ENG 209: Modern Irish Literature, Fall 2016
Section GA:  Monday 9:30-10:45 am, South 102

                   Thursday10:00-11:15 am, South 102
James Joyce, Dubliners
Brian Friel, Dancing at LughnasaJ.M. Synge, The Playboy of the Western World...WIlliam Trevor, The Oxford Book of Irish Short Stoires

Brian T. Murphy

Bradley Hall, Y-19
516-572-7185, ext. 25686

e-mail: brian.murphy@ncc.edu

Schedule and Office Hours
 

 

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License.

 

Description

Objectives

Texts

Policies 

Assignments

 Grading 

Schedule

Links

Important Announcements and Updates: Click HERE
 

Print-friendly syllabus (Microsoft Word) here.

Other printable documents:

Model for Evaluation of Student Writing
 Works Cited page (Instructions & Sample)
Cover Page for Research Essays (Sample)
Revision and Editing Checklist
Incorporating Sources
Essay Outline

 

For the Great Gaels of Ireland
Are the men that God made mad,
For all their wars are merry
And all their songs are sad.

  —from G. K. Chesterton,
The Ballad of the White Horse

 

DESCRIPTION:
According to the official catalog description for ENG 209, “This course examines outstanding works by major writers such as Yeats, Joyce, Shaw, O’Casey, O’Connor, Behan, and Beckett and their cultural background in relation to the Irish literary tradition. Writing is an integral component of the course.” This class will emphasize critical reading and analysis of selected fiction, poetry, drama, and/or essays. Irish authors and stylistic developments in Irish literature from the Modern period to the present day will be considered.

Prerequisite: ENG 102 or ENG 109.
It is assumed that students have successfully completed the prerequisite for this course, ENG 102
or ENG 109 (or the equivalent).  Therefore, students are expected to have the necessary background and experience in analyzing, discussing, and responding to written works, as well as the ability to conduct independent research and to write correctly documented research essays using MLA format.

Students are cautioned that this course requires extensive reading, writing, and discussions; students not prepared to read  and to write on a regular basis and to take an active part in class discussions should not consider taking this course.

 

OBJECTIVES: Students will

1.  Discuss the works of major modern Irish writers in the contexts of literary, social, and intellectual movements;

2.  Trace the development of themes and genres within their historical contexts;

3.  Analyze literary works for their aesthetic features and thematic patterns;

4.  Identify styles, themes, and works of major writers;

5.  Examine a variety of critical approaches to literature.

 

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TEXTS:
Required:
All required texts are available at the college bookstore. Anticipated bookstore prices are listed for each.

Friel, Brian. Dancing at Lughnasa: A Play. London and Boston: Faber and Faber, 1998. ISBN 9780571144792.
Print, new: $13.00
Print, used: $9.75
Print, new rental: $11.70
Print, used rental: $5.85
eBook, buy: $14.55

(Available used startng at $0.01 at Amazon.com***).

Joyce, James. Dubliners. New York: Signet, 2007. ISBN 9780451530417.
Print, new: $4.95
Print, used: $3.70
Print, new rental: $4.45
Print, used rental: $2.25
(Available used starting at $0.01 at Amazon.com***).

Synge, J. M. The Playboy of the Western World and Riders to the Sea. New York: Dover, 1993. ISBN 9780486275628.
Print, new: $2.65
Print, used: $2.00
Print, new rental: $2.10
Print, used rental: $0.55
eBook, buy: $2.50
(Available used starting at $0.01 at Amazon.com***).

Trevor, William, ed. The Oxford Book of Irish Short Stories. Oxford: Oxford UP, 2010. ISBN 9780199583140.
Print, new: $19.95
Print, used: $14.95
Print, new rental: $17.95
Print, used rental: $9.00
(Available used starting at $1.11 at Amazon.com***).

 

Supplemental handouts, to be distributed in class.

A good college-level (paperback) dictionary (Available used starting at $0.01 at Amazon.com***).

Recommended:

Hacker, Diana. Rules for Writers, 7 ed. Boston: Bedford/St. Martin’s, 2012. ISBN 9780312647360.
(Available used starting at $35.00 at Amazon.com***), or another current college-level handbook.

(See also Additional Textbook Options, below)

Recommended additional texts:**

Irish literature, history, culture, religion, selected texts, and so on:

Bartlett, Thomas. The Fall and Rise of the Irish Nation: The Catholic Question, 1690-1830. Savage, MD: Barnes and Noble, 1992.

---. Ireland: A History. Cambridge: Camridge UP, 2011.

Birmingham, Kevin. The Most Dangerous Book: The Battle for James Joyce’s Ulysses. New York: Penguin, 2014.

Bonaccorso, Richard. Sean O’Faolain’s Irish Vision. Albany, NY: SUNY P, 1987.

Brown, Terence. Ireland: A Social and Cultural History, 1922-2001. Ithaca, NY: Cornell U.P., 1985.

Cahill, Thomas. How the Irish Saved Civilization: The Untold Story of Ireland's Heroic Role from the Fall of Rome to the Rise of Medieval Europe. New York: Nan Talese/Doubleday, 1995.

Edwards, Ruth Dudley. An Atlas of Irish History, 2 ed. New York: Methuen, 1937.

Encyclopaedia of Ireland. New York, McGraw-Hill, 1968.

Eyler, Audrey S. and Robert F. Garatt, ed. The Uses of the Past: Essays on Irish Culture. Newark: U. Delaware P.1988.

Doyle, Roddy. The Commitments. New York: Vintage, 1989.

---.  Paddy Clarke Ha Ha Ha. New York: Penguin, 1995.

Fanning, Charles. The Irish Voice In America 250 Years of Irish-American Fiction, 2nd ed. Lexington, KY: U P of Kentucky, 2000.

Foster, R. F. Modern Ireland: 1600-1972. New York: Penguin, 1990.

Garrett, Peter K., ed. Twentieth Century Interpretations of Dubliners : A Collection of Critical Essays. Englewood Cliffs, N.J.: Prentice-Hall, 1968.

Gorman, Herbert. James Joyce. New York: [?], 1940.

Harmon, Maurice. Fenians and Fenianism; Centenary Essays. Seattle: U. Washington P.,1970.

Holdeman, David. The Cambridge Introduction to W.B. Yeats (Cambridge Introductions to Literature). Cambridge, England: Cambridge U.P., 2006.

Inglis, Tom. Moral Monopoly: The Catholic Church in Modern Irish Society. New York: St. Martin’s, 1984.

Jackson, Alvin. Ireland 1798-1998: War, Peace and Beyond, 2 ed.. Hoboken, NJ: Wiley-Blackwell, 2010.

