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Sara Schotland, Ph.D., J.D. Spring 2016
Justice Matters: Literature and the Law Syllabus HONR 208L
Description
This course will examine the treatment of legal themes in literary texts as part of a broader
consideration of the relationship between literature and the law. We will compare and contrast how
literature and the law address “questions that matter,” including individual morality, the purposes of
criminal punishment, and racial and gender equality. Students will consider how literary texts, like legal
texts, have power to influence politics and society. Many readings will invite consideration of “the
other” in literary texts and the treatment of minorities in the criminal justice system. Readings will
include such classic texts as Antigone, The Merchant of Venice, A Jury of Her Peers, and The Lottery. We
will discuss the continuing relevance of these readings for vexed contemporary questions such as civil
disobedience, the causes and prevention of crime, acquaintance rape, and ethical choices faced by
lawyers in litigation. We will also examine the treatment of trials in literary texts and view some highquality film depictions of trial scenes in texts that we study. We will also discuss a handful of judicial
decisions to illustrate how the courts have decided litigation “about” or “over” literary texts (for
example, censorship of allegedly obscene works, and tort cases involving books that gave erroneous
advice).
Topics
1. Introduction to the Study of Law and Literature
1/25 Shirley Jackson’s short story “The Lottery” (ELMS)
Ursula LeGuin’s “Omelas” (ELMS)
2. The Individual versus the State
1/27 Sophocles’ Antigone (first half)
2/1 complete Antigone
3. Law versus Mercy
2/3 Shakespeare’s Merchant of Venice (Acts 1 and 2)
2/8 Merchant of Venice (Acts 3 and 4)
2/10 Merchant of Venice (Act 5)
4. Necessity Conditions
2/15 Fuller, “Speluncean Explorers,” Solnetzsin “Ivan Denisovich” (ELMS)
5. Gender and Justice
2/17 Susan Glaspell’s short story, “A Jury of Her Peers” (ELMS)
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5.
Short Stories about Homicides
2/22 Andre DuBus’s “Killings” (ELMS)
Margaret Atwood’s “Stone Mattress” (ELMS)
Maupassant stories: “The Vendetta,” “Rosalie Prudent,” “The Parricide,” (ELMS)
2/24 Short essays due; In class discussion
Post on ELMS in drop box and bring stapled copy to class
6. Guilt and Shame
2/29 Katherine Anne Porter’s “Noon Wine” (ELMS)
3/2 Visit to the Hornbake Library Special Collections Room
3/2 Deadline for signing up for film presentations-selection of topic and date
7. Trial of the Criminal Justice System: A Black Life Equals a White Life
3/7 Wolfe’s Bonfire of the Vanities (see ELMS for page assignment)
3/9 Bonfire of the Vanities (see ELMS for page assignments)
3/14, 3/16 Spring Break
8. Capital Punishment
3/21 George Orwell’s “The Hanging” (ELMS)
Paul Laurence Dunbar’s short story, “The Lynching of Jube Benson” (ELMS)
Franz Kafka’s “Penal Colony” (ELMS)
9. Trial of a Rape Case
3/23 Harper Lee’s To Kill a Mockingbird (first half)
3/28 To Kill a Mockingbird (complete)
PowerPoints on Law Lit Films
3/30 (5 students each class)
4/4
4/6
4/11
10. Mental Illness and Crime
4/13 Truman Capote’s In Cold Blood (first third)
4/18 In Cold Blood (second third)
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4/20 In Cold Blood (to end)
11. Science Fiction
4/25 Ray Bradbury’s “Pedestrian” (ELMS)
Isaac Asimov’s “Robot Dreams” (ELMS)
Isaac Asimov’s “Little Lost Robot” (ELMS)
12. The Civil Side: Property for Sale
4/27 August Wilson’s “The Piano Lesson” (ELMS)
13. Suspicion
5/2 John Patrick Shanley’s “Doubt”
Student Informal Oral Summaries of Final Papers
5/4
5/9
Final Papers Due 5/9
Class Meeting Times
11-12:15 Tuesdays and Thursdays
Office Hours
Dr. Schotland will be available before every class. Students wishing to meet at another time can arrange
an appointment by email: sschotland@cgsh.com
Required Texts/Materials
You must purchase the following texts (may be cheapest to get used editions on line).

William Shakespeare, The Merchant of Venice, Jay Halio (ed.), Oxford Univ. Press, ISBN
0521532515.
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Harper Lee, To Kill a Mockingbird, Mass Market, ISBN 0446310786.
