English 1302 weekly calendar hcc spring 2010 making literature matter, 4th edition

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Instructor Name: _Shyama Mishra________________________

Phone Number - ____218-261-9200, ext 3236________ please leave time, date, and return phone number when you call

email address - ________shyama_m@hotmail.com______________

Office Hours - immediately following class and by appointment. Scheduled office hours: ____________1st period or after school________________________________________________________

Course CRN# ______, Room ___1012___

Schilb & Clifford, eds. Making Literature Matter: An Anthology for Readers and Writers, 4th edition.

ISBN 0-312-43611-4

Fowler, H. Ramsey & Jane E. Aaron, eds.  The Little, Brown Handbook, HCC 11th edition, Pearson/Longman.

Other Materials:

A notebook with loose leaf paper for notes and handouts, a folder with pockets, paper and pens, (see below for details), two-three flash drives (or other file saving devices) to turn in final drafts of major assignments and save daily work, index cards, {college level dictionary optional}

Grade Percentages:

10% Reading Notebook (Journals/Learning Progress Entries assigned by Instructor)

10% Essay #1 (Topic assigned by instructor)

10% Poetry Analysis Paper & Oral Presentation/Essay #2 (Topic from Reading Notebook/Poetry Presentation Options List)

10% Essay #3 - Critical Analysis Paper/In Class Midterm

20% Essay #4 - Argumentative Paper (Topic assigned by instructor)

30% Research Paper (Topic - “Outsiders” - Comparison/Contrast Paper)

10% Final Exam - Retrospective Essay

Important Dates:

January 18: Classes Begin, Drop/Add/Swap Fee ($15.00) Begins

January 19: Registration Ends

January 19: Last Day for Drop/Add/Swap

March 14 - 20: SHS Spring Break – No Classes

April 14: Last Day for Administrative /Student Withdrawals (4:30pm)

May 9: Instruction Ends

May 10: Final Exams

May 9: Semester Ends

May 16: Grades Due by Noon

May 20: Grades Available to Students

Attendance Policy:

Attendance will be taken every class period and this policy will be enforced. HCCS policy states that a student who is absent more than 12.5% (6 hours) of class may be administratively dropped from the course. Coming in late or leaving early will constitute a tardy. All tardies will be counted toward your allotted absences. For example, if you are ten minutes late, ten minutes will be deducted from your 6 hours of possible absences. Your participation is required. Students who intend to withdraw from the course must do so by the official last day to drop. Students who prefer to receive an F rather than a W will need to attend classes throughout the semester and take the final exam or discuss the situation with the instructor before they stop attending the class.

Withdrawal Policy:

The State of Texas has begun to impose penalties on students who drop courses excessively. For example, if you repeat the same course more than twice, you have to pay extra tuition. Beginning in the Fall of 2007, the Texas Legislature passed a law limiting first time entering students to no more than six total course withdrawals throughout their academic career in obtaining a certificate or baccalaureate degree. There may be future penalties imposed.

**If you do not withdraw before the deadline, you will receive the grade that you are making as the final grade. This grade will probably be an “F.”

**You should visit with your instructor, an HCC counselor, or HCC Online Student Services to learn what, if any, HCC interventions might be offered to assist you to stay in class and improve your performance. Such interventions could include tutoring, child care, financial aid, and job placement.

Student Course Reinstatement Policy

Students have a responsibility to arrange payment for their classes when they register, either

through cash, credit card, financial aid, or the installment plan. Students who are dropped from

their courses for non-payment of tuition and fees who request reinstatement after the official date

of record can be reinstated by making payment in full and paying an additional $75.00 per course

reinstatement fee. The academic dean may waive the reinstatement fee upon determining that the

student was dropped because of a college error.
Late Paper Policy:

All assignments are required to be turned in at the beginning of the class when they are due. Your due date will be posted on your assignment sheet for all major essays and the research paper, as well as on this syllabus. Occasionally, the due date on the syllabus may be adjusted, so please refer to the essay assignment sheet. Late papers will be docked a letter grade (10 points) per week. No late papers will be accepted more than one week late. Please arrange a conference with me to discuss the reasons for any late papers. Please keep a copy of your papers for your own file; should a paper be lost, it is your responsibility to give me another copy.

