Michael Morris Office: C-264

English 2323 (British Literature, Part II) Phone: 972-860-7247

Summer I 2000 E-mail: [email protected]

Syllabus

Welcome to English 2323. I am excited to be sharing a handful of the world’s great works of literature with you, and I hope you enjoy the journey we take exploring them. A "survey" course typically covers the major works of a given period of time. As you should be able to see, doing so would be a daunting task, even if it was generally agreed what the "major" works of a period are. I’m not sure that doing so would do justice to the important pieces that have survived and are enjoyed today. I have deliberately decided not to cover a number of classic texts for many reasons, the most important of which are time and space. I doubt seriously that we could cover all of the material in the textbook. Please understand that omission of any specific work is not a statement that it is unimportant. Another reason for omitting study of some works is related to the issue of time. While you may have studied a number of these works before, I want to avoid repeating material you may have read portions of in high school or in a previous college literature class. Thus, we will, most reluctantly, be skipping some magnificent and worthy pieces of literature.

So now that I have dispensed with a few of the most important works of our world and culture, let us move on to what we will be reading and the approach I wish to take. Together, we will be looking at some of the finest poems and stories ever written. Of course, that is my own opinion (another reason for the selection on this syllabus). But it is also the opinion of people like you, who are not scholars in the sense of reading and studying (perhaps to death) great works, but because people still enjoy reading these.

I see the study of literature as a participation sport. If you just sit there hoping to soak in information about literature you did not read or did not read carefully, then expect to be bored and do not expect to succeed at a high level. While I am perfectly capable of lecturing, I prefer to lead my classes in a format I like to call moderated discussion. I believe that we all learn much more that way. If you are diligent about reading (this does not mean you understand every word or phrase) and you take an active role in discussion, this class is likely to be much more enjoyable for you.

As for graded assignments, I will expect you to write two papers explicating some of the works in our text. The due dates and details of each assignment are below. All papers must be typed, double-spaced, and formatted according to the guidelines in the most recent edition of the MLA Handbook for Writers of Research Papers. I will assume that you already understand the basic elements of writing and some of the elements of literature. If you do not, I have some materials that I can refer you to. Of course, I expect you to write well with as Swift said, "Proper words in proper places."

You will also be taking two exams. These tests will allow you to demonstrate your knowledge and understanding of the texts we study. These will consists of two parts: short answer and essay. I will explain this further as we get closer to the first exam. My tests (not my quizzes) are open-book. That generally means that if you are familiar with the material, you should do fine. If not, no amount of page flipping will save you.

In addition, I have planned some quizzes, informal writing assignments, and exercises, most of which will be done in class. They will not be announced. I can, at any moment, spring one of these on you. Bottom line: the more participation, the fewer pop quizzes; the more actively you read, the better you are likely to perform on both quizzes and writing assignments.

Grades. Your grade will be determined as follows. However, I reserve the right to change the value of any assignment.

Essays (2): 42%

Exams (2): 43%

In class work (quizzes, informal writing, etc.): 15%

Text: The Norton Anthology of English Literature, Volume 2, Seventh Edition.

Recommended: You may wish to view a video presentation entitled "Tips for Writing Research Papers." The publishers of our text also provide some very useful material online at their website.

Attendance. Be here. If you miss class, you will miss vital information about the works and assignments that we are discussing. Be on time. Class begins at the time scheduled according to my watch. If you are more than ten minutes late, you are considered absent. Expect me to conform to any policies set forth by Eastfield College concerning excessive absences. I reserve the right to grant a performance grade of F for anyone who does not attend enough class meetings. I also reserve the right to allow or not allow a student to make up missed work. If you miss class, you must see me about any work you might have missed. Make up quizzes and tests are generally more difficult than the originals. Also, to facilitate fairness, I will not allow in class work to be made up, except under extreme circumstances, after one full class day. Expect a zero for what you do not make up.

In class. Come prepared. That means read the material before class begins. It also means that you should be ready to discuss what you read and what you are writing about. While I do not want to foster stuffiness, I ask that you be respectful of others, of me, and of yourself. I would also request (nay, demand) that while you are in class that all pagers and cellular phones be turned off.