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Truman Capote, In Cold Blood, Vintage, ISBN 0679745580.
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Tom Wolfe, Bonfire of the Vanities, Dial, ISBN 0553381342
Other course materials can be found on ELMS course documents.
Assignments
Students are asked to prepare (a) one short essay of four pages each (double spaced), (b) a PowerPoint
on a law lit film (see ELMS for suggestions) and (c) either a final term paper or an original work of fiction
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of ten pages (doubled spaced). Students will also occasionally contribute informal thoughts, newspaper
items, etc. to a course blog (the discussion board on ELMS).
Students are requested to post essays on ELM S in the assignment drop box before class on the date due
and to bring hard copy of their essays to class. Unless an extension has been obtained, late essays are
penalized half a step per day. Students have an open choice of paper topic but a default list of suggested
topics will be posted on ELMS for those looking for inspiration. Research guidance will also be posted on
ELMS. The midterm film powerpoint should be posted on discussion board.
For further information about course requirements see the course requirements guide below.
Grades will be determined as follows: 40% final paper, 20% participation and course blog postings,
20% short essay, 20% PowerPoint on film (20% each). Class participation is an especially important
aspect of this course. By participating in class actively you will increase your own enjoyment of the
course, demonstrate you have read the materials, and give your classmates the benefit of your
thoughts. Through blog postings, you can pose questions for class discussion, follow upon points raised
in class, and bring to the attention of the class stories, news clips, and movies related to law and
literature.
A+
100 – 97
A
96.9 – 93
A-
92.9 – 90
B+
89.9 – 87
B
86.9 – 83
B-
82.9 – 80
C+
79.9 – 77
C
76.9 – 73
C-
72.9 – 70
D+
69.9 – 67
D
66.9 – 63
D-
62.9 – 60
F
Below 60
Academic Integrity & the Honors College
The University is an academic community. Its fundamental purpose is the pursuit of knowledge. Like all
other communities, the University can function properly only if its members adhere to clearly
established goals and values. Essential to the fundamental purpose of the University is the commitment
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to the principles of truth and academic honesty. Accordingly, the Code of Academic Integrity is designed
to ensure that the principle of academic honesty is upheld. While all members of the University share
this responsibility, The Code of Academic Integrity is designed so that special responsibility for upholding
the principle of academic honesty lies with the students.
All University of Maryland students are asked to write and sign the following Honor Pledge to all
submitted assignments and exams:
I pledge on my honor that I have not given or received any unauthorized assistance on this
assignment/examination.
The University of Maryland honor system is fully described in the Code of Academic Integrity. Please
read: www.studenthonorcouncil.umd.edu/code.html. The Code is administered by an all-student Honor
Council. The student Honor Council office is located in room 2118 Mitchell Building and can be reached
at 301-314-8204.
The Honors College works to enrich its community life by promoting an atmosphere of honesty, trust,
and mutual responsibility. In the event that a Honors College student is found responsible for a violation
of the Code of Academic Integrity by the Student Honor Council, he or she will be dismissed from the
Honors College for the semester in which the violation took place and for all subsequent semesters in
which the student is enrolled as an undergraduate at Maryland.
Course Evaluation
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improvement of teaching and learning at the University as well as to the tenure and promotion process.
CourseEvalUM will be open for you to complete your evaluations for spring semester courses. You can
go directly to the website (www.courseevalum.umd.edu) to complete your evaluations. By completing
all of your evaluations each semester, you will be able to access the summary reports for thousands of
courses online at Testudo.
A Course Requirement Guide Justice Matters
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I missed class: what do I do?
o
Catch up on the reading
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Contact your classmates through discussion board and ask for notes (I don’t make notes
while I teach and can’t catch up students individually)
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Take notes for other students: one day you may need to miss class due to flu, sports
event, interview, religious holiday or some emergency and you will appreciate the
reciprocity.
How can I get in touch with you?
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By email, if question is best posed in writing. sschotland@cgsh.com
or ss735@georgetown.edu.
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
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Be sure to “unspam” sschotland@cgsh.com as I often send emails to students from my
blackberry.
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Email will get faster response than using Conversations on ELMS
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Before or after class, if you want to talk
When should I expect a response?
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Two business days. If you don’t hear back, maybe email did not go through so please
tell me in class or send another email.
When should I contact my classmates?
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Email your classmates for notes if you miss class
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Email your classmates if you have signed up to present on date x but you find out you
have to be out of town that day. Find someone to trade with you.
Where do we submit our short essay?
