ENG140.H1 Composition: Writing About Horror in Fiction and Film Fall 2010 Orlando Hall Room 115 Monday 6:45 pm – 9:15 pm

Dr. Sherry Steward Phone: 407-677-5379 (home phone) Office Hours: By appointment English Department Phone: 407-646-2666 Email: [email protected]

“The mythic horror movie, like the sick joke, has a dirty job to do. It deliberately appeals to all that is worst in us. It is morbidity unchained, our most base instincts let free, our nastiest realized . . . and it all happens, fittingly enough, in the dark. For those reasons, good liberals often shy away from horror films. For myself, I like to see the most aggressive of them – Dawn of the Dead, for instance – as lifting a trap door in the civilized forebrain and throwing a basket of raw meat to the hungry alligators swimming around in that subterranean river beneath.” — “Why We Crave Horror Movies”

COURSE DESCRIPTION

Why write about horror? As Stephen King notes in , the horror genre appeals to our sense of morbid curiosity and is filled with text and subtexts, that is, underlying political, social, and economical themes that “link real anxieties to the nightmare fears of horror films” (King, 174). The Horror Writers Association states that, “Horror, by nature, is a personal touch - - an intrusion into our comfort levels. It speaks of the human condition and forcibly reminds us of how little we actually know and understand” (www.horror.org/horror-is.html). Horror in fiction and film affords us infinite opportunities for critical thinking. In this course, we will examine the characteristics of horror, along with its themes, metaphors, symbols, and underlying subtexts, in film, short stories, and critical essays.

English 140 is designed to help you become the best writer and thinker you can be—to meet the expectations of writing at Rollins, to do your best in all your courses, to use writing wherever it will serve you well, and to become a confident writer who isn’t fearful of the blank page or the demands of the workplace and the world. We’ll develop our own best composing processes, practice the types of writing assigned at Rollins, and approach writing projects as intellectual challenges, problems to be solved through making good choices. We’ll also learn to work supportively as a group. You have things to say which no one else in this class knows.

CATALOG DESCRIPTION: Develops students' ability to write college-level essays by practicing strategies of argumentation and by refining skills of invention, revision, and critical thinking. Leads to writing essays characterized by unity, order, coherence, completeness, clarity, and mechanical correctness. In order to satisfy the College's general education requirement for writing (W), students must receive a grade of C or better in the course. Section topics are designated by individual

ENG140.H1/Fall/2010 1 Dr. Sherry Steward 8/20/2010 instructors. This course (or an equivalent) must be taken during the first semester at Rollins (Hamilton Holt Course Descriptions, Spring 2008).

COLLEGE REQUIREMENT: In order to fulfill the Rollins College General Education W requirement for E140, you must earn a grade of C or higher!

COURSE GOALS AND OBJECTIVES: • Understand your own response to a horror movie • Convince others why you like or dislike the film • Make comparisons and contrasts between and the film adaptation • Make connections between a horror movie and other areas of culture to illuminate both the culture and the horror movies it produces • Analyze a writing problem/task well enough to choose the appropriate rhetorical mode, gather needed information, and address issues of audience, purpose, and voice • Draft essays through a composing process: inventing, detailing, structuring, refining, editing • Write unified, well-ordered, structured essays developing complex ideas on academic subjects • Shape complete, clear, and coherent paragraphs and sentences

REQUIRED TEXTS: Corrigan, Timothy J. A Short Guide to Writing About Film, 7th edition. New York: Pearson Education, Inc., 2007. King, Stephen. Danse Macabre. New York: Gallery Books, 2010. Hacker, Diana. A Writer’s Reference. New York: Bedford/St. Martin’s, 2006.

SUPPLIES REQUIRED: Access to a computer and word processing software Access to a DVD/VCR and television Plenty of notebook paper Blue or ink pens

POLICIES

ATTENDANCE: As a rule, there are no “excused absences” in college. Regular attendance is expected. If you miss more than three classes, you need to withdraw. Arriving late, leaving early, or not attending will negatively affect your attendance and participation grade. (Yes, I will take attendance.) Quizzes, in-class writings, presentations, etc. cannot be made up. If a student fails to show up for an examination, she/he fails the test. Also, be advised that we will often cover materials in class that are not included on the syllabus; you are responsible for all material covered during your absence.

