Mhussey ENGL2850 Fall 2016 hybrid
Baruch College, Fall 2016
ENG 2850 (Hybrid): Great Works 2; Section: JMA
Monday 12:25-2:05, Room 1304 (LEX)
Professor Miciah Hussey: [email protected]
Class Blog: https://blogs.baruch.cuny.edu/eng2850jmafall2016/
Office Hours: Mondays 5:00pm-6:00pm, or by appointment
English Department Vertical Campus 7th floor: 7- 290 Cubicle H
Required Texts: (available at Baruch College Bookstore)
Douglass, Frederick. Narrative of the Life of Frederick Douglass. London: Dover
Thrift, 1995
Kafka, Franz. The Metamorphosis and Other Stories. London: Dover Thrift Editions,
1996
Lispector, Clarice. The Hour of the Star. New York: New Directions, 2011
Shelley, Mary W. Frankenstein. New York: Norton 2012
Woolf, Virginia. Mrs. Dalloway. New York: Mariner Books, 1990
*Other REQUIRED texts will be posted on the class blog.
Course Description:
In this class we will survey the diverse body of world literature written between 1700 to the present. The course will cover many different literary forms, philosophies, and movements as we span the globe looking at how historical context and regional/national identities relate to literature. Throughout the semester we will focus on how prose, fiction, and poetry urge self-exploration and kindle human connection. Beginning with religious and philosophical texts from the East and the West and moving through to our global present, we will consider how subjectivity (our unique point of view influenced by our different social experiences) is always evolving through moments of introspection and through sympathetic and empathic encounters with others. Periods of especial examination include: vernacular Buddhist literature of Asia, European Enlightenment thinking, Romanticism in Great Britain, pre-Civil War America, Modernism across Europe and South America, and Post-Colonial literature of Africa, the Caribbean, and South Asia.
As a hybrid course, we will only meet once per week for a face to face session, and then have asynchronous independent projects/assignments that we will share and collaborate on using various technologies to achieve the learning goals of the course.
Course Learning Goals:
- The ability to interpret meaning in literary texts by paying close attention to an author’s choice of detail, vocabulary, and style;
- The ability to discuss the relationship between different genres of literary texts and the multicultural environments from which they spring;
- Increased confidence in offering a critical evaluation and appreciation of a literary work’s strengths and limitations;
- Increased confidence in the oral presentation of ideas; and
- Increased ability to write critical essays employing a strong thesis statement, appropriate textual citations, and contextual and inter-textual evidence for your ideas.
Course Requirements
Attendance at every class (As we only meet once per week, 2 absences will result in withdraw). Tardiness is unacceptable and will result in a lowered daily participation grade.
Preparedness in class, having read the assignment and brought it to class ready to discuss and participate. (Pop quizzes and in-class writing assignments on reading will be given throughout the semester.) You MUST bring all readings scheduled for the day to each class meeting. We will use them for group and individual analysis during class. Not bringing materials to class will result in a 0 for your daily participation grade (treated as unexcused absence).
Turn in all assignments on time and complete according to instructions.
Conference with professor either to prepare for or review a paper or prepare for an exam at least once in the semester. (I will provide extra time for appointments in advance of papers and exams. Feel free to stop by my office hours or schedule an appointment at another time.)
Respect for yourself, classmates, instructor, and the ideas discussed in class.
Full presence and active participation in class: Be alert and engaged with in the discussion. Speak at least once per class. Limit bathroom breaks. Never use cellphones during class.
Assignments:
Reading Responses – 20%
These are 250-word essays based on a given topic and posted on the class blog. They are due at noon on the day noted on the syllabus. These assignments are a chance for me to read your “gut reaction” to a text or an idea in advance of our class discussion. I expect these pieces to be clearly written, implementing correct grammar, the use of direct textual quotation, and correct citation. Grading is low-stakes and will be given as check-plus to 0.
Diagnostic Essays – 15%
These two 500-word essays must be handed in TWO hard copies (do not email or post on the blog). They will graded and used by me to help understand your writing proficiency and progress. Additionally, they will be used for the Hybrid Course Assessment through the English Department, though your work will be anonymous and the assessment outcomes have no bearing on your grade.