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Please submit your short essay on ELMS in the assignment drop box
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Also bring a stapled copy to class which I will collect at the end of class on the date the
paper is due. We will also briefly discuss your short essays in class on the day they are
due
What about requirements for short essays?
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Page limits are on the syllabus; all papers should be double spaced.
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Short essay should be paginated, include your name and email on the first page
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Short essays should have a relevant title (not “essay one”) but a title that conveys the
gist of your topic or argument.
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Although the topic is open there are optional /default short story suggestions on ELMS
for those I need of a topic.
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Choose as your primary topic a text that is NOT required reading for this course. Do not
repeat class discussion. Goal is not to regurgitate but to find your own texts, topics,
viewpoints, ideas (allusion or comparison to items on syllabus is fine)
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Short essays should address texts or topics as you are doing your midsemester
PowerPoint on film.
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I recommend that your essay address a short story or play rather than tackle a longer
work like a novel.
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See grammar/style mechanics guidance on ELMS. Students may wish to bring their draft
essays to the Writing Center at Tawes for guidance.
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I have also posted on ELMS Research tips to guide you to use of the Lexis data base if
you believe your essay would benefit from research about legal requirements.
Some tips for strong essays
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Make a strong thesis statement. For guidance on thesis statements see Developing
Strong Thesis Statements on Owl@Purdue site.
https://owl.english.purdue.edu/owl/resource/588/01/
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Keep it narrow. Focus on one supporting character or one scene. Why was that scene so
significant? What is the importance of that character or scene? How does that character
or scene compare or serve as a foil vis a vis another character or scene.
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Address problems or issues or challenges rather than simply providing summary
descriptive material, for example.
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Discuss the significance of some of the most important metaphors
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What is unusual about the narrative style of the work or about the formal structure?
What effect was created by the author’s choice of [narrative style][formal structure]
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The humanities in general and literature in perspective gives us the benefit of vicarious
experience of those who live lives different from our own and (of particular relevance to
this course) how their lives are impacted by the law. Does the text/film under discussion
help illuminate a current legal issue or policy problem
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What puzzled you or struck you as odd in the story? Was there a character who acted in
a surprising or perplexing fashion? Was there a plot twist that struck you as improbable
or discordant? Why do you think the author make the choice that (s)he did?
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Do you want to suggest an alternative ending to the film or story?
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Avoid plot summary
What are the requirements for our midsemester film PowerPoint?
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Please sign up promptly. Slots are strictly limited. Post your film topic on discussion
board so your classmates know what you are doing and duplication is avoided.
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Time yourself to take 10 minutes—remainder is for questions.
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Please emphasize content and don’t waste your time on style.
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Submit PowerPoints not Prezzi.
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If you do a film clip limit it to 1-2 minutes
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Submit your midsemester PowerPoint in the ELMS discussion board section (the reason
is that your posting in an assignment drop box is private while your class presentations
are shared and become part of our course web site archive).
What are some tips for doing well on powerpoints?
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Select an original topic that is narrow and well-defined so that depth can be achieved.
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Make a thesis statement: a claim or argument, rather than simply summarizing and
providing an overview. Address problems or issues or challenges rather than simply
providing summary descriptive material.
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Engage in independent research of Lexis and other academic data bases rather than
simply consulted Wikipedia and other Internet sources. See Research tips on ELMS
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Students have a tendency to identify all possible references to course themes and texts
read or movies watched in class. Some comparison is good but don’t stretch to make
comparisons. What is most interesting is how the subject of your powerpoint differs
from or expands upon texts, films, and themes already discussed in class.
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Avoid formulaic organization that “copy cats” other powerpoints
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Practice your presentation so that it is polished and you adhere to time limits.
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Practice your presentation so you can avoid slang, “like,” “you know,” and other teenspeak; presenter acts as if (s)he were presenting in a professional setting as if
interviewing for a job or grad school
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Don’t worry about spoilers. Goal is to give best possible presentation and it doesn’t
matter if you reveal the ending.
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Do research to determine issues relating to accuracy of Hollywood portrayals of crime
topics
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Don’t overdo the picture inserts; I am more interested in bullets that convey content as
opposed to illustrating every scene.
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Avoid giving such a long and detailed summary of the plot that you have no time for
analysis
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Include discussion questions
What makes a good film PowerPoint topic?
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TV and video games are just as suitable as film movies. If you select tv, select an episode
or two not a weries.
