Satisfies Liberal Education Knowledge Domain in Humanities and Key Topic in Cultural Diversity in the United States.
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 of their diverse viewpoints and narrative techniques.
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 realism and naturalism, literary movements that became dominant at the end of the nineteenth century. As the twentieth century progressed, modernism and postmodernism emerged as disruptive approaches to telling the stories of Americans. In the steady shift from modernism to post-modernism, literature continued to inspire readers and celebrate the complexity of our nation's vibrant intermingling cultures.
Required Texts
Levine, Robert S., et. al., editors. The Norton Anthology of American Literature, 10th ed., vols. C, D, and E, W. W. Norton, 2022.
Grade Breakdown
| Assignment | |
|---|---|
| Percentage | |
| Midterm Exam | 15% |
| Passage Analysis Paper | 10% |
| Literary Analysis Paper | 30% |
| Final Exam (cumulative) | 35% |
| Participation | 10% |
| (Quizzes 3%) | |
| (Peer-editing 4%) | |
| (Attendance/Informal assignments 3%) |
Objectives
Over the semester, I expect students to learn to:
Read and understand texts from earlier historical and cultural contexts.
Discuss these texts in an analytical and engaging manner.
Write convincing arguments about the meanings of these texts.
Recall key facts about the assigned works, such as who wrote them, when, and key plot points or other details.
Produce papers about literature that are interesting, well-organized, and consistent with the conventions of analytical writing and of the MLA documentation format, and without the assistance of generative AIs.
Revise drafts of such papers before turning them in as finished products.
Proofread drafts effectively.
Discuss strengths and weaknesses of classmates' drafts as a means of helping them produce better final papers.
To reach these goals, students will need to complete the following assignments:
An analysis of a brief passage from the assigned works. 3-5 typed pages. Due onÊThursday, February 13th, 2025.
An essay interpreting a longer literary text. Due onÊThursday, April 24th, 2025.
A midterm examination including short-answer, and longer essay questions.ÊThursday, February 27th, 2025.
A final examination covering the material from the entire semester and following a similar format. OnÊTuesday, May 6th, 2025, from 2:00 to 3:50pm.
Working drafts ready to share with classmates on peer-editing days and carefully considered comments on classmates' working drafts. Peer-editing takes place on Thursday, February 6th, 2025, for the passage analysis and onÊTuesday, April 15th, 2025, for the literary analysis.
Regular class attendance and contributions to class discussion and group activities. Remember: this is not an online class.
Additional course notes:
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 thus contribute to the determination of your grade in this class.
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 http://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!
Final Exams. All 1xxx-5xxx courses offered for undergraduate credit should include a final graded component or end of term evaluation that assesses the level of student achievement of one or more course objectives.ÊAll final graded components are to be administered or due at the time and place according to the final exam schedule and not during the last week of class. The final exam policy is available at https://evcaa.d.umn.edu/final-examinations.
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."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/.
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. 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/2019-09/policy_equity_diversity_equal_opportunity_and_affirmative_action.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://evcaa.d.umn.edu/instructor-and-student-responsibilities.
Academic Freedom and Responsibility. Thoughtful dialog is a cornerstone of higher education. This expectation is upheld in the University of Minnesota's Board of Regents Policy: Academic Freedom and Responsibility 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 atÊUMD Health Services" at https://health-services.d.umn.edu/counseling-services.
