Senior English at Another Course to College, with Mr. Comeau

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Course Overview Class Policies 2016-17 Book List Schedule of Papers Schedule of Tests

Senior English - World Literature with Mr. Comeau

at Another Course to College, a Boston Public School

 

Course Overview

 

Curriculum

 

Calendars

 

Rubrics

 

 

 

Course Overview

 

We can do it: In Senior English, together we’ll undertake reading, writing and discussions at a level that’s usually reserved for students in elite private high schools and affluent suburbs. It will be hard, and you can do hard work. Part of that work will be a critical analysis of why this work is normally reserved for White, middle-class suburban kids, and not for urban students of color. We will work to develop the critical consciousness to examine the practice and politics of education.

We will read Plato and Dante, Shakespeare and Cervantes, Equiano and Wollstonecraft, Woolf and Joyce, Dostoyevsky and Ellison, Borges and Marquez, Nietzsche and Foucault, Conrad and Salih, Memmi and Fanon. We’ll read 3,700 pages, write 7 long papers, and discuss books every day at a college level. Some students might need extra help, and that’s okay. I’m here to help during and after school. In my 16 years of teaching at ACC, I’ve seen students of all skill levels grow dramatically, and go on to succeed in college. Our graduates have succeeded in schools such as Harvard, Brown, BU, BC, Williams, Wesleyan, Tufts, Brandeis, Smith, Bryn Mawr, and Wellesley. Many more have started out at local community colleges, where I got my start as well. No matter where you started from, no matter where you heading next, together we will get ready for college by doing college level work. In Senior English, you’ll do it every night until your final exam. If you do the work, you’ll know you’re ready for higher education at the end of the year.

Course philosophy: This class is based on an educational philosophy known as constructivism, in which students actively construct their understanding of the subject at hand, rather than passively receiving knowledge imparted from the instructor. In a constructivist classroom, students play an active role as learners, which should prove both engaging and demanding. To make this strategy succeed, they must come to class prepared to actively engage in discussions. While class discussions are at the heart of the course, I will deliver a good deal of background and analysis on the texts we read, which I’ll mix into our conversations as “mini-lectures.” However, students must do original thinking in their comments and papers, rather than repeat what they’ve heard from me. All discussions will grow from your ideas on the readings we’ve done together, which I’ll work to deepen and expand. We will make our conversations more meaningful by going through our readings into new understandings of our lives and the broader world.

Skill Development: Abstract analysis is a hallmark of adult thinking, separating children from young men and women. This skill emerges in late adolescence, and the progress young people make is often fitful, with two steps forward and one step back. As students work to improve their analytical abilities, progress can be quick or slow, sometimes clear and sometimes confused. Though this progress can pose a challenge, that challenge is essential, and you will find yourself at graduation far ahead of where you began in September. Analytical thinking and writing are the most essential skills for college and professional success, and receive the primary focus in Senior English. Students will read expert literary analysis and write their own in papers that demand original thinking, careful argument, and thorough evidence. To get better at this difficult work, you’ll need to hang tough through the  learning process, heed coaching, and keep at it.

Of course, these sophisticated skills will amount to little if students don’t develop the self discipline to read every night, and write their papers on time. We’ll work on “accountable behavior” and “mental toughness” as skills, discussing together the positive and negative habits of mind that lead toward or away from reaching our academic goals. We’ll practice metacognition, to observe and control the thinking that leads to our behaviors around school work. One of the most basic goals for accountability will be the development of reading and writing stamina. We’ll do lots of work, because students who can keep up with the higher pace of reading and writing in college have a better chance of graduating from college. In our written work, we’ll practice the self discipline of careful proofing, and on an individual basis, students who need help will work to write in standard English.

Metacognition and Self-Directed Learning: An essential skill for college and life success is metacognition, the ability to think about your own thinking, to monitor your thoughts and feelings, and understand their connections to your behavior. Self-monitoring will help students become self-directed learners who can succeed in the independent work of college and career. While all students can grow in these areas, I will work more intensively with those who struggle to come prepared for class, to come on-time, and to pass for the year. The Know Thyself book will facilitate this work. In it, students will do self-reflecting writing, which I will read, and respond to in occasional conversations. You’ll learn more about yourself, and I’ll learn more about you. Your writing will help me gain cultural competence, which helps a teacher better know his students and how to help them individually.

Critical Consciousness: As we develop our analytical skills, we’ll work to transfer them to our understanding of media, culture, power, justice, identity, and equality, in the concrete situations of our daily lives. Just as we can get better at reading the deep structures and meanings of books, we can get better at “reading” ourselves, our positions in the dynamics of knowledge and power, the historical forces that have brought us to this place together, and the culture’s narratives about who we are and where we belong. Together, we’ll discuss forces of oppression and of liberation within contemporary Boston and the wider world, by connecting what we’re reading in class to what we know about the story of our own lives, and of situations across the globe. We’ll dig deeper, and work at many angles to come to know ourselves and our communities in new ways, always struggling toward understandings that can help us improve our lives together.

Readings: In the 11th grade, students read important works by U.S. authors, when they take the American Literature pre-requisite to the World Literature course in 12th grade. In Senior English, students will build upon and expand beyond their knowledge of American literature, by reading a broad selection of international texts. Each night we’ll practice “active reading” by making notes on our ideas, in preparation for the next day’s discussion. We’ll learn to do “close readings” that look carefully at the small details of short passages, working to understand how a work’s local style, thematics and structure shape its broader meanings. We’ll move in chronological order, working to develop an understanding of the historical development of world literature. We’ll take an eclectic approach to our studies by reading a range of works, from sacred literature to epic and lyric poetry, drama, philosophy, fiction, and even a little economics and history. In line with the new Common Core state standards, we will read a lot of academic non-fiction. Often, we’ll look at theory to help gain analytical perspectives on the development of world literature – from the fields of psychology, religion, sociology, art history, economics, literary and cultural studies, political philosophy, education, feminism, and Marxism, as well as postmodern and postcolonial theory. Through these diverse readings and analytical approaches, I hope the course will break down any narrow understanding students might have of “studying English,” and broaden the possibilities of cross-disciplinary scholarship in their futures. I will also work so that our reading about literature will not walk over the experience central to the course: each student’s personal encounter with the primary text.

Writing: Every student takes two hours of English each day, the first hour focused on literature, and the second on writing. In senior year, students will work to develop their analytical and creative writing, through prewriting exercises, group discussions, vocabulary enrichment, exemplar analysis, teacher coaching, and peer feedback. Students will receive instruction and feedback before and after their assignments. When writing essays or speaking in class, we’ll learn to structure our communication for clarity and effective organization. Students will revise their writing, working toward flawless standard English, a wide-ranging and expressive vocabulary, and a variety of sentence structures crafted to develop flow and rhythm in their prose. We’ll work on rhetorical skills, including tone and voice. Students will reflect on the intended audience of their writing, and fit their style to the purpose of each piece. As we analyze the connections between form and content in our nightly readings, students will work to incorporate these stylistic devices in their own writing, in creative and analytical work, to become self-conscious craftsmen of prose and poetics.

History: The course will move in chronological order, and we’ll constantly ask ourselves how literature and ideas connect, contrast and transform over time. Throughout the year, we’ll examine the “history of ideas,” to trace out how humans have thought about themselves and their world over time – and how historical, political, cultural and economic developments have given shape to the literature we read. For example, we’ll examine the development of the modern notion of self, where the idea of unique personality and  personal agency arises in contest with ancient fatalism and medieval anonymity – so that in the Renaissance we find complex notions of interiority and depth of character in Shakespeare’s Hamlet. We’ll discover that many of our fundamental notions about life have historical roots beneath which lie very different constructions of the universe, and our place within it.