Kinsella, Thomas, ed. The New Oxford Book of Irish Verse. Oxford, England: Oxford UP, 2001.

Lyons, F. S. L. Culture and Anarchy in Ireland, 1890-1939. New York: Oxford UP, 1982.

McCourt, Frank.Angela's Ashes: A Memoir. New York: Scribner, 1996.

---. 'Tis: A Memoir. New York: Scribner, 1999.

Moody, T. W. A New History of Ireland. Oxford, England: Clarendon, 1976.

Murphy, Maureen O’Rourke and James MacKillop. An Irish Literature Reader: Poetry, Prose, Drama. Syracuse, NY: Syracuse U.P., 2006.

Nolan, Elmer. James Joyce and Nationalism. London: Routledge, 2014.

O’Casey, Sean. Three Dublin Plays: The Shadow of a Gunman, Juno and the Paycock, & The Plough and the Stars. London: Faber & Faber, 1998.

Stevens, Patricia Bunning. God Save Ireland! the Irish Conflict in the Twentieth Century.. New York: Macmillan, 1974.

Tóibín, Colm. Brooklyn: A Novel. New York: Scribner, 2009.

Unterecker, John. A Reader’s Guide to William Butler Yeats. Syracuse, NY: Syracuse U. P., 1959.

Uris, Leon and Jill Uris. Ireland: A Terrible Beauty; The Story of Ireland Today. New York: Doubleday, 1975.

General literature, writing, and related topics:

Bloom, Harold. How to Read and Why. New York: Scribner, 2000. (Available starting at $1.00 at Amazon.com***)

Casagrande, June. Grammar Snobs are Great Big Meanies: A Guide to Language for Fun and Spite. New York: Penguin, 2006. (Available starting at $3.94 at Amazon.com***)

---. Mortal Syntax: 101 Language Choices That Will Get You Clobbered by the Grammar SnobsEven If You’re Right. New York: Penguin, 2008 (Available used starting at $6.61 at Amazon.com***).

Crystal, David. Words, Words, Words. New York: Oxford U P, 2006 (Available used starting at $9.28 at Amazon.com***).

Denby, David. Great Books: My Adventures with Homer, Rousseau, Woolf, and Other Indestructible Writers of the Western World. New York: Simon & Schuster, 1996. (Available starting at $0.29 at Amazon.com***).

Dirda, Michael. Classics for Pleasure. Orlando, FL: Harcourt, 2007. (Available starting at $1.49 at Amazon.com***)

Foster, Thomas C. How to Read Literature Like a Professor. [New York: Harper, 2008 ?].†

---. How to Read Novels Like a Professor. New York: Harper, 2008.

Kozol, Jonathan. Letters to a Young Teacher. New York: Crown, 2007 (Available starting at $12.15 at Amazon.com***).

--- The Shame of the Nation: The Restoration of Apartheid Schooling in America. New York: Crown, 2005 (Available starting at $10.17 at Amazon.com***).

Lederer, Richard. Anguished English: An Anthology of Accidental Assaults Upon Our Language. Charleston, SC: Wyrick & Company, 1987 (Available used starting at $0.01 at Amazon.com***).

---. More Anguished English: An Expose of Embarrassing Excruciating, and Egregious Errors in English. New York: Dell, 1994 (Available used starting at $0.01 at Amazon.com***).

Truss, Lynne. Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation. New York: Gotham Books, 2004 (Available used starting at $2.70 at Amazon.com***).

 

*Note: Many of the individual stories, poems and plays to be read and discussed are available online; these are indicated on the schedule (below) as hyperlinks. However, students are still strongly cautioned that they must purchase the textbook for class use, as well as for the supplemental materials included. Additional poems and/or short stories to be assigned  are not included in the books ordered for the class, but may be accessed through the links provided or will be distributed as handouts in class.

** Recommended additional texts are not required purchases, and have not been ordered for the course; however, they provide—depending on the course— alternative readings, historical and cultural backgrounds, criticism, personal literary responses, or entertaining (irreverent, possibly sacrilegious) revisions. Students who find themselves becoming deeply interested in one or more of the required readings may find these interesting and/or useful. When indicated with a dagger (†), texts are only provisionally recommended, as I have not read these works yet, although they have received excellent reviews or recommendations.

*** Prices listed at Amazon.com do not include shipping, and are accurate as of original posting date only; no guarantees of prices or availability are express or implied§.

 

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CLASS POLICIES:

Attendance:
As per the Nassau Community College attendance policy“Students are expected to attend all classes. Absences due to illness or for other serious reasons may be excused at the discretion of the instructor. Students are advised that absences in excess of 10% of the total class meetings may result being dropped from the course.”  Students must not only attend every class and lab meeting, but also arrive on time, be prepared, and take an active part in class (see Participation, below); students may be required to sign in each class session to verify their attendance. Excessive absences or latenesses will adversely affect your grade: Students may miss no more than three classes or lab meetings; further absences will result in a reduction of the final grade by one full letter grade for each additional absence. Students unable to attend class should contact the instructor regarding their absence; in addition, students are responsible for submitting all work on time regardless of absences. In addition, once students get to class, they are expected to stay in the classroom until the class is over. Leaving class early or getting up in the middle of class is considered disruptive behavior and should happen only in extreme emergencies.

Classroom Behavior:
Students are expected to be present, prepared, attentive, and active participants in the learning process. As such, any distracting or inappropriate behavior or unauthorized use of electronic devices* is strictly prohibited. Students who wish to use a laptop for note-taking may be allowed to do so at the instructors discretion, but will be required to sit in the front row and to submit a copy of their notes to the professor at the end of each class; failure to do so will result in being recorded as absent. Eating, sleeping, texting, or other inappropriate behavior may result in your being asked to leave the class and will adversely affect your final grade. According to the “Student Code of Conduct,” “The College is committed to providing an atmosphere in which students have freedom to learn and engage in the search for truth, knowledge, and reason in accordance with the standards set forth by the academic community. Conduct that adversely affects a student’s responsible membership in the academic community shall result in appropriate disciplinary action.” Appropriate disciplinary action may include but is not limited to probation, suspension, and expulsion from the college. See the Nassau Community College Classroom Management Policy and Student Code of Conduct in the college catalog.

*On cell phone use in class, see Andrew Lepp, Jacob E. Barkley, and Aryn C. Karpinski. The Relationship between Cell Phone Use and Academic Performance in a Sample of U.S. College Students.” SAGE Open 19 Feb. 2015.

