
English 700:
Contemporary
American Literature
Syllabus
/ Reading Schedule / Assignments
Dr. Susan Farrell
11 Glebe Street, #302
953-5785
farrells@cofc.edu
Office Hours
Tues., Thurs., Fri. 1:30-3
and by appointment
Books
--Kurt Vonnegut, Slaughterhouse-5
--Don DeLillo, White Noise
--Ishmael Reed, Mumbo Jumbo
--Tim O'Brien, Going After Cacciato
--Tom Wolfe, The Electric Kool-Aid Acid Test
--Norman Mailer, The Executioner’s Song
--Toni Morrison, Song of Solomon
--Louise Erdrich, Tracks
--Jane Smiley, A Thousand Acres
--Maxine Hong Kingston, The Woman Warrior
--Dave Eggers, A Heartbreaking Work of Staggering Genius
- Tom Wolfe/Joan Didion essays (available on library electronic reserve and WebCT)
Course Description
This course examines a selection of contemporary American fiction in historic, aesthetic, and social contexts. In other words, we will explore the relationship between contemporary American literature and the world we live in. Topics may include literature and postmodern culture, how aesthetic style may be influenced by social and historical conditions, the blurring of fact and fiction in contemporary literature, and how literature is affected by issues of race, class, and gender. While the range of contemporary American fiction is extremely broad and varied, and impossible to cover in one semester, students will become acquainted with several of the major trends in American literature since 1965. The course is divided into four main units: 1) post W.W.II and postmodernism; 2) new journalism and popular culture; 3) issues of race and gender; and 4) autobiography. As students will discover, these categories are not mutually exclusive. They overlap and intersect one another.
Coursework
Required work for the course includes careful reading of all assigned material and active participation in class discussions. Please come to class prepared with questions and comments about the assigned reading for each day--the success of the course depends on your involvement.
Papers, Presentations
Early in the semester, you will choose (or be assigned) one of the books on the syllabus. Your two major papers and your class presentation will revolve around this text. The first paper will be an annotated bibliography that summarizes at least ten outside sources and two critical disagreements surrounding the book. You will present your research findings to the class on the day we discuss the book. Your final annotated bibliography will also be due that day. The second essay is an approximately 15-page research paper which should build on both your own reading of the book and what you discovered in your research. I will expect you to place your reading of the work within a critical context relevant to it. A first draft of your research paper is due 10 days after your annotated bibliography. You will need to distribute copies of your draft to class members via e-mail. We will discuss each class member’s draft in class the period after it is due. Final versions of the research paper are due at the end of the semester. I will provide more detailed information about papers and presentations well in advance of their due date.
Position Papers
In addition to the two major written assignments (the annotated bibliography and the research paper), I will ask you to write eight short (approximately 500 words) position papers. For each book we read, I’ll provide a list of possible topics. Position papers will be due on scheduled days; they will not be accepted late. You may choose which eight papers to write and which to skip.
Note: You may not write one of your position papers on the book that you're writing your research paper on.
Exams
There will be a final exam in the class. I will give you more information about it before the end of the semester.
