Syllabus for CSDY 4910/5910 Literary Works of J.R.R. Tolkien Fall 2014 CRN –24468&24469 No Prerequisite – Inverted Classroom Model General caveat, i.e. Freedom of speech: College classes are for adults with open minds. This is particularly true in my classes. If you are easily offended, please see me early in the semester. Some issues that could be of concern:  Language: I occasionally use the type of language that may be referred to as profanity. Biological functions and anatomy, if they come up, are usually discussed in clinical terms. I never use "the f-word" casually, but I will not hesitate to read it - or any other word - aloud when it appears in context of great literature. I do advocate civil language in general (meaning: we should not curse "at one another"), but I very much discourage euphemism and egregiously politically correct speech.  Religion and politics: The subjects may come up. All viewpoints are allowed. Tact is preferred when discussing these issues.  Creationism versus the theory of evolution: both are valid worldviews. The former is based of faith; the latter is a mode of scientific thought.  Nudity: there may be brief nude scenes in some of the films shown. Sometimes nakedness is important in art. 13 January - 9 May 2014 Instructor's Name: James Daro Office: LA221E UCO campus

Office Hours & Contact Information Monday 6-9 a.m. Tuesday &Wednesday 6-7 a.m. Office: LA221E Email: please use the Desire2Learn Learning Management System (D2L LMS) email. I generally answer emails within 24 hours, except on weekends. My UCO e-mail is [email protected]. Please refrain from using this email. I respond through this email only if there is some sort of malfunction in the class Desire2Learn Learning Management System (D2L LMS) email. The preferred way to get in contact with me is through the mail link on the top navigation bar. However, I do make use of the course announcements, and of course we will also interact significantly through the discussion board assignments. Phone: 974-5632. I do not prefer to use a telephone for any class purposes. If you leave a message, I will respond via the Desire2Learn Learning Management System (D2L LMS) email within 24 hours, except on weekends.

Textbook Tolkien, J.R.R., The Hobbit. (any edition) Tolkien, J.R.R., Lord of the Rings. (any edition) Fellowship of the Ring The Two Towers Return of the Kings

Transformational Learning Outcomes The University of Central Oklahoma is a learning-centered organization committed to transformative education through "The Central Six": Discipline Knowledge, Leadership, Problem Solving (Research, Scholarly and Creative Activities), Service Learning and Civic Engagement, Global and Cultural Competencies, and Health and Wellness. This course addresses 4 of the university's transformative learning goals.  The reading, writing, assessments, and teaching-learning interchange promote discipline knowledge.  The collaborative nature of the discussion board promotes leadership.  The writing itself requires research, as well as scholarly and creative activity.  Since some of the reading comes from international authors, a beginning of global competency develops.

Catalog Description ENGL 4910/5910 - Seminar in English Credit will vary from 1 to 4 hours. Subject matter will vary within the department's field of study. 3.000 credit hours 3.000 lecture hours 0.000 lab hours

Purpose All writing is creative. With that in mind, this course seeks to act as a survey of the art and craft of writing. Though students earn their grades in part by turning in manuscripts and other types of imaginative-practical works, the course includes traditional "academic" assignments to give balance and context to the creative component. Therefore, the course does include some emphasis on research and investigative skills. Because cybernetic literacy grows in importance daily as a part of the writing and research process, please know that I also place a great deal of emphasis on computer skills. Writing, whether for expository or creative purposes, empowers humanity and represents a mature expression of critical thinking. Additional areas of study (reading, class discussion, presentations of materials, library projects, and grammatical analysis) are means of improving study and are worthy ends in themselves.

