學期別: 1021 課程名稱: 0400510 美國文學史(上)
Survey of American Literature I: Beginnings to 1865

“History begins for us with murder and enslavement, not with discovery” 
(William Carlos Williams, In the American Grain) 

“Acts have consequences, Dixon, they must…. In America … Time is the true River that runs ’round Hell” (Thomas Pynchon, Mason & Dixon)

“One must be an inventor to read well … There is then creative reading, as well as creative writing” (Ralph Waldo Emerson, “The American Scholar”)

一、課程目標Course objectives:
Course Description:
“Survey of American Literature I” introduces students to American literature from the early colonial period to the nineteenth century, covering both literary history and literary works. It was a turbulent period that witnessed two major wars—the American Revolution and the American Civil war—as well as the constant wars between the Native Americans and European colonialists who were later succeeded by white Americans. It also saw the gradual westward expansion of American territory from the original colonies. By the 19th century, two of the major ideologies used to justify Indian removal and territorial expansion (the annexation of Texas in 1845 and of Mexico in 1848) were “Vanishing American” and “Manifest Destiny.” The discovery of gold in California in 1849, making it the new frontier to be settled, further fueled the westward movement and settlement.

The growth of the nation, however, was built on the institution of slavery, exploiting the labor of African slaves and their descendents, while its white citizens were pursuing their American dream of prosperity and success. Women in the Republic were disenfranchised like the black slaves and the Native Americans; but under the leadership of some pioneering feminists, both black and white, and with the support of some men, the first women’s rights convention was held in Seneca Falls, New York, in 1848.    

The reading is divided into four major sections: imperialist globalization and colonization, Puritan writings, the Age of Reason and formation of “American” identities, and antebellum literature and American Renassiance. We will read a variety of literary genres (prose, poems, letters, captivity narrative, slave narrative, and short story, etc.) and texts by some of the important figures in each historical period, and situate those texts in the political, historical, cultural, social and economic contexts. Two of the major questions we will be exploring and asking throughout the semester are what constitutes “American” literature and who are recognized as “American” citizens. The course will also bring the contemporary discourse on postcoloniality and empire, feminist critique, critical race studies, historical materialism, cultural studies to bear on the texts under our examination in order to enhance our understanding of the ideological content of the texts and issues raised by the texts. In doing so, we will pay attention to the questions of race, gender, class, nation and sexuality, as well as their intersection.
Also, maintain a dialectic perspective between our present globalizing moment and the historical moments in which those texts were produced and read. That is, keep in mind how our contemporary moment and knowledge condition or enable our reading, or conversely how the issues (racism, gender inequality, class exploitation and polarization, etc.) raised in the diverse texts still speak more or less to our contemporary moment, or in different registers.    
二、師生晤談時間及地點Instructor office hours:
Instructor: Huei-ju Wang (王惠茹)
Office: A508 (ext. 2716)
Office Hours: Tuesday, 3-5 pm. and by appointment
E-mail: hjwang@ncnu.edu.tw

三、授課方式Teaching approach:
The course consists of lecturing and student participation in group reports and class discussions.
You are expected to complete the reading assignments and actively participate in class and group discussions. You will also be asked to form study groups to conduct group discussions both in and outside the class. This course meets the requirement of Core A category in terms of developing your ability to read, analyze and write critically.

四、評量方式Grading criteria:(含評量項目及所佔比例,請運用多元評量)
Class Participation & quizzes: 15%
Group Reports: oral reports—10%; written reports in English—10%
Mid-Term Exam: 30%
Final Exam: 35%

五、參考書目Textbook & references:(酌列作者姓名、出版年份、書名、出版書局等資料)
Required Text: available at the campus bookstore
The Norton Anthology of American Literature, Shorter 8th Ed.  Ed. Nina Baym. New York: Norton, 2013.
* hand-outs provided by the instructor.

Further Reading:
Greenblatt, Stephen. Marvelous Possessions: The Wonder of the New World. Chicago: U of Chicago, 		1991. 
Marcus, Greil and Werner Sollors, ed. A New Literary History of America. Cambridge: Harvard UP, 		2012. 
Matthiessen, F. O. American Renaissance: Art and Expression in the Age of Emerson and Whitman. 1941. 	Whitefish: Kessinger, 2010. 
Slotkin, Richard. Violence through Regeneration: The Mythology of the American 	Frontier, 1600-1860. 	1973. Okalahoma: U of Okalahoma P, 2010. 

