Study programme competencies |
Code
|
Study programme competences / results
|
A1 |
Coñecer e aplicar os métodos e as técnicas de análise lingüística e literaria. |
A2 |
Saber analizar e comentar textos e discursos literarios e non literarios utilizando apropiadamente as técnicas de análise textual. |
A3 |
Coñecer as correntes teóricas da lingüística e da ciencia literaria. |
A6 |
Ter un dominio instrumental avanzado oral e escrito da lingua inglesa. |
A9 |
Elaborar textos orais e escritos de diferente tipo en lingua galega, española e inglesa. |
A10 |
Ter capacidade para avaliar criticamente o estilo dun texto e para formular propostas alternativas e correccións. |
A14 |
Ser capaz para identificar problemas e temas de investigación no ámbito dos estudos lingüísticos e literarios e interrelacionar os distintos aspectos destes estudos. |
A15 |
Ser capaz de aplicar os coñecementos lingüísticos e literarios á práctica. |
A16 |
Ter un coñecemento avanzado das literaturas en lingua inglesa. |
A17 |
Coñecer a historia e a cultura das comunidades anglófonas. |
A18 |
Dominar a gramática da lingua inglesa. |
A19 |
Coñecer a situación sociolingüística da lingua inglesa. |
B1 |
Utilizar os recursos bibliográficos, as bases de datos e as ferramentas de busca de información. |
B3 |
Adquirir capacidade de autoformación. |
B4 |
Ser capaz de comunicarse de maneira efectiva en calquera contorno. |
B5 |
Relacionar os coñecementos cos doutras áreas e disciplinas. |
B6 |
Ter capacidade de organizar o traballo, planificar e xestionar o tempo e resolver problemas de forma efectiva. |
B7 |
Ter capacidade de análise e síntese, de valorar criticamente o coñecemento e de exercer o pensamento crítico. |
B8 |
Apreciar a diversidade. |
B10 |
Comportarse con ética e responsabilidade social como cidadán/á e profesional. |
C2 |
Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
C4 |
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
C7 |
Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
Learning aims |
Learning outcomes |
Study programme competences / results |
|
A1 A2 A6 A10 A14 A15 A16 A18
|
B1 B3 B4 B5 B6 B7 B8 B10
|
C2 C4 C7
|
|
A1 A2 A3 A6 A15 A16 A17 A18
|
B3 B5 B7 B8
|
C2
|
|
A1 A2 A3 A6 A15 A16 A17 A18 A19
|
B3 B4 B5 B7 B8 B10
|
C2
|
Special attention will be paid for evaluation purposes to the student's ability to read closely and analyse critically, creatively and in an informed manner the set readings. Emphasis is placed on the development of one's writing skills through the articulation of personal and coherent responses to one's reading. |
A1 A2 A6 A9 A10 A15 A16 A18
|
B1 B5 B7
|
C2
|
Contents |
Topic |
Sub-topic |
1. The Literature of the Colonial and Republican periods: 1620-1820
Early American Literature 1620-1820.
1.1. Encountering (in) the New World
John Smith, from The General History of Virginia, New England, and the Summer Isles.
William Bradford, from Of Plymouth Plantation.
1.2. Puritans and Native-Americans: Inhabiting America
Anne Bradstreet, “The Prologue”, “The Author to Her Book”, “Before the Birth of One of Her Children”, “In Memory of My Dear Grandchild Elizabeth Bradstreet”, “Here Follows Some Verses upon the Burning of Our House”.
Edward Taylor, “Prologue (from Preparatory Meditations)”, “Upon Wedlock, and Death of Children”, “A Fig for Thee, Oh! Death”.
Mary Rowlandson, A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson.
1.3. Becoming American
Benjamin Franklin, The Autobiography (Parts One & Two).
J. Hector St. Jean de Crèvecoeur, selections from Letters from an American Farmer (Letter III: What Is an American, Letter XII: Distresses of a Frontier Man)
Thomas Jefferson, “The Declaration of Independence”.
Washington Irving, “Rip Van Winkle”. |
1.1. Encountering (in) the New World
1.2. Inhabiting "America": colonials and native-americans
1.3. Becoming "American" |
2. The American "Renaissance": 1820-1865
Ralph Waldo Emerson, “The American Scholar”.
Henry David Thoreau, selections from Walden (chapters
2:"Where I Lived and What I Lived For"; 11: "Higher
Laws"; 17: "Spring"; 18: "Conclusion").
Edgar Allan Poe, “The Fall of the House of Usher”, “The
Black Cat”.
Nathaniel Hawthorne, The Scarlet Letter.
Frederick Douglass, Narrative of the Life of Frederick
Douglass, an American Slave, Written by Himself.
Herman Melville, “Bartleby the Scrivener”.
