Syllabus

Syllabus for English 372.01 (3 credits)
Fall 2015  Tuesdays and Thursdays, 1:25-2:40, CUE 219
Dr. Donna Campbell
Email (best way to reach me): campbelld@wsu.edu.
Because of a new WSU policy effective August 24, I will only be able to respond to emails sent from your WSU email address. 
202H Avery, 509-335-483I
Office Hours:
11-1 Tuesdays and Thursdays and by appointment.
Virtual Office Hours:
Contact me via Twitter, Skype, and Google chat at dmcampbellwsu.

Course site: http://www.wsu.edu/~campbelld/engl372/index.html
Course blog: https://english372.wordpress.com
Blackboard (used only for uploading papers; other course materials are at the above links): http://learn.wsu.edu
Last update: 08/25/2015

Required Textbooks. Books can be purchased at the Bookie or at Crimson and Gray.

Wilde, Oscar The Picture of Dorian Gray Dover 1993 978-0486278070
Chopin, Kate The Awakening and Selected Short Stories Simon & Schuster 2004 978-0743487672
Dickens, Charles Hard Times Oxford World 2008 978-0199536276
Shelley, Mary Frankenstein (1818 edition) Oxford 2009 978-0199537150
Twain, Mark Pudd’nhead Wilson Dover 1999 978-0486408859
Negri, Paul, ed. Great American Short Stories Dover 2002 978-0486421193
Course pack Available 8/26/15 at Cougar Copies in the CUB. You will need to bring a printed copy to class.

Course Description

English 372, 19th-Century Literature of the British Empire and the Americas, approaches Anglophone literature—literary and cultural texts in English from 1800 to 1900—through themes pertinent to the Victorian era and our own contemporary culture:

  • Making Monsters: Nature, Society, Romanticism, and Individualism.
  • Imperial Outlaws: Race and Empire/The Empire Writes Back.
  • Was it . . . murder? Mysteries and the Science of Detection
  • Romanticism Revisited: Aestheticism, Decadence, and Sexuality

Although certain sections are identified on the syllabus with one of these four themes, each of these ideas recurs throughout the century and throughout the course. Our purpose is to understand these works in a broader framework of social, literary, and political contexts; thus we will also read cultural documents of the times such as pictures, cartoons, and maps as well as tracing these ideas in popular culture.

Content Note: These texts reflect the cultural attitudes of the nineteenth century, and they are presented in their original form. Although these books are not graphic when judged by twenty-first century standards, they may use words now considered offensive, may depict scenes upsetting to current readers, or may represent race, gender, or violence in ways that that run counter to current standards, even when the intent is to protest racism, sexism, or other forms of social injustice. If you believe you would be unable to read this material despite understanding its historical context, you should not take this class.

Course Goals and Student Learning Outcomes. The goals and learning outcomes for students in the course are as follows. Each is addressed through multiple class activities and evaluated through class discussion, papers, quizzes, group presentations, debates, exams, reports, laptop days, and individual presentations. This course addresses UCORE goals 1,4,5,6 and 7; see the last page of this document for further information.

  • To read and closely analyze a number of works of literature and journalism within the course materials described.
  • To view and interpret multiple kinds of texts, including maps, songs, and political cartoons, to understand the ways in which they comment on and reflect their culture.
  • To learn about significant issues, movements, and trends in literature of global British and American literature of the 19th century, including historical issues of slavery, racism, and imperialism.
  • To search for instances of how 19th-century perspectives, language, and literature permeate contemporary culture and to assess the ways in which they affect our perspectives on issues such as individualism, industrialism and ecology, relations with other countries, and aesthetics, gender, and sexuality.
  • To understand the ways in which scientific knowledge can be contingent not only on evidence but upon the historical framework in which it is gained.
  • To work with and learn to evaluate primary and secondary resources, including locating primary print sources and digitized versions online, learning to use the MLA Bibliography and other databases to find secondary sources, and learning to assess web materials for reliability, and locating primary source materials. These will be addressed on laptop days and during our visit to the MASC.
  • To synthesize and create knowledge and to disseminate those insights to the class (reports, presentations, papers) and to the world beyond the classroom (blogs).

