Senior English-College in the High School / Central Washington University (CWU) –
English 105 – The Literary Imagination: An Introduction to Literature
Stadium High School –2015-2016 Course Syllabus – Mr. Chandler (Room 317)
Welcome to the blended senior English/CWU course! This year, you will have the opportunity to earn
college level credit in this course. Below is a brief description of both courses. The first section below
outlines the CWU course and the second section outlines the senior English British literature focus.
Section One: CWU – English 105 (First Semester)
This aspect of the course is designed to introduce you to a variety of literary works from different time
periods and countries, although the majority of the readings will be aligned with the British literature
focus; these are outlined below. We will examine the language, construction, meaning, and impact of
each work, as well as its relationship to other works we read in class.
Course Outcomes –
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2.
3.
4.
You will read and respond to literary works from a variety of cultures and from a range of
historical periods.
You will read and respond to literary works of poetry, novels, plays, and nonfiction.
You will demonstrate an understanding of how literary elements such as character
development, setting, and figurative language relate to literary meaning.
You will submit several essays that will be assessed for content and mechanics.
Section Two: Senior English - British Literature Description – Year long
Senior English will prepare students for post-high school studies at the college/university level.
The course is an intensive study of British literature using representative works from various genres
and periods. Through the close reading of selected texts, students will deepen their understanding of
the ways writers use language to provide meaning for their readers. As they read, students will
consider a work’s structure, style, and themes as well as its historic, social, and literary significance.
Course Objectives:
 Students will read a variety of classical and contemporary literature with care and deliberation,
taking time to understand a work’s complexity, to absorb its richness of meaning, and to
understand how that meaning is embodied in literary form.
 Students will develop their ability to discuss important ideas based on their reading of
challenging literature.
 Students will generate writing that meets the demands of post-high school studies and reflects
an ordered argument with clarity and precision.
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Required Supplies:
 Text – Elements of Literature: Sixth Course or other text as assigned
 Three-ring binder and loose leaf paper
 Spiral notebook
Units of Study – Semester I:
“This I Believe” - Writing the College Admission Essay
Content:
Review and analyze sample applicable personal narratives.
Goals:
Produce at least one actual essay for submission to their prospective colleges.
Composition: Personal Narrative.
Greek Tragedy –
Content:
Selections from Aristotle’s Poetics, Oedipus Rex and Antigone.
Goals:
Gain an understanding of the classic elements of poetry and tragedy.
Composition: Paper of Literary Analysis: Character.
“Ancient Heroes” – The Anglo-Saxons
Content:
“The Seafarer,” Beowulf, and Grendel (John Gardner).
Goals:
Examine the Anglo-Saxon cultural and society. Understand the language
elements of “Old English” and Anglo-Saxon poetry. Gain an understanding of
archetypes in literature and the Heroic Quest Cycle.
Composition: Comparison and contrast essay. Write original kennings. Creative writing
exercise: craft an original poem, utilizing the language elements of Anglo-Saxon
poetry.
“A Story Worth Telling” – The Middle Ages
Content:
The Canterbury Tales (The Prologue and selected tales).
Goals:
Examine the historical elements of medieval England and the Middle Ages.
Understand the significant contributions of Geoffrey Chaucer. Gain an
understanding of the literary structure of The Canterbury Tales.
Composition: Descriptive writing / Observational essay.
The Nature of Tragedy
Content:
Hamlet (Shakespeare)
Goals:
Gain an understanding of the social, historical, and cultural events and values of
Elizabethan England. Comprehend the text and Shakespeare’s writing style.
Demonstrate an understanding of the various themes inherent in the play.
Composition: Persuasive essay; timed writing.
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Units of Study – Semester II:
Research Paper
Content:
Multiple sources of articles, texts, or interviews related to British literature
and/or history.
Goals:
Produce a paper related to British literature and/or history from an approved list
of topics. Demonstrate an understanding of the process of researching,
organizing, and synthesizing information into a cohesive argument. Use the
MLA format.
Composition: Paper of analytical research.
Romantic Comedy
Content:
Goals:
A Midsummer Night’s Dream (William Shakespeare)
Distinguish between the levels of comedy. Explicate Shakespeare’s rhetorical
style.
Composition: A Response/Reaction paper.
Poetry
Content:
“Love, Time, and Death” – The Renaissance
Selected writings from the following poets:
Edmund Spenser, William Shakespeare, Christopher Marlowe, Sir Walter
Raleigh, John Donne, Ben Johnson
“The Power of Imagination” – The Romantic Period
Selected writings from the following poets:
Robert Burns; William Blake; William Wordsworth; Samuel Taylor Coleridge;
George Gordon, Lord Byron; Percy Bysshe Shelley, John Keats
“Paradox of Progress” – The Victorian Period
Selected writings from:
Alfred Lord Tennyson, A.E. Housman, Rudyard Kipling, Leo Tolstoy
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20 Century Poetry
Goals:
Understand the construction of poetry, by examining the literary techniques and
terms. Analyze and evaluate poetry. Review the social, historical, and cultural
underpinnings of the poets and their times.
Composition: Literary analysis (literary techniques and themes).
