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SYLLABUS
EN250 AMERICAN LITERATURE I
COURSE DESCRIPTION
The principal goal of this course is to advance and diversify students’ knowledge of American
literature, 1500-1865, its social and cultural contexts, and its historical development. Class time will
also be devoted to techniques of critical reading, appreciation of aesthetic achievements, and
learning literary and critical terminology.
The course is organized chronologically and divided into eight cohesive units. Throughout the
semester, we will be examining the literature for what it tells us about our culture’s emphasis on
individualism. We will return to three concepts in particular—Freedom, Success, and Justice—for
insights into the American character. While much of the semester is given over to study of the major
authors of 1800–1865, the course readings liberally represent diverse voices, including Native
Americans, African Americans, and women as well as majority voices offering thoughtful analysis
and criticism of America’s Eurocentric culture and values.
REQUIRED TEXTS
Paul Lauter et al., eds. The Heath Anthology of American Literature. Vols. A and B. 7th ed. Houghton
Mifflin: 2014.
Hannah Webster Foster. The Coquette. 1797. Ed. Cathy Davidson. Oxford UP, 1986.
EVALUATION AND GRADING
Informal, daily writings (30 percent of grade). Almost every class session will include a brief
writing assignment. As a rule, these will be written and shared in class; at times, however, these
may be homework assignments to bring with you to the next class. I will collect these short writings
and evaluate them as follows:
4 Demonstrates especially provocative and thoughtful engagements with the assigned
reading(s) and/writing prompt(s).
3 Demonstrates adequate, thoughtful engagements with the assigned reading(s) and/writing
prompt(s).
2 Suggests adequate, thoughtful engagements with the assigned reading(s) and/writing
prompt(s).
1 Demonstrates less than adequate acquaintance and/or thoughtful engagement with the
assigned reading(s) and/writing prompt(s).
Your daily writing grade will be based on a 3.5 points-per-entry standard. In other words, it is my
expectation that all your entries should meet the 3-point standard but that only about half will
attain the 4-point standard. Your three lowest daily writing scores will be dropped from the
gradebook.
If it becomes clear during class discussion that you have not completed the assigned reading for the
day, you will receive a zero for that day’s daily writing.
Out-of-class Unit Quizzes (20 percent of grade). The course readings are collected under eight
unit headings. Discrete quizzes will be administered over six of these units. Quizzes over the other
ACADEMIC INTEGRITY
Honesty is fundamental to education. The college expects that both students and teachers will be
honest in all their academic dealings. Academic dishonesty includes (but is not limited to) cheating
on tests, turning in others’ work as your own (plagiarism), and making false reports about required
activities. A student guilty of academic dishonesty can be failed on the assignment or failed in the
course. Incidents of intentional academic dishonest are reported to the vice president for academic
affairs. Multiple reported incidents can result in suspension from the college.
In this class, instances of plagiarism in any assignment will result in a zero for the assignment or a
one-letter-grade deduction on the final grade, whichever is greater. Other instances of academic
dishonesty, e.g., lying about the reason you missed class or submitted an assignment late, will result
in one-letter-grade deduction. All such instances are noted into your permanent academic file.
ACADEMIC SERVICES
The Royer Center for Academic Development (Miller Library, main level) is open to all students
who need academic assistance in any class.
DISCLAIMER
This syllabus is subject to modification. The instructor will communicate all substantial
modifications both to the Chief Academic Officer and to students enrolled in the course, prior to
enacting these modifications.
COURSE SCHEDULE
FIRST PEOPLES, FIRST ENCOUNTERS
W Aug 22 ....... Introduction to course
Seneca, “The Origin of Stories” (59-62)
F Aug 24 ....... Beginnings to 1700 (1-9)
Native American Narrative (23-26)
Lakota, “Wohpe and the Gift of the Pipe” (57-59)
Ojibway, “Man’s Dependence on Animals” (66-69)
Cherokee, “Origin of Disease and Medicine” (69-71)
Tlinglit, “Raven and Marriage” (72-77)
M Aug 27 ....... Ritual Poetry, Song, and Ceremony (84-86)
Native American Oral Poetry (87-106)
W Aug 29 ....... America in the World/The World in America (107-15)
New Spain (116-22)
Christopher Columbus (122-35)
Caveza de Vaca, Relation (144-61)
Neil Young, “Cortez the Killer” (handout)
F Aug 31 ....... Chesapeake (294-96)
John Smith, “Generall Historie of Virginia” (315-29)
Yuchi, “Creation of the Whites” (73)
Lenape, “The Arrival of the Whites” (74-77)
Handsome Lake, “How America Was Discovered” (825-27)