El Paso Community College

Syllabus, Part 1

Instructor Course Requirements

Spring Semester 2017

I. Course Number and Instructor Information

Dual Credit English IV - ENGL 2323, British Literature II

Class 1 – 8:45 A.M. – 9:30 A.M. CRN: 24796

Class 2 – 9:35 A.M. – 10:20 A.M. CRN: 24797

Class 3 – 10:25 A.M. – 11:10 A.M. CRN: 24798

Class 4 – 11:15 A.M. – 12:00 P.M. CRN: 24799

Class 8 – 3:15 P.M. – 4:00 P.M. CRN: 24800

Instructor: Cheryl Lea Becknell Patterson, MA English and Humanities

Campus and Office Hours: Montwood High School, C-214 Phone: 937-2400/2557

Daily Tutoring: 8:00 -8:45 A.M. (Mon/Wed)

Lunch, Before, and After School by appointment

Conference Period: 7th Period and Email: cpatte@sisd.net

II. Text and Materials

Greenblatt, Stephen et al. Eds. The Norton Anthology of English Literature, 9th eds.

New York: Norton, 2012. (Volume D, E, and F)

Shelley, Mary. Frankenstein. New York: Norton, 1996.

Hacker, Diana. A Writer’s Reference with Writing in Discipline, 8th eds. New York:

Bedford/St. Martin’s, 2015.

Notes: Textbooks will be issued to students during the first week of the semester and turned

in after the final exam. Since the textbooks are furnished by the school, students will not be

allowed to write in them. If the books are damaged after issued to you, you may be

responsible for purchasing a new book at the replacement cost. You are encouraged to

“Mark the Text” using Post-it Notes and Flags. A classroom set of the MLA Handbook will

be available to all students. MLA information is also available at:

http://www.mla.org and owlpurdue.edu.

III. Course Requirements

This course is designed to cover three major time lines of British Literature:

1. The Romantic Period

2. The Victorian Age

3. The Twentieth Century and After

In addition to following a historical time line, we will also analyze each selection in

relation to the social and cultural aspects during each time period.

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Daily Assignments/Quizzes - (20%): In college level courses students are expected to read

all assigned texts and participate in classroom discussions. In addition to reading assignment,

supplemental work will be assigned to reinforce the reading. This may be in the form of daily

assigned work or quizzes on the reading assignments.

A. Journal (20%) – The journal will consists of bi-weekly journal/BB writing

assignments and will be equally weighted:

1. Journals - Students will prepare a bi-weekly one page written literary

response which represents their analysis of the reading assignments (1st and

3rd Period/odd weeks, 2nd, 4th and 8th Period/even weeks). These responses

should reflect your close reading of the text, support critical analysis, and may

be used to annotate questions you have regarding the assignment. The journal

may not simply be a summary of the reading. The journal entries should

concentrate on historical, social, and cultural influences. Also pay particular

attention to the author’s point of view and what literary devices are illustrated

in the writing. There will also be Discussions that will be posted in

Blackboard and you will be required to respond to these postings (window

will be open for two weeks only).

2. Blackboard (BB) Journaling/Discussions. Every other week students will

be required to complete a Discussion during the week a Journal is not due.

The window in BB will open on Sunday and close on Saturday at midnight.

The window will be open for two weeks to accommodate all students. Please

post your response prior to the closing date/time, no submissions will be

accepted via email.

3. Journal Portfolio – This will be a creative project containing all the weekly

journals/blackboard entries, and any other student responses related to

miscellaneous student writing assignments. This project must be typed, but

font and style may vary and will include all journals from fall and spring

journal writing assignments. (Handout/Rubric will be provided for portfolio

minimum contents) presented at the end of the semester. Due Date: 21 April

2017.

B. Research/Presentation Project (20%) –

Research Project (Spring 2017) – Student will write a research paper (3 pages

plus Works Cited page). The research project will feature any author from Norton

D, E, or F. The project is a literary analysis of a work (prose, poetry, or novel)

and should discuss the merit of the literature with relation to the historical, social,

and cultural aspects which may have influenced the work. Reliable sources from

academic libraries will be utilized for this research project (Report must contain

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minimum of 1 Primary Source and 3 secondary sources, from EPCC databases).

