American Literature to 1865

LSSC AML 2010: American Literature to 1865 Jacklyn Pierce ASSISTANT PROFESSOR OF ENGLISH

Contents Course Overview... 2 Catalog Description... 2 Student Learning Outcomes... 2 Course Objectives... 2 Alignment... 2 Unit/Weekly/Module/Assignment Objectives... 2 Grade Breakdown... 3 Writing about Literature... 5 Choosing a Topic... 5 Forming a Working Thesis... 5 Mining the Primary Source... 5 Conducting Research... 5 Documentation... 6 Writing Assignments... 7 Discussion Boards... 7 Responding to Others on the Discussion Boards... 10 Research Papers... 10 Source Requirements:... 10 Oral/Visual Presentation... 10 Topics... 10 Requirements... 11 Delivery... 11 Exams... 11

Course Overview Catalog Description This course examines literature of the United States written from the Exploration and Discovery Period to the Civil War. Readings are drawn from a mixture of canonical and marginal figures, and will include a mixture of essays, fiction, and poetry as well as longer works. The emphasis in the course will be on texts and contexts; that is, on the works we read and on the cultural, historical, economic, and political contexts in which those works were produced and disseminated. The course includes literary analysis, written exposition, and interpretation. Student Learning Outcomes 1. Demonstrates effective verbal delivery. 2. Delivers oral message content effectively. 3. Demonstrates organization of oral material effectively. 4. Writes with clear thesis & logical organization Course Objectives A. Recognize important writers and works of literature from the colonization of what is now known as the United States through 1865. B. Discuss assigned readings verbally &/or in writing through class discussion in person or online. C. Interpret assigned works of literature through activities involving close reading and critical discussion. D. Relate content and themes of assigned literature to individual and societal experience. E. Summarize, paraphrase, and quote passages of literature and critical research in discussion and written work. F. Develop appropriate thesis statements that analyze/critique assigned works of literature. G. Support individual interpretations, arguments, and critiques of assigned works of literature with primary, secondary, and tertiary research. H. Prepare written and oral/visual presentations sharing these interpretations, arguments, and analyses/critiques with the instructor and the class. Alignment In the Grade Breakdown below, you will notice Alignment Codes that refer back to these SLOs and Course Objectives. If a particular assignment aligns with SLO 1, for example, successful completion of that assignment shows the student s ability to Demonstrate information literacy and proficiency in academic writing through the use of quality sources in at least one written research paper. Unit/Weekly/Module/Assignment Objectives Ideally, the connections should be clear between the activities in the course and the over-arching SLOs and Course Objectives. One way that Instructors can demonstrate this alignment is by clearly stating the very specific objectives behind each unit in the course.

In the case of AML 2010, the assessments in the course are organized around various assignments (rather than units, weeks, or modules), so you will see the ASSIGNMENT OBJECTIVES that correspond with each of these activities as part of the official assignments below. You will notice that the ASSIGNMENT OBJECTIVES are even more specific to this course than the Course Objectives or the SLOs. They still, however, tie back to (or align with) the larger, overarching Outcomes and Objectives in the course. Unit/weekly module/assignment objectives are always within the purview of the Instructor of the course, so those might be significantly different if you were scheduled for a different section. Grade Breakdown Assignment Description Alignment (see Assignment Guide for more info) Point Value Discussion Boards Using the Discussion Board tool in BB, students will respond to the literary works assigned. These original posts should be in essay form. Each response MUST include quoted material from the primary source or sources being discussed. No outside research is required; however, if any resources beyond the assigned readings are used, this material must be cited appropriately. SLO 4, CO A, CO B, CO C, CO D, CO E 200 Responding to Others Within one week of the due date for each of the Discussion Board posts, students will be responsible for responding to at least two other student posts. In the Grade Book within Blackboard, students will start out with a "perfect score" on this category, but 10 points will be deducted for each post NOT posted by the deadline. Responses to others must be respectfully written, contain specific reference to a point made by the other student, and be a minimum of one fully developed paragraph. SLO 4, CO A, CO B, CO C, CO D, CO E 100

