Syllabus – English 220.73

English 220 | Introduction to Writing About Literature

Hunter College | Spring 2022 | Section 73 | Tuesdays & Thursdays: 4:10 to 5:25 PM

INSTRUCTOR: Jacob E. Aplaca | EMAIL: [email protected]| OFFICE: 1238 Hunter West | OFFICE HOUR: Tuesdays, 2:30 PM to 3:30 PM | CLASSROOM: West Building W406

ENGL-220.79-Syllabus-Spring-2022 Download

English 220 Learning Objectives:

With an emphasis on close reading, English 220 is intended to develop in students the analytical and interpretive skills necessary for both written and verbal critical response to literature that is firmly grounded in the text. It also establishes a common knowledge base, however minimal, in literature in English, and it equips students with the vocabulary and techniques for describing and analyzing literary works, with an emphasis on developing critical writing skills specific to literary analysis. In addition, the course develops in students an appreciation and understanding of the aesthetic qualities of literature, as well as an awareness that literature is part of a larger ongoing cultural, social, and historical dialogue that informs, influences, and inspires our experience.

As important, English 220 introduces students to discipline specific academic writing, with an emphasis on thesis driven analytical and interpretive essays, including a substantial research paper. While each academic discipline has its own writing and research requirements, style, and conventions, 220 students will gain an understanding of the basic components of academic writing: thesis creation and development, argumentation, analytical reasoning, evidence, and the engagement of both primary and secondary sources. Students will be able to use the academic writing skills learned in this class across the disciplines, adapting them to the specific field of study they pursue.

By the end of the semester, students should be able to:

Write analytical essays in all three literary genres, several précis, an annotated bibliography of critical works, and a research paper of 2,500 words that together demonstrate close reading skills, the ability to create a clear thesis statement, and the ability to develop a well-organized argument based on that thesis through critical reasoning and evidence from both the literary text(s) and critical sources.
Discuss fiction, poetry, and Shakespearean drama verbally through the use of close reading skills and, where appropriate, basic literary terminology and critical perspectives.
Demonstrate some familiarity with literary criticism in class discussion and writing, or both.
Demonstrate the ability to compare and/or contrast two literary works.
Provide constructive critical comments on classmates’ written work through peer review and group discussion.

Assignments and *Approximate* Grade Distribution

In-Class Participation and Writing [25%]
- 15% daily class discussion, writing, and group work
- 10% peer review activities and conferencing
Out-of-Class Online Posts, Essay Planning/Drafting, and Reading [25%]
Poetry Essay [15%]
Final Research Paper [30%]
Final Examination [5%]

NOTE: All major assignments listed above in bold—including your poetry essay, research paper, and final exam—must be turned in for you to be able to pass this class.

Necessary Texts

Passing by Nella Larsen; Penguin Classics Edition; ISBN 9780142437278
Various Handouts/PDFs/Links which will be available on english220jea.commons.gc.cuny.edu

Course Policies and Other Important Information:

A General Statement on Class Etiquette: Do not be disrespectful. Disrespectful behavior includes arriving late to class and packing your bags early, choosing to sit in the back row of the classroom when there are seats closer to the front of the room, demeaning another student’s ideas, demeaning the instructor, and anything else that might prove distracting or dangerous in the classroom environment. If any of this behavior continues after I give a warning, your participation grade will suffer and you will be asked to leave. When necessary, you will be referred to administration.

Guidelines for Academic Discussion: In this class, we will be engaging in thoughtful, academic discussions about literature that deals with sensitive topics like sexuality, gender identity, racism, illness, trauma, domestic violence, power, etc. Please be sensitive and respectful to your colleagues and treat the subject matter as mature adults and academics. I ask that you do not talk over one another or make comments under your breath while students are sharing their opinions and ideas. I will not tolerate any derogatory or oppressive language including (but not limited to) racist, homophobic or transphobic, and sexist remarks.

