Course Description, AP Literature (ENG 104, 105, 106)

  • ENG 104 SYLLABUS – WINTER 2020

    INTRODUCTION TO LITERATURE: FICTION

    Instructor: Ramsey

    Course Reference Number: ENG 104

    Credits: 4

    Meeting times and Location: Hood River Valley High School

    Contact Information: chauna.ramsey@hoodriver.k12.or.us                                                                    

    Office Hours: zero period in library computer lab (C 25)

    Phone Number: 541.386.4500

    College E-mail: cramsey@cgcc.edu. Better email:chauna.ramsey@hoodriver.k12.or.us

    Textbook and Materials

    Open Education Resources; most handouts and materials will be provided in class.

    Course Description

    Enhances enjoyment of various forms of fictional prose, increases understanding of the conventions of fiction and various forms of storytelling, and encourages exploration of the diversity of human experience. Admission through instructor approval only.

    Intended Outcomes

    Upon successful completion of this course, students will be able to:

    1. Recognize and understand the variety of stylistic choices that authors make within given forms and how form influences meaning.
    2. Articulate ways in which the text contributes to self-understanding.
    3. Engage, through the text, unfamiliar and diverse cultures, experiences and points of view, recognizing the text as a product of a particular culture and historical moment.
    4. Understand the text within the context of a literary tradition or convention.
    5. Evaluate various interpretations of a text and their validity through reading, writing, and discussion in individual and group responses analyzing the support/evidence for a particular interpretation.
    6. Conduct research to find materials appropriate to use for literary analysis, using MLA conventions to document primary and secondary sources in written responses to a literary text.

    Alignment with Institutional Core Learning Outcomes

    In-depth

    1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

    In-depth

    2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

     

    3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

    Minimally

    4. Appreciate cultural diversity and constructively address issues that arise out of cultural differences in the workplace and community. (Cultural Awareness)

    Minimally

    5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

    Outcome Assessment Strategies

    Assessment tools may include informal responses to study questions; evaluation of small- and full-group discussion; in-class and out-of-class writing; formal essays, as well as informal responses to study questions and other types of informal writing; presentations by individuals and groups; short and long essay exams; close reading exercises using support/evidence; writing exercises which include evaluation of various interpretations of a text and their relative validity. Both instructor and peer evaluation may be incorporated in the assessment process.

     

    Classroom Expectations

    • Attend every class period. Arrive on time. Students cannot earn college credit with more than 8 absences per semester.
    • Excused absences = make-up work with no penalty if turned in promptly. Excused absences = no makeup work allowed. Late work = ½ credit.

     

    Description

    This is a Literature course administered through Columbia Gorge Community College.  The English 104 course is a true college-level class, and students who pass with a “C” or better can simultaneously earn both Hood River Valley High School credit and college credit. (Students who want to earn the college credits must fill out a registration form and pay a transcription fee to CGCC.  Please don’t send any money until December.)  The course, the texts, and the instructor have all been approved by Columbia Gorge Community College. 

     

    Students can expect college-level assignments, and my expectations for behavior and attendance—as well as the quality and quantity of work—will reflect the fact that this really is a college class.  The course will include longer and more difficult reading assignments than in a typical high-school class. In addition, all drafts of take-home essays must be typed and printed, and students will have longer and more frequent writing and reading assignments than those typical to high-school classes. 

     

    Attendance

    Reading and writing are skills which, like most skills, require consistent practice and commitment.  Attendance is vital to the successful completion of the course.  In the event of an unavoidable absence, students are responsible for turning in any late work at the beginning of the period on the day they return.  They are also responsible for promptly making up missed work and checking for changes in the syllabus.  Please understand that many parts of this class simply cannot be replicated or re-done. Lecture, discussion, group work, peer conferencing, and in-class activities are all things that simply cannot be made up.  To be clear, poor attendance will adversely affect students’ grades whether or not the absences are excused, and students cannot earn college credit if they are absent eight or more times per semester. 

     

    Academic Honesty / Plagiarism Statement

    Students are expected to be honest and ethical in their academic work. Academic dishonesty includes cheating and plagiarism. To be clear, using someone else’s words without giving that person credit is plagiarism, but using someone’s ideas without giving credit is also plagiarism.  All work submitted in this course is to be the students’ own, original work written in response to the assignments given in this class. Students may not “recycle” essays, even if they are their own work, from other classes or other years’ English work.  Students may borrow words and ideas from others only when the assignment prompts them to do so and only as long as these quotations and paraphrases are fully documented in the student-written essays. Presenting the ideas or writing of others as one’s own will result in academic sanctions that may include failing the class; institutional sanctions may include suspension or even expulsion.  See the Student Handbook for more information.

     

    Learning Activities and Major Assignments

    In this class we will read and discuss many types of literature.  In addition, they will participate in a wide variety of activities such as discussions, reading journals, in-class essay exams, take-home essay exams, research papers, and speeches (both formal and informal).  Most activities will be assessed on a point-based scale. Students will also be assessed on participation, which includes attendance.

     

    Assessment and Grading

    Learning will be assessed through class participation, in-class assignments and exercises, homework assignments, quizzes, and essays. In-class assignments, exercises, and first drafts of essays will be evaluated in terms of process, effort, and effectiveness.  Final drafts of essays will be evaluated for quality according to a grading scale I will hand out in class.  All essays should be typed and formatted according to Modern Language Association standards, which we’ll discuss in class.

     

    Students will earn points for all completed assignments based on the quality of their work.  85% of the grade will come from these points; 15% of the grade will come from participation—based greatly on attendance—and my subjective assessment of growth, effort, and attitude.  Please be aware that students cannot earn that full 15% if they are not in class, even if their absences are excused.   

     

    • An “A” will be awarded to students who have earned 90-100% of the points possible (through assignments and participation) AND have turned in all major assignments on time. Students must also have outstanding participation and effort, excellent attendance, and exemplary behavior to earn an “A.” 
    • A “B” will be awarded to students who have earned 80-89% of the points possible, or have earned more points but have not met all of the above criteria for earning an “A.”  Please remember that turning in even one major assignment late will prevent students from receiving an “A.”
    • Students who have earned 70-79% of the points possible will receive a “C.”
    • Students who have earned 60-69% of the points possible will receive a “D.”  Please be aware that a “D,” while passing for high-school credit, will require re-taking the class for college credit.
    • Students who have earned fewer than 60% of the points possible will receive an “F” and will not pass the class.  

     

    Please note that “tardies” will be considered absences when students are more than ten minutes late to class.

     

    Materials: Please bring to class every day . . .

    • a blue or black pen and a pencil
    • a folder or three-ring binder for handouts
    • a highlighter (or two, of two different colors)
    • handouts, novels, etc. relevant to the day’s lesson.

     

    Feel free to come and talk to me if you or your parents have questions or concerns regarding your progress, my expectations of you, or the class. Again, welcome to English 104/105/106/AP Literature.  I look forward to getting to know all of you! 

     

    Tentative Schedule

     

    • WEEKS 1-3: ELEMENTS OF FICTION. SHORT STORIES AND ANALYSIS.

     

    • WEEKS 4-10: THE AWAKENING. THE GREAT GATSBY. HOUSE OF SPIRITS.

     

     

    Letter to Parents

    September 1, 2019

     

    Dear Parents and Guardians of Students in English 104/105/106/Advanced Placement Literature:

     

    This is an informational letter regarding the college-level literature course for which your daughter or son is registered.

     

    This course is administered through Columbia Gorge Community College, and it is a true college-level class, for which students can simultaneously earn high-school credit and college credit. The course, the texts, and the instructor have all been approved through Columbia Gorge Community College.  Students can expect college-level assignments; this will include longer and more difficult reading assignments than are typical in a high-school class, and students will receive longer and more frequent writing assignments.  In addition, all drafts of take-home work must be typed and printed.

     

    Your student’s high-school transcript will read “A.P. Literature,” but her/his CGCC transcript will read “English 104” (Introduction to Fiction) and “English 105” (Introduction to Drama) for winter term 2019, and “English 106” (Introduction to Poetry) for spring term 2019.