Grading
| Your final grade will be determined according to these percentages: | Letter grades assigned will have the following numerical values: | |||||
| Position Papers | 20% |
A+/98 |
B+/88 |
C+/78 |
D+/68 |
|
| Annotated Bibliography | 15% |
A /95 |
B /85 |
C /75 |
D /65 |
|
| Presentation | 5% |
A-/92 |
B-/82 |
C-/72 |
D-/62 |
|
| Draft of Research Paper | 5% |
|||||
| Research Paper | 30% |
F = 50 |
Paper
not turned in = 0 |
|||
| Final Exam | 25% |
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Week |
Date |
Assignment |
Week 1 |
Mon. Sept. 1 |
Course Introduction |
Post W.W.II, Postmodernism |
||
| Week 2 |
Mon. Sept. 8 |
Slaughterhouse-Five |
| Week 3 |
Mon. Sept. 15 |
White Noise |
| Th. Sept. 25 |
Drafts of Sl-5 papers e-mailed to class by midnight |
|
| Week 4 |
Mon. Sept. 22 |
Mumbo Jumbo |
| Th. Sept. 25 |
Drafts of White Noise papers e-mailed to class by midnight |
|
| Week 5 |
Mon. Sept. 29 |
Going After Cacciato
|
| Th. Oct. 2 |
Drafts of Mumbo Jumbo papers e-mailed to class by midnight |
|
New Journalism, Popular Culture |
||
| Week 6 |
Mon. Oct. 6 |
Wolfe/Didion essays (available
library e-reserves, WebCT) |
| Th. Oct. 9 |
Drafts of Cacciato papers e-mailed to class by midnight |
|
| Week 7 |
Mon. Oct. 13 |
The Electric Kool-Aid Acid
Test |
| Week 8 |
Mon. Oct. 20 |
Fall Break |
| Th. Oct. 23 |
Drafts of Electric Kool-Aid papers e-mailed to class by midnight |
|
| Week 9 |
Mon. Oct. 27 |
The Executioner’s Song
--Discuss drafts of Electric Kool-Aid papers |
Race and Gender |
||
| Week 10 |
Mon. Nov. 3 |
Song of Solomon |
| Th. Nov. 6 |
Drafts of Executioner’s Song papers e-mailed to class by midnight |
|
| Week 11 |
Mon. Nov. 10 |
Tracks --Discuss drafts of Executioner’s Song papers |
| Th. Nov. 13 |
Drafts of Song of Solomon papers e-mailed to class by midnight |
|
| Week 12 |
Mon. Nov. 17 |
A Thousand Acres --Discuss drafts of Song of Solomon papers |
| Th. Nov. 20 |
Drafts of Tracks papers e-mailed to class by midnight |
|
Autobiography
|
||
| Week 13 |
Mon. Nov. 24 |
The Woman Warrior --Discuss drafts of Tracks papers |
| Th. Nov. 27 |
Drafts of A Thousand Acres papers e-mailed to class by midnight |
|
| Week 14 |
Mon. Dec. 1 |
A Heartbreaking Work of Staggering
Genius (Read
as much of the beginning stuff as you can, but skim if necessary; you
can always go back and read this carefully later. Then read from page
1 to page 123, as Eggers advises you in his "Rules and Suggestions
for Enjoyment of this Book." Read as much of the rest of the book
as your time and interest allow--there's some good stuff after p. 123,
but I know it's the end of the semester and everyone's pressed for time,
and you've pretty much gotten the idea by now anyway. But
if you don't finish the book this semester, I hope you will sometime
else.) --Discuss drafts of A Thousand Acres papers |
| Th. Dec. 4 |
Drafts of Woman Warrior papers e-mailed to class by midnight |
|
| Week 15 |
Mon. Dec. 8 |
--Discuss drafts of Woman
Warrior paper |
| Final Papers Due: Wednesday, Dec. 10 (in my office by 5:00) |
||
| Final Exam: Monday, December 15, 4-7 p.m. |
||
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Position Papers / Annotated Bibliography / Research Paper
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Your position papers should be approximately 500 words (they should be no more than two typed pages), so you'll have to think carefully about what you want to say and make every word count. You’re required to turn in 8 position papers over the course of the semester. Remember that late position papers are not accepted. You may either respond to one of the suggested topics or come up with your own if you’d prefer.
Click on the book to see specific topics for each.
Possible Topics:
--Why do you think Vonnegut chooses to begin with the very self-reflective
first chapter that explains his difficulties writing the book? What
does he gain by such an opening chapter; what do you think he’s trying to
accomplish here?
--Do you believe this is an anti-war book or not? Vonnegut concedes
in the opening chapter that trying to stop wars is like trying to stop glaciers.
Is he a fatalist, as some critics have charged, or does he think change
is possible?
