LITR220 Project Essay 1000-1500 Words
sinister670
litr220syllabus.pdf
School of Arts and Humanities
LITR220 American Literature Before the Civil War
Credit Hours: 3
Length of Course: 8 weeks
Prerequisite: ENGL101
Table of Contents
Instructor Information Evaluation Procedures
Course Description Grading Scale
Course Scope Course Outline
Course Objectives Policies
Course Delivery Method Academic Services
Course Resources Selected Bibliography
Instructor Information
See your classroom for your instructor’s contact information.
Table of Contents
Course Description (Catalog)
This course offers an introduction to American literature from the colonial
period to the romantic. The Puritan ethic will be explored using the sermons,
diaries, and poetry of early American authors. The political writings of such
revolutionaries as Ben Franklin, Thomas Jefferson, and Thomas Paine are covered. Literary legends such the imaginative writers Edgar Allan Poe,
Nathaniel Hawthorne, and Herman Melville will be explored. The slave
narratives that preceded the Civil War will also be investigated.
(Prerequisite: ENGL101).
Table of
Contents
Course Scope
In this course, we will explore American literature from the first accounts of the European explorers through the Civil War. Questions of ownership and
use accompanied the first European explorations and settlements of
America. Who owned the land? What rights of possession could the
newcomers claim or the earlier inhabitants assert?
The vast tracts of America constituted a wilderness to be tamed – or a
paradise to preserve. We will explore nature as a friend and foe. With the passage of time, these questions and dilemmas multiplied, as did the
philosophic, economic, and cultural assumptions that helped frame our
country.
Table of Contents
Course Objectives
By the end of this course, the learner must be able to:
1. Categorize the major authors of America’s literature written prior to the
Civil War by both genre and movement.
2. Analyze literary genres including poetry, prose, biographical accounts,
and historical accounts.
3. Compare and contrast different periods and movements of American
literature. 4. Distinguish the characteristics that make a literary work uniquely
American.
5. Articulate an original opinion based on the materials read.
Table of Contents
Course Delivery Method
This course delivered via distance learning will enable students to complete
academic work in a flexible manner, completely online. Course materials and
access to an online learning management system will be made available to each student. Online assignments are due by Sunday evening of the week as
noted and include Forum questions (accomplished in groups through a
threaded forum), examination, and individual assignments submitted for
review by the Faculty Member). Assigned faculty will support the students
throughout this eight-week course.
Table of Contents
Course Resources
Required Readings LITR220 E-Book American Literature before the Civil
War links. Adobe Reader is required to view these files. If you do not have
this software, please log onto www.adobe.com to download the free reader.
Links to the course readings are provided weekly in the Lesson
section of the classroom. You will need to log-in to each link with
your student/faculty ID and password. You must be logged in to
your campus page before you can access the links.
Week One - Exploration and Colonization - de Vaca, de Champlain,
Columbus, and Smith
Week Two - Puritans - Bradford, Puritanism, Bradstreet
Week Two - Native Americans, Captivity Narrative, Witchcraft -
Rowlandson, Taylor, Mather
Week Two - The South and Middle Colonies - St John de Crevecoeur
Week Three - Reason and Revolution - Franklin, Paine and Jefferson
Week Three - Reason and Revolution - Equiano and Wheatley
Week Four - The Romantic and the Real American Indian - Irving and
Cooper
Week Five - Transcendentalists - Emerson and Thoreau
Week Six - Romanticism - Poe, Hawthorne, and Melville
Week Six - The Fireside Poets - Longfellow and Holmes
Week Seven - Anti Slavery - Stowe
Week Seven - Slave Narrative - Jacobs
Week Eight - Slave Narrative - Douglass
Copyright Notice
Electronic Course Material FAQs
Troubleshooting tips are available in the Online Library in the Course
Materials & Bookstore section, and also in the HELP/FAQs section. Multiple
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http://apus.libanswers.com/a.php?qid=9349 Please report any issues to
Copyright Alert: Electronic Materials are provided under licensing or in
keeping with Fair Use exemptions for your educational use only. You may
quote and utilize this material for this, other APUS courses, and related
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written arrangements are made with the Copyright holders, you may not sell, share or otherwise distribute these documents for personal or other use
without the likelihood of violating Copyright Law.
