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English 285: Special Topics – Love and the City (Rome, Italy Study Abroad Semester) |
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Human Relationships |
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Dr. Michelle Ruggaber Dougherty |
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Required Texts |
|
1. |
Axelrod,
Rise B. and Charles R. Cooper. The St.
Martin’s Guide to Writing, 7th ed. Short. |
|
2. |
Fitzgerald,
F. Scott. “ |
|
3. |
Great American Short Stories. Ed. Paul Negri. |
|
4. |
Jacobus,
Lee A. A World of Ideas: Essential |
|
5. |
Raimes,
Ann. Universal Keys for Writers. 4th
ed. |
|
6. |
Wilde,
Oscar. The Picture of Dorian Gray.
1891. Ed. Isobel Murray. |
|
7. |
Selected
readings on reserve at |
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Course Requirements |
Out of
500 Points |
Grading Scale |
|
|
|
|
Five
responses |
15 points
each |
A |
95-100 |
C |
73-76 |
|
Rhetorical analysis |
100 points |
A- |
92-94 |
C- |
70-72 |
|
Literary analysis |
125 points |
B+ |
89-91 |
D+ |
68-69 |
|
Argument paper |
125 points |
B |
84-88 |
D |
65-67 |
|
Oral Presentation |
25 points |
B- |
80-83 |
D- |
60-64 |
|
Final
Exam |
50 points |
C+ |
77-79 |
F |
59 and
below |
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Course Description |
|
English
110 is a beginning composition course designed to provide students with the
writing skills necessary to succeed in college and their individual careers. In
this section of the course, we will explore different dimensions of human
relationships through a series of discussions and writing assignments. Students
will also learn Microsoft Word, PowerPoint, and begin to use the MLA method
of documentation and the Internet as a research tool in preparation for other
courses and English 111. All students will be expected to participate in peer
review workshop sessions and will be required to make a short presentation to
the class. |
|
Table of Contents |
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Brief Description of Assignments Departmental Plagiarism Policy Grading Standards and Guidelines |
Course goals and objectives
|
|
1. To
develop in students an understanding of the power and pragmatism of precise language,
students will: v
Identify and exhibit a working knowledge of correct Standard English. v
Recognize logical development in their own writing and the writing of
others. v
Internalize the power of writing concisely and logically. v
Recognize theses in their own work and that of others. v
Identify various rhetorical strategies. 2. To
prepare students for the information revolution by encouraging the
development of basic computer literacy, students will: v Demonstrate basic skills of MS Word
and PowerPoint as tools for developing clear and accurate writing. v
Exhibit a working knowledge of the basic tools for research using the
Internet, databases, and other on-line research tools. v
Identify the utility and limitations of computer tools. 3. To
understand the Writing Process and that it is a recursive method, students
will: v
Distinguish prewriting skills. v Recognize the rationale of
brainstorming. v
Recognize the basic skills of drafting. v
Internalize the value of editing and peer editing. v
Comprehend that revision is essential to good writing. v
Perceive the importance of the writing process in many situations,
academic, career, personal, etc. v
Recognize the importance of research to their writing and lifelong
learning. v
Comprehend the basic strategies for research. v
Identify the characteristics of reliable source material. 5. To
introduce students to the MLA method of documentation, students will: v
Recognize the rationale for the MLA method of documentation. v
Exhibit a working knowledge of documentation in their papers. v
Recognize the dangers of plagiarism. 6. To
develop in students an understanding of how language reflects and shapes
cultural values, ideas, and movements, students will: v
Identify the power of key pieces of writing in shaping human values. v
Recognize the transference of culture and ideas through good writing. v
Comprehend that writing can be a useful tool for learning. |
|
|
Skills
7. To
develop a functional proficiency in the English language, students will: v
Identify the audience and purpose for their writing. v
Become proficient in a variety of rhetorical strategies such as
argumentation, comparison/contrast, etc. v
Distinguish between formal and informal tone for varying audiences. v Develop a life-long habit of
vocabulary building. v
Formulate credible theses. v
Provide support for their theses. v
Use appropriate diction for varying audiences. v
Use Standard English and syntax. 8. To
demonstrate a working knowledge of the Writing Process, students will: v
Demonstrate the ability to brainstorm both alone and in groups. v
Draft papers. v
Edit both their own work and the work of others. v Revise their work. v
Proofread their work. 9. To develop
in students the ability to think critically about what they are reading,
students will: v
Apply strategies of effective reading. v
Use components of writing, including annotation to master texts. v
Become discriminating and objective readers. 10. To
develop in students the ability to perform research, students will: v
Develop a short research paper. v
Evaluate source material. v
Use the Internet, research databases, and library catalogs. v
Avoid plagiarism. |
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|
|
Attitudes and Values 11. To develop in students a respect for the power
of the written word, students will: v Build
lifelong reading habits. v Demonstrate
an awareness of the impact of the written word history, society, and culture. v Understand
that writing is a powerful tool. v Appreciate
the impact of the written word on their lives, careers, and education. 12. To
encourage a life-long appreciation of the writing as a powerful humanizing
tool, students will: v Express
their own insights about the power of the written word throughout history and
in society, culture, and their own lives. v Read
literary works and important essays that demonstrate how ideas as shaped by
words are agents of change in history, society, and personal development. 13. To support development of good judgment in the
quality of written expression, students will: v Demonstrate
an awareness of the varying characteristics and forms of written expression
by completing a variety of writing assignments. v Develop
an appreciation for clarity, insight, organization, style, and creativity in
written expression. |
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|
|
Peer review workshops Before
each major writing assignment is due, students are required to participate in
the peer review workshop. Failure to participate in the workshop either
through absence or through lack of preparation will result in the loss of one
letter grade for the paper. |
|
|
|
Late assignments Deadlines
are part of life and the writing process. Late papers will be penalized
one-third of a grade for each day that they are late. Assignments are due on
the day that they appear on the calendar. If you know in advance that you
will be absent from a class, you must make arrangements to turn in your paper
early. |
|
|
|
Electronic submission of written work Any
written work may be submitted to me by e-mail, but it must be either in the
body of the e-mail, attached as a Microsoft Word document, or saved in RTF. I
will not accept attachments in any format other than these. |
|
|
|
E-mail All students
are required to activate and check regularly their |
|
|
|
Attendance and civility in the classroom This
course is not designed merely to convey information to be memorized. It is designed to cultivate the habit of
arguing and writing intelligently about important questions. Being active in class discussions is
crucial to developing this habit and disposition. Therefore,
attendance is required, and your grade may be lowered by one-third grade
(e.g., a B- to a C+) for each absence after three, regardless of the reason
for the absence. This policy includes illnesses. Mere physical presence in class does not
satisfy the attendance requirement.
If you appear to sleep, to work on other subjects, or to talk without
permission during class, you may be marked absent for that day. You should be seated and ready for class when
class begins. |
|
|
|
Academic honesty Plagiarism
is a serious moral offense. All written work must be formatted and documented
in MLA Style. Students who plagiarize will fail the class. See the English Division Plagiarism Statement below. We will
discuss these issues at length before the first major writing assignment is
due. Further, all written work submitted for credit in this class must be
written originally for this class. Please see the instructor if you have
concerns. Ignorance of the standards
of academic honesty is not an acceptable excuse for violating these
standards. Students who commit any academic dishonesty—intentionally or
unintentionally—will be penalized. Students will be required to
submit electronic versions of their papers to Turnitin.com. |
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The Write Place All
students should make good use of The
Write Place, the writing center located in |
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Assessment activities As part
of the English Division’s ongoing self-assessment research, all students will
be required to complete a diagnostic essay (at both the beginning and the end
of the semester) to submit graded copies of their papers. |
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Students with disabilities Students
who have documented their disabilities with the Dean of Student Resources are
encouraged to meet privately with the instructor to discuss arrangements for
their approved accommodations. |
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Conferences I enjoy
meeting with my students for a private conference; I find individual
conferences to be extremely productive and well-worth the time, both for me
and for the student. If at any time during the semester you have concerns
about a class policy or procedure or your performance in the class, please
set up a time to meet with me. |
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Note: All writing assignments must
be turned in at the start of class. Always type your final drafts. You must
use Times New Roman, 12 point, font. You must use 1” margins, and format your
first page exactly like the sample
on Keys 173. Use the ViewàHeader/Footer menus to insert your last name and the page number on
each page. |
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Responses Each 1-2
page response should have two elements. First, identify an issue related to
relationships that you noticed during your reading and briefly explain how
that issue is presented in the text. Next, respond to the issue. What
problems do you see with how the issue is treated in the text? How do you see
the issue at work in the world around you? Ideally, these responses should
help you explore possible paper topics. You will be evaluated on clarity,
organization, and level of critical thinking. |
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Rhetorical analysis Choose
from any of the essays (excluding the poetry and short stories) we will read
this semester, except King’s “Letter from Birmingham Jail,” which we will use
in class as an example for how to write the paper. In 1-2 paragraphs, impartially
summarize the author’s argument and main points. In the rest of the paper,
analyze how the author makes his or her point by paying close attention to
the rhetorical techniques he or she uses. Your paper should be about 4 pages
in total length. |
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Literary analysis In 4-6
pages, develop a thesis that answers a complex question you will pose about
one of the works of literature (fiction or poetry) we have read. |
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Optional Re-write of either Argument or Rhetorical Analysis Paper You may
choose to re-write either of your first two major papers if you would like a
chance to improve your grade. You should re-submit your original graded paper
along with your substantially revised
version. Your re-write must be a revised version of your original; you may
not write an entirely different paper. Your new grade will be averaged with
your old grade. I strongly encourage you to meet with me before you begin
work on this so I can help you plan your revisions. |
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Argument In 4-6
pages, write an argument paper about an issue related to the themes of this
course. Your argument may take the form of an analysis (why something is the
way it is) or a proposal (why people should do something). You must use at
least three outside sources in your argument, and all sources must be
documented fully and correctly according to MLA conventions. |
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Final Exam Students
will be asked to identify definitions, grammar rules, and other writing
techniques in the first half of the exam.
The second half of the exam will be a brief essay related to the
diagnostic essay. This will be provided by the department. |
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Oral Presentations Based
upon their long research paper, students will offer oral presentations using
PowerPoint software. |
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Participation Your mere
presence in class will not result in a passing participation grade.
Participation will be based on your level of preparation for class (including
bringing your books to class), your punctuality in turning in assignments,
and your readiness to say something thoughtful about each day’s reading
assignments. |
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Use these
descriptions of the expectations for college-level writing as you write and
revise your papers. |
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The A theme shows insight and the ability
to state and develop a central idea. Its ideas are clear, logical, and
thought provoking; it contains all the positive qualities of good writing
listed below: 1.
Careful construction and organization. 2.
Careful choice of effective words and phrases. 3.
Concentration on a main purpose with adequate development and firm support. |
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The B theme has a clearly stated central
purpose which is logically and adequately developed. Its ideas are clear
because it contains some of the positive qualities of good writing. It is
comparatively free of errors in the use of good English. Although indicating
some competence, the B paper lacks that insight and style which characterizes
the A paper. |
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The
average theme will receive a grade of C.
It has a central idea organized clearly enough to convey its purpose to the reader.
It avoids serious errors in the use of English. It may, in fact, have few
correction marks on it, but it lacks the vigor of thought and expression
which would entitle it to an above-average rating. |
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The grade
of D indicates below-average achievement
in expressing ideas correctly and effectively. Most D themes contain serious
errors in the use of English and fail to present a central idea or to develop
it adequately. A D theme may also contain a significant lack of evidence for
the claims posited within the theme. With more careful proof-reading and
fuller development, many D themes might be worth at least a C rating. |
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The grade
of F usually indicates failure to
state and develop a main idea. It may also indicate failure to avoid serious
errors in grammar, spelling, punctuation, and sentence structure. |
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Please
note: Assignments are due on the day on which they appear on the calendar. This
calendar is subject to revision (with due notice) at any point during the
semester. |
|
Monday,
August 23 |
Introductions Reading
rhetorically and rhetorical contexts Diagnostic
essay |
|
Wednesday,
August 25 |
Rousseau,
“The Origin of Civil Society,” Ideas,
53-72 Jefferson,
“The Declaration of Discussion
of expectations for responses |
|
Monday,
August 30 |
Thoreau,
“Civil Disobedience,” Ideas,
141-165 King,
“Letter from Response #1 due |
|
Wednesday,
September 1 |
“An Introduction to Critical Reading,” Ideas, 1-11 SMG, 583-608 Discussion
of rhetorical analysis paper |
|
Monday,
September 6 |
Labor
Day—No class |
|
Wednesday,
September 8 |
Douglass,
“Narrative,” Ideas, 125-138 Jacobs,
“Free at Last,” Ideas, 585-595 Strategies
for drafting your paper—review SMG,
583-608 Response #2 due |
|
Monday,
September 13 |
Crèvecoeur,
“What is an American,” Ideas,
537-560 Tocqueville,
“Influence of Democratic Ideas,” Ideas,
565-581 |
|
Wednesday,
September 15 |
Peer
review Complete draft of rhetorical
analysis due |
|
Monday,
September 20 |
Revision
skills: Paragraph organization Topic
sentences Read and
bring SMG, 611-623 Review Keys, 21-30 for background |
|
Wednesday,
September 22 |
Rhetorical analysis due In-class
reading: excerpts from Lewis, The
Screwtape Letters, on reserve at Spangler |
|
Monday,
September 27 |
Excerpt
from The Book of Job, Ideas, 665-686 Excerpt
from The Gospel according to Matthew,
Ideas, 691-700 |
|
Wednesday,
September 29 |
Starting
a research project: Read and bring SMG
295-305 Review Keys 79-85 for background Come to
class with a possible topic |
|
Monday,
October 4 |
Finding
and evaluating reliable sources: Keys
85-115 Workshop
with a librarian Paper proposal due |
|
Wednesday,
October 6 |
Wollstonecraft,
“Pernicious Effects,” Ideas,
782-792 Gilligan,
“Woman’s Place,” Ideas, 835-855 Response #3 due—Identify one
claim/reason pair from one of these essays. Explain how the author develops
the reason. Discuss whether or not you find that claim/reason convincing. |
|
Monday,
October 11 |
Writing
an argument: Read and bring Keys
44-66; 128-138 Review SMG 677-692 for background Make any
notes you have taken or research you have done available for class use. |
|
Wednesday,
October 13 |
Proposal
and analysis arguments: SMG 352-377
and 466-491 Response #4 due—Briefly summarize
a source you’ve found. Identify the thesis and audience of the source.
Discuss whether or not you think it is a reliable source to use for your
paper, and why. |
|
Monday,
October 18 |
Midterm
break—No class |
|
Wednesday,
October 20 |
Revision
skills: Citations, attributive tags, and source integration Bring Keys |
|
Monday,
October 25 |
Peer
review Complete draft of argument paper
due |
|
Wednesday,
October 27 |
Argument paper due In-class
readings: Levertov, “Letter to a Friend” Chopin,
“Story of an Hour,” SMG, 509-511 |
|
Monday,
November 1 |
Horney,
“The Distrust between the Sexes,” Ideas,
357-371 Discussion
of literary analysis paper |
|
Wednesday,
November 3 |
“Writing
about Literature,” read and bring SMG,
537-552 Review Keys, 67-72 for background Avoiding
plot summary |
|
Monday,
November 8 |
Fitzgerald,
“ |
|
Wednesday,
November 10 |
Fitzgerald,
“The |
|
Monday,
November 15 |
Fitzgerald,
“Absolution,” BR Come to
class with a topic idea for literary analysis paper Paper proposal due |
|
Wednesday,
November 17 |
Plagiarism
review Response #5 due—Use the prompts on
SMG, 543-546 to test some ideas for
your literary analysis paper. |
|
Monday,
November 22 |
Discussion
of in-class presentations, SMG,
847-851 Introduction
to PowerPoint |
|
Wednesday,
November 24 |
Thanksgiving
break—No class |
|
Monday,
November 29 |
Revision
skills: Following conventions of literary analysis Using
detailed evidence Bring as
much of a draft as you have and SMG |
|
Wednesday,
December 1 |
Peer
review Complete draft of literary
analysis due |
|
Monday,
December 6 |
Literary analysis due In-class
presentations begin |
|
Wednesday,
December 8 |
In-class
presentations continue Final
exam review |
|
Wednesday,
December 15 |
Final
exam, 2-3:50 pm |
|
Other Times and Other Places |
|
|
|
Dr. Michelle Ruggaber Dougherty |
|
|
Required Texts |
|
1. |
Booth, Wayne C., Gregory C. Colomb,
and Joseph M. Williams. The Craft of
Research. 2nd ed. |
|
2. |
Fadiman, Anne. The Spirit Catches You and You Fall Down. |
|
3. |
Great
American Short Stories. Ed. Paul Negri. |
|
4. |
Longknife, Ann and K. D. Sullivan. The Art of Styling Sentences. 4th
ed. |
|
5. |
Raimes, Ann. Universal Keys for Writers. 4th ed. |
|
6. |
Wilde, Oscar. The Picture of Dorian Gray. 1891. Ed. Isobel Murray. |
|
7. |
Selected readings on reserve at |
|
Course Requirements |
|
Grading Scale |
|
|
|
|
Argument
paper |
20% |
A |
95-100 |
C |
73-76 |
|
Literary
Analysis paper |
20% |
A- |
92-94 |
C- |
70-72 |
|
Research Paper |
30% |
B+ |
89-91 |
D+ |
68-69 |
|
Short Assignments/Quizzes |
15% |
B |
84-88 |
D |
65-67 |
|
Oral Presentation |
5% |
B- |
80-83 |
D- |
60-64 |
|
Participation |
2% |
C+ |
77-79 |
F |
59 and
below |
|
Final
Exam |
8% |
|
|
|
|
|
Course Description |
|
Briefly, ENG 111 presents students with
the opportunity to refine and develop their writing skills, as well as
introducing them to the process of research using the library, various means
of technological support, and the MLA style.
