English 517:
Contemporary American Literature

Syllabus / Reading Schedule / Assignments

Dr. Susan Farrell
26 Glebe Street, #205
953-5785
farrells@cofc.edu


Syllabus

Office Hours

MWF 10:00-11:30, W 2-3
and by appointment

Books

--Kurt Vonnegut, Slaughterhouse-5
--Don DeLillo, White Noise
--Ishmael Reed, Mumbo Jumbo
--Tim O'Brien, Going After Cacciato
--Tom Wolfe, The Electric Kool-Aid Acid Test
--Norman Mailer, The Executioner's Song
--Toni Morrison, Song of Solomon
--Louise Erdrich, Tracks
--Jane Smiley, A Thousand Acres
--Jonathan Safran Foer, Extremely Loud & Incredibly Close
- Tom Wolfe/Joan Didion essays (available on library electronic reserve and WebCT)

Course Description

This course examines a selection of contemporary American fiction in historic, aesthetic, and social contexts.   In other words, we will explore the relationship between contemporary American literature and the world we live in.  Topics may include literature and postmodern culture, how aesthetic style may be influenced by social and historical conditions, the blurring of fact and fiction in contemporary literature, and how literature is affected by issues of race, class, and gender.  While the range of contemporary American fiction is extremely broad and varied, and impossible to cover in one semester, students will become acquainted with several of the major  trends in American literature since 1965.  The course is divided into four main units:  1) post W.W.II and postmodernism; 2) new journalism and popular culture; 3) issues of race and gender; and 4) 9/11 aftermath.   As students will discover, these categories are not mutually exclusive. They overlap and intersect one another.

 Coursework  

Required work for the course includes careful reading of all assigned material and active participation in class discussions.  Please come to class prepared with questions and comments about the assigned reading for each day--the success of the course depends on your involvement.

Papers, Presentations

Early in the semester, you will choose (or be assigned) one of the books on the syllabus.  Your two major papers and your class presentation will revolve around this text.  The first paper will be an annotated bibliography that summarizes at least ten outside sources and two critical disagreements surrounding the book.  You will present your research findings to the class on the day we discuss the book.  Your final annotated bibliography will also be due that day.   The second essay is an approximately 15-page research paper which should build on both your own reading of the book and what you discovered in your research.  I will expect you to place your reading of the work within a critical context relevant to it.  A first draft of your research paper is due 10 days after your annotated bibliography.  I will provide more detailed information about papers and presentations well in advance of their due date.

Position Papers

In addition to the two major written assignments (the annotated bibliography and the research paper), I will ask you to write seven short (approximately 500 words) position papers.  For each book we read, I'll provide a list of possible topics.  Position papers will be due on scheduled days; they will not be accepted late.  You may choose which seven papers to write and which to skip.

Note:  You may not write one of your position papers on the book that you're writing your research paper on.

Exams

There will be a mid-term and a final exam in the class.  I will give you more information about it before the end of the semester. 

Grading

Your final grade will be determined according to these percentages:   Letter grades assigned will have the following numerical values:
             
Position Papers
15%
 
A+/98
B+/88
C+/78
D+/68
Annotated Bibliography
15%
 
A /95
B /85
C /75
D /65
Presentation
5%
 
A-/92
B-/82
C-/72
D-/62
Draft of Research Paper
5%
 




Research Paper
25%
 
F = 50
Paper not turned in = 0
Mid-Term Exam
15%





Final Exam
20%
         

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Reading Schedule

Week

Date

Assignment

Week 1

Mon. Aug. 27

Course Introduction

  Post W.W.II, Postmodernism

Week 2

Mon. Sept. 3

Slaughterhouse-Five

Week 3

Mon. Sept. 10

White Noise

Th. Sept. 13

Drafts of Sl-5 papers e-mailed to me by midnight

Week 4

Mon. Sept.  17

Mumbo Jumbo

Th. Sept. 20

Drafts of White Noise papers e-mailed to me by midnight

Week 5

Mon. Sept.  24

Going After Cacciato

Th. Sept. 27

Drafts of Mumbo Jumbo papers e-mailed to me by midnight

  New Journalism, Popular Culture

Week 6

Mon. Oct.  1

Wolfe/Didion essays (available library e-reserves)

