Introduction to Literature I, Fiction, ENG 2001 / D530, Fall 2016
Mondays and Wednesdays, 11:30-12:45 PM, Namm N-1005
Professor Lucas Kwong (lkwong@citytech.cuny.edu)
Office hours: Tuesday 4-6, and by appointment
Office location: Pearl 410
Mailbox location: Namm 512
Office phone: TBA
Prerequisites: Students who enroll in this course must have successfully completed English 1101.
Course description and objectives
This course is designed as an introduction to fiction. We will read a variety of short stories, as well as a novel, in an effort to understand what “fiction” actually is. The first third of the semester will be devoted to learning about and mastering the basic Elements of the genre, via a consideration of realist and fantastic fiction. We will then move to discuss how writers influence each other, via a unit on the American short story and, ultimately, the novels The Island of Dr. Moreau and Things Fall Apart. As a class, we’ll apply what we learn about fiction and storytelling from our short stories to navigate these longer works.
I expect you to participate in class to show that you understand the assigned readings and can analyze them on multiple levels. We will use the elements of fiction (plot, setting, point of view, characterization, theme, and style) to analyze assigned readings. We’ll also discuss various genres and engage in comparative analysis. You’ll be expected to use these skills in formal writing assignments and exams. Please refer to the Outcomes Assessment handout for a full explanation of these goals, since they are key to our class and to each of our assignments.
Required Course Materials
Course Packet (available from the Reprographics Center, Namm Hall Cellar NC26)
Selected Readings via Openlab
The Island of Dr. Moreau, by H.G. Wells. 2014 Signet Classics Edition. ISBN: 978-0451468666
Things Fall Apart: ISBN 978-0385474542 (You must get this edition, either from the bookstore or on your own!)
Access to a reliable computer, with internet (email) access and a printer. You will also need a flash drive or some other way to save your work.
An up-to-date collegiate dictionary.
A folder or notebook devoted to this class.
You’ll also receive handouts and photocopied readings in class; select slides will be available on Openlab.
Did I mention that you should join the OpenLab site?
Assignments and Grading:
Completing all the required elements in good order and form constitutes the average, or a C. To raise your grade above this average, you will need to invest your time, talents, and energies to add insightful commentary, sound argumentative reasoning, and show initiative in your approach to scholarship. It should be understood that revision and refinement are necessary, though not the sole, qualifications for success. Each major assignment will be returned to you with specific comments and suggestions on how to improve your work. I recommend that you make an appointment to see me if you receive a grade of C- or lower.
There will be times when your expectations and my evaluation do not match. I am always willing to explain my comments on your assignments, and to discuss ways in which your work might benefit from additional effort. Lower grades most often result from misunderstanding the assignment goals, and from insufficiently realized or poor executions of these goals. I do not grade beliefs or values. If you are unhappy with a grade, or unsure as to why you received such a response to your work, please make an appointment to see me.
All Three Essays must be typed, and they must use standard college-level grammar, spelling, and punctuation. Computer spell and grammar checkers help to spot some errors (but not all). In general, use carefully divided and constructed paragraphs and full sentences. The content should logically progress from one idea to the next in such a way that the entire essay has a clear beginning, middle, and end.
Final grades are determined by the following:
Paper 1 (700-800 words): 15%
Paper 2 (700-800 words): 15%
Paper 3 (1500-1700 words): 20%
Practice Assignments: 15% total
(Blog/Comments – 10%; In-Class Writing – 5%)
Participation/Classroom Preparedness: 10%
Final: 15%
Quizzes (both scheduled and unscheduled): 10%
Extra Credit: +4-5% (AT PROFESSOR’S DISCRETION)
IMPORTANT NOTES:
- Attendance: Attendance is mandatory in this discussion-based course. Arriving late or leaving early will count as a partial absence. City Tech’s policy states that three of more absences can result in a WU grade for a course that meets two times each week. In light of this policy, please note the following:
Missing 1 Class = 1 Absence
4 Absences = -15 points from final course grade (highest possible grade for the course is 85%)
4.5+ Absences = automatic F and possible WU, depending on circumstances
Late (up to 25 mins) = ⅓ Absence (hence, 3 Lates = 1 Absence)
Late (25+ mins) = 1 Absence
Leaving 25+ mins early = 1 Absence
Being absent is not an excuse for missing or late work: you must get notes from a classmate and keep up with the assignments.
- Drafts and Typing: The three essays will require organization, honesty, and clarity. In order to practice the process of writing, the essays will require drafts. If you have word processing questions, please ask me. If you do not have access to Microsoft Word, you can use Google Docs for free(https://docs.google.com/) or Open Office for free (www.openoffice.org/). Missing drafts will result in a 15-point deduction from the final grade.
If you would like me to read your draft, you have two options: you can come to me during my office hours, or you can email me from your City Tech account. In both cases, I’ll read up to 30% of your draft, if you have a specific question you would like me to answer.
- Late Papers and homework: Two full letter grades (20 points) will be deducted for each day that a paper is late. After three days, the paper will be recorded as a “0”. I do not accept late blogs.
4. Paper Grades.
Paper grades: Your papers will be evaluated according to the following rubric. Please read it carefully and let me know if you have any questions.
A, A- Papers earning an A or an A- are excellent examples of critical literacy in action. They carefully and intelligently respond to the ideas in the readings and are easy and enjoyable to read. Organization is smooth and the argument is well-polished and convincing. These papers demonstrate the student’s mastery of the goals for the course as outlined by CUNY. A paper would earn an A- rather than an A if it met these standards but fell short in an area of sentence-level revision (e.g., minor typographical errors, occasional editing missteps).