The English Department regards a two week turnaround for the return of major essays an appropriate timeframe.
Make-up Policy:

Students will be allowed to take make-up exams if they have medical or unforeseen emergencies. Students will be responsible for contacting the instructor and providing documentation of the emergency situation. Students are strongly encouraged to avoid taking this measure and the make-up exam will be an entirely different format from the original exam administered in class on the scheduled date.

Paper Format:

· Blue or black ink only (in class handwritten assignments)--*Please note-In Lab Classes--all work will be typed

· White notebook paper only - no frayed edges

· Handwritten work should be written on one side only

· Length -- two to three full pages (approx. 300-500 words) on in class handwritten essays & out of class typed Journal/Reading Notebook Entries --out of class typed “short” essays (750-1,000 words)

· Do not use white out/liquid paper on in class essays

· Hand in rough drafts with final drafts -- out of class typed papers

· Typed papers must adhere to MLA style format

· All major assignments need to be printed in “hard copy” format {paper} and turned in with the material saved on a properly labeled flash drive or other file saving device {Student Name, Instructor Name, English 1302}
Other Course Policies:

*Please turn off cell phones and beepers prior to entering the classroom (see above).

*Please be prepared to take notes during class -- no tape recording devices allowed (see above).

*Please do not bring children, boy/girl friends, family members, etc. to class with you -- only students registered in the class may attend.

*Please do not chat with class colleagues during discussion.

*Please do not pack up books and belongings prior to being dismissed -- I will announce when class has been completed and it is time for you to leave.

*If you should miss class for any reason, it is your responsibility to make up the work you missed and to contact me for any special instructions on work you missed. It is also strongly recommended that you obtain the phone number of a classmate to aid you in this situation.

*Attendance will be checked daily. Please note: tardies will have an effect on the grade you receive for the course (i.e. points for the work you miss such as quizzes, in class writing assignments, etc. will be deducted from your final grade average). Please make an effort to be on time to avoid losing points and disrupting the class.

New Policy on Repeating Courses:

"NOTICE:  Students who repeat a course three or more times will be charged an additional fee at HCC and other Texas public colleges and universities.  Please ask your instructor/counselor about opportunities for tutoring/other assistance prior to considering course withdrawal, or if you are not receiving passing grades."

Special Conditions:

If you have any special conditions, extenuating circumstances, or needs that may affect your progress in this course, please notify me. I would be happy to discuss them with you in person. Also inform me of any special accommodations that you have documented through the Disability Support Services Counselors so that we may better meet your needs (Student Handbook 10). Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the Disability Services Office at the respective college at the beginning of each semester. Faculty are authorized to provide only the accommodations requested by the Disability Support Services Office.

The Journal/Reading Notebook:

You will be responsible for keeping a folder (Journal/Reading Notebook) in which you will organize all writing assignments (journals, group work summaries, in class activity summaries, and any other instructor assigned work). This Notebook will be comprised of reading response journals (50%), and entries detailing your learning progress in this course (50%). {**Students who choose to participate in the Service Learning Project (SLP) may substitute up to 10 journal entries (50%) in lieu of standard journal entry topics. The SLP journal entry topic suggestions will be detailed in the Service Learning Project Hand-out posted on my HCC Learning Web page}. The in class entries will be typed at the beginning of class and turned in upon completion. The completed folder will be turned in per the syllabus schedule. Periodic checks will be made to monitor the progress of each student. All students are responsible for bringing their work to each class and keeping the Journal/Reading Notebook current. Students must maintain a Table of Contents for their folders. All work must be typed utilizing MLA style and must be saved on a properly labeled flash drive or other file saving device. (Lab Students: All students must bring a flash drive or other file saving device to each class so their work can be saved on a daily basis). Students are also strongly encouraged to send documents to their email as a back-up. The Journal/Reading Notebook will also provide the topic for the Final Exam. Each entry in the Reading Notebook must be completed to receive a passing grade on this assignment. All students are responsible for making up missed work due to unforeseen absences.

