The Myth of . . . the Self-Made Man

English 303.1

/ Dr. Matthew Davis
Spring 2011 / Office Hours: Tuesday and Thursday3:15-4:15 and by appointment
Office: CCC 421
TTh2:00-3:15 PM / Phone: 346-4307
CCC 322 / email:

The Myth of . . . the Self-Made Man

Course Description

We have all heard that America is the land of opportunity, where anyone with hard work and determination can become a success. This story of the individual rising to success is central to American culture and this course will investigate what we will be calling “the myth of the self-made man” in American literature, tracing its origins and development beginning with Franklin’s Autobiography and continuing to works such as Alger’s Ragged Dick, Burroughs’s Tarzan of the Apes, Douglass’s 1845 Autobiography, Washington’s Up From Slavery, and Paredes’s George Washington Gómez. While this story—central to American identity and a key component of “the American dream”—has numerous historical examples, by treating it as a myth we will seek to uncover the effects of each telling and re-telling of this story, paying particular attention to the ways in which those excluded from the traditional narrative seek to gain access to or challenge it.

This is not a lecture class, but rather one designed to give you the critical tools necessary for the study of the self-made man in American literature and culture. I am excited about the literature we will be studying during the course of this class and am committed to the study of literature as the means by which we can more fully understand our nation’s history and culture. I hope that you will come to share some of this passion by the end of our time together. At the very least, I expect students to complete all readings prior to our class discussions, to participate actively and thoughtfully in our discussions, and to think critically about the intersections of literature, politics, culture, and history.

Required Materials

Alger, Horatio Ragged Dick (Norton Critical Edition)

Burroughs, Edgar Rice Tarzan of the Apes (Del Rey)

Franklin, Benjamin The Autobiography (Norton Critical Edition)

Paredes, Américo George Washington Gómez (Arte Publico)

Washington, Booker T., W. E. B. Du Bois, and Frederick Douglass Three African-American Classics (Dover)

Electronic Reserves (see below)

Course Requirements

Participation

The class will be most rewarding and lively if we throw ourselves into the material and think of class meetings as mutual discussions. If you are not accustomed to talking in class, let me know how we can create inviting conditions for you to talk. If shyness gets the best of you, come see me (sooner rather than later) and we will see what we can do. You will need to participate aloud in the course. Class participation is graded on a pass/fail basis and consistent, thoughtful contributions are required to receive a passing grade. “Consistent” means every other class period; “thoughtful” (which does not mean “correct”) means contributions in which you venture an idea or interpretation. Although class participation is graded on a pass/fail basis, particularly sharp and engaged contributions could raise your final course grade if it is on a borderline. Please be aware that you may use online participation in D2L’s discussion forums to make up for poor in-class participation or for missed classes. Failing the class participation requirement will lower your final grade up to one full letter.

I recognize that participation depends on your comfort and confidence in the class and with the course material, which is why I always welcome suggestions about how participation can be made more inviting, especially for people who are shy or who are new to literature classes. Realize that your contribution to discussion need not be a fully formulated or “brilliant” insight by any means. If you feel shaky in your understanding of a specific text, for example, you might pose a question rather than an “answer.” Inevitably, your question is probably one shared by others in the class, and other people will be pleased you asked it, as will I. When you ask questions, you can in fact do great literary analysis. For example, by asking, “Why does the author’s conclusion seem to contradict the first paragraph of her short story?” you give the class an excellent starting point for discussion even if you don’t yet have an answer to your own question.

Attendance

Attendance is mandatory. If there is an emergency or a legitimate special circumstance that forces you to miss a class, I ask you notify me beforehand. This notification is a courtesy that I appreciate, but it does not necessarily excuse your absence. If you miss class, it is your responsibility to inform me of what is going on and to work to resolve the problem (ask me for handouts, consult classmates for notes, participate in discussion on the D2L forums, and make an office appointment to review what you missed, if you so desire). Three or more absences runs the risk of a lowered final grade for the course. If you miss five classes, you cannot pass the course. Exceptions to the attendance policy are made only in the case of grave emergencies and may require documentation.

Desire2Learn

Substantial course materials will be available only by using the Desire2Learn online course administration software. You will want to familiarize yourself with the D2L system as this will be the principle means by which course assignments, schedules, and announcements will be made available to you. You should get used to visiting the site for our course on a daily basis to keep on top of assignments and announcements.

Desire2Learn’s Discussion Boards, in particular, will provide you with valuable information such as: questions to consider prior to reading a text; a place to formulate and share your responses to a text; and a means to demonstrate attentive engagement with material in case of absence or inadequate classroom discussion participation. Be sure to visit the Discussion Boards prior to completing each course reading and be sure to return periodically to follow ongoing discussion of course materials.

Electronic Reserves

Some of our course readings will be available to students through Electronic Reserves, accessible by going to MyPoint, clicking on the “Libraries” tab, and then selecting the link to Electronic Reserves. You will need to print out the readings and bring them to class with you on the days we are discussing them; failure to do so will count as an absence. I suggest printing out all of the readings early in the semester and compiling your own course reader for English 303.

