general education review committee agenda · 9/21/2007 · masterpieces of world literature i...

General Education Review Committee Agenda

September 21, 2007

ADM 201 12:30 p.m. – 1:30 p.m.

I. Roll ( ) Doug Parry CAS Oral Communication ( ) Erik Hirschman Mat-Su/UAB ( ) Caedmon Liburd UAB ( ) Patricia Fagan CAS Humanities ( ) Dan Schwartz COE ( ) Jack Pauli CBPP/UAB ( ) Jeane Breinig CAS Written Communication ( ) Len Smiley CAS/UAB Quantitative Skills ( ) Suzanne Forster CAS ( ) Robin Wahto CTC ( ) Walter Olivares CAS Fine Arts ( ) Tom Miller OAA Guest ( ) Gail Holtzman CHSW ( ) Grant Baker SOENGR/ UAB ( ) Karl Wing USUAA II. Approval of Agenda (pg. 1)

III. Approval of Summary (pg. 2)

IV. Chair’s Report

V. Course Action Requests

Chg ENGL A121 Introduction to Literature (3 cr) (3+0) (pg. 3-6)

Chg ENGL A201 Masterpieces of World Literature I (3 cr) (3+0) (pg. 7-10)

Chg ENGL A202 Masterpieces of World Literature II (3 cr) (3+0) (pg. 11-15)

Chg ENGL A211 Academic Writing About Literature (3 cr) (3+0) (pg. 16-19) Chg ENGL A213 Writing in the Social and Natural Sciences (3 cr) (3+0) (pg. 20-23)

Chg ENGL A305 Topics in National Literature (3 cr) (3+0) (pg. 24-34)

Chg ENGL A306 Literature of the United States I (3 cr) (3+0) (pg. 35-39)

Chg ENGL A307 Literature of the United States II (3 cr) (3+0) (pg. 40-45)

Chg ENGL A434 History of Rhetoric (3 cr) (3+0) No revisions received VI. Old Business

A. Revisit updating of GER courses

VII. New Business VIII. Informational Items and Adjournment 1

General Education Review Committee Summary

September 14, 2007

ADM 201 12:30 p.m. – 1:30 p.m.

I. Roll ( ) Doug Parry CAS Oral Communication ( ) Erik Hirschman Mat-Su/UAB ( ) Caedmon Liburd UAB (X) Patricia Fagan CAS Humanities ( ) Dan Schwartz COE (X) Jack Pauli CBPP/UAB ( ) Jeane Breinig CAS Written Communication (X) Len Smiley CAS/UAB Quantitative Skills (X) Suzanne Forster CAS (X) Robin Wahto CTC ( ) Walter Olivares CAS Fine Arts (X) Tom Miller OAA Guest (X) Gail Holtzman CHSW ( ) Grant Baker SOENGR/ UAB ( ) Karl Wing USUAA

II. Approval of Agenda (pg. 1)

III. Approval of Summary (pg. 2)

IV. Chair’s Report

V. Course Action Requests

None

VI. Old Business A. Revisit updating of GER courses (pg. 3-6)

Discussion on number of courses that have not responded to GER updates Discussion items: Concern- faculty controlled not tech controlled Committee should remain part of Faculty Senate Perhaps have a grandfather system, where new distance courses must come through committee Idea to create a list of essential elements within distance delivery course that the committee can view Need to make people aware of differences in delivery mode Perhaps create a committee that works with both UAB and GAB, but works for UAB and GAB (has to be a review group)

VII. New Business

A. Election of Chair- Suzanne Forster

VIII. Informational Items and Adjournment

Meeting Adjourned 2

Approved Disapproved: Initiator (faculty only) Date Dean/Director of School/College Date Approved Approved Disapproved: Disapproved: Department Chairperson Date Undergraduate or Graduate Date

Academic Board Chairperson

Approved Approved Disapproved: Disapproved: Curriculum Committee Chairperson Date Provost or Designee Date

1a. School or College AS CAS

1b. Division AHUM Division of Humanities

1c. Department English

2. Course Prefix ENGL

3. Course Number A121

4. Previous Course Prefix & Number

5a. Credits/CEU

3 CR

5b. Contact Hours (Lecture + Lab) (3+0)

6. Complete Course/Program Title Introduction to Literature Abbreviated Title for Transcript (30 character)

7. Type of Course Academic Non-credit CEU Professional Development

9. Repeat Status No # of Repeats Max Credits 10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: SP/2008 To: /9999

8. Type of Action Course Program

Add Prefix Course Number Change Credits Contact Hours

(mark appropriate boxes) Title Repeat Status Delete Grading Basis Cross-Listed/Stacked

Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other update CCG

12. Cross Listed with Stacked with Cross-Listed Coordination Signature

13. List any programs or college requirements that require this course 14. Coordinate with Affected Units: UAA Faculty List Serve Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Course for non-majors. Introduction to analysis and appreciation of fiction, drama, and poetry. Emphasis on reading and discussion. 17a. Course Prerequisite(s) (list prefix and number)

17b. Test Score(s)

17c. Co-requisite(s) (concurrent enrollment required)

17d. Other Restriction(s)

College Major Class Level

17e. Registration Restriction(s) (non-codable)

18. Mark if course has fees

19. Justification for Action ENGL A121 is a GER course whose CCG is being updated to reflect current standards.

Curriculum Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Course or Program of Study

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Course Content Guide University of Alaska Anchorage

College of Arts and Sciences Department of English

Date: April 18, 2007

• College/School: College of Arts and Sciences • Subject: English • Course Number: ENGL A121 • Course Title: Introduction to Literature • Number of Credits (3+0) • Grading Basis: A-F • Course Description: Course for non-majors. Introduction to analysis and appreciation of

fiction, drama, and poetry. Emphasis on reading and discussion. • Prerequisites: None • Restrictions: None • Lab Fees: None • Status of Course: The course fulfills a General Education Requirement (Humanities) • Course Level Justification: As a broad introduction to literature with no pre-requisites,

this course is appropriately placed at the 100-level. I. Course Activities:

Lecture, small and large-group discussion, guided listening to audio and video recordings, in-class writing exercises, reading journals, and short papers

II. Instructional Goals and Defined Outcomes A. Instructional Goals. The instructor will:

1. Introduce students to significant works of fiction, poetry, and drama and the human problems they address.

2. Introduce literary terminology and critical strategies necessary to discuss and analyze these texts.

3. Relate texts to each other and to the cultural and historical contexts in which they developed and their relevance to contemporary issues.

B. Defined Outcomes. Students will be able to:

Student Outcomes Assessment Procedures Analyze works of fiction, poetry, and drama and articulate the human problems they address

Quizzes, writing exercises, short answer essay exams, reading-journal entries

Employ technical vocabulary and critical strategies to the analysis of various literary texts

Quizzes, objective exams, short-answer essays, reading-journal entries

Identify significant historical and cultural relationships among texts

Objective and short-answer exams, reading-journal entries

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C. Methods of Assessment: Reading quizzes; short writing assignments; reading-journal entries; participation; objective, short answer and essay exams focusing on genre analyses of individual texts.

III. Topical Course Outline 1.0 Introduction 1.1 Objectives and procedures 1.2 Discussion of the nature of literature 2.0 Short Fiction 2.1 Plot 2.2 Setting 2.3 Characterization 2.4 Narrative perspective 2.5 Figurative Language such as metaphor, symbol, allegory and irony 2.6 Theme 2.7 Literary techniques and movements, including but not limited to sketches,

fantasy, realism, postmodernism 2.8 Critical interpretive strategies (gender, postcolonial, psychological, etc.) 3.0 Poetry 3.1 Figurative language (including but not limited to simile, metaphor,

personification) 3.2 Diction 3.3 Syntax, lineation, punctuation 3.4 Sonic devices (including but not limited to alliteration, assonance, rhyme,

and metrics) 3.5 Major poetic genres (lyric, dramatic, narrative) and forms (including but

not limited to sonnets, villanelles, ballads, haiku) 3.6 Historical development of the lyric 4.0 Drama 4.1 Play structure; theater structure 4.2 Historical overview of drama in the West 4.3 Genre: tragedy, comedy, melodrama, and “mixed forms” 4.4 Modes: including but not limited to and not necessarily all of the

following: realism, naturalism, determinism, surrealism 4.5 Critical interpretive strategies (gender, postcolonial, psychological, etc.) IV. Suggested Texts

Abcariad, Richard and Marvin Klotz. Literature: Reading and Writing the Human Experience. 8th ed. New York: St. Martin’s, 2005

Annas, Pamela J. and Robert C Rosen. Literature and Society: An Introduction to Fiction, Poetry, Drama, and Non-Fiction. 3rd ed. Upper Saddle River, New Jersey: Prentice, 2000.

Landry, Alice S. Introduction to Literature, 6th ed. Boston: Houghton Miffin, 2000. Meyer, Michael, ed. The Compact Bedford Introduction to Literature: Reading, Thinking, Writing. 7th ed. Boston: Bedford/St. Martin’s, 2006.

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V. Bibliography Bratton, J.S. New Readings in Theater History: Theater and Performance Theory.