Assignment Description Alignment (see Assignment Guide for more info) Point Value Research Paper 1 Students will analyze and discuss a work or works of literature from Unit 2 &/or 3 in the course. Students may focus on theme or adopt a theoretical lens in discussing the literary text(s). In addition to the primary source(s), at least 4 reputable secondary sources will be used and properly cited in MLA. This paper will be at least 6 pages long. SLO 4, CO A, CO B, CO C, CO D, CO E, CO F, CO G 200 Research Paper 2 The second Research Paper will be like RP 1 except it must be based on a work or works of literature from Unit 4 &/or 5. SLO 4, CO A, CO B, CO C, CO D, CO E, CO F, CO G 200 Oral/Visual Presentation Students will prepare and deliver an oral presentation in which they use at least two works of literature assigned for the class in a larger discussion of a societal issue that is still relevant for discussion today. The choice of topic is open, but the most likely categories for discussion would be Native American Culture, US Democracy, African-American Culture, Race & America, Gender Issues, Social Class Issues, Religious Freedom, or the Individual vs. Society. SLO 1, SLO 2, SLO 3, CO H 100 Mid-Term Exam Exam will be based on Units 1-3. CO A, CO B, CO D, CO G Final Exam Comprehensive Final Exam on all Units. CO A, CO B, CO D, CO G 100 100 Total 1000

Writing about Literature Choosing a Topic When writing about literature, choose a work or works that you find interesting in some way. If you are going to be comparing more than one work, they should have a common theme or other vital element. Any time you are writing about literary works, you should always assume that your reader is already familiar with the work. Avoid plot summary. Forming a Working Thesis In academic writing, the last sentence of your introduction should name the work or works of literature you will discuss and preview the aspects to be discussed in the body of the paper. Avoid 1 st person and phrases like in this paper I will discuss. It is your paper, so just make your claim. Sample Thesis Statements for Literary Analysis: Flannery O Connor s Revelation explores Southern racism, sin, and salvation through quirky characters. Emily Dickinson s interest in death is revealed in several of her most famous poems. In Shakespeare s Othello, the audience encounters a truly evil antagonist in Iago, but he alone does not explain Othello s behavior. While the families are radically different, both The Interpreter of Maladies and Sunday in the Park reveal interesting clues about the roles people play in modern families. William Butler Yeats Leda and the Swan might be a traditional sonnet in form, but the content exhibits Yeats interesting world view. Mining the Primary Source When writing about literature, it is important to let the work itself be heard. This means a lot of quotations from the primary source. Keep long, block quotations to a minimum, but plan on illustrating every point you make with direct references to the works themselves. All quotations from the primary sources will, of course, be cited, but paraphrases should be cited as well. While it s not always easy to know when to cite, a good rule of thumb is that you cite anything you include that happened in the literature to prove a point. For example, In The Wizard of Oz, Dorothy says, There s no place like home (Wizard). The photography in the film tightens in at that moment, and we see her click the ruby slippers heels three times (Wizard). Conducting Research Secondary Sources: these contain what literary critics have said about the specific work of literature you are discussing.

Look for books in the Library Catalog by searching for THE AUTHOR S NAME (last, first) AND LITERARY CRITICISM as SUBJECT searches. Look for published journal articles by using the Library Databases (access the full list under Databases A to Z). The best databases to use are o Literature Reference Center Plus o Artemis Literary Resources o JSTOR When searching the Internet, you need to be using only reputable sites. In most cases, you should not include actual secondary sources directly from the web. Tertiary Sources: from time to time, you may need to research related things but that are relevant to discussing something in the story. For example, if writing about a play set in World War 2, you may have to research the politics of that time period. Reference sources: avoid Wikipedia. Access reference sources through the Library Databases. A great one to use is Gale Virtual Reference Library. For general social, historical, economic, and political research, use academic and reputable sources as much as possible. Note: when incorporating research into your writing, paraphrase as much as possible. Sources must still be cited properly. Documentation Work with an up to date, college level handbook. Use this to create or check the citations provided on the databases. You should always start with the Works Cited entries because you need them for the proper internal documentation. NOTE: MLA 7 and MLA 8 will both be accepted, but whichever you choose, it should be consistent within the same document. Review Documentation regularly. Remember that the parenthetical citation is vital: What goes inside must match what comes first in the Works Cited entry, and, if it is a title, it will retain its quotation marks or italics (titles used inside the parenthetical citations can, however, be abbreviated: (Wizard) vs. (The Wizard of Oz) Page #s are used whenever available (in poetry, use line #s; with some plays, you ll have Act and Scene #s) The citation only covers the quotation it follows or the sentence it is in To build credibility and to clarify when source material begins, an overt introduction or mention of the source may be used: o Cleanth Brooks notes the use of religious symbolism in Flannery O Connor s Revelation. The hogs that Mrs. Turpin is washing near the end of the story are a common biblical image. Her new image of the heavenly procession also reminds us of the well-known first shall enter last caveat in the Bible (Brooks 76). For electronic sources, paragraph numbers may be used: (Smith, par. 6)

