Fitzgerald’s Short Stories
Professor John D. Rockefeller V
Summer: Term I, 2012; 220.195.11; 3 credits (W)
Monday, Wednesday, Friday; 6:00 - 8:30 PM; Hodson 315
Office Hours: Monday, Wednesday, Friday; 5:30 - 6:00 PM; Hodson 315
jdrv@jhu.edu, 443-621-4557 (M)
Wednesday, May 30
What’s the Rap against Free Will?: the Debate between Literary Naturalism and Literary Realism
F. Scott Fitzgerald’s “Head and Shoulders“ (1920) (23-44)
Recommended
George Berkeley
http://en.wikipedia.org/wiki/George_Berkeley
David Hume
http://en.wikipedia.org/wiki/David_Hume
Henri Bergson
http://en.wikipedia.org/wiki/Bergson
Omar Khayyám
http://en.wikipedia.org/wiki/Omar_Khayyám
Samuel Pepys
http://en.wikipedia.org/wiki/Samuel_Pepys
Literary Realism
http://en.wikipedia.org/wiki/Literary_realism
http://public.wsu.edu/~campbelld/amlit/natural.htm
Literary Naturalism
http://en.wikipedia.org/wiki/Literary_naturalism
http://public.wsu.edu/~campbelld/amlit/natural.htm
Friday, June 1
What Defines a Woman in the Year of Women’s Suffrage: Intrinsic Characteristics (such as Gender or Race)
or Extrinsic Characteristics (such as a Haircut or Geography)?
Fitzgerald’s “Bernice Bobs Her Hair“ (1920) (45-66)
____________________________________________
th
19 Amendment to the U.S. Constitution
http://en.wikipedia.org/wiki/19th_Amendment_to_the_United_States_Constitution
bobbed hair
http://en.wikipedia.org/wiki/Bobbed_hair
Bernice II
http://en.wikipedia.org/wiki/Berenice_II
Edgar Allen Poe’s “Berenice”
http://en.wikipedia.org/wiki/Berenice_(short_story)
Fitzgerald’s “The Ice Palace“ (1920) (67-88)
Course Components & Additional Information to Review during the Second Class
Monday, June 4
If You’re Bred to Defy Convention and Thus Can Exercise Free Will Only by Embracing Convention, Is the
Price of Inauthenticity Worth Paying for the Assertion of Your Free Will?
How Could One Fail to be Self-Identical?: Embracing the Lie of American Nativism against the Backdrop of
the Russian and French Revolutions
Fitzgerald’s “The Offshore Pirate“ (1920) (89-115)
____________________________________________
Calvin Coolidge’s “Thought, the Master of Things” (1921) (44-58)
French Revolution of 1789-1799
http://en.wikipedia.org/wiki/French_Revolution
Russian Revolution of 1917
http://en.wikipedia.org/wiki/Russian_Revolution_(1917)
Recommended
Anatole France’s The Revolt of the Angels (1914) (9-161)
www.gutenberg.org/files/32596/32596-h/32596-h.htm
Calvin Coolidge
http://en.wikipedia.org/wiki/Calvin_coolidge
Professor John D. Rockefeller V
Wednesday, June 6
The Platonic Return-to-the-Womb Fantasy of Post-War Isolationism: A Political Account of the Debate
between Literary Realism and Literary Naturalism
The Pathos of Naturalism Overpowering Realism
Failing to Ascend out of Plato’s Cave via an Elevator
Fitzgerald’s “May Day“ (1920) (116-160)
____________________________________________
David M. Kennedy’s Over Here: The First World War and American Society (1980) (278-295)
Plato’s “Book VII” of The Republic (370s B.C.) (253-291)
Recommended
First Red Scare
http://en.wikipedia.org/wiki/First_Red_Scare
May Day Riots of 1919
http://en.wikipedia.org/wiki/May_Day_Riots_of_1919
May Day
http://en.wikipedia.org/wiki/May_Day
Influenza Pandemic of 1918
http://en.wikipedia.org/wiki/Great_Influenza_Pandemic
th
18 Amendment to the U.S. Constitution
http://en.wikipedia.org/wiki/18th_Amendment_to_the_United_States_Constitution
National Prohibition (Volstead) Act
http://en.wikipedia.org/wiki/Volstead_Act
Friday, June 8
If There’s No Age Essentialism (an Intrinsic Characteristic), How Can There Be Class Essentialism (an
Extrinsic Characteristic)? How Can Class Be Deterministic, If Age Isn’t?
Fitzgerald’s “The Curious Case of Benjamin Button“ (1922) (178-200) ___________________________________
Fitzgerald’s “Winter Dreams“ (1922) (236-255)
JDRV sends TurnItIn.com’s Class ID & Enrollment Password to students
Monday, June 11
Analyze outlines for and/or rough drafts of the First Essay
Review essay guidelines in Course Components
Wednesday, June 13, 10 AM
First Essay (minimum: 1000 words—approximately 4 pages)
Analyze graded Essays
Friday, June 15
How to Revitalize Spengler’s Western Man in Decline? For an Effete European Man, It’s an Assertive
American Woman; for An Ineffectual American Man, It’s Her Death.
Fitzgerald’s “Love in the Night“ (1925) (320-334)
____________________________________________
Fitzgerald’s “Letter to Maxwell Perkins (June 6, 1940)” (289-290)
Dana Brand’s “Tourism and Modernity in Tender is the Night” (2000) (130-141)
Sheilah Graham’s College of One (1967) (11, 74)
Richard Daniel Lehan’s F. Scott Fitzgerald and the Craft of Fiction (1966) (33-36)
Gilmore Millen’s “Scott Fitzgerald Lays Success to Reading” (1927) (82-85)
Harry Salpeter’s “Fitzgerald, Spenglerian” (1927) (86-89)
Robert Sklar’s F. Scott Fitzgerald: the Last Laocoön (1967) (222-226)
Wallis Simpson
http://en.wikipedia.org/wiki/Wallis,_Duchess_of_Windsor
Oswald Spengler
http://en.wikipedia.org/wiki/Oswald_Spengler
Oswald Spengler’s The Decline of the West, Vols. I & II (1918, 1923)
Fitzgerald’s “The Rich Boy“ (1926) (335-366)
http://en.wikipedia.org/wiki/The_Decline_of_the_West
JDRV obtains the correct number of Student-Evaluation forms from Gina Woloszyn
2
Professor John D. Rockefeller V
Monday, June 18
Ascending out of Plato’s Cave: Does Jacob Booth Succeed with a Ladder in “Jacob’s Ladder”, where Philip
Dean and Peter Himmel Fail with an Elevator in “May Day”?
Modern America’s Allegory of the Cave: A Man Declines to Reciprocate the Love of a Woman. Only after
She Becomes a Hollywood Actress (Platonic Shadow) Does He Long for Her. Spurned by Her, He Settles
for (and Even Prefers?) Viewing Her on a Movie Screen (Cave Wall).
Fitzgerald’s “Jacob's Ladder“ (1927) (367-388)
____________________________________________
Plato’s “Book VII” of The Republic (370s B.C.) (253-291)
Genesis 25:19 – 33:20
John 1:51
Jacob’s Ladder
http://en.wikipedia.org/wiki/Jacob%27s_ladder
Wednesday, June 20
Are You Responsible For Decisions You Make under the Influence of Someone Who’s Got a Hold on You?
Fitzgerald’s “A Short Trip Home“ (1927) (389-406)
____________________________________________
Are You Responsible For Decisions You Make under the Influence of Something That’s Got a Grip on You?
Returning to a Favorite Sport (Football and Acrobatics): “The Bowl” Revisits “Head and Shoulders”’s
Determinism
Fitzgerald’s “The Bowl“ (1928) (407-427)
Recommended
Plato’s Parmenides (370s B.C.) (920-956)
“third-man argument” (132a–b)
cat in “Theory of Forms”
Friday, June 22
“Harness[ing] the Forces of Nature”: Henry Clay Marston’s Compromise of 1929 between Naturalism and
Realism Evokes Henry Clay’s Compromise of 1850 between the North and the South. “The Swimmers”
Revisits the Nautical Forces of “May Day”’s Determinism. Can America Separate Itself from European
Influence?: The Difference between Two Sailors, Henry Clay Marston in “The Swimmers” and
Christopher Columbus “in May Day”.
