English 215
Introduction to English Studies
Section 002 MW 11:00 - 12:15, PHY 232
Instructor: Anna Kirchner
Office: Curtin Hall 288
E-mail: kirchn23@uwm.edu
Office Hours: Monday and Wednesday 12:30-2:00 and by appointment
Required Texts
Bressler, Charles E. Literary Criticism: An Introduction to Theory and Practice. 5th ed. Boston, MA:
Pearson, 2011. Print.
Kincaid, Jamaica. Lucy: A Novel. New York: Farrar, 2002. Print.
Larsen, Nella. Passing. Ed. Carla Kaplan. New York: Norton, 2007. Print.
Middleton, Thomas, and Thomas Dekker. The Roaring Girl. Ed. Jennifer Panek. New York:
Norton, 2011. Print
Prerequisites
It is assumed that you have fulfilled one of the following two conditions: you received a score at
level 4 on the EPT (English Placement Exam); or you passed 102 with a C or better. Please talk to
me as soon as possible if you are not certain that you have met the prerequisites.
This course is required for English and Secondary English majors.
Course Description
English 215, “Introduction to English Studies,” is a reading and writing intensive introduction to
multiple forms and contexts of literary and non-literary texts and discourses in English, in a
cultural, historical, and global framework. The aim of this course is to engage critically with texts,
especially literary texts and theory, and understand how English has evolved to be a global,
multicultural language. This is in tune with the Curriculum goals for English 215 which include:
Study and understand how English in the 21st Century is a global enterprise, understand the varied
mediums (literary, academic, filmic, popular culture, digital genres, etc) within which English
studies is flourishing in this globalized world, to be able to “concretely apply theories of
interpretation and writing to understand the dynamic relations among writer, text, reader, and
context which give life and meaning to written materials” (Goals), and to be aware of the
historical and cultural transformations of English as a world language with many varieties existing
across the globe. The course is structured to meet the GED requirements mentioned below:
General Education Requirement
This course meets the criteria for General Education Requirement Humanities credit at UWM by
addressing “questions, issues and concepts basic to the formation of character and the
establishment of values in a human context; … induc[ing] an organic study of letters and
knowledge; [and providing] literary, aesthetic and intellectual experiences which enrich and
enlighten human life,” as specified in UWM Faculty Document No. 1382. The course uses
humanistic means of inquiry, including critical use of sources and evaluation of evidence,
judgment and expression of ideas, and organizing, analyzing and using creatively substantial
bodies of knowledge drawn from both primary and secondary sources. In addition to addressing
other GER Humanities criteria, the course introduces substantial and coherent bodies of
historical, cultural and literary knowledge to illuminate human events in their complexities and
varieties, and enhances appreciation of literary and other arts by thoughtful, systematic analyses
of language and artifacts such as novels, stories and films.
UWM seeks Essential Learning Outcomes throughout the undergraduate curriculum in four key
areas: Knowledge of Human Cultures and the Physical and Natural World; Intellectual and
Practical Skills; Personal and Social Responsibility; and Integrative Learning. GER courses in
particular contribute to these learning outcomes. Student work in GER courses is assessed
individually for course-specific outcomes and goals, and holistically as part of departmental selfassessment of learning outcomes throughout the major.
Grading and Assessment
In English 215, students will demonstrate learning outcomes in “Knowledge of Human Cultures”
and in “Intellectual and Practical Skills”: by engagement with key questions in literary and other
cultural artifacts, and by producing written literary or cultural analysis that reflects thoughtful,
informed engagement with source material and standards of evidence and argumentation in
humanistic disciplines. This outcome will be assessed through review of papers written in the
course, a requirement of all English GER courses, via the following rubric:
A
Content
Organization
Mechanics &
Editing
Other
Highly original. Clear thesis
and argument. No factual or
logical inaccuracies.
Well-organized, even at
paragraph level.
Accurate use of
citation conventions.
Reader led through a
logical sequence; paper
stays on topic.
Virtually no
mechanical or
formatting errors.
Precise word choices; vivid, fresh
language. Avoids wordiness. Informal
language only when clearly appropriate.
