Your Instructor: Dr. Erika Weiberg

Office: Dodd 330B

Email: eweiberg@fsu.edu

Website: storiesofnostos.wordpress.com

Office Hours:

Monday & Tuesday

11:15 am - 12:15 pm and by appointment

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CLT 4372

Course DescriptionIn this course, we explore two ideas central to Greek myth: home and homecoming.

Again and again Greeks told stories - in Greek, mythoi - about a hero’s return home to his family and city after war and other adventures abroad. In this course, we will examine different versions of this story pattern, beginning with Odysseus’ return home from the Trojan War in Homer’s Odyssey.

Together we will ask why the Greeks repeatedly told this story. What elements changed with each retelling? How do ancient concepts intersect with modern concepts of home and homecoming? What can we learn from the Greeks’ stories?

This course will challenge you to relate Greek myth to your own life in both creative and analytic writing assignments. Anyone interested in literature, psychology, theater, history, war and combat trauma, or gender studies will find a home here.

MW 12:30-1:45 pm FSU WMS0209 Fall 2016

This collage by Romare Bearden depicts one of Odysseus’ adventures on his return home to Ithaca: his encounter with the Sirens.

What’s in this syllabus

Learning Objectives 2

Required Texts 2

Course Requirements 2-3

Grading 3

Course Policies 4

Help & Resources 4

Upper-Division Writing 5

Course Schedule 6-8

Learning Objectives

• Identify and compare different versions

of the nostos story pattern in Greek

myth.

• Analyze the importance of this story

pattern in Greek myth and literature.

• Assess the reception of Greek stories

about home and homecoming in modern

culture.

• Creatively engage with Greek myth.

• Use appropriate evidence from multiple

sources to illustrate how nostos myths

are relevant to ancient and modern

culture.

• Compose essays that use words, images,

and other graphics.

• Compose as a process, including drafts,

revision, and editing.

• Convey ideas clearly, coherently, and

effectively for a general audience

interested in Greek myth.

Course Requirements Attendance & Participation (20%)

You are expected to attend and participate in every

class. You will earn 2 points per day just for showing up.

Your participation will be ranked daily on a scale of

1-5, from unprepared and unengaged to super-

prepared and active in class discussion.

Discussion Board Q & A (10%)

Before each class period, you will be asked to pose

two questions about the reading assignment for that

day on Blackboard. You will also respond to two

questions posed by your peers. You will receive 1 point

per Q or A, but you can ask and respond more times

than required for up to 10 more points.

Short Essays/Blog Posts (20%)

You will compose 5 very short essays (450-600 words)

over the course of the semester in response to writing

prompts. With each essay, you can earn 20 points. You

will revise 2 essays for 30 points each. I may ask you if I

can post your revised essay on our course blog. If your

essay is posted, you can receive 10 extra points up to

three times. You may skip 1 short essay (pick 5 out of

6), or you may choose to write all 6.

This fifth-century BCE plaque depicts Odysseus approaching his wife, Penelope, after a twenty-year absence.

Required Texts Lombardo, Stanley, trans. 2000. Homer’s Odyssey. Indianapolis: Hackett Publishing Company. ISBN 9780872204843.

Burian, Peter, and Alan Shapiro, ed. and trans. 2011. The Complete Aeschylus, Volume 1: The Oresteia. Oxford: Oxford University Press. ISBN 9780199753635.

Griffith, Mark, and Glenn W. Most, ed. 2013. Sophocles II: Ajax, The Women of Trachis, Electra, Philoctetes, The Trackers. 3rd ed. Chicago: The University of Chicago Press. ISBN 9780226311555.

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Grading

Attendance & Participation 160 pts

Discussion Board Q & A 80 pts

Short Essays 160 pts

Program 240 pts

Final Presentation 160 pts

TOTAL 800 pts

Grade Scale

A ≥ 744 A- ≥ 720

B+ ≥ 696 B ≥ 656 B- ≥ 640

C+ ≥ 624 C ≥ 576 C- ≥ 560

D+ ≥ 544 D ≥ 496 D- ≥ 480

F ≤ 480

Course Requirements, continued Theater program (30%) In groups of 3, you will design a program to accompany your

performance of a scene from one of the works we will read

over the course of the semester. Each student will prepare

an essay (~1200 words) individually (not group work) that

situates the scene within the play, or that compares the

scene to other Greek nostos stories, or that discusses the

choices made by the group in their performance of the

scene. The program should also include relevant images and

information about the performance. More details and the

rubric will be posted on Blackboard.

Final Presentation (20%) In groups of 3, you will perform a scene from a nostos story

of your choice. The final performance will take place during

the exam period. The program, complete with essays and

performance information, wil l accompany this

performance.

Voluptate

Above, a fifth-century vase depicts Clytemnestra attacking her husband’s concubine, Cassandra, upon his return from war, while right, a still from a 1980 production of Aeschylus’ Agamemnon depicts Clytemnestra triumphant over her victims.

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Attendance & Homework Excused absences include documented illness,

deaths in the family and other documented crises, call to active military duty or jury duty, religious holy days, and official University activities. These absences will be accommodated in a way that does not arbitrarily penalize students who have a valid excuse. Consideration will also be given to students whose dependent children experience serious illness.

All assignments should be turned in at the beginning of class. Short essays should be submitted as Word files on the Blackboard site before the class period in which it is due. Name your file with your last name and the number of the essay (e.g. LastName Essay 1). Make sure to type your name at the top of the Word document as well.

No late work will be accepted except in the documented instances listed above. No make-up assignments will be offered, but there will be chances during the semester for everyone to earn extra points toward their final grade.

Academic Honor Policy The Florida State University Academic Honor Policy outlines the University’s expectations for the integrity of students’ academic work, the procedures for resolving alleged violations of those expectations, and the rights and responsibilities of students and faculty members throughout the process. Students are responsible for reading the Academic Honor Policy and for living up to their pledge to “. . . be honest and truthful and . . . [to] strive for personal and institutional integrity at Florida State University.” For more information, see the Florida State University Academic Honor Policy.

Accommodations Students with disabilities needing academic accommodation should:(1) register with and provide documentation to the Student Disability Resource Center; and(2) bring a letter to the instructor indicating the need for accommodation and what type.Please note that instructors are not allowed to provide classroom accommodation to a student until appropriate verification from the Student Disability Resource Center has been provided. This syllabus and other class materials are available in alternative format upon request.For more information about services available to FSU students with disabilities, contact the Student Disability Resource Center.

Classroom Conduct This class will include a lot of discussion, which means that sometimes we may disagree on intellectual points. Such disagreement is encouraged, but must be done respectfully. Don’t personally attack anyone or use offensive language. Listen attentively to classmates’ points. You should also come to class on time, having done your homework and readings. Please don’t text or use your phones during class. Finally, please tell me if you feel disrespected in any way by me or a classmate. You will never be penalized for voicing your concerns.

Help & Resources

If you are feeling overwhelmed…

1) Make an appointment with meEmail me to schedule a meeting outside of office hours or visit me (no email required) during office hours. Many questions or issues can be resolved in this way!

2) Use the Reading-Writing CenterThe FSU Reading-Writing Center offers writing help to all FSU students for free. The RWC has three separate locations. You can make an appointment at one of them here.

3) Visit the Academic Center for ExcellenceACE helps students develop study skills, advises students on time management, and offers free tutoring.

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Course Policies

Liberal Studies Competency

The Liberal Studies for the 21st Century Program at Florida State University builds an educational foundation that will enable FSU graduates to thrive intellectually and materially and to engage critically and effectively in their communities. In this way your Liberal Studies courses provide a comprehensive intellectual foundation and transformative educational experience. This course has been approved as meeting the Liberal Studies requirements for Upper-Division Writing and thus is designed to help you become a flexible and proficient writer for professional purposes.

In order to fulfill FSU’s Upper-Division Writing requirement, the student must earn a “C-” or higher in the course, and earn at least a “C-” average on the required writing assignments. If the student does not earn a “C-” average or better on the required writing assignments, the student will not earn an overall grade of “C-” or better in the course, no matter how well the student performs in the remaining portion of the course.

Course Design Classes will alternate between

discussion and writing workshops. Instruction in writing will emphasize process: how to read, write, analyze, interpret, understand, and create oral, written, and multimedia texts. Your voices and texts will be central to this class through large and small group discussion, peer editing, and project presentations.

