Course Number:8G:1 Title: The Interpretation of Literature Time: 12:30pm MWF Instructor: Steve Grant Spring 2005 Email:

steve-grant@uiowa.edu Section Number: 046 220 North Hall Course Website: Office: 261 McBride Hall http://www.uiowa.edu/~c08g001d Office Hours: 23-hr Virtual Office Hours via email In person by appointment or Fridays 4:00-7:00pm

8G:1 Interpretation of Literature

WHY?
Course Texts: Location All texts can be purchased at the Iowa Memorial Union Bookstore. These materials will be supplemented by handouts, which I will provide. I will also post these handouts to this section website in PDF format.
Texts
Author Title Publisher Beverly Lawn 40 Short Stories: A Portable Anthology St. Martins Press Daniel Defoe Robinson Crusoe Penguin David Mamet Oleanna Random House William Shakespeare Hamlet NAL Signet Classic Don Delillo White Noise Penguin Art Spiegelman Maus: A Survivor's Tale, Vols 1 & 2 Pantheon

Course Website I will be making extensive use of the course website as a way for you to access assignments and supplemental material. Essentially, Ill do my best to get all course material (syllabus, writing assignments, etc.) posted to the course website. The course website is your first point-of-contact for the course. http://www.uiowa.edu/~c08g001d

Class Overview This course is about moving past the obvious understanding of the role that text and literature play in our lives to get at some of the more elusive, and much larger, question of Why?
Why? Why do we read literature? Just as importantly, why do people choose to write it? What is the impulse that drives artists to create stories, novels, and poems? I would propose that literature is an attempt to answer the biggest Why of all: Why are we here? I run a very straightforward classroom, using what I call the What, How, Why method of comprehension, analysis, and interpretation. I run a program light on jargon and heavy on understanding what is happening in a text, how the writer has structured the piece, and why it was written. Youll build strong interpretation skills that will be portable to other disciplines like law, business, and the sciences. Youll also learn how to gain greater insight and meaning from the texts in your life. The other focus of the course? Youll learn to articulate your thoughts on literature in a clean, formal style that will serve you well in business writing, law, and the sciences. For reading well cast a broad net - including texts such as comics, film, advertising, & architecture. The works we will read in this class will be challenging. You will likely wind up thinking in new modes of thought, which can be uncomfortable, but that only means you are expanding your performance envelope. If you can learn to read this material, analyze it, and write intelligently about it, you will be able to read and write about anything. By the end of this course you will know new ways of reading and approaching meaning bearing media. You should be better equipped to chip away at the boulder of hard works.

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Goals and Objectives Learn to read in a conscious, critical modality Learning to read for context, bias, assumptions, and agenda Learning to read for significance: political, cultural, and personal. Learn to write with economy and precision Learning to write to fully develop ideas Improved ability to write under pressure and deadline Expectations
I expect you to read this syllabus. Unless you inform me otherwise, I will assume you to have read and comprehended it in its entirety. You are expected to attend every class. You are expected to participate in class discussion. You are expected to come to class having read the material, prepared to contribute to the class discourse. You are expected to contact me as soon as possible if you are having difficulty. You are expected to have a word processor and access to a printer. You are expected to have access to the Internet.

Class Performance
Professionalism and Participation If nothing else, college is a training ground for learning the work habits and conduct that will follow you into your career in private industry, the public sector, or the academy. I plan on running the classroom in a manner that will help you understand what your corporate and professional colleagues will expect from you upon your graduation and entry into the workforce.
In my opinion, the greatest predictor of individual success is not brilliance or economic advantage. Instead, it is initiative and engagement. Engaged people get work done, solve problems and get noticed. The disengaged are left on the sidelines. How does this translate into what I expect in the classroom? It means students will be required to participate in class discussion. It means reading the assigned material before class, taking notes on it, and formulating questions for class discussion. If youve developed an opinion or idea about the material, write it down to share with the class. I dont expect you to have a battery of brilliant insights into the material every single class period. I do expect you to engage the text and engage the class. Your engagement with the class counts for more than its numeric grade value.

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If you have a cellphone, pager, or personal wireless device, turn its audio off before class starts. You get one warning. After that, Ill ask you to leave and mark you absent for the day.

Attendance This is a performance-based course, not a survey. We are here to learn new ways of reading and thinking. As a result your attendance is crucial - I expect you attend class. Not to belabor the obvious, but this means attending every class. My personal experience as an undergraduate taught me that there was a direct correlation between my attendance of my class and my performance in it above and beyond any type of penalty levied by the instructor for absenteeism. In the private sector, if you dont show up, and you dont explain your absence, youre fired period. This is the standard for my class. You have four (4) unexcused absences at your disposal DO NOT FEEL COMPELLED TO USE THEM. After that your final grade will in all likelihood be lowered one-half letter grade value (A to A-, B- to C+) for each additional day missed. If you miss nine (9) class periods, you should not be surprised when I fail you. If you miss class, check the class website or speak to a classmate regarding assignments and notes do not contact me. Please note that if you miss class due to illness, excused University activity, or major religious observance, it is your responsibility to provide me with official documentation. I will want to see it. If you do have an excused absence, you are responsible for the work missed.
I also expect you to attend class on time. In the private sector, a chronically late worker will not find himself employed for long. The standard for this class is to be in your seat at the start of the period, ready to go. It does not mean sashaying in the door at the start of the period, popping gum and dropping your books on the desk. This class is only 50 minutes long that means that 5 minutes is 10% of our available time together. There is a five-minute grace period from the start of class available for quiet entry into the classroom. After the grace period has expired I will mark you absent for the day. Chronic abuse of the grace period will be noted and adversely effect your final grade. Like my scuba instructor used to say, Unless youre five minutes early, youre late.