Establishes ethos strongly through
knowledge of subject.
Minimal summary; uses
evidence, not opinion;
represents secondary sources
accurately.
B
C
Less original; may have
minor factual errors.
Entertains, educates, and makes reader
want to know more.
Well-organized, but
structure sometimes
disjointed.
Some awkwardly
worded passages.
Language sometime too general or less
precise than the A writing.
May use secondary sources
uncritically or with mild
inaccuracy.
Goes off-topic on
occasion.
Some errors, but not
enough to distract the
reader.
Enough errors to suggest the paper
needs more polish and thought.
Relies more on summary than
original interpretation or
argument. Restates common
or familiar arguments or
interpretations uncritically.
Basically well
organized, though
individual paragraphs
may be disunified or
misplaced.
More frequent
awkwardness, with
distracting errors,
although meaning is
clear.
Language is competent but wordy,
general, imprecise, or trite.
Secondary sources do not
clearly contribute to or
support the argument, or may
be presented inaccurately.
Logical and apparent
plan overall.
Citations improperly
formatted or absent.
D
No original contribution;
restatement or misstatement
of the ideas of others.
Doesn’t interpret, but just
repeats or reports.
F
Lacks clear thesis or point.
Poor organization;
reader has little sense of
a plan even though a
thesis or main point is
recognizable.
Some sentences may
be so confused that
their meaning does
not clearly emerge.
Words may be imprecise, incorrect,
trite, or vague. In general, however, the
paper is understandable.
Language muddled and
unclear in several spots.
Highly distracting
mechanical errors.
Shows little care or attention to detail
on the part of the author.
GER Course Assessment
All GER courses in the Department require significant student writing, including papers of
varying length. The Department samples GER courses in each semester, including primarily
papers from the required ENG 215 course, evaluating them on a holistic scale, according to the
following rubric:
1.
Work does not meet disciplinary standards for critical analysis, evidence-based argument,
and interpretation of literary or cultural artifacts. Work does not meet expectations for
clarity of thought and language, and for edited academic prose. Work does not show
student awareness of conventions for analysis and expression.
2. Work shows some awareness of conventions for analysis and expression but may contain
distracting errors. Work meets some disciplinary standards for critical analysis, evidencebased argument, and interpretation of literary or cultural artifacts, but inconsistent in
doing so. Work meets some expectations for clarity of thought and language, and for
edited academic prose, but is inconsistent in doing so.
3. Work meets most or all expectations for analysis and interpretation, argues from evidence,
and is written clearly and without significant mechanical errors, showing student
awareness and achievement the learning outcomes for the course.
Numeric scores are used to generate snapshots of how well GER courses meet the department’s
stated learning outcomes and what, if anything, needs to be altered when the course is next
offered.
Assignments and Expectations
Reading: You will have a significant amount of reading to do for each class, so it is very
important to keep up with the schedule. Each class period’s activities and discussions depend
upon what each of you bring to it, so make certain you have read the material and are prepared to
share your insights and to raise questions about the reading.
Short Written Responses: After each “unit,” you will write a one page (minimum) response that
records your observations and interpretations of the readings and theory. I encourage you to use
these responses to practice your close reading skills, so include passages that you found
significant and try to provide interpretations of them. Be sure to save these responses as they
might be used as initial ideas for your essays. Bring them to class on the day indicated on the
calendar.
Longer Essays: All writing assignments for the course must take the form of original, critical
analysis of the text (or texts) as a whole. Essays will be graded for form as well as content.
Neither fiction nor summary should be substituted for analysis. Your papers should be proofread
for grammatical errors and typos and the format will follow MLA guidelines. I will distribute
guidelines for each essay as the due dates near.



Paper #1: A short close-reading essay (2-3 pages in length). Due February 17th, a
Friday, at noon. Upload it to the appropriate D2L dropbox.
Paper #2: A critical, argumentative essay. (4-5 pages). Due on Friday, March
30th, at noon. Upload to D2L dropbox.
