Skip to main content Skip to navigation
Washington State University
Donna M. Campbell American Literature

English 210 Readings in American Literature (Blackboard)

English 210, Readings in American Literature: Immigrants, Outcasts, and Exiles
Global Campus (Blackboard)  

3 credits; meets HUM requirement

Dr. Donna Campbell
Avery 357 • 335-4831
campbelld@wsu.edu
https://hub.wsu.edu/campbell

Office Hours: Tuesdays 12:00-1:15 (the original time before this class moved to Global Campus) and Wednesdays 12:00-1:15 in Zoom.

Note: The first half hour every Tuesday will be devoted to a live lecture on Zoom on the topic for the week, as in an in-person class. You’ll see the topics listed below.

You’re welcome to join Zoom and to ask questions. Because Global Campus courses are entirely asynchronous, however, there’s no need to attend unless you want to. The lecture will be recorded and put in Blackboard.

About the Course

English 210, Readings in American Literature: Immigrants, Outcasts, and Exiles, is an introduction to short fiction, poetry, and nonfiction narratives from the nineteenth- through the twenty-first centuries. It has been approved as an American literature for English Education majors. We won’t read work from all periods and movements in American literature, but you’ll learn about important movements and trends through our course theme “Immigrants, Outcasts, and Exiles,” since many works of American literature address the issues of inclusion and exclusion from a dominant culture.

The goals for students in the course are as follows:

  • To read and analyze a number of works of classic American literature in the areas listed above.
  • To compare the social attitudes of our own time with those in the past by analyzing how social perspectives were revealed in literature of earlier centuries.
  • To recognize how systems of reading shaped or resisted attitudes about culturally marginalized people–people of color, immigrants, outcasts, and exiles
  • To become familiar with some significant movements and trends in American literature (realism, naturalism, and modernism, for example).
  • To work with and learn to evaluate primary and secondary resources, including locating primary print sources and digitized versions online, learning to use the MLA Bibliography and other databases to find secondary sources, learning to assess web materials for reliability, and locating primary source materials.
  • To synthesize the knowledge thus gained into papers and presentations in order to disseminate those insights to the class.

English 210 satisfies the HUM requirement for WSU’s University Common Requirements (UCORE), which is designed to help you acquire broad understanding, develop intellectual and civic competencies, and apply knowledge and skills in real world settings. Upon completion of UCORE, you will have the tools needed to seek out information, interpret it, share it, and make reasoned and ethical judgements on a wide array of issues. With these broader goals in mind, English 210, Readings in American Literature, as a Humanities course, will help develop skills to analyze, interpret, and reflect on questions of meaning and purpose as they related to the human condition in all of its complexity. The learning outcomes grid at the end of this document shows the relationship between the American literature topics and assignments on the one hand, and the course- and UCORE-level learning outcomes on the other hand.

There are no tests or quizzes in this course.

Required Text

Levine, Robert S., ed. The Norton Anthology of American Literature, Shorter Ninth Edition, Volume 2: 1865 to the Present. W.W. Norton, 2017. ISBN 978-0-393-26453-1

Schedule of Assignments. This is a tentative guide to the assignments; it may change as the course progresses.

Because there is no official Spring Break this year, WSU has designated the following days as holidays; no assignments are due on these days.

  • February 15 & 16
  • February 25 & 26
  • March 17 & 18
  • April 13 & 14

In general, assignment days are as follows:

Tuesdays by 11:55 p.m.: Read assigned materials; listen to or read the lecture under
“Context and Questions.” If it is a Discussion Board week, write a solid post (200-300 words) on the reading you’ve done for the week.

– Fridays by 11:55 p.m.:

– If it is a Discussion Board week, write two replies (100-150 words each) to other people’s discussion posts.

– if it is a Perusall week, complete your annotations on the reading selection in Perusall. Information on Perusall is here: https://support.perusall.com/hc/en-us/articles/360033995074-Getting-started. You’ll also be responding to others’ ideas in Perusall, but in a less formal way. We’ll alternate weeks between Perusall and the Discussion Board.

Sundays by 11:55 p.m.: Papers are due on the due dates on Sundays by 11:55 p.m.

All readings are from the Norton Anthology of American Literature, Shorter Ninth Edition, Volume 2: 1865 to the Present. The headnotes at the beginning of each selection are included; these can be skimmed, but the stories and poems should be read carefully.

 Week Date Reading
1  Jan. 19 – Jan. 24

 

Introduction to the Class

Lecture: Introduction to the class

Reading: “Stonehenge” by Min Jin Lee (2020) (handout)

 Self-Introduction in Discussion Board
  Unit 1
2  

Lesson 1

Jan. 25 – Jan. 31

 

Lecture: Southwestern Humor

Twain, “The Notorious Jumping Frog of Calaveras County” (101-108)

“Fenimore Cooper’s Literary Offences” (handout)

Discussion Assignment 1: Blackboard
3 Lesson 2

Feb. 1 – Feb. 7

 

Lecture: Realism

Howells, “Editha” (316-326)

Wharton, “The Other Two” (524-539)

Wharton, “Roman Fever” (540-549)

Discussion Assignment 2: Perusall

 

4

 

 

Lesson 3

Feb. 8 – Feb. 14

 

Lecture: Regionalism

Jewett, “A White Heron” (432-441)

Hopkins, “Talma Gordon” (497-509)

Chopin, “Désirée’s Baby” (441-446)

Discussion Assignment 3: Blackboard

 

  Unit 2
5 Lesson 4

Feb. 15 – Feb. 21

 

Reading Poetry: Emily Dickinson (82-100)

Recorded lecture and no office hour due to WSU holiday on Feb. 15 & 16

Discussion Assignment 4:

Perusall

6 Lesson 5

Feb. 22 – Feb. 28

Review Paper Guidelines under Course Information.

