FORT VALLEY STATE UNIVERSITYFORT VALLEY STATE UNIVERSITY
Department of
English and Foreign Languages
Current Syllabus, good through 12/07
ENGL 2163 A-O Studies in Literature (Modern British Comic Books)
non-online course web site: http://www.keithmurphy.info/Comics_Class/comics.htm
Instructor: Keith
Murphy, Ph.D.
http://www.keithmurphy.info
Office: 238 HMB.
Office hours announced in class.
Telephone: (912)825-6680 (messages only: 6392) Fax: (912)825-6110
Email: Sophist@Bigfoot.Com
Yahoo Instant messaging ID: docsophist
Course Description: Students will examine major and representative British comic book creators from 1940 to present, focusing on social and cultural aspects, as well as the particular stylistic and literary contributions of individual authors such as Moore, Gaiman, Mills, Ennis, and Bissette. [See reading assignments for specific authors and works].
Course Objectives: As a result of successfully completing the course, a student should be able to do the following:
Major Outcomes:
in the work of a major
British comic author. Students will read, for example,
The Doll's House by Neil Gaiman, Watchmen by Alan Moore, or
Judge Dredd: The Cursed Earth by Sylvia Pat Mills in order to
analyze such elements as symbolism and narrative point of view in relation to
content. Using word processors, they will write and revise essays and
research a critical paper employing the Internet. (2L, 3L)Required Texts and Materials:
Required Texts:
Suggested Text:
Plus the appropriate works selected by the individual from a reading list to be provided at a later date
Supplemental readings will be posted to the class website or distributed in class.
Additional Required Materials
I will be providing you with a great deal of photocopied material. To
offset the expense of this, you will be expected to provide me with one package
of photocopier paper. You can purchase this at Wal-mart, Staples, etc. for
two or three dollars. You will also need at least one diskette, web
access, and a valid EMAIL address.
Course Policies
Attendance will be recorded on a daily basis. The institutional
policy on absences will be employed in this course. This means that any
unexcused absences which total more time missed than the credit hour value of
the course will reduce your final grade by 1 full percentage point. For an
absence to be excused, you must go to the Vice President for Student Affairs and
request an official excuse. However, attendance and participation are
critical to passing this course. In addition, being absent does not excuse
you from your responsibilities for that class period. Even if your absence
is excused, your work must be turned in ON TIME.
Grading Policy: Letter grades translate into numerical grades as follows: A=90-100; B=80-89; C=70-79; D=60-69; F=59 and below. The student is responsible for maintaining copies of all drafts of all assignments to include in the final portfolio. The portfolio is used to determine whether the student has successfully passed the course. Any essay may be revised once within seven days of receiving returned work (within time constraints).
Grading Criteria:
Most of the work in this course is composed of relatively long, structured essays. Most of these will be written outside of class, typed, and may require you to do (and document) outside research. The criteria for those works is as follows:
To earn a grade of C, an essay or an assignment must:
- Contain either a clearly implied or explicitly stated central idea.
- Be unified and coherent. The paragraphs must stand in clear relation to the thesis and each other.
- Be fully developed. Each paragraph should contain a leading idea and specific details or examples that clarify, support, and explain the leading idea.
- Contain clear sentences that are in general conformity with standard English. Errors in grammar and/or mechanics must be so minimal that they do not distract from the meaning of the essay.
- Preferably the essay will end with a paragraph, or at least a sentence, which conveys a sense of completion.
An essay fulfilling the above criteria represents acceptable college work. To exceed this criteria, an essay must show superiority in content and development, organization and coherence, sentence style, and vocabulary.
To earn a "superior" grade of A or B, an essay or assignment must fulfill the requirements for a C and:
In-Class Essays may be graded on a three-point rubric. In-class essays will be evaluated based on the following criteria:
The “3” essay shows distinction. It meets all and exceeds most of the criteria for a “2.” The ideas are expressed freshly and vividly, and the essay arouses the reader’s interest to a greater extent that the typical “2” essay.
