Course Number: ENG 131
Course Title: Poetry
Term: Fall 2017

Instructor

Prof. Cynthia Gniadek
cgniadek@holyapostles.edu

1. COURSE DESCRIPTION

This course introduces students to classics in poetry and focuses on close-reading and interpretative skills of representative authors. Our focus is on classic works by authors such as Dante Aligheri, Francis Thompson, Shakespeare, and Emily Dickinson.

2. ENVISIONED LEARNING OUTCOMES 

3. COURSE SCHEDULE

The below schedule introduces students to classics in poetry.  Focus will be on close-reading and interpretative skills in a study of classic poetry. Poetry speaks in metaphor, and metaphor conveys meaning through the strength of the analogical relation. There is no "hidden" meaning in poetry that only the enlightened can see; poetry, properly executed, uses metaphor and figurative language to shed light on the human experience, which is "multi-layered" and includes both our subjective and objective experience.  

In Matthew 13:13, Jesus said, “This is why I speak to them in parables, because ‘they look but do not see and hear but do not listen or understand.’” Jesus means that sense experience is what all people know, and if we use these basic sense experiences through narrative and sense imagery (i.e., metaphor), we can make a point to the degree we need without technical, lengthy exposition. We can speak to the spirit of a person through the eyes, ears, and heart. Matthew 13:13 referred to Isaiah (6:9-10), who discusses the spiritual organs: the eye, the ear and the heart.  This course will strengthen these spiritual organs in students so they may better understand, in the acceptance of revealed mystery, “what has lain hidden from the foundation [of the world]” (Mt 13:34-35; Ps 78:2).

The best poems come through contemplative vision informing a deep understanding of ourselves, the world, and God. We will address such questions as the following: how does the poem connect to the ultimate voice of God? Is its task to bring us into right relationship with each other? We will also find a Catholic significance, deepening our contemplation of the Word, in the works of some great classic poets.

Week 1: Dante Alighieri, part 1

Readings:

4 poems by Dante Alighieri (pages 28-34 in Flowers of Heaven):

  1. “O Thou Vain Glory of the Human Powers”
  2. “A Warning Against Rash Judgements”
  3. “A Dilemma Concerning Divine Justice”
  4. “O Company Elect to the Great Supper”

Assignments:

Discussion Board: Introduce yourselves on the Populi Introductions discussion board. In 300-500 words, respond to the prompt on the Week 1 discussion board. In 100 words or more, respond to another student’s response to the discussion board prompt.

Week 2: Dante Alighieri, part 2

Readings:

3 poems by Dante Alighieri (pages 34-36 in Flowers of Heaven):

  1. “His Examination in Love”
  2. “O Lady, Thou in Whom My Hope Is Strong”
  3. “Thou Virgin Mother, Daughter of Thy Son”

Assignments:

Discussion Board: In 300-500 words, respond to the prompt on the Week 2 discussion board. In 100 words or more, respond to another student’s response to the discussion board prompt.

Week 3: Bl. John Henry Newman

Readings:

3 poems by Bl. John Henry Newman (pages 171-174 in Flowers of Heaven):

  1. “The Pilgrim Queen”
  2. “Guardian Angel”
  3. “The Golden Prison”

Assignments:

Discussion Board: In 300-500 words, respond to the prompt on the Week 3 discussion board. In 100 words or more, respond to another student’s response to the discussion board prompt.

Week 4: Francis Thompson

Readings:

3 poems by Francis Thompson (pages 219-225 in Flowers of Heaven):

  1. “‘In No Strange Land’: The Kingdom of God is within You”
  2. “The Hound of Heaven”
  3. “Love and the Child”

Assignments:

Discussion Board: In 300-500 words, respond to the prompt on the Week 4 discussion board. In 100 words or more, respond to another student’s response to the discussion board prompt.

Week 5: G.K. Chesterton and Hilaire Belloc

Readings:

2 poems by G.K. Chesterton (pages 243-244 in Flowers of Heaven):

  1. “A Hymn“
  2. “The Skeleton“

3 poems by Hilaire Belloc (pages 233-235 in Flowers of Heaven):

  1. “The End of the Road”
  2. “Twelfth Night”
  3. “Rose”

Assignments:

Discussion Board: In 300-500 words, respond to the prompt on the Week 5 discussion board. In 100 words or more, respond to another student’s response to the discussion board prompt.

