學期別: 1022 課程名稱: 0400830 美國文學史(下)
Survey of American Literature II: from 1865 to Post-9/11 Era

All fixed, fast-frozen relations … are swept away, all new-formed ones become antiquated before they can ossify. All that is solid melts into air, all that is holy is profaned ….
---Karl Marx and Friedrich Engels, The Communist Manifesto

The problem of the Twentieth Century is the problem of the color-line. 
---W. E. B. Du Bois, The Souls of Black Folk

A screaming comes across the sky.
---Thomas Pynchon, Gravity’s Rainbow

一、課程目標Course objectives:
Course Description:
As the second and last part of Survey of American Literature, this semester the course focuses on texts produced since 1865, including the recently emerging body of works produced in response to the September 11, 2001 terror attacks on the World Trade Center and the Pentagon, known as post-9/11 literature. Two thirds of the course is embedded in the discourse of modernity, whose vitality and transformative powers were vividly captured by Marx and Engels in the passage quoted above when they described the social, political, cultural, ideological and economic changes they witnessed in the 19th century Europe. An equivalent version of American modernity is rendered by comics artist Robert Crumb in his well-known 1979 piece, “A Short History of America,” in which he imagined the transformation of America from a wilderness into a modern urban landscape in 12 frames (see the pictures on page 1). In addition, the course will also expand to include the discourse of post-modernity, globalization and post-9/11 era. 

Thus we will examine the American experiences of being a modern, postmodern and post-9/11 subject/subjectivity, while taking into account the issues of gender, race, class and sexualities in a fast changing man-made environment. The readings as a whole will help us map out the transformation of American society from an agricultural society in the late 19th century to a modern and post-modern consumer society in the 20th century and beyond, as well as the changing social relations around gender, race, class and sexualities. We will examine three major modes of literary expressions—realism/naturalism, modernism and postmodernism—and investigate the ways in which each is an attempt to represent or imagine the changing and elusive America as a society and nation and its multi-racial/ethnic people with rich and diverse cultures. In doing so, we will deploy what Marxist literary critic Fredric Jameson calls “cognitive mapping,” a concept he articulated to investigate the dynamic and dialectical interactions between the economic base (the mode of production and the social relations of production) and the superstructure (the production of literature, culture, philosophy, religion, etc.). 
Also, always maintain a dialectical perspective by making meaningful connections 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 readings, or conversely how the issues (racism, gender inequality, sexual oppression, class exploitation and polarization, etc.) raised in the diverse texts still speak, more or less, to our contemporary moment.

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.

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: Monday, 1-3 p.m., 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: 10%
Group Reports: oral reports—10%; written reports in English—10%
Mid-Term Exam: 35%
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 Texts:
Baym, Nina, ed. The Norton Anthology of American Literature. Shorter Eighth Edition. New York: 			Norton, 2013. Print. 
*A Course Packet (provided by the instructor)

Further Reading:
Gray, Richard. After the Fall: American Literature since 9/11. West Sussex: Wiley-Blackwell, 2011. 		Print.
Jameson, Fredric. Postmodernism: Or, the Cultural Logic of Late Capitalism. Durham, Duke UP, 1990. 		Print.
Kalaidjian, Walter, ed. The Cambridge Companion to American Modernism. Cambridge: Cambridge UP, 		2005. Print.
Marcus, Greil and Werner Sollors, ed. A New Literary History of America. Cambridge: Harvard UP, 		2012. Print.
Pizer, Donald, ed. The Cambridge Companion to American Realism and Naturalism: 	From Howells to 		London. Cambridge: Cambridge UP, 1995. Print.

Course schedule (week, topic, activities, evaluation/assignment, text, etc.):
Week 1 
Feb.17		Introduction to the course 

Modernity I: Realism, Naturalism and Local Color 
Week 2
Feb. 24		Background reading:“American Literature 1865-1914” (pp. 1265-74)  
		Sarah Orne Jewett,“A White Heron” (pp. 1596-1603)

Week 3
Mar. 3		Background reading: “American Literature 1865-1914” (pp. 1274-81) 
		Charles W. Chesnutt, “The Wife of His Youth” (pp. 1641-42; 1649-57)
Week 4		
Mar. 10		Edith Wharton, “Roman Fever” (pp. 1682-83; 1696-1705)
		Abraham Cahan, “A Sweat-shop Romance” (pp. 1657-67)	
Week 5
Mar. 17		W. E. B. Du Bois, from The Souls of Black Folk (pp. 1715-22)
		Zitkala Ša, from Impressions of an Indian Childhood (pp. 1823-30)	

Week 6
Mar. 24		Stephen Crane, “The Open Boat” (pp. 1765-84)	

Week 7
Mar. 31		Screening Ethan Frome (dir. John Madden, 1993)

Week 8
Apr. 7		Mid-Term Exam

Modernity II: Modernism, Harlem Renaissance and American Dream
Week 9
Apr. 14		Background reading, “American Literature 1914-1945” (pp. 1837-47)
		Wallace Stevens, “Sunday Morning” (pp. 1950-57)

Week 10
Apr. 21		Background reading, “American Literature 1914-1945” (pp. 1847-56)
		Zora Neale Hurston, “How It Feels to be Colored Me” (pp. 2123-27)
		Langston Hughes, “The Negro Speaks of Rivers” (pp. 2221-24)

Week 11
Apr. 28  	F. Scott Fitzgerald, “Winter Dreams” (pp. 2147-64)

Post-modernity: Post-modern and Post-9/11 Literature, and Globalization 
Week 12
May 5		Background reading: “American Literature since 1945” (pp. 2255-63)
		Allen Ginsberg, “Howl” (pp. 2538-48) 	

Week 13
May 12		Background reading: “American Literature since 1945” (pp. 2263-71)
		Thomas Pynchon, “Entropy” (pp. 2666-78) 
Week 14
May 19		Jhumpa Lahiri, “Sexy” (pp. 2833-49)

Week 15
May 26		Screening Extremely Loud & Incredibly Close (dir. Stephen Daldry, 2011)

Week 16	
June 2		Dragon Boat Festival—No Class

Week 17	
June 9		*Don DeLillo, “Hammer and Sickle” (pp. 147-81)

Week 18
June 16		Final Exam

七、TA協助事項Teaching Assistant tasks: None

You are expected to attend class on time. As there will be interactive group reports and discussions, 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, and 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.

Intellectual Copyrights Policy: 
The Ministry of Education has stipulated to uphold intellectual copyrights law.


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: No
5.證照/檢定: No
6.參與課程規劃之校內外活動及競賽: encourage students' participation
7.課外閱讀: encourage outside readings of related materials
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.