Fall 2026
American Literature
Instructor: Caitlin R. James
Email: jamescr1@lamarpa.edu
Phone: 409-984-6415
Office Hours: MW 9-10, 12:30-2:30. TTH 8:30-9:30, 11-12. F 11-2:00.
Additional Contact Information:
This course provides a survey of American literature from the colonial period through the early twentieth century (1600s–1900s), examining major authors, texts, and literary movements within their historical and cultural contexts. Students will analyze a range of genres—including poetry, fiction, essays, and speeches—to explore how literature reflects and shapes evolving American identities, values, and social issues. Texts will be selected from a variety of authors for what they reflect and reveal about the evolving American experience. In alignment with the Texas Core Curriculum standards, the course emphasizes the development of critical thinking, effective communication, and personal and social responsibility through close reading, discussion, and analytical writing. As part of the Language, Philosophy, and Culture component, the course encourages students to interpret a multitude of perspectives and understand the human experience across time while building foundational skills necessary for academic success.
No textbook required. By using Open Education Resources (OER), all reading and class materials will be provided by the instructor via Blackboard, handouts, links, pdfs, PowerPoints, videos, etc. Other materials needed: folder/binder with pockets, loose-leaf paper, highlighters, pens, paper, etc. All students must have access to the Internet, One Drive/Google Cloud, and a computer or Chromebook.
Textbook Purchasing Statement: A student attending Lamar State College Port Arthur is not under any obligation to purchase a textbook from the college-affiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer.
Passed English 1301 and 1302. Basic skills competency in reading, writing, and college-level grammar.
Upon successful completion of this course, students will:
1. Identify key ideas, representative authors and works, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.
2. Analyze literary works as expressions of individual or communal values within social/ethical, political, cultural, or religious contexts of different literary periods.
3. Demonstrate knowledge of the development of characteristic forms or styles of expression during different historical periods or in different regions.
4. Articulate the aesthetic principles that guide the scope and variety of works in the arts and humanities.
5. Write research-based critical papers about the assigned readings in clear and grammatically correct prose, using various critical approaches to literature.
* Communication skills: Students will demonstrate effective written, oral and visual communication.
* Critical Thinking Skills: Students will engage in creative and/or innovative thinking, and/or inquiry, analysis, evaluation, synthesis of information, organizing concepts and constructing solutions.
* Social Responsibility: Students will demonstrate intercultural competency and civic knowledge by engaging effectively in local, regional, national and/or global communities.
* Personal Responsibility: Students will demonstrate the ability to connect choices, actions and consequences to ethical decision-making.
Week 1: Introduction to course and materials, diagnostic writing prompt.
Week 2: Creation Myths, Native American Writing & Oral Traditions
Week 3: Puritanism Test #1
Week 4: Rationalism
Week 5: Romanticism
Week 6: Transcendentalism
Week 7: Romanticism Test #2
Week 8: Library Workshop at The Gates Memorial Library
Week 9: American Gothic
Week 10: Southern Gothic Lit.
Week 11: Realism, Naturalism, Local Color
Week 12: Research Paper Workshop
Week 13: Research Paper Due
Week 14: Harlem Renaissance
Week 15: Final Exam Preparations
Week 16: FINAL EXAM Test #3
Thursday, December 3, 2026
90 - 100=A 80 - 89=B 70 - 79=C 60 - 69=D Below 59 = F
Assessment of Written Work--Here is a general rubric I use for written work, though we may throughout the term provide a more specialized rubric for specific projects:
“A” Paper: This is an Excellent paper that demonstrates excellence in development, organization, style and tone, and mechanics. The “A” paper is also marked by stylistic finesse: the title and opening paragraph are engaging; the transitions are artful; the phrasing is tight, fresh, and highly specific. There is clear evidence of the writing process (invention, drafting, revision, editing, and proofreading).
“B” Paper: This is a Good paper. The “B” paper delivers substantial information—that is, substantial in both quantity and interest-value. It is well-developed and unified around a clear organizing principle that is apparent early in the paper. The opening paragraph draws the reader in; the closing paragraph is both conclusive and thematically related to the opening. Transitions between paragraphs are for the most part smooth; sentence structure is pleasingly varied. There is evidence of the writing process.
“C” Paper: This is an Average paper that is generally competent in its development, organization, style and tone, and mechanics. It meets the needs for the assignment, has few mechanical errors, and is reasonably organized and developed. The actual information it delivers, however, seems thin and commonplace. The transitions between the paragraphs are often choppy; the sentences tend to follow a predictable subject-verb-object pattern; diction is occasionally marred by unconscious repetitions, redundancy, and imprecision. This paper also shows some evidence of the writing process.
“D” Paper: This is a Below-Average paper that lacks develop and/or is not effectively organized to facilitate reader’s understanding. The introduction may not have a clearly defined thesis statement and the discussion sections may not clearly identify and develop its point. The discussion sections might also fail to provide adequate specificity. The style may be choppy and too informal for the genre of the academic paper. The sentence structure may have numerous and distracting usage problems that impair the paper’s purpose and coherency. The paper also shows little or no evidence of the writing process.
“F” Paper: This paper fails in all aspects of the evaluation criteria. It may not answer the assigned topic, may not develop its introduction, discussion sections, or may not be effectively organized. The style is inappropriate for the genre of the academic paper, and the grammatical usage is overwhelmingly distracting and prevents the paper’s comprehension. There is no evidence of the writing process and the paper fails in all aspects of development, organization, style, and mechanics.
Quizzes- 15%
Homework- 5%
Final Exam- 15%
Tests-35%
Response Papers- 10%
Research Paper- 15%
Groupwork- 5%
_________________
100%
*The Instructor reserves the right to make changes to the grading scale if events occure that require removing or altering assignments. The instructor will immediately update the class if and when any changes are made.
