Syllabus ENGL 103 PDF

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English 103––Fall 2017 Introduction to English and American Poetry Philip Jenks Office: University Hall 1807 Office hours: MWF 11:00am-12:00pm, MW 4:00-5:00 pm or by appointment (312) 966-1801

ENGL-103 (#22349) MWF 12:00pm-12:50pm Lincoln Hall 315 [email protected]

In this course, we will interpret eighteenth-, nineteenth-, twentieth-, and twenty-first-century English and American lyric poetry through conceptual and historical lenses. Deploying close reading techiques of a wide array of poems, you will understand how to create interpretations. You will also develop analytic skills by exploring poetic criticism both in scholarly conversation and in writing. Students will enhance their understanding of form and meter, rhetoric and metaphor, sound and diction, authorship and narration, and meaning. Each student will be responsible for daily classparticipation, a response essay, a midterm examination, and a final paper. Required texts • Fergusson, Margaret, Mary Jo Salter, and Jon Stallworthy, eds. The Norton Anthology of Poetry. Shorter 5th ed. New York: W. W. Norton & Company, 2005. • Rankine, Claudia. Citizen: An American Lyric. Minneapolis: Graywolf Press, 2014. Required digital-texts • I will make available all other required texts via either email, or Blackboard, or hyperlink. During class, students are given notice of how to access each text, and each student is responsible for contacting me with any problems regarding the texts. Grammar resources • The Purdue University Online Writing Lab (OWL), located at . • The Purdue University Online Writing Lab YouTube channel (OWL@Purdue), located at . Course objectives To succeed in this course, each student must demonstrate that they can: • • • •

Articulate and discuss the major movements in poetry from Romanticism to the present day; demonstrate an understanding of the key concepts, terms, and forms native to these movements; Read, analyze, and discuss poems not only in terms of what the they mean and how they make the reader feel, but to also understand how and why each poem works; Develop critical skills through a variety of assignments, including in-class discussions, close readings of texts, and the composition of brief and sustained topic-driven academic essays; Understand the significance of English and American poetry in general, as well as the meaning, form, and authorship of poems written during the nineteenth, twentieth, and twenty-first centuries.

Dr. Jenks | Syllabus | ENGL-103, Fall 2017

Grading Your goal in this course is to demonstrate your understanding of poetry, and to facilitate this demonstration, I will assess your competency on a 100-point scale: Class Participation: Response Essay: Midterm Examination: Final Paper:

25% 20% 25% 30%

I will use this scale to calculate your final grade in the course: A 90-100 points B 80-89 points C 70-79 points D 60-69 points F 0-59 points Attendance policy Students are allowed five absences without penalty. Each additional absence will reduce a student’s final grade by one letter. For example, a student with a B and six absences can earn no higher than a C. Students who miss nine class periods will fail the course. Students who are more than ten minutes late to class will be given one-half of an absence. What to do if you miss a class • If you would like to consult with me about a day you missed, come see me during office hours. I do not summarize class sessions via email. That being said, I do seek to keep all students updated on the general goings-on of the course through Blackboard announcements. • If an assignment is due during class on the day you are unable to attend: to receive full credit for submitting the assignment on time, send me an email that includes an attachment with the assignment that is due, and submit a hard-copy during the next class you attend. • If you experience an emergency: send me an email as soon as you are able, so that I might provide you with the homework for the next class meeting(s), and so that we might plan for your return to class. Late work: Late work is not accepted. Thus, the response essay, midterm, and final paper are due when they are due. All assignments are due at the beginning of class without exception. However, life happens. Attending office hours and communicating with me about whatever circumstances you are facing can assist in learning and taking the appropriate steps should you miss a critical assignment. Class participation: Behaviors that will have a positive impact on your participation grade include: Active and vocal contribution; active listening; coming to class regularly and on time; coming to class prepared; demonstrating evidence of having completed the assigned reading; completing assigned work both in class (group work) and outside of class (reading, writing projects, homework); and respecting your classmates and our course policies. Behaviors that will have a negative impact on your participation include: lack of consistent daily vocal contribution, disengagement, coming to class late or not at all; sleeping, eating, or talking during class (outside of discussion); not completing assigned work; misuse of cell phones or other devices (such as texting during class). Should there be any circumstance that