Plagiarism and Cheating:
Plagiarism includes copying or paraphrasing another’s words, ideas, or facts without crediting the source; submitting a paper written by someone else, either in whole or in part, as one’s own work; or submitting work previously submitted for another course or instructor. Plagiarism, cheating, or other forms of academic dishonesty on any assignment will result in failure (a grade of zero) for that assignment and may result in further disciplinary action, including but not limited to failure for the course and expulsion from the college. See the Nassau Community College policy on Academic Dishonesty & Plagiarism.

Homework/Essay Submission:
All writing assignments must be received by the instructor on or before the due date, by the beginning of the class period, as indicated on the schedule, below. Students may also be required to submit an electronic copy of their work via TurnItIn.com; details to be announced.
Essays submitted by email will not be accepted, and late work if accepted will be penalized 10% for each day it is late; see below. All at-home work must be typed (in 12-point Times New Roman), double-spaced, with one-inch margins, and stapled when submitted. In-class work must be neatly printed in blue or black ink on loose-leaf composition paper or in bluebooks provided by the instructor and double-spaced§. All essays must also include a proper heading (see Purdue Online Writing Lab’s Formatting and Style Guide), including Word Count; have an appropriate, original title; contain a clear, explicit, assertive, objectively worded thesis statement (thesis statements must be underlined); and (unless otherwise indicated) avoid use of I or you throughout. Finally, all work should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation, and will be evaluated according to the Model for Evaluation of Student Writing. Please refer to the Paragraph Outline or Essay Outline and Revising and Editing Checklist for additional assistance.

§  On format, handwriting, and neatness, see Chase, Clinton I. “Essay Test Scoring: Interaction of Relevant Variables.” Journal of Educational Measurement 23.1 (1986): 33-41; and  Marshall, Jon C. and Jerry M. Powers. “Writing Neatness, Composition Errors, and Essay Grades.” Journal of Educational Measurement 6.2 (1988): 306-324.

Revisions:
All failing essays may be revised and resubmitted by the due dates announced when the graded essays are returned. Essays receiving a passing grade may also be revised and resubmitted, but only after the student has met with the instructor during office hours (by appointment only) to discuss revisions. Revisions must be substantially revised, not merely “corrected” versions of the original essay (revisions should be based upon the Revising and Editing Checklist and relevant information from class and the textbooks), and must be submitted with the original graded essay and/or draft(s) attached as well as one full typed page detailing the changes made, in the following  pattern:

  • Paragraph 1: Changes in content. What was added, deleted, or modified.

  • Paragraph 2: Changes in organization. What sentences, ideas, or paragraphs were moved, how things were rearranged, and why.

  • Paragraph 3: Cosmetic level changes. What specific editing for grammar was performed, or what corrections made in punctuation, mechanics, and diction.

Evidence of substantial revision may result in a better grade for the assignment. If you did not submit a completed essay on time, or if you submit a plagiarized essay, you will receive a grade of zero and may not submit a “revision.”

Make-up Exams/Late Work:
All assignment deadlines and scheduled exam dates are provided at the beginning of the semester; therefore, no make-up opportunities will be offered or late work accepted, except under extraordinary circumstances with appropriate documentation, and late work will be penalized 10% for each day or portion thereof it is submitted after the due date. Note: As all work is due at the beginning of the class period, this includes work submitted on the due date after class has begun.

Excuses such as “crashed computers,” “lost flash drives,” or “empty printer ink cartridges” will not be accepted. All essays or work should be saved both on your computer’s hard drive and again on removable storage device as well as uploaded to cloud storage (OneDrive, et cetera). Students should also keep backup copies of all work submitted.

*See also,  Mike Adams, “The Dead Grandmother/Exam Syndrome.”

Disabilities and Accommodations:
If you have a physical, psychological, medical, or learning disability that may adversely impact your ability to carry out the assigned coursework, contact the staff at the Center for Students with Disabilities (CSD) in Building U: 572-7241, TTY 572-7617. CSD will review your concerns and determine with you what accommodations are necessary and appropriate. All information and documentation are confidential.

 

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ASSIGNMENTS:
Attendance and Participation (5%):
As this class will combine both lecture and discussion, students are expected both to attend every session and to take an active part in c
lass—joining in discussions and raising questions. Discussion is one of the best ways to clarify your understandings and to test your conclusions; therefore, it is imperative that all students participate regularly in order that we may together discover what each selection “means” to us. Open discussion always involves personal exposure, and thus the taking of risks: your ideas may not be the same as your fellow students’ or even the instructor’s. Yet as long as your points are honest and supportable, they will be respected by all of us in the classroom. Questions, discussion, disagreement, and laughter are all encouraged in this class. However, ridicule or scoffing is never tolerated.

Quizzes (5%):
With the exception of the first day, class may begin with a short (five- to ten-minute) quiz or writing assignment on the reading for the day, at the instructor’s discretion. Quizzes missed due to tardiness may not be made up. At the end of the semester, the lowest quiz grade will be dropped. Total number of quizzes during the semester will determine the point value of each; that is, if 11 quizzes are given (lowest quiz grade will be dropped), each quiz is worth up to one full point.

Research Essay (30% total):
Students will submit a traditional research essay on one of the assigned topics, below. Research essays must be clear, well-written, properly documented (MLA format) argumentative essays of at least 1500 words (roughly five to seven pages, minimum), with a correct Works Cited page. (The Works Cited page is not included in the page or word count.) The paper must be argumentative (persuasive), with a clear, explicit, and assertive thesis statement (thesis statements must be underlined), and must use a minimum of five to seven sources: up to three primary sources and a minimum of three to five secondary sources. The research essay will be completed in stages during the semester; points will accrue as follows:

Topic Selection (5%):
Before beginning the research essay assignment, students will develop and submit a clear, well-written, one-page explanation of the topic chosen from the list provided and the reason for selection. This proposal should include a preliminary idea of the plan of the paper, its intention or research question, and a preliminary thesis.

Annotated Bibliography (5%):
Students will develop and submit an annotated bibliography for the research essay assignment, with a minimum of five to seven sources, correctly documented according to MLA format.

Research Paper: Final Draft (20%):
The final draft of the research paper must be submitted in a folder, including copies of all sources used and all of the above assignments associated with the research paper.

Essays (2 @ 15%):
Students will complete two essays during the semester; topics should be selected from the list of suggestions provided (see Essay Topics, below) or developed in consultation with the instructor. Essays must be at least five pages, typed (12-point Times New Roman), double-spaced, with a correct Works Cited page (Works Cited page is not included in the page or word count); include a minimum of three sources, properly documented (utilizing MLA format for documentation); and be stapled when submitted. Essays should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation, and will be evaluated according to the Model for Evaluation of Student Writing.

