ENG 101 – First Year Composition & ENH 111 – Literature and the American Experience English 5-6 Honors Dual Enrollment at SMHS Monday-Friday 1st, 3rd, 4th, 7th and 8th Hours

Instructor: Allison Walden Email: [email protected]

Office: Room 200 Phone: 602-764-5000 x45256

Office Hours: M, T, W, Th 11:40am – 12:25pm and T/Th 12:30 – 1:15pm

Materials: See Plan for Success

Course Descriptions: ENG 101: We will focus on standard English writing skills with an emphasis on expository composition. Prerequisites: Appropriate English placement test score (AccuPlacer) or “C” or better in ENG 071.

MCCD Official Course Competencies:

1. Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience, and writer, as well as the writing’s ethical, political, and cultural implications. 2. Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context. 3. Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics. 4. Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one’s own ideas. 5. Use feedback obtained from peer review, instructor comments and/or other resources to revise writing. 6. Assess one’s own writing strengths to identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods. 7. Generate, format, and edit writing using appropriate technologies.

ENH 111: Introduction to the foundations and diversity of American culture through a survey of its literature, including minority and women writers, exploration of various facets of American culture including frontier, regional, rural and urban life; ethnic, racial and immigrant experiences; and political and social philosophies. Prerequisites: None

MCCCD Official Course Competencies:

1. Identify and explain the literary descriptions of American culture in the 19th, 20th and 21st centuries. 2. Describe the roles of literature as both a formulator and reflection of American culture. 3. Identify and describe important roots of American culture. 4. Explain the influence of place or region on American culture and literature. 5. Identify and describe the contributions of diverse groups of people to American culture and literature. 6. Analyze current trends in American culture as reflected in literature, and speculate about possibilities in American culture. Objective: You will learn how to limit a subject, formulate a thesis, and compose a polished final draft. Beyond that you will become a confident writer who is able to access and convey your thoughts and ideas in a persuasive, cogent manner.

Attendance/Tardies: See Plan for Success

Withdrawal: Discuss with me any concerns/needs concerning withdrawal. It is your responsibility to determine official withdrawal status, this is a formal process done through SMCC. The deadline for withdrawal from SMCC is September 25th.

Course Work & Evaluation

 Essays, Projects, Tests, Quizzes (75% of your grade): • Essays. Publishing, or sharing your work with others, is an integral part of becoming a good writer. You will be sharing your drafts with others in the class; therefore, avoid writing about things you are not prepared to share. In particular, I may be required to report any writing that involves harming others, yourself or harm being done to you or criminal activity, so use good judgment. You will write and revise at least three 1,000-1,200 word essays (about 3 to 4 pages each). Essays will be graded using a rubric provided by your teacher. All essays must be in MLA format with one-inch margins. Final drafts must be double-spaced and typed in 12 point Times New Roman font. EVERYTHING COUNTS, including content, format, grammar, punctuation, and spelling. Essays are always worth more points than classwork assignments. • Projects. You may be assigned projects of various sizes to complement your work in this course. These projects may be assigned individually or as group work. Projects are always worth more points than classwork, and depending on the size of the project, may be worth more points than essays. • Quizzes. You will take at least two (but no more than four) quizzes each quarter. Notes may or may not be permitted on these quizzes. • Tests. Students may take tests at the end of each unit. Notes are not permitted on tests.  Homework, Class work, Rough Drafts, Bell Work, Practice (20% of your grade): • Homework will be assigned often, and due dates will be made clear to you. Homework is usually due the day after it is assigned. Each homework assignment is usually worth five points or less. Students will earn full credit if 75-100% of the homework (all or almost all) is completed. If students complete 25%-50% of the homework (half or less than half), they will earn partial credit. Students will earn no credit if the homework is less than 25% (barely) completed. • Bell Work will be completed daily at the beginning of class. Bell Work may include, but is not limited to, answering Class Journal questions, working on grammar examples, reading silently, or engaging your classmates in academic discussion. Most days you will be expected to write in a class journal entry for the first ten minutes of class. Your class journal entries are not completely private—when I grade them, I will be counting entries and reading them. Bell Work assignments are usually worth two points. Students earn full credit if 75-100% of the Bell Work (all or almost all) is complete. If students complete 25%-50% of the Bell Work (half or less than half), they will earn partial credit. Students will earn no credit if the Bell Work is less than 25% (barely) completed.  Professionalism (5% of your grade): • Each student will begin each quarter with their full Professionalism Points. Students who conduct themselves unprofessionally—in their behavior or in their work—will have professionalism points deducted. Use the English 5-6 Honors Plan for Success as a guideline for professionalism. Grading:

Course letter grades are as follows:

A 90 - 100% Essays, Projects, Tests, Quizzes 75% B 80 - 89% Homework, Classwork, Rough 20% Drafts, Bell Work, Practice C 70 - 79% Professionalism 5% D 60 – 69%

*NOTE: Your grade for this course depends on essays, projects, and exams. Therefore, students who fail to complete all major coursework may fail this course.

Incompletes: See Plan for Success

Late Work: See Plan for Success

Plagiarism and Integrity: Maintaining academic integrity is very important. Academic misconduct including, but not limited to, cheating, plagiarism, and disruptive behavior, will not be tolerated. Both the Phoenix Union High School District and the Maricopa County Community College District have clear sanctions against plagiarism and all forms of academic dishonesty. You must produce original work for this class. All assignments must be written by you, independently, for this specific class. Submitting a paper written by someone else or reusing a paper you wrote for any other class is academic dishonesty and will result in at least a failing grade for that assignment, and at most disciplinary action.

Electronics/Technology: See Plan for Success

Course Work: Course work will consist of keeping a writing journal, reading and answering discussion questions for readings, small group work, group presentations, projects and writing/revising essays. Certain requirements may vary from the syllabus to meet the needs of the group.

Evaluation Procedures: I will grade homework and classwork for completion and effort only. Essays will be graded holistically—EVERYTHING COUNTS—content, format, grammar, punctuation, spelling.

Incompletes: See Plan for Success

Paper Format Guidelines  All papers must be in MLA format.  Final drafts must be typed in 12 point Times New Roman font, double-spaced with one inch margins.

Schedule of Work for ENG101: Module 1 Topic and Objectives: Rhetorical Triangle and Explaining Relationships 1.1 Identify the components of the rhetorical triangle within a given text. 1.2 Identify the components of a writing process. 1.3 Apply a writing process to create an explanatory essay. 1.4 Apply organizational strategies in writing an explanatory essay. 1.5 Develop a concise and effective thesis statement. Week 1 Readings:

· Read "Selling Manure” by Bonnie Jo Campbell in The Composition of Everyday Life: A Guide to Writing.

· Review "Rhetorical Situations," located on the OWL Purdue Online Writing Lab Web site at http://owl.english.purdue.edu/owl/resource/625/01/

· View Greatest Sports Legends - Lou Gehrig's Farewell Speech," located at http://www.youtube.com/watch? v=626Dt9JdjQs

· View the "Protect your Dreams" clip from The Pursuit of Happiness, located at http://www.youtube.com/watch? v=MEGSiX0JA-s&feature=related

