335 Master Syllabus+Course Outline

7/31/2019 335 Master Syllabus+Course Outline

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Darin L. Hammond Rigby Hall 300 496-4382 email: [email protected] Page | 1

AmericanLiteratureRealismandModernismENG335

Course DescriptionThe purpose of this course is to develop an understanding of the

Realism and Modern Periods in American Literature. In our

study of these periods, we will include the major movements,

genres, and authors. We will place the literature in a relevant

cultural and historical context and examine how history and

literature interrelate. We will use the fundamental tools of

literary interpretation in the discussion, analysis, and evaluation

of the literature.

Course OutcomesStudents will:

Understand and appreciate literature as a valuablesource of intellectual, emotional, and aesthetic

experience reflecting and enriching the human

experience.

Read literature within such contexts as nationality,historical period, ethnicity, and culture.

Apply appropriate critical theories to literary texts.

Continue developing library skills for literary researchand document formal writing according to MLA

guidelines.

Integrate secondary texts into written work.Texts and MaterialsBaym, Nina. ed. The Norton Anthology of American Literature.

Vols. C & D. 7th

ed. New York: W. W. Norton, 2007.

OrganizationThe course will be comprised of the following assignments (point

totals are approximate and subject to change):

Quizzes and In-class Writing (approximate points) 150

Reading/Writing Discussion Boards 75

I-Analysis 25

Short Paper 50

Informal Research Presentations 10

Oral Presentation 50

Discussion Group 10

Writing Portfolio

6-8 Page Paper Revised Short Paper I-Analysis 3Discussion Board Responses

150

Final ExamJigsaw Teaching Sessions and Lesson

Plan

__50

570Late Assignments Not Accepted

All assignments due at beginning of class

Daily Quizzes

Quizzes will be given at the beginning of most classes. Thepurpose of these quizzes is not to trick you but to rewardyou with points for attending class and for doing yourreading carefully. To illustrate my goodwill, during the quiz

you can use any handwritten reading notes you have taken(not notes written in your book, however).Quizzes cover thedays reading and can take three different forms: 1) formalfive question quizzes, 2) cold call quizzes where I call onstudents randomly to respond to questions orally, and 3)

various in-class writing tasks.These quizzes cannot bemade up under any circumstances except Universityexcused absences.Since each quiz is only worth fivepoints, missing one or two will not damage your grade, butbe careful as these points do add up.

Reading/Writing Discussion Boards

About once a week, we will have discussion board responsesbased upon what we read. Usually students enjoy this projectbecause it is a forum to express your own opinion aboutwhat you have read, and it is also interesting to see whatother people think. We may, at times, use your responses asstarting points for in-class discussions, and your writingcould be selected and read aloud in class.

Reflective Learning BlogAt the end of each week, you will reflect on your experiencesrelated to our class on a blog on our I-Learn page,discovering what you have learned through your reading andstudying, in-class discussions, research, writing, etc. You willrespond to questions such as

What have you learned this week? How have you participated this week in class?

I-Analysis

For the I-Analysis, you will pose an insightful question about a

work and then find passages from the reading that help you

develop conclusions about your question. This assignment is

prewriting for the short paper.

Short Paper

You will write a short (2 page) paper which offers a brief

response to a work we have read midway through the semester.

You have the option of basing this on you I-Analysis

Informal Research Presentation

At some point in the semester, you will be asked complete a

couple of informal research tasks that deal with a critical theory

in relation to a work we are studying. You will report your

findings to the class in several five minute presentations.

Oral Presentation

You will sign up for one oral presentation that you will do in

groups of two or three. The presentation will be about one

historical events or periods listed on the course outline.

Discussion Group

You will also sign up for a discussion group. For this

assignment, you will simply come to class with written questions,

prepared to discuss an assigned work with a group of four

students. You should also be prepared to respond to questions

posed by the class and the instructor. The class will form a circle

around the small group and observe the conversation. The


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discussion group will then bring the class into the discussion You

will be evaluated on your level of participation.

