EngL 1001W Section 001
Introduction to Literature: Poetry, Drama, Narrative
Fall 2017 TTh: 8:15-9:30 Smith 331
Lecturer: Dr. Chris Kamerbeek
Office: Lind 256
Office Hours: M 11-1230, T 130-3 (and by appointment)
E-Mail: kame0026@[Link]
Discussion Section Leaders:
Jennifer Easler: Sec 002 M 8:00-8:50 Lind 320
Sec 003 W 8:00-8:50 Lind 320
Miranda Peery: Sec 004 M 8:00-8:50 Lind 315
Sec 005 W 8:00-8:50 Lind 315
Required Texts:
Course Packet: Available at Paradigm Course Resource (720 Washington Ave SE)
Walt Whitman, Leaves of Grass.
Claudia Rankine, Citizen.
William Shakespeare, MacBeth.
Tennessee Williams, A Streetcar Named Desire.
August Wilson, Fences.
COURSE DESCRIPTION:
This course introduces students to the study of literature at the college level. Students
explore different literary genres, including short fiction, poetry, and drama, from various
time periods and cultures. Students are asked to read selected poems, stories, novels, and
plays carefully, to think about them and the issues they raise, and to bring their opinions
and observations to class where they will ask questions, make comments, discuss, think,
and write.
EngL 1001W satisfies the Literature Core requirement
EngL 1001W satisfies the Literature Core requirement in three ways. First, it focuses on
analysis of written works of literature. Students study the meanings of a wide range of
short stories, poems, and dramas. Second, the course pays particular attention to the
formal dimensions of literature. Finally, students examine the social and historical
contexts of literary works as well as their content.
EngL 1001W satisfies the General Core guidelines
EngL 1001W is designed to introduce students to ways of understanding and appreciating
creativity and imagination across cultures and historical periods through the study of
literature, thus helping to fulfill the goals of a liberal education. In this class, students do
not just listen to other people’s interpretations of the works in question. Instead, through
essay writing, conversation (in small groups, in discussion sections, and in lectures), and
examinations, students themselves do the work of engaging closely and directly with
works of literature.
EngL 1001W fulfills Student Learning Outcomes
Primarily, students in EngL 1001W learn to understand the role of creativity, innovation,
discovery, and expression, not only by studying literature that is creative and innovative,
but also by studying literature that describes and explores the creative act. Because the
course studies works from a variety of times and places, it helps students understand
diverse philosophies and cultures within and across societies. Other goals are met through
the process of writing interpretive essays, which requires problem-solving, the location
and evaluation of information, and effective communication.
EngL 1001W is a Writing Intensive course
This course meets the Council on Liberal Education guidelines for a Writing Intensive
course. This means that the course:
integrates writing into course content, through writing assignments that work
toward specific course objectives and writing activities that take place throughout
the semester
provides explicit instruction in writing
requires a cumulative minimum of 2,500 words of formal writing apart from any
informal writing activities and assignments
includes at least one formal assignment that requires students to revise and
resubmit drafts after receiving feedback from the course instructor
requires that at least one-third of each student’s final course grade must be tied to
the written work done in the course and that a student cannot pass the course and
fail the writing component
COURSE COMPONENTS:
ESSAYS
You will write three short essays (3-4 pgs)—one for each unit of the course (narrative,
drama, poetry). You will discuss details in your discussion sections as the due dates
approach. You must revise and resubmit either Essay 1 or Essay 2. The revised essay
should be 4-5 pages and should address not only sentence-level concerns such as
grammatical / mechanical changes, but also essay-level concerns (thesis, argument,
organization, etc.). You must turn in the original paper (with comments) along with the
revised paper, so make sure you hang on to the original. Your revised essay grade will
replace the grade of the original paper; therefore if you improve the paper, you will
improve your grade (on the other hand, if you fail to substantively revise and expand the
paper, your original grade will suffer).
QUIZZES
In lieu of Mid-Term and Final Exams, you will be given something a little less
intimidating. These quizzes are intended to keep you honest and on-track with your
reading; there will be no tricks and no essay. It’s an opportunity to show (through short
answers and passage identifications) that you have been diligent in keeping up with the
syllabus.
PEER WORKSHOP
On the workshop day, you will work with your classmates in groups of 3 or 4 to revise
one of your first two essays. Each member of the group will read and respond in writing
(on their copy of the essay) to the other group members’ essays during the workshop
period. You will discuss what works and what doesn’t work in your essays and the
essays of the other members of your group. Although it is necessary to remain courteous
and professional, you cannot be shy about criticism.
ATTENDANCE
We will take attendance in the lecture hall with a sign-in sheet; any more than two lecture
absences may affect your grade. More than FIVE absences may be considered grounds
for failure of the course. You are responsible for all reading and writing assignments for
the classes you miss. The discussion section leaders will determine their own attendance
policies for their sections.
