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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 310H"
COURSE NAME: "Selected Topics in World Literature: The Coming of Age Novel(This course carries 4 semester hours of credits. A minimum CUM GPA of 3.5 is required)"
SEMESTER & YEAR: Spring 2016
SYLLABUS

INSTRUCTOR: Alessandra Grego
EMAIL: [email protected]
HOURS: MW 11:30AM 12:45AM
TOTAL NO. OF CONTACT HOURS: 60
CREDITS: 4
PREREQUISITES: Prerequisite: One previous course in English Literature or permission of the instructor
OFFICE HOURS: by appointment

COURSE DESCRIPTION:

This course is an upper-level course designed to provide a thorough investigation of a limited number of texts or of a specific central unifying theme that can be chosen either from Western or non-Western literature. The course invites students to take a closer look both at the text or theme in question and at the world out of which the focal subject developed. Through the comparative analysis of literary texts from diverse cultures, students will come to see how cultural differences can influence such elements as narrative, structure, literary style, plot conventions, point of view, or the construction of character and voice. They will also be able to see how similar literary themes may be handled with different emphases by different cultures, or how cultural biases can result in different or even completely opposite moral conclusions.Students who achieve high levels of academic excellence (minimum cumulative grade point average of 3.5) have the option of taking specially designated Honors Courses. These may also include occasional interdisciplinary seminars open only to such students. More frequently, regular John Cabot University courses may be offered with an option of taking them for four academic credits as Honors Courses. Students who register for such courses as Honors Courses must complete additional assignments (e.g., research papers or portfolios) in which they delve more deeply into the subject matter in question. These additional assignments are graded on a "grant of Honors credit/no grant of Honors credit" basis and are not calculated into the final grade for the course. For the granting of Honors credit, students should produce work of a quality that would receive a B (3.00/4.00) or higher and this will be noted on their transcripts. Students taking a course as an Honors Course also enjoy additional mentoring time with the instructor. Instructors for Honors Courses are chosen by the Dean of Academic Affairs in conjunction with the Department Chair, based on their expertise and teaching excellence.

SUMMARY OF COURSE CONTENT:
The Novel of Development is inextricably linked to the rise of the middle-classes, as the novel generally considered to be the first example of this form, Goethe's Wilhelm Meister's Apprenticeship, shows. The crucial word here is apprenticeship, because Goethe is not writing about a young man's professional training, but of his spiritual, or sentimental education (to quote another famous coming of age novel by Flaubert). The apprenticeship of these new characters is a training for life, which can take shape as traumatic disenchantment, abandoning of ideals, and more or less disappointed adjustment to the ordinariness of middle-class existence, or can become an impassioned declaration of war against the entrenched and purblind beliefs of the adults that preside over a soulless world. Certainly, in both cases, there is an inextricable connection between youth and the ability to change, to develop, which ends with the acquisition of maturity - not always a happy occurrence.
This course will analyze this conception of youth as it develops from the 18th century through the 21st, changing in relation to changing social conditions. In doing this, the course will observe the meta fictional quality of the Coming of Age Novel that refers frequently and explicitly to literature and art as a fundamental influence on the shaping of the character and a possible escape route from philistine single-mindedness.
LEARNING OUTCOMES:
Students will critically analyze and understand the influence of this fundamental theme in the Western novel- and follow its influence on other Literatures. Accessory skills acquired or developed are the ability to write a competent paper of academic quality, to perform accurate close readings of a text, to learn how to contextualize a work of literature in its historical and cultural background.
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
Never Let Me GoKatzuo IshiguroVintage, 2006978-1400078776 Please order at the Almost Corner Bookshop   
Invisible ManRalph Waldo EmersonVintage International, 2nd edition978-0679732761 Please order at the Almost Corner Bookshop   
The Adventures of Huckleberry FinnMark TwainPenguin Classics978-0143107323 Please order at the Almost Corner Bookshop   
The Voyage OutVirginia WoolfOxford University Press, 2009ISBN-13: 978-0199539307 Please order at the Almost Corner Bookshop   
Jane EyreCharlotte BrontePenguin Classics, 2006ISBN-13: 978-0141441146 Please order at the Almost Corner Bookshop   
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
close-reading exercises 25%
Mid-term paper 20%
Research paper 25%
Class participationComing to class having read the assignment, prepared to generate or participate actively in class discussion. Silent attendance doesn't contribute to this portion of the grade.10%
   
Take home paper 20%
 ANY INSTANCE OF ACADEMIC DISHONESTY WILL BE REPORTED TO THE ADMINISTRATION: A PLAGIARISED PAPER WILL RECEIVE AN F GRADE 

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the cou
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:
Attendance is mandatory. More than 4 unexplained absences will result in a lowering of the grade.
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

 

Session

Session Focus

Reading Assignment

Other Assignement

Week 1
Jan 18-20

Introduction to the course. Coming of Age: Individual and society in the Nineteenth Century Jane Eyre

Start Reading Jane Eyre

 

Week 2
Jan 25-27

Jane Eyre

 

 

Week 3
Feb 1-3

Jane Eyre

 

 

Week 4
Feb 8-10

Jane Eyre

Start Reading Huckleberry Finn

Study questions

Week 5
Feb 15-17

Nineteenth Century in America: Individual, Society and Slavery

Huckleberry Finn

 

 

Week 6
Feb 22-24

Huckleberry Finn

 

 

Week 7
Feb 29- March 2-4

Huckleberry Finn

Start Reading The Voyage Out

Study questions

Week 8
March 7-9

Twentieth Century

Upper middle class Young English Woman on a journey

The Voyage Out

 

Mid term paper

Week 9
March 14-16

The Voyage Out

 

 

Week 10
March 21-23

The Voyage Out

Start Reading Invisible Man

Study questions


Mar. 28-30

Twentieth Century

Young black man from the South 1930s New York:

Invisible Man

 

 

 

Week 11
Apr. 4-6

Invisible Man

 

 

Week 12
Apr.11-13

Invisible Man

Start Reading Never Let Me Go

Study questions

Week 13
Apr. 18-20

Can we think outside the Bildungsroman?

Never Let Me Go

 

 

Week 14

Apr. 27

Never Let Me Go

 

 

Week 15

 

 

Final Paper