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AML 3032-601 54157 AMERICAN LITERATURE FROM 18601912
Summer B, 2006
Instructor: Dr. Barbara Malinowska Jolley
MW: 12:30-4:00; DAV 245
Office: DAV 113 and CPR 294 (Tampa campus)
Office hours: MW: 11:30-12:30 by appointment
e-mail: [email protected]
COURSE PURPOSE:
The aim of this course is to study the works of the American writers of the era from
1860-1912-14 ; to discuss changes in trends and preoccupations of the society of the
time and the literary and artistic responses to those changes.
COURSE DESCRIPTION:
The course will survey representative works of American Realists, early Naturalists,
and Regionalists/Local Color writers.. Works of prominent writers, such as W.
Whitman, E. Dickinson, M. Twain, H. James, W.D. Howells, R.H. Davis, S. Crane,
Th. Dreiser, E. Wharton, W.E. B. Dubois, K. Chopin and others will be studied in
addition to selected works by Native Americans. Class lectures will aim to clarify
historical context, literary trends, and a range of aspects in given works as well as to
provide biographical information about the authors of the discussed works.
Whenever appropriate and available, screen versions of literary works or a
presentation of historical context will be shown in class. The students are encouraged
and requested to visit a student Web site (www.wwnorton.com/naal; then click on
Volume C); the proper reference to the information on the web site needed for the
class discussion is indicated on the syllabus (refer to Assignment Schedule).
COURSE OBJECTIVES:
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To be able to analyze works of the selected American authors in relation to the
trends in literature of the era
To be able to analyze literary works in writing
To be able to make comparative connections between the works studied
To be able to discuss the works of American authors in the context of artistic,
literary, social, and political preoccupations of the time
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REQUIREMENTS:
Several elements of instruction will contribute to your overall evaluation:
1. Writing: To practice writing about literary works, you will be required to submit
2 out-of-class papers: a) an analysis: you will briefly analyze (about 2-3 pages) a
literary work (a poem, for instance) or an aspect of a fiction work or drama by an
American author of your choice (the work should not be listed on the syllabus); b)
a research paper: a detailed, researched discussion either in the form of a
comparative analysis (from 6-8 pages). Secondary sources (at least 5 critical
articles about the work/s) should be cited, following either MLA or the style used
in your discipline (in case of the latter, a sample page of the style used should be
included with the paper; non-inclusion of the sample other than MLA will result
in lowering your grade for the paper).
NOTE: Works listed on the syllabus should not be chosen as a material of the
written assignments; in case an analysis of such a work is submitted, the paper will
be disqualified and receive a F(ailing) grade for the assignment.
All written assignments should be submitted on time; late papers will not be
considered unless in a case of documented emergency. If you are absent on the
assignment’s due date, please, make sure that you e-mail me a version of your
paper (otherwise, an e-mailed assignment will not be accepted) and bring a hard
copy to the next class meeting.
2. Presentation: As a part of your grade for participation in class discussions, you
will be required to prepare (as a group project or individually; the choice is yours) a
brief (5-7 minutes) introduction to the work studied of your choice (you will sign up
for the presentation in class); the synopsis of your presentation should be
submitted prior to the presentation; questions/issues for class discussion (if
applicable) should be distributed a week prior to the presentation as study
questions.
3. Exam: there will be one take home examination: midterm.
4. Participation and attendance: Your active participation will contribute to your
final grade as it will prove your familiarity with the assigned reading material and
help you learn how to analyze literary works. The attendance is required, but up to
3 absences will be considered in case of documented emergency; however, you are
responsible for submitting a make-up assignment in such a case; undocumented
absences cannot be made up; any absence above 3 will lower your final grade by
a half of the letter grade.
Religious observance absence policy: Students who anticipate the necessity of being
absent from class due to the observation of a major religious observance must
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provide notice of the dates, in writing, by the second class meeting.
OTHER IMPORTANT CONCERNS:
1) Electronic devices: a) note-taking using laptop computers is allowed; you are also
welcome to tape the class lectures to assure that your notes are as complete as
possible; b) any cellular phones should be either off or in a silent mode; any
phone’s ringing is considered disruptive, and the student whose phone causes
distraction will be requested to leave the class and withdraw from the course.