Free English Tutoring

*The Southwest College offers you free tutoring at our tutoring centers where you will receive individual attention with any of your writing concerns. Check with me for location, dates, and times of tutoring. Signs will be posted once the hours have been established.

Be sure to bring your books and assignments with you when you go to the tutoring lab. Partial List of Locations for Live Tutoring: Alief Hayes Rd Campus - Rm. TBA; Greenbriar Annex (Stafford Campus)- Rm. 106; Scarcella Stafford Campus Rm E113; West Loop Center - Rm 168 . *Students will also have access to Smarthinking, which is a component of MyCompLab, the online technical supplemental feature of The Little, Brown Handbook. All students will be issued a four year access code upon their purchase of the handbook. The tutoring service offers online review of student essays. Students will be provided with more details and instructions on how to submit essays online for review by tutors once they register online with their access codes.

***HCC also provides an online tutoring program. The url for this tutoring option is: http://hccs.askonline.net.


Counseling is available at each campus. Check with the information desk at the particular campus for room numbers and consult your class schedule for telephone numbers.

Library (Learning Resource Center)

The Southwest College has a Learning Resource Center at each campus for student use. The library provides electronic resources including a computerized catalog system as well as numerous data bases that contain full-text articles. Stop by your campus library to find out hours of operation. All students will be required to obtain and/or update an HCCS Library Card (this is your student picture id card). http://library.hccs.edu/

Student Organizations

One organization of interest to students taking English classes is Southwest Writers, a group of students who write and read their works (in a public forum as well as on the Internet) and receive peer support and constructive criticism. Students in this group create a supportive network to create poetry, fiction, drama, and non-fiction prose. Contact advisor Ms. Helen Jackson at: helen.jackson@hccs.edu. Another organization of interest for English students is the Gender Studies Group. The Gender Studies Club will meet each month and online to discuss the roles of women and men in society and to investigate how sexual differences and cultural constructions of gender may affect identity. We promote awareness of gender issues on campus, encourage research and discussion of gender issues, host prominent speakers in the field, and serve the community. Contact Ms. Marie Dybala at marie.dybala@hccs.edu and/or Ms. Amy Tan at: amy.tan@hccs.edu if you are interested in joining this HCC student organization. In addition, Phi Theta Kappa is the honor society of two-year colleges. Students must earn a 3.5 grade point average and accumulate 9 credit hours to join this group. HCCS has a very active chapter: Omega Sigma. Contact: Ms. Eunice Kallarackal at: eunice.kallarackal@hccs.edu for more information.

Inclement Weather

During inclement weather conditions, monitor major local channels for updates on school closings. You can also check for school closings at: www.school-closings.net.

Mission Statement of the English Department

The purpose of the English Department is to provide courses that transfer to four-year colleges; introduce students to literature from diverse traditions; prepare students to write clear, communicative, well-organized, and detailed prose; and develop students’ reading, writing, and analytical skills.


According to the 2006-2009 Student Handbook for the Houston Community College System :

“Students are responsible for conducting themselves with honor and integrity in fulfilling course requirements. Penalties and/or disciplinary proceedings may be initiated by College System officials against a student accused of scholastic dishonesty. ‘Scholastic dishonesty’ includes, but is not limited to, cheating on a test, plagiarism, and collusion. ‘Cheating’ on a test includes:

-- Copying from another student’s test paper;

--Using materials during a test that are not authorized by the person giving the test;

--Collaborating with another student during a test without authority;

--Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of an unadministered test;

--Bribing another person to obtain a test that is to be administered.

