ENGL 2322 02 OL - World Literature II

 

 

 

Wiley College Course Syllabus

 

DEPARTMENT OF

Course Name: ENG 2322 OL, World Literature II--Modernist

Time: Spring 2019

Location: OL

 

GENERAL COURSE INFORMATION

 

INSTRUCTOR: Jordana Hall                                       PHONE: 903-923-3267 (email preferred)

OFFICE: WC 153                                                             EMAIL: jehall@wileyc.edu

OFFICE HOURS: virtual

 

 

PREREQUISITE COURSES:  ENG 1301, ENG 1302

 

TEXT BOOK:  British Literature II and Writing the Nation (Provided in Files)

 

Cengage.com Information:

Tips for a Strong Start

Upon registering for courses, you will have access to Cengage’s First Day Success model including a catalog of over 22,000 ebooks, digital learning platforms, and study tools. Access to these resources, with the option for requesting print copies, is now available. No additional fees are associated for accessing these resources.

Direct students to our Start Strong webpage to provide them with a short, tailored video

and downloadable step-by-step guides to help them easily register for MindTap.
Here’s a great video to share with students in class on how to access their materials through Cengage Unlimited Subscription:

https://embed.vidyard.com/share/ATYF5Ek5Y9qdXJC93MJkEz

 

METHODS OF INSTRUCTIONAL DELIVERY: Online Discussions, Video Lessons, Summary, Response, Essays, Research Project, Quizzes

METHODS OF EVALUATION: Students will be evaluated using quizzes, tests, class participation, writing assignments, exams, etc. . .

COURSE DESCRIPTION

 

The study of literature provides a challenging opportunity to develop a variety of useful academic skills in reading, writing, thinking and researching. ENG 2322 comprises critical examination of texts representing the modernist periods of literature from the Romantic to contemporary canons. The class will introduce basic strategies designed to groom students as lifelong lovers of reading and to develop their analytical and rhetorical skills to better understand a culture from its stories.

 

COURSE OBJECTIVES

After completing this course, you should be able to do the following:

1) Understand the relevance of the reading, discussion and enjoyment of a variety of literary works and genres for universal themes;

2) Use a vocabulary of terms pertaining to genres of literature;

3) Use interpretive reading strategies for literary texts;

4) Recognize and appreciate the elements of literature and the techniques at the disposal of authors from specific times and regions;

 5) Respond critically to texts by writing clear, coherent, well-supported essays;

6) Provide an interpretation of texts that infers meaning without dismissing or distorting significant details

 

 QUALITY ENHANCEMENT PLAN OUTCOMES

 

The Quality Enhancement Plan (QEP), known as “Communicate Through Debate,” is a necessary part of the accreditation requirements at Wiley College. This campus-wide project is the nation’s first Debate Across the Curriculum initiative. There are four QEP learning outcomes directly connected to:

 

Learning Outcome 1: Students will be able to compile and analyze empirical and expert evidence from diverse media to support a logical claim.

Learning Outcome 2: Students will be able to draw conclusions by evaluating an argument to determine the veracity of the evidence and the logic of the idea. 

Learning Outcome 3: Students will be able to demonstrate knowledge and application of a well-formulated argument that uses evidence to support their position. 

 

Learning Outcome 4: Students will be able to recognize opposing viewpoints and utilize researched evidence to champion their position through the exchange of verbal questions and answers.

MARKETABLE SKILLS FOR _________________

 

Literacy (Reading)	Reinforced and Assessed
Active Listening	Reinforced
Literacy (Writing)	Reinforced and Assessed
Critical Thinking	Reinforced and Assessed
Oral Communication	Reinforced
Time Management	Reinforced
Relationship Management	Reinforced
Problem Solving	Reinforced and Assessed
Technology	Introduced and Reinforced

 

 

 

SOFT SKILLS/CRITICAL SKILLS

 

Communication Skills	Reinforced and Assessed
Problem-solving Skills	Reinforced and Assessed
Punctuality	Reinforced and Assessed
Team Player	Reinforced and Assessed
Time Management Skills	Reinforced and Assessed
Work Ethic	Reinforced and Assessed

 

 

GENERAL EDUCATION COMPETENCIES

The General Education Competencies emphasized (E), reinforced (R) or assessed (A) in this course are:

1. Communication (E) (A)
2. Critical Thinking and Reasoning Skills (E)
3. Information Management (E)
4. Technology Literacy (E)
5. Cultural/Global Awareness and Social Responsibility
6. Appreciation for the Arts
7. Religious and Spiritual Awareness, Ethical and Moral Development

 

STUDENTS SUCCESSFULLY COMPLETING    (course name)  SHOULD BE ABLE TO DEMONSTRATE KNOWLEDGE, SKILLS AND ABILITIES IN ALL OF THE FOLLOWING AREAS

Knowledge (K)

K1: Demonstrate the ability to research from a variety of sources and evaluate, analyze, and synthesize the information.   

K2: Demonstrate the ability to synthesize approaches to problems, issues or dilemmas.           

K3: Demonstrate original and critical thinking including the ability to analyze written texts.         

Skills and Applied Knowledge (S)

S1: Accurately and subtly apply critical terminology and concepts.                 

S2: Demonstrate proficiency in written communication.

S3: Appraise a given context and apply theory to real-world situations.  

S4: Write fluently and edit carefully.             

Attitudes (A)   

A1: Question the status quo, think critically about how given actions affect other people, and act appropriately as fully engaged and empowered citizens.

A2: Demonstrate knowledge of contemporary issues related to cultural diversity in the United States and other areas of the world.

 

College Assessment Statement

 

As a part of Wiley College’s commitment to providing the environment and resources needed for success, students may be required to participate in a number of college-wide assessments activities.  The activities may include tests, surveys, focus groups and interviews, and portfolio reviews.  The primary purpose of the assessment activities is to determine the extent to which the college ‘s programs and services maintain a high level of quality and meet the needs of students.  Students will not be identified in the analysis of results.  Unless indicated otherwise by the by instructor, results from College assessment activities will not be computed in student’s grades. 

 

 

SOFTWARE AND SUPPLIES

 

Students should familiarize themselves with JICS, useful sites on the internet and the Wiley library, helpful high engagement strategies, and be prepared for each class with notebooks, paper, and pens.

 

COURSE POLICIES AND PROCEDURES

 

General Policies

Students are required to complete reading assignments and be prepared for each class.  Student participation will be a part of the final grade in the course; methods of participation include speaking voluntarily in class, responding when called upon, participating actively in group assignments, showing a willingness to listen actively in class (in other words, not sleeping, texting, using the internet, or chatting with classmates). 

 

SUBMISSION OF ASSIGNMENTS

 

All major assignments for this course will be submitted electronically using JICS, Mindtap, or Canvas.  These submissions should be in .doc or .docx format only.  Please use a standard 12-point font such as Times New Roman, Palatino, or Garamond.  Use one inch margins and standard MLA or APA headers, (citation style according to the discipline), and double-space all documents.

 

Certain daily assignments, such as reading quizzes, will be composed in-class.  Therefore, please be sure you are prepared with ample pens, pencils, and notebook paper, and make sure you include your name and date on all submissions and write legibly.

 

ATTENDANCE POLICY

 

Class Attendance

Class attendance is regarded as an obligation and is important to the attainment of the educational goals of the students and the College. Therefore, students are required to be on time and to attend classes regularly. Each instructor must keep accurate and permanent records of class attendance to support grades awarded. The attendance policy is included in the course syllabus and explained at the beginning of each semester by the instructor. It is a general observation that students who faithfully attend classes and pay attention, rarely fail the course (the higher the absences the lower final grade).

 

The Dean of students is the only officer of the College authorized to excuse in accordance with College policy, a student’s absence from any class or attendance-required function of the College. Notes or documents issued by physicians, parents, college nurse, athletic program, and other materials documenting justification for missing a class must be submitted on a timely basis (maximum of two weeks following an absence) to the appropriate division dean. The division dean will notify the professor(s) and the attendance counselor of excused absences. An absence not excused by the division dean is an unexcused absence.

 

Students are allowed a maximum of one unexcused absence for each semester hour credit for the course. For example, if the course offers three semester hours of credit the student will be allowed three unexcused absences. If the student is absent more than six times (excluding excused absences due to representing the College or illness), the student will receive an automatic “F” in the course, or the student will be officially dropped from the course by the instructor. An absence due to a student representing the College, when properly documented with the instructor and division dean prior to the absence, is an excused absence.

