ENGL 2322 BRITISH LITERATURE I ENGLISH DEPARTMENT

Daniel FieldsA2, A3, & B6

Fall 2015Waxahachie High School/(972) 923-4600

dfields@wisd.org

1) Catalog Description of the Course: ENGL 2322 BRITISH LITERATURE I 3 lec (3 Cr.) Prerequisites: ENGL 1301 & 1301

2) Introduction and Rationale for the Course: A survey of the development of British literature from the Anglo-Saxon period to

the Eighteenth Century. Students will study works of prose, poetry, drama, and fiction in relation to their historical, linguistic, and cultural contexts. Texts will be selected from a diverse group of authors and traditions.

3) Instructional Materials:

Damrosch, David, et al., eds. The Longman Anthology of British Literature. 4th ed. Vol. 1. New York: Longman, 2010.

NOTE:    It is a 3-Vol set (1A, 1B, 1C) when purchased at our bookstore; it comes as one book (Vol.1), also.

How to Read Literature Like a Professor, Thomas C. Foster The Acts of King Arthur and His Noble Knights, John Steinbeck (Sept. 15) Wuthering Heights, Emily Bronte (Oct. 22) Prentice Hall. Literature: The British Tradition. Boston: Pearson, 2011.

(provided)

4) Core Curriculum Objectives: Critical Thinking Skills – to include creative thinking, innovation, inquiry, and

analysis, evaluation and synthesis of information Communication Skills – to include effective development, interpretation and

expression of ideas through written, oral, and visual communication Social Responsibility – to include intercultural competence, knowledge of civic

responsibility, and the ability to engage effectively in regional, national, and global communities

Personal Responsibility – to include the ability to connect choices, actions and consequences to ethical decision-making

5) Student Learning Outcomes (SLOs): 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 characteristic 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.

6) Method of Instruction: May include but are not limited to: lecture (notes); presentation of information with use of technology (audio/visual/ppt); instructor and student demonstration; instructor and student communication; practical exercises; group and cooperative work; class discussions; independent student-centered exercises; and research methods.

7) Method of Evaluation: Grades in this course will be determined by: both formal and informal essay taken at home and in class; exams; projects; and in class activities and assignments. Formal essay expectations:

- Essays and other major assignments will be graded and returned within two weeks of the essay deadline, unless otherwise indicated by the professor. Please do not ask for your graded essay before the two weeks have passed.

- MLA HEADINGS: Students always should include a heading with the following information in the upper left hand corner

o First and Last Nameo Fieldso English 2322-class period o Day, Month, Year

- All typed submissions should be, TNR 12 font, double spaced, unless directed otherwise

- Tutor.com may be accessed through the Blackboard site. Click on Students Only

8) Grading Criteria:1. Each composition and the final examination will be graded for basic compositional qualities-unity, completeness, clarity, and correctness. In particular, emphasis will be given to how clearly each composition reflects a working understanding of the material being studied and the material completed.

2. The student's course grade will be determined in the following manner:a. tests, essays, & major assignments 60%b. quizzes & short assignments 25%c. daily grades 15%

TOTAL 100%

Each essay will be assessed a letter grade and/or a percentage score, according to the following general standards:

A (90-100) The A theme states and develops its central idea with originality. It is narrow in its scope in that its thesis is specific and provable with clear logic, personal experience, and/or outside readings and research. Its ideas are clear, logically organized, and thought provoking. Moreover, the essay addresses serious subject matter and demonstrates critical thinking skills, NOT mere observational skills. The tone and language are consistent with the purpose of the assignment, and they are not stilted and "affected." Finally, the essay contains expert use of accepted Edited American English grammar applied to sophisticated and varied sentence structure types. It is free of flagrant errors in spelling, punctuation, and grammar.

B (80-89) The B theme states and develops its central idea with originality as well. It, too, is narrow in its scope, and its thesis is specific and provable. Its ideas are clear and obviously the result of critical thinking and, for the most part, are presented in a sustained, logical order. Its tone and language are consistent with the purpose of the assignment but may occasionally become inappropriate. Infrequent but distracting sentence level errors exist, affecting the smooth transition from idea to idea for the reader. The essay is free of flagrant spelling, grammar, and usage errors.

C (70-79) The C essay's central idea may not always be entirely clear or its scope may simply be too large to develop logically within the parameters of the assignment. If the central idea is clear, proof of it can be achieved simply by observation and requires few critical thinking skills. As a result, it lacks sophisticated and sustained logical structure and development. Tone and language are often inappropriate and may even slip into colloquialism or cliché. The essay may contain various but not extremely serious sentence level problems because the writer is sometimes inconsistent in adhering to the rules of accepted English grammar.

D (60-69) The D essay has a variety of problems regarding scope and thesis. For example, it may have no central idea at all, resulting in vacuous or no organization and development. It may also offer the reader multiple ideas, none

of which is adequately developed or organized in the piece. If an attempt is made to develop an idea, its proof is not the product of critical thinking, but relies frequently or solely upon sweeping generalizations and opinion, or only upon emotional appeal. Tone and language are consistently inappropriate. The writer is unable to demonstrate control of Edited American English grammar, which results in chronic sentence level problems, often as serious as fragments, comma splices, and/or fused sentences.

F (Below 60) The F essay demonstrates no understanding or control of the fundamental characteristics of a college essay. The paper has no thesis or central purpose, no recognizable organization, no evidence of critical thinking, and demonstrates no understanding of accepted Edited American English grammar.

9) Attendance (Special notes):

If you are receiving financial aid grants or loans, you must begin attendance in all classes. Do not drop or stop attending any class without consulting the Financial Aid Office. Changes in your enrollment level and/or failing grades may require you to repay financial aid funds.

According to current Texas law, dropping a course may have serious academic consequences as well. Under most circumstances, a maximum of 6 courses may be dropped throughout the entire undergraduate degree program. Before you decide to withdraw from this or any other course, make sure you understand the consequences. For more information see the Office of the Registrar.

10) Quality Enhancement Plan (QEP):

The focus of the Navarro College QEP is to increase student completion in developmental and credit-bearing mathematics courses necessary to meet degree requirements. This initiative is designed to support student learning in mathematics and assist students in meeting their educationsl goals. The QEP theme/logo: Together Everyone Achieves Math Mastery – TEA(M)2

11) Classroom Policies :

Students will need to know how to access their Navarro email (firstname.lastname@nc.navarrocollege.edu) and be able to access Blackboard for updates. Contact matt.miller@navarrocollege.edu if you have trouble with email or Blackboard.

Students are required to read the syllabus and course outline and be familiar with the policies contained therein.

Students are required to complete all assigned reading on time. All students must participate in class discussion and group activities.

Academic dishonesty (WHS Cheating Policy): Consequences: parent notification, grade of zero, & office referral. What is cheating?

- Working with other students to complete a project without permission to do so

- Allowing another student to copy homework or test answers- Copying another student’s homework or test answers with or without them

knowing it- Claiming work taken from the internet as your own and/or copying

papers or sections of papers from other students or sources (plagiarism)- Having access to teacher’s answer sheet of book- Use of cell phones or other electronic devices during tests or class time to

relay answers, photo a test, communicate with another person during an assignment

- Obtaining test questions from a student who has already taken the test- Over-use of parental assistance with homework or projects

Late work/makeup exams :

- WHS Make-Up Work Policy: The student is responsible for asking teacher about assignments missed and making arrangements for the make-up work. This must be done the first day the student returns to class. Students will have one day for each day of absence to make up assignments. Pre-assigned tests/projects/class work must be made up first day the student returns (announced Thursday, absent Monday, make-up Wednesday). Students on fieldtrips or school trips must have their assignments ready when they return to class

- WHS Late Work Policy: Next class period, -30 points (due Monday, turned in Wednesday); next school day, -50 (due Monday, turned in Thursday); after that, a 0 may be given (due Monday, not accepted after Thursday)

Electronic Devices in Classrooms:

Navarro College believes that the dynamics occurring in the classroom should primarily enhance the instruction process. The classroom is a learning laboratory, which must be free from interruption or interference. As a result, all electronic devices capable of generating noise such as cellular phones, pagers, palm pilots, beeper watches, etc. are considered a distraction to the learning process and will be turned off prior to entering the classroom. Such devices will also be kept out of sight and not accessed during the class period.

The student will not interact with these devices at any time during classroom instruction. Any student who anticipates receiving a message during classroom

instruction or expects to be contacted in class by an outside source must coordinate with the Department or Division Secretary. Such message will be delivered to the appropriate instructor who will arrange a mutually satisfactory response to the situation. The instructor will warn a student who fails to comply with this policy one time. The student, upon the warning by the instructor, will take immediate corrective action. In the event the student fails to comply with the Instructor’s request, the student will be dismissed from class and at the Instructor’s discretion, may be counted absent or have points deducted for work missed, if appropriate. A student who violates this policy a second time will be dismissed from class, counted absent and have points deducted for work missed, if appropriate and referred to the Dean of the Division.

A student who has an unauthorized electronic device activated during an examination period will not be permitted to continue the examination, will be asked to leave the classroom and will be denied the opportunity to complete or re-take the examination. Due to the circumstance, the Instructor may question the validity of any portion of the examination completed prior to the violation and may elect not to grade the examination. In such a situation, the student will not receive credit for the examination and will not be permitted to make up the missed examination.

