ENG 244 Writers of Maine Summer 2014 General Information Instructor: Judith Hakola Communication: mail-­‐ 25 Charles St., Orono, ME 04473 phone-­‐ 866-­‐4091 (home phone); leave message if necessary. Please speak clearly, especially when leaving a number for return calls. email-­‐ [email protected] OR [email protected]; FirstClass-­‐ Hakola course web site (Blackboard): Access by going to http://www.courses.maine.edu Other numbers: to report technical problems with Blackboard: 1-­‐800-­‐696-­‐HELP general info for students: 1-­‐800-­‐868-­‐7000 UMA Bookstore: 1-­‐800-­‐621-­‐0083 Texts: Required for all students: texts available from UMA and UM-­‐Orono Bookstores Maine Speaks, ed. Jeff Fischer (Maine Writers & Publishers Alliance) The Beans of Egypt, Maine, Carolyn Chute (Harcourt Brace/Harvest Book, 1995) Wednesday’s Child, Rhea Côté Robbins (Rheta Press) Additional Book: Choose an additional book set in Maine for the book review assignment. See description in ASSIGNMENTS section of Blackboard for details, including a list of suitable books. Other material: Additional assigned readings are posted to the course Blackboard site in the COURSE DOCUMENTS section. Course Description Almost any literature worth reading is energized by some kind of overt or subtle tension, and the course writings about Maine are no exception. Consider, for example, the constant battle between the people and the weather, the land, and the sea for economic or even physical survival. Consider the effects of such ongoing struggles on the relationships among Maine people—husbands and wives, parents and children, neighbors and those from away. Good writers may show us how such tensions can be successfully resolved or they may simply make us aware of the complexity of the tensions, but they seldom settle for the kind of picture of Maine that we could find on a postcard or a tourist brochure. Even those pieces that present Maine life as idyllic are appealing in part because we know that most of the time life isn't like that—even in Maine. The course objectives listed below reflect this assumption that good literature can “complexify” our understanding of a subject, especially one that we may think we already know quite well. Course Objectives The specific objectives of the course are: • to broaden our understanding of the state and its peoples by reading about its past and present in a variety of contexts; • to deepen our understanding of the state and its peoples by examining the conflicts and contradictions which are characteristic of life in Maine; to recognize in Maine literature the interplay of the specific—situations and issues peculiar to life in Maine—and the universal—situations and issues that affect us all as human beings; • to appreciate the skill with which Maine’s writers and other artists use their talent to help us achieve these objectives. In addition, you will be introduced to two concepts whose mastery will make you a more perceptive reader: (1) the metaphor of lenses—the screens or filters, both personal and cultural, through which we “see” the course material and which influence how we understand and interpret the black marks on white paper (or their electronic equivalent) that constitute the primary texts of this course; and (2) the role of literature in “complexifying” our understanding of situations. Web Format This course is taught entirely on line. However, it is not a self-­‐paced course; that is, you may not do the assigned work whenever you please within the allotted six weeks of the course. There are specific deadlines to be met every week for participation in the discussion forums as well as specific due dates for the prelims, and the final assignment (either a book review ore a synthesis essay). These dates are presented in the syllabus below. If you have a problem meeting any of these deadlines, you must let me know as soon as possible. Evaluation 1. The course grade is based primarily on intelligent and timely participation in the Blackboard discussions, two essay prelims (tests), and a final paper. Except for the Blackboard discussion postings, which are posted on Blackboard, all assignments should be emailed directly to me according to the schedule given in the syllabus; follow the instructions that are a part of each assignment in the Assignments section of the Blackboard site. 2. You are reminded of the University's definition of grades: a C is a respectable, satisfactory, and acceptable meeting of course requirements; a B is earned for work that is notably better than average; and an A is earned only for work that is outstanding. Student Responsibilities 1. Preparation and Participation You are expected to keep up to date with the assigned reading and to participate actively and intelligently in the Blackboard discussion forums. Weekly postings as described in the syllabus are a required part of the course. IMPORTANT: In order to cover about the same amount of material usually included in the regular 14-­‐week semester course, this version of Writers of Maine will be quite fast paced. To be successful in it, you must be prepared to spend several hours a week doing the assigned reading and participating in the Discussion Board forums. 2. Informing Instructor: You must inform me promptly about any factors that affect your ability to meet the expectations described above. Specifically, let me know (in advance, if possible) when illness or legitimate factors affect your participation and/or performance in the course. Either a phone call (to my home phone, 866-­‐4091) or an email ([email protected]) is acceptable. 3. Academic Integrity: Violations of student academic integrity include any actions that attempt to promote or enhance the academic standing of any student (including yourself) by dishonest means (e.g., cheating, plagiarism, fabrication, and other forms of academic misconduct). Students who actively or passively enable others in such •
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attempts are equally responsible. Students who violate the UMS code may be accused, charged, and penalized for any violations as appropriate, including receiving a failing grade for an assignment or the entire course. Please refer to the UMS Student Conduct Code for definitions and procedures. If you have any questions about what constitutes academic dishonesty, contact me. Disability Accommodation: If you have a disability for which you may be requesting an accommodation, please contact the instructor or Ann Smith, Coordinator of Services for Students with Disabilities (Onward Building, 581-­‐2319), as early as possible in the term. Use this contact regardless of whether you are a University of Maine student, a Hutchinson Center student, or a UMA distance student. _________________________________________________________________________________________________________ ENG 244 Writers of Maine Summer 2014 Syllabus Texts: Required for all students: texts available from UMA and UM-­‐Orono Bookstores Maine Speaks, ed. Jeff Fischer (Maine Writers & Publishers Alliance) The Beans of Egypt, Maine, Carolyn Chute (Harcourt Brace/Harvest Book, 1995) Wednesday’s Child, Rhea Côté Robbins (Rheta Press) Additional Book: The final assignment is your choice of either a book review or an essay in which you synthesize the course readings based on a specific lens provided by the instructor (there will be some choice of lenses). If you choose to do the book review, select an additional book set in Maine. See description in ASSIGNMENTS section of Blackboard for details, including a list of suitable books. Other material: Additional assigned readings are posted to the course Blackboard site in the COURSE DOCUMENTS section. Getting the most out of your reading. To prepare for discussions, take notes as you read. Jot down your thoughts on the following: • How does this piece contribute to meeting the objectives of this course? (See list on p. 1 of the syllabus) • How does the picture of Maine life presented in this piece jibe with my own understanding of or experience with Maine and its peoples? • What links do I recognize between this piece and other assigned readings, other works I have read, or material from other genres, such as music, art, etc.? There are additional guidelines in a folder in the COURSE DOCUMENTS section called Reading and Understanding Literature. None of these guidelines is assigned specifically, but you may find it useful to at least check them out, especially if you are not a confident or experienced reader of literature. Using Blackboard: This online course is housed primarily on Blackboard, a user-­‐friendly commercial site. You can access this site through any computer that has an Internet 3