Th. Oct. 4

Drafts of Cacciato papers e-mailed to me by midnight

Week 7

Mon. Oct.  8

The Electric Kool-Aid Acid Test

Week 8

Mon. Oct.  15

Fall Break

Th. Oct. 18

Drafts of Electric Kool-Aid papers e-mailed to me by midnight

Week 9

Mon. Oct. 22

  Mid-Term Exam

Week 10

Mon. Oct. 29

The Executioner's Song

Race and Gender

Week 11

Mon. Nov.  5

Song of Solomon

Th. Nov. 8

Drafts of Executioner's Song papers e-mailed to me by midnight

Week 12

Mon. Nov.  12

Tracks

Th. Nov. 15

Drafts of Song of Solomon papers e-mailed to me by midnight

Week 13

Mon. Nov.  19

A Thousand Acres

Th. Nov. 22

Drafts of Tracks papers e-mailed to me by midnight

9/11 Aftermath

Week 14

Mon. Nov. 26

Extremely Loud and Incredibly Close

Th. Nov. 29

Drafts of A Thousand Acres papers e-mailed to me by midnight

Week 15

Mon. Dec. 3

--Class Wrap-Up; Discuss Final Exam

Final Papers Due:  Wednesday, Dec. 5  (in my office by 5:00)

Final Exam:  Monday, December 10, 4-7 p.m.

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 Assignments  

 

 

Position Papers / Annotated Bibliography / Research Paper

Presentation / Final Exam

 

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Position Papers

Your position papers should be approximately 500 words (they should be no more than two typed pages), so you'll have to think carefully about what you want to say and make every word count.  You're required to turn in 7 position papers over the course of the semester. Remember that late position papers are not accepted.  You may either respond to one of the suggested topics or come up with your own if you'd prefer.

Note:  You may not write one of your position papers on the book that you're writing your research paper on.

Click on the book to see specific topics for each.

White Noise
Mumbo Jumbo
Going After Cacciato
Tom Wolfe/Joan Didion essays
The Electric Kool-Aid Acid Test
The Executioner's Song
Song of Solomon
Tracks
A Thousand Acres
Extremely Loud and Incredibly Close

Slaughterhouse-Five  (Due Date:  Monday, September 3)

Possible Topics
--Why do you think Vonnegut chooses to begin with the very self-reflective first chapter that explains his difficulties writing the book?  What does he gain by such an opening chapter; what do you think he's trying to accomplish here?
--Do you believe this is an anti-war book or not?  Vonnegut concedes in the opening chapter that trying to stop wars is like trying to stop glaciers.  Is he a fatalist, as some critics have charged, or does he think change is possible?
--Comment on the book's style.  What makes it unique, interesting?  Does the style seem to underscore the content?  Or does it detract from the content?
--What are we supposed to think about the Tralfamadorians and their world-view? Does Vonnegut believe (and want us to believe) that the Tralfamadorian  philosophy of life is more sane and reasonable than that of earthlings?  Or do you believe that Vonnegut satirizes the Tralfamadorian view--that he presents it ironically?

White Noise  (Due Date:  Monday, September 10)

Possible Topics:
 --What do you think the "white noise" of the title refers to?   Where in the book itself do we see this white noise manifested?  What does the white noise suggest about contemporary American culture?
--Do you think DeLillo critiques or appreciates our media-obsessed, consumerist society? Or does his vision involve a more complicated mixture of the two?  Cite particular scenes, instances in the book to support your view.
--Choose a particular supporting character (Heinrich, Denise, Stephie, Wilder, Murray Jay Siskind, Babette, Orest Mercator, etc.) and discuss what role this character seems to play in the book. 
--Look one of these particular scenes in the book and provide a close reading of what you think is going on here:
1)  The scene beginning in Chapter 39 when Jack confronts Willie Mink.
2)  The scene at the hospital with the German nuns.
3)  The scene at the very beginning of Chapter 40, in which Wilder rides his tricycle across the highway.

