Great Works of Literature I: Remixing Memory...2 •...

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Great Works of Literature I: Remixing Memory

Spring 2015 ENG 2800 KRA

2:55-‐4:35PM, Thursday, room VC 10-‐160 and online at http://blogs.baruch.cuny.edu/remixingmemory/

Professor Stephanie Insley Hershinow Email: [email protected]

Office: 7-‐256 Office phone: 646-‐312-‐4009

Office hours: in person 3-‐5PM Tuesday; online 2-‐4PM Monday (or email to set up an appointment)

Course Description: This course will introduce you to a range of literary texts from the ancient world up to 1650, covering a number of major literary genres and examining works from around the world. You will study the historical and cultural contexts of the pieces we read and learn about literary themes, techniques and terminology. We’ll read old (very old) books, but we’ll think about how they still resonate today (and we’ll look at ways they’ve been adapted, reimagined, or responded to in contemporary culture). We’ll read just a few texts slowly and carefully, digging in so that we can think about why they’ve had such an enduring legacy. How are these particular texts bound up in our collective cultural memory? How do our responses to them both retain that tradition and remake it for our moment? Throughout this process, English 2800 will help you develop advanced reading and analytical capabilities. You will also hone your creative thinking and writing skills. Since this course is in a hybrid format, we’ll have a special opportunity to work with new media. Approximately half of our work will take place online. Therefore, many assignments will ask you to use technology to produce, publish, and update writing products in response to ongoing feedback, including new arguments or information. At the same time, we’ll be reflecting on the ongoing utility of old technologies: carved stone, painted canvas, the spoken word, the printed page. Learning Goals: Over the course of the semester, you will develop:

• The ability to interpret meaning in literary texts by paying close attention to an author’s choice of detail, vocabulary, and style;

• The ability to discuss the relationship between different genres of literary texts and the cultural environments from which they spring;

• The ability to analyze content presented in diverse formats and media, including visually, as well as in words.

• Increased confidence when sharing ideas and insights, both in person and online; and

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• Increased ability to write critical essays employing a strong thesis statement, appropriate textual citations, and contextual and intertextual evidence for your ideas.

Required Texts: Please get the editions specified below: Homer, The Odyssey, trans. Robert Fagles (Penguin), ISBN: 9780143039952 Aristophanes, Lysistrata, trans. Douglass Parker (Signet), ISBN: 9780451531247 The Ramayana, adapted by R.K. Narayan (Penguin), ISBN: 9780143039679 The Arabian Nights, trans. Husain Haddawy (Norton), ISBN: 9780393928082 William Shakespeare, Othello (Any hard copy edition is fine as long as it has notes; I’ve ordered the Folger edition through the bookstore.) All other readings will be available on the course blog and/or as Xeroxed handouts. Grading: In-‐class attendance and participation 10 % Short writing assignments and blog posts 25 % Essay 1 (4-‐5 pages) 15 % Essay 2 (5-‐6 pages) 25 % Commonplace book (final portfolio) 25 % 100 % Extra credit: You may earn extra credit for attending up to two cultural events in the city. Events might include museum exhibits, theater, musical theater, dance, opera, and performance art. (If you’re unsure about whether an event will count, check with me first.) Each event is worth 1 point extra credit. You must write a two-‐page (double-‐spaced) minimum analysis of what you saw (not a plot summary!) and how it relates to topics covered in class. Email submissions as an attachment; you must also attach a selfie with your ticket stub at the exhibition or performance space. Extra credit must be submitted by the last day of class. REQUIREMENTS: In-‐class attendance and participation: The simplest way to do well in this course is to attend all classes and contribute to class discussion. Attendance will be taken at each class. As per Baruch’s attendance policy, you are only permitted four absences for the semester unless there are extreme extenuating circumstances (in which case, see me as soon as possible). Failure to submit an online assignment will count as missing one class. If you are absent 5 times, I will drop you from the course with a grade of WU (the equivalent of an F). If you choose to withdraw, note that the deadline for a W grade is April 16th. If you are late three times (more than 5 minutes), this will count as an absence.