If you have several sources from the same author (or anonymous sources with the same title), include the second item in the works cited entry to clarify: o (Yeats, Leda line 6) and (Yeats, Second lines 1-5) o ( Depression, Encyclopedia Britannica) and ( Depression, WebMD) Writing Assignments Discussion Boards Using the Discussion Board tool in BB, students will respond to the literary works assigned. These original posts should be in essay form. Each response MUST include quoted material from the primary source or sources being discussed. No outside research is required; however, if any resources beyond the assigned readings are used, this material must be cited appropriately. Discussion Board Prompts These are also given on the actual Discussion Boards in BB, but they are all provided together here for easy reference along with the assigned readings: 1. UNIT 1) Introductions: write a brief essay (5 or more paragraphs) in which you introduce yourself and discuss previous experiences with literature. Name/discuss at least one literary work that you ve read and enjoyed and at least one that you ve read and did not enjoy. What made them good/bad for you? Feel free to research and include some research on these literary works (country of origin, author, genre, literary period, etc.). a. Readings: Assignment Guide, Syllabus; explore the BB for the course carefully (look for Course Content, the Course Documents, etc.) 2. UNIT 2) In DB2, choose at least two of the Native American readings to explore in your essay (5 or more paragraphs). Remember, no outside research is required in the DB posts, but you should cite the primary works from our textbook, and, if you do use any additional sources, those should be cited in MLA as well. It is a good idea to create your DB posts in MS Word so they can be saved, but please copy and paste your work into the actual Discussion Board forum so that it is easier to read. Do not worry about formatting when you transfer it over because it will likely get messed up in the process. a. Readings: Native American readings: "The Iroquois Creation Story" (21); "The Navajo Creation Story" (25) with "The Emergence" (26); Native American Trickster Tales (Winnebago, Sioux, Navajo; starts on 100). 3. UNIT 2) In DB3, choose at least two of the European Encounters readings to explore in your essay (5 or more paragraphs). Remember, no outside research is required in the DB posts, but you should cite the primary works from our textbook, and, if you do use any additional sources, those should be cited in MLA as well. It is a good idea to create your DB posts in MS Word so they can be saved, but please copy and paste your work into the actual Discussion Board forum so that it is easier to read. Do not worry about formatting when you transfer it over because it will likely get messed up in the process.