--Comment on the book’s style. What makes it unique, interesting?
Does the style seem to underscore the content? Or does it detract
from the content?
--What are we supposed to think about the Tralfamadorians and their world-view?
Does Vonnegut believe (and want us to believe) that the Tralfamadorian
philosophy of life is more sane and reasonable than that of earthlings?
Or do you believe that Vonnegut satirizes the Tralfamadorian view--that
he presents it ironically?
Possible Topics:
--What do you think the “white noise” of the title refers to?
Where in the book itself do we see this white noise manifested? What
does the white noise suggest about contemporary American culture?
--Do you think DeLillo critiques or appreciates our media-obsessed, consumerist
society? Or does his vision involve a more complicated mixture of the two?
Cite particular scenes, instances in the book to support your view.
--Choose a particular supporting character (Heinrich, Denise, Stephie, Wilder,
Murray Jay Siskind, Babette, Orest Mercator, etc.) and discuss what role
this character seems to play in the book.
--Look one of these particular scenes in the book and provide a close reading
of what you think’s going on here:
1) The scene beginning in Chapter 39 (p. 304), when Jack confronts
Willie Mink.
2) The scene at the hospital with the German nuns, beginning on p.
315.
3) The scene at the very beginning of Chapter 40 (p. 322), in which
Wilder rides his tricycle across the highway.
Possible Topics:
--What do you think “Jes Grew” is?
--What do you think Reed is saying about the Western view of art?
Why are museums called “centers of art detention”? Does he imagine
a different kind of art? How does the style of the novel challenge
traditional notions of literary art?
--What does Reed have to say about monotheism vs. pantheism? What
people/groups in the book is each associated with?
--Talk a bit about the mythic background Reed uses toward the end of the
novel. What is he doing with the ancient Egyptian myths of Isis/Osiris/Set?
--This is certainly not a traditionally “realistic” novel. How would
you characterize it instead? Discuss the style of the novel and what
you think Reed is trying to accomplish with the form he has chosen.
Possible Topics:
--Sort out, as best as you can, the novel’s structure. What are the
different types of chapters? What are the major timeframes?
What events occurred in the past? What’s happening in the present?
Was there a point in the book when the novel’s structure became more clear
to you?
--Discuss the figure of Cacciato. How is he described? What
does he seem to represent to the rest of the men?
--Provide a close reading of the chapter when the men fall down the hole
in the road to Paris. Why do they fall? What do the tunnels
suggest? What happens down there and why? How do they get out?
What role does Sarkin Ang Wan play in this?
--What happens to Lt. Sydney Martin?
--Examine the scene in Chapter 44 which mocks the Paris peace talks.
Whose argument do you find most convincing, Sarkin Ang Wan’s or Paul Berlin’s?
Which position do you think O’Brien advocates? Does Paul Berlin ultimately
fail in courage, or do the right thing by returning to the war at the end?
Possible Topics:
--What are the four specific techniques that Wolfe says the New Journalists
learned from the realistic novelists? Look at “Radical Chic” and/or
“Mau-mauing the Flak Catcher” and discuss how Wolfe himself uses these techniques.
How successful do you think he is?
--How legitimate do you believe the New Journalism is? Can it really
be called “journalism,” as Wolfe claims? Or do you agree with critics
who claim it’s a form much too subjective to claim to be non-fiction?
Is it useful or cumbersome to retain old distinctions between fact and fiction
anyway?
--Why do you think Didion chooses the particular sort of brief snapshot-type
style she uses for her essay? What, according to Didion, has happened
to traditional plot, narrative?
--Does Didion present a slightly darker view of the 60’s than you are used
to? How so? Why? What seems to be her overall take on
that decade?
Possible Topics:
--Do you think Tom Wolfe himself is “on the bus or off the bus”? In
other words, how fully do you trust Wolfe's depiction of Ken Kesey and the
Merry Pranksters in the book? Do you detect any bias in Wolfe's account?