Walt Whitman, selected poems: "Song of Myself"
Emily Dickinson, selected poems: nºs 39, 112, 122,
194, 260, 339, 340, 347, 372, 409, 479, 519,
591, 598, 620, 764, 788, 1263, 1668. |
2.1. Identity and nation
2.2. The captive self
2.3. The captivated self |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Case study |
A1 A2 A6 A9 A10 A15 A18 B3 B4 B5 B6 B7 B8 C2 |
10 |
17 |
27 |
Workbook |
A1 A2 A6 A10 A18 B3 C4 C7 |
0 |
34 |
34 |
Document analysis |
A1 A2 A3 A6 A9 A10 A14 A15 A16 A17 A18 A19 |
10 |
20 |
30 |
Supervised projects |
A1 A2 A6 A9 A10 A14 A15 B1 B3 B4 C2 |
0 |
18 |
18 |
Collaborative learning |
B4 B5 B6 B8 B10 C4 C7 |
0 |
10 |
10 |
Directed discussion |
A6 A10 B4 B5 B7 B8 B10 C2 C4 |
15 |
9 |
24 |
|
Personalized attention |
|
7 |
0 |
7 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Case study |
Critical reading and analysis of primary texts in class and at home. |
Workbook |
Reading and analysis by students of primary texts and selected critical bibliography. |
Document analysis |
Critical analysis of primary texts and brief exploration of bibliographical resources. |
Supervised projects |
Writng of essays in English in response to reading of primary texts, developing an original argument and analysis on set topics. |
Collaborative learning |
In-class discussion and comparision of different approaches to primary texts. |
Directed discussion |
Teacher-guided discussion and debate of primary texts and their problems; class activities of various types that test student's comprehension of set texts and their discussion. |
Personalized attention |
Methodologies
|
Collaborative learning |
Supervised projects |
|
Description |
1. Supervision of all written work. Required revisions if necessary.
2. Incitement to required participation in class.
3. Co-ordination of voluntary group or individual presentations. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Supervised projects |
A1 A2 A6 A9 A10 A14 A15 B1 B3 B4 C2 |
Two essays requiring an original and critical analysis of selected texts. Essay topic will be chosen either from a set list of questions or in consultation with me. If necessary, the student will be asked to revise his/her essay in order to improve his/her mark. The first essay (750-1000 words) will be worth 20% of your final grade, while the 2nd essay (1250-1500 words) will be worth 30%. They must be handed in at set times to be announced during the course.
One take-home exam to be returned the same day it is handed out, halfway through the course. It will consist of an essay question. This exercise is worth 10% of your final mark.
Depth and originality of analysis, as well as consistency and coherence of argumentation, are required. An appropriate level of English is essential. No work will be accepted after the set hand-in date which will be the last day of class. |
60 |
Document analysis |
A1 A2 A3 A6 A9 A10 A14 A15 A16 A17 A18 A19 |
A final exam covering all course work. This will be 25% of your final grade. The exam consists of two short essay questions in which students will be required to analyze selected primary texts on the basis of set topics. Close reading of the texts is essential. |
25 |
Directed discussion |
A6 A10 B4 B5 B7 B8 B10 C2 C4 |
Class participation in discussion of texts with short written exercises in response to set readings, both primary and secondary. Short class activities of this sort will be set virtually every week. All exercises and activities, as well as class participation, will be graded and will form part cumulatively of the 15% awarded in total for this part of your course work. Voluntary oral presentations will be included within this percentage as an improvement of your final marks. |
15 |
|
Assessment comments |
All evaluated work must score at least 4/10. You must do at least 50% of the work required to be eligible for a final grade. You will be considered as eligible for grading if you have done at least 50% of the required work. If you fail to pass either the final exam, the take-home exam or your essays, these parts must be repeated in the July exam period. Your final grade will be made up in equal parts of the essays (50%: 20% + 30%), the take-home essay/exam (20%) and the final exam (30%). Students with special leave must hand in and pass all written work (2 essays, take-home exam and final exam). Your final grade will be awarded on the basis of the same percentages as during the July exam period. Students sitting the December exam (final exam brought
forward) will be assessed according to the criteria specified for the July
opportunity.
|
Sources of information |
Basic
|
Nina Baym, gen. ed. (2012). The Norton Anthology of American Literature, Volume A (1700-1820) & Volume B (1820-1865). New York: Norton |
All required readings are from the Norton Anthology of American Literature, Volumes A & B (8th edition). All other secondary readings will be provided either in photocopied format or on the Moodle platform.
Early American Literature 1620-1820.
1.1. Encountering (in) the New World
John Smith, from The
General History of Virginia, New England, and the Summer Isles.
William Bradford, from Of
Plymouth Plantation.
