ENGL 2100 01F: L & H: Culture: Makers and Breakers — Syllabus

Course Info Course Description Course Dates Outcomes / Competencies Required Material
General Modules Quizzes Exams Papers
Learning Commitment Academic Integrity
Readings Papers Exams
Dr. Pellegrino Contact A Word About Emails
Writing Proficiency Timeliness Accommodation
Paper 1 Paper 2
Essay Rubric Grading Questions
Assignment Weight




Course Information

ENGL 2100 01F Literature and Humanities:
Culture — Makers and Breakers
CRN: 52195
Summer 2022 - Term A
Online Course
Asynchronous Instruction




Course Description

The University's course catalog says that this course is an "Examination of literature as an expression of the humanities through study of several complete works from at least two historical periods, two genres, and two cultures/countries. Includes an essay or projects involving documentation."

But what we're really focusing on this summer is the people who either helped to construct the culture that we live in or fought hard against it. Or, in other words, culture makers and culture breakers. Both groups of people have had lasting effects for us, because even those who railed against the prevailing traditions of their times eventually moved the culture they were fighting. We're the beneficiaries of the work of both groups; our contemporary culture is just the most recent result of an evolutionary process that continues to modify the world we live in.

We'll frame some of the work these people did within the large intellectual, historical, and social periods and movements of the past centuries, but our focus will always be on individual experiences, because that's where the power of literature lies.




Course Dates


Learning Outcomes / Career Readiness Competencies

Learning Outcomes are the knowledge or skills you should gain (and be able to demonstrate) by the end of a particular course.

Career Readiness Competencies are core competencies developed by the National Association of Colleges and Employers (NACE). They address eight areas where employers agree that your abilities and skills signify your readiness to begin and/or extend your career. Below are the skills you'll have the opportunity to practice in this course.


Learning Outcomes:

Upon successful completion of this course, you should be able to:


Career Readiness Competencies contained within this course:
Self-Development
  • Display curiosity; seek out opportunities to learn.
  • Assume duties or positions that will help one progress professionally.
  • Seek and embrace development opportunities.
  • Voluntarily participate in further education, training, or other events to support one’s career.
Communication
  • Understand the importance of and demonstrate verbal, written, and non-verbal/body language, abilities.
  • Employ active listening, persuasion, and influencing skills.
  • Communicate in a clear and organized manner so that others can effectively understand.
  • Frame communication with respect to diversity of learning styles, varied individual communication abilities, and cultural differences.
Critical Thinking
  • Make decisions and solve problems using sound, inclusive reasoning and judgment.
  • Gather and analyze information from a diverse set of sources and individuals to fully understand a problem.
  • Proactively anticipate needs and prioritize action steps.
  • Accurately summarize and interpret data with an awareness of personal biases that may impact outcomes.
  • Effectively communicate actions and rationale, recognizing the diverse perspectives and lived experiences of stakeholders.
Equity and Inclusion
  • Solicit and use feedback from multiple cultural perspectives to make inclusive and equity-minded decisions.
  • Seek global cross-cultural interactions and experiences that enhance one’s understanding of people from different demographic groups and that leads to personal growth.
  • Keep an open mind to diverse ideas and new ways of thinking.
Leadership
  • Seek out and leverage diverse resources and feedback from others to inform direction.
  • Use innovative thinking to go beyond traditional methods.
  • Plan, initiate, manage, complete, and evaluate projects.
Professionalism
  • Act equitably with integrity and accountability to self, others, and the organization.
  • Be present and prepared.
  • Demonstrate dependability (e.g., report consistently for work or meetings).
  • Prioritize and complete tasks to accomplish organizational goals.
  • Consistently meet or exceed goals and expectations.
  • Have an attention to detail, resulting in few if any errors in their work.
  • Show a high level of dedication toward doing a good job
Teamwork
  • Listen carefully to others, taking time to understand and ask appropriate questions without interrupting.
  • Effectively manage conflict, interact with and respect diverse personalities, and meet ambiguity with resilience.
  • Be accountable for individual and team responsibilities and deliverables.
  • Employ personal strengths, knowledge, and talents to complement those of others.
  • Exercise the ability to compromise and be agile.
Technology
  • Navigate change and be open to learning new technologies.
  • Use technology to improve efficiency and productivity of their work.
  • Identify appropriate technology for completing specific tasks.
  • Manage technology to integrate information to support relevant, effective, and timely decision-making.
  • Quickly adapt to new or unfamiliar technologies.
  • Manipulate information, construct ideas, and use technology to achieve strategic goals.

