339-01 meets MW 12-2, Erhart Ag 10-126
ENGL 339-02 meets MW 2-4, Baker Center 180-112
Office: 47-35G, tel. 756-2636
Office Hours: M 11:10-12:00, T/Th 2:10-3:30; and by appt.
Debora B. Schwartz
Graduate Assistant Office Hours:
of Assignments. PLEASE NOTE that the on-line
calendar (not any print-out you may make) is authoritative.
Assignments may be modified in the course of the quarter. Check the
on-line syllabus regularly (before each class) to ensure that you are completing
the correct assignment. It is accessible at http://cla.calpoly.edu/~dschwart/engl339/339syllf13.html
|Study Guides and Plot Summaries:||Video Assignments:||Shakespeare Web Resources:|
PREREQUISITES: GE area A (esp. expository writing, e.g. ENGL 134, and reasoning, argumentation and writing, e.g. ENGL 145); AND GE area C1 (a 200-level literature class, e.g. ENGL 230 or 231or 251 or 252 or 253). Students enrolled in this class are assumed to have the basic writing, argumentation and analytic skills taught in the Prerequisite classes and to have prior experience in reading and analyzing literature at the 200-level.
A WRITING-INTENSIVE, G.E. AREA C4 CLASS. As a writing-intensive class, ENGL 339 requires a minimum of 3000 words of writing over the course of the quarter, and 50% of the course grade must be based on writing assignments. As a G.E. area C4 class, it provides historical perspective on a significant literary period; covers a range of literary genres and conventions; helps you understand both individual works and their relationship to the social, cultural, and historical context in which they were written, including attention to relevant issues of gender ande diversity; and aims to foster an appreciation of the connections between literary works and non-verbal forms such as the visual arts. Course readings, lectures and writing assignments aim to help you develop the skills necessary to read with insight, engagement, and detachment; to analyze and evaluate works from cultures which are unfamiliar to you; and to write clear, efffective textual analysis that is firmly grounded in close reading of literary texts.
GWR: As a C4 literature class, ENGL 339 may be taken by students wishing to fulfill the Graduate Writing Requirement (GWR). However, please be aware that successful completion of the course does not guarantee GWR certification. To achieve GWR certification, you must 1) have junior or senior standing; 2) pass the class with a grade of "C" or better (a C- is not adequate); and 3) WRITE A GWR-CERTIFIABLE ESSAY on the essay portion of either the midterm or the final exam. A GWR-certifiable essay must conform to the standards for formal analytic writing about literature: a valid argument (appropiate and adequate content), logical organization, appropriate and adequate textual support, and reasonably correct mechanics (grammar, spelling, sentence structure, punctuation, etc.) and style. See Tips for Writing a GWR-Certifiable Essay; consult the Paper Writing Guidelines and Essay Evaluation Sheet if you are unsure about the conventions of formal analytic writing about literature.
COURSE DESCRIPTION AND OBJECTIVES:
ENGL 339 is designed to introduce both English or Theatre majors and G.E. students to representative plays of all genres by William Shakespeare, perhaps the finest poet ever to write in English. By the end of the course, you should:
NOTE: As You Like It has been dropped from the class this quarter due to the necessity of scheduling a video screening of a film available only on VHS during class time. I highly recommend this gender-bending pastoral comedy; copies are available for purchase at the bookstore.Other required readings will be accessed electronically: Online Readings are found in .HTML files accessible through links on this website and E-reserve readings in the form of .PDF files on "electronic reserve" in PolyLearn. Please note that ALL required electronically accessed readings should be PRINTED OUT, PLACED IN A COURSE BINDER, AND BROUGHT WITH YOU TO CLASS.
SCREENINGS / PERFORMANCES: Shakespeare's plays were written to be performed
-- they were originally seen, not read. Because there was no such thing
as "copyright" in the sixteenth century, playwrights kept their plays from
publication to protect themselves (and their acting troupes) from unauthorized
productions. Thus, the written text was not "sacred," as it seems to us
today; variations and changes occurred from production to production and
from performance to performance. Also, keep in mind that ANY production
of a play -- in Shakespeare's time or in our own -- is an interpretation
of the text. We will pay close attention to this interpretive layer through
of selected performances (video screenings) and by performing key
scenes from the plays.
-- VIDEOS: Video versions of all plays read in class are on reserve for ENGL 339 in the Kennedy Library; the Olivier films (and some other versions of the plays) are also available from Netflix and from some local video stores. You are encouraged to see as many different versions of the plays on the syllabus as you have time for, and to think about the textual interpretation behind the differences between them. Three SPECIFIC video productions are REQUIRED viewing for the class: the Joseph Papp/Public Theatre A Midsummer Night's Dream (stage version dir. James Lapine; film version dir. Emile Ardolino) and Laurence Olivier's classic film versions of Henry V and Hamlet. There will be at least two scheduled group screenings of each required video (details TBA), or you can see them on your own time. Copies of each of these required videos are on Reserve for ENGL 339 in the Kennedy Library.
