Required Text

Baym, Nina, editor. The Norton Anthology of American Literature: 1865 to the Present, 6th ed. Package 2, Volumes C,D, E, 2003. ISBN: 0-393-97794-3 (book's companion web site).

Course Description and Goals

This course will introduce you to literature written by authors from the United States who shaped major literary developments during the late 19th and 20th centuries. These major movements include Realism, Modernism, and Postmodernism. In all three of these periods, we will examine the cultural and literary pluralism that continues to be challenging into the 21st century. In other words, we will examine these texts in relation to the cultural and historical contexts in which they were produced. In each of these periods, we will consider how modern industry and technologies, mass immigration and population growth, and diverse human experiences (often resulting from a person's race, class, gender, [sub]cultures, and/or religion) are reflected and explored in these texts. Please be aware that some of the content you encounter in this course may be considered sensitive.

This course also provides you the opportunity to develop and practice the critical reading, writing, and thinking skills necessary for interpreting and discussing literary texts using close reading, textual annotation, informal and formal writing, and online discussions for analysis. The success of the course will depend on your individual commitment to keep up with each week's reading, research, and writing; to ask good questions; and to engage with me and other class members about the texts. You should be moderately computer literate, use Microsoft Word (.doc) or save all files in rich text format (.rtf), and, preferably, have a speedy Internet connection. Please identify free computing sites on any ASU campus that you can use regularly if you don't have reliable Internet speed or access.

Active and Collaborative Learning

Although this course is being offered fully online with no face-to-face component, it is not designed to be merely independent study. You must be prepared to do self-initiated, independent learning; however, besides your own reading, writing, and research, you will be interacting with your peers and with me, your instructor, as you explore and interpret the literature. In addition, even without the online component, this course is reading and writing intensive. The online component makes it even more so. You will learn mainly through guided self-study and peer-to-peer interactions, rather than through lectures delivered online by me, your instructor.

Please decide early on whether you should embark on this journey or not. Many people would still like to add the course, so you should drop it immediately if you're not committed to staying on schedule, studying independently, meeting with me in person or by phone, participating in online discussions, and managing the electronic demands of the course. I have provided links to computing sites on campus, online Blackboard tutorials, and online and on campus technical assistance (click on "Web Resources" in the left navigation bar). If technical issues arise, you will need to know or be willing to learn how to troubleshoot and problem solve.

My Teaching Philosophy

Expert Reader/Writer and Facilitator Role: I've studied a lot of research about how people learn. And guess what? You won't learn much by merely listening to or reading long lectures from me. Granted, some lecturers can be very entertaining and hold your attention for a good long time (especially if they're funny), but research shows that even medical students (presumably some of the most intelligent people alive--right?) cannot, after about 15 to 20 minutes, sustain the same level of attention during a long lecture. Instead, I view my role as an expert reader/writer and a key facilitator of meaningful conversation that will lead us to greater understanding of the texts we study. Through that study, we should all be led to greater understanding about ourselves and each other.

Identity and Social Presence: Another thing I know about effective teaching and learning online is that you you will benefit from the opportunity to establish your identity and social presence among other class members in an online environment. This is why I will ask you early in the semester to create a student homepage with your photo and to use one another's names in online discussions. I also welcome opportunities to meet any of you face-to-face or by phone.

Accountability and Timely Feedback: Research demonstrates that you'll learn best if I hold you accountable for the quanity and quality of your work. This is why I make regular, brief assignments that ask you to reflect on what you're studying and that ensure your participation online. I also know just from taking years of tennis lessons myself, that you'll also benefit from receiving immediate feedback and timely assessments of your efforts. In this online course, feedback will come from me and your peers, enabling you to understand what you're missing and where you need to make improvements. Ultimately, my primary goal is to help you hone your critical reading and writing skills so that you feel confident you can interpret challenging literary texts and then benefit from what literature has to offer throughout your academic, professional, and personal lives.

Questions and Answers

If you have questions you'd like to discuss in private, please email or call me in my office at work (480-727-1850) or at home (480-755-8989), drop by during my office hours (Tue, Wed 9:30 a.m. - noon, Bell Hall M6), or make an appointment for a different time. I'm happy to speak with you about your individual work in the course. However, many questions that students ask are administrative. Therefore, I'd prefer you ask such questions in the public Q & A Forum of our myASU Blackboard course since other students will benefit, and I won't have to keep repeating myself by email. I and my Teaching Assistant will check the Q & A Forum throughout the day. One of us will usually get back to you within 12-24 hours or sooner. As students in the course, I'd invite you to answer one another's questions in this Q & A Forum as well.

