Course Name 19th Century American LiteratureCourse number and section ENG 255. 50Semester and Year Fall 2018

Number of Credits: 3

Days Class Meets: Mondays, Tuesdays,

Wednesdays, and Thursdays 10/31-

12/20/2018

Meeting Times: 3:00-4:29

Location: BW 205

Instructor: Dr. Geri Jacobs

Office: BW 243

Contact Phone: 517-796-8587

Contact Email: jacobsgeraldii@jccmi.edu

Office Hours: 8-9 Mondays-Thursdays; 12-3

Tuesdays and Thursdays

Course DescriptionStudents examine the development of a distinctive American literature and culture during the 19th century. Students read selections from many writers, with emphasis on major figures such as Hawthorne, Melville, Thoreau, Emerson, Poe, Dickenson, Whitman, Douglass and Jacobs.

PrerequisiteENG 131

Course GoalsThis is an intensive reading and writing course in which we will discuss sensitive issues concerning race

(minority and majority responses to slavery and to the treatment of minorities, including Native Americans

and groups of Spanish descent); gender (the question of the woman's role and sphere); and class

(attitudes toward the socially oppressed).

Our course is discussion-based, with emphasis placed on large group activities. You will get

the most out of this class when you come to class prepared and ready to participate actively

in class discussions. Please note: A significant number of points are assigned to class

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participation. You are required to participate in class—you may not simply be a spectator or a

note-taker! Please read pages 14-15 of this syllabus for further instructions.

Course Objectives1. To broaden students’ knowledge of the authors, genres, and themes of 19th Century American

Literature.

2. To develop students’ academic writing and research skills

3. To develop students’ critical thinking, comprehension, and response skills in reading fiction, non-fiction, poetry, and drama.

4. To develop students’ skills in literary criticism, specifically the evaluation, analysis, description, or interpretation of literary works from social, historical, political, and cultural contexts.

5. To discuss the authors, literary techniques, and themes of the 19th Century and where possible, relate them to contemporary life and literature.

6. To understand the role and function of the 19th Century American Literature.

Please note that this is a General Education course. Below is Jackson College’s General

Education Philosophy:

General education facilitates the development of an informed and educated person who

recognizes and respects the diversity of communities, thinks critically, and is proficient at

fundamental skills. General education engages students in active learning by providing

opportunities to observe, analyze, and evaluate, and to apply these skills critically to problems.

General education fosters the development of responsible, ethical human beings dedicated to

improving their own lives and the lives of others through work, family life, social and political

action, cultural awareness, and service to others.

Course goals and objectives incorporate specific General Education Outcomes (GEOs)

established by the JC Board of Trustees, administration, and faculty. These goals are in concert

with four-year colleges and universities and reflect input from the professional communities we

serve. GEOs guarantee students achieve goals necessary for graduation credit, transferability,

and professional skills needed in many certification programs.

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The GEO addressed in this class is: GEO 6:—Understand aesthetic experience and artistic

creativity. Activities that address the expectations of GEO 6 include small and large group

discussions and reflective writing.

Units/Topics of Instruction

1. Role of 19th century writers in the definition of America and American literature

2. The role of Nature

3. Development of the short story and other genres

4. Black Slavery

5. Oppressed American Voices

6. The Role of Women

7. The Civil War

8. Romanticism

9. Realism

10. Humor

TextbookThe Heath Anthology of American Literature, volume B and volume C

7th edition ISBN: 13: 978-1-133-31023-5; 13:978-1-133-31024-9

This text is available in a digital format through Cengage. It can be rented or purchased through

the JC Bookstore. The required readings are available through Open Educational Resources.

SuppliesFlash Drive

3 Soft cover folders (with pockets), pen, loose leaf paper

Grading ProcedureClass Participation = 100 points

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Paper = 50 points

Notebooks 6 @20 =120 points

Quizzes =100 points

Reflections = 20 points

Total possible points = 390 points

Grading Scale

GPA GRADE RANGE

4.0 94-100%

3.5 89-93%

3.0 84-88%

2.5 78-83%

2.0 72-77%

1.5 66-71%

1.0 60-65%

0.5 55-59%

0.0 0-54%

Course RequirementsReader’s Notebook

Please refer to pages 14-15 of this syllabus for additional information.

