Engl 2327. 702. 2172 American Literature to 1865 Spring 2017 Instructor Information Name

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ENGL 2327.702.2172 - American Literature to 1865

Spring 2017

Instructor Information

Name: Clark T. Moreland

Email: moreland_c@utpb.edu

Telephone: 432-552-2297

Office Location: MB 4120

Office Hours: Office Hours: Mondays, 1:00-3:00 PM; Tuesdays, 9:00-11:00 AM; Wednesdays, 10:00-11:00 AM; Fridays, 2:00-3:00 PM (“Coffee with Moreland”); and by appointment.

Education: BA, MA (2005): University of Texas of the Permian Basin
Research Interests: 19th Century Fiction, Poetry, and Art; Trans-Atlantic Romanticism; Composition Theory; Nonviolence.

Course Description

This course surveys American writers from the colonial period to the end of the Civil War. Topics for discussion include the spiritual and material motives for exploration and settlement, Native American responses to colonization and cultural imperialism, evolving conceptions of human nature and the natural world, the struggle against slavery, the quest for a national literature, evolving conceptions of God, shifting gender ideologies, and the struggle against conformity and materialism. Numerous texts, both canonical and emerging, will give us ample opportunity to explore these issues in distinctly American contexts. In addition to exposing you to the diversity and range of what we call American literature, this course will challenge you to read closely, think critically, and write clearly.

This course is a Web Course and is conducted within Canvas at http://utpb.instructure.com.


The prerequisite for this course is ENGL 1302 (Texas common course numbering system) or an equivalent second-semester college writing class. The reason for this prerequisite is that the readings are not easy, and neither are the papers; you need a solid grasp of how to think about language and how to write a thesis-and-support paper.

Course Objectives/Measurable Learning Outcomes
By the end of this semester of study, each student will be able to:

  1. Demonstrate awareness of the scope and variety of works in the arts and humanities. 

  2. Understand those works as expressions of individual and human values within an historical and social context.

  3. Respond critically to works in arts and humanities.

  4. Articulate an informed personal reaction to works in the arts and humanities.

  5. Develop an appreciation for the aesthetic principles that guide or govern the humanities or arts.

Course Core Curriculum Objectives and Learning Outcomes

  • Critical Thinking Skills: Students will draw well-reasoned logically supported conclusions from information.

  • Communication Skills: Students will demonstrate effective written, oral, and visual communication skills.

  • Social Responsibility: Students will demonstrate intercultural competence, civic responsibility, and the ability to engage effectively in regional, national and global communities.

  • Personal Responsibility: Students will be able to connect choices, actions and consequences to ethical decision-making.

These Objectives and Learning Outcomes will be assessed using the university’s Critical Thinking, Communication Skills, Social Responsibility and Personal Responsibility rubrics.

Course Textbooks

Package One (Vols. A AND B) of The Norton Anthology of American Literature (8th edition).

Additional public-access Web materials will be made available; these materials are intended to enrich your awareness of the cultural context within which the written work was produced.

A good college dictionary (Webster's Collegiate Dictionary is very GOOD).

Course Activities

This course is intended to give you an experience similar to that of being in an actual classroom. Thus you will frequently engage in class discussions and in peer review of drafts of papers.

Each of the course modules focuses on a specific topic and culminates in a paper. For each, I've designed several activities to help you understand the topic and generate material for the paper.

Participation in the collaborative activities and in the peer review of papers will help you master the concepts associated with each topic. Failing to participate will not only hinder your understanding of the topics but will lower your grade.

Overview of Modules

The course will focus on the following modules.

  1. Colonization and Revolution: Arrivals and Departures

  2. Transcendentalism: Romanticism, American Style

  3. Dark Romanticism: Imagination Runs WILD!

Under each module, you'll find detailed instructions for completing each activity, including the time frame within which the activity must be completed. You must pay close attention to this schedule.

ALL posting must be done by midnight at the end of the stated day.

This syllabus is not, as they say, "carved in stone." Any changes will be announced on Canvas you're responsible for keeping track of such changes.

Communication Plan

Email: The best way to communicate with me is through the Canvas messaging inbox. In the event that Canvas is down, though, you need to keep a copy of my email address and telephone number offline, just in case. I will make every effort to respond to all messages & emails within 48 hours. If I cannot, I will let everyone know. I also ask for extra consideration on Sundays.

Discussion Board: Besides course content and related discussion topics, there is a forum devoted to questions about the course. I will check this area frequently. Be aware that other students may provide the answers before I can – I will post corrections if needed. I will post the answers for commonly asked questions in this area for the benefit of all the students in the class.

Text Messaging: The instructor of this course utilizes text messages as another form of communication. As is the case with all electronic communication to your instructor, be mindful of proper English grammar and tone. Allow 24 – 48 hours for a reply, though in most cases replies will be much quicker. Always include your full name, course number, and section number in each message. Make sure your text messages are questions that can be easily answered by your instructor in 140 characters or less; otherwise, consider writing an email or making a telephone call. Check your professor's profile for additional guidelines for text messaging.

Feedback on Assignments: Individual feedback or general feedback will be provided for all assignments. I typically will comment on discussion board activities for a particular module a few days before an essay draft is due. Major assignments (papers) usually take me up to fourteen days to grade. I also provide feedback on drafts in a timely manner, giving you time to revise accordingly for the final paper. 

Announcement Area: I will periodically post announcements, reminders, general comments, etc. in the announcement area. Please check this area on a daily basis for course updates.

Important Dates

UTPB Academic Calendar

Grading Scale

Your grade in the course will be determined by

  • Papers 1 & 2 (20% each)

  • Paper 3 (25%)

  • The Midterm Exam (5%)

  • Group Activities (Discussion Board and Peer Reviews) (30%)

Letter Grade Point Distribution:

F: 0-59%
D: 60-69%

C: 70-79%
B: 80-89%
A: 90-100%

Class Discussions and Peer-review Activities

In order to make the highest possible grade, you need to participate in group activities. Here’s how to do well on the discussion board:

1) Contribute substantially to the class discussions for all modules. Substantial contributions to collaborative activities consist of a full and original (but informal) response (at least 300 words) to the posted questions plus numerous responses (at least two at 50 words or more) to the postings of other members of the group.

2) Pose one thoughtful question for each lecture in the space provided on the Discussion Board. To earn the highest grade on this activity, you need to pose an original question (that means you need to read the other questions posted before you, and ask something different) that demonstrates you have actually read/listened to the lecture.

3) Respond helpfully to your group’s papers in peer review for all modules. A helpful peer review response answers all of the questions on the "peer review sheet" that accompanies each paper assignment.

I will review your postings and peer-review responses. Note that I do not allow late responses or make-up assignments for the Discussion Board, unless you have a documented emergency. I will grade your Group Activity assignments based on three criteria: 1) meeting the length requirements and deadlines; 2) writing a coherent and thoughtful response to the prompts and peer review drafts; 3) using standardized sentence grammar and a clear, concise style.


You will write three papers this semester. Papers 1 & 2 will count for 20% of your final grade, and need to be four-five pages long; Paper 3 will be worth 25%, and should be five-seven pages long. All papers and drafts of papers are to be typed and submitted electronically.  (A draft is a first attempt at a writing assignment that you turn in on days marked DRAFT DUE on the course calendar.  Drafts ARE commented on so that when you turn in your final draft of the paper on days marked PAPER DUE; you will have a chance to do your best.)  As stated before – late assignments (of any kind) will not be accepted without documented excuses.

Submitting Papers: You will submit all of your papers to the Submit Papers link on Canvas, including drafts. I use Microsoft Word’s Track Changes program to electronically comment on and grade your papers. If you are unfamiliar with Track Changes, please look at this website for help: http://www.shaunakelly.com/word/trackchanges/HowTrackChangesWorks.html. You are responsible for reading and taking my comments seriously.

