Seton Hall University

English 1202
Literature and the Humanities
Fall 2019
Instructor: Rachael Warmington Office: Fahy, Room 372
Office Hours: Tuesdays and Thursdays 12:30 pm-1:30 pm; additional times via appt.
Class CB meets: Tuesdays and Thursdays from 11:00 am - 12:15 pm in Jubilee Hall, Room 107

The Humanities:
The study of humanities often includes, culture, literature, language, the arts, history,
religion, and philosophy.

Course Description:
Core English 1202 is the second semester of the first-year writing requirement. This course will
enhance and strengthen the close reading, careful writing, and critical thinking skills you
acquired in 1201. It will introduce genres of short fiction, drama, and poetry, and it will offer the
unifying theme of Literature and the Humanities. This course presents a global approach to
literature by introducing a variety of fiction and non-fiction works representative of different
cultures and historical periods in conjunction with other mediums and multiple disciplines of the
Humanities. We will read works from the antiquity all the way into the contemporary period.
Discussions involve both a critical reading of texts and a comparison of the values these texts
uphold. The class will engage in a variety of communication-intensive activities designed to
enhance an appreciation of the humanities and an awareness of the way they shape and reflect
our world. Our consistent focus on developing strong interpretive, analytical, and writing skills
will prove useful to all majors and professions. This course fulfills the following Seton Hall
University Core Proficiencies:
Reading and Writing: Close reading, the integration of reading and writing, textual
analysis, organization and development, rhetoric and effective argumentation
Information Fluency: Research skills, analysis of sources, documentation,
working with secondary sources, the use of databases and indices and the incorporation
of outside research into written and oral assignments
Critical Thinking: Problem solving, developing new approaches to working with
information and critical analysis.
Required Texts:
Bullock, Richard, Francine Weinberg. The Little Seagull Handbook. 3rd ed. W. W. Norton &
Company: New York, 2014.
Graff, Gerald, Cathy Birkenstein. They Say I Say. 4th ed. W. W. Norton & Company: New
York, 2017. (or the 3rd edition)
Mays, Kelly J. The Norton Introduction to Literature. Shorter 13th ed. W. W. Norton &
Company: New York, 2019.
Blackboard On-line interdisciplinary course materials.
Require viewing not provided in Blackboard: Into the Woods film, 2014

Abbreviation guide for course schedule:

The Norton Introduction to Literature- NIL
The Little Seagull Handbook- TLSH
They Say I Say- TSIS

Outcomes Statements for First-Year Writing Courses

Rhetorical Knowledge
Rhetorical knowledge is the ability to analyze contexts and audiences and then to act on that
analysis in comprehending and creating texts.  Rhetorical knowledge is the basis of
composing. Writers develop rhetorical knowledge by negotiating purpose, audience,
context, and conventions as they compose a variety of texts for different situations.
By the end of your experience in the First-Year Writing Program, you should
 Learn and use key rhetorical and literary concepts through analyzing a variety of texts,
both nonfiction and fiction, and composing in a variety of essay and research genres
 Gain experience reading in several genres (both nonfiction and fiction) and composing in
several genres to understand how genre conventions shape and are shaped by readers’
and writers’ practices and purposes.
 Develop facility in responding to a variety of situations and contexts calling for
purposeful shifts in voice, tone, level of formality, design, medium, and/or structure
 Understand and use a variety of technologies to address a range of audiences
 Match the capacities of different environments (e.g., print and electronic) to varying
rhetorical situations
In-class focus on the expectations of readers, the main features of genres, and the main purposes
of composing will help develop your rhetorical knowledge.