Food and Beverages in Classrooms : Navarro College is proud of the appearance of the campus and facilities. In order to assist in keeping facilities clean, no food of any type is allowed in any classroom, laboratory, the library, planetarium, art gallery, or museum. Food is defined as any edible food EXCEPT gum and cough drops. If you must carry food with you to be consumed elsewhere, the food must be in a backpack or a closed bag and out of view.

Beverages are allowed in all areas, classrooms included, except the planetarium, art gallery, museum, computer laboratories and other specialized laboratories containing sensitive equipment. Students must exercise extreme care in bringing beverages into campus facilities as spills might damage carpet and other furnishings. All students are expected to properly dispose of all trash, drink containers, etc. brought into college facilities.

Disruptive Classroom Behavior Policy : Navarro College seeks to promote a teaching and learning environment free from material and substantial classroom disruptions. Faculty members have the authority and responsibility to effectively manage their classroom environments. Instructors may determine the time and manner for student questions and expression of points of view in the instructional setting. Accordingly instructors should establish, communicate and enforce reasonable rules of classroom

behavior and decorum via the syllabus and classroom discussion. This policy is not intended to discourage appropriate classroom expression, discussion or disagreement, but to promote respectful interactions.

Disruptive behavior is prohibited. "Disruptive behavior" means conduct that materially or substantially interferes with or obstructs the teaching or learning process in the context of a classroom or educational setting. Disruptive behavior includes conduct that distracts or intimidates others in a manner that interferes with instructional activities, fails to adhere to an instructor’s appropriate classroom rules or instructions, or interferes with the normal operation of the College.

Tobacco Free Campuses: The use of any tobacco products or other related devices (e.g. cigarettes, pipes, cigars, electronic cigarettes, vapor devices) is prohibited in college buildings and on college grounds, including parking areas and structures, sidewalks, walkways, and college-owned buildings.

13) EEOC Statement : Navarro College shall comply with existing federal and state laws and regulations, including the Civil Rights Act of 1964 (P. L. 88-352) and Executive Order 11246 (Revised Order #4), where applicable, with respect to the availability of student loans, grants, scholarships, and job opportunities, with respect to the employment and promotion of teaching and non-teaching personnel, with respect to the student and faculty activities conducted on premises owned or occupied by the College. Navarro College shall not discriminate either in favor of or against any person on account of race, color, religion, creed, sex, age, national origin, ancestry, handicap, marital status, or veteran’s status.

14) Services for Students:

Students with Disabilities : Navarro College is committed to providing all students equal access to learning opportunities. The Disability Services Office (DSO) is the campus office that works with students who have disabilities to provide and/or arrange reasonable accommodations. Student who have, or think they may have, a disability (e.g. mental health, attentional, learning, vision, hearing, physical, or systemic) are invited to contact the DSO at 903-875-7377 or the appropriate Navarro College Disability Services Representative on your campus to arrange a confidential discussion. Additional information is available at the DSO website: http://www.navarrocollege.edu/support-services/disability-services/

Emergency Medical Information : If you have emergency medical information to share with me (your instructor), or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. Please refer to the first page of the syllabus for my office location, hours, and contact information.

Tutorial services : Tutoring services are available for a variety of course subjects at Navarro College. Contact the counseling department on your campus for information if you are having difficulty in a course.

Special populations students : Navarro College provides, through the Carl Perkins Career Center, a variety of services for students who are single parents, displaced homemakers, persons with disabilities, students majoring in nontraditional occupations, and limited English-speaking students. Students falling into one or more of these categories should contact the Carl Perkins Career Center, located on the second floor of the One-Stop Center (Gooch Building) on the Corsicana campus, for details concerning these services. Please note that the center is funded through a federal grant and the level of service depends on funding available. Students must meet specific requirements as defined by the federal government.

14) Course Schedule : This is a basic, tentative schedule of studies which may be altered as deemed necessary by the instructor. Items may be added or taken away at the instructor’s discretion. Page numbers are for the Longman Anthology 4th edition/3rd edition unless otherwise noted (i.e. PHL is Prentice Hall Literature)

Aug 24/25 (M,Ts) – Discuss syllabus and blackboard; Introduce textbook and peruse it; How to Read Literature Like a Professor Introduction and; Discuss foundational assignment (movies and readings); Begin studying the Middle Ages

- h/w, finish viewing Middle Ages ppt on Blackboard

Aug 26/27 (W, Th) – (HRLP) How to Read Literature Like a Professor chpt. 14; Discuss “The Middle Ages” ppt; (HRLP) chpt. 25; Begin Beowulf p.32/27

Aug 28/31 (F, Ts) – (HRLP) How to Read Literature Like a Professor chpt. 5; Beowulf p.32/27

Sept 1/2 (W, Th) – (HRLP) chpt. 8; Beowulf p.32/27; John Gardner, From Grendel p.107/93