     

    Students who want to earn the twelve college credits this course grants must pay a transcription fee of around $150 to CGCC. (Your student can earn twelve college credits for the cost of ONECGCC credit—a very good price. The cost of taking these same eight credits at the University of Oregon is over $4000 this year!) I will provide the necessary information for official CGCC class registration in mid-November. We will walk through the application and registration processes in class. Please do not send any money—your student will pay online after registration.

     

    Your student will have the option of registering for twelve college credits for this course, but how that credit transfers to other colleges and universities varies from school to school.  All Oregon University System schools will accept it as transfer credit.  Some private and out-of-state schools will accept any passing grade; others require an A or B for the credit to transfer. Some colleges will prefer that your son or daughter take the A.P. Literature exam in May in addition to or instead of paying for the CGCC credit, while others won’t care about the A.P. exam as long as the student has CGCC credits to transfer. Please check with individual colleges to confirm their policies. Whether or not the credit transfers, this course is an excellent way to prepare students for college-level reading and writing. 

     

    You should also be aware that your daughter or son cannot earn college credit if s/he is absent eight or more times per semester, regardless of whether or not those absences are excused.

     

    Please call or email me at the high school if you have questions or concerns. 

    Sincerely,

     

    Chauna Ramsey    

    chauna.ramsey@hoodriver.k12.or.us  (541) 386-4500

     

     

     

     

     

     

     

     

     

     

     

    (You must attach the following Policy Statements Sheet.)

     

    Policy Statements

    Academic Honesty – Plagiarism/Cheating Statement:

    Students are expected to be honest and ethical in their academic work. Academic dishonesty includes cheating and plagiarism.  All work submitted in this course is to be your own new, original work written in response to the assignments.  Consciously or unknowingly presenting the ideas or writings of others as your own will result in academic sanctions that may include a grade of F for the assignment or for the class and possible institutional sanctions including suspension or expulsion.  See the Student Handbook.https://www.cgcc.edu/students.

     

    ADA Statement:

    CGCC is committed to providing support to students with disabilities. Students requesting assistance related to a disability should contact the Student Support Services Coordinator at (541) 506-6046 or by email at sdahl@cgcc.edu as early in the term as possible for information and assistance regarding accommodations.

    711 Relay. For more information, visit www.cgcc.edu/disability.

     

    Non-Discrimination Statement:

    It is the policy of Columbia Gorge Community College and its Board of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, national origin, religion, age, disability, veteran status, sexual orientation, and any other status protected by applicable local, state, or federal law in any educational programs, activities, or employment.

     

    Flexibility Statement:

    The course content and requirements may be adjusted in response to institutional, weather, or class situations as needed, with adequate notice to students.

     

    Alternative Assignment Statement:

    Requests for accommodations must be made during the first week of the course by submitting in writing the dates of observances.

     

    Diversity, Equity and Inclusivity Statement:

    Columbia Gorge Community College is dedicated to building and fostering a global, positive learning environment where individual differences are welcomed, appreciated, and respected. CGCC respects the expression of diverse perspectives, abilities, interests and backgrounds, understanding that these will strengthen our ability to collaborate effectively and to solve complex challenges. The college provides equal access to and opportunity in our academic programs and facilities.

     

    Student Support Services Available:

    If you or a fellow student do not have reliable access to food or other essential needs, or if personal concerns are interfering with success, there are resources and counseling services available through CGCC's Support Services. For information, please contact Shayna Dahl at 541-506-6046; sdahl@cgcc.edu, or visit www.cgcc.edu/support.

    Course Description, AP Literature (English 104, 105, 106)

    Survey of American Literature

    Hood River Valley High School, 2016-17

     

    Instructor:       Chauna Ramsey, M.A. (Teaching) and M.A. (English Literature)

    Classroom:      B 12

    Email:             chauna.ramsey@hoodriver.k12.or.us

     

    A note about getting in touch with me: I am sometimes hard to find due to my unusual teaching schedule. However, I am happy to meet with you before school or at lunch by appointment. The easiest and most reliable way to communicate with me (outside of class, of course) is email.

