ENG 220: Mythology and Folklore-Honors, Fall 2019 (CRN 10905)

Section CAH:  Tuesday/Thursday, 8:30–9:45 am
  South Hall, Room 110

Brian T. Murphy

Bradley Hall, Y-16
516-572-7718

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)

Standard MLA Format for Essays
Revision and Editing Checklist
Incorporating Sources
Paragraph Outline
Essay Outline

 

I do not need this, okay? I've got a Master’s degree in Folklore and Mythology!
—Comic Book Guy, “Three Men and a Comic Book.” The Simpsons, episode 7F21

 

DESCRIPTION:
According to the official catalog description for ENG 220, “
This course is a study of the mythological roots of literature including Greek, Roman, and African mythology, tales from the Bible, and folk material such as ballads, fables, and proverbs. Myths and symbols are traced from their early sources through the 20th century. Writing is an integral component of the course. This class will emphasize critical reading and analysis of selected works of mythology and folklore from a variety of cultures and traditions, including works from ancient sources to present-day reinterpretations.

Prerequisite: ENG 102 or ENG 109.
Students must 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:

 

Course Goals

Learning Outcomes

Writing Literacy: to produce precise, clear,   grammatically-correct, well-developed, and well-organized writing appropriate   to academic, social, and occupational fields

Students will produce coherent texts within common college level forms and revise and improve such texts.

Critical Thinking: to be able to question information and to use reason to determine what to believe or what to do

Students will identify, analyze, and evaluate arguments as they occur in their own and others’ work and develop well-reasoned arguments.

Informational Literacy: to locate, evaluate,   and incorporate relevant source materials into the construction and   expression of an informed point of view

Students will access and utilize basic computer and internet functions, demonstrating appropriate and effective utilization of programs and functions; use basic research techniques, demonstrating appropriate, effective research skills; locate, evaluate, organize, and synthesize information from a variety of sources, demonstrating the ability to implement an effective search strategy to obtain reliable information; and apply ethical and legal standards for use of source information, demonstrating the application of accepted ethical and legal restrictions on the use of published works.

Cultural Literacy: to engage with literary texts that reflect the diversity of the human experience in a variety of historical and cultural framework

Students will recognize the diversity and similarities of the ways in which people in different cultural traditions perceive and experience their lives; demonstrate understanding of the various influences that shape perspectives, values, and identities; and demonstrate understanding of social divisions such as gender, ability, ethnicity, and racial formations in a pluralistic nation and world.

Humanities Competency:

Students are able to analyze or interpret texts, ideas, discourse systems, and the human values they reflect.

 

 

Students will:

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TEXTS:
Textbooks have been ordered through the NCC Campus Store; however, you are encouraged to purchase or rent them from wherever they are least expensive.
(see also Additional Textbook Options, below)

Required: Leeming, David. The World of Myth: An Anthology, 3 ed. Oxford: Oxford UP, 2018. 978-0190900137. (Available starting at $22.46 at Amazon.com***)
Note: The second edition of
The World of Myth is also acceptable, and substantially less expensive: $13.00 at Amazon.com***)

NCC College Bookstore prices:

·         Print, new: $30.00

·         Print, used: $22.50 

·         Print, new rental: $22.50  

·         Print, used rental: $12.00  

 

Supplemental handouts, to be distributed in class.

A good college-level (paperback) dictionary (Available used starting at $0.01 at Amazon.comhttp://www.assoc-amazon.com/e/ir?t=briantmurph-20&l=ur2&o=1***).

Recommended:

Hacker, Diana. Rules for Writers, 7 ed. Boston: Bedford/St. Martin’s, 2012. ISBN 9780312647360.
(
https://www.assoc-amazon.com/e/ir?t=briantmurph-20&l=ur2&o=1Available used starting at $35.00 at Amazon.com***), or another current college-level handbook.

(See also Additional Textbook Options, below)

Recommended additional texts:**

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 Snobs—Even 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***).

