ENWR 106:BJ
College Writing II: Writing and Literary Study
Spring 2015
Online
Professor Sarah Ghoshal
ghoshals@mail.montclair.edu
Dickson 134
Office Hours:
 Tues/Fri 11:30 am – 12:30 pm
 Remote by Appointment
Websites
Canvas: https://montclair.instructure.com/
First Year Writing: http://www.montclair.edu/writing/firstyearwriting
Center for Writing Excellence: http://www.montclair.edu/cwe
Course Description
This is both a writing course and a literature course. As a writing course, the course aims
to improve your abilities to write well and to develop thoughtful, focused, analytical
essays. As a literature course, this course aims to develop your abilities in responding to,
interpreting and analyzing complex literary works and to appreciate these works as both
art and as representation.
Much of what you learned in 105 will help you here and some of the work here will seem
familiar because of it. You will write multiple drafts, give and receive peer critique, and
carefully edit and revise your formal work. You will further develop your abilities to cite
and incorporate others' work and you will learn some of the methods that college students
use to write about literature. As a literature course, we will not only develop our abilities to
interpret--to making meaning of--literary texts, but we will also think and write about the
context in which literary texts are written and read. In particular, we will consider the
social, cultural, historical and political contexts that bear upon the production--the writing,
publishing and disseminating--and reception of literary texts. Finally we will ask basic
questions about the role of literature: How does it function in individuals' lives? How does
it function in school? And perhaps most importantly, how does it function in the culture at
large?
Being an online course, we need to be extra-diligent, attentive, responsible, and active in
our relation to the course material and activities so that we can build on our writing
processes of central claim, development, analysis, organization and clarity of prose
developed in ENWR 105, but also build a sense of community in which we can actively
explore our ideas and take advantage of the fact that we will all be coming from different
backgrounds and interests. As will be apparent, an online course requires us to take on
much more responsibility for our connection and engagement with the material and fellow
classmates for a powerful learning experience. Going above and beyond the basic
requirements in terms of communication and interaction is expected in order to receive a
strong grade. Please take a look at the front matter MSU pages of the MSU edition of Diana
Hacker's A Writer's Reference (especially pages MSU-16-20) as well as the First-Year
Writing website (Links to an external site) for more a more detailed overview of our course
and the First-Year Writing Program.
Texts
We are using an eBook for this course which you must purchase through the university bookstore
(you will be purchasing an access code). It is your responsibility to make sure you have access to
this book. Although the literature included within may be available online, I cannot guarantee that
the other material – critical study, theory, literary instruction – will be available outside of this book.
I chose to create an eBook to save you the cost of having to pay $90 for a large, print anthology.
Please take advantage; it’s very convenient.
The book is called “Readings for Writers.” You can find in the bookstore under our course name
and section number.
In addition to the eBook, any supplemental readings or handouts will be provided and posted on
Canvas.
Online Assignments and Requirements
Because this online course must be equivalent to taking the course traditionally, you will have work
due on two days each week – Monday and Thursday. This does not mean you have to be online at a
specific time, but it does mean that by 11:59 pm on Monday and 11:59 pm on Thursday each week,
you will have work due. Please make sure to plan accordingly and finish work early if necessary in
terms of your own personal schedule. Individual and independent time management is a big part of
taking an online course successfully.
Each week you will have to complete some of the following:
And don’t worry! I will always send an email on Sunday evening or Monday morning outlining the week’s work.



Discussions: Discussions are a very important part of this class, as they take the place of
face-to-face conversations.
o Every Monday (aside from Mondays when a final draft is in the works), you
will need to post an initial response to a discussion question. This post should be at
least 500 words long. You may also post it as a media file by clicking on the
“record/upload media” button. However, you must make sure this response is
substantial as well.
o Each week, you will have from Tuesday to Sunday to post three responses to
classmates or to posts I have inserted into that week’s discussion. These responses
should be at least 250 words long each.
Reading Responses: When asked to do so, you will respond to a given reading in at least
500 words. You will do so in terms of analysis and literary elements, not personal opinion.
Collaborations Each week assignments will vary. They could be any of the following
(all are listed on the syllabus schedule).

o Wiki Pages: Contribute to the wiki page for the current unit. What kind of
contribution you post will be specified on the syllabus schedule. It should
speak to the discussions in class and/or the research you are doing for that unit’s
essay.
o Twitter: Each student will be required to follow me on Twitter and, if you do not
have one already, create a Twitter account. Any time a Twitter “conversation” is
assigned, you will respond to a question I post on Twitter with the hashtag
#ENWR106. You will do so in 140 characters or less and respond to two of your
classmates by Monday.
o Peer Review: If a peer review is assigned, you will complete it in small groups that I
assign. You can access small groups by clicking on “people” and then “view user
groups.”
