AMERICAN
LITERATURE II
1865 - End of World War I
English 245 Online / 5 credits
Instructor: Karen
Robertson
kroberts@bcc.ctc.edu
Note: This course is associated with ENGL 101
and/or ENGL 271. Although students can register for this section or for writing
classes as stand-alone courses, there are significant benefits to taking
literature and composition courses simultaneously. See information at the end
of this course description.
English 245
examines representative works in American Literature from the beginning of the
Civil War to the end of World War I -- approximately the mid-1850s until about
1915. These chaotic years in our history were marked by rapid change. Our physical borders
expanded westward. Our social boundaries broadened to include groups of
people vastly different from the pilgrims and Puritans who first settled the
eastern coast of the United States. Immigrants arrived by the shiploads,
hoping to make a better life for themselves in a new country. Farmers
migrated to cities in masses, no longer able to make a living on land that they
had previously farmed. Families of aristocratic, English ancestry, no
longer found their inherited, "old money" adequate to support
their lifestyles. All the while, a new breed of "businessmen"
began building factories that produced greater numbers of goods with fewer
laborers, and these wealthy, new-moneyed capitalists assaulted the social ranks
of "old families" who had previously guarded their privacy from such
low-class commoners. As cities began to expand, cultural groups
clustered together in neighborhoods of their own ethnicity, while slums
absorbed the unfortunate overflow of people unable to earn enough money to
sustain even a bare-bones lifestyle. Women and minorities began to talk
about equality with men. New states and territories were admitted to the
union as our country struggled to right itself after a war that divided North
and South. Individual citizens, political figures, advocates for social
change, religious groups, and particularly writers, grappled with how to create
an American "identity." Their deliberations impacted the social
consciousness of a nation whose Declaration of Independence declared that
"all men are created equal...." But, clearly, all people
were not equal! The times were ripe for debate about how our society
should proceed.
Writers of the period
address multiple, universal issues, many of which our country still
struggles. [Depending on the quarter, we will read writers listed below
or or the representative authors.] Kate Chopin and Emily Dickinson write
about choices available to women in a society where private
conduct was monitored by ever-watchful, public eyes. Walt Whitman and Mark
Twain write about individual, lifestyle choices that often
contradicted societal dictates. William Dean Howells writes about morality
and ethics in both public and private arenas. African-American document
the struggle of their ethnic groups to gain individual rights and
freedoms in a country to which they had been transported as
"property." Edith Wharton writes about the inevitable crumbling
of outdated social customs in her characters' constantly changing
world. And, Native Americans write about the unwelcome mandate
to abandon a way of life on land where their ancestors had lived for
centuries.
The readings in English 245 will allow us to look beyond perspectives of
specific writers to universal, human issues that transcend any time period. We will examine ways
that people of different backgrounds use their literary "voices" to create
literature that represents both communal and individual choices. We will
consider reasons that Americans sometimes experience conflict when they
confront people and places different from those they have known in their
pasts. We will discuss how our duel loyalties to the United States and to
our "parent" cultures abroad, continue to impact the our
decisions. We will look at how minority groups seek to incorporate
recognition of their values into our social framework. And, finally, we
will look at how the Past intrudes upon our present in both positive and
negative ways. As you read, put yourself in the place of each of
the characters you meet. Evaluate their values and their behavior.
Then, think about the context and perspective of each writer whose face lies
just beneath the words on the page. Ask yourself if the writers like
their characters or agree with their characters' choices?
Ask yourself how the selections you are reading could be merely different
versions of what you find on the front pages in today's newspapers or of what
you hear broadcast on our major news networks.
How Much Reading
Should You Expect in English 245?
I use a course CALENDAR.to organize your assignments. You will
find the CALENDAR by clicking on the appropriate icon on left margin of our
course site. During the quarter, you will read several short novels or
novellas. You will also read short stories, short prose selections, and
poetry selections. I have structured the calendar so that readings are as
evenly spaced throughout the quarter as possible.
To help you read each of the assigned selections and to help you prepare for
your quizzes and essays, I have included an APPENDIX in our course
site. It contains general information about how to read critically.