Important: You need to bring your book with you to class each day. Having your book in class is a vital part of class participation: you’ll be asked to read passages aloud, give page citations, and so forth. Reading the book online and then coming to class is not sufficient, and your class participation grade will be lower as a result. Readings are in the assigned books (GASS means Great American Short Stories) or in the course pack (CP).

Use the numbers in the corners of the course pack rather than the one on the bottom of the page in the middle. For the course pack, read the whole selection. If you don’t see a page number, the reading is in the course pack.

Schedule of Assignments.This is a tentative guide to the assignments. ASSIGNMENTS ARE SUBJECT TO CHANGE. Listen for class announcements and follow the class blog or @campbellcourse on Twitter for notices about changes to assignments.

Week Date Reading Assignments Writing and Presentation Assignments
1 8/25 Introduction
8/27 Romanticism, Nature, and Individualism
Emerson, from Nature (CP)
“Each and All” (CP)
Coleridge, “This Lime-Tree Bower My Prison” (CP)
Sign up for optional reports
2 9/1 Wordsworth, from Preface to Lyrical Ballads (CP)
Wordsworth, “Lines, composed a few miles above Tintern Abbey” (CP)
Coleridge, from Biographia Literaria (CP)Start thinking about the blog option: Members? Purpose?
9/3 Making Monsters: Nature, Society, and Individualism

Blake, ” “London” (CP)
Wordsworth, “The world is too much with us” (CP)
Wordsworth, “Resolution and Independence” (CP)
Carroll, “The Aged, Aged Man” (CP)

Weblog post 1 (“Blog Manifesto” or statement of purpose) written in class

Laptop day: bring your laptop if you have one. We will set up blog groups in class and your group can write your first post, which will be a statement about what you all want your blog to accomplish.

3 9/8 Making Monsters: A Science Too Far?

Mary Shelley, Frankenstein (1-110)

Reports
9/10 Frankenstein (110-191) Weblog post 2 due
4 9/15 Imperial Outlaws: Individualism, Revolt, and the Byronic Hero

Frederick Douglass, from Narrative (CP)
John Rollin Ridge (Yellow Bird), from Joaquin Murieta (CP)

Workshop for Paper 1
Laptop day: bring your laptop if you have one.
Bring draft of Paper 1 in paper or on your computer
9/17 Making Monsters: Poe and the Gothic

Poe,”The Tell-Tale Heart” (GASS 13-17)
Poe, “The Fall of the House of Usher” (CP)

Weblog post 3 due
Short Paper 1 due either in class (paper version) or uploaded to Blackboard by 9 p.m.
5 9/22 Making Monsters: Race and Disability in America

Stephen Crane, “The Monster” (CP)
Laptop day: Finding research materials online
9/24 Was it . . . murder?
Dickens, Hard Times (1-68)
Reports

Laptop day continued
Weblog post 4 due

6 9/29 Hard Times (69-274)
10/1 Meet at MASC (Date TBA) Weblog post 5 due
7 10/6 Exam 1 Exam 1
10/8 Imperial Outlaws: The West

Harte, “The Luck of Roaring Camp” (GASS 49-57)
Crane, “The Bride Comes to Yellow Sky” (GASS 58-67)

8 10/13 Imperial Outlaws: South and East

Chesnutt, “The Goophered Grapevine” (GASS 93-103)
Jewett, “A White Heron” (GASS 84-92)

10/15 Imperial Outlaws: Race and Empire/The Empire Writes Back

Shelley, “Ozymandias” (CP)
Coleridge, “Kubla Khan” (CP)
Edward Said and Gayatri Spivak on Orientalism and imperialism (CP)

Reports
Weblog post 6 due
9 10/20 Imperial Outlaws: Race and Empire/The Empire Writes Back

Mary Seacole, from The Wonderful Adventures of Mrs. Seacole in Many Lands (CP)
Kipling, “The White Man’s Burden” (CP)
Hubert Harrison, “The Black Man’s Burden” (CP)


