ENG 105.17/Introduction to Narrative
Spring 2013
TR: 2.00-3.15 pm
Classroom: MHRA 2209
Taylor Parson Office: MHRA 3210
Email:
Office Hours: T 3.30-5.30 and by appointment
1
Course Description
Together we will ask and answer questions such as: How do we encounter/create/counter narratives every day, what impact do narratives and stories have on our lives, and what ways do we shape and influence narrative accounts (of) ourselves? Ultimately, we will explore the various themes, ideas, and issues that arise out of our readings and make connections to our own lives and cultures.
For 100 and 200-level literature classes, including FMS 120/121/122: Literature
(GLT)
Students read and write about selected works of prose and/or poetry from diverse cultural traditions, analyzing the context, aims, and methods of literary expression.
1. Demonstrate the reading skill required for the student of literary texts. (LG3)
2. Identify and/or describe some of the varied characteristics of literary texts. (LG3)
3. Demonstrate orally, in writing, or by some other means, a fundamental ability to use some of the techniques and/or methods of literary analysis. (LG 1 and LG 3)
4. Identify and/or describe some of the various social, historical, cultural, and/or theoretical contexts in which literary texts have been written and interpreted. (LG3)
Those SLOs labeled (LG3) relate to UNCG’sLearning Goal #3 for General Education, which says students will “Describe, interpret, and evaluate the ideas, events, and expressive traditions that have shaped collective and individual human experience through inquiry and analysis in the diverse disciplines of the humanities, religions, languages, histories, and the arts.” ((http://web.uncg.edu/reg/Bulletin/Current/UnivReq/GECProgram.aspx)
Required Texts/Materials
Casares, Adolfo Bioy. The Invention of Morel. New York: New York Review Books, 2003.
ISBN 978-1-59017-057-1
Gibson, Scott Thomas, Tammy Lancaster, and Summar C. Sparks. LENSES: Perspectives on Literature.
Plymouth, MI: Hayden-McNeil P, 2013. ISBN 978-0-738-05105-5
Kerouac, Jack. On the Road. New York: Penguin, 2003. 978-0-14-243725-4
Palahniuk, Chuck. Fight Club. New York: Norton, 2005. ISBN 978-0-393-32734-2
*You will also watch the film Fight Club (see schedule) outside of class. You will have to find a copy at a public library or through Netflix or Amazon.com. You can rent it through Amazon.com for $2.99 (24 hour rental). If you own a copy or have a friend who owns the film, there you go.
® Readings on Blackboard
® Reliable access to Internet/Printing Services
® Access to a dictionary/thesaurus; the Oxford English Dictionary online, via the library website, will be helpful for understanding the historical context of language
® A notebook and pen/pencil or laptop for recording notes, thoughts, ideas, and short responses/writings
Helpful Resources
http://www.uncg.edu/eng/writingcenter/citations.php (handouts on avoiding plagiarism/MLA in-text citations)
http://owl.english.purdue.edu/owl/ (for further information on MLA citation/formatting; the writing process)
Academic Integrity
Academic integrity is founded upon and encompasses the following five values: honesty, trust, fairness, respect, and responsibility. Violations include, for example, cheating, plagiarism, misuse of academic resources, falsification, and facilitating academic dishonesty. If knowledge is to be gained and properly evaluated, it must be pursued under conditions free from dishonesty. Deceit and misrepresentations are incompatible with the fundamental activity of this academic institution and shall not be tolerated” (from UNCG’s Academic Integrity Policy). To ensure that you understand the university’s policy on academic integrity, review the guidelines and list of violations at <http://academicintegrity.uncg.edu>. I expect you to abide by the Academic Integrity Policy.
We will absolutely have a conversation about what constitutes plagiarism, cheating, intellectual property, etc. In this class, one violation will result in an F on the assignment. Two violations will result in the failure of the course and departmental action per the academic integrity guidelines (again, please read the policy to ensure understanding).
If you are ever unsure about how to cite in MLA, please consult me or the sources I have listed above.
Attendance Policy
Students are allowed three (3) absences without a grade penalty. For every absence beyond those allowed, students will be penalized one-half letter grade on the final course grade (i.e., A drops to A-).Students who miss six (6) classes on a two-day schedule will fail the course. I will keep attendance records.
Students are by state law allowed two excused absences due to religious holidays. These absences do not count toward the total maximum allowed above. If a student plans to miss class due to a religious holiday, she or he must notify the instructor at least 48 hours prior to the absence.
