English 105-16: Introduction to Narrative

English 105-16: Introduction to Narrative

Narratives of Knowledge

Spring 2011

12:30-1:45 TR; Bryan 204

Instructor: Ms. C. Wooten

Email Address: (please allow for a 24-hour response time)

Office: MHRA 3210D

Office Hours: 2:00-3:30 TR

Course Description:

In this course, we will read a variety of short stories, poems, and novels from foundational authors to explore important issues about narrative and its relationship to knowledge, both literal (learning, education) and figurative (knowledge of the self, others, the world we live in). The course will be broken into two parts. During the first half of the semester, we will study narrative discourse and investigate the following questions: What is narrative and how does narrative relate to knowledge? How do narratives change as they relay knowledge from author to text to reader? How do characteristics of narrative like cohesion of events, temporality, place, framing, closure and point of view shape the way knowledge is presented in narrative?

During the second half of the semester, we will read four novels that span a broad range of historical/cultural contexts and deal with education, lack or loss of knowledge, and knowledge about the self and others. Ultimately, we will work towards answering the question, how does the desire to explore and tell about knowledge influence narrative techniques and how does narrative enable us to represent a desire for knowledge?

Learning Goals:

At the completion of this course, the student will be able to:

--Identify and understand varied characteristics of literature;

--Apply techniques of literary analysis to texts;

--Use literary study to develop skills in careful reading and clear writing;

--Demonstrate understanding of the diverse social and historical contexts in which literary texts

have been written and interpreted.

Required Texts:

-Abbott, H. Porter. The Cambridge Introduction to Narrative. 2nd ed. Cambridge: Cambridge UP, 2008.

ISBN: 978-0521715157.

-Atwood, Margaret. The Handmaid’s Tale. New York: Anchor, 1986. ISBN: 978-0385490818.

-Douglass, Frederick. Narrative of the Life of Frederick Douglass. Mineola, NY: Dover, 1995.

ISBN: 978-0486284996.

-James, Henry. The Turn of the Screw. Mineola, NY: Dover, 1991. ISBN: 978-0486266848.

-Rhys, Jean. Wide Sargasso Sea. New York: Norton, 1992. ISBN: 978-0393308808.

-Wiesel, Elie. Night. New York: Hill & Wang, 2006. ISBN: 978-0374500016.

-Various texts on Blackboard. These must be brought to class. If you do not like printing out texts

from Blackboard, you might want to consider dropping the class since the first half of the

semester will utilize many readings from this online resource.

Course Requirements and Grade Distribution:

10% Quizzes: These will be given at the beginning of class. They were not be announced and will be used to gauge your comprehension of the class material.

15% Discussion Board on Blackboard: You should respond to 10 of these throughout the semester. Please see Blackboard for additional guidelines.

10% Group Discussion: Each assigned peer group will lead class discussion on the readings due for

the day of the presentation/class discussion for which the group signed up (the signups will occur

via a Google document). Part of your grade will come from your group discussion; the other half

will come from an individual formal response you write on the readings. See Blackboard for

additional guidelines.

15 % Participation: See the following guidelines.

20% Midterm Exam: Exams will test students’ knowledge of course material and ability to articulate clear responses about literature by using terms and concepts central to our study. The exam will consist of some combination of objective, short answer, and short essay items.

30% Final Exam: The final exam will be in a format similar to the midterm. It will not be cumulative.

Explanation of Grades Per UNCG's Undergraduate Bulletin

A
(90-100) / Excellent indicates achievement of distinction and excellence in several if not all of the following aspects: 1) completeness and accuracy of knowledge; 2) intelligent use of knowledge; 3) independence of work; 4) originality.
B
(80-89) / Good indicates general achievement superior to the acceptable standard defined as C. It involves excellence in some aspects of the work, as indicated in the definition of A.
C
(70-79) / Average indicates the acceptable standard for graduation from UNCG. It involves such quality and quantity of work as may fairly be expected of a student of normal ability who gives to the course a reasonable amount of time, effort, and attention. Such acceptable standards should include the following factors: 1) familiarity with the content of the course; 2) familiarity with the methods of study of the course; 3) full participation in the work of the class; 4) ability to write about the subject in intelligible English.
D
(60-69) / Lowest Passing Grade indicates work which falls below the acceptable standards defined as C but which is of sufficient quality and quantity to be counted in the hours of graduation if balanced by superior work in other courses.
F
(0-59) / Failure indicates failure that may not be made up except by repeating the course.