The “2” essay meets the basic criteria. It has a central idea related directly to the assigned topic and presented with sufficient clarity that the reader is aware of the writer’s purpose. The organization is clear enough for the reader to perceive the writer’s plan. The paragraphs coherently present some evidence or details to substantiate the points. The writer uses ordinary, everyday words accurately and idiomatically and generally avoids both the monotony created by series of choppy, simple sentences and the incoherence caused by long, tangled sentences. Although the essay may contain a few serious grammatical errors and several mechanical errors, they are not of sufficient severity or frequency to obscure the sense of what the writer is saying.
The “1” essay fails to demonstrate competence. It has any one of the following problems to an extraordinary degree or it has several to a limited degree: it lacks a central idea; it lacks a clear organizational plan; it does not develop its points or develops them in a repetitious, incoherent, or illogical way; it does not relate directly to the assigned topic; it contains several serious grammatical errors; it contains numerous mechanical errors; ordinary, everyday words are used inaccurately and unidiomatically; it contains a limited vocabulary so that the words chosen frequently do not serve the writer’s purpose; syntax is frequently rudimentary or tangled; or the essay is so brief that the rater cannot make an accurate judgment of the writer’s ability.
Remember, to receive a passing grade on any essay you must answer the question posed by the prompt, provide a carefully reasoned argument supporting your answer, proffer evidence to support your argument, and demonstrate strong critical thinking and communicative skills.
Your final grade is wholly based on your portfolio (which MUST include all drafts of all work) which should include 3 small genre take-home exams, the papers based on your individual analysis of a novel, and in-class essays as assigned. Due-dates will be announced in class.
Assignment List:
Remember that all writing assignments must be typed. You should save a copy of your work on disk as I will grade your first draft and give you an opportunity to revise your efforts. I expect you to engage in external research for each of your essays. In addition, that research had best be correctly cited (including both an in-text citation and a works cited page). If that concept is unclear to you or you are unfamiliar with the concept of plagiarism, click here.
Instructor's Policies:
No late work will be accepted. No incompletes will be assigned. You are solely responsible for getting the work completed and to me by the due date. Your failure to do so does not constitute an emergency on my behalf.
Tentative Course Schedule (future reading assignments will follow)
| week | Theory Topic | Genre or Assignment |
| 1 | Introduction and Overview |
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| 2 | What is a Comic Book? |
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| 3 | Gothic to Romantic |
|
| 4 | Horror and Blood |
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| 5 | Penny Bloods |
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| 6 | World War II |
|
| 7 | American Influences |
|
| 8 | Aesthetic Violence |
|
| 9 | Swamp Thing |
|
| 10 | Vertigo |
|
| 11 | Enter Sandman |
|
| 12 | Imperfect Hosts |
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| 13 | Preacher |
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| 14 | Who is watching the Watchmen? |
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| 15 | The next generation | |
| F | Finals week |
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Alignment Matrix for English 2163 A-O Studies in Literature
| Course Standards | Course/Major Goals | NCTE /IRA standards | Georgia Performance Standards | FVSU General Education Outcomes | Assessments | |
As a result of successfully completing the
course, a student should be able to do the following:
|
In clear and polished prose, students will draft logical and well-developed critical essays in which they analyze, for example, important themes in the work of a major author. Students will read, for example, The Doll's House by Neil Gaiman, Watchmen by Alan Moore, or Judge Dredd: The Cursed Earth by Sylvia Pat Mills in order to analyze such elements as symbolism and narrative point of view in relation to content. | 1. Students read a wide
range of print and non-print texts to build an understanding of texts, of
