Course Overview
Why do we read literature and why should we read it? How can we become better readers, writers, and critical thinkers? 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 critical approaches. And, we will apply some of these approaches to representative works of literature. By examining the history of literary criticism, students will expand their repertoire of techniques to use when analyzing literature in courses required for the English major.
Along the way, students will also have opportunities to develop as writers of persuasive, detailed arguments about a literary work's meaning, value, and significance. Writing skills like this are transferable to many, many different areas of the present-day workplace after graduation.
Required Texts
We will be reading the following texts in this course, including selections of reviews and articles in the Norton Critical Editions of works by Shakespeare and Cather.
Cather, Willa. My Ántonia. 1918. W. W. Norton, 2015.
Habib, M. A. R. Literary Studies: A Norton Guide. W. W. Norton, 2020.
McCarthy, Tom. Remainder. Vintage, 2007.
Shakespeare, William. Othello, 2nd ed., ed. William Pechter, W. W. Norton, 2017.
Grade Breakdown
| Assignment | Percentage |
|---|---|
| Informal Assignments | 5% |
| Book Review | 5% |
| Play Analysis | 15% |
| Critical Analysis | 25% |
| Midterm Exam | 20% |
| Final Exam | 25% |
| Poster Presentation | 5% |
Objectives
During the semester will learn to
Define substantive terms pertaining to literature and literary criticism.
Trace the evolution of literary criticism through its history as an intellectual activity.
Adapt different critical approaches to discussions of literary works while considering their value, contexts, 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.
Identify and make use of library resources when researching the meaning and historical context of a literary work.
Use the MLA citation format to provide the correct attribution for other people's ideas.
Student Learning Outcomes for the English Major
UMD English majors develop expertise in the following Student Learning Outcomes:
Discuss literary works from a range of movements, periods, genres, and/or regions.
Analyze the role of difference (which might include racial, ethnic, gender, sexual, religious, economic, and/or ideological differences) in producing, publishing and interpreting literature.
Identify major characteristics of a literary genre and use those characteristics to analyze one or more individual examples.
Interpret literary works with close attention to the nuances of language, content, and/or form.
Identify a key concept, methodology, approach, or theory and use it to frame the interpretation of text(s).
Describe the ways in which texts emerge from and respond to their historical and cultural contexts.
Write focused, convincing analytical essays that incorporate relevant secondary sources.
Collaborate in the discussion and interpretation of literature by listening to others' perspectives, asking productive questions, and articulating original ideas.
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.
Senior Portfolio. Since most students in this course are English majors and will need to prepare a Senior Portfolio before they graduate, we will spend some time discussing this keystone assignment and beginning to think about what will go into them. You may find portfolio guidance at "https://cahss.d.umn.edu/departments/english-linguistics-writing-studies/english-program/portfolio".
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 each class meeting, arriving on time and prepared to discuss the readings assigned for that 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 "https://evcaa.d.umn.edu/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.
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 on the second floor of Martin Library.
In addition, the Tutoring Center on the second floor of Martin Library offers free tutoring sessions for this course. Your tutor will be a high-achieving student trained to assist you. To learn more about the Tutoring Center, find the tutor(s) qualified for this subject area, or reserve a time with a tutor, please visit the Tutoring Center website. The tutors look forward to working with you!
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. Make-up and extra-credit assignments are available on a case-by-case basis and only in the event of extreme circumstances.
Student Academic Integrity. 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://evcaa.d.umn.edu/student-academic-integrity". This policy sanctions students engaging in academic dishonesty with penalties up to and including expulsion from the university for repeat offenders.
Academic Dishonesty and Generative Artificial Intelligence (AI)—Because they directly contravene the goals of learning to analyze literature and to formulate clear arguments about literary works, artificial intelligence language models and other online learning support platforms cannot be used for course assignments. Written assignments in this course must derive from your personal reflections on and understandings of assigned readings, and this requires me to ban the following:
Submitting all or any part of an assignment statement to an online learning support platform.
Incorporating any part of an AI-generated response into an assignment.
Using AI to brainstorm, formulate arguments, or template ideas for assignments.
Using AI to summarize or contextualize source materials.
Submitting your own work for this class to an online learning support platform for iteration or improvement, though you are welcome to use traditional spelling and grammar-checking tools embedded in word-processing applications within reason.
If you have any doubts or concerns about using an online learning support platform appropriately in this course, please discuss your situation with me (adapted from University of Minnesota policies at "https://provost.umn.edu/chatgpt-syllabus-statements" ).
I am eager to work with and support genuine student responses to the assigned literature, but I have no interest in trying to "grade" how a computer algorithm is interpreting a text. Efforts to use generative AI to evade course requirements will encounter my strong disfavor and have a negative impact on your grade.
