Warriors, Sages, and Poets

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1 Warriors, Sages, and Poets English I/02I: Survey of British Literature I St. George slaying the dragon (Vittore Carpaccio: San Giorgio e il Drago, 1501) Class Meeting Time: Mon/Wed: 1:40-2:55 pm ** Edinburg Campus: Education Complex Brownsville Campus: Student Union Building 2.20 ** This course is an ITV course (Interactive Video Method) with students on both the Edinburg and Brownsville campuses meeting at the same time on the days we meet Face-to-Face, connected live via closed circuit television to allow for inter-campus communication and discussion. Note: I will divide my time between the two campuses on the days we meet face-to-face so that students on both campuses experience being the remote campus location equally. In addition, I plan to include several non-face-to-face class sessions (hybrid/reduced seat time schedule) when students will be tasked with completing online assignments and activities through our Blackboard portal. Note: both the online activities and face-to-face meetings are critical to your ability to complete the requirements of this course successfully. Contact Information and Office Hours Instructor: Dr. Diana Dominguez Primary Office: Brownsville Sabal Hall (BSABH) diana.dominguez@utrgv.edu Office Phone: Office hours: Mon & Wed, 3:30 5:30 pm; all other times by appointment Online Office Hours: by appointment only *** Please note: Eight (8) times throughout the semester, I will be holding my Wednesday office hours in Edinburg (coinciding with the Wednesday F2F meetings for our class) to be available in person for students in the upper valley. I will post a schedule of my Edinburg and Brownsville office hour days in Blackboard. If you need to meet with me in person outside of my posted office hours, please contact me for an appointment.

2 Textbooks and other Resource Materials The following text is required: Broadview Anthology of British Literature. Concise Volume A - Third Edition. Broadview Press, ISBN-10: ISBN-13: The following text is not required but will be of vital importance to your research project: MLA Handbook. 8 th Edition. MLA, ISBN-13: ISBN-10: Please note: Your research project will require you to follow MLA documentation/bibliography format, and I will conduct MLA documentation workshops based on the 8th edition (2016), the current MLA edition. Additionally, your writing assignments will all require you to use correct grammar elements, so you should also have access to an effective grammar guide. You should know right off the bat: Grammar counts heavily in your assignments - this is an English class and I expect appropriate writing/grammar rules to be followed. Grade Breakdown: Semester Wiki Project: 45% (Summary/Analysis: 10%; Critical Source Reviews/Biographical or Manuscript History: 10%; Annotated Bibliography: 10%; Final Project: 15%) Cultural Blog Group Project: 15% In class and Online Discussion activities: 15% Online Quizzes: 15% Reflective Final Essay: 10% Assignment Submission Policies: All assignments for this class will be submitted electronically through Blackboard no paper copies accepted. Brief descriptions of assignments provided here; for full assignment descriptions and instructions, please see the Blackboard Course Site look for the link to the Course Materials area. Wiki Project (45%) this serves as the major semester research/analytical paper for the course; you will create a Wiki page within Blackboard on a British literary text published during the period covered in this course but a text not assigned and discussed in class. The final project is due by the end of the semester, but there will be various draft deadlines for different components of the project. The project will be built using the Wiki feature within the Blackboard site for this course, which allows the project to be shared with the rest of the class. Students will receive guidance on all aspects of the Wiki Project, including research methods, technology tips, consulting with the professor about the project, and getting feedback from peers. While this is an individual project, peer activities will be incorporated throughout the semester. Cultural Blog Group Project (15%) Literary texts are highly influenced by the socio-historical environment in which the authors lived. In order to get a wider picture of those socio-historical forces, students will work in pairs or groups of three to create a blog entry within the Blackboard Blog feature that provides some insight into an aspect of societal issues during any of the periods of British history covered in this course (from about the early 500s to the late 1700s AD). Students will receive guidance on creating Blog entries, from research methods to blog

