English 213.1
Fall 2011
TTh 2:00-3:15 PM
CAC 303
Dr. Matthew Davis
Office Hours: Mondays and
Tuesdays 1:00-2:00 PM and
by appointment
Office: CCC 421
Phone: 346-4307
email: matthew.davis@uwsp.edu
American Literature I: American Literature to the Civil War
Course Description
This course surveys American literature from its beginnings to the Civil War, examining
several of the important literary movements by which readers and scholars have categorized
American literature. We will move roughly chronologically, beginning with the literatures of
indigenous America and first contact, moving on to Puritanism and colonialism, explore the
foundation of the nation through literature of the Revolution and early Republic, track the
development of a uniquely American literature distinct from European traditions in the Federalist
and early national periods, and culminate with the American Renaissance and the literature of
antebellum America. In examining American literature and these categories, we will be careful
to both fully understand the implications of these various movements in American literature—
socially, politically, and aesthetically—and also pay attention to the ways in which literature
constantly resists, alters, and exceeds these categorizations. Two questions will guide our
readings and shape our discussions of American literature from this period: How does literature
participate in shaping America in particular ways and what does the literature say about America
and its possibilities?
One of the difficulties in a class of this scope is that there will be necessary omissions in
our coverage. In organizing the class, I have tried to include both canonical and non-canonical
texts to better familiarize you with the scope and multiplicity of American writing. Because our
readings will cover a wide historical range, expect to encounter texts that challenge or expand
your notions of what counts as “literature”—many of the forms and styles employed by early
writers differ from our preconceptions of what constitutes literature. Additionally, we will be
examining works traditionally viewed as “historical” or “political” texts as literary. Please allow
extra time as you read these texts—particularly the early ones—making sure to carefully note
your impressions and formulate questions that can be addressed in class.
This is not a lecture class, but rather one designed to give you the critical tools necessary
for the study of American literature to the Civil War. 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
American literature from its beginnings.
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Required Materials
Baym, Nina, ed. The Norton Anthology of American Literature. Vols. A & B. Seventh
Edition. New York: W. W. Norton & Co., 2007. (textbook rental)
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). Three or more absences runs
the risk of a lowered final grade for the course. If you miss six 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
Some of our course readings will be available to students through Electronic Reserves,
accessible on Desire2Learn through the “content” tab. 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 213.
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.
Formal Writing Assignments
During the course of the quarter, you will be completing two formal writing assignments
(1-2 pages single-spaced and 5-7 pages double-spaced in length). Completion of both 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.
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Papers must:
• Have one-inch margins on all sides.
• Be in an easily legible 10 or 12 point font.
• Have page numbers in the upper right-hand corner of each page.
• 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.
Midterm and Final Examination
Midway through the semester and at the end of the semester you will complete an inclass exam that allows you to demonstrate your mastery of the texts, topics, and figures central to
American literature as covered by this class. These exams will consist of short responses where
you will be asked to identify the source of a particular quotation, excerpt, or important concept
and briefly explain its significance to the work from which it comes, to the literature of the time,
and to the course as a whole and of one longer essay where you will be asked to explore a
significant theme through two or more pieces of literature. The midterm exam will cover all
materials up to the date of the exam; the final exam will cover materials discussed from after the
midterm to the end of the semester—in other words, the final exam is not cumulative. No makeup exams will be given under any circumstances; if you cannot attend the scheduled midterm or
final exam, you should not take this class.
Students will play an active roll in the creation of our midterm and final examination by
suggesting and aiding in the revision of potential essay questions. This process will take place in
a designated discussion forum on Desire2Learn and students will have access to all potential
essay questions several days in advance of the exam to aid in their studying. Students who fail to
submit potential questions or revisions by the announced deadline will receive essay questions of
my own devising that they will not know in advance of the exam. Do not neglect your
midterm and final exam essay question responsibilities!
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 university 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
Essay #1
Essay #2
Midterm Exam
Final Exam
Participation
Total
15%
15%
20%
25%
25%
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.
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English 213.1
Fall 2011
Tentative Schedule—Subject to Change
All page number references refer to the Norton Anthology, unless otherwise noted.
Week 1—Introductions
T
9/6
Introductions to Class and Each Other
Th
9/8
Thomas Jefferson, “The Declaration of Independence” (1776): 652657.
Week 2—Native American Creation Myths; Literature of First Contact
T
9/13
“The Iroquois Creation Story” (ND): 18-21; “The Story of Creation”
(ND): 22-24; “The Story of the Flood” (ND): 24-31.