Sept 3/4 (F, M) – introduce College Entrance Essay (PHL p. R36) and Senior stuff; Early Irish Verse p.133/100 (To Crinog p.134/101; Pangur the Cat p.135/102; Writing in the Wood p.136/103; The Old Woman of Beare p.137/104; From The Voyage of Máel Dúin p.141/108)

Sept 8/9 (Ts, W) – College Entrance Essay rough draft due; peer edit; Beowulf essay test Sept 10/11 (Th, F) – Perspectives: Arthurian Myth in the History of Britain p.182/163; Geoffrey of Monmouth From History of the Kings of Britain p.183/164; Gerald of Wales From The Instruction of Princes p.194/176; Marie de France p.200/181; LAIS. * Chevrefoil (The Honeysuckle) p.217/198; Sir Gawain and the Green Knight (intro only) p.219/200; Sir Thomas Malory (intro only) p.277/259; Marion Zimmer Bradley, From The Mists of Avalon p.308/289; John Cleese, et al. scene from Monty Python and the Holy Grail p.309/291

- (HRLP) chpt. 1

Sept 14/15 (M, Ts) – Col. Ent. Essay final draft due; (HRLP) chpt. 11; Introduce The Acts of King Arthur and His Noble Knights and read the first half of “Merlin” (3-29)

- The Acts of King Arthur and His Noble Knights, second half of “Merlin” (29-47)

Sept 16/17 (W, Th) – (HRLP) chpt. 16; discuss Arthur; Judith p.142/109; The Dream of the Rood p.148/115

- The Acts of King Arthur and His Noble Knights, “Knight with Two Swords” (51-73)

Sept 18/21 (F, M) – (HRLP) chpt. 17; discuss Arthur; Dafydd Ap Gwilym p.566/608 (Tale of a Wayside Inn p.570/613; The Winter p.571/616); William Dunbar p.571/618 (Done is a Battell p.577/621); Medieval Biblical Dramas intro. p.501/531; Middle English Lyrics p.550/591 (Abuse of Women p.555/597; The Wily Clerk p.552/599)

- The Acts of King Arthur and His Noble Knights, “The Wedding of King Arthur & The Death of Merlin” (77-105)

Sept 22/23 (Ts, W) - (HRLP) chpt. 2; discuss Arthur; Geoffrey Chaucer (intro) p.312/293; Chaucer Canterbury Tales (Prologue) p.312/PHL p.96; Assign Canterbury Tales writing assignment (due Oct 10/11)

Sept 24/25 (Th, F) - Chaucer Canterbury Tales (The Wife of Bath’s Tale) p.394/PHL p.138; The Pardoner’s Tale

- The Acts of King Arthur and His Noble Knights, “Morgan le Fay & intro to Gawain, Ewain, and Marhalt” (109-138)

Sept 28/29 (M, Ts) – discuss Arthur; Bede From An Ecclesiastical History of the English People p.154/121; Taliesin p.168/135 (Urien Yrechwydd p.169/136; The Battle of Argoed Llwyfain p.170/137; The War-Band's Return p.170/137; Wulf and Eadwacer and the Wife's Lament p.176/156

- The Acts of King Arthur and His Noble Knights, first third of “Sir Lancelot” (207-243)

Sept30/Oct 1 (W, Th) – discuss Arthur; Julian of Norwich (intro.) p.481/509; Margery Kempe p.529/572 (The Book of Margery Kempe chapters 1, 2, 3, 5, 17, 18 p.529/572)

- The Acts of King Arthur and His Noble Knights, 2nd third of “Sir Lancelot” (243-264)

Oct 2/6 (F, M) – discuss Arthur; Finish The Acts of King Arthur and His Noble Knights (264-293)

Oct 7/8 (T, W) – Arthur assessment

Oct 9 [ER]/12 (Th, F) – (HRLP) chpt. 10; Canterbury Tales assignment due (discuss/share projects)

Oct 13/14 (Ts, W) (HRLP) chpt. 7; THE EARLY MODERN PERIOD (intro) p.623/667

Oct 15/16 (Th, F) – *End of 1st 9 Weeks* Francis Bacon ; The King James Bible; *Supplemental hand-outs

- Finish readings for homework & (HRLP) chpt. 19

Oct 19/20 (M, Ts) – Introduce Wuthering Heights; Wuthering Heights, chpts 1-3- Finish Wuthering Heights, chpts 1-3

Oct 21/22 (W, Th) – Wuthering Heights, chpt 4; Elizabeth I p.1073/1114 (Written with a Diamond on Her Window at Woodstock p.1075/1116; Written on a Wall at Woodstock p.1075/1116; Elizabeth I’s Speeches p.1076/1117; To the English Troops at Tilbury, Facing the Spanish Armada p.1083/1124;

- Wuthering Heights, chpts 5-7

Oct 23 [ER]/26 (F, M) – Discuss WH; Wuthering Heights, chpt 8; (HRLP) chpt. 9; Christopher Marlowe p.1091/1157 (The Passionate Shepherd to His Love PHL p.266; Raleigh The Nymph's Reply to the Shepherd PHL p.268; Hero and Leander p.1092/1159

- Wuthering Heights, chpt 9

Oct 27/28 (Ts, W) – (HRLP) chpt. 18; Continue Hero and Leander p.1092/1159; introduce The Tragical History of Dr. Faustus p.1110/1177; take-home test

- Wuthering Heights, chpt 10

Oct 29/30 (Th, F) –Continue The Tragical History of Dr. Faustus p.1110/1177; John Donne p.1586/1669; The Flea p.1596/1678; A Valediction: Forbidding Mourning p.1598/1680

Nov 2/3 (M, Ts) - take-home test due; Discuss WH; Wuthering Heights, chpt 11; John Donne, HOLY SONNETS 1, 2, 3, 4, 6, 7, 10, 11 p.1603/1686; Devotions upon Emergent Occasions: For Whom the Bell Tolls p.1608/1691

- Wuthering Heights, chpt 12-13

Nov 4/5 (W, Th) – Discuss WH; Wuthering Heights, chpt 14; John Milton p.1698/1796 (PARADISE LOST p.1726/1823; Book 1 p.1727/1824)

- Wuthering Heights, chpts 15-16

Nov 6/9 (F, M) –PARADISE LOST, Book 2 p.1748/1845; Book 3 p.1772/1869; - Wuthering Heights, chpts 17

Nov 10/11 (Ts, W) – Book 8 (lines 250-650) p.1871/1974; PARADISE LOST, Book 9 p.1886/1983; start Wuthering Heights, chpt 18

- Wuthering Heights, chpts 18-19

Nov 12/13 (Th, F) – Donne and Milton Assessment- Wuthering Heights, chpts 20-21

Nov 16/17 (M, Ts) - Wuthering Heights, chpt 22; (HRLP) chpt. 6; William Shakespeare intro. p.1199/1273; Macbeth/Paradise Lost mini-research assignment (comparison-contrast, 4 sources, 2-3 pages, due Dec 4/5); Introduce and begin study of Hamlet

- Wuthering Heights, chpts 23-24

Nov 18/19 (W, Th) – Wuthering Heights, chpt 25-26; continue study of Hamlet- Wuthering Heights, chpts 27

Thanksgiving Break: View Macbeth starring Patrick Stewart on PBS.org,

Nov 20/Nov 30 (F, M) – Wuthering Heights, chpt 28; continue study of Hamlet

Dec 1/2 - Wuthering Heights, chpt 29; finish Hamlet;- Wuthering Heights, chpts 30-31

Dec 3/4 (Th, F) – Macbeth/Paradise Lost mini-research assignment due; Discuss WH; Wuthering Heights, chpt 32; THE RESTORATION AND THE EIGHTEENTH CENTURY intro p.1981/2121; Discuss Alexander Pope p.2438/2599 and Daniel Defoe p.2302/2437; Introduce satire writing assignment (due Dec 13/16)

- Wuthering Heights, chpts 33-34

Dec 7/8 (M, Ts) – Jonathan Swift p.2337/2498 (The Lady's Dressing Room p.2346/2506); * Lady Mary Wortley Montagu The Reasons That Induced Dr. S. to write a Poem called The Lady's Dressing Room p.2350/2510; A Modest Proposal p.2431/2591; Swift’s “A Modest Proposal” and Its Time. William Petty: From Political Arithmetic p.2437/2598

Dec 9/10 (W, Th) – Wuthering Heights test

Dec 11/14 (F, M) – Satire Project due; Review WH; Gulliver’s Travels p.2370/2531, Part 3. A Voyage to Laputa p.2371/2532; Part 4. A Voyage to the Country of the Houyhnhnms p.2381/2541

Final Exam Week: Dec 15 (A1 & A2), Dec 16 (B5 & B6), Dec 17 (A3 & A4), Dec 18 (B7 & B8)

Writing Appendix

Using the Navarro College Library Databases

Writing Tips

MLA Format: In-text Citations

Incorporating Quotations

MLA Heading & Works CitedUploading an Assignment to Safe Assign

Editing ChecklistPlagiarism Tips

Using Navarro College Library DatabasesFor Literary Analysis & Criticism

The following steps will guide you in using databases to find credible sources for research essays and projects. At first, it may seem like too many steps to be easy, but really, once you get used to it, finding credible sources is easier through databases than searching the entire internet and sifting through all the low quality sites.

Click on Library at the top of the course BlackBoard site. Under Resources, click on Electronic Databases. Scroll down, under Resources again, click on Article Finder (Databases). Scroll down to Databases by Subject. Scroll down again to Literature Criticism and Interpretation. Pick one and click on it (ex. Literary Resource Center) Put in First.last name and then your six digit birth date. Click Proceed. Fill in boxes to the best of your knowledge (does not have to be perfect to work). In the find box, put the name of the author and the title of the text. (ex. William

Faulkner A Rose for Emily) Choose all dates. By Content Type, check Literature Criticism (Uncheck anything else). A list of article titles with open. Click on the title you wish to view. Read the article to make sure it is what you want before you print. Click on Citation Help and then MLA for an example of how to cite the source in your

own writing. The button is usually on the top right of article, but you may find it at the end of the article as well.

Cut and paste the correct citation to a Word document or an email so you do not have to recreate it (be aware that it could contain errors such as all CAPS or underlined words rather than italicized words).

Save or email the articles you are considering using before leaving the database as they may be difficult to find again.

Writing Tips

Grammar and Writing Help: http://grammar.ccc.commnet.edu/grammar/sentences.htm

This is a fantastic site for help with any English question, from comma and colon usage to essay structure.  Just click on the name of your topic, and a complete explanation with examples and practice exercises will pop up.

MLA Citation Help: http://owl.english.purdue.edu/owl/resource/557/01/  This site is the absolute best free site for MLA guidelines.  At the bottom of the first page, you will see a list of topics that are actually direct links to information.  For example, click on the link that says "In text citations: the basics" and another page will pop up with detailed instructions and examples for documenting your sources within your essay. 

-If you are scoring lower than you would like, consider whether you took the time to study the assigned readings in the textbook and whether you carefully read and understood the instructor’s feedback on previous assignments (feel free to schedule an appointment with the instructor to discuss any comments on graded assignments). Students come to this class with a wide variety of academic experiences meaning that some students will have to study a little more closely in order to fully comprehend concepts that are new to them. You may have to read more carefully, and not only the assigned reading.

-Use Tutor.com before submitting an essay.  They will do a line by line edit and help you to perfect your essay.  Go to the Bb home page.  On the left side of the screen, click on Online tutoring.  Follow the prompts.  Click on Writing Review and then ask for a punctuation and source check.  It only takes a few minutes.  The tutors are very effective and can save you loads of points.

-When expressing your opinion in an essay, just state it directly as fact; using statements like in my opinion or I think weakens your argument and should be avoided in college essays.

MLA Format

Acknowledging Sources in MLA formatYou must acknowledge your sources of information to avoid plagiarism and to help your readers locate your sources if they want to read more about your topic. Sources are acknowledged in two places – within the body of the paper and at the end of the paper.Strategies:

1. Cite a source when you quote an author’s exact words.2. Cite your source if you paraphrase or summarize an author’s words.3. Cite a source when you give figures or facts from a source.

NOTE: You do not need to cite a source when:1. an idea that you present is your own.2. an idea that you present is common knowledge.

a. Ex. The date of the signing of the Declaration of Independence is common knowledge.

In-text/parenthetical citation:1. A citation within the body of a paper consists of the author’s last name and the page number on which information is found.

a. Ex. (Jones 336).2. If there is no author, abbreviate the title of the work.

a. Ex. “Trains Around the World” would be cited as (“Trains” 33)3. Omit the page number when citing an article that is only one page in length or when citing an article found on-line that does not

contain the page numbers found in the original publication. Ex. (Smith)4. If a newspaper has a section letter as part of the page number, include the section letter.

a. Ex. The governments of Japan and West Germany have spent billions of dollars to develop and build magnetic levitation train prototypes (Farr D10).

5. If the author’s last name is used within the introduction to the quotation, list only the page number.a. Ex. John Thompson says that a Japanese high-speed rail operation “can carry a given number of passengers for about

one-sixth as much energy per mile as a narrow-body aircraft” (37).

Citation Placement Strategies:1. Place a citation at the end of a sentence after quotation marks but before the final period.

a. Ex. “A second, faster train was put into daily operation” (May A16).2. If you need to place a citation in the middle of a sentence to avoid confusion, place it at the end of a clause but before any

punctuation.b. Ex. In tests, a German magnetic levitation train reached the speed of 302 miles per hour (Smith 389); in operation it

travels at 211 miles per hour (Farr D1).3. If you have four or more lines, indent the quotation as a block ten spaces from the left margin of the paper.

Double space Do not enclose the quotation in quotation marks. Place the citation at the end of the quotation two spaces after the final period.

Example: In response to the government’s concern that magnetic levitation trains might be too expensive to operate, Henry Koln, the “inventor” of the trains, had this to say:

The government won’t fund anything that isn’t demonstrably cost-effective. Well, if you consider all the great innovations in humanity, all the great ventures – the polar expeditions, the cathedrals, the pyramids – none of those things was demonstrably cost-effective. If nothing is done, that isn’t cost-effective in advance, nothing is done. (Gladwell C3)

Direct Quotations:1. The quotations must be copied exactly as the quoted author has written it.2. Any alteration must be noted:

a. Additions: Sometimes, it is necessary to add words for clarity to a quotation. Additional words are placed in brackets [ ].b. Omissions: As long as the quoted author’s meaning is not distorted by the omission of words, it is permissible to do so.

This is indicated by the use of three spaced dots called ellipsis marks… If the omission follows a mark of punctuation, the punctuation mark is used, followed by the ellipsis.

i. For example,… c. Errors: If there is an error in the quoted material, it is important to insert [sic], which means “thus” or “so” after the

mistake or misspelling.3. Quotations always begin and end with the punctuation marks and capital or small letters appropriate to the grammatical

requirements of the writer’s sentence.4. When a quotation functions as a part of the researcher’s sentence, no ellipsis marks are used at the beginning or the ending

of the quotation, even if there are omissions from the beginning or the ending of the quoted material.5. When quoting an author who is quoting someone else, use double quotation marks for the author you are quoting and single

quotation marks for the inner quotation (i.e., “ ‘…’ ”).

Incorporating QuotationsThe best proof that a work of literature does what you say it does is textual evidence: words and sentences you can directly quote from the

poem, the story, or the play you are discussing.If you say that a character in a story is evil, can you quote a passage in which he clearly says or does something evil, or a passage in which a reliable character or narrator speaks of his or her evil? The best support you have as you discuss a literary work is the text of the work itself, with evidence from experts coming in a close second.

Consider using these quoting templates as guides. Quote material, but also be sure that you go on to analyze or discuss the material.I will use (Smith 231) as a generic example of end-of-line or in-text citation. You, of course, will use the real author of the text you are quoting.

Templates for Quoting By saying “ ,”(author’s last name and page number, ex: Smith 231) the author demonstrates

(reveals, shows us, points out) that . By using such words and phrases as “ ” and “ ,” (Smith 231) the speaker (narrator) reveals (establishes, shows us, points out, demonstrates, etc.) . The narrator says, “ ” (Smith 231). Such a statement (phrases) shows us (reveals demonstrates, establishes, etc.) . One possible interpretation of the phrase (sentence, words) “ ” (Smith 231) is that . The sentence (phrase) “ ” (Smith 231) might suggest that . _____________ says, “ ” (Smith 231). Clearly, such a statement (description) indicates __________. A noted critic contends “___________” (Smith 231). According to The Journal of Humanities, “____________” (Smith 231). Harold Bloom interprets the theme as follows: “__________” (Smith 231). The narrator states, “___________” (Smith 231).

Feel free to use the above examples in your own essay, but you may also create new ways of incorporating your quotations. Just be sure to introduce all quotations. Never drop in quotations unannounced

As you incorporate textual evidence into your discussion through the use of quotations, there are some rules you should keep in mind.1. Do not overuse quotations. The style of your writing will be better if you incorporate quoted phrases into your own sentence structure rather than writing a sentence and then quoting a sentence or poetic line.

Ineffective: Richard Cory was very polite. “He was a gentleman from sole to crown.” Also, he was good-looking, even real-looking—“clean favored, and imperially slim.” Effective: Richard Cory was a polite “gentleman from sole to crown” ( Eliot 1). Like a handsome king, he was “clean favored, and imperially slim” ( Eliot 3).

2. Avoid having two quotations in a row. Your own commentary should bridge the two. Ineffective: Richard Cory had everything going for him. “He was a gentleman from sole to crown.” “And he was rich—yes, richer than a king.” Effective: Richard Cory had everything going for him. Not only was he a “gentleman from sole to crown,” but also he was “richer than a king” ( Eliot 2).

3. Work the quotation comfortably into your sentence structure. Ineffective: “Darkened by the gloomiest of trees” (3) shows just how frightening the forest looked. Effective: The forest, “darkened by the gloomiest of trees,”(Frost 3) was a frightening place.

4. Longer quotations (more than two lines of poetry or four lines of prose) called Block Quotes should be set off from your paragraph to display form: double-spaced and indented 10 spaces from the left margin without quotation marks.

Dickenson describes the numbness that comes with the shock of the loss of a loved one:

The Nerves sit ceremonious, like Tomba—The stiff Heart Questions was it He, that bore, And Yesterday, or Centuries before? (1-3)

5. Punctuate the quotation to conform to the needs of your sentence structure, as long as you do not alter the meaning of the lines. Original lines:

He was a gentleman from sole to crown, Clean favored, and imperially slim. (1,2)

Richard Cory, “clean favored, and imperially slim,” was from head to toe a gentleman (1,2). (altered punctuation and capitalization required by sentence structure)

6. Be sure to name the source of the quotation correctly. In non-narrative poetry, it is correct to say, “The speaker or the persona says. . .,”not “the poet says.”

