American

Literature Realism and Modernism ENG 335

Course Description
The purpose of this course is to develop an understanding of the Realism and Modern Periods in American Literature. In our study of these periods, we will include the major movements, genres, and authors. We will place the literature in a relevant cultural and historical context and examine how history and literature interrelate. We will use the fundamental tools of literary interpretation in the discussion, analysis, and evaluation of the literature.

you can use any handwritten reading notes you have taken (not notes written in your book, however).Quizzes cover the days reading and can take three different forms: 1) formal five question quizzes, 2) cold call quizzes where I call on students randomly to respond to questions orally, and 3) various in-class writing tasks. These quizzes cannot be made up under any circumstances except University excused absences. Since each quiz is only worth five points, missing one or two will not damage your grade, but be careful as these points do add up.
Reading/Writing Discussion Boards

Course Outcomes
Students will: Understand and appreciate literature as a valuable source of intellectual, emotional, and aesthetic experience reflecting and enriching the human experience. Read literature within such contexts as nationality, historical period, ethnicity, and culture. Apply appropriate critical theories to literary texts. Continue developing library skills for literary research and document formal writing according to MLA guidelines. Integrate secondary texts into written work.

About once a week, we will have discussion board responses based upon what we read. Usually students enjoy this project because it is a forum to express your own opinion about what you have read, and it is also interesting to see what other people think. We may, at times, use your responses as starting points for in-class discussions, and your writing could be selected and read aloud in class.
Reflective Learning Blog

Texts and Materials

Baym, Nina. ed. The Norton Anthology of American Literature. Vols. C & D. 7th ed. New York: W. W. Norton, 2007.

At the end of each week, you will reflect on your experiences related to our class on a blog on our I-Learn page, discovering what you have learned through your reading and studying, in-class discussions, research, writing, etc. You will respond to questions such as What have you learned this week? How have you participated this week in class?
I-Analysis For the I-Analysis, you will pose an insightful question about a work and then find passages from the reading that help you develop conclusions about your question. This assignment is prewriting for the short paper. Short Paper You will write a short (2 page) paper which offers a brief response to a work we have read midway through the semester. You have the option of basing this on you I-Analysis Informal Research Presentation At some point in the semester, you will be asked complete a couple of informal research tasks that deal with a critical theory in relation to a work we are studying. You will report your findings to the class in several five minute presentations. Oral Presentation You will sign up for one oral presentation that you will do in groups of two or three. The presentation will be about one historical events or periods listed on the course outline. Discussion Group You will also sign up for a discussion group. For this assignment, you will simply come to class with written questions, prepared to discuss an assigned work with a group of four students. You should also be prepared to respond to questions posed by the class and the instructor. The class will form a circle around the small group and observe the conversation. The

Organization
The course will be comprised of the following assignments (point totals are approximate and subject to change): Quizzes and In-class Writing (approximate points) Reading/Writing Discussion Boards I-Analysis Short Paper Informal Research Presentations Oral Presentation Discussion Group Writing Portfolio 6-8 Page Paper Revised Short Paper I-Analysis 3Discussion Board Responses Final ExamJigsaw Teaching Sessions and Lesson Plan 150 75 25 50 10 50 10 150

__50 570

Late Assignments Not Accepted All assignments due at beginning of class

Daily Quizzes

Quizzes will be given at the beginning of most classes. The purpose of these quizzes is not to trick you but to reward you with points for attending class and for doing your reading carefully. To illustrate my goodwill, during the quiz

