COURSE UNIT TITLE

: MAJOR AMERICAN WRITERS AND THEIR SCHOOLS I

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
AKE 6059 MAJOR AMERICAN WRITERS AND THEIR SCHOOLS I ELECTIVE 3 0 0 7

Offered By

American Culture and Literature (English)

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

PROFESSOR DOCTOR NILSEN GÖKÇEN ULUK

Offered to

American Culture and Literature (English)

Course Objective

The purpose of this course is to develop en overall view of American literary history and study some important authors who innovate, instead of the existing literary tradition, perpetual and original fashions culminating in a school of their own and a body of disciples on whom they leave indelible imprints. We will examine how these innovations are constructed in the works of these pioneering authors and how they manifest themselves in the works of their followers in ways differing from both the old tradition and the original manifestations of the new. Since some of these interactions reach beyond borders, we will also examine the influences of these literary innovators internationally.
The selected author of this semester is Nathaniel Hawthorne. Therefore, we aim at tracing the changes and transformations of the impacts and imprints of Hawthorne on the American authors that follow him ranging from the 19th century to the contemporary period.

Learning Outcomes of the Course Unit

1   Develop an overall view of American literary canon and traditions,
2   Discern the transformations effected by the pioneering authors who reform literary traditions,
3   Comprehend the influences and significance of Nathaniel Hawthorne in American and World literatures,
4   Seek the traces of the re-constructed traditions in the works of the following authors and discover overt or covert dialogues among authors,
5   Analyze the relations between literary schools and the socio-economic, cultural and philosophical backgrounds,
6   Analyze the changes and transformations that the innovations, themselves results of a certain national philosophical climate, undergo through international transfers.
7   Develop analytical and synthesizing tools and capacities to view the literary and cultural geography in which they live from a global perspective

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Introduction Class Discussion
2 Nathaniel Hawthorne, The Scarlet Letter. Class Discussion
3 Herman Melville, Moby Dick. Öğrenci Sunumu: Sacvan Bercovitch, Ideology and Classic American Literature Class Discussion
4 Mark Twain, Huckleberry Finn. Öğrenci Sunumu: Maurice J. Bennett, An American Tradition Class Discussion
5 Henry James, The Portrait of a Lady. Öğrenci Sunumu: Maurice J. Bennett, An American Tradition Class Discussion
6 Henry James, The Golden Bowl. Öğrenci Sunumu:Charles Swann, Nathaniel Hawthorne: Tradition and Revolution Class Discussion
7 William Dean Howells, A Hazard of New Fortunes. Öğrenci Sunumu:Clark Davis, Hawthorne s Shyness: Ethics, Politics and the Question of Engagement Class Discussion
8 Charles Chessnut, The House behind the Cedars. Öğrenci Sunumu: Emily Miller Budick, Engendering Romance: Women Writers and the Hawthorne Tradition Class Discussion
9 Abraham Cahan, The Rise of David Levinsky. Öğrenci Sunumu: John L, Idol, Jr. and Melinda M. Ponder, Hawthorne and Romance: Engendering and Expanding the Hawthorne Tradition Class Discussion
10 William Faulkner, As I Lay Dying. Öğrenci Sunumu: June Lundbland, Nathaniel Hawthorne and European Literary Tradition Class Discussion
11 F. Scott Fitzgerald, The Great Gatsby Öğrenci Sunumu: June Lundbland, Nathaniel Hawthorne and European Literary Tradition Class Discussion
12 Ursula LeGuin, The Left Hand of Darkness Öğrenci Sunumu: June Lundbland, Nathaniel Hawthorne and European Literary Tradition Class Discussion
13 Margaret Atwood, The Handmaid's Tale. Öğrenci Sunumu: Toni Morrison, Beloved Class Discussion
14 General Evaluation Class Discussion