· View the "President's Speech" clip from Armageddon, located at http://www.youtube.com/watch? v=CjNxUguxwjU Week 1 Assignments: Rhetorical Triangle Identification Exercise 1) Choose one of the videos listed in the Readings and write an essay of 250-500 words in which you discuss the rhetorical triangle. Your essay should answer the following questions (look at the rhetoric of the speech for clues to answer these questions). a) What is the position of the speaker? b) What is the situation? c) Who is the audience? 2) Write a Personal Narrative (Song of the Self Assignment). Week 2 Readings: Jigsaw Chapter 1: Inventing Ideas  Asking Questions  Reinventing Education  Considering the Essay  Reading for Intellectual Agility and Rhetoric  Applying Rhetoric to Your Own Writing Week 2 Assignments: Cornell Notes on Chapter 1 Week 3 Readings: TBA Week 3 Assignments: Explaining Relationships Essay At the end of Week 6, you will submit an essay of 1,000-1,250 words in which you explore a relationship in depth and nature. The goal of this essay is not to present general recollections or a narrative (i.e., storytelling) but to provide a significant explanation and analysis about your relationship. In other words, your writing should go "beyond the obvious relationship and explore the hidden or abstract connections." Find and write about what the reader would not necessarily expect. Some suggestions for writing are provided in chapter 3 in your textbook (refer to "Point of Contact"), and others are included in "Ideas for Writing" after each essay in the chapter. Be careful of the obvious human/human relationship (e.g., you and your significant other). Such a focus might lead you to conventional ways of thinking, but your goal is to discover something unique or different about the web of connections we experience. For example: Daniel Doezema writes of his relationship with his girlfriend's father, but he focuses on differences he has with the other man's politics as well as how their generational differences relate to the larger political landscape in America. As you are helping your audience understand the nature of the relationship in question, you might use one or more rhetorical tools to aid your description (refer to "Rhetorical Tools" in chapter 3), 1) Narration: Daniel Doezema narrated an encounter with his girlfriend's father, Larry, to help his audience understand what his relationship with Larry is like. 2) Description: Both Jim Crockett and Daniel Doezema used highly descriptive details to help their audiences "see" their respective relationships at work. 3) Figurative Language: In some cases, it helps to describe something that is unfamiliar in terms of something more familiar. Because your audience will likely be unfamiliar with the relationship you have chosen to write about, you can use metaphors or similes to compare the relationship to something more familiar. Part 1: Invention and Description of the Relationship Instructions 1) Choose a relationship to write about. 2) The relationship you choose can involve two or more people (refer to "Political Adaptation," by Daniel Doezema, in chapter 16 of our textbook). However, it could involve a person and a thing instead. For example, Jim Crockett explains his relationship with the ritual of drinking coffee every morning in his essay, "Mugged" (refer to chapter 3). Also in chapter 3 (refer to "Point of Contact"), John Mauk and John Metz, the authors of our textbook, offer several suggestions that could help you choose a topic: Public places, job sites, everyday exchanges between people, human/object relationships, and relationships that take place in your major are good possibilities. 3) Write a description of the relationship. It is important to think deeply about its dynamics so that you can describe them in detail. The "Analysis" section in chapter 3 of our textbook offers some important questions that you should ask yourself to help you get started. a) Is the relationship difficult (or easy)? Why? b) What keeps it going? c) How does the presence of one entity (person or thing) influence the other? d) In what hidden or indirect ways do they influence one another? e) What would occur to one if the other were gone? f) If you are writing about a human relationship, "Rhetorical Tools" in chapter 3 also offers several additional invention questions. Part 2: Invention and Explanation of the Relationship Instructions 1) Think deeply about the relationship and reflect on the description you wrote and the feedback received from your instructor. 2) As our textbook authors believe, it is important to develop some "public resonance" in writing. That is, your writing should speak to the interests or concerns of others. Simply describing a relationship will not help you explain the relationship fully. It is important to find a deeper resonance--lessons learned, takeaways, or insights-- that you would like to share with your audience. Thus, our book offers several additional questions to consider (refer to "Public Resonance" in chapter 3) that will help you decide what you and your audience can learn from the relationship you are explaining. 3) Answer the following questions in detail about the relationship: a) Does the relationship reveal something about people's strengths or weaknesses? b) Why is it important that people see the meaning of the relationship? c) Is there something usual or unusual about this relationship? d) Does this relationship show how difficult, easy, or valuable a human relationship can be? How does it do so? e) Does this relationship show how rewarding or valuable a particular kind of relationship can be? Submit the assignment to Turnitin. The amount of quoted material in the report should be 20% or less. Submit Parts 1 and 2 to your instructor for feedback according to the directions provided by the instructor. Submit the rough draft by the end of Week 4 and submit the final draft by Week 6. Module 2 Topic and Objectives: Explaining Relationships 2.1 Use academic writing in an essay. 2.2 Explain relationships between two or more seemingly unrelated things. 2.3 Identify and use effective word choice in essays. Week 4 Readings:

· Read chapter 3 (only the readings under the "Explaining Relationships" section) in The Composition of Everyday Life: A Guide to Writing. Week 4 Assignments: Explaining Relationships Essay 1) Continue working on this assignment according to the guidelines presented in Week 3. 2) Submit the rough draft by the end of Week 4 and submit the final draft by the end of Week 6. Week 5 Readings:

· Review chapter 16 (only the readings under the "Explaining Relationships" section) in The Composition of Everyday Life: A Guide to Writing. Week 5 Assignments: Explaining Relationships Essay 1) Continue working on this assignment according to the guidelines presented in Week 3. 2) Submit the final draft by the end of Week 6. Week 6 Readings: TBA Week 6 Assignments: Explaining Relationships Essay 1) Continue working on this assignment according to the guidelines presented in Week 3. 2) Submit the final draft by the end of Week 6. Module 3 Topic and Objectives: Observational Writing 3.1 Communicate an idea based on an observation. 3.2 Apply a writing process to create an observation essay. 3.3 Identify the hidden meaning within a text. 3.4 Use rhetorical tools in an essay. 3.5 Use primary sources. Week 8 Readings:

· Read chapter 4 and chapter 16 (only the readings under the "Observing" section) in The Composition of Everyday Life: A Guide to Writing. Week 8 Assignments: Observation Essay Observe a subject of your choice and write a word-observation essay of 1,000-1,250 words. For your observation, you might choose: 1) A place 2) People 3) An animal As Mauk and Metz (2012) point out, "Observers find the hidden meaning, the significant issues, and the important aspects of a particular subject. They point out how and why a particular subject is of interest to a broader public" (page 95). Your goal is to uncover a hidden layer, "to see something in a new way, to see beyond the casual glance" (page 106). Your thesis will offer a specific insight on your subject, and you must also make your subject resonate with your readers. Your observation must be fresh, and you will be required to turn in field notes from your observation. Field notes will be the answers to the questions presented in "Point of Contact" in chapter 4 of your textbook. Part 1: Prewriting/Invention 1) To conduct your observation, choose a time and place to observe your subject for up to 15 minutes. Observe your subject again at least two more separate times, for a total of 15 minutes per session. After you are finished, you should have 45 minutes' worth of notes. 2) As you conduct your observations, please take careful and detailed notes. Your notes should: a) Include answers to invention questions, some of which we will borrow from "Point of Contact" in chapter 4. We will also generate additional questions in class that are specific to your project. b) Provide as many details about your subject as you can think of on your own. Your details could include the physical attributes of your subject, the behavior your subject exhibits, the emotions, the components of your event (if you have chosen to write about an event), and so on. Part 2: Parts/Invention 1) Using your observation notes, please write to help your audience understand the perspective you have developed of the thing you observed. You can do so by using any combination of the following strategies (which are listed in detail in chapter 4, under "Rhetorical Tools" in the textbook). a) You can describe your subject in as much detail as possible. b) You can offer a narrative of your encounter with your subject (as Anne-Marie Oomen did in "Heart of Sand"). c) You can rely on simile and metaphor to draw comparisons between your subject and something else. d) You can use allusions to common knowledge. As you are helping your audience understand the subject of your observation, keep in mind that the details you choose will be creating an impression of the thing you observed. In other words, your description of your subject will be more than just an explanation of what you saw. Part 3: Analysis 1) Your Observation Essay should also reveal a unique insight about the subject of your observation. For example: Anne-Marie Oomen's essay, "Heart of Sand," was not only about the Sleeping Bear sand dunes. Although she describes the dunes in intricate detail as they appeared during her trek, her observation also prompted her to philosophize about the nature of existence. She offered a unique perspective that was inspired by her observation. What new larger insight can you connect to your own observation? To answer this question, you might do one or more of the following (as recommended by our textbook authors in the "Analysis" section of chapter 4). a) Offer commentary on the uniqueness of your subject. b) Explore your subject's ordinary qualities. c) Develop the symbolic meaning of your subject. d) Analyze changes in your subject that you may have noticed. e) Explore what your observation "says" about life, human interaction, social behavior, institutions, nature, or something similar. 2) The "Analysis" section in chapter 4 offers additional questions to help you develop a unique, in-depth perspective to share with your audience: a) How might your observation challenge a commonly-held belief? b) How might your observation reveal something that is more complex than most of us realize? c) What contradictions or inconsistencies does your observation reveal? Submit the assignment to Turnitin. The amount of quoted material in the report should be 20% or less. Submit the rough draft by the end of Week 9 and submit the final draft by the end of Week 11. Week 9 Readings:

· Review chapter 4 in The Composition of Everyday Life: A Guide to Writing. Week 9 Assignments: Observation Essay 1) Continue working on this assignment according to the guidelines presented in Week 7. 2) Submit the rough draft by the end of Week 9 and submit the final draft by the end of Week 11.

Module 4 Topic and Objectives: Conceptual Writing 4.1 Recognize the multiple meanings of words, including implicit meanings. 4.2 Recognize how the meanings of concepts relate to their use. Week 10 Readings

· Read chapter 5 and chapter 16 (only the readings under the "Analyzing Concepts" section) in The Composition of Everyday Life: A Guide to Writing. Week 10 Assignments Observation Essay 1) Continue working on this assignment according to the guidelines presented in Week 7. 2) Submit the final draft by the end of Week 11. Analyzing a Concept Essay Words such as "handicapped" are automatic. We don't give them much thought until someone like Dan Wilkins (author of "Why We No Longer Use the 'H' Word") shows us something we did not know about the concept. As with the other readings in the section, this essay not only helps the reader to understand a particular concept differently, but it shows us that our concepts are fluid. Concepts can--and do--change (Mauk & Metz, 2012, p. 533). A concept can be defined as an abstract or generalized idea. Your job in this essay is to inform the reader of a concept. Look for ways to "get underneath a concept that would otherwise go unquestioned." (Mauk & Metz, 2012, p. 533). Develop a focused explanation and communicate your concept in an essay of 1,000-1,250 words. This assignment will be a culmination of the three smaller assignments below: Part 1 1) Begin by thinking of a concept that you could problematize or for which you could convey a unique or surprising meaning. There are concepts listed in chapter 5, under "Thesis," to get you started, but you are by no means limited to them. In fact, you are encouraged to explore a concept that has some meaning and interest to you. You might consider using free writing to begin your exploration of the concept. 2) As you are free writing, consider how you would problematize your chosen concept. In the essay entitled "The Real, the Bad, and the Ugly," Cassie Heidecker argues that, while we know reality television is not actually "real," it has an appeal that is broad enough to take it seriously (Mauk & Metz, 2013, p. 133). 3) Consider also how you might convey the problematic nature of your concept. For example: To explore the puzzling phenomenon of reality television, Cassie Heidecker uses a broad description of reality television, her own personal example to demonstrate the popularity of reality TV, at least one statistic, and a quote from a New York Times article. Part 2 1) Once you have identified and problematized your concept, attempt to look at it further from the following angles: a) Reveal a side or layer of the concept that normally goes unnoticed. b) Explain the inner workings of a concept. c) Explain how particular parts or qualities make up a concept. 2) For example, Cassie Heidecker begins to stipulate a unique and rich definition of "reality television" by explaining what is actually "real" about it. In the second section of her paper, she: makes an argument that the actors and actresses are "real" because they have not been trained as such and begin a show as normal, everyday people; makes another argument that the viewing audience can often sympathize with the contestants; uses American Idol as an example to illustrate her points; contrasts reality television with well-known and highly regarded literary fiction, and so on. 3) Like Cassie Heidecker, you should use Part 2 of your essay to assert your own working definition of the concept you choose, while using research and real-world examples to analyze and explain your working definition. Part 3 1) Now that you have a good handle on your concept, begin doing research. Find three credible sources that address your chosen concept in some way and incorporate them into your essay. Your sources may help to further illustrate your concept, back up your point, define your concept, or illustrate how your concept is taken for granted. Submit the assignment to Turnitin. The amount of quoted material in the report should be 20% or less. Submit the rough draft by the end of Week 14 and submit the final draft by Week 16. In-Class Activities 1) Complete the in-class activities as directed by your instructor.

