Welcome to the Course & Syllabus

Welcome to our English 3923, World Lit from 1700 for the pandemic Fall 2020 semester! Obviously, this class will be very different from our typical literature seminars, in that we will only have a physical class once a week, followed by two on-line days where I'll try to guide you through reading, questions, and short lecture videos. I can promise you that you won't have more work than usual (if possible, you might have a little less), and I'll work hard to streamline our experience so that it feels consistent and coherent. If you have any questions, or simply need help understanding what's going on, don't hesitate to contact me at any time.

NOTE: Two syllabi follow, the one for students attending class on Monday first, and then the one for students attending on Wednesday. If you're attending on Wednesday, just scroll past the first one. I'll be handing out physical copies next week as well. 

English 3923, World Literature from 1700

Section 1: Meeting on Monday (W/F on the blog)

Fall 2020 / Dr. Joshua Grasso

 

Hours: M 9:00-9:50

Office: Horace Mann 348

Office Hours: After class or by appointment

E-mail: jgrasso@ecok.edu        (Phone: X430)

 

Course Blog: Be sure to bookmark our class blog, “ecuworldlit.blogspot.com” for future reference. I’ll post all your daily readings, questions, and assignments here (we don’t use

Blackboard).

 

Course Description: This course charts the global phenomenon of ‘literature’ as it became a call-and-response between Europe and the outside (and often colonized) world. Literature has variously been used to emancipate and indoctrinate, both as a tool of colonization and the means for staging a rebellion. The works in this class will show both sides of the story, as writers grapple with their own values and taboos, and attempt to stage these for an increasingly middle-class audience. From poetry to plays to novels, we’ll discuss how different authors and historical periods viewed the raw material of literature, and whether they still have the power to move, disturb, and inspire modern readers (who are reading them in translation, no less!).

 

Required Texts:  (you can get any edition, though translations will differ, so what we discuss in class (or what I post on the blog) might be different from what you read. That’s okay, but don’t be surprised!)

• Prevost, Manon Lescaut (Penguin)
• Chekhov, The Plays of Anton Chekhov (Harper)
• Cavafy, The Collected Poems (Oxford)
• Soseki, Botchan (Penguin)
• Naipaul, Miguel Street (Vintage)
• Duras, The Lover (Pantheon)

 

Required Work (out of 100 points):

• Attendance: see below
• Reading Questions: 30 pts.
• Video Responses: 20 pts.
• Rough Papers (2): 20 pts. (10 each)
• Proper Papers (2): 30 pts. (15 each)

 

Class Attendance: Because of the COVID situation, we can’t meet as a normal MWF class. This means you only have to attend class on Monday, while the other two days are conducted on our class blog. Even so, there is the possibility that you or I could get sick, or that someone you know might get sick, and you might have any number of reasons for needing to miss class. Because of that, I won’t count absences in the course. That said, this is designed as a discussion-based class, so the more we can talk as a group and explore ideas, the more you’ll understand and appreciate the reading. So come as often as you can, and I’ll be here to guide you through these wonderful, but often challenging, texts. If you can’t come to class, or have to start missing classes, you’ll have a wealth of material on-line to help you, so don’t worry. And of course you can e-mail me with questions or simply to discuss difficult passages.

 

Reading/Discussion Questions: Once a week, I’ll post a reading from one of the books, along with a series of questions (always 4, and you get to choose 2 to answer). The questions are designed to help you read more actively (rather than skimming) and to engage in a dialogue with the book. Ideally, reading should be more about “thinking” and “looking” than simply skimming. The questions are due via e-mail by the next In-Class Discussion, which is always on a Monday (see course schedule). Even on Labor Day (when class is cancelled) the questions are still due on Monday, since you’re just e-mailing them to me.

 

Lecture Video Comments: Also once a week, I’ll post a short video lecture (no more than 15-18 minutes) on one of the readings in class. The goal of this lecture is to highlight a specific passage or idea that is particularly important to the reading. After you watch the video, I’ll give you a brief question to respond to, which is less focused than the normal discussion questions. Typically, the questions will connect to more modern issues or ask you to think about ‘big picture’ ideas related to the text. You should post your response as a COMMENT on the blog post (I’ll show you how to do this), so that other students can read your responses and we can replicate an in-class discussion.