1.2. Colonials and Native-Americans: Inhabiting America
Anne Bradstreet, “The Author to Her Book”,
“Before the Birth of One of Her Children”, “In Memory of My Dear Grandchild Elizabeth
Bradstreet”, “Here
Follows Some Verses upon the Burning of Our House”.
Edward Taylor, “Prologue (from Preparatory Meditations)”, “Upon Wedlock,
and Death of Children”, “A Fig for Thee, Oh! Death”.
Mary Rowlandson, A
Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson. 1.3. Becoming American
Benjamin Franklin, The
Autobiography (Parts One & Two).
J. Hector St. Jean de Crèvecoeur, Letters from an American Farmer (selections from Letters III, IX, XII)
Thomas Jefferson, “The Declaration of Independence”.
Washington Irving, “Rip Van Winkle”.
2. American Literature 1820-1865: American (Re)naissance.
2.1. Self-making and nation-making
Ralph Waldo Emerson, “The American Scholar”.
Henry David Thoreau, selections from Walden (chapters 2, 11, 17, 18)
2.2. The captive self
Edgar Allan Poe, “The Fall of the House of Usher”, “The Black Cat”.
Nathaniel Hawthorne, The
Scarlet Letter.
Frederick Douglass, Narrative
of the Life of Frederick Douglass, an American Slave, Written by Himself.
Herman Melville, “Bartleby the Scrivener”.
2.3. The captivated self
Walt Whitman, "Song of Myself".
Emily Dickinson, selected poems: nº 39, 112, 122, 194, 260, 339, 340, 347, 372, 409, 479, 519, 591, 598, 620, 764, 788, 1263, 1668.
|
Complementary
|
|
American
Literature I: Bibliography
0. Literary Histories
Elliott, Emory,
gen. ed. Columbia Literary History of
the United States. New York: Columbia
University Press, 1988.
Gray, Richard. A
History of American Literature.
Oxford: Blackwell, 2004.
Ruland, Richard &
Malcolm Bradbury. From Puritanism to
Postmodernism: A History of American Literature.
London: Routledge, 1991.
More advanced:
Bercovitch,
Sacvan, gen. ed. The Cambridge History
of American Literature, Vol. 1: 1590-1820.
Cambridge: Cambridge University Press, 1994.
---, gen. ed. The
Cambridge History of American Literature, Vol. 2: Prose Writing
1820-1865. Cambridge:
Cambridge University Press, 1995.
0.1. General web sites for Am.
Lit.
Voice
of the Shuttle: American Literature -
http://vos.ucsb.edu/browse.asp?id=2739
- One of the premier web sites for
American literature and general literary resources
PAL:
Perspectives in American Literature-
http://www.csustan.edu/english/reuben/pal/table.html
- Research and study guide for
American literature by professor Paul Reuben (California State
University)
0.2. Literary texts on the Web
Project
Gutenberg - http://www.gutenberg.org/
The
Internet Archive - http://archive.org/details/texts
Open Library - http://openlibrary.org/
The
Poetry Foundation - http://www.poetryfoundation.org/
Further references will be provided on individual authors on the course Moodle page. |
Recommendations |
Subjects that it is recommended to have taken before |
|
Subjects that are recommended to be taken simultaneously |
|
Subjects that continue the syllabus |
Literatura Norteamericana 2/613G03035 | Literatura Norteamericana nos seus Textos/613G03047 |
|
Other comments |
The course is conceived in
conjunction with "Literatura Norteamericana 2" as a review
of the literature of what is now known as the United States from its
colonial beginnings to its contemporary writers. Limitations of time
naturally restrict the number of works to be treated in class and
economic considerations determine the choice of the Norton anthology
as the source of the texts analyzed. But within these limits our aim
is to survey the variety and diversity of American literature through
close analysis of a series of what could be considered representative
texts. At the same time, our readings of these texts will include a
reflection on what makes these or any texts "representative",
in this case, of a body of work considered “American” literature. These texts will be treated, roughly, in
chronological order, with attention being paid to their historical
contexts and their reflection of the literary and rhetorical concerns
of their period. This is especially the case of early American
literature (Puritan and colonial writings) where, beside the literary
value and rhetorical strategies of these texts, we will be interested
in identifying the appearance of characteristic American themes and
cultural forms that constantly reappear in the later literature.
Focusing on these aspects, we will try to sketch out what is
peculiarly "American" about American literature and why it
is of interest to non-Americans. Most, if not all, class-work will concentrate on
close analysis of the texts themselves. This course is not only an
introduction to American literature; it is also an exploration of how
texts work, what reading and writing strategies they demand (i.e.,
both how the reader "reads" and how the writer "writes"
in response to other texts), and how this affects the way we respond
to them. As we shall see, this is especially pertinent to American
literature given its concern with how "America" itself
should be read and written. |
|