Syllabus

COURSE DESCRIPTION

This course introduces students to several of the major writers, issues, and forms of American literature with particular attention to literary contributions from the following groups: African American, Women, Queer, Latinx/Chicano/Hispanic American, Asian American, and Arab American writers. The canonical and non-canonical readings of the course provide an overview of some of the most important and outstanding works and authors at different periods in American literary history, in addition to information about the cultural, historical and theoretical contexts of those works. Our discussions will focus on themes of subjectivity, language, class, gender, religion/spirituality, identity, and community. Moreover, students will engage in advanced study of comprehensive research methodology, critical analysis of literary texts, and engagement in modern scholarly discourse.

COURSE GOALS

In this course, students will work to develop:

  • Critical Thinking Skills: to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
  • Communication Skills: to include effective development, interpretation and expression of ideas through written, oral and visual communication
  • Teamwork: to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal
  • Personal Responsibility Skills: to include the ability to connect choices, actions, and consequences to ethical decision-making.

STUDENT LEARNING OUTCOMES

After successful completion of this course, the student should be able to:

  • Demonstrate knowledge of individual & collaborative writing processes.
  • Develop ideas with appropriate support and attribution.
  • Write in a style appropriate to audience and purpose.
  • Read, reflect, and respond critically to a variety of texts.
  • Use Edited American English in academic essays.

COURSE MATERIALS

Required course materials include:

  • Access to Blackboard
  • Appropriate applications and software (see below)

TECHNICAL REQUIREMENTS

The following are technical requirements for this course:

  • Have access to high-speed internet and up-to-date browsers; “Firefox,” “Mozilla,” or “Safari” are preferred.
  • Turn off pop-up blockers and enable plug-ins when needed.
  • Make sure you have Adobe Reader, Java, and Microsoft Office Suite available and updated.
  • Make sure your system is free of spyware or potential viruses.
  • Have available and be familiar with your “My TCC” email account.
  • “Plan B” for Power Outage/Technical Issues
  • Free WordPress.com Account.

GRADING SCALE

A=90-100/ B=80-89/ C=70-79/ D=60-69 / F=0-59

“Incomplete:” A grade of “Incomplete” constitutes an extenuating circumstance on the part of the student, which must be supported with documentation and conveyed to the instructor far in advance of final grades.  The awarding on an “incomplete” is based upon the discretion of the instructor, as well as TCC academic policies.  The awarding of an “incomplete” further constitutes an approved, in-depth discussion between the student and instructor of the assignments which need to be completed after the last class day, as well as the length of time which will be granted to complete the course work in order to change the grade.  This is approved on a case-by-case basis.

GRADES

I will regularly update grades to reflect current student progress in the course, so please check your grades with Blackboard’s “Grade Book” tool.

GRADING POLICIES

  • Quizzes                                                  15%
  • Discussion/Participation                 25%
  • Class Blogs                                           40%
  • Multimedia Group Project               20%

GRADING BLOG POSTS

Grade

Content

Multimedia

Critical Thinking

GSP

A

Content is complete, accurate and offers new ideas. The discussion is well supported with details that explain the participant’s conclusions. Content encourages further discussion on topic.

Selects and inserts high quality graphics and multimedia when appropriate to enhance the content’s visual appeal and increase readability.

Clear evidence of critical thinking (application, analysis, synthesis, and evaluation). Postings are characterized by originality and relevance to the prompt.

No errors in grammar, spelling and punctuation.

Acknowledges all image and multimedia sources with captions or annotations.

B

Content is complete and accurate, but lacking in new ideas. Content generally doesn’t invite further discussion or investigation.

Selects and inserts graphics and multimedia that are mostly high quality and enhance and clarify the content.

Some critical thinking evident, but posting may not directly address the prompt,

Few errors in grammar, spelling and punctuation.

Acknowledges most image and multimedia sources with captions or annotations.

C

Ideas were incomplete or had inaccuracies, or were presented without supporting facts.

