Course ID Number: 1275, section 1

Times: MWF 10-10:50 a.m.

Class Location: BH 201

Faculty: Dr. Dial-Driver

Office: BH 201A

Phone/Voice Mail: (918) 343-7747

E-Mail: edial-driver@rsu.edu

 

Office Hours: Schedule on door

 

Course Description (RSU Catalog)

ENGL 2933: World Literature II

A survey of world literature from 1600 to present, as evidenced in fiction, drama, essays and poetry. Includes a study of various genres and conventions; research techniques; critical writing exercises; and discussion. No prerequisites. Humanities elective.

Three hours credit

Course Prerequisites: none

Course Introduction

This class in World Literature II surveys world literature from 1600 to the present. You will be reading a great deal and learning facts about the literature. In addition, you will be learning how to research literary topics and how to respond to literature in a variety of ways. Your assignments will consist of two tests, two mini-papers, on-line research, and responses to others’ comments on the literary selections.

Any literature course is a heavily text-based course so be prepared to read and reflect on what you read!

Textbooks and Resources

Lawall, Sarah. The Norton Anthology: World Masterpieces. Vol. D, E, F. New York: Norton, 2002.

Dial-Driver, Emily. Guide to College Writing. Thompson, 2002.

 

Library Materials

Materials relating to this course, including the textbooks, are on reserve in Thunderbird Library.

 

Teaching Methods and Evaluation Instruments

You will take two tests. Tests will be timed and open book. Other than the two tests, your grade will be based on research reports, mini-papers, and your reactions to other students’ mini-papers.

Learning Objectives

In accordance with the Rogers State University mission and the mission of the Department of Communications and Fine Arts, this course leads to the following outcomes:

    1. World Literature II is designed for those students aspiring to associate’s or baccalaureate degrees.
    2. World Literature II is designed to build and display effective communication skills and creative and critical thinking in an atmosphere of academic freedom which encourages interaction in a positive academic climate.
    3. This course is designed to create opportunities for cultural, intellectual, and personal enrichment for students.

 

The student should be able to demonstrate ability to—

    1. use literary terms correctly in relation to world literature selections in essay question answers and in paragraphs/essays
    2. describe the genres of world fiction in essay question answers and in paragraphs/essays
    3. describe how the genres of literature change from area to area and from era to era in essay question answers and in paragraphs/essays
    4. use research techniques to find information on world literature and incorporate that research in essay question answers and in paragraph/essays
    5. produce essay question answers, paragraphs, and essays that reveal critical thinking skills in the areas of evaluation and synthesis.

 

By the end of the semester, students will have

Assessment Tool

Student Outcome

Objective

written formal research essays, using research and literary works from various areas and eras as supporting evidence

1, 2, 3, 4, 5

1, 2, 3

researched literary works

4

1, 2, 3

written discussions of literary works

1, 2, 3, 4, 5

1, 2, 3

responded to other students’ discussion of the works

1, 2, 3, 4, 5

1, 2, 3

 

Mid-Level (Class Assessment): Students will be assessed on their ability to write formal, researched essays and to respond to other students’ comments and essays on the literary works. Students will also have a mid-term assessment of a short 50-minute essay question test on literary terms, genres, and works.

 

Exit Assessment: Students will take an exit assessment of a short 120-minute essay test on literary works, terms, and genres.

Standards of Achievement

All student work will be held to the following academic criteria:

Accuracy of information

Organization and clarity of thoughts

Depth of critical thinking and observation

Satisfaction of defined requirements (deadlines, etc.)

Acceptable writing mechanics

Fidelity of work (no plagiarism, cheating, etc.)

Evidence of creative or innovative thinking

Effective cooperative learning

Grade Composition

Grades will be based on the following:

Assignment Type

Number of Assignments

Points per Assignment

Totals

Bibliographic data

10 entries

10 points each

100 points

Tests

2 tests

100 points each

200 points

Mini-papers

2 papers

100 points each

200 points

Response to paper

responses to papers

25 points each

100 points

Creative journal

 

100 points

100 points

   

TOTAL

700 points

 

Assignment

Points

Criteria

Bibliographic data

10 pts. ea.

Submitted 5 pts.

Format 5 pts.