2) Academic Dishonesty: Any plagiarized paper will be penalized by an automatic
failing grade for the class. The University of South Florida has an account with an
automated plagiarism detection device which allows instructors to submit student
assignments to be checked for plagiarism. Assignments are compared automatically
with a huge database of journal articles, web articles, and previously submitted
papers. Therefore, in addition to a hard copy, each assignment should be
accompanied by a CD or a diskette with the electronic version of the paper. I
reserve the right to submit assignment to this electronic system.
3) Students with disabilities: Any student with certified disability is encouraged to
make an appointment with me during the first week of class to discuss
accommodations. Each student must bring a current Memorandum of
Accommodations from the Office of Student Disability Services that is prerequisite
for receiving accommodations.
GRADING POLICY:
1. Attendance
2. Oral presentation
3. Class participation
4. An analysis
5. A research paper--comparative analysis
6. A midterm examination
20%
15%
10%
15%
30%
10%
TEXT:
The Norton Anthology of American Literature 1865-1914. Vol. C. Sixth Edition
2003.
Recommended: Student Web site: http://www.wwnorton.com/naal, Vol. C.
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ASSIGNMENT SCHEDULE
July
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Introduction to the course.
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Lecture: Various Forms of American Realism: Literary Realism,
Regionalism/Local-Color Writing, and Naturalism. Read: R. Harding
Davis, “Life in the Iron Mills” (handout); W.D. Howells, “Novel Writing and
Novel Reading” (handout), “Editha” (handout) (also, refer to the companion
website, http://www.wwnorton.com/naal, “Explorations,” for more
information on the author and his works in preparation for class discussion);
M. Twain, “The Notorious Jumping Frog of Calaveras County” (pp. 215-219),
“The Art of Authorship” (pp. 407-408), “How to Tell a Story” (pp. 408-412);
B. Harte, “The Outcasts of Poker Flat” (pp. 428-35) (also, refer to the
companion website, http://www.wwnorton.com/naal, “Explorations,” for
more information on the author and his works. Discussion: Characteristic
features of realism in literature: narrator, point of view, tone, and setting;
Realism vs. Regionalism/Local-Color Writing.
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Lecture: Introduction to Regionalism and Local-Color Writing. Read: J.
Ch. Harris, “The Wonderful Tar-Baby Story” (pp. 592-3), “Mr. Rabbit
Grossly Deceives Mr. Fox” (pp. 593-5) (also, refer to the companion website,
http://www.wwnorton.com/naal, “Explorations,” for more information on the
author and his works); S. Orne Jewett, “A White Heron” (pp. 597-604), “The
Foreigner” (pp. 604-620)(also, refer to the companion website,
http://www.wwnorton.com/naal, “Exploration,” for more information on the
author and her works); M. Wilkinson Freeman, “A New England Nun” (pp.
725- 33), “The Revolt of Mother” (pp. 733-44); H. Garland, “Under the
Lion’s Paw” (pp. 811-20). Discussion: Characteristics of Regionalist and
Local-Color Writing: Narrator, Setting, Plot, and Theme.
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Lecture: American Literary Realism. Film: Adventures of Huckleberry
Finn. Read: M. Twain, “Adventures of Huckleberry Finn” (pp. 219407)(also, refer to the companion website, http://www.wwnorton.com/naal,
“Exploration,” for reference guide to more information about the novel and its
author); C. Fenimore Woolson, “Miss Grief” (pp. 437-51) (also, refer to the
companion website, http://www.wwnorton.com/naal, “Explorations,” for
reference guide to more information about the author and her works); A.
Bierce, “An Occurrence at Owl Creek Bridge” (pp. 452-59) (also, refer to the
companion website, http://www.wwnorton.com/naal, “Explorations,” for
reference guide to more information about the author and his works).
Discussion: View of society: gender and class relations in realist in
Twain’s novel and Woolson’s story; the role of the narrative choice;
Disney’s “revision” of Twain’s novel; Narrative point of view in Twain,
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Woolson, and Bierce. An analysis due.
