ENG_110.6 - CCDE - University of Saskatchewan

Transcription

Please Note: This Course Syllabus is an important step in updating the format of our distance courses. If for any reason the Course
Syllabus does not match the print Course Guide or online course information, the Course Syllabus shall be taken as correct.
COURSE SYLLABUS
COURSE TITLE:
Literature and Composition
COURSE CODE:
ENG 110.6
TERM:
Fall/Winter 2012-13
COURSE CREDITS:
6
DELIVERY:
Independent Studies
COURSE SECTION:
X01
START DATE:
September 6, 2012
Course Description
This course provides an introduction to the main kinds of literature. The course links the
reading of literature, the study and practice of writing, and the tools of critical analysis.
Works of literature have been chosen to give reasonable representation to writing by
men and women, and to writing from different national and cultural settings.
Note: Only 6 credit units of 100-level English may be taken for credit.
Course Objectives
This course will introduce students to the major genres of poetry, drama, and narrative.
In addition to learning the tools of critical analysis, students will study and practice
writing.
Course Overview
First-year English offers an approach to some of the major poems, plays, and fiction of
British, Canadian, and American literature. Secondarily, this is a skills course,
concentrating on improving students’ abilities to read critically and write well. The more
specific purposes include the following:
1. Through the careful reading of poetry, drama, and fiction, students will engage with
the ways in which creative writers have explored and explained their worlds.
2. Through the writing of essays, students will develop the writing skills necessary for
successful advanced work in the university and beyond.
This Course Syllabus contains the Required/Optional Text List, the Course Schedule,
Evaluation Components, and the Assignments.
Revised August 17, 2012 jm rm
ENG 110.6 X01 – Literature and Composition
Please refer to the Course Guide which includes discussion material about your required
readings, for which you will be responsible in the essays, assignments, and final
examination. The Appendices contain Quiz answers and Required Resource Works that
are not available in your other texts.
The Readings package contains the literary works that are not available in your other
texts.
Module Overview and Module Objectives
Term 1
Module 1
Weeks 1-3
Short Stories
Module 2
Weeks 4-5
Essay Writing
Module 3
Weeks 6-7
Drama (Late Twentieth-Century)
Module 4
Weeks 8-10
Novels (Twentieth-Century Canadian)
Module 5
Weeks 11-12
Poetry (Sonnets)
Week 13
Take home midterm due
Term 2
Module 6
Weeks 14-16
Shakespearean Drama
Module 7
Weeks 17-18
Short Stories
Module 8
Weeks 19-22
Novels (English Nineteenth Century)
Library Orientation video
Module 9
Weeks 23-24
Poetry
Module 10
Week 25
Exam Preparation/Strategies
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Module Objectives
Module 1 Short Stories
1. Recognize the elements of fiction, including point of view, plot, setting,
characters, and themes.
2. Apply the literary terms associated with fiction when you analyze these short
stories.
3. Identify the point of view in each of the short stories; assess the significant
characteristics of each point of view; and explain how the point of view creates
the story as we have it.
4. Explain the historical/social/cultural milieus of each of the short stories.
5. Explore themes within the short stories, including social commentary, gender
roles, and the dynamics of male/female relationships.
Module 2 Essay Writing
1. Recognize the elements in the essay-writing process, including free writing, mind
maps/webs, mini outlines, formal outlines, and editing lists and strategies.
2. Employ the three-part structure of an essay when writing your own essays.
3. Organize an essay on a set topic.
4. Cite a literary work or a secondary resource in an essay or on a Works Cite page
using MLA format.
Module 3 Drama (Late Twentieth-Century)
1. Recognize the elements of drama, including plot, setting, characters, and
themes.
2. Explain the differences between prose fiction as a genre and modern drama.
3. Apply the literary terms associated with drama when you analyze the play.
4. Explore the play’s nineteenth-century milieu.
5. Analyze the dynamics of family relationships, including parents/children,
husband/wife, and siblings, within the play.
6. Explain other themes/ideas evident in the play, including socio-economic bias,
gender bias and gender roles, ethnic bias, and the dynamics of interpersonal
relationships.
Page 3 of 36
Module 4 Novels (Twentieth-Century Canadian)
1. Identify the challenges and limitations of first-person narration in relation to thirdperson (omniscient or limited) narration.
2. Analyze the trustworthiness or reliability of Mrs. Bentley’s presentation of the
events, other people, and herself in the diary format.
3. Assess the nature of the Bentley’s marriage and their relationships with Judith
and Paul.
4. Explore gender roles for women in the 1930s in Saskatchewan.
5. Explain the theme of hypocrisy in regards to Mr. and Mrs. Bentley.
6. Recognize the historical context on which the novel draws and in which the novel
is situated.
7. Assess the significance of images, some of which are recurring.
Module 5 Poetry (Sonnets)
1. Recognize the elements of sonnets,
2. Analyze and interpret each of the poems in relation to the significant technical
elements such as speaker, rhyme scheme, and organization features as well as
the themes/ideas.
3. Explore the themes and social criticism in the poems, keeping in mind the
historical/social/cultural setting of the poems if it is identifiable and applicable.
Module 6 Shakespearean Drama
1. Explain the literary definition of tragedy (not the same definition as in everyday
usage) and other related definitions and apply them to this Shakespearean
tragedy.