Mumbo Jumbo  (Due Date:  Monday, September 17)

Possible Topics:
--What do you think "Jes Grew" is?
--What do you think Reed is saying about the Western view of art?  Why are museums called "centers of art detention"?  Does he imagine a different kind of art?  How does the style of the novel challenge traditional notions of literary art?
--What does Reed have to say about monotheism vs. pantheism?  What people/groups in the book are each associated with?
--Talk a bit about the mythic background Reed uses toward the end of the novel.  What is he doing with the ancient Egyptian myths of Isis/Osiris/Set?
--This is certainly not a traditionally realistic novel.  How would you characterize it instead?  Discuss the style of the novel and what you think Reed is trying to accomplish with the form he has chosen.
 

Going After Cacciato  (Due Date:  Monday, September 24)

Possible Topics:
--Sort out, as best as you can, the novel's structure.  What are the different types of chapters?  What are the major timeframes?  What events occurred in the past?  What is happening in the present?   Was there a point in the book when the novel's structure became more clear to you?
--Discuss the figure of Cacciato.  How is he described?  What does he seem to represent to the rest of the men?
--Provide a close reading of the chapter when the men fall down the hole in the road to Paris.  Why do they fall?  What do the tunnels suggest?  What happens down there and why?  How do they get out?  What role does Sarkin Ang Wan play in this?
--What happens to Lt. Sydney Martin?
--Examine the scene in Chapter 44 that mocks the Paris peace talks.  Whose argument do you find most convincing, Sarkin Ang Wan's or Paul Berlin's?  Which position do you think O'Brien advocates?  Does Paul Berlin ultimately fail in courage, or do the right thing by returning to the war at the end?
 

Wolfe/Didion Essays  (Due Date:  Monday, October 1)

Possible Topics
--What are the four specific techniques that Wolfe says the New Journalists learned from the realistic novelists?  Look at "Radical Chic" and/or "Mau-mauing the Flak Catcher" and discuss how Wolfe himself uses these techniques.  How successful do you think he is?
--How legitimate do you believe the New Journalism is?  Can it really be called "journalism" as Wolfe claims?  Or do you agree with critics who claim it's a form much too subjective to be considered non-fiction?  Is it useful or cumbersome to retain old distinctions between fact and fiction anyway?
--Why do you think Didion chooses the particular sort of brief snapshot-type style she uses for her essay?  What, according to Didion, has happened to traditional plot, narrative?
--Does Didion present a slightly darker view of the 60's than you are used to?  How so?  Why?  What seems to be her overall take on that decade? 
     

The Electric Kool-Aid Acid Test  (Due Date:  Monday, October 8)

Possible Topics:
--Do you think Tom Wolfe himself is "on the bus" or "off the bus"? In other words, how fully do you trust Wolfe's depiction of Ken Kesey and the Merry Pranksters in the book?  Do you detect any bias in Wolfe's account?  Does he seem to like and admire the Pranksters, possibly romanticize them even?  Or do you think Wolfe finally undermines the Pranksters?
--What is Kesey's relationship to the older radical movements and ideas that he displaces--the 1950's bohemians, the hipness of black culture, political activism, the Perry Lane crowd, even Timothy Leary and his group?  Is there a sense that STYLE has replaced true political involvement?  If so, how does Wolfe present this--is it a good thing or a bad thing?
--Look at the theme of control in the book (perhaps best represented by the "Tower of Control" at the Tripps Festival).  Does Kesey become increasingly controlling as the book progresses?  How are we to feel about the ethics of what's happening?  (What about the schism among the pranksters?  What about people who don't quite fit in such as Stark Naked, Sandy, or the Who Cares Girl?)
 

