empire mapSyllabus for English 372.01 (3 credits)
Fall 2014  Tuesdays and Thursdays, 1:25-2:40, CUE 219   
Dr. Donna Campbell
Email (best way to reach me): campbelld@wsu.edu
202H Avery, 509-335-4831
Office Hours: 11-1 Tuesdays and Thursdays and by appointment.
Virtual Office Hours: Contact me via Twitter, Skype, and Google chat at dmcampbellwsu.


Course site: http://www.wsu.edu/~campbelld/engl372/index.html
Course blog: http://english372.wordpress.com
Last update: 10/20/2014

Required Textbooks. Books can be purchased at the Bookie and at Crimson and Gray.

Wilde, Oscar

The Picture of Dorian Gray

Dover

1993

978-0486278070

Chopin, Kate

The Awakening and Selected Short Stories

Simon & Schuster

2004

978-0743487672

Dickens, Charles

Hard Times

Oxford World

2008

978-0199536276

Shelley, Mary

Frankenstein (1818 edition)

Oxford

2009

978-0199537150

Twain, Mark Pudd'nhead Wilson Dover 1999 978-0486408859
Negri, Paul, ed. Great American Short Stories Dover 2002 978-0486421193
Course pack Is now available at Cougar Copies in the CUB. You will need to bring a printed copy to class.

Course Description

English 372, 19th-Century Literature of the British Empire and the Americas, approaches Anglophone literature—literary and cultural texts in English from 1800 to 1900—through themes pertinent to the Victorian era and our own contemporary culture:

Although certain sections are identified on the syllabus with one of these four themes, each of these ideas recurs throughout the century and throughout the course. Our purpose is to understand these works in a broader framework of social, literary, and political contexts; thus we will also read cultural documents of the times such as pictures, cartoons, and maps as well as tracing these ideas in popular culture.

Content Note: These texts reflect the cultural attitudes of the nineteenth century, and they are presented in their original form. Although these books are not graphic when judged by twenty-first century standards, they may use words now considered offensive, may depict scenes upsetting to current readers, or may represent race, gender, or violence in ways that that run counter to current standards, even when the intent is to protest racism, sexism, or other forms of social injustice. If you believe you would be unable to read this material despite understanding its historical context, you should not take this class.

Course Goals and Student Learning Outcomes. The goals and learning outcomes for students in the course are as follows. Each is addressed through multiple class activities and evaluated through class discussion, papers, quizzes, group presentations, debates, exams, reports, laptop days, and individual presentations. This course addresses UCORE goals 1,4,5,6 and 7; see the last page of this document for further information.

Important: You need to bring your book with you to class each day. Having your book in class is a vital part of class participation: you'll be asked to read passages aloud, give page citations, and so forth. Reading the book online and then coming to class is not sufficient, and your class participation grade will be lower as a result. Readings are in the assigned books (GASS means Great American Short Stories) or in the course pack (CP).

Use the numbers in the corners of the course pack rather than the one on the bottom of the page in the middle. For the course pack, read the whole selection; the starting page is listed in the schedule of assignments.

Schedule of Assignments.This is a tentative guide to the assignments. ASSIGNMENTS ARE SUBJECT TO CHANGE. Listen for class announcements and follow the class blog for notices about changes to assignments.

Week Date

Reading Assignments

Writing and Presentation Assignments

1

8/26

Introduction

 
 

8/28

Romanticism, Nature, and Individualism
Emerson, from Nature (CP 9)
"Each and All" (CP 12)
Coleridge, "This Lime-Tree Bower My Prison" (CP 13)

Sign up for optional reports

2

9/2

Wordsworth, from Preface to Lyrical Ballads (CP 5)
Wordsworth, "Tintern Abbey" (CP 1)
Coleridge, from Biographia Literaria (CP 14)

Start thinking about the blog option: Members? Purpose?

 
 

9/4

Making Monsters: Nature, Society, and Individualism

Blake, " "London" (CP 16)
Wordsworth, "The world is too much with us" (CP 1)

Wordsworth, "Resolution and Independence" (CP 3)
Carroll, "The Aged, Aged Man" (CP 8)

Weblog post 1 ("Blog Manifesto" or statement of purpose) written in class

Laptop day: bring your laptop if you have one. We will set up blog groups in class and your group can write your first post, which will be a statement about what you all want your blog to accomplish.