2. Explain the elements of this play, including setting, plot, characters, and themes.
3. Recognize, in general terms, the differences between Shakespearean drama and
modern drama.
4. Explore the play’s sixteenth-century milieu (social/historical/cultural), noting its
most significant characteristics.
5. Analyze the dynamics of family relationships, including parents/children and
husbands/wives.
Page 4 of 36
Module 7 Short Stories
1.
Recognize the elements of fiction, including point of view, plot, setting, characters, and
themes.
2.
Apply the literary terms associated with fiction when you analyze these short stories.
3.
Identify the point of view in each of the short stories; assess the significant characteristics
of each point of view; and explain how the point of view creates the story as we have it.
4.
Explain the historical/social/cultural milieus of each of the short stories.
5.
Explore themes within the short stories, including social commentary, gender roles, the
dynamics of male/female relationships, and the elements of the gothic/supernatural and
psychological.
Module 8 Novels (Nineteenth-Century English)
1. Explore the novel’s social and economic setting (first half of 1800s).
2. Analyze the challenges and limitations of retrospective first-person narration and
narrative reliability in this fictional autobiography or Bildungromans—a story of
moral growth.
3. Explore Philip Pirrip as storyteller and his relationship with the reader as it helps
us understand his self-consciousness about the art of storytelling.
4. Analyze Pip’s development as a character and his changing sense of self.
5. Explain the nature of Pip’s relationships with major characters, especially
adult/child relationships as well as relationships with those his own age.
6. Explore Philip’s growing awareness of the elements of his society, both positive
and negative, including social class bias, snobbery, the legal system, criminality
and criminals, gender roles, family politics, love, among others.
7. Identify and explain how the novel’s gothic elements enhance the plot,
characters, and themes.
8. Investigate how the three volumes of the novel differ thematically.
9. Explore the thematic significance of meals in the novel.
10. Explain the main ideas in Carlisle’s and Clayton’s articles.
Page 5 of 36
Module 9 Poetry
1. Recognize the elements of poetry, including those of the dramatic monologue,
lyric, and open verse forms.
2. Analyze and interpret each of the poems in relation to the significant technical
elements such as speaker, stanza organization, rhyme scheme, other
organization features, and the themes/ideas.
3. Explore social criticism and the family dynamics or “politics” (when applicable),
keeping in mind the historical/social/cultural settings of the poems if they are
identifiable.
Module 10 Exam Preparation/Strategies
1. Recognize ways to study for short-answer/essay exams.
2. Create a summary of what is significant for each literary work studied.
3. Identify ongoing writing problems that you will need to address in writing the
exams.
4. Be aware of ways to approach short answer/essay exams.
5. Be prepared to write the final exam.
Your Instructor
Contact Information
Your instructor and marker for this course is Rita S. Matlock, Sessional Lecturer
(English Department, University of Saskatchewan)
You should call me about any problems you may have with course content or essay
writing.
CCDE Writing Centre
(306) 966-4594 (MWF afternoons)
Home
(306) 343-1034 (evenings)
Email
[email protected]
Office Hours
Generally, I will be available for phone (966-4594) or email consultation Mon., Wed., and
Fri. afternoons from 1-4 pm. If I am not available, leave a message including your name,
section number and phone number, and I will return your call as soon as I am able.
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Profile
I have been an off-campus lecturer since 1990, and I have travelled more than 700,000
kms in the province. I have taught face-to-face classes in North Battleford and Prince
Albert and have offered writing workshops in many more locations, including Melfort,
Nipawin, Tisdale, Swift Current, Rosetown, Warman, and La Ronge. I hope that I have
not forgotten any of the sites that I have visited! I enjoy travelling the province, except
when I have to drive in a blizzard. I appreciate the friendliness and enthusiasm of the
students at the off-campus sites and the smaller class sizes at the regional colleges. I
also like free parking at these sites! During the winter session, I teach first-year English
for Suntep in Saskatoon and in Spring/Summer session, I teach a first-year class on
campus. I have also worked as an Independent Studies facilitator and a Tutor/Marker for
the first-year televised English class for more than 25 years. Currently, I am the
coordinator for the CCDE Writing Centre for students who study at a distance (DOC). My
academic interests include nineteenth-century literature and history, especially the
American South and Victorian England. My non-academic interests include reading
detective novels, especially Anne Perry’s novels and struggling with Sudoku. In my offtime, I enjoy riding my motorcycle on smooth highways in warm climates and walking my
dogs, a Golden Retriever and a Bernese Mountain Dog.
Required Resources
Readings/Textbooks
Required Text List
Anonymous. “The Demon Lover.” http://www.eecs.harvard.edu/~keith/poems/demon.html
Blake, William. Songs of Innocence and Experience. Dover Thrift Editions.
ISBN: 9780486270517
Bowen, Elizabeth. “The Demon Lover.”
http://omero.humnet.unipi.it/2010/matdid/201/DemonLover.pdf
Browning, Robert. “My Last Duchess” and Other Poems. Dover Thrift Editions.
ISBN: 9780486277837
Bullock, Richard and Francine Weinberg. The Little Seagull Handbook. Norton.