AP English: Any senior who wants an extra challenge is encouraged to take the AP Exam in English Literature and Composition. AP English students will meet with me for an extra two class periods each week, in order to prepare for the difficult exam in May. Taking AP English boosts your GPA, and will look good on your applications to competitive colleges. Test fee reductions will be offered to qualifying students, based on financial need.

To qualify for enrollment in AP English, each student must attend all classes regularly, and complete their assignments for both Senior English and the test preparation course. There will be very little extra homework for AP, just the occasional take-home practice test. However, some Senior English assessments will have different requirements for AP students, to help prepare them for their exam. This will mean challenging midyear and final exams, simulating the AP test. If a student fails to keep up with their English work and attend classes – including the mandatory after school sessions – they will be dropped from AP.

Honors Credit: Because of the rigorous nature of the course, ACC gives Honors credit for the work, for those not choosing to do AP English. If a student truly struggles in the course, and is in danger of failing for the year, he or she might lose Honors status in return for accommodations in the curriculum.

A fresh start: No matter how well or poorly students have done in school before, I hope they’ll look at their senior year as a chance to begin anew, to reinvent themselves as students, to discover passions in their learning that they might pursue through college and career. Learning in Senior English is about learning to see differently, to see with fresh eyes our selves and our work together.

Scaffolding: By the year’s end, students will read 30 pages each night, write a 2,000 word paper integrating analysis of literature with outside research, deliver well organized and deep contributions during class discussion, and range a penetrating vision through literature, culture, history, philosophy, identity, race, gender, class, and the webs of power/knowledge that structures our daily discourse, in the very ways we know ourselves and others.

To get there, I’ll increase the demands of the course over time. It is therefore essential for students to maintain solid effort and attendance each term. Students who miss too much class, or disengage for too long, will find their work even more difficult when they return. Scaffolding the work load, so students can gradually build the skills they’ll need for college, will benefit those who maintain consistent attendance and effort.

 

 

 

Reading

Term 1

Term 2

Term 3

Term 4

Average pages / night

18.5

21.8

26.6

28.1

Historical Periods

Ancient

Medieval-Early Mod.

19th-20th centuries

20th century

Class discussion

Term 1

Term 2

Term 3

Term 4

Facilitation

Much guidance and coaching

Guidance and coaching.

Some group work.

Less guidance and coaching.

More group work.

Little guidance and coaching.

Much group work.

Papers

Term 1

Term 2

Term 3

Term 4

Length

1250 words

1500 words

1750 words

2000 words

Analysis

Content, some form

Content, more form

Form and content

Form, content, research

Topical focus

Ancient religion and modern theory

 

 

Ancient philosophy

Medieval/Modern ethics and values

 

Modern identity

Enlightenment rationalism

 

Modernity and its discontents

 Postmodern theory

 

Postcolonial literature, theory, and race

 

Multiple Intelligences, Multimedia, Multisensory

 

 

Though we focus in class on oral and written analysis, I work to incorporate other sensory modes to help all learners access the curriculum. During the first term, I type comments on a computer projector so we can slow down the conversation, and structure analysis visually, to model feedback and coaching in a way that’s accessible for students who learn more visually. When possible, I perform physical analogies for abstract concepts, and try to get students in on the movement, too. For example, when teaching the concept of a close reading, we go into the hallway, using it as a metaphor for a text, and “read” the small details of its style, structure, and meaning. Kinesthetic modeling helps some learners grasp a concept that’s otherwise elusive. To learn the skill of formal analysis, we’ll look at art history slideshows, and do close readings of film. I’ll work to engage learners on many levels, to bring ideas to fuller life.

 

Differentiated Instruction

 

While my plan for the year is sketched out in this book, I will change course now and again to respond to student needs. If you’re having trouble with the work, please see me, and I’ll do my best to help you access the content and succeed in the course. It’s my job to help all students learn, and I want to do it better. I am learning to design instruction that better reaches all learners. Please help me do that.

