ENG 613: Literature: Analysis and Pedagogy



ENG 613: Literature: Analysis and PedagogyMinne 363M W 12:00-1:20Spring 2014Instructor: Dr. Andrew HiglEmail: ahigl@winona.eduPhone: 507-457-5527Office: Minne 320Office Hours: Course DescriptionThis class offers advanced critical analysis of and pedagogical approaches to primarily prose, poetry, and drama, and, secondarily, to film. The course includes observations of and practice teaching to each other and in undergraduate literature courses. I have designed this class to reinforce the critical analysis you are expected to be able to do as graduate students. In addition to reprising the critical methods you likely have encountered in other settings, we will turn our attention towards teaching those critical methods to others. In addition to the two required texts, we will delve into the recent pedagogical conversation through journals such as Pedagogy and College English. Finally, we will practice teaching by teaching each other and teaching undergraduates in teaching demonstrations in 100- to 300-level literature courses. Course GoalsIn this course, we will:Survey and master the major critical approaches to literary studies.Discuss and explore pedagogical theory and teaching methods.Practice and reflect teaching literature to fellow graduate students and undergraduates. Assignments and AssessmentsPART ONE (5%):Assignment One: Close reading employing three critical approaches, including a reflection the process of examining a text using multiple lenses (at least 4 pages).PART TWO (50%):Assignment Two: Close analysis of a specific part of the Inferno, along with a plan for teaching that particular part of Inferno.Assignment Three: Close analysis of a specific part of the Othello, along with a plan for teaching that particular part of Othello. Assignment Four: Close analysis of a specific part of the Frankenstein, along with a plan for teaching that particular part of Frankenstein.Assignment Five: Close analysis of a specific part of the, along with a plan for teaching that particular part of.You will be responsible for teaching ONE of the above texts to the class. For that text, you will be asked to write a more substantial essay and teaching plan than the others in the class. Details will be forthcoming. Therefore, you will write three minor papers and one major one. The minor papers will be about five pages (10% each). The major paper will be at least ten pages and will be assessed with your teaching demonstration (30%). PART THREE (30%): Assignment Six: After observing a teacher at work in the classroom, you will then teach one period of that class. You will then submit:an analysis of the methods employed in the classes you observeda detailed plan for the classa thoughtful reflection on the classThe instructor of the course and I will evaluate your teaching. PART FOUR (10%):COMMITMENT AND DAILY WRITING: For each class period that reading is assigned, you will be expected to write a short response and post that response to the course blog (one to two paragraphs). You are also expected to attend class, to do all the reading, and to have copies of the reading on hand in class. *** All of the above assignments must be completed in order to pass the class.Writing PoliciesUnexcused late assignments (final drafts) will receive a deduction of 20% each day they are late. (i.e. 90% becomes 70%). PLEASE COMMUNICATE WITH ME IF YOU NEED MORE TIME!I will not accept any plagiarized assignments. Using another person’s words or ideas without attribution is plagiarism. No credit will be given for plagiarized work. If you borrow an idea or quote from another author, you must cite where you found the material. Sources must be cited in handouts as well as in formal papers. I don't mind what form of citation you use as long as your citations allow your reader to find your source easily. If you need help with creating citations or finding sources, please see me and