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You have free choice of films but must a) avoid films already being shown in class and b)
avoid duplicating with the choice of a student who has already signed up unless you
decide to collaborate
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Please see ELMS for list of optional films (both documentaries and Hollywood films) if
you are not sure what to select.
o
If you have an ethnic background or interest, it would be a great contribution to bring
that to the class (e.g., a film from your family’s culture…)
May I change the topic for my film PowerPoint?
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If and only if you check that you are not conflicting/duplicating with another classmate’s
choice. First come first served. You must post your revised topic on ELMS in the
appropriate forum.
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If you do change a topic it is probably better that your second film topic be unique or
obscure to avoid chance that inadvertent duplication of topic results.
Is collaboration encouraged?
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Yes, on mid-term PowerPoints. Students will receive the identical grade fro the
PowerPoint.
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If two students collaborate, double the time for the presentation and share the grade on
the PowerPoint.
Do we need to clear essay or PowerPoint topics?
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For the final term paper, I recommend you check your topic with me; for short essay
and mid semester PowerPoint, topic clearance is optional.
o
I do not review drafts.
What are the final term paper requirements?
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Students will primarily focus on a text not discussed on the syllabus (although
comparisons can be made to readings on syllabus and films discussed in class), and take
an original approach. Do not write your final paper on film as that was the subject of
the midsemester Powerpoint.
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Final papers should include meaningful engagement with four references. "Meaningful
engagement" means substantively discussing these references (of course you may also
cite other sources).Research tips on ELMS will tell you how to use Lexis and other useful
data bases.
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Select a thoughtful title that gives the gist of your argument (not “Final term paper”).
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Paper should be filed in assignment drop box and hard copy brought to class.
May we do original fiction instead of a final term paper?
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Yes. Same page limit as for term paper. No references for term paper.
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Also submit to discussion board so your classmates can read your fiction before you
present it.
How many requirements are there in this course?
o
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As per syllabus, three. There is no exam.
May I turn in an essay or PowerPoint for this course based in part on a paper or project I did in
another course?
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Only with permission. I assume that every paper that is turned in for this course reflects
work that is first prepared for this course.
o
However, I am flexible and open to exceptions where you propose an extension of work
done in another course and explain the “new effort” you plan to make for this course.
Why do you emphasize class participation so much?
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It is one of the best ways for you to learn
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It is boring to sit passively, much more fun to dive in and become part of the discussion
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After each of the courses that I teach, several students in each class ask me to write
recommendations. It is very difficult to do a recommendation for students who don’t
speak in class because the professor doesn’t “get to know” the student. In this period of
economic downturn where jobs are scarce it is a valuable tool to get to know faculty and
thus enhance your recommendations.
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There are very few jobs where communication does not matter, so learning to speak is a
valuable skill
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This classroom should be a low-pressure and welcoming scenario for participation
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We all benefit when ideas are shared
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Students who have a major problem speaking in class should (a) let me know; (b)
prepare a few sentences about one of the readings in advance of class, which is often
less intimidating than spontaneous participation; (c) contribute more frequently to the
course blog.
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Class participation will affect your grade up or down. If you are “grade conscious,” then
class participation is something that you can control that will affect your final mark. It is
very difficult to get an A or A- in this course if you don’t participate. Participation is a
component of the grade that you control so don’t hurt yourself.
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Class participation tells the professor that you have read the material; if a student is
mute, the professor can’t be sure whether the student is prepared
Try to avoid saying “like” and other teen speak in class. This is good practice for presenting
yourself professionally on the job and in interviews and in grad school.
o
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I reserve the right to reduce half a grade on PowerPoints where students abuse slang.
How can I do well in this course?
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Enjoy the course! Do the reading, participate in class and on the blog, talk about it with
your classmates.
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Bring your text to class (hard copy or on your laptop as you prefer)
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Consult the syllabus regularly. The latest version is always on ELMS. Please consult the
syllabus re due dates and page limits (I can’t keep these in my head).
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How can I do poorly in the course?
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By checking email and internet during class time. It is very obvious to professors when
students aren’t taking notes but have their eyes on the screen. This is a courtesy that I
and your class mates will much appreciate.
o
This is a pet peeve of mine. I consider it rude not to pay attention in class and it will
reduce the class participation component of your grade
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HOWEVER, every rule has an exception. If Grandma is in the hospital, let me know and
then of course it is okay to keep your cell phone on or check for a text message.
How do we participate on the course blog on ELMS discussion board?
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I need an extension or I have a question about an assignment
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Email me with your question or catch me before or after class. However, because I teach
many students I can’t remember if I said it was okay to submit your paper a week late
because of x or y. Please briefly confirm responses through email.