|
|
Table of Contents |
|
Brief
Description of Assignments Departmental
Plagiarism Policy Grading
Standards and Guidelines |
Course goals and objectives
|
Knowledge
1. To develop in students an
understanding of the power and pragmatism of precise language, students will
continue to: ·
Identify and exhibit a working knowledge of correct Standard English. ·
Recognize logical development in their writing and the writing of
others. ·
Internalize the power of writing concisely and logically. ·
Recognize theses in their own work and that of others. ·
Identify various rhetorical strategies. 2. To prepare students for the
information revolution by encouraging the development of basic computer
literacy, students will continue to: ·
Demonstrate basic skills of MS Word and PowerPoint as tools for
developing clear and accurate writing. ·
Exhibit a working knowledge of the basic tools for research using the
Internet, databases, and other on-line research tools and identify the
utility and limitations of computer tools. 3. To understand the discursive
quality of the Writing Process, students will continue to: ·
Distinguish prewriting skills. ·
Recognize the rationale of brainstorming. ·
Recognize the basic skills of drafting. ·
Internalize the value of editing and peer revising. ·
Comprehend that revision is essential to good writing. ·
Perceive the importance of good writing in many situations, academic,
career, personal, etc. 4. To develop in students an
understanding of how language reflects and shapes cultural values, ideas, and
movements, students will continue to: ·
Identify the power of writing
in shaping human values. ·
Recognize the transference of culture and ideas through good writing. ·
Comprehend that writing can be a useful tool for learning. 5. To develop in students a greater
understanding of the research process, students will: ·
Recognize the importance of research to their writing and lifelong
learning. ·
Comprehend strategies for research. ·
Recognize the difference between primary and secondary sources. ·
Identify the characteristics of reliable source material. 6. To develop in students the MLA
method of documentation, students will: ·
Continue to understand the rationale for the MLA method of
documentation. ·
Continue to demonstrate the ability to document source materials in
their papers. ·
Continue to recognize the dangers of plagiarism. |
|
|
Skills
7.
To develop a functional proficiency in the
English language, students will: ·
Continue to identify the audience and
purpose for their writing. ·
Continue to become proficient in a variety
of rhetorical strategies such as argumentation, comparison/contrast, etc. ·
Continue to distinguish between formal and
informal tone for varying audiences. ·
Continue to develop a life-long habit of
vocabulary building. ·
Continue to formulate credible theses and
provide support for their theses. ·
Continue to use appropriate diction for
varying audiences. ·
Exhibit appropriate style, tone, vocabulary,
sentence structure, and paragraph development. 8.
To demonstrate a working knowledge of the
Writing Process, students will: ·
Exhibit a more mature ability to brainstorm,
draft, edit, revise and publish. ·
Use secondary sources in the writing
process. 9.
To learn to write from secondary sources,
students will: ·
Write credible summaries, paraphrases, and abstracts. ·
Identify materials that have been
plagiarized. ·
Use quotations accurately and
appropriately. ·
Use MLA Documentation Format. ·
Construct an argument using secondary
sources. ·
Avoid plagiarism. 10. To
develop the ability to think critically about what they are reading. Students
will: ·
Develop skills for close reading ·
Explore ways to incorporate the writing
process into critical reading through techniques such as annotating. ·
Apply logical and critical thinking skills
to texts under their consideration. ·
Assess the credibility of secondary sources. ·
Demonstrate reading competency in a variety
of genres such as novels, short Stories,
and essays. |
|
|
Attitudes and Values
11. To
develop a respect for the power of the written word, students will: ·
Build lifelong reading habits. ·
Demonstrate an awareness of the impact of
the written word on history, society, and culture. ·
View writing as a major force in the
development of history, society, and culture. 12. To
encourage a life-long appreciation of writing as a powerful tool. ·
Express their insights about the power of
the written word throughout history. ·
Demonstrate how ideas as shaped by words are
agents of change in history, culture, society, and personal development. 13. To support
the development of good judgment about the quality of written expression,
students will: ·
Demonstrate
an awareness of the varying characteristics of written expression. ·
Develop an appreciation for clarity,
insight, organization, and creativity in written expression. ·
Demonstrate the ability to discern the reliability of secondary
sources. |
|
|
|
Before
each major writing assignment is due, students are required to participate in
the peer review workshop. Failure to participate in the workshop either
through absence or through lack of preparation will result in the loss of one
letter grade for the paper. |
|
|
|
Late assignments Deadlines
are part of life and the writing process. Late papers will be penalized
one-third of a grade for each day that they are late. Assignments are due on
the day that they appear on the calendar. If you know in advance that you
will be absent from a class, you must make arrangements to turn in your paper
early. |
|
|
|
Electronic submission of written work Any
written work may be submitted to me by e-mail, but it must be either in the
body of the e-mail, attached as a Microsoft Word document, or saved in RTF. I
will not accept attachments in any format other than these. |
|
|
|
Quizzes There
will be several unannounced quizzes this semester, based on reading material
and class material. No makeup quizzes will be
available. When quizzes are unannounced, giving makeup
quizzes would give students who miss class an advantage over students who
attend class. Even when quizzes are
announced, only a few questions make good quiz questions, and I use the best
ones on the quizzes given during class.
If I used the same questions on makeup quizzes, students would have an
incentive to miss class in order to have an advantage on makeup quizzes. If I used different questions, the makeup
quizzes would not accurately measure how well students know the
material. Other students’ grades will
not hurt your grade, so you will not be treated unfairly if you need to drop
a quiz because of an unavoidable absence while other students drop quizzes on
which they received low grades. |
|
|
|
E-mail All students
are required to activate and check regularly their Ohio Dominican University
e-mail accounts. If I need to contact you outside of class, I will do so
through your ODU account. |
|
|
|
Attendance and civility in the classroom This
course is not designed merely to convey information to be memorized. It is designed to cultivate the habit of
arguing and writing intelligently about important questions. Being active in class discussions is
crucial to developing this habit and disposition. Therefore,
attendance is required, and your grade may be lowered by one-third grade
(e.g., a B- to a C+) for each absence after three, regardless of the reason
for the absence. This policy includes illnesses. Mere physical presence in class does not
satisfy the attendance requirement.
If you appear to sleep, to work on other subjects, or to talk without
permission during class, you may be marked absent for that day. You should be seated and ready for class when
class begins. |
|
|
|
Academic honesty Plagiarism
is a serious moral offense. All written work must be formatted and documented
in MLA Style. Students who plagiarize will fail the class. See the English Division Plagiarism Statement below. We will
discuss these issues at length before the first major writing assignment is
due. Further, all written work submitted for credit in this class must be
written originally for this class. Please see the instructor if you have
concerns. Ignorance of the standards
of academic honesty is not an acceptable excuse for violating these
standards. Students who commit any academic dishonesty—intentionally or
unintentionally—will be penalized. Students will be required to
submit electronic versions of their papers to Turnitin.com. |
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The Write Place All
students should make good use of The
Write Place, the writing center located in |
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Assessment activities As part
of the English Division’s ongoing self-assessment research, all students will
be required to complete a diagnostic essay (at both the beginning and the end
of the semester) to submit graded copies of their papers. |
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Students with disabilities Students
who have documented their disabilities with the Dean of Student Resources are
encouraged to meet privately with the instructor to discuss arrangements for
their approved accommodations. |
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Conferences I enjoy
meeting with my students for a private conference; I find individual
conferences to be extremely productive and well-worth the time, both for me
and for the student. If at any time during the semester you have concerns
about a class policy or procedure or your performance in the class, please
set up a time to meet with me. |
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English Division Plagiarism Policy According
to the Ohio Dominican University Student
Handbook, “When a student submits work purporting to be his/her own, but which
borrows ideas, organization, wording, or anything else from some other source
without an appropriate acknowledgment of that fact, the student is guilty of
plagiarism.” Plagiarism
can be either unintentional or intentional.
Unintentional plagiarism is the result of faulty citation procedures,
and English 110 and 111 are designed to provide you with the knowledge and
experience to cite sources properly.
Students who did not take these courses at Ohio Dominican University
are responsible for familiarizing themselves with appropriate methods of
documentation. Intentional
plagiarism is another matter. Writers
who knowingly submit someone else’s writing as their own are guilty of the
most serious of academic offenses. It
can damage, even end, a career in academics, business, or public life. A record of college plagiarism can follow a
student after graduation as surely as a record of grades. More importantly, plagiarists do not
understand the very idea of academic study and are helping to destroy its
fundamental integrity. Plagiarism
undermines the validity of course grades and so cheats the academic
institution, future employers, and the majority of students who do their own
work at the cost of their valuable time and effort. Intentional
plagiarism will be dealt with severely in this course. Students who plagiarize will receive an
“F” as a final grade, and no excuses whatsoever will be accepted. A common excuse after the discovery of
plagiarism is that a friend or family member “helped” in the writing of the
work submitted. Such assistance is
acceptable only at the level of review and advice—the same procedure that
takes place in classroom peer review and through the assistance of an
instructor. Any use of
another’s words or ideas must be cited or considered plagiarism. The work submitted, while it may be
reviewed for suggestions by others, must be your own, or must be properly
cited if it is not. See the Student Handbook for a full discussion
of this issue. The
Worldwide Web has made the issue of plagiarism still more complex. Essays on virtually every subject are
available for sale or in library archives.