Your final research project will also have a visual Power-point presentation to

complement the presentation of the Research Project essay. This research paper

must be formatted in MLA.

Students will submit a Research Proposal (200 - 250 word/must have the

Norton textbook D, E, or F and page # for your literary selection in the

proposal) – see schedule below:

C. Exams/Essays (40% each exam will be weighted equally) – An exam or essay

will be given after every major unit. There will also be two exams and a

comprehensive final exam. Each exam is equally weighted.

1. Grading Scale and Course Grade:

Average Grade Letter Grade

90 - 100% A

80 - 89% B

70 - 79% C

60 - 69% D

0 - 59% F

The Research Projects will be reviewed or due as follows:

Assignment Peer Review Instructor Review/Due Dates

Proposal and Thesis review: 13 January 17 January

Library Independent Research 30-31 January

Library Independent Research 1-3 February

Annotated Bibliography: 31 January 1 February

Outline: 3 February

RP Draft- 2 pages + WC-4 sources 8 February 8 February

Library Independent Research 27-28 February

Final RP (w/PPT) 6 March (Students are responsible for proofreading,

revising, and editing their final essay and power-point presentation)

Research Project Due: Due: 6 March 2017

Presentations by Lotto Order 6-10 March 2017

Final Paper Due NA 28 April (No Exceptions)

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(I=Incomplete, W= Withdrawal – the student is responsible for I/W, WF =

Instructor Withdraw Failing - EPCC, Dual Credit Handbook at EPCC website).

Assignments for Grades:

Daily Assignments/Quizzes (20%)

Journals, Blackboard Discussions, and Journal Portfolio (20%)

Research Project and Presentation (20%)

Exams/Essays (40%)

2. Late Work - Daily assignments and Exams/Essays I accept no late work, without documentation of excused absences. Even during

absences students are expected to email assigned work to my email address:

cpatte@sisd.net. Check the calendar for assignment due dates. If you know you

will be absent, make arrangements to turn-in the work early or by email. You may

only make-up scheduled exams/essays if you have an excused absence.

Arrangements for make-up exams must be made prior to the scheduled exam and

it is your responsibility to notify me.

IV. Instructor’s Policies

A. Attendance/Drop Policy

Attendance is a major factor in succeeding in any college course. Students are

expected to come to class on time and be prepared. The attendance guidelines for

this course will follow the procedures defined by Montwood High School and

Socorro Independent School District. If an absence is un-excused students will

not be able to make-up missing assignments. Students are responsible to provide

the necessary documentation for the absence to their assigned attendance clerk.

Students will come to class on time and not be tardy. Tardiness causes a

disruption and will not be tolerated. The EPCC drop policy is outlined in EPCC,

Dual Credit Handbook:

http://www.epcc.edu/dualcredit/Documents/Dual%20Credit%20Handbook%2010-30-

12.pdf

B. Standards of Conduct

All students should consult the instructor before dropping this course. Under the

EPCC Instructor Withdraw Failing option if a student does poorly from the

beginning of the course then the instructor is required to recommend the student

drop the course and be placed in a regular Montwood High School, English IV

class. If the student declines, then he/she will know that their work will continue

to be graded according to standard, and the grade he/she earns will remain on

his/her transcript.

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C. Plagiarism:

Plagiarism is the use of another person’s work or original idea without giving

credit to that person. Plagiarism also includes unauthorized collaboration with

another person in preparing an assignment. Examples of plagiarism include, but

are not limited to:

1) copying word for word out of a book, magazine, or the internet and not giving

credit to the original source

2) turning in another person’s work with your name on it

3) paraphrasing too closely or changing only a few words in a sentence or

paragraph

D. Cheating:

Cheating is copying another student’s work and includes: homework, class-work,

or test answers. This applies whether copying is done with or without the other

person’s knowledge. Cheating also includes the use of “cheat sheets” or writing

information and/or answers on clothing, arms, or hands (text messaging answers

with a cell phone or other electronic device).

E. Penalties for plagiarism and cheating:

These penalties apply to all assignments, including research papers. A referral

will be sent to the assistant-principals’ office for documentation of the violation.

Any student who is caught cheating or plagiarizing in any way while enrolled in

Dual Credit classes will be immediately reassigned to regular classes. A report

will also be sent to the Academic Dean and Vice President for Student Services,

EPCC. All assigned writing assignments may be checked in Blackboard and

using the Safe Assign Program.

Any incident of cheating or plagiarism will become a permanent part of your

school record and may affect future admission to colleges. Please refer to EPCC

Dual Credit Handbook located on the EPCC website.

F. Writing Assignments:

All assignments must follow MLA guidelines using an MS-Word processing

program. Font size will be 12 point, Times New Roman. Assignments not

completed in the correct format will be returned and be subject to the late work

policy.

1. Please refer to the following sources and internet sites for MLA format

for your essays: Review – A Writer’s Reference, Diana Hacker:

http://www.mla.org

http://owl.english.purdue.edu/owl/resource/747/13/.

http://www.wwnorton.com/college/english/write/writesite/MLA_updates.pdf

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2. All papers must be typed (12 pt., Times New Roman font, double

spaced)

3. The format will be MLA style (1” margins, headers, pagination).

Pagination will begin on 2nd page (Ex: Patterson 2 in the upper right

hand corner):

Student Name

Professor Patterson

English IV DC 2nd or 4th Period

8 January 2017

4. Title of Assignment (Centered)

G. Student Resources:

Students are encouraged to use EPCC’s and Montwood High School Writing

Centers. EPCC’s has Writing Centers at each of their campuses. Students are

also encouraged to meet with me during my office hours for questions or

assistance with assignments. EPCC Online and Onsite Tutoring:

http://www.epcc.edu/OfficeofStudentSuccess/tutorialservices/Pages/default.aspx

H. Classroom and On-line (email and Blackboard) Etiquette – Quoted directly from

EPCC catalogue, 2015 “A college student is a member of a community of

students seeking to acquire and communicate knowledge. A student’s conduct, in

and out of the classroom, must not infringe on the rights of other students, staff, or

faculty. Each student, staff, and faculty member is obligated to respect the rights

of others. Such an environment will enhance the educational purpose for which

the college exists and the educational programs designed to achieve that purpose.”

In the classroom and on-line students will conduct themselves in an appropriate

manner, keeping cognizant of voice, tone, and proper decorum and etiquette.

V. Calendar – British Literature II – 2323, Spring 2017

Note: The syllabus and calendar are subject to revisions. Students are responsible for

information contained in the syllabus and calendar and this content may be tested on

scheduled exams.

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ENGL 2323, Revised Fall 2016/Spring 2017

El Paso Community College

Syllabus

Part II

Official Course Description

SUBJECT AREA English

COURSE RUBRIC AND NUMBER ENGL 2323

COURSE TITLE British Literature Survey 18th Century to Modern

COURSE CREDIT HOURS 3 3 : 0

Credits Lec Lab

I. Catalog Description

This course examines a survey of the development of British Literature from the

Romantic period to the present. Students will study woks of prose, poetry, drama, and

fiction in relation to their historical and cultural contexts. Texts will be selected from a

diverse group of author and traditions. This course is strongly recommended for those

pursuing a major in English at the baccalaureate level. ENGL 2322 is not required in

order to enroll in ENGL 2323. Prerequisite: ENGL 1301 with a “C” or better. (3:0).

II. Course Objectives

Upon satisfactory completion of this course the student will be able to accomplish the

following:

A. Explain the relationship between authors and their works in the context of their

historical, social, and philosophical issues during the corresponding time periods.

B. Identify major trends of thought and literature in each period studied: i.e., the

Romantic, Victorian and the Twentieth Century.

C. Analyze and understand works of each literary figure studied.

D. Define literary terms and understand their practical application.

E. Better understand the various people of the Western World and their approach to life

as these elements are presented in the literature considered.