Mythology, Folklore, the Bible, and Backgrounds:

Ackroyd, Peter. The Fall of Troy. New York: Nan A. Talese, 2007.(Available used, starting at $3.96, at Amazon.comhttp://www.assoc-amazon.com/e/ir?t=briantmurph-20&l=as2&o=1&a=030738649X ***)†

Alexander, Caroline. The War that Killed Achilles: The True Story of Homer's Iliad and the Trojan War. New York: Viking, 2009. (Available starting at $16.45 at Amazon.com ***).†

Alter, Robert. The Five Books of Moses: A Translation with Commentary. New York: Norton, 2004. (Available used, starting at $21.91, at Amazon.com***).†

---.  The David Story: A Translation with Commentary of 1 and 2 Samuel. New York: Norton, 200. (Available used, starting at $11.32, at Amazon.com***).†

Armstrong, Karen. A Short History of Myth. New York: Canongate, 2005. (Available used, starting at $6.23, at Amazon.com***).

Atwood, Margaret. The Penelopiad: The Myth of Penelope and Odysseus. New York: Canongate, 2006. (Available used, starting at $7.01, at Amazon.com***).

Baricco, Alessandro. An Iliad. Trans. Ann Goldstein. New York: Knopf, 2006. (Available used, starting at $7.69, at Amazon.com***).

Barone, Sam. Dawn of Empire: A Novel. New York: William Morrow, 2007.

Bedard, Tony. “Trojan Horseplay.” DC Meets Looney Tunes. Burbank, CA: DC Comics, 2018. (Available used, starting at $3.74, at Amazon.com***).

Bullfinch, Thomas. The Age of Fable. New York: Harper and Row, 1966. (Available used, starting at $1.00, at Amazon.com***).

Card, Orson Scott. “Atlantis. ” Keeper of Dreams. New York: Tom Doherty, 2008

Carson, Anne, trans.  An Oresteia. New York: Faber & Faber, 2009. (Available used, starting at $12.90, at Amazon.com***).†

Crumb, R., illus. The Book of Genesis. New York: Norton, 2009. (Available starting at $13.69 at Amazon.comhttp://www.assoc-amazon.com/e/ir?t=briantmurph-20&l=as2&o=1&a=0393061027***).†

Damrosch, David. The Buried Book: The Loss and Rediscovery of the Great Epic of Gilgamesh. New York: Holt, 2007. (Available starting at $6.88 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 used, starting at $1.37, at Amazon.com***).

Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. New York: Norton, 1999. (Available used, starting at $8.20, at Amazon.com***).

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

Fox, Robin Lane. The Classical World: An Epic History from Homer to Hannibal. 2007. (Available starting at $13.59 at Amazon.com ***)†

Fulghum, W. B. A Dictionary of Biblical Allusions in English Literature. New York: Holt, Rinehart & Winston, 1965. (Available used, starting at $3.99, at Amazon.com***).

George, Margaret. Helen of Troy. New York: Viking, 2006 (Available used, starting at $17.38, at Amazon.com***).†

Goldstein, Jonathan. Ladies and Gentlemen, The Bible! New York: Riverhead Books, 2009.

Gould, Stephen Jay. I Have Landed: The End of a Beginning in Natural History. New York: Harmony Books, 2002. (Available starting at $1.78 at Amazon.com***)

Graham, Jo. Black Ships. New York: Orbit, 2008. (Available used, starting at $4.01 at Amazon.com***)†

Grossman, David. Lion’s Honey: The Myth of Samson. Trans. Stuart Schoffman. New York: Canongate, 2006 (Available used, starting at $11.10, at Amazon.com***).†

Hadas, Moses, ed. Greek Drama. New York: Bantam, 1983. ISBN 0553212214 (Available used, starting at $0.01, at Amazon.com***).

