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Burlington County College
Liberal Arts Division
College Composition II (ENG 102:804)
MW 11-12:20 pm, Willingboro Center 218
Professor Jay Kratz
Email: jkratz@bcc.edu
Meetings by arrangement
Required Texts:
Literature: Approaches to Fiction, Poetry, and Drama. Ed. Robert DiYanni. 2nd ed. New
York: McGraw Hill, 2008.
Any Good, College-Level Dictionary
Course Overview:
The purpose of English 102 is to enhance the student’s skills as a writer and as a critical
thinker. The course combines several teaching techniques: lecture, seminar, verbal
communication, student collaboration, and testing. It will incorporate the reading and
discussion of fiction, poetry, and drama with written essays and informal oral
presentation. Essays will be based on class discussions and critical commentary, and most
will be completed at home. Upon completion of English 102, the student should be
capable of expressing thoughts logically, clearly, and succinctly in writing. Successful
students will effectively evaluate literature using various critical theories and the stages
of the writing process learned in English 101. Critical literary interpretation—both oral
and written—will be expected.
Learning Objectives:
English 102 will teach you to
1) recognize and analyze the major elements of literature in fiction, poetry, and
drama;
2) write clear and coherent essays which analyze these elements;
3) identify the methods used by authors, poets, and playwrights to achieve their
desired ends, while evaluating these methods for effectiveness;
4) demonstrate your ability to participate actively in the reading process by asking
and responding to questions (both in writing and orally); and
5) present your interpretations to the class in an informative manner.
Policies:
1) Attendance: Students are required to attend all classes for the full duration of
each session. Attendance will be taken, and penalties assessed for absences: when
a student exceeds a ten-percent absence rate, he/she may be docked up to 10% of
the final grade. Students are responsible for communicating with me to make
reasonable arrangements for the completion of course requirements not completed
due to absence.
2) All work written and submitted should utilize standard rules of grammar, sentence
organization, paragraph structure, and diction.
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3) All assignments are due on the date specified on the syllabus or in class without
exception. Assignments not submitted on time will be penalized 15% for each day
they are late.
4) Plagiarism will not be tolerated. Be aware that plagiarism includes copying
someone else’s words without crediting the source; paraphrasing someone else’s
words without crediting the source; using someone else’s ideas without crediting
the source (even if rephrased in your own words); using facts not universally
known which are obtained from a source without credit; asking someone else to
write your paper, either in whole or part; or obtaining a paper or portion thereof
by any means and submitting it as your work. The penalty for plagiarism is
failure for the assignment and potentially failure for the course. Please refer
to the BCC Student Handbook for additional information regarding College
regulations and the handling of plagiarism.
Assignments:
1) Panel Presentations (20 points/5 points for each panel session): Each of you
will be assigned to a panel of 5-6 students. For each class, a panel will be
responsible for having read the assigned poems/prose especially closely, and will
be “on call.” When “on call,” each member will be responsible for generating
conversation with problems or ideas coming from the reading, and will answer at
least one question (posed either by me or the class). Each panel will be “on call”
four times during the semester.
2) One 500-Word Close Readings (15 points): Students will respond to a prompt
with a written argument supported by close, textual analysis.
3) One Sonnet (9 Points)
4) Two 1000-Word Research Papers (23 points each): Students will use at least
one (and no more than two) secondary, critical sources to elaborate on and
complicate their own close reading of a text in response to an assigned prompt.
5) Participation and Attendance (10 points): I have found in past semesters that
"participation" isn't a sufficient means of assessing students. How do you grade
shy, or otherwise quiet, students who do very well in your class? At the same
time, does a student who does very poorly on papers/quizzes/etc, but
"participates" in class deserve a high grade? Instead, I have switched this to an
assessment of a student's contribution to the course. How do you do in group
work? Are you always on task, or do you take others off task with your actions?
Do you bring useful ideas and thoughts into class? Do you go beyond
commentary that is intended to please me or make you look smart? Do you
experiment, take chances, and offer untested commentary? Are you punctual and
always prepared? Do you do more than just listen to me? What about your
presence in the class adds to it? These are some of the factors I will consider when
assessing your class contribution grade.
Grading Policy: All assignments have a specific point value. There are 100 total points
worth of assignments and examinations.