Essay Work: Some assignments will be specific to the essay for the given unit.
o Annotated Bilbiography/Research: For help with finding sources to back up your
ideas
o Process Blog: This blog entry will serve as the first draft for each essay, helping you
to come up with ideas and develop a central claim and effective subtopics. For each
process blog, you will be put into small groups and will offer each other feedback.
(See how to access small groups under “Peer Review” above). Process blogs must be
posted in two places: 1) Your small group; 2) Assignments.
o Mid-Process Draft: An essay created from the work you have done on your process
blog.
o Final Draft
Bi-Weekly Large Group Sessions
Every other Thursday, starting on 1/29, at 11:00 am, I will hold a large group session using the
Conferences tab on Canvas. I will invite you all via email. You will choose whether or not to attend.
Questions will be answered at these sessions and if I feel important information has been
disseminated, I will post a recording to Canvas. If you miss it, it is your responsibility to access the
recorded session.
Expected Course Outcomes
By the end of this course, you will be able:
 To write clearly focused, interpretive, analytical essays about literary works, based
on textual evidence
 To continue to develop, through practice, techniques that promote good writing at
every phase of the writing process: techniques for planning, organizing, drafting,
revision, editing, and proofreading
 To continue to improve as a constructive commentator on texts written by peers
 To engage in an online-learning environment, using technology and collaboration to
enhance learning, comprehension and analysis
Course Policies
Attendance: Since this is an online class, attendance will not be counted as it normally
would. However, if you go a full week without submitting your work or signing into the
class, your final grade will drop by one grade. If you miss more than two weeks of class all
together, you will fail the course. Individual missing assignments will be counted as missed
work and affect your grade as per the percentages below.
Online Expectations: This is an online course and you must engage with Canvas effectively
and regularly. Any problems with the platform should be reported to me and then to
Canvas Help. To access Help: Click on “Help” in the upper right corner of Canvas. Once
there, you can choose to speak to someone via 24/7 online chat or phone chat, or even
refer to the very helpful Canvas guides.
All work must be submitted to Canvas. Make sure to always save original copies of your
work. If you revise something, save a new copy.
Please note that technical difficulties are not a valid excuse for not getting your
work done unless you have a valid Canvas Support Ticket #. A computer crash is
also not a valid excuse, as YOU MUST BACK UP YOUR WORK.
Online Etiquette: It is often difficult to decipher one’s tone when reading it in print instead
of hearing it out loud. I ask that you keep this in mind when engaging in class discussions
and activities and treat each other with respect. Choose your words carefully and be aware
of your tone.
Live Literature: Instead of attending a Live Literature event on campus, we will have an
ongoing discussion over the semester about a live literature performances. The discussion
will be pinned to the top of the discussion boards and the instructions included there. This
is required and counted as part of your participation grade.
Finally, if the university cancels classes for any reason, you will still be responsible for
your work. We do not attend campus for class and therefore, a campus closure does
not affect our course.
Essay Guidelines: Each essay will have specific guidelines posted to Canvas. In general,
though, all essays should be typed with 1.25” (standard) margins, 12 point font (Times New
Roman or Arial only) and double spaced. Actual essay drafts must be submitted as file
uploads. You must follow correct MLA format for all essays.
Grading
For an explanation of how essay grades are reached, please see Introduction to the MSU
edition of A Writer's Reference, "Essay Criteria and Essay Grades" (7-9).
Your final course grade will be based upon the following percentages:
Discussions:
15%
Collaborations
10%
Essay Work
50%
Bibliographies, Process Blogs and Essays
Final Portfolio
15%
Participation
10%
(including Live Literature)
Explanations of what constitutes each grade (A, B, C, etc) can be found in your Hacker
handbook. Please be aware that a complete portfolio does not guarantee an A and putting
effort into a paper does not guarantee a better grade. In this class, you must show that you
can improve your writing by re-writing and revising, and also that you can think critically
about the readings and bring in the text(s) to support your ideas.
Important Note: You must submit all four unit papers and the portfolio in order to be
eligible for passing this course. No exceptions will be made. In addition, I will not
accept late work without a documented excuse. This is non-negotiable. It is simply not
fair for a student to submit work late and pass the course when others submitted their
work on time all semester. Finally, I do not negotiate essay grades, but I am always
happy to offer extra feedback as requested. Feel free to stop by my office or to schedule
an online meeting.
The Center for Writing Excellence (CWE)
Students are encouraged to take advantage of the services offered by the CWE, located in
the Sprague Library. At the CWE, trained graduate assistants offer students free assistance
on all aspects of the writing process. Students are most benefited if they make regular
appointments, but drop-in hours are also available. Please note: the CWE is not a place to
drop off your paper to get it fixed!
Academic Honesty and Plagiarism
The First-Year Writing Program at Montclair State University values students’ honest
efforts in the classroom and as writers. Plagiarism is strongly discouraged and this class
will educate you about what it is and how to avoid it. Should you choose to plagiarize—
turning in written work as your own that you have copied from some other source,
whether a website, print media, or even another student, I will submit your plagiarized
paper and the source materials from which you have plagiarized to the Student Conduct
office and you will face disciplinary action from the University. I additionally reserve the
right, when plagiarism is proven with documentation, to fail you for the semester. Should
you be accused of plagiarism, you have the right to appeal the decision and also to request a
meeting with your professor and the First-Year Writing program director, Dr. Jessica
Restaino. In an effort to avoid this serious offense, please visit the First-Year Writing
Program website to learn more about plagiarism and how you can avoid it, and be certain
to ask me about any aspects of the issue that you do not understand.
Academic dishonestly is a very serious issue. I take it seriously and so does the
university. If you are in doubt, cite the source. Students who plagiarize will fail the course
and be referred to the Dean of Students office for disciplinary action.
Syllabus Caveat
This syllabus, particularly the Breakdown of Assignments addendum, is subject to change
at my discretion in the event of extenuating circumstances. You will be notified in advance
of any changes. Grading criteria or policy will not be affected by any changes. The syllabus
is our contract with each other. Please read it over very carefully.
Semester Schedule
Monday homework assignments due Wednesday by 11:59 pm unless otherwise noted
Thursday homework assignments due Sunday by 11:59 pm unless otherwise noted
Unit #1: Edgar Allen Poe and the Gothic Short Story (1/22/15 – 2/9/14)
Schedule:
Classwork
1
Introductory Discussion Post: Read “The Role of Good Reading” (1) and
T 1/20
Homework
“What Literature Means to Me”
“Glossary of Critical and Literary Terms”
– 500 word initial response by
(16).
11:59 pm; three 250 word
responses by Sunday at 11:59
pm
2
TH 1/22 Read Poe’s “The Cask of
Amontillado” (80), “Tell Tale
Contribute one resource about Poe to Wiki
Page #1. Create Twitter account, follow
Heart”(104) and “Writing About @sarahghoshal and Answer Twitter
Stories” (56).
3
M 1/26 Discussion Post “Cask and
Question #1 (Pages) by Monday.
Read Poe’s “The Fall of the House of Usher”
Heart” - – 500 word initial
(87) and “Argument and Persuasion” (43).
response by 11:59 pm; three
Process Blog #1 – Post blog by 11:59 pm
250 word responses by Sunday Tuesday. Respond to group members by
at 11:59 pm
4
TH 1/29 Review “Elements of Fiction”
Thursday at 11:59 pm.
Responses to group members’ process
Powerpoint (Files) and
blogs due by 11:59 pm. Write Middle Draft
“Arguable Claim Examples”
Essay #1.
(Files). Contribute to Wiki Page
#1. Watch Video: Fall of the
House of Usher (“Pages” 
“Videos”)
5
M 2/2
Discussion Post “Writing about Peer Review #1 in small groups on Canvas:
Literature/Analysis”- 500 word
Post your own essay by 11:59 pm and
6
initial response by 11:59 pm;
respond to all group members using Peer
three 250 word responses by
Review Sheet #1 (Files) by Thursday at
Sunday at 11:59 pm
noon.
TH 2/5 Read “Working with Sources”
(292).
Contribute one scholarly source on Poe to
Wiki Page #1. Write Final Draft Essay #1.
Unit #2: The Plight of the Woman: Feminist Literary Theory (2/9/15 – 3/2/15)
Schedule:
Classwork
Homework
7
Discussion Post “What is
Read “Story of an Hour” by Kate Chopin
M 2/9
Feminist Theory?” - 500 word (122). Reading Response #1
initial response by 11:59 pm;
three 250 word responses by
Sunday at 11:59 pm
8
TH 2/12 Read “Barbie Doll” (144) and
“Her Kind” (Files).
Complete handout “Since Feeling Is First”
(Files) in reference to either poem. Read
“The Yellow Wallpaper” (125).
9
M 2/16 Discussion Post “The Yellow
Contribute one scholarly source on feminist
Wallpaper” - – 500 word initial
literary theory to Wiki Page #2. Answer
response; three 250 word
Twitter Question #2.
responses by Sunday
10 TH 2/19 Read “Hills Like White
Process Blog #2 - Post blog by 11:59 pm
Elephants” (139). Reading
Friday. Respond to group members by
Response #2
Monday at 11:59 pm.