 

Absences from regularly scheduled classes in the non-traditional programs are counted on the basis of each 50-minute-equivalent period missed. For example, a course is scheduled to meet for four consecutive 50-minute periods per week (e.g., Thursdays from 6-10 p.m.). A student who misses an entire Thursday class (6-10 p.m.) is automatically charged with four (4) absences unless excused according to the procedures and standards described above. Missing another Thursday session or an aggregate of four 50-minute periods will cause the student to be officially dropped by the teacher from the course.

 

Absence from class, excused or unexcused, does not relieve any student of the responsibility for completing assignments and being familiar with the material covered in class. The student is responsible for arranging for make-up work with the instructor of record prior to the absence or departure from campus.

 

Students representing the College must maintain at least a “C” average per semester and must make arrangements with their teachers for making up missed classes, prior to the class absences. Instructors are obligated to assist students who: (a) identify themselves as college representatives from the start of the course, (b) make arrangements for excused absences prior to the period(s) missed and (c) meet the agreed upon documented conditions. Failure to meet agreed and documented conditions removes the excuse and the absence becomes counted as unexcused.

A student will be dropped from a course for non-attendance or non-payment by the census date at 5 p.m.

 

ATTENDANCE WILL BE REPORTED ON-LINE DAILY!

TECHNOLOGY

 

Email Use

Wiley College recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The college encourages all official student email correspondence be sent only to a student’s Wiley College email address and that faculty and staff consider email from students official only if it originates from a Wiley College student account. This allows the college to maintain a high degree of confidence in the identity of all individuals corresponding and the security of the transmitted information. Wiley College furnishes each student with a free email account that is to be used in all communication with college personnel.

 

Participation in this course will require use of Wiley College email ONLY in accordance with College policy. Be sure to check with the Instructional Technology department to ensure that your email account is in order and your computer is working properly. You always have the option to come to campus and use the computers in the labs and the library.

 

Technical Support

For technical support with your JICS or email accounts, please contact the Information Systems and Technology Department at 903-927-3310 or by email at helpdesk1@wileyc.edu.

                                                            

 

ACADEMIC DISHONESTY

 

The Wiley College Catalog describes academic dishonesty in the following manner:

 

...an act or attempted act, of giving or obtaining aid and/or information by illicit means in meeting any academic requirements, including examinations.  It also includes any form of cheating, plagiarism, falsification of records and/or collusion. Students are expected to refrain from cheating which includes, but is not necessarily limited to: copying from another‘s test or quiz paper; using supplementary materials, electronic devices (calculators, Bluetooth and iPhones, notes, books, Twitter and text messaging, etc.) not authorized by the examiner/instructor; substitution for another student in taking a test; using, buying, selling, stealing, soliciting, transporting, or removing in whole or in part an un-administered test or key information regarding same. Falsifying records, such as alteration of grades or other records, plagiarism and collusion will not be tolerated.

 

Plagiarism  is  the  submission  or  incorporation  of  someone  else’s  work  without  permission  and/or appropriate acknowledgement. Collusion is collaboration with another person or persons in preparing projects, take-home examinations or tests, etc., without proper authorization.

 

Any student caught engaging in an act of academic dishonesty will assigned a penalty appropriate for the act.  These penalties will be assigned at the discretion of the faculty member and may be appealed to the Provost/Vice President for Academic Affairs. 

 

The instructor, along with the appropriate academic area chair person, division dean, Provost/Vice President for Academic Affairs, and the Academic Council, may determine penalties (in addition to those listed below) for dealing with dishonesty if the student is found guilty:

1. a warning;
2. assigning an “F” for a test;
3. assigning an “F” for a course;
4. assigning an “F” grade for all courses enrolled in for the semester;
5. assigning a status of academic probation;
6. assigning a status of academic suspension;
7. permanent dismissal;
8. denial or revocation of degr

 

The student has the right to appeal disciplinary actions in accordance with appeal procedures defined in the Student Handbook (see Division of Student Affairs and Enrollment Services section of the catalog).