Each of you will become a member of a small working group. These groups will serve as writing groups and discussion groups - smaller cohorts within the larger community. Your groups will function inside and outside of the classroom. We will be using Blackboard to post and respond to daily readings and drafts in progress, and as a communication system so that you can access the syllabus and daily homework assignments.

The final project (theater program + performance) will be supported by a sequence of assignments (“feeders”). These sequences will lead you through the project proposal and drafting process from one week to the next. Using a process-based approach, you will write multiple drafts, receive ongoing feedback from peers and teacher, and participate in evaluating your own and others’ essays.

On Upper-Division Writing

Returning home after war can be both joyful and challenging. How do modern representations of reunions between veterans and family members compare with ancient representations?

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TOPIC DATE WHAT TO PREPARE WHAT’S DUE?

Week 1: Home without the hero

Mon 8/29 Introduction to the course

Wed 8/31 Read Odyssey Books 1 & 2 (Lombardo pp. 1-27)Read Jackson, “Spinster Song” (BB)Read “Genre” in HTWA (BB)

Week 2: Leaving home to discover it

Mon 9/5 NO CLASS: Labor Day

Wed 9/7 Read Odyssey Books 3 & 4 (Lombardo pp. 28-69)Read about another epic poem, Returns, here: http://www.livius.org/sources/content/epic-cycle/returns/. Read “Thesis” in HTWA (BB)

Essay 1

Week 3:From wilderness to civilization

Mon 9/12 Read Odyssey Books 5 & 6 (Lombardo pp. 70-94)Read “Paragraphs” in HTWA (BB)

Essay 2

Wed 9/14 Read Odyssey Books 7 & 8 (Lombardo pp. 95-124)Read Race, “Phaeacian Therapy” (BB)Read “Transitions” in HTWA (BB)

Week 4: Storytelling and nostalgia

Mon 9/19 Read Odyssey Books 9 & 10 (Lombardo pp. 125-157)Read Glück, “Parable of the Hostages” (BB)Read Shay, “Cyclops: The Flight from Boredom” (BB)Read “Introductions” & “Conclusions” in HTWA (BB)

Essay 3

Wed 9/21 Essay workshop and reflection: post an essay to discuss with your writing group, read the essays that your peers post, and make notes of ways in which your peers can improve their essays.Read “Titles,” “Revising Your Own Work,” and “Peer Editing” in HTWA (BB)

Week 5: What Ithaca means

Mon 9/26 Read Odyssey Books 11 & 12 (Lombardo pp. 158-191)View the powerpoint with Romare Bearden’s collages (BB)

Revised Essay 1

Wed 9/28 Read Odyssey Books 13 & 14 (Lombardo pp. 192-221)Read Cavafy, “Ithaka” (BB)Read Glück, “Nostos” (BB)Read “High, Middle, and Low Style” in HTWA (BB)

Week 6: Home in disguise

Mon 10/3 Read Odyssey Books 15 & 16 (Lombardo pp. 222-255)Read “Inclusive and Culturally Sensitive Style” in HTWA (BB)

Essay 4

Course Schedule & Assignments This schedule may change with advance notice. The grading policy (see p. 3) will not change. The date at the left is the date on which the assignment is due. BB = reading posted on Blackboard. HTWA = How To Write Anything.

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TOPIC DATE WHAT TO PREPARE WHAT’S DUE?

Week 6, continued: Home in disguise

Wed 10/5 Read Odyssey Books 17 & 18 (Lombardo pp. 256-289)Read “Vigorous, Clear, Economical Style” in HTWA (BB)

Week 7: Reunion and recognition

Mon 10/10 Read Odyssey Books 19 & 20 (Lombardo pp. 290-321)View the powerpoint with images of the Melian terra-cotta plaques (BB)Read Proofreading Guide (BB)

Essay 5

Wed 10/12 Read Odyssey Books 21 & 22 (Lombardo pp. 322-352)Read excerpt from Atwood, Penelopiad (BB)Warning: course readings depict graphic violence.