These career readiness skills will serve you well no matter what your next steps after graduation might be. Find out more about them on this page of the NACE site.




Required Material

All reading selections for this class are available as pdf files in Folio, in the Texts folder.





Course Structure

General

This section gives you a brief introduction to the way you'll walk through the course. More detail on each area is available below.

Modules
The course modules present information on the authors and the works that we're covering as well as the historical and literary periods they were (and are) writing in. Each module contains links to texts, web pages and sites, a podcast about the text or period, a number of questions you should consider as you read the text, and a quiz.

Podcasts
Each module has a podcast that walks through the primary material in the module. A page with links to all the podcasts is located at this URL: http://jpellegrino.com/teaching/ENGL2100/Culture-MakersandBreakers/Summer2022-Podcasts.html.

Papers
You'll write two short papers for this class, both tied to the course learning outcomes. For these, you'll produce a multi-paragraph document of between 500 and 600 words which addresses the prompt thoroughly and demonstrates your knowledge of the subject matter. These essays should be typed and double-spaced, with a 12-point font, and your name in the upper left corner of the first page. You'll submit them to the appropriate dropboxes in Folio, where they will go through the TurnItIn check for academic honesty.

Exams
We'll have two multiple-choice exams, one halfway through the course and one at the end of the course.





Modules

Course modules are located within Folio/D2L. You should begin your work there, within Folio. If the module concerns a particular text or texts, it will also have a link to the text. All of these texts are pdf files in Folio. If a module is about a period or movement, it will have links to web pages that contain introductory material about that period or movement.

Modules also contain the following:




Quizzes

Each module has a quiz at its end, with multiple-choice questions. The number of questions in each quiz varies. At the end of the course, when I'm calculating your grades, I'll drop your lowest three quiz scores.






Exams

We'll have two multiple-choice exams, one halfway through the course and one at the end of the course. These will be 33 questions each, with roughly 1/3 of the questions in these three areas: identification of a text, historical and cultural contexts for a text, and thematic concerns within a text.

Exams are available from midnight to midnight on the dates noted in the schedule. You may take the exam at any time on the day that is it available. For your first exam, once you access it, you'll have 75 minutes to complete and submit it. For your second exam, since it is the final (but it is not cumulative), once you open the exam you'll have two hours to complete and submit it.

Exams are listed on the syllabus, on the schedule, and in the calendar in Folio. If you miss an exam because you misread the date, or because you didn't check any of the multiple places that tell you when it is, you should not expect to take it at a later date. If, however, circumstances cause you to need to take an exam early, please let me know and we will come to some accommodation.





Papers

Besides the quizzes and exams, the other way you'll demonstrate your mastery of the material is by writing two short papers, both tied to the course learning outcomes. For these, you'll produce a multi-paragraph document of between 500 and 600 words which addresses the prompt thoroughly and demonstrates your knowledge. These essays should be typed and double-spaced, with a 12-point font, and your name in the upper left corner of the first page. You'll submit them to the appropriate dropboxes in Folio, where they will go through the TurnItIn check for academic honesty.

You may use external sources in your essays, and if you do you will need to acknowledge where you got your information from. And if you use the source's language, put it in quotation marks.

You will get two bites of this apple, because the prompts for each of these essays will be almost exactly the same, and they will directly address the Learning Outcomes for this course.

As a reminder, the learning outcomes for this course are : 1) the ability to analyze works of literature in their historical and cultural contexts, critically examining the values they express, and 2) the ability to demonstrate familiarity with literary language, periods, and genres. In these assignments, you'll show your competence in the second outcome as you specifically address the first outcome. In a nutshell, you'll choose one of the texts we've covered up to a certain point in the class, develop a list of the values you think are expressed within that text, then support your analysis by showing three different places in the text where you see those values expressed. Along the way to proving your point, you'll need to use the appropriate literary language. A more thorough prompt for each paper is below.

My comments on your papers will be available to you through the Grademark view in the TurnItIn section (click on your TurnItIn score to access this).