We will be discussing basic library resources and the reliability of web sites, including searching the MLA bibliography.

No assignments Feb. 25-26 due to WSU holiday

No Discussion Assignment

 

Paper 1 due February 28 by 11:55 p.m.

  Unit 3
7 Lesson 6

Mar. 1 – Mar. 7

 

Lecture: Naturalism

Crane, “The Open Boat” (611-630) and poems (631-632)

London, “To Build a Fire” (639-652)

London, “What Life Means to Me” (590-592)

Discussion Assignment 5: Perusall
8 Lesson 7

 

Mar. 8 – Mar. 14

Lecture: Silent film

Immigrants and Exiles

Watch Making an American Citizen

The Immigrant

Sui Sin Far, “Mrs. Spring Fragrance” (549-558)

Discussion Assignment 6: Blackboard
 9

 

Lesson 8

Mar. 15 – Mar. 21

No readings; optional individual conferences

No assignments March 17-18 due to WSU holiday

 

No Discussion Assignment

 

Paper 2 due March 21 by 11:55 p.m.

Unit 4  
10 Lesson 9

Mar. 22 – Mar. 28

 

Lecture: Modernism

Hemingway, “Hills Like White Elephants” (1030-1035)

Fitzgerald, “Winter Dreams” (973-990)

Faulkner, “A Rose for Emily” (1005-1015)

Discussion Assignment 7: Perusall
11 Lesson 10

Mar. 29 – Apr. 4

 

Lecture: Legacies of Injustice and the Harlem Renaissance

Dunbar, “We Wear the Mask” and “Sympathy” (636-637)

McKay, “If We Must Die,” “America,” “Outcast”
Hughes, “The Negro Speaks of Rivers,” “I, too,” “The Weary Blues”

Discussion Assignment 8:

Blackboard

  Unit 5  
12 Lesson 11Apr. 5 – Apr. 11

 

Legacies of Injustice, continued: Reclaiming a Heritage
Walker, “Everyday Use” (1568-1574)Zitkala-Sa, “Impressions of an Indian Childhood” (655-660)Li-Young Lee, “Persimmons” (1636-1638)Tretheway, “Native Guard” (1685-1689)
Discussion Post 9: Perusall
13 Lesson 12

Apr. 12 – 18

Individual optional conferences on research paper.

No assignments April 13-14 due to WSU holiday

 

No Discussion Assignment

Optional Paper 3 due April 18 by 11:55 p.m.

  Unit 6  
14  

 

Lesson 13

Apr. 19 – Apr. 25

Cultural Anxieties Then and Now: The Twilight Zone

 

Discussion Post 10: Blackboard

 

15 Lesson 14

Apr. 26- May 3

Conclusions: Themes of the Course Extra Credit Discussion Assignment: Blackboard

 

Paper 4 due May 3 by 11:55 p.m.

 

 

 

Requirements and Assignments

General Expectations

This course is designed to enable you to meet the course goals listed above through a combination of reading assignments, writing assignments (papers), and discussion postings.

As in a face-to-face classroom, you’ll need to set aside time in your weekly schedule to complete the assigned readings, post to the discussion board, and write your papers. Because the information in this course is cumulative and discussion is an integral and valued part of it, this is not a self-paced class in which you can complete the assignments for several units all at once. The weekly deadlines are listed in the Course Schedule.

I. Reading and Discussion Assignments

The reading assignments for this course are listed under Lessons. They have been divided into six units, with 1-3 lessons per unit.

As you’ll see by clicking on the Lessons link, each lesson includes reading assignments from the textbooks that you’ve purchased for the course as well as a lecture link or a “Context and Questions” page. Suggested questions for the discussion board, possible topics for response papers, and brief lectures will be posted on the “Context and Questions” pages.  The “Context and Questions” page link on the Lessons pages will be made available at the beginning of each unit.

 Discussion Assignments

In order to demonstrate participation as well as to contribute to the climate of intellectual exchange, students are expected to respond by discussing each segment of reading assigned. Half of these discussions will be on the Blackboard Discussion Board, and half will be through Perusall, a platform that lets you annotate a specific piece of writing and respond to others’ thoughts.

Requirements. During most of the weeks of this course, you are responsible for one original posting of 200-300 words and two responses of 100-150 words each to others’ postings. These are the minimum word requirements and number of postings; you are welcome to write longer posts or to post more frequently if you feel so inclined. For information about using the Discussion Board, go to Course Information and click on “How to Use the Discussion Board.”

Topics. Although you’re welcome to post on topics of your own choosing, you will also find some general suggestions for topics on the “Questions for Discussion and Response Papers” page listed under Lessons in the navigation bar at left. Specific questions will be available in the “Contexts and Questions” page for each unit, which will contain the lecture material for the course.

