House Bill 2504 Summer I 2013 Course Syllabus ENGL-2326-01 - Masterworks of American Literature
Summer I 2013 Course Syllabus
ENGL-2326-01 - Masterworks of American Literature
|Semester||Summer I 2013|
|Instructor||Judice, Michelle Whitney|
|MyLamarPA||Be sure to check your campus E-mail and Course Homepage using MyLamarPA campus web portal (My.LamarPA.edu). When you’ve logged in, click the email icon in the upper right-hand corner to check email, or click on the “My Courses” tab to get to your Course Homepage. Click the link to your course and review the information presented. It is important that you check your email and Course Homepage regularly. You can also access your grades, transcripts, and determine who your academic advisor is by using MyLamarPA.|
|Course Description||Critical study of six to ten major works of American literature, including both the19th and 20th centuries.|
|Course Prerequisites||Passed English 1301 and 1302.|
|Required Textbooks||The Prince of Tides, Pat Conroy. The Great Gatsby, F. Scott Fitzgerald.|
|Attendance Policy||Summer sessions move extremely fast so two absences allowed. Students must make withdrawal,instructor will not.|
|Course Grading Scale||
Grading Rubric for Essays
Greatly Exceeds Expectations 9 - 10
Exceeds Expectations 8 – 8.9 Meets Expectations 7-7.9
Does Not Meet Expectations 6-6.9 Fails To Meet Expectations 5-5.9
Does Not Attempt/Missing 0
PSLO 1 Content is rich, dense, and reflects higher-order, critical thinking. Relevant details and quotes enrich the central theme.The writer is beginning to define the topic, even though development is basic or general.The paper has no clear sense of purpose or central theme. To extract meaning from the text, the reader must make inferences based on sketchy or missing details.
PSLO 2 The organization enhances and showcases the central theme. Organization strategy is appropriate for the essay. Includes an introduction and conclusion. The organization of material is strong enough to move the reader through the essay; however, it does not necessarily flow organically from the content. The writing lacks a clear sense of direction. Ideas, details, or events seem strung together in a loose or random fashion.
PSLO 2 The structure guides the reader through the essay in a clear and controlled way. The essay includes a thesis statement, topic sentences, paragraphing, transitions, and an interesting title. The writer uses some elements of structure, but in a very plain and uninspired way. Thesis or topic sentences are poorly constructed. Transitions are spotty. The title may be missing or uninteresting.The writing lacks a clear sense of direction. Ideas, details, or events seem strung together in a loose or random fashion. No thesis, topic sentences, paragraphing are evident. There is no internal structure.
PSLO 6 The piece conveys the sense of a person behind the words; the reader can actually “hear” the “voice” of the writer. The writer makes appropriate choices regarding audience and purpose.The writer may or may not seem sincere. The writer is not fully engaged or involved, resulting in an essay that is not compelling. The writer did the bare minimum. The writer seems indifferent, uninvolved, or distanced from the topic and/or the audience.
Words convey the intended message in a precise, interesting, and natural way. Words are clear, exact, specific, and sensitive to connotations. Wordiness, cliché, redundancy, and awkwardness do not mar the piece. Vivid and apt images, comparisons, and metaphorical language deepen and enrich meaning. The language is functional, even if it lacks much energy. It is easy to figure out the writer’s meaning on a general level. The essay contains some wordiness and/or awkwardly phrased sentences. The essay lacks imagery or uses obvious images. The writer struggles with a limited vocabulary, searching for words to convey meaning. Problems with syntax and wordiness are significant.
The writing has an easy flow, rhythm, and cadence. Sentences are well built, with varied structures that suit their meaning. The essay moves the reader through the text, but it is either formal or businesslike. The essay starts and stops in jumps. There is not much sentence variety.The essay is crowded with stops and starts, unrelated material, and it lacks transitions from one idea to the next. Sentences are choppy or long and sprawling.
The writing has no unintentional fragments, comma splices, or run-on/fused sentences. The essay has one or two unintentional fragments, comma splices, or run-on/fused sentences. The essay has three or more unintentional fragments, comma splices, or run-on/fused sentences.
