Embedded Files
Syllabus: “Bible as Literature"
Course Description
“To comprehend the Bible in ways similar to its original audiences, a modern reader must learn something of the alien and longdead cultures standing behind these texts.” (Tolbert, “Reading the Bible,” Oxford Study Bible, 4)
“To most educated modern readers the Bible probably seems both familiar and strange, like the features of an ancestor. They will know, if only in a general way, of its central importance in the history of the culture they have inherited; buy they will also be aware that in its modern forms that culture has denied the Bible the kinds of importance it had in the past.” (Alter and Kermode, “General Introduction,” The Literary Guide to the Bible, 1)
This course seeks to examine the “familiar and strange” text of the Bible. The Bible is a collection of texts written, revised, and collected by different people at various periods of history, all with their own unique aims and objectives. For our purposes, we will work with the Bible as a work of literature and we will study it as such. Although the text can never be completely separated from matters of religion and faith – and should not be, as our beliefs inform our reading – it is important that we consider and discuss it as we would any other literary text by thinking about and identifying themes, forms, and historical and cultural contexts. We will read the Bible, not in its original language(s), but in translation, and will reflect on how this affects our interpretations.
What Will We Learn?
At the end of this course, successful students will be able to:
*identify and analyze the textual, historical, and cultural contexts of works of literature through literary analysis and critical evaluation;
*identify and articulate the issues concerning the translation, mistranslation, application, and/or appropriation of the Bible;
*read works of literature closely and thoroughly;
**develop their insights effectively through written and oral communication, particularly via essay, images, and collaborative classroom site;
**and identify the steps of the research process and apply information literacy skills in a variety of contexts.
*This course is part of the Exploration section of the General Education (GE) curriculum, addressing the Literary Inquiry and Analysis (LI) learning outcome (comparable to the LIT requirement in the Liberal Arts and Sciences curriculum). LI in the GE curriculum is defined as courses that “[e]ngage with and answer questions associated with diverse literary texts in relation to historical periods, themes, genres, and/or critical theories using literary analysis, critical evaluation, and theoretical interpretations.” This course, in particular, will focus on the textual, historical, and cultural contexts of literary biblical texts.
It also addresses the Advancing and Applying Liberal Arts and Sciences Learning (AIA) outcome in the Integration section of GE. These courses help students "integrate and apply knowledge from different disciplines and experiences to solve problems." In this course, we will be integrating LI with Writing and Information Literacy as well as Diverse Perspectives and Historical Inquiry and Analysis.
**In addition, this course will build upon the Foundation for Lifelong Learning skills that you developed during your first year here at Fitchburg State University (or equivalent for transfer students), especially the Writing skills that you learned in ENGL 1100 Writing I and ENGL 1200 Writing II and the Information Literacy skills in FYE and Writing II. Writing in the GE curriculum is defined as courses that lead students to “[c]raft original texts to develop and express ideas working with different media including words, data and images.” Information Literacy is defined as courses that lead students to “[r]ecognize what information is needed and have the ability to locate, evaluate, and use that information effectively and ethically.”
Each student may be taking this course to fulfill different requirements, such as General Education, their major, an elective, etc. If you have any questions about which requirement this course meets for you, please talk with your advisor.
Instructor: Dr. Kisha Tracy
Office: Miller Hall 202A (Mailbox: English Studies Department Office)
Student Hours: Tuesdays and Thursdays 11AM-12:30PM or by appointment
Phone: x4827
Email: ktracy3@fitchburgstate.edu (best way to contact) *Email Policy: with the exception of weekends, if you do not receive a reply in 24 hours, email again. Also please note: there is an address with "student" in it. If you use that address, I will not receive it.
About: Dr. Tracy is Chair and Professor of English Studies, specializing in medieval British and early world literatures. Her research specialty is Middle English literature, the time period of Geoffrey Chaucer, especially memory and mental disabilities. Her hobbies include photography, martial arts, classic films, and trips to historical sites. She is also an avid fan of the Boston Bruins.