Does he seem to like and admire the Pranksters, possibly romanticize them
even? Or do you think Wolfe finally undermines the Pranksters?
--What is Kesey’s relationship to the older radical
movements and ideas that he displaces—the 1950’s bohemians, the hipness
of black culture, political activism, the Perry Lane crowd, even Timothy
Leary and his group? Is there a sense that STYLE has replaced true
political involvement? If so, how does Wolfe present this—is it a
good thing or a bad thing?
--Look at the theme of control in the book (perhaps
best represented by the “Tower of Control” at the Tripps Festival).
Does Kesey become increasingly controlling as the book progresses?
How are we to feel about the ethics of what’s happening? (What about
the schism among the pranksters? People who don’t quite fit in such
as Stark Naked, Sandy, or the Who Cares Girl?)
Possible Topics:
-- In a review of The Executioner's Song, Diane Johnson writes that the novel may be considered
"literary ambulance-chasing." Other readers have criticized
Mailer for writing a basically and fundamentally "immoral" novel
because it devotes so much dispassionate attention (over 1,000 pages worth)
to a cold-blooded murderer. Other critics, though, argue that the novel
is Mailer's best work to date. Which view do you take? Is the novel
immoral and exploitative? Does it glorify Gilmore? Or does it
manage to be a "true-crime" story that works, that rises above
the status of "literary ambulance-chasing"?
--Does your view of Gilmore change as the novel progresses? Does he
become more monstrous the more we see of him? Or does he, as at least
one critic argues, become increasingly heroic, especially after he’s arrested
and imprisoned again?
--What are we to think of Lawrence Schiller? How does Mailer present
him?
--What do you think of Mailer’s depictions of Gilmore’s victims? Does
he treat them fairly or condescendingly?
--What do you think about some of the admissions Mailer makes in his afterword
to the novel?
Possible Topics:
--Look at either Macon Dead II, Ruth, or Pilate and talk about this character’s
function in the novel.
--Examine a particularly memorable image or recurring motif in the novel
(Ruth’s watermark, eggs, gold/ginger, the rose petals sewn by Lena and Corinthians,
the peacock, etc.)
--Discuss the emphasis on names and naming in the novel. Perhaps examine
individual character’s names? Talk about the relationship between
names and history?
--What are we supposed to think about Guitar Baines and The Seven Days?
Is Guitar an appealing character or a appalling character? Explain.
--Provide a close reading of the very end of the novel. How are we
supposed to read and interpret what happens here?
Possible Topics:
--What do the "tracks" of the title
refer to? Are there literal "tracks" in the novel?
How do tracks work as a metaphor in Erdrich's fiction? Why do you
think Erdrich chose to title this novel Tracks?
--Discuss the structure of the novel. Why
does Erdrich choose two alternating narrators? How does this form
relate to the novel’s content?
--What are we to think of Pauline Puyat?
Is she simply crazy? Are we to feel any sympathy/admiration
for her at all? What does her function in the novel seem to be?
--Look at Erdrich’s prose style. Is it lyrically
beautiful, as many readers believe? Or is it overwrought, too writing-schoolish
as some critics have charged? How does Erdrich’s style affect you?
Do you think it works or not?
--Why doesn’t Fleur tell her own story?
What are we to think of Fleur? Why does she hasten her own destruction
at the end?
Possible Topics:
--Consider the novel’s epigraph from Meridel Le
Seur. How does this quote shape and inform the book?
--Is Ginny an entirely reliable narrator?
Can we completely trust her perception of events? Why do you think
Smiley chose Ginny to narrate the story? How would the book have been
different with a different narrator?
–If you’re familiar with King Lear,
talk about Lear parallels in the novel. How well do you think these
work?
--Some reviewers arged that Smiley went too far
in making Larry Cook sexually abuse his own daughters—that such a decision
robs the Lear character of his majesty, making him unambiguously bad.
