English 329/529.1
Spring 2010
M 5:00-7:30 PM
CCC 226
Dr. Matthew Davis
Office Hours: Tuesdays and
Thursday 10:00-11:00 and by
appointment
Office: CCC 421
Phone: 346-4307
email: matthew.davis@uwsp.edu
The American Renaissance
Course Description
The term “The American Renaissance”—a critical category widely used to describe
American literature of the mid-nineteenth century—was nonexistent in the nineteenth century.
Rather, it was first used by F. O. Matthiessen’s in his 1941 book The American Renaissance: Art
and Expression in the Age of Emerson and Whitman. Matthiessen’s book, focused on works
published between 1850 and 1855 by a limited group of writers (Melville, Hawthorne, Whitman,
Emerson, and Thoreau), played a significant role in creating the canon of American literature
still studied to this day; after all, almost anyone with a passing knowledge of American literature
has either heard of these five authors or read something by one of them. In this class, we will
look at both the authors and works originally enshrined by Matthiessen as well as those left out
to come to our own better understanding of what constitutes (or should constitute) the American
Renaissance—that time in the nineteenth century when American literature came into its own.
We will survey a wide spectrum of writers (such as Fanny Fern, Ralph Waldo Emerson,
Nathaniel Hawthorne, Margaret Fuller, Frederick Douglass, Harriet Beecher Stowe, and others)
representing a variety of literary traditions (Romanticism, Sentimentalism, Transcendentalism)
and literary genres (essay, short story, poetry, novel). In our discussions, supplemented by
critical essays by Cathy Davidson, Jane Tompkins, and others, we will investigate the American
Renaissance in its historical, social, critical, and aesthetic dimensions.
This is not a lecture class, but rather one designed to give you the critical tools necessary
for the study of the American Renaissance. I am excited about the literature we will be studying
during the course of this class and am committed to the study of literature as the means by which
we can more fully understand our nation’s history and culture. I hope that you will come to
share some of this passion by the end of our time together. At the very least, I expect students to
complete all readings prior to our class discussions, to participate actively and thoughtfully in
our discussions, and to think critically about the intersections of literature, politics, culture, and
history, formulating their own senses of what constitutes and characterizes literature of the
American Renaissance.
Required Materials
Baym, Nina, ed. The Norton Anthology of American Literature. Vol. B. Sixth Edition. New
York: W. W. Norton & Co., 2003. (textbook rental)
Fern, Fanny. Ruth Hall: A Domestic Tale of the Present Time. New York: Penguin, 1997.
(textbook purchase)
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Stowe, Harriet Beecher. Uncle Tom’s Cabin. New York: W. W. Norton & Co., 1994.
(purchase)
Electronic Reserves (see below)
Course Requirements
Participation
The class will be most rewarding and lively if we throw ourselves into the material and
think of class meetings as mutual discussions. If you are not accustomed to talking in class, let
me know how we can create inviting conditions for you to talk. If shyness gets the best of you,
come see me (sooner rather than later) and we will see what we can do. You will need to
participate aloud in the course. Class participation is graded on a pass/fail basis and consistent,
thoughtful contributions are required to receive a passing grade. “Consistent” means every other
class period; “thoughtful” (which does not mean “correct”) means contributions in which you
venture an idea or interpretation. Although class participation is graded on a pass/fail basis,
particularly sharp and engaged contributions could raise your final course grade if it is on a
borderline. Please be aware that you may use online participation in D2L’s discussion forums to
make up for poor in-class participation or for missed classes. Failing the class participation
requirement will lower your final grade up to one full letter.
I recognize that participation depends on your comfort and confidence in the class and
with the course material, which is why I always welcome suggestions about how participation
can be made more inviting, especially for people who are shy or who are new to literature
classes. Realize that your contribution to discussion need not be a fully formulated or “brilliant”
insight by any means. If you feel shaky in your understanding of a specific text, for example,
you might pose a question rather than an “answer.” Inevitably, your question is probably one
shared by others in the class, and other people will be pleased you asked it, as will I. When you
ask questions, you can in fact do great literary analysis. For example, by asking, “Why does the
author’s conclusion seem to contradict the first paragraph of her short story?” you give the class
an excellent starting point for discussion even if you don’t yet have an answer to your own
question.
