Students must score at least 4/10 in all set work in order to be eligible for a final grade. Otherwise you must repeat all exercises for the July opportunity

Students with official exemption must do all the work except for the in-class exercises. That is, the essays (50% of final mark) and the final exam (50%). The same percentages will apply to those students who opt for the July exam opportunity.

Students sitting the December exam (final exam broughtforward) will be assessed according to the criteria specified for the July opportunity.

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 school or faculty, or the Unidad de Atención ala 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 ).

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.

-In accordance with the various regulations
governing university teaching, it is necessary to incorporate a gender
perspective into this subject. This includes, among other measures, the
use of non-sexist language, bibliographies that are inclusive from a
gender perspective, and encouraging participation from all students in
class, regardless of their gender.

-We
will pay particular attention to identifying and addressing sexist
prejudices and attitudes. We will actively work towards the modification
of this environment and the promotion of values of respect and
equality.

-Our efforts will focus on detecting cases of gender discrimination and implementing appropriate actions to rectify such cases.

Learning outcomes	Study programme competences
To know how to read critically.	A1 A2 A6 A9 A10 A11 A15	B1 B2 B3 B6 B7 B8

Topic	Sub-topic
1. Towards 'The Real Thing': From Romance to realism in the literature of the United States, 1850-1914	1. American realities and literary realism: Mark Twain and Henry James 2. From regionalism to naturalism: Kate Chopin and Stephen Crane
2. 'A Homemade World': American Modernism and its context, 1914-1945	1. Poetry: Frost, Pound, Williams, Stevens, Moore 2. Prose: Fitzgerald, Hemingway, Faulkner
3. Post-War to postmodern to ...	1. Post-war angst: Salinger 2. Postmodern uncertainties: Donald Barthelme, Tim O'Brien 3. Multicultural multiplicity: Sandra Cisneros 4. After the "post-", after 9/11: Don DeLillo

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Directed discussion	A1 A2 A6 A9 A10 A11	26	0	26
Guest lecture / keynote speech	A1 A2 A6 A9 A10 A11	18	0	18
Short answer questions	A1 A2 A6 A9 A10 A11	7	5	12
Document analysis	A1 A2 A6 A9 A10 A11 B1 B2 B3 B6	0	63	63
Long answer / essay questions	A1 A2 A6 A9 A10 A11 A15 B7 B8	0	30	30

Personalized attention		1	0	1

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies	Description
Directed discussion	Given a relevant and controversial topic from the texts we are reading, students are encouraged to focus on one particular aspect and provide their own interpretations based on the information found in the text. The purpose is for the students to take sides, and defend their own ideas in front of an audience critically and logically with the help of the text itself or the bibliography chosen by them.
Guest lecture / keynote speech	At the beginning of each particular chapter, instructor would provide students with a general socio-historic overview of American society to better contextualize the text we are reading. The aim is to point at major themes dealt with, brief comparative analysis of characters, as well as a brief but clear comment on narrative techniques used by a particular author. A power point presentation is usually used, as well as interviews with writers, or documentaries which reflect on the specific literary movement and / or writer. This lecture-type class is nevertheless dialogic, and students are encouraged to participate with comments and/or questions. The lecturer also provokes the students with questions or "brainstorming-type" warming up before focusing on topic chosen.
Short answer questions	This is a "quizz-type" exercise. Students are given relevant information from texts analyzed in class, briefly identify them, and explain reasons why they thinks they are relevant for the particular text. Example: From the name of a protagonist, an object, a particular metaphor, or a catchy line. The purpose of this assignement is for students to go from the particular to the general, and provide their own interpretations.
Document analysis	Close-reading and critical analysis of texts.
Long answer / essay questions	The purpose of this assignment is for the students to write a comparative essay. They are given different options, and can choose among topics which focus on form and structure or on specific themes. At this stage, students should be able to support their ideas with evidence (quotes) from the texts. No memorization is needed. Essay should be well organized (introd., body, and conclusion), and provide a personal and in-depth comparison. Students are allowed to use their required texts for this in-class test.

Methodologies	Competencies	Description	Qualification
Short answer questions	A1 A2 A6 A9 A10 A11	Short, in-class exercises set every week when possible. They will consist of short quizzes, text identification and short personal responses to specific sections of the set texts. Class participation and voluntary group presentations will also form part of this percentage in order to boost a student's marks.	10
Long answer / essay questions	A1 A2 A6 A9 A10 A11 A15 B7 B8	1. Two essays (750-1000 words & 1000-1250 words minimum) on a subject of the student's choice in consultation with the teacher or based on a set question list that I will hand out. Hand-in dates will be set in consultation with the class. No essay will be accepted after the hand-in date. The essays will count for 50% (20% the first essay & 30% the second) of your mark.	50
Document analysis	A1 A2 A6 A9 A10 A11 B1 B2 B3 B6	Final exam requiring response to one of two essay questions.	40