11 M 2/23 Discussion Post “Doing
Responses to group members’ process
Research on Feminist Theory
blogs due by 11:59 pm. Write Middle Draft
and Literature” - – 500 word
Essay #2
initial response; three 250 word
responses by Sunday
12 TH 2/26 Answer Twitter Question #3
Peer Review #2 in small groups on Canvas:
Watch video: “Lesson –
Post your own essay by 11:59 pm and
Literary Theory: Feminism” as
respond to all group members using Peer
supplement to essay writing and Review Sheet #2 (Files) by Sunday at noon.
revision. (“Pages”  “Videos”)
13 M 3/2
No Discussion This Week
Watch Video: “How to Analyze
Write Final Draft Essay #2
a Poem” in preparation for next
unit (“Pages”  “Videos”)
Unit #3: Poetry and the Documented Essay (3/5/15 – 4/6/15)
Schedule:
Classwork
14 TH 3/5 Read “This Be the Verse”
(Files)
Homework
Complete handout “Since Feeling Is First”
(Files) in reference to poem. Read “Writing
About Poems” (145), “Poetry” (160) and
“Mending Wall” (162)
Spring Break
Spring Break
TH 3/12 Spring Break
Spring Break
M 3/9
15 M 3/16 Discussion Post “Writing
Answer Twitter Question #4. Read “In a
About Poems – Frost and
Station of the Metro” (172) and “We Real
Moore” - – 500 word initial
Cool” (173). Reading Response #3 (both
response; three 250 word
poems in one response)
responses by Sunday
16 TH 3/19 Read “Writing a Literary
Write Proposal for Documented Essay
Research Paper” (175). Review (Assignments). Read “The Love Song of J.
Documented Essay
Alfred Prufrock” (165).
Assignment.
17 M 3/23 Discussion Post “Research
and Prufrock” - – 500 word
Write Annotated Bibliography (Assignments)
Write Process Blog #3. Post blog by 11:59
initial response; three 250 word pm Tuesday. Respond to group members by
responses by Sunday
Thursday at 11:59 pm.
18 TH 3/26 Contribute two scholarly poetry Responses to group members’ process
sources to Wiki Page #3. Read blogs due by 11:59 pm. Write Middle Draft
“Harlem” (174) and “I wandered Documented Essay
lonely as a cloud” (170). Watch
video: Nike: A Dream Deferred
(“Pages”  “Videos”)
19 M 3/30 No Discussion This Week
Peer Review #3 - in small groups on
Online Conferences with
Canvas: Post your own essay by 11:59 pm
Professor
and respond to all group members using
Peer Review Sheet #1 (Files) by Sunday at
noon
20 TH 4/2 Online Conferences with
Professor
21 M 4/6
No Discussion This Week
Write Final Draft Documented Essay
Read “Working with Sources
and Avoiding Plagiarism” (304)
Unit #4: A Doll’s House: Re-Examining Women and the Patriarchy (4/9/15 – 4/27/15)
Schedule:
Classwork
22 TH 4/9 Read “Writing About Plays”
Homework
Read “A Doll’s House” Act I (230).
(211). Watch a play of your
choosing from http://www.oneact-plays.com/ and Post it to
Wiki Page #4 with a short
summary.
23 M 4/13 Discussion Post “Gender
Answer Twitter Question #5. Read “A
Roles and Money in A Doll’s
Doll’s House” Act II (254). Reading
House” – 500 word initial
Response #4
response; three 250 word
responses by Sunday
24 TH 4/16 Read “A Doll’s House” Act III
Process Blog #4 Post blog by 11:59 pm
(273). Do research into the time Friday. Respond to group members by
period on how women were
Monday at 11:59 pm.
viewed and compare this view
to Nora. Post this comparison
to Wiki Page #4.
25 M 4/20 Discussion Post “Arguable
Write Middle Draft Essay #4
Claims for Essay #4” ” – 500
word initial response; three 250
word responses by Sunday
26 TH 4/23 Answer Twitter Question #6
Peer Review #4 in small groups on Canvas:
Post your own essay by 11:59 pm and
respond to all group members using Peer
Review Sheet #1 (Files) by Sunday at noon
27 M 4/27 No Discussion This Week
Watch Video “Immortal Ibsen”
(“Pages”  “Videos”)
Write Final Draft Essay #4
Unit #5: Final Portfolio (4/30/15 – 5/5/15)
28 TH 4/30 Read “A Maker’s Eye”
29 M 5/4
Choose two essays to revise for portfolio
Review Portfolio Guidelines
Answer Twitter Question #7
Discussion Post “Revision
Refine and Revise Portfolio
Plans” – 500 word initial
response; three 250 word
responses by Sunday
30 W 5/6
Online full class conference for Refine and Revise Portfolio
portfolio questions at 1:30 pm
Fill out course evaluation on Canvas
Portfolios are due no earlier than and no later than. Please see portfolio guidelines under
“Assignments” and “Pages” for more.