Topics for the First Essay

Choose ONE of the following to develop into a thoughtful, well-developed essay:

1.  Discuss the atmosphere (mood) established by the setting in both "The Old Man at the Bridge" and "A Clean, Well-Lighted Place." Explain how the setting contributes to the feeling of loneliness and isolation.

2. Discuss the importance of the character of the old man in both "The Old Man at the Bridge" and "A Clean, Well-Lighted Place" in revealing the other characters in the story.

3. Despite their isolation and loneliness, both the old man in "The Old Man at the Bridge" and the old man in "A Clean, Well-Lighted Place" maintain a sense of dignity. Discuss how each man faces his future. In what way does this contribute to the way the older waiter may approach the remainder of his life.

4. Symbolism is a subtle but effective tool that Hemingway uses in his stories [and novels]. Discuss the major symbols used in "The Old Man at the Bridge" and "A Clean, Well-Lighted Place," explaining what each contributes to the respective story.

Writing about Literature

Writing about literature is different from most essays that are assigned and written in English 1101. For one thing, the focus of the paper is on the analysis of the story, poem or play that has been assigned. Therefore, it is written in third person; there should be no first ("I") or second person ("you"). There are other important differences outlined below.

CONTENT

1. Always mention the title and author of the work(s) you are discussing in the FIRST paragraph of the essay. Titles of books should be underlined or italicized; titles of stories should be in quotation marks.

2. Mention characters' names whenever possible. Be specific about character identification; that is, when you first refer to a character, add a simple appositive phrase to identify him or her. It does not have to be long nor interrupt the “flow” of your writing.

3. Use illustrations, examples, and explanations to prove your assertions. Stick closely to the text of the work you are discussing. Read carefully and closely. Don't hesitate to quote briefly from the primary source for illustration -- a well-chosen quote can help to illustrate your point. However, be sure to use the quote as illustration -- not as the text of your essay.  In other words, offer explanation, relevance to the context of your paper.

4. Clearly state the central idea or thesis of your essay in the introduction--or shortly thereafter. Be explicit. Be sure your essay has a thesis. Do NOT state your thesis by using writer-based phrases such as: The two poems I have chosen to write about are.... Rather, focus directly on your point: The snake is a potent symbol, often invoking fear, in Western mythology. Both Emily Dickinson and D. H. Lawrence invoke that fear in their poems, but with very different results.

5. Look up the definition of any word that you are not totally familiar with. Try to find the source of and understand any literary or historical allusion that the author uses.

6. Underline key passages, even key words, in the work you are studying, particularly those passages that have reference to your thesis. Be sure that any time you quote form an author's work, you quote exactly -- word for word and comma for comma.

7. In an essay about literature, it is most important to try to show your understanding of the work. Concentrate on writing a unified essay around a central thesis. Avoid going off on tangents. Stick to your main idea, develop it, prove it, deepen it by showing implications of your idea. Use class discussion as a springboard, but do not hesitate to go more deeply into the analysis. You may have been hesitant to speak in class, but do not be hesitant to incorporate your own thoughts and ideas into the paper.

8. Don't confuse the author with the narrator of the story or the voice of the poem.

9. USE MLA format.  http://owl.english.purdue.edu/owl/resource/747/01/Double space all work, unless otherwise directed. Use a 12 point, non-italic, common font such as Times New Roman, Garamond, Courier, or Comic Sans. Center your title. Follow MLA Guidelines for essay set-up.

10. When you first refer to authors, use their full names; afterwards refer to them by last names.

11. Use present tense verbs when writing about literature and maintain verb consistency.

12. Avoid using 2nd person “you.” In academic essays write in the 3rd person unless the assignment calls for 1st person.

13. Incorporate quoted material into your writing in one of 3 ways: (1) Interweave it into your own words: Poe’s use of the words “dark, “ ”dreary,” and “weary” suggests a somber mood (lines 11-13). (2) Introduce it with a “tag phrase” and comma: As Creon says, “The ship of state is safe” (I.8). (3) Introduce it with an explanatory sentence and colon: At the beginning of the play, Creon is concerned that the country is unified: “The ship of state is safe” (I.8).

14. When the quotation is followed by the parenthetical documentation, place periods and commas after the parenthesis. If the quote contains a question mark or exclamation point, it remains before the quotation marks, but a period (or comma) is still placed after the parenthesis.

Sammy asks, “Who is that customer?” (36).

Granny Weatherall says, “Nonsense” (177).

When the quotation marks are not followed by the parenthesis, then commas and periods go before the quotation mark.

15. Use single quotation marks to quote a quotation within a quotation.

Papers should be free of grammatical, mechanical, and punctuation errors: avoid comma splices, fragments, fused sentences; make sure subject/verb and noun/pronoun agree in number; use correct spelling; follow conventions of punctuation and capitalization (especially apostrophes).

The Elements of Fiction

Macon State College

Department of English

Fall 2012

English 1102  Syllabus and Policy Statement:

A book is a portable form of magic. ~ Stephen King

Instructor: Mrs. Sharon Aiken, H/SS 248   

Office phone: 478-471-2893

Office hours:  T/TH: 8:30-9:00 a.m.; 3:30-4:30 p.m., and by appointment

Email: sharon.aiken@maconstate.edu

       Website:   aikenenglish1102fall2012.blogspot.com

Best means of contact: email.  Use your Macon State email. I check and respond to my Macon State email, Monday-Thursday and on Sunday evenings.  I expect you to do likewise, because I use email for class announcements or changes in the class schedule. 

Required Texts and Materials: 

Ø  Lunsford, Andrea A. The St. Martin’s Handbook. Boston: Bedford/St.Martin’s, 2008 or other collegiate grammar text

Ø  pocket folder for the research paper, and binder or notebook of your choice to be submitted at the end of the semester  

Ø  blue or black pens (NO  hot pink, neon orange, lime green) for in-class quizzes and compositions—not pencils

Suggested Texts:

Ø  King, Stephen.  On Writing -- the second half of the book

Ø  a good collegiate dictionary                                               

Class Description:   This is a composition course that develops writing skills beyond the proficiency required by English 1101; English 1102 emphasizes interpretation and evaluation based on an introduction of fiction, drama, and poetry, and incorporates a variety of more advanced research methods.  An oral communication component is also required.

Class Goals:  By the end of the course, each student will:

Ø  Be able to research a work of literature using the Web and traditional library resources

Ø  Gain further experience using MLA citation methods

Ø  Be able to write a clear, in-class explication of a poem

Ø  Be able to write an effective analysis of a work of fiction and a work of drama

Ø  Gain further experience in using Web-based course assignments

 

Class Policies:

1.  You must have passed English 1101 with a “C” to be enrolled in this class.

2.  You may miss two class days without penalty; if you miss more than four class meetings, your grade is up to my discretion.  Be on time.  If a student is late on a regular basis, I may advise the student to drop; I have the discretion to penalize constant tardiness by either adding a missed day to the number of absences or lowering the overall course grade.  If tardiness disrupts my class, the lab door will be locked, and you will be counted as absent.

3.  Assignments are to be handed in on time, typed. Title all assignments and use MLA format. *Do NOT title your essay as the work read in the text.  You didn’t write “A Worn Path;” therefore, your essay analysis of the story’s should not be titled by that name; it would be more appropriate to title it The Importance of Place in Welty’s “A Worn Path.”   Use the name of the work in the title, if you like, but NOT as the title.

4.  If you miss a daily assignment, you may not make it up; if you miss a major assignment, that grade will be based on my discretion. You must complete all major assignments to pass the class. Since all writing assignments in 1102 will be based on reading selections, there will be frequent, unannounced quizzes.

5.  I will give letter grades; if you have a question about a grade, drop by my office or ask me after class; if you wish to challenge a grade, do so in writing, no sooner than a day after getting your paper back, and no later than three class days after I return that assignment.

6.  If you plagiarize an assignment, that grade will result in a zero.  If you cheat on a test, you will get a zero.  Plagiarism occurs when a writer uses the ideas, wording, organization, etc. of another writer without proper citation, whether intentional or unintentional. This includes having someone “help” you write the paper, buying the paper online, or lifting ideas, sentences, and paragraphs from another text.  Keep an electronic copy of all assignments and be prepared to send it to me immediately if asked.  Please go to the MSC Library site for further information on avoiding plagiarism.  Students should know that failing the class is the common penalty for plagiarism.