All students will do challenging work this year. Some students require modified assignments and assessments to succeed. Special Education and English Language Learners will meet with me privately to discuss accommodations and individual goals for the year.

 

Vocabulary development for the analysis of form

To help prepare you for the analysis of form in class discussions, papers, exams, and eventually college, you’ll need to learn the specialized vocabulary of that discipline. During each unit, I’ll introduce key terms to help build your understanding of formal analysis. By midyear, you’ll be incorporating at least 5 of these terms into your analytical papers. See the vocabulary terms after each unit below.

 

 

2016-17 Class Policies

 

These are the policies at the start of the school year in 2015. As the course proceeds, I may need to change them to improve instruction and student performance. Should this occur, you’ll receive advanced notice.

Core Rule 1. Show respect to each other, the facilities, our materials, and the staff.

Core Rule 2. Communicate with me. Come to me before or after class to discuss any issue at all.

Core Rule 3. Remember, you can do this. It’s sometimes difficult work, so come for extra help when you need it.

 

Senior English Grades:

50% = Major Papers

35% = Class Participation and Engagement (see below)

15% = Tests, Creative Writing, and Projects

 

College Writing Grades: Paper grades from Senior English: 50%, Class Participation: 25%, Other assignments: 25%

 

Flexible course credit and demands: Everyone starts the year receiving credits for Honors English. This is a difficult class, and you deserve recognition for your work, and the boost to your GPA that comes with it.

However, to stay in Honors English, you need to keep up with the reading, turn in your papers on-time, and maintain put forward a steady, honest effort. Students who do not keep up with these requirements will be give class credit for “College English 12” instead of “Honors English 12.” In College English, students get flexible deadlines and extra support.

To earn AP credit, you must follow the requirements for Honors English, attend two classes each week after school from 2:40 to 3:30, take AP practice tests for your midyear and final, and take the actual AP test in May 2016. You need not pass the AP test to receive AP credit, but you must take the test.

 

Honors, AP and your GPA

With Honors or AP courses on your transcripts, colleges will see that you’re ready to handle to rigors of higher education, when you maintain good grades in the course. For those students who maintain a C or higher, an Honors or AP course will boost your grade point average, as illustrated in the following chart.

College English   Honors English   AP English
Grade GPA Grade GPA Grade G0PA
A 4.0 A 4.5 A 5.0
B 3.0 B 3.5 B 4.0
C 2.0 C 2.5 C 3.0
C- 1.7 C- 1.7 C- 1.7
D 1.0 D 1.0 D 1.0
F 0.0 F 0.0 F 0.0

If you pass the AP test in English Literature and Composition, many colleges will grant you credit for Freshman English. This will save you money and time.

Reading Quizzes: Each day I will start the class by flipping a coin. If it’s “heads,” we’ll take a reading quiz on last night’s assignment. If it’s “tails,” no quiz. I do this so that students know they’ll often be held accountable for doing their reading, but we’ll lose less instructional time than doing a quiz every day. Each quiz has three questions, one from the beginning, one from the middle, and one from the end of the reading. Each question is worth up to 3 points, for a total of 9 points. Reading quizzes count as part of the participation grade.

Daily participation in Senior English: Class participation works on a points system, where each period is worth up to 20 points. Students are expected to read every assignment, and be prepared to discuss their reading with specific textual references, every day. I will often ask analytical follow-up questions in response to their comments, to develop each student’s ability to think on her feet, and to test her depth of understanding on the reading. Because we want substantial conversations, rather than quick responses, not every student will have the chance to speak every day. Each period’s discussion will have a mixture of volunteers and others whom I call upon. Those not speaking at the moment must listen carefully to their teacher and peers, take active notes, and be ready to contribute. If not called upon, a student is excused from that day’s participation. If called upon and the student is unprepared to make an original comment, that student receives a zero for the day.

