English 106.06: Introduction to Poetry Spring 2017

Cummings, E.E. Lone figure and a tree in stormy sunset. Digital image. The Paintings of E.E. Cummings. Ken Lopez Bookseller., 2017. Web. 20 Dec. 2016.

Instructor: Elysia C. Balavage Email: ecbalava@uncg.edu Office: MHRA 3210G; mailbox MHRA 3317 Office Hours: Tuesdays 2:00-4:00 Class Time and Location: T/R :11:00-12:15, MHRA 2207

Required Text: (available at the University Bookstore)

Browning, Abigail and Melissa Ridley Elmes. Lenses: Perspectives on Literature. Plymouth: Hayden-McNeil, 2015. Print. (ISBN: 9780738070070)

All of this course’s assigned poems are available on Canvas

Course Description:Poets use their craft to express their interpretations of the physical, metaphysical, ethereal and artistic worlds surrounding them. They confront and question these grand layers of reality and must express their findings through their craft while keeping economy of language a priority and even a necessity, a challenge that novelists may not consider. While some poets may arrive at precise, well-ordered conclusions concerning their views of reality, others seem to leave the reader in a state of great confusion rather than comfort, both formally and topically. In this course, we shall interrogate different genres of poetry such as lyric, narrative, and dramatic and consider the cultural and historical context in which a given poet lived and wrote. By doing so, we shall have a better understanding of the issues a poet was interrogating or outright challenging and shall also continuously consider poetry’s effectiveness for grappling with such inquiries and relaying them to a wider audience.

Course Objectives:By the end of this course, students should be able to meet each of the following Student Learning Outcomes (SLOs) (revised 2015):

1. Demonstrate orally, in writing, or by some other means a fundamental ability to use some of the techniques and/or methods of literary analysis. (LG1, LG3)2. Identify and/or describe some of the various social, historical, cultural, and/or theoretical contexts in which literary texts have been written and interpreted. (LG3)

Those SLOs labeled (LG3) relate to UNCG’s Learning Goal #3 for General Education, which says students will “Describe, interpret, and evaluate the ideas, events, and expressive traditions that have shaped collective and individual human experience through inquiry and analysis in the diverse disciplines of the humanities, religions, languages, histories, and the arts.” (http://uncg.smartcatalogiq.com/en/2016-2017/Undergraduate-Bulletin/University-Requirements/General-Education-Program). Those SLOs labeled (LG1) relate to UNCG’s Learning Goal #1 for General Education. This is the ability to “think critically, communicate effectively, and develop appropriate fundamental skills in quantitative and information literacies.” (http://uncg.smartcatalogiq.com/en/2016-2017/Undergraduate-Bulletin/University-Requirements/General-Education-Program).

Grades:

UNCG defines an A as excellent; a B as good; a C as average; a D as lowest passing grade; and an F as failure. In adherence to this scale, you should understand that a C means you successfully met the requirements of the course, not that the requirements were unsuccessfully met, which would be indicated by either a D or an F. Likewise, an A or B indicate that you met and exceeded course requirements. Please consult the UNCG Undergraduate Bulletin for more information: http://uncg.smartcatalogiq.com/en/2016-2017/Undergraduate-Bulletin/Academic-Regulations-Policies/Grading/Grading-System-for-UndergraduatesThe following is the grade scale that will be used to evaluate student assignments in this course:

100-94 = A (4.0) 86-84 = B (3.0) 77-75 = C (2.0) 65 and below = F (0.0) 93-90 = A- (3.7) 83-81 = B- (2.7) 74-72 = C-(1.7) 89-87 = B+ (3.3) 80-78 = C+ (2.3) 71-66 = D (1.0)

I will post your assignment grades to Canvas so that you can keep track of your performance in the course throughout the semester. Please let me know if you find any inputting errors. In keeping with FERPA guidelines, I will not discuss your grades in discussion boards or any type of public forum, including in depth via email. If you have a question about a grade, make an appointment with me during my office hours. Additionally, I request that you wait at least 24 hours after receiving a graded assignment to discuss it with me. This will give you ample time to read and process my feedback, and to compose yourself before discussing your grade.