Course Objectives To build and polish writing, enhance imaginative abilities, and sharpen observational skills important to the critical and creative mind. To develop computer literacy skills. Becoming familiar with the computer is an important aspect of writing in today's complex technological world. Such familiarity includes using the Internet for research purposes, understanding the electronic processes involved in constructing documents, and being able to learn to adapt to technological changes. Students will understand how computers and technological advancements influence both creative and rhetorical choices and how such advancements operate in the new information age. To develop an ability to comprehend and critically read selections from a number of discourse forms, including nonfiction, prose, poetry, drama, graphic narrative, theatre, film, and other sources. An ability to read critically enables students to synthesize and evaluate information. To develop the type of "visual literacy" that comes through critical viewing of not only theatre and film, but also various electronic sources. In this age, it is not enough to be a critical reader. Students must learn to have discerning eyes and ears regarding things they see in any visual media. Just because one sees something, it is not necessarily to be believed. To write in various styles and genres. We also focus on research. The ability to use the library effectively, to evaluate sources (including electronic resources), to incorporate summaries, paraphrases, and quotes without plagiarizing, to use effectively a documentation style, and to correlate material into a cohesive unit of information remains as important here as in any other more "traditional" academic courses. To understand the revision process. Students must understand writing as a recursive process involving skill in the invention and arrangement of elements, as well as confidence in their voices as writers. To learn objective use of various sources of data (film, readings, Internet or library research) in analytical/argumentation essays, with attention to documentation where appropriate to the task. Students must question the reliability and validity of those sources. Most importantly, students must learn that writing takes discipline and dedication.

Organization of the Course The class is organized by lessons. These are noted as lessons 1-14. The lessons correspond, roughly to the weeks of instruction, but take into account major breaks such as Thanksgiving and spring break, where appropriate. A period of open conferencing at the end is also listed separately. Each lesson is given in the form of a website that must be read and understood. This is in addition to the other reading assignments, which may come from the books or from Internet sources. It is best to check into the class each evening for updates.

Grading Policies How I grade essays and other assignments I grade all written papers using a rubric system derived from the grade-marking program called Markin. For more details on this system, please click here. To ensure you get full credit of each assignment you must turn in your paper on time. All assignments are turned in electronically through the Desire2Learn Learning Management System (D2L LMS) ASSIGNMENTS “Dropbox” link. I reserve the right to assess any work turned in past the initial due date of the assignment (posted on Desire2Learn Learning Management System (D2L LMS) DROPBOX link) a 50% penalty. Additionally, late work may receive little or no feedback. All work must be completed no later than:

9 May 2014 I may ask you to rewrite or revise a paper for a higher grade. Rewrites must be turned in by:

9 May 2014 Submit all papers electronically through the Desire2Learn Learning Management System (D2L LMS) ASSIGNMENTS “Dropbox” link. Do not send any paper through email. Do not hand in any writing assignment on paper. Electronic submission only. I appreciate the simple fact that you signed up for this course. Showing an interest in the subject matter alone signals a certain level of success. I sincerely hope to award an A to every student in the class. If you want to become a better writer, a smarter person, and quite simply a success in life, following through with the assignments may help your toward those goals. Technically, the table below breaks down the point value of each assignment and the grade to expect at the end of the course. However, near the end of the term I will send out an email that you must respond to in which you tell me what grade you expect, detailing in a concise but thorough manner the reason why you want that specific grade. No specific assignment gets a grade of A, B, C, D, or F. Rather, the total points at the end of the semester provides you with an indicator of your grade. Grades are typically published to the Desire2Learn Learning Management System (D2L LMS) ASSIGNMENTS “Dropbox” link within 1 week of turning in assignments.

General Guidelines for Writing Unless the writing is an in-class assignment, creative assignments must be done in proper format. Formal academic essays must be typed and double-spaced, and must be done in MLA format. Font-size must be 12; avoid fancy font styles. Use courier, times new roman, or any other appropriate font. A one-inch to 1.5-inch margin around the borders. No fancy borders. All writing must be turned in through Desire2Learn Learning Management System (D2L LMS) email. under the assignments link (much like uploading an email attachment) not embedded into the body of the email. I prefer ".doc" and ".docx" attachments. Microsoft word, therefore, is a necessity for this course.

Grading Scale Individual assignments Analysis Paper Review Discussion Board EXTRA CREDIT

500 200 300 ?