Dr. Jenks | Syllabus | ENGL-103, Fall 2017

hinders your ability to participate, please speak with me during office hours and we will work together to find a solution. I will evaluate your participation in class by keeping a record of how often you participate (during both class discussions and workshop) and how your participation shapes the direction of each class meeting. Response Essay: To demonstrate your engagement with the curriculum, and in anticipation of your Critical Analysis Paper, you will write a paper in response to a topic discussed in class. These two- to threepage papers require you to respond to a specific question by analyzing a group of poems, and by drawing from the secondary source materials (critical texts, historical documents, and essays about poetry) provided for class discussion, so that you might illustrate your understanding of the problem at hand. Please note that you must not use outside resources in response to this assignment. Later in the course, I will provide an in-depth writing prompt for this essay. Midterm Examination: On Friday, October 13th, you will take a comprehensive midterm-examination on the curriculum covered during the first seven weeks of the semester. This written examination concerns, but is not limited to, the literary movements that we discuss, the primary and secondary source-texts that we read, the terms that we study, and information related during our in-class discussions. You should be able to demonstrate your understanding of British and American Romanticism, Victorian-era poetry, Low and High Modernism, and the poetry of the Harlem Renaissance; to identify excerpts from poems and essays; to recognize, distinguish, and apply the terms that we learn; to write several short essays in response to a prompt; and to compose a long essay applying the terms we have learned to a poem we have not studied. Critical Analysis Paper: During the final weeks of the semester, you will compose a five- to seven-page academic essay that further develops the ideas with which you have become acquainted throughout the course. This paper must focus on one poet and one poem, considering how each is situated within the larger history of poetry, from Romanticism to the present day. You are required to meet with me at least once to discuss your plan for completing this assignment. This paper will serve as evidence of your study and interpretation of a single poem, requiring your direct engagement with a poetic text, and I expect a coherent and organized analysis of the text––I will distribute information and guidelines well in advance of the due-date. Please be aware that proper formatting, grammar, and MLA-style citation are essential to receive a passing grade. Format for assignments: Every draft must be formatted in alignment with Modern Language Association (MLA) guidelines. To see what this looks like, visit the Purdue Online Writing Lab website, and select the section about MLA. Please remember that proper formatting is a component of your grades. Class Website (Blackboard): In this class, we will use the Blackboard online classroom system extensively. If necessary, an indepth overview of Blackboard will be provided during the first weeks of class. To access the site, visit and enter your username (which should be the same as the username for your

Dr. Jenks | Syllabus | ENGL-103, Fall 2017

Electronic communication: When you write to me via email, please be sure to show common courtesy by writing in a formal tone, just as if you were writing a letter; in order to present yourself as student who should be taken seriously, you should write in a serious tone. For future reference, most university professors and instructors prefer to be addressed formally, so your emails should observe the conventions of formal communication. I do not accept emailed assignments. While I seek to respond to electronic communication as quickly as possible, allow up to forty-eight hours for a response from me via e-mail. Lastly, I wish to note that I will never discuss grading with you via email. Rather, you can schedule an appointment and meet to discuss any grading matters. Religious Holiday Observance Policy: Students who wish to observe their religious holidays must notify the instructor by the tenth day of the term that they will be absent unless their religious holiday is observed on or before the tenth day. In such cases, the student shall notify the instructor at least five days in advance of the date when he or she will be absent. Please refer to the following calendar: http://oae.uic.edu/religious-calendar/. Academic Integrity Policy: A student who submits work, at any stage of the writing process, which in whole or part has been written by someone else or which contains passages quoted or paraphrased from another’s work without acknowledgment (quotation marks, citation, etc.), has plagiarized. In addition, a student who submits work for a course that s/he has also submitted for other courses has plagiarized. Maintain your integrity when completing assignments and give credit where it is due. If you are ever unsure about what constitutes plagiarism, ask me. Students who are found to have plagiarized may be subject to various disciplinary actions, including a failing grade on a particular assignment or failure of the entire course; I may also file an incident report with the Office of the Dean of Students. For more information about violating academic integrity and its consequences, consult the website of the UIC Office of the Dean of Students at http://www.uic.edu/depts/dos/studentconductprocess.shtml. Disability Accommodation Policy: Students with disabilities who require accommodations for access to and/or participation in this course must be registered with the Disability Resource Center (DRC). Please contact the DRC at (312) 4132183 or visit http://drc.uic.edu. Additional policies: To promote effective in-class discussion and to facilitate a successful learning environment, you will be asked to leave class if you are unable to regularly maintain the following policies, without exception: • Please do not talk excessively with your classmates during in-class discussions. • Unless I prompt you to do so, please do not use your cellular phone, smartphone, or mobile device, and please do not look at these devices during class. Student Civility Statement: This class is composed of wonderfully different perspectives. With this, the course aspires to promote the growth of all students in their academic, professional, and social experiences. Students should join together to create a community where ideas are exchanged, listen to one another with consideration and respect, and commit to fostering civility in daily classroom activity. As members of this class, students must aspire to create an environment in which it is safe to explore their ideas without