Pronouns: she/her
Credentials:
Ph.D., Medieval Studies, University of Connecticut
Certificate in College Teaching, Higher Education Consortium of Central Massachusetts
Certificate in Mental Health First Aid, National Council for Behavioral Health
Course Requirements:
Course Requirements:
At a Glance
Monthly Focus: 30%
Source Scavenger Hunt (will lead to Expanded Mini-Essay)
Mini-Essays and Responses (will lead to Source Scavenger Hunt and Expanded Mini-Essay): 20%
Activities: 20%
Expanded Mini-Essay: 20%
Professionalism (timely/constructive discussion, online presence, class preparation, communication, Google Classroom, etc.): 10%
Details
The Monthly Focus assignments and the Expanded Mini-Essay will be turned in through Google Classroom ONLY unless otherwise specified. The Mini-Essays/Responses and the Activities assignments will mainly be turned in via Padlet. Dr. T will NOT accept work handed in through any other method (this includes hard copies and email). See "Late/Incomplete Work” section under “Other Course Policies.”
Monthly Focus Assignments: 30%
Each month, there will be a different focus culminating in an assignment, each with their own instructions. Requirements, expectations, and details about these assignments will be introduced and discussed in class.
Assignments demonstrate student achievement of learning outcomes: to identify and analyze the textual, historical, and cultural contexts of works of literature through literary analysis and critical evaluation; to identify and articulate the issues concerning the translation, mistranslation, application, and/or appropriation of the Bible; to read works of literature closely and thoroughly; to develop insights effectively through written communication, particularly via essay; and to identify the steps of the research process and apply information literacy skills in a variety of contexts.
Why?
Activities: 20%
Several Activities will be required throughout the semester. Instructions will be given for each one individually. Much of the work for the Activities will be completed on the class Padlet.
Assignment demonstrates student achievement of learning outcomes: to read works of literature closely and thoroughly through literary analysis and critical evaluation; to develop insights effectively through written communication, particularly via image and collaborative classroom site; and to identify the steps of the research process and apply information literacy skills in a variety of contexts.
Why? "Active Learning for the College Classroom"
Mini-Essays and Responses (will lead to Source Scavenger Hunt and Expanded Mini-Essay): 20%
Expanded Mini-Essay: 20%
The culminating assignment of the semester will be the Expanded Mini-Essay. The Mini-Essays and Responses and the Source Scavenger Hunt will lead up to this assignment. During the semester we will write a number of Mini-Essays on a variety of topics. At the end of the semester, we will each select one of our Mini-Essays to expand. The Source Scavenger Hunt will focus on one secondary source that will help you write your Expanded Mini-Essay. Requirements (such as MLA format), expectations, and details about these assignments will be introduced and discussed in class.
Assignment demonstrates student achievement of learning outcomes: to identify and analyze the textual, historical, and cultural contexts of works of literature through literary analysis and critical evaluation; to identify and articulate the issues concerning the translation, mistranslation, application, and/or appropriation of the Bible; to read works of literature closely and thoroughly; to develop insights effectively through written communication, particularly via essay; and to identify the steps of the research process and apply information literacy skills in a variety of contexts.
Why? "The Information Literacy Imperative in Higher Education"
Professionalism (timely/constructive discussion, online presence, class preparation, communication, Google Classroom, etc.): 10%
Main guidelines:
Respect for others and yourself.
Do unto others as you would have done unto you.
Since it is necessary to attend class in order to receive instruction and participate, attendance will be noted. You have 3 absences – excused or unexcused – to use as you see fit. Suggestion: “spend” them wisely. 2 late arrivals will count as 1 absence. More than 3 absences will cost 1 letter grade per absence. 6 absences will result in FAILURE of the course. Exceptions will be made in the case of positive COVID diagnoses. Students who must miss a number of classes due to extenuating circumstances should contact the Dean’s Office (Sanders 204; 978-665-3130) and ask them to issue formal notification to all instructors regarding the absence. Students are responsible for all work despite any missed classes. *Students may, if they choose and as a courtesy, inform me of impending absences that fall into the above category. However, I will not always reply unless there is a question or concern to be addressed.*
While including attendance in class, this part of the final grade will involve participation in discussion and preparation of assigned materials, including readings and written responses. In order to participate in class and earn the participation grade, you must be fully prepared, engaged (which includes using laptops, etc., appropriately during class time – also, besides laptops, please turn off all electronic devices, especially cell phones, during class), present a positive attitude, and contribute to class.