3

9/9

Making Monsters: A Science Too Far?

Mary Shelley, Frankenstein (1-110)

Reports
 

9/11

Frankenstein (110-191)

Weblog post 2 due

4

9/16

Imperial Outlaws: Individualism, Revolt, and the Byronic Hero
Frederick Douglass, from Narrative (CP 16)
John Rollin Ridge (Yellow Bird), from Joaquin Murieta (CP 21)

Workshop for Paper 1
Laptop day: bring your laptop if you have one


Bring draft of Paper 1 in paper or on your computer
 

9/18

Making Monsters: Poe and the Gothic

Poe,"The Tell-Tale Heart" (GASS 13-17)
Poe, "The Fall of the House of Usher" (CP 25)


Weblog post 3 due
Short Paper 1 due in Angel by 9 p.m.

Laptop day: Finding research materials online

5

9/23

Was it . . . murder?
Dickens, Hard Times (1-155)

Reports

 

 

9/25

Hard Times (155-274)

Weblog post 4 due

6

9/30

Meet at MASC (Date TBA)

 
 

10/2

Imperial Outlaws: The West

Harte, "The Luck of Roaring Camp" (GASS 49-57)
Crane, "The Bride Comes to Yellow Sky" (GASS 58-67)

Weblog post 5 due

7

10/7

Imperial Outlaws: South and East

Chesnutt, "The Goophered Grapevine" (GASS 93-103)
Jewett, "A White Heron" (GASS 84-92)

 
 

10/9

Exam 1

Exam 1
8 10/14

Imperial Outlaws: Race and Empire/The Empire Writes Back

Shelley, "Ozymandias" (CP 15)
Coleridge, "Kubla Khan" (CP 12)
Edward Said and Gayatri Spivak (CP 84)

Reports

  10/16

Imperial Outlaws: Race and Empire/The Empire Writes Back
Mary Seacole, from The Wonderful Adventures of Mrs. Seacole in Many Lands (CP 63)
Kipling, "The White Man's Burden" (CP 24)
Hubert Harrison, "The Black Man's Burden" (CP 24)
Laptop day: bring your laptop if you have one

Short Paper 2 due in class or in Angel by 9 p.m.
Weblog post 6 due
Laptop Day: Finding Historical Contexts

9

10/21

Imperial Outlaws: Race and Empire/The Empire Writes Back

Kipling, "The Man Who Would Be King" (CP 67)
Excerpts from film The Man Who Would Be King (Sean Connery, Michael Caine)

 
 

10/23

Was it . . . Murder? Mystery and the Science of Detection
Poe,"The Murders in the Rue Morgue" and "The Purloined Letter"
CP 34, 43)

Reports
Weblog post 7 due

10 10/28

Was it . . . Murder? Sherlock Holmes and the Science of Deduction
Arthur Conan Doyle, "A Scandal in Bohemia" (CP 85)



6 p.m. Extra credit movie night: A Scandal in Belgravia (BBC Sherlock series)

 

 

10/30

No Class: Research Day. Read all of Pudd'nhead Wilson

Weblog post 8 due

11

11/4

Was it . . . Murder? Blinded by the "Science " of Race
Twain, Pudd'nhead Wilson

 

  11/6

Romanticism Revisited: Aestheticism, Sexuality, and the Double Self
Kate Chopin, The Awakening (1-89)

Reports
Short Paper 3 (optional) due in Angel by 9 p.m.
Weblog post 9 due

12

11/11

No Class: Veterans' Day

 

 

11/13

Kate Chopin, The Awakening (89-178)

Proposal for Paper 4 due
Weblog post 10 due

13

11/18

Romanticism Revisited: Decadence, Sexuality, and the Double Self
Oscar Wilde, The Picture of Dorian Gray
(1-86)

Reports
 

11/20

The Picture of Dorian Gray (87-165)

Optional Weblog post 11 due extrablogassign
14 11/24-28 Thanksgiving Break  

 

 

 

 

15

12/2

Project Presentations

 
  12/4 Project Presentations Paper 4 due
 

 


 
16

12/9

Project Presentations


  12/11 Project Presentations  
17 12/18 Final Exam Thursday, 12/18, 1-3 p.m.  