Grading Criteria for Papers

A – an "A" essay is not merely engaging – it is convincing. The "A" essay is also marked by stylistic finesse: the title and opening paragraph are engaging; the transitions are artful; the phrasing is tight, fresh, and highly specific; the sentence structure is varied; the tone enhanced the purpose of the paper. Finally, the "A" essay, because of its careful organization and development, imparts a feeling of wholeness and unusual clarity.

B – a "B" essay delivers substantial information – that is, substantial in both quantity and interest value. Its specific points are logically ordered, well-developed, and unified around a clear organizing principle that is apparent early in the paper. The opening paragraph draws the reader in; the closing paragraph is both conclusive and thematically related to the opening. The transitions between paragraphs are for the most part smooth; the sentence structure is pleasingly varied. The mark of "B" writing is that it engages and entertains its reader.

C – a "C" essay is an average essay. It serves to convey an idea to the reader; it demonstrates knowledge of the subject it treats; mechanical errors are few and do not jeopardize the sense of the essay. However, the reader will be aware of improvements that could have been made. For instance, several paragraphs may not be fully developed; the opening paragraph may not draw the reader in; the concluding paragraph may offer only a perfunctory wrap-up; the organization may not be well suited to the topic; the sentences may follow a few predictable patters; the diction may not always be precise and effective. Thus, while "C" writing will serve its writer in most academic and life situations there is room for improvement. A "C" in our writing courses is our way of expressing confidence that the writer who earns it is able to function at the college level.

D – a "D" essay is appropriate to the assignment but does not successfully fill one or more to the next level of expectations regarding student writing. It does not communicate an idea, treat a subject or demonstrate mastery of written language and conventions well enough to be considered adequate. It may in some manner be incoherent, so that the reader must guess at the meanings of sentences or whole paragraphs; the reader may be unable to see how the thoughts of the writer are connected from paragraph to paragraph. Language may be used incorrectly, grammar may be so consistently poor that it detracts from a reader's attention to the material the essay covers; the whole idea may be improperly or hastily examined and poorly conveyed. Nevertheless, the reader will find that his/her struggle to understand the essay is in some measure rewarded by the exposition of a subject that the writer has earnestly engaged. No essay the shows a lack of mastery over the mechanical rules of written English can earn more than a "D."

F – we require that all work be done by the person asking to receive credit for it, that the work done suits the assignment given, and that the writing be an act of communication. Any failure in regards to the first or second requirements, no matter how good in other respects, must be graded "F." An essay that does not manage to communicate the thinking of its author, does not treat a subject adequately, or does not demonstrate command of standard written English will also earn an "F."

Guidelines for Posting Multimedia Presentations

For Discussion Board activity #4, you will be required to submit a slide presentation as your response (instead of your usual, 300 word post). For DB #6, you will be required to submit a 3-5-minute video presentation. These multimedia presentations will be assessed somewhat differently than your usual discussion board posts. In addition to the usual rubric (meeting the length and deadline requirements; writing a coherent and thoughtful response; and using standardized sentence grammar and a clear, concise style), I will also grade your slide and video presentations according to their use of graphics, sound quality, and body language (specifically for video presentations).

Technical Issues: Alas, I know not everyone has a webcam or PowerPoint installed on their computers. Let’s talk about some alternatives:

  • UTPB provides all students with UTPB email address upon enrollment into classes.  Microsoft Office 365 is the email software which delivers a cloud productivity suite of tools to UTPB students. Besides email, students have free use of Microsoft OneDrive, Word, Video, and PowerPoint. With Outlook 365 use you can create, save, edit and share documents under your UTPB email account. Access Office 365 information and UTPB email at http://www.utpb.edu/office365

  • You are welcome to use Google Drive or Open Office versions. With Google Docs your files are edited and saved online, though you have to create a Google Account first; Open Office has more features, but you have to download software to your computer.

  • Also, if you live near to campus you are welcome to use the UTPB computer labs (Student Success Center, Science and Technology Lab, Dunagan Library computers). Most of these computers have PowerPoint installed. Hey, you’ve paid the fees, why not use them?

  • As for webcams, if you bought a computer or laptop within the last year or so, the odds are you have one already installed. If you need help working with your particular computer’s webcam, you’re welcome to email me about it, although I likely won’t be of much help – probably best to visit the computer manufacturer’s website for help.

