Emerson, EL 115H Syllabus (F18) 1

ENGLISH 115H: READING IN ACTION

Whitworth University – Fall 2017

D. Berton Emerson, PhD Email: dbemerson@whitworth.edu Phone: 509.777.3267 Office: Westminster 134 Office Hours: Mon. 9:00-11:30am; T/Th 12:30-2:15

CLASS MEETINGS T/Th – 2:20-3:40pm Room: Dixon 105A Websites: dbemerson.org/el-115h & el115h.pbworks.com

COURSE DESCRIPTION Few human activities seem more intimately personal than reading. And yet, in our current moment, the presumably private act of reading has become a deeply polarizing public issue. Truth be told, it has always been so. Who reads, what we read, and what we do with that reading have always had social and political ramifications: books have been censored or banned outright by various governing bodies; teaching enslaved people in the Americas to read has been a criminal offense; religious fundamentalists have assumed the content in their books supersedes civil laws; tracts have persuaded millions to sacrifice life and limb for a cause. As such, the course takes on the topic of “reading in action” as a way both to account for the ways that we read privately and publicly and to understand the translation of the ingestion of reading to both visible and invisible forms of action. Throughout the class students investigate the various ways we read – for pleasure, for discovery, for wisdom – and think about the act of reading (and literacy more broadly) as it relates to status, empowerment, and disempowerment. We start with foundational issues of the U.S. nation and faith in a unit that combines readings of the Tony-award winning musical Hamilton as fiction of founding alongside the work of renowned historian Mark A. Noll and his assessment of the U.S. historically as a Christian nation. We then address a variety of 19th-century issues – specifically the relation between reading and anti-slavery politics – in famous texts like Narrative of the Life of Frederick Douglass and Uncle Tom’s Cabin. We bring this historical tension between marginalization and American ideals to the present with Claudia Rankine’s Citizen: An American Lyric. As a final component, we conduct archival research in the University Archives in order to translate our concerns with power – both historically and in the present – in the Whitworth community. REQUIRED TEXTS Stowe, Uncle Tom’s Cabin (Norton Critical Edition, 978-0-39393-399-4) Rankine, Citizen, An American Lyric (Graywolf, 978-1-55597-690-3) Hamilton (Original Broadway Cast Recording), (available at iTunes) Additional materials made available online

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COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES By the end of the course, students will have: [Knowledge] acquired a list of critical terms crucial to the understanding of literature and its interaction in culture; gained familiarity with conventions of genre and the relationship between form and content; made connections between discrete texts and larger cultural phenomenon, historically and in the present. [Critical Skills] developed an analytical approach to fictive and non-fictive prose, drama, and poetry; moved toward becoming articulate in interpreting literature, especially in the written word by means of integrating primary textual evidence; enhanced college-level literary analysis; developed primary text literacy through archival research. [Disciplinary Understandings] explored what it means to study literature as a discipline and to think about the possibilities for further study; examined the various ways we read, the ways that reading translates into actions, and the ways that both reading and action fashions certain types of community. Per the Whitworth catalog, “at the completion of lower-division coursework, English majors should have acquired (1) a command of foundational literary terminology; (2) a basis for understanding the themes and histories of British, American, and world literatures; (3) the ability to craft critical readings responding to a variety of literary genres; and (4) experience writing in different genres.” HUMANITIES (HU) GENERAL EDUCATION CREDIT Courses in Humanities introduce students to the rich tradition of humane letters. Study focuses on the embodiment of human experience, thought, and values through the scrutiny of text and symbol. Upon completion, students should be able to: • apply analytical skills in order to understand and appreciate intellectual and creative

human endeavors [e.g., in this course, our written and verbal analyses of complex literary texts from a variety genres and perspectives];

• understand the connection of text or symbols to the history, the culture, or the development of the product itself [e.g., in this course, our attention to the ways context affects literary production and reception]; and

• understand that the meaning of text, symbol, or event can be affected by the interpreter [e.g., in this course, our attention to various interpretive approaches to the literature].

ATTENDANCE Students should attend all class sessions throughout the term. Circumstances might cause absences, but students are responsible for all assignments that are due and material covered in any missed class. If a student misses a class, check the website and ask a classmate for details; the professor would also appreciate an email as expediently as possible, preferably before class. CELL PHONES, TABLETS, & LAPTOPS Proper use of tablets or laptops to take notes, look up a definition, or complete in-class writing tasks is acceptable. Checking email, surfing the web, texting, being on social media, or otherwise ignoring what is happening in class on a given day is not. I suggest you avoid improper use because: (1) studies show that multitasking (e.g. participating in discussion and glancing at social media updates) hinders the cognitive work asked of students; (2) the attraction to these devices draws on emotions in ways that the intellect struggles to overcome (i.e. elephant/rider theory); and (3) devices are unfairly distracting to nearby peers (i.e. akin to second-hand smoke). WRITING SUPPORT The Whitworth Composition Commons (WCC) offers individual and small-group writing consultations to any person affiliated with Whitworth. You can visit the Commons for feedback on any aspect of writing, including getting started on an assignment, developing an argument, or final revising and editing. PowerPoint presentations, conference posters, and other multimodal compositions are also welcomed! Sessions are somewhat short (30-60 minutes), so come with some specific questions about your project. To make an appointment for a consultation, navigate to www.whitworth.edu/compositioncommons, click on the “Make an Appointment” button, and follow the instructions provided. Meet your consultant in the Commons’s physical location: Cowles Library Room 242. ACADEMIC HONESTY Please note the university's policy on academic honesty (available in the Whitworth Catalog and the Student Handbook). Consequences for any form of dishonesty may range from a failing grade on a specific assignment to a failing grade in the course. Violations of the academic honesty policy become part of your educational record.

