Writing Course Review Form (1/12)
I. General Education Review – Writing Course
Dept/Program
English
Course # (i.e. ENEX
LIT 220L
Subject
200)
Course Title
British Literature: Medieval to Renaissance
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Date
Instructor
Ashby Kinch
Phone / Email
x4462
Program Chair
Jill Bergman
Dean
Chris Comer
III. Type of request
New
One-time Only
Change
Remove
Reason for new course, change or deletion
Scheduled review of W courses
IV Overview of the Course Purpose/ Description: Provide an introduction to the subject matter
and course content.
This survey provides students with a historical, cultural, linguistic, and intellectual framework
for understanding the literature produced in Britain between the 8th century, when Anglo-Saxon
culture produced its first major literary texts, and the 17th century, when citizens of a modern
British state published texts in a wide range of literary genres for a rapidly-expanding public
readership.
V Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
The bi-weekly short online papers (4 x 1-2 pp.
Student learning outcomes :
Use writing to learn and synthesize new
each, none assigned the weeks of exams or
concepts
papers) are designed to encourage students to
engage both with the texts we read and with one
another as a means to deepen understanding of
the literature. Students also write frequently in
class, usually at the end of class periods
where they are asked to write paragraphs on
their thoughts about the major ideas
engaged that day. Sample classroom exercises
might require students to write a thesis, for
example, that captures the complexity of a group
discussion.
Formulate and express written opinions and
ideas that are developed, logical, and organized
Compose written documents that are
appropriate for a given audience, purpose and
context
Revise written work based on constructive
comments from the instructor
Find, evaluate, and use information effectively
and ethically (see
http://www.lib.umt.edu/informationliteracy/)
The critical paper assignments ask students to
develop a thesis-driven, short paper based
on their critical reading of the literary texts
for the class. The criteria (see below) specifically
articulate the need for coherence and
organization of argument.
The analytical paper assignment (2 x 3-4 pp.
each) encourages students to develop the
standard of literary argumentation based on ideas
drawn from a close reading of literary texts, a
basic
expectation of audiences for literary prose.
Students are able to re-write two of their short,
online papers for a new grade.
Students are required substantially to revise one
of their two critical essays.
200-level courses in the English department
share some common outcomes; the
information literacy outcome, developed with
Sue Samson, is: “Students will support their
literary research with access to academic
information resources provided by the library
and will include both in-text citations and a
bibliography of sources that adheres to the
MLA style of documentation.” In enacting
these outcomes, writing assignments require
students to utilize proper citation methods for
incorporating sources and paper criteria
indicate that papers are partly graded on proper
use of those methods.
Begin to use discipline-specific writing
conventions
Demonstrate appropriate English language
usage
VI. Writing Course Requirements
Enrollment is capped at 25 students.
If not, list maximum course enrollment. Explain
how outcomes will be adequately met for this
number of students. Justify the request for
variance.
200-level courses in the English department
share some common outcomes; those relevant
to the writing course designation are:
“Students will be able to perform a literary
close reading, demonstrating an ability
insightfully to interpret primary literary texts
by thoughtfully integrating quoted passages
into the larger argumentative claims of an
essay.” and “Students will be able to write
rhetorically effective papers (well-reasoned
and grammatically consistent), driven by a
thesis and sustained by an ordered, coherent
argument or sequence of ideas.” Writing
assignments require students to enact these
expectations, which are included in paper
criteria and directly addressed in course
pedagogy, including (among other pedagogical
methods) modeling those conventions in class
discussion and assigning short writing
exercises in class that allow students to practice
them.
Criteria for the short papers indicate the
way students are asked to engage in
improvement in their written prose by
polishing, refining, and clarifying their
writing.
This course is capped at 50, but each section is
staffed with a professor and a T.A. in his/her
second year of teaching, providing the
opportunity for close and direct engagement
with student writing throughout the semester.
What instructional methods will be used to teach 200-level courses in the English department
students to write for specific audiences,
share some common outcomes; those relevant
purposes, and genres?
to the writing course designation are:
“Students will be able to perform a literary
close reading, demonstrating an ability
insightfully to interpret primary literary texts
by thoughtfully integrating quoted passages
into the larger argumentative claims of an
essay.” and “Students will be able to write
rhetorically effective papers (well-reasoned
and grammatically consistent), driven by a
thesis and sustained by an ordered, coherent
argument or sequence of ideas.” Writing
assignments require students to enact these
expectations, which are included in paper
criteria and directly addressed in course
pedagogy, including (among other pedagogical
methods) modeling those conventions in class
discussion and assigning short writing
exercises in class that allow students to
practice them.
Which written assignments will include revision Students are required to revise one of the two
in response to instructor’s feedback?
critical writing assignments after it has been
graded.
VII. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 16 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Clear expression, quality, and
accuracy of content are considered an integral part of the grade on any writing assignment.
Formal Graded Assignments
Two analytical papers of 3-4 pages each (30%);
one takehome essay of 8-10 pages (10%); 4
online position papers of 1-2 pages (10%)
Informal Ungraded Assignments
Periodic in-class writing exercises, including:
topic sentence workshops; thesis statement
workshops; and paragraph coherence
workshops.
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form. 
For assistance on syllabus preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
The syllabus must include the following:
1. Writing outcomes
2. Information literacy expectations
3. Detailed requirements for all writing assignments or append writing assignment instructions
ENLT 220.01: British Literature: Medieval through Early Modern
Dr. Ashby Kinch; Chemistry 123; MWF 10:10-11:00
Office: LA 126; Phone: 243-4462; E-mail: ashby.kinch@umontana.edu
Office Hours: MW 1-2; by appt.
Required Texts (*Required possession for all English majors)
This Syllabus: Read it thoroughly the first day and bring it to class every day!
The Norton Anthology of English Literature, Vol. 1. 8th Edition, eds. Greenblatt, et al. (2006)
*Murfin, Ross and Supryia M. Ray. The Bedford Glossary of Critical and Literary Terms
(Bedford, 1997).
*Hacker, Diane. A Pocket Style Manual. (Bedford/St. Martin’s, 5th ed. 2008; any edition will
do)
Moodle Course Supplement: accessible at http://umonline.umt.edu/
*You will need to be able to access and work on Moodle to complete this class.
Course Description
This survey intends to provide students with a historical, cultural, linguistic, and intellectual
framework for understanding the literature produced in Britain between the 8th century, when
Anglo-Saxon culture produced its first major literary texts, and the 17th century, when
citizens of a modern British state published texts in a wide range of literary genres for a
rapidly-expanding public readership. To address such a wide cultural span in such a short
space of time—just under a century per week, on average—is a Herculean task. But this kind
of survey creates an invaluable context for your future reading, which will augment, amplify,
and complicate the narrative of this class. There will be five periods covered: Anglo-Saxon
(8th-11th centuries), Anglo-Norman (11th-14th centuries), late medieval/Middle English (14th15th centuries), the Renaissance (16th century) and the Early Modern period (17th century
through the Restoration). The course will introduce you to specific literary and cultural
problems, which you will then address in greater detail in discussion section and short
writing assignments. Students will be expected to: master some basic vocabulary for literary
analysis (the Department’s list of literary terms, drawn from The Bedford Glossary); develop
their skills in close reading of poetry; and read both broadly and deeply in the history of
British literature. You will be introduced to major conceptual and theoretical problems
relevant to the study of literary history that you will develop further in your undergraduate
career: the interpretive impact of historical and cultural context on reading literature, the role
of national identity in the formation of a literary canon, and the role of gender relations in the
production and interpretation of literary texts.
Course Requirements (further detail provided on Moodle)
Three Exams:
1) Middle Ages: 25%: September 30
2) Renaissance/Early Modern: 25%: November 7
Takehome Synthetic Essay Final (8-10 pp.): 10% (due the day of the final, Dec. 15th)
Analytical Papers: 3-4 pp. (2 x 15% each): 30%
Revised Essay: students will revise and re-submit one of the two essays for a new
grade
Online Position Papers (4 x 1-2 pp): 10%
Extra Credit: Norton Online Quizzes
For each exam, I will offer 3 points extra credit to any student who takes the Norton Online
Quiz and scores over 90% on the 30-or-32 question format for each period. You must register
online at the Norton Website (http://www.wwnorton.com/college/english/nael/quiz.htm).
You will be responsible for submitting the results at least 2 days before the exam.