Classroom Expectations: Eating, sleeping, or reading other materials during class are not acceptable. All cell phones must be turned off prior to coming to class, and no text messaging or web surfing will be tolerated. Laptops do not need to be used during class and should not be brought to class.

Although students with disciplinary problems tend to be few and far between at the college level, if behavioral disruptions persist within a single class meeting (or, for that matter, across multiple meetings), the student in question will be asked to leave the class with points deducted from his/her participation grade and an absence for the day. Types of disruptive behavior can include any form of disrespectful comment or action directed toward me, another student, or the subject matter we are studying. I reserve the right to interpret inappropriate behaviors as I see fit and address them accordingly, and it goes without saying that remaining in my class is a tacit acknowledgment of this right.

Participation, Attendance, and Absences: I expect you to have read your assignments and brought any required written work with you to class. I also expect everyone to participate in class discussion. You must also perform all in-class writing assignments, even if the assignment itself is ungraded. Failure to live up to my expectations will be reflected in your grade.

Because class time will be largely spent in large and small group discussions, class participation and attendance is vital. You can miss three class periods with no penalty; for fourth and fifth absences, your final grade will be lowered by half a letter grade each; if you miss six classes, then you will automatically fail the course.

You are, by state law, allowed two excused absences due to religious holidays, which do not count toward your total of three non-penalized absences. If you plan to miss class because of religious holidays, you must notify me in advance of your absence and present me with some proof of your participation in religious activities (preferably something signed by your religious officiant).

If you are more than ten minutes late for class, do not bother to come. This will count as an absence. Being habitually late (more than three times) will also count as an absence.

Your grade for participation will be determined as follows:

A / Superior communicative skills; excellent preparation for class discussion; always volunteers; student exemplifies mastery, rigor, and intellectual curiosity regarding course readings and concepts while also introducing relevant independent insights to the discussion; student demonstrates enthusiasm and takes initiative, particularly during group activities.
B / Good communicative skills; solid preparation for class discussion; consistently volunteers; student exemplifies interest and engagement regarding course readings and concepts; student demonstrates positive attitude; makes meaningful contributions during group activities.
C / Adequate communicative skills; fair preparation for class discussion; occasionally volunteers; student exemplifies competence regarding course readings and concepts; student demonstrates an inoffensive, but noncommittal attitude; sporadic contributions during group activities.
D / Limited communicative skills; uneven preparation for class; rarely volunteers; demonstrates indifference or irritation when prompted; inattentive during class; rare contributions during group activities. [Performance may be marked by other flaws: consistent tardiness; disruptive; etc.]
F / Weak communicative skills; little to no preparation for class; little evidence of reading assignments (this can include not buying or printing the course texts or not making up missed material); never volunteers, or doesn’t respond when prompted; demonstrates potential hostility to discussion; irrelevant, distracting, or no contributions to group activities.

Late Work: I will not accept any work after I collect it in class. If you are not in class, YOU MAY NOT SUBMIT YOUR WORK. Work may not be dropped off in my mailbox, and you may not e-mail papers to me. Work is taken up in class the day it is due, and that is it. If a major essay is due on a certain day, and you are absent, you may not turn in your essay. You get a zero. If you know you need to miss a class that has work due, let me know ahead of time and you will be allowed to turn in your work EARLY. Not late.

Academic Integrity Policy: “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. Penalties for violation of academic integrity range from receiving an F on individual assignments to an F in the class to university expulsion.

Essay Format: Turn in all work in MLA format (1” margins, double-spaced, Times New Roman 12 pt. font, 8 ½ x 11” unlined white paper), and be sure to cite anything you do not come up with yourself.

Disability Services: 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: .

The Writing Center: The purpose of the Writing Center is to enhance the confidence and competence of student writers by providing free, individual assistance at any stage of any writing project. Staff consultants are experienced writers and alert readers, prepared to offer feedback and suggestions on drafts of papers, help students find answers to their questions about writing, and provide one-on-one instruction as needed. Located in the Moore Humanities and Research Building, room 3211.