‘Plagiarism’ means the appropriation of another’s work and the unacknowledged incorporation of that work in one’s own written work offered for credit.

‘Collusion’ means the unauthorized collaboration with another person in preparing written work offered for credit” (34-35).

Please note the possible consequences of such dishonesty, as stated in the 2006-2009 Student Handbook: Possible punishments for academic dishonesty may include a grade of “0” or “F” for the particular assignment, failure in the course, and/or recommendation for probation or dismissal from the College System (35).
Plagiarism Policy

Plagiarized papers or projects will receive a grade of “0” (zero) -- no exceptions. Cheating or collusion will also result in a grade of “0” (zero) on that paper or project. Plagiarism or collusion on a second major assignment will result in a zero in the course. Students need to be aware that the instructor will be utilizing plagiarism software and internet sources to check student work for potential plagiarism. This will be discussed in more detail during class lecture.


English 1302 is a more extensive study of the skills introduced in English 1301 with an emphasis on critical thinking, research and documentation techniques, and literary and rhetorical analysis. English 1302 is a core curriculum course.


· READING: Reading material at the college level means having the ability to analyze and interpret a variety of materials -- books, articles, and documents.

· WRITING: Writing at the college level means having the ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience. In addition to knowing correct grammar, spelling, and punctuation, students should also become familiar with the writing process, including how to discover a topic, how to develop and organize it, and how to phrase it effectively for their audience. These abilities are acquired through practice and reflection.

· SPEAKING: Effective speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience.

· LISTENING: Listening at the college level means the ability to analyze and interpret various forms of spoken communication.

· CRITICAL THINKING: Critical thinking embraces methods of applying both qualitative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to construct alternative strategies. Problem solving is one of the applications of critical thinking used to address an identified task.

· COMPUTER LITERACY: Computer literacy at the college level means having the ability to use computer-based technology in communicating, solving problems, and acquiring information. Core-educated students should have an understanding of the limits, problems, and possibilities associated with the use of technology and should have the tools necessary to evaluate and learn new technologies as they become available.

By the time they have completed English 1302, students will

• demonstrate the ability to use consistently and effectively the writing process for both in-class and out-of-class essays (thus reinforcing English 1301 instruction);

• understand and apply the basic principles of critical thinking—evaluation, analysis, and synthesis— as they write essays that persuade or argue;

• be able to analyze, in writing, readings by professional and student writers (for such elements as purpose, audience tone, style, writing strategy, and for much deeper meanings);

• be able to develop a critical and creative essay in response to an issue related to reading(s) or other class projects;

• demonstrate the ability to resist simplistic formulations, whether in their own or others’ texts;

• understand the characteristics of imaginative texts and write effective analyses of various genres;

be able to acknowledge, as appropriate, their own history, interests, and biases as they discuss a topic, thus placing themselves credibly in the discussion;

• develop the ability to research and write a documented paper;

• make effective stylistic choices (diction, tone, sentence structure) in all writing assignments, depending upon the audience and purpose of a piece of writing;

• apply suggestions, as appropriate, from evaluated compositions to other writing tasks; and

• fulfill the writing requirements of the course, writing at least 6000 words during the semester.




Session One 01/18: Introduction to Course/Discuss Journal/Reading Notebook/Proof of registration/Review Syllabus/Course Description, Purpose, Objectives, Policies/Introduction to the Writing Process/ Diagnostic Essay -- written in class

Session Two 01/19: Continue diagnostic essay, turn in.

Homework due NEXT CLASS: Read “Preface for Students: Using this Book”

01/20 : Complete Journal/Reading Notebook (JRN) Entry #1: Topic–write about an experience when you first encountered another culture other than your own--Length 300 words

Session three 01/21- Discuss Homework/In Class Writing Activity (Argumentation) Journal Entry #2 -- In Class;

Homework: Read pgs. 3-13 in MLM


Session One 01/24: Complete Journal Entry #3: Topic -- respond to Exercise #1 on pgs. 12, Discuss homework.