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 requirements—such as time limited exams, inaccessible web content, or the use of non-captioned videos—please notify the instructor as soon as possible." 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 "https://evcaa.d.umn.edu/course-notes-materials".
Attendance. This not an online class, so regular attendance is a basic expectation. 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://evcaa.d.umn.edu/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://regents.umn.edu/sites/regents.umn.edu/files/2020-08/policy_sexual_harassment_sexual_assault_stalking_and_relationship_violence.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 "https://regents.umn.edu/sites/regents.umn.edu/files/2019-09/policy_academic_freedom_and_responsibility.pdf", which says in part:
SECTION II. ACADEMIC FREEDOM.
Academic freedom is the freedom, without institutional discipline or restraint, to discuss all relevant matters in the classroom, to explore all avenues of scholarship, research, and creative expression, and to speak or write on matters of public concern as well as on matters related to professional duties and the functioning of the University.
Mental Health. From UMD's Office of 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 at UMD Health Services" at "https://health-services.d.umn.edu/counseling-services".
Supplementary Texts
The following texts are not required for the course, but will give you some starting points for further exploration of a particular topic.
Literary Criticism
Bressler, Charles E. Literary Criticism: An Introduction to Theory and Practice. 5th ed., Longman, 2011.
Culler, Jonathan. Literary Theory: A Very Short Introduction. Oxford UP, 1997.
Eagleton, Terry. Marxism and Literary Criticism. U of California P, 1976. Woolf, Virginia. A Room of One's Own. 1929. Mariner, 1989.
Tom McCarthy
De Boever, Arne. Narrative Care: Biopolitics and the Novel. Bloomsbury, 2013.Miller, Sydney. "Intentional Fallacies: (Re)Enacting the Accidental in Tom McCarthy's Remainder." Contemporary Literature, vol. 56, no. 4, Winter 2015, pp. 634-659.
Vermeulen, Pieter. "The Critique of Trauma and the Afterlife of the Novel in Tom McCarthy's Remainder." MFS: Modern Fiction Studies, vol. 58, no. 3, Fall 2012, pp. 549-568.
William Shakespeare
Donaldson, Peter. Shakespearean Films/Shakespearean Directors. Unwyn Hyman, 1990.Fraser, Russell. Young Shakespeare. Columbia UP, 1988.
Greenblatt, Stephen. Renaissance Self-Fashioning. U of Chicago P, 1980.
------. Representing the English Renaissance. U of California P, 1983.
Montrose, Louis. The Purpose of Playing: Shakespeare and the Cultural Politics of Elizabethan Theatre. U of Chicago P, 1996.
Orrell, John. The Human Stage: English Theatre Design, 1567-1640. Cambridge UP, 2009.
Vaughan, Virginia Mason. Othello: A Contextual History. Cambridge UP, 1994.
Willa Cather
Funda, Evelyn I. "Picturing Their Ántonia(s): Mikolás Ales and the Partnership of W. T. Benda and Willa Cather." Cather Studies, vol. 8, no. 1, 2010, pp. 353-378.Lambert, Deborah G. "The Defeat of a Hero: Autonomy and Sexuality in My Ántonia." American Literature, vol. 54, no. 4., January 1982, pp. 676-690.
Lucenti, Lisa Marie. "Willa Cather's My Ántonia: Haunting the Houses of Memory." Twentieth Century Literature, vol. 46, no. 2, 2000, pp. 193-213.
O'Brien, Sharon. Willa Cather: The Emerging Voice. Oxford UP, 1987.
Rosowski, Susan J., ed. Approaches to Teaching Willa Cather's "My Ántonia". Modern Language Association, 1989.
Squire, Kelsey. "Legacy and Conflict: Willa Cather and the Spirit of the Western University." Great Plains Quarterly, vol. 34, no. 3, summer 2014, pp. 239-356.
Urgo, Joseph R. Willa Cather and the Myth of American Migration. U of Illinois P, 1995.
Wilhite, Keith. "Unsettled Worlds: Aesthetic Emplacement in Willa Cather's My Ántonia." Studies in the Novel, vol. 42, no. 3, fall 2010, pp. 269-286.
MN Professional Educator Licensing & Standards Board (PELSB) Standards
This statement is relevant to students who are majoring in Education:
This course is a requirement of the Teaching Communication Arts & Literature major at UMD with assigned PELSB teacher education content standards. Specifically, this course helps develop the following central concepts common to the teaching and learning of communication arts and literature content:
3.A.4 : technological resources including software, databases, and networks that can be used to gather, synthesize, create, and communicate knowledge
3.A.12 : research methods encompassing content
This course also helps develop the following knowledge, skills, and ability to teach literature:
3.B.8.c : tools of interpretation including literary devices, critical theories, and various methods of analysis, interpretation, presentation, and evaluation of literature