LIT 2120: Survey of World Literature
~ circa 1600 to the Present ~
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“We have all of us one human heart”
~ William Wordsworth, “The Old Cumberland Beggar” (1888)
Section: 3613
Meeting Times:
Tue., Period 5 – 6 (11:45 a.m–1:40 p.m.);
Thurs. Period 6 (12:50–1:40 p.m.)
Meeting Place: Matherly, 0116
Instructor: Ms. Kadesh Lauridsen (Minter) … Please call me Ms. Lauridsen
Email: u2kadesh@ufl.edu
Office Hours: Tuesday 1:50 p.m. – 2:50 p.m.
Location: Turlington 4307
Course Description
This course is a survey of World literature from the 17th century to the present day. Since
literature reveals the workings of culture, our readings and discussions will necessarily
uncover the complex relationships between the two. The context of history will add
another layer, since a nation’s literature changes with its people and its times.
To this end, we will be taking up the conversations of the past and bringing them into
the present, which will allow us to add to our understanding of literature and culture
then and now. We will read a variety of genres that can give historical and topical
context to our primary texts, moving across borders and across time and looking for
relationships between authors, cultures, ideas in order to address a few key questions:
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How does one country’s literature influence another? Does one writer influence
another? Does literature transcend borders?
What does a writer do? Is a writer responsible to himself or to humanity?
Reading different forms and genres in different countries and cultures will
invariably call into question the very definition of the term Literature: What is
Literature? What is not Literature? Who gets to decide?
Do different countries define the role of a writer – and therefore the role of its
literature differently?
Along these lines, can a writer transcend culture to speak universally or are
writers invariably place-bound?
These questions will lead to others as we explore each text and its relationship to other
texts.
Goals and Objectives:
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The goal of this course is to encourage an understanding of each individual work within
the larger context of the world stage and, by doing so, learn how to read poetry, drama,
and fiction critically. We will explore several critical approaches to literary theory in
order to consider different ways of thinking about literature. In order to communicate
these interpretations, we will also focus on how to write about literature. Thus the goal
in this endeavor is to construct essays that respond to the texts we read in a thoughtful,
convincing, and effective manner.
Classroom explanations and discussions will guide you through the reading and writing
assignments. You will also receive help in one-on-one conferences and through peer
feedback sessions. Because this class fulfils the Gordon Rule, you will be asked to write a
minimum of 6000 words over the course of the semester. You will also be expected to
keep up with reading and writing assignments. Failure to meet all of these requirements
will result in failure of the course.
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This is a General Education course providing student learning outcomes listed in
the Undergraduate Catalog. For more information, see
http://catalog.ufl.edu/ugrad/current/advising/info/generaleducationrequirement.aspx#learning
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
Required Texts (to be purchased)
o Manguel, History of Reading (1997)
o Equinano, Olaudah. The Interesting Narrative of the Life of Olaudah Equiano, or
Gustavus Vassa, the African. Written by Himself. (1789)
o Saint-Exupery, The Little Prince (1943)
o Ba, So Long a Letter (1984)
o Lahiri, Interpreter of Maladies (1999)
o All other texts, as they are listed in the course schedule below, are available
online. I will provide links and/or .pdf files through E-learning. You will be
expected to print these texts and bring them to class annotated fully in preparation
for discussion.
Grade Breakdown
Essay One: [1000 words]
10%
Essay Two: [1500 words]
15%
Essay Three: [2000 words]
20%
Reading Quizzes (unannounced & magical)
10%
Critical Responses – [2 @ 500 words each]
10%
Discussion Posts – [3 @ 150 words each]
5%
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Class/Group Participation
10%
Midterm Exam
10%
Final Exam
10%
Total 100%
Grading Scale, Per:
http://www.registrar.ufl.edu/catalog/policies/regulationgrades.html
A
4.0
C
2.0 – 2.32
A- 3.67 – 3.9
C-
1.67 – 1.99
B+ 3.33 – 3.66
D+ 1.33 – 1.66
B
3.0 – 3.32
D
1.0 – 1.32
B-
2.67 – 2.99
D-
0.67 – 0.99
E
0.00 – 0.66
C+ 2.33 – 2.66
… and no, I will not “round up” grades. What you see in E-learning is what you get.
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
Essay Assessment:
Essays are assessed based upon a set of criterion set out on a rubric. Each rubric includes
a scaled assessment of Thesis, Organization, Evidence, and Style/Mechanics. Additional
criterion may be added for specific essays. The core rubric scales are as follows:
Thesis High Score: Author presents a clear, sophisticated and analytical
argument that elaborates on multiple implications; and that identifies nonobvious (surprising, counter-intuitive) complexities of meaning and
implications.
5 – Excellent thesis. See above.
4 – Good thesis. Makes all the right connections and meets all the requirements
of the assignment in a thorough fashion.
3 – Basic thesis that may lack a depth of engagement or a full connection of ideas.
See above.
2 – Needs significant improvement to be comprehensible as an argument; does
not address all aspects of the assignment.
1 – Does not meet the requirements of the assignment
Organization High Score: Ideas are logically developed and directly linked to an
analytical thesis. Ideas are connected at the sentence and paragraph levels with
appropriate use of transitional words and phrases. Paragraphs are clearly
focused on the development of the thesis.
5 – Excellent. See above.
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4 – Good organization that contributes to the understanding of and relationship
between ideas.
3 – Sufficient organization that may have some problems and a need for more
internal organization.
2 – Organization needs improvement in order to help reader understand
connections between ideas. Problems in transitions contribute to reader’s
confusion.
1 – Lack of organization and transitions makes reading essay confusing or
unreadable.
Evidence High Score: Student incorporates and analyzes a broad range evidence
that is significant, sufficient, and relevant to each point that is made in the
argument; student also incorporates and analyzes evidence that addresses
opposing arguments.
5 – Excellent and thorough. See above.
4 – Very good. Thoroughly fulfills the requirements of the assignment.
3 – Adequate evidence. May lack some needed evidence that could strengthen
argument.
2 – Insufficient or extremely uneven evidence.
1 – Lack of evidence. Does not meet the requirements of the assignment.
Style and Mechanics High Score: Student articulates ideas clearly, making use of
language that is both concise and sophisticated. Writing is free of grammatical
error. MLA documentation is used properly throughout.
5 – Excellent.
4 – Very good. Need for minor corrections
3 – The basic requirements are met, but there is a need for several corrections.
2 – Mechanical errors hamper understanding and are below the standards of a
college level writing assignment.
1 – Unacceptable, unreadable.
Mode of Submission:
When the essay is assigned, it will be designated either a hard copy or on-line
submission. On-line submission deadlines will vary (they are generally due at midnight
of the assigned deadline date), but dates and times will be clearly stated on the
assignment sheet and available on our class E-learning website. Hard copy submissions
are due at the beginning of class on the assigned deadline. ALL ASSIGNED WORK –
INCLUDING HOMEWORK – should be typed on only one side of 8 ½" x 11" white
paper, MLA format, stapled, and be in Times New Roman font. I will not accept any
papers that are not in this format. Be sure to staple papers before submitting hard
copies. (You may want to get a mini stapler to keep with you.) I will NOT provide a
stapler for you on the days that papers are due. Your final drafts should be polished and
presented in a professional manner.
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Attendance Requirement:
Much of the learning that takes place in LIT 2120 is spontaneous and difficult to
reproduce outside of class. Consequently, attendance is required.
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If you miss more than three class periods over the course of the semester, you will
fail the entire course.
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The only exemptions from this policy will be absences involving universitysponsored events, such as athletics and band, or religious holidays. These absences
must be prearranged with me, documented and verified through your respective
team coach, sponsor or department head.
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Any in-class quizzes or assignments you miss during an absence cannot be made
up.
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Be sure to save your absences for illness and family emergencies. If you are absent,
it is still your responsibility to make yourself aware of all due dates.
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You are still responsible for turning assignments in on time. Please do not come
late to class; arriving late disrupts the entire class.
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If you are more than 10 minutes late, you will be marked absent. Being more than 5
minutes (but less than 10) late three times will equal one absence.
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Any quizzes or in-class assignments you miss by being late cannot be made up.
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Whether or not an absence is excused, you are responsible for contacting a
classmate to find out what material you missed and any work that was assigned.
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Please do not ever ask the following questions: “Did I miss anything important in
class on (fill in day of absence)?” or “Did you do anything in class on (fill in the
day of absence)?” Consider the implications.
