English 340, 19th Century American Fiction (3 credits)
Course Syllabus, Fall 2005
Instructor:
Office:
E-Mail:
Dr. Gary Totten
Minard 322H
gary.totten@ndsu.edu
Office Phone:
Office Hours:
231-7158
MWF 10-11 am
& by appt.
Course Description and Objectives:
Catalog Description: Selected fiction reflecting problems and ideas, emphasizing the shift from
romanticism to realism and naturalism, of the 19th century. Representative writers: Cooper,
Hawthorne, Twain, Jewett, James, and Wharton, and includes minority voices.
Appropriate college writing and research skills will be expected from all students, including an
understanding of proper MLA documentation style. The objectives of the course are as follows:
1. Students will become familiar with the aesthetic, cultural and historical contexts of 19th
century American fiction. We will explore how the literary themes and strategies of American
writers during this time reflect issues of race, class, gender, American identity (self and national),
the frontier, urbanization, the rise of consumerism, and other concerns of the period. We will
also discuss how these cultural and historical concerns influenced and were influenced by the
change from literary romanticism to literary realism and naturalism.
2. Students will gain a greater appreciation for 19th century American literature, develop a
greater expertise in the critical response to and interpretation of literature (in oral and written
form), and become aware of the ongoing critical conversations that surround this literature.
General Education Outcomes:
As a course fulfilling General Education requirements, the course fulfills two General Education
Outcomes. Through course writing assignments and oral presentations, students will achieve GE
Outcome #1, which is to communicate effectively in a variety of contexts and modes, using a
variety of communication skills. Through course exams and writing assignments, students will
also achieve GE Outcome #6, which is to integrate knowledge and ideas in a coherent and
meaningful manner. Because the course is also approved for Cultural Diversity credit, students
will consider theories of race and gender in relation to course texts.
Required Texts:
Nathaniel Hawthorne, The House of Seven Gables (Penguin, 19860
Henry James, The Portrait of a Lady (Norton, 1995)
Mark Twain, The Adventures of Huckleberry Finn (Houghton Mifflin, 2000)
Sophie Callahan, Wynema (University of Nebraska Press, 1997)
Frank Norris, McTeague (Norton, 1997)
Sarah Orne Jewett, The Country of the Pointed Firs (Signet, 2000)
Edith Wharton, The House of Mirth (Bedford, 1994)
Additional course readings supplied by instructor or on reserve
Grading:
Papers (5) 40%; Exams (2) 30%; In-Class and Group Work 20%; Attendance/Participation 10%
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Papers:
You will write five papers: one 3-5 page evaluation of a critical article (written collaboratively
and presented to the class; preferably with a focus on an aspect of cultural diversity) and four
one-page typed and single-spaced interpretation papers emphasizing cultural/new historical
theory, gender studies, and critical race theory. You should complete two of these papers before
midterm and two after. The critical theories and their application will be discussed at length in
class. I will expect to see original ideas, careful readings of the primary text(s), intelligent and
appropriate use of any critical secondary sources, and proper MLA documentation form. I will
provide detailed handouts with instructions for these papers. Papers are due on the dates
indicated. The final grade for later papers will be reduced one half letter grade for each day late.
Exams:
You will write two take-home exams, a midterm and a final, consisting of essay questions based
on our reading and class discussion.
In-Class & Group Work:
You will work with your classmates on presentations and in small discussion groups; some of
this work will be turn in for a grade. You will also complete various in-class writing assignments
and there will be unannounced quizzes throughout the semester. If you are absent on a quiz day,
you cannot make up the quiz.
Attendance and Participation:
Attendance is not optional; participation is required. Each student is allowed to miss two class
periods without penalty. Because I am giving you these two days, there are no excused absences,
except for official school-sponsored activities (e.g. sports teams, band, etc.). Each student begins
with 50 points; 5 points will be deducted from this total for every day over two that you are
absent. You cannot participate in class discussion and do well on the reading quizzes and exams
unless you are in class, prepared with the reading and/or other assignments for the day. Missing a
large number of classes will negatively affect your grade. Please see me if extraordinary
circumstances will require your absence for an extended time. Note: You will be considered
absent if you arrive late, leave early, or sleep in class.
