ENGL 801 "Introduction to Graduate Studies"
ENGL 801 is designed to help you develop the following skills:
Reserve, Online, and Video Resources: Along with some required reserve reading and one required video, I will refer you to additional resources available on reserve at K-State Libraries, online, or on video to complement our readings and discussions.
Conferences: I want you to succeed in this course, and I am happy to meet with you about your work and your progress. I encourage you to see me before writing assignments are due, or if you have questions about material we discuss in class. Please feel free to schedule a meeting during office hours (M, W 9:00-10:00 a.m. and by app't) or contact me by phone or email to arrange a time to meet by phone or Zoom.
Email: I highly recommend email as a way of touching base with me about your work for the class – a kind of virtual office hours. You can send me queries about readings, writing assignments, or anything else that could be handled with a quick exchange of messages. I check my email throughout the day, but please remember that I am not perpetually online.
Honor Code: Kansas State University has an Honor System based on personal integrity, which is presumed to be sufficient assurance that, in academic matters, one's work is performed honestly and without unauthorized assistance. Undergraduate and graduate students, by registration, acknowledge the jurisdiction of the Honor System. The policies and procedures of the Honor System apply to all full and part-time students enrolled in undergraduate and graduate courses on-campus, off-campus, and via distance learning. The honor system website can be reached via the following URL: www.k-state.edu/honor. A component vital to the Honor System is the inclusion of the Honor Pledge which applies to all assignments, examinations, or other course work undertaken by students. The Honor Pledge is implied, whether or not it is stated: "On my honor, as a student, I have neither given nor received unauthorized aid on this academic work." A grade of XF can result from a breach of academic honesty. The F indicates failure in the course; the X indicates the reason is an Honor Pledge violation.
Mutual Respect and Inclusion in K-State Teaching and Learning Spaces: At K-State, faculty and staff are committed to creating and maintaining an inclusive and supportive learning environment for students from diverse backgrounds and perspectives. K-State courses, labs, and other virtual and physical learning spaces promote equitable opportunity to learn, participate, contribute, and succeed, regardless of age, race, color, ethnicity, nationality, genetic information, ancestry, disability, socioeconomic status, military or veteran status, immigration status, Indigenous identity, gender identity, gender expression, sexuality, religion, culture, as well as other social identities.
Faculty and staff are committed to promoting equity and believe the success of an inclusive learning environment relies on the participation, support, and understanding of all students. Students are encouraged to share their views and lived experiences as they relate to the course or their course experience, while recognizing they are doing so in a learning environment in which all are expected to engage with respect to honor the rights, safety, and dignity of others in keeping with the K-State Principles of Community https://www.k-state.edu/about/values/community/.If you feel uncomfortable because of comments or behavior encountered in this class, you may bring it to the attention of your instructor, advisors, and/or mentors. If you have questions about how to proceed with a confidential process to resolve concerns, please contact the Student Ombudsperson Office. Violations of the student code of conduct can be reported here https://www.k-state.edu/sga/judicial/student-code-of-conduct.html. If you experience bias or discrimination, it can be reported here https://www.k-state.edu/report/discrimination/
Wearing of Face Coverings: All students are expected to comply with K-State’s face mask policy. As of August 2, 2021, everyone must wear face masks over their mouths and noses in all indoor spaces on university property, including while attending in-person classes. This policy is subject to change at the university’s discretion. For additional information and the latest on K-State’s face covering policy, see https://www.k-state.edu/covid-19/guidance/health/face-covering.html.
Statement of Copyright: Copyright 2021 as to this syllabus and all course materials and lectures. During this course students are prohibited from selling notes to or being paid for taking notes by any person or commercial firm without the express written permission of the professor teaching this course. In addition, students in this class are not authorized to provide class notes or other class-related materials to any other person or entity, other than sharing them directly with another student taking the class for purposes of studying, without prior written permission from the professor teaching this course
Note: All assigned reading should be completed by the date listed.
[CP] = Online class pack, posted to Canvas [W] = web
[A] = Asynchronous class meeting
|August||M 23||Introduction to ENGL 801; Lang, "In Dispiriting Times, It Helps to Get 'Lost in Thought'"; Gluckman, "How a Department Chair Became America's Covid-19 Correspondent" [CP]|
|The Profession: What's at Stake in Literary Studies?|
|W 25||Altick, "Vocation" (3-13); Graff, "The Scholar in Society" (343-362); Fish, "The War on Higher Education"; Zunshine, "Why Fiction Does It Better"; Harpham, "New Mission for English" [CP]|
F 27 [A]
|Graff and Birkenstein, "They Say / I Say"... (xiv-xxiv; 1-18); Parry, "What's Wrong with Literary Studies"; Aubry, "Should Studying Literature Be Fun?" [CP]|
|Close Reading, Ways of Reading|
|M 30||Marvell, "To His Coy Mistress" [CP]; Guerin, Handbook: "The Formalist Approach" (74-99, 122) and "Textual Scholarship, Genres, and Source Study" (17-25, 30-34, 42-44); “Literature and Linguistics” (169-184)
Response paper (2 pp.) on Marvell due in class
Marvell, continued; Guerin, Handbook: "Historical and Biographical Approaches" (44-47); Garber, Manifesto: "Historical Correctness: The Use and Abuse of History for Literature" (45-69) [CP] Reminder: Meet the Track Heads, 3:30 p.m., Zoom
|F 3||Rossetti, "Goblin Market" [CP]|
|M 6||Labor Day -- No Class|
|W 8||Rossetti, continued; one of the following chapters from Guerin, Handbook: "Materialisms" (125-165); "The Psychological Approach" (202-224); "Mythological and Archetypal Approaches" (225-252); "Feminisms and Gender Studies" (253-300); "Cultural Studies" (305-353); "Postcolonial Studies" (361-381)
Response paper (2 pp.) on Rossetti and your selected chapter due in class
Reminder: Graduate Committees and Writing Projects, 3:30 p.m., Zoom
|F 10||Entering the Conversation: "From Close Reading to Persuasive Argumentation."
Preparation for Paper #1 (4 pp.): Keats, "To Autumn" (Option #1) and Atwood, "Spelling" (Option #2) [CP]; MLA Handbook, "Formatting Your Research Project," "Mechanics of Prose," and "Principles of Inclusive Language" (1-93); The MLA Style Center, "The Formatting of a Research Paper" [CP]; Gibaldi, MLA Handbook 7th Edition: "Thesis Statement" (42-3) [CP]; Graff and Birkenstein, "They Say / I Say"... (47-56; 107-148)
|M 13||Keats, "To Autumn" [CP]
Paper #1 (Option #1) due in class with completed Self-Evaluation Form
|W 15||Atwood, "Spelling" [CP]
Paper #1 (Option #2) due in class with completed Self-Evaluation Form
|F 17||Shelley, Frankenstein (3-105)|
|M 20||Frankenstein (107-161); Mellor, "Possessing Nature: The Female in Frankenstein" (274-286); Brantlinger, "The Reading Monster" (468-476)|
|W 22||Frankenstein; Guerin (58-60, 68-69, 116-121, 150-151, 186-189, 215-216, 284-290, 331-342, 376-378)|
|F 24||Entering the Conversation: "MLA International Bibliography and MLA Style."
MLA Handbook, "Documenting Sources: An Overview," "The List of Works Cited," and "Citing Sources in the Text" (95-286); Gibaldi, MLA Handbook, 7th edition: "Conducting Research" (8-30) [CP]; Wayne Moe, "A Year with the New MLA" [CP] Guest Speaker: Sara Kearns, Academic Services Librarian
|M 27||Entering the Conversation: "Finding the Critical Imperative" and "Writing an Abstract"
Graff and Birkenstein, "They Say / I Say"... (19-46); read and identify thesis claim and sub-claims of Rose, "Custody Battles: Reproducing Knowledge about Frankenstein" [CP]
|Textual Scholarship and Scholarly Editing|
|W 29||Textual editing of Frankenstein: Joseph, "The Composition of Frankenstein" (157-160); Joseph, "The Composition of Frankenstein" (170-173); Mellor, "Choosing a Text of Frankenstein to Teach" (204-211); Shelley, "Introduction to Frankenstein, Third Edition" (165-169)
Abstract of Clark, "Frankenstein; or, The Modern Protagonist" (245-268) [CP] due in class
|F 1 [A]||Nash, "The Culture of Collected Editions: Authorship, Reputation, and the Canon" (1-15); McGann, "On Creating a Usable Future" (182-195) [CP]|
|M 4||Guest Speakers: Greg Eiselein and Anne Phillips, Norton Critical Edition of Little Women; brief textual studies exercise due in class.|
Guest Speaker: Mark Crosby, Blake Archive http://www.blakearchive.org/blake/
|October||F 8 [A]||Guest Speaker: Philip Nel, The Annotated Cat
Seuss, The Cat in the Hat and The Cat in the Hat Comes Back and The Lorax [R]; brief annotation exercise due in class.
|Boundary Crossings (1): Genre|
|M 11||Children's Literature, Cross-Reading, and Audience: Clark, "Kiddie Lit in Academe" (149-157); Byatt, "Harry Potter and the Childish Adult"; Green, "Letter to the Editor"; Pullman, "Carnegie Medal Acceptance Speech"; Michals, “Essay on why English departments should teach and embrace young adult fiction” [CP]|
|W 13||Cobley, "Genre"; Murfin, "Genre"; Abrams, "Genre"; Goldman, from On Drama: Boundaries of Genre, Borders of Self (1-10) [CP]|
|F 15 [A]||Entering the Conversation: "Print and Online Resources for Scholarly Research"
Gibaldi, MLA Handbook, 7th edition, “Research and Writing” (1-50) and “Plagiarism” (51-61)
Paragraph-length description of selected research topic due in class.