The Executioner's Song  (Due Date:  Monday, October 29)

Possible Topics:
-- In a review of The Executioner's Song, Diane Johnson writes that the novel may be considered "literary ambulance-chasing."  Other readers have criticized Mailer for writing a basically and fundamentally "immoral" novel because it devotes so much dispassionate attention (over 1,000 pages worth) to a cold-blooded murderer. Other critics, though, argue that the novel is Mailer's best work to date. Which view do you take?  Is the novel immoral and exploitative?  Does it glorify Gilmore?  Or does it manage to be a "true-crime" story that works, that rises above the status of "literary ambulance-chasing"?
--Does your view of Gilmore change as the novel progresses?  Does he become more monstrous the more we see of him?  Or does he, as at least one critic argues, become increasingly a tragic hero, especially after he's arrested and imprisoned again?
--What are we to think of Lawrence Schiller?  How does Mailer present him?
--What do you think of Mailer's depictions of Gilmore's victims?  Does he treat them fairly or condescendingly?
--What do you think about some of the admissions Mailer makes in his afterword to the novel?
   

Song of Solomon  (Due Date:  Monday, November 5)

Possible Topics
--Look at either Macon Dead II, Ruth, or Pilate and talk about this character's function in the novel.
--Examine a particularly memorable image or recurring motif in the novel (Ruth's watermark, eggs, gold/ginger, the rose petals sewn by Lena and Corinthians, the peacock, etc.)
--Discuss the emphasis on names and naming in the novel.  Perhaps examine individual characters' names?  Talk about the relationship between names and history?
--What are we supposed to think about Guitar Baines and The Seven Days?  Is Guitar an appealing character or an appalling character?  Explain.
--Provide a close reading of the very end of the novel (the last two pages or so).  How are we supposed to read and interpret what happens here?
 

Tracks  (Due Date:  Monday, November 12)

Possible Topics
--What do the "tracks" of the title refer to?  Are there literal "tracks" in the novel?  How do tracks work as a metaphor in Erdrich's fiction?  Why do you think Erdrich chose to title this novel Tracks?
--Discuss the structure of the novel.  Why does Erdrich choose two alternating narrators?  How does this form relate to the novel's content?
--What are we to think of Pauline Puyat?  Is she simply crazy?  Are we to feel any sympathy/admiration  for her at all?  What does her function in the novel seem to be?
--Look at Erdrich's prose style.  Is it lyrically beautiful, as many readers believe?  Or is it overwrought, too writing-schoolish as some critics have charged?  How does Erdrich's style affect you?  Do you think it works or not?
--Why doesn't Fleur tell her own story?  What are we to think of Fleur?  Why does she hasten her own destruction at the end?
 

A Thousand Acres  (Due Date:  Monday, November 19)

Possible Topics
--Consider the novel's epigraph from Meridel Le Seur.  How does this quote shape and inform the book?
--Is Ginny an entirely reliable narrator?  Can we completely trust her perception of events?  Why do you think Smiley chose Ginny to narrate the story?  How would the book have been different with a different narrator?
--If you're familiar with King Lear
, talk about Lear parallels in the novel.  How well do you think these work?
--Some reviewers arged that Smiley went too far in making Larry Cook commit the particular offenses that he does--that such a decision robs the Lear character of his majesty, making him unambiguously bad.  Do you agree or disagree with this assessment?
--What are we supposed to think about Jess Clark?  Is he a villain or a victim?  An admirable rebel or a cowardly failure?
--How do you read the ending of the novel?  Is it entirely tragic?  Does Smiley leave us with any hope for the future?
 

Extremely Loud and Incredibly Close  (Due Date:  Monday, November 26)
 

Possible Topics
--Do you find the voice of the main narrator, Oskar Schell believable?  Why or why not?
--Why do you think the tale of the Sixth Borough is important to the novel?  Perhaps talk about representations of the city in general in the book.  Is there a sense that this entire novel is a love letter to New York City?
--Discuss the backstory:  the sections written by Oskar's grandparents.  How well do you think these sections work in relation to the rest of the book?
--Using a telephone keypad, figure out the numbered message on pp. 269-271.
 

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  Annotated Bibliography

Due Date:  This assignment is due on the day of your class presentation (see course syllabus).

The written portion of this assignment has two parts:  1)you will write an annotated bibliography of at least ten outside sources on your book; and 2)you will identify and briefly explain what seem to you  to be the two or three dominant themes or recurring concerns in the criticism regarding the book.