Evaluation/Assessment
Participation/Quizzes 15%
Blackboard Responses 15%
Discussion Leaders 15%
Group Presentations 15%
Mid-Term 15%
Final Essay 25%
(A=90-100, B=80-89, C=70-79, D=60-69, F=0-59)—I use the +/- system.
Participation
It’s important that you prepare for each class, bring your materials, remain engaged, listen actively, and join in on conversations. This course isn’t lecture-based, so lively discussions from all of us will help to advance our understanding. Participation doesn’t mean dominating discussions or having to speak all the time. Often, we have to jot down our thoughts or sit silently in order to digest materials before we can engage others. Each of us learns differently, and I respect this. Just know that no question or idea is “wrong” or “stupid.” When you have something to share, please do. Participation includes discussions, in-class writing, preparation, having all materials required, and group work. Participation also includes 5 set quizzes in-class. I leave open the possibility for pop quizzes if warranted. Quizzes will make up no more than 5% of the participation grade.
I am specifically looking for students to add something new, exciting, surprising, puzzling, challenging, and/or troubling to the conversation. I also am looking to see who listens actively and contributes to others’ comments or questions.
Blackboard Responses (all forums will be available in Blackboard by week 3)
You will post 6 short responses in Blackboard over the semester. You are free to respond to the works we will read in different ways. Our objective is to practice critical analysis rather than personal response.Some possibilities include:
· Posing a question about a text(s), and explaining why the question is important, interesting, or puzzling
· Making connections between readings (focusing on literary devices, themes, issues, context, etc.)
· Following up on an idea that was raised in class discussion earlier in the week/semester
Requirements: 150-200 words with actual textual quotes (with page numbers cited parenthetically). Please include your word count at the end of your response. Remember thatsummary does not count as analysis: the goal here is to take steps toward making an argument or raising an analytical question. If no one can argue with you, you’re probably summarizing rather than analyzing. Always write with an argument (a thesis) in mind.
Due dates: listed in the schedule
I will comment on the first two responses to give you a sense of what I will be looking for. After this, the responses will be assessed with grades only. If you plagiarize, you will receive an F. General criteria: A response contains a working critical analysis, relevant evidence, meets the word count, and proofreads / B/C response lacks one or two of the criteria above / D response fails to meet three of the criteria / F response merely summarizes/gives a personal response, plagiarizes, doesn’t provide page numbers, and/or fails to turn in a response. You MUST cite the reading within the response with page numbers.
Discussion Leaders
Students will, individually, be responsible for leading class discussion on one of our readings. Students should focus on something specific in the reading (a character, style, theme, a certain passage, etc.) and provide an analysis/interpretation/argument. This will ground discussion and open up class conversation. Students who are not leading discussion should listen attentively and respond with questions, comments, or contributions. Do not rely on me.
General criteria: A—thoughtful analysis/argument, excellent grasp of literary devices, focused, engaging; B—analysis/argument, good grasp of devices, somewhat focused, somewhat engaging; C—more analysis needed, needs to review literary devices, less focused, less engaging; D—very little analysis, very little grasp of devices, no focus, doesn’t engage; F—plagiarizes, gives personal response rather than an interpretation or argument, doesn’t do the assignment.
Group Presentations
Students will, in pairs or threes, be responsible for presenting a scholarly article on one of our readings. To prepare for these presentations, we will meet in the library for an orientation on research practices (Tuesday, 22 January).
Mid-term
The mid-term will consist of literary terminology covered in class and short responses to readings. We will spend a class period reviewing material for this exam.
Final Essay
The final essay will be a literary analysis of at least 5 full pages with a works cited page in MLA format (if applicable). If you use any outside sources, you must include a works cited page with all sources (including the story). If you only use the story, you do not need a works cited page.
This essay will constitute your final exam. We will spend time in class building up to this final paper. The final essay will be emailed to (see the end of the schedule for due date).
Late Work
I will only accept late work in the case of an extreme emergency (i.e., health reasons, death of a loved one, other family emergency) or if a student takes a religious day. If an emergency arises, contact me as soon as possible. Emergencies will require documentation. If a student takes a religious holiday, work should be submitted to me before the due date. There are no exceptions to these policies.
