I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change or
renew existing gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
more than one
X V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
VI: Historical & Cultural Studies
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Applied Arts and Sciences
Course #
LIT 120 L
Course Title
Prerequisite
Poetry (Introduction to Poetry)
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Alternating Faculty (Mark Medvetz)
Phone / Email mark.medvetz@umontana.edu -7904
Program Chair Cathy Corr
Dean
Barry Good
III. Type of request
New
One-time Only
Renew X
Reason for Gen Ed inclusion, change or deletion
Description of change
Change
03
Date
Remove
IV. Description and purpose of the general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
LIT 120L introduces students to poetry’s rich cultural traditions through the study of sound and
sense, structure and meaning, and form and content. Students analyze poetic works from a
myriad of historical and cultural traditions with respect to the techniques that make language
musical. Students examine the methods by which sound might enhance the significance of
works within the artistic traditions associated with various poetic forms, from sonnet to haiku.
Poems are studied within their cultural, historical, aesthetic, psychological, political, and
philosophical contexts. Writing assignments will include arguments that illuminate and enrich
the student’s understanding of a poem in its literary and cultural traditions.
While developing as critical thinkers and writers, students will be introduced to ways of
exploring and documenting the human experience through poetry. By reading a sampling of
international poetry, students should begin to develop an awareness of how the act of reading
and writing in the context of poetry can be seen as a means of communicating in both local and
global communities.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Courses cover a number of works in one or
LIT 120L introduces students to this rich
more of the various forms of artistic
cultural tradition through the study of sound
representation; they also establish a framework and sense, structure and meaning, form and
and context for analysis of the structure and
content. Students analyze poetic works from
significance of these works. In addition, these
a myriad of historical and cultural traditions
courses provide mechanisms for students 1) to
with respect to the techniques that make
receive instruction on the methods of analysis
language musical. Students examine the
and criticism, 2) to develop arguments about the methods by which sound might enhance the
works from differing critical perspectives.
significance of works within the artistic
traditions associated with various poetic
forms, from sonnet to haiku. In addition,
students develop arguments about the works,
using differing critical perspectives. Poems
are studied within their cultural, historical,
aesthetic, psychological, political and
philosophical contexts. Through informal
and formal writing assignments, students
will begin to practice various strategies,
including cross-curricular skills of critical
reading: summary, analysis, and synthesis
and discipline-specific criticism.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. analyze works of art with respect to structure As LIT 120L is an introductory poetry
and significance within literary and artistic
course, students will be offered a modest but
traditions, including emergent movements and
essential set of tools to begin a critical
forms; and
reading and analysis of a variety of texts
2. develop coherent arguments that critique
representing multiple forms and traditions.
these works from a variety of approaches, such
Within a specific genre, students will learn
as historical, aesthetic, cultural, psychological,
to employ basic vocabulary of literary
political, and philosophical.
analysis such as alliteration, speaker,
symbol, and irony. Through informal and
formal arguments, students will study poetry
from a variety of approaches, such as
historical, aesthetic, cultural, psychological,
political, and philosophical.
For closer readings and analyses, students
might read poets from a long tradition of
responding to issues of war, and specifically
examining, for instance, American
involvement in current wars. The student
will begin to understand how sound, line,
and form are employed to emphasize a
poem’s central claim. Likewise, students
will explore how these poems reflect poetic
traditions and movements.
To introduce students to the work of a
particular writer, the course might read a
substantial amount of Richard Hugo’s
poetry. Because Hugo’s poems present
issues of place and the shaping of identity,
students will have the opportunity to
identify how a writer employs craft and
literary devices to geographical and social
issues. Students will have the additional
opportunity to begin to understand how and
to what end regional writers (re)create
familiar geographies and landscapes.
