English 300: Literature and Film
The Italian Experience
Dr. D.R. Ransdell
M 2:30-4, T 9:30-11, R 2:30-5
Orvieto Study Abroad Program
Summer May-June 2013
http://ransdell.faculty.arizona.edu
Ransdell@email.arizona.edu
Course Description:
The purpose of this version of English 300 is to help you explore Italy through film and
literature and to reflect on your own experiences. Each week is roughly organized around
a theme, but you’ll notice other connections among the texts, and you’ll want to feel free
to explore those themes through your papers. More specifically, we’ll consider how
authors and directors use setting to create character as well as atmosphere. We’ll study
how the authors “write” Italy and how the characters grow, mature, or change with the
help of their Italian adventures. Central questions include: What does film/literature teach
us about Italy? What does Italy teach us about ourselves? Note that since this is a college
English course, you are naturally expected to submit writing that is free or nearly free of
grammatical and mechanical errors; otherwise you will lose credit.
Materials:
Forster, E.M. A Room with a View (Gutenberg.org—for reference; we’ll watch the film)
Forster, E.M. Where Angels Fear to Tread (Gutenberg.org)
Grisham, John. The Broker (Amazon, Kindle, Bookman’s, etc.)
James, Henry. At Isella (on my website)
Mazzantini, Margaret. Don’t Move. (Anchor Books, 2005) (Amazon, Kindle, used)
Prose, Francine. “Cauliflower Heads.” (on my website.)
Wharton, Edith. “Roman Fever.” (on my website)
Course Breakdown:
Scene Analyses: 10%
Weekly Essays (4): 10% each
Final Paper: 50%
Scene Analyses: Carefully consider the text(s) you read or watched the previous week.
Choose three scenes from each text, name them, provide a brief summary, and explain in
detail why these particular scenes are important. (500+ typed words) Submit to d2l before
class.
Weekly Essays: Compare the week’s texts (the literary text and the film) in the form of
an academic essay composed in Standard Written English. (Note Grammar Challenge
below.) This means your essays should be composed and edited in a standard, organized
fashion. Present a controlling idea in your introductory paragraph and use topic sentences
to help readers move among your points, but use your papers largely as a vehicle to
explore your reactions to the texts and your evaluation of them. Use evidence from the
texts to back your points.
Analysis possibilities: 1) Thematic Analysis: Compare the two texts to show how they
explore the same theme in different/identical ways 2) Rhetorical Analysis: Analyze the
literary and cinematic strategies used by the author and director (symbolism, lighting,
etc.) 3) Reader-Response Analysis: Explain some personal connection you have to these
texts and the issues they cover. (Ie., how does the idea of escape and Italy relate to you as
well as to our class texts?) For additional ideas about the texts, you might want to consult
some literary criticism or film reviews.
Your papers should be at least 1500-2000 words each (4-6 pages). Optimally, they will
help you prepare your final paper. Due 5/30, 6/6, 6/13, and 6/20. Barring technical
difficulties, they will be due to d2l before class.
Final Exam Paper: Explain what you’ve learned this semester by studying and reflecting
on our course material. Your thesis might address some of the following: What do our
texts teach us about Italy? What does travel teach us about ourselves? What are some
natural effects of the travel experience? What are some of the benefits of travel? What are
some possible dangers?
Write an organized, edited academic paper making use of at least five of the texts we’ve
studied this semester. Show a sophisticated understanding of course materials and create
an in-depth analysis. Cite sources inside your paper according to MLA and write a Works
Cited page that accurately lists the texts you used. (8-12 pages, 2000-3000 words; more
thorough papers generally earn more credit). Due 6/25.
Technicalities: Double-space your papers using Times New Roman 12. Late essays will
be marked down 1/3 grade per class period late. Your final exam will lose 1/3 grade per
day late up to July 1st and will not be accepted after that date. Remember to back up all
your work in a couple of places in case of a computer snafu.
Classroom Etiquette: Come to class on time and don’t leave until class is over. To avoid
distracting classmates, only use electronic devices for course materials. (Do not try to
read our texts with your cell phone.)
Attendance: You are allowed to miss one class; thereafter, each absence lowers your
overall grade by 1%.
Daily Syllabus
Week 1: Escape
T 5/21 Introduction Note, today we’ll meet at the Monday time of 2:30-4. NOTE: If
you have a conflict with another class, go to your other class. This date was not on the
original calendar.
R 5/23 For class: Read At Isella (text on my website). Film selection: Roman Holiday
==================
Week 2: Southern Exposure
M 5/27 For class, prepare your Scene Analyses. (500 words, submit to d2l before class.)
T 5/28 Draft “Escape” Essay; you’ll have a little time to share your draft with
colleagues. Read Where Angels Fear to Tread (Chs I-IV).
R 5/30 “Escape” Essay Due via d2l before class. Finish reading Where Angels Fear to
Tread; film selection: A Room with a View
==================
Week 3: Crime and Passion
M 6/3 For class, prepare your Scene Analysis. (500 words, submit to d2l before class.)
T 6/4 Draft “Southern Exposure” Essay. Read 1-142 in Don’t Move.
R 6/6 “Southern Exposure” Essay due via d2l before class. Finish Don’t Move. Also read
“Uncoupling, Italian-Style.” Film selection: Divorce, Italian Style.
===================
Week 4: Identity
M 6/10 For class, prepare your Scene Analysis. (500 words, submit to d2l before class.)
T 6/11 Draft “Crime and Passion” Essay. Read The Broker Chapters 1-14
R 6/13 “Crime and Passion” Essay due via d2l before class. Finish The Broker. Film
selection: Pane e Tulipane
===================
Week 5: Secrets
M 6/20 For class, prepare your Scene Analysis. (500 words, submit to d2l before class.)
T 6/21 Draft “Identity” Essay. Read “Roman Fever” and “Cauliflower Heads.” (Texts on
my website.) Film selection: My Secret Life, time TBA.
R 6/23 “Identity Essay” due to d2l before class. Draft an outline for your final paper;
we’ll spend some time workshopping in class.
F 6/21 Final Paper “due,” but accepted through June 25th without penalty.  Late
papers lose 1/3 grade per day but will be accepted through July 1.
GRAMMAR CHALLENGE
Note that you will be ineligible for an A or B unless you observe some simple
punctuation and grammar rules:
1) Add a comma after a long introductory phrase: Even though I was tired from all my
chemistry homework, I wrote another draft of my English essay. This helps your readers
find the subject of your sentence.
2) Add a comma after a conjunction ONLY when the phrase that follows is an
independent clause (a complete sentence). I thought I had enough time to write my essay,
but I had to work until dawn to finish my work. (Note the difference: I thought I had
enough time to write my essay but had to work until dawn to finish my work. No subject=
no comma.)
3) Use commas around extra phrases that are not necessary grammatically: My
roommate, who never likes to get up in the morning, drives me crazy. (The sentence could
simply read “My roommate drives me crazy.”
4) Divide sentences with a semi-colon; use a comma after words such as “however.” We
went to a terrific party last night; however, the food tasted awful.
5) Avoid run-ons. In other words, don’t run two sentences together it makes your
readers crazy. See what I mean? Run-ons are frustrating for readers because they assume
they have misread and have to go back and reread your sentence only to find out that
YOU are the one who made the mistake. Instead write: Don’t run two sentences
together. It makes your readers crazy. If you want the sentences to work closely together,
you might use a semi-colon instead: Don’t run two sentences together; it makes your
readers crazy.
6) Avoid “number” mistakes. “Everyone” is singular. It is incorrect to write “Everyone
should bring their syllabus.” Instead make the phrase plural: Students should bring their
syllabi. (You can also use the singular form, but it’s awkward: Everyone should bring his
or her syllabus.)