Be fully aware that college instructors know this, and they know the
sites where such material can be downloaded. To avoid
the entire problem of tracing sources, this course will employ the oral
defense of student work, a standard procedure of graduate school study. If the instructor determines that the
student has plagiarized work, an oral defense of that work will be
required. Before the course
instructor, the student will be asked to demonstrate a full knowledge of the
essay. That will include all the
vocabulary used, the concepts discussed, the examples cited, and any other
ideas or issues that the paper presents.
Such questions will be easy to answer for the original writer. If the oral defense demonstrates that the
work, or any part of it, is not the student’s own, the student will fail the
course. |
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Use these
descriptions of the expectations for college-level writing as you write and
revise your papers. |
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The A theme shows insight and the ability
to state and develop a central idea. Its ideas are clear, logical, and
thought provoking; it contains all the positive qualities of good writing
listed below: 1.
Careful construction and organization. 2.
Careful choice of effective words and phrases. 3.
Concentration on a main purpose with adequate development and firm support. |
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The B theme has a clearly stated central
purpose which is logically and adequately developed. Its ideas are clear
because it contains some of the positive qualities of good writing. It is
comparatively free of errors in the use of good English. Although indicating
some competence, the B paper lacks that insight and style which characterizes
the A paper. |
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The
average theme will receive a grade of C.
It has a central idea organized clearly enough to convey its purpose to the reader.
It avoids serious errors in the use of English. It may, in fact, have few
correction marks on it, but it lacks the vigor of thought and expression
which would entitle it to an above-average rating. |
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The grade
of D indicates below-average achievement
in expressing ideas correctly and effectively. Most D themes contain serious
errors in the use of English and fail to present a central idea or to develop
it adequately. A D theme may also contain a significant lack of evidence for
the claims posited within the theme. With more careful proof-reading and
fuller development, many D themes might be worth at least a C rating. |
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The grade
of F usually indicates failure to
state and develop a main idea. It may also indicate failure to avoid serious
errors in grammar, spelling, punctuation, and sentence structure. |
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Twenty Guidelines for Writing Argumentative Essays If you
follow these twenty guidelines, you will avoid some of the most common
mistakes among college students. |
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1. Do not use other people’s ideas
without documenting the source. All quotes, paraphrases, and summaries of
both primary and secondary sources must be documented. See the page on
documenting sources and academic honesty. 2. Provide proper citations when you
report someone’s position. Imagine
that your reader doubts the accuracy of your statements about the other
person’s position so that you need to identify specific texts to verify these
statements. Essays that violate this
rule often receive low grades, because such essays often are inaccurate. For example, if you try to find a citation
to support the statement “Aristotle says that wealth is identical to
happiness,” you will find that Aristotle denies that wealth is
identical to happiness. 3. Follow the assignment. Brilliant essays that do not complete the
assignment will receive low grades. 4. Give evidence to defend important
assertions. Asserting something does
not make it true. Likewise, saying
that you strongly believe, personally believe, or just believe something does not make
it true. An argumentative essay
differs from forms of writing that sometimes do not require arguments, such
as reflection papers, autobiographies, poems, Stories, and works of fiction. 5. Do not use quotations or
paraphrases as substitutes for arguments and explanations. Citing a passage does not excuse you from
explaining it, defending it, and showing how it strengthens your essay. For example, if you write, “As Aristotle
says in his Nicomachean Ethics,
finding the function of a human being will show us what happiness is” (1.7),
then you should explain what Aristotle means, give evidence to support his
statement, and show how his statement strengthens your essay. 6. Use clear and precise language,
not vague, imprecise, or fancy language.
Strong arguments and clear explanations will impress your instructor;
fancy words will not. For example, do
not write, “In the warp and woof of human existence, not a few people take
detours from the path of truth.” A
clearer way of expressing the same idea is, “People sometimes make
mistakes.” An intelligent person who
is unfamiliar with your topic should be able to understand your writing. To satisfy this standard, you should start
by understanding the material that your essay discusses. Students who try to write essays without
understanding the material almost always fail. 7. Follow a clear outline, and do not
add material without clearly explaining how it strengthens your essay. Eliminate any word, sentence, or section
that does not strengthen your essay.
Readers should not have to guess about why a part of your essay is
relevant. 8. Do not rely on dictionaries to
define important terms. The
lexicographers who define terms such as immoral
or God usually give bland
definitions that will not strengthen your essay. 9. Read your essay out loud, and
imagine reading it to an intelligent person who is unfamiliar with your topic
and who does not want to work hard at deciphering what you write. (Your instructor fits the second part of this
description.) You probably will
overlook problems when you read your paper silently. 10. Use your word processing program
to check the spelling and grammar.
Your word processing program should be able to identify many of the
mistakes on the next page. 11. Do not use they, their, them, or themselves as singular pronouns, and remember that that the word themself is not a word in standard
written English. Anybody, anyone, each, either, everybody, everyone,
neither, one, somebody, and someone are singular pronouns. This mistake is the most common grammatical
mistake in college students’ writing.
For example, do not write, “If someone agrees with Ayer, then they
are mistaken.” Some people say that
using they or their as singular pronouns has become acceptable. Your instructor disagrees. 12. Do not use comma splices, run–on
sentences, or sentence fragments, and do not confuse a comma (,) with a
semicolon (;). For example, do not
write, “Abraham Lincoln was poor as a child, however he became president” or
“However he became evident.” A
comma may not be used to connect independent clauses (i.e., clauses that
could be complete sentences on their own).
The following words should be preceded by a semicolon when used to
connect clauses of a compound sentence: then,
however, thus, hence, indeed, accordingly, besides, therefore. Also, remember that “being”
is not by itself a complete verb. A phrase that uses “being” as the sole verb
is a fragment, not a complete sentence. 13. Avoid unclear uses of it, that, or this. For example, do not write, “Kant argues
that people should live according to reason.
In Kant’s moral theory, it all comes down to that.” 14. Remember that most adverbs end in ly.
“Thieves act morally wrong” is incorrect; “Thieves act immorally” is
correct. 15. Do not use it’s or you’re as
possessive pronouns or its and your as contractions for it is and you are. “Your in danger,
because the snake is rattling it’s tail, which means that its about to strike
at you’re leg.” is incorrect; “You’re in danger, because the snake is
rattling its tail, which means that it’s about to strike at your leg” is
correct. 16. Use apostrophes correctly. Adding s
to the end of a word usually makes it plural, while adding ‘s usually makes the word
possessive. (It’s and its are two
exceptions.) “Aristotles argument’s
against materialist’s” is incorrect; “Aristotle’s arguments against
materialists” is correct. 17. Do not confuse to effect and to affect or effect and
affect. To effect something is to cause it to
exist; to affect something is to influence it. Aristotle’s arguments affected Aquinas, but they did not effect Aquinas. Because
these arguments affected Aquinas,
they had an effect on him. 18. Avoid unnecessary uses of personal and personally. For example,
do not write, “In my personal opinion, lying is immoral” or “I personally
believe that lying is immoral.” 19. Remember the difference between
saying that a statement is true and
saying that a statement is considered true and the difference
between saying that an something is
morally wrong and saying that the thing is
considered morally wrong. 20. Do not use I, we, he, she, or they as object
pronouns. People trying to sound more
educated than they are commonly make this mistake. “You spoke to he, she, and I” is incorrect;
“You spoke to him, her and me” is correct. |
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Course Calendar (MWF—please scroll down for TTh schedule.) Please
