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English 1750 American Literature Since the Civil War
Spring 2023
ENGL-1750-A 9:00-9:50 MWF---St. Benedict Hall 403
ENGL-1750-B 10:00-10:50 MWF---St. Benedict Hall 403
Instructor: Dr. Sarah L. Young Office Phone: ext. 7498
Office: St. Benedict 303 Email:
[email protected]Office Hours: 1:00-1:50 MWF; 3:00-4:00 MW; and by appt.
CATALOG DESCRIPTION:
This course entails a study of American Literature beginning with Twain and including such writers as James,
Chopin, Freeman, Jewett, Crane, Cather, Washington, DuBois, Frost, Hurston, Eliot, Hemingway, Fitzgerald,
Dunbar, Hughes, and Faulkner. Includes Native American writers, Hispanics, and other minority writers not
mentioned in the description above but affecting American thought. (AE, HP, WP, WC)
COURSE DESCRIPTION:
What is particularly “American” about American Literature? This is a question we will examine as we survey the
texts, ideas, trends, philosophies and styles of American Literature from the Civil War to the present. If literature is a
reflection of culture and identity, we must also consider these questions: “What is an American? Who is an
American?” Our readings in this course will help us to explore these questions and gain a working knowledge of the
development of American literary history. This course fulfills an Aesthetic Experience, (Learning Goals 1,3);
Historical Perspective, (Learning Goal 1); Western Perspective, and Written Communication.
Content note: The literature we will study reflects the range of human experience, including human sexuality. In
addition, we will read other material that you may find challenging, controversial, or offensive. As scholars, we will
approach artistic creations with maturity and inquiry in order to understand, analyze, and synthesize their importance
as expressions of human experience. The purpose of this class is not to reinforce our comfort but rather to challenge
our assumptions and help us to see the world through the artistic expressions of others. We will maintain a safe and
mutually respectful classroom environment; however, no substitute readings will be offered, and everything covered
in class or in assigned readings could be on tests or required for papers.
This course will
a. survey and introduce representative examples of American Literature from approximately 1865 to
the present, gaining factual knowledge of trends, ideas, and events and how literature responded to
them.
b. develop the students’ ability to think critically and carefully about literary texts;
c. consider the way(s) the literature reflects, creates or responds to the American Experience;
c. review and apply techniques of literary analysis in both writing and class discussion;
d. offer the opportunity to offer in depth responses to literature in writing using the standard
conventions of the Modern Language Association (MLA);
e. provide the opportunity for presentation, discussion, and practice in oral communication;
f. help foster a love of reading and a desire to seek out more literature of the period.
.
General Course Objectives (IDEA):
a. Gaining a basic understanding of the subject (e.g., factual knowledge, methods, principles,
generalizations, theories)
b. Gaining a broader understanding and appreciation of literature
c. Developing skill in expressing oneself orally or in writing
d. Learning to analyze and critically evaluate ideas, arguments, and points of view
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TEXTS:
Cather, Willa. My Antonia. (1918). Vintage, 2018.
Haruf, Kent. Plainsong. Vintage, 2000. ISBN 9780375705854
Levine, Robert S. ed. The Norton Anthology of American Literature 10th ed. Shorter edition. ISBN: 9780393886184
BLACKBOARD: We will use Blackboard as our course site for information about assignments and
announcements. Written assignments will be submitted to Turnitin through Blackboard. I will also post useful
website information and other material that we might be reading in class. Make sure you check our Blackboard site
regularly.
COURSE REQUIREMENTS:
Methods: This class is a combination of instructor lecture and class discussion. Student participation is expected.
Class Participation: Students will be in class ready to discuss the reading material assigned for that day. EVERY
student should be prepared to say something, ask a question, answer a question, or pose a theory about the material
in every class. All students will receive a participation grade approximately each week. (See attached rubric for
expectations.) Your notes from class discussion will be your study guide for exams and papers.
Online Discussion: We will be utilizing the discussion board forum on Blackboard to expand the range of our class
discussion. The topics and due dates are listed on the schedule. Each student should offer at least two responses to
the discussion board. You may begin threads with your own musings or you may comment substantively on another
thread. Discussion forum contributions will be assessed. Note: the discussion forum is accessed by students in both
sections of American Literature. (See attached rubric for expectations.)
Short Writing and/or Quizzes: There may be daily short writing or quizzes in class over the readings or study
questions to be prepared before class. These cannot be made up if missed.
Essays: There will be three essays (4-6 pages). They might require a minimum of research. Essay 1 will be written
first in draft form. Then each student will consult with the instructor in conference on the essay and write a revision.
The draft and conference are required. Failure to turn in a draft and attend the conference will entail a 10-point
reduction in the paper’s final grade. The draft itself is not graded. Specific questions and guidelines will be
handed out. Essays will be submitted through Blackboard to Turnitin. Students may then choose two of the
following three essay assignments to complete.