Course Expectations

Learning Commitment

The "Carnegie Unit" is how universities define credit hours and categorize the amount of work students do for each credit hour. Each credit requires 15 "contact hours," which are essentially the hours you spend in class during the semester. And each contact hour requires two hours of outside work, or time devoted to the class that doesn't happen in the classroom itself. This is a three-credit course, with 45 contact hours. Those 45 contact hours necessitate at least 90 hours of out-of-class work on your part. That's at least 135 hours committed for each three-credit class that you take.

If you're not a self-starter, or you have problems with deadlines, or you just don't think you can commit to this level of work, you should probably look for another section of this class.



Special Considerations for Summer Classes

Since this is a summer class, the forty-five contact hours for this course that would normally be spread over fifteen weeks in a semester are compressed into less than five weeks. If you do the math, you'll see that taking this class is practically a full-time job. The 135 hours above are spread over four weeks, not fifteen, which splits your workload into roughly 33 hours per week, give or take a couple hours. Every weekday requires two contact hours, so your turnaround time for reading and writing is tight. You should assume that you are going to be reading, listening, writing, and taking quizzes at least once per day.

IF YOU'RE UNABLE TO COMMIT TO THIS SCHEDULE . . .
That is, if you're planning on being on vacation during the class, or you have a family trip, or you won't have online access for more than a day, you should consider registering for another section.






Academic Integrity

I expect that you will conduct yourself within the guidelines of the Honor System. All academic work should be completed with the high level of honesty and integrity that this University demands.

I do not tolerate academic dishonesty. Beyond the moral implications, I find it insulting. All instances of plagiarism will be reported to the Office of Student Conduct. Any instance will result in an F in the course and possibly further sanctions. Plagiarism is presenting someone else's work as your own without giving them credit. Someone else is defined as anyone other than you: another student, a friend, relative, a source on the Internet, articles or books. And work is defined as ideas as well as language. So taking someone else's ideas and putting them in your own words—or using someone else's words to express your ideas—is plagiarism. And, in the case of friends and family, it doesn't matter if they give you permission.

A note about group work: I encourage you to read and discuss these texts together outside of class. It is, in fact, the core of our endeavor, to hone our own ideas on these texts through discussions with others. You should also discuss your writing with your classmates, as hearing a number of ideas will help you create and polish your own. However, this does not mean that you should write your papers as a group. While discussion is obviously a group activity, writing is a solitary one, and should be treated as such. Any attempt to subvert this would be an instance of academic dishonesty.

The University has a more extensive definition of Academic Dishonesty (from the Student Conduct Code):

CHEATING

  1. submitting material that is not yours as part of your course performance;
  2. using information or devices that are not allowed by the faculty;
  3. obtaining and/or using unauthorized materials;
  4. fabricating information, research, and/or results;
  5. violating procedures prescribed to protect the integrity of an assignment, test, or other evaluation;
  6. collaborating with others on assignments without the faculty's consent;
  7. cooperating with and/or helping another student to cheat;
  8. demonstrating any other forms of dishonest behavior.

PLAGIARISM

  1. directly quoting the words of others without using quotation marks or indented format to identify them;
  2. using sources of information (published or unpublished) without identifying them;
  3. paraphrasing materials or ideas without identifying the source;
  4. Self-plagiarism: re-submitting work previously submitted without explicit approval from the instructor;
  5. unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic material.

Should you wish to pursue a case of academic dishonesty through the Office of Student Conduct, I will speak at your hearing and send a copy of this syllabus along with the documents in question to the Hearing Officer, so a plea of ignorance or non-malicious intent on your part will not be valid.





Course Schedule

Since this class is wholly online, you have much greater flexibility in managing the time you put into this course. Rather than assigning a specific date for your completion of each module, I will list the modules due for each week, and you are free to complete them at the times of your choosing during that week. For our purposes here, each week ends on Friday at midnight.


Introductory materials about the culture of the times are in green.
Individual authors and their works are in blue..
Papers are in red..
Exams and their availability are in yellow.

