EN 231: American Literature I
Beginning to Civil War
Instructor: Dr. Matthew Pifer
Office: 307 Library
Office Phone: 635-2119
Email: mpifer@lssu.edu
Office Hours: MWF 10 a.m. to Noon
Introduction
I have been asked, and you may be wondering, why it is important to read literature? Why
analyze the textual remnants of American cultural history? What use is there in reading, for
instance, John Winthrop’s A Model of Christian Charity, Benjamin Franklin’s autobiography,
Herman Melville’s Bartleby the Scrivener, or Emily Dickinson’s poems? In one sense the answer
is straightforward: we read these artifacts to gain a deeper understanding of our intellectual
heritage; these texts form the foundation (articulate the fundamental ideals) of an “American”
worldview. “Writing [and literature by extension],” as Janet Emig points out, “represents a
unique mode of learning,” and, therefore, retains the imprint of our thought, the history of our
ideas. Having such an insight will provide you with a broader picture of your place in
“American” culture and your individual communities.
Yet in another, somewhat cheeky, sense, we must realize, as Italo Calvino does, that reading the
classics does not “serve some [universal] purpose.” We need to understand that “the only reason
that can be adduced in their favour is that reading the classics is always better than not reading
them. And if anyone objects that they are not worth all the effort, I will cite Cioran . . .: ‘While
the hemlock was being prepared, Socrates was learning a melody on the flute. ‘What use will that
be to you?’, he was asked. ‘At least I will learn this melody before I die.’” Learning is a lifelong pursuit; it is, and should remain for you, its own reward. In How to Read and Why Harold
Bloom, a renowned literature professor, concurs with Calvino, stating, “I urge you to find [in
literature] what truly comes near to you, that can be used for weighing and for considering. Read
deeply, not to believe, not to accept, not to contradict, but to learn to share in that one nature that
writes and reads.” Even though Calvino’s and Bloom’s articulations of the purpose of reading
literature are abstract and perhaps antiquated, if not wishy-washy, they suggest, and have
suggested for millions of readers, that reading difficult texts (i.e. literary texts) is important to
one’s intellectual growth, and such growth is at the core of a university education.
If this seems merely academic, then ask yourself, “How do I grow intellectually?” Experience
provides one kind of intellectual growth; yet if you have ever hiked or kayaked by yourself, you
know that that experience fades quickly when it is left unexpressed. We also grow intellectual
through the communal exchange of stories and ideas, which are the manifestations of our
experiences. Reading and communicating are the only ways to transform the life we have lived
into a life that we know. Because Calvino believes in the importance of this kind of intellectual
transformation, he is compelled to provide this description of the ideal library: “All that can be
done is for each one of us to Invent our own ideal library of our classics; and I would say that one
half of it should consist of books we have read and that have meant something for us, and the
other half of books which we intend to read and which we suppose might mean something to us.
We should also leave a section of empty space for surprises and chance discoveries.” Even
though this class has a reading list, I still encourage you to begin building your own ideal library,
perhaps beginning with this anthology.
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The intentions behind your reading can be imagined in the ways just described and as follows: I
have compiled a list of works that I feel are important for your appreciation of the American
literary tradition, which, as you will recall, is also a history of the idea of America, for better and
worse. I also feel you should read these works carefully (and with relish) because they will mean
something to you; indeed you may find them “transformational,” which means that you may find
your understanding of yourself profoundly and irrevocably altered--sometimes for the better,
sometimes not. This list should be only a gateway to further and deeper reading in American
literature and literature in general. Difficult readings, as are many of the texts selected for this
class, require you to confront your own ideas, your own intelligence in order to position a given
work in history and in the context of your own lives. This effort will be one of the central aims of
this course; you will learn to make connections between the works we are reading and the
political, cultural, and social issues significant to the time in which they were written. Making
these kinds of connections is what is meant by intelligence: An intelligent person is quite simply
a person who is able to make connections between facts, ideas, and their historical and potential
future applications. Restated, intelligence is the application of your learning, plain and simple.
Thus, the broad survey of American literature we are conducting is essential to your burgeoning
ability to know the world.
Course Description
In this course, we will conduct a chronological survey of American literature from the Colonial
writers to the American Civil War. Two papers and a mid-term and final exam will be required
along with a weekly response journal (or something akin to it), and class participation.
Required Text and Additional Materials
1. Lauter, Paul, et al. The Heath Anthology of American Literature. 4th Ed. Vol. 1 New York:
Houghton Mifflin Co., 2002.