Discussion topics from these sources will be posted in the forum for that lesson shortly before we begin each week’s discussion.

As the general questions suggest, the discussion board is a space in which you can write speculative, reaction-based, and imaginative posts as well as analytical ones.

II. Writing Assignments

Over the course of this semester, you’ll write the following:

  • 11 discussion posts and additional responses (the self- introduction will receive full credit; the other 10 will be graded based on the discussion post rubric found under Course Information –  Discussion Post Rubric,
  • Two response papers, with an optional third paper
  • One research paper.

All submitted response papers, proposal, and research paper should follow the naming format as follows: last name, first initial, course number, assignment name. For example, if Julia Sanchez submitted her first response paper in Unit 1 it would be saved as SanchezJ_210_ResponsePaperUnit1.doc.

  1. Response Papers

Requirements. Students are responsible for writing two short response papers (750-1,000 words, or about 2 1/2 to 3 typed, double-spaced pages), a research topic, and a research paper.

Topics. You are encouraged to write response papers on topics of your own choosing; there are assignment pages for each paper. Your final research paper may be a revision and extension of an earlier paper.

Due Dates. Response papers are due on Sunday nights after certain units. See the Course Schedule for details

Submitting papers.  Students must submit all papers through the Assignments Dropbox (on the navigation bar at left) by the due dates and times listed on the Course Schedule. All due dates are based on Pacific Standard Time (and when appropriate Pacific Daylight Time). For more information about submitting assignments, click on the “How to Submit Assignments” link on the Course Information page link on the navigation bar.

Formatting papers.   Papers should be typed and double-spaced with 11-12 point fonts and 1″ margins.  They must be saved using either Word format (.doc or .docx),  rich text format (.rtf), or .pdf format, which are commonly available under the “Save As” function of all word-processing programs. Papers using any other format cannot be read and will not receive credit. For more information, see the “Paper Formatting Guidelines” link under Course Information.

I will be writing comments in the document and returning it to you as a .pdf file. You need Adobe Acrobat Reader to read .pdf files, and this program is probably already installed on your computer.

Grading. Response papers will be graded on the quality of the argument and the critical depth with which students engaged the text. The short response papers do not require the use of outside sources, but students are expected to take them seriously and posit an argument, make an observation, or attempt to answer a question that the novel raised for them as they read. Good sentence structure and attention to mechanical features such as capitalization and punctuation are important, as is supporting a strong thesis.

Optional Third Paper, with Lowest Paper Grade Dropped. Although you only need to write two response papers except for the research paper, you have the option to write an additional paper for a total of three papers.  If you do this, only the top three grades will be counted when calculating your grade, and the lowest response paper grade would be dropped.

Important: you do not have to write three response papers. Two papers is still the required number. However, this option gives you a chance to write another paper so that your lowest grade will not count in the grade calculations.

  1. Research Paper

As their final project students are required to submit a research paper. For more information on the Research Paper, click on the Research Paper Guidelines link under Course Information.

Research Paper Topic: Students must submit a brief (100-200 word) description of the topic they will be examining in their Research Paper (see below). This assignment must include a thesis statement and a summary of the essay’s main points. You’ll be able to collaborate in groups and write a single paper, if you wish; all members would receive the same grade.

III. Evaluation and Grades

A note on the evaluation process in this course: Each piece of written work, from an essay on an exam to a formal paper, starts as a “0” and rises to one of the levels listed below based on the quality of its ideas, development, and writing.

Your writing does not start from an “A” and “lose points” based on certain errors; instead, grading starts from a baseline of 0 and points are added based on the quality of your work. Think of the grading scheme as you would think of a game or a job. You don’t start with a perfect score (or a high salary) and lose points by making errors; rather, you start from a baseline and gain points based on the quality of your skills as demonstrated by your performance. The same is true here.

I will use abbreviations as references to grammatical principles on your corrected papers. The abbreviations and accompanying explanations are available on the “Key to Comments” document at https://hub.wsu.edu/campbell/courses/resources/key-to-comments

1a. Grading Criteria

A (Excellent)

  • Ideas and analysis.Greatly exceeds expectations and develops in a consistently excellent manner. Readers will learn something from this piece of writing. Ideas are original or especially insightful for the level of the class (i.e., an excellent paper in a 200-level course does not need to demonstrate the same level of originality and depth as an excellent paper in a 300- or 400-level course).
  • Organization. Organizational plan is clear, as is the thesis and purpose of the piece. Thesis is original and interesting.
  • Development and support.Develops its points effectively, logically, and in an original fashion. Assertions are supported by evidence. Paragraphs are unified, coherent, and complete.
  • Sentences are fluent, graceful, and a pleasure to read. They are free from errors, although there may be a minor error in the piece.
  • Mechanics (spelling, usage, and punctuation such as commas, semicolons, and possessive apostrophes, quotation marks, and title punctuation).Papers will be almost entirely free from mechanical errors.
  • Has a clear understanding of audience as demonstrated by the paper’s use of tone and an appropriate level of diction.

