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SYLLABUS
ENGL 200 B: READING LITERARY FORMS
TRACTARIAN LITERATURE
INSTRUCTOR: LAURA GEHRKE
Class days/times: MTWTh 10:30 – 11:20 a.m.
Class location: SMI 305
Office hours: Mondays & Wednesdays 1:00-3:00 p.m. & by appointment (Zoom meetings available)
Email: lgehrke@uw.edu
COURSE INFORMATION
Course description:
In early-nineteenth-century Britain, there were two main ways to be Christian: either you took your
faith seriously and were Evangelical, or your faith was merely a cultural decoration and not
something you really believed or practiced. At Oxford University in the 1830s, a group of
theologians set out to change that by publishing the Tracts for the Times, a series of essays arguing
for serious, pious, high-church Christianity. They argued not only that it was possible to be a serious
Christian without being Evangelical but even that Evangelicalism actually undermined what it meant
to be Christian. The Tracts for the Times set in motion the Oxford Movement (named after the
place where it started), which also became known as Tractarianism (named after the Tracts for the
Times).
This quarter, we will delve into the literature that came out of this movement, including fiction,
poetry, and essays. By narrowing our focus to a particular time, place, and social group, we will be
able to see more clearly how literary forms shape meaning. This is both a literature course and a
writing course, so be prepared to do a lot of reading and writing.
COURSE OUTCOMES
By the end of the quarter, the student will be able to:
1. articulate the main philosophical and aesthetic principles that shaped Tractarian literature.
2. recognize how genre and form affect the meaning of a work of literature.
3. practice close reading to observe, analyze, and interpret a work of literature.
4. compose an original, persuasive, well-structured, articulate argument essay that applies a
particular literary theory to a particular work of literature.
TEXTBOOK AND MATERIALS
Required materials:
● 3x5 white index cards
● a device that can access the Internet in class (for viewing readings)
Optional materials:
● The Heir of Redclyffe by Charlotte Mary Yonge. This book can be accessed for free online, and
I will provide you with a link, but if you prefer to read a hard copy, you may order one for
yourself. If you just want to read it online, that’s fine, too.
All required readings will be provided in digital form on Canvas.
GRADING AND ASSIGNMENTS
Assignments:
Pre-Paper 1: Idea List due Saturday, Oct. 28 at 11:59 p.m.
Paper 1: Close ReadingEssay due Saturday, Nov. 4 at 11:59 p.m.
Pre-Paper 2: Annotated Bibliography due Saturday, Nov. 18 at 11:59 pm.
Paper 2: Argument Essay due Saturday, Dec. 2 at 11:59 p.m.
Each assignment will be accompanied by a 1-paragraph writer’s memo of at least 3 sentences, which
may reflect on your writing process, give background information you’d like me to know, or ask for
feedback on something specific. Type it into the Comments box when you submit your assignment.
Detailed instructions for all assignments are available on Canvas. All assignments should be
formatted according to MLA format (guidelines and examples are on Canvas). You will submit all
assignments on Canvas. There is no final exam for this course.
Your grade will be based on:
Papers (2 x 200 points) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 400 points (40%)
Pre-papers (2 x 100 points) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 200 points (20%)
Little tasks (20 x 10 points) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 200 points (20%)
Participation (30 x 5 points) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -150 points (15%)
Note taking (1 x 50 points) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 50 points (5%)
TOTAL - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1,000 points
Papers (40%):
The assignments that count for the biggest portion of your course grade are your two papers. Each
paper will be 5-7 pages long (not counting the Works Cited page), double-spaced, and formatted in
MLA format. Each should follow the conventions of academic argument essays, including an
introduction, thesis statement, body paragraphs that support the thesis, conclusion, and Works Cited
page. The first paper will be a close reading essay, in which you choose a short portion of text from
what we have read so far in the class, study it closely, and generate an interpretation based on your
observations and analyses. The second paper will be an argument essay that applies a literary theory
of your choice to one of the texts we have read in class, making a claim based on a reading of the
text through the lens of the literary theory. More detailed instructions for both papers are available
on Canvas. We will also talk about the papers in class before they are due.
You may revise and resubmit either or both of the papers for a higher grade any time before 11:59
pm on Monday, December 11. See the revision policy below for details. If you resubmit a paper,
leave a comment on the assignment on Canvas briefly explaining what you changed.
Pre-papers (20%):
Before each paper, you will submit a pre-paper, which is a smaller assignment designed to help
prepare you for the paper. Pre-papers will be formatted in MLA format. Pre-paper 1 (the assignment
coming before Paper 1) will be an idea list: a list of ten observations, five analyses, and one
interpretation of the text you’ve chosen to close read for Paper 1. Pre-paper 2 (the assignment
coming before Paper 2) will be an annotated bibliography, listing five sources you plan to use in
Paper 2 with a summary for each one. More detailed instructions for both pre-papers are available
on Canvas. We will also talk about the pre-papers in class before they are due.