Writing Portfolio

This is our major project for the semester, and the centerpiece of

the portfolio will be 6-8 page paper about one of the works we

have read during the semester. This paper must include research

on the critical history of the work, and it might include historicalor other research as it is relevant. I anticipate that you will need

at least 3-5 sources to accomplish this effectively. Also, this

portfolio will include your revised short paper, I-Analysis, and 3

model discussion board responses.

Final Exam

For the final exam, you will be assigned an author and works that

you will prepare a 10 minute teaching activity to share in small

groups. You will submit your lesson plan for grading purposes.

Optional Assignment

You have the option of memorizing and reciting a poem or a

passage (you can recite in a group if you would like). Each

recitation you do will be worth 5 points, and you can recite up to

two times. These must be completed BEFORE the last week ofclass, no exceptions.

Policies and ProceduresGrading

In giving feedback on your written work, I see myself as a coach.

In this role, I try to encourage you in things that you are doing

well. I also try to provide you with constructive feedback as a

reader of your paper. You will notice that I react to your paper as

I read through it, with notes in the text and in the margins that

reflect what I am thinking as I read your paper. Since audience

awareness is essential in effective writing, these comments are

intended to help you see and understand how someone besides

yourself reacts to your written message.

In addition to these comments directly on the text of your paper, I

will provide you with a feedback form which will give you a

quick view of your performance on specific skills pertaining to

each assignment. In this class you are not in competition with

each other for a grade, but you are evaluated on your mastery of

the skills essential to the writing task. I will provide you with the

feedback form for each task when you receive the assignment.

This will allow you to become familiar with each of the criteria

prior to my evaluation of your work. I hope that these feedback

forms will become revision guides as you move from assignment

to assignment.

The third form of feedback that you will receive from me is an

end note at the bottom of the feedback form. I usually keep these

very brief and address my comments to you personally. All three

forms of feedback are intended to coach and help you. You will

be most effective in progressing as a writer if you accept the

feedback with humility and a desire to improve rather than

becoming defensive about your writing. Please remember that I

am on your side, and I want you to succeed. Nothing will make

me happier than every student in the class raising their skills to a

level where everyone receives an A.

Of course a grade will be attached to your written work, based

upon the project as a whole. This is called holistic grading, and it

means that the grade reflects the overall effectiveness of the

project with all of the individual parts and skills taken into

consideration. The grade will be applied in accordance with the

following scale.

A = 100 - 94% ExcellentA- = 93 - 90%

B+ = 89 - 87% Very good

B = 86 - 84%

B- = 83 - 80%

C += 77-79% Average

C = 76 - 74%

C- = 73 - 70%

D+ = 69 - 67% Below average

D = 66 64%

D- = 63 - 60%

F = 59% Incomplete

I am always happy to discuss any graded assignment with you,

but to encourage you to take responsibility for your own work, I

need you to do a couple of things for me. First, wait 24 hours to

schedule an appointment with me. This will give both you and I

some distance from the paper and some objectivity. Second, this

will also provide some time for you to think of some revision

ideas for your paper. Please come to this conference with at least

three ideas to improve your paper, and this will be a starting point

for our discussion.

Please be aware that no single paper or assignment can destroy

your grade. I make an effort in the class to balance the points

that come from the papers with other assignments such as quizzes

and draft work.

Attendance

Since much of our learning will take place in class as we discuss,

analyze, and write together, attendance is mandatory. You can

earn an extra percentage point on your final grade with your

perfect attendance. You are allowed two absences, and each

absence thereafter will result in a final grade reduction of one

percent. Eight absences or more will be grounds for failure of the

course. I make no distinction between excused and unexcused

absences (unless they are university sanctioned absences), so plan

your absences accordingly. Three late arrivals (after the prayer)

will equal an absence. Absence is never an excuse for a late

assignment, no exceptions, so talk with me before the due

date if you are having problems. Also, quizzes cannot be

made up under any circumstances.