Part I
Some types of sources that you may want to use in your bibliography include the following:

1.  Background Source Material:  One or two of your sources (no more) may be from standard research works that are often helpful in getting background information about an author or work.  Works you'll probably find particularly useful include Contemporary Authors and The Dictionary of Literary Biography.

2.  Reviews:  I encourage you to use book reviews as sources for this assignment.  However, you need to use the type of review usually called the "essay-review."  Essay-reviews are longer and more analytical than standard reviews which often consist mostly of plot summary.  The reviews which appear in The New York Review of Books, The New York Times Book ReviewThe Village Voice, The Nation, and other such journals may be particularly useful.  Reviews which appeared in large newspapers such as The New York Times, The Boston Globe, or The Washington Post are available on the Lexis-Nexis database.

3.  Published Interviews: The contemporary authors we will study this semester have given dozens of interviews in various places (some more than others, of course).  Interviews can be a good source for understanding what authors may have intended in particular works, or how they understand their own works.  A good source for both book reviews and recent interviews is the InfoTrac Academic Index, which often includes full text for the articles cited.   For some of the authors we are reading (Vonnegut, Morrison, Erdrich, possibly others), numerous interviews have been collected together and published in book form.

4.  Critical Articles:   The most useful items to your research will probably be published critical articles on the works we are reading.   Look for critical articles in periodical indexes, especially InfoTrac's Expanded Academic Index and the MLA Index (which you can find on-line in the College's list of databases).  You can then find the article in our periodical room, order it through interlibrary loan, or possibly even get a full-text version off the computer.  If you need help wading through the large number of articles you might find, don't hesitate to come see me in my office.  Often, the best or most influential articles about a work or author are collected together and published in book form.  So don't forget to search the on-line catalog for books on the authors.

5.  Historical Source Material:  One option you may not have considered yet is researching a particular historical sub-text in your work.  For instance, you might be interested in U.S. government/Indian relations in Louise Erdrich's Tracks.  In this case, you might want to include some sources that give historical background about legislation involving Indians.  Or you might need to research specifics about Ojibwa history or myth.  Historical sources such as these are fine to use.

The sources that you include should appear in bibliography format (alphabetized, of course!), with their MLA-style citation first, followed by a brief paragraph summarizing the source's main argument.

Part II

For the second part of this assignment, you'll need to identify and explain two or three of the main themes or concerns you discover in the criticism of your work.  What are the main issues the critics discuss?  How do they agree or disagree about these issues?  What I'd like to see you do in this section is some synthesis of the criticism.  Group together and discuss the varying views.  Don't, though, try to account for EVERYTHING in the criticism; choose two or three key strands to focus on.  

EXAMPLES

So you'll have an example of the kind of written work I'm expecting on this assignment, here is a sample entry from an annotated bibliography on Tim O'Brien's The Things They Carried, followed by a discussion of the main themes in the criticism of the work.

Sample Annotated Bibliography Entry
Smith, Lorrie.  "'The Things Men Do':  The Gendered Subtext in Tim O'Brien's Esquire Stories." Critique:  Studies in Contemporary Fiction 36.1 (Fall 1994):  16-40.

    Lorrie Smith criticizes O'Brien's novel for offering "no challenge to a discourse of war in which apparently innocent American men are tragically wounded and women are objectified, excluded, and silenced" (17).  While recognizing that O'Brien writes with admirable technical skill and deep emotional intensity, Smith says that the main point of her essay is to analyze her own discomfort as a female reader experiencing the text.  She also believes that The Things They Carried fits into a larger cultural project to rewrite the Vietnam War in sexist terms.  She argues that, even though O'Brien's narrator says that only those who were actually involved in the fighting of the war can fully understand the events, he still permits a bond to be formed between male readers and the characters on the basis that women are completely unable to understand "the things men do" (20).  Male readers become less marked as outsiders than women as the stories progress, since the "shared language of patriarchy" (22) eases the general incommunicability of the war trauma for men.  Further, the women characters in the book, including Martha in "The Things They Carried," Sally Gustafson in "Speaking of Courage," the narrator's daughter Kathleen, and the well-intentioned older woman in "How to Tell a True War Story," are presented as at least partially to blame for not understanding male war trauma because of their own refusal to listen to male war stories.  Even Mary Anne Bell in "Sweetheart of the Song Tra Bong," a story that initially seems to deconstruct traditional gender binaries, is problematic because she is presented as monstrous when she abandons traditional feminine traits and dares to adopt masculine codes of behavior.

