English 2200-15: English II

Course Information
Course Name and Number: English 2200 15: English II
Classroom: Wentworth 312
Class Schedule: Monday and Thursday, 10 to 11:45 A.M.
Lecture/Lab/Total Credits: Four (4) credits

Meet Your Instructor

Instructor Name and Pronouns: Professor Lenny Cavallaro (he/his/him)
Office Location: Ira Allen (ground floor): TBA
Student Hours: Thursdays will generally be far easier for me, from roughly
11:45 to 1 PM; longer if necessary. I can see students also on Mondays, but
only until 12:30.
Telephone Number: 978-273-4227
Email Address: cavallarol@wit.edu
I am excited to be teaching at Wentworth and hope we can all share in an
enjoyable semester.

Course Description
A sequel to English I (ENGL1100) in which students will continue to develop
their writing and research skills and will study for Western cultural
movements - the Enlightenment, Romanticism, Modernism, and
Postmodernism - which will provide them with the cultural and historical
framework necessary for beginning their humanities and social science
electives. Students will explore these movements through the critical reading
of a range of texts, including fiction, poetry, drama, philosophy, political
theory, cultural history and theory, aesthetic criticism and theory, and the
personal essay. (4 credits)
Course Prerequisites/Corequisites
ENGL1100; or 0900 placement and ENGL0900 and ENGL1100
Course Learning Outcomes
Course-Specific Outcomes:

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 1. Demonstrate a basic knowledge of the history of the four cultural
movements.
2. Demonstrate an understanding of the characteristic ideas, themes, and
artistic styles of each cultural movement.

3. Read and respond to primary and secondary sources critically through

the practices of annotation, analysis, and synthesis.

4. Paraphrase, quote, and summarize primary and secondary texts in

essays.

5. Gather appropriate sources for research from scholarly databases.

6. Demonstrate proficiency with MLA-style documentation.

General Humanities and Social Sciences Outcomes:

1. Analyze and evaluate the nature and consequences of human

behavior, including the implications of dominant culture’s impact on
marginalized populations based on race, gender and gender
expression, socio-economic status, sexual orientation, age, body type
and size, ability, and other categorizations.
2. Effectively express ideas through written, oral, visual, and/or digital
output, utilizing discipline-specific vocabulary/terminology/conventions.
3. Critically assess and apply conceptual frameworks to cultural and
social issues.

Required Textbooks
None! All reading materials will be made available as pdf files.

Recommended Learning Materials

None at the moment, but subject to change.

Instructional Methodologies
This is a discussion- and writing-based course. I will present overviews on the
history of the four cultural movements and on the ideas and artistic styles
typically associated with them. However, the majority of classroom time will
consist of full-class and perhaps small-group discussions of the assigned
literature.

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The course learning-management-system is Brightspace, which will be the
host to the syllabus, the schedule, the course readings. The response papers,
which should run three to five pages, must be computer-generated, double-
spaced, and in either Times New Roman or Arial 12-point. Quizzes and the
final exam will be done in class by hand on paper.

Grading Criteria
Share your grading and assessment policy here. Your policy must state:
Assignment(s) Weight
Essays 60% (15% each)
Final Exam 14-20%
Quizzes 16-20% (4-5% each)
Participation 0-10% each
[NB: Participation is strongly encouraged, but not required!]
…

Attendance Policy
Because the semester is so short – only 23 class sessions – no more than
three absences will be permitted, barring extenuating circumstances. If
you must miss a class, please email me.

Late Work Policy

If you absolutely must miss class when a paper is due, please email me a file
(Word). However, I cannot correct anywhere near as extensively, and
students may wish to meet with me during my office hours to review any
comments.

Successful Students

To be successful in this course, students must:

 Check the course announcements regularly
 Attend the required class meetings
 Arrive on time
 Participate in class discussion (if at all possible)
 Read and respond to email messages as needed
 Complete assignments by the due dates specified

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 Communicate regularly with your instructor and peers
 Create a study schedule to stay on track
 Ask for help early if needed.
 Use student support resources such as the Success Studio, Center for
Wellness, and Schumann Library
 Balance mental, physical, and social health to support academic success

Instructor Promise/Shared Expectations

As your instructor, I believe that every student in my course can complete
the course with good academic results. Although the work load may at times
seem daunting, you will find that through self-discipline and regular
communication with me, you will get good results. At this end, I promise to
care about your success as a student and your well-being as a person.

