Upper-division Writing Requirement Review Form (12/1/08)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Course # (i.e. ANTH ENLT 323
English
Subject
455) or sequence
Course(s) Title
Studies in Literary Forms
Description of the requirement if it is not a single course
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor
Brady Harrison
Phone / Email
2432128/brady.harrison@
mso.umt.edu
Program Chair
Casey Charles
III Overview of the Course Purpose/ Description
Date
Feb 12/09
Reading of various authors from different literary periods and cultures working in the same
mode of composition. Possible offerings may include but are not limited to: Literature of
Place, Modern Drama, 19th Century Fiction, 20th Century Fiction, Short Fiction, Lyric Poetry,
Science Fiction, Autobiography, Travel Literature, Popular Fiction, Epic, Tragedy, Satire,
Romance, Comedy.
IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
In addition to lectures on specific topics and
Student learning outcomes :
terms, the course involves a great deal of
Identify and pursue more sophisticated
open discussion of the texts and their
questions for academic inquiry
surrounding contexts. The students not only
share ideas and insights and questions (and
thereby help one another to develop and
pursue more sophisticated questions for
academic inquiry, but the instructor also
models—through lectures and the Socratic
method—a variety of critical approaches
and methodologies (supplemented by a series
of connected handouts and in-class exercises
on “close reading” and other bedrock
interpretative strategies).
The students are encouraged to bring a
Find, evaluate, analyze, and synthesize
variety of critical approaches and
information effectively from diverse sources
(see http://www.lib.umt.edu/informationliteracy/) methodologies to their study of the texts; to
that end, the instructor calls upon them to
bring forward learning from ENLT 301 and
other upper division classes. Students are
also provided with lectures and handouts on
critical theory. As part of establishing the
historical and cultural contexts for the texts,
the instructor provides instruction on
library research techniques based upon
several years of close collaboration with Sue
Samson.
The writing assignments for this class
Manage multiple perspectives as appropriate
necessarily entail argumentative reasoning,
which requires students to attend to multiple
perspectives, counter-arguments, and the
enhancements provided by the voices of
other scholars; the students are also often
called upon to be mindful of (and sometimes
to respond directly to) the voices of their
classmates and the questions raised in
classroom discourse community.
Students receive instruction on the
Recognize the purposes and needs of
“academic voice,” and are given samples of
discipline-specific audiences and adopt the
student writing to consider.
academic voice necessary for the chosen
discipline
Writing as a process and a revision are
Use multiple drafts, revision, and editing in
conducting inquiry and preparing written work emphasized at all times in this class,
regardless of the literary/historical content.
Students are expected to revise at least one
of their major papers after receiving
substantial written comments from their
instructor.
These conventions are addressed via in-class
Follow the conventions of citation,
lectures and discussions (e.g., while
documentation, and formal presentation
discussing and viewing on-line databases and
appropriate to that discipline
their secondary source material) and
practiced via such assignments as annotated
bibliographies and the multi-source
requirements of the formal essays.
Develop competence in information
technology and digital literacy
In this course and in the 300-level electives
generally, students are increasingly
instructed how to use on-line resources to
find and evaluate quality secondary source
material (theoretical, historical, etc.); these
courses also occasionally require students to
participate in the class via course weblogs
and websites.
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.
Are outcomes listed in the course syllabus? If
not, how will students be informed of course
expectations?
Are detailed requirements for all written
assignments including criteria for evaluation in the
course syllabus? If not how and when will students
be informed of written assignments?
Briefly explain how students are provided with
tools and strategies for effective writing and editing
in the major.
Will written assignments include an opportunity for
revision? If not, then explain how students will
receive and use feedback to improve their writing
ability.
Are expectations for Information Literacy listed in
the course syllabus? If not, how will students be
informed of course expectations?
† Yes X No
The course should be capped at 25. Waiting for
administrative go-ahead.
X Yes † No
X Yes † No
Typically, the syllabus provides detailed
explanations of all the writing assignments.
Where this is not the case, instructors
provide handouts which explain requirements
fully.
Through a combination of writing
workshops, peer revision, rhetorical analysis
and discussions of scholarly essays, and the
rigorous conversation that arises from
exacting instructor comments and individual
conferencing, students receive focused and
continuing attention to issues and strategies
related to effective writing and editing in the
field of literary studies.
X Yes † No
† Yes † No
Typically, the syllabus provides detailed
information on all course expectations,
including expectations for Information
Literacy. Where this is not the case,
instructors provide this information via
handouts and lecture.
