EN 201 – TYPES OF LITERATURE
Three Credits 
Meeting Days/Times:  Tuesdays and Thursdays, 19:50 – 21:55, K-Bay Classroom C

INSTRUCTOR:	Christine Hansen
CONTACT INFO:	Phone: 262-2281, e-mail: hansenc003@gmail.com
AVAILABILITY:	Before or after class, or by appointment
CLASS DATES:	8 July – 11 Sept., 2008

CATALOG DESCRIPTION
Introduction to the study of literature through reading, discussion, and written analysis of major works ranging from ancient to contemporary.  The course includes exemplary works from all major genre and diverse cultures.

TEXTBOOKS
(1) Bausch, Richard, and R.V. Cassill.  The Norton Anthology of Short Fiction, 7th ed.  New York: Norton, 2006.  ISBN 0-393-92611-7.

(2) Arp, Thomas A., and Gregory Johnson.  Sound and Sense: An Introduction to Poetry, 11th ed.  Boston, MA: Thomson, 2005.  ISBN 083840746-3.

STUDENT LEARNING OUTCOMES
1. Able to demonstrate familiarity with the elements of poetry and fiction/drama, and the literary terms used to discuss them (tests/papers).
2. Able to demonstrate carefully read and analyzed literary works using the elements of poetry and fiction, and recognize the skills used to synthesize information and "build" them (papers). 
3. Able to demonstrate an understanding of at least two ways to interpret/use literary texts (making connections/reader response papers) as examples of valid ways of looking at and interpreting texts. 
4. Able to demonstrate the ability to write unified, coherent, well-developed essays about literary works (making connection/reader response and long papers as well as essay exams).  

Students should come to class prepared to use and to demonstrate the following abilities in order to succeed in this class:
1. An ability to work independently in order to accomplish specific tasks, i.e., homework, research, writing, etc.
2. An ability to successfully manage time in order to complete all tasks
3. An ability to follow directions
4. An ability to ask questions in order to clear up misunderstandings, clarify directions, or seek assistance on papers (if needed)
5. An understanding that writing is a process that takes time in order to produce excellent work.
6. An understanding of the importance and necessity of multiple proofreading and revision techniques.

COURSE TASKS
1.	Attend all scheduled classes.
2.	Complete all assigned readings on time.
3.	Utilize library resources for scholarly credibility as necessary.
4.	Complete all writing assignments on time.
5.	Take the initiative to ask the instructor relevant questions both inside and outside of class.
6.	Contribute to class discussions.

GRADING

Grade Scale
   A = 90% to 100%
B= 80% to 89%
C = 70% to 79%
D = 60% to 69%
F =   0% to 59%      

Grade Evaluation Basis			Maximum Points Earned						____________
Final Exam			                          300 points (30%)
Participation                                                      200 (20%) 
Course papers					  500 points (25 % per paper; total 50%)
															____________
Total									1,000 points 

MORE ON ESSAYS

There are two required essays due in the course, worth 25 points each (50 points total).  The first essay must deal with a topic from fiction (short story) or drama, whereas the second essay must deal with a topic from poetry.  If you choose to write on drama for the first essay, you must write either on the play King Oedipus or the play Macbeth, so in that case, you will have to read ahead of the class schedule.  

In both cases, the essay must deal with a work of literature assigned for this class.  Writers who ignore this instruction will receive a grade of ‘C’ or lower on the relevant essay.

Criteria for grading will be based on student explanations that are clear, concise, and thorough and that begin with a thesis sentence articulating the main point of the essay, present arguments and relevant quotes from the text(s), offer a suitable conclusion, and utilize correct MLA or APA format. Essays should employ the thesis/body/conclusion organization and should demonstrate good critical thinking skills.  This means that the writer not only needs to read the relevant texts and know the content, but should offer his or her own ideas about what the content means.  Rely on yourself, not on Wikipedia! 
Be sure your essay is not a summary of the material, but instead a critical analysis of the material.  Be original, but also be sure that your claims are supported by evidence from the book(s).  

Many students wonder how to choose a topic.  First, it helps to choose a topic that interests you.  For that reason, you are relatively free to choose your topic, as long as it explores a work that we actually cover in class.  