Week (date) Modules (and their quizzes) Due Other Material Due

1 (5/16)

Introduction to the Course
Module 1: Introduction to The Enlightenment

1 (5/17)

Module 2: Voltaire, Candide 1

1 (5/18)

Module 3: Voltaire, Candide 2

1 (5/19)

Module 4: Saikaku, from Life of a Sensuous Woman

1 (5/20)

Module 5: Introduction to Romanticism
Module 6: Blake, poetry

WEEK 1 SUMMARY: MODULES 1 THROUGH 6
     

2 (5/23)

Module 7: Keats, poetry
Module 8: Whitman, poetry

2 (5/24)

Module 9: Douglass, Narrative of the Life of Frederick Douglass, An American Slave 1

2 (5/25)

Module 10: Douglass, Narrative of the Life of Frederick Douglass, An American Slave 2

2 (5/26)

Module 11: Tagore, "Punishment"

2 (5/27)

Exam 1 Available

WEEK 2 SUMMARY: MODULES 7 THROUGH 11, EXAM 1
     

3 (5/30)

Module 12: Yeats, poetry

PAPER 1

3 (5/31)

Module 13: Introduction to Modernism

3 (6/1)

Module 14: Eliot, "The Love Song of J. Alfred Prufrock"

3 (6/2)

Module 15: Akhmatova, "Requiem"

3 (6/3)

Module 16: Négritude
Module 17: Senghor, poetry

WEEK 3 SUMMARY: MODULES 12 THROUGH 17, PAPER 1
     

4 (6/6)

Module 18: Existentialism

4 (6/7)

Module 19: Borowski, "This Way for the Gas, Ladies and Gentlemen"

4 (6/8)

Module 20: Marquez, "Death Constant Beyond Love"

4 (6/9)

Module 21: Mahfouz, "Zaabalawi"

4 (6/10)

Module 22: Walcott, poetry

WEEK 4 SUMMARY: MODULES 18 THROUGH 22
     

5 (6/13)

Module 23: Soyinka, Death and the King’s Horseman

5 (6/14)

Module 23, cont'd: Soyinka, Death and the King’s Horseman

5 (6/15)

Module 24: Heaney, poetry

PAPER 2

5 (6/16)

Exam 2 Available

WEEK 5 SUMMARY: MODULES 23 & 24, PAPER 2, EXAM 2




Instructor

the obligatory car selfie
 Dr. Pellegrino

I'm Dr. Joe Pellegrino, an Associate Professor in the Literature department. I teach lots of different classes. My specialties are Irish literature and postcolonial literature, so I end up doing classes that don't fit into the standard Brit Lit/American Lit model: Irish lit, African lit, etc. For instance, last semester I taught an upper-division course on graphic novels. Basically, if other people in my department can teach it, I don't teach it.

It seems like I went to school forever, and went to lots of different schools: Duquesne University, St, Louis University, Mannes College of Music, The New England Conservatory, and UNC-Chapel Hill, which is where I did my last degree. I've also taught at a lot of schools: Duquesne, UNC, Eastern Kentucky University, University of South Carolina-Upstate, Greenville Tech, Converse College, and here at GS. I've got some experience in online education; I was a University Director for the (short-lived) Kentucky Commonwealth Virtual University, and have taught online classes for over 20 years now.

Professionally, I also edit two international journals, The Journal of Global Postcolonial Studies and The International Journal for the Scholarship of Teaching and Learning. I'm interested in a number of fields, but most of my publications are either on Irish studies, postcolonial lit, or teaching.

I have only one item on my bucket list: to see the Northern Lights. One day I'll get there, but in the meantime I'm raising two daughters, making heirloom furniture (pretty much a middle-aged guy cliché), keeping up with new technology, wishing I could spend more time doing music, and trying to keep my head above water.



Contact Information

A WORD ABOUT EMAIL

Please don't hesitate to post to me if you have a question about any of the readings, especially if you're struggling to figure them out. But please think twice about posting questions where the answer is either in this syllabus or in the course schedule. If you do, I have two options for a reply: I can copy and paste material from the syllabus or schedule just for you, but that's redundant, since you already have access to the material. Or I can reply with something like "check the syllabus" or "check the schedule," which you should already know to do. Since neither of those are satisfactory, if you ask a question that is already answered in the syllabus or in the schedule, I won't be replying at all. So if you don't hear back from me, you should know that the answer to your question is in this document (since the course schedule is here as well.)







CLASS POLICIES

Writing Proficiency

If you need additional work on the surface features of your writing, I'll let you know. Basically, if I can't understand what you're trying to say in your first paper, then you'll have to work at writing more clearly. I'll ask you to schedule sessions at the Writing Center in order to be more successful on your next paper.


The reason professors make students write papers is not because we love to mark them up, or because we somehow enjoy this. I'm willing to bet that every professor you ask would say that marking and grading papers is the worst part of their job. I know it is for me. The only thing that makes it bearable is hoping that I'll be able to engage with you ideas, or see the texts we're covering through your eyes. But if I have to stop after every sentence to figure out what you're trying to say, I'm most certainly not thinking about your ideas.