Table of Contents
Evaluation Procedures
Forum Assignments: There is one weekly forum assignment that
consists of two parts. Each part must be answered to fulfill forum
requirements. Two peer replies are required per week. There are a total of three posts required each week (one initial reply answering
Parts 1 and 2, and two separate peer replies.)
Students will be asked to respond to eight Discussion Forums over the eight weeks of this course. Initial posts are due by Thursday, 11:55 p.m. Eastern
Time, of the assigned week. Each student will then be responsible for
responding two other students by Sunday, 11:55 p.m. Eastern Time. Each
discussion forum entry must be pertinent to the subject matter and
demonstrate knowledge (a certain degree of research will be required) and understanding of the topics discussed, with an appropriate introduction,
supporting paragraphs, in text quotations and citations, conclusions, and a
Works Cited in MLA formatting.
Each part of the forum posts should be approximately 300 words in length.
Both Part 1 and Part 2 (there are two parts in every forum) should be posted
in the same response. Please respond to at least two of your classmates in their forum posts. Peer replies should be substantive, insightful, and further
discuss or explore the discussions posted by classmates. Please be sure to
check back, as a common courtesy, to read and respond to anyone who
responded to your forum. Respond to two classmates' posts in at least 100 to 150 words each. Spelling, grammar, mechanics and organization are
important and will factor into the grade.
FORUM ASSIGNMENT RUBRIC: See the Forum description for the rubric.
Essay Question Assignments: All writing should comply with MLA
formatting. There are two short answer questions assignments. One is due the end of week two and one is due the end of week six. These assignments
contain two essay questions each. The answers should be approximately 500
words in length. There is an essay question template attached to each
assignment for the student’s use in configuring the structure and format of
the assignment. Essay question assignments are due by Sunday, 11:55 pm ET.
SHORT ANSWER ESSAY QUESTION ASSIGNMENT TEMPLATE AND
RUBRIC: See Assignments in the classroom for rubric.
Writing Assignments: All writing should comply with MLA formatting.
There is one formal essay assignment and one creative literature project.
The essay is due the end of week four and the creative project is due the end of week eight. Please carefully review the assignment criteria in the
Assignment section of the classroom. Writing assignments are due Sunday,
11:55 pm ET.
ESSAY ASSIGNMENT RUBRIC: See Assignments in Classroom for rubric
Grade Instruments Points Possible Percent to Grade
Forums (8 forums x 30) 240 38%
Short Answer Essay Question Assignment #1
100 15.5%
Short Answer Essay
Question Assignment #2
100 15.5%
Week Four Essay 100 15.5%
Final Literature Project 100 15.5%
Total 640 100%
Table of Contents
Please see the Student Handbook to reference the University’s grading scale.
Course Outline
Week Topic Learning
Objectives Readings Assignment
1
Introduction to the
course
Exploration and
colonization
LO-1:
Identify the
major genres
and authors of America’s
early
literature.
LO-2: Practice
analyzing
literary
genres (including:
poetry,
prose,
biographical
accounts, and historical
counts).
LO-3:
Effectively analyze
different
periods and
movements of American
literature.
LO-4:
Synthesize
Exploration and the
Colonies p. 2
Natives and Explorers p. 9
Alvar Núñez Cabeza de
Vaca: Author Bio p. 10
The Narrative of
Cabeza de Vaca p. 11
Samuel de Champlain:
Author Bio p. 21
Voyages of Samuel de
Champlain1604-1607
p. 22
Christopher Columbus:
Author Bio p. 27
Report of the First Voyage p. 28
John Smith:
Author Bio p. 30 The General History of
Virginia, New England,
and the Summer Isles,
Chapter II: What
Introduction
Post
Week 1 Forum
Parts 1 and 2
Two peer
replies
information
and ideas
related to
American literature
since the Civil
War.