F. Successfully articulate in writing his/her responses and interpretations of literary

works through the writing of critical essays, research papers, journals, or a

combination of these.

G. (Recommended) Attend at least one interpretive performance of a piece of literature

from the period, (poetry reading, play, film, etc).

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ENGL 2323, Revised Fall 2014/Spring 2017

Unit Titles

The standard units for a British literary/historical survey are these:

A. The Romantic Period

B. The Victorian Period

C. The Twentieth Century

Some instructors may wish to organize the course thematically. If so, possible thematic

units could be these:

1. Social Themes

2. Love

3. Satire

4. Religious/Philosophical Literature

III. THECB Learning Objective

Upon successful completion of this course, students will: 1. Identify key ideas, representative authors and works, significant historical or

cultural events, and characteristic perspectives or attitudes expressed in the literature

of different periods or regions.

2. Analyze literary works as expressions of individual or communal values within the

social, political, cultural, or religious contexts of different literary periods.

3. Demonstrate knowledge of the development of characteristics forms or styles of

expression during different historical periods or in different regions.

4. Articulate the aesthetic principles that guide the scope and variety of works in the

arts and humanities.

5. Write research-based critical papers about the assigned readings in clear and

grammatically correct prose, using various critical approaches to literature.

IV. Evaluation

A. Pre-assessment

Instructors should check each student's prerequisites the first week of class; those

who do not qualify should be sent back to Admissions.

B. Post-assessment

1. The instructor will maintain a continuous record of each student's progress.

2. Students should be evaluated periodically throughout the semester.

3. The instructor will determine the weight of each graded assignment.

4. Instructors will require writing assignments other than quizzes and formal exams.

5. Plagiarism is both intellectual theft and academic dishonesty and will not be

tolerated. Any work that is plagiarized could result in failure of the course

C. Remediation

This is left to the discretion of individual instructors. Some instructors permit students

to re-write major writing assignments. Students needing assistance with writing

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problems are encouraged to contact the instructor. Assistance is also available

through the Writing Centers located at most campuses.

D. Grading Scale

A = 90 – 100 I = Incomplete

B = 80 -89 W = Withdrew or Withdrawn

C = 70 -79

D = 60 -69

F = below 60

V. Disability Statement (American with/Disabilities Act [ADA])

EPCC offers a variety of services to persons with documented sensory, mental, physical,

or temporary disabling conditions to promote success in classes. If you have a disability

and believe you may need services, you are encouraged to contact the Center for Students

with Disabilities to discuss your needs with a counselor. All discussions and

documentation are kept confidential.

Offices located: VV Rm C-112 (831-2426); TM Rm 1400 (831-5808); RG Rm B-201

(831-4198); NWC Rm M-54 (831-8815); and MDP Rm A-125 (831-7024).

VI. 6 Drop Rule

Students who began attending Texas public institutions of higher education for the first

time during the Fall 2007 semester or later are subject to a 6-Drop limit for all

undergraduate classes. Developmental, ESL, Dual Credit and Early College High School

classes are exempt from this rule. All students should consult with their instructor before

dropping a class. Academic assistance is available. Students are encouraged to see

Counseling Services if dropping because exemptions may apply. Refer to the EPCC

catalog and website for additional information.

ENGL 2323, Revised Fall 2015 (next revision in 3 years)

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British Literature II - 2323

Spring Semester 2017 Calendar

EPCC First day of Class, 17 January 2017

EPCC End of Semester 12 May 2017

EPCC Final Exam Days: 8-12 May 2017

13 April 2017 – (Notify counselor by 7 April 2017) Last Day to Drop with a grade of “W”

2-6 January (2 January Student Holiday/Staff Development MHS)

Textbooks: Issue - Norton D, E, F

Lecture: The Romantic Period (1785- 1830), British writers responding to the climate of their

times, new interest in trials and the dreams of common people, and the desire for radical changes

through democratic ideals.