Critical Thinking, Reading, and Composing

Critical thinking is the ability to analyze, synthesize, interpret, and evaluate ideas, information,
situations, and texts. When writers think critically about the materials they use–whether
print texts, photographs, data sets, videos, or other materials–they separate assertion from
evidence, evaluate sources and evidence, recognize and evaluate underlying assumptions,
read across texts for connections and patterns, identify and evaluate chains of reasoning,
and compose appropriately qualified and developed claims and generalizations. These
practices are foundational for advanced academic writing.
By the end of your experience in the First-Year Writing Program, you should
 Use composing and reading for inquiry, learning, critical thinking, and communicating in
various rhetorical contexts
 Read a diverse range of texts, including nonfiction and fiction, attending especially to
relationships between assertion and evidence; to patterns of organization; to the interplay
between verbal, nonverbal, and literary elements; and to how these features function for
 different audiences and situations
 Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias, and so on)
primary and secondary research materials, including journal articles and essays, books,
scholarly and professionally established and maintained databases or archives, and
informal electronic networks and internet sources
 Use strategies–such as interpretation, synthesis, response, critique, and design/redesign–
to compose texts that integrate the writer’s ideas with those from appropriate sources
Your critical thinking skills will be enhanced by in-class engagement in critical thinking,
development of questions, problems, and evidence, and development of strategies for
reading a range of texts.

Processes
Writers use multiple strategies, or composing processes, to conceptualize, develop, and finalize
projects.  Composing processes are seldom linear: a writer may research a topic before
drafting, then conduct additional research while revising or after consulting a colleague.
Composing processes are also flexible: successful writers can adapt their composing
processes to different contexts and occasions.
By the end of your experience in the First-Year Writing Program, you should
 Develop a writing project through multiple drafts, focusing on creating a thesis that is
part of a coherent extended argument
 Develop flexible strategies for reading, drafting, reviewing, collaborating, revising,
rewriting, rereading, and editing
 Use composing processes and tools as a means to discover and reconsider ideas
 Experience the collaborative and social aspects of writing processes
 Learn to give and to act on productive feedback to works in progress
 Adapt composing processes for a variety of technologies and modalities
 Reflect on the development of composing practices and how those practices influence
their work
Your skills in processes will be exercised by in-class employment of methods and technologies
commonly used for research and communication, review of work-in-progress for the
purpose of developing ideas before surface-level editing, and effective participation in
collaborative processes.

Knowledge of Conventions
Conventions are the formal rules and informal guidelines that define genres, and in so doing,
shape readers’ and writers’ perceptions of correctness or appropriateness. Most
obviously, conventions govern such things as mechanics, usage, spelling, and citation
practices. But they also influence content, style, organization, graphics, and document
design.
Successful writers understand, analyze, and negotiate conventions for purpose, audience, and
genre, understanding that genres evolve in response to changes in material conditions and
 composing technologies and attending carefully to emergent conventions.
By the end of your experience in the First-Year Writing Program, you should
 Develop knowledge of linguistic structures, including grammar, punctuation, and
spelling, through practice in composing and revising
 Understand why disciplinary conventions for structure, paragraphing, tone, and
mechanics vary
 Gain experience negotiating variations in genre conventions
 Learn common formats and/or design features for different kinds of texts, e.g., those
governed by the Modern Language Association Handbook and other disciplinary style
guides
 Explore the concepts of intellectual property (such as fair use and copyright) that
motivate documentation conventions
 Practice applying citation conventions systematically in their own work
Your knowledge of conventions will be enhanced by in-class focus on: the reasons behind
conventions of usage, specialized vocabulary, format, and citation systems; strategies for
controlling conventions; factors that influence the ways work is designed, documented,
and disseminated; and ways to make informed decisions about intellectual property issues
connected to common genres and modalities.

The Writing Center: All ENGL1202 students are required to visit the Writing Center at
least ONE time per semester as a graded part of their class work.  It will be up to each
student to make and keep his/her appointment(s).

The Writing Center is located in Room 304 on the 3rd floor of the Walsh Library. The phone
number is 973-761-9000 (ext. 7501). The hours of operation for the Writing Center are 10 a.m.-
8 p.m. Tuesday through Thursday and 10 a.m.-3 p.m. on Friday. You may make an appointment
through COMPASS. To make an appointment, follow these steps:
1. Using Mozilla Firefox or Google Chrome, log into your PirateNet account and click on the
“Compass” icon.
2. On the right-hand side of the screen, click on the blue “Writing Center Tutoring” button.
3. Under “Choose a Student Service”, select “Writing Tutoring” from the drop-down menu.
4. Under “Location”, select “Writing Center” from the drop-down menu.
5. A list of tutors will appear on the left-hand side. Use the arrows or calendar icon to find an
available date and time.
6. When you create an appointment, click “send me an email” to have a reminder sent to your
Seton Hall email.
7. Click “Submit.”
Please see http://www.shu.edu/academics/artsci/writing-center/ for further information.

Critical Thinking and Critical Reading Assignments: All assignments are based on the
required readings. Developing the ability to read closely and understand increasing amounts of
complicated material is one of the most important preparations for academic and professional
life. It is important to learn how to read both fiction and nonfiction critically, that is, to read
short stories, poetry, drama, and corresponding critical commentary very closely. All readings
must be completed by the date under which they appear in the syllabus.

Writing Assignments:
You will write three formal essays. Rough drafts must meet full-page length for full credit. All
papers must be in MLA style and will be graded according to the Primary Trait Rubric. All
assignments must be turned in before the start of class. All versions count toward the paper
grade.

Formal Essay I: Words and other forms of artistic expression have been used throughout
history for social commentary and more importantly to incite changes in societies around the
world. Students will analyze at least two of the texts and/or media from Unit One in order to
answer the following questions: What are the writers, musicians and/or graffiti artists etc.…
trying to accomplish through their work? What are the implications of their influence?

Formal Essay II: What we believe or do not believe helps to shape us as individuals and
knowledge helps us to make decisions. Students will use examples found in at least three of the
texts and/or media from Unit Two in order to support their answers to at least one of the
following questions: To what extent is morality communicated in these works? In what ways do
these works challenge or foster morality? What role does knowledge have in the development of
a moral compass? In what ways do conflicting ideologies influence morality?

Research Paper: Most literature does not exist in isolation. A literary work is often in
conversation with what has been written or shared orally before, what is happening at the time
the work is produced and what is created after it. For your research paper, you will select either a
common theme, symbol, motif or conflict that you argue is utilized or communicated in at least
three of the texts that we have read or viewed this semester as well as one text of your choice. In
addition, each literary genre (poems, plays and short stories) must be represented. This means
that you must analyze one poem, one play and one short story in your research paper.

You will support your argument through research and critical analysis of the works. I am
providing you with a list of possible questions that you may answer in your research paper. You
are not required to answer all or any of these questions. You may select one or a combination of
the following questions to answer in your research paper or you may develop your own research
question: Are the authors, poets, theologians, philosophers, artists, musicians etc.. critiquing
aspects of humanity, a society and/or time period? Are the authors, poets, theologians,
philosophers, artists, musicians etc.. connecting to social, political and/or cultural movements?
Do the works have a common theme? Are there recognizable symbols that are the same in each
work? Do the works have a similar tone and/or mood?

Discussion Board: Most weeks, there will be critical thinking questions related to course
concepts and readings posted under the Discussion Board in Blackboard. These questions will
be located on Discussion Board in Blackboard for each essay assignment and other classroom
topics. Students will also engage in a dialogue with their peers by responding to at least one
classmate’s initial post as an in-class writing assignment before the discussion of the assigned
reading(s) and initial posts. All your opinions are valuable, and I encourage you to respectfully
agree or disagree with your fellow classmates. The length of your initial post will vary but you
should answer the questions in complete sentences. Your answers to the discussion questions
must be posted on the date and time specified. Late postings will not be accepted and will result
in a zero for that assignment. Your response post needs to be at least one paragraph in length or
5 to 8 sentences in length. If you are absent you are still required to complete a response post on
the day that it is due

Oral Presentation: During the course of the semester, each student is required to give a 10-
minute oral presentation on an assigned reading or literary theory. This will require students, in
consultation with me, to explore a specific text, or criticism, to conduct supplementary research,
and to present their findings (both how they conducted their research and what conclusions they
reached) in 10 minutes. Students will prepare an annotated bibliography of their sources. These
projects will be evaluated both for the quality and clarity of the presentation (including any
media used) and the sophistication of the research sources included in the annotated
bibliography. Students must also prepare an outline for the class that outlines their presentation.
The outline must highlight all of the key points from your presentation. Your outline should be a
formal outline not in bullet point format. You will post your outline in the Oral Presentation
forum under Discussion Board.

The primary purpose of this assignment is to raise questions for class discussion. If you choose
one of the literary texts, do not give a plot summary, though you may summarize relevant
passages briefly for the purpose of the argument that you are making. If you choose a critical
theory, you should briefly define the theory and then use the theory as a lens to analyze the
literary work that the criticism was assigned in with. If you choose a work of non-fiction, you
need to identify the author’s argument/point and then discuss the implications of his or her
argument/point.
Exams: Instead of a midterm exam, you will write an in-class essay. Your final exam will be given in
two parts. The first half of your exam will be a take-home self-assessment and the second half will be an
in-class reading and writing assignment. The final exam will be worth 10% of your final grade.

Blackboard: This course uses Blackboard extensively. All course documents (syllabus,
semester reading list, unit schedules, instructional handouts, additional essays, peer review sheets
and so on) will be posted on Bb for you to download, print, and bring to class. Additionally, you
will be able to view your grades and track your progress. We will also be using the course
Email, Discussion Board, and Journal Platforms in Blackboard.

Heading: All assignments must have a heading. Please use the following format for your
assignment headings:

Your Name
ENGL 1202
Professor Warmington
Assignment
Date Assignment is Due

Poetry in the Round (Extra Credit):

Seton Hall is fortunate to sponsor Poetry-in-the-Round, currently directed by Dr. Nathan Oates
of the English Department. In the past, readings have been given by the late James Merrill,
Geoffrey Hill, Thylias Moss, Joyce Carol Oates, Gwendolyn Brooks, Adrienne Rich, and many
others. I strongly encourage you to attend these events, which will take place throughout the
semester. You can earn extra credit by writing a brief essay (1-2 pages) about your experience
and the author’s work.

Office of Disability Support Services:

It is the policy and practice of Seton Hall University to promote inclusive learning environments.
If you have a documented disability you may be eligible for reasonable accommodations in
compliance with University policy, the Americans with Disabilities Act, Section 504 of the
Rehabilitation Act, and/or the New Jersey Law against Discrimination. Please note, students are
not permitted to negotiate accommodations directly with professors. To request accommodations
or assistance, please self-identify with the Office for Disability Support Services (DSS), Duffy
Hall, Room 67 at the beginning of the semester. For more information or to register for services,
contact DSS at (973) 313-6003 or by e-mail at DSS@shu.edu. 

Counseling and Psychological Services: (973) 761-9500 Fax (973) 275-2415 Mooney Hall
CPS’s mission is to foster the psychological health and well being of our students in order to
enable them to thrive, develop, and achieve academic success. CPS provides free year-round
counseling, crisis intervention, consultation, and referral services to the Seton Hall University
community.