LO-5:
Articulate an original
opinion based
on the
materials read.
LO-6:
Demonstrate
knowledge of material
covered
throughout
the term
Happened Till the First
Supply p. 32
2
The Puritans
Native Americans
Captivity Narrative Witchcraft
The South and the
Middle Colonies
LO-1:
Identify the
major genres and authors
of America’s
early
literature. LO-2:
Practice
analyzing
literary
genres (including:
poetry,
prose,
biographical accounts, and
historical
counts).
LO-3: Effectively
analyze
William Bradford:
Author bio p. 40-41
Of Plymouth Plantation, Book 1.
Chapter IX: Of Their
Voyage p. 42-49
Of Plymouth Plantation Book 2. The Mayflower
Compact (1620) p. 50-
57
Puritanism p. 58-59
Anne Bradstreet:
Author bio p. 60-61
Contemplations p. 62-
69
Mary Rowlandson:
Author bio p. 72
A Narrative of the Captivity and
Restoration of Mrs.
Week 2
Forum
Parts 1 and 2 Two peer
replies
Week 2 Essay
Questions in
Assignments
different
periods and
movements
of American literature.
LO-4:
Synthesize
information
and ideas related to
American
literature
since the Civil War.
LO-5:
Articulate an
original opinion based
on the
materials
read.
LO-6: Demonstrate
knowledge of
material
covered throughout
the term
Mary Rowlandson p.
73-98
Edward Taylor: Author bio p. 99-100
Upon Wedlock, and
Death of Children p.
101-102
Cotton Mather:
Author bio p. 109-110
Bonifacius: Essays to
Do Good p. 111-115
The South and the
Middle Colonies p. 116-
118
St. John de
Crevecoeur:
Author bio
What is an American?
Letters from an
American Farmer
(1770)
3
Reason and
Revolution
LO-1:
Identify the
major genres and authors
of America’s
early
literature. LO-2:
Practice
analyzing
literary genres
(including:
Reason and Revolution
p. 120-124
Benjamin Franklin:
Author bio p. 125-127
Speech in the
[Constitutional] Convention, at the
Conclusion of Its
Deliberations p. 128-
129 Information to Those Who Would
Remove to America p.
Week 3
Forum
Parts 1 and 2 Two peer
replies
poetry,
prose,
biographical
accounts, and historical
counts).
LO-3:
Effectively
analyze different
periods and
movements
of American literature.
LO-4:
Synthesize
information and ideas
related to
American
literature
since the Civil War.
LO-5:
Articulate an
original opinion based
on the
materials
read. LO-6:
Demonstrate
knowledge of
material covered
throughout
the term
130-132
Thomas Paine:
Author bio p. 133-135 From Common Sense
p. 136-145
Thomas Jefferson:
Author bio p.152-153 The Declaration of
Independence p. 154-
156
Olaudah Equiano:
Author bio p. 162-163
The Interesting
Narrative of the Life of Olaudah Equiano
Chapter 2 p. 164-172
Phillis Wheatley:
Author bio p. 173 On Being Brought from
Africa to America p.
174 His Excellency
General Washington p. 175-176
4
The Romantic and
the Real American
Indian
LO-1:
Identify the
major genres
and authors of America’s
early
Washington Irving:
Author bio p. 194-195
Rip Van Winkle p. 196-
207
James Fenimore
Week 4
Forum
Parts 1 and 2
Two peer replies
literature.
LO-2:
Practice
analyzing literary
genres
(including:
poetry,
prose, biographical
accounts, and
historical
counts). LO-3:
Effectively
analyze
different periods and
movements
of American
literature.
LO-4: Synthesize
information
and ideas
related to American
literature
since the Civil
War. LO-5:
Articulate an
original
opinion based on the
materials
read.
LO-6:
Demonstrate knowledge of
material
covered
throughout the term
Cooper: Author bio p.
220-222
The Pioneers Chapter I
p. 223-232 he Pioneers Chapter III
p. 233-239
The Pioneers Chapter
IV
p. 240-247
Week 4
Essay
in
Assignments
5
Transcendentalists LO-1:
Identify the
major genres
and authors of America’s
early
literature.
