ENG 3220: British Texts, 1660-1890
Instructor: Dr. Crystal B. Lake (crystalbellelanelake.wordpress.com)
Contact:email@example.com(the best way to reach me)
Office hours: book an appointment
(availability: T 12:00-1:30 & 3:30-4:30; Th 12:00-1:30)
Course Description: This course is a survey of the major literary works written in Britain between the late seventeenth and nineteenth centuries.
Objectives: Students successfully completing this course should
- develop a solid foundation for understanding a range of authors, literary movements, forms, and genres in a given period of literary history or area of literary focus;
- develop a solid foundation for understanding the cultural and historical contexts that shaped and were shaped by this literature;
- develop a solid foundation for understanding important critical questions that have been raised about the texts under study;
- improve their understanding of other cultures and/or earlier periods of literary history, and hone critical thinking, writing, and reading skills.
Outcomes: Students who complete this course will
- demonstrate, through oral or written responses, their understanding of range of authors, literary movements, forms, and genres in a given period of literary history or area of literary focus;
- demonstrate, through oral or written responses, their understanding of the cultural and historical contexts that shaped and were shaped by this literature;
- demonstrate, through oral or written responses, their understanding of the important critical questions that have been raised about the texts under study;
- demonstrate, through oral or written responses, their critical thinking, writing, and reading skills.
- The Broadview Anthology of British Literature, Concise Edition (Volumes A and B). Editor: Joseph Black, et al. 2nd ISBN: 9781554810482 & 9781554811335.
- Additional readings provided as handouts from the instructor.
Some of the selected readings for the course may contain graphic violence, adult content, and/or controversial political perspectives. If you anticipate having difficulty completing the assigned reading, please make an appointment to meet with me so that we can work together to make sure you can succeed in the class.
Participation, Quizzes, & In-Class Activities: 10%
Short Reflection Essays with Title Pages from ECCO: 3 essays / 5% each
Exam 1: 30%
Exam 2: 30%
Final Project & Flyer: 15%
90-100: A * 80-89: B * 70-79: C * 60-69: D * 0-59: F
Participation, Quizzes, & In-Class Activities: Please be sure to let me know about needs you may have regarding in-class discussions—from what name or pronouns you prefer to any techniques you’ve found that work best when it comes to helping you feel comfortable participating in class. You will need to plan to be involved in this class. This means that not only do you need to arrive on time and stay for the full duration of the class, you also need to participate by actively listening to and taking notes on lectures, offering your own spoken contributions in discussions, and engaging clearly and productively in class activities as well as group work. Always bring your textbook or a hard copy of the assigned reading with you; direct your peers to specific pages and passages in discussion; come prepared to make a comment or ask a question. Your participation will be assessed both on its quantity and quality, including the ways in which your contributions to class discussions move our conversations productively forward. Finally, unannounced quizzes may also be used to assess your completion of the assigned reading and your preparation for class.
Short Reflection Essays: There are six opportunities to turn in a reflection essay in the course. You will choose three of these deadlines—one must be submitted for either Unit 1 or Unit 2—to submit a reflection essay: a short, 350-500 word (Times New Roman 12pt font) essay that summarizes what you learned during the previous course unit, including information you acquired by reading assigned texts, paying attention to lectures, participating in class discussions and activities, and conducting independent research. For each essay, you will search the database ECCO to find a title page of an eighteenth-century publication, print it out, and turn it in as the cover sheet to your final draft. At least two weeks before the first optional deadline, I will distribute a more extensive assignment description, sample reflection essays, and a rubric for you to consult.
Exams: Twice during the semester, you’ll take multiple choice, fill-in-the-blank, true/false, and short answer exams that test your completion and comprehension of assigned readings, lectures, and in- class discussions. I will hold a review session before each exam.
Final Project & Flyer: For the final project in the class, you will design and build a creative object that a) represents a text you read in the course, and b) is inspired by an object that would have been made or purchased during the time period covered in the course. You will also develop a professional flyer that advertises and explains the significance of the object you have created. During the first two weeks of class, I will hold a Q&A session about the project as well as distribute a more extensive assignment description, images of sample student projects, a template for your flyer, and a grading rubric for you to consult in order to complete this assignment.
