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SyllabusProfessor Len von Morzé English 206/1, MWF 9:30-11:00, Wheatley 01-0047 Fall 2006; Class # 11626; Course ID #015111; 3 units Office Hours: MWF 1:15-2:15 & by appt., Wheatley 06-0091 E-mail: Leonard.vonMorze@umb.edu Office (Voicemail): (617) 287-6531 Course website: http://www.litandwriting.umb.edu (account creation required for access)
Six American Writers Course Description, Policies, and Schedule
The Nitty-Gritty
For general education in the College of Liberal Arts, and the College of Science and Mathematics :
(See the University Advising webpage for further information : http://www.uac.umb.edu/degreq.html.)
For English majors :
(See the English Handbook for further information.)
Note that English 102 is a prerequisite for this course for all students.
Required Texts
Melville, Herman Typee Ed. Geoffrey Sanborn Houghton Mifflin
Douglass, Frederick Narrative Ed. William Andrews Norton Critical Edition
Webb, Frank J. Fiction, Essays & Poetry Ed. Werner Sollors Toby Press
Wharton, Edith The House of Mirth Intro. Anna Quindlen New American Library
Morrison, Toni Sula Plume
Six American Poets Ed. Joel Connaroe R. House/Vintage
Texts are available at the Campus Bookstore. In choosing editions for the course, I have attempted to balance considerations of quality and cost. Thus, while the editions of Melville and Douglass are a few dollars more than some other available editions, they contain supplementary materials that will be required reading for the class. On the other hand, the editions of Webb and Wharton are by far the cheapest available. Please be sure to purchase the correct editions of these texts. If you cannot obtain them, please let me know so that I can put the supplementary readings on electronic reserve.
Description
Through a careful examination of several American writers, this course offers an introduction to key ideas for understanding the development of U.S. culture in the nineteenth and twentieth centuries. These core concepts include liberty and social unity, community and place, democracy and empire, sympathy and sentimentalism, nationality and regionalism, and race and gender. As we read our course texts, I’ll stress the importance of defining these terms in relation to specific historical contexts.
In addition to treating selected works in relation to the time and context in which they were written, the course will investigate the secondary question of how Americans have attempted to elevate written culture through the idea of “literature.” One way in which we make this investigation our own is to see established writers in new ways, writers whose works and lives you may already be familiar with. Another way is to examine examples of great writing which have been previously overlooked. In addition to novels and poetry by five well-known authors, then, we will collectively examine a lesser-known work, Frank J. Webb’s The Garies and Their Friends.
This course will be writing-intensive, as you will regularly be asked to turn in short response papers and essays that explore a central question about the texts we are discussing. In addition to the Garies, course readings will include such well-known contributions to American literature as Melville’s Typee, Douglass’s Narrative, Whitman’s Leaves of Grass, Wharton’s House of Mirth, Morrison’s Sula, and poems by Dickinson, Hughes, and Stevens. Because this class is a prerequisite to further studies in English, I emphasize skills that will translate effectively to other courses in the major. In particular, I will ask you to sharpen your skills of critical reading. We will carefully distinguish between observation, analysis, and argument, talking about how critics move from one to the next. All good critics—yourselves included—start as good readers.
Class Requirements and Grading
Inquiry Papers
I will ask you to submit short responses to the course texts on Mondays. For the text being discussed that day, you will submit a short (2-3 pages) informal response. Sometimes I will distribute topics. They are due at the beginning of the class meeting on Monday. That is, if we planned to discuss The Garies and Their Friends on October 16 you would need to bring your typed response to class that day. If you wish, you may write about one of the texts we will cover that Wednesday or Friday instead; but you may NOT write about a text we have already covered.
You must submit six inquiry papers this semester. These will only be accepted on Monday, and only as responses to that week’s readings. You will not receive credit for an inquiry into an author we have already gone over. Everyone must do the first inquiry paper; after that, you can choose the Mondays when you wish to contribute.
My expectations: These responses are an opportunity for you to take an initial position in relation to our works. In reading these papers, I will look for just two things, both of which are crucial to your success in any English course: (1) close attention to the TEXT, with all observations being grounded in it; (2) true engagement with the AUTHOR, “writing back” to him or her by posing such questions as, What is this author trying to do? These essays must be concrete and specific, quoting the text as needed to support your investigation. Once again, I will sometimes distribute topics ahead of time.
Inquiry papers will be awarded Ö (credit), Ö+ (outstanding), Ö- (low pass) or NC (no credit). More important than the grade, however, will be the written comments on your response, which are aimed both at helping you improve your responses generally and at helping you to think about ideas for revision. You are encouraged to revise these inquiry papers into formal papers.