Assignment demonstrates student achievement of learning outcome: to develop insights effectively through written and oral communication.
Why? "Blend Online and In-Class Discussions to Give Every Student a Voice"
Notes on Technology:
Notes on Technology:
Class Site, Blackboard, and Google Classroom
There will be a Google site and a Google Classroom for this course, which will include announcements, discussion, links, etc. Many of the major assignments will be turned in through Google Classroom. A Blackboard course has been created for this class, and all of the information, including the syllabus, course schedule, and any changes thereto, will be posted. Links to on-line readings will be posted periodically. Only important Blackboard announcements will be posted; notices of these go to your school email. Students are responsible for accessing and reading all materials, including ANY announcements on Google Classroom and Blackboard. In addition, students will be responsible for checking the Google Classroom discussion and their school email account as both will be the primary methods of communication for the course. This means students are responsible for immediately contacting Dr. T if Google Classroom, Blackboard, and/or email become a problem.
Our class site is a public space. If, at any time, you have issues with any information (i.e. creating accounts, user names, use of legal name, etc.) that you are asked to publish in these spaces, especially if these issues are privacy related, please see the instructor in order to discuss your concerns and potentially make alternate arrangements. If you have any concerns with course responsibilities as related to FERPA rights, please see the instructor in order to discuss alternative options.
Why? "The Benefits of Sharing Student Work in Online Spaces"
Artificial Intelligence (AI - ex. ChatGPT)
There will be many opportunities during your college career to study and practice the ethics and efficiency of using AI (such as ChatGPT). In this course, our learning outcomes primarily include engaging with the analysis of literature, the processes involved in writing and information literacy, and the deep thinking that work entails. Using AI to produce thinking and writing (which research has found is inferior to that produced by humans) is not a part of our outcomes and is not a substitute for the type of learning in which we are engaging. Thus, the use of AI should be saved for those circumstances in and courses for which it is appropriate and acceptable, but it should not be used in this course. Grammarly is an exception to this policy as it may be used; however, if you use Grammarly, please make a note in your assignment that you have done so. (See also "Plagiarism/Academic Dishonesty" policy below.)
More information: Ethical Reasoning and AI
Other Course Policies:
Other Course Policies:
Due Dates
All due dates are listed on the Course Schedule.
Late/Incomplete Work
Late assignments without prior permission or without the presence of extenuating circumstances will result in a lowering of the assignment grade. For each class period that an assignment is late, the final will be docked one letter grade. In-class work must be completed at the designated times unless we have made a previous arrangement. PLEASE MAKE SPECIAL NOTE that any incomplete work that does not meet the guidelines provided for that assignment (i.e. word count, font, etc.) will be docked one letter grade.
Plagiarism/Academic Dishonesty
It is assumed that, at this point in your academic career, you are aware of proper citation and citation styles as well as appropriate use of source materials. Plagiarism and other forms of academic dishonesty will not be tolerated and will result in FAILURE of the course. Academic integrity is central to the mission of educational excellence at Fitchburg State University. Each student is expected to turn in work completed independently, except when assignments specifically authorize collaborative effort. This policy extends to the use of artificial intelligence (AI), including ChatGBT. Pay attention as ignorance of the policy will not serve as an excuse. If an assignment becomes frustrating or you have questions, please discuss the problem with Dr. T. Read the University’s Student Handbook on the Student Affairs site and the Academic Integrity Policy.
Disabilities
If you have a documented disability for which you are or may be requesting an accommodation, please contact Dr. T and the Disability Services Office in the Hammond Building as soon as possible.