*** This schedule is tentative. I reserve the right to change its contents at any time. The “Readings” and “Assignments” columns list what you should read or work on before the day’s class. ***

Day / Readings
WEEK 1: Defining Narrative
Tues., Jan. 11 / Intro to the Course
Thurs., Jan. 13 / What is Narrative? Abbot's "Defining Narrative," pgs. 13-27; du Maupassant’s “The Necklace” (BB).
Fri., Jan. 14 / Add/Drop Ends
WEEK 2: Narrative Cohesion
Tues., Jan. 18 / The Human Desire for Order Abbot's "The Rhetoric of Narrative," pgs. 40-46 and "The Outer Limits of Narrative," pgs. 31-32; Millhauser’s “The Dome” (BB).
Thurs., Jan. 20 / “Travel” Narratives
Selections from Swift’s Gulliver’s Travels (BB).
WEEK 3: Narrative Tempo and Masterplots
Tues., Jan. 25 / Life’s Narrative Tempo Abbot's "Narrative and Life," pgs. 1-12; Jackson’s “The Lottery” (BB).
Discussion Group
Thurs., Jan. 27 / Morality and the Quest Genre Abbot's "The Rhetoric of Narrative," pgs. 46-52; Nathaniel Hawthorne’s “The Birthmark” (BB)
WEEK 4: Expectations of Narrative
Tues., Feb. 1 / What Do We Expect from Narrative Poetry?
Tennyson’s “The Lady of Shalott” (BB); Whitman’s “A Noiseless Patient Spider” (BB).
Discussion Group
Thurs., Feb. 3 / Repetition/Themes/Motifs Abbot's "Interpreting Narrative," pgs. 83-99; Hemingway’s “Hills Like White Elephants” (BB).
WEEK 5: Three Ways to Interpret Narrative
Tues., Feb. 8 / Intentional, Symptomatic, and Adaptive Readings Abbotts's "Three Ways to Interpret Narrative," pgs. 100-111; Perkins’s “The Yellow Wallpaper” (BB).
Thurs., Feb. 10 / Theatrical Narrative Abbot's "Narration on Stage and Screen," pgs. 79-80; Carver’s “What We Talk About When We Talk About Love” (BB).
Discussion Group
WEEK 6: Unreliability of Closure and the Narrative Voice
Tues., Feb. 15 / Case Closed – Or Not? Abbot's "Closure," pgs. 55-66; James’s The Turn of the Screw, pgs. 1-40.
Thurs., Feb. 17 / Point of View and Narrating the Narrative Abbotts's "Narration," pgs. 67-78; James’s The Turn of the Screw, pgs. 50-87.
Discussion Group
WEEK 7: Talking Texts
Tues., Feb. 22 / Abbot's "Character and Self in Narrative," pgs. 130-144; Douglass’ Narrative of the Life, pgs. 1-34.
Thurs., Feb. 24 / Douglass’ Narrative of the Life, pgs. 34-69.
Discussion Group
WEEK 8: Midterm
Tues., March 1 / Midterm Review.
Thurs., March 3 / Midterm.
WEEK 9: Spring Break
Tues., March 8 / Spring Break.
Thurs., March 10 / Spring Break.
WEEK 10: The Memoir
Tues., March 15 / Wiesel’s Night, pgs. 3-46.
Discussion Group
Thurs., March 17 / Wiesel’s Night,pgs. 47-115.
WEEK 11: Reshaping the Past
Tues., March 22 / Intertextual Dialogue Excerpts from Bronte’s Jane Eyre (BB); Rhys’ Wide Sargasso Sea, pgs. 9-37 (Part I).
Thurs., March 24 / Rhys’ Wide Sargasso Sea, pgs. 38-71 (up to “I felt it cool and smooth against my skin”).
Discussion Group
WEEK 12:
Tues., March 29 / Rhys’ Wide Sargasso Sea, pgs. 71-104 (finish Part II).
Thurs., March 31 / Rhys’ Wide Sargasso Sea, pgs. 105-112 (Part III).
WEEK 13: A Future Vision
Tues., April 5 / Atwood’s The Handmaid’s Tale, pgs. 1-66.
Thurs., April 7 / Class Cancelled – Professor at a Conference.
Continue reading Atwood’s The Handmaid’s Tale, pgs. 67-122.
WEEK 14:
Tues., April 12 / Atwood’s The Handmaid’s Tale, pgs. 123-188.
Thurs., April 14 / Atwood’s The Handmaid’s Tale, pgs. 189-255.
Discussion Group
WEEK 15: Wrapping Up
Tues., April 19 / Atwood’s The Handmaid’s Tale, pgs. 256-311.
Thurs., April 21 / Review for final exam.
Wed., April 27 / Reading Day
Sat., April 30 – 12:00 / Final Exam