Attendance
Attendance is mandatory. If there is an emergency or a legitimate special circumstance
that forces you to miss a class, I ask you notify me beforehand. This notification is a courtesy
that I appreciate, but it does not necessarily excuse your absence. If you miss class, it is your
responsibility to inform me of what is going on and to work to resolve the problem (ask me for
handouts, consult classmates for notes, participate in discussion on the D2L forums, and make an
office appointment to review what you missed, if you so desire). Two or more absences runs the
risk of a lowered final grade for the course. If you miss four classes, you cannot pass the course.
Exceptions to the attendance policy are made only in the case of grave emergencies and may
require documentation.
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Desire2Learn
Substantial course materials will be available only by using the Desire2Learn online
course administration software. You will want to familiarize yourself with the D2L system as
this will be the principle means by which course assignments, schedules, and announcements
will be made available to you. You should get used to visiting the site for our course on a daily
basis to keep on top of assignments and announcements.
Desire2Learn’s Discussion Boards, in particular, will provide you with valuable
information such as: questions to consider prior to reading a text; a place to formulate and share
your responses to a text; and a means to demonstrate attentive engagement with material in case
of absence or inadequate classroom discussion participation. Be sure to visit the Discussion
Boards prior to completing each course reading and be sure to return periodically to follow
ongoing discussion of course materials.
Electronic Reserves
Many of our course readings will be available to students through Electronic Reserves,
accessible by going to MyPoint, clicking on the “Libraries” tab, and then selecting the link to
Electronic Reserves. You will need to print out the readings and bring them to class with you on
the days we are discussing them; failure to do so will count as an absence. I suggest printing out
all of the readings early in the semester and compiling your own course reader for English
329/529.
Quizzes
To check that people are keeping up with the reading, I will regularly give unannounced
quizzes. These quizzes will be easy if you have read the assigned reading. I have settled on the
habit of such quizzes after having students request them to ensure that everyone (and not just a
few people) is ready to participate in discussion. The quiz questions will be basic factual
questions (e.g., “Does the main character like pie or cookies best?”), not debatable matters of
interpretation. Be aware that the excuse “I read but just don’t remember” is not acceptable (what
good is reading without remembering??). A single poor performance on a quiz will not affect
your final grade, but repeated poor performances should be reason for concern.
Out of fairness to all students, no make-up quizzes will be given under any
circumstances. Please do not ask me to make an exception.
I encourage you to take notes in the margins of your books (or in a dedicated notebook
for text rental items) and to jot down ideas and responses to the materials when you read. Doing
so will help you on the quizzes, enable you to better participate in class discussions, and benefit
you when it comes time to study for exams or settle on a paper topic.
Group Presentations
During the first weeks of class, I will be passing around a sign-up sheet for class
presentations for the remainder of the semester. Students will work in groups of three or four
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and will prepare a presentation on a critical essay that they have located through their own
research, leading the class in discussion of that essay. I am more than happy to work with you
and your group in devising a strategy for your class presentation and discussion leading. These
presentations provide valuable discussion of important materials and, as such, I take them very
seriously. Should you have any questions or concerns about your presentation, please feel free to
talk with me during my office hours or to schedule an appointment to meet with me. Students
will also be responsible for leading our discussions of the readings by making connections
between the readings or by raising questions about the readings based on their presentations.
Finally, each presentation group member will need to submit a one-half page critical selfassessment of his or her contributions to the presentation and how effectively the required
information was presented. These critical self-assessments are due by the end of the week
following the presentation.
Formal Writing Assignments
During the course of the quarter, you will be completing a variety of formal writing
assignments (1-2 pages single-spaced to 8-10 pages double-spaced in length). Completion of all
papers is required to satisfactorily complete this course. For all assignments you are encouraged
to meet with me prior to a paper’s due date to discuss your work.