Cambridge: Cambridge UP, 2003. Brown, Julie, ed. American Women Short Story Writers: A Collection of Critical Essays.

New York: Rutledge, 2000. ---. Ethnicity and the American Short Story. New York: Garland, 1997. Cheyfitz, Eric, ed. The Columbia Guide to American Indian Literature of the United

States since 1945. New York: Columbia UP, 2005. Gelfant, Blanche H. ed. The Columbia Companion to the Twentieth-Century American

Short Story. New York: Columbia UP, 2004. Gianetti, Louis. Understanding Movies, 9th ed. Upper Saddle River: Prentice Hall, 2002. Dominic. The Modernist Short Story: A Study in Theory and Practice. Cambridge:

Cambridge UP, 1998. Huang, Guiyou. The Columbia Guide to Asian American Literature since 1945. New

York: Columbia, 2006. Lohafer, Susan and Jo Ellyn Clarey. Short Story Theory at a Crossroads. Baton Rouge:

Louisiana State UP, 1989. Lohafer, Susan. Reading for Closure: Preclosure Theory, Empirical Poetics, and the

Culture of the Short Story. Baltimore: Johns Hopkins UP, 2003. Lounsberry, Barbara. The Tales We Tell: Perspectives on the Short Story. Westport, CN:

Greenwood, 1998. May, Charles E. The New Short Theories. Athens: Ohio UP, 1994. ---. The Short Story: The Reality of Artifice. Genres in Context. New York: Routledge,

2002. Tambling, Jeremy. Narrative and Ideology. London: Open UP, 1991. Müller-Zettelmann, Eva and Margarete Rubik, eds. Theory into Poetry: New Approaches

to the Lyric. New York: Rodopi, 2005. Neeland, Jonothan and Tony Goode. Structuring Drama Work: A Handbook of Available

Forms in Theater and Drama. Cambridge: Cambridge UP, 2000. Scully, James. Line Break: Poetry as Social Practice. Willimantic, CT. Curbstone Press,

2005. Shakespeare, William. Othello: The Annotated Shakespeare. New Haven: Yale UP, 2006. Skelton, Robin. The Shapes of Our Singing: A Comprehensive Guide to Verse Forms and Metres from Around the World. Spokane: Eastern Washington U. P, 2002.

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5a. Credits/CEU

3 CR


6. Complete Course/Program Title Masterpieces of World Literature I Masterpieces of World Lit I Abbreviated Title for Transcript (30 character)









13. List any programs or college requirements that require this course BA in English 14. Coordinate with Affected Units: UAA Faculty List Serve Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Introductory course for majors and non-majors. Emphasizes understanding literature, forming critical vocabulary, and developing critical judgment. Selected masterpieces from ancient times through the Renaissance. 17a. Course Prerequisite(s) (list prefix and number) ENGL A111

17b. Test Score(s)









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• College/School: College of Arts and Sciences • Subject: English • Course Number: ENGL A201 • Course Title: Masterpieces of World Literature I • Number of Credits (3+0) • Grading Basis: A-F • Course Description: Introductory course for majors and non-majors. Emphasizes

understanding literature, forming critical vocabulary, and developing critical judgment. Selected masterpieces from ancient times through the Renaissance.

• Prerequisites: ENGL A111 • Restrictions: None • Lab Fees: None • Status of Course: The course fulfills a General Education Requirement (Humanities), is a

Core Course in the English Major, and is a prerequisite for most upper-division English courses.

• Course Level Justification: As a course satisfying a Humanities GER, and as the gateway to the English Major, this course is best suited to the sophomore year, after a student has taken at least one course in academic writing (ENGL A111).

I. Instructional Goals and Defined Outcomes

A. Instructional Goals. The instructor will: 1. relate texts to the historical contexts in which they developed and the human

problems they address. 2. introduce terminology necessary to discuss these texts with precision. 3. relate older texts to each other thematically and demonstrate their relevance to

issues of the present day.

B. Defined Outcomes. Students will be able to: 1. recognize such genres as epic, lyric, and historical and fictional narrative and

place a variety of older texts in their cultures and periods of origin. 2. apply technical terminology appropriately to diverse texts. 3. compare texts from different cultures and “translate” concerns of older texts

into contemporary equivalents.

C. Methods of Assessment: 1. Essay exam questions focusing on analysis of individual texts 2. Essay exam questions focusing on comparisons of texts from different

cultures

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3. Short papers relating texts to contemporary concerns II. Topical Course Outline Note: This course proceeds historically from the earliest literary works to literature of the seventeenth century CE. It includes a selection of significant texts from the Middle East, Asia, and Europe. Instructors’ specific selections vary from semester to semester. A. Cultural origins 1. Gilgamesh 2. The Hebrew Bible 3. Homeric epic 4. Classic of Poetry 5. Ramayana 6. Bhagavad Gita B. Successor cultures 1. Greek tragedy 2. Greek philosophy 3. Chinese philosophy 4. Latin epic and lyric 5. The New Testament C. Cultural dispersion and development 1. The Middle East a. The Koran b. The Thousand and One Nights 2. Asia a. T’ang poetry b. Japanese poetry and fiction 3. Europe a. Beowulf b. Dante c. Montaigne d. Milton e. Shakespeare III. Suggested Texts Damrosch, David, ed. The Longman Anthology of World Literature. New York: Longman, 2004.

Lawall, Sarah, ed. The Norton Anthology of World Literature. Second Edition. New York: Norton, 2002.

IV. Bibliography

Note: This is a selective list of references for teaching. It does not include other literature anthologies or translations.

Anderson, William S., and Lorina M. Quartarone, eds. Approaches to Teaching Vergil’s Aeneid. New York: Modern Language Association of America, 2002. Armstrong, Karen. Islam: A Short History. New York: Modern Library, 2002.

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—. A Short History of Myth. Edinburgh: Canongate, 2005. Boatwright, Mary T. et al. The Romans: From Village to Empire. New York: Oxford UP, 2004. Dillon, John M. Morality and Custom in Ancient Greece. Bloomington: Indiana UP, 2004.

Ehrman, Bart D. Misquoting Jesus. San Francisco: Harper, 2005. Henry, Patrick, ed. Approaches to Teaching Montaigne’s Essays. New York: Modern Language Association of America, 1994. Hornblower, Simon, and Antony Spaworth, eds. The Oxford Companion to Classical Civilization. New York: Oxford UP, 1998.

Metzger, Bruce M., and Michael D. Coogan, eds. The Oxford Companion to the Bible. New York, Oxford UP, 1993. Mitchell-Boyask, Robin, ed. Approaches to Teaching the Dramas of Euripides. New

York: Modern Language Association of America, 2002. Olshen, Barry N., and Yael S. Feldman. Approaches to Teaching the Hebrew Bible as Literature in Translation. New York: Modern Language Association of America, 1989.

Pelikan, Jaroslav. Whose Bible Is It? A History of the Scriptures Through the Ages. New York: Viking, 2005. Pomeroy, Sarah B. et al. Ancient Greece: A Political, Social, and Cultural History. Oxford: Oxford UP, 1999. Religion. New York: Oxford UP, 2003. Price, Simon, and Emily Kearns, eds. The Oxford Dictionary of Classical Myth and New York: Oxford UP, 2003. Shaughnessy, Edward L., ed. China: Empire and Civilization. New York: Oxford UP, 2000.

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5a. Credits/CEU

3 CR


6. Complete Course/Program Title Masterpieces of World Literature II Masterpieces of World Lit II Abbreviated Title for Transcript (30 character)







Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Update CCG


13. List any programs or college requirements that require this course BA in English 14. Coordinate with Affected Units: UAA Faculty List Serve Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Introductory course for majors and non-majors. Emphasizes understanding literature, forming critical vocabulary, and developing critical judgment. Selected masterpieces from the Renaissance to the present. 17a. Course Prerequisite(s) (list prefix and number) ENGL A111

17b. Test Score(s)









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• College/School: College of Arts and Sciences • Subject: English • Course Number: ENGL A202 • Course Title: Masterpieces of World Literature II • Number of Credits (3+0) • Grading Basis: A-F • Course Description: Introductory course for majors and non-majors. Emphasizes

understanding literature, forming critical vocabulary, and developing critical judgment. Selected masterpieces from the Renaissance to the present.

• Prerequisites: ENGL A111 • Restrictions: None • Lab Fees: None • Status of Course: The course fulfills a General Education Requirement (Humanities), is a

Core Course in the English Major, and is a prerequisite for most upper-division English courses.

• Course Level Justification: As a course satisfying a Humanities GER, and as the gateway to the English Major, this course is best suited to the sophomore year, after a student has taken at least one course in academic writing (ENGL A111).


A. Instructional Goals. The instructor will: 1. relate texts to the historical contexts in which they developed and the human

problems they address. 2. introduce terminology necessary to discuss these texts with precision. 3. relate texts to each other thematically and demonstrate their relevance to

issues of the present day.

B. Defined Outcomes. Students will be able to: 1. recognize such genres as epic, lyric, and historical and fictional narrative and

place a variety of texts in their cultures and periods of origin. 2. apply technical terminology appropriately to diverse texts. 3. compare texts from different cultures and “translate” their concerns into

contemporary equivalents .