Paper #3: A critical, argumentative essay. (4-5 pages). Due on Friday, May 16th,
at noon. Upload to D2L dropbox.
Grades
Short responses – 20%
Paper #1 – 20%
Paper #2 – 25%
Paper #3 – 25%
Participation/Quizzes* – 10%
*If it should become necessary to give reading quizzes in order to motivate reading for the course,
these quizzes will be factored into your final grade. However, I do not expect us to need them!
Course Policies
 Attendance: No more than four absences will be allowed for the duration of this course.
Obviously—the fewer absences you have the more you will learn from the course you’ve
paid your hard-earned money for. More than five absences may lower your final grade by
½ for each absence thereafter. Missing more than one-third of the course will result in
failure of the course. Please note that there is no difference between an excused and an
unexcused absence. In other words, if you are ill (even with a doctor’s note), you will be
counted as absent.
 You are responsible for submitting your assignments in case of an absence. I expect a hard
or electronic copy if you cannot make it to class. You are also responsible for finding out
from other students what happened in class and for making up any work for the day you
were absent. It is prudent, then, to exchange email addresses with compatible fellow
students early on.
 Late papers will be penalized one-half grade for each day they are late. All assignments
must be completed for you to pass the course.
 Incompletes will not be given except in demonstrably extreme circumstances and must be
approved by me in advance; they will not be given if you have late work.
 Scholastic Dishonesty will be dealt with according to English Department and University
of Wisconsin policies and procedures. The gravity of academic misconduct in a university
setting is made clear by the possible penalties established by the UW System which
include failure of the course and also expulsion from the University. For more
information, see: http://www4.uwm.edu/acad_aff/policy/academicmisconduct.cfm
SAC
If you are working with the Student Accessibility Center (SAC) and have been issued a Verified
Individualized Services and Accommodations (VISA), please contact me during the first week of
class. If you are concerned that you might have a learning disability, visit the SAC office in 116
Mitchell Hall or call 229-3800.
Schedule
This is a tentative course calendar and is subject to change. You will be notified in advance of any
changes.
Week/Date
1
1/23
1/25
2
3
4
Activities/Readings/Homework (HW)
Introduction to course
Bressler, Chapter 1
1/30
Bressler, Chapter 3
2/1
Robert Browning, “Porphyria’s Lover” and “My Last Duchess” (handout)
Response #1 Due
2/6
Bressler, Chapter 5
2/8
Nella Larsen, Passing, Part 1, Chapters 1 and 2
2/13
Passing, Chapters 3 and 4 and Part 2
2/15
Passing, Part 3
*First paper due Friday, February 17th at noon (turn in to D2L dropbox)
5
6
7
8
9
2/20
Bressler, Chapter 7
2/22
Bressler, Chapter 12
2/27
Thomas Middleton and Thomas Decker, The Roaring Girl (Acts I and II)
2/29
The Roaring Girl (Act III)
3/5
The Roaring Girl (Act IV)
3/7
The Roaring Girl (Act V)
Response #2 Due
3/12
Bressler, Chapter 8
3/14
William Faulkner, “Barn Burning” (on e-reserves)
Response #3 Due
3/19
Spring Break
3/21
Spring Break
10
3/26
Recap/writing workshop
3/28
Bressler, Chapters 10 and 11
*Second paper due Friday, March 30th at noon (turn in to D2L dropbox)
11
12
13
14
15
16
4/2
Jamaica Kincaid, Lucy
4/4
Lucy
4/9
Lucy
4/11
Lucy
4/16
Uwem Akpan, “An Ex-Mas Feast” (on e-reserve)
4/18
Bharati Mukherjee, “A Wife’s Story” (on e-reserve)
Response #4 Due
4/23
Bressler, Chapter 9
4/25
Julie Dash, Daughters of the Dust (Film Screening)
4/30
Julie Dash, Daughters of the Dust (Film Screening)
5/2
Julie Dash, Daughters of the Dust (Film Screening)
5/7
Writing workshop
Response #5 Due
5/9
Writing workshop
*Final essays due Wednesday, May 16th at 11:59 p.m. (turn in to D2L dropbox).