Close Reading and Analysis of the Novel
Content:
Frankenstein (Mary Shelley)
Goals:
Understand the social and historical values of early nineteenth century England.
Gain an understanding of the gothic novel. Develop an appreciation for
Shelley’s writing style and the thematic levels within the novel.
Composition: Paper of literary analysis; timed writing.
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Content:
Goals:
Heart of Darkness (Joseph Conrad)
Understand the life and times of Conrad. Gain an awareness of imperialism and
colonization. Analyze Conrad’s writing style. Analyze the themes, symbolisms,
and narrative structure of the novel.
Composition: Timed writing.
Throughout the course we will focus on careful, close reading of the assigned literature as well as
clear, concise writing. Our class discussions will center on the meaning, style, structure and other
essential elements of fiction, non-fiction, and poetry. Your course grade will depend on your
preparation for and participation in class discussions as well as your writings, both in and out of class.
For this reason you will want to use an organizational system, such as a three-ring binder, in which you
can keep all of your English materials. In addition, you will need a spiral notebook for your daily
notes. These will be important as a basis for class discussion as well as support for your writing
assignments and exams. Class notes will be checked and graded periodically during the year.
To help you keep track of reading and writing assignments, daily/weekly assignments are posted on
my Swift website. My email address is schandl@tacoma.k12.wa.us. As always, I am available for
help before or after school. My direct line is (253) 571-3062.
Grading Scale:
Your grade will be based on the total points you have earned. The grading scale is as follows:
A
AB+
B
B-
=
=
=
=
=
100-93
92-90
89-88
87-83
82-80
C+
C
CD+
D
E
=
=
=
=
=
=
79-78
77-73
72-70
69-68
67-63
62-0
Formative Assignments:
These will comprise 30% of your grade. They include daily readings and assignments, notebook
checks, quizzes, etc.
Summative Assignments:
These will comprise 70% of your grade. They include major essays (such as final drafts), timed
writings, and tests.
Grades and assignments are posted on-line. Mid-term and semester grades are mailed home. Please
contact me if you would like to have a progress report at other times as well.
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Attendance:
Regular attendance directly enhances learning. For this reason, you are expected to be in class every
day.
Absences and Tardies:
All absences are unexcused until you bring a re-entry slip from the attendance office. Make-up work
and tests will be accepted for excused absences only. Tardies impact your learning and are disruptive
to the class. You need to be seated in class before the tardy bell. According to the SHS tardy policy,
you will be assigned classroom detention for the first three tardies. Additional tardies will result in an
office referral.
Make-up Work:
When returning from an excused absence, work which was assigned before the absence is due on the
day of the return. Assignments missed during an absence must be made up within three days of the
return. Make-up work and tests will only be accepted in the case of an excused absence. It is your
responsibility to check on work you may have missed. Check my Swift website or ask me.
Assignments/Late Work Policy:
Daily work that is turned in after the due date will receive a grade deduction of 50% (half credit).
Major papers turned in late will receive a deduction of 25%. If you have trouble with your computer
or printer, turn in a hand-written final draft (not the rough draft) on the due date. Turn in the typed
copy of the paper on the following day for full credit.
All essays must be typed. The expectation is that your paper is ready to turn in at the beginning of
class on the day it is due. Do not expect to print out your paper at the beginning of class. Anticipate
computer/printer problems by completing your work the day BEFORE it is due. PLAN AHEAD!
Student Progress:
I regularly post grades online. Parents are welcome to call or email and are encouraged to check the
website for assignments, handouts, etc. Please let me know if you are having difficulty and would like
extra help. You are always welcome to come in before or after school – just let me know. Use your
time in English class to work on English assignments.
Academic Honesty:
Plagiarism is not acceptable in any form. This includes work that has been taken directly from ANY
other source, including a friend’s paper, or work that you have given to a friend. Work that has been
plagiarized will receive no credit. This includes daily work as well as tests. A ZERO score will be
recorded in the grade book, and parents will be notified.
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Acknowledgement of Class Expectations for Senior English / Central Washington University English 105 -The Literary Imagination: An Introduction to Literature
Please sign and return this page to me tomorrow. This is the first assignment of the fall
semester.
My student and I have read the syllabus for Senior English at Stadium High School. We understand
and agree to support the expectations for this class.
Date: _________________
Student Name: ______________________________________ Signature: _______________________
Parent/Guardian Name: __________________________________ Signature: ____________________
I can be reached by email at ___________________________________________________________
I can be reached during the day at ______________________________________________________
I can be reached in the evening at ______________________________________________________
Stadium High School English Department Book Use Policy
In order to maintain the school’s textbooks in the best possible condition, the following policies will
apply:
1. All literature anthologies and novels provided for student use must have protective covers.
2. Any marking with pencil, pen, or other marker will cause fines from $5.00 to $35.00 to be
levied. Books affected by water damage will also cause a fine equal to the full cost of the
book to be levied.
3. All books must be returned and /or fines paid before report cards will be issued.
Please sign below indicating that you have been informed of the textbook policy.
Student: __________________________________Parent/Guardian: ____________________
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