Course Number: ENG 151

Course Title: Drama

Cynthia Gniadek, M.T.S., M.A.

cgniadek@holyapostles.edu

  1. Course Description

This course surveys Western dramatists from Ancient Greece to the modern day. Dramas will be studied, including but not limited to the following: Aeschylus's Prometheus Bound, Sophocles's Oedipus Rex, Moliere’s Misanthrope, and Karol Wojtyła’s The Jeweler's Shop. Additionally, particular attention will be paid to works by William Shakespeare.

  1. Envisioned Learning Outcomes

  1. Course Schedule

Your primary responsibility week-by-week is to read the plays according to the schedule below and engage one another on the discussion board. Two short papers and one longer final paper will appear in addition to the reading and discussion board assignments. Please know that I am eager to help you with any questions you have with readings or assignments.

Week 1: Poetics by Aristotle

Readings:

Aristotle’s Poetics (the whole book)

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 Week 1 discussion board prompt.

Week 2:  Prometheus Bound by Aeschylus 

Readings:

Aeschylus’s Prometheus Bound (the whole book)

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:  Oedipus Rex by Sophocles 

Readings:

Sophocles’s Oedipus Rex (the whole book)

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:  Hamlet by William Shakespeare (Part 1)

Readings:

Acts I, II, and III of William Shakespeare’s Hamlet 

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: Hamlet by William Shakespeare (Part 2)

Readings:

Acts IV and V of William Shakespeare’s Hamlet

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.

Week 6:  Misanthrope by Moliere (and Paper 1 Due)

Readings:

Moliere’s Misanthrope (the whole book)

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.

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

Week 7:  King Lear by William Shakespeare (Part 1)

Readings:

Acts I, II, and III of William Shakespeare’s King Lear

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: King Lear by William Shakespeare (Part 2)

Readings:

Acts IV and V of William Shakespeare’s King Lear

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: The Tidings Brought to Mary by Paul Claudel (Part 1)

Readings:

Acts I and II of Paul Claudel’s The Tidings Brought to Mary 

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.

Week 10: The Tidings Brought to Mary by Paul Claudel (Part 2) (and Paper 2 Due)

Readings:

Acts III and IV of Paul Claudel’s The Tidings Brought to Mary

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.

Paper: Write a 2-page paper (double-spaced, Times New Roman, 12 pt font, 1” margins): Discuss one play from one of the authors we read during Weeks 7-10; explain the meaning of the play. Incorporate quotations from the play and any outside sources (if any) that you think are relevant; use footnotes to cite these sources. Finally, explain why this play may be considered a classic work. Submit this paper as a Word doc attached to a post on the Week 10 discussion board.

Week 11: The Jeweler's Shop by Karol Wojtyła

Readings:

Karol Wojtyła’s The Jeweler’s Shop (the whole book)

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: Outline for Final Paper

Readings:

None

Assignments:

Write an outline for your final paper (NOTE: format the outline according to the sample outline posted in the Week 12 lesson folder). Be sure that the logic of your outline follows from one heading to another and that each section works toward proving the thesis. If you know which sources you will cite in particular sections of the paper, include those sources in the corresponding section of the outline. Submit the outline as a Word doc (not a pdf) attached to a post on the Week 12 discussion board.

Week 13: Macbeth by William Shakespeare

Readings:

William Shakespeare’s Macbeth (the whole book)

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: Death of a Salesman by Arthur Miller

Readings:

Arthur Miller’s Death of a Salesman (the whole book)

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

Assignment: Write a 5-6 page paper in accordance with the paper instructions found in the Week 15 lesson folder. In addition to the 5-6 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). Submit the paper as a Word doc (not a pdf) attached to a post on the Week 15 discussion board.

  1. COURSE REQUIREMENTS

Citations in Discussion Posts

Students should include footnotes to indicate which sources are used in discussion board posts. 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.

  1. REQUIRED READINGS and RESOURCES:

Most of the required readings are available free online. However, some people may prefer to read books instead of online. Therefore, the following list of required readings includes both a free online version (if available) and a link to the book on Amazon. Please note that two of the books are not available for free online and therefore must be purchased. Please also note that some of the books are available on Kindle, if you prefer the e-reader format.

  1. EVALUATION

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 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. Work does not pass.

Misunderstanding

Posting demonstrates a misunderstanding of the basic concepts addressed in the topic through an inability to re-explain them. Work is manifestly substandard and contains serious flaws.

Adequate Understanding

Posting demonstrates an adequate understanding of the basic concepts addressed in the topic by a re-explanation of them. Work passes adequately or is generally inadequate.

Solid understanding

Posting demonstrates an understanding of the basic concepts addressed in the topic and uses that understanding effectively in the examples it provides. Work is worthy of much praise.

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. Work is of surpassing excellence.

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. Work does not pass.

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. Work is manifestly substandard and contains serious flaws.

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. Work passes adequately or is generally inadequate.

Solid research and documentation

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

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. Work is of surpassing excellence.

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. Work does not pass.

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. Work is manifestly substandard and contains serious flaws.

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. Work passes adequately or is generally inadequate.

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. Work is worthy of much praise.

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. Work is of surpassing excellence.

COMMUNITY INTERACTION (100-word responses)

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.” Work does not pass.

Weak response

Response summarizes original posting to which it responds. Work is manifestly substandard and contains serious flaws.

Acceptable response

Response makes a contribution to the posting to which it responds. Work passes adequately or is generally inadequate.

Individually-conscious contributory response

Response makes a contribution to the posting to which it responds and fosters its development. Work is worthy of much praise.

Community-conscious contributory response

Response makes a contribution to the learning community and fosters its development. Work is of surpassing excellence.

  1. 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. Bob Mish, the Assistant Dean of Online Learning, at rmish@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.

  1. 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:

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.

  1. 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, per the federal standards, to be in class three 50-minute sessions (or 2.5 hours a week) and prepare for class discussions six 50- minute sessions (or 5 hours) a week. Expect to devote at least nine 50-minute sessions (or 7.5 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.

  1. 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 live in Wyoming. In their free time, they study philosophy, theology, and languages. Cynthia also enjoys editing books for Catholic authors.

In addition to teaching the ENG 151 course at Holy Apostles, Cynthia also teaches SOC 325 Catholic Formation and New Media; ENG 131 Poetry; ENG 221 Novels, Short Stories, and Literary Research; and ENG 891 Academic Research, Design, and Writing; she also leads the online resource orientation for incoming students.