Schedule | Fall 2016
Current and Next Meeting
| R 12/8 | HomeworkPrepare your talk to deliver today. If you have images or other online resources to use in the presentation, please post links to them in the Moodle forum "Presentation Resources." I will have a Mac laptop set up with the projector in the room for you to use to access these resources via the web. |
Presentations to DepartmentKSC Kirby 268
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FINAL |
Final Exam Online (Comprehensive Exam Practice)
In a time window today between 8 a.m. and 5 p.m., you will spend 2 hours writing responses to two of the questions on the Final Exam. To give yourself the entire two-hour period, you should start the exam no later than 3 p.m. We will use the couse Moodle site to make the questions available, and to enable you to write and submit your responses online. You have a choice of when and where you write the Final Exam, but you will need to plan to complete it within one 2 hour block of time, which you complete no later than 5 p.m. Directions for the Online Final ExamDuring the time window above, open the Moodle quiz "Final Exam." You will find several questions with text boxes under each. Remember to answer only two of the questions. Advice: Write Outside of Moodle and PasteAs a precaution, be sure to write each answer in text-editing software and save it in a file on your computer. After you have completed each answer, copy the text into that question's text box in Moodle. What If Moodle Goes Down?If you have technical problems with Moodle during the exam time, please complete writing the exam, and then copy the text of your answers into an email and send the email to me no more than 90 minutes after the time you started the exam. If you are using Firefox and have trouble typing into a text box, use the handle grip in the lower right of the text box to enlarge it slightly. For technical questions about Moodle, call the ITSS Help Desk at 726-8847 during office hours. |
September
| Layer 1: How Does the Work Relate to Meaning and Culture(s)? | ||
Day 1: Introductions
Today
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Layer 1 |
How Does the Text Relate to Meaning and Culture(s)? |
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R 9/1 |
HomeworkReadPlato, The Republic, Book X (I will give you a handout for this reading): pages 307-324.1 Framing Question for our reading: How does Plato's idealism position him to answer the question posed by our Layer 1 Theme: "How does the work (of art or what he calls 'imitation') relate to meaning and culture(s)?" Write and Post to Moodle By NoonBefore noon on the day of class, post one discussion question to the Moodle forum "Plato," and one to the forum "Aristotle." Be sure to wrap each question around a specific quotation from the reading Cite a particular passage and page number. It helps to identify the column (R or L, if there are columns on the page) and how far down the page with a decimal point (e.g., .5 for halfway down). Also include beneath each question a sentence or two commenting on your reasons for asking the question, the directions that you hope the question might send discussion, a critical problem or idea that the question might help address, etc. Please label the parts of the question:
Read and Take Notes (noon - 3)Between noon and 3:00, read your classmates' questions and make notes on your responses. Try to find another quotation from the reading to "wrap" your reaction or answer.
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Day 2: Plato, Writing & Idealism
Today
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| WEEK 2 T 9/6 |
HomeworkPrint and Read (as examples of "Aestheticism") and Post to Moodle
Write a discussion question--using the "Set-Up, Question, Rationale" format from last time--leading us to consider and understand something about aestheticism as represented by either, or both, or these texts. By noon, post this question as a reply to the Moodle forum "Aestheticism." Print and Read (as Describing a Theory of Non-Theory)
There is no discussion question due for this reading, though if you think of one please note it down for class. Consider: what are the similarities and differences between Liberal Humanism and Aestheticism as represented in the Pater and Wilde readings. Read and Post to Moodle"Introduction" to The Awakening 3 - 21 As you read, think about the possible ways that this introduction might suggests certain theoretical assumptions: that is, assumptions about hierarchical relations among "text, meaning, cultures." Or perhaps there are other ways that lines and passage here suggest idea about the source of a writing's essence, and what follows from that....) By noon, post a discussion question (same format as previously) as a reply to the Moodle forum "Introduction to The Awakening" which gives us an opportunity to consider the issues above. Bring 7 Copies of 2 CFPsFrom one or both of the sources below--or elsewhere, if you prefer--search through academic CFPs (Call for Papers) to find two conferences, events, or special issues with topics that interest you.