Creative journal

100 points

Submitted

Statement of work and purpose? 20%

Follow instructions? 20%

Evidence of creativity and thoughtful process? 60%

Tests

100 pts. ea.

Pts./question based on number of questions:

Follow instructions? 10%

Answer each part of the question? 25%

Answer each part of question fully? 25%

Support each answer? 25%

Mechanics? 15%

Mini-papers

100 pts. ea.

Submitted in accordance with instructions:

Organization 20 pts.

Content 30 pts.

Documentation 20 pts.

Sentence structure, voice, tone, diction 10 pts.

Mechanics 20 pts

Paper response

25 pts. ea.

Submitted in accordance with instructions:

Thoughtful? 10 pts.

Complete? 10 pts.

Mechanics 5 pts.

Grading Scale and Academic Profiles

The Communications and Fine Arts Division has adopted a standard grading scale:

90-100% A

80- 89% B

70-79% C

60-69% D

59% and below F

Grade

Descriptor

Description

A

Excellent

Students receiving an "A" can be considered to have exhibited extraordinary effort in class and scholarship exceeding the expectations of the instructor and to have exhibited most or all of the following: to have participated regularly (not missed more than one class meeting) and on time; to have participated fully in discussions, revealing personal initiative in both; to have used well-supported and well-structured logical arguments in essay and response writing; to have revealed a grasp of mechanics that prevents errors; to have revealed depth of critical thought and observation; to have exhibited timeliness in turning in assignments; to have revealed strong interest in intellectual, cultural, and personal growth by reading and discussing assigned material; to have shown consistent improvement in academics.

B

Above Average

Students receiving a "B" can be considered to have exhibited above-average effort in class, revealing noticeable improvement in academics, and showing accurate and complete scholarship. The student will have exhibited most or all of the following: have participated regularly (not missed more than two class meetings) and on time; have participated honestly and solidly in class discussion; have used supported and structured logical arguments in essay and response writing; have revealed a grasp of mechanics that prevents many errors; have revealed critical thought and observation; have exhibited a moderate grasp of timeliness in turning in assignments; have revealed interest in intellectual, cultural, and personal growth by reading and discussing assigned material.

C

Average

Students receiving a "C" can be considered to have exhibited average effort in class, performing satisfactorily but not above average, with some self-direction, and have shown signs of academic progress, meeting assignment parameters accurately. The student will have exhibited most or all of the following: participated regularly (not missed more than three class meetings) and on time; participated willingly in peer evaluations and in class discussion; have used supported and structured arguments in essay writing and responses; have revealed an average grasp of mechanics that prevents most errors; have revealed average critical thought and observation; have exhibited a moderate grasp of timeliness in turning in assignments; have revealed average interest in intellectual, cultural, and personal growth by reading and discussing assigned material.

D

Below Average

Students receiving a "D" can be considered to have exhibited some effort in class, but not enough to show fully engagement with the subject and with the course material, showing little or no initiative and academic improvement, and not meeting the scholarship requirements of assignments. The student will have exhibited most or all of the following: have participated somewhat in class discussion; have participated in all but four class meetings, and usually on time; have used some structured and supported arguments in essay writing and responses; have revealed a sub-standard grasp of mechanics that prevents only some errors; have revealed below average critical thought and observation; have exhibited some grasp of timeliness in turning in assignments; have revealed below average interest in intellectual, cultural, and personal growth by reading and discussing assigned material; have not met the scholarship requirements of assignments; have not shown initiative; have not revealed academic improvement.

F

Unsatisfactory

Students receiving an "F" can be considered to have exhibited little or no desire to pass the course. This will usually involve poor participation (missed more than four class meetings) and little or no effort to attempt improvement as well as scholarship deficiencies and lack of effort to complete assignments.

 

Sample Essays

The Guide to College Writing includes essays in an appendix. Each of these essays is the equivalent of an "A" or "A-" essay for Composition I and/or Composition II.

 

Communication Protocol

Although I furnish you an e-mail address, you may not submit assignments by e-mail. You must submit your assignments in hard copy, properly assembled, etc. You may ask questions by e-mail, of course.

