Dr. Steve Olson, Office 416A Literature & Language Bldg. olsons@cwu.edu Office Phone 1536, Office Hours--see Canvas Writing Center: Brooks Library, First Floor, Academic and Research Commons, 963-1270. Check it out at www.cwu.edu/learning-commons/university-writing-center REQUIRED TEXTS Dickinson, Emily. The Poems of Emily Dickinson: Reading Edition. Ed. R. W. Franklin. Cambridge: Harvard UP, 1999. Habegger, Alfred. My Wars Are Laid Away in Books: The Life of Emily Dickinson. New York: Random House, 2001. Reynolds, David S. Walt Whitman s America: A Cultural Biography. New York: Vintage, 1996. Whitman, Walt. Leaves of Grass and Other Writings. Ed. Michael Moon. Norton Critical Edition. New York: W. W. Norton, 2002. RECOMMENDED TEXTS Eagleton, Terry. How to Read a Poem. Malden, MA: Blackwell, 2007. The eighth edition of the MLA Handbook will be published in April 2016. COURSE OBJECTIVES We will read, study, and discuss the poems of Emily Dickinson and Walt Whitman, the two most notable American poets of the nineteenth century. We will be coming at their poetry from a number of angles: biographical, cultural, aesthetic. We'll weave in and out of their work, discussing ways they responded to key nineteenth-century events (like the Civil War, developing technology, changing notions of science, the women's rights movement) and ways they challenged orthodox views of writing poetry, of configuring gender, and of projecting America's future. We'll move back and forth between Whitman and Dickinson, looking for places where the work of one engages the work of the other and initiates a dialogue (not that they communicated or even read the other). We will be working to articulate what each poet's views are and how the two poets differ in their responses to various issues. Some essential questions we might begin asking are these: In what ways are Whitman's and Dickinson's poems different from those by their American and British contemporaries? In what ways are they similar? Other questions include: Who am I? What is "I"? What is our relation to other persons in our nation?... in our culture(s)?... in the world? What is our relation to nature in terms of our worldly environment, in terms of our place in the cosmos, in terms of Emerson s not me? Who or what is "God," and is "God" at home anymore? What is "death"? How do we die and what happens after death? How do we deal with death on a massive scale? Who and what is the reader? What is her/his relationship with the poems?... with the poet? What are "words" and how do they work? Has science replaced religion? How do we know? Page 1 of 8
COURSE OUTCOMES are posted to Canvas/Pages. REQUIREMENTS 415 Writing Assignments: Two papers the first will be on a Dickinson or a Whitman poem, and the second must compare poems by the two poets. The first paper will be a minimum of 1500 words, the second, a minimum of 2400 words (word count does not include notes or works cited). Some research will be required. Presentations: All students will participate in a presentation group on an assigned topic. Exams: I m not planning on a final exam, but rather on two or three shorter exams. Daily preparation for class will include studying the required selections, on which I may give unannounced quizzes. 515 As above for 415, with the following exceptions: Writing Assignments: Two an annotated bibliography and a research paper of about 5000 words (word count does not include notes or works cited). Presentations: graduate students will act as chairs of the presentation groups. Furthermore, graduate students will act as discussion group leaders. Canvas and Outlook E-mail Nearly all major assignments will be submitted via Canvas. Check Canvas and Outlook regularly. Help with Writing Assignments at CWU s Writing Center Check it out at www.cwu.edu/learning-commons/university-writing-center: Writing Consultants offer free, one-on-one sessions to all CWU students, of all disciplines and levels. Students can brainstorm ideas, find research, and revise their drafts for organization, citation style, and grammar, learning how to edit their own papers. You can drop in or call to make an appointment. The Writing Center is located in the Learning Commons, first floor of Brooks Library. The phone number is 963-1270. CITIZENSHIP I expect you to participate conscientiously, conduct yourselves in class responsibly, attend class each period, complete assignments on time, and demonstrate academic integrity. Diversity and ADA Accommodations In this class diversity is welcomed, appreciated, and respected, including that represented by people of different ages, colors, abilities, genders, national origins, Page 2 of 8