     

    Description

    This is a Literature course administered through Columbia Gorge Community College. The English 253/254 course is a true college-level class, and students who pass with a “C” or better can simultaneously earn both Hood River Valley High School credit and college credit. (Students who want to earn the eight college credits—four for English 253 and four for English 254—must fill out a registration form and pay a transcription fee of $89.00 to CGCC. Please don’t send any money until December.) The course, the texts, and the instructor have all been approved by Columbia Gorge Community College.

     

    Students can expect college-level assignments, and my expectations for behavior and attendance—as well as the quality and quantity of work—will reflect the fact that this really is a college class. The course will include longer and more difficult reading assignments than in a typical high-school class. In addition, all drafts of take-home essays must be typed and printed, and students will have longer and more frequent writing and reading assignments than those typical to high-school classes.

     

    English 253/254 is designed to work in conjunction with the AP U.S. History class offered at HRVHS. Students will read, discuss, research, and write about criticism, literary theory, and a variety of literature of the United States. The course revolves around written manifestations of the various interests, preoccupations, and experiences of the peoples creating and recreating American culture. Organization of the course is primarily chronological, and homework is extensive.

     

    Intended Course Outcomes

    Upon completion of this course with a “C” or better, students will be able to . . .

    • Recognize and challenge world views and cultural assumptions of canonized and popular--as well as unpublished and less popular--American literatures.
    • Understand the roles which gender, race, age, class, ethnicity, wealth, poverty, and geography have played in creating, recreating, and interpreting American literatures.
    • Articulate the issues, conflicts, preoccupations, and themes of various literatures of America.
    • Relate literature to the historical, cultural, and rhetorical contexts in which it was written.
    • Address the connection between literature and ideology.
    • Identify and investigate aesthetic aspects of American literature, and consider the role of aesthetics in evaluating literature.
    • Write clear, focused, coherent essays about literature for an academic audience.
    • Identify strengths and limitations of various literary forms practiced in America, including those more familiar (such as novels, essays, short stories, poems, plays, criticism, etc.) and those less familiar (captivity narratives, slave narratives, diaries, letters, etc.).
    • Contribute to academic discussions of all aspects of literature and the examination and appreciation thereof.

     

    Attendance

    Reading and writing are skills which, like most skills, require consistent practice and commitment. Attendance is vital to the successful completion of the course. In the event of an unavoidable absence, students are responsible for turning in any late work at the beginning of the period on the day they return. They are also responsible for promptly making up missed work and checking for changes in the syllabus. Please understand that many parts of this class simply cannot be replicated or re-done. Lecture, discussion, group work, peer conferencing, and in-class activities are all things that simply cannot be made up. To be clear, poor attendance will adversely affect students’ grades whether or not the absences are excused, and students cannot earn college credit if they are absent eight or more times per semester. In addition, more than three absences in one semester—excused or not—will affect students’ grades.

     

    Academic Honesty / Plagiarism Statement

    Students are expected to be honest and ethical in their academic work. Academic dishonesty includes cheating and plagiarism. To be clear, using someone else’s words without giving that person credit is plagiarism, but using someone’s ideas without giving credit is also plagiarism. All work submitted in this course is to be the students’ own, original work written in response to the assignments given in this class. Students may not “recycle” essays, even if they are their own work, from other classes or other years’ English work. Students may borrow words and ideas from others only when the assignment prompts them to do so and only as long as these quotations and paraphrases are fully documented in the student-written essays. Presenting the ideas or writing of others as one’s own will result in academic sanctions that may include failing the class; institutional sanctions may include suspension or even expulsion. See the Student Handbook for more information.

     

    Learning Activities and Major Assignments

    In this class we will read and discuss many types of literature. In addition, they will participate in a wide variety of activities such as discussions, reading journals, in-class essay exams, take-home essay exams, research papers, and speeches (both formal and informal). Most activities will be assessed on a point-based scale. Students will also be assessed on participation, which includes attendance.

     

    Assessment and Grading

    Learning will be assessed through class participation, in-class assignments and exercises, homework assignments, quizzes, and essays. In-class assignments, exercises, and first drafts of essays will be evaluated in terms of process, effort, and effectiveness. Final drafts of essays will be evaluated for quality according to a grading scale I will hand out in class. All essays should be typed and formatted according to Modern Language Association standards, which we’ll discuss in class.

