ࡱ> {}zy Ybjbj .{{Q>NNNNNbbb8\bq+z^e4*******$W- 0+N+NN++xNN**V@(@) :-V( *A+0q+(x0f0)0N)++q+0 : English 139: Visiting Authors Seminar Spring 2012 Tuesdays 6-8:45 p.m., BBC 124 Dr. Kate Evans Email: Kate.Evans@sjsu.edu Office: FO 222 Office Hours: Wed. 2:15-4:15 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. Required Books Rae Armantrout, Versed Rae Armantrout, Money Shot Yiyun Li, A Thousand Years of Good Prayers Julia Scheeres, Jesus Land Juan Felipe Herrera, Half the World in Light Geoffrey Wolff, The Duke of Deception Suggested Additional Readings Yiyun Li, Gold Boy, Emerald Girl Julia Scheeres, A Thousand Lives Juan Felipe Herrera, 187 Reasons Mexicanos Cant Cross the Border Juan Felipe Herrera, Crash Boom Love Geoffrey Wolff, The Hard Way Around ENGLISH DEPARTMENT LEARNING OBJECTIVES 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, or rhetoric. (Objective met via reading assignments, writing assignments and discussions.) 2) show familiarity with major literary works, genres, periods, and critical approaches to British, American, and World Literature. (Objective met via reading assignments and discussion.) 3) write clearly, effectively, and creatively, and adjust writing style appropriately to the content, the context, and nature of the subject. (Objective met via writing assignments and critical reflection.) 4) develop and carry out research projects, and locate, evaluate, organize, and incorporate information effectively. (Objective met via Literary Event Research Paper.) 5) articulate the relations among culture, history, and texts. (Objective met via reading assignments, writing assignments and discussions.) Various in-class and homework assignments 20% Presentation (Author or Book) 15% Analytical Paper 15% Literary Event Paper 15% Book Group Presentation 15% Final Project 20% Presentations (to be done with one or two others) [Objectives #2, 4 and 5] Author Presentations: In a creative, interesting format using visuals, present to the class (for approximately 20 minutes) the following information in any order. Include a one-page handout with copies for the class that outlines the key points. A list of all the authors books, in chronological order, with a short annotation that briefly describes each books plot and central themes/issues. Important biographical information (NOT everything; just significant highlights). Important information about the authors literary achievements (NOT everything; just significant highlights). An introduction to the authors website, showing us what it includes and highlighting key portions. A clip of a video or audio interview with the author (and perhaps other online sources that feature the writer, if appropriate), highlighting a significant momentfollowed by your insights/analysis. Two or three key quotes, things the author has said or written that you find intriguingand say why. What the general critical reception has been to some of the authors work. Anything you can find that the author has said about her/his work, the creative process and about writing in general. Book Presentations: Book presenters will have about 20 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 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 do you have about the book that youd like the class to discuss? In addition, 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. (Questions can be about anything. Examples: Why do you think X happened? ; What do you think the meaning is of X? ;If you were this person/character, what would you do? ;What do you think is the most important moment in this section/chapter, and why? etc.) Analytical Paper [Objectives #1, 2, 3 and 5] In this paper (approximately 5-8 pages), respond to and analyze the significance of key aspects of one or more themes, notable aspects of the writers style/craft, or a combination of both. Papers must demonstrate thoughtful analysis and use quotes and examples from the book to support your ideas. Make sure you have a focused, clear thesis that makes a claim about the significance of some aspect of this book. You may use outside sources (such as scholarly articles) if you wish. If you do, be sure to cite correctly in MLA style. Author Event Paper [Objectives #1, 2, 3 and 5] Write a paper (approximately 4-6 pages) in which you describe what happened, and your thoughtful reaction to, one of the literary events you attended. What new insights did you get into the writer and the writers work? What did you think of the way the author presented her/his work, and why? (DUE 1 WEEK AFTER AUTHOR EVENT or will be reduced in grade as late.) Book Group Presentations [Objectives #2, 4 and 5] Your group will have about 20 minutes to share your reactions to the book you chose to read. Give us some sense of what the book is about but dont give away too muchjust enough to entice people to read it (if you liked it) or to keep them away from it (if you didnt). Also, discuss any connections you see between this book and the one by the same author the class read earlier in the semester. Presenters can talk to the class about the following: What are the central themes/patterns/obsessions in this book? 