Do you agree or disagree with this assessment?
--What are we supposed to think about Jess Clark?
Is he a villain or a victim?
--How do you read the ending of the novel?
Is it entirely tragic? Does Smiley leave us with any hope for the
future?
Possible Topics:
--Briefly discuss the theme of silence vs. speaking in the book. Is
silence associated more with being Chinese or American? Why does the
narrator torment the silent girl so cruelly? Are there real political
reasons for keeping silent? Why does the mother cut the narrator’s
tongue? Why the scene in which the narrator spills out her list of
grievances?
--How does the book seem to you to challenge or upset traditional forms
of autobiography?
--The book won a National Book Critics Circle Award for the best work of
nonfiction published in 1976. Would you classify the book as nonfiction?
Why or why not? Talk about the book in relation to previous class
discussions about how contemporary American literature blurs the line between
fact and fiction.
--Several Chinese American male writers and thinkers have criticized the
book for its portrayal of Asian men. They argue that one reason Kingston’s
book has been so popular with a mainstream American audience is because
it reinforces stereotypes about Chinese. What do you think about this
view? Do you agree or disagree?
--What do you think is going on in the last section—“Song for a Barbarian
Reed Pipe”? Why does Kingston choose to end her book with this particular
story?
Possible Topics:
-- Explore your general reactions to the book. Do you like it?
Dislike it? Like certain parts and dislike others? Why?
Is it too self-conscious, cynical, "gimmicky" as some critics
have charged? Or perhaps you think the book works because of (or despite)
its self-reflexivity? Were you genuinely moved by the book?
Or were you annoyed, offended?
--Analyze the cover and title of the book. Are these meant to be serious?
Ironic jokes? What effect do you think they’re intended to have on
readers?
--How does Eggers parody the conventions of memoir, of autobiographical
writing?
--Comment on this remark, made by James Poniewozik in a Time
magazine review of the book: "Another young author, Jedediah Prudy,
last year published For Common Things,
about the threat of the "ironic individual," possessed of acute
self-awareness and mistrust, which, Purdy argued, led to cynicism.
Heartbreaking Work is a resounding rebuttal. In it, literary gamesmanship
and self-consciousness are trained on life's most unendurable experience,
used to examine a memory too scorching to stare at, as one views an eclipse
by projecting sunlight onto paper through a pinhole. This is not irony
obscuring sincerity. It is, finally, irony in the service of sincerity."
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The written portion of this assignment has two parts: 1)you will write an annotated bibliography of at least ten outside sources on your book; and 2)you will identify and briefly explain two separate critical controversies or disagreements concerning the book. Note: Each of these controversies should include two or more sides.
Part I
Some types of sources that you may want to use in your bibliography include the following:
1. Background Source Material: One or two of your sources (no more) may be from standard research works that are often helpful in getting background information about an author or work. Works you'll probably find particularly useful include Contemporary Authors and The Dictionary of Literary Biography.
2. Reviews: I encourage you to use book reviews as sources for this assignment. However, you need to use the type of review usually called the "essay-review." Essay-reviews are longer and more analytical than standard reviews which often consist mostly of plot summary. The reviews which appear in The New York Review of Books,The New York Times Book Review, The Village Voice, The Nation, and other such journals may be particularly useful. Reviews which appeared in large newspapers such as The New York Times, The Boston Globe, or The Washington Post are available on the Lexis-Nexis database.
3. Published Interviews: The contemporary authors we will study this semester have given dozens of interviews in various places (some more than others, of course). Interviews can be a good source for understanding what authors may have intended in particular works, or how they understand their own works. A good source for both book reviews and recent interviews is the InfoTrac Academic Index, which often includes full text for the articles cited. For some of the authors we are reading (Vonnegut, Morrison, Erdrich, possibly others), numerous interviews have been collected together and published in book form.
