Course Syllabus Spring 2016
Alonzo and Tracy Mourning Senior High / FIU Dual Enrollment
ENL 2022 – Survey of British Literature II
Instructor: Michael Portnoy Room: 325
Office Hours: 9:30 – 10:30 MTF and by appointment
E-mail: mportnoy@dadeschools.net Phone: 305 919-2000
Course Description:
British Literature II covers the periods of the late 17th Century to the present including
the Restoration, the “long” 18th Century, the Victorian period and highlighting the genres
of Realism, Romanticism, Modernism, Post-Colonialism, and Postmodernism As a result,
this course has two primary objectives: (1) to provide students with a general overview
of the most significant figures in British literature during this period; and (2) to give
students a basic understanding of the historical and cultural events that affected the
literature of this period. Students will practice active and critical reading as they analyze
the works of writers, poets and filmmakers. They will situate their analysis of the texts in
historical and intercultural context and focus on how context shapes a writer’s choice of
structure, style, appeals, and even content. Such critical awareness will be put into
practice as students write and research their own arguments.
Course Goals:
This course will enable students to continue to focus on the process of writing and on
writing in response to literary texts and contexts. In ENL 2022, students will also
consider the cultural context in which these works were generated. Our goal will be to
gain a deeper knowledge of the literary tradition we inherit, a tradition that both informs
and antagonizes our present day literary tradition production and literary study.
UCC Goals. AML 2020 Survey of American Literature II is a Humanities with Writing
course in the University Core Curriculum. Specifically, the course fulfills requirements
that students:
1.1 Show critical reading and writing skills
1.2 Analyze primary and secondary texts both orally and in writing
1.3 Use writing as a tool for inquiry into personal, social, historical, cultural and other
themes and topics within the humanities
1.4 Complete an intensive writing course of assignments demonstrating college level
skills
UCC Goals specific to literature and composition. Students will demonstrate ability to
conduct:
2.1 Close reading of texts from several critical approaches; including, formalist,
biographical, cultural, historical, gender, and other
2.2 Refined research strategies, adaptation of thesis statements, and shaped written
responses in light of chosen critical approaches; applications in a wider global
context to student writing
2.3 Examinations of text from the standpoint of a given genre’s elements and
conventions as they represent a broader human strategy for finding meaning and
pursuing universal goals.
Course Outcomes:
This course will enable the student to improve his or her expository writing skills by
requiring the student to demonstrate critical thinking, organization, and analysis in
reading texts, in written essays, and in class discussion. The purpose of this course is to
teach you how to:
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Demonstrate an operational definition of ‘text’ as interpretive space
Analyze literary texts focusing on the writer’s voice and discuss how the writer
responds to historical, cultural, gender, and other contexts
Write extended arguments, effectively analyzing personal perspective in relation
to author and text; consider context and use appropriate argumentative structure to
communicate an understanding of difference and commonality in literature
Examine literary texts as products of migration, colonization, and diasporas; apply
research pertaining to dynamic change in populations and ideas
Write extended, research-based MLA-style essays that exhibit a broader
interpretive literacy of issues, ideas, and systems in international literature
Respond effectively in writing to various rhetorical situations by engaging in a
full writing process (invention, drafting, revising, and editing)
Effectively use sources in writing, synthesizing others’ ideas with and properly
documenting sources, including peer reviewed sources
Read actively and critically
Appreciate creative, logical, and effective writing and rhetoric.
Required Texts:
Moll Flanders – Daniel Defoe
Persuasion – Jane Austen
Great Expectations -- Charles Dickens
Return of the Native – Thomas Hardy
The Importance of Being Earnest – Oscar Wilde
Heart of Darkness – Joseph Conrad
Mrs. Dalloway – Virginia Woolf
White Teeth – Zadie Smith
Never Let Me Go – Kazuo Ishiguro
Recommended Text:
The Everyday Writer Lunsford
Week of
Texts and Readings____________________________
Jan 26
17th century poetry
Marvell/ Herrick/Dryden
Feb 2
Moll Flanders --Defoe
Feb 9
Moll Flanders --Defoe
1st Close reading assignment due
Feb16
Persuasion -- Austen
Feb 23
Persuasion -- Austen
Mar 1
Great Expectations -- Dickens
Mar 8
Great Expectations -- Dickens
1st Longer Researched Paper Due
Mar 15
Romantic Poetry
Blake, Burns, Wordsworth, Byron, Shelley
Mid term exam – in class writing on the bloc day
Mar 22
Spring Break
Mar 29
Return of the Native – Thomas Hardy
Apr 5
Return of the Native – Thomas Hardy
Apr 12
Importance Of Being Earnest – Oscar Wilde
2nd Close reading paper due
Apr 19
Heart of Darkness – Joseph Conrad
Apr 26
20th Century Poetry
Yeats, Auden, Thomas, Eliot
May 3
Mrs. Dalloway – Virginia Woolf
May 10
Political Essays
Orwell, Woolf
May 17
White Teeth – Zadie Smith
2nd Longer Researched Paper Due
May 24
White Teeth – Zadie Smith
May 31
Jun 7
Never Let Me Go – Kazuo Ishiguro
Never Let Me Go – Kazuo Ishiguro
Final Exam -- in class writing on the bloc day
Final grade breakdown
20% Midterm and Final
40% 2 Researched Essays
10% Reading and vocabulary journal, quizzes
10% shorter close reading, critical/rhetorical analysis Essays and assignments
20% Annotated Bibliography and Presentation
10% Class Participation & Attendance
Class Policies and Procedures
Supplies
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Highlighters, blue or black pens, #2 pencils, colored pencils or markers
A three-ring notebook with college ruled notebook paper and dividers. Please
bring a notebook, paper, and pens/pencils to class everyday. Some days might
require note taking or in class writing.
