All ENG 212 Information
All ENG 300 Information
| Semester: | Fall 2021 |
| Time and Location: | MW 1:10-2:25pm |
| Department: | English |
| Credit Hours: | 3 Semester Hours |
| Prerequisite: | ENG 101 |
| General Education/ Core Curriculum: | ENG 212: IA, Diversity |
| Learning Outcomes: | ENG 212: IA, IIB, IIE, IIG; ENG 300: IA, IIB, IIG, VC |
| Instructor: | Dr. Susan Shelangoskie |
| Office: | St. Agnes Hall (SAH) 164 |
| Phone: | (419) 517-8904 |
| Email: | sshelangoskie@lourdes.edu |
| Office Hours: | MW 10:30am-12:30pm and by appointment |
| Course Website: | Canvas: login with Lourdes email and password |
Introduces students to a variety of literature in English with emphasis on gender as a category of analysis, through the formal study of examples of fiction, poetry, and drama. Emphasizes analytical writing about literature.
This course provides a foundation in western texts, both literary and theoretical, that have influenced the development of literature in English.
This course provides reading, speaking, listening, and writing experiences that are designed to enhance students' awareness and appreciation of literature as an art form with social, cultural, and thematic significance. Students learn the methods of literary study through texts from a variety of ethnic traditions and of different genres. The course also helps students develop their ability to communicate meaningfully about literature.
To help students understand the foundations of western literature and theory; to understand the interactions between classical and European texts and movements and the development of literature in English, and to analyze various types of literary genres within appropriate cultural contexts.
By the end of this course, students should be able to:
ENG 212IA. Apply knowledge and methods of history, literature, philosophy, or theology.
IIB. Comprehensively and objectively analyze and evaluate appropriate data (e.g., issues, texts, artifacts, and events) in order to develop an informed conclusion.
IIE. Demonstrate cultural self-awareness and intercultural competence
IIG. Communicate effectively in speech and in writing
IA. Apply knowledge and methods of history, literature, philosophy, or theology.
IIB. Comprehensively and objectively analyze and evaluate appropriate data (e.g., issues, texts, artifacts, and events) in order to develop an informed conclusion.
IIG. Communicate effectively in speech and in writing
VC. Recognize diverse points of view and contextual factors, such as cultural, historical, professional, and ethical frameworks.
PLOs apply for students who take this class as part of their English major, minor, Digital and Media Studies Major, or Communication and Media Studies minor.
ENG 2121. identify and explain the significance of specific literary elements of texts (IA, IIB)
5. analyze and evaluate the interaction between literature and culture (IA, IIB, IVB)
7. apply sound principles of rhetoric, grammar, and style in writing analytical, persuasive, scholarly, and other types of writing (IIF)
1. identify and explain the significance of specific literary elements of texts
3. identify characteristics of historical literary periods/movements and analyze works of American, British, and world literature within the contexts of their historical literary periods/movements
4. master fundamental skills of technical, professional, media writing, and/or writing pedagogy
5. analyze and evaluate the interaction between literature and culture
By the end of the semester, students should be able to:
ENG 2121. demonstrate knowledge of the literary elements of fiction, poetry, and drama in their discussion and written responses to specific works of literature (LO IA, IIF; PLO 1 ).
2. Understand social, historical, and cultural contexts of texts and their significance to theme (LO IA, IIB; PLO 5)
3. interpret works of literature and explain their interpretations in written analyses of works (LO 1A, IIB, IIF; PLO 7).
4. integrate information from valid secondary researched sources into literary analyses. (LO IIB, IIF; PLO 5, 7).
1. identify major literary movements/periods in western literature from antiquity through the present (LO IA, IVB, PLO 4).
2. analyze the foundations and background of western literature and how that literature interacted with social thinking (LO IA, IVB, PLO 4, 5).
3. identify and analyze specific genres in the western tradition, such as the epic, romance, drama, lyric, etc. (LO IA, PLO 1, 4).
4. analyze specific interactions between works in the western tradition and literature in English, such as allusion, translation, adaptation, etc. (LO IA, PLO 4, 5).
5. develop the ability to write about literature, synthesizing historical/cultural information/sources with literary texts (LO IA, IIC, PLO 3).
