ENG 300 Reading, Analyzing, and Teaching Literature COURSE SYLLABUS: Spring 2012 Instructor: Melissa Knous, Writing

Center Director Office Location: HL 225 Office Hours: MWF 10-11; M 1-3; by appointment Office Phone: 903-886-5277 Office Fax: 903-886-5980 University Email Address: Melissa_Knous@tamu-commerce.edu http://eng300-knous.wikispaces.com/ COURSE INFORMATION Textbooks Required: th Abcarian, Richard and Marvin Klotz. Literature: The Human Experience: Reading and Writing, Shorter 9 Edition. Boston: Bedford/St. Martins, 2007. Gallagher, Kelly. Deeper Reading: Comprehending Challenging Texts, 4-12. New York: Stenhouse, 2004. Highly Recommended TExES Preparation Manual for English Language Arts and Reading 8-12. This preparation manual is the only TExES test study material endorsed by SBEC for this field. Other preparation materials may not accurately reflect the content of the test or the policies and procedures of the TExES program. You can print a copy here: http://www.texes.ets.org/assets/pdf/testprep_manuals/131_elar8_12_55003_web.pdf Course Description: ENG 300 Reading, Analyzing, Teaching Literature. This course introduces preservice teachers to the reading process and critical reading strategies designed to better prepare them to understand the reading/writing connection, literary terminology, literary analysis, and research skills, in both pedagogical and analytical modes. In addition to examining the TEKS and TExES competencies for middle school and secondary English/Language majors, the course will provide support for preprofessional development through a variety of substantive projects. Prerequisites ENG 333, 2 upper level Literature courses and preferred completion of one of the required Reading courses. Course Objectives: Learners will demonstrate understanding of the reading process and strategies for teaching reading understanding of the writing process and strategies for teaching writing fuller understanding of literary terminology the ability to analyze literary texts and write analytical essays the ability to engage in research on literature and teaching literature the ability to develop teaching resources relating to a specific text & grade level strategies which connect reading, speaking, listening, thinking and writing activities certain department requirements which permit approval for internship. Student Learning Outcomes: 1. Students will demonstrate their ability to adapt specific teaching strategies to a particular work of literature for students of a particular grade level. Students will develop a packet of original teaching materials based on models from class discussion and course texts for use in introducing, teaching, and evaluating a unit of study on a novel or play of the students choice for a chosen grade level (4-12).
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2. Students will demonstrate their ability to write a constructed response paper of critical analysis of a poem or work of short fiction that follows the form described on the course syllabus which meets the requirements of the TExES. In class and out of class writing assignments will be given as a means of demonstrating your ability to use the given form(s) to write a paper which requires critical thought and an engagement with the readings to produce an analysis of one or more literary texts. 3. Students will use in their constructed response essay textual evidence from the literary text to support their critical insight/thesis. In your literary analysis/constructed response essays you will provide textual evidence from the readings which appropriately quotes, paraphrases, or summarizes which is correctly cited using MLA format. Evaluation/Grading: According to departmental policies, students must make a minimum of a B in this course in order to receive approval for internship. Class readings and assignments address content and skills needed to teach according to the state-mandated standards (TEKS) as well as to pass the Practice Exam. In order to receive approval for internship regarding this class: You must successfully complete all assignments You must achieve a B or better on the 200-point Constructed Response You must pass the practice TExES exam administered through the university testing office regardless of your other scores Students who meet one or more of the following department criteria will be designated by the Department of Literature and Languages as at risk for failing TExES/TOPT. Students who are at risk will not be approved for an internship until they have fulfilled a department remediation plan with the appropriate adviser. A C or lower grade in major-designated classes; A grade of "C" or lower in more than one course (undergraduate or graduate, at any university or college) in their major field. A GPA lower than 3.0 in the upper-level (300-400) major courses OR a GPA lower than 3.5 in graduate courses; OR A THEA Reading Score below 250. COURSE REQUIREMENTS Course Activities 1. Constructed Response Papers (20%): each 3-5 pages of text You will write a compare/contrast analysis of 2 works of literature (can be one poem and one short story; can be two short stories). In that essay, you will need to: Identify a theme common to both Explain how that theme is demonstrated similarly and differently through a literary element (hence the compare/contrast) Provide textual evidence (quotations) Provide a works cited page 2. Exams (30%): These will be practice TExES Exams. You will not pass this class if you cannot earn a minimum grade of 80 on each of these exams. a. Exam #1 [Mid-Term Exam] (15%) b. Exam #2 [Final Exam] (15%) 3. Weekly Literature Activities (20%): As we read the textbook Deeper Reading, you should learn various strategies for teaching literature. As a complement to this text, we will read selections from our anthology Literature: The Human Experience. Each week we will apply the theories and strategies we learn from Deeper Reading to the selections we read from our anthology. We will discuss these activities in class; in addition, you will turn-in and share copies of activities that you
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develop. As you write/find/develop these activities for the weeks reading, try to keep in mind the broader goal of developing strategies that you can use in your own classrooms. 4. Teaching Notebook (20%): This is going to be one of the most challenging assignments of the semester. It's lengthy and has lots of parts, but theoretically, by the time you've finished it, you will have most of the materials you will need to teach a particular text in your class, and you will have practice preparing materials for additional texts you wish to teach. Some things you can do ahead of time (the work regarding the pre-, during-, and after-reading articles, for instance), and others, you can do as you have a clear understanding of them through your reading of Deeper Reading. This packet should be contained in its own notebook and should be in the order established in the handout posted on our wikispace. You will also give a 10 minute presentation of your teaching packet, including visual aids and a handout. This handout should include the title of your text, the author, a brief summary, and anything else you believe will be helpful for teaching. 5. Participation (10%): Participation should be a rather self-explanatory concept. You are expected to contribute as enthusiastically, knowledgeably, diplomatically, and productively as possible to any and all class, pair, and group discussions. In order to do so, you must also be prepared for each and every class meeting. In short, all interactive activities assigned and carried out in class will be considered participation. Please do not be fooled into thinking that this is a gimme grade. It is possible for a student to be here every day and still do very poorly in this category. Keep up with your readings, your writing assignments, and everything else necessary to be a trusted and reliable member of this writing community.

