PRINCE GEORGE’S COMMUNITY COLLEGE
English 102: Composition II
Professor Abby Bardi English Department
Email: email@example.com Office: Marlboro 3061
Course Description: In this course, we will use the three literary genres, fiction, poetry, and drama, as a focus for writing and discussion. Prerequisite: EGL 101.
and the Writing Process, Seventh Edition, ed.
· William Shakespeare, The Tempest (Shakespeare Made Easy), ed. Alan Durband (Barrons)
This course will explore the three major genres of literature--fiction, poetry, and drama—and will use these as a basis for writing your essays. English 102 stresses analytical skills in reading and writing, skills that are essential in any profession and in everyday life. The aim of this course is to help you develop your critical and writing skills, and equally important, to help you learn to better appreciate great literature.
Please read the enclosed information carefully. As you can see, there is a considerable amount of work that must be completed before the first class: our first assignments are due the first night of class, so please get started right away. It is also very important that you complete all reading before each class, as we will be discussing the assigned materials, and your participation is very important. You must also complete the first writing assignment by the first class meeting; if you are unable to turn in this writing assignment on the first weekend, it is recommended that you withdraw from the course.
A note about writing skills: this course presupposes that you have successfully completed English 101. This is not a review course: you should not attempt this course in the Weekender format, which is highly accelerated, unless you are very confident about your writing skills, and you have mastered the art of research and documentation. If you feel that you need a great deal of review, if you are unfamiliar with methods of research and documentation, or if your writing skills are not sufficient to produce passable work at a fast pace, this is not the right format for you.
If you have any questions or problems, please email me at firstname.lastname@example.org, or leave a message on my voicemail: (301) 322-0602. I will get back to you as soon as I can.
Requirements: You have five basic requirements:
(1) to keep up with all assigned reading
(2) to write five papers, including one written in class
(3) to take three in-class quizzes
(4) to complete five homework assignments
(5) to attend all class sessions
(6) to turn in all work in a portfolio
Papers: All papers must be word-processed, except for Paper #4, which will be written in class. Hand-written papers will not be accepted. All work must be submitted on time, including drafts. Late papers, including drafts, will not be accepted. Any plagiarism (i.e., submission of work that is not original or failure to cite sources correctly using MLA documentation) will result in a zero on the assignment (whether the plagiarized work is a draft or final version) and will be reported to the Vice President for Student Services. There will be no exceptions to this policy.
Attendance: Since this class meets only six times, attendance is extremely important. Attendance/participation is worth ten percent of your grade (see Grading). If you miss more than five hours of total class time, you must withdraw from the course. One point will be deducted for every hour of class missed (1/4 point for every fifteen minutes).
Grading: Your grade will be based on a portfolio of your work, to be turned in by Tuesday, March 7. The portfolio will contain all rough drafts of papers, five final papers, and five homework assignments, and it is worth 80 percent of your grade. The remaining 20 percent will be based on quizzes on the reading, and on attendance/participation. (See Grading Scale.) Late portfolios will not be accepted without documented proof of emergency. I will explain more about the portfolio at our first class meeting.
Paper One (Character Analysis): 10 points
Paper Two (Poem Explication) 10 points
Paper Three (Biographical Analysis) 20 points
Paper Four (Research Paper) 20 points
Paper Five (Comparison/Contrast—in class) 15 points
Quizzes 10 points (5 each)
Homework 5 points
Attendance and Participation 10 points
100 points possible
(These points may be computed as percentages.)
90+ = A
80-89 = B
70-79 = C
60-69 = D
Lateness policies: All assignments must be turned in on time. Late work, including rough drafts and quizzes, will not be accepted.
Attendance policy: For every fifteen minutes of class that is missed (due to lateness or early departure), ¼ of a point will be deducted from the Attendance/Participation grade.
Classroom Policies: Remember that attendance is extremely important (see above), so try not to arrive late or leave early; if you must do so, please do not disrupt class activity. Do not leave the classroom while class is in session. Please turn off all cellphones while in class. Discreet eating and drinking are permissible.
COLLEGE RESOURCES and SERVICES
Bladen Hall, Room 107
Stop by or call 301-322-0748 to make an appointment.
Bladen Hall, Room 100 301-322-0090
Check the web site for hours and policies and procedures.
Student Development Services 301-322-0886
Student Development Services has various programs that provide students with mentoring, advising and individual counseling. Call or check the website for more information.
Accokeek Hall General information: 301-322-0105
Circulation services: 301-322-0475
Reference services: 301-322-0476
The Library provides a range of library and media services.
Refer to the web site for hours and more information about the services.
Campus Bookstore (www.pgcc.edu/pgweb/pgdocs/bookstore.html)
Required reading: (all numbers refer to pages in Literature and the Writing Process)
Weekend I: (Be sure to complete all reading before each Friday’s class.)
Chapters 1 (includes “Eveline”), 2, 3, and 4 (pp. 3-62)
“A Good Man is Hard to Find,” Flannery O’Connor (308)
“A Rose for Emily,” William Faulkner (245)
“Everyday Use,” Alice Walker (106)
“I Stand Here Ironing,” Tillie Olsen (294)
“A&P,” John Updike (333)
“I’m Nobody! Who Are You?” (492), “Because I Could Not Stop for Death,”(493) Emily Dickinson
“My Last Duchess” Robert Browning (559)
“My Ex-Husband,” Gabriel Spera (560)
“My mistress’ eyes are nothing like the sun” William Shakespeare (482)
“Hanging Fire,” Audre Lord (543)
“My Papa’s Waltz,” Theodore Roethke (401)
“Ozymandias,” Percy Bysshe Shelley (487)
“The Death of the Ball Turret Gunner” Randall Jarrell (525)
“The Negro Speaks of Rivers” (461), Langston Hughes
“We Real Cool,” Gwendolyn Brooks (445)
“The Emperor of Ice Cream,” Wallace Stevens (505)
“Eleanor Rigby,” John Lennon and Paul McCartney (546)
“The Love Song of J. Alfred Prufrock” T.S. Eliot (509)
Note: There will be a quiz on these readings at our first meeting.