connection—no special software is needed. Go to www.courses.maine.edu and use your @maine.edu user name and password to get to this course site. (NOTE: if you are a UMaine student, your FirstClass user name and password are not valid for accessing Blackboard.) You will use Blackboard for four activities: • Accessing weekly audio lectures and assigned course readings in the COURSE DOCUMENTS section; • Participating in the required weekly discussion forums in DISCUSSION BOARD; • Locating topics and instructions for the essay prelims (exams), book review assignment, and synthesis essay in ASSIGNMENTS; and • Keeping up with important course news in ANNOUNCEMENTS. A word on the online discussions: Each week I will post topics or prompts on that week’s assigned readings for you to respond to by midnight Thursday of that week (choose and respond to one prompt); after Thursday, you will return to that week’s forum and read your classmates’ postings; then you will choose two postings in threads other than the one you initially posted to and will reply to them by midnight Sunday. Get used to this pattern—
initial posting by Thursday night, replies by Sunday—because we will use it except for the weeks when you will be submitting prelims (tests) or other assignments; you will do your initial postings those weeks but won’t have to reply to other postings. Using this syllabus: • The syllabus covers the following: (a) listening, reading and viewing assignments for which you need to prepare before doing the various web-­‐based activities; (b) the due dates of prelims/tests/exams, and the book review or synthesis essay. I have put boxes around all such graded assignments. • Any changes in the syllabus will be posted on the course website; you are responsible for noting them. • Assigned readings followed by page numbers are in Maine Speaks. Readings identified as in COURSE DOCUMENTS are accessed from the menu on the left side of the ANNOUNCEMENTS page accessed through the Blackboard site at http://www.courses.maine.edu. This syllabus is organized around the course objectives as presented above. We will begin with the first objective, broadening our understanding of the state and its peoples, by reading about its past and present in a variety of contexts. First we will look at “native” Mainers, those folks whom we typically think of as “real” Mainers. Then, to broaden our understanding of the range of people who count as Mainers, we will read works that represent both the real Mainers—the tribes that make up the Wabanaki people—and some of the many ethnic groups that have contributed to the state’s culture. During weeks 3 and 4 we will focus on deepening our understanding by looking at how authors have examined and challenged the common depiction of certain superficial, even stereotyped aspects of Maine life, including the locals and (or in some cases versus) people from away and the natural world. Finally, we will consider how Maine writers have used the specifics of Maine life to address universal issues such as establishing and maintaining one’s identity and coping with mortality. Throughout, we will pay attention to and appreciate how these writers use their talents to help us achieve these objectives. 4
Essay prelims (tests) are assigned for the ends of week 2 and week 4, and final written assignment—either a book review or a synthesis essay—is due at the end of week 6. Details about these assignments will be available in the ASSIGNMENTS section of Blackboard. NOTE: As you look at the list of assigned readings that begins below, you may be daunted by its length. Take heart: many of the pieces are only a page or two long. Week 1, beginning July 14: Broadening Our Understanding of Maine’s Peoples Audio lecture #1: Intro to the course; comments on the “broadening” theme and this week’s readings. Readings: “Missing from the Books: My Maine” (in COURSE DOCUMENTS) “The Logger’s Boast,” p. 179 “Grandfather,” p. 225 “John and Emma Carpenter,” p. 29 (poem continues on next page) “Of Small Towns,” p. 367 (poem continues on next page) “Not for Hire,” p. 409 “The Reach,” p. 380 “Maine,” p. 243 “A Mess of Clams,” p. 226 Discussion Topics: Instructions for posting required responses to weekly topics/prompts can be found at DISCUSSION BOARD; click the link in the menu on the left side of the ANNOUNCEMENTS page. Topics based this week’s readings will be available on the DISCUSSION BOARD on Monday, July 14; post your response by midnight Thursday, July 17. Post your reactions to two classmates’ postings by midnight Sunday, July 20. Week 2, beginning: July 21: More about Maine’s Peoples NOTE: Blackboard will be offline for maintenance from 10:00 p.m. Thursday, July 24, to 10:00 p.m. Friday, July 25. Plan this week’s work, especially accessing online readings