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ENGLISH 314—ADVANCED RESEARCH & LITERARY ANALYSIS

_____________________________________________________________________________________________ Instructor & Course Information Instructor: Brother Brugger (rhymes with “cougar”) Teaching Assistant: Kitty Pezzella (pez11001@byui.edu) Semester: Fall 2014 Days/Time/Place: MWF 9:00 – 10:00 a.m. (Smith 468) Office: Smith 388 Office Hours: MWF 10:00 – 11:00 a.m. in Smith 388 (and/or by appointment) Office (: 496-4370—Please don’t call me at home! E-+: bruggerw@byui.edu Note: You must have access to BYU–I e-mail. If you prefer another e-mail server, you should arrange with your carrier to forward your BYU–I e-mail. _____________________________________________________________________________________________ About Your Sleep-Deprived Instructor

Born and raised in Southern California—the land of —Brother Brugger converted to the LDS Church in 1983. Following a mission to Paraguay, he earned B.A. and M.A. degrees from Brigham Young Universi-ty, as well as M.Phil. and Ph.D. degrees from Drew University. Prior to his full-time teaching position at BYU–I in 1993, he was a (bored) technical writer in Utah. In addition, he’s taught at Brigham Young, Seton Hall, Fairleigh Dickinson, Drew, and Utah Valley Universities. He’s married and the father of six children. _____________________________________________________________________________________________ Caveat The format, content, policies, and procedures of this course may be subject to change should extenuating circumstances arise. Such changes will only be implemented with collective (and/or majority) student con-sent, and students will be notified in writing of any significant changes. _____________________________________________________________________________________________ Course Description (Courtesy of the English Department—mostly) Departmental Description: “Emphasizes literature-based expository and research writing. Requires analytical essays including explication, liter-ary analysis, interpretation, and a research paper. Application of critical theory.” By the way: requires a minimum of 30 pages of critical writing using MLA documentation. English 314 exposes you to the wonderful and wacky world of literary criticism, or as we often refer to it, “lit crit.” It’s kinda fun: we simply study abstract literary theories (comprised of incomprehensible notions), apply them to unreadable texts, and arrive at ridiculous conclusions.

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_____________________________________________________________________________________________ Course Outcomes (Again, courtesy of the English Department) Department/University objectives: � Learning to read a text closely. � Understanding the language that describes literature. � Learning how to do literary research, and produce a documented literary argument. � Learning about critical theories that inform the ways experienced readers evaluate literature. � Arriving at—and defending valid interpretations of—literary texts, both primary and secondary. � Continuing to apply the Y–daho Learning Model to prepare, teach one another, and ponder/prove. Brother Brugger’s additional objectives: � To extract various meanings from literary works, using established theories. � To increase the enjoyment of reading, and an appreciation for literature. � To form educated and substantiated opinions about literature. � To trace patterns and identify relationships among works. � To listen to—and participate in—literary discussions. � To better understand the common forms of literature. � To become more adept at explicating literature. � Have a reasonably good time doing all of the above. The ultimate goal of the course is to teach you about yourself, about other people, their ideas, and about the world you’re now inheriting. The tools you’ll use to interpret and analyze various types of communication will likely change the way you read, think, write—and live. Books (and even scripture) will open up to you in new ways. You’ll never watch another movie the same way. Your social and political views will proba-bly change; in a nutshell, your perspectives on life will be altered, I think, in very positive ways. _____________________________________________________________________________________________ Course Content The following are excerpts from the BYU–I English Department publication “English Department Guidelines for Classroom Readings”: On Literature: “Some literature and essays judged by scholars to have merit realistically or figuratively de-picts life in language which may, paradoxically, be either beautiful or offensive or both. Nevertheless, lit-erature and essays should not be judged merely by their diction and subject matter or the contents of isolat-ed passages.” To Students: “Education is, in one sense, a dialogue, and at times your beliefs may be at odds with those of your instructors or fellow students. In both instances, your obligation, as clearly outlined in scripture (D&C 42:88), is to speak directly with the instructor or fellow students in cases of misunderstanding or conflict.” To Faculty: “Faculty should never intentionally do or say anything to undermine faith. The choices of texts and class discussions should build intellectual growth as well as spiritual understanding and maturity. . . . [T]exts which contain excessive, graphic, or extraneous profanity, sex, and/or violence are not appropriate.” _____________________________________________________________________________________________ Teaching Philosophy I suspect that some of you have had negative experiences in past literature classes. Perhaps the teacher somehow “left you behind,” as he/she lectured in abstract terms. Maybe you were asked to interpret a poem

