English 210, Readings in American Literature: Immigrants, Outcasts, and Exiles
Tuesdays and Thursdays, 12-1:15 p.m.
Dr. Donna Campbell
Avery 202G • 335-4831
Office Hours: Tuesdays and Thursdays 11-12. You can also schedule meetings by appointment. I’m available in my office much of the day on Tuesdays, Wednesdays, and Thursdays.
Virtual office hours: Contact me by email to set up a time for Zoom.
About the Course
English 210, Readings in American Literature: Immigrants, Outcasts, and Exiles, is an introduction to short fiction, poetry, and nonfiction narratives from the nineteenth- through the twenty-first centuries. It has been approved as an American literature for English Education majors. We won’t read work from all periods and movements in American literature, but you’ll learn about important movements and trends through our course theme “Immigrants, Outcasts, and Exiles,” since many works of American literature address the issues of inclusion and exclusion from a dominant culture.
The goals for students in the course are as follows:
Important: There is only one required text, but you will need to buy it and bring it to class with you each day. Googling the texts on your phone won’t work since many are under copyright. You can purchase the book in the Bookie or for as little as $4 plus shipping on amazon.com.
Having your book in class is a vital part of class participation: you’ll be asked to read passages aloud, give page citations, and so forth. Reading the book online and then coming to class is not sufficient.
Note: Some of the works we read will use offensive or racist language, often to protest racism. We will not say those harmful words aloud in class.
Schedule of Assignments. This is a tentative guide to the assignments; it may change as the course progresses. Unless otherwise indicated, the numbers in parentheses are page numbers for Belasco and Johnson’s Bedford Anthology of American Literature, vol. 2, first edition.
|Belasco, Susan & Linck Johnson, eds.||Bedford Anthology of American Literature, vol. 2, First edition
|Bedford/St. Martin’s||2008||978031241208-1||available used ($4 and up on amazon.com; $49.50 at the Bookie)|
|1865-1900: Realism, Regionalism, and Naturalism|
|1||8/20||Introduction to the Class
Reading (in class): “Stonehenge” by Min Jin Lee
|8/22||Classic American Humor
Twain, “Jim Smiley and His Jumping Frog” (61-66)
“A Washoe Joke” (read in class)
Jewett, “A White Heron” (194-202)
Twain, from Old Times on the Mississippi (72-93)
|8/29||Sex and Courtship
Howells, “Editha” (111-121)
Freeman, “A New England Nun” (204-212)
|3||9/3||Chopin, “At the ‘Cadian Ball” (213-222)
Chopin, “The Storm” (222-227)
|9/5||Native American Life Writings
Zitkala-Sa, “The School Days of an Indian Girl” (428-438)
Winnemucca Hopkins, “Life Among the Piutes” (412-426)
Weblog post #1
|4||9/10||Chesnutt, “The Passing of Grandison” (228-242)
Laptop day: Bring laptop to class if you have one. We will be discussing basic library resources and the reliability of web sites, including searching the MLA bibliography.
|9/12||Workshop for Paper 1||Bring typed draft to class
Weblog post #2
|5||9/17||Nature and Naturalism
Crane, “The Open Boat” and poems (334-358)
Norris, “A Deal in Wheat” (323-332)
|9/19||Meet in Holland/Terrell Library Foyer for a Tour||Short paper 1 due
Weblog post #3
|6||9/24||Women and Crime
Mena, “The Vine-Leaf” (898-904)
Glaspell, Trifles (780-791)
|9/26||No Class||Weblog post #4|
|7||10/1||Immigrants, Outcasts, and Exiles
Sui Sin Far, “In the Land of the Free” (296-304)
Martí, “Impressions of America” (404-411)
|10/3||Exam 1||Exam 1|
|8||10/8||Sex and Courtship
Fitzgerald, “The Ice Palace” (917-936)
Millay, poems (710-714)
Laptop day: Bring laptop to class if you have one.