Class Participation

You are expected to come to class daily with your reading and

writing assignments accomplished and ready to discuss ideas

with the class and small groups as suggested in the BYU-I

Learning Model. If you do not participate in class, your learning

will be hindered, and your grade will be affected. Your grade can

be reduced by up to 20% if over the course of the semester you

have failed to be an active participant in the learning of the class.


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You will account for your participation and learning in weekly

reflective learning blog entries.

I-Learn and Email

For this class you will be expected to monitor your campus email

and blackboard daily. Frequently you will receive assignments,

instructions, reminders, etc., and you will be expected to accessthose before our class period. In addition, lost or missed

handouts can be accessed through blackboard. All major

assignments will be posted as attachments on discussion boards.

If you access your campus email rarely, forward your mail to the

address you use.

Conferences

I always love to collaborate with you in your reading and writing.

Please feel free to come by my office or chat after class.

Remember as we meet together that I cannot take over your

paper. In other words, I am here to be a sounding board and a

reader for you. You cannot simply send me an email draft of

your paper asking me to make it an A or to fix it for you. The

paper would become mine instead of yours. So, come to our

conferences with three or four areas you would like somefeedback and input on. Remember that it is your paper, and I will

always try to help you make it the best you can without taking it

over. Also, students usually find the Writing Center extremely

useful in revising their work.

Success

This is an intensive class, but you can succeed, and I want to

assist you. Several things will help in meeting your goals for the

semester:

Regular attendance and active participation in class Thorough studying and application of readings 6 hours minimum studying and writing time outside of

class per week

An inquisitive and open mind with readingslookingfor value rather than flaws

Effective application of writing process on writingprojects: prewriting, drafting, rewriting, editing

Willingness to use resources such as writing center,tutors, textbooks, etc. to revise and polish written work

Individual initiative in generating ideas and goals forimproving reading and writing skills

Humility and dedication in applying feedback frompast assignments to current assignments

Passion and commitment in writing, reading, andlearning

Academic Honesty

The BYU-Idaho Catalog 2007-2008 clearly describes academic

honesty on pages 44-45; I highly recommend that you review thissection. Please consult the catalog for specific definitions of

plagiarism (for example, you can plagiarize unintentionally) and

dishonesty as well as the associated penalties.

Grievances

I make every reasonable effort to consider your attitudes, values,

beliefs, and feelings as I choose material to teach course-related

concepts. I take great care in choosing the works we read. In the

unlikely event that I offend you or, in your opinion, I overstep my

bounds, please come talk to me about it. I promise to listen to

your concern, to take it seriously, and to explain my actions, if

necessary. Follow this New Testament advice, offered by the

Savior: [I]f thy brother shall trespass against thee, go and tell

him his fault between thee and him alone (Matthew

18:15). Finally, consider the following excerpts from a 1995

Scrollarticle:

There are several steps students can take if they have anyconcerns about a teacher, his/her teaching method, or the way

students are treated in the classroom. The first and most effective

way is to talk to the teacher directly. This step solves 90% of

problems between teachers and students, [Max] Checketts

[academic vice president at BYUI] said. If students dont

understand what is being taught, they should go directly to the

teacher for clarification. Students have the right to contact the

professor and make an appointment with him or her to discuss

concerns. Going to someone above the teacher first is a waste of

time, Checketts said. Students will have better luck if they

start at the bottom; itll save a lot of extra headaches. Students

end up talking to the teacher anyway. Teachers have the right to

hear student concerns about them first. By going to someone

above them, students are not giving teachers the opportunity to

represent themselves fairly. However, if a teacher is unwilling tolisten, students can call the department chair, wholl mediate

between them. Again, its best to start with the teacher. This

concept is the inspired counsel Jesus gave in Matthew 18:15-16,

Checketts said. Another concern students have is the subject

material being presented to the class. [BYUI] cant skip

teaching sensitive issues. Were a Church school and we must

give the same education as one would get at another

[university]. What better place could there be to deal with

sensitive matters? [BYUI] has the difficult task of balancing

the influence of the Church with the influence of academics,

Checketts said.