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Your questions are welcome not only because I want to help you but because if you
have a question or concern about something, probably your classmates do as well.
I was ill. Do I need a note from the health center?
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Informally! Many of you will do a posting to recommend an article, attach a news item,
or offer a brief review of a movie or television show. Your posting may be a couple of
sentences long, or a paragraph or two.
No. Ask your classmates for notes.
I joined the course late. What should I do?
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Carefully read the syllabus and these course requirements
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Ask a classmate for notes
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Catch up on the reading
Grading Guidelines
The necessary minimum condition for all passing papers is that the student avoids plagiarism and
accurately attributes his or her sources. Beyond that, here are some general guidelines which do not
take into account + or – grades but may still be of interest…
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An A/A- paper demonstrates significant originality of thought and has an extremely well-developed
argument.
… has a thesis that makes a non-obvious, non-trivial argument
… avoids plot summary
… marshals specific textual evidence from the text(s) under consideration.
… participates in a wider critical conversation about the text(s) under consideration and shows
judicious use of related critical sources (articles, books, etc).
… has arguable topic sentences for all body paragraphs. All of these topics sentences relate
directly to the thesis.
… employs identifiable transitions between each paragraph. It is clear why one paragraph necessarily
follows from the next. The argument builds rigorously on the earlier points in order to achieve the later
points.
… begins with a compelling introduction and concludes with a discussion of the argument’s wider
significance.
…citations follow MLA, APA, Chicago or other recognized systems of citations
… has no grammatical, punctuation or spelling errors. It has no typos or other proofreading
errors.
A B+/- paper is a clear and interesting essay which may not attain to the originality or stylistic execution
of an A paper. It also
… is well-organized and demonstrates logical analysis and well-developed writing skills.
… may contain a few superficial errors, but these do not detract from the writer’s argument.
… may reflect that the author has chosen too broad a topic or has not done sufficient research to have
mastered the topic.
A C+/- paper demonstrates a college freshman’s mastery of the basic essay form. It lacks the fresh
insights of the A and B range papers as well as the organization.
It also…
… lacks a thesis that is original (the paper may argue a truism)
…covers such a broad topic that it is superficial
…rocks back and forth between several arguments
…repeats class discussion rather than providing fresh analysis
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… contains more description than argument.
… lacks arguable topic sentences for more than one of its body paragraphs.
… contains several typos or proofreading errors.
… lacks a coherent note system or applies one inconsistently.
… may not meet the appropriate length requirement.
Other remarks about papers
As per the syllabus, unexcused tardiness is marked down at half a grade per day.
Papers should comply with page guidelines using standard margins and double spacing-no stretching by
adding unneeded margins or spaces
Students who have writing challenges and ESL students are especially encouraged to make use of the
Writing Center in Tawes-they give wonderful help and demonstrably improve student grades
Powerpoint Rubric
The A powerpoint is well-researched and original. It also
…focuses in on a narrow well-defined topic so that depth can be achieved
…avoids repetition of material that has been covered in class and is assigned on the syllabus.
…avoids overview and instead makes a thesis statement. Thus the student addresses problems or
issues or challenges rather than simply providing summary descriptive material
…reflects that the student has done independent research of academic data bases rather than
simply consulted Wikipedia and other Internet sources.
…avoids formulaic organization that “copy cats” other powerpoints
…reflects that the student has rehearsed the presentation for content and timely completion
…avoids slang, “like,” “you know,” and other teen-speak; presenter acts as if (s)he were presenting in a
professional setting as if interviewing for a job or grad school
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The B powerpoint tends to be a competent overview of the subject matter but lacks the original
or insight of the A presentation. The B powerpoint presentation tends to be less professional than the A
presentation (more “like”, “you know,” “sort of,” slang usage). There are a few typos and glitches.
The C powerpoint either provides material that is too basic (already known to the class) or
reflects a lack of reflection about the topic (generally because insufficient thought has gone into the
preparation). Often the C powerpoint reflects that the student did not rehearse the presentation and
did not appreciate that it was too long or short or that the slides were not coherent.
Class Participation Rubric
The student with the A participation grade frequently participates in class, making on point
observations and showing that (s)he has read and thought about the material. The A student attends
every class absent illness, family emergency, employment interviews or other circumstances that would
excuse absence.
The student with the B participation grade attends class regularly but rarely participates in a
manner that demonstrates familiarity with the material.
The student with the C participation grade very rarely participates OR frequently misses class.
This is a part of your grade that you control up or down—it is really up to you. Students who have
reservations about oral participation should contact me early in the course to work through
participation strategies.