English 209: Introduction to Literary Analysis
Professor: Dr. Robert Lynch
Office: Grainger G08
Office Hours: MW: 11-11:50. TR 8:30-9:20 and by appt.
Course Description: Sustained study of reading and writing skills necessary to the student of literature, including close reading, the ability to conduct research, and an overview of major critical approaches. Emphasis on a variety of poetic, dramatic, and fictional forms from a range of cultures and historical eras.
Course Objectives: Upon completion of this course, students will be able to:
1. Closely read and analyze literary texts with precision and care;
2. Think critically about texts;
3. Write coherently about a variety of literary content within different genres and
across periods and cultures;
4. Orally present ideas, information, interpretations, and questions with clarity and
5. Conduct research and smoothly integrate it into their work;
6. Revise and edit in conjunction with the standards of written English;
7. Learn and utilize MLA documentation.
· Booth, Alison, et al. The Norton Introduction to Literature. Shorter 11th Ed. New York: Norton.
· Chopin, Kate. The Awakening (Case Studies in Contemporary Criticism). 2nd Editon. Ed. by Nancy A. Walker. New York: Bedford/St. Martins.
· Shelley, Mary. Frankenstein (Case Studies in Contemporary Criticism). 2nd Editon. Ed. by Johanna M. Smith. New York: Bedford/St. Martins.
Reading Schedule: (This is tentative and subject to change)
Jan. 15: Introduction to the Course
Jan. 17: Skim Introduction 1-17, Plot:, 82-89, Chopin, “The Story of an Hour, ” 475-478
Narration and Point of View, 160-164, Poe, “A Cask of Amontillado” 164-170 and
Hemingway, “Hills Like White Elephants, 591-594
Jan. 22: Character, 180-187, Gilman, “The Yellow Wallpaper,” 478-489 and Munro, “Boys and
Jan. 24: Setting, 245-251, Joyce “Araby," 153-159"
Symbol and Figurative Language, 285-289, Hawthorne “The Birthmark” 290-301
The Elements of an Essay, 1849-1857
Jan. 29: Theme, 334-337, Faulkner, “A Rose For Emily” and criticism, 514-522 and 531-545
Jan.31: Hawthorne, "Young Goodman Brown" (on web)
Rough Draft Conferences bring 3 copies of your draft
Quotation, Citation, and Documentation, 1885-1896
Feb. 01: PAPER 1 DUE AT NOON IN MY MAILBOX
Feb. 05: Flannery O’Connor, “Good Country People” 433-447
Feb. 07: Shelley, Frankenstein, Preface-71, Preface-Chapter VI
Feb. 12: Shelley, 71-114, VII-XIV and Psychoanalytic Criticism and Frankenstein, 262-274.
Feb. 14: Shelley, 114-159, XV-XXI and David Collings, “The Monster and the Maternal Thing:
Mary Shelley's Critique of Ideology,” 280-294
Feb. 19: Shelley, 159-End, XXII-END and Marxist Criticism and Frankenstein, 368-380
Feb. 21: Warren Montag, “The 'Workshop of Filthy Creation': A Marxist Reading of
Frankenstein,” 384-395. PAPER 2 Workshop
Feb. 22 PAPER 2 DUE AT NOON IN MY MAILBOX
Feb. 26: Poetry: Reading, Responding, Writing 670-691, Collins, “Introduction to Poetry”,
(on web), Williams’ “This is Just to Say,” 797 and Yeats ‘ “When You Are Old”
Feb. 28: Tone, 765-77, Piercy, “Barbie Doll” 770, “What’s that Smell in the Kitchen,” and
“Secretary’s Chant” (on web); Kumin, “Woodchucks,” 767, Ortiz, “My Father’s Song”
786 and “When She Was Here, Li Bo, She Was Like Cold Summer Lager”—Peter
Williams (on web)
MARCH 4-8: SPRING BREAK
Mar. 12: Speaker, 707-715 Brooks, “We Real Cool, 720;” Browning, “My Last Duchess,” 1078,
Plath,“Daddy” 1049, Keats, “Ozymandias” (on web)
Mar. 14: Situation: 735-742, Marvell, "To His Coy Mistress," 739; Marlowe, "The
Passionate Shepherd to His Love," 982; Raleigh,"The Nymph's Reply to the Shephard,"
983; Williams, "Raleigh Was Right," (on web)
Mar. 19: Language, Images, etc. skim 788-795; 802-810
Roethke, “My Papa’s Waltz”, 791; Shakespeare, “[That time of year thou mayst in me
behold],” 805; Pastan, “Marks,” 806; and Plath, “Metaphors” (on web)
Mar. 21: The Way a Poem Looks: ee cummings “[in Just-]," 1081, "[Buffalo Bill's
Defunct]," 884, "[l(a]" 883, Herbert, "Easter Wings" 885
Paper 3 Workshop
Mar. 22: PAPER 3 DUE AT NOON IN MY MAILBOX
