Nature and Goals of the Course

Although we will make side references to 20th-century American poetry, non-fiction prose, short stories, and drama, the focus of the course will be a select group of significant book-length works of fiction. We begin with three early 20th-century "classics" and conclude with well-known late 20th-century novels. Thus besides a genre focus (fiction), a chronological progression helps to structure the course. Just as or more important to the course's organization and goals are three issues central to the development of modern American fiction: the creation of an "American" form of book-length fiction, the importance of race and region in defining representation of identity in the fictions, and hopes and fear about the modern world that invite visions of utopia, dystopia, and apocalypse. In our discussions of Anderson, Hemingway, and Fitzgerald we will focus on form, though dystopian and utopian elements are evident in Hemingway and Fitzgerald's works. For Hurston, Faulkner, and Morrison we focus on race and region (and historical period) in representations of identity. Visions of late 20th-century and future-time utopia, dystopia, and apocalypse dominate Pynchon's and Piercy's fictions. We conclude with two fictions -- Anaya's Bless Me Ultima and Silko's Ceremony -- that reflect all three issues expressed in narratives of sickness and healing.

By the end of the course, students who have done the readings and participated in class and group discussions and successfully completed the take-home exams, the final, and the paper should (1) have a meaningful familiarity with ten of the most significant modern American book-length fictions; (2) have a good introduction of several forms of fiction (e.g., Gatsby's beautifully unified mythos; Anderson's, Hemingway's, and Faulkner's combinations of short-story and novel forms; Hurston's, Faulkner's, Morrison's, Anaya's, and Silko's combinations of oral narratives [folklore and myth] and fiction; Pynchon's apocalyptic mystery tale; Piercy's ambiguous utopian speculation, and Silko combinations of oral derived narrative, poetry and fiction); (3) have an understanding of how the three issues can be used to interpret these (and other) American fictions; and (4) have the confidence to express their interpretations in the context of published criticism (in the research paper).

Required Readings

I hope you had the opportunity to view the course description on the Department Web site or saw a hard copy in the Department or Graduate Advisor's Office. I strongly recommended -- because of the intensity of this "readings" course (five weeks, ten book-length fictions) -- that students read most of the works and start thinking about a paper before the course begins. Typically in my graduate courses I assign a course packet of critical and theoretical readings. Again because of the intensity of this course and my intention to focus on the "primary" sources, I have not assigned a packet, though I will be distributing handouts. The short research paper will, of course, require use of critical sources. (See Research Paper). Also the three issues raise theoretical questions about genre boundaries, identity representation, and the functions of literature.

Anderson, Winesburgh, Ohio	Morrison, Beloved
Hemingway, In Our Time	Pynchon, The Crying of Lot 49
Fitzgerald, The Great Gatsby	Piercy, Woman on the Edge of Time
Hurston, Their Eyes Were Watching God	Anaya, Bless Me, Ultima
Faulkner, Go Down, Moses	Silko, Ceremony

Lecture/Discussion Topics, Assignments, Tentative Dates

Introduction to the Course 7/7

In Search of an [Anglo?] American Form for American Fiction

Readings: Winesburgh, Ohio 7/7, 8
In Our Time 7/9
The Great Gatsby 7/10, 14
Distribution of First Take-Home Exam Question 7/10
First Take-Home Exam Due 7/15

The Power of Blackness / Whiteness; Place and Time

Readings: Their Eyes Were Watching God 7/15, 16
Go Down, Moses 7/17, 21, 22
Beloved 7/23, 24, 28
Distribution of Second Take Home Exam Question 7/24
Second Take Home Exam Due 7/29

Paper Prospectus Due by or Preferably BEFORE 7/31
(The earlier I receive the prospectus, the more help I can be.)

American Visions of Apocalypse, Utopia, and Dystopia

Readings: The Crying of Lot 49 7/ 28, [29]
Woman on the Edge of Time 7/29. 30

Sickness Unto Healing: Form, Race, and Transformation

Readings: Bless Me, Ultima 7/31, 8/4
Ceremony 8/ 5, 6, 7
Distribute Study Sheet for Final 8/7

Short Research Paper Due 8/7

Final Exam 8/11

Examinations

The two take-home exams will require short (750-1000 word) essay responses to a question related to the general issue that focused much of the discussion of the texts (i.e., appropriate form, race/region/history). The final exam will consist of one or two essay question described in detail in the study sheet. Grading criteria for the essays relate to the focus and strength of your arguments, i.e., how well do students concentrate on the question posed and how well do students support your claims with specific and relevant examples. Although evidence of your "mechanical / editorial" writing abilities will be taken into account, they will be examined more closely in the paper than in the exams.

Research Paper

Approximately 12-15 double-spaced pages (about 3000 - 3750 words); MLA format. (If students don't have the new [sixth] edition of the MLA Handbook for Writers of Research Papers, the fifth edition will do.) Due: 8/7 by 5 p.m., either in my mailbox in 203 Carlisle or in my hand. Except for documented emergencies, I do not accept late papers.

The 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 (one-two pages; due by or preferably before 7/31) 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)to interpretation; (4) the tentative organization; and (5) a highly selected, short-title critical source list. Library Support: Noel Anderson is the Librarian for the English Department (817-272-3000, ext. 4984; e-mail: anderson@library.uta.edu). You can find on-line databases for English among the Arts and Humanities databases at <http//www.uta.edu/library/mavinfo/arts.html> . Librarians at the second-floor reference desk can also be also extremely helpful. One of the most useful print resources is the annual publication American Literary Scholarship. See also the journals Modern Fiction Studies (MFS), The American Novel, Studies in American Fiction. There are also journals devoted to several of the authors (e.g., Anderson, Hemingway, Faulkner). The first day of class I will bring useful print reference sources.

Grades, Policies, and Support Systems

Approximate Weights: First Exam (15%); Second Exam (20%); Final Exam (25%) Prospectus/Research Paper (40%). Warnings: (1) Plagiarism will be handled according to University disciplinary procedures. The new edition of the MLA Handbook includes an excellent section on plagiarism (65-75). (2) If you plan to withdraw, you must follow University procedures. Professors cannot drop students; if they disappear without dropping, they receive F semester grades from the computer. (3) Under normal circumstances, I do not accept late work. (4) For every FOUR unexcused absences the semester grade will be lowered a half grade. I do not have a specific policy for lateness, but I do have an "attitude." Late arrivals disturb students and teacher. Encouragement: (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. (3) The Office of Student Success Programs (817-272-6107) offers advising and mentoring for academic, social, and personal problems.

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