Please refer to the Essay Outline and Revising and Editing Checklist for additional assistance, as well as Writing About Literature, Writing a Literature Paper, and Getting an A on an English Paper.

Exams (2 @ 15%):
Students will complete two 75-minute exams: an in-class midterm and a final during the designated final exam period. These exams will each evaluate students’ recognition and comprehension of material studied during the previous weeks, covering specific texts, literary themes, and cultural and historical backgrounds. The exams may combine objective questions and short essay answers, and students may be allowed to use notes or textbooks for the essay portion of the exams.

Poetic Recitation (2-4 points Extra Credit):
Memorization serves the student’s skills of reading lines carefully and making judgments about how particular passages can be interpreted. Therefore, there will be opportunities for recitation twice during the semester, at midterm and during finals week. Students may select and memorize one of the selections listed below to recite in front of the class for extra credit on each occasion; each recitation is worth up to 2 points. Students must sign up for these dates at least one week in advance, as sufficient time must be allocated for completion of the exam; in addition, no more than two students may elect to recite each poem.

Selections for Recitation 1 (Midterm):
ball.gif (137 bytes) Macneice, Louis. “House On A Cliff (12 lines)
ball.gif (137 bytes) 
---. “Soap Suds” (16 lines)
ball.gif (137 bytes) Murphy, Richard. “Green Martyrs” (18 lines)
ball.gif (137 bytes) ---.Orange March” (16 lines)
ball.gif (137 bytes) ---.Rapparees”(21 lines)
ball.gif (137 bytes) Yeats, William Butler. “The Lake Isle of Innisfree (12 lines)
ball.gif (137 bytes) ---.The Second Coming” (22 lines)
ball.gif (137 bytes) ---.  
When You Are Old (12 lines)
ball.gif (137 bytes) ---.The Wild Swans at Coole” (18 lines)

Selections for Recitation 2 (Final Exam week):
Students may select from any of the above, or one of the following poems.
(
Note: Specific poems/selections from poems to be determined)

ball.gif (137 bytes) Kinsella, Thomas.
ball.gif (137 bytes) ---. “At the Ocean's Edge
ball.gif (137 bytes) ---. “Dream
ball.gif (137 bytes) ---. “Drowsing over the Arabian Nights
ball.gif (137 bytes) ---. “The Force of Eloquence
ball.gif (137 bytes) ---. “Mirror in February
ball.gif (137 bytes) ---. “Natural Life
ball.gif (137 bytes) ---. “Night Songs 

ball.gif (137 bytes) Heaney, Seamus.
ball.gif (137 bytes) ---. “Anything Can Happen
ball.gif (137 bytes) ---. “Blackberry-Picking
ball.gif (137 bytes) ---. “Bogland
ball.gif (137 bytes) ---. “Death of a Naturalist
ball.gif (137 bytes) ---.
Digging
ball.gif (137 bytes) ---. “From the Frontier of Writing
ball.gif (137 bytes) ---.
Mid-Term Break
ball.gif (137 bytes) ---.
The Otter
ball.gif (137 bytes) ---.
The Perch
ball.gif (137 bytes) ---.
Personal Helicon
ball.gif (137 bytes) ---.
Strange Fruit
ball.gif (137 bytes) ---.
The Tollund Man

 

Extra Credit (possibly various opportunities, at 1–2 points each):
In addition to Poetic Recitation, above, students may be notified of opportunities for extra credit during the semester, including attendance at various workshops or cultural events related to the class (Recommended Field Trips). If students attend one or more of these events, and provide evidence of attendance (ticket stub, program, unretouched digital image, et cetera) along with a typed one- to two-page personal response (review, analysis, reflection, critique, et cetera), they can receive additional points: a single event and written response is usually worth 2 points extra credit; attendance at additional events will earn one additional point each.

Note: As a general rule, extra credit only helps if you have already completed all of the assigned work, and will not make up for missing an essay (or two, or three). Extra credit opportunities will be announced in class, and they will also be posted here as well as on the class Announcements page, so do not ask at the end of the semester for extra credit to bring your average up. Students asking for extra points or changes to their grade may have their grade reduced, instead.

Extra credit opportunities to date:

 

Writing Center Grammar Review Workshops (1 point each)
Sentence Building and Avoiding Run-ons, Comma Splices, and Fragments
Using Correct Punctuation: Commas, Semicolons, and Colons
Subject-Verb Agreement, Verb Formation, Tense Usage

Dates, Times, and Locations TBA

The Writing Centers are located in Bradley Hall (Bldg. Y) and on the second floor of the Library, room L233
572-7195 or 572-3595
wcenter@ncc.edu      www.ncc.edu/writingcenter

 

Writing Center MLA Research and Documentation Workshops (1 point)
Topics include: Locating and Evaluating Sources
Integrating Sources into an Essay
Creating and Formatting a Works Cited List

Dates, Times, and Locations TBA

Academic Success Workshops and Learning Skills Workshops (1 point each)
NCC Center for Educational and Retention Counseling

Includes:

Listening/Note-Taking
Studying for Classes
Reading College Textbooks
Test-Taking

Dates, Times, and Locations TBA

For questions, call 516-572-7141
CERC Office, Nassau Hall, M19

 

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GRADING:
Final grades will be determined as follows:

Attendance/Class Participation

5%

Quizzes/In-class Writing

5%

At-Home Essays: 2 @ 15%

30%

Midterm Exam

15%

Research Essay:
Topic Selection (5%)
Annotated Bibliography (5%)
Final Draft (20%)

30%

Final Exam

15%

Extra Credit (if any) will be added to the final total.

Total Points earned (Final Average) will determine the grade received for the course, as follows:

Final Percentage

Final Grade

90–100+

A

8589

  B+

8084 B

7579

  C+

7074

C

6569

D+
6064 D

059

F

Note: Percentages ending in .5 or greater are rounded up. Therefore, 79.5 rounds to 80, a B, but 79.4 rounds to 79, a C+.

