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. Questions we’ll look at include: How does slavery function in the ancient and modern worlds? What is the relationship between personal and political independence? How does one resist oppression? And most importantly, what does it mean for the human spirit to be truly free? Texts for the course include Henry David Thoreau's "On the Duty of Civil Disobedience," Plautus’ Pseudolus, Fyodor Dostoyevsky’s Notes from Underground, Dai Sijie’s Balzac and the Little Chinese Seamstress, and Jeannette Walls’s The Glass Castle. Time allowing, we’ll also look at essays by Henry David Thoreau, Michel Foucault, and Martin Luther King Jr. This course will have informal weekly writing assignments, in-class analytical essays, and a personal essay.
TEXTS:
Henry David Thoreau, "On Civil Disobedience"
Plautus, Pseudolus (in reader)
Fyodor Dostoyevsky, Notes from Underground
Dai Sijie, Balzac and the Little Chinese Seamstress
Jeannette Walls, The Glass Castle
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.
To explore and discuss the complexities of moral codes and ethics.
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, students talk to one another and raise questions as well as answer them. This necessitates careful listening, a vital and 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'll also be appointing a map-maker, to chart each day's conversation. I'll be reviewing these charts at the end of the semester and giving you a participation grade accordingly.
Writing: You will write both analytical and personal essays for this class. Revision of your personal essay will be a requirement of this class. In addition, we'll be doing a good deal of informal writing both in and outside of class (see "Reading Responses" below).
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, feel free to ask questions. Also, make sure to check the website regularly for updates.
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 (unless otherwise specified) or you will not receive credit.
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 most likely contain both short answer and essay questions. I will provide a comprehensive review sheet towards the end of the semester. Also, I'll discuss the format of the final with you. Know that I'm open to changing it.
Grading Assigning grades is never an exact science, but a rough breakdown is as follows (precise percentages may change):
Essays 50%-70%
Class Participation (includes reading quizzes, vocab quizzes, responses, and journals as well as in-class participation) 15%-35%
Final Exam 10-20%
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: If you have a serious conflict of interest or good reason to hand a piece in late, please discuss this with me ONE WEEK in advance of the deadline. Your grade will, in part, be determined by whether you hand work in in a timely manner.
Note: ALWAYS keep copies of all assignments turned in; you will be responsible if your work is lost or disappears. Students should also save pieces I’ve returned, both because they can be useful for future writing assignments and for conferences regarding your writing.
*A quick note about digital delivery: sometimes computers malfunction, sometimes hard drives fail, sometimes internet connections go down. None of these will be acceptable excuses for missing a deadline. Please store your files in multiple locations, and donʼt wait until the last minute to complete assignments; thatʼs when problems seem to occur.--from former colleague Adam Gonsalves's syllabus.
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 sources 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 and Writing Centers. Both the Writing Center and Learning Center are excellent places to get help with your writing. Sarah and the writing coaches are 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 their 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 University of North Carolina at Chapel Hill. 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 or other free time. The best way to schedule an appointment is to talk with me after class or come find me in the English Dept office or in the library.
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. In the words of my former colleague John Faggi, "avanti!"