Email Protocol

If you DO send me an ocassional email (L.Bush@asu.edu), please put Eng 242 in the subject line of your message. This will automatically sort your message into a special folder in my Outlook account. Also make sure you sign your full name to each message, especially if I won't know who you are from your email address. If you send me an email mesage from an off-campus email address (or even sometimes from an ASU address), it will likely get caught in my spam filter and I may not receive it immediately. Using the Q & A Forum of our web site is often the best way to get my attention. Email messages sent from myASU Blackboard web sites automatically go to everyone's ASU email account. This means to be enrolled in this course, you MUST check your ASU email OR you MUST IMMEDIATELY have your ASU email redirected to the actual email account you use (e.g. cox, hotmail, google, yahoo, etc.). For a tutorial explaining how to redirect your ASU email, visit http://asuonline.asu.edu/StudentSupport/Tutorials6/RedirectEmail.cfm

Learning Objectives

After successfully completing this course, you should be able to do the following:

1. Explain the central characteristics associated with the major literary movements in the US during the late 19th and 20th centuries: Realism, Modernism, Postmodernism.
2. Identify the characteristic style and content of authors writing within these movements.
3. Relate texts to one another and synthesize ideas about them that emerge from your own thinking and interactions you have with peers and other authors' texts.
4. Work with other students to hone your critical reading, writing, and thinking skills through meaningful online conversations.
5. Write a persuasive analysis of a text with a clear controlling idea and well chosen, well organized evidence to support your interpretive argument.

Assignments and Grading - subject to change with notice

I will post the week's cycle of work to begin on Tuesdays. Course assignments are intended to assist you as you work to achieve the learning objectives outlined above. If I discover a need to make major or minor adjustments along the way, I will. Before making an adjustment, I will provide an explanation for the change and fair notice to students, but you are responsible for staying in close contact by checking the course announcements and schedule at least four times a week or more. Our course web site may be down at times, either for regular campus maintenance or occasional technical snafus. Take care not to put off turning in your assignments at the last minute, since computer problems are generally not good reasons for missing a deadline. The following table provides an approximate breakdown of expected assignments and grading.

POINTS

MAIN ASSIGNMENTS - more specific assignment info to come as needed

Open Book Quizzes (4)
Open book quizzes that allow you to check your understanding of historical and literary contexts for the reading.

50 points

Online Discussion Forums (publicly submitted writing assignments)
Other weeks, you will answer reading questions by posting to an Online Discussion Forum (a publicly submitted assignment). Questions posed for discussion will encourage critical thinking and peer conversations about the stories' independent and interrelated meanings. Grade will be determined based on the quantity, timeliness, and quality of your participation. You will be asked to turn in a Discussion Forum Evaluation at the end of the semester.

Final Comprehensive Essay Exam - covers the entire semester
4 open book essay questions worth 25 pts each

Late Work and Extra Credit

Assignments are due on the date and time (Arizona / MST) indicated. I do not accept late work, except for serious circumstances. Rarely, if ever, do computer problems qualify for serious circumstances. Please plan your time wisely to avoid last minute technology glitches. I understand, however, that real life sometimes gets in the way of our best laid plans. Therefore, you may, if you choose, do up to 2 extra credit assignments. I will let you know about extra credit opportunities throughout the semester by way of announcements and a folder of upcoming events with links to further information.

To receive extra credit, you should attend the event (or watch the film), write a one-page description and response about your experience, then within ONE WEEK after the event, send your one-page description and response by email attachment to me and my teaching assistant. You will receive up to 5 extra credit points for the first event and up to 10 extra credit points for the second event, which must be completed and turned in by the final day of the semester (15 extra credit points maximum possible). Because the gradebook in Blackboard does not provide a way for me to add extra credit points, I do this manually. Therefore, you will never see extra credit points show up in the online gradebook. I will, however, acknowledge your write-up and, at the end of the semester, confirm the number of extra credit points you will receive.

Note: In general, my reason for providing extra credit opportunities is to promote participation in on-campus lectures and events that students might not participate in otherwise. Still, I recognize that some students actually take online courses because they are truly distant students living nowhere near any ASU campuses. If this is the case for you, you may contact me to suggest your participation at a local event that connects with topics and issues related to our course content. You may also choose to see up to two acceptable films I list in the extra credit folder. My preference, however, is for students to participate in live events.