Session Two 01/25: Read Rodriguez 1008-1017;

Session three 01/26: Discuss Rodriguez.

Homework: Read Chapter 2 (LBH)

01/27 : Quiz on Chapter 2 reading.

01/28: journal entry 4: reading response on Rodriguez reading.

Session One 01/31: Introduction to Essay #1 Topics/MLA Style introduced. Draw outline of essay 1 in class. Class discussion on topic. (analyze your own poetry)

Session Two 02/01: Read pgs. 14-56 in (MLM); Analyze “Girl”

02/02: Complete Journal/Reading Notebook (JRN) Entry #5: Topic -- respond to Writing Exercise on pg. 51 (MLM)

Homework: Complete final draft for journal, Length 300 typed words - 1 1/2-2 typed pages, double spaced

Session Two 02/03: In Class Activity {Journal #6} pgs. 28 “A Writing Exercise” (MLM)

02/04 : Grammar exercises LBH.

Session One 02/07: Start first draft of essay 1 Introduce Essay #2 Poetry Project Topics

Session Two 02/08: Complete first draft of essay 1

02/09 - Peer Review of Essay #1

02/10 – Read Many Rivers to Cross

02/11 Complete Journal/Reading Notebook (JRN) Entry #7: Topic -- respond to many Rivers to cross. Turn in Final draft of essay 1.
Week Five

02/14: Discuss Essay 2. Choose group, poems, turn in. Homework: Read Chapter 4. Discussion of Essay #2/ Assign poetry project details, groups. (Due 03/09, 10,11 : presentations and essay)

02/15: Read Welty

02/16: Compare Bacca and Welty

02/17: Journal 8 on Welty or Bacca. Read ch. 7 of LBH

02/18: Quiz on Chapter 7


Session One 02/21: grammar quiz from LBH

02/22: Final group discussion on poetry project

Have a list of questions ready for analysis.

Session Two 02/23: Class discussion on poetry project. Teacher guided discussion will help analysis of selected poetries.

02/24 – Read “In Search of Our Mother’s Gardens”

Session Three 02/25: Compare bacca and Welty.

WEEK seven:

Session One 02/28: In class midterm critical analysis essay. Choose a reading to analyze it.

Session Two 03/01: Midterm Essay #3 – In Class continued

03/02: Read Levine, Erdrich , Piercy - analyze

03/03: Blake , & Chin ; analyze

03/04: Choose two of these poems and write a brief description of why you like these two poems more than the other poetry selections (journal 9)

Homework: Read chapter 8 of LBH.


03/07:. Quiz Chapter 8. Read Bambara “ The Lesson”

03/08 Read Brent Staples

Homework: Read Alice Walker “ In Search of our Mother’s Garden”

03/09 – 03/11 – poetry project presentations, essays due the day of the presentation.
Spring break ; 03/14 - 3/18

Week Nine

03/21: Complete Journal Entry #10 -- Topic -- respond to one of the readings -- describe how one of the characters is an “outsider” and define what makes him or her an outsider

Homework : Read Chapters 42 & 43 (LBH); Please Note – Chapters 42-48 in LBH summarize the research process – to get a head start on the research project you should skim this entire section of the handbook.

Session Three 03/22: Read Niemoller “First They came for the Jews’, Anne Sexton “After Auschwitz’ Analyze the topic of outsider with reference to these poems.

03/23: Read Faulkner “A Rose for Emily’

Homework: review Rodriguez “aria. Note how the concept of outsider is present in this essay.

03/24: Complete Journal Entry #11 -- Topic -- respond to faulkner -- describe how one of the characters is an “outsider” and define what makes him or her an outsider -- length 300 words;

03/25 ; Organize your research paper. What readings will you include? Who are the outsiders? Organize your thoughts in an outline.