Make and bring enough copies of both CFPs for everyone. Things to Consider in Choosing
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Day 3: Aestheticism, Liberal Humanism, CFPs
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| R 9/8 | HomeworkRead1. Marx. "Preface" to A Contribution to a Critique of Political Economy. (1859) Szeman and Kaposy, pages 106-108 2. Marx and Engels. "The German Ideology." (1846) Szeman and Kaposy, pages 161-171 3. Marxist critic Fredric Jameson's definition of history from his book The Political Unconscous. Write and Post by NoonWrite a discussion question--using the "Set-Up, Question, Rationale" format as before--for each of the two readings from Marx and Engels. At least one of these two questions should help lead us to consider and understand something about the Marx readings as examples of "materialist" thinking (as opposed to idealist or constructionist thinking). Between Noon and 4:00Read over your classmate's posts for today, decide on two questions you think would be most helpful to consider in class, and note down the page numbers of some quotations or ideas you'd use in answering. CFPsRead over the CFP and makes notes toward answering these questions:
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Day 4: Marx and Materialism
From Wilde's Picture of Dorian Gray
Topics from Your Questions
Resources
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| WEEK 3 T 9/13 |
HomeworkPrint and ReadWilliam Wordsworth's Preface to Lyrical Ballads (1800). Print out this PDF, and read it on paper. Mark in the margins to prepare for class discussion. Bring your marked copy to class. No reading on devices, please! Write and Post Before NoonPost a discussion question to the Moodle forum "Romantic Theory." Your question should point us to a useful discussion of how Wordsworth is expressing a vision of "Texts, Culture, Meaning"--that is, a theory, and the ways that Romantic Theory compares and/or contrasts with other theories we've discussed. One framing question I'd like us to consider is where or how Romantic Theory would fit into our Idealism/Constructionism/Materialism toolbox). Your question might help direct us to conversations that help us decide. Be sure to cite a particular passage and page number. Be sure to label the parts of the question:
Between Noon and 4:00Read over your classmate's posts for today, decide on two questions you think would be most helpful to consider in class, and some quotations or ideas you'd use in answering. Also BringAlso Bring your Szeman and Kaposy book to finish our conversation about Marx. |
Day 5: Wordsworth and Romanticism
Topics from Your Wordsworth Questions
ResourcesTopics from Your Marx Questions
CFPs
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| R 9/15 | HomeworkReadMatthew Arnold, "'Sweetness and Light' (1869)," Szeman and Kaposy, pgs 12-17 Write and Post Before NoonPost a discussion question to the Moodle forum "Arnold." Your question should point us to a useful discussion of how Arnold is expressing a vision of "Texts, Culture, Meaning"--that is, a theory, and the ways that Arnold's ideas compare and/or contrast with other theories we've discussed. One framing question I'd like us to consider is where or how Arnold's ideas would fit into our Idealism/Constructionism/Materialism toolbox). Your question might help direct us to conversations that help us decide. Be sure to cite a particular passage and page number. It helps to identify the column (R or L) and how far down the page with a decimal point (e.g., .5 for halfway down). Be sure to label the parts of the question:
Between Noon and 4:00Read over your classmate's posts for today, decide on two questions you think would be most helpful to consider in class, and some quotations or ideas you'd use in answering.
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Day 6: Arnold and "Culture"
Resources
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| WEEK 4 T 9/20 |
HomeworkRead and Bring QuestionsSince your 100-Word Proposals for your seminar papers will be due in a week, please read the handout "Seminar Paper Proposal Format" and bring questions about it. ReadRead pages 22 - 79 of The Awakening. Write and Post Before NoonPost a discussion question to the Moodle forum "Chopin 1." Your question should point us toward a useful discussion that attempts to bring together key components of the "Seminar Paper Proposal Format": aspect, context, term, critical problem. Be sure to cite a particular passage and page number. It helps to identify how far down the page with a decimal point (e.g., .5 for halfway down). Be sure to label the parts of the question:
Between Noon and 4:00Read over your classmate's posts for today, decide on two questions you think would be most helpful to consider in class, and some quotations or ideas you'd use in answering. |
Day 7: The Awakening (1)
Resources
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| R 9/22 | HomeworkRead
Write and Post Before Noon1. Post a discussion question to the Moodle forum "Chopin 2." Your question should point us toward a useful discussion that attempts to consider one of the components of the "Seminar Paper Proposal Format": aspect, context, terminology, critical problem. Be sure to cite a particular passage and page number. It helps to identify how far down the page with a decimal point (e.g., .5 for halfway down). Be sure to label the parts of the question:
2. Post a discussion question to the Moodle forum "Awakening Critical History." This survey of the ways that this novel has been read holds up a mirror to the changing critical approaches and styles of the twentieth and twenty-first centuries. Ask a question that focuses on some aspect of this history of critical thought. You might ask a question, for instance, about what characterizes a particular approach described, or about the differences of two approaches. Please follow the usual format. Between Noon and 4:00Read over your classmate's posts for today, decide on two questions you think would be most helpful to consider in class, and some quotations or ideas you'd use in answering.
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Day 8: The Awakening (2), Critical History
Resources
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| WEEK 5 T 9/27 |
Homework100-Word ProposalPlease bring 7 copies on paper with a relevant CFP attached to each copy. BringBring The Awakening book and the Critical Theory book, as well as all printouts and handouts. |
Day 9: 100-Word Proposals, Taking Stock
Resources
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| R 9/29 |
HomeworkRead1. "What is Reader-Response Criticism?" page 337- in The Awakening casebook. 2. Paula Treichler "The Construction of Ambiguity in The Awakening: A Linguistic Analysis" page 352- in The Awakening casebook. Write and Post Before Noon1. Post a discussion question to the Moodle forum "Reader Response Criticism" Be sure to cite a particular passage and page number. Identify how far down the page the passage is with a decimal point (e.g., .5 for halfway down). Be sure to label the parts of the question:
Between Noon and 4:00Read over your classmate's posts for today, decide on two questions you think would be most helpful to consider in class, and some quotations or ideas you'd use in answering.
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Day 10: Reader Response Criticism
Resources
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October
Layer 2. How Does the Work Represent Identity and Power? |
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HomeworkRead
Write and Post Before Noon1. Post a discussion question to the Moodle forum "Feminist Criticism" Be sure to cite a particular passage and page number. Identify how far down the page the passage is with a decimal point (e.g., .5 for halfway down). Be sure to label the parts of the question:
Between Noon and 4:00Read over your classmate's posts for today, decide on two questions you think would be most helpful to consider in class, and some quotations or ideas you'd use in answering.
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Day 11: Feminist Criticism
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| R 10/6 | Homework
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No Class Meeting
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| WEEK 7 T 10/11 |
HomeworkRead
Write and Post Before Noon1. Post a discussion question to the Moodle forum "Althusser, Jameson (Reification)" Be sure to cite a particular passage and page number. Identify how far down the page the passage is with a decimal point (e.g., .5 for halfway down). Be sure to label the parts of the question:
Between Noon and 4:00Read over your classmate's posts for today, decide on two questions you think would be most helpful to consider in class, and some quotations or ideas you'd use in answering.
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Day 12: Althusser, Jameson (Reification)
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| R 10/13 | HomeworkReadRead the three articles I distributed to you on Thursday, either via your mailbox or the top of the tall, black filing cabinets near the back door of H410. (If you don't have a mailbox, look for one to appear in the H410 mailbox bank!) Come in with a Question for Each WriterThe writers of these three articles will be visiting ENGL 8906 to talk about the various ways that theory informs or appears their work (and how expliit or implicit that influence is). For each writer, come in with a question that attempts to engage with
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Day 13: Theory Roundtable
Today, three members of the Graduate Faculty will be discussing the various ways that theory informs their scholarly work. |
| WEEK 8 T 10/18 |
Day 14: Shakepeare Presentation
Meet in the Library RotundaWe will meet in the Library Rotunda, where two members of our seminar will be giving a presentation. |
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| R 10/20 | HomeworkReadAntonio Gramsci, "Hegemony" (from Prison Notebooks 1929-1935), Szeman and Kaposy, pages 188-201 Write and PostIn the Moodle forum, "Gramsci," write a discussion question that would enable us to explore in the Gramsci reading at least one of the following topics:
Use the usual format:
Read and Begin DraftingDownload, print, and read the handout, "Seminar Paper Abstract Format." Starting with a copy of your 100-word proposal (being sure to save the original), start to draft your abstract, due next class meeting.
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Day 15: Gramsci, Ideology
Terms
Resources
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| WEEK 9 T 10/25 |
HomeworkBring seven copies of your 500-word abstract
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Day 16: 500-Word Abstracts Due
Hearing the Abstracts
Resources
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| R 10/27 | No Class: Fall Break
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November
| WEEK 10 T 11/1 |
HomeworkAbstractsCome prepared to provide feedback on the abstracts you received and heard read last meeting. ReadRaymond Williams, "Culture is Ordinary" (1958), Szeman and Kaposy, pgs 53- Raymond Williams, "Dominant, Residual, and Emergent" (1977), Szeman and Kaposy, pgs 353- Write and Post Before NoonPost a discussion question to the Moodle forum "Williams." Be sure to quote and cite a particular passage and page number. When you do, it helps to identify the column (R or L) and how far down the page with a decimal point (e.g., .5 for halfway down). Be sure to label the parts of the question:
Between Noon and 4:00Read over your classmate's posts for today, decide on two questions you think would be most helpful to consider in class, and some quotations or ideas you'd use in answering.