Students who are unprepared to make a comment on the reading should let me know at the start of class, and make positive choices to earn points for the period, as described below.

If a student is absent from a class discussion, he must email a comment to me (rcomeau@bostonpublicschools.org) within one week of that absence, or get a zero for that day. If the absence is unauthorized by a parent, guardian, the headmaster or the guidance counselor, the student will receive a zero even if the makeup work was done.

I will drop the lowest 5 grades for participation every term, except for the 4th term, which is a short one for seniors, when I will drop the lowest 3.

The following represents a rough guide to daily participation expectations, which will be adjusted +/- points for more or less insight, originality, and flair in delivery.

18-20 points            A student provides excellent analysis (engaging, deep, organized, and concise) to the class with specific references to the prior evening’s reading, demonstrating that she read skillfully. The analysis goes beyond the obvious into more difficult terrain. The comment is neither too long nor too short, and is organized in the general structure of a good written paragraph: with an introduction, an argument, evidence and further analysis, then a conclusion. Delivery engages the audience.

15-17 points            A student provides fair to good analysis (some depth, fairly well organized, and somewhat concise) to the class with specific references to the prior evening’s reading, demonstrating that he read thoughtfully. The comment goes on a bit too long, or is too short. There’s some original insight, but it’s mixed with some obvious observations. While the overall structure is coherent, the comment might wander or lose focus here and there. Delivery engages the audience for the most part, but has a few problems with tone, volume, articulation, or general presence.

12-14 points            A student provides poor to fair analysis (surface observations, unorganized, running on at length or with too few ideas), but still makes specific references to the prior evening’s reading. Delivery fails to fully engage the audience, because of problems with clarity, concepts, tone, volume, articulation, or general presence.

1-11 points              A student makes an unclear contribution to the class discussion. While she offers specific references to the prior evening’s reading, she fails to demonstrate that she read the assignment thoughtfully. Delivery has serious problems with tone, volume, articulation, or general presence.

1-2 points                A student comes on time but hasn’t read, or can offer no analysis with specific textual references, but is otherwise respectful and diligent, reading the prior evening’s assignment outside of the discussion circle. Students out of the circle habitually will need to write in two sections of a workbook that I provide: the first on why you haven’t read, demonstrating self analysis; the second on the reading you do during class, demonstrating literary analysis. See “Productive Choices” below.

                                                                                                             

You lose points if:  You’re late for class without a note indicating that it’s “excused.” Student lose a percentage of their participation points based on the percentage of class that they missed. For example, if you’re five minutes late, that’s about 10% of class, so you’ll lose 10% of your grade. If you’re 25 minutes late, that’s about half of class, so you’ll lose half of your grade. Come on time. It’s the best habit to take to college.

A student can also lose points if he fails to take notes during class, is disrespectful, disruptive, engages in side conversations, sleeps in class, refuses to comply with directions, has an electronic device in use or that goes off. The number of points lost goes on a case to case basis, depending on the severity of the disruption, and the number of prior incidences.

Zero points if: A student has an unauthorized absence, or an authorized absence without make up work submitted within one week.

 

Productive Choices:

If you’ve read the reading, sit in the circle, and earn up to a 20 (100%). If not called upon, your grade is “excused.”

If you haven’t read the reading, make productive choices for the period, and earn up to 13 points (a 65%).

Earn 4 points: Tell me you haven’t read, or can’t make a comment on the reading, and sit in the circle to catch up on what you missed by listening to the discussion and taking notes.

o Add 4 more points by contributing to the class discussion on topics that reach beyond the book to your life, your experience, and your ideas.

o   Add 5 more points by writing an entry in the Know Thyself book, designed to help you examine and improve your work habits, as well as the thinking and feelings that affect them.

