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English 110.09: Introduction to Literature:
Modernity, Ethics, Language, and the Psyche
Class: Spring 2016, MWF 1:00-1:50 pm, Swan 204
Instructor: Molly Hall, molly_hall@my.uri.edu
Office Hours: Swan 175, MW 3:00-3:45 pm, and by appointment
Our Sakai Site: “ENG 110” on https://sakai.uri.edu/portal
Mail Box: Swan Hall 114 (Straight back and on the right)
Course Description
This course investigates modernity through the literature and film of the long twentieth century.
We will read primarily British and American authored works, with a focus on the first half of the
twentieth century, which is the center of the modernist period, a period in which much of what
modernity means is both formed and up for debate. The theoretical essays we read will also
provide a basic grounding in many of the literary critical approaches that form the basis of this
field of literary study. I have chosen the psyche and ethics as the core themes, because they are
often considered to form the core of what is important about how literature and language
function, and why it matters to us “moderns.”
Course Outcomes and Methods
Through this craft of reading we will focus on four points: (1) Reading, what does the text say?
(2) Identification, how does the text say this? (3) Analysis, what does this mean? (4) Synthesis,
why does this matter, or, so what? A concentration on these four areas is essential not only to the
study of literature but to every other academic discipline. Reading literature in a careful way,
then, teaches us a pattern of discipline that is applicable to every field of study. Essentially, in
this course you will learn how to read for comprehension, write with competence, and analyze
with skill.
You will achieve these outcomes through:
1. The practice of critical reading, research, in-class discussion, close reading, and textual
analysis.
2. The practice of identifying basic concepts and terms necessary for the comprehensive
study of fiction and representation; including plot, characterization, setting, tone, style,
theme, and form.
3. The producing of written texts in MLA format with command of voice and Englishlanguage conventions, and through reflecting on and revising your own analytical
writing.
Pedagogically (approaches to teaching and learning), these are the operative assumptions around
which this course is built:
1. The goal of literature and analysis is or should be actionable awareness.
2. There is no right answer (but this does not mean everything is personal and
or/subjective).
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3. Asymptomatic reading is political, identity politics and symptomatic reading do not
inherently imply agency.
4. The “so what” is everything.
5. Close reading is everything.
6. The what leads to the how; contents and form are always related.
7. Everything matters in a text; there is no fluff and no accidents, because there is no plan.
The foundational assumptions upon which this class is based, and which inform our analytic
practices in the classroom, are as follows. Do not worry if you don’t understand what these
phrases mean. It will be one of our goals throughout the semester to work towards an initial
understanding of at least a handful of them (in no particular order):
1. There is no outside text.
2. The author is dead.
3. Language is arbitrary.
4. The world and people populating it are inherently amoral but not unethical.
5. Constructivism and not essentialism is an effective hermeneutic.
6. The world is formed discursively and not according to structuralist principles.
7. Fiction informs or addresses reality, and reality informs or addresses fiction; they are
related but not interchangeable.
8. There is no unrestricted access to the psyche.
9. Even reality is representation.
10. Language and truth are discontinuous with each other.
11. Language is performative, so are identity categories and so in a sense, subjectivity.
12. Subjectivity is constituted by language.
13. Language has a special relationship to the unconscious, if such a thing exists.
14. The play of signification and not reference to a center creates meaning in a system.
15. Writing does things.
For more information on University General Education Learning Outcomes, visit:
http://web.uri.edu/catalog/general-education-learning-outcome-objectives/.
Behavioral Expectations
Each person in this class is an equal member deserving of respect and consideration. While you
may not be sensitive to a particular issue or topic, that does not mean someone else in the class is
not—choose your words with care. By the same measure, if you are uncomfortable with the
material, I encourage you to contact me so that we can address concerns and, if necessary,
discuss alternative methods of learning.
Email
Always check syllabus and schedule for information before emailing me with questions. I will
USUALLY respond to emails between the hours of 7 AM and 7 PM in the same day. You
ALWAYS receive a response within twenty-four hours, Saturdays not included. You are also
expected to keep a timely eye on your own email account for emails from myself and
notifications from Sakai (please make sure you are receiving Sakai announcements to your
email, as this is how all class notifications will go out).
