English 10: Literary Journeys



In this course we will study a wide range of texts including novels, short stories, poems, plays, and films from different time periods, countries, and cultures. At the core of each text is a journey. It may be an actual, physical journey or it may be an inner journey of the mind, heart, or spirit. The journey may take place in the everyday world or in imaginary realms. It may be depicted literally or represented symbolically. Most of the journeys we encounter fit several or even all of these categories. Using a variety of analytical frameworks (provided by short readings from Plato, Erik Erikson, and Joseph Campbell) we will look at the unique nature of each journey as well as some of the deeper patterns that connect them.

• The Catcher in the Rye, J.D. Salinger
• All Quiet on the Western Front, Erich Maria Remarque
• The Hobbit, J.R.R. Tolkien
• Oedipus and Antigone in Three Theban Plays, Sophocles
• Persepolis, Marjane Satrapi
• Class handouts including poetry, non-fiction essays, and short stories

For all texts, please use the edition listed on MBA Direct (Lincoln’s online bookstore). Additional texts may be added to this list during the year.

We will focus on three areas: critical reading; analytical, reflective, and creative writing; and speaking/participation in discussions and presentations.

• Read a wide variety of texts closely, deeply, and critically; annotate; think deeply about ideas and themes; make connections among texts and to your own life.

• Write effectively in different modes (analytical, persuasive, reflective, imaginative) and genres (e.g. formal academic essays, personal essays, poems, dramatic scenes).
• Develop your own writing strategies and processes for brainstorming, planning, drafting, and revising.
• Use clear, precise, and varied diction (word choice) and syntax (sentence structures); employ conventions of grammar and mechanics correctly and effectively; self-edit and proofread.
• Expand your vocabulary.

Discussion and presentations
• Contribute constructively to discussions and to the classroom community: come to class prepared, listen actively and take notes, participate regularly, support your ideas with evidence from the text, and take intellectual risks.
• Make clear, effective classroom presentations, individually and collaboratively: select and organize materials for your audience; create strong visual displays to enhance oral communication; use software and technology appropriately and effectively.

• Preparation for class: Annotate reading assignments: underline key words and phrases; write notes, summaries, comments, and questions in the margins; and define difficult vocabulary and concepts. Be ready at the start of class with your text and notebook open, and homework stapled and ready to hand in.

• Absences and make-up work: Check my website if you are absent, and also check in with me personally when you return. Work must be completed as soon as possible (within 1-2 days) after missing a day of school. In case of an extended absence, we will set a reasonable deadline to complete the work you missed.

• Late work: A writing assignment will lose 10% of its value for every day it is late (not counting excused absences). Extensions may be given under exceptional circumstances and must be granted in advance of the due date whenever possible.

• Format: Written assignments should be typed and double-spaced using one-inch margins all around (no “space for rent”) and 11 or 12-point font size, unless otherwise indicated. Every assignment should have a title at the top of the first page of text. Include your name and date on every subsequent page, preferably in the header space.

• Academic Integrity: The Upper School Handbook says the following: “Honesty is at the heart of our mission as an academic community. Dishonesty undermines both the community and your own learning. Therefore we expect all students to maintain the highest standards of academic honesty. Presenting work that is not your own is plagiarism.” Acknowledge all sources (including but not limited to written materials, online sources, and ideas drawn from discussion with a parent or friend) to avoid the appearance of plagiarism or the possibility of unintentional plagiarism. When in doubt, consult the MLA Handbook or another authoritative source, or speak with me.

• A binder with dividers to organize all materials including handouts, class notes, graded assignments, and vocabulary. You should have a section for each new unit (each text that we read). Keep all materials until the end of the year because you will need them to complete cumulative assignments.
• Paper or a spiral notebook for daily class notes and in-class writing. During class, you should be taking notes from the board, from class discussion, and from your own thoughts and ideas.
• Index cards for vocabulary are strongly recommended.
• Note: Check your Lincoln e-mail (including the class conference) and class website daily.

• Essays and other types of writing assignments
• Projects and presentations, individual and collaborative
• Reading and vocabulary quizzes
• Participation in discussion
• Homework
• Trimester and final assessments

Each assignment will be worth a specific number of points, depending on the nature of the assignment. For example, a quiz may be worth 5-10 points and an essay may be worth 20-30 points. Your grade for the term will be determined by the percentage of total possible points that you earn. Preparation and participation are crucial in this discussion-based class, and I will take these into account in determining your grade.



This article was written on 13 Jan 2013, and is filled under .

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