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SPECIAL NEEDS AND ACCOMODATIONS Whitworth University is committed to providing its students access to education. If you have a documented physical or mental/psychological impairment that impacts your ability to learn and perform to your potential in the classroom, contact the Office of Educational Support Services (ESS) in Student Life to identify accommodations that can help mitigate barriers to your success. Students must contact ESS each term in order for faculty/staff to be notified of your accommodations. Services are not retroactive. To request accommodation, fill out an application on the ESS webpage: https://www.whitworth.edu/cms/administration/educational-support-services/

Contact Info: Katie McCray, Coordinator for Educational Support Services Phone: 509.777.3380 | Email: kmccray@whitworth.edu

TITLE IX Whitworth University faculty members are committed to the well-being of each student. It is common for students to discuss non-course related issues with faculty and, when possible, faculty will keep such conversations strictly confidential. However, because federal law views faculty members as mandated reporters of any incidents of sexual misconduct, if a student informs a faculty member of an issue of sexual harassment, sexual assault, or discrimination, the faculty member is required by federal law to bring it to the attention of the Title IX Coordinator, Rhosetta Rhodes. The Title IX Coordinator will make the student aware of all options and resources available to them under Whitworth University policies and under the law. There are Whitworth University employees whom federal law does not view as mandatory reporters, to whom a student could speak without the conversation being reported to the Title IX Coordinator. These include counselors in Counseling Services, health center staff, and any of the university chaplains on the staff of Campus Ministries.

Contact Info: Rhosetta Rhodes, Title IX Coordinator, Vice President for Student Life an d Dean of Students Phone: 509.777.4536 | Email: titleixcoordinator@whitworth.edu Counseling Center: 509-777-3259; Schumacher Hall Campus Ministries: 509-777-4345; Seeley G. Mudd Chapel Health Center: 509-777-3259; Schumacher Hall

NON-DISCRIMINATION Whitworth University is committed to delivering a mission-driven educational program that cultivates in students the capacity to engage effectively across myriad dimensions of diversity. Whitworth University is committed to the fair and equal treatment of all students in its educational programs and activities. The University does not discriminate against students based on race, color, national origin, sex, gender identity, sexual orientation, religion, age, or disability and complies with all applicable federal or state non-discrimination laws in its instructional programs. FAIR AND EQUITABLE TREATMENT Whitworth University professors strive to treat all students fairly and equally, applying the same rigorous standards and expectations to each of our students and working to invite students from all backgrounds into the challenges and rewards of our academic disciplines. Students who have concerns about classroom fairness should contact Associate Provost Brooke Kiener, McEachran Hall 220, 509.777.4657, bkiener@whitworth.edu. SAFETY INFORMATION Whitworth University cares about your welfare in the event of an emergency. During the first week of this course, please familiarize yourself with safety information posted in this classroom. Please visit https://www.whitworth.edu/generalinformation/health&safety/index.htm if you have further questions. GRADING & ASSESSMENT

A 93-100 B 83-86 C 73-76 D 63-66 A- 90-92 B- 80-82 C- 70-72 D- 60-62 B+ 87-89 C+ 77-79 D+ 67-69 F 59 & below

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Using this general scoring breakdown, students will demonstrate this learning in five areas: 1. DISCUSSION/PARTICIPATION (10%): This class is a learning community, and the quality of each class will in large part depend on your investment in it, as well as your preparation for it. I will provide some lecture in this course, but I will expect you, individually and as a class, to take responsibility in large part for classroom dynamics and discussion. I expect you to treat one another's ideas with seriousness and respect. My evaluation here will focus on your contribution to the class through discussion, engagement, and willingness to take risks. Correspondingly, my evaluation can also be negatively influenced by lack of class preparation, behavioral issues, and absences 2. AGENDA ITEMS (20%) Students submit two agenda items for most class periods, sometimes individually, sometimes in assigned pairs of groups. (Instructions will be provided each time.) These are submitted our course workspace at pbworks.com by 12 noon on the day of each class, and we will use them to prompt discussion. Agenda items should provide evidence of engaged reading and reflect developing understandings of course concerns. Details to be discussed in class.

