INGL 3212 Advanced English II
Advanced English II: INGL 3212
Course Outline (January 2005)
Office Hours: Mon.-Wed.-Fri. 9:30-10:30 and 12:30-1:30; other hours by appointment
English Department Office: Ch 323
Course description: Three credit hours. Three hours of lecture per week. Prerequisite: INGL 3211 or INGL 3011. Development of reading, discussion, and writing skills through the experience, interpretation, and evaluation of the novel, Shakespearean drama, and the complex texture of poetry. A research paper related to literary study will be required.
Required texts
Robert DiYanni, Literature: Reading Fiction, Poetry, Drama, and the Essay 5th ed., 2002
Yann Martel, Life of Pi (novel)
Recommended texts: an English-English dictionary (such as The American Heritage), a thesaurus and a handbook (such as Dina Hacker's Rules for Writers, 5th ed.).
Objectives
The objectives include the study of the following points:
Elements of fiction as they apply to the novel.
Elements of poetry
Elements of Shakespearean drama
Review of the writing process
Research and writing on literary and related topics
Evaluation:
Two formal essays (to be graded on content, organization, vocabulary & language use, mechanics) (Essay #1, due Feb. 22: 125 pts., on an original translation of a poem; essay #2, April 2: 75 pts., in class, on Life of Pi)
Research paper on Othello, due April 20, 5-6 pages, 125 points
Quizzes, 50 points (approximately)
Short writing assignments, in or out of class, 25 points (approximately)
Group dramatic presentation of Othello, 50 points (Mar. 30, Apr. 1, 4, 6, 11, 13)
Final exam, 100 points (essay)
Grades will follow the standard curve.
All work must be original. Any work plagiarized, all or in part, from the Internet or other sources will automatically receive a grade of zero with no possibility of a make-up. Plagiarism includes copying not just the words but also the structure of another piece of writing without proper attribution. To avoid unintentional plagiarism it is helpful to take notes in your own words and to read several sources.
Note: there will be no make-ups for quizzes or in-class writing assignments. All work done outside of class must be turned in typed in Times New Roman size 12 font unless otherwise specified. Multiple pages must be stapled. Identify your work by your full name, course and section number, date and assignment (single spaced, upper left-hand corner).
Class Participation and Attendance
Active class participation is expected on the part of all students. Attendance is required. Both participation and attendance may influence the final grade.
Correction and editing abbreviations and symbols
agr (agreement); often between a subject and a verb
art (article); usually it indicates the misuse of the definite article
(Around February 14th, lots of people talk about the love.).
awk (awkward); means a sentence needs to be rephrased so that it will read more smoothly
cap (capitalization); indicates an error in capitalization
form indicates that the wrong form of a verb has been used
frag (fragment, or incomplete sentence)
no ital (no italics); indicates italics need to be removed.
omit indicated word/s should be omitted
par. Indicates paragraphing should be changed (for ex., start a new paragraph)
parallel structure (or //); indicates that elements need to use the same grammatical structure. (Jim likes to play baseball and watching basketball but he is indifferent about going to run. Correction: Jim likes playing baseball and watching basketball, but he is indifferent about running.)
prep indicates error in a preposition
punct (punctuation); indicates an error in punctuation
ref (pronoun reference error); indicates that it is not clear to whom or to what the pronoun refers
rpt (repetition); indicates unnecessary repetition of words and/or ideas
sp (spelling); error in spelling
t. (tense); error in verb tense-often the tense needs to be switched to the present to discuss a literary work
voc (vocabulary); a word with the wrong meaning has been used, sometimes a miss-transference from Spanish
w.c. (word choice); a word with a more precise meaning should be found
w.o. indicates word order needs to be changed
Other editing symbols
e indent (to begin a paragraph or for second line of a Works Cited entry)
reverse word order
y missing word
T add a word or phrase
?? meaning not clear
a good, well done
Puerto/Rican indicates words should be separated
Now a days Indicates words should be written together
Please see me for any questions about your writing! An individual writing conference can be very helpful.
Some information on how to write a bibliography
The object of the bibliography is to enable the reader to find and read the same sources that you used. You should provide the information to facilitate this. Please note the conventions of spacing and punctuation. Sources should be listed in alphabetical order by author's last name (or by the first word of the entry if there is no author). I am requesting a list of all the works you use in which case the list should be entitled Works Consulted (capitalized, centered) and should be double-spaced. [Note that some professors may request a list of Works Cited.] The first line of each entry should start at the left margin; each subsequent line should be indented. Use the information below as a guideline; for further details you should consult a handbook. Based on Ann Raimes, Pocket Keys for Writers (N.Y.: Houghton Mifflin, 2000). Consult any handbook for further information.
Book:
Name of author (last name first)
Title of book (underlined)
City where published
Publisher (brief form)
Year published
Example:
The American Heritage Dictionary. 3rd ed. N.Y.: Dell, 1994.
Journal Article
Name of author
Title of article (in quotation marks)
Title of journal (underlined)
Volume and issue number
Year
Pages of article
Example:
Bell, John. “Puppets and Performing Objects in the Twentieth Century.” Performing
Arts Journal 56.2 (1997): 29-46.
