Syllabus

English 2307: Introduction to Fiction

Gothic Fiction: Monsters, Maniacs, and the Macabre

Course Information                               Instructor Information

Spring 2014

Ms. Megan Hansen

megan.hansen@ttu.edu

Section 030, 2.00-3.20 p.m.

Section 033, 3.30- 4.50 p.m.                      Office Hours: T 12.00-2.00;

T 1.00-2.00 

Location: English/Philosophy 401

http://hansen2307.blogspot.com              

                  

Course Purpose Statement

This Course fulfills the Humanities requirement for TTU’s Core Curriculum.

Course Description

This class will introduce you to the literary genre of fiction, with a particular focus on the sub-genre of gothic fiction. During the semester we will investigate how authors use literary narrative techniques to construct writing that includes the supernatural, the horrific, and the sublime. We will begin the course by looking at gothic fiction from the 18^th century, surveying early samples of the genre. Next we will examine a variety of thematic perspectives within gothic fiction, including science and the gothic, narratives of haunting, regional American gothic, vampire fiction, and modern gothic reinventions. We will also examine nineteenth-century sources contemporary to our primary readings, including maps, journal illustrations, and scientific and philosophical texts in order to better understand the Gothic fiction we read in its original cultural context. Through class discussion, writing assignments, and engagement with the texts, students will be able to recognize the formal elements of the genre, critically analyze gothic texts, and effectively communicate their ideas in writing.  

Required Texts

·   The Oxford Book of Gothic Tales ed. by Chris Baldick, 2009, Oxford UP.

·   Dracula, by Bram Stoker, 2000, Dover.

·   The Shining, by Stephen King, 2002, Gallery Books.

·   Beloved, by Toni Morrison, 2004, Random House.

·   The Strange Case of Dr. Jekyll and Mr. Hyde, by Robert Louis Stevenson.

·   The Hound of the Baskervilles, by Sir Arthur Conan Doyle, 1994, Dover.

   Texts and Resources via Blackboard

·   Incidents in the Life of a Slave Girl, selections, Harriet Jacobs, 1861.

·   The Lady’s Magazine, Vol. 30, 1799

·   Punch on Railroad Travel: “Perfectly Dweadful,” “A Hint to Railway Travellers,” “The Beard and Moustache Movement,” “Alarming,” and “Military Manoeuvre.”

·   Physiognomy, selections, J.C. Lavater, 1826.

·   “Night Walks,” Charles Dickens, 1861.

·   “Decline of the English Murder,” George Orwell, 1946.

·   Maps: “Industrial England Since 1750,” “European Spread of Christianity from 600,” “The Growth of Russia in Europe 1300-1796,” “Plan of a Medieval Manor,” and Southeastern Europe Maps: 910, 1200, 1464, &1881.

Learning Outcomes

The Competency Statement for the Humanities is: “Students graduating from Texas Tech University should be able to think critically and demonstrate an understanding of the possibility of multiple interpretations, cultural contexts, and values.” 

The University Catalog states that “The objective of the humanities in a core curriculum is to expand the student’s knowledge of the human condition and human cultures, especially in relation to behaviors, ideas, and values expressed in works of human imagination and thought. Through study in disciplines such as literature and philosophy, students will engage in critical analysis and develop an appreciation of the humanities as fundamental to the health and survival of any society.” This course specifically addresses the following Humanities Core Curriculum learning outcomes and touches on other aspects of the Humanities Core Curriculum; in this course, students will: 

·                    Develop analytical arguments in written and oral forms. 

·                    Evaluate events, ideas, and artistic expressions in terms of multiple cultural contexts and value systems.

           Develop critical reading and writing skills necessary for reading any kind of writing.

           Identify works of fiction in many forms and its importance to the individual and society.

           Study key figures (both historical and contemporary) in fiction.

           Understand the relationship between the writer and reader.

To fulfill these learning outcomes, students will construct thoughtful, articulate argumentative essays, analyzing the themes and form of the gothic fiction we read in this course. They will demonstrate their knowledge by successfully composing formal and informal essays and participating in class discussions. 