LO-2:
Practice analyzing
literary
genres
(including: poetry,
prose,
biographical
accounts, and historical
counts).
LO-3:
Effectively
analyze different
periods and
movements
of American literature.
LO-4:
Synthesize
information and ideas
related to
American
literature since the Civil
War.
LO-5:
Articulate an
original opinion based
on the
materials
read. LO-6:
Ralph Waldo Emerson:
Author bio p.250-252
Ode to Beauty p. 253-
255 Waldeinsamkeit p. 256-257
Henry David Thoreau:
Author bio p. 270-271
Walden Visitors p. 272- 279 Walden Former
Inhabitants; and
Winter Visitors
p. 272-279 Civil Disobedience
p. 289-303
Week 5
Forum
Parts 1 and 2
Two peer replies
Demonstrate
knowledge of
material
covered throughout
the term
6
Romanticism The Fireside Poets
LO-1: Identify the
major genres
and authors
of America’s early
literature.
LO-2:
Practice analyzing
literary
genres
(including:
poetry, prose,
biographical
accounts, and
historical counts).
LO-3:
Effectively
analyze different
periods and
movements
of American
literature. LO-4:
Synthesize
information
and ideas related to
American
literature
since the Civil War.
LO-5:
Edgar Allan Poe: Author bio p. 306-308
The Premature Burial
p. 309-318
The Masque of the Red Death p. 319-323
Nathaniel Hawthorne:
Author bio p. 324-325 Preface to The House
of the Seven Gables p.
326-327
The Ambitious Guest
p. 328-333
Herman Melville:
Author bio p. 334-335
Bartleby, the Scrivener p. 336-361
Henry Wadsworth
Longfellow: Author bio p. 364-365
My Lost Youth p. 366-
368
Oliver Wendell Holmes: Author bio p. 373-375
Old Ironsides p. 376
My Aunt p. 377-378
Week 6 Forum
Parts 1 and 2
Two peer
replies
Week 6
Essay
Questions in Assignments
Articulate an
original
opinion based
on the materials
read.
LO-6:
Demonstrate
knowledge of material
covered
throughout
the term
7
Anti Slavery
Slave Narratives
LO-1:
Identify the major genres
and authors
of America’s
early
literature. LO-2:
Practice
analyzing
literary genres
(including:
poetry,
prose, biographical
accounts, and
historical
counts).
LO-3: Effectively
analyze
different
periods and movements
of American
literature.
LO-4: Synthesize
information
Harriet Beecher Stowe:
Author bio p. 379-380 Uncle Tom’s Cabin
Chapter VII: The
Mother’s Struggle p.
381-390
Uncle Tom’s Cabin Chapter XIX: Miss
Ophelia’s Experiences
and Opinions,
Continued p. 391-394 Uncle Tom’s Cabin
Chapter XL: The Martyr
p. 395-397
Uncle Tom’s Cabin Chapter XLI: The
Young Master
p. 398-401
Harriet Jacobs: Author bio p. 404-405
From Incidents in the
Life of a Slave Girl VI
The Jealous Mistress p. 406-410
From Incidents in the
Life of a Slave Girl XVII
The Flight p. 410-412 From Incidents in the
Life of a Slave Girl
Week 7
Forum Parts 1 and 2
Two peer
replies
and ideas
related to
American
literature since the Civil
War.
LO-5:
Articulate an
original opinion based
on the
materials
read. LO-6:
Demonstrate
knowledge of
material covered
throughout
the term
XVIII Months of Peril p.
412-417
From Incidents in the
Life of a Slave Girl XIX The Children Sold
p.417- 418
8
Slave Narrative of
Frederick Douglass
LO-1:
Identify the major genres
and authors
of America’s
early literature.
