COURSE SYLLABUS

COURSE NUMBER AND TITLE: ENGL 2326 American Literature

COURSE (CATALOG) DESCRIPTION: A survey of reading in American poetry, short fiction, and essays. Textual analysis and critical thinking. Prerequisite: English 1301

INSTRUCTOR: J. Owen

OFFICE:W-324

Office Hours MTWThF 9:00 – 10:00 CONTACT INFORMATION (TELEPHONE AND EMAIL):

or by appointment jcowen@tstc.edu

956-364-4771 First Day of Class January 12th

Last Day to Withdraw with a W April 2nd Last Day of Class May 1st

Major Course Requirements

Each of the 6 main units are composed of reading assignments, discussion forums, questions and answer forums and source/research gathering assignments. Each reading assignment is accompanied by a lesson of supplementary materials that is designed to help the student better understand the material. In addition there are 3 major essay assignments. The final exam will also be an essay exam.

Unit I -- Introductory unit. We will familiarize ourselves with each other and with the course as well as with the available resources. Unit II -- Colonial Period Unit III-- Period of Reason and Revolution Unit IV--Romantic and Realistic Periods Unit V-- Modernism/Post Modernism Unit VI – Finals

Task list

A. B. C. D. E. F. G. H.

Proofread written documents Accommodate cultural diversities in written communication Participate in group situations Perform research Document research sources Read analytically Analyze literature in various genres Critique various literary genres

LEARNING OUTCOMES:

Identify key ideas, representative authors and works, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

Demonstrate knowledge of the development of characteristics forms or styles of expression during different historical periods or in different regions.

Articulate the aesthetic principles that guide the scope and variety of works in the arts and humanities.

Write research-based critical papers about the assigned reading in clear and grammatically correct prose, using various critical approaches to literature.

MAJOR COURSE LECTURE, TOPICS DESCRIPTION/REQUIRED/RECOMMENDED READINGS/ELECTRONIC RESOURCES TO VIEW:

Tentative Schedule (Subject to change by your instructor)

WKTopic/Lecture/Event 1Introduction 2Colonial Period

Questions and Resources

Measurable Activities

Syllabus The Literature of Colonial America, Christopher Columbus

―Columbus’s Letter Describing His First Voyage,‖ Christopher Columbus - ―Columbus’s Letter Describing His First Voyage,‖ Native American Voices - ―How the World Began‖ ―How the World Was Made‖

3 Colonial Period Consider questions and find criticism that informs of what others think about the assigned readings.

Colonial Period Write an essay to analyze compare and contrast the biographical backgrounds of the writers and examine their motives for writing.

Post personal response to assigned videos

Interpret and communicate in written form the ideas seen in the assigned readings (Critical Thinking-Communication) The Bay Psalm Book, From The New England Primer, ―Sinners in the Hands of An Angry God,‖ "Sarah Pierrepont‖ 173 (Consider the points of view of others) (Teamwork)(Communication)

Anne Bradstreet -- ―The Flesh and the Spirit,‖ ―A Letter To Her Husband Absent upon Public Employment,‖ ―In Memory of My Dear Grandchild Elizabeth Bradstreet,‖ ―On My Dear Grandchild Simon Bradstreet‖

4

Mary Rowlandson-- From ―A narrative of the Captivity and the Restoration," William Bradford 47-65, Jonathan Edwards 171

WK Topic/Lecture/Event and their connection to the writings of the colonial period. Cooperate and collaborate

Measurable Activities

Interpret and (communicate) in writing the ideas seen in the assigned readings. (Personal Responsibility) (Critical Thinking)

Benjamin Franklin 196-97 Silence Dogood, No.4 On Titles of Honour

5 Reason and Revolution

Read and analyze selected writings Draft commentary on the readings and show understanding of the concepts of reason and revolution as it is reflected in American Literature.

A Narrative of the Late Massacres of a Number of Indians Crevecoeur 259-260 [From]Letters From an American Farmer Letter III (What is an American?) 260-269

(Consider the points of view of others) (Personal/Social Responsibility) (TeamWork) (Communication)o.

6 Continue with Reason and Revolution Draft an essay that demonstrates understanding of the concepts of personal responsibility and self - rule as reflected in the assigned writings.

Thomas Paine 274-275 [From] Common Sense 276-277 [from] The American Crisis 277-83 Thomas Jefferson 284-285 Declaration of Independence 286- 288 To Madison 298-300 To John Adams 301-304

(Demonstrate grasp of connection between life choices and consequences) (Social Responsibility).

7 Continue with Reason and Revolution Draft an essay that demonstrates the ability to connect the material read and current issues of concern in our society.

