Download E316M - The University of Texas at Austin

 E 316M l American Literature Instructor: Carton, E; Hutchison, C Unique #: 34180-­‐34375 Semester: Spring 2016 Cross-­‐lists: N/A Areas: II Flags: Cultural Diversity Restrictions: Computer Instruction: Yes Prerequisites: Prerequisite: Completion of at least thirty semester hours of coursework, including English 603A, Rhetoric and Writing 306, 306Q, or Tutorial Course 603A, and a passing score on the reading section of the Texas Higher Education Assessment (THEA) test. Description: This team-­‐taught course in the American literary tradition will explore historical and thematic connections between th
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writers and works from the 17 to the 21 centuries. In doing so, the course will also provide a variety of opportunities for students to increase their enjoyment of and engagement with literature, as well as their skills as analytical readers and writers. The course readings are organized around a central tension in American political, cultural, and imaginative life—to quote the nation’ s two founding documents, the tension between the personal claims of individuals to “life, liberty, and the pursuit of happiness” and the collective interests of “we the people” in “a more perfect union.” The format of this class is an exciting and experimental “hybrid” of interactive online and in-­‐person lectures and discussions. Lectures will be filmed and broadcast live via Canvas from two adjoining studios in Mezes Hall. Students will log in remotely from any computer for each 75-­‐minute class session but will have participatory tasks to perform (including real-­‐time quizzes, polls, questions, and comments). And each class will feature different instructional components, including short lecture segments, debates, interviews with writers and scholars, and live, in-­‐studio seminar discussions with fellow students. This course will: introduce the study of American literature; model methods of literary and cultural interpretation; help students to improve their critical thinking and reading skills. Please note: E316M may be used to fulfill the Humanities component of the University Core Curriculum. As a result, the course addresses the following four core objectives established by the Texas Higher Education Coordinating Board: communication skills; critical thinking skills; personal responsibility; and social responsibility. In addition, this course carries the flag for Cultural Diversity in the United States. Cultural Diversity courses are designed to increase your familiarity with the variety and richness of the American cultural experience. Texts: • Nina Baym, et al, eds., The Norton Anthology of American Literature, Shorter Eighth Edition (Norton; ISBN: 978-­‐039329056 [print and electronic]; 978-­‐0393918854 [print only]) • Tim O’Brien, The Things They Carried (Mariner; ISBN: 978-­‐ 0618706419) These texts are available at the University Co-­‐Op, 2246 Guadalupe. Requirements & Grading: Plus/minus grades will be assigned for the final grade. Engagement (50% of final grade) Although two of the three weekly sessions of this class meet online, the design of the course—and a significant portion of its graded work—depends on students’ active engagement and regular participation in each class session. Lecture Session Participation (15% of final grade) Students are expected to participate in lecture sessions by answering real-­‐time quiz and poll questions and by posing questions to the instructors or responding to comments from other students. These forms of participation will be possible only if students have carefully read each day’s assignment before class and log in ready to answer and raise questions about the material. Discussion Section Participation (15% of final grade) Students