 

 

 

REMEDIATION PLAN  

Students who have difficulty with the course will have the opportunity to:

• Meet with the professor for one-on-one support through fact-to-face meetings, telephone sessions, or web conferencing.
• Revise unsatisfactory work until it is satisfactory within a 7 day time limit.

 

 

ONLINE “NETIQUETTE”

 

All students in the online class must strictly observe the standards of polite online communication know as netiquette. Online learning requires that everyone in the course (both students and professors) work together and share their ideas. That type of collaboration is only possible and beneficial when we all agree to treat one another with respect. Unfortunately, the types of communication we use online don’t always foster a respectful environment. Because we aren’t speaking face to face, we might forget that here is a person with valid thoughts and feelings behind each username we see in the chat room or over email. That means we have to take extra care to monitor our own behavior.  

 

 

GRADING

 Grading Requirements

90 -100	A
80-89	B
70-79	C
60-69	D
59 or less	F

 

 

 

 

 

 

Unit 1	20%
Unit 2	20%
Unit 3	20%
Unit 4	20%
Unit 5	20%
Total	100%

 

 

 

 

 

 

 

 

Note:  The only route to a good grade is through timely, consistent submission of your assignments. Do not expect to be allowed to turn in alternative assignments, or to wait to submit work until the end of the semester!

 

A grade of “A” is reserved for students whose work product exceeds expectations, who attend class regularly and contribute meaningfully to discussion, and who demonstrate professionalism by turning work in on-time. So that this class is fair to everyone, you will be graded on your work only. No preferential treatment will be given to students who are on scholarship, members of organizations, or hoping to maintain a certain GPA. I will ignore requests for grade “bumps” based on personal reasons. 

 

Students with zero unexcused absences, tardies, or late assignments will receive a Dependability Certificate at the end of the semester. This award will be added to your permanent transcript and will impress future employers!

 

Seven (7) semesters of General Education Enrichment Program (GEEP), Chapel Courses are required for graduation. All students will register for the GEEP Course corresponding to their class, i.e., freshman, sophomore, junior, and senior. Discussion assignments are due weekly for each grade level. Attendance and coursework are mandatory.

 

 

STUDENT CONDUCT

 

The College has a definite and binding responsibility to promote appropriate student conduct on the campus. This responsibility must be shared by all members of the College community. The policies governing standards for student behavior, referred to herein as the Student Code of Conduct, reinforce the College’s right and duty to promulgate regulations for the safety and welfare of the College community. The policies provided herein are designed to provide a swift remedy, by means of exclusion from the campus or College premises, for cases involving students who commit overt acts of violence, or otherwise engage in illegal conduct that disrupts the orderly operation of the College

                                                                 

 

NON-DISCRIMINATION AND SPECIAL NEEDS

 

In order to reasonably accommodate the needs of students with impairments, students with documented disabilities who may need academic services for this class are required to register with the Director of Student Support and Disability Services. Unless the student has been cleared through the Office of Disability Services, accommodations will not be provided.  The name, telephone number and email for the Director of Student Support and Disability Services:  Ms. Sylvia Frank, telephone: 903-927-3298, email: sfrank@wileyc.edu.  The Disability Office is located in the Wiley Complex, room 128.

 

Academic Protocol: 

Instructor of Record:

Division Chair:

Dr. Abdalla Hagen, Dean, Business and Technology, (903) 927-3343  

Dr. Brooke Woodard, Interim Dean, Sciences, (903) 927-3248

Dr. Bernadette Bruster, Dean, Social Sciences & Humanities (903) 927-3374

Dr. Willie L. Todd, Jr., Provost and Vice President for Academic Affairs (903) 923-1620

 

Important Dates to Remember:

Aug. 7           Organizational Management Program – First Day of Class

Aug. 20         First Day of Class

Sept. 3          Labor Day Holiday, College Closed

Sept. 5          Census Day (12^th Day of Class)

Sept. 6          Listening and Learning Tour – Division of Business and Division of Education

                     Degree Plan/Recommendation for Graduation for all Graduating Senior 2019

Important Dates to Remember continued:

Sept. 11           President’s Fall Convocation

Sept. 20,          Listening and Learning - Tour Division of Sciences

Sept. 24, 25    Robert E. Hayes Lecture Series

Oct. 8-10         Mid-semester Exams

Oct. 11             Listening and Learning – Tour Division of Social Sciences & Humanities

Oct.27-

    Nov. 3          Homecoming Week

Nov. 22, 23     Thanksgiving Holiday – College Closed

Dec. 4-7          Concentrated Study Period

Dec. 5-7          Final Exams

Dec. 11           Census Day for Wintermester)

Dec. 18           Organizational Management Program – Last Day of Class

Dec. 24-

     Jan. 7         Christmas/New Year Holidays

Jan. 9              First Day of Class

                        Organizational Management Program – First Day of Class

Jan. 14            Martin Luther King Holiday – College closed

Jan. 24            President’s Spring Convocation

Jan. 24-27      Ethical Student Leadership Conference

Jan. 25            Census Day (12^th Day of Class)

Jan. 29-31       Religious Emphasis Week

February         Observance of Black History Month

Feb. 18-24      Men of Strength Week

Feb. 25-27      Mid-semester Exams

Mar. 9-17       146^th Founders’ Day Observance

Mar. 14          146^th Founders’ Observance Convocation

Mar. 18-22     Women of Excellence Week

Mar. 22           Last day to submit results of CLEP exams to meet requirements for May 2018=9

                         graduation (December and May completers)

Apr. 8              Honors Convocation 7:00 pm

Apr. 8-12        International Week

Apr. 11           Social Sciences & Humanities Symposium

Apr. 12           Social Sciences & Humanities Media Day

                       All Applications submittals for 2020 Graduates

Apr.19            Good Friday College closed

Apr. 21           Easter Sunday

Apr. 22           Easter Monday College closed

Apr. 23           Classes resume, Exit Interviews for graduating seniors

Apr. 23-24      Final Exams for graduating seniors

Apr. 30           Concentrated Study Period

May 1-2          Final Exams Non-graduating Students

May 4             Commencement-Spring Completers degree Conferred

May 23           Census Day – Summer II

May 27           Memorial Day Holiday – College Closed

 

WEEKLY COURSE SCHEDULE

 

Week	Topics and Reading TOPICS AND READINGS IN THIS COLUMN REQUIRE DISCUSSION FORUM RESPONSES	Assignments and Due Dates TASKS ARE UPLOADED ASSIGNMENTS
Unit 1: Week 1	1.      Introductory discussion board: Describe yourself and your cultural background and how this might impact your point of view.  Be sure to include some discussion on your previous tastes in reading (this may include magazines instead of novels, but you should be aware of how this previous experience will impact your ability to respond to texts in this class).  Respond to 2 student responses as well. 2.      View the video on reading and understanding literature.  Read Citation Cliffs Notes.  Discuss How to read and source fiction and poetry in a 300-word discussion forum response.  You do not have to respond to a peer for this response
Week 2	1.      Read the Romantic Period Historical Overview.  Describe the cultural context of the Romantic period in 300 words.  Be sure to discuss some of the major political and social events that helped to shape the characteristics of Romantic literature.  Then respond to 2 student responses in 200 words each.	Task 1: Read Anna Laetitia Barbauld’s “Epistle to William Wilberforce Esq. On the Rejection of the Bill for Abolishing the Slave Trade”.  Choose 2 passages that seem representative of what the textbook describes as typical characteristics from the period.  Copy/paste the passage into a Word Doc and then discuss your reasoning. Task 2: Complete the section on Anna Laetitia Barbauld and answer the Review questions on a separate document.  I am not interested in your ability to research an answer to the questions.  Your answers should be unique and discussed from your personal understanding of the readings.
Week 3	1.       Read “The Little Black Boy” by William Blake on pg. 21 of British Literature II.  Discuss the cultural significances of the poem and how these “date” the piece.  Be sure to discuss how you, as a contemporary reader, respond differently from how a “Romantic” might. (300 words.  Then respond to 2 student responses in 150-200 words each).	Task 1: Complete the readings for William Blake and answer the Review questions on a separate document.  I am not interested in your ability to research an answer to the questions.  Your answers should be unique and discussed from your personal understanding of the readings. Task 2: Write a 500-word response paper that compares and contrasts “The Lamb” and “The Tyger” from William Blake’s Song’s of Innocence and Experience.  Be sure to discuss how good and evil, innocence and experience are taken up as themes between the two poems.  *Remember that Songs of Innocence and Songs of Experience exist as a kind of dialogue between those themes.
Unit 2: Week 4	1.       Read The Victorian Movement in Literature and Historical Context in British Literature II (p286-288).  Describe and respond to the cultural context of the Romantic period in 300 words.  Be sure to discuss some of the major political and social events that helped to shape the characteristics of Romantic literature.  Then respond to 2 student responses in 200 words each.	Task 1: Read the Section on Emily Bronte in British Literature II (p494-500) and answer the Review questions on a separate document.  I am not interested in your ability to research an answer to the questions.  Your answers should be unique and discussed from your personal understanding of the readings.
Week 5	NO DISCUSSIONS—TASKS (UPLOADED HOMEWORK ONLY)	Task 2: Read “Ulysses” by Alfred Lord Tennyson in British Literature II (351-353).  What insights, if any, do Tennyson’s poems give to his characters’ mental and emotional states? Why? How do you know? Respond in 300 Words. Task 3: Read the Section on Christina Rosetti in British Literature II (p720-735) and answer the Review questions on a separate document.  I am not interested in your ability to research an answer to the questions.  Your answers should be unique and discussed from your personal understanding of the readings.
Week 6	1.       Read the Modernist and Postmodernist Movements in British Literature II (p 878-885).  Summarize and respond to this in 300 words.  Then respond to 2 student responses.	Task 1: Read the Section on Virginia Woolf in British Literature II (p958-960) and answer the Review questions on a separate document.  I am not interested in your ability to research an answer to the questions.  Your answers should be unique and discussed from your personal understanding of the readings. Task 2: Read the Section on T.S. Eliot in British Literature II (p1081-1104).  Write a 25- line poem that illustrates the cultural challenges you face in the period you live in by using Eliot as a model.  Use careful language and imagery as well as perspective and topic matter to complete your assignment.
Week 7	NO DISCUSSIONS—TASKS (UPLOADED HOMEWORK ONLY)	Task 3: Read the Sections on Anita Desai, Seamus Heaney, and Salman Rushdie from British Literature II (p1111-1115) and answer the Review questions on a separate document.  I am not interested in your ability to research an answer to the questions.  Your answers should be unique and discussed from your personal understanding of the readings.
Unit 3: Week 8	1.       Read the Learning Outcomes and Introduction for Realism in Writing the Nation.  Summarize the basic characteristics of literature from the period in 300 words.  Be sure to discuss what the text means by “local color” and “regionalism” in American literature.  Then respond to two student responses.	Task 1: Read the section on Mark Twain and answer the Review questions on a separate document.  I am not interested in your ability to research an answer to the questions.  Your answers should be unique and discussed from your personal understanding of the readings. Task 2: Read the section on Kate Chopin and answer the Review questions on a separate document.  I am not interested in your ability to research an answer to the questions.  Your answers should be unique and discussed from your personal understanding of the readings. Task 3: Read the section on Charles Chestnutt and answer the Review questions on a separate document.  I am not interested in your ability to research an answer to the questions.  Your answers should be unique and discussed from your personal understanding of the readings.
Week 9	1.       Read the selections from “Up from Slavery” by Booker T. Washington in Writing the Nation. Washington tells the story of a former slave who, after Emancipation, travelled back to the South to finish paying his former owner for his freedom. What is the purpose of this story? Respond in 300 Words.  Then respond to 2 student responses. 2.       Read the selections from “Souls of Black Folk by W.E.B. Dubois in Writing the Nation.  Why does Du Bois include the musical bars at the beginning of each chapter?  Support your answer by discussing the reading in 300 words.  Then respond to 2 student responses.	Task 1: Read the Learning Outcomes and Introduction to Chapter 5 on Modernism in Writing the Nation.  Respond to what you read in 500 Words.  Post your response as a document in Canvas. Task 2: Choose either Eudora Welty or William Faulkner and read the selection from Writing the Nation and answer the Review questions on a separate document.  I am not interested in your ability to research an answer to the questions.  Your answers should be unique and discussed from your personal understanding of the readings.
Unit 4: Week 10	1.       Read the selection by Zora Neale Hurston (“Sweat”) in Writing the Nation.  Then choose one of the following 2 questions and answer in 300 words.  1) How does Delia’s discovery of Sykes’s bullwhip foreshadow what is to come later in the story? 2) Analyze the title of the story “Sweat.” How does the title comment upon the theme of the story?  Then respond to 3 student responses (these do not have to be on the same prompt for you to respond). 2.       Read “The Sleeper Wakes” by Jessie Redmon Fauset in Writing the Nation.  The story opens with Amy in a dressmaker’s shop trying on a new and expensive gown. What does the story’s fascination with costume suggest about Amy’s racial identity?  Respond in 300 words.  Then respond to 3 student responses.	Task 1: Read the selections by Langston Hughes in Writing the Nation.  Choose one of the 3 prompts and respond in 500 Words.  Post your response as a Word Doc in Canvas. 1.       What is significant about the rivers—the Euphrates, the Congo, the Nile, and the Mississippi—that Hughes names in “The Negro Speaks of Rivers”? 2.       Jesus Christ is often represented as being white in Western art. What does Hughes’s identification of Christ as “a nigger” say about the Christians of the segregated American South of the early twentieth century? 3.       The semi-autobiographical poem “Theme for English B” was first published in 1946, decades after Hughes attended his one year of college at Columbia “on the hill above Harlem.” However, Hughes writes the poem not in the past tense but in the present tense. How does Hughes’s use of the present tense affect the meaning of the poem? Task 2: Read “Heritage” and “Yet Do I Marvel” by Countee Cullen in Writing the Nation.  Analyze Cullen’s portrayal of African, American, and European cultures as those cultures collided during the Harlem Renaissance. How does Cullen’s poetry explore these cultural intersections? Respond in 500 Words.  Post your response as a Word Doc in Canvas.
Unit 5: Week 11	1.       Read “Sonny’s Blues” by James Baldwin in Writing the Nation. The story describes a Cain and Abel-type relationship between the narrator and his brother. Can you find any other biblical allusions in the story?  Respond in 300 Words.  Then Respond to 2 student responses.	Task 1: Read the Learning Outcomes, Introduction, and Southern Literary Renaissance- Second Wave of Chapter 6 (p718-725) in Writing the Nation.  Choose one of the 3 following prompts based on the learning outcomes and respond in 500 words: 1)      Explain how the Second Wave of the Southern Literary Renaissance differed from the First Wave 2)      Describe the impact that World War II had on the Southern Literary Renaissance 3)      Explain how literary postmodernism relates to literary modernism
Week 12		Task 1: Read the Section on Allen Ginsberg and the Beatniks in Writing the Nation and answer the Review questions on a separate document.  I am not interested in your ability to research an answer to the questions.  Your answers should be unique and discussed from your personal understanding of the readings. Task 2: Read the Section on Toni Morrison in Writing the Nation.  Then respond to the following prompt in 500 words.  Post your response as a Word Doc in Canvas. Look up the meaning of the word “Recitatif.” Discuss why Morrison chose this term for her story’s title.
Week 13	1.       Read the Section on Alice Walker in Writing the Nation.  What does the quilt represent?  Respond in 300 words.  Then respond to 2 student responses.  Remember that you may have a slightly different interpretation of the symbolism based on your understanding of the story and your personal experiences. 2.       Read the section on Leslie Marmon Silko.  What elements seem out of time? What effect on readers do these anachronistic elements have?  Respond in 300 Words.  Then respond to 2 student responses.	Task 1: Choose one of the following prompts about “The Yellow Woman” to respond to in 500 Words.  Remember to include specific moments from the reading to support your ideas.  Post your response as a Word Doc in Canvas. 1) Is this a story of alienation or community? How does the narrator use the Kachina yellow woman story to connect with her community? Or 2) Is this a story about humanity or the mystical?
Week 14		Final Task: Choose one of the writings from  your anthology that we did not cover in class.  Explain how the piece you chose fits into the writing of the period/region as described in the introductions of the anthology.  Be sure to use citation that includes page numbers for your references.  Your response should be 750 Words.
Week 15	Post Final Discussion Forum: Review of the course.