 

NOTE: The temptation to simply read a few comments (instead of watching the video) and restating what others have said may be strong when you’re low on time and sleep. However, I’ll be reading all of these responses, and if you’re just cut and pasting someone else’s response, or simply repeating it, I won’t give you credit for the response. It’s always better to be honest and even to be confused than to cheat. I’m never looking for ‘right answers,’ so instead simply try to think out loud and grapple with the question. No one has to answer this question in quite the same way.

 

Rough Papers (2): These are designed as shorter, more ‘messy’ papers where you’re responding to some basic ideas from one of the books. I won’t expect as much on these papers, and it’s a great way to start experimenting with some of the ideas/approaches to use on the longer papers below. You’ll get these assignments at least a week before they’re due (as they require less preparation).

 

Proper Papers (2): “Proper” only in the sense that I will ask a little more of you—more connections, more texts, and more sources. I’ll want to see you flex your muscles a little and consider some of the larger implications of our in-class discussions and written responses. You’ll get these assignments at least two weeks before they’re due (as they require a little more preparation).

 

THE FINE PRINT

1.       You must buy all the books for the course. Trying to use on-line summaries will doom you to vague, uninformed responses. If the goal of any class is to become more engaged with the material, reading the books is essential. Read and enjoy the material. :)

2.       If you miss class, check the blog to see if there are any new assignments or material. You can also e-mail me if the blog hasn’t been updated to be sure.

3.       When you e-mail work to me, check the attachments carefully. If I can’t open it (or it’s simply not attached) it doesn’t count. I will contact you if this happens, but the clock is ticking...if you turn in an e-mail without an attachment at 4:59 and the paper is due at 5, it might be late!

4.       If you have any kind of emergency, please contact me as soon as possible. If I know you’re going through something difficult, I can work with you and help you get the work. If you only tell me weeks or months later, it’s too late.

5.       The COVID situation can change our class dynamic at any time. If you’re confused by what’s going on or feel you can’t complete the work, etc., please contact me first. Let’s talk through it to make sure it’s not as bad (or as hard) as you think. I’m always available by e-mail and will respond within an hour or two at most (unless you e-mail me at one o’clock in the morning!).

6.       Academic Integrity link: https://www.ecok.edu/sites/default/files/siteContent/administration/academic-affairs/documents/AcademicIntegrityPolicy.pdf

 

ADA Statement: East Central University is committed to providing equal access to University programs and services for all students. Under university policy and federal and state laws, students with documented disabilities are entitled to reasonable accommodations. If any member of the class has a documented disability requiring academic accommodations, he or she should report to the Office of Disability Services.  A student seeking reasonable accommodations originating from a documented disability must register with the Office of Disability Services so that said accommodations may be provided. Contact the Academic Affairs Office if any assistance is needed in this process.

 

Tentative Course Calendar (subject to change)

 

AUGUST

M 17                Introduction to the Course

W 19               Blog: Video, “Falling in Love in the Enlightenment”

F 21                 Blog: Reading/Questions for Manon Lescaut, Preface-Chapter III

 

M 24                In-Class Discussion for Manon Lescaut, Preface-Chapter III

W 26               Blog: Reading/Questions for Manon Lescaut, Chapters IV-VI

F 27                 Blog: Video, Manon Lescaut, Chapters VII-IX

 

M 31                In-Class Discussion for Manon Lescaut, Chapters IV-IX

 

SEPTEMBER

W 2                 Blog: Reading/Questions for Manon Lescaut, Chapters X-XII

F 4                   Blog: Video, Manon Lescaut, Chapter XIII

 

M 7                  In-Class Discussion for Manon Lescaut, Chapters X-XIII

W 9                 Blog: Reading/Questions for The Seagull, Act One

F 11                 Blog: Video, The Seagull, Act One [performance Rough Paper #1 due by

5pm  

 

M 14                In-Class Discussion for The Seagull, Act One  

W 16               Blog: Reading/Questions for The Seagull, Act Two

F 18                 Blog: Video, The Seagull, Act Three  

 