Writing and Tutoring Assistance

University College at the Polytechnic Campus offers subject area tutoring, writing assistance, and other resources to ensure the success of ASU students. I encourage you to be familiar with their services. They are open daily and located in the Academic Center building on the Polytechnic campus. You may also access their tutoring and writing assistance services at a distance online. For more information, visit http://www.east.asu.edu/learningcenter/

Writing assistance is available at any stage of the writing process: brainstorming, drafting, and revising. In other words, you can have a writing conference even when you haven’t written anything yet but could benefit from talking about potential ideas or approaches to the task. Once you do have a draft—whether that draft is one page or eight pages—you are welcome to schedule a writing conference. Maps and Hours at http://www.poly.asu.edu/learningcenter/MapsAndHours.htm. The writing center recommends making an appointment for a writing conference by calling (480) 727-1452. However, they do try to accommodate walk-in students. Writing tutors also offer online writing assistance through Blackboard. For information about how to request an online conference, please visit http://www.poly.asu.edu/learningcenter/OnlineWritingConferences.htm

Academic Integrity/Plagiarism

Please do not use or share electronic files you receive in this course without permission from me or other student authors. Please do not share quiz or exam questions, even though all quizzes and exams are open book. If you use or share materials inappropriately, you may be cheating yourself or others out of an education. I urge you to demonstrate integrity for everyone's sake, including your own.

You are responsible for knowing and observing the ASU Student Life Academic Integrity Code. The introduction to this code states the following: "The highest standards of academic integrity are expected of all students. The failure of any student to meet these standards may result in suspension or expulsion from the university and/or other sanctions as specified in the academic integrity policies of the individual academic unit. Violations of academic integrity include, but are not limited to, cheating, fabrication, tampering, plagiarism, or facilitating such activities. The university and unit academic integrity policies are available from the Office of the Provost and Academic Affairs and from the deans of the individual academic units." For more information, please visit the Student Academic Integrity Policy at http://www.asu.edu/studentaffairs/studentlife/judicial/academic_integrity.htm

Harassment Prohibited

ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion, national origin, disability, sexual orientation, Vietnam era veteran status and other protected veteran status. Violations of this policy may result in disciplinary action, including termination of employees or expulsion of students. Contact me or Student Affairs if you feel another student is harassing you based on any of the factors above. Contact Equal Opportunity/Affirmative Action (480-965-5057) if you feel an ASU employee is harassing you based on any of the factors above.

Military Personnel Statement

A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch and is unable to complete classes because of military activation may request complete or partial administrative unrestricted withdrawals or incompletes depending on the timing of the activation.

Disability Accommodations for Students

Students who feel they may need a disability accommodation(s) in class must provide documentation from the Disability Resource Center to me at the beginning of the semester verifying the need for an accommodation and the type of accommodation that is appropriate. Students who wish accommodations for a disability should contact DRC as early as possible (i.e. before the beginning of the semester) to assure appropriate accommodations can be provided. For more information, visit http://www.asu.edu/studentaffairs/ed/drc/index.htm

Student Counseling Services

Student Counseling Services provides confidential psychological services for students enrolled in courses on the Polytechnic campus. Counseling services are primarily short term and include developmental, preventive and educational services. All SCS staff have training and experience in issues facing university students and are committed to helping students adjust to campus life and meet their academic goals. For more information, visit http://www.east.asu.edu/students/counseling/

Incomplete Grades

I only give “Incomplete” grades in extreme situations. Most students who request incompletes never finish the course. For information about university policy regarding a grade of “Incomplete.” Please visit http://www.asu.edu/aad/manuals/usi/usi203-09.html

Drop / Add / Withdrawal Dates

January 15-19 : Late Registration & Drop/Add - In Person

January 15 - 21: Late Registration & Drop/Add - ASU Interactive

March 30 : Course Withdrawal Deadline - In Person

April 1 : Course Withdrawal Deadline - ASU Interactive

May 1 : Complete Withdrawal Deadline

Pick up the “Withdrawal Request” form in East College or online at http://www.asu.edu/registrar/forms/pdf/withdrawal.pdf
Bring the completed form to the East College Advising Center (Sutton 101).

For more details about withdrawals, visit
http://www.asu.edu/aad/manuals/usi/usi201-08.html