themselves, and of the cultures of Britain, Europe and the United States and; to
acquire new information; to respond to the needs and demands of society and
the workplace; and for personal fulfillment. Among these texts are fiction
and nonfiction, and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. |
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Comprehends written texts critically. | Using word processors, they will write and revise essays and research a critical paper employing the Internet. (2L, 3L) | |
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In essays and essay examinations, students will logically analyze the different perspectives of British authors such as Gaiman and Moore on the effect of political conditions on the individual Brit, European, or American. In class discussion, students will, for instance, evaluate and critique perspectives on the psychological impact of modern urban and suburban life in Britain, Europe, and the United States as represented by the works of such writers as Garth Ennis, Steven Bissette, or Neil Gaiman. (5L) | 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
ELAALRL3. The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. |
Has basic knowledge of literary achievements. | In essays and essay examinations, students will logically analyze the different perspectives of British authors such as Gaiman and Moore on the effect of political conditions on the individual Brit, European, or American. In class discussion, students will, for instance, evaluate and critique perspectives on the psychological impact of modern urban and suburban life in Britain, Europe, and the United States as represented by the works of such writers as Garth Ennis, Steven Bissette, or Neil Gaiman. (5L) | |
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In essays and on essay examinations, students will demonstrate knowledge of contemporary British comic book writers and literary forms, as well as of important contemporary and ongoing economic, cultural, and social changes in the Britain, Europe, and the U.S.. (2L, 7L) | 11. Students participate as
knowledgeable, reflective, creative, and critical members of a variety of
literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). |
ELAALRL3 ELAALRL2. |
Content knowledge and skills in reading, literature, writing, language arts, mechanics and grammar. | In essays and on essay examinations, students will demonstrate knowledge of contemporary British comic book writers and literary forms, as well as of important contemporary and ongoing economic, cultural, and social changes in the Britain, Europe, and the U.S.. (2L, 7L) | |
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In the works of representative contemporary authors such as Grant Morrison and Neil Gaiman students will read, discuss, and analyze the impact of war, religion, politics, and the changing face of the media on British, European, and American life. Students, through oral and written analysis, will assess the impact of each gender's changing social roles on British, European, and American life and will study emerging multicultural perspectives in the works of such writers as Alan Moore, Art Spiegleman, and Garth Ennis. (7L) | 7. Students conduct
research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety
of sources (e.g., print and non-print texts, artifacts, people) to
communicate their discoveries in ways that suit their purpose and audience. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. |
ELA11W3 The student uses research and technology to
support writing.
ELAALRL4. The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems, or technical documents. |
Writes Clearly and effectively. | In the works of representative contemporary authors such as Grant Morrison and Neil Gaiman students will read, discuss, and analyze the impact of war, religion, politics, and the changing face of the media on British, European, and American life. Students, through oral and written analysis, will assess the impact of each gender's changing social roles on British, European, and American life and will study emerging multicultural perspectives in the works of such writers as Alan Moore, Art Spiegleman, and Garth Ennis. (7L) |
Information on the last table is primarily for Education majors. If you have questions about this, see me. For the conceptual framework, click here. For more information on NCATE/IRA click here.
Relevant Unit Outcomes From University's Conceptual Framework in Matrixed Relationship to ENGL 2163 Course Outcomes.