and videos and the prelim, accordingly. Audio lecture #2: Introductory comments on this week’s theme and readings Readings: “Ethnic Voices in Maine Literature” (in COURSE DOCUMENTS) Wednesday’s Child (Reading Guide in COURSE DOCUMENTS) “The Bad One,” p. 55 “The State Meet,” p. 44 “Turnip Pie,” p. 155 “History,” p. 166 “Glooskap Fashions the Animals,” p. 135 “Koluscap and Wind,” p. 137 “When Koluscap Left the Earth,” p. 140 Videos: Frog Monster and Other Penobscot Stories and The Wind Bird (in COURSE DOCUMENTS) Discussion Topics: Topics based this week’s readings will be available on the DISCUSSION BOARD on Monday, July 21; post and your response by midnight Thursday, July 24. Because you will be taking Prelim #1 this week, you do not need to respond to classmates’ postings. PRELIM #1: This prelim (exam) covers all the course material—including audio lectures and videos—assigned in the course so far. Questions and instructions for submission will be available in ASSIGNMENTS by July 23. Your prelim should be emailed directly to me by midnight Sunday, July 27 . 5
Week 3, beginning: July 28: Locals and Outsiders Audio lecture #3: Introductory comments on this week’s theme and readings Readings: “The Maine That Never Was” (in Bb COURSE DOCUMENTS) “Summer Person,” p. 415 “The Glow of Copper,” p. 421 “Island Girl,” p. 417 “Not for Hire,” p. 409 (reread) “Factory Days,” p. 239 “Maine Speech,” p. 339 “Letters from Maine: How I Learned to Love Junk Cars,” p. 431 “A Sharing of Silences,” p. 436 Discussion Topics: Topics based this week’s readings will be available on the DISCUSSION BOARD on Monday, July 28; post and your response by midnight Thursday, July 31. Post your reactions to two classmates’ postings by midnight Sunday, August 3. Week 4, beginning: August 4: Identity Threatened and Preserved Audio lecture #4: Introductory comments on this week’s theme and readings Readings: The Beans of Egypt, Maine (see Reading Guide in COURSE DOCUMENTS) “I Hate BEANS” (in COUSE DOCUMENTS) “Germaine,” p. 162 “Succoth,” p. 168 “Work Piece,” p. 216 “In the Sardine Factory,” p. 242 from Picking Up, p. 218 “Cap’t Bunker’s Boy,” p. 359 “Step-­‐Over Toe-­‐Hold,” p. 36 “A Poem about the Red Paint People,” p. 115 “Aye! No Monuments,” p. 174 “Micmac,” p. 172 Discussion Topics: Topics based this week’s readings will be available on the DISCUSSION BOARD on Monday, August 4; post your response by midnight Thursday, August 7. Because you will be taking Prelim #2 this week, you do not need to respond to classmates’ postings. PRELIM #2: This prelim (exam) covers all the course material—including audio lectures—assigned in the course since the last prelim. Questions and instructions for submission will be available in ASSIGNMENTS by August 6. Your prelim should be emailed directly to me by midnight Sunday, August 10. Week 5, beginning: August 11: The Many Faces of Nature in Maine Audio lecture #5: Introductory comments on this week’s theme and readings Readings: “Renascence,” p. 78 “The Coming of Glooskap,” p. 132 “Climbing Katahdin,” p. 333 “A White Heron,” p. 10 “New England,” p. 269 “The Ledge,” p. 96 6
“Weather Prophet,” p. 272 “Dry Summer,” p. 270 “Lost Graveyards,” p. 173 “Open Secrets of Bowdoinham,” p. 302 “Dog,” p. 315 “Poem for St. Francis,” p. 283 “As the Buck Lay Dead,” p. 298 “The Buck in the Snow,” p. 299 Discussion Topics: Topics based this week’s readings will be available on the DISCUSSION BOARD on Monday, August 11; post your response by midnight Thursday, August 14. Post your reactions to two classmates’ postings should be posted by midnight Sunday, August 17. Week 6, beginning August 18: Universal Themes in Maine Literature Audio lecture #6: Introductory comments on this week’s theme and readings Readings: “Whale!” p. 3 “The State Meet,” p. 44 (reread) “First Deer,” p. 296 “Blueberry Boy,” p. 9 “My Lost Youth,” p. 41 “Mr. Flood’s Party,” p. 407 “Richard Cory,” p. 414 “John and Emma Carpenter,” p. 29 (reread) “The Reach,” p. 380 (reread) “How to See Deer,” p. 290 Discussion Topics: Topics based this week’s readings will be available on the DISCUSSION BOARD on Monday, August 18; pos your response by midnight Thursday, August 21. Responses to classmates’ postings is optional this week; if you do respond, please do so by Sunday, August 24. BOOK REVIEW OR SYNTHESIS ESSAY: Your book review or essay should be emailed directly to me by Sunday, August 24. Details of both assignment and instructions for submitting the one you choose can be found in ASSIGNMENTS. 7