Professional Documents
Culture Documents
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james rovira:
associate professor of english
Im James Rovira, Associate Professor of English in the College of Arts and Sciences at Tiffin University. If youre a new student, Im responsible for the curriculum design of the M.Hum. program. I can be reached by email at rovirajtiffin@gmail.com and by instant message at jamesrovira using both Gmail and Yahoo IM services. You can reach me by phone at 419-448-3586. Thats my office number, but its usually set to forward to my cell phone. My office is on the second floor of Bridgewater House, Room 5. I was awarded my Ph.D. by Drew University in 2008 and my M.Phil. in 2004. I received my B.A. from Rollins College in 1996. My book, Blake and Kierkegaard: Creation and Anxiety was released by Continuum in June of 2010 in hardcover and in paperback in December of 2012. Over the last few years Ive presented papers for the International Society for Eighteenth Century Studies, the American Society for Eighteenth-Century Studies, the Modern Language Association, the Conference on College Composition and Communication, the College English Association, the International Conference on Romanticism, the American Literature Association, the Society for the Interdisciplinary Study of Social Imagery, the Conference on Christianity and Literature, and others. Ive published reviews and/or articles in Blake: An Illustrated Quarterly, Christianity and Literature, College Literature, Renascence, Zoamorphosis, The Tower of Babel, Fiera Lingue, and elsewhere. If youd like to learn more about me, check out my website: http://jamesrovira.com I live in the Greater Toledo area with my wife Sheridan and my three children, Penn (8), Grace (5), and Zo (2). The picture above left is of one corner of my study, where I will be doing my work for this class, grading your papers and reading your posts.
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Course Information
Texts
Required
Steven Fry. The Ode Less Travelled: Unlocking the Poet Within. Gotham, 2006. ISBN-10: 1592402488; ISBN-13: 9781592402489 The New Princeton Encyclopedia of Poetry and Poetics, 4th ed. Princeton UP. Mark Strand and Evan Boland. The Making of a Poem: A Norton Anthology of Poetic Forms. W.W. Norton & Co., 2000. ISBN: 978-0393-32178-4
language appropriately to articulate a complex argument. They also include the ability to listen and to understand and evaluate information. Inquiry and Analysis: Inquiry and analysis are the acts of 1) taking a poorly stated question or problem, 2) clarifying it, 3) recognizing the need for information, 4) identifying, locating, and evaluating information, 5) effectively using this information in coming up with an answer or a solution, and 6) implementing that answer or solution. ABOUT YOUR GRADES All prose assignments and your final poetry portfolio must be submitted to turnitin.com. Go to turnitin.com and join class 6453288, password CWPSU13. I will use the grademark function in turnitin.com to comment on your work. You can view my comments on your assignments by logging in to turnitin.com, selecting Assignments, then clicking Show Details. When you see your paper, click on the Grademark button in the upper left hand corner to see my comments in little blue bubbles, which will appear when you mouse over the bubble. Your gradebook will also be kept on turnitin.com. Log in at any time to track your progress in the course.
Course Objectives To familiarize students with the conventions and practice of poetry writing, primarily focusing on formal verse forms.
This course will meet the following general education goals set by Tiffin University: Critical Thinking: Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
Communication Skills: Communication skills include the abilities to communicate in written and oral form and to use
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course policies:
+
Grading
Drafts of poems, threaded discussion posts, and exercises will be worth 60 pts each. You are required to respond to at least two peers threaded discussion posts every week. These responses are worth 20 pts each and will be graded following the rubric on Discussion Board posting posted to eCollege under Course Home. Youll receive a total grade of 100 pts., therefore, for your threaded discussions every week. Try to select students whose posts has not yet received a response, and try to evaluate your peers verse in terms of the goals for the assignment each week. You may want to scan your peers verse and discuss sound, imagery, etc., in your evaluation of it. Final poems will be worth 100 pts each. See the Poetry Rubric at the end of this syllabus for grading standards for poetry. Short prose papers about poetry will be worth 100 pts each. See the Prose rubric at the end of this syllabus for grading standards for prose. Your final poetry portfolio and paper will be worth 500 pts. For your final poetry portfolio you are to review all peer and instructor comments on poems written since the beginning of Fry ch. 3 and revise. Your final poetry paper should be a five to seven page review of your poetry its themes, how these themes followed form, what forms you were most and least comfortable with, and why. Tell us about yourself as a poet in this paper and your growth as a poet over the semester.
schedule:
what happens when.