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Formatting Assignments
All assignments must be submitted in MLA Format: 12 point Times Roman font, name & page
number on the top righter corner of each page, and 1 inch margins. Please see Purdue Owl for
additional guidelines and examples: https://owl.english.purdue.edu/owl/resource/747/01/.
Projects submitted via Sakai must be as .pdf, .doc or .docx files ONLY. NO google docs will be
accepted, you must download the file from googledocs as one of the above and submit in that
format.
Required Texts
1. Course pack (available at ICopy in the Emporium NOT Union, ask for ENG 110 section 9);
2. Virginia Woolf’s The Waves (1931) at bookstore or online ISBN: 978-0156949606;
3. Joseph Conrad’s Heart of Darkness (1902) at bookstore or online ISBN: 978-0486264646;
4. M.H. Abrams and Geoffrey Galt Harpham’s A Glossary of Literary Terms at bookstore or
online ISBN: 978-1285465067;
5. Tom Ford’s A Single Man (2009) online (MOVIE);
6. Additional readings may be posted to Sakai throughout the semester and should be printed for
class
Absences
A student’s participation grade will begin to drop if he or she misses more than three scheduled
class periods; anyone with seven or more absences will receive no participation credit, regardless
of a their performance in other areas. Ten or more absences may result in failure for the course.
Things will happen necessitating your absence from class at some point in the semester, use them
wisely. Arriving to class fifteen or more minutes late will be counted as an absence. It is your
responsibility to contact me to discuss work you have missed.
Late Work
I don’t accept it, ever. If there is an emergency and you absolutely need an extension on a major
paper (not a quiz, or journal, or presentation), it is possible that if you contact me in advance,
before the due date, I may give you more time, but this is not guaranteed and is entirely at my
discretion.
Plagiarism
The university academic honesty policy can be found on their website. I suggest you google it.
Plagiarism does not just mean handing in a paper that you did not write or copying someone
else’s answers on a test. These other things are also plagiarism: handing in work you did for
another class for this class, not citing things, citing things incorrectly, and then of course handing
in something that is partly or entirely written by someone other than you. If I discover this has
occurred, and I do run all papers against a plagiarism checking program, I am required by
university policy to report your dishonesty to the Dean, who determines the penalty which can
range anywhere from failing that assignment, to the course, to expulsion from the university.
Courtesy
I have a ZERO TOLERANCE policy for the use of cell phones and inappropriate use of any
technology in my classroom. It not only interferes with your own learning, but distracts other
students. Learning is, after all, what we are here to do. Cell phones out equals zero for
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participation for the day. If I see your cell phone out or in your lap diverting your attention from
the class, you will be marked absent for future use of cell phones in the classroom. This applies
to checking email and social media on laptops and tablets as well. If I have to speak to you
multiple times, you will be asked to leave. If you finish an activity early, the productive thing to
do is read—reread the response you wrote or the text we are looking at, or look ahead to the next
reading.
Writing Center
Go there. It is helpful no matter how advanced a writer you are. Everyone can be better,
everyone can always revise. They can help with any stage of the writing process from coming up
with a topic to citation formatting in this or any other course. For information on how to make an
appointment go here: http://harrington.uri.edu/about-main/student-experience/learningspaces/writing-center/.
Note on Access
This is a challenging course. Success requires that you keep pace with the work, understand
course concepts, and study effectively. The Academic Enhancement Center
(http://www.uri.edu/aec/) is a great place to do this. At the AEC you can work alone or in
groups, and tutors and professional learning specialists are available to help you to learn, manage
your time and work, and study well. All services are free and no appointment is needed. For
services specifically designed to support Student Veterans please visit
http://www.uri.edu/prov/veterans/campuscontacts.html. If you have a technology need, please
visit the HUB on the 3rd floor of Swan Hall, for access to computers and other media and
technology, as well as assistance with said items and interfaces.
Disability Services
Any student with a documented disability is welcome to contact me as early in the semester as
possible so that we may arrange reasonable accommodations. As part of this process, please be
in touch with Disability Services for Students Office at 330 Memorial Union, 401-874-2098
(http://www.uri.edu/disability/dss.)