Preparedness/Participation in Class: Since much of what you learn in this course will come as the result of participation in class discussions of reading assignments, group work, and a large number of writing activities, regular class preparedness and regular active participation is required. Do not wait to be called upon to share your viewpoint. Each student must make a consistent attempt to voice his/her opinion throughout the semester. Also note that I will often collect in-class writing assignments or require that these be turned in along with your essays. These will not be graded, but will be checked to ensure you are putting in the appropriate amount of effort. Reading checks in the forms of short writing prompts and quizzes (see below) will often take place right at the start of class (4:10 PM) as well.

In English 220, in-class participation includes:
- contributing to class discussion by responding to instructors’ and classmates’ questions, posing questions, and commenting on relevant aspects of the subject;
- attentive listening to classmates and instructor;
- contributing to group activities, presentations, and peer review sessions;
- bringing to class discussion questions and reading those questions aloud as part of full class and smaller group activities;
- undertaking in-class writing assignments and quizzes;
- meeting in conference with the instructor on those occasions when the instructor has set aside class time for individual conferences;
- bringing to class assigned formal response papers and reading from them when called upon to do so either as part of class discussion or a group activity;
- posting to class discussion boards and/or blogs when assigned to do so.
- Answering your classmates’ questions via the “Slack” app. (See below.)
A Note about Presence in Class and Participation: Please note that although attendance is not directly graded in this class, you can only receive participation credit if you are actually in class. Or put another way, because participation occurs in real time during class sessions, students may not make up class discussion. Thus your prompt and consistent presence in class is pivotal to your success. When in class, please always assume that we will be meeting for the entire duration of the class time period you registered for. Note: I unfortunately have neither the time nor ability to reteach entire classes via email or in-person.
Reading Checks: Often I will ask right at the start of class for you to either respond to a brief prompt in a couple of paragraphs or to complete a reading quiz. In both cases, I will ask questions that anyone who has completed the reading can reasonably answer. These will be given at random. If we begin class and it seems that not many people have done the reading (due to a lack of participation), you increase the likelihood that a quiz will be given. If you are late to class and miss the writing prompt or quiz, you CANNOT make this assignment up, regardless of reason.

The Commons Website: In addition to checking your email regularly, please check the Commons page for PDFs of the readings, announcements, and discussion post assignments. I try very hard to make as many of our course readings available online as I can, so please make sure that you access the reading and bring them to class for discussion.

Online Discussion Posts: You will be asked to regularly respond to the assigned readings on the Commons website. I will provide you with a specific question. Note that these responses can be informal and conversational. However, I do expect evident effort. If it is clear that you put no effort into your post, you will not receive credit and, thus, your grade will be affected.

If You Are Absent from Class: it is your responsibility to find out what you missed and obtain any necessary information from another student and from our Commons page. Students should not email me first to find out what they miss if they are absent; you may email me only after you have corresponded with a classmate and find that you still need further clarification.

If You Are Not Feeling Well: Please do not come in. See below for information specifically about COVID-19.
A Note About Personal Emergencies: Please let me know if you are experiencing extraordinary personal circumstances that may pull you out of class for an extended period of time so we can discuss the best course of action for you. In many cases, I should be able to accommodate a temporary absence from class in some way. However, in some cases withdrawing from the class may be in your best interest because catching up with the missed material will simply be unfeasible. We will come to this determination together with your best interest in mind.
COVID-19: If you test positive for COVID-19, it is vital that you follow CUNY’s protocol, copied below.
- As has been the case since the Spring 2020, an individual who tests positive to COVID-19 needs to notify the Campus Coronavirus Liaison. CUNY will continue to aid in the identification of exposures, and notify close contacts, as appropriate, of exposure as soon as possible after being notified that someone in a campus or office has tested positive to COVID-19. Working with the NYC Test & Trace Corps, outreach to all close contacts will be made; unvaccinated individuals will be notified that they are required to self-quarantine. Unless showing symptoms of COVID-19, vaccinated individuals do not have to self-quarantine. Confidentiality will be maintained as required by federal and state law and regulations. Campuses will cooperate with health officials to implement monitoring and movement restrictions of infected or unvaccinated exposed persons.
- Please see this webpage for more information about CUNY’s COVID-19 policies and protocols: Getting Back to Working in Person and Learning on Campus – Frequently Asked Questions.

