Course Overview

Why do we read literature and why should we read it? How can we become better readers? This course will provide students with an introduction to the art of literary criticism with a focus on criticism's historical development and on variations between various critical approaches. By examining the history of literary criticism, students will be able to expand their repertoire of techniques to use when analyzing literature in courses leading up to completion of the English major.

Because of the Covid-19 pandemic, this course will meet primarily online at the normal class-meeting times. Please be patient with teachers and fellow students as we adapt course activities to these extremely challenging circumstances.

This class will synchronous and online. During the Fall 2020 semester, I will lead students through various interactive exercises using Zoom, Canvas, GoogleDocs, and others as needed. We will begin most class sessions with a brief lecture and time for students to pose follow-up questions. We will then shift to group activities in which students will have an opportunity to direct the discussion and grapple with issues in an assigned text. I plan to be available to students as much as possible in these small group formats.

Please do not hesitate to let me know of any technological or other logistical hurdles to full participation in this course that exist or emerge as the semester progresses.

Required Texts

We will be reading the following texts in this course, including selections of reviews and articles in the Norton Critical Editions.

Bressler, Charles E. Literary Criticism: An Introduction to Theory and Practice, fifth edition, Longman, 2011.

Cather, Willa. My Ántonia. W. W. Norton, 2015.

Shakespeare, William. Othello. Edited by Edward Pechter, 2nd ed., W. W. Norton, 2017.

Grade Breakdown

Objectives

During the semester, I expect students to achieve the following goals:

• Define substantive terms of literature, literary criticism and critical theory.

• Identify various patterns in literary criticism over the course of its development as an intellectual activity.

• Apply various critical approaches to discussions of literary works with consideration of their value, contexts, styles or genres, and different possible meanings.

• Write convincing arguments about literature addressing the significance of a particular work, its aesthetic qualities, its engagement with different historical periods, what we can learn from it, and other pertinent issues.

• Recall key facts about the works in question.

• Use the MLA citation format to provide the correct attribution for other people's ideas.

Student Learning Outcomes for the English Major

1. Discuss works from major movements and/or periods in literary history.

2. Analyze the role of difference (which might include racial, ethnic, gender, sexual, religious, economic, and/or ideological differences) in producing, publishing and interpreting literature.

3. Identify major characteristics of the dominant literary genres (poetry, fiction, drama) and use those characteristics to analyze individual examples.

4. Interpret literary works with close attention to the nuances of language, content and form.

5. Apply concepts from literary theory and criticism in the analysis and interpretation of texts.

6. Describe the ways in which texts emerge from and respond to their historical and cultural contexts.

7. Write focused, convincing analytical essays that incorporate relevant secondary sources.

8. Collaborate in the discussion and interpretation of literature by listening to others' perspectives, asking productive questions, and articulating original ideas.

In order to equip English majors to succeed in their major, this course will touch on all of the above Student Learning Outcomes with a special focus on outcomes 3, 4, 5, and 7.

Please remember each year to save all of your academic work in a safe place, so that you can have it on hand when assembling your Senior Portfolio.

Expectations

In order to accomplish these goals, students must

• Read all of the assigned texts carefully in advance of the class day on which we will discuss them.

• Attend synchronous online class meetings, checking in on time and prepared to discuss the readings assigned for a given day. Students have a responsibility to plan their schedules to avoid excessive conflicts with course requirements.

• Demonstrate a clear understanding of these works in exams and papers. For additional information about policies governing final exams, see "http://www. https://www.d.umn.edu/evcaa/academic-policies/final-examinations".

• Written Work. 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.

  Writers' Workshop The Writers' Workshop offers free one-to-one writing support to all members of UMD's campus community. Sessions are held synchronously online or in person with a graduate student or faculty consultant. Feel free to bring any writing project at any stage in the writing process. To make an appointment, visit d.umn.edu/writwork or stop by the Workshop's front desk located in the Securian Learning Commons on the second floor of the Kathryn A. Martin Library. Students in this class have permission to see a Writers' Workshop consultant for assistance on exams as well.

• Late Assignments will receive a deduction of 1/3 of a letter grade for each business day that they are late. Students who miss exams may not make them up without a valid excuse for the absence.

• Academic Dishonesty tarnishes the reputation of the University of Minnesota Duluth and discredits the accomplishments of its students. Because the university is committed to providing students every possible opportunity to grow in mind and spirit, it must insist on an environment of trust, honesty, and fairness. Consequently, all members of the academic community must regard any act of academic dishonesty as a serious offense. In keeping with this ideal, this course will adhere to UMD's Student Academic Integrity Policy, which is available online at "https://www.d.umn.edu/evcaa/academic-policies/student-academic-integrity" This policy sanctions students engaging in academic dishonesty with penalties up to and including expulsion from the university for repeat offenders.

• Disability Accommodations. Individuals who have any disability, either permanent or temporary, which might influence their capacity to perform in this class, should inform me at the start of the semester. The Office of Disability Resources writes that "[i]t is the policy and practice of the University of Minnesota Duluth to create inclusive learning environments for all students, including students with disabilities.ÊIf there are aspects of this course that result in barriers to your inclusion or your ability to meet course requirementsÑsuch as time limited exams, inaccessible web content, or the use of non-captioned videosÑplease notify the instructor as soon as possible."ÊYou can contact the Office of Disability Resources to discuss and arrange reasonable accommodations by calling 218-726-6130 or by visiting the Disability Resources website at "http://www.d.umn.edu/access/".Ê

• Notetaking. Remember that there are rules against disseminating these notes beyond the classroom community, which you can find at "https://www.d.umn.edu/evcaa/academic-policies/course-notes-and-materials".

• Attendance. Excessive absences will have a negative impact on the grade that you receive in this course. Excusable absences include "subpoenas, jury duty, military duty, religious observances, illness, bereavement for immediate family and NCAA varsity college athletics." Please contact the instructor about anticipated absences in order to minimize their influence on your coursework. For more information on excused absences, see "https://www.d.umn.edu/evcaa/academic-policies/excused-absences".

• Student Conduct. Respect fellow students and refrain from behavior that might impair their learning opportunities. Any behavior that substantially and repeatedly interrupts the instructor's ability to teach or the students' ability to learn will result in appropriate penalties. Disruptive behavior includes inappropriate use of communications technology in the classroom, such as ringing cell phones, text-messaging, watching videos, playing computer games, reading email, or browsing the Internet instead of note-taking or other instructor-sanctioned activities. For further clarification of UMD policies in this regard, consult the Board of Regents Policy at "https://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf".

  Another important conduct code addresses sexual harassment, which means "means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature," and that policy is available at "https://regents.umn.edu/sites/regents.umn.edu/files/2020-08/policy_sexual_harassment_sexual_assault_stalking_and_relationship_violence.pdf".

• Equity, Equal Opportunity, and Affirmative Action. As stated in academic policies: "The University provides equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. The UMD Department of Human Resources & Equal Opportunity is available to all UMD employees, students, and participants in University-related activities to discuss issues or concerns regarding University policies or practices involving potential bias, discrimination, harassment or retaliation that an individual may have experienced or observed." For more details, see "https://www.d.umn.edu/evcaa/academic-policies/recommended-syllabi-policy-statement".

• Civility. UMD instructors and students have a responsibility to maintain a learning environment that is, as stated in the Teaching and Learning Policy, "respectful of the rights and freedoms of all members, and promotes a civil and open exchange of ideas." The full policy is available at "https://www.d.umn.edu/evcaa/academic-policies/instructor-and-student-responsibilities".

• Mental Health. From UMD academic affairs: "Feelings such as anxiety, anger, depression, low self-esteem, or tension are a normal part of being human and can affect anyone. Sometimes these feelings are temporary and can be eased by rest, relaxation, exercise, good nutrition and the support of trusted friends. At other times, stressors, relationships or past family experiences cannot be managed so easily and become overwhelming. If this happens, and you find it hard to function, you may want to seek professional help. Counseling Services are available at UMD Health Services to assist you. If you are in need of mental health support when Health Services is closed, or in case of an emergency, please contact The Birch Tree Center's Crisis line at 218-623-1800 or go to the emergency room/urgent care at either St. Luke's Hospital or St. Mary's Hospital. If an ambulance is needed, call 911. If the emergency is non-life-threatening and you do not have a means of transportation, call Campus Police at 218-726-7000). If you have needs that Counseling Services does not treat, they have a case manager who helps connect students to referrals as well as navigating issues with insurance. You can learn more about the broad range of confidential mental health services available on campus atÊUMD Health Services" at "https://www.d.umn.edu/health-services/counseling-services":.