Course syllabus: world literature I

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Course Number: ENGL 2332

Course Title: World Literature I
Course Description: This course introduces the student to a multiplicity of literary histories beginning with the classical Greek period through the seventeenth century with an emphasis in written analysis. Students will read representative selections, analyze, and discuss philosophies, societal mores, social milieus, and social concerns.
Course Credit Hours:

Lecture Hours: 3

Prerequisite: English 1302

Student Learning Outcomes:

  1. Demonstrate awareness and understanding of the scope and variety of works or genres from each literary period.

  2. Demonstrate an understanding of literature as expressions of individual and human values within the social, political, cultural, and religious overtones of each literary period.

  3. Demonstrate critical thinking skills in oral and written discussion and argumentative analysis.

  4. Demonstrate an understanding of correct MLA documentation conventions.

  5. Show that the student can relate literature to his/her own experiences.

Withdrawal Policy: Last day to withdraw is March 21
Collin College Academic Policies: See the current Collin Student Handbook.”
Americans with Disabilities Act: Collin College will adhere to all applicable federal, state and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal opportunity. It is the student’s responsibility to contact the ACCESS office, or 972.881.5898 (V/TTD: 972.881.5950) to arrange for appropriate accommodations. See the current Collin Student Handbook for additional information.


Instructor’s Name: Dr. Marta Moore

Office Number: BB-214, SCC

Office Hours: TR 1:15-4:15 p.m.

Phone Number: 972-881-5821


Course website:

Class Information:

Section Number: S01

Meeting Times: TR 8:30-9:45 a.m.

Meeting Location: I-220
Course Resources:


Baines, John, et. al. The Norton Anthology of World Literature. Vols. A,B,C, 3rd edition.


MLA Handbook for Writers of Research Papers, 7th edition.

Hult, Christine, and Thomas Huckin. The Brief New Century Handbook

Harmon, William, and Hugh Holman. A Handbook to Literature. 11th edidion New York: Prentice Hall, 2008.
Supplies: Blue books for exams.
Attendance Policy: Part of your grade is based on your attendance. Regular and punctual class attendance is mandatory. Use the following guide:

  • All absences are counted the same, except that I will take into consideration court appearances, and extended serious illnesses.

  • If you absolutely must be absent, it is your responsibility to (1) find out from your class contact what happened that day, and (2) turn in at the next class period any assignments due the day of your absence. If you are more than 15 minutes late for class, you will be counted “absent.”

Method of Evaluation:

Midterm exam

20 %

Two in-class analytical essays (20%), One 8-10 page research essay with oral report (20%)

40 %

Daily work (in class activities, quick writing, quizzes,

journals, participation, attendance, and


20 %

Final Exam

20 %

Keep all graded and/or check marked assignments until the end of the semester.

The essays, midterm, and final exam will receive letter grades. Daily work will receive checkmarks for passing, and the total checkmarks will determine your overall daily work grade. Letter grades may be converted numerically as follows:

90 – 100 = A 80 – 89 = B 70 – 79 = C 60 – 69 = D 0 – 59 = F

Paper format. All formal papers must be typed, double spaced, with an MLA-format heading. Use 10- or 12-point type. It is your responsibility to keep back-ups of computer files.

Throughout the course of the semester, you will be required to complete three essays: Two in-class analytical essays and one research essay. You are required to take a midterm exam

10% —Essay #1: Analysis (written in class)

20% —Essay #2: Midterm exam (written in class)

10% —Essay #3: Analysis (written in class)

20% —Essay #4: Research (written outside class) + Oral report

The research essay is due 4/30 (8-10 pages, typed, double spaced)

This segment consists of two parts: one written and one oral: The research paper will include 5 secondary sources (literary criticism from the textbook, or a website, or any other periodical, magazine, or book) works cited, and MLA-style documentation. You can choose a topic relating to any of the assigned readings, authors, or the time period that we have covered. I will help you find a topic. The oral presentation of your research paper must be at least 10 minutes long.

Final Exam (20%) Bring a bluebook on the day of the final exam. You must take the exam in class on the date assigned to your class period (see schedule). This exam cannot be made up. If you do not take it at the appointed time, you will forfeit 20% of your course grade.
Daily quizzes over readings

Primary material (literature) and secondary materials (introductions, biographies)

Quick Writing”

Throughout the semester, you will do “Quick Writings” (in class) of one page on readings assigned for the day. These writings will ask for a thoughtful response to one or two of the readings and will take about 10 minutes to write. I will give you prompts.