Selects and inserts many low-quality graphics and multimedia which do not enhance the content.

Lacking critical thinking. Postings tend to address peripheral issues. Generally accurate, but with omissions or clear recitation.

Multiple errors in grammar, spelling and punctuation.

Acknowledges only a few multimedia and image sources and uses incomplete captions or annotations.

D

Response was not applicable to the discussion or did not follow proper etiquette.

Does not insert any graphics, or uses only low-quality graphics and multimedia, which do not enhance the content.

 

 

Lacking critical thinking.

Massive errors in grammar, spelling and punctuation.

Does not acknowledge any image or multimedia sources, either with a caption or an annotation.

F

Incomplete. Does not meet the word requirement or author fails to comment on 2 other posts.

No multimedia.

Postings tend to be inaccurate or unclear.

Errors in grammar, spelling and punctuation make the post unreadable.

No attribution.

 

GRADING DISCUSSION POSTS

Grade

Thesis

Quotes

Analysis

GSP

Example

A

Thesis or argument about the text is clear and well-written.

Quotes or paraphrases examples from the text in MLA format.

Gives careful close readings of the text(s) and synthesizes ideas between one or more texts.

No errors in grammar, spelling and punctuation.

In Kate Chopin’s “The Story of an Hour,” the protagonist whispers “free! Body and soul free!” to indicate the joy she feels at her husband’s death (4). This might seem callous, but her reaction to news of her husband’s death actually represents the oppression women experience in a patriarchal society. This sense of freedom is similar to the experience of Mrs. Hale in Trifles.

B

Thesis is unclear or hard to find.

Few quotes or paraphrased examples from the text in MLA format.

Moderate analysis. Does not synthesize ideas between one or more texts.

Few errors in grammar, spelling and punctuation.

Angela Davis describes the abuse and oppression of black women in “Legacy of Slavery” In Lorde’s poetry she portrays strong black women who preserve in spight of racial prejudice.

C

Thesis is nonexistent.

Does not quote or paraphrase from the text.

Surface level summary of the work. Very little analysis.

Multiple errors in grammar, spelling and punctuation.

I really liked how the female characters in Trifles stood up to the men. The men don’t respect them or thier ideas and it reminds me of Eve from she unames them.  I really love her as a protagonist. Girl power!

D

Thesis is nonexistent.

Does not quote or paraphrase from the text.

No analysis.

Massive errors in grammar, spelling and punctuation.

desiree’s baby is about a woman who leaves her husband once he discovers there baby is part black, but he doesn’t realize until the end of the story that he is the one who is part blac

F

Incomplete. Does not meet the word requirement or author fails to comment on 2 other posts.

Does not quote or paraphrase from the text.

No analysis.

Errors in grammar, spelling and punctuation make the post unreadable.

 

IMPORTANT DATES

  • Classes Begin                                          March 20
  • Census Date                                            March 27
  • Last Day for 70% Tuition Refund      March 29
  • Last Day for 25% Tuition Refund      March 31
  • Last Day to Drop                                    April 27
  • Final Day of Class                                  May 11
  • Grades Due                                               May 12

BLACKBOARD

As this is an online instruction course, students will utilize Blackboard for a variety of purposes and assignments.  Moreover, it will serve as the primary means of communication and instruction between instructor and students; as such, students must engage with Blackboard on a daily basis, and they are expected to be well-versed in its many facets and uses as they pertain to this course, specifically.

Instruction will be administered through a variety of media in the online format, including instructional videos, power point presentations, documents, assignments, assessments, blogs, and discussion boards.

Instruction will be self-paced, to an extent; class instruction will be divided on a weekly basis, with clearly marked assignments and instruction for each week of the 8-week course.

ATTENDANCE POLICY

Though we do not meet in person, there is an attendance policy in place for online classes. Under TCC Mandatory attendance policies, students missing more than 15% of cumulative class instruction days may be dropped at the discretion of the instructor (the same applies for students not meeting the Instructional Class Requirements for online classes).  For more information on TCC attendance policies, click here.