The class will examine imagery, metaphor,
irony, and similar elements that poetry
shares with other literary genres. Next,
students will look closely at the exclusive
elements of poetry: sound and form. While
examining these elements in various forms
and traditions, emphasis will be on the lyric
and other shorter forms.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
LIT 120L 01C – INTRODUCTION TO POETRY
Jessica Dougherty-McMichael, Ph.D.
Email: Jessica.Dougherty@mso.umt.edu
MW 2:10-3:30
Griz House 9B
Office: Griz House 6
Office Hours: M 1-2, T/R 11-12:30 & by appointment
COURSE DESCRIPTION
Poetry occupies a complex position in histories and cultures. It invokes and evokes great love
and great disdain, inspiration and indifference. Poetry has been and is used to define people,
nations, beliefs. It can oppress just as much as it can give voice to the oppressed. For all its
historical and cultural specificity, poetry translates the poet’s humanity to the reader and
because of this poetry written four hundred years ago affects a reader today and the experiences
of today’s poet will reach across the boundaries of time and culture. In this introduction to
poetry we will experiment with different ways of reading poetry and explore a variety of poetry
from Anglophone traditions.
COURSE OBJECTIVES AND GOALS
As a literature course and in keeping with the general education requirements, this course is
designed to help you develop your analytical skills as well as an understanding of and
appreciation for literature. We will read a wide range of poetry through a variety of relevant
critical lenses, including historical, cultural, political, social and aesthetic perspectives. You
will be asked to develop coherent critiques of poetry both in class and in your written work. As
this course also fulfills the Writing Course requirement a significant amount of time will be
focused on the writing process and the use of writing in developing critical evaluations of
literature. We will focus on developing the following areas:

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



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Use writing to learn and synthesize new concepts
Formulate and express opinions and ideas in writing
Compose written documents that are appropriate for a given audience or purpose
Revise written work based on constructive feedback
Find, evaluate, and use information effectively
Begin to use discipline-specific writing conventions
Demonstrate appropriate English language usage
INFORMATION LITERACY
As we explore literature we will engage in a semester-long discussion of information
production. We will consider how to find and utilize information effectively and ethically and
we will analyze how information is made – what rhetorical, political, and social forces
influence the construction of information. We will also consider the construction of
information specific to the discussion of literary works.
You will be required to conduct library research for your final paper. While doing such
research, we will consider how information is constructed and how rhetorical, political and
social forces influence the construction of information.
COURSE MATERIALS
Poetry: An Introduction. Ed. Michael Meyer 7th edition. ISBN 978-1-4576-0730-1
Additional reading available on Moodle
As this is a writing course, be prepared to print out drafts of your papers to workshop.
I recommend that you use Sky Drive (or other online storage) and/or USB drive storage to back
up your papers.
GRADING AND COURSE WORK
CLASS PARTICIPATION: Central to any literature course is classroom discussion. Our own
readings are informed and enhanced through critical and thoughtful discussion with others. As
such, participation and attendance cannot be stressed enough. You are allowed two
absences. Further absences will result in a 5% deduction from your grade per absence. If you
have any extenuating circumstances such as significant illness or an emergency that will affect
your attendance please inform me and arrangements can be made. Frequent late arrivals and
early departures will count against the participation grade as will the use of any
messaging device during class. Participation also includes bringing the relevant text(s) to
class and being prepared for discussions, workshops, etc.
