Introduction to Literature
Lit 2100
Sec 1219
MW 4-5:15
Bldg 41, rm 136
Dr. David M. Earle
Bldg 50, rm 247
dearle@uwf.edu
Office Hrs: M W 11:3012:30, 2:30-3:30, by appt
Texts:
The Norton Introduction to Literature, the Portable 11th ed., by Mays.
Streetcar Named Desire by Tennessee Williams, Signet.
Course Description and Goals: The goal of this class is tri-fold: a) to introduce you to various
genres and styles of poetry, fiction, and drama; b) to teach you how to read and analyze them
effectively; and c) to use these skills to write critically and analytically. Our reading shall include
different forms (fiction, drama, poetry) from a wide range of cultures in order to broaden your
ideas of what constitutes “literature” and “text.” In other words, this class is concerned with not
only teaching you about literature, but in cultivating the type of abstract thinking and critical
writing that shall be expected of you in college (and beyond).
LIT2100 is a Gordon Rule Writing Course, meaning that you can expect to write a minimum of
6000 words. Lit 2100 is designated as a General Studies course. The General Studies curriculum
at the University of West Florida is designed to provide a cohesive program of study that
promotes the development of a broadly educated person and provides the knowledge and skills
needed to succeed in university studies. This course has been approved as meeting your
requirements in Communication and Values/Integrity. The major General Studies learning
outcomes for this course are Writing and Diversity Skills.
Class schedule
1/6: Introductions, class policies
1/8: Why we read; the function of literature. Read the Introduction to Mays, 1-10.
The Short Story
Reading/Response
1/13: In class reading (“No One’s a Mystery” Handout). Read “Fiction: Reading, Responding,
Writing,” 12-33.
1/15: Context: “The Yellow Wallpaper” 307-320; Journal Entry One, for Wed: Response:
Using the questions on pg 15-16 (and examples, 47-49), I want you to make a record of your
response to your initial reading of “The Yellow Wallpaper,” and then I want you to retroactively
hunt down the aspects of the story that fed or led to your response. In other words, I want you to
substantiate your response by ferreting out the words and aspects of the story as proof – think
about it as if your response and opinion of the story is your thesis, and you use aspects of the
story as your proof.
1/20: No Class
1/22: Plot and Structure Journal Entry One Due; Read pgs. 57-66, “The Story of an Hour”
(277-280), and “An Occurrence at Owl Creek Bridge” (Online).
Narration and Point of View
1/27: pgs 102-121, including “The Cask of Amontillado” and “Hills like White Elephants.”
Journal Entry Two for Wed: Answer question 3 on page 121.
1/29: Journal Entry Two Due; “Hills” discussion.
Character
2/3: pgs 122-145, “Bartleby” 372-404”; Journal Entry Three for Wed: using the questions on
163-164, write about how the “Setting” effects the story in either “Bartleby” or “Hills like White
Elephants.”
Setting (and atmosphere)
2/5: pgs. 157-164; Journal Entry Three due; Discussion of Journal Entries
Symbolism and theme
2/10: pgs 205-225, 241-245. Journal Entry Four for Wed: Read and go through James Joyce’s
“Araby” (321-326) and identify all the Key Figures of Speech” as identified on pgs 208-209.
2/12: Journal Entry Four Due. Discussion, “Araby.”
Putting it all together
2/17: “A Good Man is Hard to Find” (404-418), Discussion; Journal Entry Five for Wed: I
want you to identify the theme for “Rose for Emily” and substantiate it by using at least three
aspects of fiction that we’ve studied (plot, character, symbolism, setting, context, etc) in order to
substantiate your claim.
2/19: Journal Entry Five Due. “A Rose for Emily” (298-306)
2/24: Exam I: Fiction
2/26: The Novel Form – a History. Journal Entry Six for Monday: I want you to apply the aspects
of understanding fiction that we’ve outlined for the short story for the first section of Frankenstein. How
does or doesn’t the book meet your expectations? Is this because of contextual expectations or those
established by the author? How does the myth of Frankenstein effect your reading?