If you're having trouble deciding on a topic, some suggestions are: (1) write about symbolism in some piece of literature; (2) examine the psychology of a character or group of characters; (3) consider feminist or multicultural themes in one of the readings; (4) compare and contrast two works; (5) explore what a piece of literature can reveal about a historical setting; (6) consider how biography can illuminate a piece of literature; (7) consider the rhythmic aspects of poetry, and how poetry connects to music.  Please be detailed and specific in what you have to say about the text(s).  

Each essay should be about 5 pages long, in Times New Roman 12-point font. The cover sheet, abstract, and works cited pages do not count toward this total page count.  Use MLA or APA documentation style (if you use MLA style, you do not need an abstract).  Late essays will be marked down.  Please ask me if you do not understand these instructions, or if you have any questions.

Here are some more specific topics that students have enjoyed writing about in the past:

For fiction:  (1) Explore the passage of time in “An Occurrence at Owl Creek Bridge.”  How does Bierce illustrate time slowing down?  What is the purpose of these literary devices?  (2) Explore the role of narration in “Girl.”  Who is speaking to whom?  What type of grammatical devices are employed/not employed in this story, and what do these signify?  Should “Girl” really be considered a short story?  Why or why not?  (3) What type of symbolism is used in “The Metamorphosis”?  Why does Gregor turn into a gigantic cockroach?  Is there any connection between this symbolism and his economic situation?  (4)  Analyze the symbolism in "Young Goodman Brown."  

For poetry: (1) Consider some of the poetic symbols in any poem or group of poems in Chapter 24, or in Yeats’ “The Second Coming” (pp. 425 – 426), or in Dylan Thomas’ “Do not go gentle into that good night” (pp. 247 248), or in Coleridge’s “Kubla Khan” (pp. 350 - 352); (2) Contrast the depiction of human vanity in Percy Shelley’s “Ozymandias” (p. 120 - 121) with the depiction of humility in Milton’s “On His Blindness” (p. 140); (3) Consider the closed form of the sonnet versus more open poetic forms, such as prose poetry.  What are the advantages and disadvantages of each form?  What are some important examples of each?  (4) Explore images of death in some of Emily Dickinson’s poems and discuss Dickinson’s unique poetic vision; (5) Consider the importance of nature to various poets, including John Keats, Robert Frost, William Wordsworth, and others; (6) compare and contrast the Christian themes in the poems "The Tyger" and "The Lamb” by William Blake; (7) explore the theme of social opportunity in Langston Hughes’ “Dream Deferred” (see p. 87); (8) examine the poem "The Second Coming" by Yeats (pp. 425 - 426), and relate the poem to biblical prophecy.

Due dates for the essays are listed in the class schedule below.

MORE ON THE FINAL EXAM

The final exam will be taken on the last night of the term.  The examination will cover selected literary terms, pose questions about what happens in certain readings, etc.  The bulk of the exam will be in multiple-choice format, but there will also be a short essay.  Please do not ask me for a “study guide” as I deliberately do not provide one.

PLAGIARISM POLICY – Chaminade University of Honolulu defines plagiarism as follows:  
Plagiarism is the offering of work of another as one's own. Plagiarism is a serious offense and may include, but is not limited to, the following:  
1.	Complete or partial copying directly from a published or unpublished source without proper acknowledgement to the author. Minor changes in wording or syntax are not sufficient to avoid charges of plagiarism. Proper acknowledgement of the source of a text is always mandatory.
2.	Paraphrasing the work of another without proper author acknowledgement.
3.	Submitting as one's own original work (however freely given or purchased) the original exam, research paper, manuscript, report, computer file, or other assignment that has been prepared by another individual. (Student Handbook 49)
If you are caught plagiarizing in any manner that even remotely resembles the Chaminade University policy, you will be dealt with severely. This could include punishment from a zero on the assignment to an expulsion from the class or university. If plagiarism is suspected, the student will be expected to conference with me, producing every single piece of documentation used in the assignment, and to orally defend their paper. If concern is still raised, or if the student requests independent assessment, then the student shall be expected to appear before a panel of three professors (one of whom shall be this professor) with all evidence of documented sources and orally defend his/her paper. In short, don't do it. 