 

Important Considerations

 

Mini-Papers (two papers, 100 points each)

You will be writing two short essays of 3-4 pages (750-800 words) each in response to a topic related to the literature being studied and incorporating research that you do about that topic. You will be using a primary source (a work of literature, probably from the Norton text) and at least two secondary sources. A secondary source is an article or book that discussed the literary work. For example, the editorial comments in the Norton text are secondary sources. However, you may NOT use the Norton editorial comments as one or more of the two required secondary sources. You may use the editorial comments as a third or fourth source. You must use at least one source from a reputable academic periodical devoted to literature. You can probably search that source through a database from the RSU Library. The second source can be a source from the Internet.

 

Each essay will be shared with others in the class so others can comment on the remarks in your essay and so you can comment on their remarks. Each of the comments you make will be worth points to you. You will comment on two other students’ papers. That is a total of four comments.

Below is a flow chart that represents the essay cycle for the class, beginning in the fourth week.

 

Flow Chart for Essay Work

 

Mini-Paper 1

TASK

Mini-paper 1 assigned

STEPS

Pre-writing, researching, planning, organizing, drafting, and finalizing the paper

TASK

Mini-paper 1 shared

STEPS

Comment on another Student A’s Mini-paper 1 or on Student C’s response to Student A’s paper;

Comment on Student B’s Mini-paper 1 or on Student C’s response to Student B’s paper,

Receive comments on your own paper

▼▼

Mini-Paper 2

TASK

Mini-paper 2 assigned

STEPS

Pre-writing, researching, planning, organizing, drafting, and finalizing the paper

TASK

Mini-paper shared

STEPS

Comment on another Student A’s Mini-paper 2 or on Student C’s response to Student A’s paper;

Comment on Student B’s Mini-paper 2 or on Student C’s response to Student B’s paper,

Receive comments on your own paper

Tests: You will be taking two tests, the Mid-Term (100 points) and a Final (100 points). Each test will be essay question and open book. You will be expected to give full paragraph answers to the test questions.

Research: You will be looking up many sites during the semester. You need to prepare a total of ten of the sites you find most interesting, helpful, and/or useful for submission. You will only be preparing two for this assignment. Use this format:

Topic: Choose a one to three word descriptor for this site. You might choose such words or phrases as Gilgamesh, Rāmāyaņa, Vālmīki, epic, literary devices, literary terms, Indian literature, etc.

Description: Using approximately five sentences, describe the site, focusing on what the site is like, what its strengths and weaknesses are, why you chose to post the site, if audio and/or video/animation exists, the quality of the text/information, the quality of the page design, etc.

Bibliography: Write the bibliographic entry you would use in a Works Cited list for this site.

Creative Journal: Choose a piece of literature or quotations from one piece of literature we read or one quotation from each of three pieces or a theme running through a series of texts or one piece of literature. Using the selection(s) as a basis, develop the equivalent of a ten-page journal that is visual, tactile, imagistic. Be creative. Take chances. ENJOY THIS (yes, that's part of the assignment—and required!). Don't worry; we'll look at some examples. You won't die from this.

Comments: That’s the extent of the class, all you will have to do. Remember if you have any questions, ask.

The schedule for the class appears in the syllabus. Be sure to be aware of the deadlines.

The secret to success in this class is to keep up with the assignments. Reading and writing are rewarding, and learning to read and write better pays off over and over. In addition, knowing something about the literature of the world will make you a person who better understands the cultures of the world.

 

Term Sheets: You may need to copy the sheets attached to the syllabus on literary and poetic terms since you will be using these in relation to several works this semester.

 

Communications and Fine Arts Policy on Plagiarism

Plagiarism is a form of academic dishonesty. Plagiarism is representing someone else's ideas or work as your own. To avoid plagiarism, when you use someone else's data, arguments, designs, words, ideas, project, etc., you must make it clear that the work originated with someone else by citing the source. Please review the Student Code of Responsibilities and Conduct published by Rogers State University for a full discussion of "Code of Academic Conduct" and plagiarism penalties. The "Code" is linked to the RSU web site.

NOTE: The contents of Web sites listed are not certified by Rogers State University and/or the instructor and the information may not be accurate. The sites may contain information, presentation, perceptions, and/or attitudes that are not the views of Rogers State University and/or the instructor. In addition, sites and information on sites are subject to change and/or deletion without warning. You should also know that neither Rogers State University nor the instructor of this course intends that you violate the copyright of the web page by downloading the page in its entirety or by using the information in any way that will infringe on the copyright of the person or entity which posted the page.