B (Good)

  • Ideas and analysis.Exceeds expectations and develops in a good but perhaps predictable fashion. Paper will cover the most logical points about a piece of writing but may not provide as much new analysis. Ideas may be good but perhaps not as insightful or well developed as those for work in the “A” range.
  • Organization. Organization and thesis are logical but could be clearer. Thesis is solid but less innovative than in an exceptional paper. Some transitions may be missing.
  • Development and support.Includes a thesis idea that is generally supported by evidence and a logical order of paragraphs. Some unsupported generalizations may occur, or  some paragraphs may lack unity or support.
  • Demonstrates correct sentence construction for the most part, although some sentences may be awkward or unclear. Papers will generally have few (1-2) or no comma splices, fragments, fused sentences, tense and agreement errors, or other major grammatical problems. Minor errors in grammar may occur.
  • Mechanics. One or two instances of an incorrect use of words, spelling errors, or punctuation errors such as missing possessive apostrophes may occur
  • Audience. Clear sense of individual voice and awareness of audience expectations. Level of diction may be uneven or somewhat inappropriate for the assignment.

C (Satisfactory or Acceptable)

  • Ideas and analysis. Meets expectations but does not go beyond them. May respond to the assignment in a satisfactory but predictable or superficial way. May have more plot summary than analysis.
  • Organization. Exhibits a discernable organization but may not provide a clear connection to the thesis. Thesis may be obvious or too general. Paragraphs may not follow the most logical order.
  • Development and support. Development may consist of obvious generalizations that only tell readers what they already know with limited support from the text.
  • May demonstrate little sentence variety. Grammatical errors such as comma splices, fragments, agreement errors, vague or awkward phrasing may obscure the meaning of an otherwise good paper.
  • Mechanics. May contain odd word choices, consistent errors in punctuation, or problems with usage.
  • Voice and diction may be significantly inconsistent with audience expectations or the requirements of the assignment.

D (Deficient)

  • Ideas and analysis.Limited ideas and cursory development; does not meet expectations or the terms of the assignment on one or more dimensions.
  • Focus may be unclear or the essay may lack an arguable thesis. Paragraph order may be confusing. May lack adequate organization or sufficient support for its argument.
  • Development and support.Relies strongly on generalizations rather than support and may lack specific references to the text. Paragraphs may lack unity, coherence, and completeness. Paragraphs may be insufficiently developed.
  • Contains many errors in sentence construction, including comma splices, fragments, fused sentences, agreement problems, and awkward sentences. Some parts may be difficult to read and interpret.
  • Mechanics. May demonstrate significant deficiencies in punctuation, word choice, and spelling.
  • Paper may demonstrate a consistently insufficient awareness of audience.

    F (Unacceptable)
  • Ideas and analysis. Fails to meet expectations for ideas and analysis.May include too much plot summary or so many quotations that analysis is missing.
  • Focus many be diffuse or unclear. Sentences and paragraphs do not follow a logical order.
  • Development and support.Thesis may be missing. Generalizations may be used in place of analysis. Insufficient development for the requirements of the assignment.
  • Serious errors such as comma splices, fragments, fused sentences, and agreement problems obscure meaning and make this paper inconsistent with college-level writing standards. A paper at this level may be difficult, frustrating, or confusing to read.
  • Contains numerous errors in grammar, spelling, and punctuation.
  • Serious problems with tone, diction, and sense of audience.
  • A paper will receive an “F” if it is plagiarized in whole or in part.

1b. Grading for Discussion Posts

Discussion board posts are awarded points based on how substantial and thoughtful they are. They are graded holistically and will not typically receive comments on grammar or content. However, please use proper spelling, capitalization, and so on for your discussion posts.

The discussion board grades don’t reflect “taking off points” but rather “building points.” Each post starts with a 0 and builds up to a 25 depending on its thoughtfulness, insights, and engagement with the assigned texts–its level of excellence, in short.

Although I will be reading all the posts and responses, I will not reply on the board to each post but will respond to selected posts from different students each week in the Discussion Board and in Perusall.

Discussion board posts need to be posted within the time frame of the lesson and by the deadline listed in the Course Schedule in order to count. Although there’s no partial credit for late posts or replies, and there are no excused absences from or extensions for posting, this course has a built-in optional “makeup” post at the end that you can complete to make up points if you miss a week. It counts the same as a regular post + replies session (25 points).

The points are awarded as follows:

  • 23-25 points: a substantial, thoughtful post that specifically engages with the reading plus at least two replies posted to another’s initial post.
    • Post (up to 15 points) + 2 replies (up to 10 points) = up to 25 points for the week.
  • 20-22 points: posts and replies that may be have good points but that may be insubstantial in length or content, may not engage sufficiently with the readings, or may have grammatical problems.
  • Up to 15 points: an initial post but no replies.
  • 5-10 points: one or two replies but no initial post.
  • 0 points: no entries posted to the discussion board by the deadline.

See the Response Post Rubric under Course Information – What Makes a Good Post? for more information.

  1. Grade Cutoffs for Assignments

The total number of points varies by assignment. The chart below shows the approximate letter grade for points earned in each assignment.

WSU final grade submission permits only solid, plus, and minus grades (e.g., C, C+, or C-).
WSU final grade submission has no “A+” grade, so the highest paper grade will be “A” (95) in compliance with WSU standards. There is no “D-” grade, so a final average of 60-62 = D for the same reason.