Grading
% 5 5 10 20 15 15 20 10 100 Assignment Constructed Response Paper 1 Constructed Response Paper 2 Constructed Response Paper 3 Weekly Literature Activities Mid-term Exam Final Exam Teaching Notebook Participation Total

Grading Scale:
90-100 A A+ = 98-100 A = 95 A- = 90-92 B+ = 88-89 B = 85 B- = 80-82 C+ = 78-79 C = 75 C- + 70-72 D+ = 68-69 D = 65 D- = 60-62 F = 50

89-80

79-70

69-60

59 and below

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Tips on Writing Constructed Responses: The Introduction Your first paragraph will probably begin with some kind of important observation that helps readers contextualize the theme of what you're about to write. It will introduce the title(s) and author(s) of the works about which you are writing and a brief summary of the texts. Avoid introductory statements that are broad generalizations and have little to contribute to a reader's understanding or insights: "Literature can be interpreted in many different ways." I might be tempted to write "duh" beside a statement like that. Don't worry, however, I won't. It will also include the theme and thesis at the end of the first paragraph. (Your thesis will include the theme and literary element. Your thesis should be a "blueprint" or promise about the argument. In other words, it should outline the order in which you will discuss the terms). The Thesis Statement proposes an argument or makes an interesting claim about a poem or story must be provable goes beyond the obvious analyzes rather than simply summarizes gives a focus to the various elements of your paper does not just say what the text says does show how the text works does not try to discuss the emotional effect of the poem on a general reader does discuss what the work means, and how it gets its point across doesn't retell the story of how you came to finally understand the poem proposes motivation or explanation for a character change (if the thesis is a character analysis) The Body The body of the text should include short summaries, paraphrases, and short quotes (evidence) from the text as you set out to prove your thesis or claim. The evidence should show how/why the evidence proves the claim, not just tell that it proves the claim. The paragraphs that prove the claim should be fully developed with sentences that connect the argument in the thesis with the evidence using key words and/or phrases. The Conclusion The conclusion should do more than restate what you have set out to do. Rather, it should make a connection to something outside the paper as a way of showing how important the theme and the texts are for the reader. This could also be called the "so what factor."

