Course Syllabus
ISI Website | indepst@uidaho.edu | 208-885-6641
COURSE NUMBER: ENGL 175 Literature and Ideas
COURSE FORMAT: Independent Study in Idaho (Self-Paced)
SPONSOR INSTITUTION: LC State
COURSE AVAILABILITY: 365 Days
CREDITS: 3
INSTRUCTOR INFORMATION
NAME: Jennifer Anderson
EMAIL: jsanderson@lcsc.edu
PHONE: 208 413-8625
LCSC ADDRESS: Humanities Division, 500 8th Ave, Lewiston, ID 83501
Copy the ISI office at indepst@uidaho.edu on all communications.
INSTRUCTOR BIO: Your course developer is Jennifer Anderson, an English Instructor at Lewis-Clark State College. She received her bachelor’s degree in English/Creative Writing from Lewis-Clark State College and her master’s degree in Creative Writing from the University of Idaho. During the past several years, she has taught a variety of courses at the University of Idaho and Lewis-Clark State College, including Composition, Research Writing, Introduction to Literature, and Creative Writing.
COURSE DESCRIPTION
An introduction to reading and understanding world literature. Literary study as a method of thinking critically about historical and contemporary aspects of the human condition. Writing integrated.
This course will introduce you to the study of short fiction, poetry, and dramatic literature and to the ways these literary forms enable us to study ourselves, each other, and the world. This course is part of the General Education Core requirements and includes a focus on communicating, clarifying values, and using the arts.
Pre-requisite: Engl 101 (completion of, or concurrent enrollment in) or Engl 109.
Course Learning Outcomes
Students successfully completing ENGL 175 will be able to:
- Understand how to analyze short stories, poems, and dramatic literature, identifying and using appropriate literary tools, such as form, figurative language, meter, point of view, irony, plot development, characterization, etc.
- Understand how to develop credible interpretations of short stories, poetry, and drama
- Evaluate alternative perspectives and interpretations of the literature expressed by others
- Write literary analyses of short stories, poems, and drama
- Compare historical and contemporary literary approaches to human concerns, such as growing up, adolescence, love, death, and war
- Improve aesthetic appreciation of literature
REQUIRED MATERIALS
Meyer. Michael. The Bedford Introduction to Literature, 10th ed. Boston: Bedford/St. Martin’s, 2013. Print. ISBN(s): 978-1-4576-0827-8 and 1-4576-0827-8
Internet access, Microsoft Office Word
COURSE RULES & REQUIREMENTS
This course has fourteen lessons spread over three larger units: Unit 1 (the Study of Fiction) and 2 (the Study of Poetry) contain four lessons each. Unit 3 (the Study of Drama) contains 3 lessons.
- Lesson 1 is an overview lesson, which introduces you to the fundamentals of literature.
- Lesson 14 is a reflective lesson, which asks you to think about your reading and writing experience in the course and compose a short essay.
- The lessons in each unit build successively on one another to produce the final draft of the assigned paper (the last lesson in each unit).
Assignment Guidelines:
- You may submit up to 2 assignments at once and up to 3 assignments in one week.
- You must complete lessons in the order they are assigned; do not skip around, as each lesson builds upon the previous one.
- Complete your assignments in Microsoft Word and submit them as .doc, or.docx.
- The per-credit workload for ISI courses is equivalent to that of on-campus courses.
- Students must wait for grades and feedback on the rough drafts of the two major writing assignments (lessons 4 & 9) before they may submit the final versions of these assignments (lessons 5 & 10).
- In marking your rough draft of WA 1 and WA 2, I pay closest attention to the content of the paper. Next, I look for sentence-level problems. Finally, I try to give you an idea of what sort of persistent grammar or punctuation problems occur. When preparing to send in your final draft, you should approach the revision process in this order, too.
- Keep a copy of every assignment submitted. Write your name and V Number on every assignment.
- Students will submit assignments and receive grades via Canvas.
- You will typically receive graded lessons within two weeks after the date of the receipt by the instructor
Formatting Guidelines
- Your paper should be double spaced
- Use one-inch margins
- Use Times New Roman, 12 pt. font
- Number the pages in the upper-right hand corner
- Indent each paragraph half an inch (five spaces)
- Use the Handbook and Glossary sections of The Bedford Introduction to Literature for help with citations and definitions of writing.
- Include the following information in the upper-left hand corner of the paper:
- Your Name
- Student Number (V number with the capital V)
- Course Number (ENGL 175)
- Lesson Number(s) (Lesson 1)
- Date (10 September 2010)
- This format is typical for many university courses across the disciplines and should therefore be a good default format for future papers you turn in; however, the final word on what is the “correct” format for papers in any given course obviously lies with the course instructor.
Exam Guidelines
At the end of the course, you will complete a comprehensive exam. Wait for grades and feedback on all the assignments before taking the exam.
- You will be required to define 10 literary terms the course has covered, write three short responses (about a paragraph each), and in 300-400 words, answer an essay question about some works of literature covered in the course.
