J R R F103 A 3. - @. 12.. E. 2282 Fall 2017 9:30 10:55 Day 1 A I T.. / T C T, & English Seminar In American Literature I: Eng. 216 Reading furnishes the mind only with materials of knowledge; it is thinking that makes what we read ours. John Locke Survey of American Literature I consists of reading and analyzing significant works of American literature from the Colonial Period through the Romantic Period. This course views literature through a historical perspective. The objective of the course is to enable students to appreciate literature by developing their critical and aesthetic OBJECTIVES & GOALS This class will do the following: Move chronologically from the Puritan Age through the Civil War Analyze the evolution of American culture through the literature by exploring the progress of America as a country through customs and norms of each era as revealed through the unique perspectives of canonized American authors Examine literature s role in reflecting and shaping the (perceived?) identity of America and an American Analyze the lasting effects of America s founding and development Analyze literary strategies such as point of view, diction, and style and their effect(s) on the purpose of the work Although this is a literature course, the class will include the following: Analytical and creative writings revolving around class readings including impromptu essay exams, style imitations, literary analyses, and reactions to the texts. In-depth class discussions of assigned readings Students are expected to be actively involved in all aspects of examining assignments. Key topics that will be covered include the following: the meaning of American individualism, the influence of democracy on American individualism the conflict between liberty and equality in American social culture the dichotomy/binary between the history and culture as reflected in the literature, the definition of freedom and slavery in American rhetoric and America s focus on race the aesthetics of American romance. EXPECTATIONS Stay up to date in the INTERACTIVE NOTEBOOK (see handout) Complete and TAKE NOTES on author background (This is an automatic expectation and will not be listed separately on the syllabus.) Be curious about words and their meanings! ANNOTATE the text (see handouts) Be respectful, revelatory, eloquent, NOT flippant, feckless, or fatuous.
Grades, Grades, Grades Students who have an unexcused absence will be allowed to make-up any missed summative assessments or semester exams. No credit will be given for work missed during the period of unexcused absence. Passage Response Rubric 10 Exceptional response. Concise topic sentence that states the significance of the passage followed by support that is linked directly to the passage. College-level vocabulary, grammar, and punctuation. No extraneous details. 9 Response captures the significance of the passage but does not possess the sophisticated presentation (i.e. grammar, organization, punctuation, vocabulary) of a 10 response. 8 Response misses part of the significance of the passage, is vauge in its support, contains several instances of weak writing, or contains extraneous details. 7 Response is vague, does not reflect a clear understanding of the significance of the passage, and/or does not relate directly to the passage. The response may also reflect weak writing. Paraphrases or summarizes rather than analyzing. 6 Passage is attributed to the correct author and work, but is misinterpreted. The organization and/or conventions or the writing get in the way of understanding the ideas presented. Late / Make-up Work Quizzes and Tests will be placed in your study hall unless other arrangements have been made. If you were aware of an assignment before being absent, you are expected to have it completed upon your return. If you have a scheduled field trip or family trip, scheduled due dates will apply unless otherwise discussed and agreed upon. Late essays will be reduced 5% for every day late (including weekends) or 50% of the earned grade, whichever is higher. 5 or less The passage is misidentified and misinterpreted: the lower the score, the greater the discrepancy between the correct author and the one given. For example, confusing Winthrop and Bradford is understandable; however, confusing Byrd and Edwards is not. Grading for Formal Essays A Paper reveals a strong, sophisticated point, in-depth analysis and development, a clear sense of purpose and audience, a well-defined focus, solid organization, and sentence-level polish and style. Also meets all requirements or the specific assignment. AB Paper meets most of the above criteria but falls short in one area, such as needing paragraph development, organization, or more developed introduction or conclusion. Paper meets most of the requirements for the specific assignment. B BC C F Paper still needs work in more than one area. For example, ideas need to be more fully developed, and prose need to be more polished for grammatical correctness and easy reading. The paper still needs work in the requirements for the specific assignment. Paper has potential, but is clearly in draft stage. It needs substantial revision in terms of one of the following major areas: thesis, organization, analysis, and focus. The paper needs substantial revision for one of the requirements for specific assignment. Paper falls short in some or all of the above areas and demonstrates consistent problems a the sentence and paragraph level. Work falls short in many of the above areas and/or does not resemble the assignment given. I was too worried about the grades and I should have been worried about the learning. -Michelle Obama