EXTRA CREDIT
One of the best ways to gain deeper insight into the processes of literature is to write something yourself.  Students who create and perform literary works will earn extra credit.  All performances will be during the last week of class.
COURSE SCHEDULE:

GENTRE I: FICTION

WEEK ONE (July 8 & 10, 2008): 
Introduction to the short story.  

Homework for Thurs.: Read “Barn Burning” on p. 535; “Young Goodman Brown on p. 639; “Hills Like White Elephants” on p. 661; “An Occurrence at Owl Creek Bridge” on p. 140; “Girl” on p. 828 and “The Purloined Letter” on p. 1278.  

WEEK TWO (July 15 & 17, 2008): Short story.
Discussion of narration, character, setting, tone & style.

Homework for Tues.: Read “Death in Venice” on p. 918; “Heart of Darkness” on p. 310; and “The Metamorphosis” on p. 785.

Homework for Thurs.: Read “The Chrysanthemums” on p. 1389; “A Rose for Emily” on p. 520; and “The Birthmark” on p. 648

WEEK THREE (July 22 & 24, 2008): Short Story
Discussion of various short story elements, including theme.

Homework for Tues.: Read “The Open Boat” on p. 379; “The Veldt” on p. 155; “The Dead” on p. 755; “The Ones Who Walk Away from Omelas” on p. 862; and “Bartelby, the Scrivener” on p. 1085.  

Homework for Thurs.: Read “The Lottery” on p. 693; “The Story of an Hour” on p. 297; and “Boule de Suif” on p. 1013.

GENTRE II: POETRY

WEEK FOUR (July 29 & 31, 2008): Poetry
Discussion of imagery, denotation versus connotation, the transition from oral to written poetry, and problems of translation in poetry. 

Homework for Tues.: Read chapters 1 and 2 in Sound and Sense.

Homework for Thurs.: Read chapter 3 in Sound and Sense.

Essay #1 due.

WEEK FIVE (Aug. 5 & 7, 2008):  Poetry
Discussion of literal versus figurative meaning (including metaphor and simile), symbol, personification, allegory.

Homework for Tues.: Read chapters 4 and 5 in Sound and Sense.

Homework for Thurs.: Read chapter 6 in Sound and Sense.

WEEK SIX (Aug. 12 & 14, 2008): Poetry
Discussion of types of poetry, such as: lyric, pastoral, ballad, epic, etc.

Homework for Tues.: Read chapters 7 and 8 in Sound and Sense.

Homework for Thurs.: Read chapters 9 and 10 in Sound and Sense.

WEEK SEVEN (Aug. 19 & 21, 2008): Poetry
Discussion of the sounds of poetry, poetry as song, alliteration and assonance, metrical stress, other forms of rhythm, closed form versus open form, stanza, sonnets, iambic pentameter.

Homework for Tues.: Read chapters 11 and 12 in Sound and Sense.

Homework for Thurs.: Read chapter 13 in Sound and Sense.

WEEK EIGHT (Aug.  26 & 28, 2008): Poetry
Discussion of various important poems/poets.

Homework for Tues.: Read chapters 14 and 15 in Sound and Sense.

Homework for Thurs.: Read chapter 16 in Sound and Sense.

GENTRE III: DRAMA

WEEK NINE (Sept. 2 & 4, 2008):  Drama 
Lecture on the development of Drama by Thespis, Aeschylus, and Sophocles.  Discussion of the play Oedipus Rex.   Aristotle’s theory of tragedy.   

Homework for Tues.: Read the play King Oedipus found online at this URL:.
http://historyofideas.org/etcbin/toccer-new2?id=SopOedi.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=all

Homework for Thurs.: Read the play Macbeth found online at this URL:
http://etext.virginia.edu/etcbin/toccer-new2?id=MobMacb.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=all

WEEK TEN (Sept. 9 & 11, 2008)
Performance of student extra-credit work on Tuesday.

Final exam on Thursday.  Final essay due on Thursday.