St. Gregory’s University Course Syllabus
Fall 2001
EN 3313 section I Shakespeare
Instructor: Susan Proctor, Ph. D.
COURSE DESCRIPTION (F, O from SGU 2001-2002 Catalog): Included in the Humanities Division,
English course listings.
Shakespeare is dead. Why study him? Students learn how much Shakespeare’s works
influence culture, through a reading-, writing-, and speaking-intensive course
in his plays and sonnets. In discussions, students emphasize the social,
economic and political contexts of Shakespeare’s contemporary and
twentieth-century reputations. In special projects, students prepare a
Shakespeare presentation related to his/her specific major.
Mission Statement
Shakespeare as a course is designed to foster intellectual curiosity, a
love of learning, and the search for wisdom within theatrical arts and
literature. This course is offered to students who desire to learn more about
the growth of theatrical literature as a tool to understanding both the art of
theatre as well as that of literature and culture. It falls into the later
stage of the degree in Humanities when a student is considering teaching
literature, graduate work or has a desire to study theatre literature in depth.
Instructor's Statement.
Dr. Susan Proctor (called DP) may be reached through e-mail,
skproctor@sgc.edu or phone, 878-5436. Her office hours are usually 10:00-11:00
on Monday and Wednesday. She asks that papers be written in MLA style and is
willing to read and comment on papers before grading, if they are turned in
sufficiently early. Her primary goal for each student is that she or he learns
as much as possible about their subjects and themselves in an environment that
encourages continued interest in knowledge and personal and academic honesty.
Course Objectives
By the end of the course the students will be able to use the writings of
Shakespeare to
1 - demonstrate how to respond to and interpret what is read in different ways,
2 - demonstrate how to discover and create meaning from texts,
3 - use a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts,
4 - use a wide range of writing strategies to generate meaning and to clarify
understanding,
5 - produce different forms of written discourse,
6 - demonstrate how written discourse can influence thought and action,
7 - show knowledge of a broad historical and contemporary spectrum of
Shakespeare criticism including, a). works from a range of historical time, b).
works by female critics; c). works by authors of color and d). works of
literary theory and
8 - use major sources of research and theory to understand the relationship
between research and practice.
Beginning Assessment
Beginning assessment will make use of the minute paper. That assignment
will include defining pertinent terms and listing information necessary to
effectively analyze a piece of literature.
Ongoing Assessment
1 - Students will write a brief response to a play at the beginning of the
semester. After the students discuss what they have written, they will prepare
a list of criteria for their interpretations.
2 - Students will read and discuss as a group a play to discuss and discover
meaning from their reading. They will design questions about the text and
present them to class.
3 - Students will write about how other academics have responded to the
literature and mimic, or argue with their approaches in a project designed to
comprehend, interpret, evaluate, and appreciate a text.
4 - Students will use a wide range of writing strategies to generate meaning
and to clarify understanding of specific plays and poetry. They will use group
work, research and notes from lecture upon which to base strategies.
5 - Students will produce different forms of written discourse through a
planned method of question, response, mimic of academic writing and group
discussion to respond to a play and/or poetry text.
6 - Students will discover how plays have had influence on public behavior and
political discourse through analysis of plays and historical movements.
7 - Students will show knowledge of a broad historical and contemporary
spectrum of Shakespeare criticism through testing and discussion.
8 - Students will use major sources of research and theory to understand the
relationship between research and practice by writing a research paper on a
play/or sonnet of their choice and showing how that writing relates to the
society and/or language practice of its time.
ENDING ASSESSMENT
Ending assessment will include another minute paper asking similar questions as
well as a discussion of the assignments with students. Students will complete
the course with a document that describes further plans in the field and
suggestions for improvement of the course.
Instructional Materials:
Riverside Shakespeare 2nd ed.
Access to the Internet
Reserve materials
Handouts
Course Requirements:
Attend class regularly.
Be punctual.
Be prepared for class exercises.
Acknowledge a commitment to individual growth.
Acknowledge a commitment to group growth.
Grading Criteria
As with all project-based
classes, grading will be highly subjective. However, you can count on the
following to be included in the decision:
--Academic Honesty
--Proper MLA style in writing
--Punctuality,
--Preparedness, and
--Commitment
Grades
An “A” paper will meet all of the stated goals as well as treat the
material in an individual and interesting manner. An “A” student will strive to
write papers that could be submitted for publication as well as have no
un-excused absences. A ‘B” paper will meet all the needs of the assignment
and show that students have thought above the minimum through inquiry and an
interesting approach to the writing of the material. A “B” student will have no
more than one un-excused absence. A “C” paper will meet the needs of the
assignment. Many students mistake this level of writing for “A” work. A “C”
student may have no more than two un-excused absences. Be advised. A “D”
paper will not quite meet the needs of the assignment, but will meet at least
60% of those expectations. An “F” paper will not meet at least 60% of the requirements
of the assignment. Based on a 100% scale and A=90, B=80, C=70, and D=60. The
following percentages make up the grading formula.