Reading Assignment: Norton D - The Romantic Age and Balladry and Ballad Revivals (xix-

xxviii) (Intro 3-32).

Anna L. Barbauld (39-40) – “The Rights of Woman” (48-49), "The Mouse's Petition"

(40-1), and "Washing Day" (50-5) HW: Timeline Activity

Charlotte Smith – (53-54) From Elegiac Sonnets, “Written at the Close of Spring” (54)

“To Night” (55)

Robert Burns (165-167) “Green Grow the Rashes” (167-168), “To A Mouse” (171-172),

“Auld Lang Syne” (173-174), “A Red, Red Rose” (181)

George Gordon, Lord Byron (612-16) “She Walks in Beauty” (617-18), “When We Two

Parted” ENIV Text (852)

Writing/Classroom Activity – Journal - Reading and Writing about Poetry (Handout – TP-

CASTT/Annotation)

New Year’s Resolution Writing Activity – “You Say You Want a Resolution?” by Heidi

Pollock

Review Norton D, E, and F and select an author/literary selection for your Research

Project Proposal, Due: next week.

9-13 January

Reading Assignment: Norton D

William Blake (112-116) Songs of Innocence (118-119): “All Religions are One, The

Voice of one Crying in the Wilderness and There Is No Natural Religion a & b” (116-

117), “The Lamb” (120), “The Chimney Sweeper” (121-122, 128), Songs of Experience

(125): "The Human Abstract" (133)

Percy Bysshe Shelley (748-751) "Ode to the West Wind" (791), "Adonais" (839), “To

Night” (836-837)

John Clare (869-870) "I Am" (881)

John Keats (901-903) "Ode on Melancholy" (932-933)

Writing/Classroom Activity: TP-CASTT, HW: Write an Ode.

Journal: Compare and contrast Charlotte Smith’s poem “To Night” with Shelley’s poem “To

Night.” Is there a change in the author’s point of view?

Research Project Proposal, Due: Peer Review: 13 January 2017

Instructor Review: 17 January 2015

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Week One: 16-20 January, Holiday MLK (January 16)

Reading Assignments:

The Slave Trade and the Literature of Abolition (88-9)

John Newton (90), “Amazing Grace, Faiths Review and Expectation” (90-1)

William Cowper (95-6), “The Negro’s Complaint” (96-7)

Olaudah Equiano, Intro and From Chap 3, 4, and 5 (98-105)

The Revolution Controversy and the “Spirit of the Age” (183-4)

Mary Wollstonecraft (194-99), From: “A Vindication of the Rights of Men”

Thomas Paine (199), From: “Rights of Man” (199-203)

Edmund Burke (187-194), From “Reflections on the Revolution in France”

Research Project Proposal: Instructor Review – 17 January 2017

Week Two: 23-27 January

Lecture: The Romantic Period and The Revolution Controversy and the “Spirit of the Age”

Reading Assignment: Norton D & E (183-184)

Mary Wollstonecraft, From: A Vindication of the Rights of Woman (Introduction and

208, 211-239), From “The Last Man” (983-986)

Classroom Activity: Wollstonecraft on Trial.

**John Stewart Mill** From "The Subjection of Women, Chapter 1" Norton E (1105)

http://study.com/academy/lesson/john-stuart-mills-the-subjection-of-women-summary-

analysis-quiz.html

Secondary Text:

Romanes, George J. “Mental Differences between Men and Women (1887).” The Education

Paper: Women’s Quest for Equality in Britain, 1850-1912. Ed. Dale Spender. New

York: Routledge, 1987.

Week Three: 30-31 January, 1-3 February

Reading Assignment: Norton D: Jane Austen (523-546), Plan of a Novel, According to Hints

from Various Quarters

Austen, Jane. Sense and Sensibility. New York: Norton, 2002. (Supplemental Text)

Secondary Text:

Classroom Activities: Jigsaw Activity, readings from Sense and Sensibility and Film Adaptation

– Sense and Sensibility and View: A&E Award Winning Series, Biography Jane Austen 2006.

Assign chapters by Groups for Jigsaw Activity. Lesson will be continued Week 4.