Canceling Class
If, for some reason (especially illness), class must be canceled when the campus is not closed, email announcements through Blackboard and Google Classroom will be sent to all students by at least 7AM.
Student Well-Being Resources:
Student Well-Being Resources:
A variety of issues can impede the learning process. If you are having an issue that affects your ability to learn in this course, please talk to Dr. T and/or find the help that you need. Some of the resources and information available on or about campus are provided here.
If you have an ongoing issue that prevents you from attending class or completing work, visit the Office of Student Affairs. By doing so, you can potentially receive accommodations.
Safety
(978) 665-3111
Campus Police provides services to promote campus-wide safety and is available to assist the campus community 24 hours a day, 365 days a year.
Our Student Security Officers assist Police Officers in providing safe, escorts to and from any point on campus and the immediate neighborhood from 9PM-2AM. The Fitchburg State University Police Officers will provide escorts outside of those times and when the MART shuttles are not in service. All students are encouraged to get an escort. Use the emergency call boxes or telephone (978) 665-3111 to request one.
Financial Issues
Books
If you are unable to purchase books for this course in a timely fashion, please see Dr. Tracy as soon as possible.
Financial Aid and Student Accounts
Having trouble with holds? Buying books? Paying bills? Check with Financial Aid and Student Accounts.
Finding a Job
Note: while it is understandable that many need to be employed while in school, please keep in mind that taking a full load of courses is equivalent to a full-time job unto itself.
Physical and Mental Health
The ACTION Community Health Center is located close to our campus in Central Plaza at 130 Water Street (Market Basket plaza), where students can access a broad array of primary care services, behavioral health care services,* and dental care. Medical services are provided 8AM-5PM Monday-Friday, and 9A-1PM Saturday. The cost for accessing care will usually be determined by what type of insurance you have.
The Counseling Services Office offers a range of services including individual, couples and group counseling, crisis intervention, psychoeducational programming, outreach workshops, and community referrals. Counseling services are confidential and are offered at no charge to all enrolled students. Staff at Counseling Services are also available for consultation to faculty, staff and students. Counseling Services is located in the Hammond, 3rd Floor, Room 317.
Fitchburg Anti-Violence Education (FAVE)
FAVE collaborates with a number of community partners (e.g., YWCA Domestic Violence Services, Pathways for Change) to meet our training needs and to link survivors with community based resources. This site also features resources for help or information about dating violence, domestic violence, sexual assault and stalking. If you or someone you know is in an abusive relationship or has been a victim of sexual assault, there are many places to go for help. Many can be accessed 24 hours a day, seven days a week, 365 days a year. On campus, free and confidential support is provided at both Counseling Services and Health Services.
Food Pantries
Food insecurity is a growing issue, and it certainly can affect student learning. The ability to have access to nutritious food is incredibly vital. The Falcon Bazaar, located in Hammond G15, is stocked with food, basic necessities, and can provide meal swipes to support all Fitchburg State students experiencing food insecurity for a day or a semester. The university continues to partner with Our Father's House to support student needs and access to food and services. Note that students do not have to provide proof of residency. You just have to show your Fitchburg State One Card to access the pantry. If you or someone you know is concerned about finding meals, please consider utilizing these services.
Study/Life Breaks
We all need a break every so often. Here are some of the options on campus:
Library Reading Nook (for extracurricular reading - first floor)
Academic Support
We use quite a bit of technology in this course. If you are having difficulty with a device, please talk to IT as soon as possible.
Mission: To help students increase academic achievement, enhance their ability to learn, apply knowledge, develop study habits, become more self-directed learners, and build critical thinking skills.
What We Offer:
Free tutoring to all Fitchburg State University Students in over 80 courses
Individual Tutoring
Small Group Tutoring
Walk-in Math Center
Walk-in Writing Center
E-tutoring
MTEL preparation
Location and Hours: Located in room 306 of the Hammond Building. Office Hours: 8AM-5PM Monday to Friday.