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only to discover that you’d entirely missed the poet’s point; you failed to arrive at the single, undisputed in-terpretation. If such has been your lot, take heart. In my class there aren’t usually any wrong answers—just unclear or unsubstantiated ones. I’m not going to insist on absolute interpretations. I can’t, really; your in-terpretations may be just as valid as mine. In fact, my job is eventually to wean you off of interpreters so that you can confidently stand on your own feet. I only ask that you “dog paddle” as best you can, that you refuse to let the material elude you, that you think for yourself, and that you validate what you come up with. Realize early that the approaches we take in here may take some time getting accustomed to. Schol-ars spend years playing with this stuff; it’s a never-ending study of material, a continual attempt to keep liter-ature fresh and alive. _____________________________________________________________________________________________Required Texts & Supplies As soon as possible, buy the books below in the bookstore (or on-line). Also, purchase something—anything—with which to back-up drafts (jump/flash/ thumb drive, etc.) if you don’t have something already.

Your other “textbook” for the course is found at: brugger.weebly.com _____________________________________________________________________________________________ Course Requirements

2 Short, Theory-Application Papers (1 page, single-spaced). You’ll simply apply one of the course’s theories to one of the course’s assigned works. I’ll give you op-tions and instructions as we conclude each unit.

Literary Research Strategy. This is a hands-on, in-the-library work packet, designed to introduce you to several literary resources, both print and digital. I’ll review this document in class; you’ll fill it out based on your particular research interest.

Longer Paper (4 pages, single-spaced). Details, topics, and assignment dates forth-coming. But for now, just know that it’ll be a well-researched, carefully-written, M.L.A.-documented, sustained literary argument. It’ll be like the short papers—meaning the application of a theory to a work—just more in-depth.

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Midterm & Final Exams. At midterm you’ll take an objective (i.e., non-essay, Scan-Tron©) exam covering various concepts presented during Weeks 1-6; at course’s end you’ll take another exam covering various concepts presented during Weeks 7-12. I’ll prepare you for these exams well in advance via detailed study guides. To ace these exams, read material carefully, attend class regularly, take notes faithfully, memorize new vocabulary—and sit next to someone who wears glasses.

_____________________________________________________________________________________________ Assignment Weights & Grading Scale I prefer to use a point system to compute grades. There will be 1000 points possible. The number of points you accumulate by the end of the semester determines your grade, which Brainhoney will track. If you’re concerned about your grade-in-progress, you may contact me at any time. Here’s the final grade break-down, based on percentage distribution: Assignment Points % Short Papers (2 x 100 points each) 200 20 Literary Research Strategy 100 10 Long Paper 300 30 Midterm Exam 150 15 Final Exam 150 15 Attendance/Participation/Sociability 100 10 Total 1000 100

Grade Breakdown for Course

94% to 100% A 80% to 83% B- 67% to 69% D+ 90% to 93% A- 77% to 79% C+ 64% to 66% D 87% to 89% B+ 74% to 76% C 60% to 63% D- 84% to 86% B 70% to 73% C- Below 60% F

Grade Scale by Percentage Note: BYU–I’s definitions for final grades: � A—to achieve this grade students should master course content and then demonstrate through their own initiative a desire and ability to go beyond mastery. � B—represents mastery of material and would prepare students to be successful in next-level courses, graduate school, or employment. � C—represents exposure to all materials with a basic understanding of most concepts. Sequenced courses could be attempted, but difficulty in mastering new materials might prove challenging. � D—indicates a lack of performance and understanding in the subject matter. Sequenced courses should not be attempted. Retaking a course or remediation would be necessary to prepare for additional instruction in the subject matter. � F—represents an epic failure in the course. _____________________________________________________________________________________________ Earning an “A” Earning an “A” in this course will be challenging, but certainly not impossible. First, understand that the final grade which will appear on your transcript is what you earned—not what I chose to give you (there is a difference). Second, by definition, “A” students are “outstanding”; they “stand out” for their excellence. Consequently, if you seek an “A” in this class (or if, at the end of the semester, you didn’t get the grade you think you deserved) ask yourself the following questions:

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Attitude. Was I respectful and pleasant to both my instructor and peers? Was I inquisitive and excited about the subject matter? Did I complain about the course, grading, assignments, classmates, or instructor? Were concerns voiced privately, constructively, and appropriately? Responsibility. Did I take full responsibility for my performance and learning? Did I seek out the instructor for additional guidance regarding the course or assignments? As a mature adult, did I hold anyone/thing else responsible for my failures, poor performance, or low grade(s)? Preparation. Was I prepared every day? Was my homework and reading done completely and punctually? Was I in class every day, on time? Participation. Did I frequently and voluntarily ask questions or make thoughtful comments? Assignments. Did I fulfill all assignments according to specifications? Did I do them to the very best of my ability? Did I frequently do more than the minimum requirement? Mastery. Could I adequately explain virtually any course-related subject intelligently and insightfully? Remember, the ultimate responsibility for your education and the develop-ment of your mind rests with you—not with the instructor or institution. The University provides this course as an opportunity to further develop your read-ing, writing, and thinking skills. The instructor is a guide and resource—not a nursemaid. You’re engaged in this intellectual venture yourself and don’t need spoon-feeding. You’re responsible for doing the work, confirming as-signments, and asking questions. If something is unclear, it’s your responsibil-ity to inquire until it becomes clear. This applies to any aspect of the course. If you fail to perform as prescribed, you must graciously accept the consequences of that failure. _____________________________________________________________________________________________ Plagiarism Plagiarism is theft, a kind of cranial cannibalism. Plagiarism of any kind can’t be toler-ated in this class. If deemed intentional, you risk failing the course, as well as further disciplinary action. You commit this act whenever you: � steal another’s words or ideas and attempt to pass them off as your own � turn in work written by someone else (professional or otherwise) � borrow ideas and/or wording from outside sources without sufficient revision

and documentation � download, copy, and/or paste database or Internet files without sufficient revision

and documentation � allow others (roommates, siblings, parents, “friends,” etc.) to either write for you or

make such extensive revisions in your writing that it ceases to be your own work Be careful not to copy specific phrases, sentences, and/or paragraphs from other sources. Quoted, para-phrased, or summarized sources must be documented—in this class, this means M.L.A. _____________________________________________________________________________________________ Paper Grading A large reading/grading load has prompted me to evaluate student papers using a matrix-driven system of grading. Please be aware that you won’t receive in-depth corrections on your papers, but detailed, compre-hensive rubrics indicating how you’ve fared in the areas of content, sources, style, and format.

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_____________________________________________________________________________________________ Concerns Regarding Specific Assignment Grades Students who wish to conference with me about a graded assignment must: 1. Wait at least 24 hours before making an appointment, then . . . 2. Come to the conference with a list of suggestions for improving the assignment. _____________________________________________________________________________________________ Grade Changes I’ll only submit a “Change-in-Final-Grade” form if I’ve made some serious blunder, such as a mathematical error in calculating your grade (which isn’t likely, since it’s all computerized)—not if you submit assign-ments late, or need a certain grade to transfer, graduate, keep a scholarship, boost your ego, acquire a spouse, etc. _____________________________________________________________________________________________ Incomplete Grades Please know that I’m not in the habit of granting incompletes. Normally, incomplete grades are given only in exceptional or emergency circumstances, defined as an im-mediate family member’s death or your own documented medical emergency or hospitalization (which must be serious and chronic enough to prevent you from completing the course on time). Procrastination, poor planning, “stress,” and/or lovesickness don’t qualify, for example. _____________________________________________________________________________________________ Multiple Submissions This term refers to the practice of “recycling” papers: submitting to an instructor material you’ve written for a previous course/instructor (say, 251) or submitting material written by another individual. Everything you submit to me must be “fresh,” original work. Penalties parallel those for plagiarism. _____________________________________________________________________________________________ Submission Deadlines In order for me to complete my work as an instructor efficiently and punctually, I must set a deadline for all assignments. Assignments will be handed in at the beginning of class on the dates/times they’re due. I’ll accept late work, but will lower points/grades for each day it’s overdue. There are no exceptions to this pol-icy for blatant absenteeism, absolute cluelessness/mindlessness, or invalid excuses. However, these penal-ties may be altered or waived in circumstances clearly beyond one’s control. Know that some assign-ments/activities simply can’t be made up. This policy takes into account several common scenarios, includ-ing—but not limited to—untimely airline ticket purchases, baptisms, mission farewells/homecomings, wed-dings, etc. _____________________________________________________________________________________________ Paper Format Because I’ve so much student-produced material to read this semester, handwritten work is unacceptable; all work is to be word-processed and cleanly presented. Keep a copy of every submitted assignment (either a hard copy or computer file) in case something disappears. _____________________________________________________________________________________________ Proofreading As most of you are English majors, I expect your work to be relatively error-free; therefore be sure to careful-ly proofread it before submission. Careless errors will count against you. If necessary, have someone else

