Waycross College English 1102 Syllabus

Fall 2010
Instructor- Elaine Stephens Office-129 C Bldg.
Telephone- 912-449-7562
Home- 912-449-2431
Cell- 912-337-0667
E-mail- estephens@waycross.edu
setstep99@yahoo.com

Textbooks:
Barnet, et.al. An Introduction to Literature, 16th edition
Hardy, Thomas The Return of the Native 2nd edition, (edited by Phillip Mallett)

Scope of the Course:

Extended forms of writing in exposition and argument; research techniques and
the research paper; introduction to literature

Overall Objectives:
To refine and extend the student’s writing and reading skills

Specific Objectives:
1. Organizing essays with complex structure and development
2. Refining and polishing sentence structure and style
3. Locating and utilizing pertinent library materials
4. Reading and writing critically about literature

Attendance:
Of all responsibilities for the student, attendance is the most important. An
instructor may drop a student from class with a grade of WF when the student has
missed 20 per cent of regularly scheduled classes. Id such absences are excused, the
withdrawal grade will be W or WF, depending on the student’s status at the time he/she
was dropped. However, it is the student’s responsibility to pursue the withdrawal
process. Non-attendance does not constitute withdrawal, nor does it guarantee
administrative withdrawal.

Tardiness:
Class will begin on time, and assignments are due in the first five minutes of class
and not after. Students are expected to remain in class until dismissed by the
instructor. Tardies and/or early departures can count as absences.

Make-up Work:
It is the student’s responsibility to make up any missed work absolutely no later than
ONE week after the absence. Habitual absences will not be excused. When a student is
absent, he/she has the responsibility of getting make up work immediately; in fact, it
is in the student’s best interest to contact the instructor so that he/she can have
work completed by the next class day. If a student misses a test, then he/she will
make it up pursuant to the instructor’s discretion. All make up tests roll into ONE
comprehensive test that the student will take on the day of the final after he/she
finishes the final; this comprehensive test will be substantially more thorough
than original test(s).

Classroom Conduct:
This is college. Period. As such, students know and use proper and mature behavior.
Rude and/or disruptive people will be asked to leave, and people who are not on task
will also be asked to leave. Electronic devices will be turned off during class. The
instructor will not remind students of this rule; it is a matter of courtesy. Those
who feel the need to use electronic devices in class should reconsider their choice to
pursue post-secondary education. Repeat: this is college.

NOTE:
Because this class is designed to foster intelligent, mature discussion, it requires
that students behave accordingly.
 Grading:
The final grade is determined by:

1. Quizzes 5 %
2. Tests 15 %
3. In class essays 40 %
4. Research paper 20 %
(paper will be retained in division files)
5. Final exam 20 %
(exam will be retained in division files)

Grading:
A= 90-100 C= 70-79 F=59 and below
B= 80-89 D= 60-69

Requirements to Pass English 1102:

1. An overall average of at least a C
2. An average on the in-class essays of at least C-
3. Satisfactory completion of all assignments

Incompletes:
The grade of Incomplete is given to students who, for reason of illness or accident,
are unable to complete the course. At least 75% of the coursework must have been
completed with a passing grade at the time of the request before an “I” will be
considered. In no case will an “I” be given as a means of avoiding a failing grade.
ADA Statement:
“The college is committed to providing accessibility to all students in
accordance to ADA/504 guidelines. Students should contact the director of
student life regarding accessibility.”

Academic Support Center:

The Academic Support Center (ASC) was created to offer supplemental assistance
to students enrolled in all courses at the college. It provides a variety of
services at all levels, ranging from personal tutoring in math, reading and
composition skills, to providing handouts and supplementary materials on writing
research papers and critiques, taking essay and objective tests, and developing
effective study techniques. Through audiovisual, computerized, self-paced, and
one-on-one tutorial work, the ASC assists students in developing strengths and
eliminating deficiencies. Students may be referred by instructors or may
independently seek help.

Individualized ASC Assignments:

Instructors may make additional individualized assignments in the ASC. Students
will be informed of such assignments and should check their instructor’s file in
the ASC for instructions.

The Regents’ Test:

“The Board of Regents of the University System of Georgia instituted Regents’
Testing Program to serve as one means by which each institution in the
University System can ensure that students receiving degrees from the
institution possess certain minimum skills of reading and writing. Since 1972,
passing both the essay and reading comprehension parts of the Regents’ Test has
been a requirement for students receiving transfer associate or baccalaureate
degrees from the 34 institutions of the University System” (BOR Regents’ Testing
Program website). The Board of regents requires most students to take the
Regents’ test during their first semester of enrollment, and preparation for the
test begins in English 1101. If a student does not pass either or both portions
of the test on the first attempt, he/she must retake the test until he/she
passes it. If a student has not passed either or both portions of the test by
the time he/she has 45 semester hours of college credit, he/she will be required
to enroll in the appropriate Regents’ Skills course(s) prior to retaking the
test(s).
Tips for Taking the Regents’ Test:
1. Make sure you register for the test via the college’s website
(http://www.waycross.edu/stlife/forms/test-registration.htm) by the
appropriate date