Requesting Extensions: Every student has the option of requesting a two-day extension on one major paper
assignment. Requirements are as follows: Let me know that you wish to exercise your two-day extension within one
day of the due date. Have a general description of what you need to complete. If you miss the extended due date,
make an immediate appointment to see me to talk about what you have planned and to discuss a new timeline. Any
major assignment submitted late without the extension request will earn late penalties.
Exams: There will be two semester exams and a final exam. These exams will contain objective and essay material.
They will test material covered in the weeks prior to the exam. The final exam will not be entirely comprehensive
but may have some longer comparative questions that will require a review of course material throughout the
semester.
Late Work: Late essays will earn a 5-point reduction in the final grade for every day they are late including the first
day. Technical or mechanical problems with computers will not excuse late work. Illness or emergencies must
be discussed with the instructor immediately.
Attendance: Any student who is absent more than two times the number of weekly meetings (6 times) assigned to a
course may be withdrawn by his or her instructor. A grade of ‘F’ will be recorded if this occurs after the official
withdrawal period. ALL class absences count toward the maximum of 6. (This includes absences for sports, school
activities, and March for Life.) Excessive absences will adversely affect participation grade.
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ACADEMIC MISCONDUCT:
1st Offense of Academic Misconduct on an assignment in this class: Zero credit for
the assignment and official report to Associate Dean
2nd Offense of Academic Misconduct on an assignment in this class: Failure in the
course and official report to Associate Dean
Benedictine College endorses the principles of academic honesty. Any academic misconduct is contradictory to the
purposes and welfare of both the student and the college. Academic misconduct includes, but is not limited to,
cheating on examinations; plagiarizing; failing to properly document sources either intentionally or unintentionally;
turning in work prepared by another person, falsifying data and documents; or gaining or giving unauthorized access
to assessment materials. Verified instances of academic misconduct, whether intentional or unintentional, generally
will result in an “F” or a zero grade for the assignment, examination, or project connected to the academic
misconduct and will be reported by the instructor to the Associate Dean who then will report to the student’s
advisor. Additionally, depending upon the magnitude of the academic misconduct, the student may receive a failing
grade for the course and the student may be suspended or be subject to dismissal from the college.
A second offense for a given student, over his or her entire time as a student at Benedictine College, will result in a
meeting with a review panel consisting of the Associate Dean, a member of the Student Affairs Committee, and
another faculty member of the student's choice. This panel will decide on a course of action based on all reported
instances of the student's academic misconduct, which generally could result in a failing grade in the class.
Additionally, depending upon the magnitude of the academic misconduct, the student may be suspended or be
subject to dismissal from the college. A third or later offense will result in a meeting with a panel consisting of the
Dean of the College, the Associate Dean, and a faculty member of the student's choice. This panel will decide on a
course of action based on all reported instances of the student's academic misconduct with a maximum penalty of
dismissal from the college.” --Benedictine College Catalog
Academic misconduct includes the use of Artificial Intelligence programs for writing.
Class Disturbance: I will request students who create a disturbance in class to leave. Students requested to leave
class will be counted absent that day.
GRADE DISTRIBUTION:
Discussion Forum participation 10%
Participation (discussion, study questions, short writing, quizzes, group work, etc.) 15%
3 Essays 35%
Exam 1 10%
Exam 2 15%
Final Exam 15%
GRADING SCALE
Final Grade percentages will not be “rounded up.”
C+ 77%-79%
A 94%-100% C 74%-76%
A- 90%-93% C- 70%-73%
B+ 87%-89% D 60%-69%
B 84%-86% F 59%
B- 80%-83%
ACCOMODATIONS REQUESTS:
Benedictine College complies with federal law requiring reasonable accommodations for individuals with
documented disabilities that may affect their performance in a class or otherwise affect the individual’s ability to
enjoy the programs and services offered by the College. If a student requests an accommodation from a faculty
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member, the faculty member should direct the student to contact Jennifer DuLac, the Director of Accessibility
Services 913.360.7517 or [email protected].
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Schedule of Assignments (subject to change)
Spring
2023
WEEK DAY Reading and Writing Assignments Blackboard Discussions
Reading assignments are to be completed BY class Discussion posts are to be completed by class time on the
time on the day they are assigned day they are assigned.
1 W 1/11 Introduction Forum: What do you expect "American" literature to be
like? What are its defining characteristics? Who
are definitive "American" authors for you?
F 1/13 REALISM, NATURALISM, REGIONALISM Forum: Why do you think some of these theories about
American Literature 1865-1914, 3-20 literature developed during this era of American history?
