Writing Course Review Form (12/1/08)
I. General Education Review – Writing Course
Dept/Program
Course # (i.e. ENEX
English Literature
ENLT 224
Subject
200)
Course Title
American Literature to 1865
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Date
Instructor
Jill Bergman
Phone / Email
X5352 /
jill.bergman@mso.umt
.edu
Program Chair
Casey Charles
III Overview of the Course Purpose/ Description: Provides an introduction to the subject
matter and explains course content and learning goals.
This course studies significant literary texts from the early part of American history. It
examines the way this literature has shaped and been shaped by some of the important
historical events and ideological forces in U.S. history, such as Calvinism, slavery and
abolition, the development of a national identity, the industrial revolution, and the “woman
question.” In addition to exploring texts within their historical and political contexts, the text
situates the works read in their literary contexts so that students become familiar with the
literary forms and genres of early American Literature.
IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Students are asked to perform a number of
Student learning outcomes :
informal writing assignments throughout the
Use writing to learn and synthesize new
semester, either in or out of class (as part of
concepts
their “participation” grade) in which they
respond to a discussion question. They use
this writing as a jumping off place for large
or small group discussion, or for larger
writing assignments.
See above. The discussion questions
Formulate and express opinions and ideas in
provided typically ask questions of opinion
writing
rather than fact, so as students work
through their answers in writing, they
process and express opinions.
In this 200-level course, we talk about
Compose written documents that are
audience a great deal, both in the texts they
appropriate for a given audience or purpose
read and the texts they write. Students are
expected to write for an academic audience
and they receive feedback on their writing
with regards to its “fit” for that intended
audience.
Revise written work based on constructive
feedback
Students receive extensive written comments
on their first two essays. Their third essay
explicitly requires that they respond to those
comments as they revise and expand one of
those essays into a third.
Find, evaluate, and use information effectively Students’ third essay requires research as
(see http://www.lib.umt.edu/informationliteracy/) part of the revision process – as a means of
expanding their ideas and argument. I
equip students for this with a session of
library instruction by humanities librarian
Sue Samson.
This course is a requirement for English
Begin to use discipline-specific writing
majors and as such, it provides extensive
conventions
instruction in discipline-specific writing. In
addition to work on writing for an academic
audience (described above), we read
successful student papers as examples of this
type of writing.
Demonstrate appropriate English language
As part of the grading information, essay
usage
assignments for this course list the following
“Writing and mechanics. The writing should
be clear, concise, elegant – if possible, and
grammatically and mechanically sound. In
addition, it must fulfill the page length
requirement.” While we do not spend class time
on English language usage, students struggling
with this receive written feedback and are invite
to meet with the instructor to discuss their
weaknesses.
V. Writing Course Requirements Check list
Is enrollment capped at 25 students?
If not, list maximum course enrollment.
Explain how outcomes will be adequately met
for this number of students. Justify the request
for variance.
† Yes x No
This course has been capped at 30, in keeping
with current writing course requirements. If it
remains a W course, it will be capped at 25 with
the start of the new Gen Ed requirements
(assuming the go-ahead from administration).
Are outcomes listed in the course syllabus? If
not, how will students be informed of course
expectations?
x Yes † No
Are expectations for Information Literacy listed in
the course syllabus? If not, how will students be
informed of course expectations?
x Yes † No The description of the third
essay indicates that it will include a “research
component,” and the course schedule
includes a day of library instruction.
† Yes x No A general description of all
writing requirements can be found on the
syllabus; detailed instructions and
Are detailed requirements for all written
assignments included in the course syllabus? If not
how and when will students be informed of written
requirements are handed out in class and
emailed at the time the assignment is given.
assignments?
What instructional methods will be used to teach
Lecture, study of writing samples,
students to write for specific audiences, purposes,
feedback on written work.
and genres?
Will written assignments include an opportunity for x Yes † No
revision? If not, then explain how students will
receive and use feedback to improve their writing
ability.
VI. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 16 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Clear expression, quality, and
accuracy of content are considered an integral part of the grade on any writing assignment.
