Approved by Faculty Senate.  Revised November 17, 2003  (Remove Oral flag effective fall semester 2004)


English 304

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: Fri: 11:00-12:00

Course Goals:

bulletTo understand the characteristics of realism and naturalism as literary movements: recognize the elements of subject, technique, and philosophy--literary movements and literary history bulletTo recognize the elements (variations) of realism and naturalism in a variety of literary works--genres bulletTo compare and contrast the application and expression of realism and naturalism in American and British literature: To recognize how the literary movements are shaped by cultural context bulletTo practice various modes of writing in response to the literature and to practice oral presentation of literary material (since this course is specially designed for teaching majors, there is heavy emphasis on students learning to analyze and present literature for audiences)

Required Texts and Materials:

bulletPerkins and Perkins, The American Tradition in Literature, Vol II. 9th edition. bulletAbrams and others, The Norton Anthology of English Literature, Vol. II. 7th edition. bulletGeorge Eliot, The Mill on the Floss (any addition) bulletHarmon and Holman, A Handbook to Literature

Course Requirements: [350 pts. Total]

bulletReadings and Reading Quizzes [50 pts.]: You are responsible for the readings listed on the syllabus. Periodically there will be unannounced quizzes on the readings. These quizzes cannot be made up. bulletShort Assignments [50 pts.]: Short writing assignments will be required periodically throughout the course. These assignments will be used as part of class discussion, so they must be completed at the beginning of the class period for which they are assigned. bulletPapers and Presentations: [250 pts. total] The following assignments are the major requirements for the course. Instructions and due dates for these assignments will be given separately. bulletPaper/Presentation on short fiction/prose [40 pts.] bulletPaper/Presentation on poetry [40 pts.] bulletPaper/Presentation on major work [60 pts.] bulletCritique of poetry presentation [20 pts.] bulletCritique of paper on short fiction/prose [20 pts.] bulletOption 1--Letter Assignment [20 pts.] + Final Exam [30 pts.] or Option 2--Final Project [50 pts.]

Please Note:

bulletAttendance: You are responsible for all material discussed and dealt with in class and assignments made in class. You are expected to be prepared for each class so that you can participate in group and class discussion and assignments. bulletLate Papers: Papers that are turned in late will be dropped one grade unless arrangements for an extension are made prior to the due date. Unless special arrangements are made prior to the due date, papers will not be accepted beyond one week of the due date. bulletAll major course requirements (papers, projects, presentations) must be completed in order to pass the course. bulletUse of e-mail: You are welcome to contact me by e-mail to ask questions about assignments or to set up an appointment to meet with me. Do not turn in papers or short assignments by e-mail!






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

Alcott: "The Laurence Boy"

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 Lion’s 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. Warren’s Profession" N: 1808-1856

Apr. 9 Shaw: "Mrs. Warren’s Profession"

Apr. 11 Shaw: "Mrs. Warren’s 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 India N: 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:

bulletBegin by identifying the work (date may be helpful) and making a general statement of how it responds to or relates to realism/naturalism (in what way(s) does it fit; subcategory, ways it does not fit, etc.) bulletIdentify the major characteristics (topic/theme, techniques/literary strategies, form/genre) that demonstrate how this work reflects or deviated from realism/naturalism (be sure to focus on major issues/characteristics associated with this work in relation to realism/naturalism—introductory notes to the work/author will be helpful) bulletUse a short passage from the text to demonstrate the relation to realism/naturalism, focusing particularly on style and technique—Be sure to set up the context for the passage and focus on major issues

You will be evaluated on the following:

bulletGeneral organization and clarity of the presentation bulletAccuracy of generalization and support examples bulletAdequacy and explanation of support bulletSelection and use of passage

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 work’s 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:

bulletGeneral organization of the essay (work identified, context clarified, generalizations logically presented, etc.) bulletAccuracy of generalizations made: Insight into the work,; appropriate selection of passage; understanding of realism/naturalism and relationship to the work bulletAdequacy and accuracy of support: Generalizations are accurately and adequately supported by specifics drawn from the passage and the work bulletClarity of the expressions: sentence structure, transitions, grammar, mechanics, use of quotations, citation format, etc.)

