Approved by Faculty Senate. Revised November 17, 2003 (Remove Oral flag effective fall semester 2004)
Course Information -- Spring Semester 2001
Instructor:Dr. Ruth Forsythe Office Hours:
Office: Minne 306 Mon: 1:00-2:00; Wed: 9:00-12:00
Tel: 457-5429 Tues/Thurs: 11:00-12:30; 2:00-4:00
E-mail: email@example.com Fri: 11:00-12:00
Required Texts and Materials:
Course Requirements: [350 pts. Total]
English 304: Realism and Naturalism
Course Syllabus--Spring Semester 2001
Class Date Topics Assignments
Jan. 8 Course info: Goals/Requirements
Intro to Realism/Naturalism
Review: Responding to fiction/poetry
Jan. 10 Realism: Overview of the literary movement "The String" (handout)
American Context: Age of Expansion M-H: 1-9
Jan. 12 Transitional Am. Poets: Whitman/Dickinson M-H: 10-148 (selections)
Jan. 15 Martin Luther King Holiday--No class
Jan. 17 Twain: Huckleberry Finn M-H: 181-2; 207-371
Jan. 19 Twain: Huckleberry Finn
Jan. 22 Twain: Huckleberry Finn M-H: 160-1; 174-180
Jan. 24 American Regionalists
Harte: "The Outcasts of Poker Flat" M-H: 604; 607-614
Jan. 26 Cable: "Belles Demoiselles Plantation" M-H: 618-628
Jewett: "A White Heron" M-H: 642-649
Jan. 29 Freeman: "The Revolt of Mother" M-H: 732-743
Garland: "Under the Lions Paw" M-H: 754-764
Jan. 31 American Realism
Howells: "Criticism and Fiction"/ "Editha" M-H: 403-421
Feb. 2 James: "The Art of Fiction" M-H: 422-4; 591-603
Feb. 5 James: The Turn of the Screw M-H: 478-542
Feb. 7 James: The Turn of the Screw
Feb. 9 James: The Turn of the Screw
Feb. 12 Bierce: "The Boarded Window" M-H: 614-17
Wharton: "Roman Fever" M-H: 776-786
Feb. 14 Dreiser: "The Second Choice" M-H: 847-861
London: "To Build a Fire" M-H: 862-872
Feb. 16 Cather: "Neighbor Rosicky" M-H: 901-922
Anderson: portions of Winesburg, Ohio M-H: 974-981
Feb. 19 Crane: Maggie: Girl of the Streets M-H: 787-8; 793-832
Feb. 21 Crane: Maggie: Girl of the Streets
Feb. 23 Crane: Maggie: Girl of the Streets
Feb. 26 Dos Passos: From 1919 M-H: 1220-1; 1226-1236
Steinbeck: "The Chrysanthemums" M-H: 1307-1316
Feb. 28 Wright: from Black Boy M-H: 1316-1323
Poets: Crane M-H: 789-792
Mar. 2 Poets: Robinson, Masters, Dunbar M-H: 881-94; 894-7; 898-900
Mar. 5-9 Spring Break: No Class
Mar. 12 Realism/Naturalism in the British Context N: 1043-1065; 1897-1913
Mar. 14 Victorian Issues: Evolution See "Updated Syllabus"
Victorian Poetry: Arnold
Mar. 16 Victorian Issues: Industrialism See "Updated Syllabus"
Victorian Poetry: Tennyson
Mar. 19 Victorian Issues: Gender See "Updated Syllabus"
Victorian Poetry: E. B. Browning
Mar. 21 Victorian Poetry: Browning See "Updated Syllabus"
Mar. 23 Victorian Poetry: Rossetti See "Updated Syllabus"
Mar. 26 Victorian Prose: Ruskin, Huxley See "Updated Syllabus"
Mar. 28 Victorian Fiction: Gaskell/ Dickens N: 1318-1345
Mar. 30 Realism in British Fiction N: 1454-6
Eliot: The Mill on the Floss The Mill on the Floss
Apr. 2 Eliot: The Mill on the Floss
Apr. 4 Eliot: The Mill on the Floss
Apr. 6 Realism/Naturalism in British Drama
Shaw: "Mrs. Warrens Profession" N: 1808-1856
Apr. 9 Shaw: "Mrs. Warrens Profession"
Apr. 11 Shaw: "Mrs. Warrens Profession"
Apr. 13 Realism in British Fiction
Conrad: Heart of Darkness N: 1952-2017
Apr. 16 Conrad: Heart of Darkness
Apr. 18 Conrad: Heart of Darkness
Apr. 20 The Rise and Fall of the British Empire N: 2017-2040
Apr. 23 British Empire: Forster: from Passage to IndiaN: 2131-2140
Kipling: "The Man Who Would Be King" N: 1863-1888
Apr. 25 Realism/Naturalism in Later British Fiction
Lawrence: "The Odour of Chrysanthemums" N: 2312-2330
Mansfield: "The Garden Party" N: 2408-9; 2423-2433
Apr. 27 Poetry: Hardy N: 1918-1952
Owen N: 2066-2074