ENGLISH DEPARTMENT
ACADEMIC INTEGRITY POLICY
Academic integrity is foundational to your work in the English department and in the wider
world. This document will help define academic integrity, explain its importance, and outline
instances—and consequences—of its violation. It is crucial that you thoroughly understand
everything discussed below, so please review it at length. In addition, your instructor can clarify
any questions you may have, and the Writing Center offers guidance for how to adhere to these
rules.
It is the department’s policy to expect that you will complete your work within a framework of
respect, open-mindedness, and critical thinking. Furthermore, you will establish your own
position in your work, and do so by informing yourself of the facts, research methods, and ideas
available to you. You will evaluate these materials analytically and independently, use them in
service of your own ideas, and acknowledge the context of your work through methods such as
(but not limited to) documentation and literature review. In short, you will always
1. endeavor to create independent ideas,
2. clearly show how you are using the words and ideas of others, and
3. identify the sources of those words and ideas.
These principles are not unique to this department. In fact, they are part of U.S. law. Ideas and
language are a form of property, so inadequately documented use of others’ work is illegal.
Students, and in some cases the university, can be held accountable in a court of law. So the
issues discussed herein are of the utmost importance.
The department of English recognizes three types of error that students may commit when
handling others’ material:
1. Documentation error
2. Plagiarism
3. Cheating
Below, you’ll find definitions of each error and the consequences for committing them within an
English course (including classes cross-listed with English).
1. Documentation Error
Documentation error occurs when a student does not use documentation techniques correctly
and/or fully. It occurs when quoted, summarized, or paraphrased materials lack a citation of their
source but otherwise document the source correctly. A documentation error also occurs when the
works cited page is missing, incomplete, or formatted incorrectly.
 For direct quotation, this means that the quoted words have a signal phrase and are
surrounded by quotation marks, but are not correctly cited.
 For summary and paraphrase, this means that the summarized or paraphrased
materials have a signal phrase but are not correctly cited.
Proper documentation methods are taught and reviewed at length in College English I and
College English II, and constitute basic course material that students are expected to master.
Documentation error, regardless of intent, means that a student’s work does not fully or properly
acknowledge the source of unoriginal material.
Penalty:
In cases of documentation error, students shall receive their work without a grade and be
required to revise and resubmit by a deadline determined by the course instructor in order to
receive a grade for the assignment. Once the revised assignment has been submitted and the
instructor has verified that all documentation errors have been corrected, the student may receive
a grade for the assignment. It is at the instructor’s discretion whether and to what extent to
penalize the paper specifically for the initial documentation error when determining the final
grade—for example, the instructor may penalize the paper if the error occurs late in the semester
after documentation review, if it occurs after receiving a rough draft with thorough feedback, or
if it occurs repeatedly. If a student does not hand in a revision following a case of documentation
error by the end of the semester, the paper will receive a zero. The instructor needs to
communicate to the class, on the class syllabus and in person on the first day of the course, under
what specific circumstances and to what extent the paper will be penalized for documentation
error.
2. Plagiarism
A student commits plagiarism when her or his assignment uses the words and/or ideas of another
person without attributing those words and/or ideas using the required forms of documentation.
  For direct quotation, this means that the quoted words lack quotation marks, a
signal phrase, and citation.
 For summary and paraphrase, this means that there is neither a signal phrase nor a
parenthetical citation.
Please note that plagiarism, like documentation error, occurs regardless of intent. It requires
certain actions (or the absence of certain actions) but not motive.
Penalty:
All assignments containing plagiarism receive a zero for their initial grade. All students must
meet with the course instructor to discuss the plagiarism. All instructors must provide written
documentation of every infraction by every student in a course to the chair of the English
Department (see below). Subsequent outcomes depend on circumstances outlined below.
1. For a first infraction, the instructor may offer the student the opportunity to revise the
assignment. If the student does revise the assignment, the revised work must be
penalized in some way, at the instructor’s discretion. The specific circumstances in
which revision can occur, and the nature of subsequent penalty, must be
communicated to the class by the instructor at the beginning of the course and made
available on Blackboard and on the syllabus.
2. The second instance of plagiarism (not documentation error) on any assignment
results in an F for the course.
In the case of rough (first) drafts, if students receive a separate grade for different drafts, then a
plagiarized rough draft will get a grade of zero. If rough drafts do not receive a separate grade,
then a whole letter grade will be deducted from the final grade for the paper for which the
plagiarized rough draft was written.
Please note that instructors are expected to provide students with a course syllabus on the first
day of the semester. That syllabus must contain the definition of plagiarism, the course
procedures, and a link to the department’s academic integrity policy web page. Instructors must
review the academic integrity policy on the first day of class and must review documentation
principles and methods during the semester, regardless of the course level.
If an assignment contains plagiarism, the instructor must:
1. Supply the chair of the English Department with a copy of the student’s work with
the plagiarized parts marked and the original material identified; a copy of the
instructor’s assignment; a copy of the syllabus with the academic integrity policy; a
message describing the assignment and the plagiarism contained in the student’s
work.
2. Notify a student of the plagiarism and discuss in person the consequences and future
actions. If an in-person meeting is impossible, the conversation can occur over email.
Students may appeal at any stage of the process. They must first request a meeting with the
instructor to review the details of the case. If still unsatisfied, the student can meet with the chair
of the department (with or without the instructor). Students should bear in mind that the chair of
the department will not meet with them until they have had a meeting with their instructor. If the
chair determines that sufficient ambiguity remains, the case can be referred to a faculty
committee appointed for the occasion.
3. Cheating
Cheating means the giving, receiving, taking, or purchasing of any information or written work
not sanctioned by the instructor during exams or on any written assignments. Cheating is distinct
from plagiarism because it depends on actively soliciting or distributing information that violates
the defined conditions of the assignments and evaluation. Sharing the answers to an exam, for
instance, constitutes a form of sharing, as does allowing someone else to copy your work on an
assignment. (Conversely, reading the answers of another test and copying someone else’s work
also constitute cheating.)
Please note: another form of cheating consists of changing the font and/or size of the text in a
paper so as to increase the number of pages of the work. All assignments should have the
standard font and size for all text.
Penalty:
Students found guilty of cheating the first time will receive a 0 (zero) for the assignment; the
second time, automatic failure for the course; the third time, recommendation to the dean for
expulsion. Unlike with plagiarism, there is no opportunity to ameliorate the penalty for any
infraction.
Procedure:
1. The students will meet with the instructor.
2. Students will be shown the papers and asked to explain their similarities.
3. Students will be required to bring in past papers to check for similar instances of
copying. Students must keep all returned papers with professors’ written comments
and be able to produce them at any time during the semester. Students should also
keep all preparatory notes, outlines and drafts to prove that the paper is their own.
Attendance:
Core English II is a reading and writing workshop, which means that the work we do in class is
an essential component of the course. This includes in-class writing assignments, drafting, note-
taking, peer review, and group work. Students with more than 4 absences, either excused or
unexcused, may have failed to complete a substantial number of these writing assignments,
and may therefore be unable to pass College English II.  

