American Literature (mostly) After 1865
English 2520, Fall 2003: 10:00-10:50am, AD207
Instructor: John C. Goshert
Office: LA 121t Hours: MW TBA, by appointment
Phone: 863-6288 e-mail: gosherjo@uvsc.edu
Course Description
This course is a survey of American literature, from
1865 to the present. Instead of attempting to trace such a vast literary
history in terms of breadth—by trying to read bits and pieces of everything—this
course is organized with a view toward depth. In other words, we will
address at length signal works from a number of periods, then explore the
contexts of those works in fiction, drama, and essay genres. The major
works we examine are not, however, representative either of some broad notion
of “American literature” or of any particular group; rather, these works allow
us to see, in often idiosyncratic and frustrating ways, “America,” and the
ways in which ethnicity, class, gender, and sexuality affect the concept
of America presented by each author. The course is divided into four
sections:
I: Capitalism/Nationalism
II: Critical Realism
III: Experiences of Modernity
IV: American Postmodernism
Class periods will be spent discussing the readings assigned for the day,
exploring contexts, and developing the strategies for becoming informed respondents
to the texts. Students will thus be expected to attend (and attend to)
class each day. Attendance and participation will factor significantly
in final grades .
Response
Paper Guidelines
Each Monday, a 1-2 page response paper will be due.
While this paper is, primarily, an expression of your opinion, you should
nonetheless form a cogent, well-written argument. The best responses
are often those that take on a specific topic from lecture, class discussions,
and, of course, from your own reading alone, which is then worked out in some
analytic detail. Avoid trying to fit an entire week's reading—or an
entire play or novel—into your response, since this leaves you with such a
broad scope that any detailed examination is rather difficult.
Avoid simply summarizing the text and, instead, argue for a particular position,
for a particular “reading.” Your treatment of whatever topic you choose
will be enhanced not only by a cogent argument, but also by your incorporation
of specific material; that is, present details, such as dialogue or other
citations from the text. This is in keeping with that old adage of “showing”
rather than “telling” as you work out your argument/position.
Consider also, addressing questions you have about the reading—perhaps centered
on a scene, event, character, etc. How do specific questions or parts
of the novel/essay/poem inform the significance of the whole? You may
also think about developing connections between works—how do formal characteristics,
topics, characters, etc. resonate across historical periods, across national
and/or ethnic boundaries? How are those characteristics treated differently
and why?
Please do not hesitate to bring questions to class or to office hours.
See two sample
response papers from a 200-level survey course
Grade Distribution/Notes
Response papers: 30%
Take-Home Midterm: 20%
Final: 30%
Attendance/Participation: 20%
• If you have a disability that may impair your ability
to successfully complete the course, contact Accessibility Services (BU 145).
Academic accommodations are granted for all students who have qualified documented
disabilities. Services are coordinated with the instructor by the Accessibility
Services Department.
• Plagiarism will result in failure of the course and
the possibility of administrative action.
• Attendance is required. You should plan to attend
and be prepared for each class meeting.
• All written work will follow MLA style guidelines; late
work will not be accepted.
Required
Texts, to be purchased (among other places, at the UVSC bookstore)
Melville, Herman. “Bartleby” and “Benito Cereno.”
Dover Thrift, 1990.
Twain, Mark. Pudd’nhead Wilson and Those Extraordinary Twins.
Norton, 1981.
Hemingway, Ernest. The Sun Also Rises. Scribner, 1954.
Chin, Frank. The Chickencoop Chinaman and The Year of the
Dragon. U Washington, 1981.
Morrison, Toni. Song of Solomon. Plume, 1987.
DeLillo, Don. White Noise. Penguin, 1985.
Schulman, Sarah. Shimmer. Bard, 1999
Required
Texts, to be photocopied
Eric J. Sundquist. “Mark Twain and Homer Plessy” (contemporary
essay)
Stephen Crane. “An Experiment in Misery” (1894)
Jacob Riis. “Genesis of the Tenement,” “The Cheap Lodging-Houses,”
“The Color Line” (1901)
Jack London. “South of the Slot” (1909)
John Steinbeck. “Their Blood Is Strong” (1936/38)
Delmore Schwartz. “The Track Meet” (late1930s)
Kurt Vonnegut. Excerpt from Breakfast of Champions (1973)
Peter Bacho. “Dark Blue Suit” (1993)
Eric Miles Williamson. Excerpt from East Bay Grease (1999)
*See the UVSC electronic reserve site: http://eres.uvsc.edu
for downloads; hard copies will also be available for brief checkout.
TENTATIVE SCHEDULE OF ASSIGNMENTS
August
W 27 Course Introduction
F 29 “Bartleby”
September
M 1 No Class
W 3 “Benito Cereno”
F 5 Pudd’nhead Wilson (1-57)
M 8 complete Pudd’nhead
W 10 Those Extraordinary Twins
F 12 Sundquist (reserve)
M 15 Crane (reserve)
W 17 Riis (reserve)
F 19 London (reserve)
M 22 Steinbeck (reserve)
W 24 Schwartz (reserve)
F 26 The Sun Also Rises (11-58)
M 29 TSAR (59-108)
October
W 1 TSAR (109-55)
F 3 TSAR (156-208)
M 6 complete TSAR
W 8 Chin “Introduction” and Chickencoop Act I
F 10 complete Chickencoop
M 13 Song of Solomon (1-55)
Midterm assigned
W 15 Song (56-112)
F 17 No Class
M 20 Song (113-61)
Midterm due
W 22 Song (162-216)
F 24 Song (217-85)
M 27 complete Song
W 29 Vonnegut (reserve)
F 31 White Noise (3-53)
November
M 3 White Noise (54-98)
W 5 White Noise (99-163)
F 7 White Noise (164-219)
M 10 White Noise (220-71)
W 12 complete White Noise
F 14 Film: Repo Man (1984)
M 17 complete Repo Man
W 19 Bacho (reserve)
F 21 Shimmer 3-61
M 24 Shimmer (62-108)
W 26 No Class
F 28 No Class
December
M 1 Shimmer (109-62)
W 3 Shimmer (163-229)
F 5 complete Shimmer
M 8 Williamson (reserve)
W 10 Course review; prep for final exam
M 15 Final exam period 9:00-11:00am