Final Exam: Tues. May 1 10:30-12:30
English 304: Short Fiction/Prose Assignments
Paper/Presentation on Short Fiction/Prose and Critique of Presentation
(Check Sign-up Sheets/Syllabus for Due Dates)
Presentation: (20 pts)
The focus of the presentation is to demonstrate how the work you are assigned to responds to realism/naturalism. You should take a passage from the work (2-3 paragraphs) that you feel is representative of the work as a whole. You should make a transparency of the passage and use it during your presentation to demonstrate the specific points in the passage that support the generalization(s) that you are making about the work.
Your presentation should follow the following format:
You will be evaluated on the following:
Paper: (20 pts) Be sure to bring two copies of your paper on the due date
The purpose of your paper is to expand on the ideas worked out in the presentation. Your essay should be a 2-3 page essay in which you use the same passage as a basis for making a general statement about the ways in which the work relates to realism/naturalism. You should begin by identifying the work, setting up the context for the passage and making the general statement about the works relationship to realism/naturalism. The rest of your essay should work out the specific ways in which your thesis is drawn from the passage (although the focus is on the passage, you may also draw from other sections of the work as they relate directly to what you are saying about the passage). You should include direct quotes which are appropriate, adequately blended, and accurately cited. A Works Cited should be attached to your essay.
Your essay will be evaluated on the following:
Critique of Paper: (20 pts.)
You will receive a copy of the presenters paper on due date for that paper. You should follow the class presentation carefully to begin preparing your response. For this assignment, you should turn in a 2-3 page essay in which you do one of the following:
Your essay will be evaluated on the following:
English 304: Poetry Assignments
Paper/Presentation on Poetry and Critique of Poetry Presentation
Poetry Presentation(Due Date: Class period for discussion of the poetcheck syllabus)
The poetry presentation should last no longer than 10 minutes
The poetry presentation should include the following:
Poetry Paper (Due Date: The class period following the class presentation)
Requirements for the paper:
The paper should cover the following areas:
Your essay will be evaluated on the following:
Critique of Poetry Presentation (Due Date: The class period following the class presentation)
The critique of the presentation will include two parts:
Your critique will be evaluated on its accuracy, usefulness, support of generalizations and clarity.
Evaluation Form for Critique of Poetry Presentation (Notes)
Description of Presentation:
It may be helpful to have some notes about what the presentation involved and specific points made. You may want to record some notes for use when you write the evaluation.
Poetic Techniques Identified:
The written evaluation should be a short essay (about 1 page) in which you provide the presenter with your assessment of the strengths, weaknesses, and areas for improvement. Keep in mind that your audience is the presenter. Your critique will be evaluated by me in terms of the following:
English 304: Paper/Presentation on Major Work
Presentation Requirements: (Check the syllabus for dates when works will be covered in class)
For this assignment, you will not make any formal presentation. In class you will assist in the following ways:
Evaluation of Participation: (10 pts.)