Essay 1 (Due September 19)
From “Song of Myself” (1892 version)
Walt Whitman
1
I celebrate myself, and sing myself,
And what I assume you shall assume,
For every atom belonging to me as good belongs to you.
I loafe and invite my soul,
I lean and loafe at my ease observing a spear of summer grass.
My tongue, every atom of my blood, form’d from this soil, this air,
Born here of parents born here from parents the same, and their parents the same,
I, now thirty-seven years old in perfect health begin,
Hoping to cease not till death.
Creeds and schools in abeyance,
Retiring back a while sufficed at what they are, but never forgotten,
I harbor for good or bad, I permit to speak at every hazard,
Nature without check with original energy.
52
The spotted hawk swoops by and accuses me, he complains of my gab and my loitering.
I too am not a bit tamed, I too am untranslatable,
I sound my barbaric yawp over the roofs of the world.
The last scud of day holds back for me,
It flings my likeness after the rest and true as any on the shadow’d wilds,
It coaxes me to the vapor and the dusk.
I depart as air, I shake my white locks at the runaway sun,
I effuse my flesh in eddies, and drift it in lacy jags.
I bequeath myself to the dirt to grow from the grass I love,
If you want me again look for me under your boot-soles.
You will hardly know who I am or what I mean,
But I shall be good health to you nevertheless,
And filter and fibre your blood.
Failing to fetch me at first keep encouraged,
Missing me one place search another,
I stop somewhere waiting for you.
In class we have been studying selfhood, identity, and subjectivity—the different ways in which we individuate ourselves while inhabiting a personal point of view that is formed with and against external social forces. In a focused essay of 500 words, analyze how Walt Whitman’s “Song of Myself” charts his own selfhood through introspective reflection and physical connection. How does Whitman’s poem explore a mind and body that is at once individualized, but also democratic enough to represent both Whitman and others in his “song”? Through a close reading of the excerpt provided, analyze how he grapples with the different mental and physical aspects that compose each of us as means to shape self-discovery and the validity of an “untranslatable” self.” For this graded assignment, employ an opinionated thesis statement, solid paragraph form, and a logical organization of your ideas. Use quotations with correct citations, complete sentences, correct grammar, and punctuation throughout.
Essay 2 (Due November 14)
What Kind of Times Are These
By Adrienne Rich
There’s a place between two stands of trees where the grass grows uphill
and the old revolutionary road breaks off into shadows
near a meeting-house abandoned by the persecuted
who disappeared into those shadows.
I’ve walked there picking mushrooms at the edge of dread, but don’t be fooled
this isn’t a Russian poem, this is not somewhere else but here,
our country moving closer to its own truth and dread,
its own ways of making people disappear.
I won’t tell you where the place is, the dark mesh of the woods
meeting the unmarked strip of light—
ghost-ridden crossroads, leafmold paradise:
I know already who wants to buy it, sell it, make it disappear.
And I won’t tell you where it is, so why do I tell you
anything? Because you still listen, because in times like these
to have you listen at all, it’s necessary
to talk about trees.
In our study of Romantic poetry, we discussed the concept of the sublime, the idea of negative capability, and the enduring legacy of the lyric poem. Since then we have looked at texts that serve as forms of creative resistance—works of literature that can affect social critique and change. In focused essay of 500 words, I would like you to analyze how Rich’s poem invokes the Romantic tradition in its imagery and use of language to explore how negative capability promotes creative resistance and creates human connection. For this graded assignment, employ an opinionated thesis statement, solid paragraph form, and a logical organization of your ideas. Use quotations with correct citations, complete sentences, correct grammar, and punctuation throughout.
Paper – 20% (each; total of 40%)
These midterm and final assignments are 1,250 word essays (approximately five pages) answering a given prompt.
Midterm Paper: For this paper, analyze one of these readings: Wu Cheng’en’s Journey to the West , Shelley’s Frankenstein, Douglass’s Narrative of a Life, or Kafka’s The Metamorphosis and compose an essay answering the following question. It is a cliché to say that life is a journey, but in these texts the protagonists certainly embark on a journey that provide insights into themselves and the world. How does difference in one’s experience of the world—whether social, biological, or philosophical—become opportunity for self-knowledge and human connection.
