Course Objectives
-- Primary Goal: to examine the diversity of early American literatures (EAL). This is a (primary) "readings" course, though in class discussions we will examine the implications of using a variety of critical approaches. The major concepts of diversity analyzed include genre, culture, gender, geographical area, and historical era.
-- Secondary Goals: to enhance each student's research paper writing; to examine how the study of EAL relates to the development of the American literary canon
By the end of the course students who have done the readings, participated in the classes, and successfully completed the group presentations, the examinations, and the paper should have basic understandings of the diversity of pre-1800 American literatures and of the relationships between genre, culture, gender, region, and historical era and canon formation and also be able to integrate convincing textual analyses and with relevant ongoing critical discussion in a research paper.
Required Readings (Please use the editions available in the bookstore.)
Selections from _The Heath Anthology of American Literature_, THIRD EDITION, Vol. 1. Lauter, et al., eds.
Susannah Rowson, _Charlotte Temple_
Charles Brockden Brown, _Wieland_. Kent State UP.
Handouts: see specific assignments listed below (HO)
(If you do not already have a copy - _MLA Handbook for Writers of Research Papers_)
Tentative Lecture/Discussion Topics, Assignments, Dates
The pace of the course varies between close examinations of individual texts and overviews of many. I hope this approach will create a course that has both intensity and breadth. (The page numbers refer to the _Heath Anthology_.)
Introduction: Overview of the course & The Evolution of EAL courses and Anthologies
Reading: EAL Syllabi & Tables of Contents (HO); Colonial Period (3-20); group presentations on EAL, AL, ALH, AQ
Dates: 8/25, 9/1
The First American Literatures: Native American Oral Literatures
Readings: 21-24; 70-109; 24-69; 1311-19
Dates: 8/25, 9/1
The "Discovery" of "America": Definitions, Utopian Visions, and Cultural Encounters
Readings: Yuchi, Creation of the Whites (115-116), Handsome Lake, How America Was Discovered (182-84), Columbus (125-28), de Vaca (128-40), Smith (192-98), Winthrop (223-34)
Date: 9/8
1st Exam Date: 9/15 (One Hour Exam)
Public and Private Forms of Historical Expression
Public Histories
Readings: [Zuni, Talk Concerning the Beginning (27-41)], Morton (211-22), Bradford (245-266), de Vellagra (162-72), Virgin of Guadalupe (474-82), de Otermin [Hopi, Pueblo Revolt ] (482-91), Mather (425-33), Byrd (548-67), SW Hispanic Histories (1319-28)
Date: 9/[15], 22
Private Histories: Letters, Diaries, Journals, & Life Stories
Readings: North: Bradstreet (312-15), Rowlandson (340-66), Sewell (408-13), Knight (529-50)
Middle: Ashbridge (604-16), Woolman, (616-30)
Occom (979-86), Equiano (1018-50)
Date: 9/22
American Revolutions
A Private Revolution: Edward Taylor
Reading: Taylor (366-407)
Date: 9/29
A Private - Public Revolution: Jonathan Edwards
Reading: Edwards (569-603)
Date: 10/6
[Week of 10/12 : Work on Paper Prospectus, which is Due 10/27]
A Private & Public Synthesis: Male and Female Versions
Readings: Franklin (714-49,754-60, 762-819), John and Abigail Adams (902-09); Murray (1060-64)
Date: 10/20
Public Manifestos
Readings: Paine (882-96); Jefferson (916-23), Hall (1008-17)), Crˇvecoeur (849-81), Tecumseh (HO), Seattle (1887-91)
Date: 10/27 (The paper prospectus is due on this date.)
2nd Exam Date: 11/3 (Three Hour Exam)
Euro-American Literary Genres
The Role of the Poet (See also Native American and Taylor.)
Read all of Bradstreet, Wheatley, and Freneau; for the rest, read as much as you like.
Readings: Bay Psalm Book (326-36), Wigglesworth (315-26), Bradstreet, (289-312), Cook (640-58), Wheatley (1095-1112), Freneau (1067-85), Barlow (1128- 29,1135-47). Dwight (1086-94)
Date: 11/10
Dramatic Manners, Satiric Barbs
Reading: Tyler's _The Contrast_ (1147-88); Murray, Epilogue (1065-67)
Date: 11/10
The "American" "Novel"?
Readings: Rowson, _Charlotte Temple_ , Foster, _The Coquette_ (194- 1215) , Brown, _Wieland_
Dates: 11/17,24
Brief Oral Presentation on Research Papers 12/1
Paper Due 12/3
Final Exam Date: 12/8
Group Presentations, Exams, Papers, Grades
Group Presentations
At the beginning or end of almost every session I will divide the class into small groups. Each group will be assigned a question related to the next week's session when groups will initiate the discussion of their "assigned" questions.
Examinations
The three exams will consist of essay questions calling for application and evaluation rather than regurgitation. I will distribute study sheets and discuss each exam in detail during the class preceding the test. I will be concerned with the logic of your claims and with your ability to support the claims with relevant material from the readings.
Prospectus & Research Paper: 3750 - 5000 wds., double-spaced, "typed" ; due 12/3.
This paper will offer you the opportunity to do intensive independent study about a relatively narrow topic of interest to you and will help you to develop your ability to analyze texts and to use bibliographic and critical studies. The paper is not intended to be a bibliographic essay; I expect you to develop and articulate an argument that will be clarified and supported with textual analyses and well-integrated allusions to relevant critical studies. The prospectus (due 10/27)must include the following sections: statements/ descriptions of (1) the claim/thesis including the scope of the paper; (2) the significance of the claim/thesis; (3) the critical approach(es); (4) tentative organization; and (5) highly selected critical source list. See the detailed attachment describing research resources for EAL and one way to approach this paper. Note that the _Heath Anthology_ offers brief primary and secondary source lists. _MLA form is required_.
Grades, Etc. Etc.
Approximate Weights: First Exam (10%); Second Exam (25%); Prospectus/Research Paper (40%); Final Exam: (25%). Warnings: (1) Plagiarism will be handled according to University disciplinary procedures. (2) If you plan to withdraw, you must follow university procedures. Graduate students cannot drop with a W after mid-semester. (3) Each two unexcused absences will reduce the semester grade by a half grade. (4) Under normal circumstances, I do not accept late work. Encouragements: (1) I am very willing to accommodate students with disabilities. These students should identify themselves at the beginning of the semester and provide me with authorized documentation from the appropriate University office. (2) Class participation (especially in the assigned group presentations) and improvement can be important factors in elevating the semester grade.
Literature Seminars
Literature HP & Program
The ENGLISH HOME PAGE
Ken Roemer's HP.