3. THINK-PIECES (30%) About every second or third week, students will write a 2-3-page think-piece that addresses any particular issue from the text under consideration. (By two-pages, I mean typed and double-spaced, so roughly 600-900 words, submitted via email as well as copied and pasted onto pbworks.) Students should use each think-piece to demonstrate their intellectual engagement with primary (and eventually secondary) material. Write on any topic you deem appropriate for the concerns of our course, but make sure you’re providing sufficient textual evidence and analysis. Avoid making random, loosely connected comments; rather, compose a coherent, in-depth observation that enhances our understandings of the texts. Revision(s) possible. Further instructions on separate assignment sheet.

4. FINAL PROJECT: WORKING WITH ARCHIVES (40%) With the first two-thirds of the semester spent reading famous historical and contemporary texts, we interact with well-preserved and reproducible archives; in other words, we receive readings that have been preserved and passed down to us from positions of empowerment (e.g. well-financed publishers, reputable academics, popular successes). In the final phase, we turn to a set of texts that have achieved preservation, but largely sit in containers waiting for scholars with primary text literacy to exercise some good reading and action. In this final project, students will work in groups with select collections of primary texts drawn from the Whitworth University archives. With class support from the University Archivists and Research Librarians, groups will examine primary texts, explore relevant secondary materials, and produce new digitized archives that demonstrate a novel sense of scholarly reading and action. Further instructions on separate assignment sheet.

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CALENDAR

UNIT I – “…WHO LIVES, WHO DIES, WHO TELLS [THE] STORY”

Week 1 – Making Stuff Up 9/6 – Syllabus Distribution and Course Concerns; Hamilton, Libretto & Listening Party #1 Week 2 – Rise Up! 9/11 – Hamilton, Libretto & Listening Party #2 9/13 – Close-reading Hamilton *Think-Piece #1 due Week 3 – Archives and Criticism 9/18 – Hamilton, #hamildays + critical responses; Janet Hauck (University Archivist) in class 9/20 – On the Whiskey: Chernow, Alexander Hamilton “The Wicked Insurgents of the West”; Bouton, Taming Democracy, Introduction and “The Pennsylvania Regulation” (pdfs) Week 4 – Assessment and Revision 9/25 – from Noll, Race and Politics in America; Kendi, “Prologue,” Stamped from the Beginning *7pm – Simpson-Duvall Lecture – Mark Noll 9/27 – On Slavery: Nash, “The Tri-colored American Revolution” and “The Black American’s Revolution” (pdfs)

*Think-Piece #2 due

UNIT II – RACE, GENDER, AND THE POLITICS OF MARGINALIZATION

Week 5 – The First Best Seller 10/2 – Stowe, Uncle Tom’s Cabin, Preface-Ch. VIII (3-80); excerpts from National Era 10/4 – Stowe, Uncle Tom’s Cabin, Ch. IX-XIII (80-139); Janet Hauck (University Archivist) in class Week 6 – Here Come the Waterworks… 10/9 – Stowe, Uncle Tom’s Cabin, Ch. XIV-XIX (139-227) 10/11 – Stowe, Uncle Tom’s Cabin, Ch. XX-XXVI (227-280) Week 7 – Feel Right, Act Right? 10/16 – Stowe, Uncle Tom’s Cabin, Ch. XXVII-XXXVIII (281-373) 10/18 – Stowe, Uncle Tom’s Cabin, Ch. XXXIX-XLV (373-418)

*Think-Piece #3 due Week 8 – Authentication and Critique 10/23 – Stowe, from Key to Uncle Tom’s Cabin (458-471); Contemporary Reviews (509-545) 10/25 – Baldwin, “Everybody’s Protest Novel” (532-539); Levine, “UTC in FD’s Paper” (577-590); Ammons, “Freeing the Slaves and Banishing the Blacks” (603-616) Week 9 – Citizenship for All 10/30 – Rankine, Citizen (1-86) 11/1 – Rankine, Citizen (87-161)

*Think-Piece #4 due

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UNIT III – CONFRONTING THE ARCHIVE

Week 10 – Engaging the Archive (Meet in Library Classroom) 11/6 – Primary Text Literacy (pdf) 11/8 – Archival Work Day #1 Week 11 – Enriching Discoveries (Meet in Library Classroom) 11/13 – Archival Work Day #2 11/15 – Secondary Resource Workshop Week 12 – Propositions (Meet in Library Classroom) 11/20 – Project Proposal Showcase

*Think-Piece #5 due 11/22 – NO CLASS – Thanksgiving Holiday Week 13 – Reflections on Reading and Action 11/27 – Trouillot, “The Power in the Story” in Silencing the Past: Power and the Production of History 11/29 – Erickson, “Where the Evidence Is: Or, Willie Sutton Visits the Library” Week 14 – How, Then, Shall We Live 12/4 – Coates, “The Case for Reparations” 12/6 – Kleinberg, Scott, and Wilder, “Theses on Theory and History” *Think-Piece #6 due

PROJECT SHOWCASE – FRIDAY, 14 DECEMBER – 10:30-12:30