Grades, continued Grading for impromptu essays A Offers sophisticated ideas within an organizational framework that is clear and appropriate for the topic. The supporting statements are particularly effective because of their substance, specificity, or illustrative quality. Ideas are expressed in an original, interesting, or imaginative way. Sentence structure is appropriately varied, and word choice indicates superior facility with language. While there may be an occasional lapse from the conventions of Standard English, such lapses are rare and minor. AB Is clearly organized, with ideas and connections between ideas clearly developed. While the AB offers substantive ideas, it generally lacks the sophistication of content or the stylistic fluency of the six paper. Although there may be a few errors, the conventions of Standard English are consistently under control. B Is organized around a clear thesis. Ideas are supported with adequate reasons, examples, and/or details, although without the sophistication and fluency found in higher-rated papers. The errors present are not severe enough to interfere significantly with the writer s communicative purpose. C Has a discernible thesis, but has easily noticeable problems in one or more areas. The paper may lack originality, merely stating the obvious; the central points may be inadequately developed, perhaps through a lack of specific reasons, examples, or details; or the paper may show problems with unity or with organization. Lapses from Standard English may be rather frequent, although the writer generally still has control over such basic elements as sentence boundaries, standard verb forms, and expected syntax. F Is seriously flawed. Although there has been a noticeable attempt to develop a thesis, the thesis may not be entirely clear. Ideas may be stated but not developed, or development may be only rudimentary. Clear lapses in unity may be present. Sentence structure may be extremely simple and monotonous, and word choice may be imprecise or incorrect. Lapses from Standard English may be frequent or may included problems in such basic areas as sentence, boundaries, standard verb forms, or expected syntax. Other Odds and Ends Electronics Policy The use of cell phones, ipods, ipads, etc. is prohibited in class unless authorized by instructor for educational purposes. I will be watching you with Hapara! Plagiarism Academic dishonesty will not be tolerated. If you use someone else s words or thoughts without crediting them, you are guilty of plagiarism. Evidence of plagiarism will result in a failing grade for this course and a report filed with the Provost of the university. Please visit the following site for a thorough explanation of UWGB s policy regarding plagiarism: http://www.uwgb.edu/writingcenter/handouts/index.htm Unfortunately, I have had to follow this procedure, which led to an F on a student transcript. On Writing Analysis Writing is a process which takes time, patience, and effort to develop. The first step in the process involves prewriting and brainstorming which will be completed before each writing assignment. Often brainstorming will be done in a discussion format in order for you to generate ideas from one another. Peer editing is required with each writing assignment; in order to participate in this small group activity you must distribute one copy of your work to each group member on the appointed dates. After peer editing, you will revise your work as necessary to improve your skills as an effective writer.
English Seminar in American Literature Fall Syllabus I QUESTIONS TO PONDER How might the intended audience have biased or colored the narratives of explorers? What gives a person or a group of people the right to claim land as their own? Although America did not exist during most of the early writers lives, how can seeds of the American dream and other definitions of American be seen? How are European biases reflected both explicitly and implicitly in these writings? In what ways are these complex reverberations still part of the American consciousness? In what ways is the Puritan City on a Hill metaphor still part of the American consciousness? How is the Jeremiad tradition still seen in American discourse? Are people basically good, basically evil, or neither? Do people have the potential to improve themselves? Who has the right to rule? Where does this right come from? Literature to 1750 Date Objectives Readings Due In-class Work / Readings 9/7 SWBAT State the main objectives and expectations of the class Compose a found poem None Journal -- Make a list of first day or first times that you clearly remember Found Poem Syllabus, Rubrics, etc. Model Annotating and Close Reading Practice Annotating and Close Reading (Columbus journal) Notebook set-up 9/11 SWBAT assess their own annotations and notebook entries. analyze the explicit and implicit messages of an exploration writing Analyze the impact of audience Compare literature and history 9/13 SWBAT effectively annotate a writing, record notes, and write analytical questions for discussion. Think critically about a writing in order to write a Introduction pages 2-22 1-word summaries: share and defend John Smith From A Description of New England (handout) Journal -- Write a diary entry about your first days of senior year (you can throw this away when finished if you like); write a blog or FB post about the same items Annotate Columbus s Letter; self-assess your annotations Journal / letter comparison chart History/literature chart Discuss Columbus Fill out notebook together as we go Journal -- Rambling autobiography Peer assessment of annotations Critical Thinking circle with Smith s writings Completing the precis
