Syllabus
Breaking Free
Martin Luther King Jr. famously stated that “freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed.” This conflict, the fight for freedom, lies at the heart of both political struggle and great literature. In this course, we’ll explore different forms freedom—and the quest for freedom—take in literature from around the world. We’ll look at how slavery functions in the works of the Roman playwright Plautus and African American writer Toni Morrison, how Polish, Russian, and English poetry operate as forms of resistance to political oppression; we’ll examine the quest for personal and national independence in the work of African author Tsitsi Dangarembga, and the complex relationship between prisoners and terrorists in contemporary American author Ann Patchett’s Bel Canto. All the while, we’ll be meditating on what it means for the human spirit to be truly free. This course will have informal weekly writing assignments, analytical essays, a creative project, and a collaborative presentation.
TEXTS:
Plautus, Pseudolus (in reader)
Beloved, Toni Morrison
Nervous Conditions, Tsitsi Dangarembga
Bel Canto, Ann Patchett
Selections of English, Polish, and Russian poetry
Various critical readings and essays (in reader and on website)
COURSE OBJECTIVES:
To learn how to read a text closely.
To acquire the basic terminology of textual study.
To develop a personal style of expression in both analytical and creative writing.
To learn to think critically about one's world and one's value system.
To acquire the skills needed to be an effective listener.
To enjoy literature and the discussion of it.
You need not be an expert in literary studies to succeed in this class. I do, however, expect you to participate actively and to keep up with all assigned reading and writing. From week to week, readings will vary in difficulty and length. Writing assignments will vary as well—more writing in weeks when the readings are less extensive. I encourage you to budget your time accordingly.
COURSE REQUIREMENTS:
Participation: Since this is a seminar, participation is an extremely important component of the course and everyone must be prepared to talk. It is my firm belief that everyone has important and interesting ideas to voice in class and that a seminar works best when its members explore these ideas together rather than worry about being “right” or “wrong.” I also believe the most successful seminars are ones that are student—not teacher—centered. In other words, seminars work best when students talk to one another as well as to me and raise thoughtful questions. This necessitates careful listening, a vital but often undervalued skill in our society.
Each class meeting, I will appoint a scribe to record that day’s discussion. Specifically, s/he will write down points made and questions raised. Sometimes I will also appoint a moderator, whose job is either to start the conversation that day and/or to keep the discussion focused and make sure everyone is included. Finally, I will give each of you a participation grade (+, +/-, -, or 0) on a daily basis.
Writing: You will write a total of five essays for this class. Three will be essays you’ll write at home and two will be in-class essays. At-home essays can be revised and re-submitted for further consideration. If you choose to revise an essay, you MUST inform me of this decision and turn in your revision within TWO WEEKS of when you received it back from me. You'll also do a creative project at the end of the semester about the same length as an at-home essay. Paper Format: At-home essays should be typed, double-spaced, in a 12-point script no larger than “New York” and no smaller than “Times Roman”; they should be indented 1.25” on both left and right-hand margins, with headers and footers of 1.25” as well. Include the page number on each subsequent page. Please make sure to give each paper a title and to staple the pages of the paper together.
***Senior Option: Please give me one week prior notice when you plan to exercise the option of dropping a written assignment. Note that you may drop ONE major writing assignment over the course of the semester. You cannot drop the master vocabulary test or the final. Also, please be advised that for your final exam essay, you will be required to write on whichever book you haven't written about earlier in the semester.
Reading: You must do all the reading for the day it is assigned. I will generally distribute the schedule of readings on a bi-weekly basis. Assignments are subject to revision. I expect you to know what you are responsible for—if I haven’t been clear, definitely ask for clarification. Also, make sure to check the class conference site and website regularly.
Reading Responses: Depending upon the text and our schedule, I will assign you responses based on the day’s or week’s assignment. Such responses are not formal essays but are designed to help you think through your ideas in writing and to provide an opportunity to exchange ideas informally with your classmates. I will expect you to express yourself clearly and thoughtfully in these responses and to show that you’ve done the reading. Responses will be graded on a satisfactory and non-satisfactory basis. You must write no fewer than 300 words per response or you will not receive credit.
Note: You are allowed to skip TWO responses over the course of the semester. When you choose to use a drop, please log onto the class conference site for that day anyway to inform me of your drop. Remember to use your two drops wisely; you will not be allowed extensions (i.e. to make up late responses).
Reading Quizzes: I will give you quizzes as prompts to classroom discussion in order to help you keep current with weekly reading assignments. These quizzes may be announced or unannounced. They will count toward your participation grade and will only require knowledge of a given day’s assignment.
Final: To help me evaluate your familiarity with and comprehension of material covered in the course, the final exam will contain both short answer and essay questions. I will provide a comprehensive review sheet towards the end of the semester.
Grading Assigning grades is never an exact science, but a rough breakdown is as follows:
Essays and Creative Project: 60%
Class Participation (includes reading quizzes, vocab quizzes, and responses) 25%
Final Exam 15%
I will give essays number grades based on content and mechanics. Responses will be graded on a satisfactory/unsatisfactory basis. Vocabulary and reading quizzes will be graded numerically.
POLICIES:
Policy Towards Late Papers: As per English Department policy, your grade on a paper is lowered by a third every day the paper is late. If I have not received the paper in four days, you will have to write it as an in-class exercise (graded according to my expectations for the original assignment).
Note: ALWAYS keep copies of all essays and assignments turned in; you will be responsible if your work is lost or disappears. Students should also save papers I’ve returned because they can be useful for future writing assignments and for possible conferences regarding your writing.
Policy Towards Plagiarism: Plagiarism occurs any time a writer copies either the exact phrasing or the general idea of another writer’s work without acknowledging and properly documenting the original source of the borrowed material. In your writing, you should build arguments based on your own thinking about what we have read together. Our class discussions should stimulate your thinking. Do not consult any critical or scholarly works outside of those we use in class. If you have any questions about whether or not you have adequately cited your sources, please see me. Also, please review the school’s policy on plagiarism in the CPS handbook. Keep in mind that plagiarism is an extremely serious matter; if someone has plagiarized—and trust me, I WILL know—I will do everything I can to track down the source/s and bring this offense to light. If you’re feeling desperate or stuck, it is far better to talk to me (I am always happy to talk, even at the last minute!) than to risk the consequences of this very grave offense.
English Policy on Academic Integrity: The English Department values individual interpretation, personal creativity, and complete integrity. We expect our students to honor their authentic learning experiences by doing their own work. Our students should not use reading guides or sites (such as SparkNotes) because doing so will short-change the process of learning and understanding. Essays and other written work should be the culmination of intellectual engagement with classroom discussion, the literature, and the personal reflection we so value and prize.
OTHER:
1) Learning Center. The learning center is an excellent place to get help with your writing. Ms. Mulvihill is eager to help you. I want to stress that writing is a process and that everyone can profit from extra help and/or feedback on her or his writing.
2) On-line Resources: There are several on-line resources for writers. One I particularly recommend is the University of North Carolina’s. Their website is www.unc.edu/depts/wcweb. You can reach it through the course website (which links to other writing sites as well). I would be grateful if you notify me of any other websites you’ve found particularly helpful for your writing.
Appointments: Aside from the above resources, I am available to work with you individually during mutually free periods. The best way is to schedule an appointment in advance. Please talk with me after class or come find me in the English Dept. office or in the library to make an appointment.
Looking forward to working with you! I always learn at least as much from you as you do from me. I very much look forward to our work together this semester.