Writing Course Review Form (1/12)
I. General Education Review – Writing Course
Dept/Program
Course # (i.e. ENEX
English
LIT 314
Subject
200)
Course Title
The American Novel
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor
Brady Harrison
Phone / Email
243-2128
Program Chair
Jill Bergman
Dean
Dean Comer
III. Type of request
New
One-time Only
Reason for new course, change or deletion
Date
Change
Remove
Scheduled review of W courses
IV Overview of the Course Purpose/ Description: Provide an introduction to the subject
matter and course content.
The American Novel explores a limited number of extraordinary American novels in their
historical, cultural, and especially literary contexts. The course aims to deepen the students’
knowledge in the following areas: 1) American Literary History; 2) Critical Interpretation of
Literary Texts; 3) Literary and Critical Terminology and Concepts; and 4) Scholarly Writing.
V Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
For the first two (of three) essay assignments,
Student learning outcomes :
students are asked to come up with their own
Use writing to learn and synthesize new
topics and, where appropriate, to bring bear
concepts
whatever ideas and concepts from literary
and cultural theory will assist them in the
exploration of those topics. In all
assignments, I push the students not to do
what they’ve already done in past essays, but
to develop new ideas, to try out new (to them)
theoretical approaches, to see what they can
discover and work through; to see, in other
words, where their ideas will lead. The third
essay is a revision and elaboration of either
essay 1 or essay 2.
Formulate and express written opinions and
ideas that are developed, logical, and
organized
Compose written documents that are
appropriate for a given audience, purpose and
context
Revise written work based on constructive
comments from the instructor
Find, evaluate, and use information
effectively and ethically (see
http://www.lib.umt.edu/informationliteracy/)
Begin to use discipline-specific writing
conventions
Each essay begins with a formal essay
proposal where the students outline their
topic and working thesis and note key
passages they will focus on. I then respond to
the proposals, offering comments and
suggestions where necessary. From there,
especially for the first assignment, I offer a
series of handouts/Moodle postings reminding
students of the basics of essay writing
(introductions/thesis statements, topic
sentences, how to quote and analyze the key
passages they quote, etc), and frequently
discuss writing strategies in class. Between
the handouts/Moodle postings, mini-lectures,
and meetings with students during office
hours, I emphasize the need for logic,
evidence, close reading skills, clearly
developed paragraphs, transitions, and so on:
I hammer away—nicely—at the basics: be
logical, impose a structure on your
essay/ideas, develop ideas in depth. Once I
comment on and return the essays, the
students have the option of rewriting one of
them to further address issues of logic,
development, insight, and so on.
The handouts noted above also speak to
matters of audience and purpose.
As noted above, the students are required to
revise either essay 1 or essay 2, taking into
account my comments and their own further
thinking on the topic/essay.
At the 300 level, I encourage students to
undertake (and incorporate directly into their
essays) historical research relating to their
topics. We discuss appropriate sources,
evaluating sources, and the proper modes of
documentation and citation. At the same
time, I also encourage students to apply ideas
and approaches from different theoretical
schools. Once more, we discuss appropriate
documentation and citation.
The handouts/Moodle postings!
Demonstrate appropriate English language
usage
VI. Writing Course Requirements
Enrollment is capped at 25 students.
If not, list maximum course enrollment. Explain
how outcomes will be adequately met for this
number of students. Justify the request for
variance.
What instructional methods will be used to teach
students to write for specific audiences, purposes,
and genres?
Which written assignments will include revision in
response to instructor’s feedback?
For the first essay, I tell the students I’m
looking for solid, straight-forward prose.
Thereafter, depending upon the student, I get
them to work on areas of specific
development: if the student has problems
with writing, I urge basic, straight-forward
sentences/grammar; if the student is already
an accomplished writer, I get them to work on
their voice and style, mixing up types of
sentences and experimenting with specialized
effects.
Capped at 25.
See above!
Essay 3 is a revision/elaboration of either
essay 1 or essay 2.
VII. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 16 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Clear expression, quality, and
accuracy of content are considered an integral part of the grade on any writing assignment.
Formal Graded Assignments
Essay 1: 6+ pages
Essay 2: 6+ pages
Essay 3: 8+ pages; a revision of either
essay 1 or essay 2 (after it has been
graded and returned to the students)
Final Exam: 2 Essays, 2+ pages each.
Informal Ungraded Assignments
Occasional.
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form. 
For assistance on syllabus preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
The syllabus must include the following:
1. Writing outcomes
2. Information literacy expectations
3. Detailed requirements for all writing assignments or append writing assignment instructions
Paste syllabus here.
LIT 314: AMERICAN MONUMENTS (MODERN/POSTMODERN)
(A Version of “The American Novel”)
Dr Harrison
Office: LA 114
Phone: 243-2128
E-Mail: brady.harrison@mso.umt.edu
Hours: Tu & Th 2:00-3:00, & by appointment
REQUIRED TEXTS
Ellison, Ralph. Invisible Man. (Vintage.)
Faulkner, William. Absalom, Absalom! (Vintage.)
Pynchon, Thomas. Gravity’s Rainbow. (Penguin: Great Books of the 20th Century.)
Hacker, Diana. A Pocket Style Manual. (Bedford.)
Murfin, Ross and S.M. Ray. The Bedford Glossary of Critical and Literary Terms. (Bedford.)
COURSE DESCRIPTION
LIT 314 examines three very, very long, complex, challenging, gigantic, monstrous, frustrating,
maddening, door-stopping works of American fiction, and sets them in their historical, cultural,
and especially literary contexts. In particular, we’ll explore American literary modernism and
postmodernism, and trace the lineages and disjunctions between these two major twentieth
century movements. As the course progresses, we’ll also have opportunities to discuss different
critical theories and to apply them to the primary texts.
