English 105-19: Introduction to Narrative [Writing Intensive]
Instructor: Prof. Andrew Pisano
Office: MHRA 3112-C
Email: ampisano@uncg.edu
Class Time: 9:30-10:45 T/TR
Spring 2012
Office Hours: 8-9:00 T/TR
Office Phone: 334-5837
Classroom: SULV 218
Course Description
In this theme-based course, we will consider the ways in which a variety of individuals narrate their
worlds. Our readings will focus on the turbulent conceptions of self and community in the transatlantic
world: i.e., West Africa, the Caribbean, the United States, and Britain. We will read a variety of narrative
forms, from life-writing to fiction to poetry, as a means of interrogating the unique ways in which
transatlantic writers narrate their worlds. Our class discussions will consider historical/cultural contexts,
narratological analyses, and formal literary analyses as a way to understand how these texts employ
matters of self-hood, cultural belonging, and cultural criticism.
WI Designation
The university defines the parameters of a class marked as Writing Intensive as follows:
1. A writing-intensive course has a special responsibility for improving students' ability to write in the
context of learning about a particular discipline. It treats writing as a means of learning as well as
a skill to be learned. A writing intensive course does not necessarily require lengthy research
papers. Intensive refers to the integration of writing into the course rather than to the sheer
amount of writing involved.
2. The course makes substantial and continuous use of writing as a way of engaging students with
important questions and problems of a particular subject. Students may become familiar with the
material of the course through a variety of writing assignments throughout the semester, including
both formal (graded) and informal (ungraded) work. The work required should be selected to be
appropriate to the subject being taught.
3. One important aim of a writing-intensive course is to show students how to use drafts of a paper to
shape its form and content, incorporating comments and ideas from readers. Every writingintensive course must include guided revision as a requirement. A proposed course in which
students will have an "opportunity" to revise papers, or in which papers "may be resubmitted" for
a higher grade, will not meet this requirement. Rather, each proposed course must include at least
one substantive assignment in which all students submit at least one draft for comments from the
instructor and then revise the draft to take account of those comments.
4. The instructor not only assigns and evaluates writing but also provides instruction and coaching as
students write. In particular, he or she comments on the students' control over the subject matter,
as well as on clarity, organization, correctness, and effectiveness of expression. Grades for
writing assignments reflect an assessment of both quality and improvement in students' writing.
5. The aim of the course is to use writing as a tool for learning about the subject matter and to introduce
ways of writing within the discipline, rather than to provide formal instruction in basic writing
skills. Students can be referred to the Writing Center for consultation as they revise drafts of a
paper.
Student Learning Objectives:
1. Identify and understand varied characteristics of literature
2. Apply techniques of literary analysis to texts
3. Use literary study to develop skills in careful reading, clear writing, and engaged discussion
4. Demonstrate understanding of the diverse social and historical contexts in which literary texts have
been written and interpreted
Student Learning Outcomes for WI Designation
At the completion of this course, the student will be able to:
1. Demonstrate the ability to write clearly, coherently and effectively about a particular
discipline
2. Adapt modes of communication to the audience
3 .Incorporate constructive feedback from readers to improve the written work
Required Materials
Abbott, H. Porter. The Cambridge Introduction to Narrative. New York: Cambridge UP, 2008. Print.
ISBN: 978-0521715157
Danticat, Edwidge. Breath, Eyes, Memory. New York: Vintage Contemporaries, 1994.
Print. ISBN: 978-0-375-70504-5
Gardner, Janet E. Writing About Literature: A Portable Guide. 2nd ed. Boston: Bedford/St
Martin’s, 2009. Print. ISBN: 978-0-312-60757-9
Johnson, Charles. Middle Passage. New York: Penguin Group, 1990. Print. ISBN: 978-0-45226638-4
Kincaid, Jamaica. A Small Place. New York: Farara, Straus, and Giroux, 1988. Print. ISBN: 13978-0-374-26638-7
Melville, Herman. Benito Cereno. 1855. Bedford College Editions. Ed. Wyn Kelley. Boston:
Bedford/St Martin’s, 2008. Print. ISBN: 978-0-312-45242-1
Morrison, Toni. A Mercy. New York: Alfred A. Knopf, 2008.