-- STUDENT PERFORMANCES: the last week of class, each student will present a group scene or a monologue from a play read in class. The text should be memorized and acted with as much dramatic flair as you can muster (costumes and props are encouraged but not required). Scenes and monologues should be chosen carefully to illustrate key issues in the work; the significance of the scene must be briefly explained prior to the presentation. This REQUIRED oral exercise will be graded pass/fail. Quality of the performance (and of the memorization) will be recorded only as a plus or minus used to decide borderline grades. However, failure to present a scene or monologue will result in a zero being averaged with the 1/4 of your grade based on in-class work. You may not choose a speech or scene that has already been claimed by another student in your class section. When specific speeches or scenes are claimed (first come, first served!), I will post the lists for each class:
NOTE: Yes, seeing Shakespeare performed well is fun,
but remember that performances / screenings are NOT 1) a substitute for
reading the plays or 2) a free-ride that gets you out of doing "real" work.
You will be expected to ANALYZE
and INTERPRET required performances with a critical eye and to
post a Personal
Response to each required video in a PolyLearn
Discussion Board. To do this assignment, you will need to
specific details from the production that reveal the
interpretation behind it and to identify important
passages upon which this interpretation is founded. Remember
that your opinions must always be justified textually -- based not upon
whim but upon your solid knowledge of the play and informed interpretation
of its meaning. Note: A SECTION ON THE REQUIRED VIDEOS WILL BE INCLUDED
ON THE MIDTERM AND FINAL
CLASS EMAIL ALIAS: Important announcements concerning this class will be sent over the class email aliases. The class email alias is automatically generated using the email address found in the Cal Poly Directory server for each enrolled student. If your Cal Poly email account is NOT your preferred email address, you must
PARTICIPATION: ENGL 339 is designed to encourage YOUR interaction with and enjoyment of Shakespeare's plays. The primary emphasis is on the text, not historical background or scholarly debate (although some familiarity with the historical context is essential to an understanding of the plays -- and will be covered on exams). If you are looking for a passive, sit-back-and-listen lecture, please choose another course. YOUR active participation is essential to the success of ENGL 339! For these reasons . . .
REGULAR ATTENDANCE IS REQUIRED. Each absence will affect the participation portion of your final grade, reducing it from a base of 4.0. If you have a valid reason for missing class (illness, family crisis, other unavoidable conflict), TELL ME IN WRITING. A written explanation, signed (by you), is required for an absence to count as excused; be sure to include your full name, the class number, the date(s) missed and the reason(s) for the absence(s). (A telephone or e-mail message is appreciated as a courtesy, but it is NOT sufficient for an absence to count as excused). Any absence for which you do not provide a signed, written explanation will be recorded as unexcused. Please note: work conflicts and job interviews are NOT valid reasons for missing class; you are responsible for keeping work commitments from conflicting with academic ones. Exception: if you are a graduating senior and must travel out of town for a final interview, ONE such absence will count as excused. Please do not schedule local interviews or other appointments during class hours.
ATTENDANCE GRADE CALCULATION: "Excused" absences (generally, only for medical reasons, a family or other emergency, or circumstances truly beyond your control-- NOT for job conflicts) are weighed less heavily than "unexcused" absences. The first "excused" absence lowers the attendance component of the course grade by .1 (4.0 to 3.9); the second "excused" absence lowers it by .3 (3.9 to 3.7); thereafter, "excused" absences are calculated like "unexcused" absences. The first "unexcused" absence lowers the attendance component of the final grade by .3 (from 4.0 to 3.7); the second by .4 (from 3.7 to 3.3); etc.
COME TO CLASS ON TIME AND PREPARED!! Readings are to be completed before class on the date assigned. Reading Quizzes PRECEDE discussion of the play on the first day for which the full text is assigned (see Calendar). You are expected as a matter of course to read the Introduction preceding each play, the "Textual Note" and "Note on the Source(s)" following it, and all relevant onlineor e-reserve readings (.PDF files located in the Library Resources section of PolyLearn). Ideally, background material should be read BEFORE reading the play, but if you are short on time, read PLAY first (by quiz day) and complete background readings ASAP thereafter (before the last class meeting on that play).
ONLINE STUDY GUIDES and PLOT SUMMARIES will be provided to facilitate reading the plays.USE THEM! Familiarize yourself with study questions before you begin to read, and refer to guides as you go, noting relevant passages. After completing the play, I recommend that you reread the questions and write up a summary of your ideas. (This summary is FOR YOU. It will not be collected or graded, but you may be asked to share responses in class.) Don't neglect the introductions and (especially) the notes; they will provide guidance on points that might otherwise be hard to understand.