M 21                In-Class Discussion for The Seagull, Acts Two & Three

W 23               Blog: Reading/Questions for The Seagull, Act Four

F 25                 Blog: Video, The Seagull, Act Four

 

M 28                In-Class Discussion for The Seagull, Act Four

W 30               Blog: Video, “Japan and The Eastern Tradition”

F 2                   Blog: Reading/Questions for Botchan, Part I

 

OCTOBER

M 5                  In-Class Discussion for Botchan, Part I

W 7                 Blog: Reading/Questions for Botchan, Part II

F 9                   Proper Paper #1 due by 5pm

 

M 12                In-Class Discussion for Botchan, Part II

W 14               Blog: Video, Botchan, Part III

F 16                 Fall Break

 

M 19                In-Class Discussion for Botchan, Part III

W 21               Blog: Reading/Questions for Botchan, Part IV

F 23                 Blog: Video, Botchan, Part V

 

M 26                In-Class Discussion for Botchan, Parts IV & V

W 28               Blog: Video, “The Postcolonial Nation”

F 30                 Blog: Reading/Questions for Miguel Street: “Bogart,” “The Thing Without

a Name,” “His Chosen Calling”

 

NOVEMBER

M 2                  In-Class Discussion for Miguel Street (stories above)

W 4                 Blog: Reading/Questions for Miguel Street: “Man-Man,”

“B.Wordsworth,” “The Pyrotechnicist”

F 6                   Blog: Video, Miguel Street, “B.Wordsworth”

 

M 9                  In-Class Discussion for Miguel Street (stories above)

W 11               Blog: Reading/Questions for Miguel Street: “Titus Hoyt, I.A.,” “The Blue

Cart,” “The Mechanical Genius”

F 13                 Rough Paper #2 due by 5pm

 

M 16                In-Class Discussion for Miguel Street (stories above)

W 18               Blog: Reading/Questions for The Lover, Part I

F 20                 Blog: Video, The Lover, Part II

 

M 23                In-Class Discussion for The Lover, Parts I & II

W 25               Thanksgiving Break

F 27                 Thanksgiving Break

 

M 30                In-Class Discussion for The Lover, Part III

 

DECEMBER

W 2                 Blog: Video, The Lover, Part IV

F 4                   Work on Final Paper

 

Proper Paper #2 due TBA

English 3923, World Literature from 1700

Section 2: Meeting on Wednesday

(M/F on the blog)

Fall 2020 / Dr. Joshua Grasso

 

Hours: W 9:00-9:50

Office: Horace Mann 348

Office Hours: After class or by appointment

E-mail: jgrasso@ecok.edu        (Phone: X430)

 

Course Blog: Be sure to bookmark our class blog, “ecuworldlit.blogspot.com” for future reference. I’ll post all your daily readings, questions, and assignments here (we don’t use Blackboard).

 

Course Description: This course charts the global phenomenon of ‘literature’ as it became a call-and-response between Europe and the outside (and often colonized) world. Literature has variously been used to emancipate and indoctrinate, both as a tool of colonization and the means for staging a rebellion. The works in this class will show both sides of the story, as writers grapple with their own values and taboos, and attempt to stage these for an increasingly middle-class audience. From poetry to plays to novels, we’ll discuss how different authors and historical periods viewed the raw material of literature, and whether they still have the power to move, disturb, and inspire modern readers (who are reading them in translation, no less!).

 

Required Texts:  (you can get any edition, though translations will differ, so what we discuss in class (or what I post on the blog) might be different from what you read. That’s okay, but don’t be surprised!)