You may revise and resubmit either or both of the pre-papers for a higher grade any time before
11:59 pm on Monday, December 11. See the revision policy below for details. If you resubmit a
pre-paper, leave a comment on the assignment on Canvas briefly explaining what you changed.
Little tasks (20%):
Throughout the quarter, you will complete various small, in-class writing assignments and activities.
I’m calling these “little tasks.” They might include things like quizzes over the assigned reading,
writing a reflection on a recent assignment, or working with a group to create an outline of an essay.
This is how you earn points for completing the assigned readings; if you don’t do the assigned
readings, then you will not be able to do well on the quizzes. You don’t know when there will or will
not be a reading quiz, so in order to ensure you get these points, you’ll need to do the assigned
readings every day and show up to class every day. Little tasks cannot be made up or
revised/resubmitted. Little tasks are worth 10 points each, and they’re graded as either satisfactory
(10/10), somewhat satisfactory (5/10) or unsatisfactory (0/10). There will be 22 little tasks this
quarter; the two with the lowest grades will be dropped.
Participation (15%):
Participation points are based on being present in class, paying attention, and doing the tasks and
activities you are instructed to do. Each day of class is worth 5 points, and you can receive 0/5, 3/5,
or 5/5, depending on how engaged you are. You don’t have to talk a lot in class to receive full
points; you just have to be paying attention and doing as you’re told. Things that could negatively
affect your participation grade include skipping class, being late, sleeping in class, distracting your
classmates, or using your device for non-class-related activities in class. Your participation grade for
the quarter is divided into two halves: Weeks 0-5 (up through Nov. 2), which covers twenty-two class
days, from which the lowest six grades will be dropped, and Weeks 6-10, which covers nineteen class
days, from which the lowest five grades will be dropped. The dropped eleven grades give you leeway
to miss class if you need to for sickness or other valid reasons (though you might miss little tasks,
not to mention important information about readings or upcoming assignments). I do not excuse
participation points, even for valid reasons, so save those eleven days for when you need them. Your
participation grade will be uploaded to Canvas after Week 5 and again at the end of the quarter. If
you ever want to know what your participation grade is before that, do not hesitate to ask me in
person, via email or Canvas message, or on your index card.
Note taking (5%):
At the start of the quarter, each student should sign up to take notes in class on one class day. Sign
up in this Google doc by adding your name next to the date on which you want to take notes. On
the day for which you sign up, it is your responsibility to take notes in class on that day and add
them to the same Google doc underneath your name for that day. You may type them directly into
the Google doc, type them into a different document and copy and paste, or write them by hand and
then take a picture and insert it into the Google doc. Your notes must be there by 11:59 p.m. that
day in order to get full credit. If you sign up and then later realize that you will not be able to make it
to class on that day (e.g. you are sick or have a conflict), it is your responsibility to change your name
on the sign-up sheet or to contact your classmates and find someone willing to switch with you. If
you complete your notes satisfactorily, you will receive 50 points. You may also receive partial credit
if you complete them but not satisfactorily.
CLASS POLICIES
Revision policy:
You may revise and resubmit any of the papers or pre-papers for a higher grade any time before
11:59 pm on Monday, December 11. If you submit, for example, Paper 1 and get 72% on it, you can
look over my comments, revise it accordingly, and resubmit it. Then, perhaps, your revisions will be
sufficient to raise your grade to an 86%. This means that the grade you get on each paper or
pre-paper is not necessarily final. You can always revise your papers and pre-papers and resubmit
them. Of course, the amount your grade increases depends on how much better your assignment
actually is; if you do not substantially improve your assignment, then your grade will not substantially
improve. I promise not to give you a lower grade on your revisions, so you don’t have to worry about
reducing your grade. Points lost for late submissions of papers or pre-papers cannot be made up by
revising and resubmitting. If you lost, for example, 30% by submitting your paper three class days
late, then you will still have 30% docked from the resubmission. That said, my revision policy should
enable you to never have to submit assignments late. If the deadline approaches, and you aren’t done
with your assignment, just submit what you have and then revise and resubmit it later. If you
resubmit an assignment, leave a comment on the assignment on Canvas briefly explaining what you
changed. You may revise and resubmit the same assignment as many times as you like.
Late work policy:
You may submit papers and pre-papers late for reduced credit. For each class day an assignment is
late, you will lose 10% of the assignment points up to 50%. For instance, papers are worth 200
points, so if a paper is due on Saturday, and you turn it in the following Tuesday evening, that is two
class days late, so you lose 20% of the assignment points or 40 points. That means that a paper good
enough to earn a 92% would only earn a 72% if it were submitted two class days late. Once a paper
or pre-paper is more than five class days late, I stop increasing the number of points docked; in
other words, you won’t lose more than 50% for a late submission. A paper submitted eight class days
late still loses just 50%. The deadline to submit any assignments is 11:59 pm on Monday, December
11. After this deadline, no work will be accepted. Please see my revision policy above to see why you
should never have to submit an assignment late; just submit what you have on time and then revise it
later. Papers and pre-papers are the only assignments that can be submitted late; little tasks cannot
be submitted late or made up.
