This semester, we will embark on a journey across approximately 400 years of American literature. Since we cannot explore every nook and cranny along the way, our itinerary will survey the authors who depict Americans charting Journeys of (Self) Discovery across countries, regions and time, as well as to places within the self.

• Why do individuals (real and fictional) embark on journeys?
•  How cultural/ historical moments such as America's discovery, colonization, the Revolutionary War, the early Republic, the Civil War, industrialization etc. influence the journey?
• What do individuals discover in the process?
• For what purpose might these authors have decided to document these real and/or fictional journeys?
• How does the form (historical record, essay, letters, poetry, short stories, novels) which the authors use shape the narrative and/or purpose?

Class Goals:

Gain a fuller understanding of a spectrum of American literature, writers, and literary movements. You will be able to answer the following questions:

  What are the major literary movements and who participated in their creation?
  What IS "American" literature? What are its goals?
  Why do individuals (real and fictional) embark on journeys?
  How cultural/ historical moments such as America's discovery, colonization, the Revolutionary War, the early Republic, the Civil War, industrialization etc. influence the journey?
  What do individuals "discover" in the process?
  For what purpose might these authors have decided to document these real and/or fictional journeys?
  How does the form (historical record, essay, letters, poetry, short stories, novels) which the authors use shape the narrative and/or purpose?

  use appropriate critical vocabulary (setting, theme, climax, ambiguity, narrative perspective)
  annotate a text and suggest the significance of important passages
  identify patterns and details that may uncover meaning
  explore and speculate about textual ambiguities
  express well reasoned opinions about the quality of a work based on textual evidence
  discuss how different critical approaches (new critical, cultural, feminist, African-American and psychoanalytical) expose added insight and complicate interpretations .

  share your insights with your groups and the class to develop individual, original interpretations as well as to arrive at some general consensus about a work
  learn to locate secondary materials (book reviews, criticism, history, art, and audio-visuals) to reconstruct the historical, political, and cultural forces which may have influenced or shaped an author and his or her work.
  evaluate critical articles (critics' contributions, shortcomings, insights, oversights)
  employ critical articles to support your views, but also to explore overlooked ideas

  discuss ways in which literature can increase awareness of ourselves and others
  discuss how literature increases our knowledge of what it means to be human

  exploring meaning / implications as you write critically about a work
  write an organized, thesis-driven argument
  supply sufficient evidence for a persuasive argument
  improve general writing skills (paragraphing to style)
  adapt style and purpose to audience
  learn correct MLA documentation

Required Texts & Materials:

• Norton Anthology of American Literature vols. 1&2 (4th edition)

• Meyer, Thinking and Writing about Fiction

Reserve articles, books, & non-print materials

An e-mail address

A light weight, portfolio

Access to a computer.

A college-level dictionary and thesaurus.

A writing handbook.

Course Requirements:

Spend at least three (3) hours preparing for each class. a) Read, annotate, locate patterns and important images, lines, scenes etc.
b) THINK about what your are reading. What is going on? Why? How does the author present the story? What is ambiguous in the story? Why? How does this story apply to real life?
c) Formulate questions for discussion
d) Prepare for "pop quizzes."
e) Prepare to participate in group / class discussion and activities.   Complete ALL of the longer writing projects.

DISCUSSION FORUM

Submit two "Salient Features" each week to the Discussion Forum (see guidelines in writing section) I will NOT grade these. Your grade depends completely on quantity, though good writing is a courtesy since we will have to read what you write!

I have tried as much as possible to CLOSE the Discussion Forum to the outside world. Only your classmates will read what you write. Feel free to take risks and push your thinking in this SAFE space!