Hamilton, Edith. Mythology. New York: New American Library, 1969. (Available used, starting at $0.89, at Amazon.com***).

Holland, Tom. Persian Fire. New York: Doubleday, 2006. (Available used, starting at $13.79, at Amazon.com***).†

---. Rubicon. New York: Anchor, 2005. (Available used, starting at $8.73, at Amazon.com***).

Homer. The Aeneid. Trans. Robert Fagles. New York: Viking, 2006. (Available used, starting at $18.98, at Amazon.com***).†

Homer. The Odyssey. Trans. Robert Fagles. Penguin, 1990. ISBN 0140268863 (Available used, starting at $4.99, at Amazon.com***).

Hughes, Bettany. Helen of Troy: Goddess, Princess, Whore. New York: Alfred A. Knopf, 2005. (Available used, starting at $29.78, at Amazon.com***).

Hunt, Patrick. Ten Discoveries that Rewrote History. New York: Plume, 2007.

Jacobs. A. J. The Year of Living Biblically. New York: Simon & Schuster, 2007.

Kallich, Martin, et al, eds. Oedipus: Myth and Drama. New York: Odyssey Press, 1968. (Available used, starting at $2.99, at Amazon.com***).

Kress, Nancy. "Unto the Daughters." Sisters in Fantasy. Eds. Susan Schwartz and Martin H. Greenberg. New York: Roc, 1995. Reprinted in A Beaker's Dozen. New York: Tor, 1998. 163-172.

Levin, Christopher. The Old Testament: A Brief Introduction. Trans. Margaret Kohl. Princeton and Oxford: Princeton U P, 2005.†

LeGuin, Ursula. Lavinia. Orlando, FL: Harcourt, 2008.

Maine, David. The Book of Samson. New York: St. Martins, 2006. (Available used, starting at $14.07, at Amazon.com***).

---.  Fallen. New York: St. Martins, 2005. (Available used, starting at $6.53, at Amazon.com***).

---.  The Preservationist. New York: St. Martins, 2004 (published as The Flood in Great Britain). (Available used, starting at $0.01, at Amazon.com***).

Mason, Zachary. The Lost Books of the Odyssey: A Novel. New York: Farrar, Straus & Giroux, 2010 (Available at Amazon.com for $16.20http://www.assoc-amazon.com/e/ir?t=briantmurph-20&l=as2&o=1&a=0374192154***).†

Mitchell, Stephen. Gilgamesh: A New English Version. New York: Simon and Schuster, 2004 (Available used, starting at $11.58, at Amazon.com***).†

Morrow, James. Bible Stories for Adults. New York: Harcourt Brace, 1996. (Available used, starting at $1.10, at Amazon.com***).

Nicolson, Adam. God’s Secretaries: The Making of the King James Bible. New York: HarperCollins, 2003. (Available used, starting at $3.70, at Amazon.com***).

Noel, Ruth. The Mythology of Middle Earth. Boston: Houghton Mifflin, 1977. (Available used, starting at $3.00, at Amazon.com***).

Ovid. Metamorphoses. Trans. A. D. Melville. Introd. E. J. Kenney. Oxford U P, 1998. ISBN 019283472X (Available used, starting at $4.93, at Amazon.com***).

Pelevin, Victor. The Helmet of Horror: The Myth of Theseus and the Minotaur. Trans. Andrew Bromfield. New York: Canongate, 2006. (Available used, starting at $9.50, at Amazon.com***).†

Philips, Marie. Gods Behaving Badly. Boston: Little, Brown, 2007.