Dr. Jenks | Syllabus | ENGL-103, Fall 2017

resentment or persecution from classmates. Any act that detracts from the expressive nature of this class will absolutely not be tolerated and may result in disciplinary action.

RESOURCES FOR UIC WRITERS The Writing Center, located in Grant Hall 105, offers one-on-one consultation with student writers who need help developing ideas, or need advice, guidance or additional instruction on any aspects of writing. The Writing Center serves all student writers, not just students in the First-Year Writing Program. Tutors are prepared to spend fifty minutes per appointment, and there is no limit to the number of tutoring sessions you can have each semester. Make an appointment and be on time! Bring the paper on which you're working, as well as any related drafts or notes, and information about the assignment. For an appointment, call the Writing Center at (312) 413-2206, or stop by room 105 of Grant Hall. The Purdue University Online Writing Lab (OWL), accessible online at , is available to first-year students who need additional information on inquiry and research, on English grammar and mechanics, on ESL issues, and on using MLA and APA style. From the OWL website students may email their writing-related questions to a tutor, read about professional and technical writing, and access off-site resources for students of writing. Public Computer Labs are available throughout campus where you may write and/or print out your work. For a list of labs and the hours they’re open, go to . Note: Do not wait until the last minute to print out papers. Sometimes labs have long lines of students waiting for access. The Campus Advocacy Network provides confidential, anonymous, free services to UIC students, staff, and faculty who have experienced sexual assault, domestic/dating violence, stalking, and hate crimes. Visit the CAN website at http://wlrc.uic.edu/campus-advocacy-network, email [email protected], or call (312) 413-8206. Counseling Services are available for all UIC students. You may seek free and confidential services from the Counseling Center, or to visit their website, located at . The Counseling Center is located in the Student Services Building; you may contact them at (312) 996-3490. In addition to offering counseling services, the Counseling Center also operates the InTouch Crisis Hotline from 6:00 p.m.-10:30 p.m. They offer support and referrals to callers, as well as telephone crisis interventions; please call (312) 996-5535. The Academic Center for Excellence (ACE) provides individualized instruction in reading and writing; visit the ACE website at http://www.uic.edu/depts/ace/ or call (312) 413-0031. African American Cultural Center: http://www.uic.edu/depts/lcc/ . The African-American Cultural Center (AACC) of the University of Illinois at Chicago (UIC) contributes to the academic mission of the university by promoting the expression and analysis of all African-American creative and cultural traditions, the trends developing in these traditions, the African ancestral roots of these traditions, the influence of other cultures on African-American cultures, and the influence of African-American traditions and trends throughout the Diaspora and on other cultures. The center is especially concerned with nurturing the appreciation and study of African-American cultures to support their development and dissemination and to bring about the end of racism and discrimination against African-Americans and all other ethnic groups in the United States and around the world.