Quizzes

To check that people are keeping up with the reading, I will regularly give unannounced quizzes. These quizzes will be easy if you have read the assigned reading. I have settled on the habit of such quizzes after having students request them to ensure that everyone (and not just a few people) is ready to participate in discussion. The quiz questions will be basic factual questions (e.g., “Does the main character like pie or cookies best?”), not debatable matters of interpretation. Be aware that the excuse “I read but just don’t remember” is not acceptable (what good is reading without remembering??). A single poor performance on a quiz will not affect your final grade, but repeated poor performances should be reason for concern.

Out of fairness to all students, no make-up quizzes will be given under any circumstances. Please do not ask me to make an exception.

I encourage you to take notes in the margins of your books (or in a dedicated notebook for text rental items) and to jot down ideas and responses to the materials when you read. Doing so will help you on the quizzes, enable you to better participate in class discussions, and benefit you when it comes time to study for exams or settle on a paper topic.

Presentations on “Contemporary Narratives of the Self-Made Man”

During the first weeks of class, I will be passing around a sign-up sheet for class presentations for the remainder of the semester. Students will prepare a presentation on a contemporary narrative of a self-made man that they have located through their own research. These presentations provide valuable discussion of important materials and, as such, I take them very seriously. Should you have any questions or concerns about your presentation, please feel free to talk with me during my office hours or to schedule an appointment to meet with me. Students should endeavor to make connections between their contemporary narrative of self-made men and our class readings. Finally, presenters will need to submit a one-half page critical self-assessment of his or her presentation and how effectively the required information was presented. These critical self-assessments are due within one week of the presentation.

Associated with these presentations will be a brief writing assignment that more fully explores the durability of the myth of the self-made man in contemporary times. Details for the written assignment will be provided separately in class.

Formal Writing Assignments

During the course of the quarter, you will be completing a variety of formal writing assignments (1-2 pages single-spaced to 8-10 pages double-spaced in length). Completion of all papers is required to satisfactorily complete this course. For all assignments you are encouraged to meet with me prior to a paper’s due date to discuss your work.

Papers need to follow MLA-style documentation and therefore must:

•Have one-inch margins on all sides.

•Be in an easily legible 10- or 12-point font such as Times, Times New Roman, or Courier.

•Be double-spaced throughout, including your heading and quotations.

•Have page numbers in the upper right-hand corner of each page, preceded by your last name.

•Have the student’s name, the course number and section, the instructor’s name, the assignment name or number, and the date in the upper left-hand corner. The title for the paper should appear centered at the top of the first page, below the heading. No separate title page is necessary.

•Be turned in at the beginning of class on the date due. If you are late to class when a paper is due, your paper will be counted as late and penalties will accrue.

Papers that do not meet all of these requirements will not be accepted and will cause your paper to be considered late. Late papers will cause your final grade for that paper to be lowered one grade level (i.e. from an A- to a B+) for each day (including weekends and holidays) that it is late.

Be Forewarned

Please know that we will sometimes discuss and write about issues perhaps considered controversial according to some perspectives. However, such investigations are the quintessence of a liberal arts education: thinking analytically about what is to you unfamiliar, new, or even previously rejected builds a capacity for communal understanding. Our examination of such issues never demands your endorsement of or adherence to a particular position but rather demands your intellectual engagement and respect.

Grading

Quizzes / 15%
Response Papers (3) / 30%
Contemporary Narratives of the Self-Made Man Assignment / 15%
Presentation / 10%
Final Essay / 30%
Participation / P/F / F = Minus One Letter Grade
Total / 100%

Office Hours and Campus Resources for Writing

Please take advantage of my office hours to ask any questions you may have or to deal with issues you would like to discuss with me outside of class. Just come by—you don’t need an appointment. If you can’t make my office hours, I can always arrange to meet you at a time that will work for both of us. If you need to reach me outside of class or office hours, email is the best way to contact me.

The Tutoring-Learning Center (018 LRC) is a service for all UWSP students who are working on papers. Its purpose is to help you get started, organize ideas, revise, and think about the rhetorical situation of your particular writing assignment. I expect all of you to make use of the Center to assist you in your writing and revising of papers for this class. To make an appointment, please call x3568. Please also be advised that the center becomes especially busy at midterm and toward the end of the semester when most students are working on final assignments. Be sure to plan ahead and make an appointment well in advance.

Statement on Academic Honesty and Plagiarism

Plagiarism, or the representation of another’s work as your own, is a serious violation of university policy and is unacceptable in the academic community. When you draw upon ideas or language of other writers, you need to clearly indicate your sources. In class, students will learn about accepted procedures for giving credit to sources that are quoted, paraphrased, or summarized. If you have further questions about how to give credit to your sources, or are unsure whether or not you are plagiarizing, please contact me before the assignment is due. Please see http://www.uwsp.edu/centers/rights/RRBOOKLET8-2005-06.pdf for further information about your responsibilities and rights as a student.