Realism and Naturalism, 311-312
William Dean Howells, “Editor’s Study,” 312-316
Henry James, “The Art of Fiction,” 317-319
Jack London, “What Life Means to Me,” 323-325
Charlotte Perkins Gilman, “Masculine Literature,”
326-327
2 M 1/16 William Dean Howells, 291-293 Forum: Is Editha a symbol of idealized Romanticism?
“Editha,” 293-302 How?
W 1/18 Kate Chopin, 415-416 Forum: Is Désirée intended to be a symbolic female
“Désirée’s Baby,” 416-420 figure, used to reflect the role of women in this society?
F 1/20 Mark Twain, The Adventures of Huckleberry Finn, Forum: Why did Twain write in dialect? What is the effect
pages 79-82; 88-142 (Chapters 1-15) in the novel or on your reading experience?
3 M /23 Mark Twain, The Adventures of Huckleberry Finn, Forum:: Discuss the place of morality in the novel. In the
pages, 142-219 (chapters 16-30) world of the novel, where do moral values come from?
The community? The family? The church? One’s
experiences? Which of these potential sources does Twain
privilege over the others? Which does he mock, or
describe disapprovingly?
W 1/25 Mark Twain, The Adventures of Huckleberry Finn, Forum: This is a novel that has generated controversy
pages 219-270 (chapters 31-43) since its publication but not always for the same reasons.
What does the novel have to say for us in the 21st century?
Critical Controversy: Race and the Ending of How should we approach it? Has it outlived its place in
Adventures of Huckleberry Finn, 271-282 our culture?
F 1/27 Charlotte Perkins Gilman, 479-480 Forum: What clues enable readers to gather information
“The Yellow Wall-Paper,” and “Why I Wrote ‘The about the narrator’s behavior that she herself seems
Yellow Wall-Paper’,” 480-493 unaware of? In what ways does the story invite us to
Draft of Essay 1 Due. Conferences Scheduled “read through” her narration and draw our own
conclusions about her relationship to her surroundings
and to her caretakers?
4 M 1/30 Stephen Crane, “The Open Boat,” 565-583 Forum: Reread the final line of the story. What kind of
“interpreters” have the men become? What special
understanding have they gained? What message are they
meant to interpret?
W 2/1 Zitkala Ša, 1124 Forum: What was most revealing to you about Zikala
Impressions of an Indian Childhood Sa’s narrative?
The School Days of an Indian Girl (handouts on
Blackboard)
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F 2/3 NO CLASS
5 M 2/6 Booker T. Washington, Up From Slavery, “The Forum: What are the strengths of Washington’s
Atlanta Exposition Address,” 438-448 proposal? What are its flaws?
T 2/7 Last day to drop without a W
W 2/8 W.E.B. DuBois, The Souls of Black Folk, 530-548 Forum: How do you see “double-consciousness”
FINAL REVISION ESSAY 1 DUE manifesting itself in contemporary society?
R 2/9 4-Week Progress reports submitted
F 2/10 Paul Laurence Dunbar, 586-587; “We Wear the Forum: What thematic connections do you see in
Mask,” 589; “Sympathy,” 590 Dunbar’s poetry with Du Bois and/or Washington?
6 M 2/13 EXAM 1
W 2/15 MODERNISM Forum: What do you notice are common themes or
American Literature 1914-1945, 619-644 concerns among these Modernists? Can you define some
Modernist Manifestos, 735-736 tenets of their philosophies?
Mina Loy: Feminist Manifesto 736-739
Ezra Pound: From A Retrospect 740-742
Willa Cather: From The Novel Démeublé, 746-748
T.S. Eliot, From Tradition and the Individual Talent
742-745
Gertrude Stein, From Poetry and Grammar, 748-749
F 2/17 Willa Cather, 32 Forum: Cather tells the story through the words and eyes
My Ántonia, Books 1-2 of Jim Burden. Why does she adopt that strategy rather
than tell of Ántonia and her world with an omniscient
narrator?
7 M 2/20 Willa Cather, My Ántonia, Books 3-4 Forum: Jim is our narrator; however, there are several
other narrative voices in the text. Who else tells us
stories, and why has Cather structured the novel in this
way?
W 2/22 Willa Cather, My Ántonia, Book 5 Forum: What are some of the most beautiful passages to
you in the novel? Why do they resonate for you?
F 2/24 Robert Frost (1874– 1963) 218 Forum: What do you observe about Frost’s poetry that
“Mending Wall,” 220 suggests it is more complicated than it might first appear
“Design,” 234 to be?
8 M 2/27 Ezra Pound, “In a Station of the Metro,” 297 Forum: What questions do these poems raise for you?
William Carlos Williams, 281
“Spring and All,” 286
“The Red Wheelbarrow,” 288
H.D. “Mid-Day,” Oread,” 330-332
W 3/1 T.S. Eliot, 352 Forum: Twice in “The Love Song of J. Alfred Prufrock”
“The Love Song of J. Alfred Prufrock,” 353 the speaker leads us to the brink of an “overwhelming
Midterm Grades submitted question” (ll. 10, 93), but never explicitly clarifies what
that question might be. What do you think the question is?