Mar. 26: Arnold, "Dover Beach" 740, Hecht, "Dover Bitch" (on web)
Mar. 28 Chopin, 22-62, I-XIV and Feminist Criticism and The Awakening, 186-194
Apr. 02: Chopin, 62-100, XV-XXV and Elaine Showalter, “Tradition and the Female Talent: The
Awakening as a Solitary Book,". 202-221
Apr. 04: Chopin, 100-139, XXVI-end and Reader Response and The Awakening, 337-348
Apr. 09: Ibsen, A Doll’s House, first half
Apr. 11: Ibsen, A Doll’s House, second half
Apr. 16: View film
Apr. 18: Wilson, The Piano Lesson, first half
Apr. 19: PAPER 4 DUE AT NOON IN MY MAILBOX
Apr. 26: Wilson, The Piano Lesson, second half
Apr. 28: Review for Final
Four analytical essays—100 pts. each
Participation and Quizzes--100 pts.
Final Exam —100 pts.
Scale:*A=90-100% *B=80-89% *C=70-79%
The attendance policy for this course is the same as the university policy in the University Catalog and the Student Handbook. Thus, if you miss four or more times your grade may be reduced. Tardies will count as absences after roll is taken or unless I'm notified beforehand. No quizzes will be given out to those who come late.
Students are expected to live by the Longwood University Honor Code. All work done for the class must be pledged. Your instructor will not tolerate any form of cheating. You are expected to know what constitutes plagiarism and how to avoid it. All ideas taken from sources, whether in texts or online, must be cited. Remember that your instructor also has access to these materials and they are easy to track on-line. Any student caught plagiarizing will automatically fail the course and his/her name will be forwarded to the Judicial Board.
Students are expected to make regular and significant contributions to class discussion. Your grade in this regard will be based upon both daily contributions during the semester and taking the lead in guiding class discussion for at least one class.
Class Participation Grading Scale:
Student is well prepared and enthusiastically participates in all class activities; is very considerate and cooperative with the rest of the class; asks questions and responds to questions; demonstrates knowledge of course materials; consistently practices critical thinking; actively helps to create a vibrant learning community.
Student is generally prepared and willing to participate in class activities; is relatively cooperative with the rest of the class; asks questions and responds to questions most of the time; makes an inconsistent effort to refer to readings and course topics; generally practices critical thinking; helps to create a vibrant learning community.
Student is often unprepared and reluctantly or sporadically participates in class activities; often does not ask questions or respond to questions; rarely makes an effort to demonstrate knowledge of course materials; rarely practices critical thinking; does not show much interest in creating a vibrant learning community.
Student is generally unprepared, unwilling to participate in class activities and unable to answer questions; does not formulate questions or responses; demonstrates little understanding of course materials; does not practice critical thinking; distracts from the creation of a vibrant learning community.
Student is absent (physically or mentally), unprepared, inattentive, uncooperative or disruptive in class.
All papers are due on the date assigned at the beginning of class. Late papers will not be accepted. No exceptions. Learning to deal with deadlines is a part of life.
My office hours are posted and I will be available during these times. If you need to see me and these times are not convenient, please feel free to schedule a conference for some other mutually agreeable time.
In the event of classes being cancelled due to inclement weather, students are expected to keep up with the reading.
Please don’t interrupt class by getting up and leaving unless you have an emergency. And please don’t interrupt a second time by returning. Once you leave please be courteous and stay out.