Wentworth Grading System

Numerical Definitions
Grade Weight Numerical Definition
A 4.00 93-100
A- 3.67 90-92
B+ 3.33 87-89
B 3.00 83-86
B- 2.67 80-82
C+ 2.33 77-79
C 2.00 73-76
C- 1.67 70-72
D+ 1.33 67-69
D 1 60-66
F 0.00 0-59

Letter Definitions
 A: Student learning and accomplishment far exceeds published
objectives for the course/test/assignment and student work is
distinguished consistently by its high level of competency and/or
innovation.
 B: Student learning and accomplishment goes beyond what is
expected in the published objectives for the course/test/assignment
and student work is frequently characterized by its special depth of
understanding, development, and/or innovative experimentation.
 C: Student learning and accomplishment meets all published
objectives for the course/test/assignment and student work

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 demonstrates the expected level of understanding and application of
concepts introduced.
 D: Student learning and accomplishment based on the published
objectives for the course/test/assignment were met with minimum
passing achievement.
 F: Student learning and accomplishment based on the published
objectives for the course/test/assignment were not sufficiently
addressed or met.
Add/Drop
Please check the academic calendar to confirm the add/drop deadline.
Add/drop is done online. Courses dropped in this period are removed from
your record.
Non-attendance does not constitute dropping a course. If you registered for a
course and subsequently withdrew or received a failing grade in its
prerequisite, then you must drop that course. In some cases, you will be
dropped from that course by the Registrar. However, it is your responsibility
to make sure you meet the course prerequisites and to drop a course if you
have not successfully completed the prerequisites. Please meet with your
student success advisor or major advisor for schedule revision and to discuss
the impact of the failed or withdrawn course on your degree status.

Colleges of the Fenway Students

If you are enrolled in this course through COF Cross Registration, please let
me know and provide me with your email address so I can be sure that you
receive course information in a timely way. Let’s also discuss how to access
online applications that might be used in the course.

Non-Discrimination Statement
Per Wentworth’s Office of Institutional Equity: “Wentworth Institute of
Technology values diversity, equity, and inclusion. The University is
committed to providing a safe and respectful educational experience and
work environment free from discrimination and harassment on the basis of
an individual’s race, color, religion, gender, age, marital status, national
origin, ancestry, alienage, physical or mental disability, sexual orientation,
gender identity or expression, genetic information or any other characteristic
protected by law.”
For more information on reporting, refer to the Office of Institutional Equity
section below.

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Accessibility Statement
Students with physical, medical, psychiatric, and learning disabilities are
eligible to utilize Student Accessibility Services (a branch of the Success
Studio) to arrange for reasonable accommodations and seek ongoing support
at any point in their Wentworth career. Please contact
AccessibilityServices@wit.edu to begin the accommodation request process.
For more information on accessibility, refer to the Success Studio section
below.

Academic Integrity
Members of our community are expected to be honest and forthright in all
their academic endeavors. Not only does this add value and credibility to a
Wentworth degree, but it also establishes trust and respect as we share
knowledge within and beyond our community.
Academic integrity includes:
 Acknowledging the work of others with citations and attributions
 Submitting work that authentically reflects your own knowledge, skills,
and abilities – not someone else’s
 Collaborating with others on work only when collaborating is an
intended part of the activity
 Respecting each other’s work, property, and possessions
Learn more about academic integrity by contacting SuccessStudio@wit.edu.
View our Academic Honesty Policy Procedures to learn how Wentworth
investigates potential academic integrity violations.

Intellectual Property
Any intellectual property developed by you as part of your work for this
course is yours. You own it! View Wentworth’s Intellectual Property policy for
details.

Student Support Resources

Wentworth is proud to offer a variety of support resources to enable students
to succeed academically, professionally, and personally. Due to the variety of
resources available, start at WhoCanHelp to determine what your needs are
and what offices and organizations are best suited to help you. Here is a
sample of the student support resources listed on WhoCanHelp:

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 Success Studio
At Wentworth, we are wholeheartedly committed to student success. In
support of this mission, the Success Studio acts as the central hub dedicated
to helping our students thrive through the provision of Advising, Student
Accessibility Services, and Tutoring. Questions? Email
SuccessStudio@wit.edu.
Center for Wellness
At Wentworth, we value physical, mental, social, and spiritual wellbeing as
much as academic success. The Center for Wellness is comprised of
Counseling Services, Health Promotion and Education, as well as Fitness and
Wellness Programs. Each provides specific services to our students while
working together holistically to improve students’ experiences. Need urgent
support? View all crisis hotlines and resources.
Douglas D. Schumann Library & Learning Commons
The Schumann Library provides numerous on-campus and virtual services to
the Wentworth community, including an extensive library catalog, research
support, study spaces, copyright guides, and more.
Center for Diversity and Global Engagement
The Center for Diversity and Global Engagement (CDGE) programs at
Wentworth promote cross-cultural perspectives, inclusivity, leadership
development and personal growth among the Wentworth community, and
fosters a welcoming, brave and safe environment for all students with a
specific focus on underserved populations and their allies.
Office of Institutional Equity
The Office of Institutional Equity supports the university in cultivating and
maintaining a campus environment that is equitable, inclusive, and
accessible. Students, faculty, staff, and guests have a right to be free from
discrimination and harassment, including harassment and sexual
misconduct. You can report discrimination, harassment, and sexual
misconduct to the University by using the Reporting Bias and Discrimination
Form or the Sexual Misconduct and Sex-Based Discrimination Reporting
Form.
Course Schedule
Course Content Warnings (if applicable)
This course will include the study of topics that may be sensitive, disturbing,
or uncomfortable to discuss. I intend to create a brave space for us to study
these topics because they are meaningful to our learning outcomes. Please
prepare for thoughtful and active participation to the best of your ability.
Syllabus Outline
SEPTEMBER