ISBN: 9780393911510
Or digital version. http://books.wwnorton.com/books/Detail.aspx?Id=22878
Cheever, John. “The Swimmer.” http://shortstoryclassics.50megs.com/cheeverswimmer.html
Chopin, Kate. “A Pair of Silk Stockings” and Other Stories. Dover Thrift Editions.
ISBN: 9780486292649
Concise Oxford English Dictionary or Oxford Dictionary of Current English.
Department of English. Requirements for Essays. Online at
http://artsandscience.usask.ca/english/pdf/RequirementsForEssays.pdf
Dickens, Charles. Great Expectations. Penguin Red Classics. ISBN: 9780141023533
Page 7 of 36
Faulkner, William. “A Rose for Emily.”
http://resources.mhs.vic.edu.au/creating/downloads/A_Rose_for_Emily.pdf
Gilman, Charlotte Perkins. “The Yellow Wallpaper” and Other Stories. Dover Thrift Editions.
ISBN: 9780486298573
Hawthorne, Nathaniel. “Young Goodman Brown” and Other Short Stories.
ISBN: 9780486270602
Hutcheon, Linda, David Jackel, and Lorraine McMullen. “Novel in English.”
http://www.thecanadianencyclopedia.com/articles/novel-in-english
Joyce, James. Dubliners. Dover Thrift Editions. ISBN: 9780486291215
Marken, Ron. “Explicating a Poem.” Permachart. ISBN: 9781554312092
Marken, Ron. “Free Verse Poetry.” Permachart. ISBN: 9781554312443
Matheson, Terry. “Understanding the Short Story.” Permachart. ISBN: 9781554312511
Negri, Paul, ed. Great Sonnets. Dover Thrift Editions. ISBN: 9780486280523
Nemerov, Howard. “A Primer of the Daily Round.” http://www.loc.gov/poetry/180/051
Plant, Richard. “Drama in English.” http://www.thecanadianencyclopedia.com/articles/drama-inenglish
Pollock, Sharon. Blood Relations and Other Plays. Ed. Anne Nothof. Prairie Play Series: 22.
ISBN: 9781896300641
Roethke, Theordore. “My Papa’s Waltz.” http://gawow.com/roethke/poems/43.html
Ross, Sinclair. As for Me and my House. New Canadian Library. ISBN: 9780771094125
Shakespeare, William. Othello. Oxford School Shakespeare. ISBN: 9780198320517
“A Short History of the Sonnet.” Folger Shakespeare Library.
http://www.folger.edu/template.cfm?cid=3780
Optional Text List
Marken, Ron. “Punctuation in Formal Writing.” Permachart. ISBN: 9781554312412
Marken, Ron “Writing Succinctly” Permachart. ISBN: 978155431242950795
Textbooks are available from the University of Saskatchewan Bookstore:
www.usask.ca/consumer_services/bookstore/textbooks
Other Required Materials
Print Course Materials package (Course Guide, Readings package, Assignments
package, Application Form for Final Examination) [mailed from CCDE]
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Electronic Resources
Some readings in this course will require access to a computer and the Internet.
On the Course Schedule in the next section of this syllabus, check the Readings column
for links to online articles and chapters in ebooks.
Note: If any of the links don’t work for you, try copying and pasting the url into your
browser. If you need further assistance, please contact your instructor. Also note that an
electronic version of this syllabus is available on the CCDE web site for your
convenience in accessing the links at http://ccde.usask.ca/distanceeducation/coursesfall
Downloads
Some downloads may require Adobe Reader. To install this software, click this link and
follow the download and installation instructions: http://get.adobe.com/reader
Page 9 of 36
Course Schedule
Week
Module
Readings
Evaluation
Due Date
Terry Matheson, “Understanding the Short Story,”
Permachart
James Joyce, “The Boarding House,” Dubliners
James Joyce, “Araby,” Dubliners
1-3
1
Short Stories
John Cheever, “The Swimmer,”
http://shortstoryclassics.50megs.com/cheeverswi
mmer.html
Kate Chopin, “Desiree’s Baby,” “A Pair of Silk
Stockings” and Other Stories
William Faulkner, “A Rose for Emily,”
http://resources.mhs.vic.edu.au/creating/downloa
ds/A_Rose_for_Emily.pdf
Richard Bullock and Francine Weinberg, “Write”
and “Edit,” The Little Seagull Handbook
4-5
2
Dept. of English, Requirements for Essays,
http://artsandscience.usask.ca/english/pdf/Requi
rementsForEssays-rev.pdf
Essay Writing
Dept. of English, “Plagiarism,” Course Guide
“Academic Dishonesty,” Course Guide
“Basic Patterns for Effective Sentences,”
Appendix B
3
6-7
Drama (Late
TwentiethCentury)
Richard Plant, “Drama in English,”
http://www.thecanadianencyclopedia.com/article
s/drama-in-english
Sharon Pollock, Blood Relations
Essay 1
(week 6)
Monday
Oct. 15,
2012
Page 10 of 36
Week
8-10
Module
Readings
4
Linda Hutcheon, David Jackel ,and Lorraine
McMullen, “Novel in English,”
http://www.thecanadianencyclopedia.com/article
s/novel-in-english
Novels
(TwentiethCentury
Canadian)
Evaluation
Due Date
Sinclair Ross, As for Me and My House
