Modern Literature: The Privilege of Existence
October 22nd – December
19th, 2012
MW 10:40-12:10, Room3
Shane Abrams
Course Texts
The Stranger by Albert Camus
The Tortilla Curtain by T.C. Boyle
The
following blog will also serve as a resource for disseminating materials and
texts:
http://boulderprepsongwriting.blogspot.com/
Note: many course texts will be
provided in handouts by the instructor or provided by the students themselves;
a folder, binder, or other organizational system is highly recommended.
Course Description
This
course endeavors to explore modern literature through the lens of two 20th
Century novels and associated texts by examining thematic concepts of life and
existence. By studying The Stranger
and The Tortilla Curtain, the class
will analyze the dynamics of class stratification, existentialism, racism,
community, and common themes of the human condition. Modern Literature will
serve as a primarily discussion-oriented course in the style of a college-level
literature class.
Learning Outcomes and
Essential Questions
During
this course, students will develop the ability to…
· engage in the analysis,
discussion, and interpretation of challenging contemporary literature.
· independently and collaboratively
develop arguments, insights, and philosophical understanding beyond the basic
level of textual comprehension.
· demonstrate an awareness of
thematic interconnection in literature by translating and evaluating
commonalities in literary style and message.
· participate in academic and
affective discussions on literature.
· recognize and articulate the
relevance of fictional literature in the culture of academia and in the broader
global community.
We will
aim to explore—perhaps even answer—some of the following questions:
· How do authors build thematic
insight into their writing, and how can we uncover and interpret it?
· What social commentary exists in
the established literature of The
Stranger and The Tortilla Curtain?
· How are social, ethnic, class, and
other distinctions in status built into our communities, as Americans,
Westerners, and humans? How can we identify and deconstruct this
stratification?
· How does our awareness and
understanding of our existence define our humanity? What consequences are
imposed upon our self-awareness by our social status?
· What are the benefits to
collaborative analysis of texts? To independent exploration?
Outcomes Assessment
The
following assignments will be used to assess students’ progress toward learning
outcomes: participation & attendance (graded daily); ‘golden line’ textual
analysis (graded once every two weeks); in-class and out-of-class assignments; occasional
quizzes on reading comprehension or discussion participation; and a summative final
project in literary analysis and interpretation. Additionally, other artistic
or academic assignments may be collected and assessed when the instructor sees
appropriate.
Classroom Policy –
Grading, Attendance, and Comportment
Grades
for Modern Literature will be calculated on a points-based scale; i.e., each
assignment, including long-term projects and daily participation grades, will
be valued at a certain number of points possible. Over the 8-week course,
points possible will amount to roughly 800-1000 points. At any time, a
student’s grade can be calculated by the (number of points earned / number of
points possible so far) x 100%.
Extra
credit will not be provided, barring
unforeseen, extenuating circumstances; therefore, students are expected to complete
each and every assignment to the best of their respective abilities.
Opportunity for success will not be withheld: each student will have the chance
to excel, in terms of grades and
personal growth. However, the burden lies upon the student to optimize these
opportunities.
Students
should attend all classes as possible. There will be only 16 sessions of Modern
Literature; each absence is detrimental to learning potential. I will not
deduct points for absences, whether they are excused or unexcused. However,
students are always responsible for information, work, and cumulative
assignments which they miss when absent, and missing class will unforgivingly
hinder a student’s academic success. If a student misses class, I advise
visiting the course blog – http://boulderprepsongwriting.blogspot.com/ — to see
what he or she missed and what he or she needs in order to catch up.
Students
are expected to arrive to class on time and remain in class except for
designated breaks. End of story.
My
classroom is a place for personal growth, be it intellectual, emotional, or
otherwise. I expect all students to help me maintain an environment conducive
to such growth. All students are entitled to the right to improve and evolve,
and no person should infringe upon this right in any manner. My classroom will
be a safe and respectful environment for my students to exercise their right to
learn.
Course
Specific Grades:
Daily
participation
Golden
lines
General assignments
In-class
activities
Summative
assessment
* see particular assignment sheets for specific breakdown and
expectations
Academic
Honesty
Plagiarism
and cheating, whether intentional or unintentional, shall not be tolerated.
Every student is expected to follow any and all codes of academic honesty
endorsed by Boulder Preparatory High School.
Field
Trips, Athletics, and School-Sponsored Activities
Every
student is responsible for his or her academic obligations, though all are
entitled to participation in extracurriculars and other time-consuming
activities. Whether your absence is for athletics, clubs, or other classes, you must make arrangements with the
instructor prior to any such absence; failure to do so may result in a 0
for participation in the missed class and consequent decreased grades for
concurrent assignments.
Electronic
Devices
In order
to facilitate the development of a respectful and focused classroom
environment, students are asked to refrain from the use of cell phones and
other unnecessary and/or distracting devices during class time. On the rare
occasion that one of these devices may be beneficial to a learning activity,
the instructor will inform you; otherwise, keep them out of sight during class.