Required Essay Format for Essays Written Outside of Class All essays written outside of class must be typed, double-spaced and STAPLED. Font size should only be 12 point Times New Roman font. Every response paper should include a works cited page: Not including a works cited page will drop your grade by one letter grade. Assignments WILL NOT be accepted if they do not meet the proper MLA conventions. Essays will hopefully achieve the following things. An A paper will achieve them at a higher level than a C paper. 1) Meets assignment requirements and does so in an outstanding way. 2) The writing is interesting and engaging because of its informative or creative approach. 3) The essay demonstrates consistent critical and creative thinking. 4) The writers purpose is clear. 5) Ideas are unified, coherent, clear, and developed tightly, thoroughly, and thoughtfully. 6) Supporting details are relevant and wellchosen. 7) Artful transitions are used and a progression of thought has been consciously planned for and achieved. 8) The writing may "come alive" as a result of vivid or creative written expression. 9) There is a
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definite voice behind the writing in this paper. 10) The writer expresses a definite point of view that is strongly supported. 11) Mechanical skills are controlled by the writer and create a fluent, clear expression of thought. 12) MLA format for the heading, the use of quotations, and the works cited page are followed. After Ive assessed the paper looking at the above elements, I will deduct points for the following: a. Spelling: For every misspelled word, I will deduct 1 point. This includes words like their/theyre/there and two/too/to. It also includes all other words. b. Sentence Fragments and Run-On Sentences: By far the biggest problem I see in the majority of the papers I grade in any class is sentence construction, and besides spelling, sentence fragments and run-on sentences are the most frequent errors I see. For every sentence fragment and/or run-on sentence in your paper, I will deduct 5 points. c. MLA Guidelines: For every mistake made in MLA guidelines/formatting, I will deduct 5 points. Be sure to review MLA guidelines regarding the formatting of essays in English classes. Those guidelines can be found in the Rules of Thumb text as well as online in a multitude of sites. Purdue Universitys Online Writing Lab (OWL for short) is a good place to start. http://owl.english.purdue.edu/owl/resource/747/01/

TECHNOLOGY REQUIREMENTS
You will need: Flash drive or other means (dropbox.com account, for example) of storing digital versions of the written material you generate (always keep a backup of everything you turn in!) A valid, working email address that you check often (everyday) Regular internet access (additional readings available online) Access to a computer with a word processing program and a printer (assignments must be typed and printed) Ability to print 30-50 pages throughout the semester (funds, ink, paper, etc.)

ACCESS AND NAVIGATION

Some materials for this course exist exclusively online, so you must have Internet access to read and/or view these texts. I often create a course space for handouts, and this semesters URL can be found here. http://eng300-knous.wikispaces.com

COMMUNICATION AND SUPPORT

Interaction with Instructor Statement: Please contact me with any questions you may have about the course. My preferred email address is Melissa.Knous@gmail.com. You may also visit my office HL 223 during my during my office hours MWF 10-11; M 1-3, or schedule an appointment as necessary. Grievance Procedure: Students who have concerns about their English course or instructor should speak first to me about those concerns. If the student is unsatisfied with the outcome of that conversation, the next person in the chain of command is the Interim Head of the Department of Literature and Languages, Dr. Hunter Hayes. Students should contact him via e-mail at Hunter_Hayes@tamucommerce.edu.

COURSE AND UNIVERSITY PROCEDURES/POLICIES

Academic Honesty Literature and Languages Policy on Plagiarism: Instructors in the Department of Literature and Languages do not tolerate plagiarism and other forms of academic dishonesty such as collusion. Instructors uphold and support the highest academic standards, and students are expected to do likewise. Penalties for students guilty of academic dishonesty include disciplinary probation, suspension, and expulsion. (Texas A&M University-Commerce Code of Student Conduct 5.b [1, 2, 3])
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Plagiarism or collusion will result in an automatic failing grade (0) on the assignment. A second instance of plagiarism or collusion will result in an automatic F for the class. If you have declared a major, I will notify your Department Head and the Dean of your college of your plagiarism. A report of the incident will also be filed with the Office of the Dean of Students. This report may stay on your permanent collegiate record and you may also be subject to further disciplinary action being taken by the university. The Department of Literature and Languages defines plagiarism as occurring when a writer deliberately uses someone else's language, ideas, or other original (not common-knowledge) material without acknowledging its source. Simply having a list of sources at the end of the project does not sufficiently meet the academic standards for acknowledging sources. The Department defines collusion as selling academic products (any written or recorded or pictorial material intended to be submitted to satisfy an academic requirement). You must acknowledge and document all sources (quoted and paraphrased) in your formal report. Documentation requires clear identification within the text (embedded in your sentences or in parentheses, endnotes, or footnotes) of the source for material that has been summarized, paraphrased in your own words, or quoted directly. Page numbers must be given for direct quotes. Pfeiffers Pocket Guide to Technical Communication notes: "Most errors in documentation result from sloppy work, not from intentional cheating. But whether an error in using borrowed information is intentional or unintentional, it may be considered plagiarism, that is, the parading of someone else's ideas, words, or graphics as your own" (10).

