #4
3/1
Lecture on the Antebellum South
Week Eight:
3/6 Read Kindred (Prologue, The River, and The Fire); Complete in-class exercise #5
3/8
Read Kindred (The Fall); Complete in-class exercise #6;
ESSAY #2 DUE (4-5 pages)
Week Nine:
3/13 Read Kindred (The Fight: sections 1-10); Complete in-class exercise #7
3/15 Read Kindred (The Fight: chapters 11-16; The Storm: sections 1-4);
Complete in-class exercise #8; Discuss Essay Topic #3
Week Ten:
3/20 Read Kindred (The Storm: sections 5-13; The Rope; Epilogue);
Complete in-class exercise #9
3/22 CLASS CANCELED—CCCAOE CONFERENCE
Week Eleven:
3/27 Final Discussion of Kindred
3/29 COMPOSE IN-CLASS ESSAY (KINDRED)
APRIL 2-APRIL 8: SPRING RECESS—CAMPUS CLOSED
Week Twelve:
4/10 Read “How to Read a Play” (288-293) and “A Brief Introduction to Literary Research”
(294-300)
4/12
Read The Tempest Act I; Complete in-class exercise #10
ESSAY #3 Due (5-6 pages)
Week Thirteen:
4/17 Read The Tempest Act II; Complete in-class exercise #11
4/19 Read The Tempest Act III; Complete in-class exercise #12
Week Fourteen:
4/24 Read The Tempest Act IV; Complete in-class exercise #13
4/26 Read The Tempest Act V; Complete in-class exercise #14; Discuss Essay Topic #4
Week Fifteen:
5/1 Final Discussion of The Tempest
5/3
In-text citation and Works Cited lecture; Bring a list of your secondary sources
Week Sixteen:
5/8 Begin Viewing The Tempest (Dir. Julie Taymor)
5/10 Finish Viewing The Tempest (Dir. Julie Taymor); ESSAY #4 Due (7-8 pages)
Week Seventeen:
5/15 Final Exam Review
FINAL EXAM: Tuesday, May 22, 8:00-9:50
English 1B
Dr. Holden
Essay Grading Rubric
Name: __________________________________________
Elements
Superior
(100% of
points)
Thesis
(10 pts.)
Essay#________________________
Strong
(80% of
points)
Competent
(70% of
points)
Inadequate
(60% of points)
Seriously
Flawed
(50% of points)
Develops a
clear, superior
thesis
Clearly
responds to the
essay topic;
demonstrates
insight and a
sophisticated
understanding
of the issues
Meaningful and
significant
development of
main idea;
evidence is
relevant and
convincingly
presented
Develops a
strong thesis
Provides an
adequate thesis
Lacks a clear thesis
or main idea
Responds to the
essay topic;
demonstrates
some insight and
solid
understanding of
the issues
Adequately
responds to the
essay topic but
may neglect
some task or
treat the topic
superficially
Refers to the essay
topic but neglects
important tasks;
refers to the topic
simplistically
Fails to provide a
thesis or assert a
main idea
Fails to respond to
the essay topic, or
seriously
misunderstands
the essay topic or
the assigned
readings
Main idea is
well explained
and developed;
key points
supported with
evidence and
primarily
convincing
Main idea
underdeveloped;
presents
insufficient or nonspecific evidence
Significantly
underdeveloped
main idea; fails to
provide evidence
or presents
irrelevant
evidence
Organization
(15 pts.)
Effective
paragraph-level
and sentence
transitions;
strong topic
sentences; flows
smoothly
paragraph to
paragraph
Paragraphs out of
order or poorly
placed; topic
sentences
problematic;
transitions unclear,
ineffective, or
absent
Essay has no clear
organizational
strategy;
paragraph
structure does not
exist or is a series
of isolated
paragraphs
Mechanics
and Word
Usage
(20 pts.)
Virtually free of
spelling,
capitalization,
punctuation,
and grammar
errors; correct
and effective
word usage
(1-2 errors)
Organized
soundly with
occasional need
for better
transition
between
paragraphs or
sentences;
competent topic
sentences
Generally free of
spelling,
capitalization,
punctuation, and
grammar errors;
good accuracy
of word usage
(3-4 errors)
Satisfactory
development of
main idea;
supplies some
evidence but
additional
details and
explanation
needed
Limited
organizational
strategy;
transitions
between
sentences or
paragraphs may
be unclear or
awkward
Some errors in
spelling,
capitalization
punctuation, and
grammar;
mostly accurate
word usage
(5-6 errors)
Many errors in
spelling,
capitalization,
punctuation, and
grammar that
interfere with
meaning;
inaccurate word
usage
(7-8 errors)
Formatting
(10 pts.)
Appropriate
formatting
according to
MLA guidelines
Several major
errors in MLA
formatting
Frequent MLA
formatting errors
Serious and
frequent errors in
spelling,
capitalization,
punctuation, and
grammar; word
usage and
sentence errors
make
communication
confusing
(9+ errors)
Almost no
attention to MLA
formatting
requirements
Focus
(15 pts.)
Development
and Use of
Textual
Evidence
(30 pts.)
Minor,
occasional MLA
formatting
errors
Points
Total Points:
Essay Grading Rubric: Points Summary
Total Points
90-100
80-89
70-79
60-69
59 and below
Essay Grade
A
B
C
D
F
Comments:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
English 1B
Dr. Holden
Grading Symbols
?—confusing content
 or ═══ (double underlining of words/phrases) are positive indicators
¶--new paragraph
^--insert text
awk—awkward sentence structure
cs—comma splice
dev—inadequate development
frag—sentence fragment
logic—illogical meaning
mixed—mixed construction
P—punctuation error
pn agr—pronoun agreement
rep—repetition of word, phrase, or idea
run-on—run-on or fused sentence
sp—spelling error
sv agr—subject-verb agreement error
vt—verb tense error
v—verb form error
wc—word choice error