Writing Course Review Form (9/21/12)
I. General Education Review – Writing Course
Dept/Program
Course #
Writing Studies –
Subject
Department of Applied
Arts and Sciences
Course Title
Introduction to Literature
LIT 110L
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor
(Alternating faculty)
Phone / Email
Program Chair
Dean
III. Type of request
Date
Contact: Mark Medvetz
7904
mark.medvetz@umonta
na.edu
Cathy Corr
Barry Good
New
One-time Only
Reason for new course, change or deletion
Change
Remove
IV Overview of the Course Purpose/ Description: Provide an introduction to the subject
matter and course content.
In LIT 110L we will explore a broad range of writing from poetry to drama, novels to
biography. Literature is art, escapism, truth, rhetoric, fiction, non-fiction, political, personal
and much more. It is a phenomenon that shapes culture and our understanding of the world. In
this course, we will explore literature and develop ways in which we can critically discuss it by
not just reading literature but actively engaging with it. We will discuss literary themes, terms
and concepts, challenging both our own and conventional understandings of literature.
As a literature course and in keeping with the general education requirements, this course is
designed to help students develop their reading, writing, and analytical skills as well as an
understanding of and appreciation for literature. We will read a wide range of literature
through a variety of relevant critical lenses, including historical, cultural, political, social and
aesthetic perspectives. Students will be asked to develop coherent critiques of literature both in
class and in your written work. As this course also fulfills the Writing Course requirement a
significant amount of time will be focused on the writing process and the use of writing in
developing critical evaluations of literature.
V Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Student learning outcomes :
Use writing to learn and synthesize new
concepts
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
While reading a text, students will examine
its literary components, both universal and
genre specific. To help students begin to
examine a text, they will use such writing
strategies as free writing, reader response, and
one-page informal responses to
specific prompts or as a follow-up to a class
discussion.
In addition, students will develop essential
strategies to write sustained responsive and
analytical papers as they read and analyze
from a variety of perspectives and contexts.
Upon completion of this course, students
should be able to:
• write a responsive paper after reading a
literary text
• construct and support a critical
interpretive response to a literary text
Each writing assignments in this course is
designed to encourage and help students
develop strategies to explore
and shape ideas as well as to construct
formal responsive papers.
Students will:
 Develop a clearly articulated and focused
response to selected readings
 Use evidence and logical reasoning in
support of a point of view
 Identify and consider alternative points of
view
All writing assignments will include
discussions of audience, purpose, and genre,
and how each element influences a writer’s
rhetorical choices.
Students will receive written feedback from
faculty and will have the opportunity to
discuss their written work during scheduled
writing conferences. Students are required to
revise at least one paper and encouraged to
revise all papers.
Find, evaluate, and use information
effectively and ethically (see
http://www.lib.umt.edu/informationliteracy/)
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.
What instructional methods will be used to teach
students to write for specific audiences, purposes,
and genres?
Students will be required to conduct
research for at least one short informal paper
and for the final paper.
Students will learn to find, evaluate, and use
information effectively and ethically.
Likewise, students will develop an analytical
model to investigate the construction of
information, such as the rhetorical, political,
and social forces that shape the making of
information.
Syllabus presents a complete list of
information-literacy outcomes.
While the course will build from the
rhetorical knowledge gained in WRIT
101, students will begin to develop a more
complex understanding of how to analyze
literature and how to write a formal
responsive paper. To do so, students will
begin to use the terms and strategies used in a
literary analysis.
Students are required to produce formal
writing assignments that adhere to the
appropriate standard writing conventions.
Yes
This course implements various instructional
methods that address audience, purpose, and
genre, including: classroom discussion,
assigned readings that both explain and model
appropriate writing conventions for the
various audiences, purposes and genres
encountered during the semester, and the
opportunity to engage appropriate audiences
and genres in both formal and informal
writing assignments.
Which written assignments will include revision in The Short Formal paper assignments include
response to instructor’s feedback?
revision. Revision is required for the first
paper and is strongly encouraged for the
second.
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
Short Informal papers (3) 1 page each
Short Formal paper (2) 3-4 pages each
Final Paper 6-9 pages
Informal Ungraded Assignments
Reader Response papers (roughly 1 in class
written response a week).
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
Paste syllabus here.