In-class Presentations
A group presentation will also count as part of your final grade. During the first week of class, I will give you a list of topics, and you and your classmates will sign up for the date and topic that you want to present. Each student will give a presentation on an assigned reading or author. I will provide a list of authors and topics to choose from.

The requirements for the presentations are as follows:

  1. Each student must provide a handout to the class highlighting the main points of his/her presentation;

  2. Each presentation must be ten to twenty minutes long;

  3. Each student must use at least two sources for this presentation (not including the textbook);

  4. Each student must show 5 PowerPoint slides;

  5. It must be obvious that you and all of your group members have done an equal share of the work, and everyone must talk at some point during the presentation;

  6. Each student must turn in to me a written account of his/her presentation (3-5 pages, double spaced).

Response Journals
You are expected to keep a journal throughout the semester, responding to the assigned readings. In other words, after each reading assignment, you will write a response journal regarding some aspect of the reading. I will assign specific topics during class for students to explore. We will use these response journals to prompt class discussion. Journal writing, consequently, will occur both in as well as out of class. No research is necessary–and there are no ‘right’ or ‘wrong’ responses. The journals are graded on a credit/no credit basis. Each journal entry must be at least one page in length and typed, double spaced, 12 point Times New Roman font. A minimum of 15 pages is required by the end of the semester.

All journal entries are due on May 7
As an alternative to journals, or for extra credit you can engage in Service-Learning:

Define the learning outcome

Define the problem/need

Research the problem/need

Identify main issues

Establish Community Partner

Establish Goals for the Project

For exercises that will help you learn grammar and punctuation read the assigned chapters in the Brief New Century Handbook, and visit the following Web link:

  • Once there, click on “General Writing.”

  • In that category, you will find “Mechanics,” “Grammar,” and “Punctuation.”

  • Review areas of difficulty for you. Explore that site.

  • You must refine your mechanics, grammar and punctuation skills for your papers.

  • Each essay assignment will test your growing knowledge of grammar and punctuation,

  • For more information on grammar assignments, consult the Grammar Web links. You do not have to submit the exercises to me, but you will have to take the FINAL EXAM and apply the concepts assigned in the lab component throughout the semester. Grading will be comprehensive on the final exam essay. I will grade your paper according to what you have learned on the Grammar Assignments.


All essays must be turned in to Blackboard, which uses to ensure they are plagiarism free. You also must turn in a receipt and a hard copy. Assignments are due to me. Please do not drop off assignments in the Division Office.

I will not grade essays that have not been submitted to Blackboard, nor will I grade essays without a hard copy.

I will post grades on Blackboard

Blackboard/ accept papers in Microsoft Word, Word Perfect, RTF, PDF, Postscript, plain text, and HTML formats.

For technical support with computer problems, ask for help through the Help Desk at 972-377-1777.

If you need assistance with Blackboard, contact the Distance Learning Hotline at 972-881-5870.

You must create your own user profile

Please do not drop off your essays in the Division Office.

Class name is English 2332.S01

Class participation: Successful class participation includes completing all assigned readings and homework assignments before coming to class, bringing textbooks to every class meeting, taking notes, asking relevant questions, and engaging in class discussions. You must arrive on time and should not leave before the scheduled class time has ended. Silence all electronic devices and refrain from calling or texting during class.
Late Work and Make-up Work: Being absent does not excuse you from turning in any assignment on time, and more than three absences will jeopardize your grade for daily work. Assignments and papers are due at the beginning of class on the specified day, and late work will be accepted only with the prior permission of the instructor and only for partial credit. In general, homework, class work, and quizzes may not be submitted late. Therefore, failure to turn in assignments on the due dates or to take quizzes will lower your daily grade. Quizzes are usually given during the first ten minutes of class. A late essay will lose one letter grade. No late work will be taken a week after the due date.

For each extra credit assignment completed two points will be added to your participation grade.
Scholastic Dishonesty: From the Collin College Student Code of Conduct 7-2.3

The College District may initiate disciplinary proceedings against a student accused of scholastic dishonesty. Scholastic dishonesty includes, but is not limited to, statements, acts, or omissions related to applications for enrollment or the award of a degree, and/or the submission as one’s own work material that is not one’s own. Scholastic dishonesty may involve, but is not limited to, one or more of the following acts: cheating, plagiarism, collusion, use of annotated texts or teacher’s editions, and/or falsifying academic records.