Staving off the Temptation to Surrender: with a Convulsive Effort, “The Swimmers” Revisits the Realism of
“A Short Trip Home”’s Violent Wrench of the Will
Fitzgerald’s “The Swimmers“ (1929) (510-527)
____________________________________________
Henry Clay
http://en.wikipedia.org/wiki/Henry_Clay
Compromise of 1850
http://en.wikipedia.org/wiki/Compromise_of_1850
Monday, June 25
When Parasites Attack Their Hosts, after the Hosts Seek (but Cannot Maintain) Independence
“Two Wrongs” Revisits “Head and Shoulders” to Assert That a Man Can Resist (Isolate Himself from) a
Woman—albeit Not through an Act of Free Will
Fitzgerald’s “Two Wrongs“ (1930) (528-545)
When Parasites Attack Their Hosts, after the Hosts Seek (but Cannot Maintain) Independence
“One Trip Abroad”’s American Exodus out of Europe: Escaping (by Returning) to the Promised Land
Fitzgerald’s “One Trip Abroad“ (1930) (592-612)
____________________________________________
Exodus (c. 450 B.C.) (48-88)
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Professor John D. Rockefeller V
Wednesday, June 27
Does Fifi Schwartz Escape the Furies in “The Hotel Child” to Compensate for Ellen Baker Not Escaping Joe
Varland’s Double, Eddie Stinson, in “A Short Trip Home”?
Fitzgerald’s “The Hotel Child“ (1931) (613-630)
Aeschylus’s Oresteia
http://en.wikipedia.org/wiki/Oresteia
The Furies
http://en.wikipedia.org/wiki/Furies
A Lucky Putt and a Lucky Catch: “What a Handsome Pair!” Revisits “The Bowl”’s Determinism
The Upside of Marrying Down: “What a Handsome Pair!” Revisits “Head and Shoulders”’s Determinism
Fitzgerald’s “What a Handsome Pair!“ (1932) (695-712)
____________________________________________
Helen of Troy
http://en.wikipedia.org/wiki/Helen_of_Troy
centaur
http://en.wikipedia.org/wiki/Centaur
Friday, June 29
Analyze outlines for and/or rough drafts of the Second Essay (which may incorporate a revision of the First Essay)
Review essay guidelines in Course Components
Fill out Student-Evaluation forms
JDRV recruits a student volunteer (___________________________________________________) to return the Student
Evaluations to Alva Bilbrey (ABilbre1@jhu.edu) in the Registrar’s Office at 75 Garland Hall
Friday, July 6, 1 PM
Second Essay (minimum: 2000 words—approximately 8 pages)
JDRV confirms that the student volunteer submitted the Student Evaluations
4
Professor John D. Rockefeller V
Specific Edition Required to Be Purchased (and no longer available at the bookstore after Week 2)
Author
Fitzgerald, F. Scott
Title
The Short Stories of F. Scott Fitzgerald
Publisher
Scribner Classics
ISBN #
Price
9780684842509 26.40
[Students are required to purchase the hardback edition, because its pagination varies 15-20 pages from that of the paperback edition.]
Various authors
The Holy Bible: King James Version
American Bible Soc.
1585161519
Total
09.99
36.39
Echo Library
1406857165
15.90
Do NOT Purchase the Following, because It’s Non-Refundable
France, Anatole
The Revolt of the Angels
Required Reading on Reserve at the Library (2-hour limit)
Fitzgerald, F. Scott. The Short Stories of F. Scott Fitzgerald. Ed. Matthew J. Bruccoli. New York: Scribner Classics,
1998 (1989). [PS3511.I9 A6 1998b]
Various authors. The Holy Bible: King James Version. New York: American Bible Society, 1980. [BS184 .B53
2000]
Required Reading Available through the Library’s Electronic Reserves
Brand, Dana. “Tourism and Modernity in Tender is the Night”. F. Scott Fitzgerald: New Perspectives. Eds.
Jackson R. Bryer, Allan Margolies, Ruth Prigozy. Athens, Georgia: University of Georgia Press, 2000.
130-141. [PS3511.I9 Z6139 2000]
Coolidge, Calvin. “Thought, the Master of Things”. America’s Need for Education and Other Educational
Addresses. Ed. Henry Suzzallo. New York: Houghton Mifflin, 1925 (1921). 44-58. [LA201 .C77]
Fitzgerald, F. Scott. “Letter to Maxwell Perkins (June 6, 1940)”. The Letters of F. Scott Fitzgerald. Ed. Andrew
Turnbull. New York: Scribner’s, 1963. 289-290. [PQ3511.F52 Z54 1963]
Graham, Sheilah. College of One. New York: Viking, 1967. 11, 74. [PQ3511.F52 Z64 1967]
Kennedy. David M. Over Here: The First World War and American Society. New York: Oxford University Press,
1980. 278-295. [D570.1 .K431 1980]
Lehan, Richard Daniel. F. Scott Fitzgerald and the Craft of Fiction. Carbondale, Illinois: Southern Illinois
University Press, 1966. 33-36. [PQ3511.F52 Z686 1966]
Millen, Gilmore. “Scott Fitzgerald Lays Success to Reading”. Los Angeles Evening Herald (January 15, 1927;
A2, A4). Reprinted in Conversations with F. Scott Fitzgerald. Eds. Matthew J. Bruccoli and Judith S.
Baughman. Jackson, MS: University of Mississippi Press, 2003. 82-85. [not in the MSE Library’s
collection]
Plato. “Book VII” of The Republic. In The Republic: The Complete and Unabridged Jowett Translation. Trans.
Benjamin Jowett. New York: Vintage Classics, 1991 (370s B.C.). 253-291. [JC71.P35 1991]
Salpeter, Harry. “Fitzgerald, Spenglerian”. New York World (April 3, 1927; 12M). Reprinted in Conversations
with F. Scott Fitzgerald. Eds. Matthew J. Bruccoli and Judith S. Baughman. Jackson, MS: University of
Mississippi Press, 2003. 86-89. [not in the MSE Library’s collection]
Sklar, Robert. F. Scott Fitzgerald: the Last Laocoön. New York: Oxford University Press, 1967. 222-226.
[PQ3511.F52 Z86 1967]
Recommended Reading on Reserve at the Library (2-hour limit)
Bruccoli, Matthew J. Some Sort of Epic Grandeur: The Life of F. Scott Fitzgerald, Second Revised Edition. Columbia,
SC: University of South Carolina Press, 2002 (1981). [PS3511.I9 Z566 2002]
France, Anatole. The Revolt of the Angels. Trans. Wilfrid Jackson. New York: Dodd, Mead, & Co., 1924 (1914).
[free availability through the library at: http://JHU.eblib.com/patron/FullRecord.aspx?p=543455]
Plato. Parmenides. In The Collected Dialogues of Plato, Including the Letters. Eds. Edith Hamilton and Huntington
Cairns. Trans. F.M. Cornford. Princeton, NJ: Princeton University Press, 1963 (370s B.C.). 920-956.
[PB2281.A1 C6 1963]
Rockefeller V, John D. “Beyond My Eyes’ Power of Correction”: Fitzgerald, Faulkner, and the Past. Dissertation.
2008. [Control Number for Hard Copy at Libraries Service Center: 3442031]
Turnbull, Andrew. Scott Fitzgerald. New York: Scribner, 1962. [PQ3511.F52 Z88 1962]
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Professor John D. Rockefeller V
Course Components
Classroom Etiquette
Please arrange the chairs in a circle as you arrive to class. The form of a circle encourages all students
to participate during classroom discussion and prevents students from feeling anonymous. We’ll have
better discussions about the reading, when everyone looks each other in the eye and addresses each
other by name.
Late arrivals disrupt the flow of class discussion; so, be punctual. Each time a student is 5 or more
minutes late to class, her final grade will be deducted 1%. Tardiness (arriving fewer than 5 minutes
late) is almost as disruptive. We’ll begin each class with a few minutes of minor housekeeping
matters, and it’s discourteous to your fellow classmates to waste their time by forcing us to revisit
those matters just for you. 2 tardy arrivals, then, will be considered the equivalent of a late arrival.