INTRODUCTION TO LITERATURE
LIT 110L-02C
AUTUMN 2012
Instructor: Jessica Dougherty-McMichael
Email: Jessica.Dougherty@mso.umt.edu
TR 2:10-3:30
Health and Business Building 14
Office: Missoula College Campus (MCC) Griz House 6/Writing Trailer
Mountain campus (MC) Corbin 251
Office Hours: MWF 10:10-11:50 (MCC), TR 10-10:50 (MC) & by appointment
COURSE DESCRIPTION
When we think of literature, we think of a broad range of writing from poetry to drama,
novels to biography. Literature is art, escapism, truth, rhetoric, fiction, non-fiction,
political, personal and much more. It is a phenomenon that shapes culture and our
understanding of the world. In this course, we will explore literature and develop ways in
which we can critically discuss it by not just reading literature but actively engaging with
it. We will discuss literary themes, terms and concepts, challenging both our own and
conventional understandings of literature.
COURSE OBJECTIVES AND GOALS
As a literature course and in keeping with the general education requirements, this course
is designed to help you develop your analytical skills as well as an understanding of and
appreciation for literature. We will read a wide range of literature through a variety of
relevant critical lenses, including historical, cultural, political, social and aesthetic
perspectives. You will be asked to develop coherent critiques of literature both in class
and in your written work. As this course also fulfills the Writing Course requirement a
significant amount of time will be focused on the writing process and the use of writing
in developing critical evaluations of literature. We will focus on developing the
following areas:
 Use writing to learn and synthesize new concepts
 Formulate and express opinions and ideas in writing
 Compose written documents that are appropriate for a given audience or
purpose
 Revise written work based on constructive feedback
 Find, evaluate, and use information effectively


Begin to use discipline-specific writing conventions
Demonstrate appropriate English language usage
INFORMATION LITERACY AND OUTCOMES
As we explore literature we will engage in a semester-long discussion of information
production. We will consider how to find and utilize information effectively and
ethically and we will analyze how information is made – what rhetorical, political, and
social forces influence the construction of information. We will also consider the
construction of information specific to the discussion of literary works. You will be
required to conduct library research for your final paper.
Information Literacy Outcomes
By the end of the semester, students should be able to:
 Define and articulate the need for information
 Access needed information effectively and efficiently
 Evaluate information and its sources critically and incorporate selected
information into an individual knowledge base and value system
 Use information effectively, as an individual or as a member of a group, to
accomplish a specific purpose
 Understand many of the economic, legal, and social issues surrounding the use of
information and access and use information ethically and legal
REQUIRED TEXTS
The Norton Introduction to Literature Shorter 10th Edition Eds. Alison Booth and Kelly
Mays ISBN 9780393935141
All other readings will be available on Moodle or as a handout.
GRADING AND COURSEWORK
CLASS PARTICIPATION: Central to any literature course is classroom discussion. Our own
readings are informed and enhanced through critical and thoughtful discussion with
others. As such, participation and attendance cannot be stressed enough. You are
allowed 2 absences. Further absences will result in a 5% deduction from your grade per
absence. If you have any extenuating circumstances such as significant illness or
emergency that will affect your attendance please inform me and arrangements can be
made. Frequent late arrivals and early departures will count against the participation
grade as will the use of any messaging device during class. Participation also includes
bringing the relevant text(s) to class and being prepared for discussions, workshops, etc.
The participation grade includes occasional reading response papers, writing
conferences, workshops, as well as general participation during class and small group
discussions. 5% of grade
SHORT INFORMAL PAPER: In addition to in class reader response papers you will write
three short informal response papers (about 1 page/250-300 words) on an assigned topic.
While these papers will be graded either pass or fail, they are expected to be typed and
follow the standard paper format. 15% of grade
SHORT PAPER: There are 2 short paper assignments due during the semester. These
papers will be analytic arguments and will address questions and issues highlighted in the
course. Each paper will be 3-4 pages (850-1100 words) in length. You are required to
revise the first paper and are encouraged to revise the other paper by the end of the
semester. 20% of grade
FINAL PAPER: The final paper is an analytic argument focused on a text (or texts) and the
wider context. 6-9 pages (1600-2400 words) in length. This paper requires a minimum of
two outside sources. 20% of grade
POETRY ALBUM PRESENTATION: As part of the Poetry unit you will present on one of the
Poetry Albums in the Norton Anthology. The presentation will be a group project and
should be around 10 minutes long. 5% of grade
MID-TERM EXAM: This exam will cover all reading up to the exam date. It will consist of
short answer, identification and essay questions. 15% of grade
FINAL EXAM: The final exam will cover all reading in the course. It will consist of short
answer, identification and essay questions. 20% of grade
Participation and reading response papers
3 Short informal papers (1 page/each/ 250-300words)
2 Short formal papers (3-4 pages/each/850-1100 words)
1 Final paper (6-9 pages/1600-2400 words)
Poetry Album Presentation
Mid-Term exam
Final exam
5%
15%
20%
20%
5%
15%
20%
PLAGIARISM AND ACADEMIC HONESTY
Plagiarism is unacceptable in this class and at the university. According to University
policy:
Plagiarism is the representing of another's work as one's own. It is a particularly
intolerable offense in the academic community and is strictly forbidden. Students
who plagiarize may fail the course and may be remanded to Academic Court for
possible suspension or expulsion. […]
Students must always be very careful to acknowledge any kind of borrowing that
is included in their work. This means not only borrowed wording but also ideas.