Requirements and Assignments

Attendance and Class Participation.  Class participation and attendance are important, and you should come to class prepared to discuss each day's reading. Since the syllabus is online, as are the readings not in your textbooks, you should have no trouble in reading the next day's assignments even if you're absent on the previous day. If you have questions about the day's reading, don't hesitate to ask; chances are good that someone else had the same question.

Formal Papers. Students in this class will write the following:

Format. Papers must be neatly typed and carefully proofread. Citations should follow MLA style as outlined in the MLA Handbook, Bedford Handbook, or other such guides. See more formatting guidelines at this link: http://public.wsu.edu/~campbelld/format.htm.

Electronic and Paper Versions. Either a paper version or an electronic version is acceptable. Paper versions are due at the beginning of class and will receive handwritten comments. Electronic versions must be uploaded to Angel by 9 p.m. on the due date and will receive typed comments in the margins. Papers uploaded after 9 p.m. will receive a 5 point penalty.

  • Electronic versions of papers must be uploaded to Angel (http://lms.wsu.edu) by 9 p.m. on the deadline date.
  • Electronic versions will be returned through Angel in .pdf format.
  • If you upload your paper, name your file as follows: LastnameFirstinitial_ClassNumber_Papernumber. Example: If Joan Smith turns in her first paper, the file would be called SmithJ_372_Paper1.doc. See the formatting guidelines for more information.
  • After the first paper, a failure to follow the guidelines will result in penalties (- 1 for unreadable files that must be resubmitted; -1 for not following the naming conventions, -1 for absence of Works Cited page, and so on.) See the Format link or handout for more information.

Late Papers and Extensions. Late papers are penalized at the rate of one letter grade (10 points) per class day late; a paper that would have received a "B" or 85 on Tuesday will receive a "C" or 75 if handed in on Thursday.

  • If you do not turn in a paper, you will receive a 0 for that portion of your grade. Papers received after four class days will receive 50 points but will not be formally graded.
  • You have one 48-hour extension in this class. This extension means that your paper will be due on the next class day, which could be more than 48 hours, without penalty.You must request the extension ahead of time, and you should save it for a true emergency, since no other extensions will be granted for illness, funerals, weddings, or any other reason.
  • Exams. This course has two exams: a midterm and a final. Exams in this course will consist of objective (multiple choice, short answer, matching) questions, identification questions, and an essay written in class. The final exam will not be given early since alternatives to taking it are available to students.

    Quizzes. Because quizzes have been proven to help students with the retention of material, unannounced quizzes over the reading will be given frequently in this class. The quizzes test your specific knowledge of the reading assignment for that day and sometimes ask about information from a previous day's class discussion or lecture. For example, you might be asked the name of a character, the meaning of a term discussed in the previous class, the character associated with a particular quotation, or the results of a specific action that occurs in a scene. Their purpose is to reinforce your close reading of the material by asking you about significant points in the book.

    In-class writing and short assignments. Short, typed responses to the reading may be assigned from time to time, as will short pieces of in-class writing.

    Reports and Blogs. Students in this class will either present a brief oral report to the class or, in a group of 2-4 students, keep an online journal (weblog) of their reading this semester. Both options will involve about the same amount of work, but with the blog option, you'll be spreading the work out over the entire semester. Those who choose both to present a report and to keep a weblog will not have to take the second exam.

    Policies

    Electronics Policy. Recent studies have demonstrated that people remember material better when they take notes by hand rather than on the computer, since typing on the computer tends to produce a transcription rather than the kind of selective note-taking that leads to understanding. Also, students participate more actively when they are not using a laptop, which benefits their class participation grade, and there are fewer distractions in the classroom without laptops. The following policies thus apply in this class:

    Plagiarism Policy. Plagiarism is the unacknowledged use of someone else's words or ideas. This definition includes not only deliberately handing in someone else's work as your own but failing to cite your sources, including Web pages and Internet sources. Plagiarism also includes handing in a paper that you have previously submitted or are currently submitting for another course.

    WSU Statement on Academic Integrity. Academic integrity is the cornerstone of the university. You assume full responsibility for the content and integrity of the academic work you submit. You may collaborate with classmates on assignments, with the instructor's permission. However the guiding principle of academic integrity shall be that your submitted work, examinations, reports, and projects must be your own work. Any student who attempts to gain an unfair advantage over other students by cheating will fail the assignment and be reported to the Office Student Standards and Accountability. Cheating is defined in the Standards for Student Conduct WAC 504-26-010 (3).