Ron Marken, “Explicating a Poem,” Permachart
“A Short History of the Sonnet,” Folger
Shakespeare Library,
http://www.folger.edu/template.cfm?cid=3780
William Shakespeare, “My mistress’ eyes are
nothing like the sun,” Great Sonnets
Sir Thomas Wyatt, “My galley charged with
forgetfulness,” Great Sonnets
Edmund Spenser, “One day I wrote her name
upon the strand,” Great Sonnets
5
11-12
Poetry
(Sonnets)
William Wordsworth, “The world is too much with
us,” Great Sonnets
William Wordsworth, “Nuns fret not,” Great
Sonnets
Edwin Arlington Robinson, “Reuben Bright,”
Great Sonnets
Sigfried Sassoon, “Dreamers,” Great Sonnets
Rupert Brooke, “The Soldier,” Great Sonnets
Edna St. Vincent Millay, “What lips my lips have
kissed, and where, and why,” Great Sonnets
Howard Nemerov, “A Primer of the Daily Round,”
http://www.loc.gov/poetry/180/051
Page 11 of 36
Week
Module
Readings
Take Home Exam
13
6
14-16
Monday
Dec. 3,
2012
Shakespeare, Othello
Shakespearean
Drama
D. H. Lawrence, “The Rocking-Horse Winner,”
Readings package
Nathaniel Hawthorne, “Young Goodman Brown,”
“Young Goodman Brown” and Other Stories
17-18
Evaluation
Due Date
7
Essay 2
(week 18)
Feb. 4,
2013
Anonymous, “The Demon Lover,”
http://www.eecs.harvard.edu/~keith/poems/dem
on.html
Short Stories
Elizabeth Bowen, “The Demon Lover,”
http://omero.humnet.unipi.it/2010/matdid/201/De
monLover.pdf
Charlotte Perkins Gilman, “The Yellow
Wallpaper,” “The Yellow Wallpaper” and Other
Stories
Richard Bullock and Francine Weinberg,
“Research,” The Little Seagull Handbook
8
19-22
Novels
(NineteenthCentury English)
Janice Carlisle, “A Cultural Perspective,”
Readings package
Jay Clayton, “Is Pip Postmodern? Or, Dickens at
the End of the Twentieth Century,” Readings
package
Charles Dickens, Great Expectations, Penguin
Red Classic
CCDE Library Research Video
Page 12 of 36
Week
Module
Readings
William Blake, “The Chimney Sweeper” (1789),
Songs of Innocence and Songs of Experience
William Blake, “The Chimney Sweeper” (1794),
Songs of Innocence and Songs of Experience
Evaluation
Due Date
Essay 3
(week 24)
Mar. 25,
2013
William Blake, “Nurse’s Song” (1789), Songs of
Innocence and Songs of Experience
William Blake, “Nurse’s Song” (1794), Songs of
Innocence and Songs of Experience
William Blake, “London,” Songs of Innocence
and Songs of Experience
Robert Browning, “Porphyria’s Lover”, “My Last
Duchess” and Other Poems
23-24
9
Poetry
Robert Browning, “My Last Duchess,” “My Last
Duchess” and Other Poems
Robert Browning, “Soliloquy of the Spanish
Cloister,” “My Last Duchess” and Other Poems
Robert Browning, “The Bishop Orders his Tomb
at Saint Praxed’s Church,” “My Last Duchess”
and Other Poems
Theodore Roethke, “My Papa’s Waltz,”
http://gawow.com/roethke/poems/43.html
Louise Halfe, “The Boarding School,” Readings
package
Louise Halfe, “The Residential School Bus,”
Readings package
Louise Halfe, “Wagon Ride,” Readings package
Page 13 of 36
Week
Module
Evaluation
Due Date
Readings
10
25
Exam
Preparation/
Strategies
Saturday,
April 13,
2013
FINAL EXAM
Note: If for any reason the Course Syllabus Reading List does not match the Module
Reading List, the Course Syllabus shall be taken as correct.
Grading Scheme
Essay 1
10%
Take-Home Exam
10%
Essay 2
Essay 3 (Essay 25% Research
and Resource Use 10%)
15%
35%
Final Examination
30%
Total
100%
Information on literal descriptors for grading at the University of Saskatchewan can be
found at: http://students.usask.ca/current/academics/grades/grading-system.php
Please note: There are different literal descriptors for undergraduate and graduate
students.
More information on the Academic Courses Policy on course delivery, examinations and
assessment of student learning can be found at
http://www.usask.ca/university_secretary/council/academiccourses.php
The University of Saskatchewan Learning Charter is intended to define aspirations about
the learning experience that the University aims to provide, and the roles to be played in
realizing these aspirations by students, instructors and the institution. A copy of the
Learning Charter can be found at:
http://www.usask.ca/university_secretary/LearningCharter.pdf
Page 14 of 36
Evaluation Components
Written Assignments
You are required to submit 3 essays, a take-home exam, and write a final examination.
The assignments were sent to you with your course materials.
Essay 1
Value:
10% of final grade
Due Date:
Monday, Oct. 15, 2012
Purpose:
The essay will ask students to discuss an assigned topic in response to
one of the short stories in module 1.
Description: See the essay assignment for the details of the topic, expectations, etc.