Homework: Online research on this topic. Make bib cards and note pages of your findings. At least 5 needed.

Session One 03/28: Bring back research from weekend to class. Start working on abstract. (150 words)

Session Two 03/29: Complete and Turn in abstract.

Session Three 03/30: Turn in Bibliography Cards (6), and note pages continue working on research project -- be sure to take notes from all relevant outside sources.

03/31- Start working on 1st draft of research paper.

04/01 - Continue working on first draft.

Session One 04/4: Turn in research paper first draft. Read Clifton “Forgiving my father”, Gluck “Terminal Resemblance”

04/05: Read Roethke. Respond in class: A comparative analysis

04/06: Complete Journal #12 -- Topic respond to one of the poetry readings.

04/07 : Read Desiree’s Baby.

04/08: discuss reading.


Session 4/11: Quiz on readings.

Homework: typesecond draft of research paper

Session Two 4/12: peer review second draft

4/13: peer review continued.

4/14:Read Norman 1459-1492 -- be prepared to participate in an in class activity based on the Norman play

Homework: type up final draft

4/15: turn in research final draft. Grammar quiz.


Session One 4/18: Journal 13: Argumentative essay topic intro – topic relationships.

Session Two 04/19: Read Olsen: Ironing

4/20: discuss family issues based on reading.

4/21: reading The Glass Menagerie

4/22: Reading The Glass Menagerie

Home work; Read the play at home.

Session One 04/25: Discuss the play and family issues.

4/26; {Journal #13} – respond to The Glass Menagerie.

Homework due NEXT CLASS: Review Chapters 42-48 (LBH)

Session Two 04/27 : Quiz on LBH reading.

4/28: Life map project on The Glass menagerie.

4/29; Continue life map project.

Session One 05/2:: Present life map project.

Session Two 05/03: outline of essay 4 argumentative essay. Family issues.

05/04: Continue outline, begin first draft.

05/05: Continue first draft

O5/06: complete first draft and turn in.

Session One 05/9: Turn in journal folder for a major grade. You should have 13 journals.

Session Two 05/10: Start body biography project. Choose a character from any of your readings.

05/11: continue body biography projecr

05/12: Turn in body biography project.

05/13; Discuss final essay topic. outline


FINAL EXAM WEEK Final Retrospective Essay Exam - In Class: Please note – all final exams are 2 hours and will be held per the official final exam schedule.


READING LIST – Making Literature Matter, 4th Edition

Chapter One pgs. 3-13

Chapter Two pgs. 14-56

Chapter Four pgs. 96-130

Jamaica Kincaid “Girl” 23-25

*John Milton “When I consider how my light is spend” 47-48

*Lynda Hull “Night Waitress” 50-51

Eudora Welty “A Visit of Charity” 99-102

Rebecca Brown “The Gift of Sweat” 103-106

*Philip Levine “What Work Is” 134

*Louise Erdrich “The Lady in the Pink Mustang” 139

Alice Walker “In Search of Our Mothers’ Gardens” 184-190

*Marge Piercy “To Be of Use” 202-203; “For Strong Women” 204-205; “The Market Economy” 206; “What’s That Smell in the Kitchen?” 207-208