Library 30-31 January, 1-3 February 2017

Annotated Bibliography: Peer Review – 31 January

Instructor Review – 1 February

Outline: 3 February

Week Four: 6-10 February

Reading Assignment: Norton D: Continue, Jane Austen (523-546), Plan of a Novel, According

to Hints from Various Quarters

Austen, Jane. Sense and Sensibility. New York: Norton, 2002. Print. (Supplemental Text)

Secondary Text:

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Gates, David. “True or False: Jane Austen Outsells Alice Walker and Ann Coulter.” Newsweek

Jul. 2 & 9 2007: 70-71. (Peer Review articles on Jane Austen)

Classroom Activities: Jigsaw Activity, readings from Sense and Sensibility and Film Adaptation

– Sense and Sensibility and View: A&E Award Winning Series, Biography Jane Austen 2006.

Writing Activity: Examine the social and cultural mores of Jane Austen’s time.

Kagan Activity: Round/Robin-Read, Discuss, and All Write Consensus - secondary articles on

various topics related to Jane Austen. Groups will report their consensus to the class.

Exam #1 – Romantic Period (Review-8 February, Exam 9-10 February 2017)

RP Draft Due: Peer – 8 February (2 pages plus Works Cited page, with primary

source/Norton and two EPCC Databases)

Instructor – 8 February 2017

Week 5: 13-17 February

Lecture: Norton E - The Victorian Age 1830-1901

Reading Assignment: Introduction - (xxi, 1016-1043)

Elizabeth Barrett Browning (1121-1124), "The Cry of the Children" (1124-1128), “To

George Sand, A Desire” (1128), “To George Sand, Recognition” (1128-1129), “Sonnet

43” (1130)

Alfred Lord Tennyson (1156-1159) “Tears Idle Tears” (1183)

Emily Bronte (1328-1329) “I’m happiest when most away” (1329), “Stars” (1331-1332)

Writing Assignment: Journal – Respond to Image C5 (The Awakening Conscience, William

Holman Hunt, 1853). Read “Tears Idle Tears” by Tennyson and then respond to the poem.

Classroom Activity: View film, Victoria

Week 6: 20-24 February

Lecture: Women Writers – “Scribbling Women”

Reading Assignment: Norton E

The “Woman Question” The Victorian Debate About Gender, Continued (1607)

Sarah Stickney Ellis: The Women of England: Their Social Duties and Domestic Habits

(1610-1612)

George Eliot (1353-1355) From Silly Novels by Lady Novelist (1361-1368)

Coventry Patmore: "The Angel in the House" (1613-1614)

John Ruskin: From Of Queen's Garden (1615-1616)

Harriet Martineau From Autobiography (1616-1619)

Anonymous: "The Great Social Evil" (1620-1624)

Dinah Maria Mulock: A Woman's Thoughts about Women (1624-1626)

Florence Nightingale: From: Cassandra & Nothing to Do (1626-1630)

Mona Caird: From: Marriage (1630-1634)

Walter Besant: "The Queen's Reign" and "The Transformation of Women's Status between 1837

and 1898" (1634)

Writing Assignment: Journal – What social and cultural factors caused women writers to use

pseudonyms?

Film Review - George Eliot, Life and Literature, 2007, DVD and The Bronte Sisters, Special

Edition- 150th Anniversary.

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Week 7: 27-28 February - March 1-3

Lecture: The Elements of Gothic Literature Norton D

Reading Assignment: Norton D

The Gothic and the Development of a Mass Readership (584-585)

Ann Radcliffe (598-599), From: The Romance of the Forest, Chapter 8 (599), From:

The Mysteries of Udolpho, Vol. 2, Chapter 5 (601-602)

Secondary Text: Norton Critical Edition, Frankenstein, Composition and Revision Joseph and

Mellor (157-166).

Reading Assignment: Frankenstein by Mary Shelley – Frankenstein Norton Critical Edition

edited by J. Paul Hunter, Introduction and Contexts (for secondary sources 169-182)

Writing Assignment: Discuss what factors influenced Shelley to write her novel, Frankenstein.