Take-Home Exam
Value:
10% of final grade
Due Date:
Monday, Dec. 3, 2012
Purpose:
The take-home exam will examine students on readings from term 1. It is
closed book, and it has a two-hour time limit. The exam must be handwritten in ink on
loose leaf paper. No electronic devices allowed.
Description: See the take-home exam for the details of the questions, etc.
Essay 2
Value:
15% of final grade
Due Date:
Monday, Feb. 4, 2013
Purpose:
either Ross’ As for Me and My House or Shakespeare’s Othello in modules 4 or 6.
Essay 3
Value:
35% of final grade (Essay 25%, Research and Resource Use 10%)
Due Date:
Monday, Mar. 25, 2013
Purpose:
Dickens’ Great Expectations in module 8. Students will also be required to conduct
online research using the University of Saskatchewan library and incorporate one
resource in the essay.
Final Exam
Value:
30% of final grade
Due Date:
Saturday, April 13, 2013
Purpose:
The exam is comprehensive and will cover all of the course’s readings.
Description: The three-hour exam is closed book, and students will write 5 paragraph
answers in response to term 2 readings and 2 essays drawn from all the course’s
readings.
Page 15 of 36
Extensions and Late Assignments
One extension of 3 days will be granted to each student to be used at your discretion for
essay 1, 2 or 3. The extension cannot be used for the Take-Home Exam or Final Exam.
Submit a copy of the extension form with your late essay.
Late essays (after you have used your extension) will be penalized at 3% per day,
including weekend days.
If you have a documented medical or compassionate situation, you will need to make
arrangements with me to submit your assignments in a timely manner.
No assignments will be accepted after the last day of classes in April.
Submitting Assignments (CCDE)
Submission forms and pre-addressed envelopes are included in your course materials
package. Assignments may be submitted by mail, fax, or in person. Some instructors
may also accept assignments submitted electronically. Check with your instructor on the
preferred mode.
Options for Submitting Assignments:
•
•
•
•
Electronically to your instructor by e-mail or the Blackboard Learn system (check
with your instructor on preferred electronic mode). If you are submitting
electronically, be sure to scan and attach your completed submission form.
By fax (with completed submission form) to CCDE at (306) 966-5245.
In person (with completed submission form) to the Main Office at the Centre for
Continuing and Distance Education (address below) Monday through Friday
between 8:30 a.m. and 4:30 p.m. After Hours: Via the drop slot located at the top
of the central stairwell, on the Fourth Floor of the Williams Building (address
below).
By mail (with completed submission form) to:
The Centre for Continuing and Distance Education (CCDE)
Room 464, Williams Building
University of Saskatchewan
221 Cumberland Avenue North
Saskatoon, SK S7N 1M3
Please note that assignments sent by mail should be postmarked no later than the
due date, and faxes should be sent prior to 4:30 p.m. Saskatchewan time on the due
date. You should keep a personal copy of all assignments submitted.
Page 16 of 36
Additional Information
Formal Requirements
1. Study the required texts.
2. Submit three essays and one take-home exam on the appropriate dates. Late
penalties will apply to essays/assignments submitted after the due dates. No
essays/assignments will be accepted after the last day of classes in April.
Incomplete course work will result in a grade of not exceeding 49%.
3. Write a three-hour examination in April.
Standards for Composition
To pass English 110.6 a student must by the end of the class have shown competence
in the following:
1. organize an essay on a set topic, develop ideas logically and systematically, and
support these ideas with the necessary evidence, quotations, or examples;
2. organize a paragraph competently;
3. document essays properly with parenthetical references and a Works Cited page;
4. write grammatical sentences, avoiding such common mistakes as:
i. run-on sentences;
ii. faulty agreement of subject and verb, or pronoun and antecedent;
iii. faulty references (e.g. vague use of “this,” “that,” and “which;”
iv. unnecessary shifts in person, number, tense, and mood;
v. dangling modifiers;
vi. sentence fragments;
5. spell correctly; and
6. punctuate correctly.
Students with Disabilities
Students who have disabilities (learning, medical, physical, or mental health) are
strongly encouraged to register with Disability Services for Students (DSS) if they have
not already done so. Students who suspect they may have disabilities should contact
DSS for advice and referrals. In order to access DSS programs and supports, students
must follow DSS policy and procedures. For more information, check
http://www.students. usask.ca/disability/, or contact DSS at 966-7273 or [email protected].
A Friendly Reminder about Plagiarism
You are plagiarizing if you present the words or thoughts of someone else as if they
were your own (Exceptions are proverbial sayings or common knowledge), or if you
submit without approval of the instructor any work for which credit has previously been
obtained or is being sought in another course.
Page 17 of 36
Avoid charges of plagiarizing by acknowledging your sources in the essay and including
them in the list of works cited. When quoting, make sure that all words and phrases from
the source are in quotation marks. When paraphrasing, acknowledge the source of the
idea but rewrite in your own language. For further information see the Department of
English Requirements for Essays online document.
Plagiarism, whether from the Net, from other students, or from published sources, is a
serious academic offense that bears severe consequences. Instructors will report such
offenses to the dean of the student’s college, and any allegations will be reviewed by the
university’s committee on Student Academic Dishonesty. Penalties can range from a “0”
on an essay to a reduced mark for the course to expulsion from the University. Records
of penalties assessed are kept on file by the University Registrar; penalties become
more severe for subsequent offences. For more information on plagiarism, see
http://www.usask.ca/university_secretary/honesty/
Integrity Defined
Important Note: The current Integrity and Academic Misconduct policies are
under review and subject to change. For the most up-to-date version, please visit
the Integrity and Student Conduct website:
http://www.usask.ca/university_secretary/honesty/academic_misconduct.php
Integrity is expected of all students in their academic work – class participation,
examinations, assignments, research, practica – and in their non-academic interactions
and activities as well.
What academic integrity means for students
•
Perform your own work unless specifically instructed otherwise. Check with your
instructor about whether collaboration or assistance from others is permitted.
•
Use your own work to complete assignments and exams.
•
Cite the source when quoting or paraphrasing someone else’s work. Discuss with
your professor if you have any questions about whether sources require citation.
•
Follow examination rules.
•
Discuss with your professor if you are using the same material for assignments in
two different courses.
•
Be truthful on all university forms.
•
Use the same standard of honesty with fellow students, lab instructors, teaching
assistants, sessional instructors and administrative staff as you do with faculty.
Page 18 of 36
Integrity in non-academic activities
Misconduct that disrupts the activities of the university or harms the legitimate interests
of the university community could be the cause for non-academic disciplinary action.
Guiding Principles
The university documents that lay out our rules and procedures are the Student
Academic Misconduct Regulations (University Council) and the Standard of Student
Conduct in Non-Academic Matters (University Senate). Both documents are based on
the same Guiding Principles:
•
Freedom of Expression
•
Mutual Respect and Diversity
•
Commitment to Non-violence
•
Commitment to Justice and Fairness
•
Security and Safety
•
Integrity
Academic Misconduct Procedures
“Academic Misconduct” is the term the University uses to describe cheating. Types of
cheating are listed in the Student Academic Misconduct Regulations of University
Council. There is an onus on every student to become informed about academic
misconduct.
When an instructor believes a student is guilty of academic misconduct, the following
procedures are used:
Informal procedure:
Sometimes misconduct is the result of carelessness, misunderstanding of the rules, or
miscommunication. In such cases, the instructor may discuss the matter with the student
informally.
If the student concedes the misconduct, the instructor has the authority to impose one or
more of the following penalties:
•
reduce the grade on the assignment or exam, to as low as zero
•
require the student to rewrite the assignment or exam.
A penalty imposed by an instructor is not reported to the student’s college and does not
become part of the student’s record.
A student who disagrees with the allegation of cheating or with the penalty imposed may
request a formal hearing.
Page 19 of 36
Formal procedure:
For more serious misconduct, or in cases where the student disputes the allegation or
the penalty, a college hearing board will hear the matter. Procedures for hearings are
described in the Regulations.
The hearing board has the authority to impose one or more of the following penalties:
•
reprimand or censure the student
•
reduce the grade on the assignment, exam, or entire course, to as low as zero
•
require the student to rewrite the assignment or exam
•
require the student to submit an essay or a presentation on academic misconduct
•
suspend or expel the student
•
postpone, deny or revoke the student degree, diploma or certificate
A penalty imposed by a Hearing Board is reported to the student’s college and to the
university, and becomes part of the student’s record. A finding of misconduct in research
funded by an external agency is reported to that agency.
Further appeal of a hearing board decision or penalty is permitted only on grounds of
unfair procedure or new evidence.
For More Information
Integrity and Student Conduct website:
http://www.usask.ca/university_secretary/honesty/
Date: Effective January 1, 2010
Academic Misconduct Defined
The following constitute academic misconduct that may be the subject-matter of an
allegation under the Student Academic Misconduct Regulations:
(a)
Providing false or misleading information or documentation to gain admission
to the university or any university program;
(b)
Theft of lecture notes, research work, computer files, or other academic or
research materials prepared by another student or an instructor or staff
member;
(c)
Using work done in one course in fulfillment of any requirement of another
course unless approval is obtained from the instructor by whom the material is
being evaluated;
(d)
Presenting the work of someone else as one’s own;
Page 20 of 36
(e)
The supply of materials prepared by the student to another student for use by
that student as the work or materials of that student;
(f)
Alteration or falsification of records, computer files, or any document relating to
a student’s academic performance;
(g)
Violation of the university’s policy on misconduct in scholarly work as outlined
at www.usask.ca/university_secretary/policies/research/8_25.php
(h)
Fabrication or invention of sources;
(i)
Failure to observe any stated rule with regard to the procedure used in an
examination (or an activity undertaken for academic credit) where such a
failure could result in the student gaining relatively greater credit;
(j)
Altering answers on a returned examination;
(k)
When prohibited, removing an examination from the examination room;
(l)
Seeking to acquire or acquiring prior knowledge of the contents of any
examination question or paper with the intention of gaining an unfair
advantage;
(m) Possessing or using notes or other sources of information or devices not
permitted by the course instructor in an examination;
(n)
Consulting or seeking the assistance of others when writing a “take home”
examination unless permitted by the course instructor;
(o)
Providing false or misleading information with the intent to avoid or delay
writing an examination or fulfilling any other academic requirement;
(p)
Failing to observe the terms of any agreement not to disclose the contents of
an examination;
(q)
Misrepresenting or conspiring with another person to misrepresent the identity
of a student writing an examination or engaging in any other form of
assessment;
(r)
Knowingly doing anything designed to interfere with the opportunities of
another person to have his or her contribution fully recognized or to participate
in the academic program;
(s)
Preventing others from fair and equal access to University facilities or
resources, including library resources ;
(t)
Using or attempting to use personal relationships, bribes, threats or other illegal
conduct to gain unearned grades or academic advantages;
Page 21 of 36
(u)
Knowingly assisting another person engaged in actions that amount to
academic misconduct;
(v)
Plagiarism: the presentation of the work or idea of another in such a way as to
give others the impression that it is the work or idea of the presenter.