Formal Graded Assignments
Two short essays ( 4 pp each); one
Informal Ungraded Assignments
revision essay (7 pp); short essay answer
midterm (approx. 4 pp.); short and long
answer final exam (approx 8 pp.) = 90%
of grade.
3-7 pp. of informal writing responses.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus preparation
see: http://teaching.berkeley.edu/bgd/syllabus.html
Paste syllabus here.
English 224: American Literature to 1865
Fall 2008
Section 1: MWF 11:10 – 12:00 in LA 304
Professor Bergman
Office: LA 133B
Office phone: 243­5352 Email: jill.bergman@mso.umt.edu
Office hours: MW 12:00- 2:00, T 10:00-12:00
Course Description:
In this course, we will study significant literary texts from the early part of American history.
We will examine the way this literature has shaped and been shaped by some of the important
historical events and ideological forces in U.S. history, such as Calvinism, slavery and abolition,
the development of a national identity, the industrial revolution, and the “woman question.”
Guiding our inquiries this semester will be the investigation of the development of an American
cultural identity and the role of literature in that development. How have writers conceived of
the notion of “American,” and what traits or ideals do they associate with that classification? To
whom has that title been available? In addition to exploring texts within their historical and
political contexts, we will situate the works we read in their literary contexts, becoming familiar
with the literary forms and genres of early American Literature.
Course Objectives: To familiarize students with some of the range and diversity of early
American literature; to engage in an on-going discussion about the roots of American cultural
identity; to deepen students’ interpretative and critical skills, both by discussing literary critical
practice and by engaging in it; to improve students’ verbal skills of argumentation and
articulation of ideas through large and small group discussion; to improve students’ skills of
written argumentation through writing and revising essays; to introduce students to the resources
for literary scholarship at the UM library.
General Education Objectives: This course fulfills the “Group V: Literary and Artistic
Expression” gen ed requirement, the objectives of which are “to analyze works of art with
respect to structure and significance within literary and artistic traditions, including emergent
movements and forms” and to “develop coherent arguments that critique these works from a
variety of approaches, such as historical, aesthetic, cultural, psychological, political, and
philosophical.”
This course also satisfies “Group I: English Writing Skills” requirement, meeting the following
goals: to use writing to learn and synthesize new concepts; to formulate and express opinions
and ideas in writing; to compose written documents that are appropriate for a given audience or
purpose; to revise written work based on feedback, to give constructive feedback on written
work, to begin to use discipline-specific writing conventions, and to apply appropriate English
language usage.
Texts:
Baym, The Norton Anthology of American Literature, 7th Ed., Vols. A and B
Foster, The Coquette
Murfin and Ray, Bedford Glossary of Critical and Literary Terms
Hacker, A Pocket Style Manual
Grading:
2 essays (4 page minimum)
1 revision essay (7 pages)
Midterm exam
Final exam
Participation
15% each
25%
15%
20%
10%
Requirements and Policies:
Writing assignments: You will have several opportunities to work on your analytical and
argumentative writing in this course. You will write two short essays, exploring and interpreting
one of the course texts according to topic guidelines designed by me. In a third essay, you will
revise and expand one of the earlier papers, adding a research component. Students must
complete all written work in order to pass English 224. Essays may be submitted to me in class,
or placed in my campus mailbox (in LA 133) by 5:00 p.m. on the due date. Late essays will be
penalized unless arrangements are made with me prior to the due date.
Participation: The reading is fairly heavy for this course, and it is required. (If you have several
heavy courses this semester, you may want to consider taking ENLT 224 at another time.) There
are several ways for you to demonstrate that you’ve read the assignments for each day. One is to
do well on the exams (more on that below). Another is to participate in the discussions. I will
distribute discussion questions to accompany your reading that will provide a starting point for
our discussions. Think about these questions prior to class and be prepared to share your
answers. I’ll assume you’re ready. Finally, I will occasionally give you the opportunity to
respond to the discussion questions in writing. (Some would call this a quiz.)
