Mary Adams, Instructor
M-W McKee 113
Contact Mary Adams: madams (at) wcu.edu or x3929 (email works better)
Office Hours: before or after class or by appointment (Coulter 418)
Note that you are responsible for understanding for all material on this page, and all items marked with an asterisk (*) on the class menu to the left. You will be held accountable to WCU's Academic Integrity Policy, linked at left and explained in its entirety here.
Upon completion of this class, students will have the
- Critical Reading of Primary Texts
Students will read critically a wide variety of works
of Shakespeare, including plays and poems, and gain
a new understanding of his language.
- Critical Writing About Primary Texts
Students analyze and interpret in writing those works
of English literature using appropriate evidence,
conventions, and language
- Improved understanding of Shakespeare's age and
the context of his work.
Students will learn about the Shakespeare's audience
and his influences. They will read the plays in the
context of the political, cultural, scientific, and
religious contexts in which they were written.
- Rudimentary understanding of theoretical approaches
Students will strive to understand formal, new historical,
feminist, eco-critical, and textual scholarship as
it perftains to Shakespeare's plays.
- Group teaching Activity/ Presentation: one group of 3-4 students will be responsible for a day of activities related to a Shakespearean scene
- Some understanding of how to read Shakespeare aloud and perform in a scene, as demonstrated by one group scene performance
Liberal Studies Objectives
This course is a Liberal Studies course. The learning goals of the Liberal Studies Program are for students to:
- Demonstrate the ability to locate, analyze, synthesize, and evaluate information;
- Demonstrate the ability to interpret and use numerical, written, oral and visual data;
- Demonstrate the ability to read with comprehension, and to write and speak clearly, coherently, and effectively as well as to adapt modes of communication appropriate to an audience;
- Demonstrate the ability to critically analyze arguments; demonstrate the ability to recognize behaviors and define choices that affect lifelong well-being;
- Demonstrate an understanding of
- Past human experiences and ability to relate them to the present:
- Different contemporary cultures and their interrelationships;
- Issues involving social institutions, interpersonal and group dynamics, human development and behavior, and cultural diversity; scientific concepts and methods as well as contemporary issues in science and technology;
- Cultural heritage through its expressions of wisdom, literature and art and their roles in the process of self and social
Perspective Course Objectives:
This course is a Perspectives course. The primary goals of the Perspectives courses are:
- To promote love of learning and to cultivate an active interest in the Liberal Studies;
- To build on the Core's foundation through practice and refinement of areas of academic emphasis;
- To provide students with a broadened world view and knowledge base;
- To provide experiences in the arts, humanities, and social sciences from which connections between disciplines can be revealed;
- To provide an introduction to the challenges of living in a global society;
- To create opportunities for reflection on values, and for discussing differences in values in a critical yet tolerant manner;
- To afford opportunities to make career or disciplinary choices.
In addition, each Perspectives course are expected to include emphasis on one or more of the following:
- Critical analysis of arguments
- Oral communication
- Service learning
- Moral reflection
- Cultural diversity
- Any other creative but defensible area of intellectual development that a discipline wants to focus on, and that the program chooses to adopt.
P4: Humanities Course Objectives:
This course satisfies the P4 Perspective requirement of the Liberal Studies Program. Beyond the Primary Goals of the Perspectives courses, you will be exposed to landmark texts that embody the traditional Western heritage of humanity’s attempt to understand the human condition and that engage you in the exploration of the significance of human modes of being, thought, and values in your life. As in all Liberal Studies Perspective offerings, this course will emphasize reading, writing, and the use of information, as well as one or more of the following: critical analysis, oral communication, service learning, moral reflection, and cultural diversity.
To help you get the most out of the course, I have
instituted these policies:
- Study groups: I will assign you to a study group by the second day of class. As part of this group, you will formulate strategies to succeed in the class and monitor each other's progress (including attendance). Consider this a support group; you can study together, start a FB group, brainstorm, and come to see me to ask questions (sometimes it's easier to seek help as a group). How you use this group is up to you, but I will ask you to keep a log of your activities in this group, and I will ask to see it twice during the semester. NOTE: If everyone in your study group stays in the class and gets at least a B, I will bump each member's grade up one notch (that is, a B would become a B+).
- Web site: You are responsible for
keeping up with the material on the web site. I do
not use a printed syllabus, and I update the syllabus
frequently, so always hit reload when you access it.
- Email: My email address is madams
[at] wcu [dot] edu. Your WCU email (the one with catamount in it) is the way I contact you. You're responsible for checking mail from that address.
- Food and Drink in class. You may
bring a beverage to class, but no food. You are responsible
for cleaning up any mess caused by your beverage.
- Bring your Books! When class starts, the books should be on your desk, opened. After the first warning, if you are in class without your book, you will get 1/2 of an absence. Note: you will need several books by the second day of class.
- Cell phones,
Laptops, and other Electronic Devices in class. I cannot tolerate these. Please do not insult me or the other taxpayers, who pay at least 65% of your tuition if you are not on financial aid (more if you are), by texting or facebooking in class. Turn them off, off, off, please. If I see you texting, I will ask you to give me your phone or device until class is over. If you refuse, I will mark you absent.
Studies show that attendance is the single greatest factor in student success.This class meets five times eek, so after three missed classes, you have missed too much to succeed and you should drop (or you will receive an F). This policy doesn't apply to absences for school activities, but it does include excused or unexcused absences; I don't care why you're absent (sick, arrested, job interview, pet emergency, etc.). However, here are some good tips regarding attendance:
- Don't schedule doctor's appointments during my class.