Conventions(a.k.a.Mechanics) The writer demonstrates the ability to use standard writing conventions (e.g., spelling, punctuation, capital letters). The essay shows proficiency in using tense, case, agreement, and reference. The writer shows reasonable control over a limited range of standard writing conventions. Conventions are sometimes handled well, and at other times are distracting and impair reading. Errors in spelling, punctuation, capitalization, and grammar repeatedly distract the reader and make the text difficult to read.
PSLO 4 The form and presentation understandable and connects to the message. It is pleasing to the eye & follows the MLA standards of presentation as discussed in Teamwork Peer Review. The writer’s message is understandable in this format. The writer used a general essay format and did not meet all requirements of the MLA standard for presentation. The reader receives a garbled essay due to problems related to presentation of the text. The essay is not formatted according to MLA standards.
The overall impression the essay makes is superior. The overall impression the essay makes is average. The overall impression the essay makes is unacceptable.
|Determination of Final Grade||Several, as many as possible, tests on each book plus the fianl, which will count twice.|
|Final Exam Date||July 9, 2013 - 8:00 AM|
|Major Assignments||Several tests on each book, probably each time we meet.|
|Calendar of Lecture Topics and Major Assignment Due Dates||
Week 1: Prologue and first six chapters
Week 2: 7-14
Week 3: 15-22
Week 4: 23-Epilogue
Week 5: The Great Gatsby
|General Education/Core Curriculum Student Learning Outcomes||
|Program Student Learning Outcomes||
PSLO ALPHA: Reading skills - Demonstrates comprehension of content-area reading material.
Identifies all main ideas, supporting details, and vocabulary in reading material; demonstrates a full understanding of the reading.
PSLO 1: Critical Thinking Skills – Uses creative thinking, innovation, inquiry and analysis, evaluation and synthesis of information.
Creatively identifies problem, argument, or issue (to determine extent of information needed); differentiates the facts from opinions as relates to situation; constructs possible solutions or prediction or consequences; uses logical, sound reasoning to justify conclusion.
PSLO 2: Communication Skills – Demonstrates effective development, interpretation and expression of ideas through written, oral and/or visual communication.
Expresses a strong thesis; organizes information with effective transitions & sequencing of ideas; uses substantial, logical & specific development of ideas; details are relevant, original, credible and correctly documented when appropriate to show an effective development and interpretation of ideas; and presents ideas in appropriate mode of expression for the task.
PSLO3: Empirical and Quantitative Skills – Applies the manipulation and/or analysis of numerical data or observable facts resulting in informed conclusions.
Identifies mathematical or scientific principles needed to complete task; uses mathematical or scientific principles needed to complete task; analyzes how to use the principles; and applies problem-solving skills in mathematical or scientific principles needed to complete task with correct informed conclusions.
PSLO 4: Teamwork Skills- Shows the ability to consider different points of view and to work effectively with others to support a shared purpose or goal.
Helps the team move forward by discussing merits of alternative ideas; Treats team members respectfully; uses positive facial, vocal or written tone, or language to convey a positive attitude; Motivates teammates by expressing confidence about the importance of the task; Provides assistance/encouragement to team members; Completes all assigned tasks by deadline; Addresses conflict constructively; or helps the group avoid conflict completely.
PSLO 5: Social Responsibility Skills - Expresses intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.
Identifies cultural characteristics (including beliefs, values, perspectives and/or practices); demonstrates knowledge of civic responsibility; provides evidence of experience in civic- engagement activities; and describes what she/ he has learned as it relates to a reinforced and clarified sense of civic identity in local, regional, national, or global communities; and shows awareness of one’s own culture in relation to others.
PSLO 6: Personal Responsibility Skills – Integrates choices, actions and consequences in ethical decision-making.
Recognizes ethical issues when presented in a complex, multilayered (gray) context; recognizes cross- relationships among the issues; discusses in detail/ analyzes core beliefs; the discussion has greater depth and clarity showing the independent application of ethical perspectives/ concepts to an ethical question accurately; and is able to consider full implications of the application.
|Course Student Learning Outcomes||
Upon successful completion of this course, students will:
1. Identify key ideas, represtative authors and works, significant historical or cultural events, and characteristic perspectives or attittudes expressed in the literature of different periods or regions (PSLO 5& Alpha) Measured by response paper rubric&Pre-test/Post-test
2. Analyze literary works as expressions of individual or communal values within social/ethical, political, cultural, or religious contexts of different literary periouds. (PSLO 1,2&6) Measured by class discussion and essay rubric
3. Demonstrate knowledge of the development of characteristic forms or styles of expression during different historical periods or in different regions (PSLO 1,2&6) Measured by essay rubric
4. Articulate the aesthetic principles that guide the scope and variety of works in the arts and humanities. (PSLO 1,2,5&6)Measured by essay rubric
5. Write research-based critical papers about the assigned readings in clear and grammatically correct prose, using various critical approaches to literature. (PSLO 1&2) Measured by essay rubric.
|Academic Honesty||Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSC-PA policies (Section IX, subsection A, in the Faculty Handbook) for consequences of academic dishonesty.|
|ADA Considerations||The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Special Populations Coordinator, Room 231, in the Madison Monroe Building. The phone number is (409) 984-6241.|
Some material in this course may be copyrighted. They may be used only for instructional purposes this semester,
by students enrolled in this course. These materials are being used fairly and legally.
No one may distribute or share these copyrighted materials in any medium or format with anyone outside this class,
including publishing essays with copyrighted material, uploading copyrighted material to Facebook or YouTube, or
painting or performing copyrighted material for public display.
Copyright violation is not the same thing as plagiarism. Plagiarism is intellectual dishonesty. Offenses of plagiarism result in lower grades or failing scores, and professors and the college strictly enforce plagiarism rules. There is never any acceptable use of plagiarism. Copyright violation is a legal offense, punishable by large fines and penalties.
Copyrighted material can be used if permission from the material’s creator is obtained, or if its use meets the standards of fair use in an educational setting. For example, a student can quote a line from Shakespeare’s Hamlet in a report without violating copyright but still be guilty of plagiarism if the quotation is not properly documented.
If you are in doubt about what material can be freely used, ask your professor or contact the Dean of Library Services, at (409) 984-6216.
Assessment is a process by which LSCPA can help you learn better and gauge the level of progress you have made to
attain knowledge, skills, beliefs, and values. It also helps your professors understand how to improve teaching
and testing methods in your classes, and it helps each department understand and improve degree and certificate
Periodically LSC-PA will collect assessment data for research and reporting purposes, including statistical data and sometimes copies of your work. Be assured that all material the college uses for assessment purposes will be kept confidential. To ensure anonymity, your name will be removed from any material we use for assessment purposes, including video-recorded performances, speeches, and projects.
If you object to allowing LSC-PA to use your material for assessment purposes, submit a letter stating so to your professor by the 12th class day. You will still be required to participate in whatever assessments are being done; we just won’t use your data.
What’s the difference between assessment and grades? The grades you get on papers, projects, speeches, and assignments are specific types of focused assessment. LSC-PA’s assessment efforts include class grades, surveys, standardized tests, and other tools.
Federal privacy laws apply to college students. This means that college employees, including instructors, cannot
divulge information to third parties, including parents and legal guardians of students. Even if the students are
minors, information about their college work cannot be shared with anyone except in very limited circumstances.
Anyone requesting information about a student should be referred to the Registrar. Instructors will be notified in writing by that Office about what information may be released and to whom.
Please remember that releasing private information about a student, however innocuous it may seem, can be a violation of federal law, with very serious consequences.
Circumstances under which information may be released:
An adult student may submit, to the Registrar, a handwritten, signed note granting permission for release of
information. The note must specify what information may be divulged, and it must specify the name of the person
to whom the information may be given.
The Registrar’s office is located in the Student Center room 303B, and can be reached at (409) 984-6165.
This course helps add to the students’ overall collegiate experience in the following ways:
|Degree Plan Evaluation||
A Degree Plan Evaluation will help you determine which classes you need to complete your program.
All of the classes that you have taken that apply to your declared major will be listed on the right. If you have a class that still needs to be completed, a “NO” will be listed on the right next to the required class.
|HB 2504||This syllabus is part of LSC-PA’s efforts to comply with Texas House Bill 2504.|
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