Inclement Weather
Check for announcements about class cancellation, call the Weather Line at URI: 874-SNOW
(401-874-7669), or sign up for alerts on e-Campus. If I have to cancel class for other reasons, I
will always send an email. If I cannot email beforehand, there will be a note on the classroom
door.
Grading Breakdown
A / 94-100, A- / 90-93
B+ / 87-90, B / 84-86, B- / 80-83
C+ / 77-79, C / 74-76, C- / 70-73
D+ / 67-69, D / 60-66, F / 0-59
Course Requirements
Participation in Classroom Community, 20%:
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In Class Participation, 5%
Instructor Writing Conference, 10%
Presentations, 10%
Engagement with Course Materials, 20%:
Reading Journals, 10%
Daily Quizzes, 10%
Content Tests, 20%:
Midterm Exam, 10%
Final Exam, 10%
Skill and Process Evaluation, 40%:
Close Reading Essay, 10%
Proposal/Abstract and Annotated Bibliography, 10%
Annotating and Explicating a Scholarly Article, 10%
Researched Analytic Essay, 10%
Participation
A substantial portion of your grade—10%—will be determined by your participation. High
participation grades will be given to students that attend class regularly, actively engage in class
discussions and activities, come prepared for every class period, and attend required conferences.
One on One Instructor Writing Conferences
After you receive your first paper, the close reading, back from me with my evaluation, and
before you finish writing your researched analysis paper, you will be required to come discuss
your writing with me in my office. This will achieve two purposes: first, you will better
understand my evaluation and feedback, and how to incorporate it into future writing and
analysis; second, this will help you solidify a plan as you research, draft, and revise your second,
more involved paper.
There is a sign up doodle application linked from the course website. You must chose a date and
time to come meet with me by the end of the second week of class. Schedule of Conferences will
then be posted to sakai. There will be 2 classes canceled in lieu of these meetings throughout the
semester, use your time wisely. Not coming to a conference, therefore, counts as an absence.
Presentations
Each day 1 or 2 students will present a term/concept from the literary glossary. You may chose
whichever one you like, and you must sign up for it in advance so there is no redundancy. This
will have to be chosen by week 2. These presentations will be approximately 5 minutes wherein
you “teach” the term to the class. You may use multimedia components, but if you do, you must
let me know in advance so we make sure we don’t waste precious time fighting with classroom
technology. Handouts are not required, but you can use them. You will be required to do three
things:
1) define the term, explaining how we identify its usage in literature; you do not have to
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do outside research on the context for the term, but you may want to in order to better
understand what you will be teaching to the class (google is fine for this);
2) give us an example of its use in literature either using a quote/text we are reading for
class, or by handing out/writing on the board/pulling up on the projector, an example, and
explaining why this fits the bill;
3) explain what this device/concept “does,” what does it allow us to understand that
simple description would not, how does it connect the text to larger cultural and historical
contexts, how does it curate our understanding of the themes of the text, or tell us how to
read texts and the world, etc.
You must post an outline of your presentation on Sakai by class time as a resource for your
fellow classmates. This will be graded as part of your presentation. For the first few class
periods, I will do sample presentations so you have a model for your own.
Reading Journal and Daily Quizzes
Both of these items will be combined into a single item by the time it gets to me. However, they
can be done separately, which is why I have listed them as two different items in the grading
break down/course requirements.
Reading Journal: Each day before class, as you do your reading you will record on a piece of
paper, or type up and print a question about the texts we read for class that day; a quote (most
likely short as you will have to re-type it or copy it out, properly formatted with author, speaker,
and page number; chosen quote should be something you find beautiful, interesting, or
troubling); and a comment on them (this section must be used to try and work out an answer to
the question you asked, or to explain why you chose the quote you did; it must be at least three
sentences long). Be prepared to share all these in class.
Daily Quizzes: The reading journals will be handed in towards the middle of the class period,
alongside the answer to two questions, multiple choice, and these are the quizzes, which I ask
you in class. The two letters and there corresponding question numbers—1+2, should appear at
the top of the journal sheet you hand in [ex.: 1) A and 2) D]. These questions will be very detail
oriented, so much so that skimming for general plot points will make it impossible to answer
these questions. Read for detail—close read—as much as possible. There are also not arbitrary
details I will ask after. I will only ask questions about details which are important to our
understanding of the text. This document also serves as proof of attendance. No journal/quiz is
an absence. These cannot be made up, but, if you will be absent that day, you can send me your
journal via email for credit if I receive it by class time. There are 30 journals total (but more
quizzes, as there is one for each day).