All individuals are asked to continue maintaining 3-6 feet social distance when possible and monitoring personal health. If sick with a fever, please reach out to the LU Health Center and do not come to class.
All individuals are required to wear a face covering indoors including classrooms, labs, and studios. Masks should cover both nose and mouth.
For additional information and for a list of locations on campus where free masks can be obtained, see the LU COVID policy: https://www.lourdes.edu/campus-life/coronavirus.
Student Absences: In the event that a student absence is based on COVID 19, the student is required to reach out to a member of the COVID 19 assessment team. Team member contacts are listed below.
Once a COVID 19 assessment team member is contacted by the student, the Dean of Student Success will send official notification of the absence and connect the student and faculty via email. Once connected, the student is responsible for communicating with his/her course faculty regarding missed assignments or exams. The format and timing of the completion of these items will be at the discretion of the course faculty.
NOTE: A student absence is excused ONLY after an instructor receives official notification.
In the event that the course instructor is absent due to COVID-19, students should check Canvas and their Lourdes email for information on how to proceed. Students are responsible for checking their Lourdes email and Canvas announcements for any class information.
In case of a tornado, your instructor will direct you to the nearest shelter in accordance with Lourdes College's Policy for Tornado Warnings and Tornado Warning Procedures. The nearest shelter for this course is Ebeid Hall Basement in an area that is not exposed to windows.
In case of a fire, your instructor will help direct you to the nearest exit. Please evacuate in a calm and efficient manner. Do not use the elevator. Do not block building entrances once you are out. Also, refer to the Emergency Evacuation Procedure for Persons with Disabilities if this should apply to you.
If you have a documented disability and need to arrange academic adjustments, please contact the Office of Accessibility Services at oas@lourdes.edu or 419-824-3523.
If you have a documented disability and have already been assigned academic adjustments by the Office of Accessibility Services, please discuss them with me so that we can implement them appropriately.
If you will require assistance in the event of an emergency, please discuss with me your needs on the first day of class so that we can plan accordingly. The Emergency Evacuation Procedure for Persons with Disabilities is available at: http://www.lourdes.edu/campus-life/accessibility/emergency-evacuation-procedures-for-persons-with-disabilities/
Students are expected to do their own work and avoid plagiarism in any form. Turning in others' work or failing to cite source material properly will result in a zero on the assignment and may result in an F for the course. Please see the student handbook for more information (available on-line at: https://www.lourdes.edu/wp-content/uploads/2018/11/2018-19-Academic-Catalog.pdf, page 85). If you are uncertain about how to properly cite your sources, contact me for assistance (before the assignment is due).
Please note: you
should not refer to summary or interpretation websites (like SparkNotes or Cliff Notes) to "get ideas." One of the objectives for this course is to learn and practice your own critical reading and analysis skills; you will not achieve this goal by using such sources as a substitute for your own thoughts. Using internet sources as your own work will result in a zero for the assignment and may result in an F for the course.
A goal of Lourdes University is to engage students in an honest and dynamic search for truth. Academic honesty is a hallmark of such a quest. Accordingly, students are expected and encouraged to engage in all aspects of their academic studies in an honest and ethical manner. Should instances of academic dishonesty arise, the following policies and procedures will be in force.
Academic dishonesty is unethical behavior, which in any way violates the standards of scholarly conduct. It includes such behaviors as cheating on assignments or examinations, plagiarizing, submitting the same or essentially the same papers for more than one course without the consent of all instructors concerned, misappropriating library materials, or the destroying of or tampering with computer files. Also included in academic dishonesty is knowingly or intentionally helping another to violate any part of this policy. Plagiarism is defined as presenting someone else's work/ideas as one's own such as submitting a paper written by someone else, failing to give credit to sources (books, articles, websites, and interview sources) in research papers, verbatim use of quoted (must have quotation marks or indentation), paraphrased, or summarized material without appropriate source citation and bibliographic attribution. It is the policy of this academic community to invoke sanctions against students who violate these standards of academic honesty or who engage in academically dishonest behavior.