Writing about Fiction
3/3: Read Chps. 17 & 18, 1229 – 1242. Constructing an Argument. Discussion of paper one.
3/5: Read Chps. 19 & 20, 1243 – 1275.
3/10-14 no class
3/17: Library Visit. Read Chp. 21, 1276-1302. Proofing Workshop
3/19: Paper Workshop.
Poetry
3/24: Paper 1 Due. Poetry Intro, Class workshop. Chapter Reading and Responding: pps 450475, (you should keep vocabulary and definitions in your reading journal); For Wed, read
“Beasts,” by Richard Wilbur, handout. Journal Entry Seven for Mon: I want you to apply the
process for responding to poetry, outlined on pgs 466-474, to “Beasts.”
3/26: Journal Entry Seven Due. In class poetry workshop. Journal Assignment for Monday: I
want you to outline chapters 7-12, pgs 483 – 585. This may seem like tons, but really you only
have to concentrate on each chapter’s introduction and exemplary poems, ignoring the “further
reading sections and writing exercises. This amounts to the main gist and definitions of each
chapter. This entry can be in outline and short paragraph format.
3/31: Journal Assignment Due. Discussion of the following aspects for understanding poetry:
Speaker: “We Real Cool,” 497, “Mr. T--,” 499; Situation and Setting: “Dover Beach,” 507,
“The Flea,” 504; Theme and Tone: “Woodchucks,” 530, “Dulce et Decorum Est” 701;
Language, Imagery and Figures of Speech: “My Papa’s Waltz” (552), “This is Just to Say”
(558), “In a Station of the Metro” (707), “Sex without Love” (554); Symbol: “The Vacuum”
(580), “Kubla Khan” (668).
4/2: cont.
Drama
4/7: Exam II: Poetry.
4/9: Read “Drama: Reading, Responding, Writing,” in the Norton, 740-765. Drama intro lecture.
Journal Entry Eight for Mon: Setting and Staging, Symbolism. After doing the reading (both
Streetcar and in Mays) make a claim about how a major theme of Streetcar is supported by both
the setting and an allusion or symbol).
4/14: Elements of Drama, read 772-783; Journal Entry Eight Due;
4/16: Read Streetcar Named Desire, Discussion.
4/21: Streetcar Named Desire, Discussion cont
4/23: Streetcar Named Desire, cont. Social or Historical Context, Watch the film of either
Streetcar or Panic in the Streets
Paper 2 and Reading Journals Due 4/25
Assignments
Reading Journal: Over the course of the semester, you will keep a “Reading Journal” in which
you will record your responses to the reading, weekly work, definitions, brainstorming, etc. The
core of this journal, though, will be eight assignments that I assign (see the calendar above) and
that you “turn in” for comments periodically. These can take a few different forms – an actual
journal, a binder, all electronic, BUT the eight core assignments must be turned in to me both
electronically and in class, typed, polished, and professional. I will make comments on these and
get them back to you. They are for me to gauge your understanding of the material and
engagement with the class – think of them as a way to “sell me” on your involvement with the
class. You can use my comments as you see fit – I suggest for revision of your final journal,
which you will turn in at semester’s end. The length of these journal entries will vary according
to the assignment and rarely will I dictate a length besides saying whatever it takes to get the job
done BUT figure that the doing the minimum will not reflect well upon your final grade. It is
important that you keep on top of these journals so that you aren’t scrambling at the end of the
semester. The eight core assignments must be done in 12 pt times new roman font, doublespaced, one inch margins, stapled. I won’t accept late assignments.
Papers: You will be responsible for two papers over the course of the semester, one on Fiction
and the other on Drama. I will discuss these at greater length in class, but I will provide the
subject matter (the story and play) when I assign the papers. Figure on them being 5-6 pages
long, 12pt times new roman font, double spaced, one inch margins, stapled.
Exams: There will also be two exams, both in-class and both testing you on your close-reading
skills and the process of reading. We’ll discuss these at greater length in class.
Participation and Attendance Policy: Your participation grade includes Attendance, In-Class
Participation, and Preparedness. Attendance is imperative, especially since many of the
assignments shall be given out / evolve from the previous class. Much of the material that you
will be responsible for shall grow out of class discussion as well as the lectures. Attendance will
be taken every day. Having over three absences will lower your grade one full letter, and a notch
for each absence after that. This includes both unexcused and school related absence (athletic,
rotc, etc…). If you know that you are going to miss class before hand, it is best to let me know,
but I don’t need to hear excuses (i.e. please don’t fill my inbox with messages about your Great
Aunt Clutter-Bustle’s dyspeptic duodenum). Excessive or repetitive tardiness is not acceptable.
Eight or more absences are an automatic “F.”
In-Class Participation: you are expected to have done all the reading for the day and to be
prepared to discuss it. Lively discussion is integral to the class dynamic; this is not a lecture
oriented class, but one that discusses and works through the ways of reading and writing as a
whole. One way to check that you have been doing the work is through Daily Discussion
Prompts, which shall consist of thematic questions on the day’s reading, and which I will assign
if I get the impression that the class isn’t doing the reading. I shall collect these every day, and
keep them as a “Portfolio” of a) your level of contention with the material, i.e. that you are
reading and thinking about the material the necessary level; b) that you are keeping up with the
reading; and c) as a gauge of “growth” over the course of the semester.
Grading Policy: Your Grade will consist of numerous short papers, a midterm, a final essay,
participation, and a compendium of daily discussion prompts:
Reading Journal Assignments: 8x5% = 40%
Discussion Prompts (if any), Other Reading Journal material: 5%
Paper One: 10%
Paper Two: 10%
Exam I: 10%
Exam II: 10%
Participation: 15%
Letter grades will be assigned as follows:
93% or better A
90% to 92% A –
87% to 89% B +
83% to 86% B
80% to 82% B 77% to 79% C +
73% to 76% C
70% to 72% C –
60% to 69% D
50% or less F
Classroom Behavior: Besides the obvious elements of tardiness, preparation, and participation,
there are some other integral aspects of a respectful classroom, such as no texting or phone
calls, please. No laptops unless that day’s assignment necessitates. Please use common sense and
be appreciative / respectful of classroom diversity, opinions, differences, etc. You may be asked
to leave the class if you act either disruptive or disrespectful.
UNIVERSITY POLICY ON ACADEMIC CONDUCT Honesty in our academic work is vital,
and we will not knowingly act in ways which erode that integrity. Accordingly, we pledge not to
cheat, nor to tolerate cheating, nor to plagiarize the work of others. (UWF Student Life Handbook ).
Academic dishonesty is a serious offense and will be taken seriously. Please refer to the UWF
Student Life Handbook for a list of behaviors that fall under the definition of academic misconduct.
The handbook also outlines the penalties for academic misconduct and the due process procedures
that must be followed. (Links to the Student Life Handbook and the UWF Academic Conduct
Statement are posted on the UWF web site at: http://www.uwf.edu/cas/resources_other.cfm.)
Plagiarism is a serious violation of academic standards and will be punished severely. My
immediate sanction for plagiarism is immediate failure and referral to the Dean for academic
dishonesty. Unfortunately, this has happened before for this very course and I have no qualms about
implementing it. If you are unsure about citation methods, ask for guidance. See the UWF Student
Life Handbook for the University policy on academic conduct and plagiarism and the consequences
for students who engage in academic misconduct. (A link to the UWF Plagiarism Policy is posted on
the UWF web site at: http://www.uwf.edu/cas/resources_other.cfm.)
ASSISTANCE FOR STUDENTS WITH SPECIAL NEEDS
Students with special needs who require specific accommodations for examinations or other course
activities should contact the Student Disability Resource Center (SCRC) (web address:
http://www.uwf.edu/SDRC, telephone: 474-2387). SDRC will provide the student with a letter for
the instructor that will specify recommended accommodations for individual students.