Final course grade breakdown 1000-900 =A 899-750 =B 749-650 =C 649-500 =D Below499 =F

Factors beyond this matrix may come into play to either raise or lower a grade. Certainly, a case of plagiarism might hurt. Just putting forth tremendous effort can definitely help. A desire to leave with some knowledge about literature, writing, yourself, and the world really remains your best indicator of success. I do not like the idea of holding a grade over your head or exercising any other power over you. Rather, I would very much like to help you achieve the grade you want. More important than that, I want you to take away from this course something of value to help you in any or all of your future endeavors. Near the end of the semester, I will email each student and ask you what grade you would like. You should include in your reply the justification for the grade.

Extra Credit Cultural events in the academy and the community I consider extra credit a tool for personal learning that may (or may not) enhance your experience in this class. However, any and all of these extra credit opportunities are designed to enhance general knowledge and appreciation of western culture. The extra credit opportunities usually require attendance at some function (theatre performances, book readings occasional films) that catches my interest. These are nearly always of some literary nature. Usually a 1page, typed reaction paper (describing your personal feelings about the event) must accompany a ticket stub or program as proof of attendance. The number of activities assigned varies, but usually the total points for the semester is between 100-200. I am open to suggestions for extra credit, but ultimately I decide if the event is worthy. Please see the extra credit link on the website for the specific events. Posting for extra credit I highly encourage you to post to the discussion board. 2 points are given for each posting (over and above the required postings, please see the "major written assignments" section of this syllabus). You may post as often as you like, but a maximum of 10 points per week is awarded. A semester total may not be more than 100 points. Postings must be made in reference to some class issue, and must be substantive (a good guideline is 50 or more words). I will be the ultimate arbiter of the worthiness of any posting. Please keep your posts appropriate to class and civil. I will eliminate any postings I deem to be inappropriate I never assign extra credit on an individual basis. Please do not ask.

Late and make-up work Late work may be assessed a 50% penalty. This means that the most an assignment can be worth is 50% of the value it has been given in the syllabus (see the grading scale for further information). All work must be turned in not later than: 9 May 2014

Homework (regents' statement) Every student can expect at least 2 hours of homework for each hour in class. Thus, a three-credit hour class should average at least 6 hours of homework time outside class. A full-time student can expect to study outside of class 40 hours a week. Trying to work full-time while studying full-time is difficult, and I do not advise it. Having to work is not an excuse for not doing homework.

Attendance & Tardies In "live" classes attendance is mandatory. In online classes, it is essential that you spend at least three hours on the website per lesson, though there is no way for me to actually gauge that, as there are no "live" meetings for online classes. Being late for a "live" class is the same as being absent. Students should not feel compelled to give me personal and confidential information that may be of a medical or legal nature. In light of that, there are no "excused" absences or tardies. Likewise, there are no "unexcused" absences or tardies. It is the individual student's responsibility to get to class, and to get there on time. Likewise, it is the individual student's responsibility to make up any lost points and to fill any knowledge gaps that result from absence and lateness. Attendance is crucial for success in improving writing skills. Skills do not improve by osmosis. Skills improve through effort.

Special Accommodations The University of Central Oklahoma complies with section 504 of the rehabilitation act of 1973 and the Americans with disabilities act of 1990. Students with disabilities who need special accommodations should make their requests to the adaptive needs coordinator, (112 Lillard Administration Building, 974-2549).

Privacy The Family Educational Right to Privacy Act (FERPA) precludes me from disclosing any of your personal academic information to third parties. I cannot release or discuss your grades, conduct, or class work with anyone outside of the classroom (with the exception of colleagues and authorized university officials). This includes attorneys, parents and other family members, as well as any other interested third parties. If you want anyone to have access to information pertinent to you with regard to this class, please sign a formal authorization ahead of time through school legal channels.