ESSAY 2 DUE What evidence you can find in the poem to support your
guess?
F 3/3 “The Love Song of J. Alfred Prufrock,” continued Forum: TBA
9 M 3/9 SPRING BREAK
W 3/11 SPRING BREAK
F 3/13 SPRING BREAK
10 M 3/13 F. Scott Fitzgerald, The Great Gatsby Forum: What kind of a person is Nick Carraway? What
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are his motivations, weaknesses, strengths, etc?
W 3/15 F. Scott Fitzgerald, The Great Gatsby Forum: What are we supposed to feel about Gatsby?
Who is he to this novel? Is he even the protagonist?
F 3/17 F. Scott Fitzgerald, The Great Gatsby Forum: Fitzgerald wrote, "You don't write because you
want to say something, you write because you have
something to say." What did he have to say in The Great
Gatsby?
11 M 3/20 Ernest Hemingway, 1058-1060 Forum: “I always try to write on the principle of the
“Indian Camp,” 1060-1063” iceberg,” Hemingway once told an interviewer. “There is
“Soldier’s Home,” 1063-1068 seven-eighths of it under water for every part that shows.”
What part of the “iceberg” is shown in the stories? What
isn’t being seen? Why does Hemingway leave these major
issues buried so deeply under the surface? What aesthetic
effect does it produce in the text? What emotions does it
create? What emotions does it stifle?
W 3/22 William Faulkner, 1036-1039 Forum: Discuss the concepts of justice that emerge from
“Barn Burning,” 1046-1058 this story. What does the story say about the evolution of
justice from its primitive to its more civilized forms?
F 3/24 THE HARLEM RENAISSANCE Forum: How is Hughes’ essay both a commentary on the
artist and on American society? Do you see American
Debating Black Art, 870-872 society doing similar things today? (i.e. “legitimatizing” a
Langston Hughes, “The Negro Artist and the Racial form of self-expression above all others?)
Mountain,” 872-874
George Schuyler, “The Negro-Art Hokum,” 874-877
Zora Neale Hurston, From “Characteristics of Negro
Expression,” 877-880
W.E.B. Du Bois, From “Criteria of Negro Art,” 880-
882
12 M 3/27 Langston Hughes, 833; “The Negro Speaks of Forum: TBA
Rivers,” 835; “I, Too,” 836; “Theme for English B,”
D844
W 3/29 Zora Neale Hurston, 918-920; Forum: TBA
“Sweat,” 921-929
F 3/31 EXAM 2
13 M 4/3 POSTMODERNISM Forum: Discuss your response to “My Papa’s Waltz,”
American Literature 1945-Present, 1109-1130
Theodore Roethke, “My Papa’s Waltz,” E42;
“Cuttings,” E8 [both versions]
W 4/5 Gwendolyn Brooks, “kitchenette building,” 306 “We Forum: Consider how Brooks uses imagery in these
Real Cool,” 309, “The Bean Eaters,” 309 poems.
ESSAY 3 DUE
F 4/7 EASTER BREAK
14 M 4/10 EASTER BREAK
W 4/12 Arthur Miller, Death of a Salesman, 218 Forum: Pay particular attention to the construction of
the set for this play. Note the stage directions, set pieces,
instructions for playing the action. What effects are
generated by Miller’s choices here?
F 4/14 Arthur Miller, Death of a Salesman, 218 Forum: Is Death of a Salesman a tragedy and Willy
Loman a tragic hero, or is his death merely the pathetic
demise of a small man?
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15 M 4/17 Flannery O’Connor, “Good Country People,”1300- Forum: TBA
1315
W 4/19 DISCOVERY DAY—No Class
F 4/21 Sandra Cisneros, “Woman Hollering Creek,” 1638- Forum: TBA
1647
16 M 4/24 Maxine Hong Kingston,1560-1570 Forum: Names, names, what are names? What is the
The Woman Warrior: “No Name Woman” narrator learning about herself, about her family, about
her culture, about being American?
ESSAY 4 DUE
W 4/26 Haruf, Plainsong Forum: Why might Kent Haruf have chosen Plainsong as
the title for this novel? What meaning, or meanings, does
the title have in relation to Haruf's story and characters?
F 4/28 Haruf, Plainsong Forum: TBA
M 5/1 Billy Collins, “Forgetfulness,” 1570-1572 Forum: TBA
Natasha Trethewey, 1698-1699; “Vignette,”
“Photograph: Ice Storm,” 1700-1701
F 5/5 10:00-11:50 AM FINAL EXAM
ENGL1750-A
T 5/9 8:00-9:50 PM FINAL EXAM
ENGL1750-B