So do yourself a favor: give yourself enough time to do a good job on these papers. Remember that writing clearly takes far more time than you think it does, because you have to consider your argument from a reader's perspective, not your perspective.




Course Work

You should submit your papers into the appropriate dropbox in the Learning Management System (Folio).

I DO NOT ACCEPT LATE ASSIGNMENTS. NO EXCEPTIONS, NO EXCUSES. A late assignment is any work that is not turned in by the deadline, when the dropbox closes. This means that you must anticipate any problems that will occur. In other words, a computer / printer / drive / car / arm being broken at the last minute is not an excuse. To avoid last-minute catastrophes (which always occur), DO NOT WAIT UNTIL THE LAST MINUTE TO DO YOUR WORK.




Accessibility Accommodation

I'm a strong advocate for those who are differently abled, so of course I want to be in compliance with the Americans with Disabilities Act (ADA). I'll honor any request for reasonable accommodations made by those with disabilities or demonstrating appropriate need for learning environment adjustments. However, I can only make those accommodations if they're accompanied by an accommodation letter from the Student Accessibility Resource Center (SARC) before academic accommodations can be implemented.

For additional information, please call the SARC office at (912) 478-1566 on the Statesboro campus, or at (912) 344-2572 on the Armstrong and Liberty campuses.





Extended Prompt - Paper 1

Cultural values are what shape society, and shape and influence the people who live within that society. They are abstract concepts promoting the idea that certain kinds of behaviors are good, right, ethical, moral, and therefore desirable. They're usually considered as existing on a spectrum, where the ends of that spectrum are two oppositional ways of being in the world. Here are some examples of some common cultural values, expressed as opposing forces:

open «— — — — — — — — — —» insular
being «— — — — — — — — — —» doing
individualism «— — — — — — — — — —» collectivism
indulgence «— — — — — — — — — —» self-control
minimalist «— — — — — — — — — —» plentiful
comfortable with ambiguity «— — — — — — — — — —» need for certainty
materialist «— — — — — — — — — —» spiritual
gender equality «— — — — — — — — — —» rigid gender roles
other-focused «— — — — — — — — — —» self-focused
future-oriented «— — — — — — — — — —» present- or past-oriented
youth-oriented «— — — — — — — — — —» age-oriented
monocultural «— — — — — — — — — —» diverse

NOTE: The list above is made up of pairs of opposites. Each pair IS NOT a cultural value. Rather, what a culture values falls somewhere along the line connecting those opposites. So, for instance, a culture could value gender equality, but if it did so, it would not also enforce rigid gender roles. Or a group of people could value rationality when they make their life decisions, but they would not at the same time privilege making life decisions based on your emotions.

In this first essay, you will offer an analysis of the cultural values presented in any of the works we've covered up to this point. So you can write on either Candide, Life of a Sensuous Woman, Narrative of the Life of Frederick Douglass, an American Slave, "Punishment," or the poetry of Blake, Keats, or Whitman. Given the background information for each historical period ("Introduction to the Enlightenment," "The Floating World," "Introduction to Romanticism") you should be familiar with how these values are manifested in these works. However, I'm not looking for a discussion of a character's personal values; that's a completely different subject. Rather, you should address the overarching values that the text is putting forth, and perhaps demonstrate how the author is either reflecting the values of the times, or pushing against those values.

You should produce a multi-paragraph document of between 500 and 600 words which addresses this matter thoroughly and demonstrates your knowledge. This essay should be typed and double-spaced, with a 12-point font, and your name in the upper left corner of the first page. You'll submit it to the “Paper #1” dropbox, where it will go through the TurnItIn check for academic honesty.

You may use external sources in your essay, and if you do you will need to acknowledge where you got your information from. If you use the source’s language, put it in quotation marks. If you’re quoting from one of the poems you're looking at, cite the line number. If you're quoting something from one of the prose works, just cite the page number.

In case all of the above isn’t clear enough, here’s a paragraph-by-paragraph breakdown of what your paper should look like:
  1. Paragraph 1: Introduce the text and explain how the text addresses the prevailing cultural values present at the time of its composition. Do not just list those values; explain what they mean.
  2. Paragraph 2: Demonstrate how and where the first cultural value can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value.
  3. Paragraph 3: Demonstrate how and where a second cultural value can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value.
  4. Paragraph 4: Demonstrate how and where a third cultural value can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value.
  5. Paragraph 5: Wrap it up.

Comments on your papers and your grade on the paper will be available to you through the Grademark view in the TurnItIn section (click on your TurnItIn score to access this).

Your TurnItIn Score

After you submit your paper and TurnItIn has completed its analysis, you are able to see your TurnItIn Originality Score. In general, lower numbers are better here, unless you're quoting a lot of material from the text. Your score will also have a color attached to it. If the color you see is anything other than green, check your paper again to see that you have cited all your sources correctly. If you have, then you're good. If you haven't, then you can revise your paper and resubmit it. I will evaluate only the most recent version of your paper in the dropbox, but you can submit as many versions of it as you feel necessary.

How to view your marked papers in the Grademark View:
  1. Click on the colored section that has a percentage within it next to your paper title under the "TurnItIn Score" heading. This will take you to the TurnItIn suite.
  2. Once your paper loads, click on the icon at the top of the array of icons to the right of your paper. This will allow you to view multiple layers with your paper.
  3. In the list that flies out from the right, click on all three layers: Grading, Similarity, and e-rater.
  4. Double-click on any blue box in your paper to see my comment attached to that box.
  5. Double-click on any number in your paper to see the match that TurnItIn connected with the passage it highlighted.
  6. Double-click on any purple comment in your paper to see the machine-scored grammar corrections and access the handbook available to you.



Extended Prompt - Paper 2

Cultural values are what shape society, and shape and influence the people who live within that society. They are abstract concepts promoting the idea that certain kinds of behaviors are good, right, ethical, moral, and therefore desirable. They're usually considered as existing on a spectrum, where the ends of that spectrum are two oppositional ways of being in the world. Here are some examples of some common cultural values, expressed as opposing forces:

open «— — — — — — — — — —» insular
being «— — — — — — — — — —» doing
individualism «— — — — — — — — — —» collectivism
indulgence «— — — — — — — — — —» self-control
minimalist «— — — — — — — — — —» plentiful
comfortable with ambiguity «— — — — — — — — — —» need for certainty
materialist «— — — — — — — — — —» spiritual
gender equality «— — — — — — — — — —» rigid gender roles
other-focused «— — — — — — — — — —» self-focused
future-oriented «— — — — — — — — — —» present- or past-oriented
youth-oriented «— — — — — — — — — —» age-oriented
monocultural «— — — — — — — — — —» diverse

NOTE: The list above is made up of pairs of opposites. Each pair IS NOT a cultural value. Rather, what a culture values falls somewhere along the line connecting those opposites. So, for instance, a culture could value gender equality, but if it did so, it would not also enforce rigid gender roles. Or a group of people could value rationality when they make their life decisions, but they would not at the same time privilege making life decisions based on your emotions.

In this second essay, you will offer an analysis of the cultural values presented in any of the works we've covered since the first essay. So you can write on either "This Way for the Gas, Ladies and Gentlemen," "Death Constant Beyond Love," "Zaabalawi," Death and the King's Horseman, or the poetry of Yeats, Eliot, Akhmatova, Senghor, Walcott, or Heaney. Given the background information for each historical period and movement ("Introduction to Modernism," "Negritude," "Introduction to Existentialism") you should be familiar with how these values are manifested in these works. However, I'm not looking for a discussion of a particular character's personal values; that's a completely different subject. Rather, you should address the overarching values that the text is putting forth, and perhaps demonstrate how the author is either reflecting the values of the times, or pushing against those values.

You should produce a multi-paragraph document of between 500 and 600 words which addresses this matter thoroughly and demonstrates your knowledge. This essay should be typed and double-spaced, with a 12-point font, and your name in the upper left corner of the first page. You'll submit it to the “Paper #2” dropbox, where it will go through the TurnItIn check for academic honesty.

You may use external sources in your essay, and if you do you will need to acknowledge where you got your information from. If you use the source’s language, put it in quotation marks. If you’re quoting from one of the poems you're looking at, cite the line number. If you're quoting something from one of the prose works, just cite the page number.

In case all of the above isn’t clear enough, here’s a paragraph-by-paragraph breakdown of what your paper should look like:
  1. Paragraph 1: Introduce the text and explain how the text addresses the prevailing cultural values present at the time of its composition. Do not just list those values; explain what they mean.
  2. Paragraph 2: Demonstrate how and where the first cultural value can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value.
  3. Paragraph 3: Demonstrate how and where a second cultural value can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value.
  4. Paragraph 4: Demonstrate how and where a third cultural value can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value.
  5. Paragraph 5: Wrap it up.

