Romantic Literature

--http://vos.ucsb.edu/shuttle/eng-rom.html

--Voice of the Shuttle Links

--http://www.sjsu.edu/faculty/patten/romanpage.html

--Excellent Links to Resources, San Jose State U.

Victorian Literature

--http://humanitas.ucsb.edu/shuttle/eng-vi ct.html

--Voice of the Shuttle Links

Modern Literature

--http://humanitas.ucsb.edu/shuttle/eng-m od.html

--Voice of the Shuttle Links

On-Line Poetry Anthology available at

http://www.geocities.com:80 /SoHo/Bistro/2719/antho.html

Student scholars are responsible for making text copies of these poems and essays for class discussion.

GRADING SYSTEM, WHAT YOU ARE ASKED TO DO:

3 Reading Responses / Pop Quizzes:   10 Points

Literary Paper /

Web Site:             30 Points

Mid-Term Quiz:        20 Points

Class Participation:  10 Points

Final Exam:           30 Points

COURSE REQUIREMENTS IN DETAIL

Aesthetic Analyses:

Three Reading Responses must be completed by the end of the semester. I don't care which readings you choose to write on, but a response must be handed in on the day the reading is to be completed, not after, not before. You have two options

1)Formal Response:

Any good AA focuses on one or more formal, rhetorical, stylistic or structural elements in the text. A Formal Response uses textual evidence to show how the author manipulates that element either to affect a reader's perception of what going on in the text or to develop a theme, a character, a tone, etc. For example, an aesthetic analysis of William Faulkner's "A Rose For Emily" might explore Faulkner's use of non-linear narration and connect that stylistic choice to Emily's own refusal to accept the rapidly changing world around her. Another reader might choose to write on themes of entrapment and betrayal in the same story, focusing on how Emily is trapped by her father and by her society and how this entrapment effects her later actions. Such an analysis might also bring in images and symbols of entrapment present in the text.

The Formal Response may also attempt to discuss the works relevance to larger issues such as how the story, play, or poem relates to the period in which it is written, a literary or political movement prevalent at the time, a philosophical perspective important to the period, or to the genre in which it is written.

2) Historical / Philosophical Response

An Historical / Philosophical Response would also rely on the formal elements of the text to support an assertion. However, it takes for its focus the work's relationship to the literary movement of which it is a part, the philosophical concepts out of which it has arisen, or the cultural and historical framework in which it exists. For example a student could explore how the existentialist concept of "radical freedom" manifests itself in William Faulkner's "Barn Burning."

Whatever approach a student chooses to take, I primarily looking for a close reading of the text that makes a strong assertion and supports it with abundant examples. Unsupported statements of assertion are unacceptable as are evaluative responses. Whether or not you like the literary piece is irrelevant to this assignment (though I will ask you for these types of responses during the course). Most often, a response like "this is the poorest excuse for a short story that I have ever read. What was this author trying to say. Anything? I don't understand it; it's meaningless" is the result of a lack of understanding and on the part of the reader not a failure on the part of the writer. At best such a response is unprofessional, at worst it is insulting. One would never stand up in a science course and say about Einstein's Theory of Relativity that "this is the poorest excuse for a theory that I have ever seen. What was this scientist trying to say? Anything? I don't understand it; it's meaningless." Think of these authors as the Einsteins of literature--approach them that way-- and you will be exhibiting a professional demeanor and approach.

Click Here to view sample Responses from previous WWL2 courses

"POP" Quiz:

At least 3 times during the semester, students will be given simple essay quizzes relating to that day's assignment. These will be graded on a 10pt scale that will be averaged in with the Reading Response grade. Most often quizzes will focus on events and statements in a work and how they relate to ideas important to or representative of the genre or literary movements they embody. I fully expect that students read the material for each class and to attend each class and will not, therefore, give advance warning for these quizzes. Pop quizzes cannot be "made-up" unless the student has informed the professor of his or her absence ahead of time or is stuck down by an act of God. See the attendance policy for further details.

Mid-Term Quizzam:

The Mid-Term Quizzam is designed to be an objective reflection of a student's attempt to keep up with the reading assignments. It will consist of 10 quotations taken from assigned readings that students will have to match with the appropriate author, title, or speaker. The quotation will appear on the left and a list of possible answers will appear on the right. Each correct answer is worth one point.