Papers need to follow MLA-style documentation and therefore must:
• Have one-inch margins on all sides.
• Be in an easily legible 10- or 12-point font.
• Be double-spaced throughout, including your heading and quotations.
• Have page numbers in the upper right-hand corner of each page, preceded by
your last name.
• Have the student’s name, the course name and number, the instructor’s name,
the assignment name or number, and the date in the upper left-hand corner.
The title for the paper should appear centered at the top of the first page,
below the heading. No separate title page is necessary.
• Be turned in at the beginning of class on the date due. If you are late to class
when a paper is due, your paper will be counted as late and penalties will
accrue.
Papers that do not meet all of these requirements will not be accepted and will cause your
paper to be considered late. Late papers will cause your final grade for that paper to be
lowered one grade level (i.e. from an A- to a B+) for each day (including weekends and
holidays) that it is late.
Be Forewarned
Please know that we will sometimes discuss and write about issues perhaps considered
controversial according to some perspectives. However, such investigations are the quintessence
of a liberal arts education: thinking analytically about what is to you unfamiliar, new, or even
previously rejected builds a capacity for communal understanding. Our examination of such
issues never demands your endorsement of or adherence to a particular position but rather
demands your intellectual engagement and respect.
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Grading
Quizzes
Response Papers (3)
Article Abstract
Group Presentation
Final Essay
Participation
Total
10%
30%
15%
15%
30%
P/F
F = Minus One
Letter Grade
100%
Office Hours and Campus Resources for Writing
Please take advantage of my office hours to ask any questions you may have or to deal
with issues you would like to discuss with me outside of class. Just come by—you don’t need an
appointment. If you can’t make my office hours, I can always arrange to meet you at a time that
will work for both of us. If you need to reach me outside of class or office hours, email is the
best way to contact me.
The Tutoring-Learning Center (018 LRC) is a service for all UWSP students who are
working on papers. Its purpose is to help you get started, organize ideas, revise, and think about
the rhetorical situation of your particular writing assignment. I expect all of you to make use of
the Center to assist you in your writing and revising of papers for this class. To make an
appointment, please call x3568. Please also be advised that the center becomes especially busy
at midterm and toward the end of the semester when most students are working on final
assignments. Be sure to plan ahead and make an appointment well in advance.
Statement on Academic Honesty and Plagiarism
Plagiarism, or the representation of another’s work as your own, is a serious violation of
university policy and is unacceptable in the academic community. When you draw upon ideas or
language of other writers, you need to clearly indicate your sources. In class, students will learn
about accepted procedures for giving credit to sources that are quoted, paraphrased, or
summarized. If you have further questions about how to give credit to your sources, or are
unsure whether or not you are plagiarizing, please contact me before the assignment is due.
Please see http://www.uwsp.edu/centers/rights/RRBOOKLET8-2005-06.pdf for further
information about your responsibilities and rights as a student.
Special Needs
Please let me know if you need special assistance or have special considerations that need
to be accommodated. I will do all that I can to help you succeed in this course. The Office of
Disability Services can also assist students with special needs (x3365, voice or x3362, TDD).
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Tips for Success
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Keep extra copies of your work, including drafts and revisions. These copies will come in
handy if you encounter any disk or computer problems and you can recycle any extras later.
Participate early and often. Start raising questions and posing ideas today, and make yourself
speak every day during the first two weeks to create a habit. If you are generally quiet in
class, take advantage of the newness of the situation and try something new.
Turn off your cell phone. Better yet, leave it at home. I have very good hearing and find
“vibrate” just as disturbing as an actual ring.
Come to class every day, prepared, and take responsibility for making the discussion useful
to you.
Get used to visiting Desire2Learn. This will be your best way to keep up to date with
assignments, schedule changes, and reading questions. D2L also provides you with easy
access to your classmates as well as me.
Ask questions—of me, your classmates—whenever you are confused or unsure. Come by
my office hours, schedule an appointment, or email me to discuss concerns about your
writing, the readings, or the class. No matter the quality of your teachers, your education at
this level is what you make of it; don’t be shy about seeking the help and advice you need.