Faculty members who suspect a student of academic dishonesty may resolve the problem directly with the student. In cases where culpability is substantiated or admitted, the sanction may include failure of the course as well as other sanctions up to and including suspension or expulsion from the University. When a student is sanctioned, the faculty member must report the incident in writing to that faculty members' Department Chairperson. A copy of the report will be sent to the Dean of the College and the Provost. A student who has been sanctioned for more than one incident of academic dishonesty may receive additional sanctions as deemed appropriate by the Provost, including, but not limited to, suspension or dismissal from Lourdes University.
The student has five (5) working days after notification of the sanction to appeal to the instructor. The instructor has five (5) working days to render a decision on the appeal. If unsatisfied, the student has five (5) working days after notification of the instructor's decision to appeal the sanction to the instructor's Department Chair. The Department Chair has five (5) working days to render a decision on the appeal. If still unsatisfied, the student has five (5) working days after the notification of the Chair's decision to appeal the sanction to the Dean of the faculty member's college. The Dean has five (5) working days to render a decision. If still unsatisfied, the student has five (5) working days after the notification of the Dean's decision to appeal the sanction to the Provost. The Provost has five (5) working days to render a decision, which is final. All steps of the appeal and responses must be in writing. If any deadline for a decision on the appeal is unmet, with the exception of that by the provost, the student may make the appeal to the next person in the process.
final course grade is only subject to review when 1) a procedural error has been discovered in the calculation or recording of a grade, or 2) there is a basis or need for an academic reevaluation. Students are always encouraged to attempt to resolve issues directly with the member of the faculty, staff, or administration involved in an informal manner. If a student wishes to have a final grade reconsidered, the student must meet with the instructor and attempt to resolve the difference. If the issue is not resolved, a Final Grade Grievance Form may be obtained from the University web site. The student must use the form to describe the problem in writing and the reason(s) the grade should be changed. The student will then obtain a signature from the instructor to show that they have met to discuss the issues in the grievance. At this point, the student must return with the form to the Executive Assistant to the Provost (SCH 141) to have it dated and recorded. This date marks the official beginning of the grievance.
The Final Grade Grievance Form must be presented and signed at each of the subsequent selected appeal steps. The grievance procedure must begin within 15 business days of the beginning of the spring semester for grades received during the fall semester, and within 15 business day of the beginning of the fall semester for grades received during the spring or summer session. Please refer to the Lourdes University Catalog for other important deadlines and details of the policy.
Class participation is vital in this course; in-class work is a necessary supplement to the reading and writing you will do outside of class, and the contributions of each individual in class are important to everyone's learning. Therefore, attendance is required. In the event of illness or emergency, please contact the instructor (before class if possible) to obtain an excused absence. Unexcused absences during the term will affect your course grade. You are responsible for the information discussed in class when you are absent. In-class assignments/quizzes may not be made up for credit if your absence is unexcused. Please also see the COVID-19 policy on student absences above.
Please be respectful of others' learning and avoid disruptive behavior. Turn off cell phone ringers and all other distracting portable electronic devices/sounds before class. Do not listen to headphones or ear buds during class. You should not be engaged in on-line activities such as texting or social media during class time. If there is a situation where these activities are more important than classroom learning, please leave the room to conduct your online/cellphone communications and return when you are able to focus on and participate in our classroom discussion.
Lourdes University prohibits the use of tape-recorders, video cameras, cell phones, and all other devices by students to record class lectures or meetings with the instructor or any staff member unless they have expressed written consent of the professor or staff member. Before recording any lecture, a student who wishes to record a lecture must sign a Lourdes University Agreement Form and present this to the instructor for written consent. Once students have signed the Lourdes University Agreement Form and have the expressed written consent of the instructor to record a class or meeting, students must make their own arrangements to record the class, and all other class members must be informed that the class is being recorded. Please see the Student Handbook for more on this policy. Please refer to the Lourdes University Catalog for further details.