Potkay, Adam and Sandra Burr ed. Black Atlantic Writers of the 18th Century. New York: St
Martin’s P, 1995. Print. ISBN: 978-0312-12518-9
Access to Blackboard and a Printer: poems, short-stories, and short nonfiction narratives
Journal or Notebook for reading observations
A small, portable stapler
Assignments
Class Participation
15 %
Students are expected to arrive to class on time having completed that day’s assigned reading.
Since this is a seminar environment with fewer students than other literature class, students can
almost expect to be called on to voice an opinion or critical observation during each class.
Coming to class without having read will put one at an obvious and embarrassing disadvantage.
Therefore, all students are expected to participate on a regular basis, even if it’s in the form of a
question, concern, or reaction. Ideally, though, students are encouraged to come to class with a
sense of how literary devices are being deployed as well as how that day’s particular reading (s)
connect to other texts and/or previous class conversations.
Reading Journal
5%
Keep a reading journal (or notebook) throughout the semester, detailing the use of themes and
literary devices per reading, and thematic connections across readings. Students should always
log in their observations during or immediately after completing their readings. While a specific
length is not required per entry, substantive responses/observations are expected; that means,
students should have logged in more than two or three sentences per reading. These journals
will be collected RANDOMLY throughout the semester and marked for completion. Expect at
least FOUR collections throughout the semester.
2 Short Analytical Papers (two, double-spaced pages each) 10% [SLO #2]
In each essay, you must provide an analysis of two specific literary devices in an assigned text.
You must both identity and describe how these devices operate and shape meaning in the text.
You may choose from the list of terms provided. Time will be given in class to workshop papers
prior to submission.
Research Paper Proposal 5% [SLO #1]
A typed one page proposal of your selected topic. Should include the texts you want to discuss, a
rationale for choosing that particular topic, and the intended goals of the paper.
Annotated Bibliography 10% [SLO #1]
Locate and annotate 5 (two journal articles, two monographs, and one essay from an edited
collection) scholarly sources that pertain to your chosen research topic. Compose a substantive
paragraph (six-eight sentences) summarizing, in your own words, the thesis of the source;
compose a second paragraph explaining why you think this is a useful source for your project. A
handout on Annotated Bibliographies will be provided in order to give you a model to work
from.
Final Research Paper (six-seven double-spaced pages and a works cited) 40% [SLO #1-4]
With the aid of four scholarly sources, explore a thematic, historical, and/or literary connection
between two assigned texts. These selections do not have to be from the same time period. Your
paper must have a clear thesis; must be well-organized; use scholarship accurately and
responsibly; must be free from grammatical error; must meet the page requirement of a
minimum of six pages; and must have a works cited page. In addition to your scholarly sources,
though not required, you may also use Abbott’s Introduction to Narrative.
Group Presentation
15% [SLO #1-4]
In groups of two or three, you will sign-up to present on a designated day’s reading. You will be
assigned a group grade; however, if someone does not contribute their fair share, that student
will be graded individually. The intent of this assignment is to compel students to further discuss
the readings and ideas outside of class as means of further enriching in-class discussion. Each
group should provide the class (and instructor) with a handout composed of the following:
1. A paragraph summarizing that day’s reading(s)
2. A description of three literary devices used in the text (s)
3. Provide three-four key passages from the assigned reading (s) that you think are important to the
meaning of the text. Be sure to include corresponding page numbers.
4. Four questions for class discussion that either draw from class discussion or previous readings.
These questions should not be simple plot-related inquiries. Instead, they should encourage the
class to make connections across readings and/or class discussion. They may focus on literary
devices and/or historical context.
Attendance: In accordance with English department policy, you have two free absences. A third
absence will result in a half-letter grade reduction. If you miss 4 classes, you automatically fail
the course. I do not differentiate between excused and unexcused absences. Should a crisis arise,
come talk to me or email me before you miss class. Get to class on time. I take attendance at the
beginning of class, so being late may result in you being marked absent.
Late Work: I do not give credit for late work, but I do accept early work. If you know you are
going to miss a class, turn in your work before it is due. Printing problems do not constitute an
acceptable excuse for you to turn in late work, so leave yourself plenty of time to print your
work. There are several pay print stations around campus, including Jackson Library and the
University Writing Center; be sure you have money on your card for printing.
Email: Email is the best way to reach me. You can reasonably expect responses from me within
twenty-four hours, excluding university holidays. I do not accept work via email under any
circumstances.
Electronics: Turn cell phones and mp3 players off before class begins. Laptops may be used in
class only by students having a special need for purposes of note-taking or other classroom
activities. Students with such a need should make specific arrangements with me.
MLA Citation and Format: I expect you to cite all material you use in your work. Both in-text
citations and references must be in MLA format. I also expect you to use MLA formatting for
papers: 1” margins, double-spaced, 12 pt. Times New Roman font. For a good guide to this
formatting style, go to “Useful Links” on our Blackboard site and click on, sensibly enough,
“MLA Paper Formatting and Citation.” Hint: With the exception of the addition of the ISBN, the
course novels are already in MLA reference format.
University Writing Center: This free service exists solely to help you become a better writer.
Take papers at any stage of completion for a one-on-one consultation. Ask consultants to send
me an email about your session. The Writing Center is located in MHRA 3211. No appointment
is necessary.
Academic Integrity: “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. If I find evidence of plagiarism, I will
judge what is best for the situation: this may include the failure of the assignment, giving the
student an F for the semester, and/or turn the case over to the University disciplinary committee.
Accommodations: 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: ods@uncg.edu.
Calendar
Introductions:
Interpreting Narrative
Tues 1/10: Introductions; Syllabus
Thur 1/12: Gardner p.2-15 and p.43-45; Abbott chap 1-2; what makes a transatlantic narrative?
Origins of Transatlantic Literary Culture:
Interpreting the Rhetoric of Narrative
Tues 1/17: Columbus, Cabeza de Vaca, Martyr and Eden on Blackboard; Abbott chap 4
Thur 1/19: Montaigne, Shakespeare, and Hariot on Blackboard; Abbott chap 7
The Early Black Atlantic:
Character and Self in Narrative
Tues 1/24: Amistad (film); Abbott chap 10 and begin reading Gronniosaw from BAW
Thurs 1/26: finish film; Begin reading Equiano from BAW
Tues 1/31: Gronniosaw A Narrative, review Abbott Chap 10
Thur 2/2: Equiano The Interesting Narrative chap 1-5
Tues 2/7: Equiano The Interesting Narrative chap 6-end
Thur 2/9: The Interesting Narrative concluding remarks; short films on Equiano and the slave
trade
Transatlantic Poetics
Tues 2/14: work shop papers, Gardner p.28-42
Thur 2/16: Wheatley and Freneau on Blackboard
Paper #1 DUE
The Transatlantic Novella:
A Study in Narration
Tues 2/21: Melville Benito Cereno p.35-61 (“Intro” optional), Abbott chap. 6
Thur 2/23: Benito Cereno finish
Immigration, Femininity, and Maternity:
A Study in Conflict and Closure
Tues 2/28: Danticat Breath, Eyes, Memory chap1-16, Abbott chap.5
Thur 3/1: Breath, Eyes, Memory finish
Tues 3/6: NO Class/Spring Break
Thur 3/8: NO Class/Spring Break
Writing Home
Tues 3/14: Kincaid A Small Place
Thur 3/16: Acts of Discovery: The Research Process (Begin reading Johnson’s Middle Passage),
Gardner Chapters 2, 7
The Early Black Atlantic, Lately:
A Study in Narrative Worlds
Tues 3/20: Johnson Middle Passage p.1-100, Abbott chap. 12
Thur 3/22: Middle Passage finish
Tues 3/27: Morrison A Mercy p1-71
Thur 3/29: A Mercy finish
Writing and Research in Transatlantic Studies
Tues 4/3: Present Annotated Bibliographies Annotated Bibliography Due at the end of class
Thur 4/5: workshop paper #2 and Proposals
Tues 4/10: The Research Paper: Methodologies, Review Gardner Chapter 7 Paper #2 and
Proposal Due
Thur 4/12 Conferences; Proposals/papers returned
Tues 4/17: Conferences; Proposals/papers returned
Thur 4/19: No Class/Catch up Day (Work at home)
Tue 4/24: Present Final Paper (drafts) for Peer Feedback
Thur 4/26: Present Final Paper (drafts) for Peer Feedback
Tues 5/1: Final Papers DUE in my mailbox before 5pm or in my office between 2pm and 5pm