  • If you don’t have a webcam installed on your computer, you might also check if your cellular phone can record video, or your digital camera. Also, certain handheld video cameras can be transmitted to a digital environment. One word of caution, though: before you begin to record your video with one of these devices, make sure you can upload these videos to your computer first.

  • If you don’t have any of these devices, please contact your instructor. We’ll figure something out. Often public libraries have some of these things available for use; also, you might know of friends who can help you out. Anyway, email me if you’ve got questions about accessing this kind of software and equipment.

Guidelines for Making a Slide Presentation: For DB #4, I suggest a presentation of 5-7 slides. The design does not have to be extravagant; nor do you need to upload several pictures or multimedia files (one or two should be plenty). Make your presentation simple, direct, and elegant. Have a title slide, make sure to answer each part of the question, and make the text large enough for everyone to read (18 pt. font minimum). For more about how to design a slide presentation in an academic environment, see this link: http://www.bu.edu/celop/dev/ppt/tips.html

Guidelines for Making a Video: For DB #6, here are some guidelines.

  • First, check to make sure your webcam (video, microphone, etc.) is working properly. Make a test video before recording your answer. Be sure your microphone is set loud enough that others can hear it. Your message should be between 3-5 minutes long. Anything less won’t do justice to the topic; anything more will be too overwhelming for the listener.

  • I strongly recommend before you record your video, you write out an outline of your presentation first, rather than recording on the fly. As someone who tends to ramble on video, I have found it much easier and less stressful to have something written out before I make my recording. Do not merely read your message, however; make eye contact with the reader and avoid a monotone voice.

  • Now, with that said, we do need to accommodate students in the class who have hearing impairments. So when you are done recording your video, you need to write a transcript for your video, which transcribes word for word what you have done. You can then upload your transcript to Canvas or YouTube (see below and this link for help). Folks, this is federal law, and many of you are going into fields where you will be required to make media that must meet ADA standards, so you might as well get used to it. You've seen that I do this for all of my videos and lectures, and I'm going to require it from you as well.

  • Make sure you know where the video is saved on your computer once you are through recording. I find it easiest to save my video to my desktop, so it will be easy to locate later on, when I go to upload it.

  • While you are welcome to include graphics and flash files in your video, you are not required to do so, and should avoid distractions from the main message of your video.

Uploading your Presentation/Video: For your slide presentation, please upload your file as an attachment to DB #4. If you have trouble doing this, please let me know. Bear in mind that large files take some time to upload to the UTPB server. For video DB assignments (Getting to Know You, Authentication, & DB #6), the easiest way to record and upload will be use to use the Canvas video tool. For help recording videos in Canvas Discussions, see this link: https://guides.instructure.com/m/4152/l/41509-how-do-i-record-a-video-using-the-rich-content-editor. UTPB Office 365 provides Video to upload and share your recordings. Use your UTPB email to access Outlook 365 Video at http://www.utpb.edu/outlook365. You can share your video with me from there through Share. You are also welcome to upload your video to YouTube and then copy the URL link to the DB forum. (You will need to create a FREE account, or login with your Google account, if you have one, to upload a video to YouTube. Please make sure to make your privacy setting "unlisted" - this way only those of us with the link to the video will be able to access your video, rather than using YouTube's search engine.

Concluding Remarks: In an online environment, the human element is often lost. We hope that with slide and video presentations on the discussion board, we will get to know you a little better, to hear you and see you, to see how your personality informs your responses to these texts. It is also vitally important that you learn how to manipulate online presentation tools now, so you will be prepared to use them in your future pursuits. I know this is a lot to digest, and it might freak you out, particularly if you’re not a tech-savvy person. Don’t worry – I’m going to be here to help you every step of the way. Please email, call, or stop by my office if you have questions or problems!

Policies and Procedures

Absenteeism: All the course activities have set dates to be completed and submitted. After the due dates the activities will not be available for the students. Thus, if you are ill for a prolonged time and cannot complete the activities, you must contact me and update the situation. If I am going to be out because of ill health, attending a conference, etc. you will be notified through email.