- Don't schedule makeup classes or exams for other instructors during my class.
- Don't shedule rehearsals, trips home, family reunions, or trips to see your significant other during my class.
- Don't leave my class before it is over or arrive more than 10 minutes after it has begun. I count those as absences.
- Frequent lateness equals an absence.
- Try to save your absences for illness and emergencies.
- If you have a child-care emergency, you can bring you child to class unless your child has special needs that cannot be accommodated in the classroom or unless your child will disrupt or endanger the other students.
- Above all, find out what you missed and what's required for the next class. You are responsibe for all missed material. Don't send me an email asking me what you missed; ask someone in your group.
I do excuse university absences when I am required to do so (university sponsored trips, etc.) but I expect you to find out from a group member what you missed and do the work you missed.
You may use an ebook reader in my class, but please don't use a computer, phone, or laptop for anything else. Turn your phones off and put them away (not in your lap or on your desk). If I discover that you're on Facebook, email, texting, browsing, or using any digital resources except for our textbook, I will mark you absent and ask you to leave.
If you have a disability that requires the use of certain computer tools, please let me know in advance. I reserve the right to check your computer's screen to make sure you're following my policy. If you put it away when I try to look at it, I will assume you are breaking my rules and will mark you absent and ask you to leave.
No student may record, tape, or photograph any classroom activity without the express written consent of the instructor. Students may not make audio or video recordings of course activities except students permitted to record as an approved accommodation. Recordings of class may not be posted publicly (online or otherwise) or distributed to individuals who are not students in the course without the express permission of the faculty member and of any students who are recorded
Office of Disability Services
Accommodations for Students with Disabilities: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities and/or medical conditions. Students who require reasonable accommodations must identify themselves as having a disability and/or medical condition and provide current diagnostic documentation to the Office of Disability Services. All information is confidential. Please contact the Office of Disability Services at (828) 227-3886 or come by Suite 135 Killian Annex for an appointment.
Student Support Services
Student Support Services provides support to students who are either first-generation, low-income or those who have disclosed a disability with: academic advising, mentoring, one-on-one tutorial support, and workshops focused on career, financial aid and graduate school preparation. You may contact SSS at (828) 227-7127 or email firstname.lastname@example.org for more information. SSS is located in the Killian Annex, room 138.
All written work submitted for this class is eligible for submission to the SafeAssign tool at the instructor’s discretion.
See Academic Resources Available to you
See Academic Integrity Policy to which you will be held accountable
- Flachmann, Michael. Shakespeare from Page to
- Purchase (both are required):
- O'Brien, Peggy, et al. Shakespeare Set Free: Teaching Twelfth Night & Othello. Folger Shakespeare Library, 1995. 978-74328851-4
- McEvoy, Sean. Shakespeare: The Basics.
3rd Edition. Oxford: Routledge 2006. (Note: the bookstore has moved to the third edition. Sorry for the inconvenience.)
- Optional but useful for teachers: Shakespeare Set Free (a series of books put out by the Folger Shakespeare Library).
- One three ring notebook with dividers--strongly
recommended (for your notes, which you will need for reading quizzes and for final exam).
Grades will be assessed as follows:
Assignment % of Grade
- Study group logs: 2-3 10% total. NOTE: If everyone in your study group stays in the class and gets at least a B, I will bump each member's grade up one notch (that is, a B would become a B+). You will also do your teaching activity with this group.
- Teaching Activity (15%): This will be a carefully planned activity on the play Othello. Your group will plan the activity and write a short, collaborate essay about it. You should carefully consider what your goals are for the assignment, how long it should take, and how you will its measure success.
- Quizzes 10% (If you miss a quiz, you cannot make it up. I will drop one of the lowest quiz grades). I will give two types of quizzes (you can use your notes for both types of quizzes but no books, computers, phones, tablets, or other electronic devices unless you have a note from disability services saying that you need such a device to take the quiz):
- Reading quizzes (I will provide quiz guides for these; they will be linked to the syllabus)
- Lecture quizzes (These will be essay quizzes based on all lecture and discussion material covered since the last lecture quiz. These will not be announced beforehand)
- Paper 30% due in stages:
Bring your first two imagery analyses to class. You can take examples from an imagery analysis sheet if you wish. Be prepared to talk to your classmates about WHY Shakespeare litters his play with this type of imagery. Try to relate it to a central conflict in the play.
Thesis sentence due (hand in on Blackboard by end of day). We will revise these in class.
6/16, 6/17, 6/20
Upload your PowerPoint under Assignments: Paper 1. Then come to my office at an assigned time with your group members and do a PowerPoint presentation on the imagery in the play. You should be prepared to persuade me of WHY the imagery is used and HOW it makes a statement about a central conflict in the play OR how it comments on a central concern of the time. (Note: presentations will be done with your group members so you can contribute to the discussion of one another's work).
Choose and read one external source that helps you understand the significance of your image pattern during Shakespeare’s time (note: I will suggest sources for you during your PowerPoint presentation. You should use the source(s) I suggest or consult with me before selecting another). I may email the source to you, or I may attach it to your graded assignment on Blackboard.
Hand in your notes on the sources I suggested you use (check your grade for your presentation). The notes should deepen your insights into the subject of your paper, and they make cause you to revise your thesis. (You can hand in on Blackboard any time before this date)
Paper due by midnight (Thursday)
- Imagery analyses and other short writings 20% including film viewing sheet about Shakespeare's life (These may not be late).
- Participation 15%. This includes posts to our facebook group: email email@example.com or post directly to https://www.facebook.com/groups/eng333summer/
See Grading and Quality Point System