    WSU Midterm Policy. Based on ASWSU student requests and action by the Faculty Senate, WSU has recently instituted Academic Rule 88, which stipulates that all students will receive midterm grades. Midterm grades are not binding, and because the bulk of the graded work in this course occurs after the midterm point, it can only accurately reflect student performance up to that point. Midterm grades will be reported as they are calculated in Angel. However, at midterm only 35% of the total graded assignments will have been turned in.

    WSU Policy on Students with Disabilities. Reasonable accommodations are available for students with a documented disability. If you have a disability and need accommodations to fully participate in this class, please either visit or call the Access Center (Washington Building 217; 509-335-3417) to schedule an appointment with an Access Advisor. All accommodations MUST be approved through the Access Center.

    WSU Safety Policy. Washington State University is committed to enhancing the safety of the students, faculty, staff, and visitors. It is highly recommended that you review the Campus Safety Plan (http://safetyplan.wsu.edu/) and visit the Office of Emergency Management web site (http://oem.wsu.edu/) for a comprehensive listing of university policies, procedures, statistics, and information related to campus safety, emergency management, and the health and welfare of the campus community.

    WSU Policy on Excused Absences. Section 73 of WSU's regulations does not permit instructors to request official documentation to allow excused absences except for military personnel and those traveling on WSU business; hence no other excused absences are permitted by WSU policy. The attendance policy for this course has been relaxed from previous versions of the course to include an additional absence to make up for this decreased flexibility in policy.

    Grading Policies and Criteria

    I will use abbreviations as references to grammatical principles on your corrected papers. The abbreviations and accompanying explanations are available on the "Key to Comments" document here: http://public.wsu.edu/~campbelld/keyto.htm.

    Weight of Assignments for English 372

    Because of FERPA and privacy issues, no grades will be discussed or transmitted by e-mail or instant messaging. Emails about other matters will usually receive a response within 24 hours except on weekends, when replies will be sent on Monday morning.

    Exams (2 x 10% each) 20 percent
    Short papers (2 at 15% each) 30 percent
    Report or Group weblog 10 percent
    Longer Paper or Project (20%) plus paper presentation (5%) 25 percent
    Quizzes, class participation, informal group presentations, and in-class writings 15 percent

    Grading Criteria. List available below and at http://public.wsu.edu/~campbelld/grading.html. See the following resources for more specific information:

    A note on the evaluation process in this course: Each piece of written work, from an essay on an exam to a formal paper, starts as a "0" and rises to one of the levels listed below based on the quality of its ideas, development, and writing. Thus your writing does not start from an "A" and "lose points" based on certain errors; instead, grading starts from a baseline and points are added based on the quality of your work. Think of the grading scheme as you would think of a game or a job. You don't start with a perfect score (or a high salary) and lose points by making errors; rather, you start from a baseline and gain points based on the quality of your skills as demonstrated by your performance. The same is true here.

    I will use abbreviations as references to grammatical principles on your corrected papers. The abbreviations and accompanying explanations are available on the "Key to Comments" document here: http://public.wsu.edu/~campbelld/keyto.htm.

    Grade Cutoffs for Assignments

    The total number of points varies by assignment. The chart below shows the approximate letter grade for points earned in each assignment.

    WSU final grade submission permits only solid, plus, and minus grades (e.g., C, C+, or C-) to be entered into zzusis.
    WSU final grade submission has no "A+" grade, so the highest paper grade will be "A" (95) in compliance with WSU standards. There is no "D-" grade in zzusis, so a final average of 60-62 = D for the same reason.