Adequate attribution is required. What is essential is that another person have
no doubt which words or research results are the student’s and which are
drawn from other sources. Full explicit acknowledgement of the source of the
material is required.
Examples of plagiarism are:
(w)
I.
The use of material received or purchased from another person or
prepared by any person other than the individual claiming to be the
author. [It is not plagiarism to use work developed in the context of a
group exercise (and described as such in the text) if the mode and
extent of the use does not deviate from that which is specifically
authorized].
II.
The verbatim use of oral or written material without adequate
attribution.
III.
The paraphrasing of oral or written material of other persons without
adequate attribution
Unprofessional conduct or behaviours that occur in academic or clinical
settings or other work placements, or that are related to the student’s area of
professional practice.
Office of the University Secretary
212 College Building, 107 Administration Place
University of Saskatchewan, Saskatoon, SK S7N 5A2
Telephone: (306) 966-4632 Fax: (306) 966-4530
http://www.usask.ca/university_secretary/
Page 22 of 36
Acknowledgements
Course Author(s)
Rita Matlock (Department of English, University of Saskatchewan)
P.M. Bidwell, Assistant Professor (Department of English, University of Saskatchewan)
Consultant
T.J. Matheson (Department of English, University of Saskatchewan)
Instructional Design and Course Development
Margareth Peterson (Extension Division, University of Saskatchewan)
Jeanette McKee (Centre for Continuing & Distance Education, University of
Saskatchewan)
Dates to Remember For English 110.6 (X01)
First Full Week
Monday, Sept. 10, 2012
Week 6
Monday, Oct. 15, 2012
Essay 1 Due
Week 13
Monday, Dec. 3, 2012
Take-home Exam Due
Week 14
Monday, Jan. 7, 2013
Week 18
Essay 2 Due
University Break
Feb. 18-22, 2013
No classes
Week 20
Page 23 of 36
Week 24
English
English 110.6 (X01)
Monday, Mar. 25, 2013
Essay 3 Due
Saturday, April 13, 2013
Final Exam
Department of
Rita Matlock
Essay 1 (Covers Weeks 1-3)
Topics: Short Stories
Length: 1000 words
Grade: 10%
Other Requirements: Your Editing List must be submitted with this essay
Due: Week 6 (Oct. 15, 2012)
Instructions:
1. Secondary sources, library and/or web resources, are not required or recommended for
this essay.
Page 24 of 36
2. Write an organized essay on one of the following topics. Your essay should contain an
opening paragraph with a clear, concise thesis statement, a logically organized
argument, and a closing paragraph. Go beyond the 5 paragraph essay as it is rarely
adequate to cover the topics.
3. You should quote from the literary work no more than once or twice in each body
paragraph to support your arguments. Literature essays use MLA format (in-text
parenthetical references to document quotations and a Works Cited page). See
Requirements for Essays at
(http://artsandscience.usask.ca/english/pdf/RequirementsForEssays.pdf) and your
writing text for help with the conventions of documentation.
4. I encourage you to create a mind map/web and a formal outline of your essay before you
begin to write your essay. See your writing text for the details of mapping/webbing and
formal outlining.
5. Use the essay evaluation checklist to help you assess your final copy.
6.
I also encourage you to submit your essay for feedback to the CCDE Writing Centre.
http://ccde.usask.ca/distanceeducation/ccdewritingcentre.
Marking:
You will be marked on content, writing skills and formatting:
Ideas, Organization, Development = 60 points;
Writing Skills= 35 points; and
Formatting= 5 points
Topic:
Analyze the nature of the relationships in one of the following, explaining how the relationships
affect the characters and how they connect to the themes of the work. Look at what the
relationships are based on, the obstacles and difficulties they face, and their outcomes.
Page 25 of 36
•
Polly’s relationship with her mother and Bob Doran in Joyce’s “The
Boarding House”
•
The boy’s relationship with his uncle/aunt and Mangan’s sister in
Joyce’s “Araby”
•
Neddy’s relationship with some (but not all) of the people in his
community (ie Lucinda and his daughters, Grace Biswanger, Shirley
Adams etc) in Cheever’s “The Swimmer”
•
Desiree’s relationship with her mother and Armand in Chopin’s
“Desiree’s Baby”
•
Miss Emily and her father and Homer Barron in Faulkner’s “A Rose for
Emily” in Faulkner’s “A Rose for Emily”
Page 26 of 36
English
English 110.6 (X01)
Department of
Rita Matlock
Take-home Mid-term Exam (Covers Weeks 1-12)
Time Allowed: 2 hours
Format: Must be handwritten on lined paper—no computers allowed
Write in ink.
Double space paragraphs and essay.
