LIT313 American Novel
Scope of the Course Objectives of the Course Methods Assessment Course Materials Communication Standards Academic Honesty Additional Handouts
This
course examines aspects of the thematic concerns, development,
social-historical contexts, and generic qualities of the American novel. For
Spring, 2004, the emphasis will be upon novels of the twentieth century
concerned in various ways with the topic of “The American Dream.”
1.
Through detailed examination of selected works, to develop a
familiarity with significant works of realistic and naturalistic
twentieth-century American fiction and its treatment of the “American
Dream” concept.
2.
To encourage a sense of the nature of the “American dream” based in
part on student perceptions of this concept and in part on examination of a
group of related works dealing with the topic, and to use the attributes thus
identified as part of the critical response to the assigned works. A special
concern will be the ways in which concepts of the “dream” may have changed
since the events of September 11, 2001.
3.
To encourage mature critical evaluation of these works through
discussion of the readings and through the insights and research of class
members.
4.
To encourage careful, intelligent reading, critical thinking, and
effective written and oral communication, and to allow participants to express
and share insights with their colleagues through both spoken and written
presentations.
5.
To enhance student knowledge of and appreciation for the social,
philosophical, aesthetic, and historical dimensions of literature.
The
course will emphasize informed discussion of readings. Class participants will
make the main contribution to course content by sharing their reading
experiences, insights, and research with one another during class the seminar
meetings. This will be supplemented as appropriate by background lectures and
commentary as well as student presentations. Other methods may include
audio-visual presentations, student-professor conferences on both readings and
written projects, field trips, guest speakers, and attendance at department
and/or college cultural presentations. Assignments, content, and methods may
be changed at the instructor's discretion.
The
course grade will be based upon the following items, all five of which are
weighted equally:
1.
A major student presentation and paper about an additional work related
to the course theme.
2.
Three tests.
3.
A class involvement grade, which includes a combination of written
items and participation:
Oral/written report on a professional
article or chapter from a professional book (counts double)
Class
participation and preparedness.(counts double). Attendance matters. To
participate, one must be in class regularly and be prepared consistently;
failure to do either will naturally have a major effect upon this portion of the
grade. All students are allowed two personal days (which I assume will be used
for such reasons as serious illness, death in the immediate family, personal or
family emergencies, religious holidays, etc.) You are still responsible
for any work done in class, and you must arrange in advance for any
special arrangements for response essays, quizzes, etc. Tests and
papers/presentations are normally required on the listed dates.
Brief
(1 p.) response essays and/or quizzes on the assigned readings and other class
material, and a possible final short essay.
A brief symposium presentation and
written summary.
Attending
one or more designated on-campus extracurricular events or activities sponsored
by the Department of English and Humanities or other entities.
Cather,
Willa. My Antonia (Dover).
Ellison,
Ralph. Invisible Man (Vintage).
Guterson,
David. Snow Falling on Cedars. (Vintage).
Steinbeck,
John. The Grapes of Wrath. (Penguin Putnam).
Updike,
John. Rabbit Is Rich. (Fawcett Crest).
Wharton,
Edith. The Age of Innocence. (Dover).
A
research handbook or guide to use of MLA style (such as The Everyday Writer,
used in York College's English Composition program) is recommended.
1.
York College recognizes the importance of effective communication in all
disciplines and careers. Therefore students are expected to competently analyze,
synthesize, organize, and articulate course material in papers, examinations,
and presentations. In addition, students should know and use communication
skills current to their field of study, recognize the need for revision as part
of their writing process, and employ standard conventions of English usage in
both writing and speaking. Students may be asked to further revise assignments
that do not demonstrate effective use of these communication skills.
2.
All papers must use correct MLA documentation and format. Students
needing help with documentation or writing may obtain assistance from the
instructor and/or from the Learning Resource Center but are ultimately
responsible themselves for the quality of any written work they submit.
3.
All final drafts submitted must be typed or done on a word processor (and
of letter quality). (Students unfamiliar with word processing should consider
taking the workshops provided by the Academic Computer Center. Documentation
must be complete and in MLA format. It's a good idea to keep a personal file
copy, either typed or on disk, of any assignments submitted. Assistance with
documentation and writing is available through the instructor, the writing
consultants at the Learning Resource Center, or the Schmidt Library home page.
Additional Handouts Written and Research Assignments Schedule Spring 2004