Plagiarism is the use of an author’s words or ideas as if they were one’s own without giving credit to the source, including, but not limited to, failure to acknowledge a direct quotation.

Cheating is the willful giving or receiving of information in an unauthorized manner during an examination, illicitly obtaining examination questions in advance, copying computer or Internet files, using someone else’s work for assignments as if it were one’s own, or any other dishonest means of attempting to fulfill the requirements of a course.

Collusion is intentionally aiding or attempting to aid another in an act of scholastic dishonesty, including but not limited to, providing a paper or project to another student; providing an inappropriate level of assistance; communicating answers to a classmate during an examination; removing tests or answer sheets from a test site, and allowing a classmate to copy answers.

In cases where an incident report has been filed for an alleged violation of scholastic dishonesty, faculty are requested to delay posting a grade, for the academic work in question, until the Dean of Students Office renders an administrative decision in the case. Students found responsible for scholastic dishonesty offenses will receive an authorized disciplinary penalty from the Dean of Students Office. The student may also receive an academic penalty in the course where the scholastic dishonesty took place. The professor will determine the appropriate academic penalty.

Civility in the Classroom: You must treat your fellow students and me with respect at all times. If your behavior in class is disruptive, I will ask you to leave and report your behavior to the Dean of Students.

Writing Center: The Writing Center offers in person and online writing assistance and other resources. You should visit the Writing Center at least once this semester, and I may request that you visit the Writing Center for help with specific writing concerns. The Writing Center also hosts several free workshops each semester.

Conferences with Writing Center (optional): Students who wish individual tutoring are encouraged to make an appointment with one of the Collin Writing Centers.
Writing Center conferences with a writing professional may be held at a campus

close to you in Frisco (Preston Ridge Campus), McKinney (Central Park

Campus), or Plano (Spring Creek Campus). Locations and phone numbers of the

various Writing Centers can be found online at

The Writing Center will send me a report of your visits
OWL: Online Writing Lab. A Writing Center professional will also review and offer helpful comments on drafts of essays in progress for students who click “Online Review” on the Writing Center web site. Your grade on the writing assignment will likely improve because of the comments and suggestions that you receive.

Personal Support: Counseling Services supports and assists enrolled students who have personal issues that impact their college experience.  Individual appointments with Licensed Professional Counselors may be scheduled by contacting our office by phone or email. Sessions are confidential and at no cost to students.  Counseling Services does accept walk-in's during regular business hours.  Evening appointments may be scheduled based on counselor availability. For more information visit or call 972-881-5126.

Class Schedule

(Subject to change at the discretion of the professor)
Average reading for class will be approximately 20-30 pages. You are responsible for coming to class prepared to discuss the readings and to ask questions about readings. Unless otherwise noted, all reading assignments are for The Norton Anthology of World Literature I (Vols. A, B, C)

1/20 Introduction to class

Discussion of presentations

1/22 “Ancient Mediterranean and Near Eastern Literature” (3-21) and “Creation and the Cosmos” (23-25

The Epic of Gilgamesh (95-128)
1/27 Finish Gilgamesh

Journal #1
1/29 Selections from the Hebrew Bible (151-193)

Journal #2
2/3 “Ancient Athenian Drama” (644-650)

Sophocles’ Oedipus the King (701-747)

2/5 Oedipus

Presentation#1: Greek Politics and Government
2/10 Oedipus

Journal #3

Presentation#2: Aristotle’s From Poetics (Vol. A, 1149-1153)
2/12 Euripides’ Medea (783-823)

Journal #4

Presentation3#: Sappho of Lesbos and its Relevance Today (Vol. A, 635-644)
2/17 Medea

Presentation#4: Why has Confucius’s vision been extraordinarily influential over the past two and a half millennia? (1330-1344)
2/19 #1 in class analytical essay
2/24 “India’s Ancient Epics and Tales” (1161-1170))

The Jataka (1301-1311)

Journal #5

Presentation#5: Classical Tamil Lyric and Contemporary Love Poetry ( Vol. B, 855-869)
2/26 Ramayana of Valmiki (1170-1234)

Presentation#6: Mahatma Ghandi and Ramayana
3/3 Finish Ramayana

Journal #6

Presentation#7: Women in India
3/5 “Travel and Conquest” (909-911)

Ovid’s Metamorphoses (1073-1110)

Read Creation, Apollo and Daphne, Io and Jove, Europa and Jove, Iphis and Isis, Pygmalion.

