| Semester: | Winter 2023 |
| Time and Location: | MWF 1:00-1:50pm, SCI 40 |
| Department: | English |
| Credit Hours: | 3 Semester Hours |
| Prerequisites: | ENG 102 |
| General Education/ Core Curriculum: | N/A |
| Instructor: | Dr. Susan Shelangoskie |
| Office: | Science (SCI) 233 |
| Phone: | (517) 524-7667 |
| Email: | sshelang@sienaheights.edu |
| Office Hours: | MWF 11:30am-12:30pm |
| Course Website: | Canvas: login with Siena Heights email and password |
This course explores the mythologies and oral traditions of various world cultures including Europe, Africa, Asia, and the Americas; and the development of those traditions into written literatures in the centuries leading up to 1700. A major emphasis of the course is on the transformation to written literature and the development of literary traditions. This class will include a balance of European texts and non-European texts. «top
In this course we will be reading a geographically and chronologically broad selection of texts. You will learn to read intertextually, seeing texts in dialogue with other texts originally written in different languages and from different cultures and periods, and comparatively, using the lens of genre to approach, for example, frame tales or epic poetry across the span of the course.
Our intertextual, comparative approach means we will frequently reach back to earlier course material. Therefore, this is not a course where you can read a text, take a quiz on it, and forget it. If you take good notes and annotate your readings as you go, you can shift some of the burden of memory from your brain to the page and you’ll be able to make connections amongst texts with greater ease.
Most of our readings this semester will be in translation. We will look at passages from selected works in the original language and periodically compare English translations of the same work to enrich our study. «top
This course aligns with the learning outcomes for the English major and minor at SHU listed below.
1. Students will analyze and interpret a wide range of texts through critical reading and in relation to historical, cultural, literary, linguistic, and aesthetic contexts.
2. Students will demonstrate knowledge of major literary forms and genres and the various broadly-defined periods of the history of literature in English.
3. Students will develop a greater appreciation for diverse social and cultural experiences and perspectives through the study of non-Western literatures and literatures from underrepresented groups.
5. Students will understand and use written and oral communication as a practice of social responsibility and become active academic citizens via careful listening, respectful questioning, and thoughtful speaking.
6. Students will understand the ethical and moral dimensions of literature and literary study, including the relationship between language and power.
By the end of the semester, students should be able to:
1. Analyze and interpret a wide range of literary and historical texts through critical reading and in relationship to historical, cultural, literary, and linguistic contexts.
2. Identify and explain major literary forms and genres in world literature from the ancient world to the seventeenth century.
3. Compare diverse social and cultural experiences and perspectives through the study of non-Western literatures in the pre-modern period.
4. Identify and analyze relationships of power within assigned literary works, as well as how literary works can serve or challenge such relationships.
5. Evaluate the ethical and moral implications of processes such as translation, canon-formation, and anthologizing of world literature.
6. Listen actively and express ideas thoughtfully and respectfully, in writing and in speech, in conversations about world literature and culture.
Puchner, Martin, editor. The Norton Anthology of World Literature. Shorter Fourth edition, Volume 1: Beginnings to 1650, W. W. Norton & Company, 2018.
ISBN: 978-0-393-60287-6*
*ISBN number is provided for your convenience in the event you choose to purchase texts from a different vendor than the University bookstore; you can use the ISBN number to ensure you are purchasing the correct text.
Online readings are available in Canvas. See the course schedule for more information.
Aligheri, Dante. "Inferno." The Norton Anthology of World Masterpieces, edited by Maynard Mack, Fifth Continental edition, W. W. Norton & Company, 1987, pp. 774–99.
Arnold, Matthew. "Philomela." The Poems of Matthew Arnold, 1840-1867, Humphrey Milford, Oxford University Press, 1909, pp. 219–20.
Asquith, Anthony, and Leslie Howard. Pygmalion. 1939.
Atwood, Margaret. The Penelopiad. Cannongate, 2005.
Boccaccio, Giovanni. The Decameron. Translated by Guido Waldman, Oxford University Press, 2008.
de Navarre, Marguerite. Heptameron. The Norton Anthology of World Masterpieces, edited by Maynard Mack, Fifth Continental edition, W. W. Norton & Company, 1987, pp. 1079–90.
Gailey, Jeannine Hall. "Philomel, at the End." Becoming the Villainess, Steel Toe Books, 2006.
Hofmann, Michael, and James Lasdun, editors. After Ovid: New Metamorphoses. 1st American ed, Farrar, Straus and Giroux, 1995.
Homer. The Odyssey. Translated by Barry B. Powell, Illustrated edition, Oxford University Press, 2014.
Keats, John. "Isabella." Complete Poems, edited by Jack Stillinger, Belknap Press of Harvard University Press, 1982, pp. 184–99.
Ovid. Ovid’s Metamorphoses in Fifteen Books. Edited by Samuel Garth, J. Tonson, 1717. Google Books.
---. The Metamorphoses of Ovid. Translated by Allen Mandelbaum, First edition, Harcourt Brace, 1993.