Comments on your papers and your grade on the paper will be available to you through the Grademark view in the TurnItIn section (click on your TurnItIn score to access this).

Your TurnItIn Score

After you submit your paper and TurnItIn has completed its analysis, you are able to see your TurnItIn Originality Score. In general, lower numbers are better here, unless you're quoting a lot of material from the text. Your score will also have a color attached to it. If the color you see is anything other than green, check your paper again to see that you have cited all your sources correctly. If you have, then you're good. If you haven't, then you can revise your paper and resubmit it. I will evaluate only the most recent version of your paper in the dropbox, but you can submit as many versions of it as you feel necessary.

How to view your marked papers in the Grademark View:
  1. Click on the colored section that has a percentage within it next to your paper title under the "TurnItIn Score" heading. This will take you to the TurnItIn suite.
  2. Once your paper loads, click on the icon at the top of the array of icons to the right of your paper. This will allow you to view multiple layers with your paper.
  3. In the list that flies out from the right, click on all three layers: Grading, Similarity, and e-rater.
  4. Double-click on any blue box in your paper to see my comment attached to that box.
  5. Double-click on any number in your paper to see the match that TurnItIn connected with the passage it highlighted.
  6. Double-click on any purple comment in your paper to see the machine-scored grammar corrections and access the handbook available to you.




Rubric

     Essay Rubric
Your papers for this class will be evaluated according to this rubric:

ENGL 2100 ESSAY RUBRIC
GRADE CONTENT FORM
A
  • All elements of the paper clearly contribute to the writer’s purpose, which is maintained throughout the paper and appropriate for the assignment.
  • The writer addresses the appropriate topic and goes beyond the assignment by significantly developing each aspect of the requirements.
  • Collectively, the ¶ topics offer compelling support which clearly advances the argument of the paper.
  • Compelling details provide supporting statements, credible evidence, or the examples necessary to explain or persuade effectively.
  • All points are supported by a sufficient number of details.
  • Level of discourse is consistent and addresses the appropriate audience; the paper keenly and accurately anticipates the audience’s needs and expectations.
  • All sentences are grammatically and mechanically correct.
  • Each ¶ is unified around an idea that relates to the main idea of the paper. All ¶s support the main idea, are thoroughly developed, and are ordered logically.
  • Sentences vary in complexity, length, and variety when appropriate, with an appropriate degree of complexity for the audience and purpose.
  • Word choice is consistently varied, accurate, and rich, and reflects a nuanced grasp of the language appropriate to the audience.
  • Transitional words, phrases, sentences and ¶s smoothly connect the paper’s elements, ideas and/or details, allowing the reader to follow the writer’s points effortlessly.
  • MLA 8 format is used consistently and accurately throughout the paper.
B
  • The writer’s purpose is present, appropriate for the assignment, and maintained throughout the paper.
  • The writer addresses the appropriate topic and clearly fulfills each aspect of the assignment requirements.
  • Collectively, the ¶ topics offer relevant support which clearly advances the argument of the paper.
  • Details provide supporting statements, credible evidence, or the examples necessary to explain or persuade adequately.
  • All points are developed, but some may need additional details.
  • Level of discourse is appropriate, but the paper has rare lapses in anticipating the needs of its audience.
  • Rare grammatical and mechanical errors exist but do not affect clarity or readability.
  • ¶s support the main idea of the paper and are ordered logically. ¶s are thoroughly developed, but an occasional ¶ may not be unified around a single idea.
  • Variances in sentence complexity, length, and variety are successfully achieved, although these may be limited. Degree of complexity is appropriate for the audience and purpose.
  • Word choice is consistently varied and accurate, and reflects a strong grasp of the language appropriate to the audience.
  • Transitional words, phrases, sentences and ¶s are effective and rarely missing.
  • MLA 8 format is used throughout the paper, with few exceptions.
C
  • The writer’s purpose is present and appropriate for the assignment, but not all elements clearly contribute to the purpose.
  • The writer addresses the appropriate topic and meets the assignment requirements.
  • Collectively, the ¶ topics offer adequate support for the argument of the paper, but the argument remains unclear or incomplete.
  • Details are related to the elements of the text but inconsistently provide supporting statements, credible evidence, or the examples necessary to explain or persuade adequately.
  • Additional details are needed to develop some points.
  • Level of discourse is appropriate, but the paper has lapses in anticipating the needs of its audience.
  • A limited variety of grammatical errors exists, and may occasionally affect clarity and readability.
  • ¶s are related to the main idea of the paper, but a limited number may be misplaced or include more than one idea. ¶s are adequately developed.
  • Sentence length and variety is limited, but complex structures are attempted with some success. Any fragments are used intentionally for effect.
  • Word choice is generally accurate, but reflects a partial or inconsistent grasp of the language appropriate to the audience.
  • Transitional words, phrases, sentences and ¶s appear throughout the paper, but additional and appropriate connectors would enhance the flow.
  • MLA 8 format is used, with multiple lapses.
D
  • The writer presents multiple conflicting purposes, or the purpose is inappropriate for the assignment / prompt.
  • The writer addresses the appropriate topic but only superficially addresses the assignment requirements.
  • Collectively, the ¶ topics offer apparent support for the argument of the paper, but the argument is weak.
  • Details are loosely related to the elements of the text. Many do not provide supporting statements, credible evidence, or the examples necessary to explain or persuade adequately. Additional details are needed to develop most points.
  • Level of discourse is confused, or the paper addresses the audience on an inappropriate level.
  • A variety of grammatical errors appears throughout the paper, possibly affecting clarity and readability.
  • ¶s are attempted, but breaks or ¶s may be misplaced. Several ¶s are not adequately developed, include multiple ideas, or ideas that are unrelated to the main idea of the ¶.
  • Sentence structure is typically simplistic, and complex structures are attempted with little success. Several sentences are unintentionally fused, run-ons, or fragments.
  • Word choice is vague, limited, or repetitive, reflecting a weak grasp of the language appropriate to the audience.
  • Transitional words, phrases, sentences and ¶s are attempted, but are often ineffective.
  • MLA 8 format is attempted but inaccurate, or multiple style guidelines are mixed.
F
  • The writer’s purpose is not evident in the paper.
  • The writer is off topic and/or omits most or all of the assignment requirements.
  • The connection of the ¶ topics to the main idea of the paper is weak, leaving the argument unclear.
  • Details are superficial or do not develop the elements of the text.
  • Virtually no details are present.
  • Level of discourse is inappropriate for the audience, or the intended audience is unclear.
  • Most sentences exhibit multiple grammatical and mechanical errors, negatively affecting clarity and readability.
  • There are no ¶ breaks, or ¶s are not adequately developed. Ideas presented may be unrelated to the main idea of the paper and/or be presented illogically.
  • Sentence structure is simple and repetitive. Complex structures are uniformly unsuccessful. Many sentences are unintentionally fused, run-ons, or fragments.
  • Word choice is consistently inaccurate or inappropriate to the audience; many words are notably misused.
  • Transitional words, phrases, sentences and ¶s are absent, or, if attempted, are ineffective.
  • MLA 8 format is not attempted.



Questions I ask while grading

For each sentence in your paper, I ask the following questions:

  1. What are you saying?
    At a basic level, I’m trying to decode the meaning of each sentence. If I cannot understand what you’re trying to say, everything that follows is problematic. If your sentence is confused, convoluted, or contradictory, you make it difficult, or even impossible, for me to answer this basic question.
  2. Is what you’re saying accurate?
    Does this sentence demonstrate that you understand the text or the critic you’re addressing? For instance, if you’re summarizing someone else’s argument, I need to assess if you’re being true to the original author's intent. In your response, I’m assessing your evidence and examples.
  3. Is what you’re saying well-expressed grammatically and mechanically?
    This assumes that your grammar and mechanics aren’t so bad that I’ve been stymied back up at Question #1.
  4. Does the writing have appropriate flow?
    Does each idea link up with the one previous to it and the one to follow in a way that meets audience needs, attitudes, and knowledge?

If I can answer all four of these questions positively for every sentence, you’re doing well. But when the answer is no, complications ensue. If I can’t understand what you’re saying, I have no way to engage with your ideas, and so I have additional questions.:






Evaluation

ASSIGNMENT WEIGHT
Module Quizzes 30%
Paper 1 15%
Paper 2 20%
Exam 1 15%
Exam 2 20%
TOTAL 100%