You will be assessed on assignments on a 400 point scale as indicated below. Click here for assignment descriptions.
| assignment | percentage | points |
|---|---|---|
| participation/ class discussion* | 2.5% | 10 pts |
| in-class exercises #1-17 | 40% | 16 x 10 pts each = 160 pts *drop 1 lowest |
| unit tests | 20% | 2 x 40 pts each = 80 pts |
| unit 2 essay | 5% | 20 pts |
| unit 3 homework | 2.5% | 10 pts |
| topic development exercise | 2.5% | 10 pts |
| essay workshops | 7.5% | 3 x 10 pts each = 30 pts |
| final essay draft | 2.5% | 10 pts |
| final essay | 17.5% | 70 pts |
| Total: | 100% | 400 pts |
*Participation includes attendance, preparedness to discuss reading assignments, class discussion exercises, and oral presentations assigned at the discretion of the instructor. By attending each class, students earn half of the participation points for the course. The remaining points are based on students' in-class contributions.
You will be assessed on assignments on a 400 point scale as indicated below. Click here for assignment descriptions.
| assignment | percentage | points |
|---|---|---|
| participation* | 2.5% | 10 pts |
| in-class exercises #1-17 | 40% | 16 x 10 pts each = 160 pts *drop 1 lowest |
| homework #1-2 | 5% | 2 x 10 pts each = 20 |
| essay #1-2 | 10% | 2 x 20 pts = 40 pts |
| topic development exercise | 2.5% | 10 pts |
| essay workshops | 7.5% | 3 x 10 pts each = 30 pts |
| annotated bibliography | 5% | 20 pts |
| final essay draft | 2.5% | 10 pts |
| final essay | 25% | 100 pts |
| Total: | 100% | 400 pts |
*Participation includes attendance, preparedness to discuss reading assignments, class discussion exercises, and oral presentations assigned at the discretion of the instructor. By attending each class, students earn half of the participation points for the course. The remaining points are based on students' in-class contributions.
| Letter Grade | Points |
|---|---|
| A | 94-100 |
| A- | 90-93 |
| B+ | 87-89 |
| B | 83-86 |
| B- | 80-82 |
| C+ | 77-79 |
| C | 73-76 |
| C- | 70-72 |
| D+ | 67-69 |
| D | 63-66 |
| D- | 60-62 |
| F | 0-59 |
Grades on late assignments will be dropped 5% for each calendar day late and will not be accepted more than 7 days late. If you are having trouble with an assignment, you should make an appointment with me for assistance and to discuss the possibility of a (no-penalty) extension before the paper is due. Late final projects cannot be accepted because of the registrar's final grade deadline.
Note: Although ISBN numbers are not part of MLA format, I'm providing them below to help you locate texts to purchase.
Atwood, Margaret. The Penelopiad. CanongateBooks, 2006. [ISBN: 9781841957982]
Euripides. Medea. Translated by Sheila Murnaghan, First edition, W. W. Norton & Company, 2018. [ISBN: 9780393265453]
Homer. The Odyssey. Translated by Emily Wilson, First edition, W. W. Norton & Company, 2020. [ISBN: 9780393655063]
Ibsen, Henrik. Hedda Gabler. Four Major Plays, translated by James McFarlane and Jens Arup, 1st edition, Oxford University Press, 2008, pp. 166–264. [ISBN: 9780199536191]
Shakespeare, William. Macbeth. Simon & Schuster: Washington Square Press, 2013. [ISBN: 9781451694727]
Shaw, G. Bernard. Pygmalion. Enriched Classic edition, Simon & Schuster, 2005. [ISBN: 9781416500407]
Online readings are available in Canvas. See the course schedule for more information.
Arnold, Matthew. "Philomela." Poems by Matthew Arnold: Lyric, Dramatic, and Elegiac Poems, Macmillan and Company, 1877, pp. 48–49.
Balestraci, Mary. "Shakespeare's 'Wonderful Woman': A Victorian Defense of Lady Macbeth." VIJ: Victorians Institute Journal, vol. 43, Victorians Institute, 2015 2015, pp. 161–88.
Björklund, Jenny. "Playing with Pistols: Female Masculinity in Ibsen's Hedda Gabler." Scandinavian Studies, vol. 88, no. 1, University of Illinois Press on behalf of the Society for the Advancement of Scandinavian Study, 2016 Spring 2016, pp. 1–16. EBSCOhost, doi:10.5406/scanstud.88.1.1.
Boccaccio, Giovanni. The Decameron. Oxford University Press, 2008.
