English 4345.001: Fall 2017
American Literature through the Romantics (1600-1830)
Dr. Ann BeebeOffice Hours:
BUS 250MWF 8:00-10:00am
Office: 903-565-5827and by appointment
Cell phone # given in class
Welcome to English 4345, Studies in American Literature through the Romantics (1600-1830). We will be studying a variety of genres: novel, poetry, essay, drama, autobiography, and essay. The primary goals of English 4345 are the instruction and daily practice of critical reading, thinking, debate, and writing.
I am very excited about this class and our syllabus. I completely revised my 4345 syllabus based on suggestions from student evaluations. Changes in the syllabus also reflect the creation of ENGL 4348: American Renaissance (1830s-1860s). NOTE: The university is expected to require that all syllabi should be online only (no hardcopy) by the SP18 semester. Faculty are encouraged to provide online syllabi in F17.
I work hard to put together my classes, and I expect a great deal from my students. I expect you to be in class every day and on time. I expect all readings to be completed by the assigned date. I expect your reading to be active. Mark up your books and take notes as you read. I expect everyone to participate substantially in class and Canvasdiscussions and listen respectfully to classmates. And lastly, if you have any questions about class policies, assignments, or readings, I expect you to ask them. You may always ask questions in class, call or email me, or drop by my office.
In return there are certain things you can expect from me. I will attend class and be on time. I will keep my office hours and make appointments with students who cannot meet during my hours. I will reply to your emails in a timely fashion. [Please note: I am not on my computer 24/7; that’s just not healthy. For example, I will reply to your midnight emails in the morning.] I will complete all the readings and plan lessons by the assigned date. I will give all assignments in writing and sufficiently in advance. I will grade and return all assignments in a timely manner. I will maintain your class GradeCenter on Canvas. I will answer questions about assignments in class or in my office. If I cannot answer a question when you ask it, I will have the answer by the next class period.
Required Texts: [Please use these editions – new or used, hardcopy or ecopy.]
1. American Poetry: 17th & 18th Centuries (ed. David Shields) 978-1931082907
2. Early American Drama (ed. Jeffrey Richards) 978-0140435887
3. Hope Leslie (Catharine Maria Sedgwick, ed. Carolyn Karcher) 978-0140436761
4. The Boarding School & The Coquette (Hannah Foster, ed. Jennifer Harris) 978-0393931679
5. Autobiography (Benjamin Franklin, ed. Joyce E. Chaplin) 978-0393935615
6. Writings (John Smith, ed. James Horn) 978-1598530018
7. American Sermons (ed. Michael Warner) 978- 1883011659
8. American Antislavery Writings (ed. James Basker) 978-1598531961
Questions to ask of every author: (Possible Canvas posts & class discussion)
1. Identify 10+ characteristics of the author’s writing style.
2. How did this author influence the other authors on the syllabus? How was this author influenced by the
authors on the syllabus or other authors (US, UK, World)? Make connections.
3. How does this author address the role of women in the house and in the United States?
4. How does this author (re)define American identity / citizenship and American masculinity?
5. What is this author’s view on education? Consider the education of boys and girls.
6. How does this author address the tension between the individual and the community?
7. How does this author address the legal reality of slavery? How does this author address the issue of
racism? How does the author write about Native Americans?
8. How does this author (re)define motherhood / fatherhood?
9. How does this author address class / economic divisions?
10. What images or symbols are central to this author’s work?
11. How does this author address issues related to religion (faith, doubt, death, etc.)?
Daily Schedule:
[This schedule includes all major readings and assignments. Small additions or changes
may be made. I will make any such changes in writing.]
Week 1 Checklist:
M 8/28:Introduction to class, syllabus, expectations, Canvas, texts
W 8/30:Read in Smith book:“To the Reader” and A True Relation (3-36), Chronology
(1195-1209)[Notes begin on page 1236]
Turn in Student Information Sheet – email it to before class
Optional Canvas Contemplation Topic (CCT):The 1608 A True Relation was
Smith’s first of many attempts to tell the story of his time in the colonies. What are the top 3 themes? What does Smith want to emphasize?[Make sure to include page numbers when you quote.]
NOTE: I know the Smith readings are challenging. Don’t quit. You CAN read
and analyze them.
F 9/1:Read inSmith book:“To the Reader” (39-40), Maps & Dedications (120-131),
“To Adventurers” (177-178), [Skim – Dedications & Poems (201-215)], “To the Reader” (773-774), [See image notes from 1222-1235]
CCT:Describe John Smith’s persona. How is he presented in the prefaces,
addresses to the reader, and dedicatory poems? Remember to include page numbers.