Darin L. Hammond

Rigby Hall 300 496-4382

email: hammondd@byui.edu

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American Literature Realism and Modernism ENG 335

discussion group will then bring the class into the discussion You will be evaluated on your level of participation. Writing Portfolio This is our major project for the semester, and the centerpiece of the portfolio will be 6-8 page paper about one of the works we have read during the semester. This paper must include research on the critical history of the work, and it might include historical or other research as it is relevant. I anticipate that you will need at least 3-5 sources to accomplish this effectively. Also, this portfolio will include your revised short paper, I-Analysis, and 3 model discussion board responses. Final Exam For the final exam, you will be assigned an author and works that you will prepare a 10 minute teaching activity to share in small groups. You will submit your lesson plan for grading purposes. Optional Assignment You have the option of memorizing and reciting a poem or a passage (you can recite in a group if you would like). Each recitation you do will be worth 5 points, and you can recite up to two times. These must be completed BEFORE the last week of class, no exceptions. Of course a grade will be attached to your written work, based upon the project as a whole. This is called holistic grading, and it means that the grade reflects the overall effectiveness of the project with all of the individual parts and skills taken into consideration. The grade will be applied in accordance with the following scale. A = A- = B+ = B = B- = C += C = C- = D+ = D = D- = F = 100 - 94% 93 - 90% 89 - 87% 86 - 84% 83 - 80% 77-79% 76 - 74% 73 - 70% 69 - 67% 66 64% 63 - 60% 59% Excellent Very good

Average

Below average

Incomplete

Policies and Procedures

Grading In giving feedback on your written work, I see myself as a coach. In this role, I try to encourage you in things that you are doing well. I also try to provide you with constructive feedback as a reader of your paper. You will notice that I react to your paper as I read through it, with notes in the text and in the margins that reflect what I am thinking as I read your paper. Since audience awareness is essential in effective writing, these comments are intended to help you see and understand how someone besides yourself reacts to your written message. In addition to these comments directly on the text of your paper, I will provide you with a feedback form which will give you a quick view of your performance on specific skills pertaining to each assignment. In this class you are not in competition with each other for a grade, but you are evaluated on your mastery of the skills essential to the writing task. I will provide you with the feedback form for each task when you receive the assignment. This will allow you to become familiar with each of the criteria prior to my evaluation of your work. I hope that these feedback forms will become revision guides as you move from assignment to assignment. The third form of feedback that you will receive from me is an end note at the bottom of the feedback form. I usually keep these very brief and address my comments to you personally. All three forms of feedback are intended to coach and help you. You will be most effective in progressing as a writer if you accept the feedback with humility and a desire to improve rather than becoming defensive about your writing. Please remember that I am on your side, and I want you to succeed. Nothing will make me happier than every student in the class raising their skills to a level where everyone receives an A.

I am always happy to discuss any graded assignment with you, but to encourage you to take responsibility for your own work, I need you to do a couple of things for me. First, wait 24 hours to schedule an appointment with me. This will give both you and I some distance from the paper and some objectivity. Second, this will also provide some time for you to think of some revision ideas for your paper. Please come to this conference with at least three ideas to improve your paper, and this will be a starting point for our discussion. Please be aware that no single paper or assignment can destroy your grade. I make an effort in the class to balance the points that come from the papers with other assignments such as quizzes and draft work. Attendance Since much of our learning will take place in class as we discuss, analyze, and write together, attendance is mandatory. You can earn an extra percentage point on your final grade with your perfect attendance. You are allowed two absences, and each absence thereafter will result in a final grade reduction of one percent. Eight absences or more will be grounds for failure of the course. I make no distinction between excused and unexcused absences (unless they are university sanctioned absences), so plan your absences accordingly. Three late arrivals (after the prayer) will equal an absence. Absence is never an excuse for a late assignment, no exceptions, so talk with me before the due date if you are having problems. Also, quizzes cannot be made up under any circumstances. Class Participation You are expected to come to class daily with your reading and writing assignments accomplished and ready to discuss ideas with the class and small groups as suggested in the BYU-I Learning Model. If you do not participate in class, your learning will be hindered, and your grade will be affected. Your grade can be reduced by up to 20% if over the course of the semester you have failed to be an active participant in the learning of the class.