C. Methods of Assessment: 1. Essay exam questions focusing on analysis of individual texts 2. Essay exam questions focusing on comparisons of texts from different

cultures

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3. Short papers relating texts to contemporary concerns II. Topical Course Outline Note: This course proceeds historically from literary works of the seventeenth century to literature of the present. It includes a selection of significant texts from the Middle East, Asia, Europe and the Americas. Instructors’ specific selections vary from semester to semester.

A. Vernacular Literature in China & Japan (1550-1800) 1. Monkey 2. “The Story of the Stone” 3. Saikaku, Basho, and Akinari

B. The Enlightenment in Europe 1. Moliere, Racine, Voltaire 2. Swift and Pope

C. Revolution & Romanticism in Europe & America 1. Rousseau, Lamartine, Hugo 2. Blake, Wordsworth, Coleridge, Shelley, Keats 3. Goethe, Holderlin, Heine 4. Pushkin 5. Frederick Douglass, Walt Whitman, Melville, Dickinson

D. Realism, Naturalism, & Symbolism in Europe 1. Flaubert: Madame Bovary 2. Dostoevsky: Notes from Underground 3. Tolstoy: The Death of Ivan Ilyich 4. Ibsen: Hedda Gabler 5. Chekhov: “The Lady with the Dog”

E. The Twentieth Century 1. The Americas: The Navaho Night Chant, Stevens, Zuni Ritual Poetry, Inuit

Songs, T. S. Eliot, Faulkner, Borges, Wright, Garcia Marquez, Silko 2. Europe: Freud, Yeats, Pirandello, Proust, Mann, Rilke, Joyce, Woolf, Kafka,

Akmatova, Brecht, Garcia Lorca, Neruda, Beckett, Camus, Solzhenitsyn, Lessing

3. Near East & Asia: Tagore, Higuchi Ichiyo, Premchand, Lu Xun, Tanizaki Jun’ichiro, Tawfiq Al-Hakim, Kawabata, Kojima Nobuo, Yehuda Amichai, Mawasweta Deva, A.B. Yehoshua, Anita Desai

4. Africa: Birago Diop, Chinua Achebe, Wole Soyinka

III. Suggested Texts Damrosch, David, ed. The Longman Anthology of World Literature. New York: Longman, 2004.

Lawall, Sarah, ed. The Norton Anthology of World Literature. Second Edition. New York: Norton, 2002.

IV. Bibliography

Note: This is a selective list of references for teaching. It does not include other literature

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anthologies or translations. Beiser, F.C. The Sovereignty of Reason: The Defense of Reason in the Early English

Enlightenment. 1996. Bloom, Harold. Emma Bovary. 1994. Briggs, Julia. Reading Virginia Woolf . 2006. Boulding, Elise. The Underside of History: A View of Women through Time. 1992. Burt, E.S. Poetry’s Appeal: Nineteenth-Century French Lyric and the Political Space.

1999. Chefdor, Monique, et. al., eds. Modernism: Challenges and Perspectives. 1986. Crosman, Robert. “Black Man’s Heaven Is a White Man’s Hell: New Bedford in The

Autobiography of Frederick Douglass and Moby Dick.” Unpublished paper delivered at the Douglass/Melville Conference, New Bedford, MA, June, 2005.

Dankoff, Robert, trans. The Intimate Life of an Ottoman Statesman. 1991. Durer, C.S. Herman Melville, Romantic and Prophet: A Study of His Romantic

Sensibility and His Relationship to European Romantics. 1996. Evdokimova, F. Pushkin’s Historical Imagination. 1999. Fabricant, C. Swift’s Landscape. 1995.

Fargnoli, A. Nicholas and Michael Patrick Gilespie. Critical Companion to James Joyce. 2006. Faris, James C. A History and a History of Documentation of a Navaho Ceremonial.

1990. Goethe, Johan Wolfgang. Faust: A Tragedy. A Norton Critical Edition. C. Hamlin, ed.

2000. Hayes, J.C. Reading the French Enlightenment: System and Subversion. 1999.

Hewitt, R. The Possibilities of Society: Wordsworth, Coleridge, and the Sociological Viewpoint of English Romanticism. 1997.

Hibbett, Howard. The Floating World in Japanese Fiction. 1959. Hoisington, Sonia Stephan. A Plot of Her Own: The Female Protagonist in Russian

Literature. 1995. Larmore, Charles. The Romantic Legacy. 1996. Lawall, Sarah, ed. Reading World Literature: Theory, History, Practice. 1994. Liu, Y. Poetics and Politics: The Revolutions of Wordsworth. 1999. Miller, J.E. Leaves of Grass: America’s Lyric-Epic of Self and Democracy. 1992. Morgenstern, M. Rousseau and the Politics of Ambiguity. 1996. Norman, L.F. The Public Mirror: Moliere and the Social Commerce of Depiction. 1999. Phillips, E. Emily Dickinson: Personae and Performance. 1996. Pope, Alexander. The Rape of the Lock. C. Wall, ed. 1998. Rayfield, Donald. Anton Chekhov: A Life. 1998. Shirane, Haruo. Traces of Dreams: Landscape, Cultural Memory, and the Poetry of

Basho. 1998. Silbajons, Rimvydas. Tolstoy’s Aesthetics and His Art. 1991. Templeton, Joan. Ibsen’s Women. 1997. Voltaire, Francois-Marie Arouet de. Candide. D. Gordon, ed. 1999. Wheatley, K. Shelley and His Readers: Beyond Paranoid Politics. 1999. White, K.D. John Keats and the Loss of Romantic Innocence. 1996.

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Williamson, M. Raising Their Voices: Women’s Contributions to the English Enlightenment, 1650-1750. 1990.

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5a. Credits/CEU

3 CR


6. Complete Course/Program Title Academic Writing About Literature Academic Writing About Lit. Abbreviated Title for Transcript (30 character)










16. Course Description Instruction in writing based on close analysis of literature. Develops a broad range of expository writing skills. Research paper required. 17a. Course Prerequisite(s) (list prefix and number) ENGL A111 with minimum grade of C

17b. Test Score(s)






19. Justification for Action English A211 is a GER Written Communication course whose CCG is being updated to reflect current standards.



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• College/School: College of Arts and Sciences • Subject: English • Course Number: ENGL A211 • Course Title: Academic Writing About Literature • Number of Credits (3+0) • Grading Basis: A-F • Course Description: Instruction in writing based on close analysis of literature. Develops

a broad range of expository writing skills. Research paper required. • Prerequisites: ENGL A111 with minimum grade of C • Restrictions: None • Lab Fees: Yes • Course Attributes: UAA GER Written Communication • Course Level Justification: As a course satisfying three hours of the six hour UAA GER

Written Communication requirement, this course is best suited to the sophomore year, after a student has taken at least one course in academic writing (ENGL A111).


A. Instructional Goals. The instructor will: 1. introduce the academic reading, writing, and research tasks as a series of

related processes, 2. introduce the practice of the close reading of texts according to a range of

theoretical orientations, and 3. emphasize the writing conventions common to academic writing about

literature.

B. Defined Outcomes. Students will be able to: 1. write analytically about literary texts (poetry, drama, short fiction), 2. research materials and synthesize ideas from scholarly sources, and 3. develop essays according to the grammatical, mechanical, stylistic, generic,

documentation, and theoretical conventions appropriate to academic writing about literature.

C. Methods of Assessment:

1. Short responses to literary texts, critical theories, and academic sources. 2. Library assignments for identifying, evaluating, summarizing, incorporating,

and documenting sources. 3. Analytical and expository essays detailing a critically informed and coherent

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argument based upon the close reading of a literary text. III. Topical Course Outline Note: Organization of the course will vary from instructor to instructor, but should include the following. A. Critical Reading & Research Process 1. Critical Reading 2. Identifying Sources

3. Evaluating Sources 4. Summarizing, Paraphrasing, & Quoting Sources 5. Documenting Sources

B. The Writing Process 1. Drafting / Inventing 2. Composing / Shaping 3. Revising / Polishing C. Close Reading & Literary Theory 1. Literary Formalism / New Criticism 2. Structuralism 3. Reader Response Theory 4. Psychoanalytic Theory 5. Feminist & Gender Theory 6. Deconstructive Theory 7. Historicist Theory 8. Cultural Studies Approaches IV. Suggested Texts Lynn, Steve. Texts and Contexts: Writing About Literature with Critical Theory. 5th ed. New York: Longman, 2007. Gwynn, R. S., ed. Literature: A Pocket Anthology. 3rd ed. New York: Penguin, 2006. V. Bibliography Note: This is a selective list of references for teaching. It does not include other literature anthologies or translations. Barry, Peter. Beginning Theory: An Introduction to Literary and Cultural Theory. 2nd ed. Manchester: Manchester UP, 2002. Bakhtin, M. M. The Dialogic Imagination. Austin: U of Texas P, 1982. Culler, Jonathan. Literary Theory: A Very Short Introduction. New York: Oxford UP, 2000. ---. Structuralist Poetics: Structuralism, Linguistics, and the Study of Literature. New York: Routledge, 2002.

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Davis, Robert Con and Ronald Schleifer, eds. Contemporary Literary Theory. 4th ed. New York: Addison Wesley Longman, 1998.

Derrida, Jacques. The Gift of Death. Chicago: U of Chicago P, 1996. -------. Of Grammatology. Baltimore: Johns Hopkins UP, 1998. Eagleton, Terry. Literary Theory: An Introduction. 2nd ed. Minneapolis: U of Minnesota

P, 1996. Foucault, Michel. Discipline and Punish: The Birth of the Prison. New York: Vintage P, 1995. Gallagher, Catherine and Stephen Greenblatt. Practicing New Historicism. Chicago: U of Chicago P, 2001. Gilbert, Sandra M. and Susan Gubar, eds. Feminist Theory and Criticism. New York: Norton, 2006. Iser, Wolfgang. The Act of Reading: A Theory of Aesthetic Response. Baltimore: Johns Hopkins UP, 1980. Jancovich, Mark. The Cultural Politics of the New Criticism. Cambridge: Cambridge UP, 2006. Leitch, Vincent B., ed. The Norton Anthology of Theory and Criticism. New York: Norton, 2001. Lentricchia, Frank and Thomas McLaughlin, eds. Critical Terms for Literary Study. 2n ed. Chicago: U of Chicago P, 1995. Levinas, Emmanuel. Entre Nous: Thinking of the Other. New York: Columbia UP, 2000. Muller, John P. and William J. Richardson, eds. The Purloined Poe: Lacan, Derrida, and Psychoanalytic Reading. Baltimore: Johns Hopkins UP, 1984. Norris, Christopher. Deconstruction: Theory and Practice. 2nd ed. New York: Routledge, 2002. Richter, David H., ed. The Critical Tradition: Classic Texts and Contemporary Trends. 3rd ed. New York: Bedford / St. Martin's, 2007. Said, Edward. Orientalism. New York: Vintage, 1979. Selden, Raman and Peter Widdowson. A Reader's Guide to Contemporary Literary Theory. 5th ed. Lexington: UP of Kentucky, 1996. Sullivan, Nikki. A Critical Introduction to Queer Theory. New York: New York UP, 2003. Wimsatt, William K. The Verbal Icon: Studies in the Meaning of Poetry. Lexington: UP of Kentucky, 1967. Wolfreys, Julian, Ruth Robbins, and Kenneth Womack, eds. Key Concepts in Literary Theory. Edinburgh: Edinburgh UP, 2006.

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5a. Credits/CEU

3


6. Complete Course/Program Title Writing in the Social and Natural Sciences Writing in Soc & Nat Sciences Abbreviated Title for Transcript (30 character)



11. Implementation Date semester/year From: SPl/2008 To: /9999




Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other GER Update


13. List any programs or college requirements that require this course Applies toward GER Written Communication Requirement 14. Coordinate with Affected Units: UAA Faculty List Serve Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Instruction in academic writing based on close analysis of readings in various disciplines, primarily the social and natural sciences. Develops a broad range of expository writing skills, including composition of the empirical report. Research paper required. 17a. Course Prerequisite(s) (list prefix and number) ENGL A111 with minimum grade of C

17b. Test Score(s)

17c. Co-requisite(s) (concurrent enrollment required) N/A





19. Justification for Action GER update



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5a. Credits/CEU

3


6. Complete Course/Program Title National Literatures in English Abbreviated Title for Transcript (30 character)


9. Repeat Status Yes # of Repeats 1 Max Credits 6 10. Grading Basis A-F P/NP NG





Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Update GER


13. List any programs or college requirements that require this course Fulfills National Literatures Requirement for the English major; fulfills CAS Arts & Letters Requirement 14. Coordinate with Affected Units: UAA Faculty List Serve Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Study of selected national literatures composed in English, excluding the literature of England and the United States. Each offering examines the literature of a particular “nation”—a group of people or peoples united by multiple factors such as common descent, language, culture, government, history, geographical location—in which publication is largely in the English language. Examples include literature of Canada, Ireland, Scotland, Australia, New Zealand, Nigeria, or the Caribbean. The selected focus of each course offering is identified in the subtitle. Special Note: Applies once toward national literatures requirements for English majors; may be repeated once for elective credit with a change of subtitle. ENGL A201 and A202 recommended. 17a. Course Prerequisite(s) (list prefix and number) (ENGL A211 or A212 or A213 or A214) with a minimum grade of C

17b. Test Score(s)




17e. Registration Restriction(s) (non-codable) N/A


19. Justification for Action ENGL A305 is a GER course whose CCG is being updated to clarify the parameters of the course and reflect current standards. Special Note has been augmented to include the recommendation of ENGL A201 and ENGL A202.



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COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE

September 16, 2007 Course Information a. College or School: College of Arts and Sciences b. Course Subject: ENGL c. Course Number: A305 d. Credits/Contact: 3 credits, 3 + 0 e. Title: National Literatures in English f. Grading Basis: A – F

g. Prerequisites: C or better in (ENGL A211 or 212 or 213 or 214) with a minimum grade of C

h. Course Fees: No i. Description: Study of selected national literatures composed in English,

excluding the literature of England and the United States. Each offering examines the literature of a particular “nation”—a group of people or peoples united by multiple factors such as common descent, language, culture, government, history, geographical location—in which publication is largely in the English language. Examples include literature of Canada, Ireland, Scotland, Australia, New Zealand, Nigeria, or the Caribbean. The selected focus of each course offering is identified in the subtitle. Special Note: Applies once toward national literatures requirements for English majors; may be repeated once for elective credit with a change of subtitle. ENGL A201 and A202 recommended.

j. Course attributes: UAA GER Humanities Requirement Instructional Goals and Student Outcomes The instructor will: 1. Provide information and/or readings on the development of English as a publishing

language in the selected nation or region. Often this background will involve broad questions concerning colonial and postcolonial processes affecting language use, change, and status.

2. Explain how the selected texts assigned in the course have been chosen; guide students in recognizing and analyzing themes and techniques.

3. Provide resources for assessing historical and literary significance of selected texts. Students will be able to: Assessment 1. Explain the historical processes by which English became a

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significant publishing language in the selected nation, and the relationship of English to indigenous and other languages.

tests, papers

2. Explain the role that a language and a literature have in forming a sense of national identity.

3. Identify significant texts composed in English; discuss prominent themes and techniques, placing them in their historical and cultural contexts.

tests, papers

4. Analyze the historical and literary significance of selected texts, including intertextual relationships within and beyond the literature of the selected nation.

tests, papers

Guidelines for Evaluation Individual faculty members explain their policies at the beginning of the semester. Specific assignments will vary. In general, students are graded on participation in discussion of assigned readings, quizzes, midterm and final examinations, and one or more formal papers. Course Level Justification The course requires experience reading and researching complex texts, as well as advanced writing skill. Sample Course Outline The content of selected course topics will vary. In general, the following issues will be addressed: A. Nations and literature

1. Concepts of nationhood 2. Social and cultural functions of a national language 3. Social and cultural functions of a national literature 4. Postcolonialism and national literatures B. Introduction to the selected national literature 1. Physical geography 2. Key events in political history 3. Cultural history 4. Literary traditions a. Language(s) b. Genres c. Publishing systems d. Significant authors C. Social/cultural context

1. National identity 2. Gender roles 3. Educational systems 4. Politics

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5. Mythology D. Literary context

1. Development of a particular genre 2. Intertextual relationships within the literary system 3. Intertextual relationships other literatures in English

E. Analysis of exemplary texts Course Texts Selected texts will vary, depending on the national literature studied. The following is a

specimen reading list. Banks, Iain M. Feersum Endjinn. New York: Bantam, 1994.

Dunn, Douglas, ed. The Oxford Book of Scottish Short Stories. Oxford: Oxford UP, 2001.

Ferrier, Susan. Marriage. 1818. Oxford: Oxford UP, 2001.

Gunn, Neil. Off in a Boat. 1938. New York: New Amsterdam, 1990.

Hogg, James. Four Tales. Edinburgh: Canongate, 2001.

Johnson, Samuel, and James Boswell. A Journey to the Western Islands of Scotland and The Journal of a Tour to the Hebrides. 1775 and 1786. London: Penguin, 1984.

Scott, Walter. Waverley. 1814. London: Penguin, 1985.

Spark, Muriel. Loitering with Intent. 1981. New York: New Directions, 2001.

Stevenson, Robert Louis. The Master of Ballantrae. 1889. London: Penguin, 1996.

Secondary Connell, Liam. “Modes of Marginality: Scottish Literature and the Uses of Postcolonial

Theory.” Comparative Studies of South Asia, Africa, and the Middle East 23 (2003): 41-53.

Keating, M. “Stateless Nation-Building: Quebec, Catalonia and Scotland in the Changing State System.” Nations and Nationalism 3 (1997): 689-717.

Maclean, Fitzroy, and Magnus Linklater. Scotland: A Concise History. Rev. ed. London: Thames, 2000.

McCrone, David. “Scotland, Small? Making Sense of Nations in the 21st Century.” Seminar on “New Politics: New Governance: The Experience of Scottish Devolution.” Scotland in Sweden, Stockholm, 18 October 2002. http://www.institute-of-governance.org/onlinepub/mccrone/scotland_small.html .

---. “Stateless Nations in the 21st Century: the Case of Scotland.” Henry Duncan Prize Lecture given at the Royal Society of Edinburgh, 29 October 2001.

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http://www.institute-of-governance.org/onlinepub/mccrone/RSElecture29Oct2001.html .

Bibliography Ashcroft, Bill, Gareth Griffiths, and Helen Tiffin. The Empire Writes Back: Theory and

Practice in Popst-Colonial LiteraturesI. New York: Routledge, 1989. Bhabha, Homi K. Nation and Narration. New York: Routledge, 1990. Crawford, Robert. Devolving English Literature. 2nd ed. Edinburgh: Edinburgh UP, 2000. Elliott, Emory, Louis Freitas Caton, and Jeffrey Rhyne, eds. Aesthetics in a Multicultural Age.

Oxford: Oxford UP, 2002. Gikandi, Simon. Maps of Englishness: Writing Identity in the Culture of Colonialism. New

York: Columbia UP, 1996. Mohanty, Satya P. Literary Theory and the Claims of History. Ithaca: Cornell UP, 1997. Punter, David. Postcolonial Imaginings: Fictions of a New World Order. New York:

Rowman and Littlefield, 2000. Said, Edward. Culture and Imperialism. New York: Knopf, 1993. Spivak, Gayatri Chakravorty. In Other Worlds: Essays in Cultural Politics. New York:

Routledge, 1988. Trumpener, Katie. Bardic Nationalism: The Romantic Novel and the British Empire.

Princeton: Princeton UP, 1997.

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Topics in National Literatures Scottish Literature: Fictions and Faces of a “Stateless” Nation

English A305.801 Dr. Genie Babb Fall 2004

Course Overview Welcome to Scottish Literature! My name is Genie Babb, and I’m your instructor for this course. The subtitle is “Fictions and Faces of a ‘Stateless’ Nation,” and we will read Scottish writing from the last two centuries—after its union with England (and before its devolution in 1999). Though the Kingdom of Scotland willingly relinquished its soverign status in 1707 (not without struggles and aftershocks), its distinct national identity flourishes down to the present day. Indeed, the 1999 reinstatement of political autonomy in certain arenas has prompted sociologist David McCrone to term current-day Scotland not so much “stateless” as “understated.” The richness of the Scottish literary tradition necessitates setting limits on our explorations. A thousand-year history has produced a wealth of oral literature in Gaelic and Scots, as well as an impressive body of written work that parallels and counterpoints the standard periods and genres of English literature. We will focus on prose fiction and non-fiction (and one poem) published in Scots and English from the late 18th century to the late 20th century.

Even given that focus, we can only scratch the surface of all the wonderful Scottish texts that are available. As we read these fascinating texts, we will address some difficult but interesting questions:

• What kinds of stereotypes and misinformation do we as non-Scottish readers bring to the study of Scottish literature? (I’m assuming that most of us aren’t Scots, but if any of you are, so much the better!)

• Is there a characteristic “Scottish identity” and how has “it” changed over time? How have Scots negotiated the radical cultural differences among themselves? How has the cultural and political dominance of England shaped the Scottish sense of self?

• How have different authors addressed Scottish identity in their literature? What unique contributions have Scottish writers made to world literature? How have Scottish writers appropriated and refashioned literary genres and modes from England, Europe, and elsewhere?

• How have the geography, topography, climate, flora, and fauna of Scotland influenced the sense of Scottish identity? How has the vast Scottish diaspora impacted what it means to be Scottish?

I’m glad you’ve joined me for this exploration of Scottish literature and identity. Reading and thinking about national identities will, I hope, enrich your awareness of your own heritage.I look forward to interacting with each of you!

Course Prerequisites Prerequisite: ENGL A211 with minimum grade of C or ENGL A212 with minimum grade of C or ENGL A213 with minimum grade of C.

Required Texts Primary Here is an annotated list of the literary texts in the order that we will read them (i.e., don’t follow this order on a Works Cited page!):

McCrumb, Sharyn. Highland Laddie Gone. New York: Ballantine, 1986. This is a rather unorthodox place to begin, but I chose this mystery because it’s a quick, fun read; it introduces some of the important themes and historical events we’ll encounter throughout the semester; and it addresses some misconceptions and stereotypes many of us have about Scotland. One of the “Elizabeth MacPherson” mystery series, this book deals with the connections between Scotland and the southern United States. The story centers around a “Highland Games” festival held in Virginia—a fictionalized version of an event celebrated worldwide. More than any other we’ll read, this text reminds us of the Scottish “diaspora”—the millions of emigrants who have settled in all parts of the globe over the centuries, yet who still cherish (some would say flaunt) their Scottish roots.

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Johnson, Samuel, and James Boswell. A Journey to the Western Islands of Scotland and The Journal of a Tour to the Hebrides. 1775 and 1786. London: Penguin, 1984. Two books in one, these are non-fictional travel accounts—the earliest of the texts we’ll read. While revolution was brewing in the thirteen colonies, Samuel Johnson and his young Scottish friend, James Boswell (who was to become Johnson’s celebrated biographer) were touring the rugged “Highlands and Islands” of Scotland. Those of you who have taken History of Criticism will recognize Dr. “Vice-should-always-disgust” Johnson, and will not be surprised that he never hesitates to form a judgment or give an opinion. He represents an English view of Scotland, often condescending and critical, yet observant and astute. Boswell as a native Scot represents a different point of view, and as the book jacket comments “it is very lucky that as Johnson was observing Scotland, Boswell was observing Johnson.” Together these texts represent insider and outsider perspectives that fruitfully set the stage for discussions of Scottish identity. Many of their pronouncements will be quoted and challenged by another traveler we’ll read later in the semester—Neil Gunn.

Hogg, James. Four Tales. Edinburgh: Canongate, 2001. A contemporary of Walter Scott, James Hogg (called “the Ettrick Shepherd” due to his humble beginnings) collected and transcribed oral tales of the sort that caught Johnson’s ear—of the Second Sight, for example. Hogg represents a darker, earthier, more violent Scottish tradition than Sir Walter Scott’s romanticized evocations of the past. This collection contains four traditional tales (one in verse form) from the Scottish borders, retold in Hogg’s forceful, vivid style. The tales blur the borders between fact and fantasy, natural and supernatural phenomena, creating uncanny, disturbing visions of the issues raised by contemporaries Scott and Ferrier, and anticipating by two centuries the modern fantasies of Iain Banks. In addition, Hogg introduces theme of the double or doppelganger, a figure that will find its way into all subsequent fiction we’ll read.

Scott, Walter. Waverley. 1814. London: Penguin, 1985. As scholar Ian Duncan has noted, one reason for studying Scottish literature is its influence on world literature: “Scottish writers from the century of Enlightenment and Romanticism — Hume and Smith, ‘Ossian’, Burns and Scott — enjoyed a huge international popularity and prestige, across continental Europe and North America and other European colonies, defining the intellectual and literary genres of modernization throughout (at least) the nineteenth century.” Nowhere is this influence more evident that in the impact of Walter Scott’s creation of the genre of historical romance—a genre borrowed and adapted the world round. Waverley, as the first of its kind, took the world by storm, and created great interest in Scotland and in the way history shapes identity. The novel centers around an important historical event—the ‘45—that we’ll already have encountered in McCrumb, and it explores the vexed relations within Scotland—between Highlanders and Lowlanders, between Catholicism and Calvinism, between clan and commerce, between tradition and progress—as well as the troubled interactions with Scotland’s more powerful partner—England. These tensions are experienced through the eponymous hero, a poignant embodiment of the theme of the doubled or divided self.

Ferrier, Susan. Marriage. 1818. Oxford: Oxford UP, 2001. Sometimes called the Scottish Jane Austen, Susan Ferrier creates an engaging saga about the perils and pleasures of union, whether between individuals or between nations. Set in the Highlands and London, Ferrier’s tragicomedy of manners sheds light on the particularities of women’s lives, roles, and choices, as well as on the vexed relations between the Scottish and the English. By means of her depiction of doubled and counterpointed characters, Ferrier satirizes a range of human types regardless of nationality, social status, or gender.

Stevenson, Robert Louis. The Master of Ballantrae. 1889. London: Penguin, 1996. Set in the same period as Waverley, this novel presents a much darker vision of Scottish history. The central figures, two brothers who are bitter rivals, foreground the issues of divided loyalties and doubled identities, a theme that Stevenson first famously explored in The Strange Case of Dr Jekyll and Mr Hyde. Stevenson evokes the uncanny feel of folk legends, while remaining within the bounds of the all-too-real.

Gunn, Neil. Off in a Boat. 1938. New York: New Amsterdam, 1990. The third of the three travel accounts we’ll read, this book relates the voyage of the 27-foot Thistle through the Hebrides in 1937. In addition to narrating the adventures that he and his wife Daisy have on their journey, Gunn frequently takes spirited issue with Johnson and Boswell. A book that makes one wish to have a boat!