Module 5 Topic and Objectives: 5.1 Identify basic concepts of research. 5.2 Apply steps of a research process. 5.3 Create an individual perspective on a concept. 5.4 Apply a variety of strategies to illustrate a concept. 5.5 Apply a writing process to create an "Analyzing a Concept Essay." Week 11 Readings

· Read chapters 13 and 14 in The Composition of Everyday Life: A Guide to Writing. Week 11 Assignments Observation Essay 1) Complete this assignment according to the guidelines presented in Week 7. 2) Submit the final draft by the end of Week 11. Analyzing a Concept Essay 1) Continue working on this assignment according to the guidelines presented in Week 10. 2) Submit the rough draft by the end of Week 14 and submit the final draft by Week 16. In-Class Activities 1) Complete the in-class activities as directed by your instructor. Week 12 Readings

· Read chapter 15 in The Composition of Everyday Life: A Guide to Writing. Week 12 Assignments Analyzing a Concept Essay 1) Continue working on this assignment according to the guidelines presented in Week 10. 2) Submit the rough draft by the end of Week 14 and submit the final draft by Week 16. In-Class Activities 1) Complete the in-class activities as directed by your instructor. Week 13 Readings

· Review chapter 5 and read chapter 16 (only "Why We No Longer Use the 'H' Word" and "Cookies or Heroin") in The Composition of Everyday Life: A Guide to Writing. Week 13 Assignments Analyzing a Concept Essay 1) Continue working on this assignment according to the guidelines presented in Week 10. 2) Submit the rough draft by the end of Week 14 and submit the final draft by Week 16. In-Class Activities 1) Complete the in-class activities as directed by your instructor.

Module 6 Topic and Objectives: Analyzing a Concept 6.1 Describe a concept using concrete terms. 6.2 Analyze a concept. 6.3 Create a logical argument. 6.4 Use outside sources to support a claim. Week 14 Readings

· Review chapter 5 in The Composition of Everyday Life: A Guide to Writing. Week 14 Assignments Analyzing a Concept Essay 1) Continue working on this assignment according to the guidelines presented in Week 10. 2) Submit the rough draft by the end of Week 14 and submit the final draft by Week 16. In-Class Activities 1) Complete the in-class activities as directed by your instructor. Module 7 Topic and Objectives: Analyzing a Concept 7.1 Evaluate the thesis of an essay. 7.2 Evaluate the use of rhetorical tools, organizational strategies, and academic writing in an essay. 7.3 Evaluate the logic of an argument. Week 15 Readings

· Review chapter 5 in The Composition of Everyday Life: A Guide to Writing. Week 15 Assignments Analyzing a Concept Essay 1) Continue working on this assignment according to the guidelines presented in Week 10. 2) Submit the final draft by Week 16. In-Class Activities 1) Complete the in-class activities as directed by your instructor. Week 16 Readings

· None Week 16 Assignments Analyzing a Concept Essay 1) Complete the assignment according to the guidelines presented in Week 10. 2) Submit the final draft by Week 16. Schedule of Work for ENH 111:

I. The Influence of People and Place A. Native Americans B. American Blacks Readings Assignments · Literature textbook p. 18-31 “Early American Writing” 1. Cornell notes on “Early American Writing” · Creation Stories 2. Compare/contrast chart for Creation Stories. · World on the Turtle’s Back (book) 3. In class prep and debate about the treatment of · Coyote and the Buffalo (book) Natives in the New World. · La Relacion (book) 4. Debate readings, quotes and t-charts. · Valladolid Debate of 1550: Sepulveda vs. De Las Casas 5. Literary Criticism Biographical Context response · The Interesting Narrative of the Life of Olaudah 6. Responding to Literature questions for Wheatley Equiano (book) poem · On Being Brought from Africa to America by Phyllis Wheatley

II. Roots of American Culture A. Puritanism B. Regional Views: New England Readings Assignments · Sinners in the Hands of an Angry God by Jonathan 1. Literary Criticism Historical Context response Edwards (book) 2. Response questions · Young Goodman Brown by Nathaniel Hawthorne 3. Robert Johnson PowerPoint/Questions and literary response III. Romanticism A. 19th Century and Pre Civil War Readings Assignments • Literature textbook p. 296-310 “American Romanticism 1. Cornell notes on “Celebrating the Individual” 1800-1855: Celebrating the Individual” 2. Literary Criticism articles  Edgar Allan Poe Fall of the House of Usher (movie) Black Cat Cask of the Amontillado Masque of the Red Death (book) The Raven IV: Romanticism and Realism A. Civil War Readings Assignments  Literature textbook p. 494-505 “From Romanticism 1. Cornell notes on “From Romanticism to to Realism 1855-1870: An Age of Transition” Realism” and “Realism”  Literature textbook p. 576-577 “Realism” 2. Compare/contrast slave narratives response  Narrative of the Life of Frederick Douglass, An 3. Literary Criticism Author’s Style response from American Slave (book) Owl Creek  Incidents in Life of a Slave Girl by Harrier Jacobs (book)  The Red Badge of Courage by Stephen Crane (book)  An Occurrence at Owl Creek Bridge by Abrose Bierce (book)

