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Larry D. Carver, Director CLA 2.104, Mailcode G6210, Austin, TX 78712 • 512-471-3458

Course Descriptions

LAH 102H • The Idea Of The Liberal Arts

29365 • Carver, Larry D
Meets M 400pm-530pm WEL 2.246
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Restricted to students in the Freshman Honors Program in the College of Liberal Arts. An overview of the liberal arts disciplines.

Offered on the pass/fail basis only.

LAH 350 • Amer Tech/Victory Cold War

29385 • Mark, Hans
Meets TTH 1100am-1230pm CRD 007B
(also listed as T C 325)
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A good case can be made that one of the vital factors in bringing about the collapse of the Soviet Union in 1991, and the communist ideology on which it was based, was the consistent superiority of American technology for the forty-six year duration of the "Cold War". It is the purpose of this course to examine this proposition. Many of these technologies had their origins during World War II when they were developed on a "crash" basis because of the exigencies of war. The institutions that developed these technologies were then converted to new work of a military nature that turned out to be important during the Cold War. Thus, the course will start with a discussion of the situation as World War II ended in the summer of 1945.

A number of examples of American technological developments will be presented, and the effect that they had on Soviet-American relations will be evaluated. One of the first was the Berlin Airlift, which broke the Soviet blockade of the city in 1949. We astonished the Soviets with our technological capability to supply a city of three million people with aircraft alone. It was the first "peaceful victory" in the Cold War. Next was the use of U-2 aircraft to gather credible information about the deployment of Soviet missiles in Cuba. The high-resolution U-2 pictures permitted President Kennedy to persuade a skeptical public that the Soviets were indeed doing just that. The development of the technology for defense against ballistic missiles was another important element. President Reagan 's refusal to trade away the work on missile defense at the Reikjavik summit meeting with President Gorbachev in 1986 was one of the critical turning points in U.S.-Soviet relations during the Cold War. The meeting persuaded Gorbachev that we were serious, and some believe he lost his nerve at that point. Gorbachev himself has actually said so. The continuing work on cryptology and other information systems were also a decisive element in winning the Cold War. This work was an extension of what was started in World War II and profoundly influenced computer development.

Perhaps even more important, the unclassified work on information technology, transistor radios, Xerox machines, FAX machines and VCR technology made it impossible for the Soviets to operate the closed society that the communist philosophy demanded.

The lectures will be presented roughly in chronological order of events during the Cold War. There will also be some discussions of how the legacy of the Cold War affects current events.

Text/Readings:

Course packet of articles about the Cold WarSupplemental readings for term paper (guided by the professor) 

Requirements:

The course consists of twenty-four lecture sessions supported by video presentations. There will be a mid-term and a required term paper. The students' grades will be determined by their performance on these  assigments.

About the Professor:

Dr. Mark specializes in the study of spacecraft and aircraft design, electromagnetic rail guns, and national defense policy. He has served on the faculty of the Cockrell School of Engineering since 1988. He served as chancellor of The University of Texas System from 1984 to 1992. He previously taught at Boston University, Massachusetts Institute of Technology, University of California at Berkeley, and Stanford University.

Dr. Mark has served as director of the NASA-Ames Research Center, Secretary of the Air Force, deputy administrator of NASA and most recently, the Director of Defense Research and Engineering. He has published more than 180 technical reports and authored or edited eight books. Dr. Mark is a member of the National Academy of Engineering and an Honorary Fellow of the American Institute of Aeronautics and Astronautics. He is the recipient of the 1999 Joe J. King Engineering Achievement Award and the 1999 George E. Haddaway Medal for Achievement in Aviation. He holds six honorary doctorates.

LAH 350 • American Novel Before 1920

29390 • Kevorkian, Martin W
Meets TTH 1100am-1230pm CAL 221
(also listed as E 340)
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E 340  l  The American Novel before 1920-HONORS

Instructor:  Kevorkian, M

Unique #:  34465

Semester:  Fall 2015

Cross-lists:  LAH 350

Flags:  n/a

Restrictions:  English Honors; Liberal Arts Honors

Computer Instruction:  No

Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.

Description: In our readings of earlier American novels, we will pay attention to religion as a thematic element as well as a structuring principle. For example, while reading early instances of the sentimental, the gothic, and the picaresque, we will conduct a speculative inquiry into how these novelistic genres might express some of the tendencies of conversion morphologies, including Puritan-approved and antinomian varieties. The tradition of the captivity narrative, which often overlaps with conversion narrative, will also play a part in our account. Although the question of religion as such will not command our entire focus, we will attempt to sustain a consistent concern with the interplay between narrative, genre, and conversion.

Texts: Brown, The Power of Sympathy; Foster, The Coquette; Brown, Wieland; Melville, Typee; Hawthorne, The Scarlet Letter; Fern, Ruth Hall; Supplementary readings will be made available during the semester.

Requirements & Grading: Two short (5-6 page) papers and one slightly longer (6-8 page) term paper will make up the bulk of the final grade. Papers will be graded on a “portfolio” basis to afford opportunity and incentive for revisions. Attendance is mandatory; repeated unexcused absences will affect your grade. Some combination of brief focused response writings and/or reading quizzes will be a regular feature of the course, to be used as catalysts for discussion. Also, once or twice you may be asked to facilitate discussion be preparing a “question of the day.”