Week 2 Checklist:
M 9/4:NO CLASS – LABOR DAY
W 9/6:Read inSmith book:“Preface” (205-206), Maps (262-263, 304-305, 524-525,
686-687, 1189-1193), Illustrations between 372-373, Generall Historie, Bk 3, Chapter 2 (312-324)
CCT:This chapter of the Generall Historie (1624) presents a greatly expanded
version of Smith’s adventures in the colonies. How does Smith describe Native Americans to 17th-century readers?
F 9/8:Read inSmith book:Wingfield (950-966), [Skim only: Percy (1093-1114)]
Quiz 1(all readings including today’s assignment) The quizzes will take place in
the last 25 minutes of class. Each quiz will consist of four short answer questions. They will be closed book / notes quizzes.
Week 3 Checklist:
M 9/11:Read inPoetry book:Morton (4-6), Bradford (12-15), Johnson (17-19),
Williams (30-31), [Notes begin on page 898]
W 9/13:Read in Poetry book:Anne Bradstreet (36-37, 45-46, 55, 55-56, 60-61, 61-62)
CCT: Explicate one of the assigned Bradstreet poems. [Provide line numbers in
your post.]
F 9/15:Read in Poetry book:Anne Bradstreet, “Contemplations” (46-54)
CCT:Pick one image or symbol from “Contemplations” and analyze it in depth.
[Provide line numbers in your post.]
Week 4 Checklist:
M 9/18:Read in Poetry book:Edward Taylor (191-192, 192-193, 194, 195, 198)
Quiz 2 (all readings since the last quiz including today’s assignment)
W 9/20:Read in Sermons book: The Sermon Form (889-891), Winthrop (28-43)[Notes
begin on page 930]
CCT: Using phrases from the Winthrop sermon, summarize the work’s central
themes. [Remember to provide page numbers.]
F 9/22:Read inSermons book:Danforth (151-171)
CCT:What is a jeremiad? Use text / web sources to list 4-6 characteristics of this
genre. In what ways does the Danforth sermon fit the classification? How does it defy the definition?
Week 5 Checklist:
M 9/25:Read in Sermons book:Edwards (347-364)
CCT: “Sinners” is a text replete with visual images. List 5 key images and analyze
one in some depth. [Remember to provide page numbers.]
W 9/27:Read in Franklin book:Maps (1-7), Autobiography (9-49), Adams (Context,
284-288), Francis (Context, 289-291)
CCT:What is a literary foil? Select one character in the Autobiography and analyze
him or her functions as a foil to the character of Franklin.
F 9/29: Read in Franklin book:Autobiography (50-98), Poe (Context, 293-301), Melville
(Context, 303-305)
Quiz 3 (all readings since the last quiz including today’s assignment)
Exam 1 Study Guide given to class
Week 6 Checklist:
M 10/2:Read inFranklin book:Autobiography (98-160), Twain (Context, 305-308),
Howells (Context, 311-314)
CCT: Compare & contrast the persona (Franklin) in Parts 1, 2, & 3 of the
Autobiography. Please remember to provide page numbers.
W 10/4:Read in Franklin book:Warner essay (357-382)
F 10/6:Exam 1 Review
Pick up take-home essay question
Week 7 Checklist:
M 10/9:Turn in typed take-home essay at the beginning of class
Take in-class portion of Exam 1
W 10/11:Read in Drama book:Intro to play (1-5), Tyler, The Contrast, Acts I & II (6-30),
[Notes begin on page 495]
Suggestion: Get started on Hope Leslie now.
F 10/13:Read in Drama book:Tyler, Acts III & IV (30-49)
CCT: Several of your texts have sought to create or define the American identity.
What characteristics of the American identity does The Contrast explore? [You may also want to consider this question in light of gender, class, and race in the US.]
Week 8 Checklist:
M 10/16:Read in Drama book:Tyler, Act V (49-57)
Quiz 4 (all readings since the exam including today’s assignment)
W 10/18:Read in Drama book: Richards intro to text (ix-xlii)
CCT:Summarize 5 key points in the Richards introduction to the early American
drama.
F 10/20:Read in Sermons book:Anon. from 1767 (458-467)
Post 3-5 potential paper topics on Canvas by midnight. Provide feedback for 3+
classmates. [All 4345 papers must analyze and interpret one or more works of pre-1865 American literature studied in this class. Biographies, plot summaries, historical analysis, political comparisons to the 21st century, appreciations, or summaries of published critical articles will not be accepted.]