COURSE GOALS
This course aims to deepen your knowledge and skill in the following areas:
1.
2.
3.
4.
5.
American Literature and Literary History (with a particular focus on literary movements);
Critical Theory (this is a course in applied literary theory);
Close Reading/Interpretation (strategies for reading well/for intelligent interpretation);
Critical Terminology (a focus on formal elements and key literary terms); and,
Scholarly Writing (strategies for writing smart, effective essays).
GRADING
Essay 1 (6+ pages):
Essay 2 (6+ pages):
Essay 3 (8+ pages; a revision of either Essay 1 or Essay 2):
Final Exam:
Participation:
20%
20%
25%
25%
10%
COURSE REQUIREMENTS
The course involves two kinds of writing assignments: essays and an exam. Please note
that you must complete all written work to pass LIT 314. Essays will be deducted ONE
letter grade for each class period they are late.
Attendance Policy: Since the course involves informed discussions of the readings,
attendance and participation are crucial: after THREE absences, your FINAL GRADE
will be deducted ONE letter grade for each additional TWO absences.
DEPARTMENTAL/UNIVERSITY POLICIES
Department Assessment: The Department of English’s ongoing process of assessing its
curriculum requires a committee of professors to read student papers (including exams) to
learn how students in general are progressing through the program. Thus, your professor
may choose a copy of one of your papers or ask for an electronic version of it to use in
this assessment process. (All identifying information—such as name or ID number—will
be removed and no evaluation of student work outside the boundaries of the course will
play any role in determining a student’s grade.) If you do not want your work used in
such a way, please inform your professor and she or he will not forward it to the
Assessment Committee. Otherwise, we appreciate your tacit consent.
Plagiarism: Plagiarism: the use of someone else’s ideas or words as if they were your
own. To avoid this contravention of the fundamental values of the academy, you must
acknowledge, by citation of name, title, and page number, work that has influenced your
thinking. The University’s official warning can be found in the Student Conduct Code
(Academic Conduct), available on the web: http://life.umt.edu/vpsa/student_conduct.php
Disability Accommodation: Students with disabilities will receive reasonable
accommodation for coursework. To request accommodation, please contact the professor
as soon as possible in the semester. For more information, visit the Disability Services
website at http://www.umt.edu/dss/ or call (406) 243-2243 (Voice/Text).
SYLLABUS
Tu Jan 23:
Th Jan 25:
Introduction
**No Class**
Tu Jan 30:
Th Feb 1:
**Lecture: Modernism/High Modernism: Historical and Cultural
Contexts**
**Essay 1 Assigned**
Faulkner 3-76
Tu Feb 6:
Th Feb 8:
Faulkner 77-153
Faulkner 154-229
Tu Feb 13:
Th Feb 15:
Faulkner 230-309
**Lecture: Invisible Man: Historical and Cultural Contexts**
Tu Feb 20:
Th Feb 22:
Ellison epigraphs-83
Ellison 84-171
**Essay 1 Due**
Tu Feb 27:
Th Mar 1:
Ellison 172-250
**Essay 2 Assigned**
Ellison 251-332
Tu Mar 6:
Th Mar 8:
Ellison 333-415
Ellison 416-498
Tu Mar 13:
Th Mar 15:
Ellison 498 (i.e. read 498 at least 5x!)-581
**Lecture: Postmodernism: Historical and Cultural Contexts**
Tu Mar 20:
Th Mar 22:
Pynchon 1-72
Pynchon 72-143
Tu Mar 27:
Th Mar 29:
**No Class:
Spring Break**
Tu Apr 3:
Pynchon 143-214
**Essay 2 Due**
Pynchon 215-282
Th Apr 5:
Tu Apr 10:
Th Apr 12:
Pynchon 283-356
**Essay 3 Assigned**
Pynchon 357-427
Tu Apr 17:
Th Apr 19:
Pynchon 428-500
Pynchon 500-573
Tu Apr 24:
Th Apr 26:
Pynchon 573-638
Pynchon 638-711
**Essay 3 Due**
Tu May 1:
Th May 3:
Pynchon 711-776
**Review for Final Exam**
Harrison
LIT 314
ESSAY #1
Length:
Proposal Due Date:
Due Date:
6+ pages
By Feb 13
Th Feb 22
For the first essay, you will be writing about Faulkner’s Absalom, Absalom! As you plan,
draft, and revise your essay, please feel free to discuss your ideas with me (LA 114; Office
Hours: Tu & Th 2:00-3:00, or over E-mail: brady.harrison@mso.umt.edu.)
The Assignment: Design your own topic, and write the essay.
Essay Proposal: To facilitate the essay process, you must submit an essay proposal (typed,
double-spaced, about a page in length; you may turn in a hard copy or send your proposal
over e-mail). The proposal should include FOUR parts:
1. The topic: in a sentence.
2. The content: in a substantial paragraph, explain what your essay will be about. What is
your argument/interpretation? What will you focus on/say?
3. The text: in point form, indicate what sections of the text you’ll be focusing on.
4. The questions: if you have questions about your topic/approach, ask them, and I’ll do my
best to respond.
In your essays, I’ll be looking for detailed, thoughtful, theoretically informed
readings/analyses of the texts. Structure your essay with care, and work closely with the text
to support/illuminate your argument/analysis. Be smart, be lively, be engaging.
(Nota bene: Do NOT plagiarize. Do NOT get your essay off the web. Do NOT turn in the
essay your roommate wrote for high school AP. Consult Dante’s Inferno for what will
happen to you if you do any of these.)
Please note that along with your final draft, you must turn in–in a folder–all workproduct related to the essay (i.e. notes, outlines, rough drafts, etc.)
Good luck.