American Literature 1800-1915 (Fall 2009) http://jerz.setonhill.edu/EL266/2009/ Dennis G. Jerz, Fall 2009, Seton Hill University en Copyright 2010 Wed, 09 Dec 2009 18:04:03 -0500 http://www.sixapart.com/movabletype/ http://www.rssboard.org/rss-specification Final Exam
Update, Oct 29: An earlier version of this page said parts of the exam would just cover the second half of term. That was leftover text from an earlier syllabus that included a midterm exam. Since I didn't offer a midterm exam this year, the final exam will cover the whole term.

One question will ask you to analyze a short text that we did not discuss during class. My goal is to see whether you can analyze and interpret, without using excess summary.

See these resources on writing timed in-class essays:

  1. Plan your time wisely.
  2. Answer the right question.
  3. Collect your thoughts.
  4. Leave time to revise.
  5. Revise your thesis statement before you turn in your paper, so it looks like the conclusion you stumbled across was the one you planned from the start.
See also: Writing That Demonstrates Thinking Ability
]]> http://jerz.setonhill.edu/EL266/2009/12/final_exam/ http://jerz.setonhill.edu/EL266/2009/12/final_exam/ due_dates exams Wed, 09 Dec 2009 18:04:03 -0500 Paper 2 Revision http://jerz.setonhill.edu/EL266/2009/12/paper_2_rev/ http://jerz.setonhill.edu/EL266/2009/12/paper_2_rev/ due_dates Fri, 04 Dec 2009 08:00:00 -0500 Portfolio 3 http://jerz.setonhill.edu/EL266/2009/12/portfolio_3/ http://jerz.setonhill.edu/EL266/2009/12/portfolio_3/ due_dates Wed, 02 Dec 2009 08:05:00 -0500 Baum, The Wonderful Wizard of Oz (1905)
http://www.cs.cmu.edu/~rgs/wizoz10.html

This version, from Google Books, shows some of the illustrations. (It looks like many of the illustrations didn't show up when the book was scanned in,)

The Wizard of Oz

]]> http://jerz.setonhill.edu/EL266/2009/12/baum_wwo/ http://jerz.setonhill.edu/EL266/2009/12/baum_wwo/ readings Wed, 02 Dec 2009 08:00:00 -0500 Paper 2 Workshop (in class) http://jerz.setonhill.edu/EL266/2009/12/paper_2_workshop_in_class/ http://jerz.setonhill.edu/EL266/2009/12/paper_2_workshop_in_class/ due_dates Wed, 02 Dec 2009 08:00:00 -0500 Thanksgiving Break ]]> http://jerz.setonhill.edu/EL266/2009/11/post/ http://jerz.setonhill.edu/EL266/2009/11/post/ Wed, 25 Nov 2009 08:00:00 -0500 Paper 2 Draft (6p minimum)
Write a paper that uses peer-reviewed academic sources to defend an intellectually complex, non-obvious claim about one or more of the works on the syllabus. Your paper should demonstrate your developing ability to apply a consistent critical approach (economic determinism, gender theory, historical-topical, etc.), to integrate quotations from quality sources (at least 4, in addition to your literary work or works), and to acknowledge a variety of interpretations (including evidence that challenges your thesis).

]]> http://jerz.setonhill.edu/EL266/2009/11/paper_2_draft_6/ http://jerz.setonhill.edu/EL266/2009/11/paper_2_draft_6/ due_dates Mon, 23 Nov 2009 08:00:00 -0500 Ex 4: Creative Critical Response
  1. produce something to be performed or otherwise shared during class time
  2. demonstrate your ability to engage creatively and critically with a literary text from our syllabus
  3. articulate your goals and a meaningful way of assessing your achievement
  4. reflect on your accomplishment (quoting from responses you receive from your classmates)
In the past, students have filmed video skits, written original short stories and poetry, or published research on their weblogs. Every year I suggest interpretive dance, but so far nobody has actually done it.