Make these productive choices, and earn up to a 13, a 65%, a passing grade for the day!

or

Earn 4 points: Sit outside of the circle and read tonight’s homework, planning a comment for tomorrow’s class.

o   Add 4 more points by writing out that comment and submitting it to me by the end of this class.

o   Add 5 more points by writing an entry in the Know Thyself book, designed to help you examine and improve your work habits, as well as the thinking and feelings that affect them.

Make these productive choices, and earn up to a 13, a 65%, a passing grade for the day!

Late to Class: As described above, your participation grade suffers in proportion to your lateness for class. Miss half the class, and lose 50% of your grade. While this penalty accurately describes your performance in your grade, it is not likely to change your behavior. Students who are habitually late will need to do reflective writing in Know Thyself, so we can get to the root of the problem. Showing up late kills your GPA, dramatically affecting college choices, and is a terrible habit to take into adult life. Let’s fix this now.

Incomplete Assignments: You must meet the minimum word count for each paper, or the assignment receives a zero.

Because: I’ve got to draw the line somewhere for paper length, and that’s why there’s a minimum word count. I must pick a number, though it’s a bit arbitrary, and stick to it. Otherwise, for a 1250 word paper, why not take 1247? If I take 1247, why not 1152? If 1152, why not …. You see where this is going? That’s why each assignment must meet the minimum word count, or you haven’t done the assignment.

Late Assignments: All assignments must be submitted electronically to turnitin.com. If you have trouble submitting an assignment to turnitin.com, then email it to me. Any work that comes in after the exact time the assignment is due, usually a Monday by 8 a.m., will receive an F (45%). To receive an F, the assignment must fulfill all requirements – be on topic, and meet the minimum word length. Failing to do so yields a zero.

The late policy applies to Honors and AP students. Students who turn-in work late more than once will be moved to College English, where students get flexible deadlines and extra support.

Computer/disk failure is never an excuse, nor is having a cold. For extensions, see One Nickel below.

Because: When I stopped accepting late papers some years ago, on-time submission and grades increased dramatically. When students are held to high standards, their work improves. I’ve got the stats to prove it.

One Nickel: Every student gets one “nickel” to spend for the year, that will get them a short extension on one paper that they fail to submit on time. To spend that nickel, come to me immediately after you fail to turn in a paper, and request the extension. This nickel will only get you an extension on the paper – the paper is still due at the new date and time I assign. You can only use a nickel once, and it covers emergencies, disk failures, computer glitches, and homework-eating dogs. Don’t try to spend it several days after the due date. The management reserves the right to refuse your business. If I take that nickel, you’ll sign a document acknowledging that you’ve used your one excuse for the year. If you use your nickel, but don’t get the paper in by the extended deadline, that nickel is still spent. Wise students start their papers early and backup their work often, so that if something goes wrongs, they have enough time to recover their document and turn it in on time.

Hardship: Every year, several good students have extenuating circumstances that keep them from doing their best. If something comes up, speak with me as soon as possible, or to your guidance counselor if you’re more comfortable with that, and we can talk about ways to help you get back on track.                                                                        

Plagiarism or cheating on any assignments will yield a zero that cannot be redeemed, be it in class participation or a major paper. Students must submit every written assignment to www.turnitin.com, which checks for plagiarism. There is no such thing as “a little” plagiarism or cheating. Any borrowing from outside sources, other than a standard dictionary or brief paraphrasing of facts (not analysis) from an encyclopedia entry, is plagiarism. In this class, use no outside sources except on the final research paper, and then, carefully cite your sources. Always work to form and express your own ideas.

Note taking: Students must take notes during class, whether we’re in discussion or mini-lecture. Failure to do so affects their participation grade. Students must come prepared with the text we’re reading, a notebook, and a pen or pencil.

Extra help. I’m available most days during my free periods, during lunch, and briefly after school. Just come on by. If you need help after school, make an appointment with me, and we’ll find a time that works best for both of us.