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5: Introductory Session. Quick overview of the course. A few comments on
MLA. Introduction to the Enlightenment.
HW: Read files 1-3 for 9 September; files 4 and 5 for 12 September. Be
prepared to discuss these. Also, begin to read Candide as quickly as possible.
9: Discussion of “Notes on the Age of Enlightenment,” “Enlightenment
Timeline,” and the summary of Locke’s Two Treatises of Government.
HW: Read Rousseau and Giaimo files. Also at least start reading
Candide.
12: Complete discussion of Locke; then discussion of the summary of
Rousseau’s The Social Contract and GIaimo’s essay, “Thomas Jefferson Built
This Country On Mastodons.” We shall also begin discussion of Candide.
HW: Finish Voltaire’s Candide. Drafts of response papers on
Enlightenment are due Monday
16: Discussion of Voltaire. Review of unit on literature of the Enlightenment.
HW: Prepare for quiz. Read files 1 and 2 from the unit on romantic
literature.

19: Quiz; then discussion of papers. Overview of the romantic period and
files 1 and 2.
HW: Revisions are due on the 23rd. Also, read the first four poems of
file 3, and look ahead!
23: Discussion of poems by Blake, Burns, Coleridge, and Dickinson. NB: It is
possible that our schedule may be revised somewhat, and that not all of the
works will be covered.
HW: Read the next four poems and the story by Hawthorne.
26: Discussion of poems by Byron, Dickinson (2nd), Keats, and Wordsworth.
HW: Read the short stories by Gogol and Hawthorne. Longer range, try
to get ahead on the readings!
30: Discussion of Gogol and Hawthorne.
HW: Read the story by Poe, the one-act play by Chekhov, and begin
reading the abridged Frankenstein.
OCTOBER
3: Discussion of Poe and Chekhov; start discussion of Mary Shelley’s novel.

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 HW: Finish Frankenstein. Drafts of response papers on Romanticism
are due Monday.
7: Completion of discussion of Shelley. Review of unit on romanticism for
quiz on Thursday
HW: Study for quiz. Read the first file on modernism.
10: Quiz; then discussion of papers. Overview of modernism.
HW: Revisions are due on the 17th. Also, read the five poems of file #2
17: Discussion of the poems. I may present one or two other works as well.
HW: Read file #3 (Ellison) and #4 (Dostoyevsky). Question for
reflection: If Dostoyevsky’s work was written in 1864 and Ellison’s in 1947
(i.e., after World War Two), how can we justify their inclusion as “Modernism
in Literature” (file #1)? Also, begin reading Kafka’s novelette. Be sure you
understand the adjective, and Dostoyevsky, and if possible, start of
discussion of Kafka.
HW: finish Kafka if you haven’t and then read #5 (Hemingway) and #6
(Silko — a work written 22 years after World War Two!).
24: Discussion of Kafka and Hemingway, and if possible, Silko.
HW: Read Salome.

28: Discussion of Silko (completed), then Salome. I may also discuss the
opera of Richard Strauss based on this play.
HW: Drafts of response papers on modernism are due Thursday.
31: Review of everything we have read, and consolidation for the quiz.
HW: Prepare for quiz. Also, read first file of post-modernism.
NOVEMBER
4: Quiz; then discussion of papers. Overview of post-modernism. Again:
please note that the reading schedule may be subject to minor revisions!
HW: Revisions are due on the 7th. Also read the poetry, file #2
7: Continued discussion of modernism. Note the use of poetry — and also
drama — to present political messages.
HW: Read file #3 (Garcia Marquez), #4 (Cortazar), and #5 (Barthelme).
Also, come prepared to discuss magic realism, which is an important
innovation of the post-modernist era.

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14: Discussion of “A Very Old Man…” and magic realism. Also, discussion of
“Axolotl” and “The School.”
HW: With the theme of second chances and alternative endings, read
#6 (Atwood) and then #7 (the play, Sure Thing). Of a very different nature,
then read Amy Tan’s “Two Kinds.”
18: Discussion of the play and two stories. A brief overview of the Joyce and
Ionesco files.
HW: Drafts of the fourth and last response papers are due on
Thursday. Also, read the last two files.
21: Discussion of the two works. Were they a little too “off-the-wall” for you?
HW: A little “off-the-wall,” but read both the first four paragraphs of
Joyce (file # ) and the short play by Ionesco.
25: Discussion of the papers. Also, discussion of Joyce and Ionesco, plus
“catch-up” if necessary and review for quiz.
HW: Revisions of papers are due next Monday. [Meanwhile, have a
Happy Thanksgiving!] Prepare for quiz on post-modernism.
DECEMBER
2: Fourth and last quiz. The rest of the period will be spent in review for final
exam.
FINAL EXAM: Either 5th or 9th December, TBD

Due Dates for Papers

Draft of First Paper: 16 September
Revision: 23 September
Draft of Second Paper: 7 October
Revision: 17 October
Draft of Third Paper: 31 October
Revision: 7 November
Draft of Fourth Paper: 21 November
Revision: 2 December
Quiz Dates

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First: 19 September
Second: 10 October
Third: 4 November
Fourth: 2 December

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