___________________Day(s) and Time(s): OnlineJuly 2-July 25

Course Number: English 2413-101 (32200)

Professor: Jeanne Urie

Email: jeanne_urie@mail.tulsacc.edu; All emails requiring a response will be answered within 24 hours on weekdays. Emails received on the weekend will be answered within 48 hours. Before emailing with questions, please explore the resources available on Blackboard for the answer.

Office Hours: TBA

Start and End Date for Course: July 2-July 25

Instructor Phone Number: 595-8337

Blackboard Site: https://bb.tulsacc.eduTCC Website: www.tulsacc.edu

To Contact the Division OfficeDivision Name: Communications Services Division Associate Dean: Dr. Deanna CooperOffice: MC-423Phone: 595-7064

Course Prerequisites:English 1113 and English 1213 or approval of instructor

Course Description:This course is designed to introduce students to three genres of literature: short story, poetry, and drama. It will emphasize understanding both the possibilities and the limitations of various types of literature, willingness to share interpretations, relate awareness of literary structure of his/her analysis of selected literary pieces, and different methods of critical analysis.

Textbook: Literature Craft and Voice (Must include Connect Lit code or you will need to purchase it separately)

_________________________________Course Objectives:

*Bring into personal context the views and experiences expressed in assigned works. *Enjoy and learn from the experience of reading and discussing literature.

This course will provide:1. A study of a variety of literary works and genres.2. A framework for analyzing literature.3. A vocabulary of literary terms for each of the genres.4. An overview of the different techniques and forms used in each of the genres.5. A focus on the value of literature in our society.

To accomplish these goals, students will learn to do the following things— make critical evaluations of literary works value and enjoy literature write more clearly and critically in response to literature read literature with greater understanding

understand and use vocabulary of literary terms and reading techniques use print and Web sources to gather information on authors, literary works, and

information that will provide the context for those works

TEACHING METHODS:This course combines PowerPoint lecture, individual activities, presentations, discussion boards, journal responses, and the online Connect program. Basic computer skills including Microsoft Word and PowerPoint, email, and Blackboard proficiency are a must. You will be required to post to the discussion board, compose using Microsoft Word, make presentations using PowerPoint, use the resources available on Connect, and communicate with the instructor via email. If you are uncomfortable with any of these tasks, I suggest you enroll in a computer concepts course prior to taking this course. Time will not permit me to assist you with computer related issues.

This course is 100% online, and you will have assignments due every Wednesday and Sunday. Please carefully pay attention to the assignment schedule to make sure you are successfully completing all assigned work.

ADA POLICYSTUDENTS WITH SPECIAL NEEDS: Students with documented disabilities are provided academic accommodations through the disabled Student Resource Center (918-595-7115) or Resource Center for the Deaf and Hard of Hearing (918-595-7428/TDD-TTY 981-595-7434). If any student is in need of academic accommodations from either office, it is the student’s responsibility to advise the instructor so an appropriate referral can be made no later than the first week of class. Students may also contact the disabled Student Services Offices directly at the telephone numbers indicated. ACADEMIC ACCOMMODATIONS WILL NOT BE PROVIDED UNLESS APPROPRIATE DOCUMENTATION IS PROVIDED TO THE DISABLED STUDENT SERVICES OFFICES TO SUPPORT THE NEED.

GRADING AND ASSIGNMENTS:

Nursery rhyme activity: =25Diagnostic Writing: =25Essays: 3 X 100=300Presentations: 150 (poetry (50) and novel (100))Final Exam: 100Responses: 6 (2 weekly during weeks 1-3) X 25= 150Online Discussion Boards: 6 (2 weekly during weeks 1-3) X 25 = 150Literature Lab: 100 (Grade earned on all completed work is the grade received. Grade will be recorded at the end of the 3rd week when all assignments are completed).

________________Total 1000

900-1000 = A800-899 =B700-799 =C

600-699 =D0-559=F

READING RESPONSES:The purpose of reading responses is to make your time reading in preparation for class more productive and creative. I want you to use this as a tool to help you pay attention to what you read, to ask questions of clarification, confusion, interest or curiosity, to assist you in reading critically, to help you prepare for class discussions, and to give you a good study tool for review for tests and papers. The assignment is simple. You should complete two responses per week, so you should select one short story or poem to use as you respond each time OR during the drama assignment, you will need to write over specific sections of the play. These responses will have specific due dates and should be completed in the journal provided.

Response Outline

Title:

Author:

Summary: (This section should be one or two paragraphs long. What was the text about? What was the story? This is necessary so that I can understand your reflection and comments.)

Analysis: In this section you should do a short analysis of the text by discussing the tools the author used and whether the author used them effectively or not. You could also examine how would the analysis be different if read through another lens?

Reflection/Comments: Take time to think about what you read and what it means to you. Here are some things you must include:

What did you think of what you read? Are you enjoying it or not and why? What are the main themes (or ideas) that the author is trying to convey to the reader? (Show me that you are

thinking about what you are reading) Can you relate this text to your life in any way? Explain why you can or cannot. Remember you can almost

certainly relate some element of the theme to your life even if the plot and characters are far removed from your life.

 Optional ideas you can write about:

How did this reading make you feel? Would you recommend this text to someone else? Why or why not? Would you read this text again? Does this remind you of anything else you have read? Does it remind you of any movies or TV shows you have

seen? Were there any characters you really liked? Why did you like them? What was your favorite thing about this text? Why?

You may also use the videos and prompts on Connect to help you generate ideas for responses.

Discussion Board Rubric

Your discussion board postings will be evaluated using the criteria listed below.

Posts directly addressing the discussion board tasks are called original posts. Each discussion board assignment requires you to answer two questions resulting in two original posts. Therefore, you will have four original posts each week. Original Posts must be made by the first due date listed on the course schedule, or they will not earn credit.

This discussion board also includes a minimum of two (2) replies to postings of other participants. These postings are direct responses made to the original post of another student in the class. Replies can be made at any time during the discussion period, but must be made by the second due date listed on the course schedule.

Any post consisting of nothing more than an "I agree with you" response will not count as a viable posting.

You will lose points for grammatical and usage errors. All ORIGINAL posts must be a minimum of 250 words.

0 pts 1-11 pts 12-13 pts 14-19 pts 20-24 pts 25 pts

No contribution

to the discussion

Only 1 post madeor

At least half posts made, but offer no

further insight into

the topic

At least half posts made

andposts relate to the main

topic, but do not enrich

the discussion

One missing post & contributions are

thoughtful, relevant, and enrich the

discussionor

All required posts made, but most posts offer no

further insight into the topic

All required posts made,

& contributions relate to the main topic, but do not enrich the discussion

All required posts made,

& contributions

are thoughtful,

relevant, and enrich the discussion

Expectations for Group Discussions Group discussions on the discussion boards take the place of class discussions in the classroom.  My expectation is that you read all of the discussion posts made by your classmates, just as I would expect you to listen to all of the comments made in a classroom discussion.  It is easiest to check the discussion board daily and read the new posts that have been made.

 Your participation in the group discussion is evaluated based upon the Discussion Board Rubric

 My role in the group discussions is that of observer.  I start the discussion by providing discussion prompts.  I monitor the discussion to make sure things stay on the right track.  I'll join the discussion only to redirect threads that are going too far off topic or to clarify points that need it. 

 Group discussions give you an opportunity to practice and apply concepts in a safe environment.  Use them as a learning tool.

LATE WORK:Late work is not accepted. This means that you should be prepared to turn in the miscellaneous assignments, responses, and journals, be prepared to take quizzes, and be prepared to make presentations when due as stated on the calendar or by your instructor in class. If you don’t turn in work when due, you will receive a zero for that assignment. Likewise, there is no make-up option for the final exam regardless of the reason you have for missing it.

MYTCC EMAIL PORTAL: We will be using the MyTCC email portal: http://mytcc.tulsacc.edu. All students enrolled at TCC have been assigned an email address and have been provided instructions on implementing the email system. In order to activate your email address, you will need to update your email address on the Student Web (https://sis.tulsacc.edu) and on Blackboard.

ATTENDANCE: Weekly student participation and response is considered a necessary factor in online courses and considered a necessary factor in the learning process. In this form of computer-based learning, weekly course participation is the equivalent to class attendance. Online participation includes: response to a discussion board posting, an assignment being turned in, and other communication reflecting ongoing learning in the course. If no student response occurs during a week in the semester, the student is considered absent. Students who are excessively absent are subject to administrative withdrawal.

INSTITUTIONAL STATEMENT: Each student is responsible for being aware of the information in the TCC Catalog, TCC Student Handbook, TCC Student Code of Conduct Policy Handbook, and semester information listed in the Class Schedule.

FAILURE TO WITHDRAW: To withdraw from the class, the student should initiate an official withdrawal; non-attendance DOES NOT constitute official withdrawal. The student who neither attends nor drops the class will either receive the grade earned based on the work completed or receive an AW at the discretion of the instructor.

**If you are holding this syllabus, this policy applies to you—even if I never see you again.**

PLAGIARISM POLICY: Deliberate plagiarism is claiming, indicating, or implying that the ideas, sentences, or words of another writer are your own. It includes having another writer do work claimed to be your own, copying the work of another and presenting it as your own, or following the work of another as a guide to ideas and expression that are then presented as your own. The student should review the relevant sections of the TCC Student Code of Conduct Policy Handbook.

At the instructor’s discretion, a student guilty of deliberate plagiarism may receive a zero for the assignment and an “F” in the course.

ACADEMIC DISHONESTY OR MISCONDUCT: Academic dishonesty or misconduct is neither condoned nor tolerated at campuses within the Tulsa Community College system. Academic dishonesty is behavior in which a deliberately fraudulent misrepresentation is employed in an attempt to gain undeserved intellectual credit, either for oneself or for another. Academic misconduct is behavior that results in intellectual advantage obtained by violating specific standards, but without deliberate intent or use of fraudulent means. The student should review the relevant section of the TCC Student Code of Conduct Policy Handbook.

COMPUTER SERVICES: Access to computing resources is a privilege granted to all TCC faculty, staff, and students. Use of TCC computing resources is limited to purposes related to the College’s mission of education, research, and community service. Student use of technology is governed by the Computer Services Acceptable Use Statements/Standards found in the TCC Student Code of Conduct Policy Handbook. These handbooks may be obtained by contacting any Student Activities or Dean of Student Services office.

WORD PROCESSING SOFTWARE: For our purposes, Microsoft Word is the word processing program of choice. If you are using different software, it is your responsibility to make the appropriate conversion prior to class. Help is available in the Technology Learning Center (TLC).

It is your responsibility to take care of software issues prior to class. Failure to comply may result in a late work assessment.

EXPECTATIONS: I have high expectations of my students, but I love to teach and will do everything in my power to help you meet those expectations if you will put out 100% effort. If you need assistance, let me know. I cannot assist you if I am unaware that you are struggling. I can be reached via e-mail at jeanne_urie@mail.tulsacc.edu. I will usually respond rather quickly during daytime hours. You are also welcome to visit with me during my office hours.

TENTATIVE CALENDAR SCHEDULE: The calendar is an invaluable tool for keeping up with the class. It includes major assignment due dates. For full assignment information, you must visit the weekly assignment folders in BB. We will try as much as possible to adhere to the calendar schedules. In the event that a modification is required, the announcement will be made on a timely basis. It is your responsibility to keep up with any changes. Again, attendance and personal responsibility are paramount.

The instructor may change the schedule AT ANY TIME by written notification.

CLASSROOM ETTIQUETTEOpen and mutually respectful communication of varied opinions, beliefs, and perspectives during classroom or online discussion encourages the free exchange of ideas that is essential to higher learning and to the ability to learn from each other.

REQUIRED FORMAT FOR ASSIGNMENTSAll assignments generated in Word should be typed in MLA format using Times New Roman 12 pt. font. The document should be double spaced. When posting to the discussion board, journal, or wiki, please post directly on each and DO NOT upload documents unless asked specifically to do so.

Assignment Schedule*schedule is tentative and subject to change. All changes will be announced in class or online.