M May 13 Online chat reviewing syllabus and course to be scheduled by Sunday, May 19th. Introduce yourself in a post to the appropriate threaded discussion by Wed., May 15th, and try to respond to at least two of your peers posts by Friday, May 17th. Read the syllabus, course introduction, and all handouts under Course Home. Su May 19 Reading: Fry, Forward and How to Read This Book (xi-xxv). Strand/Boland pp. xiii-xxix and Part II: Meter. The New Princeton Encyclopedia of Poetry and Poetics (NPEPP) entries for Poetics and Poetry. Writing: Summarize the NPEPP entries and post to turnitin.com by midnight EST. All summaries of the NPEPP should be a length appropriate to the length of the entries. Cover the main points of each article but not every detail. See Writing for this Class under Course Home for instructions on summary writing.
W May 22 Reading: Fry 1.1-2. Writing: Fry poetry exercises 1-4, and post exercises 2-4 to the eCollege threaded discussion. Youll be writing verse, but theyre just exercises. Have fun with it. The main thing is to stick to meter. For all threaded discussion assignments, respond to at least two of your peers posts by the following Wednesday or Sunday (Sunday in this case). Su May 26 Reading and Writing: Summary NPEPP Caesura, Enjambment, End-stopped, Accentual Verse posted to turnitin.com by midnight EST. W May 29 Reading: Fry 1.3-5. Writing: Fry poetry exercises 5-7 to threaded discussion.
Su June 2 Reading and writing: Summary NPEPP Rhyme, Assonance, Consonance, post to turnitin.com. W June 5 Reading: Fry 1.6. Writing: Fry poetry exercises 8-9 to threaded discussion. Su June 9 Reading: Fry 2.1-3. Writing: Fry poetry exercise 10 to threaded discussion. W June 12 Reading: Strand/Boland The Stanza (pp. 136-158). Reading and Writing: Summary NPEPP Stanza, Terza Rima, Ottova Rima, Quatrain to turnitin.com.
schedule:
what happens when, continued.
Su June 16 Reading: Fry 3.1-2 . Writing: Fry poetry exercise 11 to threaded discussion. W June 19 Reading: Fry 3.3. Strand/Boland: The Ballad. NPEPP Ballad. Writing: Post a one paragraph prose narrative for your ballad to threaded discussion under Fry Ex. 12. Summarize NPEPP on the ballad, post to turnitin.com. Su June 23 Writing: Post full draft of ballad (under Fry Ex. 12) to threaded discussion. W June 26 Reading: Fry 3.4-5. Strand/Boland The Ode. NPEPP on the ode, anacreontic, sapphic poetry. Writing: Post summary of NPEPP to turnitin.com . Su June 30 Writing: Post sapphic ode to threaded discussions. Su July 7 Reading: Fry 3.6. Strand/Boland on the villanelle. NPEPP on the villanelle. Writing: Post summary of NPEPP to turnitin.com. Post Villanelle to the threaded discussion. W July 10 Reading: Strand/Boland on the sestina NPEPP on the sestina. Writing: Post summary of NPEPP to turnitin.com . Select your six words and write an outline of your poem mapping out the order of these six words in each stanza. Append to the end of your summary. See threaded discussion instructions too. Su July 14 Writing: Post Fry Ex. 15: sestina to threaded discussion. W July 17 Reading: Fry 3.6 and Strand/Boland on the pantoum and ballade. Fry 3.7 and NPEPP on the rondeau, rondel, and triolet. Writing: Post summary of NPEPP to turntin.com. Su July 21 Writing: Post Fry Ex. 16 to threaded discussion. You may attempt a pantoum or a ballade in lieu of Fry Ex. 16. W July 24 Reading: Fry 3.8 and NPEPP on the cento, clerihew, and the limerick. Writing: Post summary to turnitin.com. Su July 28 Writing: Post Fry Ex. 17 or other comic form to threaded discussion. W July 31 Reading: Fry 3.10, Strand/Boland, and NPEPP on the sonnet and Petrarchism. Writing:
Su Aug. 4 Writing: Fry Ex. 3.19: Post first draft of either Petrarchan or Shakespearean sonnet to threaded discussion. Sun Aug. 11 Writing: Post final poetry portfolio containing revised poems and your final poetry paper to threaded discussion and to turnitin.com (Final Portfolio Folder). Keep all documents in a single Word file. Post two responses to your peers portfolios by Aug. 16th.
rubric: poetry
Characteristics of an A poem: Demonstrates easy mastery and creative use of verse conventions appropriate to the specific poem. Demonstrates the ability to exploit multiple senses of individual words and phrases so that the poem means in several different yet interrelated ways simultaneously. Demonstrates careful attention to the rhythm and sound of words and the mood(s) that they invoke. Demonstrates sophistication of thought and of expression.
Characteristics of a B poem: Demonstrates controlled competence in verse conventions appropriate to the specific poem. Demonstrates some ability to exploit multiple senses of individual words and phrases so that the poem means in several different yet interrelated ways simultaneously. Demonstrates attention to the rhythm and sound of words and the mood(s) that they invoke, with perhaps occasional lapses. Demonstrates sophistication of thought and of expression, but not to the degree of an A paper.
Characteristics of a C poem: Demonstrates knowledge of verse conventions appropriate to the specific poem, with some difficulty in execution. Demonstrates little ability to exploit multiple senses of individual words and phrases so that the poem means in several different yet interrelated ways simultaneously, but words are used properly in at least one sense. Demonstrates some but inconsistent attention to the rhythm and sound of words and the mood(s) that they invoke. Demonstrates little sophistication of thought and of expression.
Characteristics of a D poem: Demonstrates little knowledge or ability in the conventions appropriate to the specific poem. Demonstrates poor or inconsistent attention to the meaning of words. Demonstrates no attention to the rhythm and sound of words and the mood(s) that they invoke. Demonstrates no sophistication of thought and of expression.
rubric: prose
the following rubric will be used to grade your summaries and other prose writing.
Characteristics of an A paper: The A paper is a highly sophisticated paper that supports an original thesis with a complex argument that skillfully and correctly integrates substantial outside research. The A paper demonstrates not only substantial understanding of primary and secondary reading but the ability to advance knowledge with its insight into the material. It has few or no grammatical or punctuation errors -- no more than three or four for every five pages of w riting -- and maintains a highly academic tone that correctly and effectively employs field-specific language.
Characteristics of a B paper: The B paper fulfills all requirements of the assignment. It meets or exceeds research requirements effectively, demonstrating comprehension of all sources. It properly documents its sources with no more than two or three citation errors. It is almost free of grammatical or punctuation errors, having no more than one or two errors per page, but while highly competent, the B paper lacks the insight and linguistic competence characterizing the A essay.
Characteristics
of
a
C
paper:
The
average
college-level
paper
will
receive
a
grade
of
C.
This
paper
is
w ritten
well
enough
to
be
easy
to
follow,
but
could
benefit
from
some
restructuring
or
additional
paragraphs.
It
meets
minimum
assignment
requirements
for
research
and
other
elements
and
integrates
sources
correctly
following
the
most
basic
requirements
of
the
assigned
documentation
style;
in-text
citations
are
clearly
keyed
to
the
references,
bibliography,
or
works
cited
page.
It
d emonstrates
basic
reading
comprehension
of
both
primary
and
secondary
sources.
It
may
have
some
minor
punctuation,
capitalization,
grammatical,
or
spelling
errors
or
some
use
of
informal
language
but
is
generally
appropriate
and
correct.
Characteristics of a D paper: The
D
paper
is
deficient
in
one
or
more
of
the
following
areas:
structure/organization,
research,
reading
comprehension,
documentation,
word
choice,
grammar,
or
punctuation,
capitalization,
or
spelling.
The
grade
of
D
indicates
below-average
achievement
in
organizing
ideas,
expressing
ideas,
understanding
sources,
writing
correctly,
or
following
documentation
style.
Most
D
papers
contain
serious
errors
in
usage
and
fail
to
present
a
central
thesis
or
to
develop
it
adequately.
These
essay
standards
summarize
the
Writing
Intensive
Class
rubric
created
by
Dr.
Jim
Rovira
and
Dr.
Sherry
Truffin
in
the
Summer
of
2011.
The
rubric
itself
is
integrated
into
turnitin.com
and
will
be
used
to
score
your
papers.
Contact
GRADE SCALE A AB+ B BC+ C CD+ D DF 93-100 90-92 87-89 83-86 80-82 77-79 73-76 70-72 67-69 63-66 60-62 59 or below
james rovira
155 Miami Street Tiffin, OH 44883 419-448-3586 http://www.jamesrovira.com