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Attendance at all scheduled class meetings is especially important in a hybrid course, as we have only half the number of sessions as a traditional course. Therefore, you are only permitted one unexcused absence from a Thursday class without penalty; after that, you will lose 1 percentage point from your attendance/participation grade per absence. This is not a large lecture course where you can remain anonymous; active participation both in person and online are required for success in this class. You have to complete reading assignments before class so that you are always prepared to participate in discussions. (Let me know if you’re falling behind in the reading, and we can discuss ways to get you caught up.) You must also bring your book and notes to class; these are our tools for discussion. It is very important to write in your book to keep a log of your reactions and questions. For this reason, electronic copies of texts will not work for this particular course. I also want to discourage you from bringing your laptop to class (unless specifically asked to do so for a particular exercise) and from using other electronics. In a discussion class like ours, laptops can get in the way of interaction; besides, your notes should largely be in your books, so no screens will be required. If you have a documented disability that requires you to take notes electronically, please speak with me at the beginning of the term. Short writing assignments and blog posts: Each week, in place of one class session, you will be required to complete an online assignment. Directions for these assignments will be posted online at our course blog (http://blogs.baruch.cuny.edu/remixingmemory/). Online assignments are due every Tuesday night (as indicated on the syllabus) by 11:59PM. Each online assignment is worth two points toward your final grade. (If you submit all twelve assignments on time, you will receive one bonus point.)

2 points: Evidence of serious attention put towards assignment, all requirements fulfilled, on-‐time submission

1.5 points: Assignment called for more work or intellectual investment than demonstrated; not all requirements fulfilled; on-‐time submission

1 point: Assignment is late and/or does not demonstrate adequate engagement; several requirements unfulfilled

0 points: Assignment is more than 3 days late or not submitted I will check in with you about how you’re doing on these assignments at certain points in the semester, but you should also feel free to ask me at any time for an update on your progress. Online assignments will vary in difficulty and length. A typical online assignment will require you to engage in an online activity (visit an archive or website, record a short video, analyze an online image), and then reflect on that activity in a blog post. Blog posts will often have a minimum length of 500 words (about 1.5 pages of typed, double-‐spaced text), but length requirements will vary.

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I recommend that you schedule a weekly timeslot of at least 100 minutes (in addition to reading time) to complete these assignments. (Remember: they are taking the place of a class meeting.) Some assignments may require more or less time investment, so please plan ahead. Essays: You will write two formal essays, one of 4-‐5 pages (worth 15 points) and another of 5-‐6 pages (worth 25 points). Each will ask you to engage in analysis of one or more of our literary texts and to offer a persuasive argument that attempts to address a central puzzle or apparent contradiction in those texts. We will hold two writing workshops during class time, and you will also participate in a peer review process to make your writing stronger. Late assignments will receive one full letter grade lower for each day that they are late (one day: AàB; two days: AàC; three days: AàD). Papers over three days late will not be accepted. Formatting should be standard and easy to read (12 point font, double-‐spaced, one-‐inch margins, no extra spaces between paragraphs). Separate cover sheets aren’t necessary. I encourage you to use the resources available at the Baruch Writing Center. You can make an appointment, ask questions over email, or even schedule an online consultation. They also have helpful sessions on major aspects of academic writing (argument, analysis, using sources, etc.). http://writingcenter.baruch.cuny.edu/

Commonplace book: Your final project for the course will take the form of an updated, multimedia commonplace book. A commonplace book was a way for Renaissance writers to collect together passages from their reading that they found interesting or worth rereading. You will use this form as a model to collect together revised versions of some of your best work from the course of the semester along with new reflections on our final text, Shakespeare’s Othello. This project will take the place of a final exam and will be submitted during the final exam slot (TBA). Further details for all assignments will be distributed well in advance of deadlines.