VI. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 20 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
Essay 1: 6+ pages.
Essay 2: 6+ pages.
Essay 3: 8+ pages; a revision of either
Essay 1 or Essay 2 (after it has been
graded and returned to the students.)
Final Exam: 2 Essays, 2+ pages each.
Amounts to 90% of grade
In-class writing assignments on an
almost daily basis.
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
Informal Ungraded Assignments
Paste syllabus here.
English 323: Studies in Literary Forms: Novella and Short Fiction
Prof. Harrison
Office: LA 114
Phone: 243-2128
E-mail: brady.harrison@mso.umt.edu
Hours: 1:30-2:30 M & Tu
REQUIRED TEXTS
Conrad, Joseph. Heart of Darkness. 2nd Edition. (Bedford.)
García Márquez, Gabriel. Chronicle of a Death Foretold. (Vintage.)
Kafka, Franz. The Complete Stories. (Schocken.)
Munro, Alice. Selected Stories. (Vintage.)
O’Brien, Tim. The Things They Carried. (Broadway.)
Proulx, E. Annie. Close Range: Wyoming Stories. (Scribner.)
Hacker, Diana. A Pocket Style Manual. (Bedford.)
Murfin, Ross and S.M. Ray. The Bedford Glossary of Critical and Literary Terms. (Bedford.)
COURSE DESCRIPTION
English 323 examines a limited number of extraordinary short stories and novellas in their
historical, cultural, and especially literary contexts. Paying particular attention to form–to the
density, brevity, and punch of short fiction–we’ll explore the structural, aesthetic, and thematic
accomplishments of compressed narratives, and sound the (primarily) modernist and
postmodernist interests of our sample works. As the course progresses, we’ll also have
opportunity to discuss different critical theories and to apply them to the primary texts.
COURSE GOALS
This course aims to deepen your knowledge and skills in the following areas:
1.
2.
3.
4.
5.
6.
Literary Forms (with a particular focus on the short story and novella);
Literary History (with an emphasis on Modernism and Postmodernism);
Critical Theory (this is a course in applied literary theory);
Close Reading/Interpretation (strategies for reading well/ for intelligent interpretation);
Critical Terminology (with a focus on formal elements and key literary terms); and,
Scholarly Writing (strategies for writing smart, effective essays).
GRADING
Essay 1 (6+ pages):
Essay 2 (6+ pages):
Essay 3: (8+ pages):
Final Exam:
Participation:
20%
20%
30%
20%
10%
COURSE REQUIREMENTS
The course involves two kinds of writing assignments: essays and an exam. Please note that you
must complete all written work to pass English 323. Essays will be deducted ONE letter grade
for each class period they are late.
Attendance Policy: Since the course involves informed discussions of the readings, attendance
and participation are crucial: after three absences, your FINAL GRADE will be deducted ONE
letter grade for each two additional absences.
Finally, from the Provost’s Office: “All students must practice academic honesty. Academic
misconduct is subject to an academic penalty by the course instructor and/or a disciplinary
sanction by the University.”
SYLLABUS
M June 26:
Tu June 27:
W June 28:
Th June 29:
M July 3:
Introduction/Elements of Form
**Essay 1 Assigned**
Conrad 3-46
Conrad 46-95
Conrad 148-184, 185-220
Tu July 4:
W July 5:
Th July 6:
**Lecture: Modernism (& Other Oddities)**
Kafka 89-114
**No Class: 4th July Holiday!**
Kafka 114-139
Kafka 140-167
M July 10:
Munro xii-30
6
Tu July 11:
W July 12:
Th July 13:
**Essay 1 Due**
**Essay 2 Assigned**
Munro 117-139, 151-185
Munro 324-350, 374-394
**Lecture: Postmodernism (& Other Oddities)**
García Márquez epigraph-60
7
M July 17:
Tu July 18:
W July 19:
Th July 20:
García Márquez 61-120
Proulx 19-40, 253**Screening: Brokeback Mountain**
**No Class: Montreal Conference**
M July 24:
Tu July 25:
**No Class: Montreal Conference**
**Essay 2 Due**
**Discussion: Brokeback Mountain: Short Fiction into Film**
O’Brien 1-26, 39-61
O’Brien 67-85, 89-116, 225-246
**Consideration: Short Fiction: A Forum for Strangeness?**
**Review for Final Exam**
**Final Exam**
W July 26:
Th July 27: