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COURSE NAME: "Introduction to Literature "
SEMESTER & YEAR: Spring 2019

INSTRUCTOR: Nefeli Misuraca
EMAIL: [email protected]
HOURS: MW 10:00-11:15 AM
PREREQUISITES: Prerequisite: EN 110 with a grade of C or above
OFFICE HOURS: by appointment

This is a reading and writing intensive course. Students in 200-level literature classes are required to produce 4-5,000 words of critical writing. Presupposing no previous knowledge in particular of literature, the course deals in an intensive manner with a very limited selection of works in the three genres of fiction, drama, and poetry. Students learn the basic literary terms that they need to know to approach literary texts. They are required to do close readings of the assigned texts, use various critical approaches, and write several critical essays on specified readings.
Presupposing no previous knowledge in particular of English literature, the course will deal in an intensive manner with a very limited selection of works in the three genres of fiction, drama and poetry. Students will learn the fundamental elements and major literary terms of each genre so that they are able to deal with literary texts critically by using the right approaches. Each genre will be dealt with separately, and so the course is divided into three sections: Fiction, Poetry and Drama. 

TEXTBOOK: The Norton Anthology of Western Literature, any Edition.
In order to pass the course, students are expected to write 4 in-class essays about specific assigned literary texts in addition to numerous out-class homework and assignment. These will account for 40% of the total grade. There will also be a mid-term exam out of 20%, a final exam out of 30%. In-class contribution is an essential part of this course, and will account for 10% of the final grade.

Final Exam 20%
In-class participation 10%
3 Essays 5-6 pages each. The first two essays are worth 10%, the final one 15% of your final grade.Each essay should be 5-6 pages, double-spaced and typed, using MLA citation style and format.35%
In-class poetry, prose, and drama analysisFour take-home writing assignments involving detailed analysis of poetry, prose, and drama. The purpose of these exercises is to reach an understanding of literary terms and tropes, conventions, rhetorical modes, and narrative, dramatic, and poetic devices. Students will be given a set of questions based on their reading and will be expected to spend no more than 2 hours answering these questions in short answer format.20% (5% each)
Visual and oral presentation 5% on visual presentation, 5% on oral presentation and 5% on peer review of presentations viewedStudents will be instructed in a digital tool through which they will present research and information relevant to their assigned topic. Students will make a 10-15 minute oral presentation of their digital project and will be assessed on both the presentation itself and their oral delivery. They will also submit peer reviews of the presentations that they view.15%

AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.


Subject (and likely!) to change at instructor’s discretion; of course, you will be notified ahead of time if so.
Detailed project agendas will be posted on Moodle and/or distributed and discussed in class. Supplemental PDFs are posted in the Moodle page of the course. MAKE SURE TO ALWAYS REFER TO THE MOODLE PAGE FOR ALERT, ADDITIONAL MATERIAL AND NOTES.

Week 1
Course Overview
What is literature? Brainstorming in class
Read Introduction p. 1-10

Week 2
Discussion: What do I expect from reading? Are there things I don’t see? Distinguish form and content
The Appointment in Samarra (photocopies)
Toni Morrison: Recitatif, p. 138
Read: Chapter 3, p. 130-137
First writing assignment (5%)

Week 3
Character types. The short story
Wallace, Good People, p. 156
Calvino, p.166 
Read Setting, p.164

Week 4
Symbol and figurative language
Hawthorne: The Birth-Mark
Kafka: The Judgement (photocopies)

Week 5
Library visit
The Novella
Marquez, A very old man, p. 362
(February 16th make-up class for Wed. April 25th)

Week 6
The Novel: Dostoevsky, The grand inquisitor and Ivan’s atheism (photocopies)
Read the chapter on Drama, p. 768-770 and Gaspell, p. 771-783
Second writing assignment (5%)

Week 7
Drama: Susan Glaspell, John Osborne
Look back in Anger (photocopies and screening)

Week 8
Drama: Hamlet
Presentation of a scene in class
Read pages 476-505 
SECOND ESSAY DUE (10%) on Wednesday
Third writing assignment (5%) on Monday

Week 9
Second Library visit: bring your projects so far and we’ll work on them in class
Discussion on reading and responding to poetry
Read Theme and tone, p. 546

Week 10
Theme and tone in poetry
Read 566-575
Fourth writing assignment (5%)

Week 11
Language: word choice and order

Week 12
Symbol and symbolism in literature and poetry, and in art in general

Week 13
Review and Powerpoint Presentations

Week 14
Powerpoint presentations continued