Short Paper 2
due either in class (paper version) or uploaded to Blackboard by 9 p.m.Laptop Day: Finding Historical Contexts
10/22 Imperial Outlaws: Race and Empire/The Empire Writes Back

Kipling, “The Man Who Would Be King” (CP)

Weblog post 7 due

Laptop Day: Laptop Empire

10 10/27 Was it . . . Murder? Blinded by the “Science” of Race

Twain, Pudd’nhead Wilson, pp. 1-78 (chapters 1-14)


10/29 Was it . . . Murder? Mystery and the Science of Detection

Twain, Pudd’nhead Wilson, pp. 79-122 (chapters 15-end)
Weblog post 8 due
11 11/3 Was it . . . Murder? Sherlock Holmes and the Science of Deduction

Arthur Conan Doyle, “A Scandal in Bohemia” (CP)

Reports

6 p.m. Extra credit movie night: A Scandal in Belgravia (BBC Sherlock series)

11/5 No Class Short Paper 3 (optional) uploaded to Blackboard by 9 p.m.
Weblog post 9 due
12 11/10 Romanticism Revisited: Aestheticism, Sexuality, and the Double Self
Kate Chopin, The Awakening (1-89)
11/12 Kate Chopin, The Awakening (89-178) Proposal for Paper 4 sent to campbelld@wsu.edu by 9 p.m.
Weblog post 10 due
13 11/17 Romanticism Revisited: Decadence, Sexuality, and the Double Self

Matthew Arnold, “Hebraism and Hellenism” (CP)
Oscar Wilde, The Picture of Dorian Gray
(1-86)

Reports
11/19 The Picture of Dorian Gray (87-165) Optional Weblog post 11 due extrablogassign
14 11/23-27 Thanksgiving Break
15 12/1 Romanticism and the Gothic Revisited: Sexuality and the Ghost Story

Edith Wharton, “The Eyes” (CP)

12/3 Project Presentations Paper 4 due either in class (paper version) or uploaded to Blackboard by 9 p.m.
16 12/8 Project Presentations
12/10 Project Presentations
17 12/14 1-3 p.m. in our classroom: Final Exam

Requirements and Assignments

Attendance and Class Participation.  Class participation and attendance are important, and you should come to class prepared to discuss each day’s reading. Since the syllabus is online, as are the readings not in your textbooks, you should have no trouble in reading the next day’s assignments even if you’re absent on the previous day. If you have questions about the day’s reading, don’t hesitate to ask; chances are good that someone else had the same question.

  • You have four free absences; a fifth unexcused absence means that your final grade will drop one full letter grade; a sixth absence means that you will fail the course. Although I appreciate knowing when you can’t make it to class, WSU Academic Regulation 73(c) states that “[t]he instructor may require the student to submit a written explanation of the absences, but written excuses from health care personnel should not be required since these requests frequently put the health care personnel in untenable positions.” Since documentation to excuse absences cannot legally be requested or provided according to this regulation, this means that this course can have no excused absences. The four absences should be sufficient to cover your needs for the course, however.
  • Because we will be reading and analyzing passages from the readings during the class period, bringing your book with you is an essential part of class participation and will count in your class participation grade. As mentioned above, reading the assignment online and then coming to class is not sufficient.
  • You can expect to spend at least 2-3 hours in reading and preparation for each hour of class time.
  • Included in attendance and class participation is the expectation that students will be respectful of their classmates’ and the instructor’s time and their mutual effort to concentrate on class discussion and activities. Activities such as texting, being on social media, reading material unrelated to the course during class time, and talking while others are speaking do not constitute respectful behavior and will significantly lower your class participation grade.

Formal Papers. Students in this class will write the following:

  • Two shorter papers of literary interpretation or analysis requiring no research (3-4 pages or 750-1000 words).
  • The third paper is optional; it includes a creative topics option and may substitute for either of the first two. In other words, if you complete all three short papers, the lowest short paper grade will be dropped.
  • One longer paper (8-10 pages) that will require either research or the reading of additional texts. The longer paper may be a group project and may take the form of a web site, wiki, or video production. More details will be available later in the course. This paper will be the subject of a final presentation.