Essays (70%); Attendance, Response Writings, Participation (30%)

LAH 350 • British Hist, Lit, And Polits

29395 • Louis, Wm. Roger
Meets F 300pm-630pm HRC 3.204
(also listed as HIS 366N, T C 325)
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This seminar is designed as a reading course in history, literature, and politics, and as a class in professional writing. Its scope will include not only the literature, history, and politics of England, Wales, Scotland, and Ireland, but also the interaction of British and other societies throughout the world. One point of emphasis will be the history of the British Empire and Commonwealth in its Asian and African as well as early American dimensions. Another point will be a focus on historical, literary, and auto-biography (Disreali, Woolf, Lawrence, Orwell, Gandhi, etc.).

In a general way, the seminar upholds the principles of the Modern History Faculty at Oxford-to enhance (1) intellectual curiosity, (2) conceptual clarity; (3) flexibility, that is, the capacity to engage with alternative perspectives and new information; (4) accuracy and attention to detail; (5) critical engagement; (6) capacity for hard work (7) enthusiasm for history, literature, and politics; and (8) historical imagination and understanding, that is the ability to speculate and compare, alongside the possession of appropriate historical knowledge and the capacity to deploy it.

Texts:

Lytton Strachey's Eminent Victorians is required, then a choice of five other books from the list below plus six others to be decided upon in consultation with the instructor:

Robert Blake, Disraeli

Michael Holroyd, Lytton Strachey

Hermione Lee, Virginia Woolf

T. E. Lawrence, Seven Pillars of Wisdom

Bernard Crick, George Orwell: A Life

Judith M. Brown, Gandhi: Prisoner of Hope

Biography:

Professor Louis teaching fields are the British Empire/Commonwealth and the history, literature, and politics of nineteenth and twentieth-century Britain.

Professor Louis has recently published Ends of British Imperialism: the Scramble for Empire, Suez, and Decolonization (2006). He has written or edited more than thirty books including Imperialism at Bay (1977) and The British Empire in the Middle East (1984). His edited publications include The End of the Palestine Mandate (1986), The Transfers of Power in Africa(1988), Suez 1956 (1989), The Iraqi Revolution (1991), and Churchill (1993).

LAH 350 • Criminal Trials In History

29400 • Levack, Brian P.
Meets W 300pm-600pm CLA 0.124
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This seminar will explore the ways in which crime was prosecuted in Europe and America from ancient times to the present. The first three weeks of the course will be devoted to reading about accusatorial and inquisitorial systems of criminal procedure, the administration of judicial torture, and the punishment of offenders. The second part of the course will begin with a study of trials in the ancient world (focusing on the trials of Socrates and Jesus) and then study trials for witchcraft in the sixteenth and seventeenth

centuries, trials involving the conflict between religion and science (Galileo and Scopes) , trials for treason, prosecutions for sexual crimes, including adultery, incest, bestiality and rape; trials for infanticide, mainly in the eighteenth century; trials involving issues of race (the Scottsboro Boys, Ossian Sweet, and 0. J Simpson) , trials for Satanic ritual abuse in the 1980s, and trials for crimes against humanity in the twentieth century (Nuremberg, Eichmann and Milosevic) . The third part of the course will involve presentations of reports to the seminar on the topics of their research papers.

Required Texts: 

All common readings will be made available in a course packet. Reading assignments will average about 150 pages per week. 

Grading Policy: 

Each student will select a trial or a set of related trials, which will become the subject of a research paper. The paper will deal with the historical context of the trial, the procedures used in it, the issues that were debated, the reasons for the outcome of the trial, and its broader significance in the history of crime and the law. The first section of the paper, dealing mainly with the historical context of the trial, will be due in early October. The second part, dealing with the course of the trial, including procedures and the issues debated, will be due in early November. Students will have an opportunity to rewrite either or both of these parts of the paper in light of the instructor' s comments. The entire paper, including the third and final part ( dealing with the outcome and significance of the trial), together with any rewritten versions of the first two parts, will be due on the day on which a final exam would be given. (The paper is technically a take-home final.)

Each student will also present a 1 5-minute oral report to the seminar on the topic of the research paper. These reports will be given on the last three weeks of the course. The paper, which should run between 18 and 25 pages, will count for 753 of the course grade. Class participation, including the oral report, will count for 253. The instructor will assign plus but not minus grades in this course.

 

 

LAH 350 • Germany In 20th Cen-Honors

29410 • Crew, David
Meets TTH 330pm-500pm GAR 2.128
(also listed as HIS 337N, REE 335)
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FLAGS:   Wr  |  GC  |  EL

Description: 

Hitler and the Nazis have given twentieth-century Germany a world-historical significance it would otherwise have lacked. Even from our vantage point, the Nazi regime is still one of the most dramatic and destructive episodes in western European, indeed, in world history. Nazism is synonymous with terror, concentration camps and mass murder. Hitler's war claimed the lives of tens of millions and left Europe in complete ruins. The danger resides in the temptation to view all of German history from the end of the nineteenth-century onwards as merely the pre-history of Nazism, thereby failing to deal with each period on its own terms. And what do we do with the more than half a century of German history since 1945? With the defeat of  Nazi Germany in 1945, the course of German history appears to have experienced a radical break. New political and social systems were imposed upon the two halves of the divided Germany by the victors. The hostilities of the Cold War appeared to ensure a permanent division of Germany, which in 1961 assumed a compelling symbolic form, the Berlin Wall. But in 1989, the dramatic changes in the Soviet Union and Eastern Europe revolutionized East Germany as well. The Berlin Wall came down, East and West Germany were once again joined together in one nation. What exactly this newest version of the German nation will look like in ten or twenty years is still unclear. 