An “excused” absence is one documented by either the Athletic Department or the Dean for
Student Affairs, Dr. Karen Van Norman. Instructors do not accept doctor or other notes as proof
of excused absences. Significant medical or family problems require communication with a
mentor and/or someone in the Dean of Community Development’s office, x9076, to obtain
assistance and official excuses for these absences.

DEAN KAREN VAN NORMAN | Associate Vice President & Dean of Students
Student Life | Seton Hall University/Rm. 237, University Center | 400 South Orange Ave. South
Orange, NJ 07079/Tel: 973.761.9076 | Fax: 973.761.9046
Lateness Policy: Class begins exactly on time. Students are expected to arrive promptly.
Entering at any point after class has started is considered late and will be documented as part of
the Attendance/ Participation grade. Three “lates” will equal one absence. However, arriving
more than 15 minutes late is considered an automatic absence for the day.

Classroom Policy: Our classroom is our writing sanctuary. It is a forum for discussion and
development of ideas. All voices are equal and welcome as each student is a valuable part of our
dynamic. No form of disrespectful behavior will be tolerated in class. For example, it is
disrespectful to have side conversations during class discussions.

Laptop, Cell Phone, Tablet, and Electronic Device Policy: Bring laptops to class, but do not
use them unless requested. If you prefer or need to take notes using your laptop, you should not
be checking e-mail, instant-messaging, Instagramming, Tweeting, Facebooking, Snapchatting,
playing games, listening to music day trading, or surfing the web while in class. Cell phones and
other electronic devices should be shut off prior to the start of class. Students should not be
answering their phones or text messaging during class. Failure to follow these policies will
greatly reduce your class participation grade and possibly lead to disciplinary actions.

Assignment Policy: I do not accept late assignments. Please post your journals and discussion
questions the date they are due, and email me all other assignments if you cannot attend class on
the date that they are due. In the event that there is an emergency I will make an exception
granted that you provide me with some form of documentation. (See attendance policy)

Grading Policy:
Oral Presentation 10%
Formal Essay I 15%
Formal Essay II 15%
Annotated Bibliography, Draft etc.., Research Paper 30%
In class Writing/Homework/Attendance/Participation 15%
Final Exam/Self-Assessment 10%
Writing Center 5%

Grade Scale:
A (94 and above)
A- (90-93)
B+ (87-89)
B (84-86)
B- (80-83)
C+ (77-79)
C (74-76)
C- (70-73)
D+ (67-69)
D (64-66)
D- (60-63)
F (59 and below)

The lecture schedule is subject to change. However, all students are required to follow the
schedule of readings as listed below:

CLASS CALENDAR

Week Tuesday Thursday

1 08/27 08/29
In Class: Introduction to course; Syllabus In Class: Diagnostic Essay
review
Homework: Please read the
Homework: Please read “Fiction: Reading, “Introduction” pp 1-9 in NIL and
Responding, Writing” pp 16-19 in NIL, “On Closer Examination” Entering
“Literary Analysis” pp 62-65 in TLSH and Conversations about Literature in
Elements of Fiction under Content in TSIS; Complete the writing
Blackboard; Complete the writing assignment posted under Journals
assignment posted under Journals prior to prior to the start of class on
the start of class on Thursday 08/29 Tuesday 09/03
2 09/03 09/05
In Class: Introduction to Unit 1- Human In Class: Discussion of assigned
Expression Through Arts and Literature; readings and posts; in class writing
Explanation of Formal Essay #1; discussion of assignment; introduction to class
assigned readings and journal assignment;
Spotify Playlist
Oral Presentation directions; presentation
topic and date selections
Homework: Please read Elements of
Homework: Please read “What is the Blues” Poetry on Blackboard and “Dear
on Blackboard in the Unit 1 Folder under John, Dear Coltrane” in the Unit 1
Content and James Baldwin’s “Sonny’s Folder under Content on Blackboard
Blues” pp. 91-113 in NIL; Complete your and “Poetry: Reading, Responding,
initial Discussion Board post prior to the Writing” pp 730-733, “Homage to
start of class on 09/05 the Empress of the Blues” pg. 924
and “The Weary Blues” 1073-1074
in NIL; Complete your initial
Discussion Board post prior to the
start of class on 09/10
3 09/10 09/12
In Class: Oral Presentations; discussion of In Class: Oral Presentations;
assigned readings and posts; in class writing discussion of assigned readings and
 assignment posts; in class writing assignment
Homework: Please read “Listen to the Story: Homework: “The Stage Hip-Hop
Banksy, Tyler the Creator, and Nihilism in Feminism Built: A New Directions
Urban Artistic Expression” pp 1-25 and “Hip Essay” and “21 Hip-Hop Albums
Hop: Today's Civil Rights Movement” in the that Reflected the Politics of Race,
Unit 1 Folder under Course Content; Space and Place in 2017” in the Unit
Complete your initial Discussion Board 1 Folder under Content on
post prior to the start of class on 09/12 Blackboard; Complete your initial
Discussion Board post prior to the
start of class on 09/17
4 09/17 09/19
In Class: Oral Presentations; discussion of In Class: In class writing workshop-
assigned readings and posts; in class writing Outline to Draft
assignment
Homework: Please submit your
Homework: Please read “Paraphrase, First Draft of Formal Essay I
Summary, Description” pp. 1914-1917 and under Assignments and in the
“The Elements of the Essay” pp. 1918-1930 in Formal Essay I Peer Review
NIL; Please review and “Quotation, Citation Discussion Board prior to the start
and Documentation” pp 1962-1991 in NIL; of class on 09/24
Please submit your outline under
Assignments in Blackboard prior to the
start of class on 09/19
5 09/24 09/26
In Class: Peer Review of Formal Essay I In Class: Introduction to Unit 2-
Drafts; revision workshop Philosophical and Religious
Elements in Literature: Bridging
Homework: Please read Elements of Conflicting Ideologies and
Religion, Elements of Philosophy, selections Recognizing the Complications of
from the Bhagavadgita as well as view one Morality; Explanation of Formal
episode of Ancient Aliens under Content in Essay II; Oral Presentations;
the Unit 2 Folder on Blackboard; Complete discussion of assigned readings; in
your initial Discussion Board post prior to class writing assignment
the start of class on 09/26
Homework: Please read “A Very
Old Man with Enormous Wings” pp.
451-455, “Diving into the Wreck”
pp. 894-896 and “A Good Man is
Hard to Find” pp. 516-526 in NIL;
Complete your initial Discussion
Board post prior to the start of
class on 10/01

6 10/01 10/03
 In Class: Oral Presentations; discussion of In Class: Oral Presentations;
assigned readings; in class writing assignment discussion of assigned readings and
posts; In class writing assignment
Homework: Please read “The Negro Speaks
of Rivers pp 1074, Emily Dickinson’s Homework: Please read “The
“Because I could not stop for Death” page
Importance of Fairy Tales,” “The
872, “Ulysses” pp 1172-1174 and “The Road
Not Taken” pp. 892-893 in NIL as well as “On Grandmother,” “Little Red Cap,” and
Your Asking” and “Within The Circuit of this “Little Red Riding Hood” under
Plodding Life” under Content in the Unit 2 Content in the Unit 2 Folder on
Folder on Blackboard; Complete your initial Blackboard; Complete your initial
Discussion Board post prior to the start of Discussion Board post prior to the
class on 10/03 start of class on 10/08
7 10/08 10/10
In Class: Oral Presentations; discussion of In Class: Submit your Final Draft
assigned readings and posts; In class writing of Formal Essay I prior to the start
assignment of class;
Oral Presentations; discussion of
Homework: Please read “Hansel and Gretel” assigned readings and posts; in class
and “Little Thumb” under Content in the Unit writing assignment; Outline
2 Folder on Blackboard; Complete your Guidelines
initial Discussion Board post prior to the
start of class on 10/10 Homework: Please read the
Research Paper Directions and the
Library Assignment Directions in
preparation for the Library
Instruction Session; Complete
Library Assignment Part One
under Assignments in Blackboard
prior to the start of class on 10/17
8 10/15 10/17
Fall Break No Class In Class: Tentative Date For
Library Instruction; Library
Assignment Part Two