The participation grade includes occasional reading response papers, writing conferences, as
well as general participation during class and small group discussions. 5% of grade
POET JOURNAL: One way to understand poetry is to explore the work of a single poet. With
this in mind, you will be assigned a book of poetry by a single author. You will be expected to
write 5 “journal” entries on the collection. These 1-2 page writing assignments will respond to
different aspects of the poems, questions and prompts. While not a formal paper, you will be
expected to turn in typed copies during the semester. 10% of grade
POET PRESENTATION: After spending the semester exploring a collection of poems by a single
author you will be asked to present the collection to the class. The presentation can take
multiple forms (thematic, biographic, focused on specific poems) but should last 8-10 minutes
and incorporate at least 2 poems from the collection. 5% of grade
SHORT PAPERS: There are two short papers. These papers are close readings and analytic
arguments. They are 3-4 pages in length. You are required to revise one paper and are
encouraged to revise the remaining paper by the end of the semester. 30% of grade
FINAL PAPER: The topic of this paper is your choice but must actively engage two outside
sources. As with the short papers, this paper is an analytic argument. 5-9 pages. 20% of grade
MIDTERM EXAM: This exam will cover all reading up to the exam date. It will consist of short
answer, identification and short essay questions. 15% of grade
FINAL EXAM: The final exam will cover all reading in the course. It will consist of short
answer, identification and essay questions. 15% of grade
PLAGIARISM AND ACADEMIC HONESTY
Plagiarism is unacceptable in this class and at the university. According to University policy,
Plagiarism is the representing of another's work as one's own. It is a particularly
intolerable offense in the academic community and is strictly forbidden. Students who
plagiarize may fail the course and may be remanded to Academic Court for possible
suspension or expulsion. […]
Students must always be very careful to acknowledge any kind of borrowing that is
included in their work. This means not only borrowed wording but also ideas.
Acknowledgment of whatever is not one's own original work is the proper and honest
use of sources. Failure to acknowledge whatever is not one's own original work is
plagiarism. http://www.umt.edu/catalog/academic/policy.htm
OTHER CONSIDERATIONS
In keeping with University policy please remember –
The University of Montana assures equal access to instruction through collaboration
between students with disabilities, instructors, and Disability Services for Students
(DSS). If you think you may have a disability adversely affecting your academic
performance, and you have not already registered with DSS, please contact DSS in
Lommasson 154. I will work with you and DSS to provide an appropriate
accommodation.
Students with disabilities may request reasonable modifications by contacting me. The
University of Montana assures equal access to instruction through collaboration
between students with disabilities, instructors, and Disability Services for Students
(DSS). “Reasonable” means the University permits no fundamental alterations of
academic standards or retroactive modifications. For more information, please consult
http://www.umt.edu/disability.
Due to the nature of this course assigned readings may change throughout the semester
to better cater to the needs of the class. Be sure to pay attention in class and check
email/Moodle for modifications.
WEEK ONE
1/27
1/29
Introductions
Chapter 1 “Reading Poetry”
“Those Winter Sundays”
“l(a”
“On ‘Hard’ Poetry”
“The Supremes”
19-56
21
35-36
47
56
WEEK TWO
2/3
Chapter 3 “Word Choice, Word Order, and Tone”
“Digging”
“We Real Cool”
“We Old Dudes”
65-94
Moodle
92
92-93
Chapter 3 “Word Choice, Word Order, and Tone”
“Verbo”
“Word”
“Word”
“Lot’s Wife”
“Лotoba Жeнa / Lot’s Wife”
95-104
102
103
103-104
583-584
Moodle
2/5
WEEK THREE
2/10 Chapter 2 “Writing about Poetry: From Inquiry to Final Paper”
57-64
Chapter 11 “Combining the Elements of Poetry: A Writing Process”
287-298
Chapter 27 “Reading and the Writing Process”
666-700
Read “The Purpose and Value of Writing about Literature”
666-667
“Reading the Work Closely”
667-667
“Annotating the Text and Journal Note-Taking”
668-670
The entire chapter is a useful source for paper writing, so familiarize yourself with it
and
we will return to it later.