Classroom Etiquette:
Because I rely on your comments and questions to keep class discussion going and to determine
how you are handing the course material, I encourage you to participate in class discussions.
However, I ask that you be respectful of the ideas and time of others—respond maturely and
respectfully to others’ comments and give others a chance to speak; avoid monopolizing the
conversation, even if others are hesitant to speak up. Also, please avoid interrupting others,
including the instructor, when they are speaking. Raise your hand if you wish to be called on
after the person currently speaking has finished. I will abide by these rules, as well, and will
count on everyone to monitor themselves; if problems arise, I will speak privately to those
involved.
Special Needs:
If you need accommodations in this course because of a disability or other special needs, please
discuss these needs with me as soon as possible.
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Academic Honesty:
All work in this course must be completed in a manner consistent with NDSU University Senate
Policy, Section 335: Code of Academic Responsibility and Conduct, found at the following
URL: http://www.ndsu.nodak.edu/policy/335.htm.
Grading Scale:
A
90-100 %
B
80-89%
C
70-79%
D
60-69%
F
0-59%
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Engl 340, Class Schedule, Fall 2005
Note: I encourage you to read the introductions to the novels. Some of the introductions I will
assign as required reading. This schedule is tentative and may change.
Aug. 23
Aug. 25
Aug. 30
Sep. 1
Sep. 6
Sep. 8
Sep. 13
Sep. 15
Sep. 20
Sep. 22
Sep. 27
Sep. 29
Oct. 4
Oct. 6
Oct. 11
Oct. 13
Oct. 18
Oct. 20
Oct. 25
Oct. 27
Nov. 1
Nov. 3
Nov. 8
Nov. 10
Nov. 15
Nov. 17
Nov. 22
Nov. 24
Nov. 29
Dec. 1
Dec. 6
Dec. 8
Dec. 15
Course Introduction; American Literary Romanticism; Preface to The House of
the Seven Gables
American Literary Realism; Selections from Becker, Documents of Literary
Realism (on reserve); Twain, “Fenimore Cooper’s Literary Offenses” (online:
http://xroads.virginia.edu/~HYPER/HNS/Indians/offense.html)
Hawthorne, The House of Seven Gables; Close Reading (handout)
The House of Seven Gables
The House of Seven Gables; Cutural/New Historical Theory (handout)
The House of Seven Gables; “Introduction” (vii); Group Presentation #1
James, The Portrait of a Lady
The Portrait of a Lady; Gender Studies (handout)
The Portrait of a Lady; “The Art of Fiction (Norton/reserve)
The Portrait of a Lady; Group Presentation #2
The Portrait of a Lady
Jewett, The Country of the Pointed Firs
The Country of the Pointed Firs; “Introduction” (vii)
The Country of the Pointed Firs; Four Related Stories:’ Group Presentation #3
“Four Related Stories”
Midterm Exam Due; Twain, The Adventures of Huckleberry Finn
The Adventures of Huckleberry Finn; Critical Race Theory (handout)
The Adventures of Huckleberry Finn
The Adventures of Huckleberry Finn; Group Presentation #4
Callahan, Wynema
Wynema; “Introduction” (xiii)
Wynema
American Literary Naturalism; Selections from Becker (on reserve); Pizer, “Late
Nineteenth-Century American Naturalism” (McTeague 306)
Norris, McTeague; “Zolaesque Naturalism” (Norton 263)
McTeague; Group Presentation #5
McTeague; “Norris’ Definition of Naturalism” (Norton 271)
McTeague
Thanksgiving Break
Wharton, The House of Mirth; “Introduction” (Bedford 3)
The House of Mirth; Group Presentation #6
The House of Mirth
The House of Mirth
Final Exam Due
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