Ways of Seeing, or, Theories of
Reading:
Texts, Contexts, and Methods
English 267—Introduction to Critical Strategies
Westminster 113/ MWF / 12:50 – 1:45
Instructor: Dr. John Pell
Office: Westminster 248 / Office Hours: Tuesday: 1-2:15 |
Wed./Fri. 2-4
Contact: jpell@whitworth.edu
Class Website: critical267.wordpress.com
While it may seem counter-intuitive, I would suggest that the reasons why we study literature are actually
pretty clear: to varying degrees texts, whether written, visual, or based in the ether of the internet, tell us
something about the human condition. That being said, how we study these texts remains a contested
issue. This question of how to study literature—the methods, lenses, and analytics we employ to make
sense of a text—will be the focus of this course.
Literary Theory (or Critical Theory) is often demonized both within and outside the academy as a
complicated and unnecessary practice that supplants the joy of reading with a type of cynicism that views
all texts as problematic. To be sure, interpretation is a much different exercise than simply reading a text
for fun. Of course, as we will discover during the course of this semester, there are no innocent readings of
texts, all meaning-making processes are imbued with preconceptions, opinions, and ideas shaped by our
histories, experiences, and worldviews. That is, we always already read texts through a particular lens, a
particular theory. Our goal then will be to develop a more sophisticated awareness of the types of theories
through which literary texts have been examined and learn to employ, critique, and adapt those methods
in our own interpretive work.
While our work will certainly not be limited by these objectives, here are the learning outcomes for this
course:
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Develop a working knowledge of literary criticism—including the various schools of thought, key
literary terms, and key methodologies
Understand the interpretive problems associated with the major critical schools
Cultivate an understanding of the historical development of the major schools of literary criticism
Learn to apply these critical approaches in your own interpretive scholarship
Develop your craft as literary interpreter, and grow in your ability to provide sophisticated readings
of texts
We will use the following texts and resources to help us accomplish the objectives listed above:
Critical Theory: A User-Friendly Guide (2nd Edition). Lois Tyson ISBN: 0-415-97410-0
Literary Theory: A Very Short Introduction. Jonathan Culler. ISBN: 978-0-19-285383
Home. Toni Morrison. ISBN: 0307740919
Bartleby | Benito Cereno. Herman Melville. ISBN: 9780486264738
* All other readings will be on the course site: critical267.wordpress.com. Please print out readings for
use in class…does not underestimate the importance of tactile interactions with texts.
English 267 | Critical Strategies | Dr. Pell | Fall 2013
Seminar Paper
The major project for this course will be a seminar paper 10-15 pages in length. In this researched
essay you will develop a reading of one of our course texts using one of the critical strategies that
we explore during the course of the semester. You will be asked to incorporate at least 5 outside
sources into your essay. We will be very deliberate in our development of this essay, which will
include developing an annotated bibliography, a research workshop, and a conference with me.
This essay will undergo a number of revisions and peer reviews. The final seminar paper will
account for 40 pts.
Homework, Participation, and Other Assignments
In order to accomplish the goals of this course we will need to complete smaller assignments
designed to help us develop our interpretive skills. These assignments will vary and focus on
different qualities necessary to develop as academic writers. The majority of these assignments
will be turned in during class. Homework will be worth 10 points of the final grade.
Quizzes and Final Exam
There will be three (3) in-class exams during the course of the semester. These exams will assess
student comprehension of key concepts, theories, and literary texts. Each exam will be worth 5
points for a total of 15 points toward the final grade. The Final Exam will be cumulative and
worth 25 points.
Collaborative Presentation
Early in the semester you will be placed in a collaborative group. You will spend time each week
in these groups and complete a number of activities together. Your collaborative’s major
assignment will be to select a short story or poem that you will distribute to the class and then
present an interpretation of that text using the theoretical lenses we will be discussing that
week. Your time in the collaborative is intended to help develop your ability to discourse with
those who may or may not share your same positions or ideas. These presentations will be worth
10 points of the final grade.
Course Policies and Expectations
Attendance Policy / Late Work
Since this is an interactive course it is crucial that you are in class to interact. Therefore, you are
allowed to miss three classes without penalty. After a third absence you will incur a letter grade
penalty (a B becomes a C) and once a student misses six classes he or she will fail the course. Late
work will not be accepted. If you are going to miss class please arrange to turn in your work early.
Please note that texting, Facebook, emailing, or chatting while in class will be considered an
absence.
English 267 | Critical Strategies | Dr. Pell | Fall 2013
Academic Honesty/ Plagiarism
Plagiarism is defined as presenting the work or ideas of another as one’s own. Every student will
be expected to become familiar with the methods for appropriately documenting another’s ideas,
sentences and arguments.
Email and Communication
The advances made in our communicative technology in the last ten years are mind-boggling. It
seems that we can communicate with anyone instantly; moreover, it seems that we expect
responses from others instantly. This, to be frank, is a dangerous assumption to hold especially if
you have questions you need answered. If you email me, I will most certainly respond within 24
hours (Monday-Friday). In other words, if you email me a question Monday night at 11:59 pm and
have class the next day, you may not receive a reply in time for it to be useful. Therefore, plan
ahead, be on top of the course work, and email me questions, concerns, or comments in time for
me to respond before our next class.
Some Final Thoughts
A syllabus is not a contract, it is a dynamic document designed in the hopes of addressing the
needs of students so they can complete the objectives of a course. Therefore, it is important to
note that this document can be amended if necessary, but those sorts of decisions can only take
place collaboratively. That is to say, I will not make changes without first discussing it with the
class. Also, life happens—life doesn’t stop just because you are in college. Therefore, if you feel
like you need some extra help, or need to utilize the resources provided to you by the university,
please feel free to come and talk with me and I will work as your advocate. My goal is to
challenge, to encourage, but most importantly, to support you as a student.
English 267 – Expectations and Grade Criteria
Each semester students have the opportunity to register for courses that fulfill the requirements
of his or her degree. These decisions are important because they remind us that college is about
our choices – from the majors we choose to the courses we take. This document is an opportunity
for you to exercise your ability to choose. In attempt to be transparent, this document explains
the expectations for a student in this course. If you feel that these expectations offer a rewarding
challenge for you as a student then please stay enrolled in this course and enjoy a semester of
engaging reading and thoughtful conversation.
Expectations
 English 267 is a speaking intensive course, which means a high level of participation is
required to meet the objectives of this course. Participation and homework account for 10
points of the total course grade, and this handout helps to outline the characteristics of a
successful student in this course. The following list outlines the types of actions associated
with the different marks a student may earn. That being said, all students will be expected
English 267 | Critical Strategies | Dr. Pell | Fall 2013
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to listen closely to their classmates, speak to each other with respect and empathy,
avoid derogatory and sexist language, and be willing to engage ideas that might make
us uncomfortable.
To earn an F a student will probably return the first assignment and then do little else
throughout the duration of the course. An F means that the student performed poorly as a
collaborator seldom read or completed homework assignments. An F denotes
disengagement with the course and colleagues.
To earn a D a student turns in half of their work and occasionally reads. They complete the
most menial tasks for the collaborative, and might miss some collaborative meetings both
in and out of class. A D means that the student is usually disengaged during class
discussions, and may speak on occasion, but their comments are marked by their
superficial nature.
To earn a C a student will complete the basic requirements of all homework assignments.
A C means that the student read all the material. As a collaborator, a C student is usually
involved with the workings of the group, but seldom takes the initiative to complete
tasks or generate ideas. A C means that the student is present at the majority of
collaborative meetings. A C means that the student is engaged in class discussions and
occasionally speaks. A C means that a student’s comments are often superficial in nature
and typically do not move beyond summary or surface level observation. During discussion
a student earning a C typically disengages when his or her ideas are challenged and
does not challenge other classmates ideas on merit, but, if disagreement is present, it
is typically in the form of personal opinion.
A B means that a student will complete the basic requirements of all homework, and their
work will demonstrate a level of thinking that moves beyond the superficial, and his or her
prose will be free of most errors. A B means that the student read all the material. As a
collaborator, a B signifies the work of a student that is involved in the workings of the
group and occasionally initiates the completion of tasks and is often involved in the
generation of ideas. A B means that the student is present at all collaborative meetings.
A B means that the student is engaged in class discussions and often speaks and his/her
comments move beyond summary and superficial observation, however, his or her
comments may occasionally be reductive and unintentionally shut down discussion.
During discussion a B student stays engaged in the conversation, is an active listener,
and is often encouraging of their classmates comments and ideas. A B student often
disengages when their ideas are challenged and B students are often unwilling to
challenge another classmate’s ideas, and would rather disengage then involve themselves
in generative disagreement.
To receive an A student will need to complete the basic requirements of all homework,
and their work will demonstrate a level of thinking that raises specific issues, critiques and
theories. An A signifies that the student understands how to use paraphrase, summary,
and quotations effectively and his or her prose will be free of most errors. An A student
reads all the material and comes to class with their own questions for the class
discussion. As a collaborator, an A student is intimately involved in the workings of the
group and usually initiates the completion of tasks and is typically involved in the
generation of ideas. An A student is present at all collaborative meetings. An A student
English 267 | Critical Strategies | Dr. Pell | Fall 2013
is engaged in class discussions and usually speaks. An A student’s comments are
complex, refer specifically to the text or topic of discussion, and his or her questions are
open-ended and promote further discussion. During discussion an A student stays
engaged in the conversation, is an active listener, and is often encouraging of their
classmates comments and ideas. An A student welcomes challenges to their ideas and
an A student is willing to challenge their classmates’ ideas in a respectful fashion.
Students often help shape the environment of the classroom and therefore it is important
that they model respect, compassion, and inquisitiveness.
Reading and Assignment Schedule
Homework is listed on the day that it is due. For example, all work listed on Monday needs to be
completed when you arrive at class. Literary Theory, by John Culler will be listed as LT; Critical Theory Today
by Lois Tyson Barry will be listed as CTT. All other readings will be given the title in which they appear on
our course website: critical267.wordpress.com. It is important to bring your syllabus and schedule
with you everyday to class in the event that we make changes. All assignment handouts will also be
posted on the course Word Press site.
