English 3540: Contemporary American Literature

“PERCEPTIONS OF AMERICA”

Fall 2006: T/H 1:00-2:15pm, LA 105

Instructor: Dr. John Charles Goshert

Office: LA 121t  Hours: MW 1:30-3:00 and by appointment

Phone: 863-6288  email: gosherjo@uvsc.edu

Required Texts—to be purchased

 
Joan Didion.  Play it as it Lays. (1970).  New York: Noonday.  ISBN 0374521719

Toni Morrison.  Song of Solomon (1977).  New York: Plume.  ISBN 140003342X

Don DeLillo.  White Noise (1985).  New York: Penguin.  ISBN 0140077022 

Fae Myenne Ng.  Bone (1993).  New York: Harper.  ISBN 006097592X

Sherman Alexie.  The Lone Ranger and Tonto Fistfight in Heaven (1993).  New York: Harper Perennial.  ISBN 0802141676

Paul Beatty.  White Boy Shuffle (1996).  New York: Picador ISBN: 031228019X

Required Reading—to be photocopied

obtained through electronic library reserves: http://eres.uvsc.edu

 
Baudrillard, Jean.  “Astral America.”  America 26-73.

Eco, Umberto. “Travels in Hyperreality.”  Travels in Hyperreality (excerpt)

Edington, K.  “The Hollywood Novel: American Dream, Apocalyptic Vision.”  Literature Film Quarterly 23.1 (1995): 63-67.

Awkward, Michael.  “‘Unruly and Let Loose’.”  Callaloo 13 (1990): 482-98.

Reed, Ishmael.  “Flight to Canada.”  Flight to Canada (excerpt).

Wilcox, Leonard.  “Baudrillard, DeLillo’s White Noise, and the End of Heroic Narrative.”  Contemporary Literature 32.3 (1991): 346-65.

Chin, Frank.  “Railroad Standard Time.”  The Chinaman Pacific and Frisco R.R. Co. 1-7.

Mihelich, John.  “Smoke or Signals?”  Wicazo Sa Review 16.2 (2001): 129-37.

Stallings, L.H.  “‘I’m Goin Pimp Whores’: The Goines Factor . . .”  New Centennial Review 3.3 (2003): 175-203.

Films include Repo Man dir. Alex Cox (1983).

Beginning with the observations of two European philosophers, this section of Contemporary American Literature focuses on the ways “America” is perceived by its inhabitants.  Each novelist is a prominent, although not necessarily dominant, figure in post-1970 American literature; each takes a unique perspective on American life and culture, presenting it through the eyes and experiences of particular ethnic, gender, regional, and class groups.  Beyond the introductory pieces by Baudrillard and Eco, we’ll also read other short works of fiction and criticism that will broaden and deepen our understanding of longer works.

Assignments include periodic response papers, a take-home midterm exam, a term project (which will include a significant research component), and—of course—attendance and active participation in class.

Prerequisite Skills

Using reading skills and strategies of argument learned in courses such as Engl. 2890 and 2010, students are expected, from the opening of the course, to be prepared to actively, critically read literary texts, and to respond orally and through writing.  This course will add to those skills and strategies through lecture, class discussion, and engagement with current critical approaches of responding to literature.

Response Paper Guidelines
 

2-3 page response papers are due periodically, beginning September 12th.  While this paper is, primarily, an expression of your opinion, you should nonetheless develop a cogent, well-written argument.  The best responses take on a specific topic from lecture, class discussions, presentations (or, of course, from your own reading alone), which is then worked out in some critical/analytic detail.  Avoid trying to fit an entire week’s reading—an entire novel or other extended text—into your response, since this leaves you with such a broad scope that any detailed examination is rather difficult.

Avoid 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 strong thesis, but also by your incorporation of specific material from the texts (both literary and critical); that is, present details, such as dialogue or other citations.  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 our focus period, across gender and/or ethnic boundaries?  How are those characteristics treated differently and why?

Plan to put your growing critical apparatus into practice.  Develop the research and response strategies which will be required for success on your term project.  Articulate your agreement or dissention with critical responses we read, or pursue critical readings on your own which will allow you to enter into an informed conversation on literary, cultural, and theoretical concepts.

The final response paper, a narrative self-and-course evaluation, is due with the final project. 

Grade Distribution/Notes

Response papers: 30%

Take-Home Midterm: 20%

Final Project: 30%

Attendance/Participation: 20%

• If you have any disability that may impair your ability to successfully complete this course, please contact the Accessibility Services Department located in WB 146. Academic Accommodations are granted for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the Accessibility Services Department. Accessibility Services Department telephone 801‑863‑8747; TDD 801‑221‑0908.
• 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.
• This is a class focused on developing strategies of critical thinking, analysis, and writing.  Course materials are determined by standards of academic inquiry and a commitment to the exchange of ideas; materials will not be “rated G” or censored in any way.
• Per UVSC policies: “Each student is expected to take an active role in the learning process by meeting course requirements as specified in written syllabi” (VII.A).  Thus, the course syllabus comprises a contract between instructor and students, who will be held to its terms and expectations, for “The right to receive academic credit and/or academic degrees when all specified requirements and course work have been satisfied” (V.L).  In other words, the student has the right to receive credit for work that meets or exceeds satisfactory performance; however, the student also has the right to fail based on those same conditions of performance.
• It is not only your right, but also your responsibility to ask questions, to raise challenges, to discuss readings, and to otherwise participate in the class as it unfolds over the semester.
• Students will activate their UVSC email accounts or notify the instructor of alternate email address.
• The course website (http://research.uvsc.edu/goshert/uvsc354e.html) will direct students toward additional resources for research, documentation, and bibliographic conventions.  Sample student papers will also be archived, as available, throughout the semester.

Tentative Fall Schedule

Th 24      course introduction

Tu 29      Baudrillard (handout)

                Eco (handout)

Play it as it Lays 1-21

Th 31      Play 22-74

September

Tu 5        Play 75-164

Th 7        complete Play it as it Lays

                Edington (reserve)

Tu 12      Song of Solomon 1-89

                Reed (reserve)

                Response paper #1 due

Th 14      Song 90-172

Tu 19      Song 173-258

Th 21      Song 259-325

Tu 26      complete Song of Solomon

                Awkward (reserve)

Th 28      White Noise 1-53

                Response paper #2 due

October

Tu 3        White Noise 54-163

Th 5        White Noise 164-241

Tu 10      complete White Noise

                Midterm preparation

                Response paper #3 due

Th 12      no class

Tu 17      Wilcox (reserve)

                Midterm Assigned

Th 19      Repo Man

Tu 24      complete Repo Man

                Midterm due

Th 26      Bone 1-54

Tu 31      Bone 55-102

November

Th 2        Bone 103-55

Tu 7        complete Bone     

                Response paper #4 due

Th 9        no class

Tu 14      Chin (reserve)

Lone Ranger 1-103

Th 16      Lone Ranger 104-70                                                            Last day to submit final

                                                                                                project proposals (optional)

Tu 21      complete Lone Ranger

Mihelich (reserve)

Th 23      White Boy Shuffle 1-41

Tu 28      no class

Th 30      White 42-125

December

Tu 5        White 126-73

Th 7        complete White Boy Shuffle

Stallings (reserve)

Response Paper #5 due

Th 14      Final Exam: 1:00pm

                Term Project due

                Response paper #6 due