ENG140.H1/Fall/2010 2 Dr. Sherry Steward 8/20/2010 MAKE-UP WORK/EXTRA CREDIT: As a rule, I do not give make-up assignments or extra credit. Plan to do the necessary work to succeed on your assignments, rather than relying on special assignments to improve your grade.

LATE ASSIGNMENTS: I do not accept late papers unless previous arrangements have been made. Papers one week late will be deducted one letter grade. This means the highest letter grade you can earn on a late paper is a B. Papers two weeks late will be deducted two letter grades. I won’t accept papers that are more than two weeks late. It is better to submit a paper on time even if you feel it is poorly written so that you receive a grade. You can then rewrite your paper if you feel it is necessary (see rules for revising/rewriting papers below).

REVISING/REWRITING ESSAYS: You do have the option of rewriting your papers; however, any rewritten essays will be substantially revised. To revise substantially, you may have to undertake a variety of writing tasks and academic habits of mind. You may need to complicate an idea, revise a theory, connect your ideas to other texts, incorporate some research, try out different rhetorical devices, or simply develop an idea or strengthen your support. You will probably need to edit your prose as well, but by themselves, such surface changes will not produce a substantial revision.

The deadline for turning in revised papers is November 22, 2010.

EVALUATION: Quizzes 10% Three essays 30% One Research Paper 30% (with research proposal 5%, formal outline 5%, and annotated bibliography – 10%) Response Papers 10% Attendance & Participation 10% Final Exam 10%

Completion of Work: To pass this course, you must have completed all the work in a timely fashion, as well as receiving a passing grade on each of the four papers. (All drafts, with attached conference notes, Writing Center forms, and peer group suggestions must accompany each paper.)

Reading/Screening: You have to keep up with the reading and screening to learn from this course. If during any class period it becomes clear to me that you have not done so, I will mark you absent and suggest you leave and return only when you have caught up. If this happens more than once, your overall grade will suffer tremendously.

Handouts: You are expected to download the handouts from the course homepage and have them available for reference during class. The course homepage is our official space for information sharing.

Instructions for downloading the handouts:

ENG140.H1/Fall/2010 3 Dr. Sherry Steward 8/20/2010 1. Login to Foxlink at https://myfoxlink.rollins.edu/cp/home/loginf. 2. Click on the Holt Student tab and then click on My Courses. 3. Scroll until you find the course Writing About Horror. 4. Click on the course name. The course homepage will appear. 5. Under Course Tools, select Files or Links. Course material will be available in each area as required.

GRADING SCALE: A 94-100 B- 80-83 D+ 67-69 A- 90-93 C+ 77-79 D 64-66 B+ 87-89 C 74-76 D- 60-63 B 84-86 C- 70-73 F 59 and below

GRADING CRITERIA FOR PAPERS: See last page of syllabus.

PROJECT INSTRUCTIONS: Reading quizzes are based on the assigned readings and will be given in the first few minutes of class. Reading quizzes cannot be made up. Quizzes will be used as points for class discussion.

Your response papers will be composed of reflective responses to assigned readings, reflections on your writing in progress, screening reports, and topics that I will assign. You must also write screening reports for films you view in support of writing assignments. Screening reports should be 300-500 words maximum. Reading responses will be no more than one double- spaced typed page.