Six Inquiry Papers—20% of your final grade.
Formal Essays
Essays will range in length from four to six pages. They will be graded on a letter scale (A, A-, B+, B, etc.).
Late paper policy: For every day an essay is late, I will deduct 1/3 of a letter grade. (An A paper would become an A- the next day, a B+ the following day, etc.) I cannot guarantee when late papers will be returned to you. You cannot make up missed in-class work, such as quizzes.
Computer problems: (1) We all have them from time to time. This is why I am allowing you to turn in an inquiry paper or essay one class session late, without penalty, ONCE and only once this semester. (2) Having problems with your printer does not excuse you from having to turn in your essay on time. If your printer absolutely will not function, you must e-mail me your essay before the deadline, and give me a printout of the identical essay as soon as possible. (3) Common sense dictates that you should never give me the ONLY copy of a paper you have written. You need to store a copy on your computer; or, if your computer is unreliable, make a paper copy. If a paper goes missing for whatever reason, you will be required to forward me another copy immediately.
Three Essays—40% of your final grade (10% Essay 1; 15% Essay 2; 15% Essay 3).
Reading Quizzes
We will have several reading quizzes. These will be announced in the class session previous to the day of the quiz. I will not update absent students about upcoming quizzes; it is your responsibility to ask someone else in the class.
Regular Quizzes—10% of your final grade.
Class Participation and Attendance
English 206 is not a distance-learning or independent study class; attendance is mandatory. Your prompt and regular attendance is essential not only to your own progress but also to the success of the entire course. It is important to exchange contact information, such as an e-mail address, with other students who can tell you about any assignments missed. If you miss a class, you will be expected to have completed any assignments required for the next class. If you miss more than six classes, your grade will be lowered; an inordinate number of absences will result in an F for the course. In order to redress natural differences in our levels of confidence in class participation, I will freely make reference to your writings during the semester, asking you to elaborate on strong points you may have made in your essays, or to pose to the class questions that may have come up in your inquiry papers. I also reserve the right to distribute anonymous copies of your work to the class. By doing this, I do not intend to pick on anyone, just to give you an opportunity to speak up. I will also have you do some in-class writing from time to time. You cannot make up missed in-class writings. This course has a demanding reading schedule. I cannot imagine a worse classroom experience than sitting through class if you haven’t done the reading. You won’t even have a basis for deciding whether anything your teacher and other students say makes sense. I’ll have occasional quizzes to check how the reading is going. More importantly, it helps to learn to read actively. This means that you should take notes somewhere, either in the margins or in a notebook after you have read a good chunk of text. Otherwise you’ll spend hours searching for quotations during paper writing, or when you want to introduce evidence into class discussion.
Speaking (including in-class writing)—20% of your final grade.
Final Exam
A series of identification questions, as well as a chance to reflect on the course materials.
Final Exam—10% of your final grade.
Keeping in Touch
I will hold three office hours every week, at the regular times announced above (but which may have to be revised after we have determined our mutual availability). For appointments, I am usually available for office hours during the afternoons. I generally prefer class days, but can occasionally make myself available on Tuesday or Thursday as well. I would like to see all of you during office hours at least twice this semester, if possible.
Disability Accommodations
Section 504 and the American with Disabilities Act of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. Students may obtain adaptation recommendations from the Lillian Semper Ross Center (617-287-7430). They must present these recommendations to each professor by the end of the Add/Drop period.
Basic Guidelines for Papers
While inquiry papers do not need to be titled, essays should be. Your paper should be typed in 12 point font, double spaced, with 1” margins. Please put your name, the date, and the paper assignment in the top corner of the first page. I’d rather you not waste paper on a cover page. I am grateful to students whose papers are kind to my eyes. Please do not make your font smaller than that on this page. I don’t mind if you decide to use a larger font, as long as it’s within reason.
Academic Honesty
The University of Massachusetts defines violations of academic honesty to include, but not be limited to, the following:
A. Submitting an author’s published or unpublished work, in whole, in part, or in paraphrase, as one's own without fully and properly crediting the author. This includes, but is not limited to, submitting unattributed published work, e.g. material from a journal, newspaper, encyclopedia, etc. without proper acknowledgment. B. Submitting as one’s original work materials obtained from an individual or agency. C. Submitting as one’s own original work material that has been produced through unacknowledged collaboration with others. D. Using any unauthorized material during an examination, such as notes, tests, calculators, etc. E. Obtaining answers to examination questions from another person with or without that person's knowledge; furnishing answers to examination questions to another student; using or distributing unauthorized copies of or notes from an examination. F. Submitting as one’s own an examination taken by another person; or taking an examination in another person’s place. G. Gaining or seeking to gain unauthorized access to the computer files of a student or faculty member, or staff member, or altering or destroying those files.