     

    Students will earn points for all completed assignments based on the quality of their work. 85% of the grade will come from these points; 15% of the grade will come from participation—based greatly on attendance—and my subjective assessment of growth, effort, and attitude. Please be aware that students cannot earn that full 15% if they are not in class, even if their absences are excused.  

     

    • An “A” will be awarded to students who have earned 90-100% of the points possible (through assignments and participation) AND have turned in all essays on time. Students must also have outstanding participation and effort, excellent attendance, and exemplary behavior to earn an “A.”
    • A “B” will be awarded to students who have earned 80-89% of the points possible, or have earned more points but have not met all of the above criteria for earning an “A.” Please remember that turning in even one essay late will prevent students from receiving an “A.”
    • Students who have earned 70-79% of the points possible will receive a “C.”
    • Students who have earned 60-69% of the points possible will receive a “D.” Please be aware that a “D,” while passing for high-school credit, will require re-taking the class for college credit.
    • Students who have earned fewer than 60% of the points possible will receive an “F” and will not pass the class.  

     

    Please note that “tardies” will be considered absences when students are more than fifteen minutes late to class.

     

    Materials

    Please bring to class every day . . .

    • a blue or black pen and a pencil
    • a composition book for use in this class only
    • a folder or three-ring binder for handouts
    • a highlighter (or two, of two different colors)
    • handouts, novels, etc. relevant to the day’s lesson.

    You will probably find it helpful to bring a flash drive for saving work, but this is not required.

     

    Feel free to come and talk to me if you or your parents have questions or concerns regarding your progress, my expectations of you, or the class. Again, welcome to English 253/254. I look forward to getting to know all of you!

     

     

     

    Chauna Ramsey

    Teacher, Hood River Valley High School and

    Instructor, Columbia Gorge Community College

     

    • Chronological Outline, Survey of American Literature

      Ramsey

       

      Note: This outline is subject to change.

       

      Week Beginning

      Dates Studied

      AP U.S. History Topic(s)

      Corresponding American Literature

      9/10

      1491 - 1599

      "1491"

      • This American Idea: Essays from The Atlantic

      9/17

      1600 - 1685

       

      • European history and philosophy, Humanism
      • Winthrop, "Modell of Christian Charity" (c. 1630)

      9/24

       

      Cultures Meet

      • Captivity Narratives: Rowlandson, Sovereignty and Goodness of God* (1682)

      10/1

      1600 - 1763

      English Colonies

      • Calvinism: Edwards, "Sinners in the Hands of an Angry God" (1741)

      10/8

      1763 - 1774

      Imperial Breakdown

      • Epistemology: Rationalism and Empiricism, Descartes and Locke

      10/15

      1775 - 1783

      Revolution

      • Paine, "Common Sense" (1776)
      • Jefferson, "Declaration of Independence" (1776)

      10/22

      1776 - 1789

      First Republic

      • The American: Franklin, Autobiography* (1791)
      • Sentimentalism: Rowson, Charlotte Temple *(1791)

      10/29

      1789 - 1800

      New Republic & Rise of Parties

      • Gothicism: Brockden Brown, Edgar Huntly* (1799); Irving, "Rip Van Winkle" (1819)

      11/6

      1800 - 1824

      Jeffersonian Republicanism

      • Captivity and Commodification: Jemison, Narrative of the Life* (1824)

      11/13

      1824 - 1845

      Jacksonian Era

      • Slave Narratives: Douglass, Narrative of the Life* (1845); Jacobs, Incidents in the Life of a Slave Girl *(1861)

      11/19 (school)

      1800 - 1860

      Slavery and the South

      • Transcendentalism: Emerson, "Self-Reliance" (1841);   Thoreau, Walden* (1854) and "Civil Disobedience" (1849)

      11/26

      1815 - 1850

      Market Rev., Social Reforms

      • Romanticism: Poe, "Cask of Amontillado" (1846); Hawthorne, Scarlet Letter* (1850)

      12/3

      1845 - 1861

      Westward Expansion

      • Poetry: Whitman, Leaves of Grass* (1855); Dickinson, various (1860s)

      12/10

      1846 - 1861

      Politics of Sectionalism

      • Realism: Stowe, Uncle Tom's Cabin* (1852); Harding Davis, "Life in the Iron Mills" (1861)

      12/17

      1861 - 1865

      Civil War

      • Twain, The Mysterious Stranger

      12/24 (school)

      1865 - 1877

      Reconstruction

      • Twain, The Mysterious Stranger

      1/7

      1877 - 1900

      A New South

      • Naturalism: Bierce, "Occurrence at Owl Creek Bridge" (1890); Crane, "An Episode of War" (1864)

      1/14

      1870 - 1900

      Industry, Immigrants, Cities

      • Melville, "Paradise of Bachelors" (1855); "Bartleby the Scrivener" (1853)

      1/22

      1865 - 1890

      Transforming the West

      • "Rugged Individual": London, "To Build a Fire" (1908)

      1/28 (finals)

       

       

       

      2/5

      1877 - 1900

      Politics and Government

      • Women's Voices: Chopin, "Story of an Hour" (1894); Gilman, "The Yellow Wallpaper" (1892)
      • Muckraking and Yellow Journalism: Hurst, Pulitzer, Tarbell (1895-98)

      2/11

      1900 - 1917

      Progressive Era

      • African American Voices: Dunbar, "We Wear the Mask" (1896); Washington, Up From Slavery* (1901); DuBois, The Souls of Black Folk *(1903)

      2/19

      1865 - 1917

      Creating an Empire

      • Capitalism Unchecked: Sinclair, The Jungle* (1905); Norris, The Octopus* (1901)
      • W. James, "The Moral Equivalent of War" (1910)

      2/25

      1914 - 1920

      World War I

      • Modernist poetry: Pound, Stein, Eliot, Williams, Frost
      • Fitzgerald, The Great Gatsby (1925)

      3/4

      1920s

       

      • Fitzgerald

      3/11

      1929 - 1939

      Great Depression

      • Modernist fiction: Steinbeck, Grapes of Wrath* (1939); Faulkner, "Barn Burning" (1939), Nobel Prize speech (1949)

      3/18

      1939 - 1945

      World War II

      • Hemingway, Nick Adams Stories
      • African American Voices: Wright, "Ethics of Living Jim Crow" (1937); Hughes, "Harlem"; Baldwin, "Notes of a Native Son" (1955)

      3/25 (school)

      1946 - 1952

      Post War and Cold War

      • Miller, Death of a Salesman (1949)

      4/1

      1953 - 1964

      Confident Years

      • Miller
      • Early Environmentalism: Carson, Silent Spring* (1962)

      4/8

      1965 - 1980

      60s, Vietnam, Civil Rights

      • Civil Rights: King, "Letter from a Birmingham Jail" (1963); Malcolm X, interview with Les Crane; Hardwick, "Apotheosis of MLK" (1968)

      4/16

      1981 - 1992

      Reagan Era

      • Feminism: Friedan, The Feminine Mystique* (1963); Rich, "Women and Honor" (1977); Steinem, "After Black Power, Women's Liberation" (1969)

      4/22

       

       

      • Milgram, "Perils of Obedience" (1974)

      4/29

       

       

      • O'Brien, "On the Rainy River"

      5/6

       

       

      • Postmodernism: Carver, "Cathedral" (1983)

      5/13

       

       

      • Rodriguez, "Aria" (1980)

      5/20

       

       

      • Alexie (TBA), Morrison (TBA), Vonnegut (TBA)

      5/27

       

       

      • This American Idea: Essays from The Atlantic
      • American Exceptionalism?

       

      *selected excerpts

       

      Also . . .

      Active reading

      Elements of fiction

      Elements of poetry

      Elements of essay writing

      Logic and rhetoric

      Cumulative “roots”

      Cumulative conventions

      Literary criticism

      Literary analysis

      50-word assignments

      SARs (Summary, Analysis, Response)

      Quizzes

      Standardized testing

      . . . and lots and lots of discussion.