Your major papers consist of three essays and one research paper. All work—response papers and essays—will follow the paper format guidelines. Work must be typed, set in 12-point Times New Roman or 11-point Arial, double-spaced with one-inch margins on all sides, and formatted according to MLA conventions (see A Writer’s Reference). You will write and submit the following papers:

• ESSAY #1, MOVIE REVIEW, 500 words, MLA style, one source required • ESSAY #2, CRITICAL ESSAY, 750 words, MLA style, one source required • ESSAY #3, COMPARATIVE ESSAY, 1000 words, MLA style, two or more sources required • RESEARCH PAPER (INCLUDING RESEARCH PROPOSAL, FORMAL OUTLINE, ANNOTATED BIBLIOGRAPHY), 1500 words, MLA style, 3 films discussed, 4 scholarly sources required (you will also present your findings to the class)

Your participation grade is heavily influenced by your attendance. You can’t participate in class activities if you’re not present. You will also be penalized if you fail to bring draft copies of your writing when we have scheduled workshops.

ENG140.H1/Fall/2010 4 Dr. Sherry Steward 8/20/2010 This is a workshop course. Make sure you bring three copies of your drafts to each workshop. Please make sure you make your copies in advance. I will not give you time to make copies after class begins.

Your final exam will be a short essay about concepts we discussed in class.

PLAGIARISM, CHEATING, AND ACADEMIC DISHONESTY: It is important for you to be scrupulously honest in documenting the work you have drawn from others. Like other institutions, Rollins maintains a strict academic honesty policy, as published in The Rollins College Catalogue. The policy reads as follows:

The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others.

Please add to all papers, quizzes, tests, lab reports, etc., the following handwritten abbreviated pledge followed by your signature:

On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.

Material submitted electronically should contain the pledge; submission implies signing the pledge.

DISABILITY ACCOMMODATION: Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs, or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. Students with learning disabilities must contact the Director of the Thomas P. Johnson Student Resource Center (407-646-2354). Students with other disabilities should contact the Coordinator of Diversity and Disability Services (407-646-2624).

SYLLABUS AMENDMENT: This syllabus may be amended or modified in any way upon notice; most such changes will affect the Course Calendar, so be sure that you know if any due dates change.

CLASSROOM BEHAVIOR: Proper classroom behavior is expected at all times. As a matter of common courtesy, please arrive on time prepared to stay for the entire class, and do not engage in conversation other than the classroom critical discussions we will be having about the texts on hand. Proper classroom conduct also entails creating a positive learning experience for all students, regardless of sex, race, religion, sexual orientation, social class, or any other feature of personal identification;

ENG140.H1/Fall/2010 5 Dr. Sherry Steward 8/20/2010 therefore, sexist, racist, prejudicial, homophobic, or other derogatory remarks will not be tolerated.

DATES AND DEADLINES TO REMEMBER: Labor Day – September 6, 2010 Withdrawal without academic penalty ― October 29, 2010 Thanksgiving Break – November 24-26, 2010

MISCELLANEOUS

E-MAIL: E-mail is the official mode of communication when we are not in class, or when we are not meeting face-to-face. Please make sure you check your Rollins email account often. You can contact me on my home phone when necessary. I will not return calls before 6:00 p.m. and never on Monday and Tuesday evenings, the nights I teach.

ELECTRONICS, COMPUTERS, AND CELL PHONES: Please turn off cell phones and pagers before coming to class. Laptop computers are unnecessary for this class and, therefore, need not be brought to class.

FOOD AND DRINK POLICY: Food and drink are discouraged, but not forbidden, in the classroom. However, if it is necessary for you to eat or drink during class, please remember the “X 30” rule: if everyone in the class does what you are doing, how great of a disruption would it be? That is to say, a doughnut is much quieter to eat than potato chips; a drink with ice and a straw is much louder than a drink in a can. It is inappropriate to eat a meal during class.