LO-2:
Practice
analyzing
literary genres
(including:
poetry,
prose, biographical
accounts, and
historical
counts). LO-3:
Effectively
Frederick Douglass:
Author bio p.419 excerpts from
Narrative of the Life of
Frederick Douglass
Preface p.420-428 Chapter 1 p. 429-432
Chapter VI p. 433-434
Chapter VII p. 435-438
Chapter XI p. 439-446
Week 8
Forum Parts 1 and 2
Two peer
replies
Final
Literature
Project
analyze
different
periods and
movements of American
literature.
LO-4:
Synthesize
information and ideas
related to
American
literature since the Civil
War.
LO-5:
Articulate an original
opinion based
on the
materials
read. LO-6:
Demonstrate
knowledge of
material covered
throughout
the term
Table of Contents
Policies
Please see the Student Handbook to reference all University policies. Quick
links to frequently asked question about policies are listed below.
Drop/Withdrawal Policy
Plagiarism Policy
Extension Process and Policy
Disability Accommodations
Writing Expectations Students are expected to have the background in grammar and mechanics
necessary to complete the course. Please see the rubric presented earlier in
the syllabus for detailed information regarding writing evaluation.
Citation and Reference Style
Attention Please: Students will follow the MLA format as the sole citation and
reference style used in written work submitted as part of coursework to the
University. Assignments completed in a narrative essay or composition format must follow the citation style cited in the MLA format.
Late Assignments Students are expected to submit classroom assignments by the posted due
date and to complete the course according to the published class schedule.
As adults, students, and working professionals, I understand you must
manage competing demands on your time. Should you need additional time
to complete an assignment, please contact me before the due date so we can discuss the situation and determine an acceptable resolution. Routine
submission of late assignments is unacceptable and may result in points
deducted from your final course grade.
Netiquette
Online universities promote the advancement of knowledge through positive
and constructive debate – both inside and outside the classroom. Forums on
the Internet, however, can occasionally degenerate into needless insults and “flaming.” Such activity and the loss of good manners are not acceptable in
a university setting – basic academic rules of good behavior and proper
“Netiquette” must persist. Remember that you are in a place for the
rewards and excitement of learning which does not include descent to
personal attacks or student attempts to stifle the Forum of others.
Technology Limitations: While you should feel free to explore the
full-range of creative composition in your formal papers, keep e-mail
layouts simple. The Sakai classroom may not fully support MIME or HTML encoded messages, which means that bold face, italics,
underlining, and a variety of color-coding or other visual effects will
not translate in your e-mail messages.
Humor Note: Despite the best of intentions, jokes and especially satire can easily get lost or taken seriously. If you feel the need for humor, you may wish to add “emoticons” to help alert your readers: ;-), : ),
Disclaimer Statement
Course content may vary from the outline to meet the needs of this particular group.
Table of Contents
Online Library
The Online Library is available to enrolled students and faculty from inside
the electronic campus. It provides access to subscription article databases, periodicals, books, video and more to support your research and studies. In
addition, the Online Library provides access to special learning resources like
tutoring services and Turnitin.com, which the University has contracted to
boost your academic success.
Library Course Guides: APUS librarians have created guides for each
degree program and many courses. Each guide compiles the most relevant research tools (subscription article databases, journals and
ebooks), as well as authoritative websites, multimedia and more.
Explore the guides at http://apus.campusguides.com/ .
Ask a Librarian: librarians are on duty approximately 18 hours per day, 365 days per year. At http://apus.libanswers.com/, you can
search for answers to library questions, or use the “Ask” button to
submit a question of your own.
Electronic Books and Journals: You can use the online library to access over 150,000 ebooks and 53,000 journals, which are licensed
for use by APUS students and faculty only. Visit the Licensed Library
Databases guide to explore search options.
Research and Writing Help: librarians have created tutorials for college-level research and writing. Click here to explore them all.
Online Tutoring: AMU and APU students are eligible for up to 10 free
hours of online tutoring provided by APUS. Some military students are
eligible for additional hours through their Armed Forces education
offices. For more information, visit http://apus.campusguides.com/tutor.
Interlibrary Loan and other services: when you need a book or
article not held in the APUS Online Library, you may request it via
interlibrary loan (ILL). Read more about ILL and other library services.