Mini post-it note flags for highlighting
A composition notebook to use as a reading journal.
Flash drives for on-line research and Presentations
Access to a computer and a printer
Text(s) as required
Course Requirements:
The student is expected to:
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Submit all assignments on time. No work will be accepted late unless the absence
is excused. Make-up work for tests, quizzes, and writing assignments must be
completed within two days of the absence before school or during lunch. It is the
student’s responsibility to inform the teacher of what work is needed and schedule
a time to complete the work or turn it in within the allotted time. Please check
Edmodo.com for the assignments and class work you missed.
Respond in a thoughtful and responsible manner during all class discussions and
informal writings.
Be in your assigned seat when the bell rings, ready to work, and remain in your
assigned seat during class time. The teacher will dismiss the class NOT the bell.
Actively read and annotate all literary texts assigned
Write all assignments legibly in blue or black ink
Edit, polish, and type all final drafts. Size 12 font should be used.
Possess a strong command of the conventions of English grammar.
Respect the opinions and scholarship of others.
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Submit original work. Cheating will NOT be tolerated. Academic integrity is
extremely important. Cheating will result in a referral and Academic disciplinary
action
Follow all school rules, the dress code, and the Dade County Public Schools Code
of Student Conduct.
Cell Phones/mp3 Players/Tablet Computers should be off and put away if not
being used as part of classwork. Failure to comply or to not put them away
when asked to do so will result in failing class participation grade for the day.
Attendance and Tardiness
Be on time. Please be in your seat and ready to work when the bell rings. We have a
great deal of material to cover in this course and it is discourteous to your instructor and
classmates to make us wait for you to begin. Excessive student tardiness will result in
disciplinary action including detention followed by parent contact and administrative
referral.
Many of you will have sport, club, academic, and family commitments this year. Please
make attending this class a priority. I will not be signing permission slips for college
visits or club activities. If you miss class for these reasons, I will not allow make up
work. Daily participation grades depend on your being here and being an active
participant in the class. On school required field trips or sports absences you are still
required to that day’s bellringer assignment plus one extra to make up for the class
discussion missed to received credit. In order to get the most out of this course and to do
your best work will require your attendance. Any class work you miss must be completed
within two days. If you are out for an extended time, email me to get your assignments.
Conduct
While this class is for college credit, you are still high school students and we will follow
all of Mourning Sr. High’s rules for class conduct. I want our class to be a place where
you will feel free to discuss and interpret these texts on a higher and more intense level
then you are used to, so common courtesy and professional behavior will be expected.
All students will be required to participate and add to class discussion. We will listen to
each other’s ideas politely during discussion sessions and rudeness will not be tolerated.
If you are made to feel uncomfortable during these class discussions or by another
student at any time, please see me.
Cell phones, iPods, and other electronic devices are being allowed in school as part
of the academic experience of the class. Make sure these devices are off and put
away during class if not being used for classwork. Parents can always reach you
through the attendance office in case of emergency. Do not take calls from work or
parents during this class. I know some of you have access to Kindles and other ereaders and can find the reading materials there, but because you will be annotating so
much of what you will be reading I think traditional texts will be more beneficial.
Come to class prepared. Have your texts and materials with you. Make sure to have
completed the assigned reading or written work with you.
Bathroom passes will given be at my discretion and will be limited if abused.
Researched Presentation Topics
In this class, you will be responsible for creating an annotated bibliography of your
research and presenting a 5 – 10 minute class presentation covering a subject relating to
the readings covered in this course. Due dates and presentation topics will be handed out
later but will include topics of your choosing inspired by your readings illustrating an
important fact, explaining a historical event, or illuminating a confusing detail from the
readings or films. Make sure your cell phones and pagers are off and silent during
presentations. It is simply a matter of common courtesy. If your phone goes off
interrupting a classmate’s presentation, I will fail you for the assignment.
Reading/Vocabulary Log Assignment
Some students find they have trouble articulating in class their interpretations of the
readings. To combat this difficulty, I am requiring you to keep a reading log. In this
journal, you should write down--in complete sentences--your reflective responses and
critical reactions to the reading assignments. Do not write simple summaries or
unexplored evaluations of what you have read. You can turn these short one-page
responses into your larger analytical, critical, or rhetorical writing projects. In this log and
in the margins of your texts, you should make room to define any words that are
unfamiliar or new to you. Only complete logs with an entry for each reading and with
enough vocabulary—at least ten (10) words per week's reading—will receive credit. The
reading log will be checked periodically throughout the course and the complete journal
will be due at the end of the semester.