*Robert Frost “After Apple-Picking” 211-213

Ralph Ellison “Battle Royal” 223-233

Raymond Carver “The Bath” 247-253; “A Small, Good Thing” 254-271

*William Blake “The Chimney Sweeper” 273

*Marilyn Chin “Autumn Leaves” 276

Brent Staples “The Runaway Son” 285-291

N. Scott Momaday “The Way to Rainy Mountain” 308-312

*Lucille Clifton “forgiving my father” 314-315

*Robert Hayden “Those Winter Sundays” 315-316

*Theodore Roethke “My Papa’s Waltz” 316-317

*Shirley Geok-lin Lim “Father from Asia” 318-319

*Sylvia Plath “Daddy” 323-325

Tillie Olsen “I Stand Here Ironing” 340-345

Amy Tan “Two Kinds” 346-354

Alice Walker “Everyday Use” 355-362

James Baldwin “Sonny’s Blues” 376-399

Tennesse Williams The Glass Menagerie 401-447

Christopher Durang For Whom the Southern Belle Tolls 448-459

*Nikki Giovanni “Legacies” 462

*Linda Hogan “Heritage” 463-464

*Gary Soto “Behind Grandmother’s House” 465-466

*Alberto Rios “Mi Abuelo” 467-468

bell hooks “Inspired Eccentricity” 472-477; “Talking Back” 478-481; “Spirit” 482-483

Lorraine Hansberry A Raisin in the Sun 485-552

Ernest Hemingway “Hills Like White Elephants” 571-575

*Kitty Tsui “A Chinese Banquet” 601-602

*Minnie Bruce Pratt “Two Small-Sized Girls” 603

*Anne Bradstreet “To My Dear and Loving Husband” 620

*E. E. Cummings “somewhere I have never traveled” 621

*Sharon Olds “True Love” 624-625

Leslie Marmon Silko “Yellow Woman” 628-635

James Joyce “Araby” 636-640

John Updike “A & P” 641-645

*Andrew Marvell “To His Coy Mistress” 658-659

*T. S. Eliot “The Love Song of J. Alfred Prufrock” 663-666

Kate Chopin “The Storm” 683-687; “The Story of an Hour” 688-690; “Désirée’s Baby” 690-694

William Faulkner “A Rose for Emily” 696-702

Raymond Carver “What We Talk About When We Talk About Love” 703-712

Zora Neale Hurston “The Gilded Six-Bits” 713-721

*Mark Doty “Night Ferry” 901-903

*D. H. Lawrence “Snake” 908-910

Henrik Ibsen A Doll House 943-994

Susan Glaspell Trifles 995-1006

Richard Rodriguez “Aria” 1008-1017

*Louise Erdrich “Dear John Wayne” 1026-1027

*Dwight Okita “In Response to Executive Order 9066” 1028

Martin Luther King, Jr. “Letter from Birmingham Jail” 1079-1091

*Langston Hughes “Theme for English B” 1101; “Harlem” 1102-1103

Toni Cade Bambara “The Lesson” 1107-1112

ZZ Packer “Brownies” 1113-1128

*Sherman Alexie “Capital Punishment” 1172-1175

*Robert Browning “My Last Duchess” 1177-1179

Nathaniel Hawthorne “Young Goodman Brown” 1183-1192

Edgar Allan Poe “The Tell-Tale Heart” 1232-1235

Flannery O’Connor “A Good Man Is Hard to Find” 1304-1316

*William Blake “London” 1372

*Gwendolyn Brooks “The Mother” 1382

Angela Carter “In the Company of Wolves” 1393-1401

*John Keats “Ode on a Grecian Urn” 1403-1404

*Percy Bysshe Shelley “Ozymandias” 1409

Tim O’Brien “The Things They Carried” 1414-1427

*Emily Dickenson “I like a look of Agony” 1447;“I’ve seen a Dying Eye” 1448;“I heard a Fly buzz—when I died—“ 1449;“Because I could not stop for Death—“ 1450

*John Donne “Death Be Not Proud” 1453

*Dylan Thomas “Do Not Go Gentle into That Good Night” 1454

Marsha Norman ‘night, Mother 1459-1492

*Linda Pastan “Ethics” 1500-1501

Bharati Mukherjee “The Management of Grief” 1504-1516
*Works/Poems with an asterisk will be used by students to complete the poetry project – students may choose any poem with an asterisk as the topic of their Essay #2 Poetry Presentation.

**Works in bold font will be utilized as choices for the Research Paper Project

***Works in italics will not be read during the semester but students are encouraged to read these selections at their leisure to enhance their overall understanding of fiction, non-fiction, poetry, and drama

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