Depending on class size, everyone will have about five minutes. If you double up with a partner, the two of you will share 10 minutes.
]]> http://jerz.setonhill.edu/EL266/2009/11/ex_4_creative_critical_respons/ http://jerz.setonhill.edu/EL266/2009/11/ex_4_creative_critical_respons/ due_dates Wed, 18 Nov 2009 15:58:46 -0500 Foster, How to Read Literature... (Envoi) http://jerz.setonhill.edu/EL266/2009/11/foster_how_to_read_literature_10/ http://jerz.setonhill.edu/EL266/2009/11/foster_how_to_read_literature_10/ readings Wed, 11 Nov 2009 16:30:27 -0500 Du Bois, ''The Souls of Black Folk'' (selections) (1903) W.E.B. Du Bois
When sticks and stones and beasts form the sole environment of a people, their attitude is largely one of determined opposition to and conquest of natural forces. But when to earth and brute is added an environment of men and ideas, then the attitude of the imprisoned group may take three main forms,--a feeling of revolt and revenge; an attempt to adjust all thought and action to the will of the greater group; or, finally, a determined effort at self-realization and self-development despite environing opinion.
Of Mr. Booker T. Washington and Others
To make here in human education that ever necessary combination of the permanent and the contingent--of the ideal and the practical in workable equilibrium--has been there, as it ever must be in every age and place, a matter of infinite experiment and frequent mistakes.
Of the Training of Black Men]]> http://jerz.setonhill.edu/EL266/2009/11/du_bois_the_sou/ http://jerz.setonhill.edu/EL266/2009/11/du_bois_the_sou/ readings Wed, 11 Nov 2009 08:20:00 -0500 Washington, ''Address of Booker T. Washington...'' (1895) Up from Slavery See Wikipedia's entry for Booker T. Washington Two Thousand Miles for a Five-Minute Speech The Atlanta Exposition Address]]> http://jerz.setonhill.edu/EL266/2009/11/washington_addr/ http://jerz.setonhill.edu/EL266/2009/11/washington_addr/ readings Wed, 11 Nov 2009 08:15:00 -0500 Traditional, "John Henry" (late 19th C) Read:

  • Wikipedia on John Henry
  • NPR's coverage: Present at the Creation

    On the above page, click on the audio icons to hear a news story and a recording of the ballad song, as well as the lyrics to one particular recording.

  • Read this early version of the song, and look at the four later versions that the site offers.

    On the above site, choose two versions of the song, and come to class with a one-paragraph statement that characterizes the textual differences between your chosen texts.

In what ways is the John Henry story a tall-tale? How is it social commentary? Is it primarily a story about technology, or about race? Is it too simplistic to say "both"?

]]> http://jerz.setonhill.edu/EL266/2009/11/traditional_joh/ http://jerz.setonhill.edu/EL266/2009/11/traditional_joh/ readings Wed, 11 Nov 2009 08:10:00 -0500 Paper 2 Presubmission Report ]]> http://jerz.setonhill.edu/EL266/2009/11/paper_2_presubmission_report/ http://jerz.setonhill.edu/EL266/2009/11/paper_2_presubmission_report/ due_dates Wed, 11 Nov 2009 08:00:00 -0500 Foster, How to Read Literature... (25, 26) http://jerz.setonhill.edu/EL266/2009/11/foster_how_to_read_literature_9/ http://jerz.setonhill.edu/EL266/2009/11/foster_how_to_read_literature_9/ readings Wed, 04 Nov 2009 16:29:01 -0500 Scott, Kevin Michael '''There's More Honor': Reinterpreting Tom and the Evasion in Huckleberry Finn'' You can find the full text of this article via a search in the library's "Academic Search Elite" database. Bring a printout to class. http://jerz.setonhill.edu/EL266/2009/11/scott_kevin_mic/ http://jerz.setonhill.edu/EL266/2009/11/scott_kevin_mic/ readings Wed, 04 Nov 2009 08:00:00 -0500