Journal #7

Presentation#8 Buddhism and Pema Chodron
Spring Break
3/17 Midterm Exam
3/19 “Circling the Mediterranean: Europe and the Islamic World” (Vol. B, 3-18)

The Christian Bible: The New Testament (18-32)

Journal #8

Presentation#9: Corruption of the Roman Empire: Petronius’ The Satyricon
3/24 Augustine’s Confessions (45-57)

Journal #9

Presentation#10: Christianity in Rome
3/26 Augustine’s Confessions (58-71)
3/31 The Koran (71-98)

Journal #10

Presentation#11: Ibn Ishaq (98-107)
4/2 The Thousand and One Nights (552-605)

Journal #11
4/7 The Thousand and One Nights–library visit: how to do research

Class meets in D 130

4/9 Jaloddin Rumi (351-354)

Journal #12

Presentation#12: Sufism: Rumi and Mafhouz
4/14 #2 in-class analytical essay
4/16. “Humanism and the Rediscovery of the Classical Past” (Vol. C, 123-137)

Michel De Montaigne’s Essays (342-381)

Extra credit: Francis Petrarch (164-171)

Journal #13
4/21 Attend Undergraduate Interdisciplinary Student Research Conference, SCC Class meets in Conference Center

Michel de Montaigne’s Essays and Shakespeare’s Hamlet (652-753)

Journal #14
4/23 Shakespeare’s Hamlet

Presentation#13: Globe Theatre

4/28 Shakespeare’s Hamlet

Journal #15

Presentation#14: The Treatment of Women in Hamlet.
4/30. Research essay is due. Turn in your essay to Blackboard and print out a receipt and a paper copy.

Presentations of Research essays
5/5 Presentations of research essays
5/7 Presentations of research essays. Journals due.
Final Exam Week:

English 2332. S01 May14, Thursday 8:30 a.m.



Note: Although “A” and “B” papers possess many of the same features, the style, originality, and level of excellence of the “A” paper are exceptional.

Preparation: The student adapts his or her thinking to the form and requirements of the assignments, developing the paper through preliminary outlines and drafts.

Contents: The paper contains a significant and central idea clearly defined and supported with concrete, substantial, and consistently relevant detail. The superior paper displays freshness and originality of perception; it moves through its ideas with inevitability organic to its central idea.

Development: The paper engages attention and interest at the beginning, progresses by ordered and necessary stages, and ends with a non-repetitive conclusion. Development is economical, original, well proportioned, and emphatic; paragraphs are coherent, unified, and properly developed; and transitional expressions are both logical and effectively placed.

Sentence Structure: Sentences are unified, coherent, forceful, and varied to promote a lively and interesting rhythm.

Diction: The language is distinctive, fresh, economical, and precise; usage is rarely incorrect.

Grammar and Punctuation: correct grammar, punctuation, spelling, and mechanics reflect clear and effective thinking.

Appearance: The student has carefully proofread and correctly documented the paper. The student will type out -of-class papers using standard 10- or 12-font size on standard white paper using 1” margins and double spacing throughout (no triple spacing between paragraphs).

The C paper is clear, competent, and controlled, but its style and originality are undistinguished.

Preparation: The paper contains evidence of at least one preliminary draft. The student as clearly and competently adapted the topic and content to the assignment.

Content: The central idea is apparent but too general, familiar, or limited. Although supported with concrete detail, such detail may be occasionally repetitious, irrelevant, and/or sketchy.

Development: The plan of the paper is recognizable but not developed and/or consistently fulfilled. Development may be disproportionate or exhibit an inappropriate emphasis. Transitions are clear but too abrupt, mechanical, and/or monotonous. The paragraphs are unified, coherent, and usually well developed.

Sentence Structure: The sentences are competent, but many lack force, variation in structure, and/or effective rhythm.

Diction: The language is appropriate to the paper’s purpose, subject, and audience; it is not overly formal, abstract, or colloquial. Errors in usage are infrequent.

Grammar and Punctuation: Deviations from standard grammar, punctuation, spelling, or mechanics damage the paper’s clarity and effectiveness.

Appearance: The C paper conforms to the guidelines established for the superior paper.


Although D and F papers may share the same faults (such as inadequate development or absence of a discernible thesis,) the F paper exhibits an obvious breakdown in style and structure.