Total Points Earned
Final Percentages
Letter Grade
3
88.5-100
87.5-88
79.5-87
77.5-79
74.5-77
69.5-74
0-69
88.5-100
87.5-88
79.5-87
77.5-79
74.5-77
69.5-74
0-69
A
B+
B
C+
C
D
F
Projected Schedule of Assignments:
*The syllabus is a living document. Sometimes, things might not work and we will need to
make a change. This syllabus is subject to change at all times. Any changes will be
discussed in class.
**All written work will be composed and submitted in Google Drive.
Session 1: Words And Their Histories
Discussion of syllabus and general expectations
William Carlos Williams, “This Is Just To Say”
*And an introduction to the Oxford English Dictionary
Poetry
Session 2: Interpretation
“The Pleasures of Poetry,” “Thinking Critically about a Poem,” “Critical Thinking and
Contexts” (p. 5-8); “Approaching Literature with Critical Thinking: Experience,
Interpretation, Evaluation,” “Critical Thinking and Writing about Literature” (p. 10-17);
and, “Reading Poems” (p. 495-506) including the poems “Those Winter Sundays” by
Robert Hayden, “Stopping by Woods on a Snowy Evening” by Robert Frost, and “A
Song in the Front Yard” by Gwendolyn Brooks.
Session 3: Point of View & Tone
Short Paper One Assignment Distributed (Online)
“Narrative Poetry,” “Lyric Poetry,” “Voice: Speaker & Tone” including Stephen Crane’s
“War is Kind,” Robert Browning’s “My Last Duchess,” Muriel Stuart’s “In the Orchard,”
Gerard Manley Hopkins’ “Thou art indeed just, Lord,” the anonymously authored
“Western Wind,” and Henry Reed’s “Naming of Parts” (p. 507-518)
Session 4: Figuration I—Imagery
Due, Short Paper One Rough Draft
“Imagery,” (p. 524-530) including Elizabeth Bishop’s “First Death in Nova Scotia,”
William Butler Yeats’ “The Lake of Innisfree,” Robert Browning’s “Meeting at Night,”
H.D.’s “Heat,” & Thomas Hardy’s “Neutral Tones”
9/22:
Figuration II: Simile, & Metaphor
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“Figures of Speech: Simile and Metaphor” including William Shakespeare’s “That time
of year thou may’st in me behold,” John Donne’s “Hymn to God the Father,” Robert
Wallace’s “The Double Play,” Louis Simpson’s “The Battle,” & Judith Wright’s
“Woman to Child.”
9/24 Class Cancelled
9/29
Session 5: Figuration III—Symbolism and Allegory
“Symbolism and Allegory,” (p. 536-542) including Peter Meinke’s “Advice to My Son,”
Christina Rossetti’s “Up-Hill,” William Blake’s “A Poison Tree,” Robert Frost’s “The
Road Not Taken,” George Herbert’s “Virtue,” & Emily Dickinson’s “Because I could not
stop for Death.”
10/1
Session 6: Syntax
Due, 1st Short Paper, Final Draft
Short Paper Two Assignment Distributed (Online)
“Syntax” (542-548) including John Donne’s “The Sun Rising,” Thomas Hardy’s “The
Man He Killed,” William Butler Yeats’ “An Irish Airman Foresees His Death,” Robert
Frost’s “The Silken Tent,” E.E. Cummings’ “Me up at does,” & Stevie Smith’s “Mother,
Among the Dustbins.”
10/6
Session 7: Sound as Meaning—Rhyme, Alliteration, & Assonance
“Sound: Rhyme, Alliteration, Assonance” (p. 548-556) including Gerard Manley
Hopkins’ “In the Valley of the Elwy,” Thomas Hardy’s “During the Wind and Rain,”
Alexander Pope’s “Sound and Sense,” Bob McKenty’s “Adam’s Song,” May Swenson’s
“The Universe,” & Helen Chasin’s “The Word Plum.”
10/8
Session 8: Rhythm & Meter
“Rhythm and Meter” (p. 556-564) including Robert Frost’s “The Span of Life,” George
Gordon, Lord Byron’s “The Destruction of Sennacherib,” Anne Sexton’s “Her Kind,” &
William Carlos Williams’ “The Red Wheelbarrow.”
10/13—Computer Classroom
Session 9: Structure—Closed Form and Open Form
“Structure: Closed Form and Open Form,” (p.564-572) including John Keats’ “On First
Looking into Chapman’s Homer,” Walt Whitman’s “When I heard the learn’d
astronomer,” E.E. Cummings’ “l (a” & “Buffalo Bill’s,” William Carlos Williams’ “The
Dance,” Denise Levertov’s “O Taste and See,” Theodore Roethke’s “The Waking,”
Christine K. Molito’s “Reflections in Black & Blue,” & C.P. Cavafy’s “The City.”