Paper: Write a 2-page paper (double-spaced, Times New Roman, 12 pt font, 1” margins): Discuss one poem from one of the authors we have read up through Week 5; explain the meaning of the poem. Incorporate quotations from the poem and any outside sources (if any) that you think are relevant; use footnotes to cite these sources. Finally, explain why this poem may be considered a classic work. Submit this paper as a Word doc attached to a post on the Week 5 discussion board.

Week 6: Charles Péguy, part 1

Readings:

Part 1 of Charles Péguy’s long poem Portal of the Mystery of Hope

Assignments:

Discussion Board: In 300-500 words, respond to the prompt on the Week 6 discussion board. In 100 words or more, respond to another student’s response to the discussion board prompt.  

Week 7: Charles Péguy, part 2

Readings:

Part 2 of Charles Péguy’s long poem Portal of the Mystery of Hope

Assignments:

Discussion Board: In 300-500 words, respond to the prompt on the Week 7 discussion board. In 100 words or more, respond to another student’s response to the discussion board prompt.

Week 8: Robert Hugh Benson

Readings:

6 poems by Robert Hugh Benson (pages 236-241 in Flowers of Heaven):

  1. “Lines Written before August 1903”
  2. “A Halt”
  3. “The Invitation”
  4. “O Deus Ego Amo Te”
  5. “Wedding Hymn”
  6. “After a Retreat”

Assignments:

Discussion Board: In 300-500 words, respond to the prompt on the Week 8 discussion board. In 100 words or more, respond to another student’s response to the discussion board prompt.

Week 9: Emily Dickinson

Readings:

5 poems by Emily Dickinson (pages 200-203 in Flowers of Heaven):

  1. “Bring Me the Sunset in a Cup”
  2. “To Learn the Transport by the Pain”
  3. “I Should Have Been too Glad”
  4. “He Fumbles at Your Soul”
  5. “It Is an Honourable Thought”

Assignments:

Discussion Board: In 300-500 words, respond to the prompt on the Week 9 discussion board. In 100 words or more, respond to another student’s response to the discussion board prompt.

Paper: Write a 2-page paper (double-spaced, Times New Roman, 12 pt font, 1” margins): Discuss one poem from one of the authors we read during Weeks 6-9; explain the meaning of the poem. Incorporate quotations from the poem and any outside sources (if any) that you think are relevant; use footnotes to cite these sources. Finally, explain why this poem may be considered a classic work. Submit this paper as a Word doc attached to a post on the Week 9 discussion board.

Week 10: Gerard Manley Hopkins

Readings:

6 poems by Gerard Manley Hopkins (pages 204-207 in Flowers of Heaven):

  1. “Heaven-Haven”
  2. “Pied Beauty”
  3. “The Habit of Perfection”
  4. “God’s Grandeur”
  5. “As Kingfishers Catch Fire”
  6. “Rosa Mystica”

Assignments:

Discussion Board: In 300-500 words, respond to the prompt on the Week 10 discussion board. In 100 words or more, respond to another student’s response to the discussion board prompt.

Week 11: Karol Wojtyła

Readings:

9 poems by Karol Wojtyła:

  1. “Over This, Your White Grave” can be found at the following website: http://www.pbs.org/wgbh/pages/frontline/shows/pope/poems/
  2. “The Quarry” can be found at the following website: http://www.pbs.org/wgbh/pages/frontline/shows/pope/poems/
  3. “John Beseeches Her” can be found at the following website: http://www.pbs.org/wgbh/pages/frontline/shows/pope/poems/
  4. “Material” can be found at the following website: http://www.pbs.org/wgbh/pages/frontline/shows/pope/poems/
  5. “Actor” can be found at the following website: http://www.pbs.org/wgbh/pages/frontline/shows/pope/poems/
  6. “Girl Disappointed in Love” can be found at the following website: http://www.pbs.org/wgbh/pages/frontline/shows/pope/poems/
  1. Poem #3 in the series Song of the Brightness of Water can be found at the following website: https://justinubel.wordpress.com/2011/01/19/words-spoken-by-the-woman-at-the-well-on-departing/
  1. Poem #4 in the series Song of the Brightness of Water can be found at the following website: https://justinubel.wordpress.com/2011/01/20/later-recollection-of-the-meeting/
  2. “The Samaritan Woman” can be found at the following website: http://thecinblog.blogspot.com/2007/02/poetry-friday-samaritan-woman.html

Assignments:

Discussion Board: In 300-500 words, respond to the prompt on the Week 11 discussion board. In 100 words or more, respond to another student’s response to the discussion board prompt.

Week 12: St. John Paul II

Readings:

The Poetry of John Paul II: Roman Triptych; Meditations (the whole book)

Assignments:

Discussion Board: In 300-500 words, respond to the prompt on the Week 12 discussion board. In 100 words or more, respond to another student’s response to the discussion board prompt.

Week 13: William Shakespeare and Elizabeth Barrett Browning

Readings:

4 Sonnets by William Shakespeare:

  1. Sonnet 40 can be found at the following website: https://www.poetryfoundation.org/poems-and-poets/poems/detail/50426
  2. Sonnet 116 can be found at the following website: https://www.poetryfoundation.org/poems-and-poets/poems/detail/45106
  3. Sonnet 142 can be found at the following website: https://www.poetryfoundation.org/poems-and-poets/poems/detail/56226
  4. Sonnet 147 can be found at the following website: https://www.poetryfoundation.org/poems-and-poets/poems/detail/56227

4 poems by Elizabeth Barrett Browning:

  1. “A Man’s Requirements” can be found at the following website: https://www.poetryfoundation.org/poems-and-poets/poems/detail/50335
  2. “How Do I Love Thee?” can be found at the following website: https://www.poetryfoundation.org/poems-and-poets/poems/detail/43742
  3. “If Thou Must Love Me, Let It Be for Nought” can be found at the following website: https://www.poetryfoundation.org/poems-and-poets/poems/detail/43736
  4. “Love” can be found at the following website: https://www.poetryfoundation.org/poems-and-poets/poems/detail/50307

Assignments:

Discussion Board: In 300-500 words, respond to the prompt on the Week 13 discussion board. In 100 words or more, respond to another student’s response to the discussion board prompt.

Week 14: St. Hildegard of Bingen, St. Francis of Assisi, and St. Gertrude the Great

Readings:

2 poems by St. Hildegard of Bingen (page 21 in Flowers of Heaven):

  1. “The Love of All”
  2. “Mary of Magdala”

2 poems by St. Francis of Assisi (pages 24-25 n Flowers of Heaven):

  1. “The Canticle of Brother Sun”
  2. “Prayer for Peace”

2 poems by St. Gertrude the Great (pages 26-27 in Flowers of Heaven):

  1. “Resting in Love”
  2. “Love that Nurtures”

Assignments:

Discussion Board: In 300-500 words, respond to the prompt on the Week 14 discussion board. In 100 words or more, respond to another student’s response to the discussion board prompt.

Week 15: Final Paper

Readings:

No readings are required this week.

Assignments:

Paper: Write a 4-5-page paper (double spaced, Times New Roman, 12 pt font, 1” margins) on the following topic: Discuss two poems we read during Weeks 10-14. Discuss (a) their meaning, (b) how they inform readers to live a deep relationship with God, and (c) how they inform readers to live a morally upright life.

In addition to the 4-5 pages of text, include a title page and a bibliography (NOTE: the title page should follow the sample found on page 33 of the HACS Guidelines for Papers, Projects and Theses).

Include footnotes in the paper. Format all footnotes and bibliography citations according to the samples on the HACS Guidelines for Papers, Projects, and Theses.

Submit your paper as a Word doc (not a pdf) attached to a post on the Week 15 discussion board.

4. COURSE REQUIREMENTS

Citations in Discussion Posts

Should you choose to reference an outside source on the discussion board on Populi, please briefly cite the source in a footnote. Please format citations according to the HACS Guidelines for Papers, Projects, and Theses. For example, a book with one author would be cited in a footnote as follows: Vincent Balaguer, Understanding the Gospels (New York: Scepter Publishers, 2005).

To create a footnote in Populi, type a special character (^) at the beginning and end of the footnote numbers to make a superscript in Populi (e.g., ^1^, ^2^).

To italicize book titles in Populi, type a special character (_) at the beginning and end of the book title (e.g., _Screen Saved: Peril and Promise of Media in Ministry_).