Darin L. Hammond

Rigby Hall 300 496-4382

email: hammondd@byui.edu

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American Literature Realism and Modernism ENG 335

You will account for your participation and learning in weekly reflective learning blog entries. I-Learn and Email For this class you will be expected to monitor your campus email and blackboard daily. Frequently you will receive assignments, instructions, reminders, etc., and you will be expected to access those before our class period. In addition, lost or missed handouts can be accessed through blackboard. All major assignments will be posted as attachments on discussion boards. If you access your campus email rarely, forward your mail to the address you use. Conferences I always love to collaborate with you in your reading and writing. Please feel free to come by my office or chat after class. Remember as we meet together that I cannot take over your paper. In other words, I am here to be a sounding board and a reader for you. You cannot simply send me an email draft of your paper asking me to make it an A or to fix it for you. The paper would become mine instead of yours. So, come to our conferences with three or four areas you would like some feedback and input on. Remember that it is your paper, and I will always try to help you make it the best you can without taking it over. Also, students usually find the Writing Center extremely useful in revising their work. Success This is an intensive class, but you can succeed, and I want to assist you. Several things will help in meeting your goals for the semester: Regular attendance and active participation in class Thorough studying and application of readings 6 hours minimum studying and writing time outside of class per week An inquisitive and open mind with readingslooking for value rather than flaws Effective application of writing process on writing projects: prewriting, drafting, rewriting, editing Willingness to use resources such as writing center, tutors, textbooks, etc. to revise and polish written work Individual initiative in generating ideas and goals for improving reading and writing skills Humility and dedication in applying feedback from past assignments to current assignments Passion and commitment in writing, reading, and learning Academic Honesty The BYU-Idaho Catalog 2007-2008 clearly describes academic honesty on pages 44-45; I highly recommend that you review this section. Please consult the catalog for specific definitions of plagiarism (for example, you can plagiarize unintentionally) and dishonesty as well as the associated penalties. Grievances I make every reasonable effort to consider your attitudes, values, beliefs, and feelings as I choose material to teach course-related concepts. I take great care in choosing the works we read. In the unlikely event that I offend you or, in your opinion, I overstep my bounds, please come talk to me about it. I promise to listen to your concern, to take it seriously, and to explain my actions, if necessary. Follow this New Testament advice, offered by the Savior: [I]f thy brother shall trespass against thee, go and tell him his fault between thee and him alone (Matthew 18:15). Finally, consider the following excerpts from a 1995 Scroll article: There are several steps students can take if they have any concerns about a teacher, his/her teaching method, or the way students are treated in the classroom. The first and most effective way is to talk to the teacher directly. This step solves 90% of problems between teachers and students, [Max] Checketts [academic vice president at BYUI] said. If students dont understand what is being taught, they should go directly to the teacher for clarification. Students have the right to contact the professor and make an appointment with him or her to discuss concerns. Going to someone above the teacher first is a waste of time, Checketts said. Students will have better luck if they start at the bottom; itll save a lot of extra headaches. Students end up talking to the teacher anyway. Teachers have the right to hear student concerns about them first. By going to someone above them, students are not giving teachers the opportunity to represent themselves fairly. However, if a teacher is unwilling to listen, students can call the department chair, wholl mediate between them. Again, its best to start with the teacher. This concept is the inspired counsel Jesus gave in Matthew 18:15-16, Checketts said. Another concern students have is the subject material being presented to the class. [BYUI] cant skip teaching sensitive issues. Were a Church school and we must give the same education as one would get at another [university]. What better place could there be to deal with sensitive matters? [BYUI] has the difficult task of balancing the influence of the Church with the influence of academics, Checketts said. Special Limitations The BYU-Idaho Catalog 2007-2008 defines the Following admission guidelines, BYU-Idaho is committed to the full inclusion of all otherwise-qualified individuals who can benefit from its educational programs and activities. The Office of Services for Students with a Disability (SSD), located in McKay Library, East 158, assists in facilitating reasonable academic accommodations for all qualified students who have documented learning, emotional, and/or physical disabilities (as defined by applicable disability law) and have need for reasonable accommodation.