 

 

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SCHEDULE AND PROJECTED OUTLINE

 

important dates: FALL 2016 SEMESTER

  Day, Evening & Distance Education classes begin
  Weekend College classes begin
  Last Day Drop/Add
  Evening Activity Hour: 5:30 pm class will not meet
  Evening Classes do not meet (classes beginning after 5:01 pm)
  Classes do not meet
  Presidents’ Day – COLLEGE HOLIDAY – offices closed
  COLLEGE HOLIDAY – offices closed
  Day classes do not meet
  Evening Activity Hour: 7:00 pm class will not meet
  Classes do not meet
  Good Friday – COLLEGE HOLIDAY – offices closed
  Last Day Automatic W
  Evening Activity Hour: 8:30 pm classes will not meet
  Passover – COLLEGE HOLIDAY – offices closed
  Classes do not meet
  Evening Classes extended by five minutes for Final Exams
  Evening Classes extended by five minutes for Final Exams
Evening Classes End
  Weekend Classes End
  Day & Distance Education Classes End

NOTE: All dates subject to change.
See Academic Calendar (.pdf)

 

Readings and Assignments:
Readings from The Oxford Book of Irish Short Stories are identified below by author and title as well as page numbers, e.g., Elizabeth Bowen (1899-1973), “Her Table Spread” (Trevor 311-318). Selections from Dubliners are identified by title and page numbers, e.g., “The Sisters” (1-11). No page numbers are provided for Juno and the Paycock and The Playboy of the Western World; required readings are identified by act instead.

All readings below are required, and must be completed by the class indicated; the only exceptions are those indicated with an asterisk (*), which are recommended additional readings or resources. Poetry selections are not included in the books ordered for the class, but may be accessed through the links provided or will be distributed as handouts in class. Additional readings may also be assigned.

Red text indicates important dates or links to assignment descriptions; Blue text indicates links to assignments, resources, or online versions of texts. (Note: While every effort is made to verify the accuracy and usefulness of these links and their contents, no guarantees are made. Please notify me of any broken or outdated links at bmurphy@Brian-T-Murphy.com).

Note: This schedule is subject to revision according to the instructor’s discretion, the Academic Calendar for the semester, school closings due to inclement weather or other reasons, and the progress of the class. Additions or changes will be announced in class, and they will also be posted here as well as on the class Announcements page.

Date:  Readings and Assignments:
 Course Introduction: Syllabus, texts, policies, assignments

*See also,
 “The Twentieth Century and After: Period Introduction Overview
 Easter 1916 Proclamation of Irish Republic

 Anonymous, The Proclamation of the Irish Republic, 1916

 James Joyce (1882-1941), Dubliners:
 
The Sisters” (1-11), An Encounter” (12-22), Araby” (23-30), Eveline (31-36)

 *See also,
  Barry, Dan.. Singular Collection, Multiple Mysteries.” New York Times 27 June 2014: C20, 28.
 
Coleman, Patrick. “Printers, Bookleggers, and ’Spicy’ Books: James Joyce in the Book Industry.” The Writers Chronicle 46.4 (Feb. 2014): 34-42.
  Galchen, Rivka and Panka Mishrav. “Who Are James Joyce’s Modern Heirs? New York Times 28 Jan. 2014.
 
 Norton Onlne Quiz: "Araby"
  Norton Online Quiz: "The Dead"
  LitIQ Quiz A: Araby; LitIQ Quiz B: Araby
  LitIQ Quiz A: Eveline; LitIQ Quiz B: Eveline

 Dubliners continued:

 Two Gallants” (45-57), The Boarding House” (58-66), A Little Cloud” (67-83), Counterparts” (84-97), Clay” (98-106)

 Dubliners continued:

 “A Painful Case” (107-118), Ivy Day in the Committee Room” (119-138), The Dead” (183-236)

 *See also,
 Norton Online Quiz: "The Dead"

 Let Me Like a Soldier Fall.” Composer William Vincent Wallace, Librettist Edward Fitzball, Tenor vocal Evan Williams (1908)

 Elizabeth Bowen (1899-1973), “Her Table Spread” (Trevor 311-318) (Portions only available here);
 Seán Ó Faoláin (1900–1991), “The Faithless Wife” and “The Sugawn Chair” (Trevor 318-337, 338-341)

 *See also,
  A sugawn chair (on the right)

 Essay 1 Due

  W. B. Yeats (1865-1939): selected poems (handout):
 “The Stolen Child,” “When You Are Old,” “The Lake Isle of Innisfree

 *See also,  Changeling.” (Wikipedia.org),
 “William Butler Yeats.” (Sacred-Texts.com)

 Yeats, selected poems continued
 Louis MacNeice  (1907-1963): selected poems (handout)
 Essay 1 Revisions Due
 MacNeice selected poems continued; Richard Murphy (1927- ): selected poems (handout)

*See also,  Cahill, Thomas. “What Was Found: How the Irish Saved Civilization.” How the Irish Saved Civilization: The Untold Story of Ireland's Heroic Role from the Fall of Rome to the Rise of Medieval Europe. New York: Nan Talese/Doubleday, 1995. 147-196.

 Research Project Topic Selection Due
 Murphy, selected poems continued
 J. M. Synge (1871-1909), The Playboy of the Western World  (1907): read at least through Act I

*See also, 
 Kiberd, Declan.
The Riotous History of The Playboy of the Western World.” The Guardian
 The Playboy of the Western World: Practice  Quiz 1
 The Playboy of the Western World: Practice  Quiz 2
 The Playboy of the Western World: Practice  Quiz 3
 The Playboy of the Western World: Practice  Quiz 4

 The Playboy of the Western World continued: read through Act II
   The Playboy of the Western World continued: read through Act III
 Midterm Exam due
 
Frank O’Connor (1903–1966), The Majesty of the Law” (also here as .pdf; scroll down to page 18) (Trevor 342-353, 354-362)

 Frank O’Connor, Guests of the Nation” (.pdf, also here as .doc)
 
Mary Lavin (1912-1996), Sarah” (Note: online text is incomplete) (Trevor 392-400)

 William Trevor (1928- ), “Death in Jerusalem” (Trevor 455-470)

  Brian Friel (1929-), “The Diviner” (Trevor 471-481)

*See also,  The Diviner” as read by Donal Donnelly, here

   Annotated Bibliography Due

 Edna O’Brien (1932-), Irish Revel” (Trevor 495-514);
 
John McGahern (1934-2006), “The Beginning of an Idea” (
Note: in online text, the story begins halfway down page 30) (Trevor 526-540)

*See also, 
  Anton Chekhov, “Oysters
  *Also, see also,  Pavel Chekov

 

 Essay 2 Due

 Thomas Kinsella (1928- ): selected poems (handout)

*See also, 
 “Aogán Ó Rathaille.”  Wikipedia.org.
 Yeats, W. B.  “The Curse of Cromwell.” PoemHunter.com

 Kinsella, selected poems continued
 Seamus Heaney  (1939-2013): selected poems (handout)

*See also, 
 Quintus Horatius Flaccus, Odes I. 34 (from
The Odes and Carmen Saeculare of Horace. John Conington. trans. London. George Bell and Sons. 1882)
 Fawbert, David. Connecting with Seamus Heaney.
 
Information about
The Tollund Man and, more generally, Bodies of the Bogs.Archaeology. Archaeology.org May 2010. Web.
 Lange, Karen E.
Tales from the Bog. National Geographic. Sep. 2007. Web.
 Murphy, Richard.
Poetry and Terror.” (rev. of North by Seamus Heaney) New York Review of Books. 30 Sep. 1976. Web.
 T.P. Tolland’s
Lagan Towpath (in Memory of Tom Carr),” showing his use of light and color, and the much darker (in both senses) “Boglands (for Seamus Heaney).
 as well as his obituary:
T.P. Flanagan: Artist and Teacher Whose Work Inspired Seamus Heaney.The Independent (U.K.) 19 April 2011. Web.

 Essay 2 Revisions Due

 Heaney, selected poems continued

   Research Essay Due

 Heaney, selected poems continued

   Brian Friel (1929-1915),  Dancing at Lughnasa: read at least through Act 1.
   Dancing at Lughnasa continued: read through Act 2.
   Dancing at Lughnasa continued, as needed.
 Final Exam
 Final Conferences, Y-203

 

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TOPICS AND GENERAL ESSAY INSTRUCTIONS:

For each of the assigned essays and projects, a topic or list of topic choices will be provided. Your work must be on one of the assigned topics for that assignment or developed in consultation with the instructor* or it will receive a grade of “F”. Select one of the topics to discuss in a well-developed, coherent, and thoughtful essay. Be sure to focus carefully on the topic, and remember that these are formal essays: they must have an appropriate, original title; contain an introduction, body, and conclusion; have a clear, explicit, assertive, objectively worded thesis statement (thesis statements must be underlined); and (unless otherwise indicated) avoid use of I or you throughout.

*Note: You must obtain prior approval to write on topics other than those listed below; speak to me before or after class to set up an appointment during my office hours. Approval must be obtained at least one full week in advance of the due date.

All writing assignments must be received by the instructor on or before the due date, by the beginning of the class period, as indicated on the schedule,. Essays submitted by email or otherwise submitted late will not be accepted. All at-home work must be typed (in 12-point Times New Roman), double-spaced, with one-inch margins, and stapled when submitted. In-class work must be neatly printed in blue or black ink on loose-leaf composition paper or in bluebooks provided by the instructor and double-spaced. All essays must also include a proper heading (see Purdue Online Writing Lab’s Formatting and Style Guide), including Word Count; have an appropriate, original title; contain a clear, explicit, assertive, objectively worded thesis statement (thesis statements must be underlined); and (unless otherwise indicated) avoid use of I or you throughout. Finally, all work should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation, and will be evaluated according to the Model for Evaluation of Student Writing. Please refer to the Paragraph Outline or Essay Outline and Revising and Editing Checklist for additional assistance.

Please refer to the following as well:

ball2.gif (137 bytes)   Formatting and Style Guide (Purdue Online Writing Lab)

ball2.gif (137 bytes)   Incorporating Sources (class handout)

ball2.gif (137 bytes)   Class Plagiarism Policy (on syllabus)

You might also find the following additional resources useful:

ball2.gif (137 bytes)   Works Cited page (Instructions & Sample) (Microsoft Word document)

ball2.gif (137 bytes)   Avoiding Plagiarism (Houghton-Mifflin web site)

ball2.gif (137 bytes)   Practice Incorporating Sources into Your Work (Houghton-Mifflin web site)

ball2.gif (137 bytes)   MLA Documentation of Films: Works Cited and In-Text Citations

ball2.gif (137 bytes)   MLA format (Purdue University’s Online Writing Lab)

Also, one would think that this would not even need to be stated, but read the work or works about which you are writing, and read carefully! Do not rely upon your general impressions based on what you think was said in class, or on what you read online. There is no reason for your essays to contain factual errors.

Please feel free to communicate any concerns or questions to me before the essays are due; I will be available to meet with any student who needs assistance or additional instruction. Please speak to me before or after class or email me to set up an appointment during my office hours.

 

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Essay One: Due
Essay one should be a well-developed, coherent, and thoughtful essay of at least five pages (750 to 1000 words minimum). Essays must have an appropriate, original title; contain an introduction (with an explicit, assertive thesis, underlined), several body paragraphs supporting the thesis, and an appropriate concluding paragraph; and avoid use of I or you throughout. Be sure to use appropriate topic sentences and transitions to guide the reader.

Remember that you are not summarizing the works, but responding to them in a critical manner. Include evidence or examples from the specific text or texts that you are writing about, but do not retell the story, and do not copy directly except when quoting. Remember to incorporate sources correctly: use signal phrases and document with parenthetical citations and a Work or Works Cited reference at the end of the essay.

Your essay will be evaluated in terms of Main Idea, Organization, Support, and Mechanics (Words and Sentences). Therefore, make certain your essay is not only well organized and developed, but also grammatically correct, free of errors in mechanics, grammar, usage, and spelling.

Note: This is not a research essay; the only sources utilized or quoted should be the texts themselves. Use of secondary sources, whether credited or not, will be considered grounds for failure.

Topics:

In James Joyce’s Dubliners, several images, tropes, or themes recur. Select one of the following and discuss how Joyce develops the idea throughout several stories, how it changes or evolves, how and why it is important, and what it suggests both within the context of the story itself and in society as depicted by Joyce. You may also choose to include examples of how the same idea is utilized in one or more additional short stories, including Elizabeth Bowen’s “Her Table Spread” and Seán Ó Faoláin’s “The Faithless Wife” and “The Sugawn Chair.”

  • Religion and the Priesthood

  • Family and Family Obligations

  • Coming of Age/Loss of Innocence

  • Ireland and “Irishness”

Please feel free to communicate any concerns or questions to me before the essays are due; I will be available to meet with any student who needs assistance or additional instruction. Please speak to me before or after class or email me to set up an appointment during my office hours. If you wish to write on a topic other than those listed here, approval must be obtained at least one full week in advance of the due date.

 

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Midterm Exam (Short Essays): Due
Instead of a traditional midterm essay, you should write three short essays of at least 250-300 words each. Before you begin to write, take time to focus on your subject and to plan your essays carefully. Essays must have an appropriate, original title; contain an introduction (with an explicit, assertive thesis, underlined), body, and conclusion; and avoid use of I or you throughout. Your essay will, as always, be evaluated in terms of Main Idea, Organization, Support, and Diction and Mechanics. Therefore, make certain your essay is not only well organized and developed, but also grammatically correct, free of errors in mechanics, grammar, usage, and spelling.

Remember that you are not summarizing the works, but responding to them in a critical manner. Include evidence or examples from the specific texts that you are writing about, but do not retell the story, and do not copy directly except when quoting. Remember to incorporate sources correctly: use signal phrases and document with parenthetical citations and a Works Cited reference at the end of the essay.