Special Needs

Please let me know if you need special assistance or have special considerations that need to be accommodated. I will do all that I can to help you succeed in this course. The Office of Disability Services can also assist students with special needs (x3365, voice or x3362, TDD).

Tips for Success

Keep extra copies of your work, including drafts and revisions. These copies will come in handy if you encounter any disk or computer problems and you can recycle any extras later.
Participate early and often. Start raising questions and posing ideas today, and make yourself speak every day during the first two weeks to create a habit. If you are generally quiet in class, take advantage of the newness of the situation and try something new.
Turn off your cell phone. Better yet, leave it at home. I have very good hearing and find “vibrate” just as disturbing as an actual ring.
Come to class every day, prepared, and take responsibility for making the discussion useful to you.
Get used to visiting Desire2Learn. This will be your best way to keep up to date with assignments, schedule changes, and reading questions. D2L also provides you with easy access to your classmates as well as me.
Ask questions—of me, your classmates—whenever you are confused or unsure. Come by my office hours, schedule an appointment, or email me to discuss concerns about your writing, the readings, or the class. No matter the quality of your teachers, your education at this level is what you make of it; don’t be shy about seeking the help and advice you need.
Read carefully and take notes. Write in your books; or, in the case of text rental, take careful notes in a dedicated notebook. Be sure to keep track of dates, page numbers, and even paragraph numbers or stanzas (for poetry) in your notes. Expect to read difficult readings at least twice. Read materials again before attempting to write about them. Circle key words. Try to locate and explain connections that you see between the form and content of a given work.
If you find yourself disliking a writer or a text, investigate why: Is it the writer’s tone? The writing itself? The writer’s assumptions? His or her argument? Readings have been selected for their range and contributions to American literature—don’t expect to “like” every piece; do expect, however, to learn something from everything you read and try to figure out each work’s importance.

English 303
Spring 2011
Tentative Schedule—Subject to Change

Week 1

Tues

1/25

Introduction to class and each other

Thurs

1/27

/ Franklin The Autobiography Part I (1-57)

Week 2

Tues

2/1

Franklin The Autobiography Parts II-IV (58-146)

Thurs

2/3

Franklin The Autobiography Parts II-IV (continued)

Week 3

Tues

2/8

/ Lawrence “Benjamin Franklin” (289-299)

Thurs

2/10

/ Lemay “Franklin’s Autobiography and the American Dream” (349-360); Response #1 Due

Week 4

Tues

2/15

/ Emerson “The American Scholar” (ER)

Thurs

2/17

/ Hawthorne “My Kinsman, Major Molineux” (ER)

Week 5

Tues

2/22

/ Emerson “Self-Reliance” (ER)

Thurs

2/24

/ Alger Ragged Dick Chapters 1-10 (1-46)

Week 6

Tues

3/1

/ Alger Ragged Dick (continued) Chapters 11-27 (46-115)

Thurs

3/3

/ Scharnhorst “Demythologizing Alger” (182-198); Response #2 Due

Week 7

Tues

3/8

/ Douglass Narrative of the Life of Frederick Douglass, an American Slave Prologue and Chapters 1-10 (339-409)

Thurs

3/10

/ Douglass Narrative Prologue and Chapters 1-10 (continued)

Week 8

Tues

3/15

/ Douglass Narrative (continued) Chapters 11-Appendix (409-426)

Thurs

3/17

/ Washington Up From Slavery Chapters 1-7 (1-56)

Spring Break

Week 9

Tues

3/29

/ Washington Up From Slavery (continued) Chapters 8-17 (57-157)

Thurs

3/31

/ Washington Up From Slavery Chapters 8-17 (continued)

Week 10

Tues

4/5

/ Du Bois from The Souls of Black Folk “The Forethought” (163-164) and “Of Mr. Booker T. Washington and Others” (191-201)

Thurs

4/7

/ Du Bois from The Souls of Black Folk “Of Our Spiritual Strivings” (167-173)

Week 11

Tues

4/12

/ Burroughs Tarzan of the Apes Chapters 1-14 (1-132)

Thurs

4/14

/ Burroughs Tarzan of the Apes Chapters 1-14 (continued)

Week 12

Tues

4/19

/ Burroughs Tarzan of the Apes (continued) Chapters 15-28 (133-276); Response #3 Due

Thurs

4/21

/ Burroughs Tarzan of the Apes Chapters 15-28 (continued)

Week 13

Tues

4/26

/ Paredes George Washington Gómez Parts I and II (9-105)

Thurs

4/28

/ Paredes George Washington Gómez Parts I and II (continued)

Week 14

Tues

5/3

/ Paredes George Washington Gómez (continued) Parts III, IV and V (107-302)

Thurs

5/5

/ Paredes George Washington Gómez Parts III, IV and V (continued)

Week 15

Tues

5/10

/ Conclusions

Thurs

5/12

/ Conclusions; Course Evaluations

Final Essay Due: Tuesday, May 17, 2011 at 12:30 PM