The Federalist 304-305 The Federalist No. 10 305-310 The Federalist No. 51 311-314 Go find another on your own. Google "Federalist Papers." You will find them listed. Anti-Federalists You will go to the internet and search for examples of Anti Federalist writings. I could give you links, but I want you know how to do this on your own. Simply go to Google and use the terms "anti federalist papers" and you will find multiple lists of the 85 letters.

(Uses Electronic resources for inquiry and to share information with teammates-Teamwork--Communication).

8 The Age of Romanticism and the Age of Realism Analyze the sociopolitical setting that generated these writings. Draft commentary on the readings. In the process, you will also:

The Age of Romanticism James Fenimore Cooper 450-51 From The Deerslayer --―Deerslayer Kills A Mingo‖ 464-471 William Cullen Bryant 470 ―To A Waterfowl‖ 480

WK Topic/Lecture/Event Compare and contrast the biographical backgrounds of the writers. Speculate on possible connections between their backgrounds, the sociopolitcal situation, and what they wrote. Draft an essay that demonstrates the ability to reference the material you read.

Measurable Activities Edgar Allan Poe 487

―Lenore‖ 492 ― The Raven‖ 493 ― Annabel Lee‖ 496 Ralph Waldo Emerson 548 From Nature ―Nature‖ 551-52 ― Beauty’ 554-57 ―Concord Hymn‖ 611 ―Give All To Love‖ 618

9 Continue with The Age of Romanticism and the Age of Realism

Summarize criticism of the writings of the Romantic and realistic period in American Literature.

(Compare and contrast cultural difference seen in America over time—Critical Thinking). Nathaniel Hawthorne 620 ―Young Goodman Brown‖ 622 ―The Minister’s Black Veil‖ 632 ―The Birth-mark‖ 641 Herman Melville 652 ―Bartleby the Scrivener‖ 654 Henry David Thoreau 763 ―Civil Disobedience‖ 765 Abraham Lincoln 988

―To Horace Greeley‖ 990 ―Gettysburg Address‖

10 Continue with The Age of Romanticism and the Age of Realism Write an essay comparing the differences between the world view of the romantic and the Realist

(Interpret and--- communicate ----in written form the ideas seen in the assigned readings) The Age of Realism The Age of Realism 1119 Mark Twain 1126 ―The Dandy Frightening the Squatter‖ 1128 ―The Notorious Jumping Frog of Calaveras County‖ 1129 ―Whittier Birthday dinner Speech‖ 1133

(Interpret and--- communicate---- in written form the ideas seen in the assigned readings—critical thinking) (Personal Responsibility)

WKTopic/Lecture/Event 11 Continue with The Age of Romanticism and the Age of Realism

Measurable Activities Kate Chopin 1439 ―The Story of an Hour ‖ ―Desiree’s Baby‖ ―The Storm‖ ―The Yellow Wallpaper‖ ―Black Riders Came From the Sea‖ ―A God in Wrath‖ ―Do Not Weep, Maiden, For War is Kind ‖ ―A Man to the Universe‖ ―A Man Adrift on a Slim Spar‖

(Interpret and communicate in written form the ideas seen in the assigned readings) (Critical Thinking)

12 The Modernist Era 1509Modernism/Post-modernism Consider drastically different world The Post Modern Era 1837 views that emerged as subject matter Twentieth Century Literature 1562 after the turn of the century and how Edwin Arlington Robinson 1531 these views are reflected in―Richard Cory‖ 1532

American literary development.―Cliff Klingenhagen‖ 1532 Analyze the sociopolitical setting―Miniver Cheevy‖1533 that generated these writings.Robert Frost 1537

Draft commentary on the readings.―Mending Wall‖ 1539 In the process, you will:―Home Burial‖ 1540 Compare and contrast the works and ―The Road Not Taken‖ 1548 how the writers treat various themes. Speculate on connections between(Exchange views with classmates on the ideas expressed in changes in the sociopoliticalthe readings) (Teamwork).

situation that could explain such diverse views of the world. Draft an essay that supports your view and demonstrates the ability to reference material you read, listened to, or watched on the screen as support for your conclusions.

(Consider the points of view of others) (Communicate).Continue with Modernism/Post- modernism

Ernest Hemingway

13 Read and summarize criticism of the"A Clean Well Lighted Place" assigned readings.Eugene O’Neill 1600

―Ile‖ Toni Cade Bambara "The Lesson" William Faulkner 1790

"A Rose For Emily‖ ―Barn Burning‖ Link

WK Topic/Lecture/Event Measurable Activities

Langston Hughes 1803 ―The Negro Speaks of Rivers‖ 1804

―Harlem‖ 1807 ―Theme From English B‖

(Compare and contrast cultural difference seen in America over time) (Critical Thinking) (Teamwork).

14 Continue with Modernism/PostAnne- Sexton 1942 modernism―Cinderella‖ Sylvia Plath 1949 Read and analyze works from the Modernist ―Two Views of a Cadaver Room‖ 1950 Period and communicate those ideas in―Daddy‖ 1954 essay form taking into consideration various Louise Gluck 1973 segments of society―The Chicago Train‖ 1974 ―Thanksgiving‖ 1975 Will mail everyone a copy of this poem ―Mock Orange‖ John Updike 2015 ―A&P‖ Allen Ginsberg ―A Supermarket in California‖

(Consider the views of the Feminists as opposed to others) (Critical Thinking) (Personal Responsibility).

15 Finals!!

REQUIRED TEXT AND MATERIALS: Concise Anthology of American Literature 7th ed. Eds.George McMichael et.al. Prentice Hall, 2001. (ISBN#: 978-0-205763-10-8 [**You can also use an older version-- 4th, 5th or 6th. The page numbers will not match, and some readings may not be included, but you can find most, if not all, of this material online in the public domain. I'll not be responsible for how you do it, but you can figure it out.] Read this closely. I do this to save you money. The material is readily available, but if you have problems locating it, ask your classmates or me and we will help you.

GRADING CRITERIA:GRADING SCALE: 4 Essays (all requiring research 50% 90-100 A Drafts, forum postings, Exercises, short 25% 80-89 B Research Paper 15% 70-79 C

Final Assessment 10% 60-69 D

0 – 59 F

COURSE WEBSITE: Delivery of the course will be completely online using TSTC Moodle (https://mycourses.tstc.edu). The TSTC Moodle Website provides study aids to help you successfully complete the course and it is also the site where you will complete your assignments.If you have trouble logging into Moodle, contact the Online Learning Office at (956)364-4950.

TECHNOLOGY REQUIREMENTS/STUDENT SKILLS Computer & Software Internet accessibility (high speed) Recommended browser Current version of Mozilla Firefox Access to TSTC Moodle(https://mycourses.tstc.edu). If you have trouble logging into the TSTC Moodle website, call the TSTC Helpdesk at 800-596-8784/ 956-364-5000 or:

1. Click Help documentation 2. Click the icon next to MoodleHelp.TSTC 3. Click Quick Start Guide for Students Microsoft Word

Student Technology Skills You must be familiar with Moodle. All students who have not taken an online course at TSTC in the last two years and passed it with a C or better must complete a short self-paced student online learning orientation course called SOLO 100 before they can register for this course. Contact the Online Learning Office at (956)364-4950 for more information.

You must know how to send documents to me electronically as well as how to post them to a discussion board so that your classmates can read them. If you’ve successfully completed SOLO 100, you should have these document transmittal skills. If

you would like to sign up for SOLO 100 or need additional help, contact the Online Learning Office at (956)364-4950.

You must know how to submit documents to the Turnitin online plagiarism detection service. In addition to checking your submissions for plagiarism, Turnitin generates feedback you will find useful in revising your work prior to submitting it to me for a grade. I will provide instructions explaining how to use Turnitin as well as links to videos that walk you through the process. If you need additional help, you are encouraged to take advantage of both online and on - campus tutoring. I will provide tutors’ schedules when they become available at the beginning of the semester.

General Education and Program Assessment: Assignments from this course are subject to being archived for general education assessment. Procedures will follow protocols as prescribed by the research guidelines of the Association for Institutional Research

Course purpose and scope and objectives: ENGL 2326 introduces students to critical thinking, close, analytical, college-level reading of various American authors in different genres from early to present times and to the composition of critical analyses and other shorter writings in response to that reading. Students will employ the most basic methods of library research, participate in group discussions and activities, document research sources, accommodate cultural diversities in written communication, and proofread written documents.

Students will be required to search the Internet to find critical essays and other articles relevant to readings from the designated textbook, enabling them to compose essays that demonstrate a grasp of literature from the past and the ability to connect that literature to current events.

Students will share these resources/essays via online discussion boards, allowing commentary by both classmates and the instructor. The instructor will provide links to articles and critical essays similar to those the student will be expected to locate. All of the is material will play as great if not a greater role in the class than the textbook itself. (We will discuss this at length. Ask questions!)

ACCOMMODATION STATEMENT: If you have a documented disability which will make it difficult for you to carry out classwork as outlined and/or if you need special accommodations due to a disability, please contact (956) 364- 4520 or visit the Support Services Office in the Auxiliary Services Building as soon as possible to make appropriate arrangements.