Weekly notebooks are due; there will be a total of six. They must be typed and handed in on Mondays before class discussion begins. I will not—not—not!! accept late notebooks! This is a formal writing

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assignment. The responses must be thoughtful, detailed, and free of obvious problems with grammar,

spelling, or sentence construction.

Please have available a soft cover folder (with pockets) and loose leaf paper for this assignment. Topics

will be assigned.

Quizzes

There will be daily quizzes that test your reading and understanding of the works assigned. Quizzes will

be given before class discussions begin.

Class Participation

Please refer to pages 14-15 of this syllabus for additional information.

“Class Participation” refers to any group or individual activity in which you are asked to participate while in

class. This portion of your grade cannot be made-up; therefore attending each class session is essential.

You are expected to participate actively in class discussions-- you may not simply be a spectator or a

note-taker! It is not acceptable to simply come to class and listen to others! Please note: A significant

number of points are assigned to class participation. Failure to actively participate in class will result in

your losing class participation points.

Reflection

You will complete learning assessments that will encourage you to examine your learning in his class.

Paper

TBA

The paper is to be handed in on the due date. To receive feedback before the due date, please schedule a conference with me.

FailurePlagiarism Policy: Plagiarism, “the submission of another’s writing, whether directly copied or

paraphrased, will result in a failing grade for the assignment and can be grounds for removal

from the class. Cases of plagiarism are dealt with by the instructor on an individual basis; the

instructor will make decisions regarding the student's ability to correct the problem. All cases of

plagiarism are reported to the Office of the Academic Dean.”

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You are expected to follow accepted ways of documenting research material in your writing. In

this class, please follow MLA 2016 (Modern Language Association) guidelines.

Failure: Plagiarized work will be assigned 0.0.

Academic Honesty is expected of all students. It is the ethical behavior that includes producing

their own work and not representing others’ work as their own, either by plagiarism, by

cheating or by helping others to do so.

Faculty members who suspect a student of academic dishonesty may penalize the student by

taking appropriate action up to and including assigning a failing grade for the paper, project, re-

port, exam, and the course itself. Instructors must document all instances of academic

dishonesty beyond those of a very minor nature, in writing to the Academic Dean.

The Office of the Academic Deans will record and track students who have been reported as

having cheated. If the same student cheats in other courses, the Dean will enact sanctions

appropriate to level of infraction. The sanction will be selected in consultation with the involved

faculty. The Dean can administer consequences up to and including suspension.

Academic Honesty PolicyAcademic Honesty is defined as ethical behavior that includes student production of their own work and

not representing others' work as their own, by cheating or by helping others to do so.

Plagiarism is defined as the failure to give credit for the use of material from outside sources.

Plagiarism includes but is not limited to:

Submitting other's work as your own

Using data, illustrations, pictures, quotations, or paraphrases from other sources

without adequate documentation

Reusing significant, identical or nearly identical portions of one’s own prior work

without acknowledging that one is doing so or without citing this original work (self-

plagiarism)

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Cheating is defined as obtaining answers/material from an outside source without

authorization. Cheating includes, but is not limited to:

Plagiarizing in any form

Using notes/books/electronic material without authorization

Copying

Submitting others' work as your own or submitting your work for others

Altering graded work

Falsifying data

Exhibiting other behaviors generally considered unethical

Allowing your work to be submitted by others

Course ManagementPlease consult e-services for information about withdrawal, audit, and incomplete policies.

Withdraw: After the Add /Drop period, a student may withdraw from a course in accordance with the dates published in e-services.

Incomplete Policy: In accordance with JC policy, an Incomplete or “I” grade is only issued to

students “who have demonstrated good standing in the class and hold a passing grade at the

time of an extenuating circumstance that precludes completion of the class. Documentation

validating the circumstance may be required.”

Makeup PolicyAssignments are to be handed in on the due date in the format required; late assignments are not

accepted. Accommodations regarding late work will only be considered in documented instances

concerning bereavement, hospitalization, and legal or military matters.

HelpIf you are needing help with the class, please schedule a conference with me.

Please be aware that several places on campus provide academic and other help. These include the library, located in William Atkinson Hall and the Center for Student Success, located on the first floor of Bert Walker Hall.