You will be assessed on assignments on a 200 point scale as indicated below. Click here for assignment descriptions.
| assignment | percentage | points |
|---|---|---|
| participation* | 5% | 10 pts |
| in-class exercises #1-14 | 35% | 14 x 5 pts each = 70 pts |
| homework #1-4 | 40% | 4 x 20 pts each = 80 |
| final project | 16% | 32 pts |
| student directed discussion** | 4% | 8 pts |
| Total: | 100% | 200 pts |
*Participation includes attendance, preparedness to discuss reading assignments, class discussion exercises, and oral presentations assigned at the discretion of the instructor. By attending each class, students earn half of the participation points for the course. The remaining points are based on students' in-class contributions.
**Once during the term, each student will lead a student directed discussion. During this class, students will come prepared with questions to start discussion, and we will analyze both the texts and how to generate productive discussions of literature.
| Letter Grade | Percentages |
|---|---|
| A | 94-100 |
| A- | 90-93 |
| B+ | 87-89 |
| B | 83-86 |
| B- | 80-82 |
| C+ | 77-79 |
| C | 73-76 |
| C- | 70-72 |
| D+ | 67-69 |
| D | 63-66 |
| D- | 60-62 |
| F | 0-59 |
Grades on late assignments will be dropped 5% for each calendar day late and will not be accepted more than 7 days late. If you are having trouble with an assignment, you should make an appointment with me for assistance and to discuss the possibility of a (no-penalty) extension before the paper is due. Late final projects cannot be accepted because of the registrar's final grade deadline.
Academic dishonesty is unethical behavior which in any way violates the standards of scholarly conduct. It includes such behaviors as cheating, plagiarizing, submitting the same or essentially the same papers for more than one course without the consent of all instructors concerned. Also included in academic dishonesty is knowingly or intentionally helping another do any of these things. Any student who commits academic dishonesty will receive zero credit on the assignment in question and may be reported to the academic administration.
Siena Heights University values diversity and inclusion; we are committed to a climate of mutual respect and full participation. Our goal is to create learning environments that are usable, equitable and inclusive. If there are aspects of the instruction or design of this course that result in barriers to your inclusion or accurate assessment, please notify the instructor as soon as possible. Students with disabilities should contact the Office of Accessibility (517) 264-7683, or cmathis1@sienaheights.edu, to discuss a range of options for removing barriers in the course, including accommodations. This process is initiated and driven by the student. It is to your advantage to begin the process in a timely manner, since accommodations are not retroactive. Grades earned before verification of a disability and approval of accommodations by the Office of Accessibility will not be changed.
If you have a COVID-19 specific request, please use this form:
I want you to be present not only bodily (in face-to-face or virtual form), but mentally. If you are having trouble doing that because some of your needs are not being met, we have resources that may help. Any student who faces challenges securing their food or housing and believes this may affect their performance in the course is urged to contact the Office of Accessibility (cmathis1@sienaheights.edu) and/or the Vice President of Student Affairs (morlando@sienaheights.edu) for support. Please notify me if you are in need of other services or information if you are comfortable doing so, and I’ll do what I can to help you.
Please be respectful of others' learning and avoid disruptive behavior. Turn off cell phone ringers and all other distracting portable electronic devices/sounds before class. You should not be engaged in on-line activities such as texting or social media during class time. If you feel these activities are more important than classroom learning, please leave the room to conduct your online communications and return when you are able to focus on and participate in our classroom discussion.
As a class, we all need to give each other our attention and courtesy. Disagreements with others, including with me, will undoubtedly occur. In fact, I encourage expression of differing perspectives. However, conflicting points of view must be communicated respectfully. Bias, discrimination, and harassment in all forms will not be tolerated in this class.
You are expected to check your SHU email and Canvas every day. The syllabus, schedule, and all course material, assignments, rubrics, grades, and additional resources are accessible on Canvas. Any announcements that impact the whole class will be made via Canvas. If I have to reach you individually, I will use email. Not being aware of relevant class information because of failure to check email or Canvas is unacceptable and will negatively impact your grade.
Class participation is vital in this course; in-class work is a necessary supplement to the reading and writing you will do outside of class, and the contributions of each individual in class are important to everyone's learning. Therefore, attendance is part of your grade. In the event of illness or emergency, please contact the instructor (before class if possible) to obtain an excused absence. Unexcused absences during the term will affect your course grade. You are responsible for the information discussed in class when you are absent. In-class assignments/quizzes may not be made up for credit if your absence is unexcused.
In accordance with federal policy, SHU defines a credit hour as the amount of work represented in the achievement of student learning outcomes (verified by evidence of student achievement) that reasonably approximates one hour (50 minutes) of classroom instruction and a minimum of two hours of out-of-class student work. For every course credit hour, a typical student should expect to spend at least three hours per week of concentrated attention on course-related work including, but not limited to, class meeting time, reading, reviewing, organizing notes, studying, and completing assignments. At least an equivalent amount of time is expected for other academic activities such as online courses, laboratory work, internships, practica, studio work and other academic work leading to the award of credit hours.