note: Assignments are due on the day on which they appear on the calendar. This
calendar is subject to revision (with due notice) at any point during the
semester. |
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Wednesday, January 18 |
In-Class
Work: Course introductions |
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Friday, January 20 |
Styling
Sentences: SP 1 (including 1a-1c): Compound
Sentence: Semicolon, No Conjunction, 7-11 In-Class
Work: Introduction to critical reading Critical response,
personal response, argument, and analysis Written diagnostic
essay |
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Monday, January 23 |
Reading
Assignment: “The Pitfall to Avoid at All
Costs,” Craft, 201-207 Essays on reserve at Spangler Library:
Plagiarism In-Class
Work: Discussion of plagiarism and professionalism in writing |
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Wednesday, January 25 |
Reading
Assignment: “The Tell-Tale Heart” and “The
Yellow Wallpaper,” Stories, 13-17,
115-129 Styling
Sentences: SP 3: Compound Sentence with
Explanatory Statement, 15-18 In-Class
Work: Introduction to argument paper assignment |
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Friday, January 27 |
Reading
Assignment: Craft,
114-126; Spirit, 4-37 In-Class
Work: Introduction to basic argument structures |
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Monday, January 30 |
Reading
Assignment: Spirit,
38-59; “Lost Phoebe,” Stories,
179-191 Writing
Assignment: Critical
notebook #1 In-Class
Work: Continued discussion of basic argument structures |
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Wednesday, February 1 |
Reading
Assignment: Craft,
127-150; Spirit, 60-92 Styling
Sentences: SP 5: A Series of Balanced Pairs,
28-30 In-Class
Work: Continued discussion of basic argument structures |
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Friday, February 3 |
Writing
Assignment: Complete draft of argument paper
due In-Class
Work: Peer review workshop of argument
paper |
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Monday, February 6 |
Reading
Assignment: Craft,
208-218 In-Class
Work: Revision activities for your argument paper Bring your draft
and make an electronic version available for use in class |
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Wednesday, February 8 |
Writing
Assignment: Final copy of argument paper due In-Class
Work: Introduction to research paper assignment Brainstorming of
possible topics |
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Friday, February 10 |
Reading
Assignment: Craft,
9-31; Spirit, 93-118 Styling
Sentences: SP 6: An Introductory Series of
Appositives, 31-34 In-Class
Work: Connecting with your readers |
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Monday, February 13 |
Reading
Assignment: Craft,
37-53; Spirit, 119-139 In-Class
Work: Developing topics Styling
Sentences: SP 7: An Internal Series of
Appositives or Modifiers, 35-37 |
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Wednesday, February 15 |
Reading
Assignment: Craft,
56-71; Spirit, 140-170 In-Class
Work: Continued development of topics |
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Friday, February 17 |
Reading
Assignment: The
Picture of Dorian Gray, “Preface” and Chapters 1-3 Writing
Assignment: Critical
notebook #2 |
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Monday, February 20 |
Reading
Assignment: The
Picture of Dorian Gray, Chapters 4-7 Writing
Assignment: Critical
notebook #3 |
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Wednesday, February 22 |
Reading
Assignment: The
Picture of Dorian Gray, Chapters 8-10 Writing
Assignment: Critical
notebook #4 |
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Friday, February 24 |
Reading
Assignment: The
Picture of Dorian Gray, Chapters 11-14 Writing
Assignment: Critical
notebook #5 |
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Monday, February 27 |
Reading
Assignment: The
Picture of Dorian Gray, Chapters 15-end “Writing about
Literature,” Keys, 67-72 |
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Wednesday, March 1 |
Styling
Sentences: SP 10: Emphatic Appositive at End,
After a In-Class
Work: In-Class Workshop on literary analysis paper Bring Dorian
Gray and what you have so far written |
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Friday, March 3 |
Writing
Assignment: Complete draft of literary analysis
due In-Class
Work: Peer review workshop of literary
analysis |
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Monday, March 6 |
Writing
Assignment: Final copy of literary analysis of Dorian Gray due In-Class
Work: Introduction to doing research at ODU Formation of research groups |
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Wednesday, March 8 |
Reading
Assignment: Spirit,
171-209; “Using Sources,” Craft,
90-107 In-Class
Work: Explanation of annotated bibliography |
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Friday, March 10 |
Writing
Assignment: CN #6: Proposal for long research
paper Styling
Sentences: SP 11: Interrupting Modifier
between Subject and Verb, 63-66 In-Class
Work: In-class research workshop/evaluating sources (Know How) |
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Monday, March 13 |
No Class—Spring Break |
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Wednesday, March 15 |
No Class—Spring Break |
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Friday, March 17 |
No Class—Spring Break |
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Monday, March 20 |
Reading
Assignment: Craft,
151-164; Spirit, 210-249 In-Class
Work: Review of voice and connecting with audience Review of ethos, pathos, logos Review of research as exploratory process |
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Wednesday, March 22 |
Writing
Assignment: Annotated bibliography for research
paper due In-Class
Work: Research workshop |
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Friday, March 24 |
Reading
Assignment: Craft,
165-181 Bring at least one
source with you to class Writing
Assignment: Critical notebook #7 In-Class
Work: Responsible note taking and responses to sources |
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Monday, March 27 |
Reading
Assignment: “Preparing to Draft,” Craft, 185-200 Styling
Sentences: SP 16: Paired Constructions, 88-92 In-Class
Work: Workshop outline development; make your notes available
to use in class |
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Wednesday, March 29 |
Reading
Assignment: Craft,
201-207 Writing
Assignment: Outline of research paper due (at
least 2 pages single spaced) In-Class
Work: Moving from an outline to a paper |
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Friday, March 31 |
In-Class
Work: Review of structure of an argument |
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Monday, April 3 |
Reading
Assignment: Spirit,
250-277 Writing
Assignment: Optional
re-write of either your argument paper or your literary analysis due. You
may turn in your re-write before this date, if you would like to do so. In-Class
Work: Review of voice and connecting with audience |
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Wednesday, April 5 |
Reading
Assignment: “Introductions and Conclusions,” Craft, 222-240; Spirit, 278-288 Writing
Assignment: Critical notebook #8 |
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Friday, April 7 |
No Class—Dr. Dougherty will be
attending the College English Association conference. |
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Monday, April 10 |
Reading Assignment:
Keys, 122-136 In-Class
Work: Smooth integration of sources Review of citation
issues Bring whatever you
have written on your draft and your Keys book |
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Wednesday, April 12 |
Writing
Assignment: Complete draft (including citations
and works cited page) of long research paper due In-Class
Work: Peer review workshop of draft |
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Friday, April 14 |
No Class—Good Friday |
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Monday, April 17 |
No Class—Easter Monday |
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Wednesday, April 19 |
In-Class
Work: Revision activities for your research paper Bring your draft
and make an electronic version available for use in class |
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Friday, April 21 |
Reading
Assignment: Craft,
263-282 In-Class
Work: Revision activities for your research paper Bring your draft
and make an electronic version available for use in class |
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Monday, April 24 |
In-Class
Work: Final copy of long research paper due PowerPoint
Presentations |
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Wednesday, April 26 |
In-Class
Work: PowerPoint Presentations |
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Friday, April 28 |
No Class—College English
Association of |
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Monday, May 1 |
In-Class
Work: PowerPoint Presentations |
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Wednesday, May 3 |
In-Class
Work: PowerPoint Presentations |
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Friday, May 5 |
No Class—Dr. Dougherty will be
attending the International Congress on Medieval Studies. |
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Monday, May 8 |
10:30
Class (section 7), Final Exam 10:00 – 11:50 11:45
Class (section 9), Final Exam 12:00 – 1:50 |
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Course Calendar (TTh—please scroll
up for MWF schedule.) Please
note: Assignments are due on the day on which they appear on the calendar.