English Seminar in American Literature Fall Syllabus I precis. 9/15 SWBAT Identify and analyze a descriptive / narrative essay that focuses on a place or uses a central metaphor in order to make a larger point. Plan their own essay 9/19 SWBAT define and explain the basic beliefs and values of Puritan settlers. identify figurative language and analyze its purpose cooperatively write a precise. No reading. Watch and take notes on Puritan beliefs and backgrounds. Update literary terminology Update Vocabulary John Winthrop -- A Model of Christian Charity ; from The Journal of John Winthrop (handout) Journal -- Think of a place that evokes a response from you. Describe the place in detail engaging at least 3 of the 5 senses. Explain essay assignment Teacher-talk sample 1 Read and discuss other samples Finding a topic / purpose Journal -- Metaphor magic using yesterday s writing Draw Winthrop s metaphors / figurative language -- determine purpose Characteristics of Puritans and Puritan life Write group precis for Winthrop s speech 9/21 ADDED DAY -- Essay Plan Due; finish Winthrop in class; start reading poems for Monday 9/25 SWBAT systematically approach a poem (TyPCASTT) to determine theme and how the author developed this theme Re-evaluate distinctions between literature and history 9/27 SWBAT systematically approach a poem (TyPCASTT) to determine theme and how the author developed this theme Define conceit and analyze a poet s use of conceit to convey theme Approximately 400 words of essay. Read Bradstreet s The Author to her Book, Upon the Burning of Our House, and The Flesh and the Spirit No reading due. Expand essay to approximately 700 words Journal -- 3 possible beginnings Purposes of private diaries and journals? How to approach a poem Using form Central metaphor Determining tone Bradstreet Poems Journal -- brushstrokes Continue work with poems -- Bradstreet and Taylor 9/29 SWBAT Define Jeremiad, identify its components and apply to modern discourse Cotton Mather from Wonders of the Invisible World Write a precis of the excerpt before class. Journal -- brushstrokes Apply definition to Wonders Apply definition to modern writings 10/3 SWBAT Edwards Sinners in the Journal --??
English Seminar in American Literature Fall Syllabus I Define and identify a motif Identify evidence of a shift to reason and logic in Edwards sermon Hands of an Angry God Draw metaphors Find evidence of logic 10/5 Prepare for test 10/10 Essay Draft Due Prepare for test 10/12 Unit One Test KEY IDEAS and TERMINOLOGY Period Terminology Calvinism Predestination Literary Terminology Diction Syntax Connotation Tone / Attitude Utopia Motif Deductive Couplet Sonnet Didactic Poem Lyric Poem Stanza Foot (iamb, trochee, Elect/Election Jeremiad Tradition dactyl, anapest) Allusion Abstract Aesthetic Audience Diction Feminine Rhyme Figurative Language Genre Imagery Metaphor Meter mood The Great Awakening Point of View Prose protagonist simile symbolism Syntax theme Tone: attitude the writer takes toward his/her topic or audience (mood) -emotion created voice
FALL Syllabus II 2017 Essential Questions: What are the literary traits of the Age of Reason? How has liberty encouraged individualism and independence in literature? Why is the freedom to be an individual important to American Literature? How can language be powerful and persuasive? How can literature be useful? Can language or literature be dangerous? Enduring Understandings Early American writers/authors viewed literature as purposeful rather than an art form. Literature of the early American period was influenced by the political climate. Early American political figures used their mastery of powerful and persuasive writing/speech to frame the political foundation of the country. Key Terms and Vocabulary Neoclassicism Decorum Restraint Deism Enlightenment Antithesis inductive reasoning deductive reasoning (syllogism) myth Appeals (ethos, pathos, logos) Aphorism Loaded language, slanted language Connotation / denotation Parallelism Metaphor Simile Repetition Allusion Irony Imagery Motif Apostrophe Sonnet Date Author Readings due for that day Tues. 10/17 Objectives Always: students should identify audience, genre, purpose and the techniques employed to accomplish that purpose. They should analyze how the author is impacted by the context in which s/he writes. SWBAT define neoclassicism and state characteristics common to writings of that time. SWBAT compare and contrast Puritan ideals, beliefs, and worldview to the Age of Reason (Neoclassicism) SWBAT Identify these characteristics in writings of Ben Franklin Thur. 10/19 Franklin from The Autobiography of Benjamin Franklin Aphorisms of Franklin The Whistle SWBAT Identify qualities in Franklin s writing that identify it as a product of the Neoclassical Period Define and explain Neoclassicism, deism, aphorism, analogy