In the first half of the course, we will begin by discussing the origins and effects of  World War One(1914-1918), then move on to the German Revolution(1918-1919) and the Weimar Republic(l9l8-l933), the Nazi regime (1933-1945) and the Holocaust. The questions we will focus on here are: Was Germany’s first experiment with democracy between 1918 and 1933 doomed to failure? What factors contributed to the rise of Nazism and how did the Nazi regime affect Germany and Europe? Were all vestiges of Nazism destroyed in 1945? In the second half of the semester we will discuss the history of  Germany in the Cold War(1945-1989). We will end by talking about the consequences of the end of the Cold War and the fall of the Berlin Wall (1989 to the present). Here, the main questions will be: Did, West and East Germany follow fundamentally new paths? What clues can be found in the histories of the Federal Republic in West Germany and the German Democratic Republic in East Germany since 1949 that may indicate the possibilities for change in the future? How does the unification of East and West Germany affect Germany's future role in Europe and the world?

Required Reading:

Mary Fulbrook,The Divided Nation
Erich Maria Remarque, All Quiet on the Western Front
Richard Bessel(ed.) Life in the Third Reich
Primo Levi, Survival in Auschwitz
Peter Schneider, The Wall Jumper
We will be working extensively with materials on this site: http://germanhistorydocs.ghi-dc.org/

Assignments/Grading:

(1)Two longer essay assignments (each 6-8 pages typewritten, each worth 30% of your final grade) which ask you to think critically about some of the major issues in twentieth century German history.

(2)In addition to these two longer essay assignments, you will be asked to write one shorter essay (4-5 pages typewritten—worth 20% of the final grade) on any one of the books by  Remarque, Bessel, Levi, or Schneider.

LAH 350 • Jewish Identities: Americas

29414 • Abzug, Robert H.
Meets TTH 930am-1100am CLA 2.606
(also listed as J S 363)
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Jews of the Americas comprise 47% of the world’s Jewish population and, though a small percentage of the countries in which they live, have greatly influenced the shape of high and popular culture in the United States, Canada, and Latin America (including both the Spanish-speaking countries and Brazil). In turn, their varied experiences throughout the Western Hemisphere have challenged traditional Jewish identities in many significant ways. This course will compare and contrast aspects of Jewish presence in the Americas—literature, music, art, dance, photography, filmmaking, and journalism—in order to understand the nature and variety of cultural interactions from the nineteenth century through the present. We also examine the work of Jorge Luis Borges, the celebrated non-Jewish Argentine writer known for his highly imaginative use of Kabbalah and magical Jewish folk beliefs.

The course is being offered in Fall 2015 so that students can attend a major symposium on Jewish Life in the Americas sponsored by the Schusterman Center for Jewish Studies, scheduled for November 1-2, 2015, here at UT. All non-English sources are presented in translation and, in the case of films, with subtitles.

Some of the artists, writers, photographers, musicians, and filmmakers referred to in the course include:

Canada:

            Leonard Cohen—songwriter, singer, poet

            A. M. Klein—poet

            David Cronenberg—film director

            Mordecai Richler—novelist

            Robbie Robertson—lead singer of The Band

            and more           

United States:

            Leonard Bernstein—composer and conductor, classical and Broadway

            Bob Dylan—singer-songwriter, poet

            Steven Spielberg, film director

            Regina Spektor—singer—songwriter

            Helen Frankenthaler—abstract expressionist artist

            Michael Chabon—novelist

            Philip Roth—novelist and short-story writer

            Jon Stewart—satirical broadcast journalist

            George Gershwin—composer of both classical and popular music

            and more 

Spanish America and Brazil: 

           Ilán Stavans, Tropical Synagogues: Short Stories by Jewish-Latin American Writers

                       (anthology)

           Moacyr Scliar, selected short stories

           Jorge Luis Borges, "Death and the Compass," "The Golem," "Emma Zunz" 

           Cao Hamburger, director (The Year My Parents Went on Vacation)

           Daniel Burman, director (Waiting for the Messiah; The Lost Embrace)

           José Judkovski, tango DJ and historian of Jews in Argentine tango. 

Grading Criteria: 

Required ungraded weekly journal entries on readings and class discussions. (all journal entries required on time with penalty for late entries)

Term paper and in-class presentation on term paper topic 40%

first exam 20%

In-class second exam 30%

Faithful attendance and participation in class discussion 10% 

No final examination during finals week. 

LAH 350 • Johnson And Boswell

29420 • Garrison, James D
Meets MW 330pm-500pm CAL 221
(also listed as E 349S)
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E 349S  l  Johnson and Boswell-HONORS

Instructor:  Garrison, J

Unique #:  34520

Semester:  Fall 2015

Cross-lists:  LAH 350

Flags:  Writing

Restrictions:  English Honors; Liberal Arts Honors

Computer Instruction:  No

E 349S (Topic: Johnson and Boswell) and 379N (Topic: Johnson and Boswell) may not both be counted.

Prerequisite: Nine semester hours of coursework in English or rhetoric and writing.

Description: This course will consider Johnson as the author of a remarkable array of works in different genres and as the subject of the greatest biography ever written. We will proceed chronologically, taking the year 1763 – the year in which Boswell met Johnson – as the hinge of the course:  the first half will be devoted to Johnson as poet, essayist, fiction writer, and lexicographer; the second half will focus on Boswell’s journals and his Life of Johnson. We will bring the two together in reading the contrasting accounts of their journey in 1773 to the western islands of Scotland, and will conclude by comparing their approaches to biography by reference to Johnson’s last great work, the Lives of the Poets.