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Class topic: American Literary Realism (continued). Read: H. James,
“Daisy Miller: A Study” (pp. 468-506); “The Real Thing” (pp. 506-24), “The
Beast in the Jungle” (pp. 524-53), “The Art of Fiction” (pp. 553-68); “The
Jolly Corner” (pp.568-90)(also, refer to the companion website,
http://www.wwnorton.com/naal, “Explorations,” for reference guide to more
information about the author and his works); E. Wharton, “Souls Belated”
(pp. 847-66) (also, refer to the companion website,
http://www.wwnorton.com/naal, “Explorations,” for reference guide to more
information about the author and her works). Discussion: Narrative point of
view, manipulation of perception, and use of psychology in realistic
fiction.
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Class topic: Literary Realism Vs. Naturalism/Social Realism in American
Fiction. Read: K. Chopin, “The Awakening” (pp. 633-723), “At The ‘Cadian
Ball” (pp. 622-9), “The Storm” (pp. 629-33)(also, refer to the companion
website, http://www.wwnorton.com/naal, “Explorations,” for reference guide
to more information about the author and her works); Ch. Perkins Gilman,
“The Yellow Wallpaper” (pp. 832-44), “Why I Wrote the “Yellow
Wallpaper”” (pp. 844-5) . Discussion: Characteristics of American
Naturalism, view of society, and gender relations.
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Class topic: Literary Naturalism (continued). Read: S. Crane, “The Open
Boat” (pp. 903-20), “The Bride Comes to Yellow Sky” (pp. 920-27), “The
Blue Hotel” (pp. 927-47), “An Episode of War” (pp. 947-50) (also, refer to
the companion website, http://www.wwnorton.com/naal, “Explorations,” for
reference guide to more information about the author and his work); Film:
The Red Badge of Courage (based on Crane’s novel, recommended for
viewing; on reserve for the class); Th. Dreiser, “Old Rogum and His Theresa”
(pp. 952-65) (also, refer to the companion website,
http://www.wwnorton.com/naal, “Explorations,” for reference guide to more
information about the author and his works); J. London, “The Law of Life”
(pp.972-77), “To Build a Fire” (pp. 977-87)(also, refer to the companion
website, http://www.wwnorton.com/naal, “Explorations,” for more
information about the author and his works); H. Adams, “The Education of
Henry Adams” (pp. 1037-62). Discussion: American naturalism and
Darwin’s determinism; view of society, view of war; elements of local
color, narrative point of view--anticipation of modernist preoccupations
and approach to fiction.
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Class topic: Narratives of Minority Struggle and Resistance: Native
American Voices. Lecture: Introduction to Native American Tradition
and Culture. Read: Cochise, “[I am alone]” (pp. 461-2); Charlot, “[He has
filled graves with out bones]” (pp. 463-5)(also, refer to the companion
website, http://www.wwnorton.com/naal, for reference guide to more
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information about the author and his works); “The Navajo Night Chant” (pp.
987-9), “The Scared Mountains” (pp. 989-91), “Dance of the Atsálei,
Thunderbirds”(pp. 991-94); “Chippewa Songs” (selection from the anthology,
pp. 994-9); “Ghost Dance Songs” (selection from the anthology, pp. 1000-3);
Wovoka, “The Messiah Letter: Cheyenne Version” (pp. 1005-6), “The
Messiah Letter: Mooney’s Free Rendering” (p. 1006); John M. Oskinson,
“The Problem of Old Harjo” (pp. 966-72); Charles Alexander Eastman
(Ohiyesa), “from From the Deep Woods to Civilization” (pp. 798-810);
Zitkala ###a (Gertrude Simmons Bonin), “Impressions of an Indian
Childhood” (pp. 1008-19), “The School Days of an Indian Girl” (pp. 101929), “An Indian Teacher among Indians” (pp. 1029-35). Discussion: Genres
of Native American literature, tone, point of view, view of life, differences
in Native American traditions from different regions, Native American
identity in American society; Native American Literature Vs. American
Literary Realism and Naturalism. A midterm due.
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Class topic: Narrative of Minority Struggle and Resistance: African
Americans, Jewish and Asian Immigrants. Lecture: America after the
Civil War and the Struggle of African American: Washington and
DuBois’ Perspectives on the African Americans’ Place in Society. Read:
B. T. Washington, “Up from Slavery” (pp. 746-80)(also, refer to the
companion website, http://www.wwnorton.com/naal,”Explorations,” for
reference guide to more information about the author and his works); W.E.B
DuBois, “The Souls of Black Folk” (pp. 877-901) (also, refer to the
companion website, http://www.wwnorton.com/naal, “Explorations,” for
reference guide to more information about the author and his works); Ch. W.
