Writing Course Review Form (1/12)

I. General Education Review – Writing CourseDept/ProgramSubject

English Course # (i.e. ENEX 200)

   LIT 220L

Course Title         British Literature: Medieval to RenaissanceII. Endorsement/Approvals Complete the form and obtain signatures before submitting to Faculty Senate Office.

Please type / print name Signature Date Instructor      Ashby KinchPhone / Email          x4462 Program Chair Jill BergmanDean Chris ComerIII. Type of request New One-time Only Change RemoveReason for new course, change or deletion Scheduled review of W coursesIV 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 frameworkfor understanding the literature produced in Britain between the 8th century, when Anglo-Saxonculture produced its first major literary texts, and the 17th century, when citizens of a modernBritish state published texts in a wide range of literary genres for a rapidly-expanding publicreadership.

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

The bi-weekly short online papers (4 x 1-2 pp. each, none assigned the weeks of exams or 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 inclass, usually at the end of class periodswhere they are asked to write paragraphs ontheir thoughts about the major ideasengaged 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

The critical paper assignments ask students todevelop a thesis-driven, short paper basedon their critical reading of the literary textsfor the class. The criteria (see below) specifically articulate the need for coherence and organization of argument.

Compose written documents that are appropriate for a given audience, purpose and context

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 basicexpectation of audiences for literary prose.

Revise written work based on constructive comments from the instructor

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.

Find, evaluate, and use information effectively and ethically (see http://www.lib.umt.edu/informationliteracy/)

200-level courses in the English departmentshare some common outcomes; theinformation literacy outcome, developed withSue Samson, is: “Students will support theirliterary research with access to academicinformation resources provided by the libraryand will include both in-text citations and abibliography of sources that adheres to theMLA style of documentation.” In enactingthese outcomes, writing assignments requirestudents to utilize proper citation methods forincorporating sources and paper criteriaindicate that papers are partly graded on proper use of those methods.

Begin to use discipline-specific writing conventions

200-level courses in the English departmentshare some common outcomes; those relevantto the writing course designation are:“Students will be able to perform a literaryclose reading, demonstrating an abilityinsightfully to interpret primary literary textsby thoughtfully integrating quoted passagesinto the larger argumentative claims of anessay.” and “Students will be able to writerhetorically effective papers (well-reasonedand grammatically consistent), driven by athesis and sustained by an ordered, coherentargument or sequence of ideas.” Writingassignments require students to enact theseexpectations, which are included in papercriteria and directly addressed in coursepedagogy, including (among other pedagogicalmethods) modeling those conventions in classdiscussion and assigning short writingexercises in class that allow students to practice them.

Demonstrate appropriate English language usage

Criteria for the short papers indicate theway students are asked to engage inimprovement in their written prose bypolishing, refining, and clarifying theirwriting.

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.

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 students to write for specific audiences, purposes, and genres?

200-level courses in the English department share some common outcomes; those relevantto the writing course designation are:“Students will be able to perform a literaryclose reading, demonstrating an abilityinsightfully to interpret primary literary textsby thoughtfully integrating quoted passagesinto the larger argumentative claims of anessay.” and “Students will be able to writerhetorically effective papers (well-reasonedand grammatically consistent), driven by athesis and sustained by an ordered, coherentargument or sequence of ideas.” Writingassignments require students to enact theseexpectations, which are included in paper

criteria and directly addressed in coursepedagogy, including (among other pedagogicalmethods) modeling those conventions in classdiscussion and assigning short writingexercises in class that allow students topractice them.

Which written assignments will include revision in response to instructor’s feedback?

Students are required to revise one of the two 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.htmlThe syllabus must include the following:1. Writing outcomes2. Information literacy expectations3. Detailed requirements for all writing assignments or append writing assignment instructions

ENLT 220.01: British Literature: Medieval through Early ModernDr. Ashby Kinch; Chemistry 123; MWF 10:10-11:00 Office: LA 126; Phone: 243-4462; E-mail: ashby.kinch@umontana.eduOffice 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 DescriptionThis survey intends to provide students with a historical, cultural, linguistic, and intellectual framework for understanding the literature produced in Britain between the 8 th century, when Anglo-Saxon culture produced its first major literary texts, and the 17 th 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 (14th-15th 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 302) 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 gradeOnline 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

AttendanceYou 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.

PlagiarismPlagiarism 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 AccommodationFor 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 AssessmentThe 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/languageAssign. 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 CLASSESSept. 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 (155-57)Lecture: Norman Conquest; Anglo-Norman rule/language policy; a new myth of originscourtly 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 c8Lecture: the challenge of the margins; English critique of monarchy; Honor/Shame Culture; The Order of the Garter

Sept. 16: Discussion led by Adrianna ElySir 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 ReviewSept. 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" (600-606).

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 SonnetEdmund 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; 1022-1042Oct. 26: Marlowe, Dr. Faustus Scenes 7-13 (1042-57Oct. 28: Discussion led by Adrianna Ely

Oct. 31: Poetic Debate and the Consummate Debating PoetChristopher 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, 14Lecture: 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 ExamThe 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 ProtectorateAndrew 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, 519-543Dec. 1: Discussion led by Adrianna Ely

Dec. 4: Bk 7 ln. 1-69, 111-174; Bk 8. 179-216, 249-653Dec. 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 Allegory Alliteration AmbiguityAntagonist Aside Assonance BalladBlank verse Canon Carpe diem CatastropheCharacter/ization Classicism Climax ComedyConceit Conflict Connotation CoupletCrisis Criticism Denotation DidacticismDrama Discourse Elegy EpicFigurative language Flat/round characters Genre HumoursHyperbole Ideology Image/imagery LyricMasque Metaphor Meter MimesisMood Motivation Myth Narrative/narrationNarrator Novel Paradox ParodyPastoral Persona Petrarchanism PicaresquePlot Poem/poetry Prosody ProtagonistResolution Rhetoric Rhyme Romance

Romanticism Satire Scene SettingSimile Soliloquy Sonnet StanzaStory Style Symbol TextTheme Tone Tragedy Unities

ENLT 220 Literary Terms: Organized By Category

Literary/Cultural History: Canon, Classicism, Criticism, Didacticism, Humours, MythGenre: 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 RequirementsThis 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).