Week 9 Checklist:
M 10/23:Read in Poetry book:Griffitts (558-563), Terry (570), Bleecker (680-683),
Wheatley (775-788), [Notes begin on page 898]
CCT:Explicate one of today’s assigned poems. Remember to use line numbers.
W 10/25:Read in Poetry book:Carolina (528), Stockton (581-582), Trumball (657-668),
Anon (718-719), Freneau (733-738)
CCT:Explicate one of today’s assigned poems. Remember to use line numbers.
F 10/27:Read in Foster book:The Coquette (Letters I-XXVI, pages 4-42)
Quiz 5 (all readings since the last quiz including today’s assignment)
Week 10 Checklist:
M 10/30:Read in Foster book:The Coquette (Letters XXVII-XLV, pages 43-79), Context
(265-267)
CCT:Consult the OED. Define coquetry or coquette. In what ways does Eliza
Wharton fit the definition? How does she subvert the definition? Please remember to provide letter or page numbers. [You might look up rake as well.]
W 11/1:Read in Foster book:The Coquette (finish novel)
CCT: Analyze the male friendships in the novel. What are the functions of
friendships between men for these characters? Please remember to provide page numbers.
F 11/3:Read in Foster book:Pettengill essay (353-363), Shelnutt essay (419-427)
Quiz 6 (all readings since the last quiz including today’s assignment)
Week 11 Checklist:
M 11/6:Read in Antislavery book:Chronology (889-896), Sewell (9-14), Trumball (46-
48), Franklin (122-125)
CCT: Define satire. What makes the Sidi Mehemet piece by Franklin an effective
satire? What characteristics of the genre does the Franklin text utilize or ignore?
W 11/8:Read in Antislavery book:Paine (61-65), Anon (105-110), Webster (151-155)
Commit to a paper topic. Post a paragraph description (working title, working
thesis, texts, context, relevancy) to Canvasand email me a copy () by midnight. [Paper topic approval is required.]Provide feedback to 3+ classmates on Canvas.
Exam 2 Study Guide given to class
F 11/10:Read in Antislavery book:Walker (262-264), Garrison (267-269), Birney (328-
329), Garnet (443-451)
CCT:Summarize 5 key ideas in Garnet’s “Address.” Please remember to provide
page numbers.
Week 12 Checklist:
M 11/13:Read in Antislavery book:S. Grimke (340-346), A.Grimke (347-353), Mott (543-
545), Images between 566-567
W 11/15:Exam 2 Review
Pick up take-home essay question
F 11/17:Turn in typed take-home essay at the beginning of class
Take in-class portion of Exam 2
No Class – Thanksgiving Week
Suggestion: Finish the Sedgwick novel over Thanksgiving Week.
Week 13 Checklist:
M 11/27:Read in Sedgwick book:Chapters 1-7 (1-94)
CCT:Compare and contrast any two female characters in the novel. Remember to
provide page numbers.
W 11/29:Read in Sedgwick book:Chapters 8-12, end of vol. 1 (95-169)
CCT: Describe Everell Fletcher. Analyze the character. What does he represent to
the other characters? What are his functions? Remember to provide page numbers.
F 12/1:Read in Sedgwick book:Chapters 1-7, vol. 2 (173-263)
Quiz 7 (all readings since the last quiz including today’s assignment)
Week 14 Checklist:
M 12/4:Read in Sedgwick book:finish novel (264-350), Kelley Intro (ix-xxxix)
W 12/6:Required Peer Review: Bring 3+ pages of your draft to class. [Missed peer
review = one letter grade deduction from paper grade.]
F 12/8: Essays due by the beginning of class. [Online submission]
- You will email me a simple Word (not One Drive) copy of your paper with the Works Cited page in the same document (). I will confirm that the attachment opens. Your email should include active links to the secondary academic sources you used. You can either give me the hardcopy of the peer review comments you received or send me a picture attachment. You are responsible for your own technology. The computer lab consultants on the 1st floor of the BUS building can help you troubleshoot problems.
- The Turn It In function on Canvas should be working by the end of the fall semester. Upload a copy of your paper to this plagiarism check program.
Week 15 Checklist:
M 12/11:Campus-Wide Study Day
Final Exams start Monday at 6pm. This section of ENGL 4345 does not have a
Final Exam.
Additional Information
Grading:
Quizzes15%
Exam 120%
Exam 2 20%
Essaywith scholarly research (8-12pages w/ WC page)30% Daily Work: Class Participation (not attendance), Canvas
Participation, Peer Review15%
The Census Date for this semester is Monday, September 11th.