This calendar is subject to revision (with due notice) at any point during
the semester. |
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Tuesday, January 17 |
In-Class Work: Course introductions Written diagnostic essay |
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Thursday, January 19 |
Reading Assignment: “The Pitfall to Avoid at All Costs: Plagiarism,” Craft, 201-207 Essays on reserve
at Spangler Library: Plagiarism Styling Sentences: SP 1 (including 1a-1c): Compound Sentence: Semicolon, No
Conjunction, 7-11 In-Class Work: Introduction to critical reading Critical response, personal response, argument, and
analysis Discussion of plagiarism and professionalism in writing |
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Tuesday, January 24 |
Reading Assignment: “The Tell-Tale Heart, ”“The Yellow Wallpaper,” and “Lost
Phoebe,” Stories, 13-17, 115-129,
179-191 In-Class Work: Introduction to argument paper assignment |
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Thursday, January 26 |
Reading Assignment: Craft, 114-126;
Spirit, 4-31 Styling Sentences: SP 3: Compound Sentence with Explanatory Statement, 15-18 In-Class Work: Continued work on basic argument structures |
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Tuesday, January 31 |
Reading Assignment: Craft, 127-150;
Spirit, 32-59 Writing Assignment: Critical notebook #1 In-Class Work: Continued work on basic argument structures |
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Thursday, February 2 |
Reading Assignment: Spirit, 60-92 Writing Assignment: Bring an electronic or hard copy
version of your draft so far Styling Sentences: SP 5: A Series of Balanced Pairs, 28-30 In-Class Work: Workshop and revision activities for argument paper |
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Tuesday, February 7 |
Reading Assignment: Craft, 208-218 Writing Assignment: Complete draft of argument paper due In-Class Work: Peer review workshop of argument paper |
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Thursday, February 9 |
Writing Assignment: Final copy of argument paper due In-Class Work: Introduction to research paper assignment Brainstorming of possible topics Introduction to research as a thinking activity |
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Tuesday, February 14 |
Reading Assignment: Spirit, 93-139;
Skim Craft, 9-31 Styling Sentences: SP 6: An Introductory Series of Appositives, 31-34 In-Class Work: Connecting with your readers |
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Thursday, February 16 |
Reading Assignment: Spirit,
140-170; Skim Craft, 37-71 Styling Sentences: SP 7: An Internal Series of Appositives or Modifiers,
35-37 In-Class Work: Developing topics |
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Tuesday, February 21 |
Reading Assignment: The Picture of
Dorian Gray, “Preface” and Chapters 1-5 Writing Assignment: Critical notebook #2 |
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Thursday, February 23 |
Reading Assignment: The Picture of
Dorian Gray, Chapters 6-12 Writing Assignment: Critical notebook #3 |
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Tuesday, February 28 |
Reading Assignment: The Picture of
Dorian Gray, Chapters 13-end Writing Assignment: Critical notebook #4 Styling Sentences: SP 10: Emphatic Appositive at End, After a In-Class Work: In-class workshop on literary analysis Bring your draft and make an electronic version available
for use in class |
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Thursday, March 2 |
Reading Assignment: “Writing about Literature,” Keys, 67-72 Writing Assignment: Complete draft of literary analysis of Dorian Gray due In-Class Work: Peer review workshop of literary
analysis Revision activities for your literary analysis Bring your draft and make an electronic version available
for use in class |
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Tuesday, March 7 |
Writing Assignment: Final copy of literary analysis of Dorian Gray due In-Class Work: Introduction to doing research at ODU Explanation of annotated bibliography Formation of research groups |
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Thursday, March 9 |
Reading Assignment: Spirit,
171-209; “Using Sources,” Craft,
90-107 Writing Assignment: CN #5: Proposal for research paper In-Class Work: In-class research workshop/evaluating sources (Know How) |
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Tuesday, March 14 |
No Class—Spring Break |
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Thursday, March 16 |
No Class—Spring Break |
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Tuesday, March 21 |
Reading Assignment: Craft, 151-164;
Spirit, 210-249 Styling Sentences: SP 11: Interrupting Modifier between Subject and Verb,
63-66 In-Class Work: Review of voice and connecting with audience Review of ethos,
pathos, logos Review of research as exploratory process |
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Thursday, March 23 |
Reading Assignment: Craft, 151-181;
Spirit, 210-249 Writing Assignment: Annotated bibliography for research paper due In-Class Work: Responsible note taking Bring at least one source with you to class Research workshop |
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Tuesday, March 28 |
Reading Assignment: “Preparing to Draft,” Craft,
185-207 Writing Assignment: Critical notebook #7 Styling Sentences: SP 16: Paired Constructions, 88-92 In-Class Work: Workshop outline development—make your notes available to use in
class |
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Thursday, March 30 |
Writing Assignment: Outline of research paper due (at least 2 pages single spaced) In-Class Work: Review of structure of an argument |
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Tuesday, April 4 |
Reading Assignment: Spirit, 250-288 Writing Assignment: Optional re-write of either your argument paper or
your literary analysis due. You may turn in your re-write before this date,
if you would like to do so. In-Class Work: Review of voice and connecting with audience |
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Thursday, April 6 |
Reading Assignment: “Introductions and Conclusions,” Craft, 222-240 Writing Assignment: Critical notebook #8 |
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Tuesday, April 11 |
Reading Assignment: Keys, 122-136 In-Class Work: Smooth integration of sources Review of citation issues Bring whatever you have written on your draft and your Keys book |
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Thursday, April 13 |
Writing Assignment: Complete draft (including citations and works cited page)
of long research paper due In-Class Work: Peer review workshop of draft |
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Tuesday, April 18 |
In-Class Work: Revision activities for your research paper Bring your draft and make an electronic version available
for use in class |
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Thursday, April 20 |
In-Class Work: Revision activities for your research paper Bring your draft and make an electronic version available
for use in class |
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Tuesday, April 25 |
Writing Assignment: Final copy of long research paper due In-Class Work: PowerPoint Presentations |
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Thursday, April 27 |
In-Class Work: PowerPoint Presentations |
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Tuesday, May 2 |
In-Class Work: PowerPoint Presentations |
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Thursday, May 4 |
No Class—Dr. Dougherty will be attending the International Congress on
Medieval Studies. |
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Tuesday, May 9 |
Final Exam 12-1:50. |
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Dr. Michelle Ruggaber Dougherty |
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Please see the general program syllabus
for the description, goals, and objectives of this course. |
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Course Requirements and Grading
Scale |
Point Value |
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Paper One |
50 |
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Paper Two |
100 |
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11
Quizzes (lowest dropped) |
150 (15
points each) |
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Midterm |
75 |
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Final |
75 |
|
Participation |
50 |
|
A |
96-100 |
475-500 |
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A- |
93-95 |
465-474 |
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B+ |
89-92 |
445-464 |
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B |
85-88 |
425-444 |
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B- |
82-84 |
410-424 |
|
C+ |
79-81 |
395-409 |
|
C |
75-78 |
375-394 |
|
C- |
70-74 |
350-374 |
|
D+ |
68-69 |
340-349 |
|
D |
65-67 |
325-339 |
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D- |
60-64 |
300-324 |
|
F |
0-59 |
0-299 |
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Course Policies |
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Quizzes There
will be 11 short, unannounced quizzes, the lowest of which will be dropped.
The quizzes will be a combination of multiple choice, fill in the blank, and
short essay. The material covered by each quiz may include any reading due in
class that day, any reading we have done since the last quiz, and any
material we have covered in class since the last quiz. Because the lowest
quiz grade is dropped, there will be no make-up quizzes. |
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Participation In order
to achieve your full participation grade, you must do the following: ·
Treat me and your fellow classmates with respect. ·
Consistently arrive to class in enough time to be settled by the time
we start. ·
Consistently come to class. ·
Bring all of the class materials we will be using each day. ·
Come to class having carefully read the material and prepared to say
something thoughtful about what you have read. ·
Turn in all papers and assignments on time. |
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Late assignments Deadlines
are part of life and the writing process. Late papers will be penalized
one-third of a grade for each day that they are late. Assignments are due on
the day that they appear on the calendar. If you know in advance that you
will be absent from a class, you must make arrangements to turn in your work
early. |
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Exams and Essays A midterm
exam will be given on Friday, October 15; a comprehensive final will be given
during exam week. You will also write two major essays that ask you to
synthesize and analyze the material we are covering. Late papers will be
penalized one grade for each class day that they are late. Both papers must
be completed and submitted in order to pass the course. |
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E-mail All
students are required to activate and check regularly their |
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Attendance and civility in the classroom Punctual
class attendance and participation are required. Students are permitted three
(3) absences, which should be reserved for illness, emergencies, or
athletics. More than three absences will result in a drop in your final grade
by one-half letter grade for each class past three that you miss. If you must
miss class, please notify me in advance, or as soon as you can. I make no
distinction between excused and unexcused absences. |
|
|
|
Academic honesty Please
note that plagiarism and cheating can result in the failure of a paper, exam,
quiz, or the entire course. I take plagiarism very seriously and will report
all cases of plagiarism to the Director of the Humanities Program and to the
Office of Academic Affairs. All sources, including the texts we are using in
class, must be documented fully and completely according to MLA conventions.
We will discuss these issues in class before the first paper is due. |
|
|
|
Students with disabilities Students
who have documented their disabilities with the Dean of Student Resources are
encouraged to meet privately with the instructor to discuss arrangements for their
approved accommodations. |
|
|
|
Conferences I enjoy
meeting with my students for a private conference; I find individual
conferences to be extremely productive and well-worth the time, both for me
and for the student. If at any time during the semester you have concerns
about a class policy or procedure or your performance in the class, please
set up a time to meet with me. |
|
Course Calendar Please
note: Assignments are due on the day on which they appear on the calendar.