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As I do not accept ANY late essays, if an essay is due in class on the day of your
absence, the essay should be turned in electronically by the time that class begins.
Any electronic submission is time stamped. This policy ensures fairness to your
fellow students; your work will be submitted at the same time that they are
required to submit their own work in class.
Quizzes:
Quizzes will appear randomly, as if by magic. If you are reading the texts as we progress
though the semester, you should do fine. If not, you will be sad.
Assessment of Participation:
Your participation grade is not a vague grade based on whether or not I “like” you. It is
based upon your active engagement in our class discussions of the readings and in our
editing sessions of your writings. You should bring your texts to class, along with your
reading notes for every assigned reading. You can expect me to call on you and ask
questions about these notes and your responses to the text. If you do not have them, this
will be reflected in your participation grade. In other words, your ability to respond to
questions pertinent to the readings should be directly related to the quality of your
reading notes; this will be reflected in your participation grade. If you do not have
reading notes and cannot locate and discuss relevant quotes from the texts we are
reading, this is a strong indication to me that you are not engaged in the class. If you are
mentally vacant (texting, dozing, staring out the window), the same concept applies.
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Graded Materials & Requirements:
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.
REQUIREMENT: All work must be completed for a grade since this course can satisfy
the UF General Education requirement for Composition or Humanities. For more
information, see: https://catalog.ufl.edu/ugrad/current/advising/info/generaleducationrequirement.aspx.
Course Policies
Plagiarism
Plagiarism is a serious violation of the Student Honor Code. All students must 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
University of Florida students are responsible for reading, understanding, and abiding
by the entire Student Honor Code.
All acts of plagiarism will result in failure of the assignment and may result in failure of
the entire course.
Students with Disabilities
The Disability Resource Center in the Dean of Students Office provides
information and support regarding accommodations for students with disabilities. For
more information, see:
http://www.dso.ufl.edu/drc/
Harassment
UF provides an educational and working environment that is free from sex
discrimination and sexual harassment for its students, staff, and faculty. For more about
UF policies regarding harassment, see: http://www.dso.ufl.edu/sccr/sexual
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.
Because class participation relies heavily on individuals feeling comfortable expressing
their opinions, you must always show respect for the diversity of opinions expressed in
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this class. You must also demonstrate respect for gender, racial, class, and ethnic
differences among your colleagues and instructor.
Any questions you have about these policies should be addressed immediately with me.
Know that my aim is to make our classroom a place where the same rules apply to
everyone.
Above all, I am here to help you learn to be a better reader, writer & analytical thinker.
Never be afraid to ask me to help you achieve those goals!
Course Overview (Subject to Change)
[Writing Assignments with Word Counts]
Week One –
Introduction; Course Themes and Social Contexts
Reader Response Theory (online)
Week Two –
History of Reading [required text]
Week Three –
History of Reading
Critical Response One [500 words]
Week Four –
Travel Narratives (online)
o Lady Wortley
o Dorothy Wordsworth
o Mirza Abu Taleb Khan
o Xie Qing Gao
Week Five –
Writing About Literature
o Rousseau “Discourse … Inequality” (online)
Discussion Post One [150 words]
Week Six –
The Interesting Narrative of the Life of Olaudah Equiano, Or Gustavus Vassa, The
African
Essay One [1000 words]
Week Seven –
Postcolonial Theory (online)
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o Ghalib (Mirza Asadullah Beg Khan) http://www.ghalib.org/index.html
Week Eight –
o Tagore “The Hungry Stones” and non-fiction essays
http://www.readbookonline.net/readOnLine/1760/
Critical Response Two [500 words]
Week Nine –
SPRING BREAK
Week Ten –
Saint-Exupery, The Little Prince (1943) [required text]
Discussion Post Two [150 words]
Week Eleven –
Essay Two [1500 words]
Week Twelve –
Neruda, Pablo. Misc. Poems (1960s – 70s) (online)
Week Thirteen –
Feminism and Queer Theory (online)
Ba, So Long a Letter (1984) [required text]
Week Fourteen –
Lahiri, Interpreter of Maladies (1999) [required text]
Discussion Post Three [150 words]
Week Fifteen –
Essay Three [2000 words]
Week Sixteen –
Student Conferences
Exam Review
[Exam Week] –
Final Exam
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