AML 2070: Survey of American Literature
Section 9789 | T 8-9, R 9 | AND 032
Information
Instructor:
Office:
Office Hours:
Email:
Class Website:
Ms. Renee Dowbnia
Rolfs 501
T 7, R 8, and by appointment
rdowbnia@ufl.edu
Email is checked approximately 10:00AM – 6:00PM, M-F.
https://lss.at.ufl.edu/ (E-Learning)
Course Description and Goals/Objectives
AML 2070: Survey of American Literature
In this course, we will cover American Literature from 1865 to present. Our
readings will include canonical and non-canonical works from a multicultural
range of American writers. Moreover, we will also spend time covering literary
theoretical approaches, as well as critical thinking and writing strategies, in
order to introduce students to the type of work typically pursued in the field of
literary study.
By the end of the semester, students will meet the following goals and
objectives:
 Exposure to a wide breadth of American writers from 1865-present
 An introductory knowledge of various literary theoretical frameworks
 Gain the skills of literary analysis and explication
 Gain experience writing a literary research paper
 Sharpen presentation, communication, writing, and collaboration skills
 The student learning outcomes for this course are as detailed in the
Undergraduate Catalog at
http://www.registrar.ufl.edu/catalog/policies/advisinggened.html#requi
rements.
Required Texts
All required texts can be found at the UF Bookstore:

Baym, Nina., et al. The Norton Anthology of American Literature.
Shorter 7th ed, Vol. 2. New York: W.W. Norton & Company, 2008. ISBN:
978-0-393-93055-9

Faulkner, William. The Unvanquished. New York: Vintage, 1991.
ISBN: 0-679-73652-2

Gardner, Janet E. Writing About Literature: A Portable Guide. 2nd ed.
Boston: Bedford/St. Martin’s, 2009.
ISBN:
978-0-312-60757-9

Morrison, Toni. Paradise. New York: Plume, 1997.
ISBN: 0-452-28039-7

Spofford, Harriet Prescott. The Amber Gods and Other Stories. New
Brunswick, Rutgers UP, 1989.
ISBN: 0-8135-1401-0
Assignments and Grading
Response Papers (2 pages each)
100 points
You will complete a total of 5 response papers throughout the semester. Your
first response is due on September 1; however, you may choose which readings
to respond to for the other 4 papers. Response papers must be turned in the day
the reading you are responding to is due. As part of the assignment, you will
work closely with quotations from the text and perform an explication or
analysis, not a summary (see Gardner Chapter 3). Each individual response will
be worth 20 points.
Discussion Leading (10-15 minutes)
150 points
Each student will sign up to lead discussion one time during the semester. Your
discussion leading must include three parts: (1) pertinent background info on the text,
(2) an explanation of your own analysis of the text, which should focus on
one
central idea (for example, how motherhood functions in Morrison’s Paradise),
and (3)
3 discussion questions to open up the discussion to the class.
Short Paper (4-5 pages)
200 points
Your short paper is due 2 weeks after your discussion-leading and should be a
formal, well-developed analysis of the text that incorporates the ideas you raised
during your discussion leading.
Long Paper (6-8 pages)
300 points
For the long paper, you will write a literary research paper on one (or more)
readings covered this semester. In your paper, you will apply a literary theoretical
approach of your choosing to a text of your choice, incorporating critical sources
for support. As part of this assignment, you will write a paper proposal, draft
(which will be peer reviewed), and a final revision.
Literary Theory Group Presentations
(15-20 min)
150 points
Students will work in small groups to present a literary theory to the class.
Presentations must include at least one visual aid and cover the following topics: (1)
General background info on the theoretical approach, (2) a brief overview of important
events, works, and theorists (3) an explanation of how it can be applied to literature,
and (4) a few examples to illustrate how this theory can be applied using reading(s)
covered in class.
Participation
100 points
Participation includes participating in discussions, completing group work, peer
review/workshops, quizzes, in-class writings, and homework. Only students who
regularly participate in class discussions will earn an A for participation.