Assessment Methods: Assignments and Percentages

Short Analytical Essays (20%; 100 points each)

These 3-4 page (900-1200 words) essays will focus on an analytical reading of one of the assigned texts, and will be guided by interpretive frameworks we will discuss in class. There will be two short analytical essays due throughout the semester, and you will have the option to select one to develop further into your extended analysis essay.

Extended Analysis Essay (20%; 200 points)

This essay will take the place of a final exam. For this assignment, you will develop a focused literary interpretation of either a single story or novel from the course, or a comparative essay analyzing two texts, for a final essay of 6-7 pages. Additional details will be covered in an assignment description on the course website.  

Literary Terms Test (10%; 100 points)

This test will consist of essay questions dealing with the form and literary conventions of fiction. Preparing for the terms test will ensure that you are ready to apply literary analysis concepts and language to your close readings and course essays.

Short Assignments (15%; 50 points each)

You will complete three short assignments (each worth 5%) designed to build your writing and analysis skills, increase your understanding of the genre, and familiarize you with the formal aspects of writing within the discipline of literary criticism.

Reading Quizzes (15%; 150 points)

Throughout the semester there will be weekly, unannounced reading quizzes to ensure that you are keeping up with the scheduled reading and have considered the material thoughtfully and thoroughly. Quizzes will be administered at the beginning of class; if you are late or absent, the quiz cannot be made up.

Presentation (10%; 100 points)

On the day we discuss your chosen text as a class, you will be responsible for starting the discussion in a 10-15 minute presentation. The specific guidelines for your presentation will be posted in an official assignment description on the course website.

Participation (10%; 100 points)

Refer to the participation description for details.

A= 900-1000; B= 800-890; C= 700-790; D= 600-690; F= 0-590

Course Policies

Incomplete Grades

According to university policy, students must have completed at least 60% of the work with a grade of C or better to qualify for an Incomplete. Unless circumstances are very unusual, I do not give Incomplete grades. 

Attendance

The following attendance policy applies from the first day you are enrolled. You are allowed four absences without penalty. After the fourth absence, 5% will be deducted from your final overall course percentage for each additional absence over the allotment. For instance, if you accrue six absences, 10% will be deducted from your overall score. If you are consistently late, I reserve the right to apply one or more absences towards your total.

You are still responsible for what goes on in class when you are absent. Do not ask me if you “missed anything” during your absence. Something goes on in every class. I will, however, answer specific and informed questions about class content. You can also ask other students in class to tell you what you missed. You are responsible for any instructions, assignments, etc., given in class when you are absent. Missing class is not a valid excuse for misunderstanding assignments or turning in assignments late.

Late Work

You will turn in all papers at the start of the class on the days listed in the course schedule. Late papers will be docked 10% and will be accepted until the next class period after they are due; for example, if a paper is due Tuesday, you may turn in a late paper until class starts on Thursday, after which it will receive no credit; no assignment will be accepted after the next class period. If you are absent for any reason, assignments are still due on time, and the late penalty will apply, unless you make prior arrangements with me. Emailing an assignment on time does not count as turning it in on time (unless you make prior arrangements). Papers must be turned in a hardcopy. If you miss class for a university-excused reason, assignments are due before you are absent, not after.

Paper Format

Papers must be typed and printed on good quality white paper with black ink. Papers must be in MLA format: 8 ½ x 11 in. paper, 1 in. margins on all sides, double-spaced in Times New Roman and the appropriate header information, and they must also be stapled. Papers not in this format will not be accepted or may be counted late. 

Office Hours and Email

I encourage you to come see me in my office during the times listed above. Those hours are reserved for answering any questions you may have about the course or your assignments, so please stop by. During office hours, we can discuss any concerns you may have about the course, assignments, grades, or completion or revision of your assignments; brainstorm ideas for assignments; or discuss questions about the literature in general. If you find that you are unable to come by my office because of a schedule conflict, you may set up an appointment with me via email or brief after-class conversation.

Outside of office hours, the best way for you to contact me is via email at the address listed above. I check my email daily, and I will respond to your emails within 24 hours except on weekends; emails I receive on Friday (after 6 pm), Saturday, or Sunday I will respond to on Monday. 