What Kinds of Activities
Should You Expect in This Course?
Your
grade in English 245 will come from the DISCUSSION comments that you
contribute, from the QUIZZES that you take, and from the ESSAYS that you will
write.
****The date on the CALENDAR where a reading assignment is
posted is the date that the assignment is DUE. Be sure to READ each
primary work BEFORE your calendar indicates that a quiz will
open. Also, CLICK on the Reading Guide icon to read introductory
material about authors and their works. ****
Reading, Discussion, and Quizzes. Along with the CALENDAR
which outlines all of your assignments for the quarter, I have prepared information
that you should use as a guide for your reading. You can access this
information by accessing the DISCUSSIONs section of our
course. Before each quiz, you should talk about your reading with your
classmates. Whatever interests you can be a subject for discussion, but I
have also given you information about writing "Why...?"
questions. The "why" questions will help you make inferences
about specific and universal "Meaning" in the works that we will
read. I especially want you to look at each writer's
relevance -- first, in the time period our course covers, but, secondly, in our
modern world.
VISTA
now allows discussions to be evaluated. I assign a value to each
discussion based on its length, its complexity, and the level of critical
thinking your words suggest. Your final discussion grade for the
quarter is based on the number of discussion points that you earn, calculated
on a 100 point scale grading scale. Periodically throughout the
quarter, I will post your discussion average, based on the number of discussion
points that you have earned up to that point in the quarter.
Quizzes. After each reading selection, you will
take a multiple-choice quiz on what you have read. Literal quiz questions
count 1 point. Inferential quiz questions count 2 points. Your final
quiz grade will be based on 10% less than the total number of
possible quiz points for the quarter. [This will allow you to miss some
questions and still have a 100 quiz average. It also prevents quibbling
about answers when you want to argue!] Periodically throughout the
quarter, I'll post your quiz average up to that point in the quarter, again
calculated on a 100 point scale.
Essays. Two times during the quarter you will
submit analytical/evaluative essays [app. 4 pages per paper]. These
essays will require that you synthesize course readings and evaluate them from
own perspectives. [These essays will be the same ones that
you can use to fulfill requirements for the English 101 or English 271 sections
if you are also registered in a section linked to English 245.]
How Will You
Earn a Grade?
Quiz
Points
20% of total
grade
Discussion
Points
40 % of total grade
Essays
40% of total grade
At
the end of the quarter, I "translate" numeric grades into letter
grades as follows:
A |
94-100 |
C |
74-76 |
A- |
90-93 |
C- |
70-73 |
B+ |
87 -
89 |
D+ |
67-69 |
B |
84-86 |
D |
64-66 |
B- |
80 -
83 |
D- |
60-63 |
C+ |
77-79 |
F |
Below
60 |
By the end of the quarter, you will satisfy
English Department objectives for college-level, survey literature
courses. Specifically, you will be able to –
Identify details in the work of the writers whose work you have read this
quarter. You will do this when you answer questions on reading quizzes,
when you use details from your reading in your discussions, and when you write
your critical essays.
Demonstrate that you understand the importance of posing your own questions
about literature. You will do this when you answer quiz questions,
when you use details from your reading in your discussions, and when you write
your critical essays.
Identify the “tools” of fiction, drama, and poetry. You will do this when
you use details from your reading in your discussions and in your critical
essays.
Demonstrate that you can apply critical, interpretative, cognitive skills –
analysis, synthesis, and evaluation -- to your reading. You will do this
when you use details from your reading in your discussions and when you write
your critical essays.
Demonstrate your ability to communicate your ideas to others in a logical,
coherent fashion. You will do this when you participate in discussions
and when you submit your focused, mostly error-free essays.
What are the Prerequisites for English 245?
Although there are no enforced prerequisites for
English 245, you should have met placement criteria for English 101 at Bellevue
Community College. That is, you should read and write at college
level. Students without English 101 placement generally perform very
poorly in this course.
What Behavior
Do I Expect of You as a Student?