Plagiarism: RIP (Respecting Intellectual Property) Plagiarism is at epidemic proportions. There is absolutely no excuse for plagiarizing work in the class. All writing assignments that students submit for this course must either be entirely their own or properly credited. If it is not, the student is guilty of plagiarism. Neither i, nor this school, tolerate plagiarism. The instructor wishes the student to have a clear idea of what plagiarism is from the start so that there can be no mistake later. There are three major types of plagiarism and one related incursion:  Word-for-word copying without acknowledgment, of the language of another writer. Having another person write or dictate all or part of one's composition is plagiarism of this kind and is clearly forbidden. But, in addition, the student should copy no printed passage, no matter how brief, without acknowledging its source and either placing it in quotation marks or setting it aside as a block quotation. This applies to even the briefest of phrases if they are truly distinctive.  Unacknowledged paraphrasing of an author's ideas. The student should no more take credit for another person's thoughts than for another person's words. Any distinctive, original idea taken from another writer should be credited to its author. If the student is not sure whether an author's idea is distinctive, he or she should assume that it is: no fault attaches to the over-acknowledgment, but underacknowledgment is plagiarism.  Incorrectly copying or paraphrasing. In a verbatim copying of a source, involving the use of quotation marks and the acknowledgment of the author, the student does not have the right to change or add any words, even if the original author made a mistake. When paraphrasing, merely using synonyms, while maintaining the original sentence pattern and/or word order, is a form of plagiarism involving the copying of the author's style. A paraphrase should be in the student's own style.  Padding: although this is not, technically plagiarism, padding an essay or research paper with many, many direct quotes, loosely connected by your own sparse comments, is not writing. That is research. To call such a thing an "essay" or a "research paper" is foolish. It is an offense related to plagiarism, but it will not result in a zero. Do expect a lower grade of some sort, though. Ways to avoid plagiarism: no fault is attached to the over-acknowledgment of ideas, but under-acknowledgment is plagiarism. When using quotations, the student should incorporate brackets "[ ]" to add comments within a given passage, add three periods ". . ." to imply words that have been deleted, or use "[sic]" to tell the reader of a mistake made by the author or publisher. Because of the serious nature of plagiarism, a case involving such is usually referred to the discipline committee, which can recommend that the student, if found guilty, be dismissed from the university. Though the penalty for plagiarism is decided on a caseby-case basis, the student may expect to receive an automatic F in the course.

Major Written Assignments Literature Review This major written assignment requires creation of a 500 words review of a narrative (short fiction, novel, stage drama, film, television show, video game) inspired in some way inspired by the works of J.R.R. Tolkien. Analysis Essay This piece of academic writing (500-1500 words) focuses on some specific technique identified in a piece of writing. More in-depth instructions are posted on the appropriate lesson pages in the course’s electronic component. Graduate students must write a longer essay, consisting of 1000-2000 words. Video Presentation All students must present their analysis paper via video via YouTube. This entails, at a minimum, reading the paper and creating a video file for upload to the web. Collaborative Assignment (Discussion Board) Please know the importance of interacting with your peers in the learning process. In courses related to literature, any number of methods exists to collaborate in this way. Fortunately, in a class like this you have the advantage of creating living documents in the form of dialogues on the subject matter within the discussion board topics. In order to maximize this activity's learning potential, please ensure that you read and respond to the writing of your fellow students in these forums. You must write at least one comment on each discussion board. Because this assignment represents a collaborative effort you will need to write comments on many of your peers' posted work as well. The total minimum number of postings will be 30. Anything more than 30 will go to extra credit. Self-Assessments (Quizzes) I encourage you to do all of the self-assessments in order to help you better connect to the lessons of the course. I designed these for you to measure your knowledge of the subject matter. These do not count either for or against your grade, but exist to help you master the concepts of the course for personal and professional growth and development. The terms quiz, test, exam, examination, and assessment are used interchangeably in this course. The quizzes do not affect your grade. However, students should use them as a means to determine if they truly are learning as they go through the course.

Conflict Resolution: If you feel there is a problem If a conflict arises with your professor, you must use the "chain of command" to resolve it. Here are two easy steps for conflict resolution:  

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The first step is to try to resolve it face-to-face, or through some direct form of contact such as email. If you feel you need, or would be more comfortable with, a neutral third-party present when you speak with your professor, you can contact Dr. David Macey, the English Department chair. Just email him at [email protected]. He will be happy to mediate any disputes If, after your meeting with your professor, you feel that the issue is not resolved, then you may meet with Dr. Macey individually.