2. Reading Journal ruled in the manner depicted below (Use for studying and class discussion;
bring to each class):
Figure 1. Gregg Ruled Paper
Quotes,
Personal insights,
Summaries, etc.
analyses, etc.
3. You may need to make several photocopies during the term.
Assignments
1. Paper 1 25%
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2.
3.
4.
5.
6.
3
Paper 2 25%
Mid-term Essay Exam 15%
Final Essay Exam 15%
Friday Class discussions, group presentations, and position papers 10%
Weekly journals and daily questions 10%
Response Papers
In the two (4-6 page) required papers, you will conduct a close reading of a text we did not read.
These papers require you to argue for your analysis or interpretation of a text or texts. For
example, you might argue that a story’s characterization of its female characters critiques the
gender roles of the early nineteenth century. You will also explain why this critique was or is
important for readers in the nineteenth century or those encountering it today. In other words,
make sure you discuss narrative devices as well as the work’s larger social or cultural
implications.
Essay Exams
The two essay exams will require you to read the texts for this course carefully, making sure to
make connections between the writers’ works, and the historical period. Before each exam, I will
give you four questions and will ask that you finish two of them on the day of the exam. Bring
blue books to class.
Reading Journal
For each day of assigned readings you will need to complete a journal entry. This entry should
include quotes or facts you found compelling and why (see figure 1 for an example).
Note: Make sure you always read the historical head notes and the author biographies.
Daily Questions
Each day you will bring in two questions or comments (to be contained in your reading journal)
about the readings for that day. Make sure your questions or comments are specific (detailed,
controversial, or simply provocative—have fun with these). For example, what do you find
confusing about the work(s), about the historical period, about the language; what would you like
to know more about; what do you find particularly interesting, disgusting, mind-boggling about
the readings. Remember no question is a dumb question and nothing, no matter how seemingly
risqué, is off limits. However, make sure that your questions are sincere, which means that you
need to make sure they are about the readings assigned for that day.
Class Discussions
The end of each contextualized segment (as noted in the syllabus) will be reserved for class
discussions and group presentations. During the first week of class, I will place you into a
discussion group and on designated days your group will lead class discussion on a pertinent
topic. An “acceptable” topics list will be provided (either during lecture or as a handout) during
the first week of class.
The group presentations will relate the texts we are reading to a specific issue, question, or theme.
These presentations will last about ten minutes and, in general, will follow the outline below:
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1. Introduction of theme, etc.
2. Relation of texts to this theme. For example, one might consider how Ann
Bradstreet’s poetry helps us better understand the nature and importance of
seventeenth-century poetry.
3. A brief reading quiz, which will be followed by class discussion.
In addition to leading class discussion, each member of the group will turn in an individual
position paper on the day of the presentation. I will photocopy these papers and hand them out to
the entire class the following Monday. They can be used as additional study aids for the midterm and final exams.
Mandatory Completion of all Major Assignments (those noted in the Assignments section
above)
In order to receive a grade, you must complete all of the required major assignments. The
assignments are listed in the syllabus above along with their corresponding grade percentages.
Attendance and Participation
I will calculate your attendance and participation grade according to the following method:
Everyone will begin the semester with a 105%. For every occasion that you do not have your
homework, or any day that you are unprepared for class, I will subtract 5 points.
In addition, your classroom “attitude” can lower your participation grade. I expect that you will
conduct yourself in a respectful, mature manner during class. You will not read the newspaper,
do homework for another class, pass notes, listen to headphones, etc. Even if you are bored,
frustrated, or annoyed either with the class or with some unforeseen event outside of class, it is
your responsibility to be interested and engaged.
Late Papers
I will not accept late papers or late homework. If you have some problem with your paper, you
must notify me about this problem before the due date. Papers are due by 5:00 pm on the day
designated on the syllabus or in not during the class period.
Paper Format
All papers must be typed and double-spaced. When using documentation, you should adhere to
the MLA format, which we will cover (briefly) in class. We will also discuss what computer
resources are available to you. Be sure to familiarize yourself with the library and the Internet-both of these resources will help you during this term.
Attendance and Tardiness Policies
Because this class relies heavily on in-class work and daily discussions, we must adhere to a strict
attendance policy. You are allowed two unexcused absences or “free days.” Use these carefully.
At the third unexcused absence your grade will drop one letter (i.e. from a B to a C). At the fifth
absence your grade will be lowered two letters, and at the seventh your grade will be lowered
three letters (i.e. from a B to a F).
