English 299: Critical Methods of Reading & Writing

Spring 2010

Dr. Christopher L. Morrow

Office: 213 Simpkins Hall Office Hours: Tues. 11:00 am – 12:00 pm

Phone: 298-1633 (office) Wed. 2:00 pm – 4:00 pm

298-1103 (department) Thurs. 11:00 am – 12:00 pm

Email: cl-morrow@wiu.edu and by appointment.

Graduate Intern: Ms. Katherine Kelley

WC Hours: By appointment through Writing Center (298-2815)

Email: katherineakelley@gmail.com

Course Websites: http://faculty.wiu.edu/CL-Morrow/eng299/

Prerequisites: ENG 180 & ENG 200, 201, 202, 206, 228, 238, 258 or 290 (both with a C or better)

Course Goals and Objectives

As Jerome McGann elegantly puts it in Radiant Textuality: Literature after the World Wide Web, meaning is not something literary texts produce but that for which they search. It is the search, rather than a final or definitive interpretation, that the critic’s writing should engage.

-- Katherine Hayles, Electronic Literature

Most students find their way to being English majors and minors through a love of reading literature or perhaps watching films. Most of this pleasure is derived initially unconsciously without delving too critically into what we consume. In fact the very phrase, “reading for pleasure” assumes that we will not think too hard about the text. The formal study of literature often clashes with this desire as students are forced to think critically about literature to understand the hidden mechanics that work upon the reader and to understand in explicit terms that particular work’s “search for meaning.” For some readers, doing so compromises their enjoyment of the literature (perhaps permanently) while others find a different kind of enjoyment from revealing how the literature operates. For literary critics, a story is never “just a story.” In this course, we will read and write critically, intensely, and hopefully enjoyably.

This course will introduce students to the basic forms and conventions of critical writing, strategies of interpretation, and theoretical issues in literary studies. In doing so, ENG 299 serves as the foundation of and gateway for advanced literary study. To that end, we will focus on the foundational skills of English studies – insightful discussion, close reading, effective interpretation, literary argument, proper format and citations, and, of course, the clear and effective writing expected of English majors. The course will consist of a mixture of class and group discussion, workshops on our writing, and a smattering of lectures.

Required Texts

The following texts are required (including specific editions). Please purchase these as soon as possible. Additional readings will be provided electronically throughout the semester. Be sure to check your WIU email account often (or have it forward to your preferred email address).

Culler, Jonathan. Literary Theory: A Very Short Introduction. Oxford: Oxford University Press, 2000.

Donne, John. The Complete English Poems. Ed. A. J. Smith. London: Penguin Books, 1996.

Henderson, Bill, ed. The Pushcart Prize XXXIV: Best of the Small Presses. Wainscott, NY: Pushcart Press, 2010.

MLA Handbook for Writers of Research Papers. Seventh edition. New York: The Modern Language Association, 2009.

Salih, Tayeb. Season of Migration to the North. Trans. Denys Johnson-Davies. New York: New York Review of Books, 2002.

Shakespeare, William. The Merchant of Venice: Texts and Contexts. Ed. M. Lindsay Kaplan. Boston: Bedford/St. Martin’s, 2002.

Williams, Joseph. Style: The Basics of Clarity and Grace. Third edition. New York: Pearson Longman, 2009.

Course Requirements & Assignments

Participation: This course will be a mixture of lecture, discussion, and workshops. I expect students to come to class having carefully read the assignment. Students are required to participate regularly through contributions to discussions and draft workshops. Students should come to each class with at least one question or critical comment about the reading. I reserve the right to collect these periodically. In-class participation will be evaluated using the following general criteria:

A: Student contributes daily and significantly and always actively focuses on class discussion.

B: Student contributes regularly and always actively focuses on class discussion.

C: Student contributes occasionally and/or always actively focuses on class discussion.

D: Student contributes sporadically and/or frequently does not stay actively focused on the discussion.

F: Student contributes rarely and/or does not stay actively focused on the discussion.

I do not expect or require students to have the “right” answer or to provide ground-breaking analysis but merely to engage in the process of discussing and analyzing the literature. Remember that quality is better than quantity but quantity is better than no quantity.

Close Reading Essays: The bulk of the writing in this course will take place through a series of summary and close reading essays. While these essays will be fairly short, they will be intensive. You can expect to have a draft or final version due nearly every week. Given the tight schedule, I will be unable to accept any of these papers late. Each essay will be typed, double-spaced and conform to MLA guidelines for format and citation.

Rough Drafts: For essays which we will workshop, you must bring a complete typed rough draft that meets the minimum length requirements for the assignment. If you fail to do so, the highest grade the final draft can receive is a D.