Absences. If a student is absent from a class discussion, he must email a discussion comment to me (rcomeau@bostonpublicschools.org) within one week of that absence, or she gets a zero for that day. If the absence is unauthorized by a parent, guardian, the headmaster or the guidance counselor, the student will receive a zero even if the makeup work was done. Make-up work for participation requires one page of analysis on each night’s reading, graded according to the participation rubric above. Submit notes about absences to the guidance counselor, and I’ll speak with her. You must be prepared to participate on the day you return from your absence. Reading calendars advise students of upcoming reading assignments, and materials are distributed in advance. If a student is absent on the day a written assignment is due, that student is still required to submit online, on time. Not having a book at home is no excuse for not reading your homework. If you’ve forgotten a book at school, ask a classmate to bring it home for you, or come in early and do the reading before class.

Summary

Actively participate, take responsibility for your own education, show respect to each other and to your teacher, communicate openly, take pride in hard work, and come for extra help if you need it. Come every day, on time. If you get off track in your work, think through your behavior, to change your thoughts and your actions. Do these things, and you will succeed in Senior English, in college, and in your career. You can do this.

 

 

2016-17 Book List – subject to change                                                   Senior English – World Literature, with Mr. Comeau

 

Unit

Culture

Date

Books                   

Author

Reading Challenge

Pgs

Abrahamic Religions &

Modern Theories

on Liberation

 

Jewish/Christian

Christian

Various

 

Muslim

950-450 BCE

60 CE

19th & 20th century

 

610 CE

Genesis & Exodus

The Gospel of Matthew

Theories on Religion

 

Approaching the Qur’an, sel.

 

Folk/Moses

Matthew

Marx, Gutierrez, Cone & Weigle

Mohammed/Sells

Somewhat Difficult

Somewhat Difficult

Difficult

 

Somewhat Difficult

80

45

68

 

140

Ancient Greece

Hellenic

520-420 BCE

390 BCE

Pre-Socratics

Trail & Death of Socrates, etc.

 

Various

Plato

Somewhat Difficult

Very Difficult

20

156

Ancient China

 

Chinese

600 BCE

730 CE

500 BCE

740 CE

Tao Te Ching, selections

Selected poems

Analects, selections

Selected poems

 

Lao Tsu

Li Po

Confucius

Tu Fu

Somewhat Difficult

Somewhat Difficult

Somewhat Difficult

Somewhat Difficult

12

12

8

12

Ancient Rome

Roman

19 BCE

The Aeneid, Books I-VI

 

Virgil

Somewhat Difficult

188

Medieval Arabia

Muslim

1300 CE

The Arabian Nights, sel.

 

Folk

Accessible

140

Medieval Italy

Italian

 

1310

Inferno

Dante

Somewhat Difficult

260

Early Modernity:

the Renaissance

Spanish

English

1605

1602

Don Quixote, selection

Hamlet

 

Cervantes

Shakespeare

Accessible

Difficult

174

140

Early Modernity: the Enlightenment

French

French

English

Afro-Anglo

English      

English

1759

1762

1780 / 1787

1789

1792

1729

Candide

Emile, or Education, , selection

Morals / Panopticon, sel.

Narrative of the Life of… , sel.

… the Rights of Women, sel.

Modest Proposal

 

Voltaire

Rousseau

Bentham

Olaudah Equiano

Wollstonecraft

Swift

Accessible

Somewhat Difficult

Somewhat Difficult

Somewhat Difficult

Somewhat Difficult

Somewhat Difficult

103

16

25

28

22

10

Modern Economics

Scottish

Mexican

Germ./English

1776

1975

1888

The Wealth of Nations, selection

Marx for Beginners, , selection

The Communist Manifesto

 

Smith

Rius

Marx/Engels

Difficult

Accessible Somewhat Difficult

40

105

24

Modernity and its Discontents:

Romanticism

English

English

English

1789 / 1794

1800

 

Songs of Innocence / Experience

Favorite Poems, selection,

Selected poems

 