|10/10||Nature and Modernism
Frost, “The Oven Bird,” “Fire and Ice,” “Design,” “Desert Places,” “The Gift Outright” (592-593)
Stevens, “The Snow Man” (613-614)
Weblog post #5
|9||10/15||Legacies of Injustice: Reclaiming a Heritage
McKay, poems (704-708 “If We Must Die,” “America,” “Outcast”)
|10/17||No class||Weblog post #6|
O’Connor, “A Good Man is Hard to Find” (1301-1314)
Cisneros, “Mericans” (1492-1496)
|10/24||Workshop for Paper 2||Typed draft of Paper 2 due in class
Weblog post #7
|11||10/29||Legacies of Injustice: Reclaiming a Heritage
Walker, “Everyday Use” (1450-1456)
Alexie, “What You Pawn I Will Redeem”(1502-1520)
|10/31||Poetry of Borderlands and Migration
Espada, “Bully” and “Alabanza” (1499-1500)
Harjo, “New Orleans” (1483)
| Paper 2 due
Weblog post #8
|12||11/5||Cultural Anxieties Then and Now: The Twilight Zone|
|11/7||Cultural Anxieties Then and Now: The Twilight Zone|| Weblog post #9
|13||11/12||No class: Work on life writing readings & discussion|
|11/14||No class: Work on life writing readings & discussion||Optional Short Paper 3 due
Weblog post #10
|14||11/19||Life writing discussion (Tara Westover’s Educated)|
|11/21||Life writing discussion (Tommy Orange’s There There)||Optional weblog post (#11)|
|11/28||Thanksgiving break||Paper 4 due|
|16||12/3||Presentation of final projects|
|12/5||Presentation of final projects|
|17||12/10||Exam 2 8-10 a.m. https://registrar.wsu.edu/media/760902/fall-2019-final-exam.pdf|
Requirements and Assignments
Attendance and Class Participation. Class participation and attendance are important, and you should bring your book and come to class prepared to discuss each day’s reading. Since the syllabus is online, you should have no trouble in reading the next day’s assignments even if you’re absent on the previous day. If you have questions about the day’s reading, don’t hesitate to ask; chances are good that someone else had the same question.
Formal Papers. You’ll write three papers or projects in this class; two are short papers (750-1000 words) and one (final paper) is longer, 1500-2000 words. The final paper or project can be a group effort, with all members receiving the same grade. It will be the same length (1500-2000 words) whether written by an individual or by a group.
Papers are evaluated on the conventions of standard written English as well as on the content, and the comments on your papers will reflect conventions such as sentence structure and punctuation. Clear sentences, a logical organizational plan, an original thesis, and good support for ideas are the goal for your papers. At the college level, great ideas require clear exposition. If the paper can’t make the “great idea” clear, it’s not a great paper.
We’ll have a workshop before each of the first two papers so that you can become familiar with the conventions. You’ll need to bring a typed draft to the workshop; otherwise, the paper will lose 5 points.
Format. Papers must be neatly typed and carefully proofread. Citations should follow MLA style as outlined in the MLA Handbook. See more formatting guidelines at this link: https://hub.wsu.edu/campbell/courses/resources/formatting-guide/
Electronic Submission. Please upload your paper to Blackboard, http://learn.wsu.edu, by 11:55 p.m. on the due date. Electronic versions will be returned through Blackboard.Name your file as follows: LastnameFirstinitial_ClassNumber_Papernumber. Example: If Joan Smith turns in her first paper, the file would be called SmithJ_210_Paper1.doc. See the formatting guidelines for more information.
Late Papers and Extensions. Late papers are penalized at the rate of one letter grade (10 points) per class day late; a paper that would have received a “B” or 85 on Tuesday will receive a “C” or 75 if handed in on Thursday. If you don’t turn in a paper, you will receive a 0 for that portion of your grade. Papers received after four class days will receive 50 points but will not be formally graded.
However, you have one 48-hour extension in this class, like the “get out of jail free” card in the game Monopoly. This extension means that your paper will be due on the next class day, which could be more than 48 hours, without penalty. You’ll need to request the extension ahead of time.
Exams. This course has two exams: a midterm and a final. Exams in this course will consist of objective (multiple choice, short answer, matching) questions, identification questions, and an essay written in class.
Quizzes. Because quizzes have been proven to help students with the retention of material, unannounced multiple-choice quizzes over the reading will be given frequently in this class. Their purpose is to reinforce your close reading of the material by asking you about significant points in the book. Quizzes can’t be made up, even if you are absent because of illness, but the lowest quiz grade will be dropped, and there’s an optional makeup quiz at the end of the course. Students who have their books with them in class will be able to look up material for the bonus questions on quizzes.
Reports, Blogs, and Discussion Leaders. Students in this class will either present a brief oral report to the class, keep a weblog of their reading this semester, or volunteer to help lead a discussion of Tara Westover’s Educated or Tommy Orange’s There There, which are optional readings for the course. All three options will involve about the same amount of work, but with the blog option, you’ll be spreading the work out over the entire semester. You can pair up with one or more people to write the weblog.
If you complete any two out of these three options, you will not have to take the final exam, although you can take the final if you want to. Also, if you complete all three, the lowest grade will be dropped and only the top two grades will be counted.
Electronics Policy. Except for laptop days, students won’t be using cell phones or laptops during class time without a documented accommodation. Recent studies have demonstrated that people remember material better when they take notes by hand rather than on the computer, since typing on the computer tends to produce a transcription rather than the kind of selective note-taking that leads to understanding. Also, students participate more actively when they are not using a laptop, which benefits their class participation grade, and there are fewer distractions in the classroom without laptops.
Plagiarism Policy. Plagiarism is the unacknowledged use of someone else’s words or ideas. This definition includes not only deliberately handing in someone else’s work as your own but failing to cite your sources, including Web pages and Internet sources. Plagiarism also includes handing in a paper that you have previously submitted or are currently submitting for another course. For a first offense, any paper plagiarized in whole or in part will receive an “F” (0 points), and the incident must be reported to the WSU Office of Student Conduct. You will NOT be allowed to rewrite the plagiarized paper for a better grade. Penalties for a second offense can range from failing the course to suspension from the university.
WSU Email Policy: WSU’s email policy states that instructors can only respond to emails sent from a WSU email address.
WSU Statement on Academic Integrity. Academic integrity is the cornerstone of the university. You assume full responsibility for the content and integrity of the academic work you submit. You may collaborate with classmates on assignments, with the instructor’s permission. However the guiding principle of academic integrity shall be that your submitted work, examinations, reports, and projects must be your own work. Any student who attempts to gain an unfair advantage over other students by cheating will fail the assignment and be reported to the Office Student Standards and Accountability. Cheating is defined in the Standards for Student Conduct WAC 504-26-010 (3).
WSU Midterm Policy. Based on ASWSU student requests and action by the Faculty Senate, WSU instituted Academic Rule 88, which stipulates that all students will receive midterm grades. Midterm grades will be reported as they are calculated in Blackboard. However, at midterm only 35% of the total graded assignments will have been turned in. Midterm grades are not binding, and because the bulk of the graded work in this course occurs after the midterm point, it can only accurately reflect student performance up to that point.
WSU Policy on Students with Disabilities. Reasonable accommodations are available for students with a documented disability. If you have a disability and need accommodations to fully participate in this class, please either visit or call the Access Center (https://accesscenter.wsu.edu/ to schedule an appointment with an Access Advisor. All accommodations MUST be approved through the Access Center.
WSU Safety Policy. Washington State University is committed to enhancing the safety of the students, faculty, staff, and visitors. It is highly recommended that you review the Campus Safety Plan (http://safetyplan.wsu.edu/) and visit the Office of Emergency Management web site (http://oem.wsu.edu/) for a comprehensive listing of university policies, procedures, statistics, and information related to campus safety, emergency management, and the health and welfare of the campus community.
WSU Policy on Excused Absences. Section 73 of WSU’s regulations does not permit instructors to request official documentation to allow excused absences except for military personnel and those traveling on WSU business; hence no other excused absences are permitted by WSU policy. The attendance policy for this course has been relaxed from previous versions of the course to include an additional absence to make up for this decreased flexibility in policy.
WSU Civil Rights Policy. Discrimination, including discriminatory harassment, sexual harassment, and sexual misconduct (including stalking, intimate partner violence, and sexual violence) is prohibited at WSU (See WSU Standards of Conduct for Students). If you feel you have experienced or have witnessed discriminatory conduct, you can contact the WSU Office of Civil Rights Compliance & Investigation (CRCI; https://crci.wsu.edu/), formerly the Office for Equal Opportunity (OEO), and before that the Center for Human Rights (CHR) and/or the WSU Title IX Coordinator to discuss resources and reporting options. (Visit oeo.wsu.edu for more information, including a list of confidential and other resources)
WSU employees, with limited exceptions (e.g. confidential resources such as health care providers and mental health care providers – see https://crci.wsu.edu/reporting-requirements-2/
for more info), who have information regarding sexual harassment or sexual misconduct are required to report the information to OEO or a designated Title IX Coordinator or Liaison. Addition to WSU’s policy: rude, profane, threatening, or otherwise inappropriate emails will receive no reply and will be forwarded to the appropriate administrative office.
Weight of Assignments
Because of FERPA and privacy issues, no grades can be discussed or transmitted by e-mail or instant messaging. Emails about other matters will usually receive a response within 24 hours except on weekends, when replies will be sent on Monday morning. Please identify yourself using first and last name and use conventional email etiquette.
|Exams (exams, 10% each)||20 percent|
|Short papers (2 at 15% each)||30 percent|
|Report, weblog, or discussion leader||10 percent|
|Longer Paper or Project (20%) plus presentation (5%)||25 percent|
|Quizzes, class participation, group presentations, and in-class writings||15 percent|
A note on the evaluation process in this course: Each piece of written work, from an essay on an exam to a formal paper, starts as a “0” and rises to one of the levels listed below based on the quality of its ideas, development, and writing.
Your writing does not start from an “A” and “lose points” based on certain errors; instead, grading starts from a baseline of 0 and points are added based on the quality of your work. Think of the grading scheme as you would think of a game or a job. You don’t start with a perfect score (or a high salary) and lose points by making errors; rather, you start from a baseline and gain points based on the quality of your skills as demonstrated by your performance. The same is true here.
I will use abbreviations as references to grammatical principles on your corrected papers. The abbreviations and accompanying explanations are available on the “Key to Comments” document at https://hub.wsu.edu/campbell/courses/resources/key-to-comments
C (Satisfactory or Acceptable)
Grade Cutoffs for Assignments
The total number of points varies by assignment. The chart below shows the approximate letter grade for points earned in each assignment.
WSU final grade submission permits only solid, plus, and minus grades (e.g., C, C+, or C-).
WSU final grade submission has no “A+” grade, so the highest paper grade will be “A” (95) in compliance with WSU standards. There is no “D-” grade, so a final average of 60-62 = D for the same reason.
|Total Points||100||15||20||25||30||35||50||75||125||150||500||If your final % is||Your final grade would be . . .|
|A||93||14||18||23||28||33||47||70||116||140||465||93 or above||A (WSU has no A+ grade option)|
|D-||60||9||12||15||18||21||30||45||75||90||300||60-62||D (WSU has no D- grade option)|
UCORE Goals and Course Goals
The following UCORE goals govern the syllabus of this class: (https://ucore.wsu.edu/documents/2018/04/ucore-handbook-v3-march-2018.pdf/”):
HUM courses are required to:
|UCORE HUM Goals Addressed in this Course||At the end of this course, students should be able||Course Topics Addressing this Outcome||Evaluation of Outcome|
|Critical and Creative Thinking. Students demonstrate knowledge of theories or theoretical models and ability to apply one or more.
Students demonstrate knowledge of key texts, monuments, artifacts or episodes.
Students construct own interpretation within disciplinary norms
|To read and closely analyze a number of works of literature and journalism within the course materials described.
To study a topic in both breadth and depth, using the multiple media as a lens to reflect on American culture past and present.
To encourage the skills needed to develop students’ own research or creative questions about this time period through a close analysis of American fiction, poetry, films, songs, and other cultural artifacts.
|All course topics
All lectures and class discussions
Creative option project
|Graded class discussions
Creative option paper evaluation
|Scientific Literacy. Graduates will have a basic understanding of major scientific concepts and processes required for personal decision-making, participation in civic affairs, economic productivity and global stewardship.||To understand the ways in which scientific knowledge can be contingent not only on evidence but upon the historical framework in which it is gained.
To recognize that scientific theories in the past frequently led to harmful conclusions in terms of racism and eugenics
|Selected readings||Evaluation of papers and class discussions.|
|Information Literacy. Graduates will effectively identify, locate, evaluate, use responsibly and share information for the problem at hand. Students find and use relevant information effectively.||To view and interpret multiple kinds of texts, including maps, songs, and political cartoons, to understand the ways in which they comment on and reflect their culture.
To work with and learn to evaluate primary and secondary resources, including locating primary print sources and digitized versions online, learning to use the MLA Bibliography and other databases to find secondary sources, and learning to assess web materials for reliability, and locating primary source materials.
|Visit to the MASC
Finding legitimate sources online and in the library
|Successful completion of laptop day and MASC exercises and integration of that knowledge into papers and projects.
Final project (web possibility) evaluation via rubric.
|Communication. Graduates will write, speak and listen to achieve intended meaning and understanding among all participants.
Students communicate in modes appropriate to the discipline.
|To synthesize and create knowledge and to disseminate those insights to the class (reports, presentations, papers) and to the world beyond the classroom (blogs).||Formal reports
Informal class presentations
Papers and projects
|Evaluation for formal reports, papers, oral presentations, weblogs, and class discussions.|
|Diversity.Graduates will understand, respect and interact constructively with others of similar and diverse cultures, values, and perspectives.||To learn about significant issues, movements, and trends in American literature, including historical issues of racism, class, and gender inequities||Reading and viewing work from African American, Asian American, Native American, and LGBTQ+ individuals||Evaluation for oral reports, class discussion, and papers.|
|Depth, Breadth, and Integration of Learning. Graduates will develop depth, breadth, and integration of learning for the benefit of themselves, their communities, their employers, and for society at large.||To search for instances of how past perspectives, language, and literature permeate contemporary culture and to assess the ways in which they affect our perspectives on issues such as individualism, industrialism and ecology, relations with other countries, and aesthetics, gender, and sexuality.||Cultural history, including films, recorded music, sheet music, and so on||Formal evaluation for final project, presentation, and weblogs.|
|Writing Requirement.Course requires reasonable amount of writing, appropriate to lower or upper division expectations and departmental standards||Three papers and informal writing.||Evaluation of papers (grading and comments)|