Format. Papers must be neatly typed and carefully proofread. Citations should follow MLA style as outlined in the MLA Handbook. See more formatting guidelines at this link: http://public.wsu.edu/~campbelld/format.htm.

Electronic and Paper Versions. Either a paper version or an electronic version is acceptable. Paper versions are due at the beginning of class and will receive handwritten comments. Electronic versions must be uploaded to Blackboard,http://learn.wsu.edu, by 9 p.m. on the due date and will receive typed comments in the margins. Papers uploaded after 9 p.m. will receive a 5 point penalty.

  • Electronic versions of papers must be uploaded by 9 p.m. on the deadline date.
  • Electronic versions will be returned through Blackboard.
  • If you send your paper by email, name your file as follows: LastnameFirstinitial_ClassNumber_Papernumber. Example: If Joan Smith turns in her first paper, the file would be called SmithJ_372_Paper1.doc. See the formatting guidelines for more information.
  • After the first paper, a failure to follow the guidelines will result in penalties (-1 for unreadable files that must be resubmitted; -1 for not following the naming conventions, -1 for absence of Works Cited page, and so on.) See the Format link or handout for more information.

Late Papers and Extensions. Late papers are penalized at the rate of one letter grade (10 points) per class day late; a paper that would have received a “B” or 85 on Tuesday will receive a “C” or 75 if handed in on Thursday.

  • If you do not turn in a paper, you will receive a 0 for that portion of your grade. Papers received after four class days will receive 50 points but will not be formally graded.
  • You have one 48-hour extension in this class. This extension means that your paper will be due on the next class day, which could be more than 48 hours, without penalty.You must request the extension ahead of time, and you should save it for a true emergency, since no other extensions will be granted for illness, funerals, weddings, or any other reason.

Exams. This course has two exams: a midterm and a final. Exams in this course will consist of objective (multiple choice, short answer, matching) questions, identification questions, and an essay written in class. The final exam will not be given early since alternatives to taking it are available to students.

Quizzes. Because quizzes have been proven to help students with the retention of material, unannounced quizzes over the reading will be given frequently in this class. The quizzes test your specific knowledge of the reading assignment for that day and sometimes ask about information from a previous day’s class discussion or lecture. For example, you might be asked the name of a character, the meaning of a term discussed in the previous class, the character associated with a particular quotation, or the results of a specific action that occurs in a scene. Their purpose is to reinforce your close reading of the material by asking you about significant points in the book.

  • Quizzes are usually composed of 10 multiple-choice questions, although some quizzes will ask you to write a few sentences in response to a question. If you’ve done the reading and have paid attention in class, you should easily be able to get a 10/10 on them.
  • Quizzes cannot be made up, even if you are absent because of illness, but the lowest quiz grade will be dropped.
  • Quizzes are usually given in the first 10 minutes of class; if you come in late and the quiz is in progress, you will not be able to take the quiz.
  • An optional quiz will be given as a universal “make-up” quiz at the end of the semester.
  • Students who have their books with them in class will be able to look up material for the bonus questions on quizzes.

In-class writing and short assignments. Short, typed responses to the reading may be assigned from time to time, as will short pieces of in-class writing.

Reports and Blogs. Students in this class will either present a brief oral report to the class or, in a group of 2-4 students, keep an online journal (weblog) of their reading this semester. Both options will involve about the same amount of work, but with the blog option, you’ll be spreading the work out over the entire semester. Those who choose both to present a report and to keep a weblog will not have to take the final exam.

  • You’ll sign up for a report or a weblog in class. See the Reports and Blogs pages for more details.
  • To make the schedule updatable and available to all, it will be posted on our course site, as will the list of blogs.
  • Because the point of the weblog is to share your thoughts with others in the class, our main class site will contain a link with your name as part of the requirement. If you have any privacy concerns (under FERPA) about having people know that you are in this class or do not want your name posted anywhere on our class site, you should choose the Reports option instead. You’ll also need to write to me (on paper) requesting that your name be omitted from the Reports page.