Preparation: The student’s ideas do not relate to the specific assignment, and the paper suggests scant evidence of a preliminary draft.

Content: The central idea is missing, confused, superficial, or unsupported by concrete and relevant detail. Content is obvious, contradictory, and/or aimless.

Development: The essay lacks clear and orderly stages and further fails to emphasize and support the central idea. Paragraphs are typographical rather than structural; transitions between paragraphs are missing, unclear, ineffective or rudimentary.

Sentence Structure: Sentences are incoherent, incomplete, fused, monotonous, rudimentary, and/or redundant, thus thwarting the intended meaning.

Diction: The level of language is inappropriate to the subject; errors in usage are frequent.

Grammar and Punctuation: Frequent mistakes in basic grammar, spelling, and punctuation obscure the writer’s ideas.

Appearance: An illegible presentation is always a liability.

Plagiarism: Collin faculty does not tolerate plagiarism. A paper containing plagiarism will earn a zero.


Academic Ethics: Every member of the Collin College community is expected to maintain the highest standards of academic integrity. Collin College may initiate disciplinary proceedings against a student accused of scholastic dishonesty. Scholastic dishonesty includes, but is not limited to, statements, acts, or omissions related to applications for enrollment or the award of a degree, and/or the submission of one’s own work material that is not one’s own. Scholastic dishonesty may involve, but is not limited to, one or more of the following acts: cheating, plagiarism, collusion, use of annotated texts or teacher’s editions, use of information about exams posted on the Internet or electronic medium, and/or falsifying academic records. While specific examples are listed below, this is not an exhaustive list and scholastic dishonesty may encompass other conduct, including any conduct through electronic or computerized means:
See the current Collin Student Handbook for additional information.

Every student should read that information, but the Collin English faculty would like for you to know more about plagiarism whether you are beginning the study of the research process and the pitfalls of proper documentation or whether you are preparing a critical essay for a literary studies course.

Plagiarism has disrupted and destroyed political careers as recently as the 1988 presidential election. It has cost professional writers thousands and, in some cases, millions of dollars in court awards or settlements resulting from lengthy lawsuits. In some businesses, plagiarism can result in a loss of respect or can be the grounds for dismissal. In college courses, plagiarism's penalties can range from failure on a particular assignment to failure in a course to expulsion from college. PLAGIARISM IS A SERIOUS MORAL OFFENSE.

According to the MLA Style Manual, the origin of the word plagiarism is the Latin for "kidnapper"; thus, a plagiarist kidnaps another writer's sentences, words, ideas, or organization and presents the material as his own. When the plagiarist uses his stolen material, he may do so knowing that the work is not his own. This is the most blatant form of plagiarism. MANY CASES OF PLAGIARISM, HOWEVER, ARE THE RESULT OF CARELESS DOCUMENTATION OR FAULTY NOTETAKING. Unfortunately, the reader who finds the error, not knowing the writer's intent, can only assume the plagiarism is intentional. Intentional or not, plagiarism in any paper will still carry serious penalties.

You can avoid plagiarizing if you remember that when you quote, use quotation marks; when you paraphrase, use only your own words. IN EITHER CASE, YOU MUST DOCUMENT. Proper paraphrasing does not mean changing a few words here and there, nor does it mean omitting a few sentences or scrambling their order. For a more complete explanation of proper paraphrasing, see your textbook.

Many students overreact when they learn what plagiarism means. They either assume that they should not use any sources (thus avoiding the problem entirely), or they assume they should document every word they have written. Both reactions are in error, for good writing involves the synthesis of your own ideas with the ideas of others. Documentation serves the purpose of clearly indicating which ideas are yours and which are those of other writers. If you are in doubt about that dividing line, ask your instructor or the Writing Center tutors for guidance.

Plagiarism, because it is a form of theft, burglary, kidnapping, or dishonesty that interferes with the goals of education, must carry severe penalties. The Collin English Department's policy is that an assignment containing plagiarized material receives an automatic "F." Your instructor may have other penalties in the course syllabus and may choose to initiate disciplinary proceedings against any student guilty of plagiarism.

Instructors are advised to report cases of plagiarism to the Dean of Students.

I have carefully read through the course syllabus and understand what is required of me.
I have also read the above brief explanation of plagiarism. I understand what it is and I am aware of the consequences if I should be guilty of it either intentionally or unintentionally.

_________________ ____________________________


_________________ ____________________________


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