This calendar is subject to revision (with due notice) at any point during
the semester. |
|
Monday,
August 23 |
Introductions |
|
Wednesday,
August 25 |
“The
Allegory of the Cave,” Coursepack |
|
Friday,
August 27 |
The Iliad, Book 1 |
|
Monday,
August 30 |
The Iliad, Book 3 |
|
Wednesday,
September 1 |
The Iliad, Book 6 |
|
Friday,
September 3 |
“Odysseus’
Scar” on reserve at |
|
Monday,
September 6 |
Labor
Day—No Class |
|
Wednesday,
September 8 |
The Iliad, Book 9 |
|
Friday,
September 10 |
The Iliad, Book 16; Discussion of Essay #1
assignment |
|
Monday,
September 13 |
The Iliad, Book 18 “From
Myth to Philosophy,” Coursepack |
|
Wednesday,
September 15 |
The Iliad, Book 22 |
|
Friday,
September 17 |
“Epic and
Novel,” on reserve at |
|
Monday,
September 20 |
The Iliad, Book 24 |
|
Wednesday,
September 22 |
Antigone |
|
Friday,
September 24 |
Antigone Essay #1 Due |
|
Monday,
September 27 |
Plato,
“The Apology,” 37-67 |
|
Wednesday,
September 29 |
The Aeneid, Book 1 |
|
Friday,
October 1 |
The Aeneid, Book 2 |
|
Monday,
October 4 |
The Aeneid, Book 4 |
|
Wednesday,
October 6 |
The Aeneid, Book 6 |
|
Friday,
October 8 |
The Aeneid, Book 7 |
|
Monday,
October 11 |
The Aeneid, Book 8 |
|
Wednesday,
October 13 |
Review
for Midterm Exam |
|
Friday,
October 15 |
Midterm Exam |
|
Monday,
October 18 |
Midterm
Break—No Class |
|
Wednesday,
October 20 |
The Aeneid, Book 12 |
|
Friday,
October 22 |
Review
and synthesis Introduction
to Job |
|
Monday,
October 25 |
The Book of Job, Chapters 1-14 |
|
Wednesday,
October 27 |
Job, Chapters 28-37 |
|
Friday,
October 29 |
Job, Chapters 38-42 “The
Covenant of Faith” in Notes on Humanity, 23-40 |
|
Monday,
November 1 |
“The
Church and the Empire” in Notes on
Humanity, 32-40 The Gospel of Matthew, Chapters 1-15 |
|
Wednesday,
November 3 |
Matthew, Chapters 16-28 |
|
Friday,
November 5 |
Parables
of Matthew, review the parables in
chapters 5, 7, 9, 13, 18, 20-22, and 25 |
|
Monday,
November 8 |
“The
Medieval Synthesis” in Notes on Humanity, 33-40 Augustine,
Confessions, Book 1 |
|
Wednesday,
November 10 |
Confessions, Book 2 |
|
Friday,
November 12 |
Confessions, Book 3 |
|
Monday,
November 15 |
Confessions, Book 4 |
|
Wednesday,
November 17 |
“The Confessions: Theme and Pattern,”
Coursepack Discussion
of Essay #2 assignment |
|
Friday,
November 19 |
Augustine,
Confessions, Book 5 |
|
Monday,
November 22 |
Confessions, Book 6 |
|
Wednesday,
November 24 |
Thanksgiving
Break—No Class |
|
Friday,
November 26 |
Thanksgiving
Break—No Class |
|
Monday,
November 29 |
Confessions, Book 7 |
|
Wednesday,
December 1 |
Confessions, Book 8 |
|
Friday,
December 3 |
Confessions, Book 9 |
|
Monday,
December 6 |
Catch-up
and review |
|
Wednesday,
December 8 |
Catch-up
and review Essay #2 Due |
|
Friday,
December 10 |
Review
for Final Exam |
|
Monday,
December 13 |
Final
Exam, 10:00-11:50 am |
|
|
|
|
|
Dr. Michelle Ruggaber Dougherty |
|
|
Required Texts |
|
1. |
Addison,
Joseph. Cato: A Tragedy. Eds.
Christine Dunn Henderson and Mark E. Yellin. |
|
2. |
de Staël,
Germaine. Corinne, or |
|
3. |
Hawthorne,
Nathaniel. The Marble Faun. Ed.
Susan Manning. |
|
4. |
James,
Henry. Daisy Miller. Ed. Geoffrey
Moore. |
|
5. |
Shakespeare,
William. The Tragedy of Coriolanus.
Ed. Reuben Brower. |
|
6. |
Virgil. The Aeneid. Trans. Robert Fitzgerald. |
|
7. |
Selections
from Romantic Poetry: An Anthology.
Ed. Stanley Appelbaum. |
|
Course Requirements |
|
Grading Scale |
|
|
|
|
One 4-6
page paper |
25% |
A |
95-100 |
C |
73-76 |
|
Two 1-3
page papers |
15% |
A- |
92-94 |
C- |
70-72 |
|
Quizzes |
25% |
B+ |
89-91 |
D+ |
68-69 |
|
Participation |
10% |
B |
84-88 |
D |
65-67 |
|
Final
Exam |
25% |
B- |
80-83 |
D- |
60-64 |
|
|
|
C+ |
77-79 |
F |
59 and
below |
|
Course Description |
|
In this
course we will examine the interaction between the city as setting and
character relationships. Throughout the course we will read works of
literature from different time periods and of different genres and discuss
the extent to which the Roman setting impacts relationships between
characters—or possibly acts as a character itself. As each work we will study
is either set in |
|
Course Policies |
|
|
|
Quizzes We will
start nearly every class with a short quiz. The material covered by each quiz
may include any reading due in class that day, any reading we have done since
the last quiz, and any material we have covered in class since the last quiz.
The lowest two quiz grades will be dropped, and there will be no make-up quizzes for absent or tardy students.
Absence from class will result in a zero for that day’s quiz. |
|
|
|
Participation Your
participation grade will be based on two elements. First, each student is
expected to come to each class with several questions to start discussion.
All students will be called on during every class, and all students are
expected to be able to contribute a comment or question to further our
discussion. Second, every student with give two in-class Scene Presentations.
Each student will select a scene from the day’s reading that is important to
our analysis, will read the scene aloud, will explain that scene’s
importance, and will pose a few questions to stimulate discussion. |
|
|
|
Late assignments Deadlines
are part of life and the writing process. Late papers will be penalized
one-third of a grade for each day that they are late. Assignments are due on
the day that they appear on the calendar. If you know in advance that you
will be absent from a class, you must make arrangements to turn in your work
early. |
|
|
|
Electronic submission of written work Any
written work may be submitted to me by e-mail, but it must be either in the
body of the e-mail or attached as a Microsoft Word document. I will not
accept attachments in any format other than Microsoft Word. |
|
|
|
E-mail All
students are required to activate and check regularly their |
|
|
|
Attendance and civility in the classroom This
course is not designed merely to convey information to be memorized. It is designed to cultivate the habit of
arguing and writing intelligently about important questions. Being active in class discussions is
crucial to developing this habit and disposition. Therefore,
attendance is required, and your grade may be lowered by one-third grade
(e.g., a B- to a C+) for each absence after three, regardless of the reason
for the absence. This policy includes illnesses. Mere physical presence in class does not
satisfy the attendance requirement.
If you appear to sleep, to work on other subjects, or to talk without
permission during class, you may be marked absent for that day. You should be seated and ready for class when
class begins. |
|
|
|
Academic honesty Plagiarism
is a serious moral offense. All written work must be formatted and documented
in MLA Style. Students who plagiarize will fail the class. See the English Division Plagiarism
Statement below. We will discuss these issues at length before the first
major writing assignment is due. Further, all written work submitted for
credit in this class must be written originally for this class. Please see
the instructor if you have concerns. Ignorance
of the standards of academic honesty is not an acceptable excuse for
violating these standards. Students who commit any academic
dishonesty—intentionally or unintentionally—will be penalized. |
|
|
|
Students with disabilities Students
who have documented their disabilities with the Dean of Student Resources are
encouraged to meet privately with the instructor to discuss arrangements for their
approved accommodations. |
|
|
|
Conferences I enjoy
meeting with my students for a private conference; I find individual
conferences to be extremely productive and well-worth the time, both for me
and for the student. If at any time during the semester you have concerns
about a class policy or procedure or your performance in the class, please
set up a time to meet with me. |
|
English According
to the Plagiarism
can be either unintentional or intentional.
Unintentional plagiarism is the result of faulty citation procedures,
and English 110 and 111 are designed to provide you with the knowledge and
experience to cite sources properly.
Students who did not take these courses at Intentional
plagiarism is another matter. Writers
who knowingly submit someone else’s writing as their own are guilty of the most
serious of academic offenses. It can
damage, even end, a career in academics, business, or public life. A record of college plagiarism can follow a
student after graduation as surely as a record of grades. More importantly, plagiarists do not
understand the very idea of academic study and are helping to destroy its
fundamental integrity. Plagiarism
undermines the validity of course grades and so cheats the academic
institution, future employers, and the majority of students who do their own
work at the cost of their valuable time and effort. Intentional
plagiarism will be dealt with severely in this course. Students who plagiarize will receive an
“F” as a final grade, and no excuses whatsoever will be accepted. A common excuse after the discovery of
plagiarism is that a friend or family member “helped” in the writing of the
work submitted. Such assistance is
acceptable only at the level of review and advice—the same procedure that
takes place in classroom peer review and through the assistance of an
instructor. Any use of
another’s words or ideas must be cited or considered plagiarism. The work submitted, while it may be
reviewed for suggestions by others, must be your own, or must be properly
cited if it is not. See the Student Handbook for a full discussion
of this issue. The
Worldwide Web has made the issue of plagiarism still more complex. Essays on virtually every subject are
available for sale or in library archives.
Be fully aware that college instructors know this, and they know the
sites where such material can be downloaded. To avoid
the entire problem of tracing sources, this course will employ the oral
defense of student work, a standard procedure of graduate school study. If the instructor determines that the
student has plagiarized work, an oral defense of that work will be
required. Before the course
instructor, the student will be asked to demonstrate a full knowledge of the
essay. That will include all the
vocabulary used, the concepts discussed, the examples cited, and any other
ideas or issues that the paper presents.
Such questions will be easy to answer for the original writer. If the oral defense demonstrates that the
work, or any part of it, is not the student’s own, the student will fail the
course. |
|
Course Calendar Please
note: Assignments are due on the day on which they appear on the calendar.