Accommodation for Students with Disabilities: Americans with Disabilities Act: Students with disabilities that are admitted to The University of Texas of the Permian Basin may request reasonable accommodations and classroom modifications as addressed under Section 504/ADA regulations. The definition of a disability for purposes of ADA is that she or he (1) has a physical or mental impairment that substantively limits a major life activity, (2) has a record of such an impairment or, (3) is regarded as having such an impairment. Students who have provided all documentation and are eligible for services will be advised of their rights regarding academic accommodations and responsibilities. The University is not obligated to pay for diagnosis or evaluations nor is it obligated to pay for personal services or auxiliary aids. Students needing assistance because of a disability must contact Testing Services & Academic Accommodations Department, 432-552-2630, Leticia Madrid, madrid_l@utpb.edu, no later than 30 days prior to the start of the semester.

Attendance and Class Participation: Regular and active participation is an essential, unmistakably important aspect of this online course. The expectation of the instructor is that students will log on a minimum of three times every seven days. It is critical that you read all of the lecture and assignment materials as well as all of the public discussion materials. Your full participation ON A WEEKLY BASIS is not only a requirement; it is also an essential aspect of the online course process. All students are expected to do the work assigned, notify the instructor when emergencies arise, and make up assignments no later than the due dates. For summer classes students are expected to log in every day.

Cheating/Plagiarism/Academic Dishonesty: "Plagiarism" is defined by the Modern Language Association as "using another person’s ideas, information, or expressions without acknowledging that person’s work" (52). We will discuss proper citation techniques throughout the semester, so you will have no excuse for failing to acknowledge sources. Flagrant plagiarism or collusion will result in an automatic grade of zero. This policy includes all submitted coursework, including paper drafts. You must cite all material by giving a full MLA citation for each source. Additionally, part of your grade on papers will depend on your ability to cite sources properly. Two offenses of flagrant plagiarism or collusion will result in an automatic grade of "F" in the course and may result in other disciplinary action as well.  All cases of academic dishonesty are reported to the Dean of Students.  Please see the UTPB Web page from the Dean http://ss.utpb.edu/dean-of-students/scholastic-dishonesty for information about academic dishonesty.

Course Incomplete/Withdrawal/Grade Appeal: All students are required to complete the course within the semester they are signed up. Incomplete grades for the course are rarely given and will only be granted if the student has completed at least half of the course with a grade of 'C' or better and provides a valid, documented excuse for not being able to complete the course on time and has contacted prior to the scheduled last class to request an extension. The student will sign a contract that includes the incomplete course activities and the new due dates. Find information and dates regarding drops and withdrawals at http://www.utpb.edu/services/academic-affairs/office-of-the-registrar/adds-drops. For grade appeal process go to http://www.utpb.edu/campus-life/dean-of-students/grievances.

Grading and Feedback: You can check your grades by going to Grades. If there is any discrepancy in the grade, you must contact me immediately. I will provide individual feedback or a general feedback in the performance of the course activity, and will grade major assignments fourteen days after submission.

Make-Up/Late Submission Policy: Late assignments (of any kind) will not be accepted without documented, university-sanctioned excuses. This includes discussion board activities. NOTE: The due dates and times for the activities will adhere to the Central Time Zone.

Mature Content: This course contains materials appropriate to the topics addressed this semester. However, some content may be considered mature in nature. While the faculty respects individual values and beliefs, all students will be expected to complete assignments and focus on the aspects that pertain to a class discussion in a university environment. Alternative assignments may be granted upon request, but only at the instructor’s discretion.

Netiquette: We will sometimes discuss adult-themed topics that can be controversial or politically charged. I ask that you do not use language that demeans people based on gender, sexual preference, race, ethnicity or age. Remember also that everything you type on the discussion board or in papers will be public, meaning that everyone in the class will be able to see what you write. Online, this can be tricky, so make sure to 1) Avoid posting anything too personal (like information about grades); 2) Avoid all caps (considering shouting in online conversations); 3) Avoid text-messaging acronyms; 3) Make sure to clearly distinguish between your thoughts and those of other students; 4) Be careful with sarcasm and humor, since tone doesn't always translate online. If you do not adhere to the guidelines for any posting, you will lose the points that would have been granted, and the instructor reserves the right to remove your posting and to deny you any further posting privileges.