Attendance: Your success in this course depends heavily upon your attendance. Obviously, to
participate regularly, you’ll need to be here. Moreover, the exam questions will draw directly on
lectures and class discussions. For these reasons, I have a strict attendance policy. More than
four absences will adversely affect your grade in the course. More than six absences will result
in failure. If extreme circumstances arise, do talk to me.
Exams: The midterm will ask you to identify passages from texts that we’ve read and to discuss,
briefly, some aspect of that passage’s significance as we have dealt with it in class. The final
exam will have a similar identification section, plus a section asking you to define or explain a
term or movement that we’ve covered in class and to demonstrate how it operates in a particular
literary piece. Both tasks require you to refer to ideas discussed and information given in class.
I strongly recommend, therefore, that you keep up with your reading and take notes throughout
the semester.
Literary Terms: Throughout the semester I have assigned various “Terms” on the syllabus,
relevant to the texts under consideration for that day. Defined in the Murfin and Ray Bedford
Glossary of Critical and Literary Terms, the terms are part of the required reading. Come
prepared to discuss them and their applicability to the day’s reading.
Students with disabilities: If you have a disability and will need accommodation, please see me
early in the semester.
Incompletes: No grades of “Incomplete” will be granted in the course. Students failing to
complete all written assignments and exams will fail the course.
Plagiarism: Plagiarism is not tolerated at the University of Montana. Acknowledge, by citation of name, title, and page number, all work that has influenced your thinking. The University’s official warning can be found in the Catalog, which refers you to the Student Conduct Code (Academic Conduct), available on the web: http://www.umt.edu/SA/VPSA/index.cfm/page/1321. Departmental Assessment: The English Department¹s ongoing process of assessing its
curriculum requires professors to read student papers to learn how students in general are
progressing through the program. Thus your professor may choose a copy of one of your papers
or ask for an electronic version of it to use in this assessment process. All identifying
information will be removed and no evaluation of student work outside the boundaries of the
course will play any role in determining a student¹s grade. If you do not want your work used in
such a way, please inform your professor and s/he will not forward it to the Assessment
Committee. Otherwise, we appreciate your tacit consent.
Course Schedule:
Mon 8/25
Course Introduction
Colonial Period to 1700
Wed 8/27
Bradford, Of Plymouth Plantation, (Book I, chs. 1, 4, 9, 10; Book II, chs.
11, 19, 23; Vol A 156 -162, 166- 183)
Terms: Connotation, Denotation, Figurative language, Hyperbole, Myth,
Narrative, Plot, Story, Text, Theme
Fri 8/29
Bradford, continued
Hacker, 113-115, 148-154
Mon 9/1
Holiday. No Class.
Wed 9/3
Bradstreet, “The Prologue” (Vol A 239-40),
“The Flesh and the Spirit” (260-62)
“To My Dear and Loving Husband” (263),
“A Letter to Her Husband, Absent upon Public Employment” (264),
“In Memory of ... Grandchild Elizabeth Bradstreet” (267-8),
“In Memory of … Grandchild Anne Bradstreet” (268),
“On My Dear Grandchild Simon Bradstreet” (268),
“For Deliverance from a Fever” (269),
“Here Follows Some Verses upon the Burning of our House...” (269-70),
Terms: Genre, Image, Imagery, Metaphor, Poetry, Sonnet, Stanza, Tone
Fri 9/5
Bradstreet, continued
Republican Period: Enlightenment and American Independence
Mon 9/8
Franklin, Autobiography (Vol A 538-583, 588-599)
Wed 9/10
Franklin, continued
Fri 9/12
Occom, “Short Narrative,” (Vol A 647-652)
Mon 9/15
Wheatley, “On Being Brought from Africa to America” (Vol A 810),
“To the Right Honorable William, Earl of Dartmouth…” (812-13),
“To the University of Cambridge, in New England” (813),
“On the Death of the Rev. Mr. George Whitefield, 1770” (814-15),
“To S.M., a Young African Painter…” (818-19),
“To His Excellency General Washington” (819-20),
Letter to Rev. Samson Occom (823-24)
Essay #1 assigned
Wed 9/17
Wheatley, continued
Gates, “Phillis Wheatley on Trial” (on reserve)
Fri 9/19
Wheatley and Gates, cont.