Internet sources:
Name of author, editor or translator (when given)
Title of work (in quotation marks)
Title of online site (underlined) such as: personal site, database, online journal, etc.
Any version number (for online journal, give volume and issue number)
Date when material was posted or updated, if given
Name of site sponsor, if any (library, professional organization, university, etc.)
Date when you access the site
Complete electronic address
Examples:
“Bloomsbury group.” Britannica Online. Vers. 982 Apr. 1998. Encyclopedia
Britannica. 7 Feb. 2003 http://www.eb.com.
Keuchler, Manfred. 29 Nov. 1998. Home page [use this if no title is given]. 7 Feb. 2003
A Glossary of Film Terms
From Samuels' A Casebook on Film, Stephenson's and Debrix's The Cinema as Art , Costanzo's Reading the Movies
Angle. The position of the camera relative to the subject. An unusual angle (from above or below, for example) will produce a particular effect.
Close-up, medium, distance shots. Distance from which the camera films the subject.
Continuity. Smooth transitions among the shots of a sequence or film.
Crosscut. Rapid transition between two separate shots; frequently used to present two actions as simultaneous.
Cut. Any transition from one shot to another. Cuts are characterized by their speed and frequency within a given section of a film. May be characterized as “fast-cutting” (frequent, abrupt transitions to suggest energy, agitation and/or suspense) or “long-cutting” (more theatrical). “Jump cut”, deliberately abrupt transition.
Depth of field. Whether foreground and/or background is in focus.
Director. The chief artist, usually tells the actors what to do and oversees the work of cameramen, editors, and others.
Dissolve. Marks the transition from one scene to another by having one image emerge at the same time as the other fades out.
Dolly or tracking shot. A shot taken with a moving camera.
Fade in/out. Gradual appearance/disappearance from/into darkness.
Focus. To present a sharp, clear vision of the subject. Soft-focus is used for special effects.
Frame. The single photograph.
Framing. What is including within a given frame
Freeze. A successive projecting of the same frame to hold the action before the viewer.
Lighting. High-key lighting tends to express a buoyant mood, while low-key lighting (less illumination) tends to produce deep contrasts and shadows. Lighting from a given direction may be used to produce a special effect.
Mise-en-scene. Staging. All the elements in a single shot of film: action, costumes, framing, camera placement, lenses, etc.
Montage. Editing of the entire film. More specifically, non-continuous editing used to achieve particular effects.
Pan. To turn the camera on one of its axes.
Score. Musical accompaniment or songs in a film.
Sequence. A series of shots thought to form an integral action.
Slow motion. An effect of retarded movement.
Superimpose. To print one shot on another.
Zoom. Sudden close-up. Usually taken with a special lens.
English 3212 Shakespeare Performances
Presentations may be live or filmed in DVD or VHS. For groups of 5-6 students performances should last up to about 8-10 minutes. The scenes may be modified as long as they remain essentially Shakespearean. Simple costumes and props should be used.
Here are some tips from previous students:
Start early (most popular tip!). Expect to put in a lot of time.
Face the camera/audience, speak clearly, do not block other actors.
Use note cards (or signs placed in strategic places) to help with your lines. Know your lines-memorize them. Let the acting flow from the lines.
For editing at Circuito Cerrado, make appt. at least 2 wks ahead of time and leave at least two hours. If you have a digital camera, ECC in Ch 325 has an editing program-leave lots of time to work with it. Have film ready early, edit early.
Rehearse, a lot, maybe in front of a small audience (especially for live performances). Try to get into your character's mind, live the character. Simple props/costumes can help. Brainstorm, be creative.
Plan, organize, be responsible.
If you're filming, have plenty of battery time, especially at night.
If somebody makes a mistake, keep going. Improvise if necessary.
If you can't stop laughing, think about something sad.
Film/rehearse in a quiet place. If you film at night, beware the coquis.
Turn all cell phones off.
Get to know the members of your group.
Give your ideas freely, and listen to others. Take criticism well.
Don't waste time.
Enjoy!
For videos, make sure the sound is clear. For DVDs, make sure you are recording in the correct format.
I will consider the following areas for the grade:
is well prepared (knows lines, where and when to go) (10)
gets into character (20)
uses effective (simple) costumes/props (5)
speaks clearly and loudly enough, faces the audience (10)
In addition I will ask each member to grade the other members of the group on how well they worked (1-5 pts.). The following should be considered:
arrived on time at meetings
was prepared
was reasonably flexible about meeting times
listened to others courteously and respectfully
contributed ideas, gave feedback
stayed focused
Name Section
Please write the names of each of the class members you worked with and assign him/her a grade of 1-5 based on the criteria given in the handout. Turn this information in on the day of your presentation. Use the back of this paper for any additional comments.
Full Name Grade
Name Section
Act and scene(s), role played
Well prepared (knows lines, where and when to go) (10)
Gets into character (20)
Uses effective (simple) costumes/props (5)
Speaks clearly and loudly enough, faces the audience (10)
Grade from group members (5)
