ࡱ> surg SbjbjVV .r<r<K>8 8 8cD'^4a'c'c'c'c'c'c'$)z,'''j j j ta'j a'j j G##=_u,V_#M''0'g#,-X-##-Y$j ''F$'-8 ! Y: English 139: Visiting Authors Seminar Spring 2011 Tuesdays 6-8:45 p.m., SH 129 Dr. Kate Evans Email: Kattacruz1234@yahoo.com Office: FO 222 Office Hours: T/Th 12:15-1:15 and by appointment Phone: 408-924-4491 COURSE DESCRIPTION: In this course, students will have the opportunity to study literature written by writers who are visiting campus through our Center for Literary Arts (as well as a few other campus literary events). In addition to exploring the literary aspects of these writers works, we will also discuss the biographies and writing processes of these writers, exploring what it might mean to live a literary life. COURSE OBJECTIVES: In the Department of English and Comparative Literature, students will demonstrate the ability to 1) read closely in a variety of forms, styles, structures, and modes, and articulate the value of close reading in the study of literature, creative writing, and/or rhetoric; 2) show familiarity with major literary works, genres, periods, and critical approaches to American Literature; 3) write clearly, effectively, and creatively, and adjust writing style appropriately to the content, the context, and the nature of the subject; 4) develop and carry out research projects, and locate, evaluate, organize, and incorporate information effectively; 5) articulate the relations among culture, history, and texts. Required Books Rebecca Solnit, A Field Guide to Getting Lost Jasmin Darznik, The Good Daughter E. L. Doctorow, Ragtime E. L. Doctorow Homer and Langley Tony Barnstone, Tongue of War Tony Barnstone, The Art of Writing Tony Barnstone, Sad Jazz Sarah Shun-Lien Bynum, Ms. Hempel Chronicles Sara Shun-Lien Bynum, Madeleine is Sleeping Additional Readings Pieces from the website of Andrew Altschul (http://andrewfosteraltschul.com) Stories of Daniel Alarcon (handout) Steinbeck Fellows (handout) Sandra MacPherson poetry (handout) Journal (40%): [Objectives #3 & 5] Responses to the readings, neatly handwritten or typed, bound in a binder or folder (not loose sheets). Number (according to directions in class), date and title each entry. Include some blank pages at the front for a Table of Contents that you update with each entry. You will be asked to read from or otherwise share journals with classmates at most class sessions so always bring them along with the book(s) we are reading. To receive full credit for participation, you must be in class and must be prepared. Journals will be collected at random (in lieu of quizzes). Id like to see you very engaged with these journals, to use them as an opportunity to explore the readings on a personal, creative, connected, thoughtful, exploratory manner. If you are visual, in addition to words you can use some images (drawings, cut & paste, etc.) to illuminate/respond to/think about what you are reading. Specific directions for journal entries may be given at times during class for particular readings. Suggestions of what to include in the journal: Quotes (with page numbers) and responses/reactions/questions (strive for a quote or two for every 20-30 pages of reading). Connections to your personal experiences, to other writers and texts, to larger events, to social issues, etc. Themes/patterns/obsessions of the writer. Ahas: the writer has spurred new ideas or revelations in you. Comments on what is compelling and why, or what is questionable and why. What you notice/find compelling/wonder about regarding the writers style or other aspects of craft (such as description, characterization, creation of tension or suspense, etc). Questions you might like to ask the writerand why. What else? Presentation (15%): [Objectives #2, 4 and 5] Each student will sign up for one presentation, to be given solo or with a classmate. Bio Presentations: Peruse book jackets, website(s), blogs, Facebook, reviews, interviews, etc. Bring us information about this writer that you found most interesting: What is this writers background, writerly interests, most important works, etc.? What has this writer said about her/his subject matter? About writing? About the creative process? How has this writers work been received by critics and audiences? Etc. Maximum of 15 minutes. Bring a HANDOUT (one page max) that includes: a) a minimum of three quotes (from the authors writing, from interviews, from her his/blog, etc.) and be prepared to talk about their significance, b) a list of the authors publications, c) website addresses where we can find out more information, d) other information you find pertinent and e) one or more imagesof the author, of book jackets, etc. Book Presentations: Book presenters will have a maximum of 15 minutes to begin and/or deepen the discussion of the given book. Presenters can talk to the class about the following: What are the central themes/patterns/obsessions in this book? What have reviewers said about it? What did you like best about this book and why? What did you struggle with/dislike and why? What has the author said about this book? What makes this book significant? How does it connect to your lives and/or to larger issues of today? What questions would you ask the author about the book? What questions would you like the class to discuss about the book? Choose two key passages that you will read aloud to the class (tell us the page number so we can follow along). Then talk about why you find these passages important, how they connect to the larger book, and what aspects of the writers style are notable in these passages. Include a one-page HANDOUT that includes your key points, as well as several questions for the class to discuss. Two Author Analysis Papers (15% each for a total of 30%): [Objectives #1, 2, 3 and 5] Two short (approximately 4-6 pages) papers responding to and analyzing key aspects of one or more key themes, notable aspects of the writers style/craft, and