Remember: THERE IS NO SUBSTITUTE FOR READING THE PLAYS!! You will NOT pass this course by watching videos, reading Cliff or Spark Notes, or merely by knowing "what happens." Plot outlines will be made available for each play, so you are ASSUMED to know "what happens" even before you begin to read the text. Plot alone will NOT be sufficient to pass reading quizzes. Finally: allow yourself enough time to read thoughtfully-- it will greatly enhance your comprehension (and enjoyment!) of Shakespeare's plays.
Class will begin with a READING QUIZ on the first day for which the full text is assigned. Quizzes will consist of nine significant passages from the play. You will choose six of these nine passages and answer four short questions about each. For example, you may be asked to state if the passage is in blank verse, rhyme or prose; identify the speakers and people spoken to (know NAMES!!); identify persons/things referred to by pronouns (e.g. "he," "she," "it," "we," "they"); explain when and where the scene takes place. You will not need to know the act or scene numbers of the passage; instead, you should be able to explain in general terms what is going on (e.g. what just happened or what is about to happen). Because the Study guides are designed to draw your attention to important passages, if you use them and read with care, you should recognize most or all of the passages on the quizzes.
-- Polylearn Discussion Board postings: Each student will be assigned to a Discussion Board group of 5-6 students. You must post seven Personal Responses to an assigned play or video to your group's Discussion Board by no later than 10 PM on the Friday indicated on the Calendar of Assignments. For A Midsummer Night's Dream and Henry V, you will post TWO Personal Responses, the first based on the text of the play alone and a second responding to the required video, e.g. the Joseph Papp/Public Theatre A Midsummer Night's Dream (dir. Emile Ardolino) and Laurence Olivier's Henry V. For Hamlet, your Personal Response will be video analysis of Laurence Olivier's Hamlet. For Macbeth and The Tempest, your personal responses will be textual analysis on a topic of your choice, e.g. a response to a study question; close reading and analysis of a specific speech or scene; or an exploration of a key theme in the play.
-- You must also post to Polylearn at least two short (but thoughtful) Classmate Responses for each Personal Response assignment. IMPORTANT: you will not receive credit for a given Personal Response unless you have posted a response to two different classmates' Personal Response postings for the same Personal Response Assignment. To complete this part of the assignment, you will read the Personal Responses posted by the other members of your Discussion Board group and select two of them to which you will post a response, including at least one quote from the text to support your observations, no later than 10 PM on the Monday following the Personal Response due date. Your fourteen classmate responses will not be graded as Written Work, but they are required to get credit for your own Personal Responses and they will also factor into the participation component of your final course grade.
-- The longer formal paper (4-5 pp., due at the last class meeting) will be a piece of literary analysis focusing on one of the works read this quarter or, if you wish, a comparison of a play and one or more filmic interpretations of that play (provided that you incorporate close textual reading into your film analysis as well!) You are encouraged, but not required, to develop an idea or ideas which you have explored in one or more of your Personal Response postings. It is not recommended that you write on more than one play. As you choose a topic, bear in mind that the play which is the focus of your out-of-class paper is off-limits for the essay you write as part of the Final Exam.
FINAL COURSE GRADE CALCULATION:
10%: participation, based on attendance; participation in Polylearn discussions (completion of 7 PRs, 14 ungraded Classmate Responses, 3 ungraded pre-video analyses); presentation of a required but ungraded Student PerformanceFinal course grades is this class are not based on a total number of "points" or computed directly from percentage scores earned on quizzes and exams. Scores earned in each graded component of the class are converted to a 4.0-scale (4.3=A+, 4.0=A, 3.7=A-, 3.3=B+, etc.) and weighted as outlined above prior to the calculation of the final course grade.
15%: quizzes (lowest score dropped; bonuses of .05 to .3 added to the normally top score of 4.0 for students whose quiz average is more than 6 pts.)
10%: Personal Reponse Discussion Board Postings (best 5 of 7)
15%: 4-5 page Analytic Paper
50%: Exams (Midterm= 20%; Final = 30%; equal weight to essay and objective components on each exam).
OH MY GOSH . . . CAN I HANDLE THIS CLASS??
Sure you can -- if you will take the time to read the plays carefully and thoughtfully. And -- this being Shakespeare -- if you DO put in the time, you WILL enjoy them! The Bard will amply reward your efforts (they don't call 'em "Great Books" for nothing!) And remember . . . I LOVE teaching this stuff, and I'm told that my enthusisam makes classes more fun!
However. . . DON'T assume that the class will "take care of itself."
If you have a heavy course- and/or work-load, please be sure to budget
time for this class . . . or save it for another quarter.
AND WHAT ABOUT THOSE TWO-HOUR BLOCKS?
Rest assured, we'll take a break each day. Feel free to bring
along a caffeinated (or non-caffeinated) drink--whatever it takes to keep
you alert through two hours. If there is sufficient interest, rotating
cookie duty will be arranged!
WELCOME, AND ENJOY!!!
|Contents of this and all linked pages Copyright Debora B. Schwartz, 1996-2013|