Homework and Classwork
From time to time you will be asked to prepare some reading for class or written analysis
to share with the group. You might also be asked to bring drafts of larger assignments for
peer editing. Failure to be prepared or complete these assignments or participate in peer
editing sessions will result in failing grades.
Paper Requirements
All major papers and prepared assignments must be typed, double-spaced, meet the
assigned length requirement and STAPLED using correct MLA style and documentation
standards on white 8½ x 11 typing or computer paper. Using either under or oversized
fonts, cover sheets, creative margins, or barely visible ink on your papers will be to your
disadvantage because I will not accept them. On In-class writings and other handwritten
work, I will not accept work that is illegible or inordinately sloppy. If you know that your
handwriting is difficult to read, make an extra effort. As the writing projects are assigned
I will provide you with detailed assignment sheets that explain what I will be looking for
in each particular essay.
Handwritten assignments should only be written in blue or black ink and on white,
college ruled paper. Art projects and participatory assignments will be graded on effort
so do not be afraid to do your best regardless of artistic ability. Non-participation will
result in zeroes. Late work will lose a letter grade for each day late.
Make sure to have duplicate copies of all your longer work. Be sure your files are
safely backed up. If a paper does get accidentally lost, it is your responsibility to produce
a second copy quickly.
Academic Help - The On-Line Writing Lab
Do not be afraid to use the campus-writing center. They offer invaluable aid and are the
only form of legal academic help on campus. The OWL--On-line Writing Lab—can be
found at: http://w3.fiu.edu/enc/OWL.htm, and the web page for the ENC composition
courses is at: http://w3.fiu.edu/enc/ . These websites include a wealth of writing help as
well as a Student Handbook which lists our classroom policies. Remember, the writing
center is not a proofreading shop. They are there to help you work on specific concerns
and problems with your writing and assignments. Go there prepared.
Academic Honesty Policy
Plagiarism, whether intentional or accidental, will result in your receiving a failing
grade on the assignment. Representing the work of others as your own, receiving
unauthorized academic help, buying papers off the Internet, or allowing someone
else to write your paper constitutes plagiarism. All cases of plagiarism will be
handed over to the administration and FIU for disciplinary action.
Copying homework constitutes cheating and will not be tolerated.
Edmodo.com
We will be using Edmodo.com as way to keep in contact during the school year. The
summer group will be archived. You need to join the group for your corresponding class
period. After registering, please join your period’s group with one of the following
access code:
You will need to periodically print out reading material or class assignments from the
edmodo site.
Grading Policy:
Because this is an FIU course we will be using their grading scale. Academic grades will
be determined by averaging letter grades and some assignments are weighted more
heavily than others. Credit checks will be given for some assignments. Every four checks
will equal one A. In general, pop quizzes, class assignments and homework are worth one
letter grade; informal essays and presentations are worth two letter grades; written exams
and formal essays are worth three to four letter grades and projects will be weighted
individually (usually three-six). A student must earn at least the minimum exact
average to earn the corresponding letter grade. Out of fairness to all students, no
exceptions will be made.
Grading scale:
100-95 = A / 94-90 = A89-87 = B+ / 86-84 = B / 83-80 = B79-77 = C+ / 76-74 = C / 73-70 = C69-67 = D+ / 66-64 = D / 63-60 = D59- below = F
MDCPS:
A
4.00-3.50
B
3.49-2.50
C
2.49-1.50
D
1.49-1.00
F
.99- .00
Effort:
1-Outstanding
2-Satisfactory
3-Insufficient
You are doing something extraordinary by talking college level work while still in high
school and I want you to succeed. I will work with you if you are having difficulty with
the material or the texts. You need to come to me early if you are having a problem,
not at the end of the grading period.
I reserve the right to make changes to this syllabus, including changes in reading
assignments, due dates, and paper lengths.
Student Name ___________________________________________
Please read and sign below, indicating your agreement with the syllabus:
I have read the class syllabus thoroughly, and I understand it to be a contract for my year in this class. I
understand the expectations that my teacher has for me, behavior-wise and academically, and I will meet
them or accept the consequences.
Student Signature: _________________________________________________________________
I have read this class syllabus thoroughly, and I understand it to be a contract for my son or daughter’s year
in this class. I will do everything that I can to encourage him/her to follow the rules and perform to the best
of his/her ability so that he/she can succeed in this class.
Parent/Guardian Signature: _________________________________________________________
Please provide the following contact info:
Parent/Guardian Email(s): ____________________________________________________________
Home Phone: ______________________________________________________________________
The best way to get in touch with a parent/legal guardian is to (please circle one):
Email____________________________________ Home Phone __________________________
Other_____________________________
Please return by Friday,
Jan 23 at the beginning of class.