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English 10: Introduction to Literary StudyHSSB 1215 MTWR 2-3:25Instructor: Elizabeth AllenEmail: elizabethallen@umail.ucsb.eduOffice: 2432A South HallOffice Hours: Tues. 3:30-4:30ENGL10 Learning ObjectivesIn ENGL 10 we will:Identify the literary tools necessary to perform close readings of both poetry and prose works. Analysis will focus on how the form of the work, or its construction, contributes to its meaning. Critically examine and question the assumptions that underlie literary forms like genre, as well as greater critical issues such as cannon formation.Apply theoretical lenses like postcolonial theory to gain a greater understanding of texts.Design and construct a standard literary research paper including an annotated bibliography.Course Breakdown:Two Close Reading Essays: 30% (15% each)Final Paper: 20%Annotated Bibliography: 15%Quizzes (3): 15% Participation: 20%Email Policy: I will try to respond to emails within one business day, but please limit emails to questions that require only short responses. For all other matters I ask that you attend office hours or speak to me before or after class.Required Texts: Toni Morrison, Beloved (1987 Vintage International Edition)Eugene O’Neill, Long Day’s Journey Into Night (1955 Yale University Press)Ross C. Murfin and Supryia M. Ray, The Bedford Glossary of Critical and Literary Terms (2009 Third Edition)All other readings are available on the course Gauchospace page.A copy of the MLA handbook for writers of research papers (by Joseph Garibaldi) is on reserve at the library.Participation:Each student is allowed two absences without it affecting his or her grade— the exceptions being days when assignments are due or quizzes are given. Every additional absence after the two free days will severely impact your participation grade unless you clear the absence with me in advance and provide the proper documentation. Whether or not I will excuse an absence is left to my judgment— so please do not make any assumptions! Most importantly, please note that a total of SIX OR MORE ABSENCES, whether they be excused or unexcused, will result in a FAILING COURSE GRADE.Active Participation: Attendance is only one aspect of participation. Because there is a lot of work to be completed in very little time, students are expected to arrive on time and prepared. Students are expected to have read all assigned readings, and to be familiar with the assigned literary terms prior to class. Students must bring the day’s reading to class, no exceptions. Active participation involves making meaningful contributions to class discussion by working in groups, volunteering comments, or responding when called upon. Participation is worth 20% of each student’s grade— as much as the final paper. As such it will require effort on the student’s part to earn a good grade, and it may make the difference if the final course grade is borderline. If participation is low or limited to a few people I will start giving additional quizzes and assignments. In addition there will be at least one pop quiz concerning the reading assigned in advance for the longer texts.Laptops are acceptable if used for note taking or reading, but any other uses are not acceptable. Inappropriate use of laptops and texting is not accepted and students will be asked to leave. Please make sure to have your phones on silent. Late Work Policy:Late work will be penalized by a third of a letter grade for every day it is late. I will consider offering an extension only if you contact me at least 24 hours before the due date. Plagiarism, or claiming another person’s ideas as your own, is not permitted. You must give credit to the author by citing the source whenever you use a quote, idea, fact, theory, etc. of someone else. If you have any questions about this, or are unsure as to what constitutes plagiarism, please ask me. Any evidence of plagiarism in a paper will result in a significantly negative impact on the paper’s grade. Information taken from UCSB Campus Regulations: ()Disability:If students with a disability need special accommodations they can come directly to me for assistance or are welcome to contact the Disabled Students Program ().Additional Resources:Campus Learning Assistance Center (CLAS): HYPERLINK ""clas.ucsb.eduThe Oxford English Dictionary (OED): (requires a proxy when accessed off campus)MLA Format and Style Guide: Counseling Services: HYPERLINK "" Schedule: *Week 1:8.6 Introduction to Course and Close Reading Elizabeth Bishop’s “The Fish” Terms: simile, imagery, personification, symbol8.7 Poetic Form: the Sonnet Shakespeare “Sonnet 116”; Edna St. Vincent Millay “I will put Chaos into fourteen lines”; Claude McKay “If We Must Die”; Wilfred Owen “Anthem for a Doomed Youth”;Online MLA Guide to paper formatting and poetry citation (in text and works cited)Terms: English sonnet, metaphor, metonymy, synecdoche, hyperbole 8.8 Modernism and Defamiliarization Ezra Pound “In a Station of the Metro”; William Carlos Williams “The Red Wheelbarrow”; Fredrick Seidel “Ode to Spring”/ “Spring”; (LDJN 11-38)Terms: Imagism, defamiliarization (in class), enjambment, end-stopped8.9 Quiz#1, Part 1Robert Frost “Stopping by Woods on a Snowy Evening”; Gwendolyn Brooks “We Real Cool”; (LDJN 39- 67)Terms: alliteration, consonance, assonance, meter (iamb, trochee, anapest, spondee), rhyme (end/internal)Week 2:8.13 Auden “Musee Des Beaux Arts”; Williams “Landscape with the Fall of Icarus”; “On Writing a Thesis Statement”; (LDJN 68- 104)Terms: ekphrasis8.14 Poetry in Historical and Cultural Context: Langston Hughes “I too”; “Harlem”; “The Negro Speaks of Rivers”; (LDJN 105- 132)Terms: New Historicism8.15 Close Reading #1 Due Alice Walker “Everyday Use”; Jamaica Kinkaid “Girl” (LDJN 133-149)Terms: character, Cultural Studies8.16 Sandra Cisneros, selections from The House on Mango Street;Gwendolyn Brooks “Kitchenette Building”; (LDJN 150-160)Terms: voice, tone, intentional fallacy, feminist criticism (in class)Week 3:8.20 Quiz #1, Part 2Jumpala Lahiri “The Interpreter of Maladies”; (LDJN 161- 179)Terms: narrative, setting, subjectivity, plagiarism8.21 Flannery O’Connor “Good Country People”; William Faulkner “A Rose For Emily”; (Beloved 3- 14) Terms: irony, point of view (first/ second/ third person; omniscient or limited), climax, denouement 8.22 Gabriel Garcia Marquez “A Very Old Man with Enormous Wings”;(Beloved 15- 39) Terms: satire, magical realism8.23 Close Reading #2 DueJamaica Kinkaid “The Ugly Tourist”; “Flowers of the Empire”; “On Seeing England for the First Time”; (Beloved 40- 59) Terms: memoir, postcolonial literature/theoryWeek 4:8.27 Introduction to Drama: Eugene O’Neill Long Day’s Journey Into Night; (Beloved 60- 104) Terms: tragedy, realism, monologue8.28 Long Day’s Journey Into Night; selections from Time magazine; (Beloved 105- 131) 8.29 Long Day’s Journey Into Night; (Beloved 132- 161) 8.30 Annotated Bibliography Due for non-Beloved papers (4 Sources)Discussion of clips from Long Day’s Journey into Night; (Beloved 162- 181) (1962, directed by Sidney Lumet)Week 59.3 No Class- Labor Day9.4 Quiz 2; Beloved 182-236Terms: interior monologue, stream of consciousness, plot vs. story9.5 Beloved 237-266Terms: race and literary studies, Trauma Theory (definition via gauchospace)9.6 Annotated Bibliography due for papers on BelovedBeloved 267- 296Week 69.10 Beloved 297-3249.11Quiz 3 Paper Workshop 9.12 Screening of selections from Beloved (1998, Jonathan Demme)9.13 Final Paper due at the beginning of class.* All course assignments and readings are subject to change. ................
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