Introduction to American Literature to 1900

AMER10021 Introduction to American Literature to 1900 20 Semester 1 Undergraduate Level 1 Joy Michelle Coghlan Unit coordinator English and American Studies 1 FHEQ level (Framework for Higher Education Qualifications) ' First part HE study/Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 This course surveys American literature from its beginnings to 1900, introducing major genres and movements—from captivity and seduction narratives to gothic tales, sentimental fiction, sermons, political oratory, transcendental essays, and diverse poetic forms. Reading canonical and popular authors, we’ll trace the rise of feeling as a cultural force, examine how writers use form as a tool of reform, and explore the dynamic exchanges through which texts speak to, revise, and resist one another. Moving across shifting geographical borders and cultural controversies, we’ll track how such interactions helped shape the formation of “American” literary traditions. We’ll conclude by studying how writers reimagined “America” after the Civil War, Reconstruction, urban change, and the closing frontier.  This course surveys American literature from its beginnings to 1900, introducing major genres and movements—from captivity and seduction narratives to gothic tales, sentimental fiction, sermons, political oratory, transcendental essays, and diverse poetic forms. Reading canonical and popular authors, we’ll trace the rise of feeling as a cultural force, examine how writers use form as a tool of reform, and explore the dynamic exchanges through which texts speak to, revise, and resist one another. Moving across shifting geographical borders and cultural controversies, we’ll track how such interactions helped shape the formation of “American” literary traditions. We’ll conclude by studying how writers reimagined “America” after the Civil War, Reconstruction, urban change, and the closing frontier.  <ul><li>To introduce students to some major themes in American Studies through readings of a number of the most significant literary works written in the 'New World,' primarily North America, between 1492 and 1900;</li> <li>To develop students' critical awareness by encouraging them to attend to variations and similarities in language, theme, tone and genre amongst the texts we will study;</li> <li>To introduce students to the specifically American historical and social influences which find expression in the literary works of this period;</li> <li>To encourage and develop students' writing skills (including skills of scholarly presentation) and their capacity to construct a sustained and coherent argument.</ul></li> By the end of this course, students should be able to: <ul><li>Demonstrate a knowledge and understanding of some of the major themes in American Studies as manifested in a selection of the literature written in the 'New World,' particularly North America, between 1492 and 1900;</li> <li>Demonstrate a basic awareness of and critical sensitivity towards the varieties of literary theme and expression most characteristic of this period in America, and particularly the part of North America that we now call the 'United States';</li> <li>Demonstrate some ability to understand and theorize the ideological constructs of, and intersections between, race, class, caste, gender, and sexual identity, as well as religion and politics, within the space we now think of as the United States;</li> <li>Demonstrate some ability (in the assessed essay and examination) to construct a sustained and cohesive written argument and to deploy appropriate scholarly methods of presentation;</li> <li>Demonstate analyzing of texts; speaking in front of groups; making connections to present-day concerns; improved writing; self confidence in abilities.</ul></li> Other  Develops critical reading and analytical writing  Strengthens evidence based argumentation and clarity of communication  Enhances independent research, information synthesis, and contextual analysis  Builds confidence in presenting ideas and engaging in informed discussion  Cultivates transferable skills in interpretation, problem solving, and cultural awareness 0 Other 50% 1 Written exam 50% Portfolio- 50%Exam (on campus)- 50% Written feedback on essays and exam<span style="font-family:"Calibri",sans-serif;font-size:11.0pt;mso-ansi-language:EN-US;mso-ascii-theme-font:major-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-language:AR-SA;mso-bidi-theme-font:major-bidi;mso-fareast-font-family:"MS Gothic";mso-fareast-language:ZH-CN;mso-fareast-theme-font:major-fareast;mso-hansi-theme-font:major-latin;" lang="EN-US">Additional one-to-one feedback (during the consultation hour or by making an appointment) N Readings will be drawn from the Norton Anthology of American Literature, 8th edition, volumes A and B. Readings may include:   The journals and writings of Christopher Columbus, Alvar Nunez Cabeza de Vaca, and John Smith;  Poems by Anne Bradstreet, Phillis Wheatley, Emily Dickinson, and Walt Whitman;  Jonathan Edwards, “Sinners in the Hands of an Angry God”;   Mary Rowlandson, A Narrative of the Captivity and Restoration of Mrs Mary Rowlandson;   Susannah Rowson, Charlotte Temple;  Benjamin Franklin, selections from The Autobiography;   Nathaniel Hawthorne, “Young Goodman Brown”;  Edgar Allan Poe, “The Fall of the House of Usher”;  Elizabeth Cady Stanton, “The Declaration of Sentiments”;  Harriet Jacobs, selections from Incidents in the Life of a Slave Girl;  Henry David Thoreau, selections from Walden;  Frederick Douglass, Narrative of the Life of Frederick Douglass, An American Slave;  Stephen Crane, The Red Badge of Courage.  Lectures 22 Seminars 11 0 165