“Hills Like White Elephants” Ernest Hemingway (251)
“The Lesson” Toni Cade Bambara (345)
Chapters 10, 12, and 13
“The Eagle,” Alfred, Lord Tennyson (489)
“Metaphors” Sylvia Plath (photocopy will be provided)
“That time of year thou mayst in me behold” William Shakespeare (481)
“Sonnet,” Billy Collins (448)
“Leda and the Swan,” W.B. Yeats (color insert iv)
“The Sick Rose” William Blake (485)
“The Red Wheelbarrow” William Carlos Williams (506)
“The World Is Too Much with Us” William Wordsworth (486)
“Musée des Beaux Arts,” W.H. Auden (color insert iii)
“Much Madness is Divinest Sense,” Emily Dickinson (493)
“Do Not Go Gentle Into That Good Night” Dylan Thomas (527)
“When I Heard the Learn’d Astronomer” Walt Whitman (490)
“Pied Beauty,” Gerard Manley Hopkins (495)
“in Just-“ e.e. cummings (514)
“The Second Coming” W.B. Yeats (497)
Note: There will be a quiz on these readings.
The Tempest, William Shakespeare
A Doll’s House, Henrik Ibsen (904)
The Color Purple (film) (We will watch this in class.)
Writing Assignment #1--Character Analysis
DUE: The Friday of our first class meeting
LENGTH: 2-3 pages typed, double-spaced, in 12-pitch font
Assignment: Choose a character from any one of the short stories on the reading list from Weekend One and explain three things that we know about his or her personality. Describe each of the three things in a full-length paragraph, citing examples from the text. Your paper will consist of five paragraphs: an introduction, three body paragraphs (each of which explains one personality trait), and a conclusion.
Thesis statement: Your thesis statement will contain three adjectives about the character. For example, “The Grandmother in Flannery O’Connor’s ‘A Good Man is Hard to Find’ is selfish, talkative, and manipulative.”
Choose a character to focus on. (Be sure that you choose a character who is well developed so that you will have something to say about him or her.) Reread the story carefully, paying close attention to that character. As you read, jot down adjectives that describe the character. Choose the three adjectives that you think are the most important. Place them in climactic order, i.e., the most important one last. This will give you a rough outline. Now read the story again. Each time you find an example of one of the three adjectives you have chosen, summarize it on an index card and label which attribute it is. Be sure to keep track of the page numbers. You will use these examples to support each of your three adjectives.
Introduction: As noted above, your thesis statement consists of a full sentence containing the title of the story, the name of the author, and the three adjectives you have chosen, in order of their importance. The thesis statement should be the last sentence of your introduction. In the rest of the introduction, give an overview of the story, leading up to your thesis statement.
Body: The body (i.e., the middle) of your essay will consist of three paragraphs, one per personality trait. Examine each of the three traits in detail and use examples from the story to back up what you say. Your examples may be direct quotations or paraphrases of the text. Include the relevant page numbers in parentheses.
Conclusion: First, return to your thesis statement and restate it. (Don’t just repeat your previous thesis statement verbatim; rephrase it.) Then, examine how your analysis of the character contributes to our understanding of the story as a whole.
Rewriting: Put your essay away for twenty-four hours. Then read it again carefully to make sure that you have supported each adjective well. Make sure that if you have used direct quotations, you have integrated them into your sentences, and check to make sure you have quoted directly. Check paragraphs for unity, coherence, and development. Check sentences for variety and correctness. Check grammar and spelling. If you have any questions about any of these terms or issues, consult your handbook.
Assignment sheets for other papers will be handed out in class.
Homework assignments: You will need to do FIVE of the following for your portfolio, basing your answers on the readings on our list. Please hand in at least TWO on the first night of class. Length: minimum 1½ pages typed, double-spaced, 12-pitch Times Roman font. (Do not leave white space or use elaborate headings.) Anything shorter will not be accepted. Be sure to indicate which question you are answering. (Remember, you don’t have to answer them all! Write only one answer per question.)
1. Write the history of your experiences with reading. What texts have meant the most to you, and why? (Please don’t include religious texts, since these don’t require explanation.)
2. Pick a character that you identify with in one of the stories or poems we’ve read and explain why you relate to him or her.
3. Did any of the stories or poems we read elicit a strong emotional response from you? Explain how and why.
4. Borrowing the ideas of our first writing assignment, write a character analysis of someone you know.
Choose a story or poem that reminds you of something that happened to you or someone you know, and tell the story of what it reminds you of.
The following assignments should not be completed until after Weekend One.
5. Tell the story of something that caused you to learn a lesson and relate it to “The Lesson.”
6. Explain why you chose the author you are researching. What does he or she mean to you?
7. Is there any poem that made you feel something really positive or negative? Write a letter to the author explaining your feelings.
8. Have any of our readings caused you to learn something important about life, or see things in a different way? Explain.
9. Choose a character in a short story, poem, or play we read who made a decision. Did you agree or disagree with it? What would you have done if you were that character, and why?
10. (Everyone should do this one after the last weekend) What have you learned in this course?