Texts:

Johnson, Samuel Johnson: Selected Poetry and Prose, ed. Brady and Wimsatt (University of California Press); Selected Essays from the Rambler, Adventurer, and Idler, ed. Bate (Yale University Press)

Boswell, The Life of Samuel Johnson, ed. Womersley (Penguin); The London Journal, ed. Pottle (Yale University Press); The Journals of James Boswell, ed. Wain (Yale University Press)

Johnson and Boswell, A Journey to the Western Islands of Scotland and Journal of a Tour to the Hebrides with Samuel Johnson, ed. Levi (Penguin)

Requirements & Grading: Two short papers (20% each); One longer paper (40%); Two oral reports (10% each).

LAH 350 • Johnson Years

29425 • Lawrence, Mark Atwood
Meets TTH 930am-1100am LBJ 10.150
(also listed as HMN 350)
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The years of Lyndon Johnson’s Presidency were a critical time in the history of the United States, a time of both great accomplishments and serious divisions, when triumph and tragedy walked in lock step.                  

The 29 sessions of this course will cover the legislative activity that formed the basis of Johnson’s “Great Society” and also review the ever-widening decisions that led to the trauma of Vietnam.      

Four classes will look at activities inside the White House, with guests who were part of the Johnson experience.  Three other classes will also hear invited guests, experts in their fields.

The students will be introduced to the process of research. In two sessions at the LBJ Library, Library archivists will describe the materials available on various subjects, and students will then select the topics they will research.  Students will have several weeks to conduct their research and write their papers.  Those papers will serve as the course’s only exam.

Texts

LBJ: The White House Years, by Harry Middleton

Johnson’s: first address to Congress, “Great Society” speech, “We Shall Overcome” speech, memoir

“The Ship Sails On,” a speech by Joseph Califano, Jr.

In Retrospect, by Robert S. McNamara

“Vietnam and Southeast Asia,” from Concept and Controversy, by W.W. Rostow

“The War in Vietnam,” by George Herring, a chapter in Exploring the Johnson Years.

Requirements

Students will have several weeks to conduct their research and write their papers.  Those papers will serve as the course’s only exam.

The paper will be 6,000 to 7,000 words (20 to 25 double-spaced ages) based on original research conducted in the archives of the LBJ Library.

In two class sessions, Library archivists work with members of the class to make them familiar with the holdings and the procedures of working with the materials.  The sessions with the archivists come before spring break.

 

LAH 350 • Leadership And Ethics

29430 • Drumwright, Minette E
Meets TTH 200pm-330pm BMC 3.206
(also listed as HMN 350)
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Course Description:

The central purpose of the course is to examine business and the professions in the,larger context of society.  Such an examination requires consideration of a multitude of issues ranging from normative philosophical positions to practical day-to-day decision making by managers, professionals, and  leaders.  The goal is to raise important questions and issues and to help students think about how to think about them.  The course is neither a course in ethics nor a course in management per se, but it prompts students to approach the issues of business and society in a more integrative and systematic way.

The course should be of interest to a wide range of students, and it does not presume previous courses in ethics or business. 

Texts List: 

Drumwright, Business Professionals & Society  (these are cases and readings in a course packet)

Course Requirements: 

Class Participation 30% Two 8-page case write-ups

One 1 5-page paper (group project) (papers comprise 70% of final grade)

 

LAH 350 • Leadership Strategy In Sports

29435 • ROBERTS, DARON K
Meets MWF 1000am-1100am CRD 007B
(also listed as T C 325)
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Leadership Strategy in Sports

In February of 2014, Michael Sam, a former outside linebacker for the University of Missouri and SEC Co-Defensive Player of the Year, announced that he was gay. The announcement did not come as a surprise to his former teammates - Sam had shared his sexual orientation during a fall practice session the previous year - but the news sent shockwaves through the news media. His declaration was met with both scorn and praise. With the NFL Draft nearly four months away, would Sam become the first openly gay player in the NFL?

 His courage attracted international media attention and drew the support of First Lady Michelle Obama via Twitter: "You're an inspiration to all of us, @MikeSamFootball. We couldn't be prouder of your courage both on and off the field." But some NFL players, including  Jonathan Vilma, voiced uneasiness about Sam's reception in the locker-room. "I think he [Sam] would not be accepted as much as we think he would be accepted," Vilma cautioned.

 The Sam Saga underscores the extent to which sports reflect ideological divides in our culture. In this course, we will frame our discussion of contemporary issues in spotis through a historical lens that examines the introduction of athletic contests into American society. Next, we will use this backdrop to wade through complex social, economic and cultural issues including: compensation of college athletes, use of analytics to inform decision-making, minority representation among players and managers, introduction of openly gay athletes and the health implications of player safety.

Most importantly, we will take on the role of key decision-makers (e.g., athletic directors, head coaches and general managers) and construct our own ethical framework for dealing with these issues in the spotis context.

 Assignments and Grading Policy:

Grades will be based on the following: (!) regular class attendance, careful preparation of the readings, and active participation in the class; (2) timely submission of all work; (3) a term paper.

Final grades will be calculated using the following formula: (!) shoti response papers - 35%, (2) term paper and presentation - 35%, and (3) class participation - 30%. There will be no final examination.

Text/Readings:

Michael Lewis, Moneyball: The Art of Winning an Unfair Game (2004).

William Rhoden, 40 Million Dollar Slaves: The Rise, Fall and Redemption of the Black Athlete (2007);

Mark Faninaru-Wade & Steve Fainaru. League of Denial: The NFL, Concussions and the Battle for Truth (2013).

There will also be a course packet comprised of short readings. 

About the Professor

Daron Roberts is the founding director of the Center for Sports Leadership & Innovation (CSLi) at the University of Texas. He is also a guest analyst with ESPN's Longhorn Network and has spent the past seven years as an NFL and college football coach after graduating from Harvard Law School. He has been featured in ESPN the Magazine, Bloomberg Businessweek and Sports Illustrated. Currently, he serves as a Lecturer in the Humanities at The University of Texas where he teaches two upper-division honors courses, "Leadership Strategy in Sports" and "Disruptive Innovation in Sports". He also teaches a signature course, "A Gameplan for Winning at Life", to freshmen students including all UT freshmen student-athletes.

LAH 350 • Literary And Cultural Thry

29440 • Murphy, Gretchen
Meets MWF 1000am-1100am PAR 310
(also listed as E 364D)
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E 364D  l  Literary and Cultural Theory-HONORS

Instructor:  Murphy, G

Unique #:  34585

Semester:  Fall 2015

Cross-lists:  LAH 350

Flags:  Writing

Restrictions:  English Honors; Liberal Arts Honors

Computer Instruction:  No

Prerequisite: Nine semester hours of coursework in English or rhetoric and writing.

Description: This class surveys problems in interpretative theory, paying special attention to issues of representation, authority and reception. In other words, we’ll consider the problem of determining where authority to determine a text’s meaning located: in the author, the text, the culture, or the individual reader/viewer? How can we understand the role of the reader/viewer in the act of making and making sense of cultural production? Readings will examine critical approaches to literature, film, television and other media.

Required course text: Julie Rifkin and Michael Ryan Literary Theory: An Anthology, second edition (Blackwell Publishing)

Requirements & Grading: Grades will be based on participation in class and on-line discussions, quizzes, and two 6-8-page papers.

LAH 350 • Politics In Fiction

29445 • Sparrow, Bartholomew
Meets MW 330pm-500pm BAT 1.104
(also listed as GOV 379S)
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Introduction

What is at stake in politics and government?  Why do political events unfold as they do?  Why do politicians and public officials make the choices they do?  Theories of politics and government, statistical analyses, and archival research take us only so far.  Many say that the best way to capture politics and government—and especially the personal and emotional nature of politics—is through fiction.

In “Politics and Fiction,” students read some of the best extant fiction writing on American politics and government, past and present.  The reading list is based on the quality of the texts, rather than on focusing particular authors, addressing particular subjects, or covering particular time periods.  Fortunately, particular topics and time periods do come into play.  The books’ subjects range from accounts of 19th century America, to works on Vietnam and the 1960s, to novels about city and state, and to contemporary lobbying and radicalism.

Students are asked to read critically, that is to uncover the assumptions of and perspectives of each text with respect to ideology and partisanship, to consider how politics function and the political system operates, to think about the role played by individual and social psychology, and to assess what the relevant institutions are each case.  What are the political foundations and philosophic premises of the texts?  What is the author’s writing style and the effect of that style on the reader’s understanding of the text?

 Texts (required)

19th Century

Harriet Beecher Stowe, Uncle Tom’s Cabin, IBSN: 1840224023

Gore Vidal, Lincoln, IBSN: 0375708763

Vietnam and the 1950-1990s

Graham Greene, The Quiet American ISBN: 0140185003

Philip Roth, American Pastoral ISBN: 0375701429

Tim O'Brien, In the Lake of the Woods ISBN: 0140250947 

Local and State Politics

Robert Penn Warren, All the King’s Men ISBN:0156031043

Billy Lee Brammer, The Gay Place.  ISBN:0292708319 

Contemporary Issues

Christopher Buckley, Thank You for Smoking  ISBN: 0812976525

David Goodwillie, American Subversive  ISBN: 1439157065 

Grades

Book Reviews, two (1500-2000 words): 2 x 15 = 30 percent (graded)

Editorial memos, six (600-750 words): 6 x 5 = 30% (high pass, pass, low pass, fail)

Class Participation: 30% (includes quality and quantity of discussion, attendance)

Presentation/Discussion leadership: 10% (high pass, pass, low pass, fail) 

Requirements

The two book reviews and the six editorial memos are to be posted to the class (and your group’s) Canvas website. 

Each of your two book reviews is to be revised, with the help of your classmates.  The first draft of the book review is due by 9:00 p.m. the Sunday before the Monday the book is to be discussed, to be posted on your team’s Canvas website.  The revised draft is to be posted by 9:00 pm on Thursday after the second class day, Wednesday, of discussion. 

The book reviews are to be graded on their understanding and analysis of the text, their use of evidence from the text, and their coherence and polish.  The first draft will be evaluated on a high passpass/no pass basis and will count for one-fifth of the book review grade (3 points).  The second and final draft will count for four-fifths of the paper grade (12 points). 