Paper Grading Standards
In grading papers for this class, I will use the following criteria:| Grade | Criteria |
|---|---|
| A | Confident, persuasive written expression An original approach to the work in question A strong thesis statement that is arguable and interesting A clear, well-organized argument Engagement with the audience in a manner that commands attention Consistently good use of evidence in support of contentions and in accordance with MLA format Nearly flawless mechanics (format, spelling, grammar) |
| B | Clear written expression with a few minor breakdowns Somewhat original approach to the work in question A strong thesis statement that is arguable and interesting A well-organized argument that signals its structure to readers by way of effective transitional sentences Adequate use of evidence to support your contentions and in accordance with MLA format Only a few mechanical flaws |
| C | Satisfaction of the basic demands of the assignment General clarity though with a few breakdowns A thesis statement that is arguable and interesting An organized argument Use of evidence in support of contentions and in accordance with MLA format, though not consistently Several mechanical flaws, but not so many that they confuse the meaning of your paper |
| D | Falling short of the basic demands of the assignment Numerous breakdowns impairing the clarity of the argument A thesis statement that is either not arguable or is uninteresting An argument that has minimal organization Use of evidence to support contentions that is wildly inconsistent and/or not in accordance with the MLA format Numerous mechanical flaws interfering with paper clarity |
| F | Failure to satisfy the basic demands of the assignment Unclear writing style Lack of a thesis statement No clear argument—seemingly random arrangement of ideas Mechanical flaws throughout the paper No use of evidence to support the argument or plagiarized work |
English Major Student Learning Outcomes and How This Course Meets Them
Discuss literary works from a range of movements, periods, genres, and/or regions (aligned with UMD Outcome 1).
- --This course examines major trends in U. S. literature from between 1865 and the present day with attention to realism/naturalism, modernism, and postmodern/postcolonial currents in literary history.
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 consider works by culturally diverse writers and pay particular attention to their dramatization of America's cultural conflicts, especially those resulting from the legacy of nineteenth-century slavery and the displacement of America's indigenous communities.
Identify major characteristics of a literary genre and use those characteristics to analyze one or more individual examples (aligned with UMD Outcome 1).
- --We consider works of poetry, prose and drama from the period and consider how generic expectations shape readers' experiences of them.
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 requires students to engage in close readings of the works under consideration.
Identify a key concept, methodology, approach, or theory and use it to frame the interpretation of text(s) (aligned with UMD Outcome 2).
- --Classroom discussions of the assigned readings revolve around current critical questions, and students apply these questions to papers and exams.
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 consider literature as an artifact that reveals subtle cultural shifts occurring at the times of production and consumption.
Write focused, convincing analytical essays that incorporate relevant secondary sources (aligned with UMD Outcome 6).
- --This course does not require the consultation of secondary sources but does require students to use the Modern Language Association format to document primary sources.
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 provide space for an active exchange of ideas about the assigned works. Peer editing exercises 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 "https://assessment.d.umn.edu/liberal-education-assessment/category-slos".
Humanities Knowledge Domain:
Students will:
Apply humanistic methods of inquiry and interpretation to the products/processes of human thought and culture.
- --This class requires students to apply methods of literary analysis to assigned texts in group activities, response papers and longer assignments.
Analyze products/processes of human thought and culture.
- --Literature is a primary product of human thought and culture. This class enables students to explore literature unique to the United States between 1865 and the present day.
Explain how the products/processes of human thought and culture relate to cultural/social/historical contexts.
- --In the introduction of materials and in assignments, students continually need to consider the larger historical contexts of these works.
Cultural Diversity in the United States
Students will:
Students will explain how social, political, and/or economic issues shape or have been shaped by cultural groups.
- --The primary historical developments that define cultural difference in this 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 endpoints to these developments, their legacies are nonetheless long and continue to shape understandings of cultural difference today.
Students will describe how meanings and practices within one's own cultural context influence the awareness 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 provide a key framework for discussing assigned literary works.
Students will interpret cultural practices, traditions, and/or values within or across diverse groups in the U.S.
- --We regard culturally diverse groups from various perspectives in Twain's The Adventures of Huckleberry Finn, Booker T. Washington's Up from Slavery, in W. E. B. Du Bois' response to Washington, in poetry by Langston Hughes and Robert Hayden, and in August Wilson's Fences, among other works.
Minnesota 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 knowledge, skills, and ability to teach literature:
3.B.8.b: characteristics of various literary genres, including poetry, drama, novel, short story, and essays