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Course Schedule: Readings/viewings are to be completed prior to the date for which they are listed. Online assignments are to be completed on or before 11:59PM on the Tuesday evening when they are listed. This schedule may be modified based on our pace and interests, so make sure to come to class and listen carefully for updates. Any changes to assignments or deadlines will be made in writing, so you can always find the most up-‐to-‐date version of the syllabus on our course blog. DATE LOCATION TOPIC READ/WATCH DUE Th Jan. 29 Introduction:

• How to Annotate a Text

• Overview of the course blog

Until T Feb. 3 Online • Plato on Writing and Memory

• Plato, from Phaedrus

• “Is Google Making Us Stupid?”

• Start reading The Odyssey

Blog post #1: Introductions and thoughts about technological dependence

Th Feb. 5 • Analyzing Literature

• Principles of epic: “in medias res” and the invocation to the Muse

• The Odyssey, books 1-‐4 (p. 77-‐151)

• Read everyone’s posts for #1

Leave at least one comment on someone else’s post

Until T Feb. 10 Online • Homeric Monsters


Blog post #2: First impressions and Annotations

Th Feb. 12 NO CLASS, College Closed (Lincoln’s Birthday)

Until T Feb. 17 Online • The Odyssey, books 9-‐12 (p. 211-‐285)

• Margaret

Blog post #3: From observation to analysis

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Atwood, “Siren Song”

Th Feb. 19 • The Odyssey, books 13-‐16 (p. 286-‐353)

• Analysis example (Polyphemus)


Leave at least one comment on someone else’s posts

Until T Feb. 24 Online • The Odyssey, books 17-‐20 (p. 354-‐423)

Blog post #4: Memorization Assignment [VOCAT]

Th Feb. 26 Writing Workshop • Argument


• Thesis checklist

Until T Mar. 3 Online • Introduction to Greek theatre

• Comedy

• Lysistrata (scene 1)

Peer review thesis statements for essay 1 (GoogleDocs)

Th Mar. 5 • Lysistrata (scenes 2 and 3)

Draft of essay 1 (optional, if you’d like comments for revision)

Until T Mar. 10 Online • Lysistrata (scenes 4 and 5)

Blog post #5: Staging a scene

Th Mar. 12 Rubin Museum (17th St. and 7th Ave.)

Art Break! Essay 1 due • Hard copy

(in class) • Uploaded

copy (to turnitin.com by midnight)

Until T Mar. 17 Online • The Ramayana (p. 3-‐61)

Blog post #6: Image Annotation

Th Mar. 19 Online • The Online discussion

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(I have a conference.)

Ramayana (p. 62-‐105)

Until T Mar. 24 Online • “Sita Sings

the Blues” (2008)

Blog post #7: Thinking about adaptation

Th Mar. 26 • The Ramayana (p. 106-‐157)



Until T Mar. 31 Online • Chinese Lyric Blog post #8: Comparing translations

Th Apr. 2 • Chinese Lyric • Read

everyone’s post for #8


SPRING BREAK!

Until T Apr. 14 Metropolitan

Museum of Art

Art Break! • The Arabian Nights

Blog post #9: Museum report

Th Apr. 16 • The Arabian Nights

Until T Apr. 21 Online • The Arabian Nights

Blog post #10: Narrative frames

Th Apr. 23 • Writing Workshop

• The Arabian Nights (ending)

• Working with secondary sources handout

• Read everyone’s post for #10


Until T Apr. 28 Online • Overview of commonplace books

Peer Review (GoogleDocs)

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(Workshop)

Th Apr. 30 • Shakespeare’s Globe(s)

• Othello, Act. 1

Essay 2 due • Hard copy (in

class) • Uploaded

copy (to turnitin.com by midnight)

Until T May 5 Online (Commonplace book drop-‐in hours)

• Othello, Acts 2 and 3

Blog post #11: Soliloquy

Th May 7 • Othello, Acts 4 and 5

• Read everyone else’s post for #11


Until T May 12 Online • Adaptation as Interpretation

• “Othello” film (1995)

Blog post #12: Revisiting adaptation

Th May 14 • Wrap-‐up (Extra commonplace book drop-‐in hours this week)

• Read everyone’s post for #12

• Leave at least one comment on someone else’s post

• Commonplace book presentations (informal)