The Siena Heights University Writing Center will offer services both in person and remotely this semester to ensure accessibility for all students. The Writing Center provides free, one-to-one writing support to all SHU students, regardless of academic discipline or background. Peer writing consultants will work with students at any stage of the writing process, from brainstorming to revisions. To learn more about their services or what to expect from a session, browse online writing resources, or make an appointment, visit writingcenter.sienaheights.edu. You can also schedule an appointment by clicking on the Navigate button from your mySiena account.
Title IX makes it clear that violence and harassment based on sex and gender is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. If you or someone you know has been harassed or assaulted for any reason, you can find the appropriate resources here:
You can access the Academic Calendar here for important term dates.
At the successful completion of this course, teacher candidates will be able to demonstrate proficiency in the following standards:
Well-prepared beginning teachers of English language arts will be able to:
a. Facilitate learners’ access to a range of age appropriate contemporary and classical digital and print materials of a variety of genres (e.g., informative/explanatory texts, narrative texts, signage including environmental print, poetry) and media (e.g., books, magazines, digital texts, audio text, speech-to-text technologies) for both in and out of school literacy.
Well-prepared beginning teachers of English language arts will be able to:
e. Select instructional materials—classic and contemporary, print and non-print texts, including young adult—that represent a range of world literatures, cultural and historical traditions, genres, and the experiences of a range of genders, ethnicities, and social classes.
Well-prepared beginning teachers of English language arts will be able to:
d. Select diverse texts and materials of varying complexity that align with instructional purposes (e.g., independent practice; study of author’s craft, structure, and purpose, including argumentative writing; expand cultural perspectives; integrate knowledge and ideas).
Well-prepared beginning teachers of English language arts will be able to:
l. Provide opportunities for students to engage in critical dialogue around the power and rhetorical use of language across contexts (e.g., use of first person in writing, oral traditions, language variation, figurative language).
Well-prepared beginning teachers of English language arts will be able to:
b. Select and analyze texts and text sets that represent multiple points of view and contexts.
e. Create opportunities for students to engage in literary analysis of author's craft and devices, including, but not limited to, symbolism, figurative language, characterization, dialogue, setting, plot development, theme, and rhetorical moves.
f. Create opportunities for students to engage in genre analysis that includes naming, describing, and modeling the conventions, strategies, and patterns of thinking that are typical of different genres (e.g., literary analysis, creative nonfiction, journalism, poetry, book reviews, technical documents).
Well-prepared beginning teachers of English language arts will be able to:
d. Provide access to and regular opportunities to work with a wide range of texts of varying complexity, structure, genres, represented identities, authorship, and modes.
h. Model and make visible to students the habits of a lifelong reader and writer (e.g., think-alouds, writing and reading with students, author visits, annotations, comprehension strategies, conferring, community readers/writers, peer reading programs, participation in reading events and networks).
Well-prepared beginning teachers of English language arts will demonstrate:
a. Understanding of literature as oral, written, enacted, and visual texts that reflect diverse cultures, values, traditions, and perspectives, including but not limited to books written for children and young adults (e.g., fiction, nonfiction, multimodal texts).
b. Knowledge of a wide variety of quality contemporary and classic literature relevant for secondary students in ELA classrooms and appropriate for different developmental levels and student needs, including multicultural/world literature, literature by authors of all genders, and literature for young adults.
c. Awareness of the power of literature to affirm lived experience, create empathy, catalyze conversations, and respect the questions, challenges, and emotions of childhood and adolescence.
Well-prepared beginning teachers of English language arts will be able to:
h. Employ critical literacy practices to critique the social narratives that are embedded in classic and contemporary literature in order to read with and against the text.
i. Prepare rationales for selection and use of literature and other texts to present to students, parents, and other stakeholders and to respond to potential challenges.
k. Select and use a range of literature relevant for secondary students in ELA classrooms and appropriate for different developmental levels and student needs, including multicultural/world literature, literature by authors of all genders, and literature for young adults.
Well-prepared beginning teachers of English language arts will seek to:
h. Connect teaching and learning to social, political, and cultural contexts in ways that support students’ growth of critical consciousness.
At the successful completion of this course, teacher candidates will be able to demonstrate proficiency in the following standards:
Well-prepared beginning teachers of students in grades 5-9 & 7-12 will:
p. Engage learners in using metacognitive strategies to reflect on their own learning and self-regulation, including self-assessment, self-reflection, feedback from others, and goal setting (e.g., aligning with IEPs, 504 Plans, Personal Curricula, or other official goal documents) as part of the assessment process.
Well-prepared beginning teachers of students in grades 5-9 & 7-12 will:
b. Use reflective practices to design, monitor, and adapt instruction as a means for gauging professional growth.
In this course, teacher candidates will have the opportunity to practice the following:
1. Leading a group discussion
2. Explaining and modeling content, practices, and strategies
3. Eliciting and interpreting individual students’ thinking
19. Analyzing instruction for the purpose of improving it