The editorial memos, which are to be posted by Wednesday at noon, are to be your reactions/remarks on the book review written by one of your teammates.  You are not responsible for a comment paper on the two weeks when you are writing your book reviews, but you may make a presentation and also write an editorial memo.  The comment papers are to be your own considered comments (with textual evidence and text page number) with respect to the book review’s ideas, its argument, its organization, its composition (such as transitions, phrasing, syntax, and grammar), and any other matters you think relevant to improving its overall quality.  The editorial memos should reflect evidence of a careful reading of the text.  Your grades on the comment papers depend on the seriousness, thoroughness, and accuracy of your comments.  First and foremost, they are to be written to help your classmate write the most effective book review possible. 

Late book reviews and late comment papers will either be penalized, depending on how late they are submitted, or not accepted. 

You are responsible for attendance and participation.  Your regular presence and engagement in class discussion is expected.  Your participation will be graded on the quality of your contribution matters more so than merely the quantity, and should reflect a thorough reading of the text and be relevant to the discussion on hand.  Your instructor may call on you if you are shy or remain silent during class discussions. 

Three tardy appearances (coming more a few minutes late to class or regularly coming late to class) counts as one absence.   Early departures or absences within class are counted as tardies.  Four or moreabsences total—whether excused or unexcused—will result in a 2 percent reduction in your overall course grade, with another 2 percent off for each additional absence.   Seven or more class absences may result in automatic failure. 

Let your instructor know in advance if you know you will be late for class or if you have to leave early (e.g., job interview, court appearance).  Also let him know ahead of time if you have miss assignments for extraordinary reasons or cannot otherwise participate as expected. 

Expectations

• As a student in the class, you are expected to demonstrate the following:

- intellectual engagement in the texts and topics of the course

                        - honesty, responsibility, self-motivation, and hard work

- self-reflection and on-going assessment of your own learning

- respect for your fellow students and teacher 

•  Specific student assignments:

- reading the week’s assigned text in advance of Tuesday’s class

- participating in class discussion (including attendance)

                        - making oral presentations

- writing book reviews and comment papers

- keeping up with the course’s Canvas site and your own email

•  Email correspondence is welcome and convenient.  Please format your emails as business correspondence (with a title/greeting and signature), and I shall try to get to you emails within 24 hours—and usually much sooner—unless I am indisposed.  I may also answer on Canvas should you voice a general concern, one that it might be more useful to share with the class rather than keep to personal email. 

 

•  Your instructor is available during office hours, and by appointment if you can’t make office hours.  He will be usually available a few minutes before class, as well.

•  Computers, mobile ‘phones, and other electronic devices need to be turned off unless with the express permission of your instructor: using devices in class counts as a tardy, and after the third violation it will count as an absence from class and the student may be asked to leave the classroom.

•  Misconduct will detract from your participation grade.  Misconduct is any behavior disruptive to learning and includes the following: activated cell phones, iPods, laptops, etc.; personal conversations in class; studying for another class; or exhibiting other behavior as interpreted by your instructor.  Inappropriate classroom behavior may also result in your dismissal from the classroom (with that class day being counted as an absence).

•  Students with disabilities may request appropriate academic accommodations from the Division of Diversity and Community Engagement, Services for Students with Disabilities, 471-6259, http://www.utexas.edu/diversity/ddce/ssd/ Please inform the instructor of your condition by the 2nd week of classes. 

• Special arrangements for the assignments may be considered on an individual basis in exceptional circumstances, but only if you discuss this with the instructor in advance.

•  By UT Austin policy, you must notify your instructor of your pending absence at least fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, you will be given an opportunity to complete the missed work within a reasonable time after the absence. 

Course Schedule

You are to read the book assigned the preceding week, thus on the Monday and Wednesday classes for which the book is assigned and discussed, students will have read the book (and be starting the next week’s book). 

Each week—not including weeks one and two—will proceed as follows, except for the two longest books that will take up three class days instead of two.

By Sundays at 9:00 p.m., book reviewers post their reviews on their team’s Canvas website. 

On Mondays, two students (not the book reviewers) will select passages from the text, no more than three, and read from a few sentences to a paragraph or two out loud to the class, and say what it signifies for them.  Each presentation should last five-to-ten minutes in all, but it should be tightly composed and professional: direct and to the point.

After both students have done so, they will open class discussion with a question (one each) based on the text and the presenting student’s reaction to/interaction with the writing. 

On Wednesday by 12:00 p.m., noon, the students in each team will submit their editorial memos on their teams’ online forum—responses to each “thread” that is a book review—in response to their teammate’s first draft of her/his book review.  Students may give feedback on the ideas, organization, clarity, omissions, and/or other points they think relevant.  Note that these comments themselves need to be well-argued, substantiated (page numbers, examples, quotations, etc.), and precise so as to be the most helpful to the book reviewer—as an editor would to a young writer for the newspaper/magazine/blog.

The students who write editorial memos are not those writing the book reviews, of course, and vice versa.

Part of Wednesday’s class will involve you meeting in your teams to go over the book reviews that have been printed out and brought to class by the reviewer. 

By Thursdays at 9:00 pm (at the latest) the students writing the book reviews post their polished copies on their team’s website.  The class will be taken up with further discussions about the text as well as about, where appropriate or relevant, the writing process. 

When the books do not coincide with one per week, then the schedule will be adjusted accordingly.

