Read various literary texts united by a common theme or topic.

Apply knowledge of literary analysis to interpret literary texts.

Engage in a writing process that includes invention, drafting, and revision.

Write various genres of academic essays.

Find, evaluate, and synthesize credible sources in support of a research paper.

Use sources ethically and follow a designated style guide [MLA].

Demonstrate proficient use of Standard Written English.

Movie responses (typed, double-spaced): 30 percent of semester grade (10 percent each)

Each movie response is one paragraph of about 300 words, NOT counting the title, your name, my name, the course, and the date. See model p. 2; rubric p. 11.

Start with an overall idea that answers our perennial question: What are we learning about modern people?

THREE DESCRIPTIONS: Use three to four sentences to capture a moment in the movie, which is dynamic and eye-catching and lends itself to vivid description. Let us infer the meaning and significance of that moment based on the details you chose to emphasize. Show rather than tell. NOTE: We will describe THREE times in the same response.

THREE INSIGHTS: The insight is when we tell rather than show, and it comes right after the relevant description and just before the relevant quote from the movie. The insight ends on a COLON (:) just before the quote. NOTE: We need THREE insights in the same response.

THREE QUOTES: The quote from the movie opens and closes with quotation marks (“”). It is significant in its own right and ideally a complete thought, but it is verbatim (word for word) the same as the dialogue. NOTE: We need THREE QUOTES in the same response.

INTERRUPTING YOUR QUOTE IS ALLOWED. Provide attribution after the first clause to help us know who is speaking. See model p. 

Scholarly Response typed & double-spaced): 20 percent of the grade (300 words)

We need to find three articles in scholarly journals. By using key search words, we can find the articles on our Moffett-supported databases.

The paragraph needs an overall idea at the start. This overall idea is an answer to our usual question: What are we learning about people?

We need to quote ONCE from each article. Do not start with the quote. For each quote, start with the attribution—author, title of the article in quotation marks, and the name of the journal in italics—and then provide the main idea in your own words. The quote follows. Do this three times: attribution, main idea in your words, and then the quote.

Describe something ONCE (not three times) from one of our movies. See model p. 4.

Do not quote from our movies.

To find scholarly articles, start with Academic Search Complete, one of the Moffett Library databases. Then click on the choose option just above the search box and add other databases.

Final Essay (typed and double-spaced): 20 percent of the semester grade

Write a five-paragraph essay about The Tempest. We already have the basis for the second, third, and fourth paragraphs—they are revisions of two movie responses and the scholarly response.

FIRST PARAGRAPH:

The first paragraph is an introductory paragraph. The overall thesis position is the answer to our perennial question: What is Shakespeare teaching us about modern people? Briefly preview the movie scenes featured in paragraphs two, three, and four (the scholarly response has one section of description). Indicate some of the most important insights associated with those scenes. Without attribution (authors, titles of articles, and journals), restate the important ideas mentioned in paragraph four (the revised scholarly response). At the end of the introductory paragraph, you should restate your thesis position in different words.

SECOND PARAGRAPH (revision of movie response):

Revise one of our movie responses. Perhaps in my evaluation of your movie responses I asked you to supply more details or clarify the insights.

THIRD PARAGRAPH (revision of another movie response):

Revise another movie response. If my comments on the rubric ask for something, here is a chance to supply that need. Again, keep in mind how you are feeling about the story at this late juncture.

FOURTH PARAGRAPH:

Revise your scholarly response. Supply anything you missed the first time around.

FIFTH PARAGRAPH:

Tease out a specific descriptive detail from one of the body paragraphs—something visual, tactile, or physical. Develop it further three to five sentences, and then reacquaint us with the thesis position, restating it in different words in light of this detail you revisited.

PRESENTATIONS with PowerPoints 30 percent of the grade (10 percent each)

Students contribute to a group idea (agreed upon by those presenting on your day), but they otherwise present individually their own PowerPoint based on a scene in the movie. They describe the specific scene in detail (at least several sentences) in the PowerPoint. The perennial question we are answering remains the same: What are we learning about modern people? In their PowerPoint, students need to provide a meaningful quote from the scene and their own insight. Each individual presentation must be creative visually in the slide(s), and as speakers, students should engage with their audience. Students can improvise and say more than what we read in the slides. NOTE: Confer with your group so each student does a different scene and quote. Individual length should be four to five minutes. SEE RUBRIC ON PAGE 12.

Tentative Daily Schedule & Due Dates

NOTE: Students may seek input from Dr. Fields on a working draft by email: if possible, copy and paste directly into the email message. Don’t wait until the night before the due date.

