Course Overview

This class will give students a solid grounding in American literature from the Civil War up to the present day. The goal of this class is to provide students with coverage of a wide range of literary works, and to the rich and various viewpoints and writing styles that become evident upon close consideration of them. In addition, we will discuss the historical circumstances that provided the background for literary production of the past 150 years.

We will begin with poetry by Walt Whitman and Emily Dickinson. In their different ways, both poets contend with the legacy of romanticism and set the stage for newer literary movements: realism and naturalism. As the twentieth century progresses, modernism and postmodernism emerge. Literary styles change, and thus critical approaches to literature must adapt. Throughout it all, literature entertains readers and provides nuanced symptoms of developments in the cultures of its readers.

Objectives

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

• To read and understand texts from earlier historical and cultural contexts.

• To discuss these texts in an analytical and engaging manner.

• To write convincing arguments about the meanings of these texts.

• To recall key facts about the works in question including but not limited to the date of publication, the author, the title and general meaning.

• To produce papers about literature that are interesting, well organized and consistent with the standard conventions governing analytical writing.

• To revise drafts of such papers before turning them in as finished products.

• To proofread papers effectively.

• To complete papers according to the MLA format and to the conventions of college academic work.

• To discuss strengths and weaknesses of classmates' drafts as a means of helping them produce better final papers.

English Major Student Learning Outcomes
and How This Course Meets Them

1. Discuss works from major movements and/or periods in literary history (aligned with UMD Outcome 1).
   --This course will consider major trends in U. S. literature from between 1865 and the present day.

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 (aligned with UMD Outcome 7).
   --We will consider works by culturally diverse writers and pay particular attention to their use of situations within works to dramatize conflicts resulting from various differences, especially those resulting from the legacy of U. S. nineteenth-century slavery.

3. Identify major characteristics of the dominant literary genres (poetry, fiction, drama) and use those characteristics to analyze individual examples (aligned with UMD Outcome 1).
   --We will consider works of poetry, prose and drama from the time period and consider how generic expectations shape them.

4. Interpret literary works with close attention to the nuances of language, content and form (aligned with UMD Outcome 3).
   --The passage analysis assignment, in particular, will require students to engage in close readings of the works under consideration.

5. Apply concepts from literary theory and criticism in the analysis and interpretation of texts (aligned with UMD Outcome 2).
   --Classroom discussions of the assigned readings will revolve around current critical questions, and students will apply these questions to papers and exams.

6. Describe the ways in which texts emerge from and respond to their historical and cultural contexts (aligned with UMD Outcome 2).
   --The historical account of the time period depends strongly on such contexts. We will consider literature as an artifact that reveals subtle cultural shifts occurring at the times of production and consumption.

7. Write focused, convincing analytical essays that incorporate relevant secondary sources (aligned with UMD Outcome 6).
   --This course will not require the consultation of secondary sources but will require students to use the Modern Language Association format to document primary sources.

8. Collaborate in the discussion and interpretation of literature by listening to others' perspectives, asking productive questions, and articulating original ideas (aligned with UMD Outcome 6).
   --Classroom discussions and presentations will facilitate an active exchange of ideas about the assigned works. Peer editing exercises will likewise enable collaboration among students to produce better written work.

Liberal Education Student Learning Outcomes
and How This Course Meets Them

This course fulfills Liberal Education requirements in both the Humanities Knowledge Domain and in the Key Topic Cultural Diversity within the U. S. Below, I have copied the liberal education student learning outcomes from "http://www.d.umn.edu/vcaa/assessment_2009-10/updated%20Liberal%20Education%20Student%20Learning%20Outcomes%20May%206.pdf"

Humanities Knowledge Domain:

Students will:

1. Apply humanistic methods of inquiry and interpretation to the products/processes of human thought and culture.
   --This class will require students to apply methods of literary analysis to assigned texts in group activities, response papers and longer assignments.

2. Analyze products/processes of human thought and culture.
   --Literature is a primary product of human thought and culture. This class will allow you to explore literature unique to the United States between 1865 and the present day.

3. Explain how the products/processes of human thought and culture relate to cultural/social/historical context(s).
   --In the introduction of materials and in assignments, students will continually need to consider the larger historical contexts of these works.