Assignments:

Below, you’ll find a brief description of each formal assignment; more detailed assignment sheets and rubrics will be available on Canvas.

Participation: SLOs 1-2 (15%)This class is built on the notion that to become better readers and writers, students must read, think and write about what they read and discuss and analyze texts both individually and while in the company of others. As such, while there will be some lecturing, the majority of class time will be spent actively engaged in these activities, and all students are required to participate both in individual and group activities. Class participation will be assessed through attendance, completion of assigned reading prior to class, informal in-class writings, involvement in class discussions, and

contribution to group activities. Furthermore, unannounced quizzes that will be given at various times during the semester will also contribute to your participation grade.

Close Readings (two in total): SLOs 1-2 (15%)After you’ve read a poem two or three (or more!) times, a deeper, closer reading will allow you to discover even more about the poem. For this assignment, you will be asked to complete close readings for two poems of your choosing. The first close reading is due on February 23rd and the second is due on March 23rd. Each reading should focus on a different poem, be 2 pages long, and consider the following: What are the poem’s central ideas? What is the poem’s overall tone? How do the poem’s words, images, and sounds, for instance, contribute to its meaning? If you choose, you may build upon one of your close readings in your final analytical essay.

Midterm Exam: SLOs 1-2 (20%)This exam will include passage identification, short answer, and essay questions. More information will be provided closer to the exam date.

Footnote Project: SLOs 1-2 (15%)Many of the poems we’ll read this semester contain allusions to events, people, ideas, and/or places that have cultural, historical, political, or literary importance. For this project, you’ll choose one allusion from any one poem of your choosing and write a 2-3 page explanatory “footnote” explaining its background and significance.

Analytical Essay: SLOs 1-2 (35%)On the date indicated in the Course Schedule, you will turn in a 4-5 page analytical essay that places two of the texts we’ve read this semester in conversation with each other. You have some freedom with this. For example, you can investigate how your selected text use irony similarly/differently. Remember to use substantial examples from the text! Furthermore, you should incorporate one relevant, scholarly source into your paper that enhance your argument.

Course Policies:

Academic IntegrityAcademic integrity is founded upon and encompasses the following five values: honesty, trust, fairness, respect, and responsibility. Violations include, for example, cheating, plagiarism, misuse of academic resources, falsification, and facilitating academic dishonesty. If knowledge is to be gained and properly evaluated, it must be pursued under conditions free from dishonesty. Deceit and misrepresentations are incompatible with the fundamental activity of this academic institution and shall not be tolerated” (from UNCG’s Academic Integrity Policy). To ensure that you understand the university’s policy on academic integrity, review the guidelines and list of violations at http://academicintegrity.uncg.edu. I expect you to abide by the Academic Integrity Policy. Incidents of cheating and plagiarism are reported to the Dean of Students and sanctions are aligned with the policies at http://sa.uncg.edu/dean/academic-integrity/violation/plagiarism/ .

In addition, you must always properly document any use of another’s words, ideas, images, or research both in the text and in a Works Cited/Bibliography. Failure to properly document is a form of plagiarism and may earn a zero on an assignment.

If I suspect a student of plagiarism, I must take action. In addition to having a one-on-one conference with the student, the following is a list of potential penalties for students caught plagiarizing:

1st Offence: A grade reduction OR rewrite of the assignment2nd Offence: A grade of “zero” on the assignment3rd Offence: Failure of the course

Accommodations Students with documentation of special needs should arrange to see me about accommodations as soon as possible. If you believe you could benefit from such accommodations, you must first register with the Office of Accessibility Resources and Services (http://ods.uncg.edu) on campus before such accommodations can be made. The office is located on the second floor of the Elliott University Center (EUC) in Suite 215, and the office is open 8am to 5pm, Monday - Friday. Telephone: 334-5440; e-mail: oars@uncg.edu. AttendanceFor classes meeting twice a week, students are allowed a maximum of three absences without a grade penalty. For every absence beyond those allowed, students will be penalized one-half letter grade. Students who miss six classes on a two-day schedule will fail the course. This attendance policy does not differentiate between "excused" and "unexcused" absences; thus, it is the student's responsibility to plan for absences within the policy concerning program fieldtrips, athletic events, work-related absences, advising sessions, minor illnesses, family and/or friend events, etc.This attendance policy does not differentiate between "excused" and "unexcused" absences; thus, it is the student's responsibility to plan for absences within the policy concerning program fieldtrips, athletic events, work-related absences, advising sessions, minor illnesses, family and/or friend events, etc.