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:

  1. Response to the paper: In this case, you may agree or disagree with the general statement (the statement as a whole or some part of it) or any of the support statements or evidence given in the essay). You may discuss a different interpretation of the passage (or work as a whole); you may add to, clarify, or modify argument.
  2. You may write a critique of the essay: In this case the focus of your essay is on judging the overall effectiveness or ineffectiveness of the essay. You may point out weaknesses/strengths of the thesis and generalizations but a major part of the focus would be on how the arguments are made: in this case you would address issues of organization, accuracy and adequacy of support, writing style, etc. You might also suggest ways to improve the expression. (This may be a useful choice for the B.S. majors)

Your essay will be evaluated on the following:

bulletClose reading and understanding of the student essay: responsiveness to the student essay bulletUnderstanding of the original work and its relationship to realism/naturalism bulletAccuracy and adequacy of generalizations and support in making your judgments bulletClarity/organization of your essay


English 304: Poetry Assignments

Paper/Presentation on Poetry and Critique of Poetry Presentation


Poetry Presentation (Due Date: Class period for discussion of the poet—check syllabus)

The poetry presentation should last no longer than 10 minutes

The poetry presentation should include the following:

bulletOral interpretation of the poem (poem read to the class) bulletPresentation of the major theme(s) of the poem and the subject/topic used to develop the theme(s) bulletMajor poetic characteristics/strategies used to develop theme(s): trace examples: [You should use a transparency of the poem or parts of the poem to point out the poetic techniques]

Poetry Paper (Due Date: The class period following the class presentation)

Requirements for the paper:

bulletThe type of essay is analytical (using explication) bullet2-3 typed pages bulletuse of proper quotation, citation and bibliographic information

The paper should cover the following areas:

bulletStatement of major theme(s) in the poem and subject/topic used to develop the theme(s) bulletIdentification and examination of the major poetic techniques used to develop the theme(s)

Your essay will be evaluated on the following:

bulletGeneral organization of the essay bulletAccuracy of the generalizations made: Insight into the poem bulletAdequacy and accuracy of support bulletClarity of the expression: sentence structure, grammar, use of quotations, citation format, etc.

Critique of Poetry Presentation (Due Date: The class period following the class presentation)

The critique of the presentation will include two parts:

  1. Response Scale: [This will be provided for you]
bulletEffectiveness of oral interpretation of the poem bulletGeneral organization and clarity of the presentation bulletAccuracy of information bulletAdequacy of support
  1. Written Evaluation: You will provide more detailed explanation of what you saw as general strengths and weaknesses (areas described above) and provide suggestions for improvement (this will include points that you might disagree with or additional points/examples that you would add).

Your critique will be evaluated on its accuracy, usefulness, support of generalizations and clarity.




Evaluation Form for Critique of Poetry Presentation (Notes)

Presenter: Topic:

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:

Response Scale:

(5=Excellent; 1=Poor)

bulletEffectiveness of oral interpretation of the poem: 5 4 3 2 1


  1. General organization and clarity of presentation 5 4 3 2 1



bulletAccuracy of information 5 4 3 2 1




bulletAdequacy of support 5 4 3 2 1



Written Evaluation:

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:

bulletUsefulness (sensitivity to audience issues) bulletAccuracy of evaluation bulletSupport for generalizations bulletClarity of expression


English 304: Paper/Presentation on Major Work


Class Presentation


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:

    1. Group leader for discussion groups
    2. Discussion leader for the class discussion of one of the reading/discussion questions. Be sure to let me know which questions you would like to discuss.
    3. Leadership role in general class discussion of the work

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.




bulletYou will write a 4-5 page essay on the major work discussed in class. bulletThe due date is one week after the discussion of the work ends—check the syllabus and sign up sheet for exact dates. bulletThe focus of the essay should be an exploration of one of the techniques used by the writer which demonstrates a characteristic of realism/naturalism or an attempt at realism/naturalism (you may show the effectiveness or ineffectiveness or limitation of the execution of the technique). bulletThe topic must be narrowed and developed with specifics drawn from a close reading of the text. You should support generalizations with specifics. All quotes should be blended into your sentence structure and cited properly. bulletAlthough no secondary sources aside from the text are required, you may use a limited number (no more than 2) outside sources only as a way to reinforce you conclusions. The purpose of the assignment is to have you explore and support your assessment of the handling of realism/naturalism in the work. bulletBe sure to discuss topics with me ahead of time to make sure that the topic is appropriate and manageable.

Evaluation (50 pts)

You will be evaluated on the following:

bulletSelection and handling of topic bulletUnderstanding of realism/naturalism bulletInsight into the work bulletDevelopment and support of ideas bulletClarity of expression


English 304: Final Assignment—Option I

Letter Assignment and Final Exam

Letter Assignment


Due Dates:

bulletApril 13: Deadline for topic approval bulletApril 23: Deadline for assignment


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:

bulletWork: bulletContext: Identify the role you are taking and the context in which you would be writing this letter [you are a high school teacher defending the use of a particular work to your department chair, principal, or parents; you are a college student arguing for the exclusion or inclusion of a particular work in a particular course; etc.] bulletAudience: Statement in which you identify the particular audience and the objections that have been raised by this audience bulletLetter: Write a 2-3 page letter in which you develop your argument concerning this work

Evaluation of Assignment:

bulletResponsiveness to audience and purpose bulletQuality of argument (clarity of generalization and adequacy/appropriateness of support) bulletInsight into the work bulletClarity, correctness and forcefulness of expression






Final Exam

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 Assignment—Option II

Final Project

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:

bulletCritical Analysis: For this project, write a 7-8 page essay in which you focus on a topic related to realism/naturalism by comparing several works [You may use a limited number of secondary sources, but the focus should be on an analysis of primary sources]. Topic options include the following: bulletAuthor: Explore a topic related to the writing of a particular author we have studied in class. Explore the writer’s major contribution(s) to realism/naturalism, variations on the handling of realism/naturalism in his/her work, or evaluate the success of the writer as a representative of realism/naturalism bulletTechnique: Explore a particular technique associated with realism/naturalism and examine its application in several works that we have studied in class: compare/contrast the use of the technique bulletTheme: Explore a particular topic/theme associated with realism/naturalism that has appeared in a number works discussed in class: compare/contrast the response to the topic bulletCreative Project: For this project, select one of the writers we have studied in class and model that style in your own creative expression. The requirements for this project include the following: bulletA preliminary essay (about 2 pages) in which you identify the major characteristics of the writer and the principles that would guide you in modeling this writer’s style. bulletA creative sample of 3-4 pages that models the style of the writer you have selected [you may write a long poem, a short character or scene sketch, or dramatic scene (in the case of the last two options, provide a short explanation of what the work as a whole would involve)] bulletA 2 page essay in which you evaluate your success and/or the difficulties you encountered in working with this particular style bulletCurriculum Proposal: For this project, you should identify a topic related to realism/naturalism and propose a curriculum plan for teaching the topic. The project should cover a period of 3-4 weeks. This should not be a daily plan but an argument for this particular topic and the works you want to use. Your project should be 7-8 typed pages [You may divide the project into sections but you must provide a coherent essay rather than a list or outline of ideas] and include the following: bulletA statement identifying the topic (this might be an element or technique associated with realism/naturalism or a theme associated with the movement) and justification/rationale for using the topic bulletA description of the audience for which the plan is designed: Explanation of how the topic is appropriate for the audience bulletGeneral goals to be met through the curriculum plan bulletIdentification of works to be used for the plan and how they relate to the topic and the goals

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:

bulletOrganization of the project: clarity and logical presentation bulletForcefulness of the expression: ideas expressed correctly and clearly bulletUnderstanding of the principles of realism/naturalism bulletUnderstanding sources: insight into works bulletResponsiveness to the topic/assignment: research project--effective/appropriate use of sources; creative project--creative quality and ability to capture the writer’s style; curriculum plan--effectiveness, usefulness and appropriateness of plan




University Studies Course Approval—Oral Communication Flags


Department or Program English


Course Numbers 303, 304, 305, 402


Semester Hours 303, 304, 305: 3; 402: 4


Frequency of Offering each—every 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









EN 303 British and American Romanticism

EN 304 Realism and Naturalism

EN 305 Modernism and Postmodernism

EN 402 Teaching Secondary English


General Rationale:

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.