political affiliations, races, religions, sexual orientation, or veteran status. This also means that we will likely not all agree about everything! Such is life in a democracy! Nevertheless, we can be civil. We are here to learn in a climate of mutual respect. To find out more about diversity, go to the Center for Diversity & Social Justice at www.cwu.edu/diversity Central Washington University is committed to creating a learning environment that meets the needs of its diverse student body. If you anticipate or experience any barriers to learning, discuss your concerns with the instructor. Students with disabilities should contact Disability Services to discuss a range of options for removing barriers, including accommodations. Student Disability Services is located in Hogue 126. Call (509) 963-2214 or email ds@cwu.edu for more information. Class Conduct Really? Do I have to write anything here? DO NOT leave the room when we are discussing issues in groups! Academic Honesty (Or Lack Thereof) - The University s Policy Statement Academic dishonesty is defined in the student conduct code (http://www.cwu.edu/student-success/student-rights-and-responsibilities). If academic dishonesty is confirmed, the instructor may issue a failing grade for the specific assignment and/or for the course. Withdrawing from a course does not excuse academic dishonesty. In cases where academic dishonesty is confirmed, a W can be replaced with a letter grade. Plagiarism is a form of cheating, and it is illegal. One shouldn t have to say this, but I will. Plagiarism is also unethical and immoral: it is violating the sanctity of the human heart and mind, which is a greater offense to other human beings than its illegality. Unfortunately, the increasing ease with which papers may be purchased raises suspicion of plagiarism. The following three specific types of problems will lead to a great deal of grief on your part as well as a possible smear on your academic record. 1) Although I do not think of myself as a police officer, it is all too easy to spot a nonstudent paper. I reserve the right to ask you to reproduce in my office the major arguments and writing style of any paper you turn in. If you cannot do this upon request, I will consider the paper plagiarized and you will receive an F for it and possibly for the class. 2) If, without my permission, you turn in the same paper for this class that you have turned in to another class, you will receive an F for the paper. Please take these warnings seriously. Absences Really? Read Did I Miss Anything by Tom Wayman posted to Canvas/Pages. I may reduce your final grade for excessive absences. The amount of a reduction can vary, but reductions will stop at failure for the course. Page 3 of 8
Participation Several things reveal how involved you are in the course. Attendance: merely showing up for class every day doesn t earn an "A" for participation: being there is a minimum, a basic requirement. It could even be less than adequate if you are disruptive, distracted or distracting, inattentive, or soporific. (Adequate is Cish. ) Your discussions with me outside of class: do they evince a conscientious student? Your attitude: what do your tone, demeanor, perpetual tardiness, perpetual excuses reveal about your conscientiousness? Seriously consider these ways to participate in class: joining in discussions, listening to the instructor and to classmates, taking notes, joining in small group work, asking relevant questions, being prepared for class, meeting with the instructor, using the Writing Center, giving useful feedback during peer review, and generally being engaged in this course. I may use participation when awarding your final grade for the course by raising or lowering your grade one degree (e.g., B+ to A-) or one full letter. In other words, just as your grade may suffer by exceptionally poor participation, it may benefit from exceptionally fine participation. GRADES Timeliness I am not obliged to accept late assignments. However, should I agree to accept a late assignment, for each class day that it is late I may reduce the grade on it by five percent. Completeness Completing all assigned work is a minimum requirement of the course: this means that I may fail you for the course if any assignment is not completed (excepting quizzes). Distribution of Grades Assignments are weighted as follows to calculate the final grade for the course: 415 Assignment % Paper 1 20 Paper 2 25 Presentation 20 Exams/quizzes 25 Discussion group 10 preparation TOTAL 100 515 Assignment % Annotated bibliography 15 Research paper 30 Presentation 20 Exams/quizzes 25 Discussion group 10 preparation/leadership TOTAL 100 WELCOME TO THE COURSE! Page 4 of 8
SCHEDULE When (and if) I inform you of a quiz on Canvas, it must be completed 30 minutes before the beginning of the class period of the day it is assigned. Abbreviations: PED The Poems of Emily Dickinson, ED Dickinson, H Habegger, LG Leaves of Grass, R Reynolds, WW Whitman Week 1, March 29-31 During the first week read the poems as listed below for discussion on the days assigned. In addition, during the first week (1) preview the Table of Contents of Leaves of Grass (LG) to get an idea of how the book is put together. Preview the Appendixes and the Index of First Lines in The Poems of Emily Dickinson (PED). (2) Skim Bradley and Blodgett s, and Franklin s Introductions in LG and PED. Finally, during the first two weeks of the course read the poems of other American poets of the time period to get an idea of the poetic scene that Dickinson and Whitman are writing in. A list of poets and poems is posted to Canvas/Syllabus. March 31: The brain/imagination; the self. Read in the order listed. LG: Read Pictures by Whitman, pp. 560f in Leaves of Grass. PED: Read Dickinson poems on the brain and imagination. (Here and following, the emboldened topics for Dickinson refer to units in the posted topic list of