T E C H B O S T O N A C A D E M Y

Course Syllabus, 2014-2015

COLLEGE ENGLISH 12
World Literature and Critical Writing



Course: College English 12
Focus: World Literature and Critical Writing
Course: Teacher: Mr. Matthew Brennan
Email: mbrennan@bostonpublicschools.com
Website: tbabrennan.weebly.com

Course Description: In Senior English, together well
undertake reading, writing and discussions at a level thats
usually reserved for students in elite private high schools
and affluent suburbs. It will be hard, and you can do hard
work. The focus for the academic year will be to develop
your ability to analyze and evaluate the chronological
development of literature from around the world, while
enhancing your global critical consciousness of identity,
language, class, and culture by learning to deeply read the
word, and the world. The literary odyssey that we will
follow to track the human condition will include works
from various historical eras and represent authors from
around the globe. Well read multicultural texts, write
extensive papers, and discuss books every day at a college
level. Simultaneously, well examine the history of ideas,
to trace how humans have thought about themselves and
their world over timeand how historical, political,
cultural and economic developments have given shape to
literature. Well discover that our fundamental notions
about life have historical roots, which lie very different
constructions of the universe, and our place within it.

Course Philosophy: This class is based on an educational
philosophy known as constructivism, in which students
actively construct their understanding of the subject at
hand, rather than passively receiving knowledge. Students
play an active role as learners by coming to class prepared
to actively engage in discussions. While class discussions
are at the heart of the course, I will deliver textual
background and analysis; however, students must do
original thinking, rather than repeat what theyve learned.
Discussions will grow from your ideas on the readings
weve done together, which Ill work to deepen and expand.
Our conversations will be more meaningful by transferring
our understandings to our lives, and the broader world.

Skill Development: Analytical thinking and writing are the
most essential skills for college and professional success,
and receive the primary focus in Senior English. Students
will read expert literary analysis and write papers that
demand original thinking, careful argument, and thorough
evidence. Of course, these skills will amount to little if
students dont develop the self-discipline to complete
assigned readings and assignments on time. Well practice
metacognition, to observe and control the thinking that
leads to our behaviors around school work. Well work on
accountable behavior, mental toughness, and reading and
writing stamina. Well do lots of work, because students
who keep up with the higher pace of reading and writing in
college have a better chance of graduating from college.
Critical Consciousness: As we develop our analytical
skills, well work to transfer them to our understanding of
media, culture, power, justice, identity, and equality, in the
concrete situations of our daily lives. Just as we can get
better at reading the deep structures and meanings of books,
we can get better at reading ourselves, our positions in
the dynamics of knowledge and power, the historical forces
that have brought us to this place together, and the cultures
narratives about who we are and where we belong.
Together, well discuss forces of oppression and of
liberation by connecting what were reading in class to
what we know about the story of our own lives, and of
situations across the globe. Well dig deeper, and work at
many angles to come to know ourselves and our
communities in new ways, always struggling toward
understandings that can help us improve our lives together.

Readings: Well practice active reading by making notes
on our ideas, in preparation for discussion. Well learn to do
close readings that look carefully at the small details of
short passages, working to understand how a works local
style, thematics and structure shape its broader meanings.
Well develop an understanding world literature by reading
a range of works. Often, well look at theory to help gain
analytical perspectives on the development of world
literature from the fields of psychology, comparative
religion, sociology, art history, economics, literary and
cultural studies, political philosophy, education, feminism,
and Marxism, as well as postmodern and postcolonial
theory. Through these diverse readings and analytical
approaches, I hope the course will break down any narrow
understanding students might have of studying English,
and broaden the possibilities of cross-disciplinary
scholarship in their futures.

Writing: In senior year, students will work to develop their
analytical and creative writing, through prewriting
exercises, group discussions, vocabulary enrichment,
exemplar analysis, teacher coaching, and peer feedback.
Well learn to structure our communication for clarity and
effective organization. Students will revise their writing,
working toward flawless standard English, a wide-ranging
and expressive vocabulary, and a variety of sentence
structures crafted to develop flow and rhythm in their prose.
Well work on rhetorical skills, including tone and voice.
Students will reflect on the intended audience of their
writing, and fit their style to the purpose of each piece.

Personal Renaissance: No matter how well or poorly
students have done in school before, I hope youll look at
senior year as a chance to begin anew, a rebirth as
students, to discover passions in learning that might be
pursued through college, and career. Learning in Senior
English is about learning to see differently, to see with fresh
eyes our selves, and our work together.

C L A S S P O L I C I E S

These policies stand firm at the start of the school year. As the course proceeds, I may need to change them to improve
instruction and student performance. Should this occur, youll receive advanced notice.

