E f360R • Literary Studies for High School Teachers of English
2:30 PM-4:00 PM
Designed for students planning a career teaching English, this course will introduce students to scholarship in literary studies that informs the teaching of literature today. Although it is not a methods course, E f360R will have a practical orientation: we will discuss the reasons for teaching literature, both historically and currently; we will examine some of the contemporary constraints on the teaching of English; and we will pursue how to best develop what Robert Scholes calls "Textual Power." Recognizing that texts are places where power and weakness become visible and discussable, where learning and ignorance manifest themselves, where structures that enable and constrain our thoughts and actions become palpable, this course will explore how the use of the study of literature can help students become better readers, writers, and thinkers.
Students will keep a dialectical reading journal and write three short (2 page) papers, the first of which must be revised and resubmitted. Any subsequent essay may be revised and resubmitted before the next paper is due (note: all drafts must be submitted with re-writes). Grades will be based on class discussion and attendance (20%) and on journal and papers (80%).
Du Bois, W.E.B., The Souls of Black Folk
Finkel, Donald M., Teaching With Your Mouth Shut
Hemingway, Ernest, In Our Time
Richter, David H., Falling Into Theory: Conflicting Views on Reading Literature
Scholes, Robert, Textual Power: Literary Theory and the Teaching of English
Shakespeare, William, The Tempest
Vendler, Helen, Poems. Poets. Poetry: An Introduction and Anthology
Packet of Xeroxes TBA.