 

Late Work

Assignments turned in late will lose points at 10% per day up to 30%. No late work is accepted more than two weeks after the initial submission date.

 

Attendance Policy

World Literature II includes some lecture elements and much discussion. Therefore, it is important that you be in class. You will not receive points for attendance, but you will not do well on the assignments without the benefit of the class discussions. Thus, to achieve a good grade in the class attendance is MANDATORY.

It is your responsibility to be in class on time. If you are absent, it is your responsibility to find out what has happened in class and what is due. Absence is not an excuse for not having assignments or for not being aware of what is due or what is required.

If you are late, you need to inform me after class that you came in. Otherwise, you might not receive credit for your presence. If you are more than 10 minutes late, you will not receive credit for attendance. It is better to be late than to miss a complete class, but it is better not to be late.

 

Extra Credit

No extra credit will be offered.

 

Rogers State University ADA Statement

If you have special physical, psychiatric, or learning disabilities, please let me know immediately so that your learning needs may be appropriately met. You will need to provide documentation to the office of Student Relations, Prep. Hall 110.

 

Computer Writing Labs

Computers are available in the University Preparatory Academy, Thunderbird Library, and Student Support Services. Computers may also be available in BH 205.

 

Closure Statement

The schedule and procedures in this course are subject to change in the event of extenuating circumstances.

Schedule

 

Lesson/Title Date

Begin Lesson

Read

Assignment

Due Date

1 Introduction

Aug. 19

Guide to College Writing. "

The College Essay." 11.

"Reading." 61-66.

"Writing in Response to Literature." 107-32.

Norton

"Note on Translation." A1-12.

   

2 Molière

Aug. 26

Norton 304-361

Guide to College Writing

"Assessing Sources." 93.

Research Information (2)

Sept. 4

3 Swift and Pope

Sept. 4

Norton. 430-516

Research (2)

Sept. 9

4 Cao Xueqin

Sept. 9

Norton. 146-279

   

5 Bashō, Blake, Wordsworth

Sept. 18

Norton. 603-629, 780-800

Mini-Paper 1

Sept.23

6 Douglas

Sept. 23

Norton. 304-361

   

7 Flaubert

Sept. 30

Norton. 1084-1300

Mini-Paper Responses (2)

Oct. 7

8 Mid-Term Exam

Oct. 7

     

9 Tolstoy

Oct. 14

Norton. 1418-1461

Mid-Term Examination

Oct. 16

10 Eliot and Lu Xun

Oct. 21

Norton. 1917-1940, 2071-2099

Research (2)

Oct. 28

11 Brecht

Oct. 28

Norton. 2208-2266

Research (2)

Nov. 4

12 Akhmatova and Faulkner

Nov. 4

Norton. 2098-2108, 2130-2207

Mini-paper 3

Nov. 11

13 Wright, Camus

Nov. 11

Norton. 2515-2526, 2570-2582

   

14 Márquez, Silko

Nov. 18

Norton. 2845-2854, 3141-50

Mini-paper Responses (2)

Nov. 26

15 Pirandello, Achebe

Nov. 26

Norton. 1721-1765, 2855-2947

Creative Journal

Dec. 3

15.5 Review/Creative Journal

Dec. 3

     

16 Final

Dec. 10

 

Final Examination

Dec. 10/16

         

NOTE: Much of the structure and content of this course is based on material in the Paula Berggren (with the Editors) edition of Teaching with The Norton Anthology of World Masterpieces (Expanded Edition): A Guide for Instructors, New York: W.W. Norton,1995.

 

An Open Letter to Students

 

Attending college is analogous to being employed. Success on the job is achieved only with hard work and effort. This is also true of college.

Your employer expects you to be on the job every day, on time, and prepared to work. You are allowed only a specific number of sick days each year after which your pay is "docked." This is also true in classes. Regular and prompt attendance/participation is essential.

Meetings are an essential part of the workplace culture, and everyone is expected to attend regularly and to contribute to the discussion. If you miss an excessive number of meetings and/or do not share information, your employment success is in jeopardy. The same holds true for this class. You are not only expected to attend all of our on-line "meetings," but you are expected to contribute to the discussion. This requires that you come prepared to discuss the assigned material. Failure to do so will put your success in jeopardy.