You may use the texts themselves (textbook, printout, or online versions) and a dictionary and/or thesaurus (print, electronic, or online) for this essay, but no other materials or sources. Use of secondary sources, whether credited or not, will be considered grounds for failure.

Topics here.

 

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Essay Two: Due
Select one of the following broad topics and compose a well-developed, coherent, and thoughtful essay of at least five pages (750 to 1000 words minimum) discussing the topic in the works of at least two authors; you must reference at least three or four different works. Do not merely indicate that the topic is present in the works, however. You must provide a clear, analytical statement about the use of the topic in the works, how the authors differ in their approach or intent, and so on. (See for example Jack Lynch’s “Getting an A on an English Paper” at http://andromeda.rutgers.edu/~jlynch/EngPaper/, especially “The Thesis” and “Close Reading.”)

Topics:

  • Religion and the Priesthood

  • Family and Family Obligations

  • Class and Status

  • Ireland and “Irishness”

  • Nationalism and Rebellion

You may use information or specific works from Essay 1 or the Midterm Exam, but read my comments carefully and expand upon the ideas you have already; be sure to add more detail, explanation, and analysis, though, not just more words. For example, poems from Richard Murphy could provide a counter-example in a discussion of nationalism and rebellion in Yeats’ poetry, or something from Bowen or Ó Faoláin could contrast with a reading of Joyce or Synge.

Essays must have an appropriate, original title; contain an introduction (with an explicit, assertive thesis, underlined), several body paragraphs supporting the thesis, and an appropriate concluding paragraph; and avoid use of I or you throughout. Be sure to use appropriate topic sentences and transitions to guide the reader.

Remember that you are not summarizing the works, but responding to them in a critical manner. Include evidence or examples from the specific text or texts that you are writing about, but do not retell the story, and do not copy directly except when quoting. Remember to incorporate sources correctly: use signal phrases and document with parenthetical citations and a Work or Works Cited reference at the end of the essay.

Your essay will be evaluated in terms of Main Idea, Organization, Support, and Mechanics (Words and Sentences). Therefore, make certain your essay is not only well organized and developed, but also free of errors in mechanics, grammar, usage, and spelling.

Note: This is not a research essay; the only sources utilized or quoted should be the texts themselves. Use of secondary sources, whether credited or not, will be considered grounds for failure.

 

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Research Paper: Due in stages (see below)
Select any one of the authors from the syllabus, and find one long work (a novel or play) or at least two to three short works (poems or short stories) by that author but which are not listed on the syllabus. For example, if you enjoyed reading Yeats’ poetry, you may elect to read and analyze his play The Death of Cuchulain or, if you enjoyed O’Casey’s Juno and the Paycock, consider reading The Plough and the Stars. Your essay should be a close, critical analysis of the work or works, showing familiarity with the selection, its context, and its significance, and demonstrate independent thought and research, including an argumentative thesis. Do not provide a biography of the author or a summary of the texts; instead, your thesis must be a claim about the work or works that represents your interpretation and that is supported with textual evidence. Your project  must address specific appropriate elements including (but not limited to)—depending on genre—plot or dramatic structure, setting, characterization, point of view, speaker or narrator, language (including figurative language or imagery, diction, and allusions) and for poetry, structure (including meter and rhyme scheme, or the lack of them), intended audience, and theme, as appropriate.

Your essay should be a clear, well-written, properly documented (MLA format) argumentative essay of at least 1500 words (roughly five to seven pages minimum), with a correct Works Cited page. (The Works Cited page is not included in the page or word count.) The paper must be argumentative (persuasive), with a clear, explicit, and assertive thesis statement (thesis statements must be underlined), and must use a minimum of five to seven sources: up to three primary sources and a minimum of three to five secondary sources. Secondary sources must be scholarly criticism or analysis, not summaries, reviews, or “analysis” from sites such as e-Notes, SparkNotes, Wikipedia*, 123HelpMe, or Gradesaver.com; instead, use the library resources, including the available electronic databases such as Academic Search Complete, Literary Sources through Artemis, Literature Resource Center, Bloom’s Literary Reference, Literature Criticism Online, Humanities Source, Project MUSE - Standard Collection, MagillOnLiterature Plus, and JSTOR Arts & Sciences I Current Collection  to locate appropriate sources. To access the databases from home, click on the individual database link. Then, when prompted, enter your username (N #) and password (PIN). You must include at least one short quotation, one long—block—quotation, and one paraphrase, and these sources must be properly documented (utilizing MLA format), and integrated into your writing smoothly and correctly. See also Research Paper checklist.

* On use of Wikipedia in college-level research, see Wikipedia founder Jimmy Wales on PBS NewsHour, here: “I don’t think at a university level it makes sense to cite any encyclopedia in an academic paper. That’s just not what an encyclopedia’s role is in the research process. Maybe if you’re in junior high, you know? If some kid out there is twelve years old and they wrote something and they put in a footnote, we should be thrilled, right? That’s his first start on the idea of crediting other people with ideas and things like that, but at the university level? No, it’s a bit junior high to cite an encyclopedia.”

The final research paper must be submitted in a research folder, including copies of all sources used. Be sure to print out or photocopy all secondary sources, and highlight all relevant passages, whether quoted, paraphrased, or summarized. Failure to submit a complete research essay in a folder according to these instructions will be grounds for failure on the assignment. In addition, plagiarism, either in whole or in part, will result in automatic failure (a grade of zero) for the assignment, just as for any essay, and therefore likely failure for the course as well.

Refer to the following as well:

ball2.gif (137 bytes)    “Writing about Texts” (Rules for Writers 7 ed. 70-83, 6 ed. 346-358)

ball2.gif (137 bytes)    “Citing sources; avoiding plagiarism,” “Integrating sources” (Rules for Writers 7 ed. 464-479, 6 ed. 415-426)

ball2.gif (137 bytes)    Research Paper Revision and Editing Checklist

ball2.gif (137 bytes)    Research Paper Folder Checklist

Topic Selection and Preliminary Thesis, Due
You must establish a clear thesis before you can begin to put together a focused, well-organized, and purposeful research essay. Therefore, as your first step in the research essay assignment, you must develop and submit a clear, well-written, one-page explanation of the topic you have chosen, your reason for the selection, your focus and opinion, and an explicit, assertive preliminary thesis. This proposal may also include a preliminary idea of the plan of the paper, its intention or research question. Note: Choose your topic carefully. You will not be allowed to change your topic once you have made your selection, although you may change your position on the particular issue and will, presumably, modify your thesis during the process of research and writing.