Policies

Electronics Policy. Recent studies have demonstrated that people remember material better when they take notes by hand rather than on the computer, since typing on the computer tends to produce a transcription rather than the kind of selective note-taking that leads to understanding. Also, students participate more actively when they are not using a laptop, which benefits their class participation grade, and there are fewer distractions in the classroom without laptops. The following policies thus apply in this class:

  • No cell phones or texting. Those using cell phones or texting will be counted as absent for the day.
  • No laptops (iPads, netbooks, etc.) except on laptop days unless you have a reason that you’ve cleared with me ahead of time. If you must have a laptop open, the wireless should be turned off except on laptop days.

Plagiarism Policy. Plagiarism is the unacknowledged use of someone else’s words or ideas. This definition includes not only deliberately handing in someone else’s work as your own but failing to cite your sources, including Web pages and Internet sources. Plagiarism also includes handing in a paper that you have previously submitted or are currently submitting for another course.

  • For a first offense, any paper plagiarized in whole or in part will receive an “F” (0 points), and the incident must be reported to the WSU Office of Student ConductYou will NOT be allowed to rewrite the plagiarized paper for a better grade.
  • Penalties for a second offense can range from failing the course to suspension from the university.

WSU Email Policy: Per new WSU policy effective August 24, I will ONLY be able to respond to emails sent from your WSU email address.  I will NOT be able to respond to emails sent from your personal email address as of the first day of fall semester.  Effective the 24th, the IT Department will switch the “preferred” email address in your myWSU to your WSU email address.

WSU Statement on Academic Integrity. Academic integrity is the cornerstone of the university. You assume full responsibility for the content and integrity of the academic work you submit. You may collaborate with classmates on assignments, with the instructor’s permission. However the guiding principle of academic integrity shall be that your submitted work, examinations, reports, and projects must be your own work. Any student who attempts to gain an unfair advantage over other students by cheating will fail the assignment and be reported to the Office Student Standards and Accountability. Cheating is defined in the Standards for Student Conduct WAC 504-26-010 (3).

WSU Midterm Policy. Based on ASWSU student requests and action by the Faculty Senate, WSU has instituted Academic Rule 88, which stipulates that all students will receive midterm grades. Midterm grades will be reported as they are calculated in Blackboard.

However, at midterm only 35% of the total graded assignments will have been turned in. Midterm grades are not binding, and because the bulk of the graded work in this course occurs after the midterm point, it can only accurately reflect student performance up to that point.

WSU Policy on Students with Disabilities. Reasonable accommodations are available for students with a documented disability. If you have a disability and need accommodations to fully participate in this class, please either visit or call the Access Center (Washington Building 217; 509-335-3417) to schedule an appointment with an Access Advisor. All accommodations MUST be approved through the Access Center.

WSU Safety Policy. Washington State University is committed to enhancing the safety of the students, faculty, staff, and visitors. It is highly recommended that you review the Campus Safety Plan (http://safetyplan.wsu.edu/) and visit the Office of Emergency Management web site (http://oem.wsu.edu/) for a comprehensive listing of university policies, procedures, statistics, and information related to campus safety, emergency management, and the health and welfare of the campus community.

WSU Policy on Excused Absences. Section 73 of WSU’s regulations does not permit instructors to request official documentation to allow excused absences except for military personnel and those traveling on WSU business; hence no other excused absences are permitted by WSU policy. The attendance policy for this course has been relaxed from previous versions of the course to include an additional absence to make up for this decreased flexibility in policy.

WSU OEO Policy. Discrimination, including discriminatory harassment, sexual harassment, and sexual misconduct (including stalking, intimate partner violence, and sexual violence) is prohibited at WSU (See WSU Policy Prohibiting Discrimination, Sexual Harassment, and Sexual Misconduct (Executive Policy 15) and WSU Standards of Conduct for Students).