You will be evaluated on the accuracy of the contributions you make and the leadership qualities (helpfulness in assisting: drawing out responses from others, pulling together discussion responses, providing insightful responses to general discussion, guiding discussion to important areas, etc.). You will be evaluated most heavily on your execution of duty 2 (clarified above). Note that since the major focus of your responsibility in this area is participation in class, it is imperative that you attend all class sessions when the work is being discussed.
Evaluation (50 pts)
You will be evaluated on the following:
English 304: Final AssignmentOption I
Letter Assignment and Final Exam
For this assignment, you are to write a letter in which you argue for or against the study of a particular work that we have used for this course. You may select any work and address the letter to any serious audience. This assignment should include the following sections:
Evaluation of Assignment:
Part I:(10 pts)
The principles of the Realism/Naturalism Movement took root more firmly in the American literary tradition than in the British. Discuss what differences in the literary traditions may account for this and demonstrate how this is true by comparing two of the major works that we have studied this semester.
Part II: (10 pts)
Take one of the following literary strategies and discuss how two of the authors of major works studied this semester [the two you choose for this question must be different from the two used in Part I] use it to achieve principles of realism or naturalism: tone, characterization, setting, or point of view.
Part III: (10 pts)
Discuss what is meant by saying that there are several forms that Realism/Naturalism can take in literary works. Using four minor works studied this semester, demonstrate at least two possible forms associated with Realism/Naturalism.
English 304: Final AssignmentOption II
March 12: Topic due
March 12-April 2: Individual Conference
April 20: Progress Report due
May 1 (10:30): Project due
Topic Options: You may choose one of the following topics for your final project:
Evaluation of Project: Although evaluation will be based in part on the specific demands of the specific project you have selected, all projects will be evaluated on the basis of the following:
University Studies Course ApprovalOral Communication Flags
Department or Program English
Course Numbers 303, 304, 305, 402
Semester Hours 303, 304, 305: 3; 402: 4
Frequency of Offering eachevery year
Course Titles British and American Romanticism, Realism and Naturalism, Modernism and Postmodernism, Teaching Secondary English
Catalog Description varies
These are existing courses previously approved
by A2C2 yes
This is a new course proposal no
Proposal Category Oral Communication Flag (Remove Oral flag effective fall semester 2004)
Department Contact Gary Eddy
Email Address firstname.lastname@example.org
UNIVERSITY STUDIES ORAL COMMUNICATION FLAG COURSES
COLLECTIVE PROPOSAL AND RATIONALE
EN 303 British and American Romanticism
EN 304 Realism and Naturalism
EN 305 Modernism and Postmodernism
EN 402 Teaching Secondary English
EN 303, 304, and 305 to be required of all Bachelor of Arts and Communication Arts and Literature majors, and EN 402 required of Communication Arts and Literature majors, call upon students to make connections among texts of certain time periods (and those before and after) and between literature and history. Their success relies on discussion and oral presentation of research. EN 402 specifically requires students to teach lessons in the classroom. For all the above courses oral communication skills will be fostered and developed in these courses in particular in the English curriculum.
These courses merit the writing flag in that they:
--have section enrollments of 25 or fewer*; they are thus relatively small classes that therefore allow for clear guidance and feedback from the instructor
--require students to make at least one individual and several small group oral presentations in these courses. These presentations will be based on research designed and constructed by the students themselves.
--require the instructor to provide direction for these projects, offer support and advice on oral presentation skills, and assess student accomplishment.
--demand student accountability and quality work. The total percentage of the grade based on these presentations and discussions will vary by instructor but will be at least 10% of the final grade. As students must complete all assignments for these courses, those who do not complete the oral communication components will not pass these courses.