Cultural Diversity in the United States

Students will:

1. Explain how history, culture, society, politics and geography shape our contemporary understanding of difference.
   --The primary historical developments that define cultural difference in this time period are slavery and its aftermath and the appropriation of land from indigenous populations. While the U. S. Civil War and the Frontier Thesis seem to provide historical end-points to these developments, their legacies are nonetheless long and continue to shape understandings of cultural difference today.

2. Analyze how the meaning and practices within one's own cultural context influence the perception of self and others.
   --By studying U. S. literature, we study ourselves. Careful attention to problems of ethnocentrism and the evolution of political discussions of cultural difference will provide a key framework for discussing assigned literary works.

3. Critically analyze meanings and practices of non-hegemonic U.S. social groups
   --We will regard non-hegemonic groups from various perspectives in Twain's The Adventures of Huckleberry Finn, in poetry by Langston Hughes and Robert Hayden, in Hurston's Their Eyes Were Watching God, in N. Scott Momaday's The Way to Rainy Mountain, and in Louise Erdrich's "Fleur," among other works.

To reach these goals, students will need to do the following:

• Write an analysis of a brief passage from the assigned works. 3-5 typed pages. Due on Wednesday, February 18th, 2019.

• Write an essay interpreting a longer text. Due on Wednesday, April 24th, 2019.

• Complete an early-term examination including short-answer, identification, and longer essay questions. Monday, February 13th, 2019.

• Complete a final examination covering the material from the entire semester and following a similar format. For additional information about policies governing final exams, see "http://www.d.umn.edu/vcaa/FinalExams.html". On Wednesday, May 8th, 2019, from 8:00 to 9:50am.

• Bring a word-processed, complete draft to class on peer-editing days, and provide classmates with carefully considered comments on their own drafts on those days, which are Monday, February 4th, 2019, and Monday, April 15th, 2019.

• Attend class regularly and contribute to class discussion and group activities. Be aware of scheduled quizzes and response papers on January 28th, February 25th, March 18th, April 3rd, April 22nd, 2019.

Grade Breakdown:

NOTES ABOUT THE CLASS:

• 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.

• 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 "http://http://www.d.umn.edu/academic-affairs/academic-policies/classroom-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, "It is the policy and practice of the University of Minnesota Duluth to create inclusive learning environments for all students, including students with disabilities.Ê If there are aspects of this course that result in barriers to your inclusion or your ability to meet course requirements—such as time limited exams, inaccessible web content, or the use of non-captioned videos—please notify the instructor as soon as possible."Ê You 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/".

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

• Attendance. Students will show up on time and prepared to discuss the readings assigned for a given day as listed in the class schedule. Students have a responsibility to plan their schedules to avoid conflicts with course requirements. Excessive absences will have a negative impact on the grade that students 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 "http://www.d.umn.edu/academic-affairs/academic-policies/classroom-policies/excused-absences"

• Grading. Students will receive a grade according to a traditional A-F grading scale. Some assignments will receive points, typically with 100 points being the maximum. Point grades will convert to letter grades as follows: 93-100 = A; 90-92 = A-; 87-89 = B+; 83-86 = B; 80-82 = B-; 77-79 = C+; 73-76 = C; 70-72 = C-; 67-69 = D+; 63-66 = D; 60-62 = D-; 59 and below = F. You may consult the UMD "Grading and Transcripts Policy" at "https://champ.d.umn.edu/academic-affairs/academic-policies/grading-policies/grading-and-transcripts" for more information about grading policies.

• 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, checking 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 the Board of Regents Policy at "http://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf".

• 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 "http://www.d.umn.edu/academic-affairs/academic-policies/classroom-policies/instructor-and-student-responsibilities".

Required Texts

Levine, Robert S., et. al., eds. The Norton Anthology of American Literature, Volumes C, D, and E. Ninth Edition. W. W. Norton, 2017.

Hurston, Zora Neale. Their Eyes Were Watching God. HarperCollins, 2006.

Momaday, N. Scott. The Way to Rainy Mountain. U of New Mexico P, 1976.