V. Regionalism and Naturalism A. A New Role for Women Readings Assignments  Literature textbook p. 618-629 “Regionalism and 1. Cornell Notes on “Regionalism and Naturalism” Naturalism 1870-1910: Capturing the American and “Social Themes” Landscape” 2. Writing Prompt on p. 765 (Journal Entry)  Literature textbook p. 756-757 “Social Themes in Fiction” 3. Compare/Contrast the wives in “Story of an  “The Story of an Hour” by Kate Chopin (book) Hour” and “The Yellow Wallpaper”  “The Yellow Wallpaper” by Charlotte Perkins Gilman

3rd Quarter: VI: Roots of American Culture A. Immigration, Industrialization and “The American Dream” Readings Assignments  Literature textbook p. 824-837 “The Harlem Renaissance 1. Cornell notes on “Harlem Renaissance and and Modernism 1910-1940: A Changing Awareness” Modernism”  In Another Country by Ernest Hemingway (book) 2. Hemingway Hero Journal response  The Grapes of Wrath by John Steinbeck (book) 3. Analyze photographs activity/response p.981-  A Worn Path by Eudora Welty (book) 986  A Rose for Emily by William Faulkner (book)  Great Gatsby (film) 4. Compare reading to visual – respond to  Selected poems from the Literature book – Poetry journal response on p. 987 Unit and Presentations (Harlem Renaissance poems) 5. Literary Criticism Critical Interpretations p. 1015 6. Journal response on p. 1031 7. Essay to compare/contrast Fitzgerald/Hemingway. 8. Analyze poems using an analysis chart, then create a presentation to teach the poems to the class. VII: War and 20th Century Democracy A. WWI B. WWII C. Vietnam War Readings Assignments  Literature textbook p. 1092- “Contemporary Literature 1. Cornell notes on “New Perspectives” 1940-present: New Perspectives” 2. Persuasive writing assignment on p. 1121  Why Soldiers Won’t Talk by John Steinbeck (book) 3. Compare texts on p. 1135  The Death of the Ball Turret Gunner by Randall Jarrell 4. Literary Criticism Author’s Style p. 1142 (book) 5. Writing to Synthesize p. 1143 (poem about  Adam by Kurt Vonnegut Jr. (book) war)  Survival in Auschwitz by Primo Levi (book)  Ambush by Tim O’ Brien (book)  The Literary Legacy of War p.1143 VIII: American Society Today and Tomorrow Readings Assignments  Ray Bradbury Biography/History 1. Immigration/Ellis Island PP/Questions  From The Martian Chronicles: 2. Discussion questions while reading novel Rocket Summer chapters. Ylla 3. Essay assignment: The Earth Men Create a non-fiction, illustrated manual relating strategies The Third Expedition for survival on Mars. The manual should include all aspects -and the Moon Be Still as Bright of living on the planet. Pre-write, plan and organize, and prepare a final version. Way in the Middle of the Air OR Usher II After you have read The Martian Chronicles, your task is to The Silent Towns write another “chronicle” to add to the ones in Bradbury’s The Long Years book. Pre-write, plan and organize, and prepare a final There Will Come Soft Rains version. Focus on strong, concrete diction, on well- The Million-Year Picnic developed characters, and dialogue.  100 Greatest Events that Shaped a Century 4. Future PP and Discussion 5. Add 15 events to the greatest events, 5 futuristic ones.

Final Essay: All of the readings/assignments from this semester deal with American Identity. Analyze 4-7 of the assigned readings to write a Synthesis Essay that answers the question: How has American identity changed, if at all? MLA format, cite your sources and your essay should be 1200-1500 words. Due Friday, May 6th on turnitin.com.