If you have research or service related questions, please use our live chat, call the Research Help Desk at (978) 665-3223, or email the Research Help Desk . Staff and librarian contact information can be found on our staff profiles page. You can also schedule a research appointment with a librarian.
Book a Study Room (groups or individuals)
At the library - 9 large study rooms containing a conference table, white board, media viewing equipment, Apple TV, and seating for up to 8 people; 8 small study rooms containing a conference table, computer, and whiteboard.
Useful Information, Offices, and Services
Click here for a map of gender-neutral bathrooms on campus. They are designated with the following sign.
Parents and Parenting
To my knowledge, as of this point, the university does not have an official policy on children in the classroom. There might be disruptions in childcare for a variety of reasons; while it is not an advisable long-term child-care solution, children are welcome in my classes if necessary. I ask that parents and children sit close to the door in case you need to step outside. If you are a parent who is experiencing difficulty in finding time to study, please discuss options with Dr. Tracy to maintain your engagement in the class and your level of work.
The Commuter Affairs Program provides programs, services and facilities that directly address the needs of commuter students. The Commuter Affairs office is located on Ground Level of the Hammond Campus Center. The office is staffed by undergraduate Commuter Assistants who can answer your questions about commuter life, sign out lockers, and assist you in learning about your off-campus housing options. The lounge features comfortable couches and chairs, high-top tables, and a large television.
We are proud to have you at Fitchburg State University and we appreciate your service to our nation. Managing your educational, military and personal responsibilities can be a challenge, and we strive to provide the services and support necessary to achieve your academic goals.
Course "Rules":
Course "Rules":
Thou shalt...
…TAKE CARE of yourself mentally and physically. (This includes making every attempt to eat and sleep properly and to seek help if needed (see resources above). Research and common sense show that physical and mental stress impedes learning.)
…TALK TO THE INSTRUCTOR. (If there is a problem or a question, particularly about ANYTHING that may prevent you from completing readings/assignments, please talk to me either before or after class or by email. There is much I can do to help, but only if I know there is a problem. Unfortunately, I am NOT a mind reader.)
...PARTICIPATE IN DISCUSSION. (Some of the best insights for understanding texts and deciding on assignment topics comes from sounding ideas off of other people; use the class setting as an opportunity to do this. Also, class will be more interesting for everyone if there is lively discussion.)
…READ and FOLLOW “Writing Expectations” document.
……TALK TO THE INSTRUCTOR. (If there is a problem or a question, particularly about ANYTHING that may prevent you from completing readings/assignments, please talk to Dr. Tracy either before or after class or by email. There is much she can do to help, but only if she knows there is a problem. Unfortunately, she is NOT a mind reader.)
...PARTICIPATE IN DISCUSSION. (Some of the best insights for understanding texts and deciding on assignment topics comes from sounding ideas off of other people; use the class setting as an opportunity to do this. Also, class will be more interesting for everyone if there is lively discussion.)
…remember to COMPLETE your on-going assignments.
…PREPARE questions and thoughts before coming to class. (It will be easier to participate in discussion if a few questions and impressions are brought to class.)
…attempt to MAKE connections between readings.
…DO all of the readings. (Not completing the readings is always very tempting. However, doing so will make it much more challenging to participate in discussion.)
…CREATE drafts of work. (The importance of working on early drafts and soliciting feedback cannot be stressed enough. Turning in work that has not been reread, revised, and proofread automatically indicates a lack of professionalism.)
…PLAN ahead. (There is a schedule attached with all of the readings and assignments; take the time to look at this schedule and plan accordingly.)
…DO outside reading. (It is perfectly appropriate and is encouraged for students to do readings and research outside of what is assigned; this will help to generate more discussion in class and will make writing essays easier.)
Did you know…
Did you know…
…every three-credit course is allowed and encouraged to require a MINIMUM of six hours of work per week OUTSIDE of the time spent in class? This is the national standard. Keep this in mind as you are planning your schedule and thinking about how much effort you are putting into this course.
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