10/23 Paine Excerpt from Common Sense and The Age of Reason SWBAT read from Common Sense and The Age of Reason in order to identify defining characteristics of the Age of Reason. As always, students should identify audience, genre, purpose and the techniques employed to accomplish that purpose. They should analyze how the author is impacted by the context in which s/he writes. TERMINOLOGY: Neoclassicism, Deism, aphorism, Enlightenment, antithesis, inductive reasoning, deductive reasoning (syllogism), tone, diction, myth, style Antithesis: Inductive reasoning: Deductive reasoning (syllogism): Myth:a legendary or a traditional story that usually concerns an event, or a hero, with or without using factual or real explanations, particularly one concerning with demigods or deities, and describes some rites, practices and natural phenomenon. Style Style is the way in which something is written, as opposed to the meaning of what is written. In writing, however, the two are very closely linked. As the package for the meaning of the text, style influences the reader s impression of the information itself. Style includes diction and tone. The main goal in considering style is to present your information in a manner appropriate for both the audience and the purpose of the writing. Consistency is vital. Switching styles can distract the reader and diminish the believability of the paper s argument. Diction Diction is word choice. When writing, use vocabulary suited for the type of assignment. Words that have almost the same denotation (dictionary meaning) can have very different connotations (implied meanings). Formal Diction Casual Diction Slang (very informal) are not angry aren't mad ain't ticked Besides the level of formality, also consider positive or negative connotations of the words chosen. Positive pruning the bushes the politician's stance Negative slashing at the bushes the politician's spin Some types of diction are almost never advisable in writing. Avoid clichés, vagueness (language that has more than one equally probable meaning), wordiness, and unnecessarily complex language. Tone Aside from individual word choice, the overall tone, or attitude, of a piece of writing should be appropriate to the audience and purpose. The tone may be objective or subjective, logical or emotional, intimate or distant, serious or humorous. It can consist mostly of long, intricate sentences, of short, simple ones, or of something
in between. (Good writers frequently vary the length of their sentences.) 10/25 Persuasion and Rhetoric Powerpoint 10/27 Jefferson Tecumseh Franklin The Declaration of Independence Speech of Tecumseh Rules by Which a Great Empire May be Reduced to a Small One SWBAT identify and analyze elements of persuasion and rhetorical devices. Terminology: Diction, syllogism, ethos, pathos, logos, parallel structure, metaphor, rhetorical questions, loaded language, slanting, irony SWBAT: Work cooperatively in small groups Identify the audience, purpose, tone, and effectiveness of a nonfiction text. Analyze how the context in which a piece of writing impacts authorial choices. Judge the effectiveness of an author s decisions about how to convey ideas and opinions. 10/31 Henry Speech in the Virginia Convention SWBAT: Work cooperatively in small groups. Analyze the use of rhetorical devices and other persuasive strategies for a specific purpose and audience. Identify defining characteristics of the Age of Reason / Neoclassicism. Record their analyses in complete, coherent sentences using literary terminology correctly Terminology: Diction, inductive and deductive reasoning, ethos, pathos, logos, parallel structure, metaphor, rhetorical questions, loaded language, slanting, irony, allusion, imagery, motif 11/6 Assignment: Choose 3 logical fallacies from this site https://yourlogicalfallacyis.com/ Provide an example of a politician using each fallacy in a speech or political ad. Cite the source of the statement(s) and explain how the fallacy is being demonstrated. You must use at least one example from each major political party. SWBAT imitate a mix of the structure and style of studied persuasive writings to create their own persuasive writing. 11/8 Equiano Freneau Autobiography chapters 1-2 To Sir Toby SWBAT differentiate between mood and tone. Identify the mood(s) and tone(s) of 2 writings with the same topic. Terminology: decorum, restraint, imagery, apostrophe, irony, mood, tone SWBAT use TPCASTT to analyze a poem for mood and tone. Identify defining qualities of the Age of Reason. Differentiate between mood and tone. Terminology: imagery, allusion, parallel structure, anaphora, readings, mood, tone, ethos, pathos, logos
11/13 Wheatley On Virtue; To the University of Cambridge, in New England; On Being Brought from Africa to America sonnet 11/15 decrevecour Letters from an American Farmer Letter III Letter IX Letter IX SWBAT Use TPCASTT to analyze the themes of Wheatley s writings. Analyze Wheatley s place in the American Civil Rights Movement Define Sonnet and its characteristics; Explain how to use these features to analyze the meaning of the poem. Identify antecedents of pronouns to aid in understanding of poetry Terminology: diction, irony, sonnet, apostrophe, muse, SWBAT Outline the main main idea of Letter III, identify and explain the development techniques. Explain the philosophies reflected in de Crevecour s letters. Compare the identity of an American being created by de Crevecour with the modern identity of Americans. Terminology: analogy, metaphor, thesis, development, support, Locke, Hobbes, Rousseau SWBAT: Compare the conclusions about human nature and environment presented in Letter III to those in Letter IX. Terminology: juxtaposition, imagery, thesis, development, support, Locke, Hobbes, Rousseau 11/17 Prepare for Assessment 11/28 Assessment