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        Osborne Intro. to Lit.

REQUIRED TEXT: Michael Meyer, The Compact Bedford Introduction to Literature: Reading, Thinking, Writing, 5th edition (retail price approximately $43)

COURSE DESCRIPTION AND OBJECTIVES
In the Columbia College Chicago 1997-1999 Catalog, the course description announces that the “Course introduces students to [the] genres of fiction, drama, and poetry. By studying important works by writers of culturally diverse backgrounds, students gain experience reading, analyzing, and interpreting literature. [The] course establishes connections between literature and other areas of arts and communications; students are better prepared for their majors in these fields. Prerequisite: English Composition I.”

Why Literature?
A sensitivity to literature and language deepens our ability to enter into and participate effectively in the larger discourse arenas of life---whether in the world of the arts, government, business, media, education, or human relations.

INTENDED STUDENT LEARNING OUTCOMES
  All sections of a given General Education class share at least one intended student learning outcome—that is, what we want you to know, be able to do, or feel as a result of taking this and/or related classes. Introduction to Literature is the class that fulfills the General Education Humanities/ Literature requirement. The most important intended student learning outcome for this class is:
“Students will 1)become familiar with one or more of the major forms of literature (poetry, drama, fiction, and nonfiction) and 2) be able to demonstrate that familiarity by being able to read and write critically about one of those forms (genres).”

 If this course does its job, you will leave it capable of demonstrating your ability to read, analyze, and interpret literature. You will also leave it with the following:

1. The ability to demonstrate a critical understanding of and appreciation for literature when analyzing stories, poems, and plays.
2. The ability to understand and appreciate figurative language (metaphors, similes, and the like) in poetry, fiction, and drama.
3. The ability to understand, appreciate, and apply knowledge of plot, character, point of view, imagery, theme, setting, irony, tone, symbols and language when reading fiction, poetry, or drama.
4. The ability to develop a reasonable interpretation of a literary text and to support that interpretation with evidence.
5. The ability to identify common or culturally specific themes in literature by writers of different races, genders and ethnic backgrounds.
6. The ability to identify similarities between works of literature and other works of art or forms of communication.

PLAGIARISM
 On p. 21 of the Columbia College Chicago Catalog, 1997-1999, students are informed that “The College prohibits the following conduct: all forms of academic dishonesty including cheating; plagiarism; knowingly furnishing false information to the College. . .”

 In this class, any student found using the work (ideas or language) of another writer (including, but not limited to, other students) without giving credit to the source will receive an 'F' in the course. If you're unsure as to what, exactly, constitutes plagiarism, do not hesitate to ask. Help each other with drafts by identifying weaknesses. Let the writer rewrite. Notice how I avoided plagiarizing from the college catalog above. I used quotation marks and I acknowledged my source.

ATTENDANCE
 The official English Department absence policy states that “More than two absences in classes that meet once a week (and more than four in classes that meet twice a week) will affect your grade and can result in failure.”

 Save your two absences for emergencies only---unusual illness, visits to hospitals, funerals, and other disasters. The third absence lowers your final grade one letter. The fourth absence means you fail the course, unless you have an ‘A’ average--then you’ll get a ‘D.’ The fifth absence means you absolutely fail the course. No ifs, ands, or buts. Calling me to let me know you’ll be absent is nice, but it’s still an absence. And no, I do not give makeup quizzes.

  When you are absent, you are required to see that whatever work is due that week is delivered to my mailbox by 10:00 a.m. Thursday of that week. You are expected, of course, to keep up with the syllabus and to be prepared for class when you return.

TARDINESS
 Each time you arrive more than ten minutes late to class (or leave more than ten minutes early), this will count as half an absence. Quizzes are given every week ONLY at the beginning of class, so try to be on time.
 

CREATING A POSITIVE LEARNING ENVIRONMENT
I invite all of you to help us create an environment of respect and courtesy where different perspectives can be heard, where more outgoing classmates gently encourage quieter classmates to participate in dialogue. Please email me or see me in my office whenever you have insights to offer or suggestions for ways to enhance the classroom as a place where everyone can learn from each other. Also, please see me whenever you feel that I’m spending too much or too little time on something, when I’m boring you to tears, etc. Telling me this won’t devastate my ego and I probably won’t even bite your head off. I am here to help you learn, and if you’re not learning, you and I need to find ways together that will work. You should also get to know your fellow students and stay in touch with them. It helps to study with a couple of other students every week outside of class.

.  Of course, any behavior that interferes with learning will not be tolerated. Any student who is discourteous to another student or to the instructor, or who in any way tries to usurp the classroom for purposes other than learning, will be given an 'F' in the course. This is the only warning.
 

HOW TO SURVIVE THIS COURSE AND COLLEGE: TIME MANAGEMENT

 For every hour in a college classroom, you need to budget TWO or more hours of study time outside of class. This class carries three credit hours. Therefore, you will be spending AT LEAST six hours per week outside of class.. That’s 9-12 hours per week for this class alone. Do the same for your other classes--for every three-credit class, budget a total of 9-12 hours. Thus, a 12-credit course load means you’ll have AT LEAST a 36-hour school and study schedule.

NOTE-TAKING: CREATIVE and CRITICAL RESPONSES
  As you read, notice the nature of texts as created works of art, perhaps not unlike the works of art you yourself enjoy creating or hope to create someday. Ask questions of the text as
 

THE ASSIGNMENTS YOU CAN EXPECT (and WHAT THEY ARE WORTH)

WEEKLY QUIZZES—3 points each, a total of 30 for the semester (drop the 2 lowest)
 At the beginning of almost every class, I will ask three simple questions based on that week’s reading or the prior week’s reading, or on a concept we have discussed in class. If you keep up with the reading, you should do well on all of these quizzes. I will ignore your 2 lowest quiz scores at the end of the semester. Thus, 10 out of 12 quizzes will count for a total of 30 points.

CREATIVE PROJECT: 15 points
 The creative project must show your own imaginative or creative response to literature, or must make some connection between literature and another artistic medium. (Connections may be made in either direction; each may inspire the other.)
 If you’re a painter, turn in a painting inspired by literature. If you’re a composer, compose a short melody, have it performed, tape it, and submit a brief explanation describing how the melody is connected with any piece of literature. If you’re a dancer, perform a dance for the class in response to any text. Or turn in a videotape of your performance. If you’re a photographer, use your imagination to capture settings or characters that you think fit one of the stories, poems, or plays. If you’re a filmmaker, turn in a screenplay for short film or scene, or a videotape. If you’re a journalist, do a profile of one of the authors of a piece of literature in our text, or interview a published author, or rewrite a short story as a news story.
Show that you can assimilate information or influences in either or both directions between this literature class and what you love to do. I will provide a longer list of suggestions. I will evaluate your creative project on the strength of the connection you make between the literary piece and your own artistic or professional medium or creative process.
 

TWO PAPERS worth 20 points each, total of 40

You are responsible for keeping your formatted IBM-compatible disk safe and for keeping hard copies of your work. I advise you to write your out of class papers in the English department open computer lab; be sure to SAVE TO THE A DRIVE where your 3 1/2 in. disk is.

 I require double-spaced (computer printed, please) rough drafts of out-of-class papers before the final drafts are due. You will get feedback from your fellow students and from me. Then you will rewrite the paper. If you don’t bring your rough draft on the day it’s due, you forfeit your opportunity to revise your paper for the grade. Be sure to take advantage of the rough draft feedback. I may ask you to revise the paper three times or until the paper is as strong as it can be. Workshops on writing papers about literature are also offered outside of class in the Writing Center. I’ll announce dates and times in class.

 Final drafts of papers: I require two clean copies.  Papers must be double-spaced,  carefully proofread, and turned in AT CLASS TIME on the due dates. BE SURE to use page numbers. You will write TWO out of class papers for this course. The recommended length for each is 3-5 pages (typed, double-spaced, font size no larger than 12 pt., with 1" margins). It’s OK if your paper is longer than 5 pages, but if your paper is shorter than three pages, you will not have met the requirement and may lose points. If the Paper is a day or two late, you lose half a letter grade; a full letter grade if a week late. After a week, you get a zero.
 

CLASS PARTICIPATION—5 points total possible
 I don’t reward you just for speaking up (in fact, dominating or monopolizing discussion can be negative participation), but also for helping your fellow classmates to understand the material and to gain more from the class. See my comments on learning environment above. I will award up to 5 (or more) points for outstanding participation in peer review workshops, in small group discussions, and other activities throughout the semester. That’s approximately half a letter grade.

HOW TO KNOW WHERE YOU STAND AND WHAT YOUR GRADE IS AT ALL TIMES
If the total points possible is 100, then you need at least 90 points for an ‘A,’ 80 for a ‘B,’ 70 for a ‘C,’ and 60 points to pass. The exact final numbers will be determined by the quizzes and by any adjustments I may need to make to reflect the needs of this particular class.
So keep a running total of your quiz scores and any other scores you receive all semester. Know what the total points possible is on every assignment, and you can calculate as well as I can where you stand. If the total possible is 20 (as for a paper), then you need 18 points for an A on that paper, 16 points for a B, and 14 points for a C. At the end of the semester, I will DEDUCT points for tardiness, absences, or missed deadlines.

EXTRA CREDIT
 You can earn extra credit (a maximum of 5 points total all semester) by attending worthwhile literary , theater performances, or museum exhibits and writing brief reaction papers or reviews. I especially encourage you to attend readings at Columbia and to write reviews of any plays produced by the Columbia Theatre Department. Many local theaters also have discount rates for students.

you read. Notice things that seem unusual or that don’t make sense to you. This course seeks to stimulate your own THINKING about literature and the ability to link your reading of literature with your own CREATIVE process.

How I Grade Papers about Literature

When I grade the final drafts of your papers, I evaluate them according to fairly recognizable standards. The following should help you understand what I am looking for and how I will grade. The papers you write should demonstrate your ability to read, analyze, and interpret literature. Be sure to have a clear thesis, use evidence from the text to support the thesis, offer sufficient analysis and interpretation of that evidence, and follow a logical organization. I expect all papers to be well written in clear English prose. I will also consider the quality of your insights.

Highly successful (A) papers will meet the following description: "The writer has successfully analyzed and interpreted a textual element or elements such as plot, character, point of view, imagery, setting, form, theme, irony, tone, symbols, language or any similar elements. The writer has grounded arguments in specific references to text. The essay has a clear thesis supported by sound logic and good organization. The essay is thoroughly developed."

Successful (B) papers will meet the following description: "The writer has analyzed a textual element or elements such as plot, character, point of view, imagery, setting, form, theme, irony, tone, symbols, language or any similar elements. The writer has grounded arguments in at least some specific references to text. The essay has a clear thesis, but may need one of the following: more textual support, more analytical or interpretive development, or clearer logic and/or organization."

 Moderately successful (C) papers will fit the following description: "The writer has analyzed or paid some attention to texts or a textual element(s), has made an effort toward interpretation, and has some supporting references and/or evidence, but the essay does not fully develop or support its thesis in a logical fashion, or the thesis may not be sufficiently clear."

 Unsuccessful (D or F) papers can be described with SOME or MOST of the following: "The writer has not sufficiently analyzed or interpreted the text; there may be textual references, but not in clear support of an interpretation; AND/OR the writer has failed to offer a clear thesis supported by sound logic; AND/OR has not responded to the assignment."

WRITING CENTER--1st floor, /33 E. Congress-
 Even the best writers show their work to someone for feedback before they present it to the public. Just talking over your ideas and planning the organization with a helpful friend or a tutor can save lots of time and diminish your anxiety. Consider signing up for weekly tutoring.
 
 

Tips for writing papers about literature

 The papers you write should demonstrate your ability to read, analyze, and interpret literature. Your paper should have a clear thesis, use evidence from the text to support the thesis, offer sufficient analysis and interpretation of that evidence, and follow a logical progression.

I.  The paper is an analysis of a text and an interpretation based on that analysis. The audience is readers who have already read the text. IF YOU MERELY REPEAT WHAT THE STORY SAYS, WITHOUT INTERPRETATION, YOU WILL NOT RECEIVE A PASSING GRADE.  A thesis statement is a debatable proposition, that is, a statement (a complete sentence containing a subject and verb) about which reasonable people might disagree.  ("Alienation in Story X" is a title, not a thesis.  A possible thesis:  "The alienation character Y feels in Story X is a logical response to the crass materialism of her environment.” (For evidence you might cite the high number of references to stores, money, valuable material objects, etc.) The thesis should make an interesting point ABOUT the story, poem or idea (not merely to repeat what the story says) and should be clearly stated, preferably at the end of the first paragraph.  I also expect a strong conclusion that does more than simply restate the thesis.  Show why the thesis was worth proving, after all.

II. Make sure the topic is NARROW enough and that you say enough about it. Say something--show us what your mind can do with the text. Select one aspect of the literary work and discuss how it functions and connects with the WHOLE work.  Show that you have read closely, and that you can ANALYZE the significance of CONTENT and FORM--the two are inseparable, so by analyzing carefully how something is written, you are also analyzing meaning. Be sure to SAY ENOUGH about the part you've chosen or the words you quote.  Show me exactly where and exactly how (refer to SPECIFIC words, phrases, lines, events, characters, etc.) the story, poem or play does what you are saying it does. Keep your quotes very brief. Most drafts need more DEVELOPMENT--you need to SHOW the reader exactly what your point is, what evidence supports it, and WHY your point is so important. I will take points off for fuzzy thinking, vague language, insufficient development, and poor transitions.

III. Read your draft aloud (use the author review sheet), have friends or fellow students read it (peer review sheet), and rewrite it, cutting redundancy and adding new material to strengthen weak paragraphs. Ask "so what?" at the end of every paragraph--then write at least two more sentences to answer the "so what." Sometimes you'll need to add much more than just a few sentences to actually pursue the answer.

IV. AFTER REVISING, BE SURE TO PROOFREAD CAREFULLY. I will take points off for grammatical mistakes, inconsistent/inaccurate punctuation, or any obstacles that prevent the paper from achieving its purpose. Let your natural voice come through, to the extent possible in standard English.  Aim for clarity, economy, conviction: cut away as much phoniness and verbal confusion as you can.  No "Englishteacherese."  Papers must be typed or computer-printed, 3-5 pages minimum, double-spaced, with 1” margins. Pages must be numbered.

                this page created  Feb. 11, 2000
 
 

Disclaimer         Intro. to Literature at Columbia College

© 1999 Columbia College Chicago 600 South Michigan Avenue  Chicago, IL 60605-1996 Telephone: 312-663-1600