Total Points 100 15 20 25 30 35 50 75 125 150 500 If your final % is Your final grade would be . . .
A 93 14 18 23 28 33 47 70 116 140 465 93 or above A (WSU has no A+ grade option)
A/A- 92 14 18 23 27 32 46 69 116 139 463
A- 90 13 18 23 27 32 45 67 113 135 450 90-92 A-
B+ 88 13 17 22 26 31 44 66 110 132 440 87-89 B+
B/B+ 87 13 16 22 26 30 43 65 110 131 438
B 83 12 16 21 25 29 42 62 104 125 415 83-86 B
B/B- 82 12 16 20 24 29 41 61 103 124 413
B- 80 12 16 20 24 28 40 60 100 120 400 80-82 B-
C+ 78 11 15 19 23 27 29 58 98 117 390 77-79 C+
C/C+ 77 11 15 19 23 27 28 57 97 116 388
C 73 11 15 18 22 26 37 55 91 110 365 73-76 C
C/C- 72 10 14 18 21 25 36 54 90 109 383
C- 70 10 14 17 21 25 25 52 88 105 350 70-72 C-
D+ 68 10 13 17 20 24 34 54 85 102 338 67-69 D+
D/D+ 67 10 13 16 19 23 33 50 84 101 315
D 63 9 13 16 19 22 32 57 79 95 313 63-66 D
D/D- 62 9 12 15 18 21 31 46 78 94 312
D- 60 9 12 15 18 21 30 45 75 90 300 60-62 D (WSU has no D- grade option)

 

  1. Grading Percentages
Course Work Points Percent of Final Grade
Response Papers
(2 @ 150 pts each)
300 35%
Research Paper Topic 25 3%
Research Paper 250 30%
Discussion Board Postings
(10 + Intro @ 25 pts each)
275 32%
TOTALS 850 100%

Your final grade for the course is then determined as follows:

Final Grade Total Points Percent of
Final Grade
Final Grade Total Points Percent of
Final Grade
A 799-850 94-100% C 638-654 74-76%
A- 765-798 90-93% C- 595-637 70-73%
B+ 740-764 87-89% D+ 544-594 65-69%
B 714-739 84-86% D 510-543 60-64%
B- 680-713 80-83% F 509 & Below 59% & below
C+ 655-679 77-79%

 

IV. Class Policies

  1. Plagiarism Policy. Plagiarism is the unacknowledged use of someone else’s words or ideas. This definition includes not only deliberately handing in someone else’s work as your own but failing to cite your sources, including Web pages and Internet sources. Plagiarism also includes handing in a paper that you have previously submitted or are currently submitting for another course. For a first offense, any paper plagiarized in whole or in part will receive an “F” (0 points), and the incident must be reported to the WSU Office of Student Conduct.  You will NOT be allowed to rewrite the plagiarized paper for a better grade. Penalties for a second offense can range from failing the course to suspension from the university.
  2. Late Work Policy

The late work policy for this course is as follows:

  • Late papers (response papers, research paper topic, and research paper) are penalized at the rate of one letter grade (10 points) per class day late. Since our “class days” for this course are Tuesdays and Fridays by 11:55 p.m. (the discussion post days), a paper that was due at 11:55 p.m. on a Sunday would be considered one class day late if handed in by the following Tuesday and two class days late if handed in by the following Friday. For example, a response paper that would have received an “A” if handed in on the Sunday night due date would receive a “B” if handed in by the following Tuesday, a “C” if handed in by the following Friday, a “D” if handed in on the following Sunday, and so forth.
  • Late papers, if less than three class days late (handed in by the following Sunday), will receive a grade with the above lateness penalties applied but will not receive any comments. Late papers that are more than three days late will receive a 0.
  • Extension policy. Because you are free to choose which response papers you’ll write and thus should be able to schedule your writing ahead of time,  late submission should not be a problem. However, you have one 48-hour extension in this class to be used only on papers (not discussion posts).
    • This extension means that your paper can be turned in without penalty on the next class day. Since writing assignments in this class are due on Sunday nights, the extension would be valid until Tuesday night at 11:55 p.m.
    • You must request the extension ahead of time.
  • Late discussion posts count as a 0. However, even if you miss the deadline for the original discussion post on Tuesday, you’ll receive partial credit if you respond to others’ posts by the Friday night deadline. To allow for unavoidable absences, there is an extra credit discussion post (Post 11) opportunity at the end of the course. You cannot use an extension request on a discussion post.

V. WSU Policies

WSU Expectations of Course Time Commitment: Academic credit is a measure of the time commitment required of a typical student in a specific course. For the WSU semester system one semester credit is assigned for a minimum of 45 hours. The anticipated time commitment for this course is 3 hours of work per week for each credit hour (a minimum of 9 hours per week). Students can expect your weekly time commitment to be as follows:

Class time (lecture, discussion, activities): 3 hours/week

Research and write papers: 1.5 hours/week

Prepare other assignments: 1.5 hours/week

Read class materials: 3 hours/week

Total hours: 9 hours/week

WSU Email Policy: WSU’s email policy states that instructors can only respond to emails sent from a WSU email address.

WSU Academic Integrity Statement

Academic integrity is the cornerstone of higher education. As such, all members of the university community share responsibility for maintaining and promoting the principles of integrity in all activities, including academic integrity and honest scholarship. Academic integrity will be strongly enforced in this course. Students who violate WSU’s Academic Integrity Policy (identified in Washington Administrative Code (WAC) 504-26-010(4) will receive [insert academic sanction (e.g., fail the course, fail the assignment, etc.)], will not have the option to withdraw from the course pending an appeal, and will be reported to the Center for Community Standards.

