University of Colorado at Denver
Course Syllabus Fall, 2011
Part I
Course:
Start/End Dates:
Days/Times
Location:
Instructor:
Office Hours:
Phone:
E-Mail:
ENGL1020
3 credit hours
Core Composition 1
August 17, through December 16, 2011
Monday – Friday 9:30 - 11:30 A.M.
Coronado High School, Room 403B
Dianna Pearce-Fitzsimmons
7:20 – 8:30 A.M. and 11:30 A.M. – 12:30 P.M and 3:00 – 4:00 P.M.
(719)328-3776
pearcdm1@d11.org
Part II
Required Textbooks/Readings
Michael Meyer
The Bedford Introduction to Literature
William Shakespeare King Lear
William Shakespeare Twelfth Night
Arthur Miller
Death of a Salesman
Oscar Wilde
The Importance of Being Earnest
Joseph Conrad
Heart of Darkness
Achebe
Things Fall Apart
H.C. Hardwick
Words Are Important, Book Five, Hammond
Jerome Shostak
Vocabulary Workshop Level H
Ross Murfin and
Supryia Ray The Bedford Glossary of Critical and Literary Terms
A choice of one of the following:
 Jane Austen
 Joseph Heller
 Barbara Kingsolver
Pride and Prejudice
Catch Twenty-two
Poisonwood Bible
Dante
Inferno
Emily Bronte
Wuthering Heights
Margaret Atwood
The Handmaid’s Tale
Tim O’Brien
The Things They Carried
Various and assorted poems, short stories, and critical essays
Part III
Course Description: This course is designed to give students the needed skills to write
effective expository prose. The primary aim of the course is to help
students develop a sense of literary techniques and issues so as to
foster and increased critical sensibility to bring to reading,
discussing, and writing about literature. Beginning with a study of
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the short story, clarification of the purpose of critical terminology
and exploration of the basic analytical skills necessary to write
critical essay will be examined. We will focus on poetry and
drama to understand the different issues imposed by different
genres. Through close textual reading and frequent writings,
students will develop their skill in composing well-structured,
logically argued and precisely supported, analytical essays.
Students are expected to carefully study assigned works in preparation for
the culminating writing. Writing assignments will focus both on stylistic
analysis and on thematic interpretations of the works as a whole.
Thoughtful “reductions” should be created and classroom discussions
participated in. As the culmination of these efforts, students will be
expected to demonstrate proficiency in producing clearly structured,
interpretive essays, rich in both textual evidence and argument.
Course Objectives: After completing this course, students will be able to
 create “reductions” (one-sheet compilations of important stylistic and thematic elements
to assist students in arriving at interpretations and a thesis
 produce effective thesis statement
 employ strong, interpretive topic sentences as a structural aid for organization
 use precise textual evidence, committed to memory and recalled
 connect textual analysis to meaning of the work “as a whole”
 explain, discuss, and argue the justness of points to persuade the reader of the thesis
 combine all of the above to write persuasive, analytical essays
 evaluate effective writing through the study and practice “grading” of sample essays and
peer evaluations of our current work
Writings: Students will write approximately twenty essays, to include
 analysis of a literary work as it reflects ideas: the course texts will be applied to thematic
questions. Students will be required to write responses that include specific textual
references and developed interpretations (ten essays total)
 close reading of a prose passage: excerpts from studied and unstudied works given to
students for stylistic analysis
 analysis of a literary work from different critical perspectives: historical, biographical,
psychological, archetypal, feminist, Marxist, etc.
 analysis of language techniques as they convey meaning in poems
 comparison-contrast essay: two poems of similar themes
 comparison-contrast essay: discussing directorial decisions, and their interpretive
implications, in one of the film versions of a test
 ironic voice essay: a short piece critiquing a social problem in which the ironic voice is
employed
 theme analyzing tone
 optional personal essay: one or more college application essays are submitted, reviewed
by the instructor, and revised if appropriate
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
Oxford English Dictionary essay: an optional essay analyzing obsolete word meanings
which enrich the reading of Twelfth Night
Note: A number of the writing assignments are repeated many times, with new textual
prompts, to provide sufficient practice. It is also important to note that many of the essays
are written in class and are in response to previously unseen texts. Students practice all the
techniques of effective writing, as well as being quick on their feet. By the end of the course,
students are well practiced in pulling their thoughts together and writing sensitively and
coherently in a forty-minute period.
Tests:
 Students will be asked to take fifty-question tests on each work. These exams are
short answer and focus on both close reading and on textual analysis.
 The final for the course is a two-hour exam during which three essays are written
(two in response to previously unseen prompts, one poetry and one prose, and one in
which a course text is applied to a writing prompt.)
 Fifteen lessons from the advanced level, book 5 of Words Are Important and
Sadlier Oxford Vocabulary Workshop, Level H, will be covered. In addition,
forty-five literary terms will be studied. (The other semester course, ENGL 1400
will cover the other Words Are Important lessons and the remaining forty-five
literary terms.) Fill-in tests are given to determine student mastery as well as
writings incorporating terms and examples of the terms are required.
Discussions:
Discussions can be held prior to, or after, the testing and writing on a text. This depends on the
accessibility of the text. Sometimes directed reading questions are simply supplied; sometimes
the discussion occurs during the reading process. Students are expected to participate actively.
Vocabulary:
Students will complete fifteen lessons of college-level vocabulary lessons as well as learn
forty-five literary terms. Understanding of specific terms is particularly important to
understanding the definition at issue, and emphasizing the important of correct usage.
Part IV
Evaluation/Grading Procedures - No late work will be accepted for a grade.
Grading will be on a percentage system:
Assignment
Percentage
 Short papers, written exercises, research paper
40%
 Tests and quizzes
30%
 Vocabulary /misc.
20%
 Attendance/participation
10%
The following scale will be used:
98-100 = A+
94-97 = A
90-93 = A-
88-89 = B+
84-87 = B
80-83 = B-
78-79 = C+
74-77 = C
70-73 = C-
68-69 = D+
64-67 = D
60-63 = D-
59 and below = F
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