10/15
Session 10: In Depth
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Research Paper One Assignment Distributed (Online)
“Langston Hughes in Context,” (p. 700-705); “Langston Hughes: Poems” (p. 705-726)
10/20: Sonnets Due; Distribute 3rd Paper Assignment
Session 11: Writing about Poetry
“Writing about Poetry” (p. 575-593)
“Critics on Hughes” (p. 731-736)
Prose Fiction
10/22
Session 12: Plot and Structure
“Plot and Structure” (p. 49-58) including Frank O’Connor’s “Guest of the Nation”; John
Updike’s “A&P” (p. 32-36).
10/27: Rough Draft, 3rd Paper Assignment Due
Session 13: Character & Setting
“Character” (p. 59-65) including Kay Boyle’s “Astronomer’s Wife”; “Setting” (p. 66-76)
including Bobbie Ann Mason’s “Shiloh.”
10/29:
Session 14: Point of View
“Point of View” (p. 77-84) including William Faulkner’s “A Rose for Emily.”
11/3
Session 15: Language & Style
“Language and Style” (p. 85-89) including James Joyce’s “Araby.”
11/5
Session 16: Theme
“Theme” (p. 90-96) including Eudora Welty’s “A Worn Path.”
11/10: SUMMA; Final Draft, 3rd Paper Due
Session 17: Irony & Symbol
“Irony and Symbol” (p. 97-110) including D.H. Lawrence’s “The Rocking-Horse
Winner.”
Research
11/12: Library Session; Research Paper Two Assignment Distributed
Session 18: In Depth
“Edgar Allan Poe in Context” (p. 132-136); “The Cask of Amontillado” (p. 144-149);
“Edgar Allan Poe: Essays” (p. 162-164)
11/17: Computer Classroom
Session 19: Using Literary Criticism
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“Writing about Fiction” (p. 111-129); David S. Reynolds “On ‘The Cask of
Amontillado’” (p. 167-168)
11/19: Computer Classroom
Session 20:
“Writing with Sources” (p. 1521-1551)
11/24: Due, Research Paper Two Rough Draft
Session 21: Re-visions
Peer Review Workshops
12/1:
Session 22: Thinking through Sources
Drama
12/3
Session 23:
Lorraine Hansberry, A Raisin in the Sun, Act I
12/8
Session 24:
Lorraine Hansberry, A Raisin in the Sun, Act II
12/10: LAST DAY
Due, Research Paper Two Final Draft
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Expectations & Policies
Smart Phones, Texting, Laptops, & Other Issues of Etiquette:
Please turn your cell phone off BEFORE entering the classroom. If your cell phone goes
off more than once while class is in a session, you will be asked to leave. I will not
tolerate texting or other distractions to the learning experience. I will be taking points off
of your course contribution grade for every time that, at the end of class, I can remember
you texting during that class. Laptops are fine as long as they aren’t a distraction.
Students who use education apps on their smart phones (please tell me about them!) are
fine too. Please remove all earbuds before entering class.
In my classes, I have an expectation students will have access to email and computers in
general. All of your work will be submitted to me digitally. Given there are public and
school libraries, the ILC, coffee shops, etc, I do not see any excuse for having “no
access” to email outside of the classroom.
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Students are expected to check their BCC email on a regular basis. I do not accept the
excuse, “I didn't check my email for two weeks” as a valid problem. Digital
correspondence should be written using proper grammar and form. I will not reply to
emails filled with texting speak (2, u, 4, lol, j/k) or poor grammar and/or misspellings.
Please include a subject and "sign" your email with your name and course section.
I will not be carrying handouts around all semester. If you miss class or lose a handout,
please check the course website within 48 hours of the class to view, download, or print a
PDF of the handout in question. Most of the time they will be uploaded before class.
Finally, a matter of general respect: I do not tolerate homophobic, misogynistic, ableist,
or racist language in the classroom.
Writing:
I expect your work to be error free. You are expected to proofread for spelling,
mechanics, and grammar. I will mark down for these errors; please revise and proofread
often. All papers are to be typed, titled, double spaced, and given page numbers with your
last name. All papers will be written and submitted in Google Docs. I will not be
accepting print copies of your papers.