Cheating includes, but is not limited to, plagiarism and unauthorized collaboration as defined in the Standards of Conduct for Students, WAC 504-26-010(3). You need to read and understand all of the definitions of cheating.  If you have any questions about what is and is not allowed in this course, you should ask course instructors before proceeding.

If you wish to appeal a faculty member’s decision relating to academic integrity, please use the form available at communitystandards.wsu.edu. Make sure you submit your appeal within 21 calendar days of the faculty member’s decision.

WSU Accommodation for Religious Observances or Activities

Washington State University reasonably accommodates absences allowing for students to take holidays for reasons of faith or conscience or organized activities conducted under the auspices of a religious denomination, church, or religious organization. Reasonable accommodation requires the student to coordinate with the instructor on scheduling examinations or other activities necessary for course completion. Students requesting accommodation must provide written notification within the first two weeks of the beginning of the course and include specific dates for absences. Approved accommodations for absences will not adversely impact student grades. Absence from classes or examinations for religious reasons does not relieve students from responsibility for any part of the course work required during the period of absence. Students who feel they have been treated unfairly in terms of this accommodation may refer to Academic Regulation 104 – Academic Complaint Procedures.

WSU Midterm Policy. Based on ASWSU student requests and action by the Faculty Senate, WSU instituted Academic Rule 88, which stipulates that all students will receive midterm grades. Midterm grades will be reported as they are calculated in Blackboard. However, at midterm only 35% of the total graded assignments will have been turned in. Midterm grades are not binding, and because the bulk of the graded work in this course occurs after the midterm point, it can only accurately reflect student performance up to that point.

WSU COVID-19 Policy

Students are expected to abide by all current COVID-19 related university policies and public health directives, which could include wearing a cloth face covering, physically distancing, self-attestations, and sanitizing common use spaces.  All current COVID-19 related university policies and public health directives are located at https://wsu.edu/covid-19/.  Students who do not comply with these directives may be required to leave the classroom; in egregious or repetitive cases, students may be referred to the Center for Community Standards for university disciplinary action.

WSU Reasonable Accommodations Policy.

Reasonable accommodations are available for students with documented disabilities or chronic medical or psychological conditions. If you have a disability and need accommodations to fully participate in this class, please visit your campus’ Access Center/Services website to follow published procedures to request accommodations. Students may also contact their campus offices to schedule an appointment with a Disability Specialist. All disability related accommodations are to be approved through the Access Center/Services on your campus. It is a university expectation that students visit with instructors (via email, Zoom, or in person) to discuss logistics within two weeks after they have officially requested their accommodations.
For more information contact a Disability Specialist on your home campus:

WSU Safety Policy. Classroom and campus safety are of paramount importance at Washington State University, and are the shared responsibility of the entire campus population. WSU urges students to follow the “Alert, Assess, Act,” protocol for all types of emergencies and the “Run, Hide, Fight” response for an active shooter incident. Remain ALERT (through direct observation or emergency notification), ASSESS your specific situation, and ACT in the most appropriate way to assure your own safety (and the safety of others if you are able). Because this is an online course, we should be alert for threats (i.e., Zoom-bombing), but much of this will not apply to us.

Please sign up for emergency alerts on your account at MyWSU. For more information on this subject, campus safety, and related topics, please view the FBI’s Run, Hide, Fight video and visit the classroom safety page provost.wsu.edu/classroom-safety.

WSU Resources for Students in Crisis – Pullman Resources

It is recommended that the following list of resources be made available to Pullman campus students.  This information will also be available through myWSU.  Similar lists of resources will be compiled for the other campus locations.

  • If you or someone you know is in immediate danger, DIAL 911 FIRST!
  • AWARE Network:  aware.wsu.edu
  • Cougar Transit:  978 267-7233
  • WSU Counseling and Psychological Services (CAPS):  509 335-2159
  • Suicide Prevention Hotline:  800 273-8255
  • Crisis Text Line:  Text HOME to 741741
  • WSU Police:  509 335-8548
  • Pullman Police (Non-Emergency):  509 332-2521
  • WSU Office of Civil Rights Compliance & Investigation:  509 335-8288
  • Alternatives to Violence on the Palouse:  877 334-2887
  • Pullman 24-Hour Crisis Line:  509 334-1133

WSU Policy on Incomplete Grades. Assigning Incompletes: University policy (Acad. Reg. #90) states that Incompletes may only be awarded if: “the student is unable to complete their work on time due to circumstances beyond their control.” Because this course has a number of alternative options for completing coursework, an incomplete should not be necessary.

WSU Policy on Excused AbsencesSection 73 of WSU’s regulations does not permit instructors to request official documentation to allow excused absences except for military personnel and those traveling on WSU business; hence no other excused absences are permitted by WSU policy. The attendance policy for this course has been relaxed from previous versions of the course to include an additional absence to make up for this decreased flexibility in policy. Because this is an online course with no in-person required attendance, this policy does not apply.