7. In prose say, “The narrator says. . .” when quoting passages of narration, not “The author says. . .” Identify characters as you quote them.Sample Heading and Title in MLA format

Last name #Your NameInstructor’s NameCourseCritical AnalysisDate Due

No Dissatisfaction, Only Curiosity: A Critical Analysis of Robert Frost’s

“The Road Not Taken”

Include a Works Cited Page at the end of your essay.Cite all outside sources whether you quote them or merely use their ideas, according to the Modern Language Association (MLA). Do not use footnotes or endnotes. The parenthetical method of citation is very simple, once learned, but make sure you use MLA style and not APA. Your list of sources should be called “Works Cited” or—if there is only one—“Work Cited,” and these words must not be put in quotation marks or underlined.

Here is a sample works cited entry for a work in an anthology. If you are using a primary source out of your textbook, that is considered a work in an anthology:

Eliot, T.S. “Journey of the Magi.” Literature: Structure Sound and Sense. Ed. Lawrence Perrine. New York: Harcourt Brace, 1983. 281. Print.

How to Upload an Essay to Safe AssignFor Students

Step 1: Login to Blackboard. Step 2: Click on your English/Composition course. Step 3: Once you are in your English/Composition course shell, locate and click on the

“(Core Artifact)” tab on the left-hand side of your screen Step 4: Locate the “Research Paper” assignment and click on “View/Complete.” Step 5: Click on the “Browse” button and upload your essay from your flash drive or

desktop. Be sure to upload the correct document. (This step is very much like attaching a document to an e-mail.)

Step 6: Click “Submit.” You may logout of Blackboard at this point. Step 7: To view your Safe Assign Report (which sometimes takes several hours to

process) log back into Blackboard and click on your English/Composition course. Once you are in your English/Composition course shell, click on the “My Grades,” tab located on the left-hand side of the screen. Locate the name of the assignment and open the report which looks like a green scroll with a check mark. You may also view your Safe Assign Report where you uploaded it.

Editing Checklist for Critical Analysis

1. Check MLA style heading. (see sample in Critical Analysis Packet)2. Check the title – creative? (see sample in Critical Analysis Packet)3. Check for documentation of paraphrase, summary, and direct quotation.4. Does the end-of-line documentation match the works cited page? Is the author’s name in the

end-of-line documentation and in the works cited page? Check every single citation (Smith 23).

5. Check essay and work cited page for MLA format.6. Check sources for credibility.7. Check to see if you introduced all borrowed material.8. Check to see if you interpreted all borrowed material.9. Check to see if you documented all borrowed material.10. Write the thesis statement. What are you trying to prove?11. According to the thesis, which elements of the work (such as theme, structure, or character)

will be discussed? 12. Do you prove your thesis (claim)? Have you chosen enough specific evidence from the

primary source (the story) to prove your point? Give one example.13. Does each paragraph relate back to the thesis statement?14. Do you use 3rd person point of view?15. Do you use present tense when discussing the literature and past tense if discussing the

author’s life?16. Is the overall content effective? Does the essay make sense?17. Correct grammar and punctuation errors on the essay. (Run-ons, fragments, subject-verb

agreement, pronoun-antecedent agreement, etc.) Are commas used after introductory words, phrases, or clauses and before coordinating conjunctions when an independent clause follows?

18. Where can active verbs replace passive verbs?19. Did the writer follow directions? Is the paper the correct length plus a works cited page?

Does the works cited page include the primary source and any secondary sources used? 20. Has the writer adhered to MLA style? Does he or she use the author’s last name and page

number in parenthesis at the end of a direct quote or paraphrase? Is the end-line documentation tied to a list of works cited?

21. Is the conclusion appropriate or does the essay merely stop?

** PLAGIARISM WARNING!!!!!!Any information that is not common knowledge must be documented with end-of-line documentation/

citation linked to a works cited page. Even if you put the information in your own words, or know it by heart, if the information originated from someone else, it MUST be documented.

The thing that trips people up sometimes is that students often have two false conceptions about plagiarism: They think, "If I put it in my own words, then I don't have to document." and "If I know the information by heart, I don't have to document." Both of these statements are reasonable but false. As tedious and difficult as it is, you must provide documentation for any information that is not common knowledge to the general public.

Yes, you may have to look up a fact that you already knew, just to document it. But if you think about it, providing a credible source to back up your argument adds strength to your argument. Providing documentation not only protects you legally and ethically, it also strengthens your premise by adding clout to your statement. (sorry guys, Wikepedia doesn't have much clout, but the sources found in teh databases do.)

It is not that hard these days to find a credible source and use it to document a fact or statistic you want to use. Data bases, E-books and some websites are good places to look. If you can't find the fact you want to use, that might be an indication that you have inadvertently provided false information in your analysis, and that is as deadly to your premise as plagiarism.