are also expected to be active participants in discussion sections. Contributions to discussion section will be measured by, among other things, quality of insights, familiarity with the material, responsiveness to the ideas and comments of classmates in open discussion and in small group work, and willingness to take intellectual risks. Please note: Teaching Assistants may also use quizzes and exercises to determine student preparation for discussion section. Visions and Revisions (20% of final grade) In addition to in-­‐class participation, students will be asked to complete weekly out-­‐of-­‐class exercises. These short critical and/or creative assignments will be announced in lecture on Wednesday and due via Canvas the following Sunday by 8 pm. Examinations (50% of final grade) There will be two 75-­‐minute, online examinations in this course; each will be worth 25% of the final grade for the course. Details on examination formats will be announced early in the semester. Extra Credit (up to 3%) Students can earn extra credit by either volunteering for the “In-­‐Studio Seminar” (3%) or attending one or more of the weekly “Happy Hour with the Professors” conversations (1%). In order to receive credit for the in-­‐studio seminars, students must sign up for a specific seminar via Canvas, complete a short written assignment, show up on time, and participate actively in the discussion. In order to receive credit for a “Happy Hour with the Professors” session, students must sign up for a specific happy hour via Canvas and participate actively in the discussion. Please note: Students who receive the full 3% extra credit for participating in an in-­‐studio Seminar are welcome to attend the Happy Hours but will not receive additional credit for doing so; students who do not participate in an in-­‐studio Seminar may attend a maximum of two Happy Hours for extra credit. For more information, and to sign up for an extra credit opportunity, visit the “In-­‐Studio Seminar” and “Happy Hour with the Professors” pages on the class Canvas site. A Note on Attendance Virtual attendance in the Monday and Wednesday lectures is required. Students who do not log in for lectures in real time and remain actively engaged for the duration will not do well in this course. Moreover, attendance in discussion section is crucial. Any student who misses three discussion sections will be docked a full letter on his or her final grade (e.g., a B would become a C). Any student who misses four discussion sections will automatically fail the course. Students are expected to arrive before discussion section begins, with text in hand, ready to discuss and think about the reading for the day. They are also expected to stay through the entire discussion section. Schedule: Preamble: What but Design W 1/20 Gwendolyn Brooks, “kitchenette building” (Canvas) M 1/25 Robert Frost, “The Road Not Taken” (1920); “Nothing Gold Can Stay” (1922) W 1/27 Robert Frost, “Mending Wall” (1914); “Design” (1924) Declaration: Life, Liberty, and the Pursuit of Happiness M 2/1 Thomas Paine, from Common Sense (324-­‐331) Thomas Jefferson, from The Autobiography of Thomas Jefferson (339-­‐346) Philip Freneau, “The Indian Burying Ground” (399-­‐400); “On the Religion of Nature” (400-­‐401) W 2/3 Benjamin Franklin, from The Autobiography (esp. 254-­‐271, 290, 297-­‐308) Phillis Wheatley, “On Being Brought from Africa to America” (403); “To the Right Honorable William, Earl of Dartmouth” (403-­‐404); “To His Excellency General Washington” (410-­‐411) M 2/8 Anne Bradstreet, “The Prologue” (111-­‐112); “Before the Birth of One of Her Children” (120); “To My Dear and Loving Husband” (120); “Here Follows Some Verses upon the Burning of Our House” (122-­‐123) Edward Taylor, “Prologue” (144-­‐145) Jonathan Edwards, “Sinners in the