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Course : Introduction to Reading and Writing about Literature

Course Number
Section Number
201 & 202
Spring 2020
Prothro-Yeager Hall, Bea Wood 210
Days & Times
Final Exam Day/Time
Monday, May 11, 2020 12:00 am

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.


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.


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


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.


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—2nd floor computer classroom.


SPRING BREAK Mar 16-20 No classes.


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



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



May 4-8 Week 15

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



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












Context and Purpose OVERALL The overall idea is shared and supported by presenters in group. The PowerPoint and presentation come together with the help of this student.

Remarkable, exceptional in most respects.

Dynamic in some important respect.

This student has supported a mostly effective group idea and presentation.  

The overall idea, presentation, and/ or support for it by the presenter are problematic.

Overall idea, PowerPoint, and presentation are not coherent and/or supported by the student.

Genre & Disciplinary Conventions

Individual insight.

The presentation provides an insight into the modern psyche as per a moment or scene in our movie.  

Remarkable, exceptional in most respects. 

Dynamic in some important respect.

The student has provided a reasonable insight that pertains to a moment or scene in our movie.

Insight is problematic.

No insight is evident.   

Content Development

Individual description

The student provides specific sensory details that sketch a picture of a moment in the movie. The best description allows us to infer the meaning.

Remarkable, exceptional in most respects.

Dynamic in some important respect.

The student has been mostly effective with description.  

Presentation lacks adequate development with details.

No description is provided of a scene or moment in the movie.

Sources and Evidence

Choice of quote.

The student provides a telling quote from the movie that pertains to the scene described above.

Remarkable, exceptional in most respects.

Dynamic in some important respect.

Student provides a meaningful  quote

Use of quote is problematic.

Makes no use of a quote from the movie.


The presentation is engaging, and creative in some sense whether visually with the PowerPoint and/or the personal style of the presenter with the class.

Remarkable, exceptional in most key respects.

Well-done in some important respect.

Visually effective & personally engaging for the most part.

Presentation is problematic in some respect—creatively and/or personally in engagement.  

Presentation lacks creativity and effective engagement.








ENGL 1153 Movie Response Rubric /300 words













Context and Purpose


The document starts with an OVERALL IDEA about modern people.

Remarkable, exceptional in most respects.

Dynamic in some important respect.

The student has made an effort to provide an overall idea.

The overall idea is problematic.

No overall idea at the beginning.

Genre & Disciplinary Conventions


The document provides INSIGHTS into the modern psyche. Each insight comes just before its relevant quote from the movie.

Remarkable, exceptional in most respects. 

Dynamic in some important respect.

The student has provided an insight just before each of 3 quotes.

Insights are problematic.

No insight just before the relevant quote.

Content Development


Just before each insight, the student provides specific sensory details that sketch a picture of a moment in the movie. We infer the meaning.

Remarkable, exceptional in most respects.

Dynamic in some important respect.

The student has made an effort to be descriptive.

Entry lacks adequate development with details.

No description is provided of scenes in the movie.

Sources and Evidence


The document features three quotes from the movie. If the movie is verbatim with Shakespeare, then use parenthetical act, scene, and line. See model.

Remarkable, exceptional in most respects.

Dynamic in some important respect.

Student provides meaningful  quotes

Use of quotes is problematic.

Makes no use of quotes from the movie.


The document demonstrates proficient use of Standard Written English. The document follows directions in respect of format.

Remarkable, exceptional writing in most key respects.

Well-written in some important respect.

Phrasing and word choice are mostly clear; format is mostly correct. 

Phrasing and word choices are problematic; format is problematic.

Phrasing or format problems make the response difficult to understand.





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.

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