Part II:  Overall Themes in the Criticism
    The topic most frequently discussed by critics in relation to The Things They Carried concerns the novel's structure, especially its heavy reliance on metafiction and how the metafictional features of the novel relate to O'Brien's concern with truth and storytelling.  Catherine Calloway argues that O'Brien uses metafictive devices to "demonstrate . . . the impossibility of knowing the reality of war in absolute terms" (249).  Because the book offers no concrete resolution to the questions it raises, readers are forced to actively participate in the construction of truth and even in the creation of the text itself.  The book, she argues, is finally about indeterminacy, our inability to get at truth; because of this, the form O'Brien has chosen "perfectly embodies its theme" (255).  Several critics agree with Calloway, but also talk more specifically about the role of the imagination in the novel's form.  Tobey Herzog, who devotes a chapter of his Twayne series book on Tim O'Brien to TTTC, argues that the book's structure, its use of interrelated stories that build on each other and present new conclusions, points to the necessity of the human imagination in understanding and interpreting the events of the war.   He reminds readers that, according to O'Brien, "story-truth" is always more true than "happening-truth."  Steven Kaplan, in his book Understanding Tim O'Brien, agrees, arguing that all of Tim O'Brien's novels are an act of "trying to reveal and understand the uncertainties about the war by looking at it through the imagination" (170-1).  Other critics such as Maria Bonn, in her article "Can Stories Save Us" and John Timmerman in "Tim O'Brien and the Art of the True War Story" focus heavily on the interplay between fact and fiction in the novel.  Almost every critic who writes about this work tackles the issue of form, of the relationship between fiction and "truth" in the book.

    Another recurring theme in the criticism is O'Brien's take on gender issues.  Several critics, including Lorrie Smith, Renny Christopher, and Katherine Kinney, argue that O'Brien reinscribes patriarchal values, both in The Things They Carried and in his earlier novel Going After Cacciato.   While Kinney focuses on the trope of friendly fire, arguing that Vietnam War authors in general tend to present the war as a battle between American men that excludes not only women, but the Vietnamese people themselves, Christopher complains that O'Brien's presentation of Asian women is stereotypical and cliched.   Smith most directly addresses TTTC, arguing in her article "'The Things Men Do'" that there is a gendered subtext to O'Brien's novel.  While in some ways seeming to deconstruct traditional notions about gender, the novel, according to Smith, actually re-enforces patriarchal bonds and silences and objectifies both women characters and women readers.  Other critics disagree with this view.  Pamela Smiley argues that O'Brien has crafted his novel to appeal especially to women readers.  Francis Kazemek advocates teaching the novel in high schools because she believes it can contribute to the development of "feminist maternal peace politics" (156).  In addition, several critics, including Tobey Herzog, Steven Kaplan, Maria Bonn, and Tim O'Brien himself, speaking in interviews, argue that the point of "Sweetheart of the Song Tra Bong" especially, and other stories in a lesser way, is to make readers question received notions about masculinity and femininity.

    Finally, several critics explore intertextuality in The Things They Carried, arguing that O'Brien consciously imitates and revises earlier war stories.  Jeffrey Fischer, for instance, in his article, "Killing at Close Range," examines similarities between TTTC and Erich Maria Remarque's All Quiet on the Western Front as well as Thomas Hardy's The Man He Killed.  Alex Vernon argues that not only TTTC, but other twentieth-century war novels such as e.e. cumings' The Enormous Room and Kurt Vonnegut's Slaughterhouse-Five, play with and revise John Bunyon's seventeenth-century allegory, Pilgrim's Progress, in order to explore the relationship between war and spirituality.  Katherine Kinney and Lorrie Smith both examine ties between the story "Sweetheart of the Song Tra Bong" and Joseph Conrad's Heart of Darkness.  Critics have even examined similarities between O'Brien's work and classical Greek literature.  Christopher Michael McDonough, for instance, argues that O'Brien's narrator in the novel faces a psychological dilemma similar to that faced by Hector in Homer's The Iliad.