Hands of an Angry God” (209-­‐220) W 2/10 Ralph Waldo Emerson, “Self-­‐Reliance” (549-­‐566); “Brahma” (582-­‐583) Walt Whitman, “When I Heard the Learn’d Astronomer” (1078) M 2/15 Nathaniel Hawthorne, “Young Goodman Brown” (619-­‐628) Edgar Allan Poe, “The Raven” (688-­‐691); “Annabel Lee” (691-­‐692); “The Fall of the House of Usher” (702-­‐714); “The Tell-­‐Tale Heart” (714-­‐718) W 2/17 Emily Dickinson, “[Success is counted sweetest]” (1193-­‐1194); “[Safe in their Alabaster Chambers -­‐]” (1194-­‐1195); [“Faith” is a fine invention] (1195); “[I taste a liquor never brewed -­‐ ]” (1195); “[I’m Nobody! Who are you?]” (1197); “[There’s a certain Slant of light, ]” (1197-­‐1199); “[I’m ceded -­‐ I’ve stopped being Theirs]” (1201-­‐2); “[I know that He exists]” (1203); “[The Soul selects her own Society -­‐ ]” (1205); “[This is my letter to the World]” (1207); “[The Brain -­‐ is wider than the Sky -­‐ ]” (1208); “[Tell all the truth but tell it slant -­‐ ]” (1213) Frances Ellen Watkins Harper, “Bury Me in a Free Land” (1187-­‐1188); “Learning to Read” (1188-­‐1189) M 2/22 Walt Whitman, “Song of Myself” (1024-­‐1067) W 2/24 Sarah Orne Jewett, “A White Heron” (1597-­‐1603) Kate Chopin, “Désirée’s Baby” (1605-­‐1609); “The Story of an Hour” (1609-­‐1611); “At the ‘Cadian Ball” (1611-­‐1617); “The Storm” (1618-­‐1621) M 2/29 Paul Laurence Dunbar, “An Ante-­‐Bellum Sermon”; “We Wear the Mask (1806-­‐1808) Zora Neale Hurston, “How It Feels to Be Colored Me” (2124-­‐2127); “The Gilded Six Bits” (2127-­‐2135) Langston Hughes, “The Negro Speaks of Rivers” (2222-­‐2223); “Song for a Dark Girl” (2226); “Theme for English B” (2228-­‐2229) W 3/2 Ezra Pound, “A Pact” (1974); “In a Station of the Metro” (1974) William Carlos Williams, “To Elsie” (1966-­‐1968); “The Red Wheelbarrow” (1968); “This Is Just to Say” (1968-­‐1969); “A Sort of Song” (1969) Wallace Stevens, “The Emperor of Ice Cream” (1953); “Anecdote of the Jar” (1957); “Thirteen Ways of Looking at a Blackbird” (1957-­‐
1959); “Of Modern Poetry” (1960-­‐1961) M 3/7 Adrienne Rich, “Storm Warnings” (2565); Diving into the Wreck” (2570-­‐2572) Sylvia Plath, “Morning Song” (2602-­‐2603); “Lady Lazarus” (2602-­‐2604) Lucille Clifton, “homage to my hips” (2664); “wild blessings” (2664); “wishes for sons” (2664-­‐2665); “[oh antic god]” (2665-­‐2666) W 3/9 Examination #1 Constitution: We the People M 3/21 Thomas Jefferson, from The Autobiography of Thomas Jefferson (339-­‐346) From The Federalist Papers #10 (348-­‐353) William Bradford, from Of Plymouth Plantation (81-­‐90) W 3/23 William Apess, “An Indian’s Looking-­‐Glass for the White Man” (499-­‐505) Henry David Thoreau, “Resistance to Civil Government” (843-­‐858) Frederick Douglass, “What to the Slave Is the Fourth of July?” (1002-­‐1005) M 3/28 Abraham Lincoln, “Address Delivered at the Dedication…” (747-­‐748); “Second Inaugural Address” (748-­‐749) Julia Ward Howe, “Battle Hymn of the Republic” (Canvas) Henry Timrod, “Ethnogenesis” (Canvas) Walt Whitman, “Beat! Beat! Drums!” (Canvas); “A March in the Ranks, Hard-­‐Prest, and the Road Unknown” (Canvas) Emily Dickinson, “[My portion is Defeat – today]”; “[It feels a shame to be Alive]” (Canvas) Herman Melville’s “Shiloh”; “America” (Canvas) W 3/30 Louisa May Alcott, “My Contraband” (1249-­‐1263) Charles W. Chesnutt, “The Goophered Grapevine” (1642-­‐1649); “The Wife of His Youth” (1649-­‐1657) M 4/4 Emma Lazarus, “The New Colossus” (Canvas) Abraham Cahan, “A Sweat-­‐Shop Romance” (1659-­‐1667) Sui Sin Far, “Mrs. Spring Fragrance” (1706-­‐1714) Zitkala-­‐Ša, from “Impressions of an Indian Childhood” (1825-­‐1830) W 4/6 Walt Whitman, “Live Oak, With Moss” (1095-­‐1099); “I Hear America Singing” (Canvas) E.E. Cummings, “Buffalo Bill’s” (2138); “‘next to of course god america i” (2138); “I sing of Olaf glad and