Acceptable Behavior: All students enrolled at the University shall follow the tenets of common decency and acceptable behavior conducive to a positive learning environment. (See Student's Guide Handbook, Policies and Procedures, Conduct). Keep cell phones and other coursework or reading put away.

Attendance: More than 2 absences total (excused or unexcused) throughout the semester will cause your final grade to drop by a letter grade. For instance, if a student at the end of the semester has a B in the course, but has 3 absences total (one past the 2 allowed) his/her grade will drop to a C. Please be proactive about keeping track of your absences, or check with me if you have questions. I check attendance at the beginning of class, and if you are not present, you are marked absent. If you come in late, it is your responsibility to get any work you missed and notify me that you were indeed present. Avoid the rudeness and distraction of habitual lateness by being on time. Three tardies equals an absence.

Cell Phone Usage: If you are seen using your cell phone or other electronics during class, whether you are calling, texting, playing games, whatever, your grade will be negatively impacted. Your lap is not an appropriate place for your cell phone.

Late Assignments: I seldom accept late work. If you know ahead of time that you will be absent when an assignment is due, it is your responsibility to turn it in before it is due. If a situation arises and you have to unexpectedly miss class on the day an assignment is due, you must contact me prior to the class to make arrangements to turn in an assignment. Otherwise, I reserve the right to not accept that paper. Due to printing costs and virus risks, I do not accept assignments via e-mail. Please note that there are not many assignments/grades taken in this class, so be sure to make every grade count!

Students with Disabilities: The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that
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provides for reasonable accommodation of their disabilities. If you have a disability requiring an accommodation, please contact: Office of Student Disability Resources and Services Texas A&M University-Commerce Gee Library, Room 132 Phone (903) 886-5150 or (903) 886-5835 Fax (903) 468-8148 StudentDisabilityServices@tamu-commerce.edu Student Disability Resources & Services

TExES/TOPT: Students who plan to teach English, Spanish, or English as a Second Language in Texas public schools must pass the appropriate state certification tests. The Department of Literature and Languages grants approval to take the content-area tests, subject to the policies described at this URL: <http://faculty.tamu-commerce.edu/bolin/texes.html>.

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COURSE OUTLINE / CALENDAR Tentative Schedule This schedule is subject to change. Additional readings may be assigned as needed. Read your syllabus daily. If there are modifications, you will receive an updated version, which then supersedes the previous one. All readings are due on the day listed. Bierce (below) http://fiction.eserver.org/short/occurrence_at_owl_creek.html Deeper Reading Week 1 Jan 16 Week 2 Jan 23 Week 3 Jan 30 Week 4 Feb 6 Week 5 Feb 13 Week 6 Feb 20 Week 7 Feb 27 Week 8 Mar 5 Week 9 Mar 19 Week 10 Mar 26 Week 11 Apr 2 Week 12 Apr 9 Week 13 Apr 16 Week 14 Apr 23 Week 15 Apr 30 Week 16 May 7 Literature David Talamantez Chapters 1 & 2 Chapter 3 Focus Chapter 4 During Reading Chapter 5 RE-reading Chapter 6 Collaboration SPRING BREAK Chapter 7 Metaphor Chapter 8 Reflection Chapter 9 Deception Chapter 10 Backwards Planning Chapter 10 Jackson Porter, Dickinson Faulkner Alexie, Mitford, Silko, Thomas OBrien, Owen Bambara SPRING BREAK Bierce Walker, Roethke; Kincade, Meinke; Walker, Bambara TBA TBA TBA PRESENTATIONS PRESENTATIONS FINAL EXAM Teaching Notebooks Constructed Response #4 Constructed Response #2 SPRING BREAK Mid-term Exam Constructed Response #1 DUE No class MLK Holiday Intro to class; Diagnostic

Constructed Response #3

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