Read carefully and take notes. Write in your books; or, in the case of text rental, take careful
notes in a dedicated notebook. Be sure to keep track of dates, page numbers, and even
paragraph numbers or stanzas (for poetry) in your notes. Expect to read difficult readings at
least twice. Read materials again before attempting to write about them. For poetry, read the
work aloud. Then, break the poem into chunks, noting in the margin what is literally
happening in each stanza and who the speaker is. Circle key words. Try to locate and
explain connections that you see between the form and content of a given work.
If you find yourself disliking a writer or a text, investigate why: Is it the writer’s tone? The
writing itself? The writer’s assumptions? His or her argument? Readings have been
selected for their range and contributions to American literature—don’t expect to “like”
every piece; do expect, however, to learn something from everything you read and try to
figure out each work’s importance.
English 329/529.1
Spring 2010
Tentative Schedule—Subject to Change
NA=Norton Anthology; ER=Electronic Reserves
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Week 1
M 1/25
Introduction to class and each other
Week 2
M 2/1
Matthiessen from The American Renaissance (handout); Hawthorne,
from The Scarlet Letter, “The Custom House” (NA 1333-1358)
Week 3
M 2/8
Hawthorne, The Scarlet Letter chapters 1-19 (NA 1358-1447)
Week 4
M 2/15
Hawthorne, The Scarlet Letter (continued) chapters 20-end (NA 14471474); Melville, “Hawthorne and His Mosses” (NA 2292-2304);
Response Paper #1 Due; Presentation Group 1
Week 5
M 2/22
Melville, “Bartleby, the Scrivener” (NA 2330-2355); Thoreau, from
Walden chapter 1 “Economy” (NA 1807-1850); Presentation Group 2
Week 6
M 3/1
Thoreau, from Walden (continued) chapter 5 “Solitude” (NA 18751881), chapter 11 “Higher Laws” (NA 1917-1924), and chapter 18
“Conclusion” (NA 1974-1982); Emerson, “Thoreau” (NA 1235-1274);
Presentation Group 3
Week 7
M 3/8
Emerson, “The American Scholar” (NA 1135-1147); Whitman,
“Preface to Leaves of Grass” (NA 2131-2145); Presentation Group 4
Week 8
M 3/15
Whitman, “Crossing Brooklyn Ferry” (NA 2189-2193) and from
Calamus (NA 2209-2211); Fuller, “The Great Lawsuit: MAN versus
MEN. WOMAN versus WOMEN” (NA 1620-1654); Response Paper
#2 Due; Presentation Group 5
Spring Break
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Week 9
M 3/29
Fern, Ruth Hall (pages 1-137; chapters I-LIII); Elbert, from Separate
Spheres No More (ER); Davidson, from No More Separate Spheres
(ER)
Week 10
M 4/5
Fern, Ruth Hall (continued; pages 238-end; chapters LIV-end);
Presentation Group 6
Week 11
M 4/12
Stowe, Uncle Tom’s Cabin Preface and Volume I Chapters 1-18 (xiii189); Presentation Group 7
Week 12
M 4/19
Stowe, Uncle Tom’s Cabin (continued) Volume II Chapters 19-32
(190-303); Baldwin, “Everybody’s Protest Novel” (495-501);
Response Paper #3 Due
Week 13
M 4/26
Stowe, Uncle Tom’s Cabin (continued) Volume II Chapters 33-end
(304-388); Tompkins, “Sentimental Power: Uncle Tom’s Cabin and
the Politics of Literary History” (501-522)
Week 14
M 5/3
Jacobs, from Incidents in the Life of a Slave Girl (NA 1759-1779);
Presentation Group 8
Week 15
M 5/10
Douglass, from My Bondage and My Freedom (NA 2097-2108) and
“What to the Slave is the Fourth of July?” (NA 2108-2127)
Final Essay Due: Monday, May 17, 2010 at 7:15 PM