Succeeding in English 206
This is an intensive course requiring much reading and a high degree of involvement in class discussions based on that reading. You will need to set aside enough time to read our class texts thoroughly, marking them as you go, jotting down questions and notes, and returning to sections you find interesting and/or difficult. I will expect you to come to class prepared to discuss material, share ideas, and ask questions. You should bring your books to class with you every day so that you can take part in the large and small-group discussions that will form the backbone of the class. If you attend every class and participate thoughtfully, you will have made an essential step toward success in the course.
Class Schedule
Wed, Sept 6 Course Introduction
Fri, Sept 8 Course Introduction
Mon, Sept 11 Whitman, “Proto-Leaf” and “Walt Whitman” from 1860 Edition of Leaves of Grass—purchase course packet at University Graphics, Quinn Administration Building, Lower Level (available by 9/7) ADD/DROP ENDS SEPT 12 Turn in: First Inquiry Paper (mandatory).
Wed, Sept 13 Whitman, continued.
Fri, Sept 15 Whitman, “Song of Myself,” in Conarroe, pp. 9-24
Mon, Sept 18 Melville, Typee, “Preface” through ch. 2 (pp. 19-33)
Wed, Sept 20 Melville, Typee, chs. 3-15 (pp. 33-120)
Fri, Sept 22 Melville, Typee, chs. 16-19 (pp. 120-48)
Mon, Sept 25 Melville, Typee, chs. 20-25 (pp. 148-81)
Wed, Sept 27 Melville, Typee, chs. 26-29 (pp. 181-205)
Fri, Sept 29 Melville, Typee, chs. 30-34 (pp. 205-39) Nicholas Thomas, “The Art of the Body” (pp. 355-65) Melville criticism—electronic reserve. Mon, Oct 2 Civil War poetry: Melville and Whitman Whitman—in Connaroe, pp. 42-58 Melville—handout
Wed, Oct 4 Douglass, Narrative, prefaces through ch. 2 (pp. 3-19)
Fri, Oct 6 Douglass, Narrative, chs. 3-7 (pp. 20-35) Turn in: Paper #1. Mon, Oct 9 NO CLASS; School Holiday Due to the holiday, inquiry papers may be turned in on Wednesday.
Wed, Oct 11 Douglass, Narrative, through end (pp. 35-80) Robert Stepto, “Narration” (pp. 146-57) Deborah E. McDowell, “First Place” (pp. 172-83) Fri, Oct 13 NO CLASS; Out of Town
Mon, Oct 16 Webb, Garies chs. 1-11 (pp. 25-151)
Wed, Oct 18 Webb, Garies chs. 12-18 (152-221)
Fri, Oct 20 Webb, Garies chs. 19-21 (pp. 222-255)
Mon, Oct 23 Webb, Garies chs. 22-27 (pp. 256-314)
Wed, Oct 25 Webb, Garies chs. 28-32 (pp. 315-371)
Fri, Oct 27 Webb, Garies chs. 33-36 (pp. 372-421) PASS/FAIL DEADLINE COURSE WITHDRAW DEADLINE
Mon, Oct 30 Dickinson, #67 (in Connaroe, pp. 77-78), #108 (78), #258 (79-80), #288 (80), #328 (81), #341 (81-82), #435 (84-85), #441 (85), #449 (85), #584 (90-91), #712 (93), #754 (94-95), #986 (97), #1732 (105); #528 (handout), #1651 (handout)
Wed, Nov 1 Dickinson, continued.
Fri, Nov 3 Dickinson, continued. Turn in: Paper #2.
Mon, Nov 6 Wharton, House bk.1, chs. 1- 4 (pp. 1-51) PASS/FAIL AND COURSE WITHDRAW DEADLINES NOV 9
Wed, Nov 8 Wharton, House bk.1, chs. 5-8 (pp. 52-102)
Fri, Nov 10 Wharton, House bk. 1, chs. 9-12 (pp. 102-45)
Mon, Nov 13 Wharton, House bk.1, chs. 13-15 (pp. 146-89)
Wed, Nov 15 Wharton, House bk. 2, chs. 1-3 (pp. 191-32)
Fri, Nov 17 Wharton, House, bk. 2, chs. 4-7 (pp. 232-75)
Mon, Nov 20 Wharton, House to end (pp. 275-350)
Wed, Nov 22 NO CLASS; Thanksgiving Recommended: Start Sula on your own
Fri, Nov 24 NO CLASS; Thanksgiving
Mon, Nov 27 Hughes, “Aunt Sue’s Stories” (in Connaroe, p.231), “Dream Variations” (232), “The Weary Blues” (233-34), “Sylvester’s Dying Bed” (234-35), “Bad Luck Card” (235), “Life Is Fine” (241-42), “Still Here” (242), “Cross” (245), “Mother to Son” (247), “Madam’s Calling Cards” (251), “Advice” (256), “Blues at Dawn” (257), “Harlem” (257), “The Negro Speaks of Rivers” (handout), “I, Too” (handout), “Theme for English B” (handout)
Wed, Nov 29 Stevens, “Sunday Morning” (in Connaroe, pp. 117-21), “Anecdote of the Jar” (122), “Thirteen Ways of Looking at a Blackbird” (125-27)
Fri, Dec 1 Morrison, Sula pp. 3-48
Mon, Dec 4 Morrison, Sula pp. 49-85
Wed, Dec 6 Morrison, Sula pp. 89-137
Fri, Dec 8 Morrison, Sula pp. 138-74 (to end)
Mon, Dec 11 Wrap-Up
Wed, Dec 13 LAST DAY OF CLASS Turn in: Paper #3.
Dec 18-22 FINAL EXAM PERIOD
· Webb, Garies chs. 1-11 (pp. 25-151)
Wed, Oct 18 Webb, Garies chs. 12-18 (152-221)
Fri, Oct 20 Webb, Garies chs. 19-21 (pp. 222-255)
Mon, Oct 23 ` Webb, Garies chs. 22-27 (pp. 256-314)
Wed, Oct 25 Webb, Garies chs. 28-32 (pp. 315-371)
Fri, Oct 27 Webb, Garies chs. 33-36 (pp. 372-421) PASS/FAIL DEADLINE COURSE WITHDRAW DEADLINE
Mon, Oct 30 Dickinson, #67, (77-78), #108 (78), #258 (79-80), 288 (80), 328 (81), 341 (81-82), 435 (84-85), 441 (85), 449 (85)
Wed, Nov 1 Stevens, “Sunday Morning”; “Anecdote of the Jar”; “Thirteen Ways of Looking at a Blackbird”
Fri, Nov 3 Turn in: Paper #2.
Mon, Nov 6 Wharton, House bk.1, chs. 1- 4 (pp. 1-51) PASS/FAIL AND COURSE WITHDRAW DEADLINES NOV 9
Wed, Nov 8 Wharton, House bk.1, chs. 5-8 (pp. 52-102)
Fri, Nov 10 Wharton, House bk. 1, chs. 9-12 (pp. 102-45)
Mon, Nov 13 Wharton, House bk.1, chs. 13-15 (pp. 146- 89)
Wed, Nov 15 Wharton, House bk. 2, chs. 1-3 (pp. 191-32)
Fri, Nov 17 Wharton, House, bk. 2, chs. 4-7 (pp. 232-75)
Mon, Nov 20 Wharton, House to end (pp. 275-350)
Wed, Nov 22 NO CLASS; Thanksgiving Start Sula on your own
Fri, Nov 24 NO CLASS; Thanksgiving
Mon, Nov 27 Hughes, “Aunt Sue’s Stories,” “Dream Variations,” “The Weary Blues,” “Sylvester’s Dying Bed,” “Bad Luck Card,” “Life Is Fine,” “Ballad of the Girl Whose Name Is Mud,” “Cross,” “Mother to Son” () “The Negro Speaks of Rivers,” “Theme for English B”—handout
Wed, Nov 29 Stevens, “Sunday Morning,” “Anecdote of the Jar,” “Thirteen Ways of Looking at a Blackbird” (in Connaroe, pp. 117-21, 122, 125-27)
Fri, Dec 1 Morrison, Sula pp. 3-48
Mon, Dec 4 Morrison, Sula pp. 49-85
Wed, Dec 6 Morrison, Sula pp. 89-137
Fri, Dec 8 Morrison, Sula pp. 138-74 (to end)
Mon, Dec 11 Wrap-Up
Wed, Dec 13 LAST DAY OF CLASS Turn in: Paper #3.
Dec 18-22 FINAL EXAM PERIOD
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