Accommodations for Students with Disabilities
Students with documentation of special needs should arrange to see me about accommodations as soon as possible. If you believe you could benefit from such accommodations, you must first register with the Office of Disability Services on campus before such accommodations can be made. The office is located on the second floor of the Elliott University Center (EUC) in Suite 215, and the office is open 8am to 5pm, Monday - Friday. Telephone: 334-5440; e-mail: .
Electronic Use (and non-use)
All cell phones, smart phones, and iPods should be turned completely off and put away in your bag during exams or any other selected in-class assignments as determined by the instructor. If you foresee an emergency that will require you to access your cell phone, you must notify me at the beginning of class and I will use my discretion. The first time the electronics policy is violated (such as a phone ringing during class or a student is caught text messaging or surfing the web), that student will be given a warning. The second and subsequent times, the student will be asked to leave the class and will be counted absent for the day.
Laptops, tablets, or other internet-enabled devices may be used in class to take notes pertaining to our class, to view documents on our Blackboard website, or to engage in class-related activities as approved by the instructor. Any student who uses a laptop or other internet-enabled device for any activity not relevant to this course during class time will not be allowed to use the device in class again. To be perfectly clear: one violation means no laptop/device use.
Email Contact
Email is my preferred method of communication. I stop responding to emails at 5.30 pm; thus, if you have a question that requires an immediate response, please email me prior to my self-imposed cut-off time (i.e., give me time to formulate a response). Otherwise, please allow for a 48-hour response time. If you have not heard from me within 48 hours, re-send your message.
Writing Center
Although not required, I encourage you to visit the writing center as you draft/revise your essay and/or essay portions on the mid-term exam. The writing center benefits writers at every stage of the writing process, even for the most “advanced” writers. It is located in the MHRA building, 3rd floor, room 3211. They also provide online sessions—simply contact them at , or call them at 336.334.3125 to schedule an appointment.
*Please do not bring food to class. I have noticed how messy this can get. You may bring bottled water*
Course Schedule
*This schedule is subject to change according to needs. I will announce any changes in class and through Blackboard*
(all readings are due on the date listed)
Week 1
T 1.15 Introductions/Syllabus
R 1.17 LENSES, Chapters 1-2 (pp. 1-23)
Sign-up sheets for “Discussion Leaders” and “Presentations” assignments
Week 2—Research and Narrative
T 1.22 Library Orientation (we will meet in the CITI Lab)
R 1.24 Kate Chopin, “The Story of an Hour” (BB)
Quiz
Week 3—Narration and Characterization
Narration
T 1.29 LENSES, Chapter 9 (pp. 107-116)
Neil Gaiman, “Snow, Glass, Apples” (BB)
Characterization
R 1.31 LENSES, Chapter 7 (pp. 81-94)
Flannery O’Connor, “Good Country People” (BB)
Quiz
Week 4—Setting, Contexts, Frameworks
Setting and Contexts
T 2.5 LENSES, Chapter 5 (pp. 60-65) and Chapter 8 (pp. 95-106)
Charlotte Perkins Gilman, “The Yellow Wall-paper” (LENSES pp. 139-152)
R 2.7 Shirley Jackson, “The Lottery” and “The Morning of June 28, 1948, and ‘The Lottery’” (BB)
Blackboard response 1: due by 6.00 pm
Week 5—Contexts Continued
T 2.12 Richard Wright, “The Man Who was Almost a Man” (BB)
R 2.14 Kate Chopin, “The Storm” (BB)
Blackboard response 2: due by 6.00 pm
Week 6—Satire
T 2.19 Mid-term review
Satire
R 2.21 Marge Piercy, “Barbie Doll” (BB)
W.H. Auden, “The Unknown Citizen” (BB)
Mid-term distributed via Blackboard by 9.00 pm
Week 7—Closure
Closure
T 2.26 Franz Kafka, “A Hunger Artist” (BB)
Mid-term due in class
R 2.28 Ray Bradbury, “The Veldt” (BB)
Blackboard response 3: due by 6.00 pm
Friday, 1 March: Financial Aid priority filing date for 2013–14 academic year
Week 8
T 3.5 The Invention of Morel (pp. vii-54)
Quiz
R 3.7 The Invention of Morel (pp. 54-103)
Blackboard response 4: due by 6.00 pm
Friday, 8 March: Last day to drop course(s) without academic penalty
Week 9—No Classes
T 3.12 Spring break
R 3.14 Spring break
Week 10—Cult Narratives