Acknowledgment of whatever is not one's own original work is the proper and
honest use of sources. Failure to acknowledge whatever is not one's own original
work is plagiarism. http://www.umt.edu/catalog/academic/policy.htm
OTHER CONSIDERATIONS
In keeping with University policy please remember –
Students with disabilities may request reasonable modifications by contacting
me. The University of Montana assures equal access to instruction through
collaboration between students with disabilities, instructors, and Disability
Services for Students (DSS). “Reasonable” means the University permits no
fundamental alterations of academic standards or retroactive modifications. For
more information, please consult http://www.umt.edu/disability.
WEEK ONE – INTRODUCTION TO LITERATURE
8/28 “Introduction”
8/30
“Fiction: Reading, Responding, Writing”
“Happy Endings”
WEEK TWO – SHORT STORY
9/4
“Plot”
“Roman Fever”
“Writing About Literature”
9/6
“Narration and Point of View”
“The Cask of Amontillado”
“Girl”
“The Elements of the Essay”
WEEK THREE
9/11 “Character”
“The Management of Grief”
“The Writing Process”
9/13
“Setting”
“The Lady with the Dog”
“Quotation, Citation, and Documentation”
WEEK FOUR
9/18 “Symbol and Figurative Language”
“The Thing in the Forest”
9/20
“Theme”
“Sonny’s Blues”
WEEK FIVE
9/25 “Cultural and Historical Contexts”
“The Yellow Wallpaper”
1-9
12-49
Moodle
50-58
85-94
1755-1758
96-101
101-105
116-117
1759-1767
119-126
559-570
1768-1780
163-169
169-180
1797-1808
208-213
224-238
251-254
63-85
347-352
379-387
354-365
9/27
“The Garden of the Forking Paths”
Workshop Paper 1
WEEK SIX – POETRY
10/2 “Reading Poetry”
“Responding to Poems”
“Describing the Poem”
“Reading the Poem”
Paper 1 Due
10/4
“Theme and Tone”
“Barbie Doll”
“Ode to a Nightingale”
WEEK SEVEN
10/9 “Speaker”
“We Real Cool”
“I celebrate myself, and sing myself”
“My Last Duchess”
Midterm Review
463-469
618-636
626-629
MOODLE
MOODLE 20-22, 29
651-662
652
1031-1033
672-682
684-885
686
1009-1010
10/11 Midterm Exam
WEEK EIGHT
10/16 “Situation and Setting”
“Morning Song”
“Kubla Khan”
700-719
720-721
1010-1011
10/18 No Class – Writing Conferences, Schedule TBA
WEEK NINE
10/23 “Language”
“The Red Wheelbarrow”
“Kind of Blue”
“Dulce et Decorum Est”
730-768
739-740
750-751
759-760
10/25 “The Sounds of Poetry”
“Daddy”
“Digging”
773-783
983-985
1027-1028
WEEK TEN
10/30 “Internal Structure”
“The Wind begun to knead the Grass”
“External Form”
“Sestina”
“On the Sonnet”
801-812
814
824-846
829-830
835-836
“In an Artist’s Studio”
840
“My mistress’ eyes are nothing like the sun” 842
“l(a)”
844
Paper 1 Revision Due
11/1
“Literary Tradition as Context”
“Not marble, nor gilded monuments”
“Not only marble, but the plastic toys”
“This is just to say”
“Variations on a Theme by William Carlos
Williams”
“Litany in Time of Plague”
“Time of Plague”
909-934
913
MOODLE
740
918
MOODLE
653-654
WEEK ELEVEN
11/6 No Class – Election Day
11/8
“Cultural and Historical Contexts: Harlem Renaissance”
947-956
“Yet Do I Marvel”
957
“I, Too”
961
“Sonnet to a Negro in Harlem”
962
“The Harlem Dancer”
963-964
From The New Negro
966-970
“How it Feels to Be Colored Me”
975-977
From The Big Sea
978-981
Workshop Paper 2
WEEK TWELVE – DRAMA
11/13 “Drama: Reading, Responding, Writing”
“Responding to Drama”
“Writing about Drama”
“Trifles”
“A Jury of Her Peers”
Paper 2 Due
1070-1073
1112-1118
1119
1073-1082
365-379
11/15 Antigone
“Elements of Drama”
1490-1523
1125-1135
WEEK THIRTEEN
11/20 Antigone
“Critical Contexts”
“The Research Essay”
1524-1538
1781-1796
11/22 No Class – Thanksgiving
WEEK FOURTEEN
11/27 The Cherry Orchard
1547-1567
11/29 The Cherry Orchard
1567-1583
WEEK FIFTEEN
12/4 “Act Without Words I”
1404-1407
12/6
Final Paper Workshop
Review for Final Exam
Short Paper Revisions due
WEEK SIXTEEN
12/13 (Thursday) Final Exam 3:20-5:20
DETAILED WRITTEN ASSIGNMENT DESCRIPTIONS
SHORT INFORMAL PAPER
Each of these 3 short informal papers (5% of the course grade) are required to be 1 page
in length and are expected to be typed and follow standard MLA conventions.
Paper 1