Week 8:Reclaiming home

Mon 10/17 Read Odyssey Books 23 & 24 (Lombardo pp. 353-381)Read Ostriker, “Homecoming” (BB)Read Tennyson, “Ulysses” (BB)

Essay 6

Wed 10/19 Essay workshop and reflection: post an essay to discuss with your writing group, read the essays that your peers post, and make notes of ways in which your peers can improve their essays.

Week 9: Tragic homecoming

Mon 10/24 Read Aeschylus, Agamemnon, lines 1-773 (Burian & Shapiro pp. 45-67)Read the introduction to Greek tragedy here: http://people.ds.cam.ac.uk/blf10/links/tragedy.html.

Revised Essay 2

Wed 10/26 Read Aeschylus, Agamemnon, lines 774-1934 (Burian & Shapiro pp. 67-103).Read Shay, “The Birth of Tragedy—Out of the Needs of Democracy”

Week 10: Return and revenge

Mon 10/31 Read Sophocles, Electra (Grene & Lattimore pp. 141-205)

Wed 11/2 Read Sophocles, Women of Trachis (Grene & Lattimore pp.83-132)Warning: course readings depict sexual assault.

Week 11:Gods and mortals

Mon 11/7 Read Euripides, Heracles (BB)Warning: course readings depict domestic violence.

Feeder 1: Genre analysis

Wed 11/9 Read Euripides, Bacchae (BB)

Week 12: Research in classics

Mon 11/14 Research and sources in classics and the humanitiesRead “Research & Sources” in HTWA (BB)Plagiarism exercise

Feeder 2: Scene selection and essay proposals

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TOPIC DATE WHAT TO PREPARE WHAT’S DUE?

Week 12, continued:Female nostos

Wed 11/16 Read Homeric Hymn to Demeter (BB)Read Glück, “Persephone the Wanderer” (BB)Warning: course readings discuss sexual assault.

Week 13: Female nostos

Mon 11/21 Read Euripides, Alcestis (BB) Feeder 3: Essay outline

Wed 11/23 NO CLASS: Happy Thanksgiving!

Week 14:Program workshop, refugees

Mon 11/28 Program workshop: read the essays from your group and complete peer review worksheets in class

Draft of individual program essay

Wed 11/30 Read Aeschylus, Suppliants (BB)Read reviews of the 2015 performance in Syracuse by Taplin and Rowland (BB)Read Shire, “Home” (BB) and listen to it here: https://www.youtube.com/watch?v=p50wrd2JiX4 (warning: offensive racial epithet)

Week 15:Scene workshop, dress rehearsal

Mon 12/5 Scene workshop: practice your scene with your group, discuss problems you are facing in performance

Wed 12/7 Dress rehearsal Draft of program, complete with images, playbill layout, and revised drafts of individual essays

FINAL EXAM Final performances with final draft of program will take place during the exam period on Friday, December 16, 7:30-9:30 am.

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CLT 4372: The Return Home in Greek Myth

Appendix: Final Project Prompts & Rubric

Theater Program Assignment

Role Audience Purpose Genre Rhetorical Situation

Director of a play about homecoming

Non-specialists (general audience) attending a performance of your play

To inform theater-goers of the broader context of the scene you are performing, and to give important information about the performance itself (e.g. actors and their roles, choices made in performing this scene).

Theater program, enhanced with informative essays

You are the director of a play about homecoming and a scholar who specializes in Greek drama, and you want to explain the importance of the scene your group is performing to an audience of non-specialists. Your theater program includes three essays contextualizing the scene and explaining the choices you made in performance.

Feeder 1: Genre analysis – 20 points Find 2-3 examples of theater programs with essays. Some examples will be posted on Blackboard, but you should try to find more examples if you can. Make a list of the generic choices an author of a theater program must make. Consider the audience and purpose of the program. What repeating elements do you notice in each program? Feeder 2: Scene selection and essay proposals – 20 points Your group should choose a scene to perform and explain, in 2-3 sentences, why you chose that scene. Each member of the group should then propose a different essay for the program. These essays will be written individually, and should be 1200-1500 words long. One essay should discuss the scene within the context of the wider play. Why is this scene important? What themes of homecoming does it address? One essay should compare the scene to other nostos stories, explaining ways in which the author of the play adapted the nostos story pattern to highlight different concerns. One essay, finally, should explain the choices that the group has made in performing the scene. Why did the group set the scene in modern Florida? Or ancient Athens?