Homework: Please read the two

Scholarly Articles posted under the
Unit 2 Readings, Viewings and
Resources folder in Content;
Complete Outline under
Assignments in Blackboard prior
to the start of class on 10/22

9 10/22 10/24
 In Class: In Class Essay In Class: Peer Review of Formal
Essay II
Homework: Please submit your First Draft
of Formal Essay II under Assignments and Homework: Please read “Drama
in the Formal Essay II Peer Review Reading, Responding, Writing” pp.
Discussion Board prior to the start of class 1194-1196 and “Elements of Drama”
on 10/24 pp. 1221-1230 in NIL; Complete
the writing assignment posted
under Journals prior to the start of
class on Tuesday 10/29

10 10/29 10/31
In Class: Introduction To Unit 3- Literary In Class: Discussion of assigned
Dialogs and Critiques; Explanation of readings and posts; in class writing
Research Paper; Oral Presentations; assignment
discussion of assigned readings and journal
assignment
Homework: Please finish reading
Sophocles, “Antigone” pp. 1619-
Homework: Please read Sophocles,
1634 and the Critical Excerpts pp
“Antigone” to line 733 pp. 1600- 1619 in NIL;
1635-1659 in NIL; Complete your
Complete your initial Discussion Board
initial Discussion Board post prior
post prior to the start of class on 10/31
to the start of class on 11/05
11 11/05 11/07
In Class: Oral Presentations; discussion of In Class: Submit your Final Draft
assigned readings and posts; in class writing of Formal Essay II prior to the
assignment start of class; in class writing
assignment; group character analysis
Homework: Please read Act I of
Shakespeare’s play, The Tempest in JSTOR; Homework: Please read Acts II and
Complete your initial Discussion Board
III of Shakespeare’s play, The
post prior to the start of class on 11/07;
Submit your Final Draft of Formal Essay II Tempest in JSTOR and “’Play me
prior to the start of class on 11/07 false’: Rape, Race, and Conquest in
The Tempest” in the Unit 3 Folder
under Content on Blackboard;
Complete your initial Discussion
Board post prior to the start of
class on 11/12
12 11/12 11/14
In Class: Oral Presentations; discussion of In Class: Oral Presentations;
assigned readings and posts; in class writing discussion of assigned readings and
assignment posts; in class writing assignment

Homework: Please submit your

Homework: Please view the film, Into the
 Woods and read the article “Why ‘Into the First Draft of your Research Paper
Woods’ Matters” in the Unit 3 Folder under under Assignments and in the
Content in Blackboard; Complete your Research Paper Draft Peer Review
initial Discussion Board post prior to the Discussion Board prior to the start
start of class on 11/14 of class on 11/19

13 11/19 11/21
In Class: Research Paper Peer Review; In Thanksgiving Recess
class writing assignment No Class

Homework: Revision Plan

14 11/26 11/28
Research Paper Conferences Research Paper Conferences

15 12/03 12/05
In Class: Research Paper Final Revisions In Class: Turn in Final Draft of
Workshop Research Paper; meta writing; Last
Day of Class; in class writing
Homework: Please read Final Exam assignment; Course Wrap up and
materials posted under Content in Blackboard Exam Review

Homework: Prepare for Final Exam

Final Exam
CB 05/13 Period 3 12:20 p.m. to 2:20 p.m.

The lecture schedule is subject to change. However, all students are required to follow the
schedule of readings as listed above.