For your first short informal paper I want you to explore and respond to one aspect (plot,
narrator, character, setting, symbol) of one of the stories we have/or will read for the
semester. How does this aspect move the story? That is, how does it help the story work?
What does it add to the story? Be sure to quote from the story and show me how it works.
Paper 2
Explore the historical/cultural context of one of the poems from this week’s reading.
How does the poem reflect and/or challenge the social norms of its historical moment?
Paper 3
Choose one critical essay on Antigone and engage the essay in a discussion. Do you
agree/disagree with the critic? Why? How does your reading of the play
support/challenge the critic’s reading?
SHORT PAPER
These two short papers are close readings and analytic arguments that address questions
and issues highlighted in the course. Each paper is 3-4 pages and follows standard MLA
conventions. The first paper will be revised and a revision of the second paper is
encouraged.
We spend a significant amount of time in class discussing readings from The Norton
Introduction to Literature that explore literary analysis and provide student examples of
the genre prior to and during the writing assignments.
Paper 1
For the first paper select one story from the course and use two of the components of
literature that we have addressed in class (plot, narration/point of view, character, setting,
and/or symbol/figurative language) to discuss how the text works.
Remember this is an analytic argument, not a summary.
Paper 2
Literature, whether fiction, poetry or drama, participates in larger conversations that
explore humanity, art, politics, the private life, grief, joy, redemption, failure, conflict,
reconciliation, and such. In this paper look at two works from the course (this can be any
combination of short story, novella/memoir, and/or poetry - so two short stories, two
poems, a short story and poem, novella/memoir and short story or novella/memoir and
poem) and develop an analytic argument that focuses on the significances in
differences/similarities between the two pieces. Keep in mind that as a comparative
essay there should be enough similarities between the pieces to make a coherent
argument. You only have 3-4 pages so stay focused, it may help to address only a few
aspects of the text (character, speaker, tone, structure, etc.). One way to go about this
paper would be to address two works by the same author; this is limited by the available
material in the course but could be useful for the poetry section. This type of
comparative work may also prove interesting in regards to the poems you have read for
the Poetry Album presentation.
FINAL PAPER
The final paper is an analytic argument focused on a text(s) from the course and its wider
context. This paper requires library research and engages multiple outside sources. It is
6-9 pages and follows standard MLA conventions.
Students are allowed to choose from the following topics:
Paper Topic 1
Literature is written in response to and/or as a part of specific historical and cultural
contexts. Addressing a text from the course analyze how the work interacts with or is
affected by the historical/cultural context. This paper requires at least 2 outside sources.
Remember this is still an analytic argument and should remain grounded in the text.
Paper Topic 2
One way to understand literature is reading what others have written and articulating our
own understanding of the work in relation to the critic’s understanding. This type of
argument is most effective if your own reading either contradicts the critic or your
reading modifies the critic’s reading. In this paper address critical readings (2 outside
sources) of one of the texts we have read for the course. Remember this is still an analytic
argument and should remain grounded in the text.
Paper Topic 3
For this paper combine historical/cultural context with the critical context. Address at
least one historical/critical source and at least one critical source. Remember this is still
an analytic argument and should remain grounded in the text.