The last day to file for graduation is Monday, October 2nd.
Registration for the spring starts on November 1st.
The last day to withdraw from a Fall class with a “W” is November 6th.
CAS Graduation should be Friday, December 15th.
Time Management:
You should expect to spend 2 hours outside class for every 1 hour in class. Translation: You should study 6 hours a week (minimum) outside of class for each 3-credit course.
[12 credit hours + 24 hours outside of class = 36 hours per week for a full-time student.]
Student Learning Outcomes:
By the end of the semester, students should be able to:
- Reproduce a timeline of American literature from the 1600s to the 1820s that includes key genres, styles, topics, and authors
- Articulate the themes and ideas representative of American literature from the 1600s to the 1820s
- Recognize how historical, political, and social events shape our analysis and appreciation of literature
- Argue independent interpretations of canonical and non-canonical texts in the American literary tradition
- Write persuasive close readings / explications of novels, poems, essays, and sermons
- Use the terms related to literary study and literary theory appropriately in discussion and in writing
- Enter the critical interpretation of literary texts with published scholars in their own essays
- Understand literature’s significance in creating and shaping an evolving American identity
Paper Format:
Title pages are not necessary. On the first page, top left, include the single-spaced header:
Your name
English 4345.001
My name (Dr. Ann Beebe)
Date
Leave one space and center your title. (All essays should have original titles.) Number and staple your pages. Make sure your margins do not exceed 1 inch; your font size should be 12 Times New Roman. Always leave time to proofread your final version and make corrections. MLA in-text citation and a Works Cited page (7th or 8th edition) are required for sources. Please see Week 14 in the timeline for submission details.
Quizzes and Exams:
You will have 7 reading quizzes throughout the semester. They should not be difficult. The quizzes will be geared toward plot lines and characters. If you have read the selections and taken good notes, you should pass them. Quizzes missed due to an unexcused absence cannot be made up.
1
You will have 2 exams. While they will also encompass plot lines and characters, they will go beyond memorization and ask you to do some independent interpretation and argumentation. If you have read the assignments, taken notes, participated in class and on Canvas, and paid attention to the development of themes along a series of authors, you should pass the exams. I will provide a study guide for each exam.
Quizzes or exams missed due to an excused absence must be rescheduled by the student within 2 weeks.
Essay with Scholarly Research:
This assignment requires you to go beyond a book review or research report. I am not checking to see if you have read the works in question. I want to understand your thoughts on the readings and have you present a well-reasoned and carefully written argument. You must make a claim (thesis), give reasons, offer evidence, show awareness of other points of view, etc. The essay should be 90% your ideas / words and 10% quotes. Do not overquote.Details:
- Topic choices DUE on November 8 (Topic Approval Required)
- 8-12 pages, ds, typed, 1 inch margins, 12 New Times Roman
- Appropriate use of 4-6 ACADEMIC SECONDARY sources (no encyclopedias, no book reviews, no cliff notes or spark notes, no Wikipedia, no non-academic websites). If you have any questions about a source, please check with me before you include a reference to it in your essay. Unless specifically approved, all secondary sources must have been published between 1985-2017. NOTE: Your 4345 essays must be original works of scholarship. You are NOT paraphrasing or summarizing what other critics have said about the work(s).
- Required peer review on December 6. (You can turn in a draft to me at anytime. Give me 24 hours to make comments.)
- 30% of your final grade
- Submit your essay as a simple Word (not One Drive) document on December 8. [See Week 14 for the details.]
- Upload a copy of your essay on Turn It In.
How to Explicate a Poem:
An explication is not a prose paraphrase. It offers a close reading of an excerpt or entire poem. A poetry explication is always written in complete sentences. For a quiz or exam explication you will typically be given 4-8 lines of a poem. Your explication should run 6-10 complex sentences. The first two sentences should contextualize the poem (possibilities: relevant author’s biography, time period, type of poem, connections to other poems by same author or by other writers). You should next address the overall theme of the poem and explain where your excerpt fits into the poem’s project. Pay close attention to form, meter, rhyme, etc. Use literary terms knowledgably. Explain their relevance to your interpretation. Work closely with the specific lines you have been given. Focus on key words or phrases, images, sounds, and offer your interpretations. Your last sentence should attempt to wrap up your close reading of the quotation.
Class Participation:
This is a 4000-level class. Translation: Active and scholarly participation is expected every class period. We also have a Canvas page set up for this course. I want you to get into the habit of sharing your ideas and responses to the readings through the entire week.