Critics have argued that because the rise of the novel coincides with the founding of the American nation in the late 18^th century, this country has a unique relationship to that genre. With this in mind, this class will look at how different novelists have addressed the question of what it means to be an American. “All men are created equal,” says the Declaration of Independence; we will look at how novelists have written about that equality in terms of gender, race, and class beginning with the very earliest American novels all the way up to today.

Charles Brockden Brown, Edgar Huntly

James Fenimore Cooper, The Last of the Mohicans

Harriet Beecher Stowe, Uncle Tom’s Cabin

Ralph Ellison, Invisible Man

Keep in mind that this course will operate primarily as a discussion class. For this to be successful, you must do the assigned reading carefully and ON TIME. When you come to class unprepared, you not only waste your own time, but you let down your classmates as well. To facilitate discussion and to insure that everyone is keeping up with the reading, I will generally begin class with an informal, short (5 minute) writing assignment based on the reading you have done for class that day. If you cannot complete the writing for the day, you will be considered unprepared, and therefore you will be counted absent for the day. With more than four unexcused absences you will fail the course, so remember that missing class or not being able to complete the writing assignment has significant repercussions. Remember that 10 percent of your final grade is based on class participation—that that means you must PARTICIPATE in the activities of the day. Merely showing up for class and doing the reading do not assure a good participation grade—active engagement with the questions and concerns of the course are required for a high participation grade.

As well as completing all the assigned reading for the course, you will be required to write two papers this semester. You will also complete a group project, and we will have both a midterm and a final. You will receive a more detailed assignment sheet for each essay as the semester progresses, and you should feel free to talk with me at any point if you have questions or concerns about any of the assignments. Remember, though, that assignments are due on the day listed on the syllabus and/or assignment sheet. If you do not make arrangements with me in advance, late papers will receive a zero; otherwise, you can expect some sort of grade penalty for handing in work late (that penalty will be determined by in conference between the student and the instructor). The bottom line is that you should avoid handing in late work at all costs.

First paper…………………………………………25%

Please feel free to stop by after class or in my office hours to discuss any learning disabilities, physical disabilities, or special circumstances of which you feel I should be aware.

JAN

T -16 The Declaration of Independence

T -30 Edgar Huntly

TH-1 Edgar Huntly

T -6 Edgar Huntly

TH-8 Edgar Huntly

TH-15 Last of the Mohicans

TH-22 Last of the Mohicans

MARCH

TH-1 Uncle Tom’s Cabin

TH-8 Uncle Tom’s Cabin

TH-15 Uncle Tom’s Cabin* [group project]

T -20 Invisible Man

TH-22 Invisible Man

T-27 SPRING BREAK

APRIL

TH-5 Invisible Man

T -10 Invisible Man* [group project]

TH-12 Love Medicine

T -17 Love Medicine

TH-26 Love Medicine* [group project]

T -1 CONCLUSIONS

PAPER ASSIGNMENT #1

Paper Length: 4-5 pages

Due Date: Tuesday, February 13

For this paper you can choose a topic independently (be sure to check it with me before you start writing); you can choose a topic from our discussion questions; or you can choose one of the following topics:

Ø Compare and/or contrast Eliza in The Coquette and Edgar Huntly in the novel of the same name. What is the significance of the similarities/differences you have seen?

Ø Explore the impact of the epistolary form on both of these novels.

Ø Explore the use of doubling in both The Coquette and Edgar Huntly

Ø Discuss these novels in terms of an emerging American political, social, and/or racial identity: what makes these American novels?

Ø The Coquette is a sentimental novel while Edgar Huntly is a gothic novel. Compare and contrast the distinctions as well as the similarities between the two novels. What, finally, is the impact of the genre of each novel on its message?

Ø Both Edgar Huntly and The Coquette are about individuals who for one reason or another cannot integrate themselves fully into their respective communities. Discuss the tension between individualism and community in each of these novels.

The key to successfully completing the assignment is NOT simply repeating back ideas we’ve already discussed in class, but instead developing your own original and insightful interpretations. Be sure to come talk with me if you have any questions about your particular paper.

ASSIGNMENT #2

This next assignment is composed of two parts: a class presentation, which will be a group project, and a paper that emerges from the research you will have done.

At the beginning of the semester, each student will sign up for his/her choice of presentation days. Your responsibilities will be to investigate one historical/cultural problem and design a class presentation relating it to the novel we are studying.

CLASS PRESENTATION:

Ø Each group will meet with me at least one week before the assigned date to go over your research and articulate your goals for your presentation.

Ø You will do as much background research on your topic as possible, and you will present that information to the class in an engaging and interesting manner. The emphasis here is NOT on a dry reading of research notes, but instead on making your topic accessible to the class.

Ø You will lead a discussion in which you engage the rest of the class in what makes your subject interesting or appealing

Ø In addition to the verbal presentation, the group must compile a handout for the class with at least three useful bibliographical sources and a brief summary of relevant information (depending on your topic, this might include a chronology, a map, definitions of key terms--use your judgment and feel free to consult with me).

PAPER:

In addition to the presentation you will produce a paper (5-7 pages) relating the cultural/historical issue you have examined to the relevant novel. This is NOT a group assignment; each of you will write your own paper. Again, let your own interests be your guide--I want to see YOU make connections and analyze those connections on your own. Remember, too, that this is a literature class, and I will expect close attention to the particular novel you have chosen. I am NOT interested in a summary of your research, but rather an analysis of your novel that uses appropriate outside resources to illuminate your reading. We can talk about this when you meet with me about your topic. Hand in the paper on the next class day after your presentation.

PRESENTATION TOPICS:

Ø Indian Removal/ Last of the Mohicans. Tuesday, February 23

Ø The Abolition movement/ Uncle Tom’s Cabin. Thursday, March 15

Ø Tuskeegee University and Booker T. Washington/ Invisible Man. Tuesday, April 10

Ø The American Indian Movement and the 1975 Siege of Wounded Knee/ Love Medicine. Thursday, April 26

ENGLISH 4550

The American Novel

Dr. H. Wyss Office: Haley Center 9080