Message from the Center for Student Success:

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“Tutors and additional free services for academic success can be accessed by calling (517) 796-8415 or by stopping by the Center for Student Success in Bert Walker Hall. Faculty and tutors in the CSS will help you with writing, study skills, test anxiety, math, and reading. Students requiring special assistance (including those affected by the Americans with Disabilities Act) should contact the Center for Student Success. This is the first step in acquiring the appropriate accommodations to facilitate your learning.It is important to contact a Center for Student Success professional prior to the start of the semester in order to receive accommodations in a timely manner. While we will make every effort to coordinate accommodations in a timely manner, failure to self-identify prior to the start of the semester may delay notification to instructors and timeliness of acquiring accommodations. Accommodations do not automatically carry over to the next semester.”https://www.jccmi.edu/center-for-student-success/accommodations-for-students-with-disabilities/

If you require accommodations for this course, please schedule an office visit with me.

Together, we will plan teaching and learning strategies intended to support your learning

and success.

Course PolicyPlease refer to me as Dr. or Mrs. Jacobs. Please try and maintain a positive, encouraging attitude in class.I ask that all members of the class be considerate and respectful. Do not speak while the instructor is addressing the entire group.Communicate with the instructor and other classmates in a polite, professional manner.Please refrain from using profanity in your writing and in your conversations during class.Please turn off or silence all cell phones during the entire class session. Do not conduct telephone conversations or text during class.

Please take note: Being involved with your cell phone while in class (unless instructed to do so) is not a wise choice. You will miss important information and instruction, and you will lose class points for lack of participation.

Do not speak while a class member is addressing the entire group.Do not participate in any behavior that is distracting or unprofessional.Distracting and disrespectful behavior creates an unhealthy learning environment and will not be tolerated.

I am aware that some of you have young children. However, I must ask that children not be brought to class since often they are a distraction to the parent as well as the other members of the learning community.

Please listen carefully to my directions; if something is not clear, please ask.To avoid getting behind, please be aware of the pace of the class.

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If you have a problem regarding the class, please let me know during the break, after class, or during an office visit.Please keep all handouts and papers until the end of the semester.If you must leave or enter the room during class, please do so discretely.Please limit eating and drinking in class since these hinder your participation in class activities.If you arrive late for class, please enter the classroom, but do so without interrupting the students and the teacher. However, do not use this leniency as a reason for being habitually late.All assignments must be typed. Please note that using a word processor facilitates the revision process.Assigned work must be handed in on time, in the format required, and in a two-pocket folder. Late assignments will not be accepted.

All assignments must be handed to me. Please do not place assignments in my mail box.Please do not e-mail assignments to me.

Please come prepared to be in the classroom for the entire class period. Please limit the number of times you leave and re- enter the classroom. Not only is this behavior distracting to other members of the class, it also places you at a disadvantage since you will miss important instruction and practice.

Calendar (Subject to Change)The Reading List is not complete—there will be changes/additions. You will be given detailed

reading lists and assignments throughout the semester. Additional homework assignments may

be given.

WEEK # DATE TOPIC HOMEWORK

1 October 31- Early American Voices Notebooks are due on

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November 1

Washington Irving, “Rip Van Winkle”Nathaniel Hawthorne, My Kinsman, Major Molineaux,” “Young Goodman Brown”Caroline Kirkland, A New Home, Who’ll Follow?—selected chaptersJames Fenimore Cooper, The Pioneers—selected chapters

Lydia Sigourney’s poemsWilliam Cullen Bryant’s poems

Mondays.

There are Daily Quizzes

2 November 5-8

Early American Voices

William Apess, “An Indian’s Looking-Glass for the White Man”Mary Jemison, NarrativeBlack Hawk, Life of Black Hawk“Speech of Chief Seattle”George Copway, Kah-ge-ga-gah-bowhGertrude Bonnin, “The School Days of an Indian Girl”

Notebook 1

Daily Quizzes

3 November 12-

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Transcendental Voices

Ralph Waldo Emerson, The American Scholar, Self-RelianceHenry David Thoreau, WaldenSarah Margaret, Woman in the Nineteenth Century

Notebook 2

Daily Quizzes

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Edgar Allan Poe’s poems, “Ligea”Walt Whitman’s poemsEmily Dickerson’s poems

4November 19-

20

Voices of the Oppressed

Frederick Douglass, Narrative of the Life of Frederick Douglass, An American SlaveHarriet Ann Jacobs, Incidents in the Life of a Slave Girl—selected chaptersFrances Ellen Watkins Harper’s poemsPaul Laurence Dunbar, poemsTBA—selected short essays

Notebook 3

Daily Quizzes

5November 26-

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Voices of the Displaced, the Alienated

Herman Melville, Bartleby, the ScrivenerEdith Maud Eaton, “Leaves from the Mental Portfolio of an Eurasian”Yone Noguchi, The American Diary of a Japanese Girl”TBA—selected readings

Notebook 4

Daily Quizzes

6 December 3-6 Voices of Realism

Walt Whitman’s poems

William Dean Howells, “Editha”Henry James, “Daisy Miller: A Study”Sarah Orne Jewett, “The White Heron”Mary E. Wilkins Freeman, “The

Notebook 5

Daily Quizzes

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Revolt of ‘Mother’

7December 10-

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Voices of Realism

Upton Sinclair, The Jungle-selected chaptersSamuel Langhorne Clemens,

Jim Smiley and His Jumping

Frog”

Finley Peter Dunne, “Immigration”

TBA

Notebook 6

Daily Quizzes

8 December 17-

20

Emerging Voices

Late 19th Century women—

selected poetry

TBA

Paper due December 17

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Important Dates: Fall 2018

DATE EVENT

SEPT. 4, 2018 DAY AND EVENING CLASSES BEGIN

SEPT. 4 – DEC. 20, 2018 SEMESTER DATES

SEPT. 18, 2018 IN-SERVICE DAY. NO CLASSES

OCT. 5, 2018 PATHWAY SHOWCASES DAY. NO CLASSES

NOV. 21 – 25, 2018 THANKSGIVING BREAK. NO CLASSES

DEC. 20, 2018 END OF FALL SEMESTER

Dec. 22, 2018 Grades Due

Attendance PolicyClass attendance is not optional! To be successful in this class, you must attend and actively participate

in class activities.

Please plan to be present at all class sessions, arriving on time and remaining until class

officially ends. This is especially important since class participation points cannot be made-up.

You must remain in class during class participation activities to avoid losing participation points.

In compliance with Federal Title IV funding requirements, as well as college initiatives, reporting

of student participation in classes will occur at three designated times each semester.

Instructors will assign one of three non-transcripted letter symbols to each student during each

reporting period (see below). Students identified as no longer participating will be dropped or

administratively withdrawn from the class, and students identified as needing academic

assistance will be contacted.

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Participation/Progress Symbols

H – The student is not doing acceptable work and needs Help to be successful.

Q – The student has not participated and the instructor believes they have unofficially

withdrawn (Quit). These students will be dropped/withdrawn from the class.

V – The instructor Verifies that the student is participating and doing acceptable work.

Expectations for Writing Response and In-class Discussions—critical Reading, Thinking, and WritingPlease note the following passage from Lee Galda et al, Literature and the Child: “Learning is more than

the laying on of discrete areas of information; it requires an active response from students, an

interpretation or reconstruction of new information in relation to what they already know” (174).

This passage points to a focal expectation of our class. When students read, think, discuss, and

write in this class, they should be doing more than repeating what they have heard in lecture or

read in their textbook. Students are expected to interpret and use information they already

know to help them reach new insights and understanding. Galda et al explain further: “[C]ritical

readers evaluate new information in light of what they already know, compare many sources

instead of accepting only one point of view, and make judgments about what they read”( 174).

When students follow these guidelines, they are on their way to becoming critical thinkers,

readers, and writers.

During discussions in this class, you should be ready not only to share your ideas but to be

willing to respond to the ideas of others as we develop a conversation throughout the class

session.

As you respond to writing assignments for this class, ask yourselves and respond to questions

such as:

“What if?” “So what?” “What could have been done/said differently?” What did I learn/ wish I

had learned?” “Who would benefit from having this information? Why?” “How can I better

understand what this fact/experience/ statement means?” “How can I apply this information to

my own life? /How can I help others apply this information to their lives?” “How can I break

down this information into smaller, more manageable parts?” “How valuable are these ideas/

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this information? For whom? Why?” “What is the big picture here?” “What new point of view

have I reached as a result of reading or hearing this information?’

This list of questions is not exhaustive. It simply gives you a start to becoming a critical reader,

thinker, and writer.

Caveat The contents of this syllabus are subject to revision during the course of the semester.    

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