If you feel you have experienced or have witnessed discriminatory conduct, you can contact the WSU Office for Equal Opportunity (OEO) and/or the WSU Title IX Coordinator to discuss resources and reporting options. (Visit oeo.wsu.edu for more information, including a list of confidential and other resources)

WSU employees, with limited exceptions (e.g. confidential resources such as health care providers and mental health care providers – see oeo.wsu.edu/reporting-requirements for more info), who have information regarding sexual harassment or sexual misconduct are required to report the information to OEO or a designated Title IX Coordinator or Liaison.

Addition to WSU’s policy: rude, profane, threatening, or otherwise inappropriate emails will receive no reply and will be forwarded to the appropriate administrative office.

Grading Policies and Criteria

I will use abbreviations as references to grammatical principles on your corrected papers. The abbreviations and accompanying explanations are available on the “Key to Comments” document here: http://public.wsu.edu/~campbelld/keyto.htm.

Weight of Assignments for English 372

Because of FERPA and privacy issues, no grades will be discussed or transmitted by e-mail or instant messaging. Emails about other matters will usually receive a response within 24 hours except on weekends, when replies will be sent on Monday morning. Please identify yourself using first and last name and use conventional email etiquette.

Exams (2 x 10% each) 20 percent
Short papers (2 at 15% each) 30 percent
Report or Group weblog 10 percent
Longer Paper or Project (20%) plus paper presentation (5%) 25 percent
Quizzes, class participation, informal group presentations, and in-class writings 15 percent

Grading Criteria. List available below and at http://public.wsu.edu/~campbelld/grading.html. See the following resources for more specific information:

A note on the evaluation process in this course: Each piece of written work, from an essay on an exam to a formal paper, starts as a “0” and rises to one of the levels listed below based on the quality of its ideas, development, and writing. Thus your writing does not start from an “A” and “lose points” based on certain errors; instead, grading starts from a baseline and points are added based on the quality of your work. Think of the grading scheme as you would think of a game or a job. You don’t start with a perfect score (or a high salary) and lose points by making errors; rather, you start from a baseline and gain points based on the quality of your skills as demonstrated by your performance. The same is true here.

I will use abbreviations as references to grammatical principles on your corrected papers. The abbreviations and accompanying explanations are available on the “Key to Comments” document here: http://public.wsu.edu/~campbelld/keyto.htm.

  • A (Excellent)
    • Ideas and analysis. Greatly exceeds expectations and develops in a consistently excellent manner. Readers will learn something from this piece of writing. Ideas are original or especially insightful for the level of the class (i.e., an excellent paper in a 200-level course does not need to demonstrate the same level of originality and depth as an excellent paper in a 300- or 400-level course).
    • Organization. Organizational plan is clear, as is the thesis and purpose of the piece. Thesis is original and interesting.
    • Development and support. Develops its points effectively, logically, and in an original fashion. Assertions are supported by evidence. Paragraphs are unified, coherent, and complete.
    • Style. Sentences are fluent, graceful, and a pleasure to read. They are free from errors, although there may be a minor error in the piece.
    • Mechanics (spelling, usage, and punctuation such as commas, semicolons, and possessive apostrophes, quotation marks, and title punctuation). Papers will be almost entirely free from mechanical errors.
    • Audience. Has a clear understanding of audience as demonstrated by the paper’s use of tone and an appropriate level of diction.
  • B (Good)
    • Ideas and analysis. Exceeds expectations and develops in a good but perhaps predictable fashion. Paper will cover the most logical points about a piece of writing but may not provide as much new analysis. Ideas may be good but perhaps not as insightful or well developed as those for work in the “A” range.
    • Organization. Organization and thesis are logical but could be clearer. Thesis is solid but less innovative than in an exceptional paper. Some transitions may be missing.
    • Development and support. Includes a thesis idea that is generally supported by evidence and a logical order of paragraphs. Some unsupported generalizations may occur, or  some paragraphs may lack unity or support.
    • Style. Demonstrates correct sentence construction for the most part, although some sentences may be awkward or unclear. Papers will generally have few (1-2) or no comma splices, fragments, fused sentences, tense and agreement errors, or other major grammatical problems. Minor errors in grammar may occur.
    • Mechanics. One or two instances of an incorrect use of words, spelling errors, or punctuation errors such as missing possessive apostrophes may occur
    • Audience. Clear sense of individual voice and awareness of audience expectations. Level of diction may be uneven or somewhat inappropriate for the assignment.
  • C (Satisfactory or Acceptable)
    • Ideas and analysis. Meets expectations but does not go beyond them. May respond to the assignment in a satisfactory but predictable or superficial way. May have more plot summary than analysis.
    • Organization. Exhibits a discernable organization but may not provide a clear connection to the thesis. Thesis may be obvious or too general. Paragraphs may not follow the most logical order.
    • Development and support.Development may consist of obvious generalizations that only tell readers what they already know with limited support from the text.
    • Style. May demonstrate little sentence variety. Grammatical errors such as comma splices, fragments, agreement errors, vague or awkward phrasing may obscure the meaning of an otherwise good paper.
    • Mechanics. May contain odd word choices, consistent errors in punctuation, or problems with usage.
    • Audience. Voice and diction may be significantly inconsistent with audience expectations or the requirements of the assignment.
  • D (Deficient)
    • Ideas and analysis. Limited ideas and cursory development; does not meet expectations or the terms of the assignment on one or more dimensions.
    • Organization.Focus may be unclear or the essay may lack an arguable thesis. Paragraph order may be confusing. May lack adequate organization or sufficient support for its argument.
    • Development and support.Relies strongly on generalizations rather than support and may lack specific references to the text. Paragraphs may lack unity, coherence, and completeness. Paragraphs may be insufficiently developed.
    • Style. Contains many errors in sentence construction, including comma splices, fragments, fused sentences, agreement problems, and awkward sentences. Some parts may be difficult to read and interpret.
    • Mechanics. May demonstrate significant deficiencies in punctuation, word choice, and spelling.
    • Audience.Paper may demonstrate a consistently insufficient awareness of audience.
  • F (Unacceptable)
    • Ideas and analysis. Fails to meet expectations for ideas and analysis.May include too much plot summary or so many quotations that analysis is missing.
    • Organization. Focus many be diffuse or unclear. Sentences and paragraphs do not follow a logical order.
    • Development and support. Thesis may be missing.Generalizations may be used in place of analysis. Insufficient development for the requirements of the assignment.
    • Style. Serious errors such as comma splices, fragments, fused sentences, and agreement problems obscure meaning and make this paper inconsistent with college-level writing standards. A paper at this level may be difficult, frustrating, or confusing to read.
    • Mechanics. Contains numerous errors in grammar, spelling, and punctuation.
    • Audience.Serious problems with tone, diction, and sense of audience.
    • A paper will receive an “F” if it is plagiarized in whole or in part.

Grade Cutoffs for Assignments

The total number of points varies by assignment. The chart below shows the approximate letter grade for points earned in each assignment.

WSU final grade submission permits only solid, plus, and minus grades (e.g., C, C+, or C-) to be entered into zzusis.
WSU final grade submission has no “A+” grade, so the highest paper grade will be “A” (95) in compliance with WSU standards. There is no “D-” grade in zzusis, so a final average of 60-62 = D for the same reason.

Total Points 100 15 20 25 30 35 50 75 125 150 500 If your final % is Your final grade would be . . .
A 93 14 18 23 28 33 47 70 116 140 465 93 or above A
A/A- 92 14 18 23 27 32 46 69 116 139 463
A- 90 13 18 23 27 32 45 67 113 135 450 90-92 A-
B+ 88 13 17 22 26 31 44 66 110 132 440 88-89 B+
B/B+ 87 13 16 22 26 30 43 65 110 131 438
B 83 12 16 21 25 29 42 62 104 125 415 83-87 B
B/B- 82 12 16 20 24 29 41 61 103 124 413
B- 80 12 16 20 24 28 40 60 100 120 400 80-82 B-
C+ 78 11 15 19 23 27 29 58 98 117 390 78-79 C+
C/C+ 77 11 15 19 23 27 28 57 97 116 388
C 73 11 15 18 22 26 37 55 91 110 365 73-77 C
C/C- 72 10 14 18 21 25 36 54 90 109 383
C- 70 10 14 17 21 25 25 52 88 105 350 70-72 C-
D+ 68 10 13 17 20 24 34 54 85 102 338 68-69 D+
D/D+ 67 10 13 16 19 23 33 50 84 101 315
D 63 9 13 16 19 22 32 57 79 95 313 63-67 D
D/D- 62 9 12 15 18 21 31 46 78 94 312
D- 60 9 12 15 18 21 30 45 75 90 300 60-62 D