3 formatting conventions. Please note: it is important for students to learn to work effectively in collaborative environments, as it is a skill highly prized in most work environments beyond graduation. Because personal responsibility toward a group goal is as important as the collective finished product, the grade for this project will be based on both individual accountability factors and group collaboration factors. Each group member, therefore, will be required to submit a separate peer evaluation to the instructor evaluating their own and their teammates contributions to the project. In-class/Online Discussion (15%) the Blackboard Discussion Board will serve as the site for interactive online discussions of the assigned texts and in-class discussion activities during our face-to-face meetings. Note: In-class discussion activities will factor into this grade. Online Quizzes (15%) there will be a series of required online quizzes covering assigned texts and grammar conventions. Reading quizzes will be designed as open book quizzes used to help students understand the assigned reading and prepare effectively for in-class discussion activities. Grammar quizzes will also be open book format in order to help students learn the concepts in order to use the conventions accurately and effectively. Reflective Final Essay (10%) this will serve as your final exam product, submitted electronically at the end of the semester. There is no in-class final exam planned. How to succeed in this course: First, as with all of the classes I teach, this course is about the joy of discovery in fact, all learning is and should always be about the joy of discovery. So, the primary way to do well in this course is to embrace that joy the thrill of truly learning something new every day. Second, be enthusiastically willing to create a community of learners with your peers; humans are at their best when they work together toward a common goal. Share your expertise with each other your strengths can help others achieve success, just as others strengths can help you overcome your weaknesses so be willing to admit what those are and don t be afraid to ask for help when you need it. Third, take your work seriously but have fun getting there! That is, enjoy the process, don t stress unnecessarily, but pay attention to the small details so you can take pride in the finished product. Fourth, take time to reflect on what you are reading and discussion and learning from each other during discussions. Reflection is where learning happens! Finally, be present! I don t mean this in the traditional come to class sense (although that is important, too). Rather, don t think and live so far ahead (worrying about due dates and the end of the semester) that you don t get to experience the moments as they happen. Dr. D s Goals for the class: This survey course is designed to introduce students, principally English majors and minors, to several authors and masterpieces of British literature from the Anglo-Saxon period to the beginning of the Romantic period (up through about 1770). Because of the very broad parameters of the course, we will not, unfortunately, be able to do much more than scratch the surface of the wealth of material available, but we ll cover some representative texts in various genres from each of the three major periods we ll explore. This is one of the reasons for the Wiki Research Project you will each undertake to provide you all with a taste of what else is out there (along with helping you hone your research and critical analysis skills). For those of you who don t know me yet, you ll find out very quickly that I believe passionately in studentcentered classrooms, and this class will be no different. We will have a lot of material to cover,

4 but I promise to make it as exciting and engaging as possible. Both teaching and literature are my core passions, and my goal is to help you all gain appreciation (at the very least) for the richness of the British literary heritage my biggest reward will be that most or all of you develop some kind of passion for at least one of the pieces you will read this semester. Anyone pursuing a degree in the traditional Liberal Arts should have some background in English/British literature. For those students hoping/planning to enter the teaching profession in English (secondary or higher education), this course is invaluable. This course aims to provide the foundation of that background through an exploration of major authors and literary epochs. While the course is a reading-intensive one, I have built in lots of discussion and interactive activities that will engage you on a level you might not have anticipated for a survey course. Hopefully, this course will provide a springboard for many of you into a life-long exploration of our literary heritage and an enhanced appreciation of our common cultural heritage as it relates to Great Britain. I am your captain on what I hope will be an exciting voyage of discovery. Finally, my goal is to help all of you have a fruitful and memorable learning experience not just achieve measurable student learning outcomes (although those are important, too). Dr. D s Teaching Philosophy can be summed up by this phrase by Galileo Galilei: ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ This syllabus should be viewed as a contract between students and the instructor; pay close attention to the following contract elements, as they make clear what your expectations in this class should be. Late or Incomplete Work: Students are expected to submit all essays, project material, and quizzes on the assigned dates. I do not accept late work unless student has discussed the matter with me personally, and I will only accept that late work up to a week after the initial due date; except in cases of major emergency, please note there is an automatic letter grade penalty (10 points) on any late work accepted. I will grant extensions only for extreme and special circumstances, like illness or death in the family, but I will need proof. Working late, I forgot, I have an old laptop or going out of town are not extreme and special circumstances. No internet is also not an acceptable excuse for late work. Find an internet