Th
9/15
Christopher Columbus, “Letter to Luis de Santangel Regarding the
First Voyage” (1493): 32-33; Bartolomé de las Casas, from The Very
Brief Relation of the Devastation of the Indies (1542-1546): 36-39.
Week 3—First Contact; Religious Foundations of Early America
T
9/20
Álvar Núñez Cabeza de Vaca, from The Relation of Álvar Núñez
Cabeza de Vaca (c. 1536-1540): 41-48; “Requerimiento” (handout).
Additional Reading: 1-14
Th
9/22
John Winthrop, “A Model of Christian Charity” (1630): 147-158.
Week 4—Religious Foundations
T
9/27
Anne Bradstreet, “The Prologue” (1650): 188-189, “The Author to
Her Book” (1678): 204-205, “Here Follow Some Verses upon the
Burning of Our House” (1867): 212-213; Edward Taylor, “The
Preface” (c. 1685): 278-279, “Upon Wedlock, and Death of
Children” (c. 1682): 283-284.
Th
9/29
Jonathan Edwards, “Sinners in the Hands of an Angry God” (1741):
425-436.
Additional Reading: 357-365
Week 5— Encounters Between Europeans and Native Americans
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T
10/4
Mary Rowlandson, A Narrative of the Captivitiy and Restoration of
Mrs. Mary Rowlandson (1682): 236-267; Essay #1 Due.
Th
10/6
Benjamin Franklin, “Remarks Concerning the Savages of North
America” (1784): 468-472, from The Autobiography (1771-1790):
518-534.
Week 6— What is an American?; Political Foundations of the Nation
T
10/11
J. Hector St. John de Crèvecoeur, from Letters from an American
Farmer (1782): 596-605.
Th
10/13
Thomas Paine, Common Sense (1776): 630-637.
Week 7—Political Foundations of the Nation; Midterm Examination Preparations
T
10/18
Thomas Jefferson, from Notes on the State of Virginia (1787): 657665, “Query XIV”: electronic reserves.
Th
10/20
Midterm Examination Preparations
Week 8—Midterm Exam
T
10/25
Midterm Exam
Th
10/27
To Be Announced.
Week 9—Early African American Voices
T
11/1
Phillis Wheatley, “On Being Brought from Africa to America”
(1773): 752-753, “To S.M., a Young African Painter, on Seeing His
Works” (1773): 760-761.
Th
11/3
Briton Hammon, Narrative of the Uncommon Sufferings, and
Surprizing Deliverance of Briton Hammon, a Negro Man (1760):
electronic reserves.
Week 10—The American Renaissance
T
11/8
Washington Irving, “Rip Van Winkle” (1819): 953-965.
Additional Reading: 929-947
Th
11/10
Nathaniel Hawthorne, “My Kinsman, Major Molineux” (1832, 1837):
1276-1288.
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Week 11—Philosophical Underpinnings of the American Renaissance
T
11/15
Ralph Waldo Emerson, “Self-Reliance” (1841): 1163-1180.
Th
11/17
Walt Whitman, “Preface to Leaves of Grass” (1855): 2195-2209;
“When I Heard the Learn’d Astronomer” (1865): 2274.
Week 12—Alternative American Visions
T
11/22
Fanny Fern (Sarah Willis Parton), “Male Criticism on Ladies’
Books” (1857): 1799-1800; Elizabeth Cady Stanton, “Declaration of
Sentiments and Resolutions” (1848): electronic reserves. Essay #2
Optional Proposals Due.
Th
11/24
No Class—Thanksgiving Holiday
Week 13—Antebellum Projects of Resistance
T
11/29
Frederick Douglass, from Narrative of the Life of Frederick
Douglass, An American Slave, Written by Himself (1845): 20642087.
Th
12/1
Frederick Douglass, from Narrative of the Life of Frederick
Douglass, An American Slave, Written by Himself (1845): 20872129.
Week 14—Nineteenth Century Voices for Change
T
12/6
Herman Melville, “Benito Cereno” (1855, 1856): 2405-2461.
Th
12/8
Emily Dickinson, “[The Soul selects her own Society]” (c. 1862):
2574-2575, “[A Bird came down the Walk]” (c. 1862): 2571,
“[Because I could not stop for Death]” (c. 1863): 2578; Essay #2
Due.
Week 15—Toward the Future; Conclusions; Final Exam Preparations
T
12/13
Rebecca Harding Davis, “Life in the Iron Mills” (1861): 2599-2625.
Th
12/15
Final Exam Preparations; Conclusions; Course Evaluations.
Final Exam: Tuesday, December 20, 2011 2:45-4:00 PM