Pinsky, Robert. The Life of David. 2006. (Available used, starting at $7.99, at Amazon.com***).†

Plotz, David. Good Book: The Bizarre, Hilarious, Disturbing, Marvelous and Inspiring Things I Learned When I Read Every Single Word of the Bible. New York: Harper/Harper Collins, 2009.†

Rosenberg, David. Abraham: The First Historical Biography. New York: Basic Books, 2006. (Available used, starting at $0.35, at Amazon.com***).†

---. A Literary Bible: An Original Translation. [New York ?]: Counterpoint, 2009. (Available used starting at $0.86 at Amazon.com***).†

---., and Harold Bloom. The Book of J. New York: Grove Weidenfeld, 1990.(Available used starting at $1.19 at Amazon.com***).†

Saramago, José. Cain. Trans. Margaret Jule Costa. Boston, New York: Houghton Mifflin, 2011. (Available starting at $14.87 at Amazon.com***).

---. The Gospel According to Jesus Christ. Boston: Mariner Books, 1994. (Available used starting at $3.79 at Amazon.comhttps://www.assoc-amazon.com/e/ir?t=briantmurph-20&l=ur2&o=1***).†

Saylor, Steven. Roma: The Novel of Ancient Rome. New York: St. Martin's, 2007. (Available used starting at $0.29 at Amazon.comhttps://www.assoc-amazon.com/e/ir?t=briantmurph-20&l=ur2&o=1***).†

Schweitzer, Darrell. "The Dragons of Eden." Analog Science Fiction and Fact May 2008: 80-1.

Shanower, Eric. Age of Bronze, Vol. 1: A Thousand Ships. Orange, CA: Image Comics, 2001. (originally published as Age of Bronze issues 1-9).

---. Age of Bronze, Vol. 2: Sacrifice. Orange, CA: Image Comics, 2005. (originally published as Age of Bronze issues 10-19).†

---. Age of Bronze, Vol. 3: Betrayal. Orange, CA: Image Comics, 2007. (originally published as Age of Bronze issues 20-24).†

Swenson, Kristin. Bible Babel: Making Sense of the Most Talked about Book of All Time. New York: Harper Collins, 2010.

Terry, Philip, ed. Ovid Metamorphosed. London: Vintage, 2001. (Available used, starting at $4.95, at Amazon.com***).

Thompson, Ruth Plumly. The Trojan War. Originally published in King Comics Nos. 34, 35, and 36 (January, February and March 1939).

Tóibín, Colm. House of Names: A Novel. New York: Scribner, 2017. (Available used, starting at $11.57, at Amazon.com***).

Turtledove, Harry and Noreen Doyle, eds. The First Heroes: New Tales of the Bronze Age. New York: Tor, 2004.

Virgil. The Aeneid. Trans. Robert Fitzgerald. Vintage Books, 1990. ISBN 0679729526 (Available used, starting at $3.89, at Amazon.com***).

Wilkinson, Philip and Neil Philip. DK Eyewitness Companions: Mythology. [New York?]: Dorling Kindersley, 2007.†

Winterson, Jeannette. Weight: The Myth of Atlas and Heracles. New York: Canongate, 2006. (Available used, starting at $6.01, at Amazon.com***).†

Wray, T. J. and Gregory Mobley. The Birth of Satan: Tracing the Devil’s Biblical Roots. 2006. (Available used, starting at $5.41, at Amazon.com***).†

Wright, Robert. The Evolution of God. New York and Boston: Little Brown, 2009.

 

*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, 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; 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 instructor’s 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;
and Herrera, Tim. “Hide Your Phone When You’re Trying to Work. Seriously.” New York Times (Smarter Living) 2 Dec. 2018.

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:
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”.

*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. See details below.

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.

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 them 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.

§ 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.

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: THIS SECTION IS SUBJECT TO CHANGE
Attendance and Participation (10%):
As this class will combine both lecture and discussion, students are expected both to attend every session and to take an active part in class—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 (10%):
With the exception of the first day, class may begin with a short (five- to ten-minute) quiz or writing assignment on the reading(s) 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.

Response Papers (5 @ 10 %):
Students will complete at least five short essays during the semester, on topics to be assigned (see Response Paper Topics, below). Essays must be at least 2-3 pages long (500-750 words), typed, double-spaced, grammatically correct, and submitted on or before the due date indicated on the schedule, below. Essays will be evaluated according to the Model for Evaluation of Student Writing. Please refer to the Essay Outline and Revision and Editing Checklist.