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(preferably who’s qualified) proofread your work to catch any mistakes you miss. Take advantage of com-puter spelling and/or grammar programs. If you’ve questions on usage, consult a composition handbook, documentation style guide, or comparable website. _____________________________________________________________________________________________ Attendance I won’t make distinctions between “excused” and “unexcused” absences—you’re upper-class(wo)men, and know the drill. I will say that attendance is expected in this fast-paced course for the entire semester, and is important for your success in it. Regular attendance will inevitably enhance your appreciation of the subject matter—and your final grade. You can expect me to take roll daily, and attendance will be a determining factor in your grade. I’ll deduct 10 points per absence. Since announcements are given—and attendance taken—at the beginning of class, tardiness could also affect your performance in this course. Should legitimate emergencies arise, please inform me as soon as possible so arrangements can be made for your absence—and hand in assignments early. If you do miss class, it’s your responsibility to find out what you missed (announcements, notes, assignments, etc.) so that you’re prepared for the next class period. Consider becoming acquainted with a reliable classmate; have a trusted associate submit assignments on your behalf if you’re unable to yourself. _____________________________________________________________________________________________ BYU–I Attendance Policy (Approved by President’s Council October 2007) “You are responsible to attend and participate in classes. This includes preparing for class, participating in small and large group discussions and activities, thinking and writing about what you learned in class, and being tested. Your success in learning at BYU–I will flow directly from your level of participation, and you miss learning opportunities if you don’t attend or fail to participate. Plan to be in class and participate fully. Individual teachers, departments or colleges may adopt attendance standards for classes or programs.” “If you feel you must miss class because of illness or family matters, you should notify your teachers as soon as possible. Absences may impact your grade whether or not you make prior arrangements. In certain cir-cumstances you may be required to miss class to attend or participate in a University-sponsored event. Your sponsoring teacher will help you follow the proper procedures to notify your other teacher(s) that you will be missing class. There are no ‘excused’ absences in the sense that you are relieved from academic work assigned during any absence. You are always required to meet the standards of the course as set by the teacher.” _____________________________________________________________________________________________ Attitude In terms of attitude, I expect you to be respectful and courteous to me, just as I’ll behave professionally to-ward you. Admittedly, I’ve several pet peeves. One is murmuring—resist the temptation, even when your stress level escalates; I’m really not intentionally trying to make you miserable. Two (through Eight): I’ve a low tolerance for such disrespectful behaviors as (2) racist or sexist comments; (3) inappropriate humor or laughter; (4) asides to other class members; (5) napping; (6) reading the Scroll or other unrelated material; (7) using the Internet inappropriately (i.e., computer game playing, unnecessary or unproductive Web surfing, online shopping—unless it’s for me), e-mailing, using cell phones in class; or (8) any other physical manifes-tation of boredom.

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A good attitude also includes treating your fellow classmates well. Specifically, this means taking their ideas seriously, commenting constructively, and being sensitive to their feelings. Also, please know that I expect you to understand and adhere to BYU–I’s honor code and its dress and grooming standards as discussed in the University catalog (http://www.byui.edu/StudentHonor/). Failure to heed these “house rules” will result in a breach of the trust necessary to sustain a collaborative educational environment. In sum, a poor attitude will adversely affect your grade. On the other hand, a positive attitude may enhance it.

Do Have: Do NOT Have: Clean, well-groomed appearance Shorts/capris; leotards/capes Modest clothing (not revealing or form-fitting) Frayed, torn, ripped or patched jeans and pants Neat, clean, and modest hairstyles Flip-flops or other casual footwear Chin dimples Sideburns below the earlobe, stubble, beards Caps or hats in campus buildings

Short dresses/skirts (knee-length or longer) Extreme hairstyles (including unnatural colors)

_____________________________________________________________________________________________ Participation This is defined as your overall effort and contribution to the class. Obviously if you don’t attend class, sleep through it, or otherwise fail to take advantage of this opportunity, your final grade will reflect such apathy. Since any class is better when students contribute meaningfully to discussion, I’ll ask you, periodically, to share what you feel is important or enlightening with the class. What you think matters to me—and proba-bly your peers as well. Class participation also implies preparedness (i.e., completing reading assignments before class, etc.). _____________________________________________________________________________________________ Policy Regarding Electronic Devices in the Classroom “The BYU–I Learning Model envisions students who have come to class prepared to share ideas, rather than merely receive them. Learning occurs through discussion, in which each student listens carefully to the comments of others and seeks the opportunity to add, as inspired, to what is being said. Participating in such a discussion requires careful attention, as though one were with a friend, one-on-one. It is to promote