Dr. Jenks | Syllabus | ENGL-103, Fall 2017

Asian American Cultural Center: http://www.uic.edu/depts/lcc/ AARCC’s mission is to: Provide education and resources for and about Asian Americans; Increase awareness of diverse Asian American issues, cultures, and communities; Strengthen the Asian American campus community; Support the growth of Asian American Studies; Guide Asian American students in reaching their academic, personal, and professional potential. Disability Resource Center: features resources for students, faculty, and the UIC community at large. Should you (or feel you might) need a letter of accommodation, please see the Disability Resource Center. Gender and Sexuality Center: “The Gender and Sexuality Center (GSC) at UIC provides and facilitates lesbian, gay, bisexual, transgender, queer and ally education, outreach, research, and support in order to create a more equitable and inclusive world.” International Student UIC Resource Page: http://www.uic.edu/depts/oia/resourcesstudent/internationalstudents.html  UIC currently has over 3,000 international students from 100 different countries. A primary campus unit providing support services for all international students, scholars, faculty, and staff is the UIC Office of International Services (OIS). Visit the OIS web site for a list services offered. All non-immigrant students, scholars, faculty, and staff visiting UIC from abroad are encouraged to visit the office within the first two weeks of arrival at UIC. In addition to OIS, the John Nuveen Center for International Affairs provides support services for all visiting international scholars, faculty, staff, and exchange students from UIC partner institutions abroad. Latino Cultural Center: http://www.uic.edu/depts/lcc/ : The Latino Cultural Center strives for the creation of a positive atmosphere through the development of educational, cultural, and social programs, which will lead to a greater retention, and advancement of Latino students. The Center aims to instill and encourage others to pursue and understand Latino issues. The Center aims to complement, aid, and influence UIC's urban mission to serve as a linkage between the University community and the outside Latino community, especially by providing the latter with university programs and services and by bringing community concerns to the attention of the Campus community. Office of Women’s Affairs: http://www.uic.edu/depts/owa/safety.html There is a wealth of information, resources, activities, and advocacy pertaining to women’s well-being and safety.

This document is subject to revision.

Dr. Jenks | Syllabus | ENGL-103, Fall 2017

Dr. Jenks | Syllabus | ENGL-103, Fall 2017

Proposed Reading List ENGL-103, Fall, 2017 Week One: The Genre of Poetry • E.E. Cummings, “next to of course god america i” (894) • Marianne Moore, “What Are Years?” (859-860) •

Form, Structure, and Line: • Beowulf, (2 [lines 1-25]) • Wilfred Owen, “Dulce Et Decorum Est” (890) • Brooks, “We Real Cool” (999)

•

Meaning and Interpretation: • Stanley Kunitz, “Robin Redbreast” (930) • Shakespeare, “[Sonnet 130]” (177) • Claudia Rankine, Citizen: An American Lyric (5-7; 23-37)

Week Two: British Romantic Poetry (1798–ca. 1837) • Blake, “Song [‘How sweet I roam’d’]” (440) • Blake, “The Sick Rose” (446) • Blake, “London” (448) • • •

Coleridge, “Kubla Khan” (486) Shelley, “Ozymandias” (541) Byron, “So We’ll Go No More A-Roving” (512)

• •

Keats, “Ode on a Grecian Urn” (585) Keats, “To Autumn” (587)

Week Three: American Romantic Poetry (ca. 1855–ca. 1890) • Whitman, “[from Song of Myself] ‘I celebrate and sing myself’]” (679) • Whitman, “[from Song of Myself] ‘I believe in you my soul’]” (679-680) • Whitman, “Crossing Brooklyn Ferry” (684-689) • Whitman, "When Lilacs Last in the Dooryard Bloom'd" (696-702) • • • • •

Dickinson, “[‘I like a look of Agony]” (723) Dickinson, "“[‘I felt a Funeral, in my Brain"]” (723) Dickinson, “[‘They shut me up in Prose ––’]” (725-726) Dickinson, “[‘Because I could not stop for Death ––’]” (726) Dickinson, “[‘My Life had stood – a Loaded Gun’]” (728)

Week Four: Victorian Poetry (1837-1901) • Elizabeth Barrett Browning, “[from Book 5] [Poets and the Present Age]” (594-596) • Poe, “Anabel Lee” (618-619) • Tennyson, “Break, Break, Break” (631) • Emily Brontë, "Remembrance" (668-669) •

Tennyson, “Ulyss...