Creative Reading:
Introduction to Literary Theory and Scholarship
Dr. Sean Meehan / Morningside College / English Department
syllabus
There is then creative reading as well as creative writing.
--Emerson, “The American Scholar”
Course Overview and Objectives:
Think of this course not merely as an introduction to the kinds of ideas and experiences that literary readers and scholars (aka, English majors) have—in other words, the things that make English majors really smart and cool. It is also something of a creative reading workshop, not unlike a creative writing workshop: a place where developing readers explore, in a hands-on environment, the wide world of literary textuality and a variety of approaches that readers can use to map that world. We will explore and apply prominent critical/theoretical approaches to literature—different ways of reading texts: formalist, psychological, cultural, gender, autobiographical. We will learn about methods for researching literature and criticism, culminating in a substantial research essay you will produce. We will explore other forms and media related to literature (in addition to good old-fashioned print books): including film and the world of digital writing and literary archives. And finally, for all English majors/minors, the final project of the course will include establishing your Department portfolio.
Important Learning Objectives in the course:
[1]Students will demonstrate an understanding of significant ideas in a variety of critical approaches to literary reading and leave the course with the confidence and curiosity needed to apply this understanding to future studies in school and to lifelong reading and learning. As a result, I will encourage your learning to apply course material to develop your thinking and encourage your gaining a broader understanding and appreciation of literature and literary interpretation.
[2]Students will demonstrate their ability to respond to the literature and the issues discussed in class in active and engaged participation and thoughtful discussions. Students will become more inventive and creative readers. As a result, I will encourage your learning to analyze and critically evaluate ideas and points of view and encourage your acquiring an interest in learning more by asking your own questions and seeking answers.
[3]Students will demonstrate their evolving understanding of literary criticism and theory in reading and writing assignments and literary scholarship that will range from the informal to the experimental to the formal. Students will explore the role that information resources and technologies, both print and electronic, play in literary scholarship and will demonstrate their ability to use these resources thoughtfully and effectively in their work. As a result, I will encourage your developing specific skills, competencies, and points of view needed by professionals and scholars in this field.
Important English department objectives for majors/minors in this course include #4 and #5:
6] Understands the critical principles and vocabulary of prominent methods of reading and interpretation as well as the principles behind the construction of literary periods and genres.
7]Uses a variety of information resources and technologies to gather and synthesize information and to create and communicate knowledge in ethical and responsible ways.
Course Texts:
Carepenter, Scott. Reading Lessons: An Introduction to Theory.
Murfin, Ross, ed. Bedford Glossary of Critical and Literary Terms.
O’Brien, Tim. The Things They Carried.
Additional readings will be available through the course web; students will be required and expected to have their wireless laptop available for each class.
Course Expectations and Policies:
Some crucial things you can expect from me as an educator and the leader of your experiences in the course.
Response: One of my roles is to assess your learning in the course so that I can help in that process. That means more than giving you a grade. It means giving you the response (employing a variety of methods of assessment, some with numbers, some without) that you will need to understand your own learning and thus perform in this course (and beyond it) more effectively and thoughtfully—the main objective of this and any course I teach. I understand that you may be more used to “grades” alone rather than this broader emphasis on response and qualitative assessment; feel free to talk with me whenever you feel you need a response that is more oriented toward a number.
Curiosity: I am a learner and love the process of learning; that is why I teach. This means that my curiosity for the subjects in this course and my desire to learn more about them will be part of the course and should encourage you, I would hope, to be equally curious and passionate about your learning. I will be a leader of the course but be prepared to have me follow your lead as well.
Flexibility: Since I am a learner and the course is therefore a work in progress, you should expect the course to evolve. We will follow a general syllabus with assignments given in advance; but be prepared for some changes to be made based on where we are going at a given time. You should always consult the course web page for updates. Regarding disabilities: If you have an identified disability which may impact your performance in this class, schedule an appointment with me as soon as possible to discuss adaptations or accommodations which may be necessary to provide you with an equal opportunity for success in this course.
Some crucial things I will expect from you as a student (and fellow learner) in this course.
Participation: If you are going to participate more effectively and thoughtfully in your own learning (an objective of the course) you will need to participate on a daily basis. Class participation is a key component of the course and will be part of your overall grade. It involves keeping up in your journal writing, speaking and listening actively in class, being prepared for discussions. Since you can’t participate if you are absent, unexcused absences will affect your grade. An excused absence is one where you have spoken with me in advance about your need to miss class. Here is my attendance policy:
--After two absences (your free pass), each absence will count -10 from your final participation grade.
--A student who misses 50% of the classes by midterm (this includes classes missed before signed into the course) will automatically fail the course.
--Any quizzes or other in-class assignments given on a day a student is absent will result in a 0, unless the absence has been arranged previously with me.
--Students may have the opportunity to add extra credit points to their participation grade. See me if interested or concerned about your absences.
Communication: Keep in touch with me about how things are going for you, difficulties you are having with your work, confusion, curiosity, excitement. Communicating how things are going is also a key part of participating thoughtfully in your own learning. My late work policy: As a rule, if you have not communicated with me in advance about turning in an assignment later than the due date, you will loose credit for that assignment. An assignment more than one week late will receive a 0.
Integrity: You can’t participate thoughtfully if you aren’t being fully honest with me, with your colleagues, and with yourself. Plagiarism is one form of dishonesty. In general, using the ideas and language of another without giving proper credit is plagiarism. Any student guilty of such plagiarism is subject to serious penalty for the assignment (failing) and for the course overall. We will talk about how to credit properly the use of another’s work as well as how to distinguish between collaboration and sharing (both of which are important in education) and plagiarism. For more on plagiarism and the policies of the College, consult the College Catalog and Student Handbook.
Progress: Throughout the course I will be looking for and assessing your progress as a way to help you make that progress. I will expect you to be striving for progress in all aspects of the course, willing and eager to do the work that progress requires.
Assessment:
I will use a variety of evaluation methods to assess your performance and determine your grade. These methods will be discussed in advance. The general scale I will use for determining final grades should be familiar to you (+ and – at each level may also be applied):
A/Excellent/90-100
B/Good/80-89
C/Average/70-79
D/Poor/60-69
F/Failing/below 60
What follows is a guideline for how your progress and work in the course will count toward your final grade:
Participation: approximately 10%
Journal and attendance and in-class work will inform your participation grade.
Reading: approximately 30%
Reading logs, quizzes, applied readings, midterm
Writing: approximately 50%
Range of informal and formal writing, based on readings and discussions (including 3 essays)
Final project: 10%
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Last Updated: 04/30/2007