CLT 4372: The Return Home in Greek Myth

How did you choose the costumes and props? How do these choices enhance our understanding of the play and its relevance to the lives of audience members today? In the essay proposals, each member should include a thesis statement (1 sentence) and a brief roadmap of the argument. Feeder 3: Essay Outline – 20 points Complete a detailed outline of your essay, including thesis statement, supporting claims, evidence, and secondary sources. Include a working bibliography to practice citing the sources you will use in an appropriate and consistent citation style. Program Rubric – 180 points Learning Objectives:

1) Identify and compare different versions of the nostos story pattern in Greek myth. 2) Analyze the importance of this story pattern in Greek myth and literature. 3) Assess the reception of Greek stories about home and homecoming in modern culture. 4) Creatively engage with Greek myth. 5) Use appropriate evidence from multiple sources to illustrate how nostos myths are

relevant to ancient and modern culture (UDW – 1) 6) Compose essays that use words, images, and other graphics (UDW – 2) 7) Compose as a process, including drafts, revision, and editing. (UDW – 3) 8) Convey ideas clearly, coherently, and effectively for a general audience interested in

Greek myth (UDW – 4) A B C D/F Organization (30 points) UDW – 4

27-30 points 24-26 points 21-25 points > 21 points

Begins with a clear introduction that captures the attention of the reader and explains the relevance of the topic to the scene performed. (10 points)

Thesis is clear and presented in the introduction. The topic is introduced with an interesting hook. The author signposts how s/he will reach conclusions, not with a detailed outline of the paper, but with a concise summary of the argument.

Thesis is presented in the introduction. The topic is introduced, but the hook could use some work. The author generally signposts how s/he will reach conclusions with a concise summary of the argument.

Thesis is not presented in the introduction. The topic is introduced in an overly grandiose manner, or very blandly. The author presents a dull outline of the paper, not a concise summary of the argument.

No thesis, or very poorly developed thesis. Only the topic is introduced, with no description of the argument. Or, the argument is described inaccurately.

The body of the paper follows the roadmap set

It is very easy to follow the flow of the paper.

It is generally easy to follow the flow of the

It is somewhat difficult to follow the flow

It is impossible to follow the flow of the

CLT 4372: The Return Home in Greek Myth

out in the introduction (10 points)

Evidence from multiple sources is used to back up claims. New claims are introduced in new paragraphs or sections. There are no irrelevant digressions.

paper. Evidence from multiple sources is often, but not always, used to back up claims. New claims are usually introduced in new paragraphs or sections. There are very few irrelevant digressions.

of the paper. Evidence from multiple sources is inconsistently used to back up claims. Irrelevant digressions distract from the main argument.

paper. Evidence from multiple sources is very rarely used to back up claims. Irrelevant digressions abound and it is unclear which argument is the main one.

Ends with a clear conclusion (10 points)

The paper uses the conclusion to tie up loose ends and to widen the lens from particulars back to a larger argument.

The paper uses the conclusion to tie up some loose ends, but also restates the introduction without considering bigger questions.

The conclusion merely restates the introduction.

The conclusion is missing or incomplete.

Argument & Style (60 points) UDW – 4

54-60 points 48-53 points 42-52 points > 42 points

Thesis (20 points)

A clear statement of the main argument of the paper.

The thesis is obvious, but there is no single clear statement of it.

The thesis is present, but the reader must uncover or reconstruct it from the text of the paper.

There is no thesis

Style (20 points) The paper is written in an appropriate style for its genre. The language is inclusive and culturally sensitive. The writing is both clear and concise.

The paper is written in an appropriate style for its genre. The language is inclusive and culturally sensitive. The author makes an effort to write with clarity and concision, but

The paper is not written in an appropriate style for its genre, or the language is not appropriately inclusive. The writing is often awkward, verbose, or obscure.

The paper is not written in an appropriate style for its genre, or the language is not appropriately inclusive. The writing is so awkward, verbose, or obscure that it is

CLT 4372: The Return Home in Greek Myth

with some awkward turns of phrase.

difficult to understand.