TOTAL
1000 points
Grading
Grading Criteria
Detailed grading criteria will be tailored for each assignment. These criteria will
be discussed in class and posted to our E-Learning site, so please review them
carefully. However, here is a brief general overview of the grading criteria for
this course:
NOT PASSING: Assignments do not meet the minimum length requirement
and/or other basic requirements of the assignment. The information conveyed
is underdeveloped—it lacks insight, analysis, and/or argument and instead
relies heavily on summary. Work that illustrates misreading/lack of
understanding of the text, contains repeated mechanical errors, does not
attempt to incorporate or cite outside sources, or otherwise demonstrates lack
of preparation will also be considered not passing.
C-LEVEL: Assignments meet the minimum length and other basic requirements
of the assignment, but do not go beyond those requirements. Argument and
support are present, but very general and could be developed more fully. Clevel work will take an obvious position on a text or solely repeat class
discussion without adding any new insights. In C+ work, an interesting
pattern/issue within a work is noted and illustrated with examples, but no
argument is made about that pattern/issue—the writer only notes its existence,
not how it functions or why it is important to an understanding of the text. The
assignment may contain some mechanical errors, but they do not hinder
meaning. Sources are incorporated and cited, but some MLA errors may be
present.
B-LEVEL: Assignments meet the minimum length and other basic requirements
of the assignment. However, the assignment goes beyond the minimum
requirements in a few ways. The topic is thought-provoking and builds upon
class discussion rather than repeating it. The assignment makes a clear and
specific argument and provides a careful analysis to support the argument. As
a result, the assignment (unlike the C-Level paper) addresses how the text
functions as a whole. The assignment incorporates strong, credible research
and contains little mechanical or citation errors.
A-LEVEL: The A-Level paper meets all B-Level criteria, but also builds upon it.
An A-Level paper not only answers “How?” but also answers “Why?,” “So
what?” or “What’s at stake?” In other words, the writer “expand[s] the scope of
the paper, broadening its context in order to take up a more complex and
important discussion. [The assignment] shows a writer who is thinking with
enough complexity to introduce tension into the paper by setting elements in
opposition to each other” (Rosen 29-30). –Rosen, Leonard. Discovery and
Commitment: A Guide for College Writers. Boston: Allyn and Bacon, 1995.
Grading Scale
UF has recently instituted minus grades. As a result, letter grades now have
different grade point equivalencies. For more information, see:
http://www.registrar.ufl.edu/catalog/policies/regulationgrades.html
A
AB+
B
BC+
930-1000
900-929
870-899
830-869
800-829
770-799
C
CD+
D
DE
730-769
700-729
670-699
630-669
600-629
0-599
Class and University Policies
Attendance
AML 2070 is a participation-oriented course, which means that much of the
learning that takes place is spontaneous and difficult to reproduce outside of
class. Consequently, if you miss more than 4 class periods, you will fail
the entire course. Absences will only be excused due to religious observations
and university-sponsored events. Despite the reason, if you are absent, you are
still responsible for making yourself aware of all due dates, turning assignments
in on time, and getting notes on what you missed. In-class work cannot be
made up due to an absence. It is your responsibility to keep track of how many
periods you’ve missed.
Please do not come late to class; arriving late disrupts the entire class. In
addition, quizzes will be given at the beginning of class and cannot be made up
if you are late. If you are more than 15 minutes late, you will be marked absent
for that period. In such a case, however, you may enter the class and receive credit
for in-class work that you complete during the remaining class
time. Each
tardy beyond three will lower your participation grade by 10 points.
Mode of Submission
All work must be handed in both electronically and in print on the day it is
due. Electronic copies must uploaded to our E-Learning site; printed copies
may only be turned in during class.
All assignments must be typed in 12 pt Times New Roman font and
double-spaced, must have one-inch margins on all four sides, and must
stapled.
be
Preparation
You are expected to be prepared for every class, including completing all
reading and writing assignments on time. Failure to be prepared for or to
contribute to in-class activities and discussion will lower your participation
grade. You must be present for the quizzes and in-class work to receive credit
for them; you cannot make them up.