Issue novel: Frankenstein by Mary Shelley – Frankenstein Norton Critical Edition, assigned

reading over Intercession Break.

Preview, Frankenweenie - 2012 version by Tim Burton.

Library: 27-28 February 2017

Week 8: 6-10 March

Research Project Due: 6 March 2017

Presentations with PPT – by Lotto 6-10 March 2017

Week 9/Spring Breaks: (13-17 & 20-24 MHS Spring Break) (13-17 March EPCC Official

Spring Break)

Reading Assignment: Frankenstein by Mary Shelley

Writing Assignment: Write a two page Reflective Essay on the novel Frankenstein and

include a Work Cited page - Due: 21 March 2017

Week 10: 27-31 March

Reading Assignment: Norton E

Industrialism: Progress or Decline? (1580-1581)

The Children’s Employment Commission (1587-1588),

From First Report of the Commissioners, Mines (Margaret Gromley) (1588-1589)

Charles Dickens: From: Hard Times – Excerpt from Chapter 5 (1599-1600)

Writing Assignment: Journal – Reflect on the United States current business practice to

“outsource” manufacturing to China, Mexico, India, and other countries. Compare and contrast

this to Industrial Movement during the 1800’s.

View: Modern film adaptation of Frankenstein

Exam #2 – Review 28 March, Exam 29-30 March 2017

Week 11: 3-7 April

Reading Assignment – Norton E

George Bernard Shaw (1780-1783) Read play – Pygmalion (Classroom textbook)

Secondary Text/Writing Assignment: Journal – Read article, “Speaking across the Divide” by

John Lahr and explain why people are defined by how they speak and dress.

Classroom Activity: Clips from film adaptation Pygmalion and My Fair Lady

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Week 12: 10-14 April (14 April Good Friday/Easter)

Reading Assignment: Norton E

Continue reading play: George Bernard Shaw (1780-3) - Pygmalion

Secondary Text/Writing Assignment: Journal – Read article, “Speaking across the Divide” by

John Lahr and explain why people are defined by how they speak and dress.

Classroom Activity: Clips from film adaptation Pygmalion and My Fair Lady

Week 13: 17-21 April

Lecture/Reading Assignment:

Oscar Wilde (1720-1721) The Importance of Being Ernest (1733-1777) and "The Critic as Artist

[Criticism Itself an Art] (1723-1732)

Writing Assignment - Secondary Text: Respond to the essay: “Taking the Manly Way Out” by

Dave Barry

Journal Portfolio Due: 21 April 2017 (No exceptions)

Last Day to Drop with a grade of “W” – 13 April 2017, notify counselors by 7 April 2017

Week 14: 24-28 April

Reading Assignment Continued:

Oscar Wilde (1720-1721) The Importance of Being Ernest (1733) and "The Critic as Artist,

Criticism Itself an Art” (1723)

Writing Assignment – Journal – Respond to quote: “Friendship is far more tragic than love. It

Last Longer.” Oscar Wilde

Week 15: 1-5 May

Reading Assignment: Norton F

The Twentieth Century and After (1887-1913) (xxiii-xxvii)

Virginia Woolf (2143-4) A Room of One’s Own (2264-2276)

James Joyce (2276-2278) “Araby” (2278-2282)

Writing Assignment: Journal - What arguments does Woolf use to support her point of view in

her essay, A Room of One’s Own? Does her argument appeal to your intellect or your emotions?

For the short story “Araby” analyze what is real or imagined for the main character. Define an

epiphany.

Review for Final Exam: 5 May 2017

Week 16: 8-12 May, EPCC Finals

Senior Portfolio

Final Exam – 8-9 May 2017 (MC/Essay)

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(15-19 May)

Senior Portfolio, Book Turn-in

(16-20 May) (22-26 May)

Survey of Modern Poetry

Senior Out-processing /Graduation Practice

Final Grades Available: 16 May 2017 (On-line only)

Note: This syllabus and calendar are subject to revisions.