Darin L. Hammond

Rigby Hall 300 496-4382

email: hammondd@byui.edu

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American Literature Realism and Modernism ENG 335 Tentative Outline

SEP 13 T IN CLASS Introduction to the course The Learning Model Introduce Discussion Board Introduce Oral Presentation Introduce Discussion Group Introduce Quizzes IN CLASS Introduce Critical Theory Activity 27 T DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Discussion Group I-Analysis Due Emma Lazarus 516-518 Poems 518-520 Sarah Orne Jewett 520-522 The White Heron 522-528 Mary E. Wilkins Freeman 625-626 A New England Nun 626-634 IN CLASS Introduce Short Paper/Portfolio Introduce Critical Theory Activity English Dept. Retreatwe will not meet DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Kate Chopin 529-531 The Awakening 535-565 DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Discussion Group Oral Presentation: Realism and Naturalism 911930 Informal Research Presentationscritical theory The Awakening 565-595 IN CLASS DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Informal Research Presentationsjournal article The Awakening 595-625 IN CLASS DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Abraham Cahan 762-763 The Imported Bridegroom 764-806 IN CLASS Pre-Professional Conf.Attend Conference

Better to remain silent and be thought a fool than to speak out and remove all doubt. --Mark Twain

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DUE Learning blog by 5:00 PM, Friday (This item appears each class period as a reminder for the week) Discussion board At Least 15 Min. before class, Tuesday (This item appears each class period as a reminder for the week) Print our and read syllabus from I-Learn Mark Twain100-104 The Notorious Jumping Frog of Calaveras County 104-108 The War Prayer 322-324 Print and read the syllabus closely IN CLASS Introduce Reflective Learning Blog Introduce I-Analysis

29 R

OCT 4T

FICTION IS OBLIGED TO STICK TO POSSIBILITIES. TRUTH ISN'T. --MARK TWAIN 20 T DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Discussion group Bret Harte 324-326 The Luck of Roaring Camp 326-333 Ambrose Bierce 359-360 An Occurrence at Owl Creek Bridge360-366 IN CLASS Introduce Optional Assignment DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Oral presentation: American Literature 18651914 1-13 Henry James 388-391 The Beast in the Jungle 447-476 6R

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Darin L. Hammond

Rigby Hall 300 496-4382

email: hammondd@byui.edu

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American Literature Realism and Modernism ENG 335

The workings of the human heart are the profoundest mystery of the universe. One moment they make us despair of our k in d, and the next we see in them the reflection of the divine image. --Charles W. Chesnutt 18 T DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Oral Presentation: Native American Chants, Songs, and Oratory 371-387 Charles W. Chesnutt 688-689 The Goophered Grapevine 689-696 Hamlin Garland 752 Under the Lions Paw 753-762 IN CLASS DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Short Paper Due by 5:00 PM (sharp) in Rigby 300 Charlotte Perkins Gilman 806-808 Poems 821-822 Turned 822-828 Edith Wharton 829-830 The Other Two 830-843 IN CLASS Introduce Final Paper IN CLASS 3R DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Paul Laurence Dunbar 1038-1039 Poems 1043-1046 Edgar Lee Masters 1206-1207 Trainor, the Druggist 1207 Doc Hill 1207 Edwin Arlington Robinson 1209-1210 Luke Havergal 1210-1211 Richard Cory 1211 Amy Lowell 1349-1350 September, 1918 1353 New Heavens for Old 1355-1356 Robert Frost 1388-1389 Mending Wall 1390 Birches 1400-1402 IN CLASS

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"In three words I can sum up everything I've learned about life: it goes on." --Robert Frost 8T DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Willa Cather 12141216 My Antonia 1216-1261