Spark, Muriel. Loitering with Intent. 1981. New York: New Directions, 2001. An author of international fame, Spark writes about subjects beyond the bounds of Scotland, setting many of her novels in such metropolitan centers as London, New York, and Rome. Nonetheless, one can find witty allusions to her national heritage in the most unexpected places. Her whimsical tale of an aspiring young novelist, Loitering with Intent,

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resonates with the themes of doubling and identity traced throughout our reading. Life begins to imitate art when the heroine finds her own characters and plots inexplicably brought to life by her cohorts at the mysterious Autobiography Association. Spark foregrounds changing roles and expectations for women in post-war London: “[T]hat day in the middle of the twentieth century,” her young narrator exclaims, “I felt more than ever how good it was to be a woman and an artist there and then.”

Banks, Iain M. Feersum Endjinn. New York: Bantam, 1994. A prolific writer of both mainstream and science fiction novels, Iain Banks has created an intriguing story of the future that combines dizzying technological innovation and post-modern story-telling techniques with good old-fashioned mystery, intrigue, and apocalypse. Though Banks by no means limits himself to Scottish themes and settings, he shows his debt to his native literary tradition in many fascinating ways, not least in his echoes of the folk and fairy tales immortalized by Hogg, Scott, and others. Moreover, the bewildering convolutions of identity that arise in the virtual reality sequences give a new twist to the theme of the double. And as if that weren’t enough, you’ll “hear” a Scottish voice—listen carefully!

Dunn, Douglas, ed. The Oxford Book of Scottish Short Stories. Oxford: Oxford UP, 2001. Each one of you will do a report on a story of your own choosing. You may pick from this book or from another book that I own—a collection of short stories by women (it is currently out of print, so I was unable to order it for the class). There are so many wonderful Scottish writers that I wanted you to be able to choose one yourself.

Secondary Connell, Liam. “Modes of Marginality: Scottish Literature and the Uses of Postcolonial Theory.” Comparative

Studies of South Asia, Africa, and the Middle East 23 (2003): 41-53. Online. An article that discusses the applicability of post-colonial theory to Scotland.

Maclean, Fitzroy, and Magnus Linklater. Scotland: A Concise History. Rev. ed. London: Thames, 2000. As the title indicates, a concise history of Scotland with many photographs and illustrations. On the Calendar, this text is abbreviated SCH.

McCrone, David. “Scotland, Small? Making Sense of Nations in the 21st Century.” Seminar on “New Politics: New Governance: The Experience of Scottish Devolution.” Scotland in Sweden, Stockholm, 18 October 2002. Online. An article on Scotland’s current status as an “understated” nation.

Technology and Delivery Methods

Course Method of Delivery This is a web-based distance education course. All of the content, activities, and student-to-student/student-to-faculty interactions for this course will be facilitated online through Blackboard.

Course Pacing Some distance education courses allow participants to complete work at their own pace, and some do not. This course does not. Like most on-campus courses, this class has regular weekly due dates for assignments and class interactions. To maintain consistency and to allow you a measure of flexibility, however, all weekly assignments will be due on the same day of the week for every week of the course (usually midnight on Thursday). Contact and Communication

Instructor Contact Information There are several ways to contact me, depending on what you want to ask or communicate.

• Email – [email protected]

• Face-to-face Office Hours – 2:00-3:00 pm Monday/Tuesday in K208G or by appointment.

• Voicemail – (907) 786-4380

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Asking Questions in Class In a traditional, face-to-face course, students can ask questions in class by simply raising a hand. In an online course, asking questions is a little more difficult. To do so in this class, post a message to the Discussion Board. Posting questions to a common area will allow us to discuss and resolve problems in a group setting rather than one-on-one.

Submitting Papers Written assignments can be turned in to me in one of the following ways:

• Send through the Digital Drop Box. • Send as an attachment to my e-mail address [email protected] • Fax document to the English Department at (907) 786-4383. • Drop hard copy of document by the English Department K212.

Assignments and Grading

Attendance Although this is a distance-delivered course, you will have many opportunities to engage in the class and interact with others on a regular basis. I suggest that students log on to the course web site at least 3-4 times each week to check announcements, post contributions to each week’s Discussion Board forum, view/review course content, pose questions, read the postings of others, and engage in collaborative activities.

Reading Assignments Keeping up with the assigned reading is crucial to success in this class. Complete assigned readings early in the week indicated on the Course Calendar. Please mark passages about which you have comments or questions so that you may bring them up on the Discussion Board. Do realize that on average you’ll be reading 200-300 pages per week. I suggest starting early and staging your reading to avoid burnout.

Discussion Board Postings (Class Participation) Since this is a online course, students take responsibility for generating much of the discussion. You’ll need to post 35 times to the Discussion Board over the course of the semester for full credit (this comes out to a little under 3 postings per week—you can miss 4 posting opportunities with impunity). Postings are the equivalent of class participation—once that week has passed, you cannot make it up with extra postings another week. Postings can take three forms:

Close Reading: Each student is responsible for generating class discussion by doing a “close reading” three times during the semester. In preparation, choose a specific passage from the primary text assigned for that week’s reading. On the Discussion Board, quote the passage (and give the page number), analyze it, and offer a question or two for fellow students to contemplate.

Context Exploration: “Context exploration” involves generating discussion on the relationship between a primary

text and its context (historical, cultural, political, economic, etc.) two times during the semester.

Responses to postings by classmates and instructor: The third way to earn points for posting is to respond to close readings, context explorations, other responses, or questions posed by me.

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Reports on Individually Selected Short Stories Twice during the semester, we’ll break from the regular routine to do reports on individually selected short stories. Each student will read and report on a short story that you select yourself from the Oxford collection or from my collection of short stories by Scottish women; each person must do a different story.

Written Work There are two substantial papers required for this course, described below. Further elaboration of each assignment will be given online. Late Policy: Paper #1 may be turned in up to one week late, but it will not be eligible for a grade in the A range. Paper #2 must be turned in on the due date since it is the end of the semester.

Exams Exams #1 and #2: The first two exams are non-cumulative, closed-book exams that you must take in a proctored

environment. Each will be composed of short answer, objective questions based on primary texts and Discussion Board postings.

Exam #3: The third exam will be a cumulative, open-book, timed essay exam that will be given online during finals

week. This exam will be identical to the assessment pre-test you take in the first week of class.

Grading Your grades will be available to you on Blackboard, week by week. Incompletes are given only if an unforeseen, major emergency is encountered at the end of the session—satisfactory progress must have been made up to that point. Grades will be assigned as follows:

Preparatory tasks (1st week) 20 points including Pre-test Discussion board posts 105 points (3 points each per 35 posts, including close readings and context

explorations) Close Readings 30 (10 points per 3 posts) Context Explorations 20 (10 points per 2 posts) Short Story Report 25 points for report and participation Paper #1 175 points Paper #2 250 points Exam #1 100 points Exam #2 100 points Exam #3 175 points Total 1000 points

Course Calendar

Week/Date Reading: Primary Reading: Secondary Assignments Due Week 1 8/30-9/5

Highland Laddie Gone (all)

A Journey Johnson (all)

McCrone “Scotland, Small?” (online)

Levi, Intro to Johnson and Boswell

Preparatory Tasks due Wed midnight 9/1

Posts on McCrumb/ McCrone due Fri midnight 9/5

Posts on Johnson/ Levi due Sun midnight 9/5

Week 2 9/6-9/7 Labor Day(s) 9/8-9/12

Journal Boswell (all) SCH Ch. 1-2

All posts due Thurs midnight

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Week 3 9/13-9/19

Four Tales (all) SCH Ch. 3-5 All posts due Thurs midnight

Week 4 9/20-9/26

Waverley Ch. 1-33 SCH Ch. 6 All posts due Thurs midnight

Week 5 9/27-10/3

Waverley Ch. 34-72 Hook, Intro to Waverley All posts due Thurs midnight

Week 6 10/4-10/10

Marriage pp. 1-231 n/a All posts due Thurs midnight

Week 7 10/11-10/17

Marriage pp. 231-468 Kirkpatrick, Intro to Marriage


Week 8 10/18-10/24

Short Story Reports n/a Reports due by Tues midnight

Responses to Reports due by Thurs midnight

Paper #1 due by Friday midnight 10/22

Exam #1 Saturday 10/23

Week 9 10/25-10/31

Master of Ballantrae (all) Poole, Intro to Master All posts due Thurs midnight

Week 10 11/1-11/7

Off in a Boat Ch. I-X SCH Ch. 7 All posts due Thurs midnight

Week 11 11/8-11/14

Off in a Boat Ch. XI-XXII Connell, “Modes of Marginality” (online)


Week 12 11/15-11/21

Loitering (all) n/a All posts due Thurs midnight

Week 13 11/22-11/28 Thanksgiving Holiday 11/24-25

Feersum Endjinn pp. 3-123

n/a All posts due Sun midnight

Week 14 11/29-12/5

Feersum Endjinn pp. 124-311

SCH Ch 8 All posts due Thurs midnight

Week 15 12/6-12/12

Short Story Reports n/a Reports due by Tues midnight

Responses to Reports due by Thurs midnight

Paper #2 due by Friday midnight 12/10

Exam #2 Saturday 12/11

Week 16 12/13-12/18

Exam #3 (online) Exam #3 due by midnight Thursday 12/16

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5a. Credits/CEU

3 CR


6. Complete Course/Program Title Literature of the United States I Literature of the US I Abbreviated Title for Transcript (30 character)



11. Implementation Date semester/year From: SP /2008 To: /9999




Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other CCG



16. Course Description Study of significant writers of the United States focusing primarily on the 19th Century and including literature that reflects important cultural, historical, political, and aesthetic forces. 17a. Course Prerequisite(s) (list prefix and number) (ENGL A211, or A212, or A213, or A214) with a minimum grade of C

17b. Test Score(s)






19. Justification for Action ENGL A306 is being updated to reflect current standards for the GER.



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• College/School: College of Arts and Sciences • Subject: English • Course Number: ENGL A306 • Course Title: Literature of the United States I • Number of Credits: (3+0) • Grading basis: A-F • Course Description: Study of significant writers of the United States focusing

primarily on the 19th Century and including literature that reflects important cultural, historical, political, and aesthetic forces.

• Prerequisites: (ENGL A211 or A212, or A213, or A214) with a minimum grade of C

• Restrictions: None • Lab Fees: None • Course Attributes: UAA GER Humanities Requirement • Status of Course: The course fulfills an upper-division distribution requirement in

the English Major.


A. Instructional Goals. The instructor will:

1. Relate texts to their specific historical contexts and to the human condition on which the texts comment.

2. Discuss how texts fit into the literary history of the United States during the nineteenth century and—perhaps—earlier.

3. Examine how the theories of American literature—dialectic, cultural hero, periodization, multiculturalism—amplify an understanding of texts and movements during the period.


1. Determine how texts are related to historical context and the human condition.

2. Identify the principal movements in the literary history of the United States before the twentieth century.

3. Evaluate how successfully theories of American literature explain the importance and value of particular literary texts in any of the principal genres: fiction; poetry; drama; essay.

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C. Methods of Assessment 1. Research-based papers examining the significance of particular texts. 2. Presentations focused on examining and explaining broad aspects of the

literary history of the period. 3. Non-multiple choice quizzes focused on assessing the care and

understanding with which students read the required texts. 4. Essay exam questions focused on close reading of texts and the relation

between literary theory and textual fact.

II Sample Content Outline

1.0 Theories of Literature of the United States 1.1 Dialectic 1.2 Cultural Hero 1.3 Periodization 1.4 Multiculturalism

2.0 The Colonial Period 2.1 The religious and secular poetry of the period 2.2 The historical writing of the period 2.3 The political texts of the period

3.0 Literary Movements 3.1 American Transcendentalism 3.2 Realism 3.3 Naturalism

4.0 Sociocultural Influences 4.1 The democratization of the presidency (Jackson, 1828) 4.2 The increase in manhood suffrage 4.3 The growth of reform ((1836-1881) 4.4 Slavery 4.5 The Civil War (1861-1865) 4.6 Reconstruction (1865-1877) 4.7 Industrial transformation (1866-1900) 4.8 The elimination of the frontier (1890 census) 4.9 The rise of populism (1890's)

III. Suggested Text

Baym, Nina, et al., ed. The Norton Anthology of American Literature. Shorter sixth ed. New York: W.W. Norton, 2002.

Alternative anthology:

Cain, William E., ed. American Literature. Vols. 1 and 2. New York: Longman, 2003.

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IV. Bibliography

Note: This is a selective list of references (primary and secondary) for teaching.

Suggested anthologies Primary Texts Cooper, James Fenimore. The Last of the Mohicans. 1826. Crane, Stephen. The Red Badge of Courage. 1895. Dickinson, Emily. The Poems of Emily Dickinson. 1951. Douglass, Fredrick. The Narrative of the Life of Frederick Douglass. 1892. Emerson, Ralph Waldo. Nature, “The American Scholar,” “The Divinity School

Address.” 1836-1838. Franklin, Benjamin. Autobiography. 1784. Fuller, Margaret. Woman in the Nineteenth Century. 1845. Hawthorne, Nathaniel. The Scarlet Letter. 1850. Longfellow, Henry Wadsworth. Evangeline. 1847. Irving, Washington. Sketch Book. 1820. Melville, Herman. Moby-Dick. 1851. Poe, Edgar Allan. “The Raven.” 1845. Stowe, Harriet Beecher. Uncle Tom’s Cabin. 1852. Thoreau, Henry David. Walden. 1854. “Three Songs of Owl Woman.” Papago Music. 1929. “The Weaver’s Lamentation,” The Osage Tribe: Rite of the Wa-Xo-Be. 1930. Whitman, Walt. Leaves of Grass. 1850.

Secondary Sources Bauer, Dale M., and Philip Gould, ed. The Cambridge Companion to Nineteenth-Century

American Women’s Writing. Cambridge: Cambridge UP, 2001. Baym, Nina. Feminism and American Literary History: Essays. New Brunswick, NJ:

Rutgers UP, 1992. ---, et al. The Norton Anthology of American Literature. New York: W.W. Norton, 1998. Brodhead, Richard. Cultures of Letters: Scenes of Reading and Writing in Nineteenth-

Century America. Chicago: The U of Chicago P, 1995. Buell, Lawrence. Writing for an Endangered World: Literature, Culture, and

Environment in the U.S. and Beyond. Cambridge: Harvard UP-Belknap P, 2003. Fisher, Philip. Still the New World: American Literature in a Culture of Creative

Destruction. Cambridge: Harvard UP, 1999. Gates, Henry Louis Jr. Loose Cannons: Notes on the Culture Wars. Oxford: Oxford UP,

2003. Gray, Richard. A History of American Literature. Malden, MA: Blackwell, 2004. Lauter, Paul. Canons and Contexts. New York: Oxford UP, 1991. Lim, Shirley Geok-lin, and Amy Ling. Reading the Literature of Asian America.

Philadelphia: Temple UP, 1992. Poirer, Richard. Poetry and Pragmatism. Cambridge: Harvard UP, 1992. Ruland, Richard, and Malcolm Bradbury. From Puritanism to Postmodernism: A History

of American Literature. New York: Viking, 1991.

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Saldivar, Ramon. Chicano Narrative: The Dialectics of Difference. Madison: U of Wisconsin P, 1990.

Sundquist, Eric J. To Wake the Nations: Race in the Making of American Literature. Cambridge: Harvard UP-Belknap P, 1993.

Tompkins, Jane. West of Everything: The Inner Life of Westerns. Oxford: Oxford UP, 1992.

Warren, Kenneth W. Black and White Strangers: Race and American Literary Realism. Chicago: The U of Chicago P, 1993.

Wong, Hertha Dawn. Sending My Heart Back across the Years: Tradition and Innovation in Native American Autobiography. London: Oxford UP, 1992.

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5a. Credits/CEU

3 CR


6. Complete Course/Program Title Literature of the United States II Literature of the US II Abbreviated Title for Transcript (30 character)



11. Implementation Date semester/year From: SP /2008 To: /9999




Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other CCG



16. Course Description Study of significant writers of the United States focusing primarily on the 20th Century and including literature that reflects important cultural, historical, political, and aesthetic forces. 17a. Course Prerequisite(s) (list prefix and number) (ENGL A211 or A212 or A213 or A214) with a minimum grade of C

17b. Test Score(s)






19. Justification for Action ENGL A307 is a GER course whose CCG is being updated to reflect current standards. Change in course prerequisites is to include ENGL A214, a 200-level composition course option not available when the course was last updated.



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College/School: College of Arts and Sciences Subject: English Course Number: ENGL A307 Course Title: Literature of the United States II Number of Credits: (3+0) Grading Basis: A-F Course Description: Study of significant writers of the United States focusing primarily on the

20th Century and including literature that reflects important cultural, historical, political, and aesthetic forces.

Prerequisites: (ENGL A211 or A212 or A213 or A214) with a minimum grade of C Restrictions: None Lab Fees: None Course Attributes: UAA GER Humanities Requirement Status of Course: The course fulfills the National Literatures category of the Literature Option

and the Reading & Literature category in the Education Option, and is an elective in the Rhetoric and Language option of the English Major.

Course Level Justification: Because this course requires substantial writing, completion of the sophomore-level writing requirement is important for student success; thus it is appropriately placed at the 300 level.

I Instructional Goals and Defined Outcomes

A. Instructional Goals. The instructor will:

1. Relate texts to their specific historical contexts and to the human condition on which the texts comment.

2. Discuss how texts fit into the literary history of the United States from the end of the nineteenth century to the early twenty-first century.

3. Examine how theories of American literature—dialectic, periodization, multiculturalism—amplify an understanding of texts and movements during the period.


1. Determine how texts are related to historical context and the human condition. 2. Identify the principal movements in the literary history of the United States from

the end of the nineteenth to the early twenty-first century as well as representative writers from those movements.