big” (2139-­‐2140) Langston Hughes, “I, Too” (2223-­‐2224) Allen Ginsberg, “A Supermarket in California” (2548-­‐2549); “America” (Canvas) Billy Collins, “The Names” (Canvas) M 4/11 William Faulkner, “A Rose for Emily” (2182-­‐2188); “Barn Burning” (2188-­‐2200) Flannery O’Connor, “Good Country People” (2524-­‐2537) W 4/13 Robert Lowell, “For the Union Dead” (2491-­‐2492) Adrienne Rich, “Yom Kippur, 1984” (Canvas) M 4/18 Alice Walker, “Everyday Use” (2715-­‐2721) Toni Morrison, “Recitatif” (2587-­‐2600) W 4/20 Sandra Cisneros, “Woman Hollering Creek” (2772-­‐2779) Li-­‐Young Lee, “Persimmons” (2798-­‐2800) Jhumpa Lahiri, “Sexy” (2834-­‐2849) Junot Diaz, “Drown” (2849-­‐2857) Amendment: Stories Can Save Us M 4/25 Tim O’Brien, The Things They Carried (1-­‐136) W 4/27 Tim O’Brien, The Things They Carried (137-­‐273) M 5/2 Martin Luther King, Jr., “I Have a Dream” (2579-­‐2582) Barack Obama, “Remarks by the President in Eulogy for the Honorable Reverend Clementa Pinckney” (Canvas) Sylvia Plath, “Black Rook in Rainy Weather” (Canvas) Robert Hass, “Meditation at Lagunitas” (Canvas) Wallace Stevens, “Final Soliloquy of the Interior Paramour” (Canvas) Theodore Roethke, “The Waking” (Canvas) W 5/4 Examination #2 Policies: Academic Integrity “The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the University is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community.” Any work submitted for academic credit must be your own; it must also be produced expressly for this course. See: http://deanofstudents.utexas.edu/sjs/acint_student.php. Accommodations for Students with Disabilities The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, contact Services for Students with Disabilities at 512/471-­‐6259 (voice) or 512/232-­‐2937 (video phone), or visit http://ddce.utexas.edu/disability/. Course Website The course learning management system is Canvas: http://canvas.utexas.edu/. NB: The majority of the communication for this course will come via Canvas. Do check the site—and your email—regularly. Please also familiarize yourself with CRIT: https://laits.utexas.edu/crit/. Email Protocol Email is fine for brief questions but not substantive ones. Please make ample use of office hours. Office Hours Each Teaching Assistant will hold regular weekly office hours for the purpose of answering specific questions pertaining to course content. The course instructors are also available during their office hours. Religious Holy Days A student who needs to miss class for the observance of a religious holy day should inform the teaching staff in advance. Teaching Assistants Teaching Assistants will play a crucial role in this course. Among other things, they will conduct discussion sections and evaluate student performance. All examinations and exercises will be graded by the Teaching Assistants in consultation with the instructors, who will ensure consistency and fairness. Students with course-­‐related questions or concerns should first consult their assigned Teaching Assistant. This is especially the case with grade disputes. The Teaching Assistants are authorized to resolve any and all grade disputes. Teaching Staff More information about Professors Carton and Hutchison and the Teaching Assistants is available on the “About the Teaching Staff” pages on the class Canvas site. Unique Number TA 34275 Gavit 34280 DeChavez 34285 Andrews 34305 Johnson 34310 Gavit 34315 Andrews 34335 DeChavez 34340 Canfield 34345 Rivera-­‐Dundas 34365 Fuller 34370 34320 34325 34330 34350 34360 34180 34185 34195 34200 34210 34215 34220 34225 34230 34235 34240 34245 34250 34255 34260 34265 34270 34290 34295 Web Site: Canvas Canfield Rodriguez Johnson Jimenez Rodriguez Fuller Schaefer Brozovsky Schaefer Brozovsky Day Day Cronis Emison Escandell Bateman Emison Bateman Cronis Neuman Goheen Escandell Neuman Goheen Jimenez