Work Product
Format Blame Sam Clemens and the ubiquity of personal computing for this: All assignments for this class are to be typewritten on white 8 1/2 x 11in paper. The type utilized should be set to twelve (12) points, with double spacing and one (1) inch margins. The typeface should be readable and unornamented: Times New Roman is a good serif font; Helvetica is a good san serif face (youre reading it right now). The front page of any assignment should include your name, the date, course title, and section number. Subsequent pages should include the page number and your last name in the footer. Additionally, I will need an electronic copy of your major assignments emailed to me, in

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Microsoft Word or Adobe PDF format. Materials that are not submitted in this format are considered out of spec, and will receive a failing grade.

Late Assignments I will only accept excuses for late work under extreme extenuating circumstances a zero (0) for the assignment is a more likely outcome. I understand that emergencies happen. However, you should also understand that I expect you to use your native ability to project into the future, adapt to your environment, and overcome adversity to prevent late work from coming to pass. If, in my judgment, you failed to anticipate the obvious, then you can look forward to getting a failing grade on your late assignment. Keep in mind the 5 Ps: Proper Planning Prevents Poor Performance. We have a lot of material to cover - late work only makes it harder for you (and me) to keep up.
A special note about computer problems: I am particularly unforgiving of excuses built around technical issues. Not only have the reliability of storage media and personal computers improved hugely over the last several years, but in the private sector no one will care that you had a problem with your computer. Corrupted or lost files mean lost clients, lost opportunities, and quite possibly lost employment. Take this opportunity to learn good data management practices in a low-consequence environment. Save early, save often, save an offsite archive copy.

Plagiarism Plagiarism is simple taking credit for someone elses work without attribution. I understand that the Internet has ushered in a brave new world of plagiarism and intellectual property piracy. Take this as a one-time warning I will be reading for inconsistent language and running your papers through a variety of search engines. Any instance of plagiarism is grounds for a failing grade (F) for the course and possible administrative penalties.
For more detail on the Universitys official plagiarism policy, please see your Student Handbook.

Writing Resources Please make use of the Writing Lab, located in 110 EPB, if you would like one-on-one help with your writing assignments. After all, the Writing Lab is your student fees at work. Folks, this is the real deal the Writing Center will work with you on one on one to improve your writing, for the entire semester, on an appointment basis, or even via email. For more information, visit:
www.uiowa.edu/~writingc/

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Communication and Conflict Resolution

Contact Email My preferred mode of contact for single-issue communications is email. Its fast, its free, and it creates a written record of our dialog. I check my email several times a day. Email is an excellent way to ask questions about class material, your approach to an idea, or for clarification on a given assignment. DO NOT use email to tell me you are going to be absent or ask for missed assignments or class notes. DO NOT use email to tell me you are going to be absent or ask for missed assignments or class notes. Yes, I said it twice, because I mean it.
If you have sent me a message, you can expect a reply within 24 hours usually much less. Office Hours I hold three (3) hours of scheduled office hours every week, but prefer to meet with you by appointment. If you want to meet just write me and set at time, or make an appointment with me before or after class. I can help with difficult assignments, discuss ideas in further depth, or help you with anything else pertaining to class. I am there to help you your tuition pays for my availability during my office hours and you are welcome to make use of them. If you are having difficulty in class, or have an issue, come see me in person during my office hours or make an appointment. Conflicts are better resolved in person, as email sometimes leaves room for misinterpretation.

Code of Conduct To me, this falls under my previous comments on professionalism. The overt purpose of this class is to teach new and more sophisticated ways of reading and examining texts. The less overt but just as vital purpose of your undergraduate career is to provide a lowconsequence environment in which you can learn to conduct yourself in a professional manner. We are here to develop sophistication in written and spoken debate of complex ideas. Some of the material and subject matter of this class may strike you as controversial or offensive. The world can be an offensive place, and you need to learn how to deal with that offensiveness effectively. Even if you disagree with a peer, or disagree with me, I expect you to treat everyone in the classroom with respect and follow the University Code of Conduct. People have constructed successful careers out of nothing more than a cool head, an open mind, and a positive attitude. Problems and Conflict Resolution You are expected to contact me as soon as possible if you are having difficulty. If you have an issue with the curriculum, or are having difficulties with the class, come see me. Talk to me first and get in front of the issue. The sooner you make me aware of a problem, the sooner we can get to work solving it. The end of the semester is not the
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time to say Im just not getting this course. I will look favorably on anyone who is having difficulty but is honestly working to resolve it. If you and I are unable to arrive at an acceptable resolution of your issue, contact the Program Associates Office at 3350484.