COURSE CALENDAR AND DEADLINES

Week 1, August 23 Introductions & Syllabus “Why We Crave Horror Movies” & Diagnostic Essay Characteristics and genres of horror Model papers – MLA discussion Hacker Web site

Week 2, August 30 SCREENING: Let the Right One In RESPONSE PAPER #1 DUE: Exercise 1, p. 37 (Let the Right One In is the film you should be discussing) in A Short Guide To Writing About Film READINGS: A Short Guide To Writing About Film, “Beginning to Think” (pp. 19-37), “The Movie Review” (pp. 9-11), and “Screening Report” (pp. 11) Danse Macbre, “What’s Scary?” (pp. xi-xxxi) COURSE HOMEPAGE: Download movie reviews

ENG140.H1/Fall/2010 6 Dr. Sherry Steward 8/20/2010 QUIZ #1: Assigned readings • Discussion of readings • Group discussion of film • Essay 1 discussion and handout

Week 3, September 6 – Holiday – No Class

Week 4, September 13 RESPONSE PAPER #2 DUE: Screening report Let the Right One In READINGS: A Writer’s Reference, “Composing and Revising” (pp. 3-37) Danse Macabre, “The Modern American Horror Movie” (pp. 137-211) WRITING WORKSHOP: Movie review draft, 3 copies QUIZ #2: Assigned readings • In-class writing exercises – peer review letter to the author; ex 1. Page 18 in Corrigan • Discussion of readings

Week 5, September 20 ESSAY #1 DUE, MOVIE REVIEW SCREENING: Paranormal Activity RESPONSE PAPER #3 DUE: Ex. 1 p. 37 (Paranormal Activity) READINGS: A Short Guide To Writing About Film, “Film Terms and Topics for Analysis” (pp. 38-86) – skip the Comparative Essay section; “The Critical Essay” (pp. 13-18) A Writer’s Reference, “Sentence Style” (pp. 91-210) QUIZ #3: Assigned readings • In-class writing exercises – Sentences; ex. 2 p. 86 in Corrigan • Discussion of readings • Group discussion of film • Essay 2 discussion and handout

Week 6, September 27 RESPONSE PAPER#4: Screening report Paranormal Activity READINGS: A Writer’s Reference, “Word Choices” (pp. 123-160) Danse Macabre, “The Horror Movie as Junk Food” (pp. 212-230) WORKSHOP: Critical essay draft, Writing Center

Week 7, Oct 4 ESSAY 2 DUE, CRITICAL ESSAY SCREENING: The Colour from the Dark READINGS: A Writer’s Reference, “Grammatical Sentences” (pp. 163-215) A Short Guide To Writing About Film, “Comparative Essay” (pp. 50-51) Danse Macabre, “Horror Fiction” (pp. 264-412);

ENG140.H1/Fall/2010 7 Dr. Sherry Steward 8/20/2010 COURSE HOMEPAGE: Download and read “Colour from the Dark” QUIZ #4: Assigned readings • In-class writing exercises – Grammatical sentences; ex. 1 p. 85 in Corrigan • Discussion of readings • Group discussion of film • Essay 3 discussion and handout

Week 8, Oct 11 RESPONSE PAPER #5: Screening report The Colour from the Dark RESPONSE PAPER #6: Respond to Lovecraft’s short story “The Colour Out of Space” READINGS: A Writer’s Reference, “Punctuation” (pp. 259-293); “Mechanics” (pp. 297-314) Danse Macabre, “Radio to the Set of Reality” (pp. 113-136) QUIZ #5: Assigned readings • In-class writing exercises – peer review letter; Punctuation; Mechanics • Discussion of readings

Week 9, Oct 18 RESPONSE PAPER #7: Ex. 1 p. 113 WRITING WORKSHOP: Comparative essay draft, 3 copies READINGS: A Short Guide To Writing About Film, “Six Approaches to Writing About Film” (pp. 87-113) A Writer’s Reference, “Academic Writing” (pp. 57-84) Danse Macabre, “The Last Waltz” (pp. 413-436) QUIZ #6: Assigned readings • In-class writing exercises – Academic writing • Discussion of readings • Essay 4 discussion and handout

Week 10, Oct 25 ESSAY 3 DUE, COMPARATIVE ESSAY LIBRARY RESEARCH: Meet in library – room TBD RESPONSE PAPER #8: Ex. 1 & 2 p. 163 in Corrigan READINGS: A Short Guide To Writing About Film, “Research the Movies” (pp. 133-163) A Writer’s Reference, “Research” (pp. 318-412) QUIZ #*: Assigned readings • In-class writing exercises – Researching • Discussion of readings • Annotated bibliography, proposal, formal outline – Hacker web site