a. Readings: European Encounters readings: John Heckenwelder "History, Manners, and Customs of the Indian Nation" (68); John Underhill "News from America" (75). 4. UNIT 3) In DB4, choose at least two of the Puritan/Colonial voices to explore in your essay (5 or more paragraphs). Remember, no outside research is required in the DB posts, but you should cite the primary works from our textbook, and, if you do use any additional sources, those should be cited in MLA as well. It is a good idea to create your DB posts in MS Word so they can be saved, but please copy and paste your work into the actual Discussion Board forum so that it is easier to read. Do not worry about formatting when you transfer it over because it will likely get messed up in the process. a. Puritan/Colonial voices: William Bradford selections from Of Plymouth Plantation (121); John Winthrop selections (165); The Bay Psalm Book (186); Anne Bradstreet (choose any 5-10 poems starting on p. 207); Cotton Mather (from The Wonders of the Invisible World (320); The New England Primer (361); Jonathan Edwards selections (396). 5. UNIT 3) In DB5, choose at least two of the Native American issues readings to explore in your essay (5 or more paragraphs). Remember, no outside research is required in the DB posts, but you should cite the primary works from our textbook, and, if you do use any additional sources, those should be cited in MLA as well. It is a good idea to create your DB posts in MS Word so they can be saved, but please copy and paste your work into the actual Discussion Board forum so that it is easier to read. Do not worry about formatting when you transfer it over because it will likely get messed up in the process. a. Native American issues: Readings on "Native Americans: Contact and Conflict" (442). 6. UNIT 4) In DB6, choose at least two of the Revolution readings to explore in your essay (5 or more paragraphs). Remember, no outside research is required in the DB posts, but you should cite the primary works from our textbook, and, if you do use any additional sources, those should be cited in MLA as well. It is a good idea to create your DB posts in MS Word so they can be saved, but please copy and paste your work into the actual Discussion Board forum so that it is easier to read. Do not worry about formatting when you transfer it over because it will likely get messed up in the process. a. The REVOLUTION: Benjamin Franklin "The Way to Wealth" (457), "Rules by Which a Great Empire May Be Reduced to a Small One" (465), and "Remarks Concerning the Savages of North America" (476) [The Autobiography starting on p. 480 is optional, but for those of you into Franklin, you may want to write about that one]; John & Abigail Adams letters (625); Thomas Paine selections (639); Thomas Jefferson from The Autobiography (661) & from The Declaration of Independence (661); The Federalist No. 1 & 10 (677). 7. UNIT 4) In DB7, choose at least two of the Racial Divide/Slavery issues readings to explore in your essay (5 or more paragraphs). Remember, no outside research is required in the DB posts, but you should cite the primary works from our textbook, and, if you do use any additional sources, those should be cited in MLA as well. It is a good idea to create your DB posts in MS Word so they can be saved, but please copy and paste your work into the actual Discussion Board forum so that

it is easier to read. Do not worry about formatting when you transfer it over because it will likely get messed up in the process. a. Racial Divide/Slavery issues: Oladauh Equiano from The Interesting Narrative of the Life of Oladauh Equiano, or Gustavas Vassa, the African, Written by Himself (687); Phillis Wheatley poems (763). 8. UNIT 5) In DB8, choose at least two of the Poetry readings to explore in your essay (5 or more paragraphs). Remember, no outside research is required in the DB posts, but you should cite the primary works from our textbook, and, if you do use any additional sources, those should be cited in MLA as well. It is a good idea to create your DB posts in MS Word so they can be saved, but please copy and paste your work into the actual Discussion Board forum so that it is easier to read. Do not worry about formatting when you transfer it over because it will likely get messed up in the process. a. Poetry: William Cullen Bryant poems (121); Edgar Allan Poe "The Raven" (637); Henry Wadsworth Longfellow poems (596); Walt Whitman (1310) & Emily Dickinson (1659) choose 5-10 poems by each to explore; Francis Ellen Watkins Harper poems (1644). 9. UNIT 5) In DB8, choose at least two of the Fiction readings to explore in your essay (5 or more paragraphs). Remember, no outside research is required in the DB posts, but you should cite the primary works from our textbook, and, if you do use any additional sources, those should be cited in MLA as well. It is a good idea to create your DB posts in MS Word so they can be saved, but please copy and paste your work into the actual Discussion Board forum so that it is easier to read. Do not worry about formatting when you transfer it over because it will likely get messed up in the process. a. Fiction--Novels and the Birth of the Short Story: Washington Irving "Rip Van Winkle" (29) & "The Legend of Sleepy Hollow" (41); James Fenimore Cooper selections from The Last of the Mohicans (79); Nathanial Hawthorne "The Birth-Mark" (418) & "Rappacini's Daughter" (430) [Note: The Scarlet Letter is in our text in its entirety. It is not required reading, but a novel is a great choice for a longer research paper, so if you want to use it, you can]; Edgar Allan Poe "The Fall of the House of Usher" (654) & "The Purloined Letter" (701); Herman Melville "Billy Budd, Sailor" (1587). 10. UNIT 5) In DB10, choose at least two of the Non-Fiction readings to explore in your essay (5 or more paragraphs). Remember, no outside research is required in the DB posts, but you should cite the primary works from our textbook, and, if you do use any additional sources, those should be cited in MLA as well. It is a good idea to create your DB posts in MS Word so they can be saved, but please copy and paste your work into the actual Discussion Board forum so that it is easier to read. Do not worry about formatting when you transfer it over because it will likely get messed up in the process. a. Non-Fiction with the Transcendentalists, Native American & African- American voices: Ralph Waldo Emerson "Nature" (214), "The Divinity School Address" (256), "Self-Reliance" (269); selections on "Native Americans: Removal and Resistance" (349); Abraham Lincoln selections (730); selections on "Slavery, Race, and the Making of American Literature" (787); Harriet Jacobs selections from Incidents in the Life of a Slave Girl (920); Henry David Thoreau "Resistance to Civil Government" (964) [Note:

Walden is not required, but the book includes it, so if you're interested in the American Transcendentalists for a paper, you might want to check it out]; Frederick Douglass "What to the Slave is the Fourth of July" (1251). Responding to Others on the Discussion Boards Within one week of the due date for each of the Discussion Board posts, students will be responsible for responding to at least two other student posts. In the Grade Book within Blackboard, students will start out with a "perfect score" on this category, but 10 points will be deducted for each post NOT posted by the deadline. Responses to others must be respectfully written, contain specific reference to a point made by the other student, and be a minimum of one fully developed paragraph. Research Papers Students will write two research papers based on literature assigned in AML 2010. The first will be based on literature from units 2 & 3; the second on literature from units 4 & 5. These papers will involve literary analysis, close reading, and, where relevant, thematic or critical interpretations. Each paper must include at least 6 full pages of text when properly formatted in MLA style. This page requirement does not include the works cited page. Likewise, a paper that stops exactly at the bottom of page 6 is not likely to be well developed, so the Works Cited page will likely be page 8 or higher. Source Requirements: No more than 2 primary works should be used. In other words, in order to do a detailed analysis, you should focus on one work, generally; however, a comparison/contrast of two works is often an acceptable method of analysis. At least 4 academically sound secondary sources must be used and cited in the paper. There is no requirement for use of tertiary sources. If needed and used, they should be academic in nature. See the Writing About Literature section above for a detailed discussion of what primary, secondary, and tertiary sources are in the study of literature. Oral/Visual Presentation Students will prepare and deliver an oral presentation in which they use at least two works of literature assigned for the class in a larger discussion of a societal issue that is still relevant for discussion today. Topics The choice of topic is open, but the most likely categories for discussion would be: Native American Culture US Democracy African-American Culture Race & America Gender Issues Social Class Issues Religious Freedom

The Individual vs. Society Requirements 10-15 minutes in length. Reference at least two of the primary sources assigned for AML 2010. Cite all sources including pictures and videos where relevant. Incorporate a discussion of how these works of literature can inform &/or how they relate to a modern audience. Cite all research. Where possible, rely on solid, academic research. This project may call for more popular sources as well; just remember this is an academic presentation, and the research should reflect that. Delivery All students will submit their PowerPoints, notes, and any other written materials via BB just like all other formal assignments. ONLINE) Students who wish to submit this assignment fully online will need to do the following: o Assemble a live audience consisting of at least 3 people. o Designate one of these people as the camera person. o In the video, introduce each audience member first. Then, train the camera on the person delivering the presentation. Your PPT or other visual aids should be visible, but the video does not have to make those readable as they will be submitted via BB. The goal of the video is to show the presenter s appearance, demeanor, and delivery. o The video should be uploaded to YouTube, and the link sent along with the presentation materials in BB. LIVE) Dates and times for delivery of the oral presentations will be announced as the due date approaches. As needed, we will have presentation times at both the Leesburg and Clermont campuses. Exams There will be two tests in AML 2010. Each will be done completely online through Blackboard. The tests will open approximately one week before the posted due date. There will be no time limits on the tests, but plan on completing them in a single sitting. The tests may consist of multiple choice, short answer, and essay questions. Short answer and essay questions often call for textual evidence, so the textbook should be available when taking the tests. The MIDTERM will cover Units 1-3. The FINAL is comprehensive and covers the entire semester.