Common Outcomes for 200-level English Courses
*Students will be able to perform a literary close reading, demonstrating an ability to
insightfully interpret primary literary texts by thoughtfully integrating quoted passages into
the larger argumentative claims of an essay.
*Students will be able to write rhetorically effective papers (well-reasoned and
grammatically consistent), driven by a thesis and sustained by an ordered, coherent argument.
*Students will support their literary research with access to academic information resources
provided by the library and will include both in-text citations and a bibliography of sources
that adheres to the MLA style of documentation.
General Education Goals Met by This Course (from the University Gen Ed
Description):
Upon completion of the Literary & Artistic Studies requirement (V), a student will be able:
1. analyze works of art with respect to structure and significance within literary and artistic
traditions, including emergent movements and forms; and
2. develop coherent arguments that critique these works from a variety of approaches, such
as historical, aesthetic, cultural, psychological, political, and philosophical.
Policy Statements
Attendance
You may miss class three times with no immediate impact on your grade, and you need not
provide a reason for doing so. After the third absence, however, each subsequent absence will
lower your final grade 2 percentage points regardless of the reason, except in extremely
unusual circumstances (death in the family, documented physical illness, etc). If you are
required to miss class for a University commitment or religious observance, you are obliged
to let me know that well enough in advance so that you can make up the work missed. The
burden rests with you, the student, to communicate with me; I will not come chasing after
repeatedly absent students. If you miss 8 classes (4 weeks!!), you will automatically fail the
course.
Plagiarism
Plagiarism is an affront to the fundamental values of an academic institution, indicating a
lack of respect for intellectual labor and a lack of responsibility for each student’s part in
sustaining academic community. Acknowledge, by citation of name, title, and page number,
all work that has influenced your thinking. The University’s official warning can be found on
pg. 22 of the Catalog, which refers you to the Student Conduct Code (Academic Conduct),
available on the web: http://www.umt.edu/SA/VPSA/index.cfm/page/1321.
Add-Drop Deadlines, Incompletes, Disability Accommodation
For information on these topics, please see: the back page of the Class Schedule for add-drop
dates; p. 21 in the Catalog for incompletes; and p. 334 in the Catalog for disability
accommodation.
Departmental Assessment
The English Department’s ongoing process of assessing its curriculum requires professors
intermittently to read student papers from courses other than the ones they are currently
teaching in order to assess how students are progressing through the program. Thus your
professor may choose a copy of one of your papers or ask for an electronic version of it to
use in this assessment process. All identifying information will be removed and no
evaluation of student work outside the boundaries of the course will play any role in
determining a student’s grade. If you do not want your work used in such a way, please
inform your professor and s/he will not forward it to the Assessment Committee. Otherwise,
we appreciate your tacit consent.
Reading Schedule (posted online under "Course Materials")
Nota Bene: Students should come to class prepared to discuss the readings listed for that day
on the syllabus. Numbers in parenthesis indicate pages in the Norton Anthology.
Part I: The Middle Ages (730—1485)
Part Ia: Anglo-Saxon England / Old English (6th century – 1066, The Norman
Conquest)
Aug. 29: Introductions; Anglo-Saxon “Literature” and Orality; “Caedmon’s Hymn” (24-26)
Lecture/ In-class Reading: Origins of English literature/language
Assign. For Wed: read syllabus; complete "Course Overview" assign. (handout)
Aug. 31: “The Middle Ages" (1-7, 22-3); Bede (24-27) + handout on conversions; Alfred
(108-111); Intro. to Beowulf and lines 1-1382 (29-64)
Lecture: Anglo-Saxon learning, politics; the cultural landscape
Sept. 2: Beowulf, lines 1383-2199 (64-80)
Sept. 5: LABOR DAY: NO CLASSES
Sept. 7: Beowulf, 2200-3182 (80-100); Old English Elegy: “The Wanderer” (99-102), “The
Wife’s Lament” (102-103)
Lecture: Warrior culture; the culture hero; “pan-Germanic” attributes; elegy
Sept. 9: Discussion Section: Adrianna Ely, course TA, guides you through developing
discussion questions and participating in a dynamic and provocative literary
conversation.