a reaction to the literary event for 1) Solnit or Darznik and 2) Barstone or Shun-lien Bynum. Papers must incorporate at least two quotes from each book read for this class. Guidelines and ideas for these papers will be discussed further in class. Final Project: (15%) [Objectives 1, 2 and 3] Choice #1: Write an Author Analysis paper on E.L. Doctorow, addressing both books read in this course, as well as one of his two campus events. Include a cover sheet that reflects on the following: a) What did you learn/discover/struggle with writing this paper and studying Doctorows work? b) What do you feel you got out of this course this semester? c) Which book(s), author(s) and/or literary event(s) had the most impact on you, and why? d) What questions and/or insights about reading, writing, authors and/or the literary life have developed for you as a result of this course? e) If I teach this class again, what would you like to see changed and/or kept the same? Choice #2: Write a creative project that in some way is influenced or springboarded off one of the writers explored in this course. For instance, you might decide to write an essay similar in scope, style and/or content to one of Rebecca Solnits chapters; or you might decide to write a few poems influenced by the Tony Barnstones approach. More ideas will be discussed in class. Include a cover sheet that reflects on the following: a) What did you learn/discover/struggle with writing this project? b) What do you feel you got out of this course this semester? c) Which book(s), author(s) and/or literary event(s) had the most impact on you, and why? d) What questions and/or insights about reading, writing, authors and/or the literary life have developed for you as a result of this course? e) If I teach this class again, what would you like to see changed and/or kept the same? Extra Credit Opportunity: Watch the film Ragtime and write a paper (approximately 3-5 pages) in which you compare the book and the film. Depending on how the extent of the analysis and how well-written the paper is, you can receive up to three percentage points added to your final grade. Extra Credit can be turned in on the day of the final. Late Assignments: Late assignments will be reduced a grade for every class session they are late. At the top of Late Assignments (or on a post-it on the front of a late journal), write LATE BY X [number of] CLASS SESSIONS. All assignments will be accepted only in class, not in my office or mailbox, and not as email attachments. Absences: If you are not in class, contact classmates to get assignments, directions, handouts, notes, etc. Please do not make your absences extra work for me. The following statement has been adopted by the Department of English for inclusion in all syllabi: In English Department Courses, instructors will comment on and grade the quality of student writing as well as the quality of ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs. The Department of English reaffirms its commitment to the differential grading scale as defined in the ǶƵ Catalog ("The Grading System"). Grades issued must represent a full range of student performance: A = excellent; B = above average; C = average; D = below average; F = failure. In written assignments for English 117, this scale is based on the following criteria: A [90-92=A-, 93-96=A, 97-100=A+] = Excellent: The "A" essay is articulate and well developed with fluid transitions and a clear and persuasive use of evidence, which is drawn from the literary text itself, lecture materials (when appropriate), and research materials. An "A" essay contains a fresh insight which teaches the reader something new about the subject matter. B [80-82=B-, 83-86=B, 87-89=B+] Above average: The "B" essay demonstrates a good understanding of its subject, a clear and persuasive use of evidence, a certain level of ease of expression, and solid organization. However, it usually lacks the level of originality and creativity that characterizes the insight found in an "A" essay. C [70-72=C-, 73-76=C, 77-79=C+] = Average: The "C" essay makes a good attempt at all the assignment's requirements. It has a reasonable understanding of its subject matter but its ideas are frequently simplistic or over-generalized. The writing style is also more bland and repetitive than the style shown by "A" and "B" essays and it often contains flaws in grammar, punctuation, spelling and/or word choice. It may also use textual evidence out of context. D [60-62=D-, 63-66=D, 67-69=D+] = Below average: The "D" essay is poorly organized and generally unclear. It has inappropriate or inadequate examples, is noticeably superficial or simplistic, and/or contains some serious mechanical and grammatical problems. A "D" essay may also reveal some misunderstanding of the assignment requirements. F = Failure: An "F" essay has not addressed the requirements of the assignment and is unacceptable work in terms of both form and content. Classroom Protocol Being on time, participating in class discussions and listening to and taking notes on class lectures are necessary for the successful completion of this course. Cell phones are shut off and put away. Protocol for written work requires that all quotations must be enclosed in quotation marks or, when more than three lines, put in an indented block. Full citation of the original author and source must also be included. For all papers, review a writing handbook for help with quote integration, formatting and proper citation (most of you will have purchased one for your Freshman comp. classes). Also see the University policy on Academic Integrity below for help defining and avoiding plagiarism of all kinds. University Policy on Academic Integrity Students should know that the Universitys  HYPERLINK "http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf" Academic Integrity Policy is availabe at http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf. Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the Universitys integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The website for  HYPERLINK "http://www.sa.sjsu.edu/judicial_affairs/index.html" Student Conduct and Ethical Development is available at http://www.sa.sjsu.edu/judicial_affairs/index.html. Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another persons ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to submit for another class, please note that ǶƵs Academic Policy F06-1 requires approval of instructors. Dropping and Adding Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc.  HYPERLINK "http://info.sjsu.edu/web-dbgen/narr/soc-fall/rec-324.html" Information on add/drops are available at http://info.sjsu.edu/web-dbgen/narr/soc-fall/rec-324.html .  HYPERLINK "http://www.sjsu.edu/sac/advising/latedrops/policy/" Information about late drop is available at http://www.sjsu.edu/sac/advising/latedrops/policy/ . Students should be aware of the current deadlines and penalties for adding and dropping classes. Note that September 5th is the last drop without a W. The instructor of this course will not automatically drop you if you do not show up. Dropping is your responsibility. Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with the DRC (Disability Resource Center) to establish a record of their disability. Library Liaison for English & Comparative Literature: Contact Toby Matoush via email: Toby.Matoush@sjsu.edu, or phone: (408) 808-2096 if you have library research questions that have not been answered in class. Student Technology Resources Computer labs for student use are available in the Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/college. Computers are also available in the Martin Luther King Library. ǶƵ Writing Center The ǶƵWriting Center is located in Room 126 in Clark Hall. It is staffed by professional instructors and upper-division or graduate-level writing specialists from each of the seven ǶƵ colleges. Thewriting specialistshave met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. HYPERLINK "http://www.sjsu.edu/writingcenter/about/staff/"The Writing Center website is located at http://www.sjsu.edu/writingcenter/about/staff//. Schedule (subject to change, with notice) 2/1: Introductions. Discuss/read some of Solnit. Presentation sign-ups. 2/8: By this date, have read Solnit and written responses in your journal. Presentation: Bio of Solnit. Presentation: Solnits book. Discuss book and questions we might like to ask her. Class goes together to Solnit event, 7 p.m., MLK Library Rooms 228/229. 2/15: Debrief Solnit event, and finish discussion and presentation (if needed) of her book. Have read half of Darznik and bring journal responses, prepared to discuss. Presentation: Darznik bio. Have read from Altschuls website; bring journal responses. (Andrew Altschuls book event: Thurs. Feb. 17, 7 p.m., MLK Library, 2nd Floor Meeting Rooms.) 2/22: Have finished reading Darznik, and bring journal responses. Presentation: Darznik book. (Darznik reading Wed. 2/23, 7 p.m., MLK Library Rooms 225/229.) 3/1: Paper due on either Darznik or Solnit. Students share from papers, continue discussion of readings and literary events. Presentation: E.L. Doctorow bio. 3/8: Have read first half of Ragtime, and bring journal responses. 3/15: Have read second half of Ragtime. Book Presentation: Ragtime. Have read Nils Peterson poems (handout). (Fri. 3/18, Nils Peterson Tribute) 3/22: Presentation: Barnstone bio. Have read The Art of Writing; bring journal responses. Book Presentation: The Art of Writing. 3/29: SPRING BREAK 4/5: Have read Sad Jazz and Steinbeck Fellow pieces; bring journal responses. Book Presentation: Sad Jazz. (Steinbeck Fellows, Wed. April 6, 7 p.m.) 4/12: Have read Tongue of War; bring journal responses. Book Presentation: Tongue of War. (Tony Barnstone, Wed., April 13, 7 p.m., Hal Todd Theater). Bio Presentation: Sarah Shun-lien Bynum. 4/19: Have read Sandra MacPherson poetry (handout); bring journal responses. Have read Madeleine is Sleeping; bring journal responses. Book Presentation: Madeleine is Sleeping. (Thurs. 4/21, Poetry Legacy Day with Sandra MacPherson.) 4/26: Have read Ms. Hempel Chronicles; bring journal responses. Book Presentation: Ms. Hempel Chronicles (Sarah Shun-lien Bynum, Wed., 4/27, 7 p.m., MLK 225/229). 5/3: Paper due on either Barnstone or Bynum; discuss. Have read first half of Homer and Langley; bring journal responses. 5/10: Have read second half of Homer and Langley; bring journal responses. Class goes together to Doctorow event, 7 p.m., University Theater. (Doctorow also in conversation May 11, 1 p.m., University Theater.) 5/17: Book Presentation: Homer and Langley. Debrief E.L. Doctorow books and events. Bring drafts/ideas/notes for Final Projects. FINAL: Celebration and Reading Day: Tuesday May 24 Time: 5:15-7:30 p.m. Final Projects Due. Students will read from (and turn in) final projects. We will also have a party; everyone can bring some food or drink to share. PRESENTATION SIGNUPS 2/8: Solnit bio ___________________ 2/8: Solnits book ___________________ __________________ 2/15: Darznik bio ___________________ 2/22: Darzniks book ___________________ __________________ 3/1: Doctorow bio ___________________ __________________ 3/15: Ragtime book ___________________ __________________ 3/22: Barnstone bio ___________________ __________________ 3/22: The Art of Writing book ___________________ __________________ 4/5 Sad Jazz book ___________________ __________________ 4/12 Tongue of War book ___________________ __________________ 4/12 Bynum bio ___________________ 4/19 Madeleine is Sleeping book ___________________ __________________ 4/26 Ms. Hempel Chronicles book ___________________ __________________ 5/17 Homer and Langley book ___________________ __________________     English 139, Evans, Spring 2011, pg.  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