Midterm Exam
This exam will be comprised of mostly identify, fill in the blank, and multiple choice. All terms
and texts you will be expected to know, we WILL HAVE GONE OVER IN CLASS. This
includes things your fellow classmates presented on. It will be an in class exam designed to be
completed during the 50 minute class period.
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Final Exam
Like the midterm exam, this exam will be comprised of mostly identify, fill in the blank, and
multiple choice. It may include a short essay section. All terms and texts you will be expected to
know, we WILL HAVE GONE OVER IN CLASS, with the exception of the short essay, which
will ask you to produce an original analysis. This includes things your fellow classmates
presented on. This will take place during finals week in our allotted exam period.
Close Reading Essay
3-5 double spaced pages, MLA formatting and citation style, no outside research, only on a
SINGLE sentence or paragraph from a story, play, or book, or a SINGLE poem, NO
EXCEPTIONS.
Proposal or Abstract
The proposal or abstract (whichever format you feel more comfortable with), will simply be a
document explaining what you plan to work on for your second, researched, paper. You will
want to say which text(s) you will study, what kinds of examples you will be looking at in those
texts, what your methodology is (what are you looking for, what will it show your reader, and
how do you attempt to both find and demonstrate this), the so what—explaining why your reader
should care, who should care, and finally, a provisional thesis statement.
Annotated Bibliography
The Annotated bibliography will include 3 sources you plan to use in your paper, all on the
author(s) or work(s) you are studying. It should begin each of the three entrees with a proper
MLA citation of the PEER REVIEWED article from the MLA DATABASE, followed by a brief
summary of the main point/thesis of the article, and why it is useful to your own project (how
will you likely use it in your paper?). Research tools: Library catalog search http://uriprimo.hosted.exlibrisgroup.com/primo_library/libweb/action/search.do?&vid=01URI; MLA
International Bibliography Database
http://search.proquest.com.uri.idm.oclc.org/mlaib/advanced?accountid=28991.
Annotating and Explicating a Scholarly Article
This assignment is where you take one of the three articles you will likely include in your
annotated bibliography, and complete two tasks: first the annotation then the explication. This
models what you should be doing for all article and chapters you read as you research throughout
your college career. The article itself must be printed and marked in whatever way you prefer—
highlighting, underlining, side marking—and written on. The explication is where you write 2-3
paragraphs explaining the thesis of the article, and HOW the author provide that thesis, followed
by your own thoughts on the piece, especially in reference to your own project.
Researched Analytic Essay
5-7 double spaced pages, MLA formatting and citation style, MUST INCLUDE OUTSIDE
RESEARCH. You can only write about one book or movie, or 2/3 stories/poems, NO
EXCEPTIONS. This research is only to be on the fiction you are analyzing, and must be peer
reviewed scholarly articles found on the MLA database and nowhere else. You will notice that
this essay itself is worth 10%, but note also that this project as a whole is worth 30% (more than
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anything else in the course), because the proposal, annotated bibliography, and annotated and
explicated article are all a part of the project that produces this essay.