Special Limitations

The BYU-Idaho Catalog 2007-2008 defines the Following

admission guidelines, BYU-Idaho is committed to the full

inclusion of all otherwise-qualified individuals who can benefit

from its educational programs and activities. The Office of

Services for Students with a Disability (SSD), located in McKay

Library, East 158, assists in facilitating reasonable academic

accommodations for all qualified students who have documented

learning, emotional, and/or physical disabilities (as defined by

applicable disability law) and have need for reasonable

accommodation.


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AmericanLiteratureRealismandModernism ENG335

SEP13 T

IN CLASS

Introduction to the course The Learning Model Introduce Discussion Board Introduce Oral Presentation Introduce Discussion Group Introduce Quizzes

Better to remain silent and be thought a fool thanto speak out and remove all doubt.

--Mark Twain

15 R DUE

Learning blog by 5:00 PM, Friday (This itemappears each class period as a reminder for theweek)

Discussion board At Least 15 Min. before class,Tuesday (This item appears each class period as areminder for the week)

Print our and read syllabus from I-Learn Mark Twain100-104 The Notorious Jumping Frog of Calaveras

County 104-108

The War Prayer 322-324 Print and read the syllabus closelyINCLASS

Introduce Reflective Learning Blog Introduce I-Analysis

FICTION IS OBLIGED TO STICK TO POSSIBILITIES.TRUTH ISN'T.--MARKTWAIN

20 T DUE

Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15

min. before class, Tuesday

Discussion group Bret Harte 324-326 The Luck of Roaring Camp 326-333 Ambrose Bierce 359-360 An Occurrence at Owl Creek Bridge360-366INCLASS

Introduce Optional Assignment22 R DUE



Oral presentation: American Literature 1865-1914 1-13

Henry James 388-391 The Beast in the Jungle 447-476

INCLASS

Introduce Critical Theory Activity27 T DUE



Discussion Group I-Analysis Due Emma Lazarus 516-518 Poems 518-520 Sarah Orne Jewett 520-522 The White Heron 522-528 Mary E. Wilkins Freeman 625-626 A New England Nun 626-634INCLASS

Introduce Short Paper/Portfolio Introduce Critical Theory Activity

29 R English Dept. Retreatwe will not meetDUE



Kate Chopin 529-531 The Awakening535-565

OCT4 T

DUE



Discussion Group Oral Presentation: Realism and Naturalism 911-

930

Informal Research Presentationscritical theory The Awakening565-595INCLASS

6 R DUE



Informal Research Presentationsjournal article The Awakening595-625INCLASS

11 T DUE



Abraham Cahan 762-763 The Imported Bridegroom764-806IN CLASS

13 R Pre-Professional Conf.Attend Conference

Tentative Outline


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The workings of the human heart are theprofoundest mystery of the universe. One

moment they make us despair of our kind,and the next we see in them the reflection of

the divine image.--Charles W. Chesnutt

18 T DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15


Oral Presentation: Native American Chants,Songs, and Oratory 371-387

Charles W. Chesnutt 688-689 The Goophered Grapevine 689-696 Hamlin Garland 752 Under the Lions Paw 753-762IN CLASS

20 R DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15

min. before class, Tuesday Short Paper Due by 5:00 PM (sharp) in Rigby 300 Charlotte Perkins Gilman 806-808 Poems 821-822 Turned 822-828 Edith Wharton 829-830 The Other Two 830-843INCLASS

Introduce Final Paper"Think as I think," said a man, "or you are abominably

wicked; you are a toad." And after I thought of it, I said,"I will, then, be a toad."