Assessment comments
Students must score at least 4/10 in all set work in order to be eligible for a final grade. Otherwise you must repeat all exercises for the July opportunity Students with official exemption must do all the work except for the in-class exercises. That is, the essays (50% of final mark) and the final exam (50%). The same percentages will apply to those students who opt for the July exam opportunity. Students sitting the December exam (final exam broughtforward) will be assessed according to the criteria specified for the July opportunity. 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 school or faculty, or the Unidad de Atención ala 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 ). 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. -In accordance with the various regulations governing university teaching, it is necessary to incorporate a gender perspective into this subject. This includes, among other measures, the use of non-sexist language, bibliographies that are inclusive from a gender perspective, and encouraging participation from all students in class, regardless of their gender. -We will pay particular attention to identifying and addressing sexist prejudices and attitudes. We will actively work towards the modification of this environment and the promotion of values of respect and equality. -Our efforts will focus on detecting cases of gender discrimination and implementing appropriate actions to rectify such cases.

Basic
	Required Readings: [Most texts are available in the two Norton anthologies (8th ed.). Most texts will be available for students as pdf files. You are earnestly encouraged to do some of the reading before the beginning of the course.] Mark Twain, Adventures of Huckleberry Finn Henry James, Daisy Miller: A Study Kate Chopin, The Awakening Modernist poetry, selected poems by Robert Frost, Ezra Pound, William Carlos Williams, Wallace Stevens et al. Ernest Hemingway, short stories F. Scott Fitzgerald, The Great Gatsby William Faulkner, As I Lay Dying Selection of contemporary short stories: modern to postmodern
Complementary
	Complementary materials, both contextual and critical, will be made available via the course Moodle page. AMERICAN LITERATURE II - BIBLIOGRAPHY Literary histories & general studies. Bradbury, Malcolm. The Modern American Novel. New York: Oxford UP, 1992. Cassuto, Leonard, Clare Virginia Eby & Benjamin Reiss, eds. The Cambridge History of the American Novel. Cambridge: Cambridge University Press, 2011. Elliott, Emory, gen. ed. Columbia Literary History of the United States. New York: Columbia University Press, 1988. Fiedler, Leslie A. Love and Death in the American Novel. 1960. London: Penguin, 1984. Gray, Richard. A History of American Literature. Oxford: Blackwell, 2004. Kazin, Alfred. On Native Grounds: An Interpretation of Modern American Prose Literature. 1942. New York: Harcourt Brace, 1995. Ruland, Richard & Malcolm Bradbury. From Puritanism to Postmodernism: A History of American Literature. London: Routledge, 1991. American Realism(s). 1. General studies: Barrish, Phillip J. The Cambridge Introduction to American Literary Realism. Cambridge: Cambridge UP, 2011. Berthoff, Werner. The Ferment of Realism: American Literature 1884-1919. 1965. Cambridge: Cambridge UP, 1981. 1-47. Pizer, Donald, ed. The Cambridge Companion to American Realism and Naturalism: Howells to London. Cambridge: Cambridge University Press, 1995. 2. Individual authors & works: 2.1. Mark Twain. Twain, Mark. Adventures of Huckleberry Finn. (A Norton Critical Edition).3rd ed. Ed. Thomas Cooley. New York: Norton, 1998. Fishkin, Shelley Fisher, ed. The Mark Twain Anthology: Great Writers on His Life and Works. New York: The Library of America, 2010. Messent, Peter. The Cambridge Introduction to Mark Twain. Cambridge: Cambridge University Pres, 2007. Cf. 1-38, 73-87. Quirk, Tom. “The Realism of Huckleberry Finn.” In Coming to Grips with Huckleberry Finn: Essays on a Book, a Boy, and a Man. Columbia, Mo.: University of Missouri Press, 1993. 83-105. 2.2. Henry James James, Henry. Tales of Henry James. (A Norton Critical Edition). Eds. Christof Wegelin & Henry B. Wonham. 2^nd ed. New York: Norton, 2003. Hocks, Richard A. Henry James: A Study of the Short Fiction. Boston: Twayne, 1990. Cf. 3-11, 31-35, 141-147. American Modernism(s). 1. General studies: Anderson, Quentin. "The Emergence of Modernism." Columbia Literary History of the United States. Gen. Ed. Emory Elliott. New York: Columbia University Press, 1988. 695-714. Bradbury, Malcolm & James McFarlane. "The Name and Nature of Modernism". Modernism: A Guide to European Literature 1890-1930. Eds. Malcolm Bradbury & James McFarlane. London: Penguin, 1976. 19-55. Singal, Daniel. "Towards a Definition of American Modernism." Modernist Culture in America. Ed. Daniel Singal. Belmont, Calif.: Wadsworth, 1991. 1-27.