Schedule of Readings and Assignments1
Date
W 1.27
F 1.29
Readings Due
Introductions
Conrad, Heart of Darkness, Chapter 1
M 2.1
Catherine Belsey, “Constructing the Subject,”
(Essay) [Coursepack]
Review Belsey and Conrad
Conrad, Heart of Darkness, Chapter 2
Review Belsey and Conrad
Conrad, Heart of Darkness, Finish Book
Zora Neal Hurston, “How It Feels to Be
Coloured Me,” 1928 (Story) [Coursepack]
Robinson Jeffers, “Science,” American 1925,
Wilfred Owen, “Dulce et Decorum Est,”
British, Robert Graves, “Recalling War,”
British (Poems) [Coursepack]
Sigmund Freud, from The Interpretation of
Dreams, (Essay) [Coursepack]
Review Freud and last poetry section
Ferdinand De Saussure, from Course in
General Linguistics, (Essay) [Coursepack]
W.H. Auden, “September 1, 1939,” British,
Paul Celan, “THERE WAS EARTH INSIDE
THEM, and they dug.” Romanian, Primo Levi,
“Voices,” Italian, Bertolt Brecht, “The World’s
One Hope,” German (Poems) [Coursepack]
Richard Wright, “The Man Who Was Almost a
Man,” 1960 (Story) [Coursepack]
NO CLASS – Instructor Out of Town; Review
Saussure, Freud, and Belsey
Es’kia Mphahlele, “Homeward Bound,” South
African, Bruce Weigl, “Burning Shit at An
Khe,” US/Vietnam, Jimmy Santiago Baca,
“Oppression,” Native American (Poems)
[Coursepack]
Review Saussure and last poetry section
W 2.3
F 2.5
M 2.8
W 2.10
F 2.12
M 2.15
W 2.17
F 2.19
M 2.22
W 2.24
F 2.26
M 2.29
W 3.2
F 3.4
1
Work Due
Get Required Texts
Reading Journal 1; Study for
Syllabus and Sakai Quiz
Reading Journal 2
Reading Journal 3
Reading Journal 4
Reading Journal 5
Reading Journal 6
Reading Journal 7
Reading Journal 8
Reading Journal 9
CLOSE READING Essay Due
Reading Journal 10
Reading Journal 11
Reading Journal 12
Reading Journal 13
Reading Journal 14
ANNOTATION AND
EXPLICATION Scholarly
Article Due
Subject to change with email or in-class notification. Readings and assignments are due at the start of class in the
day under which they are listed. All readings are in course pack unless otherwise indicated.
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M 3.7
W 3.9
F 3.11
M 3.14
W 3.16
F 3.18
M 3.21F 3.25
Woolf, The Waves, Section 1 and 2
Review Woolf; [Midterm Review in Class]
Midterm Exam In Class
“So What? Who Cares?” They Say I Say
(Instructional) [Coursepack]; Review Woolf
Woolf, The Waves, Section 3
NO CLASS – Cancelled for ConferencesPlease check your time and date; [FIND
MIDTERM GRADES ONLINE]
NO CLASS – Spring Break; Read Woolf
M 3.28
W 3.30
F 4.1
Woolf, The Waves, Section 4 and 5
Woolf, The Waves, Section 6
Review Woolf
M 4.4
W 4.6
Woolf, The Waves, Section 7
“As a Result?” They Say I Say (Instructional)
[Coursepack]; Review Woolf
Woolf, The Waves, Finish Book
NO CLASS – Cancelled for conferences, if you
have not yet met with me, check your
conference time and date.
Review Woolf
Review Woolf
F 4.8
M 4.11
W 4.13
F 4.15
M 4.18
W 4.20
F 4.22
M 4.25
W 4.27
F 4.29
M 5.2
Exam
Week
Look up background info on A Single Man and
Michel Foucault
Ford, A Single Man, to Minute 30
Ford, A Single Man, to Minute 60
Michel Foucault, from The History of Sexuality,
Volume I, (Essay) [Coursepack]
Ford, A Single Man, to Minute 80
Ford, A Single Man, Finish Film
Final Exam Review
FINAL EXAM – see schedule online, will be
announced in class and on sakai
Reading Journal 15
Reading Journal 16
Study for MIDTERM
Reading Journal 17 (on Woolf)
Final Paper PROPOSAL
/Abstract Due; Reading Journal
18
Show up for conference with
paper or proposal
Research and outline for paper;
finish reading journal 18 if not
yet completed.
Reading Journal 19
Reading Journal 20
Final Paper ANNOTATED
BIBLIOGRAPHY Due
Reading Journal 21
Reading Journal 22 (On Woolf)
Reading Journal 23
Bring your paper or draft with
you to conference.
Reading Journal 24
Bring in DRAFT of Paper for
Workshopping; Reading
Journal 25
RESEARCHED ANALYTIC
PAPER DUE
Reading (Viewing) Journal 26
Reading (Viewing) Journal 27
Reading Journal 28
Reading (Viewing) Journal 29
Reading (Viewing) Journal 30
Study
Study for FINAL