Ways to Contact Instructor and Classmates: I, and your classmates, can be contacted via email and Slack.

Email Policy: Email is the easiest way to reach me with questions, comments, errata, emergencies—but just because email is easy doesn’t mean it is informal. Emails are written documents; they exist in the world as records. Keep in mind that emails sent to instructors are professional correspondence. If you have a problem with the work in the course, are not earning the kind of grades you want, or think you need additional help, it is your responsibility to contact me, either through email or in office hours. Please always give me a full 24 hours to respond to your messages. After that time frame has passed, you may send me a gentle reminder. It will also be your responsibility to check your email regularly to ensure you are receiving all course-related communications from myself and from the college.
Slack Policy: Slack is a great way to reach me and the class as a whole with general questions about the course, but remember that the majority of your questions will have already been answered in the syllabus and on our Commons website. If you find, however, that after consulting the syllabus and website you still have a question about the course, I invite you to ask said question on the “general” channel. I am happy to answer, but I also invite anyone in the class to answer as well if they are able to help. This is a great way to boost your participation grade outside of class.
Anything you would prefer to keep private or that you think is particularly serious is best communicated to me through email.

Grades are earned in this class, not negotiated. If you have questions about a grade or an assignment, make an appointment to see me during office hours. Please bring your specific questions about my assessment. The only circumstances under which a grade will be changed is if I have made a mistake in my calculations—which is unlikely.

Late work: All homework and/or papers should be ready to be handed in the day they are due either in class or through email, depending on my instructions. If extenuating circumstances arise, please contact me as soon as possible – the sooner the better, including any doubts or concerns about future projects.

Food and Drink are acceptable as long as they are not disruptive to you or to others paying attention and working in class. Please avoid bringing entire meals to class.

Electronic Devices: Unless otherwise instructed, cellphones, laptops, tablets, Apple watches, and other electronic devices not being used for notetaking or other class-related activities should be turned off or silenced during class to reduce disruptions. If you are expecting an important call or text, such as from a family member who needs help or a possible employer, please let me know at the beginning of class.

Restroom: Obviously you do not have to ask me to use the restroom. I simply have one request: please do your best to use the restroom before the start of class to reduce the number of disruptions. Please also avoid leaving the classroom during any writing or group activities—this happens ALL the time, and it is incredibly obvious that the students who leave are attempting to avoid the activity rather than actually going to the bathroom.

Writing Center: Free Tutoring is available in the Reading/Writing Center(NOW LOCATED ON THE 7TH FLOOR OF THE LIBRARY IN THE SILVERSTEIN STUDENT SUCCESS CENTER). I encourage you to take advantage of this resource, especially when drafting and building the research paper. The Writing Center exists in large part to help you generate and develop questions and jumping-off points for papers-in-progress. Often it is from these conversations that significant, arguable, and surprising claims may begin emerging.

Plagiarism: Plagiarism and cheating will not be tolerated. Plagiarism is the intentional or unintentional appropriation of another person’s words or ideas without clear acknowledgment of the original author. This applies to even the briefest of phrases if they are truly individual and distinctive. This includes citing the source but using language too close to that of the original in a paraphrase or summary. Any work judged to be plagiarized will receive an F, and will almost certainly result in a failing grade for the course. All cases of plagiarism will be referred to the Academic Integrity Officer in the Vice-President for Student Affairs office for academic and/or disciplinary sanctions. Note the college’s policy on plagiarism:

Hunter College Academic Integrity Statement: Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The college is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.

Hunter College Policy on Sexual Misconduct: In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender-based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College’s Public Safety Office (212-772-4444).
All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College’s Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123.

Hunter College Academic Accommodation Statement: In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical and/or Learning) consult the Office of ACCESSability located in Room 1214B East to secure necessary academic accommodations. For further information and assistance please call (212-772-4857) /TTY (212-650-3230).

If any problems should arise, you may contact me to discuss them. If a problem seems too difficult for us to resolve, mediation is available through the English Department.