Clarity (20 points)

The paper is well proofread and follows the conventions for academic essays in the classics. There are few to no typos.

The paper is fairly well proofread and follows the conventions for academic essays in the classics. There are some minor typos.

The paper is not very well proofread and fails to follow conventions for academic essays in the classics. There are some typos.

The paper is not proofread at all, shows signs of haste, and fails to follow conventions for academic essays in the classics. Typos are frequent.

Support (40 points) UDW – 1

27-30 points 24-26 points 21-25 points > 21 points

Supporting claims and evidence (20 points)

Each reason for believing the thesis is made clear and supported by concrete evidence from primary sources.

Each reason for believing the thesis is clear, but may be confusingly presented. Most claims are supported by concrete evidence from primary sources.

The reasons for believing the thesis are not clear; the reader must reconstruct them. Some claims are supported with evidence from primary sources, others are not.

No reasons for believing the thesis are presented; the paper merely restates the thesis. Little or no evidence from primary sources is used.

Research & sources (20 points)

The paper correctly cites both primary and secondary sources. Quotations are well integrated into the flow of the paragraph. The bibliography is complete, with 3 secondary sources, in an appropriate and consistent citation style.

The paper correctly cites both primary and secondary sources. Quotations are usually integrated into the flow of the paragraph. The bibliography is mostly complete, in an appropriate and consistent citation style.

The paper cites both primary and secondary sources, but with some problems. Quotations are not always integrated into the flow of the paragraph. The bibliography is missing sources or inconsistent in its citation style.

The paper does not cite primary and secondary sources correctly. Quotations are not integrated into the flow of the paragraph. The bibliography is missing or incomplete.

CLT 4372: The Return Home in Greek Myth

Essay demonstrates understanding of course content (20 points) UDW – 1

18-20 points 16-17 points 14-15 points > 14 points

Essay discusses relevant ideas from the course using a variety of sources (10 points)

Essay clearly identifies and articulates the nostos story pattern and its variations in different works studied in the course.

Essay identifies and articulates the nostos story pattern and its variations in different genres, but with some inaccuracies or imprecise explanations.

Essay identifies and articulates the nostos story pattern and its variations in different genres, but with several inaccurate or imprecise explanations.

Essay does not identify correctly the nostos story pattern and its variations in different genres.

Essay demonstrates the relevance of ideas from course to a wider audience (10 points)

Essay creatively engages with Greek myth and clearly demonstrates its relevance to a modern audience.

Essay creatively engages with Greek myth and demonstrates its relevance to a modern audience.

Essay engages with Greek myth, but struggles to demonstrate its relevance to a modern audience.

Essay fails to engage with Greek myth and demonstrate its relevance to a modern audience.

Revisions (20 points) UDW – 3

18-20 points 16-17 points 14-15 points > 14 points

Final essay demonstrates substantial revisions, not just proofreading (20 points)

Final draft incorporates feedback both from the professor and from peers and makes substantial revisions to organization, argumentation, or use of evidence, beyond mere proofreading.

Final draft incorporates some feedback from professor and peers and makes substantial revisions beyond mere proofreading.

Final draft incorporates little feedback from professor and peers and makes only surface revisions to organization, argumentation, or use of evidence.

Final draft does not incorporate feedback from professor and peers and makes no revisions beyond proofreading.

CLT 4372: The Return Home in Greek Myth

Design (20 points) UDW – 2

18-20 points 16-17 points 14-15 points > 14 points

Program includes information about the performance in addition to essays (10 points)

Program accurately states actors and their roles, describes the setting of the play, and includes any other credits required.

Program accurately states actors and their roles, describes the setting of the play, with a few minor omissions.

Program states actors and their roles, describes the setting of the play, with some omissions or inaccuracies.

Program does not include information about the performance, or gives inaccurate or imprecise information.

Program has an engaging design with images and other relevant graphics (10 points)

Program incorporates relevant images and the design elements of a theater program, without distracting from the information provided.

Program incorporates some images and the design elements of a theater program, but with some design flaws.

Program incorporates some images and the design elements of a theater program, but design flaws distract from the legibility of the program.

Program does not incorporate images and does not mimic the design of a theater program.