These courses include requirements and learning activities that promote students abilities to
a. earn significant course credit through extemporaneous oral presentations. Participation in class discussion is a requirement of many courses in the department, but in the literary history courses a significant percentage of the final grade for the course will be based upon both structured formal research presentations as well as daily discussion of the texts of the course. Please see the attached syllabi (Appendix A) for EN304 and 402 for detailed descriptions of the assignments. In the attached examples, the oral presentation component constitutes approximately 20% of the final grade. In EN 402 prospective teachers will present lessons before the class and instructor. This portion of the course constitutes approximately 30% of the final grade.
b. understand the features and types of speaking in their disciplines. The oral research presentations demonstrate the key skills of professionals in the fields of literature and writing. They call upon students to understand, organize, and clearly communicate complex information in an informal setting. This is the skill of the teacher, of the student in the graduate seminar, and of the writer at a writing conference. The presentations will therefore be assessed on their understanding of the research, the organization of the presentation and the clarity of the delivery. To prepare students for this task, instructors will address the key features of speaking in the discipline, the various contexts for oral communication, and the skills required of the presenter.
c. adapt their speaking to field-specific audiences. Students will have the background (terminology, research skills, reading ability, organizational skills) to succeed in oral presentations because these skills are inculcated in EN 290 Literary Studies. They will
apply these skills before an audience of well-read, informed students of literature. Their presentation of research will include introducing sources, citing (and reciting) lines of verse or text; contextualizing comments; responding to questions and criticism from the audience.
d. receive appropriate feedback from teachers and peers, including suggestions for improvement. While individual instructors may vary in the forms of their responses to student oral presentations, all do provide a variety of methods of feedback. Attached (Appendix B) is a presentation rubric handed out to students in advance of the first presentation. Students will have the opportunity to ask questions during the class period and may offer feedback afterward via a brief response rubric.
e. make use of the technologies used for research and speaking in the field. Students will be expected to make use of the on-line databases (J-STOR, ERIC, e.g.) and may choose to use such presentation software as Powerpoint or to make use of networked classroom facilities. Students will also be encouraged to use the internet as part of the research process.
f. learn the conventions of evidence, format, usage, and documentation in their fields. Students will be expected to use textual evidence to support claims, introduce and integrate primary and secondary research materials; and to speak correctly and appropriately for the audience. Often presentations will include student-produced handouts that will provide annotated bibliographies or other directions for further research.
If students complete all of the above successfully, their success will enhance their final grades.
*Note to department: Pending department approval
EN 303-305 ask students to make connections between literature and the social and cultural history of the past two centuries and between historical periods. The classroom will be a place for students to theorize and to express their ideas and connections and for the instructor to amplify the information presented. Thus, instructors will be
English Department Oral Communication Flag: An Introduction for Students
This course is designed to satisfy the requirements of the WSU University Studies program by providing you with experiences in oral communication aimed at enhancing your skills as a communicator. As a student in this course you will:
a. Earn significant credit through extemporaneous oral presentations. Much of your success in the course will be determined by the ways you communicate your ideas and research to others. This is a crucial facet of the work of the discipline for professionals, academicians, and students alike. The percentage of the grade devoted to presentations will vary, but it will be impossible to earn an A in a course without a successful presentation.
b. Understand the features and types of speaking in the discipline of English. Scholars of literature and writing will find themselves presenting their ideas and research at professional conferences, before audiences of their peers, and to audiences outside the discipline. Among the types of speaking expected of professionals we find the following most common: oral presentations of research, responding to questions, public readings, delivery of speeches or talks on a variety of topics, and classroom presentations of texts and research.
c. Adapt your speaking to field-specific audiences. Specialized audiences in the field of literature and language study have specific requirements that must be met if they are to fully engage the ideas or research of a speaker. We will address these in class and they will constitute a significant portion of the grade for oral presentations.
d. Receive appropriate feedback from teachers and peers, including suggestions for improvement. While much of what we consider feedback for oral presentations in our discipline amounts to audience questions and polite applause, the criteria for successful presentations in the course will be made explicit and your performance will be evaluated, in some cases by peers exclusively, in others by the teacher alone, and in others by some combination of the two. There will be formative critique to ensure a good performance as well as summative critique that evaluates the performance.
e. Learn the conventions of evidence, format, usage, and documentation in literary studies. The course will introduce you to the differences between oral and written conventions, emphasizing the ways in which oral communicators use textual and research evidence in speeches and presentations of various forms specific to the field.