Mon 9/22
Jefferson, “Declaration of Independence” (Vol A 652-657)
“The Declaration of Sentiments” (handout)
Douglass, What to the Slave is the Fourth of July (Vol B 2140-2143)
Terms: Ideology, Parody, Rhetoric, Satire
Wed 9/24
Jefferson, Douglass, Dec of Sent, continued
Fri 9/26
Foster, The Coquette (807-854)
Terms: Characterization, Conflict, Crisis, Dramatic Irony, Epistolary Novel, Motivation,
Resolution, Tragedy
Hacker 2-22, 123 - 127
Mon 9/29
Workshop for Essay #1. Bring 3 copies of your draft with you to class.
Wed 10/1
Foster, The Coquette (854-904)
Fri 10/3
MIDTERM
Last day to drop classes.
Romanticism and American Individualism
Mon 10/6
Bryant, “Thanatopsis,” “To a Waterfowl,” “The Prairies” (1045-51)
Terms: Romanticism
Wed 10/8
Cooper, from The Pioneers and Last of the Mohicans (Vol B 987-1009)
Sedgwick, from Hope Leslie (Vol B 1010 – 1028)
Fri 10/10
Emerson, “Self-Reliance” (Vol B 1160-76)
Essay #1 due.
Mon 10/13
Emerson, “The Poet” (Vol B 1177-91)
Wed 10/15
Emerson, continued.
Essay #2 assigned.
Fri 10/17
Emerson, continued
Mon 10/20
Hawthorne, “Young Goodman Brown” (1289-1297), “The Minister’s Black Veil” (13111319)
Wed 10/22
Poe, “Ligeia,” “Fall of the House of Usher” (1543-1565)
Terms: Mood, Prose, Narrator, Point of view
Fri 10/24
Poe, “The Purloined Letter” (1599-1611)
Mon 10/27
Melville, “Bartleby, the Scrivener” (2363- 2389)
Wed 10/29
Melville, continued
Fri 10/31
Workshop for Essay #2. Bring 3 copies of your draft with you to class.
Sentimentalism and Slavery
Mon 11/3
Stowe, from Uncle Tom’s Cabin, Volume I, excluding chapter XII (1701-1732,
1744-1758)
Terms: Novel, Discourse, Domesticity
Wed 11/5
Stowe, from Uncle Tom’s Cabin, Volume II, chapters XX, XXX, and XL (17581775, 1787-1792)
Fri 11/7
Library instruction day. Meet in library instruction room, level 2.
Hacker 101-111
Essay #2 due; Final essay assigned.
Mon 11/10
Douglass, from Narrative of the Life of Frederick Douglass (Chs. I, VI,
VII, IX, X, XI and Appendix; 2072-75, 2085-91; 2094-2129)
Wed 11/12
Jacobs, from Incidents in the Life of a Slave Girl (1809-1829)
Fri 11/14
Douglass and Jacobs, continued
Poetic Conclusions
Mon 11/17
Whitman, “Song of Myself” (2210-2254)
Focus especially on sections 1, 2, 3, 12-15, 24, 46, 51, 52
Terms: Alliteration, Free verse
Wed 11/19
Whitman, continued
Final essay due.
Fri 11/21
Dickinson, poems #49, 241, 249, 280, 303, 315, 435, 448, 465, 505, 520,
709, 712, 754, 1129, 1624 (beginning on p. 2558)
Final essay due.
Mon 11/24
Dickinson, continued
Wed 11/26 and Fri 11/28 THANKSGIVING
Mon 12/1
Dickinson, continued
Wed 12/3
Baym, “Early Histories of American Literature” (on reserve)
Terms: Canon, Criticism,
Fri 12/5
Wrap up and Final Review
Final Exam: Friday, Dec. 12, 8:00 - 10:00 AM in our usual room