- Note: for the short answer, there will be five prompts offered, and you will choose three; and for the essay question, there will be three prompts offered, and you will choose one.
- Review the readings, the lectures, your completed lessons, and your notes when preparing for the exam.
- You will have 1 hour and 15 minutes to complete the exam.
- The exam is worth 10% of your final grade.
- The exam is closed book/open notes. You may use handwritten or typed notes.
- The textbook, The Bedford Introduction to Literature, and scans/photocopies of pages from the book are not allowed.
- The exam will become available once you have submitted your final assignment.
- DO NOT BEGIN THE EXAM UNTIL YOU ARE PREPARED! The exam can only be taken once, and is timed. The timer will start once you begin. If you start the exam before you are ready, you will not be able to re-take the exam.
Email Guidelines
- When emailing please include the following in the subject line:
- Your name, V number, Course subject/number, and assignment number(s).
- Joe Vandal, V01234567, ENGL 175, Assignments 1, 2
- Your name, V number, Course subject/number, and assignment number(s).
GRADE INFORMATION
You must complete all 14 lessons and the exam to be assigned a grade for the course.
Short Responses: Lessons 1-4, 6-9, 11-13: Ask you to read something substantial in your text and write short responses to what you have read.
Major Writing Assignments: Lesson 5, 10, & 14 (50% of your grade): You will write two 4 – 5 page analytical essays and also compose a 3 – 4 page reflective paper on your experience with literature. Be sure to include each question before your answer.
- Assignment 1-4, 6-9, 11-13 (~3% each) = 40% of grade
- Assignment 5 = 20% of grade
- Assignment 10 = 20 % of grade
- Assignment 14 = 10% of grade
- Exam = 10% of grade
| Percentage | Letter Grade |
|---|---|
| 90-100% | A |
| 80-99% | B |
| 70-89% | C |
| 60-79% | D |
| Under 60% | F |
Criteria for Proficiency Evaluation of Papers in English 175
Each lesson will be evaluated on the following six broad standards. Any other considerations particular to a given assignment will be clearly noted.
However, before you look at any of these six components, answer this general question: Did you fulfill the objectives of the assignment? For example, if the instructor has asked you to write a half-page analysis of a specific character in a short story, have you done this? Have you responded to the correct short story?
If you have met the objectives of the assignment, evaluate your paper based on the six standards, listed below.
- Is your purpose clear?
- Do you take a clear stance? Do you make a point about your topic that is interesting, thoughtful, and focused? Have you clearly asserted a thesis, one that isn’t simply self-evident?
- Is the logic of your essay convincing?
- Is your argument reasonable and consistent? Have you considered your audience and probable objections a reader might make to your assertions? Do you avoid major fallacies in your thinking? Is your thinking clear, and do you discuss your material intelligently?
- Are your paragraphs organized, developed, and coherent?
- Does your paper have a satisfactory organization based on your thesis? Do you have a clear organizing principle that orders your points and guides the reader? Do you use carefully selected and sufficient examples, illustrations, and explanation to support your ideas? Do you provide transition between paragraphs?
- Are your sentences clear and well structured?
- Do you use a variety of sentence structures? Do you avoid a succession of short, choppy sentences? Do you avoid long, convoluted sentences? Are your sentences active and dynamic, avoiding excessing use of the passive voice and nominalization?
- Passive voice: the use of the verb “to be”, which results in wordiness. For example, the sentence in passive voice, The bike was ridden by the boy—would be, in active voice, The boy rode the bike.
- Nominalization: when verbs are converted to nouns, which results in wordiness. For example, the sentence He made a suggestion—would be He suggested
- Do you use a variety of sentence structures? Do you avoid a succession of short, choppy sentences? Do you avoid long, convoluted sentences? Are your sentences active and dynamic, avoiding excessing use of the passive voice and nominalization?
- Does your language follow the conventions of usage and grammar for edited American English?
- Are your words and phrases appropriate and precise? Do you avoid generalities, pat phrases, cliches, jargon, and sexist/racist language? Do you use the correct verb forms, verb tenses, subject-verb agreement, pronouns, adjectives, adverbs, prepositions and articles?
- Is your punctuation and spelling correct?
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- Is your control of punctuation sufficient to keep the reader from being distracted from what you are trying to convey? Is your punctuation accurate? Do you write in complete sentences, avoiding fragments, comma splices and run-ons? Is your spelling sufficiently accurate to reflect college-level work?
- Comma splice: to join two independent clauses with a comma, but without a coordinating conjunction. For example, The bike is red, the boy loves it—should be The bike is red, and the boy loves it.
- Fragment: an incomplete phrase. For example, The bike is red. Which is the boy’s favorite color—should be The bike is red, which is the boy’s favorite color.
- Is your control of punctuation sufficient to keep the reader from being distracted from what you are trying to convey? Is your punctuation accurate? Do you write in complete sentences, avoiding fragments, comma splices and run-ons? Is your spelling sufficiently accurate to reflect college-level work?
These six categories are arranged from most to least important, but serious problems in categories 5 and 6 (the basic mechanics of proficient writing) may be enough to keep the writing from being evaluated as proficient.