Criteria for Evaluation
Characteristics of A Writing
o Has a clear purpose that is well-developed and maintained throughout the text;
reader is convinced by the writer’s logic, examples and choices of evidence that
fairly represent the subject
o Describes the complexity and significance of the analysis with specific detail that
demonstrates engagement with significant ideas, advanced thought, and
awareness of the relation of the issue to the larger problems within literature
o Introduction paragraph makes the direction of the essay clear and captures the
attention of the intended audience. Conclusion paragraph draws conclusions
about the points made in the essay rather than merely summarizing; seals the
audience’s sense of organization and order
o Creates focused paragraphs that further the analysis through direct referral to
thesis and strong topic sentences
o Uses source material masterfully to support writer’s own argument; makes
connections among sources
o Develops overall depth of argument, rhetorical and source analysis, and
exposition of information throughout – any digressions are valid and ambiguities
are deliberate
o Creates focused and well-developed paragraphs with no transition problems; the
order, sequence, or organization of main and sub-ideas works well to achieve the
writer’s purpose
o Makes rhetorical choices that are consistently and regularly targeted towards the
audience; all technical language (jargon) is appropriately defined and employed
o Convinces and consistently appeals to a specific audience through strong, clear,
confident voice
o Demonstrates clear command of style, mechanics, complex sentence patterns, and
eloquent word choices
Characteristics of B writing
o Shows an individual mind at productive work, engaging with significant ideas and
issues – there is evidence of engagement with significant ideas and issues and the
writer uses writing as discovery about the self and the world
o Has a purpose that is clearly stated and maintained throughout the text
o Describes the complexity and significance of the analysis with specific detail
o Maintains overall clarity of argument, analysis, and exposition of information,
though there may be occasional digressions, ambiguity, irrelevance
o Has very few lapses in sense of audience and some rhetorical choices clearly
appeal to that audience
o Uses close reading, research, and evidence in ways that help the writer’s purpose;
employs direct and indirect quotations
o Clarifies argument and/or considers ambiguities in the argument through
rhetorical analysis and definition
o Creates focused paragraphs with topic sentences, but may still need more
development or transitions
o Introduction paragraph makes the direction of the essay clear; conclusion
paragraph draws conclusions about the points made in the essay rather than
merely summarizing and repeating the essay’s main points
o Arranges ideas in an organization that follows purpose
o Follows the conventions of edited English well with few errors; some complex
sentence structures and advanced punctuation correctly used
Characteristics of C writing
o Fulfills the assignment task as described; meets page and format requirements
o Offers an analysis that is both significant and problematic
o Is the product of an individual mind at work; the identity of the writer is felt in the
text
o Has a sense of direction/purpose but may need clearer statement, verbal cues, or
more focus
o Makes main ideas and sub-ideas evident but may need further development
o Demonstrates audience awareness and some audience accommodation
o Shows paragraph unity (in single paragraph and between paragraph) but may need
more visual and verbal cues (transitions, topic sentences, statements linking
paragraph ideas to thesis or linking sources to writer’s ideas)
o Employs some rhetorical analysis such as defining key terms or considering
meanings of words in the argument
o Introduction paragraph gives the audience some idea of the essay’s direction;
conclusion paragraph wraps up the essay, giving some indication of the issue’s
context and importance
o Organizes and arranges similar information together; research and examples are
relevant to the argument
o Exhibits beginning control of register, diction, and voice; text is written with
appropriate language choices for the subject matter and audience but may
occasionally use slang or jargon
o Shows consistently accurate control of basic sentence structure, except for the
most ambitious forms; very few fragments, run-ons, comma splices; essay has
been spellchecked for accuracy
o Has sources cited in text and in bibliography but needs more citation or correct
format
Characteristics of D writing
o Does not take a clear stance or adequately identify an issue
o Uncritically summarizes sources and/or relies on vague or unsupported
generalizations
o Does not fully engage the abilities of the audience
o No single argument runs through the paper
o Ideas are stated but not developed with details, examples, and discussion
o Outside sources, if used at all, are not clearly introduced or integrated. It is
difficult to distinguish the writer’s ideas from the source’s ideas; sources are not
clearly cited or misused
o The thesis is overly general, missing or unclear
o Paragraphs are poorly constructed, unrelated and/or repetitive. Transitions are
weak, ineffective, or missing
o The introduction and conclusion are overly general, underdeveloped, missing or
misleading
o Sentence problems impede effective communication. Sentences are choppy, basic
or repetitive