Final Paper: Read Sigmund Freud’s brief essay “Family Romance” (available on the blog) and use it to analyze the role of conflict and human connection in one of the following works we have studied: Kafka’s The Metamorphosis, Woolf’s Mrs. Dalloway, Baldwin’s Notes of a Native Son, Devi’s Giribala, or Kincaid’s Girl. In this opinionated and persuasive essay, you should focus on a close reading of specific character, scene, or a reoccurring motif, while situating it your analysis in relation to Freud’s essay (whether you agree or disagree with his idea).
Papers MUST include a strong thesis statement, quotations from the literary texts, and proper citations. Follow MLA style for citations and Works Cited pages. If you are not familiar with proper citations, please review: http://owl.english.purdue.edu/owl/resource/747/02/
Participation – 20%
Engaged participation involves coming to weekly discussion and actively speaking and asking questions, having a copy of the text with you (hard copy, e-reader, or computer NOT your phone), and completing the online work marked with P on the syllabus.
Late Work:
Late work not turned in by its due date will be penalized. Responses will lose a whole grade if not turned in by 5pm on the due date. After 24-hours responses will not be accepted and will be given a 0. Papers final projects will lose a third of a letter grade for each day it is late. After five days, papers will not be accepted and will receive a zero.
Note on Plagiarism
Plagiarism is the act of presenting another person’s ideas, research or writing as your own:
- Copying another person’s actual words without the use of quotation marks and parenthetical references (a functional limit is four or more words taken from the work of another)
- Presenting another person’s ideas or theories in your own words without acknowledging them
- Using information that is not considered common knowledge without acknowledging the source
- Failure to acknowledge collaborators on homework or laboratory assignments
My policy is to give a failing grade to any assignment that has been plagiarized or an assignment on which you have cheated. On your second offense, you will fail the course. In addition, I am required by College policy to submit a report of suspected academic dishonesty to the Office of the Dean of Students. This report becomes part of your permanent file.
Please familiarize yourself with Baruch’s academic integrity policies:
http://www.baruch.cuny.edu/academic/academic_honesty.html
Office Hours and Conferences:
Feel free to contact me with any questions or concerns you may have about this class or an assignment either during my office hours or via e-mail. Please use my gmail account as it is easier for me to check off campus. If my office hours conflict with your schedule, we can make an appointment to meet at another time. I will do my very best to respond to your e-mails promptly; however, a reply may take longer over the weekend.
A Note from your Teacher:
Students often ask, “What does it take to get an A in your class?” Well, in addition to the obvious answer—come to class and do well on the papers, exams, and presentation—I want to stress the importance of class participation, which includes attendance, preparedness, and presence. We all have busy lives and sometimes this class, or school in general, will come second, third or fourth in a long list of priorities: work, family, and personal growth. Part of adulthood is balancing priorities for the greatest degree of success in your personal, professional, and academic lives. I understand that conflicts will come up for some of you during the course of the semester that may affect your presence in class, and I trust you as adults to make the right choices to balance your priorities. Understand though, that these same choices you make may have an adverse effect on other areas in your life and accept that responsibility with integrity. Sometimes, though, events happen beyond our control, and we need to ask for help: When emergencies come up that keep you from class or that will affect your performance, let me know immediately, especially if it will be a long-running issue, so we can work something out together.
I like to lead a discussion-based class so that we can learn from each other, while vocalizing our thoughts, opinions, and interpretations in a safe space. So, in addition to doing the assigned reading, I expect you to bring the materials into class and come ready to talk about it—have opinions, ideas, and questions about it. Try to speak every class. Often, I will call on students, and your saying “I don’t know” or “I have nothing to say” will bring down your daily participation grade. So, speak: Even if you think what you say many not be “right” (much of our discussion will be subjective to hone your critical thinking skills and confidence in voicing your opinion), or your question may be silly (it probably isn’t, and I am sure someone else in the class has the same query), SPEAK UP! Class will be much more beneficial and enjoyable for us all if you do.
Please respect the class as a space for a discussion of mature ideas and personal opinions. I will not tolerate racist, sexist, classist, homophobic, transphobic, anti-Semitic or other forms of offensive comments. I say this not to curtail a right to discussion, but to encourage open-mindedness, empathetic thinking, and thoughtful discourse. Arrive on time, take quick bathroom breaks if necessary only at moments when it would not disrupt the class. Do not bring in food or drinks that will distract classmates (i.e. nothing too noisy or smelly). And keep your phones off at all times.
Schedule
NOTE: Syllabus is subject to change with prior notification; readings marked with an * are available on the course blog under the “Readings” section.
August 29 Introduction; Discuss Descartes, Discourse on Method*
September 2 Read Introduction to the Enlightenment* and respond on the blog to what you think is the importance of Descartes’s idea of Cogito Ergo Sum
September 5 NO CLASS
September 9 Read Amini “Story”* and respond on the blog on how you think fiction creates knowledge
September 12 Discuss “The Heart Sutra,” Wu Cheng-en, Monkey (Chapter 1), Genesis*
September 16 Closely analyze the image of Caspar David Friedrich’s painting “Abbey in the Oak Forest” on the blog and in the comments section write a brief narrative of what you see the work depicting. While only 250 words, try to be as evocative and compelling with your story as possible. P
September 19 Discuss Wordsworth, “Ode on the Intimations of Immortality,” Keats, “Ode on a Grecian Urn”*
Diagnostic Essay 1 due
September 23 Following our discussion of the sublime, upload a picture taken during your normal day-to-day life (not for instance vacations or special celebrations) that illustrate how the sublime exists all around us. Write a brief caption to the image explaining how the image evokes the sublime. P
September 26 Discuss Shelley, Frankenstein (purchase)
September 30 Cinematic Expectations: After watching clips on the blog of the Creature’s birth in different films, comment on the differences between Shelley’s text and the film adaptations. P
October 5 Read Blake’s “The Lamb” and “The Tyger”* and with a partner present a debate on the blog in which one of you argues that the creature is more like Blake’s Lamb and the other that the creature is more like Blake’s Tyger. (500 words total).
October 6 Discuss Shelley, Frankenstein (purchase)
October 10 NO CLASS
October 17 Discuss Douglass, A Narrative of a Life (purchase)
- NourbeSe Philip, “Discourse on the Logic of language”*
October 21 Read the three poems Emily Dickinson: “The Soul Selects Her Own Society,” “Hope is a Thing with Feathers,” and “I Dwell in Possibility.” Select one and respond on how metaphor (poetic comparison) allows the reader to inhabit the universality of Dickinson’s insular experience.
October 24 Discuss Kafka, The Metamorphosis (purchase)
October 28 Mid-term Paper due
October 31 Discuss Woolf, Mrs. Dalloway (purchase)
November 4 Following a class activity in which we use our own experiences to figure out how to read Woolf’s stream of consciousness and her use of free-indirect discourse, compose a third-person stream of consciousness narrative of your commute to Baruch with examples of FID. (P)
November 7 Discuss Woolf, Mrs. Dalloway (purchase)
November 11 After reading a selection from Woolf’s A Sketch of the Past,* map out the hidden patterns of connection that construct personal, thematic, and stylistic relations that structure the text. Your map may be realized as an essay, a drawing, or other media. (P)
November 14 Discuss Woolf, Mrs. Dalloway (purchase)
Diagnostic Essay 2 Due
November 18 Read Eliot’s “Lovesong of J. Alfred Prufrock”* and imagine you are one accompanying him on his nighttime adventure. Write a response in which your describe the same scenes from your point of view.
November 21 Discuss Baldwin, “Notes of a Native Son”*
November 25 Read Freud’s “Family Romance”* and Faulkner’s “Barn Burning”* and write a brief response to how Faulkner’s story illustrates Freud’s understanding of family, conflict, and maturation.
November 28 Discuss Lispector, The Hour of the Star (purchase)
December 5 Discuss Achebe, “Chike’s School Days”* and Kincaid, “Girl”*
December 9 Visit the Museum of Modern Art (MoMA) for free with your CUNY ID and analyze any work of art in the museum made by an artist from outside Europe or the United States.
December 12 Discuss Devi, “Giribala”*
December 21 Final Paper Due