Example Footnote Formatting

^1^ Dan Andriacco, _Screen Saved: Peril and Promise of Media in Ministry_ (Cincinnati, OH: St. Anthony Messenger Press, 2000), 5.

Weekly Deadline

The weekly deadline is on Mondays at 11:59 p.m. eastern standard time (EST). This means you have eight full days to complete each week's assignment, and Mondays are both the last day of one week and the first day of another week. Monday, September 4 will be both the last day of Week 1 and the first day of Week 2.

5. REQUIRED READINGS and RESOURCES:

6. SUGGESTED READINGS and RESOURCES:  

TBA

7. EVALUATION

(Basis of evaluation with explanation regarding the nature of the assignment and the percentage of the grade assigned to each item below). Students who have difficulty with research and composition are encouraged to pursue assistance with the Online Writing Lab (available at http://www.holyapostles.edu/owl).

GRADING SCALE:

A 94-100; A- 90-93; B+ 87-89; B 84-86; B- 80-83; C+ 77-79; C 74-76; C- 70-73 60-69; F 59 and below

                                                        Grading Rubrics

Grading Rubric for the Major Papers and Discussion Board (DB) Postings

CONTENT

1 (F)

2 (D)

3 (C)

4 (B)

5 (A)

Absence of Understanding

Posting shows no awareness of the concepts addressed in the topic by shifting off-topic

Misunderstanding

Posting demonstrates a misunderstanding of the basic concepts addressed in the topic through an inability to re-explain them

Adequate Understanding

Posting demonstrates an adequate understanding of the basic concepts addressed in the topic by a re-explanation of them

Solid understanding

Posting demonstrates an understanding of the basic concepts addressed in the topic and uses that understanding effectively in the examples it provides

Insightful understanding

Posting demonstrates an understanding of the basic concepts of the topic through the use of examples and by making connections to other concepts

NOTE: Discussion board grades are based primarily on content (Does the post address the weekly discussion topic directly and make a significant contribution to the learning community, and were all discussion questions addressed? Do reply posts develop or help others understand the material being discussed? Is the work of surpassing excellence, average, or below average overall?). Discussion board grades are also affected by the quality of writing and formatting since this quality affects the readers' ability to understand the content.

RESEARCH

1 (F)

2 (D)

3 (C)

4 (B)

5 (A)

Missing Research

Paper shows no evidence of research: citation of sources missing.

Inadequate research and/or documentation

Over-reliance on few sources; poor quality of chosen sources; spotty documentation of facts in text; pattern of citation errors.

Adequate research and documentation but needs improvement

Good choice of sources but could be improved with some additions or better selection; did not always cite sources; too many citation errors.

Solid research and documentation

A number of relevant scholarly sources revealing solid research; sources appropriately referenced in paper; only a few minor citation errors.

Excellent critical research and documentation

Critically selected and relevant scholarly sources demonstrating extensive, in-depth research; sources skillfully incorporated into paper at all necessary points; all citations follow standard bibliographic format.

WRITING & EXPRESSION

1 (F)

2 (D)

3 (C)

4 (B)

5 (A)

Incomplete writing

Posting is only partially written or fails to address the topic

Writing difficult to understand, serious improvement needed

Posting touches only on the surface of the topic and proceeds to talk about something else; confusing organization or development; little elaboration of position; insufficient control of sentence structure and vocabulary; unacceptable number of errors in grammar, mechanics, and usage

Acceptable writing, but could use some sharpening of skill

Posting is an uneven response to parts of the topic; somewhat conventional treatment;  satisfactory organization, but more development needed; adequate syntax and diction, but could use more vigor; overall control of grammar, mechanics, and usage, but some errors

Solid writing with something interesting to say

Posting is an adequate response to the topic; some depth and complexity in treatment; persuasive organization and development, with suitable reasons and examples;  level-appropriate syntax and diction;  mastery of grammar, mechanics, and usage, with hardly any error

command-level writing, making a clear impression

Posting is a thorough response to the topic; thoughtful and insightful examination of issues; compelling organization and development ; superior syntax and diction; error-free grammar, mechanics, and usage

COMMUNITY INTERACTION (100-word response)

1 (F)

2 (D)

3 (C)

4 (B)

5 (A)

Inadequate response

Response merely provides laudatory encouragement for original post, e.g., “Excellent post! You really have thought of something there.”