Chesnutt, “The Goophered Grapevine” (pp. 782-9), “The Wife of His Youth”
(pp. 789-97)(also, refer to the companion website,
http://www.wwnorton.com/naal, “Explorations,” for reference guide to more
information about the author and his works); A. Cahan, “A Sweat-Shop
Romance” (pp. 822-31)(also, refer to the companion website,
http://www.wwnorton.com/naal, “Explorations,” for reference guide to the
author and his works); Sui Sin Far (Edith Maud Eaton), “Mrs. Spring’s
Fragrance” (pp. 867-76)(also refer to the companion website,
http://www.wwnorton.com/naal, “Explorations,” for more information about
the author and her works). Discussion: Issues, tone, and point of view in
the minority literature at the end of the 19th century and the beginning of
the 20th century.
August
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Class topic: American Poetry and Poets: Walt Whitman. Lecture:
Introduction to Walt Whitman’s Poetry. Read: “Preface to Leaves of
Grass” (pp. 21-35), “Inscriptions” (pp. 35-37), “Leaves of Grass [Song of
Myself]” (pp. 37-79), Crossing Brooklyn Ferry” (pp. 79-84), “Sea Drift--Out
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of the Cradle Endlessly Rocking” (pp.102-6), “Sea Drift--As I Ebb’d with
the Ocean of Life” (pp. 106-9), “Drum Taps--Beat!Beat! Drums!” (pp. 10910), “Drum Taps-- Vigil Strange I Kept One Night” (pp.110-1), “Drum Taps-A Sight in Camp in the Daybreak Gray and Dim” (p. 112), “Drum Taps-Reconciliation” (p.115)(also, refer to the companion website,
http://www.wwnorton.com/naal, Vol. B, “Explorations,” for reference guide
to more information about the poet and his work ). Discussion: Speaker,
tone, imagery, experimentation with line length and social and political
issues in Whitman’s poetry; Whitman and Transcendental values. A
research paper--comparative analysis due.
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Class topic: American Poetry and Poets: Emily Dickinson. Lecture:
Introduction to Emily Dickinson’s Poetry. Read: Poems #249 (“Wild
Night!- -Wild Nights!” (p.175), #258 (“There is a certain Slant of light” (p.
175), #280 (“I felt a Funeral, in my Brain” (p. 176), #303 (“The Soul selects
her own Society” (p. 177), #341 (“ After great pain, a formal feeling comes-”) (p. 181), #435 (“Much Madness is divinest Sense--”) (p. 182), #465(“I
heard a Fly buzz--when I died--) (p. 184), #520 (“I started Early--Took my
Dog--”) (p. 186), #712 (“Because I could not stop for Death--”) (p. 190), #754
(“My Life had stood--a Loaded Gun”) (p. 192), #824 (“The Wind begun to
knead the Grass--) (p. 196), #1078 (“The Bustle in a House--”) (p. 197), #
1125 (Oh Sumptuous moment”) (p. 198), #129 (“Tell all the Truth but tell it
slant--”) (p. 199), #1545 (“the Bible is an antique Volume--) (p. 203), #1651
(“A Word made Flesh is seldom” (p. 206) (also, refer to the companion
website, http://www.wwnorton.com/naal, Vol. B, “Explorations,” for
reference guide to more information about the poet and her works).
Discussion: Speaker, tone, imagery, irony, and experimentation with
punctuation and line length in Dickinson’s poetry; Dickinson’s views on
life and religion.
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Class topic: American Poetry and Poets: Sarah Morgan Bryan Piatt.
Lecture: Piatt and the Poetics of Dramatic Realism. Read: “The Palace
Burner” (p. 422), “A Pique at parting” (p. 423), “In a Queen’s Domain” (p.
424), “Her Word of Reproach” (p. 424), “Army of Occupation” (p. 425),
“Answering a Child” (p. 426). Discussion: Piatt’s dramatic/ dialogue
form, response to political events. Last class: course overview;
evaluations.