Academic Honesty:
In American universities, it is unacceptable to include the words or ideas of others in your writing
without properly indicating where you got them from. To do so is plagiarism. In your work for this
class, you are often encouraged to use the ideas of other authors as long as you cite them appropriately. All
of the following are examples of plagiarism:
• Finding a pre-written paper on the internet and using it for an assignment
• Having someone else write an assignment for you
• Having someone else translate an assignment for you
• Assembling a paper by copying and pasting paragraphs from various sources
• Borrowing a single paragraph from a source and not citing it
• Incorporating a quotation and forgetting to put it in quotation marks
• Copying and pasting an article’s abstract when the assignment is to summarize
• Getting ChatGPT or a similar program to write part or all of your paper for you
A student cannot earn credit for a plagiarized assignment, and if the plagiarism is significant or
intentional, the student may be referred to the college administration for disciplinary action. A
pattern of plagiarism is grounds for failure in the course.
If you are having trouble completing an assignment, please seek my help before or after class or
schedule an appointment. If you are unsure when or how to cite your sources, ask me; I will be more
than happy to clarify.
Class Etiquette:
Please be courteous and respectful to your instructor, peers, and self. Being respectful means being
considerate of others’ perspectives, listening when others speak, coming to class prepared to learn,
and using appropriate language.
Diversity Statement:
It is my personal mission to practice respect for all of my students and to respond to differences
with curiosity rather than judgment. It is important to me that students of all cultures, nationalities,
races, abilities, ages, religions, gender identities, and sexual orientations feel welcome in this
classroom and supported in their learning. I invite you to let me know if something in your course
experience interferes with your progress or participation. I am still learning how to promote diversity
and equity in my classes, and I need your help creating the kind of classroom environment where
everyone can feel safe, supported, and respected, so don’t be afraid to reach out to me.
RESOURCES
Communication and Support:
If you have an issue or emergency that threatens your achievement in this class, I encourage you to
talk to me as soon as possible.
Office Hours:
Office hours are times when you can talk to me without an appointment. Throughout this quarter, I
will be holding office hours Mondays and Wednesdays 1:00-3:00 p.m. You can drop by my office during these times if you have questions, want help with anything, including feedback on a draft, or just want to talk about this class, an assignment, school, or life. I want to provide you
with the support you need, so please take advantage of my office hours. I am also available to meet
with you in person or on Zoom at other times if you make an appointment. To make an
appointment, send me an email or Canvas message.
Campus safety clause:
Preventing violence is everyone's responsibility. If you're concerned, tell someone.
● Always call 911 if you or others may be in danger.
● Call 206-685-SAFE (7233) to report non-urgent threats of violence and for referrals to UW
counseling and/or safety resources. TTY or VP callers, please call through your preferred
relay service.
● Don't walk alone. Campus safety guards can walk with you on campus after dark. Call Husky
NightWalk 206-685-WALK (9255).
● Stay connected in an emergency with UW Alert. Register your mobile number to receive
instant notification of campus emergencies via text and voice messaging. Sign up online
at www.washington.edu/alert.
For more information visit the SafeCampus website at www.washington.edu/safecampus.
Tech support:
If you are having problems or need help with technology, including Canvas or Zoom, please contact
UW IT at https://itconnect.uw.edu/help/. Their email address is help@uw.edu, and their phone
number is 206-221-5000.
Access and accommodations:
Your experience in this class is important to me. It is the policy and practice of the University of
Washington to create inclusive and accessible learning environments consistent with federal and
state law. If you have already established accommodations with Disability Resources for Students
(DRS), please activate your accommodations via myDRS so we can discuss how they will be
implemented in this course.
If you have not yet established services through DRS, but have a temporary health condition or
permanent disability that requires accommodations (conditions include but not limited to; mental
health, attention-related, learning, vision, hearing, physical or health impacts), contact DRS directly
to set up an Access Plan. DRS facilitates the interactive process that establishes reasonable
accommodations. Contact DRS at disability.uw.edu.
Religious Accommodation Clause
Washington state law requires that UW develop a policy for accommodation of student absences or
significant hardship due to reasons of faith or conscience, or for organized religious activities. The
UW’s policy, including more information about how to request an accommodation, is available at
Religious Accommodations Policy
(https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/).
Accommodations must be requested within the first two weeks of this course using the Religious
Accommodations Request form
(https://registrar.washington.edu/students/religious-accommodations-request/).
Writing Centers:
You are encouraged to meet with writing tutors throughout this quarter. Tutors can work with you
on any stage in the writing process, from brainstorming ideas to polishing syntax. The Odegaard
Writing and Research Center offers appointment-based tutoring, and the CLUE Study Center offers
drop-in and appointment-based tutoring both in-person and online. For more information, visit
their web sites (linked above).