Journal 1 Due
2/12
Chapter 22 “A Thematic Case Study: The World of Work”
“America”
“My Father Teaches Me to Dream”
“The Jobholder”
“To be of use”
553-566
555-556
556-557
560
565-566
WEEK FOUR
2/17 No class – Presidents Day
2/19
Chapter 4 “Images”
“The Pond”
“Heat”
105-129
112-113
113
“Dulce et Decorum Est”
Poet Journal 2 due
WEEK FIVE
2/24 Chapter 4 “On the Differences between Poetry and Prose”
“Facing It”
“This is a Photograph of Me”
Chapter 27 “Analysis”
2/26
Chapter 5 “Figures of Speech”
“The Writer”
“Mirror”
Workshop Short Formal 1
WEEK SIX
3/3
Chapter 6 “Symbol, Allegory, and Irony”
“My Last Duchess”
Short Formal 1 due
3/5
128-129
Moodle
Moodle
689-693
130-152
135
144
153-180
175-176
Writing conference
WEEK SEVEN
3/10 Chapter 7 “Sounds”
“Ode to a Nightingale”
3/12
117-118
Chapter 7 “Sounds”
“Ode to a Nightingale”
Journal 3 due
Midterm Review
181-210
207-209
181-210
207-209
WEEK EIGHT
3/17 Midterm Exam
3/19
Chapter 8 “Patterns of Rhythm”
“Break, Break, Break”
“Delight in Disorder”
WEEK NINE
3/24 Chapter 9 “Poetic Forms”
“Do Not Go Gentle into That Good Night”
“Sestina”
“All-American Sestina”
Workshop Short Formal 2
3/26
Chapter 9 “Poetic Forms”
“My mistress’ eyes are nothing like the sun”
211-234
220
225-226
235-264
247-248
Moodle
250-251
235-264
241-242
“I will put Chaos into fourteen lines”
“The Facebook Sonnet”
“In an Artist’s Studio”
“On the Sonnet”
“Not only Marble”
“Not marble, nor the gilded monuments”
Short formal 2 due
242
244
Moodle
Moodle
Moodle
Moodle
WEEK TEN
No class – Spring Break
WEEK ELEVEN
4/7
Chapter 10 “Open Form”
“I Sing the Body Electric”
“America”
“I, Too”
“A Supermarket in California”
“Defending Walt Whitman”
4/9
Chapter 10 “Open Form”
“I Sing the Body Electric”
“America”
“I, Too”
“A Supermarket in California”
“Defending Walt Whitman”
Journal 4 due
265-286
266-267
Moodle
Moodle
Moodle
Moodle
265-286
266-267
Moodle
Moodle
Moodle
Moodle
WEEK TWELVE
4/14 Chapter 17 “A Cultural Case Study: Harlem Renaissance Poets Claude McKay,
Langston
Hughes, and Countee Cullen”
462496
Claude McCay
“The Harlem Dancer”
471
“If We Must Die”
471-472
“America”
473
“Outcast”
474
4/16 Chapter 17 “A Cultural Case Study: Harlem Renaissance Poets Claude McKay,
Langston
Hughes, and Countee Cullen”
462496
Langston Hughes
“The Negro Speaks of Rivers”
477-478
“Lenox Avenue: Midnight”
479
“Harlem”
482
Countee Cullen
“Heritage”
486-489
“On Being Brought from Africa to America” (Phillis Wheatley) 528
Chapter 28 “The Literary Research Paper”
701-721
WEEK THIRTEEN
4/21 Chapter 16 “A Critical Case Study: T.S. Eliot’s ‘The Love Song of J. Alfred Prufrock”
443-461
4/23 Chapter 16 “A Critical Case Study: T.S. Eliot’s ‘The Love Song of J. Alfred Prufrock”
443-461
Journal 5 due
WEEK FOURTEEN
4/28 Chapter 15 “A Study of Julia Alvarez: The Author Reflects on Five Poems” 415-442
“Queens, 1963”
443-443
“Dusting”
430
“Sometimes the Words are so Close”
433
4/30
Presentations
WEEK FIFTEEN
5/5
Presentations
Workshop Final Paper
5/7
Presentations
Review for Exam
Final paper due
WEEK SIXTEEN
5/13 Final Exam 3:20-5:20 (Tuesday)
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.