CLASS POLICIES:

Copyright Statement The materials used in the course [textbooks, handouts, media files (podcast, MP3, Videos, RSS (Feeds), and all instructional resources on the colleges Learning Management System (Moodle)] are intended for use only by students registered and enrolled in this course and are only to be used for instructional use, activities associated with, and for the duration of the course. All materials generated for this course, which includes but are not limited to syllabi, quizzes, exams, lab problems, in-class materials, review sheets, and any additional materials. These materials may not be retained in another medium or disseminated further. They are provided in compliance with the provisions of the Teach Act. These materials may not be reproduced, displayed, modified or distributed without the express prior written permission of the copyright holder or TSTC. For further information contact your instructor.

Communicating with your instructor (MyMail E-mail System) All official college E-mail to students is sent through MyMail, the official student e-mail system at TSTC Harlingen. When communicating with instructors and/or employees of the college, you

are required to use your TSTC MyMail student e-mail address. If you choose to forward your e- mail to another account, please be advised that you must respond from the MyMail account. TSTC Harlingen faculty, staff, and students are asked to report all threats, perceived or real, immediately to College Police located in the Auxiliary Building. If the threat is imminent, the College Police emergency phone line at 364-4234 or 9-911 should be called. College Police will then coordinate the proper response in accordance with State and federal laws and TSTC System/College rules and regulations.

Tutoring Statement

The Supplemental Instruction & Tutoring Program at TSTC offers free tutoring and academic support services to help you achieve your academic and career goals. You can access the most up-to-date Supplemental Instruction & Tutoring Schedule, as well as MyTSTC Video Tutor Library, by using your smart phone to scan over the QR code below or visiting our webpage at: http://www.tstc.edu/harlingenoss/situtoringprogram

For more information, please contact the Office of Student Success at 956.364.4163 or the Supplemental Instruction & Tutoring Program at 956.364.4170.

Office of Student Success

Useful Links & QR Codes

Office of Student Success

http://www.tstc.edu/harlingenoss

Supplemental Instruction & Tutoring Program

http://www.tstc.edu/harlingenoss/situtoringprogram

MyTSTC Video Tutor Library (direct link)

http://www.tstc.edu/harlingenoss/videotutorlibrary

Over 100 short tutoring videos are available to students at the click of a

mouse or tap of a fingertip. Videos cover English, College Algebra, Biology, Chemistry, History, technical subjects, and other areas.

Access to Success Mentoring Program

http://www.tstc.edu/harlingenoss/mentoring

Peer Mentors help students navigate college, as well as online learning tools

and resources such as Moodle, Mymail, WebAdvisor, etc. Peer Mentors

serve as a support system for students throughout the semester.

AVID Academic Achievement Center (Resources/Laptops)

http://www.tstc.edu/harlingenoss/academicachievementcenter The center houses the Peer Mentors as well as an Advisor. All are available

to help students navigate through college, make the AVID connection from

high school to college, learn Cornell Note-Taking, provide information on

scholastic policies, GPA & Completion Rate Calculation, and other services. The Advisor also refers students to campus and community resources

WIA (Workforce Investment Act) http://www.tstc.edu/harlingenwia/services

VIDA (Valley Initiative for Development & Advancement) http://www.vidacareers.org

Both WIA and VIDA provide financial support for eligible students, including

help with tuition, fees, books, tools, and other college-related expenses.

Financial Aid’s Standards of Academic Progress

http://www.tstc.edu/harlingenfinancialaid/sap

This site provides students with information on the academic requirements

to maintain financial aid eligibility.

Calculate Your Term GPA

http://www.back2college.com/gpa.htm

This site helps students forecast their Term GPA.

How to Raise Your GPA

www.back2college.com/raisegpa.htm

This site helps students forecast their Cumulative GPA and also helps them

determine what type of grades are needed to increase their Cumulative

GPA.

Netiquette

Being a Responsible Netizen (citizen on the 'net) Links to Guides and Explanations

The absence of "face-to-face" interactions in WWW-based courses is not a license to ignore guidelines for respectful, responsible, ethical behavior. In addition to all of the normal rules for interacting with others, you'll want to be familiar with the particular rules of etiquette for online interactions (Netiquette). We will expect that you will be familiar with one or more of the sites listed below and that you will add "Netiquette" to your already well- developed respectful demeanor.

Individuals who intentionally act in ways that are not respectful or ethical will lose their privilege to attend this online class, just as they would not be welcome in a regular classroom.

Wikipedia: Netiquette Yale University and Netiquette

NOTE: Any changes to this syllabus will be provided in writing to the student and updated on all posted locations (HB 2504, course Moodle sites, building offices, etc.).

Emergency/Safety Requirement for Spring 2015 Syllabus

In the event of an emergency, students should familiarize themselves with building and

classrooms emergency exits/evacuation routes and be able to locate the nearest fire

extinguisher. When an emergency alarm is activated, students should immediately leave

the classroom, exit the building, and go to a designated safe area until clearance is given

to go back into the building. Students should also register and be familiar with the

Emergency Notification System.