Your work should take the following form:
Topic: the specific topic you have selected.
Rationale: why you have chosen to research and write about this particular topic.
Focus: a narrowed form of the subject, and the issue or debate involved.
Opinion: your subjective opinion on the debate or issue.
Preliminary Thesis: your opinion, worded objectively.

For example:
Topic:
W. B. Yeats’ The Death of Cuchulain
Rationale: We read about Cuchulain in Prof. Anderson’s History of Ireland class this semester, and she mentioned Yeats’ use of mythology, too, so I’m curious about it.
Focus: How does Yeats use Irish legends in Cuchulain, and why? What is his intent?
Opinion: I think that Yeats wants to rekindle an interest in Irish tradition and mythology, which were being ignored in favor of English versions.
Preliminary Thesis: In The Death of Cuchulain, Yeats rewrites Irish legend in order to emphasize the richness of his native tradition, as a reaction against English dominance in art, politics, and religion.

*Note: Students must obtain prior approval for independent topics; speak to me before or after class or email me to set up an appointment during my office hours.

 

Annotated Preliminary Bibliography, Due
You must submit an annotated preliminary bibliography with a minimum of five to seven sources—up to three primary sources and a minimum of three to five secondary sources—correctly cited according to MLA style. Secondary sources must be scholarly criticism or analysis, not summaries, reviews, or “analysis” from sites such as e-Notes, SparkNotes, Wikipedia*, 123HelpMe, or Gradesaver.com; instead, use the library resources, including the available electronic databases such as Academic Search Complete, Literary Sources through Artemis, Literature Resource Center, Bloom’s Literary Reference, Literature Criticism Online, Humanities Source, Project MUSE - Standard Collection, MagillOnLiterature Plus, and JSTOR Arts & Sciences I Current Collection  to locate appropriate sources.

In addition to a correct citation for each source, you must include a description or summary of the source, at least two to three sentences, and an explanation of how you foresee incorporating it into your essay. For additional information on Annotated Bibliographies, see the Purdue University Online Writing Lab (OWL)’s Annotated Bibliographies, as well as “Sample Annotated Bibliography” and Orlov, Anna, “Online Monitoring: A Threat to Employee Privacy in the Wired Workplace: An Annotated Bibliography.”

You might also find the following additional resources useful:

ball2.gif (137 bytes)   Works Cited page (Instructions & Sample) (Microsoft Word document)

ball2.gif (137 bytes)   MLA format (Purdue university’s Online Writing Lab)

 

Research Paper, Due Wednesday,
The final research essay must be submitted, in its folder with all supporting materials: photocopies or printouts of all sources, topic selection, preliminary bibliography, outline—if you have completed one—and any preliminary drafts. Failure to bring the required essay will result in a zero for the assignment.

 

 

Final Exam: In class,
The final exam will consist of three parts, with built-in extra credit, as follows:

Part I: Identification and short answers. Select any eight (8) of the passages provided. (10% each)
In a well-developed paragraph, identify each passage and discuss its significance. Include as much of the following as possible: author, title, speaker, or character described, situation, and how the passage is significant in the context of the work itself and/or its connection to other works, ideas, or themes. Be sure to focus carefully and avoid plot summary: do not merely retell the story. Paragraphs will be evaluated for the quality of writing, ideas, and expression, not for the ability to regurgitate the instructor’s comments. Extra Credit: You may identify up to two additional passages, 10 points each.

Note: This portion is subject to change. It may become select 5, at 15% each, or 6 at 12.5%, depending on class discussion on Monday, May 9.

Part II: Short responses (10% each)

A. In a short paragraph or two, explain what you have gained from this class, what text has been the most personally significant to you this semester, or which your favorite was, and why. Be as specific and exact as possible in your selection and your explanation.

B. In a short paragraph or two, explain what your what you liked or disliked about the class; what you would like to see changed, expanded, deleted, et cetera. Note that this is a writing-intensive literature course, so this is not a question about the number of readings and written assignments, but rather about the content and organization of the course. There is no correct answer; this is for my information and course revisions only. Therefore, all thoughtful, honest answers will receive credit.

 

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Links

Grammar, Writing, and Research Papers:

Prentice Hall’s iPractice

Study Guides and Strategies

Hodges’ Harbrace Handbook

College Writing Skills with Readings

Patterns for a Purpose

How to Write a Research Paper

Online English Grammar

More on Writing a Research Paper

A Guide to Grammar & Writing

MLA format

Another Guide to Grammar and Style

Getting an A on an English Paper

Plagiarism.org

TurnItIn.com

The Grammar Curmudgeon

Society for the Preservation of English Language and Literature

re: Writing for Literature

Additional Textbook Options:

Used Textbooks:

Bigwords.com 
Bookbyte.com 
Buyusedtextbooks.com 
Campusbooks.com 
CollegeSwapShop.com 
Ebay.com 
Half.com 
Halfvalue.com 
Textbooks.com 
TextbookX.com 
ValoreBooks.com

E-Books:

Bkstore.com (B&N) 
CampusBooks.com 
Coursesmart.com 
eCampus.com 
efollett.com 
Cengagebrain.com 
Pearsonhighered.com/student 
Wiley.com

Textbook Rental:

Bookrenter.com
Campusbookrentals.com
Chegg.com
Collegebookrenter.com
Rent-a-Textbook.com
Skoobit.com
Textbookrentals.com

Comparison Shopping:

Abebooks.com 
Addall.com 
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Alibris.com 
Allbookstores.com 
Amazon.com

Bestbookbuys.com 
Bigwords.com 
Bookfinder.com 
CampusBooks4Less.com 
Collegebooksnow.com 
DirectTextBook.com 
Half.com 
textbook.pricecomparison.com

The Cheap Textbook.com

Links to sites for textbook purchase or rental are provided for students seeking textbook options; no guarantees or recommendations concerning these services are intended, either express or implied.

Research Essay Links

Research should begin with the available electronic databases such as Academic Search Complete, InfoTrac General OneFile, Lexis-Nexis Academic, Opposing Viewpoints in Context, Points of View Reference Center, and CQ Researcher.

Especially useful should be Literary Sources through Artemis, Literature Resource Center, Bloom’s Literary Reference, Literature Criticism Online, Humanities Source, Project MUSE - Standard Collection, MagillOnLiterature Plus, and JSTOR Arts & Sciences I Current Collection.

To access the databases from home, click on the individual database link. Then, when prompted, enter your username (N #) and password (PIN).

Notify me of any broken or outdated links at bmurphy@Brian-T-Murphy.com.

Additional links may be provided.

 

 

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Last Revised: Monday, 13 June 2016
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www.Brian-T-Murphy.com

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