You are, by state law, allowed two excused absences due to religious holidays, which do not count toward your total allowed two absences (or, not completing responses to 2 of your peer’s discussion board posts). If you plan to miss class because of your faith, you must notify me in writing at least 48 hours in advance of your absence, and be prepared to provide documentation. See the following link for a fuller description of this policy: https://uncg.smartcatalogiq.com/en/2016-2017/Undergraduate-Bulletin/Academic-Regulations-Policies/Class-Attendance.

If you have extenuating circumstances such as a death in the family, chronic illness/injury requiring prolonged medical treatment, prolonged psychological issues, etc., you should make the instructor aware of these as soon as possible and keep him or her informed until you are able to return to class. You are also encouraged to contact the Dean of Students Office (http://sa.uncg.edu/dean/), which can review documentation and notify multiple instructors on your behalf, especially if personal reasons prevent you from properly doing so yourself. You should be aware, however, that assistance from this Office does not change the outcome of the instructor’s decision in any particular class. The Dean of Students office is located on the second floor of the Elliott University Center (EUC).

Class Etiquette and Behavior Tied to This CourseRespect for others and their ideas is expected in this course. Therefore, disruptive and disrespectful behavior will not be tolerated, and action to deter it will be taken. The UNCG Disruptive Behavior Policy describes words and deeds as follows:

“Disruptive is behavior which the UNCG regards as speech or action which 1) is disrespectful, offensive, and/or threatening, 2) impedes or interferes with the learning activities of other students, 3) impedes the delivery of university services, and/or 4) has a negative impact in any

learning environment. Disruptive behavior includes physically, verbally or psychologically harassing, threatening, or acting abusively toward an instructor, staff member, or toward other students in any activity authorized by the University. Disruptive behavior also includes any other behavior covered by the Student Conduct Code.” For the entire policy, go to http://sa.uncg.edu/handbook/wp-content/uploads/disruptive_policy.pdf

Although students with disciplinary problems tend to be few and far between at the college level, if behavioral disruptions persist throughout the semester, the student in question will be asked to refrain from participating in class discussions, group work, etc., and will receive a grade deduction for those assignments accordingly. Types of disruptive behavior can include any form of disrespectful comment or action directed toward me, another student, or the subject matter we are studying.

I reserve the right to interpret inappropriate behaviors as I see fit and address them accordingly. Repeated infractions of any kind will be reported to the Dean of Students for disciplinary action. I adhere to the Dean of Students’ policies regarding disruptive behavior in the classroom, which is outlined above.

Assignment SubmissionAll written assignments will be due via Canvas dropbox on the dates and times outlined on the Course Schedule. Please no not email me your assignments.

Electronic DevicesYou will be allowed to use technological devices (laptops, tablets, e-readers) for certain classroom activities, such as note taking, referring to assigned course readings, certain group activities, etc. If we are not as a class engaged in an activity requiring these devices, you should put them away. If you choose to use your electronic devices for anything other than appropriate activities directly related to class, then you will be marked as absent for that day. If you’re caught using electronic devices inappropriately a second time, you will lose those privileges for the rest of the semester

Late WorkYou may turn in work early if you arrange to do so with me ahead of time, but I do not accept late work. Assignments are due on the days and at the times indicated on the course schedule.

Requests for extensions will only be considered in the most extenuating of circumstances—that is, only in the case of a death in the family, a prolonged mental or physical health issue, natural disaster, etc. If such cases arise, you must talk to me face-to-face at least three days before an assignment is due to explain your situation. Events such as technology issues, program fieldtrips, athletic events, work-related events, projects for other courses, minor illnesses, family and/or friend events, etc. are not excuses for failing to turn in assignments on their scheduled due dates.