• Prevost, Manon Lescaut (Penguin)
• Chekhov, The Plays of Anton Chekhov (Harper)
• Cavafy, The Collected Poems (Oxford)
• Soseki, Botchan (Penguin)
• Naipaul, Miguel Street (Vintage)
• Duras, The Lover (Pantheon)

 

Required Work (out of 100 points):

• Attendance: see below
• Reading Questions: 30 pts.
• Video Responses: 20 pts.
• Rough Papers (2): 20 pts. (10 each)
• Proper Papers (2): 30 pts. (15 each)

 

Class Attendance: Because of the COVID situation, we can’t meet as a normal MWF class. This means you only have to attend class on Monday, while the other two days are conducted on our class blog. Even so, there is the possibility that you or I could get sick, or that someone you know might get sick, and you might have any number of reasons for needing to miss class. Because of that, I won’t count absences in the course. That said, this is designed as a discussion-based class, so the more we can talk as a group and explore ideas, the more you’ll understand and appreciate the reading. So come as often as you can, and I’ll be here to guide you through these wonderful, but often challenging, texts. If you can’t come to class, or have to start missing classes, you’ll have a wealth of material on-line to help you, so don’t worry. And of course you can e-mail me with questions or simply to discuss difficult passages.

 

NOTE: If you come to class, wear a mask. It’s for your own safety and to put other people at ease. If you object to wearing a mask, remember, there’s no attendance policy. You can simply do the work on-line, even though you’ll miss the benefit of our discussions and connections. However, you won’t be penalized if you decide not to come for these (or other) reasons.

 

Reading/Discussion Questions: Once a week, I’ll post a reading from one of the books, along with a series of questions (always 4, and you get to choose 2 to answer). The questions are designed to help you read more actively (rather than skimming) and to engage in a dialogue with the book. Ideally, reading should be more about “thinking” and “looking” than simply skimming. The questions are due via e-mail by the next In-Class Discussion, which is always on a Monday (see course schedule). Even on Labor Day (when class is cancelled) the questions are still due on Monday, since you’re just e-mailing them to me.

 

Lecture Video Comments: Also once a week, I’ll post a short video lecture (no more than 15-18 minutes) on one of the readings in class. The goal of this lecture is to highlight a specific passage or idea that is particularly important to the reading. After you watch the video, I’ll give you a brief question to respond to, which is less focused than the normal discussion questions. Typically, the questions will connect to more modern issues or ask you to think about ‘big picture’ ideas related to the text. You should post your response as a COMMENT on the blog post (I’ll show you how to do this), so that other students can read your responses and we can replicate an in-class discussion.

 

NOTE: The temptation to simply read a few comments (instead of watching the video) and restating what others have said may be strong when you’re low on time and sleep. However, I’ll be reading all of these responses, and if you’re just cut and pasting someone else’s response, or simply repeating it, I won’t give you credit for the response. It’s always better to be honest and even to be confused than to cheat. I’m never looking for ‘right answers,’ so instead simply try to think out loud and grapple with the question. No one has to answer this question in quite the same way.

 

Rough Papers (2): These are designed as shorter, more ‘messy’ papers where you’re responding to some basic ideas from one of the books. I won’t expect as much on these papers, and it’s a great way to start experimenting with some of the ideas/approaches to use on the longer papers below. You’ll get these assignments at least a week before they’re due (as they require less preparation).

 

Proper Papers (2): “Proper” only in the sense that I will ask a little more of you—more connections, more texts, and more sources. I’ll want to see you flex your muscles a little and consider some of the larger implications of our in-class discussions and written responses. You’ll get these assignments at least two weeks before they’re due (as they require a little more preparation).

 

THE FINE PRINT

1.       You must buy all the books for the course. Trying to use on-line summaries will doom you to vague, uninformed responses. If the goal of any class is to become more engaged with the material, reading the books is essential. Read and enjoy the material. :)

2.       If you miss class, check the blog to see if there are any new assignments or material. You can also e-mail me if the blog hasn’t been updated to be sure.

3.       When you e-mail work to me, check the attachments carefully. If I can’t open it (or it’s simply not attached) it doesn’t count. I will contact you if this happens, but the clock is ticking...if you turn in an e-mail without an attachment at 4:59 and the paper is due at 5, it might be late!

4.       If you have any kind of emergency, please contact me as soon as possible. If I know you’re going through something difficult, I can work with you and help you get the work. If you only tell me weeks or months later, it’s too late.

5.       The COVID situation can change our class dynamic at any time. If you’re confused by what’s going on or feel you can’t complete the work, etc., please contact me first. Let’s talk through it to make sure it’s not as bad (or as hard) as you think. I’m always available by e-mail and will respond within an hour or two at most (unless you e-mail me at one o’clock in the morning!).