WSU Civil Rights Policy. Discrimination, including discriminatory harassment, sexual harassment, and sexual misconduct (including stalking, intimate partner violence, and sexual violence) is prohibited at WSU (See WSU Standards of Conduct for Students). If you feel you have experienced or have witnessed discriminatory conduct, you can contact the WSU  Office of Civil Rights Compliance & Investigation (CRCI; https://crci.wsu.edu/), [formerly CCR, formerly the Office for Equal Opportunity (OEO), formerly the Center for Human Rights (CHR)] and/or the WSU Title IX Coordinator to discuss resources and reporting options.

WSU employees, with limited exceptions (e.g., confidential resources such as health care providers and mental health care providers – see https://crci.wsu.edu/reporting-requirements-2/ for more info), who have information regarding sexual harassment or sexual misconduct are required to report the information. Addition to WSU’s policy: rude, profane, threatening, or otherwise inappropriate emails will receive no reply and will be forwarded to the appropriate administrative office.

VI. Instructor Interaction

Discussion Board: You should check the “Announcements from Instructor” section of the Discussion Board when you log in to this course, since I will be using that space for general class announcements. Also, if you have a question that you think others in the class might also have, please use the “Questions for Instructor” section of the Discussion Board so that I can write a response for everyone. As mentioned above, I’ll have office hours in Zoom on Tuesdays and Wednesdays.

Email: As mentioned above, the best way to reach me is through the course site or by sending me an email at campbelld@wsu.edu. Please make sure to include your full name in the email and English 210 in the subject line. If you send me an email Monday through Friday, I should be back in touch with you within 24 hours. Mail sent over the weekend will receive a response on Monday. Additional contact information is available at hub.wsu.edu/campbell.

Phone & Zoom: You can also call me at 509.335.4831 or contact me via Zoom, either during office hours or after.

VII. UCORE Goals and Course Goals

The following UCORE goals govern the syllabus of this class: (https://ucore.wsu.edu/documents/2018/04/ucore-handbook-v3-march-2018.pdf/”):

HUM courses are required to:

  • Introduce students to basic theories of interpretation or theoretical models in the humanities.
  • Introduce students to key texts, monuments, artifacts or episodes within humanistic traditions or disciplines.
  • Help students develop the ability to construct their own artistic, literary, philosophical, religious, linguistic, or historical interpretations according to the standards of a humanistic discipline.
  • Teach basic information literacy skills applicable to the discipline. As part of information literacy instruction, the course must not only require students to use library resources, but also provide UCORE Handbook v.3 | March 2018 | Page 104 instruction on the use of library resources and services. Instruction can be done by library personnel, or be provided in detailed notes that accompany assignment prompts. In whatever instruction method the course uses, the instructor should work with the library to develop or offer the instruction.
  • Meet requirements for all UCORE courses for critical thinking, writing, information literacy, and assessment of student progress on learning goals.
WSU/UCORE goals HUM Category Learning Outcomes Course-level learning outcome: “At the end of this course, students will be able to…” Learning Activities & Assignments Learning Outcome Assessed by…
Creative and Critical Thinking

 

Students demonstrate knowledge of theories or theoretical models and ability to apply one or more

 

To encourage the skills needed to develop students’ own research or creative questions about this time period through a close analysis of American fiction, poetry, films, songs, and other cultural artifacts.

 

To understand a diverse range of work as comprising “American” culture, including reading and viewing work from African American, Asian American, Native American, and LGBTQ+ individuals.

 

 

General class discussion

Group discussions

Papers

General class discussion

Group discussions and presentations of particular works or trends in front of the class

Quizzes and short writings

Papers

Students demonstrate knowledge of key texts, monuments, artifacts or episodes

 

To read and closely analyze a number of works of literature and journalism within the course materials described through such theories of analysis as realism, regionalism, naturalism, modernism, and cultural movements such as the Harlem Renaissance.

 

To search for instances of how past perspectives, language, and literature permeate contemporary culture and to assess the ways in which they affect our perspectives on issues such as individualism, industrialism and ecology, relations with other countries, and aesthetics, gender, and sexuality.

 

Reports

General class discussion

Group discussions and presentations of particular works or trends in front of the class

Quizzes and short writings

Papers

Peer and instructor feedback on reports

Reports

General class discussion

Group discussions and presentations of particular works or trends in front of the class

Quizzes and short writings

Papers

Students construct own interpretation within disciplinary norms

 

To study a topic in both breadth and depth, using the multiple media as a lens to reflect on American culture past and present.

 

 

 

Group discussions: formulating an interpretation with each member contributing and an informal presentation to the class

Group performances of readings (Trifles, “You Were Perfectly Fine,” poems)

Peer and instructor feedback on drafts

Group discussions

Information Literacy Students find and use relevant information effectively To view and interpret multiple kinds of texts, including maps, songs, and political cartoons, to understand the ways in which they comment on and reflect their culture.

 

To search for instances of how past perspectives, language, and literature permeate contemporary culture and to assess the ways in which they affect our perspectives on issues such as individualism, industrialism and ecology, relations with other countries, and aesthetics, gender, and sexuality.

 

 

Finding and evaluating legitimate sources online and in the library

 

 

 

Class discussion of visual materials and web sites

 

Information Literacy Instruction and Feedback Students receive instruction with feedback for information literacy skills appropriate to lower or upper division expectations and departmental standards To work with and learn to evaluate primary and secondary resources, including locating primary print sources and digitized versions online, learning to use the MLA Bibliography and other databases to find secondary sources, and learning to assess web materials for reliability, and locating primary source materials.

 

Finding and evaluating legitimate sources online and in the library Feedback includes peer feedback and evaluative comments on group worksheets.

 

Comments on papers.

 

Comments on Perusall and Discussion Posts.

 

Communication

Students communicate in modes appropriate to the discipline To synthesize and create knowledge and to disseminate those insights to the class (reports, presentations, papers) and to the world beyond the classroom (blogs).

To communicate effectively in solo or group presentations

 

Oral presentations (reports)

Oral presentation of final project

“Discussion Leader” project for a contemporary novel

Papers

Written peer and instructor feedback on reports (oral communication)

Written feedback (instructor and peer) on blogs

Writing Requirement Course requires reasonable amount of writing, appropriate to lower or upper division expectations and departmental standards To communicate effectively in writing according to standard conventions of academic writing (complete sentences, thesis, support for arguments)

 

Three short papers (one optional)

Longer final paper (Paper 4) or multimodal project

In-class workshops for Papers 1 & 2

Two examinations

Peer and instructor feedback on short papers and final paper

 

VIII. Additional UCORE Goals and Course Goals

The following UCORE goals govern the syllabus of this class: (https://ucore.wsu.edu/documents/2018/04/ucore-handbook-v3-march-2018.pdf/”):

HUM courses are required to:

  • Introduce students to basic theories of interpretation or theoretical models in the humanities.
  • Introduce students to key texts, monuments, artifacts or episodes within humanistic traditions or disciplines.
  • Help students develop the ability to construct their own artistic, literary, philosophical, religious, linguistic, or historical interpretations according to the standards of a humanistic discipline.
  • Teach basic information literacy skills applicable to the discipline. As part of information literacy instruction, the course must not only require students to use library resources, but also provide UCORE Handbook v.3 | March 2018 | Page 104 instruction on the use of library resources and services. Instruction can be done by library personnel, or be provided in detailed notes that accompany assignment prompts. In whatever instruction method the course uses, the instructor should work with the library to develop or offer the instruction.
  • Meet requirements for all UCORE courses for critical thinking, writing, information literacy, and assessment of student progress on learning goals.
UCORE HUM Goals Addressed in this Course At the end of this course, students should be able Course Topics Addressing this Outcome Evaluation of Outcome
Critical and Creative Thinking. Students demonstrate knowledge of theories or theoretical models and ability to apply one or more.

 

Students demonstrate knowledge of key texts, monuments, artifacts or episodes.

 

Students construct own interpretation within disciplinary norms

 

To read and closely analyze a number of works of literature and journalism within the course materials described.

To study a topic in both breadth and depth, using the multiple media as a lens to reflect on American culture past and present.

To encourage the skills needed to develop students’ own research or creative questions about this time period through a close analysis of American fiction, poetry, films, songs, and other cultural artifacts.

All course topics

All lectures and class discussions

All papers

Final paper

Creative option project

Graded class discussions

Graded papers

Creative option paper evaluation

Scientific Literacy. Graduates will have a basic understanding of major scientific concepts and processes required for personal decision-making, participation in civic affairs, economic productivity and global stewardship.  To understand the ways in which scientific knowledge can be contingent not only on evidence but upon the historical framework in which it is gained.

To recognize that  scientific theories in the past frequently led to harmful conclusions in terms of racism and eugenics

Selected readings Evaluation of papers and class discussions.
Information Literacy. Graduates will effectively identify, locate, evaluate, use responsibly and share information for the problem at hand. Students find and use relevant information effectively. To view and interpret multiple kinds of texts, including maps, songs, and political cartoons, to understand the ways in which they comment on and reflect their culture.

To work with and learn to evaluate primary and secondary resources, including locating primary print sources and digitized versions online, learning to use the MLA Bibliography and other databases to find secondary sources, and learning to assess web materials for reliability, and locating primary source materials.

Visit to the MASC

Laptop days

Finding legitimate sources online and in the library

Successful completion of laptop day and MASC exercises and integration of that knowledge into papers and projects.

Quizzes

Final project (web possibility) evaluation via rubric.

Communication. Graduates will write, speak and listen to achieve intended meaning and understanding among all participants. 

 

Students communicate in modes appropriate to the discipline.

To synthesize and create knowledge and to disseminate those insights to the class (reports, presentations, papers) and to the world beyond the classroom (blogs). Class discussions

Papers and projects

Evaluation for presentations and class discussions.
Diversity. Graduates will understand, respect and interact constructively with others of similar and diverse cultures, values, and perspectives.  To learn about significant issues, movements, and trends in American literature, including historical issues of racism, class, and gender inequities Reading and viewing work from African American, Asian American, Native American, and LGBTQ+ individuals Evaluation class discussion and papers.
Depth, Breadth, and Integration of Learning. Graduates will develop depth, breadth, and integration of learning for the benefit of themselves, their communities, their employers, and for society at large.  To search for instances of how past perspectives, language, and literature permeate contemporary culture and to assess the ways in which they affect our perspectives on issues such as individualism, industrialism and ecology, relations with other countries, and aesthetics, gender, and sexuality. Cultural history, including films, recorded music, sheet music, and so on Formal evaluation for final project & presentation
 Writing Requirement. Course requires reasonable amount of writing, appropriate to lower or upper division expectations and departmental standards  Three papers and informal writing.