ENGL 801 "Introduction to Graduate Studies"
ENGL 801 is designed to help you develop the following skills:
Reserve, Online, and Video Resources: Along with one required film, 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 meet in person, by phone, or on 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.
Chat GPT/Generative AI: As with other forms of technology, it is likely true that Chat GPT and other Large Language Models (LLMs) that we are calling generative AI will have uses for research and writing practice. One of the central purposes of this class, however, is to help you practice and develop as a writer of graduate level work in English. At the core of that work is the principle that writing is a form of thought. It is one of the main ways that we work through our ideas, that we consider other sources, and that we engage, in detail, with texts of all different kinds. In other words, writing is a process and a method rather than a product. Given our goals, the use of Chat GPT or other AI technology detracts from the class’s purpose to help you develop as a writer and scholar. If there is a way in which you would like to use Chat GPT or AI as part of your writing process, you must meet with me first to discuss it. If such a use is approved, it must be cited in your work.
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: Kansas State University does not require masks while indoors on university property, including while attending in-person classes. 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.
If a student is subjected to discrimination, harassment, or sexual harassment, they are encouraged to make a non-confidential report to the University’s Office for Institutional Equity (OIE) using the online reporting form. Incident disclosure is not required to receive resources at K-State. Reports that include domestic and dating violence, sexual assault, or stalking, should be considered for reporting by the complainant to the Kansas State University Police Department or the Riley County Police Department. Reports made to law enforcement are separate from reports made to OIE. A complainant can choose to report to one or both entities. Confidential support and advocacy can be found with the K-State Center for Advocacy, Response, and Education (CARE). Confidential mental health services can be found with Lafene Counseling and Psychological Services (CAPS). Academic support can be found with the Office of Student Life (OSL). OSL is a non-confidential resource. Academic support can be found with the Office of Student Life (OSL). OSL is a non-confidential resource. A comprehensive list of resources is available at https://www.k-state.edu/oie/resources.html. If you have questions about non-confidential and confidential resources, please contact OIE at email@example.com or (785) 532–6220
Statement Regarding Discrimination, Harassment, and Sexual Harassment: Kansas State University is committed to maintaining academic, housing, and work environments that are free of discrimination, harassment, and sexual harassment. Instructors support the University’s commitment by creating a safe learning environment during this course, free of conduct that would interfere with your academic opportunities. Instructors also have a duty to report any behavior they become aware of that potentially violates the University’s policy prohibiting discrimination, harassment, and sexual harassment (PPM 3010).
Statement of Copyright: Copyright 2023 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
[A] = Asynchronous class meeting
|August||T 22||Introduction to ENGL 801; Lang, "In Dispiriting Times, It Helps to Get 'Lost in Thought'"; Reisz, "What Can the Humanities Offer in the COVID Era?" [CP]|
|The Profession: What's at Stake in Literary Studies?|
|Altick, "Vocation" (3-13); Graff, "The Scholar in Society" (343-362) [CP]|
F 25 [A]
|Robbins, "John Guillory's Nonalignment Pact"; Guillory, "We Cannot All be Edward Said"; Parry, “What’s Wrong with Literary Studies?”; Serpell, "The Banality of Empathy"; Zunshine, "Why Fiction Does It Better" [CP]|
|Close Reading, Ways of Reading|
|T 29||Wheatley, "On Being Brought From Africa to America"; Cowper, "The Negro's Complaint" [CP]; Parker, How to Interpret Literature: "New Criticism" (11-42); "Structuralism" (43-86); "Deconstruction" (87-113); "Reader Response" (354-378)
Response paper (2 pp.) on Wheatley due to Canvas by start of class
Young, "On Being Brought from Africa to America" from "Homage to Phillis Wheatley"; Parker, How to Interpret Literature: "Historicism and Cultural Studies" (268-296); Garber, Manifesto: "Historical Correctness: The Use and Abuse of History for Literature" (45-69) [CP]
|W 30||Reminder: Meet the Track Heads for 1st Year graduate students, 3:30 p.m., ECS 017 and Zoom|
F 1 [A]
|Rossetti, "Goblin Market" [CP]|
|T 5||Rossetti, continued; one of the following chapters from Parker, How to Interpret Literature: "Psychoanalysis" (114-150); "Feminism" (151-190); "Queer Studies" (191-228); "Marxism" (229-267); "Postcolonial and Race Studies" (297-353); "Environmental Criticism and Disability Studies" (379-407)
Response paper (2 pp.) on Rossetti and your selected chapter due to Canvas by start of class
|W 6||Reminder: Graduate Committees and Writing Projects for 2nd Year graduate students, 3:30 p.m., Zoom|
|F 8 [A]||Entering the Conversation: "From Close Reading to Persuasive Argumentation."
Preparation for Paper #1 (4 pp.): Soyinka, "Telephone Conversation" (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)
|T 12||Soyinka, "Telephone Conversation"; Atwood, "Spelling" [CP]
Paper #1 (Option #1 and Option #2) due to Canvas by start of class with completed Self-Evaluation Form
|F 15 [A]||Shelley, Frankenstein (5-110)|
|T 19||Frankenstein (111-168); from the 3rd Norton Critical Edition: Brantlinger, “The Reading Monster” (451-460); Mellor, from “Frankenstein, Racial Science, and the Yellow Peril” (483-491); Morton, “Frankenstein and Ecocriticism” (523-538). Also: Lepore, “The Strange and Twisted Life of ‘Frankenstein’” [CP]|
|F 22 [A]||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]; Guest Speaker: Sara Kearns, Academic Services Librarian
|T 26||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|
|Textual editing of Frankenstein: from the 3rd Norton Critical Edition: Shelley, “Introduction to Frankenstein, Third Edition” (217-222); "From The Frankenstein Notebooks" (244-247); Robinson, "Texts in Search of an Editor: Reflections on The Frankenstein Notebooks and on Editorial Authority" (248-254); James, "Changes Between the 1818 and 1831 Editions of Frankenstein" (254-294); Mellor, "Choosing a Text of Frankenstein to Teach" (295-301)|
|U 28||Abstract of Clark, "Frankenstein; or, The Modern Protagonist" (245-268) [CP] due to Canvas by 11:59 p.m.|
|F 29 [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 [CP]; brief annotation exercise due to Canvas.
|T 3||Guest Speakers: Greg Eiselein and Anne Phillips, Norton Critical Edition of Little Women; brief textual studies exercise due in class.
Guest Speaker: Abby Knoblauch: Young, "Should Writers Use They Own English?"; LeMesurier, "Winking at Excess: Racist Kinesiologies in Childish Gambino's 'This Is America'"; Fish, "What Should Colleges Teach?" [CP]
|October||F 6 [A]||Guest Speaker: Mark Crosby, Blake Archive http://www.blakearchive.org/blake/
Kirschenbaum, "What is Digital Humanities and What's It Doing in English Departments?"; Benton, "Authoritative Online Editions" [CP]
|Boundary Crossings (1): Genre|
|T 10||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"; Capshaw, "Digging Up Whiteness" [CP]|
|Cobley, "Genre"; Murfin, "Genre"; Abrams, "Genre"; Goldman, from On Drama: Boundaries of Genre, Borders of Self (1-10); Rothman, "A Better Way to Think about the Genre Debate" [CP]|
|F 13 [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 to Canvas by 11:59 p.m CT.
|T 17||Cultural Studies and Film: Veritgo(1958); Mulvey, "Visual Pleasure and Narrative Cinema"; Jackson, "The Invention of the Male Gaze"; Ravetto-Biagioli, "Veritgo and the Vertiginous History of Film Theory" (101-141); Greven, "The Dark Side of Blondeness: Vertigo and Race" (59-79) [CP]|
|F 20 [A]||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.
|T 24||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
Redefining Realism and Representation: Le, "Love and Honor and Pity and Pride and Compassion and Sacrifice"; Thomas, from The Dark Fantastic; Díaz, “MFA vs. POC”; Valdes, "Inside the Push to Diversify the Book Business”; Grossman, Young, and Spahr, "Who Gets to Be a Writer?"; So and Wezerek, "Just How White is the Book Industry?" [CP]
|F 27 [A]||
Entering the Conversation: "Writing an Abstract"
|November||T 31||Tan, The Arrival (2006); critical readings on The Arrival: Tan, from Viewpoint Magazine (2006), Buuck and Ryan, "Looking beyond the Scenes: Spatial Storytelling and Masking in Shaun Tan's The Arrival"; Koçak and Sarıkaya, "Graphic Polyphony in Shaun Tan's The Arrival"; Dudek, "Silent Sequences and Ontological Entanglement in Shaun Tan's The Arrival and Pat Grant's Blue" [CP]
Response on critical readings (2 pp.) due to Canvas by start of class.
|November||F 3 [A]||Draft Abstract and Annotated Bibliography for Paper #2 due to Canvas by 11:59 p.m. CT|
|Boundary Crossings (2): Literary Periods, Anthologies, and the Canon|
|T 7||Entering the Conversation: "Integrating Other Voices into Your Argument" Bring working thesis claim for Paper #2 to class.|
|Hayot, "Against Periodization"; Sehgal, "Is Amazon Changing the Novel?" [CP]|
|F 10 [A]||Entering the Conversation: "Outlining and Drafting"
Writing Workshop: Your introduction with your thesis, your outline, and your "Works Cited"due to Canvas by 9:00 a.m. CT
|T 14||Entering the Conversation: "Revising"
Writing Workshop: Bring your full paper and your "Works Cited" to class.
|U 16||Paper #2 (10-12 pp.) and revised abstract due by 5 p.m. to to Canvas with completed Self-Evaluation Form.|
|F 17 [A]||"Roundtable: Reviews of The Longman Anthology of British Literature and The Norton Anthology of English Literature" (195-214); Morris, "Who Gets to Decide What's in the Canon?" [CP]|
|T 21||No Class -- Thanksgiving Break|
|F 25 [A]||No Class -- Thanksgiving Break|
|T 28||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]
Bring your "hook" for your Public Scholarship writing to class.
|F 2 [A]||Public Scholarship Writing due to Canvas by 11:59 p.m. CT|
|T 5||Entering the Conversation: "Preparing for a Conference Presentation"
Tobin, "How to Make the Most of an Academic Conference" [CP]
Guest speaker: Traci Brimhall
~ Extra Synchronous Class Session at 7:05-8:15 p.m. CT ~