B+, B, B- Papers earning grades in the B range (B+, B, or B-) are good; they set themselves apart by being thoughtful and interesting, though they may still have some rough spots. Overall, the paper succeeds, even if some kinks still need to be ironed out. These papers are more successful than papers earning grades in the C range, because these papers take risks with original analyses or interesting responses to the readings. These papers are less successful than papers earning grades in the A range, because they still need attention to significant paragraph- or sentence-level issues like organization, appropriate use of evidence, appropriate levels of analysis, frequent editing and proofreading missteps, or unclear phrasing. Within this range, papers earn a B+ when these paragraph and sentence level issues occur infrequently but still impede the writer’s attempts to communicate; papers earn a B- when the issues occur more frequently, substantially impeding communication.
C+, C Papers earn a C+ or a C when they meet the requirements of the assignment, but they do so unspectacularly. Such papers are considered average. These papers often have one or more weaknesses on the global level that substantially affect(s) the paper’s readability. If your thesis is unclear, if your argument vacillates, if you summarize more than you analyze… these issues often negatively affect the success of a paper. These papers are more successful than papers earning a D because they do, in fact, meet all the requirements of the assignment; these papers are less successful than papers earning grades in the B range because they don’t take risks with original analyses or interesting responses to readings and because they present substantial global weaknesses that impede the writer’s ability to communicate his or her ideas.
D If a paper earns a D in this class, it is because it clearly failed to meet the requirements of the assignment. It may have dramatically fallen short of the page requirement or have lacked a thesis statement or argument entirely. Papers earning grades in the D range demonstrate an honest attempt to address the assignment, though they need substantial global and paragraph level revisions in order to meet CUNY’s requirements for this course. Papers earning a D are less successful than papers earning a C because they don’t meet the requirements of the assignment or the course; they are, however, more successful than papers earning an F because they demonstrate a good faith attempt to complete the assignment.
F Papers earning an F clearly fall short of meeting the requirements of the assignment. They have no focus and demonstrate no engagement with the assigned readings at all. These papers are less successful than papers earning a D, because they fail to demonstrate any attempt to meet the standards of the course or the requirements of the assignment.
- Blogs and comments. Blog posts are low-stakes, informal opportunities to practice and receive feedback on your writing skills. They are an opportunity for you to wrestle with the readings, with classroom discussion, and with your own ideas. Similarly, comments are an opportunity to engage with class content, by replying to other students’ thoughts. Both blog posts and comments are required (see below for details). You’re free to post beyond the required number, of course.
To access the blog feature, you must be a member of the OpenLab site. You are able to post your own entries and comment on other entries; I expect to see utmost civility in all comments. Posts, on average, should be 300 words; comments, 100-150 words.
At the beginning of the semester, you’ll be divided into 6 blog groups. Each group is responsible for 4 posts (300 words per post), according to the schedule. When it’s your turn to post, select ONE of the Prompts for that week. Prompts will be attached to the Guided Reading Questions. You don’t have to coordinate with other members of the group. However, you must post by 5 pm the day before class, so that others can comment on your post.
On that note, comments are due by 10:00 am the morning of class. You’re responsible for 14 comments for the whole semester, approx 1 per week of class (starting week 2). You can’t make up a comment if more than a week has passed. Keep track how many comments you’ve posted.
- Homework Requirement:According to Federal eligibility requirements for a college or university in the US, 3 class-hours (150 mins) require approximately 6 hours of homework, study, and/or preparation per week. This is a CUNY standard. And this requirement is also referred to as a Carnegie Unit. If you do not have the time to accommodate the work for this course, I STRONGLY encourage you to consider taking this course at some point in the future when you will have the time to successfully complete it.
[See: https://www2.ed.gov/about/offices/list/ous/international/usnei/us/credits.doc]
- Plagiarism: Is the unauthorized use of another person’s ideas, language, or research as your own, whether intentionally or unintentionally. City Tech does not tolerate plagiarism. Using proper documentation and textual analysis will help you avoid plagiarism. If you have any questions about plagiarism, please ask me. Any cases of plagiarism or other forms of academic dishonesty will result in a failing grade and appropriate administrative measures. Please familiarize yourself with City Tech’s policies on academic honesty in the college catalog:http://www.citytech.cuny.edu/catalog/docs/catalog13_14_sp14ver.pdf (pages 60-1)
Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity.
- Be on time:tardiness disrupts the entire class. Come prepared: turn off/silence all gadgets. Texting is not allowed my class. There may be times when we discuss the role of digital technologies as a tool for learning and instructions, but, as a general rule, if you are on your phone/tablet/device without permission and without regard for the classroom activity, you will be asked to put your device away.
Each time a student is asked to put away a device, or does not have the reading for the day, he or she will have their overall participation grade lowered by 10 points (participation is worth 10%). If you are a primary care giver, please contact me about cell phone use.
- The Atrium Learning Center: I encourage all students to take advantage of the writing tutors at the Learning Center. This is an excellent recourse for writers of all abilities. ATRIUM LEARNING CENTER: Atrium Building G-18, Director: Judith Rockway, Phone: 718-260-5874. jrockway@citytech.cuny.edu.
10. Contacting Me: The best ways to contact me are in-person before and after class and during my office hours. If you need to get any assignments or essays to me, please either leave them in my mailbox, which is located in Namm 512, or bring them to class. I do not e-mail assignments to students and do not receive assignments or essays via e-mail (unless otherwise stated.
11. Students with Disabilities: If you have any type of disability, please come discuss this with me so we can make arrangements to tailor any course policies or assignments to your specific needs.
