*2023 Note.<\/strong> Most hyperlinks and some procedural information have been removed from this archival version of the syllabus, leaving mainly the required editions and the reading schedule.<\/p>\n\n\n\n COURSE INFORMATION.<\/strong> English 336. Thursdays 4:00 \u2013 6:50 p.m., Beckman 202. Office hours: Thurs. 2:45 \u2013 3:45 p.m. Cyber Caf\u00e9. Email: e336_at_ajdrake.com. Catalog: \u201cExamines the impact of modernism and post-modernism on Britain\u2019s literary tradition.\u201d Units (3).<\/p>\n\n\n\n Abrams, M. H. et al. The Norton Anthology of English Literature,<\/em> 7th ed., Vol. 2C. New York: Norton, 2000. ISBN 0393975703.<\/p>\n\n\n\n Achebe, Chinua. Anthills of the Savannah.<\/em> New York: Anchor, 1987. ISBN 0385260458.<\/p>\n\n\n\n Ford, Ford Madox. The Good Soldier.<\/em> Oxford: Oxford UP, 1999. ISBN 019283620X.<\/p>\n\n\n\n Waugh, Evelyn. A Handful of Dust.<\/em> Boston: Little, Brown, 1934 (repr. 1999). ISBN 031692605.<\/p>\n\n\n\n Library Reserve: Antonin Artaud, Ezra Pound. Library Reserve Packet.<\/p>\n\n\n\n FOCUS AND OBJECTIVES. <\/strong>We will study texts from around the beginning of the twentieth century through Chinua Achebe\u2019s 1987 novel Anthills of the Savannah. Lectures will provide an understanding of the works\u2019 historical context, structures, and themes, while classroom discussion will center on attention to key points in the texts. The purpose of a survey is to introduce a variety of texts within a given period or set of periods; it is not necessarily (or usually) to pursue a narrow theme or even to claim that a restricted set of ideas governs the period\/s covered. Many, though not all, of our texts fall within the time frame of Modernism (roughly 1910 – 1930s), a period of intense experimentation in the arts, culture, social affairs, and even politics. We will, therefore, discuss relevant texts in the context of this period and its dynamic, at times unsettling, character.<\/p>\n\n\n\n ACTIVITIES. <\/strong>In class, there will be a mix of lectures, student presentations, whole-class and smaller-group discussion, occasional quizzes, an essay, and a final exam. I encourage questions and comments\u2014class sessions improve when students take an active part. Outside class, do the assigned readings before the relevant discussion dates, complete your journal sets as outlined below, start planning and drafting your essay early, and work on your presentation drafts. In literary studies, the aim is to read and discuss actively and thereby to develop your own voice in response to the texts you read. Insightful interpretation and the ability to make compelling connections are central goals. The essay, discussions, presentations, and journal-keeping should combine to help you work towards these goals.<\/p>\n\n\n\n COURSE POLICIES.<\/strong> Please review the course policies page early in the semester since it contains important information about attendance, missing or late work, and a number of other matters.<\/p>\n\n\n\n PRESENTATIONS REQUIREMENT.<\/strong> Students will sign up for three 3-5-minute informal presentations. On the first day, students will choose authors; I will add specific questions and post a schedule at Requirements \/ Presentations. Each session will feature several presentations, my comments, and class-wide discussion. Before presenting, contact me to discuss your ideas. (25% of course grade.)<\/p>\n\n\n\n JOURNALS REQUIREMENT<\/strong>.<\/strong> Responses to a choice of questions on each author. Due in class Weeks 4, 8, 12, exam day. Electronic format strongly suggested. (25%)<\/p>\n\n\n\nREQUIRED TEXTS AT CHAPMAN UNIVERSITY BOOKSTORE<\/h2>\n\n\n\n
COURSE RATIONALE AND ACTIVITIES<\/h2>\n\n\n\n
HOW YOUR PERFORMANCE WILL BE EVALUATED<\/h2>\n\n\n\n