5 connection; turn in your work on time. In addition, all work submitted must be complete that is, must meet the assignment requirements when submitted. Incomplete assignments will receive major point deductions or an F. Submission links for quizzes will be unavailable after the due date/time has passed (and will not be reopened except for those pre-arranged extension requests); therefore, if you do not turn in your quizzes on time, you will receive a zero. Discussion posts submitted after the posted due dates will not be counted toward the discussion grade. Discussion only works when it is an ongoing, consistent, and interactive activity. Attendance and Drop by Instructor Policy: attendance is a mandatory component of the course because this is a discussion-based and group activity-oriented course, missing face-to-face class meetings will put you at a distinct disadvantage for completing the course requirements and create problems for your groupmates. Additionally, because this is also a hybrid course, missing the face-to-face meetings means you will miss an incredible amount of interactive discussion and hands-on class activities. In-class discussions and activities are directly related to many of the online activities you re expected to complete, and in-class activities cannot be made up. It is the responsibility of the student to inform each instructor of absences. When, however, in the judgment of the instructor, a student has been absent to such a degree as to impair his or her status relative to credit for the course, the instructor may drop the student from the class with a grade of DP or DF " (HOP 5.2.4). Students in my courses are allowed three absences during the semester; on the fourth absence, the student will be dropped. Additionally, UTRGV s attendance policy excuses students from attending class if they are participating in officially sponsored university activities, such as athletics; for observance of religious holy days; or for military service. Students should contact the instructor in advance of the excused absence and arrange to make up missed work or examinations. Laptops, smartphones, tablets, e-readers, or other electronic devices that allow you to connect to the course site or the internet and use a word processing program for class purposes are not only allowed, but encouraged so that you can access material for discussion and work effectively on collaborative activities in class; however, please keep in mind that while you are in class you need to be focused on class activities and tasks. Please don t text, take or make calls, or check your Facebook or Twitter or accounts while in class. Student Responsibility: You must take responsibility of your academic careers. Therefore, if you need my assistance or have an issue that could impede your ability to meet a deadline, it is your responsibility to contact me via diana.dominguez@utrgv.edu or you may set up an appointment to see me during my office hours or set up an online appointment. If you do not communicate with me, I cannot help you. Calendar of Activities The UTRGV academic calendar can be found at at the bottom of the screen, prior to login. Some important dates for Fall 2017 include: August 28 First day of classes August 31 Last day to add a course or register for fall 2017 September 4 Labor Day NO classes November 15 Last day to drop a course; will count toward the 6-drop rule