    Total Points 100 15 20 25 30 35 50 75 125 150 500 If your final % is Your final grade would be . . .
    A 93 14 18 23 28 33 47 70 116 140 465 93 or above A
    A/A- 92 14 18 23 27 32 46 69 116 139 463    
    A- 90 13 18 23 27 32 45 67 113 135 450 90-92 A-
    B+ 88 13 17 22 26 31 44 66 110 132 440 88-89 B+
    B/B+ 87 13 16 22 26 30 43 65 110 131 438    
    B 83 12 16 21 25 29 42 62 104 125 415 83-87 B
    B/B- 82 12 16 20 24 29 41 61 103 124 413    
    B- 80 12 16 20 24 28 40 60 100 120 400 80-82 B-
    C+ 78 11 15 19 23 27 29 58 98 117 390 78-79 C+
    C/C+ 77 11 15 19 23 27 28 57 97 116 388    
    C 73 11 15 18 22 26 37 55 91 110 365 73-77 C
    C/C- 72 10 14 18 21 25 36 54 90 109 383    
    C- 70 10 14 17 21 25 25 52 88 105 350 70-72 C-
    D+ 68 10 13 17 20 24 34 54 85 102 338 68-69 D+
    D/D+ 67 10 13 16 19 23 33 50 84 101 315    
    D 63 9 13 16 19 22 32 57 79 95 313 63-67 D
    D/D- 62 9 12 15 18 21 31 46 78 94 312    
    D- 60 9 12 15 18 21 30 45 75 90 300 60-62 D

    UCORE Goals and Course Goals

    UCORE Goals Addressed in this Course At the end of this course, students should be able Course Topics Addressing this Outcome Evaluation of Outcome
    Critical and Creative Thinking. Graduates will use reason, evidence, and context to increase knowledge, to reason ethically, and to innovate in imaginative ways.
    • To read and closely analyze a number of works of literature and journalism within the course materials described.
    • All course topics
    • All lectures and class discussions
    • All papers
    • Final paper
    • Creative option project
    • Graded class discussions
    • Graded papers
    • Creative option paper evaluation
    Scientific Literacy. Graduates will have a basic understanding of major scientific concepts and processes required for personal decision-making, participation in civic affairs, economic productivity and global stewardship. 
    • To understand the ways in which scientific knowledge can be contingent not only on evidence but upon the historical framework in which it is gained.
    • Making Monsters: A Science Too Far?
    • Was it . . . Murder? Sherlock Holmes and the Science of Deduction
    • Was it . . . Murder? Blinded by the "Science " of Race
    • Laptop Day: Finding Historical Sources
    Evaluation of papers and class discussions.
    Information Literacy. Graduates will effectively identify, locate, evaluate, use responsibly and share information for the problem at hand. 
    • To view and interpret multiple kinds of texts, including maps, songs, and political cartoons, to understand the ways in which they comment on and reflect their culture.
    • To work with and learn to evaluate primary and secondary resources, including locating primary print sources and digitized versions online, learning to use the MLA Bibliography and other databases to find secondary sources, and learning to assess web materials for reliability, and locating primary source materials. These will be addressed on laptop days and during our visit to the MASC.
    • Successful completion of laptop day and MASC exercises and integration of that knowledge into papers and projects.
    • Quizzes
    • Final project (web possibility) evaluation via rubric.
    Communication. Graduates will write, speak and listen to achieve intended meaning and understanding among all participants. 
    • To synthesize and create knowledge and to disseminate those insights to the class (reports, presentations, papers) and to the world beyond the classroom (blogs).
    • Formal reports
    • Informal class presentations
    • Class discussions
    • Papers and projects
    • Workshop for Paper 1
    • Oral presentations
    Evaluation for formal reports, papers, oral presentations, weblogs, and class discussions.
    Diversity. Graduates will understand, respect and interact constructively with others of similar and diverse cultures, values, and perspectives. 
    • To learn about significant issues, movements, and trends in literature of global British and American literature of the 19th century, including historical issues of slavery, racism, and imperialism.
    • Imperial Outlaws: Romantic Hero
    • Imperial Outlaws: South and East
    • Imperial Outlaws: Race and Empire/The Empire Writes Back
    • Was it . . . Murder? Blinded by the "Science " of Race
    • Laptop Day: Finding Historical Sources
    Evaluation for oral reports, class discussion, and papers.
    Depth, Breadth, and Integration of Learning. Graduates will develop depth, breadth, and integration of learning for the benefit of themselves, their communities, their employers, and for society at large. 
    • To search for instances of how 19th-century perspectives, language, and literature permeate contemporary culture and to assess the ways in which they affect our perspectives on issues such as individualism, industrialism and ecology, relations with other countries, and aesthetics, gender, and sexuality.
    • Romanticism Revisited: Decadence, Sexuality, and the Double Self
    • Final Project
    • Final Project Presentation
    • Weblogs
    Formal evaluation for final project, presentation, and weblogs.