Students will not be penalized for absence during the semester due to unavoidable or
legitimate circumstances. Such circumstances include verified illness, participation in
intercollegiate athletic events, subpoenas, jury duty, military service, bereavement, and
religious observances. Such circumstances do not include voting in local, state, or
national elections. For complete information, please see the University policy on Makeup
Work for Legitimate Absences:[Link]
GRADING
Essays: 30% (15% each)
Revised Essay: 25%
Quizzes: 30% (15% each)
Participation: 15%
My grading policy conforms to CLA guidelines. Please keep the following scale and
criteria in mind:
F- Represents failure (or no credit) and signifies that the work was either: (1) completed
but at a level of achievement not worthy of credit; or (2) was not completed, and there
was no agreement between the instructor and the student that the student would be
awarded an “I”
D- Achievement worthy of credit, even though it fails to meet course requirements fully
C- Achievement that meets the course requirements in every respect
B- Achievement significantly above the level necessary to meet course requirements
A- Achievement outstanding relative to the level necessary to meet course requirements
ACADEMIC HONESTY
Plagiarism, representing someone else’s intellectual work as your own, can result in a
grade of F for the assignment, and may result in a grade of F for the course. Plagiarism
can include submitting a paper:
-- written by someone else as your own
-- written by you for another course, submitted without permission of both instructors
-- purchased, downloaded, or cut and pasted from the Internet
-- that fails to properly acknowledge its sources through standard citations
Student Conduct Code
The University seeks an environment that promotes academic achievement and integrity,
that is protective of free inquiry, and that serves the educational mission of the
University. Similarly, the University seeks a community that is free from violence,
threats, and intimidation; that is respectful of the rights, opportunities, and welfare of
students, faculty, staff, and guests of the University; and that does not threaten the
physical or mental health or safety of members of the University community. As a
student at the University you are expected to adhere to Board of Regents Policy: Student
Conduct Code. Note that the conduct code specifically addresses disruptive classroom
conduct, which means "engaging in behavior that substantially or repeatedly interrupts
either the instructor's ability to teach or student learning. The classroom extends to any
setting where a student is engaged in work toward academic credit or satisfaction of
program-based requirements or related activities." To review the University's Student
Conduct Code, please
see:[Link]
f
Offensive Material (Department Policy)
In any course, students may be required to read words or view images that they may
consider offensive. The ideas expressed in any given text do not necessarily reflect the
views of the instructor, the Department of English, or the University of Minnesota.
Course materials have been selected for their literary, cultural, and/or historical value, in
order to achieve specific learning objectives and course goals. These materials are meant
to be examined in the context of intellectual inquiry and critical analysis, as appropriate
for a university-level course. If you are easily shocked and/or offended, please contact
your instructor to discuss whether a course is suitable for you.
Academic Learning Support Services
The University provides a wide range of resources to support your learning. These
include:
SMART Learning Commons: An all-in-one undergraduate academic support
center located in the three main libraries—Wilson, Walter, and Magrath. The
SMART Learning Commons offers support through peer tutoring (tutoring for
over 200 undergraduate courses), peer-assisted learning groups (weekly facilitated
study sessions connected to specific courses), peer research consultants (one-on-
one assistance in conducting research), and media consultants (individual help
with media projects). [Link]
Multicultural Center for Academic Excellence: Group and individual tutoring and
skill-building workshops where students can take their time to learn, study
together, develop support groups, and build lasting
friendships. [Link]
Student Academic Success Services: One-on-one academic counseling and online
self-help materials focusing on academic skills. [Link]
Student Technology Peer Tutoring: One-on-one assistance in developing technical
skills needed to complete coursework. [Link]
tutoring
Student Writing Support
Student Writing Support (SWS) offers free writing instruction for all University of
Minnesota students—graduate and undergraduate—at all stages of the writing process. In
face-to-face and online collaborative consultations, SWS consultants from across the
disciplines help students develop productive writing habits and revision strategies.
Consulting is available by appointment online and in Nicholson Hall, and on a walk-in
basis in Appleby Hall. For more information, call 612-625-1893 or go
to [Link]/sws. In addition, SWS offers a number of web-based resources on
topics such as avoiding plagiarism, documenting sources, and planning and completing a
writing project.
Students for Whom English is a Second Language (Department Policy)
University policy requires that undergraduate students in the same class be held to the
same standards of academic performance and accomplishment. Students for whom
English is a second language, however, may have difficulty with the readings, lectures,
discussions, and writing assignments in a course. The University offers many resources to
assist non-native speakers of English, including courses and consultations through
the Minnesota English Language Program, the Center for Writing, the Department of
Writing Studies, and International Student and Scholar Services. Please speak with your
instructor if you would like to learn more about these opportunities.