Electronic devices (such as computers, mobile phones, tablets/pads, etc.) may be used in class for
classroom purposes only. Using electronic devices for anything other than classroom purposes is an
impermissible visual distraction—to yourself, to your classmates, and to me (because it’s remarkably
easy to discern when a student’s attention is elsewhere). Students are encouraged to inform me with a
silent head nod during class, or by email after class, if a fellow student’s misuse of an electronic device
distracts them from focusing on class discussion.
A student’s final grade will be lowered 2% after each misuse of an electronic device. Furthermore,
after the second infraction per semester, the student will be dismissed from the rest of class that day.
Finally, a third infraction per semester will result in a student’s being required either to withdraw from
or fail the course. [Email I sent to a student in 2012: “For some time now, you have obviously been
using your laptop for non-classroom purposes and have been a frequent source of distraction to your
classmates and to me. If you do so again, I shall ask you to withdraw from the course. As long as you
are willing to refrain from doing so, however, I look forward to your undivided attention in class the
rest of the semester.”] [Tell story re: student in 2011 who sent emails during class and justified her
behavior by informing me that her time was valuable to her.]
Mobile-phone disturbances (such as ringing, vibrations while in silent mode, and even the visual
distraction of a student checking his mobile phone silently) are disruptive (if not to your fellow
students, then certainly to me—for, I can see just about everything that goes on in the classroom). I’ll
do my best to remind students to turn off their mobile phones at the beginning of each class; if I
forget, please remind us all.
A conversation that does not include the entire class is an impermissible aural distraction that will
result in a student’s final grade being lowered 1%.
Eating in class is prohibited. Drinking is permitted, as long as it’s done silently—so, do not open cans
in class. A student’s final grade will be lowered 1% for each infraction of this rule.
Class Participation
Students should exhibit intellectual dexterity both in writing and during class discussion. Student
response papers should focus on a curious detail in the reading and introduce a thought-provoking
issue or question for class discussion. Being a fully engaged member of the class entails making
observations, asking questions, striving to contribute unique insights that would otherwise go
unnoticed, and responding to the comments and questions of your fellow classmates.
Attendance (Absences)
As long as absences are the result of poor health or a religious holiday, they will not affect a student’s
grade negatively. (For an absence to count as medically excused, it must be accompanied by a medical
doctor’s note or email.) Otherwise, a single absence will not affect a student’s grade negatively.
Regardless of circumstances, however, 2nd and 3rd absences will result in a student’s final grade being
6
Professor John D. Rockefeller V
dropped 2/3rds and 4/3rds of a full letter grade, respectively. Furthermore, regardless of circumstances,
a 4th absence will result in a student failing the course. Before you plan to miss a class, or after you
have missed a class unexpectedly, send me an email with a short explanation accounting for your
absence.
Students who have flu symptoms should not attend class until they have been fever-free for 24 hours.
Reading
Students are required to bring to class the specific editions of the assigned materials. Why? Most of
class discussion will be spent examining a wide variety of specific passages, and we don’t want to be
slowed down by those who would otherwise be sifting through their different editions, trying to catch
up on their own or and asking us for help locating the passages in their editions. We’ll be lighter on
our feet and accomplish more, if we’re literally all on the same page. Digital versions of the specific
editions of the assigned materials are permissible substitutes for hard copies of those materials.
Grading
Class Participation
First Essay
Second Essay
25%
25%
50%
Midterm and Final Exam
Any detail (however minor or specific) mentioned in class discussion is fair game for the Midterm or
Final Exam. 2% bonus for your final grade, if you memorize without a single error the sequence of U.S.
presidents and their years of service.
Johns Hopkins University’s Ethics Statement
The strength of the university depends on academic and personal integrity. In this course you must be
honest and truthful. Ethical violations include cheating on exams, plagiarism, reuse of assignments,
improper use of the Internet and electronic devices, unauthorized collaboration, alteration of graded
assignments, forgery and falsification, lying, facilitating academic dishonesty, and unfair competition.
You may collaborate with other students in this course, but your final work must be your own. If you
have questions about this policy, please ask the instructor.
Report any violations you witness to the instructor. You may consult the associate dean of students
and/or the chairman of the Ethics Board beforehand. For more information, see the guide on
"Academic Ethics for Undergraduates" and the Ethics Board web site:
http://www.jhu.edu/design/oliver/academic_manual/ethics.html.
Disability Services
Any student with a disability who needs accommodations in this class is required to obtain an
accommodation letter from Student Disability Services: 385 Garland Hall, (410) 516-4720,
studentdisabilityservices@jhu.edu.
7
Professor John D. Rockefeller V
Essays
Essay topics will be provided; however, students may devise their own topics, as long as they are pre-approved
during class or office hours. The entire class prior to each essay’s due date will be devoted to students getting
feedback on their efforts to prepare the essay—feedback both from me and from their fellow classmates. The
goal will be for all of us to help students transform a collection of notes into a detailed outline, that outline into a
rough draft, and that draft into a polished essay. Students improve their writing skills when they hear
constructive criticism not only of their own work, but also of their fellow classmates’ work. Students are
encouraged to meet with me during office hours to discuss their ideas and refine their arguments. I shall try to
reserve 1 class for my detailed evaluation of anonymous First Essays in front of all students.
Each student is required to devote her essay’s first paragraph to achieving a single goal: laying the foundation for
posing a particular question about authorial intent in the final sentence of the introductory paragraph. In your
first paragraph, do not start off blandly by introducing thematic claims. Instead, set the stage for examining a
curious detail or, at most, a specific scene in the work of literature. Then introduce the idea that the author
might be using the local concern to raise a broader issue. That is, ask yourself: what’s at stake here? By the end
of the first paragraph, ask a leading question that demonstrates your conviction that the author means to signal
to his reader that his focus on a narrow, local concern serves a purpose with a wider scope: namely, that the
author has constructed a specific scene so as to contribute to the debate about a contentious intellectual issue—
say, a political argument, a cultural concern, or a dispute between literary schools of thought. The formulation
of a precise question to which your essay will provide an answer, is required. Here’s an example of the kind of
question that generates fertile intellectual content in an essay: What political argument does F. Scott Fitzgerald
advance by analogizing the protagonists both in The Beautiful and Damned (1922) and in Tender is the Night
(1934) to the same two historical figures: St. Anthony of Egypt and “Mad” Anthony Wayne? After your
introductory paragraph, each subsequent paragraph should be devoted to the methodical development of a
persuasive answer to your question.
Avoid making broad claims until after you have shown how they follow from your engagement of specific details
and passages in the work of literature.
No essay worth reading has ever included the phrases American Dream or human condition.
Your essay will be graded on the degree to which you have laid the groundwork for your question, posed an
interesting question, and developed a convincing answer to that question. For an essay to receive a grade of Aor higher, it must deliver a compelling argument in distinguished prose and explore unique insights that have not
already been discussed in class. Essays that do not cover new territory cannot earn higher than a B+, which
would still be a significant achievement.
Each day an essay is late will result in a 2% grade deduction. Exceptions will be granted only when accompanied
by a medical doctor’s note or email.
Students must create an account at TurnItIn.com and then enroll in my class. I’ll email students TurnItIn‘s Class
rd
ID and Enrollment Password after the 3 class. Students can submit essays to TurnItIn in any form: Microsoft
Word’s doc and .docx, .pdf (which preserves the specific formatting you’ve selected), and .txt. Immediately after
you submit your essay to TurnItIn, make sure to email me 2 copies of it (both in .doc or .docx form, and pdf
form—but not .txt form). By sending me the 2 copies, you'll be sure to preserve your essay's formatting—which
TurnItIn does not preserve. That said, you should still print out a single-sided, hard copy of your essay and
submit it to me in the first class after the due date. Why? I won't be able to grade all of the essays by the first
class after the due date, and I don’t want to have to print out all of your essays on my printer. I'll inform those
students whose papers I do grade by the first class after the due date, that they don't need to print out their
essays.
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Professor John D. Rockefeller V
Essay Requirements
Consistent with the requirements for writing-intensive courses, a student’s Second Essay may incorporate
a revision of the student’s First Essay.
The text must be double-spaced.
A question at the end of the first paragraph.
No block quotations; quote no more than 8 words at a time.
No blank lines between paragraphs.
Indent the first line of each paragraph.
Citations:
When referencing a text for the first time, footnote thusly:
Fitzgerald, F. Scott. “Dice, Brassknuckles & Guitar”. The Short Stories of F. Scott Fitzgerald. Ed. Matthew J.
Bruccoli. New York: Scribner, 1998 (1923). 257. Hereafter abbreviated SS.
Subsequent references to a text should not be footnoted; instead, they should appear in the main
body of your essay thusly:
Fitzgerald illustrates his commitment to preserving what he considers to be essential racial differences, by
depicting Jim Powell and his black body-servant, Hugo, recurrently having to nail back together the upper and
lower portions of Jim's automobile, because those portions (like the two men, themselves) are "no longer in
exact juxtaposition" [SS: 257].
Title Page:
Your Name
Essay Title
Number of words (remember: no block quotations)
Date
Name of Course
Professor John D. Rockefeller V
(To ensure grading objectivity, include the title page as the final page. Furthermore, do not
include your name as a header on each page.)
Do not include a separate page listing works cited.
Paginate.
Staple the pages.
Submit the essay to TurnItIn.com. (Enroll in this course at TurnItIn.com with the Class ID & Enrollment
Password.)
Submit a .doc (or .docx) version AND a .pdf version of each essay to jdrv@jhu.edu.
Submit in class a single-sided copy of your First Essay the next time we meet after the essay’s due date.
If a student would like for me to return her Second Essay with comments, submit a SASE by the final day
of class. Otherwise, Second Essays will not be returned to students; they’ll be only graded.
When preparing to write your essay, you can perform word searches at a link such as the following:
http://books.google.com/books?id=ILGyhv7axn0C&lpg=PP1&dq=short%20stories%20fitzgerald%20bruccoli&pg=PP1#v=onepage&q&f=false
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Professor John D. Rockefeller V
Additional Information to Review during the Second Class Meeting
Notes to Self
• If the room number is changed, I should post a sign listing the new room number on the door of the
originally scheduled room.
• Bring chalk to each class.
Confirm that every student has received my email(s).
If students want me to know something important about them (a learning or physical disability, etc.), please send
me an email or write me a note.
Students should bring a copy of the entire syllabus (on paper or in their computers) with them to each class.
When appropriate, students should bring the assigned materials cumulatively to each successive class.
Review the student roster.
Confirm with students that a sufficient number of the assigned editions of the books are available for purchase at
the bookstore. Remind students to purchase all books during Week 1, as unsold books may be returned to their
publishers as early as Week 2.
• Barnes & Noble, JHU (3330 St. Paul St.): Monday - Saturday, 9 AM - 9 PM; Sunday, 10 AM - 9 PM.
• Barnes & Noble, Peabody (5 E. Centre St.): Monday - Thursday, 9 AM - 5 PM; Friday, 9 AM - 4 PM.
Confirm students can access the library’s e-reserves via:
https://my.JohnsHopkins.edu
Login
Library
MSEL Library Links
E-Reserves
Course Readings
Rockefeller—course number—course title
6-Digit Password (ROCTheLastThreeDigitsOfTheCourseNumber)
View Reading List
Confirm students know this is a W course.
Advise students to use one of the following subject headings in all correspondence with me: for example,
Peabody History or Fitzgerald. Why? Outside of class, few professors can recall the full names of all of the
students in all of their classes. As a result, if your email is insufficiently identified as class-related, a professor
might understandably presume it’s junk mail or a phishing scheme. Here are some examples (culled from actual
student emails) of subject headings that are insufficiently labeled as class-related: hi, touching base, following up,
can you send me your comments before 3:00 AM?—and, worst of all: blank. If, in your email’s subject heading,
you fail to identify yourself as a student in one of my classes, then you might be consigning your unread email to
the equivalent of cyberspace’s dead-letter office: the trash can in my mail program.
Please contact me by phone only in case of emergency (severe weather, etc.).
Office Hours
Any discussion (be it formal or informal; be it between me and one student, or among me and a group of
students) that occurs after class officially ends, is part of office hours. As you enter or leave the room during
office hours, please leave the door open. Please email me 4 hours in advance if you plan to drop by during
office hours before class. No such advance notice is required for office hours after class.
Each student will begin at least 1 class discussion by reading aloud a 1-page paper examining a detail in the
reading that struck her curiosity. Assign response papers.
Assign 1 student to remind us at the beginning of each class to put our mobile phones in silent and non-vibrate
modes.
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