Part 1b: Anglo-Norman England / Anglo-Norman French (1066-1400)
Sept. 12: “The Middle Ages” (7-10); Anglo-Norman Literature (115-128); Thomas of England,
Le Roman de Tristan (136-41); Marie de France, Lanval (141-155), Chevrefoil (15557)
Lecture: Norman Conquest; Anglo-Norman rule/language policy; a new myth of
origins
courtly literature; Henry II’s court; Beckett
Part Ic: Late Medieval England / Middle English (1250-1486)
Sept. 14: "Middle English Literature" (10-14); “Medieval English” (15-17); Intro to Sir Gawain
and the Green Knight and Fitts 1-3 (160-202); illustration c8
Lecture: the challenge of the margins; English critique of monarchy; Honor/Shame
Culture; The Order of the Garter
Sept. 16: Discussion led by Adrianna Ely
Sir Gawain and the Green Knight, Fitt 4 (202-213)
Sept. 19: William Langland, The Vision of Piers Plowman (331-354)
Lecture/Discussion: “the fair field of folk” and 14th century social protest; Middle
English as literary and political language; compare Bible translations (handout)
Sept. 21: Chaucer, “General Prologue," lines 1-860 (213-238)
Lecture/Discussion: “Father” of English Poetry
Sept. 23: Discussion led by Adrianna Ely
Sept. 26: Selections of Middle English Lyric, 435-437; Dafydd Ap Gwilym, “The Winter,”
“The Ruin” (handout); Selections of Crucifixion Lyrics, 367-70.
“The Wakefield Second Shepherd’s Play,” (406-435)
Lecture: marginal British literatures; the language of affective piety
Sept. 28: Medieval Popular Literature and Culture (no new reading); Exam Review
Sept. 30: MIDDLE AGES EXAM
Part II: The Renaissance (1485-1603)
Oct. 3: “The Sixteenth Century” (485-511); Timetable of Major Events (512-3)
Sir Thomas Wyatt (592-3) and the following poems: “The Long Love That in My
Thought Doth Harbor” (594); "Whoso list to hunt" (595); "They flee from me"
(599-600); "My lute, awake"; "Forgot not yet"; "Blame not my lute"; "Stand
whoso list"; "Who list his wealth and ease retain"; "Mine own John Poins" (600606).
Lecture: the New Men and the New Literature; the making of a poetic self; the
unattainable object of desire; the political culture of poetry (Henry VIII, Elizabeth I)
Oct. 5: Henry Howard, Earl of Surrey (607-8) and the following poems: “The Soote Season”
(570), “Love that doth reign and live within my thought” (608); “Alas! So all things now
do hold their peace” (609); “Wyatt resteth here that quick could never rest” (612)
Oct. 7: Discussion led by Adrianna Ely
Oct. 10: The Renaissance Sonnet
Edmund Spenser (705-7) Amoretti 1, 34, 54 (903-7)
Sir Phillip Sidney (947-8) Astrophil and Stella 1, 2, 45 (975-992);
William Shakespeare (1058-1061), Sonnets 1, 15, 73, 129, 130, 138, 146, 152
Lecture: Italian form, English style; the Sonnet sequence; the sonnet subject and the
“invention” of personality
Oct. 12: Sir Phillip Sidney (947-8); from “The Defense of Poesy” (953-4, 959-61)
Elizabeth I (687-8), "The doubt of future foes" (695); "Speech to the House of
Commons" (690-2); "Speech to the Troops at Tilbury" (699-700)
Lecture: The Virgin Queen
Oct. 14: Discussion led by Adrianna Ely
Oct. 17: Edmund Spenser, The Faerie Queen: excerpts from Book I (Redcrosse)
Intro, Prefatory Letter, and Book I. Cantos 1-2 (pp. 705-742)
Bk I.Canto 4, St. 1-20 (pp. 752-757); Bk I.Canto 10 St. 1-28 (pp. 820-826)
Oct. 19: The Faerie Queen: excerpts from Bks. II (Guyon) and III (Britomart)
Bk. II, Canto 12, St. 42-87 (pp. 857-867)
Bk. III. Canto 6. St. 28-53 (pp. 874-880)
Bk. III. Canto 11. St. 20-30, 46-55 (884-886; 890-2)
Oct. 21: Discussion led by Adrianna Ely
Oct. 24: Christopher Marlowe, Dr. Faustus, Scenes 1-6 (1002-04; 1022-1042
Oct. 26: Marlowe, Dr. Faustus Scenes 7-13 (1042-57
Oct. 28: Discussion led by Adrianna Ely
Oct. 31: Poetic Debate and the Consummate Debating Poet
Christopher Marlowe (1001-1003), “The Passionate Shepherd to his Love” (1022)
Sir Walter Raleigh, “The Nymph’s Reply to the Shepherd” (917);
John Donne, “The Bait” (1274);
John Donne (1260-1262), and the following poems: “The Good-Morrow,” “The Sun
Rising,” “The Canonization” “A Valediction: Forbidding Mourning” “The Ecstasy;”
Holy Sonnets 1, 2, 7, 14
Lecture: the pastoral debate; the meaning of pastoral desire; Donne and the
metaphysical conceit; Donne and apostasy
Nov. 2: Jack Donne and Dr. Donne (no new reading)
Nov. 4: Discussion led by Adrianna Ely; Exam Review
Nov. 7: Renaissance Exam
The Early Modern Period (1603-1660)
Nov. 9: “The Early Seventeenth Century” (1235-51); Timetable of Major Events (1258-59)
"The English Bible" (616-621)
Ben Jonson (1324-1326), and the following poems: “On Something, That Walks
Somewhere” “To John Donne” “On My First Son” “To…Shakespeare” “Ode to
Himself”
George Herbert (1605-7), and the following poems: “The Altar,” “Redemption,”
“Jordan (1)” “The Windows” “Virtue”
Lecture: the public and private voice of lyric; contemplative lyric; meditation,
interiority, and the new religion; the King James Bible
Nov. 11: VETERAN’S DAY: NO CLASSES
Nov. 14: Sons of Ben, Sons of George
Robert Herrick (1653-4), and the following poems: “The Argument of His Book”
“Delight in Disorder” “Corrinna’s Going A-Maying” “To The Virgins, to Make Much
of Time” “His Prayer to Ben Jonson”
Sir John Suckling (1676), and “Loving and Beloved” “Out upon It!”
Richard Lovelace (1681), and “To Althea, from Prison”
Abraham Cowley (1687), and “Ode: of Wit”
Nov. 16: Lady Mary Wroth (1451-53), excerpts from Pamphilia to Amphilanthus Sonnets 1,
16, 40, 68, 77, 103
Aemilia Lanyer (1313-4), excerpts from Salve Deus Rex Judaeorum (1314-8)
Elizabeth Cary (1536-7); excerpts from The Tragedy of Mariam (1537-1541)
"The Gender Wars" (1543-49)
Katherine Philips (1690), and "A Married State" (1691)
Lecture/Discussion: female subjects and their desires.
Nov. 18: Discussion led by Adrianna Ely
Nov. 21: “The Early Seventeenth Century” (1251-1257); review timetable of events
surrounding the Deposition of Charles I and Cromwell’s Protectorate
Andrew Marvell (1695-6), and the following poems: “To His Coy Mistress” “The
Garden” “An Horatian Ode: Upon Cromwell’s Return from Ireland”
Lecture/Discussion: “Sons” of Ben, Donne, and Herbert; the Civil War; Cavalier Poets
Nov. 23: THANKSGIVING: NO CLASSES
Nov. 28: John Milton, from Aeropagitica (1816-8; 1823-5);
Paradise Lost, Book 1 (all); Bk. 2, ll.. 1-105; Bk 3, ll. 588-742;
Lecture/Discussion: the Culture of Protestantism; Satan: Hero as Scapegoat?
Nov. 30: Paradise Lost, Bk 4, ll. 172-392; 611-775; Bk 5 ln.1-135, 209-245, 519-543
Dec. 1: Discussion led by Adrianna Ely
Dec. 4: Bk 7 ln. 1-69, 111-174; Bk 8. 179-216, 249-653
Dec. 6: Paradise Lost, Bk 9 (all), Bk 10. 1-228; Bk. 12. 574-649.
Lecture: Evil: The Price of Consciousness?
Dec. 8: Class Evaluations / Exam Review / Make-up Review Essay Due
Early Modern Exam: On the day appointed for the final, Dec. 15 (8-10)
ENLT 220: Literary Terms
*The English Department has constructed this list of literary and critical terms from the
Bedford Glossary. You should review the list, circle or underline any terms that you do not
immediately recognize, and look them up in the Bedford (many can also be found in the
Norton Anthology appendix; see “Literary Terminology," pp. A23-A44). They may feature in
class discussion, lecture, and quizzes. In addition, look for opportunities to use these terms in
your written work.
Act
Antagonist
Blank verse
Character/ization
Conceit
Crisis
Drama
Figurative language
Hyperbole
Masque
Mood
Narrator
Pastoral
Plot
Resolution
Allegory
Aside
Canon
Classicism
Conflict
Criticism
Discourse
Flat/round characters
Ideology
Metaphor
Motivation
Novel
Persona
Poem/poetry
Rhetoric
Alliteration
Assonance
Carpe diem
Climax
Connotation
Denotation
Elegy
Genre
Image/imagery
Meter
Myth
Paradox
Petrarchanism
Prosody
Rhyme
Ambiguity
Ballad
Catastrophe
Comedy
Couplet
Didacticism
Epic
Humours
Lyric
Mimesis
Narrative/narration
Parody
Picaresque
Protagonist
Romance
Romanticism
Simile
Story
Theme
Satire
Soliloquy
Style
Tone
Scene
Sonnet
Symbol
Tragedy
Setting
Stanza
Text
Unities
ENLT 220 Literary Terms: Organized By Category
Literary/Cultural History: Canon, Classicism, Criticism, Didacticism, Humours, Myth
Genre: Drama (comedy, masque, parody, tragedy), Epic (historical, romantic, national),
Lyric (elegy, pastoral), Novel, Parody, Picaresque, Romance, Satire, Tragedy
Drama: Act, Aside, Catastrophe, Character/ization, Comedy, Flat/round characters,
Motivation, Scene, Setting, Soliloquy, Unities (of time, place, setting; Aristotelian
theory of dramatic unity)
Poetry/Poetics: Ambiguity, Ballad, Blank verse, Carpe diem, Conceit, Connotation v.
Denotation, Couplet, Figurative language (metaphor, simile, symbol), Hyperbole,
Image/imagery, Mood/Tone, Paradox, Persona, Petrarchan/ism, Prosody (meter,
rhyme, alliteration, assonance, consonance), Sonnet (Petrarchan v.
Elizabethan/Shakespearean), Stanza, Style
Narrative Theory: Antagonist/Protagonist; Character/ization, Conflict, Crisis, Climax,
Resolution, Discourse, Narrator, Novel, Plot, Theme
Critical/Analytical Vocabulary: Allegory, Ideology, Mimesis, Rhetoric
Writing Requirements
Online Writing Assignments (4 x 25 points each; 500 word minimum)
Four times this semester (see due dates on the syllabus and on Blackboard), you will post
an online essay based on a passage or a text that interests you. These online assignments
provide you an important opportunity to synthesize the material you are reading, noting
important themes, developing key ideas from lecture and discussion, and working on your
skills of analysis. In addition, you are honing and refining your analytical writing skills,
working on your prose, and practicing clear and effective communication of complex ideas.
The 500 word minimum—about 2 pages, double-spaced—is meant to indicate that I expect
more than simple “brainstorming”: these need to be developed pieces of writing and you need
to take some time to compose them, paying attention to your grammar, spelling, and logic.
You do NOT, however, need to have a thesis or a formal structure to your argument. Think of
them as halfway between formal (in syntax, style, and prose) and informal (in structure and
voice) writing.
You will conduct a close reading of the passage / text in which you analyze it in terms of:
1) style (features of word choice, diction, narrative articulation, syntactical variation for
prose; or technical analysis of rhyme, meter, rhythm; sound for poetry;
2) theme or concept (what ideas interest you in the passage and why; how are they connected
to the larger work;
3) historical or cultural context (how does the cultural or historical context amplify or inflect
your understanding of specific images, incidents, or characters).
You will be graded on a 25-point scale, which reflects the priorities for the assignment:
10 points for quality and vigor of analysis of text:
*essay cites the text directly and correctly
*essay argues directly from observations of the text
*essay recognizes complexity of development of concepts within a text
*essay does more than DESCRIBE the text; essay makes a CLAIM about the text
10 points for accuracy, vigor, and depth of understanding of context:
*essay refers specifically to a concrete cultural context, within a specific period
*essay cites relevant facts and information, and develops ideas from them.