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I will excuse your absences if you bring me the proper written documentation within one week of
the absence. There will be no exceptions.
For every three times you are late for class, you will receive one unexcused absence. If you are
more than 10 minutes late for class you will be counted absent for that day.
Plagiarism
Plagiarism is presenting someone else’s writing or ideas as your own. It is a form of academic
misconduct that seriously undermines the intellectual pursuits undertaken in the university and,
therefore, is severely punished. If you have any doubts about how to cite a source ask me and I
will help you document it correctly. Refer to the LSSU Keys For Writers handbook (LSSU
Edition) or see me for more information about this important policy.
Writing Center
The writing lab is a resource you should use to help you with your writing. The writing
consultants employed there can help you develop an assigned essay to meet the requirements
specified during class. Take the time to become familiar with this resource and use it regularly.
113 Kenneth J. Shouldice Library
Lake Superior State University
(906) 635-2849
http://www.lssu.edu/lc/writlab
Classroom Atmosphere
This is a course where many viewpoints and ideas will be expressed by members of the class and
by the materials used in the course. Some of these viewpoints will be new to you; some may also
be distasteful to you. The important thing to remember is that it is not the idea itself that we will
be evaluating, but the method in which the idea is expressed. While we will strive to allow for
everyone’s opinion, some things simply cannot be tolerated. Personal attacks and offensive
language in class are counterproductive and will not be allowed. This also means that prejudicial
behavior or language based on someone’s race, sex, sexual orientation, or religious beliefs has no
place in this classroom and will not be tolerated.
Disability Services and Accommodations for Students.
In compliance with Lake Superior State University policy and equal access laws, disabilityrelated accommodations or services are available. Students who desire such services are to meet
with the professor in a timely manner, preferably the first week of class, to discuss their
disability-related needs. Students will not receive services until they register with the Resource
Center for Students with Disabilities (RCSD). Proper registration will enable the RCSD to verify
the disability and determine reasonable academic accommodations. RCSD is located in South
Hall Office 206. The telephone number is (906) 635-2454.
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Course Syllabus
Important Notes:
1. This syllabus may change during the term. Do not be alarmed when this happens. During
class you will be promptly notified of any changes.
2. Be sure to read the EN 231 course policies contained in the handout you received on the first
day of class. These policies are attached to this syllabus, and you may have skipped over them to
get here. Go back and read, even re-read, the course policies. Doing so will clear up most of the
confusion you may be experiencing.
3. Note the attendance policy and Discussion group procedures.
4. Even if not indicated in the daily readings, head notes and author biographies are always
required reading. These pieces provide useful historical and other contextual information that
will help you better understanding the individual works.
Colonial Period: Literature to 1700
Wed. Sept. 3: Getting started. Course structure and expectations; What is Literature? Discussion
of historical contexts.
Fri. Sept. 5: read Introduction “Colonial Period: to 1700” (1-17); Class discussion: Select
discussion and presentation groups. Clip from Bowling for Columbine.
Native American Oral Literatures
Mon. Sept. 8: “Talk Concerning the First Beginning (Zuni)”; “The Origin of Stories (Seneca)”;
“Ikotomi and the Dancing Ducks (Oglala Sioux)” (21-23; 24-37; 53-55; 59-60)
Native American Oral Poetry
Wed. Sept 10: “A Selection of Poems” (96-104)
Fri. Sept 12: Discuss Oral literatures. Topic question: “Why do we sometimes refer to literature
as ‘literatures’ (plural)?”
New Spain, New France, and Chesapeake
Mon. Sept. 15: Columbus (pp. 107-118)
Wed: Sept 17: Samuel de Champlain (pp. 205-210); John Smith (pp. 242-256)
Fri. Sept. 19: Discussion Groups: Topic Question: “Why are these texts categorized by region and
nationality?”
New England
Mon. Sept. 22: John Winthrop, “A Model of Christian Charity” (pp. 294-303).
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Wed. Sept. 24: William Bradford (pp. 311-319); Roger Williams (pp. 335-338).
Fri. Sept. 26: Anne Bradstreet (382-401); peruse the Bay Psalm Book, The New England Primer:
Consider the role the bible (King James Version) played in the literature of this period.
Mon. Sept. 29: Edward Taylor
Wed. Oct. 1: “A Sheaf of Seventeenth-Century Anglo-American Poetry (pp. 532-551)
Fri. Oct. 3: Discussion Groups: Topic Question: “Why are John Winthrop’s and William
Bradford’s texts important to our understanding of America?” Remember, they were writing and
thinking about New England long before any concept of “America” existed.
“How does the literature from this period (Taylor, Bradstreet, and selected poems) say about the
cultural, morals, and politics of Puritan New England?”
“Why is the majority of Puritan literature poetry? Why not short stories, novels, or reports like
those of Columbus, etc.?”
The Eighteenth Century: Settlement and Religion
Mon. Oct. 6: Cotton Mather (pp. 495-501; 512 “Decennium Luctuosum: An History of
Remarkable Occurrences in the Long [Indian] War”)
Wed. Oct. 8: Jonathan Edwards, “Sinners in the Hands of an Angry God” (pp. 641-651); from A
Faithful Narrative of the Surprising Work of God (626-630).
Fr. Oct. 10: Discussion Groups: Topic: Religion in New England
Voices of Revolution and Nationalism
Mon. Oct. 13: Benjamin Franklin (pp. 782-805).
*****Mon. Oct. 13: First paper due
Wed. Oct. 15: J. Hector St. John De. Crevecoeur, Letters from an American Farmer (pp. 898-917)
Fri. Oct. 17: Letters from John Adams to Thomas Jefferson (pp. 964-967)
Mon. Oct. 20: Letters from John Adams to Thomas Jefferson (pp. 964-967)
Wed. Oct. 22: Federalist and Anti-Federalist Contentions (pp. 1008-1022); Patriot vs. Loyalist
voices.
Mid-Term Exam: Fri. Oct. 24
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Contested Visions, American Voices
Mon. Oct. 27: Samson Occom (Mohegan) (1078-1084). Olaudah Equiano (pp. 1116-1134)
Wed. Oct. 29: Judith Sargent Murray (1149-1163)
Fri. Oct. 31: Phillis Wheatley (pp. 1205-1213); Philip Freneau, “The Causes of Political
Degeneracy” (1189-1190).
Early Nineteenth Century: 1800-1865
Mon. Nov. 3: Seattle (Duwamish) (pp. 1418-1420); Elias Boudinot (Cherokee) (pp. 1409-1417)
Wed. Nov. 5: Tales from the Hispanic Southwest (pp. 1446-1460)
Fri. Nov. 7: Discussion Groups: Topic Question: “What is meant by ‘contested voices’ and how
have these voices shaped American Literature? What are a few examples of contemporary
‘contested voices’?”
The Cultures of New England
Mon. Nov. 10: Ralph Emerson, Nature and The Poet (512-1542; 1572-1586)
Wed. Nov. 12: Emerson (cont.)
Fri. Nov. 14: Henry Thoreau (all selections from Walden)
****Fri. Nov. 14, Paper #2 due
Race, Slavery and Invention of the South
Mon. Nov. 17: William Lloyd Garrison (pp. 1787-1790); Fredrick Douglas (pp. 1814-1899);
Abraham Lincoln (pp. 2007-2011)
Wed. Nov. 19: Sarah Moore Grimke (pp. 2013-19)
Fri. Nov. 21: Discussion Groups: Topic: Transcendentalism and the transformation of the
American self
Mon. Nov. 24. Washington Irving (pp. 2071-2080); James Fenimore Cooper, from The Pioneers
(pp. 2113-2115).
Thanksgiving Break: Wednesday and Friday.
American Romanticism: The Development of Narrative
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Mon. Dec. 1 : Edgar Allan Poe, “Ligeia” (pp. 2387-2399), “The Raven” (pp. 2467-2469), “The
Philosophy of Composition” (pp. 2449-2456).
Wed. Dec. 3: Nathaniel Hawthorne, “Young Goodman Brown”, “The Minister’s Black Veil” (pp.
2195-2203)
Fri. Dec 5: Herman Melville, “Billy Budd, Sailor (pp. 2656-2713).
The Emergence of American Poetic Voices
Mon. Dec. 8: Walt Whitman, from “Song of Myself” (1855 version) lines 1-825, lines 11311176, lines 1229-end of poem (Inclusive pp. 2863-2913).
Wed. Dec. 10: Emily Dickinson: poems 49, 67, 130, 241, 258, 285, 287, 328, 465, 501, 822, 1732
Fri. Dec. 12. Emily Dickinson (concluded): poems 185, 249, 280, 314, 326, 341, 435, 547, 664,
986, 1397, 1593, 1624.
Friday, Dec. 12: Reading journal due
Fri. Dec. 12: Exam Review Session
FINAL EXAMINATION (TBA Dec. 15-19)