1 - close readings of sonnets = 15%.
2 - questions and presentation = 5%.
3 - argue approaches = 10%
4 - write about a play = 10%
5 - respond to a play text = 10%
6 - analysis of play and historical movement = 15%
7 - testing and discussion = 10%
8 - research and theory = 15%
9 - participation and attendance = 10%
TOTAL 100%
Teaching/learning methods
Facilitation – Teacher will assist students in developing their
team projects in class and in meetings outside class when needed.
Instruction – Teacher will review/introduce the technology required of
the students.
Technology – Teacher will use computer and audio/visual technology to
illustrate and to explore details of the subject.
Distance Teamwork – (When possible) Teacher will connect the
class to another campus via a discussion line or e-mail list so that they can
expand their discussion capabilities.
Lecture – Teacher will use lecture to add information that students may
have left out of their presentations and information that is not in the course
text.
Audio and Visual – Teacher will use a variety of available audio
and visual styles of teaching.
Team Work – Students work together to present sections of the text to
each other.
Oral Presentation – Students will present chapters of the text, parts of
their projects, and/or present their papers to the class for peer review.
Peer Review – Students will review each other’s papers and suggest
changes before papers are turned in for a grade.
Technology – Students will use some form of technology (Power Point,
Video, Audio, etc.) in one of their presentations.
Critical Thinking – Students will develop questions about concepts
mentioned in the objectives to present to the class.
Self-Discipline – Students will do a considerable amount of outside
reading for this course.
Attendance -There is a direct link
between attendance and overall course grades. Since this class
is participatory, attendance is mandatory. Un-excused absences (without Dr.’s
note or departmental excuse) will lower
your final grade at least one letter point for each Un-excused absence. It is your responsibility to attend class
and sign in and your task to get the assignments for those days you may
miss. Missed in-class assignments may not be made up without prior arrangements
and therefore even excused absences could adversely affect your grade.
Make-up policy -In case of illness or emergency, one (1) assignment will be accepted
late and its grade unaffected (this does not include the final project). Any
other late project will drop a letter grade. No work will be accepted after the
final exam.
Re-submission -If you fail any of
the projects (other than the final) you will be allowed to schedule a
conference and retry for a maximum grade
of C. This is not a guaranteed pass; you must do excellent revision for a
grade of pass.
Academic Ethics
"St. Gregory's University expects
its students to demonstrate integrity in their academic work. Acts violating
the expected integrity include, 1) Cheating on examinations, quizzes or other
written work. 2) Giving assistance to or receiving assistance from another
during an examination or quiz. 3) Plagiarism, that is a. The use of another's
published work wholly or in part without recognition or proper documentation
[as few as four words used for the same purpose may constitute plagiarism by a
publication], b. The use of another student's work as one's own; c. The
purchase, use or provision of an already prepared paper [including Internet];
4) Falsifying any academic record; 5) Obtaining, or attempting to obtain,
copies of uncirculated examinations or examination questions. Students found to
have committed one or more of acts 1-3 will receive an F for the examination,
written work or quiz in question. Acts 4 or 5 will lead to a hearing with the
Dean of Students, since they are major social infractions, the penalty for
which may be dismissal" (2001-2002 SGU catalogue).
If you find that you are asked to work with material that is objectionable,
discuss the problem with me and we will try to find an alternative. If you have
physical or learning difficulties that I should know about, please keep me
informed and I will try to guide you to staff who may be able to work out
assistance for you to have a successful semester.
Course Outline Read the plays (yes,
that is almost play a week).
The Sonnets
Shakespeare’s History and Overview of the Critics
The Early Comedies (My
categories are taken from Shakespeare: The Invention of the Human, by
Harold Bloom,1998.)
The Comedy of Errors
The First Histories
Richard III
The Apprentice Tragedies
Titus Andronicus
The High Comedies
Love’s Labour’s Lost
Much Ado About Nothing
As You Like It
The Major Histories
Henry IV parts 1 and 2
The Problem Plays
Measure for Measure
The Great Tragedies
Hamlet
Othello
The Late Romances
The Tempest
Our daily schedule will follow
approximately this way:
You will ask questions about the
readings. If there are no questions, there will be a quiz.
We will open the class for discussion based on your questions.
There will be a short lecture, presentation or project.
Questions will be entertained and assignments clarified for next class.