Do not consider your paper submitted until, if and only if, you receive a confirmation
reply (usually within 24 hours, but don't panic if it is closer to 48-72). If you do not
receive one within 48-72 hours, it is the student’s responsibility to get in touch with me
about their work. I am not responsible for making sure you hand in your assignments; it
is yours. Please make sure you are backing up your work to an external hard drive, flash
drive, cloud based source or other backup method. I will not accept excuses involving
crashed computers or broken files.
Finally, please follow the “24 hour rule” for paper returns. I do not discuss returned
student papers until 24 hours have elapsed since I returned them. There will be no
discussion in person or via email about them until that time window.
Paper Revision Policy:
I strongly believe one of the most important lessons I learned about writing was that
quality work almost always entails rewriting. In this class I will accept a rewrite of your
papers until the Friday after grades are sent back to the entire class. This means if you are
not satisfied with your grade, you may resubmit that paper for a predetermined period of
time. This time period will be added to the online version of the syllabus and announced
during class. Normally, this will be anywhere from three to five days. After that time
period, you may not resubmit.
Obviously, just resubmitting the paper will not count as a rewrite. If you incorporate the
feedback I give you on your papers when I send them back, the odds are pretty high you
will improve your grade. Only making cosmetic changes will not improve it.
Extension Policy:
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Extensions are gifts, not a right. College work involves responsibility and ownership over
your individual situation. With that in mind, here are a few caveats about extensions.
First, I need to know 48 hours before an assignment is due if you need an extension. This
will be clearly addressed on the class schedule. To apply for an extension, we must speak
in person or over email immediately. A rough draft of your paper in progress will be
required to be handed in at this time. I will then determine whether to grant or deny the
extension and how much time would be allotted for it.
To apply for an extension beyond the 48 hour mark for reasons of hospitalization,
bereavement, military service, observance of religious holidays, legal reasons (jury duty,
etc), or work related issues (ie: getting called into work at the last minute), written
documentation not given before the due date must be in by Saturday night after the due
date.
For the following reasons, extensions will not be permitted: short term illnesses and
family vacations.
Only one extension will be granted per semester, although an "emergency" extension can
be granted under certain circumstances.
Academic Honesty:
Plagiarism will not be tolerated under any circumstances. Be aware that plagiarism
includes (but is not limited to) copying someone else’s words without crediting the
source; paraphrasing someone else’s words without crediting the source; using someone
else’s ideas without crediting the source (even if rephrased in your own words); using
facts not universally known which are obtained from a source without crediting the
source; asking someone else to write your paper, either in whole or in part; or obtaining a
paper or portion thereof by any means and submitting it as an original document. The
penalty for plagiarism is failure of the assignment and potentially failure of the course (at
the instructor’s discretion), and it may result in suspension or expulsion from the College
(at the discretion of the Student Affairs Committee). Please refer to the BCC Student
Handbook for additional information regarding College regulations and the handling of
plagiarism.
With this in mind, all papers that use in-text citations must have a works cited page.
Failure to include a works cited page will be an automatic zero for the paper.
Make Up Work:
Work should be handed in on the date it is due. I will accept late work with one full grade
taken off the top for each class it is late. If an emergency has come up, I expect an email
before the class you will be missing letting me know. Your work will be due at our next
meeting, but it would be great if you could email it to me in the meantime as well.
If you are going to be absent for the final exam, barring emergency, I need to know
before the exam. Failure to do this will result in a zero for the exam.
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Notification For Students With Disabilities:
Burlington County College offers reasonable accommodations and/or services to persons
with disabilities. The Office of Special Populations offers comprehensive services to all
students with any form of disability (with appropriate official documentation) which
hinders their academic success. Students must request the accommodation(s) from the
Office of Special Populations. Please contact the Special Populations Coordinator at
(609) 894-9311 or (856) 222-9311 Ext. 1803 at or visit the website at:
http://www.bcc.edu/pages/182.asp.
Additional Support/Labs:
Burlington County College provides confidential advising and counseling services free to
all students through the Department of Academic Advisement & Transfer. For more
information about advising and counselling services, visit the Parker Center or call
Extension 7337 at (609) 894-9311 or visit the websites:
Advising: http://staff.bcc.edu/advising/
Counseling: http://staff.bcc.edu/counseling/
Free tutoring is also available for all currently enrolled students. For more information
regarding the Tutoring Center call extension 1495 at (609) 894-9311 or visit the website:
http://staff.bcc.edu/tutoring/