Buckley, Jennifer. "Talking Machines: Shaw, Phonography, and Pygmalion." SHAW: The Journal of Bernard Shaw Studies, vol. 35, no. 1, Pennsylvania State University Press, 2015 2015, pp. 21–45. EBSCOhost, doi:10.5325/shaw.35.1.0021.
Caraher, Brian G. "Genre Theory: Cultural and Historical Motives Engendering Literary Genre." Genre Matters : Essays in Theory and Criticism, edited by Garin Dowd et al., Intellect Books, 2006. EBSCOhost.
Cohen, Ralph. "History and Genre." Genre Theory and Historical Change : Theoretical Essays of Ralph Cohen , edited by Ralph Cohen and John L. Rowlett, University of Virginia Press, 2017, pp. 85–104. EBSCOhost.
de Beauvoir, Simone. "The Second Sex." Literature of the Western World: Neoclassicism through the Modern Period, edited by Brian Wilkie and James Hurt, Prentice Hall, 2001, pp. 2216–22.
de Navarre, Marguerite. "Heptameron." The Norton Anthology of World Masterpieces, edited by Maynard Mack et al., Fifth Continental edition, W. W. Norton & Company, 1987, pp. 1079–90.
Gailey, Jeannine Hall. "Philomel, at the End." Becoming the Villainess, Steel Toe Books, 2006.
Glück, Louise. "Penelope's Song." Meadowlands, Carcanet, 1998.
Lawell, Sarah, et al., editors. "Genesis [The Flood]." The Norton Anthology of Western Literature, Volume 1, Eighth edition, W. W. Norton & Company, 2005, pp. 43–46.
---, editors. "Gilgamesh." The Norton Anthology of Western Literature, Volume 1, Eighth edition, W. W. Norton & Company, 2005, pp. 26–31.
---, editors. "One Thousand and One Nights." The Norton Anthology of Western Literature, Volume 1, Eighth edition, W. W. Norton & Company, 2005, pp. 1772–86.
Lorde, Audre. "Age, Race, Class, and Sex: Women Redefining Difference." Women in Culture: A Women's Studies Anthology, edited by Lucinda Joy Peach, Wiley, 1998, pp. 69–77.
Massoura, Kiriaki. "Space, Time, and the Female Body: Homer's Penelope in Margaret Atwood's The Penelopiad." Contemporary Women's Writing, vol. 11, no. 3, Oxford University Press, Dec. 2017, pp. 391–411. EBSCOhost, doi:10.1093/cww/vpx027.
McGovern, Derek. "From Stage Play to Hybrid: Shaw's Three Editions of Pygmalion." SHAW: The Journal of Bernard Shaw Studies, vol. 31, Pennsylvania State University Press, 2011, pp. 9–30. EBSCOhost, doi:10.5325/shaw.31.1.0009.
Miller, Madeline. Circe. Reprint edition, Back Bay Books, 2020.
Moi, Toril. "Hedda's Silences: Beauty and Despair in Hedda Gabler." Modern Drama, vol. 56, no. 4, University of Toronto Press, Winter 2013, pp. 434–56. EBSCOhost, doi:10.3138/md.S89.
Namjoshi, Suniti. "Euryidice's Answer." Ovid Metamorphosed, edited by Philip Terry, Random House, 2011, pp. 195–96.
Ovid. Metamorphoses. Edited by E. J. Kenney, Translated by A. D. Melville, Reissue edition, Oxford University Press, 2009.
Parker, Dorothy. "Penelope." Sunset Gun; Poems by Dorothy Parker, Liveright publishing corporation, 1928, p. 34.
Thomas, Catherine E. "(Un)Sexing Lady Macbeth: Gender, Power, and Visual Rhetoric in Her Graphic Afterlives." The Upstart Crow: A Shakespeare Journal , vol. 31, Clemson University Digital Press, 2012 2012, pp. 81–102.
Webster, Augusta. Portraits. Macmillan and Company, 1870.
Wodzak, Victoria. "Of Weavers and Warriors: Peace and Destruction in the Epic Tradition." Midwest Quarterly: A Journal of Contemporary Thought , vol. 39, no. 3, Pittsburg State University, Kansas, 1998 Spring 1998, pp. 253–64.