Finally, if you do not turn in an assignment on time, you will receive a grade of “zero” for that assignment. Therefore, it is in your best interest to hand in all assignments on their respective due dates.

Citation and Format: All papers must be typed, double-spaced, and written in Times New Roman 12 pt. font. When documenting sources, please use MLA citation format; I’ve uploaded resources on Canvas to help you with this. Please include a header, title, and page numbers on all assignments you turn in.

Furthermore, be sure that you save your papers as .doc, .docx, or .pdf files so they may be easily uploaded to Canvas’s assignment dropboxes.

Communication with MeIf you need to contact me, please do so via UNCG email, not discussion posts, Canvas’s comment feature, etc. I’ll respond to emails within 48 hours between normal business hours, 9:00AM-5:00PM, Monday-Friday, excluding holidays. If your inquiry is time sensitive or assignment related, plan ahead and be sure to email me within or before that time frame. Do not expect a response from me if you email me the night before an assignment is due. Furthermore, if you have not received a response from me in the allotted time, treat it as though I did not receive the email and contact me again. Please note that I’ll send emails (class announcements, reminders, etc.) to your UNCG accounts, so be sure to check them regularly.

One Final Note: In cases that are not explicitly defined on this syllabus, the instructor is solely responsible for making final decisions concerning those issues. If you have questions or concerns about such circumstances, you should contact me for clarification.

The Multiliteracy Centers:UNCG provides you with multiple support systems that can help you with your projects throughout your academic career. These learning centers include:

The Writing Center: The purpose of the Writing Center is to enhance the confidence andcompetence of student writers by providing free, individual assistance at any stage of anywriting project. Staff consultants are experienced writers and alert readers, prepared tooffer feedback and suggestions on drafts of papers, help students find answers to theirquestions about writing, and provide one-on-one instruction as needed. Located in the Moore Humanities and Research Building, room 3211. The Writing Center alsoconducts walk-ins, scheduled appointments, and online consultations as well.

The Speaking Center: The University Speaking Center provides consultation supportand instructional workshop services designed to help speakers further develop their ownoral communication confidence and competence. The staff provides peer-to-peerfeedback, guidance, and other support in the areas of public speaking preparation anddelivery, interpersonal communication, and group or team communication. Located along with the Writing Center in 3211 MHRA. Those seeking to utilize our consultationservices need to arrange for their appointment to take place not closer than two days before their final presentation.

Digital Media Commons (DMC) and Digital ACT Studio: The DMC provides the space and resources for UNCG's students, faculty and staff to create and refine their multimedia projects, including web pages, digital images, digital video, digitalaudio, PowerPoint and more. You can receive assistance with selecting, using, and citing media resources, as well as consult with experts on the rhetorical, aesthetic, andtechnical aspects of developing and communicating their ideas through media. The DigitalACT (Action, Consultation, and Training) Studio supports students, faculty, and staff intheir effective creation or incorporation of digital media into projects. Consultants actas a trained, engaged audience, providing feedback on slide presentations, video projects, podcasts, digital photography, websites, and blogs by offering collaborative, dialog-based consultations. Both are located in the lower level of Jackson Library.

Here is the list of links to the Multiliteracy Centers:The University Writing Center (https://writingcenter.uncg.edu/) The University Speaking Center (https://speakingcenter.uncg.edu/) The Digital Act Studio (http://digitalactstudio.uncg.edu/) housed in the Digital Media Commons (http://library.uncg.edu/spaces/dmc/index.aspx)

The Student Success CenterThe Student Success Center (http://success.uncg.edu/) offers free services to the entire UNCG undergraduate community and is located in McIver Hall, room 104. For information and support, contact the Student Success Center by phone: 336-334-3878 or email: tasp@uncg.edu.

Course Schedule:The course schedule is subject to change by the instructor as needed. Please note that you should have “The Day’s Readings” read for the day they appear on the schedule.

Date Subject The Day’s Readings Additional Assignments/Reminders

WEEK 1

T: 1/17Getting Acquainted and Course Introduction

The Reading of the Syllabus

The Course Syllabus

R: 1/19What Constitutes a Poem?