Core Rule 1. Show respect to each other, the facilities, our materials, and the staff.
Core Rule 2. Communicate with me. Come to me before or after class to discuss any issue at all.
Core Rule 3. Remember, you can do this. Its sometimes difficult work, so come for extra help when you need it.

Senior English Grades: 40% = Major Papers
30% = Class Participation and Engagement (combination of class and individual grades)
15% = Assignments (classwork and homework)
15% = Quizzes and Exams

Your grade for the year in this class will equal the statistical average you earn for the course: Each term is worth 20%
of your final grade. Your midterm and final will together be worth 20%. You will not pass for simply being a good kid,
nor for having tried. You must meet the standards for the course. You can do it. Youll have to if you want to pass.

Reading Quizzes: Periodically, I may start the class a reading quiz on the previous nights reading. I do this so that students
know theyll often be held accountable for doing their reading.

Daily participation in Senior English: A large portion of the class will be discussion based; therefore, class participation is
critical. Students are expected to read every assignment, and be prepared to discuss their reading with specific textual
references, every day. Class participation works on a points system, where each period is worth up to 10 points. Due to the
fact that a discussion, by definition, requires more than one person, it is vital that all students contribute to ensure a fruitful
and thorough discussion, and therefore student will receive two grades per day, an individual grade and a class grade. The
students individual grade will be worth 20% and be based solely on individual effort and engagement. The students class
grade will be worth 10% and be based solely on collective effort and engagement. I will meet privately with students, and
address the class collectively, throughout the year to discuss performance and potential ways in which to improve.

Participation grades will be based on the following rubric:

9-10 points A student, or class, is extremely engaged and contributes excellent analysis (deep, organized, and
concise) with specific references to the reading, demonstrating that he/she/they read skillfully. The
comments, questions, and analysis go beyond the obvious. Discussion is fluid. Delivery is engaging.

8 points A student, or class, provides fair to good analysis (some depth, fairly well organized, and somewhat
concise) with specific references to the reading. Theres some original insight, but its mixed with some
obvious observations. While coherent, comments, questions, and analysis might lose focus. Delivery
engages the audience, but has a few problems with tone, volume, articulation, or presence.

6-7 points A student, or class, provides poor to fair analysis (surface observations, unorganized, running on at
length or with too few ideas), but still makes specific references to the prior evenings reading. Delivery
fails to fully engage, due to problems with clarity, concepts, tone, volume, articulation, or presence.

1-5 points A student, or class, makes unclear contributions to the class discussion. May or may not offer specific
references to the reading. Demonstrates that the assignment was not read thoughtfully, or at all. Delivery
has serious problems with tone, volume, articulation, or general presence. Or, student fails to contribute.

Note: Points will be reduced if students are late for class without a note indicating that its excused.
Come on time. Its the best habit to take to college. A student can also lose points if he/she fails to
complete Do-Now assignments, take notes during class, is disrespectful, disruptive, engages in side
conversations, sleeps in class, refuses to comply with directions, has an electronic device in use or that
goes off. The number of points lost goes on a case to case basis, depending on the severity of the
disruption, and the number of prior incidences.




Late Assignments: All major essays must be submitted electronically via turnitin.com. If you have trouble submitting an
assignment to turnitin.com, then email it to me. Any work that comes in after the exact time the assignment is due, will be
reduced by 10% for each week it is late, and will not be accepted four weeks beyond the assigned due date. The late policy
applies to all students, in virtually all circumstances.

Hardship: Every year, several good students have extenuating circumstances that keep them from doing their best. If
something comes up, speak with me as soon as possible, or to your guidance counselor if youre more comfortable with
that, and we can talk about ways to help you get back on track.

Plagiarism or cheating on any assignments will yield a zero that cannot be redeemed, be it in class participation or a major
paper. Students must submit every written assignment to www.turnitin.com, which checks for plagiarism. There is no such
thing as a little plagiarism or cheating. Any borrowing from outside sources, other than a standard dictionary or brief
paraphrasing of facts (not analysis), is plagiarism. Cite ALL your sources in MLA format. Always form your own ideas.

Materials: Student MUST have a three-ring binder, dividers, highlighters and/or pens (various colors recommended), Post-It
notes, and lines paper.

Note taking: Students must take notes during class, whether were in discussion or mini-lecture. Failure to do so affects their
participation grade. Students must come prepared with the text were reading, a notebook, and a pen or pencil.

Extra help. Im available most days during my free periods, and during lunch. Just come on by. If you need help after
school, make an appointment with me, and well find a time that works best for both of us.

