Course Objective

At the end of this semester, students should be able to present clear, analytical arguments interpreting and evaluating various exemplars of American literature since 1914 and have an understanding of critical models that apply to literary study. In addition, students should be able to make use of effective research methods and the Modern Language Association documentation format in writing their papers. Many students will also emerge from this course with a paper that they can include in their senior portfolios fulfilling the research paper requirement.

Expectations

To accomplish the above objective, students should . . .

. . . show up to class on time and ready to discuss the reading assigned for that day. Excessive absences will have a negative impact on your grade.

. . . write clear, persuasive analyses of works of literature in the exams and the research paper. Careful revision and proofreading of drafts will be necessary to do well on the paper.

. . . bring a complete draft of the research paper to class on the allotted peer-editing day.

. . . ask questions and comment in class discussions.

. . . be respectful of 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, doing email, or surfing the Internet on one's computer instead of note-taking or other instructor-sanctioned activities. For further clarification of UMD policies in this regard, consult UMD's Student Conduct Code at "http://www.d.umn.edu/conduct/code/".

Requirements

1. Early-Term Exam—addressing issues from the first part of the semester and serving as a springboard for the research paper. (on February 15th)

2. Final Exam—cumulative with an emphasis on issues from the second part of the semester. (on May 8th from noon to 1:55pm)

3. Paper Proposal—150-word overview of your paper topic—part of your participation grade. (due on February 8th)

4. Annotated Bibliography—produce a list of 7 secondary sources in MLA Format and write 150 words of commentary for each source. (due on March 21st)

5. Research Paper—a minimum of 10 typed, double-spaced pages of literary analysis citing at least 5 different secondary sources a maximum 30% of which can be obtained from the Internet. It must adhere to the MLA documentation style. With further revision, this paper can fulfill the research paper requirement for your English Portfolio. (due on April 30th)

6. Peer Editing—in class two weeks before the paper is due. (on April 16th)

7. Quizzes—short-answer questions on readings taking place on January 30th, March 7th, and April 4th.

8. Participation—participation in group discussions, attendance, etc.

Grade Breakdown

Midterm	10%
Final	35%
Research Paper	40%
Quizzes	7.5%
Participation	7.5%

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.

If you turn a paper in late, your paper will receive a deduction of 1/3 of a letter grade for each business day that it is late. Students who miss exams may not make them up without a valid excuse for the absence. Valid excuses include health emergencies, family crises. If students anticipate missing an exam or a paper deadline for a valid reason and consult with me in advance, I can consider exceptions on a case-by-case basis.

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, honest, 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 "http://www.d.umn.edu/assl/conduct/integrity/". This policy sanctions students engaging in academic dishonesty with penalties up to and including expulsion from the university for repeat offenders.

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 Disability Resources Center is also available to assist students with disabilities. It is located in 258 Kirby Student Center and on the web at "http://www.d.umn.edu/access".

Required Readings

Albee, Edward. Who's Afraid of Virginia Woolf? 1962. New York: Penguin, 2006. Print.

Bishop, Elizabeth. The Complete Poems. New York: Farrar, Strauss, Giroux, 1983. Print.

Egan, Jennifer. A Visit from the Goon Squad. New York: Random House, 2010. Print.

Faulkner, William. Absalom, Absalom! 1936. New York: Vintage, 1990. Print.

Hemingway, Ernest. The Sun Also Rises. New York: Simon and Schuster, 1926. Print.

Morrison, Toni. Beloved. 1987. New York: Vintage, 2004. Print.

Stevens, Wallace. Collected Poems. New York: 1990. Print.

I will provide a list of supplementary readings in a later addendum to this syllabus.