4. Critical Articles: The most useful items to your research will probably be published critical articles on the works we are reading. Look for critical articles in periodical indexes, especially InfoTrac’s Academic Index and the MLA Index (which you can find on-line in the College’s list of databases). You can then find the article in our periodical room, order it through interlibrary loan, or possibly even get a full-text version off the computer. If you need help wading through the large number of articles you might find, don’t hesitate to come see me in my office. Often, the best or most influential articles about a work or author are collected together and published in book form. So don’t forget to search the on-line catalog for books on the authors.
5. Historical Source Material: One option you may not have considered yet is researching a particular historical sub-text in your work. For instance, you might be interested in U.S. government/Indian relations in Louise Erdrich's Tracks. In this case, you might want to include some sources that give historical background about legislation involving Indians. Or you might need to research specifics about Chippewa history or myth. Historical sources such as these are fine to use.
The sources that you include should appear in bibliography format (alphabetized, of course!), with their MLA-style citation first, followed by a brief paragraph summarizing the source's main argument.
Part II
For the second part of this assignment, you'll need to identify two specific, separate, critical controversies concerning your work. These may involve different critical interpretations of particular characters, scenes, metaphors, meanings, etc. Or you may find differing evaluations of the work in the reviews, different sorts of assessments of the book's value. Or perhaps what the author says about the book and the way a critic has responded to it don't jibe. For each of the controversies you choose to discuss, I'll expect you to write a paragraph briefly explaining who disagrees with who, and what the disagreement is about. Again, each controversy should include at least two sides, thus at least two separate critics.
Examples
So you'll have an example of the kind of written work I'm expecting on this assignment, here is a sample entry from an annotated bibliography on Toni Morrison's novel Beloved, followed by two critical disagreements about the book.
Sample Annotated Bibliography Entry
Horvitz, Deborah. "Nameless Ghosts: Possession and Dispossession in Beloved." Studies in American Fiction 17 (Autumn 1989): 157-167.
According to Horvitz, Beloved is a ghost who stands for every African woman whose story will never be told. Beloved weaves in and out of generations. Not only is Beloved Sethe’s murdered two-year-old daughter, she is also Sethe's African mother. Horvitz argues that Beloved makes Sethe remember that her mother abandoned her, too. Beloved comes back to judge Sethe, but Beloved can't forgive her so she makes Sethe suffer. Beloved makes it possible for us all to "live in the present without canceling the past" (163). Women use words to share this "unspeakable" story; this gives them the power to heal the wounds of the past.
Critical Disagreement One: Who is Beloved?
Elizabeth House believes that Beloved is not a ghost; she is a real human being without supernatural powers. House states there is no evidence in the book that suggests that Beloved is a ghost. Beloved's story of being incarcerated on a ship is too realistic to be the imaginings of a ghost. She is a young woman who has lost her own mother, been abused by a white man, and become mentally unbalanced as a result. Sethe believes the girl is the ghost of her baby daughter because she so badly wants the lost girl back. The vast majority of critics disagree with House. To these critics, Beloved is ghost who represents suppressed memories of slavery. She has come back to help Sethe deal with her past and let it go. Other critics, such as Deborah Horvitz, argue that Beloved represents the "collective memories" of our nation's haunted past; the past is something we all share and something that needs to be healed.
Critical Disagreement Two: What happens to Beloved at the end?
Linda Krumholz argues that, at the end of the novel, Beloved, the ghost of the murdered daughter, vanishes because the black women's voices release Sethe from her painful past in a sort of exorcism ceremony. Beloved's sole purpose for appearing is to heal Sethe. When Sethe steps towards the white man at the end, she has turned her aggression in the proper direction and Beloved's work is done. Sethe is reintegrated into her community at last. Elizabeth House believes the opposite; Beloved vanishes at the end of the novel because she feels deserted by her mother again. When Sethe steps toward the white man to attack him, she lets go of Beloved's hand, which reminds Beloved of her real mother's death on the slave ship. Beloved doesn't vanish in the end, like a ghost would, but runs away because of her overwhelming feelings of abandonment.
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Description
Your major essay in the class, an approximately 15-page research paper, is designed to build on the work you've already done in your annotated bibliography. Now that you've read the book carefully, discussed it in class, and researched some ideas that have been published about it, you should be ready to develop your own argument. Your paper should present a specific, well-focused, argument (your thesis) about some fairly narrow topic within the novel. While the main point of the paper is for you to provide your own argument about your focused topic, you should also place this argument within a critical context or conversation. The paper should be constructed so as to carefully support your argument--to persuade your readers that your interpretation is plausible, interesting, original, well-thought-out, and well-researched.
I will be happy to discuss your research, your thesis, or a rough draft with you before the paper is due. Feel free to drop by my office hours or make an appointment if you'd like to discuss your paper with me in more detail.
Due Dates
A rough draft of the paper is due ten days after your annotated bibliography and class presentation. You will distribute copies of your draft to class members and to me via e-mail. We will discuss each class member’s draft in the class meeting immediately after it is due Final versions of the research paper are due at the end of the semester.
Format
The paper should be typed, double-spaced, and free of grammatical errors. Sources should be cited according to MLA guidelines--a system of internal citations and works cited page at the end. You needn’t cite every source listed in your annotated bibliography—use only what’s applicable.
Hints for successfully choosing a topic
• Focus, focus, focus. Do not choose an overly broad topic such as "the theme of identity in Song of Solomon." Instead, narrow your topic. Rather than trying to cover all aspects of identity, focus on names and naming in the novel; talk about relationships between fathers and sons; look at ancestor figures; focus on a particular character or perhaps a couple of characters who take different approaches to discovering their identity (Milkman vs. Guitar); explore a particular mythic background (the Daedalus and Icarus myth in Song of Solomon), etc.
• As you're thinking about your focus in this paper, you might begin by looking back at the critical disagreements you discovered. You may want to write a paper which enters into one of these disagreements. In this case, you'd begin by briefly summarizing the critical controversy, then your paper would go on to argue the view you take, providing plenty of evidence to support your reading. You're not, however, required to focus your paper on one of the critical disagreements you wrote about in your bibliography. You might also look back at the position paper topics for ideas.
• Focus on a particular repeated image or a recurring literary motif (television in White Noise, writing/the written word in Tracks, eyes/seeing in Slaughterhouse-Five, the observation post in Going After Cacciato, silence vs. speaking in The Woman Warrior, etc. etc.) How does this repeated image or motif add to our understanding of the novel as a whole?
• Consider comparing a narrow topic from your book to another we've read in the course: How do Vonnegut and O’Brien rearrange chronology in their works? Do DeLillo and Vonnegut agree in their views of modern technology? What do Wolfe and Didion believe are the strengths and weaknesses of the 1960s counter-culture movements? Do they agree about these? Examine how Reed, Erdrich and Morrison all show the power of the written word and official documents. What do Morrison and Smiley have to say about fatherhood?
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You will also be asked to present to the class one of the two critical disagreements you discovered and wrote about in your bibliography. Choose the one that seems to you the most important—the one that affects our overall understanding of the book most fully. (If you think both disagreements you found are interesting and worthy of sharing with the class, feel free to discuss both; but you’re only required to explain one).
I will expect you to carefully and completely explain what the critical controversy is about, which critics take what views, and what evidence they cite to support themselves. Finally, I'll ask you to present your own reaction to the controversy. Which critic(s) do you most agree with? Are both right in a way? Neither? Why? Explain your reasoning. You may want to prepare a one-page handout so that your presentation will be easy for the class to follow.
The presentation should last approximately ten minutes. You will be graded on how clearly you present the critical disagreement to the class, how thoughtfully you seem to have grappled with the text and the critics, and how actively and helpfully you participate in discussion afterward.
The final exam will consist of identifies, short answers, and longer essay questions. I'll give you more information about the final near the end of the semester.
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