2. http://www.waycross.edu/stlife/forms/test-registration.htm) by the
appropriate date
3. Get a good night’s sleep beforehand; eat breakfast before you take the test
4. Arrive at the testing site at least 10 minutes early; bring a picture ID
with you
5. Attend to personal needs before the test begins; arrange for childcare in
advance
6. Bring at least two pencils for the reading test, two black or blue ink
pens for the essay test, and a dictionary. You will be allowed to use the
dictionary only during the last 15 minutes of the essay testing period
7. Remember that the reading test must be completed ion pencil, and the essay
test must be in ink. No form of white-out or liquid paper is allowed.
8. Choose a topic you know something about
9. When writing the essay, do not skip lines; if you make a mistake, simply
draw a line through the mistake and keep writing
10. Pace yourself. For the essay test, do not spend too much time
brainstorming, and MAKE SURE to leave time for proofreading. For the
reading test, allow ten minutes per passage; do not spend you much time on
any one passage
11. You are not penalized for guessing on the reading test, so be sure
to answer every question
12. Remember that an effective essay has an interesting and concise
introduction, a well-organized body with specific details, and a clear
conclusion
13. If you have a tendency to get off topic, reread the topic after each
paragraph you write and make sure you are answering the question
14. If you suspect misspelling, place an asterisk or check mark in the
margin to aid you in finding the error when proofreading so you can
correct it
15. Always, ALWAYS proofread!

Criteria for Grading Essays- Waycross College:

A
Outstanding vocabulary, sentence structure, development and organization
Outstanding maturity of thought and logic
No major errors
No more than two minor errors, depending on the length of the essay
B
Good vocabulary, sentence structure, development and organization
Good maturity of thought and logic
Only one major error
No more than a few minor errors, depending on the length of the essay
C
Average vocabulary, sentence structure, development and organization
Average maturity of thought sand logic
No more than two major errors
Several minor errors, depending on the length of the essay
D
Weak vocabulary, sentence structure, development and organization
Weak maturity of thought and logic
No more than three major errors
Multiple minor errors
F
Unsatisfactory vocabulary, sentence structure, development and organization
Unsatisfactory maturity of thought and logic
Three or more major errors
Multiple minor errors

Major errors (any one of the following):

1. Sentence fragment 4. Garbled sentence
2. Comma splices 5. Faulty subject-verb agreement
3. Run-on sentence

Minor errors (any three of the following equal a major error):

1. Misused verb form
2. Nonparallel element
3. Misused or omitted comma
4. Misused or omitted semicolon
5. Dangling or misplaced modifier
6. Misuse of adjective or adverb
7. Misused or omitted apostrophe
8. Error in pronoun-antecedent agreement
9. Error in capitalization
10. Error in pronoun case or reference
11. Inappropriate word choice or sentence structure
12. Misspelled word
13. Omission of word ending

Controlled Research Paper Assignment:

In 1102 a controlled research paper is required and constitutes 20% of the
final grade.
Topic: The paper is a critical interpretation of one aspect (such as style,
character, theme, symbolism, etc.) of the assigned novel. The paper will be
developed using evidence from both primary and secondary sources and will be
approximately 1000words (four to six typed pages) in length.
NOTE: THE PAPER MAY NOT DEAL WITH THE AUTHOR”S LIFE.
For the research paper, a minimum of four secondary sources is required,
exclusive of primary sources, encyclopedias, Masterplots, Cliff’s Notes, etc.
All sources must come from the Waycross College Library, from the novel,
and/or from those approved by the instructor. The paper uses MLA format.

Steps for the research paper:

1. Read carefully the novel assigned by the instructor.
2. Identify a tentative topic and submit that topic to the instructor
3. Find secondary sources and submit a working bibliography
4. Develop and submit a working thesis statement and topic outline
5. Complete notes from primary source
6. Complete notes from secondary sources
7. Write and submit outline segments/topic sentences
8. Write rough draft of paper
9. Revise and edit final draft, including documentation and works cited page
10. Submit paper

This paper should represent the student’s own interpretation of the novel and
should be organized as an extended, fully documented essay. Information and
ideas gained through research should be integrated with the student’s own
ideas as he/she develops and supports the theses and should be documented.
Proper documentation is essential and will follow the forms reviewed in
class. The Works Cited page should be a separate section at the end of the
paper. The manuscript should be typed (four to six pages) or handwritten (six
to eight pages) in blue or black ink on unlined white paper. One-inch margins
are expected.

PLAGIARISM IS PROHIBITED AND WILL RESULT IN A GRADE OF ZERO ON THE RESEARCH

PAPER.
 Plagiarism:
Intentional or unintentional plagiarism is prohibited and will result in
failure for this assignment. According to Webster, plagiarism is “the
stealing and passing off of the ideas or words of another as one’s own.”
Further, the MLA handbook explains,” Plagiarism may take the form of
repeating another’s sentences as your own, adopting a particularly apt phrase
as your own, or even presenting someone else’s line of thinking as your own.”
Alleged violations involving plagiarism and other academic misconduct will be
handled according to the procedure outlines in the college’s student handbook.