Essays (2 @ 20%):
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. Each should be at least five to seven pages (1250 words minimum), with a cover page and Works Cited page (cover page and Works Cited do not count toward the five- to seven-page requirement), and stapled when submitted.  The paper must be argumentative (persuasive), with a clear, explicit, and assertive thesis statement (underlined), and must use a minimum of five to seven sources, including at least one to three primary sources (the text or texts discussed) and three to five secondary sources. 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 @ 20%):
Students will complete two 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 entitled 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):

Selections for Recitation 2 (Final Exam week):

 

Extra Credit (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)
Topics include:
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

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

 

 

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GRADING:
Final grades will be determined as follows:

Attendance and Class Participation

10 points

Quizzes

10 points

Essays (2 @ 20 points each)

40 points

Midterm Exam

20 points

Final Exam

20 points

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 SEMESTER 2019

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Note: All dates subject to change;
See
Academic Student Calendar Fall 2019

 

 

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 The Playboy of the Western World and Dancing at Lughnasa; 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).

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:

 

 

 

: College Closed

 

 Day, Evening & Distance Education (online) Classes Begin

 

 Course Introduction: Syllabus, texts, policies, assignments

 

 

 

 

 

 

 

 

 

 Last day to drop without W grade

 

 

 

 

 Classes do not meet

 

 COLLEGE HOLIDAY – offices closed

 

 COLLEGE HOLIDAY – offices closed

 

 

 

 

 

 

 

 

 

 

 

 Essay 1 Revisions Due

  

 

 

 

 

 

 

 

 Midterm Exam, Poetry recitations (Extra credit)

 

 

 

 

 

 Last Day Automatic W

 

 

 Cinderella: A Case Study

 Six different versions of the story

 Charles Perrault, “Cinderella 

 Jakob and Wilhelm Grimm, “Ashputtle” (a slightly edited version) 

 Tuan Ch'êng-shih, “Yeh-Hsien (A Chinese 'Cinderella')

 The Maiden, the Frog, and the Chief's Son (An African 'Cinderella')

 Oochigeaskw—The Rough-Faced Girl (A Native American 'Cinderella')

 Sexton, Anne. “Cinderella

 Bonnie Cullen, “The Rise of Perrault's 'Cinderella'”

 Bruno Bettleheim, “'Cinderella': A Story of Sibling Rivalry and Oedipal Conflicts

 Elisabeth Pantajja, “Cinderella: Not So Morally Superior”

 Jane Yolen, “America's 'Cinderella.'” (Children's Literature in Education 8.1 (1970): 21-29.) (here in .pdf)

 Rafferty, Terrence. “The Better to Entertain You With, My Dear.” New York Times 25 March 2012

 

See also:

     Universality of the Folktale

     Fairy Tales and Modern Stories

     An Introduction to Fairy Tales

     The Truth About Cinderella

     Cinderella Ate My Daughter

     America’s Cinderella

Orenstein—pp. 284 (“Fairy Tales and a Dose of Reality”)

Poniewozik—pp. 323 (“The Princess Paradox”)

Orenstein—pp. 326(“Cinderella and the Princess Culture”)

Schectman—pp. 289 (“’Cinderella’ and the Loss of Father-Love”)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 Poetry recitations (Extra credit)
 
Final Exam

 

 Final Conferences
 Day & Distance Education Classes End

 

 

 

 

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RESPONSE PAPER TOPICS:
For each week, a question or topic will be provided. You may complete any five response papers, but  your response must be on the assigned topic for the week it is submitted, and must be submitted on or before the due date, by the beginning of the class period, or it will receive a zero (0). Late work will not be accepted. Students may complete more than five response papers for extra credit: only the best five scores will be utilized in determining final grades.

Instructions: Respond to each question or topic in a brief, well-developed, coherent, and thoughtful essay of at least two to three pages (500-750 words). Your essay should include independent analysis and demonstrate careful thought, but no research is necessary, nor should any secondary sources be used. 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. Although these are personal responses, and therefore there is no “correct” answer, remember that they are still formal essays: in your analyses, formulate a clear, explicit, assertive (persuasive), objectively-worded thesis statement, and avoid use of “I” or “you” throughout. Do not attempt to address all aspects of the text, but carefully focus your topic, and avoid merely paraphrasing or summarizing the work. Be sure to support your answers with specific references to the work. Essays must be typed, double-spaced, and grammatically correct; essays will be evaluated according to the Model for Evaluation of Student Writing.

1) Choose from one of the following:

2) Choose from one of the following:

3) The

4)

5)

6)

7)

8)

9)

10)

11)

12)  

13)

14)

ESSAY TOPICS AND GENERAL INSTRUCTIONS:

For each of the assigned essays, a topic or list of topic choices is provided. Your essay must be on one of the assigned topics for that assignment or developed in consultation with the instructor. All essays must be submitted on or before the due date, by the beginning of the class period; late work will not be accepted.

For each of the essays, select one of the topics to discuss in a clear, well-developed, coherent, thoughtful, and properly documented (MLA format) argumentative essay of at least five to seven pages (1250 words minimum). (See Jack Lynch’s “Getting an A on an English Paper” at http://andromeda.rutgers.edu/~jlynch/EngPaper/, especially “The Thesis” and “Close Reading.”) Your essay should have a cover page and Works Cited page (cover page and Works Cited do not count toward the five- to seven-page requirement). The paper must be argumentative (persuasive), with a clear, explicit, and assertive thesis statement (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.”

Essays must contain quotations from or other references to your sources, and these references should be used to support your assertions about the text; 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. Essays must be submitted in a folder, including copies of all secondary 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 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.

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), as well as the Nassau Community College Policy on Academic Dishonesty and Plagiarism (page 63 in the college catalog).

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 format (Purdue university’s Online Writing Lab)

Be sure to focus carefully on the topic: formulate a strong, objectively worded thesis, and avoid plot summary. 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; and avoid use of “I” or “you” throughout.

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 TBA

·         TOPICS TBA

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; topic proposals should be submitted by Wednesday, April 10. 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.

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 last year, 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.

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. 

Essay 1 Revisions: Due TBA
As explained in class, essays marked RW (for Rewrite) must be revised and resubmitted by Wednesday, March 13. Essays receiving a passing grade may also be revised and resubmitted, but these revisions are optional. Students are strongly encouraged to make use of the Writing Center in revising their essays, 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.”

 

 

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Midterm Exam: TBA
The final exam will consist of two parts, as follows, and may have built-in extra credit; it may follow the following format:

Part I: Objective (matching, multiple choice, True-False, and/or short answers), 55%
To be completed in class during regular class time, Wednesday, 27 March

Part II: Short essays, 45% (three at 15 points each)
To be completed at home and submitted, typed, due Wednesday, 27 March
Instead of a traditional midterm essay, you should write three short essays of at least 250-300 words apiece. Essays must be typed, in 12-point Times New Roman, double-spaced, and stapled when submitted. 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 essays are not only well organized and developed, but also free of errors in grammar, usage, mechanics, 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.

 

 

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Essay Two: Due TBA
Select one of the following topics.

·         TOPICS TBA

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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Final Exam: In class, TBA
The final exam consists of multiple parts, with built-in extra credit, TBA

 

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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 
Affordabook.com 
Alibris.com 
Allbookstores.com 
Amazon.com
Bestbookbuys.com 
Bigwords.com 
Bookfinder.com 
Bookscouter.com NEW 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, 15 April 2019
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Main page:
www.Brian-T-Murphy.com

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