Please avoid going to the dean's office until you have tried these two steps. The dean's office prefers, and will most likely recommend, beginning your conflict resolution process by meeting with your professor. For a more in depth discussion of conflict resolution, please see the code of student conduct.

Additional Information Tutoring Central - NE Corner of West Hall, 405-974-2487 Fall and Spring Hours: 9am - 8pm Monday through Thursday and 9am - 1pm Friday. Tutoring Central or the "TC" is located in the northeast corner of West Hall across from Buddy's Cafeteria. Tutoring Central offers scheduling for and/or information about all free tutoring services and academic support programs on campus. Tutoring Central houses the UCO Writing Lab and provides math and English tutoring. It also serves as home base for the UCO Supplemental Instruction Program. Tutoring Central is your central information center for tutoring on the UCO campus. The TC English and Writing Lab - The TC English and Writing Lab is dedicated to helping students improve the quality of their academic writing in all university classes. The English and Writing Lab tutors can help students improve their writing, organizational and vocabulary skills and build their overall confidence in their writing abilities.The English and Writing Lab specializes in one-on-one tutoring in writing but our tutors are available on campus for special presentations about writing. Weatherline (school closings) Do the roads look too bad to make it to class? Call (405) 974-2002, and listen to a recording to find out if classes have been delayed or cancelled. Weatherline also gives the status of what buildings are open. Information for weatherline is updated daily at 6 am. UCO library online Visit our library . This is a wonderful resource available through your home computer or various labs on campus.

SPECIAL NOTICE: This class is built on the "flipped classroom" model. Specifically, the flipped classroom constitutes a reversed teaching model that delivers instruction at home through professor-created content (including video lectures) and various sources of reading material. Students then use classroom time to do "homework" . Moving lectures outside the classroom allows me to then make myself available to students who have questions and need guidance. It also ensures students have adequate and structured environments in which to accomplish the assigned work. This makes for a flexible, collaborative, and transformational learning environment.

Tentative Schedule Lesson One Jan. 19 Meeting Jan. 13-19 Introduction; Syllabus; Lecture 1. Lesson Two Jan. 26 Meeting Jan. 20-26 Analysis Essay & Presentation of Analysis Essay; Lecture 2 Lesson Three Feb. 2 Meeting Jan.27-Feb.2 Tolkien, The Hobbit; Lecture 3 Lesson Four Feb.9 Meeting Feb.3-9 Adaptations of The Hobbit; Lecture 4 Lesson Five Feb.16 Meeting Feb.10-16 Tolkien Fellowship of the Ring; Lecture 5 Lesson Six Feb.23 Meeting Feb.17-23 Adaptations of Fellowship of the Ring; Lecture 6 Lesson Seven Mar.2 Meeting Feb.24-Mar.2 Tolkien, The Two Towers; Lecture 7 Lesson Eight Mar.9 Meeting Mar.3-9 Adaptations of The Two Towers; Lecture 8 Lesson Nine Mar.16 Meeting Mar.10-16 Tolkien, Return of the King; Lecture 9 Spring Break Mar.23 No Meeting Mar.17-23 Lesson Ten Mar.30 Meeting Mar.24-30 Adaptations of Return of the King; Lecture 10 Lesson Eleven Apr.6 Meeting Mar. 31-Apr.6 Presentation and Review of Analysis Essays Lesson Twelve Apr.13 Meeting Apr.7-13 Presentation and Review of Analysis Essays Lesson Thirteen May 20 No Meeting (Easter) Apr. 14-20 Presentation of Analysis Essay via Web Lesson Fourteen Apr.27 Meeting Apr. 21-27 Literature Review Open Conferencing May 4 Meeting Apr. 28-May4 Finals No Meeting for Finals May 5-9 (all materials turned in online)

Addendum The following information is generated from the UCO student affairs office. It is a syllabus requirement. Some of it has already been detailed above. Click here to see the University of Central Oklahoma student information sheet and syllabus attachment.