Class Conditions
Students with Special Needs If you have any special needs regarding the physical arrangement of the classroom or the nature of the class requirements, please let me know as soon as possible. If you have a disability statement on file with the University office, please let me see the paperwork so I can take your needs into account.

Grading Policy
Plus/Minus Letter Grading Scale I will be using the College of Liberal Arts five letter scale, with plus & minus graduations. The point weights break down as follows:
A+ A A970-1000 930-969 900-929 B+ B B870-899 830-869 800-829 C+ C C770-799 730-769 700-729 D+ D D670699 630669 600629 F 599 and below

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Categories and Numeric Weight Your grade will be computed using a points system, based on your performance in the following categories:
Attendance & Participation (includes 2 quotes, 2 questions) Category total 300 points Weekly Response Essays Category total 500 points Autobiography of A Reader 100 points Final Exam 100 Points TOTAL 1000 POINTS

Attendance & Participation See my notes above regarding my expectations regarding this category. Look, this category is subjective as hell, I wont apologize for it. This category is 30% of your grade be smart. It moved the needle, up and down, for several of my students last semester.

Two Quotes, Two Questions The dreaded Double 2 Q. I do a daily assignment called Two quotes, two questions. where youll pull quotes from the text and formulate questions around them. These are then emailed in to me. It sounds like a lot of work, but many students actually find they appreciate the opportunity to ask questions about the text in a private forum. I read all of them, and use them in class to help structure the discussion. Unless I explicitly state otherwise, these are due for every single reading assignment. They play a MAJOR role in my assessment of your A&P be smart!
Weekly Response Essays There will be a 2 page response essay due at the end of every week, unless I specifically stipulate otherwise. The response essays are a chance for you to react to the material and sharpen your writing technique. As there is no formal paper in this class, my grading will initially be lenient and grow progressively more intensive as the semester evolves. A note on style I am looking for an informal writing style. You know your audience. Its me, the instructor. Write as if you are emailing me, or trying to explain your thoughts or argument. Write in a style that is comfortable for you, that you feel smartest in. However, informal is not sloppy. I will still be looking at word choice, spelling, and sentences structure. These are to be handed in HARD COPY, as described elsewhere in this syllabus.

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Autobiography of a Reader This assignment kicks off the start of our semester together. You will write a free form essay about your personal history with reading an autobiography of your reading life. The idea behind this is to create a baseline that well use to frame your experience for the rest of the class. Final Exam Your final exam will be an expository writing assignment that will cover the semesters reading assignments and the analytical techniques you will have hopefully learned during the course.

TWO QUOTES TWO QUESTIONS (2q2?s)

Ive added this section to the syllabus this semester because I get a get more questions from students about this assignment than just about anything else. Because I am unable to think of a more efficient way to do, here are the Two Quotes, Two Questions Frequently Asked Questions.

What the hell are you talking about? Ok, almost every class period, youll select two quotes from the material youve been assigned. THEN you will create a question based on the quote. After that, youll take a crack at answering that question. Write it up and email it in at least ONE HOUR before class starts. Whats the format? Heres an actual student email from a previous class the names have been changed to protect the innocent
TO: Steve-Grant@uiowa.edu FROM: Richard-Cheney@whitehouse.gov SUBJ: 8G:1 2q2? The Red Convertible ---Richard Cheney 8G:1:34 Interpretation of Literature North Hall 215, 10:55am Instructor: Steve Grant 2 Quotes 2 Questions 1. I get out, close the door, and watch it plow softly into the water. (pg 45, para 2)

Q? Is driving the car into the water symbolizing anything? A. I believe that the red convertible is a symbol of freedom in that it

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releases Henry Junior from a debilitating mental illness. Also for Lyman the red convertible is a symbol of freeing his conscience from guilt over what happens to his brother. --A couple of things to note here First off, see how Dick has included the class, 2q2? and title of the assigned material in the subject line? That is very handy for me, your instructor, since it allows we to build rules that will automatically sort the incoming email into the appropriate folder. Next, notice how the quote is broken out and attributed (very important!). The page and paragraph number are all there, in case I want to look it up. Dick also came up with a pretty good question and made a good stab at answering it.

Are there any variations? Yes. If you run into a word or historical reference that you dont understand, you can look it up for ONE of your two questions. HOWEVER, you must cite the word in context, look it up, and include the definition in your answer.
Sometimes students feel strongly about the material theyve read, have a good idea or observation about it, ect. If you wind up writing a short essay about your thoughts instead of the usual questions, thats OK. I am far more interested in knowing what you think the questions are there to get you into an interrogatory mode with the material we are reading. I want you to get your hands bloody, how exactly that happens is less important than the deed coming to pass.

How do I hand them in? Email, email, email. Get them to me one hour (1) before the start of class so I have time to read them. Yes, I read them all. Are they really due every class? Yes, unless I explicitly state otherwise, they are due every single class. Seriously, are they really due every single class? Dude. They are so due. Seriously.

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