Grade: 10%
Due: Week 13 (Dec. 3, 2012)
Instructions:
1. Please write the take home midterm within the time limit on or before the due date.
2. You may use your texts if you wish, but do not quote directly from the texts in your
answers. Paraphrased examples only are allowed. Marks will be deducted for the use
of direct quotations.
3. Answers will be marked for content as well as composition.
4. **You must mail this assignment on the due date. No fax or email submissions will
be accepted.
Marked out of 25: Part 1(10%) and Part 2 (15%)
Part 1: Identification and Analysis of Characters, Images, and Quotations (10%)
Choose 2 (two) of the following characters, images, and quotations. For each, in sentence form
and in one (1) well-developed paragraph (about 75-150 words), identify the title, author, and
type of literary work and analyze the significance of the character/image/quotation in relation to
the work as a whole (plot, character analysis, themes, ideas, etc). Each paragraph will be
marked out of 5.
Do not write these answers in point form.
Page 27 of 36
(a) “Within the Sonnet’s scanty plot of ground”
(b) Shirley
(c) “She dealt with moral problems like a cleaver deals with meat”
(d) the lonely
Adams
tree
(e) “Gazing up into the darkness I saw myself as a creature driven and derided by vanity;
and my eyes burned with anguish and anger.”
Part 2: A short essay (no more than 5 paragraphs)
Write a brief essay on the following topic. Do not quote directly in your essay. Provide only
paraphrased examples.
What are the three most significant causes of family dysfunction in Pollock’s Blood
Relations?
Page 28 of 36
English
English 110.6 (X01)
Department of
Rita Matlock
Essay 2 (Covers Weeks 8-10,14-16)
Topics: Ross’ As for Me and My House; Shakespeare’s Othello
Length: 1000 words
Grade: 15%
Due: Week 18 (Feb. 4, 2013)
Instructions:
1. Secondary sources, library and/or web resources, are not required or recommended for
this essay.
Page 29 of 36
formal outlining.
6.
Marking:
Topic:
1. Discuss the extent to which Mrs. Bentley can be considered a reliable and trustworthy
narrator. You may want to look at the events she describes and the people she
discusses, as well as her comments about herself. Be selective with examples, ensuring
that your essay works together as a whole.
Page 30 of 36
2. Discuss the causes of Othello’s downfall in Shakespeare’s Othello, keeping in mind the
definition of tragedy provided in the module on Shakespeare’s play. Follow the play to
the end.
English
Department of
Page 31 of 36
English 110.6 (X01)
Rita Matlock
Essay 3 (Covers 19-22)
Topics: Dickens’ Great Expectations
Essay Length: 1500 words
Grade: 35% (Essay 25%, Research and Resource Use 10%)
Due: Week 24 (Mar. 25, 2013)
Instructions:
Essay:
formal outlining.
5.
6. ***This assignment must be mailed in or faxed. No email submissions will be accepted.
Marking:
Page 32 of 36
Topic:
Discuss selected adult/child relationships in Dickens’ Great Expectations, referring to all volumes
in your essay. You will also need to limit your response, choosing what to include and what to
leave out. You may want to organize your essay around a theme that the relationships reveal.
Ensure that your essay works together as a whole.
Instructions:
Research and Resource Use (part of the essay):
7.
You must find three (3) resources, books, print articles, or database articles that you
believe would be beneficial in writing a much longer research essay on the chosen topic.
These resources must be obtained from the U of S library. No internet sources allowed
(e-journals through a U of S database are not “internet” sources).
8. Provide a xerox copy or downloaded copy of the first page of the three (3) resources
including the first paragraph in full. This printed page must make it possible for me to
read the beginning of the argument in the chosen resource. (This means you must
choose resources that are available in or through the U of S library). Do not type out or
copy/paste this paragraph. Provide the original download or xerox.
9. For the purposes of this assignment, include all three resources on your Works Cited
page, and include call numbers for print books and print articles. Cite those resources
according the details of documentation in Requirements for Essays.
10. After each secondary resource, write one or two sentences of explanation about why you
think this resource is or would be helpful. Reading the opening paragraph and/or the
opening page of an article/chapter in a book/etc should be enough to determine whether
or not this resource would be helpful.
11. Quote from one (1) of the three articles in your essay. You should read the whole article
that you quote from in your essay. You might consider quoting from a critic
Page 33 of 36
(secondary source) no more than once for every four quotations from the literary
work (primary source). The focus, as in your other essays, is your own interpretation of
the topic in relation to the text.
12. Do not simply choose three resources on the literary work. An effective student
researcher will often look beyond the literary works themselves to find relevant resources
in other disciplines such as history, native studies, women and gender studies,
psychology, sociology, religious studies etc. Think through what kind of resources would
make interesting reading: look at the work and the resources in a larger context of the
author’s life, the time period in which it was written, the historical movements etc going
on, the psychological topics of interest, etc.
Page 34 of 36
Department of English
English 110.6 (X01)
Rita Matlock
Essay Extension (3 days’ grace)
Cannot be used for theTake-home Exam or Final Exam
Essay #
________________________________________________
Student’s Name
_______________________________________________
_
Date essay is being submitted
___________________________________________
Student’s Signature
________________________________________________
Page 35 of 36
Page 36 of 36

ENG_110.6 - CCDE - University of Saskatchewan

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