English 2F
Children's Literature
Fall 2014
Instructor: Erin Crook
Email: ecrook@gavilan.edu
Voice Mail: (408) 846-4913
Office: Social Sciences 110
Office Hours: by appointment
or drop in during the following hours:
M-W 10:15-11:15
Tu-Th 12:45-1:15
F 11-12 online
Course Description
English 2F, Children's Literature, is a survey of texts for elementary and intermediate grades, with a focus on literary analysis, criticism and evaluation. We'll study the concept of childhood and the changing attitudes toward children. We'll examine historical backgrounds and development of genres of children's literature in a cross section of cultures. We'll discuss different ways of interpreting children's literature to reveal the cultural and linguistic messages hidden inside.
Course Objectives
- Identify genres and historical background of children's texts in different cultures.
- Evaluate and discuss the impact of texts on particular audiences.
- Demonstrate familiarity with the research process, information competency and MLA standards.
- Practice the conventions of literary analysis, including recognition of various literary theories, and analysis essays featuring standard grammar and mechanics, awareness of audience, development of a thesis, and inclusion of sufficient evidence.
- Analyze the impact of culture on children's literature, and of children's literature on culture.
Course Requirements |
Percentage |
Response Papers: Students will write 10 brief (1-2 page) responses to specific questions about the week's materials. |
20 |
| Seminars: The seminar is a guided, in-depth discussion about an assigned reading or topic. Your seminar grade will be based on your level of contribution to group discussions, and your level of understanding of the material to be discussed. | 30 |
| Analysis: Students will write three analysis essays, each from a different critical perspective. | 30 |
| Annotated Bibliography: Students will complete a focused annotated bibliography in MLA format. | 10 |
| Miscellaneous Assignments: Students will complete several online assignments, including orientation exercises, evaluations and book votes. | 10 |
Texts:
Judith Hillman, Discovering Children's Literature, 3rd edition
5 other books, vote pending - see book vote page
Online Format
This course assumes a certain amount of computer familiarity, and if you are a novice to cyberspace, you may find yourself feeling frustrated or even a little overwhelmed.
Lots of people get discouraged in the first couple of weeks because the format is so alien, and they don't know what to expect. However, the procedure each week is the same, and if you hang in there, you will soon find yourself whizzing about with ease. I have tried to make everything as simple as possible, to allow you to give all your energy to developing and communicating your ideas. I rely on you to let me know when you have questions or when something isn't working as you think it should. We have a host of resources available to us, not the least of which is our distance education coordinator, Sabrina Lawrence,who can be reached at 408.848.4855 or slawrence@gavilan.edu.
Time management is another aspect of distance ed classes that challenges many people. The flexibility of an online class is the main attraction for many students, but of course that flexibility can end up meaning that the class gets shoved to the end of the list. Please don't make the mistake of neglecting your online class. You will need to set aside as much time (if not more) for this class than you would for a face-to-face class. I suggest making a regular schedule to complete your reading, writing and discussion assignments, just as you would for any other class. It's very easy for time to get away from you, and to wake up midway through the course to discover you've been dropped from the class because I haven't heard from you for awhile. You have to keep on top of things. This may seem self-evident, but I have found it pays to issue a reminder up front, and to urge you to make a personal commitment to the class right from the start.
Special Circumstances
Spending many years as a student taught me that real-life expectations often conflict with academic goals. The very best of intentions can be derailed by sudden changes in your private lives. I am as flexible as I can be with students. You’d be surprised at how much I can accommodate a special circumstance. Keep me informed about changes in your life that will affect your progress in class.
I am willing to consider special circumstances only under the following conditions:
 |
Your circumstances change unexpectedly and drastically. |
|
You have proven yourself to be a conscientious and committed student. |
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You inform me of changes in advance of any deadlines and due dates. |
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You propose viable alternatives that will allow you to meet the requirements of the class. |
Plagiarism
Unfortunately, I've discovered I have to address this concern right at the beginning of the class. People plagiarize for many reasons – they're in a hurry, they're not feeling confident, they don't think I'll notice, they've gotten away with it before, they're lazy, etc. etc. etc. Whatever the reason, I have a strict no-tolerance policy. I will emphasize over and over how serious this offense is. I have had to flunk students in all my classes because they insist upon turning in an essay, or part of one, that they haven't written. The consequences could be even direr than just an F in the class. Don't risk it. In addition to having the potential to ruin your college record, deliberate plagiarism is the greatest of all insults to a teacher – not only does it tell us that the class isn't worth the time and energy it takes to do the job right, but it also tells us that you think we're either too slack to notice that it's not your work, or we're too indifferent to confront you with it. I'll say up front that I'm very vigilant about plagiarism, and I will confront you if I see it, and I won't care what your excuse is. This is one rule on which I am totally inflexible.
I hold students completely responsible for any acts of plagiarism, whether intended or not. If you aren't sure exactly what plagiarism is, check out the following websites for more information:
Indiana University Bloomington, School of Education: How to Recognize Plagiarism
Northwestern University, The Writing Place: Avoiding Plagiarism
University of North Carolina: Plagiarism
Campus Advisories
1. Students requiring special services of arrangements because of hearing, visual, or other disabilities should contact their instructor, counselor, or the Disabled Student Services Office.
2. Occupational/Vocational students – Limited English language skills will not be a barrier to admittance to and participation in Vocational Education Programs.
3. Students are expected to exercise academic honesty and integrity. Violations such as cheating and plagiarism will result in disciplinary action, which may include recommendation for dismissal.
4. Learning occurs most productively in a safe, respectful environment. Differences of viewpoints, orientation, and experience are expected and welcomed in class discussions. If you don't feel safe or respected, please talk to me or to Dean Fran Lozano at (408) 848-4702 or at flozano@gavilan.edu.