*essay makes a substantial link between text and context.
5 points for clarity, vigor, eloquence, and structure in prose.
*prose style is comfortable, clear, precise, and free of grammatical error
*essay has a logical sequence of ideas, as well as a clear direction
*essay demonstrates command of citational norms (use Hacker for
reference/citation)
*essay uses literary vocabulary where pertinent
You may re-write any single posting for more points, but you must accompany the posting
with a clear prefatory statement that clarifies precisely what you did to elaborate, expand, or
develop the previous posting. The revision should do more than make superficial changes or
corrections (though it should do that), but should rather do the following: 1) re-think the
thesis, seeking to clarify or deepen the central claim; 2) re-order or re-structure the paper to
provide great coherence and clarity in the argument; 3) reconsider the evidence, including
augmenting the literary evidence through citation and discussion of other relevant passages
from the text; and 4) polish the style, attending to matters of syntax and diction to construct
your strongest and most engaging writing voice. The revision is due by the end of the unit in
which it was composed.
Analytical Papers (2 x 15%; 3-4 pp.)
At the end of each section of the course, you will write an analytical paper that takes a theme
or idea in two or more texts, and then develops a thesis about its importance in understanding
the texts and/or the cultural context in which the texts are enmeshed. You might choose to
compare two texts that share the same cultural or historical horizon, or you might choose to
compare two texts from different contexts, but in either event I will expect you to use your
understanding of the cultural and historical material of the class to inform your close reading
of the texts. I will also expect you to attend to subtle and nuanced similarities and differences,
developing your ideas with reference to the specific details of the texts’ style, structure,
thematic content, as well as those socio-political issues relevant to developing a convincing
thesis. I will distribute a list of possible topics, though I will also urge you to develop your
own ideas. Two weeks before the paper is due, you will post an online statement of topic, in
which you articulate the texts you will study, why you have chosen them, and what you plan
to do in your paper. One week before the paper is due, you will post an online thesis, with an
outline or draft paragraphs of your paper.
Each student will revise one of the two essays for a new grade based on my comments and
feedback. The new paper will be graded entirely on its on merits and replace the previous
grade. Failure to turn in a revised paper will result in an “F” for that assignment.
Dr. Kinch’s Grading Criteria
An “A” Paper:
*Demonstrates a confident command of the text.
*Employs comfortable, clear, and insightful prose.
*Has a structure that strongly supports a forceful thesis.
*Responds creatively or provocatively to the assignment.
*Develops evidence with eloquence, purpose, and point.
*Utilizes sources to advance ideas and documents sources properly in MLA form.
A “B” Paper:
*Demonstrates an adequate understanding of the text.
*Shows flashes of insight, not sustained throughout.
*Employs comfortable and clear prose.
*Has a structure that develops a limited thesis.
*Responds to the assignment accurately but with little flair or creativity.
*Develops evidence clearly, but without force.
*Utilizes sources to support ideas; has minor problems with MLA form.
A “C” Paper:
*Demonstrates an imperfect, incomplete or inaccurate understanding of the text.
*Employs grammatically correct but stylistically awkward prose.
*Has occasional moments of insight, with no clear development.
*Has an ineffective structure or fails to develop a clear thesis.
*Responds partially to the assignment.
*Lacks organization or development of evidence.
*Utilizes sources sporadically or ineffectively; has problems with MLA form.
A “D” Paper:
*Struggles with basic factual details in the text.
*Employs fragmentary, grammatically inconsistent, or jumbled prose.
*Reflects a misunderstanding of the assignment.
*Does not utilize sources; does not use MLA form.
An “F” Paper:
*Indicates a fundamental misunderstanding of the text.
*Employs fragmentary, grammatically inconsistent, or jumbled prose.
*Does not respond to the assignment.
Formal Requirements
This paper should be double-spaced; employ 12-point font; have 1” margins on all sides
except the top, which should be 1 1/2”; have a title page with a title, author’s name, course
name and number, and date you turn it in; be no less than four pages (1000 words) and no
more than six pages (1500 words).