Week 11, Nov 1 INDIVIDUAL CONFERENCES

ENG140.H1/Fall/2010 8 Dr. Sherry Steward 8/20/2010 RESEARCH PROPOSALS DUE, FORMAL OUTLINE, ANNOTATED BIBLIOGRAPHY

Week 11, Nov 8 SCREENING: TBD RESPONSE PAPER #9: Ex. 1 and 2, p. 132 in A Short Guide to Writing About Film READINGS: A Short Guide To Writing About Film, “Style and Structure” (pp. 114-132) A Writer’s Reference, Avoiding Plagiarism (pp. 341-347); MLA revisited (p. 355-412) WRITING WORKSHOP: Research essay, 3 copies QUIZ: Assigned readings • In-class writing exercises – peer review letter; Plagiarism; MLA • Discussion of readings

Week 12, Nov 15 WRITING WORKSHOP: Editing essentials; 3 copies of revised research essay • In-class writing exercises – peer review letter; MLA and Plagiarism continued • Presentation discussion and handout

Week 13, Nov 22 ESSAY #4 DUE, RESEARCH PAPER READINGS: The remainder of King Substantial Revision

Week 15, Nov 29 RESEARCH PRESENTATIONS

Week 16, Dec 6 FINAL EXAM

GRADING CRITERIA FOR PAPERS

Acceptable standards for college-level writing are defined by these virtues: Characteristics of an A Paper • Excellence in all respects – conceptual, rhetorical, grammatical. Highest quality work, revealing superiority of thought and insight as well as knowledge • Clear subject and framework of interpretation throughout • Keen understanding of needs and expectations of a particular audience • Skillful organization – unified, ordered, coherent, and complete • Variety: sentence type/length to meet rhetorical demands (topic and audience) • Effective word choice – precise denotation, connotation, and tone • Correctness in grammar, mechanics, and usage Characteristics of a B Paper

ENG140.H1/Fall/2010 9 Dr. Sherry Steward 8/20/2010 • Subject and interpretive framework clear; superior approach to topic • Clear understanding of needs and expectations of a particular audience • Clear organization with rare lapses in unity and/or coherence • Clear focus on framework, subject, and details for each paragraph – fresh, appropriate examples and supporting evidence • Variety: sentence type/length to meet rhetorical demands (topic and audience) • Language use imaginative and appropriate • Correctness in grammar, mechanics, and usage Characteristics of a C Paper • Examination or argument presented clearly with no deviation from stated or implied focus/intention • Though subject and framework evident, paper may not seem consistent and/or forceful in presentation or interpretation • Organization acceptable, though less clear or forceful than in A or B paper • Quality of support details uneven; examples and supporting evidence adequate • Few errors in sentence structure, but sentences ineffective, unvaried • Word choice generally correct; diction rarely imprecise or monotonous • No major sentence level errors; few mistakes in spelling, grammar, punctuation, and mechanics Deficient papers fail to meet college-level writing standards as follows: Characteristics of a D Paper • Adequate or only marginally acceptable examination of topic or idea • Rational paragraphing, but body paragraphs underdeveloped or disorganized—marked problems with unity, order, coherence, and completeness • Use of generalization without detail or detail with no controlling idea • Sentence level errors frequent enough to distract the reader • Inattention to audience needs • Marginal grasp of rhetorical and grammatical principles Characteristics of an F Paper • Failure to address assigned topic or change topic in a manner satisfying to both writer and audience • Superficial attention to topic or attention to a trite or obvious topic • Gross assertions taking the place of carefully developed evidence/examples • Simplistic sentence structure; frequent errors in grammar, mechanics, usage • Inappropriate use of sources, including failure to provide documentation

ENG140.H1/Fall/2010 10 Dr. Sherry Steward 8/20/2010