English 20503 1

English 20503, Sections 56 & 65

Major American Writers

Writing for Social Reform in the USA,

Colonial Times to the Present

Fall 2011
Sec. 56, T & Th, 2-3:20 PM
Sec. 65, T & Th, 3:30-4:50 PM
Reed Hall 417

Ms. Larisa S. Asaeli l.asaeli@tcu.edu

Lincoln Meets Stowe
by Bruno Lucchesi
(pronounced Aah-sigh-el- ee)
Reed Hall 402 · Ph. 817-257-5311 (office)
Office hours: Tues., 1-2 PM & Thurs., 5-6 PM & by appointment
Course Description

When Harriet Beecher Stowe first met President Abraham Lincoln, he

is reported to have said, “So you are the little woman who wrote the book that started this great
war!'” And while it open to debate that Stowe did start the American Civil War, her novel, Uncle
Tom's Cabin was tremendously important in promoting the abolitionist cause and ending slavery in
the United States.

Even before Stowe, American writers were advocating social change for their own lives, the lives of
Native Americans, immigrants, children, and promoting issues such as education, civil liberties, equal
pay for equal work, suffrage, marriage reform, and freedom from gender discrimination. This course
will examine different literary genres (essays, poems, novels, short stories, and visual texts) to
examine how Americans have advocated for social change from Colonial times to the present.
Meets requirements for LT & HUM.
This syllabus represents my current plans and objectives. As we go through the semester, those plans may need to
change to enhance the class learning opportunity. Such changes, communicated clearly, are not unusual and
should be expected.

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Guiding Questions
 What is an American?
 What literary/textual products do Americans create?
 What is the American Dream?
 What needs to be reformed in the USA? And why?
 What is reader response theory and how does it inform our reading of texts?
 What about other critical frameworks or theories?

Required Texts

Bedford Anthology of American Literature, Volumes 1 & 2, Edited by Susan Smith Belaso
ISBN 9780312482992 & 9780312412081
Uncle Tom's Cabin; Or Life Among the Lowly (1852) by George Aiken based on the novel by
Harriet Beecher Stowe ISBN: 9780937657492
Writing about Literature, by Janet E. Gardner, 2nd edition, 2009 MLA updated
ISBN: 9780312607579

Other Required Reading

 Handouts & readings for class work
 Handouts from classmates' presentations
 Online postings on class site
 Images and video clips posted on class site

Learning Outcomes & Objectives

TCU's mission is “To educate individuals to think and act as ethical leaders and responsible
citizens in the global community.” The learning outcomes for this course are based on that
mission statement and the Core outcomes that will help us fulfill that mission. Outcomes are
the “take aways” or measurable skills, abilities, knowledge, and values you should do or
demonstrate from completing this course.
Course Specific Learning Objectives
 Explore how race, class, and gender influence literary production and interpretation.
 Consider how literary studies contributes to new understandings of the past.
 Familiarization with genres, forms, conventions, and other special uses of language in
reform writing in the United States of America.
 Acquire and implement the skills of critical reading and intelligent discussion.
 Work in small groups and collaborate with classmates.

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Literary Traditions (LT)

 Learning Outcome: Students will demonstrate an understanding of literature as it
impacts and/or reflects society and the individual.
 Action Steps: examine the role of this material in reflecting and influencing
society.
 Students will read and analyze fiction, drama, poetry, etc., and then relate this
study to the individual condition, whether of characters, or the students
themselves.
 Students will examine the interrelationships of the individual, cultural milieu,
and society by reading and analyzing fiction, drama, poetry, etc.
 Learning Outcome: Students will demonstrate an understanding of how literature
also constructs human cultures.
 Action Steps: Students will examine the interrelationships of the individual,
cultural milieu, and society by reading and analyzing fiction, drama, poetry,
etc.
 Students will apply broad contextual understanding of literary works to
contemporary life and cultural situations.
 Students will read and analyze fiction, drama, poetry, etc., and then explore
how meaningful language might construct culture.
Humanities (HUM)
 Learning Outcome: Students will be able to analyze representative texts of
significance and to practice critical analysis of work at the center of the humanities.
 Action Steps: Students will explore texts in terms of multiple cultural heritages,
aesthetic approaches, and/or ideological perspectives;
 Students will practice the problem-solving skills of critical reading and
interpretation;
 Students will critically examine and appraise diverse ideas.
 Students will use analytical tools to write logically coherent, informed, and
persuasive prose.
 Learning Outcome: Students will demonstrate a critical ability to analyze questions
about the nature and value of human life as embodied in the traditions of the
humanities
 Action Steps: Students will identify, explore and evaluate representative products
of human culture and human intellect to discern expressions about the nature
and value of human life.
 Students will identify and compare the characteristics of human life reflected in
the products of human culture.
 Students will articulate their analysis of the products of human culture in logically
coherent, informed, and persuasive prose.

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Major Assignments (expanded assignment descriptions will be posted online)

Please note – this course is “paperless,” meaning you will submit all assignments through our
course site's Drop Box. All graded assignments will be returned to you this way. The only paper
you will turn in will be for quizzes and exams.
 Reading quizzes: 10%. 6 quizzes, (with 1 optional/bonus quiz). Usually 5-10 multiple
choice or matching questions to prepare you for class discussion and give you an
incentive to complete the reading.
 Blog/Reading Journals: 15%. 15 entries, 12 of your own, and three responses to
classmates. These entries are less formal writing that should show you not only read
the assigned reading, but were able to make significant connections between the
text and other texts (such as previous readings, current events, or personal
experiences). This is a space to do some deep thinking about the text or ask more
questions about it, that will help you prepare for class discussions, quizzes, and
exams. It is also a space to show off your skills in writing in “New Media.” The design
of your blog will be important, though your focus should be on content. You can
make your blog through sites such as Blogger or Weebly . You will need to subscribe
to our class blog as well since that is where the online journal/blog prompts will be
posted. Details about the blog postings and grading criteria will be posted on the
class blog and on our class site.
 Midterm Exam: 15% on readings up through week 8. The test will feature multiple
choice, matching, and short answer questions.
 Presentation & Short Paper: 10% & 10% You will present a critical reading of a short
text (from an approved list) using New Media, such a PowerPoint or Movie Maker.
Then you will write a short paper extending your critical reading from your
presentation. Ideally, you should turn in the paper the week after you complete your
presentation. Papers must be submitted through the drop box on Pearson Learning
Studio. More details to come.
 Final Project: 20% There will be three options to choose from for this assignment; a
traditional research paper, an annotated bibliography, or a creative project &
presentation. More details to come.
 Final Exam: 15% On readings from week 9-15. The test will feature multiple choice,
matching, and short answer questions. Given on the final exam day (see the schedule
here: http://www.reg.tcu.edu/cal_exam_fall.asp)
 Professionalization: 5% This grade reflects how well you participate in class
discussions, how often you come to class, how well you communicate with your
professor, quality responses to classmates' blogs, and how “professional” you are in
all class-related interactions.
Instructional Methods
 This course will be structured as a lecture class, with group learning activities and

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student presentations. A typical class day will include a quiz, discussion based on
journal entries, a student presentation, lecture about assigned reading, audiovisual
presentations, activities/work with the literature, and pointers about writing.
 Taking notes will prepare you for exams and other writing activities. Please bring
notebook paper and pens or pencils for note taking and in-class writing activities.
 No Laptops are allowed in class unless we are doing an in-class writing activity or if I
have told you to bring your laptops to class that day.

Course Policies and Requirements

Grading: It is important to remember that simply fulfilling the minimum requirements of the
course warrants an average grade (as in C), not an A. Coming to class every day and doing
assignments is not something that earns “extra credit” or an automatic A; it’s expected by
your being in the course. A higher grade will be based on the distinctive quality and
development of your work, on your ability to engage critically with a text, and on a
willingness to explore new subjects, genres, and techniques.

Grading Scale A= excellent, outstanding 4 A- 3.67

B+ 3.33 B =exceeds expectations (with some excellent 3 B- 2.67
aspects)
C+ 2.33 C=satisfactory, meets expectations 2 C- 1.67
D+ 1.33 D=poor 1 D- 0.67

Students who take the course for Pass/No Pass will merely receive a “pass” or “no pass”
grade on their assignments. You can access grades online at our Pearson Learning Studio
site (formerly eCollege).

Attendance: Regular attendance is necessary to your success in this course. It is university

policy that only official university absences are excused. Students representing TCU in a
university-mandated activity that requires missing class should provide official
documentation of schedules and turn in work in advance. Absences will reduce your grade.
After three unexcused absences, half a letter grade will be subtracted from your
professionalism grade for each additional absence (i.e.: if you are at a B and miss two
classes, your would be a B-, with three, a C+, with four, a C, etc). If you have more than 4
absences, I will notify Campus Life Office. Attendance is essential to success in this class.
Also, no assignments will be accepted if you miss class the day it is due. Students whose
absences are due to circumstances beyond their control may appeal this policy by
scheduling a meeting with the Director of Composition. Generally, the Director of

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Composition does not excuse additional absences without documentation. To do well in this
course, you must come to class.

Tardies: Please be on time for class. Students who are tardy (five minutes late or more) are
a distraction to the whole class. And being late is not professional behavior. Keep in mind
that missed in-class work cannot be made up.

Late Work: Journals are due before class. Writing assignments are due to the drop box by
11:59 PM on the days specified on the schedule. Quizzes and exams can only be taken in class
on the days noted. Work will not be accepted after that. If you know you will be missing a
class, you need to submit the assignment ahead of time. This course relies heavily on
technology, so you will need to have reliable access to the internet, which is always available
in several places (including the library) on campus. Problems with technology (i.e.:
computer crash, printer malfunction, internet connectivity issues, etc.) are not acceptable
excuses for submitting late work. Plan ahead to avoid last minute crises. Note: Exceptions
will be made for extenuating circumstances such as those with documentation and/or natural
disasters and so forth.

Classroom Atmosphere: Our classroom is a place where all of us can share our ideas,
thoughts, and questions without fear or embarrassment. Let's show respect for each other
and be kind.

Office Hours: During the office hours posted above, I will be in my office and available to
talk with you about any questions, comments, or concerns you have about the course.
Please stop by and see me during these hours—that time is yours. If the hours don’t work
for you, come make an appointment with me.

Technologies: Please turn cell phones and any other electronics off during class. You’ll be
notified in advance if you should bring laptops to class for work; otherwise, keep them
closed during class. Texting, checking Facebook, etc. from your phone or computer means
you’re not engaging in the daily activities of our course. If you are using your electronics
during class, it will negatively impact your professionalization grade (and your final grade).
When you are in class, be “in” class – alert, attentive, and ready to contribute.

Disabilities Statement: http://www.acs.tcu.edu/disability_documentation.asp.

Texas Christian University complies with the Americans with Disabilities Act and Section 504
of the Rehabilitation Act of 1973 regarding students with disabilities. Eligible students
seeking accommodations should contact the Coordinator of Student Disabilities Services in
the Center for Academic Services located in Sadler Hall, 1010. Accommodations are not
retroactive, therefore, students should contact the Coordinator as soon as possible in the

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term for which they are seeking accommodations. Further information can be obtained from
the Center for Academic Services, TCU Box 297710, Fort Worth, TX 76129, or at (817) 257-
6567. Adequate time must be allowed to arrange accommodations and accommodations are
not retroactive; therefore, students should contact the Coordinator as soon as possible in
the academic term for which they are seeking accommodations. Each eligible student is
responsible for presenting relevant, verifiable, professional documentation and/or assessment
reports to the Coordinator. Students with emergency medical information or needing special
arrangements in case a building must be evacuated should discuss this information with
their instructor/professor as soon as possible.

Academic Misconduct: (Sec. 3.4 from the Student Handbook) –Any act that violates the
academic integrity of the institution is considered academic misconduct. The procedures
used to resolve suspected acts of academic misconduct are available in the offices of
Academic Deans and the Office of Campus Life and are listed in detail in the Undergraduate
Catalog (Student Policies>Academic Conduct Policy Details;
http://catalog.tcu.edu/undergraduate/). Specific examples include, but are not limited to:

 Cheating: Copying from another student’s test paper, laboratory report, other
report, or computer files and listings; using, during any academic exercise, material
and/or devices not authorized by the person in charge of the test; collaborating with
or seeking aid from another student during a test or laboratory without permission;
knowingly using, buying, selling, stealing, transporting, or soliciting in its entirety or
in part, the contents of a test or other assignment unauthorized for release;
substituting for another student or permitting another student to substitute for
oneself.
 Plagiarism: The appropriation, theft, purchase or obtaining by any means another’s
work, and the unacknowledged submission or incorporation of that work as one’s
own offered for credit. Appropriation includes the quoting or paraphrasing of
another’s work without giving credit therefore.
 Collusion: The unauthorized collaboration with another in preparing work offered for
credit.

Netiquette: Communication Courtesy Code All members of the class are expected to follow
rules of common courtesy in all email messages and other online work. If I deem any of
them to be inappropriate or offensive, I will forward the message to the Chair of the
department and the online administrators and appropriate action will be taken, not
excluding expulsion from the course. The same rules apply online as they do in person. Be
respectful of other students. Foul discourse will not be tolerated. See the following link
concerning "netiquette" for more information: http://www.albion.com/netiquette/
Participating in the virtual realm, including social media sites and shared-access sites

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sometimes used for educational collaborations, should be done with honor and integrity.
You can read more here: http://macaulay.cuny.edu/community/honorable-
technology/guidelines/

Fall 2011 · Texas Christian University