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such a learning environment that the University requires, as general policy, that electronic devices be turned off during class time.” “Instructors may, for the sake of achieving special learning objectives or to meet individual student needs, authorize the use of specific electronic de-vices in their classrooms. However, it is recommended that the use of lap-tops for note-taking not be allowed, except for occasional lectures. In the Learning Model environment, thinking about what is being said in the classroom and seeking the opportunity to add a comment is more im-portant than transcribing the discussion. Impressions that come in class can be noted by hand. When the class is over, students will find that their handwritten notes, along with ideas brought to remembrance by the Spirit, will allow them to write detailed reflections. Those reflections will be richer because of the students’ active participation in the class discussion.” _____________________________________________________________________________________________ Disabilities Act Compliance In compliance with the Americans with Disabilities Act, all qualified students (i.e., those who have docu-mented learning, emotional, and/or physical disabilities as defined by applicable disability law) enrolled in this course are entitled to “reasonable accommodation.” It’s the student’s responsibility to disclose to the instructor any special need(s) he/she may have before the end of the first week of class. In order for stu-dents to qualify for reasonable accommodation they must contact Richard Taylor—Office of Services for Students with a Disability (http://www.byui.edu/Disabilities/), located in 158 McKay Library (East Wing)—who’ll give qualified students a letter to submit to teachers. He may also be reached at (208) 496-9210 or taylorr@byui.edu. _____________________________________________________________________________________________ Grievances I make every reasonable effort to consider your attitudes, values, beliefs, and feel-ings as I choose material to teach course-related concepts. Sometimes, in getting you to think dialectically, I play the “devil’s advocate”; other times I may challenge your thinking directly (yet politely). In the unlikely event that I offend you or, in your opinion, I overstep my bounds, please come talk to me about it. Make an ap-pointment and come prepared to talk maturely, adult to adult. I promise to listen to your concern, to take it seriously, and to explain my actions, if necessary. Follow this New Testament advice, offered by the Savior: “[I]f thy brother shall trespass against thee, go and tell him his fault between thee and him alone” (Matthew 18:15). Finally, consider this excerpt from a past Scroll article: There are several steps students can take if they have any concerns about a teacher, his/her teaching meth-od, or the way students are treated in the classroom. The first and most effective way is to talk to the teacher directly. “This step solves 90% of problems between teachers and students,” [Max] Checketts [former aca-demic vice president at BYU–I] said. “If students don’t understand what is being taught, they should go di-rectly to the teacher for clarification. Students have the right to contact the professor and make an appoint-ment with him or her to discuss concerns. Going to someone above the teacher first is a waste of time,” Checketts said. “Students will have better luck if they start at the bottom; it’ll save a lot of extra headaches. Students end up talking to the teacher anyway. Teachers have the right to hear student concerns about them first. By going to someone above them, students are not giving teachers the opportunity to represent themselves fairly. However, if a teacher is unwilling to listen, students can call the department chair, who’ll mediate between them. Again, it’s best to start with the teacher. This concept is the inspired counsel Jesus gave in Matthew 18:15-16,” Checketts said. Another concern students have is the subject material being presented to the class. “[BYU–I] can’t skip teaching sensitive issues. We’re a Church school and we must

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give the same education as one would get at another [university]. What better place could there be to deal with sensitive matters? [BYU–I] has the difficult task of balancing the influence of the Church with the influence of academics,” Checketts said. ______________________________________________________________________ Answers to FAQs Question: “Will we be doing anything important in class today?” Answer: We do something important in class every day. Question: “Can we go early?” Answer: Not today. (Repeat daily.) Class is over when I utter the special code word, “Skadoosh!” Question: “I missed class. What did we do?” Answer: It’s your responsibility to keep up. Get notes/handouts from a reliable classmate. Question: “Will this be on the exam?” Answer: Anything seriously discussed in class or in the course texts is fair game for exams. Question: “When will we get our papers back?” Answer: To be honest, it’ll take some time getting papers back to you. I go through them carefully, so I need a reasonable amount of time to grade them. In addition, I’ve other personal, familial, ecclesiastical, and professional responsibilities impinging on my time. Therefore, please don’t expect me to return stuff overnight. Realistically, it’ll take me several class periods. (Other, smaller, stuff, however, will be promptly returned.) Question: “What’s my grade in here?” Answer: I dunno, but Brainhoney does. Question: “What about extra credit?” Answer: