Syllabus

Schedule

Assignments

Supplementary Information

Course Overview

Epiphany is an unveiling of reality. What in Greek was called epiphaneia meant the appearance, the arrival, or a divinity among mortals or its recognition under a familiar shape of man or woman. Epiphany thus interrupts the everyday flow of time and enters as one privileged moment when we intuitively grasp a deeper, more essential reality hidden in things or persons. (Czeslaw Milosz, A Book of Luminous Things)

What Czeslaw Milosz writes about the epiphany is true for the role of literature in general in our lives. When a work of literature does its job for us, it likewise interrupts the flow of our day-to-day lives and draws our attention to something we had previously overlooked. As we proceed through this particular introduction to literature, we will repeatedly come across some attempts on the parts of the writers to challenge us or to shake us out of our preconceptions. Indeed, such epiphanies are a necessary part of the process whereby our understanding of the self emerges.

Epiphanies will become evident in the violent, literal storms of Shakespeare's King Lear and Hurston's Their Eyes Were Watching God, and in more subtle, symbolic ways in Austen's Pride and Prejudice and Kingston's Woman Warrior. The readings should provide you with a comprehensive understanding of literature across the major genres (poetry, drama, novel), and from different time periods.

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 poem while considering the poet'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.

. . . recall key facts identifying the works of literature that we will study this semester.

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

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.

. . . 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.

Grade Breakdown

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 capacity 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 Kirby Plaza and on the web at <http://www.d.umn.edu/access/>.

Required Texts

Austen, Jane. 1813. Pride and Prejudice. New York: Penguin, 1996.

Crane, Stephen. 1895. Red Badge of Courage. New York: Bantam, 1983.

Hurston, Zora Neale. 1937. Their Eyes Were Watching God. New York: HarperCollins, 1998.

Kingston, Maxine Hong. The Woman Warrior. New York: Random House, 1989.

Milosz, Czeslaw, ed. A Book of Luminous Things: An International Anthology of Poetry. New York: Harcourt, Brace, 1996.

Shakespeare, William. 1608. King Lear. New York: Penguin, 1998.