Table of Contents
Turnitin.com
Faculty may require assignments be submitted to Turnitin.com. Turnitin's OriginalityCheck helps you avoid plagiarism by checking your writing for
citation mistakes or inappropriate copying. If your instructor has enabled
Turnitin in the online classroom, your paper’s originality report will
automatically be generated when you submit your paper to the Assignments tool. Click here for more information about Turnitin.
Selected Bibliography
Students can use these additional books/resources if they would like
additional information on the course content above and beyond the required and optional readings. These resources were used to establish the
theoretical foundation for the course.
Avery, Heather. Thinking it Through: A Practical Guide to Academic Essay
Writing. Peterborough, Canada: Academic Skills Centre, 1995.
Baker, Sheridan. The Practical Stylist. London: Longman, 1997.
Barnet, Sylvan. A Short Guide to Writing About Art. London: Longman, 2004.
Barnet, Sylvan. A Short Guide to Writing About Literature. London:
Longman, 2002. 19
Barzun, Jacques and Henry F. Graff. The Modern Researcher. London:
Wadsworth, 2003. Bazerman, Charles. The Informed Writer: Using Sources in the Disciplines.
New York: Houghton Mifflin Company, 1994.
Booth, Wayne, Gregory G. Colomb and Joseph M. Williams. The Craft of
Research. Chicago: University of Chicago Press, 2003. Cook, Claire Kehrwald. The MLA's Line by Line How to Edit Your Own Writing.
New York: Houghton Mifflin Company, 1986.
Corrigan, Timothy. A Short Guide to Writing About Film. London. Longman,
2003. Elbow, Peter. Writing With Power. Oxford: Oxford University Press, 1998.
Frank, Marcella. Modern English: A Reference Guide. New York: Prentice
Hall, 1993.
Giltrow, Janet. Academic Writing: How to Read and Write Scholarly Prose.
New Jersey: Broadview Press, 1990. Greenbaum, Sidney and Randolph Quirk. A Student's Grammar of the
English Language. London: Addison Wesley Publishing Company, 1990.
Griffith, Kelley, Jr. Writing Essays About Literature: A Guide and Style Sheet.
Cambridge: Heinle, 2001.
LePan, Don and Broadview Press Editorial Board. The Broadview Book of Common Errors in English. NewJersey, Broadview Press, 1988.
Lynn, Steven. Texts and Contexts: Writing about Literature with Critical
Theory. New York: Longman, 2000.
Marius, Richard. A Short Guide to Writing About History. London: Longman, 2004.
Martinich, A.P. Philosophical Writing: An Introduction. London, Blackwell,
1997.
Northey, Margot. Making Sense: A Student's Guide to Writing and Style. Oxford: Oxford University Press, 2001.
Norton, Sarah and Brian Green. The Bare Essentials. New York: Harcourt,
1983.
Pirie, David B. How to Write Critical Essays: A Guide for Students of Literature. London: Routledge, 1985.
Klauser, Henriette. Writing on Both Sides of the Brain: Breakthrough
Techniques for People
Who Write. San Francisco: Harper, 1987. 20 Rehner, Jan. Practical
Strategies for Critical Thinking. New York: Houghton Mifflin Company, 1993.
Roberts, Edgar V. Writing Themes About Literature. New York: Prentice Hall,
1991.
Rooke, Constance. The Clear Path: A Guide to Writing English Essays. London: ITP Nelson,
1993.
Strunk, William J., Jr. and E.B.White. The Elements of Style. New York:
Harper and Row, 1999.
Taylor, Karen, Heather Avery and Lucille Strath. Clear, Correct, and
Creative: A Handbook
for Writers of Academic Prose. New York: Collins, 1978.
Troyka, Lynn. Simon & Schuster Handbook for Writers. New York: Simon & Schuster, 2004.
Williams, Joseph M. Style: Toward Clarity and Grace. Chicago: University of
Chicago Press,
1995. Zinsser, William. On Writing Well: An Informal Guide to Writing Nonfiction.
New York:
Harper and Row, 1980.
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