Emails should be written in professional language and tone and should address quick questions or requests; I will not respond to emails that are abrupt, informal, or lack proper punctuation and grammar. For more complex questions or concerns, please stop by my office during my office hours. I will not respond to emails asking questions about information that may be found elsewhere (such as on the course website or in the syllabus).

For the purposes of our class, you must use your university-issued email account ending in ttu.edu. My only real means contacting you outside of class time is via email, and that method must be reliable. Consequently, you are responsible for any and all messages I may send to your ttu.edu account, which means you are responsible for keeping your ttu.edu account in working order- and for observing all guidelines and information provided in those messages. Similarly, because of the settings on TTU junk filters, I will be accountable only for those messages you send to me from your ttu.edu account.

Handouts and Online Resources

With the exception of this syllabus, course handouts will be distributed via email or links provided on the course website or through blackboard. You will be responsible for receiving each handout, printing a copy for yourself, and bringing it to class on the appropriate day (consult the schedule below). You are also required to check the course website frequently for updates and in-class resources.

Classroom Decorum

You will be respectful of those around you and yourself from the time that class begins until I dismiss you. This class is based on discussion, and I will not tolerate anyone mocking, attacking, or criticizing another’s point of view. No aggressive behavior will be tolerated, and I will not hesitate to dismiss you from class if you are persistently disrespectful and/or disruptive. You are expected to come to class prepared to participate in class discussion and group work, and engage your mind. Please come to class having read and ready to discuss the assigned material.

Cell phones, MP3 players, and other such electronic devices are disruptive and are not permitted. Please turn off these electronic devices before coming into the classroom. If your device causes disruption during class, you may be asked to leave class. In the rare event that disruptions occur frequently, students using these devices may receive points deducted from their participation grade. If you would like to use a laptop computer or other reading tablet to access the electronic content for the course, you must clear it with me. If you do, you may not access email, facebook, or games during class. I have the right to revoke that privilege if you abuse it.

Grade Appeals

There are no grade appeals on individual assignments. I will be happy to explain any feedback that I give you, but all grades are final. I do not round grades (up or down). 

University Writing Center

I encourage you to visit the University Writing Center (http://english.ttu.edu/uwc01/), located in room 175 of the English/Philosophy building. The UWC provides assistance to all students from all departments and can assist you with papers for this class as well as other classes. It is best to go to the UWC early in the semester and schedule appointments well in advance.

 

Academic Integrity

Please read through the university’s official stance on academic integrity carefully: 

http://www.depts.ttu.edu/studentjudicialprograms/academicinteg.php.

In this class, academic dishonesty will not be tolerated. If I suspect cheating, plagiarism, etc., (intentional or unintentional), I will speak with you about it, and you will probably receive a failing grade on the assignment. Intentional academic dishonesty will result in failing the course.

Special Circumstances

Any student who, because of a disability, may require special arrangements in order to meet the course requirements should contact me as soon as possible to make any necessary arrangements. Students should present appropriate verification from Student Disability Services during my office hours.  Please note that I am not allowed to provide classroom accommodations to a student until appropriate verification from Student Disability Services has been provided.  For additional information, you may contact the Student Disability Services office in 335 West Hall or 806-742-2405 or http://www.depts.ttu.edu/students/sds/.

  

The policies above are strict and binding. I assume that your continued enrollment in this course means you agree with these policies. I am required to judge all students according to these standards; however, because I understand there may be extenuating circumstances that are not covered in this syllabus, I also allow room for some exceptions. If you have any prolonged situation that affects your performance in this class, I encourage you to discuss this with me early in the semester.

Participation

Participation will be largely determined by how many comments you make in class. Literature classes require class discussion; this class has been designed to encourage you to do this. In this class every viewpoint, opinion, question, and argument will be considered and valued (though I reserve the right to mediate comments that may be inappropriate or incorrectly informed). You will receive one participation grade at the end of the semester, though you may contact me at any time to know how you are doing in this area. When you make comments, you should also indicate certain pages from which you base your comments.