EQUITABLE ACCESS & ACADEMIC SERVICES
Equity, Diversity, Equal Opportunity, and Affirmative Action
The University provides equal access to and opportunity in its programs and facilities,
without regard to race, color, creed, religion, national origin, gender, age, marital status,
disability, public assistance status, veteran status, sexual orientation, gender identity, or
gender expression. For more information, please consult Board of Regents
Policy:[Link]
[Link]
Sexual Harassment
"Sexual harassment" means unwelcome sexual advances, requests for sexual favors,
and/or other verbal or physical conduct of a sexual nature. Such conduct has the purpose
or effect of unreasonably interfering with an individual's work or academic performance
or creating an intimidating, hostile, or offensive working or academic environment in any
University activity or program. Such behavior is not acceptable in the University setting.
For additional information, please consult Board of Regents
Policy: [Link]
Disability Accommodations
The University of Minnesota is committed to providing equitable access to learning
opportunities for all students. The Disability Resource Center (DRC) is the campus office
that collaborates with students who have disabilities to provide and/or arrange reasonable
accommodations. If you have, or think you may have, a disability (e.g., mental health,
attentional, learning, chronic health, sensory, or physical), please contact the DRC at 612-
626-1333 to arrange a confidential discussion regarding equitable access and reasonable
accommodations. If you are registered with the DRC and have a current letter requesting
reasonable accommodations, please contact your instructor as early in the semester as
possible to discuss how the accommodations will be applied in the course. For more
information, please see the DRC website: [Link]
Mental Health and Stress Management
As a student you may experience a range of issues that can cause barriers to learning,
such as strained relationships, increased anxiety, alcohol/drug problems, feeling down,
difficulty concentrating, and/or lack of motivation. These mental health concerns or
stressful events may lead to diminished academic performance and may reduce your
ability to participate in daily activities. University of Minnesota services are available to
assist you. You can learn more about the broad range of confidential mental health
services available on campus via the Student Mental Health
Website: [Link]
Academic Freedom and Responsibility
Academic freedom is a cornerstone of the University. Within the scope and content of the
course as defined by the instructor, it includes the freedom to discuss relevant matters in
the classroom. Along with this freedom comes responsibility. Students are encouraged to
develop the capacity for critical judgment and to engage in a sustained and independent
search for truth. Students are free to take reasoned exception to the views offered in any
course of study and to reserve judgment about matters of opinion, but they are
responsible for learning the content of any course of study for which they are enrolled.
Reports of concerns about academic freedom are taken seriously, and there are
individuals and offices available for help. Contact the instructor, the Department Chair,
your adviser, the associate dean of the college, or the Vice Provost for Faculty and
Academic Affairs in the Office of the Provost.
Schedule (Subject to Change):
SEP 5: Introductions
SEP 7: Hawthorne, “Young Goodman Brown”
Poe, “The Fall of the House of Usher”
SEP 12: Melville, “Bartleby the Scrivener”
SEP 14: (Stetson) Gilman, “The Yellow Wallpaper”
Crane, “The Open Boat”
SEP 19: Hemingway, “Hills Like White Elephants”
Joyce, “The Dead”
SEP 21: Faulkner, “Barn Burning”
O’Connor, “Good Country People”
SEP 26: Cheever, “The Swimmer”
Baldwin, “Sonny’s Blues”
SEP 28: Munro, “Boys & Girls”
Byatt, “The Thing in the Forest”
OCT 3: Morrison, “Recitatif”
O’Brien, “How to Tell a True War Story”
OCT 5: Erdrich, “Fleur”
Diaz, “Monstro”
OCT 10: Egan, “Black Box”
Saunders, “Puppy”
OCT 12: Whitman, Leaves of Grass (21-68)
OCT 17: Whitman, Leaves of Grass (69-113)
OCT 19: Stein, from “Tender Buttons”; Stevens, “The Snow Man”; Williams, “The Red
Wheelbarrow” and “This is Just to Say”
OCT 24: Eliot, “The Waste Land”
OCT 26: MID-TERM QUIZ
OCT 31: Plath, “Lady Lazarus” and “Daddy”
NOV 2: Rankine, Citizen (TBD)
NOV 7: Rankine, Citizen (TBD)
NOV 9: Shakespeare, MacBeth (Act 1)
NOV 14: Shakespeare, MacBeth (Acts 2 &3)
NOV 16: Shakespeare, MacBeth (Acts 4 & 5)
NOV 21: Williams, A Streetcar Named Desire (Scenes 1-3)
THANKSGIVING
NOV 28: Williams, A Streetcar Named Desire (Scenes 4-7)
NOV 30: Williams, A Streetcar Named Desire (Scenes 8-11)
DEC 5: Wilson, Fences (Act One)
DEC 7: Wilson, Fences (Act Two)
DEC 12: FINAL QUIZ