UCORE Goals and Course Goals

UCORE Goals Addressed in this Course At the end of this course, students should be able Course Topics Addressing this Outcome Evaluation of Outcome
Critical and Creative Thinking.Graduates will use reason, evidence, and context to increase knowledge, to reason ethically, and to innovate in imaginative ways.
  • To read and closely analyze a number of works of literature and journalism within the course materials described.
  • All course topics
  • All lectures and class discussions
  • All papers
  • Final paper
  • Creative option project
  • Graded class discussions
  • Graded papers
  • Creative option paper evaluation
Scientific Literacy. Graduates will have a basic understanding of major scientific concepts and processes required for personal decision-making, participation in civic affairs, economic productivity and global stewardship. 
  • To understand the ways in which scientific knowledge can be contingent not only on evidence but upon the historical framework in which it is gained.
  • Making Monsters: A Science Too Far?
  • Was it . . . Murder? Sherlock Holmes and the Science of Deduction
  • Was it . . . Murder? Blinded by the “Science ” of Race
  • Laptop Day: Finding Historical Sources
Evaluation of papers and class discussions.
Information Literacy. Graduates will effectively identify, locate, evaluate, use responsibly and share information for the problem at hand. 
  • To view and interpret multiple kinds of texts, including maps, songs, and political cartoons, to understand the ways in which they comment on and reflect their culture.
  • To work with and learn to evaluate primary and secondary resources, including locating primary print sources and digitized versions online, learning to use the MLA Bibliography and other databases to find secondary sources, and learning to assess web materials for reliability, and locating primary source materials. These will be addressed on laptop days and during our visit to the MASC.
  • Successful completion of laptop day and MASC exercises and integration of that knowledge into papers and projects.
  • Quizzes
  • Final project (web possibility) evaluation via rubric.
Communication. Graduates will write, speak and listen to achieve intended meaning and understanding among all participants. 
  • To synthesize and create knowledge and to disseminate those insights to the class (reports, presentations, papers) and to the world beyond the classroom (blogs).
  • Formal reports
  • Informal class presentations
  • Class discussions
  • Papers and projects
  • Workshop for Paper 1
  • Oral presentations
Evaluation for formal reports, papers, oral presentations, weblogs, and class discussions.
Diversity. Graduates will understand, respect and interact constructively with others of similar and diverse cultures, values, and perspectives. 
  • To learn about significant issues, movements, and trends in literature of global British and American literature of the 19th century, including historical issues of slavery, racism, and imperialism.
  • Imperial Outlaws: Romantic Hero
  • Imperial Outlaws: South and East
  • Imperial Outlaws: Race and Empire/The Empire Writes Back
  • Was it . . . Murder? Blinded by the “Science ” of Race
  • Laptop Day: Finding Historical Sources
Evaluation for oral reports, class discussion, and papers.
Depth, Breadth, and Integration of Learning. Graduates will develop depth, breadth, and integration of learning for the benefit of themselves, their communities, their employers, and for society at large. 
  • To search for instances of how 19th-century perspectives, language, and literature permeate contemporary culture and to assess the ways in which they affect our perspectives on issues such as individualism, industrialism and ecology, relations with other countries, and aesthetics, gender, and sexuality.
  • Romanticism Revisited: Decadence, Sexuality, and the Double Self
  • Final Project
  • Final Project Presentation
  • Weblogs
Formal evaluation for final project, presentation, and weblogs.
Contact August 25, 2015 11:15 AM Home | Literary Movements  | Timeline  |  American Authors | American Literature Sites | Bibliographies | Site Updates

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