1.The Instructor reserves 2 weeks to grade all lengthy pieces of writing.
2. The Instructor reserves the right to not allow you to enter the classroom late, as this disrupts everyone who has shown up on time.
3. Students are expected to have mature decorum and participate during lectures and activities, you will not be given credit for simply warming a seat.
4. Student incivility, rudeness, or attacks of a personal nature or statements will not be tolerated, whether directed at the instructor or another student. Any student engaging in disruptive or disrespectful activities on campus or online classes will be required to cease such behavior or leave the classroom. If the behavior continues after the first warning, the student will no longer continue as a student of the course. As a consequence, the student will be removed from the course. The instructor will notify dual credit personnel of problematic behavior.
5. Switching from a face-to-face section to an online section is prohibited after the census date.
6. In order to discuss your grade, you must first email me at jamescr1@lamarpa.edu and then a time can be set to have a phone or office meeting.
Regular attendance and participation is expected in the course. Missing more than four classes means that the student has not met the minimum requirement for contact hours and will not receive a passing grade. Finally, if you miss four consecutive classes, you must contact me before any further assignments will be accepted. For online courses, students must log in a minimum of 4 times per week. If you arrive late to class, you will be marked absent. Students must stay for the duration of the entire class period. Please DO NOT disrupt the class by arriving late; it is both rude and distracting.
The following discusses: Plagiarism and Rules of A.I.
*ALL WRITING SUBMITTED MUST BE WRITTEN BY THE STUDENT (him or herself) ENROLLED IN THE CLASS WITH NO OUTSIDE ASSISTANCE.
*Plagiarism: A grade of 0 for first time (whatever the assignment is). An F for the entire course if it happens again. Ignorance is NOT a defense. Students MUST know exactly what plagiarism is and the consequences if it is committed. Plagiarism is a serious offense at the college level and will be dealt with as such. Students will read, sign, and submit plagiarism contract that clearly defines plagiarism. In addition, if artificial intelligence is suspected on an assignment that does not allow AI, the Instructor will have the student rewrite the assignment by hand in their presence.
Artificial Intelligence Policies
1. Consult Course Instructor: If students have questions or concerns about the use of AI-generated content in their assignments, consult the course instructor for guidance and clarification. NOT all instructors allow/accept AI use in class. The instructor can provide specific instructions and guidelines regarding the acceptable use of AI as a source within the context of the course.
2. Use of AI as a Source: Students are allowed to use AI-generated responses as a source for their assignments or discussions. However, it is important to acknowledge the AI source when citing it in your work. This includes providing the necessary information such as the name of the AI (ChatGPT) and stating that the information was obtained from an AI language model. In addition to citing the AI source, it is essential to include the parameters or instructions provided to the AI device to provide context for the generated response.
3. Academic Integrity: While AI technology can provide valuable insights and assistance, it is essential to maintain academic integrity when using AI-generated content. Plagiarism, including directly copying AI-generated responses without proper citation, is strictly prohibited. Students should use AI-generated content as a supplement to their own analysis, critical thinking, and research.
4. Critical Evaluation: When using AI-generated responses, students should critically evaluate the information provided and consider it as one potential perspective among others. AI models like ChatGPT are trained on a vast amount of data, but they may not always produce accurate or up-to-date information. Students are encouraged to cross-reference information obtained from AI sources with reliable and credible academic resources.
5. Authentic Student Work: Assignments, papers, and assessments should primarily reflect the original thoughts, analysis, and research of the individual student. While AI can provide guidance and ideas, students should ensure that the final work demonstrates their own understanding and effort. Overreliance on AI-generated content may compromise the authenticity and educational value of the assignment.
6. Responsible Use of AI: Students should use AI technology responsibly and ethically. This includes refraining from using AI to engage in harmful or unethical activities, such as generating false information, spreading misinformation, or engaging in malicious behaviors. The use of AI should align with the principles of academic integrity, honesty, and respect for others.
Be sure to check your campus email and Course Homepage using MyLSCPA campus web portal. You can also access your grades, transcripts, academic advisors, degree progress, and other services through MyLSCPA.
Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSCPA policies (Academic Dishonesty section in the Student Handbook) for consequences of academic dishonesty.
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Accessibility Services Coordinator, Room 119, in the Ruby Fuller Building. The phone number is (409) 984-6241.
No food or tobacco products are allowed in the classroom. Only students enrolled in the course are allowed in the classroom, except by special instructor permission. Use of electronic devices is prohibited.
This syllabus is part of LSCPA's efforts to comply with Texas House Bill 2504.
As per Texas law and LSCPA policy, all LSCPA employees, including faculty, are required to report allegations or disclosures of child abuse or neglect to the designated authorities, which may include a local or state law enforcement agency or the Texas Department of Family Protective Services. For more information about mandatory reporting requirements, see LSCPA's Policy and Procedure Manual.
LSCPA is committed to establishing and maintaining an environment that is free from all forms of sex discrimination, including sexual harassment, sexual violence, and other forms of sexual misconduct. All LSCPA employees, including faculty, have the responsibility to report disclosures of sexual misconduct, including sexual harassment, sexual assault (including rape and acquaintance rape), domestic violence, dating violence, relationship violence, or stalking, to LSCPA's Title IX Coordinator, whose role is to coordinate the college's response to sexual misconduct. For more information about Title IX protections, faculty reporting responsibilities, options for confidential reporting, and the resources available for support visit LSCPA's Title IX website.
For more information about the Clery Act and crime reporting, see the Annual Security & Fire Safety Report and the Campus Security website.
If you have a grievance, complaint, or concern about this course that has not been resolved through discussion with the Instructor, please consult the Department Chair.