Your employer requires you to submit all reports on time. Failure to do so will endanger your employer’s business and your success. The same is true for this class. All "reports" (papers, etc.) are due at the scheduled time (see syllabus). If, for a justified reason, you will not be able to meet the time schedule, you must notify me, just as you would contact your employer if you needed an extension. However, as in the workplace, such extensions do not come without a cost. Extensions result in a decrease in your "salary" (grade).

Performance reviews occur periodically in the workplace, and your employer determines the degree of your success during these reviews. Such is the case in this class. The "performance reviews" for this class are papers and other assignments. These reviews require you to show not only your knowledge of the material, but also your ability to use this knowledge. Your "pay" (grade) depends on the quality of your performance.

If you attend class regularly, participate in class discussions, and submit all materials, well prepared and in a timely fashion, you have the potential to excel in this class. I am looking forward to working with you and to learning with you. I am always available if you need assistance.

Good luck! Good writing!

 

adapted, with permission, from Bremer, Joyce C. "The Responsible Student." Innovation Abstracts 20.17 (4 Sep. 1998): 1.

 

Now that you have read the syllabus and are familiar with the class and its requirements, you should fill out and submit the student contract.

"

Student Contract for World Literature II

Read each statement carefully, sign, and submit this contract. This contract must be on file for you to remain enrolled in the class.

_____I have read and understood the guidelines and requirements in the syllabus.

_____I understand that this class is for three hours college credit; this implies three hours of class meeting.

_____I understand that each hour of college credit usually requires two or more hours per week study time outside of class. I understand that means I have a reading/study/research/writing commitment of six or more hours per week outside the three-hour participation requirement.

_____I understand that participation is required.

_____I understand that this class involves deadlines.

_____I understand literary/academic/periodical selections for this class may contain controversial or "offensive" material; this is the nature of some works.

Name: ___________________________ Date: ___________________________

Signature: ____________________________

Name(s): _______________________ Name of work: _____________________ Author of work: ______________________

Genre of work: ______________________

Plot

 

 

 

 

 

 

 

 

 

Conflict(s)

Flashback(s)

Foreshadowing

Epiphany

Resolution

Climax

Denouement

Character(s)

 

 

 

 

 

 

 

 

Characterization: Flat/Round

Style

Tone

Allusion(s)

 

 

 

 

 

 

 

 

Paradoxes

Point of View

Noteworthy Language

Setting

Image(s)

Symbol(s)

Theme(s)

Evaluation:

affective

mimetic

aesthetic

significance

integrity and originality

Interpretation:

literal

biographical

historical

sociological

psychological

religious

Personal Reaction

Poetry Terms

Literary Term

Example

Comment

Alliteration

Allusion

Anomaly

Assonance

Cacophony

Consonance

   

Euphony

   

Hyperbole

   

Image

   

Metaphor

   

Onomatopoeia

   

Oxymoron

   

Paradox

   

Personification

   

Simile

   

Style

   

Symbol

   

Theme

   

Tone

   

 

TYPES OF LITERARY EVALUATION

Literary works may be evaluated in a number of ways. You may choose to evaluate in any manner you wish. However, if you are feeling insecure about evaluation and if you wish some concrete guidelines, the following list of terms may serve as an aid.

Affective: Affective evaluation is evaluation of emotional appeal. Ask yourself if the work emotionally involves you. Ask yourself if you were excited and interested.

Aesthetic: Aesthetic evaluation is evaluation on artistic principles of complexity, unity, and economy. A work is simple when only a few of the possibilities of a situation are being dealt with. A work is complex when the author attempts to include or suggest many facets. A work is unified when all the parts contribute to the whole of the work. A work is economical when the writer says as much as possible in the fewest words.

Integrity and originality: Evaluation of the integrity and originality of the author is based on the judgment of whether the author is using trite ideas and formula plots, etc., or if the author is using new and original ways to present ideas.

Mimetic: Mimetic evaluation is evaluation of plausibility or verisimilitude. Ask these questions: Does the work seem as if it could have happened, given the parameters set up by the writer? Does the work seem to present the truth, given the parameters set up by the author? A fantasy may be plausible and "real" if the reader can accept it.

Significance: Evaluation by significance is related to mimetic evaluation. The work is judged on how significant, how penetration, how useful the statement about experience is. Is what the author says of any importance?