This calendar is subject to revision (with due notice) at any point during
the semester. |
|
Tuesday,
September 6 |
The Aeneid, Books 1 and 2 |
|
Thursday,
September 8 |
The Aeneid, Books 4 and 6 Scene Presentation: |
|
Tuesday,
September 13 |
The Aeneid, Books 7 and 8 Scene Presentation: |
|
Thursday,
September 15 |
The Aeneid, Book 12 Coriolanus, Act I In class,
work with ODU Columbus papers. |
|
Tuesday, September
20 |
Coriolanus, Act II and Act III Scene Presentation: |
|
Thursday,
September 22 |
Coriolanus, Act IV and Act V Scene Presentation: |
|
Tuesday,
September 27 |
Cato, Prologue and Act I-Act II Scene Presentation: |
|
Thursday,
September 29 |
Cato, Act III-Act V and Epilogue Scene Presentation: |
|
Tuesday,
October 4 |
Corinne, 5-108 Short Essay Due |
|
Thursday,
October 6 |
Corinne, 109-201 Scene Presentation: |
|
Tuesday,
October 11 |
Corinne, 202-304 Scene Presentation: |
|
Thursday,
October 13 |
Corinne, 305-end Scene Presentation: |
|
Tuesday,
October 18 |
Romantic Poetry: Wordsworth, “Lines (Tintern
Abbey)” 25-29; Coleridge, “Frost at Midnight” 100-01; Shelley, “Hymn to
Intellectual Beauty” 145-47; Keats, “Ode on a Grecian Urn” 218-19 and “Ode on
Melancholy” 223-24 Scene Presentation: |
|
Thursday,
October 20 |
Keats and
Shelley House—Admission €3.50 per person Long Essay Due |
|
Tuesday,
October 25 |
Romantic Poetry: Keats, “The Eve of St.
Agnes”205-16; Shelley, “Adonais”165-79 Scene Presentation: |
|
Thursday,
October 27 |
Excerpts
from Twain, The Innocents Abroad
(handout) Excerpts
from Dickens, Pictures from Italy
(handout) Scene Presentation: |
|
Tuesday,
November 1 |
The Marble Faun, 3-88 Scene Presentation: |
|
Thursday,
November 3 |
The Marble Faun, 89-179 Scene Presentation: |
|
Tuesday,
November 8 |
The Marble Faun, 180-267 Scene Presentation: |
|
Thursday,
November 10 |
The Marble Faun, 268-end Scene Presentation: |
|
Tuesday,
November 15 |
Daisy Miller, 40-79 Short Essay Due—e-mail to ODU |
|
Thursday,
November 17 |
Daisy Miller, 80-end Wharton,
“Roman Fever” (handout) |
|
Tuesday,
November 22 |
TBA |
|
Thursday,
November 25 |
Final Exam—Final Short Essay due
today |
|
LEAD Adult Degree Program |
|
|
|
Dr. Michelle Ruggaber Dougherty |
|
Please see LEAD
Program Student Guide for Course Description, Course Objectives and Outcomes,
and Required Texts. |
|
Course Requirements |
|
Grading Scale |
|
|
|
|
Four Two-Page
Reflection Papers |
10% |
A |
95-100 |
C |
73-76 |
|
Six Quizzes |
10% |
A- |
92-94 |
C- |
70-72 |
|
Oral Briefing |
10% |
B+ |
89-91 |
D+ |
68-69 |
|
Issues in Life Writing Essay |
20% |
B |
84-88 |
D |
65-67 |
|
Researched Analytical Essay |
35% |
B- |
80-83 |
D- |
60-64 |
|
Ongoing
Group Presentations |
10% |
C+ |
77-79 |
F |
59 and
below |
|
Course Policies |
|
|
|
Guidelines for Written Work ·
All written work should be typed, using Times New Roman 12 pt. font
and 1” margins. ·
All written work must be submitted both as a hard copy and
electronically as an e-mail attachment. If you are not using Microsoft Word,
make sure your document is saved in Rich Text Format. ·
·
All essays submitted for this course should be devoid of grammatical
and spelling errors. Complete
sentences should be used. ·
All written work submitted will be graded on both composition and
content. ·
Submission of late work will be penalized ½ letter grade (i.e. B to
B-) for each calendar day it is late. ·
Plagiarism of any type and in any amount will not be tolerated. Any plagiarized work will receive a failing
grade. Please check with me if you have any
questions about proper citation prior
to submitting your work. Chapter 2 of your MLA Handbook explains plagiarism in detail. |
|
|
|
Guidelines for Quizzes Each
class will begin with a brief 10 point quiz on that day’s reading
assignment(s). Quizzes will be designed to test reading comprehension and
will require knowledge of details from the text. The lowest quiz grade will
be dropped and no make up quizzes will be given. The quiz will begin
promptly at the start of class. Late arrivals will not be permitted extra
time. |
|
|
|
Guidelines for Project Teams ·
Each team project for this course should represent a culmination of
the efforts of each member of the project team. No one person should be held
responsible for the work assigned. ·
All team assignments should reflect the total collaboration and
participation of its individual members. ·
Each member’s total participation becomes the responsibility of the
entire team and will be reflected in the grade. |
|
|
|
Attendance Attendance
contributes significantly to success in this program. In addition to
impacting the learning process, irregular attendance also affects financial
aid. Students must contact the course instructor when missing a class is
necessary and make arrangements for the submission of missed assignments due
to the absence. A lower course grade will occur when one absence occurs. A
course failure will occur when two absences occur. The last Saturday following the
last regularly scheduled class meeting session should be reserved as a
make-up date in the unlikely event of a class session postponement. |
|
Course Calendar Please
note: Assignments are due on the day on which they appear on the calendar. This
calendar is subject to revision (with due notice) at any point during the
semester. |
|
Class One (March 27) |
Individual: Read I, Claudius. Note: The
family relationships in I, Claudius
are very complex. See this website for a family tree:
http://www.historyinfilm.com/claudius/famtree4.htm. Response Paper (see Student Guide p. 24 for guidelines): Ideally,
response papers will lead into your longer papers. You are, therefore,
encouraged to base each response on one or more of the prompts listed in your
Student Guide description of the “Issues in Life Writing” Essay. You will
need to focus these general prompts into more specific points based on your
readings. You must also offer textual support for the points you make in your
response. Project Team: There are
no project team assignments due for Class One. |
|
Class Two (April 10) |
Individual: Read all of Write and submit the Response Paper
(see details under Class One). Project Team: Prepare a group presentation on some aspect of the readings
relating to the course theme and present it to the rest of the class for
discussion and critique. Look to the prompts listed in the “Issues in Life
Writing” description in your Student Guide for a starting point. Peer edit the response papers. Begin discussing potential ideas for the “Issues
in Life Writing” paper (page 25 in the Student Guide). Write a short report
about your progress (about 1 paragraph per team member). These papers are individual projects. The essay may be
based on an earlier response, but should be longer, more developed, and more
detailed. |
|
Class Three (April
17) |
Individual: Read the
preface and Parts 2 and 3 of Dorothy Day’s autobiography, The Long Loneliness. Read
Ray Kroc’s autobiography, Grinding it
Out. Write
and submit the two-page, typed Response Paper. Project Team: Discuss
the two readings for this class. Prepare a group presentation on some aspect of the readings relating to the
course theme and present it to the rest of the class for discussion and
critique. Explore
Dorothy Day and Ray Kroc and issues relating to their times on the Internet.
Be prepared to share your findings with the class. |
|
Class Four (April
24) |
Individual: Read Booker
T. Washington’s autobiography and Section One, “My Story Ends in Freedom,” in
Write and submit the four- to five-page, typed “Issues in Life Writing”
Essay. (Refer to
the Appendix.) Project Team: Discuss
the texts and prepare questions to help start class discussion on the texts. Compare and contrast life writing about Franklin and Lincoln with life writing
about the disenfranchised. Use peer review and peer editing to critique clarity of thesis, development of
thesis, quality of supporting evidence, style, and grammar and mechanics of
the “Issues in Life Writing” Essay. |
|
Class Five (May 1) |
Individual: Read Section Three, “Arts and Letters,”
in Write
and submit the two-page, typed Response Paper. Project
Team: Discuss how narrative creates identity,
(i.e., a sense of self). Be prepared to share your discussion with the class. Discuss the following quotation: “Through
art, history can be accurately portrayed and understood better than it might
be through mere historians. In fact, artists are the true historians for they
attempt to separate truth from the bare facts of history. Only through art can
one see both sides of history, not just the side of the victors who dominate
the texts of written records.”
[Brook Thomas] What are the strengths and weaknesses of writing history
“historically” versus through art? Continue using the techniques of peer
editing to improve the final paper, the Researched Analytical
Essay. (Refer to the Appendix.) |
|
Class Six (May 8) |
Individual: Read Section Two, “Research is a
Passion with Me: Women Scientists and Physicians” in Prepare a three- to five-minute oral
presentation supported by technology (PowerPoint or other visual program)
designed to share your research with other class members. Write and submit “Researched Analytical Essay.” Project
Team: Discuss how the text supports the
essential theme of the class: “Fictions of the Self: Biography,
Autobiography, and the Creation of Identity.” Assist one another as peer editors in
improving the final essays. |