"Think as I think," said a man, "or you are abominably wicked; yo u are a toad." And after I thought of it, I said, "I will, then, be a toad." -- Stephen Crane 25 T DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Oral Presentation: Booker T. Washington and W.E.B. Dubois 663-687, 893-910 Stephen Crane 954-956 Maggie: A Girl of the Streets 957-976 IN CLASS DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Maggie: A Girl of the Streets 976-1000 IN CLASS DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Discussion Group Jack London 1051-1052 To Build a Fire 1057-1067

Most of the basic material a writer works with is acquired before the age of fifteen. --Willa Cather 10 R DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Oral Presentation: Debates Over Americanization 1147-1176 My Antonia 1261-1306 IN CLASS DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Oral Presentation: American Literature 19141945 1177-1190 My Antonia 1306-1349 IN CLASS DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Oral Presentation: World War I and Its Aftermath 1371-1387

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Nov 1T

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Darin L. Hammond

Rigby Hall 300 496-4382

email: hammondd@byui.edu

Page | 5

American Literature Realism and Modernism ENG 335

Carl Sandburg 1436-1437 Fog 1438 Grass 1439 Wallace Stevens1439-1441 The Snow Man 1441 The Death of a Soldier 1450 William Carlos Williams 1462-1464 The Red Wheelbarrow 1469 This Is Just to Say 1472 H.D. (Hilda Doolittle) 1514-1515 Mid-day 1515-1516 Helen 1518-1519 IN CLASS 22 T DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Raymond Chandler 1539-1540 Red Wind 1541-1574 IN CLASS The Big Sleep Thanksgivingno class Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Portfolio Due As I Lay Dying 1860-1892 IN CLASS 8R DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday As I Lay Dying 1892-1924 IN CLASS DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Oral Presentation: The Harlem Renaissance Discussion Group As I Lay Dying 1924-1955 IN CLASS IN CLASS Final Examjigsaw teaching sessions of the following works: 1. T.S. Eliot 1574-1576 The Love Song of J. Alfred Prufrock 15771580 2. Claude McKay 1686-1687 Poems 1687-1690 3. Zora Neale Hurston 1700-1701 How It Feels to Be Colored Me 1710-1713 The Gilded Six-Bits 1713-1721 4. E. E. Cummings 1807-1808 Poems 1808-1816 5. F. Scott Fitzgerald 1822-1823 Winter Dreams 1823-1839 6. Thomas Wolfe 1999-2001 The Lost Boy 2001-2020 7. Sterling Brown 2020-2021 Poems 2021-2026 8. Langston Hughes 2026-2027 Poems 2027-2037 9. Kay Boyle 2037 The White Horses of Vienna 2038-2049 10. John Steinbeck 2049-2050 The Leader of the People 2050-2060 11. Countee Cullen 2060-2061 Poems 2061-2065 12. Richard Wright 2066-2067 The Man Who Was Almost a Man 2067-2075

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All modern American literature comes from one book by Mark Twain called Huckleberry Finn. --Ernest Hemingway

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DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Oral Presentation: Modernist Manifestos 14991513 Ernest Hemingway 1980-1982 The Snows of Kilimanjaro 1983-1999 IN CLASS Discuss portfolio format

Read, read, read. Read everything -- trash, classics, good and bad , and see how they do it. Just like a carpenter who works as an apprentice and studies the master. Read! You'll absorb it. Then write. If it's good, you'll find out. If it's not, throw it out of the window." -- William Faulkner DEC 1R DUE Learning blog by 5:00 pm, Friday Discussion board At Least 15 Min. before class 15 min. before class, Tuesday Discussion Group William Faulkner 1858-1860 As I Lay Dying 1860-1892 IN CLASS DUE Learning blog by 5:00 pm, Friday

"Genuine poetry can communicate before it is understood." --T.S. Eliot

6T

Darin L. Hammond

Rigby Hall 300 496-4382

email: hammondd@byui.edu

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