Final Exam:

This is an essay exam for which you will be asked to choose one of 5 texts (poems or prose) for analysis. Then you will have to show how the structure, style, content, and philosophical outlook of the piece reflects or challenges those of at least one period, movement, or genre that we have studied in this class (enlightenment, neoclassical, romantic,naturalist, realist, symbolist, and modern, science fiction, horror, fantasy etc.). The piece itself may or may not have come from that period. This is not a guessing game. I want to see if you have absorbed the ideas. A twentieth century text could easily exhibit a romantic ideology. Concentrate your efforts on learning the major concepts that underly each major literary movement and genre and on using textual evidence to support your assertion.

The Literary Papers:

At the end of the semester you will be asked to turn in a literary paper on a poem, short story, or play of your choice. The paper will be 5 to 8 pages in length and may include researched materials (though research is not necessary, it is a good idea).

You can revise this essay once before the end of the semester

Though there are many legitimate approaches to literary analysis, here is a good one:

Goal:

Add something of your own, however modest, to the conversation about a work of literature. The minimum contribution is making up your own mind on an issue that people argue about (that is, at a minimum, conduct a debate between two sides, pointing out strengths and weakness, and come to a reasoned conclusion). What you intend to contribute is formulated in your thesis (a narrowed topic plus your position on the topic). Stating the thesis in question form, at least at the beginning, can help you to focus.

In the paper, you state your thesis and support it with evidence drawn from the work and, if you're writing a researched paper, with other readers' ideas (secondary sources) which you use because 1) they agree with your ideas in helpful ways (though sometimes you may state them in order to go beyond them) or 2) they disagree with your ideas, and you can show why they are wrong and yours are right.
--Dr. James Ford

To view a detailed procedure for writing the literary paper and to find links regarding the writing process, visit http://www.geocities.com/SoHo /Bistro/2719/litpap.html.

Web Site Option:

Some of you may choose to create a literary Web Site on one of the authors included in our anthology instead of writing a literary paper. I encourage this activity because creating a good web site involves levels of skill and research that are valuable to your growth as scholars and as global citizens. Because this is an option rather than a requirement, and because this is not a computer technology course, I will not go into great depth about Web Site content in this syllabus. Nor will I take on the responsibility of teaching the basics of Web design or web writing in this class. Students will be responsible for learning how to compose a Web Site using HTML or a composer provided by a particular server. Students will also be responsible for finding a server on which to post their site. My requirements for a good web site are as extensive and as rigorous as those for a literary paper and web-sites will be graded in accordance with them. Students interested in this option should ask me for a detailed account of those requirements. If the Web Site is professionally done, I will include a link to it on the On-line version of this syllabus and will update it as long as I'm capable. Warning: links, hidden or otherwise, to inappropriate web sites or web material (you know what I mean) will result in failure--not only of the assignment but of the course. The student responsible will also be reported to the administration for disciplinary action. In other words, don't mess with the prof.

to view web-site guidelines and grading policy

Click Here for a sample student website

CODE OF ETHICS / BYLAWS:

Mutual Respect:

All members of this writing community exist on equal terms as scholars, writers, and as human beings. All cultural backgrounds, belief systems, lifestyle choices, etc. deserve and will receive respect. Community members will address each other with appropriate decorum. Any form of discrimination and/or prejudice, verbal or otherwise, is unacceptable. Violators may be asked to leave the classroom.

Attendance:

This course is process oriented with a heavy emphasis on class participation, discussion, and revision. Missed classes, therefore, will negatively affect student grades.

Students will receive 2 "free," unexcused absences (an free absence does not mean that you can make up a pop quiz on the day you have missed). After that, each absence will result in the deduction of 5 full points from your grade total. An excused absence requires supporting documentation and (preferably) prior notification. Illness, Family Emergencies, University sponsored field trips, and Automobile Accidents are reasons for missing class. Hangovers, tests in other courses, dates, and defective alarm clocks are not.
At the beginning of every class I hand out a sign-in sheet for that day. If your name is not on it, you are absent. If you come into class after the sheet has been passed around, you are absent. Show up on time.

Plagiarism:

Plagiarism is the act of taking the ideas and writings of another and passing them off as one's own. Plagiarism may result in failure and / or a University disciplinary measure.

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