Week One: July 2-8 SHORT FICTION

Assigned Reading: 2-63; 138-159; 1566-1590; 160-185; 78-186-187; 196-199;204-215; 224-225; 234-239; 261-267; 268-269; 279-282; 298-299; 314-318; 323-328; 336-337; 342-347; 364-373; 539-543; 374-375; 384-387; 421-441; 449-456

Assignment 1.1: PowerPoint LecturesAssignment 1.2: Nursery rhyme activity (Due 7/8) 25 pointsAssignment 1.3: Diagnostic Writing (Due 7/8) 25 pointsAssignment 1.4: Discussion Board (Original posts due by Thursday 7/5**; Classmate

responses due by Sunday 7/8) 50 points **due Thursday this week since Wednesday is a holiday.

Assignment 1.5: Responses (Due 7/8) 50 pointsAssignment 1.6: Connect Literature (Due 7/8) Assignment 1.7: Essay One (Due 7/8) 100 pointsAssignment 1.8: Selection of novel for novel project; discussion of assignment.

Week Two: July 9-15 Poetry

Assigned Reading: 560-627; Ch. 22-712-739; Ch. 24-26 782-921; Ch. 28 948-968;

Assignment 2.1: PowerPoint LecturesAssignment 2.2: Discussion Board (Original posts due by Wednesday 7/11; Classmate

responses due by Sunday 7/15) 50 pointsAssignment 2.3: Responses (Due 7/15) 50 pointsAssignment 2.4: Poetry Presentation (Due 7/15) 50 pointsAssignment 2.5: Connect Literature (Due 7/15) Assignment 2.6: Essay Two (Due 7/15) 100 points

Week Three: July 15-22 Drama

Assigned Reading: 1002-1063; 1276-1277; 1342-1434

Assignment 3.1: PowerPoint LecturesAssignment 3.2: Discussion Board (Original posts due by Wednesday 7/18; Classmate

responses due by Sunday 7/22) 50 pointsAssignment 3.3: Responses (Due 7/22) 50 pointsAssignment 3.4: Connect Literature (Due 7/22)Assignment 3.5: Essay Three (Due 7/22) 100 pointsAssignment 3.6: Final Exam Information

Week Four: July 23-25 Final Week (All assignments must be complete by Wednesday, July 25)

Assignment 4.1: Final Exam (Due 7/25) 100 pointsAssignment 4.2: Novel Presentation (Due 7/25) 100 points

Essay One-Short Story Literary Analysis

For this assignment you may choose any short story from our text to explore in a 4-5 page literary analysis. Your literary analysis should make and support an original thesis in which you explore some aspect of the story with fresh perspective. Your thesis should address the literary school of thought (literary theory) through which you are analyzing as well as your hypothesis regarding the story. The essay needs to include ample evidence from the story in the form of integrated quotations to support your thesis. As with any literary analysis, the essay should be written in present tense. You will be expected to use MLA format and include a Works Cited page. Research is not required but must be cited if it is used.

Be sure to do the following: Use the MLA paper format without title page (but with a title) Provide explicit thesis and topic sentences Use third person (no first or second person) Include a Work Cited page with one source from an anthology A minimum of four full pages, one-inch margins, in 12-point Times New RomanNOTE: This does not include the Work Cited.

Step One: Select your story then look back over your response assignments and do other prewriting in order to develop a focus.

Step Two: Formulate a solid thesis question and then answer that question in order to develop a thesis statement. Remember your thesis should address both the literary school of thought as well as your analysis. A good sample thesis question might be: What is revealed about Sammy and his motivation when observing him through a Freudian lens? Your one sentence answer to that question would become your thesis statement.

Step Three: Brainstorm and look back through the story marking passages which support your formulated thesis.

Step Four: Determine your organizational structure and begin drafting.

Step Five: Complete a rough draft for peer review

Step Six: Edit and revise

Step Seven: Turn it in for a grade.

Essay Two-Poetry

Below are choices for Essay Two taken from a variety of sources. Please select one to develop into a four-five page essay.

Choice ASelect two or three poems by one writer that date from different time periods in the writer's life. What differences and/or similarities do you note in the theme, focus, diction, and form of these poems? To what factors should we attribute those differences?

Choice B“By their deeds shall ye know them.”  We often judge people by what they do; therefore, we consider people who commit cruel or reprehensible acts corrupt, base, or amoral.  In literature, however, authors often introduce us to characters whom we learn to like or even respect, despite their deeds. Write an essay about one such character from a poem we read for whom you developed admiration or compassion.  Briefly explain why you felt his or her behavior to be condemnable or contemptible, and how the author’s techniques influenced you to admire that person.  Do not summarize the plot.

Choice CExamine three poems from the text. Contrast the kind of diction (formal, middle, informal) that the poets use. How is the kind of diction they employ appropriate to the poem? How does it illuminate speaker, subject, and theme?

Choice DCompare how the images in the following titles operate within the poems to reveal theme: “Tree,” “Anecdote of the Jar,” “Farm House by the River,” and “The Blue Swallows.”

Be sure to do the following: Use the MLA paper format without title page (but with a title) Provide explicit thesis and topic sentences Use third person (no first or second person) Include a Work Cited page with sources from an anthology A minimum of four full pages, one-inch margins, in 12-point Times New Roman

NOTE: The four page requirement does not include the Works Cited page which should appear at the end of the paper.

Essay Three-DramaAttend a local theater production. You can select from the list below, or you may have other performances approved by me:

Tom SawyerSpotlight Theater; 13th and RiversideJuly 20-7:30 pm; July 21-2:00 pm; or July 22-2:00 pm

GypsyJohn H. Williams Theatre; Tulsa, OKJuly 7-8Called "the greatest American musical" by numerous critics and writers, GYPSY is loosely based on the 1957 memoirs of the famous striptease artist Gypsy Rose Lee. The show focuses on the artist's domineering mother, Rose, as she pushes her daughters, Louise and June, to perform their vaudeville act across the United States during the 1920s, when vaudeville was on its last legs and burlesque was being born. Although Rose is the ultimate bossy stage mother, theatre critic Clive Barnes described her as "one of the few truly complex characters in the American musical…"

With a book by Arthur Laurents, music by Jule Styne, and lyrics by Stephen Sondheim, Gypsy contains many songs that became popular standards, including “Small World,” “Everything’s Coming up Roses,” “Some People,” “Let Me Entertain You,” and “Rose’s Turn.”

. A Funny Thing Happened On the Way to the ForumJuly 5-6 at 8 p.m. John H. Williams TheatreBroadway’s greatest farce is light, fast-paced, witty, irreverent and one of the funniest musicals ever written. A FUNNY THING HAPPENED ON THE WAY TO THE FORUM takes comedy back to its roots, combining situations from time-tested, 2,000-year-old comedies of Roman playwright Plautus with the infectious energy of classic vaudeville. The result is a non-stop laugh-fest in which a crafty slave (Pseudolus) struggles to win the hand of a beautiful but slow-witted courtesan (Philia) for his young master (Hero), in exchange for freedom.Memorable songs by Stephen Sondheim include “Comedy Tonight,” “Everybody Ought to Have a Maid” and the tongue-in-cheek “Lovely,” about a young man and woman who don’t know much about love. Burt Shevelove and Larry Gelbart wrote the book, and LOOK veteran Ron Loyd plays the lead role.

Write a four page paper about the production in which you:

discuss the literary elements present discuss the lens through which the work is presented and based and analyze the

techniques utilized by the director and cast to present the play in light of the lens. write an academic review of the work. Your review cannot simply state that you

did or did not like the performance. You must instead analyze the effectiveness of the performance based on factors such as actors experience, intended audience, and the intended purpose of the performance.

Turn in proof of attendance (scan or take a picture of your ticket and playbill), your essay, and a picture (use your cell phone) of yourself at the performance preferably with one of the actors!

Poetry PresentationSelect a poet from the text who interests you or one who is not included in the text who has been approved by me and

1. Research the poet and read several of his/her works that are not included in the text.

2. Analyze 2 or 3 of the poems you select for theme and other literary devices

3. Prepare a presentation of at least 15 slides in which you introduce your poet and analyze the poems you select to share. You will likely want to focus on only two or three of the poems for the presentation in order to allow time to fully explore and discuss the author and his/her works.

In the PowerPoint presentation you should: Introduce your author and provide any background material you feel is

necessary to understanding the poetry you will discuss Read the poem(s), play a recording of the poem being read, or simply

provide slides with each poem. On the PowerPoint, you may have only three slides about the author.

The remaining slides should illustrate your analysis and discussion of the poem(s). The bulk of your presentation should focus on analysis and discussion of the poem(s). You could, for example, have one slide identifying all the metaphors in the poem, another pointing out symbolism, and another discussing rhyme scheme. You will need to be extremely familiar with your poem(s) in order to present this information effectively. Be sure to use the resources provided in the textbook to assist you.

Expect questions from your classmates after you post your PowerPoint and be prepared to respond to those questions.

You will need to include a Works Cited slide that does not count in the required 15 slides

Novel Presentation

As our final project in Introduction to Literature, you will each introduce your classmates to your favorite contemporary author. If done well, these presentations can help us build our summer reading lists. For this project you will do the following:

PART ONE: The Presentation

Select a contemporary author to research. The author must have written and published a “quality” novel within the last 25 years. Your research of this author should include significant biographical information.

I. Read a novel (or reread a novel) written by the author to use as the focus of the projectII. Find at least five reviews written by professionals about the author/novel III. Synthesize this information and prepare a presentation where you present your author to the class. You are

trying to convince us that your author is worthy of our time in this presentation. Your presentation should include:a. Biographical Informationb. Summary and review of the novel (enough to make us want to read—not so much you give it all away).c. Discussion of what makes this author popular and worthy of our timed. Explanation of how it fits into today’s culture. Why is this novel relevant?

IV. You will also present your project (see below).

Your presentation should include at least 20 slides. Some of those slides may include the information below.

PART TWO: The Creative Part

Select FOUR of the following to complete as creative representations of your novel. These four activities need to be compiled in the format of your choice and presented to the class as part of your presentation. You must present them in an electronic format, in a portfolio, etc… that can be posted on the Discussion Board. Creativity is the key!

1. Choose a character from the novel and discuss why this person will stay with you for a long time to come. (1 page min.)

2. You are trying to convince a friend to buy the book. What argument would you use to persuade them? (1 page min.)

3. Hold a talk show interview with your author as a guest. Write a dialogue between you and the author based on the research you have done. Make sure you cite your sources at the end. You may make a video of the actual interview as well! (1 page min.)

4. Retell part of the story from another character’s point of view. In your cover sheet for this assignment, make sure you tell me what the original was like so I understand the changes. (1 page min.)

5. Decide what visuals you would include with the texts if they were to be illustrated. Draw a series of illustrations and match them with the lines of text. (5 min. Drawing should cover 1 page.)

6. You are asked to provide a piece of "great art" for the cover of your novel. Which piece of art would you choose and why? Make sure to provide a picture of the art, tell me what it’s called, and who the artist is.

7. Write, enact, and film a 60 second preview/commercial/trailer of the novel you read.8. Retell your novel or portions of it through a different lens or in the form of a different genre. (1

page min.)9. Your novel is about to be produced as a new film. Write a storyboard of the scenes that must be

included in the film, decide where the film should be shot, which actors should be cast in your lead roles, and make other directorial decisions you deem necessary in order to convey your novel in the best light. (2 pages min.)

10. Your novel is going to be presented with accompaniment by the New York Philharmonic. Who is going to read it? What selections will they read? What kinds of classical music would be best

suited to the tone and content of the selections? If you can, create a CD of you or someone else reading portions of the work with your selected music. (1 page min.)

11. Your novel is going to be published in a Reader’s Digest condensed edition. Make decisions about what must stay and go. Be sure to include your justification for your choices. (1 page min.)

12. Create the hypothetical journal or a series of letters your author might have kept while he/she was in the process of writing. What kinds of writing decisions might they have had to make? What life or societal events might have influenced them? How did they deal with publishers? In what sections do you think they might have experienced writer’s block? (5 entries/letters min.)

13. Design unique bumper stickers that reflect the personalities of the characters in your book and discuss why you designed them the way you did. (5 minimum bumper stickers are required)

14. Name or rename the chapters of your book to something that you believe reflects the chapters’ themes better. Discuss why you would name them the way you did. (1 page min.)

15. Write a news story that would have been in a newspaper or magazine about something that happened in your story. Use the Who, What, When, Where, and Why questions to make sure your audience knows all of the details. (1 page min.)

16. Create a Facebook page for one of the characters in the story. You will need to leave the page public so I can view it.