I expect that students registered for this
course will abide by all Arts and Humanities guidelines. You can find a
detailed statement of these expectations at http://www.bcc.ctc.edu/ArtsHum/policy.html. You will
obviously have to use common sense in interpreting the policies because they
primarily speak to our students who commute to campus every day. In
addition, I expect that you will participate in all of the course activities as
outlined in the course description and in the syllabus. This will
include, but is not limited to, checking the Calendar, your Email, and
the Bulletin Board frequently so that you will remain up-to-date in the
course. In addition, you should --
Be responsible for saving and backing up your files. Computers and
networks often experience problems!!
Show respect when you discuss course content with your classmates by responding
to their comments in a way that you would like for them to respond to
you. This doesn’t mean that you cannot disagree with their ideas.
In fact, you should always bring up opposing positions because this is the
“stuff” of which literary analysis consists. Just make sure that you do
this without being rude or offensive.
Submit your papers on time. You will earn fewer grade points [or NO
points] on late work.
Do your OWN work. I try to provide discussion topics and paper
assignments that are too specific to this course to invite plagiarism, but I
reserve the right to submit any paper I find suspicious to a plagiarism site
for analysis.
What Texts Will You
Use? Where Can You Get Them?
McQuade, Atwan, et el. THE HARPER AMERICAN LITERATURE, Single-volumn
edition. This text can be purchased from the BCC bookstore.
Except for the introductory
sections and Dreiser's "He Got A Ride," ALL of the literature that
you will read is available
on the internet. [The picture
at the top of the page is a picture of this text.]
Frye,
Baker, Perkins, ed. THE HARPER HANDBOOK TO LITERATURE. This
text is strongly recommended and can be purchased from the BCC
bookstore.
What Sources Did Your Instructor Use to Generate Class Discussions
and Provide Background Information? [NOT REQUIRED! But, consult if
you'd like!]
Auchincloss,
Louis. "Foreword" to THE AGE OF INNOCENCE. Signet
Classic edition. 1962.
Brinnin,
Malcolm. DICKINSON Laurel Poetry Series, 1981.
Bradley,
Beatty, Long, and Cooley, eds. ADVENTURES OF HUCKLEBERRY FINN.
Norton
Critical Edition, 1961.
Culley
Margaret, ed. THE AWAKENING. Norton Critical Edition. 1976.
Frye,
Baker, Perkins, ed. THE HARPER HANDBOOK TO LITERATURE.
Harper and Row,
1985.
Harmon,
William and Holman, C. Hugh. A HANDBOOK TO LITERATURE.
Prentice Hall,
1996.
McQuade,
Atwan, et el. THE HARPER AMERICAN LITERATURE, Vol. II, 2nd
edition. Harper and Row, 1987.
McQuade,
Atwan, et el. THE HARPER AMERICAN LITERATURE, Single Volume
edition.
Addison, Wesley, Longman. 1999.
Moore,
Harry T. "Afterword" to THE RISE OF SILAS LAPHAM.
Signet Classic edition. 1980.
Twain,
Mark. THE ADVENTURES OF HUCKLEBERRY FINN. Facsimile
edition. University
of California Press, 1985.
Wilbur,
Richard, ed. WHITMAN Laurel Poetry Series, 1959.
Various
internet sites noted within DISCUSSION GUIDES for each module of this course
site.
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BENEFITS of
Registering for Composition and Literature Simultaneously |
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1
- Students read the same literature for composition as they do in their
literature classes. Compositions students, however, do not read ALL of the
material assigned in the literature class. 2
- Students in a composition section linked to Engl 244, 245, 246 write NO
essays in their literature section. The cumulative "Essay Grade" in
the composition section "counts" as the essay grade [40% of the
final grade] in their literature section. 3
- Students registered for both composition and literature take literature
quizzes twice, once in their literature section and once in their composition
section. The highest of the two grades is the one which "counts" in
both sections. 4
- Students post literature discussion messages in both classes. [Copy and
paste from one class to the other.] And, they have the benefit of reading
discussions in both classes -- a help in writing essays and in taking
quizzes. 5
- Students registered for both composition and literature classes reinforce
reading and writing skills, as well as critical thinking skills,
simultaneously. |
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