En114 Wedlock Fall2017

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English Syllabus
    EN114: American Literature DEPARTMENT OF ENGLISH Contact Information: Instructor: Matthew Wedlock Class Meeting: M/W 12:30 - 1:45PM Room: JH 207   E-mail: mwedlock@georgian.edu Office: A&S 218   Phone: 732-987-2707 Office hours: W 2:00-3:00 Catalog Description: Focusing on the transformative nature of American literature from 1865 to the present day, emphasis will be placed on the innovations and the influences American writers have had on literature including such movements as: naturalism, realism, literature of and between the world wars, modernism, and post-modernism. Course will concentrate on in-depth critical analysis and academic peer-review journal articles. Course Goals and Learning Objectives: GCU Institutional Student Learning Goals (ISLG) relevant to this course:  By the end of the semester-- Goal I.  Students will communicate effectively in written and spoken English (ISLG 1)   Objectives ã Produce clear, coherent writing using various rhetorical strategies in substantive analytical essays ã Write a comparison-and-contrast literary research paper of approximately 6 pages that synthesizes and cites secondary criticism, researched information, and technology to support writing ã Apply information gained from several sources, both primary and secondary, on a single topic to foster an argument and draw conclusions ã Become more comfortable and confident articulating ideas about a text verbally in front of others Course Evaluation Performance Indicators:   ã Final essay (approx. 6 pages) tracing the development of a theme through two different texts and incorporating at least two scholarly sources. (Student will have some latitude in choosing topics for this paper, in consultation with the instructor.) ã Participation in full-class discussion and small group activities  Goal II. Students will apply critical thinking, problem-solving, and research skills (ISLG 2) Objectives   ã Compare and contrast two works based on theme, structure, and/or a cultural concern in an essay ã Incorporate at least two scholarly sources into an analytical essay using MLA format ã Successfully navigate the GCU library and its databases for traditional and online academic research ã Integrate both primary and secondary source material appropriate for academic writing Course Evaluation Performance Indicators:   ã Final research paper described above ã Class participation Goal III. Students will gain a broad foundation in knowledge and understanding of modes and inquiry in the arts and humanities (ISLG 3B)   Objectives ã Demonstrate on exams an understanding of the social, cultural, and historical issues that inform the literature of different periods ã Demonstrate mastery of critical vocabulary used to describe and respond to literature by applying terms in papers and on exams Course Evaluation Performance Indicators:   ã Exams (primarily identification, short answer, and/or essay) that assess students’ mastery of literary terminology, reading comprehension, understanding of literary movements, and understanding of connections and/or distinctions between literary works. Goal IV. Students will demonstrate analytical skills to appreciate the aesthetic (ISLG 8)   Objectives ã Recognize distinctions between common forms of literature on exams ã Accurately identify on exams texts that characterize major literary movements Course Evaluation Performance Indicators:   ã Essays and exams mentioned above ã Class participation Goal V. Students will demonstrate awareness of diversity issues (ISLG 10) Objectives ã Question critically the position or viewpoint of authors or speakers ã Gain an understanding of these points of view in American culture  Course Evaluation Performance Indicators:   ã Complete required readings for course; essays; class discussion ã Three exams ã Class presentations ã One researched paper ã Class participation (in a loud, clear voice) ã Consistent and timely attendance ã Thoughtful reading of class materials ã General Education Literature Learning Objectives  1.   SWBAT demonstrate a familiarity with approaches used to analyze literature, such as awareness of form, genre, theme, critical, and/or critical approaches (Gen. Ed. Goal #1, Objective #1 - conceptual framework for humanities/literature) 2.   SWBAT develop a research paper, grounded in analysis of primary text(s) and scholarly secondary sources, using these various analytical approaches to make an argument about a literary work, and/or situate a literary work in the local and/or global cultural, historical, aesthetic and sociopolitical contexts in which they were produced. (Gen. Ed. Goal #1, Objective #2 - application) 3.   SWBAT   use strategies consistent with strong academic writing skills, such as effective organization, clear support, awareness of purpose, etc. to develop a coherent written argument. (Goal #2 Objective #2 – written communication) Signature Assignment ã Research Paper ã Minimum 6 pages ã Makes an argument using one of the analytical frameworks in the objectives ã Engages primary literary texts and uses at least two secondary peer-reviewed researched resources to effectively support the argument ã Uses MLA ã Is well organized with intro, body, conclusion and otherwise demonstrates strong academic writing skills which will be laid out in the rubric Required Course Texts:  Norton Anthology of American Literature: Vols. C-E  , gen ed. Robert Levine, 9 th  ed.  Course policies: ã All reading is expected to be completed by the  first   due date on the syllabus ã Completion of a research paper ã Completion of all three exams ã Active participation in class in a loud, clear voice   ã Please follow the syllabus and all subsequent assignment sheets Teaching Methodology: ã Research has shown that students learn more readily and retain more information in “active learning” environments and as a result class participation and studying for exams are facilitated. ã Research has shown that students learn more by helping other students and that they can then apply what they have learned in that process to their own work. ã Research has shown that students learn more discovering information on their own in controlled situations. ã Research has shown that students retain more information by actively engaging in annotating their texts as they read thus facilitating both participation in class and studying for exams. Grading policy: All work must be completed to pass this course and it must be completed on schedule. Please make backup copies of all work, saving it to a hard drive and to a separate disk or jump drive. Grading: Paper   35% Three Major Exams   45% Preparation, Participation, Promptness, and Attendance   20%  Attendance policy: You can miss no more than four classes. Future absences will affect your final grade negatively and may result in failure of the course. Habitual lateness will also lower your final grade. Save your absences for emergencies and minor illnesses. In case of an extended absence, you must inform the Dean’s office.  
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