|M 18||Dramatic Poetry: Frost, "Home Burial" (792-4); "Two Complimentary Critical Readings: Poirier and Kearns" (1007-9) [CP]|
|W 20||Sanders, "Frost's North of Boston, Its Language, Its People, and Its Poet"; Vogt, "Narrative and Drama in the Lyric: Robert Frost's Strategic Withdrawal"; Bell, "Robert Frost and the Nature of Narrative" [CP]|
|F 22||Entering the Conversation: "Interventions: Identifying Your Critical Imperative"
Graff and Birkenstein, "They Say / I Say"... (57-106); list of five scholarly resources (print or online, formatted in MLA style) for your proposed topic due in class.
|M 25||Entering the Conversation: "Refining Your Focus and Developing Your Thesis Claim"
Abstract of and response to one scholarly article for your paper due in class
|W 27||Redefining Realism: Johnson, "Rambler No. 4"; Woolf, "Modern Fiction"; Woolf, "Kew Gardens" [CP]|
Entering the Conversation: "Writing an Abstract"
|November||M 1||Rhys, Wide Sargasso Sea (9-112); excerpts from Rhys' letters, unpublished mss. & facsimile of mss. (135-149, 155-156)|
Emery, "Modernist Crosscurrents" (161-173); Ramchand, "The Place of Jean Rhys and Wide Sargasso Sea"(181-187); Drake, "Race and Carribean Culture as Thematics of Liberation in Jean Rhys' Wide Sargasso Sea" (193-206); Erwin, "History and Narrative in Wide Sargasso Sea" (207-216)
|U 4||Draft Abstract and Annotated Bibliography for Paper #2 due by the end of the day to Canvas.|
|Boundary Crossings (2): Literary Periods, Anthologies, and the Canon|
F 5 [A]
|Thorpe, "'The Other Side': Wide Sargasso Sea and Jane Eyre" (173-181); Rody, "Burning Down the House..." (217-225); Robbins, “‘Real Politics’ and the Canon Debate” (365-375) [CP]|
|M 8||Entering the Conversation: "Integrating Other Voices into Your Argument" Bring working thesis claim for Paper #2 to class|
|W 10||Besserman, "The Challenge of Periodization: Old Paradigms and New Perspectives" (3-27) and one of the following three chapters from Besserman: Griffin, "A Critique of Romantic Periodization" (133-146); Daleksi, "Thomas Hardy: A Victorian Modernist?" (179-195), and Vendler, "Periodizing Modern American Poetry" (233-244)|
|F 12||Entering the Conversation: "Outlining and Drafting"
Writing Workshop: Prepare your introduction with your thesis, your outline, and your "Works Cited" for class.
|M 15||Entering the Conversation: "Revising"
Writing Workshop: Bring your full paper and your "Works Cited" to class.
|W 17||Entering the Conversation: "Revising"
Writing Workshop: Bring your full paper and your "Works Cited" to class.
|U 18||Paper #2 (10-12 pp.) and revised abstract due by 5 p.m. to to Canvas with completed Self-Evaluation Form.|
|F 19 [A]||"Roundtable: Reviews of The Longman Anthology of British Literature and The Norton Anthology of English Literature" (195-214); Donadio, "Keeper of the Canon" [CP]|
|M 22||No Class -- Thanksgiving Break|
|W 24||No Class -- Thanksgiving Break|
|F 26||No Class -- Thanksgiving Break|
|M 29||Entering the Conversation: "Public Writing"
Dumitrescu, "What Academics Misunderstand about 'Public Writing'"; Gruner, "The Little Suffragist Doll: Cotton, White Supremacy, and Sweet Little Dolls"; Jaffee, "On the Great Exhibition"; Alexis, "Stop Using the Phrase 'Creative Writing'"; Nel, "Dancing on the Manhole Cover: The Genius of Richard Thompson"; Conniff, "What the Luddites Really Fought Against"; Roles, "Fraudulent Fruit in 'Goblin Market'" [CP]
|December||W 1||"Public Writing," cont'd.
Bring your "hook" for your Public Scholarship writing to class.
|F 3 [A]||Public Scholarship Writing due to Canvas.|
|M 6||Entering the Conversation: "Preparing for a Conference Presentation"
Tobin, "How to Make the Most of an Academic Conference" [CP]
|W 8||Panel Presentation|
|F 10||Reflections on ENGL 801 and Literary Studies|