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 do you have about the book that youd like the class to discuss? In addition, 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. Grading of papers and presentations will be based on: thoroughness (you unpack your claims by digging into them and offering examples; you explain and analyze the significance of your examples) thoughtfulness (you offer your own personal insights as related to and contrasted with any outside sources used) organization (ideas move logically from one to the next; you choose examples and quotes that arent too long and that are incisive and purposeful) fulfillment of requirements correctness (format, editing, MLA citations) Final Project: (15%) [Objectives 1, 2 and 3] Choice #1: Write an analytical paper on one book you did not yet write about for the other analysis paper. Include a cover sheet that reflects on the following: a) What did you learn/discover/struggle with writing this paper and studying authors 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) What would you like to see changed and/or kept the same in this course? Choice #2: Write a creative project that in some way is influenced or springboarded off one of the writers explored in this course. We will discuss ideas 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? 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 February 6 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) Jan. 26: Introductions. Presentation sign-ups. Introduction to Armantrout. Feb. 2: By this date, have read Versed. Choose a favorite poem and be ready to discuss. Author Presentation on Armantrout. Book Presentation of Versed. Feb. 9: By this date, have read Money Shot. Choose a favorite poem and be ready to discuss. Book Presentation of Money Shot. Bring 3 questions for the author. Wed. 2/15: Rae Armantrout, 7 p.m., MLK Library 2nd Floor Thurs. 2/16: Rae Armantrout in conversation with Juliana Spahr, 1 p.m., MLK Library, 2nd Floor Feb. 16: Discuss Rae Armantrout event. Author Presentation on Yiyun Li. Have read half of A Thousand Years of Good Prayers. Feb. 23: Have finished A Thousand Years of Good Prayers. Book presentation on A Thousand Years of Good Prayers. March 1: Film showing and discussion: A Thousand Years of Good Prayers. Plus three questions for the author. Wednesday 3/7: Yiyun Li, 7 p.m., Engineering Auditorium Room 189. March 8: Debrief Li. Author presentation on Julia Scheeres. Half read the first half of Jesus Land. March 15: Have completed Jesus Land. Book presentation on Jesus Land. Thesis statement for analytical paper due. Wednesday 3/21: Julia Scheeres, 7 p.m., MLK Library 2nd Floor. March 22: First draft of analytical paper with 4 copies due; bring Juan Felipe Herreras Half the World in Light. Author presentation on Juan Felipe Herrera. SPRING BREAK Wednesday 4/4: Juan Felipe Herrera, 7 p.m., MLK Library 2nd Floor April 5: Analytical paper due. Have read Half the World in Light. Book Presentation on Half the World in Light. Author Presentation on Geoffrey Wolff. Pick one book from the Suggested Additional Readings to read in Book Groups; groups created. April 12: Have read the first half of The Duke of Deception. Discuss final papers/projects. Tuesday 4/16: Geoffrey Wolff at 1 p.m. (in conversation with Tobias Wolff) AND at 7 p.m. giving a solo reading. Both at the MLK Library 2nd Floor. April 19: Have read the rest of The Duke of Deception. Book Presentation on The Duke of Deception. Debrief Wolff. April 26: Book Groups meet to discuss first half of chosen book. Bring drafts of final papers/projects. May 3: Book Groups meet to discuss second half of book and to prepare presentation. May 10: Book Group Presentations. May 17: FINAL, 5:15-7:30. Final Papers/Projects due. We will share from them and celebrate! PRESENTATION SIGNUPS 2/2: Rae Armantrout _____________ _______________ ____________ 2/2: Versed _____________ _______________ ____________ 2/9: Money Shot _____________ _______________ ____________ 2/16: Yiyun Li _____________ _______________ ____________ 2/23: A Thousand Years _____________ _______________ ____________ 3/8: Julia Scheeres _____________ _______________ ____________ 3/15: Jesus Land _____________ _______________ ____________ 3/22: Juan Felipe Herrera _____________ _______________ ____________ 4/5 Half the World in Light _____________ _______________ ____________ 4/5 Geoffrey Wolff _____________ _______________ ____________ 4/19 The Duke of Deception _____________ _______________ ____________ Name: ___________________________ Names of Presenters: Topic of Presentation: Presentation Evaluations CIRCLE ONE: 1. Presentation was insightful and I learned Yes Somewhat No something new. Give a example of something you learned, or of something you would have liked illuminated: 2. Specific examples were offered, and their significance Yes Somewhat No was explored. 3. The group worked together well (seamless transitions, Yes Somewhat No no repetition, clear voices, etc.) 4. Overall response to the presentation: EXCELLENT GOOD FAIR POOR 5. Additional comments or questions: Presentation Self-Evaluation Name:_________________________________ 1. My group worked together well. Yes Somewhat No Comments: 2. My contribution to the group and the presentation was: Excellent Good Fair Poor 3. What I learned most preparing and doing this presentation is: 4. The students who offered this most to this group (and why) are: 5. Overall, I believe my groups presentation was: EXCELLENT GOOD FAIR POOR Anything else?     English 139, Evans, Spring 2012, pg.  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