Papers are due at the beginning of class and will not be accepted for full credit
after the class in which they are due without a doctor's letter testifying to a
serious medical problem. Failure of technology is not an excuse. One half
letter
grade will be deducted per calendar day that work is late. Work
over one
week late will not be accepted. In order to hand in a late
assignment, you
must either (1) submit the assignment to E-Learning OR (2) e-mail me an
attached copy of the assignment.
General Education Requirements
This course can satisfy the UF General Education requirement for Composition
or Humanities. For more information, see:
http://www.registrar.ufl.edu/catalog/policies/advisinggened.html
This course can satisfy the UF requirement for Writing. For more information,
see: http://www.registrar.ufl.edu/catalog/policies/advisinggordon.html
Academic Honesty
All students are required to abide by the Student Honor Code. For more
information about academic honesty, including definitions of plagiarism and
unauthorized collaboration, see:
http://www.dso.ufl.edu/sccr/honorcodes/honorcode.php
Graded Materials
Students are responsible for maintaining duplicate copies of all work submitted
in
this course and retaining all returned, graded work until the semester is over. Should
the need arise for a re-submission of papers or a review of graded
papers, it is
the student's responsibility to have and make available this
material.
Students may appeal a final grade by filling out a form available from Carla
Blount, Program Assistant.
Classroom Behavior
Please keep in mind that students come from diverse cultural, economic, and
ethnic backgrounds. Some of the texts we will discuss and write about engage
controversial topics and opinions. Diverse student backgrounds combined with
provocative texts require that you demonstrate respect for ideas that may differ
from your own.
UF provides an educational and working environment for its students, faculty,
and staff that is free from sex discrimination and sexual harassment. For more
about UF policies regarding harassment, see:
http://www.dso.ufl.edu/studentguide/studentconductcode.php#s4041
In order to ensure a productive learning environment, mobile phones should be
turned off or silenced in the classroom. MP3 players, portable gaming systems,
phones, laptops, and other electronic media devices should not be used during
class time.
Students with Disabilities
The Disability Resource Center in the Dean of Students Office provides students
and faculty with information and support regarding accommodations for
students with disabilities in the classroom. For more information, see:
http://www.dso.ufl.edu/drc/
AML 2070 COURSE SCHEDULE (Tentative)
Any changes made to course schedule throughout the semester will be
available on E-Learning and announced in class.
Week 1
T August 25: Introductions; In-class writing; Policies and Procedures
For next class: Read Gardner Ch. 1 “The Role of Good Reading” 2-15
R August 27: Quiz and discussion on reading; overview of discussion leading
assignment and response assignments; sign-up for discussion leading and theory
presentations
For next class: Read Harriet Prescott Spofford “Introduction,” “The Amber Gods” and
“Herstory”
Week 2
T September 1: Response #1 due; Quiz on readings; discussion-leading and class
discussion of responses
For next class: Have read Gardner Ch. 5 Writing About Poems 82-91; Emily Dickinson
(in Norton) Poems 320, 340, 359, 479, 519, 591
R September 3: practice close reading of Dickinson’s poetry in groups
For next class: Read Ambrose Bierce “An Occurrence at Owl Creek Bridge” 300-306,
Henry James’ “Daisy Miller” 319-356 and “The Art of Fiction” 574-576 (all in Norton)
Week 3:
T Sept 8: Quiz on readings; discussion-leading and class discussion of responses
For next class: Have read Gardner pgs.33-41, 57-63, 77-79
R Sept 10: Feminist theory group presentation due: class discussion of reading
For next class: Read Jewett’s “A White Heron” 415-421, Chopin’s “At the ‘Cadian
Ball” and “The Storm” 428-438, Gilman’s “The Yellow Wallpaper” 508-518, and
Zitkala Sa’s “Impressions of an Indian Childhood” 661-674 (all in Norton)
Week 4
T Sept 15: Quiz on readings; discussion-leading and class discussion of responses;
theory practice in small groups
For next class: Have read Gardner Chapter 2 pgs. 16-33
R Sept 17: Race theory group presentation due; class discussion of reading
For next class: Have read Washington’s “Up From Slavery” 454-461, Du Bois’ “The
Souls of Black Folk” 551-568, Hurston’s “How it Feels to Be Colored Me” 981-984,
and Langston Hughes’ poetry 1087-1095 (all in Norton)
Week 5
T Sept 22: Quiz on readings; discussion-leading and class discussion of responses
For next class: Read Gardner 43-53 on “Common Writing Assignments”
R Sept 24: class discussion of reading; Elements of an Essay lecture; thesis-writing
practice in small groups
For next class: Have read Sherwood Anderson’s “Winesburg, Ohio” 802-810, T.S.
Eliot’s “The Wasteland” 869-880, and Fitzgerald’s “Babylon Revisited” 1025-1039 (all
in Norton)
Week 6
T Sept 29: Quiz on readings; discussion-leading and class discussion of responses
For next class: Read Gardner “Writing a Literary Research Paper” 110-127
R Oct 1: Marxist theory group presentation due; discuss long paper assignment
For next class: Read William Faulkner’s The Unvanguished pgs. 1-118
Week 7
T Oct 6: Quiz on reading; discussion-leading and class discussion of responses
For next class: Read Faulkner’s “A Rose for Emily” and “Barn Burning” 1042-1059 (in
Norton)
R Oct 8: Structuralism group presentation due Continue discussion of “The
Unvanquished;” discuss Faulkner’s short stories
For next class: finish reading “The Unvanquished” 119-254
Week 8
T Oct 13: Quiz on reading; discussion-leading and class discussion of responses
R Oct 15: Post-structuralism group presentation due
For next class: Ellison’s “Invisible Man” 1253-63, Baldwin’s “Going to Meet the Man”
1380-1392, Harper’s poetry 1553-1556, Walker’s “Everyday Use” 1595-1601, and
Morrison’s “Recitatif” 1461-1474 (all in Norton)
Week 9
T Oct 20: Quiz on reading; discussion-leading and class discussion of responses
For next class: Have read Allen Ginsberg’s Howl 1414-1423 (in Norton)
R Oct 22: Psychoanalytic theory group presentation due, discuss Ginsberg
For next class: Read poetry of Anne Sexton, Adrienne Rich, Sylvia Plath, and Audre
Lorde (all in Norton)
Week 10
T Oct 27: Quiz on reading; discussion-leading and class discussion of responses
R Oct 29: New Historicism group presentation due; continue discussion of
poetry
For next class: Read Morrison’s Paradise 1-182
Week 11
T Nov 3: Quiz on reading; discussion-leading and class discussion of responses
For next class: 1-2 page long paper proposal due
R Nov 5: Student Conferences
For next class: Finish Morrison’s Paradise 183-318
Week 12
Nov 10 Quiz on reading; discussion-leading and class discussion of responses
Nov 12: Student Conferences
For next class: Anzuldua’s “How to Tame a Wild Tongue” 1586-1594, Alvarez’s ¡Yo!
1615-1623, Cisneros “Woman Hollering Creek” 1643-1651, and Silko’s Lullabye
1609-1614 (all in Norton)
Week 13
Nov 17: Last day to write a response paper; quiz on reading; discussion-leading
and class discussion of responses
For next class: read poetry of Louise Erdrich 1653-1655, L-Young Lee 1670-1674,
and Sherman Alexie 1675-1680 (all in Norton)
Nov 19: Analysis of poems in small groups; discuss guidelines for peer
workshopping
For next class: bring copes of long paper draft to class
Week 14
Nov 24: Peer workshop of long paper drafts
Nov 26: Happy Thanksgiving: No class
Week 15
Dec 2: informal presentations on long papers
Dec 4: Long Paper due; presentations on long papers continued
Week 16
Dec 8: Teaching evaluations; return student papers