Monday
Wednesday
Sept. 4
First Day of Class
Discuss Syllabus
Friday
5
New Criticism – A Place to
Begin
Notecard Handout
Reading: LT – Chp. 1 and 2
“Plato – Book X of The
Republic”
Homework Due: Notecard
Questions
9
Reading: CTT – Chp. 1 and
Chp. 5
“What is Critical Theory”
“Sonnet 18 and 138”
Handout: Notice and
Focus Journal
11
Reading: LT – Chp. 5
Homework Due: Notice
and Focus Journal on
either Sonnet 18 or 138.
13
Reading: Cleanth Brooks –
“Keat’s Sylvan History.”
John Keats “Ode on a
Grecian Urn.”
Homework Due: Notecard
Questions
16
Intertextuality: Literature
as Context
Reading: T.S. Eliot
“Tradition and the
Individual Talent.”
18
Reading: T.S. Eliot “Love
Song for J. Alfred
Prufrock.”
“All Along the
Watchtower” – Bob Dylan
Review for Exam
20
September
In-Class Exam 1
English 267 | Critical Strategies | Dr. Pell | Fall 2013
23
*Reading from Group
25
New Historicism: History
and Culture as Context
Reading: CTT Chp. 9
Randall Jarrell “Death of
the Ball Turret Gunner.”
30
Oct. 2
Reader Response Theory:
Audience as Context
Reading: Wolfgang Iser
“Readers and the Concept
of the Implied Reader”
October
CTT: Chapter 6
27
The Breakfast Club
*Between Sept. 25th and
September 30th you need
to view the film The
Breakfast Club.
On Monday, September
30th, we will discuss the
film in the context of New
Historicism, which is
another way of saying, as
you watch the film think in
those terms.
4
Reading: Stanley Fish “Is
There a Text in This Class
Maxine Hong Kingston “No Name Woman”
Homework Due: Notecard
Questions
Theodore Roethke “My
Papa’s Waltz”
7
In-Class Exam 2
9
11
Marxism: Materiality as
Context
*By Class on October 9th
read:
Reading: CTT– Chp. 3
Heinrich Von Kleist:
“Michael Kohlhaas”
14
16
“Michael Kohlhaas”
Reading: Alice Walker
“Everyday Use”
Homework Due: Notecard
Questions
18
Group 1 Presentation
(Marxism)
*Reading from Group
21
Psychoanalysis: Reality as
Context
23
Reading: Benito Cereno 150
Reading: CTT- Chp. 2
Homework Due: TQW on
Benito Cereno
25
No Class Fall Break
Heinrich Von Kleist “The
English 267 | Critical Strategies | Dr. Pell | Fall 2013
November
Marquis of O.”
Reading: “Hamlet”
(Excerpt)
28
30
Structuralism: Toward
Instability
Reading: LT – Chp. 4
CTT– Chp. 7
Sassure “General
Linguistics”
No Class Fall Break
Nov. 1
Poststructuralism:
Language as Context
Reading: CTT – Chp. 8
Jacques Derrida
“Structure, Sign, and Play.”
Benito Cereno – 50-104
4
The Postmodern Condition
Reading:
“Postmodernism”
Jean-Francois Lyotard
“Defining the Postmodern”
11
Feminism
Reading: CCT – Chp. 4
Charlotte Perkins Gilman
“The Yellow Wall-Paper”
Gilbert and Gubar “The
Yellow Wallpaper”
6
Group 2 Presentation
(Poststructuralism)
8
In Class Exam 3
*Reading from Group
Reading:
Home 43-81
ReadIng:
Toni Morrison Home 1-41
13
African-American
Criticism
Reading: Home 117-145
CTT – Chp. 11
15
Queer Theory
Reading:
CTT- Chp. 10
“Battle Royale”
Reading:
Home 83-116
18
Post Colonial Theory
Reading: BTT Chp. 12
Jaimaica Kincaid – “Girl”
Revisit “Benito Cereno”
25
Group 4 Presentation
*Reading from Group
20
Group 3 Presentation
(Post-Colonial Theory)
*Reading from Group
22
Rhetorical Criticism
27
29
Thanksgiving Break
Thanksgiving Break
Reading: *TBD
Putting it All Together:
The Research(ed) Essay.
Homework Due:
Prospectus w/ Bibliography
due via Blackboard by
English 267 | Critical Strategies | Dr. Pell | Fall 2013
Tuesday Nov. 26th at
5:00pm
December
Dec. 2
A Religious Approach to
Theory?
Reading: *TBD
4
Conferences
Finals Week
9
Research(ed) Essay Due:
Tuesday Dec. 10th
10:00am
(hard copy to my office)
THURSDAY DEC. 12th
6
Conferences
*Final Exam: Thursday
Dec. 12th 3:30-5:30
English 267 | Critical Strategies | Dr. Pell | Fall 2013