LATE PAPERS WILL BE PENALIZED ONE LETTER GRADE PER DAY LATE. FAILURE TO TURN
IN AN ACCEPTABLE RESEARCH PAPER WILL RESULT IN FAILURE OF THE COURSE.

Note: The instructor reserves the right to amend the syllabus and schedule as
she deems necessary.

COURSE AGENDA:
Week One- (8/23-8/26) Introduction to the course; review of texts;
By the end of the first week, read pp. 3-86 in The Return of the Native –
book one

Week Two-(8/30-9/2) Chapter One- “How to Respond to Literature”-pp.406;8-15;

Chapter Two- “…Reading and Responding”- pp.21-22; (Short Story- Hemingway-
“Cat in the Rain;” pp. 99-108; point of view- pp.187-190;
“The Jilting of Granny Weatherall”- pp. 198-204; biographical information on
Thomas Hardy; by the end of the week, have pp.86-172 of TROTN read- book one-
book three

Week Three- (9/7- 9/9; Holiday- 9/6) “A Worn Path”-pp. 29-35;”The Cask of
Amontillado”-509-514; “A Rose for Emily”-419-427;”Senior Picture Day- pp.
515-518; by the end of the week, have pp. 172-261 TROTN read-
book three-book five

Week Four-(9/13-9/16) In-class Theme 1; Stories and Meanings: Plot-pp. 109-

112, Character- p. 128; Theme-p.225-228;”Happy Endings”- 113-115; Allegory
and Symbolism-pp. 208-211; “The Lottery”- pp.431-438; “The Secret Life of
Walter Mitty”- pp. 530-533
By the end of the week, have pp. 261-336 TROTN read-
Book five-book six.

Week Five-(9/20-9/23) Test 1-short stories; In-class Theme 2; begin

exploration of research topics

Week Six- (9/27-9/30)TROTN video; literary analysis techniques, samples

Week Seven-(10/4-10/7) Work or research papers

Week Eight- (10/11-10/14)POETRY; The Speaking Tone of Voice- p. 592-594;lyric

poetry- p. 569-570; “Ode on A Grecian Urn”- pp. 587-589; “I’M Nobody! Who are
You?”-p. 593; “We Real Cool”- 594-595;The Reader as the Speaker-p.597; “The
Terrorist, He Watches”- 595-599;Discuss documentation for research paper;
library use presentation;1559-1579

Week Nine- (10/18-10/21) The Dramatic Monologue-602;”My Last Duchess”-

pp.603-604;Diction and Tone-pp.604-605;”To the Virgins, to Make Much of
time”-pp.605-606; “The Man He Killed”-pp.607-608; The Voice of the Satirist-
613;”Dear John Wayne”-pp. 615-616; “Ah, Are You Digging on My Grave”-handout;
Figurative Language: simile - 621,1477; metaphor-621-622, 1474;,
personification-624-625; apostrophe-626, 1469;”A Red, Red Rose”-619;”On First
Looking into Chapman’s Homer”-623; “Since There’s No Help”-625;”Song”- pp.
626-627;Imagery and Symbolism-p. 632;”The Sick Rose”-633; In-class theme 3;
thesis statement due
Week 10- (10/25-10/28) Work on outlines, etc. for research papers

Week 11- (11/1-11/4)Outline due; Irony- pp. 649-650; “Ozymandias”-pp. 651-

652; “To His Coy Mistress”-pp. 652-653;Rhythm and Versification-660; “An
Immorality”-661; “Eight O’Clock”-663; GLOSSARY FOR REFERENCE-665-668;
“General Review”-650; Analysis Tips- 690-692;”Do Not Go Gentle into That Good
Night”-pp.681-682; poetic forms and stanzaic patterns-672-674;”When I
Consider How My Light Is Spent”-678; “When I Heard the Learn’d
Astronomer”687; “The Dover Bitch”- 806; “Dover Beach”-778;In-class theme 4

Week 12- (11/8-11/11) Test 11: Poetry; research paper rough draft segments due

Week 13- (11/15-11/18) Work on research papers; rough drafts. NOTE: rough
draft segments will receive grades; failure to maintain deadlines will result
in no grade(s) for these segments

Week 14- (11/22-11/25; HOLIDAY-11/24-26)) Play Reading/Analysis- 839-

844;”Trifles”-845-854; 1359-1360;”A Doll’s House”- 1280-1334; “Slam the Door
Softly”-handout; (“A Doll’s House” video if time permits)
Week 15- (11/29-12/2) Research papers due on 11/30/10 by noon; In-class theme
5

Week 16- (12/6-12/9) Test III- Drama; Review for final exam (“A Doll’s House”
video if time permits)

12/13-15-Final exams- see schedule on college website