How to Approach a Poem

E.E. Cummings: “l(a”

Wordsworth: “I Wandered Lonely as a Cloud”

WEEK 2

T: 1/24Questions of the Spiritual in the American Renaissance: William Cullen Bryant and Sarah Piatt

Bryant: “Thanatopsis”; “To a Waterfowl”

Piatt: “Faith in Fairy-Land”

Add/Drop period ends on Monday, 1/23

R: 1/26Challenges to Gender Roles in American Romanticism: Lydia Sigourney and Sarah Piatt

Sigourney: “The Suttee”; “To a Shred of Linen”

Piatt: “The Fancy Ball”; “Giving Back the Flower”

Lenses: “Poetry,” pp. 11-31 should be read by today

WEEK 3

T: 1/31 A Dark Romantic: Edgar Allan Poe

“The Raven”; “The Bells”; “Annabel Lee”

Lenses: “Allusion,” pp. 153-158

R: 2/2Finding the “Ordinary” Remarkable: Walt Whitman

“I Sing the Body Electric”; “Song at Sunset”

Lenses: “Theme,” pp. 101-108; “Metaphor, Simile, and Imagery,” pp. 129-138

WEEK 4

T: 2/7A Decadent Question of the Beautiful and Art: Charles Baudelaire

“A Carcass”; “Benediction”; “The Ideal”

R: 2/9 Death, Success, and Faith: Emily Dickinson

“I heard a Fly buzz”;“There’s a certain Slant of Light”; “Success is counted sweetest”; “I felt a Funeral in my Brain”

Lenses: “Symbolism,” pp. 129-138

WEEK 5

T: 2/14Victorian Investigations of Despair: Gerald Manley Hopkins and Thomas Hardy

Hopkins: “Carrion Comfort”

Hardy: “Neutral Tones”; “On the Departure Platform”;

“I Looked Up from My Writing”

R: 2/16Modernist Questions of Spiritual Change and Time: W.B. Yeats

“The Magi”; “The Second Coming”; “The Man and the Echo”

WEEK 6

T: 2/21Modernist Interrogation of Tradition: Ezra Pound

“In a Station of the Metro”; "Revolt Against the Crepuscular Spirit in Modern Poetry"; “With Usura”

R: 2/23

NO CLASS First Close ReadingFirst Close Reading Due on Canvas by 2/23 at 11:59PMPM

WEEK 7

T: 2/28A Modernist Challenge to Conventions of Beauty: Hilda Doolittle

“Sea Rose”; “Sheltered Garden”;“Helen”

R: 3/2Gazing into the Abyss: T.S. Eliot

“Silence”; “The Love Song of J. Alfred Prufrock”

Lenses: “On Irony,” pp. 159-168

WEEK 8

T: 3/7Confronting the Modern Condition:

The Waste Land

T.S. Eliot

R: 3/9Confronting the Modern Condition: T.S. Eliot

The Waste Land Friday, 3/10: Last day to withdraw from a course without incurring a WF grade (withdraw failing)

WEEK 9

T: 3/14Spring Break!

R: 3/16Spring Break!

WEEK 10

T: 3/21Challenges to the Racial Status Quo: Claude McKay and Langston Hughes

McKay: “Harlem Shadows”; “Harlem Dancer”; “To a Capitalist”Hughes: “The Negro Speaks of Rivers”; “Harlem”

Second Close Reading Due on Canvas by 3/23 at 11:59PM

R: 3/23Questions of Reality: Marianne Moore and Wallace Stevens

Moore: “The Steeplejack”Stevens: “The Idea of Order at Key West”; “Disillusionment at 10 O’Clock”

WEEK 11

T: 3/28Midterm Examination

R: 3/30Questions of Art and Imagination: William

“Spring and All”; “The Farmer”; “The Rose”;

Carlos Williams “The Young Housewife”

WEEK 12

T: 4/4Has It Made “All the Difference”?: Robert Frost

“Into My Own”; “Reluctance”; “After Apple Picking”;“The Road Not Taken”

R: 4/6Poetry and Horror: H.P. Lovecraft

“Nemesis”; “Revelation”; “The House”; “Life’s Mystery”

