English 2948
Strategies for Expeditious Comprehension in Literature
WF 2:20-3:40 PM
Spring 2018, 234 Denny Hall
Instructor: Sallie Brockenfuller E-mail: brockenfuller.37@osu.edu
Office: 583 Denney Hall Off. hours: Tuesdays 4:30-6:30 pm
This is a course about reading comprehension in particularly tricky situations. As college students, it is in our best interests to read materials assigned to us by our professors. However, sometimes life gets in the way. Whether you spent your time pulling an all-nighter for a different class or introducing your new best friend to the joys of Thirsty Thursday, this class will teach you the skills needed to pretend to have read your required texts. Though this class is offered through the English department, these skills will be applicable in all classrooms and beyond.
Learning Outcomes:
Students enrolled in the course will:
- learn to assess the key issues and problems that have traditionally caused students to not read assigned texts;
- acquire skills in the critical analysis of literary texts that have not been critically
understood; - learn to identify the tells of lying about assignments and how to hide them;
- acquire skills in faking critical writing of the kind expected in upper-level
literature classes
Please note that random anonymous samples of student work from this course may
be used as part of the university-mandated English department’s self-assessment
process.
Books: Our textbooks will be:
Nathan Armstrong, Speed Reading: The Comprehensive Guide To Speed Reading – Increase Your Reading Speed By 300% In Less Than 24 Hours (Oxford: Oxford UP, 2015) (ISBN 978-1518809651) Available in Paperback from Amazon Prime for $15.17;
Abby Marks Beale with Pam Mullan, The Complete Idiot’s Guide to Speed Reading (Alpha/Penguin, 2003) (ISBN 1592577784) Available in Paperback from RevItUp Reading for $14.95;
Sparknotes, The Sun Also Rises; Catcher in the Rye; Othello; The Great Gatsby; Pride and
Prejudice; The Scarlet Letter (Available for Free online);
Wikipedia
The first two weeks of book readings are all on Carmen in case any of you prefer to order your books online.
Carmen Readings: Many of the assigned readings are available on Carmen. Some are literary texts and short rejected scholarly articles. You must bring the readings from Carmen to class, though you are not required to actually have read the materials. The vast majority of the provided literary texts are boring. The vast majority of rejected scholarly articles are also boring. If you would rather spend your time doing something else, feel free. In fact, it’s almost encouraged.
No video, audio, or photographic recording of my material is allowed without explicit and advanced permission unless you can do so in a way that does not directly alert me.
Class Participation and Preparation: I expect everyone to come to class, or, at the very least, to consider coming. I understand that some people are bad at time management; that’s why you’re here. As such, all that I ask of attendance is improvement. Occasional listening is a plus. There will be quizzes or writing exercises at the beginning of most classes; I’ll tell you that these cannot be made up for any reason, but if you come to office hours once or twice I’ll probably waive that requirement. Note: I do call on people. It’s for your own good as this is a typical classroom procedure.
Academic Misconduct: It is the responsibility of the Committee on Academic Misconduct (COAM) to investigate all reported breaches of the student academic conduct code. The term “academic misconduct” includes all forms of student academic misconduct wherever committed. Though I in no way condone academic misconduct, I’ve never reported a student to COAM. For more information, visit: http://studentlife.osu.edu/csc/.
Assignments:
In-class quizzes/writing exercises/workshops
One short close reading essay (2-3 pages)
One medium essay (4-5 pages)
A Midterm and Final Exam
Schedule of Readings
January 10 Introduction and Welcome to the Class
Unit 1: Why We Don’t Read
January 12 Topic: Why was this reading assigned in the first place?
Reading:
None. You wouldn’t do them anyway
January 17 Conferences, No Class: to sign up for a slot, go to www.youcanbook.me/book_3827_user
Bring to Conference: A paper you’ve written for English class with nothing more than a Wikipedia summary. An essay based on SparkNotes can be used in a pinch
January 19 Topic: A Criticism of the Cannon
Reading:
Anonymous User, “Why are boring books considered ‘classics’?” (Carmen and The Straight Dope Message Board)
Unit 2: Popular Fiction to Skim
January 24 Topic: Classic Caucasian Male Authors
Reading:
SparkNotes, “The Great Gatsby” (Online) SparkNotes, “Catcher in the Rye” (Online) SparkNotes, “Othello” (Online)
January 26 Topic: Classics in Diversity
Reading:
SparkNotes, “Pride and Prejudice” (Online)
SparkNotes, “The Color Purple” (Online)
Unit 3: Learning to Speed Reader
January 31 Topic: Top Tips for Speed Readers
Readings:
Nathan Armstrong, Speed Reading: The Comprehensive Guide To Speed Reading – Increase Your Reading Speed By 300% In Less Than 24 Hours
February 2 Topic: Peer Editing
Due: first draft of your close reading essay. The essay should be 2-3 pages, double spaced, Times New Roman font. It should be written about one of the books from the Popular Fiction to Skim unit. All essays must be written on books the student has not fully completed. Half or quarter completed books are acceptable.
February 7 Let’s be honest. If you’re still reading this syllabus you shouldn’t be in this class. Consider checking out English 2952: Strategies for Graduate Material Comprehension at the Undergraduate Level
Written by Hannah Wagner, Senior Staff Writer