English 1907—Introduction to Literature

insular, adj., [L. insularis, fr. insula island] 1. Of, pertaining to, or like an island; dwelling or situated on, or forming, an island. 2. Insulated; isolated; detached, as a column. 3. Of or pertaining to islanders; hence, narrow; circumscribed; illiberal.

—Webster's New Collegiate Dictionary. Springfield, MA: G & C Merriam Co., 1956.

Islands play a special role in literature and other forms of entertainment as places that are isolated from the real world. This isolation means that people on islands can invent their own rules and experiment with alternative social arrangements. At the same time, islanders have a reputation as being extremely unaware of developments in the world around them or resistant to changes taking place on the larger landmasses. Stereotypes about the British Isles abound in this sort of characterization. Our romance of the island is a complicated phenomenon shaped to a great extent by works of literature and other forms of media.

Not all of the works on the following reading list take place on actual physical islands, but all of them do depict communities of people who are in some way stuck with each other. We will begin with a brief section from one of the first island stories—Homer's Odyssey—and then we will move on to some of the most famous and influential works in English-language literature. By the time we have reached Marianne Wiggins' John Dollar, you will have read some books you would never have read otherwise and overcome the challenges involved in responding to these works. This class will sharpen your critical thinking skills and hone your writing abilities.

Course Objectives

When this course is over, students should be able to . . .

. . . explain not only what they think of a work of literature, but also why they like or dislike it.

. . . identify connections between works of literature and the social/historical contexts from which they emerge.

. . . analyze a brief passage from a text considering the writer's use of imagery, diction, syntax, punctuation and other tools to convey meaning.

. . . write a persuasive, well-organized argument about a work of literature using correct format and the MLA documentation style.

. . . write persuasive responses to questions about works of literature within the time constraints of an in-class examination.

. . . identify the following facts about the assigned works in the class: title, author, author's birthdate, date of publication, basic plot structure and other data presented in class as indicated by the professor.

. . . present persuasive oral arguments about the meaning and significance of the assigned works in the context of class discussions of the materials.

. . . understand the goals of a university education and the habits that make those goals attainable.

In order to accomplish these goals, students need to do the following:

. . . read the assigned materials before class discussion of them on a given day.

. . . show up to class every day with questions and observations about the assigned readings.

. . . ask questions and present observations during class discussion.

. . . ask the professor to clarify points about the readings or assignments that are not clear. (Do so in class if other students could also benefit from the answer. Do so in office hours if the question regards only your specific concerns.)

. . . take notes in class on material the professor presents.

. . . contact the professor if you run into serious problems outside of class (health emergencies, deaths in the family) that will impair your ability to satisfy these requirements.

. . . devote time and careful attention to written assignments in the class. Students should always revise written work at least twice and then proofread for mechanical errors.

. . . show up to class on peer-editing days with completed, word-processed drafts of their work.

. . . offer classmates conscientious constructive criticism on their working drafts in accordance with the editing guidelines provided by the professor.

. . . devote time to studying before exams. Memorize factual information about assigned works and develop arguments for short-answer and essay questions.

. . . turn in all work on time and completed. Follow guidelines for the work provided by the instructor.

Course Requirements

Assigned readings

Additional Notes

Your grade will depend primarily on your written work and the understanding of the material that you convey through that work. A command of standard written English and the ability to present an argument will also contribute to the determination of your grade. Any infractions against UMD's Scholastic Dishonesty provisions in the Student Conduct Code as stated in the UMD catalogue will receive serious attention and appropriate penalties.

Individuals who have any disability, either permanent or temporary, which might influence their ability to perform in this class are encouraged to inform me at the start of the semester. I can make special adaptations of teaching methods, assignments, materials, or testing as required to provide for equitable participation in the course. The Access Center is also available to assist students with disabilities. It is located in 138 Library (or Kirby Plaza) and on the web at <http://www.d.umn.edu/access/>.