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. |
A6 |
Ter un dominio instrumental avanzado oral e escrito da lingua inglesa. |
A15 |
Ser capaz de aplicar os coñecementos lingüísticos e literarios á práctica. |
B1 |
Utilizar os recursos bibliográficos, as bases de datos e as ferramentas de busca de información. |
B3 |
Adquirir capacidade de autoformación. |
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. |
Learning aims |
Learning outcomes |
Study programme competences / results |
|
A1 A2 A6 A15
|
B1 B3 B6 B7
|
|
|
A1 A2 A6 A15
|
B1 B3 B6 B7
|
|
Contents |
Topic |
Sub-topic |
1. The Literature of the Colonial and Republican periods: 1620-1820
|
1.1. Captives of/in the New World: Puritans and Native-Americans
Mary Rowlandson, A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson.
1.2. Becoming American
Thomas Jefferson, “The Declaration of Independence”.
Benjamin Franklin, The Autobiography (Parts One & Two).
Thomas Jefferson, “The Declaration of Independence”.
Washington Irving, “Rip Van Winkle”. |
2. The American "Renaissance": 1820-1865
|
2.1. America and American identity
Ralph Waldo Emerson, "The American Scholar"
Nathaniel Hawthorne, The Scarlet Letter
2.2. Captive selves / captivated selves
Edgar Allan Poe, "The Fall of the House of Usher"
Walt Whitman, "Song of Myself"
Herman Melville, "Benito Cereno", "Bartleby, the Scrivener"
Frederick Douglass, Narrative of the Life of Frederick Douglass, an American Slave.
Emily Dickinson, selected poems |
3. American crisis: realism and regionalism after the Civil War |
3.1. America in conflict
Mark Twain, Adventures of Huckleberry Finn
|
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Case study |
A1 A2 A6 A15 B1 B3 B6 B7 |
19 |
0 |
19 |
Workbook |
A1 A2 A6 A15 B1 B3 |
0 |
42 |
42 |
Document analysis |
A1 A2 A6 A15 B1 B3 |
10 |
20 |
30 |
Supervised projects |
A1 A2 A6 A15 B1 B3 |
0 |
18 |
18 |
Collaborative learning |
A1 A2 A6 A15 B1 B3 |
0 |
10 |
10 |
Directed discussion |
A1 A2 A6 A15 B1 B3 |
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 A15 B1 B3 |
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.
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. |
50 |
Directed discussion |
A1 A2 A6 A15 B1 B3 |
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 10% 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. |
10 |
Document analysis |
A1 A2 A6 A15 B1 B3 |
A final exam covering all course work. This will be 40% 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. |
40 |
|
Assessment comments |
All graded 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. Those students who do not score at least 50% will have to sit for the July exam period. July exam period: Final marks will be awarded on the basis of two exercises, each worth 50%: 1. Final exam 2. Essay (1250 words minimum) Students that have been granted leave of absence will be graded according to the requirements for the July exam period (50% final exam and 50% essay). Students that sit for the December exam period will be assessed according to the requirements of the July exam period. Essays may be tested through Turnitin in order to detect wrong citations, plagiarismor any other type of fraud. Should this occur, the rules for plagiarism will beapplied. (Normasde avaliación, revisión e reclamación das cualificacións dos estudos de grao emestrado universitario). Turnitin recognises paperspreviously turned in by other people (or the student him/herself) at thisuniversity or other universities, as well as other material found on Internet Any plagiarized exercise will lead to a 'fail' in this subject in accord with article 11, section 4 b), of the "Regulamento disciplinar do
estudantado da UDC": Cualificación de suspenso na
convocatoria en que se cometa a falta e respecto da materia en que se
cometese: o/a estudante será cualificado con “suspenso” (nota numérica
0) na convocatoria correspondente do curso académico, tanto se a
comisión da falta se produce na primeira oportunidade como na
segunda. Para isto, procederase a modificar a súa cualificación na acta
de primeira oportunidade, se fose necesario. Diversity: This module can be adapted to students who need support for their particular situation (physical,visual, auditory, cognitive, learning process, or related to mental health). If necessary, students should contact the services available in UDC/in their schoolor faculty, or the Unidad de Atención a la Diversidad (ADI) at the beginning of each academic semester in the timeframe officially established (https://www.udc.es/cufie/adi/apoioalumnado/);alternatively, they can contact the ADI tutor in the Faculty of Philology at the following address: pat.filoloxia@udc.gal ).
|
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. American Literature of the Colonial and Republican periods. 1.2. Colonials and Native-Americans: Inhabiting AmericaMary Rowlandson, A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson. 1.3. Becoming AmericanHector St. John de Crèvecoeur, Letters from an American Farmer (selections) Benjamin Franklin, The Autobiography (Parts One & Two). Thomas Jefferson, “The Declaration of Independence”. Washington Irving, “Rip Van Winkle”.
2. American Literature 1820-1865: American (Re)naissance. Ralph Waldo Emerson, "The American Scholar" Edgar Allan Poe, "The Fall of the House of Usher" Nathaniel Hawthorne, The Scarlet Letter Herman Melville, "Benito Cereno" Frederick Douglass, Narrative of the Life of Frederick Douglass, an American Slave Walt Whitman, "Song of Myself". Emily Dickinson, selected poems 3. America after the Civil War
Mark Twain, Adventures of Huckleberry Finn |
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 |
North American Literature 2/613G03035 | North American Literature through its Texts/613G03047 |
|
Other comments |
<p> 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.</p> |
|