 

 

 

 

 

 

 

 

LAH 350 • Self & Society In Renais Cul

29450 • Rebhorn, Wayne A
Meets TTH 200pm-330pm PAR 310
(also listed as T C 357)
show description

This course aims to introduce students to the civilization of the Renaissance in Europe from Petrarch and Boccaccio in mid-fourteenth century Italy to Molière in mid-seventeenth century France.  Although our primary focus will be on the literature of the period, we will also consider politics, philosophy, and art, as well as social and intellectual history.  Since we cannot hope to do justice to all these subjects or to a period as immense as the Renaissance, we shall focus on two of its central preoccupations, both of which are harbingers of the modern world: first, its notion of a flexible or protean self and of identity as something shaped and manipulated by the individual; and second, its sense of the historical contingency of the social order, of society as something man-made and hence transformable.  Proceeding in chronological order, we will follow the first of these notions in autobiographical writings and in books which aimed to prescribe just how the self should be fashioned.  At the same time, we will also examine the preoccupation of the Renaissance with society in the utopian literature of the period and in a variety of works concerned with the alienation of marginal groups and with social change.  Actually, these two concerns were never really distinct from one another in the minds of Renaissance people, nor were they kept apart in the works we shall read.  Finally, we shall consider the growth of rationalism and absolutism in the course of the period which ultimately led away from the Renaissance and into the Enlightenment.   

Among the works we will read will be: generous selections from Petrarch's letters; Boccaccio’s Decameron; Castiglione’s Book of the Courtier; Erasmus's Praise of Folly; More’s Utopia; various works by Machiavelli, including The Prince; portions of Rabelais’ Gargantua and Pantagruel; the first picaresque novel, Lazarillo de Tormes; some of Montaigne’s Essays; Marlowe’s Doctor Faustus; Shakespeare’s The Tempest; Quevedo’s The Swindler; and Molière’s Tartuffe

Students will write two essays during the course of the semester, determining the topics for those essays on their own. One essay will be shorter (around 8 pages) and one, considerably longer and will include some work with secondary materials. There will be opportunities for consultation with the instructor about the essays at various stages of their composition as well as an opportunity to re-write each essay.  On two occasions during the semester, students will present their papers orally to the class and then begin class discussion. There will also be frequent reading quizzes during the course of the semester. The final grade will be determined by the essays (75%), the quizzes (15%), and class participation, including the students' presentation of their essays (10%). 

About the Professor:

Wayne Rebhorn's scholarship explores the social and political dimensions of literature and rhetoric in the European Renaissance. Working in three fields—the literatures of the English Renaissance and of the European Renaissance as well as Renaissance rhetoric—he has written, translated, edited, or co-edited eight books in addition to over twenty-five scholarly articles on authors from Boccaccio through More and Shakespeare down to Milton. He has won numerous awards and prizes and has been invited to lecture at major universities throughout the United States as well as in France, Italy, and Germany, and while he continues to work on Renaissance authors such as Machiavelli and on Renaissance rhetoric, his most recent project is a new translation of Boccaccio's Decameron, which was published by Norton in 2013.

Dr. Rebhorn is the winner of the 2014 PEN Literary Award for Translation for his 2013 translation of Boccachio's Decameron.

PEN Literary Award Judges' Statement: Translators who choose to wrestle with a classic of world literature – a work that has already established a foothold in the target language – face a double challenge. Like any translator, they aim to do justice to the original. At the same time, their work must pass the test of comparison with its precursors. Can they offer something truly new? Can they make us see a familiar work, and the world it conjures, with fresh eyes? In retranslating Boccacchio's Decameron, Wayne A. Rebhorn meets these challenges with brio. His Boccaccio comes alive for the modern reader, narrating each rich, enthralling tale in a clear voice that echoes past language but is not trapped in it. Rebhorn does not feel the need to approximate Boccacchio's Latinate syntax in English, opting instead for the deceptively casual mode of a skilled storyteller and, like a gifted raconteur, he keeps us on our toes, moving effortlessly from high to low registers. Rebhorn has not simply revisited the Decameron – he has offered us a new vision of a seminal work of Western literature.

 

LAH 350 • The Graphic Novel

29455 • Doherty, Brian
Meets TTH 330pm-500pm CAL 323
(also listed as E 324C)
show description

E 324C  l  The Graphic Novel-HONORS

Instructor:  Doherty, B

Unique #:  34430

Semester:  Fall 2015

Cross-lists:  LAH 350

Flags:  Writing

Restrictions:  English Honors; Liberal Arts Honors

Computer Instruction:  No

E 324 (Topic: Themes in the Graphic Novel) and 324C may not both be counted.

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: Some of the more exciting forms of literary expression in the past decades have come from Graphic Novels. We’ll look at some theories and examples of the emergence of the Graphic Novel, possibly through the career of Art Spiegelman, and discuss basic graphic novel literacy. We will look at a sample of the graphic novels that have had a great impact on readers here and abroad. In our reading, we will identify several kinds of themes: historical novels, speculative, socially engaged novels, and novels that work as queries into the intensely personal. Our analysis will involve the combination of prose and graphics, as well as the sequencing that defines the graphic novel against other kinds of literature. Some specific topics be literature into graphic novel and the graphic novel as world literature.

Texts (A partial list, subject to change): Bechdel, Allison. Are You My Mother • Crumb, R. Kafka • Hergé. The Adventures of Tintin • Kafka, Franz (and others). The Castle: A Graphic Novel • Lutes, Jason. Berlin, City of Stones and Berlin: City of Smoke • Satrapi, Marjane. Persepolis, I and II • Spiegelman, Art. Maus I and II • Vaughn, Brian. Pride of Baghdad.

Students will write one paper on a series of their choosing, subject to approval.