Recomended or Required Reading

Emily Miller Budick, Engendering Romance: Women Writers and the Hawthorne Tradition
John L, Idol, Jr. and Melinda M. Ponder, Hawthorne and Romance: Engendering and Expanding the Hawthorne Tradition
Charles Swann, Nathaniel Hawthorne: Tradition and Revolution
June Lundbland, Nathaniel Hawthorne and European Literary Tradition
---., Nathaniel Hawthorne and the Tradition of Gothic Romance
Maurice J. Bennett, An American Tradition: Three Studies: Charles Brockden Brown, Nathaniel Hawthorne, Henry James
Clark Davis, Hawthorne s Shyness: Ethics, Politics and the Question of Engagement
Sacvan Bercovitch, Ideology and Classic American Literature
Nathaniel Hawthorne, The Scarlet Letter.
---. The Marble Faun.
Herman Melville, Moby Dick.
Mark Twain, Huckleberry Finn.
Henry James, The Portrait of a Lady.
---. The Golden Bowl.
William Dean Howells, A Hazard of New Fortunes.
Charles Chessnut, The House behind the Cedars.
Abraham Cahan, The Rise of David Levinsky.
Sherwood Anderson, Poor White.

Planned Learning Activities and Teaching Methods

Lecture
Discussion
Text Analysis
Student Presentations

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTE MIDTERM EXAM
2 FIN FINAL EXAM
3 FCG FINAL COURSE GRADE MTE * 0.50 + FIN* 0.50
4 RST RESIT
5 FCGR FINAL COURSE GRADE (RESIT) MTE * 0.50 + RST* 0.50


Further Notes About Assessment Methods

None

Assessment Criteria

Either the midterm or the final of this course will involve writing a research paper. The minimum criteria in the evaluation of this assignment will be the sensibleness and coherence of the argument, fluency of the development of ideas and thoughts, the quality and range of research, the intellectual level of the analyses and syntheses of the sources, their integration to the main idea, and the success in the accuracy, fluency in the idiomatic usage of language. The latest version of the MLA documentation style shall be employed in the research paper. The Wrks Cited must include at least ten secondary sources. Study aids such as Cliffsnotes, Sparksnotes will not be accepted as part of the Works Cited.
The minimum criteria for the in-class exam with essay type questions include the logical associations with the question, coherence and consistency in the unfolding and development of the idea(s), and the accurate and fluent usage of language.
In the presentations the minimum criteria for evaluation are an overall command of material, clarity and succinctness of verbal expression, organization of thoughts and ideas, timing, and the knowledgeableness of the presenting student in answering questions in the ensuing discussion.
In order to be able to follow class discussions and lectures, the students must read the required material for the week. Each student is thus expected to be ready to participate in an intellectually stimulating discussion of the texts. In addition, s/he is expected to establish ties between the present and previously introduced material in order to be able to develop a wider perspective on underlying issues.
In the quizzes, the questions are tailored to evaluate the student s class preparation for the day; therefore, they will be based on facts in rather than interpretations of the assigned materials.
In all sorts of exams, personal interpretations must be supported by facts and fact-based knowledge on the part of the student.
The grade from class participation will be earned based on the intellectual level of the student s class participation in discussions.

Language of Instruction

English

Course Policies and Rules

Any attempt at plagiarism at research papers will result in failure in this course and start a legal process against the student.
The minimum attendance requirement for this class is 70 %.

Contact Details for the Lecturer(s)

Address:Faculty of Letters Building Office A 220
Phone: (232) 301 86 78
E-mail: gokcenils@yahoo.com

Office Hours

By appointment.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 12 3 36
Preparations before/after weekly lectures 12 7 84
Preparation for midterm exam 1 9 9
Preparation for final exam 1 9 9
Preparation for quiz etc. 3 3 9
Preparing assignments 1 10 10
Preparing presentations 1 10 10
Final 1 3 3
Midterm 1 2 2
Quiz etc. 3 1 3
TOTAL WORKLOAD (hours) 175

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14PO.15PO.16PO.17
LO.15555
LO.255555
LO.355555555555
LO.4555555
LO.555555555555
LO.655555
LO.755555555555555555