WITHDRAWAL POLICY

The official day of record for an undergraduate regular term course is the 12th class day (census date). Click here for TCC’s course withdrawal policy.

Drops occurring before the census date:

  • Are deleted from the student’s enrollment.
  • Do not earn any grade nor appear on the student’s transcript.

Course withdrawals occurring after the census date:

  • Appear on the student’s transcript and earn a grade of W

INSTRUCTOR INFORMATION

In an online format, you may expect the following from your instructor:

Email Response Time

All emails, questions, and queries will be responded to within 24 hours.

Online Office Hours

I will hold office hours upon request, during which students may utilize the instant message function through Blackboard to discuss questions or concerns in real time.

ACADEMIC DISHONESTY

Students who plagiarize any assignment will receive a possible failing grade on the assignment, be subject to possible failure in the course, and face possible suspension or expulsion.

Academic honesty and integrity are expected of students in a college-level course.  Scholastic dishonesty includes, but is not limited to, cheating on a test, plagiarism, and collusion. As a college student, you are considered a responsible adult. Your enrollment indicates acceptance of the Student Conduct published in the TCC Student Handbook.

PARTICIPATION

In an online environment, “participation” constitutes the regular completion of assignments, whether they are individual or group-based.  Also, you are expected to regularly check-in with the instructor and complete each weekly and monthly module as scheduled.

I encourage open but respectful discussion; thus, derogatory comments, including, but not limited to, racism, sexism, homophobia, transphobia, etc., will not be tolerated both in class and on the class blog.

Quizzes

15% of your grade will come from six (6) reading quizzes. Quizzes will have ten (10) questions on that week’s readings and can be retaken for full credit.

Discussion Posts & Comments

20% of your grade will come from eight (8) discussion posts and sixteen (16) comments on peer’s posts in Blackboard. Each discussion post should be 300-600 words and each comment must be 100+ words in order to count toward the total eight (8) discussion posts and sixteen (16) comments. You may post additional comments but it is not required. Each discussion post has a prompt and deadline. After each deadline, you are responsible for commenting on two (2) of your peers’ posts, preferably before the week is out.

Blog Post Prompts & Comments

40% of your grade will be determined by your four (4) blog posts and eight (8) comments on peers’ posts: https://amlitidentity.wordpress.com/.

In the first week of class, I will invite you to the blog and help you set up a WordPress account, which is free. Do NOT pay a fee for your WordPress account. Please come to me with any questions you have about the blog. The blog will be available to the public, so be conscientious as you write your posts. Don’t include any personal information, don’t post explicit content, and refrain from using profane language.

Each blog post must be 300-600 words and each comment must be 100+ words in order to count toward the total four (4) blog posts and eight (8) comments. You may post additional comments but it is not required. Each post has a prompt and deadline.

After each deadline, you are responsible for commenting on two (2) of your peers’ posts, preferably before the week is out. This is the recommended order:

Blog Post 1 (due 4/6)

What does it mean to be “American”? Are you “American”?

Blog Post 2 (due 4/13)

Watch a film by an African American, Woman, Queer, Latinx/Chicano/Hispanic American, Asian American, or Arab American filmaker. Write a review that draws connections between the film and what we are discussing in class.

Blog Post 3 (due 4/20)

Visit a local museum and find artwork by an American artist or inspired by American history from our time period. Draw connections between your discoveries and our class.

Blog Post 4 (due 4/27)

“Choose your own adventure.”

Multimedia Group Project

In these projects, you will work in groups of 5 and use non-textual media objects as a way of performing and presenting literary analysis. Your group will build a website dedicated to one of the several assigned texts posted by your instructor. Each group member will contribute a 500-800 word mini-essay around a unique theme, and, as a group, you will create a media object dedicated to each of the five sections of analysis. Your digital projects will allow your fellow classmates explore new texts. You will explore and reflect on your process in a 2-page double-spaced essay.  Samples and a guide to the multimedia group project will be available at https://amlitidentity.wordpress.com/.