Assignments are graded on an A-F basis
- A – Represents achievement that is outstanding or superior relative to the level necessary to meet the requirements of the assignment.
- B – Represents achievement that is above average relative to the level necessary to meet the requirements of the assignment.
- C – Represents achievement that meets the basic requirements in every respect. It signifies that the work is average, but nothing more.
- D – This paper is not satisfactory for college level work. There may be problems with focus, structure, development, sentence clarity, and/or proofreading.
- F – The paper fails to meet the assignment’s requirements. There are serious problems with focus, structure, clarity, and proofreading. The paper may also exhibit plagiarism.
COURSE POLICIES
Plagiarism Policy
As a writing instructor, I assume that you will do honest work and that you will work with me on improving writing that is your own. But since plagiarism is a serious matter, I feel that it is important to explain what plagiarism is and what the consequences are.
What Plagiarism is (Two Basic Forms):
- Deliberately using someone else's work as your own without citing the source. This includes direct copying, rephrasing, and summarizing, as well as taking someone else's idea and putting it in different words. This also includes:
- using or attempting to use unauthorized materials, information, or study aids in any academic exercise (e.g., an exam).
- unauthorized falsification or invention of any information or citation in an academic exercise (e.g., a paper reference).
- helping or attempting to help another to commit academic dishonesty (e.g., allowing another to copy from your test or use your work).
- Not indicating directly quoted passages or ideas even while citing the work as a general source.
What the Consequences of Plagiarism are:
If a paper involves plagiarism of the second kind (less serious), I may ask you to rewrite the paper, using correct forms of documentation.
If a paper involves the first kind of extremely serious plagiarism, you will automatically receive a failing grade for the course as well as face additional academic penalties in accordance with LCSC’s Student Code of Conduct.
I may demonstrate that a paper involves plagiarism in two ways:
- by identifying the source
- by showing the discrepancy of style between previous papers and the paper in question.
A final word on plagiarism: I understand the occasional temptation to plagiarize – but I am surprisingly good at recognizing plagiarism. My basic message is DON'T DO IT. When you need something from another person's work – an idea, a powerful statement, a set of facts, or an explanation – cite.
UNIVERSITY POLICIES AND RESOURCES
LAND ACKNOWLEDGEMENT
U of I Moscow is located on the homelands of the Nimiipuu (Nez Perce), Palus (Palouse) and Schitsu’umsh (Coeur d’Alene) tribes. We extend gratitude to the indigenous people that call this place home, since time immemorial. U of I recognizes that it is our academic responsibility to build relationships with the indigenous people to ensure integrity of tribal voices.
PROFESSIONALISM
Copying from another student or any online source/answer manual is plagiarism and is not allowed. Cheating and plagiarism will earn you an F in this course and, potentially, a visit to the dean of students. See Dean of Student's Student Code of Conduct for more information.
Remember: You’re paying to learn, not just get grades.
LEARNING CIVILITY
In any environment in which people gather to learn, it is essential that all members feel as free and safe as possible in their participation. To this end, it is expected that everyone in this course will be treated with mutual respect and civility, with an understanding that all of us (students, instructors, professors, guests, and teaching assistants) will be respectful and civil to one another in discussion, in action, in teaching, and in learning.
Should you feel our classroom interactions do not reflect an environment of civility and respect, you are encouraged to meet with your instructor during office hours to discuss your concern. Additional resources for expression of concern or requesting support include the Dean of Students office and staff (208-885-6757), the U of I Counseling & Testing Center’s confidential services (208-885-6716), or the Office of Civil Rights and Investigations (208-885-4285).
DISABILITY ACCESS AND REASONABLE ACCOMMODATIONS
University of Idaho is committed to ensuring an accessible learning environment where course or instructional content are usable by all students and faculty. If you believe that you require disability-related academic adjustments for this class (including pregnancy-related disabilities), please contact Center for Disability Access and Resources (CDAR) to discuss eligibility. A current accommodation letter from CDAR is required before any modifications, above and beyond what is otherwise available for all other students in this class will be provided. Please be advised that disability-related academic adjustments are not retroactive. CDAR is located at the Bruce Pitman Building, Suite 127. Phone is 208-885-6307 and e-mail is cdar@uidaho.edu. For a complete listing of services and current business hours visit https://www.uidaho.edu/student-resources/disability-accessibility-resources.
VANDAL FOOD PANTRY
The Vandal Food Pantry is a free resource stocked weekly with food, grocery bags, and various hygiene items. Its eight locations across campus are accessible during building hours and open to all. Please take what you need.
GREEN DOT SAFETY PROGRAM
What's Your Green Dot? It's up to all of us to make a safer campus. Vandal Green Dot is a program that helps students learn about the power of the bystander, how to recognize potentially risky situations, and realistic ways to intervene. Together we can bring down the number of people being hurt by interpersonal violence on our campus. No one has to do everything, but everyone has to do something! Learn more and get involved by visiting UI's Green Dot Safety Program or emailing greendot@uidaho.edu.