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  Research Paper  

Description

Your major essay in the class, an approximately 15-page research paper, is designed to build on the work you've already done in your annotated bibliography.  Now that you've read the book carefully, discussed it in class, and researched some ideas that have been published about it, you should be ready to develop your own argument.  Your paper should present a specific, well-focused, argument (your thesis) about some fairly narrow topic within the novel.  While the main point of the paper is for you to provide your own argument about your focused topic, you should also place this argument within a critical context or conversation.  The paper should be constructed so as to carefully support your argument--to persuade your readers that your interpretation is plausible, interesting, original, well-thought-out, and well-researched.

I will be happy to discuss your research, your thesis, or a rough draft with you before the paper is due.   Feel free to drop by my office hours or make an appointment if you'd like to discuss your paper with me in more detail.

<>Note:  You may not write one of your position papers on the book that you're writing your research paper on.

Due Dates

A rough draft of the paper is due ten days after your annotated bibliography and class presentation.  Final versions of the research paper are due at the end of the semester.

Format

The paper should be typed, double-spaced, and free of grammatical errors. Sources should be cited according to MLA guidelines--a system of internal citations and works cited page at the end.  You needn't cite every source listed in your annotated bibliography--use only what's applicable.  You cast your net wide in the bibliography; now's the time to narrow your focus.

Hints for successfully choosing a topic

--Focus, focus, focus.  Do not choose an overly broad topic such as "the theme of identity in Song of Solomon."  Instead, narrow your topic.  Rather than trying to cover all aspects of identity, focus on names and naming in the novel; talk about relationships between fathers and sons; look at ancestor figures; focus on a particular character or perhaps a couple of characters who take different approaches to discovering their identity (Milkman vs. Guitar); explore a particular mythic background (the Daedalus and Icarus myth in Song of Solomon), etc.

--As you're thinking about your focus in this paper, you might begin by looking back at the main strands of criticism you wrote about in your bibliography.  If critics disagree about a particular issue, you may want to write a paper which enters into a critical disagreement.  In this case, you'd begin by briefly summarizing the critical controversy, then your paper would go on to argue the view you take, providing plenty of evidence to support your reading.   If you choose this option, you should have something new and original to contribute to the discussion.  Don't simply rehash arguments that have already been made. You might also look back at the position paper topics for ideas.

--Focus on a particular repeated image or a recurring literary motif (television in White Noise, writing/the written word in Tracks, eyes/seeing in Slaughterhouse-Five, the observation post/telescopes, etc. in Going After Cacciato, etc.)  How does this repeated image or motif add to our understanding of the novel as a whole?

--Consider comparing a narrow topic from your book to another we've read in the course:  How do Vonnegut and O'Brien rearrange chronology in their works?  Do DeLillo and Vonnegut agree in their views of modern technology? What do Wolfe and Didion believe are the strengths and weaknesses of the 1960s counter-culture movements?  Do they agree about these?  Examine how Reed, Erdrich and Morrison all show the power of the written word and official documents. What do Morrison and Smiley have to say about fatherhood?

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Presentation  
You will also be asked to present to the class Part II of your annotated bibliography.   I will expect you to carefully and completely explain the two or three main concerns you've identified in the criticism, which critics take what views, and what evidence they cite to support themselves. You will need to prepare a one-page handout so that your presentation will be easy for the class to follow (this handout might simply be the same as the paragraphs you write for Part II of the bibliography, or you might want to tailor it a bit for the class -- whatever you think will work best).   In your presentation, you should not simply go through the works on your bibliography, summarizing each one-by-one.  You must identify two or three main concerns in the criticism and limit your comments to these.  Your presentation should last no more than fifteen minutes.

Mid-Term and Final Exams  

Exams will include questions asking you to identify important names, terms, and concepts from the course.  You may be asked to identify and explain the significance of quotations from the works as well.  In addition, exams will include longer essay questions.  I'll give you more information about the course exams closer to the dates they occur.

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