Course schedule (week, topic, activities, evaluation/assignment, text, etc.):
Week 1
Sept. 16	Introduction to the course

Unit One: Imperialist Globalization and Colonization
Week 2   
Sept. 23 	Background reading: “Beginnings to 1700” (pp. 3-19) & Quiz

Unit Two: The Puritans and the Representation of Native “Other”
Week 3
Sept. 30 	John Smith, from The General History of Virginia (pp. 57-69)
               	William Bradford, from Of Plymouth Plantation (pp. 72-81)

Week 4
Oct. 7		Mary Rowlandson, from A Narrative of the Captivity and Restoration of 					Mrs. Mary Rowlandson (pp. 126-43)

Unit Three: The Age of Reason and Formation of American National Identity 
Week 5
Oct. 14 	Background reading: “American Literature 1700-1820” (pp. 157-69) & 					Quiz 
		Benjamin Franklin, “The Way to Wealth” (pp. 234-42); 
		The Autobiography: Part One (pp. 248-49)	

Unit Four: Antebellum Literature and American Renaissance (Slavery, Race, Nation, Gender, Class and 		Sexuality)
Week 6
Oct. 21		Background reading: “American Literature 1820-1865” (pp. 445-54) & 					Quiz
		Washington Irving, “Rip Van Winkle” (pp. 467-82)

Week 7
Oct. 28 	Background reading: “American Literature 1820-1865” (pp. 454-66) & 					Quiz 
		Nathaniel Hawthorne (pp. 603-06), “The Minister’s Black Veil” (pp. 636-				45)

Week 8
Nov. 4		Nathaniel Hawthorne, “The Birth-Mark” (pp. 645-56)

Week 9
Nov. 11		Mid-term Exam

Week 10 
Nov. 18		Screening The Scarlet Letter, dir. Roland Joffé (1995)

Week 11
Nov. 25 	Edgar Allan Poe (pp. 683-87), “The Raven” (pp. 688-91); “The Fall of the 				House of Usher” (pp. 702-14) 

Week 12
Dec. 2		Edgar Allan Poe, “The Purloined Letter” (pp. 724-37)

Week 13 
Dec. 9		*Lydia Maria Child (pp. 1078-80), from Letters from New York—(*handout)
		“Letter I: The Streets of a Modern Babylon” (pp. 1081-83)
		“Letter XIV: Burying Ground of the Poor” (pp. 1083-87)
		“Letter XXXIV: Women’s Rights” (pp. 1096-1100)

Week 14 
Dec. 16 	Herman Melville, “Bartleby, the Scrivener” (pp. 1099-1128)

Week 15 
Dec. 23 	Screening Beloved, dir. Jonathan Demme (1998) 

Week 16 	
Dec. 30		Harriet Jacobs, from Incidents in the Life of a Slave Girl (pp. 818-39)

Week 17
Jan. 6		Walt Whitman (pp. 1005-09), “Song of Myself [1, 6, 11, 15, 21, 24, 28]”

Week 18
Jan. 13 	Final Exam 

七、TA協助事項Teaching Assistant tasks: None

You are expected to attend class on time. As there will be active in-class discussion, attendance is essential. You are allowed three absences; each subsequent absence will lower your class participation grade.

Academic Honesty & Plagiarism: 
Students should abide by academic honor code by properly documenting the source of their knowledge. Plagiarism is the unauthorized use of someone else’s ideas without citing the source or passing off someone else’s wording as one’s own. Therefore, in the internet age you should never copy and paste something from the World Wide Web without disclosing its original source or giving credit to the author. Similarly, you should never copy a passage or a paragraph verbatim from a book or an essay without using quotation marks and citing the source. Plagiarism is a serious academic offense; the offender runs the risk of failing the course. The instructor has zero tolerance for such an offense. 

*For detailed MLA documentation, see Diana Hacker’s The Bedford Handbook, Seventh Edition (pp. 586-666), as well as visit the website below.


1.課堂討論(含個案討論): Yes
2.書面報告、作業、作品、實驗: Yes
3.學生口頭報告: Yes
4.課程規劃之校外參訪及實習: None
5.證照/檢定: None
6.參與課程規劃之校內外活動及競賽: Encourage students' participation
7.課外閱讀: Encouraging students to read realted material
8.其他: Flexible

1.紙筆考試或測驗: Yes
2.實作評量﹙含口頭、書面報告、實習、表現評量﹚: Yes
3.其他表現: Flexible

培養學生培養文學知識及欣賞分析能力,啟發學生理解能力。之教學活動:lecturing; close reading of the texts; class discussions.
培養學生培養文學知識及欣賞分析能力,啟發學生理解能力。之評量方法: mid-term and final exams; oral and written reports.

培養學生具備優良英語聽、說、讀、寫、譯能力。之教學活動:reading, writing and analysis.
培養學生具備優良英語聽、說、讀、寫、譯能力。之評量方法: mid-term and final exams; oral and written 		reports.