Blake

Wordsworth

Byron

Deceptively Simple

Somewhat Difficult

Somewhat Difficult

45

20

20

Modernity/Discont:

Modernism

Irish

English

1914

1929

The Dubliners, selection

A Room of One’s Own

 

Joyce

Woolf

Somewhat Difficult

Difficult

58

110

Modernity/Discont:

Existentialism

Russian

French

American

1864

1942

Notes from the Underground

The Stranger

Invisible Man

 

Dostoyevsky

Camus

Ellison

Somewhat Difficult

Accessible

Somewhat Difficult

91

120

94

Modernity and its Discontents:

Magical Realism,

and McOndo

Argentinean

Colombian

Mexican

Chilean

 

1935-1967

1967

1989

1997-2005

Selected works

100 Years of Solitude, selection

Like Water for Chocolate

Selected short stories

Borges

Marquez

Esquivel

Fuguet

Difficult

Somewhat Difficult

Accessible

Somewhat Difficult

73

78

186

25

Postmodern

German

French

French

Palestin.-Amer.

French

French

1873

1968

1975

1978

1980

1981

“On Truth and Lying…”

“The Death of the Author”

Discipline & Punish, sel.

Orientalism, selections

A Thousand Plateaus, selection

Simulacra and Simulation, sel.

 

Nietzsche

Barthes

Foucault

Said

Deleuze/Guattari

Baudrillard

Very Difficult

Very Difficult

Very Difficult

Very Difficult

Promiscuous of Category

Very Difficult

16

6

40

10

10

10

Postcolonial

Eng. / Nigerian

 

Sudanese

Tunisian

Algerian

English

Brazilian

Zimbabwean

Amer./Antiguan

American

1910 / 1902 / 1977

 

1966

1957

1963

1833 / 1835

1968

1985

1990

2010

“Secret Sharer,” Heart of Darkness / Racism in…

Season of Migration to the North

The Colonizer and the Colonized

Wretched of the Earth, selection,

“Minutes on Indian Education”

Pedagogy of Oppressed, sel.

Nervous Conditions

Lucy

“Code Switch”

Conrad / Achebe

 

Salih

Memmi

Fanon

Macauley

Freire

Dangarembga

Kincaid

Sturdivant

Somewhat Difficult

 

Somewhat Difficult

Difficult

Difficult

Accessible

Difficult

Somewhat Difficult

Somewhat Difficult

Accessible

110

 

169

129

23

4

16

250

170

2

 

Apprx Total Pages: 3,700 (about 23 pages per day, for 160 days)

 

  

Tentative Schedule - Papers

(must meet minimum word count, worth 25% of each term, except for the final paper, 2,000 words or more, worth 50% of term 4.)

 

Topic

Due Date

Min. Length

1 - Religion/Theory

Sept. 26

1,250 words

2 - Plato

Oct. 17

1,250 words

3 - Inferno

Nov. 28

1,500 words

4 - Hamlet

Dec. 19

1,500 words

5 - Enlightenment

Jan. 23

1,750 words

6 - Modernity

March 29

1,750 words

7 - Postcolonial

May 22

2,000 words

 

 

Tentative Schedule - Tests

 

Initial Assessments September Accuplacer / AP English Benchmark

Fallacies Exam

October 11

50 min. test

Poetic Aphorisms

October 24

6 brief theses, creative and compelling

College Essay Draft

November 7

About 500 words

Don Quixote Exam

December 7

50 min. timed essay

Midyear Exam

Feb 16 or 17

Accuplacer or AP, round 2

Creative Response

March 6

Two page response to form and content of selected work

Final Exam, AP

April 11

Full 3 hour AP practice test

Reading the World

Last week of class

Break down an image/object you select from culture

Final Exam, non-AP

First week in June

2 hour timed exam worth 10% of the year’s grade

 

Course Overview Class Policies 2015-16 Book List Schedule of Papers Schedule of Tests

 

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