Absences. If the absence is unauthorized by a parent, guardian, the headmaster or the guidance counselor, the student will
receive a zero for that day. If a student is absent from a class discussion, he/she will still be responsible for the days
materials, readings, and assignments. You must be prepared to participate on the day you return from your absence. All
readings and deadlines will be provided in advance, and all assignments and materials will be posted on the class website.
Not having class materials or Internet access at home is NOT an expectable excuse. If a student is absent on the day a
written assignment is due, that student is still required to submit online, on time. If a student is absent during a required
presentation or exam, student will have two days to make up the assignment.

Summary
Actively participate, take responsibility for your own education, show respect to each other and to your teacher,
communicate openly, take pride in hard work, and come for extra help if you need it. Come every day, on time. If you get
off track in your work, think through your behavior, to change your thoughts and your actions. Do these things, and you
will succeed in Senior English, in college, and in your career. You can do this.







20142015 Book List*
Senior English with Mr. Brennan

Unit Culture Date Books Author
Creation Stories Mesopotamian
Greek
Judeo-Christian
Japanese
Norse
Euro / American
1900-1000 BCE
725 BCE
950-450 BCE
720 CE
900-1100
1890-1982
Enuma Elish
Theogony
The Book of Genesis, sel.
Nihongi
Voluspa
Sel. Frazer, Freud, Durkheim

Folk
Hesiod
Folk/Moses
Folk
Folk
Marx, Weigle
Monomyth American
Anglo-Saxon
1991
1000
The Heros Adventure
Beowulf
Campbell
Folk
Ancient Greece Hellenic 520-420 BCE
390 BCE
Sappho / Pre-Socratics
Trail & Death of Socrates, etc.

Sappho / Various
Plato
Ancient China

Chinese 600 BCE
730 CE
500 BCE
740 CE
Tao Te Ching, selections
Selected poems
Analects, selections
Selected poems

Lao Tsu
Li Po
Confucius
Tu Fu
Ancient Rome Roman 19 BCE The Aeneid, Books I-VI

Virgil
Medieval Arabia

Muslim 610 CE
1300 CE
Approaching the Quran, sel.
The Arabian Nights, sel.

Mohammed/Sells
Folk
Medieval Italian

1310 Inferno Dante
Early Modernity:
the Renaissance
Spanish
English

1605
1602

Don Quixote, , selection
Hamlet

Cervantes
Shakespeare

Early Modernity: the
Enlightenment
French
French
English
Afro-Anglo
English
English
1759
1762
1780 / 1787
1789
1792
1729
Candide
Emile, or Education, , selection
Morals / Panopticon, sel.
Narrative of the Life of , sel.
the Rights of Women, sel.
Modest Proposal

Voltaire
Rousseau
Bentham
Olaudah Equiano
Wollstonecraft
Swift
Modern Economics Scottish
Mexican
Germ./English
1776
1975
1888
The Wealth of Nations, selection
Marx for Beginners, , selection
The Communist Manifesto

Smith
Rius
Marx/Engels
Modernity and its
Discontents:
Romanticism
English
English
English
1789 / 1794
1800

Songs of Innocence / Experience
Favorite Poems, selection,
Selected poems

Blake
Wordsworth
Byron
Modernity/Discontents:
Modernism
Irish 1914 The Dubliners, selection Joyce
Modernity/Discont:
Existentialism
Russian
French
1864
1942
Notes from the Underground
The Stranger

Dostoyevsky
Camus
Modernity Discontents:
Magical Realism, McOndo
Argentinean
Chilean

1935-1967
1997-2005
Selected works
Selected short stories
Borges
Fuguet
Postmodern German
French
French
Palestin.-Amer.
French
French
1873
1968
1975
1978
1980
1981
On Truth and Lying
The Death of the Author
Discipline & Punish, sel.
Orientalism, selections
A Thousand Plateaus, selection
Simulacra and Simulation, sel.

Nietzsche
Barthes
Foucault
Said
Deleuze/Guattari
Baudrillard
Postcolonial English
Nigerian
Sudanese
Tunisian
Algerian
English
Brazilian
1910 / 1902
1977
1966
1957
1963
1833 / 1835
1968
Secret Sharer, Heart of Darkness
Racism in
Season of Migration to the North
The Colonizer and the Colonized
Wretched of the Earth, selection,
Minutes on Indian Education
Pedagogy of Oppressed, sel.
Conrad
Achebe
Salih
Memmi
Fanon
Macauley
Freire
* The book list is subject to change.

T E C H B O S T O N A C A D E M Y
Course Syllabus, 2014-2015


COLLEGE ENGLISH 12
World Literature and Critical Writing




T E A C H E R / S T U D E N T A G R E E M E N T


I, _____________________________________________, have read and understand my expectations and obligations as a
student to receive the best possible grade that I can achieve during the 2014/2015 school year in Mr. Brennans English 12
class. If at any time I am concerned with my ability to meet these expectations and obligations, I will discuss my situation
and concerns with Mr. Brennan.



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