Jan 20-24 Week 1

Jan 20 Monday no class MLK Holiday

Dr. Fields reviews syllabus.

Movie: Kiki’s Delivery Service directed by Hayao Miyazaki.   Introductory remarks by Ryan Samuelson.

Take notes of the movie. Make sure to provide SEVEN specific details for each scene that captures your attention. Make sure you have the quote.

Read Shakespeare’s The Tempest in our book.

Jan 27-31 Week 2

Miyazaki movie continued. Students continue to read Shakespeare in our book.

Feb 3-7 Week 3

Miyazaki movie continued.

Students finish reading Shakespeare this week.

Feb 10-14 Week 4    Ryan Samuelson and Chris Depineda offer constructive criticism.

REHEARSAL WEEK for STUDENT PRESENTATIONS.

Each student needs description of a key scene in the movie, a relevant quote, and an insight. Each student presents his/her PowerPoint as an individual. Students should be creative visually with their slides and engage the class effectively as speakers, especially asking and answering questions. Note: Each presenter supports their group’s overall idea (those presenting on your day). Group members should offer each other input and avoid doing the same scene and quote as someone else in the group.

Feb 17-21 Week 5

Monday, Feb 17: Movie response 1 is due.

STUDENT PRESENTATIONS—the real thing! This week we do the presentations for grade.

Feb 24-28 Week 6   Introductory remarks by Ryan Samuelson.

Movie: Julie Taymor’s The Tempest features Helen Mirren as a female sorceress—Prospera, not Prospero. Despite the gender change and some inserted lines about Antonio’s accusations of witchcraft, the movie follows Shakespeare’s play almost verbatim.  

Mar 2-6 Week 7

Taymor movie continued.

Mar 9-13 week 8    Attendance mandatory all three days.

Faculty Partners at Moffett Library—2^nd floor computer classroom.

SPRING BREAK Mar 16-20 No classes.

Mar 23-27 Week 9    Ryan Samuelson and Chris Depineda offer constructive criticism.

RHEARSALS FOR STUDENT PRESENTATIONS for Taymor.  

Mar 30-April 3 Week 10

Monday, March 30, Movie response is due for Taymor’s The Tempest.

STUDENT PRESENTATIONS—the real thing for Taymor.

April 6-10 Week 11   Introductory Remarks by Ryan Samuelson.

Movie: Forbidden Planet directed by Fred Wilcox.

HOLIDAYS April 9-10 Thursday and Friday NO CLASSES.

April 13-15 Week 12

Monday, April 6, Scholarly Response is due. 

Wilcox movie continued.

April 20-24 Week 13

Wilcox movie continued.

April 27-May 1 Week 14    Ryan Samuelson and Chris Depineda offer constructive criticism

REHEARSALS for STUDENT PRESENTATIONS for Forbidden Planet.

May 4-8 Week 15

Monday, May 4, Movie response is due for Forbidden Planet.

STUDENT PRESENTATIONS—the real thing.

May 11-14 Finals Week

MONDAY 8:00 AM May 11ENGL 1153 – 201 9:00 AM MWF        Final Essay Due.

MONDAY 10:30 AM May 11 ENGL 1153-202 11:00 AM MWF      Final Essay Due.

ENGL 1153 Presentation and PowerPoint Rubric

ENGL 1153 Movie Response Rubric /300 words

Four undocumented absences means 10 percent off the overall semester grade. The professor will accept documentation in the form of cellphone pictures (by email attachment) of clinic sign-in sheets, court dates, prescription labels, repair receipts, and work schedules; he will accept emails from family members, lawyers, and supervisors. Many times students are helping family members or friends in crisis. The key is keeping Dr. Fields in the loop, communicating and working with him by email, and, most importantly, coming to an agreement on how to document the absences.

Students must submit their work in person on due dates: not by surrogate, not under an office door, not left on a desk, and not by email attachment. The late penalty for an essay is capped at 10 points out of 100. All late work is due by the last regular class period.

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

Written and adopted by the 2002-2003 MSU Student Senate.

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

All instructors in the Department have voicemail in their offices and MSUTexas e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed the 6 hours of Communication Core and 2) earned 60 hours. Students may meet this requirement in one of three ways: by passing the Writing Proficiency Exam, passing two Writing Intensive Courses (only one can be in the core), or passing English 2113. If you have any questions about the exam, visit the Writing Proficiency Office website at https://msutexas.edu/academics/wpr, or call 397-4131.

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at https://msutexas.edu/campus-carry/rules-policies.

If you have questions or concerns, please contact MSU Chief of Police at police@msutexas.edu.