Attendance: This course does not have an attendance policy, but attending class sessions where I will deliver formal lectures, distribute important information about course content and assignments, and lead discussions as well as creative classroom activities is necessary in order for you to succeed in taking the exams and completing the reflection essays and final project. If you have an emergency that will keep you from attending class, please let me know as soon as possible. I can’t promise that I will accommodate you, but I may be able to help you get in touch with an administrator who can help you to complete this and the other courses that will have been affected by your emergency. I do not offer makeup opportunities for missed quizzes, and I will only accept reflection essays after their deadlines or offer makeup opportunities for exams in the case of documented emergencies.
Academic Integrity: Please review Wright State’s academic integrity policy which defines plagiarism as “quoting, paraphrasing, or otherwise using the words or ideas of another as your own without acknowledging or properly citing the other.” Assignments submitted by students that violate Wright State’s Academic Integrity policy will automatically be reported and assigned a grade of 0.
Students with Disabilities: If you anticipate needing accommodation for a disability in this course, please register with the Office of Disability Services and plan to meet with me during the first week of the quarter to talk about how we can work together to ensure that you succeed in the class.
Turning in Work: Work is due at the time and day and in the format as stated on the syllabus or assignment sheet. Technological difficulties such as a broken printer, a failed hard drive, or a disrupted internet connection are not acceptable excuses for late work. I recommend that you complete and print your reflection essays before the deadline. I will only accept reflection essays in hard copy. Use a stapler if your essay is more than one page. If you will be absent on a day you’ve chosen to turn in a reflection essay, please leave your essay in my campus mailbox before the start of class. Late work will receive a grade of 0 in order to mirror professional climates; missing a deadline for a job application, project report, or appointment will mean that you cannot take advantage of those opportunities and that you have compromised your professional reputation. I only make exceptions to this policy for documented emergencies.
Email: It may take me up to 48 hours to reply to your email. Please plan accordingly. If you haven’t received a response from me after 48 hours, your email may have gone to my spam folder. Don’t be afraid to see me before or after class to make sure our lines of communication are open. You can help ensure that your email reaches me by providing information in the subject line that includes the course number of the class you’re enrolled in as well as by using conventional formats when composing your email (Dear Dr. Lake, My name is, I’m a student in your ENG 3220 course this semester, Sincerely, etc.). There’s no need to send an email alerting me to your absence from the class unless there’s an emergency that requires me to help you by getting in touch with student services. Please consult the course website as well as a classmate to find out what you may have missed.
Class ethos: This course emulates professional climates in order to prepare you for work outside of the classroom. Please approach your relationship with your professor, your peers, your readings and assignments as if you were in a professional setting. Class sessions will be devoted to discussions as well as activities that aim to establish facts and best practices, brainstorm ideas, solve problems, and develop strategies for fulfilling project goals. You should come to class sessions prepared, then, to offer productive comments on assigned readings, respond to others’ ideas with thoughtfulness and respect, and ask questions that are meaningful. You should avoid inviting speculation about your work ethic that will inevitably arise if you seem distracted by electronic devices like phones and laptops, if you seem unprepared, if your personal life consistently interferes with your work, if you cannot stay on task during small-group activities, if you are unable to meet deadlines, if you turn in incomplete work or work that appears to be haphazardly, hastily completed.
Social Media Policy: I may share positive and respectful representations of students’ work for this course online. I will never, however, tag a student or post their name or an image of the student online without first asking for their permission to do so. I ask that you treat your online engagement with this course with a similar kind of care. Please do not tag me, post my name, or share images of me without first asking for my permission to do so. Unless we have an arrangement worked out through our Office of Disability, students may not make or disseminate recordings or copies of in-class activities or distributed materials. I often make my PowerPoints as well as my lecture notes freely available for students to download, and you are always welcome to snap pictures of notes on the board at the end of class for your records. If you have concerns about how you or your work in the course may be represented online, please talk to me about them.