Dickinson poems in Canvas/Syllabus.) LG: Read the Inscriptions cluster and Starting from Paumanok. PED: Read Dickinson poems on the self. (List posted to Canvas/Syllabus.) LG: Begin reading Whitman s Song of Myself (dates 1891-92). Week 2 (April 5&7)): the self; poetry and poetics. Read in the order listed. Emerson, Self-Reliance (see Canvas) LG: Song of Myself R: Reynolds, Chp. 10, pp. 306-38 PED: Poetry and poetics (1) LG: Out of the Cradle... and There Was a Child Went Forth Week 3 Apr 12-14 ADD to below: Give these pages to read in Habegger on gender, etc. Replace the general stuff below (on the 24 th ) with these! Bowles: 375-85, 424-27, 443-51 (noteable: 424-27, 443-44) ED: 409-19 Wadsworth: 330-34, 418-21 Master : 350-51, 416-21, 424, 427 SEE for list of Master poems: pg. 350, note 7 POEMS: Fr#s: 75, 133, 185, 764, 395, 427, 697) See these letters, and see Sewall on them, too. ED. Poetry and poetics (2)--poems on poetry, words, publication: WW. Starting from Paumanok (reprise), Crossing Brooklyn Ferry, By Blue Ontario s Shore, Preface to the 1855 edition of LG Page 2 of 8
Presentation on poetry in mid-19 th -century America ED. gender, sex, eroticism, love (including bride, wife, marriage) Habegger: read these items in the index (the pages that indicate some substance rather than an incidental reference, or all if you are so inclined): Bowels, Samuel: ED s friendship with Dickinson, Emily Elizabeth (poet): erotic writing feminine decorum feminism lesbian? marriage/wifehood and romatic love sense of female burden and sex Week 4 Apr 19-21 WW. Parts of Song of Myself (as you note from reviewing the poem) Children of Adam (cluster of LG) Calamus (cluster of LG) To a Common Prostitute Live Oak, With Moss Reynolds, Chp 7, pp. 194-234, and Chp 12, pp.383-403 Presentation on gender, sex, eroticism, love ED. Death the dead, dying, immortality Habegger, Chp 9, pp. 167-76, 313-15, 509-10, 577-78 (Bowles), 594-98 (Wadsworth), and Appendix 3, pp. 640-41 FIRST PAPER DUE by 11:59 p.m. Friday for students in 415 Week 5 Apr 26-28 ED. Finish from Friday. WW. Parts of Song of Myself (as you note from reviewing the poem) Memories of President Lincoln (cluster), 276f Outlines for a Tomb, 284 Whispers of Heavenly Death (cluster), 370f A Voice from Death, 462 Death s Valley, 489 On the Same Picture, 490 Reynolds. See index, pp. 661. Read the pages noted for the following two items listed under the main entry Whitman, Walt... on death....... death of.... REPLACE ABOVE: Reynolds, 88-90, 238-42, 331-33, 426-30, 440-46, 508-09, 586-90 Presentation on death, the dead, dying, immortality ED. start religion and spirituality earth, body, soul (including spirit, redemption, immortality, eternity, infinity) ANNOTATED BIBLIOGRAPHY DUE by 11:59 p.m. Friday for 515 students Page 3 of 8
Week 6 May 3-5 ED. finish religion and spirituality earth, body, soul (including spirit, redemption, immortality, eternity, infinity) Habegger, Chp. 10: 1847-1848: Mount Holyoke Female Seminary, pp. 191-212 WW. As always, parts of Song of Myself (as you note from reviewing the poem) Leaves of Grass, passim Passage to India Whispers of Heavenly Death (cluster), reconsidered Reynolds, Chp. 8: Earth, Body, Soul: Science and Religion, pp. 235-78 Presentation on religion and spirituality earth, body, soul ED: science and technology Habegger, Herbarium, pp. 154-61 Week 7 May 10-12: Science and technology WW. Song of the Exposition, pp. 165f When I Heard the Learn d Astronomer, p. 227 Return of the Heroes, pp. 301f Passage to India, pp. 345f To a Locomotive in Winter, p. 395 Song of the Redwood Tree, pp. 173f (maybe, sort of, Reynolds) Eidólons, pp. 6f (not really, Reynolds) Song of the Universal, p. 189f (not really, Reynolds) Prayer of Columbus, pp. 354f (not really, Reynolds) Reynolds, Chp. 8: Earth, Body, Soul: Science and Religion, pp. 235-78 Presentation on science and technology ED: war Habegger, pp. 399-404. Sewall? Article? Chp. 17: 1860-1862: Carrying and Singing the Heart s Heavy Freight, pp. 394-441 (read as pertains to the war) Chp. 18: 1862-1865: The Fighting Years, pp. 442-96 (read as pertains to the war) Week 8 May 17-19: war WW. Drum-Taps (section), pp. 234-75 Memories of President Lincoln (section), pp. 276-85 Ashes of Soldiers (in Songs of Parting, pp. 411-12, originally a Drum-Taps poem) And don t forget; there re always sections of Song of Myself Reynolds Chp. 12, pp. 403-412 Chp. 13: My Book and the War Are One : The Washington Years, pp. 413-47 Presentation on war ED nature poems 7-378 (from the list of ED s poems to read by topic, of course) Page 4 of 8
Week 9 May 24-26: Nature ED nature poems 397-944 WW Sea-Drift (section) When I Heard the Learn d Astronomer (yet again; do you have it memorized yet?) The Dalliance of the Eagles Thou Orb Aloft Full Dazzling A Prairie Sunset Give Me the Splendid Silent Sun And don t forget; there s always that same old Song... Presentation on nature ED nature poems 1042-1787 Week 10 May 31-June2: Miscellaneous miscellaneous, TBA WW: Salut au Monde! Song of the Open Road Kosmos The Sleepers Thou Mother with Thy Equal Brood From Noon to Starry Night (section) Songs of Parting (section) Final: SECOND WRITING ASSIGNMENTS DUE from both 415 and 515 by the end of the day scheduled for a final exam: June 8, Wednesday, 2:00-4:00 Page 5 of 8