Weak response

Response summarizes original posting to which it responds.

Acceptable response

Response makes a contribution to the posting to which it responds.

Individually-conscious contributory response

Response makes a contribution to the posting to which it responds and fosters its development.

Community-conscious contributory response

Response makes a contribution to the learning community and fosters its development.

8. DISABILITIES ACCOMMODATIONS POLICY

Holy Apostles College & Seminary is committed to the goal of achieving equal educational opportunities and full participation in higher education for persons with disabilities who qualify for admission to the College. Students enrolled in online courses who have documented disabilities requiring special accommodations should contact Mr. Christopher Apodaca, the Director of Online Student Affairs, at capodaca@holyapostles.edu or 860-632-3015. In all cases, reasonable accommodations will be made to ensure that all students with disabilities have access to course materials in a mode in which they can receive them. Students who have technological limitations (e.g., slow Internet connection speeds in convents) are asked to notify their instructors the first week of class for alternative means of delivery.

9. ACADEMIC HONESTY POLICY

Students at Holy Apostles College & Seminary are expected to practice academic honesty.

Avoiding Plagiarism

In its broadest sense, plagiarism is using someone else's work or ideas, presented or claimed as your own.  At this stage in your academic career, you should be fully conscious of what it means to plagiarize. This is an inherently unethical activity because it entails the uncredited use of someone else's expression of ideas for another's personal advancement; that is, it entails the use of a person merely as a means to another person’s ends.

Students, where applicable:

Consequences of Academic Dishonesty:

Because of the nature of this class, academic dishonesty is taken very seriously.  Students participating in academic dishonesty may be removed from the course and from the program.

10. ATTENDANCE POLICY

Even though you are not required to be logged in at any precise time or day, you are expected to login several times during each week. Because this class is being taught entirely in a technology-mediated forum, it is important to actively participate each week in the course. In a traditional classroom setting for a 3-credit course, students would be required to be in class 3 hours a week and prepare for class discussions 4.5 hours a week. Expect to devote at least 7 quality hours a week to this course. A failure on the student’s part to actively participate in the life of the course may result in a reduction of the final grade.

11. INCOMPLETE POLICY

An Incomplete is a temporary grade assigned at the discretion of the faculty member. It is typically allowed in situations in which the student has satisfactorily completed major components of the course and has the ability to finish the remaining work without re-enrolling, but has encountered extenuating circumstances, such as illness, that prevent his or her doing so prior to the last day of class.

To request an incomplete, distance-learning students must first download a copy of the Incomplete Request Form. This document is located within the Shared folder of the Files tab in Populi. Secondly, students must fill in any necessary information directly within the PDF document. Lastly, students must send their form to their professor via email for approval. “Approval” should be understood as the professor responding to the student’s email in favor of granting the “Incomplete” status of the student.

Students receiving an Incomplete must submit the missing coursework by the end of the sixth week following the semester in which they were enrolled. An incomplete grade (I) automatically turns into the grade of “F” if the course work is not completed.

Students who have completed little or no work are ineligible for an incomplete. Students who feel they are in danger of failing the course due to an inability to complete course assignments should withdraw from the course.

A “W” (Withdrawal) will appear on the student’s permanent record for any course dropped after the end of the first week of a semester to the end of the third week. A “WF” (Withdrawal/Fail) will appear on the student’s permanent record for any course dropped after the end of the third week of a semester and on or before the Friday.

12. ABOUT YOUR PROFESSOR – CYNTHIA GNIADEK

Cynthia Gniadek received her M.A. in Philosophy from Holy Apostles College and Seminary and her M.T.S. from the Pontifical John Paul II Institute for Studies on Marriage and Family. She received certification in teaching research design through the Catholic Distance Learning Network, a certificate in copyediting from the University of California, and a certificate in online teaching and learning from United Theological Seminary.

Cynthia and her husband currently live in Wyoming, where they enjoy worshipping at a wonderful Catholic parish and are preparing for doctoral studies in philosophy and theology. In their free time, they explore the many beautiful landscapes that Wyoming has to offer.

In addition to teaching the ENG 131 course at Holy Apostles, Cynthia also teaches SOC 325 Catholic Formation and New Media; ENG 121 Novels, Short Stories, and Literary Research; and ENG 891 Academic Research, Design, and Writing; and she leads the online resource orientation for incoming students.