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Day 17: Raymond Williams, Culture and Ideology
Resources
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| R 11/3 | HomeworkSchedule a ConferencePlease contact me by email to arrange a time for a conference to talk about your abstract. Please allow at least 20 minutes for the conference. I am available generally on Tuesdays and Thursdays: before 11, and between 12:30 and 4:00. Bring to the conference:
Read1. "What is the New Historicism?" In The Awakening casebook, pages 257-269 2. Margit Stange: "Personal Property: Exchange Value and the Female Self in The Awakening." In The Awakening casebook, pages 274-290 Write and Post Before NoonIn the Moodle forum "New Historicism" write two discussion questions: 1. A question that directs us to identify and explore the methods and possibilities of the New Historicist approach 2. A question about how Stange applies New Historicist methods and ideas, and how her essay might help us understand the "What is the New Historicism" introduction (or vica versa). As discussed in class last time, be sure to label the parts of each question:
Between Noon and 4:00Read over your classmate's posts for today, decide on two questions you think would be most helpful to consider in class, and some quotations or ideas you'd use in answering.
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Day 18: New Historicism
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| WEEK 11 T 11/8 |
HomeworkReadFredric Jameson's "Periodizing the '60s," Szeman and Kaposy, pages 376-390. Jameson opened his most famous book with the imperative, "Always historicize!" Here, though, Jameson raises the problem of talking about history in mythological "epochs" or "eras." How can we write and think about "the '60s," for example, if we can't really support the belief that such a thing as "the '60s" existed? If a period like the '60s (or any period) is defined neither by an arbitrary set of dates, nor by some vague "spirit of the times," can such periodizing be a valid way of thinking seriously about history? Write and Post Before NoonIn the Moodle forum, "Jameson: Periodizing," write a discussion question. Be sure to wrap the question around a specific quotation with a page number. Label the parts of the question:
Between Noon and 4:00Read over your classmate's posts for today, decide on two questions you think would be most helpful to consider in class, and some quotations or ideas you'd use in answering. |
Day 19: Jameson, Periodizing
Set Up LacanIn The Origins of Totalitarianism (1951), the philosopher Hannah Arendt writes: Like the earlier mob leaders, the spokesmen for totalitarian movements possessed an unerring instinct for anything that ordinary party propaganda or public opinion did not care to touch. Everything hidden, everything passed over in silence, became of major significance, regardless of its own intrinsic importance. The mob really believed that truth was whatever respectable society had hypocritically passed over, or covered with corruption … The modern masses do not believe in anything visible, in the reality of their own experience … What convinces masses are not facts, and not even invented facts, but only the consistency of the system of which they are presumably part. Resources
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| R 11/10 | HomeworkReadJacques Lacan. "The Instance of the Letter in the Unconscious, or Reason since Freud" Szeman and Kaposy, pages, 432-448 Write and Post Before NoonIn the Moodle forum, "Jameson: Periodizing," write a discussion question. Be sure to wrap the question around a specific quotation with a page number. Label the parts of the question:
Between Noon and 4:00Read over your classmate's posts for today, decide on two questions you think would be most helpful to consider in class, and some quotations or ideas you'd use in answering. |
Day 20: Lacan, Post-Structuralism
Resources
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| WEEK 12 T 11/15 |
HomeworkReadDownload, print, and read Michel Foucault, "What is an Author?" [If you want to cite this article, see this longer, alternative version which includes the bibliographical information and page numbers Read Michel Foucault. "Method" Szeman and Kaposy, pages, 134-138 Write and PostIn the Moodle forum, "Foucault," write a discussion question. Be sure to wrap each question around a specific quotation with a page number. Label the parts of the question:
Between Noon and 4:00Read over your classmate's posts for today, decide on two questions you think would be most helpful to consider in class, and some quotations or ideas you'd use in answering. Bring a LaptopBring to class a laptop to work on. Please let me know if you don't have a laptop available. |
Day 21: Foucault, Zotero
Resources
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| R 11/17 | HomeworkReadWhat is Deconstruction? pgs 291- 310, in The Awakening casebook "'A Language Which Nobody Understood': Emancipatory Strategies in The Awakening," pages 311-336 in The Awakening casebook Write and PostIn the Moodle forum, "Deconstruction," write two discussion questions: one about each reading. Questions asking us to relate one reading to the other would also be welcome. Be sure to wrap each question around a specific quotation (or two) with a page number(s). Label the parts of the question:
Between Noon and 4:00Read over your classmate's posts for today, decide on two questions you think would be most helpful to consider in class, and some quotations or ideas you'd use in answering.
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Day 22: Deconstruction
Resources
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| WEEK 13 T 11/22 |
HomeworkAnnotated Biblography by NoonThough we are not meeting as a class today, please submit your an annotated bibliography for your seminar paper project to my mailbox in Humanities 420 by noon. The annotated bibliography should contain between 8 and 12 sources. These should be presented alphabetically in MLA citation format, double spaced. Choice of ItemsItems should be selected for their relevance to your paper topic. This relevance may come from their usefulness
AnnotationsBeneath each item you shoud write an annotation of at least 3 sentnces which makes clear tehe relevance of the source to your own project. Annotations may
Optional ConferenceIf you are interested in meeting with me to disucss your seminar paper, please email me to arrange a time. Bring your annotated bibliography to the conference. |
No Class Meeting: Optional Conferences, Annotated Bibliography Due |
| R 11/24 | Thanksgiving |
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HomeworkRead
Write and PostIn the Moodle forum, "Gender Criticism," write two discussion questions: one about each reading. Questions asking us to relate one reading to the other would also be welcome. Be sure to wrap each question around a specific quotation (or two) with a page number(s). Label the parts of the question:
Between Noon and 4:00Read over your classmate's posts for today, decide on two questions you think would be most helpful to consider in class, and some quotations or ideas you'd use in answering.
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Day 23: Gender Criticism
Resources
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December
| R 12/1 | HomeworkBring Books, Handouts, NotesPlease bring your two books to class, as well as all handouts and printouts from the semester, as well as your notes. Final Exam as a RehearsalOur final exam in this course will give you an opportunity to practice answering the kinds of questions you'll see on the Comprehensive Exam at the end of your program. You will take our final exam online via the Moodle system (more on that later). For this rehearsal, we will treat texts from our course syllabus as a reading list. (For your actual exam, you will develop such reading lists in collaboration with the faculty members you've chosen to serve on your committee.) Taking Stock of Our ReadingsAs a start, we want to identify patterns and connections among our readings, though these threads will be different for each of you. These patterns will suggest topics for the exam questions. The Study TreeFor today, please use the printout of the study tree I gave you in class last time to list the works we've read in the column of blanks running vertically down the middle of the page. You will add branches later to make your tree look something like this. The half-tone background image of the tree is meant to give your diagram an organic shape. You might list the works
Branching OutAfter you list the works, branch out from those titles/names with key words or brief phrases. Include page numbers if you have them. You can also use symbols, diagrammatic doodles, instead of words. It doesn't matter whether it makes sense to anyone else. Try to gave two or three key ideas branching out from each work. Connect the BranchesLook for connections you can make between and among branches. Trace these connections by drawing lines, like vines running up and down your tree. Circle Items and Thicken LinesAs ideas, quotations, or works reveal themselves as important, circle them. Thicken lines of connection that seem key to you. Darken the circles around items that feel most significant, especially if you find yourself making lots of connections to them Feel free to add your own cryptic notations about why these nodes and lines have weight. |
Day 24: Taking Stock, Talk about Presentations and Final Exam
Resources
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| WEEK 15 T 12/6 |
Day 25: Seminar Papers Due, Discuss Presentations and Final Exam
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| R 12/8 | HomeworkPrepare your talk to deliver today. If you have images or other online resources to use in the presentation, please post links to them in the Moodle forum "Presentation Resources." I will have a Mac laptop set up with the projector in the room for you to use to access these resources via the web. |
Presentations to DepartmentKSC Kirby 268
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FINAL |
Final Exam Online (Comprehensive Exam Practice)
In a time window today between 8 a.m. and 5 p.m., you will spend 2 hours writing responses to two of the questions on the Final Exam. To give yourself the entire two-hour period, you should start the exam no later than 3 p.m. We will use the couse Moodle site to make the questions available, and to enable you to write and submit your responses online. You have a choice of when and where you write the Final Exam, but you will need to plan to complete it within one 2 hour block of time, which you complete no later than 5 p.m. Directions for the Online Final ExamDuring the time window above, open the Moodle quiz "Final Exam." You will find several questions with text boxes under each. Remember to answer only two of the questions. Advice: Write Outside of Moodle and PasteAs a precaution, be sure to write each answer in text-editing software and save it in a file on your computer. After you have completed each answer, copy the text into that question's text box in Moodle. What If Moodle Goes Down?If you have technical problems with Moodle during the exam time, please complete writing the exam, and then copy the text of your answers into an email and send the email to me no more than 90 minutes after the time you started the exam. If you are using Firefox and have trouble typing into a text box, use the handle grip in the lower right of the text box to enlarge it slightly. For technical questions about Moodle, call the ITSS Help Desk at 726-8847 during office hours. |
