EN 222, Spring 2021
Professor: Bob Boon
Office: Cuples 425
Email: rboon@centralmethodist.edu
Office Hours: MWF 8-8:50 via Zoom. The English Dept. has decided to have a closed office space. Don’t just show up. https://centralmethodist.zoom.us/j/97762404092
COURSE INFORMATION
EN 222 Intro to Literature
MWF 12:00-12:50pm, Stedman 307
Spring 2021
CATALOG COURSE DESCRIPTION
EN222 Introduction to Literature. 3 hours. This course introduces students to the study of literature, developing essential skills in critical thinking, textual analysis, and composing in multiple modalities. Through an investigation of literary genres and/or movements, student will also explore a variety of cultural and/or historical contexts, expanding students’ engagement with, understanding of, and respect for the diverse human experience. Prerequisite: EN120 or EN110/111.
TEXTBOOK INFORMATION [all of these are required]
Kindred. Octavia E. Butler. Beacon Press, 2004. ISBN-10: 0807083690, ISBN-13: 978-0807083697
Days Without End. Sebastian Barry, Penguin Books, 2017. ISBN-10: 014311140X, ISBN-13: 978-0143111405
Kafka on the Shore. Haruki Murakami. Vintage, 2006. ISBN-10: 1400079276, ISBN-13: 978-1400079278
Station 11. Emily St. John Mandel. Vintage, 2015. ISBN-10: 0804172447, ISBN-13: 978-0804172448
Zoom link: https://centralmethodist.zoom.us/j/95090733887
Panopto link: https://centralmethodist.hosted.panopto.com/Panopto/Pages/Sessions/List.aspx?folderID=b7ef5a6b-3fb0-44da-9eb1-ac1b011d32b4
CMU MISSION STATEMENT
Central Methodist University prepares students to make a difference in the world by emphasizing academic and professional excellence, ethical leadership, and social responsibility.
CMU LEARNING OUTCOMES
Communication (articulate, multimodal, professional)
- Students are articulate, able to speak and write clearly and effectively.
- Students are multimodal, able to interpret and express ideas through multiple modes of communication.
- Students are professional, able to adapt to and interact with others in a confident, responsible, and engaged manner.
Curiosity (discover, analyze, create)
- Students can discover, explore, and seek solutions based on accumulated knowledge and current research.
- Students can analyze, evaluate, interpret, and summarize data.
- Students can create and innovate using critical thinking and collaborative skills.
Community (serve, respect, lead)
- Students will serve others and be ethical and informed citizens.
- Students will understand and respect diversity, including other’s viewpoints, positions, and beliefs
- Students will lead creatively and collaboratively to produce positive changes in the broader world.
STUDENTS REQUIRING SPECIAL ACCOMODATIONS
Central Methodist University does not discriminate on the basis of race, color, sexual preference, religion, sex, national origin, age, or federally defined disability/state defined handicap ("disability"). This includes but is not limited to recruitment and admission of students, educational programs, services, activities, financial aid, and scholarship programs. The University complies with all federal and state non-discrimination requirements. The Center for Learning & Teaching at Central Methodist University is committed to ensuring nondiscrimination and equal access to all programs, service, and activities for qualified students with a disability. It is the responsibility of any student who wishes to claim a disability and seek an accommodation to file official documentation confirming the disability and a completed Disability Services Student Information Form with the Center of Learning and Teaching prior to seeking any accommodation based on the disability.
GRIEVANCE POLICY
Central Methodist University has established a grievance policy and process designed to provide students and others with a process to resolve potential issues. This policy and process is established to provide persons with an avenue to file a written concern and to establish a process to track and implement changes as a result of said concern. For more detailed information, consult the CLAS catalog at: http://www.centralmethodist.edu/academics/catalog/clas-catalog/policies/index.php.
If an issue cannot be solved through consultation with the faculty or division chair, students can report an incident/issue within 30 days of the event via the online web form https://cm.maxient.com/reportingform.php?CentralMethodistUniv&layout_id=3
ACADEMIC INTEGRITY AND ACADEMIC CONDUCT
ACADEMIC CONDUCT: Any student found guilty of academic misconduct on any assignment, quiz or exam in this class will earn a zero for that assignment, quiz or exam. Furthermore, that student will come under the auspices of the Academic Conduct Policy of CMU. It is the student's responsibility to review and understand the CMU Academic Conduct Policy. Plagiarism falls under this code. I have no sense of humor nor forgiveness for any plagiarism. At best, plagiarized work will receive a zero and be formally reported to the Provost. Plagiarized work cannot be done over. Severe or repeated episodes of plagiarism will likely guarantee an F in the course and may result in the offender being dropped from the course.
“Study Guides”: from the start, let me define a special type of conduct violation for this class. I do expect students to actually read the texts. I will consider any use of study guides or online summaries (such as Cliff notes, or Sparknotes or Shmoop or blog summaries or whatever…) to be a form of academic dishonesty—whether in papers, or to “just get an idea of what’s going on,” or last minute instead of reading—any use at all will be considered a form of academic dishonesty, and may be reported to the Provost as such.
Reading/class preparation: Yes, we actually are going to read all these books, and there are a number of projects and activities involved in this course. At a minimum, you should expect to do 2 hours of preparation for each class period, sometimes more! Plan ahead!
CLASS CONDUCT: In class, we need to be alert, civil and courteous to others. Partly this means being prepared for the day’s work; this also means staying reasonably focused on our activities. So, you shouldn’t be on Facebook or Snapchat or whatever other social media, not texting, not listening to music, not playing games, not watching sports during class. No earphones at any time. Don’t bring your phones out, especially not during group work. Use your iPads, but if you abuse the privilege, you may be asked to leave class and not return until we have a talk with your advisor.
Do be civil—we will discuss a number of controversial issues. You certainly don’t have to agree with everyone, or with me, but we do need to discuss issues, to argue productively, not insult or name-call. But you know these things.
Zoom conduct: When you are on Zoom, you need to have your camera on, and the camera needs to be showing your face, not the ceiling, not the top of your head, etc. And you need to be focused and attentive. This is still class, not a time to be cooking, jogging, driving, etc.
ATTENDANCE: This semester, I will take regular attendance for each class. Excessive absence can lower your course grade, potentially to an F. Anything over 8 absences is excessive.
And despite the pandemic, unless you are ill, quarantined or have made special arrangements, you are expected to attend class in person. Zoom is not an option just because you feel like not showing up, or you’re having a bad hair day. Put on a cap and get here.
Do be on time for class, whether we are meeting in person or via Zoom.
WELLNESS AND SICKNESS POLICIES:
Wearing a face mask is about protecting others, our Central Methodist Community and the communities we work in. The primary purpose of wearing a face mask is to reduce the probability of virus spreading from the wearer (who may not know they are spreading the virus) into the environment and to others. The secondary purpose of the face covering is to reduce the likelihood that large droplets containing virus that are spread by others may enter the nose and mouth of the wearer. The use of a face mask does not replace the continued need to maintain physical distances from others, at least 6 feet, but instead augments physical distancing and helps us further reduce the likelihood of virus transmission. The complete CMU Face Mask Policy is available at: https://www.centralmethodist.edu/about/offices/human-resources/_docs/FaceCoveringPolicy.pdf
We do need to sanitize our class spaces as we leave. Please review the Safety Video, posted in the Announcements.
If you are ill, of course, do not come to class. Email me as soon as possible. · Being absent does not excuse you from turning in homework on myCMU on time. If there are extenuating circumstances, contact me within 24 hours of the missed deadline. It would be wise to complete and submit work as early as possible to avoid any emergency.
If you are in quarantine, accommodations will be determined in partnership with the Center for Learning and Teaching. These issues will be dealt with on a case-by-case basis.
As a responsible student, you should only miss classes if you are sick or displaying symptoms of COVID-19 or participating in a University Sanctioned Event. Missing class to finish homework or to take a friend to a doctor is not a wise choice.
Do be on time for class, whether we are meeting in person or via Zoom.
ANNOUNCEMENTS: I tend to make frequent use of the Announcements in myCMU. You are responsible for information and course materials in the Announcements.
CLASS CANCELLATION: If there is a weather emergency, please check the CMU website for school cancellation. If I have a personal emergency or illness, I will attempt to post that in the course Announcements.
MAKE-UP AND LATE WORK: We have a fairly tight schedule, and so a caution—late work will put you at many disadvantages throughout the course, not only in terms of grades. Not being prepared is more than a little rude to the group and class members who depend on your active contribution. So, I do reserve the right to penalize or refuse entirely any late work throughout the semester. Any make-up work must be done within one week of the original due date. Email me to make arrangements.
WRITING CENTER: Please take advantage of the Center throughout the semester. This extra attention to your writing can make a significant difference in what you learn about writing. Schedule appointments here: http://www.centralmethodist.edu/academics/english/writingcenter.php
GRADING
We will use the standard grading scale. In general, I do not round up any grade percentages, unless there is a compelling reason to do so.
100%-90% = A
89%-80% = B
79%-70% = C
69%-60% = D
59% or below = F
ASSIGNMENTS AND POINTS BREAKDOWN
DESCRIPTION OF MAJOR ASSIGNMENTS
Plagiarism exercise: Please go to this website, http://www.lib.usm.edu/plagiarism_tutorial/, which contains a plagiarism tutorial. Work through the exercises and take the test at the very end. Post that result in myCMU, in some form, screenshot, download, or even just your own statement that you completed the exercise.
Essay: Your Reading History: For this essay, please explore your experiences with reading. That is, talk about the different kinds of books and plays and poems (and other things) that you have read. Which were assigned? Which on your own? Which were painful? Which exciting? What do you hope to avoid? What do you look forward to reading? 3 pages, typed, double- spaced. A key here, which every English teacher is duty-bound to stress: Be specific!
Illuminations: These will be brief (7-10 minutes) reports on context or content related to the books we are reading. I’ll have a list for you shortly. Key for these is timeliness—we’ll need this info while we’re reading, not long afterward.
Film project/presentations: This is a group project. I’ll ask you to choose a movie from a list, watch it, consult with your group, and present the movie and your ideas to the class. At least in my warped imagination, each of these movies will comment on the book that we are reading at the time. I’ve tried to schedule these in the middle of each book, so you might not totally see the relationship at the time. That’s ok. Your main goal is to give the class a clear feel for what’s going on in the film, so you do need to tell us who the characters are, where/when the story is set, what actually happens, and key themes or ideas. Aim for a 20 minute presentation. Do show a short clip or two from the film to illustrate a key idea (if at all possible, not a trailer). Each of you should also turn in an individual, 1-page overview of your ideas about this film. If the world goes badly, we may have to push presentations to pure Zoom and myCMU. Hope not!
On all of these group projects, I expect each of you contribute to the project all the way through, from brainstorming, or watching the film, constructing your presentation, and being present—and talking—during the presentation. If you just skip the presentation, or your group says you contributed nothing, you should expect a zero.
Responses: These are short, informal papers. These are not at all meant to be thesis-driven, 5-paragraph essays, and should equally not be simple summaries of what we have read. Instead, I’m looking for the ideas that the readings and discussions inspire. What connections do you make? What strange brainstorms thunder through your mental landscape? What serious issues in the world does a book or poem or film or presentation push you to think about? Things like that. 2 pages each, typed.
This is an assignment I wish we were doing, that my classes have done for several years:
Go see a performance! Please make plans to attend a live performance at the Little Theater, or another live event on campus, such as a poetry reading. Alt-plans, if you just can’t get there—I’ll give you some other choices at Stephens College and at MU. Or, you might go see a film at the True False Film Festival. After watching the performance, please write a one-page review of what you’ve seen.
Well, we can’t do this, since there really aren’t available performances. Instead, let’s do this: Go to the website Favorite Poem Project http://www.favoritepoem.org/ . From the website:
“The Favorite Poem Project is dedicated to celebrating, documenting and encouraging poetry’s role in our lives. Robert Pinsky, the 39th Poet Laureate of the United States, founded the Favorite Poem Project shortly after the Library of Congress appointed him to the post in 1997.”
Your task is to visit this site, find and watch three of the videos you like and write/report on these.
If some appropriate performances become available, we can expand to include those!
Inscape activity: I’ll hand out various editions of Inscape and ask everyone to read and report on at least one piece of writing in each (poem, story, drama). Please turn in a 1-page overview of what you find and your reaction and respond to others in the online discussion forum.
Reflection Essay: At the end of the semester, I’d like you to think back through your reading experiences in this class (and perhaps your movie experiences, as well). What have you learned? Has your history of reading shifted in any new direction? What has meant the most to you? 3 pages, typed, double-spaced
Online discussions: We will do a number of online discussions, in myCMU. Indeed, the last two novels will mostly be through such discussions. Occasionally, we will also do a section of an earlier novel this way, as well as reactions to other course materials. I’ll give exact instructions as I set up each discussion, but in general, I expect these to be actual discussions, in which you post some of your ideas and read and respond to other people. I’ll usually set a minimum for what you need to do to get a passing grade (which, by the way, is a D). Getting a great grade comes from better contributions to the whole class.
Reading Quizzes: Ok, I hate quizzes, and consider them a waste of my time. That said, I plan to conduct this as a discussion class, which only works if a sufficient number of people have read the material every day. So…I won’t surrender on this expectation that you read, consistently.
N. b., Paper format: all papers should be typed, double-spaced, in 12-point font. I prefer Times New Roman. Page lengths: when a paper assignment asks, for example, for 2 pages, that means two full pages; a partial second page will not get full credit. Do not upload or send me anything like a google link or a pdf text. Stick to Word.
Assessment of Student Learning:
Your final grade in the class will be largely determined from these activities:
Plagiarism exercise 5
Essay on Reading history 30
Favorite Poem exercise 20
Group poetry presentation 40
Illuminations 10
Responses (3 x 20 each) 60
Film project/presentation 40
Inscape 20
Reflection essay 30
Online discussions (numerous—usually 10 points each) and responses to film presentations (usually 5 points each)
In-class writing/activities, as time permits. Points open-ended, and of course, these days. all this is subject to change, as needs or conditions dictate.
COURSE SCHEDULE: This schedule is subject to change or modification, though hopefully we will stay close to this outline. Readings should be done prior to class. When we are reading a section of any of our textbooks, please bring your book to that class. Outside readings will be given as copies in class, or as web links. Notice that I haven’t included the grammar chapters on the schedule. We will address grammar, depending on general class needs.
Week 1 (January 20-22)
W. Course introduction
A poetry day // Sign up for Films and Illuminations
Week 2 (January 25-29)
Kindred, Prologue, The River, The Fire // Plagiarism exercise due // [several Illuminations…]
Kindred, The Fall // [several Illuminations…]
Film presentation: The Color Purple (1985) [online discussion responses]
Film presentation: Django Unchained (2012) [online discussion responses]
Week 3 (February 1-5)
Kindred, The Fight, 108-48 // [several Illuminations…]
Essay on Reading history due
Kindred, The Fight, 148-189,
more poetry // [several Illuminations…]
Week 4 (February 8-12)
Finish Kindred, The Storm, The Rope, Epilogue
more poetry // Sign up for Group poetry presentations // [several Illuminations…Days]
Film: A Midsummer Night’s Dream (1999), [116 min.]
Week 5 (February 15-19)
Days without End, Chapters 1-4 [online discussions]
Film: A Midsummer Night’s Dream
Film: A Midsummer Night’s Dream
Response paper 1 due
Film: A Midsummer Night’s Dream
Week 6 (February 22-26)
Days without End, Chapters 5-15 [online discussions] // [several Illuminations…]
[several Illuminations…]
Film presentation: Brokeback Mountain (2005) [online discussion responses]
Film presentation: Dances with Wolves (1990)
Week 7 (March 1-5)
Poetry presentations
Days without End, Chapters 16-end
Poetry presentations // [several Illuminations…]
Poetry presentations // [several Illuminations…]
Week 8 (March 8-12)
Poetry presentations // [several Illuminations…] // Begin Kafka on the Shore, The Boy Named Crow and Chapters 1-12 [online discussions]
Film: Dead Poet’s Society (1989) [128 min.]
Film: Dead Poet’s Society
Week 9 (March 15-17)
Film: Dead Poet’s Society // Kafka on the Shore, Chapters 13-23 [online discussions]
Response paper 2 due // Film: Dead Poet’s Society
Film presentation: Howl (2015) // Film presentation: Donnie Darko (2001) [online discussion responses]
Spring Recess, March 18-21
Week 10 (March 22-26)
Kafka on the Shore, Chapters 24-35 [online discussions] // [several Illuminations…]
Film presentation: Magnolia (1999) [online discussion responses] // [several Illuminations…]
Film: Louder than a Bomb (99 min)
Week 11 (March 29-31)
Kafka on the Shore, Chapters 36-end // Film: Louder than a Bomb
[several Illuminations…]
April 2, Good Friday
Week 12 (April 5-9)
Begin Station 11 // [online discussions] // [several Illuminations…]
Inscape day // [several Illuminations…]
[several Illuminations…]
Week 13 (April 12-16)
Station 11 [online discussions]
Film presentation: The Reckoning (2003) [Wm. Defoe]
Film presentation: Scott Pilgrim vs. the World
Response paper 3 due // [several Illuminations…]
Week 14 (April 19-23)
Last Illuminations
Station 11 [online discussions]
Film: The Postman (177 min)
Film: The Postman
Week 15 (April 26-30)
Finish Station 11 // Film: The Postman
Film: The Postman
Reflection essay due
grades due May 10