6.       Academic Integrity link: https://www.ecok.edu/sites/default/files/siteContent/administration/academic-affairs/documents/AcademicIntegrityPolicy.pdf

 

ADA Statement: East Central University is committed to providing equal access to University programs and services for all students. Under university policy and federal and state laws, students with documented disabilities are entitled to reasonable accommodations. If any member of the class has a documented disability requiring academic accommodations, he or she should report to the Office of Disability Services.  A student seeking reasonable accommodations originating from a documented disability must register with the Office of Disability Services so that said accommodations may be provided. Contact the Academic Affairs Office if any assistance is needed in this process.

 

Tentative Course Calendar (subject to change)

 

AUGUST

W 19               Introduction to the Course

F 21                 Blog: Video, “Falling in Love in the Enlightenment”

 

M 24                Blog: Reading/Questions for Manon Lescaut, Preface-Chapter III

W 26               In-Class Discussion for Manon Lescaut, Preface-Chapter III

F 27                 Blog: Reading/Questions for Manon Lescaut, Chapters IV-VI

 

M 31                Blog: Video, Manon Lescaut, Chapters VII-IX

 

SEPTEMBER

W 2                 In-Class Discussion for Manon Lescaut, Chapters IV-IX

F 4                   Blog: Reading/Questions for Manon Lescaut, Chapters X-XIII

 

M 7                  Blog: Video, Manon Lescaut, Chapter XIII

W 9                 In-Class Discussion for Manon Lescaut, Chapters X-XIII

F 11                 Blog: Video, The Seagull, Act One [performance Rough Paper #1 due by 5pm  

 

 

M 14                Blog: Reading/Questions for The Seagull, Act One

W 16               In-Class Discussion for The Seagull, Act One  

F 18                 Blog: Reading/Questions for The Seagull, Act Two

 

M 21                Blog: Video, The Seagull, Act Three

W 23               Blog: Reading/Questions for The Seagull, Acts Two & Three

F 25                 Blog: Reading/Questions for The Seagull, Act Four

 

M 28                Blog: Video, The Seagull, Act Four

W 30               In-Class Discussion for The Seagull, Act Four

 

OCTOBER

F 2                   Blog: Video, “Japan and the Eastern Tradition”

 

M 5                  Blog: Reading/Questions for Botchan, Part I

W 7                 In-Class Discussion for Botchan, Part I

F 9                   Proper Paper #1 due by 5pm

 

M 12                Blog: Reading/Questions for Botchan, Part II

W 14               In-Class Discussion for Botchan, Part II

F 16                 Fall Break

 

M 19                Blog: Video, Botchan, Part III

W 21               In-Class Discussion for Botchan, Part III

F 23                 Blog: Reading/Questions for Botchan, Part IV

 

M 26                Blog: Video, Botchan, Part V

W 28               In-Class Discussion for Botchan, Parts IV & V

F 30                 Blog: Video, “The Postcolonial Nation”

 

NOVEMBER 2

M 2                  Blog: Reading/Questions for Miguel Street: “Bogart,” “The Thing Without

a Name,” “His Chosen Calling”

W 4                 In-Class Discussion for Miguel Street (stories above)

F 6                   Blog: Reading/Questions for Miguel Street: “Man-Man,”

“B.Wordsworth,” “The Pyrotechnicist”

 

M 9                  Blog: Video, Miguel Street, “Naipaul’s Mimic Men”

W 11               In-Class Discussion for Miguel Street (stories above)

F 13                 Rough Paper #2 due by 5pm

 

M 16                Blog: Reading/Questions for Miguel Street: “Titus Hoyt, I.A.,” “The Blue

Cart,” “The Mechanical Genius”

W 18               In-Class Discussion for Miguel Street (stories above)

F 20                 Blog: Reading/Questions for The Lover, Part I

 

M 23                Blog: Video, The Lover, Part II

W 25               Thanksgiving Break

F 27                 Thanksgiving Break

 

M 30                Blog: Reading/Questions for The Lover, Part III

 

DECEMBER

W 2                 In-Class Discussion for The Lover, Parts II & III

F 4                   Work on Final Paper

 

Proper Paper #2 due TBA