Late papers. You are allowed one late hand in. After that, I will deduct one letter grade from your final grade for each paper not turned in on time. Two class days after the due date, I will record zeros for papers not turned in. If you have to be absent on the day a paper is due, you are still responsible for getting the paper to me on time.

Plagiarism. In a word, don’t. Whether accidental or deliberate, any student who does not do her/his own work is subject to failing the project, at the very least, and quite possibly the entire course. The student also risks disciplinary action from Eastfield College.

Student Code of Conduct. Read it. Know it. Expect me to expect you to abide by it.

Philosophy: While I certainly could lecture on each of the works we will be reading together this semester, I prefer a format more along the lines of moderated discussion. I believe such an approach makes literature more interesting and accessible for each person involved in the class. This means that you, as a student, must come to class prepared by reading the material and being ready to discuss what you find (or fail to find). I will presume you have some understanding of the basic elements of literature. But I hope you will also see the discussion as relevant to you, not just a boring recitation of other people’s opinions. Do not try to guess my interpretations, but work to develop you own reasonable visions. Read. Think. Discuss. Listen. All the time, enjoy. Remember that although much of what we are reading is "old," there are reasons they are considered classics. We may explore that idea to some extent as we make our way through them.

Reading assignments: For now, we will read the following works in the order presented on the dates scheduled. I do reserve the right to add or drop any assignment. Note that sometimes you are assigned to read the "Poetry of" a certain writer. In these cases, I am expecting you to read all the poetry of that author, though we may not cover all of those poems in class. It is to your advantage to read ahead and to make good notes of the material (particularly in your book), so that you can contribute to class discussion and to your own understanding of the material. Though I have generally only assigned the works themselves, you might find it beneficial to read any introductory material or some of the text concerning the periods and movements that surrounded these works.

Writing Assignments. The essays that generally succeed at a greater level are those where the writer has taken the task and the subject seriously (which does not mean a sense of humor is out of place), shown some originality where needed, and revised a great deal from draft to draft. The best papers demonstrate that real thinking has occurred, not just regurgitation of stale and disparate thoughts. While writing is not the easiest or most enjoyable task you will have this semester (or ever), your attitude and approach may make the difference between doing well and just doing. Keep in mind that you are not summarizing the work in question, but illuminating something very important about that work.

All essays are to be typed and double-spaced according to MLA standards. There should be one inch margins all around each page. Run the spell check and proofread carefully. If you find, at the last minute, that you need to make a minor correction on your paper, please do so neatly in pen. A cover page is not necessary. Take the time to compose your papers as if you really care about the subjects. You are likely to gain more from the experience of writing if you do a little at a time, rather than write at the last minute. Try to connect what you read for class to what you are trying to say in each paper.

Other writing conventions you need to be aware of: Titles of articles, stories, and poems go in quotation marks, as in "A Valediction: Forbidding Mourning" and "The Gilded Six Bits." Long plays, books, magazines, and newspapers are underlined, as in A Doll House and The Dallas Morning News. Unless you know personally the person whose work you are writing about, do not address her or him by the first name. Each page after the first should have your last name, a blank space, and the page number in the upper right hand corner. A Works Cited page is the last page of the document and paginated accordingly. Understand the difference between quoting directly and paraphrasing. Do both accurately and fairly. Though I might discuss other elements of academic writing, you should ask if you have any questions.

In this writing assignment, you are to explicate either a poem in our book, incorporating the analysis or interpretations of two other scholars. Your paper will be a close reading of the poem you choose, demonstrating that you have read it carefully (and several times) and read what a number of scholars have said about it. You should have a specific point to make about the poem and not provide the reader with a general overview. (Keep in mind that your reader has read it!)

Be sure that the material you research has a direct bearing to the point you are trying to make. You cannot use textbooks, encyclopedias, dictionaries, or "Cliff Notes" sorts of books as sources. Be sure that you do not allow the research to do the work of the argument for you. Quote fairly and accurately. Of course, you must document your sources properly, both in the paper and on your Works Cited page. Failure to abide by any of these rules will severely damage your grade. This essay should be 3-5 full pages in length, not including the Works Cited page, which is mandatory and must include entries for all the material used, including the poem itself.)

I expect, of course, for you to write well and think clearly. Please do your best to have a little fun.