Commonplace book deadline: Final exam slot (TBA)

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Office hours and appointments: My office hours are 3-‐5PM Tuesday (in person) and 2-‐4PM Monday (online). These meetings are an opportunity for us to discuss class material, your progress, assignments, preparing for exams, your feedback on the course, or anything else related to this class. My online office hours are times when I’ll make myself particularly available by email—this may be especially helpful if you have questions about that week’s online assignment. If you email me during this time, you can expect a very quick response. Otherwise, I’ll attempt to respond to emails within 24 hours during the week and within 48 hours on weekends. I am also available to meet with you outside of these times by appointment. Email me, and we can figure out a time convenient for both of us. Minimum technology requirements: To complete the online assignments, you must have access to a computer or tablet with a reliable internet connection. If you don’t have this at home, you will need to plan on regularly working somewhere that meets these requirements (such as the Baruch library). You will also need an active Baruch email account (that you check often), which will allow you to sign up for a Blogs@Baruch account. For peer review exercises, you’ll also need a Gmail account that you don’t mind using for class. Any other platforms, usually for specific assignments, will be explained in detail in class. You will also, at times, be asked to take video or pictures; for these assignments, you may find a smart phone or tablet useful. If you do not own one, you may check out a tablet from the Baruch library—just make sure to plan ahead to avoid any problems with availability.

What to Do When Things Go Wrong: • The BCTC help desk offers student support for Baruch email, Blackboard, Baruch’s

wireless network, CUNYFirst, and printing. • In-‐person requests: BCTC is located on the 6th floor of the Library and Technology

Building at 151 East 25th Street. Have your student ID handy. • Phone requests: (646) 312-‐1010. Be prepared to state your Baruch username. • Email requests: [email protected]. Send it from your Baruch email and

detail the problem. • For help with Blogs@Baruch: http://blogs.baruch.cuny.edu/contact/, and for help

with Vocat, email [email protected]. However, keep in mind that technology problems are no excuse for late or missed work. Plan ahead and be sure to back up your work to avoid disaster. Academic dishonesty: Cheating and plagiarism are serious offenses. They are illegal and cowardly. My policy is to give a failing grade to any assignment that has been plagiarized. You may also be expelled from the course. I am also required to submit a report to the Office of the Dean of Students; this report becomes a part of your permanent file.

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Cheating is the attempted or unauthorized use of materials, information, notes, study aids, devices or communication during an academic exercise. Examples include but are not limited to:

• Copying from another student during an examination or allowing another to copy your work

• Unauthorized collaborating on a take home assignment or examination • Using unauthorized notes during a closed book examination • Using unauthorized electronic devices during an examination • Taking an examination for another student • Asking or allowing another student to take an examination for you • Changing a corrected exam and returning it for more credit • Submitting substantial portions of the same paper to two classes without consulting the

second instructor • Preparing answers or writing notes in a blue book (exam booklet) before an examination • Allowing others to research and write assigned papers including the use of commercial

term paper services Plagiarism is the act of presenting another person's ideas, research or writing as your own, such as:

• Copying another person’s actual words without the use of quotation marks and footnotes (a functional limit is four or more words taken from the work of another)

• Presenting another person’s ideas or theories in your own words without acknowledging them

• Using information that is not considered common knowledge without acknowledging the source

• Failure to acknowledge collaborators on homework and other assignments If you ever have questions about whether something might count as plagiarism, feel free to contact me. I also highly recommend the online tutorial prepared by the Newman Library: http://newman.baruch.cuny.edu/help/plagiarism/default.htm. Accommodations Policy: Baruch College is committed to making individuals with disabilities full participants in its programs, services, and activities through compliance with Section 504 of the Rehabilitation Act of 1973 and with the Americans with Disabilities Act (ADA) of 1990. It is the policy of Baruch College that no otherwise qualified individual with a disability shall be denied access to or participation in any program, service, or activity offered by the university. Individuals with disabilities have a right to request accommodations. If you require any special assistance or accommodation, please let me know as soon as you can, ideally during the first three weeks of the semester.

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