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Course Criteria
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4.00 Credits
4 credits. Alternate years Through an examination of texts from the Colonial period to the present day, this course explores shifting constructions and representations of “Jewishness,” “Americanness,” and Jewish-American literaturTexts include letters, autobiography, novels, poetry, comics, film, drama, music, and television in English and translation. Also offered as JST 3507.
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4.00 Credits
4 credits. Special topic (offered irregularly) The Civil War, its antecedents in slavery, its aftermath in reconstruction, its enduring resonance in our culture. Against a background of historical analysis, the course examines both nonfictional works—fugitive slave narrative (Douglass and Jacobs), diary ( Mary Chesnut), and propaganda film ( B i rth of a Nation)— and works of fiction by Stowe, Melville, Faulkner, and Morrison.
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4.00 Credits
4 credits. Alternate years Examines perceptions of racial diff e rence in literature by whites in the U.S., focusing primarily on the 19th century. The class reads recent historical and theoretical scholarship on categories of “whiteness,” “blackness,” a(Native American) “indianness” and conducts re s e a rch on 19thcenturydocuments concerning slavery, Indian removal, and “scientific”inquiries into racial difference. Readings include Brown, Cooper, Poe, Stowe, Melville, Child, Twain, Dixon, and Faulkner.
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4.00 Credits
4 credits. Alternate years. Sequence II Detailed readings of the major essays, poetry, and journals of Ralph Waldo Emerson, the paradoxical central figure of American culture. The course addresses his powerful influence in literature, political ideology, rhetoric, religion, and popular arts.
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4.00 Credits
4 credits. Alternate years. Sequence II In the 1940s, Emerson, Melville, Hawthorne, Thoreau, and Whitman were dubbed the undisputed fathers of American literature. The course explores how these authors became the nation’s cultural touchstones. Students also look at authors who were contemporaries of Emerson and company, asking: Why were they neglected for so long What do they offer How does the reader’s experience of the more “traditional” texts change whenthey are read next to the once-neglected texts
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4.00 Credits
4 credits. Alternate years. Sequence II Realism and Naturalism constitute a literary movement, a worldview, and a methodology that have flourished since the Civil War. Primary attention is given to fiction from Twain to Mailer, but one representative poet and one dramatist are also included.
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4.00 Credits
4 credits. Alternate years Explores constructions and representations of childhood and adolescence in post-Civil War U.S. culture and fiction, focusing particularly on ideological linkages between national and family and how these connections shape the experiences and writings of authors and educators across cultures. Readings may include works by Alger, Louisa May Alcott, Twain, Dewey, Adams, Riis, Yezierska, Fauset, Cisneros, and Rita Mae Brown.
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4.00 Credits
4 credits. Alternate years Explores historical and theoretical constructions of childhood and literature written specifically for children. Issues considered include child development, family, sexuality, gender construction, nationalism, multiculturalism, fantasy, realism, and illustration. Readings include philosophical, psychological, and pedagogical theories of childhood as well as books written for children. Particularly recommended for students interested in careers in education.
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4.00 Credits
4 credits. Alternate years The development of U.S. poetry. The course examines its major figures (Dickinson and Whitman from the 19th century; Stevens, Frost, and Williams f rom the 20th century) and surveys the “minor” poets. Pro v i d e san overview of contemporary poetry, as well as much practice in the close reading of poetic texts.
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3.00 Credits
Sequence III See FRE 3620 in the Language and Culture section for description.
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