U Grades: Any assignment which does not meet minimum standards for style or content may be given a grade of unsatisfactory (U) and returned to you with directions for correction and resubmission. A resubmitted essay can earn only 75% of the assignment's value.

Exams: There will be both midterm and final exams in this course. These tests will cover the primary and secondary readings as well as the class discussions. The exams will consist of both objective and analytical sections.

Short Assignments:

Metaphor Assignment: For this assignment, you will identify and analyze three metaphors that you encounter in your everyday life.

Bibliography Assignment: There will be a short bibliography exercise which requires you to write correct MLA citations for a number of provided works. You MAY work collaboratively on this assignment but you will still submit your assignments individually.

Reflective Essay: The culminating assignment of the course is write a 3-4 page reflective essay on your education in English Studies and what your expectations for it have been and are for continuing study.

Distribution and Grading Scale

Participation 5% A 900-1000 pts

Close Reading Essays 40% B 800-899

Exams 40% C 700-799

Shorts Assignments 10% D 600-699

Reflective Essay 5% F 599 and below

Course Policies

Attendance: Regular attendance is not only mandatory but essential for success in this course. Students are expected to attend class on a regular basis and will be held accountable for any material covered in class, including class discussion, announcements and any changes to reading schedule and assignments. Each student is allowed three absences total. I do not expect or require students to explain nor document these absences. After three, each subsequent absence will reduce the final grade by 0.5%. Allowances may be made in extreme circumstances (i.e. prolonged illness). These circumstances will need to be documented and the student must contact me as soon as possible.

· Failure to bring the relevant book to class will count as an absence and the student may be asked to leave.

· Students who have more than 8 total absences will receive an automatic F for the course.

Tardiness: I am not bothered by individuals who are occasionally late for class or must occasionally leave class early. However, if you anticipate that you must consistently arrive late or leave early, or that you will be unable to remain awake during this class—you need to replace this course with another.

If you arrive after I take roll, it is your responsibility to speak with me after class to insure I record your attendance. Otherwise, you will be counted absent. If you miss more than half of the class due to tardiness, it will count as an absence.

Scholastic Dishonesty: Scholastic dishonesty of any kind on any assignment undermines the quality of education at WIU and will not be tolerated under any circumstances. This includes cheating, fabrication, falsification, multiple submissions, and plagiarism. Scholastic dishonesty of any kind will result in an F in the course. It is your responsibility to understand what constitutes scholastic dishonesty. If you have any questions about this subject, please see the University policy at http://www.wiu.edu/policies/acintegrity.php. I will also be happy to answer any questions you may have.

Graduate Intern: This semester we will be joined in the course by a graduate student intern. Her role throughout the semester will be to assist me in all aspects of the course, including helping shape and guide discussion, leading discussion, assisting with workshops, assisting students with their writing outside of class, and evaluating and commenting upon student writing. Occasionally, she will be responsible for conducting the class meeting. She should be treated with the same respect you provide to all of your instructors. She will be an invaluable resource to you in this course. Feel free to set an appointment with her through the Writing Center

University Writing Center: The UWC is also available to assist you with general and specific questions on any of the writing assignments for this course. Consultants can add another voice to your writing at any stage in the writing process from brainstorming to polishing the final product.  Please call for an appointment (298–2815) and be sure to bring a copy of your assignment to your session. A visit to the UWC should be a supplement to rather than a replacement for talking about your paper with me.

Americans with Disabilities Act: “In accordance with University policy and the Americans with Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. For the instructor to provide the proper accommodation(s), you must obtain documentation of the need for an accommodation through the Disability Support Services and provide it to the instructor. It is imperative that you take the initiative to bring such needs to the instructor’s attention, as he/she is not legally permitted to inquire about such particular needs of students. Students who may require special assistance in emergency evacuations (i.e. fire, tornado, etc) should contact the instructor as to the most appropriate procedures to follow in such an emergency. Contact Disability Support Services at 298-2512 for additional services.”

Classroom Behavior: Students are expected to behave with respect toward the course, their fellow students, and the instructor. We will be reading a variety of pieces which may contain sexual and violent content. I expect students to be able to read and discuss this material as adults. Private conversations and other disruptive behavior – such as texting -- that interferes with teaching and/or learning will not be tolerated and can result in an assigned classroom seat or expulsion from the class. Continued disruptive behavior on the part of a student can result in a penalty to your final grade in the course.

For information on Students’ Rights and Responsibilities, visit www.wiu.edu/provost/students/

Office Hours: Students are encouraged to visit during office hours. They are available to use without setting an appointment. Additionally, if I am in my office, feel free to poke your head in to see if I am available to meet. If you are not able to meet during office hours, please email me, and we can set an appointment. I am always happy to meet with students about all literary topics large and small!