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3. Evaluate how successfully theories of American literature explain the importance and value of particular literary texts in any of the principal genres: fiction, poetry, and drama.

C. Methods of Assessment

1. Research-based papers examining the significance of particular texts. 2. Short-answer reading quizzes focused on assessing the care and understanding

with which students read the required texts. 3. Essay exam questions focused on close reading of texts and the relation between

literary theory, literary history, and textual fact.

II. Content Outline: 1.0 Unifying Critical Issues 1.1 Canonicity 1.2 Cultural Communities of the United States 1.3 Literary Themes of the United States 2.0 Literary Movements 2.1 Realism (1855-1900) 2.2 Regionalism/Local Color Movement (1865-1910) 2.3 Naturalism (1880-1920) 2.4 Modern Period (1910 – 1965) 2.5 Harlem Renaissance (1920-1935) 2.7 Vietnam War (1963-1975) 2.8 Postmodern Period (1965-2001) 2.9 Post-Positivism (2001-present) 3.0 Socio-cultural Influences 3.1 The American Dream 3.2 The closing of the American Frontier (1893) 3.3 The Alaska Gold Rush (1890s) 3.4 The Gilded Age (1890- WWI) 3.5 World War I and the Spanish Flu Pandemic (1914-1919) 3.6 The Jazz Age/Roaring Twenties (1918-1929) 3.7 The Great Depression and the Dust Bowl (1929-1936) 3.8 World War II 3.9 Post-WWII recovery and the Cold War 3.10 The Vietnam War Era (1963-1975) 3.11 Immigration, Trans-nationalism, and the Global Community III. Bibliography Note: This is a selective list of references (primary and secondary) for teaching. Two sorts of texts may be used, either standard anthologies of literature of the United States covering the appropriate period of study (with Heath Anthology especially recommended), genre anthologies such as The Oxford Book of American Short Stories, edited by Joyce Carol Oates, or the Scribner Anthology of Contemporary American Short Fiction, edited by Lex Williford and Michael

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Martone, or individual works. The following bibliography is a sampling of some of the books which may be used:

Primary Texts: Alexie, Sherman. The Lone Ranger and Tonto Fistfight in Heaven, 1993. Baldwin, James. Go Tell It on the Mountain, 1952; “Sonny’s Blues.” 1957 Barth, John. “Lost in the Funhouse.” 1967 Berryman, John. The Dreamsongs. 1969 Bishop, Elizabeth. The Collected Poems, 1927-1979. 1979. Boyle, T.C. Tortilla Curtain, 1995. Carver, Raymond. What We Talk about When We Talk about Love, 1981; Where I’m Calling From: New and collected Works of Short Fiction, 1988. Cather, Willa. O Pioneers!, 1913. Chopin, Kate. The Awakening, 1897. Crane, Hart. The Complete Poems of Hart Crane. 1986. Crane, Stephen. The Red Badge of Courage. 1895. Dove, Rita. Thomas and Beulah. 1986. Dreiser, Theodore. Sister Carrie. 1900. Eliot, T. S. The Waste Land. 1922. Ellison, Ralph. Invisible Man. 1947. Erdrich, Louise. Love Medicine. 1984. Faulkner, William. The Sound and the Fury. 1929. Fitzgerald, F. Scott. This Side of Paradise. 1920; The Great Gatsby. 1925. Freeman, Mary Wilkins. “The Revolt of Mother.” 1891. Gilman, Charlotte Gilman. “The Yellow Wallpaper.” 1892. Hemingway, Ernest, The Sun Also Rises. 1926. Howells, William Dean. “Editha.” 1905 Hughes, Langston. assorted poems, 1920’s Hurston, Zora Neale. Their Eyes Were Watching God, 1937. James, Henry. The Ambassadors, 1903; “The Beast in the Jungle.” 1903. Lewis, Sinclair. Main Street. 1920. London, Jack. “To Build a Fire,” 1903. Miller, Arthur. Death of a Salesman, 1949. Morrison, Toni. The Bluest Eye. 1970. Sula. 1973. Plath, Sylvia. Ariel. 1965. Singer, Isaac Bashevis. “Gimpel the Fool.” 1957. Steinbeck, John. The Grapes of Wrath, 1939. Wharton, Edith. The House of Mirth, 1905. Williams, Tennessee. The Glass Menagerie. 1945. Selected Secondary Sources: Altieri, Charles. The Art of Twentieth-Century American Poetry: Modernism and After. Malden,

MA: Blackwell, 2006. Anzaldua, Gloria. Borderlands/La Frontera: The New Mestiza. San Fransisco: Aunt Lute Books,

1986.

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Baumbaugh, Jonathan. Landscape of Nightmare: Studies in the Contemporary American Novel. New York: New York UP, 1965.

Berkovitch, Sacvan. The Puritan Origins of the American Self. New Haven: Yale UP, 1975. Buell, Lawrence. Writing for an Endangered World: Literature, Culture, and Environment in the

U.S. and Beyond. Cambridge: Harvard UP-Belknap P, 2003. Carby, Hazel. Reconstructing Womanhood: The Emergence of the Afro-American Woman Novelist. Oxford: Oxford UP, 1987. Cheyfitz, Eric, ed. The Columbia Guide to American Indian Literature since 1945. New York:

Columbia UP, 2005. Chu, Patricia E. Race, Nationalism and the State in British and American Modernism.

Cambridge: Cambridge UP, 2007. Clayton, Jay. The Pleasures of Babel: Contemporary American Literature and Theory: New

York: Oxford, 1995. Etulain, Richard W. Re-Imagining the American West: A Century of Fiction, History, and Art. Tucson: U of Arizona P, 1996. Gates, Henry Louis Jr. Figures in Black: Words, Signs, and the Racial Self. New York: Oxford

UP, 1987. ---. Loose Cannons: Notes on the Culture Wars. New York: Oxford, 1992. Gelfant, Blanche H. ed. The Columbia Companion to the Twentieth-Century American Short

Story. New York: Columbia UP, 2004. Gilbert, Sandra M. and Gubar, Susan. The Madwoman in the Attic: The Woman Writer and the

Nineteenth Century Imagination. New Haven: Yale UP, 1979. Hoberek, Andrew. The Twilight of the Middle Class: Post-World War II American Fiction and

White Collar Work. Princeton: Princeton UP, 2005. Huang, Guiyou. The Columbia Guide to Asian American Literature since 1945. New York:

Columbia, 2006. Huhndorf, Shari. Going Native: Indians in the American Cultural Imagination. Ithaca: Cornell

UP, 2001. Hutchinson, George. The Harlem Renaissance in Black and White. Cambridge: Harvard UP,

1996. Kolodny, Annette. The Lay of the Land: Metaphor as Experience and History in American Life and Letters. Chapel Hill: U of North Carolina P, 1975. ---. The Land Before Her: Fantasy and Experience of the American Frontiers, 1630-1860.

Chapel Hill: U of North Carolina P, 1984. Krasner, David. A Companion to Twentieth-Century American Drama. Malden, MA: Blackwell, 2005. Krupat, Arnold. For Those Who Come After: A Study of Native American Autobiography.

Berkeley: U of California P, 1985. Lim, Shirley Geok-lin. “Transnational Americans: Asian Pacific American Literature of

Anamnesia. Journal of American Studies 32.2 (2000) :39-56. Lye, Carolyn. America’s Asia: Racial Form and American Literature, 1893-1945. Princeton:

Princeton UP, 2004. Marx, Leo. The Machine in the Garden: Technology and the Pastoral Ideal in America. London:

Oxford UP, 1964. Nielsen, Aldon Lynn. Integral Music: Languages of African American Innovation. Tuscaloosa,

U of Alabama P, 2004.

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Padilla, Genaro. Recovering the U.S. Hispanic Literary Heritage. Berkeley: UC Books, 1993. Pryse, Marjorie, and Hortense Spillers. Conjuring: Black Women, Fiction, and Literary

Tradition. Bloomington: Indiana UP, 1985. Saldivar, Ramon. Chicano Narrative: The Dialectics of Difference. Tempe: Bilingual Review

Press, 1990. Thrailkill, Janet F. Affecting Fictions: Mind, Body, and Emotion in American Literary Realism. Cambridge: Harvard UP, 2007 Tompkins, Jane. West of Everything: The Inner Life of Westerns. New York: Oxford, 1992. Vendler, Helen. Part of Nature, Part of Us: Modern American Poets. Cambridge: Harvard UP,

1980. Wainscott, Ronald H. The Emergence of the Modern American Theatre, 1914-1929. New

Haven: Yale, 1997. Wilmth, Don, and Christopher Bigsby, eds. The Cambridge History of the American Theater,

Vol. 3. Cambridge: Cambridge UP, 2006. Wong, Cynthia Sau-ling. Reading Asian American Literature: From Necessity to Extravagance.

Berkeley: U of California P, 1993. Wong, Hertha Dawn. Sending My Heart Back Across the Years: Tradition and Innovation in

Native American Autobiography. New York: Oxford UP, 2001.

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