A plagiarism prevention service is used in the evaluation of written work submitted for this course.  As directed by the instructor, students are expected to submit their assignments, or have their assignments submitted, through the service in order to meet the requirements for this course.  The papers may be retained by the service for the sole purpose of checking for plagiarized content in future student submissions.

7.  POLICY ON ACADEMIC MISCONDUCT:  “As a Macon State College student and as a student in this class, you are responsible for reading, understanding, and abiding by the MSC  Student Code of Conduct.  The Student Code of Conduct is included in the MSC Student Handbook and is available online at  http://www.maconstate.edu/studentlife/studenthandbook.pdf”

8.  POLICY ON DISABILITY ACCOMODATIONS:  “Students seeking academic accommodations for a special need must contact the MSC Counseling and Career Center (478-471-2714) located on the second floor of the Student Life Center on the Macon Campus.”

9.  If you have a D average based on the major assignments, no participation or daily grade average can bring that average up to a C. [Division Policy]

10.  I expect common sense and courtesy, including the following:

• Unless there are extenuating circumstances, please turn your phones on OFF before entering the class.  If there are circumstances that necessitate your keeping your phone ON, please clear that with me in advance.
• It is unprofessional, rude, and ill-advised to wear electronic devices either in your ear or dangling from it during lecture or class participation. 
• Don’t surf the Web while I’m teaching OR when a member of the class is speaking or giving a presentation.
• Work on assignments for other classes someplace else. 
• Please avoid distracting other students (or me) – I am usually distracted enough for us all.

 11.  REQUIRED:  You will need to keep your all of your various writings [paragraphs, drafts, revisions, and final drafts], neatly, in chronological order in a folder of your choice.  These will be submitted to me prior to the final exam.  It is the policy of this department that I keep your writing for one semester.  Therefore, should you want these returned, please see me at the end of Spring Semester 2013.  Suggestion:  I would suggest to anyone taking this course that you keep a personal folder with copies of all your writing, as it is a representative of the unique individual you are.

12.  There is always a possibility that we may be affected by inclement weather.  In the event that weather conditions make travel conditions hazardous, be aware that class may be cancelled for the day and a class assignment may be given via email.  Check your email, as I will typically notify you in advance, if at all possible.  NOTE: I live in rural Jasper County; if schools are closed in Jasper County, it is a safe bet that MY classes at MSC will not be held.

The best way to develop your writing is to write AND to read.  There are no shortcuts, no easy outs, and no simple solutions.  Read everything, both good and bad; read cereal boxes, directions for electronics, the internet, job descriptions, grocery lists, novels, essays, magazines, candy wrappers – everything.   You will gradually begin to develop a sense of identifying good writing that is detailed, organized, unified, coherent, clear, and complete. Bad writing will show you what to avoid; good writing will show you what to emulate.  This class does not meet every day, but if you truly want to succeed and develop, it is in your best interest to write and read, every day, to seek help when you need it, to do your best, whether your best is a “C” or an “A.”  

 1102 Assignments:

v  Combined average of daily quizzes and/or exercises

and  class participation*                                                                               10%

v  Fiction Essays  - 2                                                                                             20%  (10% each)

v  Written & oral explication of poem                                                        20% (10% each)

v  Essay over Oedipus (drama)                                                                       10%

v  Research Paper (Essay)                                                                                 20%

v  FINAL  Exam                                                                                                       20%

Active Class Participation:

Criteria	25 pts.	20 pts.	15 pts.	0-10 pts. & below
Attendance	Attends class regularly – with no more than 1 absence at mid-term; usually prompt & professional	Attends class regularly; no more than 1 absence at mid-term; professional & seldom tardy	Attends class regularly; may have more than 2 absences at this point; professional	Has missed more than 2 days and often presented as unprofessional
Level of Active Engagement	Proactive in class; contributes with ideas, questions, observations; answers questions; treats classmates & professor with courtesy	Contributes to class; frequently offers comments, answers & asks questions; treats classmates & professor with courtesy	Offers some observations and answers questions now and then or when called on; treats classmates & professor with courtesy	Rarely contributes to class by offering ideas or asking questions. primarily a non-participant. Does not add to class discussion, but sits silently.
Listening Skills	Listens when others talk; builds on others’ ideas; involves others in class by asking questions or seeking others’ responses	Listens then others talk; frequently builds on ideas of others.	Listens when  others talk, but does not respond to ideas	Often does not listen when others talk; often distracted by his/her own agenda—e.g., the internet, studying for another class, talking to peers, when inappropriate
Preparation	Almost always prepared for class, with assignments and required class materials	Usually prepared for class	Frequently prepared for class	Seldom prepared

Tentative Schedule – Please note that unannounced pop quizzes are not listed (yes, I know that should be obvious, but   . . .): 

08/20:  Review syllabus, texts, policies, expectations; word association-- locate, read “The Old Man at the Bridge” for Wednesday—analyze with elements of literature

08/27:   “A Clean, Well-Lighted Place;” writing about literature

09/04: Labor day holiday on Monday; for Wednesday  Essay #1 – DUE

09/10: “The Cask of Amontillado”  80; “The House on Mango Street,”  127; “Everyday Use,” 559

09/17:  “A Rose for Emily,” 526; “This is What it Means to Say Phoenix, Arizona,” 584

09/24: Essay #2 DUE; introduction to research; students will select one of the following stories: “The Things They Carried,” “The Yellow Wallpaper,”  “Young Goodman Brown”

10/01: Discussion and Research

10/08: Discussion and Research

10/15: Research Paper Due – worth 20% of final grade; introduction to poetry

10/22: Poetry Selections: TBA

10/29: Poetry Selections: TBA

11/05: Written & Oral Poetry Analysis—worth 20%

11/12: Introduction to Drama - Oedipus

11/19: THANKSGIVING HOLIDAYS

11/26: Oedipus

12/03: Oedipus

12/10: FINALS BEGIN--Refer to MSC Academic Calendar for date and time

The Old Man at the Bridge

Read the Hemingway story at this link:

"The Old Man at the Bridge"

My Letter of Introduction to You (if you weren't in English 1101 with me)

                In a world where online courses are more frequent and social networks are largely in cyberspace, it pleases me to be in a classroom with students. I spent thirty-one years as a high school teacher in Jasper County, twenty years as an adjunct professor at Georgia College and State University, and this begins my sixth year as full time instructor at Macon State.  I like teaching--which is good, since I drive an hour to work.  I teach English 1101 and 1102; this semester, I have 103 students.  I am sometimes slow getting papers graded because of the number of papers.  If each student, in each class, hands in one essay, each week, and each essay is @ approx. 500 words, I may have 51,500 words to read over a weekend. Reading and grading papers take time, as does writing, which is hard for everyone.

                Four years ago I joined a writer’s group because I like the challenge that writing presents, because I wanted feedback on my writing, and because I believed it would make me a better teacher of writing. I discovered one of my major writing flaws was the same as  some of my students: I tend to write a great deal to say what I mean; I must delete, revise and polish what I’ve written for it to be any good. It’s not unusual for me to write two pages and cut over half. My writing has become tighter, more succinct, thanks to the writing group, and my words are more exact. I am more aware of not just what I say, but how I say it; I hope my students cultivate that awareness, as well. Writing carefully and correctly is critical to understanding; it cannot be achieved without time and effort. After all, writing involves analysis, synthesis and creation—all of which are higher order thinking skills.

                During my spare time, I read and enjoy painting in pastel. I belong to a book group, which has introduced me to many new books, including Life of Pi, Half Broke Horses, The Things They Carried, The Story of Edgar Sawtelle, and many others; my favorite author remains Stephen King, though.  At the end of a long work day, I drive an hour back home, where there’s cooking, cleaning, laundry and the rest of my life:  my husband, who works for the Department of Natural Resources, and my son, who has Asperger’s Syndrome and is also a student at Macon State. That, as the saying goes, is another story.