Requirements & Grading: Participation in Class discussion, 10%; Quizzes on Reading, 10%; Independent reading paper (politics, history, and culture), 15%; Independent reading paper (literature into graphic novel), 15%;Occasional Writing: Canvas posts, short assignments, 10%; Prospectus, bibliography for final paper, 10%; Final Paper (8-10 pages), 30%.

LAH 350 • Writing Nonfiction

29465 • Curtis, Gregory B
Meets MWF 1100am-1200pm MEZ 1.104
(also listed as T C 325)
show description

Overview – This is a rigorous course for students who want to learn to write well. We focus on writing profiles and narratives based on research and personal experience. This is decidedly not a course about writing journals, diaries, or self-revelation. Students’ work is read and discussed in class. The assigned reading, with one exception, consists of work by contemporary writers. All this work is legally available for free on the web or on reserve in PCL. The one exception is A Moveable Feast by Ernest Hemingway (Scribner 1964), which is available at the Co-Op as well as in used book stores. The readings are also discussed in class.

This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing. In this class, you will write regularly during the semester, complete substantial writing projects, and receive feedback from me to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you will be asked to read and discuss your peers’ work. Your grade will mostly depend on the quality of your written work. Writing Flag classes meet the Core Communications objectives of critical thinking, communication, teamwork, and personal responsibility, established by the Texas Higher Education Coordinating Board. This course may be used to fulfill three hours of the communication component of the university core curriculum.

If you must miss class or an assignment in order to observe a religious holy day, you should notify me at least fourteen days in advance. You will be allowed to complete the missed work within a reasonable time.

Any student with a documented disability who requires academic accommodations should contact Services for Students with Disabilities at 471- 6259 (voice) or 512-410-6644 (Video Phone) as soon as possible to request an official letter outlining authorized accommodations.

 

Grading Information

Assignment   % of Final GradeSelf-portrait       3Quizzes            123 Profiles          253 Narratives       25 3 Free Choices    35

 I read, comment on, and grade your work the way a professional editor would. I’ll be looking at the overall organization of each assignment, at its shape and rhythm, and at the structure of sentences and paragraphs. I am very particular about grammar and usage. Your words should really mean what you think they mean; your sentences should really say what you are trying to say. Proofread your papers carefully. Remember, running spell check on your computer is not a substitute for proofreading. It annoys me to find, for example, “night” when the intended word is “knight” or “witch” when the intended word is “which”.

All other things being equal, a paper that is clear, interesting, savvy, coherent, and surprising gets an A. A paper that is clear and interesting enough gets a B. A paper that is organized just well enough but is otherwise work-a-day and plodding gets a C. Beyond that lies the abyss. I do not give plus/minus grades.

I do not accept late assignments except… Those exceptions are rare.

Don’t take the chance. Work is due at the beginning of class.

Most classes will begin with a short quiz about the reading. The quizzes will not be hard. They will be true/false questions and the like. It won’t be necessary to study for them. If you have simply read the assignment, you will get every question right.

If a final grade is on the borderline, I will look for a reason to raise it.

I’m not promising I’ll find such a reason, but I am promising to look. One reason would be consistent, helpful comments during class discussion.

Another reason would be a pattern of improvement. I don’t want a low grade, or even two, to be fatal, especially if those grades are on assignments early in the semester.

I consider plagiarism a serious offense. Plagiarism is presenting someone else’s writing as your own. Do not do so.

Please come see me whenever you wish, especially if you havequestions or are having problems. You are welcome to stop by my office on the spur of the moment. If I am free, I will be happy to see you. It is best, however, to make an appointment by seeing me before or after class or by contacting me by email or telephone. I am in my campus office between 9:30 and 11 on Monday, Wednesday, and Friday and between 9:30 and noon on Tuesday and Thursday. It is also sometimes possible to arrange appointments outside those office hours. Let me emphasize again, don’t hesitate to come see me

Assignments – Please turn in a hard copy of your assignment at the beginning of class on the indicated date and email the assignment to me as a Word or Pages attachment (not a pdf). Please put your name, a title, and the word count at the beginning of each assignment. Do not exceed the assigned word count. Number your pages!!!

Always bring a copy of the reading assignment to class. You will need it during class discussion.

I’ve used boldfaced type to indicate when a writing assignment is due.

Biography: Gregory Curtis was born in Corpus Christi and raised in Kansas City, Missouri. He received a BA in English from Rice University and a master’s in English from San Francisco State College. While in San Francisco, he ran a very small printing and publishing company. He became a staff writer for Texas Monthly in 1972, just as the magazine was launched, and was promoted to editor in 1981, a position he held until 2000. In addition to Texas Monthly, he has written for the New York Times, New York Times magazine, Rolling Stone, Fortune, and Time. Curtis is the author of The Cave Painters and Disarmed: The Story of Venus DeMilo. He lives in Austin and is an adequate equestrian and aspiring magician.

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LAH 358Q • Supervised Research

29474
Meets
show description

Supervised Research. Individual instruction. Prerequisite: A
University grade point average of at least 3.50 and consent of the
liberal arts honors program adviser. Only one LAH 358Q may be applied towards college honors. Course may be repeated.

LAH 679TA • Honors Thesis

29475
Meets
show description

Restricted to Plan I majors in the College of Liberal Arts. Supervised research, reading, and writing of a substantial paper on an interdepartmental subject.

LAH 679TB • Honors Thesis

29477
Meets
show description

Restricted to Plan I majors in the College of Liberal Arts. Supervised research, reading, and writing of a substantial paper on an interdepartmental subject.

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