Materials Needed
Writing
materials (pen/pencil, paper)
Course
texts
Recommended: Binder, folder, or other
organizational system for hand-out readings
Approximate Schedule of
Study and Curriculum
This
schedule is a rough estimate and is subject to change. Please refer to daily
assignments for more accurate information.
All
reading assignments should be completed before
the beginning of the noted class.
These
will not be the only assigned readings!
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Week one (10/22 – 10/26) –
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Introduction to Literature
What is our definition of ‘literature’? What is the significance of
reading and writing in the world of academia? In the rest of our community
and culture?
Background on author T.C.
Boyle & introductory texts.
Reading
assignment— The Tortilla Curtain through
p. 30 by 10/24
TC p. 63 by 10/29
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Week two (10/29 – 11/2) –
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Ethnic and Class
Division in American Culture
What role does ethnic heritage play in the characters of the novel? What
role does it play in our self-identification and social circumstance? How is
socioeconomic status relevant to the stratification of American society? How
are race and class related in contemporary American society?
Reading
assignment— TC p. 98 by 10/31
TC p. 145 by 11/5
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Week three (11/5 – 11/9) –
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Domestic Violence
and Individual Human Rights
How does T.C. Boyle
establish/deconstruct ‘traditional’ gender roles between families? What sorts
of domestic tension and abuse are evident in the novel thus far? To what
rights is each person entitled strictly by virtue his or her humanity? In
what ways are these rights oppressed, exaggerated, or removed for the
characters at hand? How do gender roles affect individual rights?
Reading
assignment— TC p. 194 by 11/7
TC p. 240 by 11/12
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Week four (11/12 – 11/16) –
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Safety, Security,
and the Fear of the Unknown
Through the course of the
novel, Delaney and his neighbors have developed the concept of ‘safety’ in
their neighborhood around the practice of separation and segregation; how
does this relate to historical racism in America and the rest of the world?
What are the implications of a gated community in personal existence and
global community? For what reasons do the different families feel threatened?
Reading
assignment— TC p. 261 by 11/14
Complete
TC by 11/26
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11/19 – 11/23
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No School –
Thanksgiving Break
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Week five (11/26 – 11/30) –
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Character
Development and Personal Identity
First Essay: Character and
Identity in The Tortilla Curtain
Ø Due 12/7 at the beginning of class.
Background on author Albert
Camus & introductory texts.
Background on existentialist
and absurdist reading.
From the first paragraph of
the novel, how does Camus develop the identity of Meursault? How does Camus
integrate literary foils to further character development? What role do
character traits play in self-awareness?
Reading
assignment— The Stranger through Part One, Chapter I by 11/28
Str Part One, Chapter V by 12/3
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Week six (12/3 – 12/7) –
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Social
Stratification and Self-Actualization
How do gender roles and ethnic
heritage distinguish characters, affect plot, and inhibit existential
awareness in the novel? What similarities and differences do you notice with The Tortilla Curtain in the respect?
What human needs correspond with human rights, beyond basic survival needs?
How do naïveté and ignorance mask the process of self-actualization in each
novel?
Reading
assignment— Str finish Part One by 12/5
Str Part Two, Chapter IV by 12/10
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Week seven (12/10 – 12/14) –
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Self-Actualization
and Existential Imprisonment
Complete The Stranger in class.
Second Essay: Race, Class, and
the Right to Existence
Ø Due 12/21 at the beginning of class.
Part Two of the novel begins
with Meursault’s imprisonment; how does Camus use this plot event to explore
the character’s existential awareness? How do Meursault’s encounters with
religion characterize him further, and what do they suggest about his privileged
existentialism? How do his religious interactions relate to the religious
notions in The Tortilla Curtain? What
is the relevance in passivity/activity in the course of existence, vis-à-vis our
characters’ actions and circumstances?
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Week eight (12/17 – 12/21) –
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Transcendentalism
and Kantian Philosophy
Alternative philosophies to
understanding our existence. How does our social moment affect our
understanding of reality and existence? How does existence vary from person
to person, and what truths of the human condition can be asserted?
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Miscellaneous
I reserve
the right to amend or alter this syllabus; please note that any changes are
made in an effort to create the best possible academic environment. I will
notify students of any such changes as promptly as possible.
I
wholeheartedly welcome feedback. Please do not hesitate to provide response to
my teaching practices, assignments, etc.—but please provide this feedback while
class is not in session.
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[Please detach and return this section.]
I,
_______________________________, hereby acknowledge that I have received and
reviewed this syllabus. Any
(print
name)
questions
or concerns that have arisen have been addressed adequately.
I
recognize that I am a student: I am capable of anything I encounter in this
course, though it may be challenging—and it should be challenging. I will not
state that I “can’t” do something, but that I “can’t yet.” I will ask for help
when I need it, whether assistance is from Mr. Abrams, from my peers, or from another
responsible individual.
I will
contribute to a classroom environment which is healthy, fun, welcoming,
intellectual, emotional, and safe, among other things.
I will
respect everyone’s educational opportunities; I will respect our building; I
will respect my peers’ and instructors’ belongings; I will respect everyone’s
right to make amends.
I will be
the best person—intellectually, socially, and otherwise—that I can be.
_____________________________________ __________________
(signature)