-- Stephen Crane



Oral Presentation: Booker T. Washington andW.E.B. Dubois 663-687, 893-910

Stephen Crane 954-956 Maggie: A Girl o f the Streets957-976IN CLASS

27 R DUE



Maggie: A Girl o f the Streets976-1000IN CLASS

Nov1 T

DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15

min. before class, Tuesday Discussion Group

Jack London 1051-1052 To Build a Fire 1057-1067

IN CLASS


min. before class, Tuesday Paul Laurence Dunbar 1038-1039 Poems 1043-1046 Edgar Lee Masters 1206-1207 Trainor, the Druggist 1207 Doc Hill 1207 Edwin Arlington Robinson 1209-1210 Luke Havergal 1210-1211 Richard Cory 1211 Amy Lowell 1349-1350 September, 1918 1353 New Heavens for Old 1355-1356 Robert Frost 1388-1389 Mending Wall 1390 Birches 1400-1402IN CLASS

"In three words I can sum up everything I've learned about life: it goes on."

--Robert Frost


min. before class, Tuesday Willa Cather 1214-1216

My Antonia1216-1261Most of the basic material a writer works with is

acquired before the age of fifteen.--Willa Cather


min. before class, Tuesday Oral Presentation: Debates Over

Americanization 1147-1176 My Antonia1261-1306IN CLASS

15 T DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class

15 min. before class, Tuesday Oral Presentation: American Literature 1914-

1945 1177-1190 My Antonia1306-1349IN CLASS


min. before class, Tuesday Oral Presentation: World War I and Its

Aftermath 1371-1387


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Carl Sandburg 1436-1437 Fog 1438 Grass 1439 Wallace Stevens1439-1441 The Snow Man 1441 The Death of a Soldier 1450 William Carlos Williams 1462-1464 The Red Wheelbarrow 1469 This Is Just to Say 1472 H.D. (Hilda Doolittle) 1514-1515 Mid-day 1515-1516 Helen 1518-1519IN CLASS



Raymond Chandler 1539-1540 Red Wind 1541-1574IN CLASS The Big Sleep

24 R Thanksgivingno class

All modern American literature comesfrom one book

by Mark Twain called Huckleberry Finn.--Ernest Hemingway


min. before class, Tuesday Oral Presentation: Modernist Manifestos 1499-

1513 Ernest Hemingway 1980-1982 The Snows of Kilimanjaro 1983-1999IN CLASS Discuss portfolio format

Read, read, read. Read everything -- trash,classics, good and bad, and see how theydo it. Just like a carpenter who works as

an apprentice and studies the master.Read! You'll absorb it.

Then write. If i t's good, you'll find out. Ifit's not,

throw it out of the window."-- William Faulkner

DEC1 R DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15

min. before class, Tuesday Discussion Group William Faulkner 1858-1860 As I Lay Dying1860-1892IN CLASS

6 T DUE Learning blog by 5:00 pm, Friday

Discussion board At Least 15 Min. before class 15min. before class, Tuesday

Portfolio Due As I Lay Dying1860-1892IN CLASS

8 R DUE

Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15min. before class, Tuesday

As I Lay Dying1892-1924IN CLASS



Oral Presentation: The Harlem Renaissance Discussion Group As I Lay Dying1924-1955IN CLASS

15-16 IN CLASSFinal Examjigsaw teaching sessions of thefollowing works:1. T.S. Eliot 1574-1576

The Love Song of J. Alfred Prufrock 1577-1580

2. Claude McKay 1686-1687Poems 1687-1690

3. Zora Neale Hurston 1700-1701How It Feels to Be Colored Me 1710-1713The Gilded Six-Bits 1713-1721

4. E. E. Cummings 1807-1808Poems 1808-1816

5. F. Scott Fitzgerald 1822-1823Winter Dreams 1823-1839

6. Thomas Wolfe 1999-2001The Lost Boy 2001-2020

7. Sterling Brown 2020-2021Poems 2021-2026

8. Langston Hughes 2026-2027Poems 2027-2037

9. Kay Boyle 2037The White Horses of Vienna 2038-2049

10. John Steinbeck 2049-2050The Leader of the People 2050-2060

11. Countee Cullen 2060-2061Poems 2061-2065

12. Richard Wright 2066-2067The Man Who Was Almost a Man 2067-2075

"Genuine poetry can communicatebefore it is understood."

--T.S. Eliot

335 Master Syllabus+Course Outline

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