Online Student Authentication: UTPB requires that each student who registers for an online course is the same student who participates in, completes, and receives credit for the course. UTPB’s Distance Education Policy (http://www.utpb.edu/docs/default-source/utpb-docs/academicaffairs/rules-policies-and-procedures/distance-education-policy.pdf) requires faculty members to employ at least two methods of verification to ensure student identities.  To access online courses students must login to the UTPB learning management system using their unique personal identifying username and secure password.  UTPB’s Distance Education Policy requires at least one additional student identification method within the course that has been determined and approved by the faculty or academic program.  This course satisfies the second method of student authentication by asynchronous video activities using an approved photo ID. *Approved photo identifications are: passports, government issued identification, driver’s licenses, military ID from DoD; dual credit and early college high school students use school district identifications.

Submission of Course Assessment Activities: Please save your documents in .docx or .doc. Do not submit files in .rtf or .pages format. Also, it is wise to paste your main discussion posts in MS Word and save them to your computer first, before clicking on the Submit button in Canvas. This way, in case of an internet problem, you will have your THINGS backed up. You will submit your drafts and final papers to drop boxes on the Modules pages. For the peer review drafts, I will distribute them to you on the “Groups” page when that time comes.

Tracking: The learning management systems have a tracking feature. Statistics are collected that quantifies how often and when students are active in the course and provides information if the student has accessed different pages of the course.


1. How much time does this course take?

Some students believe online courses are easier or take less time to complete. The truth is it requires just as much effort and devotion as any other course. The UTPB student handbook advises students that for every hour you spend in class, you should spend three hours out of class studying, reading, and writing. So for this class (a three hour course), I expect you to spend six hours per week, at least.

2. How do I get technical help?

Outside of the course, go to http://www.utpb.edu/online/reach/technical-requirements for more information about computer setup and 24/7 support. When you are logged into your course, the Help button in the lower-left corner of the screen has a quick menu with options to: Ask Your Instructor a Question, Search Canvas Guides, Report a Problem, Call Support Hotline, Chat with Canvas Support, Ask the Community, and Submit a Feature Idea.

3. What's the "portal"?

The portal is the page you see when you first log on to Canvas. This page lists all of the Canvas courses you're taking, and it also gives you other information. 

4. What is the privacy policy in the course?

All students' records/information are confidential. Only the teacher and registrar have access to student information.

*** In case of a Dual Credit student - only the course teacher, registrar, assigned school district personnel (counselors and mentors) have access to the information of the those students who are enrolled in their respective district. The school district personnel do not have access to the non-dual credit students' records/information.

Computer Skills and Technical Requirements

To effectively complete the requirements of the course, you must have the following:

  • An e-mail address linked to Canvas (checked daily).

  • Daily access to your UTPB Canvas account.

  • A working computer and Internet connection, which will allow you to receive all course materials.

  • A working webcam.

  • Students can use cloud version of Word, PowerPoint and other Microsoft products through use of their UTPB Outlook 365 and UTPB email address.  For more information refer to Student Services below or visit: http://www.utpb.edu/services/ird/information-on-computer-accounts-e-mail/office-365

Please visit the following page for information regarding technical requirements: http://www.utpb.edu/online/reach/technical-requirements.

Losing Contact / Lost Files

Complete Loss of Contact: If you lose contact with course connectivity completely (i.e. you cannot contact me via Canvas or email), you need to call instructor, and leave message regarding connectivity loss and contact information.

Lost/Corrupt/Disappeared Files: You must keep/save a copy of every project/assignment on an external drive, UTPB Outlook 365 OneDrive, or personal computer. In the event of any kind of failure (e.g. virus infection, student’s own computer crashes, loss of files in cyberspace, etc.) or any contradictions/problems, you may be required to resubmit the files.

Computer Crash: Not having a working computer or a crashed computer during the semester will NOT be considered as an acceptable reason for not completing course activities at a scheduled time. NOTE: Identify a second computer before the semester begins, that you can use when/if your personal computer crashes.

Server problems: When the Canvas server needs downtime for maintenance, the Canvas administrator will post an announcement in your course informing the time and the date. If the server experiences unforeseen problems your course instructor will send an email.

Student Support Services



ADA Accommodation/Support

Testing Services & Academic Accommodations Department
(432) 552-2630


UTPB E-Advisor at http://cas.utpb.edu/academic-advising-center/e-advisor/


(432) 552-0220

Email, Outlook 365, my.utpb.edu

Information Resources Service


Financial Aid and Scholarship

(432) 552-2620


(432) 552-2370
The J. Conrad Dunagan Library Online at http://library.utpb.edu/


(432) 552-2635

Student Services


Technical Support

Canvas 1-866-437-0867

Tutoring & Learning Resources

If you are taking courses through UTPB the following links provide services: Smarthinking Online Tutoring (provides tutoring services), SmarterMeasure (measures learner readiness for online course).

Student Success Center: http://www.utpb.edu/academics/undergraduate-success/success-center

End of Course Evaluations

Every student is encouraged to complete an end-of-course evaluation/survey provided by UTPB. During the last few weeks of class, you will receive an announcement through email notifying you that the Course/Instructor Survey is available. You may follow the link in the email to complete the survey using the same credentials to access your courses here. When entering the emailed Survey link you will see a list of surveys for you to complete.

The survey is anonymous and you responses are confidential. Your feedback is critical to us and to your instructor as we strive to improve our offerings, and our support of you, the students.

Disclaimer and Rights

Information contained in this syllabus was to the best knowledge of the instructor considered correct and complete when distributed for use in the beginning of the semester. However, the instructor reserves the right, acting within the policies and procedures of UTPB to make changes in the course content or instructional techniques without notice or obligation. The students will be informed about the changes, if any.

Spring 2017 Calendar

For information on the listed activities, go back to the Outline button and select the appropriate module.


Due Date

Scavenger Hunt

Jan. 18

Getting to Know You Video

Jan. 20



Module 1


Questions for Lecture 1.1

Jan. 27

Discussion #1 (Iroquois Creation Story, Columbus, De Las Casas, and Bradstreet)

Jan. 24 (initial post); Jan. 26 (replies)

Questions for Lecture 1.2

Feb. 3

Questions for Lecture 1.3

Feb. 10

Discussion #2 (Douglass and Jacobs)

Feb. 14 (initial post); Feb. 16 (replies)

Questions for Lecture 1.4

Feb. 17

Writing Activity One (Draft Paper #1)

Feb. 22

Writing Activity Two (Peer Review of Draft #1)

Feb. 27

Writing Activity Three (Final Paper #1)

March 1



Module 2


Questions for Lecture 2.1

March 3

Midterm Exam

March 9

Discussion #3 (Emerson and Thoreau)

March 7 (initial post); March 9 (replies)

Questions for Lecture 2.2

March 10

Questions for Lecture 2.3 

March 24

Discussion #4 (Fuller, Fern, and Whitman)

March 24 (presentation posted); March 27 (replies)

Questions for Lecture 2.4

March 27

Writing Activity One (Draft Paper #2)

March 29

Writing Activity Two (Peer Review of Draft #2)

April 3

Writing Activity Three (Final Paper #2)

April 5



Module 3


Questions for Lecture 3.1

April 7

Discussion #5 (Hawthorne and Poe)

April 11 (initial post); April 13 (replies)

Questions for Lecture 3.2

April 14

Questions for Lecture 3.3

April 21

Discussion #6 (Alcott)

April 28 (video posted); no replies required

Questions for Lecture 3.4

April 28

Writing Activity One (Draft Paper #3)

May 3

Writing Activity Two (Peer Review of Draft #3)

May 8

Writing Activity Three (Final Paper #3)

May 10

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