HOW TO:

Post your response by 11:59 p.m. on Monday for credit
To post a message, click on Discussion Forum, enter a topic, and CHOOSE A DISCUSSION CATEGORY from the list I have established. Then, just type. When you are finished, click on submit. That's it!
You can also write in your JOURNAL. Anything you enter here is private until you decide to "publish" it. This may be a good place to keep track of your ideas and class notes when it is your turn to be the Discussion Forum Coordinators of the Week. Discussion Forum Coordinators of the Week (2 people). On your week, you may skip SFs and do the following. a. Moderate the discussion forum for the week. Start it with a question or insight and then post a "week in review" (a summary at the end of the week).
b. Post class notes.
c. Evaluate relevant Web Sites.
d. At the beginning of each class, submit MAPS of the journeys covered in class (1 copy for each class member).
  Map the course of the individual's journey.
Find a map of the time-period if possible. Use the map collection in Wilson Library when possible or search the WWW for historical maps of America.
Reconstruct as much of the details of the journey (real cities, places etc.) as possible
Make copies for class members.   Since you will do a substantial amount of writing, you will NOT have an in-class mid-term. However, you WILL have a cumulative final with identifications and essays. So, take notes, underline in your books. I have tried to eliminate as much material as possible, but there is still lots to learn.

Attendance Policy:

Please arrive on time. Late arrivals are disruptive and show lack of consideration. If you arrive FIVE (5) minutes late, you will be marked ABSENT.
The University attendance policy "excuses" 1) students whose illness requires hospitalization 2) students who are on a team and must attend a competition. However, in the latter, student must bring me a letter from the Athletic Department. I do NOT accept any other "excuses."
Students are required to make-up all missed work. If you are absent, please do the following:
  1. Call 2-5481 to leave a message for me stating that you will be absent.
2. Consult the syllabus for missed and upcoming assignments
3. Contact a class member to confirm the assignment. Absences will affect your FINAL grade:

Only hospitalization or a death in the family are excused. Please submit a letter from your academic advisor or Freshman Dean stating the reason and dates of your absence and a date stating when you will submit missed work. Generic notes from Student Health DO NOT count as excuses. Please do not plan doctor visits during class time.

Please note: I have provided you with my home phone number for EMERGENCIES ONLY. Not knowing correct MLA documentation is NOT an emergency! Before you call me at home, use the class phone list or e-mail me. However, if you have a family emergency or are hospitalized, PLEASE give me a call.

Evaluation:

Your final grade for this class is NOT based on your performance on one paper or one exam. Rather, you will work steadily throughout the semester to achieve the course goals. Effort and improvement are very important. Therefore, work hard, do your best, and you will be rewarded.

Your course pack contains a rubric which defines the standards for "successful" completion of written work. I will use the following scale:
 

	A = 95	B+ = 88	C+ = 78
	A- = 92	B = 85	C = 75
		B- = 82	C- = 72
			F = 64

I will compute grades according to the following percentages:
 

	• Authors and Their Serial Publications	5 %
	• Notes and Queries	5 %
	• Letters	5 %
	• Discussion Forum Leader of the Week	5%
	• Analysis	15 %
	• Discussion Forum	15 %
	• Comparison, Contrast & Critical Analysis	15 %
	• Final	20 %
	• Participation	15 % (see rubric)
	• Attendance	see policy

I will penalize ALL late work. I will deduct a full grade for each 24 hour period (beginning at 10:50 AM) that any assignment is late.
 

	ON TIME	begin w/ an "A"
	24 hours late (1 day)	begin w/ a "B"
	48 hours late (2 days)	begin w/ a "C"
	72 hours late (3 days)	begin w/ a "D"
	96 hours late (4 days)	automatically fail

If during the course of the semester you face circumstances that require special consideration, please see me IMMEDIATELY so that we can plan an alternate time-table.

Writing Center:

I encourage you to use the Writing Center as a resource whenever you would like more assistance (from brainstorming to the finished product) with your papers. Your tutor will send me a letter confirming your attendance. Visits to the Writing Center count as "effort."

Going for help on each writing assignment would be AWESOME! To schedule an appointment, call: 962-7710
I will refer students who receive a B- or lower on any written assignment to the Writing Center. Please do not interpret this as "I can't write." A referral to the Writing Center is not punitive, but meant to permanently strengthen your writing skills.

Honor Code:

Please note: "Your participation in this course comes with the expectation that your work will be completed in full observation of the Honor Code. Academic dishonesty in any form is unacceptable, because any breach in academic integrity, however small, strikes destructively at the University's life and work" (Hardin, "Honor Code Memo").

Furthermore, one extremely serious Honor Code violation you must avoid is plagiarism, "the intentional representation of another person's words, thoughts, or ideas as one's own" (Student Guide 11).