I will be glad to help. You will receive no credit for the assignment and repeat offenses may result in an F for the course. Commitment to Inclusive ExcellenceWSU recognizes that our individual differences can deepen our understanding of one another and the world around us, rather than divide us. In this class, people of all ethnicities, genders, religions, ages, sexual orientations, disabilities, socioeconomic backgrounds, regions, and nationalities are strongly encouraged to share their rich array of perspectives and experiences. If you feel your differences may in some way isolate you from WSU’s community or if you have a need of any specific accommodations, please speak with the instructor early in the semester about your concerns and what we can do together to help you become an active and engaged member of our class and community. ScheduleWeek 1 Jan 13, 15M IntroductionsW Guerin Handbook pp 17-45, 60-62, 74-95, 125-148, 169-183Week 2 Jan 20, 22M No ClassW Guerin Handbook pp. 201-210, 225-231, 253-278, 305-325, 361-371Week 3 Jan 27, 29MTo His Coy Mistress Case StudyWAssignment One Due Week 4 Feb 3, 5MLiterary terms quiz; Showalter pp. 1-41WShowalter pp. 42-78 (Methods, Poetry)Week 5 Feb 10, 12M Showalter pp. 79-110 (Drama, Fiction, Theory)WShowalter pp. 125-143 (Teaching and the times)Kelemen, Eric. “Critical Editing and Close Reading in the Undergraduate Classroom.” Pedagogy 12.1 (2012): 121-138.Week 6 Feb 17, 19 TechnologyMAvery, Bruce. "You Don't Know Jack." Pedagogy 11.1 (2011): 135-152.Diaz, Joanne T. "The Digital Archive As A Tool For Close Reading In The Undergraduate Literature Course." Pedagogy 12.3 (2012): 425-447.Williams, Tara. "Multimedia Learning Gets Medieval." Pedagogy 9.1 (2009): 77-95.W No ClassWeek 7 Feb 24, 26 Dante’s CommediaM Teaching DemoWTeaching DemoWeek 8 March 3, 5 Dante’s CommediaM Pedagogy (Winter ’13) pp. 43-95W Pedagogy (Winter ’13) pp. 97-144Spring BreakWeek 9 March 17, 19 OthelloM Assignment Two DueTeaching DemoWTeaching DemoWeek 10 March 24, 26 Teaching ShakespeareMdeGravelles, Karin H. "You Be Othello." Pedagogy 11.1 (2011): 153-175.Mills, Dan. "Mind The Gap: Teaching Othello Through Creative Responses." Pedagogy 8.1 (2008): 154-159.Eggers, Walter. "Teaching Drama: A Manifesto." Pedagogy 7.2 (2007): 271-274.Gregory, Marshall. "From Shakespeare On The Page To Shakespeare On The Stage: What I Learned About Teaching In Acting Class." Pedagogy 6.2 (2006): 309-325.WAnger, Suzy. "Literary Meaning And The Question Of Value: Victorian Literary Interpretation." Pedagogy 4.1 (2004): 27-41.McEvoy, Kathleen. "Using Shakespeare's King Lear To Teach Symmetry, Metaphor, And The Rhetorical Question." Pedagogy 5.3 (2005): 409-425.Ritchie, Leslie, and Judith W. Fisher. "Performing Literary History." Pedagogy 11.3 (2011): 493-515.Hansen, Matthew C. "O Brave New World." Pedagogy 11.1 (2011): 177-197.Week 11 March 31, April 2 FrankensteinM Assignment Three due (Teaching Shakespeare)Teaching DemoWTeaching DemoWeek 12 April 7, 9 Teaching FrankensteinMMellor, Anne. “Choosing a text of Frankenstein to Teach” in Approaches to Teaching Shelley's Frankenstein ed. by Stephen C. Behrendt. New York: MLA, 1990. Foertsch, Jacqueline. “The Right, the Wrong, and the Ugly: Teaching Shelley's Several ‘Frankensteins’.” College English 63.6 (2001): 697-711. Shelley-Godwin Archive ()Veidemanis, Gladys V."Frankenstein" in the Classroom The English Journal 75.7 (1986): 61-66.Simmons, Eileen A. “’Frankenstein’ for the Twenty-First Century: An Exploration of Contemporary Issues.” The English Journal 83.4 (1994): 30-32.WNavigating Teacher’s GuidesPenguin ()Glencoe ()Cengage ()Week 13 April 14, 16 Leaves of GrassMAssignment Four DueTeaching DemoWTeaching DemoWeek 14 April 21, 23MSelections from Approaches to Teaching Leaves of GrassWSelections from Approaches to Teaching Leaves of GrassWeek 15 April 28, 30MAssignment Five DueWWrap up. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download