6 November December 6 December 7 December 8-14 December Thanksgiving Holiday NO classes Last day of classes Study Day NO class Fall 2017 Final Exams Commencement Ceremonies A schedule of readings, class activities, and assignments can be found in the Blackboard course site. Course Catalog Description and Prerequisites ENGL 3301 is a chronological study of the principal authors, works, and trends in English literature from the Anglo-Saxon period to the beginning of the Romantic movement. Prerequisite: nine hours of English. Learning Objectives/Outcomes for the Course 1. Students will extend their communication and critical thinking skills by developing well-reasoned, logical, and ethical arguments and by enlarging their ability to analyze texts, to synthesize ideas, and to think abstractly. 2. Students will be able to recognize literary texts as vehicles of value from an assortment of cultures: national, regional, ethnic, gendered, privileged, and oppressed. 3. Students will study a mixture of literary works from a variety of cultural backgrounds in order to advance their intercultural literacy. 4. Students will gain an aesthetic understanding of the creative treatment of social and cultural debates as well as a growing awareness of their own relation to the social/cultural stakes inherent in these issues. 5. Students will develop thoughtful personal responses to the social issues covered in the course and will further develop an ethical sensibility to inform their own choices as ethical actors. 6. Students will develop, evaluate, and deploy a variety of critical methodologies for understanding the human condition, including but not limited to historical, psychological, biographical, social, and feminist approaches. 7. Students will demonstrate their ability to ethically cite from other texts in order to create a persuasive argument. Student Learning Objectives (SLOs) for the Degree in English: SLO 1 Students will analyze and interpret a variety of texts and patterns of language, using a range of theoretical approaches and disciplinary modes of inquiry. SLO 2 Students will demonstrate a broad and foundational knowledge of the traditions of American, British, Ethnic, and/or World literatures by critically situating specific works of literature within these traditions. SLO 3 Students will write coherently and demonstrate a consistent use of the conventions of a variety of genres, including, but not limited to, the academic essay. SLO 4 Students will apply appropriate research methodologies, including appropriate use of electronic media, to understand and/or illuminate specific questions about language and literature. SLO 5 Students in certification tracks will demonstrate knowledge and skills in the areas of writing, literature, reading, oral communication, media literacy, and English language arts pedagogy.

7 UTRGV Policy Statements STUDENTS WITH DISABILITIES: Students with a documented disability (physical, psychological, learning, or other disability which affects academic performance) who would like to receive academic accommodations should contact Student Accessibility Services (SAS) as soon as possible to schedule an appointment to initiate services. Accommodations can be arranged through SAS at any time, but are not retroactive. Students who suffer a broken bone, severe injury or undergo surgery during the semester are eligible for temporary services. Brownsville Campus: Student Accessibility Services is located in Cortez Hall Room 129 and can be contacted by phone at (956) (Voice) or via at ability@utrgv.edu. Edinburg Campus: Student Accessibility Services is located in 108 University Center and can be contacted by phone at (956) (Voice), (956) (Fax), or via at ability@utrgv.edu. MANDATORY COURSE EVALUATION PERIOD: Students are required to complete an ONLINE evaluation of this course, accessed through your UTRGV account ( you will be contacted through with further instructions. Students who complete their evaluations will have priority access to their grades. Online evaluations will be available: Fall 2017 Module 1 Oct. 5 Oct. 11 Fall 2017 Module 2 Nov. 29 Dec. 5 Fall 2017 (full semester) Nov. 15 Dec. 6 SCHOLASTIC INTEGRITY: As members of a community dedicated to Honesty, Integrity and Respect, students are reminded that those who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to: cheating, plagiarism (including self-plagiarism), and collusion; submission for credit of any work or materials that are attributable in whole or in part to another person; taking an examination for another person; any act designed to give unfair advantage to a student; or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of Regents Rules and Regulations and UTRGV Academic Integrity Guidelines). All scholastic dishonesty incidents will be reported to the Dean of Students. SEXUAL HARASSMENT, DISCRIMINATION, and VIOLENCE: In accordance with UT System regulations, your instructor is a Responsible Employee for reporting purposes under Title IX regulations and so must report any instance, occurring during a student s time in college, of sexual assault, stalking, dating violence, domestic violence, or sexual harassment about which she/he becomes aware during this course through writing, discussion, or personal disclosure. More information can be found at including confidential resources available on campus. The faculty and staff of UTRGV actively strive to provide a learning, working, and living environment that promotes personal integrity, civility, and mutual respect that is free from sexual misconduct and discrimination. COURSE DROPS: According to UTRGV policy, students may drop any class without penalty earning a grade of DR until the official drop date. Following that date, students must be assigned a letter grade and can no longer drop the class. Students considering dropping the class should be aware of the 3-peat rule and the 6-drop rule so they can recognize how dropped classes may affect their academic success. The 6- drop rule refers to Texas law that dictates that undergraduate students may not drop more than six courses during their undergraduate career. Courses dropped at other Texas public higher education institutions will count toward the six-course drop limit. The 3-peat rule refers to additional fees charged to students who take the same class for the third time.

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