| Unit Outcomes from FVSU Concetual Framework | Appropriate Course Outcomes from ENGL 2163in Matrix Relationship | |
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Performance Objective 1: Demonstrates Competence in Content Knowledge
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Here are passages copied from the appropriate ENGL 2163 course outcomes. | |
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Outcomes: As Evidenced by Knowledge: a. Knows facts and shows mastery of content areas of the subject matter he/she is preparing to teach as required by professional, state, and institutional standards b. Knows important issues in the discipline and is aware of best practices as described in major research publications and/or action research in teaching and learning c. Knows standard English grammar and usage
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In clear and polished prose, students will draft logical and well-developed critical essays in which they analyze, for example, important themes in the work of a major author. Students will read, for example, The Doll's House by Neil Gaiman, Watchmen by Alan Moore, or Judge Dredd: The Cursed Earth by Sylvia Pat Mills in order to analyze such elements as symbolism and narrative point of view in relation to content. Using word processors, they will write and revise essays and research a critical paper employing the Internet. (2L, 3L) | |
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As Evidenced by Skills d. Applies knowledge in solving problems or critical thinking situations e. Uses the subject matter correctly in the construction of logical arguments f. Communicates in English correctly in oral and written forms |
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As Evidenced by Disposition g. Exhibits dominant traits of an instructional leader h. Demonstrates confidence with subject matter in classroom and school interactions i. Evidences knowledge of cultural literacy j. Exhibits an attitude of reflection and perseverance
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Performance Objective 2: Uses Effective Pedagogical Skills |
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As Evidenced By Knowledge a. Has knowledge of various instructional strategies that render comprehensible by diverse learners the subject matter being taught b. Uses knowledge of practice to adjust instruction to different learning styles c. Accesses a repertoire of explanations and instructional strategies to render comprehensible by diverse learners the subject matter being taught d. Uses knowledge of learners’ needs to inform instructional strategies e. Uses knowledge of effective classroom management techniques |
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As Evidenced by Skills a. Reflects on practice and makes necessary adjustments to enhance student learning
b. Assesses and analyzes learning and makes appropriate adjustments to instruction c. Recognizes the appropriate and inappropriate uses of technology n the classroom |
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As Evidenced by Dispositions a. Commits to ethical practices and moral judgment b. Shows understanding of diversity c. Illustrates an appreciation of and encourages divergent views and perspectives to be shared |
In essays and essay examinations, students will logically analyze the different perspectives of British authors such as Gaiman and Moore on the effect of political conditions on the individual Brit, European, or American. In class discussion, students will, for instance, evaluate and critique perspectives on the psychological impact of modern urban and suburban life in Britain, Europe, and the United States as represented by the works of such writers as Garth Ennis, Steven Bissette, or Neil Gaiman. (5L) | |
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Performance Objective 3: Uses Technology Appropriately to Enhance Learning |
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As Evidenced by Knowledge a. Uses knowledge of connectivity in selecting the appropriate technology to use in attaining teaching/learning outcomes to be attained Uses knowledge of the readiness state of the learner in assigning the learner to a task on the computer |
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As Evidenced by Skills a. Demonstrates the ability to select technology-based lessons that are linked to the readiness state of learners and the goals of instruction b. Structures learning experiences that incorporate technology appropriately c. Illustrates small-to-large-group instructional strategies in using technology to individualize instruction
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As Evidenced by Dispositions a. Demonstrates an appreciation for the value of using technology to develop students’ requisite skills b. Creates user-friendly experiences to assuage students’ fears of technology usage c. Shows an appreciation for the power of technology to manage students’ records and reports efficiently |
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Performance Objective 4: Evidences a Caring Disposition |
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As Evidenced by Knowledge a. Demonstrates knowledge of ethical standards of practice as mandated by professional, state, and institutional standards b. Evidences interests in life-long learning opportunities |
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As Evidenced by Skills a. Evidences interests in life-long learning opportunities b. Demonstrates ability to work with families, colleagues, and communities. |
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As Evidenced by Dispositions a. Respects and acknowledges individuals as persons shaped by diverse cultures b. Shows enthusiasm for the profession c. Shows care and concern for all learners |
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Performance Objective 5: Has an Understanding of and Appreciation for Diversity |
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As Evidenced by Knowledge a. Uses knowledge of how students learn to create and select developmentally-appropriate instructional materials b. Uses knowledge of how student learn to structure strategies to enhance learning |
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As Evidenced by Skills: Shows facility in connecting concepts to students’ prior experiences Selects real-world problem situations considerate of school, students’ different family backgrounds, and diverse community |
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As Evidenced by Dispositions e. Shows an understanding of how major socio-economic issues affect teaching and learning |
In the works of representative contemporary authors such as Grant Morrison and Neil Gaiman students will read, discuss, and analyze the impact of war, religion, politics, and the changing face of the media on British, European, and American life. Students, through oral and written analysis, will assess the impact of each gender's changing social roles on British, European, and American life and will study emerging multicultural perspectives in the works of such writers as Alan Moore, Art Spiegleman, and Garth Ennis. (7L) |
Click Here to Read the ENTIRE FVSU Conceptual Framework for the Educational Major