WEEK 13

T: 4/11A Look at Nothing: Randall Jarrell

Lecture: Incorporating Research into Your Papers

“Next Day”; “Hope”; “Thinking of the Lost World”

R: 4/13

Nothing to Look At: Sylvia Plath

“Face Lift”; “Edge”; “Ariel”; “Daddy”

Footnote Project Due on Canvas by 11:00AM

Friday, April 14: Spring Holiday

WEEK 14

T: 4/18A Reimagination of Genesis: Ted Hughes

“Theology”; “Crow’s Theology”; “Crow’s Fall”

R: 4/20Peer Review of Final Essay Draft

WEEK 15

T: 4/25Peer Review of Final Essay Draft

R: 4/27Wrapping it Up Last Day of Class!!!

Final Exam Period: 5/4, 12-3

Final Essay due on Canvas at 3PM

Grading Standards

In general, everything being graded in this course, from your performance in class writings and discussion to your formal essays, is being considered against the following basic rubric:

ASuperior

BGood

CAverage

DLimited

FWeak

Clearly exceeds expectations

Exceeds/attempts more or less

successfully to go beyond basic expectations

Meets basic expectations

Falls short of basic expectations

Does not meet expectations

Demonstrates mastery of the skill

Demonstrates emerging mastery

of the skill

Demonstrates competence in the

skill

Demonstrates developing

competence in the skill

Does not demonstrate evidence of competence

Polished; very few errors or lapses in

grammar, vocabulary, or

syntax

Polished; minor errors in word

choice, grammar or syntax

Sufficient; several errors in word

choice, grammar or syntax that do not interfere with overall coherence

Deficient; errors in vocabulary, grammar, or

syntax are of such extent that they interfere with

overall coherence

Severely deficient; errors in

vocabulary, grammar and

syntax preclude comprehension

Words you might associate with each letter grade:

A – superior, demonstrates mastery, skillful and facile use of language and the writing process, polished, coherent, consistent, complex, sophisticated, fluent

B – competent, very good, strong, emerging skillfulness, few errors, demonstrates clear understanding

C – average, adequate, meets expectations, completes assignment, sufficient, generally fine, meets minimum standards, room for improvement

D - below average, weak, insufficient, needs improvement, incomplete, lacking in some essential or major way, does not demonstrate understanding or demonstrates flawed understanding

F – no evidence of understanding or effort, very weak, inconsistent, severely flawed, severely lacking, not done, does not have a clear point or purpose, plagiarized (in the case of an essay).

Participation Rubric

Your participation will be assessed using the following holistic scale:

A Superior communicative skills; knowledgeable command of language; excellent preparation for class discussion; always volunteers; student exemplifies mastery, rigor, and intellectual curiosity regarding course readings and concepts while also introducing relevant independent insights to the discussion; student demonstrates enthusiasm and takes initiative, particularly during group activities; fully participates in in-class writing activities; always comes to class on time; always appropriately uses electronic devices.

B Good communicative skills; solid preparation for class discussion; consistently volunteers; student exemplifies interest and engagement regarding course readings and concepts; student demonstrates positive attitude; makes meaningful contributions to group activities; strongly participates in in-class writing activities; mostly arrives to class on time; mostly appropriately uses electronic devices.

C Adequate communicative skills; fair preparation for class discussion; occasionally volunteers; student exemplifies competence regarding course readings and concepts; student demonstrates an inoffensive, but reserved attitude; sporadically contributes during group activities; satisfactorily participates in in-class writing activities; is sometimes tardy; sometimes inappropriately uses electronic devices (texts during class, has ear buds in, checks Facebook, etc.).

D Limited communicative skills; uneven preparation for class; rarely volunteers; student demonstrates indifference or irritation when prompted; inattentive during class; rare contributions during group activities; poor participation in in-class writing activities; often tardy; often inappropriately uses electronic devices.

F Weak communicative skills; little to no preparation for class; little evidence of reading assignments (this can include not buying the course texts; or not making up missed material); never volunteers, or doesn’t respond when prompted; student demonstrates potential hostility to discussion; irrelevant, distracting, or no contributions to group activities; does not participate in in-class writing activities; shows little to no regard for arriving to class on time; habitually inappropriately uses electronic devices.